CARE Model - EDLD 5399

Concerns – Review your participation in improvement initiatives or efforts to engage in action research, and list at least three concerns that you have identified from these experiences – a concern may be any matter that engages your attention or interest.

1. District-wide RtI (Response to Intervention) Program
2. Year round after school program
3. Literacy Program


Affirmations - Review your participation in improvement initiatives or efforts to engage in action research, and affirm or identify at least 3 actions that must be sustained and supported to achieve the District/Campus improvement initiatives.

1. Selection of an RtI program suitable for entire district 
2. Construction of a year-round after school program
3. Structure a literacy program


Recommendations - Review your participation in improvement initiatives or efforts to engage in action research and describe at least 3 recommendations you would make regarding the District/Campus Improvement plans or action research plans.

1. Insure that representatives from each campus are involved in the selection of a suitable RtI Program.
2. Design an afterschool program that begins in September and terminates in May that provides tutorials in all core academic areas.  Students currently only have four months of afterschool tutorials.
3. Identify the components of a literacy program.


Evaluate - Review your participation in improvement initiatives or efforts to engage in action research and identify at least 3 strategies for evaluating the improvement plans or recommendations.
1. With more students identified to participate in the RtI program, there will be fewer students referred to special education.  Monitor special education referrals to document a reduction in the number of annual referrals.
2. After examining PBMAS documents, evidence should reveal fewer students at risk of failing, and an increase in the percentage of students being successful on TAKS, STAAR, and EOC exams.
3. Students that have been identified as dyslexic and/or non-readers will be given formal and informal assessments that indicate growth in areas such as decoding, fluency, comprehension and retention.