1. Iowa Support System for Schools and Districts in Need of Assistance Phase III: Design AEA 267 SINA Process Se

2. Today, you will... Increase your understanding and application of the Design Phase. Become familiar and create your action plan.

3. Purpose of the Design Phase Provides for the development of an action plan to address the areas of concern in order to increase student outcomes. Based on the gap analysis, the identification of root cause(s) and the stakeholder groups KASABs.

4. AEA 267’s Goals and Actions Goal is the desired state. 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 Specific professional development needs Specific processes/actions that need to be developed and carried out Specific resource allocation needs

5. Essential Element: Evidence-Based Research Visible Learning by John Hattie What Works and Iowa Content Network Websites Experts in the Identified Area

6. Essential Elements: 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

7. The Action Plan – Key Components Identifies the specific action(s) and their activities – 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…………

8. The Action Plan – Key Components Addresses expected changes of AEA and LEA educators and students Iowa Professional Development Model Component, Identifies Person(s) Responsible, Time, and Resources needs

9. The Action Plan – Key Components Monitoring and Adjustment – Provides for the adjustment of the plan based on the analysis of formative and summative data

10. The Action Plan – Key Components Scientifically Based (SBR) or Evidence-Based Research Source – Focuses the content of the professional development What Works website Iowa Content Networks website Visible Learning Hall and Hord

11. 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?

12. The Action Plan – Key Components 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?

13. 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

14. Behaviors Consistent application of knowledge and skills Form the foundation for formative coaching / evaluation questions for each action. – AEA staff – LEA staff

15. Identifying Indicators of Success/Progress 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. – 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

16. Attributes of An SMART Coaching Evaluation Question Specific Measurable Attainable Realistic Timely

17. Setting Standards for Acceptable Performance 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?”

18. A Good Question... 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.

19. Writing Evaluation Questions What are your evaluation / coaching questions? – Be sure that the questions align with the program’s goals. 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? Write one summative question for the action.

20. The Action Plan – Key Components Peer Review Process – AEA 267 uses the Tuning Protocol for the review of the action plan; other teams will provide feedback