Data for IPLAN AND IACT IN READING:

The following graphs show the scores of student on the IACT. The students take this test during the spring of their sophomore year. The skills students have show improvement in all areas.

The following three charts demonstrate the students performance on the IPLAN over the last three years grouped into the following three different sets: skills, average, and honors. There has been an overall increase in the scores in all reading areas for all three groups.

3.3 EDUCATOR DATA

Present educator qualification, professional growth, and other data, such as degrees, certificates, advanced certificates, attendance rate, longevity, awards, professional development, study groups, and information from local professional development council (LPDC) regarding individual professional development plans.

Educator Characteristics and Qualifications

Use data from the School Report Card and other sources to complete the following table.

According to new state law, certified staff members compile and maintain records of the professional development plan required by the Illinois State Board of Education. They attend workshops and other professional growth activities that award CPDUs and log this information into their personal account in Certs on the ISBE website.

Also, individual professional growth records have been established at the building and contain masters degree plans, masters+30 plans, and masters+60 plans. Transcripts, grade reports and other substantiating information are included in these files.

Staff members voluntarily participate in summer workshops which are designed to develop curricula, improve educational practice, and meet other professional growth needs.

All certified staff members are members of smaller learning communities which function as professional learning communities for teachers. These groups discuss professional practice and develop initiatives that improve student achievement. These groups meet at least once every month during late arrival periods on Thursday morning.s

Paraprofessional Qualifications (Required by NCLB for any paraprofessional personnel who serves in an instructional assistance capacity and is paid by Title 1 funds or any paraprofessional in a Title 1 school-wide program; paraprofessional personnel hired prior to January 8, 2002 must be certified by January 8, 2006.)

Title 1 funds will not be available during the 2005-2006 and 2006-2007 school years.

3.4 PROFESSIONAL DEVELOPMENT DATA

Use charts, tables, narrative or other format. Examples of professional development data include the number of professional development offerings, content/topics, evaluation of the trainings, and feedback on use of new knowledge and skills (6.2, 6.8, and 6.9). A sample copy of a teacher survey showing the questions related to professional development may be included in an appendix and referenced here.

Three institute days are held for certified staff annually. Programs are planned by the building and district personnel. Evaluations are completed by all staff members; results are compiled and given to the buildings. Samples of evaluation results are in the appendices. Optional staff development opportunities are held during lunch periods a number of times during the school year at the building.

In the 2005-2006 school year, there will be two district-wide institute days. Staff members will be required to participate in self-designed professional development activities to equal two more institute days. Activities will include summer workshops in which teachers develop, revise, and evaluate curricular materials and methodologies. Departmental and core course integration may be included in this work. Staff members may also work on building initiatives such as seminar integrations, student mentoring, and smaller learning communities.

During the 2003-2004 school year, certified staff members participated in the following professional development training and workshops

Critical Friends Groups – 36 participants

ELL – 47 participants

Special Education – 52 participants

Reading – 48 participants

Book Discussion Groups on educational issues – 34 participants

Teacher Core Teams – 22 participants

The following instructional strategies were presented to the entire certified staff during a late-arrival workshop on September 2, 2004.

Focus students when beginning class

(12% gain in achievement)
Standards (black)
Skills (blue)
Homework (green)

Knew, New, Q (question)

Activating prior knowledge – Before, during, after reading

See attached handout for further information

Word Wall

10 to 15 words each week
Consistently review word wall to make sure everyone understands the words, then go on to the lesson
Vocabulary clarification – go over at beginning and end of class
See attached handout for further information

3.5 PARENT/FAMILY INVOLVEMENT DATA

Use charts, tables, narrative or other format. Examples of parent/family data include the number of parent participants in events that relate to learning (8.5), number of parents surveyed and survey results, and number of parent contacts for non-disciplinary purposes.

Rolling Meadows High School provides numerous opportunities for parent and family involvement and to provide parents with information about the educational opportunities and academic progress of students.

8^th grade orientation evenings are held in January to acquaint incoming students and their parents with the curricular offerings and the school. Informational sessions are conducted by each division head and the parents and students have opportunities to ask questions about their course choice for the coming year. 70-75% of 8^th grade students attend with at least one parent.
8^th grade/counselor meetings are conducted so that parents and students can meet with individual
Freshman orientation evening is held each August for all freshman students and their parents. Freshman core teachers meet with their students and parents to introduce themselves and their common core procedures. At this orientation parents are also provided with contact information for each of the childπs teachers and counselor. Approximately 70% of the new freshmen attend with at least one parent.
Athletic Booster monthly meetings.
Music (Choral and Band) Booster monthly meetings. Band boosters have 30 members and choral boosters have 60 members.
Hispanic Parent monthly meetings conducted by counselors.
Parent/Teacher conferences are held twice annually.
Post high school opportunities are presented for parents and students and include:

Junior class night
Senior class night
Financial aid night (for college)
U of I information night
≥So you Want to Go To College≤ (2 evenings)
Post-high school options
Selective colleges information

TPC (Teacher/Parent Council) monthly meetings with approximately 30 parents attending each month.
Freshman core team contacts. Teachers and counselor on each core team contact parents as necessary regarding their childπs progress. These contacts are made frequently for students who are experiencing academic, social, or emotional difficulties. These contacts include conference telephone calls as well as face-to-face meetings among teachers, counselor, and parents.

3.6 ADDITIONAL TYPES OF DATA

Present three or more additional types of data, e.g., student survey, ILS implementation (7.0), internal review, program monitoring (10.0), student behavior, or faculty turn-over data. Select those types of data that best inform the hypotheses in 4.3.

Data Collection Instruments

We selected the following instruments to collect data regarding Follow-Up of Former Students:

Future Plans Survey

Senior Satisfaction With Education Survey

Analysis of Data

Future Plans Survey

A sample population was gathered of graduates from Rolling Meadows High School to complete the locally developed survey. The survey of graduating seniors at graduation rehearsal, asks seniors as to their plans out of high school. (see chart below) In 2001, 364 responses were collected. In 2002, 397 responses were collected. In 2003, 427 responses were collected. In 2004, 367 responses were collected.

In 2004, 43.6 percent of surveyed seniors plan to attend a four-year university, while 43.0 percent plan to attend a two-year college. Thus, 86.6 percent of surveyed seniors plan to pursue a college education. The figure below compares this data over the past four years.

Since 2001, the percentage of students pursuing a post secondary degree has remained consistent within plus or minus 2%. However, there has been a shift toward more students attending a two year college verses a four year college or university. The percent of students attending a vocational or technical school, working, or selecting other options has remained small over the last four years.

Results of the Senior Satisfaction With Education Survey demonstrated how exiting seniors rate the quality of the instructional programs at Rolling Meadows High School. A sample size of 319 student responses were collected in 2004, 376 students in 2003, and 368 students in 2002. Students were asked to rate their quality of instructional programs. The figure below shows the trend of student responses from 2002, 2003, and 2004 in the areas of Math, English, and Science. The percent of satisfied students was calculated based on the number of students responding with a good, very good, or excellent rating.

Illinois Learning Standards

Starting in school year 2002-03, the curriculum of the core classes have been aligned with the Illinois Learning Standards. Freshman and Sophomore English, Mathematics, and Science curriculums have the standards listed in the corresponding curriculum maps. Junior and senior courses will have similar alignment by the end of the 2004-05 school year. Two examples are shown below.

3.7 DATA QUALITY

Indicate the validity and reliability of the non-standardized types of data presented in criteria 3.3, 3.4, 3.5, and 3.6. Discuss the representativeness, response rates, and sample sizes of the surveys, interviews, and observational methods used. A separate description is not needed here if data quality is included in each criterion above.

The data collected methodology has been consistent over numerous years and has been monitored by district processes. The same instruments for data collection have been used for a number of years.

Ethnic background is self-reported and categorical choices are limited, being consistent with U.S. census data.

Curriculum maps shown above were created to align Illinois Learning Standards with course content and skills. Teachers and administrators were trained in the curriculum mapping process; teachers, administrators, and district personnel reviewed and critiqued completed maps. Maps were used to assist with the activities articulated in the action plan of this document.

4.0 Data Analysis

4.1 Summaries of Data for performance targets

Participation for Hispanic students in math did not meet AYP.

Students with disabilities did not meet AYP in Reading or Math (Did meet safe harbor).

Economically disadvantaged students did not meet AYP in Reading (Did meet safe harbor).

Hispanic students did not meet AYP in Reading (Did meet safe harbor).

4.2. Diagnosis of Performance Targets

Our target is to improve the participation of our Hispanic students in the PSAE math test.

Our target is to improve the performance of our Hispanic students in reading.

Our target is to improve the performance of our students with disabilities in math and reading.

Our target is to improve the performance of our economically disadvantaged students in reading.

Target #1: Participation of Hispanic students in the PSAE math test
4.3 Hypotheses: * Students were in off campus programs during the day * Lack of clarity on appropriate test to take (i.e. PSAE) or IMAGE * Lack of motivation to take the test. * Test was not required for graduation. * Students were not healthy enough to take the test. * Lack of transportation. * Students were employed during the day of the test (night school students).				T A R G E T
	4.4 Data Summary to support or refute hypotheses Transportation was offered to students who were not attending day school and was refused by the students. Assessment coordinator did not have correct information in a timely manner to ensure the students took the right test. (printing errors) The law did not require the psae for graduation. Student was recovering from the birth of child.
		4.5 Causal Factors Our students were not motivated to take the test because it was not required for graduation.
			4.6 selection of strategy Increase participation of our Hispanic students in the PSAE math exam.

Target #2: Performance of our Hispanic students in reading.
4.3 Hypotheses: 1. The curriculum for Hispanic ELL students is not aligned with general education. 2. Some Hispanic students lack formal education. 3. The curriculum does not include learning to learn skills, i.e. note taking, vocabulary acquisition, technology. 4. Attendance and behavioral issues continue to be a problem. 5. There is insufficient training and knowledge on the part of some teachers regarding reading instruction. 6. Lack of access to English reading materials at home. 7. The students lack strategies and motivation. 8. There is insufficient time devoted to learning reading (1 block every other day). 9. The parents are not involved in or informed about their childπs education. 10. Students do not practice reading nonfiction across the curriculum. 11. Scoring expectations are inappropriate for ELL Hispanic students to meet AYP (Image requires 100% for a passing score).				T A R G E T
	4.4 Data Summary to support or refute hypotheses A review of the behavioral data shows that our Hispanic students are frequently suspended and referred. Reviewing attendance data indicates that many of our Hispanic students are absent due to extended time for vacations, having to fulfill family obligations, for example: child care and going with parents to act as interpreters. An in-depth analysis of the professional development data offered at our school shows that our efforts did focus around the key issues mentioned above: reading instruction. We offered many workshops on professional development, but little sustained effort in ensuring that these strategies are continuing to be used in the classroom (see section 3.4) Our Spanish-speaking parents are informed through monthly meetings held in Spanish by the counseling department on Sunday mornings, and through the principal news letter which is written in Spanish. Enrollment data indicates a trend of Hispanic students coming to our school with fewer than 8 years of formal education. Many of our Hispanic students who are not reading at grade level are enrolled in a reading class. A significant number do not receive reading tutorial services. Students that are in the ESL program for three years are not exposed to 11^th and 12^th grade curriculum reading materials.
		4.5 Causal Factors Staff did not have implemented previously presented reading strategies to the extent that student reading would improve. 2. Our Hispanic students to do not receive enough reading tutorial services. 3. Mainstream staff lacks the information about the reading level of Hispanic students who were previously in the ELL program.
			4.6 selection of strategy Provide more effective instruction in reading.

Target #3: Performance of students with disabilities in math and reading. 4.3 Hypotheses: Students are not cognitivelyu ready to take the approprite course work before taking the PSAE test. Attendance and behavioral issues continue to be a problem. The students are enrolled in prep classes which are not rigorous. There is insufficient training and knowledge on the part of some teachers regarding reading and math instruction for special education students in the mainstream. Special education teachers are not endorsed in the areas of math and reading. There are many special education students that are also language deficient. The students lack strategies and motivation. There is insufficient time devoted to learning reading and math (1 block period every other day). The parents are not involved or informed. Block scheduling.
	4.4 Data Summary to support or refute hypotheses An in-depth analysis of the professional development data offered at our school shows that our efforts did focus around the key issues mentioned above: reading instruction. We offered many workshops on professional development, but little sustained effort in ensuring that these strategies are continuing to be used in the classroom (see section 3.4) Parents of students with disabilities have been invited to attend conferences and all of the necessary information has been given to them, but that does not necessarily mean they are involved. A review of the behavioral data shows that our special education students are the most frequently suspended and referred students. Some teachers have been hired with both special education and content area endorsements, however some have been hired without content area endorsements in math or reading. The performance level of students start at such low levels that three years is not enough time to bring up students to the appropriate grade levels to be successful on state testing. Prep courses significantly raise cognitive levels of students, however not to the extent of the testing standards. About thirty special education students are also language deficient. 90 minute long classes are harder for students with disabilities to maintain concentration levels. The self-contained prep English students are receiving English instruction daily. Freshman mainstream prep English students receive reading instruction and reading tutorial services.
		4.5 Causal Factors There is not a sustained effort to ensure that the special education strategies presented in workshops and staff development are being implemented in the classroom. Special education students with language deficiency are given the wrong test. Mainstream special education students do not receive math instruction at the appropriate pace. A significant amount of new teachers to the building have not been trained on the most effective strategies of using the 90 minutes class.
			4.6 selection of strategy Train all staff in special education strategies to be implemented in both special education and mainstreamed classrooms. Create assessments, collect data, and analyze data to monitor the progress of special education students in math and reading. Restructure the current algebra curriculum to teach algebra 1 over 4 semesters instead of 3 semesters.

Target #4: Performance of our economically disadvantaged students in reading.
4.3 Hypotheses: Some low income kids lack formal education Attendance continues to be a problem There is insufficient training and knowledge on the part of some teachers regarding children of poverty Lack of parental involvement Lack of access to reading materials at home Students survival needs superceded their ability to focus and spend time on school Cultural experiences have been limited by their families socioeconomic situation Inflexible school day does not meet the needs to these students Lack of technology at home Lack of study area at home
	4.4 Data Summary to support or refute hypotheses Enrollment data indicates a trend of low income students coming to our school with fewer than 8 years of formal education or interrupted education Reviewing attendance data indicates that many of our low income students are absent due to having to fulfill family obligations including child care and employment Students often complain that they have nowhere to go to study or work on projects after school hours. Through conversations with parents we have found that many parents are not available for conferences or are unable to get in contact with during the day due to work schedules. Based on an examination of courses and enrollments, we believe students need more instruction time in reading.
		4.5 Causal Factors 1. Staff is unaware of the culture and the resulting instructional needs of children with poverty
			4.6 selection of strategy 1. Create a staff development program to inform staff about the unique needs of children of poverty. The program will include the culture and values of poverty as well as the unique instructional needs and values of these children and best methodologies and assessments for these students. 2. Increase instructional time for students.

5.0 Action Plan for School Name: Rolling Meadows School Years: 9 - 12

STRATEGY (5.1) TARGET (4.2)

Improving participation rates on the PSAE test

will adequately improve

performance for

Hispanic students in the PSAE math test.

Providing more effective instruction in reading

will adequately improve

performance for

All students in reading in all content areas. Target groups include Hispanic students, English Language Learners, and economically disadvantaged students.

Training all staff in special education strategies to be implemented in both special education and mainstreamed classrooms

will adequately improve

performance for

Reading and math of the students with disabilities

Collecting and analyzing data to monitor the progress of special education students in mainstream classes and to improve their success.

will adequately improve

performance for

Reading and math of the students with disabilities.

Restructure the current algebra curriculum.

will adequately improve

performance for

Math of the students with disabilities.

Create a staff development program to educate staff about the unique needs of children of poverty.

will adequately improve

performance for

Economically disadvantaged students.

STRATEGY #1: Improving participation rates on the PSAE test
ACTIVITY (5.2)	TIMELINE (5.3)	ROLES & RESPONSIBILITIES (5.7)	MEASURES FOR THE ACTIVITY (5.8)	RESOURCES FOR ACTIVITY (5.4)
Activity #1 Inform parents about PSAE test at monthly Hispanic parent meetings Research Base ∑ Epstein. (1995). Maxwell, J. (2003). Laws of Teamwork Berger, E. (2003). Parents as Partners in Education: Families and Schools Working Together.	March, 2005 April, 2005 March, 2006 April, 2006	Marisa Wetmore, Counselor	Attendance at the meetings (sign-in sheet) Student attendance during the PSAE test	No additional cost
Activity #2 Send letter home (in English and Spanish) about the PSAE test. Research Base Antunez, B. (2000). When Everybody is Involved: Parents and Communities in School Reform. National Center for Bilingual Education	March, 2005 March, 2006	∑ Joann Schindler, Assessment Coordinator ∑ Helen Mason, Principalπs Secretary ∑ Translator	Number of letters sent	Postage Cost of translator
Activity #3 Discuss the importance of the PSAE test with students Research Base Andrews, G. R. and Debus, R. L. (1978) ≥Persistence and the Causal Perception of Failure: Modifying Cognitive Attributions≤ Journal of Educational Psychology	April, 2005 April, 2006	Joann Schindler, Assessment Coordinator	Student attendance at informational meetings	No additional cost
Activity #4 Use the district calling service the day before the PSAE test to remind students and parents about the test and its importance. Research Base Bittle, R. (1975). ≥Improving Parent/Teacher Communication Through Recorded Telephone Messages.≤ Journal of Educational Research.	April, 2005 April, 2006	Earl McMahon, Dean of Students	Number of households contacted	No additional cost
Activity #5 Parent Newsletter to provide information about state testing. Research Base Marzano, R., (2003). What Works in Schools: Translating Research into Action. Alexandria, VA: ASCD Publishing.	March, 2005 April, 2005 March, 2006 April, 2006	Dr. Charles Johns, Principal	Number of newsletters sent home	No additional cost
STRATEGY #2: Providing more effective instruction in reading
ACTIVITY (5.2)	TIMELINE (5.3)	ROLES & RESPONSIBILITIES (5.7)	MEASURES FOR THE ACTIVITY (5.8)	RESOURCES FOR ACTIVITY (5.4)
Activity #1 Tutor freshman students in reading Research Base Immediate corrective feedback is valuable to students – Bangert-Downs (1991). ≥The Instructional Effects of Feedback in Test-Like Events.≤ Review of Educational Research: 213-238. Teachers discussing their own personal reading process – Zemelman, Daniels, & Hyde. (1998). Best Practices. New York, NY: Heineman Publishers. Wasik & Slavin (1990). ≥Preventing Early Reading Failure with One-to-One Tutoring.≤ Baltimore, MA: Center for Research on Effective Schooling for Disadvantaged Students.	Timeline – 30 minutes per week September-May, 2005-2006	Sue Stan and Bob Sitrick, reading specialists	Stanford Diagnostic Reading test pre and post test, observations of student reading aloud and processing their reading	1.0FTE per year 1.0 FTE (core community)
Activity #2 Reading test practice in social science classes Research Base Focused practice on specific aspects of a complex process can increase performance. Marzano Classroom Instruction That Works	20 minutes per week Feb.-April, 2005, 2006	U.S. History teachers	IPLAN, IACT, & PSAE scores	ACT test prep books by Amsco @$12.00 for each student (approx. $6,000)
Activity #3 Train staff in reading strategies: ∑ Knew, New, Q ∑ Word Wall Verify and assess the implement the reading strategies. Research Base Stahl, S. A. and Fairbanks, M. M. (1986) ≥The Effects of Vocabulary Instruction: A Model-based Meta-analysis≤ Review of Educational Research Meyer, B. J. F. and Freedle, R. O. (1984) ≥Effects of Discourse Type on Recall≤ Americans Educational Research Journal	Late arrival workshops September, October, 2004 May, 2005	Staff Development Committee members Individual teachers	Participants at the late arrival workshops Teachersπ examples turned in to division heads.	No additional cost
Activity #4 Align English and social science courses to provide more continuity in the curricula. Research Base Zemelman, S. et al. (1998) Best Practice: New Standards for Teaching and Learning in Americaπs Schools	2004-2005 school year 2005-2006 school year	English teachers, social science teachers, Mrs. Denise Hay, English Division Head, Dr. Howard McMackin, Social Science Division Head	Completed alignment documents and revised curriculum maps	Staff development funds used for summer workshops ($27.00 per hour)
Activity #5 Create and utilize reading guides in math classes. Research Base Fielding, L., and Pearson, P. (1994). ≥Reading Comprehension: What Works.≤ Educational Leadership Vol. 51, No. 5: 62-68.	2004-2005 school year	Mathematics teachers	Completed reading guides created by teachers	Staff development funds used for summer workshops ($27.00 per hour)
Activity #6 Employ test-taking strategy review for targeted students during seminar Research Base Focused practice on specific aspects of a complex process can increase performance. Marzano – Classroom Instruction That Works	5 45-minute sessions from April 1-28	Reading specialists and U.S. history teachers	Diagnostic tests in Amsco books, IPLAN, IACT, and PSAE results	ACT test prep books by Amsco @$12.00 for each student (approx. $6,000)
Activity #7 Staff review of instructional strategies that increase achievement in reading and math. Research Base ∑ Wahlberg, (1995). ≥Effective General Practices.≤ Handbook of Research on Improving Student Achievement.	Institute Day, March 4, 2005	Division Heads and Staff Development Coordinators	Teacher survey PSAE test results IACT test results	No additional cost
STRATEGY #3: Implement instructional strategies that are effective with mainstream and special education students.
ACTIVITY (5.2)	TIMELINE (5.3)	ROLES & RESPONSIBILITIES (5.7)	MEASURES FOR THE ACTIVITY (5.8)	RESOURCES FOR ACTIVITY (5.4)
Activity #1 Promote communication about effective instructional strategies by providing office space for special education teachers in each division. Research Base Fullan, M. and Hargreaves, A. (1996). Whatπs Worth Fighting for in Your School Hanley-Maxwell, C., et al. ≥Schools of Authentic and Inclusive Learning,≤ Research Institute on Secondary Education Reform for Youth with Disabilities Brief #1. Madison, WI: University of Wisconsin.	2004-2005 school year 2005-2006 school year	Division Heads Assistant Principal for Student Services	Survey of communication between special education and regular education teachers	No additional cost
Activity #2 Develop a system of organization (i.e., red folders) to inform teachers of accommodations and to monitor compliance. Research Base Stigler, J. W. and Hiebert. J. (1999). The Teaching Gap: Best Ideas from the Worldπs Teachers for Improving Education in the Classroom	January, 2005 September, 2005 January, 2006	Maureen Anelli, Paπal Joshi, Special Education Accommodations Coordinators	Evaluation by accommodations facilitators regarding compliance and use of the information.	$100 for ≥red folders≤
Activity #3 Coordinate curricula between special education and mainstream courses. Research Base ∑ Maxwell, J. (2003). Laws of Teamwork. ∑ Nolet, V. (2003). What Every Principal Needs to Know About Special Education. ∑ Haneloch, R. (2003). Guiding Change in Special Education: How To Help Schools With New Ideas and Practices. ∑ Braden, J., et al. ≥Secondary School Reform, Inclusion and Authentic Assessment,≤ Research Institute on Secondary Education Reform for Youth with Disabilities Brief #3. Madison, WI: University of Wisconsin.	2004-2005 school year 2005-2006 school year	Division Heads, Assistant Principal for Student Services, Sue Caspar, Special Education Coordinator	Revised curriculum maps. Student performance on common final exams	Summer workshop funds ($27.00 per hour)
Activity #4 Utilize software that provides practice and tutoring for students to enhance math and reading skills Research Base ∑ Carvelti, G, (ed.). (2004. Improving Student Achievement ∑ The United States Department of Education, The Use of Scientifically Based Research in Education, Working Group Conference, Wednesday, February 6, 2002.	2004-2005 school year 2005-2006 school year during seminars and classes.	Reading teachers, math teachers, special education teachers in English, math, and reading.	Student performance on ≥Skills Tutor≤ software	No additional cost
STRATEGY #4: Collect and analyze data to monitor the progress of special education students in mainstream classes and to improve their success.
ACTIVITY (5.2)	TIMELINE (5.3)	ROLES & RESPONSIBILITIES (5.7)	MEASURES FOR THE ACTIVITY (5.8)	RESOURCES FOR ACTIVITY (5.4)
Activity #1 Research and explore ways to electronically monitor special education progress in mainstream classes. Research Base Wiggins. G. (1993). Assessing Student Performance.	February-June, 2004-2005	Diana Clarke, ATPC and Carl Schorsh	Amount of information communicated electronically. Staff survey regarding electronic communication	Potential cost of software to monitor data
Activity #2 Analyze attendance, and discipline data for special education students in mainstream classes. Research Base McGrew, K., et al. (1992). Inclusion of Students with Disabilities in National and State Data Collection Programs.	2004-2005 school year 2005-2006 school year	Special education case managers	Written summaries included in student annual review.	No additional cost
Activity #3 Examine ways to increase the efficiency and frequency of communication among the case manager, the special education teachers, and the mainstream teachers. Research Base Waxman, H. and Walberg, H. (1999). New Directions for Teaching Practice and Research. Berkeley, CA: McCutchan Publishers.	2005-2006 school year during Thursday late arrival time used for division meetings	Division Heads, mainstream teachers of special education students, special education teachers, special education case managers, Assistant Principal for Student Services	Recommendations of ways to improve communication	Summer workshop funds ($27.00 per hour)
STRATEGY #5: Restructure the current algebra curriculum
ACTIVITY (5.2)	TIMELINE (5.3)	ROLES & RESPONSIBILITIES (5.7)	MEASURES FOR THE ACTIVITY (5.8)	RESOURCES FOR ACTIVITY (5.4)
Activity #1 Align the special education and mainstream math curriculum. Ensure that these are aligned to Illinois Learning Standards. Research Base Zigmond, N. (2003). ≥Searching for the Most Effective Service Delivery Model for Students With Disabilities.≤ Handbook for Learning Disabilities.	February-July, 2005	Math Division Head, math teachers, special education teachers of math, Assistant Principal for Student Services	Revised curriculum maps	Summer workshop funds ($27.00 per hour)
Activity #2 Increase the number of semesters for below grade level students to study algebra one from three to four. Research Base ∑ Wang, Haertel and Wahlberg, (1993). ≥Toward a Knowledge Base for School Learning.≤ Review of Educational Research: 249-294. ∑ Suarez, T., Torlone, T., McGrath, S., and Clark, D. (1991). ≥Enhancing Effective Instrucitonal Time: A Review of Research.≤ Policy Brief Vol. 1, No. 2. Chapel Hill, N.C.: North Carolina Educational Policy Research Center	Starting in the fall of 2004 the program has been changed with the incoming class of 2008.	Sue Illingworth, Math Division Head, will coordinate the new curriculum for the extended time.	The PSAE scores for the class of 2008 is one measure. The final exam scores for the students in Algebra 63 in 2008 is a second measure.	An additional .1 FTE may be needed.
Activity #3 Staff review of instructional strategies that increase achievement in reading and math. Target Group: All students including students in all sub-groups Research Base ∑ Wahlberg, (1995). ≥Effective General Practices.≤ Handbook of Research on Improving Student Achievement.	Institute Day, March 4, 2005	Division Heads Staff Development Coordinators	Teacher survey PSAE test results IACT test results	No additional cost
Activity #4 Practice test taking skills in mathematics Research Base Illinois State Board of Education, (2004). Prairie State Achievement Examination Teacherπs Handbook. Springfield, IL: ISBE. Harvard Education Newsletter Editors. (2003). Spotlight on High-Stakes Testing. Cambridge, MA: Harvard University Press.	In all math classes teachers will incorporate multiple choice questions on their assessments. In junior math classes, a consumable review book will be purchased and used to review and practice for the PSAE.	Sue Illingworth will coordinate adding new assessment items.	The PSAE, IACT, AND IPLAN scores are the measures which will be used to measure this activity.	$2600 is needed to fund the purchase of the review books. District funds are needed.
STRATEGY #6: Create a staff development program to education staff about the unique needs of children of poverty.
ACTIVITY (5.2)	TIMELINE (5.3)	ROLES & RESPONSIBILITIES (5.7)	MEASURES FOR THE ACTIVITY (5.8)	RESOURCES FOR ACTIVITY (5.4)
Activity #1 Training staff about children of poverty Research Base: ∑ Payne, R., (1996). A Framework for Understanding Poverty. Highlands, TX: Aha Process, Inc.________________	Thursday, January 22, 2004 during the late start meeting.	Mary Luckritz, English teacher, and David Carrillo, social worker, presented material based on Ruby Payneπs Research on Poverty.	Teacher survey, fall, 2005	No additional cost
Activity #2 Workshop on economically disadvantaged minority students Research Base Miller, J. (1998). ≥Poverty Fact Sheet Series – Poverty, Education, and Job Opportunities.≤ Ohio State University Extension Fact Sheet.	Summer, 2005	David Carrillo, Social Worker	Workshop evaluations and reflection sheets	No additional cost
Activity #3 DOVE diversity training Research Base Zeichner, K. (1993). ≥Educating Teachers for Cultural Diversity.≤ National Center for Research on Teacher Learning. East Lansing, MI.	February, 2005	Sharon Hicks-Bartlett, Diversity Consultant	Training evaluations and reflection sheets	Teachers substitutes covered by staff development funds

Sources of Revenue – (5.9)

Note: Use this Budget Summary Table or other format to show sources of revenue. Modify/Delete/Add rows and columns to the table as

needed depending on the funding sources of the district and number of activities in the SIP.

Revenue to support activities described above will be obtained through the staff development budget allocated to each building. Approximately $80,000 per year is appropriated for all professional growth activities including materials, workshops, trainings,

and other activities that will improve instruction and achievement for all students. Specific activities are listed below.

Activity

Title I

Title II

Title IV

Title VI

Tech

CTE

Reading First

CSR

21^st CCLC

REAP

Gen Rev

Sum Brdgs

Other

Summer Workshops

$30,000 per year

Staff release time to develop staff development programs

$3,000 per year

Materials to support staff development efforts

$2,000 per year

Staff release time to create tutorial programs and to revise instruction in math and reading

$3,000 per year

Conferences and workshops to support staff development efforts and in math and reading

$15,000 per year

TOTAL

$53,000 per year

6.0 Professional Development

6.1 DATA USE

Describe how professional development data (3.4) are used to inform needs and requirements.

Our information about our professional development needs came from our analysis of all professional development offered in the summer and during the school year.

During the summer of 2004, there were 42 building workshops participated in by 175 certified staff for a total of 1,527 hours of work. In addition, staff members participated in district-wide workshops. All these activities were directly to staff-identified teaching and learning needs. Therefore, student achievement was directly related to this work. (See appendix)

6.2 QUALIFIED AND EFFECTIVE EDUCATORS

Describe systemic, extensive professional development activities that ensure educational personnel become qualified and effective in their learning area(s) and teaching assignment(s). Refer to the Illinois definition of a highly qualified educator and the Illinois Professional Teaching Standards. www.isbe.net/profprep

100% of our educators are highly qualified. Please see the appendix that lists all professional development offered in the summer that ensures that teachers receive the training they need in their learning area and teaching assignment to remain highly qualified.

6.3 RELATION TO STRATEGIES

Relate professional development to the strategies in the action plan (5.0). Use the table below, a narrative, or other format.

Strategy	Professional Development
Improving participation rates on the PSAE test	Inform staff members about the importance of the test so they can relate this information to students during seminar and classes
Providing more effective instruction in reading	Train staff in reading strategies twice a month, Thursday morning meetings for staff development
Training all staff in special education strategies to be implemented in both special education and mainstream classrooms	March 4, 2005 institute day presentations and workshops Teachers attending conferences and workshops
Collecting and analyzing data to monitor the progress of special education students in mainstream classes and to improve their success	Diana Clarke, ATC will in-service teachers in the use of electronic monitoring system
Restructure the current algebra curriculum	Teachers attending conferences and workshops
Creating a staff development program to educate staff about the unique needs of children of poverty.	Workshop on children of poverty, January 27, 2005, presented by Mary Luckritz, English teacher Summer workshops by David Carrillo, social worker on minority students of poverty.

6.4 SCHEDULING

Outline professional development activities in an extensive, detailed schedule. If scheduled activities are shown in the action plan (5.0), please reference them here. A fully implemented professional development schedule spans both years of the plan and specifies dates and content.

See section 5 for the schedule of activities.

6.5 RESOURCES

Indicate the specific resources (time, people, money) that support professional development. Resources may also be shown in the action plan (5.0).

Refer to section 5 for this information.

6.6 SCIENTIFICALLY BASED RESEARCH (SBR)

Indicate the scientific research base of the professional development. Provide SBR here or make a cross-reference to it in the action plan (5.0). The National Staff Development Council (NSDC) is one source for research-based professional development. www.nsdc.org

Our professional development is based on the National Staff Development Councilπs research based recommendations. They include the following ten principles:

1. Focuses on teachers as central to student learning, yet includes all other members of the school community.

2. Focuses on individual, collegial and organizational improvement,

3. Respects and nurtures the intellectual capacity of teachers, principals, and others in the school community.

4. Reflects the best available research and practice in teaching, learning and leadership.

5. Enables teachers to develop further expertise in subject content, teaching strategies, uses of technology, and other essential elements to high standards.

6. Promotes continuous inquiry and improvement embedded in the daily life of schools.

7. Is planned collaboratively by those who will participate in and facilitate that development.

8. Requires substantial time and other resources.

9. Is driven by a coherent long-term plan.

10. Is evaluated ultimately on the basis of its impact on teacher effectiveness and student learning, and this assessment guides subsequent professional development efforts.

6.7 INTEGRATION OF TECHNOLOGY

Describe how staff integrates technology into instructional practices and student learning. Please reference here any activities on integration of technology that are included in the action plan.

Methodology: District and building administrators, building Academic Technology Coordinators, Technology System Supervisors, Head Librarians and Division Head Coordinators (N= 53) participated in an audit of twenty-four indicators having a role in staging technology for successful integration. Results for four of these indicators; pedagogical readiness, instructional practices, staff capacity and innovator are reported.

Pedagogical Readiness

Definition; The pervasive practice of student-centered learning classrooms with a major focus on inquiry, investigation, and knowledge construction demonstrating sufficient engaged learning practices to support effective use of technology.

34 participants ranked this indicator as emerging followed by 19 participants ranking this indicator as developing. These rankings indicate 2/3 of the participants believe that 15-49% of district teachers are demonstrating engaged learning practices to support effective use of technology. Just over 1/3 believe the number of teachers demonstrating effective use of technology to be between 50-75%.

Instructional Practices

Definition: The actions and roles of teachers that must be instructionally present (applying acquired skills) in classrooms for students to achieve åtransforming" uses of technology.

30 participants ranked this indicator as emerging followed by 19 participants ranking this indicator as developing. These rankings indicate that almost 2/3 of the participants believe that 15-49% of district teachers have new instructional practices enabled by technology uses. Just over 1/3 believe between 50-75% of the teachers have these new practices.

Staff Capacity

Definition: The percentage of staff with adequate skills to connect learning with technology.

32 participants ranked this indicator as developing followed by 21 ranking this indicator as emerging. These rankings indicate just under 2/3 of the participants believe that 50-75% of district teachers are demonstrating skills in designing/assessing effective curriculum linking to technology resources. Over 1/3 believe between 15-49% of the teachers are demonstrating this linking.

Innovators

Definition: The visible presence of "early adoptersπ who are providing curriculum models of success with technology uses.

26 participants ranked this indicator as emerging followed by 22 ranking this indicator as developing. These rankings indicate that just under 1/2 of the participants believe that 1-8% of the district teachers are exploring and piloting effective uses of technology. About the same fraction believe that 9-15% of teachers are doing exploring for effective use.

Methodology: Forty-six action research projects prepared by teachers, counselors, librarians, and academic technology coordinators participating in the district staff development Elearn program were analyzed and categorized using Grapplingπs Technology and Learning Spectrum (copyright 1995, Education Technology Planners, inc.)

Using the Grappling categorization six of the action research projects or (13%) were determined to be "technology literacy uses. The instructional focus of technology literacy use is characterized primarily by acquiring and assessing technical skills.

Using the Grappling categorization thirty- two of the action research projects or (71%) were determined to be "adapting uses". The instructional focus of adapting use is characterized primarily by technology that is adapted/provided to address traditional curriculum goals. Technology use by these individuals remains optional.

Using the Grappling categorization eight of the action research project or (17%) were determined to be "transforming uses". The instructional focus of transforming uses is characterized by enabling new learning tasks not possible without technology.

Conclusion

The degree to which technology is integrated into teaching practices was determined by comparing the highest ranking for each of the åindicatorsπ against the following modified percentages based on Rogers Diffusion of Innovation.

Not in place (less than 15%)

Pioneers/Emerging (15-49%)

Settlers/Developing (50-75%)

Critical Mass /Optimal (75%+)

Until percentages cross 80%

practice cannot be considered

norm or institutionalized

Comparison of pedagogical awareness and instructional indicator ranking with Rogers categories indicates an early majority of 15 to 49% of District 214 teachers are actively engaged in technology integration. These pioneer/emerging users are primarily adapting/providing technology to address traditional curriculum goals. The use of technology among these practitioners remains optional. Ranking of the åinnovatorπ indicator implies between 1 to 15% of district teaching staff are exploring and piloting effective uses of technology. Their presence is made visible through the Elearn action research projects published on the district website. A gap between the ranking of staff capacity (50-75%), pedagogical readiness (15-49%) and instructional practice (15-49%) suggests some teaching staff may have acquired technical skills and are confident using them on their own but may need help designing/assessing effective technology integration classroom practices that link to curriculum.

Opportunity for Integration of Technology

Readiness for technology integration appears to exist among innovators and a early majority of District 214 teaching staff. Real opportunity to integrate technology should match the instructional focus of the early majority on traditional curriculum goals, be compelling enough to engage innovators and attract teachers who need help finding an effective technology integration practice linked to curriculum. Two applications meeting these criteria are available to district teachers. Both applications address traditional curriculum goals in reading and mathematics and have adaptive or transformative uses. The first, Ed Performance, is a web based, diagnostic testing application that provides online, adaptive testing for students. The second, Skills Tutor, is a web based, online tutorial that provides individualized practice in critical skills areas for students who may be functioning several levels below grade level. Both applications have been the subject of pilot and exploration activities by district teaching staff. Ed Performance and Skills Tutor are accessible district-wide and supported by staff development and building academic technology coordinators.

Sources:

Rogers, Everet, Diffusion of Innovations, Third Edition, 1983.

6.8 EVALUATION / CONTINUOUS IMPROVEMENT

Describe the evaluation process that determines a participantπs initial satisfaction with professional development experiences, learning of new knowledge and skills, use of new knowledge and skills, and their impacts on student achievement. If appropriate, include sample(s) of evaluation instruments in an appendix, e.g., surveys, observation tools, pre- and post-questions for peer coaching.

A survey has been developed that assesses the participantπs initial satisfaction with professional development experiences, the learning of new knowledge and skills, and the continued use of the new knowledge and skills.

Reflection sheets or evaluations are completed by participants whenever workshops or trainings are conducted.

6.9 MENTORING

Describe the formal mentoring program provided for new teachers that includes frequent, ongoing support and periodic program evaluation and improvements of the program. Indicate whether the program has written procedures.

District 214 has a formalized mentoring program for teachers new to the profession and new to the district. New teachers receive orientation from the building and the district administrative center and are assigned a teacher mentor for one year. (See Appendix for more detailed ifnormation).

7.0 Illinois Learning Standards (ILS) Implementation

7.1 ALIGNMENT OF CURRICULUM, INSTRUCTION AND ASSESSMENT

Describe the process used to complete the alignment of curriculum, instruction, and assessment for at least three learning areas and all grades.

Our school has engaged in a lengthy curriculum mapping and alignment process that we are still working to improve. The learning areas that have been addressed through alignment process are math, language arts and reading, history and science. We have worked to create common assessments. We are actively working on this project through departments and with our central office. The areas of need have been identified in the data analysis section of this plan and are addressed in the action plan and in the professional development component of this plan

7.2 STANDARDS-ALIGNED CLASSROOMS

Describe the school-wide implementation of standards-aligned classrooms in which teachers and students understand and use the ILS daily in the teaching and learning process consistent with ISBE assessment frameworks and performance indicators. Examples of practices may include ILS posted in classrooms, ILS used in lesson plans, ILS communicated to students and parents, ILS reflected in rubrics, and ILS referenced in report cards.

Curriculum maps have been written for all courses in the building. These maps include Illinois Learning Standards for each topic taught. Teachers also use the Standards for Transition identified by ACT to assist students in progressing through the curriculum and to gain skills needed for success on state tests. These standards are imbedded in classes throughout the curriculum. Teachers are working to create common course final exams that reflect student progress on Illinois Learning Standards and ACT Standards for Transition. Staff development time is periodically allocated for teachers to discuss student achievement in these areas and to make appropriate revisions in maps and final exams.

According to district schedules, courses are reviewed on a regular basis. Maps are revised as needed to reflect true course content and skills. Teachers use the review process to

Systematic and careful alignment of all school initiatives with Illinois standards for student learning has defined our school improvement plan. Staff members have explored the standards and determined the match between current school practices and course-work and state standards and assessments. We will continue to deepen our understanding of standards driven instruction and work to develop more standards-based assessments. In addition, the staff is working to further align grading practices, rubrics, and performance assessments.

7.3 ILS PRACTICES AND PROCEDURES

Describe ILS practices and procedures, e.g., professional development offerings, staff hiring practices and assignments, scheduling, and allocation of resources.

The districtπs evaluation plan is based on Charlotte Danielsonπs Framework for Teaching, a research based definition of effective teaching. Hiring practices are guided by candidatesπ qualifications and certification. Our professional development plan and the action plan demonstrate our commitment to continuous improvement in implementing standards-based procedures and practices. Virtually all of our improvement efforts are research based best practice approaches to standards-based instruction. (see action plan and professional development component)

7.4 REVIEW OF ILS PRACTICES AND PROCEDURES

Outline the systematic review and revision of practices and procedures related to ILS implementation.

Illinois Learning Standards are reviewed in department meetings, school improvement meetings and during institute days. Our curriculum maps are reviewed and improved by departments on an annual basis. In addition, groups of teachers work on refining our curriculum maps and common assessments in the summer.

8.0 Family and Community Involvement

8.1 DATA USE

Describe how parent/family involvement and satisfaction data (3.5) are used to inform strategies and activities.

Since community and parental satisfaction is very high regarding programs, curricula, instruction, and school staff, emphasis is currently placed on staff development and classroom processes in terms of increasing student achievement. The community and parents perceive the school and its teachers as doing a good job with the area youth and want current programs and curricula left in place. Innovations such as block scheduling and seminars (advisories) have been implemented in recent years with community and parental approval and with student academic success. Therefore, the importance of keeping the community and parents informed is duly noted and taken seriously. Sweeping changes are not advocated by staff or parents. Parents and community members are supportive of increasing academic achievement within the current school structures, programs, and curricula.

8.2 STAKEHOLDER INVOLVEMENT IN SIP PROCESS

Indicate that a broad range of community stakeholders contribute to the development, implementation, and review of the SIP.

Our school utilizes many community agencies and businesses to assist us in our school improvement efforts. Some of our partners are: Motorola, Northwest Community Hospital, Starbuckπs Coffee.

These community resources are vital to the continuation of many special programs that exist at Rolling Meadows High School. Many of these partners have had input in developing our action plans and have contributed to the overall school improvement efforts.

8.3 COMMUNICATION OF SIP PROGRESS

Describe the frequent, extensive progress reports sent to parents/families from the school and classroom teachers related to performance targets, strategies, and activities in the SIP. A sample report, newsletter, or web page address may be included in an appendix, if appropriate.

Our School Improvement plan is communicated to our learning community on a regular basis. Our newsletters contain information regarding our school improvement initiatives. At each opportunity (Parent/Teacher conferences, New Student Orientation, Open House) our school improvement goals and efforts are discussed with parents and community members. In addition, our SIP is posted on our website, along with the reports documenting our progress towards our goals.

8.4 ROLE OF FAMILY/COMMUNITY IN THE ACTION PLAN (5.0)

Provide evidence that family/community have specific roles in activities described in the action plan (5.0).

See action plan

8.5 ROLE OF FAMILY/COMMUNITY IN SUPPORT OF STUDENT LEARNING

Provide evidence that family/community have specific roles in supporting learning.

Specific activities at our school that include family and community support include:

8.6 PROCEDURES/PRACTICES/COMPACTS

Provide evidence that parents/families have extensive roles in the development and review of school parental procedures, practices, and compacts.

The PTSA meets monthly and review all practices and procedures concerning parents. We have recently engaged in a review of our student attendance policy. This group will engage in the research of standards based report cards with our staff.

9.0 Support Systems

9.1 INTERNAL DISTRICT SUPPORT

Explain how specific district services and resources support the strategies/activities.

Central office staff members have assisted in developing this plan and its strategies and activities. These staff members include:

Dr. Booth, Associate Superintendent
Mr. Darnell, Director of Staff Development
Ms. Lin, Data Analyst
Dr. Cordagan, Director of Research
Mr. Damyanovich, Director of Technology

Peer reviewers who are district staff members assisted in critiquing the draft plan.

9.2 EXTERNAL SUPPORT

Explain in detail specific external services and resources that support implementation of strategies/activities.

We have been assisted by staff members from District U-46 who shared their approved school improvement plan and provided suggestions for writing and implementing this plan.

Mrs. Audrey Soglin, Educational Consultant at the Consortium for Educational Change conducted training sessions on writing the plan and edited the draft plans.

10.0 Review, Monitoring, and Revision Processes

10.1 DISTRICT PEER REVIEW PROCESS

Describe the district peer review and approval process.

10.2 MONITORING PROGRESS OF THE PLAN

Describe how and when school personnel and leaders will collect data to monitor the effectiveness of strategies.

During the monthly meetings of the School Improvement Team, progress towards implementing the improvement strategies will be discussed. Data will be collected through the division heads, throughout the year to measure the effectiveness of the strategies. Each improvement strategy will be assigned to a member of the School Improvement Team and will be charged with monitoring the progress of each department.

10.3 REVISION OF THE PLAN

Describe the systematic revision and implementation of the plan based on information from the monitoring process (10.2).

Twice a year the School Improvement Team will schedule review days to analyze the collected data and make necessary changes to the plan. When appropriate and necessary, changes will be made at the monthly meetings of the team.

Year	Non-Title		Title I
1		Academic Early Warning	X	Choice
2		Academic Early Warning		Choice/Supplemental Educational Services
3		Academic Watch		Corrective Action
4		Restructuring Plan		Restructuring
5		Restructuring Implementation

1.0 Performance Targets

3.0 Data Collection and Information

3.1 STATE ASSESSMENT DATA: PSAE

3.2 LOCAL ASSESSMENT DATA

Insert local assessment data from multiple levels, e.g., district, school, grade or classroom data. Use charts, tables, narrative or other format. Show or discuss trend data, as appropriate. The validity and reliability (3.7) of standardized test data are assumed to be adequate.

3.3 EDUCATOR DATA

3.4 PROFESSIONAL DEVELOPMENT DATA

3.5 PARENT/FAMILY INVOLVEMENT DATA

3.6 ADDITIONAL TYPES OF DATA

3.7 DATA QUALITY

4.0 Data Analysis

4.1 Summaries of Data for performance targets

5.0 Action Plan for School Name: Rolling Meadows School Years: 9 - 12

STRATEGY (5.1) TARGET (4.2)

Sources of Revenue – (5.9)

6.0 Professional Development

6.1 DATA USE

6.2 QUALIFIED AND EFFECTIVE EDUCATORS

6.3 RELATION TO STRATEGIES

Inform staff members about the importance of the test so they can relate this information to students during seminar and classes

Train staff in reading strategies twice a month, Thursday morning meetings for staff development

March 4, 2005 institute day presentations and workshops

Teachers attending conferences and workshops

Diana Clarke, ATC will in-service teachers in the use of electronic monitoring system

Teachers attending conferences and workshops

Workshop on children of poverty, January 27, 2005, presented by Mary Luckritz, English teacher

6.4 SCHEDULING

6.5 RESOURCES

6.6 SCIENTIFICALLY BASED RESEARCH (SBR)

6.7 INTEGRATION OF TECHNOLOGY

6.8 EVALUATION / CONTINUOUS IMPROVEMENT

6.9 MENTORING

7.0 Illinois Learning Standards (ILS) Implementation

7.1 ALIGNMENT OF CURRICULUM, INSTRUCTION AND ASSESSMENT

7.2 STANDARDS-ALIGNED CLASSROOMS

7.3 ILS PRACTICES AND PROCEDURES

7.4 REVIEW OF ILS PRACTICES AND PROCEDURES

8.0 Family and Community Involvement

8.1 DATA USE

8.2 STAKEHOLDER INVOLVEMENT IN SIP PROCESS

8.3 COMMUNICATION OF SIP PROGRESS

8.4 ROLE OF FAMILY/COMMUNITY IN THE ACTION PLAN (5.0)

See action plan

8.5 ROLE OF FAMILY/COMMUNITY IN SUPPORT OF STUDENT LEARNING

9.0 Support Systems

10.0 Review, Monitoring, and Revision Processes

10.1 DISTRICT PEER REVIEW PROCESS

10.2 MONITORING PROGRESS OF THE PLAN