CARE MODEL

The CARE Model review will provide you with a strong rationale and framework to enrich your Action Research Plan conference with your site supervisor.
Examining What We Do to Improve Our Schools Sandra Harris, Stacey Edmonson, Julie Combs


Tool 8.1 CARE Model: Planning Tool
Identify Concerns that must change (look to the future)
(Assign points to concerns from 1 to 3 in the order of the most important issues to consider.)
1. Students need to be successful in reaching their grade level goals for reading. (3 least important)
2. Teachers need to learn strategies that will improve their instruction. (2)
3. Students need to improve their reading skills in order to become better readers. – 1 most important)

Identify Affirmations that must be sustained (look to the present)
(Assign points to affirmations from 1 to 3 in the order of the most important issues to consider.)Rankings are in parenthesis after each item.

1. Teachers are teaching the curriculum that they are presented in our district. (3)
2. Students are being taught in a non threatening environment that encourages taking risks. (1)
3. Teachers are eager for their students to be successful in the attainment of reading skills. (2)

SMART Recommendations that must be implemented:
(Specific, Measurable, Attainable, Relevant, Timely)
(Assign points to recommendations from 1 to 3 in the order of the most important recommendations to implement.)Rankings are in parenthesis after each item.
1. The kindergarten and first grade teachers will implement the best practice that is chosen to meet the greatest area of need of their students for at least 30 minutes a week every week of the action research project. (3)
2. 80% of all kindergartners and first graders will achieve a test rating of developed on the TPRI assessment at the end of the 2010 -2011 school year. (1)
3. 50% of all kindergartners and 80% of all first graders will achieve a rating of on grade level or above on the DRA2 assessment at the end of the 2010-2011 school year. (Kindergarten- level 4; First grade – level- 18) (2)

EVALUATE – Specifically and Often
(Identify the best ways to evaluate the implemented recommendations.)
1. The implementation of the best practice will be evaluated by observations of the teachers and discussions in small groups about the effective implementation of the practice. Meetings involving the discussion of effective implementation will occur at minimum once every six weeks. Observations of the implementation of the practice will occur at least once every six weeks.
2. The evaluation of the implementation of the goal of 80% developed rating on the TPRI will be evaluated midyear and end of year on the TPRI as well as teacher using CBMs every 3 weeks if warranted.
3. The evaluation of the implementation of the goal of 50% of kindergartners reaching grade level and 80% of first graders reaching grade level will be evaluated at midyear and end of year on the DRA2 assessment and every 6 weeks using a fluency probe