School Improvement Planning (SIP)

The School Improvement Planning (SIP) Process has been developed jointly by OSPI, ESD's, and school districts. It is one of several approaches to school improvement planning that districts may choose to use. The process is cyclical, and includes these 8 steps:

• Assess Readiness to Benefit
• •Collect, Sort, and Select Data
• •Build and Analyze the School Portfolio
• •Set and Prioritize Goals
• •Research and Select Best Practices
• •Craft Action Plans
• •Monitor Implementation of the Plan
• •Evaluate Impact on Student Achievement

The improvement process assesses the school's strengths and weaknesses, implements strategies and activities to address the school's needs, and continually evaluates the school's progress toward achieving its objectives and meeting its goals.

What Makes a School Successful?

Common Characteristics of High Performing Schools

Becoming a high-performing school takes many years of hard work. There is no silver bullet - no single thing a school can do to ensure high student performance. Research has found that high-performing schools have a number of common characteristics. A school may be doing well in some areas but need help in others.

These resource lists provide the names of key websites, books, reports, and articles that can be used to help schools improve in each of the characteristics of high-performing schools. Information about other characteristics are often embedded throughout these resources. After assessing the areas that need the most attention, review and then discuss the materials mentioned in this resource list in order to focus your school improvement efforts.

The basis for a statewide plan of support to schools is built upon review of the current research of characteristics of effective schools. These nine common characteristics are:

1. Clear and Shared Focus: Everybody knows where they are going and why. The focus is on achieving a shared vision, and all understand their role in achieving the vision. The focus and vision are developed from common beliefs and values, creating a consistent direction for all involved.

INDICATORS:

• All participants can articulate the common purpose.
• The use of time, materials, and professional development activities are aligned with common focus.
• Learning goals are developed and prioritized according to district or building guidelines.
• There is a commitment to long-range, continuous improvement.
• The common focus is directly related to assignment of staff time and resource allocation.
• All staff can articulate how the school is improving student learning.
• Staff study test results and establish a plan to attack areas of weakness.
• Professional development reflects the National Staff Development Council Standards.
• There is a sustained emphasis on learning.

2. High Standards and Expectations: Teachers and staff believe that all students can learn and meet high standards. While recognizing that some students must overcome significant barriers, these obstacles are not seen as insurmountable. Students are offered an ambitious and rigorous course of study.

INDICATORS:

• Instruction is focused on high expectations that implements powerful teaching and learning strategies including action inquiry, in-depth learning, and performance assessments.
• Instruction is focused on high expectations that implements powerful teaching and learning strategies including action inquiry, in-depth learning, and performance assessments.
• Staff is consistent and purposeful in cross-grade-level conversations that result in an alignment of the curriculum within and among the content areas.
• Staff focuses on commonalities that cut across grades and subjects.
• All students participate in and can master academically rigorous courses.
• There is a clear link between student assessment and instructional activities.
• Teachers focus on competence, not coverage.
• Students are aware of expectations, produce quality work, and present to real audiences (Gates).
• Expectations connect to the real world, and students are role models and peer educators (Partnership for Learning).
• Staff and students articulate their belief in their capacity for success.
• Instruction is personalized and encompasses a broad, concerted, and systematic emphasis on motivation as well as knowledge and skills.
• All participants can articulate the common purpose.
• The use of time, materials, and professional development activities are aligned with common focus.
• Learning goals are developed and prioritized according to district or building guidelines.
• There is a commitment to long-range, continuous improvement.
• The common focus is directly related to assignment of staff time and resource allocation.
• All staff can articulate how the school is improving student learning.
• Staff study test results and establish a plan to attack areas of weakness.
• Professional development reflects the National Staff Development Council Standards.
• There is a sustained emphasis on learning.

3. Effective School Leadership: Effective instructional and administrative leadership is required to implement change processes. Effective leaders are proactive and seek help that is needed. They also nurture an instructional program and school culture conducive to learning and professional growth. Effective leaders can have different styles and roles-teachers and other staff, including those in the district office, often have a leadership role.

INDICATORS:

Administrative Leaders

• Facilitate the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community.
• Advocate, nurture, and sustain a school culture and instructional program conducive to student learning and staff professional growth.
• Ensure management of the organization, operations, and resources for a safe, efficient, and effective learning environment.
• Collaborate with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
• Act with integrity , fairness, and in an ethical manner
• Understand, respond to, and influence the larger political, social, economic, legal, and cultural context.
• Facilitate development and implementation of the school improvement plan with aligned professional development that supports vision and operational philosophy.

Teacher Leaders

• Use research-based instructional program models researched-based practices.
• Model team learning approach with a focus on planning lessons, assessing students, and group problem solving. Mentor other teachers.
• Support a safe, efficient, and effective learning environment.
• Collaborate with parents, families, and other community members involved in the student learning environment.

Student Leaders

• Students work to remove barriers to learning (NEA/WEA).
• Students are role models (Partnership for Learning).
• Students are peer tutors (Partnership for Learning).

4. High Levels of Collaboration and Communication: There is strong teamwork among teachers across all grades and with other staff. Everybody is involved and connected to each other, including parents and members of the community, to identify problems and work on solutions.

INDICATORS:

• Structure and time for collaboration are determined and allocated. .Staff is highly involved in the school improvement effort.
• Models for decision making, problem solving, and conflict resolution are commonly known, used, and evident in the school. Schools and community members work together.
• School teams reflect the diversity of the school community.

5. Curriculum, Instruction and Assessment Aligned with Standards: The planned and actual curriculum are aligned with the essential academic learning requirements (EALRs). Research-based teaching strategies and materials are used. Staff understand the role of classroom and state assessments, what the assessments measure, and how student work is evaluated.

INDICATORS:

• Curriculum is aligned with state and local requirements.
• Adopted curriculum materials and models are research based.
• Instruction is focused on high expectations.
• Instruction is personalized and encompasses broad, concerted curriculum materials and models are research based.
• Instruction is focused on high expectations.
• Instruction is personalized and encompasses broad, concerted systematic emphasis on motivation as well as knowledge and skills.
• Instruction is modified based on student achievement data.
• There is a clear link between student assessment and instructional activities.
• Students are directly involved in the assessment of their learning.

6. Frequent Monitoring of Teaching and Learning: A steady cycle of different assessments identify students who needs help. More support and instruction time is provided, either during the school day or outside normal school hours, to students who need more help. Teaching is adjusted based on frequent monitoring of student progress and needs. Assessment results are used to focus and improve instructional programs.

INDICATORS:

Monitoring of Teaching:

• Teachers modify classroom practice based on student achievement data.
• Classroom assessment is aligned with the curriculum.
• Written/adopted curriculum is taught and assessments used to identify needs. Instruction is then aligned to needs.
• Teachers are assigned to areas in which they are endorsed.
• Experienced teachers are paired to mentor Jess-experienced teachers.
• Teachers demonstrate high skill proficiency as outlined in the National Board Standards.
• Principal is in the classroom often to evaluate implementation of best practice (Anderson, et al.).
• Teaching and learning are the major focus areas of the staff supervision and evaluation process.
• There is adequate time for reflection and review.
• Teachers/schools implement a record-keeping system for student achievement data to assist with short- and long-range planning.
• Teachers allocate a significant amount of time to instruction.

Monitoring of Student Learning:

• Goals for achievable education outcomes are clear and explicit.
• Teachers have been trained and use classroom-based assessment to make instructional decisions.
• Student progress and areas for improvement are shared regularly with parents.
• Specific test results are closely analyzed to guide improvement efforts. Students who are in need of extra help are identified.
• Multiple assessments are used to measure student progress (WEA/NEA). Instructional materials are selected based on quality and appropriateness to student needs (WEA/NEA).
• Every student has a strong personal relationship with at least one adult in the school.
• Students are engaged in active participation, exploration, and research.

7. Focused Professional Development: A strong emphasis is placed on training staff in areas of most need. Feedback from learning and teaching focuses extensive and ongoing professional development. The support is also aligned with the school or district vision and objectives.

INDICATORS:

• Professional development is based on a needs assessment and sustained over time.
• Deliberate decisions are made to ensure resources are allocated to maintain and sustain professional development.
• Leaders have focused much of their time in planning, implementing and monitoring professional development activities.
• Professional development engages all stakeholders.
• Professional development reflects the National Staff Development Council standards.
• Professional development models best practice instruction.
• A variety of professional development offerings are customized and based on individual and organizational needs.

8. Supportive Learning Environment: The school has a safe, civil, healthy and intellectually stimulating learning environment. Students feel respected and connected with the staff and are engaged in learning. Instruction is personalized and small learning environments increase student contact with teachers.

INDICATORS:

• Increases in student's bonding to school (opportunities, recognition, skills).
• There is a warm and friendly atmosphere.
• There is a reduction in discipline referrals (number, severity).
• Test scores are improving (norm and criterion-referenced).
• There is low staff turnover.
• Students and teachers are listening to others; respectful and courteous.
• Students take personal responsibility for their learning and behavior.
• Each student is supported by an adult advocate

9. High Levels of Community and Parent Involvement: There is a sense that all have a responsibility to educate students, not just the teachers and staff in schools. Parents, businesses, social service agencies, and community colleges/universities all play a vital role in this effort.

INDICATORS:

• Parents and community members have an active voice and involvement in the school improvement process.
• Staff understands the importance of parent and community involvement in the school and creates opportunities for their involvement.
• Staff creates and uses business partnerships to expand the curricula.
• Parents are assisted with understanding child and adolescent development and child-rearing skills.
• Parents and community members are recruited, trained. and provided a variety of volunteer activities.
• There is frequent and ongoing communication using a variety of means (e.g., newsletters, meetings, conferences, electronic).
• Diverse opportunities exist for parent involvement (e.g., committees, volunteering, monitoring homework).
• A high degree of parent participation and involvement are noted at open houses, PTA events, and other school activities.

Further references can be found at the Washington State Office of the Superintendent of Public Instruction SIP website