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Basic Partnership Agreement (BPA)

BPA | Demo Sites

Accelerated Schools PLUS and the school enter into a minimum five year partnership designed to ensure that the effect of the model on student achievement is realized. The regional Provider Center and the school are bound by this mutual commitment to quality implementation --- the center to provide a strong professional program and continuing support, and the school to provide the necessary conditions for successful implementation. The details of this partnership are as follows:

Year One

Assessment of the school's individual needs and creation of an implementation plan for attaining these goals.
Training of the school consisting of 18 days of on-site professional development focused on:

 The Accelerated Schools PLUS philosophy
 School values that support student achievement
 The Accelerated Schools PLUS capacity building process
 Powerful learning (use of gifted and talented teaching practices)
 Development of community owned Vision
 Setting priorities
 Data-driven decision making
 School governance

Two off-site, network wide, professional development sessions (minimum of four days) for a school team consisting of a minimum of five members (principal, coach, representative teachers and community members) that provide support for:

 School leadership
 Collegial coaching
 Meeting standards while ensuring student engagement
 Strategies for meeting learning needs of all students in a classroom
 Assessment strategies
 Opportunities to network with other schools from the region


Instructional Materials.
Ongoing assessment of AS PLUS implementation and student achievement.
Technical assistance by conference, electronic mail, phone, fax, and regular mentoring of school teams.
Annual in-depth diagnostic assessment of school progress utilized to develop a school action plan for the subsequent year.
Access to the AS PLUS National Faculty and/or resources from the National Research Center on the Gifted and Talented (NRC/GT) when needed to support implementation based upon the AS-PLUS school assessment tools and as mutually agreed upon by the school and Provider Center .
Annual regional or national conference.
Membership in the AS PLUS national network, including a subscription for each teacher to newsletters, electronic networking and the right to use the AS PLUS name.
Five Accelerated Schools Resource Guides.

 

Years Two and Three

Eighteen days of targeted on site training, mentoring, and coaching classroom instructional pedagogy.
Two off-site, network wide, professional development sessions (minimum of four days) for a school team consisting of a minimum of five members (principal, coach, representative teachers and community members) that provide support for:

 School leadership
 Collegial coaching
 Meeting standards while ensuring student engagement
 Strategies for meeting learning needs of all students in a classroom
 Assessment strategies
 Opportunities to network with other schools from the region

Support for new school team members.
Instructional materials.
Ongoing assessment of AS PLUS implementation and student achievement.
Technical assistance by conference, electronic mail, phone, fax, and regular mentoring of school teams.
Annual diagnostic assessment of school progress .
Access to the AS PLUS National Faculty and/or resources from the National Research Center on the Gifted and Talented (NRC/GT) when needed to support implementation based upon the AS PLUS school assessment tools and as mutually agreed upon by the school and Provider Center .
Annual regional or national conference.
Membership in the AS PLUS national network, including a subscription to newsletters, electronic networking, and the right to use the Accelerated Schools PLUS name.

Years Four and Beyond

Targeted on site training, mentoring, and coaching classroom instructional pedagogy. The number of days to be determined through the AS PLUS diagnostic assessment process and the school action plan. Minimum is five days.
Two off-site, network wide, professional development sessions (minimum of four days) for a school team consisting of a minimum of five members (principal, coach, representative teachers and community members) that provide support for:

 School leadership
 Collegial coaching
 Meeting standards while ensuring student engagement
 Strategies for meeting learning needs of all students in a classroom
 Assessment strategies
 Opportunities to network with other schools from the region

Support for new school team members.
Instructional materials.
Ongoing assessment of AS PLUS implementation and student achievement.
Technical assistance by conference, electronic mail, phone, fax, and regular mentoring of school teams.
Annual diagnostic assessment of school progress .
Access to the AS PLUS National Faculty and/or resources from the National Research Center on the Gifted and Talented (NRC/GT) when needed to support implementation based upon the AS PLUS school assessment tools and as mutually agreed upon by the school and Provider Center .
Annual regional or national conference.
Membership in the AS PLUS national network, including a subscription to newsletters, electronic networking, and the right to use the Accelerated Schools PLUS name.

School and District Commitments

Identify a school faculty member to serve as coach for the school. This person will serve as part of the leadership team, along with the principal and AS PLUS staff to support implementation, plan and support school training activities, assist in facilitating school work teams, and communicate with school teams. The identified staff member should have adequate available time to support the above activities (5 FTE minimum).

Provide time, equivalent to six full days, and resources for whole school engagement to facilitate successful implementation (i.e., cadres, steering committee, SAW facilitator, leadership team).

Make the Accelerated Schools process a priority by (1) establishing the professional development support based on school priorities and related to successfully designing Powerful Learning situations and/or fully implementing the Inquiry Process and (2) avoiding demands that may detract from successful Accelerated Schools PLUS implementation.

Make arrangements for release time and substitute teachers (as needed) for the school team, and pay travel expenses for the school team to participate in off-site professional development sessions, training, and the regional or national conference.

NOTE: Schools may need to contract for additional support based on special circumstances (i.e., school size, structure, calendar, geographic location, staff turnover, state identified low performing status, etc.).

 

              

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