Schools have the most important job in the world, ensuring that every child learns the skills needed for a successful future. But that job is very difficult. According to recent reports from https://www.nationsreportcard.gov/, most U.S. students are still not proficient in the “3 Rs” reading, (37%) writing (27%) and arithmetic (25%), even after completing 12 years of schooling!

Proficiency is a prerequisite for success in any profession. As a former graduate school professor, I saw far too many students who did not know how to study effectively. Studying or “Self-Teaching,” is a complex skill that depends on proficiency in the three Rs, which they had still not mastered, even though they had undergraduate degrees. Sadly, universities are not designed to teach students how to study, much less the 3 Rs. Professors assume that students have already learned these skills in their previous years of schooling. That assumption means that most college graduates, even though awarded the degrees and certifications that employers require, lack the professional expertise needed by employers.

Schools need technology that will ensure every student’s success. That technology will have the following features:

1) A Pragmatic Change Process that allows the school to
a. Evaluate each student’s progress and quickly identify when a student is not making efficient progress
b. Analyze causes of inefficient progress which will be found in performance problems of the student’s providers.
c. Recommend changes in provider resources, training, and management
d. Solve provider performance problems by designing and implementing the recommended solutions.

Solve

Design and Implement
Recommended Solutions

Evaluate

Performance,
Product, Progress

Analyze

Inadequate Performance,
Product, Progress

Recommend

Changes in Resources,
Training, and Management

Solve

Design and Implement
Recommended Solutions

Solve Performance Problems by Designing and Implementing Recommended

• Director or Program Designer will authorize the design and implementation of recommended changes by program designer, staff trainer, and supervisor.
• Program designer will mark each change as complete on the Solve Report.
• The Complete EARS report will be automatically stored in the database under the student’s name.
• If subsequent evaluation of student progress identifies that the student is still not making efficient progress, PC will generate an updated report which will include the previous report so that the analyst can review the previous evaluate, analyze, recommend, and solve sections.

Evaluate

Performance, Product, Progress

Evaluate Student Progress

• Write Measurable Performance and Product Objectives.
• Add Evaluation Standards for Performance, Product, and Progress.
• Use assigned evaluation templates to record at least two, timed measures of student performance or product and the student interaction time with each assigned resource between the two tests.
• Student performance or product and the student interaction time with each assigned resource between the two tests.
• Evaluate performance and progress by inspecting the progress graph or reading the evaluation report which is automatically generated if a student’s progress is not equal to or greater than the progress goal.
• Evaluation report which is automatically generated if a student's progress is not equal to or greater than the progress goal.

Analyze

Inadequate Performance, Product, Progress

Analyze Causes of Inefficient Student Progress

• When PC reports that a student is not making efficient progress, use analysis templates to record the measures necessary to identify teacher, teaching assistant, or tutor “Can-Do,” “Know-How,” and “Want-To” problems due to inadequate resources, training, and management.
• PC will automatically generate a report that identifies the causes of inefficient student progress, which are teacher, teaching assistant, or tutor “Can-Do,” “Know- How,” and “Want-To” performance problems. a. Can-Do problems are due to disfluent student prerequisite skills or inadequate task, learning, and management resources. b. Know-How problems are due to inadequate training in how to implement task, learning, or management resources. c. Want-To problems are due to inadequate management.

Recommend

Changes in Resources, Training, and Management

Recommend Changes in Resources, Training, and Management to Solve

• If analysis has identified causes of “Can-Do,” “Know-How,” or “Want-To” teacher, teaching assistant, or tutor performance problems, PC will automatically generate a report that recommends changes in resources, training, and management.
• Based on additional analysis, PC may also recommend changes in supervisor, staff trainer, or program designer, resources, training, and management.

2) Every participant is both a provider of resources to other participants and a recipient of resources from other participants, allowing each of them to work together so that every student makes efficient progress.

3) A frequent, accurate, sensitive, measure of student progress, specifically the efficiency of each student’s progress, immediately notifying staff and parents when a student is not making efficient progress. Providers need to know as soon as possible when a student is struggling. Progress is a measure of improvement in the student’s skill. The most sensitive measure of progress will show improvement in both the accuracy and speed of the student’s performance. The efficiency of the student’s progress is a measure of the student’s improvement per the amount of student interaction time with resources provided by the teacher.

4) A comprehensive, evidence-based analysis of the causes of inefficient student progress, provider performance problems. Student progress depends on teacher, tutor, and parent performance, which in turn depends on the performance of their supervisor, staff trainer, and program designer.

5) Recommendations for changes in teacher resources, training, and management based on the identified causes of the teacher’s performance problem.

6 )Automatically-Generated Evaluation, Analysis, Recommendation and Solution (EARS)Reports to facilitate the pragmatic change process. The school needs to know when a student is struggling, why he or she is struggling, what changes it needs to make in teacher resources, training, and management, which changes were made, and most importantly whether those changes have ensured that the student is once again making efficient progress.

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