School Improvement - Louisiana Department of Education

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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
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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
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FAMILY AND COMMUNITY INVOLVEMENT Fa
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FAMILY AND COMMUNITY INVOLVEMENT AC
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What is Needed: • Free documentat
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CURRICULUM What is taught (content)
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STEPS TO TAKE Monitoring the Taught
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CURRICULUM Resources The following
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Center for Applied Linguistics. htt
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Association of Teachers of French.
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Kilpatrick, Jeremy, Swafford, Jane,
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Social Studies American Presidents.
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COORDINATION OF RESOURCES DEFINITIO
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COORDINATION OF RESOURCES Resources
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Rubric: • Behavioral Data: The Cl
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OBJECTIVES Guideline I. Objectives
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Guideline II. The action plan lists
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Rubric: Acceptable III. Follow‐up
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Rubric: Acceptable Not Acceptable I
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Guideline II. The summative (long
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• Provide the DUNS number for eac
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After Site Visit: 1. The team membe
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5. Meaningful, Engaged Learning (ME
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SAMPLE PARISH SCHOOL SYSTEM DIG PRO
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SAMPLE PARISH SCHOOL SYSTEM DIG PRO
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Sample Site Visit Schedule: Apple H
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DIG CLASSROOM OBSERVATION FORM‐PA
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LOUISIANA NEEDS ANALYSIS (LANA) Cla
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DIG TEAM LEADER INSTRUCTIONS SITE V
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DIG TEAM LEADER INSTRUCTIONS SUMMAR
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Indicator 1c: _____________________
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DIG TEAM LEADER INSTRUCTIONS EXIT S
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B. Discuss the DIG Team’s overall
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B. Discuss the DIG Team’s overall
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SCHOOL ADMINISTRATOR(S) INTERVIEW (
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DIG TEAM LEADER INSTRUCTIONS TEACHE
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Teacher Questionnaire (Fourth Quart
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DIG TEAM LEADER INSTRUCTIONS END‐
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TEACHER QUESTIONNAIRE REPORT FORM I
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TEACHER QUESTIONNAIRE REPORT FORM (
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SAMPLE STRATEGIES Strategy 1 Univer
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Action Plan - Activities indicated
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USING THE DATA TO WRITE MEASURABLE
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Step 5: Identify weakest/strongest
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SAMPLING PARAMETERS Stakeholder Pop
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Page 161 and 162: Louisiana Department of Education I
Page 163 and 164: Standards for Identifying Effective
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Page 167 and 168: • For the findings to be consider
Page 169 and 170: THE PROCESS OF SELECTING BEST PRACT
Page 172 and 173: SEC. 1118. PARENTAL INVOLVEMENT Tit
Page 175 and 176: Professional Development About Prof
Page 177 and 178: Professional Learning Strategies an
Page 179 and 180: Stage 2: Personal Concerns a. Legit
Page 181 and 182: Louisiana Rubric for Assessing Resu
Page 183 and 184: Resources Standard Level 4 No Appli
Page 185 and 186: Evaluation Standard Level 4 No Appl
Page 187 and 188: Design Standard Level 4 No Applicat
Page 189 and 190: Standard Level 4 No Application of
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Page 193 and 194: EFFECTIVE PROFESSIONAL DEVELOPMENT
Page 195 and 196: Facilitating Professional Developme
Page 197 and 198: Strategies for Attracting High‐Qu
Page 199 and 200: Making It Happen Evaluation and ass
Page 201: This optional worksheet is designed
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Page 215 and 216: COMPETITIVE FISCAL RESOURCES 8 Fund
Page 217 and 218: ENTITLEMENT FISCAL RESOURCES 4 5 Fu
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Page 221 and 222: ENTITLEMENT FISCAL RESOURCES Fundin
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Page 225: FISCAL RESOURCES ALLOWABLE EXPENDIT
Page 228 and 229: Overview The Data Analysis Template
Page 230 and 231: Subgroups by Ethnicity Native/Alask
Page 232 and 233: DEVELOPMENTAL READING ASSESSMENT SC
Page 234 and 235: WHOLE SCHOOL SPS: CRT (iLEAP) Trend
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Page 238 and 239: SUBGROUP: Percent Proficient Trend
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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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Louisiana Measure of Progress (LAMP
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School Improvement - Louisiana Department of Education

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