School Improvement Essay
- To find inspiration for your paper and overcome writer’s block
- As a source of information (ensure proper referencing)
- As a template for you assignment
Most societies in the modern world comprise of a variety of individuals. This is because they are made up of people who are from different cultures and background. As a result, these societies contain a rich heritage due to the interaction of the culture, traditions and beliefs of the people who are part and parcel of it. Normally, the main factor that constitute to the difference of the individuals who make up these societies is race.
Many societies in the modern civilization comprise of individuals who are from different races of the world. In America, for example, a community can be made up of Latinos, African Americans and individuals from the white community (Manasseh, 2010). This ratio complexity has its own advantages and disadvantages.
The culture, background and traditions of these individuals play an important role in the determination of the various factors of their lives. This includes their behaviour, beliefs, psychological status, cognitive development and intellectuality.
With regards to these factors, it will therefore be true to state that racial differences, among other factors play a critical role in determining the academic performance of an individual (Murphy, 2009). Due to this fact, this essay shall on the effects of racial differences and achievement gap.
Education has become an essential requirement in the modern world. This is due to the role it plays in determining and shaping the career of an individual. Education gives individuals the knowledge and skills that is required to perform given roles in a specific profession. As a result, individuals who are learned stand a better chance of having desirable careers as compared to individuals who are not learned or perform poorly in school.
From studies that have been conducted, a strong correlation has been identified between the performance of a student and his ethnic background. Students from white families tend to perform better as compared to those from Latino and African American communities (Murphy, 2009). This difference can be attributed to a number of factors. This may include cultural differences, financial stability, cognitive development and so on.
Due to the increased levels of poor performance, many governments have employed a number of strategies to improve the educational status of their countries. To achieve this, most schools have mainly concentrated on modifying their educational system.
This, for example, entails having favourable leadership that ensures that teachers conduct their roles as per the expected standards and that there is proper allocation of resources to all the departments. Other governments have modified their curriculum and education system in order to meet the current needs and requirements of the modern world.
In other circumstances, schools have maintained teachers who exhibit high performance but have replaced those who were performing poorly. These are just but some of the strategies that schools have been employing over time to improve the performance of their students.
However, in all these strategies, a critical aspect has always been left out in order to minimize the gap in the performance of students on racial lines. This is the role played by the community in the determination of the success or failure of any project. I feel that it is essential for the government and schools to consult and work together with the community in order to improve the performance of their students.
With this strategy in place, it will be easier to understand the needs of a community. It also encourages parental participation. This makes them to feel as part and parcel of the project.
As a result, the performance of students will be monitored both at home and in school. Teachers and parents will work together as a team to achieve a common goal. Once this strategy is integrated with other methods, the performance gap as a result of racial lines shall be reduced.
Manasseh, A.L. (2010) Vision and Leadership: Paying attention to intention. Peabody Journal of Education, 63 (1), 150-173.
Murphy, J.T. (2009) The unheroic side of leadership: Notes from the swamp. Phi Delta Kappan , 69, 654-659.
- Assessing and Evaluating Student Learning in the Clinical Setting
- Evaluating the No Child Left behind Act
- United Parcel Services E-Strategy
- United Parcel Service's Technologies and Systems
- Interlink Express Parcel Delivery Business Operations
- Why the iPad play role in prep class in Melbourne
- The Purpose of Schooling and the Role of School Leaders
- The Six Facets of Understanding
- Nursing Students Assessment
- Callahan (education and the cult of efficiency)
- Chicago (A-D)
- Chicago (N-B)
IvyPanda. (2019, May 12). School Improvement. https://ivypanda.com/essays/school-improvement-essay/
"School Improvement." IvyPanda , 12 May 2019, ivypanda.com/essays/school-improvement-essay/.
IvyPanda . (2019) 'School Improvement'. 12 May.
IvyPanda . 2019. "School Improvement." May 12, 2019. https://ivypanda.com/essays/school-improvement-essay/.
1. IvyPanda . "School Improvement." May 12, 2019. https://ivypanda.com/essays/school-improvement-essay/.
Bibliography
IvyPanda . "School Improvement." May 12, 2019. https://ivypanda.com/essays/school-improvement-essay/.
Top Tips for Writing an Effective School Improvement Plan
Author: Bethany Spencer
Posted: 12 Nov 2018
Estimated time to read: 5 mins
Having a clear and well thought out improvement plan for your school is paramount to the success of your school, teachers and students. Outlining your goals and areas for improvement, this plan should guide all stakeholders on their improvement journey. This article explores in more depth what a school improvement plan is, and how you can write yours and make it as effective as possible.
What is a School Improvement Plan?
A school’s improvement plan is the roadmap they follow which sets out areas and initiatives the school will be working toward for the upcoming academic year to help accelerate positive change and improvement.
A school’s SIP will help them to determine strategic direction and prioritise areas for improvement. Usually decided by the school leadership team, SIPs are central to actions, initiatives and practices put in place throughout the school year. All staff should refer to the plan throughout the year to ensure they’re on track to meet their goals.
Writing an effective School Improvement Plan:
Your school’s SIP will be the reference point for all stakeholders in school as well as acting as evidence for external bodies, meaning it carries huge influence and is integral to the running of the school. We’ve outlined our top tips for developing a SIP that’s effective, gives thorough guidance, and helps you to achieve goals you and your team are passionate about:
Take input from all of your team
Before creating your plan you must first evaluate your school and identify areas for improvement, existing achievements and new avenues you want to explore - this information will give you the foundation of your future SIP.
However, at this stage and when conducting this investigation - be sure to ask for input from your school’s entire staff body - from VP through to TA. The whole school will be focusing on this plan and therefore need to be invested in the initiatives you’re outlining.
Also, asking for staff input will give you invaluable insight into the running of your school and will allow for fresh ideas from those who will be impacted by the changes you’re suggesting. Opening the floor to ideas from all staff is also not only a great way to build culture, but also to recognise new skills in your staff and nurture them.
Read our blog on how you can encourage your staff to give open and honest ideas for you to act on here .
Have a cyclical approach
Simply implementing the changes laid out in your school’s SIP and then evaluating the success of these at the end of the year is not enough to see impactful change. In order for your SIP to truly be effective, your plan should be tracked and evaluated throughout the year.
By doing this you can see how your initiatives are progressing as they happen which gives you the ability to react accordingly. This means that you can tweak and alter your plan at the time it’s needed, before the end of the year when it may be too late and more work is needed to be applied to reverse or enhance efforts. Taking this approach means your SIP is constantly being worked on and your changes and improvements will be organic, allowing you to work more strategically.
Prioritise your initiatives
It’s not uncommon that when developing your SIP you find that there are multiple areas where you want to focus your attention and an abundance of new ideas and initiatives you want to implement, all of which will have an impact, yet you don’t have the time or capacity to fulfil every one of them.
In order to work effectively, initiatives need to be prioritised so that you’re focusing on the changes that are most important, will make the biggest impact and will ensure you don’t take on more than you can handle. Things to consider when prioritising areas of improvement include asking yourself which will have the biggest impact for students? What does your budget accommodate for? What’s going to make the biggest difference to work culture?
Assign responsibilities
When deciding your areas for school improvement a key pillar to their success or failure is whether or not you have the capacity in your team for people to take ownership of these initiatives.
Also, a key criterion for your school improvement success is clearly communicating responsibilities and roles so your team are clear on what’s expected of them and have the knowledge and support on how to deliver. It’s for these reasons you need to make your staff fully aware of who is in charge of which area, so they can lead on initiatives successfully and your staff feel supported if they’re part of the initiatives you’re implementing.
Refer to the Ofsted Framework
During your SEF and SIP development, it’s important to refer to the Ofsted Framework to ensure your improvement plan is geared towards both your school’s needs and the wider education industry requirements. Schools are subject to inspection and bearing this in mind when creating your SIP will help you when it comes to inspection and shows you’re taking actions to work toward their standards for improvement.
Furthermore, at the start of SIP development make reference to your previous Ofsted report and use this as a guideline when deciding priorities and initiatives and this will provide a clear indication of where you should focus efforts.
Related reading: The Impact of Effective Classroom Management
Get a roundup of our articles once per month.
Subscribe to Email Updates
Recent posts, can ai be used for curric..., let's talk about homework..., should we be worried abou..., using character education..., popular posts, what is behaviourism, how has technology changed education for schools, the impact of effective classroom management, the difference between formative and summative assessments.
- Homework (22)
- Teacher Wellbeing (21)
- Student Wellbeing (20)
- Distance Learning (15)
- Classroom Management (14)
- Mental Health (13)
- Ofsted (12)
- Wellbeing (12)
- Skills (11)
- Teacher Workload (11)
- Parental Engagement (10)
- Satchel One MIS (10)
- Staff Wellbeing (10)
- Teachers (10)
- School Culture (9)
- Behaviour Management (8)
- School Improvement (8)
- School Management (8)
- Teacher Resources (8)
- Back to School (7)
- Parental Involvement (7)
- Parents (7)
- Pedagogy (7)
- Student & Parent Resources (7)
- Students (7)
- Assessment (6)
- Cloud-based MIS (6)
- Covid-19 (6)
- Guest Blog (6)
- Leadership (6)
- Online Safety (6)
- Technology (6)
- Bullying (5)
- Digital Literacy (5)
- Marking (5)
- Ofsted framework (5)
- School Closures (5)
- Lesson Plans (4)
- Network Managers (4)
- Revision (4)
- Teacher (4)
- Teaching (4)
- Attendance (3)
- Autonomy (3)
- Data Management (3)
- Education Reform (3)
- Education Technology (3)
- Feedback (3)
- Gender Equality (3)
- Network Manager Resources (3)
- SLT Resources (3)
- School Technology (3)
- Student Engagement (3)
- Students & Parents (3)
- Summer Holidays (3)
- Articles (2)
- Attainment 8 and Progress 8 (2)
- Autonomous Learning (2)
- Children (2)
- Classroom (2)
- Classroom Techniques (2)
- Communication (2)
- Differentiated Homework (2)
- Education (2)
- Education Technolgy (2)
- Embracing Technology (2)
- Exam Results (2)
- Grading (2)
- Home-school Communication (2)
- Homework Debate (2)
- Homework Policy (2)
- Raising Standards (2)
- Reading (2)
- Reducing Workload (2)
- Saving Time (2)
- School Marketing (2)
- School Reopenings (2)
- Security (2)
- Sidekick (2)
- Software Training (2)
- Strategy (2)
- Teaching Crisis (2)
- Teaching and Learning (2)
- Time Management (2)
- Time-saving (2)
- Tips & Tricks (2)
- Workload (2)
- Abuse in the Classroom (1)
- Anti-bullying (1)
- Appreciation (1)
- Attainment 8 (1)
- Benefits of Homework (1)
- Body Image (1)
- British Values (1)
- Career Advice (1)
- Character Education (1)
- Collaboration (1)
- Collaborative Learning (1)
- Continuing Professional Development (1)
- Conversation (1)
- Cost of living (1)
- Cyber-bullying (1)
- Cyberbullying (1)
- Damian Hinds (1)
- Digital Classroom (1)
- Dyslexia Awareness (1)
- E Learning (1)
- Eating Disorders (1)
- Education Secretary (1)
- Empathy (1)
- Exam-ready (1)
- Flipped Classroom (1)
- Formative Assessment (1)
- Girls in STEM (1)
- Global Education (1)
- Global Learning (1)
- Government (1)
- Healthy Eating (1)
- Homework Excuses (1)
- Inspire (1)
- International Learning (1)
- Internet Access (1)
- Interventions (1)
- Job Satisfaction (1)
- Language (1)
- Lead by Example (1)
- Learning Environment (1)
- Manager (1)
- National Curriculum (1)
- Outstanding (1)
- Parent Tips for Homework (1)
- Parent-teacher Relationships (1)
- Parents Evening (1)
- Phased Reopenings (1)
- Physical Health (1)
- Planning (1)
- Preparation (1)
- Productivity (1)
- Progress 8 (1)
- Quality Assurance (1)
- Recognition (1)
- Safeguarding (1)
- School Improvements (1)
- Schools (1)
- Secondary School (1)
- Senior Leaders (1)
- Sharing (1)
- Sharing Best Practice (1)
- Show My Homework (1)
- Slow Processing (1)
- Social Media (1)
- Soft Skills (1)
- Software (1)
- Student (1)
- Student Independence (1)
- Summative Assessment (1)
- Super Union (1)
- Support (1)
- Teaching Schools (1)
- Technology in the classroom (1)
- Tracking & Monitoring (1)
- Training (1)
- Truancy (1)
- Year 6 SATs (1)
- example (1)
- first day of school (1)
- gained time (1)
- homework benefits (1)
- influence (1)
- ofsted inspections (1)
- practice (1)
- quiz creation (1)
- raising awareness (1)
- satchel (1)
- school involvement (1)
- well-balanced education (1)
FREE quiz tool
Browse through over 500k questions created by teachers on Neeto , create a quiz and share back to Satchel One. It's free!
- Satchel One learning platform
- About Satchel
- Get in touch
- Back to all blog posts
Peter DeWitt's
Finding common ground.
A former K-5 public school principal turned author, presenter, and leadership coach, Peter DeWitt provides insights and advice for education leaders. Former superintendent Michael Nelson is a frequent contributor. Read more from this blog .
Stop Wasting Your Time on School Improvement Plans That Don’t Work. Try This Instead
- Share article
- School improvement plans.
- Walk-throughs.
- Academic plans.
- Formal observations.
- Faculty meetings.
Too often, the required actions leaders must accomplish from year to year become acts of compliance rather than opportunities to learn. When this happens, leaders often feel more reactive than proactive and feel as though they can never engage in the instructional-leadership practices they read so much about.
The examples above are just a few of those actions that are sometimes viewed as tasks to get over with instead of tasks that we can learn from in our profession. In these times of increased workloads, teacher shortages, staff burnout, and high levels of anxiety on the part of teachers, staff, and leaders, we need to refocus our efforts on those areas that can bring us the most value and perhaps improve our mindsets around those actions we have always taken but didn’t get much bang for our buck.
Theory of Action
A few weeks ago, I was facilitating days 3 and 4 of a six-day instructional-leadership professional learning series with teams across Arkansas. The focus of the learning is developing collective leader efficacy ( which you can learn more about in this video ). It occurs when leadership teams develop a shared conviction that they can have an impact on student learning and achievement. Basically, collective leader efficacy is a “researchy” way of understanding how teams come together from a social-emotional and academic perspective.
One of the most useful actions that teams can take when they are working together is to create a theory of action. Theories of action help teams understand what problem they are trying to solve and will help those teams develop a common language and common understanding around that problem. It provides them with a space to engage in conversations about how teachers in the school are doing the work already and creates an opportunity to talk about how they can go deeper with practices to help them solve their problem. Additionally, theories of action help the instructional-leadership team stay focused, so they can be empowered and feel proactive as opposed to feeling reactive.
I recently developed a theory of action for work I’m involved in as a lead advisory for the state of Washington with directors of teaching and learning and am providing it as an example here. If we want leaders and teachers in our district to possess the necessary understanding, knowledge, and skills to impact student learning, then we as directors of teaching and learning need to focus on what necessary understanding, knowledge, and skills are needed to do that work.
Problem we are trying to solve:
In our district, teachers are using a lot of high-impact strategies but are not implementing those strategies correctly and, therefore, not making an impact on student learning.
Assumptions:
- Leaders/teachers want our help.
- Leaders/teachers know there is an issue.
- We understand the necessary understanding, knowledge, and skills needed to help them.
- Offer effective professional learning.
- Model these strategies at our district meetings.
- Engage teachers in the discussion about this focus before, during, and after instead of just creating workshops for them where they have little background knowledge.
As you can see, developing a theory of action includes understanding our assumptions and choosing a few high-impact strategies we can take to put our theory of action into … well, action. Not to get into the weeds in this blog, but theories of action should also include success criteria, meaning what will success look like if we effectively complete our theory of action?
From there, we create a program logic model to outline how we will implement the work. This brings us back to our school improvement plans. School improvement plans should focus on helping teams focus on the problem they are trying to solve and be seen as a workable document that is useful to help schools improve or go deeper with their learning as an organization.
School Improvement Plans Are Not Always Practical
Unfortunately, in many educational circles, the mention of school improvement plans sucks the oxygen out of the room and makes the eyes of educators gloss over to the extent that they begin daydreaming about a day when school improvement plans will prove to be useful, because, in too many cases, they are acts of compliance. This is not new information, because many researchers who have come before me have talked about this. Sadly, though, it is still an issue with many leaders.
Why do we do that? Why do we spend countless hours creating a document that we really do not plan on using in practical ways because we only created it to check a box of compliance for our districts or state education department. We can accuse the district or state for requiring such complicated and unuseful documents, but in many cases, they are not to blame. We all have a tendency to create a document using big educational words when, in reality, we should be creating documents we can actually use and those teachers and staff around us understand.
It’s a missed opportunity and one that we desperately need to change. The stress and workload of leaders and teachers has increased tremendously over the past decade, and we need to identify those actions we take that our impactful and replace those actions that do not have an impact at all. One such action that needs to be replaced is that of putting together a school improvement plan that we cannot, or choose not, to use.
I recently began discussions about de-implementation and published a book on the topic in the late spring. De-implementation is the abandonment of low-value practices, which you can learn more about here . There are two ways of looking at de-implementation, which is through a partial reduction or a replacement action. In this blog , I focus on partial reductions, but I believe the discussion about school improvement plans should be a focus for the replacement action.
When working on a school improvement plan, or what some schools may refer to as an academic plan, it’s important for its creators to make sure that it is useful. How do we do that? We do that by:
- Making sure that we do not have too many priorities;
- Taking time to reflect on how many actions and activities we should engage in;
- Including teachers and staff in the discussion and not just creating the document in isolation;
- Not storing them away only to look at next year when we have to create our next school improvement plan; and
- Making the document workable and based on our needs.
Think of all the time that goes into creating a school improvement plan. Just imagine if that time spent on creating the plan actually proved to be useful in our meetings, planning, and day-to-day walk-throughs and conversations with teachers.
Inserted below is an example of a program logic model I created for our work in Washington. I provide it as an example, because when we can include conversations about our school improvement plans, we will more likely see an increase in their effectiveness in our school improvement process.
Some of this seems complicated, right? Problems of practice, theories of action, assumptions, success criteria, and program logic models all seem like a lot of work. However, what is more work is when leaders create a document in isolation that they never intend to use and never engage in conversations with teacher leaders about areas of focus they could work on together.
Areas of focus and problems of practice are not just about gaps and where schools are not doing a “good job.” Problems of practice are also about areas where teachers and leaders want to have a deeper impact on student learning.
School improvement plans can be a resource that helps teachers and leaders see the interconnectedness between faculty meetings, PLC meetings, instructional-leadership team discussions, and faculty meetings. We no longer have the time to spend on worthless activities that bring no value and perhaps we can start with how we approach our school improvement plans.
The opinions expressed in Peter DeWitt’s Finding Common Ground are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.
Sign Up for The Savvy Principal
Edweek top school jobs.
Sign Up & Sign In
Management Information System (MIS) for schools
How to write an effective school development plan
Popular | School Improvement
Category : Blog
School staff work hard every day to improve standards and student outcomes. But it’s the responsibility of School Leaders to bring staff, parents and the wider school community together behind core values and objectives which focus their attention and efforts. As students’ circumstances have changed during the pandemic, schools have had to be flexible with
School staff work hard every day to improve standards and student outcomes. But it’s the responsibility of School Leaders to bring staff, parents and the wider school community together behind core values and objectives which focus their attention and efforts.
As students’ circumstances have changed during the pandemic, schools have had to be flexible with their resources, making quick decisions in order to prioritise what’s best for students. In many cases, schools have made vast improvements to the way they work, faster than they would have before. More students now have access to devices at home , staff have gained extra digital skills , and school communities have been brought closer together.
Above all, Covid-19 has brought to light the students who need the most support, and schools now have the opportunity now to put objectives in place that will really help them long term.
What is a school improvement plan?
The School Improvement Plan or School Development Plan (SDP) is the central document in which School Leaders map out their strategic plans for the development of their school. Based around the school’s established values, it sets out the actions and resources needed to achieve priority objectives. It is often shared with Governors and published on the school’s website.
All other key plans, such as staff appraisal objectives and CPD programmes tie back to the SDP. The school’s strategic financial plan will also link closely to the strategic improvement objectives, in order to plan sufficient funding to achieve them.
Every school’s SDP will look different, but the most important thing about an SDP is that it’s developed based on evidence of where the school is at, and what it can realistically achieve in order to best support its students. It is also a living document that’s reviewed and updated in an ongoing cycle.
When you come to write your SDP, there are several resources you can draw on. First, refer to your four-year strategic plan which will provide the foundation of your key aims. Second, return to last year’s plan to assess what you’ve achieved and how your priorities might have changed. Third, your strategic financial plan (usually written in January) will show you where you’ve committed spending, and what still needs to be addressed as part of your four-year plan.
Next, remember you’ll need to back up each of your objectives with evidence showing why you’ve identified each focus area, and what your actions will achieve. For this, you’ll need to first carry out a school self-evaluation (SSE) which will help you judge your school’s past performance, strengths and areas for improvement. Your SDP should then align with each of the points in your SSE report.
Check out guidance from the Education Endowment Foundation on how to create school plans this year.
Step 1: Write a school self-evaluation (SSE) report
The first (and arguably most important) step in creating an effective SDP is to really understand your school’s performance in depth, including the attainment gaps between different student groups and the factors that cause them. You should look at both summative and internal assessment data in order to build a full picture of how students have been doing this year compared to previous years.
Discover how Arbor’s free Insight performance reports could help you prepare your SDP .
In combination with your past performance data, you can also look at data from other sources, such as:
- Centre-assessed GCSE and A Level predictions
- Progress data during lockdown
- School context and demographic information (e.g numbers of Pupil Premium, Free School Meals and Disadvantaged students)
- Findings from any surveys to students during lockdown (e.g. how they experienced working from home). This could provide you with some useful qualitative data on the wellbeing of your students.
Step 2: Challenge your data
Look critically at your performance data before writing up your SSE report. Ask questions like “Why did these trends happen?” and “Are they typical of our school?” These will help to make sure your judgments are not based on any bias or previous assumptions.
The best way to make informed judgments about your school’s performance is to benchmark against schools like you nationally and in your LA (local authority). Arbor Insight reports will help you with this, by showing you:
- What happened last year, and in the last 3 years in your school
- Whether it was typical for your school
- What happened in schools in the UK, your LA and schools like you, and whether this was typical
But you still might not know:
- Why it happened
- Why it’s typical of your school
- How to address the problems and consolidate the successes
You can take two approaches to help answer these questions:
1. The Socratic approach – Think about your data from various angles (e.g. “Do boys underperform in reading in all year groups?”, “How does this affect SEN pupils?”, “Should we look for another reason for this?”) to uncover any hidden assumptions you might have before taking action
2. Ask “why” 5 times – This single, repetitive question is a really useful way to dig deeper into the context behind your results and again, challenge your assumptions
Step 3: Consider the impact of Covid-19
A big focus of most SDPs this year will be how to get students back on track after lockdown. Your Governors will need to understand the impact of partial school closures on students’ learning and wellbeing to help them review your plans for recovery.
To understand the impact of Covid-19 on your students’ attainment, you might have carried out various baseline tests, and compared these results with where students were at before lockdown. Full and broad evidence of students’ prior performance will help you reliably understand what has changed and set the most effective goals for how to get students back on track.
Think about other areas that have been impacted by the pandemic, such as students’ mental health and wellbeing. Find out how The Mead Academy Trust investigated how students’ vulnerability, educational needs and wellbeing had changed as a result of Covid-19, and the interventions they’re putting in place to support students .
Similarly, hear how Aspirations Academies Trust are banning the terms “catch-up” and “behind”, to focus on positive recovery .
What to include in your SIP
Schools should structure their School Improvement Plans (or School Development Plans) around Ofsted’s four inspection categories :
1. Quality of education 2. Behaviour and attitudes 3. Personal development 4. Leadership and management
Under each category, you should map out your key objectives with actions and targets associated with each of them. A good model to use is SMART (specific, measurable, achievable, realistic and time-framed), which means making clear the associated costs, timescales and resourcing needed to achieve each of your objectives.
Get advice from education advisor, writer and speaker, Mary Myatt on how to carve out time for satisfying work on curriculum improvement .
Check out these helpful articles in Schools Week about how to improve sectors of your curriculum: Science , Maths , RE .
School Improvement Plan template
If you’re a new Headteacher, it can be really useful to have a look at example SDPs from other schools, particularly those with similar sizes, cohorts, or in your geographical area.
The Key for School Leaders has some great guidance and resources on creating your SDP, including a school improvement plan (SIP) template and checklists to help you implement and evaluate your SIP .
Share it for feedback
As you’re writing your plan, it’s important to share your findings, judgments and reasoning with your Governors and staff, so you can work together to perfect it. Governors will especially have an eye on how you plan to close certain high-profile gaps in attainment such as disadvantaged students.
Track the success of your plan
As the school year goes on, the needs of your students may change (the world they live in certainly will!). That’s why your school improvement planning should be done in cycles; with ongoing evaluation throughout the year to help you figure out what’s working.
If the objectives you set in your SDP are measurable, you’ll know what evidence you need to look at to work out if you’re on track. The most effective way to track the impact of your school improvement initiatives is in your MIS . Systems like Arbor give you a clear, visual view of how your students are doing at school or MAT level across behaviour, attendance and attainment. It’s then easy to problem-solve your student performance and understand the root factors using relevant information such as students’ background and personal circumstances.
This evidence will show you where you might need to tweak the focus of your objectives so they have a more meaningful impact.
Arbor is here to help
Already using arbor.
Got a question about how to write an effective School Development Plan? Why not ask fellow schools in the Arbor Community of over 1,800 schools? Join the online Community forum today .
New to Arbor?
Want to find out how our schools use Arbor to work faster, smarter and collaborate more? Listen to our case studies here .
You must be logged in to post a comment.
Keep Reading
- Arbor MIS for Primary Schools
- Arbor MIS for Secondary Schools
- Arbor MIS for Special Schools
- Arbor for MATs and Groups
- Arbor Payments
- Arbor Finance
- Arbor Library
- Pay-for-One Promise
- Meet our schools
- Story and Mission
- Local Authorities
- Data Protection and GDPR
- Privacy Notice & Cookie Statement
- Legal Statement
+44 (0) 207 043 0470 --> [email protected]
Arbor Education Floor 8, HYLO 103-105 Bunhill Row London EC1V 8LZ
Arbor is part of The Key Group
- Privacy Overview
- Essential Cookies
- Non-Essential Cookies
This website uses cookies so that we can provide you with the best user experience possible. Cookie information is stored in your browser and performs functions such as recognising you when you return to our website and helping our team to understand which sections of the website you find most interesting and useful.
Essential Cookies should be enabled at all times so that we can save your preferences for cookie settings.
If you disable this cookie, we will not be able to save your preferences. This means that every time you visit this website you will need to enable or disable cookies again.
This website uses Google Analytics to collect anonymous information such as the number of visitors to the site, and the most popular pages.
Keeping this cookie enabled helps us to improve our website.
Please enable Essential Cookies first so that we can save your preferences!
What is the Purpose of a School Improvement Plan?
Thriving schools with high student achievement rely on strategic leadership. For low-performing schools, implementing evidence-based school improvement plans is key. These plans aim to establish a unified vision for a school, assess its needs, and then outline a program to resolve all the issues uncovered. School administrators use these plans to close the achievement gap and address low performance in classrooms. Louisiana State University offers an online Master of Education in Educational Leadership that prepares administrators to overcome the obstacles in the way of a school’s success.
Why Is a School Improvement Plan Important?
Because schools battle many difficulties in their efforts to give all students needed education, the achievement gap has long been a topic of conversation for those striving for equity in education. Today, schools struggle to address academic achievement disparities between students from low-income homes or minority backgrounds and students from high-income homes or nonminority backgrounds. Stagnant funding can choke a school’s ability to reduce classroom sizes, purchase needed resources, and provide teachers with valuable training. Schools also contend with meeting the needs of students living in poverty. According to a study from the Center for American Progress, nearly 10 million children attend schools in which 75% of the students live in poverty.
Solving such formidable challenges calls for innovation, which is why school leaders are turning to school improvement plans (SIPs). These comprehensive agendas are designed to ensure that all students, regardless of race, gender, socioeconomic status, or any other demographic distinction, can study in learning environments that are equitable and deliver effective education. SIPs identify the hurdles students face, such as a lack of access to technology, and develop a plan to overcome those hurdles.
What Are the Parts of a Successful School Improvement Plan?
Effective SIPs include key steps and methods of implementation.
- Diagnose the problem: Conduct a needs assessment to identify gaps and problems in the system. For example, if ESL students are struggling with low reading scores, what are the contributing factors?
- Develop a vision: Identify ways to address gaps and problems. For example, establishing an afterschool program to support ESL learners and give more personalized instruction might improve scores.
- Create a step-by-step implementation plan: List the steps to achieve this vision. This may include allocating a budget for the staff and technology needed for such a program, finding the teachers who will work after school, and selecting computer programs to support ESL learning.
- Implement the plan: Communicate with teachers, parents, and administrators to get the resources to start implementing the plan.
- Review the outcomes: Find ways to measure the success of the SIP and adjust it as needed. Have the reading scores of ESL students taking part in the afterschool program improved? How can the school motivate those who haven’t joined the program and are still struggling to participate?
Skills for Implementing a School Improvement Plan
To carry out a school improvement plan, school leaders need specific skills, notably:
- Critical thinking and problem-solving skills to identify problems and think of ways to solve them.
- Communication skills to communicate a vision for the school improvement plan to administrators and teachers.
- Leadership ability to inspire and motivate change—for instance, motivating administrators and teachers to oversee new afterschool activities that keep kids productively occupied outside of normal classroom hours.
A Master of Education can cultivate such leadership abilities, along with other critical skills and knowledge specific to the field of education needed to implement a SIPs. To advance to senior-level positions that implement educational reforms through SIPs, such as school principals or senior-level administrators, educators must earn a master’s degree.
The median annual salary of elementary, middle, and high school principals was $95,310 in 2018, according to the U.S. Bureau of Labor Statistics (BLS), and for postsecondary administrators the median salary was $94,340 annually in 2018. Jobs for principals are projected to grow 4% through 2028, and jobs for postsecondary administrators have a 7% projected growth rate, according to the BLS.
The LSU Online Master of Education in Educational Leadership
The LSU Online Master of Education in Educational Leadership offers a comprehensive program that trains education leaders to carry out school improvement plans. The curriculum directly addresses how school leaders can affect change in schools in courses such as Introduction to School Improvement/Action Research and Advanced School Improvement/Action Research. The mission of the program is to provide teachers with the tools they need to advance their educational careers and to develop professionals with the skills they need to create strong educational communities for all.
Aspiring school leaders who are passionate about improving the education system so that students can thrive should explore LSU Online’s Master of Education in Educational Leadership . Start your journey to affect change in education by visiting LSU Online.
Center for American Progress, Building Community Schools Systems
EdSurge, "Four Keys to Successful School Improvement"
EdSurge, "How to Craft an Effective School Improvement Plan"
EdTech, “3 Ways to Achieve a Successful School Improvement Initiative”
The Edvocate, "18 Reasons the U.S. Education System Is Failing"
Harvard Business Review, "Data Was Supposed to Fix the U.S. Education System. Here’s Why It Hasn’t."
U.S. Bureau of Labor Statistics
The U.S. Bureau of Labor Statistics, Occupational Outlook Handbook, Postsecondary Education Administrators
The U.S. Bureau of Labor Statistics, Occupational Outlook Handbook, Elementary, Middle, and High School Principals
The Wall Street Journal, “New York City Had 114,000 Homeless Students Last Year”
The World Bank, "The Education Crisis: Being in School Is Not the Same as Learning"
Ready to reach your goals?
Take the first step forward by completing the form and our enrollment team will contact you soon to discuss:
- What program meets your academic and career goals
- Financial aid options (employer funding, military benefits)
- Receiving credit for past education (transfer, professional development)
- The admissions process and timeline
LSU Privacy Agreement
- Have any questions?
- +1-316-444-1378
- +44-141-628-6690
- [email protected]
- School Improvement Plan
- Writing Styles APA (edition "APA 6")
Description of Assessment or Task: School Improvement Plan: (Field Experience)
Candidates will develop a school improvement plan. Create and develop a comprehensive school improvement plan for a failing school involving teachers, faculty and community stakeholders based on the following: the need to improve student achievement in a subject of your choice. The need for improvement should be based on student achievement from data of an actual school and be sure to include the school and community demographics. Your school improvement plan must include the following components under their own headings, you may add others if you wish. This assignment requires candidates to use of the William Cecil Golden, School Leadership Development Program as they research this issue.
Format/Outline:
a) Introduction
b) Organizational Vision – Develop and state your Vision/Mission/Belief Statements based on William C. Golden resources modules
c) Positive school culture – Show how you will examine various positive indicators including the schools diversity within the school culture. (ELCC 2.1)
d) Plan of Action – List the current academic weaknesses demonstrated by certain populations of the students. (show data from state and federal assessments to support these identified weaknesses) Show how you will examine performance data of all students and indicate how you plan to address identified weaknesses. Show how your plan will give adequate time for improvement to occur. ELCC 3.1
e) Assessment Survey – Develop and administer an assessment survey for Staff. In addition, Show how you will assist staff to involve Parents and community more in teaching and learning. ELCC 3.2
f) Action Plan – Develop a detailed Action Plan for Improvement which includes student achievement, utilizing all resources available. Show how you will seek creative resources to improve teaching and learning. Include in your plan, how you will deal with Safe and Orderly School Environment. ELCC 3.3
g) Discuss how you plan to evaluate your plan and how often.
h) Conclusion
i) References (atleast 4 academic sources)
****USE THE ATTACHED FILE TO HELP YOU COMPILE THIS ESSAY. THE FILE INCLUDES THE INFORMATION THAT YOU NEED FOR PARTS B, C, D, E, and F. PLEASE RE-WORD WRITING/RE-FORMAT CHARTS & TABLES TO SATISFY ASSIGNMENT REQUIREMENTS!!!****
*Remember: I have already submitted the attached information for other courses, so it is imperative to change the wording/formatting to meet the requirements for this assignment!! Thank you!!! 😀
Samantha Putterman, PolitiFact Samantha Putterman, PolitiFact
Leave your feedback
- Copy URL https://www.pbs.org/newshour/politics/fact-checking-warnings-from-democrats-about-project-2025-and-donald-trump
Fact-checking warnings from Democrats about Project 2025 and Donald Trump
This fact check originally appeared on PolitiFact .
Project 2025 has a starring role in this week’s Democratic National Convention.
And it was front and center on Night 1.
WATCH: Hauling large copy of Project 2025, Michigan state Sen. McMorrow speaks at 2024 DNC
“This is Project 2025,” Michigan state Sen. Mallory McMorrow, D-Royal Oak, said as she laid a hardbound copy of the 900-page document on the lectern. “Over the next four nights, you are going to hear a lot about what is in this 900-page document. Why? Because this is the Republican blueprint for a second Trump term.”
Vice President Kamala Harris, the Democratic presidential nominee, has warned Americans about “Trump’s Project 2025” agenda — even though former President Donald Trump doesn’t claim the conservative presidential transition document.
“Donald Trump wants to take our country backward,” Harris said July 23 in Milwaukee. “He and his extreme Project 2025 agenda will weaken the middle class. Like, we know we got to take this seriously, and can you believe they put that thing in writing?”
Minnesota Gov. Tim Walz, Harris’ running mate, has joined in on the talking point.
“Don’t believe (Trump) when he’s playing dumb about this Project 2025. He knows exactly what it’ll do,” Walz said Aug. 9 in Glendale, Arizona.
Trump’s campaign has worked to build distance from the project, which the Heritage Foundation, a conservative think tank, led with contributions from dozens of conservative groups.
Much of the plan calls for extensive executive-branch overhauls and draws on both long-standing conservative principles, such as tax cuts, and more recent culture war issues. It lays out recommendations for disbanding the Commerce and Education departments, eliminating certain climate protections and consolidating more power to the president.
Project 2025 offers a sweeping vision for a Republican-led executive branch, and some of its policies mirror Trump’s 2024 agenda, But Harris and her presidential campaign have at times gone too far in describing what the project calls for and how closely the plans overlap with Trump’s campaign.
PolitiFact researched Harris’ warnings about how the plan would affect reproductive rights, federal entitlement programs and education, just as we did for President Joe Biden’s Project 2025 rhetoric. Here’s what the project does and doesn’t call for, and how it squares with Trump’s positions.
Are Trump and Project 2025 connected?
To distance himself from Project 2025 amid the Democratic attacks, Trump wrote on Truth Social that he “knows nothing” about it and has “no idea” who is in charge of it. (CNN identified at least 140 former advisers from the Trump administration who have been involved.)
The Heritage Foundation sought contributions from more than 100 conservative organizations for its policy vision for the next Republican presidency, which was published in 2023.
Project 2025 is now winding down some of its policy operations, and director Paul Dans, a former Trump administration official, is stepping down, The Washington Post reported July 30. Trump campaign managers Susie Wiles and Chris LaCivita denounced the document.
WATCH: A look at the Project 2025 plan to reshape government and Trump’s links to its authors
However, Project 2025 contributors include a number of high-ranking officials from Trump’s first administration, including former White House adviser Peter Navarro and former Housing and Urban Development Secretary Ben Carson.
A recently released recording of Russell Vought, a Project 2025 author and the former director of Trump’s Office of Management and Budget, showed Vought saying Trump’s “very supportive of what we do.” He said Trump was only distancing himself because Democrats were making a bogeyman out of the document.
Project 2025 wouldn’t ban abortion outright, but would curtail access
The Harris campaign shared a graphic on X that claimed “Trump’s Project 2025 plan for workers” would “go after birth control and ban abortion nationwide.”
The plan doesn’t call to ban abortion nationwide, though its recommendations could curtail some contraceptives and limit abortion access.
What’s known about Trump’s abortion agenda neither lines up with Harris’ description nor Project 2025’s wish list.
Project 2025 says the Department of Health and Human Services Department should “return to being known as the Department of Life by explicitly rejecting the notion that abortion is health care.”
It recommends that the Food and Drug Administration reverse its 2000 approval of mifepristone, the first pill taken in a two-drug regimen for a medication abortion. Medication is the most common form of abortion in the U.S. — accounting for around 63 percent in 2023.
If mifepristone were to remain approved, Project 2025 recommends new rules, such as cutting its use from 10 weeks into pregnancy to seven. It would have to be provided to patients in person — part of the group’s efforts to limit access to the drug by mail. In June, the U.S. Supreme Court rejected a legal challenge to mifepristone’s FDA approval over procedural grounds.
WATCH: Trump’s plans for health care and reproductive rights if he returns to White House The manual also calls for the Justice Department to enforce the 1873 Comstock Act on mifepristone, which bans the mailing of “obscene” materials. Abortion access supporters fear that a strict interpretation of the law could go further to ban mailing the materials used in procedural abortions, such as surgical instruments and equipment.
The plan proposes withholding federal money from states that don’t report to the Centers for Disease Control and Prevention how many abortions take place within their borders. The plan also would prohibit abortion providers, such as Planned Parenthood, from receiving Medicaid funds. It also calls for the Department of Health and Human Services to ensure that the training of medical professionals, including doctors and nurses, omits abortion training.
The document says some forms of emergency contraception — particularly Ella, a pill that can be taken within five days of unprotected sex to prevent pregnancy — should be excluded from no-cost coverage. The Affordable Care Act requires most private health insurers to cover recommended preventive services, which involves a range of birth control methods, including emergency contraception.
Trump has recently said states should decide abortion regulations and that he wouldn’t block access to contraceptives. Trump said during his June 27 debate with Biden that he wouldn’t ban mifepristone after the Supreme Court “approved” it. But the court rejected the lawsuit based on standing, not the case’s merits. He has not weighed in on the Comstock Act or said whether he supports it being used to block abortion medication, or other kinds of abortions.
Project 2025 doesn’t call for cutting Social Security, but proposes some changes to Medicare
“When you read (Project 2025),” Harris told a crowd July 23 in Wisconsin, “you will see, Donald Trump intends to cut Social Security and Medicare.”
The Project 2025 document does not call for Social Security cuts. None of its 10 references to Social Security addresses plans for cutting the program.
Harris also misleads about Trump’s Social Security views.
In his earlier campaigns and before he was a politician, Trump said about a half-dozen times that he’s open to major overhauls of Social Security, including cuts and privatization. More recently, in a March 2024 CNBC interview, Trump said of entitlement programs such as Social Security, “There’s a lot you can do in terms of entitlements, in terms of cutting.” However, he quickly walked that statement back, and his CNBC comment stands at odds with essentially everything else Trump has said during the 2024 presidential campaign.
Trump’s campaign website says that not “a single penny” should be cut from Social Security. We rated Harris’ claim that Trump intends to cut Social Security Mostly False.
Project 2025 does propose changes to Medicare, including making Medicare Advantage, the private insurance offering in Medicare, the “default” enrollment option. Unlike Original Medicare, Medicare Advantage plans have provider networks and can also require prior authorization, meaning that the plan can approve or deny certain services. Original Medicare plans don’t have prior authorization requirements.
The manual also calls for repealing health policies enacted under Biden, such as the Inflation Reduction Act. The law enabled Medicare to negotiate with drugmakers for the first time in history, and recently resulted in an agreement with drug companies to lower the prices of 10 expensive prescriptions for Medicare enrollees.
Trump, however, has said repeatedly during the 2024 presidential campaign that he will not cut Medicare.
Project 2025 would eliminate the Education Department, which Trump supports
The Harris campaign said Project 2025 would “eliminate the U.S. Department of Education” — and that’s accurate. Project 2025 says federal education policy “should be limited and, ultimately, the federal Department of Education should be eliminated.” The plan scales back the federal government’s role in education policy and devolves the functions that remain to other agencies.
Aside from eliminating the department, the project also proposes scrapping the Biden administration’s Title IX revision, which prohibits discrimination based on sexual orientation and gender identity. It also would let states opt out of federal education programs and calls for passing a federal parents’ bill of rights similar to ones passed in some Republican-led state legislatures.
Republicans, including Trump, have pledged to close the department, which gained its status in 1979 within Democratic President Jimmy Carter’s presidential Cabinet.
In one of his Agenda 47 policy videos, Trump promised to close the department and “to send all education work and needs back to the states.” Eliminating the department would have to go through Congress.
What Project 2025, Trump would do on overtime pay
In the graphic, the Harris campaign says Project 2025 allows “employers to stop paying workers for overtime work.”
The plan doesn’t call for banning overtime wages. It recommends changes to some Occupational Safety and Health Administration, or OSHA, regulations and to overtime rules. Some changes, if enacted, could result in some people losing overtime protections, experts told us.
The document proposes that the Labor Department maintain an overtime threshold “that does not punish businesses in lower-cost regions (e.g., the southeast United States).” This threshold is the amount of money executive, administrative or professional employees need to make for an employer to exempt them from overtime pay under the Fair Labor Standards Act.
In 2019, the Trump’s administration finalized a rule that expanded overtime pay eligibility to most salaried workers earning less than about $35,568, which it said made about 1.3 million more workers eligible for overtime pay. The Trump-era threshold is high enough to cover most line workers in lower-cost regions, Project 2025 said.
The Biden administration raised that threshold to $43,888 beginning July 1, and that will rise to $58,656 on Jan. 1, 2025. That would grant overtime eligibility to about 4 million workers, the Labor Department said.
It’s unclear how many workers Project 2025’s proposal to return to the Trump-era overtime threshold in some parts of the country would affect, but experts said some would presumably lose the right to overtime wages.
Other overtime proposals in Project 2025’s plan include allowing some workers to choose to accumulate paid time off instead of overtime pay, or to work more hours in one week and fewer in the next, rather than receive overtime.
Trump’s past with overtime pay is complicated. In 2016, the Obama administration said it would raise the overtime to salaried workers earning less than $47,476 a year, about double the exemption level set in 2004 of $23,660 a year.
But when a judge blocked the Obama rule, the Trump administration didn’t challenge the court ruling. Instead it set its own overtime threshold, which raised the amount, but by less than Obama.
Support Provided By: Learn more
Educate your inbox
Subscribe to Here’s the Deal, our politics newsletter for analysis you won’t find anywhere else.
Thank you. Please check your inbox to confirm.
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
IMAGES
VIDEO
COMMENTS
Get a custom critical writing on The School Improvement Plan. Other plan areas that are closely associated with the vision and goals include creating the action plan and monitoring its implementation, sharing the responsibilities, and obtaining the approval of the education board (Tomal et al., 2013). With the help of such a plan, it will be ...
782 Words. 4 Pages. Open Document. School improvement is transformation. It is one of the most important actions of a school. It is a process that schools must use with fidelity to ensure that at all students are given the opportunity to perform and achieve at exemplary levels. School improvement is vital to schools and it is a process that ...
School Improvement Plan Essay. 1153 Words5 Pages. As the new instructional leader of the institution, I would have to set some ground rules to the plant. The School Improvement Plan (SIP) is what generally projects the direction of the school for a given period of time as an action plan. The new principal must have direct contact with all ...
Get a custom essay on School Improvement. Many societies in the modern civilization comprise of individuals who are from different races of the world. In America, for example, a community can be made up of Latinos, African Americans and individuals from the white community (Manasseh, 2010). This ratio complexity has its own advantages and ...
For Pedro. et al. (2005), an improvement plan is the proposal of actions, resulting from a previous process of. diagnosis of a unit, which co llects and formalises the improvement objectives and ...
It is crucial for a School Improvement Plan SIP to be founded on data about the school's present standing and to set achievable goals based on what would help kids succeed. It is a continuing, dynamic document that receives regular updates throughout the year. This paper will analyze or give more details on the School Improvement Plan.
A School Improvement Plan (SIP) is a strategic blueprint designed to enhance academic achievement and address systemic issues within schools. It employs improvement science to identify priorities, set measurable goals, and implement targeted strategies, ensuring sustainable progress and higher graduation rates through rigorous data analysis and community involvement.
It is common practice for school leadership teams to utilize a document called a School Improvements Plan SIP or Schools Development Program SDP to outline their long-term ... Read More. Pages: 9 Words: 2269. View Sample. Essay writing services. for smart students. Thousands of students use our. services for writing their papers.
School Improvement Plan. School Improvement Plan It is through the development of a collaborative, trusting culture that a school leader will be able to build a school improvement team with all stakeholders being represented. The Pennsylvania Department of Education (PDE) provides school leaders with six guiding questions to help school ...
School Improvement Essays. Evaluating the Impact of Benchmarking on School Improvement and Strategic Planning. Introduction As the field of education progresses, benchmarking programs like iReady and LinkIt have become essential instruments for promoting school improvement and evidence-based strategic planning. These systems, designed to ...
Take input from all of your team. Before creating your plan you must first evaluate your school and identify areas for improvement, existing achievements and new avenues you want to explore - this information will give you the foundation of your future SIP. However, at this stage and when conducting this investigation - be sure to ask for input ...
School improvement plans can be a resource that helps teachers and leaders see the interconnectedness between faculty meetings, PLC meetings, instructional-leadership team discussions, and faculty ...
Step 1: Write a school self-evaluation (SSE) report. The first (and arguably most important) step in creating an effective SDP is to really understand your school's performance in depth, including the attainment gaps between different student groups and the factors that cause them. You should look at both summative and internal assessment ...
Disclaimer: This essay is provided as an example of work produced by students studying towards a education degree, ... Appendix B contains a sample school improvement plan. All school partners must be involved in the SIP to guarantee its success. Schools represent the whole school community. The principal, who has the responsibility of school ...
The School Improvement Plan will focus on: Providing staff development in the integration of instructional technology. 2. Maintain funding to finance hardware, software, and teacher training to upgrade school-to-work application classes at the middle school and high school levels. 3.
For low-performing schools, implementing evidence-based school improvement plans is key. These plans aim to establish a unified vision for a school, assess its needs, and then outline a program to resolve all the issues uncovered. School administrators use these plans to close the achievement gap and address low performance in classrooms.
Submission of a School Improvement Plan (SIP) is required by federal and state regulations for schools that are in academic status. The plan must cover two fiscal years (e.g. FY 2010 to FY 2012) and must be revised every two years while the school remains in status.
Well-designed school improvement plans can guide and catalyze transformative practices in public schools. It is the direct responsibility of schools and districts to create and implement improvement plans for schools identified under the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). State educational agencies (SEAs) often […]
Description of Assessment or Task: School Improvement Plan: (Field Experience)Candidates will develop a school improvement plan. Create and develop a comprehensive school improvement plan for a failing school involving teachers, faculty and community stakeholders based on the following: the need to improve student achievement in a subject of your choice. The need for improvement should be ...
Address: Russia, 308012, Belgorod, Kostyukov str., 46. Belgorod State Technological University named after V.G.Shoukhov. Phone: +7 477 2372742. Email:
Belgorod is an administrative center and capital of Belgorod oblast of Russia standing on the banks of the Seversky Donets River about 700 km south of Moscow and 40 km from Ukrainian border. There is an international airport in Belgorod (EGO). Belgorod population is 374,000 (2012), land area - 153 sq. km. The phone code is +7 4722, postal codes ...
PolitiFact researched Harris' warnings about how the plan would affect reproductive rights, federal entitlement programs and education, just as we did for President Joe Biden's Project 2025 ...
The vector image of Severnyi (Belgorod oblast), coat of arms. The largest online collection of heraldry vector clipart with instant download access for flag-makers and publishers. Flags, coats of arms, seals, crests, insignia - vector images only!
Belgorod attractions. The cultural environment of Belgorod is greatly influenced by cultural institutions, such as M.S.Schepkin State Academic Drama theater, State Puppet theater, Belgorod State Philharmonic Society, Culture and Art Institute, Music School and others.