ASAP Application Process Six schools participating from –  N = 2 buildings per size range (6 total buildings)  Small districts – up to 1,000 students  Medium districts – 1,001 to 5,500 students  Large districts – over 5,500 students Participating schools, at least one, in each service area if possible.

ASAP Application Process Looking for schools ready to commit – –IDM structure (core instruction focus) –IPDM (fidelity as an outcome) –Principal attends ASAP training Looking for schools that have a readiness to move – –Principal has an “effective school” vision for his/her building. –Principal has already experienced some success at his/her building. –A principal that has an idea how a service facilitator would assist in accelerating student success at his/her building.

ASAP Evaluation Process Study to what extent the service facilitator and all AEA services enabled the building to fully reap the benefits of –  Evidence-based practices  Instructional decision-making model (IDM)  Professional development (IPDM)  Formative assessment feedback loop Did the ASAP result in accelerating student learning outcomes at the building level?

 Curriculum, Instruction, and Assessment  Professional Development (IPDM)  Learning Supports  Leadership ASAP Evaluation Process Did the ASAP result in effectively meeting the unique building level teaching and learning needs? Study to what extent the service facilitator and all AEA services supported “effective school” practice growth aligned to the buildings’ unique teaching and learning needs –

ASAP Evaluation Process Did the ASAP result in efficiently utilizing AEA resources? Study to what extent the service facilitator’s efforts generated efficiencies -  Aligning AEA services to building needs  Reducing service fragmentation across or within AEA divisions  Reducing service duplication across or within AEA divisions