Assignment Prompt & Instructions
**files (5)**
– ## SIPlanningTemplate.docx
– ## AssignmentInstructions.docx
– ## SIPlanningTemplateModel-EXAMPLE.pdf
– ## EDL505_Assess_2b_rubric.pdf
– PartA.docx
**## SIPlanningTemplate.docx**
**School Improvement Planning Template**
**Problem statement**:
**Improvement Goal (SMART Goal):**
| | | | | |
| — | — | — | — | — |
| **Strategic Actions/Objectives** | **Person Responsible** | **Resources Needed** | **Timeline** | **Progress Monitoring** |
| | | | | |
**## AssignmentInstructions.docx**
School Improvement Planning Project Part B: School Improvement Process Action Plan Implementation
**Assignment Instructions:**
**Overview:**
Candidates will complete the School Improvement Planning Project, in which they will collaboratively engage in data-driven decision-making and formulate a strategic action plan that leads to improvement in student learning. Throughout this process, the candidate and team will focus on the connection and alignment between their strategic planning and the school’s vision and mission. The candidate will analyze student achievement data, determine root causes, set appropriate performance goals, identify evidence-based strategic actions to support those goals, and develop progress-monitoring strategies. In addition, they will demonstrate how, as a leader, they will communicate the plan, engage all stakeholders in the process, and set a course of action that will provide a learning environment that promotes academic achievement for all students. You have completed Part A in Module 2. Part B is described below. Must follow APA format.
**Part B: School Improvement Process Action Plan Implementation**
Candidates will prepare a SMART goal based upon their data analysis and problem statement completed in Part A of this assignment and create a strategic action plan which identifies the evidence-based strategies/objectives, person responsible, timeline, resources needed (including professional learning), and methods used to monitor progress toward goal attainment. The three evidence-based strategies identified in the annotated resource created in Part A of this assignment should serve as the basis for the plan. You may use the School Improvement Planning Template attached. A School Improvement Planning Model is also provided for guidance.
A two-page, two-part narrative shall be included that shares insight into the following:
1. How the candidate, as the team or school leader, will implement the plan to ensure all stakeholders have a sense of ownership and commitment to the goals, outcomes, and expectations as stated in the plan.
2. The efficacy of the candidate's current school improvement process and any changes that may be needed to improve it. Review the to be used for this assignment. Review the School Improvement Planning Model for guidance. If needed, a link to an example of a School Improvement Planning Model can be found above "Overview" at the top of this section.
**## SIPlanningTemplateModel-EXAMPLE.pdf**
School Improvement Planning Tool: Part B
Analyze student learning needs and develop student improvement goals
Problem statement: Only 37% of our special needs students are passing the Algebra HSA on their first attempt compared to 84% of our non-special
needs students
Improvement Goal (SMART Goal): by June 2022, 45% of our special needs students will pass the Algebra HSA on their first attempt.
Identify specific evidence-based strategic strategies or interventions and plan implementation
STRATEGIC ACTIONS/OBJECTIVES PERSON RESPONSIBLE RESOURCES NEEDED TIMELINE PROGRESS MONITORING
Each evidence-based strategic action
should be listed with enough detail to
communicate expectation to
stakeholders. (include authoritative
support)
Name the individual
who will provide
oversight and ensure
that this action is
fully implemented.
Identify all resources such as
fiscal, human, time, materials,
etc.
Indicate when the
activity will occur or
over what time
period.
Use student data, work
samples, surveys, etc.
throughout the time period to
monitor progress.
Special needs students will use visual
representation strategies to solve
algebraic problems and equations.1 (or
Teachers will incorporate visual
representation strategies into their daily
instruction for special needs students.)
Special needs students will develop self-
monitoring skills in order to increase
their metacognitive understanding of
algebraic models and formulas.1
1 Vanderbilt University, (2021). Evidence
based practice summaries. Iris center
Department chair
Department chair
Professional learning (PL)
opportunities focused on using
visual representation in the
algebra classroom
Professional learning focused on
teaching self-monitoring skills to
special needs students
September: initial PL
session followed by
monthly follow up
sessions
September – June: daily
use of strategies
October: initial PL
session followed by
monthly follow up
sessions
September – June: daily
use of strategies
Meeting logs and teacher
feedback
Student work samples/formative
and summative assessments
reviewed two times a month
Meeting logs and teacher
feedback
Student work
samples/bggformative and
summative assessments
reviewed two times a month
**## EDL505_Assess_2b_rubric.pdf**
Assessment 2 Part B: School Improvement Planning Project
Standard / Component
Level 1:
Approaching Standard
0-31 points
Level 2:
Meets Standard
32-35 points
Level 3:
Exceeds Standard
36-40 points
Lead improvement processes
that include data use, design,
implementation, and
evaluation.
NELP 1.2
All required elements of the
strategic action plan
somewhat support the
problem statement and
SMART goal. The evidence-
based strategies when
implemented with fidelity may
have a positive impact on
student performance. The
narrative and the action plan
provide evidence of three or
less of the following indictors:
1.2a knowledge of the school
improvement process.
1.2b knowledge of formal
evidence-informed
improvement.
1.2c knowledge of
implementation theory and
research.
All required elements of the
strategic action plan support
the problem statement and
SMART goal. The evidence-
based strategies when
implemented with fidelity will
have a positive impact on
student performance. The
narrative and the action plan
provide evidence of at least
four of the following
indicators:
1.2a knowledge of the school
improvement process.
1.2b knowledge of formal
evidence-informed
improvement.
1.2c knowledge of
implementation theory and
research.
All required elements of the
strategic action plan support
the problem statement and
SMART goal. The evidence-
based strategies when
implemented with fidelity will
have a positive impact on
student performance. The
narrative and the action plan
provide compelling evidence
of the candidate’s:
1.2a knowledge of the school
improvement process.
1.2b knowledge of formal
evidence-informed
improvement.
1.2c knowledge of
implementation theory and
research.
1.2d skills required to evaluate
existing improvement
processes.
1.2d skills required to evaluate
existing improvement
processes.
1.2e skills required to use
research and data to develop
an improvement process that
includes diagnosis, design,
implementation, and
evaluation.
1.2f skills required to develop
an implementation plan to
support the improvement
process.
1.2d skills required to evaluate
existing improvement
processes.
1.2e skills required to use
research and data to develop
an improvement process that
includes diagnosis, design,
implementation, and
evaluation.
1.2f skills required to develop
an implementation plan to
support the improvement
process.
1.2e skills required to use
research and data to develop
an improvement process that
includes diagnosis, design,
implementation, and
evaluation.
1.2f skills required to develop
an implementation plan to
support the improvement
process.
**PartA.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/parta-docx-10526359)
**PartA.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/parta-docx-10526359)
**## SIPlanningTemplate.docx**
**School Improvement Planning Template**
**Problem statement**:
**Improvement Goal (SMART Goal):**
| | | | | |
| — | — | — | — | — |
| **Strategic Actions/Objectives** | **Person Responsible** | **Resources Needed** | **Timeline** | **Progress Monitoring** |
| | | | | |
**## AssignmentInstructions.docx**
School Improvement Planning Project Part B: School Improvement Process Action Plan Implementation
**Assignment Instructions:**
**Overview:**
Candidates will complete the School Improvement Planning Project, in which they will collaboratively engage in data-driven decision-making and formulate a strategic action plan that leads to improvement in student learning. Throughout this process, the candidate and team will focus on the connection and alignment between their strategic planning and the school’s vision and mission. The candidate will analyze student achievement data, determine root causes, set appropriate performance goals, identify evidence-based strategic actions to support those goals, and develop progress-monitoring strategies. In addition, they will demonstrate how, as a leader, they will communicate the plan, engage all stakeholders in the process, and set a course of action that will provide a learning environment that promotes academic achievement for all students. You have completed Part A in Module 2. Part B is described below. Must follow APA format.
**Part B: School Improvement Process Action Plan Implementation**
Candidates will prepare a SMART goal based upon their data analysis and problem statement completed in Part A of this assignment and create a strategic action plan which identifies the evidence-based strategies/objectives, person responsible, timeline, resources needed (including professional learning), and methods used to monitor progress toward goal attainment. The three evidence-based strategies identified in the annotated resource created in Part A of this assignment should serve as the basis for the plan. You may use the School Improvement Planning Template attached. A School Improvement Planning Model is also provided for guidance.
A two-page, two-part narrative shall be included that shares insight into the following:
1. How the candidate, as the team or school leader, will implement the plan to ensure all stakeholders have a sense of ownership and commitment to the goals, outcomes, and expectations as stated in the plan.
2. The efficacy of the candidate's current school improvement process and any changes that may be needed to improve it. Review the to be used for this assignment. Review the School Improvement Planning Model for guidance. If needed, a link to an example of a School Improvement Planning Model can be found above "Overview" at the top of this section.
**## SIPlanningTemplateModel-EXAMPLE.pdf**
School Improvement Planning Tool: Part B
Analyze student learning needs and develop student improvement goals
Problem statement: Only 37% of our special needs students are passing the Algebra HSA on their first attempt compared to 84% of our non-special
needs students
Improvement Goal (SMART Goal): by June 2022, 45% of our special needs students will pass the Algebra HSA on their first attempt.
Identify specific evidence-based strategic strategies or interventions and plan implementation
STRATEGIC ACTIONS/OBJECTIVES PERSON RESPONSIBLE RESOURCES NEEDED TIMELINE PROGRESS MONITORING
Each evidence-based strategic action
should be listed with enough detail to
communicate expectation to
stakeholders. (include authoritative
support)
Name the individual
who will provide
oversight and ensure
that this action is
fully implemented.
Identify all resources such as
fiscal, human, time, materials,
etc.
Indicate when the
activity will occur or
over what time
period.
Use student data, work
samples, surveys, etc.
throughout the time period to
monitor progress.
Special needs students will use visual
representation strategies to solve
algebraic problems and equations.1 (or
Teachers will incorporate visual
representation strategies into their daily
instruction for special needs students.)
Special needs students will develop self-
monitoring skills in order to increase
their metacognitive understanding of
algebraic models and formulas.1
1 Vanderbilt University, (2021). Evidence
based practice summaries. Iris center
Department chair
Department chair
Professional learning (PL)
opportunities focused on using
visual representation in the
algebra classroom
Professional learning focused on
teaching self-monitoring skills to
special needs students
September: initial PL
session followed by
monthly follow up
sessions
September – June: daily
use of strategies
October: initial PL
session followed by
monthly follow up
sessions
September – June: daily
use of strategies
Meeting logs and teacher
feedback
Student work samples/formative
and summative assessments
reviewed two times a month
Meeting logs and teacher
feedback
Student work
samples/bggformative and
summative assessments
reviewed two times a month
**## EDL505_Assess_2b_rubric.pdf**
Assessment 2 Part B: School Improvement Planning Project
Standard / Component
Level 1:
Approaching Standard
0-31 points
Level 2:
Meets Standard
32-35 points
Level 3:
Exceeds Standard
36-40 points
Lead improvement processes
that include data use, design,
implementation, and
evaluation.
NELP 1.2
All required elements of the
strategic action plan
somewhat support the
problem statement and
SMART goal. The evidence-
based strategies when
implemented with fidelity may
have a positive impact on
student performance. The
narrative and the action plan
provide evidence of three or
less of the following indictors:
1.2a knowledge of the school
improvement process.
1.2b knowledge of formal
evidence-informed
improvement.
1.2c knowledge of
implementation theory and
research.
All required elements of the
strategic action plan support
the problem statement and
SMART goal. The evidence-
based strategies when
implemented with fidelity will
have a positive impact on
student performance. The
narrative and the action plan
provide evidence of at least
four of the following
indicators:
1.2a knowledge of the school
improvement process.
1.2b knowledge of formal
evidence-informed
improvement.
1.2c knowledge of
implementation theory and
research.
All required elements of the
strategic action plan support
the problem statement and
SMART goal. The evidence-
based strategies when
implemented with fidelity will
have a positive impact on
student performance. The
narrative and the action plan
provide compelling evidence
of the candidate’s:
1.2a knowledge of the school
improvement process.
1.2b knowledge of formal
evidence-informed
improvement.
1.2c knowledge of
implementation theory and
research.
1.2d skills required to evaluate
existing improvement
processes.
1.2d skills required to evaluate
existing improvement
processes.
1.2e skills required to use
research and data to develop
an improvement process that
includes diagnosis, design,
implementation, and
evaluation.
1.2f skills required to develop
an implementation plan to
support the improvement
process.
1.2d skills required to evaluate
existing improvement
processes.
1.2e skills required to use
research and data to develop
an improvement process that
includes diagnosis, design,
implementation, and
evaluation.
1.2f skills required to develop
an implementation plan to
support the improvement
process.
1.2e skills required to use
research and data to develop
an improvement process that
includes diagnosis, design,
implementation, and
evaluation.
1.2f skills required to develop
an implementation plan to
support the improvement
process.
**PartA.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/parta-docx-10526359)
**## SIPlanningTemplate.docx**
**School Improvement Planning Template**
**Problem statement**:
**Improvement Goal (SMART Goal):**
| | | | | |
| — | — | — | — | — |
| **Strategic Actions/Objectives** | **Person Responsible** | **Resources Needed** | **Timeline** | **Progress Monitoring** |
| | | | | |
**## AssignmentInstructions.docx**
School Improvement Planning Project Part B: School Improvement Process Action Plan Implementation
**Assignment Instructions:**
**Overview:**
Candidates will complete the School Improvement Planning Project, in which they will collaboratively engage in data-driven decision-making and formulate a strategic action plan that leads to improvement in student learning. Throughout this process, the candidate and team will focus on the connection and alignment between their strategic planning and the school’s vision and mission. The candidate will analyze student achievement data, determine root causes, set appropriate performance goals, identify evidence-based strategic actions to support those goals, and develop progress-monitoring strategies. In addition, they will demonstrate how, as a leader, they will communicate the plan, engage all stakeholders in the process, and set a course of action that will provide a learning environment that promotes academic achievement for all students. You have completed Part A in Module 2. Part B is described below. Must follow APA format.
**Part B: School Improvement Process Action Plan Implementation**
Candidates will prepare a SMART goal based upon their data analysis and problem statement completed in Part A of this assignment and create a strategic action plan which identifies the evidence-based strategies/objectives, person responsible, timeline, resources needed (including professional learning), and methods used to monitor progress toward goal attainment. The three evidence-based strategies identified in the annotated resource created in Part A of this assignment should serve as the basis for the plan. You may use the School Improvement Planning Template attached. A School Improvement Planning Model is also provided for guidance.
A two-page, two-part narrative shall be included that shares insight into the following:
1. How the candidate, as the team or school leader, will implement the plan to ensure all stakeholders have a sense of ownership and commitment to the goals, outcomes, and expectations as stated in the plan.
2. The efficacy of the candidate's current school improvement process and any changes that may be needed to improve it. Review the to be used for this assignment. Review the School Improvement Planning Model for guidance. If needed, a link to an example of a School Improvement Planning Model can be found above "Overview" at the top of this section.
**## SIPlanningTemplateModel-EXAMPLE.pdf**
School Improvement Planning Tool: Part B
Analyze student learning needs and develop student improvement goals
Problem statement: Only 37% of our special needs students are passing the Algebra HSA on their first attempt compared to 84% of our non-special
needs students
Improvement Goal (SMART Goal): by June 2022, 45% of our special needs students will pass the Algebra HSA on their first attempt.
Identify specific evidence-based strategic strategies or interventions and plan implementation
STRATEGIC ACTIONS/OBJECTIVES PERSON RESPONSIBLE RESOURCES NEEDED TIMELINE PROGRESS MONITORING
Each evidence-based strategic action
should be listed with enough detail to
communicate expectation to
stakeholders. (include authoritative
support)
Name the individual
who will provide
oversight and ensure
that this action is
fully implemented.
Identify all resources such as
fiscal, human, time, materials,
etc.
Indicate when the
activity will occur or
over what time
period.
Use student data, work
samples, surveys, etc.
throughout the time period to
monitor progress.
Special needs students will use visual
representation strategies to solve
algebraic problems and equations.1 (or
Teachers will incorporate visual
representation strategies into their daily
instruction for special needs students.)
Special needs students will develop self-
monitoring skills in order to increase
their metacognitive understanding of
algebraic models and formulas.1
1 Vanderbilt University, (2021). Evidence
based practice summaries. Iris center
Department chair
Department chair
Professional learning (PL)
opportunities focused on using
visual representation in the
algebra classroom
Professional learning focused on
teaching self-monitoring skills to
special needs students
September: initial PL
session followed by
monthly follow up
sessions
September – June: daily
use of strategies
October: initial PL
session followed by
monthly follow up
sessions
September – June: daily
use of strategies
Meeting logs and teacher
feedback
Student work samples/formative
and summative assessments
reviewed two times a month
Meeting logs and teacher
feedback
Student work
samples/bggformative and
summative assessments
reviewed two times a month
**## EDL505_Assess_2b_rubric.pdf**
Assessment 2 Part B: School Improvement Planning Project
Standard / Component
Level 1:
Approaching Standard
0-31 points
Level 2:
Meets Standard
32-35 points
Level 3:
Exceeds Standard
36-40 points
Lead improvement processes
that include data use, design,
implementation, and
evaluation.
NELP 1.2
All required elements of the
strategic action plan
somewhat support the
problem statement and
SMART goal. The evidence-
based strategies when
implemented with fidelity may
have a positive impact on
student performance. The
narrative and the action plan
provide evidence of three or
less of the following indictors:
1.2a knowledge of the school
improvement process.
1.2b knowledge of formal
evidence-informed
improvement.
1.2c knowledge of
implementation theory and
research.
All required elements of the
strategic action plan support
the problem statement and
SMART goal. The evidence-
based strategies when
implemented with fidelity will
have a positive impact on
student performance. The
narrative and the action plan
provide evidence of at least
four of the following
indicators:
1.2a knowledge of the school
improvement process.
1.2b knowledge of formal
evidence-informed
improvement.
1.2c knowledge of
implementation theory and
research.
All required elements of the
strategic action plan support
the problem statement and
SMART goal. The evidence-
based strategies when
implemented with fidelity will
have a positive impact on
student performance. The
narrative and the action plan
provide compelling evidence
of the candidate’s:
1.2a knowledge of the school
improvement process.
1.2b knowledge of formal
evidence-informed
improvement.
1.2c knowledge of
implementation theory and
research.
1.2d skills required to evaluate
existing improvement
processes.
1.2d skills required to evaluate
existing improvement
processes.
1.2e skills required to use
research and data to develop
an improvement process that
includes diagnosis, design,
implementation, and
evaluation.
1.2f skills required to develop
an implementation plan to
support the improvement
process.
1.2d skills required to evaluate
existing improvement
processes.
1.2e skills required to use
research and data to develop
an improvement process that
includes diagnosis, design,
implementation, and
evaluation.
1.2f skills required to develop
an implementation plan to
support the improvement
process.
1.2e skills required to use
research and data to develop
an improvement process that
includes diagnosis, design,
implementation, and
evaluation.
1.2f skills required to develop
an implementation plan to
support the improvement
process.
**PartA.docx**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/parta-docx-10526359)