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