Gap+Analysis+Brainstorm

Performance ||~ Noted Deficiency ||~ Notes: ||
 * ~ **Strategic Objective**s ||~ [[file:SPP4GapAnalysisDraft.doc]]Current Performance ||~ Desired/Expected
 * || Intervention coaches attend district meetings at least two times per month and report back to the schools. || Serve as liaison between schools and district-level RtI team. || Some administrators are not open to intervention coach interaction which limits coach to school contact.

The district is learning the process as well. At times the district gives information and then changes it later. This limits the trust between administration and district and calls into question the reliability of the intervention coach. ||  || teams to implement the PS/RtI Model and the K-12 Reading Plan. || The schools received SBLT training last spring. The district attempted to use state training without really understanding the material themselves. Presenters spent inordinate amount of time on graphing concepts they did not fully understand. Secondary math teachers spent an equally inordinate amount of time arguing with the presenters concerning the logics of the graphing. Therefore, the schools left slightly confused as to the role of the SBLT. Add that some of the schools no longer have any of the existing members of the trained team at their schools and the ones who do have members are confused.
 * || Intervention coaches are members of their SBLT in some capacity. The secondary schools are the most resistive to outside intervention while at least two elementary schools want the coach to head up the SBLT. || Provide training and support to school-based leadership

Thus, some elementary schools have strong SBLTs. Most secondary schools are putting a check in the box that they have a SBLT but do not expect it to be fully operative for one or two years.

Also, one intervention coach questioned a secondary schools complete disregard of the K-12 Reading Plan and was told the intervention coach is not to police the plan like the reading coach did. ||  || plans and procedures. || The schools do not have a firm grasp on how to implement intervention plans. The district is not sure how to implement intervention plans on the secondary level. The confusion is contagious. Some schools are "tiering" out all classes while other schools are taking the interventions "one child at a time" ignoring that tier 1 (core instruction) must be satisfied first. ||  || and behavioral areas. || Confusion between district and schools as to what is considered an intervention is hindering this step. Intervention coaches, intervention facilitators, and teachers are working together to find solutions to struggling students. ||  || monitor intervention implementation, support data-based decision making, and track student progress. || As intervention coaches become more familiar with their jobs and positions in the schools, they may move the monitoring of data away from "doing it" to support and training. ||  || exceptional education, and student services. || The intervention coach district supervisor is not ESE trained and is learning the steps as the semester progresses. She readily acknowledges her lack of experience in this area and schedules experts for coach training that she sits in herself. ||  || opportunities related to intervention strategies. || No deficiency. ||  || of effective reading strategies. || Hopefully this part of the position will surface once the rest is settled. ||  || and lesson study groups. || Hopefully this part of the position will surface once the rest is settled. ||  || __**Strategic Objectives**:__ In this column, list the organizational objectives that the coaching intervention program are prescribed to meet. Each performance outcome shall align with an organizational strategic objective. The performance should contribute to satisfying the goal. In this case we were not able identify clear organizational objectives and further more were not able to identify program goals for the intervention coaching program.
 * || Intervention coaches are monitoring and evaluating intervention plans to some extent. In some schools, the intervention coach is expected to do the whole thing. While in other schools, it is supporting the Response to Intervention Facilitator. || Provide support in monitoring and evaluating intervention
 * || Intervention coaches are monitoring and evaluating school-based data. Some schools look for support. Others look to the coach to provide it all and some secondary schools just want the coach to go away. || Provide support for collection and use of school-based data. || School-based data is available from FCAT and FAIR (Florida Assessment for Instruction in Reading) is available for all the schools. However benchmark "cut-scores" are only available for K-2. The district and schools are scrambling for some sort of "universal screener" in order to identify strong core instruction (tier 1) before starting a student into tier 2 interventions. ||  ||
 * || Intervention coaches are monitoring and evaluating intervention plans. Intervention coaches work with teachers to create interventions to increase student performance. || Develop and evaluate instruction and interventions in academic
 * || Some coaches are doing the training while others are providing assistance by just doing it. || Provide training and assistance in the use of technology to
 * || The coaches are learning Exceptional Student Education at this time and cannot readily assist with ESE until the knowledge is in place. The few coaches with ESE backgrounds are attempting to work with all of the coaches and Suzanne to understand this world. || Assist schools in integrating services provided by general education,
 * || Done! At this time the coaches meet more than once per month since it is all new. || Attend monthly intervention coach meetings and training
 * || Only in the form of interventions. This is part of the reading coach position that carried over. However, none of the coaches are able to take this on at this point. || Assist content area and reading teachers in the use
 * || Working on this. A few coaches have started a learning community. || Develops and implements professional learning communities
 * || Working on this. None of the coaches are able to model yet. Right now it's all paperwork bogging the system down. || Model effective intervention strategies for use by classroom teachers. || Hopefully this part of the position will surface once the rest is settled. ||  ||

In this column, describe the performance in its current state, and attempt to link to an organizational goal.
 * __Current Performance:__**

__**Desired Performance:**__ This column should describe the desired performance sought by program, an link the performance to a organizational/strategic goal

In this column describe the deficiency in the current and desired state of performance.
 * Noted Deficiency:**