Scenario: Using Evaluation to Set Up Phase 2 Priorities

1. Upon reviewing the results of their school’s Tiered Fidelity Inventory for Year 1 of rollout, coach Maddie and the school principal conclude that the delivery of lessons for school-wide rules and routines at the start of each term was inconsistent. Maddie takes on the task of improving lesson delivery for Year 2, so she decides to develop a calendar that targets this need.

2. For the Term 1 section of the calendar, Maddie details all rules and routines lessons required to be taught during Week 1. To accompany this instructional calendar, Maddie also builds a schedule for classrooms to visit each of the common spaces across the school (hallways, bathrooms, playground, eating area) so that each classroom group has their own time slot to learn and practice the rules and routines for one hour in each of these spaces.

4. During the gathering prior to the start of Term 1, Maddie presents the calendar, common spaces practice schedule, and all resources to teachers. During Week 1, Maddie performs walkthroughs across the school with a checklist to ensure that teachers are following the common space practice schedule. At the end of Week 1, Maddie checks all lesson trackers to ensure that teachers have recorded the delivery of all Week 1 lessons from the instructional calendar.

3. Maddie ensures that Week 1 of Terms 2, 3 and 4 begins with a series of rules and routines review lessons at each year level. She sets up lesson trackers and collects all lesson resources required for successful delivery.