needs? and urgent Specific professional Identify points of needs? development/support that possible Identify points of the district or building will replication, e.g., possible provide high performing replication, e.g., Expectations for grade/subject high performing improvement/changes areas, strong TBTs, effective performance in instructional skill/content strategies, etc. areas, etc. What does the data Strengths—Monday is low referral tell you about the students’ learning Weaknesses-Arrival and dismissal was higher and adult Transition times performance within and across grade levels, subject areas? Step 3: Review Develop or refine the following if needed: and/or refine the Adult implementation indicator(s)/”look fors” building focused Student performance indicator(s)/assessments(s) used action steps relative to the data and TBT needs Strategies—Will set up a transition committee to help with how to help with flow. What changes to the plan need to be made to ensure fidelity of implementation and desired results? Develop or refine actions Determine how the BLT will execute the Step 4: Establish steps to action steps/tasks building-wide Determine how and when feedback is implementation professional learning provided to TBTs (see Step 2) and monitoring based on building and TBT actions/tasks for data and/or instructional Step 3. needs aligned to plan, job – embedded and ongoing, differentiated based on student and adult data Administrator are tied to the strategies/actions What does the DLT/CSLT need to change to ensure district-wide implementation? What will administrators
needs? Identify points of possible replication, e.g., high performing grade/subject areas, strong performance in skill/content areas, etc. and urgent needs? Identify points of possible replication, e.g., high performing TBTs, effective instructional strategies, etc. Specific professional development/support that the district or building will provide Expectations for improvement/changes What does the data tell you about the students’ learning and adult performance within and across grade levels, subject areas? Strengths—Monday is low referral Weaknesses-Arrival and dismissal was higher Transition times Step 3: Review and/or refine the building focused action steps relative to the data and TBT needs Develop or refine the following if needed: Adult implementation indicator(s)/”look fors” Student performance indicator(s)/assessments(s) used What changes to the plan need to be made to ensure fidelity of implementation and desired results? Strategies—Will set up a transition committee to help with how to help with flow. Step 4: Establish building-wide implementation and monitoring actions/tasks for Step 3. Develop or refine actions steps to professional learning based on building and TBT data and/or instructional needs – aligned to plan, job embedded and ongoing, differentiated based on student and adult data Administrator are tied to the strategies/actions Determine how the BLT will execute the action steps/tasks Determine how and when feedback is provided to TBTs (see Step 2) What does the DLT/CSLT need to change to ensure district-wide implementation? What will administrators