Keystone AEA 1 2008-2009 Guide to Services

Keystone AEA 1 2008-2009 Guide to Services Keystone Area Education Agency 1 1400 2nd Street, NW Elkader, IA 52043 563-245-1480 Iowa Toll-Free: 1-800-632-5918 www.aea1.k12.ia.us Sector and Field Offices Sector I – Decorah Sector Office 700 Ridgewood Drive Decorah, IA 52101 563-382-2870 Sector I – Waukon Field Office 204 Sixth Street, NW Waukon, IA 52172 563-568-4818 Sector II – West Union Sector Office 208 ½ North Vine Street West Union, IA 52175 563-422-5678 Sector II – New Hampton Field Office 805 N Canty Avenue New Hampton, IA 50659 641-394-2162 Sector II – Elkader Field Office 1400 2nd Street, NW Elkader, IA 52043 563-245-1480 Sector III – Delhi Sector Office 802 Charles Street Delhi, IA 52223 563-922-2299 Sector III – Farley Field Office 403 Fourth Avenue, NE Farley, IA 52046 563-744-3395 Sector III – Oelwein Field Office 300 12th Avenue, SE, Suite 2 Oelwein, IA 50662 319-283-2043 Sector IV – Dubuque Sector Office 2310 Chaney Road Dubuque, IA 52001 563-556-3310 Instructional Services – Dubuque Office 2310 Chaney Road Dubuque, IA 52001 563-556-3310 Instructional Services – Elkader Office 1400 2nd Street, NW Elkader, IA 52043 563-245-1480 Keystone Area Education Agency 1 2008-2009 Administration Dr. Robert Vittengl Chief Administrator Dr. Bob E. Shaw Director of Administrative Services Dr. Douglas Penno Director of Special Education Sue Daker Director of Comprehensive Improvement Rhonda Sheeley Director of Instructional Services Board of Directors Francis Peterson, Bill Withers, M.D., Norman Miller, Robert Brown, John Perrenoud, Merle Gaber, John F. Ganshirt, Walter Pregler, and Gary Gassettt Keystone Area Education Agency does not intentionally discriminate on the basis of race, creed, ethnic background, national origin, gender, age, marital status, handicap or disability in its educational programs, activities, or employment policies, or as otherwise prohibited by statute or regulation. If you have questions or grievances related to this policy, please contact: Bob E. Shaw, Administrative Assistant at Keystone AEA, 1400 2nd Street NW, Elkader IA 52043-9564 or call 1-800-632-5918 or (563) 245-1480. School improvement is all about leadership, teaching, and learning. School improvement requires making decisions based on data. School improvement also requires that all educators learn and implement those evidence-based and research-based strategies that improve teaching and learning. Therefore, Keystone AEA continues to provide services related to the following Agency-Wide Goals: Agency-Wide Goal #1: Enhance the leadership skills of school leaders and school leadership teams in the Keystone AEA area (Leadership for school improvement). Agency-Wide Goal #2: Improve teaching skills and student learning in the Keystone AEA area (Equitable service for school improvement). The reauthorization of the Individuals with Disabilities Education Improvement Act created a new world of accountability for student achievement especially for students with disabilities. The Six-Year Plan for Students with Disabilities outlines Six Essential Questions and Twenty Related OSEP Indicators for Students with Disabilities. The work of the Agency, however, is for ALL children; it is not to be separated for general education students and special education students. Keystone AEA cannot operate under two disconnected plans related to student achievement. That is why the services provided by the Agency will be aligned to the Six Essential Questions and Twenty Related OSEP Indicators. These indicators align with AEA Annual Progress Report requirements. Indicators for students with disabilities, as noted below, cannot be achieved without leadership of the Agency and the professional development provided by Agency Work Teams identifying the strategies and interventions necessary to accelerate student achievement. In most cases, the strategies and interventions needed to accelerate student achievement are applicable for ALL students. Essential Question #1: Are students with disabilities entering school ready to learn at high levels? - Indicator 6: Least Restrictive Environment - Indicator 7: Early Childhood Outcomes - Indicator 12: Effective Transition C to B Essential Question #2: Are students with disabilities achieving at high levels? - Indicator 3: Participation and Performance - Indicator 4: Suspensions and Expulsions - Indicator 5: Least Restrictive Environment 6 - 21 Essential Question #3: Are students with disabilities from all ethnicities appropriately identified and receiving a free and appropriate public education (FAPE) in the least restrictive environment (LRE)? - Indicator 9: Disproportionality - Indicator 10: Disproportionality – Disability Category Essential Question #4: Are parents and students supported within special education? - Indicator 8: Parent involvement 2 Essential Question #5: Are students with disabilities prepared for success beyond high school? - Indicator 1: Graduation - Indicator 2: Dropout - Indicator 13: Secondary Transition – IEP - Indicator 14: Secondary Transition – One Year Out Essential Question #6: Does the infrastructure system support the implementation of IDEA? - Indicator 11: Child Find - Indicator 15: Monitoring - Indicator 16: Complaints - Indicator 17: Due Process Hearings - Indicator 18: Resolution Sessions - Indicator 19: Mediations - Indicator 20: Timely and Accurate Data In 2002-2003, the Agency’s Chief Administrator challenged the Agency Leadership Work Team (Division Directors, Sector Coordinators, and SINA Leaders) to determine what it is that every school and school district could always expect from the Agency. There were Nine Agency Guarantees that were identified and shared. These guarantees align with the AEA Standards for Service, support the Agency-Wide Goals, and the Six Essential Questions and Twenty Related OSEP Indicators for Students with Disabilities. Agency Guarantee #1: Assisting and supporting LEA CSIPs and APRs Agency Guarantee #2: Dealing with diverse learning needs of children Agency Guarantee #3: Targeting professional development using IPDM Agency Guarantee #4: Improving student achievement Agency Guarantee #5: Enhancing leadership skills Agency Guarantee #6: Accessing to and delivering educational materials Agency Guarantee #7: Supporting technology integration Agency Guarantee #8: Providing printing services Agency Guarantee #9: Providing cooperative purchasing opportunities 3 Our Vision The vision of Keystone AEA is to improve learning and living for all students. Our Mission The mission of Keystone AEA is to provide leadership for school improvement and student learning and living. This leadership is provided through equitable, effective, and efficient services that meet the following AEA Standards: 1. The AEA shall deliver services for school-community planning. 2. The AEA shall deliver professional development services for school, school district, and AEA instructional, administrative, and support personnel. 3. The AEA shall deliver curriculum, instruction, and assessment services that address the areas of reading, language arts, mathematics, and science and can also be applied to other curricular areas. 4. The AEA shall address the diverse learning needs of all children and youth, including but not limited to, services which address gifted and talented students and meet the unique needs of students with disabilities who require special education. 5. The AEA shall provide services that support multicultural gender fair schools. 6. The AEA shall deliver media services. 7. The AEA shall supplement and support effective instruction for all students through school technology services. 8. The AEA shall deliver services that develop leadership based upon the Iowa Standards for School Administrators. 9. The AEA shall deliver management services if requested. 4 Our Beliefs Light the Way We Believe:  our ultimate client is the student.  our work with educators and students ultimately affects learning.  the purpose of our work is to improve student achievement.  the direction of our Agency work is guided by the AEA accreditation/ continuous improvement process.  coordinated services shared with multiple agencies through a unified systems approach will be implemented in the best interest of the student.  the Agency is part of a learning community.  in partnerships with communities to improve student well being.  in providing parents meaningful opportunities to participate in the planning and provision of educational services for children.  in applying relevant research and information to the decisions related to programs and services.  in providing quality support and instructional services to students within the limits of funds and personnel.  in expanding our technical knowledge and understanding of new systems to better serve students. 5 AEA Standards for Service – Chapter 72.4 School-Community Planning Services (SC) Iowa Administrative Code [72.4(1)] says: "The AEA shall deliver service for school-community planning. The AEA assists schools and school districts in assessing needs of students, developing collaborative relationships among community agencies, establishing shared direction, implementing actions to meet goals, and reporting progress towards goals." Professional Development Services (PD) Iowa Administrative Code [72.4(2)] says: "The AEA shall deliver professional development services for schools, school districts and AEA instructional, administrative, and support personnel. The AEA anticipates and responds to schools' and school districts' needs; supports proven and emerging educational practices; aligns with school and school district comprehensive long-range and annual improvement goals; uses adult learning theory; supports improved teaching; uses theory, demonstration, practice, feedback, and coaching; and addresses professional development activities as required by the Iowa Code or administrative rules." Curriculum, Instruction, and Assessment Services (CIA) Iowa Administrative Code [72.4(3)] says: "The AEA shall deliver curriculum, instruction, and assessment services that address the areas of reading, language arts, mathematics, and science but may also be applied to other rigorous standards in, but not limited to, reading, mathematics, and science. The AEA assists schools and school districts in gathering and analyzing student achievement data as well as data about the learning environment, compares those data to the external knowledge base, and uses that information to guide school and school district goal setting and implementation of actions to improve student learning." Diverse Learners Services (DL) Iowa Administrative Code [72.4(4)] says: "The AEA shall address the diverse learning needs of all children and youth, including but not limited to services which address gifted and talented students, and meet the unique needs of students with disabilities who require special education. Services provide support to schools and school districts and include special education compliance with Iowa administrative rules for special education." Multicultural Gender Fair Services (MCGF) Iowa Administrative Code [72.4(5)] says: "The AEA shall provide services that support multicultural, gender fair approaches to the education program pursuant to Iowa Code section 256.11. These services assist schools and school districts to take actions that ensure students are free from discriminatory acts and practices; to establish policies and take actions that ensure students are free from harassment; to incorporate into the educational program instructional strategies and student activities related to responsibilities, rights, and the respect for diversity which are necessary for successful citizenship in a diverse community and a global economy; and to incorporate on an ongoing basis activities within professional development that prepare and assist all employees to work effectively with students." Media Services (ME) Iowa Administrative Code [74.4(6)] says: "The AEA shall deliver media services. These services align with school and school district needs, support effective instruction, and provide consultation, research and information services, instructional resources, and materials preparation and dissemination to assist schools and school districts to meet the learning needs of students and support local district media services. These services support the implementation of content standards in, but not limited to, reading, mathematics, and science. These services also support and integrate emerging technology." School Technology Services Iowa Administrative Code [72.4(7)] says: "The AEA shall supplement and support effective instruction to students through school technology services. These services provide technology planning, technical assistance, and professional development, and support the incorporation of instructional technologies to improve student achievement. These services support the implementation of content standards in, but not limited to, reading, mathematics, and science. These services support and integrate emerging technology." Leadership Services Iowa Administrative Code [72.4(8)] says: "The AEA shall delivery services that develop leadership based upon the Iowa Standards for School Administrators as adopted by the board of educational examiners. Leadership services assist with the recruitment, induction, retention, and professional development of educational leaders. AEAs develop and deliver leadership programs based on local and state educational needs and best practices." Management Services Iowa Administrative Code [72.4(9)] says: "The AEA shall deliver management services if requested. If the AEA provides management services to school districts, the services shall conform to the provisions of the Iowa Code section 273.7A." 6 Chapter 72 says: The purpose of Iowa’s early childhood through twelfth grade educational system is to support student learning. Area Education Agencies, as part of that system, exist to provide leadership and equitable service for school improvement to schools and school districts in order to enable every learner to perform at higher educational levels.” 7 Program of Service Assessment and Learning in Knowledge Spaces (ALEKS) Balanced Leadership Brain Injury Resource Team (BIRT) Click N Read Phonics Cognitive Tutor Cognitively Guided Instruction (CGI) Concept Oriented Reading Instruction (CORI) Conflict Resolution Facilitation Crisis Prevention Intervention (CPI) Nonviolent Physical Crisis Intervention Critical Incident Response Team (CIRT) Early ACCESS Early Childhood Professional Development/Consultation Early Childhood Special Education Services (Birth through Age Five) Eastern Iowa Science Collaborative Project (V.A.S.T.) Elementary Math Assessment (Kathy Richardson) English Language Learners (Title III Part A: English Language Acquisition) Every Child Reads (ECR – 3-5) Every Learner Inquires (ELI): Science Every Student Counts (ESC): Math First in Math (FIM) 24Game Framework for Understanding Poverty Training Heartland Educational Assessment Resource Toolkit (HEART) Instructional Practices Inventory (IPI) Iowa Collaborative Assessment Modules (ICAM) Iowa Educators Consortium (IEC) Iowa Evaluator Approval Training Program (IEATP) Level I Iowa Evaluator Approval Renewal Training (IEART) Level II: Evaluation of Teachers Iowa Evaluator Approval Renewal Training Level II: Evaluation of Administrators KU Content Enhancement KU Learning Strategies Lesson Study Project Licensure Renewal Literacy Leadership for Elementary Educators (LLEE) Mandatory Reporter/OSHA Compliance Training Primary Contact Deb Henkes Sue Daker Mary Purdy Deb Henkes Sue Runyon Sue Runyon Shirley Kirby Sue Frank Deb Gleason Jenny Becker Pam Fields Joan Amick Kris Croatt Joan Amick Jason Martin-Hiner Heather Kaufman Becky Berry Joan Amick Jason Martin-Hiner Sue Runyon Bev Brink Amy Holst Mark Klinkefus Sarah Lehmann David Tallant Bev Brink Bruce Floyd Bruce Floyd Bruce Floyd Holly Natvig Holly Natvig Sue Runyon Bruce Floyd Tracy Grimes Teresa Shea-Tajaran Secondary Contact Sue Runyon Art Miller Margaret Jones Deb Henkes Donna Hejhal Reading Team Art Miller Art Miller Douglas Penno Joan Amick Douglas Penno Sue Daker Shelley Schafer Kris Croatt Mark Klinkefus Tom Barnard Math Team Deb Henkes Bob Hankey Sue Updegraff Sue Daker Rhonda Sheeley Sue Updegraff Shirley Kirby Sue Updegraff Shirley Kirby Shirley Kirby Shirley Kirby Math Team Dee O’Brien Reading Team 8 Program of Service McElroy Excellence in Education Enrichment Grant Mentoring and Induction My Access! Online Writing Tool Mid-Iowa School Improvement Consortium (MISIC) Northwest Evaluation Association (NWEA) Olweus Bullying Prevention Program Online Resources Oral Narratives Perkins Consortium for Career & Technical Education Positive Behavior Supports (PBS) Project IMPACT: Science Question Answer Relationships (QAR) Reading First Reading Recovery Second Chance Reading (SCR) Special Education: Assistive Technology Special Education: Audiology Services Special Education: Autism Resource Team (ART) Special Education: Itinerant Teachers of the Visually Impaired Special Education: Occupational Therapy Services (e.g., COTA) Special Education: Physical Therapy Services Special Education: Secondary Transition Services SubFinder Technology Assessments Technology Coordination Technology Professional Development Title II Part A: Preparing, Training, and Recruiting Highly Qualified Teachers and Principals Primary Contact Norma Thiese Peggy Krentz Deb Henkes Norma Thiese Norma Thiese DeAnne Blanchard Norma Thiese Margie Breese Sue Updegraff DeAnne Blanchard Jason Martin-Hiner Nancie Andreasen Tracy Grimes Betty Gitz Shirley Kirby Marcia Boberg Sue Schulz Bonnie Kiernan Sue Schulz Pam Fields Pam Fields Karen Larimer Judy Gantenbein Rhonda Sheeley Rhonda Sheeley Mark Klinkefus Jason Martin-Hiner Secondary Contact Sue Larson Sarah Lehmann Bev Brink Rhonda Sheeley Rhonda Sheeley Steve Heer Rhonda Sheeley Marcee Bauer Jill Hageman Mark Klinkefus Reading Team Shirley Kirby Sue Daker Sue Daker Lois Henry Douglas Penno Sue Schulz Douglas Penno Sue Wilcox Douglas Penno Art Miller Tech Team Tech Team Tech Team Marcee Bauer 9 Assessment and Learning in Knowledge Spaces (ALEKS) ALEKS is a web-based assessment and learning software that uses artificial intelligence to precisely assess students in grades 4 through 12. This assessment is used to place students in a learning program that uses what they know and are ready to learn. planning for a student’s re-entry into school and transitioning to home from hospitalization or rehabilitation. BIRT members provide ongoing professional development opportunities for educators, parents, and community organizations. Balanced Leadership™ The Balanced Leadership Framework™ is predicated on the notion that effective leadership means more than simply knowing what to do – it’s knowing when, how, and why to do it. Effective leaders understand how to balance pushing change while at the same time, protecting aspects of culture, values, and norms worth preserving. They know which policies, practices, resources, and incentives to align and how to align them with organizational priorities. They know how to gauge the magnitude of change they are calling for and how to tailor their leadership strategies accordingly. Finally, they understand and value the people in the organization. They know when, how, and why to create learning environments that support people, connect them with one another, and provide the knowledge, skills, and resources they need to succeed. This combination of knowledge and skills is the essence of balanced leadership. Balanced Leadership™ is four two-day sessions to understand and practice the research. On-going follow up is provided. Click N Read Phonics Click N Read Phonics is an Internet-based, supplemental, individualized, prescriptive, and interactive program. It teaches letter sounds, word blending, sight words, decoding, work recognition, and more. The program is designed for children as young as 4 years old and teaches the complete K-3rd grade phonics curriculum. Students can use this program at school and at home 24/7. Cognitive Tutor Carnegie Learning Cognitive Tutor Program is a mathematics curriculum that combines problem solving in the classroom with individualized computer time each week. This strong research-based curriculum is being used by middle schools and high schools for pre-algebra, algebra, and geometry courses. Brain Injury Resource Team (BIRT) The Brain Injury Resource Team (BIRT) provides information about brain injury to school teams, parents, and other agencies. Members consult with local school teams during evaluations and program planning. They can assist educators and parents in 10 Cognitively Guided Instruction (CGI) Cognitively Guided Instruction (CGI) is a professional development program for teachers that explicitly shows what kind of knowledge students bring to the math learning process and how they connect that knowledge with formal concepts and operations. Keystone staff are trained in the CGI process with the goal of delivering it to our schools. Concept Oriented Reading Instruction (CORI) Concept Oriented Reading Instruction (CORI) is a Teacher Development Academy provided by the Iowa Department of Education. The first cohort training sessions began during the 2005-2006 school year. The second cohort training session began during the 2006-2007 school year. Concept Oriented Reading Instruction (CORI) is a research-based classroom instructional model emphasizing reading engagement, reading comprehension, and conceptual learning in science or other content areas. Many empirical studies, including quasi-experimental research conducted with upper-elementary students, including struggling readers, have provided compelling evidence of CORI’s effectiveness in improving the comprehension of expository text. Two main strands of instruction comprise the CORI framework: (a) cognitive strategy instruction, and (b) practices supporting students’ engagement in reading. CORI teachers are trained to support students in using cognitive reading strategies to help them construct knowledge from text. The strategies are activating background knowledge, questioning, searching for information, summarizing, graphic organizing, and comprehension monitoring. Importantly, students in CORI are taught to use reading strategies in a functional context of reading to understand expository text, in contrast to programs that teach strategies with little attention to content. CORI teachers are trained to support students’ engagement in reading through five motivational practices: (a) focusing on content goals in a conceptual theme, (b) affording choices and control to students, (c) providing hands-on activities to pique students’ interest in the theme’s 11 topics, (d) using interesting texts that are related to the concepts being learned, and (e) organizing effective collaboration to enable learning from text. CORI students engage in many activities to support their reading engagement and content knowledge growth, including observing tangible scientific phenomena, choosing topics and reading interesting texts that are connected in important ways to the content and strategic reading goals, and engaging in thoughtful text-based writing and knowledge communication. Although most of the research on CORI has been in grades 3, 4, and 5, with help it can be adapted to nearly any grade level or content area. CORI works best in schools with principal support, with teachers who are able and willing to collaborate with each other, and with science, history, and subjects demanding reading skills. CORI has been successfully implemented in middle and high school classrooms, as well as in the primary grades. Conflict Resolution Facilitation Conflict Resolution Facilitation provides conflict resolution support in a variety of ways. We offer training opportunities on collaboration and conflict resolution skills to families, LEA staff, AEA staff, and community agency representatives. The Agency provides informal guidance in conflict situations on a daily basis. Most core team members serving area schools have basic training in this field. They utilize these skills to help families and LEA staff work through differences at the lowest level of conflict. The Parent-Educator Connection Coordinators have been extensively trained in conflict resolution and mediation. They devote a significant portion of their time helping to resolve more complex conflict situations. The Coordinators provide support to families in prioritizing concerns and generating possible solutions before meetings take place. They attend meetings to help facilitate collaboration and they serve as both informal and formal conflict resolution facilitators. Conflict Resolution Facilitation has a formal conflict resolution facilitation process available to any family or local school. Keystone uses a comediator model and has multiple staff trained to serve in that capacity. Early Childhood Professional Development/Consultation Keystone AEA Early Childhood Designees participate in quarterly state Early Childhood Leadership Team meetings to stay of abreast of what is happening in early childhood on the state and federal level. This includes federal law and state rules regarding special education and Early ACCESS as well as best practice in the field of early childhood. In order to be in compliance with the law and insure best practice, Early Childhood Staff provide professional development and consultation as needed and upon request. Professional Development is provided for: • home-based and center-based child care staff and community-based and schoolbased preschool teachers and associates; • Early ACCESS Service providers and service coordinators; • school administrators regarding early childhood issues; and • community agencies and organizations • AEA staff. Consultation is provided for: • individual preschool children and classroom; • QPPS participants; • programs involved in the State Voluntary Four Year Old Program; and • home-based and center-based child care staff and community-based and school-based preschool teachers and associates, Crisis Prevention Intervention (CPI) Nonviolent Physical Crisis Intervention Since 1980, the Crisis Prevention Institute (CPI) has been committed to developing programs designed to manage disruptive and assaultive behavior. CPI remains the forefront of critical issues and best practices in behavioral management based on the founding philosophy of providing for the care, welfare, safety, and security of everyone involved in a crisis situation. The training includes effective verbal and physical techniques to deescalate potentially aggressive or aggressive situations. Critical Incident Response Team (CIRT) (formerly Traumatic Events Response Team) This team will serve as a guide to districts in the creation of their own critical incident response plans. We will offer checklists for school staff when dealing with a critical incident, sample letters that can be used to communicate with parents and the community, as well as sections from the Iowa Code that are to be followed when dealing with the media. Early ACCESS Early ACCESS is Iowa’s system for providing early intervention services. It is available to infants and toddlers from birth to age three who have a condition known to cause developmental delays if early intervention services are not provided, or who are showing a developmental delay in one or more areas of development. Early Childhood Special Education Services (Birth through Age Five) Keystone AEA provides Early Childhood Services for children and families beginning at birth through age five. Services for children and families, service providers, and teachers include:  providing early childhood screenings and evaluations (Child Find activities to find children that qualify for Early ACCESS or 12 are in need of Special Education); providing Early ACCESS Services through IDEA, Part C;  providing Early Childhood Special Education Services including: Assistive Technology (devices and services to assist the child), Audiology (hearing), Speech and Language, Family Training, Counseling, and Home Visits, Medical (evaluation and diagnosis), Health (necessary to help a child benefit from other early intervention services), Nutrition (healthy eating habits), Occupational Therapy (improving small muscle coordination), Physical Therapy (improving large muscle coordination), Psychological (testing of children, counseling for children and families), Social Work (counseling, training, and finding other help in the community for the family), Special Instruction (educational services usually provided in your home; can be at a center), Transportation (direct and related costs of travel necessary to enable a child and family to receive early intervention services), and Vision;  consulting with parents, child care providers, preschool and elementary teachers, and school administrators regarding child development and behavior;  assisting with the problem solving process for parents and teachers; and/or  providing technical assistance and resources to help improve the quality of the programs in our area. Examples of resources include: • Iowa Early Learning Standards • Iowa Quality Preschool Program Standards • Early Language and Literacy Classroom Observation Tool Keystone AEA Early Childhood Staff provide trainings: 13  for early childhood service providers on many early childhood topics (i.e., early literacy using the Every Child Reads materials);  on procedures for Early ACCESS (including the Part C federal law, Family Centered Practices, the IFSP process, and connecting families to needed resources, and serving in the natural environment; on the problem solving process for three to five year olds);  for parents on early literacy strategies. Keystone AEA Early Childhood Staff provide mentoring and coaching:  for Early ACCESS Service Coordinators from other agencies;  for classroom teachers in the area of early literacy; and/or  for teachers participating in the Quality Preschool Program Standards Self-Assessment Process. Keystone AEA Early Childhood Staff are members of the Early Childhood State Leadership Team Eastern Iowa Science Collaborative Project (V.A.S.T.) The Eastern Iowa Science Collaborative Project involves the collaboration of five AEAs (1, 267, 9, 10, and Great Prairie) in eastern Iowa. Participating teachers are expected to attend science kit trainings at the VAST Center in Cedar Rapids. AEA consultants will do follow-up sessions, trainings, and/or observations with participating teachers. This project provides science kits rich with inquiry learning strategies for grades K-5 and 6-8. Elementary Math Assessment (Kathy Richardson) Training in the use of the series of nine formative assessments for Pre-K to 3rd grade mathematics. Assessments focus on core concepts that must be in place if children are to understand and be successful in mathematics. the education of limited English proficient children. Sub-grantees must:  be either an Area Education Agency (who applies for a consortium grant that represents all of their LEAs)  or one of the urban 8 districts and qualify (on the basis of number of ELL) for a minimum grant of $10,000. Keystone AEA administers a consortium Title III grant for schools and districts within its boundaries. English Language Learners (Title III Part A: English Language Acquisition) The federal Bilingual Education Act was reauthorized as Title III, as part of the No Child Left Behind Act, January 2002. “The number of limited English proficient children attending American schools has grown dramatically, primarily because of immigration, with state education agencies reporting that limited English enrollment rose from 2.1 million in the 1990-1991 academic year to more than 3.7 million in 1999-2000. Although their numbers are increasing, their educational attainment remains low. A congressionally mandated study found that these students receive lower grades, are judged by their teachers to have lower academic abilities, and score below their classmates on standardized tests of reading and math.” (No Child Left Behind: A Desktop Reference, U.S. Department of Education, pp. 91-93) Every Child Reads (ECR – 3-5) This program supports the achievement in reading for No Child Left Behind and the Individuals with Disabilities Education Improvement Act in the areas of language, reading, and writing. The goal is to enhance literacy development of children birth to kindergarten by expanding the capacity of early care and education systems. This initiative also supports the Iowa Early Learning Standards for children ages 3-5. The need for Every Child Reads is based on the Kindergarten Teacher Perception Survey and the growing concern in Iowa over declining test scores. Many kindergarten teachers believe that some children entering school are not ready to learn. Current data show the need to continue efforts in literacy for children ages birth through age eight. There is evidence that a few simple strategies, used regularly by families and early childcare and education providers, before young children enter school, help prepare children for reading when they get to elementary school. These convictions are supported by research in literacy development. Every Child Reads training is available upon request. Current trainings are being supported by grants from the Iowa Department of Education. The Instructional Services Early Childhood Consultant can train preschool and home providers in this program. Since 2000, approximately 115 people in the Dubuque area have received this training. Other locations in our 14 “The Language Instruction for Limited English Proficient and Immigrant Students program assists school districts in teaching English to limited English proficient students and in helping these students meet the same challenging state standards required of all students.” (No Child Left Behind: A Desktop Reference, U.S. Department of Education, pp. 91-93) The U.S. Iowa Department of Education awards a grant to the Iowa Department of Education, which is responsible for awarding sub-grants to improve AEA receive this training from personnel associated with Child Care Resource and Referral. student achievement in mathematics through effective implementation of the Iowa Professional Development Model. The Every Student Counts project has three fundamental research-based components:  Teaching for Understanding  Problem-Based Instructional Tasks  Meaningful Distributed Practice Keystone started implementing ESC in high schools during the 2006-2007 school year. Every Learner Inquires (ELI): Science Every Learner Inquires (ELI) is a state science initiative. ELI focuses on learning science through inquiry and learning to teach science through inquiry. During the summer of 2005, an ELI development group met to design a professional development curriculum for inquiry-based instruction and identify providers for ELI’s implementation. There is an AEA-based team that consists of the AEA science consultant, teacher leader from an urban 8 school, and others, which include a technology consultant, special education consultant, and a representative from higher education. This initiative officially began in the summer of 2006 at a four-day summer academy. Components of classroom inquiry from this initiative will be incorporated with the implementation of the Iowa Science Core Curriculum. First in Math (FIM) 24Game This is an easy to use online program that delivers fluency in basic addition, subtraction, multiplication, and division, while advancing higher-order thinking skills such as mental math, problem solving, pattern sensing, reasoning, and number sense. FIM is based on state math standards. Kids like it because it is challenging, engaging, and fun. Great for diverse learners, those struggling with math, those who hate math, and those who are very good at math and like to be stretched. Framework for Understanding Poverty Training Ruby K. Payne, Ph.D., developed a framework and provided training to help educators and other professionals understand the differences and barriers of all classes. The training offered through Keystone will include information on poverty and strategies for addressing its impact on people’s lives. Every Student Counts (ESC): Math The Every Student Counts initiative was started by the Iowa Department of Education to take what we know from research and put it into practice. The goals for Every Student Counts are to improve achievement of K-12 students in mathematics and to build a learning community engaged in the study of mathematics, mathematics instruction, and 15 The trainings are based on the book, A Framework for Understanding Poverty by Ruby K. Payne, Ph.D., and will consist of an in-depth study of information and issues that will increase the participant’s knowledge and understanding of the poverty culture. Necessary cognitive structures and how to assist students to be successful will be discussed. The role of mediation in developing strong students will also be explored. Topics included will be:  How economic class affects behaviors and mindsets;  Why students from generational poverty often fear being educated;  The “hidden rules” within economic class;  Discipline interventions that improve behavior;  The eight resources that make a difference in success;  Developing emotional resources and learning structures;  Building mental models;  Identifying payoffs for learning;  Developing question-making; and  Labeling and sorting strategies that use patterns. The training is designed for audiences of both elementary and secondary level educators.      secure access over the Internet; querying student scores; graph generation for all grade levels and disaggregates; the ability to “clean up” data; and Full Academic Year (FAY) exclusions. The HEART database will implement a behavior module in 2008-2009 for collecting and analyzing discipline referral data. The HEART Behavior Data System works in conjunction with the Academic Assessment Data System and will assist school teams in collecting and using school-wide data to identify students who may need more support, and guide decisions about strategies, interventions, and programs that will best meet the needs of the school. Instructional Practices Inventory (IPI) In the introduction to On Common Ground: The Power of Professional Learning Communities, Rick and Rebecca DuFour and their co-editor Robert Eaker (2005) draw a significant conclusion about the common elements necessary for school change. “Students would be better served if educators embraced learning rather than teaching as the mission of their school, if they worked collaboratively to help all students learn, and if they used formative assessments and a focus on results to guide their practice and foster continuous improvement” (p. 5). The IPI is a very practical system for understanding learning across an entire school that provides one form of data valuable when a school faculty begins the critical conversations described in DuFour’s quote. The IPI “fits” the quotation in the following ways: (a) educators must focus on student learning rather than teaching—the IPI process collects data about student learning for the school’s IPI profiles, (b) teachers must study and think together collaboratively—the IPI profiles are created to be the basis for collaborative faculty study and reflection, and (c) formative data are essential to monitor and adjust practices--the IPI profiles provide formative data about student engaged learning collected as 16 Heartland Educational Assessment Resource Toolkit (HEART) This is a cooperative project with Heartland AEA #11 to provide a free service to schools for storing, collecting, and analyzing their district-wide assessment data for reporting and decision-making purposes. Keystone AEA began this collaborative effort with Heartland AEA in 2002-2003. As of the 2007-2008 school year, there has not been a vendor solution that can provide the type of database that schools need and want. The database imports Iowa Test of Basic Skills (ITBS), Iowa Test of Educational Development (ITED), Iowa Collaborative Modules (ICAM), and Northwest Evaluation Association/Measures of Academic Progress (NWEA/MAP) scores allowing for the generation of graphs via a secure web site. School district users are able to chart student proficiency in all grade levels, view disaggregated data, and review tables of individual student scores, for a minimum of three years. Improvements to the database since 2006-2007 include: frequently as faculty appropriate to maintain faculty focus on continuous change in school-wide learning and related instruction. voluntary purchasing program for K-12 schools by bringing all statewide school purchasing programs under one legal umbrella and one fiscal management group. IEC purchases allow schools to take advantage of aggressive pricing based on the purchasing volume of many Iowa schools. In addition to aggressive pricing, the IEC frees valuable LEA staff time in researching and procuring products. Advisory committees work with vendors, manufacturers, product reviews, and product literature to determine the best product/cost value for schools. Client-user fees, grants, and the AEA general budget fund the IEC. More information can be found at: www.iecia.org/ Iowa Collaborative Assessment Modules (ICAM) Iowa Collaborative Assessment Modules (ICAM) are standards referenced assessment modules in the areas of reading and mathematics. Staff members from each of the area education agencies and educators from Iowa schools developed these modules in 1999-2000 with field tests in 20002001. “The ICAMs were developed in order to provide Iowa schools an affordable assessment option for use as a ‘multiple measure.’ Therefore, the primary purpose of the ICAM is to provide information that can be used to evaluate the progress of groups of children.” (ICAM User’s Guide p1.1) Iowa Evaluator Approval Training Program (IEATP) Level I The Iowa Evaluator Approval Training Program Level I: Evaluation of Teachers is a four-hour renewal course provided to superintendents, principals, and other educational leaders responsible for the evaluation of teachers that have not had the IEATP training. This includes administrators who are first time administrators in Iowa who have not had the training as part of their administrative preparation program, administrators who have come from another state, teachers and other professionals who hold an administrative license, and/or activities directors who evaluate coaches but are not assigned to evaluate teachers whether or not they have completed an administrative preparation program. There are six days of formal training along with extended/independent study/onsite activities that participants will conduct outside of the training sessions. The focus of this professional development, based on the Iowa Professional Development Model, addresses the following:  Application of the Iowa Code to the District Plan;  Origins of the QIC-Decide Model;  Displaying data;  Interpreting data;  Observations of teaching; Iowa Educators Consortium (IEC) The Iowa Educators Consortium (IEC) saves schools money through joint purchases of food, supplies, technology, and equipment. The IEC is an initiative of the Iowa Area Education Agencies. Iowa AEAs formed the IEC as an independent, tax-exempt, nonprofit institution supporting the mission of the Area Education Agencies. The primary function of the IEC is to provide a 17   Reviewing a model framework for designing a local staff evaluation system based on the Iowa Teaching Standards and Criteria; and Observations of evaluation conferences.  Building strategies for making the evaluation process meaningful and manageable. Iowa Evaluator Approval Renewal Training (IEART) Level II: Evaluation of Teachers The Iowa Evaluator Approval Renewal Training Level II: Evaluation of Teachers is a two-hour renewal course provided to principals and other educational leaders responsible for the evaluation of teachers. The focus of this professional development, based on the Iowa Professional Development Model, addresses the following:  Knowledge, skills, and application of the Iowa Teaching Standards;  Research and recognition of effective teacher behaviors that increase student achievement;  Research and application of effective superintendent behaviors that increase student achievement;  Evaluation practices of the past and building for the future;  Importance of quality data sources and data points to evaluate the Iowa Teaching Standards;  Importance of teacher content knowledge as well as the value of unbiased evaluations;  Applying coaching and questioning skills to effective teacher evaluation;  Understanding and applying the legal and ethical issues surrounding effective evaluations;  Using objective feedback to build teacher’s professional development;  Learning how the formative pieces build to the development of an individual professional development plan;  Self-assessment of skills for helping teachers create their own individual professional development plan; and 18 Iowa Evaluator Approval Training Program Level II: Evaluation of Administrators The Iowa Evaluator Approval Training Program Level II: Evaluation of Administrators is a two-hour renewal course provided to superintendents and other educational leaders responsible for the evaluation of administrators. The focus of this professional development, based on the Iowa Professional Development Model, addresses the following:  Knowledge, skills, and application of the Iowa Standards for School Leaders;  Research and recognition of effective principal behaviors that increase student achievement, including use of data; alignment of curriculum, instruction, and assessment; and first- and second-order change;  Research and application of effective superintendent behaviors that increase student achievement;  Coaching skills to enhance principals’ skills as instructional leaders; and  Models of principal evaluation processes, including design and use of individual career development plan for principals. KU Content Enhancement The content enhancement routines are teacher-focused interventions designed to help teachers teach more effectively by helping them think about, adapt, and present their content in a more learner-friendly way. Content enhancement routines include unit organizers, concept anchoring, concept mastery, concept comparison routines, and others. KU Learning Strategies Learning strategies are student-focused interventions designed to help individual students with the process of learning. The learning strategies include word identification, visual imagery, self-questioning, paraphrasing, LINCS vocabulary, sentence writing, paragraph writing, and test-taking, to name a few.  Become versed in the Reading First Modules of study provided by the Iowa Department of Education delivered through the leadership of the Keystone AEA Statewide Reading Team (SWRT) members. The content is non-negotiable.  Use professional development content founded on scientifically based reading research and has been approved by the United States Department of Education for delivery to Reading First identified schools. Team Requirements  The participants in the Literacy Leadership for Elementary Educators (LLEE) must consist of the building principal and at least one classroom teacher who will work as a partner(s) with the principal as literacy leaders in the school.  The principal may add more staff. Preferably, Literacy Leadership Teams would include at least one teacher from each grade level in the building plus representatives from the support programs such as Title I, Special Education, Art, Music, Physical Education, Gifted and Talented, etc.  The principal must be in attendance at all of the training sessions at the AEA and in the building.  The participating LLEE school must have an opportunity building level Literacy Leadership Team . The Literacy Leadership Team must meet at least twice each month to review data, plan the content and delivery of in-district professional development, and complete necessary records of implementation. Operating Practices The Literacy Leadership Team must: use implementation logs, engage in data analysis, complete all Reading First Modules, commit to a minimum of three years of learning and professional development delivery (preferably five), commit to the Iowa Professional Development Model, commit to peer collaboration, and demonstrate fidelity to the program (meaning at least 75% of the staff use the learnings 100% of the time). Lesson Study Project This project is a Loras College Grant supported by Keystone. Lesson study trains teachers to work collaboratively to plan a lesson, observe each other, and revise their lesson. Schools send teams of teachers to Loras College in the summer for training. Licensure Renewal Keystone AEA is an approved provider of licensure renewal courses as authorized by the Board of Educational Examiners. The purpose of this program is to provide high quality, timely, easily accessible, and low cost course work as may be needed by area educators to maintain licensure in the State of Iowa. This program focuses on activities that (1) address specific student, teacher, and school needs evidenced in local school improvement plans, or (2) that assist teachers in improving student learning, or (3) that assist teachers in improving teaching evidenced through the adoption or application of practices, strategies, and information. Literacy Leadership for Elementary Educators (LLEE) Literacy Leadership for Elementary Educators (LLEE) came at the request of principals and curriculum directors (Spring 2004) in response to the need to focus on reading and provide a service similar to the Middle and Secondary Instructional Strategies Course of Study (MSISCOS). Purposes  Build capacity in educators for reading achievement improvements.  Take a closer look at the expectations of No Child Left Behind and Adequate Yearly Progress. 19 Mandatory Reporter/OSHA Compliance Training Keystone AEA, in partnership with Heartland AEA, will offer and coordinate online Mandatory Reporter and OSHA trainings for all accredited school employees served by Keystone AEA. New this year, these trainings will be provided at no cost to the school district. This convenient training is available 24/7 from any computer with Internet access. The Mandatory Reporter training has been approved by the Abuse Education Review Panel and includes the required component for dependent adult abuse, as well as child abuse. All licensed employees of the district are required to complete this training every five years. In addition school districts may require other staff to participate in this training as a best practice policy. Participants will receive certificates of completion. The OSHA mandatory trainings include: ♦ Bloodborne Pathogens – All employees determined to have occupational exposure are required to receive training at the time of initial assignment, as changes in the work place require, and receive a “refresher course” annually. ♦ Lockout/Tagout – Employers are required to provide employees who "service or maintain equipment or machines" training in the control of hazardous energy that could result in injury to the employee when unexpectedly released. Training is required at the time of assignment or reassignment, annually, or as conditions in the workplace change. ♦ Right-to-Know (Hazard Communication) – Employers are required to provide employees who work with or who are routinely exposed to hazardous substances, harmful physical agents, or infectious agents with training. This would also include teachers who would work with hazardous chemicals in their classrooms. ♦ Training should be completed at the time of assignment or reassignment, annually, or as conditions in the workplace change. Asbestos Awareness – OSHA requires local education agencies to ensure, prior to the implementation of the O&M provisions of the management plan, that all members of its maintenance and custodial staff (custodians, electricians, heating/air conditioning engineers, plumbers, etc.) who may work in a building that contains asbestos to receive awareness training of at least 2 hours, whether or not they are required to work with asbestos. New custodial and maintenance employees shall be trained within 60 days after commencement of employment and annually. Non-mandatory trainings available: ♦ Section 504 Awareness – This training is intended for teachers, school nurses, administrators, 504 coordinators, and 504 compliance officers. This course will enable districts to understand their legal obligations under Section 504. This module provides the participants with an overview of the differences between Section 504, ADA (Americans with Disabilities Act) and IDEA (Special Education). It also addresses how students become eligible for Section 504 accommodations and the rights and responsibilities of school districts related to Section 504. ♦ Section 504 Application – This training is intended for teachers, school nurses, administrators, 504 coordinators, and 504 compliance officers. Information contained in this course will enable districts to understand their legal obligations under Section 504. This module is a follow-up to Module I: Section 504 Awareness. In this module the participant will learn about the requirements for a Section 504 team, the evaluation process and the development and monitoring of an accommodation plan. ♦ Bridges – This training is intended for teachers and other professionals who work in a 20 ♦ preschool setting. The information contained in this course will enable teachers and other professionals to deal effectively with behaviors of children in preschool programs. Ethics for Iowa Educators – This training is designed for all Iowa licensed educational practitioners. As defined by IAC 282.25.2, "practitioner" means an administrator, teacher or other school personnel, who provides educational assistance to students and who holds a license, certificate, or authorization issued by the Board. This is not a mandatory training but may be required by the district. Teachers complete applications in the early fall each year with grant money being awarded in late December. Projects take place during the second semester. Teachers complete a report to Keystone concerning the success of the project in May of each year. Mentoring and Induction Keystone AEA provides mentor training, based upon LEA request, to address the mentoring and induction need as required by legislation. Mentoring and induction is a reflective support and assessment process designed to assist beginning teachers’ growth in their profession. The program is both structured and flexible, and consists of a series of activities focused on the process of teaching. The program is intended to be used by beginning teachers with the assistance of a mentor; it is grounded in a developmental view of teaching and recognizes that this complex, demanding profession is learned over the course of a number of years of study, consultation, and reflective practice beyond professional preparation. Please note that portions of each mandate are site specific and will require additional actions/training by the appropriate district staff to achieve compliance. Employees must receive specific instruction on policies and procedures from individual districts. Passwords and directions to complete online trainings will be provided to the superintendent of each school district. McElroy Excellence in Education Enrichment Grant The McElroy Excellence in Education Enrichment Grant is designed to provide funding for classroom teachers to develop innovative, educational experiences for K–12 students. Keystone AEA administers this grant by developing and overseeing the application process, selecting grant recipients, and providing follow-up reporting. Approximately $45,000 is awarded yearly with a maximum amount of $2,000 being awarded to any one teacher and project. Volunteer school administrators, community leaders, and Keystone personnel serve on the grant selection committee. Grants are selected based on a number of criteria. Projects must be related to district school improvement initiatives and work toward improving student achievement. 21 My Access! Online Writing Tool My Access! is an online writing program that can provide students with the practice they need to improve their writing skills. This program grades students’ essays and provides immediate targeted feedback, freeing teachers from grading papers by hand and giving them more time to conduct differentiated instruction and curriculum planning. My Access! has more than 600 writing topics or prompts currently available in a variety of genres, including narrative, informative, persuasive, literary (text-based), and expository. These prompts are aligned to popular textbook series typically used in language arts classrooms and provide cross-curricular writing opportunities in areas such as science, math, and social studies. Teachers can also create their own prompts based on their instructional needs. My Access! provides teachers with informed intervention, supports the use of rubrics in the classroom, and document improvement with an online portfolio and provides individualized feedback in English, Spanish, and Chinese. Additional information about the program can be found at the My Access! website at http://www.vantagelearning.com/myaccess/ NWEA provides the computerized test, reports in various formats, and support for interpreting data. NWEA is a nonprofit organization based out of Portland, Oregon. Additional information can be found at the organization’s website at http://www.nwea.org AEA Involvement with NWEA & MISIC Many AEA 1 schools belong to NWEA and MISIC, and use NWEA’s MAP testing system as their multiple measure. Keystone supports these schools by providing personnel who have received NWEA training and who assist schools in administering the test, interpreting test data, and offering strategies for using the data to improve student achievement. Mid-Iowa School Improvement Consortium (MISIC) The Mid-Iowa School Improvement Consortium consists of over one hundred schools in central and northeast Iowa. The Consortium exists to improve student learning and increase student achievement. Member schools work collaboratively on various school improvement projects, including offering support for using data from the NWEA testing system. Additional information can be found at the organization’s website at http://misic.iowapages.org/index.html Olweus Bullying Prevention Program AEA 1 offers training and ongoing consultation for the Olweus Bullying Prevention Program. Core components are implemented at the school, classroom, individual, and community levels. The Olweus Bullying Prevention Program is recognized as a blueprint program, meeting the gold standard for research-based effectiveness. School-level components include:  Formation of a Bullying Prevention Coordination Committee  Distribution of an anonymous student questionnaire assessing the nature and prevalence of bullying  Training for committee members and staff  Development of a coordinated system of supervision  Adoption of school-wide rules against bullying  Development of appropriate positive and negative consequences for students’ behavior  Holding staff discussion groups related to the program  Involvement of Parents Classroom-level components include:  Reinforcement of school-wide rules against bullying 22 Northwest Evaluation Association (NWEA) Northwest Evaluation Association (NWEA) Measures of Academic Progress (MAP) is a computerized, adaptive test that measures student achievement. The tests are available for reading, math, language usage, and science, for grades 2-10 with a separate reading and math assessment for grades K-2. NWEA members may give the test to students up to four times a year, providing a measurement of academic growth. Participating schools are able to track individual growth of students in particular categories and design instruction based on student achievement needs. Holding regular classroom meetings with students to increase knowledge and empathy  Informational meetings with parents Individual-level components include:  Interventions with children who bully  Interventions with children who are bullied  Discussions with parents of involved students Community-level components include:  Convening meetings with community members  Incorporating anti-bullying messages and strategies in youth related activities in the community  Enlisting media outlets in publicizing bully prevention measures  Using business partnerships to support school efforts  ClipArt (images, photos, sounds) Atomic Learning (online software tutorials) World Book Online (encyclopedia online) AccuWeather (weather information) Unitedstreaming (digital video clips, images) SIRS Researcher (magazine articles and media resources including pro/con viewpoints) 9. PD360 (videos on professional development topics) Links to these resources are available from Keystone’s webpage, http://www.aea1.k12.ia.us/onlineresources/onlineres.html Students and teachers can access these databases by clicking on the titles and using a password. Each August students are given sticky notes with access information. Students attach the stickies to planners or notebooks for easy access. Posters with similar information are also available for teachers. One aspect of these resources is that they are available twenty-four hours a day, seven days a week, from school or from home or the public library. 3. 4. 5. 6. 7. 8. Oral Narratives The Iowa Speech and Language Pathologists (SLP) Oral Narrative Committee convened from 1996 to 2001. Literature was reviewed and the conclusion was that the study of language development is moving on a continuum from the initial focus of language at the word and sentence level toward the study of discourse. Strategies are used to develop increased total words spoken in a specified time frame, vocabulary, comprehension, and essential story retelling elements. The move to assessing and developing oral narrative skills includes but is not limited to:  addressing districts’ standards and benchmarks;  developing oral narrative skills and success in reading and writing-classroom connection as indicated by research;  developing strategies for oral narrative skills improves reading comprehension skills; Online Resources The online resources available are a collection of online databases available to all students and teachers in AEA 1, at school and at home. These nine resources provide for visual and auditory learners and are at various reading levels. They are purchased with media funds. Instructional Services consultants promote and provide training on how to use them in the educational setting. The nine online resources that Keystone provides for all AEA 1 schools are: 1. EBSCO Magazine database (magazine articles) 2. AP MultiMedia (Associated Press photos, audio) 23    linking skills not only to academic but social success as well; implementing story-based interventions to improve a variety of language skills, not just a student’s ability to retell stories; and incorporating interventions to easily incorporate other areas of student need such as work on phonological skills and phonemic awareness. playground areas; and improved academic engagement and academic performance. Project IMPACT: Science This is a cooperative project between the University of Northern Iowa, Keystone AEA, and several AEA 1 schools to focus on integrating science, mathematics, and technology instruction. Purposes of this project are to:  improve and to upgrade the status and stature of mathematics and science teaching by encouraging institutions of higher education to assume greater responsibility for improving mathematics and science teacher education through the establishment of a comprehensive, integrated system of recruiting, training, and advising mathematics and science teachers;  focus on the education of mathematics and science teachers as a career-long process that continuously stimulates teachers’ intellectual growth and upgrades teachers’ knowledge and skills;  bring mathematics and science teachers in K-12 schools together with scientists, mathematicians, and engineers to increase the subject matter knowledge of mathematics and science teachers and improve such teachers’ teaching skills through use of sophisticated laboratory equipment and work space, computing facilities, libraries, and other resources that institutions of higher education are better able to provide than K-12 schools;  develop more rigorous mathematics and science curricula that are aligned with challenging national and local academic content standards;  improve and expand training of mathematics and science teachers, including training such teachers in the effective integration of technology into curricula and instruction; and  provide professional development that has significant and meaningful mathematics and science content, that models the instructional strategies that will enable teachers to teach in a Perkins Consortium for Career & Technical Education Career and Technical Education (CTE), formerly called Vocational Education, has been a federally funded program since 1917. The current law is called the Carl D. Perkins Act; approximately every five years Congress reauthorized the Perkins Act. States then follow with a plan to address the requirements of the Act. CTE course requirements at the state level merge with the federal requirements. Keystone AEA operates a consortium of 20 public school districts to fulfill the purpose of the Perkins Act: to develop more fully the academic, career, and technical skills of secondary students. The Organizational Development Consultant operates the consortium with support from secretarial staff. The Iowa Department of Education’s Bureau of Career and Technical Education provides oversight. Positive Behavior Supports (PBS) Schoolwide PBS is a set of adult and student behavior support strategies designed to be paired with instructional programming in order to ensure gains in academic achievement for all students, particularly those considered to be at-risk. Current research in over 500 schools nationwide indicates that PBS results in the reduction of office discipline referrals by 40-60%; reduction of problem behaviors in cafeterias, hallways, and 24 manner that will improve student achievement in mathematics and science. This Title II program follows the Iowa Professional Development Model with a two week Summer Institute at UNI and ongoing education and support throughout the school year. 3. make sense of what they read and hear; to use a variety of strategies for answering questions about texts they have read; and 4. create good questions to guide inquiry. Teachers who are trained in QAR support students’ comprehension by introducing the QAR categories using the gradual release of responsibility model. This model supports students’ learning by: 1. setting a purpose; 2. modeling and thinking aloud; 3. scaffolding-coaching; and 4. providing time for independent practice and self-assessment. Students using QAR engage in many activities to improve their reading comprehension including learning to identify the different types of questions, learning to generate questions, and learning to make the process of reading comprehension explicit across a wide range of texts. Question Answer Relationships (QAR) Question Answer Relationships (QAR) is a research-based instructional strategy that provides a framework for making explicit the invisible processes underlying reading comprehension. Several studies have been conducted with upper elementary students, including struggling readers and students of diverse backgrounds, providing compelling evidence of QAR’s effectiveness in improving comprehension across a wide range of texts. The framework provided by QAR is comprised of making explicit the sources of information needed to talk about reading strategies and their use in context. The language used within QAR is comprised of three binary comparisons: In the Book versus In My Head, Right There versus Think & Search, and Author & Me versus On My Own. Teachers trained in QAR learn: 1. a shared language that makes the invisible processes underlying comprehension visible; 2. a framework for organizing comprehension instruction and questioning activities within and across grades and school subjects; and 3. a way to prepare students for high stakes testing without undermining a focus on higher level thinking with text. As a result of engaging in QAR instruction, students will learn to: 1. use a shared language to make their thinking processes visible; 2. use questions before, during, and after reading; Reading First Reading First is a required state mandate for which Keystone must provide service. It’s a comprehensive K-3 reading program that meets the criteria of No Child Left Behind. There are modules in the framework that include 5 major reading components: Phonemic Awareness, Phonics, Fluency, Vocabulary, and Comprehension. Schools participate in the program due to student proficiency scores, resulting in a three-year commitment. Schools may also participate on a self-initiating voluntary basis. Reading Recovery Reading Recovery has as its goal to dramatically reduce the number of first grade students who have extreme difficulty learning to read and write. It is an early, short-term intervention for young readers who are experiencing difficulty in their first year of instruction. It is based upon the assumption that intensive, high quality help during the early years of school is the most productive investment of resources. This is an intervention at a time when students will 25 profit hugely from appropriate assistive strategies and ample one-on-one instruction. Reading Recovery provides the right kind of educational assistance and at the right time in the life of the young learner. In the course of over 15 years of Reading Recovery’s existence in North America, 82% of students who completed the full 12-20 week series of lessons and 59% of all students who have any lessons in Reading Recovery can read and write within the average range of performance of their class. Professional development is an essential part of Reading Recovery utilizing a three-tiered approach that includes teachers, teacher leaders, and university trainers. Professional development for teachers and teacher leaders begins with yearlong graduate level study and is followed by ongoing training in succeeding years. Reading Recovery teachers develop observational skills and a repertoire of intervention strategies tailored to individual needs. Reading Recovery methodology fits very well into the Iowa Professional Development Model. texts, but vocabulary and fluency are addressed as well. The strategies included in the initiative are: read alouds, think alouds, inductive thinking, writing and graphic organizers, vocabulary, fluency practice, and cooperative learning. Second Chance Reading is not a school-wide program. It is for a specific group of students. If a school is looking for a school-wide initiative to make text heavy curriculum accessible to all students, they should consider Concept Oriented Reading Instruction (CORI) or Question Answer Relationships (QAR). It is possible to provide SCR and a school-wide initiative to increase reading comprehension. The goal of Second Chance Reading is to increase reading comprehension for struggling readers and higher order reading comprehension in content areas for all students. Special Education: Assistive Technology The goal of Keystone’s Assistive Technology team is to help local service teams with the process of Assistive Technology consideration, which is mandated for each student entitled to special education. In addition to helping teams meet the above legal mandate, members of the Assistive Technology team are available for helping with material selection, modification suggestions, and technology training. Special Education: Audiology Services Second Chance Reading (SCR) Second Chance Reading (SCR) is a program that provides a specific course for struggling readers at the middle and high school levels. At the middle school level, struggling readers are assigned to a SCR class rather than their regular reading class. At the high school level, SCR classes are treated as an elective course. The focus of SCR is on comprehension of both fiction and non-fiction 26 Rule Definition: 120.14(3) “Audiology services” include: a. Identification of children with auditory impairment, using at-risk criteria, and appropriate audiologic screening techniques; b. Determination of the range, nature, and degree of hearing loss and communication functions by use of audiological evaluation procedures; c. Referral for medical and other services necessary for the habilitation or rehabilitation of children with hearing loss; d. Provision of auditory training, aural rehabilitation, speech reading, and listening device orientation and training, and other services; e. Provision of services for prevention of hearing loss; and f. Determination of a child’s need for individual amplification, including selecting, fitting and dispensing appropriate listening and vibrotactile devices, and evaluating the effectiveness of those devices. Resources families receive with the service audiology include: a. Information about a potential hearing problem (screening) b. Detailed information about hearing ability and loss (evaluation) c. Referral to or information about programs that specialize in hearing loss treatment d. Auditory training, aural rehabilitation, speech reading e. Assessment of a child’s need for a hearing device f. Information about the selection of a hearing device g. Fitting the child with the appropriate hearing device h. Parent information and training on using listening devices i. Guidance and feedback on how well the device is working for the child j. Training and information on the prevention of hearing loss. Autism Resource Team Services include:  consultation and direct services for curriculum, instruction, and assessment;  referrals for other services including assistive technology;  presentations and training for schools, community, and parents;  a lending library of books, journals, and media available to parents, school staff, and community members; and  facilitation of parent support groups. The makeup of the Autism Resource Team is reviewed annually and changes to meet changing demographics and needs. Special Education: Itinerant Teachers of the Visually Impaired Rule Definition: 120.14(16) “Vision services” means: a. Evaluation and assessment of visual functioning, including the diagnosis and appraisal of specific visual disorders, delays, and abilities; b. Referral for medical or other professional services necessary for the habilitation or rehabilitation of visual functioning disorders, or both; and c. Communication skills training, orientation and mobility training for all environments, visual training, independent living skills training and additional training necessary to activate visual motor abilities. Resources families receive with the service vision include: a. Detailed information about vision ability and loss (evaluation and assessment including functional visual assessment) b. Diagnosis of visual problems c. Referral to or information about specialists in visual problems and their services d. Someone to help the child learn to move around and explore their environment e. Someone to help the child learn communication skills Special Education: Autism Resource Team (ART) Since 1992, Keystone AEA has been part of the Regional Autism Services Program (RASP) through the University of Iowa (U of I) Child Health Specialty Clinic. An Autism Resource Team (ART) made up of professionals provides materials, training, and consultation to parents, schools, and AEA teams when an autism spectrum disorder is suspected or diagnosed. 27 f. Training and information to the family and caregivers on how to help the child be independent, move around their environment and communicate g. Guidance and feedback to families and caregivers on how to maximize child’s vision abilities and movement. Special Education: Occupational Therapy Services (e.g., COTA) Rule Definition: 120.14(9) “Occupational therapy” includes services to address the functional needs of a child related to adaptive development; adaptive behavior and play; and sensory, motor, and postural development. These services are designed to improve the child’s functional ability to perform tasks in home, school, and community settings, and include: a. Identification, assessment, and intervention; b. Adaptation of the environment and selection, design and fabrication of assistive and orthotic devices to facilitate development and promote the acquisition of functional skills; and c. Prevention or minimization of the impact of initial or future impairment, delay in development, or loss of functional ability. Resources families receive with the service occupation therapy include: a. Information about potential problems in physical ability affecting playing and learning (screening) b. Detailed information about child’s sensory, perceptual-motor, motor, and posture development (assessment) c. Someone to provide guidance and feedback on how to help child eat, play with toys, move, and learn d. Help in adapting child’s environment to meet child’s needs e. Selecting, designing, and making devices that help child move, play, eat, and learn f. Someone to provide guidance and feedback to prevent or minimize physical problems. Special Education: Physical Therapy Services Rule Definition: 120.14(10) “Physical therapy” includes services to address the promotion of sensorimotor function through enhancement of musculoskeletal status, neurobehavioral organization, perceptual and motor development, cardiopulmonary status and effective environmental adaptation. These services include: a. Screening, evaluation, and assessment of eligible children from birth to the age of three to identify movement dysfunction; b. Obtaining, interpreting, and integrating information appropriate to program planning to prevent, alleviate, or compensate for movement dysfunction and related functional problems; and c. Providing individual and group services or treatment to prevent, alleviate, or compensate for movement dysfunction and related functional problems. Resources families receive with the service physical therapy include: a. Information about potential problems of child’s physical ability affecting moving, sitting, standing, or positioning for motor development (includes screening) b. Detailed information about child’s motor, sensory or posture development including the ability to move and position self for play (evaluation and assessment) c. Someone who can interpret medical and physical information and develop a plan to help child develop 28 d. Someone who can work with child (either alone or in a group) to help the child: — Learn a variety of ways to move and position himself for play through continued motor development and/or assistive technology (including braces, walking devices, positioning devices) and/or, — Adapt environmental accessibility. e. Someone to provide guidance and feedback to the family so they can assist their child workshops through Iowa Workforce Development, IPTV career/transition ICNs, resource listings, classroom materials, and links by the transition headings of Living, Learning, and Working. Core transition materials include the Community Resources Brochure, Transition Contact Guide linkage chart, Parent-Student Transition Folder, and the Age of Majority state material packet. A more extensive listing can be found on the transition web site. A complete set of core transition materials is maintained in each of the Keystone AEA field offices. Additional copies of these materials are available through the transition office. The Keystone AEA Transition Coordinator develops community, employment, and postsecondary coordination through interagencies, diversity initiatives, and the Transition Advisory Board. Transition visits are scheduled at the request of districts. Special Education: Secondary Transition Services Definition (IDEA, 2004) The term “transition services” means a coordinated set of activities for a child with a disability that: a. is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post school activities, including postsecondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation; b. is based on the individual child’s needs, taking into account the child's strengths, preferences, and interests; and c. includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation. Although the Federal regulations use the age of 16 for required transition services, Iowa has retained the age of 14 in its requirements. Keystone AEA maintains a transition resource website at: http://www.aea1.k12.ia.us/transition/transinfo.html This website includes DE transition procedures, related transition forms, information on current 29 SubFinder SubFinder is an automated computer system used to fill available teaching, secretarial, and paraprofessional absences within participating school districts (Dubuque Community School District and Holy Family Catholic Schools). The SubFinder operated by Keystone AEA has been in place since the 1999-2000 school year. Absences can be reported 24 hours a day, 7 days a week. In addition to filling positions, SubFinder also acts as an absence recording system and is used in payroll procedures by the participating districts. SubFinder keeps records and tracks data for all absences in a district for teachers, paraprofessionals, and secretaries. The system is capable of running a variety of reports, which are useful to school administrators. SubFinder is managed and maintained by Judy Gantenbein in the Dubuque Field/Sector Office of Keystone AEA. Technology Assessments Keystone AEA has provided technology assessments since 1993. Schools ask Keystone to perform a technology assessment when a major decision needs to be made concerning technology and student achievement. School personnel might be examining their current practices in the use of educational technology, discussing what research says about technology in the school setting, or preparing to make decisions relating to technology use in the school. The assessments vary in format depending on the individual needs of the school district. A comprehensive assessment involves Keystone personnel visiting the district to interview teachers, administrators, board members, students, and community members. Depending on the size of the school district, this may take one to three days. The technology team then prepares a report detailing findings and recommendations specific to technology use and needs of the school. Recommendations are usually made in the areas of the school technology planning, curriculum integration, professional development, individual learning needs, and equipment. The team meets with district administrators to discuss findings and recommendations. Recently, Keystone has followed up a year later with schools that have conducted technology assessments to determine progress that has been made and to continue work with the district. The Keystone technology team includes Keystone technology consultants, Director of Instructional Services, computer networking specialist, and special education personnel who work in the district. communicating with LEA technology coordinators and disseminating professional development or other communication to them as a group. These services are: a. hosting a technology coordinators’ listserv, b. fielding telephone calls, c. going out to visit with individual technology coordinators in their schools, d. hosting technology coordinator meetings with learning programs, and/or e. acting as liaison to keep district staff up to date with state and federal programs and initiatives. 2. Technical Support – This includes services that are related to the hardware and software that schools deploy for networks and Internet connectivity. These services are: a. maintaining the AEA 1 Internet Aggregate, b. providing filtering of Internet content and SPAM e-mail, c. doing site-based consultation, d. providing phone-based technical advice and assistance, and/or e. providing firewall support. 3. District Technology Coordination – This is a fee-based service where Keystone AEA acts as the technology coordinator for a district. The service includes: a. leadership of local district technology committee, b. providing technical support to the district, c. leadership of service oriented support for teachers and administrators, d. design of district webpage, e. leadership of various internal committees that support technology integration in the district, f. providing the management of professional development activities in the district, and/or g. use of the automated online request for service system to manage technology related requests within the district and expediting priority service to teachers and administrators. 30 Technology Coordination Technology Coordination in Keystone AEA 1 takes several forms: 1. Technology Coordinators' Support – This includes services designed for Title II Part A: Preparing, Training, and Recruiting Highly Qualified Teachers and Principals This federal program provides funds to the state for professional development for local districts. The state distributes funds to local districts for professional development. If an accredited non-public school within that district chooses not to participate in the professional development that the local district is doing, then funds must be provided to the accredited non-public for professional development, through the area education agency. Keystone manages this program for the state. The AEA contacts each public school and asks if the local non-public school within their district will be participating with them in professional development. If the accredited non-public will not be participating with the local district, then the local district tells Keystone the amount of funds that should be allocated to the accredited non-public. The AEA bills the local district for this amount. The accredited non-public submits the proposal for professional development to Keystone. If the proposal meets the federal guidelines, then the proposal is approved and the funds are released. Technology Professional Development Keystone AEA provides technology professional development for all schools, both public and accredited non-public, throughout the Agency. It is designed to address the needs of all staff members, including administrators, teachers, associates, office staff, and other support staff. The primary focus of onsite professional development is to meet the specific needs of the district or school staff. On occasion there are areawide sessions at a central location. Technology Consultants assist administrators, curriculum directors, and technology coordinators in the planning and implementation of technology professional development onsite. The sessions offer a choice of topics that specifically support initiatives in their buildings and utilize the districts’ own equipment and resources. Technology professional development is designed to support student achievement in mathematics, reading, science, and technology literacy including the 8th grade technology literacy requirement under NCLB. It addresses the needs of all students including diverse learners, English Language Learners, and students with physical, sensory, emotional, or learning impairments and is designed to encourage research-based classroom practice. 31