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School Improvement
School Improvment Data - PlanThe state of Illinois requires that each school attendance center develop adn implement a building based School Improvement Plan. This plan was developed through a cooperative involvement of building staff, parents, community representatives, and falls within the framework established by the district level to meet the criteria for the Quality Assurance Program as established by the Illinois State Board of Education.
District Plan
Summit Hill School District 161, through participation of representative stakeholders, will provide a District School Improvement Plan Framework designed to maintain a general continuity of procedures, philosophy and service among all attendance centers to all students within the district.
Building Level Plan
The primary purpose of the building level plan is to provide the leadership of each school with a process to help guide their decision making regarding improvement and programs to their students. The underlying philosophy of that plan should be built on the following beliefs:
All children can learn
All children must be served
The primary purpose of the school improvement process is to improve student performance
A school is an observably dynamic place where all can and will improve
High expectations are necessary to achieve a world class education
A school is more effective when its purpose or mission is collectively determined and clearly communicated by the board of education, administration, teachers, students, parents and members of the community
Each school will annually undergo a rigorous Internal Review self-analysis which will encourage staff, parents and the school community to reflect on the effectiveness of existing school policies and practices.
The Illinois State Board of Education will periodically (every 4-6 years) provide External Review for each school, which will involve a group of educators, parents and community members from outside the district who will work to develop a collective prospective on work of the school.
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The Illinois Learning StandardsThe Illinois Learning Standards (ILS) define what all students in all Illinois public schools should know and be able to do in the seven core areas as a result of their elementary and secondary schooling.
The Illinois Learning Standards have not changed since their adoption in 1997. The Performance Descriptors and ILS-aligned Classroom Assessments were developed by Illinois teachers for Illinois teachers to enhance the ILS and to serve as resources to help teachers determine local performance expectations at each grade level.
The ILS contain 30 goals, 98 standards and over 1,000 benchmarks.
Illinois was one of the first states to develop and adopt Standards in 1997.
More than 270 Illinois educators, business people, and community members developed the ILS.
Input on the draft ILS was provided by more than 30,000 citizens.
Teachers in Spain, Lithuania and Bulgaria have translated the ILS for use in their classrooms.
The Performance Descriptors and over 900 ILS-aligned classroom assessments were field tested by 400 teachers statewide.
The Criteria for Standards
From the outset, the following set of criteria guided the writing of the goals, standards and benchmarks:
The standards and benchmarks must be clear and meaningful to students, parents, educators, business representatives and the community at large.
The standards and benchmarks should include an appropriate combination of knowledge and skills, not just facts alone or skills alone.
The standards and benchmarks should build upon and go beyond the basics within each of the academic disciplines.
The standards and benchmarks should be specific enough to convey what students should learn, but broad enough to allow for a variety of approaches to teaching, curriculum, course design and assessment.
The standards and benchmarks should be specific enough to be used in assessing progress and improving students' learning.
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