After identifying achievement gaps in students, what steps should principals take next?

The focus on developing a plan of instructional interventions to address the students' identified skill needs is essential for principals after identifying achievement gaps. This approach is grounded in a proactive response to the data collected about student performance. By creating targeted interventions, the principal can ensure that resources are utilized effectively to meet the specific needs of students who are performing below expectations.

This process typically involves analyzing the data to understand the root causes of the achievement gaps, collaborating with teachers to design effective instructional strategies, and monitoring the implementation and outcomes of these interventions. This targeted approach not only aims to elevate the performance of underachieving students but also fosters a more equitable learning environment where all students have the opportunity to succeed.

In contrast, options such as changing school leadership quickly, encouraging solitary study without support, or ignoring the gaps altogether do not adequately address the needs of struggling students. Quick leadership changes might disrupt existing progress or initiatives. Promoting solitary study can lead to isolation and may not provide the guidance students require to improve. Ignoring the gaps would neglect the responsibility of school leadership to ensure that all students receive the support they need to perform at their best. Thus, the development of a structured plan for instructional interventions is the most effective next step.