�ݺ�ߣ

Green Hills Area Education Agency Accreditation Site Visit 2011Green Hills Area Education AgencyAccreditation Visit 2011

Accreditation Planning & Preparation TeamDr. Lane Plugge, ChiefKerry AistropeKelli BurkeTerri BushMark DraperDeanna EtheringtonAngie HanceDebbie HayesVal JensenLori KinyonJan NorgaardRon RussellCal SinnDavid VanHornDawn Witt2

GHAEA Map Showing Regional Offices3

Regional OfficesNorth RegionHarlanJan Norgaard, Regional AdministratorAHSTHarlanRiversideShelby County CatholicTreynorTri-CenterUnderwoodMissouri ValleyValerie Jensen, Regional Administrator Boyer ValleyIKM-ManningLogan-MagnoliaMissouri ValleyWest HarrisonWoodbine4

Regional Offices, continuedSouth RegionGlenwoodKelli Berke, Regional Administrator EssexFarragutFremont-MillsGlenwoodHamburgMalvernNishna ValleySidneySouth PageRed OakKerry Aistrope, Regional AdministratorBedfordClarindaClarinda AcademyClarinda CorrectionalClarinda LutheranCorningPrescottRed OakShenandoahStantonVillisca5

Regional Offices, continuedEast RegionOsceolaAngie Hance, Regional Administrator Central DecaturClarkeLamoniMormon TrailMount AyrMurrayAtlanticRon Russell, Regional Administrator AnitaAtlanticCumberland-MassenaElkhorn-KimballtonGriswoldWalnutCrestonDawn Witt, Regional Administrator ClearfieldCrestonDiagonalEast UnionLenoxNodaway ValleyOrient-MacksburgSt. Malachy Catholic6

Regional Offices, continuedWest RegionPetersonTerri Bush, Regional Administrator Lewis Central/Council Bluffs ElementaryCBCSD Early ChildhoodCBCSD ParaeducatorPDPetersonCal Sinn, Regional Administrator Lewis Central/Council Bluffs SecondaryHeartland ChristianIowa School for the DeafSt. Albert Catholic7

Schools We Serve(n = 57)Red OakRiversideShelby County CatholicShenandoahSidneySouth PageSt. MalachyStantonTreynorTri-CenterUnderwoodVilliscaWalnutWest HarrisonWoodbineAHSTAnitaAtlanticBedfordBoyer-ValleyCentral DecaturClarindaClarinda AcademyClarinda LutheranClarkeClearfieldCorningCouncil BluffsSt. AlbertIowa School For the DeafLamoniLenoxLewis CentralLogan - MagnoliaMalvernMissouri ValleyMount AyrMormon TrailMurrayNishna ValleyNodaway ValleyOrient-MacksburgPrescottCrestonCumberland - MassenaDiagonalEast UnionElk Horn - KimballtonEssexFarragutFremont-MillsGlenwoodGriswoldHamburgHarlanHeartland ChristianIKM & Manning8

Student DemographicsTotal Student Population: 39,748Students in Non-Publics: 1,104ELL Students: 1,167Low SES Students: 17,569**Based on 2009 data10

GHAEA Board of DirectorsEd Gambs, Board PresidentRichard Schenck, Board Vice PresidentRaymond StormJulie WilkenKaren Thomsen Kenneth Lee Marland Gammon Randy Brown Nancy Coziahr11

PersonnelAdministration 15Certified 196Classified 124Total33513

Merger ActivitiesA 30 month processLonger planning than any prior AEA mergerRecommended by the State Board of EducationFacilitated with integrity and focused on what would be best for the students and families of Southwest Iowa15

Combined Services ReviewExamined all Special Education services in AEA 13 and AEA 14Examined all Ed Services activities in AEA 13 and AEA 14Enabled in-depth discussions of similarities, differences, and gaps in potential merged AEA services16

Feasibility StudyPost board vote to proceed with merger Conducted by outside consultant Prescriptive activities, document submission and process clearly described in IA CodeRequired as part of preparation for merger application to State Board of Education17

Consumer InputMultiple consumer groups across GHAEA region Required Public Hearings across new regionValued input, review and direction from Superintendent Advisory Committees in both AEAsFormation of a new Combined Superintendent Advisory Committee for future GHAEA18

Communications CommitteePast AEA mergers (NWAEA and GPAEA) recommended formation of a “Communications Committee” to address:internal communications,

and increase understanding of required activitiesBroad representation from regional offices19

Administrative Team WorkMonthly meetings for 24+ monthsThorough review of all programs and servicesClearly defined meeting/process roles Meeting Facilitator

Developed framework for future decision-making20

Tregoe Decision Making ProcessGuiding QuestionsWhat are we trying to decide?

What results do we want or need?

Which objectives are mandatory? (MUSTS)

What is most important? (WEIGH WANTS)

Evaluate alternatives (MUSTS vs. WANTS)Group Consensus for future actions21

Reorganization PlanDriven by Iowa Code RequirementsComprehensive review of all considerationsCollection of all prior effortsEfficiency and Effectiveness Cost considerationsProvided to Iowa State Board of Education on April 30, 2009Unanimous board approval for July 1, 2010 effective merger data22

VisionGHAEA - ALL we serve will have the . . .vision to see all possibilities, courage to take risks, will to succeed, power to make a difference.23

MissionGHAEA will . . .collaboratively advocate for families, communities and schools to help them achieve their goals by providing dedicated professional consultation and quality system-wide supports.24

Guiding PrinciplesGHAEA is dedicated to:innovative practice that will lead to increased learning for allgrowing and maintaining relationships that enhance partnerships.ensuring that all students and stakeholders can achieve and perform at increasingly higher levels.providing equitable and exemplary resources and support.25

BeliefsWe believe:connections are established by being responsive, visible, and attentive to stakeholders’ needs.in valuing and utilizing the collective strengths of both internal and external individuals and teams.progress will be advanced through honest, trusting, and informed conversations.learning will occur in a safe environment that allows for risk-taking.listening to the ideas of others leads to an openness to change.‘possibilities thinking’ will broaden the view of education.using research and data to make informed decisions will strengthen our systems.26

GHAEA GoalsGoal 1: Increase the academic performance of all students in literacy, mathematics and science, as evidenced by the proficiency rates of students in grades three through 11. (From former Loess Hills AEA)Goal 2: Decrease the achievement gaps in literacy, mathematics and science for diverse learners in comparison to other students including, but not limited to, students with disabilities and students living in poverty, as evidenced by the differences in proficiency rates between diverse learner subgroups of students in grades three through 11 and other students. (From former Loess Hills AEA)Goal 3: Increase the percentage of students in grades three through eleven who are proficient in mathematics, science, and literacy, including technology literacy at 8th grade. (From former GVAEA)Goal 4: Increase the percentage of students in different sub-groups (e.g., free and reduced, students with IEPs, ELL, migrant) who are proficient in mathematics, science and literacy, while closing the achievement gap between comparison groups (e.g., male versus female, ELL versus non-ELL). . (From former GVAEA)Goal 5: All students experience a safe and caring learning environment that meets their needs. . (From former GVAEA)28

Program Leadership TeamsPurpose of Program Leadership Teams (PLTs)1) To ensure the vision, mission, guiding principles, and beliefs of GHAEA are realized.2) To provide leadership for, oversight, direct, mointor, and evaluate programs/services outcomes of Green Hills Area Education Agency.3) To serve as the conduit of information to and from the field about GHAEA programs and services.Three TeamsMedia & TechnologySpecial EducationTeaching & Learning30

Program Leadership Teams, cont’dTeam Composition (for SPED and T&L )Approximately one-half of GHAEA regional administrators. There is diverse expertise represented by the regional administrators serving on these teams.Each team have technology integration expertise represented as part of team membership.Team Composition (Media & Technology)One regional administrator from the Teaching and Learning PLT.One regional administrator from the Special Education PLT.Supervisor of learning resources. Technology integration specialists.Note: Associate Administrator serves as a an ex officio member of all three teams31

Program Leadership Teams, cont’dTeam FacilitationEach of the PLTs has one individual identified as team facilitator.The function of the team facilitator is to call team meetings, develop meeting agenda, facilitate team communication (working with other team members to do so), communicate about team decisions, attend state director meetings and communicate back to the team about those meetings.Decision-MakingTeam decisions are made by consensus, meaning decisions can be “lived with” by each individual serving on the team.Once consensus is reached, regional administrators agree to support the decision.32

Leads10 LeadsRoles and Responsibilities Leadership Responsibility for a define set of programs and/or services (e.g., SPED Reps, Teaching & Learning)Representation of GHAEA through the vision, mission, guiding principles and beliefs Collaborator and communicator Attendance at State Meetings, content conventions (ie. ASHA, ISHA) Liaison to T/L PLT and/or SPED PLT Assist in Plan Budget33

Liaisons11 Liaisons Roles and Responsibilities Leadership responsibility over a sub-area of SPED or Teaching & Learning (e.g., Math)Attend state meetings Communicate with Lead in an effort to streamline information from state initiatives to AEA staff Collaborate with Lead to plan for effective meetings 34

Identifying Programs and Services to Achieve GoalsGHAEA CIP goals are based on district CSIP goalsReadingMathScienceClosing the GapClimate and CultureReview district APRsReview State Performance Plan DataAnnual Conversations with LEAsGoing into the 2010-11 school year relied on Merger Action PlansReview Consumer Satisfaction Data35

LEA/AEA Collaboration PlansLEA/AEA Collaboration Plans are developed annually with each districtReview data with district administrative teamsCSIPAPRIowa Core PlanSPP DataIowa Youth SurveyIdentify priority needs for each district and buildingLEA/AEA Collaboration Plans will be completed online36

Program & Service Merger Action Plans37

Providing Exceptional Service While Simultaneously Meeting or Exceeding StandardsThe following slides provide examples of how GHAEA accomplishes this goal38

School Community PlanningExamples under the School Community Planning standard include”Services Include Assessing Student Needs (SCP1)Services Aid in Developing Collaborative Relationships (SCP2)Services Aid in Establishing a Shared Direction (SCP3)Services Include Implementation of Actions toAchieve Goals (SCP4)Services Involve Measuring Progress Toward Goals (SCP5)39

Professional DevelopmentExamples under the Professional Development standard include:Services Anticipate and Respond to Schools’ Needs (PD1)Services Support Proven or Emerging Educational Practices (PD2)Services Align with Schools’ Needs (PD3)Services Adhere to Adult Learning Theory (PD4)Services Support Improved Teaching (PD5)Services Use Theory, Demonstration, Practice, Feedback and Coaching (PD6)Services Address Professional Development Activities as Required by Code and/or Rule (PD7)40

Curriculum Instruction & AssessmentExamples in the CIA standardServices Involve Gathering and Analyzing Student Data (CIA6)Services Involve Comparing Data to External Knowledge Base (CIA7)Service Involve Using Student Data and External Knowldge Base Information to Guide Goal Setting (CIA8)Services Involve Implementation of Actions (CIA9)GHAEA delivers CIA services that address each of the above bulleted items in the curricular areas of Reading, Mathematics, Science and other areas.41

Diverse LearnerExamples under the Diverse Learner standard include:Services Include Gifted and Talented Services (DL1)Services Include Those for Students Who Require Special Education (DL2)Services Include Those for Student with Other Diverse Learner Needs (DL3)Services Include Support to Schools and School Districts for Diverse Learners (DL4)Services Include Special Education Compliance (DL5)42

Multicultural, Gender-FairExamples under the MCGF standard include:Services Ensure Students are Free From Discriminatory Acts (MCGF1)Services Establish Policies to Ensure Students are Free from Harassment (MCGF2)Services Incorporate Instructional Strategies and Student Activities(MCGF3)Services Incorporate Activities to Work Effectively with Diverse Learners (MCGF4)43

Media ServicesExamples under the Media Services standard include:Services Align with Schools’ Needs (MS1)Services Support Effective Instruction (MS2)Services Include Consultation, Research and Information Services (MS3)Services Support Standards in Reading, Math and Science (MS4)Services Support and Integrate Technology (MS5)44

School TechnologyExamples under the School Technology standard include:Services Include Planning (ST1)Services Include Technical Assistance (ST2)Services Include Professional Development (ST3)Services Incorporate Instructional Technologies to Improve Student Achievement (ST4)Services Include Implementation of Content Standards (ST5)Services Integrate Emerging Technology (ST6)45

LeadershipExamples under the Leadership standard include:Services Include Support for Recruitment (L1)Services Include Support for Induction (L2)Services Include Support for Retention (L3)Services Include Leadership Professional Development (L4)Services Address Local Educational Needs (L5)Services Address State Educational Needs (L6)Services Incorporate Best Practices (L7)46

ManagementExamples under the Management standard include:The AEA Delivers Management Services if Requested47

Addressing Essential Accreditation CriteriaExamples of addressing essential Accreditation Criteria:GHAEA works to ensure services have aligned resourcesGHAEA measures the effectiveness of the services it providesGHAEA assesses the efficiency of the services it providesGHAEA monitors the implementation of services it providesGHAEA strives to ensure all services are equitably available48

READINGAll Students – GRADES 4, 8 & 1150

READINGGap Between IEP & Non IEP StudentsGRADES 4, 8 & 1151

READINGGap Between FRL & Non FRL StudentsGRADES 4, 8 & 1152

READINGGap Between Ell & Non ELL studentsGRADES 4, 8 & 1153

READINGGap Between FEMALE & MALE StudentsGRADES 4, 8 & 1154

MATHALL STUDENTS – GRADES 4, 8 & 1155

MATHGap Between IEP & Non IEP studentsGRADES 4, 8 & 1156

MATHGap Between FRL & Non FRL studentsGRADES 4, 8 & 1157

MATHGap Between ELL & Non ELL studentsGRADES 4, 8 & 1158

MATHGap Between Female & Male studentsGRADES 4, 8 & 1159

�ݺ�ߣ

February 8 site visit team presentation with merger

More Related Content

February 8 site visit team presentation with merger

Editor's Notes