August 6, 2007

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

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

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

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

Selection Scenario #1 a)(Begin with an intervention) You have a building-wide intervention ready to go. oe.g., differentiated instruction b)(Select a priority content area) Building student learning data may indicate a priority content area (reading, mathematics, science or learning supports). oe.g., mathematics c)(Identify teachers) You have a group of teachers already connected by subject area or grade level. oe.g., Algebra I d)(List struggling students) You have students in the subject area or grade level struggling to be successful. e)(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.

ASAP Scenario #1 Too few Students Succeeding in Algebra I Improve Algebra I Core Instruction Evaluation Differentiated Instruction A sample of 30 struggling students is used to measure the student impact caused by system and behavior change. School-Wide Intervention “Differentiated Instruction” Did the service facilitator-principal partnership accelerate student learning? With & Witho ut IEPs

Selection Scenario #2 a)(Begin with an under-performing subgroup) You have a subgroup that has an achievement gap. oe.g., low socioeconomic status subgroup b)(Select a grade level or levels) Building student learning data indicate a priority at specific grade levels. oe.g., grades 3-5 c)(Focus on a content area & intervention) Narrow the improvement area for teachers to one content area. oe.g., science inquiry d)(List struggling students) You have students in the content area and grade level struggling to be successful. e)(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.

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

Selection Scenario #3 a)(Begin with a student learning need) You have students under-performing within a content area. oe.g., reading b)(Select a content area & intervention) Building student learning data indicate expanding reading across the curriculum strategy would be helpful. oe.g., Social Studies & QAR c)(Focus on a grade level) Narrow the improvement area to specific teachers. oe.g., middle school d)(List struggling students) You have students in the content area and grade level struggling to be successful. e)(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.

ASAP Scenario #3 Middle School Improve Social Studies Core Instruction Evaluation QAR A sample of 30 struggling students is used to measure the student impact caused by system and behavior change. Student Learning Need “Reading” Did the service facilitator-principal partnership accelerate student learning? With & Witho ut IEPs

ASAP Planning Guide 1)30 Students Selected a)Academic or social emotional focus (benefit) b)Specific Outcome(s) 2)Core Instruction a)Intervention or strategy b)PD planned (outcomes, dates and times) c)Teachers identified (grades & subject) 3)Supplemental Instruction a)e.g., extra time b)e.g., individualized instruction c)e.g., modified practice 4)Intensive Instruction a)e.g., counseling b)e.g., specialized study hall

Student Academic Data Iowa Tests Reading , & Math , & Science , & District Assessments Reading , & Math , & Science , & What are the student’s academic strengths? How would the ASAP build on those strengths to enhance their overall academic performance?

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?

Roles and Responsibilities Principal and Service Facilitator By September 14: 1.Intervention(s) 2.30 student sample 3.Professional development activities (dates, times, place, & PD facilitator) General education teachers May include other teachers 4.Possible supplemental/intensive support May include professional development 5.Systematic data collection (dates, times, & measures) roles & responsibilities for teachers, principal, and service facilitator 6.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

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