School Improvement - Louisiana Department of Education

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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
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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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CLOSING THE ACHIEVEMENT GAP An achi
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Louisiana Department of Education I
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Standards for Identifying Effective
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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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Page 244 and 245: SUBGROUP: Percent Proficient Trend
Page 256 and 257: DIBELS/DRA TREND DATA ANALYSIS Step
Page 258 and 259: Step 10: Identify any subject area
Page 260 and 261: Step 4: Identify any subject area w
Page 262 and 263: 4th Grade LEAP School Performance P
Page 264 and 265: 8th Grade LEAP School Performance P
Page 266 and 267: 10th Grade LEAP School Performance
Page 268 and 269: 3rd Grade iLEAP School Performance
Page 270 and 271: 5th Grade iLEAP School Performance
Page 278 and 279: Math Content Standard Number and Nu
Page 280 and 281: Across all subjects, identify 3 str
Page 282 and 283: iLEAP Data Analysis Worksheet Grade
Page 284 and 285: iLEAP Data Analysis Worksheet Grade
Page 286 and 287: LOUISIANA NEEDS ANALYSIS (LANA) Con
Page 288 and 289: LOUISIANA NEEDS ANALYSIS (LANA) Con
Page 290 and 291: Faculty Needs Assessment STRENGTHS
Page 292 and 293: LANA INSTRUMENT REPORTING FORM Pare
Page 296 and 297: School Improvement Plan Submission
Page 298 and 299: School Improvement Plan SCHOOL IMPR
Page 300 and 301: School Improvement Plan 6. Strategi
Page 302 and 303: School Improvement Plan TABLE OF CO
Page 304 and 305: School Improvement Plan Guideline I
Page 306 and 307: School Improvement Plan DATA PORTFO
Page 308 and 309: School Improvement Plan FEDERAL/STA
Page 310 and 311: School Improvement Plan Data Triang
Page 312 and 313: School Improvement Plan DATA COMPRE
Page 314 and 315: Action Plan - Activities indicated
Page 316 and 317: Action Plan - Activities indicated
Page 318 and 319: Louisiana Measure of Progress (LAMP
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School Improvement - Louisiana Department of Education

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