While academic interventions can be implemented in any grade, focusing on interventions in high school is critical because it is often a student's last chance to become ready for the academic demands of postsecondary education and careers. States across the country are implementing large-scale initiatives focused on delivering academic interventions in the high school grades. This self-study guide provides a template for data collection and guiding questions for discussion that may improve the implementation of high school academic interventions and increase the number of students meeting college and career readiness standards. This guide is intended to help district- and school-based practitioners conduct self-studies for planning and implementing high school academic interventions. Self-study is a process of using a guide with predetermined focus areas and questions to collect, share, and discuss data with stakeholders. The process can include teachers, instructional coaches, guidance counselors, school-based administrators, district administrators, and chief academic officers knowledgeable in high school academic interventions. It may help educators ensure strong implementation of interventions and document current practices in implementing a specific academic practice, multi-tiered system of support, or response to intervention policy. An ideal time for conducting a self-study of implementation of academic interventions is the beginning or end of the school year so that prior-year implementation can be considered and planning can occur for implementation for the next school year. States, districts, and schools that are implementing or planning to implement high school academic interventions may find this guide helpful as they consider which types of evidence to collect and which components of high school academic interventions are important for evaluating implementation. This "Self-Study Guide for Implementing High School Academic Interventions" consists of the "Scoring Guide," "Implementation Consensus Rating Form," and "Planning Next Steps Form." Support for "Scoring Guide" areas is appended.
ERIC DescriptorsCareer Readiness, Classroom Environment, College Readiness, Data Analysis, Data Collection, Data Use, Evaluation Utilization, Faculty Development, Guides, High Schools, Instructional Development, Intervention, Needs Assessment, Organizational Communication, Program Implementation, Program Improvement, Questioning Techniques, Rating Scales, Scoring Formulas, Selection Criteria, Self Evaluation (Groups), Strategic Planning, Teacher Selection, Time Factors (Learning)
Southeast | Publication Type:
Descriptive Study | Publication
Date: January 2016