August/September

• Establish Leadership teams and timeline for team meetings
• In-depth Data Analysis to determine baseline comparative analysis
• Use Strengths and Weaknesses Table to evaluate achievement gaps, areas to replicate, and conduct needs assessment to increase levels of capacity.
• Triangulate data (OCCT, EPAS, WIDA DIBELS) to predict areas of greatest strength and great need.

September

• Begin to quarterly interim assessment cycle (Universal screening)
• Team focus moves from identifying "what" is our greatest strength and greatest weakness to infer the "why" or root cause.
• Teams create action plans developed from evidence discovered through in-depth analysis.

September/October

• Begin training to unwrap standards.
• Establish, review or revise a goal (SMART Goals)
• Identify strategies that target the prioritized needs identified during the analysis
• Team agrees on prioritized research-based strategies that will have greatest impact
• Strategies chosen will modify teachers' instructional practice
• Strategies describe action sof the adults that change the thinking of students
• Strategies include modeling (training) of how selected strategies would be implemented 
• Strategies selected impact multiple skill areas
• Strategies chosen will modify teachers' instructional practice, which directly targets the prioritized needs identified during the analysis
• Descriptions of strategies are specific enough to allow for replication (i.e., implementation, frequency, duration, resources)

November/December

• Administer second quarter interim benchmark assessment (formative)
• Build capacity (competency) within staff to utilize formative and summative assessment to monitor student learning and teacher effectiveness.
• Begin administering and studying the results of common formative assessment.
• Study and reflect on the benefits of strategies — make adjustments as needed.

January/February/March

• Administer third quarter interim benchmark assessment (formative)
• Support training and further development of staff to utilize formative and summative assessment to monitor student learning and teacher effectiveness.
• Study and reflect on the benefits of strategies — make adjustments as needed.

April/May

• Administer OCCT 3-8 and EOI state-mandated achievement tests.