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August 6, 2007

August 6, 2007. The GOAL/OUTCOME is to improve student achievement for all students and especially students struggling to be successful. ACCELERATING STUDENT ACHIEVEMENT PILOT. AEA & LEA System “Change” IDM. TOO MANY UNMET LEARNING NEEDS. AEA & LEA Behavior “Change” IPDM.

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August 6, 2007

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  1. August 6, 2007

  2. The GOAL/OUTCOME is to improve student achievement for all students and especially students struggling to be successful. ACCELERATING STUDENT ACHIEVEMENT PILOT AEA & LEA System “Change” IDM TOO MANY UNMET LEARNING NEEDS AEA & LEA Behavior “Change” IPDM

  3. SCHOOL-WIDE IMPROVEMENT PLANS ACCELERATING STUDENT ACHIEVEMENT PILOT AEA & LEA System “Change” IDM TOO MANY UNMET LEARNING NEEDS AEA & LEA Behavior “Change” IPDM PRINCIPALS’ ACCESSING RESOURCES

  4. SCHOOL-WIDE IMPROVEMENT PLANS ADD SERVICE FACILITATOR CHANGE TEACHER BEHAVIORS AEA & LEA System “Change” IDM TOO MANY UNMET LEARNING NEEDS MEET LEARNING NEEDS AEA & LEA Behavior “Change” IPDM PRINCIPALS’ ACCESSING RESOURCES

  5. All Students are Successful! ADD SERVICE FACILITATOR CHANGE TEACHER BEHAVIORS AEA & LEA System “Change” IDM TOO MANY UNMET LEARNING NEEDS MEET LEARNING NEEDS AEA & LEA Behavior “Change” IPDM PRINCIPALS’ ACCESSING RESOURCES

  6. Selection Scenario #1 • (Begin with an intervention) You have a building-wide intervention ready to go. • e.g., differentiated instruction • (Select a priority content area) Building student learning data may indicate a priority content area (reading, mathematics, science or learning supports). • e.g., mathematics • (Identify teachers) You have a group of teachers already connected by subject area or grade level. • e.g., Algebra I • (List struggling students) You have students in the subject area or grade level struggling to be successful. • (Select students) You have students: with and without IEPs; with at least one year of district data, preferred three years; and likely to be enrolled for the entire school year.

  7. ASAP Scenario #1 Did the service facilitator-principal partnership accelerate student learning? Evaluation School-Wide Intervention “Differentiated Instruction” Improve Algebra I Core Instruction Too few Students Succeeding in Algebra I With & Without IEPs Differentiated Instruction A sample of 30 struggling students is used to measure the student impact caused by system and behavior change.

  8. Selection Scenario #2 • (Begin with an under-performing subgroup) You have a subgroup that has an achievement gap. • e.g., low socioeconomic status subgroup • (Select a grade level or levels) Building student learning data indicate a priority at specific grade levels. • e.g., grades 3-5 • (Focus on a content area & intervention) Narrow the improvement area for teachers to one content area. • e.g., science inquiry • (List struggling students) You have students in the content area and grade level struggling to be successful. • (Select students) You have students: with and without IEPs; with and without low socioeconomic status; with at least one year of district data, preferred three years; and likely to be enrolled for the entire school year.

  9. ASAP Scenario #2 Did the service facilitator-principal partnership accelerate student learning? Evaluation Under-Performing Subgroup “Low SES Status” Improve Science Core Instruction Focus on Grades 3-5 With & Without IEPs Inquiry Method A sample of 30 struggling students is used to measure the student impact caused by system and behavior change. With & Without Low SES Status

  10. Selection Scenario #3 • (Begin with a student learning need) You have students under-performing within a content area. • e.g., reading • (Select a content area & intervention) Building student learning data indicate expanding reading across the curriculum strategy would be helpful. • e.g., Social Studies & QAR • (Focus on a grade level) Narrow the improvement area to specific teachers. • e.g., middle school • (List struggling students) You have students in the content area and grade level struggling to be successful. • (Select students) You have students: with and without IEPs; with at least one year of district data, preferred three years; and likely to be enrolled for the entire school year.

  11. ASAP Scenario #3 Did the service facilitator-principal partnership accelerate student learning? Evaluation Student Learning Need “Reading” Improve Social Studies Core Instruction Middle School With & Without IEPs QAR A sample of 30 struggling students is used to measure the student impact caused by system and behavior change.

  12. ASAP Planning Guide • 30 Students Selected • Academic or social emotional focus (benefit) • Specific Outcome(s) • Core Instruction • Intervention or strategy • PD planned (outcomes, dates and times) • Teachers identified (grades & subject) • Supplemental Instruction • e.g., extra time • e.g., individualized instruction • e.g., modified practice • Intensive Instruction • e.g., counseling • e.g., specialized study hall

  13. Student Academic Data • Iowa Tests • Reading 2004-05, 2005-06 & 2006-07 • Math 2004-05, 2005-06 & 2006-07 • Science 2004-05, 2005-06 & 2006-07 • District Assessments • Reading 2004-05, 2005-06 & 2006-07 • Math 2004-05, 2005-06 & 2006-07 • Science 2004-05, 2005-06 & 2006-07 • What are the student’s academic strengths? • How would the ASAP build on those strengths to enhance their overall academic performance?

  14. Social/Emotional Data • Social/Emotional Performance Factors • Poverty • Home Environment • Peer Interaction • Conflict Resolution • Attendance History • Discipline History • What are the students’ social/emotional strengths? • How would ASAP project build on the students’ social/emotional strengths to enhance their overall academic performance?

  15. Roles and Responsibilities Principal and Service Facilitator • By September 14: • Intervention(s) • 30 student sample • Professional development activities (dates, times, place, & PD facilitator) • General education teachers • May include other teachers • Possible supplemental/intensive support • May include professional development • Systematic data collection (dates, times, & measures) roles & responsibilities for teachers, principal, and service facilitator • Systemic data analysis, conversations, and adjustments (roles & responsibilities for teachers, principal, & service facilitator) • By October 19, finalize a system to monitor, coach, and evaluate ASAP

  16. Planning time: • Dates, time and place • Possible interventions • Professional development • Content areas • Struggling students • Initial data gathering • Questions

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