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Proposed Action Plan for Goal #3 Learning Supports

Proposed Action Plan for Goal #3 Learning Supports. Actions Activities Formative/Summative Evaluation. Goal #3 Subcommittee. Ann Lupkes Anne Sullivan Belinda Blackburn Dee Dienst Dennis Sinclair Greg Koppes Jay Colsch. Jerry Schnabel Jody Albertson Larry Niebur Mike Lonning

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Proposed Action Plan for Goal #3 Learning Supports

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  1. Proposed Action Plan forGoal #3 Learning Supports Actions Activities Formative/Summative Evaluation

  2. Goal #3 Subcommittee • Ann Lupkes • Anne Sullivan • Belinda Blackburn • Dee Dienst • Dennis Sinclair • Greg Koppes • Jay Colsch • Jerry Schnabel • Jody Albertson • Larry Niebur • Mike Lonning • Rod Ball • Janelle Brouwer

  3. Goal/Objectives • Reduce the achievement gap between low SES and students with IEPs compared to the general population by providing effective learning supports. • Improve post-secondary outcomes for students with disabilities by providing effective learning supports.

  4. Process for Continuous Improvement • Audit • Diagnosis • Root Cause Analysis • Action Planning • Implementation • Evaluation

  5. Examples of Learning Supports • Transition Support Team • Crisis Prevention Institute (CPI) Training • OlweusBullying Prevention • Co-Teaching • KU Strategies (SIM) • Positive Behavioral Interventions and Supports • Wraparound Programs • Second Step Violence Prevention Program • Behavior Resource Team • Drop Out Prevention Task Force • Consulting Nurses • Poverty Training • Family-Educator Connection • PIRC • Instructional Decision-Making/RtI • English Language Learners • Safe and Supportive Schools Initiative

  6. This is the edited version! • For a complete copy of Action Plan for Goal #3… • Go to Google Drive • Click on Goal #3 LS Action Plan

  7. Action #1 • Action 1:  Prioritize learning supports that are most effective to impact achievement gap and post-secondary outcomes. • Action 1 includes 3 Activities.

  8. Action 1; Activity 1 • Activity 1: Collect data regarding implementation and impact of learning supports services across all 4 sectors to establish baseline. • Evaluation: • AEA 267 Collaborative Team members will enter data regarding utilization of learning supports services by  buildings within districtsinto a Google document for monitoring and modifying ongoing PD. • Analysis/Implementation Teams will review utilization data locally. • These data regarding utilization of learning supports will be reviewed annually by Sector Leadership Team. • Learning Supports Team will review data regarding the effectiveness of each initiative and determine priorities..

  9. Action 1: Activity 2 • Activity 2:  Use data to prioritize learning supports efforts and make recommendations to the cabinetregarding either allocating additional resources, or eliminating ineffective or redundant learning supports services. • Evaluation: • Using CBAM, our CITPDImplementation subcommittee will monitor the fidelity of implementation of learning supports core works • Summative data will be analyzed annually by CIT Members in order to make recommendations to the cabinet  

  10. Action 1: Activity 3 • Activity 3:  Monitor the ongoing impact of learning supports services on narrowing the test score gap at 4th, 8th and 11th grade and post-secondary outcomes among subgroups. • Evaluation: • Iowa Assessments, SPP Indicator B1 data, SPP Indicator B2 data, SPP Indicator B13 data, and other data used as a measure of post-secondary outcomes) will be analyzed annually by CIT members in order to make recommendations to the cabinet.

  11. Action #2 • Use (revised) Learning Support Matrix to communicate learning supports services to all staff (team reps, school contacts) and our educational partners to connect districts to the learning supports team. (via AIT, Leadership Teams, Collaborative Teams, Discipline Teams). • Action 2 includes 2 Activities

  12. Action 2: Activity 1 • Activity 1:   Use a common framework for analyzing district data relative to utilization of learning supports and how learning supports have impacted student achievement. • Evaluation • Formative/Coaching question written in a SMART (Specific, Measurable, Attainable, Realistic, Time bound) format.   • Analysis/Implementation Teams will assess utilization of learning supports locally. • Results of this analyses will be shared with Sector Leadership Team and CIT for their review and discussion.

  13. Action 2: Activity 2 • Develop podcast to share information throughout the agency and LEA networks. • Evaluation will be self-evident.

  14. Action #3 • Support districts with implementation of learning supports. • Action 3 includes 1 Activity with 5 Sub-Activities.

  15. Action 3: Activity 1 • Activity 1:  Examine the role of AEA support staff, school contacts, and  InfoTech staff with regard to how staff will support efforts to reduce the achievement gap (B3) and improve post-secondary outcomes (B14).

  16. 5 Sub-Activities for Activity 1 • Sub-Activity: Clearly communicate with staff re: their role in supporting these efforts. • Sub-Activity: Determine & provide necessary PD to equip AEA staff to support implementation. • Sub-Activity: Help guide development of a district implementation plan. • Sub-Activity: Provide coaching while monitoring implementation • Sub-Activity: Support districts in their evaluation of the impact of their Learning Supports efforts.

  17. Activity #1 Evaluation Process • Summative Assessment: • Healthy Systems indicator data • District Indicator Data • B-13 and B-14 (BEDS) • Iowa Assessment data • graduation rates • Least Restrictive Environment (LRE) Percentages • district discipline data.Formative Assessment:  Use district formative assessment measures to assess progress and adjust instruction accordingly

  18. Evaluation/Coaching Questions • Questions: • How many team reps have taken Digging Deeper? • How many team reps are on PBIS teams? • How many EC providers have taken Early Childhood PBIS? • How many team reps & WE/TS are Indicator B13 certified? • How many special ed support staff have taken the DISEE course & EdInsight Training? • How many team reps, school contacts, and Info/Tech staff have taken Formative Assessment PD? • What AEA supports is each district involved in that support student achievement?

  19. REMEMBER! • If we successfully complete these activities, then we will achieve our identified solution(s)/Action(s). • If we successfully achieve these solutions/Actions, then we will achieve our desired state. • If we achieve our desired state, then we will Have achieved our KASABs. • If we achieve our KASABS, our students will be successful.

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