Learning and Leadership

SW REGION ACTION PLAN for 2009-2010

Region Profile: Data sets will be provided for your region. Complete the chart below and use the convergence of data to answer questions about your region.

Summary of Data Analyzed:

State Performance Plan / Student Performance Data
X IIP
X On-line Assessment (Reading/Math/Science)
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Social/Emotional/ Behavior Data
XIowa Youth Survey
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Needs Assessment Data
AEA Staff Needs Assessment
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Other Data
IMS System for IEP/IFSPs
Free and Reduced
LEA demographic data
DINA and SINA plan data
Safe Schools Healthy Students Grant
Early ACCESS
  • (C5) Percent of infants and toddlers birth to 1 with IFSPs.Low percentage target 1.10%
  • (C6) Percent of infants and toddlers birth to 3 with IFSPs appears on target/ target 2.10%
Early Childhood
  • (B12) Percent of children referred by Part C prior to age three, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays.0.88%
Represents 22/25 children ( MissingIowaValley and HLV data)
Transition
  • (B13) Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet post-secondary goals.
Target is 100%, Districts under review HLV, BP, Iowa Valley, Washington, Mid-Prairie
Proficiency of Special Education Students
  • (B3C) Proficiency rate for children with IEPs against grade level standards and alternate achievement standards.ITBS and ITED data lower across all grade levels in reading and math
(Core teams will dig deeper into the analysis)
Other SPP needs:
Other Goal Areas (in addition to SPP)
Problem Solving Model (BPAL) required: Presented at September 22, 2009 Region Meeting. Monthly updates at future region meetings planned throughout the year.
Statewide Procedures Manual required: Presented at September 1, 2009 Region Meeting. Monthly updates at future region meetings planned throughout the year. Will work with core teams to implement eligibility information and annual changes
ICC/IDM: Each district team will meet to develop a plan to meet district needs. GWAEA staff will be representatives on leadership teams and support professional development
Learning Supports: Continue implementation of PBS, Olweus, and Teenscreen for those participating districts.

Person(s) responsible for implementing and monitoring plan : Regional Administrators and Southwest Region Leadership Team

Ideal state: The Southwest Region will be the problem solving model as a way to link problems and solutions at multiple levels, individual student, discipline, building, and district

Goal #1: Increase an understanding of the Problem Solving Model and the relationship with ICC, IDM, and special education

Action Steps to Be Taken / Person(s) Responsible / Resources / Timeline / Bi-Annual Progress Updates
  1. Provide an overview of the Problem Solving Process to all Region Staff.
  1. Provide training on problem identification, problem validation,and problem analysis to all Region Staff.
  1. Incorporate the problem solving model into learning activities throughout the year, in region meetings and core meetings.
/ Michele Pettit
SWLLT
Michele Pettit
SWLLT
Regional Administrators and SWLLT / AEA/DE Problem Solving Materials / September 22, 2009
October November
Dec 2009
Ongoing

Goal #2: Increase the proficiency of special education students in the areas of reading and math

IdealState: All students will be proficient in reading and math regardless of their disability

Action Steps to Be Taken / Person(s) Responsible / Resources / Timeline / Bi-Annual Progress Updates
  1. SW Core teams will review their data through a Data Analysis Retreat.
Opportunity will be provided to dig deeper into district and building specific data.
  1. Data Analysis will occur to identify disaggregated data to help support solutions, link with MAP assmt
Pull data to match IEP goal with achievement.
  1. AEA Staff will identify special education students and track progress overtime. Staff will work with specific teachers to review strategies, patterns, etc.
  1. Professional development in districts will link to strategies for struggling learners.
  1. Encourage additional LEA staff to attend Lit 101, Struggling Readers class.
  1. Identify quality tools to provide continuous monitoring of student progress
/ Regional Administrators, SWLLT, School Improvement Cons.
Regional Administrators, SWLLT, School Improvement Cons.
SW Region staff, building reps, consultants
SW Region staff & curriculum consultants
SW Region staff, building reps, consultants
SW Region staff & curriculum consultants / Online assessment tools
Online assessment, IMS, district data
IMS, online
Curriculum consultants, Iowa Content Network / By end of 1st semester
By end of 1st semester
By end of 1st semester
Ongoing
By end of Sept.
Ongoing.

Goal #3: Increase the percentage of IEP’s that meet criteria for the six critical components of transition planning.

Ideal state: Students will exit high school with a clearly defined plan for living, learning, and working

Critical element: Vision + Skills + Incentives + Resources + Action Plan = Change

Action Steps to Be Taken / Person(s) Responsible / Resources / Timeline / Bi-Annual Progress Updates
  1. Review the postsecondary data, (B13 and B14) with Region Leadership Team.
2. SW GWAEA Staff will be represented on the agency-wide Transition Cadre
.
  1. SW GWAEA Transition Cadre members will work closely with Transition Coord leads to plan and participate in staff development for the region.
  1. Appropriate SW GWAEA team members will participate in professional development at the district level for transition.
  1. SW GWAEA Transition Cadre will provide training to Region Staff on the transition requirements for support services only IEP’s
  1. Individual AEA staff who support JH, MS and HS buildings will be responsible for supporting the needs of teachers for peer review, professional development.
  1. Individual AEA staff who support JH, MS and HS buildings will be responsible for reviewing IEPs and providing teachers with feedback to meet compliance indicators.
/ Regional Administrator, Transition Consultant
Pamela Adams
Jenny Fitzpatrick
Karen Harper
Jill Ries
Pamela Adams
Jenny Fitzpatrick
Karen Harper
Jill Ries
Pamela Adams
Jenny Fitzpatrick
Karen Harper
Jill Ries
Pamela Adams
Jenny Fitzpatrick
Karen Harper
Jill Ries
SW Region secondary staff
SW Region secondary staff / I-Star data, SPPdata
Data (B13, B14)
Professional development training
Indicator 13 training module
I Star
Moodle training
Goal writing training
Trans Assmt
Con’t
Same
Secondary IEPs
Secondary IEPs
IMS / October 2009
Quarterly meetings
Fall 2009
Begin fall 2009
Ongoing
Begin fall 2009
Ongoing
Begin fall 2009
Ongoing
Begin fall 2009
ongoing

Goal #4: Increase the percentage of children eligible for Part B that have an IEP developed and implemented by their third birthday

Ideal state: Children of the age of three will transition into appropriate services.

Action Steps to Be Taken / Person(s) Responsible / Resources / Timeline / Bi-Annual Progress Updates
  1. Review expectations on this indicator with EA/EC Staff in the region.
  1. Meet monthly with SW Early Childhood team to coordinate training and expectations and appropriate coding of the data from IFSP to IEP
  1. Work with SW EA/EC Team and districts to develop a year long calendar with transition planning.
  1. Meet with LEA staff to educate regarding expectations for transition. .
/ Regional admin.
Regional admin
EA/EC Staff
EA/EC Staff
Regional admin, EA/EC staff / DE Training
IFSP’s and IEP’s
IMS Data, IFSP’s and IEP’s
EA and IEP guidelines / October 1, 2009
Monthly
Monthly

Goal #5: Increase the percentage of infants and toddlers birth to 1 with IFSP’s and birth to 3 with IFSP’s

IdealState:

Action Steps to Be Taken / Person(s) Responsible / Resources / Timeline / Bi-Annual Progress Updates
  1. Survey SW Region Staff to determine the level of awareness and understanding of Early Access system.
  1. Provide awareness training on the process of the EA child find and child check process
  1. Develop a communication plan to network with community providers, (UIHC, Physicians, etc.)
  1. Develop a plan to provide parent checklists at Physicians offices, SeniorCenter, Family Resource Centers, and Preschools and Day Cares
/ RA/ Sue Koss, Pamela, Shari
EA/EC Staff
EA/EC Staff
EA/EC Staff / EA Training materials
Procedures Manual / November, 2009
December, 2009
January, 2010
January, 2010
Implications for Agency Professional Development
  • AEA Staff will need intensive and ongoing training on the Child Find Process and special education procedures this year.
  • AEA Staff will need the skills and competence to support IEP transition planning for students 13-21.
  • AEA Staff will need the skills and competence to support instructional strategies to increase proficiency in reading and math for special needs children.

Implications for LEA Involvement
  • LEA Understanding of the new Eligibility information from the state
  • LEA understanding and implementation of Special Education procedures: Early Access, Transition, etc.

Evaluation Process(How will you determine that your goal has been reached? What are your measures?)
  • IEP Reviews for specific timelines and required components of transition planning
  • Student Proficiency data (ITBS and ITED)
  • Disproportionality data and ICCSD demographic data
  • IPlan data
  • Staff Needs Assessment Data

The following Agency Directed travel needs are proposed for 2009-2010 school year for professional development:
  • None