June 10 guidance documentGuidance for Completing School Action Plan Templates
An Overview of Action Planning
1planning process ends by specifying what the central office will do to support the school in its efforts to support its teachers and students.
Prerequisites for Successful Planning
The title of this subsection may be slightly misleading because it assumes successful planning includes the successful implementation of the plan as well as writing a good plan.
Here, we assume the planning process includes acting on the plan to avoid the common misunderstanding that planning does not require action.
In order for a school to do good job writing and carrying out its plan, we assume that it has several elements in place.
A district central office that understands planning and how to support the school as it writes and implements its action plans; A school administration that understands the process of action planning and how to coordinate all the elements of school leadership (the SIT, departments chairs, team leaders, coaches, committee chairs, etc.) so their efforts alignnot compete--as they implement the plan; School leadership-- the SIT, departments chairs, team leaders, coaches, committee chairs, etc.that understands its roles and responsibilities in carrying out the different aspects of the action plans, A faculty that understands the action plans, agrees to the value of implementing the plans, and is willing to learn how to implement the plans; Students who understand the plans as they relate to their learning, find the plans relevant and perceive themselves as supported in ways that allow them to succeed in their efforts to learn;
Families who understand how the action plans are intended to impact the learning of their children, understand how they can help their children achieve the results of the action plan, and are informed about the progress of their children towards their learning goals.
This is a long list of preconditions for an action plan working well.
Yet the truth seems to be that if all the central office, school, and teaching supports are not in place and aligned, students do not make systematic, continual gains in their learning.
The advantage of spelling out the support required to produce learning for all students that continuously improves is that it lets people see where the support system is weak and needs , schools that engage in action planning should be aware that they may need to identify ways to improve the support system that they need to put their plans in action.
While many of these supports will be identified in the professional development section of the action plan, the school needs to be careful to list the remainder in the school and district supports section.
I.THE SCHOOL IMPROVEMENT ACTION PLAN
The Elements of the School Improvement Action Plan Template
Target:An increase in a quantifiable indicator by a specified amount, e.g., a change in test scores or survey results.
In action plans intended tot improve learning (reading, writing, math, etc.), targets are increases in a scale associated with the measurement of learning.
The most common targets are for increases in NECAP scores, but other tests may also be used.
In addition, schools can set targets that are measured by tasks, observation instruments, surveys, and other valid, reliable techniques.
The problem with using multiple measures of a target comes with deciding what to do when there is disagreement across them.
A single measure is the simplest to use.
Targets can be set using a number of considerations.
The best way to set targets is to know how much the changes in learning, teaching, and school support will make in scores.
However, there are very few cases where a school knows this with much accuracy, so targets are usually set as educated guesses of what the increases in test scores will be.
For NECAP scores in the areas of math and ELA, schools need to take into consideration the requirement that all students be at or above standard by 2014.
Targets are set in areas that the school judges most important for their students.
If the school has less that 100% of its students proficient in reading, writing, or math, RIDE encourages the school to set targets in these areas.
In addition, schools often set targets for student learning behavior.
These targets could include suspension rates, SALT Survey results, or any other quantifiable source
Schools should set only as many targets as they have the capacity to address.
Typically, four targets create a high demand on the school improvement capacity of a school.
Result Statement: A description of what students will be able to do, or do better, after this action plan has been completed.
Results statements are at the heart of the action plan.
They should capture in as simple and straightforward a manner as possible what students will be able to do, or do better, at the end to the period covered by the action plan.
The result statement applies to all students in the school, so they should identify a proficiency that is important enough that all students will benefit from achieving the resultsome students will move to advanced levels of proficiency while
2SCHOOL IMPROVEMENT PLAN TEMPLATES
III.SCHOOL IMPROVEMENT ACTION PLAN TEMPLATE
IV.SCHOOL IMPROVEMENT PROFESSIONAL
V.SCHOOL IMPROVEMENT COMMITMENT FORM 8SCHOOL IMPROVEMENT ACTION PLAN TEMPLATE
What will students do to reach the identified result?
What new things will they do to learn?
What things will they do more of? instruction What will teachers do to ensure students learn and develop the learning behaviors identified in the first column?
(Be sure that the instructional practices you identify wi
Hse improvement planPage 1 of 3
rev.2HSE Improvement Plan Template
Purpose To assist Shell contractors in developing a Health, Safety & Environment (HSE) Improvement Plan to meet or exceed expectations outlined below.
(See Example Template on Page 3)
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rev.2Specific, Measurable, Accountable, Realistic, Timely Specific - A specific goal has a much greater chance of being accomplished than a general goal.
To set a specific goal you must answer the six "W" questions:
Who is involved?
What do I want to a location.
Establish a time frame.
Identify requirements and reasons, purpose or benefits of accomplishing the goal.
A general goal would be, "Get in shape."
But a specific goal would say, "I will join a health club and work out 3 days a week to get in shape and lower my cholesterol." Measurable - Establish concrete criteria for measuring progress toward the attainment of each goal you set.When you measure your progress, you stay on track, reach your target dates, and experience the exhilaration of achievement that spurs you on to continued effort required to reach your goal.
To determine if your goal is measurable, ask questions such as ......How much?
How will I know when it is order to achieve goals, clear responsibilities must be assigned to individuals who have the capacity, competence and resources to take action.Realistic - To be realistic, a goal must represent an objective toward which you are both willing and able to work.
A goal can be both high and realistic; you are the only one who can decide just how high your goal should be.
But be sure that every goal represents substantial progress.
A high goal is frequently easier to reach than a low one because a low goal exerts low motivational force.
Some of the hardest jobs you ever accomplished actually seem easy simply because they were a labor of love.
When you identify goals that are most important to you, you begin to figure out ways you can make them come true.
You develop the attitudes, abilities, skills, and financial capacity to reach them.
You begin seeing previously overlooked opportunities to bring yourself closer to the achievement of your goals.
Timely - A goal should be grounded within a time frame.
With no time frame tied to it there's no sense of urgency.
If you want to lose 10 lbs, when do you want to lose it by?
"Someday" won't work.
But if you anchor it within a timeframe, "by May 1st", then you've set your unconscious mind into motion to begin working on the goal.
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rev.2XYZ Company HSE Improvement Plan 2009 Goals Should Be - Specific, Measurable, Accountable, Realistic, Timely
Category Improvement Opportunity Plan Forward Responsible Party Target Date Status Q1 Q2 Q3 Q4 Leadership and Commitment Senior management will be required to be more visible in the field Develop site visit tracking matrix
Post tracking matrix in common work areas
Senior management to visit crews twice per quarter to conduct and document audits.
Update the Q1
per > Y