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Introduction

Project EPAS 2005-06 was a pilot project designed to bring educational partners together to collaboratively work towards realizing the vision of high academic achievement, equal access to postsecondary education, and lifelong success for all students.

The mission of the project was threefold:

  1. To examine and align Louisiana content standards, benchmarks, and grade level expectations with related EPAS standards;

  2. To institutionalize EPAS by identifying and implementing specific strategies for incorporating EXPLORE, PLAN and ACT assessment data to direct counseling services, plan instructional interventions for students, evaluate and monitor their progress, and to help prepare them to meet postsecondary education expectations aligned with individual career goals;

  3. To create, implement and/or strengthen schools’ professional learning communities (PLCs) using a research-based PLC model (Eaker, Dufour, & DuFour, 2002) informed by best practices for enhancing student achievement and designed to foster collective inquiry, collaborative team-building, commitment to continuous improvement, and a focus on high-quality learning opportunities and results for students.

The project consisted of five phases, each of which had a specific plan for achieving the project's goals and objectives. The first phase began with a spring 2005 meeting where project staff team members, state partners, and ACT personnel collaborated to assist in the achievement of the goals and objectives in the ensuing phases.  Phase 2 brought the project staff team, state and ACT partners, and school teams consisting of four members representing teachers, counselors, administrators, and district curricula coordinators together early in the summer for a five-day workshop for EPAS training and professional development planning. Phase 3 again convened project staff teams and partners for a two-day workshop to complete work begun in Phase 2 and to refine plans for creating and strengthening professional learning communities at local school sites for the institutionalization of the foundational components of EPAS. Phase 4 spanned fall 2005 and early winter 2006. During that time the project site coordinator team visited schools to observe the implementation of workshop plans and assess faculty needs in the process. Based on the needs-assessment data, and to ensure ongoing curricular assistance and support for the professional learning communities, the project staff team developed and delivered three workshops. Phase 5 occurred in Spring 2006 with the purpose of ensuring the continuance of professional learning community growth and activity and to provide opportunities for school faculty to share best practices for institutionalizing EPAS. During this phase a summative evaluation and written report to project partners will be developed.  Data were collected and analyzed during each phase of the project and are available for viewing in this formative and summative evaluation report. The written report is organized under the following sections:

  • Goals: This section contains the goals, the objectives, measurement tools, and project outcomes -- the summative evaluation.

  • Planning: This section contains the agendas for each project staff planning meeting.

  • Recruitment: This section contains the forms and information brochures designed and used to recruit participants for the project.

  • Project Partners: This section contains information about the project partners and membership.

  • Workshop Sessions: This section contains the workshop agendas, staff PowerPoint presentations, additional workshop resources, and products created by the project participants.

  • Additional Workshops: This section contains information about workshops that project staff and project participants prepared and delivered that were in addition to workshops identified in the stated goals and objectives of the project.

  • Photo Albums: This section presents a pictorial overview of the nature and types of workshops and activities in which the project participants engaged.

  • Formative Evaluation: This section contains evaluation and assessment forms used to collect data and assess participants learning throughout the project.

  • Communication: This section contains letters and information bulletins sent to project participants to keep them apprised of ongoing expectations and updates.

  • Project Participants: This section contains information about the schools and parishes that participated in the project.