University of Vermont

The Center on Disability and Community Inclusion (CDCI)

BEST: Building Effective Support For Teaching Students With Behavioral Challenges

Example of Implementation Plan

School Name:______________________________Grade Levels:_____________

Supervisory Union Name:_____________________________________________

Focus Area:_______________________________Date of Plan:______________


1. Description of identified need* based on analysis of assessment data and other indicators of performance.
*Professional development, instructional practices, content and curricular areas, learning opportunities, etc. which require improvement

Analysis of data describes probable factors accounting for student performance and identifies related areas in need of improvement.

Analysis of data includes:

  • Multiple measures, including state and local standards-based assessments and other indicators closely associated with student performance.
  • Disaggregation used to reveal inequities or underserved populations.
  • Learning Opportunities data used to identify needs.
  • Relevant data from previous years.

2. Measurable performance goals* that are linked to identified need(s).
*Goals could be multi-year or a combination of annual and multi-year.

Goals are written in terms of measurable performance and:

  • Specify who is effected, the current and the expected levels of performance, and the date by which the goal will be achieved.
  • Utilize multiple measures (state and local assessments)
  • Include excellence targets (for all children) and equity targets (for disaggregate groups)
  • Are of appropriate magnitude: Targets are not too large to be attained or too small to warrant the effort. Be sure to covert any percentage goals to actual numbers of children as a way to evaluate appropriate magnitude)

3. Steps or activities that are required to meet the goal(s)*

*The greater the detail here the more likely the plan will be a useful management tool or workplan.

Analysis of data describes probable factors accounting for student performance and identifies related areas in need of improvement.

All activities are linked to performance targets and:

  • Are focused and specific
  • Are broken down into enabling steps that describe a plan of action
  • Include steps to evaluate, revise, or update the effectiveness o the plan.
  • Needs-based, differentiated professional development that supports the activities is fully described and clearly articulated.

4. Timeline for all identified activities with expected completion dates.

Timeline is liked to major activities and reflects important interim benchmarks, data collection points, etc.

Timeline identifies adequate time for activities selected.

5. Person(s) designated to be responsible for the activities and for progress reports.

Plan clearly identifies point person and, if appropriate, participants, responsible for completion of each major activity as well as for each enabling step.

6. Description of the resources required to support stated activities and goals.

Financial resources (including source of funds), materials, and human resources needed to support each major activity or interim step are identified.

How will the steps of the Implementation Plan be assessed?

Who will report when?

(Download a blank copy of the above BEST Summer Institute 2013 Implementation Plan. You can enter your implementation plan on to this form)



Last modified June 03 2013 03:13 PM

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