2012-13 dip review protocol 120320

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Office of Field Services

2012-13 *District Improvement Plan Review Protocol

*Single building districts should replace the phrase District Improvement Plan or DIP with SchoolImprovement Plan or SIP for the purposes of this protocol.

The *District Improvement Plan is developed within the Michigan Department ofEducation (MDE)/AdvancED portal.

All LEAs are required to complete a *DIP on or before the submission date of the

Consolidated Application. Consolidated Applications that are submitted without a*DIP submitted will be returned and the obligation date changed to reflect the date

that both the *DIP is submit and the Consolidated Application is resubmit.

It is also important to note that the *District Improvement Plan is expected to meet

the following requirements upon submission:

1. Goals/Objectives/Strategies/Activities included in the *DIP meet the MDEcriteria detailed in the *District Improvement Plan Review Protocol.

2. All programs/services are identified within the *DIP that are intended to befunded in the Consolidated Application.

3. All programs/services that the LEA anticipates adding to the application laterin the academic year with carryover or unspent set-asides (Ex. summer

school) have been identified within the *DIP.

4. The LEA must consider the funding sources that will be added to theConsolidated Application during the amendment process such as Title I, PartA Neglected; Title I, Part D; Title III LEP and Immigrant; Title I, Part C and

Title VI (REAP-Flex); plan how those sources will be used and include thoseplans as strategies and activities in the original *DIP.

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GOAL

Content Area:

Goal must be linked to identified student academic learning needs in one of

the four core content areas or serve as a maintenance Goal in one of the four corecontent areas if there are no academic challenges identified through the

comprehensive needs assessment. A behavioral Goal may be included but must

be in addition to academic Goals. Districts do NOT need one Goal in each content area in the SchoolImprovement Plan (SIP) or District Improvement Plan (DIP); for example, four

content areas can be embedded within 3 Goals.

Student Goal Statement:

Student focused

States broadly the area of focus and that all students will demonstrateincreased proficiency

Based on a careful analysis of multiple sources/types of data

Defines the priority area for an improvement plan

Should not include specific percentages or time elements

Ex: All students will increase proficiency in .

Gap Statement:

A comparison to the Goal statement of 100% of the students achieving

State academic standards and achievement on other assessments/ data

Specifically identify subgroup gaps, if applicable

Must be updated annually

Cause for Gap:

Analysis of current levels of student achievement and non-academic

achievement data and information

Describes suspected causes (systemic, instructional) for the gaps in student

academic achievement

Addresses only causes within the school districts control (i.e., the economic

status of a child is not within the school districts control therefore should notbe cited as a cause)

Measures/Sources of Data:

Sources may include achievement, demographic and/or perception data

Sources may be student data or system data

Recommend using multiple sources of achievement data state and local

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OBJECTIVE

Measureable Objective Statement:

Student focused

Links to the Goal statement

Identifies the knowledge, skills, outcomes and results that are measurable,

observable, quantifiable and time bound

States: Who will be able to do what, by when, as measured by what?

Puts the SMART in the phrase SMART Goals Addresses grade span and/ or subgroup gaps, if applicable

Ex: The subgroup will increase proficiency by % by as measuredby .

STRATEGY/ACTIVITIES

Strategy/Activity Statement:

Must be research-based

Describes an adult action (what adults will do to assist students in meetingthe Objective)

Links to an Objective statement

Are specific, planned, research-based instructional practices

(Name specific instructional strategies that will be implemented andevaluated, Marzanos instructional strategies is not a sufficient response)

Addresses system practices that were identified as challenges through thecomprehensive needs assessment

Focuses on maximizing each student's growth and individual success

Can be academic or non-academic (behavioral, parent involvement

activities, professional development), etc.

Are done to/or with students, staff or parents, depending on the fundingsource, to develop a specific result

Must demonstrate a clear connection with the Consolidated Applicationbudget detail.

Ex: will with .

o Paraprofessionals will deliver small group instruction to eligible

identified Title I students

o Title I instructional staff will provide extra time and opportunity

to struggling readers

Ex: will

o Title I instructional staff will provide an extra 45 minutes/day

of reading instruction to students scoring in the lowest 20% on theDIBELS or STAR Assessment.

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o Instructional staff will implement Lucy Calkins Writing

Strategies.

o Instructional staff will be provided professional development on

the implementation of Lucy Calkins writing strategies.

Research:

Identify the research that supports the Strategies

Provide a brief summary of the research

Ex: Research What Works Clearinghouse, Assisting Students Struggling with

Mathematics, Response to Intervention (RTI) for Elementary and MiddleSchools. Instruction during the intervention should be explicit and systematic.

Funding Sources are required in the Goals Management Tool for the

benefit of the district; Field Services Consultants do not review beyond

the activity level.

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2012-13 dip review protocol 120320

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