SAMPLE ONLY!
Early College High School Initiative – Delivery Plan Tool:
Student Support Systems
1. What are your school’s aspirations and goals in creating or improving student
support systems for successful students in the ECHS initiative?
 Specific – what exactly?
 Measurable – put a percentage or number target or increase
 Ambitious –think big about what will make a true difference
 Realistic – look at past trends and what is possible
 Timely – put a date, time for the goal to be attained
Remember to think about:
o You are targeting underrepresented students so they will need specific, possibly one
on one interventions and support
o Support should be academic as well as socio-emotional
Goal
Evidence it is ambitious
Evidence it is feasible
To provide targeted,
differentiated tutoring for all
first-time early college
participants by January 15,
2015
We do not currently have a
tutoring program for nonspecial education students
We have hired three part-time
teachers as part of our RTI
plan who can reach these
students.
To schedule quarterly evening
meetings with parents of
ECHS to provide them tips on
how they can support their
children beginning February
2015
Our parents do not generally
attend parent nights
All parents had to sign off and
give their permission for their
child to participate in ECHS
2. What are potential barriers to the successful creation, expansion or improvement of
student support systems and what are the root causes?
 This is not scientific but use data to identify barriers or performance patterns where
you can
 Consider: what additional data or info do you need to further investigate root
causes?
Barriers
Potential root causes
of barriers
Additional info we
would need to
investigate root
causes
What would it take to
address root causes?
Tutoring: Our ECHS
courses will be offered
after-school so there
is no time for extra
tutoring.
We did not plan for
our courses to have
any extra time for
academic support
during or after the
school day.
We need to talk to the
registrar for 2015-16
to see if we can
schedule our courses
differently to allow for
RTI interventions and
tutoring.
Tutoring: We are not
familiar with how to
provide structured but
differentiated tutoring
since our school has
not offered it in the
past.
Our staff is not
familiar with how to
structure the tutoring
offerings.
We will need to
survey the staff and
teachers to see if they
have ideas on how to
structure the RTI
tutoring.
- Might be possible to
schedule all ECHS
students into the
same advisory period
so they can receive
tutoring then.
- Might be possible to
have the college
courses be 20
minutes longer so
that tutoring can be
built into the course.
- Maybe offer the
tutoring during
advisory period.
- Maybe conduct
tutoring during the
college course by
pulling the students
out one by one.
- Maybe ask
individual students to
come early to school
once a week.
Parent Engagement:
We’ve offered parent
sessions before and
only 10% of parents
attend
Many parents work
two jobs (some in the
evenings) so they
cannot attend
Ask ECHS students
how many of their
parents really work
every evening.
Survey the students to
ask them when might
be the best time to
offer the sessions
(early morning, lunch,
evening, what day,
etc.)
- Offer dinner for the
parents and childcare
for siblings;
- Tell parents the
sessions impact the
students’ grades;
- Have students
display their work.
3. What strategies will you introduce to reach your goal(s)?
Strategy/intervention
Strategy/intervention
owner
Goal(s)
Rationale
Repetition and
dosage (if applicable)
Definition of success
Leading indicators
Milestones
Resources used
<Who is responsible for the successful implementation of this strategy
or intervention?> Choose ONE person.
<Which of our identified goals (see part 1) will this intervention help us
to achieve?>
<How and why will this intervention help us to achieve these goals?>
<How often will this intervention be repeated and at what dosage in
order to reach our goals?>
<In 3 years, if this intervention is wildly successful, what will be the
result? Express using any measure (targets, feedback loops, other
qualitative) that you feel is appropriate>
<What quantitative and qualitative measures will we monitor to let us
know that we are on track to succeed?>
<What are the 5 most critical dates & events to hit, between now and
year 3, that will let us know we are on track to succeed?>
<What human and financial resources will the intervention require and
where will they come from?>
Strategy/intervention
Lunchtime one-on-one tutoring for all first-time ECHS students
Strategy/intervention
owner
Goal(s)
Counselor John Doe (working with three PTT’s)
Rationale
To provide targeted, differentiated tutoring for all first-time early
college participants
First time ECHS students will be not be familiar with the expectations of
the college professor and will need help navigating the academic rigor
as well as the pressure of taking a college course for the first time.
Repetition and
dosage (if applicable)
Definition of success
At least one 15-min tutoring session per student. Students with higher
needs will be given tutoring 15 minutes twice a week.
90% of the class passes with a C or better
Leading indicators
By March 1, 2015, at least 50% of the first-time students have
accessed the tutoring;
The monthly surveys show that students find the tutors accessible and
knowledgeable and helpful;
College professor indicates academic progress by a majority of the
students
Milestones
By Jan 15: Three tutors have office hours every lunch period;
By Jan 30: At least 25% of students have spent 15 minutes with a
tutor;
By Spring Break: At least 90% of the class passed the midterms with a
C or better;
By April 1: At least 75% of students have spent 15 minutes with a tutor
Resources used
Three PTT’s are utilized every lunch period
Strategy/intervention
To offer one parent session on February 15, 2015
Strategy/intervention
owner
Goal(s)
Counselor Jane Doe
Rationale
Repetition and
dosage (if applicable)
Definition of success
To schedule quarterly evening meetings with parents of ECHS to
provide them tips on how they can support their children beginning
February 2015
It is important to get the support of the parents so that their children
can succeed in college courses. Since tutoring is limited, parents can
help by encouraging the extra work needed by the students to pass the
course.
Once a quarter/twice a semester for 1.5 hours.
60% of parents attend at least one parent session.
Leading indicators
100% of parents submit their permission forms for students to take the
ECHS course.
At least 50% of students who respond to the questionnaire for the best
time to hold the parent session agree on a specific date/time.
75% of parents RSVP to the event invitation.
Milestones
Jan 10: First meeting of the planning committee
Jan 15: Survey goes to students asking when the best time to hold the
parent meeting
Jan 25: Date/time chosen for the meeting
Feb 1: Agenda, venue and activities determined
Feb 2: Invitation to parents sent home with students and emailed to
parents
Feb 5: Food for the meeting is ordered
Feb 15: Meeting is held and attendance taken
Resources used
Strategy/intervention
Strategy/intervention
owner
Goal(s)
Rationale
Repetition and
dosage (if applicable)
Definition of success
Leading indicators
Milestones
Resources used
Two counselors’ time to do the event planning; Funds for the parent
session meal; Hard copy invitations sent to parents