School Improvement - Louisiana Department of Education

LOUISIANA DEPARTMENT OF EDUCATION
1.877.453.2721
www.louisianaschools.net
State Board of Elementary
and Secondary Education
Mr. Keith Guice
President
5th BESE District
Mr. Walter Lee
Vice President
4th BESE District
Ms. Louella Givens
Secretary/Treasurer
2nd BESE District
Mr. James D. Garvey, Jr.
1st BESE District
Mr. Charles E. Roemer
6th BESE District
Mr. Dale Bayard
7th BESE District
Mr. John L. Bennett
Member‐at‐Large
Ms. Connie E. Bradford
Member‐at‐Large
Ms. Glenny Lee Buquet
3rd BESE District
Ms. Linda Johnson
8th BESE District
Ms. Penny Dastugue
Member‐at‐Large
Ms. Jeanette Vosburg
Executive Director
For further information, contact:
Tasha P. Anthony, (225) 342-4776
or toll free at 1-877-453-2721
Office of Student and School Performance
School Improvement Section
The Louisiana Department of Education (LDE) does not discriminate on the basis of sex
in any of the education programs or activities that it operates, including employment and
admission related to such programs and activities. The LDE is required by Title IX of the
Education Amendments of 1972 (Title IX) and its implementing regulations not to engage
in such discrimination. LDE’s Title IX Coord. is Patrick Weaver, Deputy Undersecretary,
LDE, Exec. Office of the Supt.; PO Box 94064, Baton Rouge, LA 70804-9064; 877-453-
2721 or customerservice@la.gov. All inquiries pertaining to LDE’s policy prohibiting
discrimination based on sex or to the requirements of Title IX and its implementing
regulations can be directed to Patrick Weaver or to the USDE, Asst. Sec. for Civil Rights.
This public document was printed at a cost of $46.25. Five Thousand (5000) copies of this document were printed
in this second printing at a cost of $231,250.00. The total cost for printing of this document, including reprints was
$231,250.00. This document was printed by the Louisiana Department of Education, Office of Student and School
Performance, School Improvement Section; Post Office Box 94064, Baton Rouge, LA 70804-9604. This material
was printed in accordance with the standards for printing by State Agencies established pursuant to R.S. 43:31.

Louisiana Department of Education
Vision: Create a world‐class education system
for all students in Louisiana.
Mission:
• Ensure Higher Academic Achievement for all Students
• Eliminate all Achievement Gaps
• Prepare Students to be Effective Citizens in Global market
State Goals
Louisiana students will:
1. Enter kindergarten ready to learn
• Goal: 75% of students on benchmark
2. Be literate by 3rd grade
• Goal: 90% basic or above on ELA portion of state standardized
assessment
3. Arrive in 4th grade on time
• Goal: 90% of students arrive on‐time
4. Perform adequately in the area of English Language Arts by 8 th grade
• Goal: 90% basic or above on state standardized assessment
5. Have necessary numeracy skills by 8 th grade
• Goal: 90% basic or above on Math portion of state
standardized assessment
6. Graduate on time
• Goal: 85% of students graduate on time
7. Enroll in a post‐secondary institution or workforce ready
• Goal: 75% of students earn IBC or enroll in post‐secondary
education
8. Achieve these goal regardless of race or class
• Goal: eliminate all achievement gaps

THE SCHOOL IMPROVEMENT PROCESS:
• Results in a plan that is collaborative among representative school stakeholders who serve as
the School Improvement Team (SIT)
• Is led by a functioning SIT
Note: The SIT can seek external assistance in conducting needs assessments and in validating
the SIT’s interpretation of data. A District Assistance Team (DAT) can serve in this capacity.
• Often depends on the expertise of a DAT in collaboration with the SIT
• Is based on data
• Reveals where a school is and where it must go
• Involves the change process
• Is led by the principal, but all members of the staff and community are involved in the design
and implementation
• Entails commitment by all stakeholders: administration, faculty, parents, students, and
community
• Is continual and recursive
• Requires commitment to the vision of what the school can become
• Requires collaboration with the district office, the school’s District Assistance Team (DAT), and
other assistance partners, if such personnel are in place
• Uses the Degree of Implementation (DIG) for evaluating the implementation of the SIP
The School Improvement Process has three distinct yet overlapping phases – planning, implementing,
and evaluating until the changes become institutionalized as part of the school’s culture.
1

BACKGROUND AND INFORMATION/DEFINITION:
A Distinguished Educator (DE) is assigned, as available, to Academically Unacceptable schools in School
Improvement 3 in Districts that have entered into a partnership with the LDE. The DE, in collaboration
with other assistance partners and the SIT, serves in an advisory capacity to help the schools improve
student performance. Other responsibilities may include implementing plans for school choice and
reconstitution and conducting Scholastic Audits.
A District Assistance Team (DAT) is an external team composed of specially trained district and university
personnel who serve as an invaluable resource for a school in School Improvement that needs additional
assistance and support in its efforts to improve student achievement. The DAT functions throughout the
improvement process—planning, implementing, and evaluating. The DAT is responsible not only for
leading the needs assessment, but also for interfacing and collaborating with the SIT in implementing
and evaluating improvement activities.
The Degree of Implementation Guide (DIG) is a tool used to guide the District Assistance Team in
Conducting an evaluation of the school’s implementation of its School Improvement Plan.
A Highly Skilled Educator (HSE) is a district person who assists schools in School Improvement. This
educator, who has received training beyond that of a DAT member, assists in the school improvement
process and is responsible for helping with the school’s quarterly reports and annual evaluations
submitted to the Louisiana Department of Education.
The Louisiana Needs Analysis (LANA) is a needs assessment designed by the Louisiana Department of
Education. It is a framework to evaluate those resources and process factors used in student learning in
a school setting.
The School Improvement Plan (SIP) is a document that results from a collaborative effort of school
stakeholders and sets forth measures to ensure change in student achievement. The plan is based on
school data, and its strategies and activities align with what research indicates will improve student
learning.
The School Improvement Team (SIT) is a school’s internal assistive team responsible for planning,
implementing, and evaluating the school’s improvement process. However, the SIT can take advantage
of objective, supportive, and external assistance, especially in conducting needs assessments and in
validating the SIT’s interpretation of data. A District Assistance Team can serve in this capacity.
A School Support Team (SST) is the state‐level team composed of School Improvement staff, Regional
Service Center staff, Initiative staff, institutions of higher learning and any other group of individuals
whose primary role is to support the improvement efforts of a school.
Stakeholders are the administration, faculty, staff, parents, community leaders, and students of a
school. Their representatives serve on the SIT. A middle and high school SIT must include students and
parents, but the parents must not be on the school’s staff.
Struggling Schools are schools with the following characteristics:
stagnant growth,
schools in decline, and
schools identified in AUS status.
Systemic Change is a cyclical process in which the impact of change on all parts of the whole and their
relationships to one another are taken into consideration.
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FEDERAL REGULATIONS FOR NO CHILD LEFT BEHIND (NCLB)
NCLB – SEC. 1114. SCHOOLWIDE PROGRAMS.
(b) COMPONENTS OF A SCHOOLWIDE PROGRAM‐
(1) IN GENERAL‐ A schoolwide program shall include the following components:
(A) A comprehensive needs assessment of the entire school (including taking into account the needs of
migratory children as defined in section 1309(2)) that is based on information which includes the
achievement of children in relation to the State academic content standards and the State student academic
achievement standards described in section 1111(b)(1).
(B) Schoolwide reform strategies that —
(i) provide opportunities for all children to meet the State's proficient and advanced levels of student
academic achievement described in section 1111(b)(1)(D);
(ii) use effective methods and instructional strategies that are based on scientifically based research that —
(I) strengthen the core academic program in the school;
(II) increase the amount and quality of learning time, such as providing an extended school year and beforeand
after‐school and summer programs and opportunities, and help provide an enriched and accelerated
curriculum; and
(III) include strategies for meeting the educational needs of historically underserved populations;
(iii)(I) include strategies to address the needs of all children in the school, but particularly the needs of lowachieving
children and those at risk of not meeting the State student academic achievement standards who
are members of the target population of any program that is included in the schoolwide program, which may
include —
(aa) counseling, pupil services, and mentoring services;
(bb) college and career awareness and preparation, such as college and career guidance, personal finance
education, and innovative teaching methods, which may include applied learning and team‐teaching
strategies; and
(cc) the integration of vocational and technical education programs; and
(II) address how the school will determine if such needs have been met; and
(iv) are consistent with, and are designed to implement, the State and local improvement plans, if any.
(C) Instruction by highly qualified teachers.
(D) In accordance with section 1119 and subsection (a)(4), high‐quality and ongoing professional
development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel,
parents, and other staff to enable all children in the school to meet the State's student academic
achievement standards.
(E) Strategies to attract high‐quality highly qualified teachers to high‐need schools.
(F) Strategies to increase parental involvement in accordance with section 1118, such as family literary
services.
(G) Plans for assisting preschool children in the transition from early childhood programs, such as Head
Start, Even Start, Early Reading First, or a State‐run preschool program, to local elementary school programs.
(H) Measures to include teachers in the decisions regarding the use of academic assessments described in
section 1111(b)(3) in order to provide information on, and to improve, the achievement of individual
students and the overall instructional program.
(I) Activities to ensure that students who experience difficulty mastering the proficient or advanced levels
of academic achievement standards required by section 1111(b)(1) shall be provided with effective, timely
additional assistance which shall include measures to ensure that students' difficulties are identified on a
timely basis and to provide sufficient information on which to base effective assistance.
(J) Coordination and integration of Federal, State, and local services and programs, including programs
supported under this Act, violence prevention programs, nutrition programs,
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housing programs, Head Start, adult education, vocational and technical education, and job training.
(2) PLAN‐
(A) IN GENERAL‐ Any eligible school that desires to operate a schoolwide program shall first develop (or
amend a plan for such a program that was in existence on the day before the date of enactment of the
No Child Left Behind Act of 2001), in consultation with the local educational agency and its school
support team or other technical assistance provider under section 1117, a comprehensive plan for
reforming the total instructional program in the school that —
(i) describes how the school will implement the components described in paragraph (1);
(ii) describes how the school will use resources under this part and from other sources to implement
those components;
(iii) includes a list of State educational agency and local educational agency programs and other Federal
programs under subsection (a)(3) that will be consolidated in the schoolwide program; and
(iv) describes how the school will provide individual student academic assessment results in a language
the parents can understand, including an interpretation of those results, to the parents of a child who
participates in the academic assessments required by section 1111(b)(3).
(B) PLAN DEVELOPMENT‐ The comprehensive plan shall be —
(i) developed during a one‐year period, unless —
(I) the local educational agency, after considering the recommendation of the technical assistance
providers under section 1117, determines that less time is needed to develop and implement the
schoolwide program; or
(II) the school is operating a schoolwide program on the day preceding the date of enactment of the No
Child Left Behind Act of 2001, in which case such school may continue to operate such program, but
shall develop amendments to its existing plan during the first year of assistance after that date to reflect
the provisions of this section;
(ii) developed with the involvement of parents and other members of the community to be served and
individuals who will carry out such plan, including teachers, principals, and administrators (including
administrators of programs described in other parts of this title), and, if appropriate, pupil services
personnel, technical assistance providers, school staff, and, if the plan relates to a secondary school,
students from such school;
(iii) in effect for the duration of the school's participation under this part and reviewed and revised, as
necessary, by the school;
(iv) available to the local educational agency, parents, and the public, and the information contained in
such plan shall be in an understandable and uniform format and, to the extent practicable, provided in a
language that the parents can understand; and
(v) if appropriate, developed in coordination with programs under Reading First, Early Reading First,
Even Start, Carl D. Perkins Vocational and Technical Education Act of 1998, and the Head Start Act.”
4

NCLB – SEC. 1116. ACADEMIC ASSESSMENT AND LOCAL EDUCATIONAL AGENCY AND SCHOOL
IMPROVEMENT.
(b) SCHOOL IMPROVEMENT‐
(3) SCHOOL PLAN‐
(A) REVISED PLAN‐ After the resolution of a review under paragraph (2), each school identified under
paragraph (1) for school improvement shall, not later than 3 months after being so identified, develop or
revise a school plan, in consultation with parents, school staff, the local educational agency serving the
school, and outside experts, for approval by such local educational agency. The school plan shall cover a 2‐
year period and —
(i) incorporate strategies based on scientifically based research that will strengthen the core academic
subjects in the school and address the specific academic issues that caused the school to be identified for
school improvement, and may include a strategy for the implementation of a comprehensive school reform
model that includes each of the components described in part F;
(ii) adopt policies and practices concerning the school's core academic subjects that have the greatest
likelihood of ensuring that all groups of students specified in section 1111(b)(2)(C)(v) and enrolled in the
school will meet the State's proficient level of achievement on the State academic assessment described in
section 1111(b)(3) not later than 12 years after the end of the 2001‐2002 school year;
(iii) provide an assurance that the school will spend not less than 10 percent of the funds made available to
the school under section 1113 for each fiscal year that the school is in school improvement status, for the
purpose of providing to the school's teachers and principal high‐quality professional development that —
(I) directly addresses the academic achievement problem that caused the school to be identified for school
improvement;
(II) meets the requirements for professional development activities under section 1119; and
(III) is provided in a manner that affords increased opportunity for participating in that professional
development;
(iv) specify how the funds described in clause (iii) will be used to remove the school from school
improvement status;
(v) establish specific annual, measurable objectives for continuous and substantial progress by each group of
students specified in section 1111(b)(2)(C)(v) and enrolled in the school that will ensure that all such groups
of students will, in accordance with adequate yearly progress as defined in section 1111(b)(2), meet the
State's proficient level of achievement on the State academic assessment described in section 1111(b)(3) not
later than 12 years after the end of the 2001‐2002 school year;
(vi) describe how the school will provide written notice about the identification to parents of each student
enrolled in such school, in a format and, to the extent practicable, in a language that the parents can
understand;
(vii) specify the responsibilities of the school, the local educational agency, and the State educational agency
serving the school under the plan, including the technical assistance to be provided by the local educational
agency under paragraph (4) and the local educational agency's responsibilities under section 1120A;
(viii) include strategies to promote effective parental involvement in the school;
(ix) incorporate, as appropriate, activities before school, after school, during the summer, and during any
extension of the school year; and
(x) incorporate a teacher mentoring program.
(B) CONDITIONAL APPROVAL‐ The local educational agency may condition approval of a school plan under
this paragraph on —
(i) inclusion of one or more of the corrective actions specified in paragraph (7)(C)(iv); or
(ii) feedback on the school improvement plan from parents and community leaders.
5a

(C) PLAN IMPLEMENTATION‐ Except as provided in subparagraph (D), a school shall implement the
school plan (including a revised plan) expeditiously, but not later than the beginning of the next full
school year following the identification under paragraph (1).
(D) PLAN APPROVED DURING SCHOOL YEAR‐ Notwithstanding subparagraph (C), if a plan is not
approved prior to the beginning of a school year, such plan shall be implemented immediately upon
approval.
(E) LOCAL EDUCATIONAL AGENCY APPROVAL‐ The local educational agency, within 45 days of receiving a
school plan, shall —
(i) establish a peer review process to assist with review of the school plan; and
(ii) promptly review the school plan, work with the school as necessary, and approve the school plan if
the plan meets the requirements of this paragraph.
(6) NOTICE TO PARENTS‐ A local educational agency shall promptly provide to a parent or parents (in an
understandable and uniform format and, to the extent practicable, in a language the parents can
understand) of each student enrolled in an elementary school or a secondary school identified for school
improvement under paragraph (1), for corrective action under paragraph (7), or for restructuring under
paragraph (8) —
(A) an explanation of what the identification means, and how the school compares in terms of academic
achievement to other elementary schools or secondary schools served by the local educational agency
and the State educational agency involved;
(B) the reasons for the identification;
(C) an explanation of what the school identified for school improvement is doing to address the problem
of low achievement;
(D) an explanation of what the local educational agency or State educational agency is doing to help the
school address the achievement problem;
(E) an explanation of how the parents can become involved in addressing the academic issues that
caused the school to be identified for school improvement; and
(F) an explanation of the parents' option to transfer their child to another public school under
paragraphs (1)(E), (5)(A), (7)(C)(i), (8)(A)(i), and subsection (c)(10)(C)(vii) (with transportation provided
by the agency when required by paragraph (9)) or to obtain supplemental educational services for the
child, in accordance with subsection (e).
5b

SCHOOL IMPROVEMENT PLAN CROSSWALK
Table of Contents for SIP
[Schoolwide Components NCLB Section 1114 (b)(1)(A‐J)]
[School Improvement Plan NCLB Section 1116(b)(3)(A)(i‐x)]
Each school operating a schoolwide program must include all ten components in their plan. All
schoolwide schools in improvement status must include the ten requirements for schools in
improvement.
Ten Components of a
Schoolwide Program
1. A comprehensive needs assessment of
the entire school based on information
which includes the achievement of
children in relation to the State academic
content standards and the State student
academic achievement standards
"Tools"
Pages
Ten Requirements of a School Improvement Plan
23 – 25 1. An effective needs assessment entails the
following:
Is based on clearly presented, valid, empirical data.
Includes a variety of sources of information (e.g.,
teachers, parents, students, administrators,
counselors) and types of data (e.g., cognitive,
attitudinal, behavioral).
Contains an adequate sample of individuals and
groups.
Accurately interprets the data to identify strengths
and weaknesses.
Insightfully presents the contributing factors of the
strengths and weaknesses.
Identifies needs from the contributing factors.
Sets priorities for needs in a manner that addresses
student learning.
Your
SIP
Pages
6

Ten Components of a
Schoolwide Program
2. Schoolwide Reform Strategies that ‐
Provide opportunities for all children to
meet the State’s proficient and advanced
levels of student academic achievement;
Use effective methods and instructional
strategies that are based on scientifically
based research that –
strengthens the core academic program;
increases the amount and quality of
learning time (before/after‐school,
summer programs, extended school year,
enriched and accelerated curriculum); and
includes strategies for meeting the
educational needs of historically
underserved populations;
Include strategies to address the needs of
all children, but particularly the needs of
low‐achieving students and those at risk of
not meeting state student academic
achievement standards who are members
of the targeted population and address
how the school will determine if such
needs have been met; and
Are consistent with, and designed to
implement, State and local improvement
plans.
3. Instruction by Highly Qualified
Teachers
"Tools"
Pages
Ten Requirements of a School Improvement Plan
32 – 39 2. A strategy for school improvement is a method
for achieving the identified objectives. (e.g., using
graphic organizers, visual imagery, and
summarization).
Rubric,
Page 80
Scientifically Based Research (ESEA; Title IX, Part A)
is research that involves the application of
rigorous, systematic, and objective procedures to
obtain reliable and valid knowledge relevant to
education activities and programs.
Each strategy should:
Be clearly aligned and designed to achieve the
objective.
Address underlying causes of strengths and
weaknesses discerned in the needs assessment.
Be appropriate for the needs of the targeted
student population.
Be implemented with available fiscal and human
resources.
Have clear curricula, instruction, and classroom
assessment (CIA) for the targeted content areas.
3. Provide an assurance that the instruction will be
provided by highly qualified teachers.
In addition, job‐embedded professional
development will be directed to address the needs
of teachers and other staff members in the school
to ensure academic achievement problems are
identified for improvement.
Your
SIP
Pages
7

Ten Components of a
Schoolwide Program
4. High quality and ongoing professional
development for –
Teachers
principals
Paraprofessionals
5. Strategies to attract high‐quality
highly qualified teachers to high‐need
schools
6. Strategies to increase parent
involvement
(Such as family literacy services)
"Tools"
Pages
Ten Requirements of a School Improvement Plan
45 ‐ 49 4. Effective Professional Development
incorporates the following:
Focuses on the knowledge, skills, and attitudes
required of teachers, administrators, and other
school employees so all students can learn and
perform at high levels
Creates a learning community in which
substantive professional development is linked
primarily to content knowledge and instructional
strategies
Provides opportunities for job‐embedded
professional development
Provides plans for follow‐up and support to
ensure teacher/student learning
Focuses on student needs
Prepares educators to demonstrate high
expectations for all student learning
Attached to
School
Improvement
Plans
5. Provide a District plan or policy Teacher Quality
Strategies (plan for attracting high quality
teachers)
Identify revision date on School Policy chart, page
15 of SIP.
a. Effective Induction Program provides
new teachers will high‐quality mentoring
of sufficient frequency and duration,
especially in the first year of teaching.
Adequate release time provides mentors
and new teachers time to observe each
other in the classroom, collaborate on
effective teaching techniques and
develop professional growth plans.
b. Flex Pay Option (District and or school)
• Comprehensive Performance Pay Model
• Market Incentive: Hard‐to‐Staff School
Pay
• Market Incentive: Skill Shortage Pay
• Performance Pay
• Advance Roles Pay
• Skill and Knowledge Pay
50 – 55 6. Effective family involvement:
Is clearly linked to the identified objectives
Engages family and community members in
learning activities at home
Includes specific activities for optimizing schoolfamily‐community
communication about the
school and what the students are learning
Encourages participation of family and community
members in all school‐related activities.
Your
SIP
Pages
8

Ten Components of a
Schoolwide Program
7. Plans for assisting
preschool children in the
transition from early
childhood programs to local
elementary school programs.
(Such as Head Start, Even
Start, Early Reading First, or a
State‐run preschool program)
8. Measures to include
teachers in the decisions
regarding the use of
academic assessments in
order to provide information
on, and to improve, the
achievement of individual
students and the overall
instructional program.
"Tools"
Pages
http://www.ed.gov/policy/elsec
/guid/preschoolguidance.pdf
Ten Requirements of a School
Improvement Plan
7. Serving Preschool Children Under Title
I Non‐Regulatory Guidance: Section B‐
11.
• Professional development
• Teacher classroom visits
• Children portfolios
Your
SIP
Pages
Curriculum Section,
pages 56 – 69
Rubric, pages 78 – 81
8. What processes are in place for
administrator(s) to identify teachers’
professional development needs related
to content, instructional strategies, and
classroom assessment?
• Ensure all teachers are provided
Professional Development on GLEs
and curriculum.
• Analyze informal and formal
assessments and the results of
classroom visits for the purpose of
providing feedback for teachers.
• Ensure general and Special
Education representatives across
content areas and grade levels are
involved in the writing and
implementation of the curriculum
component. Schedule periodic
whole faculty review of the
curriculum and assessment
component.
Are the Action Plan activities in a logical
order?
• Are they written in sequential
order? Step by step, cycle of
activities (i.e., Ownership,
Professional Development, Followup/Support,
Implementation, Family
Involvement, etc.)
The SIP must present the actual people
who will see the activities have taken
place, not only the trainer, model
provider, or a group of people, but those
who will be responsible for setting them
up and ensuring they are completed.
• What evidence is there of shared
leadership
(teachers/administrators)?
9

Ten Components of a
Schoolwide Program
9. Activities to ensure that
students who experience
difficulty mastering proficient
or advanced levels of
academic achievement
standards are provided
effective, timely additional
assistance which shall include
measures to ensure that
student difficulties are
identified on a timely basis
and to provide sufficient
information on which to base
effective assistance.
"Tools"
Pages
Ten Requirements of a School
Improvement Plan
56 ‐ 69 9. Monitoring the Taught Curriculum
The Administration
A. Develops a timeline for monitoring
classrooms.
B. Develops a form for gathering
evidence that the content is being
taught according to the curriculum
map developed by each teacher
team.
C. Determines what to look for when
conducting classroom observations,
reviewing classroom materials used,
and interviewing teachers and
students.
a. Analyzes the data and provides
feedback for teachers.
b. Includes activities on the Action
Plan page.
Improving the Taught Curriculum
Teacher teams, with the SIT and
School Support Team,
A. Review data from classroom
observations to identify gaps and
weaknesses in taught curriculum,
ensuring the needs of diverse
learners are met.
B. Review and compare unit and other
major assessments with data from
state assessments to identify trends
and look for gaps in taught
curriculum.
C. Use graphic displays for each area of
strengths and weaknesses to show
change over time, achievement gaps
between groups, and comparison
with other schools in the district.
D. Refine the curriculum maps by
making adjustments where needed.
E. Communicate to the district the
curriculum improvements needed.
Include activities on the Action Plan
page.
Your
SIP
Pages
10

10. Coordination and
integration of Federal, State,
and local services and
programs
70 – 72 10. Effective coordination of resources:
• Is clearly linked to the identified
objectives in the School
Improvement Plan.
• Justifies why the
allocation/reallocation of resources
is needed to achieve the objectives.
• Clearly presents specific procedures
for using the available and/or
obtainable resources (e.g., time,
monetary, equipment/supplies, and
human resources).
• Allocates resources in a manner that
will facilitate achieving the identified
objectives.
11

LOUISIANA STATE LEGISLATURE STATUTE REGARDING
SCHOOL IMPROVEMENT PLANNING
RS 17:10.2
10.2 A
10.2 B
In preparation for the school and district accountability system, each school and each school district
shall develop, modify, or both, any existing educational improvement plans for academic
achievement by no later than (April1).
(1) Each school provide for a plan for improving academic achievement which shall be developed
by educators, parents, and other community representatives, based on a self‐examination of
previous trend data including student and teacher attendance, dropout rate, and any other
additional indicators deemed appropriate.
(2) Based on the data, each school shall set specific goals or growth targets for improving all or
some of these factors by the end of the present school year using information collected during
the previous year as their initial baseline.
(3) Each plan shall include those strategies that will be implemented to improve academic
achievement and are designed to help the school meet the growth targets that each school has
set. Each plan shall also identify any local or state policy or state law modifications which would
be beneficial in helping the school implement its strategies for improvement.
(4) Each school shall submit its school improvement plan to its local school board for review and
approval by no later than May 1.
Each school board shall ensure that each school develops an improvement focused on academic
achievement which meets the requirements of this Section by doing each of the following:
(1) Providing for assistance to every school for the development and implementation of their
school improvement plans.
(2) Reviewing and approving each school plan.
(3) Selecting at least twenty percent (20%) of the schools in each district which shall consist of the
lowest achieving schools in the district and providing those schools additional assistance with
their strategies designed to improve academic achievement to meet their identified growth
targets.
(4) Reviewing and considering modifications of local policies which schools have identified in their
school improvement plans.
(5) Reviewing and considering seeking a waiver from the State Board of Elementary and Secondary
Education regarding any identified state policies, and compiling a list of request state law
changes and presenting this to the state board.
12

SYSTEMIC CHANGE
Systemic change is a cyclical process in which the impact of change on all parts of the whole and their
relationships to one another are taken into consideration. Working systemically for educational
improvement thus means, “giving attention to the interrelationships among multiple aspects of the
system so that each is supportive of the others” (Cowan, 2006, p. 597). In the contexts of schools, it is
not so much a detailed prescription for improving education as a philosophy advocating reflecting,
rethinking, and restructuring.
In contrast, three traditional approaches to school improvement have shaped school reform efforts
during the past half century. These efforts include the “fix the parts”, “fix the people”, and “fix the
school” approaches:
• A “fix the parts” approach focuses on strengthening key components of the education system,
such as curriculum, instruction, and assessment
• A “fix the people” approach promotes improvement through staff training and professional
development
• A “fix the school” approach highlights using an organizational development perspective to
improve individual schools
(Cowan, Joyner & Beckwith, 2008, p.2)
For systemic change to be effective, the integration of all three approaches may be required. For
systemic change to be effective it is also important to involve the stakeholders in the decision making
and change processes. With this awareness and involvement of others, the change process begins. At its
core is the concept of continuous improvement. Essentially, systemic change entails working with
stakeholders throughout the system to:
• Create a vision of what you want the system to look like and accomplish.
• Take stock of the current situation.
• Identify strengths and weaknesses of the current system in light of the vision.
• Target several priority items for improvement.
• Establish a plan for addressing these priority items and for measuring success.
• Assess progress regularly and revise actions as needed.
• Take stock again and use feedback to revisit vision and begin cycle again when the action cycle is
complete.
THE CYCLE OF THE SCHOOL IMPROVEMENT PROCESS:
Reaching the Specific Goals Identified in the School Improvement Plan
Figure 1, on the next page, represents the process of school improvement from developing the mission
statement to identifying the specific goals. Improving student achievement is the main reason that the
School Improvement Plan is developed, implemented, and evaluated.
The figure also shows the cycle of school improvement from the identified goals to an evaluation of the
outcome in student achievement. Each goal may have multiple objectives, and each objective may need
more than one strategy. A School Improvement Plan includes not only the process of monitoring the
activities to ensure effective implementation of the strategies and action steps, but also the specific
measures for evaluating the outcome of the school improvement efforts – especially the change in
student achievement. The evaluation of the outcome provides feedback regarding the necessity of
revising the specific goals and objectives for the next academic year.
13

SCHOOL IMPROVEMENT PROCESS IN LOUISIANA
Flow Chart
Objective 1
Strategy
Activities
Activities
Goal
Objective 2
Strategy
Activities
Activities
14

Figure 2 below shows how Family/Community Involvement, Professional Development, Coordination of Resources,
Technology, and Discipline are integrated throughout the School Improvement Plan. The role of technology in the
school improvement process is to support professional development, to encourage parental and community
involvement, to support student‐centered learning, and to enhance curriculum through technology‐based
activities.
Figure 2
15

THE CYCLE OF THE SCHOOL IMPROVEMENT PROCESS
The School Improvement Team (SIT), in collaboration with a District Assistance Team (DAT), if one is in place, will
7) Evaluate the
quality of the plan
using the Rubric*
for the Evaluation
of SIPs
1) Discuss the
components of the
school
improvement
process
2) Connect the
individual
components of the
SIP as well as the
whole school
improvement
process
6) Assist with the
completion of the
SIP Template
3) Use the list of
resources to write
an effective SIP
5) Thoroughly
discuss answers to
the Guiding
Questions
4) Follow "Steps to
Take"
* A plan rated “acceptable” according to the Rubric must be implemented and its components periodically checked
through the use of the (DIG) for lasting and positive changes to occur.
16

PLANNING
GUIDANCE IN THE SCHOOL IMPROVEMENT PLAN PROCESS
• Includes all stakeholders of the school. The School Improvement Plan (SIP) is a printable report of the
measures the school will undertake to reach goals that will improve student achievement.
• Clarifies the school’s focus and establishes priorities as a community of learners.
• Requires commitment from stakeholders to devote the time and energy to put the plan into practice.
• Results in a written plan on a standardized template that
→ Addresses school‐wide efforts and programs that will target improving student achievement.
→ Includes all funding sources whose monies are dedicated to those research‐based strategies and
its indicators of implementation to improve student learning. (Funding sources include but are
not limited to Title I, II, III, IV, V, IDEA, School Choice, Education Excellence Fund (EEF), School
Improvement Fund, K‐3 Reading/Math Initiative, etc.).
→ Includes information addressed in other separate plans; only one plan is needed to set forth
school improvement. Schools that are in school improvement must use the Louisiana
Department of Education’s SIP template. Schools not in SI using the format from Southern
Association of Colleges and Schools (SACS) may submit their plans on the SACS form.
→ Can also be used as the core for funding requests (i.e., grants) and programmatic submissions
(e.g., Title I) to the LDE.
IMPLEMENTING THE PLAN
With the written/revised School Improvement Plan and the faculty’s commitment to implement its Action Plan,
the work of school improvement begins by changing individual personal visions into the school’s collective shared
vision and mission. Competency, capabilities and expertise to make the desired changes must expand, and the
attendant discomfort worked through. Commitment to implementing the plan must be encouraged, built, and
sustained. Reaching goals and achieving objectives through the use of research‐based strategies and its indicators
of implementation indicates the plan is in effect. Occasionally an “implementation dip” may occur when not all of
the stakeholders are performing their roles in the plan. However, with sustained action and continued
commitment, the implementation of the SIP is likely to be successful.
EVALUATING SCHOOL IMPROVEMENT
Evaluation is the means whereby schools and their staff measure the progress of implementing the strategies and
activities set forth in the School Improvement Plan. Unless evaluations are planned and applied systematically and
consistently at strategic times (e.g., six weeks, quarters, semesters, annually), no reliable means exist for the
school to measure objectively its progress in meeting its desired objectives or to see whether the improvement
activities are having the desired effect. Evaluation works best when it is part of both planning and
implementation; it is at the heart of implementation checks.
17

ROLES AND RESPONSIBIILTIES IN THE PLANNING PROCESS
Role
District
Responsibilities
Planning Implementing the Plan Evaluating School Improvement
Sets the tone and vision to support improved Sets high expectations that the SIP
student achievement.
will be implemented as planned.
Makes improved student achievement for all Provides technical assistance in
students top priority.
implementing the SIP.
Builds community support for school
Recognizes the schools that meet
improvement.
their goals and objectives.
Collaborates with the School Improvement Provides additional help when
Team (SIT) and provides feedback and technical schools fail to meet their goals and
assistance.
objectives.
Provides quality technical assistance.
Promotes a climate of continual
Finds needed resources (time, funds, materials,
personnel) to support improvement efforts.
Sets high expectations for the planning process
and the resulting plans.
Assists schools in overcoming barriers to
change.
Changes operating procedures when necessary
to support schools as they focus on improved
student achievement.
Submits the School Improvement Plan (SIP) and
the state’s Rubric Summary Report on disk to
the Louisiana Department of Education (LDE), if
required.
Ensures the evaluation of each required SIP is
conducted by individuals who are District
Assistance Team (DAT) trained.
Ensures the School Support Team (SST) [DAT,
SIT] remains with the school throughout exit
and submission of quarterly reports or end of
year, if in School Improvement.
school improvement.
Submits the Implementation Status
Report for each school in need of
improvement to the LDE on a
quarterly basis.
18

Role
Principal
Responsibilities
Planning Implementing the Plan Evaluating School Improvement
Is committed to school
Ensures the evaluations set forth in the
improvement, to growth, and to Action Plan occur.
change.
Identifies whether or not
Maintains commitment and
strategies/activities are working.
expectations for the planned
Uses data and other facts to support
changes.
evaluative outcomes.
Sees that resources (time, funds, Regularly informs the school’s
personnel, equipment) needed for stakeholders about the school’s progress
school improvement activities are in meeting goals and achieving
allocated or reallocated as planned. objectives.
Is central to the planning process and
establishes the conditions that facilitate the
process.
Collaborates with the district office and DAT for
a school in need of improvement, if in place, in
the process of planning for school
improvement.
Collaborates with the district office and SIT for
schools in need of improvement in the process
of planning for school improvement.
Establishes a planning team (SIT) of school and
community leaders and serves on it.
Provides clear instructions regarding the
purpose and responsibilities of serving on the
SIT.
Reviews the school improvement materials with
the SIT and with the DAT, if applicable.
Ensures that the team accomplishes the
following: gathers needed materials, sets
timelines, assigns primary roles and
responsibilities, creates an agenda and
determines outcomes for each SIT meeting, and
checks for completion of assigned tasks.
Secures school staff commitment to implement
the plan.
Secures support for the plan from students,
their families, and the community.
Oversees the meaningful change as
set forth in the SIP.
Ensures the learning necessary to
implement the activities in the
Action Plan occurs.
Determines how well the
implementation of change/reform
progresses.
Participates in all professional
development to ensure it is linked
to the school’s achievement goals
and objectives.
May designate someone from the
SIT to manage the implementation
of the SIP.
Communicates the school’s
progress in implementing the SIP to
the district office.
Collaborates with the district regarding
the progress of school improvement.
19

Role
SIT
(together
with the
DAT and
other
assistance
partners,
if in
place)
Responsibilities
Planning Implementing the Plan Evaluating School Improvement
Disseminates a final copy of the SIP
to all school personnel and
stakeholders.
Represents the entire faculty and all other
stakeholders in planning for improved student
achievement. (SIT)
Establishes a system of communication to
update the school’s stakeholders on the
progress of improvement. (DAT/SIT)
Shares with the faculty the progress of the
planning and considers their input. (SIT)
Arranges and schedules appropriate training for
school improvement planning (such as
conducting the Needs Assessment) and
disseminates information about the process to
the school community. (DAT)
Repeats the following three‐step process for
each of the SIP components: mission, needs
assessment, goals, objectives, strategies, action
steps, curriculum, professional development,
family involvement, coordination of resources,
evaluation. (DAT/SIT)
Reads the resources relevant to each
component (See suggestions in “School
Improvement Resources.”).
Discusses the answers to the Guiding
Questions.
Completes the Steps to Take.
Completes writing the plan on the SIP
Template, organizing it by the Table of Contents
on the School Improvement Plan Template. (SIT)
Encourages continued faculty commitment to
implement the plan. (SIT)
Assembles the requested attachments and
places them behind the Action Plan. (SIT)
Submits the SIP on the disk to the district, if
required, complying with the directions in the
template. (SIT)
Uses the established system of
communication to keep
stakeholders updated.
Reviews the plan periodically with
school faculty and administrators
for their input.
Communicates to all staff and
stakeholders the individual roles in
implementing the plan and
sustaining change.
Provides opportunity for staff to
learn new skills and to practice
perfecting them.
Identifies responsible parties in
charge of implementing and
monitoring activities.
Establishes a meeting schedule for
periodic feedback between the SIT
and responsible parties.
Checks off the targeted
implementation date on the Action
Plan once the activity has been
implemented.
Considers a faculty implementation
analysis of all programs and
initiatives in the school to discover
their effectiveness in light of school
improvement goals and objectives.
(See Implementation Analysis Chart
in Appendix F)
Assesses the status of the
implementation. (In the long term,
evaluation measures tell the school
whether or not the plan is working to
improve student achievement. In the
short term, evaluation measures the
progress of the implementation.)
Performs periodic reviews (quarterly)
using the DIG.
Measures the progress/impact of
implementing classroom
activities/strategies and toward
improving student learning.
Checks the progress against timelines
established and places a check by the
date once the activity has been
evaluated.
Sustains the commitment to the SIP by
→ reviewing the SIP quarterly to ensure
quality of decisions and to verify
inclusion of all new funding sources,
→ adapting the plan as
necessary with revisions and new
dates highlighted,
→ conducting a summative annual
review of the plan to make any
adjustments based on new
quantitative data, and
→ communicating any revisions to the
school community.
Monitors the school community for
perceptions of staff and school progress.
Formally recognizes accomplishments
and celebrates those successes.
20

Role
School
Staff
Responsibilities
Planning Implementing the Plan Evaluating School Improvement
Provides timely valid feedback to the SIT.
Regularly reviews students’ progress
Carefully reviews the draft of the SIP and gives
against projected benchmarks or
input for final draft.
milestones, classroom by classroom.
Commits to making the necessary school
Collaboratively evaluates students’
improvement changes called for by the SIT.
progress by grade levels and subgroups
Signs‐off on Assurance of Faculty Review of
at regular intervals.
School Improvement Plan in the Template that
Periodically assesses each member’s role
will be kept at the school site.
in implementing the activities of the
Implements the intended measures
to ensure the school improvement
objective will be achieved. These
are presented in the Action Plan on
the Action Plan page in the School
Improvement Plan Template. In
particular, the staff implements the
strategies and related activities
with concerted efforts to improve
student learning through
curriculum, instruction, and
assessment; professional
development; family involvement;
and coordination of resources. The
School Improvement Plan is the
guide by which strategies/activities
are put into place.
Places a check by the projected
implementation date on the Action
Plan once the activity has been
implemented.
Action Plan.
Appraises the school’s growth and makes
necessary changes in curricular matters,
including content, instruction and
assessment.
Note: The School Improvement Plan is not a record or an exhaustive list of documented activities at the school. Only those strategies and activities, new or
already in progress, targeted to achieve the school improvement objectives need to be incorporated into the plan.
21

RECOMMENDED TIMELINE FOR MEETING THE 90-DAY SIP
DEADLINE
(Applies to schools that have not completed a needs assessment in three years.)
1) Register online for
LANA
(late August)
5) ‐ Revise SIP
(November‐December)
2) ‐ Plan visits
‐ Begin pre‐visits
‐ Conduct on‐site visits
(September)
4) ‐ Conclude postvisits
(mid November)
3) ‐ Conclude on‐site
visits
(October)
22

COMPREHENSIVE NEEDS ASSESSMENT
The needs assessment is a comprehensive evaluation of the strengths and weaknesses of the school,
with the expressed goal of determining how the school can build on its strengths and improve areas of
weaknesses in order to enhance student learning in the school.
CHARACTERISTICS OF AN EFFECTIVE NEEDS ASSESSMENT
‣ An effective needs assessment entails the following:
• Is based on clearly presented, valid, empirical data.
• Includes a variety of sources of information (e.g., teachers, parents, students,
administrators, counselors) and types of data (e.g., cognitive, attitudinal, behavioral).
• Contains an adequate sample of individuals and groups.
• Accurately interprets the data to identify strengths and weaknesses.
• Insightfully presents the contributing factors of the strengths and weaknesses.
• Identifies needs from the contributing factors.
• Sets priorities for needs in a manner that addresses student learning.
•
‣ To help accomplish the school’s mission, the following data should be considered for the needs
assessment:
• Progress of students in each subgroup category
• Instructional alignment with standards and GLEs
• Assessment alignment with standards and GLEs
• Shared/paired/feeder schools
• Classroom management
• School climate (safe and orderly)
• School climate (high student and staff expectations)
• Administrative leadership
• School governance
• Staff development learning
• Family‐school and school‐community relationship
• Student test performances and achievement
• Student dropouts/attendance
• Graduation data
STEPS TO TAKE
1. The principal receives the Data Notebooks with the Data Analysis Templates to work with the School
Improvement Team.
2. The School Improvement Team and the District Assistance Team/Support Team work collaboratively to
triangulate data.
3. The School Improvement Team identifies demographic information on the School Demographics Form in the
SIP Template.
4. Examine the Comprehensive Needs Assessment Summary form.
5. Determine if the Needs Assessment has received an “Acceptable” rating on the School Improvement Plan
Evaluation Rubric.
6. The School Improvement Team discusses possible strategies to address the strengths and weaknesses and
their contributing factors. The strategies should bridge the gap between the identified weaknesses and where
the school desires to be.
23

GUIDING QUESTIONS
1. How do students’ scores compare with state SPS and Proficiency Goals?
2. How do subgroups compare with similar subgroups in state SPS and Proficiency Goals?
3. What are the school’s strengths and weaknesses as identified by the data?
4. Which patterns and trends emerge from the data? See the Data Analysis Template.
5. What factors, such as curriculum and assessment, have contributed to the identified strengths
and weaknesses?
6. What process is used to collect, organize, analyze, disaggregate, and report student
achievement data?
7. What steps are taken to address the needs revealed by the weaknesses?
24

COMPREHENSIVE NEEDS ASSESSMENT
Resources
National Staff Development Council website ‐ http://www.nsdc.org
Bernhardt, V.L. (1998). Data analysis for comprehensive school‐wide improvement. Larchmont, NY: Eye on
Education.
Bonsting l. J.J. (1992). Schools of quality: An introduction to total quality management in education. Association for
Supervision and Curriculum Development, Alexandria, VA.
Calhoun, E. F. (1994). How to use action research in the self‐renewing school. Association for Supervision and
Curriculum Development. Alexandria, VA.
District Assistance Team Manual (1999). Determining priorities and school analysis model. Louisiana Department of
Education. Baton Rouge, LA
Hale, S. (2000). Comprehensive school research‐based strategies to achieve high standards. Region XI
Comprehensive Assistance Center. San Francisco, CA.
Hassel, E. (1999) Professional development: Learning from the best. A toolkit for schools and districts based on the
national awards program for model professional development: North Central Regional Educational Laboratory.
Oak Brook.
Holcomb, E. (1999). Getting excited about data: How to combine people, passion, and proof. Thousand Oaks, CA:
Corwin P.
Johnson, R.. S. (1996). Setting our sights: Measuring equity in school change. Los Angeles, CA.: Achievement
Council.
LeTrendre, B. G. (1998). Six steps to a solution. Journal of Staff Development, 21(1), 20 – 23.
National Study of School Evaluation (1998). School improvement: Focusing on student performance. Developing
the Profile. Schaumberg, Ill.
National Study of School Evaluation (1998). School Improvement: Focusing on Student Performances. Analyzing
instructional and organizational effectiveness: Focusing on the quality of the work of the school. Schaumberg, Ill.
Noyce, P., Perda, D., & Tarver, R. (2000). Creating data‐driven schools. Educational Leadership. February, 52‐56.
Schmoker, M. (1996). Results: The key to continuous school improvement. Association for Supervision and
Curriculum Development. Alexandria, VA.
Senge, P. (2000). Schools that learn: A fifth discipline feedback for educators. New York: Doubleday.
Stiggins, R. J. (1994). Student‐centered classroom assessment. New York: Macmillan College.
U.S.E.D. Implementing Schoolwide Programs: An Idea Book on Planning. Conducting a comprehensive needs
assessment: Step 2. Vol. I. Washington DC.
25

GOALS
A goal states the general educational outcome for the school.
Each goal should
• Clearly state the direction for school improvement.
• Link effectively to improving student learning.
• Accurately address the school’s weaknesses as identified in the SPS indicators, Percent Proficient
data,
DRA data, DIBELS data, PreK/Kindergarten Screening tests, or other standardized assessments.
STEPS TO TAKE
1. Write preliminary school improvement goals based on the school’s identified strengths and
weaknesses.
2. Narrow the list of potential goals.
‐ The LDE recommends goals be limited to no more than three (3).
‐ Struggling schools should select only one (1) or two (2) goals.
3. Write goals that reflect the school’s priority needs as they relate to the needs assessment.
4. Go to the SIP Template to enter one goal on the Action Plan page, working through the objectives,
strategies, and action plan before moving to the next goal.
5. Evaluate the goals using the criteria set forth by the Rubric.
6. Revise any goals rated “Unacceptable” based on the Rubric. Enter the revisions on the Action Plan
pages in the SIP Template.
7. Review long‐term goals and revise when appropriate on the Action Plan pages.
GUIDING QUESTIONS
1. How do the goals, no more than three (3), address the weaknesses in the SPS indicators, Percent
Proficient data, DRA data, PreK/Kindergarten Screening tests, or other standardized
assessments?
2. How will each goal lead to the accomplishment of improving student achievement for the total
student population, and close the achievement gap between subgroups?
3. How will each goal help the school meet challenging content and performance standards?
4. Which measures will the school use to monitor goals and evaluate whether or not the goals
have been met?
5. Which measure will leadership use to monitor goals?
6. How will the attainment of the goals, as stated, enable the school to reach its expected growth?
7. How do the school’s goals contribute to a comprehensive system that supports effective use of
technology and contributes to improved student achievement?
26

8. How are school programs identified/targeted to meet applicable LDE Agency Goals?
9. How do students’ scores compare with state SPS and LDE Agency Goals?
10. How do subgroups compare with similar subgroups in state SPS and LDE Agency Goals?
11. What are the school’s strengths and weaknesses as identified by the data? (LDE Follow‐up?)
12. Which patterns and trends emerge from the data? See the Data Analysis Template.
13. What factors, such as curriculum and assessment, have contributed to the identified strengths
and weaknesses? (What is done with the report?)
14. What process is used to collect, organize, analyze, disaggregate, and report student
achievement data? (How frequent during the school year do you assess the effectiveness of the
steps taken?)
15. What steps are taken to address the needs revealed by the weaknesses?
16. What is the monthly process for knowing if student outcomes are improving?
17. Are specific personnel responsible for specific tasks in the plan?
18. Are actions outlined for how to proceed when outcomes do not improve at desired rate (as
indicated by monthly reviews of data)?

SAMPLE GOAL(S) FORMAT
(Select no more than three goals to reflect the identified needs
and one or two for Struggling Schools.)
- By 2013‐2014, all students will reach high standards, attaining proficiency or better in
reading/language arts.
- By 2013‐2014, all students will reach high standards, attaining proficiency or better in
mathematics.
- By 2013‐2014, all students will reach high standards, attaining proficiency or better in science.
- By 2013‐2014, all students will reach high standards, attaining proficiency or better in social
studies.
- All limited English proficient students will become proficient and reach high academic standards,
at a minimum attaining proficiency or better in reading/language arts and mathematics.
27

GOALS
Resources
Conzemius, A. and O’Neill, J. (2002). The handbook for SMART school teams. Bloomington, IN: NES.
Hale, S. (2000) Comprehensive School Reform: Research‐Based Strategies to Achieve High Standards. San Francisco:
Region XI Comprehensive Assistance Center.
Improvement Strategies. http://www.ed.gov/pubs/urbanhope/improvement.html
District Assistance Team Manual (1999). Writing goals and objectives. Louisiana Department of Education. Baton
Rouge, LA.
Michigan North Central Association. http://www.nca.umich.edu
National Study of School Evaluation (1998). School improvement: Focusing on student performances. Analyzing
instructional and organizational effectiveness: Focusing on the quality of the work of the school.
Schaumberg, Ill.
National Study of School Evaluation (1998). School improvement: Focusing on student performances. Developing
the action plan. Schaumberg, Ill.
Powerful Written Goals in Seven Steps. http://www.topachievement.com/goalsetting.html
O’Neill, J. (2000). SMART goals, SMART schools. Educational Leadership (February), 46‐50.
Setting Effective Writing Goals. http://www.writing‐world.com/basics/goals.shtml
U.S.E.D. (1998). Implementing schoolwide programs: An idea book on planning. Planning schoolwide program
change: Step 4. Vol. I. Washington DC.
28

OBJECTIVES
An objective is an expression of the desired specific and time‐bound outcomes.
Each objective should be
• Stated in a clear and understandable manner.
• Verifiable/measurable.
• Linked to an identified goal.
• Set in a time frame.
• Challenging, but realistically achievable.
STEPS TO TAKE
1. Analyze school’s data using completed Data Analysis Template.
2. Identify annual measurable objectives aligned with each goal. Objectives will reflect increases
that will improve academic achievement.
3. Determine what must happen to attain the goal.
4. Go to the SIP Template to write objectives on the Action Plan pages.
5. Evaluate each objective using the Rubric.
6. Revise any objectives evaluated “Unacceptable” based on the Rubric. Place revised objectives
on the Action Plan pages in the SIP Template.
7. Identify the evidence that will be accepted as attainment of the objective and place it in the
Procedures for Evaluating the Goals and Objectives of the Action Plan page. Enter the
information on the Action Plan pages.
8. Establish realistic benchmarks to monitor progress toward achieving the objective, as well as
target dates to achieve the objectives.
29

GUIDING QUESTIONS
1. What is the baseline School Performance Score (SPS)?
2. What is the index goal for each grade and subject for the coming year? (Use trend data calculator and
Trend Analysis charts.)
3. What strategies will the school use to meet its expected growth?
4. How are the objectives SMART (specific, measurable, attainable, realistic, and time‐bound)?
5. How do the objectives align with a specific school goal and district goal?
6. What are the time frames for the objectives?
7. How is each objective aligned with the results of the needs assessment?
8. How are the objectives challenging, yet achievable for the given timeframe?
9. How do the objectives include measurable academic expectations for the student population?
SAMPLE OBJECTIVES
- To increase ELA CRT Index Scores in ____ grade from ____to ____by ____(1 or 2 years).
- To increase ____(subgroup*) ELA percent proficiency from ____to ____by ____(1 or 2 years).
- To increase mathematics CRT Index Scores in ____ grade from ____ to ____ by ____ (1 or 2 years).
- To increase ____(subgroup*) mathematics percent proficiency from ____ to ____ by______(1 or 2 years).
- To increase science CRT Index Scores in ____ grade from ____ to ____ by ____ (1 or 2 years).
- To increase social studies CRT Index Scores in ____ grade from ____ to ____ by ____ (1 or 2 years).
- The percent of limited English proficient students, determined by cohort, who have attained English
proficiency will increase from ____ to ____ by ____(1 or 2 years).
*Note: NCLB identified Subgroups specified in Section 1111(h)(1)(C)(i) include American Indian, Asian/Pacific
Islander, African American/Black, Hispanic, White, students with Limited English proficiency (LEP), students who are
Economically Disadvantaged, and Students with Disabilities (SWD).
30

OBJECTIVES
Resources
Conzemius, A. and O’Neill, J. (2002). The handbook for SMART school teams. Bloomington, IN: NES
LaCroix, L. (2004). Inspired English: Raising test scores and writing effectiveness through poetry and fiction.
Thousand Oaks, CA: Corwin Press.
District Assistance Team Manual. (1999). Writing goals and objectives. Louisiana Department of Education. Baton
Rouge, LA.
Hale, S. (2000). Comprehensive school reform: Research‐based strategies to achieve high standards. San Francisco:
Region XI Comprehensive Assistance Center.
National Staff Development Council. http://www.nsdc.org
National Study of School Evaluation (1998). School improvement: Focusing on student performances. Developing
the action plan. Schaumburg, IL.
U.S.E.D. (1998). Implementing schoolwide programs: An idea book on planning. Planning schoolwide program
change. Step 4 Vol. I. Washington, DC.
31

SCIENTIFICALLY BASED RESEARCH STRATEGIES
A strategy for school improvement is a method for achieving the identified objectives. (e.g., using
graphic organizers, visual imagery, and summarization).
Scientifically Based Research [SBR] (ESEA; Title IX, Part A) is research that involves the application of
rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to
education activities and programs.
CHARACTERISTICS OF SCIENTIFICALLY BASED RESEARCH STRATEGIES
(A) Includes research that:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
Employs systematic, empirical methods that draw on observation or experiment.
Involves rigorous data analyses that are adequate to test the stated hypotheses and justify
the general conclusions drawn.
Relies on measurements or observational methods that provide reliable and valid data
across evaluators and observers, across multiple measurements and observations, and
across studies by the same or different investigators.
Is evaluated using experimental or quasi‐experimental designs in which individuals, entities,
programs, or activities are assigned to different conditions and with appropriate controls to
evaluate the effects of the condition of interest, with a preference for random assignment
experiments or other designs to the extent that those designs contain within‐conditions or
across‐conditions controls.
Ensures that experimental studies are presented in sufficient detail and clarity to allow for
replication or, at a minimum, offer the opportunity to build systematically on their findings.
Has been accepted by a peer‐review journal or approved by a panel of independent experts
through a comparably rigorous, objective, and scientific review. It should be noted that a
practitioner journal or an educational magazine are not the same as a peer‐reviewed
academic journal. (See Appendix C for examples.)
The U.S. Department of Education sees this as integral to the new directions it plans to take in regards to Program
Evaluation. Eventually, no federal dollars will be spent on programs that do not meet the criteria of “scientifically
based.”
Note: Go to Appendix C to review Guidelines for Judging the Quality of a Study.
Each strategy should:
• Be aligned and designed to achieve the objective.
• Address underlying causes of strengths and weaknesses discerned in the needs assessment.
• Be appropriate for the needs of the targeted student population.
• Be implemented with available fiscal and human resources.
• Have clear curricula, instruction, and classroom assessment (CIA) for the targeted content areas.
The Action Plan page in the SIP section of the template is comprised of the following component:
32

• Goals
• Objectives
• Indicators of Implementation
• Desired Outcomes
Indicators of Implementation
Indicators of Implementation are those components of a research‐based strategy that must be in place
to implement the strategy with high fidelity.
Example:
• Strategy: Response to Intervention
Indicator of Implementation:
1. Universal Screening
2. Benchmark Assessment
3. Tiered Intervention Model
Note: Refer to Best Practices for Developmental Indicators
STEPS TO TAKE
Indicators of Implementation
1. Identify the Indicators of Implementation for the selected strategy found in the Best Practices
2. Include the name of the Indicator in the Action Plan page where designated.
GUIDING QUESTIONS
1. What professional development opportunities will be provided to all staff regarding specific
Indicators of Implementation selected by the faculty?
2. What materials/resources/personnel are needed to successfully implement the Indicators of
Implementation?
3. How do the Indicators of Implementation correlate with the research‐based strategies
chosen by the faculty?
DESIRED OUTCOMES
Desired Outcomes reflect the student‐centered results of the plan. The implementation of appropriate
action plan activities should result in student growth.
Examples:
• To improve student reading comprehension skills.
• To create a positive learning environment.
33

• To decrease the number of student referrals.
• To improve student and teacher attendance.
STEPS TO TAKE
Desired Outcome
1. Identify student‐centered desired outcomes supported by the selected
research‐based strategies.
2. Describe each desired outcome in terms of the impact on student performance and/or student
behavior.
3. Include each desired outcome in the designated section of the Action Plan page.
GUIDING QUESTIONS
1. Will the desired outcomes when achieved result in improved student performance?
2. Are the Desired Outcomes derived from the Indicators of Implementation as identified by
the chosen research‐based strategies?
3. Are the Desired Outcomes linked to identified data sources that will provide evidence of
desired results?
4. Do the Desired Outcomes include targeted subgroup needs?
5. Are the required resources accessible to ensure that the Desired Outcomes are met?
6. How will the school communicate the Desired Outcomes to faculty/staff, students, and
parents?
34

STEPS TO TAKE
1. Review Best Practices for samples of effective scientifically based research strategies.
2. Consult literature for current research‐based strategies (1988‐present) to address objectives and
discuss findings.
3. Identify strategies that are documented to be effective.
4. Select the most promising scientifically based research strategies for each objective.
5. Evaluate each of the identified strategies in its relevance to the individual needs and characteristics
of the school.
6. Write the strategies on the Action Plan page in the SIP Template.
7. Evaluate the strategies using the Rubric.
8. Place any revisions on the appropriate Action Plan page in the SIP Template.
GUIDING QUESTIONS
1. Are the strategies relevant to the mission and goals of the school?
2. How do the strategies directly address the underlying causes of the weaknesses?
3. Is there a theoretical base for the strategy being considered?
4. Does the strategy explain the theory behind its design, including references to the scientific literature
that explain why the strategy improves student achievement?
5. In what ways will the strategy have an impact on student performance?
6. Have student achievement gains been shown using experimental and control groups created through
large‐scale random assignment or carefully matched comparison groups?
7. Have the student achievement gains been confirmed through independent, third‐party evaluation?
8. Are high quality studies being used?
9. Is there evidence the selected strategies have been successfully implemented and have produced
positive outcome in a variety of situations?
10. Have the strategies been successful in a setting similar to your school?
11. How will each selected strategy help the school close the gap between subgroups?
12. Is each strategy clearly stated and understandable by all stakeholders?
35

13. What resources (i.e., time, monetary, materials, and personnel) will the school use to implement
each strategy?
14. What professional development activities need to occur to implement each strategy?
15. How will the school involve the assistance of community members and all parents?
16. What will enable the school faculty/staff to fully implement this practice/strategy on a
consistent basis?
17. What professional development opportunities regarding SBR strategies have leadership provided to
faculty/staff ?
36

Louisiana Department of Education Initiatives
Best Practices included in School Improvement Plan
1. Response to Intervention (RTI)
2. Data‐Driven, Decision‐Making
3. Job‐Embedded Professional Development
4. Curriculum Alignment
5. Meaningful, Engaged Learning
1. Response to Intervention (RTI)
Response to Intervention (RTI) is a general education process that provides students with high‐quality
research based instruction and interventions that are matched to the student’s specific needs. Data is
used to drive decisions about student progress and to determine the appropriate instructional plan
necessary for a student to achieve grade‐level success. Daily instruction is delivered to maximize
instruction and intervention benefits.
RTI in Louisiana follows a three‐tiered process – Tier I provides high‐quality instruction that is
differentiated to meet each student’s needs in the general education setting. Tier II provides targeted
interventions for students who need additional support in addition to Tier I instruction. Tier III, also in
addition to Tier I instruction, provides intensive interventions for students significantly below grade level,
and/or students who do not respond to Tier II instruction. RTI is a dynamic process that has dramatically
improved the skill level of students in Louisiana and across the country as measured by state
assessments.
2. Data‐Driven Decision Making
Data‐driven decision making is the ongoing process of collecting, analyzing, and using numerous types of
data effectively. Changes driven by data have a better chance of assisting school leaders in meeting
school improvement goals. For districts and schools to identify and meet the specific needs of students
detailed data must be collected and disaggregated (Boudett, City, & Murnane, 2004).
3. Job‐Embedded Professional Development
Job‐embedded professional development (e.g., study groups, coaching, job shadowing) is also known as
on‐the‐job learning. It occurs while school leaders and staff engage in their daily work. Research shows
traditional methods of professional development, such as attending inservices and conferences, are not
always effective. Job‐embedded learning maximizes time efficiency, promotes immediate application of
what is learned, and is more sustainable and cost‐effective than “one‐shot” workshops (e‐Lead:
Leadership for Student Success, 2005; Galloway, 1995).
4. Curriculum Alignment
Curriculum alignment has been defined as the “congruence of the content, context, and cognitive
demands present in the written, taught, and tested curriculum” (English & Steffy, 2001). Addressing
curriculum alignment includes: 1) the scope of the content covered, 2) the level of sophistication and
complexity of the content, 3) the sequence of the content to be presented, and 4) the richness of the
content (Reeves, 2003; English & Steffy, 2001). Research indicates an aligned curriculum increases
student achievement, engagement, attendance, and graduation rates. In addition, curriculum alignment
allows teachers to focus on lessons and meaningful content (Allen, 2002; Reeves, 2003).
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5. Meaningful Engaged Learning (MEL)
Current research indicates that students learn when they are highly involved in meaningful tasks.
Student motivation is one aspect of MEL; however, motivation is more than a quality within students. In
fact, motivation is greatly affected by the attitudes and actions of the educators themselves.
Recognizing this and the changing needs of the 21 st century, researchers have determined that reform of
instruction and strategies are necessary. Three models that have been recognized as leaders in MEL are:
1. North Central Educational Laboratory (NCREL) which includes eight specific indicators of
engaged learning: 1) Vision of Engaged Learning, 2) Tasks for Engaged Learning, 3) Assessment
of Engaged Learning, 4) Instructional Models and Strategies for Engaged Learning, 5) Learning
Context for Engaged Learning, 6) Grouping for Engaged Learning, 7) Teacher Roles for Engaged
Learning, and 8) Student Roles for Engaged Learning (http://www.ncrel.org) ;
2. Schlechty Center for Leadership in School Reform, which is based on theories of change and of
engagement; and
3. Mike Muir of the Maine Center for Meaningful Engaged Learning (McMEL), which has identified
four key components of MEL – Relationship and Rapport, Experience, Motivation, and Meaning.
38

Scientifically Based Research Strategies
Resources
United States Department of Education. http://www.ed.gov
United States Department of Education – No Child Left Behind. http://www.nclb.gov
Consortium of School Network. http://www.cosn.org
Disabilities Studies and Services Center. http://www.dssc.org
Center for Applied Special Technology. http://www.cast.org
National Dissemination Center for Children with Disabilities. http://nichcy.org
National Center for Teachers of Mathematics. http://my.nctm.org/eresources
American Federation of Teachers. (1997). Raising student achievement: A resource guide for redesigning low
performing schools. (AFT Item Number 3780). Washington, DC: AFT.
American Institutes for Research. (1999). An educator’s guide to schoolwide reform. Arlington, VA: Educational
Research Service.
Boruch, R.F., DeMoya, D., & Snyder, B. (2002). The importance of randomized field trials in education and related
areas. In F. Mosteller and R. Boruch (Eds.), Evidence matters: Randomized trials in education research.
Washington, DC: Brookings Institution Press.
Cook, T.D. (1999). Considering the major argument against random assignment: An analysis of the intellectual
culture surrounding evaluation in American schools of education. Harvard Faculty Seminar on Experiments
in Education. Northwestern University.
Cook, T.D., Habib, F., Phillips, M., Settersten, R.A., Shagle, S.C., & Degirmencioglu, S.M. (1999). Comer’s school
development program in prince george’s county, Maryland: A theory‐based evaluation. American
Education Research Journal, 36 (3), pp. 543‐597.
Cook, T.D., and Payne, M.R. (2001). Objecting to the objections to using random assignment in educational
research. In R.F. Buruch and F. Mosteller. Evidence matters: Randomized trials in education research.
Washington, DC: Brookings Institution Press.
Elementary and Secondary Elementary Act of 1965 (20 U.S.C. 6301 et seq.) as amended by the No Child Left Behind
Act of 2001.
Grissmer, D. (1999). Class size: Issues and new findings (Special issue) Educational Evaluation and Policy Analysis,
21 (2).
National Reading Panel. 2000. Teaching Children to Read: An Evidenced Assessment of the Scientific Research
Literature.
39

ACTION PLAN
An action plan is a detailed sequence of activities that will be performed to implement the identified
strategies focused on indicators of implementation and student centered desired outcomes.
The Action Plan section of the template is comprised of the following components:
• Activities (Responsible Person, Start Date, Completion Date, Estimated Cost, Funding Source,
Procedures for Evaluating Indicators of Implementation)
• Implementation Issue(s) (Date Presented)
• Resolution(s) (Date Resolved)
• Louisiana Measure of Progress (LAMP)
CHARACTERISTICS OF AN EFFECTIVE ACTION PLAN
• Links clearly to identified research‐based strategies.
• Provides a logical sequence of activities.
• Presents how each activity will be performed.
• Identifies who will be responsible for each activity.
• Provides a responsible person, start date, completion date, estimated cost, and funding source,
procedures for evaluating indicators of implementation for each activity.
• Identifies implementation issues and documents the resolution of those issues.
• Provides procedures for frequent measuring of desired outcomes.
Activities
Activities are different from strategies. Strategies are “how” the objectives will be achieved; activities
are “what” specifically will be done to effectively implement the strategy. Activities include action steps
that will result in student‐centered desired outcomes.
Examples:
• The curriculum facilitator will provide bi‐weekly grade‐specific professional learning
opportunities for all teachers and administrators to ensure effective implementation of
literacy strategies. (Professional Development Activity)
STEPS TO TAKE
Activities
• All teachers will teach literacy strategies in accordance with the Louisiana
Comprehension Curriculum (LCC) daily to increase student knowledge and skill in
comprehending text. (Instructional Activity)
1. Include in the Action Plan activities related to professional development, implementation, family and
community involvement, and transition.
2. Ensure that implementation of Action Plan activities occurs in a logical, sequential order.
3. Establish a logical sequence for professional development activities denoting initial,
job‐embedded, follow‐up, feedback and support.
4. Identify the indicators of implementation for the selected research‐based strategy from the Best Practices.
40

5. Create detailed activities that will lead to each desired outcome.
6. Ensure that the following are included for each activity: who, what, how, frequency, purpose/focus of the
training/activity.
7. Indicate the person responsible, projected start and completion dates, estimated cost, funding source and
procedures for evaluating Indicators of Implementation.
8. Designate the type of activity (family and community involvement [FCI], literacy activities [LA], numeracy
activities [NA], positive behavior support [PBS], professional development [PD], safe and drug free schools
[SDFS], and pre‐K to 12 transition activities [TA]).
9. Choose short – term (formative) procedures that will measure the effectiveness of each indicator to ensure
that the strategies are being implemented.
10. Choose long‐term (summative) procedures that will determine if goals have been attained.
GUIDING QUESTIONS
1. Are the activities linked to the Indicators of Implementation and the Desired Outcomes?
2. What expertise, materials/equipment, and/or services (internal and/or external) are essential
for successful implementation of the Action Plan?
3. Does the language of the activity provide the following information: who, what, how, with what
frequency, purpose/focus?
4. Are the activities arranged in logical, sequential order?
5. How do the school administrator(s) and staff share responsibility for the implementation,
feedback, follow‐up, and support of the activity?
6. Are activities included to address the needs of all learners (struggling learners, gifted/talented,
subgroups, etc.)?
7. What professional development is needed for teachers to successfully implement the activities?
Have initial, follow‐up and support, and job‐embedded activities been planned?
8. Are activities included to incorporate family and community involvement
that will directly impact student achievement and behavior?
9. Are transitional activities included for all applicable grade levels (Pre‐K to K, Elementary to
Middle School, Middle School to High School, High School to Postsecondary)?
10. What procedures will be used to measure the effectiveness of each activity to ensure that the
strategies are being implemented?
Louisiana Measure Of Progress (LAMP)
The Louisiana Measure of Progress (LAMP) is a tool used by the school for frequent review of student
performance (e.g., progress monitoring, benchmark assessments).
Examples:
• Percentage of students attaining Benchmark on DIBELS assessment in
Grade 1
• Percentage of students attaining Benchmark on Read 180 assessment in
Grade 6
41

• Percentage of students attaining Benchmark on EAGLE assessment in
Grade 10
STEPS TO TAKE
Louisiana Measure of Progress (LAMP)
1. List all the Desired Outcomes from the action plan in the appropriate column.
2. Determine the appropriate measure for each Desired Outcome (e.g., DIBELS, Read 180, EAGLE, suspension,
expulsion and attendance data, and family/community surveys).
3. Establish baselines, targets, and progress monitoring intervals for all measures.
4. Begin implementation of action plan with on‐going progress monitoring.
GUIDING QUESTIONS
1. What measures will be used to evaluate the effectiveness of the activities to produce the
identified Desired Outcomes in a timely manner?
2. Is a structure in place to provide frequent, on‐going data analysis?
3. Who will be responsible for administering the assessment, tracking data and presenting the
data on a regular basis to the SIT team for analysis?
Implementation Issues
An Implementation Issue is an obstacle to the progress of an activity identified by analysis of the data in
the Louisiana Measure of Progress (LAMP) that must be addressed for successful implementation of an
activity.
Examples:
• Less than 80% of the teachers are implementing the strategy.
• Time is not available for teachers to plan collaboratively.
• Materials are not available to effectively implement the strategy.
Note: See examples of Resolutions below.
GUIDING QUESTIONS
1. What are the obstacles that might prohibit the activity from being implemented
successfully?
2. Have all stakeholders been involved in identifying obstacles?
3. What is the frequency in which the SIT team will monitor for implementation issues?
4. How were obstacles identified?
Resolutions
A Resolution is the result of the successful completion of adjustments in implementation.
42

Examples:
• Model lessons provided for all teachers.
• The schedule has been adjusted to provide common planning time for all teachers.
• Materials have been ordered to effectively implement the strategy.
Note: Refer to Louisiana Measure of Progress in Appendix.
GUIDING QUESTIONS
1. Were all stakeholders given an opportunity to participate in the resolution process?
2. Are the stated resolutions clearly linked to specific Implementation Issues?
3. Does the resolution give specific actions that will adequately address the Implementation
Issue?
4. How will the principal and the School Improvement Team (SIT) ensure that adjustments are
carried out so that resolutions are achieved?
43

ACTION PLAN
Resources
Sample School Improvement calendar from Maryland Department of Education.
http://mdk12.org/process/developing/calendar.html
National Staff Development Council. http://www.nsdc.org
Fullan, M.G. (1992). Successful school improvement: The implementation perspective and beyond. Philadelphia.
PA: Open UP.
Marzano, R.J. (2003) What works in schools. Translating research into action. Association for Supervision and
Curriculum Development. Alexandria, VA.
National Study of School Evaluation (1998). Developing the action plan. School improvement: Focusing on student
performance. Schaumberg, IL. http://www.nsse.org/
No Child Left Behind (2004). http://www.ed.gov
Southern Association of Colleges and Schools (2004). http://www.sacsoc.org/commpub.asp
Southwest Educational Development Laboratory (2000). Leadership for changing schools. Austin, TX.
U.S.E.D. (1998). Writing the Schoolwide Plan: Step 5. Implementing schoolwide programs: An idea book on
planning Vol. I. Washington, DC.
Cost, Funding Sources, and Object Code. United States Department of Education.
http://www.ed.gov/inits/teachers/funding.html
Louisiana Department of Education (1996). Bulletin 1929, the Louisiana accounting and uniform governmental
handbook (LAUGH). Bureau of Educational Finance Services. Baton Rouge, LA.
44

PROFESSIONAL DEVELOPMENT
The term “professional development” means a comprehensive, substantiated, and intensive approach
to improving teachers’ and principals’ effectiveness in raising student achievement. (NSDC, 2008)
(A) Professional development fosters collective responsibility for improved student performance and
must be comprised of professional learning that:
(1) is aligned with rigorous state student academic achievement standards as well as related local
educational agency and school improvement goals;
(2) is conducted among learning teams of educators, including teachers, paraprofessionals, and
other instructional staff at the school;
(3) is facilitated by well‐prepared, school principals and/or school‐based professional development
coaches, mentors, master teachers, or other teacher leaders;
(4) occurs primarily multiple times per week or the equivalent of several hours per week; and
(5) engages established learning teams of educators in a continuous cycle of improvement that‐
(i)
(ii)
(iii)
(iv)
(v)
(vi)
analyzes student, teacher, and school learning needs through a thorough review of data
on teacher and student performance;
defines a clear set of educator learning goals based on the rigorous analysis of the data;
achieves the educator learning goals identified in subsection (A)(5)(ii) by implementing
coherent, sustained, and evidence‐based learning strategies that improve instructional
effectiveness and student achievement, such as lesson study and the examining of student
work;
provides classroom‐based coaching or other forms of assistance to support the transfer of
new knowledge and skills to the classroom;
regularly assesses the effectiveness of the professional development in achieving
identified learning goals, improving teaching, and assisting all students in meeting
challenging state academic achievement standards;
informs ongoing improvements in teaching and student learning; and
(vii) may be facilitated and strengthened by the local education agency or other external
assistance providers.
45

NATIONAL STAFF DEVELOPMENT COUNCIL (NSDC) STANDARDS FOR
STAFF DEVELOPMENT
CHARACTERISTICS OF EFFECTIVE PROFESSIONAL DEVELOPMENT
Copyright © 2009 National Staff Development Council
CONTEXT STANDARDS
LEARNING COMMUNITIES: Staff development that improves the learning of all students organizes adults
into learning communities, whose goals are aligned with those of the school and district.
LEADERSHIP: Staff development that improves the learning of all students requires skillful school and
district leaders who guide continuous instructional improvement.
RESOURCES: Staff development that improves the learning of all students requires resources to support
adult learning and collaboration.
PROCESS STANDARDS
DATA‐DRIVEN: Staff development that improves the learning of all students uses disaggregated student data to
determine adult learning priorities, monitor progress, and help sustain continuous improvement.
EVALUATION: Staff development that improves the learning of all students uses multiple sources of information to
guide improvement and demonstrate its impact.
RESEARCH‐BASED: Staff development that improves the learning of all students prepares educators to apply
research to decision making.
DESIGN: Staff development that improves the learning of all students uses learning strategies appropriate to the
intended goal.
LEARNING: Staff development that improves the learning of all students applies knowledge about human learning
and change.
COLLABORATION: Staff development that improves the learning of all students provides educators with the
knowledge and skills to collaborate.
CONTENT STANDARDS
EQUITY: Staff development that improves the learning of all students prepares educators to understand
and appreciate all students, create safe, orderly and supportive learning environments, and hold high
expectations for their academic achievement.
QUALITY TEACHING: Staff development that improves the learning of all students deepens educators’
content knowledge, provides them with research‐based instructional strategies to assist students in
meeting rigorous academic standards, and prepares them to use various types of classroom assessments
appropriately.
46

ROLE OF LEADERSHIP IN SUPPORTING PROFESSIONAL DEVELOPMENT
In schools, leadership should support professional development that:
• Reflect PD activities in calendars, daily schedules, and incentive system
• Recognizes staff development as a key strategy for supporting significant improvements
• Develops knowledge and skills necessary to be professional development leaders within the
school
• Sustains new instructional methods
• Assesses levels of implementation
• Builds capacity to sustain improvement
• Evaluates formatively and summatively
• Addresses Stages of Concern for individual teachers and staff
• Celebrates success
STEPS TO INTEGRATE PROFESSIONAL DEVELOPMENT
INTO THE SCHOOL IMPROVEMENT PLAN
1. Determine what kind of professional development is needed to address student and teacher needs
as identified by an analysis of the data.
2. Utilize the Professional Development Planning Worksheet located in Appendix I.
3. Review the sample Professional Development Planning Worksheet to assist with addressing all
components.
4. Use the Louisiana Rubric for Results‐Based Professional Development located in Appendix E to
evaluate any professional development included in your plan and to ensure that the professional
development is aligned with NSDC Standards.
5. Enter professional development as an activity or strategy on the Professional Development Planning
Worksheet.
6. Include your professional development activities in the School Improvement Plan.
GUIDING QUESTIONS
Context Standards
1. What factors at the district and school levels support or inhibit learning communities? (More
details will be provided in training.)
2. How is teacher leadership developed, utilized, and nurtured in the district? What additional way
is teacher leadership used to advance student learning?
3. What data indicate the need for higher quality job‐embedded professional development?
4. For a Title I school in School Improvement, how will at least 10% of the Title I funding be
allocated to professional development activities?
Process Standards
5. What various forms of data are available in the school or district to assist with professional
development and instructional decision‐making?
47

6. How does the school or district accommodate different needs among educators?
7. What knowledge, skills, and attitudes need to be developed to facilitate a collaborative work
culture?
Content Standards
8. Are all students in this school or district provided access to a rigorous curriculum that requires
them to use higher order thinking skills?
9. Is there a clear link to curriculum, instruction, and assessment?
10. How can staff development be restructured to include families and communities?
11. What stage of concern does the faculty demonstrate in implementing activities and strategies
for school improvement? (Go to the “Stages of Concern” in Appendix D for assistance to
answering these questions.)
12. How are teachers engaged in professional development, rather than simply being recipients of
training?
13. How has professional development affected curriculum, classroom instruction, and assessment
of student progress?
14. How will professional development activities help to improve student achievement and close
the gap among subgroups?
15. Are teachers trained to utilize technology with content that will enhance the achievement of all
students?
16. Is professional development for technology integrated throughout the curriculum?
47

PROFESSIONAL DEVELOPMENT
Resources
Louisiana Department of Education. http://www.louisianaschools.net/lde/pd/home.html
The Association for Supervision and Curriculum Development (ASCD). http://www.ascd.org
Learning Point Associates. http://www.learningpt.org
The National Staff Development Council (NSDC). http://nsdc.org/leader_report.html
The National Staff Development Council (NSDC). http://www.nsdc.org
United States Department of Education: Promoting Educational Excellence for all Americans. http://www.ed.gov
Education Week, American Educations Newspaper. http://www.edweek.org
Online Academy. http://onlineacademy.org
National Resource Center for Paraprofessionals. http://www.nrcpara.org
Southern Regional Education Board. http://www.sreb.org
Dufor, R., Dufor, R., Eaker, R. (2008). Revisiting Professional Learning Communities at Work: New Insights for
Improving Schools.
Marzano, R. (2003). What Works In Schools: Translating Research Into Action. Alexandria, VA: Association for
Supervision and Curriculum Development.
Zemelman, S., Daniels H., &Hyde, A. (1998). Best Practices: New Standards for Teaching and Learning in
America’s schools. Portsmouth: Heinemann.
U.S.E.D. (1998). Implementing Schoolwide Programs: Profiles of Schoolwide Programs. Promising Practices in
Schoolwide Programs. Washington, D.C.
Marzano, R. (2003). What Works In Schools: Translating Research Into Action. Alexandria, VA: Association for
Supervision and Curriculum Development.
Hale, S. (2000). Comprehensive school reform: Research‐based strategies to achieve high standards. San
Francisco, CA: Region XI Comprehensive Assistance Center (WestEd).
Sparks, D. (1999). Focusing staff development on improving student learning, in Gordon Cawelti’s Handbook of
research on improving student achievement. 2 nd Ed. Arlington, VA: Educational Research Service.
Fullan, M. (2000). The three stories of education reform. Phi Delta Kappan, (81)8:581‐584.
Sparks, D., & Hirsh, S. (1999). A new vision for staff development. Alexandria, VA: Association for
Supervision and Curriculum Development.
48

Murphy., & Lick, D. (1998). Whole faculty study groups: A powerful way to change schools and enhance
learning. Thousand Oaks, CA: Corwin Press.
Marzano, R., Pickering, D.J., & Pollock, J.E. (2001). Classroom Instruction that Works: Research‐Based
Strategies for Increasing Student Achievement. Alexandria, VA:ASCD.
Marzano, R., Pickering, D.J., & Pollock, J.E. (2004). Classroom Management that Works: Research‐Based
Strategies for Every Teacher. Alexandria, VA:ASCD.
Haslam, B. (1998). How to build a local professional development infrastructure. Getting better by
design, Volume IX. Denver, CO: New American Schools. (ERIC Document Reproduction Service No.
ED450479)
Jacobs, H. H. (1998). Mapping the big picture: Integrating curriculum and assessment K‐12.Alexandria, VA:
Association for Supervision and Curriculum Development.
49

FAMILY AND COMMUNITY INVOLVEMENT
Family and Community Involvement activities are specifically designed to engage family and community
members in the education of children, including in‐school participation, extracurricular participation,
and home support for learning.
CHARACTERISTICS OF EFFECTIVE FAMILY AND COMMUNITY INVOLVEMENT
• Links to the identified objectives.
• Engages family and community members in learning activities at home.
• Includes specific activities for optimizing school‐family‐community communication about the
school and what the students are learning.
• Encourages participation of family and community members in all school‐related activities, both
on and off campus.
STEPS TO TAKE
1. Review the school and district Parental Involvement Policy.
2. Ensure the Parent Compact is in place. Incorporate family and community involvement activities into the
Action Plan that will help to reach the objectives.
3. Refer to the Appendix to view family and community involvement activities in the Action Plan.
4. Evaluate family and community involvement activities using the Rubric.
5. Revise Family and Community Involvement components that are not rated “Acceptable” on the Rubric. Enter
the revisions on the Action Plan page.
Note: Bulletin 741 Section 1901.H requires each school to have a written plan for community/parental
involvement.
Note 2: The Parent Compact must address: 1) high‐stakes testing for 4 th and 8 th graders, and 2) the mutual
commitment among parents, students, and faculty for improved student achievement (Title I).
Note 3: Family and Community Involvement is noted as an activity or part of an activity on the Action Plan pages.
GUIDING QUESTIONS
1. How will the school administration ensure the family and community involvement components of the
plan are integrated and not just an extra activity?
2. What actions should the school take to increase input of family and community members in the school
improvement process?
3. How are the family and community activities aligned to address identified weaknesses from the Needs
Assessment?
4. How will the proposed activities improve family and community support and ensure communication to
improve student achievement as outlined by the goals and objectives?
5. How are family members of students with disabilities involved in the same manner as other family
members in the school improvement process?
50

6. How are school improvement activities aligned to include various subgroups?
7. How is the curriculum for extended learning and after‐school tutorials aligned with school
improvement goals and objectives to improve the achievement of all students?
8. How are these resources shared with family and community members?
9. Has thought been given to reaching out to families beyond a newsletter and/ or website?
10. How are family and community members involved in the decision‐making activities at the school
to improve student learning?
11. How are family members encouraged to engage in student learning at home?
12. How do family and community activities connect to instruction and assessment? Are families
included in professional development opportunities?
13. What procedures are in place to evaluate commitments on Parent Compacts for all at‐risk
students in grades 3, 4, 7, and 8, including Title I students?
14. How does staff maintain ongoing communication on family and community involvement
activities?
51

FAMILY AND COMMUNITY INVOLVEMENT ACTIVITY EXAMPLES
The following are only examples, but not inclusive:
1. “Welcome Survey”
It is important that schools seek input from families to determine what is working, what needs to be
changed, and to identify the needs of the families they serve. A quick and easy way to get feedback
from families is to post large posters in the foyer of the school with up to three questions. (One
question on each, and no more than three) Leave containers around the posters with markers,
pencils, and pen so that families can mark their thoughts and suggestions on the paper. For multicultural
schools, be sure to have each question translated in the appropriate language!
What is Needed:
• Poster Paper
• Tape
• Markers, pens, pencils
Resources
www.patrick.k12.va.us/documents/Parentsurvey_elem_middle.pdf
2. “In a Million Words or Less”
An essay writing assignment for parents of students in grades PreK‐12. The activity is assigned by the
student’s teacher for parents to write an essay to describe their children in a million words or less;
explaining to the teacher some things that they feel the teacher should know about their children.
The activity should be done at the beginning of the school year. This gives parents a chance to tell
the teacher things about their child and for teachers to build relationships with parents.
What is Needed:
• Sample Letter
• Notification of Activity
Resources
https://www.education‐world.com/a_curr/profdev080.shtml
3. “Dr. Seuss on the Loose Family Reading Night”
Add fun to the Family Reading Night by incorporating activity tables for students using the Dr. Seuss
on the Loose Theme. The Cat in the Hat will be there, of course; as well as guest readers, including
the principal, the librarian, and parents. When participants get hungry, they can go to the Green
Eggs and Ham Snack Shack and work off the calories at the Fox in Socks sock‐hop with music by a
local DJ. Many other activities, such as a book walk, craft tables, and displays of student‐published
books, will keep the students and parents busy. While the youngsters busy themselves at the
activity tables, parents can learn about strategies for getting their children to read from staff
members. Students can receive books and/or bookmarks donated by the PTO or local businesses.
What is Needed:
• Guest Readers
• Volunteers for 45‐minute slots so they can enjoy the activities with their own children
52

Resources
Edited by Hutchins, Darcy J.; Mushard, Mary; O’Donnell, Charlotte; Greenfeld, Marsha D.; and
Thomas, Brenda G.; Promising Partnership Practices 2008, National Network of Partnership Schools,
(NNPS), John Hopkins University www.partnershipschools.org
4. Family Literacy Night
Family Literacy night entails a discussion of child literacy and brain research where parents and
students learn about reading and science. The adults congregate in a specified area to listen and
talk, while their children listen to a storyteller in the library.
Parents view slides of children whose parents read to them at home versus children who did not
receive reading exposure. Through the use of bright colors shown on the screen, parents are able to
see the discrepancy in the brain activity of both groups. This activity helps parents learn about their
children’s brains and reading development.
What is Needed:
• Electronic communication (e‐mails) between the school, home, and community
• Fliers
• Personal letters from teachers to parents
• Refreshments of juice and cookies
• Display of literacy booths at tables around the room with informational brochures
• Large screen to project literacy based photographs from every classroom
• Storyteller for students
• Guest speaker to discuss brain research
Resources
http://www.csos.jhu.edu/P2000/PPP/2008/nav/reading_index.asp
5. Anti‐Bullying
Bullying is a hard concept to explain to children. Bullying may include different behaviors, such as
hitting, kicking, name calling, saying or writing horrible things about another student, leaving
classmates out of activities, not talking to them, making classmates feel uncomfortable or scared,
and taking or damaging their belongings. It may come in the way of intimidation, or teasing other
students. Many of these activities can be considered more hurtful than just physically harming
another student.
At Sherman Elementary School in Eau Claire, Wisconsin, the school began an anti‐bullying program
and got students involved by creating posters to create more awareness of some of the issues
surrounding bullying.
The school also used books and used an anti‐bullying curriculum so students could learn skills to
help them identify bullies and confront them. The lessons taught students to empathize with other
students so that they could understand why some students bully other students and included
initiative activities to support students on both sides of the issue.
53

What is Needed:
• Free documentation on the Health Resources and Services Administration website Stop Bullying
Now, including free handouts/flyers and a slide show presentation‐‐
http://stopbullyingnow.hrsa.gov/index.asp
• Materials for posters and activity guides
• Research‐based books/literature on anti‐bullying
Resources
http://www.csos.jhu.edu/P2000/PPP/2008/nav/beh_index.asp
http://stopbullyingnow.hrsa.gov/kids/
National Network of Partnership Schools, (NNPS), John Hopkins University
www.partnershipschools.org
54

Family and Community Involvement
Resources
Louisiana Department of Education. www.doe.state.la.us/lde/family/534.html
Getting Parents Involved: A Teacher and Staff Handbook. www.channing‐bete.com
National Network of Partnerships Schools. http://www.csos.jhu.edu/p2000
Families Helping Families of Louisiana. http://www.fhfla.org
The Pacer Organization. http://www.pacer.org
Learning Disabilities Website. http://www.ldonline.com/
Measure of School, Family, and Community Partnerships.
http://www.nwrel.org/csrdp/Measurepartner.pdf
National Association for Bilingual Education. www.nabe.org
National Association for the Education of African American Children with Learning Disabilities.
http://www.aacld.org/
National Coalition of Parental Involvement in Education. http://www.ncpie.org/
National Institute for Urban School Improvement. www.inclusiveschools.org
The National Parenting Center. http://www.tnpc.com/about.htm
National Parent Teacher Association. http://www.pta.org/
Parents Count. http://www.parentscount.net/
John Hopkins University (2008). Promising Partnership Practices. Baltimore, Maryland.
No Child Left Behind (2001). Parental involvement. Title I, Subpart A, Section 1118.
http://www.ed.gov/policy/elsec/leg/esea02/pg2.html#sec1118
Davis, D. (2000) Supporting parent, family and community involvement in your school. Portland, OR:.
Northwest Regional Education Laboratory.
Epstein, J.; Coates, L.; Salinas, K.C.; Sanders, M.G.; and Simon, B.S. (1997). School, family, and
community partnerships: Your handbook for action. Thousand Oaks, CA: Corwin Press.
National Staff Development Council (1995). Family/community involvement. Standards for staff
development. Oxford, OH.
Henderson, A. and Berla, N. (1994). A new generation of evidence: The family is critical to student
achievement. Washington, DC: Center for Law and Education.
Henderson, A. and Mapp, K. (2002). A new wave of evidence: The impact of school, family and
community connections on student achievement. Austin, TX. Southwest Educational Development
Laboratory.
National Center for Learning Disabilities (2004) Parental involvement in education. New York, New York.
Payne, R. (2003). Tools and resources for parent involvement. Olympia, WA: Office of the
Superintendent of Public Instruction (OSPI) Conference.
55

CURRICULUM
What is taught (content)
How it is taught (instruction)
How it is evaluated (assessment)
Content + Instruction + Assessment = Curriculum
Grant Wiggins and Jay McTighe (1998, Understanding by Design. ASCD) define curriculum to be “a
specific blueprint for learning that is derived from content and performance standards. Curriculum
takes the content and shapes it into a plan for effective teaching and learning.”
CHARACTERISTICS OF AN EFFECTIVE CURRICULUM
The taught curriculum should be
• Aligned with the Grade Level Expectation(GLE)‐based curriculum adopted by the district
• Directed to improving teacher instruction and student learning
• Coherent and comprehensive
• Supported by sound and current research
• Differentiated for the special needs of individual students and subgroups
DISTRICT CURRICULUM RESPONSIBILITIES
Beginning with the 2005‐2006 school year, districts were required to implement GLE‐based curricula. As
part of that requirement, districts must have a curriculum management system that will include plans
for implementation, monitoring, improvement, and professional development. Each of these plans is
described below.
• Curriculum Implementation Plan: This plan will include the steps that a school and/or district
will take to ensure that the Louisiana Comprehensive Curriculum (or other approved GLE‐based
curriculum) guides the taught curriculum.
• Monitoring Plan: The purpose of this plan is to establish the district’s process for ensuring the
approved curriculum guides the taught curriculum in the classroom.
• Curriculum Improvement Plan: The purpose of this plan is to establish a process used by the
schools and/or the district to analyze assessment data and identify and remedy weaknesses in
the taught curriculum.
• Professional Development Plan: The purpose of this plan is to ensure teachers have the
knowledge and skills needed to teach the approved curriculum.
56

STEPS TO TAKE
Implementing the Comprehensive Curriculum
Teacher teams, along with the SIT should:
1. Map the curriculum for each course to show:
‐ When and how often each Grade‐Level Expectations (GLEs) is addressed.
‐ When each unit will be taught within the year.
‐ How each unit will be assessed.
2. Organize cross‐content and/or cross‐grade level teams to review content gaps and overlaps and to
consider ways to integrate curriculum.
3. Record individual student assessment scores for each unit.
4. Collaborate on the development and review of lesson plans.
5. Ensure the unique needs of diverse learners are met through the planning, implementation, and
assessment of lessons.
6. Evaluate activities that will be used to replace activities in the Louisiana Comprehensive Curriculum
(LCC).
7. Include activities on the Action Plan page.
GUIDING QUESTIONS
Implementing the Comprehensive Curriculum
1. What steps are being taken to ensure the district–approved curriculum is being taught in every
class?
2. How are the school’s textbooks and resources aligned with the district curriculum?
3. What evidence exists to prove classroom instructional strategies and assessments support the
district curriculum and state standards?
4. What evidence is there that classroom instructional strategies and activities meet the needs of a
diverse student population through tiered instruction, compacting, and differentiation?
5. How is technology being used to support different learning styles and to meet the needs of all
learners?
6. How are curriculum performance standards clearly communicated to the students?
7. How does the school’s leadership know if all classroom assessments are frequent, rigorous, and
aligned with content standards and GLEs?
57

STEPS TO TAKE
Monitoring the Taught Curriculum
The administration should:
1. Develop a timeline for monitoring classrooms.
2. Develop a form for gathering evidence that the content is being taught according to the curriculum
map developed by each teacher team.
3. Determine what to look for when conducting classroom observations, reviewing classroom materials
used, and interviewing teachers and students.
4. Analyze the data and provide feedback for teachers.
5. Include activities on the Action Plan page.
GUIDING QUESTIONS
Monitoring the Taught Curriculum
1. What processes are in place for the district and school administrator(s) to analyze that teaching
and assessment is aligned with the state curriculum, with students’ Individualized Education
Programs (IEPs) and Individualized Accommodation Plans (IAPs)?
2. What processes are in place for administrator(s) and teachers to ensure that all students (i.e.,
those with the most significant disabilities, those in need of acceleration) are able to access and
progress in the taught curriculum?
3. How is instruction provided for those with unique needs evaluated to determine if teachers are
teaching the content at the pace specified in the curriculum maps and with appropriate
complexity and depth?
4. How are instructional activities monitored and revised to meet the changing needs of a diverse
student population?
STEPS TO TAKE
Improving the Taught Curriculum
Teacher teams, working with the School Improvement Team (SIT) and School Support Team (SST) should:
1. Review data from classroom observations to identify gaps and weaknesses in taught curriculum,
ensuring the needs of diverse learners are met.
2. Review and compare unit and other major assessments with data from state assessments to identify
trends and look for gaps in taught curriculum.
3. Use graphic displays/data walls for each area of strength(s) and weakness(es) to show change over
time, achievement gaps between groups, and comparison with other schools in the district.
4. Refine the curriculum maps by making adjustments where needed.
5. Communicate to the district the curriculum improvements needed.
6. Include activities on the Action Plan page.
Guiding Questions
Improving the Taught Curriculum
1. How will student classroom assessments, state assessment data, and classroom observations be used to
inform and improve the curriculum?
58

STEPS TO TAKE
Professional Development
The administration should:
1. Conduct individual teacher self‐assessment surveys based on GLEs or units.
2. Conduct individual teacher self‐assessment surveys based on the design and implementation of
instruction for diverse learners (i.e., accommodations, modifications, compacting, tiered instruction,
differentiation, collaboration, co‐teaching).
3. Determine Professional Development based on the results of the Needs Assessment/teacher
surveys, analysis of unit assessments and state assessments, and classroom observations.
4. Provide Professional Development opportunities that will meet the identified needs.
5. Include activities on the Action Plan page.
Leadership
The administration, the SIT, and other teacher leaders should:
1. Ensure all teachers are provided Professional Development on GLEs and curriculum.
2. Provide time, structure, and resources for faculty and staff to collaboratively plan for, implement,
and evaluate the taught curriculum.
3. Decide who is to do the curriculum monitoring at the school.
4. Analyze informal and formal assessments and the results of classroom visits for the purpose of
providing feedback for teachers.
5. Ensure general and Special Education representatives across content areas and grade levels are
involved in the writing and implementation of the curriculum component.
6. Schedule periodic whole faculty reviews of the curriculum component.
7. Communicate recommendations for curriculum improvement to district staff.
8. Include these activities on the Action Plan page.
GUIDING QUESTIONS
Professional Development
1. What professional development opportunities are available to assist teachers in implementing the district
curriculum?
2. What processes are in place for administrator(s) to identify teachers’ professional development needs
related to content, instructional strategies, and classroom assessment?
59

CURRICULUM
Resources
The following resources can be accessed on the Louisiana Department of Education website
www.louisianaschools.net
Content Standards – English/language arts, mathematics, science, social studies, fine arts, foreign
languages, classical languages, health, physical education, technology, and career/technical education
courses.
Grade‐Level Expectations – Grade lists, handbooks, GLE Awareness Workshop training materials, FAQs.
Comprehensive Curriculum – Curriculum documents and training materials.
Content Literacy Strategies
Resources at a glance
Name Subject Grades Purpose
Teacher‐to‐Teacher Math,
Science, ELA,
Social Studies
High
School
Exemplary lessons for high school. There
are ten lessons per content area.
Louisiana Public Broadcasting (LPB)
produced accompanying video for the
lessons and sent them to each high school.
Focused Learning
Lessons
Model Lessons
Math,
Science, ELA,
Social Studies
Science and
Social Studies
High
School
Classroom lessons for GEE preparation and
remediation
4 th & 8th Classroom lessons for LEAP preparation
Tutoring Lessons Math and ELA 4 th & 8th Lessons designed for tutors to use for
preparing small groups of at‐risk students
for LEAP
Making Connections All Pre‐K‐12 Technology‐rich lesson plans aligned to
the Louisiana Content Standards and K‐12
Technology Standards.
P.E. Target Lessons P.E. All Sample physical education lessons based
on state content standards
Test Preparation
PASS – Online practice of assessment items with feedback. Practice tests are available for grades 3 – high school in
English/language arts, mathematics, science, and social studies.
PASS on Paper – Practice items with teacher notes for providing feedback to students. They are available for
grades 4, 8, and high school in English/language arts, mathematics, science, and social studies.
Teachers’ Guides to Statewide Assessments – English/language arts, mathematics, science and social studies
Released Items, Sample Questions, Practice Tests – Available for LEAP and GEE
EAGLE (Enhanced Assessment of Grade‐Level Expectations) – online classroom assessment tool
Newton’s Classroom– online system for mathematics tutorials and assessments for students in grades 1‐8
60

Special Education
• General Education Access Guide (2009)
• IEP (Individualized Education Program) Handbook
• Phonological Awareness for Speech Language Pathologists and Their Educational Partners
Handbook
• Bulletin 1903, Regulations for the Implementation of the Louisiana Dyslexia Law
• Louisiana Handbook for Serving Students with Traumatic Brain Injury
Curriculum
Association for Supervision and Curriculum Development (ASCD). http://www.ascd.org
Barton, J., and Collins, A. (1997). Portfolio assessment. New York: Addison‐Wesley.
Education Week and Teacher Magazine. http://www.edweek.org
Jacob, Heidi Hayes. (1997) Mapping the big picture: Integrating curriculum & assessment K‐12. ASCD
Knowledge Network Explorer. http://www.filamentality.com
Southern Regional Education Board. http://www.sreb.org/
Texas Leadership Center (1998). Vertical teaming: Connections for a coherent system. Austin, TX.
The University of Kansas Center for Research on Learning (2003). Strategic instruction model (SIM).
Retrieved from http://www.uk‐crl.org/
Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. ASCD.
Reston, VA
U.S. Department of Education. http://www.ed.gov/
Wiggins, Grant and McTighe, Jay. (1998). Understanding by design. ASCD. Reston, VA.
Wong, H. K. & Wong, R. T. (1998). How to be an effective teacher: The first days of school. Mountain
View, CA: Harry Wong Publications.
English/Language Arts
Common Errors in English. http://www.wsu.edu/~brians/errors/errors.html ‐ errors
National Center for English Learning and Achievement (CELA). http://cela.albany.edu/
National Council of Teachers of English. http://www.ncte.org/
National Writing Project. http://www.writingproject.org/
RubiStar. http://rubistar.4teachers.org/
Scholastic. http://teacher.scholastic.com/
The International Library of Poetry. http://www.poerty.com/
61

Center for Applied Linguistics. http://www.cal.org
English as a Second Language
Intercultural Development Research Association. http://www.idra.org
National Association for Bilingual Education. http://www.nabe.org
National Institute for Literacy. http://www.nifl.gov
The Office of English Language Acquisition, Language Enhancement, and Academic Achievement for
Limited English Proficient Students. http://www.ncela.gwu.edu/
Teachers of English to Speakers of Other Languages. http://www.tesol.org/
Fine Arts
Music
Louisiana American Choral Directors Association. http://www.la‐acda.org/
Louisiana Music Educators’ Association. http://www.lmea.us/
National Association for Music Education. http://www.menc.org/
National Public Radio. http://www.npr.org/programs/pt/
Visual Art
Louisiana Art Education Association. http://www.laea.net/
J. Paul Getty Trust. http://www.getty.edu/art/
National Art Education Association. http://www.naea‐reston.org/
Dance
Louisiana Association for Health, Physical Education, Recreation and Dance. http://www.lahperd.org/
National Dance Association. http://www.aahperd.org/nda/template.cfm
62

Theatre
American Alliance for Theatre & Education. http://www.aate.com/
Educational Theatre Association. http://edta.org/default_html.asp
Museums
Alexandria Museum of Art. http://www.themuseum.org/
Contemporary Arts Center. http://www.cacno.org/
Louisiana State Museum. http://lsm.crt.state.la.us/
LSU Museum of Art. http://www.lsu.edu/lsuma/
Meadows Museum of Art. http://www.centenary.edu/meadows/
New Orleans Museum of Art. http://www.noma.org/index.cfm
Ogden Museum of Southern Art. http://www.ogdenmuseum.org/
R.W. Norton Art Foundation. http://www.rwnaf.org/
Consortium of National Arts Education Associations. (1994). National standards for arts education.
Reston, VA: Music Educators National Conference.
Deasy, R. J. ed. (2002). Critical links: Learning in the arts and student academic and social development.
Washington, D.C.: Arts Education Partnership.
Fisk, E.B. ed. (1999). Champions of change: The impact of arts on learning. Washington D.C.: Arts
Education Partnership.
Hinckley, J. Ed. (1994). Music at the middle level: Building strong programs. Reston, VA: Music Educators
National Conference.
Jensen, E. (2001). Arts with the brain in mind. Alexandria, VA: Association for Supervision and
Curriculum Development.
Persky, H. R., Sandene, B. A., & Askew, J. M. (1998). NAEP1997 Arts report card. Jessup, MD: National
Center for Educational Statistics.
Pistone, N. & Brzoska, D. (2002). Envisioning arts assessment. Washington, D.C.: CCSSO.
Foreign Languages
American Association of Teachers of French. https://www.frenchteachers.org/
American Association of Teachers of Spanish and Portuguese. https://www.aatsp.org/
American Classical League. http://www.aclclassics.org/
63

Association of Teachers of French. https://www.frenchteachers.org/
American Council on the Teaching of Foreign Languages. https://www.actfl.org/
Curtain, H. & Pesola, C. (1994). Languages and children making the match: Foreign language instruction
for an early start: Grades K‐8. White Plains, NY: Longman.
Curtain, H. (1995). Integrating foreign language and content instruction in grades K‐8. (ERIC Digest April
1995). Retrieved October 19, 2004 from http://www.cal.org/earlylang/conteach.htm
Louisiana Department of Education (2003). A guide for administrators of elementary level second
language and immersion programs in Louisiana schools. Baton Rouge, LA.
National Network for Early Language Learning. http://www.nnell.org/
The French Place. http://www.espacefrancophone.org/
Health and Physical Education
Allensworth, D., Symonds C., & Olds, S. (1994). Healthy students 2000: An agenda for continuous
improvement in america’s schools. American School Health Association. Kent, OH.
American Alliance for Health, Physical Education, Recreation, and Dance/National Association for Sports
and Physical Education Position Papers. http://www.aahperd.org/naspe/position‐papers.html
American Association for Health Educators (1994). Guidelines for health educators: Cultural awareness
and sensitivity. Reston, VA.
American Cancer Society, Inc. (1997). National health education standards: Achieving health literacy.
Joint Committee on National Health Education Standards. Atlanta, GA.
American Fitness Alliance. http://www.americanfitness.net
American Heart Association. http://www.americanheart.org/
American School Health Association. (1995). Guidelines for comprehensive school health Programs.
http://www.ashaweb.org/pubs/
California Physical Education Resources. www.stan‐co.k12.ca.us/calpe
Center for Disease Control and Prevention (1997). Guideline for school and community programs to
promote lifelong physical activity among people. http://www.cdc.gov/nccdphp/dash/phssact.htm
Centers for Disease Control and Prevention (2000). School health index for physical activity and healthy
eating: A self‐assessment and planning guide. Atlanta, GA.
English, J., & Sancho, A. (1990). Criteria for comprehensive health education curricula. American School
Health Association. Toronto: Kent, OH Press.
Fetro, J. (1998). Step by step to health promoting schools. Santa Cruz, CA: ETR Associates.
Fetro, J. (1992). Personal and social skills: Understanding and integrating competencies across health
concerns. Santa Cruz, CA: ETR Associates
64

Hannaford, Carla. (1995). Smart moves: Why learning is not all in your head. Arlington, VA: Great Ocean
Publishers.
Kane, W. M., (1993). Step‐by‐step to comprehensive school health: The program planning guide.
http://www.etr.org
Marx, E. & Woley, S.F. (1998). Health is academic: A guide to coordinated school health programs.
http://www.tc‐press.tc.columbia.edu/order2.html
National Association for Sport and Physical Education (1998). Physical activity for children: A statement of
guidelines. Reston VA.
National Association of State Boards of Education (1999). Fit, healthy, and ready to learn: An education policy
guide on physical activity, healthy eating, and tobacco use prevention. Alexandria, VA.
Physical Education Links. www.pelinks4u.org
P. E. Central. http://www.pecentral.org/
Sallis, J.F. and K. Patrick (1994). “Physical activity guidelines for adolescents: Consensus statement.” Pediatric
Exercise Science, 6, 302–314.
Shape of the Nation: Executive Summary. (2001). National Association for Sport and Physical Education.
http://www.aahperd.org/naspe/pdf_files/shape_nation.pdf
Surgeon General’s Report on Physical Activity and Health. (1996). http://www.cdc.gov/nccdphp/sgr/ataglan.htm
U. S. Department of Agriculture (2000). 2000 Dietary Guidelines For Americans.
http://www.usda.gov/cnpp/dietary_guidelines.htm.
U. S. Department of Agriculture, Food and Nutrition Services (1998). Yourself: Middle School
Nutrition Education Kit For Teachers.
U. S. Department of Health and Human Services (2000). Healthy People 2010. Office of Public Health and Science.
http://www.health.gov/healthypeople/Document/default.htm
Mathematics
Burns, M., (1992). About teaching mathematics. White Plains, NY: Math Solutions Publication.
Burns, M., (1996). 50 problem‐solving lessons, grades 1‐6. White Plains, NY: Math Solutions Publications.
Clarke, D. (1997). Constructive assessment in mathematics: Principals’ steps for classroom teachers. New
Braunfields, TX: Gourmet Curriculum Press.
Copley, J. V., (1999). Mathematics in the early years. National Council of Teachers of Mathematics. Reston, VA.
Eisenhower National Clearinghouse for Mathematics and Science Education. http://www.enc.org/
Ferrini‐Mundy, J., (2000). Principles and standards for school mathematics. National Council of Teachers of
Mathematics. Reston, VA.
Figure This! Math Challenges for Families. http://www.figurethis.org/
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Kilpatrick, Jeremy, Swafford, Jane, and Findell, Bradford, (2002). Adding it up: Helping children learn mathematics.
Washington, DC: National Academy Press.
Ma, Liping (1999). Knowing and teaching elementary mathematics: Teachers’ understanding of fundamental
mathematics in China and the United States (1999). Mahweh, N.J.: Lawrence Erlbaum.
Math Forum. http://www.mathforum.org/
Mathematical Association of America. http://www.maa.org/
Meiring, S. P. (1992). A core curriculum: Making mathematics count for everyone. National Council of Teachers of
Mathematics. Reston, VA
National Council of Teachers of Mathematics. http://www.nctm.org/.
NCTM Illuminations. http://www.illuminations.nctm.org/index2.html
School Science and Mathematics Association. http://www.ssma.org/
Reading
Adams, Marilyn Jager. (1990). Beginning to read: Thinking and learning about print. Boston: MIT Press.
Adams, M.J., Foorman, B.R., Lundberg, I., & Beeler, T. (1998). The elusive phoneme: Why phonemic awareness is
so important and how to help children develop it. American Educator, Spring/Summer, 18‐22.
American Library Association. http://www.ala.org/
Burns, M., & Snow, C.E. (1998). Starting out right. Washington: National Academy Press.
Carreker, Suzanne. (1992). Reading readiness. Bellaire, TX: Neuhaus Education Center.
Center for the Improvement of Early Reading Achievement. http://www.ciera.org/
Dynamic Indicators of Basic Early Literacy Skills. http://dibels.uoregon.edu/
Fountas, I.C., & Pinnell, G.S. (1996). Guided reading: Good first teaching for all children. Portsmouth, NH:
Heinemann.
International Reading Association. http://www.reading.org/
Moats, L. C. (2002). Language essentials for teachers of reading and spelling (LETRS). Longmont, CO: Sopris‐West.
National Institute for Literacy. http://www.nifl.gov/
Snider, V. (1997). The Relationship between phonemic awareness and later reading achievement. The Journal of
Educational Research, 90, 4: 203‐211.
Snow, C.E., Burns, M.S. & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children. Washington,
D.C.: National Academy Press.
Strickland, D.S., & Morrow, L. M. (1989). Emerging literacy: Young children to read and write. Newark, DE:
International Reading Association.
66

U.S. Department of Education. No Child Left Behind Act. http://www.nclb.gov/
Access Excellence. http://www.gene.com/ael
Science
American Association for the Advancement of Science. Project 2061: Science for all americans and the
benchmarks for science literacy (1993). New York: Oxford University Press. http://www.project2061.org
America Association for the Advancement of Science. Atlas of science literacy (2001). Washington DC NSTA
Press. American Association of Physics Teachers. http://www.aapt.org
American Chemical Society. http://www.acs.com
American Geological Institute. http://www.agiweb.org
American Institute of Physics. http://www.aip.org/
American Meteorological Society. www.ametsoc.org/AMS
Basic Lab Safety. http://www.labsafety.org
Chem Lab Safety. http://wwitch.uml.edu/safety/
CS 3 Safety. http://csss.enc.org/safety.htm
Eisenhower National Clearinghouse (ENC).
www.enc.org
EPA Educational Resources. http://epa.gov/teachers
Inquiry‐Based Lesson Guides. http://www.exploratorium.edu/IFI/resources/index.html
Institute for Chemical Education. http://www.ice.chem.wisc.edu
Louisiana Science and Engineering Fair. http://www.doce.lsu.edu/lsef
Louisiana Science Teachers Association (LSTA). http://www.lsta.info
National Association of Biology Teachers. http://www.nabt.org
National Research Council. National science education standards. (1996) Washington, DC: National
Academy Press. Available from National Academy Press at 1‐800‐624‐6242 or http://www:nas.edu
National Oceanic and Atmospheric Association Educational Resources. http://education.noaa.gov/
National Science Teachers Association (NSTA). http://www.NSTA.org
NASA Educational Resources. http://edspace.nasa.gov/index.html
North American Association for Environmental Educators. http:// www.naaee.org
67

Social Studies
American Presidents. http://www.americanpresident.org/
Archiving Early America. http://www.earlyamerica.com/
Close Up Foundation. http://www.closeup.org/
Craver, K. W. (1999).Using internet sources to teach critical thinking skills in history. Westport, CT:
Greenwood Press.
Educational Research and Improvement. (ERIC Document Reproduction Service No.ED415178)
Global Educator. http://www.globaled.com/
International Foundation for Election Systems. http://www.ifes.org/
Library of Congress. http://www.loc.gov/
Louisiana Council for Economic Educators. http://www.lcee.org/
Martin Luther King, Jr. Papers. http://www.stanford.edu/group/king/
National Council for the Social Studies. http://www.socialstudies.org/
Marco Polo. http://www.mciworldcom.com/marcopolo
Special Education
Access Guide – A Resource for Louisiana Educators and Families.
http://sda.doe.louisiana.gov/accessguide
Power of 2 (Collaboration). http://www.powerof2.org/
National Center on Secondary Education and Transition. http://www.ncset.org
National Information Clearinghouse on Children Who are Deaf‐Blind. http://www.tr.wou.edu/dblink/
American Foundation for the Blind. http://www.afb.org
Recording for the Blind and Dyslexic. http://www.rfbd.org
Significant Disabilities, Inclusion. http://www.tash.org
68

An IEP Team’s Introduction to Functional Behavioral Assessment and Intervention Plans.
http://www.childpsychology.com/fba_bip/index.htm
Behaviors Disorders Resources. http://www.seriweb.com/behavior.htm
Council for Exceptional Children. http://www.cec.sped.org
Strategic Learning Center. http://smarttogether.org/nrcld
University of Kansas Center for Research on Learning. http://www.ku‐crl.org
Learning Disabilities. http://www.ldonline.org
Deaf Education. http://www.deafed.net
Deaf or Hard of Hearing. http://www.handsandvoices.org/
Educating Students with Autism. http://books.nap.edu/books/0309072697/html/index.html
National Association for Gifted (& Talented) Children. www.nagc.org
Center for Gifted Education and Talent Development. http://www.gifted.uconn.edu/sem/sembb.html
69

COORDINATION OF RESOURCES
DEFINITION
Coordination of resources is the process by which the school uses all available and/or obtainable
resources (e.g., time, monetary, equipment/supplies, and human) in a manner that will most efficiently
achieve the identified objectives in the School Improvement Plan.
CHARACTERISTICS OF EFFECTIVE COORDINATION OF RESOURCES
Effective coordination of resources:
• Links to the identified objectives in the School Improvement Plan
• Justifies why the allocation/reallocation of resources is needed to achieve the objectives
• Presents specific procedures for using the available and/or obtainable resources (e.g., time,
monetary, equipment, supplies, and human resources)
Allocates resources in a manner that will facilitate achieving the identified objective
STEPS TO TAKE
1. Describe how the school will allocate the resources (e.g., time, monetary, materials, and human)
from all obtainable sources.
2. Show how the integration of funding sources will improve student learning.
3. Ask the representatives of the District Office to clarify funding allocations.
4. Go to Appendix A to view sample costs, funding sources, and object code sections on a sample
Action Plan.
5. Enter the cost of implementing the activities where designated in the Action Plan.
6. Evaluate the Coordination of Resources by the Rubric
Note: The figures will assist the school in reporting Title I and Title II percentages as required by law.
Furthermore, the expenditures per goal can provide insights on costs for improved student learning.
Use the rubric to revise any “Unacceptable” components of the School Improvement Plan.
GUIDING QUESTIONS
Various resources must be combined and targeted to meet specified objectives (based on the assessed
needs) and implemented strategies as identified on the Action Plan. It is essential that schools consider the
time, material, and human (including community) resources needed to implement the SIP as well as the
monetary resources.
1. What resources (e.g., time, monetary, equipment, supplies, volunteers and human capital) has the
school improvement team identified as necessary to implement the strategy to achieve the
objective?
2. How will the school administrator secure the resources necessary to implement the strategy?
3. How will the school improvement team allocate resources to accomplish the objectives identified to
address the areas of weakness in the comprehensive needs assessment?
4. How has the school improvement team assessed and reallocated resources from the successes and
failures of the prior year’s School Improvement Plan?
70

5. How has the school improvement team coordinated with local businesses, agencies and
governmental services to provide family and student services?
6. How will the school improvement team integrate technology in the successful implementation of
school improvement related activities?
71

COORDINATION OF RESOURCES
Resources
United States Department of Education, http://www.ed.gov/fund/grant/apply/grantapps/index.html
Designing Schoolwide Program Guidance,
http://www.mde.k12.ms.us/innovative_support/Basic/designingswpguid.doc
Comprehensive Needs Assessment
http://www.mde.k12.ms.us/innovative_support/comprehensive/Comprehensive%20Needs%20Assessm
en1.doc
Title I Fiscal Guidance,
http://www.ed.gov/programs/titleiparta/fiscalguid.doc
Center for Comprehensive School Reform and Improvement,
http://www.centerforcsri.org/pubs/reallocation/forms.html
Apple Education Funding Sources, http://www.apple.com/nz/education/k13/onetoone/fundingfed.html
Education and School Grants,
http://www.fundsnetservices.com/educ01.htm
Grant Opportunities,
http://www.k12grants.org/grant_opps.htm
Professional Learning Communities,
http://www.sedl.org/change/issues/issues61.html
Professional learning Communities,
http://www.nsdc.org/standards/learningcommunities.cfm
Professional learning Communities,
http://www.centerforcsri.org/plc/
Whole Faculty Study Groups,
http://www.murphyswfsg.org/
Whole Faculty Study Groups,
http://www.ncrel.org/sdrs/areas/issues/methods/technlgy/te10lk44.htm
Louisiana Department of Education Grants,
http://www.louisianaschools.net/lde/lcet/325.html
http://www.louisianaschools.net/lde/bese/1079.html
72

COMPREHENSIVE NEEDS ASSESSMENT
Guideline I. The school presents data from the listed sources (administrators, teachers, students, and parents).
Rubric:
Acceptable
Not Acceptable
I. The needs are based on data collected from a variety of sources (administrators, teachers,
students, and parents) with tables included.
a. All of the listed
sources are included in
identifying the needs,
and data are presented.
Rationale/Comments:
b. Three of the listed
sources are included in
identifying the needs,
and data are presented.
c. Two of the listed
sources are included in
identifying the needs,
and data are presented.
d. The data were
collected from a single
source, or source
information is not
presented.
Guideline II. Data are based on an adequate sampling of individuals and groups.
• All sampling parameters must receive an Acceptable rating.
• If a Parent Focus Group is used in place of Parent Questionnaires, as long as this focus group
meets the minimal sample size, then the Parent parameter receives a rating of “b”.
• Sample Frame: Focus Groups – Parents (Table 8)
o Minimum: 1 group of 6 participants
o Maximum: 3 groups of 8 participants (i.e., Grades K‐5; Grades 6‐8; Grades 9‐12)
Note: If the number of households is below 200, one (1) focus group is recommended. If the number of
households is between 200 and 800, at least two (2) focus groups are recommended. If the number of households
is above 800, at least three (3) groups are recommended.
Rubric:
Acceptable
Not Acceptable
II. The perceptual and observational needs assessment data are used based on an adequate sample
of individuals and groups. (See Sampling Parameters for Acceptable values.)
a. All of the sample
sizes are acceptable.
Rationale/Comments:
b. All of the sample
sizes are acceptable,
except Parent
Questionnaires which
were replaced with
Parent Focus Groups.
c. Some sample
sizes are acceptable.
d. No sample size
data were evident.
Guideline III. Multiple data sources are present in the data portfolio.
• Cognitive Data (Student Performance): CRT data (including Alternate Assessment) from Data Analysis
template must be presented, and preferably, most current detailed data with examination of specific
areas of weaknesses and a comparison to previous years’ data (example 3 years). Cognitive data may
also include:
o Classroom and Unit Assessment
o IEP Data Progress Reports
• Attitudinal Data: For an acceptable rating, questionnaires and faculty needs assessment, including
summaries, must be presented in the Data Portfolio.
74

Rubric:
• Behavioral Data: The Classroom Observations Summary must be presented for this item to be
acceptable. At least one of the following items should be included in the Data Portfolio: summary of
attendance, graduation, dropout and/or information on suspensions and expulsions.
• Archival Data: Report cards (Parent and Principal), Accountability reports (detailed and Subgroup
component).
Acceptable
Not Acceptable
III. The needs assessment must incorporate these four types of data: cognitive (student
performance), attitudinal, behavioral, and archival.
a. Student and school
level data are provided
from all four of the listed
types of data, and data are
presented.
Rationale/Comments:
b. Student and
school level data are
provided from three of
the listed types of data,
and data are presented.
c. Student and
school level data
are provided from
two of the listed
types of data, and
data are presented.
d. Student and school
level data are provided
from a single type, or no
data are presented.
Guideline IV. Data are accurately interpreted to identify strengths and weaknesses.
Represented in Summary Report, Part I.
• Is the information presented an accurate reflection of the data? Has the school missed pertinent
information?
• The STRENGTH should be derived from the strengths in the Accountability Data. Review all summary
sheets to determine the strengths.
• The WEAKNESSES should be derived from the weaknesses in the Accountability Data. Analyze the Reports,
Summary, of LEAP, GEE, iLEAP, Subgroup Percent Proficient, DRA, DIBELS, Alternate Assessment,
attendance, graduation and dropout rates to determine the weaknesses.
Rubric:
Acceptable
Not Acceptable
IV. The needs assessment data are accurately interpreted to identify strengths and weaknesses.
a. All of the
strengths and
weaknesses are based
on an accurate
interpretation of the
data.
b. At least 75% of
strengths and
weaknesses are based
on an accurate
interpretation of the
data.
c. Less than 75% of
the strengths and
weaknesses are based
on an accurate
interpretation of the
data.
d. Strengths or
weaknesses are not
based on an accurate
interpretation of the
data.
Rationale/Comments:
Guideline V. Contributing factors related to the strengths and weaknesses.
Represented in Summary Report, Part II.
• Look for things that are most directly related to student learning and that the school has the most
control over (not parental involvement, but something like the “taught” Curriculum).
• May have multiple factors for one strength/weakness. For example, if the weakness is in the reading
comprehension, possible contributing factors may be:
(a) Teacher’s lack of effective instructional strategies, such as Higher Order Thinking Skills.
(b) Lack of effective alignment of taught curriculum to standards and Grade Level Expectations.
(c) Lack of effective instructional leadership.
(d) Lack of effective time management, a schoolwide positive behavior support system, and/or
an attendance policy.
(e) Failure to implement effective accommodations and modifications.
75

Rubric:
Acceptable
Not Acceptable
V. The contributing factors related to the strengths and weaknesses are based on an accurate
interpretation of the data.
a. All contributing
factors related to the
strengths and
weaknesses are based
on an accurate
interpretation of the
data.
Rationale/Comments:
b. At least 75% of
the contributing
factors related to the
strengths and
weaknesses are based
on an accurate
interpretation of the
data.
c. Less than 75% of
the contributing
factors related to the
strengths and
weaknesses are based
on an accurate
interpretation of the
data.
d. Contributing
factors related to the
strengths and
weaknesses are not
based on an accurate
interpretation of the
data.
GOALS
Guideline I. Goal(s) are directly linked to student learning. A goal of parental involvement is not a direct link.
• Look at the overall clarity and presentation of the goals.
• If goals are accomplished, will the school improve academically?
Rubric:
Acceptable
Not Acceptable
I. The goals are linked to student learning and clearly state the direction of school improvement.
a. The goals are
clearly linked to student
learning and state the
direction for school
improvement.
b. The goals are
linked to student
learning and state the
direction for school
improvement in a
relatively clear manner.
c. The link between
the goals and student
learning and school
improvement is unclear
or weak.
d. There is no link
between the goals and
student learning and the
directions for school
improvement.
Rationale/Comments:
Guideline II. Goals address the weaknesses with top priority being in Academic Achievement.
• The goals should be derived from data in the CRT (LEAP, GEE, and include LAA); NRT (iLEAP);
Attendance and/or Dropout; Percent Proficient; DRA; DIBELS; Pre‐K/Kindergarten Screening tests, or
other standardized teacher‐made unit assessments.
• Goals should be limited to three.
• Struggling schools should limit goals to one (1) or two (2).
• See School Improvement Crosswalk (#9).
• Exception: If the goals are stated in measurable terms, they must use accurate measures to receive a
rating no higher than a ‘b”.
Rubric:
Acceptable
Not Acceptable
II. The goals accurately address the school’s NCLB weaknesses in Academic Achievement.
a. All NCLB related
weaknesses are clearly
addressed.
b. At least 75% of
NCLB related
weaknesses are
addressed.
c. Less than 75%
NCLB related
weaknesses are
addressed.
d. The goals do not
address the NCLB
related weaknesses.
Rationale/Comments:
76

OBJECTIVES
Guideline I. Objectives presented are accurate and verifiable in relation to growth and an actual date to
reach the objective is presented (i.e., spring 2009, May 2009).
• Objectives addressing primary grades and subtest objectives must give comparative data stated in
growth.
• Example of CRT objective: To increase 4 th grade CRT ELA Index Scores from 50.0 to 56.0 by spring
2009.
• Example of Subgroup Percent Proficient objective: To increase the ELA Percent Proficient Index
Scores of 4 th grade poverty students from 45.1 to 51.9 by spring 2009.
• Example of a DIBELS objective: To increase the % of 2 nd and 3 rd grade students reading on benchmark,
as measured by DIBELS from 62% to 72% by spring 2009.
• Objective must be time‐bound. (1 or 2 years).
Rubric:
Acceptable
Not Acceptable
I. The objectives have measureable (verifiable) outcomes and are realistically achievable in light of the
accountability time frame.
a. All of the
objectives can be
verified/measured.
b. At least 75% of
the objectives can be
verified/measured.
c. Less than 75% of
the objectives can be
verified/measured.
d. None of the
objectives can be
verified/measured.
Rationale/Comments:
Guideline II. Each objective is clearly linked to a specified goal.
Rubric:
Acceptable
Not Acceptable
II. Each objective is clearly linked to a specified goal and clearly states the direction of school improvement.
a. All of the
objectives are clearly
linked to specific goals
and state the direction
for school
improvement.
b. At least 75% of
the objectives are clearly
linked to specific goals
and state the direction
for school improvement.
c. Less than 75% of
the objectives are clearly
linked to specific goals
and school
improvement.
d. There is no link
between the goals and
student learning.
Rationale/Comments:
77

SCIENTIFICALLY BASED RESEARCH STRATEGIES
Guideline I. Research ‐ Based Strategies (if correctly implemented) directly and positively influence the
contributing factors to the weaknesses found.
• If the contributing factors are not identified, this item is to be rated not acceptable.
Rubric:
Acceptable
I. Strategies directly address contributing factors of strengths and weaknesses.
Not Acceptable
a. All strategies
directly address
contributing factors of
strengths and
weaknesses.
b. Most strategies
directly address
contributing factors of
strengths and
weaknesses.
c. Few strategies
directly address
contributing factors of
strengths and
weaknesses.
d. Strategies do not
address contributing
factors of strengths and
weaknesses, or the
causes are not
presented or accurately
identified.
Rationale/Comments:
Guideline II. Strategies are implemented with available or obtainable fiscal and human resources.
Rubric:
Acceptable
Not Acceptable
II. Strategies can be implemented with available or obtainable fiscal and human resources.
a. All strategies can
be implemented with
available or obtainable
resources.
b. At least 75% of
the strategies can be
implemented with
available or obtainable
resources.
c. Less than 75% of
the strategies can be
implemented with
available or obtainable
resources.
d. None of the
strategies can be
implemented with
available or obtainable
resources.
Rationale/Comments:
ACTION PLAN – ACTIVITIES
Guideline I. The Action Plan activities are written in a logical, sequential order.
Rubric:
Acceptable
I. The action plan has a logical sequence of events to reach Desired Outcomes.
Not Acceptable
a. All of the events
are in logical order.
b. At least 75% of
the events are in a
logical order.
c. Less than 75% of
the events are in logical
order.
d. None of the
events are in logical
order.
Rationale/Comments:
78

Guideline II. The action plan lists the person(s) responsible for the activities.
Rubric:
• Administrators, teachers, and others share in responsibility.
• Position titles of the responsible person(s) must be listed.
Acceptable
Not Acceptable
II. The action plan clearly identifies who will be responsible for implementing the activity.
a. All activities
clearly indicate which
staff and/or
administrators will be
responsible for
implementing the
activity.
b. At least 75% of
the activities clearly
state which staff and/or
administrators will be
responsible.
c. Less than 75% of
the activities clearly
state who will be
responsible, or only one
person is responsible for
all activities.
d. None of the
activities state who
will be responsible.
Rationale/Comments:
Guideline III. Activities are clearly described.
Describe what and how the actual activity will be performed by the staff, not a random
list. Integrate such areas as literacy and numeracy, professional development, transition, family and community
involvement, behavior, and technology.
Rubric:
Acceptable
III. The action plan clearly states how each activity will be performed.
Not Acceptable
a. It is evident how
each activity will be
performed.
b. . It is evident how
at least 75% of the
activities will be
performed.
c. It is evident how
less than 75% of the
activities will be
performed.
d. There is no
evidence of how the
activities will be
performed.
Rationale/Comments:
Guideline IV. Dates for activities are specific.
Rubric:
• Broad timelines, such as “August through May”, are not sufficient. Use more specific terms, such as
monthly, bimonthly, every 2 nd Tuesday of the month, weekly, etc.
Acceptable
IV. A responsible timeline is assigned to each activity.
Not Acceptable
a. All activities
include specific dates.
b. At least 75% of
the activities include
specific dates.
c. Less than 75% of
the activities include
specific dates.
d. None of the
activities includes
specific dates.
Rationale/Comments:
79

ACTION PLAN – PROFESSIONAL DEVELOPMENT
Guideline I. Professional Development activities describe the purpose, and types of activities and who will be
involved.
• All personnel (teachers, administrators, counselors, paraprofessionals, and other staff) should be
included in appropriate Professional Development opportunities. The use of “instructional staff” or
“faculty” in the description is too general to determine which groups of personnel are represented.
• Personnel must be identified by subgroups (teachers, administrators, counselors, paraprofessionals,
support staff, etc).
Rubric:
Acceptable
Not Acceptable
I. Professional Development identifies the purpose of the activities, how the activities will take place,
and who will be involved.
a. Purpose,
procedures, and
participants are
specified for all
activities.
Rationale/Comments:
b. Purpose,
procedures, and
participants are
specified for at least
75% of the activities.
c. Purpose,
procedures, and
participants are
specified for less than
75% of the activities.
d. Purpose,
procedures, and
participants are
specified for none of
the activities.
Guideline II. Job‐embedded Professional Development provides teachers time to consult together about
common instructional problems, engage in joint curriculum planning, share knowledge, observe
skills, conduct action research, coach one another, and obtain new ideas and approaches from
colleagues during the course of the work day.
Job‐embedded Professional Development has three major attributes:
Rubric:
Acceptable
• Relevance – Time is created for the PD to occur as a part of the normal work routine.
• Feedback – Sustained support and attention through mentoring, dialogue, and study groups.
• Transfer of Practice – Self – reflection, action research, peer coaching or observations, and group
problem solving.
Not Acceptable
II. Professional Development is job‐embedded and occurs at least monthly.
a. Weekly/Bi‐weekly
job‐embedded
professional
development activities
are presented.
b. Monthly jobembedded
professional
development activities
are scheduled.
c. Professional
development activities
are scheduled on a
quarterly basis.
d. Professional
development activities
are not frequent or jobembedded.
Rationale/Comments:
Guideline III. Follow‐up and support are scheduled activities.
• Look for follow‐up and support in the activities and formative evaluation columns with an adequate
description.
• Example of follow‐up/support: Trainers scheduled to return after initial training to provide additional
assistance in implementation; principal, instructional coaches, or Distinguished Educator modeling
lessons, practice with feedback, mentoring, videotape analysis, and study groups.
80

Rubric:
Acceptable
III. Follow‐up/support is an actual scheduled activity and is consistent.
Not Acceptable
a. All activities
include scheduled
follow‐up/support.
b. At least 75% of
the activities include
scheduled followup/support.
c. Less than 75% of
the activities include
scheduled followup/support.
d. Activities do not
include scheduled
follow‐up/support.
Rationale/Comments:
Guideline IV. Professional Development activities are aligned with the school improvement goals, objectives,
and strategies.
Rubric:
Acceptable
Not Acceptable
IV. Professional Development activities are potentially effective for improving student achievement when
aligned in the strategies listed in the action plan.
a. All activities are
potentially effective for
improving student
achievement and
achieving the
objectives.
b. At least 75% of
the activities are
potentially effective for
improving student
achievement and
achieving the objectives.
c. . Less than 75% of
the activities are
potentially effective for
improving student
achievement and
achieving the objectives.
d. Activities are not
potentially effective for
improving student
achievement and
achieving the objectives.
Rationale/Comments:
ACTION PLAN – FAMILY AND COMMUNITY INVOLVEMENT
Guideline I. Family and community involvement activities are clearly linked to the objectives through the
strategies.
Rubric:
Acceptable
IV. Family involvement activities are clearly linked to the identified objectives.
Not Acceptable
a. All activities are
clearly linked to the
identified objectives.
b. At least 75% of
activities are clearly
linked to the identified
objectives.
c. Less than 75% of
activities are clearly
linked to the identified
objectives.
d. Activities are not
clearly linked to the
identified objectives.
Rationale/Comments:
Guideline II. Activities pertaining to content/training involve family members.
• Are a sufficient number of content/training activities included to involve family members in
daily or weekly student learning, or only one time a semester?
81

Rubric:
Acceptable
Not Acceptable
II. Activities that encourage family members to participate in student learning are included.
a. Monthly activities
that encourage family
members to participate
in student learning are
included.
b. Quarterly
activities that
encourage family
members to participate
in student learning are
included.
c. Activities once a
semester that
encourage family
members to participate
in student learning are
included.
d. No activities
encourage family
members to participate
in student learning.
Rationale/Comments:
Guideline III. Family school communication activities are included regarding student learning.
Rubric:
Of the following 7 suggestions, at least 5 should be included in the plan and occur monthly:
• Are newsletters or other communications (email) about student learning being sent to
families? Are these communications in multiple languages to accommodate all families?
• Is there a website with current information available for families?
• Is there an automated calling feature used to get information to families?
• Are families being contacted by phone or home visits by teachers or counselors concerning
the child’s learning?
• Are activities held within the community?
• Are families surveyed to find out their needs, concerns, ways they can support the school?
• Are procedures planned to increase attendance of school functions?
Note: This is a list of possible activities to include in the plan. Other activities that support families may
also be included.
Acceptable
Not Acceptable
III. Family involvement activities are included for increasing family‐school communication in regards
to student learning.
a. Monthly activities
are provided for
increasing family‐school
communication about
student learning.
Rationale/Comments:
b. Quarterly
activities are provided
for increasing familyschool
communication
about student learning.
c. Activities once a
semester are provided
for increasing familyschool
communication
about student learning.
d. No activities are
provided for increasing
family‐school
communication about
student learning.
Guideline IV. Family involvement activities are designed to include all families.
• Are families who cannot attend school functions involved, or do all activities depend on families
coming to the school?
• Has diversity among families been accounted for?
• Are activities designed to reach out to all families?
• Have student subgroups been accounted for?
82

Rubric:
Acceptable
Not Acceptable
IV. Family involvement includes activities for incorporating family members of ALL students.
a. Monthly activities
are designed to reach all
family members.
b. Quarterly
activities are designed
to reach at least 75% of
family members.
c. Activities offered
once a semester are
designed to reach less
than 75% of family
members.
d. No activities are
designed to reach
family members.
Rationale/Comments:
ACTION PLAN – COORDINATION OF RESOURCES
Guideline I. Monetary resources are allocated and aligned to reach identified objectives.
• Is funding provided for all applicable activities? Details in the action plan should indicate how expenses
are to be utilized.
• Are the monies being allocated to school improvement?
• Are the monetary resources allocated to the strategies sufficient to make a difference?
Rubric:
Acceptable
Not Acceptable
I. Monetary resources are allocated in a manner that will facilitate achieving the identified objectives.
a. Monetary
resources are clearly
targeted to reach the
identified objectives.
Rationale/Comments:
b. At least 75% of
the monetary resources
are targeted to reach
the identified objectives.
c. Less than 75% of
resources are targeted
to reach the identified
objectives.
d. Monetary
resources are not
targeted to reach the
identified objectives.
Guideline II. Sufficient time is allocated to achieve the objectives.
Rubric:
• Determine if time is allocated for professional development (i.e., common planning periods,
extended school day for professional development, etc.)
• Identify any changes made to improve time on task (i.e., change of school day schedule,
classroom management issues, etc.)
Acceptable
II. Time is allocated in a manner that will facilitate achieving the objectives.
a. Time allocations
are clearly targeted to
reach the identified
objectives.
Rationale/Comments:
b. At least 75% of
time allocations are
targeted to reach the
identified objectives.
c. Less than 75% of
time allocations are
targeted to reach the
identified objectives.
Not Acceptable
d. Time allocations
are not targeted to
reach the identified
objectives.
Guideline III. Human resources are allocated to include a variety of people responsible for the activities.
• Share responsibility among teachers, principals, counselors, and parents.
• Utilize internal and external human resources.
• Use teaching staff for coaching and mentoring.
• Ensure that the Distinguished Educator (if one is assigned) is used effectively in the school.
83

Rubric:
• Collaborate with the District Assistance Team, Regional Education Service Center and
community personnel.
Acceptable
III. Human resources are allocated in a manner that will facilitate the objectives.
Not Acceptable
a. Human resources
are clearly targeted to
reach the identified
objectives.
b. At least 75% of
human resources are
allocated to include a
variety of people
responsible for the
activities.
c. Less than 75% of
human resources are
allocated to include a
variety of people
responsible for the
activities.
d. There is no
shared responsibility,
use of external human
resources, coaching
and mentoring by
teaching staff or
collaboration with
external teams.
Rationale/Comments:
PROCEDURES FOR EVALUATINING INDICATORS OF IMPLEMENTATION
Guideline I. The formative (short‐term) evaluation procedures to monitor and assess the indicators of
implementation for all strategies include at least three of four of the following criteria:
• What data instrument will be used to collect information and what kind of feedback will be
given?
• What will be measured or assessed, and how will this information be used?
• Who will conduct the evaluation?
• How often (frequency)?
• In order for sign‐in sheets and workshop evaluations to be acceptable, a description of how
they will be used to access the effectiveness and implementation of the activity must be
presented.
• These evaluation procedures provide documentation of degree of implementation.
• These evaluation procedures will provide information to determine if the activities are
actually implemented in the classroom.
Example:
Classroom observations conducted by the principal and the staff developer will assess the degree
of implementation of Higher Order Thinking Skills each quarter and will include feedback, followup
and support.
Rubric:
Acceptable
Not Acceptable
I. Procedures are provided to monitor and assess the indicators of implementation for all strategies
set forth in the action plan
a. Clear procedures
are provided and assess
the level of
implementation of
indicators for all
strategies.
Rationale/Comments:
b. Procedures are
provided to assess the
indicator of
implementation for at
least 75% of the
strategies.
c. Procedures are
provided to assess the
indicator of
implementation for
less than 75% of the
activities.
d. Procedures are
not provided to assess
the indicator of
implementation for the
activities.
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Guideline II. The summative (long‐term) evaluation procedures seek to determine if the goals and objectives
have been attained. (This is located at the bottom of the Action Plan page).
Rubric:
• Will the summative evaluation adequately convey if the school is improving?
• The summative evaluation should include the applicable testing instruments with descriptions of
how they will be used to determine if the goals and objectives are attained.
• This evaluation should include comparison and/or analysis test data but may also include other
types of assessment and/or qualitative data.
Acceptable
Not Acceptable
II. Valid procedures are provided to examine the degree to which the identified goals and objectives
have been attained.
a. All of the
following must be
evident:
‐ the summative
evaluation conveys if
the school is improving
‐ A description of
testing instruments and
how they will be used
‐ a comparison and
analysis of test data to
examine the degree to
which goals and
objectives have been
attained.
Rationale/Comments:
b. Two of three of
the following must be
evident:
‐ the summative
evaluation conveys if
the school is improving
‐ A description of
testing instruments
and how they will be
used
‐ a comparison and
analysis of test data to
examine the degree to
which goals and
objectives have been
attained.
c. One of three of
the following must be
evident:
‐ the summative
evaluation conveys if
the school is improving
‐ A description of
testing instruments
and how they will be
used
‐ a comparison and
analysis of test data to
examine the degree to
which goals and
objectives have been
attained.
d. Valid procedures
are not presented to
determine whether the
goals and objectives
have been attained.
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OVERVIEW
The Degree of Implementation Guide (DIG) has been designed to guide the school and District Assistance Teams
(DATs) in conducting an evaluation of a school’s implementation of Scientifically Based Research Strategies within
the School Improvement Plan (SIP) or School Progress Plan (SPP). The forms provided in this document provide a
comprehensive view of the many different types and sources of information available to evaluate implementation.
When combined, the data provide a reliable source of information to assess the degree of SIP implementation.
This on‐going process begins with an initial report and continues quarterly throughout the school year. Feedback
from these reports should be shared with the school leadership as a means of supporting implementation of SIP
strategies.
Data collected quarterly will be reported on a web‐based site provided by the Louisiana Department of Education.
The web‐based system will require the DAT leader to input the following information for each school in need of
improvement, corrective action, and restructuring status during the quarterly reporting period:
• Amount of Title 1 School Improvement funds allocated and expended
• Number of jobs saved
• Number of jobs created
• How are you measuring teacher effectiveness?
• How are you ensuring equitable distribution of effective teachers?
Based on the Degree of Implementation Guide (DIG) process findings, rate the degree of implementation for each
strategy. Rating will include the following drop down selection:
• Less than 25%,
• 25%‐49%,
• 50%‐74%,
Rate the professional development/technical assistance
received for the strategy
Rate the integration of this strategy data/results into daily
instruction
• 75% or greater Rate the overall strategy implementation on campus
(administrators, teachers, students)
What percentage of teachers are implementing this strategy?
Interpreting percentages:
Less than 25%
No/Insufficient evidence of activity planning/implementation
No/Insufficient
25% ‐ 49% Planning Planning or preparing to implement this activity
50% ‐ 74% Piloted Partially implemented this activity with a small group of staff
or students
75% or greater Staff is currently implementing or has fully implemented this
Implementing
activity.
• Provide the total amount of Vendor payments that are less than $25,000 each.
• Give the number of Vendors who were paid less than $25,000.
• Provide the total of Vendor payments of $25,000 or more each.
87

• Provide the DUNS number for each Vendor receiving a payment of $25,000 or more each.
• Provide the Zip code+4 digits of each Vendor receiving a payment of $25,000 or more each.
• Provide the Name of the Vendor receiving a payment of $25,000 or more each.
• List the contracted services from the Vendor.
The following data sources are to be used for the evaluation:
• School Administrator(s) Interview
• PEP Report (Years of Teaching Experience for Faculty)
• Observation Scripting Form
• DIG Classroom Observation Form
• DIG Classroom Observation Evidence Tally Sheet
• School and/or district walk through
• Summary of Documentation
• Site Visit Overall School Observation
• Teacher Questionnaire(s)
• Exit Summary form
• Master Discipline Plan
• Louisiana Measure of Progress (LAMP)
• Implementation Status Report (web‐based)
The DIG Team is comprised of three to five members that must include:
• the principal
• an external educator
• a representative from District Office
Additional team members may include:
• the School Improvement Team (SIT) leader
• an instructional specialist
• a representative from Special Populations
• a Regional Service Center Representative
• a Distinguished Educator
If the school does not qualify for a District Assistance Team, the School Leadership Team will coordinate and
conduct quarterly evaluations for the school. The DIG team will evaluate the degree of implementation of the SIP
strategies. All DIG team members must commit to being at the school for the entire day of each visit.
Because of the unique nature of each SIP, the forms must be tailored to the school. The school’s current SIP will
need to be reviewed thoroughly and the Scientifically Based Research Strategies, as well as its indicators of
implementation, identified and listed on the various forms. The DIG team leader will be responsible for ensuring
that this process is completed and information necessary to complete the web‐based Quarterly Implementation
Report is provided to the District Assistance Team (DAT) Leader.
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DIG TEAM LEADER INSTRUCTIONS
Coordinating and Conducting the Quarterly Evaluation
Before Site Visit:
1. Contact school to arrange site visit date at a time when there are no scheduled field trips,
convocations, school‐wide tests, or other special events.
Obtain a faculty roster with room numbers.
Obtain a schedule of classes.
Obtain a school map.
Obtain a copy of the SIP that was written the previous year (for implementation in the current
year), and distribute copies to other team members, with instructions that each member must
thoroughly review the SIP prior to the visit.
Inform the principal that the following documentation should be available on the day of the site
visit.
a. From the school leader:
- School Improvement Plan with Data Notebook
- Evidence of all professional development activities and School Improvement
Team meetings that have been conducted as indicated in the SIP (agendas,
rosters, meeting minutes, logs, sign in sheets, enrollment in programs)
- Evidence of Family and Community Involvement activities
b. From the teachers:
- Each teacher in the school is required to have the current day’s lesson plan,
plus previous additional 3‐5 previous lesson plans available for review. The
classroom observer(s) will be looking for evidence of how the scientifically
based research strategy identified in the SIP has been implemented in their
classroom.
- Copies of teacher‐made assessments that provide evidence that the planned
scientifically based research strategy are being implemented
- Samples of student work related to instructional strategies
Inform the principal that you will be sending teacher questionnaires for the principal to distribute
state very clearly that a member will personally pick up the questionnaires from the teachers the
day of the fourth‐quarter site visit.
2. Send, as follow‐up, the list of required documentation for the site visit.
3. Send teacher questionnaires to the school at least one week prior to the fourth‐quarter site visit.
4. Develop schedule for site visit. (The following page provides a sample schedule.)
5. Team leader should fill in the scientifically based research strategies and indicators on all forms requiring
such information, prior to visit.
During Site Visit:
1. Based on the team leader’s designed schedule, team members will conduct:
Teacher observations
Site visit school climate observations
Review the summary of documentation
2. Fourth‐quarter visits will also include:
Teacher Questionnaire
School Administrator Interview
88

After Site Visit:
1. The team members will complete the Exit Summary Sheet based on a debriefing with the team and
information provided through all observations, interviews, and documentation summary.
Make sure that observers understand that “Overall evidence” asked for at the top of each strategy
implementation page should be an average of the evidence seen of all indicators on that particular
strategy observation page.
Have each team member count up the amount of overall evidence they saw of each strategy and
place the appropriate number after the “degree of evidence” on the Exit Summary Sheet.
2. The team leader will provide a quarterly report to the school.
3. The district completes the web‐based implementation status report.
89

Louisiana Department of Education Initiatives
Best Practices included in School Improvement Plan
1. Response to Intervention (RtI)
2. Data‐Driven, Decision‐Making
3. Job‐Embedded Professional Development
4. Curriculum Alignment
5. Meaningful, Engaged Learning
A brief description of each of the best practices is listed below.
1. Response to Intervention (RtI)
Response to Intervention (RtI) is a general education process that provides students with high‐quality research
based instruction and interventions that are matched to the student’s specific needs. Data is used to drive
decisions about student progress and to determine the appropriate instructional plan necessary for a student to
achieve grade‐level success. Daily instruction is delivered to maximize instruction and intervention benefits.
RtI in Louisiana follows a three‐tiered process – Tier I provides high‐quality instruction that is differentiated to
meet each student’s needs in the general education setting. Tier II provides targeted interventions for students
who need additional support in addition to Tier I instruction. Tier III, also in addition to Tier I instruction, provides
intensive interventions for students significantly below grade level, and/or students who do not respond to Tier II
instruction. RtI is a dynamic process that has dramatically improved the skill level of students in Louisiana and
across the country as measured by state assessments.
2. Data‐Driven Decision Making
Data‐driven decision making is the ongoing process of collecting, analyzing, and using numerous types of data
effectively. Changes driven by data have a better chance of assisting school leaders in meeting school
improvement goals. For districts and schools to identify and meet the specific needs of students detailed data
must be collected and disaggregated (Boudett, City, & Murnane, 2004).
3. Job‐Embedded Professional Development
Job‐embedded professional development (e.g., study groups, coaching, job shadowing) is also known as on‐the‐job
learning. It occurs while school leaders and staff engage in their daily work. Research shows traditional methods of
professional development, such as attending inservices and conferences, are not always effective. Job‐embedded
learning maximizes time efficiency, promotes immediate application of what is learned, and is more sustainable
and cost‐effective than “one‐shot” workshops (e‐Lead: Leadership for Student Success, 2005; Galloway, 1995).
4. Curriculum Alignment
Curriculum alignment has been defined as the “congruence of the content, context, and cognitive demands
present in the written, taught, and tested curriculum” (English & Steffy, 2001). Addressing curriculum alignment
includes: 1) the scope of the content covered, 2) the level of sophistication and complexity of the content, 3) the
sequence of the content to be presented, and 4) the richness of the content (Reeves, 2003; English & Steffy, 2001).
Research indicates an aligned curriculum increases student achievement, engagement, attendance, and graduation
rates. In addition, curriculum alignment allows teachers to focus on lessons and meaningful content (Allen, 2002;
Reeves, 2003).
91

5. Meaningful, Engaged Learning (MEL)
Current research indicates that students learn when they are highly involved in meaningful tasks. Student
motivation is one aspect of MEL; however, motivation is more than a quality within students. In fact, motivation is
greatly affected by the attitudes and actions of the educators themselves. Recognizing this and the changing needs
of the 21 st century, researchers have determined that reform of instruction and strategies are necessary. Three
models that have been recognized as leaders in MEL are:
1. North Central Educational Laboratory (NCREL) which includes eight specific indicators of engaged
learning: 1) Vision of Engaged Learning, 2) Tasks for Engaged Learning, 3) Assessment of Engaged
Learning, 4) Instructional Models and Strategies for Engaged Learning, 5) Learning Context for Engaged
Learning, 6) Grouping for Engaged Learning, 7) Teacher Roles for Engaged Learning, and 8) Student Roles
for Engaged Learning (http://www.ncrel.org) ;
2. Schlechty Center for Leadership in School Reform, which is based on theories of change and of
engagement; and
Mike Muir of the Maine Center for Meaningful Engaged Learning (McMEL), which has identified four key
components of MEL – Relationship and Rapport, Experience, Motivation, and Meaning.
91

APPENDIX
Strategic Instruction Model (SIM)
The Strategic Instruction Model (SIM), developed by the University of Kansas Center for Research on Learning, is a
comprehensive approach to teaching adolescents who struggle with becoming good readers, writers, and learners.
It is based on the reality that to meet high standards, adolescents must be able to read and understand large
volumes of complex, difficult reading materials. In addition, students must acquire the skills necessary to express
themselves effectively in writing. The Strategic Instruction Model's approach to instruction involves intensive,
individualized work with students and high quality professional development and supporting materials for
teachers. SIM integrates two kinds of interventions designed to address the gap between what students are
expected to do and what students are able to do: student‐focused interventions (Learning Strategies) and teacherfocused
interventions (Content Enhancement Routines).
Universal Design for Learning (UDL)
The goal of education is not simply the mastery of knowledge; it is the mastery of learning. Education should help
turn novice learners into expert learners – individuals who know how to learn, who want to learn, and who, in
their own highly individual ways, are well prepared for a lifetime of learning (CAST, 2009). Universal Design for
Learning is not a “retrofit” when students fail to succeed. It is a process that should be present in all stages of
teaching and learning – from the development of curriculum goals to lesson planning to assessment of student
work. Technology plays an important role in creating accessible environments where all students can fully
participate in the learning process, but is not the only means for creating flexibility. The “universal” in Universal
Design does not limit itself to one optimal solution for all. Instead, it focuses on and brings an awareness of the
distinctive nature of each learner and the need to account for natural differences by creating learning experiences
that will suit the learner and maximize his ability to progress. Universal Design for Learning calls for: 1) Multiple
means of representation, to give learners various ways of acquiring information and knowledge, 2) Multiple means
of action and expression, to provide learners alternatives for demonstrating what they know, and
3) Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase
motivation.

SAMPLE PARISH SCHOOL SYSTEM DIG PROCESS
TEAM MEMBERS
Elementary
• Distinguished
Educator
• Curriculum
Supervison
•Special Education
Supervisor
•Principal
Middle
• Distinguished
Educator
• Curriculum
Supervisor
•Special Education
Supervisor
•Principal
High
• Distinguished
Educator
• Curriculum
Supervison
•Special Education
Supervisor
•Principal
92

PLANNING MEETING
LEADER
PREPARATION
•Copy of School
Improvement Plan
• BellSchedule
• SchoolMap
•Inform Faculty of
Expectations
• Classroom
Observation Schedule
•Complete Team
Member Packets
• Ensure
Documentation is
available for review
FORMS
• Site Visit Observation
Schedule
• Classroom Strategy
Observation
•Scripting Form
• Site Visit School
Climate Observations
MEMBER PACKETS
•Copy School
Improvement Plan
• SchoolMap
• Classroom
Observation Schedule
•ScriptingForm
• Site Visit School
Climate Observations
93

SAMPLE PARISH SCHOOL SYSTEM DIG PROCESS
1) Identification of
Team Members and
Team Leader
2) Set DIG Date
(3days)
3) Planning Meeting
6) Write Report
5) Individual Scoring
4) School Visit
7) Present Report to
School Improvment
Team
8) Action Plan for
Implemenation of
Recommendations
9) Go back to Step 2
and repeat process
for each quarter
94

SAMPLE PARISH SCHOOL SYSTEM DIG PROCESS
Implementation
check for
School
Improvement
Plan
Feedback to
school
Four times
per year
Consensus
implementation
ratings
DIG
PROCESS
Team of three
to five
Observations
Planning
meetings
94

Sample Site Visit Schedule: Apple Hill Middle School**
Bell Schedule
Team Member 1
Team Member 2 Team Member 3 Team Member 4
(Team Leader)
7:00‐7:45
7:45‐8:10 Orientation
8:18‐9:14 Gather teacher questionnaires Math 6 th , Smith, Rm 318 Math 7 th , S. Perkes, Rm 304 English 8 th , Weeks, Rm 208
9:17‐10:12 Interview principal Science 6, Jones, Rm 311 English 7, Carson, Rm 205 Science 8, Little, Rm 210
10:15‐11:10 Review documentation English 6 th , Paine, Rm 315 S. St 7, Pender, Rm 214 SE Reading, Sparks, Rm 211
11:10‐12:37* Overall school observation Reading 6, Johnson, Rm 305 Science GT7, Hill, Rm 600 Reading 8, Graves, Rm 118
12:40‐1:37 Review documentation Math 8,Nevle,Rm 302 Math 7, Alexander, Rm 207 Int Alg 8, Keller, Rm 204
1:45‐2:30 Complete forms
2:30‐3:00 Debriefing
* During this time period, classes go to lunch. Please eat lunch with your class and see how the time is utilized before and after
lunch.
**Examples provide framework for assisting the DIG team (school or DAT) with planning and implementing its activities.
95

TEAM LEADER INSTRUCTIONS
DIG CLASSROOM OBSERVATIONS
DIG Classroom Observations are designed to determine the degree of implementation of the scientifically based
research strategy indicators as outlined in the School Improvement Plan. Observers should remain in the class for
the entire class period or a minimum of 45 minutes. A minimum of 15 classes should be observed for each school:
with five observations in, Reading, English Language Arts (ELA), and Mathematics. The remaining five classes
should be in science, social studies, and at least one special education class. If the school has a pull‐out program
[such as English Language Learners (ELL) and Gifted], this should also be observed, preferably by the team leader.
The team may elect to use a state, district, or school developed classroom walk‐through form to observe all the
classes for, at least, five minutes. If the team elects to use the five minute walk‐through method, the team should
observe teachers at least twice during the site visit.
There are two forms that could be used for classroom observations:
1. The DIG CLASSROOM OBSERVATION FORM (blank form in Appendix, pages 12‐13) provides a
combination of qualitative and quantitative information, with a focus on the scientifically based research
strategy indicators as identified in the SIP.
2. The Louisiana Needs Analysis (LANA) Classroom Observation Form provides a quantitative measure of
classroom performance, and can be used to make comparisons with the original needs assessment data
to see if improvement has occurred and in what areas. This form may assist the team in defining the
factors contributing to the success or lack of implementation of the professional learning as identified in
the SIP.
If one of these two forms is used, the team leader will:
1) Prepare observation forms by filling in the scientifically research‐based strategy, classes in which the
activities should be seen, and the Indicators of Implementation that observers should look for during
classroom observations.
2) Communicate the following information to team members:
i. Part A of the form is for scripting and providing pertinent information about the classroom
activities.
ii. Part B of the form provides an individualized page for observation of the classroom. Where
applicable, you should look for evidence of the implementation of the professional learning in five
different places:
o documentation – lesson plans,
o teacher’s use (includes hearing and seeing the teacher’s use) of strategy,
o student’s use and familiarity (includes hearing and seeing) with the strategy,
o assessments (teacher‐made, etc.), and
o student work (writing samples, portfolios, etc.).
3) Provide each DIG DAT team member with a copy of faculty roster including room numbers, a teacher’s
class schedule and school map. Tell them the purpose of the visit and walk the team through the
observation forms to ensure understanding. Remind them to remain for entire class period or forty‐five
minutes. Make sure definitions of strategies are clear. (Instruct team to go to another class if there is a
substitute.) If using the alternative method, classroom walk‐ through, be sure every teacher is observed
twice.
96

DIG CLASSROOM OBSERVATION FORM‐PART A
School Name:________________________________ District: _______________________
Teacher: _______________ Yrs Exp: _____________ Observer:_____________________
Scientifically Based Research Strategy: _________________________________________
Indicators # ____ : ___________________________________________________________
Grade: ______
Provide a narrative description (or script) of what was observed.
Note: Be sure to include room arrangement, student engagement, etc.
Number of interruptions (PA, visitor, tardy student, etc.) _____
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DIG CLASSROOM OBSERVATION FORM‐PART B
B. Rate the degree of implementation for each indicator.
Instructions: This section contains columns to indicate responses that range from Low Fidelity (lowest), followed by
Needs Improvement, Satisfactory, and High Fidelity (highest). For each indicator of implementation write the
response that best fits the amount of evidence seen that supports the scientifically based research strategy. The
five areas to be considered during the evaluation are teacher use, student use, documentation, assessment, and
student work. Provide an overall rating and discuss the degree of implementation that best fits the amount of
evidence observed.
Ratings Description:
Low Fidelity (LF) – indicator of the scientifically research‐based strategy is not observed during classroom visit. No
evidence of the indicator of implementation is observed.
Needs Improvement (NI) – teacher has acquired information about the indicator of the scientifically researchbased
strategy and is introducing the indicator into instruction. Limited evidence of the indicator of
implementation is observed. The indicator is observed in teacher practice but not in student behaviors.
Satisfactory (S) – partial evidence of the indicator of the scientifically research‐based strategy is observed. The
indicator is observed in teacher practice but not routinely in student behaviors.
High Fidelity (HF) – extensive evidence of the indicator of the scientifically research‐based strategy is observed.
Teacher modifies the indicator to ensure maximum benefits for students. The teacher integrates the scientifically
research‐based indicator into instruction seamlessly and routine use by the students is observed.
Scientifically Research‐based Strategy: _________________________________________________
Overall Rating of Degree of Implementation: ____________________________________________
1.
Indicators Documentation Teacher Use Student Use Assessment Student Work
2.
3.
4.
98

LOUISIANA NEEDS ANALYSIS
(LANA)
Classroom Observation Summary
Observer Code:
Site code:
Observer Name: _____________________________________________
Legend: 1=Unsatisfactory
2=Needs Improvement
3= Area of Strength 4=Demonstrated Excellence
II. DOMAIN: MANAGEMENT
Attributes 1 2 3 4 Comments
II A1. Organizes available space, materials
and/or equipment to facilitate learning.
II A2. Promotes a positive learning climate.
II B1. Manages routines and transitions in a
timely manner.
II B2. Manages / adjusts allocated time for
planned activities.
II C1. Establishes expectations for learner
behaviors.
II C2. Uses monitoring techniques to facilitate
learning.
III. DOMAIN: INSTRUCTION
Attributes 1 2 3 4 Comments
III A1. Uses technique(s) which develop(s)
lesson objective(s).
III A2. Sequences lessons to promote learning.
III A3. Uses available teaching materials to
achieve lesson objective(s).
III A4. Adjusts lesson when appropriate.
III A5. Integrates technology into instruction.
III B2. Presents accurate subject matter.
III B3. Relates relevant examples, unique
situations, or current events to the content.
III C1. Accommodates individual differences.
III C2. Demonstrates ability to communicate
effectively with students.
III C3. Stimulates and encourages higher‐order
thinking at appropriate developmental levels.
III C4. Encourages student participation.
III D1. Consistently monitors ongoing
performance of students.
99

IV. DOMAIN: INSTRUCTIONAL STRATEGIES
Attributes
IV A1. Cooperative / collaborative
learning activity.
IV A2. Direct instruction with the entire
class.
IV A3. Independent or group centers.
IV A4. Independent work (self‐paced,
individual assignments).
IV A5. Systematic individual instruction
(differentiated assignments geared to
individual needs).
IV A6. Individual tutoring (teacher, peer,
or aide).
IV A7. Sustained writing / composition
(self‐selected or teacher‐assigned topics).
IV A8. Use of the computer as a tool or
resource.
IV A9. Use of technology (other than
computers) used as a tool or resource.
IV A10. Integration of subject areas.
IV A11. Experiential “hands‐on” learning.
IV A12. Alternative assessment
strategies.
IV A13. Student self‐assessment
(portfolios, record books, etc.).
IV A14. Student discussion.
IV A15. Use of questioning strategies.
None/
Not
Appl.
Rarely Some Extensive Comments
LEGEND:
None: The instructional strategy is not used at this time in the classroom.
Some: The instructional strategy is used at times in the classroom.
Extensive: The instructional strategy is used a majority of times in the classroom.
N/A: The instructional strategy is not applicable in the classroom.
100

DIG TEAM LEADER INSTRUCTIONS
SITE VISIT SCHOOL CLIMATE OBSERVATION
The purpose of this form is to provide an overall picture of the school climate and to provide evidence of strategy
(both instructional and non‐instructional) implementation that should be apparent outside the classroom. This is
to be used only where strategies should be evident throughout the school, and may include observations related
to discipline, leadership, and family and community involvement. It may also include student work displayed in the
hallways. The DIG team may use an observation tool developed by the school or district. A copy of the tool and
documentation of its use should be included with the onsite DIG documentation materials (electronic as well as
hard copy). All team members are should complete the Site Visit School Climate Observation form.
Take as many opportunities as possible to observe the students passing through hallways, eating lunch, etc.
“Look Fors”:
‣ Principal interacting with staff and students
‣ Staff interacting with students (outside classroom)
‣ Students interacting with staff
‣ Students interacting with students
‣ Adults interacting with adults
‣ Faculty and staff interactions with family and community members
‣ Evidence of a school‐wide behavior plan
‣ Disruptions
‣ Evidence of student work
‣ Promptness of staff and students (arrival, transitions, departure, etc.)
‣ Overall appearance of school (building and grounds, cleanliness, bulletin boards, current displays, smell,
safety, etc.)
101

SITE VISIT SCHOOL CLIMATE OBSERVATION
School Name: ________________________________
District: ______________________
Observer: ___________________________________
1. Overall cleanliness of school (building and
grounds)
2. Building and grounds provide a secure and safe
environment
Rarely
Observed
Sometimes
Observed
Frequently
Observed
Extensively
Observed
3. Student movement during transitions is orderly
4. Students move throughout the cafeteria in an
orderly manner
5. Principal interacts with students
6. Principal interacts with staff
7. Staff members interacts with students
8. Staff members interact with other staff members
9. Students interact with other students
10. Evidence of family/community involvement
Check all that apply:
11. Evidence of student work displayed
Check all that apply:
12. Evidence of Master Discipline Plan (includes
positive behavioral approach or PBS)
Evidence of expectations/rules/procedures
displayed
Check all that apply:
Parent centers
Parent volunteers
Other ______________________________
(e.g., newsletters, flyers, agendas, sign‐in sheets, etc.)
None
Hallway
Classroom
Cafeteria Library
Office Area
Other ___________________
None
Hallways
Classrooms Library
Cafeteria
Other ___________________________
None
102

DIG TEAM LEADER INSTRUCTIONS
SUMMARY OF DOCUMENTATION
This assists the team with summarizing results of documentation and evaluation procedures provided by the
school and district, as well as to record evidence of implementation of the scientifically based research strategy
indicators as found in the documentation.
Summary of documentation:
‣ The team leader should insert the scientifically based research strategy indicators (professional
development) into the form prior to the site visit.
‣ Set aside time during the day of the site visit to review the documentation and fill out the summary.
‣ Take a quick overview of all documentation provided:
School Administrator(s) Interview (Fourth Quarter Only)
PEP Report (Years of Teaching Experience for Faculty)
Observation Scripting Form
DIG Classroom Observation Form
DIG Classroom Observation Evidence Tally Sheet
School and/or district walk through
Summary of Documentation
Site Visit Overall School Observation
Teacher Questionnaire(s) (Fourth Quarter Only)
Exit Summary form
Implementation Status Report (web‐based)
Master Discipline Plan
Louisiana Measure of Progress (LAMP)
‣ Ask for any missing information.
‣ Carefully review documentation and answer question on Summary of Documentation.
103

School Name:_____________________________
District: _____________________________
Team Leader: ____________________________
SUMMARY OF DOCUMENTATION
A. School Improvement
Instructions: For each strategy listed in the School Improvement Plan where indicators may be seen in the
documentation (e.g., meeting agendas, logs, sign‐in sheets), rate and discuss (verify your rating based on the
indicators of implementation seen/or not seen) the degree of implementation observed in the documentation This
section contains questions with responses that range from No Evidence (lowest) to Extensive Evidence (highest).
Please select ONLY ONE most appropriate answer to each statement.
Research‐Based Strategy: ____________________
Indicator 1a: _______________________________
1. Evidence seen in meeting agendas, sign‐in
sheets, and enrollment documents
No
Evidence
Little
Evidence
Some
Evidence
Extensive
Evidence
2. Evidence seen in minutes/meeting logs No
Evidence
3. Evidence seen in newsletter or other
No
correspondence to parents.
Evidence
4. Other evidence. No
Evidence
Notes:
Little
Evidence
Little
Evidence
Little
Evidence
Some
Evidence
Some
Evidence
Some
Evidence
Extensive
Evidence
Extensive
Evidence
Extensive
Evidence
Indicator 1b: _______________________________
1. Evidence seen in meeting agendas, sign‐in sheets,
and enrollment documents
No
Evidence
Little
Evidence
Some
Evidence
Extensive
Evidence
2. Evidence seen in minutes/meeting logs No
Evidence
3. Evidence seen in newsletter or other
No
correspondence to parents.
Evidence
4. Other evidence.
No
Evidence
Little
Evidence
Little
Evidence
Little
Evidence
Some
Evidence
Some
Evidence
Some
Evidence
Extensive
Evidence
Extensive
Evidence
Extensive
Evidence
Notes:
104

Indicator 1c: _________________________________________
1. Evidence seen in meeting agendas, sign‐in
sheets, and enrollment documents
No Evidence
Little
Evidence
Some
Evidence
Extensive
Evidence
2. Evidence seen in minutes/meeting logs No Evidence Little
Evidence
3. Evidence seen in newsletter or other
No Evidence Little
correspondence to parents.
Evidence
4. Other evidence.
Little
No Evidence
Evidence
Notes:
Some
Evidence
Some
Evidence
Some
Evidence
Extensive
Evidence
Extensive
Evidence
Extensive
Evidence
Indicator 1d: ______________________________________________________________
1. Evidence seen in meeting agendas, sign‐in
sheets, and enrollment documents
No
Evidence
Little Evidence
Some
Evidence
Extensive
Evidence
2. Evidence seen in minutes/meeting logs No
Evidence
3. Evidence seen in newsletter or other
No
correspondence to parents.
Evidence
4. Other evidence.
No
Evidence
Little Evidence
Little Evidence
Little Evidence
Some
Evidence
Some
Evidence
Some
Evidence
Extensive
Evidence
Extensive
Evidence
Extensive
Evidence
Notes:
B. Evaluation Summary:
Summarize the evaluation procedures of the school improvement process as outlined in the Action Plan by
answering the following:
B1. Is timeline for plan evaluation being
followed?
______No documentation available to
determine if timeline is being met
______Some documentation available to determine
if timeline is being met
______ Little documentation available to
determine if timeline is being met
Notes:
______ Extensive documentation available to
determine if timeline is being met
105

B2. Documentation of Activities
I. Is there documentation to show that activities did take place? Yes No
If so, please check the most appropriate response concerning the activities:
All activities took place as planned.
Most activities took place as planned.
Few activities took place as planned.
None of the activities took place as planned.
II. Is there documentation to determine the quality of activities Yes No
(Evaluations of workshops, etc.)?
If so, please check the most appropriate response concerning the activities:
All activities were of high quality.
Most activities were of high quality.
Few activities were of high quality.
None of the activities were of high quality.
III. Is there documentation to assess the impact of activities? Yes No
B3. Notes:
If so, please check the most appropriate response concerning the activities:
All activities have achieved the indicator of implementation.
Most activities have achieved the indicator of implementation.
Few activities have achieved the indicator of implementation.
None of the activities have achieved the indicator of implementation.
106

DIG TEAM LEADER INSTRUCTIONS
EXIT SUMMARY
The team leader will complete the Exit Summary sheet based on a debriefing with the team and
information provided through all observations, interviews, and documentation summary.
‣ Team leader should fill in the scientifically based research strategies and indicators prior to visit.
‣ Make sure that observers understand that “Overall evidence” asked for at the top of each
strategy implementation page should be an average of the evidence seen of all indicators on
that particular strategy observation page.
‣ Have each team member count up the amount of overall evidence they saw of each strategy
and place the appropriate number after the “degree of evidence” on the Exit Summary Sheet.
‣ Page 2 of the Exit Summary is a supplemental page for additional strategies (presented in
Appendix).
‣ Although items B and C on the form should be supported by the data, they provide more of a
“subjective” opinion of implementation and impressions of the school.
‣ Please provide some recommendations for areas of improvement.
107

EXIT SUMMARY SHEET
School Name:
Team Leader:
Instructions:
A. Using all information gathered by the team and the end‐of‐day team debriefing, the team leader will complete
the Exit Summary Sheet. List each scientifically based research strategy and its indicators in the SIP. Summarize
the degree of evidence of implementation: For each team member who conducted classroom observations put
the number of classes in which they saw no evidence, little evidence, some evidence, and extensive evidence of
the different strategies and include notes as needed to clarify rating.
Scientifically based research strategy: ___________________
Indicator 1a: ___________________________
Observer 1
No Evidence
________
Little Evidence
_______
Some Evidence
_______
Extensive Evidence
_______
Notes:
Observer 2
No Evidence
________
Little Evidence
_______
Some Evidence
_______
Extensive Evidence
_______
Notes:
Observer 3
No Evidence
________
Little Evidence
_______
Some Evidence
_______
Extensive Evidence
_______
Notes:
Observer 4
No Evidence
________
Little Evidence
_______
Some Evidence
_______
Extensive Evidence
_______
Notes:
108

B. Discuss the DIG Team’s overall impressions of the degree of implementation of the plan:
C. Discuss DIG Team’s overall impressions of the school:
Success:
Barriers:
D. Please provide any recommendations that the team may have for this school’s improvement plan and/or
implementation.
109

EXIT SUMMARY SHEET (SAMPLE)
School Name:
Team Leader:
Instructions:
A. Using all information gathered by the team and the end‐of‐day team debriefing, the team leader will complete
the Exit Summary Sheet. List each scientifically based research strategy and its indicators in the SIP. Summarize
the degree of evidence of implementation: For each team member who conducted classroom observations put
the number of classes in which they saw no evidence, little evidence, some evidence, and extensive evidence of
the different strategies and include notes as needed to clarify rating.
Scientifically based research strategy: __ Response to Intervention (RTI)_______________________
Indicator : 4.2 Tier 2 – Targeted Group Instruction: Target groups of students are provided with intensive
instruction matched to their needs on the basis of levels of performance and rates of progress
Observer 1
No Evidence
________
Little Evidence
_______
Some Evidence
_______
Extensive Evidence
_______
Notes:
Lesson plans: Some evidence
Teacher use: Some attempting, but very little proficiency seen. Students were instructed whole
group.
Student use: All students were required to complete the same task with no obvious
differentiation.
Teacher‐made tests: All multiple choice.
Student work: Portfolios mostly worksheets
Observer 2
No Evidence
________
Little Evidence
_______
Some Evidence
_______
Extensive Evidence
_______
Notes:
Observer 3
No Evidence
________
Little Evidence
_______
Some Evidence
_______
Extensive Evidence
_______
Notes:
Observer 4
No Evidence
________
Little Evidence
_______
Some Evidence
_______
Extensive Evidence
_______
Notes:
110

B. Discuss the DIG Team’s overall impressions of the degree of implementation of the plan:
C. Discuss DIG Team’s overall impressions of the school:
Success:
Barrier
D. Please provide any recommendations that the team may have for this school’s improvement plan
and/or implementation.
111

TEAM LEADER INSTRUCTIONS
SCHOOL ADMINISTRATOR(S) INTERVIEW
(FOURTH QUARTER ONLY)
A School Administrator’s Interview will be conducted to determine his/her perceptions of the school’s degree of
implementation of the scientifically based research strategies. If the school has a principal and an assistant
principal of instruction, both should be interviewed, separately. Some of the questions on the principal interview
may have been addressed in a telephone interview prior to the site visit. If so, please record the responses at that
time and omit those questions during the site visit interview. If the school is conducting its own DIG, the nonadministrative
member of the team should conduct this interview.
‣ Prepare questionnaire by listing the scientifically based research strategies and indicators in question
#12, etc. and repeating the question for each strategy (copy page 2 as needed to address additional
strategies).
‣ Make copies of question #12 for scientifically based research strategy(s), as needed, for scribe.
‣ Assure administrators that no names will be identified in state reports.
‣ Make sure that all questions are asked and answered.
‣ Do not interject personal feelings.
‣ Feel free to add additional questions where appropriate.
‣ Probe, or rephrase question if the response is not provided.
‣ Thank him/her for the time and efforts.
112

SCHOOL ADMINISTRATOR(S) INTERVIEW
(DIG Fourth‐Quarter Site Visit)
School Name: _____________________________
Interviewer: ______________________________
Question
(These questions refer to relationship between
leadership and school improvement)
1. What has been your role in the development and
implementation of the SIP?
District: _______________________________
Administrator: _________________________
Response
2. What changes have you made in your
professional practice as a result of the school
improvement process?
3. Have teachers changed their professional
practice as a result of the school improvement
process?
4. What measures are you using to determine the
progress of your school improvement plan?
5. Do you have documentation to support your
process evaluation?
6. What have you discovered from these
evaluations?
7. What progress have you made towards meeting
your goal(s) and objectives?
8. After seeing the recommendations made by the
reviewers (district or state) of your SIP, were
changes made?
9. What family and community involvement
activities have been conducted as a result of the
school improvement process?
10. How are you notifying and/or communicating
with parents?
11. What, specifically, has been done to encourage
all parents to be involved with their children’s
learning?
113

Administrator’s Interview, Page 2
Question
(The questions for #12 pertain to the
scientifically based research strategy
within the SIP) Team leader or
interviewer inserts name of strategy.
12. Tell me what has been done towards
the implementation of
_______________________.
What kinds of activities occur in the
classrooms on a regular basis to
evidence implementation of this
strategy?
i) Should this strategy be evident in
all subject areas?
Strategy #1 ____________________
Strategy #2 ____________________
ii) What professional development
has occurred?
iii) What follow‐up and support has
been provided?
iv) How has the implementation of
this strategy benefited teaching
and learning?
113

DIG TEAM LEADER INSTRUCTIONS
TEACHER QUESTIONNAIRE
(Fourth‐Quarter site Visit Only)
This questionnaire (on following pages and in Appendix, page 5) is designed to elicit the perceptions of
teachers about their involvement with school improvement, initially, and the degree of implementation
of the strategies found in the school improvement plan over time. The following instructions will be
most useful to the DAT/DIG team, but the school team may adapt as needed.
Teacher questionnaire:
‣ Customize the cover letter (see sample on next page) by entering the date of the site visit and
putting it on your letterhead.
‣ Customize the questionnaire to include school and district name.
‣ Customize Part C of the questionnaire with scientifically based research strategy indicators.
‣ Attach letter to questionnaire and definitions of research‐based strategies. Include an envelope
for each teacher.
‣ Distribute to school before the site visit with instructions that the principal should distribute to
all teachers.
‣ Give the very explicit instructions that the teachers should keep the completed questionnaires,
and a team member will personally collect them the morning of the site visit.
‣ Personally collecting the questionnaires serves two very important purposes:
a. Ensures that all are returned, and
b. Provides the team leader an opportunity to do an overall school observation.
114

SAMPLE COVER LETTER FOR TEACHER QUESTIONNAIRE
Dear Teachers:
(Insert date)
In order to provide the greatest amount of assistance and training to the schools, the Louisiana
Department of Education is very interested in observing the progress of the implementation of the
scientifically based research strategies within the school improvement plan. The DIG Team will be at
your school on (insert date).
Additionally, we would very much appreciate your filling out the attached questionnaire and returning it
to the designated team member on (insert day). This is completely anonymous. Do not put your name
on it or turn it in to the office. In order to protect your anonymity, place the questionnaire in the
attached envelope and the designated team member will pick it up from you on the morning of (insert
date).
Input from all teachers is very important to us. Please take the time to complete this questionnaire.
Thank you,
DIG Team Chairperson
115

Teacher Questionnaire
(Fourth Quarter Visit Only)
School Name:___________________________________ District: _________________________
A. School Improvement This section contains questions with responses as indicated. Please circle the most appropriate response to each
question.
1. How much information was provided to you during the year about the
school improvement process and your school’s improvement plan?
None Little Some Extensive
2. How much improvement do you feel your school, as a whole, is
making?
3. How much improvement do you feel you have made?
B. Professional Development (PD) Please circle the most appropriate response.
4. Rate the quality of Professional Development provided during this
school year to improve teacher mastery of the scientifically based
research strategy indicators as outlined in the School Improvement Plan.
None Little Some Extensive
None Little Some Extensive
Not Provided Fair Adequate Excellent
C. Professional Development and the Scientifically Based Research Strategy Indicators
Circle the most appropriate response to indicate any changes in practice you have made as a result of professional development provided by your
school. The responses range from None (lowest), followed by Some, and Extensive (highest). Also, indicate if these changes have positively
influenced student learning by circling Y (yes), or N (No) in the last two columns. (DIG team inserts professional development provided to the
school, i.e., Scientifically based research strategy indicators.)
5.
None Little Some Extensive Y N
6.
None Little Some Extensive Y N
116

D. Barriers to Progress of Implementation
From the list below, indicate which of the following continue to be barriers to progress at your school. Check all that apply.
There are no barriers to progress at my school
Lack of technology and innovative software (3‐5 year upgrades)
Absence of instructional leadership
Inappropriate identification of school’s needs
Inconsistent application of school’s discipline plan
Lack of Highly Qualified, effective teachers
Lack of instructional activities that fit the school’s
needs
Lack of supplies/resources
Lack of professional development opportunities that
are linked to the needs of teachers to improve
student performance
Lack of understanding the School Improvement Plan
Lack of understanding of my role in the School Improvement Plan
No behavior plan
No mentoring of new teachers
Resistance to change by some students
Resistance to change by some teachers
Teacher turnover
There is no effective, structured induction program for new teachers
117

DIG TEAM LEADER INSTRUCTIONS
END‐OF‐YEAR INPLEMENTATION REPORT
Compiling data and preparing report:
If all the data was appropriately collected, the report should be a simple summary of that information.
Sources of Information:
Indicate the number (n= ) of observations and teacher questionnaires.
Degree of Implementation of Scientifically Based Research Strategy and its indicators:
Provide a statement to summarize the strategy rating using the triangulation information.
Impressions of school:
It is important to say something positive. Identify Successes and Barriers to Success based on Overall
School Observations, Exit Summary, Administrative Interview, and SIT Focus Group.
Recommendations for Implementation:
Recommendations should be taken from the Exit Summary (Section D), and any suggestions from the
DIG team that can be provided to overcome “barriers.”
Teacher Questionnaire Report Form:
This report is used to aggregate responses from the teacher (Appendix pages ____) contains a report
form for the teacher interview, with instructions for data interpretation (page __).
LANA Summary of Classroom Observations and Implementation Status Report may also be included with
the fourth quarter observations and data.
118

END‐OF‐YEAR IMPLEMENTATION REPORT
District Name:
DIG/DAT Leader:
School Name:
Principal:
SIP Strategy:
Final Rating of Strategy Implementation:
Sources of Information:
The team leader must indicate in the number of observations and teacher questionnaires
Number of Teacher Observations Completed:
Number of teacher questionnaires:
Degree of Implementation of Instructional Strategies:
(Refer to the triangulation of data sheets) In the box below, the DIG leader writes one statement
summarizing the information reflecting the triangulation of data for each strategy.
Impressions of School:
Successes and Barriers to Success should be identified based on Overall School Observations, Exit
Summary, Administrative Interview, and SIT Focus Group.
(At least one attribute should be listed for each.)
Success:
Barriers to Success:
•
•
Recommendations for Implementation:
Recommendations should be identified from the Exit Summary, as well as suggestions from DIG team
members, that will provide feedback to the school community for overcoming barriers to success.
119

TEACHER QUESTIONNAIRE REPORT FORM
In the appropriate box, place the “tally” for the number of teachers who marked that response. To get
the percent, divide the number who marked that particular response by the total number of teachers
who responded to that question.
School Name: ________________________________
District: _______________________
A. School Improvement
1. How much information was provided to you during
the year about the school improvement process and
your school improvement plan?
2. How much improvement do you feel the school,
as a whole, is making?
None Little Some Extensive
# % # % # % # %
3. How much improvement do you feel that you
have made?
B. Professional Development
4. Rate the quality of Professional Development
(PD) provided during this school year to improve
teacher mastery of the scientifically based
research strategy as outlined in the School
Improvement Plan.
PD Not
Provided
Fair Good Excellent
# % # % # % # %
C. Changes In Use/Influenced
Learning
5.
N/A None Some Extensive Yes No
# % # % # % # % # % # %
6.
120

TEACHER QUESTIONAIRE REPORT FORM, Page 2
Barriers to Progress
# who marked
this response
% who marked
this response
There are no barriers
Absence of instructional leadership
Inappropriate identification of school’s needs
Inconsistent application of school’s discipline plan
Lack of highly qualified teachers
Lack of instructional activities that fit the school’s needs
Lack of supplies/resources
Lack of professional development opportunities that are linked to
the needs of the teachers to improve student performance
Lack of technology and/or innovative software (3‐5 year upgrades)
Lack of understanding the School Improvement Plan
Lack of understanding of my role in the School Improvement Plan
No behavior plan
No mentoring of new teachers
Resistance to change by some students
Resistance to change by some teachers
Teacher turnover
There is no effective, structured induction program for new
teachers
121

TEACHER QUESTIONNAIRE REPORT FORM (Sample)
In the appropriate box, place the “tally” for the number of teachers who marked that response. To get
the percent, divide the number who marked that particular response by the total number of teachers
who responded to that question.
School Name:________________________________
District: ______________________
A. School Improvement
1. How much information was provided to you during
the year about the school improvement process and
your school improvement plan?
2. How much improvement do you feel the school,
as a whole, is making?
3. How much improvement do you feel that you
have made?
B. Professional Development
4. Rate the quality of Professional Development
(PD) provided during this school year to improve
teacher mastery of the scientifically based
research strategy as outlined in the School
Improvement Plan.
None Little Some Extensive
# % # % # % # %
10 50% 4 20% 4 20% 2 10%
5 25% 9 45% 6 30% 0 0%
0 0% 12 60% 5 25% 3 15%
PD Not
Provided
Fair Good Excellent
# % # % # % # %
0 0% 11 55% 1 5% 4 20%
C. Changes In Use/Influenced
Learning
5.cooperative groups
N/A None Some Extensive Yes No
# % # % # % # % # % # %
7 35 11 55 6 46 7 54
6. manipulatives
17 85 1 33 2 67
122

TEACHER QUESTIONAIRE REPORT FORM, Page 2
Barriers to Progress
# who marked
this response
% who marked
this response
There are no barriers
Absence of instructional leadership
Inappropriate identification of school’s needs
Inconsistent application of school’s discipline plan
Lack of highly qualified teachers
Lack of instructional activities that fit the school’s needs
Lack of supplies/resources
Lack of professional development opportunities that are linked to
the needs of the teachers to improve student performance
1 5%
14 70%
5 25%
13 65%
15 75%
6 30%
10 50%
10 50%
Lack of technology and/or innovative software (3‐5 year upgrades) 13 65%
Lack of understanding the School Improvement Plan
Lack of understanding of my role in the School Improvement Plan
No behavior plan
No mentoring of new teachers
Resistance to change by some students
Resistance to change by some teachers
Teacher turnover
There is no effective, structured induction program for new
teachers
5 25%
14 70%
7 35%
6 30%
14 70%
4 20%
15 75%
6 30%
123

SAMPLE STRATEGIES
Strategy 1
Universal Design for Learning (UDL)
Strategy 2
Response to Intervention (RTI)
Strategy 3
Deep Curriculum Alignment
Strategy 4
Meaningful Engaged Learning
• Model from the North Central Educational Laboratory (NCREL)
• Model from the Schlechty Center for Leadership in School Reform
• Model from the work of Mike Muir of the Maine Center for Meaningful Engaged Learning
(McMEL)
Strategy 5
Strategic Instruction Model (SIM)
Strategy 6
Job Embedded Professional Development
Strategy 7
Data Driven Decision Making
SAMPLE ACTIVITY
Ms. Pierre, the principal, will ensure that all math teachers teach behavioral expectations for use of
manipulatives, following the guidelines of Positive Behavior Support by the end of September 2009.
SAMPLE PROFESSIONAL DEVELOPMENT ACTIVITY
Beginning January 2010 through June 2010, Jean Duvall, Curriculum Facilitator, will provide all teachers
with biweekly grade‐specific in‐services to effectively implement hands‐on lessons with manipulatives to
address benchmarks and GLEs.
SAMPLE FAMILY INVOLVEMENT ACTIVITY
Phillipe Landry, Math Facilitator, will organize Family Learning Nights held in September, November,
January, and March. The Family Learning Nights will involve all family members in hands‐on learning so
they will be able to assist their children with schoolwork at home.
124

SAMPLE COORDINATION OF RESOURCES
Goal: By 2013‐2014, all students will reach high standards, attaining proficiency or better in
Reading/Language Arts.
Objective: To Increase ELA CRT Index Scores in __ grade from __ to __ (1 or 2 Years).
Strategy: Response to Intervention
Activity: All administrators, teachers, reading coaches and interventionists will be provided initial
training in administering and analyzing DIBELS assessment for the purpose of identifying at‐risk students
for initial screening and progress monitoring of all K‐3 students. (PD)
Coordination of Resources: Title II funds will be used to pay for the initial training.
SAMPLE EVALUATIONS
Action Plan Worksheet
Summative: DIBELS Spring end‐of‐year, 3 rd Grade iLEAP ELA index scores
Formative: Each quarter the principal will analyze classroom observations for evidence of identification
of at‐risk students during classroom instruction.
125

Action Plan – Activities indicated should address all subgroups
GOAL 1
By 2013‐2014, all students will reach high standards, attaining proficiency or better in Reading/Language Arts.
Research‐Based Strategy 1: RTI JEPD DDD MEL CA SIM UDL
Indicator of Implementation (250 Characters): 1. Universal screening and regular benchmark assessment
Procedures for Evaluating Indicators of Implementation (250 Characters): Reading coach will monitor DIBELS assessment using observation checklists. Data collected will
be used to determine the need for future training in DIBELS administration. Student DIBELS folders will be monitored each progress monitoring session by the principal and
reading coach to assure that all students are screened and progress monitored.
OBJECTIVES:
DESIRED OUTCOMES:
1.1 To Increase ELA CRT Index Scores in ___grade from ___to___(1 or 2 Years) Improvement in phonics, phonemic awareness,
vocabulary, fluency, and comprehension in grades K‐3.
1.2 To Increase ___(subgroup) ELA percent proficiency from ___to___(1 or 2 Years)
Activity
(500 Characters)
All administrators, teachers, reading coaches and interventionists will be
provided initial training in administering and analyzing DIBELS assessment for the
purpose of identifying at‐risk students for initial screening and progress
monitoring of all K‐3 students. (PD)
Monthly follow‐up meetings and weekly job‐embedded study groups will be held
for administrators, teachers, reading coaches and interventionists to continue
training in analyzing DIBELS data and for problem‐solving concerns at school
level. (PD)
Initial screening and regular progress monitoring will be administered by reading
interventionists to all K‐3 students in order to collect student performance data
to identify those at‐risk for academic difficulties and identify trends to
determine student placement in tiered intervention.
Responsible Person
(100 Characters)
Start Date
Completion
Date
Estimated
Cost
Funding
Source
Principal August 2009 August 2009 $5,000.00 Title II
Principal
Reading Coach
Summative Evaluation (250 Characters): DIBELS Spring end‐of‐year, 3 rd Grad iLEAP ELA index scores
September
2009
May 2009 $2,000.00 Title II
Reading Coach Aug. 2009 May, 10 th $1,000 Title I
Implementation Issues (250 Characters) Date Presented Resolution(s) (250 Characters) Date Resolved
date
date
FCI‐Indicates Family Community Involvement Activities C‐Indicates Curriculum Activities N‐Indicates Numeracy Activities
D‐Indicates Discipline Support Activities L‐Indicates Literacy Activities T‐Indicates K‐12 Transition Activities
date
date
126a

GOAL 1
By 2013‐2014, all students will reach high standards, attaining proficiency or better in Reading/Language Arts.
Research‐Based Strategy 1: RTI JEPD DDD MEL CA SIM UDL
Indicator of Implementation (250 Characters): 2. Tiered Intervention Model
Procedures for Evaluating Indicators of Implementation (250 Characters): Tiered intervention sessions will be monitored by Reading Coach using observation checklists.
The data will be used to determine future professional development needs. DIBLES progress monitoring data will be analyzed by principal, reading coach and
interventionists to determine the effectiveness of intervention sessions. (SEE LAMP)
OBJECTIVES:
DESIRED OUTCOMES:
1.1 To Increase ELA CRT Index Scores in ___grade from ___to___(1 or 2 Years) Improvement in phonics, phonemic awareness,
vocabulary, fluency, and comprehension in grades K‐3.
1.2 To Increase ___(subgroup) ELA percent proficiency from ___to___(1 or 2 Years)
Activity
(500 Characters)
Reading coach and interventionists will be provided initial training in delivering a
strategic 30 minute intervention session for tiered intervention. Specific
intervention strategies are identified for each tier of intervention to ensure
consistency in meeting individual needs in the area of reading. (PD)
Reading coach and interventionists will meet in weekly job embedded study
groups to discuss problems and concerns and write lesson plan for 30 minute
intervention sessions addressing specific areas of needs. (PD)
Identified students attend daily scheduled intervention sessions within the
regular school day as prescribed by the intervention model.
Responsible Person
(100 Characters)
Principal
Reading Consultant
Reading Coach
Reading Coach &
Interventionists
Start Date
Completion
Date
Estimated
Cost
Funding
Source
August 2009 August 2009 $2,500.00 Title II
September
2009
September
2009
May 2009 0 0
May, 10 th $8,500.00 Title I SI
Summative Evaluation (250 Characters): DIBELS Spring end‐of‐year, 3 rd Grad iLEAP ELA index scores
Implementation Issues (250 Characters) Date Presented Resolution(s) (250 Characters) Date Resolved
date
date
FCI‐Indicates Family Community Involvement Activities C‐Indicates Curriculum Activities N‐Indicates Numeracy Activities
D‐Indicates Discipline Support Activities L‐Indicates Literacy Activities T‐Indicates K‐12 Transition Activities
date
date
126b

USING THE DATA TO WRITE MEASURABLE AND REALISTICALLY ACHIEVABLE OBJECTIVES
In place of the “Rule of Thumb,” objectives should be written based upon analysis of the new SIP trend data and Index/Proficiency goals
provided by the Louisiana Department of Education. The following table provides an example of the data the LDE will supply to all schools:
WHOLE SCHOOL SPS: iLEAP Trend Data
Index Category
Index
Year 1
2006
Index
Year 2
2007
Index
Year 3
2008
Index
Year 4
_____
Index
Year 5
_____
# of
Students
Index
Objective*
for year
one
Index
Objective*
for year
two
Grade 3
Reading Index 30.6 40.1 48.1 83 59.6 67.2
Language Index 40.2 61.8 68.9 83 74.6 80.3
Math Index 31.7 44.9 58.7 83 65.5 72.3
Science Index 34.8 53.0 53.6 83 61.0 68.4
Social Studies Index 30.5 40.4 45.8 83 54.0 62.3
Composite Index 30.9 49.8 55.0 83 62.2 69.4
Grade 5
Reading Index 51.6 73.4 51.8 79 59.4 67.0
Language Index 52.5 77.7 69.5 79 75.1 80.7
Math Index 58.2 75.1 66.4 79 72.4 78.3
Science Index 71.4 80.8 69.0 79 65.7 72.5
Social Studies Index 52.9 66.5 50.8 79 64.7 71.6
Composite Index 63.4 80.7 59.4 79 66.1 72.9
*Schools have the option to write measurable objectives for 1‐ OR 2‐year spans. Index Goals represent the scores that must be attained to meet
the state’s 12‐year goal of 120.0 for each index.
Sample Objectives (using data from the sample table above):
• To increase 5 th grade Math Index scores from 66.4 to 72.4 by Spring 2010.
• To Increase 5 th grade Composite Index scores from 59.4 to 72.9 by Spring 2010.
127

DIBELS/DRA TREND DATA ANALYSIS
Step 1: Identify weakest/highest grade for current year
• Look for the percent of students performing at the lowest/highest levels in the spring tests
across years (DIBELS At Risk/Benchmark).
• Compare fall to spring results and note any persistent improvements/declines.
• If there is a high/low percentage, what grade level has the highest/lowest percentage? This
should be noted as a potential weakness/strength.
WHOLE SCHOOL TREND DATA ANALYSIS
This document presents some suggested steps for evaluating SPS data across several years. The steps do not cover
all possible data analyses, but are intended to help uncover potential target areas for school improvement. Refer
to the index rates to complete Steps 3‐6.
Step 2: Identify weakest/strongest area for current year across the whole school subgroup
• Look for the lowest/highest index score across all areas (CRT, Attendance, Graduation, and
Dropout) for the current year.
• NOTE: This “current weakness/strength” could be caused by a variety of factors (ex: “good
class/bad class” syndrome) and may not necessarily reflect an immediate school improvement
concern for the school.
• If the current year lowest/highest index scores have been low for the past few years (ex: 2006‐
2008), then it should be noted as a potential weakness/strength.
Step 3: Identify any declining/improving trends across the whole school subgroup
• Look for index scores for all subjects (ELA, Reading, Math, Science, and Social Studies) that have
declined/improved over the past year or two.
• NOTE: Some declining/improving trends may be the result of population shifts and may not
necessarily reflect problematic areas.
• If any index scores and/or proficiency rates have steadily or substantially declined/improved
over recent years, then it should be noted as a potential weakness/strength.
Step 4: Identify any subject area weaknesses/strengths across the whole school subgroup
• Look for lowest/highest index scores across grades within a particular subject. These should be
noted as a potential weakness/strength.
• Low scores in some grades and high scores in other grades in the same subject may also indicate
grade level weaknesses/strengths within a particular subject.
128

Step 5: Identify weakest/strongest subgroup for current year
• Look for the lowest/highest index score for all subgroups (Indian, Asian/Pacific Islander, Black,
Hispanic, White, LEP, Economically Disadvantaged, and Students with Disabilities) for the
current year for ELA, Reading, Math, Science, and Social Studies.
• If the current year lowest/highest index scores have been low/high for the past few years (ex:
2006‐2008), then it should be noted as a potential weakness/strength.
Step 6: Identify achievement gap issues
• Compare each subgroup’s index score to the Whole School or other subgroup index score in
ELA, Reading, Math, Science, and Social Studies and evaluate subgroup performance (ex: Are
any subgroups consistently below/above the Whole School proficiency score in ELA, Reading,
Math, Science, and Social Studies?).
• NOTE: Be sure to look at data across all years before concluding that a subgroup
weakness/strength exists.
• If any subgroup index score is consistently or substantially lower/higher than the Whole School
or other subgroup index score and/or proficiency rates, then it should be noted as a potential
weakness/strength.
PERCENT PROFICIENT – GRADE LEVEL AND SUBGROUP TREND DATA ANALYSIS
Step 7: Identify any grade level weaknesses/strengths
• Compare grade level proficiency rates and evaluate grade level performance (ex: Does one
grade have substantially lower/higher percent Proficient scores than all other grades?). NOTE:
Be sure to look at data across all years before concluding that a grade level weakness/strength
exists.
• If any grade level percent Proficient score is consistently lower/higher than other grade percent
Proficient scores in the school, then it should be noted as a potential weakness/strength.
Step 8: Identify weakest/strongest subgroup area for current year by grade level
• Look for the lowest/highest subgroup (Indian, Asian/Pacific Islander, Black, Hispanic, White, LEP,
Economically Disadvantaged, Students with Disabilities) percent Proficient score across all grade
levels for the current year for ELA, Reading, Math, Science, and Social Studies.
• If the current year lowest/highest percent Proficient score has been low/high for the past few
years, then it should be noted as a potential weakness/strength.
Step 9: Identify any declining/improving trends for subgroups by grade level
• Look for subgroup percent Proficient scores in ELA, Reading, Math, Science, and Social Studies
that have declined/improved within grade levels over the past few years. NOTE: Some declining
trends may be the result of population shifts and may not necessarily reflect problematic areas.
• If any subgroup percent Proficient scores have steadily or substantially declined/improved over
the past few years, then it should be noted as a potential weakness/strength.
129

Step 10: Identify any subject area weaknesses/strengths by grade level
• Compare percent Proficient scores of ELA, Reading, Math, Science, and Social Studies (ex: Is one
subject typically higher/lower than the other subject for the grade levels?)
• Look for low/high percent Proficient ‐ scores ACROSS grade levels within a particular subject.
These should be noted as a potential school wide weakness/strength in that subject.
• Look for low/high percent Proficient scores in ELA, Reading, Math, Science, and Social Studies
for any grade level across 2‐3 years. These should be noted as a potential subject‐level
weakness/strength for that grade level.
Step 11: Determine major weaknesses/strengths for school
• Analyze and discuss all potential weaknesses/strengths from steps 1 through 10 and determine
2 or 3 major weaknesses/strengths.
130

SAMPLING PARAMETERS
Stakeholder Population Acceptable
Parents < 200 Total population 45‐70
200 < Parents < 800 200 70‐120
Parents > 800 25% 70‐120
Eligible students < 200 Total population 90‐95%
200 < Students < 800 200 90‐95%
Eligible students > 800 25% 90‐95%
Instructional Staff Total population 90‐95%
Administrators Total population 75‐99%
Classroom Observations Each core teacher observed twice 50‐75%
Technical Note: The return rate number or percentage is based on the target population, not the
number of instruments distributed.
131

DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT
For Title I Schools: ELA and Math by subgroups should be primary when considering weaknesses that
will lead to the goals in the SIP.
Rank‐order the identified areas of strength (3‐5) from the student performance (cognitive data),
behavior, attendance, dropout data, and/or graduation index and indicate the supporting data sources:
STRENGTHS
DATA SOURCE
1.
2.
3.
4.
5.
Rank‐order the identified areas of weakness (3‐5) from the student performance (cognitive data),
behavior, attendance, dropout data, and/or graduation index and indicate the supporting data sources:
1.
2.
3.
4.
5.
WEAKNESSES
DATA SOURCE
List the contributing factors from the cognitive, attitudinal/perceptual, behavioral, and archival data of
the previously identified strengths:
1.
2.
3.
4.
5.
CONTRIBUTING FACTORS TO THE STRENGTHS
DATA SOURCE
List the contributing factors from the cognitive, attitudinal/perceptual, behavioral, and archival data of
the previously identified weaknesses:
CONTRIBUTING FACTORS TO THE WEAKNESSES
1.
2.
3.
4.
6.
DATA SOURCE
The identified weaknesses will lead to the goals. The contributing factors of the weaknesses will lead to
the strategies.
132

CLOSING THE ACHIEVEMENT GAP
An achievement gap is the difference between the desired results and the actual results.
Are you disaggregating any data in your school?
• What achievement gaps are you assessing in your school to inform your progress? (Race,
Disability, LEP, Economically Disadvantaged)
• What data will you collect and how will you compile them?
• What gaps do you see in the LEAP, iLEAP and GEE data? Look for big gaps between one
subgroup and the other subgroups.
• Is there equity for subgroups?
• Look at trends. Look at subgroup trends that are unexpected.
• What are the highest results?
• What are the lowest results?
• Look at cohorts of students. Are all cohorts progressing every year? If not, which ones are not?
• Look for movement in the percent Proficient scores.
• Are all subgroups progressing as rapidly as the majority?
• Look at which standards are the toughest for each subgroup to master.
• Compare student grades with these test data.
• What other data will you examine to confirm achievement gaps?
• What strategies and activities do you have planned to address the gaps you have identified?
• Note the size of a subgroup that looks different from the other groups, although small numbers
may still indicate issues that need to be addressed.
What does the staff/school have to do differently to get the desired results?
• Within each classroom
• Across classrooms
• With respect to how teachers interact with children
• With respect to parents and the community
• For professional development
133

• RESPONSE TO INTERVENTION (RtI)
• INSTRUCTIONAL COACHES
• GRADUATION COACHES
• INTERVENTIONISTS
• CO‐TEACHING
• STRATEGIC INSTRUCTION MODEL (SIM)
• DIFFERENTIATED INSTRUCTION
• SMALL GROUP INSTRUCTION
• PARENT LITERACY TRAINING
• DATA DECISION MAKING DECISIONS
• SUSTAINED JOB‐EMBEDDED
PROFESSIONAL DEVELOPMENT (SITE‐
BASED)
• EXTENDED SCHOOL YEAR/DAY
• CREDIT RECOVERY
• DROP OUT PREVENTION
• POSITIVE BEHAVIOR SYSTEM
• 6 TH & 8 TH GRADE TRANSITION ACADEMY
• 9 TH GRADE ACADEMY
• SATURDAY ACADEMY
• WHOLE SCHOOL REFORM MODEL
• HIGH SCHOOLS THAT WORK (HSTW)
• MAKING MIDDLE GRADES WORK
(MMGW)
• NEW TECHNOLOGY HIGH
• DUAL ENROLLMENT
• PROJECT‐BASED/SENIOR PROJECT
• COUNSELOR SUPPORT
• SOCIAL WORKER/SCHOOL
PARTNERSHIPS
• COURSE DEVELOPMENT (Hybrid
Courses)
• ALTERNATIVE EDUCATION
• HIGHLY QUALIFIED TEACHER
RECRUIT/RETAIN/SUPPORT
• TITLE IID TEACHER SUPPORT
• TRUANCY/ATTENDANCE
• PARENT COMMUNITY INVOLVEMENT
• TEACHER BUSINESS CAMPS
• TEACHER NIGHT OUT
• UNIVERSAL DESIGN FOR LEARNING
• SITE‐BASED TECHNOLOGY COACHES
• DROPOUT EARLY WARNING SYSTEM
(DEWS)
• PROFESSIONAL DEVELOPMENT IN
DIRECT EXPLICIT COMPREHENSION
• PROFESSIONAL DEVELOPMENT TO
EMBED LITERACY STRATEGIES ACROSS
THE CURRICULUM
• STUDENT MOTIVATION
• LITERACY/NUMERACY FOCUS AT
MIDDLE GRADES (5‐9)
• PROFESSIONAL DEVELOPMENT IN
WRITING
• TECHNOLOGY WITH A MIDDLE GRADES
EMPHASIS
• FORMATIVE ASSESSMENT TO
DETERMINE INTERVENTIONS
• EXTENDED TIME IN
LITERACY/NUMERACY (GRADES 5‐9)
• COMPREHENSIVE LITERACY PLAN
• FORMATIVE/SUMMATIVE
ASSESSMENTS
• TEACHER TEAMS
• BREAKING RANKS NASSP MODEL
• QUALITY SCHOOL LIBRARIES
• PROMOTE PLEASURE READING
• ADVISOR/ADVISEE PROGRAMS
• CLASSROOM MANAGEMENT
• PRINCIPAL LEADERSHIP ACADEMIES
• ADOLESCENT LITERACY
• CURRICULUM ALIGNMENT
134

Louisiana Department of Education Initiatives
Best Practices included in School Improvement Plan
1. Response to Intervention (RtI)
2. Data‐Driven, Decision‐Making
3. Job‐Embedded Professional Development
4. Curriculum Alignment
5. Meaningful, Engaged Learning
A brief description of each of the best practices is listed below.
1. Response to Intervention (RtI)
Response to Intervention (RtI) is a general education process that provides students with highquality
research based instruction and interventions that are matched to the student’s specific
needs. Data is used to drive decisions about student progress and to determine the
appropriate instructional plan necessary for a student to achieve grade‐level success. Daily
instruction is delivered to maximize instruction and intervention benefits.
RtI in Louisiana follows a three‐tiered process – Tier I provides high‐quality instruction that is
differentiated to meet each student’s needs in the general education setting. Tier II provides
targeted interventions for students who need additional support in addition to Tier I instruction.
Tier III, also in addition to Tier I instruction, provides intensive interventions for students
significantly below grade level, and/or students who do not respond to Tier II instruction. RtI is
a dynamic process that has dramatically improved the skill level of students in Louisiana and
across the country as measured by state assessments.
2. Data‐Driven Decision Making
Data‐driven decision making is the ongoing process of collecting, analyzing, and using numerous
types of data effectively. Changes driven by data have a better chance of assisting school
leaders in meeting school improvement goals. For districts and schools to identify and meet
the specific needs of students detailed data must be collected and disaggregated (Boudett, City,
& Murnane, 2004).
3. Job‐Embedded Professional Development
Job‐embedded professional development (e.g., study groups, coaching, job shadowing) is also
known as on‐the‐job learning. It occurs while school leaders and staff engage in their daily
work. Research shows traditional methods of professional development, such as attending
inservices and conferences, are not always effective. Job‐embedded learning maximizes time
efficiency, promotes immediate application of what is learned, and is more sustainable and
cost‐effective than “one‐shot” workshops (e‐Lead: Leadership for Student Success, 2005;
Galloway, 1995).
135

4. Curriculum Alignment
Curriculum alignment has been defined as the “congruence of the content, context, and
cognitive demands present in the written, taught, and tested curriculum” (English & Steffy,
2001). Addressing curriculum alignment includes: 1) the scope of the content covered, 2) the
level of sophistication and complexity of the content, 3) the sequence of the content to be
presented, and 4) the richness of the content (Reeves, 2003; English & Steffy, 2001). Research
indicates an aligned curriculum increases student achievement, engagement, attendance, and
graduation rates. In addition, curriculum alignment allows teachers to focus on lessons and
meaningful content (Allen, 2002; Reeves, 2003).
5. Meaningful, Engaged Learning (MEL)
Current research indicates that students learn when they are highly involved in meaningful
tasks. Student motivation is one aspect of MEL; however, motivation is more than a quality
within students. In fact, motivation is greatly affected by the attitudes and actions of the
educators themselves. Recognizing this and the changing needs of the 21 st century, researchers
have determined that reform of instruction and strategies are necessary. Three models that
have been recognized as leaders in MEL are:
1. North Central Educational Laboratory (NCREL) which includes eight specific
indicators of engaged learning: 1) Vision of Engaged Learning, 2) Tasks for Engaged
Learning, 3) Assessment of Engaged Learning, 4) Instructional Models and Strategies
for Engaged Learning, 5) Learning Context for Engaged Learning, 6) Grouping for
Engaged Learning, 7) Teacher Roles for Engaged Learning, and 8) Student Roles for
Engaged Learning (http://www.ncrel.org) ;
2. Schlechty Center for Leadership in School Reform, which is based on theories of
change and of engagement; and
3. Mike Muir of the Maine Center for Meaningful Engaged Learning (McMEL), which
has identified four key components of MEL – Relationship and Rapport, Experience,
Motivation, and Meaning.

Standards for Identifying Effective Approaches
The reauthorized ESEA stresses that schools should review scientifically based research to determine that the
reform approaches they are considering are likely to have a positive impact on student achievement. The
following questions and the accompanying Guidelines for Judging the Quality of a Study can guide that review
process.
Research consumer questions: (How can you be reasonably sure this strategy will work for your school?)
Finding evidence of effects on student achievement is important, but to gain a broad understanding of the
potential usefulness of a reform, consumers are advised to act as discriminating “research consumers,” examining
the research from three perspectives:
1. the theoretical base of the reform practice or strategy
2. implementation and reliability information
3. evidence of effects on student achievement
Question 1: Is there a theoretical base for the practice or strategy being considered?
Questions About The Theoretical Base
Judging Quality of the Theoretical Base
• What are the ideas behind this practice or
strategy?
• What are its guiding principles?
• How does it work?
• Why does it work?
1. Is a clear, non‐technical description of the central idea
and goals of the practice or strategy present?
2. Is a clear description of the instructional activities
central to this practice or strategy provided?
3. Is the practice clearly tied to an established learning
theory, i.e., child development or language
acquisition?
4. Does the strategy meet the established standards of
other initiatives currently being undertaken at the
school? (Reading First, LINCS, etc.)
Question 2: Is there evidence this practice or strategy has been successfully implemented, and has it produced
positive outcomes in a variety of situations? Has it been successful in a context similar to that of the school
considering this practice?
Questions About Implementation and
Replicability
• Has this strategy been widely used?
• Where is this reform likely to work?
• Under what circumstances is it most effective?
Judging Quality of Implementation and
Replicability
1. How many schools have used this practice or
strategy?
2. Did the schools using it fully implement the practice
or strategy?
3. In what settings has it been implemented?
4. Has improved student achievement been
convincingly demonstrated in a variety of settings?
136

Guidelines for Judging the Quality of a Study
The criteria for judging the quality of research studies are contained in the definition of scientifically based
research in section 9101 (37) of the reauthorized Elementary and Secondary Education Act (ESEA). Although there
is no universally accepted standard, for the purpose of this publication, a high quality study meets all of the criteria
described below. A reasonable quality study meets all but one of the criteria. For example, a reasonable quality
study might be systematic, empirical and use rigorous data analysis on reliable and valid data, but it might use a
longitudinal study design that does not involve random assignment to study groups or statistical controls on
background characteristics.
Criterion 1: Systematic and Empirical
High quality research is carried out in a manner that is consistent, disciplined, and methodical, not sloppy or
haphazard. Such research shows evidence of careful planning and keen attention to detail. Empirical research is
grounded in data drawn from observation or experiment; the claims being made are supported by measurable
evidence, not opinion or speculation.
When evaluating research, consider the following:
• Does the research have a sound theoretical foundation?
• (See Research Consumer Questions, p. 134)
• Were the data obtained using observation or experimentation?
• Were the data collected from all appropriate groups of respondents and not just from certain groups?
For example, does a school reform practice that claims to benefit all students include special education
students in its research? If the research uses test results for a given school, did all of the students in the
school take the test?
• Were the data observed or collected from multiple subjects (teachers, students, schools, etc.)?
• Are the research findings supported by measurable evidence?
Criterion 2: Rigorous Data Analysis
Even the highest quality data are of little value unless analyzed thoughtfully and carefully. The definition of
scientifically based research requires that data collected must be analyzed using methods that are appropriate for
the task, and adequate to test the stated hypotheses and justify the general conclusions drawn. Failure to apply
appropriate methods could produce inaccurate or misleading findings.
Some key questions to consider about the data analysis include the following:
Does the research test the stated hypothesis, and do the findings justify the general conclusions drawn?
Does the research report the sample size and the statistical procedures used?
Do the researchers analyze the data in a manner appropriate to the research question of interest? Are the
statistical procedures used adequate for answering the research question?
Do the analysis methods correspond to the structure of the data? Does the analysis account for the complexities
of the data? For missing data? For unique groupings? For changes in the data over time?
For example, in school research studies that unfold over time, subjects may drop out of the study (for example, by
moving out of a study school). Adequate data analyses address these issues.
137

Criterion 3: Reliable and Valid Data Collection
High quality data produce accurate and credible findings. Scientifically based research relies on measurements or
observational methods that provide reliable and valid data across evaluators and observers and across multiple
measurements and observations. Reliability implies that repeated measurements on subjects taken under similar
circumstances or over time will produce similar results. If unreliable, the data may hinder the researcher’s ability
to discern real differences among subjects or practices. To be considered valid, the data collected must measure
the outcomes they were designed to measure, (i.e., that students’ math knowledge is what is being measured, not
students’ ability to guess test answers). Knowledge of content must be measured, not students’ ability to guess
test answers. There must be a match between the research question and the observed behavior on which the
research findings are based.
Questions about the quality of data collection include the following:
• Was data collection conducted professionally and consistently? For example, was there some system to
ensure that different data collectors had the same focus and attention to detail? (i.e., training before data
collection or inter‐rater reliability tests)
• Were research biases minimized? Developers of reform models supply a natural example: was the
evaluation of the reform model conducted by the model developers or by a third party, independent
evaluator?
• Does the study look at the appropriate information to address its questions? Are the measures valid?
That is, do the measures discussed and analyzed correspond to the concepts being studied?
• Are the data reliable? Did repeated measurements on subjects taken under similar circumstances
produce similar results? Do the data represent counts of actions, records, responses, etc., that directly
reflect what the practice or strategy is supposed to be doing and affecting?
Criterion 4: Strong Research Design
Studies must be designed to optimize the investigator’s ability to answer the research question or hypothesis.
The following questions are relevant to research design:
• Does the study follow an experimental or quasi‐experimental design? That is, are the subjects in the
study divided randomly into at least two groups, with at least one group using the practice or strategy of
interest and one group not using it?
• Does the study design contain appropriate controls in order to be able to evaluate the effects of the
condition of interest? Were the subjects of the research randomly assigned, or were there other withincondition
or across‐condition controls as part of the design? (Random assignment of students is a way to
ensure that it is the practice or strategy and not particular student characteristics that are producing the
measured results.)
• If subjects are not divided into the groups randomly, are the groups selected to ensure that subjects share
similar background characteristics such as economic status or previous academic achievement? If not,
does the study explain how statistical controls were used to account for these differences in background
characteristics of the students in the study? (See criterion 2.)
• Did the research minimize alternative explanations for observed effects?
• Does the study make a determination that the practice or strategy was used appropriately and fully as
intended?
138

Criterion 5: Detailed Results That Allow for Replication
The results of high quality studies are presented in sufficient detail to allow for their replication, or to at least
provide opportunities to build systematically on their findings. To increase their usefulness to practitioners,
research findings must be reported in a way that makes them easily accessible and understood. The informed lay
reader should be able to understand the study’s design, methods, and findings.
When evaluating the quality of research reporting, consider the following:
• Are the findings clearly described and reported, free from technical terms and jargon?
• Are the description of the design and the results of the research sufficiently detailed so that replication of
the design is possible? For example, do researchers report the sample size (number of people or schools
involved) and the statistical procedures used?
• Are the findings represented fairly and objectively?
• Are technical aspects of the study, such as statistical significance or confidence intervals, made available
and explained? Do the reports supply any supporting technical materials, perhaps in appendices?
• Is the presentation balanced? That is, are shortcomings reported, as well as strengths? Were possible
explanations provided for findings that ran counter to the researcher’s expectations?
Criterion 6: Expert Scrutiny
A strong study should be able to meet criticism by an independent panel of expert reviewers. Peer reviewers,
either from scientific journals or from an independent panel of experts in a given field, provide quality control in
the form of rigorous, objective, and scientific reviews of research. Research consumers can place more confidence
in findings that have been subjected to expert review.
When evaluating research, consider the following:
• Has the research been accepted and published by a competitive, peer‐reviewed scientific journal, or was
it reported only in media such as newspapers, magazines, or trade journals?
• If the work was not published, is there evidence that it was reviewed by independent experts and
subjected to external verification? If so, did the reviewers approve the study methodology and
interpretation of the findings?
Significance of effects:
Before reformers make a final decision about the usefulness of available research findings, they must determine
their significance. Even high‐quality research studies can produce findings that are not statistically or practically
significant. Significance is a statistical term that helps readers to understand the likelihood that the findings of a
study were the result of the designed intervention and would not be observed independent of that intervention.
For practitioners, two standards of significance apply: statistical significance and educational, or practical,
significance.
For findings to be considered statistically significant, researchers should indicate in the study that the findings are
“significant” at the .01 level (American Institutes for Research, 1999; Slavin & Fashola, 1998). In the social science
research community, a .01 level of significance is highly regarded because it means that the positive results of the
study would be the result of some unrelated cause only 1 time in 100 repetitions of the study’s procedures. Thus,
a .01 level of significance indicates that the activities have led to the achievement gains reported.
139

• For the findings to be considered educationally or practically significant, the effect on student
achievement should be large enough to be of practical value. For example, gains on the standardized test
should be 10 percentile points to be considered educationally significant (American Institutes for
Research, 1999).
A study may have a significant result in that the achievement gains reported in the study are very clearly the result
of the reform practices. However, the actual gains in achievement may be modest in size; when this is the case,
the study may be said to have limited practical significance. In this context, school community members need to
decide if the cost of implementing the practice or strategy is outweighed by the size of the student gains that can
be achieved.
Putting scientifically based research in the school reform context:
The Comprehensive School Reform Program usually begins with school staff gathering and analyzing data about
their school. Once this process is completed, they identify and prioritize their needs, establish goals, and then
begin to research strategies and methods that will help them achieve those goals. The following step‐by‐step
process illustrates the place that scientifically based research occupies in the context of school reform.
Step One:
Step Two:
Step Three:
Step Four:
Step Five:
Schools collect data that give a complete, accurate picture of the current state of
the school.
School community analyzes data to determine and prioritize needs.
After prioritizing needs, schools write goal statements to address prioritized needs.
Schools develop potential strategies to achieve stated goals.
Schools begin topical literature review, identifying research base of potential
strategies. (See sources of research abstracts.)
Step Six:
Step Seven:
Schools use abstracts to determine if the research addresses (1) the theoretical
basis of a program or practice, and/or (2) issues of implementation, replicability,
and relevance, or (3) evidence of the effects of that strategy or practice on student
achievement. Not all research addresses all three topics, but more than one may
be addressed in an individual research study.
If an examination of the abstract indicates a study is relevant to the identified
needs of the school, the study should be examined in more detail. Schools can use
the Standards for Identifying Effective Approaches to make a determination about
the practice or strategy of interest. Guidelines for Judging the Quality of a Study
and Understanding Significance will provide additional help.
Step Eight:
Schools determine if the examined research is of high quality, replicable, and
relevant. The examined research might meet the criteria of scientifically‐ based
research, the “strong evidence” criteria, or be at some other point along the
spectrum of “evidence based.” In some cases there will be no, or little, high quality
evidence that this practice, strategy or set of strategies will increase positive
outcomes for students.
Adapted from: Office of Elementary and Secondary Education, U.S. Department of Education, Comprehensive School Reform Program
Office, August 2002.
140

RESOURCES FOR SCHOOLS
Type of
Information
Research abstracts
Description of
theoretical base
(idea behind the
reform and why it
should work).
Evidence of
effectiveness of an
instructional
practice
Evidence of
effectiveness of a
set of practices or
strategies within a
program
Evidence
replicability
Where Can You Find this Information?
• ERIC Clearinghouse;
• National Clearinghouse for Comprehensive School Reform; www.goodschools.gwu.edu/csrl/ld.htm
, click on “CSR Library”
• Materials from model or program developers
• Catalog of School Reform Models; www.eric.ed.gov/
NWEL (2001); www.nwrel.org/scpd/catalog and
National Clearinghouse for Comprehensive School
Reform www.goodschools.gwu.edu
• The Educators’ Guide to Schoolwide Reform (1999).
Herman, R., et al. American Institutes for Research
• National Clearinghouse for Comprehensive School Reform www.goodschools.gwu.edu
Individual studies:
• Program or model developers
• Education journals (i.e., American Educational Research Journal, American Journal of Education,
Educational Research and Evaluation, Educational Researcher, Harvard Educational Review, Journal
of Education for Students Placed at Risk, Review of Educational Research, School Effectiveness and
School Improvement)
Research summaries:
• Slavin, R.E. and Faschola, O.S. (1998). Show me the evidence! Proven and promising programs for
America’s Schools. Thousand Oaks, CA: Corwin Press.
• Education journals (i.e., Review of Education Research)
• Program or model developers
• Education journals (i.e., American Educational Research Journal, American Journal of Education,
Educational Research and Evaluation, Educational Researcher, Harvard Educational Review, Journal
of Education for Students Placed at Risk, Review of Educational Research, School Effectiveness and
School Improvement)
• National Clearinghouse for Comprehensive School Reform www.goodschools.gwu.edu
• The Educators’ Guide to Schoolwide Reform (1999). Herman, R., et al. American Institutes for
Research
• Slavin and Faschola (1998)‐ see above
• Program or model developers
• Education journals (i.e., American Educational Research Journal, American Journal of Education,
Educational Research and Evaluation, Educational Researcher, Harvard Educational Review, Journal
of Education for Students Placed at Risk, Review of Educational Research, School Effectiveness and
School Improvement)
• The Educators’ Guide to Schoolwide Reform (1999). Herman, R., et al. American Institutes for
Research
• Southwest Educational Development Laboratory (SEDL). CSRD Award Database.
http://www.sedl.org/csrd/award.html The Educators’ Guide to Schoolwide Reform (1999). Herman,
R., et al. American Institutes for Research
141

THE PROCESS OF SELECTING
BEST PRACTICES & EFFECTIVE STRATEGIES
STEP 1:
STEP 2:
STEP 3:
STEP 4:
STEP 5:
STEP 6:
STEP 7:
STEP 8:
STEP 9:
Collect enough information to become educated consumers of research‐based
practices and strategies.
Review accurate information: research results, costs, professional
development, curricular materials, and other assistance needed for faithful
implementation.
Screen to determine potential for meeting identified needs and for aligning with
the school’s vision, mission, beliefs, goals, objectives, content standards, and
existing initiatives.
Present to stakeholders detailed information on the practices being considered:
the needs to be addressed, data and examples to illustrate how student
achievement can be raised, and a realistic description of what faithful
implementation involves.
Visit sites that have successfully implemented the practices.
Assess the progress in the selection process: Does the school need more time to
consider? Is the school ready to choose? If not, repeat steps 1‐5 as needed.
Allow staff to choose the practices to be implemented. If the chosen practices
are to be successful, a “super‐majority” must adopt them; the degree of teacher
buy‐in is directly related to the degree of success.
Faculty who cannot accept the decision of their peers should be offered transfer
opportunities.
Districts should consider recruiting teams of “master teachers” who have
training and experience in the practices selected by the schools.
142

GOAL 1
By 2013‐2014, all students will reach high standards, attaining proficiency or better in Reading/Language Arts.
Research‐Based Strategy 1: RTI JEPD DDD MEL CA SIM UDL
Provide an explanation for not selecting one of the three recommended strategies:
Indicator of Implementation (250 Characters): Up to 6 Procedures for Evaluating Indicators of Implementation (250 Characters): Up to 6
1.1 Universal screening and regular benchmark assessment
1.2 Tiered Invtervention Model
OBJECTIVES:
1.1
1.2
DESIRED OUTCOMES:
1.1 To increase ELA CRT Index Scores in __grade from __to__ (1 or 2 years) Improvement in phonics, phonemic awareness,
vocabulary, fluency, and comprehension in grades
K‐3.
1.2 To increase __ (subgroup) ELA percent proficiency from __to__ (1 or 2 years)
Activity
(500 Characters)
Responsible
Person
(100 Characters)
Start Date
Completion
Date
Estimated
Cost
Funding
Source
date date cost T1 SI
date date cost T1 SI
date date cost T1 SI
Summative Evaluation (250 Characters):
Implementation Issues (250 Characters) Date Presented Resolution(s) (250 Characters) Date Resolved
date date
date date
143

SEC. 1118. PARENTAL INVOLVEMENT
Title I, Part A Parental Involvement Non‐Regulatory Guidance
``(c) Policy Involvement.‐‐Each school served under this part shall‐‐
``(1) convene an annual meeting, at a convenient time, to which all parents of participating children shall
be invited and encouraged to attend, to inform parents of their school's participation under this part
and to explain this part, its requirements, and their right to be involved;
``(2) offer a flexible number of meetings, such as meetings in the morning or evening, and may provide,
with funds provided under this part, transportation, child care, or home visits, as such services relate to
parental involvement;
``(3) involve parents, in an organized, ongoing, and timely way, in the planning, review, and
improvement of programs under this part, including the school parental involvement policy and the
joint development of the schoolwide program plan under section 1114(b), except that if a school has in
place a process for involving parents in the joint planning and design of its programs, the school may use
that process, if such process includes an adequate representation of parents of participating children;
``(5) if the schoolwide program plan under section 1114(b)(2) is not satisfactory to the parents of
participating children, submit any parent comments on the plan when the school makes the plan
available to the local educational agency.
NCLB, Title I, Part A, PARENTAL INVOLVEMENT (PI)
CALENDAR OF REQUIRED ACTIVITIES
MARCH
APRIL‐MAY
JUNE‐JULY
Organize the school’s Parent Advisory Council (PAC)
Recruit parents to work on the School Improvement Team (SIT) – to prepare the State
Plan (eGrant)
PAC Meetings Begin:
PAC prepares the Parent Involvement Policy
PAC prepares the School‐Parent Compact
School Administration plans Title I Parent Meeting for the start of school. (Can be part of
an Open House)
Order free Title I parent informational materials from www.ED.GOV
Order free Title I parent informational materials from www.lpirc.org:
Louisiana Parent Information and Resource Center
520 Olive Street, Suite C‐4
Shreveport, LA 71104
1‐866‐751‐6958
Prepare the “Right‐to‐Know” documents
Notification to parents of non‐highly qualified teachers
Notification to parents that they may request the professional qualifications of teachers
and paraprofessionals
Prepare Complaint Procedures for distribution to parents
Prepare Parent Involvement Policy for distribution to all parents
144

AUGUST
SEPTEMBER
MARCH
APRIL‐MAY
Prepare School‐Parent Compact for distribution to all parents
Conduct Title I Parent Meeting, explaining and distributing to parents:
Parent Involvement Policy
School‐Parent Compact
Implement the Parent Involvement Policy
Implement the School‐Parent Compact
PAC creates a Parent Survey
PAC evaluates the Parent Involvement Policy (survey parents)
PAC evaluates the School‐Parent Compact (survey parents)
PAC revises the Parent Involvement Policy, if necessary
PAC revises the School‐Parent Compact, if necessary

Professional Development
About Professional Development Workshops, Did You Know?
According to the research of Joyce and Showers (1995), the workshop design has three major
components:
a. Activities to develop theoretical understanding.
b. Demonstrations that provide behavioral examples of the new practice (Showers
recommends at least 20 demonstrations in the workshop setting for fairly complex
skills).
c. Initial practice in the workshop setting, including getting the lesson started.
The four key rules of workshop design are the following:
1. Practice in the classroom must be immediate. If teachers wait before beginning their
practice, their understanding and initial skill learning will have eroded.
2. Practice must be sustained. Showers and others indicate 20‐30 uses of new practice are
necessary before teachers are comfortable with the new practice.
3. Peer coaching will significantly improve the implementation of new practices. Study
groups in which teachers observe one another, talk with one another, and develop a
sense of community in their efforts to learn new practices will enable all teachers to
reach at least the mechanical level.
4. One‐half of the monies spent for professional development should be put into the
follow‐up for the workshop.
From: Collins, D. Achieving Your Vision of Professional Development: How to Assess Your Needs and Get
What You Want.
Greensboro, NC: Southeastern Regional Vision for Education (SERVE), 1998.
145

Professional Development: If Not a Workshop, Then What?
Adult learning in schools can, and should, take many forms. Going beyond the essential “sit‐and‐get”
workshop is essential. Workshops are only one way to provide staff development. Without extensive
follow‐up, workshops will not lead teachers to change their practices; however, research indicates that
other ways of learning have potential for improving teacher effectiveness and improving student
learning.
According to Dennis Sparks, Executive Director for the National Staff Development Council, “Learning
will occasionally happen in workshops, but most of it will occur as teachers plan lessons together,
examine their students’ work to find ways to improve it, observe one another teach and plan
improvements based on various data. Those of us concerned with teacher expertise must take
leadership in designing such a system for learning.”
Here are some suggestions for improving staff development:
• Conducting action‐research projects • Being coached by a peer
• Joining professional learning
• Reading journals, educational magazines, books
communities
• Analyzing teaching cases • Doing a self‐assessment
• Attending awareness‐level seminars • Shadowing another teacher or professional in the
field
• Joining a cadre of in‐house trainers • Participating in a study group
• Planning lessons with a teaching • Keeping a reflection log or journal
colleague
• Consulting an expert • Enrolling in a university course
• Being coached by an expert • Viewing educational videos
• Making a field trip • Listening to video/audio recordings
• Forming study or support groups • Participating in a video conference call
• Giving presentations at conferences • Visiting model school/program
• Researching on the Internet • Developing curriculum
• Leading a school wide committee project • Doing school improvement planning
• Developing material displays, bulletin
boards
• Examining technological resources to supplement
lessons
• Coaching a colleague • Being a mentor
• Being mentored • Joining a professional network
• Writing an article about your work • Observing model lessons
• Observing other teachers • Being observed and receiving feedback from a
trainer or principal
146

Professional Learning Strategies and Their Level of Impact
When planning professional development, it is beneficial to know the research. In Student Achievement through Staff Development, 3 rd Edition,
Bruce Joyce and Beverly Showers provide information to make those decisions. The impact of coaching with feedback, school‐based study teams
and peer visits far exceeds that of the typical presentation style or even modeling with practice. It is helpful to remember, though, that variety is
the spice of life. Teachers who experience a consistent message in many different formats are more likely to implement new ideas in their
instruction. The table below demonstrates the relationship between different types of professional development strategies and the resulting
impact on teachers’ understanding.
Levels of Impact
Components of Training
Awareness Plus
Concept
Understanding
Skill Attainment
Presentation of Theory 10% 5% 0%
Application and
Problem Solving in
the
Classroom
Modeling
and Demonstration
Practice
and Low‐Risk
Feedback
Coaching with
Study Teams, Peer
Visits, Specialists,
Administrators,
and others
30% 20% 0%
60% 60% 5%
95% 95% 95%
Source: Joyce, Bruce and Beverly Showers, (2002). Student Achievement through Staff Development, 3 rd Edition. ASCD; Alexandria, VA.
147

Stages of Concern about the Innovation/Change
The Stages of Concern about Innovation/Change is from Taking Charge of Change by Hord, Rutherford, Huling‐Austin, and Hall. The material that
follows may be used as a guide to understanding change for those involved in school reform. It is a complementary piece to the Appendix work
on Selecting Best Practices and Programs. As the material from Southwest Educational Development Laboratory (SEDL) reminds us, the
assumptions are that change is a process, not an event; that it is made by individuals first, then institutions; that it is a highly personal
experience; and that it is developmental in feelings and skills.
A first step in using concerns to guide interventions is to know what concerns the individuals have, especially their most intense concerns. The
Typical Expression of Concern correlates to “where people are” in relation to the Stages. It is important to bear in mind that a particular Stage of
Concern is neither “good” nor “bad.”
The second step is to deliver interventions that might respond to those concerns. Unfortunately, there is no absolute set of universal
prescriptions, but the following suggestions offer examples of interventions that might be useful. Always to be kept in mind is that interventions
must be related first to the people, second to the innovation/change.
Stage 0: Awareness Concerns
a. If possible, involve teachers in discussions and decisions about the innovation/change and its implementation.
b. Share enough information to arouse interest, but not so much that it overwhelms.
c. Acknowledge that a lack of awareness is expected and reasonable and that no questions about the innovation are foolish.
d. Encourage unaware persons to talk with colleagues who know about the innovation.
e. Take steps to minimize gossip and inaccurate sharing of information about the change.
Typical Expression of Concern: “I would like to know more about it.”
“I want to find out about the new materials the district is offering and see if they would be good
for our students.”
Stage 1: Information Concerns
a. Provide clear and accurate information about the innovation.
b. Use a variety of ways to share information—verbally, in writing, and through any other available media. Communicate with individuals and
with small and large groups.
c. Have persons who have used the innovation in other settings visit with your teachers. Visits to user schools could also be arranged.
d. Help teachers see how the innovation relates to their current practices, in regard to both similarities and differences.
e. Be enthusiastic and enhance the visibility of others who are excited.
Typical Expressions of Concern: “I would like to know more about it.”
“I want to find out about the new materials the district is offering and see if they would be good for our
students.”
148

Stage 2: Personal Concerns
a. Legitimize the existence and expression of personal concerns. Knowing that these concerns are common and that others share them
can be comforting.
b. Use personal notes and conversations to provide encouragement and reinforce personal adequacy.
c. Connect these teachers with others whose personal concerns have diminished and who will be supportive.
d. Show how the innovation can be implemented sequentially rather than in one big leap. It is important to establish expectations that
are attainable.
e. Do not push innovation use, but encourage and support it while maintaining expectations.
Typical Expressions of Concern: “How will using it affect me?”
“I’m not sure the new technology innovation is for me—can I do it? I hardly know where the
off/on button is.”
Stage 3: Management Concerns
a. Clarify the steps and components of the innovation. Information from innovation configurations will be helpful here.
b. Provide answers that address the small, specific “how‐to” issues that are so often the cause of management concerns.
c. Demonstrate exact and practical solutions to the logistical problems that contribute to these concerns.
d. Help teachers sequence specific activities and set timelines for their accomplishments.
e. Attend to the immediate demands of the innovations, not what will be or could be in the future.
Typical Expressions of Concern: “I seem to be spending all my time getting materials ready.”
“I am concerned about the time it takes me to get materials ready and organize everything for the
new program.”
Stage 4: Consequence Concerns
a. Provide these individuals with opportunities to visit other settings where the innovation is in use and to attend conferences on the
topic.
b. Don’t overlook these individuals. Give them positive feedback and needed support.
c. Find opportunities for these persons to share their skills with others.
d. Share with these persons information pertaining to the innovation.
Typical Expressions of Concern: “How is my use affecting kids?”
“I believe the highly capable students are not being challenged by this program. I wonder what I can do about
that?”
149

Stage 5: Collaborative Concerns
a. Provide these individuals with opportunities to develop those skills necessary for working collaboratively.
b. Bring together those persons, both within and outside the school, who are interested in collaboration.
c. Help the collaborators establish reasonable expectations and guidelines for the collaborative effort.
d. Use these persons to provide technical assistance to others who need assistance.
e. Encourage the collaborators, but don’t attempt to force collaboration on those who are not interested.
Typical Expressions of Concern: “I am concerned about relating what I am doing to what other instructors are doing.”
“My immediate neighbor and I are thinking about restructuring our daily schedule, subjects, and
students so that together we have a better setting for students’ independent learning.”
Stage 6: Refocusing Concerns
a. Respect and encourage the interest these persons have for finding a better way.
b. Help these individuals channel their ideas and energies in ways that will be productive rather than counterproductive.
c. Encourage these individuals to act on their concerns for program improvement.
d. Help these people access the resources they may need to refine their ideas and put them into practice.
e. Be aware of and willing to accept the fact that these persons may replace or significantly modify the existing innovations.
Typical Expressions of Concern: “I have some ideas about something that would work even better.”
“We need to add a major new dimension to this curriculum, like a community service project, that
would really grab the students’ attention and force them to use all their skills in an integrated way.”
150

Louisiana Rubric for Assessing Results‐Based Professional Development
This rubric is based on the twelve NSDC Standards for Staff Development and addresses the quality of district/school staff development related to Context,
Process, and Content. The rubric was adapted from the Kansas Staff Development Rubric for District/School Assessment by the Louisiana Professional
Development Advisory Committee formed by the Blue Ribbon Commission.
Directions: As your district/school reviews each level, consider what specific evidence you have to support the key components for that level.
To achieve “Total Application of Standard” you need clear convincing evidence. Evidence is measurable and furnishes proof and/or documents
results. Based on this definition, how would you rate your staff development, and what evidence would you provide to support your choice?
Standard
Learning Communities
Level 4
No Application
of Standard
In this school/district:
Level 3
Minor Application
of Standard
In this school/district:
Level 2
Substantial (Not Total)
Application of
Standard
In this school/district:
Level 1
Total Application
of Standard
In this school/district:
EVIDENCE
Documentation
For Recommended
Level
Staff Development
that improves the
learning of all students
organizes adults into
learning communities
whose goals are
aligned with those of
the school and district.
a. The professional
development that staff
members receive is based
on individual learning
needs.
b. Staff members
consistently pursue
training away from the
school site.
c. There are no ongoing
learning teams.
d. No attempts are being
made to align staff
development with district
or school goals.
a. Some staff members
consider student needs
when planning staff
development.
b. Some staff members plan
and participate in jobembedded
professional
development at the school
site.
c. Some staff members have
been organized into
learning teams or staff
members have been
organized into learning
teams but meet
infrequently.
a. Small learning
communities are a
part of the staff
development plan.
b. Many members plan
and participate in
site‐based, jobembedded
staff
development such as
collaborative lesson
planning, examining
student work, and/or
solving problems.
c. Many or most staff
are members of ongoing
learning teams.
a. Small learning communities
are the primary component
of the staff development
plan.
b. Professional development is
primarily job‐embedded and
site‐based or all staff
members participate in sitebased,
job embedded staff
development.
c. All teachers are members of
on‐going, site‐based teams
that meet several times each
month to plan instruction,
examine student work,
and/or solve problems.
d. Some staff development is
planned in alignment with
district/school goals
d. Some learning teams
focus on school
and/or district goals.
d. School and/or district goals
drive all staff development.
151

Leadership
Standard
Level 4
No Application
of Standard
In this school/district:
Level 3
Minor Application
of Standard
In this school/district:
Level 2
Substantial (Not Total)
Application of Standard
In this school/district:
Level 1
Total Application
of Standard
In this school/district:
EVIDENCE
Documentation
For Recommended
Level
Staff development that
improves the learning of
all students requires skillful
school and district leaders
who guide continuous
instructional improvement.
a. Negotiated
agreements, daily
schedules, and
incentive systems are
developed without
regard to staff
development.
b. School‐year calendars
include no allocated
time for staff
development.
c. School improvement
planning and staff
development
planning typically are
handled
independently.
d. There is no formal
mechanism for
administrators and
teachers to play
leadership roles in
staff development.
a. Negotiated
agreements, daily
schedules, and
incentive systems are
designed with little
consideration to the
on‐going professional
development needs
of the staff.
b. Yearly calendars
contain some
allocated time for
staff development.
c. Staff development is
considered necessary,
but is seldom in
alignment with school
improvement goals.
d. Administrators and
teacher leaders direct
staff development,
but apparently with
little leadership
training or skills.
a. Negotiated
agreements, daily/
yearly schedules, and
incentive systems are
designed with some
consideration to the
professional
development needs
of individual staff.
b. Time has been set
aside in the school’s
daily schedule for
staff development,
but is scheduled
irregularly.
c. Leaders recognize
that staff
development is one
strategy for
supporting school
improvement.
d. Administrators and
teacher leaders
occasionally share
responsibility for
purposefully
developing their own
knowledge and skills
in the area of staff
development.
a. Small learning groups
are the primary
component of the
staff development
plan.
b. All teachers
participate in
ongoing, schoolbased
teams that
meet several times
each week to plan
instruction, examine
student work, and/or
solve problems.
c. School and/or district
goals drive all staff
development at this
school.
d. All administrators and
teacher leaders
consistently share
responsibility for
purposefully
developing their own
staff development
knowledge and skills.
152

Resources
Standard
Level 4
No Application
of Standard
In this school/district:
Level 3
Minor Application
of Standard
In this school/district:
Level 2
Substantial (Not Total)
Application of Standard
In this school/district:
Level 1
Total Application
of Standard
In this school district:
EVIDENCE
Documentation
For Recommended
Level
Staff development that
improves the learning of
all students requires
resources to support adult
learning and collaboration.
a. Staff members
believe staff
development should
occur outside the
regular work day,
preferably off‐site so
as not to interfere
with teaching.
b. Few, if any, resources
are set aside for
professional
development.
c. School staff never set
aside time within the
workday for their
own staff
development.
a. Staff members
believe professional
development should
primarily occur within
the school day, but
have yet to
implement strategies
for doing so.
b. Up to five percent of
resources have been
set aside for staff
development.
c. Staff members
understand they
should set aside time
within their workday
for staff
development, but do
so only occasionally.
a. Many staff
development
activities occur during
the school day.
b. At least five percent
of the budget is
dedicated to
professional
development.
Moreover, staff
members are
implementing
strategies to increase
staff development
funding to 10 percent
of budget.
c. Many staff set aside
time during their
workday for staff
development, with
some setting aside as
much as 25 percent
of their day for
professional growth.
a. Time is routinely set
aside during the
school day for staff
development.
b. Ten percent of the
budget is dedicated
to professional
development.
c. Twenty‐five percent
of an educator’s work
time is used for staff
development.
153

Data Driven
Standard
Level 4
No Application
of Standard
In this school/district:
Level 3
Minor Application
of Standard
In this school/district:
Level 2
Substantial (Not Total)
Application of Standard
In this school/district:
Level 1
Total Application
of Standard
In this school/district:
EVIDENCE
Documentation
For Recommended
Level
Staff development that
improves the learning of
all students uses
disaggregated data to
determine adult learning
priorities and help sustain
continuous improvement.
a. Staff development is
based on the
individual interests of
teachers, with little
use of student data.
Few attempts are
made to gather
school or systemwide
data.
b. Data on student
learning are not used
as a basis for
evaluating or
planning staff
development.
c. Teachers do not
disaggregate and
analyze data to
ensure equitable
treatment of all
subgroups of student.
a. Staff recognize that
professional
development should
be focused on
student needs but
still primarily make
staff development
decisions based on
teacher needs.
b. A few staff teachers
examine student data
to plan or assess the
effects of staff
development, but the
data used are limited.
c. Some data are
disaggregated and
analyzed (or, a few
teachers disaggregate
data) to ensure the
equitable treatment
of all subgroups of
students.
a. Staff development is
often focused on
student needs.
b. Many teachers collect
classroom‐based data
in order to evaluate
the impact of their
own learning on
measures of student
progress.
c. Many teachers
disaggregate and
analyze data to
ensure the equitable
treatment of all
subgroups of
students.
a. Decisions regarding
staff development
are always based on
evidence gathered
systematically in
classrooms, the
district, and/or state.
b. Teachers routinely
examine student data
from multiple sources
(e.g., standardized
tests, student work,
etc.) to assess the
impact of their own
professional
development.
c. Student data are
routinely
disaggregated and
analyzed by all staff
to ensure the
equitable treatment
of all subgroups of
students.
154

Evaluation
Standard
Level 4
No Application
of Standard
In this school/district:
Level 3
Minor Application
of Standard
In this school/district:
Level 2
Substantial (Not Total)
Application of Standard
In this school/district:
Level 1
Total Application
of Standard
In this school/district:
EVIDENCE
Documentation
For Recommended
Level
Staff development that
improves the learning of
all students uses multiple
sources of information to
guide improvement and
demonstrate its impact.
a. There is no evidence
that staff
development is
evaluated.
a. Staff development is
evaluated solely on
the basis of
participant reactions
or satisfaction
(Guskey, Level 1).
b. Only the initial
learning of staff is
considered when
evaluating staff
development.
a. Several types of
evidence that focus
on staff development
are used to improve
the quality of staff
development.
b. Other types of data
collection include
participants’
reactions and
perceptions of initial
learning and feedback
as to what students
are/are not learning.
a. A wide variety of data
are analyzed to
measure the impact
that staff
development is
having on staff and
student learning.
b. Leaders collect and
use information
related to the level of
implementation,
follow‐up strategies,
organizational
changes, data
concerning
knowledge and skills
gained and practiced
by participants, and
changes in student
learning.
155

Standard
Research‐based
Level 4
No Application
of Standard
In this school/district:
Level 3
Minor Application
of Standard
In this school/district:
Level 2
Substantial (Not Total)
Application of Standard
In this school/district:
Level 1
Total Application
of Standard
In this school/district:
EVIDENCE
Documentation
For Recommended
Level
Staff development that
improves the learning of
all students prepares
educators to apply
research to decisionmaking.
a. Staff development
does not prepare
educators to be
skillful users of
education research
and best practices.
a. Staff development
seldom prepares
educators to be
skillful users of
educational research
or best practices.
a. Staff development
frequently prepares
educators to be
skillful users of
educational research
or best practices.
a. Staff development
consistently prepares
educators to be
skillful users of
educational research
or best practices.
b. Staff development is
not viewed as a
strategy to improve
student learning.
c. Staff development is
based on teacher
preference or choice
rather than best
practices.
b. Staff development is
seldom selected or
identified, based on
research or best
practices.
c. Staff development is
seldom viewed as a
strategy to inspire
learning
b. Staff development is
frequently selected,
based on research or
best practices.
c. Staff development is
frequently viewed as
a strategy to inspire
learning.
b. Teams of teachers
and administrators
methodically study
research before
adopting
improvement
strategies.
c. Pilot studies and
action research are
used when
appropriate to test
the effectiveness of
new approaches
when research is
contradictory or does
not exist.
156

Design
Standard
Level 4
No Application
of Standard
In this school/district:
Level 3
Minor Application
of Standard
In this school/district:
Level 2
Substantial (Not Total)
Application of Standard
In this school/district:
Level 1
Total Application
of Standard
In this school/district:
EVIDENCE
Documentation
For Recommended
Level
Staff development that
improves the learning of
all students uses learning
strategies appropriate to
the intended goal.
a. Staff development is
primarily awareness
sessions only.
b. No technology is used
to support the
educator’s individual
learning.
c. There is no evidence
that follow‐up
activities have been
planned to support
educators as they
attempt to
incorporate what
they have learned
into their ongoing
practice.
a. Staff development
includes an
introduction to the
initiative with limited
guided practice.
b. Technology is seldom
used to support the
educators’ individual
learning.
c. Follow‐up activities
such as mentoring
and coaching are
occasionally provided
to educators or are
provided to a
selected subgroup of
educators.
a. Staff development in
several learning
strategies and
initiatives with
modeling and some
practice during the
workshop.
b. Technology
frequently supports
educators’ individual
learning.
c. Follow‐up activities
such as mentoring
and coaching are
available to many
educators.
a. Educators routinely
participate in a
variety of learning
strategies to achieve
their staff
development goals.
b. Technology is
consistently utilized
to support educators’
individual learning.
c. All educators
consistently engage
in coaching,
mentoring, and other
follow‐up activities to
support their
learning.
157

Standard
Level 4
No Application
of Standard
In this school/district:
Level 3
Minor Application
of Standard
In this school/district:
Level 2
Substantial (Not Total)
Application of Standard
In this school/district:
Level 1
Total Application
of Standard
In this school/district:
EVIDENCE
Documentation
For Recommended
Level
Learning
Staff development that
improves the learning of
all students applies
knowledge about human
learning and change.
a. Staff development
methods assist
educators with only
surface features of a
new idea. No
attention is paid to
active learning
processes that
promote reflection
and problem solving.
b. Educators are given
no opportunity to
practice new skills
and receive feedback.
c. No attempt is made
to identify and
address educators’
individual concerns in
order to plan
appropriate follow‐up
support.
a. Several staff
development
methods are used to
help educators
develop an in‐depth
understanding of
innovations. Some
active learning
opportunities are
provided.
b. Follow‐up activities
are used sporadically
to provide educators
an opportunity to
practice new skills.
Feedback is available
but insufficient.
c. Information on
educator concerns is
occasionally
collected, but few if
any follow‐up
interventions result.
a. Educators benefit
from a number of
staff development
methods that mirror
the methods that
teachers are
expected to use with
students. These
include active
learning that
promotes reflection
and problem solving.
b. Many (but not all)
educators have the
opportunity to
practice new skills
and receive feedback
on performance.
c. Information on
educator concerns is
often collected and
used to design
interventions and
follow‐up strategies.
a. The staff
development
methods used to
support educator
learning consistently
mirror the teaching
methods that have
proven effective in
promoting student
learning.
b. Participants have
regular opportunities
to practice new skills
and consistently
receive feedback on
their performance.
c. Information on
educator concerns is
routinely gathered
and used to tailor
interventions and
follow‐up strategies
to the participant’s
individual learning
needs.
158

Standard
Level 4
No Application
of Standard
In this school/district:
Level 3
Minor Application
of Standard
In this school/district:
Level 2
Substantial (Not Total)
Application of Standard
In this school/district:
Level 1
Total Application
of Standard
In this school/district:
EVIDENCE
Documentation
For Recommended
Level
Collaboration
Staff development that
improves the learning of
all students provides
educators with the
knowledge and skills to
collaborate.
a. There is no evidence
to suggest that staff
development
activities provide
participants an
opportunity to
practice
collaboration.
b. The staff
development
activities do not
provide educators
with the knowledge
and skills they need
to collaborate
effectively.
c. There is no evidence
that technology is
used to encourage
and support
collaboration.
a. Occasionally, staff
development
activities include
opportunities for
participants to work
collaboratively
toward common
ends.
b. Some staff
development
activities are
designed to support
and encourage
collaboration, and
sometimes result in
informal sharing.
c. Technology is used
sporadically or in a
limited fashion to
support
collaboration.
a. Participants often
take advantage of
staff development
activities to work
collaboratively
toward common
ends.
b. When important
work needs to be
done, staff
development
activities provide a
vehicle for creating
diverse teams whose
members work
collaboratively
toward common
goals.
c. Technology often
becomes a resource
for supporting
collaboration, but its
use is not systemic.
a. Participants routinely
draw upon their
newfound knowledge
and skills to work
collaboratively
toward common
ends.
b. Staff development is
consistently used to
prepare and support
educators to
collaborate
effectively in a variety
of groups and
settings (e.g., school
improvement teams,
grade‐level
committees, district
initiatives, etc.).
c. Educators routinely
apply/practice the
technology
knowledge and skills
they have acquired
through staff
development to
collaborate
effectively.
159

Standard
Level 4
No Application
of Standard
In this school/district:
Level 3
Minor Application
of Standard
In this school/district:
Level 2
Substantial (Not Total)
Application of Standard
In this school/district:
Level 1
Total Application
of Standard
In this school/district:
EVIDENCE
Documentation
For Recommended
Level
Equity
Staff development that
improves the learning of
all students prepares
educators to understand
and appreciate all
students; create safe,
orderly, and supportive
learning environments,
and hold high expectations
for students’ academic
achievement.
a. There is no evidence
that the staff
development
activities help
educators recognize,
understand, and
appreciate the
instructional needs of
a diverse student
population.
b. Staff development
activities do not
present strategies for
creating learning
environments that
are safe, orderly, and
student‐centered.
c. Staff development
activities do not
address the
importance of high
expectations for all
students.
a. Occasionally, staff
development
activities touch on
the importance of
recognizing, and
addressing the
instructional needs of
a diverse student
population.
b. A few staff
development
activities review tools
for creating safe,
orderly, and studentcentered
learning
environments.
c. Staff development
activities occasionally
mention the
importance of high
expectations for all
students.
a. Many staff
development
activities are
designed to help
educators recognize
and support the
instructional needs of
a diverse student
population.
b. Staff development
activities generally
include strategies
that participants can
use to create and
support learning
environments that
are safe, orderly, and
student‐centered.
c. Staff development
activities often review
the importance of
high expectations for
all students.
a. Staff development
activities always
remind and
encourage
participants to
recognize and meet
the instructional
needs of a diverse
student population.
b. All staff development
activities include
strategies for
establishing and
maintaining learning
environments that
are safe, orderly, and
student‐centered.
c. Staff development
activities consistently
stress the importance
of high expectations
for all students.
160

Standard
Level 4
No Application
of Standard
In this school/district:
Level 3
Minor Application
of Standard
In this school/district:
Level 2
Substantial (Not Total)
Application of Standard
In this school/district:
Level 1
Total Application
of Standard
In this school/district:
EVIDENCE
Documentation
For Recommended
Level
Quality Teaching
Staff development that
improves the learning for
all students deepens
educators’ content
knowledge, provides them
with research‐based
instructional strategies to
assist students in meeting
rigorous standards, and
prepares them to use
various types of classroom
assessments
appropriately.
a. No opportunities are
available for
participants to
develop deeper
content knowledge or
acquire related
instructional skills.
b. There is no evidence
that the staff
development
activities that focus
on teaching present
research‐based
instructional
strategies to help
students meet high
standards.
c. No opportunities are
available for
educators to develop
their knowledge and
skills in the area of
classroom
assessment.
a. Some effort is being
made to help
participants deepen
their content
knowledge and skills
as well as explore
related instructional
skills.
b. Some (but not all) of
the staff
development
activities that focus
on teaching include
research‐based
instructional
strategies.
Participants are given
few opportunities to
build their knowledge
and skills in the area
of classroom
assessment or
classroom
assessment is a
frequent staff
development topic,
but is addressed in a
very limited fashion.
a. Most staff
development
activities are
designed to deepen
the participants’
content knowledge,
and introduce them
to some related
instructional skills.
b. Research‐based
instructional
strategies are a key
component of many
(but not all) of the
staff development
activities that focus
on teaching.
c. Classroom
assessment is a
regular topic of staff
development, and
some staff take
multiple approaches
to assessing student
learning.
a. All staff development
activities are
designed to help
participants (1)
deepen their content
knowledge and (2)
acquire and practice a
variety of related
instructional skills.
b. Those staff
development
activities that focus
on teaching
consistently
supplement deep
content with
appropriate researchbased
instructional
strategies.
c. Through staff
development, all
teachers learn
multiple methods of
classroom
assessment, and use
that knowledge to
regularly monitor
gains in student
learning.
161

Standard
Level 4
No Application
of Standard
In this school/district:
Level 3
Minor Application
of Standard
In this school/district:
Level 2
Substantial (Not Total)
Application of Standard
In this school/district:
Level 1
Total Application
of Standard
In this school/district:
EVIDENCE
Documentation
For Recommended
Level
Family and Community
Involvement
Staff development that
improves the learning of
all students provides
educators with knowledge
and skills to involve
families and other
stakeholders
appropriately.
a. Staff development
participants are given
no opportunity to
sharpen their skills at
seeking and/or
utilizing input from
parents and
community members.
b. Parent participation is
perceived as intrusive
and unwanted.
c. There is no
technology available
for enhancing
communication with
families and the
community.
a. Some participants
have the opportunity
to become more
adept at soliciting and
utilizing input from
community members.
b. The goals and mission
of the school/district
continue to be
developed with the
staff.
c. Educators
communicate with
parents by phone
and, to some degree,
through e‐mails.
a. Staff members
recognize the need
for training and
technical assistance
in how to build
consensus among
educators and
community members
concerning the
overall mission and
goals for staff
development.
b. Educators create
relationships with
parents to support
student learning.
c. The use of technology
to communicate with
parents and the
community is
improving as staff
members acquire
better skills in the use
of technology.
a. Staff development
prepares leaders to
build consensus
among educators and
community leaders
concerning the
overall mission and
goals for staff
development.
b. Staff development
prepares educators to
create relationships
with parents to
support student
teaching.
c. Technology is
routinely used to
communicate with
parents and the
community.
162

EFFECTIVE PROFESSIONAL DEVELOPMENT
Understanding the Components of Effective Professional Development
The Louisiana Components of Effective Professional Development provide the
framework for enhancing teacher quality and student achievement.
As a leader, your role is to create a continuous learning environment at your school. But getting from
point A to point B is another matter. The Louisiana Department of Education’s Office of Educator
Support has made teacher quality and professional development a priority, with new programs,
services, and resources designed to assist you and your faculty in achieving this goal.
One of the first steps is to become a proponent of professional development. As a principal, you must
believe and model for your teachers how a professional development plan can effect change. The first
steps call for the identification and creation of what is needed by your school, your students, your
faculty, and yourself. To begin, you must understand the six components of professional development
and strive to educate your faculty on how they can enhance curriculum, instruction and assessment
practices.
To determine if you are offering, supporting and encouraging professional development in your school, take a
minute to reflect on these questions:
1. Is the current professional development process linked to your school improvement plan (SIP) and
based on identified needs?
❒ Yes ❒ Somewhat ❒ No
2. Does professional development result in improved classroom instruction based on the curriculum?
❒ Yes ❒ Somewhat ❒ No
3. Are all of your teachers participating in study groups?
❒ Yes ❒ Somewhat ❒ No
4. Is your professional development addressing adult learning needs?
❒ Yes ❒ Somewhat ❒ No
5. Was your last professional development activity a success?
❒ Yes ❒ Somewhat ❒ No
6. Do your planning and evaluation processes for professional development include data analysis that
exposes gaps in student achievement?
❒ Yes ❒ Somewhat ❒ No
Six Components of Effective Professional Development
Component 1: Needs‐Driven Response
Produces ownership, not compliance; adapts to change, is not static. Needs‐driven
professional development addresses specific needs of the educators, the school, and the students.
Professional development is shaped by analysis of student and teacher data, school‐improvement plans,
self‐reflection, professional growth plans, and individual professional goals. Priorities are set based on
current adult learning needs and gaps in student achievement.
163

Component 2: Curriculum Focus
Generates deep understanding of content, not superficial knowledge; results in effective classroom
practice, not perfunctory delivery. The content of the professional development is rooted in state curriculum
standards, grade‐level expectations, and comprehensive curriculum. Research‐based instructional strategies and
varied assessment practices inform instruction, align with state assessment, and promote academic growth and
student achievement.
Component 3: Learning Community
Occurs regularly, not occasionally; supports team learning and individual learning. Professional
development is part of the day‐to‐day school culture and provides site‐based and extended learning opportunities
for teachers, principals, and administrative teams. School leaders and teachers collaboratively identify individual
and school‐wide learning strategies that impact instruction and
student achievement. The school as a learning community provides ongoing follow‐up, support, and technical
assistance.
Component 4: Active Engagement
Promotes active, not passive participation; stimulates critical thinking, not rote response or inattention;
sparks investigation and innovative solutions. Professional development actively engages educators, addresses
the needs of adult learners, models effective research‐based instructional strategies, and makes use of a variety of
teaching tools, both face‐to‐face and online.
Component 5: Relevance
Provides practical applications, not mere rhetoric; addresses the needs of students and educators for
the 21 st century; reflects current research, not passing trends. Relevant professional development is directly
applicable to instructional practice; addresses real conditions in the classroom, school, district, and community;
and makes appropriate use of information technology and resources.
Component 6: Evaluation
Focuses on effective implementation of professional development, not efficiency of delivery.
Professional development is subject to diagnostic, formative, and summative evaluation. The evaluation uses
appropriate data to determine the effectiveness of the professional development in increasing knowledge of
participants, improving instructional practices, increasing student achievement,
and identifying additional needs.
164

Facilitating Professional Development for Your Staff I
ONAL D EV E LOPMENT
Whether your school has a firmly established professional development (PD) plan or you are in the startup
phase of PD, it is important to understand the steps necessary to put a program in place. The stepby‐step
approach detailed below is a summary of the SREB publication, “Planning and Conducting
Professional Development That Makes a Difference, A Guide for School Leaders.” It can serve as a startup
guide for schools implementing new programs and an assessment tool for those with programs in
place.
Identify Needs.
• Review student achievement data and identify gaps.
• Allow for teacher input into planning with brainstorming sessions and surveys.
• Build consensus.
Develop a plan.
• Develop a professional development team led by the principal (or designee).
• Base plan on teachers’ needs and the School Improvement Plan.
• Identify activities, target group for each activity, and follow‐up process.
• Use this plan to guide professional development budgeting.
Make room in the school calendar for site‐specific professional development.
• On site.
• Job‐embedded.
• Common planning time.
• Flexible scheduling.
• Evening sessions.
• Weekend retreats.
• Summertime opportunities.
Start early to plan a professional development event.
• Begin at least six months in advance.
• Workshop presenter should customize content to meet school’s needs.
• Prepare teachers for the event.
• Clearly state goals and objectives in terms of expected outcomes from the workshop
Find the best workshop presenter.
• Expert in the workshop topic.
• Authored books or articles on the topic and/or can produce written materials that school leaders can
review in advance.
• Experienced in implementing the strategies that will be taught in the workshop.
• Use a lively presentation style that motivates teachers.
• Involve teachers in meaningful activities throughout the workshop.
• Prepare simple, attractive visual materials using presentation software.
• Provide useful handouts that teachers can consult after the workshop to reinforce what they have
learned.
• Prepare a written workshop agreement between the school leader and workshop presenter.
Prepare teachers for the staff development event.
• Post a calendar of events notifying teachers of the event.
• Read articles or books.
• Develop questions for the workshop presenter.
165

Prepare the workshop presenter.
• Overview of school.
• Detailed description of expectation for the workshop.
• Report on current teacher activities related to the workshop.
• Share teachers’ questions concerning the workshop.
• State desired product to ensure implementation.
Take care of ‘creature comforts.’
• Room set‐up.
• Presentation equipment functioning.
• Refreshments.
Use Strategies to improve the effectiveness of the event.
• Organize teacher teams in advance.
• Have cross‐representation on teacher teams.
• Allow for opportunities for the teams to work together beyond the workshop via common planning time
or clusters.
• Plan for a break every 1 ½ hours.
• Set the stage during the first hour.
• Use adult learner instructional strategies.
Make sure the workshop presenter uses strong audiovisuals and effective handouts.
• Program agenda.
• Take‐home materials.
• Classroom assessment instruments such as rubrics or guidelines.
Evaluate the event.
• Questions with a rating scale.
• Open‐ended questions to express views, next steps, and follow‐up requests.
Plan follow‐up activities.
• Require teachers to do something.
• Revisit at faculty meetings to spotlight success stories and address concerns.
Arrange for follow‐up training. Establish peer support groups.
• 8 to 10 teachers per group.
• Working on topic or issue of interest.
• Share resources.
• Observe in each other’s classes.
• Report experiences to faculty.
Reward success.
• Public recognition for accomplishments.
• Display products.
• Feature stories in the media.
• Report outstanding accomplishments to the superintendent and board.
Build the capacity of teachers to train others.
• Cultivate “in‐house experts” to increase efficiency and effectiveness for follow‐up and redelivery.
• Develop teachers as trainers by sending them to national, regional, or state conferences or workshops.
Source: Southern Research Education Board (SREB)
166

Strategies for Attracting High‐Quality Teachers to High‐Need Schools
1. An Effective Induction Program provides new teachers with high‐quality mentoring of sufficient
frequency and duration, especially in the first year of teaching. Adequate release time provides
mentors and new teachers time to observe each another in the classroom, collaborate on
effective teaching techniques and develop professional growth plans.
2. A Comprehensive Performance Pay Model that includes career ladder options, job‐embedded
professional development, teacher evaluation, and performance pay. Professional development
must be ongoing, site‐based, and teacher‐led activities designed to improve instructional skills
and learning that are aligned with student needs. Teacher evaluations must be part of an
objective and comprehensive teacher evaluation system and must include multiple evaluations
of a teacher’s performance. Performance pay must be based on teacher evaluations and
increasing student achievement. Student achievement gains may be measured by local or state
standardized tests and must incorporate value‐added growth. [Example: The Teacher
Advancement Program (TAP) is a research‐based program that exemplifies a comprehensive
performance pay model.
3. Market Incentive: Hard‐to‐Staff School Pay offers additional pay to teachers who choose to
teach in hard‐to‐staff schools (typically schools serving a highly disadvantaged population). In
high‐poverty schools, extra pay for teachers can be a form of pay for contribution if the
incentive is sufficiently large and selection favors those likely to succeed in this setting. This
practice may contribute even more when combined with additional incentives for teachers who
achieve the best value‐added results in these schools.
4. Market Incentive: Skill Shortage Pay offers higher compensation in subject areas that are hard
to fill (e.g. math, science, special education). Combining shortage pay with pay for performance
based on value‐added results may make teacher pay in technical areas more competitive and
attractive to higher performers in these skills.
5. Performance Pay includes multiple ways that teachers might earn additional compensation for
student achievement gains. Some examples include:
(a) teachers and principals jointly develop two objectives for student learning and the
assessments for measuring results. Principals assess teachers’ progress toward the
objectives and teachers receive additional compensation if they meet the objectives;
(b) teachers are eligible for rewards based on their students’ growth performance on a
statewide assessment in a core academic subject; and
(c) awards are made to all staff if their school demonstrates outstanding performance
and/or student growth on statewide assessments, parent and student satisfactions, and
student attendance, in addition to other factors.
167

6. Advanced Roles Pay provides higher compensation to teachers who perform roles—in the
classroom and through other activities—that significantly and consistently add more value to
instructional practices than average instruction. Master teachers, mentor teachers, and
instructional coaches are examples of school‐level personnel with advanced roles. Recognizing
personnel in advanced or “master teacher” roles who contribute more to classroom instruction,
selecting capable staff for these roles, and rewarding them for their exemplary contribution to
student learning are important ways to recruit and retain high performers. (Examples of
teachers in advanced roles are Master Teachers, Mentor Teachers, and/or Instructional Coaches
in programs such as TAP, LINCS, Reading First, Literacy, and Ensuring Literacy for All.)
7. Skill and Knowledge Pay offers additional compensation to teachers who demonstrate (with
evidence) that they have acquired valuable skills and knowledge that is reflected in their
instruction. National Board Certification is an example of demonstrated skill and knowledge that
could be acknowledged with incentive pay.
168

Making It Happen
Evaluation and assessment are key components of effective professional development and school improvement.
Charting your school’s professional development efforts is the first step. Reviewing your school’s professional
development programs in the context of the Louisiana Components of Effective Professional Development can help
you, as the instructional leader, to know if you are staying on course. The chart below will allow you to review and
analyze what is working, what needs changing, and what needs fine tuning.
Components of Effective
Professional Development
How do I recognize effective
Professional Development?
Needs‐Driven Response • Were data and assessments used in the
planning of this PD?
• Was the determination of the PD made
with extensive participation of teachers
and school personnel?
• Is the PD an integral part of the School
Improvement Plan?
Curriculum Focus • Is the PD designed to increase the
teacher’s subject matter knowledge?
• Does the PD enhance or expand the
teacher’s professional skills?
• Does the PD address Louisiana’s Content
Standards/
• Benchmarks/GLEs/Comprehensive
Curriculum?
Learning Communities • Does the PD take place during the regular
school day?
• Are there regularly scheduled
opportunities for teachers to meet for
data analysis, strategy sharing, and
problem solving?
• Do teachers have opportunities to
observe and work with other teachers to
develop instructional practices and
activities?
Active Engagement • Did the teachers understand the material
presented?
• Is the PD presented in a format that
addresses the needs of the adult learner?
• Were the teachers allowed to actively
participate in the PD experience?
Relevance • Do the teachers consider the experience
to be a productive
use of their time?
• Does the PD use the same instructional
strategies that the teacher is expected to
use in the classroom?
• Are the teachers able to implement
strategies learned in their classrooms?
Evaluation • Did the professional development affect
the organizational climate and
procedures?
• Did the professional development
positively impact student achievement or
performance?
• Was implementation advocated,
facilitated, and supported?
• Were problems addressed quickly,
efficiently, and effectively?
• Were sufficient resources made available?
• Were successes recognized and shared?
How will I know it is
happening?
• Faculty has access to student
achievement data.
• Faculty analyzes data together and
brainstorms strategies to address
deficiencies.
• PD is included in the school
improvement plan.
• PD delivered to specific content
teachers.
• PD delivered to address strategies
or skills.
• PD incorporates current curriculum
standards.
• PD scheduled during regular work
hours.
• Teachers provided with
opportunities to meet in
departments, across departments,
and by area of need.
• Teachers conduct peer
observations, work on curriculum
committees, and meet as topic
study groups.
• Teachers request additional
information.
• PD aligned to adult learner
strategies.
• Teachers implement strategies in
their classroom.
• Teacher evaluation of the PD.
• PD models effective instructional
strategies.
• Observation of teachers for PD
strategy implementation.
• Observation of classroom and
school.
• Analysis of student assessment
data.
• Teacher evaluations.
• Teacher recognition.
Newsletters.
169

Professional Development Planning Worksheet
Indicator of Implementation/ Evaluation
Who is
responsible?
Specific
Participants?
Who is
responsible?
Specific
Participants?
Date?
Job-Embedded?
Relevance to
strategy?
Date?
Job-Embedded?
Classroom
connection?
Initial
Professional
Development
Follow-Up /
Support
Activity
R: Principal will contract with an LDE Literacy
Specialist
3‐hour training August 5, 2009
A: Administrators, teachers and
paraprofessionals
Training will be an introduction to comp.
curriculum reading strategies
R: Principal will contract with an LDE
Literacy Specialist
3‐hour training August 5, 2009
A: Administrators, teachers and
paraprofessionals
Training will be an introduction to comp.
curriculum reading strategies
I: Teachers will begin implementing strategies in lesson plans
and in classroom instruction._____________________________
E: Walk‐through checklist.________________________________
I: Deeper understanding and use of strategies in instruction.
Teachers analyzing student work and Teacher‐made assessments.
E: Teacher reflection logs; walk through checklist______________
Literacy Coach will provide timely feedback after Walk‐through
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
Who is
responsible?
Specific
Participants?
Who is
responsible?
Specific
Participants?
Date?
Job-Embedded?
Classroom
connection?
Date?
Job-Embedded?
Classroom
connection?
Follow-Up /
Support
Activity
Follow-Up /
Support
Activity
R: Literacy Coach
A: All teachers
Model lesson using reading strategies for
each teacher once from Aug.‐Dec.
R: PTA and Dept. Chairs
A: parents/community
October, 27 Literacy Night to introduce
strategies to parents
I: Increased confidence and use of strategies in classroom_______
instruction. ____________________________________________
E. Co‐constructed observation from with discussion to follow____
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________
I: Increased parental involvement in student homework________
E; Parent sign‐in: homework survey to be sent at a later date____
______________________________________________________
This sample is far from perfect or complete. It is to illustrate how this worksheet can be used in the preliminary planning of activities. The
“R” stands for “Responsible,” the “A,” for “Audience,” the “I,” for “Indicator,” and the “E” stands for “Evaluation.”
170

This optional worksheet is designed to provide guidance in the planning of professional development activities in the action plan. Each of the questions in the left column should be
considered for each activity (whether initial pd or follow‐up).
• “Who is responsible?” addresses Rubric Guideline IV under Coordination of Resources.
• “Specific Participants?” addresses Rubric Guideline I under Professional Development.
• “Date? Job‐Embedded?” addresses Rubric Guideline II under Professional Development. Be as specific as possible concerning the date.
• “Relevance to strategy” is to ensure that the initial PD is directly tied to the implementation of the specific instructional strategy cited on the Action Plan page.
• “Classroom connection?” addresses Rubric Guideline II under Evaluation of Implementation.
The lines in the middle column are provided for drafting activities. Not all initial trainings will necessarily have three follow‐up activities; likewise, some initial trainings may have more
than three follow‐up activities.
The right column is provided to address both the instrument(s) for evaluating and the short‐term evaluation procedures (as cited in Rubric Guidelines I and II under Evaluation of
Implementation).
171

Formative and Summative Evaluation
Formative Evaluation
• Occurs during the operation of a strategy or activity
• Provides those responsible for the SIP with ongoing information about whether implementation
is proceeding as planned
• Provides information on whether or not progress is being made on the Action Plan
• Focuses on the conditions for success
• What conditions are necessary for success?
• Have those conditions been met?
• Can the conditions be improved?
• Takes place at multiple times throughout the life of the activity or SIP
• Stays in‐house but is used to make adjustments to the SIP
• Serves as an “early warning” sign in its use for evaluation or benchmarking
• Assesses through input whether the strategy is working as designed.
• Gives feedback
• Collects credible data
• Studies data in relation to identified benchmarks to inform revisions, improvements, or minor
adjustments in the program design.
Summative Evaluation
• Conducted at the completion of implementing a strategy or activity or program
• Provides SIT and school with judgments about the overall merit or worth of the strategy,
activity, or other SIP component
• Describes what was accomplished, what the consequences were, and what the final results
were
• Answers questions, such as
• Should it be continued?
• Should it be continued with modifications?
• Should it be expanded?
• Should it be discontinued?
• Collects credible data upon which to base judgments about the program’s merit and worth
• Provides a summary judgment about the program’s performance and impact
173

Five Levels of Professional Development Evaluation
Evaluation Level What Questions Are Addressed? How Will Information Be
Gathered?
Level 1
Level 2
Level 3
Participants’
Reactions
Participants’
Learning
Organizational
Support and Change
Level 4
Participants’ Use of
New Knowledge
and Skills
Level 5
Student Learning
Outcomes
- Did they like the professional development
activity?
- Was their time well spent?
- Did the material make sense?
- Will it be useful?
- Was the leader knowledgeable and helpful?
- Were the refreshments fresh and tasty?
- Was the room the right temperature?
- Were the chairs comfortable?
- Did the participants acquire the intended
knowledge and skills?
- What was the impact on the organization?
- Did the professional development affect
organizational climate and procedures?
- Was implementation advocated, facilitated, and
supported?
- Were problems addressed quickly and efficiently?
- Were sufficient resources made available?
- Were successes recognized and shared?
- Did participants effectively apply the new
knowledge and skills?
- What was the impact on students?
- Did it affect student performance or
achievement?
- Did it influence students’ physical or emotional
well‐being?
- Are students more confident as learners?
- Is student attendance improving?
- Are dropouts decreasing?
- Questionnaires administered at the end
of the session
- Paper‐and‐pencil instruments
- Simulations
- Demonstrations
- Participants’ reflections (oral and
written)
- Participants’ portfolios
- District and school records
- Minutes from follow‐up meetings
- Questionnaires
- Structured interviews with participants
and district or school administrators
- Participants’ portfolios
- Questionnaires
- Structured interviews with participants
and their supervisors
- Participants’ reflections (oral and
written)
- Participants’ portfolios
- Direct observations
- Video or audio tapes
- School records
- Student records
- Questionnaires
- Structured interviews with students,
parents, teachers, and/or administrators
- Participant portfolios
What is Measured or
Assessed?
- Initial satisfaction with the
experience
- New knowledge and skills of
participants
- The organization’s
advocacy, support,
accommodation,
facilitation, and recognition
- Degree and quality of
implementation
- Student learning outcomes:
- Cognitive (Performance and
Achievement)
- Affective (Attitudes and
Dispositions)
- Psychomotor (Skills and
Behaviors)
How Will Information Be
Used?
- To improve program design and
delivery
- To improve program content,
format, and organization
- To document and improve
organizational support
- To inform future change efforts
- To document and improve the
implementation of program
content
- To focus and improve all aspects
of program design,
implementation, and follow‐up
- To demonstrate the overall
impact of professional
development
174

Linking Your Plan to Progress
For each instructional strategy listed in the SIP, provide an overall rating and discuss the degree
of implementation observed. For each objective, identify each item:
Strategy:
Grade/Subject area where the strategy should be evident:
Indicator of Implementation:
(i.e., no evidence in teacher observations/self reports, evidence in lesson plans, evidence in
student work, room set‐up, learning centers, etc…)
Degree of Implementation:
(i.e., no evidence, little evidence, some evidence, extensive evidence)
Results:
(Is there any evidence of student progress toward the achievement of the goal/objective?)
Comments:
175

School Improvement Plan Implementation
• How will you measure your progress along the way?
• What indicators will you use to measure your progress? (These are the indicators
to assess progress on the process.)
• How often will you measure your progress along the way?
• How will you maintain accountability for the implementation of the plan?
• What revisions need to be made to your plan?
• What will you do to monitor your plan?
• Does your action plan address the identified weaknesses?
• Are you making progress using the current strategies?
• What data confirm that your strategies are working?
• What else can be done to help you reach your goals?
176

IMPLEMENTATION ANALYSIS OF PROGRAMS AND INITIATIVES
Program/
Initiative
Initiation
Stage
Implementation
Stage
Integrated with
Other Programs
Institutionalization
Stage
Consider Discarding
Directions:
1. In the first column, as a whole faculty, list all programs and initiatives in place at the school (no
discussion at this point).
2. In faculty groups (each with a recorder and reporter), place an X in the column that best
describes the level of implementation. (Note that length of time does not necessarily correlate
with level of implementation.)
3. Group leaders count the number of Xs in each column and report it out to the whole‐group
leader.
4. Faculty groups discuss the implications of the full‐group analysis in light of school improvement
goals and objectives.
5. Reporters from each group take the discussion points to the large group, which may consider
discarding programs and initiatives.
Definitions:
Initiation Stage: The initiative or program has begun initial implementation processes (Consider
initiation in terms of timelines).
Implementation Stage: The initiative or program is being implemented close to the projected timelines
and is becoming routine.
Integration Stage: The initiative or program is routine and integrated/interfaced with other programs
and initiatives.
Institutionalization Stage: The initiative or program is established as part of the school’s culture.
Adapted from:
Murphy, Carlene U., and Dale W. Lick. Whole‐Faculty Study Groups: A Powerful Way to Change Schools
and Enhance Learning. Thousand Oaks: Corwin P, 1998.
Hall, G., and S. Hord. Change in Schools: Facilitating the Process. New York: State University of New York
P, 1987.
177

Keeping the Plan “Alive”
1. Schedule a monthly/9‐week review of the plan.
2. Assess progress on each of the proposed strategies and actions.
3. Include dates and names to improve accountability.
4. Modify the plan to accommodate changes.
5. Collect local data to give yourself regular information regarding progress toward the
achievement of your goals.
6. Determine priorities for budgeting and discuss how to find and allocate resources for
high priorities.
7. Secure buy‐in for the plan. Share the plan with new staff.
178

Trouble Shooting Your Continuous Improvement Efforts
If… Then Recommendation
You are not seeing the
implementation of your plan
and/or vision throughout the
school.
Staff is tiring of the
implementation of the vision.
• The school does not have a vision shared
and owned by the people who need to
implement it.
• There may be more than one plan.
• Leadership may not be reinforcing the
vision and/or plan on a day‐to‐day basis.
• Staff members may not understand their
roles in implementing the vision and may
need new skills.
• Staff do not know if they are making
progress.
• The vision has not become the way of
doing business in the school‐‐it might be an
add‐on.
• Staff are not taking the time to assess
progress and celebrate the successes.
• Revisit the vision to get to a shared meaning and
ownership of the vision and plan.
• Rework the many plans into one that reflects the
vision.
• Realign the leadership structure to the vision and
clarify roles and responsibilities.
• Provide professional development to all staff members
to help them understand how to implement the vision.
• Utilize a tool to help everyone on staff know where
they started, where they are, and where they are
going, with respect to the implementation of the
vision.
• Establish a system from the beginning for ongoing
assessments and feedback.
• Celebrate the major and the minor successes.
Your school is having trouble
implementing technology into
the curriculum.
• Staff is not clear on what they expect
students to know and be able to do.
• Staff is not clear on how to make
technology a tool and not an add‐on.
• Staff needs more professional
development in technology uses in the
curriculum.
• Revisit the standards for student learning.
• Consider ways in which certain technologies can help
students achieve the standard (i.e., if the standard is
writing, consider how e‐mail can help students learn to
write.) Make sure the assessment is about the
standard and not the technology.
• Assess professional development needs with respect to
technology and establish peer coaching and
demonstration classrooms.
Source: The School Portfolio Toolkit: A Planning, Implementation, and Evaluation Guide for Continuous School Improvement, by Victoria L.
Bernhardt, 2002, Larchmont, NY: Eye on Education.
179

If… Then Recommendation
Your leader is not moving the
whole staff forward.
Teachers feel so overwhelmed
as it is and you do not feel that
you can insist that they do one
more thing.
You cannot get parents
involved.
• The leader does not understand her/his
role in implementing the vision.
• The leader does not know how to lead the
vision.
• The benefits of continuous improvement,
(i.e., working smarter, not harder), are not
clear to the teachers.
• Time has not been allocated to do the work
required of continuous improvement.
• Teachers are not clear they can drop things
that are not a part of the vision.
• You have not made it clear to the parents
they are very important to your school
improvement efforts.
• It is not clear to parents how they can be
involved in meaningful ways.
• Teachers are thinking about parent
involvement in terms of parents making
sure their children do their homework, as
opposed to other meaningful involvement.
• Make sure the job of leadership does not fall on the
shoulders of one individual—especially the principal.
Leadership teams can keep the staff moving forward
when the principal is pulled away for other duties.
• Align meeting times to talk about the implementation
of the vision (i.e., staff meetings focused on
implementing the vision/mission across the
curriculum.)
• Clarify that the purpose of continuous improvement is
to improve student learning and to make everything in
the learning organization make sense to this end.
• Establish a time for continuous improvement work—
bank time during the week to create dedicated time to
work on the vision.
• Make sure only those things that are going to make a
difference with student learning are in the vision and
implemented and nothing else.
• Make sure parents always feel welcome at school.
• Help parents understand what they can do to help.
• Invite parents to be on a continuous improvement
committee.
• Make sure homework is meaningful and worth
everyone’s energy.
• Show parents your school improvement plan so they
can understand what they can do to support the vision.
Source: The School Portfolio Toolkit: A Planning, Implementation, and Evaluation Guide for Continuous School Improvement, by Victoria L.
Bernhardt, 2002, Larchmont, NY: Eye on Education.
180

COMPETITIVE FISCAL RESOURCES
1
2
3
Funding Source
(Competitive)
Title I, Part B
Reading First
Title I, Part C
Migrant Students
Title I, Part F
CSRP
Purpose of Fund
To provide screening for
reading difficulties every
few weeks to a select
number of students per
school with regular
monitoring resulting in
adjustments based on
student performance
To support high‐quality and
comprehensive educational
programs for migrant
children to help reduce the
educational disruptions and
other problems that result
from repeated moves and
to ensure that migrant
children who move
between states are not put
at a disadvantage because
of disparities in curriculum,
graduation requirements,
and content and student
academic achievement
standards
To provide greater flexibility
in the use of federal funds
and to encourage the
implementation
of effective strategies for all
students in a school
Examples of
Allowable Expenses
‐Funding for a reading coach at each
Reading First school program
‐New assessment tools
‐Family literacy programs
‐School supplies
‐Professional development programs for
teachers and other program personnel
‐Advocacy and outreach on education,
health, nutrition, and social services
‐Migrant parent advisory meetings
‐Professional development
‐Instructional supplies related to model
program
‐Start‐up financial assistance
Examples of
Unallowable
Expenses
‐Core and supplement
programs that are not
on the approved list
‐All material and
equipment used in
Reading First schools
that are not SBRR
‐School construction
‐Purchasing of vehicles
such as a van
‐Funds remitted directly
to
parents for services
provided to migrant
students
‐Any expenses not
related to
model program
Department of
Education Contact
for Examples of other
Allowable Expenses
Literacy and Numeracy
(225) 342‐0576
Division of Family,
Career and Technical
Education
(225) 342‐3336
(225) 342‐0444
Office of Student and
School Performance
(225) 342‐4776
182

COMPETITIVE FISCAL RESOURCES
4
5
Funding Source
(Competitive)
Learn and Serve
America
Stewart B. McKinney
Homeless Assistance
Act
Purpose of Fund
To provide educators with
grant funds to design and
implement effective service
learning programs in the
classroom, school, or
district.
To ensure that
homelessness
does not cause children to
be left behind in school
Examples of
Allowable Expenses
‐Transportation related to servicerecognition
awards
‐Compensation for teacher time outside
regular school hours
‐Materials and supplies
‐Instructional resources related to
service‐learning: copying and printing
‐Administrative costs
‐Tutoring, supplemental instruction
‐Professional development
‐Developmentally appropriate pre‐school
programs
‐Medical/health services
‐Summer school programs
‐Field trips for academic enrichment
‐Records/school fees
‐Parental involvement
‐Domestic violence prevention
‐Counseling services
‐Shelter supplies for homeless children
‐Hygiene items, clothes, underwear,
socks, coats, etc.
‐School supplies
‐Emergency items to help homeless
students enroll and participate in school
‐Transportation to school if required
Examples of
Unallowable
Expenses
‐Duplicate or supplant
work of a paid
employee
‐Purchase food or
refreshments
‐Provide reward field
trips
‐Purchase equipment
more than
$200
‐Construction
‐Utility bills
‐Grocery food for the
whole family
‐Insurance
‐Rental assistance
‐Personal care items
‐Rental deposits or
utility deposits
Department of
Education Contact
for Examples of other
Allowable Expenses
Louisiana Serve
Commission
(225) 342‐2038
Office of Student and
School Performance
(225) 342‐3730
183

COMPETITIVE FISCAL RESOURCES
6
Funding Source
(Competitive)
Louisiana State
Improvement Grant
(LaSIG)
2001­2006
Purpose of Fund
To enhance teacher quality
and increase student
performance, including
students with disabilities,
through school
improvement and
professional development
Examples of
Allowable Expenses
‐Professional development for school
personnel/families/related
stakeholders
Examples of
Unallowable
Expenses
‐Activities unrelated to
school improvement
Department of
Education Contact
for Examples of other
Allowable Expenses
Division of Special
Populations
(225) 342‐3730
7
Title IV, Part B
21 st Century After
School Learning
Centers
To support programs that
prevent violence in and
around schools, prevent
illegal use of alcohol,
tobacco, and drugs, involve
parents and communities,
and are coordinated with
related Federal, State,
school, and community
efforts and resources to
foster a safe and drug‐free
learning environment that
supports student academic
achievement. To turn
schools into community
learning centers in the outof‐school
hours; provide
students and families with
academic and enrichment
opportunities aligned with
students’ regular academic
program.
‐Remedial education activities and
academic enrichment learning programs,
including providing additional assistance
to students to allow the students to
improve their academic achievement:
‐Mathematics and science education
activities;
‐Arts and music education activities;
‐Entrepreneurial education programs;
‐Tutoring services (including those
provided by senior citizen volunteers)
mentoring programs;
‐Programs that provide after‐ school
activities for limited English proficient
students that emphasize language skills
and academic achievement;
‐Drug and violence prevention programs,
counseling programs, and character
education programs.
‐Funds may not be used
for families or adults
whose children are not
participants in the
community‐learning
center
‐Funds may not be used
to provide service during
the regular school day.
The statute specifically
indicates services are to
be provided outside
the regular school day or
during periods when
school is not in session.
‐Funds may not be used
to supplant existing out
of school time programs
Funds may, however, be
used to supplement
other Federal programs.
(Title I, Rural Education
Initiatives, Title IV Safe
and Drug Free)
Division of School and
Community Support
(225) 342‐3338
184

COMPETITIVE FISCAL RESOURCES
8
Funding Source
(Competitive)
Community Service
for Suspended or
Expelled Students
Purpose of Fund
To provide suspended or
expelled students with
meaningful activities to
occupy their time during
their absence from regular
school; to help them avoid
negative behavior; and to
teach them the value of
service to others and their
communities
9 Even Start To improve the educational
opportunities of low‐income
families, integration of early
childhood education, adult
literacy, basic education,
and parenting education
into a unified family literacy
program
10 Deaf blind Grants
To provide training and
technical assistance for
students who have deaf
blindness
Examples of
Allowable Expenses
‐Transportation of students
‐Salaries
‐Implementation of community service
projects
Salaries and benefits; local travel for
staff; technical assistance; transportation
for families, if needed; professional
development; contracted services;
materials and supplies to enhance the
quality of a family literacy program,
‐Technical assistance
‐Training
‐On‐site technical assistance in the
classroom
Examples of
Unallowable
Expenses
‐Purchase of vehicles
‐Renovation,
construction, or
purchase of a building
used for program
operation
‐Payment of bad debts
or interest payments as
a result of credit
agreements
‐Medical services
‐Purchase of alcohol
‐Equipment
Indirect costs; use of
facility for religious
purposes; acquisition of
real property or
construction of
permanent structures;
entertainment, alcoholic
beverages, or
promotional materials,
‐Purchase of equipment,
construction /
renovation
of facility,
Department of
Education Contact
for Examples of
other Allowable
Expenses
Division of School and
Community Support
(225) 219‐4446
Division of Family,
Career, and Technical
Education
(225) 342‐0444
Division of Special
Populations
(225) 342‐3640
185

ENTITLEMENT FISCAL RESOURCES
1
Funding
Source
(Entitlement)
IDEA, Part B
611 (ages 3‐21)
613 (ages 3‐5)
2 IDEA, Part C
3 Title I, Part A
Purpose of Fund
To provide special education and
related services for children ages 3
through 21
To provide early intervention
services for infants and toddlers
with disabilities from birth to age 3
and their families
To help ensure that all children
have the opportunity to obtain a
high‐quality education and reach
proficiency on challenging state
academic standards and
assessments
Examples of
Allowable Expenses
‐Special equipment
‐Braille
‐Contract for Related Services
‐Staff Development
‐Support staff
‐Paraprofessionals and aides
‐OT‐PT
‐Speech Therapy
‐Special Instruction
‐Family Service Coordination
‐Nursing services
‐Medical services
‐Family Training, counseling and
home visits
‐Transportation
‐Additional instructional staff
‐Salaries
‐Professional development
‐Extended‐time programs
‐Conferences and meetings when
directly related to the grant program
‐Communication, fax, telephone,
postage, messenger service, electronic
communications, etc.
‐Depreciation and Use allowance
‐Displays, demonstrations, and exhibits
when directly related to providing
information about the grant program
‐Equipment and capital
‐Educational field trips when directly
related to a teacher’s lesson as part of
classroom instruction
Examples of
Unallowable Expenses
‐Security officers
‐School buses
‐Construction w/o approval
from Washington
‐Restricted to services
according to the Individuals
with Disabilities Act
‐Fundraising, including financial
campaigns and solicitation of
gifts donations, contributions,
etc.
‐Gifts or items that appear to be
gifts
‐Goods and services for personal
use
‐Hospitality rooms
‐Lobbying
‐Memorabilia
‐Promotional items
Department of
Education Contact
for Examples of
other Allowable
Expenses
Division of Special
Populations
(225) 342‐3661
Division of Special
Populations
(225) 342‐3661
Division of School
and Community
Support
(225) 342‐3379
186

ENTITLEMENT FISCAL RESOURCES
4
5
Funding
Source
(Entitlement)
Title I, Part A
School
Improvement –
1003(a)
School
Improvement
Grant ‐ 1003(g)
Purpose of Fund
To help ensure that all children
have the opportunity to obtain a
high‐quality education and reach
proficiency on challenging state
academic standards and
assessments
In conjunction with Title I funds for
school improvement reserved
under section 1003(a) of the ESEA,
School Improvement Grants under
section 1003(g) of the ESEA are
used to improve student
achievement in Title I schools and
Title I eligible schools identified for
improvement, corrective action, or
restructuring so as to enable those
schools to make adequate yearly
progress (AYP) and exit
improvement status.
Examples of
Allowable Expenses
‐Additional instructional staff
‐Salaries
‐Professional development
‐Extended‐time programs
‐Conferences and meetings when
directly related to the grant program
‐Communication, fax, telephone,
postage, messenger service, electronic
communications, etc.
‐Depreciation and Use allowance
‐Displays, demonstrations, and exhibits
when directly related to providing
information about the grant program
‐Equipment and capital
‐Educational field trips when directly
related to a teacher’s lesson as part of
classroom instruction
‐Allowable expenses as noted in
1003(a)
‐ Teacher incentives
‐Professional development
‐Increased‐time model
‐District turnaround leader
‐Rewards for school leaders, teachers
and other staff
‐Transition programs for students at all
grade levels
‐Technology integration
‐Mechanisms for family and
community engagement
Examples of
Unallowable Expenses
‐Fundraising, including financial
campaigns and solicitation of
gifts donations, contributions,
etc.
‐Gifts or items that appear to be
gifts
‐Goods and services for personal
use
‐Hospitality rooms
‐Lobbying
‐Memorabilia
‐Promotional items
‐ Unallowable expenses as noted
in 1003(a)
‐Gifts or items that appear to be
gifts
‐Goods and services for personal
use
‐Hospitality rooms
‐Lobbying
‐Memorabilia
‐Promotional items
Department of
Education Contact
for Examples of
other Allowable
Expenses
Office of Student &
School Performance
(225) 342‐4776
Office of Student &
School Performance
(225) 342‐4776
187

ENTITLEMENT FISCAL RESOURCES
Funding
Source
(Entitlement)
6 Title I, Part D
Neglected &
Delinquent
7
Title II, Part A
Professional
Development
Purpose of Fund
To improve educational services for
children in local and State
institutions so that such children
have the opportunity to meet the
same challenging State academic
content standards and student
academic achievement standards
that all children in the State are
expected to meet
To prepare, train, and recruit highly
qualified teachers and principals,
assistant principals,
paraprofessionals, and personnel in
order to have a positive impact on
student achievement
Examples of
Allowable Expenses
‐Salaries
‐Materials
‐Supplies & equipment
‐Teacher stipends
‐Salaries
‐Substitute costs
‐Supplies & materials
Examples of
Unallowable Expenses
‐Construction
‐Any expenses not related to
model program
‐Laptop computers
‐Routine office supplies
‐Infocus projectors or other
equipment exceeding $1000
‐Classroom teacher salaries,
other than class size reduction
teachers
‐Room rental for PD unless
extreme circumstances
‐Classroom supplies for teacher
or student
Department of
Education Contact
for Examples of
other Allowable
Expenses
Division of School
and Community
Support
(225) 342‐3379
Division of
Professional
Development
(225)342‐6980
188

ENTITLEMENT FISCAL RESOURCES
8
9
Funding
Source
(Entitlement)
Title II, Part D
Technology
Title III
Language
Instruction for
Limited English
Proficient and
Immigrant
Students
Purpose of Fund
To improve student academic
achievement through the use of
technology in elementary and
secondary schools and to assist
every student in becoming
technologically literate by the end
of the eighth grade
To provide funds to local education
agencies for specialized language
programs that assist ELLs to
become proficient in English and
achieve at high levels in the core
academic areas
Examples of
Allowable Expenses
‐Teacher stipends
‐Supplies & equipment
‐Consultants & contracts
‐Salaries
‐Professional development
‐Technical assistance
‐Salaries
‐Parental Outreach activities
‐Teacher stipends
‐Consultants and contracts
‐Supplies & equipment
Examples of
Unallowable Expenses
‐Salaries for Paraprofessionals
‐Sabbatical pay
‐Vehicle rental
‐Services purchased to operate,
repair, maintain, and rent
property owned or leased by the
LEA
‐Notebooks, pens, paper,
nametags,
Post‐It Notes, bins, etc.
‐Computers/printers
‐Software/hardware other than
PD activity
‐Library/Textbooks
‐Translations for
other Federal
programs
Department of
Education Contact
for Examples of
other Allowable
Expenses
Louisiana Center for
Educational
Technology
(225) 763‐5575
Division of Special
Populations
(225) 342‐3661
10
Title IV, Part A,
Subpart I
Safe & Drug
Free
To support programs that prevent
violence in and around schools,
prevent the illegal use of alcohol,
tobacco and drugs, and are
coordinated with other efforts in
order to support student academic
achievement
‐Parent involvement in drug and
violence prevention activities
‐Technical assistance
‐Special initiatives
‐Staff development
‐Metal detection devices ‐Evaluation
‐Salaries for SROs
‐Curricula
‐Promotional items (stickers,
lapel pins, t‐shirts)
‐Refreshments
‐Construction expense
‐Administrative cost above 2%
‐Curricula that are not
scientifically researched based
Division of School
and Community
Support
(225) 342‐3338
189

ENTITLEMENT FISCAL RESOURCES
11
12
Funding
Source
(Entitlement)
Title V, Part A
Parental Choice
&
Innovative
Programs
Title VII, Part A
Indian
Education
Purpose of Fund
To provide funds to implement
innovative educational programs
that are aligned with school reform
efforts
To meet the unique educational
and culturally related academic
needs of American Indian and
Alaska Native students so that
Indian students can meet the same
challenging state academic
achievement standards as all other
students
Examples of
Allowable Expenses
‐Salaries to hire teachers
to reduce class sizes
‐Computer software
‐Professional
development
‐K through 12 grade academic
supplemental programs
‐Professional Development
‐Tutoring
‐Culturally related academic
programs
Examples of
Unallowable Expenses
‐Signing bonuses
‐Paraprofessional
salaries
‐Sabbatical pay
‐Vehicle rental
‐Incentive programs
‐Special health and nutrition
services
‐Basic transportation costs
‐Parental costs
‐School construction
Department of
Education Contact
for Examples of
other Allowable
Expenses
Division of
Professional
Development
(225) 219‐4510
Jeff Johnson
(202) 205‐9923
Indian.education
@ed.gov
190

ENTITLEMENT FISCAL RESOURCES
Funding
Source
(Entitlement)
13 8(g) MSL
Multisensory
Structured
Language
Purpose of Fund
To provide teachers training in
multisensory structured language
programs and dyslexia screening
each year
Examples of
Allowable Expenses
‐Testing or screening supplies
‐Stipends
‐Printing, postage, maintenance
‐Instructional materials
‐Training
Examples of
Unallowable Expenses
‐Salaries for PD Coordinator,
Program Coordinator, & LINCS
Coordinator
‐Salary for class size reduction
teacher
‐Signing bonuses
‐Clerical salaries
‐Paraprofessional salaries
‐Sabbatical pay
‐Unemployment insurance
‐Services purchased to operate,
repair, maintain, and rent
property owned or used by the
LEA
‐Vehicle rental
‐Advertising
‐Paraprofessional tuition
towards
certification
‐Fees to attend conferences
‐Routine state/district travel
‐Out‐of‐State travel
Department of
Education Contact
for Examples of
other Allowable
Expenses
Literacy and
Numeracy
(225) 342‐0576
191

ENTITLEMENT FISCAL RESOURCES
Funding
Source
(Entitlement)
Purpose of Fund
14 K‐3 Initiatives To prevent reading difficulties through
good instruction and early intervention
to achieve expected progress for all
students
Examples of
Allowable Expenses
‐Classroom reading materials
‐Professional development
‐Parent educational activities
‐Stipends or substitute pay
‐Summer institute training activities
‐Parent materials/activities in reading
and/or mathematics
‐Evaluation and classroom‐level
assessment materials in K‐3 reading
and/or mathematics, and in the area of
dyslexia
‐Highly qualified reading or mathematics
content leader
‐Retired teachers employed on a parttime
basis to work with lowperforming
students in reading and/or
mathematics
‐Software that is part of a
comprehensive, consistent plan to
improve K‐3 reading and/
or mathematics achievement
‐Travel between schools
for reading or mathematics teacher who
is itinerant
‐Travel costs to attend
professional development
activities that are out‐of‐parish/ city
school system boundaries
‐Consultant costs for activities relating to
a coherent school or
district plan for improving reading and
mathematics achievement
‐Extended time for reading and/or
mathematics with a certified highly
qualified teacher within a public school
setting, including expenses for snacks
Examples of
Unallowable Expenses
‐Salaries and benefits of regular
classroom teachers
‐Salaries and benefits of
administrators or central office staff
‐Equipment, computers, or
furniture for office use
‐Equipment such as TVs, VCRs,
camcorders, computers computer
accessories, telephone lines,
Internet connections, digital
cameras, copy machines
‐Building, construction, rent, or
other capital improvements
‐Indirect costs
‐Out‐of‐state travel or training
‐Parent conferences
‐Field trips
‐Iowa Test of Basic Skills testing and
practice materials
‐Textbooks and/or workbooks
‐Refreshments/meals during staff
development sessions
‐Attendance at conferences
including travel expenses and
registration
‐Salaries and benefits for
paraprofessionals, teachers’ aides,
and other uncertified
personnel
Department of
Education Contact
for Examples of
other Allowable
Expenses
Literacy and
Numeracy
(225) 342‐0576
192

ENTITLEMENT FISCAL RESOURCES
15
16
Funding
Source
(Entitlement)
Carl D. Perkins
Act
Title VI, Part B
Rural Education
Achievement
Program
Purpose of Fund
To promote reform, innovations,
and continuous improvement in
career and technical education to
ensure that students acquire the
skills and knowledge they need to
meet the challenging State
academic standards and to prepare
them for post‐secondary education
and a wide range of opportunities
in high‐skill, high‐wage careers
To provide supplemental funds for
small rural districts in order to
impact student achievement
Examples of
Allowable Expenses
‐Integration of academics and
career/technical skills
‐Professional development for
CTE teachers, counselors, and
administrators
‐Secondary and post secondary
education linkages
‐Career guidance & academic
counseling
‐Local business and education
partnerships
‐Work‐related experiences
‐Teacher recruitment
‐Improvement of basic programs
under Title I, Part A
‐Educational technology
Examples of
Unallowable Expenses
‐Consumable supplies
‐Postsecondary tuition for
secondary students
‐Bus transportation to
postsecondary institutions
‐Academic remediation
‐Textbooks
‐Teacher salaries
‐One day conferences
‐Stipends/bonuses for National
Board Certification
‐Transportation
‐Food
‐Full Time clerical technology
staff
‐Materials/equipment for
administrative use
*Note: some exceptions
‐Capital improvement expenses
‐Utilities
‐Activities that exceed the scope
of improving the academic
achievement of disadvantaged
children as specified in Title I
Department of
Education Contact
for Examples of
other Allowable
Expenses
Division of Career
and Technical
Education
(225) 219‐9333
Division of School
and Community
Support
(225) 342‐3338
193

ENTITLEMENT FISCAL RESOURCES
17
18
Funding
Source
(Entitlement)
Educational
Excellence
Funds
(EEF)
Early Reading
First
19 Impact Aid
Purpose of Fund
To provide instructional
enhancements to Pre‐K through
12 th grade students
To prepare young children to enter
kindergarten with the necessary
language, cognitive, and early
reading skills to prevent reading
difficulties and ensure school
success
To provide an adequate level of
education for students in school
districts with a significant federal
presence
Examples of
Allowable Expenses
‐Early childhood
programs
‐Remedial instruction
& assistance
‐Other educational
programs approved
by Legislature
‐Professional development
‐Instructional materials
‐Assessments or other
diagnostic tools
‐Teacher salaries
‐Building maintenance
‐Utilities
‐Field trips
‐Textbooks
‐Staff development
Examples of
Unallowable Expenses
‐Maintenance or renovations of
buildings
‐Capital improvement
‐Increase in employees’ salaries
‐Capital expenditures for
general purpose equipment,
buildings,
and land
‐Publication and
printing costs
Unrestricted
Department of
Education Contact
for Examples of
other Allowable
Expenses
Division of Special
Populations
(225) 342‐3661
Division of School
and Community
Support
(225) 342‐3366
Marilyn Hall
(202) 260‐3858
US DOE
Impact.Aid.ed.gov
194

FISCAL RESOURCES ALLOWABLE EXPENDITURES SUMMARY
Title I, Part A
Title I, Part A
1003(a)
SIG
1003(g)
Title I, Part
C Migrant
Supplement
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Not Supplant
Yes (not less
Yes
Parent Involvement than 1% > Yes Yes Yes Yes
Yes Yes Yes Yes No Yes
(planning)
$500,000)
Program Development Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes
Basic Student
Assessment
Title I,
Pt D
Title II,
Part A
Title II,
Part D
Title III
No No No No No No Yes Yes No
Supplemental Needs
Assessment
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Pupil Support Services Yes Yes Yes Yes Yes No No Yes Yes Yes Yes No
Salaries and
Benefits
Yes Yes Yes Yes Yes Yes No Yes Yes Yes Yes Yes
Substitutes Yes Yes Yes Yes Yes Yes
Yes
(prof dev)
Yes Yes Yes
Professional
Development
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No Yes
Health & Social Needs Yes Yes Yes Yes Yes No No Yes Yes Yes Yes No
Yes
Program Materials &
Yes Yes Yes Yes Yes (training
Supplies
materials)
Yes Yes Yes Yes Yes Yes
Capital Outlay Yes Yes Yes Yes Yes No Yes Yes Yes Yes Yes No
Carryover Yes (15% limit) No No No Yes Yes Yes Yes Yes Yes Yes Yes
Transportation Yes Yes Yes Yes Yes No No Yes Yes No
Administrative Cost Yes Yes Yes Yes Yes Yes Yes
Yes (2%
limit)
Yes Yes No Yes
Extended Day/ Year
Services
Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes
Indirect Cost Yes Yes Yes Yes Yes Yes Yes Yes Yes Yes No No
Transferability to
Another Program
No No No No No No Yes No Yes No No
Services to Private
School Stud/Staff
Yes No No Yes No Yes Yes
Yes
(if private
students)
Title V,
Part A
Title VI,
Part B
Yes
(Title
III)
Sect
31a
No
Sect 41
Bilingual
No
Yes No No
195

SCHOOL DATA ANALYSIS
TEMPLATE
Click Here to Enter School Name
Office of Student and School Performance
Louisiana Department of Education

Overview
The Data Analysis Template is a tool for gathering, organizing and examining data on student achievement. The results can be used to help schools
develop and implement the School Improvement Plan.
By using this template, schools may be better able to interpret test data, detect trends and patterns, and develop strategies for improving
academic achievement.
The Data Analysis Template consists of the following components:
1. Demographic Data
2. K‐3 Reading Assessment Data
3. SPS Trend Data
4. Subgroup Percent Proficient Trend Data
5. Attendance, Drop‐Out and Graduation Data
6. Trend Data Analysis
7. LEAP School Performance Profile Trend Data
8. LEAP/GEE Assessment Worksheet
9. iLEAP Data Analysis Worksheet
10. Louisiana Needs Analysis (LANA)
11. LANA Instrument Reporting Form
12. Summary Report
Items or forms not relevant to the school’s particular situation may be left blank.
Louisiana Department of Education
Data Analysis Template: Overview 1

Student Information
List the number of students in each area
Total at
School
# of Grade 4
and above
Students with
Disabilities
Gifted and
Talented
504 Option III LEP Homeless Migrant
# # # # # # # # #
Students with Disabilities, ages 3‐5, By setting
List the number of students in each area
In the Regular Early In the Regular Early
Childhood Program Childhood Program 40% to
at least 80% of time 79% of time
Attending a Special
Education Program
‐ Residential Facility
In the Regular Early
Childhood Program less than
40% of time
Attending a Special
Education Program ‐
Separate Class
Attending a Special
Education Program ‐
Separate School
# # # # #
Not Attending a Special
Education Program ‐ Home
Not Attending a Special
Education Program ‐ Service
Provider Location
# # #
SER (Special Education Reporting) – October 1FAPE count
Students with Disabilities, ages 6‐21, By setting
List the number of students in each area
Inside the Regular Class Inside the Regular Class
80% or more of Day 79%‐ 40% of Day
Inside the Regular Class less
than 40% of the day
Separate School
# # # # #
Hospital/Homebound Correctional Facility
# #
SER (Special Education Reporting) – October 1 FAPE count
Residential Facility
Louisiana Department of Education
Data Analysis Template: Demographic Data 2

Subgroups by Ethnicity
Native/Alaskan
American
Asian/Pacific Islander African American Hispanic White
0 # # # #
Economically Disadvantaged Profile
# of Free/Reduced Lunch Students: # Percent of Free/Reduced Lunch Students: %
Louisiana Department of Education
Data Analysis Template: Demographic Data 3

SUMMARY REPORT OF STUDENT ACHIEVEMENT DATA
DIBELS Instructional Recommendation *
Year
Grade Level
# Students
Assessed
At Risk
Benchmark
At Some Risk (Strategic
(Intensive Intervention
(Low Risk
Intervention Needed)
Needed)
Of Reading Failure)
# Students Percent # Students Percent # Students Percent
Spring _____ Kindergarten # # % # % # %
_____ First Grade # # % # % # %
_____ Second Grade # # % # % # %
_____ Third Grade # # % # % # %
Fall _____ Kindergarten # # % # % # %
_____ First Grade # # % # % # %
_____ Second Grade # # % # % # %
_____ Third Grade # # % # % # %
Spring _____ Kindergarten # # % # % # %
_____ First Grade # # % # % # %
_____ Second Grade # # % # % # %
_____ Third Grade # # % # % # %
Fall _____ Kindergarten # # % # % # %
_____ First Grade # # % # % # %
_____ Second Grade # # % # % # %
_____ Third Grade # # % # % # %
* Optional to enter data here or insert reports
Louisiana Department of Education
Data Analysis Template: K‐3 Reading Assessment Data 4

DEVELOPMENTAL READING ASSESSMENT SCORES *
Year Grade Level Number Of Students Assessed % Below Grade Level % On Grade Level % Above Grade Level
Fall _____
Second Grade # % % %
Third Grade # % % %
First Grade # % % %
Spring _____
Fall _____
Second Grade # % % %
Third Grade # % % %
Second Grade # % % %
Third Grade # % % %
First Grade # % % %
Spring _____
Fall _____
Second Grade # % % %
Third Grade # % % %
Second Grade # % % %
Third Grade # % % %
First Grade # % % %
Spring _____
Fall _____
Second Grade # % % %
Third Grade # % % %
Second Grade # % % %
Third Grade # % % %
First Grade # % % %
Spring _____ Second Grade # % % %
Third Grade # % % %
*Optional to enter data here or insert reports
Louisiana Department of Education
Data Analysis Template: K‐3 Reading Assessment Data 5

WHOLE SCHOOL SPS: CRT (LEAP/GEE) Trend Data
Index Category
Index
Year 1
_____
Index
Year 2
_____
Index
Year 3
_____
Index
Year 4
_____
Index
Year 5
_____
# of
Students
Index
Objective*
for year
one
Index
Objective*
for year
two
English/Language Arts
4 th Grade CRT Index: ELA #
8 th Grade CRT Index: ELA #
HS Grade CRT Index: ELA #
School CRT Index: ELA #
Math
4 th Grade CRT Index: Math #
8 th Grade CRT Index: Math #
HS Grade CRT Index: Math #
School CRT Index: Math #
Science
4 th Grade CRT Index: Science #
8 th Grade CRT Index: Science #
HS Grade CRT Index: Science #
School CRT Index: Science #
Social Studies
4 th Grade CRT Index: Social Studies #
8 th Grade CRT Index: Social Studies #
HS Grade CRT Index: Social Studies #
School CRT Index: Social Studies #
All Subjects
4 th Grade CRT Index: All Subjects #
8 th Grade CRT Index: All Subjects #
HS Grade CRT Index: All Subjects #
School CRT Index: All Subjects #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
Louisiana Department of Education
Data Analysis Template: SPS Trend Data 6

WHOLE SCHOOL SPS: CRT (iLEAP) Trend Data
Index Category
Index
Year 1
_____
Index
Year 2
_____
Index
Year 3
_____
Index
Year 4
_____
Index
Year 5
_____
# of
Students
Index
Objective*
for year
one
Index
Objective*
for year
two
English/Language Arts
3 rd Grade CRT Index: ELA #
5 th Grade CRT Index: ELA #
6 th Grade CRT Index: ELA #
7 th Grade CRT Index: ELA #
9 th Grade CRT Index: ELA #
School CRT Index: ELA #
Math
3 rd Grade CRT Index: Math #
5 th Grade CRT Index: Math #
6 th Grade CRT Index: Math #
7 th Grade CRT Index: Math #
9 th Grade CRT Index: Math #
School CRT Index: Math #
Science
3 rd Grade CRT Index: Science #
5 th Grade CRT Index: Science #
6 th Grade CRT Index: Science #
7 th Grade CRT Index: Science #
School CRT Index: Science #
Social Studies
3 rd Grade CRT Index: Social Studies #
5 th Grade CRT Index: Social Studies #
6 th Grade CRT Index: Social Studies #
7 th Grade CRT Index: Social Studies #
School CRT Index: Social Studies #
Louisiana Department of Education
Data Analysis Template: SPS Trend Data 7

WHOLE SCHOOL SPS: CRT (iLEAP) Trend Data (continued)
Index Category
Index
Year 1
_____
Index
Year 2
_____
Index
Year 3
_____
Index
Year 4
_____
Index
Year 5
_____
All Subjects
3 rd Grade CRT Index: All Subjects #
5 th Grade CRT Index: All Subjects #
6 th Grade CRT Index: All Subjects #
7 th Grade CRT Index: All Subjects #
9 th Grade CRT Index: All Subjects #
School CRT Index: All Subjects #
# of
Students
Index
Objective*
for year
one
Index
Objective*
for year
two
Louisiana Department of Education
Data Analysis Template: SPS Trend Data 8

WHOLE SCHOOL SPS: NRT Trend Data
Index Category
Index
Year 1
_____
Index
Year 2
_____
Index
Year 3
_____
Index
Year 4
_____
Index
Year 5
_____
Grade 3
Reading Index #
Language Index #
Math Index #
Science Index #
Social Studies Index #
Composite Index #
Grade 5
Reading Index #
Language Index #
Math Index #
Science Index #
Social Studies Index #
Composite Index #
Grade 6
Reading Index #
Language Index #
Math Index #
Science Index #
Social Studies Index #
Composite Index #
Grade 7
Reading Index #
Language Index #
Math Index #
Science Index #
Social Studies Index #
Composite Index #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
# of
Students
Index
Objective*
for year
one
Index
Objective*
for year
two
Louisiana Department of Education
Data Analysis Template: SPS Trend Data 9

Index Category
WHOLE SCHOOL SPS: NRT Trend Data
Index
Year 1
_____
Index
Year 2
_____
Index
Year 3
_____
Index
Year 4
_____
Index
Year 5
_____
Grade 9
Reading Index #
Language Index #
Math Index #
Science Index #
Social Studies Index #
Composite Index #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
# of
Students
Index
Objective*
for year
one
Index
Objective*
for year
two
Louisiana Department of Education
Data Analysis Template: SPS Trend Data 10

SUBGROUP: Percent Proficient Trend Data (Grade 3)
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
# of
Students
ELA – Grade 3
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Reading – Grade 3
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Math – Grade 3
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
Louisiana Department of Education
Data Analysis Template: Subgroup Percent Proficient Trend Data 11
Proficiency
Goal *
for year
one
Proficiency
Goal *
for year
two

SUBGROUP: Percent Proficient Trend Data (Grade 3)
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
# of
Students
Science – Grade 3
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Proficiency
Goal *
for year
one
Proficiency
Goal *
for year
two
Social Studies – Grade 3
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
Louisiana Department of Education
Data Analysis Template: Subgroup Percent Proficient Trend Data 12

SUBGROUP: Percent Proficient Trend Data (Grade 4)
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
# of
Students
ELA – Grade 4
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Reading – Grade 4
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Math – Grade 4
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
Louisiana Department of Education
Data Analysis Template: Subgroup Percent Proficient Trend Data 13
Proficiency
Goal *
for year
one
Proficiency
Goal *
for year
two

SUBGROUP: Percent Proficient Trend Data (Grade 4)
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
# of
Students
Science – Grade 4
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Proficiency
Goal *
for year
one
Proficiency
Goal *
for year
two
Social Studies – Grade 4
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
Louisiana Department of Education
Data Analysis Template: Subgroup Percent Proficient Trend Data 14

SUBGROUP: Percent Proficient Trend Data (Grade 5)
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
# of
Students
ELA – Grade 5
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Reading – Grade 5
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Math – Grade 5
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
Louisiana Department of Education
Data Analysis Template: Subgroup Percent Proficient Trend Data 15
Proficiency
Goal *
for year
one
Proficiency
Goal *
for year
two

SUBGROUP: Percent Proficient Trend Data (Grade 5)
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
# of
Students
Science – Grade 5
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Proficiency
Goal *
for year
one
Proficiency
Goal *
for year
two
Social Studies – Grade 5
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
Louisiana Department of Education
Data Analysis Template: Subgroup Percent Proficient Trend Data 16

SUBGROUP: Percent Proficient Trend Data (Grade 6)
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
# of
Students
ELA – Grade 6
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Reading – Grade 6
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Math – Grade 6
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
Louisiana Department of Education
Data Analysis Template: Subgroup Percent Proficient Trend Data 17
Proficiency
Goal *
for year
one
Proficiency
Goal *
for year
two

SUBGROUP: Percent Proficient Trend Data (Grade 6)
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
Science – Grade 6
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
# of
Students
Proficiency
Goal *
for year
one
Proficiency
Goal *
for year
two
Social Studies – Grade 6
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
Louisiana Department of Education
Data Analysis Template: Subgroup Percent Proficient Trend Data 18

SUBGROUP: Percent Proficient Trend Data (Grade 7)
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
# of
Students
ELA – Grade 7
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Reading – Grade 7
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Math – Grade 7
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
Louisiana Department of Education
Data Analysis Template: Subgroup Percent Proficient Trend Data 19
Proficiency
Goal *
for year
one
Proficiency
Goal *
for year
two

SUBGROUP: Percent Proficient Trend Data (Grade 7)
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
# of
Students
Science – Grade 7
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Proficiency
Goal *
for year
one
Proficiency
Goal *
for year
two
Social Studies – Grade 7
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
Louisiana Department of Education
Data Analysis Template: Subgroup Percent Proficient Trend Data 20

SUBGROUP: Percent Proficient Trend Data (Grade 8)
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
# of
Students
ELA – Grade 8
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Reading – Grade 8
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Math – Grade 8
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
Louisiana Department of Education
Data Analysis Template: Subgroup Percent Proficient Trend Data 21
Proficiency
Goal *
for year
one
Proficiency
Goal *
for year
two

SUBGROUP: Percent Proficient Trend Data (Grade 8)
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
# of
Students
Science – Grade 8
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Proficiency
Goal *
for year
one
Proficiency
Goal *
for year
two
Social Studies – Grade 8
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
Louisiana Department of Education
Data Analysis Template: Subgroup Percent Proficient Trend Data 22

SUBGROUP: Percent Proficient Trend Data (Grade 9)
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
# of
Students
ELA – Grade 9
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Reading – Grade 9
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Math – Grade 9
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
Louisiana Department of Education
Data Analysis Template: Subgroup Percent Proficient Trend Data 23
Proficiency
Goal *
for year
one
Proficiency
Goal *
for year
two

SUBGROUP: Percent Proficient Trend Data (Grade 10)
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
# of
Students
ELA – Grade 10
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Reading – Grade 10
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Math – Grade 10
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
Louisiana Department of Education
Data Analysis Template: Subgroup Percent Proficient Trend Data 24
Proficiency
Goal *
for year
one
Proficiency
Goal *
for year
two

SUBGROUP: Percent Proficient Trend Data (Grade 11)
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
# of
Students
Science – Grade 11
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Proficiency
Goal *
for year
one
Proficiency
Goal *
for year
two
Social Studies – Grade 11
Grade #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
* Use Trend Data Calculator. Schools should supply a minimum of three (3) years of data.
Louisiana Department of Education
Data Analysis Template: Subgroup Percent Proficient Trend Data 25

SUBGROUP: Percent Proficient Trend Data (Whole School)
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
ELA – Whole School
School #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Reading – Whole School
School #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
# of
Students
Proficiency
Goal *
for year one
Proficiency
Goal *
for year
two
Louisiana Department of Education
Data Analysis Template: Subgroup Percent Proficient Trend Data 26

SUBGROUP: Percent Proficient Trend Data (Whole School)
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
# of
Students
Math – Whole School
School #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Science– Whole School
School #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Social Studies – Whole School
School #
Native/Alaskan American #
Asian/Pacific Islander #
African American #
Hispanic #
White #
Limited English Proficient #
Economically Disadvantaged #
Students with Disabilities #
Proficiency
Goal *
for year one
Proficiency
Goal *
for year
two
Louisiana Department of Education
Data Analysis Template: Subgroup Percent Proficient Trend Data 27

SUMMARY REPORT OF STUDENT ATTENDANCE, DROPOUT, AND GRADUATION DATA
WHOLE SCHOOL SPS: Attendance, Dropout, and Graduation Trend Data
Category
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
# of
Students
Goal * for
next year
Attendance Index (all grades) # # # # # # #
Dropout Index (7 th and 8 th grade) # # # # # # #
Graduation Index (9 th – 12 th grade) # # # # # # #
Graduation Rate (9 th – 12 th grade) % % % % % # %
See http://www.doe.state.la.us/lde/pair/1613.aspx
GRADUATION COHORT TRENDS
Graduation Cohort Achievement Level
Year 1
Year 2
Year 3
_____
_____
_____
Academic Endorsement % % %
Attendee % % %
BESE Approved IBC or TOPS Tech and Dual Enrollment
or TOPS Tech and Articulated Credit
% % %
Career and Technical Endorsement or TOPS Opportunity Award % % %
Dropout % % %
GED % % %
Regular High School Diploma % % %
Skills Certificate/Certificate of Achievement % % %
Louisiana Department of Education
Data Analysis Template: Attendance, Drop‐Out, and Graduation 28

DIBELS/DRA TREND DATA ANALYSIS
Step 1: Identify weakest/highest grade for current year
• Look for the percent of students performing at the lowest/highest levels in the spring tests across years (DIBELS ‐‐At Risk/Benchmark).
• Compare fall to spring results and note any persistent improvements/declines.
• If there is a high/low percentage, what grade level has the highest/lowest percentage? This should be noted as a potential weakness/strength.
WHOLE SCHOOL TREND DATA ANALYSIS
This document presents some suggested steps for evaluating SPS data across several years. The steps do not cover all possible data analyses, but are intended to
help uncover potential target areas for school improvement. Refer to the index rates to complete Steps 3‐6.
Step 2: Identify weakest/strongest area for current year across the whole school subgroup
• Look for the lowest/highest index score across all areas (CRT, Attendance, Graduation, and Dropout) for the current year.
• NOTE: This “current weakness/strength” could be caused by a variety of factors (ex: “good class/bad class” syndrome) and may not necessarily reflect an
immediate school improvement concern for the school.
• If the current year lowest/highest index score has been low for the past few years (ex: 2006‐2008), then it should be noted as a potential
weakness/strength.
Step 3: Identify any declining/improving trends across the whole school subgroup
• Look for index score for all subjects (ELA, Reading, Math, Science, and Social Studies) that have declined/improved over the past year or two.
• NOTE: Some declining/improving trends may be the result of population shifts and may not necessarily reflect problematic areas.
• If any index score and/or proficiency rates have steadily or substantially declined/improved over recent years, then they should be noted as potential
weaknesses/strengths.
Step 4: Identify any subject area weaknesses/strengths across the whole school subgroup
• Lowest/highest index score across grades within a particular subject area should be noted as a potential weakness/strength.
• Low scores in some grades and high scores in other grades in the same subject may also indicate grade level weaknesses/strengths within a particular
subject.
Louisiana Department of Education
Data Analysis Template: Trend Data Analysis 29

PERCENT PROFICIENT – GRADE LEVEL AND SUBGROUP TREND DATA ANALYSIS
Step 5: Identify weakest/strongest subgroup for current year
• Look for the lowest/highest percent proficient for all subgroups (Indian, Asian/Pacific Islander, Black, Hispanic, White, LEP, Economically Disadvantaged,
and Students with Disabilities) for the current year for ELA, Reading, Math, Science, and Social Studies.
• If the current year lowest/highest proficiency rate has been low/high for the past few years (ex: 2006‐2008), then it should be noted as a potential
weakness/strength.
Step 6: Identify achievement gap issues
• Compare each subgroup’s proficiency to the Whole School or other subgroup percent proficiency in ELA, Reading, Math, Science, and Social Studies and
evaluate subgroup performance (ex: Are any subgroups consistently below/above the Whole School proficiency rate in ELA, Reading, Math, Science, and
Social Studies?).
• NOTE: Be sure to look at data across all years before concluding that a subgroup weakness/strength exists.
• If any subgroup proficiency rate is consistently or substantially lower/higher than the Whole School or other subgroup proficiency rates, then it should
be noted as a potential weakness/strength.
Step 7: Identify any grade level weaknesses/strengths
• Compare grade level proficiency rates and evaluate grade level performance (ex: Does one grade have substantially lower/higher percent proficient
rates than all other grades?). NOTE: Be sure to look at data across all years before concluding that a grade level weakness/strength exists.
• If any grade level percent proficient rate is consistently lower/higher than other grade percent proficient rates in the school, then it should be noted as a
potential weakness/strength.
Step 8: Identify weakest/strongest subgroup area for current year by grade level
• Look for the lowest/highest subgroup (Indian, Asian/Pacific Islander, Black, Hispanic, White, LEP, Economically Disadvantaged, Students with Disabilities)
percent proficient rates across all grade levels for the current year for ELA, Reading, Math, Science, and Social Studies.
• If the current year lowest/highest percent proficient rates has been low/high for the past few years, then they should be noted a potential
weakness/strength.
Step 9: Identify any declining/improving trends for subgroups by grade level
• Look for subgroup percent proficient rates in ELA, Reading, Math, Science, and Social Studies that have declined/improved within grade levels over the
past few years. NOTE: Some declining trends may be the result of population shifts and may not necessarily reflect problematic areas.
• If any subgroup percent proficient rates have steadily or substantially declined/improved over the past few years, then they should be noted as potential
weaknesses/strengths.
Louisiana Department of Education
Data Analysis Template: Trend Data Analysis 30

Step 10: Identify any subject area weaknesses/strengths by grade level
• Compare percent Proficient scores of ELA, Reading, Math, Science, and Social Studies (ex: Is one subject typically higher/lower than the other subject for
the grade levels?)
• Low/High percent Proficient scores ACROSS grade levels within a particular subject area should be noted as a potential school wide weakness/strength
in that subject.
• Low/High percent Proficient scores in ELA, Reading, Math, Science, and Social Studies for any grade level across 2‐3 years should be noted as a potential
subject‐level weakness/strength for that grade level.
Step 11: Determine major weaknesses/strengths for school
• Analyze and discuss all potential weaknesses/strengths from steps 1 through 10 and determine 2 or 3 major weaknesses/strengths.
Louisiana Department of Education
Data Analysis Template: Trend Data Analysis 31

Weakness
Click to Enter; Tab to next cell
Strength
Click to Enter; Tab to next cell
Step 1: Weakest/Strongest Area
(DIBELS/DRA) for Current Year
Click to Enter; Tab to next cell
Click to Enter; Tab to next cell
Step 2: Identify weakest/strongest area
for current year across the whole school
subgroup
Click to Enter; Tab to next cell
Click to Enter; Tab to next cell
Step 3: Identify any declining/improving
trends across the whole school subgroup
Louisiana Department of Education
Data Analysis Template: Trend Data Analysis 32

Step 4: Identify any subject area
weaknesses/strengths across the whole
school subgroup
Weakness
Click to Enter; Tab to next cell
Strength
Click to Enter; Tab to next cell
Click to Enter; Tab to next cell
Click to Enter; Tab to next cell
Step 5: Identify weakest/strongest
subgroup for current year
Click to Enter; Tab to next cell
Click to Enter; Tab to next cell
Step 6: Identify achievement gap
issues
Click to Enter; Tab to next cell
Click to Enter; Tab to next cell
Step 7: Identify any grade level
weaknesses/strengths
Step 8: Identify weakest/strongest
subgroup area for current year by
grade level
Click to Enter; Tab to next cell
Click to Enter; Tab to next cell
Louisiana Department of Education
Data Analysis Template: Trend Data Analysis 33

Weakness
Click to Enter; Tab to next cell
Strength
Click to Enter; Tab to next cell
Step 9: Identify any
declining/improving trends for
subgroups by grade level
Click to Enter; Tab to next cell
Click to Enter; Tab to next cell
Step 10: Identify any subject area
weaknesses/strengths by grade level
Step 11: Determine major
weaknesses/strengths for school
1. Click to Enter
2. Click to Enter
3. Click to Enter
4. Click to Enter
5. Click to Enter
1. Click to Enter
2. Click to Enter
3. Click to Enter
4. Click to Enter
5. Click to Enter
Louisiana Department of Education
Data Analysis Template: Trend Data Analysis 34

4th Grade LEAP School Performance Profile Trend Data: Average Percent Correct
Number of
ELA Reporting by Content Standard
points/items
Read, comprehend and respond
Write Competently
Use Conventions of Language
Locate, select, and synthesize information
Read, Analyze, and respond to literature
Apply reasoning and problem solving skills
Reporting by Subtest
Writing
Using Information Resources
Reading and Responding
Proofreading
Math Reporting by Content Standard
Number and Number Relations
Algebra
Measurement
Geometry
Data Analysis, Probability, and Discrete Math
Patterns, Relations, and Functions
Reporting by Item Type
Multiple‐Choice Items
Constructed‐Response Items
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
Louisiana Department of Education
Data Analysis Template: LEAP School Performance Profile Trend Data 35

4th Grade LEAP School Performance Profile Trend Data: Average Percent Correct
Number of
Science Reporting by Content Standard
points/items
Science as Inquiry
Physical Science
Life Science
Earth and Space Science
Science and the Environment
Reporting by Item Type
Multiple‐Choice Items
Short‐Answer Items
Comprehensive Science Task
Social Studies Reporting by Content Standard
Geography
Civics
Economics
History
Reporting by Item Type
Multiple‐Choice Items
Constructed‐Response Items
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
Louisiana Department of Education
Data Analysis Template: LEAP School Performance Profile Trend Data 36

8th Grade LEAP School Performance Profile Trend Data: Average Percent Correct
Number of
ELA Reporting by Content Standard
points/items
Read, comprehend and respond
Write Competently
Use Conventions of Language
Locate, select, and synthesize information
Read, Analyze, and respond to literature
Apply reasoning and problem solving skills
Reporting by Subtest
Writing
Using Information Resources
Reading and Responding
Proofreading
Math Reporting by Content Standard
Number and Number Relations
Algebra
Measurement
Geometry
Data Analysis, Probability, and Discrete Math
Patterns, Relations, and Functions
Reporting by Item Type
Multiple‐Choice Items
Constructed‐Response Items
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
Louisiana Department of Education
Data Analysis Template: LEAP School Performance Profile Trend Data 37

8th Grade LEAP School Performance Profile Trend Data: Average Percent Correct
Number of
Science Reporting by Content Standard
points/items
Science as Inquiry
Physical Science
Life Science
Earth and Space Science
Science and the Environment
Reporting by Item Type
Multiple‐Choice Items
Short‐Answer Items
Comprehensive Science Task
Social Studies Reporting by Content Standard
Geography
Civics
Economics
History
Reporting by Item Type
Multiple‐Choice Items
Constructed‐Response Items
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
Louisiana Department of Education
Data Analysis Template: LEAP School Performance Profile Trend Data 38

10th Grade LEAP School Performance Profile Trend Data: Average Percent Correct
Number of
ELA Reporting by Content Standard
points/items
Read, comprehend and respond
Write Competently
Use Conventions of Language
Locate, select, and synthesize information
Read, Analyze, and respond to literature
Apply reasoning and problem solving skills
Reporting by Subtest
Writing
Using Information Resources
Reading and Responding
Proofreading
Math Reporting by Content Standard
Number and Number Relations
Algebra
Measurement
Geometry
Data Analysis, Probability, and Discrete Math
Patterns, Relations, and Functions
Reporting by Item Type
Multiple‐Choice Items
Constructed‐Response Items
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
Louisiana Department of Education
Data Analysis Template: LEAP School Performance Profile Trend Data 39

11th Grade LEAP School Performance Profile Trend Data: Average Percent Correct
Number of
Science Reporting by Content Standard
points/items
Science as Inquiry
Physical Science
Life Science
Earth and Space Science
Science and the Environment
Reporting by Item Type
Multiple‐Choice Items
Short‐Answer Items
Comprehensive Science Task
Social Studies Reporting by Content Standard
Geography
Civics
Economics
History
Reporting by Item Type
Multiple‐Choice Items
Constructed‐Response Items
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
Louisiana Department of Education
Data Analysis Template: LEAP School Performance Profile Trend Data 40

3rd Grade iLEAP School Performance Profile Trend Data: Average Percent Correct
Number of
points/items
ELA
Reading (Standard 1,6,7)
Read, comprehend and respond
Read, analyze, and respond to literature
Apply reasoning and problem‐solving skills
Writing (Standard 2) Write Competently
Use Conventions of Language (Standard 3)
Spelling
Capitalization
Punctuation
Usage and expression
Using Information Resources (Standard 5)
Locate, select, and synthesize information
Math
Content Standards
Number and Number Relations
Algebra
Measurement
Geometry
Data Analysis, Probability, and Discrete Math
Patterns, Relations, and Functions
Reporting by Item Type
Multiple‐Choice Items
Constructed‐Response Items
National Percentile Ranks from ITBS/ITED
Reading
Language
Mathematics
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
Louisiana Department of Education
Data Analysis Template: LEAP School Performance Profile Trend Data 41

3rd Grade iLEAP School Performance Profile Trend Data: Average Percent Correct
Number of
points/items
Science
Science as Inquiry
Physical Science
Life Science
Earth and Space Science
Science and the Environment
Social Studies
Geography
Civics
Economics
History
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
Louisiana Department of Education
Data Analysis Template: LEAP School Performance Profile Trend Data 42

5th Grade iLEAP School Performance Profile Trend Data: Average Percent Correct
Number of
points/items
ELA
Reading (Standard 1,6,7)
Read, comprehend and respond
Read, analyze, and respond to literature
Apply reasoning and problem‐solving skills
Writing (Standard 2) Write Competently
Use Conventions of Language (Standard 3)
Spelling
Capitalization
Punctuation
Usage and expression
Using Information Resources (Standard 5)
Locate, select, and synthesize information
Math
Content Standards
Number and Number Relations
Algebra
Measurement
Geometry
Data Analysis, Probability, and Discrete Math
Patterns, Relations, and Functions
Reporting by Item Type
Multiple‐Choice Items
Constructed‐Response Items
National Percentile Ranks from ITBS/ITED
Reading
Language
Mathematics
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
Louisiana Department of Education
Data Analysis Template: LEAP School Performance Profile Trend Data 43

5th Grade iLEAP School Performance Profile Trend Data: Average Percent Correct
Number of
points/items
Science
Science as Inquiry
Physical Science
Life Science
Earth and Space Science
Science and the Environment
Social Studies
Geography
Civics
Economics
History
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
Louisiana Department of Education
Data Analysis Template: LEAP School Performance Profile Trend Data 44

6th Grade iLEAP School Performance Profile Trend Data: Average Percent Correct
Number of
points/items
ELA
Reading (Standard 1,6,7)
Read, comprehend and respond
Read, analyze, and respond to literature
Apply reasoning and problem‐solving skills
Writing (Standard 2) Write Competently
Use Conventions of Language (Standard 3)
Spelling
Capitalization
Punctuation
Usage and expression
Using Information Resources (Standard 5)
Locate, select, and synthesize information
Math
Content Standards
Number and Number Relations
Algebra
Measurement
Geometry
Data Analysis, Probability, and Discrete Math
Patterns, Relations, and Functions
Reporting by Item Type
Multiple‐Choice Items
Constructed‐Response Items
National Percentile Ranks from ITBS/ITED
Reading
Language
Mathematics
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
Louisiana Department of Education
Data Analysis Template: LEAP School Performance Profile Trend Data 45

6th Grade iLEAP School Performance Profile Trend Data: Average Percent Correct
Number of
points/items
Science
Science as Inquiry
Physical Science
Life Science
Earth and Space Science
Science and the Environment
Social Studies
Geography
Civics
Economics
History
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
Louisiana Department of Education
Data Analysis Template: LEAP School Performance Profile Trend Data 46

7th Grade iLEAP School Performance Profile Trend Data: Average Percent Correct
Number of
points/items
ELA
Reading (Standard 1,6,7)
Read, comprehend and respond
Read, analyze, and respond to literature
Apply reasoning and problem‐solving skills
Writing (Standard 2) Write Competently
Use Conventions of Language (Standard 3)
Spelling
Capitalization
Punctuation
Usage and expression
Using Information Resources (Standard 5)
Locate, select, and synthesize information
Math
Content Standards
Number and Number Relations
Algebra
Measurement
Geometry
Data Analysis, Probability, and Discrete Math
Patterns, Relations, and Functions
Reporting by Item Type
Multiple‐Choice Items
Constructed‐Response Items
National Percentile Ranks from ITBS/ITED
Reading
Language
Mathematics
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
Louisiana Department of Education
Data Analysis Template: LEAP School Performance Profile Trend Data 47

7th Grade iLEAP School Performance Profile Trend Data: Average Percent Correct
Number of
points/items
Science
Science as Inquiry
Physical Science
Life Science
Earth and Space Science
Science and the Environment
Social Studies
Geography
Civics
Economics
History
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
Louisiana Department of Education
Data Analysis Template: LEAP School Performance Profile Trend Data 48

9th Grade iLEAP School Performance Profile Trend Data: Average Percent Correct
Number of
points/items
ELA
Reading (Standard 1,6,7)
Read, comprehend and respond
Read, analyze, and respond to literature
Apply reasoning and problem‐solving skills
Writing (Standard 2) Write Competently
Use Conventions of Language (Standard 3)
Spelling
Capitalization
Punctuation
Usage and expression
Using Information Resources (Standard 5)
Locate, select, and synthesize information
Math
Content Standards
Number and Number Relations
Algebra
Measurement
Geometry
Data Analysis, Probability, and Discrete Math
Patterns, Relations, and Functions
Reporting by Item Type
Multiple‐Choice Items
Constructed‐Response Items
National Percentile Ranks from ITBS/ITED
Reading
Language
Mathematics
Year 1
_____
Year 2
_____
Year 3
_____
Year 4
_____
Year 5
_____
Louisiana Department of Education
Data Analysis Template: LEAP School Performance Profile Trend Data 49

LEAP/GEE Assessment Worksheet
Complete one for 4 th and 8 th grade LEAP and 10 th and 11 th grade GEE, using the School Performance Report.
ELA
Content Standard
Read, Comprehend,
and Respond
Write Competently
Use Conventions of
Language
Locate, Select, and
Synthesize Information
Read, Analyze, and
Respond To Literature
Apply Reasoning and
Problem‐Solving Shills
Subtest
Writing (Essay)
Using Information
Resources
Reading and Responding
Proofreading
Percent
Correct
4 th Grade 8 th Grade 10 th Grade 11 th Grade
Rank Order by Percent Rank Order by Percent Rank Order by Percent Rank Order by
Percent Correct Correct Percent Correct Correct Percent Correct Correct Percent Correct
Louisiana Department of Education
Data Analysis Template: LEAP/GEE Assessment Worksheet 50

Math
Content Standard
Number and Number
Relations
Algebra
Measurement
Geometry
Data Analysis, Probability,
and Discrete Math
Patterns, Relations, and
Functions
Subtest
Multiple‐Choice Items
Constructed‐Response
Items
Percent
Correct
4 th Grade 8 th Grade 10 th Grade 11 th Grade
Rank Order by Percent Rank Order by Percent Rank Order by Percent Rank Order by
Percent Correct Correct Percent Correct Correct Percent Correct Correct Percent Correct
Louisiana Department of Education
Data Analysis Template: LEAP/GEE Assessment Worksheet 51

Science
Content Standard
Science As Inquiry
Physical Science
Life Science
Earth and Space
Science
Science and the
Environment
Subtest
Multiple Choice
Constructed
Response
Science Task
Social Studies
Content Standard
Geography
Civics
Economics
History
Subtest
Multiple‐ Choice
Items
Constructed‐
Response Items
Percent
Correct
Percent
Correct
4 th Grade 8 th Grade 10 th Grade 11 th Grade
Rank Order by Percent Rank Order by Percent Rank Order by Percent Rank Order by
Percent Correct Correct Percent Correct Correct Percent Correct Correct Percent Correct
4 th Grade 8 th Grade 10 th Grade 11 th Grade
Rank Order by Percent Rank Order by Percent Rank Order by Percent Rank Order by
Percent Correct Correct Percent Correct Correct Percent Correct Correct Percent Correct
Louisiana Department of Education
Data Analysis Template: LEAP/GEE Assessment Worksheet 52

Across all subjects, identify 3 strengths and 3 weaknesses.
ELA
Math
Science
Social Studies
Strengths
1 1
2 2
3 3
Strengths
1 1
2 2
3 3
Strengths
1 1
2 2
3 3
Strengths
1 1
2 2
3 3
Weaknesses
Weaknesses
Weaknesses
Weaknesses
Louisiana Department of Education
Data Analysis Template: LEAP/GEE Assessment Worksheet 53

iLEAP Data Analysis Worksheet
Grade 3
Using the School Performance Report, list the 2 highest and 2 lowest standards from each core subject.
Strengths
Content Standard
Percent
Correct
Weaknesses
Content Standard
Percent
Correct
School Summary of iLEAP Results
Subject Area
National Percentile Rank (NPR)
Reading
Language
Mathematics
Louisiana Department of Education
Data Analysis Template: iLEAP Data Analysis Worksheet 54

iLEAP Data Analysis Worksheet
Grade 5
Using the School Performance Report, list the 2 highest and 2 lowest standards from each core subject.
Strengths
Content Standard
Percent
Correct
Weaknesses
Content Standard
Percent
Correct
School Summary of iLEAP Results
Subject Area
National Percentile Rank (NPR)
Reading
Language
Mathematics
Louisiana Department of Education
Data Analysis Template: iLEAP Data Analysis Worksheet 55

iLEAP Data Analysis Worksheet
Grade 6
Using the School Performance Report, list the 2 highest and 2 lowest standards from each core subject.
Strengths
Content Standard
Percent Correct
Weaknesses
Content Standard
Percent
Correct
School Summary of iLEAP Results
Subject Area
National Percentile Rank (NPR)
Reading
Language
Mathematics
Louisiana Department of Education
Data Analysis Template: iLEAP Data Analysis Worksheet 56

iLEAP Data Analysis Worksheet
Grade 7
Using the School Performance Report, list the 2 highest and 2 lowest standards from each core subject.
Strengths
Content Standard
Percent Correct
Weaknesses
Content Standard
Percent Correct
School Summary of iLEAP Results
Subject Area
National Percentile Rank (NPR)
Reading
Language
Mathematics
Louisiana Department of Education
Data Analysis Template: iLEAP Data Analysis Worksheet 57

iLEAP Data Analysis Worksheet
Grade 9
Strengths
Content Standard
Percent Correct
Weaknesses
Content Standard
Percent Correct
School Summary of iLEAP Results
Subject Area
National Percentile Rank (NPR)
Reading
Language
Mathematics
Louisiana Department of Education
Data Analysis Template: iLEAP Data Analysis Worksheet 58

LOUISIANA NEEDS ANALYSIS (LANA)
Contextual Observation Checklist
Tabulation Worksheet
Not Observed = 0 (Overall, the item was not observed)
Very Rarely Observed = 1 (Overall, the item was observed less than 25% of the time)
Sometimes Observed = 2 (Overall, the item was observed 25 to 50% of the time)
Frequently Observed = 3 (Overall, the item was observed 51 to 75% of the time)
Extensively Observed = 4 (Overall, the item was observed 76 to 100% of the time)
Total (Frequency)
0001 Observer Code
0002 Observer Code
0003 Observer Code
0004 Observer Code
Observation Descriptor
ARRIVAL – EXCHANGES – DEPARTURE
Staff members arrive on campus before the prescribed time.
Students arrive on campus before the prescribed time.
Duty personnel are in place prior to students’ arriving on campus.
Duty personnel for the hallways actively monitor students.
Students talk informally with administrators.
Students talk informally with instructional staff.
Staff members talk informally with each other.
Staff members talk informally with administrators.
Duty personnel for the commons area actively monitor students.
Duty personnel for the playground area actively monitor students.
Students move to their designated areas in an orderly manner.
Students comply with the directions of the duty personnel.
Students use low conversation tones when talking in the hallways.
Students are rewarded for displaying positive behavior.
Comments:
Students are not seen loitering on campus during the academic day.
Security procedures are followed.
Duty personnel are in place prior to students’ departing campus.
Louisiana Department of Education
Data Analysis Template: Louisiana Needs Analysis(LANA) 59

LOUISIANA NEEDS ANALYSIS (LANA)
Contextual Observation Checklist
Tabulation Worksheet
Total (Frequency)
0001 Observer Code
0002 Observer Code
0003 Observer Code
0004 Observer Code
Observation Descriptor
BUILDINGS – EQUIPMENT – GROUNDS
Playground equipment is in good condition.
Commons area equipment is in good condition.
Students respond to the end of recess without additional prompts.
Students respond to the change of period without additional prompts.
Students are rewarded for displaying positive behavior.
Hallways are clean and free of debris.
Hallways have bulletin boards with academic and/or behavioral themes.
Hallways have bulletin boards with informational themes.
Areas outside school buildings are clean.
Bathrooms on campus are operational and clean.
School buildings are in need of few repairs.
Temporary buildings are in need of few repairs.
Equipment used to air condition and heat buildings is operational.
School buildings are free from graffiti.
Building and grounds provide a secure and safe environment.
Covered walkways protect students from inclement weather.
Athletic facilities are in need of few repairs.
Comments:
Louisiana Department of Education
Data Analysis Template: Louisiana Needs Analysis(LANA) 60

LOUISIANA NEEDS ANALYSIS (LANA)
Contextual Observation Checklist
Tabulation Worksheet
Total (Frequency)
0001 Observer Code
0002 Observer Code
0003 Observer Code
0004 Observer Code
Observation Descriptor
CAFETERIA
Students do not complain about the food.
Teachers eat with students.
Students move throughout the cafeteria in an orderly manner.
Students use low conversation tones when talking in the cafeteria.
Students in the cafeteria follow the directions of the duty personnel.
Students are rewarded for displaying positive behavior.
Comments:
LIBRARY/TECHNOLOGY
Students appear to enjoy spending time in the library.
Students appear to enjoy spending time in the computer lab.
Books in the library are in good condition.
Furniture in the library is in good condition.
Students follow the directions of the librarian.
Students follow the directions of the computer lab personnel.
Students are respectful and careful with computer equipment.
Students are rewarded for displaying positive behavior.
A variety of current newspapers and periodicals are available to students.
The school has current computer technology.
Computer has current associated educational software for students.
Students use computers and other technology in school.
Computers are connected to the Internet.
Computer security software prevents access of inappropriate materials.
Comments:
Louisiana Department of Education
Data Analysis Template: Louisiana Needs Analysis(LANA) 61

LOUISIANA NEEDS ANALYSIS (LANA)
Contextual Observation Checklist
Tabulation Worksheet
Total (Frequency)
0001 Observer Code
0002 Observer Code
0003 Observer Code
0004 Observer Code
Observation Descriptor
OFFICE AND STAFF AREAS
The administrative staff greets parents respectfully.
The administrative staff greets students respectfully.
Security procedures are followed.
Students in the office follow the directions of the administrative staff.
Students are rewarded for displaying positive behavior.
Intercom announcements by the administrative staff rarely occur during
the day.
Administrative staff members access the Internet from their computers.
Staff members take their breaks in the staff lounge.
Staff members express satisfaction with their job.
Staff members prepare instructional materials in a designated area.
Comments:
Louisiana Department of Education
Data Analysis Template: Louisiana Needs Analysis(LANA) 62

Faculty Needs Assessment
STRENGTHS
LANA INSTRUMENT REPORTING FORM
WEAKNESSES
1. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
2. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
3. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
4. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
5. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
Instructional Staff Questionnaires
STRENGTHS
WEAKNESSES
1. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
2. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
3. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
4. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
5. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
Instructional Staff Interviews
STRENGTHS
WEAKNESSES
1. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
2. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
3. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
4. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
5. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
Louisiana Department of Education
Data Analysis Template: LANA Instrument Reporting Form 63

LANA INSTRUMENT REPORTING FORM
Instructional Staff Focus Group
STRENGTHS
WEAKNESSES
1. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
2. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
3. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
4. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
5. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
Student Questionnaires
STRENGTHS
WEAKNESSES
1. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
2. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
3. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
4. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
5. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
Student Focus Group
STRENGTHS
WEAKNESSES
1. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
2. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
3. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
4. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
5. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
Parent Questionnaires
STRENGTHS
WEAKNESSES
1. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
2. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
3. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
4. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
5. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
Louisiana Department of Education
Data Analysis Template: LANA Instrument Reporting Form 64

LANA INSTRUMENT REPORTING FORM
Parent Focus Groups
STRENGTHS
WEAKNESSES
1. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
2. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
3. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
4. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
5. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
Administrative Questionnaires
STRENGTHS
WEAKNESSES
1. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
2. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
3. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
4. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
5. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
Administrator Interviews
STRENGTHS
WEAKNESSES
1. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
2. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
3. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
4. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
5. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
CRT
STRENGTHS
WEAKNESSES
1. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
2. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
3. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
4. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
5. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
Louisiana Department of Education
Data Analysis Template: LANA Instrument Reporting Form 65

LANA INSTRUMENT REPORTING FORM
NRT
STRENGTHS
WEAKNESSES
1. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
2. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
3. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
4. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
5. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
Subgroups
STRENGTHS
WEAKNESSES
1. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
2. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
3. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
4. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
5. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
Classroom Observations ‐ Attributes
STRENGTHS
WEAKNESSES
1. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
2. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
3. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
4. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
5. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
Classroom Observations ‐ Strengths
STRENGTHS
WEAKNESSES
1. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
2. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
3. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
4. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
5. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
Louisiana Department of Education
Data Analysis Template: LANA Instrument Reporting Form 66

LANA INSTRUMENT REPORTING FORM
Contextual Observation
STRENGTHS
WEAKNESSES
1. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
2. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
3. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
4. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
5. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
Other (Suspension/Expulsions, Attendance/Dropout, Archival Data, Interview Documentation)
STRENGTHS
WEAKNESSES
1. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
2. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
3. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
4. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
5. Click to Enter Strengths; Tab to Move to Next Cell Click to Enter Weakness; Tab to Move to Next Cell
Louisiana Department of Education
Data Analysis Template: LANA Instrument Reporting Form 67

DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT
For Title I Schools: ELA and Math by subgroups should be primary when considering weaknesses that
will lead to the goals in the SIP.
Rank‐order the identified areas of strength (3‐5) from the student performance (cognitive data),
behavior, attendance, dropout data, and/or graduation index and indicate the supporting data sources:
1.
2.
3.
4.
5.
STRENGTHS
DATA SOURCE
Rank‐order the identified areas of weakness (3‐5) from the student performance (cognitive data),
behavior, attendance, dropout data, and/or graduation index and indicate the supporting data sources:
1.
2.
3.
4.
5.
WEAKNESSES
DATA SOURCE
List the contributing factors from the cognitive, attitudinal/perceptual, behavioral, and archival data of
the previously identified strengths:
CONTRIBUTING FACTORS TO THE STRENGTHS
1.
2.
3.
4.
5.
DATA SOURCE
List the contributing factors from the cognitive, attitudinal/perceptual, behavioral, and archival data of
the previously identified weaknesses:
CONTRIBUTING FACTORS TO THE
DATA SOURCE
WEAKNESSES
1.
2.
3.
4.
5.
The identified weaknesses will lead to the goals. The contributing factors of the weaknesses will lead to
the strategies
Louisiana Department of Education
Data Analysis Template: LANA Instrument Reporting Form 68

School Improvement Plan
Submission Date: Click Here to Enter Date
Enter School Name
Enter Grade Levels
Enter School Address
Enter City, State and Zip
Enter Principal’s Name
Enter School Phone Number
Enter Principal’s E‐mail Address
Louisiana Department of Education School Improvement Plan
Revised Spring 2010

School Improvement Plan
Charter School
Alternative School
School in School Improvement
Title I School Schoolwide ___ __Targeted Assistance
Member of Southern Association of Colleges and Schools
Teacher Advancement Program (TAP)
Distinguished Educator
Literacy and Numeracy
Grant Application
Name of Grant: Enter Name of the Grant
Contact Person: Enter Contact Person’s Name
Phone: Enter Contact’s Phone Number
E‐mail: Enter Contact’s Email Address
2

School Improvement Plan
SCHOOL IMPROVEMENT PLAN CROSSWALK
Table of Contents for SIP
[Schoolwide Components NCLB Section 1114 (b)(1)(A-J)]
[School Improvement Plan NCLB Section 1116(b)(3)(A)(i-x)]
Each school operating a schoolwide program and any school in improvement must include all ten components in their plan.
Ten Components of a Schoolwide
Program
1.A comprehensive needs assessment of the
entire school based on information which
includes the achievement of children in relation
to the State academic content standards and the
State student academic achievement standards.
"Tools"
Ten Requirements of a School
Pages
Improvement Plan
23 – 25 1. An effective needs assessment
Your SIP
Pages
2. Schoolwide Reform Strategies 32 – 39 2. A strategy for school improvement is a method
for achieving the identified objectives. (e.g., using
graphic organizers, visual imagery, and
summarization).
Scientifically Based Research (ESEA; Title IX, Part A)
is research that involves the application of rigorous,
systematic, and objective procedures to obtain
reliable and valid knowledge relevant to education
activities and programs.
3

School Improvement Plan
3. Instruction by Highly Qualified Teachers Rubric,
Page 80
3. Provide an assurance that the instruction will be
provided by highly qualified teachers.
In addition, job‐embedded professional
development will be directed to address the needs
of teachers and other staff members in the school
to ensure academic achievement problems are
identified for improvement.
4. High quality and ongoing professional
development for –
‣ Teachers
‣ Principals
‣ Paraprofessionals
45 – 49 4. Effective Professional Development incorporates
the following:
• Focuses on the knowledge, skills, and
attitudes required of teachers, administrators,
and other school employees so all students can
learn and perform at high levels
• Creates a learning community in which
substantive professional development is linked
primarily to content knowledge and
instructional strategies
• Provides opportunities for job‐embedded
professional development
• Provides plans for follow‐up and support to
ensure teacher/student learning
• Focuses on student needs
• Prepares educators to demonstrate high
expectations for all student learning
5. Strategies to attract high‐quality highly
qualified teachers to high‐need schools
Attached to School
Improvement Plans
5. Provide a District plan or policy Teacher Quality
Strategies (plan for attracting high quality teachers)
Identify revision date on School Policy chart, page
15 of SIP.
4

School Improvement Plan
6. Strategies to increase parent involvement
50 – 55 6. Effective family involvement
(Such as family literacy services)
7. Plans for assisting preschool children in the
transition from early childhood programs to local
elementary school programs.
(Such as Head Start, Even Start, Early Reading
First, or a State‐run preschool program)
8. Measures to include teachers in the decisions
regarding the use of academic assessments in
order to provide information on, and to improve,
the achievement of individual students and the
overall instructional program.
http://www.ed.gov/policy/elsec
/guid/preschoolguidance.pdf
Curriculum Section,
pages 56 – 69
Rubric, pages 78 – 81
7. Serving Preschool Children Under Title I Non‐
Regulatory Guidance: Section B‐11.
• Professional development
• Teacher classroom visits
• Children portfolios
8. What processes are in place for administrator(s)
to identify teachers’ professional development
needs related to content, instructional strategies,
and classroom assessment?
The SIP must present the actual people who will see
the activities have taken place, not only the trainer,
model provider, or a group of people, but those
who will be responsible for setting them up and
ensuring they are completed.
9. Activities to ensure that students who
experience difficulty mastering proficient or
advanced levels of academic achievement
standards are provided effective, timely
additional assistance which shall include
measures to ensure that student difficulties are
identified on a timely basis and to provide
sufficient information on which to base effective
assistance.
10. Coordination and integration of Federal,
State, and local services and programs
56 – 69 9. The Administration monitors the Taught
Curriculum
Teacher teams, with the SIT and School Support
Team improves the Taught Curriculum
70 – 72 10. Effective coordination of resources
5

School Improvement Plan
Directions on What to Submit to the LDE and
How to Complete the SIP Template
For schools in School Improvement, submit the plan with the state’s Rubric for the Evaluation of School Improvement Plans Summary Report
on disk to the LEA Accountability and/or Federal Programs contact. The LEA must submit via the School Improvement eGrant system.
Submit the District Assurance via the eGrant.
Follow each eGrant page for appropriate number of characters.
Insert page numbers in the Table of Contents for Word version of template to be kept on file at school and LEA.
All plans must contain a Crosswalk that identifies page numbers of activities that align with NCLB components of School Improvement and
School Wide Programs.
For SIPs that have been revised, indicate material that has changed on the Action Plan sheets with strikethroughs (lines inserted through the
changes). Place revisions in bold after the strikethroughs.
For any completed activity, write the word completed in parenthesis following the strikethroughs.
If any item/activity is incomplete, explain in a brief note in parenthesis why the activity was not completed.
For grant applications, place in bold Activities and Action Steps for targeted funding should the grant be awarded. Include the title of the
grant as well as the name, email address, and phone number of the contact person on the Cover Page of the School Improvement Plan
Template.
For original signatures, USE BLUE INK.
Principal’s Signature
Superintendent’s Signature
*Schools submit SIPs to the district for evaluation using the state’s rubric
Principal Signature: ________________________ Date: _________________________
Superintendent’s Signature: ________________________ Date: _________________________
Louisiana Department of Education School Improvement Plan
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School Improvement Plan
TABLE OF CONTENTS
GUIDANCE IN THE SCHOOL IMPROVEMENT PLAN PROCESS .............................................................................................................................................. 24
ROLES AND RESPONSIBIILTIES IN THE PLANNING PROCESS........................................................................................................................ 25
GUIDING QUESTIONS ............................................................................................................................................................................................ 32
Indicators of Implementation ....................................................................................................................................................................................... 44
Example: .................................................................................................................................................................................................................... 44
STEPS TO TAKE ............................................................................................................................................................................................................ 44
GUIDING QUESTIONS .................................................................................................................................................................................................. 44
DESIRED OUTCOMES ................................................................................................................................................................................................... 44
Examples: ................................................................................................................................................................................................................... 44
STEPS TO TAKE ............................................................................................................................................................................................................ 45
GUIDING QUESTIONS .................................................................................................................................................................................................. 45
Response to Intervention (RTI) is a general education process that provides students with high‐quality research based instruction and interventions that are
matched to the student’s specific needs. Data is used to drive decisions about student progress and to determine the appropriate instructional plan
necessary for a student to achieve grade‐level success. Daily instruction is delivered to maximize instruction and intervention benefits. ............................ 48
RTI in Louisiana follows a three‐tiered process – Tier I provides high‐quality instruction that is differentiated to meet each student’s needs in the general
education setting. Tier II provides targeted interventions for students who need additional support in addition to Tier I instruction. Tier III, also in addition to
Tier I instruction, provides intensive interventions for students significantly below grade level, and/or students who do not respond to Tier II instruction. RTI
is a dynamic process that has dramatically improved the skill level of students in Louisiana and across the country as measured by state assessments. ....... 48
CHARACTERISTICS OF AN EFFECTIVE ACTION PLAN ........................................................................................................................................................ 52
Examples: ................................................................................................................................................................................................................... 52
STEPS TO TAKE ............................................................................................................................................................................................................ 52
GUIDING QUESTIONS .................................................................................................................................................................................................. 53
Louisiana Measure Of Progress (LAMP) ......................................................................................................................................................................... 53
Examples: ................................................................................................................................................................................................................... 53
STEPS TO TAKE ............................................................................................................................................................................................................ 54
GUIDING QUESTIONS .................................................................................................................................................................................................. 54
Implementation Issues ................................................................................................................................................................................................ 54
Examples: ................................................................................................................................................................................................................... 54
GUIDING QUESTIONS .................................................................................................................................................................................................. 54
Resolutions ................................................................................................................................................................................................................. 54
Examples: ................................................................................................................................................................................................................... 55
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School Improvement Plan
GUIDING QUESTIONS .................................................................................................................................................................................................. 55
ACTION PLAN .............................................................................................................................................................................................................. 56
Resources ................................................................................................................................................................................................................... 56
CONTEXT STANDARDS .................................................................................................................................................................................................... 59
PROCESS STANDARDS .................................................................................................................................................................................................. 59
CONTENT STANDARDS ................................................................................................................................................................................................. 59
CHARACTERISTICS OF EFFECTIVE FAMILY AND COMMUNITY INVOLVEMENT ................................................................................................................... 65
STEPS TO TAKE ............................................................................................................................................................................................................ 65
GUIDING QUESTIONS .................................................................................................................................................................................................. 65
GUIDING QUESTIONS ................................................................................................................................................................................................... 73
Implementing the Comprehensive Curriculum ........................................................................................................................................................... 73
Monitoring the Taught Curriculum .............................................................................................................................................................................. 74
GUIDING QUESTIONS ................................................................................................................................................................................................... 75
Test Preparation ........................................................................................................................................................................................................... 76
GUIDING QUESTIONS ................................................................................................................................................................................................... 87
Guideline II. Data are based on an adequate sampling of individuals and groups. ..................................................................................................... 91
Guideline III. Multiple data sources are present in the data portfolio. ....................................................................................................................... 91
OBJECTIVES .................................................................................................................................................................................................................. 94
SCIENTIFICALLY BASED RESEARCH STRATEGIES ........................................................................................................................................................... 95
Guideline I. Research ‐ Based Strategies (if correctly implemented) directly and positively influence the contributing factors to the weaknesses
found. ........................................................................................................................................................................................................................... 95
Guideline II. Strategies are implemented with available or obtainable fiscal and human resources. ........................................................................ 95
Guideline II. The action plan lists the person(s) responsible for the activities. ........................................................................................................... 96
Guideline IV. Dates for activities are specific. .............................................................................................................................................................. 96
Louisiana Department of Education School Improvement Plan
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School Improvement Plan
Guideline II. Job‐embedded Professional Development provides teachers time to consult together about common instructional problems,
engage in joint curriculum planning, share knowledge, observe skills, conduct action research, coach one another, and obtain new ideas and
approaches from colleagues during the course of the work day. ............................................................................................................................... 97
Guideline III. Follow‐up and support are scheduled activities. .................................................................................................................................... 97
Guideline IV. Professional Development activities are aligned with the school improvement goals, objectives, and strategies. ............................. 98
Guideline I. Family and community involvement activities are clearly linked to the objectives through the strategies. ........................................... 98
Guideline II. Activities pertaining to content/training involve family members. ........................................................................................................ 98
Guideline III. Family school communication activities are included regarding student learning. ............................................................................... 99
Guideline IV. Family involvement activities are designed to include all families. ....................................................................................................... 99
Guideline II. Sufficient time is allocated to achieve the objectives. .......................................................................................................................... 100
Guideline III. Human resources are allocated to include a variety of people responsible for the activities. ............................................................ 100
Goal: By 2013‐2014, all students will reach high standards, attaining proficiency or better in Reading/Language Arts. ..................................................... 147
Objective: To Increase ELA CRT Index Scores in __ grade from __ to __ (1 or 2 Years). ................................................................................................... 147
Strategy: Response to Intervention ............................................................................................................................................................................ 147
USING THE DATA TO WRITE MEASURABLE AND REALISTICALLY ACHIEVABLE OBJECTIVES ................................................................................................ 151
RESOURCES FOR SCHOOLS ............................................................................................................................................................................................ 168
THE PROCESS OF SELECTING ......................................................................................................................................................................................... 169
Professional Development ............................................................................................................................................................................................ 175
Professional Development: If Not a Workshop, Then What? .......................................................................................................................................... 176
Learning ..................................................................................................................................................................................................................... 188
Collaboration.............................................................................................................................................................................................................. 189
Equity ......................................................................................................................................................................................................................... 190
Quality Teaching ........................................................................................................................................................................................................ 191
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Family and Community Involvement ......................................................................................................................................................................... 192
Trouble Shooting Your Continuous Improvement Efforts ............................................................................................................................................... 209
2001‐2006 .................................................................................................................................................................................................................. 214
DEVELOPMENTAL READING ASSESSMENT SCORES * ................................................................................................................................................ 232
SCHOOL POLICIES AND PARTNERSHIPS ......................................................................................................................................................................... 14
Louisiana Department of Education School Improvement Plan
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School Improvement Plan
DATA PORTFOLIO
The following items should make up the Data Portfolio (to be kept on file at the school):
o Subgroup Component Report and Principal’s Report Card for the last three years.
o Summary of Findings of Survey Data and all source documents. (Teachers, Parents, Students, and Principal) May be
completed online. If Parent sample size is inadequate, there must be Parent Focus Group(s).
o Summary of Findings of Interview Data and all source documents. (Principal, Counselor, and Teachers) (Not Optional
for Schools in School Improvement)
o Summary of Findings of Focus Group Data and all source documents. (Teachers, Students, and Parents) (Not Optional
for Schools in School Improvement)
o Copy of the Data Triangulation Form
o Comprehensive Needs Assessment: Final Report
o DRA or DIBELS Reports
o Data Analysis Template (Trend Data history, Discipline/Behavior history, etc.)
o Data Notebook (for schools participating in School Analysis Model‐SAM 2000 or LANA online)
o Cognitive Summary Data (iLEAP, LEAP/GEE, ACT, PSAT, etc.)
o Citation from monitoring of Federal Programs – if applicable (e.g., Special Education and corresponding Corrective
Action Plans)
o Scholastic Audit Next Steps, if applicable.
Louisiana Department of Education School Improvement Plan
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School Improvement Plan
DISTRICT ASSURANCE
For schools in School Improvement and in the SIG Tiers, I hereby certify that this plan was developed with the assistance of a District
Assistance Team and State‐level School Support Team in collaboration with the School Improvement Team.
I hereby certify that this plan was designed to improve student achievement with input from all stakeholders.
I assure that the school‐level personnel, including subgroup representatives responsible for implementation of this plan, have collaborated
in the writing of the plan.
I hereby certify that this plan has all of the following components:
• A statement of the school's mission
• Evidence of the use of a comprehensive needs assessment, which should include the following data analysis information:
- Data Triangulation tables
- Data Comprehensive Needs Assessment Summary Report
• Goals and measurable objectives
• Scientifically based research methods, strategies, and activities that guide curriculum content, instruction, and assessment
• Professional Development components aligned with assessed needs and strategies to attract and keep high quality teachers
• Plans for transitioning pre‐school children to local elementary school programs
• Family and community involvement activities aligned with assessed needs
• Evaluation strategies that include methods to measure progress of implementation
• Coordination of fiscal resources and analysis of school budget (possible redirection of funds)
• An action plan with timelines and specific activities for implementing the above criteria
I further certify that the information contained in this assurance is true and correct to the best of my knowledge.
__________________________________________________
Superintendent's signature
_____________________________________________________
Principal's signature
__________________________________________________
District Assistance or School Support Team Leader
_____________________________________________________
Chair, School Improvement Team
Louisiana Department of Education School Improvement Plan
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School Improvement Plan
FEDERAL/STATE INSTRUCTIONAL PROGRAMS AND/OR INITIATIVES
(Place a check or X in the status area for each program implemented at your school)
Program List: (including during‐ and after‐school programs)
Currently
Using
No. of
Years
Proposed Program
Deleted Program
Career to Work _#_
Extended Day Program _#_
HIPPY _#_
INTECH _#_
INTECH 2 Science _#_
INTECH Social Studies _#_
La GEAR‐UP _#_
LaSIP _#_
LEAD TECH _#_
Math/Science Partnership _#_
Pre‐School Program (s) _#_
School‐to‐Work _#_
The Strategic Instruction Model (SIM) _#_
Other: Click Here to Enter _#_
Click Here to Enter _#_
List Supplemental Educational Services provided for your students (Title I schools in SI 3 and above):
Click Here to Enter
List the Distance Learning (i.e., web‐based, satellite) courses provided for your students:
Click Here to Enter
Louisiana Department of Education School Improvement Plan
10 Revised Spring 2010

School Improvement Plan
SCHOOL POLICIES AND PARTNERSHIPS
Policy Policy #/Bulletin # Date revised
Crisis Management (emergency/evacuation plan) § 339/741 Enter Date
Discipline/Behavior Plan (Juvenile Justice Reform Act requirement) § 1301/741 and § 1127/741 Enter Date
Family Involvement Policy § 1903/741 and § 1118/Title I Enter Date
Security Procedures (metal detectors, etc.) § 339/741 Enter Date
Safe and Drug‐Free Prevention Activities § 1127/741 and § 2305/741 Enter Date
Student Code of Conduct § 1115/741 Enter Date
Teacher Quality Strategies (plan for attracting high quality teachers) § 1114/Title I Enter Date
Transition Plan for Pre‐School Children § 1114/Title I Enter Date
School Partnerships (Type the name of each partner in the space provided)
University
Technical Institute
Feeder School(s)
Community
Business/Industry
Private Grants
Other
Enter Partner name
Enter Partner name
Enter Partner name
Enter Partner name
Enter Partner name
Enter Partner name
Enter Partner name
Louisiana Department of Education School Improvement Plan
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School Improvement Plan
Data Triangulation – Strengths
Strength:
Contributing Factors
(200 characters)
Domains/Sub domains
Contributing Factor: Domain: 100
Sub domain: 110 510
Strength:
Contributing Factor: Domain: 100
Sub domain: 110 510
Strength:
Contributing Factor: Domain: 100
Sub domain: 110 510
Instrument
(200 characters)
Data Type
Attitudinal 1.
Findings*
(500 characters)
2.
3.
4.
Attitudinal 1.
2.
3.
4.
Attitudinal 1.
2.
3.
4.
*Must list at least three findings to justify the Contributing Factors to the Strengths.
Refer to Louisiana Needs Analysis (LANA) page 50 Table 52 Domain and Sub domain codes
Louisiana Department of Education School Improvement Plan
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School Improvement Plan
Data Triangulation – Weaknesses
Weakness:
Contributing Factors
(200 characters)
Domains/Sub domains
Contributing Factor: Domain: 100
Sub domain: 110 510
Weakness:
Contributing Factor: Domain: 100
Sub domain: 110 510
Weakness:
Contributing Factor: Domain: 100
Sub domain: 110 510
Instrument
(200 characters)
Data Type
Attitudinal 1.
Findings*
(500 characters)
2.
3.
4.
Attitudinal 1.
2.
3.
4.
Attitudinal 1.
2.
3.
4.
*Must list at least three findings to justify the Contributing Factors to the Weaknesses.
Refer to Louisiana Needs Analysis (LANA) page 50 Table 52 Domain and Sub domain codes
Louisiana Department of Education School Improvement Plan
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School Improvement Plan
DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT
For Title I Schools: ELA and Math by subgroups should be primary when considering weaknesses that will lead to the goals in the SIP.
Part Ia: Rank‐order the identified areas of strength (3‐5) from the student performance (cognitive data), behavior, attendance, dropout
data, and/or graduation index and indicate the supporting data sources:
1.
2.
3.
4.
5.
STRENGTHS (100 characters per box)
DATA SOURCE (100 characters per box)
Part IIa. List the contributing factors from the cognitive, attitudinal/perceptual, behavioral, and archival data of the previously identified
strengths:
CONTRIBUTING FACTORS TO THE STRENGTHS
DATA SOURCE (100 characters per box)
(100 characters per box)
1.
2.
3.
4.
5.
Louisiana Department of Education School Improvement Plan
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School Improvement Plan
DATA COMPREHENSIVE NEEDS ASSESSMENT: SUMMARY REPORT
Part Ib: Rank‐order the identified areas of weakness (3‐5) from the student performance (cognitive data), behavior, attendance, dropout
data, and/or graduation index and indicate the supporting data sources:
1.
2.
3.
4.
5.
WEAKNESSES (100 characters per box)
DATA SOURCE (100 characters per box)
Part IIb. List the contributing factors from the cognitive, attitudinal/perceptual, behavioral, and archival data of the previously identified
strengths:
CONTRIBUTING FACTORS TO THE STRENGTHS
DATA SOURCE (100 characters per box)
(100 characters per box)
1.
2.
3.
4.
5.
The identified weaknesses will lead to the goals. The contributing factors of the weaknesses will lead to the strategies.
Louisiana Department of Education School Improvement Plan
15 Revised Spring 2010

Action Plan – Activities indicated should address all subgroups.
School Improvement Plan
GOAL 1
Research‐Based Strategy 1: RTI JEPD DDD MEL CA SIM UDL
Provide an explanation for not selecting one of the three recommended strategies:
Indicator of Implementation (250 Characters): Up to 6
1.1 1.1
Procedures for Evaluating Indicators of Implementation (250 Characters):
Up to 6
1.2 1.2
1.3 1.3
OBJECTIVES: Up to 3
1.1
DESIRED OUTCOMES:
1.2
Louisiana Department of Education School Improvement Plan
16 Revised Spring 2010

Activity
(500 Characters)
School Improvement Plan
Responsible
Person
(100
Characters)
Start Date
Completion
Date
Estimated
Cost
date date cost T1 SI
Funding
Source
date date cost T1 SI
date date cost T1 SI
Summative Evaluation (250 Characters):
Implementation Issues (250 Characters) Date Presented Resolution(s) (250 Characters) Date Resolved
date
date
date
date
FCI‐Indicates Family Community Involvement Activities C‐Indicates Curriculum Activities N‐Indicates Numeracy Activities
D‐ Indicates Discipline Support Activities L‐Indicates Literacy Activities
Louisiana Department of Education School Improvement Plan
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Action Plan – Activities indicated should address all subgroups.
GOAL 2
School Improvement Plan
Research‐Based Strategy 1: RTI JEPD DDD MEL CA SIM UDL
Provide an explanation for not selecting one of the three recommended strategies:
Indicator of Implementation (250 Characters): Up to 6
2.1 2.1
Procedures for Evaluating Indicators of Implementation (250 Characters):
Up to 6
2.2 2.2
2.3 2.3
OBJECTIVES: Up to 3
2.1
DESIRED OUTCOMES:
2.2
Louisiana Department of Education School Improvement Plan
18 Revised Spring 2010

Activity
(500 Characters)
School Improvement Plan
Responsible
Person
(100
Characters)
Start Date
Completion
Date
Estimated
Cost
date date cost T1 SI
Funding
Source
date date cost T1 SI
date date cost T1 SI
Summative Evaluation (250 Characters):
Implementation Issues (250 Characters) Date Presented Resolution(s) (250 Characters) Date Resolved
date
date
date
date
FCI‐Indicates Family Community Involvement Activities C‐Indicates Curriculum Activities N‐Indicates Numeracy Activities
D‐ Indicates Discipline Support Activities L‐Indicates Literacy Activities T‐Indicates K—12 Transition Activities
Louisiana Department of Education School Improvement Plan
19 Revised Spring 2010

Louisiana Measure of Progress (LAMP)
Louisiana Measure of Progress (LAMP)
Perspectives
Desired Outcome
Measure
(Indicator of Progress)
Baseline
Aug 2008
Target
June 2009
September
October
November
Qtr 1 Status
December
January
February
Qtr 2 Status
March
April
May
Qtr 3 Status
Student
Performance
Culture and Climate
Professional
Development
To improve student reading
comprehension skills.
% of students proficient on XXX reading
assessment test in grade____. ### ### ###
% of students receiving reading
intervention in grade____. ### ### ###
### ### ###
### ### ###
### ### ###
### ### ###
### ### ###
### ### ###
### ### ###
### ### ###
### ### ###
### ### ###
Family/Community
Involvement
Status:
Green {%} Meets expectations (met at least 67% of 2008 target
Yellow {%} Improving but needs focus (between 33% and 66% of target; did not meet 2008 target but improved over 2007 target)
Red {%} Not meeting expectations (below 33% of target; did not meet 2008 target; did not improve over 2007 target)
### ### ###
### ### ###
### ### ###
### ### ###
20

Professional Development Planning Worksheet
21