School Improvement - Louisiana Department of Education

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• 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
Page 2 and 3: LOUISIANA DEPARTMENT OF EDUCATION 1
Page 7 and 8: THE SCHOOL IMPROVEMENT PROCESS: •
Page 9 and 10: FEDERAL REGULATIONS FOR NO CHILD LE
Page 11 and 12: NCLB - SEC. 1116. ACADEMIC ASSESSME
Page 13 and 14: SCHOOL IMPROVEMENT PLAN CROSSWALK T
Page 15 and 16: Ten Components of a Schoolwide Prog
Page 17 and 18: Ten Components of a Schoolwide Prog
Page 19 and 20: LOUISIANA STATE LEGISLATURE STATUTE
Page 21 and 22: SCHOOL IMPROVEMENT PROCESS IN LOUIS
Page 23 and 24: THE CYCLE OF THE SCHOOL IMPROVEMENT
Page 25 and 26: ROLES AND RESPONSIBIILTIES IN THE P
Page 27 and 28: Role SIT (together with the DAT and
Page 29: RECOMMENDED TIMELINE FOR MEETING TH
Page 32 and 33: GUIDING QUESTIONS 1. How do student
Page 35 and 36: GOALS A goal states the general edu
Page 37 and 38: SAMPLE GOAL(S) FORMAT (Select no mo
Page 39 and 40: OBJECTIVES An objective is an expre
Page 41: OBJECTIVES Resources Conzemius, A.
Page 46 and 47: STEPS TO TAKE 1. Review Best Practi
Page 48 and 49: Louisiana Department of Education I
Page 50: Scientifically Based Research Strat
Page 53 and 54: 5. Create detailed activities that
Page 55 and 56: Examples: • Model lessons provide
Page 58 and 59: PROFESSIONAL DEVELOPMENT The term
Page 60 and 61: ROLE OF LEADERSHIP IN SUPPORTING PR
Page 62 and 63: 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
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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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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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Louisiana Measure of Progress (LAMP
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School Improvement - Louisiana Department of Education

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