1. Accelerating Student Achievement Pilot (A.S.A.P.) – Update –
Leadership Team Meeting
March 21, 2007

2. Concluding Statement
Our AEA will be restructured to accelerate student achievement and increase our accountability for results.

3. Why do we need to restructure?
The current growth rate is not sufficient for students and their schools to reach their respective goals
Our current system is producing the results it is capable of producing
Therefore, if we expect to meet our goals, our system must be restructured

4. Some people feel they were left out of the plan to reorganize.
Eventually all positions will be impacted by the changes since both how we deliver services and what those services are will be impacted by the new Sector Coordinator of AEA Services and Service Facilitator positions.

5. We currently have differentiate pay for: 1. Training 2. Experience
We stopped paying building assigned staff different salaries several years ago. Why do you want to start doing it again?
The rationale behind the need to pay the Service Facilitator 10% more than other building assigned positions is significantly different than previous rationale for differentiating building assigned staff.
We currently have differentiate pay for:
1. Training
2. Experience
We are proposing to add:
3. Expanded Skill Set – Dual Skill Set
4. Level of Accountability for Building-wide Student Performance

6. What happens if the academic scores don’t go up?
Failure to meet the position’s job description will be handled the same as we handle any situation where a staff member fails to perform the responsibilities of the position.

7. 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.

8. 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.

9. ASAP Evaluation Process
Did the ASAP result in –
Accelerating student learning
outcomes at the building level?
Improved Student Learning
2) Effectively meeting the unique
building level teaching and
learning needs?
Facilitating System “Change”
3) Efficiently utilizing AEA resources?
Aligning AEA Services to Building Needs
Reducing AEA Service Fragmentation & Duplication

10. Sector Coordinator Key Responsibilities
Coordinate Agency Services to School Districts
Provide Leadership and Assist Districts with School Improvement
Provide Leadership to Facilitators and Providers

11. Service Facilitator Key Responsibilities
Coordinate Agency Services to the Building
Facilitate School Improvement Services in the Building
Provide Direct Services in the Building

12. ASAP Staff Development Service Facilitators
Process
Development Team
Kris, Dave, Ed, Nancy. Maggie, Georgie

13. ASAP Staff Development Service Facilitators
Job Responsibilities
Outcomes
Facilitator Knowledge and Skills Set
Context
Learning Content selected or targeted will be influenced/informed by the following:
Job Responsibilities = Job Description
Knowing what is expected is more than a job description. It’s a detailed understanding of how what one person is supposed to do fits in with what everyone else is supposed to do and how those expectations change when circumstances change.
Outcomes
a. Student Academic Progress
Target approximately 30 students with disabilities and students being served through the solution focused intervention process (Level C likely)
Collect baseline data Identify plan of intervention, implement
Monitor progress
Formative Assessments
IEP progress
ITBS/ITED
AEA Building Service Plan for 08-09
Evidence of School Implementing IDM Structure
Facilitator Knowledge/Skill Set – Existing
Context = School Every School has its own DNA

14. ASAP Staff Development Service Facilitators
Job Responsibilities
Outcomes
Facilitator Knowledge and Skills Set
Context
External Expert Approach
Collaborative Team Approach
External Expert – External to the group, formal training, traditional
Collaborative Team – Expertise in the team, using data to drive discussion, share expertise/success, lateral capacity building

15. ASAP Staff Development Service Facilitators
Job Responsibilities
Outcomes
Facilitator Knowledge and Skills Set
Context
External Expert Approach
Collaborative Team Approach
Orientation:
Understand and internalize “vision” of the position: Knowing what is expected: Knowing what is expected is more than a job description. It’s a detailed understanding of how what one person is supposed to do fits in with what everyone else is supposed to do and how those expectations change when circumstances change.
I know what is expected of me at work – Gallup – Employees who could answer most positively to that statement were most likely to come from productive teams. When answers were ambivalent or negative, the lack of job clarity often gummed up production. The First Element of Great Managing: Making sure employees know what’s expected of them is the foundation of management – article,Feb 8, Gallup Management Journal.
Be familiar with responsibilities of the facilitator, AEA, Building
Know what system change interventions maximize student outcomes
Know what accountability looks like and sounds like
Understand communication expectations
Facilitator/Principal Team Development – Relationship Building
Shared Vision
Clarify Roles and Responsibilities
Planning
Knowledge/Skill Set
Coaching
Able to coach principal, leadership team, teachers, etc.
Use collaborative consultation shills
Use coaching skills to build relationships etc. etc.
Who will attend:
Facilitators (All)
Coordinators (Some)
Directors (Some)
Principal (Some)
Orientation June 2007
Facilitator/Principal Team Development June and Aug. 2007
Knowledge/Skill Focus: Coaching June 25 and 26
Initial Staff Development

16. ASAP Staff Development Service Facilitators
Job Responsibilities
Outcomes
Facilitator Knowledge and Skills Set
Context
External Expert Approach
Collaborative Team Approach
Orientation June 2007
Facilitator/Principal Team Development June and Aug. 2007
Knowledge/Skill Focus: Coaching June 25 and 26
Initial Staff Development
Collaborative Teams Weekly or Bi-Monthly 07-08
On-Going Staff Development
Collaborative Teams
Review data
Learning in response to data
Lateral Capacity Building

17. A Factor – Dominance PI MIDWEST
…………..
3/07
PI MIDWEST

18. B Factor – Extroversion
……………
3/07
PI MIDWEST

19. C Factor – Patience
……………………………
……………………………..
3/07
PI MIDWEST

20. D Factor - Formality PI MIDWEST ….
3/07
PI MIDWEST

22. .C .D .B .A