Northwest Area Education Agency
February 2010
NORTHWEST AEA
ANNUAL PROGRESS REPORT
2008-2009
Goal I
By 2013, Northwest AEA will increase the percentage of all students who perform at the proficiency level in
reading, mathematics and science as measured by the Iowa Tests of Basic Skills and the Iowa Tests of
Educational Development in grades 4, 8 and 11 with a focus on the subgroups of IEP, Migrant, Ell, Low SES
and Minority students.
2006-2007 Baseline Data used to determine this goal:
AVERAGE PROFICIENCY RATES IN STUDENT ACHIEVEMENT
Reading
Grade 4 – 79.02%
Grade 8 – 71.79%
Grade 11 –73.80%
Math
Grade 4 – 79.54%
Grade 8 – 75.11%
Grade 11 – 77.65%
Science
Grade 4 – 81.24%
Grade 8 – 84.15%
Grade 11 – 80.72%
The lowest areas of achievement are in eighth grade reading and math, and eleventh grade reading.
The strongest area of achievement for Northwest AEA students is in science proficiency.
STUDENT DEMOGRAPHIC DATA
Northwest AEA Student Demographic Data
2006-2007
African
American
Asian
White
Hispanic
American
Indian
ELL
1,161
810
35,584
5,196
895
3,471
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Northwest Area Education Agency
February 2010
ACHIEVEMENT GAPS 2006-2007
GAPS IDENFITIED IN READING
Grade 4
IEP/Non-IEP
ELL/Non-ELL
Gap: -39.80%
Gap: -30.70%
Grade 8
IEP/Non-IEP
ELL/Non-ELL
Gap: -52.70%
Gap: -45.50%
Grade 11
ELL/Non-ELL
IEP - Non-IEP
Gap: -59.60%
Gap: -54.90%
GAPS IDENTIFIED IN MATHEMATICS
Grade 4
American Indian/White
IEP/Non-IEP
Gap: -31.00%
Gap: -29.10%
Grade 8
IEP/Non-IEP
ELL/Non-ELL
Gap: -52.70%
Gap: -41.90%
Grade 11
IEP/Non-IEP
Migrant
Gap: -50.90%
Gap: -45.90%
GAPS IDENTIFIED IN SCIENCE
Grade 8
IEP/Non-IEP
ELL/Non-ELL
Gap: -36.80%
Gap: -30.60%
Grade 11
IEP/Non-IEP
ELL/Non-ELL
Gap: -43.70%
Gap: -41.50%
The largest gaps in achievement exist between IEP students and Non-IEP students and American Indian and
White students.
ELL students also demonstrate significant gaps in each area.
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Northwest Area Education Agency
February 2010
Progress with Goal I
2008-2009
AVERAGE PROFICIENCY RATES IN STUDENT ACHIEVEMENT
Reading
Math
Science
NWAEA
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 11
76.47%
79.20%
77.50%
67.89%
70.02%
72.31%
75.44 %
State Average
76.09%
80.39%
79.56%
68.89%
71.92%
73.29%
75.78%
NWAEA
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 11
76.41%
78.64%
77.12%
71.38%
77.10%
75.80%
77.27%
State Average
76.16%
80.33%
79.12%
73.90%
78.39%
75.87%
76.64%
NWAEA
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 11
81.96%
81.40%
82.74%
76.33%
81.93%
84.19%
81.78%
State Average
80.16%
81.44%
81.65%
75.24%
81.54%
82.91%
80.27%
Increases in 2008-2009 were demonstrated in fourth, eighth and eleventh grade reading; eighth and eleventh
grade math; and eighth and eleventh grade science. All other scores fell somewhat from last year.
Trend line data from the previous three years show general overall maintenance or growth in all areas.
According to state figures, Northwest AEA averages are slightly below the state average in reading and math,
but even with or slightly above the state average in science.
National averages in reading, math and science are at 60.00%. Northwest AEA averages are well above those of
the nation.
STUDENT DEMOGRPHIC DATA
Northwest AEA Student Demographic Data
2008-2009
African
American
Asian
White
Hispanic
American
Indian
ELL
Two or
More
901
738
28,699
6,077
629
4,314
656
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Northwest Area Education Agency
February 2010
ACHIEVEMENT GAPS 2008-2009
Reading
Mathematics
Science
Grade 4
IEP/Non-IEP
American Indian/White
ELL/Non-ELL
Gap: -35.49%
Gap: -25.41%
Gap: -22.52%
Grade 8
IEP/Non-IEP
ELL/Non-ELL
Hispanic/White
Gap: -53.80%
Gap: -36.04%
Gap: 26.68%
Grade 11
IEP - Non-IEP
ELL/Non-ELL
Migrant/Non-Migrant
Gap: -47.14%
Gap: -42.60%
Gap: -29.55%
Grade 4
African American/White
IEP/Non-IEP
ELL/Non-ELL
Gap: -34.27%
Gap: -32.37%
Gap: -25.90%
Grade 8
IEP/Non-IEP
African American/White
American Indian
Gap: -50.24%
Gap: -28.09%
Gap: -19.53%
Grade 11
IEP/Non-IEP
ELL/Non-ELL
African American/White
Gap: -42.55%
Gap: -37.24%
Gap: -28.62%
Grade 4
American Indian/White
African American/White
IEP/Non-IEP
Gap: -30.67%
Gap: -26.32%
Gap: -24.83%
Grade 8
IEP/Non-IEP
ELL/Non-ELL
African American/White
Gap: -36.32%
Gap: -22.21%
Gap: -18.71%
Grade 11
IEP/Non-IEP
ELL/Non-ELL
Migrant/Non-Migrant
Gap: -37.95%
Gap: -30.66%
Gap: -30.21%
The most significant gaps in achievement continue to be found between students with IEPs and those students
without IEPs. ELL students continue to demonstrate significant differences from their Non-ELL peers at all
levels as well. Migrant students, African American students and American Indian students also continue to lag.
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Northwest Area Education Agency
February 2010
Goal II
By 2013, Northwest AEA will improve the positive social, emotional, behavioral and intellectual development
of all students with a focus on the subgroups of IEP, Migrant, ELL, Low SES and Minority students.
2006-2007 Baseline Data used to determine this goal:
DROP-OUT DATA
Total Percentage of Drop-outs in Grades 7 through 12
All students
Female
Male
White
Black
Hispanic
American Indian
Asian
IEP
ELL
0.88%
0.62%
1.11%
0.71%
1.45%
1.83%
2.24%
1.30%
1.36%
2.55%
Minority students, ELL students and students with IEPs have a much higher drop-rates compared to White
students, non-ELL students and students without IEPs.
GRADUATION DATA
There is a large gap of 15.20% between students with IEPs graduating with regular diplomas when compared to
students without IEPs. The gap in NWAEA is larger than the state target of 10.70%.
POST-SECONDARY SUCCESS
Number of Seniors: 3,237
Number of Seniors pursuing post-secondary education: 2,755 or 85.11%
Students testing for probable post-secondary success: 3,301
Students scoring at probable success: 2,186 or 72.12%
High School Graduates: 3,187
High School Graduates completing core program: 2,020 or 63.38%
IOWA YOUTH SURVEY
On the Iowa Youth Survey, student perception of positive school staff support was not high at the sixth grade
level and is progressively more negative at the eighth and eleventh grade levels and student perception of
positive student norms at school is high at the sixth grade level, but is more negative in the older grade levels.
PROFESSIONAL DEVELOPMENT
Eleven schools out of 61 in Northwest AEA have been trained in Positive Behavioral Supports.
Seven schools have been trained in the Olweyus Bullying Prevention Program.
Five schools are using the School-Wide Information System (SWIS) to collect student
behavioral data.
One school is using the HEART data to collect student behavioral data.
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Northwest Area Education Agency
February 2010
Progress with the Goal II
2008-2009
DROP-OUT DATA
Total Percentage of Dropouts in Grades 7 through 12 for 2007-2008 (one year lag)
All students
Female
Male
White
Black
Hispanic
American Indian
Asian
IEP
ELL
1.96%
1.61%
2.28%
1.50%
2.93%
3.62%
10.59%
1.55%
3.03%
4.25%
The percentage of students dropping out of school has increased from last year for all students. More male
students have dropped out than female. The percentage of American Indian students who have dropped out of
school is the largest within Northwest AEA and almost seven times larger than the number of white students
who have dropped out. The percentage of Hispanic students, Black students, ELL students and students with
IEPs who are considered to have dropped out of school are also much larger than white students.
GRADUATION DATA -- not available at this time
ATTENDANCE DATA -- not available at this time
POST-SECONDARY SUCCESS
Seniors who have graduated: 3,190
Seniors pursuing post-secondary education: 2,490 or 78.06%
*This is down from last year’s 83.42%
Students testing for probable post-secondary success: 2,737
Students scoring at probable success: 2,012 or 73.51%
*This is slightly higher from last year which was 71.86%
High School Graduates: 3,143
High School Graduates completing core program: 2,242 or 71.33%
*This is higher than the 63.53% from last year.
IOWA YOUTH SURVEY 2008
In Northwest AEA, 7,760 students from grades 6, 8 and 11 participated in the Iowa Youth Survey.
83.4% of the students stated in the survey that they believed they attend a school that has a safe environment.
75.7% reported their school had established positive student norms and 68.5% said their school had set clear
expectations and boundaries. However, only 43.8% of the students reported a perception of positive school staff
support.
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Northwest Area Education Agency
February 2010
PROFESSIONAL DEVELOPMENT
An indicator of quality for Northwest AEA is the work the agency does to assist teachers and administrators in
becoming better at providing learning supports for students. Professional Development activities were provided
in this area.
 Thirty-six classes and on-site professional development activities were carried out in support of
improving school climate.
 Four schools were supported in school-wide Positive Behavioral Support initiatives.
 Fifteen schools have now been trained in and use the School-wide Information System and
HEART Database to collect non-academic student data.
NORTHWEST AEA PROFESSIONAL DEVELOPMENT SURVEY
In a survey of Northwest AEA professional development participants, 74.0% of 123 teachers who responded
indicated that they implement strategies learned in school-based professional development at least daily or
weekly. 86.2% felt that their implementation of the strategies was effective or very effective.
48.0% stated that they collaborated with colleagues in support of implementation daily or weekly and 72.4% felt
that this collaboration was effective or very effective.
86.2% of the respondents also stated that they believed their implementation of these strategies was effective or
very effective in improving student achievement.
The respondents reported that they use the following information as evidence in support of their answers:
Teacher perception
Student perception
Parent perception
Improved grades
Formative assessment
Standardized test scores
29.3%
17.9%
10.6%
7.3%
18.7%
0.8%
Instructional strategies reported being implemented most often by participants were:
Differentiated instruction to address At-Risk students
Differentiated instruction using technology
Universal Design for Learning
Guided instruction
Behavioral strategies
Teaching with Love and Logic
Classroom management strategies
Re-teaching and modeling
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Northwest Area Education Agency
February 2010
Progress with Teacher, School and School District Needs
2008-2009
The role of Northwest AEA is to provide leadership and services for its schools. During the 2008-2009 school
year, this support was driven by needs identified through analysis of LEA Annual Progress Reports,
Comprehensive School Improvement Plans, AYP information and DE Site Visit Reports.
LEA ANNUAL PROGRESS REPORTS
In a review of the Annual Progress Reports for Northwest AEA’s 36 public school districts, it was determined
that 20 of the districts did not meet annual goals in reading last year, 22 did not meet annual goals in math and
13 did not meet their annual goals in science.
APRs for the 33 non-public schools showed that 6 schools did not meet annual goals in reading, 9 did not meet
annual goals in math and 5 did not meet annual goals established for science.
IDENTIFIED SCHOOL AND TEACHER NEEDS: LEA CSIPs
Prioritized areas of need:
Practices and strategies for At-Risk learners
Cooperative Learning strategies
Positive Behavioral Supports
Consistent implementation of research based strategies
Parental involvement
Reading and writing strategies across the curriculum
Communication with stakeholder groups
Technology
Modified scheduling
LEA ADEQUATE YEARLY PROGRESS
During the 2008-09 School year, one district was identified as a “District in Need of Assistance” in both
reading and math.
No sanctioned districts or schools were identified as “Schools in Need of Assistance.” However, 19
sanctioned schools were listed on the SINA Watch List and one district was listed on the DINA Watch list.
LEA SITE VISIT REPORTS
Eight schools in Northwest AEA were visited by the Iowa Department of Education in 2008-2009:
Four public and four non-public. Key findings in the site visits of those schools are as follows:
Non-compliance Results
o
o
o
o
o
Board policies were found to be without required statements in several areas such as developing
a total curriculum, establishing content standards and benchmarks, accessibility to student
records, and providing equal opportunity to students to participate in programs.
Provisions were not found for a K-12 comprehensive school counseling program.
Evidence was not found that would support multicultural gender fail approaches in the
classroom.
The use of School Improvement Advisory committees (SIAC) was found to be inadequate.
Library programs were not designed appropriately for continual improvement.
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Northwest Area Education Agency
February 2010
Suggested Areas of Improvement:
1.
Collaborative Relationships
o Collaboration and co-teaching with general and special education teachers
o Development of an inclusive school climate
o Review and development of the School Improvement Advisory Committee (SIAC) roles and
responsibilities
2.
Leadership
o Clarification of the roles of paraeducators, special education teachers and general education
teachers in supporting special needs students
o Sustaining grant programs once the funds are gone
o Use of the Building Leadership Team to develop teacher leaders
o Development of emergency crisis plan
o Staff development for board members
3.
Monitoring and Accountability
o Exploration of resources to support student achievement in reading, math and science
o Investigation of additional methods of formative assessment to inform instruction
o Use of SINA audit data regarding student behaviors
o In-depth analysis of non-proficient performers to identify barriers to learning
o Consistent review of enrollment patterns, proportionality and achievement gaps
o Use of data to evaluate district programs
4.
Vision, Mission and Goals
o Use of SIAC to address progress of annual improvement goals
o Use of community survey data to inform development of CSIP
o Explore options to expand opportunities for high school students
o Use of a comprehensive needs assessment survey
o Development of follow-up survey for high school graduates
5.
Curriculum and Instruction
o Process for identifying and meeting the academic and social needs of students grades 6-12
o Increase high school students’ access to high level classes
o Opportunities for practice, feedback and coaching in co-teaching
o Procedure for including special needs students in general education
o Opportunities for students to attend a wide variety of CTE classes
o Update and review of district K-12 curriculum
o Alignment of curriculum with Iowa Core Curriculum
o Learning opportunities for all grades in gifted education
o Strengthen 6-12 guidance program
o Informing parents of student progress in a consistent manner across K-12
o Development of a district technology plan
o Professional development in technology for all staff
6.
Learning Environment
o Development of an inclusive school climate
o Development of a shared understanding of diversity
o Evaluate school infrastructure for safety concerns
o Update of textbooks and learning materials
o Explore safety practices around and in school buildings
o Procedures and training for emergency and crisis situations
o Update of technology
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Northwest Area Education Agency
7.
February 2010
Professional Development
o Development of a professional development plan
o Provide MCGF instruction for all students
o Provide professional development to support the integration of technology into classroom
instruction
o Create a focus for professional development based on identified teacher needs
o Professional development activities for instructional support staff
ACTIONS TAKEN TO ADDRESS THESE NEEDS
Professional Development and Technical Assistance Provided in:
Iowa Core Curriculum
Reading First
Reading Recovery
Every Child Reads
KU Strategies
Second Chance Reading
Every Student Counts
Every Learner Inquires
Career and Technical Education
Universal Design for Learning
Autism
Co-teaching
Learning Supports
Mandt training
Differentiated Instruction
Cooperative Learning
Professional Learning Communities
Talented and Gifted programming support
Multicultural/Gender Fair approaches
Technology in the classroom
Curriculum mapping
Data analysis
New Teacher Mentoring program
IEP writing
Preschool Standards
Early Childhood Curriculum
Early Literacy Training
Formative assessment
Instructional Decision Making
Curriculum, Instruction and Assessment
School Improvement
Bullying Prevention
Paraprofessional licensure
Classroom Management
Science Kits
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Northwest Area Education Agency
February 2010
Services Provided:
Iowa Core Curriculum planning support
Licensure Renewal support
School Counselor support
Preschool Program support
Curriculum, Instruction and Assessment Network
Pilot Project on Assessment
Professional Learning Community for Art
Student Events
Forums on Addressing Achievement Gaps
Talented and Gifted education support
Curriculum Mapping and Gap analysis
Standard and benchmark revision
Data analysis and planning
Heart Database
School-wide Information System support
Instructional Practices Inventory
Career and Technical Education Consortiums and Program Development
Section 504 Support
IDEA mediation support
Full and Comprehensive Special Education evaluations
Reading Recovery Teacher
BRI and PAT Assessment Teams
Science Kit support
Data collection and display
Community Survey support
School Improvement support
Accreditation Site Visit support
Service Delivery Model
Based on feedback from previous partnership plans and from the Customer Satisfaction Survey, it was
determined that the Norwest Area Education Agency would redesign its delivery system in order to:
o
o
o
o
o
o
o
Provide more time and opportunity for NWAEA staff to be in schools and classrooms
Provide more one-on-one technical support to teachers and administrators
Provide professional development follow-up and assistance to teachers
Provide support in planning school-wide change initiatives
Provide technical assistance in developing and implementing interventions for students at risk
Provide teacher support in developing inclusive classrooms
Provide special education
The new service delivery system is based on an instructional coaching model and provides general education
instructional coaches and special education strategists who are assigned to specific districts and buildings.
NWAEA has provided on-going training to the coaches, strategists and school personnel in the new model.
The participation of schools and AEA staff is being implemented over the course of three years.
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Northwest Area Education Agency
February 2010
Progress with Student Learning Needs
2008-2009
The role of Northwest AEA is to provide leadership and services for its schools and students. During the 20082009 school year, this support was driven by needs identified through analysis of Northwest AEA student
achievement data, local Annual Progress Reports and Comprehensive School Improvement Plans.
Northwest AEA Student Achievement Data
LEA Annual Progress Reports identify subgroups of students who are not proficient in reading, math and
science. The following are the three lowest performing subgroups in each grade level in NWAEA compared to
their counterparts.
Student Achievement in Reading Proficiency
Grade 3
Non-IEP students
IEP students
80.50%
47.47%
White students
American Indian students
African American students
82.17%
54.55%
56.12%
Grade 4
Non-IEP students
IEP students
84.00%
48.51%
White students
American Indian students
84.23%
58.82%
Non-ELL students
ELL students
82.12%
59.60%
Grade 5
Non-IEP students
IEP students
83.13%
44.75%
Non-Migrant students
Migrant students
77.97%
50.00%
White students
American Indian students
82.12%
56.63%
Grade 6
Non-IEP students
IEP students
74.41%
26.09%
Non-ELL students
ELL students
71.59%
37.79%
Non-Migrant students
Migrant students
68.47%
38.89%
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Northwest Area Education Agency
February 2010
Grade 7
Non-IEP students
IEP students
76.72%
28.30%
Non-ELL students
ELL students
73.50%
38.58%
Non-Migrant students
Migrant students
70.67%
36.00%
Grade 8
Non-IEP students
IEP students
79.81%
26.01%
Non-ELL students
ELL students
75.01%
38.97%
White students
Hispanic students
76.64%
50.96%
Grade 11
Non-IEP students
IEP students
80.78%
33.64%
Non-ELL students
ELL students
78.12%
35.52%
Non-Migrant students
Migrant students
75.70%
46.15%
Students with IEPs and ELL students show large discrepancies from their peers in reading achievement at most
grade levels. Migrant students also show significant gaps in achievement in the 5th, 6th, 7th and 11th grades.
Student Achievement in Mathematics Proficiency
Grade 3
White students
American Indian students
African American students
82.08%
49.06%
56.12%
Non-IEP students
IEP students
79.89%
51.35%
Grade 4
White students
American Indian students
84.27%
50.00%
Non-IEP students
IEP students
83.04%
50.67%
Non-ELL students
ELL students
81.99%
56.09%
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Northwest Area Education Agency
February 2010
Grade 5
Non-IEP students
IEP students
82.12%
48.00%
White students
American Indian students
African American students
81.69%
57.15%
58.18%
Grade 6
Non-IEP students
IEP students
77.16%
34.15%
White students
African American students
76.94%
47.37%
Non-ELL students
ELL students
74.51%
45.79%
Grade 7
Non-IEP students
IEP students
83.86%
34.86%
White students
American Indian students
African American students
82.22%
45.46%
48.35%
Grade 8
Non-IEP students
IEP students
82.81%
32.57%
White students
African American students
American Indian students
79.18%
51.09%
59.65%
Grade 11
Non-IEP students
IEP students
82.12%
39.57%
Non-ELL students
ELL students
79.63%
42.39%
White students
African American students
81.56%
52.94%
Students with IEPs demonstrate significantly low proficiency levels in math at all grade levels. African
American students and ELL students score the next lowest.
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Northwest Area Education Agency
February 2010
Student Achievement in Science Proficiency
Grade 3
White students
African American students
American Indian students
86.39%
56.00%
63.64%
Non-IEP students
IEP students
84.30%
63.75%
Grade 4
White students
American Indian students
African American students
86.55%
55.88%
60.23%
Non-IEP students
IEP students
84.54%
59.71%
Grade 5
White students
African American students
American Indian students
86.04%
64.37%
64.70%
Non-IEP students
IEP students
85.60%
64.77%
Grade 6
White students
American Indian students
82.01%
49.33%
Non-IEP students
IEP students
80.42%
48.41%
Non-ELL students
ELL students
79.58%
49.83%
Grade 7
Non-IEP students
IEP students
86.58%
51.96%
White students
American Indian students
86.08%
54.55%
Non-ELL students
ELL students
84.27%
60.75%
Grade 8
Non-IEP students
IEP students
89.00%
52.68%
Non-ELL students
ELL students
85.85%
63.64%
White students
African American students
87.19%
68.48%
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Northwest Area Education Agency
February 2010
Grade 11
Non-IEP students
IEP students
85.85%
47.90%
Non-ELL students
ELL students
83.70%
53.04%
Non-Migrant students
Migrant students
82.06%
51.85%
American Indian students, African American students and students with IEPs demonstrate the lowest
proficiency levels in science. ELL and Migrant students also demonstrate low proficiency levels.
IDENTIFIED STUDENT NEEDS: LEA CSIPs
Reading comprehension at all grade levels, but especially at the secondary level
Reading comprehension for subgroup populations
Reading comprehension in math classrooms
Mathematical computation skills, problem-solving and data analysis
Hands-on, inquiry based science instruction at the secondary level
Technology and connections to global systems
Student discipline referrals and suspensions
Safety and respect among students
Rate of attendance
ACTIONS TAKEN TO ADDRESS THESE NEEDS
Professional Development and Technical Assistance Provided:
Reading First support
Reading Recovery support and training of new teachers
Every Child Reads
KU Strategies training
Second Chance Reading
Every Student Counts
Every Learner Inquires
Autism
Co-teaching
Learning Supports
Differentiated Instruction
Cooperative Learning
Early Childhood Standards
Early Childhood Curriculum
Curriculum mapping
Integration of technology
Data collection/analysis
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Northwest Area Education Agency
February 2010
Services Provided:
Reading Recovery interventions
Early Childhood screenings and home interventions
Social work and counseling
Forums on Addressing Achievement Gaps
Counselor support
Speech and language therapy
Positive Behavioral Supports
Individual Behavioral evaluations and interventions
Hearing and vision screenings
Itinerant teaching services for deaf and hard of hearing students
Itinerant teaching and Orientation and mobility services for blind and low vision students
Transition services for high school students
Instructional Practices Inventory
Student testing
ELL programming support
ELL student testing and data analysis
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Northwest Area Education Agency
February 2010
Progress with Improved Teaching – Reading
2008-2009
CUSTOMER SATISFACTION SURVEY
According to the 2008-2009 Customer Satisfaction Survey, teachers reported high satisfaction in the services
Northwest AEA provides.
Of 137 reading teachers who responded to the survey, 95.5% stated that the services they received or
participated in met their professional needs.
According to 80.5% of the respondents, the AEA provided leadership to meet emerging educational needs.
88.0% of the respondents stated that the services they received assisted them in improving their instruction or
job-related practices.
86.5% felt that the AEA staff had the knowledge and skills needed to have a positive impact on their school.
84.2% stated that the services they received assisted in improving their students’ achievement.
85.0% reported that the AEA is responsive to their school’s student learning needs.
87.9% felt that the AEA staff maintain good working relationships with people in their school.
PROFESSIONAL DEVELOPMENT
Many opportunities for professional development in reading were offered both as courses and school-based
professional development activities: Reading activities offered for credit: 36
Professional development in research-based reading strategies was provided last year for five districts
participating in Iowa's Reading First Grant program.
Seven teachers were trained to teach Reading Recovery® last year by AEA Reading Recovery® Teacher
Leaders. On-going professional development was provided to 70 already-trained Reading Recovery Teachers.
NORTHWEST AEA PROFESSIONAL DEVELOPMENT SURVEY
In a survey of Northwest AEA professional development participants, 83.7% of 49 reading teachers indicated
that they implement strategies learned in professional development at least daily or weekly.
89.8% felt that their implementation of the strategies was effective or very effective.
59.2% stated that they collaborated with colleagues in support of implementation daily or weekly and 77.6% felt
that this collaboration was effective or very effective.
83.7% of the respondents also stated that they believed their implementation of these strategies was effective or
very effective in improving student achievement.
SERVICES IN READING
Northwest AEA hosts Iowa Collaborative Assessment Module (ICAM) scoring opportunities in reading and
writing. Teachers have reported positive feedback about the process and how extensively it has increased their
own assessment writing and scoring skills.
The Special Education Teams assist both special education teachers and general education teachers with the RTI
process in the area of reading achievement. Data is collected and analyzed regularly to help teachers make
instructional decisions to improve teaching and to increase learning of students who are struggling.
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Northwest Area Education Agency
February 2010
Progress with Improved Teaching – Mathematics
2008-2009
CUSTOMER SATISFACTION SURVEY
According to the 2008-2009 Customer Satisfaction Survey, teachers reported high satisfaction in the services
Northwest AEA provides.
Of the124 mathematics teachers who responded, 95.7% stated that the services they received or participated in
met their professional needs.
According to 83.8% of the respondents, the AEA provided leadership to meet emerging educational needs.
85.5% of the respondents stated that the services they received assisted them in improving their instruction or
job-related practices.
86.3% felt that the AEA staff had the knowledge and skills needed to have a positive impact on their school.
82.1% stated that the services they received assisted in improving their students’ achievement.
84.6% reported that the AEA is responsive to their school’s student learning needs.
89.7% felt that the AEA staff maintains good working relationships with people in their school.
PROFESSIONAL DEVELOPMENT
Many opportunities for professional development in math were offered both as courses and school-based
professional development activities: Math activities offered for credit: 22
Professional development activities in Every Student Counts continue throughout the NWAEA.
NORTHWEST AEA PROFESSIONAL DEVELOPMENT SURVEY
In a survey of Northwest AEA professional development participants, 50.9 % of 21 mathematics teachers
indicated that they implement strategies learned in professional development at least daily or weekly. 55.7% felt
that their implementation of the strategies was effective or very effective.
61.9% stated that they collaborated with colleagues in support of implementation daily or weekly and 76.2% felt
that this collaboration was effective or very effective.
55.7% of the respondents also stated that they believed their implementation of these strategies was effective or
very effective in improving student achievement.
SERVICES IN MATHEMATICS
Northwest AEA hosts Iowa Collaborative Assessment Module (ICAM) scoring opportunities in math. Teachers
have reported positive feedback about the process and how extensively it has increased their own assessment
writing and scoring skills.
The Special Education Teams assist both special education teachers and general education teachers with the RTI
process in the area of mathematics achievement. Data is collected and analyzed regularly to help teachers make
instructional decisions to improve teaching and to increase learning of students who are struggling.
19
Northwest Area Education Agency
February 2010
Progress with Improved Teaching – Science
2008-2009
CUSTOMER SATISFACTION SURVEY
According to he 2008-2009 Customer Satisfaction Survey, teachers reported high satisfaction in the services
Northwest AEA provides.
Of 89 science teachers who responded to the survey, 95.4% stated that the services they received or participated
in met their professional needs.
According to 77.0% of the respondents, the AEA provided leadership to meet emerging educational needs.
87.3% of the respondents stated that the services they received assisted them in improving their instruction or
job-related practices.
92.0% felt that the AEA staff had the knowledge and skills needed to have a positive impact on their school.
80.5% stated that the services they received assisted in improving their students’ achievement.
79.3% reported that the AEA is responsive to their school’s student learning needs.
89.7% felt that the AEA staff maintains good working relationships with people in their school.
PROFESSIONAL DEVELOPMENT
Many opportunities for professional development in science were offered both as courses and school-based
professional development activities: Science activities offered for credit: 7
Professional development activities in Every Learner Inquires continues throughout NWAEA.
NORTHWEST AEA PROFESSIONAL DEVELOPMENT SURVEY
In a survey of Northwest AEA professional development participants, 84.0% of 25 science teachers indicated
that they implement strategies learned in professional development at least daily or weekly.
80.0% felt that their implementation of the strategies was effective or very effective.
64.0% stated that they collaborated with colleagues in support of implementation daily or weekly and 68.0% felt
that this collaboration was effective or very effective.
76% of the respondents also stated that they believed their implementation of these strategies was effective or
very effective in improving student achievement.
SERVICES IN SCIENCE
Northwest AEA has established a science center for the purpose of promoting the practice of guided inquiry as a
method of science instruction. Schools are able to check out science kits to be used by teachers who have been
trained in their use. NWAEA staff members provide training for each of the kits and the center maintains,
refurbishes and delivers the kits to the schools.
A high regard is held by many secondary teachers and students for the opportunities they have had to attend the
“Space Settlement Design Competition” at the Johnson Space Center in Houston, TX. A survey of last year’s
student participants indicated that because of the Huston experience, 72.7% agreed strongly or moderately that
they would choose a college major in science and/or engineering; 69.5% agreed strongly or moderately that they
would choose a career path related to science and engineering and 92.8% believed strongly or moderately that
the Huston experience would assist them to achieve higher levels of success in the future.
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Northwest Area Education Agency
February 2010
Progress with Cost Efficiency
2008-2009
Cost efficiency and equity are pillars upon which the system was founded, and they continue to be hallmarks of
service. Cost efficiency is a key ingredient in evaluating the quality of an AEA. While a key area, cost
efficiency is difficult to precisely determine.
Of 899 respondents to the 2009 Customer Satisfaction Survey, 72.0 % agreed/strongly agreed that NWAEA
delivers cost-efficient services. 1.7 % disagreed/strongly disagreed that NWAEA delivers cost-efficient
services, and 21.8% indicated they had no opinion on this item.
NWAEA strives for the highest quality of customer service, while also considering issues of cost-effectiveness
and efficiency with our resources. Efficiency with resource management is demonstrated by the following
activities:
1) Participating in the Iowa Educators Consortium (IEC) which allowed NWAEA districts to save over 40 % on
technology hardware, software, paper and other educational materials. NWAEA schools saved $736,912 during
the 2008-2009 school year by purchasing through the Iowa Educators Consortium.
2) Collaboration and sharing of programs between Northwest AEA and Prairie Lakes AEA 8 through the
Northwest Cooperative. Programs that are run through the Cooperative are:
Print & Production - Northwest AEA continues in a 28E agreement that combines the print and production
programs of Northwest AEA and Prairie Lakes AEA. This has streamlined print and production and publishing
and has helped to avoid duplication within the two AEAs. It has helped to reduce costs by $20,000 per year and
has increased the efficiency of the service.
Library Media Center – The Media Lending libraries of the agencies have been electronically merged for the
past five years, providing northwest Iowa educators access to 70 percent more instructional resource materials.
Teachers and administrators report high levels of satisfaction on the availability of resources and direct links to
pertinent research. This collaborative saves approximately $50,000 per year in reduced costs. The savings
come from a shared electronic booking system and collaborative purchasing of instructional media materials.
Northwest Leadership Academy – The two agencies have also established 28E agreements for professional
development to bring the best and most current speakers on educational leadership and research to all educators
in Northwest Iowa.
3) Technology – Northwest AEA has increasingly emphasized use of technology to avoid travel expenses when
possible. Polycom units, ICN sites, conference calling and the Skype internet program are utilized. Districts
continue to receive significant on-site support and direct services, but NWAEA has been able to use this
technology to reduce travel costs for planning of meetings, internal meetings, and other collaborative efforts that
can effectively be accomplished through technology.
4) Internet Aggregation - Northwest AEA and Prairie Lakes AEA 8 aggregate Internet access through Prairie
Lakes AEA 8. Any school in either of the two AEA’s may aggregate and get Internet access through this
cooperative at a reduced cost. This saves NWAEA approximately $40,000 per year in staff reductions.
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Northwest Area Education Agency
February 2010
Progress with Timely Services
2008-2009
According to the results from the 2009 Iowa State Department of Education Customer Satisfaction Survey,
Northwest AEA earned the following percentages when strongly agree and agree were combined. These
percentages serve as indicators of timely service.
The AEA delivers current and timely services to meet my building/district needs. NWAEA: 81.5%
81.4%
State
The AEA is responsive to my schools student needs.
NWAEA: 82.9%
State 81.9%
The AEA provides leadership to meet emerging educational needs.
NWAEA: 78.8%
State: 78.2%
The AEA delivers current and timely services to meet my school/district needs in student achievement and
special education.
Student Achievement
Special Education
NWAEA: 82.1%
NWAEA: 76.7%
Iowa: 80.7%
Iowa: 79.5%
NWAEA has developed a system of communication to schools and data collection about school needs. NWAEA
schools reported appreciation for the variety of ways through which Northwest AEA assesses and then addresses
district needs:
On-line surveys
Special education team inquiries
Personal phone calls and e-mail contacts
Guidance in state initiatives
Advisory committees
Focus groups
Assigning agency staff to review school APRs, CSIPs and site visit reports
Partnership Plan meetings with continued follow-up throughout the years
Access to NWAEA's online resources has been reported to be a "shining point" for Northwest AEA. All
administrators and teachers, no matter their geographic location, have immediate access to information,
resources and materials.
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Northwest Area Education Agency
February 2010
Progress with Levels of Customer Participation
2008-2009
Customer participation in Northwest AEA services is a key measure of the quality of an Area Education Agency
and is closely related to customer satisfaction.
The method of measuring participation has varied over the past few years. In recent years it was measured
through the use of the state-initiated AEA Customer Satisfaction Survey. Of 899 respondents to the 2009 AEA
Customer Satisfaction Survey, the following percentages indicated that they have ''used'' the specific types of
Northwest AEA services:
School-Community Planning—20.6%
Professional Development—75.3%
Curriculum, Instruction & Assessment—40.7%
Diverse Learner—33.8%
Multicultural, Gender-Fair—9.2%
Media—67.5%
School Technology—31.8%
Leadership—16.4%
Management Services—5.7%
Progress with Levels of Customer Satisfaction
2008-2009
Improving customer satisfaction with AEA services is a key measure of the quality of an Area Education
Agency. The method of measuring satisfaction has varied over the past few years. In recent years it has been
measured through the use of the state-initiated AEA Customer Satisfaction Survey.
Although not specifically asked about overall satisfaction with services, several items reflect customers' opinion
of the impact of services. The following indicates the number of respondents agreeing or strongly agreeing to
each item on the NWAEA 2009 Customer Satisfaction Survey (Total of 899 respondents to the general
satisfaction questions):
The AEA services received met my professional needs—94.1%
The AEA is responsive to my schools student learning needs—82.9%
The AEA provides leadership to meet emerging educational needs—78.8%
The AEA services received assisted in improving students' achievement—75.8%
The AEA delivers services that assist my district in meeting federal and state mandates (NCLB, IDEA, etc.)—
76.7%
The AEA staff I have contact with create and maintain good working relationships with people in my school
and/or district-86.5%
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