Transcript Document

Iowa Support System for Schools and
Districts in Need of Assistance
Phase III: Design
AEA 267 SINA Process
Se
Today, you will . . .
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Increase your understanding and
application of the Design Phase.
Become familiar and create your
action plan.
Purpose of the Design Phase
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Provides for the development of an action
plan to address the areas of concern in order
to increase student outcomes.
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Based on the gap analysis, the identification
of root cause(s) and the stakeholder groups
KASABs.
AEA 267’s Goals and Actions
Goal is the desired state.
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Improve student outcomes in early literacy/numeracy
Improve fidelity of implementation across core works
Improve Special Education & Reducing Barriers to Learning
Outcome Data
Actions explain how to achieve the goal
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Specific professional development needs
Specific processes/actions that need to be developed and
carried out
Specific resource allocation needs
Essential Element:
Evidence-Based Research
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Visible Learning by John Hattie
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What Works and Iowa Content Network
Websites
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Experts in the Identified Area
Essential Elements:
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Action Plan must demonstrate how resources
(time, dollars, expertise, FTE,) are dedicated
to the achievement of the plan
Utilize the Iowa Professional Development
Model
Provision for both formative and summative
coaching/evaluation questions
The Action Plan – Key Components
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Identifies the specific action(s) and their
activities
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Answers the Question: What actions and
activities will we use to address prioritized
needs, established goals, and any gaps
between current and research-based practice
Notes the alignment and responsibilities
for each action and activity:
Action 1: activity 1, activity 2, activity 3………..
Action 2: activity 1, activity 2, activity 3…………
The Action Plan – Key Components
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Addresses expected changes of AEA and
LEA educators and students
Iowa Professional Development Model
Component,
Identifies Person(s) Responsible, Time,
and Resources needs
The Action Plan – Key Components
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Monitoring and Adjustment
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Provides for the adjustment of the plan based
on the analysis of formative and summative
data
The Action Plan – Key Components
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Scientifically Based (SBR) or
Evidence-Based Research Source
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Focuses the content of the professional
development
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What Works website
Iowa Content Networks website
Visible Learning
Hall and Hord
The Action Plan – Key Components
How will AEA/LEA staff learn this
process/information?
Are the components of theory,
demonstration, practice, collaboration
and feedback included?
Does staff learning align with the Iowa
Professional Development Model?
The Action Plan – Key Components
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Is technical assistance embedded into the plan to
support the fidelity of implementation on a regular
basis?
Has specific time been allocated for the
administrator(s) and entire staff to work with the
data – both formative and summative in order to
adjust instruction to meet the needs of our staff and
LEA staff?
Are there actions within the plan for the
communication and review of implementation of the
plan and the professional development?
KASAB
Knowledge
Conceptual understanding of information, theories,
principles, and research
Attitude
Beliefs about the value of particular information or
strategies
Skill
Strategies and processes to apply knowledge
Aspiration
Desires, or internal motivation, to engage in a
particular practice
Behavior
Consistent application of knowledge and skills
Behaviors
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Consistent application of knowledge and skills
Form the foundation for formative coaching /
evaluation questions for each action.
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AEA staff
LEA staff
Identifying Indicators of
Success/Progress
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Indicators of success/progress specify how we
will know if the goal has been achieved.
They “operationalize” the goal.
They identify and make public the type of
measurement that will be taken.
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The number of AEA staff who are trained in a
process at a specific time.
The number of core works that have developed
Innovation Configurations Maps
Attributes of An SMART Coaching
Evaluation Question
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Specific
Measurable
Attainable
Realistic
Timely
Setting Standards for
Acceptable Performance
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Specifies how good is good enough
Specifies “success” in advance publicly
Provides a benchmark/baseline for
comparison before, during and after
professional development
Answers the question, “How good is good
enough?”
A Good Question . . .
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Carefully and thoughtfully crafted
coaching / evaluation questions give
structure and focus to the evaluation
framework.
Provide the content for C.I.Team SINA
Data Team sub meetings
Focuses your evaluation.
Guides the design of the evaluation
framework.
Facilitates both the design of evaluation
and the use of findings.
Writing Evaluation Questions
What are your evaluation / coaching questions?
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Be sure that the questions align with the program’s
goals.
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Write separate formative / coaching questions for each action.
What are the most important thing we could measure
along the way that indicate we are on the right path?
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Write one summative question for the action.
The Action Plan – Key Components
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Peer Review Process
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AEA 267 uses the Tuning Protocol for the review of the
action plan; other teams will provide feedback