TO: ADMINISTRATIVE COUNCIL

Collected and Sufficient	Collected but needs Revision	Not Collected	Component
X			Insert a copy of the school improvement plan.
X			Briefly describe how the plan was developed and who was involved.
X			Insert a copy of the school’s plan for review and revision of the improvement plan.
X			How are goals, objectives and future directions established?
X			How are goals, objectives, and the capacity of faculty and staff incorporated into the plan?
X			How does the school establish critical success factors for goals and objectives?
X			How are goals and objectives translated into action items?
X			How are data from school performance and student and stakeholder surveys used in the planning process?
X			How does the school develop strategies and plans to address school performance and student achievement?
X			How is the school improvement plan reviewed, including how data are used to determine the accomplishment of the school’s action items and for setting strategic directions?
X			How does the school’s plan align with the district plan?
	X		How are employees from all levels involved in the creation of the plan?
	X		How does the plan take into account changing conditions in making adjustments to the improvement process?
	X		How does the school improve the planning process?
X			How does the school plan for needed skill development of employees?

The current long-range strategic plan was developed six years ago by a a team made of up of teachers and the principal. After a year of studying the feasibility of the current plan, the staff felt that it needed updated. At the onset of the 2000-01 school year, the School Improvement Planning (SIP) Team has been considering revisions to the overall plan. To date, the SIP team has revised the school mission and is involved in developing the vision and and values for the school. For consideration of each component, a systematic process has been used to provide the direction for the work on the mission and vision to allow all staff members to provide input and feedback. The development of the school vision is currently in progress and you may view the vision template and an example of how the teachers have opportunity for input.

Goals, objectives, and the capacity of faculty and staff are incorporated into the school improvement plan through a collaborative effort. Goals and objectives are established through ongoing analysis of various sources of student achievement data such ISAT scores and local formative and summative assessments. The principal and leadership team works collaboratively to cultivate the capacity for a broad base of leadership throughout the school.

All goals at the building level are designed to support one or more of the five district goals. The concept of aligned improvement efforts has been a focus of our district and school. The current building school improvement goal is specifically aligned to District Goal One.

The cyclical school improvement planning process affords a broad base of input into the development of success factors for the school goal and individual and team goals. To support school improvement efforts teachers are encouraged to participate in four different decision types. Teachers have the opportunity to take responsibility for making decisions that most closely affect their work, as well as, those which establish the cultural norms of the school. Leadership issues and decision making on all levels is driven by facts such as student achievement data and other relevant information.

Goals and objectives are translated into action items by identifying and collecting relevant data and analyzing them to determine areas in need of attention. Once an area in need of improvement is identified a school-wide goal setting process is initiated. The goal setting process is aligned from the district level to the classroom level. The school goal is established after staff members come to consensus with regard changes and/or trends in student achievement. A long standing SILT action team, the School Improvement Planning Team (SIP), drafts the action plan to support the school goal based on the staff's interpretation of the data. Each staff member is responsible for establishing a goal and detailed action plan that mutually supports the school and district goal.

Data and information is gathered at the school level and classroom level throughout the goal implementation period and school improvement cycle. The action plan for all staff goals includes the identification of targets/actions that support the goal and specific indicators that are the criteria for measuring progress on the goal.

The school develops strategies and plans to address school performance and student achievement by involving the faculty in a broad range of leadership opportunities and decision making? The idea of developing leadership capacity is an important issue at our school. Whenever possible, the entire staff is directly involved in the improvement process. Through data analysis and planning, the School Improvement Planning (SIP) team plays an important role in setting the course for the development of strategies to benefit from the collective skills and knowledge all.

The school improvement plan reviewed on an annual basis. The school goal is established after staff members come to consensus with regard changes and/or trends in student achievement. A long standing SILT action team, the School Improvement Planning Team (SIP), drafts the action plan to support the school goal based on the staff's interpretation of the data. Each staff member is responsible for establishing a goal and detailed action plan that mutually supports the school and district goal. A variety of data are used to determine the accomplishment of the school’s action items and for setting strategic directions.

The school plans for needed skill development of teachers in several ways. Through the aligned goal setting process teachers are encouraged to include learning activities and training opportunities as an essential resource. This allows budgetary considerations to be made and increases the effectiveness of long range planning. As a school, we attempt to take advantage of internal and external resources to assist in skill development. Teachers are encouraged to increase their skills and knowledge through workshops, action research projects, school and district in-services, and graduate course work.