TSLP Implementation Plan Planning Pages S/CBLT Name: ABC Elementary District/Literacy Line: ABC ISD Age/Grade Level: K-5 Use the questions in italics to guide your planning. Record your responses in the spaces provided. Narrowing the Focus Component: Effective Instructional Framework
Which Action Step relates most to your current needs and priorities? Which Action Step will act as the greatest lever for improving support for students? Action Step: E1 Implement a system for using data to inform instruction and set goals for all learners using
the Response to Intervention (RtI) framework
Current implementation level: A Which Indicator(s) will be the focus of your work? (1) Establish a schedule and expectations for data analysis meetings.
(2) Assess needs for and plan evidence-based PD to support the implementation of RtI, including data
analysis.
Planning for Implementation Resources consulted: • TSLP Online Course – Effective
Instructional Framework module
• TSLP Resource Library
• DORA article & instrument -Algozzine, B.,
Newton, J. S., Horner, R. H., Todd, A. W.,
& Algozzine, K. (2012).
• IES Booklet on Data Analysis - What
Works Clearinghouse (2009)
Notes: EIF Module, Part 2
Use data to
• identify widespread issues with instructional
delivery (lots of students struggling)
• group students for differentiated instruction in
the classroom
• identify need for intervention
Use DORA to collect info on use of data in grade
level data meetings
Use IES booklet & DORA article to form protocol
& prepare to model
What actions will you take in implementing your plan? 1. Establish expectations for data meetings
2. Develop agenda for data meetings
3. Deliver agenda to all data meetings, and begin to facilitate implementation
4. Identify professional development (PD) needs of staff related to data use
a. Attend data meetings to determine staff needs (utilize the DORA observation tool)
b. Collect summary of data from literacy coaches (remove any identifying detail to preserve
teacher-coach relationship)
c. Conduct interviews with teachers to capture what they find useful related to data use and
what they consider to be a barrier
1 TSLP Implementation Plan 5. Research and identify PD concepts to match identified staff needs
6. Schedule professional development
a. Determine delivery method for each PD
b. Determine appropriate follow-up steps for all PD
Defining Expected Outcomes How will the activities you’ve planned lead to improved support for students? Providing clear expectations for data analysis meetings will include the application of that analysis in
planning instruction. When teachers have the guidance and professional development for data analysis and
application, they will be expected and empowered to differentiate their instruction to meet student needs.
How will you know if your implementation has been successful? What do you expect to see staff/students doing that will indicate success? Short term
• Teachers will begin to follow the model (agenda) provided for data analysis meetings
• Professional development that is tied to identified needs among the staff is scheduled
Long term
• Teachers will differentiate their lesson plans according to their findings in data analysis meetings
• Students will receive instruction that is differentiated according to their needs in all classrooms Identifying Challenges and Support How will you support implementation, monitor progress, make adjustments, and ensure sustainability? Supporting implementation
Campus-based leadership team (CBLT) members will support the plan by emphasizing data analysis and
use of data for instruction in their interaction with other staff members, such as through collaborative
planning, grade-level meetings, staff meetings, the staff newsletter, and other opportunities as they arise.
The literacy coach, Mr. Green, will make a specific point to incorporate data-based decision-making
discussions into his individual work with the teachers. The CBLT members assigned to visit grade-level
data meetings to collect data for needs assessment will continue to work with those grade-level teams
throughout the following year, modeling and monitoring the use of the data analysis agenda and procedures
that are developed and presented to staff. The principal, Ms. Jackson, will rotate to different data meetings,
making sure to visit each grade-level team every three months.
Monitoring progress and making adjustments
The CBLT will continue to meet weekly to report their progress and problem-solve as needed. Once the
data meeting expectations have been rolled out, “Data Use” will become a standard discussion item at each
leadership team meeting. CBLT members will support teams in real time as needed and will brief the
CBLT about the most recent data meeting they attended, including feedback from teachers. The team will
collaboratively identify successes and difficulties. The CBLT will determine possible solutions for the
difficulties and develop plans for necessary adjustments.
Ensuring sustainability
Sustainability will be facilitated through the development of consistent routines (e.g., the creation of a
standard agenda for data meetings, the consistent reinforcement of data-based decision making by the
literacy coach, and the ongoing discussion of data use during CBLT meetings). New staff will be trained on
the data analysis process and expectations. The CBLT will monitor the effectiveness of the implementation
2 TSLP Implementation Plan of these routines, both in real time (at data meetings) and over time, to evaluate its impact on instructional
practices and student outcomes.
What do you anticipate as potential challenges? What support is needed? Potential challenges Support to be provided • CBLT knowledge of data use/analysis
• Time to study research/resources collected;
procedures
additional PD for CBLT on data use/analysis
procedures
• Disconnect between Tier I instruction and
• Input from intervention specialists when
intervention support (Tier II and Tier III)
designing expectations and protocol
•
Teacher discomfort or misunderstanding of
CBLT visits to data meetings
•
Principal’s direct communication with staff
to address concerns
Communicating the Plan How will you communicate your plan to school staff? The principal, Ms. Jackson, will give a “big picture” overview to the staff, including the identified Action
Step and Indicators and the major steps in the plan. She will explain the data collection that will occur in
the needs assessment phase, assuring staff that the data meeting visits are not evaluative and that data will
be used only to help inform the next steps in planning and providing support and professional development.
Once the data meeting expectations and agenda have been developed, the principal will meet briefly with
staff to introduce the expectations and procedures to everyone. CBLT members will model the procedures,
guide grade-level teams, and provide ongoing support as needed.
Based on the needs assessment, professional development will be scheduled through December 2014. A
complete schedule will be delivered to teachers before the end of the school year and revisited at the start of
the next school year through staff meetings and grade-level team meetings.
3 TSLP Implementation Plan Plan Summary S/CBLT Name: ABC Elementary District/Literacy Line: ABC ISD Age/Grade Level: K-5 Summarize and record your plan here. General Information Component: Effective Instructional Framework Indicator(s): (1) Establish a schedule and expectations for
data analysis meetings.
Action Step: E1. Implement a system for using data to inform
instruction and set goals for all learners using the
Response to Intervention (RtI) framework. (2) Assess needs for and plan evidence-based
PD to support the implementation of RtI,
including data analysis.
Current implementation level: A
Rationale for selection: Over the past two years at ABC Elementary School, an increasing number of students have been
performing below grade-level literacy expectations. Although a schedule for data meetings is in place,
these meetings have not translated into improved student achievement. Members of the campus-based
leadership team (CBLT) report witnessing inconsistent application of data analysis into instructional
practice. Based on this plan, the CBLT will collect information on current data meeting practices to
inform a needs assessment; based on that assessment, professional development will be planned and
scheduled.
The CBLT will also establish expectations and select or adapt a research-based procedure for data
analysis meetings. By assessing needs, establishing effective data-use routines, and supporting data-use
practices through professional development and ongoing guidance, ABC Elementary School expects to
increase teachers’ effective use of data to (1) differentiate instruction for students’ individual literacy
needs and (2) make informed decisions about students needing supplemental (Tiers II/III) instruction.
Effectively utilizing data is expected to lead to higher student success.
Anticipated completion date: May 2014* Timeline Indicator (1) Establish a
schedule and
expectations for
data analysis
meetings.
Action item(s) Give an overview of the TSLP
Implementation Plan to all staff
Build capacity of CBLT on data
analysis and use (review of
research; PD as needed)
Meet with intervention specialists
to get input on data analysis
meeting expectations
Due date 3/17/14
Person(s) responsible Ms. Jackson
Documentation 3/28/14
Ms.
Crimson
CBLT agendas
4/28/14
Mr. Green
CBLT meeting
agenda, sign-in
sheet
Staff meeting
agenda
4 TSLP Implementation Plan *Note: The action
items from February
through May will lay
the groundwork for
these two action items
that will need to be
done in the next
school year.
(2) Assess needs for
and plan
evidence-based
PD to support the
implementation
of RtI, including
data analysis.
Develop a list of expectations for
data meetings
5/5/14
Create a standard data meeting
agenda, incorporating expectations
5/5/14
Introduce the data meeting
expectations and agenda to
instructional staff
Revisit data meeting schedule and
revise as needed; include CBLT
members assigned to grade-level
teams
Model use of data meeting agenda
with grade-level teams
5/19/14
Finalized list
Finalized agenda
Staff meeting
agenda
8/6/14
Each CBLT
member
Schedule for each
team’s data
meetings
Fall
2014
Each CBLT
member
Data meeting
minutes/notes and
sign-in sheets
Research and select/adapt a data
meeting observation tool
2/17/14
Mr. Green
Finalized/selected
observation tool
Train CBLT members and
administrators on data meeting
observation tool
3/28/14
Mr. Green
Agenda for
training(s)
Assign CBLT and admin team
members to different grade-level
teams
3/28/14
Ms.
Crimson,
CBLT
List of
assignments
Attend assigned data meetings and
record observations
4/34/25/14
Ms.
Jackson,
CBLT, and
admin team
Data collection
sheets, summaries
Interview a sample of teachers to
capture what they find useful
related to data use and what they
consider to be barriers
3/174/21/14
Mr.
Winters,
Ms.
Montero
Summary of
responses to
interview
questions
Summarize data-use practices
observed by literacy coach (with no
teacher or teams identified)
4/25/14
Mr. Green
Summary of
current practices
Review all data from observations, interviews, and summaries to identify staff strengths and needs
4/28/14
Ms.
Montero,
CBLT
CBLT agenda,
list of strengths
and needs
Research appropriate topics and
formats for PD based on identified
needs
4/285/5/14
Mr. Green,
Ms.
Crimson
Summary of
research
Ms.
Montero,
CBLT
CBLT agenda,
notes
Select PD formats and dates;
identify expectations for the staff
regarding PD, as well as follow-up
support to be provided
Ms.
Montero,
CBLT
Ms.
Montero,
CBLT
Ms. Jackson
5/5/14
5 TSLP Implementation Plan Contact PD providers and arrange
logistics
5/12/14
Ms.
Crimson
Final list of PD
details
Communicate PD expectations and
schedule to instructional staff
5/19/14
Ms. Jackson
Staff meeting
agenda, written
expectations, and
schedule for PD
6