Scenario – The Adjust Steps are not Delivered with Fidelity

Scenario – The Adjust Steps are not Delivered with Fidelity

Step 1: Principal, Sarah, decides to implement a new reading intervention program for Year 7 students to improve literacy skills. However, due to time constraints and limited resources, Sarah overlooks the crucial step of carrying out diagnostic testing to identify individual students’ specific needs.

Step 2: Without diagnostic testing, the school proceeds to enrol students into the reading intervention program based solely on general observations and previous academic records. Consequently, some students are placed in instructional programs that are unsuitable for their skill levels. For example, advanced readers are grouped with struggling readers, leading to frustration and boredom among both groups.

Step 3: As the school year progresses, it becomes evident that students are not achieving mastery in the reading intervention program. Without tailored instruction and support, students struggle to make progress, leading to significant learning gaps and low academic growth. Many students feel excluded and gradually disengage from the program, further exacerbating the problem.

Step 4: Despite initial hopes for improvement, the lack of adjustment based on diagnostic testing and review of assessment results leads to continued challenges. Students’ learning needs remain unaddressed, resulting in persistent gaps in understanding and limited academic growth. The failure to adjust instructional strategies according to individual student needs hinders overall learning outcomes and exacerbates disparities among students.