Educational Improvement and Assistance
Reconstitution Plans
Introduction
When a school enters its third year as an Academically Unacceptable School (AUS 3), the district must write a Reconstitution Plan for the school.
The Reconstitution Plan indicates how the district plans to remedy the school's inadequate growth in student performance.
Specifically, the plan describes what reorganizational changes will occur and how they will be implemented.
It also describes how and why these proposed changes will lead to improved student performance.
Schools preparing a Reconstitution Plan should consider the following questions.
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School Leadership Capacity
How will the district ensure effective site leadership?
What qualities will the district require of the school principal and other leadership team members in the reconstituted school?
What are the minimum qualifications for the principal and other school leadership team members of the reconstituted school?
How will the effectiveness of the school principal and leadership team be monitored?
What will be the regularity and frequency of the monitoring visits?
Who will be responsible for monitoring the effectiveness?
What will the timeline be for this monitoring process?
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Central Office Role
What district support and technical assistance will be provided the school?
What additional resources will be provided the school?
How will those resources be utilized to turn the school around?
How will the district leadership monitor to ensure that the additional district support, technical assistance and resources are provided to the school as delineated in the plan?
How will the district address facility issues that are impacting instructional decisions and activities?
Has the district considered options for Alternate Governance for the school entering reconstitution? If so, what has been considered? If not, why?
How will the district address prior year findings from Annual School Report, if any?
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Highly Qualified and Certified Staff
What are the minimum qualifications for instructional staff members in the school?
What are the expectations for performance of job duties for instructional staff in the school?
How will the district ensure that teachers regularly attend school and arrive/depart on time as delineated in the district’s policies and procedures?
What will be done to monitor staff adherence to job duties and attendance policies?
What actions will be taken with regard to staff members who do not meet these minimum qualifications, job responsibilities, attendance requirements, and/or expectations?
How will the district address issues of teacher/staff morale and motivation?
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Alignment to Content Standards
How will the district ensure that the Content Standards and GLEs are being addressed in every classroom?
How will the district ensure that instructional time is maximized?
How will the district increase time on task in the school?
How will the district ensure that professional development is of high quality, aligned to the needs of the schools, and cohesive with the plan for improvement of the school?
How will the district address issues of student motivation to learn?
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Role of Distinguished Educator
Within the roles and responsibilities of the Distinguished Educator as defined by the Louisiana Department of Education, how will the Distinguished Educator be utilized to assist in the implementation and monitoring of the reconstitution plan?
What recommendations does the district have regarding areas of expertise for the Distinguished Educator to be assigned to the reconstituted school?
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Progress Monitoring and Public Reporting
How will the district monitor progress in implementing the plan?
How will the district provide for progress monitoring through the school year on impact of the reform initiatives on instruction and student achievement?
What is the district’s plan and timeline for reporting publicly and to BESE throughout the school year on the school’s progress?
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