| Analyze Data | ||
| LOOK AT DATA WHAT IS THE STATUS QUO? What data do you have available to you (caution--data should not be more than 3 to 6 weeks old)? |
TAKS, Yearly Expectation Assessment (YEA-giving within the first 2 weeks of school to see what student has retained from previous year), Benchmark, STAR Math/Reading (grade level evaluation reports), TPRI (initial reading skills), PA Series reports, writing samples (required for all benchmark tests), Parent Surveys, Teacher Inventories, PDAS, Grade Speed Reports (fail rates), PEIMS reports, TDMS reports, 504 & IDEA Modifications, ESL evaluations, etc. | |
| What are Weaknesses? | WHAT NEEDS TO CHANGE? DETERMINE THE GAPS STATE the NEEDS LIST 2 WEAKEST AREAS You cannot address everything at once. Focus. Select 2 things which can be measured, and for which interventions can be planned and adjusted during the year. |
Look at data by subject, by cross-curricular trends, by grade, by cohort, by programmatic implications (longitudinally), by teacher, by campus, by district, by state, by nation. |
| Research | RESEARCH, RESEARCH,
RESEARCH from eclectic sources PLAN FOR INSTRUCTION ESTABLISH A VISION |
Identify best practices and best resources to utilize for addressing weaknesses. Identify consultants, resources, materials, programs, software, classrooms, teachers, and already available district resources that are being underutilized. |
| The Plan | DEVELOP A PLAN What will it take to strengthen the weak areas? Stay focused. Define your Program (Program Description) Course Outlines that stipulate a comprehensive plan for the instructional program.
|
Program Descriptions Answer the following
questions: What is the philosophy behind the plan? (i.e. more time on task makes for better success or more hands-on makes for better retention, smaller groups help certain learners, etc.) The philosophy should be research-based. Everyone NEEDS to agree on the philosophy of the plan. What are the Goals of the Plan? What personnel will be responsible and for what specific tasks? When, where, and how often will the tasks take place? (time / schedule / how often) How will you determine the group for which interventions will take place? (Grouping criteria for individualized instruction) What materials, resources, or explicit instruction options will be used? |
| Evaluation Scheme | FORMATIVE & SUMMATIVE
EVALUATION SCHEME How will you know if your plan is working? What are your benchmark goals (each 3 to 6 weeks)?
|
How long will this plan be
in place before it is re-evaluated? What data will be used to re-evaluate the plan? How will personnel be held accountable for implementing the plan? How will you know if the plan has been carried out as planned? Will implementation be standardized? What documentation will be kept, where, how, by whom? What will determine whether the plan needs to be adjusted? |
| Adjusting & Monitoring Process | ADJUSTMENT PROCESS How will you adjust if the benchmarks are not reached? How will you extend learning if benchmarks ARE reached? What options do you have built into the plan? Flexibility? |
No plan is perfect so
planning ahead for modification is automatically a part of the
process.
What emergency resources or options are available for beefing up the intervention process? |
| REPORTING | COMMUNICATION How will you communicate your plan, process, adjustments, progress? |
Create a timeline for both
benchmarking and reporting. Make sure all stakeholders are given updates on
plan. Build into your plan regular communication with parents, students,
faculty, administration, board of trustees, and TEA (when necessary) Create publications, pamphlets, web pages, videos, PowerPoints, etc. to share the information with the community. |
| LOOP BACK | LOOP BACK to any of the previous step when necessary | Looping back is required in any learning process. It is important with students, teachers, and parents. It is especially important in intervention plans. |