There are five sections of the Selected Improvement Plan (SIP) narrative:

1.   A description of the selected area for improvement and a rationale for selection.

The first section of the Selected Improvement Plan provides a description of the selected area for improvement and the rationale for the selection.  The provider may focus on one or more standards, several components within a standard, or several components across more than one standard.

The second section provides a rationale for choosing the selected area for improvement. The SIP rationale sets the baseline for future improvement.  Therefore, the rationale should be derived from the provider’s existing evidence collection for meeting the standards. The rationale need not stand outside the entire evidence collection for the accreditation review; rather it should be a natural extension of it.

2.   Goals and objectives are identified and aligned with the selected area for improvement. They must:

      • Be appropriate and align with the selected improvement area
      • Be specific and measurable
      • Involve all provider programs
      • Identify desired outcomes and indicators of success
      • Demonstrate that meeting the goals and objectives will have a positive impact on P-12 learners
      • Have their selection grounded in data

3.   Strategies for Interventions

In this section, the provider describes the specific strategies and interventions to be implemented in the Selected Improvement Plan along with a timeline for implementation.  The following criteria should be met:

      • Specific strategies and/or initiatives are identified
      • Identified strategies and/or initiatives are aligned with goals and objectives of the plan
      • A yearly timeline is provided for meeting goals and/or objectives
      • Included is a plan for the evaluation and monitoring of strategies and/or interventions
      • Evaluation and monitoring are linked to goals and objectives

Example of Baseline Data when the objectives related to a SIP goal are to increase selectivity at the point of admissions. 

Objectives

Baseline

Year 1

Year 2-6

Year 7/Goal

Objective 1: increase average GPA

2.5 UG GPA (n = 75; 2.75 Graduate (n = 25)

2.75 UG GPA (n = 75; 3.0 Graduate (n = 25)

2.9 UG GPA (n = 75; 3.1 Graduate (n = 25)

3.0 UG GPA (n = 75; 3.25 Graduate (n = 25)

Objective 2: Study predictive value of video analysis as an admissions tool

Finalize study protocols and rubrics, train reviewers.

First year data on video analysis as an admissions tool.

Second year data on video analysis as an admissions tool.

Preliminary data on beginning teacher effectiveness of completers compared with video analysis data at admissions.

Example of Progress Data when the provider’s SIP goal was to increase selectivity at admissions.

Objectives

Baseline: Fall

2013

Year 1

Year 2-6

Year 7/Goal

Objective 1

2.5 UG GPA; 2.75 Graduate

2.6 UG GPA (n = 62); 2.8 Graduate (n = 24)

2.7 UG GPA (n = 70); 2.9 Graduate (n = 19)

2.8 UG GPA (n = 74); 3.2 Graduate (n = 30)

Objective 2

Evidence of final protocols, etc.

Data/scores/ratings on first cohort of candidates evaluated on video analysis at admissions

Data/scores/ratings on second cohort of candidates evaluated on video analysis at admissions

Data/scores/ratings on first cohort of beginning teachers compared with data/scores/ratings on video analysis at admissions

4.  Data collection and analysis

In this section, the provider presents a complete description of the assessment plan that details how each goal
or objective is to be assessed.  The assessment plan should:

      • Describe each assessment instrument or method to be used for the collection
      • Describe how the assessments were selected or created
      • Identify how each assessment links back to goals and objectives
      • Describe how monitoring of the assessment plan will be on-going
      • Describe how assessment results will be analyzed to determine impact based on baseline data

5.            Capacity to implement and complete plan

                In this section, the provider describes the resources available to implement the plan.  This includes staffing and faculty cost (time, salary, or reassignment time), budgeting impacts such as travel or training costs), expertise, and other resources. The section should:

  • Describe potential cost in terms of provider staff time and commitment to the project
  • Provider and staff time and commitment to the project
  • Describe potential cost in terms of travel or training cost
  • Describe potential cost in terms of expertise (outside evaluation or consulting fees)
  • Identify other key costs of implementing the SIP

Guidelines for review of the SIP

  • The SIP must be of sufficient scope to have a positive impact on the provider and the performance of its candidates. 
  • The goals, objectives, and timeline must be appropriate to the selected area of improvement.
  • The provider must show progress on the SIP in the Annual Reports.
  • The provider should make changes to the SIP when data indicates.
  • The provider can begin a SIP and related interventions at any time during the accreditation cycle.

The provider includes the SIP as described above and presents baseline data to measure progress toward yearly objectives and final goals. Progress data are not required in the Self-Study Report if work has not started on the SIP at the time of the accreditation review. If the provider has begun work on the SIP, then trend or progress data should be reported and the narrative should include analysis of baseline data with a rationale for changes made to the plan, if any.