August 6, 2007

TOO MANY UNMET

LEARNING NEEDS

ACCELERATING STUDENTACHIEVEMENT 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 & LEABehavior“Change”

IPDM

SCHOOL-WIDE IMPROVEMENT PLANS

PRINCIPALS’ ACCESSING RESOURCES

ACCELERATING STUDENTACHIEVEMENT PILOT

TOO MANY UNMET

LEARNING NEEDS

AEA & LEA System

“Change” IDM

AEA & LEABehavior“Change”

IPDM

TOO MANY UNMET

LEARNING NEEDS

ADDSERVICE

FACILITATOR

CHANGE TEACHER

BEHAVIORS

MEET LEARNING

NEEDS

SCHOOL-WIDE IMPROVEMENT PLANS

AEA & LEABehavior“Change”

IPDM

PRINCIPALS’ ACCESSING RESOURCES

AEA & LEA System

“Change” IDM

TOO MANY UNMET

LEARNING NEEDS

ADDSERVICE

FACILITATOR

CHANGE TEACHER

BEHAVIORS

MEET LEARNING

NEEDS

All Students are Successful!

AEA & LEA System

“Change” IDM

AEA & LEABehavior“Change”

IPDM

PRINCIPALS’ ACCESSING RESOURCES

Selection Scenario #1

a) (Begin with an intervention) You have a building-wide intervention ready to go.

o e.g., differentiated instructionb) (Select a priority content area) Building student

learning data may indicate a priority content area (reading, mathematics, science or learning supports).

o e.g., mathematicsc) (Identify teachers) You have a group of teachers

already connected by subject area or grade level.o e.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

DifferentiatedInstruction

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 & Without IEPs

Selection Scenario #2

a) (Begin with an under-performing subgroup) You have a subgroup that has an achievement gap.

o e.g., low socioeconomic status subgroupb) (Select a grade level or levels) Building student

learning data indicate a priority at specific grade levels.o e.g., grades 3-5

c) (Focus on a content area & intervention) Narrow the improvement area for teachers to one content area.

o e.g., science inquiryd) (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 onGrades 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 & Without 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.

o e.g., readingb) (Select a content area & intervention) Building

student learning data indicate expanding reading across the curriculum strategy would be helpful.

o e.g., Social Studies & QARc) (Focus on a grade level) Narrow the improvement

area to specific teachers.o e.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 & Without IEPs

ASAP Planning Guide

1) 30 Students Selecteda) Academic or social emotional focus (benefit)b) Specific Outcome(s)

2) Core Instructiona) Intervention or strategyb) PD planned (outcomes, dates and times)c) Teachers identified (grades & subject)

3) Supplemental Instructiona) e.g., extra timeb) e.g., individualized instructionc) e.g., modified practice

4) Intensive Instructiona) e.g., counselingb) e.g., specialized study hall

Student Academic Data

•Iowa TestsReading 2004-05, 2005-06 & 2006-07Math 2004-05, 2005-06 & 2006-07Science 2004-05, 2005-06 & 2006-07

•District AssessmentsReading 2004-05, 2005-06 & 2006-07Math 2004-05, 2005-06 & 2006-07Science 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?

Social/Emotional Data

•Social/Emotional Performance FactorsPovertyHome EnvironmentPeer InteractionConflict 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 ResponsibilitiesPrincipal and Service Facilitator

By September 14:

1. Intervention(s)2. 30 student sample3. 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