Some of the information can be presented in a chart or table. Make sure it is readable and make sure that it is comprehensive. In some places (such as the goal and background information) complete sentences are appropriate. In other places (such as the identification of resources) a list will suffice. MAKE CERTAIN YOU BEGIN AT THE "ROOT" OF THE PROBLEM.
Be sure to include the following:
- Data set - this is the set of data that you are using to determine the deficit or area of need. It can be class data, school data, district data or state data. Be sure to identify WHAT the data set refers to and WHERE it came from.
- Identify the need - Be specific. Given the data set you have selected, identify the specific area of need. Also include information about the diagnostic tool used to gather the data.
- Provide background information - In three or four sentences, provide a brief snapshot of the state of the classroom, school, district or state.
- Identify a long term goal - Be specific. Given the data set, identify a goal to improve the area of need.
- Benchmarks or short term goal - Be specific. Identify several (three or more) measurable short term objectives that will support the goal.
- Resources - For EACH short term objective, provide a timeline and specific resources that are (1) available and (2) needed. These include time, people, money, areas of expertise, materials, space, etc. Be specific and throrough.
- Checkpoints - Identify how often each benchmark will be "checked" and the tool(s) that will be used to determine if progress is being made.
- Final assessment - Identify the type of diagnostic or assessment tool that will be used at the end of the improvement planning process to determine progress toward meeting the goal. Be sure to identify the criteria that will determine if the objectives were or were not met.
Note: This is an assignment that evaluates your ability to DEVELOP an improvement plan. This plan does not require implementation. Make certain that the identified weaknesses are in fact at the root level of the problem and strategies are aligned with the problem. A non-example is to identify low math scores in general as the problem and then to strategize the solution to be increased instruction. In this non-example, no specific problem was identified and no specific instructional methodology was applied.