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 School
Improvement
Needs Assessments:
A needs assessment is comprised of four
components—collaborative planning, conducting interviews
with personnel and gathering data, feedback, and report
writing—which focus on identifying the strengths of a
current program in a school or system and providing concrete
recommendations for continual improvement of instructional
and related programs to improve student achievement. The
specifics of each needs assessment are determined in the
planning phase. A written report is completed in draft
form, submitted for review to the requesting organization,
refined based on the feedback, and finalized. This
assistance also includes a presentation to selected groups,
e.g., Board of Education. Needs assessments can be targeted
by grade, by school, by program, by level of school
(preschool, elementary, middle, high).
School-wide Behavior Management/Discipline Plan
Development/Implementation:
This
workshop/retreat format offers an opportunity for
teambuilding during the development of the plan. Each
participant is involved in developing/refining the School
Beliefs and Vision. The idea that the Behavior
Management/Discipline Plan is one part of the School
Improvement Plan and that behavior and instruction are
linked is emphasized in the content of the workshop.
Committing to a positive reinforcement plan is a significant
part of this workshop that uses a research-based rubric to
allow the leadership team/behavior management
team/discipline committee to make decisions for the school
operation. The culminating segment of the workshop is a
challenge for teamwork.
System-wide Behavior Management/Discipline Plan
Development/Implementation:
School
leaders are introduced to a format for behavior
management/discipline plan development which includes eight
criteria (Vision, School Rules, Instructional Behavior
Supports, Positive Reinforcement, Behavioral Concerns,
Chronic Behavior, Data Analysis, Professional Learning) in a
rubric format with examples for each of the criteria.
Technical assistance is provided individually to each school
to incorporate their individual strengths, constraints, and
needs into a plan that will be effective in that school.
The plans are systemic in that each responds to each of the
criteria but flexible in that each school has options to
consider—there is no one right answer. The plans are
reviewed by both ELA and the central office leaders and
either approved for implementation or approved pending
additional required improvements. The plans can be used as
a monitoring device, along with discipline data, to
determine the impact and need for additional improvements
System-wide
Plan Development:
Based on system level needs and individualization at each
school, technical assistance is provided to central office
and each school in the development and implementation of
plans in selected areas, e.g., Title I, Section 504, SST,
Academic Improvements. The plans are developed such that
they can be monitored for continuing improvement.
School-wide/System-Wide Long Range Planning:
SST Plans/Implementation:
Preschool: Assistance can be provided in all areas
of preschool programs—both general education and special
education—including leadership, placement criteria,
curriculum and instruction, parent services and involvement,
interagency collaboration, staffing patterns, professional
learning, transition programs, and follow-up procedures.
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