School Improvement - Louisiana Department of Education
School Improvement - Louisiana Department of Education
School Improvement - Louisiana Department of Education
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5. Create detailed activities that will lead to each desired outcome.<br />
6. Ensure that the following are included for each activity: who, what, how, frequency, purpose/focus <strong>of</strong> the<br />
training/activity.<br />
7. Indicate the person responsible, projected start and completion dates, estimated cost, funding source and<br />
procedures for evaluating Indicators <strong>of</strong> Implementation.<br />
8. Designate the type <strong>of</strong> activity (family and community involvement [FCI], literacy activities [LA], numeracy<br />
activities [NA], positive behavior support [PBS], pr<strong>of</strong>essional development [PD], safe and drug free schools<br />
[SDFS], and pre‐K to 12 transition activities [TA]).<br />
9. Choose short – term (formative) procedures that will measure the effectiveness <strong>of</strong> each indicator to ensure<br />
that the strategies are being implemented.<br />
10. Choose long‐term (summative) procedures that will determine if goals have been attained.<br />
GUIDING QUESTIONS<br />
1. Are the activities linked to the Indicators <strong>of</strong> Implementation and the Desired Outcomes?<br />
2. What expertise, materials/equipment, and/or services (internal and/or external) are essential<br />
for successful implementation <strong>of</strong> the Action Plan?<br />
3. Does the language <strong>of</strong> the activity provide the following information: who, what, how, with what<br />
frequency, purpose/focus?<br />
4. Are the activities arranged in logical, sequential order?<br />
5. How do the school administrator(s) and staff share responsibility for the implementation,<br />
feedback, follow‐up, and support <strong>of</strong> the activity?<br />
6. Are activities included to address the needs <strong>of</strong> all learners (struggling learners, gifted/talented,<br />
subgroups, etc.)?<br />
7. What pr<strong>of</strong>essional development is needed for teachers to successfully implement the activities?<br />
Have initial, follow‐up and support, and job‐embedded activities been planned?<br />
8. Are activities included to incorporate family and community involvement<br />
that will directly impact student achievement and behavior?<br />
9. Are transitional activities included for all applicable grade levels (Pre‐K to K, Elementary to<br />
Middle <strong>School</strong>, Middle <strong>School</strong> to High <strong>School</strong>, High <strong>School</strong> to Postsecondary)?<br />
10. What procedures will be used to measure the effectiveness <strong>of</strong> each activity to ensure that the<br />
strategies are being implemented?<br />
<strong>Louisiana</strong> Measure Of Progress (LAMP)<br />
The <strong>Louisiana</strong> Measure <strong>of</strong> Progress (LAMP) is a tool used by the school for frequent review <strong>of</strong> student<br />
performance (e.g., progress monitoring, benchmark assessments).<br />
Examples:<br />
• Percentage <strong>of</strong> students attaining Benchmark on DIBELS assessment in<br />
Grade 1<br />
• Percentage <strong>of</strong> students attaining Benchmark on Read 180 assessment in<br />
Grade 6<br />
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