School Improvement - Louisiana Department of Education

Rubric:
• Behavioral Data: The Classroom Observations Summary must be presented for this item to be
acceptable. At least one of the following items should be included in the Data Portfolio: summary of
attendance, graduation, dropout and/or information on suspensions and expulsions.
• Archival Data: Report cards (Parent and Principal), Accountability reports (detailed and Subgroup
component).
Acceptable
Not Acceptable
III. The needs assessment must incorporate these four types of data: cognitive (student
performance), attitudinal, behavioral, and archival.
a. Student and school
level data are provided
from all four of the listed
types of data, and data are
presented.
Rationale/Comments:
b. Student and
school level data are
provided from three of
the listed types of data,
and data are presented.
c. Student and
school level data
are provided from
two of the listed
types of data, and
data are presented.
d. Student and school
level data are provided
from a single type, or no
data are presented.
Guideline IV. Data are accurately interpreted to identify strengths and weaknesses.
Represented in Summary Report, Part I.
• Is the information presented an accurate reflection of the data? Has the school missed pertinent
information?
• The STRENGTH should be derived from the strengths in the Accountability Data. Review all summary
sheets to determine the strengths.
• The WEAKNESSES should be derived from the weaknesses in the Accountability Data. Analyze the Reports,
Summary, of LEAP, GEE, iLEAP, Subgroup Percent Proficient, DRA, DIBELS, Alternate Assessment,
attendance, graduation and dropout rates to determine the weaknesses.
Rubric:
Acceptable
Not Acceptable
IV. The needs assessment data are accurately interpreted to identify strengths and weaknesses.
a. All of the
strengths and
weaknesses are based
on an accurate
interpretation of the
data.
b. At least 75% of
strengths and
weaknesses are based
on an accurate
interpretation of the
data.
c. Less than 75% of
the strengths and
weaknesses are based
on an accurate
interpretation of the
data.
d. Strengths or
weaknesses are not
based on an accurate
interpretation of the
data.
Rationale/Comments:
Guideline V. Contributing factors related to the strengths and weaknesses.
Represented in Summary Report, Part II.
• Look for things that are most directly related to student learning and that the school has the most
control over (not parental involvement, but something like the “taught” Curriculum).
• May have multiple factors for one strength/weakness. For example, if the weakness is in the reading
comprehension, possible contributing factors may be:
(a) Teacher’s lack of effective instructional strategies, such as Higher Order Thinking Skills.
(b) Lack of effective alignment of taught curriculum to standards and Grade Level Expectations.
(c) Lack of effective instructional leadership.
(d) Lack of effective time management, a schoolwide positive behavior support system, and/or
an attendance policy.
(e) Failure to implement effective accommodations and modifications.
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