AEA 267 Support System for Schools and Districts in Need of Assistance
KASAB for Literacy and Numeracy - LEA Administration
Type of Change
Knowledge
Knowledge is the factual information.
Change - Impact
1. Knowledge that early literacy & numeracy are
included in the LEA mission
2. Knowledge of pertinent research regarding the
importance of PreK- 3 grade literacy & numeracy
3. Knowledge of data sources available & current
status of student performance
4. Knowledge of what is in the Iowa Core & QPPS
and the progression of skills as they relate to PK 3rd grade literacy & numeracy development
5. Knowledge of PK - 3rd grade development
6. Knowledge of PK - 3rd grade resources including
funding sources
7. Knowledge of laws and accountability standards
regarding PK - 3rd grade students
8. Knowledge of appropriate PK - 3rd grade assessment
Data Examples
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Interviews
Self-report rating scale
Structured /unstructured
observations
Checklists
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Interviews
Self-report rating scale
Checklists
practices and the instructional implications of the
resulting data
9. Knowledge of the Characteristics of Effective
Instruction and specific evidence based instructional
strategies and routines as it relates to early literacy and
numeracy.
Attitude
Attitudes are the beliefs we want
KASAB
10. Knowledge of effective implementation,
monitoring and evaluation practices
11. Knowledge of effective recruitment, hiring &
evaluation practices of PK - 3rd grade staff
12. Knowledge of effective PK- 3rd grade
professional development
1. The belief that early literacy & numeracy support
and resources significantly and positively impact
current and future student outcomes
2. A belief that staff efforts will positively impact
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AEA 267 Support System for Schools and Districts in Need of Assistance
participants to have.
3.
4.
5.
6.
7.
8.
Skill
Skills are the capacities we want
participants to acquire.
1.
2.
3.
4.
5.
6.
7.
KASAB
student achievement
The belief that staff are accountable for student
achievement (which starts at the preschool level)
The belief that each and every child can learn
these skills
The belief that students’ progress (birth through
post-secondary) is a responsibility of all
The belief that effective program improvement
can only occur when systematic implementation
processes, monitoring and evaluation take place
The belief that administrators are the instructional
leader in the school and set the tone for
continuous improvement efforts
The belief that collaboration and shared decisionmaking are a poitive influence on a system
Use of data-based decision making
Use of instructional coaching
Effective and efficient use of available PK - 3rd
grade resources including funding sources
Ability to plan, organize, monitor and evaluate
teaming and collaboration structures, professional
development (etc...) within a building
Use of student data bases (GOLD, EdInsight,
DIBELS Data Management System, etc...) for the
analysis of data for the purpose of informing
stakeholders of building needs
Ability to recognize the Characteristics of
Effective Instruction surrounding core content and
provide descriptive feedback to staff regarding the
application of these characteristics
Ability to develop, monitor and evaluate
implementation of building-wide improvement
efforts
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Student achievement and
other system data
Observation (by peer
administrator and district
administrator)
Interview
Self-report surveys
Implementation Checklist
Staff Feedback
AEA 267 Support System for Schools and Districts in Need of Assistance
Aspiration
Aspirations are the desires we want
participants to have.
Behavior
Behaviors are the consistent
application of the knowledge and
skills that are driven by the attitudes
and aspirations.
KASAB
1. High expectations for all staff and self
2. Aspire to to get even better as an instructional
leader
3. Aspire to work collaboratively with others in
order to increase personal and collective
achievement
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Interviews
Surveys
Observation (by peer
administrator and district
administrator)
1. Make decisions based on the district mission, vision
and goals
2. Lead continuous improvement efforts - both
independently and collaboratively
3. Assure a high degree of implementation integrity
4. Assist self and others in learning
5. Consistently monitor student performance and staff
implementation goals
6. Frequently engage in data analysis efforts, using
conclusions to inform system decisions
7. Provide staff with frequent descriptive feedback
regarding implementation of services
8. Make decisions based upon multiple sources of
information which lead toward the attainment of
district and building goals
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Interviews
Surveys
Observation (by peer
administrator and district
administrator)
Implementation Checklist
Staff feedback
CSIP/APR/AYP
Student achievement and
other system data
©2011
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