Engage the Community, Monitor, and Adjust

Engage the Community, Monitor, and Adjust. Engage the Community, Monitor, and Adjust. SIP: Engage the Community, Monitor, and Adjust
Resources
Website icon SIP: Engage the Community, Monitor, and Adjust Scoring Guide.
Website icon APA Style and Format.
Website icon ED7852: School Improvement Plan Research.
Website icon iGuide: ePortfolio.
Website icon Writing Feedback Tool.
This assignment is the fourth planning and gathering component of the course project. In addition to your own ideas and plans, you should communicate with your educational stakeholders to obtain information. For this assignment, using the information obtained through the SIP development process, describe how you would work with your school improvement committee to complete the following:

Part 1 – Incorporating Community Involvement
In the first part of this assignment, address how your school improvement team will engage critical stakeholders in the community, and develop a community partnership plan that will benefit both the school and the community partners. As you address community involvement, include the following:

Assess needs.
Outline the steps for conducting a needs assessment of families and caregivers, and including them in the decision-making processes to strengthen the relationship with these stakeholders and the school improvement goals. (ELCC 4.3, NCATE Principle 1, 4).
Outline steps for conducting a needs assessment of community partners and including them in the decision-making processes to strengthen the relationship with these stakeholders and the school improvement goals. (ELCC 4.4, NCATE Principle 1, 4).
Respond to community interest and needs.
Determine steps for responding to community interests and needs, including those with conflicting views, to capitalize on the diversity of the school community, and to enhance progress with the school improvement projects and meet the diverse needs of all students.
Mobilize community resources.
Outline how the school will identify and use community resources to support student achievement and improve school programs to achieve the goals outlined in the SIP. Be sure to include the use of public resources and funds, and steps to solicit support and new resources from the community. (ELCC 4.2, NCATE Principle 1, 4).
Part 2 – Monitoring and Adjusting Your School Improvement Plan
In the second part:

Determine how the various areas in the school improvement plan will be monitored and assessed, to ascertain whether progress is being made and goals are being achieved.
Describe how you will avoid the knowing-doing gap so prevalent in organizations across industries. What are your expectations for implementation? What specific assessments will you utilize to monitor implementation so you are able to provide support to staff who are struggling, or resisting change?
Identify which members of the committee should be involved and who should be responsible for specific tasks.
Indicate how, when, and how often each goal and activity will be assessed for implementation and effectiveness, and who will monitor and assess each. This will serve as the foundation of your time line for implementation.
Assignment Deliverables
Write a paper that provides a summary of how you will address each aspect of Part 1 and Part 2 of this assignment. You may utilize tables or charts as appropriate.

Assignment Requirements
Your assignment should meet the following requirements:

Written communication: Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the education professions.
APA format: Conform to current APA style and formatting guidelines.
Length of paper: 3 pages.
Refer to the SIP: Engage the Community, Monitor, and Adjust Scoring Guide to see the criteria by which this assignment will be scored. See the course project information for an overview of the project. When you have completed this assignment, submit it to the assignment area.

Folder icon Portfolio Prompt: You are required to save this learning activity to your ePortfolio.

With the changing times, it is even more critical that schools, families, and all other stakeholders work together in collaborative partnerships that focus on the needs of children. The more we involve others in informed, data-driven decision making, the better. (p. 68)

Consider the unit readings, and in your initial post:

Describe the implications of community partnerships and support for your selected school.
Describe the role of the principal, faculty, and staff in developing collaborative partnerships with external groups and agencies.
Describe the effects of community partnerships on student achievement.
Reference
Wilmore, E. L. (2002). Principal leadership: Applying the new Educational Leadership Constituent Council (ELCC) standards. Thousand Oaks, CA: Corwin Press.

RUBRIC

CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
For each goal that has been identified in the school improvement plan, indicate when or how often it will be monitored and assessed for implementation and effectiveness.
17% For each goal that has been identified in the school improvement plan, the SIP demonstrates candidate has no ability to indicate when or how often it will be monitored and assessed for implementation and effectiveness. For each goal that has been identified in the school improvement plan, the SIP demonstrates candidate’s limited ability to indicate when or how often it will be monitored and assessed for implementation and effectiveness. For each goal that has been identified in the school improvement plan, the SIP demonstrates candidate’s strong ability to indicate when or how often it will be monitored and assessed for implementation and effectiveness. For each goal that has been identified in the school improvement plan, the SIP demonstrates candidate’s superior ability to indicate when or how often it will be monitored and assessed for implementation and effectiveness.
For each goal that has been identified in the school improvement plan, indicate who will monitor and assess its implementation and effectiveness.
17% For each goal that has been identified in the school improvement plan, the SIP demonstrates candidate has no ability to indicate who will monitor and assess its implementation and effectiveness. For each goal that has been identified in the school improvement plan, the SIP demonstrates candidate’s limited ability to indicate who will monitor and assess its implementation and effectiveness. For each goal that has been identified in the school improvement plan, the SIP demonstrates candidate’s strong ability to indicate who will monitor and assess its implementation and effectiveness. For each goal that has been identified in the school improvement plan, the SIP demonstrates candidate’s superior ability to indicate who will monitor and assess its implementation and effectiveness.
Outline how the school will identify and use community resources to support student achievement and improve school programs to achieve the goals outlined in the school improvement plan. Be sure to include the use of public resources and funds and steps to solicit support and new resources from the community. (ELCC 4.2, NCATE Principle 1, 4).
17% SIP demonstrates candidate has no ability to identify and use community resources to support student achievement and improve school programs to achieve the goals outlined in the school improvement plan, including the use of public resources and funds and steps to solicit support and new resources from the community. SIP demonstrates candidate’s limited ability to identify and use community resources to support student achievement and improve school programs to achieve the goals outlined in the school improvement plan, including the use of public resources and funds and steps to solicit support and new resources from the community. SIP demonstrates candidate’s strong ability to identify and use community resources to support student achievement and improve school programs to achieve the goals outlined in the school improvement plan, including the use of public resources and funds and steps to solicit support and new resources from the community. SIP demonstrates candidate’s superior ability to identify and use community resources to support student achievement and improve school programs to achieve the goals outlined in the school improvement plan, including the use of public resources and funds and steps to solicit support and new resources from the community.
Outline steps for conducting a needs assessment of families and caregivers and including them in the decision-making processes to strengthen the relationship with these stakeholders and the school improvement goals. (ELCC 4.3, NCATE Principle 1, 4).
17% SIP demonstrates candidate has no ability to conduct a needs assessment of families and caregivers and including them in the decision-making processes to strengthen the relationship with these stakeholders and the school improvement goals. SIP demonstrates candidate’s limited ability to conduct a needs assessment of families and caregivers and including them in the decision-making processes to strengthen the relationship with these stakeholders and the school improvement goals. SIP demonstrates candidate’s strong ability to conduct a needs assessment of families and caregivers and including them in the decision-making processes to strengthen the relationship with these stakeholders and the school improvement goals. SIP demonstrates candidate’s superior ability to conduct a needs assessment of families and caregivers and including them in the decision-making processes to strengthen the relationship with these stakeholders and the school improvement goals.
Outline steps for conducting a needs assessment of community partners and including them in the decision-making processes to strengthen the relationship with these stakeholders and the school improvement goals. (ELCC 4.4, NCATE Principle 1, 4).
17% SIP demonstrates candidate has no ability to conduct a needs assessment of community partners and including them in the decision- making processes to strengthen the relationship with these stakeholders and the school improvement goals. SIP demonstrates candidate’s limited ability to conduct a needs assessment of community partners and including them in the decision- making processes to strengthen the relationship with these stakeholders and the school improvement goals. SIP demonstrates candidate’s strong ability to conduct a needs assessment of community partners and including them in the decision- making processes to strengthen the relationship with these stakeholders and the school improvement goals. SIP demonstrates candidate’s superior ability to conduct a needs assessment of community partners and including them in the decision- making processes to strengthen the relationship with these stakeholders and the school improvement goals.
Communicate in a manner that is scholarly, professional, and consistent with expectations for members of the education professions.
15% SIP demonstrates candidate has no ability to communicate in a manner that is scholarly, professional, and consistent with expectations for members of the education professions. SIP demonstrates candidate’s limited ability to communicate in a manner that is scholarly, professional, and consistent with expectations for members of the education professions. SIP demonstrates candidate’s strong ability to communicate in a manner that is scholarly, professional, and consistent with expectations for members of the education professions. SIP demonstrates candidate’s superior ability to communicate in a manner that is scholarly, professional, and consistent with expectations for members of the education professions.

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