Learning and Leadership
REGION ACTION PLAN for 2009-2010
SOUTHWEST REGION ACTION PLAN 2010-2011
Region Profile: Data sets will be provided for your region. Complete the chart below and use the convergence of data to answer questions about your region.
Summary of Data Analyzed:
State Performance Plan
Early ACCESS
 (C5) Percent of infants and toddlers birth to 1 with IFSPs, Target 1.30%
Iowa County: .98% Washington County .33%
 (C6) Percent of infants and toddlers birth to 3 with IFSPs, Target 2.50%
Iowa County: 2.76%, Washington County 3.13%
Early Childhood
 (B12) Percent of children referred by Part C prior to age three, who are found eligible for Part B, and who
have an IEP developed and implemented by their third birthdays. 100%
08-09 Represents 22/25 children (Missing Iowa Valley and HLV data)
09-10
Transition
 (B13) Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP
goals and transition services that will reasonably enable the student to meet post-secondary goals.
Target is 100%, Districts involved in data review Clear Creek Amana and Highland
Year two districts: Williamsburg and EV
Site Visits: BP, HLV, Lone Tree, Washington (year 5)
CAP Plan: Iowa Valley, HLV, BP, Mid Prairie, Washington, Lone Tree
Proficiency of Special Education Students
 (B3C) Proficiency rate for children with IEPs against grade level standards and alternate achievement
standards. ITBS and ITED data lower across all grade levels in reading and math
(Core teams will dig deeper into the analysis)
Other SPP needs:
Student Performance Data
X IIP
X On-line Assessment
(Reading/Math/Science)
------------------------------------------Social/Emotional/ Behavior Data
X Iowa Youth Survey
------------------------------------------Needs Assessment Data
AEA Staff Needs Assessment
------------------------------------------Other Data
IMS System for IEP/IFSPs
Free and Reduced
LEA demographic data
DINA and SINA plan data
Safe Schools Healthy Students
Grant
Other Goal Areas (in addition to SPP)
Problem Solving Model (BPAL) required: Continue last two modules fall 2010.
Child Find: continue to maintain growth from previous two years. Expand on specifics to refine skills
ICC/IDM: Each district team will meet to develop a plan to meet district needs. GWAEA staff will be representatives on leadership teams and
support professional development
Learning Supports: Continue implementation of PBS, Olweus, and Teenscreen for those participating districts.
Learning and Leadership
REGION ACTION PLAN for 2009-2010
Person(s) responsible for implementing and monitoring plan : Regional Administrators and Southwest Region Leadership Team
Ideal state: The Southwest Region will be the problem solving model as a way to link problems and solutions at multiple levels, individual student, discipline,
building, and district
Goal #1: Increase an understanding of the Problem Solving Model and the relationship with ICC, IDM, and special education
Action Steps to Be Taken
Person(s)
Resources
Timeline
Bi-Annual Progress Updates
Responsible
1. Provide an overview of the Problem Solving
Process to all Region Staff. Review our
process
Michele Pettit
SWLLT
AEA/DE Problem
Solving Materials
2. Provide training on problem analysis, plan
development and evaluating outcomes
modules to all Region Staff.
Michele Pettit
Jill Ries
Lauren Keating
SWLLT
Problem solving
materials
October 2010
October –overview
November- Decproblem analysis &
plan development
May- evaluating
outcomes
3. Incorporate the problem solving model into
learning activities throughout the year, in
region meetings and core meetings.
4. Develop core team, discipline or individual
to identify a student need to implement the
problem solving method, ie. Developing
strategies to improve behavior, math skills,
reading, etc.
Ongoing
Regional
Administrators and
SWLLT
Individual or teams
of SW team
members
District Data
Individual student
plans
Throughout the
year.
Learning and Leadership
REGION ACTION PLAN for 2009-2010
Goal #2: Increase the proficiency of special education students in the areas of reading and math, specific goals will be set based on district data.
Ideal State: All students will be proficient in reading and math regardless of their disability
Action Steps to Be Taken
Person(s)
Resources
Timeline
Bi-Annual Progress Updates
Responsible
1. SW Core teams will review their data
through a Data Analysis Retreat.
Opportunity will be provided to dig deeper
into district and building specific data.
Regional
Administrators,
SWLLT, School
Improvement Cons.
Online assessment
tools
2. Data Analysis will occur to identify
disaggregated data to help support solutions,
link with MAP assmt
Pull data to match IEP goal with
achievement.
Regional
Administrators,
SWLLT, School
Improvement Cons.
Online assessment,
IMS, district data
3. AEA Staff will identify special education
students and track progress overtime. Staff
will work with specific teachers to review
strategies, patterns, etc.
SW Region staff,
building reps,
consultants
IMS, online
By end of 1st
semester
4. Professional development in districts will
link to strategies for struggling learners.
SW Region staff &
curriculum
consultants
Curriculum
consultants, Iowa
Content Network
Ongoing
5. Identify quality tools to provide continuous
monitoring of student progress
SW Region staff &
curriculum
consultants
Consider analyzing exit data
Consider secondary models: meeting IEP goals vs.
homework
Developing data experts/ data coaches
PLC concept with special education teachers
By end of 1st
semester
By end of 1st
semester
Ongoing.
Learning and Leadership
REGION ACTION PLAN for 2009-2010
Goal #3: Increase the percentage of IEP’s that meet criteria for the six critical components of transition planning.
Ideal state: Students will exit high school with a clearly defined plan for living, learning, and working
Critical element: Vision + Skills + Incentives + Resources + Action Plan = Change
Action Steps to Be Taken
Person(s)
Responsible
Resources
Timeline
Regional
Administrator,
Transition
Consultant,
Building reps
I-Star data, SPP
data
March 2010March 2011
2. SW GWAEA Staff will be represented on the
agency-wide Transition Cadre
Pamela Adams
Jenny Fitzpatrick
Karen Harper
Jill Ries
Data (B13, B14)
Quarterly meetings
3. SW GWAEA Transition Cadre members
collaborate with Transition Coordinator leads
to plan and participate in staff development
for the region. Appropriate SW GWAEA
team members will participate in professional
development at the district level for
transition.
CCA, Highland continuing review
EV, Williamsburg, begin PD
Pamela Adams
Karin McKeone
Mary Beth Ross
Janel Brush
Karen Harper
Jill Ries
Professional
development
training
Fall 2010
SW Region
secondary staff
Same
Secondary IEPs
1.
Review the postsecondary data, (B13 and
B14) with Region Leadership Team.
Develop Corrective Action Plan: HLV, BP,
IAV, Wash, MP, Lone Tree
Spring 2010
For file review: CCA & Highland
baseline
.
4. Individual AEA staff who support JH, MS
and HS buildings will be responsible for
coordinating with cadre members to
supporting the needs of teachers for peer
Best Practice
Guidelines
Begin fall 2010
Ongoing
Bi-Annual Progress Updates
Learning and Leadership
REGION ACTION PLAN for 2009-2010
review, professional development. reviewing
IEPs and providing teachers with feedback to
meet compliance indicators.
5. Support Corrective Action Plans through on
site PD and coaching for individual teachers.
SW Region
secondary staff
Secondary IEPs
IMS
Begin fall 2010
Ongoing
Learning and Leadership
REGION ACTION PLAN for 2009-2010
Goal #4: Increase the percentage of children eligible for Part B that have an IEP developed and implemented by their third birthday
Ideal state: Children of the age of three will transition into appropriate services.
Action Steps to Be Taken
Person(s)
Resources
Timeline
Bi-Annual Progress Updates
Responsible
1. Review expectations on this indicator with
EA/EC Staff in the region.
Regional admin.
DE Training
Oct. 2010
2. Meet monthly with SW Early Childhood
team to coordinate training and expectations
and appropriate coding of the data from IFSP
to IEP
Regional admin
EA/EC Staff
IFSP’s and IEP’s
Monthly
3. Work with SW EA/EC Team and districts to
develop a year long calendar with transition
planning.
EA/EC Staff
IMS Data, IFSP’s
and IEP’s
Monthly
4. Meet with LEA staff to educate regarding
expectations for transition. Assure adequate
information data teachers to develop IEPs
Regional admin,
EA/EC staff
5. Analyze data from region and individual
districts to determine holes.
6. Develop plan to distribute information within
the region and specific districts/communities.
7. Review automatic referrals with region staff,
provide the handout.
8. Identify parent groups and contacts in the
region to network with, PEP, parents as
Teachers, Iowa Resource Council,
Empowerment
EA and IEP
guidelines
Regional admin,
EA/EC staff
ongoing
Learning and Leadership
REGION ACTION PLAN for 2009-2010
Goal #5: Increase the percentage of infants and toddlers birth to 1 with IFSP’s and birth to 3 with IFSP’s
Ideal State:
Action Steps to Be Taken
1. Revisit the Early Access information with
SW Region Staff to enhance understanding
of Early Access system.
2. Develop a communication plan to network
with community providers, (UIHC,
Physicians, etc.)
Person(s)
Responsible
Resources
Timeline
RA/ Sue Koss,
Pamela, Shari
EA Training
materials
October 2010
EA/EC Staff
EA Liasion
3. Develop a plan to provide parent checklists at
Physicians offices, Senior Center, Family
EA/EC Staff
Resource Centers, and Preschools and Day
Cares
ongoing
update
4. Develop communication plan for each
district: secretary, principal, early childhood
program
RA and EA
Fall updates
5. Link with district newsletter: make a
template for newsletters.
Pamela and SC
October 2010
Bi-Annual Progress Updates
Learning and Leadership
REGION ACTION PLAN for 2009-2010
Implications for Agency Professional Development



AEA Staff will continue professional development in the Child Find Process and special education procedures.
AEA Staff will need the skills and competence to support IEP transition planning for students 13-21.
AEA Staff will need the skills and competence to support instructional strategies to increase proficiency in reading and math for special needs
children.
Implications for LEA Involvement




Continue LEA understanding of the Child Find process
Introducing the General Education Instructional Plan
LEA understanding and implementation of Special Education procedures: Early Access, Transition, etc.
LEA collaboration on meeting the needs of special education students to increase student achievement goals
Evaluation Process (How will you determine that your goal has been reached? What are your measures?)




IEP Reviews for specific timelines and required components of transition planning
Student Proficiency data (ITBS and ITED)
IPlan data
General Education Instructional Plan Data
The following Agency Directed travel needs are proposed for 2010-2011 school year for professional development:
Consider Analyzing Student Work through GWAEA