TCSPP IMPLEMENTATION EVALUATION
The following summary questions are related to TCSPP Implementation. They are designed as a culminating activity for you to plan the monitoring process that will ensure that the action steps from Component 5 are implemented.
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Evidence of Implementation - Narrative Response
Required |
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What is our plan to
begin implementation of the action steps? Our plan to begin
implementation of the action steps of the TCSPP starts before the TCSPP is
even completed. The
implementation of action steps for the goals of the TCSPP begins with the
collection, review, and evaluation of data from the most recent school year. We also attempt to conduct a
longitudinal review of data to provide clarity regarding trends in student
achievement. As academic and
nonacademic data, both aggregated and disaggregated, are analyzed strengths
and areas for improvement are identified. Strengths and areas for improvement are evaluated relative
to our mission, beliefs, and vision for the system and in relation to local,
state, and national benchmarks.
Areas for improvement are prioritized and become potential target
goals for our system or school level action plans. As a part of the prioritization, we review curriculum
practices, instructional practices, assessment practices, and organizational
practices with appropriate stakeholders. This review and collaboration with stakeholders provides
greater clarification and alignment throughout the system as we attempt to
improve student achievement and student learning. Once our goals of greatest priority are identified,
development of action steps to meet these goals is undertaken. Considered in the development of
action steps are timeline, person(s) responsible, projected costs, required
resources, funding sources and evaluation strategies to determine goal
success. The appropriate
stakeholders develop action steps in greater detail before actual
implementation is begun. This
process is repeated as a part of the ongoing improvement process. |
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Evidence of the Use of
Data - Narrative Response Required |
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What is the plan for the use of data? Data is first collected from a variety of sources. Data analyzed is in both aggregated
and disaggregated forms. Data is
academic and nonacademic, as well as being quantitative and qualitative. Analyzed data is used to provide
insight into the academic progress of individual students, aggregated student
groups, and disaggregated student subgroups. Data is provided to students, parents, and teachers as is
applicable to their situation.
Parents and students are made aware of student progress and how the
extent of progress for the student affects overall academic success. This
information may become a planning tool for parents and students to determine
remediation, enrichment, or course selection. For teachers, data may be used to plan instruction, to
evaluate student progress, to evaluate programmatic effectiveness as it
relates to Adequate Yearly Progress, to TVAAS, and to federal, state, or
local goals and academic targets.
For administration, data becomes a means to assist in the evaluation
of student achievement, instruction, programmatic effectiveness and the
decision-making processes that support ongoing school and system level
improvement planning.
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