ESSA State Plan addresses engaging engaging legislators, school administrators, teachers, students, parents, and other stakeholders in schools.

The school improvement plan shall be designed to achieve priority goals including but not limited to:

• (a) assuring that students show significant progress toward meeting and exceeding State performance Standard in State mandated learning areas, including the mastery of higher order thinking skills in these areas;
• (b) assuring that students attend school regularly and graduate from school at such rates that the district average equals or surpasses national norms;
• (c) assuring that students are adequately prepared for and aided in making a successful transition to further education and life experience;
• (d) assuring that students are adequately prepared for and aided in making a successful transition to employment; and
• (e) assuring that students are, to the maximum extent possible, provided with a common learning experience that is of high academic quality and that reflects high expectations for all students’ capacities to learn.

With respect to these priority goals, the school improvement plan shall include but not be limited to the following:

• (a) an analysis of data collected in the attendance center and community indicating the specific strengths and weaknesses of the attendance center in light of the goals specified above, including data and analysis specified by the State Board of Education pertaining to specific measurable outcomes for student performance, the attendance centers, and their instructional programs;
• (b) a description of specific annual objectives the attendance center will pursue in achieving the goals specified above;
• (c) a description of the specific activities the attendance center will undertake to achieve its objectives;
• (d) an analysis of the attendance center’s staffing pattern and material resources, and an explanation of how the attendance center’s planned staffing pattern, the deployment of staff, and the use of material resources furthers the objectives of the plan;
• (e) a description of the key assumptions and directions of the school’s curriculum and the academic and non-academic programs of the attendance center, and an explanation of how this curriculum and these programs further the goals and objectives of the plan;
• (f) a description of the steps that will be taken to enhance educational opportunities for all students, regardless of gender, including English learners, students with disabilities, low-income students, and minority students;
• (g) a description of any steps which may be taken by the attendance center to educate parents as to how they can assist children at home in preparing their children to learn effectively;
• (h) a description of the steps the attendance center will take to coordinate its efforts with, and to gain the participation and support of, community residents, business organizations, and other local institutions and individuals;

Presentation addresses requirement for district-level wellness policies to allow parents, students, school staff members, school board members, school administrators, and the general public to participate in local wellness policy processes.

Checklist addresses requirement for district-level wellness policies to allow parents, students, school staff members, school board members, school administrators, and the general public to participate in local wellness policy processes.

Template addresses requirement for district-level wellness policies to allow parents, students, school staff members, school board members, school administrators, and the general public to participate in local wellness policy processes.