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Northwest AEA Instructional Coach/ Special Education Strategist Model
Final Phase Implementation Plan 2011-2012
Introduction The implementation of the Instructional Coach/Special Education Strategist
Service Delivery Model began in the Fall of 2009. A three-year phased
implementation plan allowed for voluntary participation by both AEA staff
and local school districts during the first two years.
An initial plan document was created in March, 2009, and a mid-year plan
document followed in December, 2009.
We are now beginning the third and final year of implementation. This
document represents an assessment of progress toward full implementation of
the model, and a set of action steps to take as we move forward.
Contents This chapter contains the following topics:
Topic See Page
Vision for AEA Service Delivery 2
Survey Data 4
SWOT Analysis 9
Final Implementation 11
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Vision for AEA Service Delivery
Vision Northwest AEA continues to restructure - seeking innovative ways to use
finite resources in ways that directly impact improved teaching and learning
for all students. A specific desired outcome of this service delivery model is
for AEA staff to spend increasing proportions of their time closer to students
and teachers to provide hands on assistance, demonstration, feedback and
coaching of strategies likely to improve student outcomes.
“Vision without systems thinking ends up painting lovely pictures of the
future with no deep understanding of the forces that must be mastered to
move from here to there.” (Senge, 1990)
Special
Education
Strategist
The Special Education Strategist model represents a change in the way time
and expertise is used, and when implemented with integrity will result in a
renewed focus on student achievement and more individualized support for
special education teachers and students with disabilities. We expect that
Special Education Strategists will spend no less than 80% of their available
time in their assigned schools or providing back-up support to other
strategists in their areas of expertise. The remaining 20% of their time will be
used for collaboration and professional development, Regional and
Department meetings, other activities or providing strategist services in
assigned schools.
In this model, the Special Education Strategist:
Spends the majority of his/her time in collaborative work with special
education teachers and other experts to improve learning outcomes for
students with disabilities. This collaboration includes analysis of
progress data, seeking out academic and behavior instructional
strategies, and assisting with implementation.
Understands and facilitates the child find process, IEP development,
and special education rules, regulations and procedures as essential
tools to accelerate learning and protect the rights of students with
disabilities and their families.
Accesses the expertise of other professionals when necessary to help
teachers improve learning outcomes, particularly for students with
disabilities.
Understands and engages in collaborative work with general education
personnel, including AEA Instructional Coaches, to improve
achievement for all students, while carrying out their primary
responsibilities of improving learning for students with disabilities.
Continued on next page
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Vision for AEA Service Delivery, Continued
Instructional
Coach There is an unprecedented interest in improving instruction in Iowa schools.
“Instructional coaching, a research-based, job-embedded approach to
instructional intervention, provides the assistance and encouragement
necessary to implement new programs to improve student learning” (Knight,
2007). The Instructional Coach Model represents a change in how time and
expertise are used to support the increasing demand our schools face to
improve teaching and learning.
In this model, the Instructional Coach:
Provides guidance and support in school improvement efforts.
Assists local school-based teams with analysis of student achievement
data and subsequent instructional decisions that will impact students
identified as at risk of academic or behavioral failure.
Provides professional development expertise and support in
curriculum, instruction and assessment.
Provides demonstration, feedback and coaching of instructional and
classroom management strategies.
Collaborates and builds networks with special education strategists,
administrators and teachers.
Changes focus from so called “spray and pray” professional
development to sustainable efforts to learn and implement effective
instructional strategies.
We expect that Instructional Coaches should spend approximately 60% of
their available time in their assigned districts and schools providing support to
school leaders and teachers within the framework of a selected area of focus.
The remaining 40% of their time should be used for meeting state
responsibilities in their specific areas of expertise; for supporting other state-
wide efforts such as SINA/DINA and the Iowa Core Curriculum; and for
collaboration and professional development through departmental and
regional meetings.
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Survey Data
Introduction During the months of December 2010 and January 2011, Special Education
Strategists, Instructional Coaches, and LEA Administrators who are
participating in the model were asked to complete a short survey to collect
information about how time is spent, needs for additional training and
support, and perceptions about the efficacy of the new service delivery model.
Administrator
Survey Key findings:
Building level administrators report a very high level of confidence in
the knowledge, skills and capacity of AEA staff to assist their staff
with collection and analysis of progress data, formative assessment,
academic and behavior instructional intervention strategies, and
instructional decision-making.
Building level administrators agree, in significant number, that the
service delivery model has the potential to improve educational
outcomes, provide high quality services, and make efficient use of
AEA resources.
A very high number of administrators report that the service delivery
model is giving their teachers and student’s greater access to AEA
support each week, and that the model is working well in their
buildings.
Opinion
Questions:
Administrator
Survey
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Special
Education
Strategist
Survey
Key findings:
There appears to be a high level of support for the Special Education
Strategist service delivery model among AEA staff. Very few
strategists working in the model view it in a negative light.
Strategists appear to be establishing collaborative relationships with
Instructional Coaches, and these relationships may be minimizing the
need for “back-up” from other traditional special education
disciplines.
There continues to be a need for ongoing professional development in
the areas of collection and analysis of progress data, child find,
formative assessment, functional behavior assessment and behavior
intervention strategies, and academic strategies.
Opinion
Questions:
Special
Education
Strategist
Survey
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Instructional
Coach Survey Key findings:
There appears to be a high level of support for the Instructional Coach
service delivery model among AEA staff. A significant proportion of
the Instructional Coaches see potential for improved outcomes, quality
service to schools, and efficient use of resources.
There continues to be a need for ongoing professional development in
the areas of academic and behavior instructional intervention
strategies and monitoring of student progress.
A high percentage of instructional coaches report that, given the
present demands on their time and a limited number of personnel
serving in the role, very little time is available for those activities
deemed critical to the success of the model, specifically, observing
teachers and students in general education settings, demonstrating or
coaching instructional strategies, and consulting with classroom
personnel.
Opinion
Questions:
Instructional
Coach Survey
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SWOT Analysis
Overview On January 5, 2011, a small group of Instructional Coaches and Special
Education Strategists participated in a brainstorming activity with the
Directors of Special Education and Educational Services, structured under a
SWOT (Strengths, Weaknesses, Opportunities, Threats) format. The intent of
this activity was to identify what is going well with the implementation of the
model, what needs additional work, and how to capitalize on strengths and
minimize the potential threats.
Summary of Findings: Strengths & Opportunities
Internal Strengths Identified External Opportunities Identified
The model allows time and structure to
enhance strong professional relationships
among AEA and LEA staff and
administrators.
Knowledge of students and teacher needs
enhances credibility of AEA staff.
Access to expertise and technical support
is preserved.
Value of AEA to LEA administrators is
recognized
Structure in place to now realign AEA
focus on instruction; significant support
for teaching and learning in both general
education and special education.
Groundwork for a “unified” approach to
educational decisions that involve
collaboration between general education
and special education
Can be viewed as “value-added” service.
Actions to Capitalize on Strengths and Opportunities
Continue to promote “vision” of Instructional Coaches and Special Education
Strategists working collaboratively with LEA staff to improve outcomes for all
students.
Professional Development targeted to improve BOTH AEA and LEA staff
understanding and implementation of effective instructional interventions,
supplemental instruction, progress monitoring, accommodations, differentiated
instruction, universal design principles, etc.
Provide additional clarity about roles, responsibilities, and relationships among
Instructional Coaches, Special Education Strategists, and local school administrators.
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Summary of Findings: Weaknesses and Threats
Internal Weaknesses Identified External Threats Identified
Time, especially for Instructional Coaches.
Not enough coaches available.
Misunderstanding and miscommunication
about roles and responsibilities between
Coaches and Strategists
AEA staff still gravitate to “traditional”
role when responsibilities are not clear to
all.
General education teachers do not
understand value or responsibility for
Supplemental instruction in Iowa Rules
General education teachers lack training in
supplemental instruction and progress
monitoring as an instructional decision
process.
LEA staff and administrators lack
understanding of roles of Coaches and
Strategists
Behavior issues consuming increasing
amounts of time for both coaches and
strategists
Actions to Mitigate or Eliminate the Effect of Weaknesses and Threats
Continue to promote “vision” of Instructional Coaches and Special Education
Strategists working collaboratively with LEA staff to improve outcomes for all
students.
Professional Development targeted to improve BOTH AEA and LEA staff
understanding and implementation of effective instructional interventions,
supplemental instruction, progress monitoring, accommodations, differentiated
instruction, universal design principles, etc.
Provide additional clarity about roles, responsibilities, and relationships among
Instructional Coaches, Special Education Strategists, and local school administrators.
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Final Implementation
Action Steps 1. Continue to promote “vision” of Instructional Coaches and Special
Education Strategists working collaboratively with LEA staff to improve
outcomes for all students.
AEA administrators and staff make use of available technologies
(i.e., website, blogs, newsletters, Twitter, Eduvision, etc.) to promote
vision and structure of the service delivery model and encourage
discussion.
Regional Facilitators and Directors maintain high level of contact
with LEA administrators and staff for structured conversations or
real time problem solving
Continue to seek ways to maximize funding to maintain staffing
levels.
During the 2011-2012 school year, Regional Meetings will be held
monthly and will include both Instructional Coaches and Special
Education Strategists in joint work for a portion of the agenda.
2. Professional Development targeted to improve both AEA and LEA staff
understanding and implementation of effective instructional interventions,
supplemental instruction, progress monitoring, accommodations,
differentiated instruction, universal design principles, etc.
January/February 2011:
Pilot group (AEA staff) began training on components of Child
Find and new Educational Evaluation Report (State-wide
Professional Development Collaborative). Concepts of data-based
decision making, multi-tiered model of increasing instructional
intensity, and progress monitoring methods that enhance and
accelerate learning for all students were included in this training.
March 25, 2011:
AEA staff received overview training at a Regional level on
components of Child Find and new Educational Evaluation Report.
Concepts of data-based decision making, multi-tiered model of
increasing instructional intensity, and progress monitoring
methods that enhance and accelerate learning apply to improving
outcomes for all students, and were included.
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April 26-27, 2011:
Cross-Divisional group (25 staff, including Strategists, Coaches,
IT, and LEA staff) received training on Universal Design for
Learning (UDL). Joint project of Northwest AEA and Prairie
Lakes AEA.
Northwest AEA Professional Development focus for 2011-12 Will focus on fundamentals of reading and reading intervention.
Implications for training for Coaches, Strategists and LEA staff
and administrators will be addressed by directors and regional
facilitators Summer, 2011. A multi-year action plan for training
will be developed.
Ongoing monthly Regional Professional Development during
2011-2012 year. AEA staff will receive continuing training at Regional level on
components of Child Find and new Educational Evaluation Report
within the context of reading development and instructional
intervention. Concepts of data-based decision making, multi-
tiered RTI model of increasing instructional intensity, and progress
monitoring methods that enhance and accelerate learning will be
applied to improving reading outcomes for all students.
Administrator Forum in Special Education. June, 2011 in three locations. A day-long seminar for building
level leaders to address concepts of Child Find in a Unified
Educational System, special education basics, and the Northwest
AEA Service Delivery Model. Ongoing follow-up to this work
will include the creation of online modules to be made available
during the 2011-2012 school year.
3. Provide additional clarity about roles, responsibilities, and relationships
among Instructional Coaches, Special Education Strategists, and local
school administrators.
AEA administrators and staff make use of available technologies
(i.e., website, blogs, newsletters, Twitter, Eduvision etc.) to promote
vision and structure of the service delivery model and encourage
discussion.
Regional Facilitators and Directors maintain high level of contact
with LEA administrators and staff for structured conversations or
real time problem solving
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Administrator Seminars (Administrator Forums in June 2011,
Seminars in Fall 2011, Winter 2012) to include information about
the Coach/Strategist service delivery model.
Superintendent and principal meetings include professional
development and information about the Coach/Strategist service
delivery model.
On-going site-based training in Instructional Coaching will continue
to be provided.
Final Phase
Implementation
Timeline
Special Education Strategist Positions available were posted for
application on March, 2011
Interviews for Strategist positions were conducted during the first and
second weeks of April.
Positions were filled April 15
Assignments made on or about May 17, 2011
At the beginning of the 2011-2012 school year, Northwest AEA will have
placed approximately 47 FTE in Special Education Strategist positions and all
public and non-public schools within the agency will be served in the new
model. With a public school population of approximately 39,000 students,
this creates roughly a 1:845 ratio of strategist to student population. We
believe that this ratio, will allow Northwest AEA to maximize available
resources and support improved outcomes for students with disabilities.
4.5 Instructional Coach positions were vacated in May, 2011.
One position was filled in July 2011.
Due to legislative change in funding, Instructional Coach positions
were cut by 3.5 FTE.
Assignments were made and disseminated to schools on July 5th
and
August 5th
.
A letter was also sent to schools explaining the change in numbers of
coaches and the change in the coaching role.
At the start of the 2011-2012 school year, Northwest AEA will have placed
approximately 20.3 FTE in Instructional Coach positions serving all public
and non-public schools. These positions are based on the ratio of
approximately 2,200 students to each coaching assignment. Approximately
60% of the assigned time for each coach will be working with schools. The
other percentage of time will be utilized attending state meetings and
providing professional development in their areas of expertise.
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As stated in the initial description of this model, the Instructional Coach:
Provides guidance and support in school improvement efforts.
Assists local school-based teams with analysis of student achievement
data and subsequent instructional decisions that will impact students
identified as at risk of academic or behavioral failure.
Provides professional development expertise and support in
curriculum, instruction and assessment.
Provides demonstration, feedback and coaching of instructional and
classroom management strategies.
Collaborates and builds networks with special education strategists,
administrators and teachers.
However, because of a lower number of available coaches than was originally
planned, each public and nonpublic school has been asked to select a priority
of need the instructional coach can assist the district or school with. Priorities
might include providing support to a particular grade level or building; it
might be to help support implementation efforts with the Iowa Core
Curriculum or Authentic Intellectual Work; or to support teachers as they
learn to become more independent users of the General Education Plan.
Ongoing
Program
Evaluation
Following full implementation, the Northwest AEA service delivery model
will be subjected to ongoing assessment and program evaluation to determine
if critical objectives are being met and if the service delivery plan needs to be
modified. Sources of information will include:
State Performance Plan indicators and targets (including LRE,
Dropout, etc. etc.)
Achievement data for all subgroups of students
Staff job satisfaction survey data
Anecdotal input from AEA and LEA staff
Customer Satisfaction survey data
Comprehensive Improvement Plan data
Accreditation visit data
Other data sources to be determined.
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