Case 7

Streamlined ID	Case no.7
Identify stakeholders and their expectations (Streamlined ID, p24)	WWW: Maya questions Ruth-Ann, the students from the previous year, those from the year coming, looks at scores and groups the students accordingly before interviewing, she interviews the AP, She identifies the parents. EBI: Did she speak to the Maths teachers from the year before or the SME for Maths? She finds out what lessons were like; could she have asked the students what they wanted their lessons to be like? Do they have favourite lessons/subjects/ teachers? Why? What do the parents think? (Maya relies on the comments from the students)
Identify project roles and their responsibilities (Streamlined ID, p25-26)	Who is the client? Whilst the learners are the ones affected by the intervention, Ruth-Ann, the Maths department and the school are the client. Maya seems to identify Ruth-Ann as the client but I believe it is the Maths Faculty that should be the client. Who has funding/approval authority? Maya does not identify this. The AP alludes to their being little money to support the purchase of of materials for the students Who will be impacted by the instruction? Students/teacher the year after? The intervention effects all the Maths, not just this one teacher.
Defining the problems and analysing the needs (Streamlined ID, p26/29)	p76: Maya seems to identify that the problem, in some cases is due to the culture of the parents not valuing education which affects the motivation of the students to learn. She also points out the expectation that the education of the parents will have an affect on the students' performances. (Streamlined ID, p51) points out that "prior knowledge, motivational goals, and intelligence have shown to have a significant impact on the design and future success of the instruction" (Clark & Feldon, 2005) EBI: From the interviews and Ruth-Ann's comments, the students are not at the appropriate standard when they come to her; prior knowlege in an issue therefore the previous teacher needs to be interviewed and their teaching investigated. Ruth-Ann does not have confidence in her own ability and has not recognised issues with the tects in relation to the Core Standards (p76/77) Streamlind ID. p57: Level 1 reaction; what interests do the students have outside of class; try to apply instruction toward this. Show students and parents that their lives are affected by maths and do activities to match.
Gathering data on needs, resources and constraints (Streamlined ID, p29/33)	Maya does this quite well. She interviews Ruth-Ann, students of differing ability and age. She interviews the AP and some other teachers (these teacher's comments are not listed) Constraints are identified: money by AP p75, p76 the education of parents and their cultural attitudes to education. EBI: Gather data on other Maths teachers, is the problem systemic or is it just Ruth-Ann! What tech is available on the computers? Are there constraints on running after school activities? Are there constraints on releasing a teacher to visit another school? Could cover be done internally? Learning walks?
Refining and translating needs into goals (Streamlined ID, p33/37)	Maya does not seem to do this. If the learner is the most important stakeholder, Maya needs to redefine the goasl to work beyond Ruth-Ann. The problem is applicable to the Maths department, the whole school and community
Seeking approval of the project scope and plan (Streamlined ID, 37/38)	Maya does not seem to do this. She reports back to the instigator of the intervention and offers to assist. She does not report back to the AP or the SME for Maths.