Upcoming work to scale-up the EI and continue improving -AND- At minimum twice a year Building Every school in the district has Some, but not all, schools in None of the schools in the List of BIT Implementation a BIT the district have a BIT district have a BIT members Teams (BITs) are -AND- -OR- developed and BITs overlap as much as BITs do not strategically List of school functioning to possible (e.g., one or more overlap with the school improvement support members) with the school improvement team team members implementation improvement team -OR- of EI -AND- BITs do not have the necessary Linking DIT supports BITs (e.g., supports from DIT communication provides training, coaching, protocol etc.) BIT 80% or more of schools with At least half of the BITs have BITs do not have School level implementation BITs have implementation implementation plans that are implementation that are plan plans are linked plans linked to the district linked to the district priorities linked to the district priorities to district priorities within the district within the district within the district improvement improvement plan improvement plan improvement plan plan BITs have a BITs use a specific BITS use a specific BIT does not use a specific Evidence of the process for model model problem-solving model problem-solving using data for -AND- -AND- -OR- process decision making All data listed below are used The BIT primarily uses a BIT chooses to primarily use in the following ways: combination of two of the annual summative assessment Analysis of Fidelity data are analyzed three sources of data: data (e.g., state test) to action plans to improve Fidelity data analyze student outcomes and updated implementation supports Student outcome data improvement such as selection, training relying mostly on plans based on
Upcoming work to scale-up the EI and continue improving -AND- At minimum twice a year Building Implementation Teams (BITs) are developed and functioning to support implementation of EI Every school in the district has a BIT -AND- BITs overlap as much as possible (e.g., one or more members) with the school improvement team -AND- DIT supports BITs (e.g., provides training, coaching, etc.) Some, but not all, schools in the district have a BIT -OR- BITs do not strategically overlap with the school improvement team -OR- BITs do not have the necessary supports from DIT None of the schools in the district have a BIT List of BIT members List of school improvement team members Linking communication protocol BIT implementation plans are linked to district improvement plan 80% or more of schools with BITs have implementation plans linked to the district priorities within the district improvement plan At least half of the BITs have implementation plans that are linked to the district priorities within the district improvement plan BITs do not have implementation that are linked to the district priorities within the district improvement plan School level plan BITs have a process for using data for decision making BITs use a specific model -AND- All data listed below are used in the following ways: Fidelity data are analyzed to improve implementation supports such as selection, training BITS use a specific model -AND- The BIT primarily uses a combination of two of the three sources of data: Fidelity data Student outcome data relying mostly on BIT does not use a specific problem-solving model -OR- BIT chooses to primarily use annual summative assessment data (e.g., state test) to analyze student outcomes Evidence of the problem-solving process Analysis of action plans and updated improvement plans based on
district_capacity_assessment.docx