Northwest Area Education Agency
February, 2009
NORTHWEST AEA
ANNUAL PROGRESS REPORT
2007-2008
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
Native
American
ELL
1,161
810
35,584
5,196
895
3,471
ACHIEVEMENT GAPS 2006-2007
READING
MATHEMATICS
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
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
1
Northwest Area Education Agency
SCIENCE
February, 2009
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 Native American and White
students. ELL students also demonstrate significant gaps in each area.
Progress with Goal I
2007-2008
AVERAGE PROFICIENCY RATES IN STUDENT ACHIEVEMENT
Reading
Grade 4
Grade 8
Grade 11
74.61%
67.45%
74.28%
Math
Grade 4
Grade 8
Grade 11
76.93%
72.06%
75.79%
Science
Grade 4
Grade 8
Grade 11
83.03
79.14%
80.00%
The groups showing increases in 2007-2008 were eleventh-grade reading, fourth-grade math and fourth-grade
science. All other scores fell slightly from last year.
Trend line data from the previous three years show reading, mathematics and science proficiency levels
remaining fairly steady at grades four, eight and eleven. The lowest average scores for all three years are in
reading across all grade levels and the highest are in science.
According to state figures, Northwest AEA averages are fairly even with or slightly under the state averages.
National averages in reading, math and science are at 60.00%. Northwest AEA averages are well above those of
the nation.
STUDENT DEMOGRAPHIC DATA
Northwest AEA Student Demographic Data
2007-2008
Public
African
American
Asian
White
Hispanic
Native
American
ELL
1,228
817
30,783
5,223
883
3,853
2
Northwest Area Education Agency
February, 2009
ACHIEVEMENT GAPS 2007-2008
READING
Grade 4
IEP/Non-IEP
ELL/Non-ELL
Gap: -38.22%
Gap: -24.54%
Grade 8
IEP/Non-IEP
ELL/Non-ELL
Gap: -46.60%
Gap: -40.75%
Grade 11
IEP - Non-IEP
ELL/Non-ELL
Gap: -48.17%
Gap: -42.31%
MATHEMATICS
Grade 4
IEP/Non-IEP
African American/White
American Indian/White
Gap: -31.69%
Gap: -25.60%
Gap: -22.82%
Grade 8
IEP/Non-IEP
ELL/Non-ELL
Gap: -49.60%
Gap: -41.38%
Grade 11
IEP/Non-IEP
ELL/Non-ELL
Gap: -51.79%
Gap: -43.47%
Grade 4
American Indian/White
IEP/Non-IEP
Gap: -27.06%
Gap: -20.85%
Grade 8
ELL/Non-ELL
IEP/Non-IEP
Gap: -38.22%
Gap: -35.39%
Grade 11
IEP/Non-IEP
ELL/Non-ELL
Gap: -44.17%
Gap: -38.14%
SCIENCE
The most significant gaps in achievement are still found between students with IEPs and their peers without
IEPs and American Indian students and White students.
ELL students continue to demonstrate significant differences from their Non-ELL peers at all levels.
Overall, these gaps have decreased slightly from last year.
3
Northwest Area Education Agency
February, 2009
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: Grades 7 through 12
All students
Female
Male
White
Black
0.88%
0.62%
1.11%
0.71%
1.45%
Hispanic
Native American
Asian
IEP
ELL
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, nonELL 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 Northwest AEA 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
o
o
o
o
Eleven schools out of 61 in Northwest AEA have been trained in Positive Behavioral Supports.
Seven schools have been trained in the Olweus 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.
4
Northwest Area Education Agency
February, 2009
Progress with Goal II
2007-2008
NORTHWEST AEA DATA 2007-2008
INDICATORS OF POST-SECONDARY SUCCESS
Measure of Probable
Post-Secondary Success
Total number of students achieving a score on a measure indicating
probable post-secondary success (ACT)
2007-2008
2,172
Total number of students who took the test
3,030
Total Percentage of students
71.68%
Post-Secondary Education/Training Intentions
Total numbers of seniors who intend to pursue post-secondary
education/training
Total numbers of seniors who have graduated
Total percentage of seniors intending to pursue post-secondary
education/training
Core Program Completers
2007-2008
2,671
3,202
83.42%
2007-2008
Total number of high school graduates who completed a core program
1,981
Total number of high school graduates
Total percentage of high school graduates who completed a core
program
3,118
63.53%
Data from the last three years shows an upward trend in the percentage
of seniors pursuing post-secondary education.
Three-year trend data shows an upward trend in the percentage of students whose test scores indicate probable
post-secondary success
Three-year trend data shows an increase each year in the percentage of high school graduates who have
completed a core program.
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
0.98%
0.80%
1.15%
0.79%
1.78%
1.69%
4.17%
0.27%
1.28%
1.70%
5
Northwest Area Education Agency
February, 2009
The percentage of dropouts has gone up slightly for all students. The percentage of Black and American Indian
students has increased as well as the percentage of dropouts of White students. The groups of ELL, Hispanic,
Asian, and IEP students have shown slight decreases.
The largest percentage of dropouts is found in the group of American Indian students.
Three-year trend data shows the percentage of dropouts increasing slightly each year.
GRADUATION DATA
There continues to be a gap of 14.53% between students with IEPs graduating with regular diplomas when
compared to students without IEPs, and the gap in NWAEA is larger than the state target of 10.70%. However,
the gap has lessened slightly compared to last year.
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.
Climate activities offered for credit - 33
Climate activities held for credit - 26
Climate activities canceled due to lack of registrations - 7
Total registrations for any climate activity - 348
Twelve schools now use a school-wide information system to collect non-academic student data.
6
Northwest Area Education Agency
February, 2009
Progress with Teacher, School and School District Needs
2007-2008
The role of Northwest AEA is to provide leadership and services for its schools. During the 2007-2008 school
year, this support was driven by needs identified through analysis of local Comprehensive School Improvement
Plans, DE Site Visit Reports, local Annual Progress Reports, and Individualized Partnership Plans and
interviews with Superintendents.
INTERVIEWS WITH NWAEA SUPERINTENDENTS
More technology services
Refining of RTI process
More Professional Development support
Assistance with grant writing
Assistance with State initiatives-Curriculum & Instruction
COMPREHENSIVE SCHOOL IMPROVEMENT PLANS
Areas of Need:
school improvement planning
technology across the curriculum
bullying and harassment
reading, mathematics and science instruction
at-risk students
differentiated instruction
cooperative learning
formative assessment
alignment of curriculum, instruction and assessment
ANNUAL PROGRESS REPORTS
Out of 36 public school districts, 18 did not meet annual goals in reading; 21 did not meet annual goals in math;
and 14 did not meet their annual goals in science.
Of the 33 non-public schools, five did not meet annual goals in reading; nine did not meet annual goals in math;
and four did not meet annual goals for science.
ADEQUATE YEARLY PROGRESS
During the 2007-2008 School year, all schools within Northwest AEA met their Annual Measurable Objective for
reading and math.
Three schools within Northwest AEA were listed on the state “Watch” list for participation.
Two schools are on the Watch list for reading and mathematics achievement.
No districts or schools are currently listed on the SINA or DINA lists.
SITE VISIT REPORTS
Identified Areas of Need:
English Language Learners
technology across the curriculum
bullying and harassment
data collection of non-academic behavior
co-teaching
differentiated instruction
TAG programming
7
Northwest Area Education Agency
at-risk students
data analysis
cultural competence
early childhood programming
reading, math and science
homeless students
vocational education
MCGF approaches
February, 2009
PARTNERSHIP PLANS
Areas of need most often identified in local Partnership Plans within the Chapter 72 AEA Standards in
2007-2008:
1. School/Community Planning
CSIP Planning
APR Assistance
DE site visit preparation
2. Professional Development
data analysis
collecting non-academic data
reading/writing, math and science strategies
licensure Renewal
3. Curriculum, Instruction & Assessment
career and technical education
assessment
curriculum mapping/writing
4. Multi-cultural, Gender Fair
equity visits
cultural competence
English Language Learners
5. Diverse Learning Needs
technical assistance in at-risk programs
co-teaching and differentiated instruction
Early Childhood Special Education
6. Media
updates on resources
cooperative purchase of music
teacher media usage reports
7. School Technology
technology in the classroom
technology audit and planning
IPOD and podcasting
8. Management Services
grant writing services
continue/expand use of HEART database
HEART data support
9. Leadership
consolidation
sharing
superintendent meetings
8
Northwest Area Education Agency
February, 2009
ACTIONS TAKEN TO ADDRESS THESE NEEDS:
Technical assistance and professional development provided:
Reading First
Reading Recovery®
Every Child Reads
Second Chance Reading
Every Student Counts
Every Learner Inquires
Career and Technical Education
High School Reform
KU Strategies
autism
co-teaching
multicultural/gender-fair approaches
learning supports
Mandt training
differentiated instruction
cooperative learning
technology in the classroom
curriculum mapping
TAG programming
data analysis
new teacher mentoring
IEP training
preschool standards
early childhood curriculum
early literacy training
Instructional Decision Making
curriculum, instruction and assessment
school improvement
bullying prevention
paraprofessional training
classroom management
Services provided:
licensure renewal
school Counselor support
preschool program support
Curriculum, Instruction and Assessment Network
Pilot Project on Assessment
support in the High School Project
Professional Learning Community for Art
student events
TAG support
forums on addressing achievement gaps
curriculum mapping and gap analysis
standard and benchmark revision
data analysis and planning
HEART database
Instructional Practices Inventory
Career and Technical Education Consortiums and program development
Section 504 support
Reading Recovery® teacher
BRI and PAT assessment teams
9
Northwest Area Education Agency
February, 2009
Progress with Student Learning Needs
2007-2008
The role of Northwest AEA is to provide leadership and services for its schools and students. During the 20072008 school year, this support was driven by needs identified through analysis of local Annual Progress Reports
and Comprehensive School Improvement Plans.
Average Reading Proficiency in Reading
Grade 4
Non-IEP
IEP
80.20%
41.98%
Non-ELL
ELL
77.67%
53.13%
Non-Migrant
Migrant
74.90%
55.26%
White
American Indian
79.31%
56.45%
Grade 8
Non-IEP
IEP
74.11%
27.51%
Non-ELL
ELL
70.91%
30.16%
Non-Migrant
Migrant
67.83%
39.47%
White
Hispanic
72.83%
40.33%
Grade 11
Non-IEP
IEP
80.44%
32.27%
Non-ELL
ELL
76.50%
34.19%
Non-Migrant
Migrant
74.49%
45.46%
White
African American
78.23%
47.15%
Students with IEPs and ELL students score lower than any of their peers in reading achievement at each grade
level.
10
Northwest Area Education Agency
February, 2009
Average Reading Proficiency in Mathematics
Grade 4
Non-IEP
IEP
81.56%
49.87%
White
African American
81.55%
55.95%
Non-Migrant
Migrant
77.19%
60.00%
Non-ELL
ELL students
79.40%
59.76%
Grade 8
Non-IEP
IEP
79.09%
29.70%
Non-ELL
ELL
75.58%
34.29%
Non-Migrant
Migrant students
72.50%
41.03%
White
Hispanic
78.04%
44.45%
Grade 11
Non-IEP
IEP
82.38%
30.59%
Non-ELL
ELL
78.08%
34.61%
White
African American
80.68%
39.13%
Non-Migrant
Migrant
75.91%
59.10%
Students with IEPs show the lowest percentages in math at all three grade levels. African American students
score the next lowest in the fourth-grade. ELL students score the next lowest in both eighth and eleventh
grades.
Average Reading Proficiency in Science
Grade 4
Non-IEP
IEP
85.83%
64.98%
White
American Indian
86.73%
59.67%
Non-ELL
ELL
84.90%
69.79%
11
Northwest Area Education Agency
Non-low SES
Low SES
90.19%
72.99%
Grade 8
Non-ELL
ELL
82.38%
44.16%
Non-IEP
IEP
84.14%
48.75%
White
Hispanic
83.93%
55.83%
Grade 11
Non-IEP
IEP
85.62%
41.45%
Non-ELL
ELL
82.02%
43.88%
White
African American
83.28%
56.52%
February, 2009
American Indian students and students with IEPs have the lowest proficiency levels at the fourth-grade.
ELL students and students with IEPs have the lowest percentage of proficiency at the eighth and eleventh
grades.
NEEDS IDENTIFIED IN COMPREHENSIVE SCHOOL IMPROVEMENT PLANS
reading comprehension
mathematics problem-solving
scientific method and inquiry
safe environment
social-emotional needs
drug, alcohol and tobacco abuse
technology integration
vocational courses
GAPS IDENTIFIED IN STUDENT ACHIEVEMENT DATA
Reading Proficiency
Gaps identified in fourth grade:
Students with disabilities - 47.8%.
Non-disabled students - 84.9%.
ELL students - 52.8%
Non-Ell students - 83.5%.
Gaps identified in eighth grade:
Students with disabilities - 27.1%
Non-disabled students - 79.8%.
12
Northwest Area Education Agency
February, 2009
ELL students - 29.9%.
Non-Ell students - 75.4%.
Gaps identified in eleventh grade:
Students with disabilities - 26.3%.
Non-disabled students - 81.2%
ELL students - 17.9%.
Non-ELL Students - 77.5%.
Math Proficiency
Gaps identified in fourth grade:
Students with disabilities - 55.3%
Nondisabled students - 84.4%.
ELL students - 56.2%.
Non-ELL students - 83.7%.
Gaps identified in eighth grade:
Students with disabilities - 30.8%.
Non-disabled students - 83.5%.
ELL students - 37.1%.
Non-ELL students - 79.0%
Gaps identified in eleventh grade:
Students with disabilities - 33.2%.
Non-disabled students - 84.1%.
ELL students - 40.6%.
Non-ELL students - 80.2%.
Science Proficiency
Gaps identified in eighth grade:
Students with disabilities - 52.4%.
Non-disabled students - 89.2%.
ELL students - 55.6%.
Non-ELL students - 86.2%.
Gaps identified in eleventh grade:
Students with disabilities - 42.5%.
Non-disabled students - 86.2%.
ELL students - 41.5%.
Non-ELL students - 83.0%.
13
Northwest Area Education Agency
February, 2009
STUDENT NEEDS IDENTIFIED IN LEA CSIPs
Writing skills
Reading comprehension
Science inquiry
Social and emotional needs
Use of technology
ACTIONS TAKEN TO ADDRESS THESE NEEDS
Reading Recovery interventions
Early Childhood screenings
Early Childhood home interventions
Social work and counseling
Speech and language therapy
Building-wide Positive Behavioral Supports and interventions
Individual Behavioral evaluations and interventions
Hearing and vision screenings
Itinerent teaching services for deaf and hard of hearing students
Itinerent teaching services for blind and low vision students
Orientation and Mobility services for blind and low vision students
Coordination of transition services for high school students
Instructional Practices Inventory measuring student engagement
Student testing for Reading First, ELL and Special Education Services
Professional Development and Technical Assistance:
Reading First
Reading Recovery®
Every Child Reads
KU Strategies
Second Chance Reading
Every Student Counts
Every Learner Inquires
autism
Co-teaching
learning supports
differentiated instruction
cooperative learning
early childhood standards and curriculum
curriculum mapping
integration of technology into the classroom
data collection/analysis
Services:
Reading Recovery® interventions
early childhood screenings and home interventions
social work and counseling
forums on addressing achievement gaps
counselor supports
speech and language therapy
Positive Behavioral Supports programming
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
14
Northwest Area Education Agency
February, 2009
Progress with Improved Teaching – Reading
2007-2008
An indicator of quality for Northwest AEA is the work the agency does to assist teachers to become better
teachers of reading.
CUSTOMER SATISFACTION SURVEY
According the 2007-2008 Customer Satisfaction Survey, teachers reported high satisfaction in the services
Northwest AEA provides.
Of 482 respondents, 92.7% 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.
84.5% of the respondents stated that the services they received assisted them in improving their instruction or
job-related practices.
85.1% felt that the AEA staff had the knowledge and skills needed to have a positive impact on their school.
NORTHWEST AEA PROFESSIONAL DEVELOPMENT SURVEY
In a survey of Northwest AEA professional development participants, 78% of respondents indicated that they
implement strategies learned in school-based professional development at least weekly.
78% of the respondents also stated that they believed their implementation of these strategies was
effective or very effective in improving student achievement.
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 - 62
Reading activities held for credit - 52
Reading activities canceled due to lack of registrations - 10
Total registrations for any reading activity - 656
Professional development in research-based reading strategies was provided last year for five districts
participating in Iowa's Reading First Grant program.
Nine teachers were trained to teach Reading Recovery® last year by AEA Reading Recovery® Teacher Leaders.
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.
15
Northwest Area Education Agency
February, 2009
Progress with Improved Teaching – Mathematics
2007-2008
An indicator of quality for Northwest AEA is the work the agency does to assist teachers to become better
teachers of mathematics.
CUSTOMER SATISFACTION SURVEY
According to the 2007-2008 Customer Satisfaction Survey, teachers reported high satisfaction in the services
Northwest AEA provides.
Of 482 respondents, 92.7% 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.
84.5% of the respondents stated that the services they received assisted them in improving their instruction or
job-related practices.
85.1% felt that the AEA staff had the knowledge and skills needed to have a positive impact on their school.
NORTHWEST AEA PROFESSIONAL DEVELOPMENT SURVEY
In a survey of Northwest AEA professional development participants, 78% of respondents indicated that they
implement strategies learned in school-based professional development at least weekly.
78% of the respondents also stated that they believed their implementation of these strategies was effective or
very effective in improving student achievement.
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 - 18
Math activities held for credit - 7
Math activities canceled due to lack of registrations - 11
Total registrations for any math activity - 118
Teachers participating in the Every Student Counts program have reported high levels of satisfaction in the
research-based math strategies they are learning and implementing. They have also stated the positive effects of
having the professional development provided to them on-site has had with supporting learning and
implementation of the new strategies.
SERVICES IN MATH
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.
16
Northwest Area Education Agency
February, 2009
Progress with Improved Teaching – Science
2007-2008
An indicator of quality for Northwest AEA is the work the agency does to assist teachers to become better
teachers of science.
CUSTOMER SATISFACTION SURVEY
According to the 2007-2008 Customer Satisfaction Survey, teachers reported high satisfaction in the services
Northwest AEA provides.
Of 482 respondents, 92.7% 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.
84.5% of the respondents stated that the services they received assisted them in improving their instruction or
job-related practices.
85.1% felt that the AEA staff had the knowledge and skills needed to have a positive impact on their school.
NORTHWEST AEA PROFESSIONAL DEVELOPMENT SURVEY
In a survey of Northwest AEA professional development participants, 78% of respondents indicated that they
implement strategies learned in school-based professional development at least weekly.
78% of the respondents also stated that they believed their implementation of these strategies was effective or
very effective in improving student achievement.
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 - 13
Science activities held for credit - 7
Science activities canceled due to lack of registrations - 6
Total registrations for any science activity - 69
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. Teachers have reported high satisfaction levels regarding
improvement in teaching methods and in student achievement.
A high regard is held by many secondary teachers for the opportunities they have had to attend the “Space
Settlement Design Competition” at the Johnson Space Center in Houston, TX. Each year two buses of students
and teachers travel to NASA and participate in the competition. A survey of last year's participants indicated
that
because of the Huston experience, 84.7% of the respondents would choose a career path related to science
and engineering and 96.7% of the respondents believed that the Houston experience would assist them to
achieve higher levels of success in the future.
17
Northwest Area Education Agency
February, 2009
Progress with Cost Efficiency
2007-2008
Efficiency and equity are pillars upon which AEAs were 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.
Northwest AEA has entered into numerous service agreements with outside entities to improve efficiency.
Prime examples are the programs Northwest AEA has with other AEAs in the Northwest Iowa AEA
Cooperative.
A continuing example of efforts to efficiently manage resources, 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 among the
two AEAs. It has helped to reduce costs and has increased media efficiency.
Media Lending libraries of the agencies have been electronically merged for the past three years, providing
northwest Iowa educators access to about 70 percent more instructional materials. Teachers and
administrators report high levels of satisfaction on the availability of resources and direct links to pertinent
research.
The two agencies have also established 28E agreements for professional development, special education,
Principals Leadership Academy and co-op purchasing. For example, McRel's Balanced Leadership training
was jointly delivered to administrators with Prairie Lakes AEA.
Another example of cost savings is the cooperative purchasing ventures at the state level through the Iowa
Educators Coop.
Agency interviewees during the accreditation process stated that the use of data assists the agency to
measure the efficiency of services it provides.
Special education administrators have used student count data, demographic data and travel time to
determine staffing and programming patterns. The development of AEA regions was part of the process
to become more efficient in delivering services to schools.
18
Northwest Area Education Agency
February, 2009
Progress with Timely Services
2007-2008
A measure of efficiency is delivery of current and timely services. Efficiency and timeliness are also pillars
upon which AEAs were founded, and they continue to be hallmarks of service as well. Timeliness is a key
ingredient in evaluating the quality of an AEA. While a key area, it is difficult to precisely determine.
Northwest AEA has resolved to remain proactive and current with the goal of maintaining the high level
of services provided prior to the merger.
NWAEA has developed a system of communication to schools and data collection about school needs.
During the accreditation process, interviewees reported appreciation for the variety of ways through
which Northwest assesses and then addresses district needs:
Partnership Plan meetings with continued follow-up throughout the years
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
Teachers and administrators have also reported high levels of satisfaction with NWAEA list-serves.
Interviewees stated that the list-serves provide accurate and timely information.
During the accreditation process, interviewees stated that the agency is often the first to respond to
school improvement efforts, such as High School Reform, Iowa Core Curriculum and Co-teaching.
Appreciation was expressed regarding the agency's ability to stay abreast of emerging issues.
Northwest AEA newsletters are tailored for public and non-public schools, focused on educational
leadership and provide encouragement and inspiration.
Access to AEA’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.
19
Northwest Area Education Agency
February, 2009
Progress with Levels of Customer Participation
2007-08
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. Northwest AEA has resolved to maintain the high levels of
customer participation previously experienced prior to the merger.
The method of measuring participation has varied over the past few years. In recent years it was measured
through the use of a state-initiated Customer Satisfaction Survey.
Throughout the accreditation process, Northwest AEA was applauded by its customers for the high standard of
services provided to the majority of teachers, administrators, students, parents and communities within the
AEA. Interviewees reported high levels of satisfaction with the many services that were provided equitably to
schools, whether large, small, rural, urban, public or non-public.
The final Accreditation Report from the Department of Education stated, "LEA interviewees reported that they
were happy with the resulting enhancements of the services provided by the agency. The merger's success is
accomplished through continued input from and communication with the schools and school districts served by
the agency."
There were many professional development activities offered:
Total activities offered for credit - 349
Total activities held for credit – 272
Total activities cancelled due to lack of registrations – 77
Total held as site-based (school initiated) activities – 115
Total registration for site-based activities – 1435
Total held as open registration classes – 234
Total registration for open registration classes – 2044
Number of schools who participated – all public and all but 2 non-public schools in NWAEA had at least one
person participate in a credited activity
Number of teachers from NWAEA schools who participated in any credited activity - 3179
Reading activities held for credit – 52
Total registrations – 656
Math activities held for credit – 18
Total registrations – 118
Science activities held for credit – 13
Total registrations – 69
School Climate activities held for credit – 26
Total registrations for School Climate activities - 69
There are also many other examples of services provided to schools:
Approximately 90% of all teachers in NWAEA utilized materials from the Media Library.
Training in IEP development was provided to 453 special education teachers representing 23 schools.
Forty administrators and school personnel attended the annual Budget Workshop last year, representing 23
schools.
20
Northwest Area Education Agency
February, 2009
Progress with Levels of Customer Satisfaction
2007-2008
Improving customer satisfaction in AEA services is a key measure of the quality of an Area Education Agency.
Northwest AEA has resolved to maintain the high levels of customer satisfaction previously experienced prior to
the merger.
The method of measuring satisfaction has varied over the past few years. In recent years it was measured
through the use of a state-initiated Customer Satisfaction Survey.
Throughout the accreditation process, Northwest AEA was applauded by its customers for the high standard of
services provided to the majority of teachers, administrators, students, parents and communities within the
AEA. Interviewees reported high levels of satisfaction with the many services that were provided equitably to
schools, whether large, small, rural, urban, public or non-public.
The final Accreditation Report from the Department of Education stated, "LEA interviewees reported that they
were happy with the resulting enhancements of the services provided by the agency. The merger's success is
accomplished through strong agency leadership and continued input from and communication with the schools
and school districts served by the agency."
The method of determining customer satisfaction has varied from previous years. Northwest AEA determined
overall satisfaction by taking the average of scores on the 10 questions from the statewide AEA customer survey.
Those questions were:
1. Generally, the AEA services that I have received or participated in met my professional needs.
2. The AEA provides leadership to meet emerging educational needs.
3. The AEA delivers cost-efficient services.
4. The AEA delivers current and timely services.
5. The AEA is responsive to my school's student learning needs.
6. The AEA services that I have received have assisted in improving my students' achievement.
7. The AEA services that I have received have assisted in improving my job-related practices.
8. The AEA staff that I have contact with has the knowledge necessary to have a positive impact on our schools.
9. The AEA staff that I have contact with create and maintain good working relationships with people in my
school and/or district.
10. The AEA delivers services that assist our district in meeting federal and state mandates (NCLB, IDEA, etc.).
OVERALL SATISFACTION WITH SERVICES
2007-08
82.9 %
21