Proposed Action Plan forGoal #3 Learning SupportsActionsActivitiesFormative/Summative Evaluation

Goal #3 SubcommitteeAnn LupkesAnne SullivanBelinda

BlackburnDee DienstDennis SinclairGreg KoppesJay Colsch

Jerry SchnabelJody AlbertsonLarry NieburMike LonningRod BallJanelle Brouwer

Goal/ObjectivesReduce 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.

Process for Continuous Improvement

AuditDiagnosis

◦Root Cause AnalysisAction PlanningImplementationEvaluation

Examples of Learning Supports Transition Support Team Crisis Prevention Institute

(CPI) Training Olweus Bullying

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

This is the edited version!For a complete copy of Action

Plan for Goal #3…Go to Google DriveClick on Goal #3 LS Action Plan

Action #1 ACTION 1:  Prioritize learning

supports that are most effective to impact achievement gap and post-secondary outcomes.

Action 1 includes 3 Activities.

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 districts into 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..

Action 1: Activity 2Activity 2:  Use data to prioritize learning supports

efforts and make recommendations to the cabinet regarding either allocating additional resources, or eliminating ineffective or redundant learning supports services.

Evaluation: ◦ Using CBAM, our CIT PD Implementation 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  

Action 1: Activity 3Activity 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.

ACTION #2Use (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

Action 2: Activity 1Activity 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.

Action 2: Activity 2Develop podcast to share

information throughout the agency and LEA networks.

Evaluation will be self-evident.

ACTION #3Support districts with

implementation of learning supports.

Action 3 includes 1 Activity with 5 Sub-Activities.

Action 3: Activity 1Activity 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).

5 Sub-Activities for Activity 1Sub-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.

Activity #1 Evaluation ProcessSummative 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

Evaluation/Coaching QuestionsQuestions:

◦ 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?

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.