Preparing A School Improvement Plan In the 1990’s the author was introduced to the school improvement plan of his school by being called into the principal’s office along with two other teachers and asked to read over and sign the document written by the principal. A quick reading through the document satisfied us that it was in English and had complete sentences, even if we did not fully appreciate every single acronym that was included. The author and another teacher made the mistake of asking for an explanation of all the acronyms, to which the principal responded positively and gave us the dubious distinction of preparing the document for the following year. One question turned a document generated by several hours of work by the principal into a team of two. Fifteen years later the team consists of sixteen individuals, including teachers, an administrator, a counselor, a district leader, and a parent. In addition, parents and community members are called to review the school plan with team members prior to its release to the public. The school improvement plan is required by several federal and state mandates such as Title One (ESEA, 1965), the No Child Left Behind Act (NCLB, 2001), and the Texas Education Agency (TEA, 2011). These various mandates require that a school improvement plan is used by the school leadership in assuring the budgets from different federal and state agencies are properly planned out and accounted for. Since planning is necessary to ensure funding for school improvement, a Plan-Do-Study-Act (PDSA) Cycle (Bernhardt, 2004) is implemented to insure all necessary funding is received and utilized toward improving student achievement. The school improvement plan team starts planning at the beginning of each school year by making all staff members aware of the plan that will be in effect for the current school year. The essential