Examining What We Do to Improve Our Schools Sandra Harris, Stacey Edmonson, Julie Combs
Tool 8.1 CARE Model: Planning Tool
Identify Concerns that must change (look to the future)
(Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)
1. Large number of high school students reading significantly below grade level.
2. Low achievement in all classes of students reading below grade level.
3. High dropout rate, especially of students at risk for failing.
Identify Affirmations that must be sustained (look to the present)
(Assign points to affirmations from 1 to 3 in the order of the most important issues to consider.)
1. Availability of title one funds with a portion allocated towards reading intervention.
2. Research based reading assessments administered to all newly enrolled students in order to assess reading skills and needs.
3. Support and commitment from all stakeholders (teachers, parents, county staff, and administrator) to continuously monitor school improvement.
SMART Recommendations that must be implemented:
(Specific, Measurable, Attainable, Relevant, Timely)
(Assign points to recommendations from 1 to 3 in the order of the most important recommendations to implement.)
1. Implement a tutoring program for students reading significantly below grade level using title one funds.
2. Identify at risk students using research based assessments, and develop a tutoring plan based on individual needs.
3. Monitor student progress and communicate results with parents, students, county staff, and administrators.
EVALUATE – Specifically and Often
(Identify the best ways to evaluate the implemented recommendations.)
1. Group discussion, surveys, student reading assessments, teacher observations
2. Teacher observations, STAR Reading Assessment, group discussions
3. Teacher observations, STAR Reading Assessment, Student grades, parent feedback