TARGETED ASSISTANCE PLAN | DO | STUDY | ADJUST Plan: Begin with the Step” to identify the purpose, desired outcomes, and “Plan success criteria of the Targeted Assistance program; Do: Then move onto the Step” by identifying how the Targeted Assistance plan “Do will be implemented and how the data regarding the plan will be collected over the course of the year; Study: Next, use the Step” to outline how the Targeted Assistance program will “Study be studied for strengths and challenges using the data collected and other feedback, and; Adjust: Describe how this information will then be acted upon in the Step” to “Adjust ensure the Targeted Assistance program sees continual improvement in the future. Plan: Identify purpose, desired outcomes, and success criteria Identify purpose, desired outcomes and success criteria of targeted assistance program in support of core instruction. What our data shows and the objectives to be developed to respond to instructional needs of the identified targeted student. Engage key stakeholders in support of the targeted assistance program planning process. (e.g. teachers who lead core-instructional Title l, Part A staff, Special Education teachers, English Language development teachers, key professional staff, parents representing diversity of student body, principal, administrator from pattern” “feeder school, district administrator). Collect and review academic and non-academic data (e.g. achievement data, demographic data, perceptual data, and contextual data). Collect and review best practices. Refer to the . Analyze and evaluate: Core instruction; targeted assistance/supplemental accelerated instruction; tiered MTSS academic and non-academic support model; data-based decision making for both core and supplemental instruction; support school climate and systems support; implementation of best practices and strategies. Increase the percentage of targeted-served students meeting and exceeding standards Increase the percentage of students served in meeting standards on the Smarter Balanced Assessment.
TARGETED ASSISTANCE PLAN | DO | STUDY | ADJUST Plan: Begin with the “Plan Step” to identify the purpose, desired outcomes, and success criteria of the Targeted Assistance program; Do: Then move onto the “Do Step” by identifying how the Targeted Assistance plan will be implemented and how the data regarding the plan will be collected over the course of the year; Study: Next, use the “Study Step” to outline how the Targeted Assistance program will be studied for strengths and challenges using the data collected and other feedback, and; Adjust: Describe how this information will then be acted upon in the “Adjust Step” to ensure the Targeted Assistance program sees continual improvement in the future. Plan: Identify purpose, desired outcomes, and success criteria Identify purpose, desired outcomes and success criteria of targeted assistance program in support of core instruction. What our data shows and the objectives to be developed to respond to instructional needs of the identified targeted student. Engage key stakeholders in support of the targeted assistance program planning process. (e.g. teachers who lead core-instructional Title l, Part A staff, Special Education teachers, English Language development teachers, key professional staff, parents representing diversity of student body, principal, administrator from “feeder pattern” school, district administrator). Collect and review academic and non-academic data (e.g. achievement data, demographic data, perceptual data, and contextual data). Collect and review best practices. Refer to the . Analyze and evaluate: Core instruction; targeted assistance/supplemental accelerated instruction; tiered MTSS academic and non-academic support model; data-based decision making for both core and supplemental instruction; support school climate and systems support; implementation of best practices and strategies. Increase the percentage of targeted-served students meeting and exceeding standards Increase the percentage of students served in meeting standards on the Smarter Balanced Assessment.
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