Louisiana embeds continuous improvement throughout this plan.


It is also in the process of implementing a new monitoring system that will allow the state to go through a detailed analysis of risk factors that will determine the level of interventions required for success. This type of needs assessment will be accompanied by stakeholder input and feedback and will address other factors not included in the accountability framework. This will help identify high- and low-risk school districts and allow for differentiation in the intensity of state monitoring.


Louisiana has also articulated a process for incorporating a new indicator of “interests and opportunities” by the 2019-2020 school year, including data collection, stakeholder feedback, and pilot testing the measure with no stakes.


Louisiana should consult with disability groups to ensure the state sets ambitious standards and goals for students with disabilities.


Louisiana should also include strategies to ensure that parents of historically marginalized students, such as low-income students, students of color, students with disabilities, and English language learners, are consulted every step of the way.


New Mexico


New Mexico outlines a number of ways it has and will continue to engage stakeholders on key aspects of its implementation efforts. For example, it will be adding science as an indicator in its accountability system in response to stakeholder feedback, and it will continue to gather input as it considers revising their “Opportunity-to-Learn” survey, both of which will go into effect in the 2018-19 school year.” New Mexico’s “Return Tour” across the state will present an overview of the submitted plan, how it changed in response to initial stakeholder feedback, and how the state will implement the plan going forward.



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