School Improvement - Louisiana Department of Education

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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.) _____ 97
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LOUISIANA DEPARTMENT OF EDUCATION 1
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THE SCHOOL IMPROVEMENT PROCESS: •
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FEDERAL REGULATIONS FOR NO CHILD LE
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NCLB - SEC. 1116. ACADEMIC ASSESSME
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SCHOOL IMPROVEMENT PLAN CROSSWALK T
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Ten Components of a Schoolwide Prog
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Ten Components of a Schoolwide Prog
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LOUISIANA STATE LEGISLATURE STATUTE
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SCHOOL IMPROVEMENT PROCESS IN LOUIS
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THE CYCLE OF THE SCHOOL IMPROVEMENT
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ROLES AND RESPONSIBIILTIES IN THE P
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Role SIT (together with the DAT and
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RECOMMENDED TIMELINE FOR MEETING TH
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GUIDING QUESTIONS 1. How do student
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GOALS A goal states the general edu
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SAMPLE GOAL(S) FORMAT (Select no mo
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OBJECTIVES An objective is an expre
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OBJECTIVES Resources Conzemius, A.
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• Goals • Objectives • Indica
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STEPS TO TAKE 1. Review Best Practi
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Louisiana Department of Education I
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Scientifically Based Research Strat
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5. Create detailed activities that
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Examples: • Model lessons provide
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PROFESSIONAL DEVELOPMENT The term
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ROLE OF LEADERSHIP IN SUPPORTING PR
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PROFESSIONAL DEVELOPMENT Resources
Page 65 and 66: FAMILY AND COMMUNITY INVOLVEMENT Fa
Page 67 and 68: FAMILY AND COMMUNITY INVOLVEMENT AC
Page 69 and 70: What is Needed: • Free documentat
Page 72 and 73: CURRICULUM What is taught (content)
Page 74 and 75: STEPS TO TAKE Monitoring the Taught
Page 76 and 77: CURRICULUM Resources The following
Page 78 and 79: Center for Applied Linguistics. htt
Page 80 and 81: Association of Teachers of French.
Page 82 and 83: Kilpatrick, Jeremy, Swafford, Jane,
Page 84 and 85: Social Studies American Presidents.
Page 87 and 88: COORDINATION OF RESOURCES DEFINITIO
Page 89: COORDINATION OF RESOURCES Resources
Page 92 and 93: Rubric: • Behavioral Data: The Cl
Page 94 and 95: OBJECTIVES Guideline I. Objectives
Page 96 and 97: Guideline II. The action plan lists
Page 98 and 99: Rubric: Acceptable III. Follow‐up
Page 100 and 101: Rubric: Acceptable Not Acceptable I
Page 102: Guideline II. The summative (long
Page 105 and 106: • Provide the DUNS number for eac
Page 107 and 108: After Site Visit: 1. The team membe
Page 109 and 110: 5. Meaningful, Engaged Learning (ME
Page 111 and 112: SAMPLE PARISH SCHOOL SYSTEM DIG PRO
Page 113 and 114: SAMPLE PARISH SCHOOL SYSTEM DIG PRO
Page 115: Sample Site Visit Schedule: Apple H
Page 119 and 120: LOUISIANA NEEDS ANALYSIS (LANA) Cla
Page 121 and 122: DIG TEAM LEADER INSTRUCTIONS SITE V
Page 123 and 124: DIG TEAM LEADER INSTRUCTIONS SUMMAR
Page 125 and 126: Indicator 1c: _____________________
Page 127 and 128: DIG TEAM LEADER INSTRUCTIONS EXIT S
Page 129 and 130: B. Discuss the DIG Team’s overall
Page 131 and 132: B. Discuss the DIG Team’s overall
Page 133 and 134: SCHOOL ADMINISTRATOR(S) INTERVIEW (
Page 135 and 136: DIG TEAM LEADER INSTRUCTIONS TEACHE
Page 137 and 138: Teacher Questionnaire (Fourth Quart
Page 139 and 140: DIG TEAM LEADER INSTRUCTIONS END‐
Page 141 and 142: TEACHER QUESTIONNAIRE REPORT FORM I
Page 143 and 144: TEACHER QUESTIONNAIRE REPORT FORM (
Page 146 and 147: SAMPLE STRATEGIES Strategy 1 Univer
Page 149 and 150: Action Plan - Activities indicated
Page 151 and 152: USING THE DATA TO WRITE MEASURABLE
Page 153 and 154: Step 5: Identify weakest/strongest
Page 156 and 157: SAMPLING PARAMETERS Stakeholder Pop
Page 158: CLOSING THE ACHIEVEMENT GAP An achi
Page 161 and 162: Louisiana Department of Education I
Page 163 and 164: Standards for Identifying Effective
Page 165 and 166: Criterion 3: Reliable and Valid Dat
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• For the findings to be consider
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THE PROCESS OF SELECTING BEST PRACT
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SEC. 1118. PARENTAL INVOLVEMENT Tit
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Professional Development About Prof
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Professional Learning Strategies an
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Stage 2: Personal Concerns a. Legit
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Louisiana Rubric for Assessing Resu
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Resources Standard Level 4 No Appli
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Evaluation Standard Level 4 No Appl
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Design Standard Level 4 No Applicat
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Standard Level 4 No Application of
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Standard Level 4 No Application of
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EFFECTIVE PROFESSIONAL DEVELOPMENT
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Facilitating Professional Developme
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Strategies for Attracting High‐Qu
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Making It Happen Evaluation and ass
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This optional worksheet is designed
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Five Levels of Professional Develop
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School Improvement Plan Implementat
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Keeping the Plan “Alive” 1. Sch
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If… Then Recommendation Your lead
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COMPETITIVE FISCAL RESOURCES 4 5 Fu
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COMPETITIVE FISCAL RESOURCES 8 Fund
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ENTITLEMENT FISCAL RESOURCES 4 5 Fu
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ENTITLEMENT FISCAL RESOURCES 8 9 Fu
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ENTITLEMENT FISCAL RESOURCES Fundin
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ENTITLEMENT FISCAL RESOURCES 15 16
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FISCAL RESOURCES ALLOWABLE EXPENDIT
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Overview The Data Analysis Template
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Subgroups by Ethnicity Native/Alask
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DEVELOPMENTAL READING ASSESSMENT SC
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WHOLE SCHOOL SPS: CRT (iLEAP) Trend
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WHOLE SCHOOL SPS: NRT Trend Data In
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SUBGROUP: Percent Proficient Trend
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DIBELS/DRA TREND DATA ANALYSIS Step
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Step 10: Identify any subject area
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Step 4: Identify any subject area w
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4th Grade LEAP School Performance P
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8th Grade LEAP School Performance P
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10th Grade LEAP School Performance
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3rd Grade iLEAP School Performance
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5th Grade iLEAP School Performance
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Math Content Standard Number and Nu
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Across all subjects, identify 3 str
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iLEAP Data Analysis Worksheet Grade
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iLEAP Data Analysis Worksheet Grade
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LOUISIANA NEEDS ANALYSIS (LANA) Con
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LOUISIANA NEEDS ANALYSIS (LANA) Con
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Faculty Needs Assessment STRENGTHS
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LANA INSTRUMENT REPORTING FORM Pare
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LANA INSTRUMENT REPORTING FORM Cont
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School Improvement Plan Submission
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School Improvement Plan SCHOOL IMPR
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School Improvement Plan 6. Strategi
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School Improvement Plan TABLE OF CO
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School Improvement Plan Guideline I
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School Improvement Plan DATA PORTFO
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School Improvement Plan FEDERAL/STA
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School Improvement Plan Data Triang
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School Improvement Plan DATA COMPRE
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Action Plan - Activities indicated
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Action Plan - Activities indicated
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Louisiana Measure of Progress (LAMP
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School Improvement - Louisiana Department of Education

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