The No Child Left Behind (NCLB) Act of 2001
Schools Identified for Improvement (SIFI)

Requirements for School Improvement Plan

Adapted from the NCLB Act, section 1116 (b) (3):

Timeframe for Implementation

• The plan shall cover a two-year period, and should be updated each year of SIFI status to include the next two years.
  
  
• The plan must be written within three (3) months of being notified of final status of a "school identified for improvement" (SIFI).
  
  
• The plan should be submitted to the district for approval. The district may approve a school plan providing it has included components relative to the sanctions described in Wisconsin Public Schools—Levels of Accountability for the SIFI improvement level of the school.
  
  
• After approval by the district, the plan should be implemented no later than the beginning of the school year following the testing year that resulted in identifying the school of SIFI status.
  
  
• If the beginning of the school year does not provide the school with three (3) months to develop the plan, then the plan should be implemented immediately upon approval by the district.
  
  
• The plan shall cover a two-year period, and should be updated each year of SIFI status to include the next two years.
  
  
• Keep the plan on file in the school. Schools at SIFI Level 3 are encouraged to request consultation and review of the plan by DPI. Schools at SIFI Level 4 are required to submit the plan to DPI for review, consultation, and/or intervention.

Contents of School Improvement Plan¹

• Specific Objectives—establish specific, annual, measurable objectives for continuous and substantial progress by each group of students, so that they will meet Wisconsin's proficient level of achievement by 2014.
  
  
• Strategies—(a) incorporate scientifically based research strategies that will strengthen the core academic subjects and address the specific academic issues that caused the school to be identified for improvement, (b) as appropriate, include extended day and extended school year, or summer opportunities, and (c) specify the role of the district in providing financial and technical assistance to the school.
  
  
• Policies/Practices—adopt policies and practices concerning the school's core academic subjects that have the greatest likelihood of ensuring that all groups of students will meet Wisconsin's proficient level of achievement by 2014.
  
  
• Professional Development—(a) provide strategies to ensure that all teachers who teach core academic subjects are highly qualified, (b) directly address the academic achievement problem that caused the school to be identified for school improvement, (c) provide increased opportunity for participation, (d) ensure that not less than 10 percent of Title I funds are made available to the school for each fiscal year that the school is in school improvement status for the purpose of professional development, and (e) incorporate a teacher mentoring program.
  
  
• Parents—(a) describe how the school will provide written notice about the identification to parents of schools subject to Title I sanctions, in a language that the parents can understand, and (b) include strategies to promote effective parental involvement

¹ The school may use an existing school improvement plan format provided all of the above components are addressed, or may utilize the WINSS School Improvement Planning Tool available on the DPI Web site at http://www.dpi.state.wi.us/sig/index.html.