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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.