Tying It All Together

FOR IMMEDIATE RELEASE

Contact: Patty Martin,

Associate Director

March 22, 2002

State Board of Education

360-725-6025

School Improvement Plans to be Required

The State Board of Education Passionate About Increased Student Learning

OLYMPIA — All 2,144 public schools will be required to have a plan for school improvement as a result of rules adopted today by the State Board of Education. To comply with state basic education requirements, districts will have to assure that each school has developed, implemented, and is monitoring its School Improvement Plan (SIP). The school improvement plan shall be based on the Characteristics of Effective Schools as identified by the Office of Superintendent of Public Instruction. This new requirement becomes effective for basic education approval for the 2003-04 school year. Basic education approval is the driver for a district to receive its state education dollars. (emphasis added)

State Board President Bobbie May stated, "A school improvement plan is just a good way of doing business. Our intent is that it will consolidate paperwork into a simpler format."

The School Improvement Plan shall address but is not limited to:

Characteristics of high performing schools (www.sbe.wa.gov);

Educational equity factors as related to having a positive impact on student learning;

Implementation of instructional technology; and

Parent and community involvement.

"Essentially, the State Board of Education is passionate about increased student learning. This is the outcome for which we will be looking," said Bobbie May.

For detailed Accreditation/School Improvement Plan information, feel free to contact Pat Eirish, Research and Assistance Program Manager at 360-725-6030.

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Nine Characteristics of High Performing Schools

Research has shown that there is no silver bullet-no single thing that schools can do to ensure high student performance. Rather, high performing schools tend to have the following nine characteristics:

1. Clear and Shared vision and Purpose

Everybody knows where they are going and why. That vision is shared-everybody is involved. The focus is developed from common beliefs and values, creating a consistency of purpose.

2. High Standards and Expectations for ALL Students

Teachers and staff believe that ALL students can learn and that they can teach all students. There is recognition of barriers for some students to overcome, but the barriers are not insurmountable.

3. Effective Instructional and Administrative Leadership

Strong leadership is required to implement change processes within the school. This leadership takes on many forms. Principals often play this role, but so do teachers and other staff, including those in the district office. Effective leaders advocate, nurture, and sustain a school culture and instructional program conducive to student learning and staff professional growth.

4. High levels of Teamwork and Staff Collaboration

There is constant collaboration and communication between teachers and all grades. Everybody is involved and connected, including parents and members of the community.

5. Aligned Curriculum and Instruction with the Standards and Assessments

Curriculum is aligned with the Essential Academic Learning Requirements (EALRs).

Research-based materials and teaching and learning strategies are implemented. There is a clear understanding of the assessment system and how/what is measured in various assessments.

6. Closely Monitored Teaching and Learning

There is a steady cycle of varied assessments to determine who needs help and the type of help needed. Teaching and learning are continually adjusted based on this monitoring of student progress and individual learning needs. The assessment results are used to improve individual student performance as well as to improve the instructional program.

7. Focused Professional Development in High Need Areas

Professional development for ALL educators is aligned with the school and district's common focus, objectives, and high expectations. It is ongoing and based on the areas identified as high needs areas.

8. Supportive Learning Environment

The school has a safe, civil, healthy, and intellectually stimulating atmosphere. Students feel respected and connected with the staff. Instruction is personalized and small learning environments increase student contact with teachers.

9. A High Level of Community and Parent Involvement

There is a sense that all educational stakeholders have a responsibility to educate students, not just the teachers and staff in schools. Parents, as well as businesses, social service agencies, and community colleges/universities all play a vital role in this effort.

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