Missouri School Improvement Plan

1
Springfield Public Schools

• Missouri School Improvement Plan
• August 2002
• A Plan for OUR Future

2
MSIP Visit for SPSFall 2005

• Data collection begins in Fall 2002
• Program and Service Directors/Coordinators,
  Curriculum Facilitators, ISSIs and
  Administrators will play a critical role
• All staff members must learn the MSIP language
• Changes as a result of data analysis will be the
  primary focus
• Based on resource, process,
  and performance standards

3
Springfield Public Schools APR

• APR is defined as the Annual Performance Report
• This is an annual report card issued by DESE,
  which provides a score for our districts
  performance
• There are five methods for
  calculating MSIP Performance points
• The APR includes all five methods and will use
  the method which gives our district the highest
  number of points

4
2001 MSIP
Annual Performance Report

• Accredited 75-109 points
• Provisionally Accredited 55-74 points
• Unaccredited Below 54 points

5
SPSs APR Score for 2001
6
Springfield Public SchoolsAPR 1997-2001

• In your packet, page 1 lists our current APR
  score
• The shaded areas signify where we are meeting the
  states goals
• The column to the far right is the minimum
  requirement for achieving the states goals
• At the bottom of the page, the Methods of
  Calculation are the five mechanisms
  utilized for achieving points

7
Annual Performance Report

• Scores are calculated for five years
• SPSs current APR is from 1997-2001
• Areas of strength for SPS
• Social Studies for 4th and 11th grades
• MSIP Reading Index for 7th grade
• ACT
• Advanced Courses Offered
• College Placement
• Vocational Placement

8
Annual Performance Report

• Areas of Concern for Springfield Public Schools
• Communication Arts 3rd, 7th, and 11th grades
• Math 8th and 10th grades
• Science 7th and 10th grades
• Social Studies 8th grade
• MSIP Reading Index 3rd grade
• Dropout Rate

9
Annual Performance Report

• Attendance average CANNOT be below 90 for any
  division
• SPS High School Averages
• 1997 90.5
• 1998 90.5
• 1999 91.4
• 2000 91.4
• 2001 90.3
• 2002 91.7

10
Building Level APRs

• On pages 2-4, you will find the individual
  building level Annual Performance Reports by
  zones
• Standards are either met or not met
• More detailed information will be distributed at
  a later date by the Office of Research and
  Assessment

11
APR Methods of Calculation

• MAP Performance Index (MPI)
• Multiply of students scoring at each level for
  each subject
• Advanced x 3.0
• Proficient x 2.5
• Nearing Proficiency x 2.0
• Progressing x 1.5
• Step 1 x 1.0

ANY upward movement of students from Step 1 will
gain your school and our district a higher MPI
score!
12
MPI for 3rd Grade Communication Arts
13
MAP Performance Index (MPI)

• In your packet, pages 5-7, are a three-year
  depiction of your MPIs by zones and by schools
• These can also be found on the DESE website
• At the bottom of each page you will find the MPI
  calculation methods and the MSIP minimum scores
  by division and by content area, set by the state
• Rememberany upward movement of students out of
  Step 1 toward the MSIP minimum score will assist
  our district in attaining points for our Annual
  Performance Report (APR) for accreditation!

14
Comprehensive School Improvement PlanCSIP

• Our Districts Plan
• 2000-2005

15
Comprehensive School Improvement Plan (CSIP)

• CSIP is a living record, continuously updated
  through the revision, addition, and completion
  processes of the Strategic Initiatives, driven by
  the two BOE goals
• Increase student achievement
• Reduce the dropout rate
• Page 8 in your packet is the CSIP Schematic for
  Springfield Public Schools

16
CSIP Defined-Part 1

• MSIP-State accreditation process
• CSIP-Individual district plan
• Accountability Plan
• Strategic Initiatives
• PIP-Program/Service improvement plan
• SIP-Detailed plan for every school site

17
CSIP-Part 2

• MSIP Review 2000-All standards met except
• 2.1 Class Size/Assigned Enrollments
• 16.1.1 (3rd-5th) Achievement
• 16.1.1 (9th-12th) Achievement
• 16.3.3 Career Prep-Vocational
• 17.1.1 Educational Persistence-Dropouts
• All concerns from the Fall 2000
  visit are addressed with solutions

18
CSIP-Part 3

• Mission Statement
• The mission of Springfield Public Schools is to
  provide all students the opportunity to develop
  the knowledge, discipline, skills, and abilities
  necessary to reach their potential, adapt to
  continuing change, and contribute positively to
  society.

19
CSIP-Part 4

• Belief Statement
• All individuals associated with the Springfield
  Public Schools are expected
• to treat each other with dignity and respect
• to advocate positively for the learning of
  students
• to embrace the commonly held values of service,
  integrity, fairness, kindness, openness, equity,
  and responsibility

20
CSIP-Part 4 (continued)

• To accomplish this, we believe that
•   Parents are the primary educators of their
  children.Therefore, we are committed to actively
  engaging parents in the education of their
  children.
•   Students are responsible for active
  participation in their learning process.
  Therefore, we shall provide students the
  opportunity to pursue their maximum potential in
  a safe, positive, and challenging learning
  environment.

21
CSIP-Part 4 (continued)

• To accomplish this, we believe that
•  Staff members will focus on high expectations
  for themselves and students. We are committed to
  working with staff
• to define the expectations for their respective
  responsibilities
• to develop a system of accountability to measure
  achievement of these expectations
• to provide the on-going staff development and
  support needed to achieve these expectations.
•  As elected representatives, the Board of
  Education shall solicit the fiscal, moral, and
  volunteer support needed to achieve the
  Districts mission and goals and hold itself
  accountable for the effective and efficient use
  of it.

22
CSIP-Part 5

• Our Vision
• Springfield Public Schools shall be a national
  leader in academic and student development. In
  addition to the mastery of basic skills, students
  shall be engaged in challenging academic programs
  designed to allow students to reach
  their highest potential.

23
CSIP-Part 6

• Analysis of Student Performance
• A critical component of the school improvement
  process
• Must have a tight alignment between curriculum,
  instruction, assessment, and staff development
• Data disaggregation by building, by teacher, and
  by student will play a pivotal role in school
  improvement

24
CSIP-Part 7

• Goals and Objectives
• Goals
• Raise student achievement
• Reduce the dropout rate
• Objectives
• Objectives were designed to align with the MSIP
  standards with strategies, action steps, and
  performance measures

25
CSIP-Part 8

• Accountability Plan
• Accountability planning is a proven
  school improvement process
• The focus is on performance
• A successful accountability plan promotes a
  districts vision, mission, beliefs, and goals
• The plan identifies who is accountable for what
  and to whom
• The plan provides appropriate support and
  resources for continuous improvement

26
CSIP-Part 8 (continued)

• Accountability Plan
• External Performance Indicators
• Enacted 2001-2002
• Internal Performance Indicators
• Enacted 2002-2003
• Recognition and Support
• Enacted 2002-2003

27
CSIP-Part 8 (continued)

• Accountability Plan
• Parent Accountability Component
• Will be enacted in 2003-2004
• Student Accountability Component
• Will be enacted in 2003-2004
• Community Accountability Component
• Will be enacted in 2004-2005

28
CSIP-Part 9

• School Improvement Planning
• A data-driven decision-making process that
  identifies performance indicators for which each
  school is held accountable
• Plans are centered on the BOEs
  goals of improving achievement,
  reducing the dropout rate, and
  addressing MSIP requirements
• SIPs are not static-action steps are implemented
  and monitored and may be revised, deleted, or
  added

29
CSIP-Part 10

• Framework for Program/Service Evaluation
• IRAC Model for Decision-Making
• Issues-Structure and state the issue as a
  whether or not statement.
• Rules-What are the rules, laws and/or regulations
  that are pertinent to the issue and must be known
  in order to make an effective decision?
• Analysis-What does the pertinent information
  indicate regarding the issue?
• Conclusion-Restate the issue as a decision,
  removing it from the whether or not format.
• Plan, Do, Study, Act Model for Continuous
  Improvement

30
CSIP-Part 10 (continued)

• SPSs Continuous Improvement Evaluation
• Focus is on continuous improvement
• Approach is on-going with the primary focus on
  progress
• Utilizes the improvement-oriented method which
  concentrates on analyzing strengths and concerns
  to encourage a continuous cycle of innovation
• Program directors/coordinators and staff members
  use the strengths/concerns analysis to develop a
  plan of action
• Plan of action becomes the focus for
  the program/service with
  short and long-term
  goals

31
Springfield Public Schools

• Missouri School Improvement Plan
• August 2002
• A Plan for OUR Future