An Integrated School Improvement Plan

An Integrated School Improvement Plan=

For Robein Elementary School

School Year 2006-2007<= o:p>

It is the mission of Robein Elementary= School to provide quality education in a safe, positive, and stimulating environment. We will utilize flexible teaching strategies to develop a strong core of basic skills, allowing students to reach their full potential. We will inspire students to beco= me respectful, responsible citizens who demonstrate character and integrity.= We will guide students to become problem solvers, critical thinkers, and productive life-long learners in = an ever-changing world.

I. Demographics

Within Tazewell County, Robein School District #85 is located i= n East Peoria, Illinois. The constituency of District #85 is mainly residential with little industry or business. Robein District is a small, urban district located along the fringe of a large city. The district consists of one eleme= ntary school, educating students in kindergarten through eighth grade. The Robein District has a very str= ong history. Several families have moved into the district because either one or both of the parents formerly attended Robein School. District enrollment from previous = years, as reported in the Illinois School Report Card, is as follows: FY03 =3D 221; FY04 =3D 214; and FY= 05 =3D 207. During the 2006-2007 sch= ool year, Robein District experienced significant growth in the student population. The current stude= nt population for FY07 is 222. Operational expenditure per pupil in 2003-2004 = was $7,255.00. Robein School Distr= ict is 2.2 square miles.

2005 Data=

As reported in the 2005 School Report Card, the attendance rate for Robein Elementary School w= as 96.3% with 0.5% chronic truancy and a 3.9% mobility rate. The student population at Robein Elementary School was 24.2% low-income and 0.0% limited-English-proficiency. = Parental involvement was 99.0%. Throug= h text and chart format of the Interactive Illinois Report Card, longitudinal data= for Robein Elementary School is further detai= led.

Trend Data for 3 years School Year &= nbsp; School Year &nb= sp; School Year &= nbsp; &nbs= p; &= nbsp; &= nbsp; 2002-2003 &= nbsp; 2003-200= 4 &= nbsp; 2004-200= 5

Attendance rate (%) &= nbsp; 95.4 &= nbsp; &nbs= p; 95.4 &= nbsp; &nbs= p; 96.3<= /p>

Truancy rate (%) &= nbsp; &nbs= p; 1.9 &n= bsp; = ; 0.5 &n= bsp; = ; 0.5

Mobility rate (%) &= nbsp; &nbs= p; 10.5 &= nbsp; &nbs= p; 4.2 &n= bsp; = ; 3.9

Trend Data continued &= nbsp; School Year &nb= sp; School Year &nb= sp; School Year &nb= sp; = &nb= sp; &= nbsp; 2002-2003 &= nbsp; 2003-200= 4 &= nbsp; 2004-200= 5

Low Income rate (%) &= nbsp; 16.3 &= nbsp; &nbs= p; 21.5 &= nbsp; &nbs= p; 24.2<= /p>

Parental Involvement

&n= bsp; rate (%) &nbs= p; &= nbsp; &n= bsp; 98.0 &= nbsp; &nbs= p; 98.5 &= nbsp; &nbs= p; 99.0<= /p>

Race/Ethnicity (%)

= White &= nbsp; &nbs= p; 98.6 &= nbsp; &nbs= p; 96.3 &= nbsp; &nbs= p; 98.6<= /p>

= Black &= nbsp; &nbs= p; 0.5 &n= bsp; = ; 1.9 &n= bsp; = ; 0.0

= Hispanic &= nbsp; &nbs= p; 0.0 &n= bsp; = ; 0.5 &n= bsp; = ; 0.0

= Asian &= nbsp; &nbs= p; 0.9 &n= bsp; = ; 1.4 &= nbsp; &nbs= p; 1.0

= Native American = ; 0.0 &n= bsp; = ; 0.0 &n= bsp; = ; 0.0

= Multiracial &= nbsp; 0.0 &n= bsp; = ; 0.0 &n= bsp; = ; 0.5

II. Data Collection <= /o:p>

Data Collection

The Illinois Standards Achievem= ent Test (ISAT) was administered to students in grades 3, 4, 5, 7, and 8 during= the years of 1999-2005. The follo= wing textual and graphical data was collected from ISAT testing during that period. The charts, as reported by the Interactive Illinois Report Card, illustrate the overall performance for Robein Elementary School on all state tests. Please note that the writing and so= cial science components were not included in ISAT during the 2004-2005 year.

Meets/Exceeds for 3 years School Year &nb= sp; School Year &nb= sp; School Year

Percentage (%) &= nbsp; &nbs= p; 2002-2003 &= nbsp; 2003-200= 4 &= nbsp; 2004-200= 5

Reading -= Grade 3 = ; <= /span>94.0 &= nbsp; &nbs= p; 76.0 &= nbsp; &nbs= p; 93.0<= /p>

= Grad= e 5 &= nbsp; 84.0 &= nbsp; &nbs= p; 67.0 &= nbsp; = 94.0

= Grad= e 8 &= nbsp; 53.0 &= nbsp; &nbs= p; 61.0 &= nbsp; &nbs= p; 89.0<= /p>

Writing - Grade 3 = 89.0 &= nbsp; &nbs= p; 93.0 &= nbsp; &nbs= p; N/A

= Grad= e 5 &= nbsp; 72.0 &= nbsp; &nbs= p; 71.0 &= nbsp; = N/A

= Grad= e 8 &= nbsp; 77.0 &= nbsp; &nbs= p; 74.0 &= nbsp; &nbs= p; N/A

Math -= Grade 3 = 94.0 &= nbsp; &nbs= p; 96.0 &= nbsp; &nbs= p; 97.0<= /p>

= Grade 5 &= nbsp; 68.0 &= nbsp; &nbs= p; 79.0 &= nbsp; = 100.0

= Grad= e 8 &= nbsp; 58.0 &= nbsp; &nbs= p; 61.0 &= nbsp; &nbs= p; 62.0<= /p>

Science - Grade 4 &= nbsp; 82.0 &= nbsp; &nbs= p; 95.0 &= nbsp; &nbs= p; 75.0<= /p>

= Grad= e 7 &= nbsp; 89.0 &= nbsp; &nbs= p; 91.0 &= nbsp; &nbs= p; 78.0<= /p>

Social Sc. - Grade 4 &= nbsp; 82.0 &= nbsp; &nbs= p; 95.0 &= nbsp; &nbs= p; N/A

= Grad= e 7 &= nbsp; 78.0 &= nbsp; &nbs= p; 78.0 &= nbsp; &nbs= p; N/A

The next chart provides informa= tion on attainment of the Illinois Learning Standards during the years 2002-2005. Displayed are the percent of student scores meeting or exceeding State Standards for Robein E= lementary students with comparison to the yearly statewide average. The five areas of reading, writing, mathematics, science, and social science were tested during the 2002-2004 years. The chart reflects onl= y reading, mathematics, and science scores for the 2004 and 2005 years, since writing = and social science were not tested during 2005.

Overall, Robein School Distr= ict #85 has made adequate yearly progress.&nbs= p; The district has not been identified for District Improvement accord= ing to the Adequate Yearly Progress (AYP) specifications of the federal No Child Left Behind Act. <= /span>

Robein School District #85 = also made AYP for 2006. Even though School Report Cards for 2006 are not available, the following was released = by the State Board of Education.

2.1 Assessment Data<= span style=3D'font-size:12.0pt;mso-bidi-font-size:10.0pt;line-height:200%'>=

= Reading

Historical data from ISAT testi= ng during 2001-2005 reveals varied third grade reading scores. Moderate scores of meets and excee= ds with 71% in 2001, 72% in 2002, and 76% in 2004 were reported. Strong reading scores were reporte= d in 2003 and 2005. In 2003, 94% of students either met or exceeded state standards. In 2005, 93% of students met or ex= ceeded state standards. <= /span>

Grade 5 scores demonstrated variation during 2001-2005 ISAT testing.&n= bsp; Low scores of meets and exceeds with 69% in 2001 and 67% in 2004 wer= e reported. In 2002 and 2003, 84% of student s= cores met or exceeded state standards. In 2005, 94% of Grade 5 students met or exceeded state standards.

Grade 8 ISAT testing during 2001-2005 demonstrated disparity. Low scores of meets and exceeds with 53% in 2003 and 61% in 2004 were reported. In 2001 and 2002, 8= 7% of student scores met or exceeded state standards. In 2005, 89% of Grade 8 students m= et or exceeded state standards.

= Writing

Historical ISAT writing data fr= om 2001-2004 reveals a trend toward improvement of Grade 3 scores. Low scores of meets and exceeds wi= th 41% in 2001 and 61% in 2002 were reported.&nbs= p; During 2003, 89% of student writing scores met or exceeded state standards. In 2004, 93% of Gr= ade 3 students’ scores met or exceed state standards.

Writing scores for Grade 5 stud= ents are an area of concern. In 20= 01, a low score of meets and exceeds with 65% was reported. Moderate scores of 73% in 2002, 72= % in 2003, and 71% in 2004 met or exceeded state standards.

Writing scores for Grade 8 stud= ents are an area of concern. Low s= cores of meets and exceeds with 68% in 2001 and 50% in 2002 were reported. In 2003, 77% of student writing sc= ores met or exceeded state standards. Again in 2004, a moderate score of 74% met or exceeded state standar= ds.

= Mathematics

Historical ISAT math data from 2001-2005 reveals steady improvement of math scores for third grade. In 2001, 71% of student scores met= or exceeded state standards. In = 2002, 86% of scores met or exceeded state standards. Strong scores of meets and exceeds= with 94% in 2003, 96% in 2004, and 97% in 2005 were reported.

Grade 5 scores demonstrated variation during 2001-2005 ISAT testing.&n= bsp; Moderate scores of 78% in 2001 and 79% in 2004 were reported. In 2003, 68% of student scores met= or exceed state standards. A very strong score of meets and exceeds with 100% in 2005 was reported.

Historical ISAT math data revea= ls a need for improvement in math scores for eighth grade. Low scores of meets and exceeds wi= th 64% in 2001, 60% in 2002, 58% in 2003, 61% in 2004, and 62% in 2005 were reported. Math scores for Gra= de 8 students are an area of concern.

= Science

Historical ISAT science data fr= om 2001-2005 reveals disparity of Grade 4 scores. Strong scores of meets and exceeds= with 91% in 2001, 95% in 2002, and 95% in 2004 were reported. In 2003, 82% of student scores met= or exceeded state standards. A moderate score of 75% in 2005 was reported.

From 2001-2004, Grade 7 ISAT sc= ores were resilient. Strong scores= of meets and exceeds with 86% in 2001, 80% in 2002, 89% in 2003, and 91% in 20= 04 were reported. In 2005, 78% of Grade 7 scores met or exceeded state standards.

= Social Science

From 2001-2004, Grade 4 ISAT so= cial science scores were solid. St= rong scores of meets and exceeds with 87% in 2001, 82% in 2003, and 95% in 2004 = were reported. In 2002, 78% of stu= dent scores met or exceeded state standards.&nb= sp;

Grade 7 ISAT social science sco= res varied. In 2001, 83% of stude= nt scores met or exceeded state standards.&nb= sp; In 2002, a low score of meets and exceeds with 50% was reported. Moderate scores of 78% in 2003 and= 2004 were reported.

= Technology Plan

Robein School District #85 Technology Plan was approved by a Peer Review Panel in May 2004. Approval means that the district technology plan meets or exceeds the criteria established by the Illinois S= tate Board of Education for technology planning. The approval is in effect until June 30, 2007.<= span style=3D'mso-spacerun:yes'> Components of the plan include:

= Community Involvement –

&n= bsp; Cur= rent Reality:

<= span style=3D'font-size:12.0pt;mso-bidi-font-size:10.0pt;line-height:200%;font-f= amily: Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-family:Symbol'>· Efforts to communicate with parents/guardians are traditional.

· There is limited wider community involvement and limited community access to technology.

Ident= ified Needs based on Data Analysis:

· = Expanded communication efforts between school and wider community through the use of electronic methods.

· Increased knowledge and support from community members.

Based= upon our needs, the following is our Community Involvement Goal: Robein District #85 will explore m= ethods of creating strategic partnerships with the community that will benefit both the students’ and the community’s technological training needs.

= Curriculum and Instruction –

&n= bsp; Cur= rent Reality:

· Students’ use of technology is dependent upon the teacher.

· The role of the Librarian/Media Specialist is traditional.

Ident= ified Needs based on Data Analysis:

· = Increased student opportunities to communicate through technology a= nd demonstrate technological literacy skills.

· Increased accessibility.

· = Mastery of identified technological skills such as NETS for Teachers and NETS for Students.

Based= upon our needs, the following is our Curriculum and Instruction Goal: Robein District #85 will ensure th= at all students are afforded the opportunity to engage in technology based learnin= g methods by offering sufficient training in assessment and implementation to the sta= ff in partnership with the Media Specialist.&= nbsp;

= Professional Development –

&n= bsp; Cur= rent Reality:

· Few teachers use technology that is available to them in a classroo= m setting for instructional purposes that promote engaged learning practices.

· Technology is mainly used for clerical purposes.<= /p>

Ident= ified Needs based on Data Analysis:

· = Increased professional development to assist student achievement in identified areas of need.

· = Ongoing assessment to guide instruction of students’ needs.

· = All personnel (i.e. teachers, paraprofessionals, library media personnel, and administration) will move towards mastery of the appropriate NETS, as well as standards prescribed by ISBE.

Based= upon our needs, the following is our Professional Development Goal: Robein District #85 will provide t= he necessary tools and training to design, implement, and assess technology supported learning projects that are aligned to NETS standards and Illinois Learning Standards.

= Technology Deployment and Sustainability –

&n= bsp; Cur= rent Reality:

· Majority of application and instructional software is representativ= e of older or not current versions.

· Limited peripherals do not support ubiquitous learning.<= /span>

· Infrastructure and hardware can support more advanced levels of use= .

Ident= ified Needs based on Data Analysis:

· = Updated hardware and software to support new instructional methods.=

· = Increased accessibility to computers and peripherals for students a= nd teachers.

· Increased access to improved/updated communication services.

Based= upon our needs, the following is our Technology Deployment and Sustainability Goal: Robein District #85 will ensure that a wide range of technology tools are available, with necessary policies, procedures, and resources in place to support the learning and working needs of all students and staff.&n= bsp;

2.2 Educator Data=

As reported in the 2005 School Report Card, there were 15 full-time teachers for instruction. Thirteen teachers were female, wher= eas two teachers were male. All teachers were white. The aver= age teacher experience was 17.4 years. Their educational background included 82.6% with a bachelor’s degree and 17.4% with a master’s degree or better. All classes were taught by highly qualified teachers. Only 6.7%= of the teachers had emergency or provisional credentials. The pupil-teacher ratio (elementar= y) was 15.6 to 1.

All teachers share in a variety= of responsibilities for professional growth.&= nbsp; Monthly roundtable discussions sustain teaming, implementation of instructional strategies, and support for student success. Meaningful engaged learning is dev= eloped through collaborative efforts to provide improved instruction. Making schools successful takes te= amwork with clear shared goals, a sense of commitment, the ability to work togethe= r, and access to needed resources. Effective teams do not develop by accident – they take time and active participation. Faculty meetings are held on the second Wednesday of each month for unifying and solidifying upcoming events, formulating shared goals, and discussion curricular reform. Faculty me= mbers also serve on the Curriculum Committee, Parent/Teacher Advisory Committee f= or the Student/Parent Handbook, Faculty Handbook Committee, School Improvement Plan Committee, Technology Committee, and Playground/Safety Committee.

By hosting an after school study hall three days per week, junior high faculty members contribute to increas= ed academic performance of their students.&nb= sp; On a volunteer basis, students choose to work with teachers to accomplish homework assignments. As a result of extra help, many students are apt to be successful in the classroom. =

2.3 Additional Data Collection Methods= =

Scholastic Testing Service (STS) Illinois Learning Standards Battery (ILSB) is administered to all students = in grades 1-7 during October of each year.&nb= sp; ILSB is a standardized battery of ability and achievement tests developed from the Illinois State Board of Education Learning Standards. The battery is comprised of the following subtests: Language = Arts, Mathematics, Science, Social Studies, as well as Quantitative and Verbal Cognitive Skills subtests. IL= SB provides standards-based reports for local school improvement as well as norm-referenced reports. The = local score reports of the ILSB identify state goals and standards, as well as related test items. They also define cut-scores and report individual and group performance, along with school expectations, and determine areas of performance that need improvement.

Classroom observations and tests are also utilized as assessment tools.&nbs= p; Formative and summative tests are given to determine if students have accomplished stated objectives of learning criteria. Test questions are routinely drive= n by learning standards and objectives. Formative tests are given during the developmental or teachable peri= od when the student is in the process of mastering an objective. Summative tests are administered a= t the end of a unit, in order to summarize or grade student learning. =

III. Data Analysis

3.1 Data Quality=

The data to support the integra= ted school action plan was comprised of ISAT scores, Robein Technology Plan, STS Illinois Learning Standards Battery, and classroom assessments. The data had strong validity and reliability based upon triangulation of measurement.

3.2 Data Analysis/Gap Analysis<= /u>=

·= ; = ISAT and classroom data supported a need for improvement in the writing curriculum at all grade levels. Teaching ISAT writing criteria and= utilizing a common scoring rubric were identified by faculty members as tools for mak= ing progress.

·= ; = ISAT data identified a need to continue strengthen= ing the 8^th grade math curriculum.&= nbsp;

·= ; = Classroom assessments identified a need to increase student motivation and academic recognition.

·= ; = Technology Plan data supported a need for improvem= ent in opportunities for students to use technology and a variety of tools to support their learning. Teach= ers need training in engaged learning practices and assessment strategies. Also, the administrator and librar= ian must promote “best practices” in order for teachers to transfer knowledge into classroom practice. <= /span>

Priorities Based on Gap Analysi= s=

Goal #1: Increase the number of stude= nts scoring at or above the state norms in writing.

Goal #2: Increase positive student peer relationships as evidenced by academic and

social recognition with a corresponding decrease of discipline referrals.

Goal #3: Increase opportunities for student= s to use technology and a variety of

tools with= in classrooms to support learning.

IV. Action Plan

Goal #1: Increase= the number of students scoring at or above the state norms in writing. &nbs= p;

Standard(s) Supported by this G= oal:

3A. Use correct grammar, spelling, pun= ctuation, capitalization, and structure.

3B. Compose well-organized and coherent writing for specific purposes and audiences.

3C. Communicate ideas in writing to accomplish a variety of purposes.

Rationale for the Goal:

State 2002 assessment data reve= aled that 32% of 3^rd grade students, 23% of 5^th grade students, and 43% of 8^th grade students did not meet writing goals. Student scores improved during the years from 2002-2004, but demonstrated a need for continued development. State 2004 asses= sment data revealed that 8% of 3^rd grade students, 17% of 5^th gr= ade students, and 26% of 8^th grade students did not meet writing goals.

Evaluation:=

Informal teacher made tests or observations. ISAT school/dis= trict scores compared with state scores.

Activities:

(A) All teachers will participate in discussions pertaining to articulation of writing rubrics from kindergarten through eighth grades. Emphas= is will be on the progression of simple detailed sentences that build from a o= ne to five paragraph essay with examples of focus, support, details, transitio= ns, and conclusions. <= /span>

= (a-1) Persons Responsible: Principal/Superintendent, Assistant Principal, and All

= = Teachers

(a-2)= Cost: None - faculty meeting and round t= able discussions

(a-3)= Timeline: 2006-2007 school year

(B) The Curriculum Committee will investigate articulation between grades that supports common instructional terminology and practices for development of student writing skills.

(b-1)= Persons Responsible: Principal/Superintendent, Assistant Principal, and All

= Curriculum Committee Members

(b-2)= Cost: $300.00 for writing workshops/conferences

(b-3)= Timeline: Second semester of 2006-2007 schoo= l year

Goal #2: Increase positive student peer relationships as evidenced by academic and

social recogn= ition with a corresponding decrease of discipline referrals.

Standard(s) Supported by this G= oal:

21A. Demonstrate individual responsibil= ity during group activities.

24A. Demonstrate procedures for communi= cating in positive ways, resolving differences,

= and preventing conflict.

24B. Apply decision-making skills relat= ed to the promotion of individual health.

Rationale for the Goal:

Historically, the Board of Education, faculty/staff members, parents, and students have identified a n= eed to cultivate increased student self-esteem and establish consistency in curricular and discipline expectations among teachers. At the end of each grading period, students are honored with grade-level awards for effort, conduct, most improved, and academic achievement. In order to assist with classroom management issues, disciplinary guidelines are set forth in the Student Handbook. At the junior high level, Robein School utilizes an eight step progressive discipline plan, with consequences of misbehavior ranging from a verbal warning to appearance before the Board of Education for possible expulsion.

Evaluation:=

Input from parents/guardians du= ring Parent/Teacher Conferences and other times of communication. Responses from students and staff = during the Internal Review process in March 2007.

Activities:

(A) Continue to monitor academic and s= ocial progress of all students

= (a-1) Persons Responsible: Principal/Superintendent, Assistant Principal,

and All Classroom Teach= ers

= (a-2) Cost: $150.00 -= award certificates

= (a-3) Timeline: 2006-2007 school year

Goal #3: Increase opportunities for students to use technology and a variety of

     tools within classrooms to support learning.

Standard(s) Supported by this G= oal:

3B. Compose well-organized and coherent writing for specific purposes and audiences.

5A. Locate, organize, and use informat= ion from various sources to answer questions,

        solve problems, and communicate ideas.

5B. Analyze and evaluate information acquired from various sources.

5C. Apply acquired information, concep= ts, and ideas to communicate in a variety of

        formats.

10A. Organize, describe, and make predi= ctions from existing data.

10B. Formulate questions, design data collection methods, gather and analyze data, and

        = communicate findings.

Rationale for the Goal:

Data from the Technology Plan revealed that the majority of classrooms remain teacher-directed. Students’ use of technology = is dependent upon the teacher. T= here is a need for teacher training to change classroom practices that will affo= rd students more technology opportunities in the learning process. There is a need for more periphera= ls to support ubiquitous learning. = Current infrastructure and hardware can support more advanced levels of use.

Evaluation:=

Observations by the Principal a= nd Assistant Principal of classroom activities throughout the year. Input from parents/guardians during Parent/Teacher Conferences and other times of communication. Responses from students and staff = during the Internal Review process in March 2007.

Activities:

(A) Media Specialist/Librarian = will develop and assist with grade-level goals for

        technology use within classrooms.

            = (a-1) Persons Responsible: Principal/Superintendent, Assistant Principal, Media

            &n= bsp;           Spe= cialist/Librarian, and Technology Mentor

            = (a-2) Cost: $1,000.00 for purchased services of Technology Mentor =

            = (a-3) Timeline: Second semester of 2006-2007 schoo= l year

(B) All teachers will promote the use = of technology to support student learning.

            = (a-1) Persons Responsible: Principal/Superintendent, Assistant Principal, and All

&n= bsp;                 =     Teachers

            = (a-2) Cost: $300.00 for workshops/conferences = on engaged learning practices

            = (a-3) Timeline: 2006-2007 school year

Budget Summary (by Funding Sour= ce)

Goal #1               $0.00= -= Activity A

            &n= bsp;           = $300.00 -= Activity B: (Title II Grant)

                    =     $300.00 total cost

Goal #2            $150.00 -= Activity A: (Local Pro= perty Tax Revenue) total cost

Goal #3            $715.00 -= Activity A: (Title V G= rant)

$285.= 00 -= Activity A: (Local Pro= perty Tax Revenue)

$200.= 00 -= Activity B: (Title II = Grant)

$100.= 00 -= Activity B: (Local Pro= perty Tax Revenue)

            =          $1,300.00 total cost

V. Professional Develop= ment

5.1 Data Collection=

Extensive data from the Internal Review process, monthly faculty/staff roundtable discussions, and teachers’ transcripts are used to determine professional development needs and requirements. Facul= ty members are encouraged to attend workshops and conferences that benefit learning opportunities for their students.

5.2 Highly Qualified Educators<= /u>=

All faculty/staff members of Robein Elementary School are highly qualified as set forth by t= he No Child Left Behind Act.

5.3 Relations to Goals/Activities and Scheduling

Professional development goals and activities have suppor= ted engaged learning practices, with teachers as facilitators instead of the so= urce of knowledge. Faculty/staff m= embers are encouraged to attend workshops sponsored by the Mid-Illini Educational Cooperative and Tazewell Regional Office of Education. The Mission of the Mid-Illini Cooperative is to support and facilitate measurable, continuous improvement in schools by using research-based programs and systematic services that provide opportunities for planning, teaming, and networking. There is continue= d need for teacher training to change classroom practices that will afford students more technology opportunities within the learning process. Annually, <= st1:PlaceName w:st=3D"on">Robein Elementary S= chool has three (3) School Improvement Days with a half-day of student attendance= and three (3) Teacher Institute Days without student attendance for improvement= of instruction activities. =

5.4 Resources

Professional development activities are supported with Ti= tle II funds and local property tax revenue.&n= bsp; Prior to any expenditure, faculty/staff members must request written conference/workshop approval from the superintendent. All faculty/staff members are enco= uraged to attend one workshop per year.

5.5 Mentori= ng and Evaluation

Robein El= ementary School utilizes input from the Curriculum Committee and the Contract Negotiations Committee for formal structures of mentoring and eval= uation. Monthly faculty/staff roundtable discussions provide informal guides to the improvement of instruction, thro= ugh agreement of practices and activities.&nbs= p; During roundtable discussions, staff members typically pose problems= or issues of concern. It is then= the responsibility of everyone present to brainstorm and assist with solutions.

VI.   Review, Monitoring, and Refi= nement Processes

6.1 Distric= t Peer Review Process

The district peer review and approval process begins with organization of ISAT scores, ILSB Achievement scores, classroom observation= s, Parent/Teacher Conferences, Internal Review, and Technology Plan data. Members or the School Improvement = Plan (SIP) committee include Mrs. Kris Bare, Mrs. Alice Garrison, Dr. Kathryn Ma= rx, Ms. Kelly Price, and Mr. Phil Vandemore.&n= bsp; With committee approval, the SIP is presented to faculty/staff membe= rs for their input and/or revision. Once approved by faculty/staff members, the SIP is presented to the Board of Education for final yearly approval.

6.2 Monitor= ing Progress of Plan

Data pertinent to the SIP is evaluated upon receipt of new information. Revision and redirection of school improvement efforts occur during October, due to the release of ISAT data. Also integrated are Internal Review data from the previous spring and achievement data from fall testing. Data = is also received after Parent/Teacher Conferences and faculty/staff roundtable discussions. Refinement of th= e SIP is based upon the attainment of progress toward identified goals and activi= ties.