AEA Board Leadership Today

1. AEA Board Leadership Today Iowa Association of School Boards November 15, 2007

2. Calibrating Success without Business Metrics • In business, money is both an input (a resource for achieving greatness) and an output (a measure of greatness). • In the social sectors, money is only an input, and not a measure of greatness.

3. Calibrating Success without Business Metrics • In the social sectors, by contrast, there is no guaranteed relationship between exceptional results and sustained access to resources. In fact, the exact opposite can happen. • It doesn’t really matter whether you can quantify your results. What matters is that you rigorously assemble evidence – quantitative or qualitative – to track your progress.

4. Sector Coordinator of Agency Services AEA Building Service Facilitator (SF) AEA Building Service Provider (SP) Psychologist, Social Worker, Consultant, Speech Accelerating Student Achievement Pilot Accountability: Responsible for AEA staff and effective delivery of AEA services to districts that improve student achievement Accountability: Responsible for effective delivery of AEA services to the building that improve student achievement Accountability: Responsible for personally providing effective service that improves student achievement 6

5. School C School B School A Awareness Plan Initiated Routines Operating Plan Instructional Decision-Making (IDM) Awareness: Service facilitator has shared with the building leadership team and teachers the specifications of an IDM process. Plan: Service facilitator has assisted the building leadership team in writing an IDM process implementation plan. Initiated Plan: Service facilitator and building principal are executing the written IDM plan. Routines: Teachers demonstrate modest success implementing the IDM process. Operating: School has high levels of learning for all students.

6. School C School B School A Activities Planned Data Coaching Fidelity Calendar Goals & Feedback & Actions Teaming Iowa Professional Development Model (IPDM) Activities: Professional development activities have been planned for the building. Planned Calendar: Aprofessional development calendar has been established and research based strategies are being learned. Data, Goals & Actions: Goals have been established based on student learning data and the actions are aligned to goals and data. Coaching, Feedback Professional development is assisted by the service facilitator to & Teaming: ensure that effective coaching, feedback, and teaming occurs. Fidelity: At least 90% of the teachers are frequently utilizing their learned skills properly.

7. School C School B School A Building Aligned Written Clear Ongoing Involvement Efforts Plan Outcomes Monitoring AEA Building Services Plan Building Involvement: The service facilitator, building leadership team, and teachers are involved in developing a comprehensive plan. Aligned Efforts: AEA services are aligned to the building’s teaching and learning needs. Written Plan: The AEA building level service plan is a written document. Clear Outcomes: The plan has clear outcomes for improving student learning. It also has outcomes for the AEA services delivered within the building. Ongoing Monitoring: The plan has a formative assessment plan for building level teachers and AEA staff.

8. School A School B School C Baseline Sept 07 Nov 07 Feb 08 May 08 Measuring Student Academic Progress – Median Scores Actual Anticipated School improvement efforts often have small student population sizes; therefore, it is better to monitor progress using median scores rather than the class average (a measure of central tendency that is more sensitive to outliers).

9. School A AEA School B AEA (August) 0% 25% 50% 75% 100% (June) Building Service Plan Progress Accelerated student achievement is the RESULT of school and AEA staff effectively implementing the school’s identified “system change” efforts.