Student Performance Improvement Plan

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Although the guides and templates vary greatly across states, there are many commonalities since the plans for schools that don t meet adequate program must follow some general guidelines put forth by the federal government.3 For example, the plans should: Directly addresses the problems that caused the school to be identified as a school in need of improvement (SINI) Incorporate improvement strategies based on scientific research Establish specific and measurable objectives for progress and improvement Identify who is responsible for implementation of strategies Include strategies to promote professional development and parental involvement These SIPs and their relationship with school performance can be conceptualized in a variety of ways.. 88.2 Missouri 94.2 Alabama 94.3 Montana 60.2 Alaska 68.5 Nebraska 93.8 Arizona 78.3 Nevada 90 Arkansas 93.7 New Hampshire 71 California 89.5 New Jersey 76.8 Colorado 91.4 New Mexico 94.6 Connecticut 78.4 New York 70.4 Delaware 91 North Carolina 99 District of Columbia 94.3 North Dakota 99.1 Florida 97.9 Ohio 86.8 Georgia 99.6 Oklahoma 91.3 Hawaii 97.9 Oregon 100 Idaho 79.3 Pennsylvania 56.9 Illinois 96.8 Rhode Island 100 Indiana 96.1 South Carolina 92.2 Iowa 92.3 South Dakota 53.3 Kansas 99.8 Tennessee 99.7 Kentucky 96.5 Texas 97.3 Louisiana 98.3 Utah 81.4 Maine 63.7 Vermont 97.5 Maryland 98.6 Virginia 88.2 Massachusetts 96.1 Washington 93.7 Michigan 96.8 West Virginia 96.5 Minnesota 68.3 Wisconsin 57.7 Mississippi 85.7 Wyoming 100 SOURCE: U.S. Department of Education, National Center for Education Statistics, Schools and Staffing Survey, 1999-2000 Table 2: Principal Component Analysis of SIP indicators - Rotated Component Matrix Component 1 2 3 4 5 6 Achievable .596 -.019 .174 .151 -.150 .180 Comprehensive .077 .104 -.069 .091 .037 .856 Evaluation .098 .050 .604 -.126 .069 .155 Inquiry .100 .271 -.112 .379 .259 -.331 Master Plan .093 .786 .242 .056 .041 -.069 Measurable .835 -.047 .013 .085 .092 -.055 Monitoring .092 .315

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