ACSIP

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ACSIP

• Arkansas Comprehensive
• School Improvement
• Process

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Effective School Improvement Planning...

• Develops a plan in consultation with teachers,
  principals, administrators, other appropriate
  school personnel, and parents of children in
  school. (No Child Left Behind)
• Meets Requirements of related State Legislation
  and NCLB

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An Overview of School Improvement Committees
District ACSIP Committee
Building ACSIP Committee
Additional Priority Committees if data
reflect need or if Mandated (Special Education,
Wellness, Title IV-A) Faculty Divided into
Equal-Sized Groups
Math Priority Committee Faculty Divided into
Equal-Sized Groups
Literacy Priority Committee Faculty Divided
into Equal-Sized Groups
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An Overview of School Improvement Committees
District ACSIP Committee
Suggested Members

• Non-Certified Staff
• Bookkeepers
• Literacy/Math Coaches
• Parents and Community/Business Members
• Special Education Supervisor
• Drug Coordinator
• Resource Officer
• Member of Nutrition and Physical Activity
  Advisory (NPAAC)

• Building Administrator
• Building Chairpersons
• Federal Coordinators
• Limited English Proficient Coordinator
• Migrant Coordinators
• Equity Coordinators
• Technology Coordinators
• Curriculum Coordinators
• Professional Development Coordinators

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An Overview of School Improvement Committees
Building ACSIP Committee

• Suggested Members
• Administrator
• Chairperson for each Priority
• Smart Start/Smart Step Facilitators
• Representation from each Entitlement I-VI
• Special Education, including Gifted and Talented
• Limited English Proficient
• Migrant Coordinator
• Equity Coordinator
• Technology Coordinator
• Curriculum Coordinator
• Professional Development Coordinator
• Non-Certified Staff
• Literacy/Math Coaches
• Other working Committee Chairs (Data and
  Research)
• Parents and Community/Business Members
• Alumni Advisory Committee Member

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Steps to the ACSIP Process

• Reviewing/Revising Mission Statement
• Collecting, Profiling, and Analyzing Data
• Selecting Priorities and Setting Goals
• Setting Benchmarks (AYP)
• Selecting Scientifically-Based Research
  Interventions
• Developing Actions
• Implementing Plan
• Monitoring and Evaluating Plan

ALIGNMENT
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Alignment

• System
• Curriculum and
• Assessments
• Instructional
• Practices

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Mission Statement
Review and/or Revise the Schools Mission
Statement
Sample The Arkansas Department of Education
strives to ensure that all children in the state
have access to a quality education by providing
educators, administrators and staff with
leadership, resources and training.
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Collecting, Profiling, and Analyzing Data

• Non-Academic Data
• (Maintain the most current three year history of
  data)
• Graduation Rate (9-12)
• Drop Out Rate
• Average Daily Attendance (K-8)
• Classes Taught by Highly
• Qualified Staff
• Professional Development
• School Safety
• Technology Data
• Optional Data
• (Discretion of School)
• Items used for AYP accountability

• Academic Data
• (Maintain the most current three year history of
  data if available)
• Criterion-Referenced Tests
• Benchmark Exams
• (Grade Level Benchmarks, and all End of Course
  Exams)
• Norm-Referenced Tests
• DIBELS, etc.
• Other Assessments (Optional)
• (ACT, PLAN, EXPLORE, Locally developed
  assessments)

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ACADEMIC DATA DISAGGREGATION
CRT Analyze combined school population,
and all
required subgroups, to include
percent of students scoring proficient.
Math- Analysis
should identify student
weaknesses in strands and goals and in
open-response versus
multiple choice items. Literacy- Analysis
should identify student weaknesses in
multiple choice, open response reading
passages and writing domains.
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ACADEMIC DATA DISAGGREGATION

• Disaggregated data should reflect information
• on the following subpopulations
• Economically Disadvantaged (SES)
• Racial/Ethnic
• Caucasian
• Hispanic
• African American
• Students with Disabilities (IEP)
• LEP Students

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ACADEMIC DATA DISAGGREGATION
NRT Analyze school population to include
subtest and subskill performance in the
complete battery of tests.
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NON-ACADEMIC DATA DISAGGREGATION
Include Daily Attendance rate for K-8 and
Graduation Rate for 9-12. If these areas fall
below the required state standards, they must be
addressed through appropriate Interventions and
Actions. Review all other non-academic data
reflected on the School Report Card/APSCN.
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Selecting Priorities
PriorityA specific target area of improvement in
student achievement that has been determined by
data. Example- Mathematics and
Literacy Additional Priority if appropriate data
reflect the need.
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PrioritiesBuilding Level and District

• Building Level Priorities
• Mathematics
• Literacy
• Other (If data reflects need)
• Wellness
• Special Education
• (if triggers)

• District Level Priorities
• Expanded Use of State and Federal Funds
• Safe and Drug Free Schools (Title IVA)
• Wellness
• Special Education
• (if triggers)

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Setting Goals

• Goals are directly linked to a priority.
• Goals narrow the scope of a priority by
  addressing specific weaknesses based on data
  disaggregation.
• Example- To improve comprehension skills in
  practical reading.
• To improve writing content with emphasis on
  elaboration.

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Setting BenchmarksAdequate Yearly Progress

• Benchmarks measure student expectations that must
  be achieved within a specified time frame.
• Benchmarks establish how much improvement
  students are expected to achieve (AYP), by when,
  as measured by the appropriate assessment.
• Benchmarks must be set for combined population as
  well as sub-populations.

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Selecting Scientifically Based Research
Interventions

• Interventions are scientifically based research
  strategies or major initiatives which address the
  goal(s) and benchmarks. Interventions are
  supported by actions which help achieve the
  goals.
• Research citations should include author,
  title, source, and publication date.
• Example Comprehensive Literacy or
• Standards Based Mathematics.

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Developing Actions
Actions are multiple steps required to implement
and maintain the intervention.

• Alignment
• Academic Improvement Plan
• Collaboration
• Equity
• Parental Engagement
• Plan Evaluation
• Professional Development
• Special Education
• Technology Inclusion
• Wellness

Each action must be labeled with one or more of
the following Action Types
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Defining Action Types
Alignment Actions that ensure that local
curriculum, assessments, and instruction are in
line horizontally and vertically with the
Arkansas Frameworks and state assessments. Academ
ic Improvement Plan (AIP) Actions that detail
supplemental and /or remedial instruction for any
student (K-12) who are not proficient on the
required assessments. Intensive Reading
Improvement Plan (IRI)-an intervention program
for any K-2 student identified with substantial
reading difficulties.
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AIP IRI REQUIREMENTS Data Sources

• Kindergarten- Uniform Readiness Screening (URS)
• Qualls Early Learning Inventory (QELI)
  (K)
• Dynamic Indicators of Basic Early Literacy Skills
  (DIBELS) (K-2nd)
• Iowa Test of Basic Skills (Kindergarten through
  2nd Grade)
• 3rd Grade through 7th Grade Benchmark
• End of Course Algebra Exam
• End of Course Geometry Exam
• Grade 11 Literacy Exam
• Results of EOC assessments shall become
  part of each students
• transcript or permanent record

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AIP IRI REQUIREMENTS
Literacy
Mathematics
Grade
K 1 2 3 4-8 HS

• IRI-delayed in oral and written communication on
  Qualls Early Learning Inventory (QELI)
• IRI-below basic on K-ITBS
• AIP-basic on K-ITBS
• IRI-below basic on 1st-ITBS
• AIP-basic on 1st-ITBS
• AIP-basic or below basic on 2nd ITBS
• AIP basic or below basic on previous
• Years CRT
• AIP basic or below basic on
• End of Level CRT

• IRI-NA
• AIP-basic or below basic on K-ITBS
• AIP-basic or below basic on 1st-ITBS
• AIP-basic or below basic on 2nd ITBS
• AIP basic or below basic on previous
• Years CRT
• AIP basic or below basic on End of Course CRT

Students entering grade 3 may have an AIP based
on the 2nd grade ITBS.
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DIBELS
Dibels assessment is used to Identify specific
student weaknesses to be addressed in the IRI.
Kindergarten students who are delayed must be
evaluated with DIBELS within 30 days of receiving
URS (Qualls) results. 1st 2nd students who are
below basic on the ITBS must be evaluated with
DIBELS within 30 days of the beginning of school.
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Defining Action Types
Collaboration Actions that reflect how other
groups are involved in the educational process
(Examples- Other grade levels, other schools,
colleges, universities, educational cooperatives,
state agencies, consultants, community, and
parents) Equity Actions that include specific
strategies designed to reduce disparities in the
academic achievement of any subgroups.
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Defining Action Types
Plan Evaluation Actions designed to evaluate the
effectiveness of interventions and to revise the
ACSIP. Formative Summative Professional
Development Data driven, standards based
training for staff and administrators that
support specific interventions/ actions within
the ACSIP.
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Defining of Action Types
Special Education Actions within the
interventions that ensure the needs of special
education students and teachers are met.
Triggers or focus areas are required to reflect
interventions that address special education
issues as identified by the ADE Special Education
Department. Technology Inclusion Actions
reflect how technology will be utilized to
support instructional activities within the
identified interventions. Actions should also
align with the district technology plan.
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Defining Action Types
Parental Engagement Actions reflect how parents
are actively involved in the educational process
of the students. Actions should reflect
opportunities for parents to provide input and/or
feedback concerning the school improvement
process, serve on committees and participate in
academic activities. The actions should not be
limited to informing parents of activities or
academic information through newsletters and
other materials.
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Parent Involvement ACT 603

• Distribution of districts commitment to parental
  involvement
• Schools process for
  resolving parental
  concerns
• Parent seminars for course selection,
  career planning, and
• preparation for post-secondary
  opportunities.
• Alumni advisory committee
• Parenting tips in payroll checks

• Family kits
• Two parent/teacher conferences
• Parent facilitator
• Parent center
• Appropriate materials in Parent Center
• Newspaper notice
• Responsible parenting activities
• Parents Make a Difference evenings
• Volunteer resource book

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Title I - Parental InvolvementAdditional
Planning Requirements for Title I Schools

• All Title I schools should include actions
  describing the annual meeting to inform parents
  of
• the right of parents to be involved in planning,
  review, and improvement of parent programs
• a description and explanation of the curriculum
  used in the school, types of assessment and
  proficiency levels and
•  school-parent compact

• Planning focuses on
• information and communication provided to
  parents
• school level and district policies
• notification to parents
• schools identified in School Improvement and
• funding.
•  

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Parent Involvement Policies

• Each school must develop, jointly with parents, a
  written school parental involvement policy
• notify parents of its written parental
  involvement policy and
• make its written parental involvement policy
  available to the local community.

• Districts are required to develop with, agree on,
  and distribute to parents of participating
  children a written parental policy saying how
  they will support the involvement of parents.
• (Appendix D) in ACSIP Handbook

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Developing Actions

• Each of the following categories should be
  completed for every action
• Person Responsible
• Time Line (Current Fiscal Year if action includes
  federal funds) Multi-year activities may be
  reflected in the timelines.
• Resources
• Source of Funds (Federal Coordinator should be
  involved in the process.)

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Required Sources of Funds in ACSIP All Federal
Entitlements (if school is served) and Special
Needs Funding (State Funding)

• Special Needs Funding
• NSLA
• ALE
• ELL
• PD

• Federal Entitlements
• Title IA
• Title IIA
• Title IID
• Title III
• Title IVA
• Title V
• Title VI Federal
• Title VI State

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Implementing The Plan

• To get the best results, all of the key elements
  of the School Improvement Plan must be fully
  implemented.
• School staff should be provided with all the
  professional development, resources, and support
  to effectively implement the plan.

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Monitoring Evaluating The Plan

• Internal
• Actions should be included that reflect periodic
  
  monitoring of the effectiveness of
  the School Improvement Plan.
• The process could include utilizing local
  assessments, state mandated test scores,
  curriculum assessments, and teacher collaboration
  (etc.).

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Monitoring Evaluating The Plan

• External
• Annual review of the updated plan (Federal
  Programs Application).
• Periodic monitoring to ensure compliance of
  related State Legislation and NCLB.

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Amending the Plan

• When revisions to the plan affect the use of
  Federal monies, the following steps should be
  completed
• Login to the SEDL website and enter modifications
• Resubmit ACSIP modifications to School
• Improvement Supervisor.
• E-mail a brief description of the latest
  revision(s) to
• the appropriate school improvement supervisor.

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The Arkansas Comprehensive School Improvement
Planning Model
Reviewing/Revising Mission Statement
Collecting, Profiling, and Analyzing Data
Monitoring and Evaluating Plan
Selecting Priorities and Setting Goals
Implementing Plan

• Alignment
• System
• Curriculum
• Assessments
• Instructional
• Practices

Developing Actions
Setting Benchmarks
Selecting Scientifically-Based Research
Interventions
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Year 1 School Improvement School ACSIP
Requirements

• The school ACSIP plan must include actions to
  describe
• Ten (10) percent of the school buildings
  allocation is indicated for the purpose of
  providing the schools teachers and principal
  high-quality professional development
• A teacher-mentoring program designed specifically
  for the school in SI and
• Written Notice to parents in an understandable
  and uniform format.
• Specify the strategies that will be used to
  promote parental involvement.

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Year 1 School Improvement District ACSIP
Actions

• ACSIP actions should describe how the district
  will
• recruit, hire, and retain highly qualified
  teachers
• offer and explain School Choice to the parents. 

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Year 2 School Improvement Year one actions
plus supplemental services

• Required District ACSIP Actions
•  The district must make the following information
  
• concerning supplemental services available to
  
• parents
• Availability of services
• The identity of approved providers of those
  services that are within the local district
  or whose services are reasonable available in a
  neighboring district and
• A brief description of the services,
  qualifications, and demonstrated effectiveness of
  each such provider.

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Year 3 School Improvement All Year 2
actions plus

• Corrective Action Schools must include actions
  that are more likely to bring about meaningful
  change at the school.
• Replace school staff relevant to the failure
• Institute and implement a new curriculum
• Significantly decrease management authority
• in the school
• Appoint outside experts to advise the school
• Extend school year or school day
• Restructure internal organization of the
  school.

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Year 3 School Improvement (Continued)
District ACSIP Corrective Actions 

• The notifiction to the parents to each child
  enrolled in the school. The notification must
  explain
• What the identification means, and how academic
  achievement levels at this school compare to
  those at other schools in the district and in the
  state
• Why the school was identified and how they as
  parents can become involved in addressing the
  academic issues that led to the identification
• The parents option to transfer their child to
  another school in the district that has not been
  identified for improvement and
• How parents of eligible children can obtain
  supplemental educational services for their
  child.

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Arkansas Requirement for Year 3 School Improvement
Scholastic audits will be conducted under the
direction of the Arkansas Department of Education
for schools in Year 3, Year 4, or Year 5 of
School Improvement.  
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Frequently Used Websites

• http//www.ed.gov
• http//arkedu.state.ar.us (ADE website)
• http//normes.uark.edu (Normes)
• http//acsip.state.ar.us (SEDL software)