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Mississippi Bend AEA
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Description

The purpose of the Collaborative Partnership Program is to provide public schools, accredited non-public schools, and school districts with school-based comprehensive school improvement technical assistance.  The delivered services include:  assisting schools and school districts with comprehensive school improvement processes and procedures required by Iowa Code Chapter 12; embedding a school-based support structure to sustain ongoing evidenced-based instructional practices; supporting effective implementation of school-based learning supports; and facilitating federal and state special education child find procedures.  These school-based services are delivered through an assigned specialized AEA team (educational consultants, school psychologists, school social workers, speech & language pathologists, and/or general education content consultants) engaged in a collaborative partnership with administrators, teacher leaders, and teachers. 

Mississippi Bend Area Education Agency (MBAEA) adopted literacy, numeracy, student engagement, and multi-tiered system of supports (MTSS) as a priority focus of the MBAEA’s services.  Teachers, teacher leaders, administrators, and AEA consultants work collaboratively to improve student learning through the focus area work.  The assigned MBAEA teams partner with teachers, teacher leaders, and administrators to implement the Iowa Core, deliver evidence-based instruction, and continually assess student learning needs.

The assigned MBAEA teams also facilitate the federal and state special education child find procedures and deliver special education supports.  These school-based partnerships include ongoing assistance to develop and sustain positive school climates through learning supports.  The AEA team’s responsibilities include needs assessment and support for multicultural gender fair (MCGF) and equity responsive environments.

Primary Contacts

Mark Bloom
Building Collaborative Team Lead
Clinton Service Center
(563) 344-6362

Lindsey Hall
Administrative Assistant
Clinton Service Center
(563) 344-6418

Diane Campbell
Building Collaborative Team Lead
Muscatine Service Center
(563) 344-6229

Debra Chamberlin
Administrative Assistant
Muscatine Service Center
(563) 344-6490

Tony Hiatt
Building Collaborative Team Lead
Bettendorf Service Center
(563) 344-6565

Anna Johnson
Administrative Assistant
Bettendorf Service Center
(563) 344-6240

David Ford
Post Secondary Success Lead
Bettendorf Service Center
(563) 344-6571

Holli Ebizo
Administrative Assistant
Bettendorf Service Center
(563) 344-6442

Program Services

The following services are provided to schools and school districts:

  • Comprehensive School Improvement Process (Collaborative Inquiry)
    • Curriculum, Instruction, & Assessment
    • Student Services Needs
    • Multicultural Gender Fair
    • School & Community Planning
       
  • Evidenced-Based Instructional Strategy Supports (Focus of the Agency)
    • Literacy
    • Numeracy
    • Student Engagement
    • MTSS, Multi-Tiered System of Supports
       
  • Learning Supports
    • Co-Teaching
    • Curriculum-Based Measurement (CBM)
    • Counselor Academy
    • Crisis Intervention
    • Framework for Understanding Poverty & Teaching Students from Poverty
    • Non-Violent Crisis Prevention Training
    • Olweus Training
    • School-Wide Positive Behavioral Interventions and Supports (PBIS)
       
  • Special Education Child Find – Supports & Services
    • Educational Consultant Services
    • School Psychology Services
    • School Social Work Services
    • Speech & Language Services


Service Descriptions

Outcomes (Effectiveness)

The Collaborative Partnership Program is monitored and evaluated through its program outcomes, program data, participant surveys and evaluation feedback, and regional needs assessment feedback.  The school-based consultants and administrators, in partnership with school-based participants, use data-driven decision-making teaming techniques to sustain a strong service delivery partnership.  The program is also evaluated by ongoing data collection and advisory needs assessment such as the Profile of Services, Statewide AEA Satisfaction Survey, and specific educator advisory groups.

Program Outcomes

  • All schools and school districts have assistance to meet and/or exceed Iowa’s Chapter 12 comprehensive school improvement expectations.
  • All schools have embedded educational supports, content expertise assistance, and professional learning activities (training, modelling, and coaching) so that all students are learning within effective teaching and learning environments that meet their specific learning needs.
  • All schools and school districts have AEA services that meet their priority teaching and learning needs. 
  • All schools and school districts have effective special education child find systems meeting and exceeding federal and state expectations.
  • All schools and school districts have multicultural gender fair and equity assistance to meet the needs of all children and students.

Program Feedback

  • Program data collected, analyzed, and evaluated by AEA consultants and administrators with data-driven decision-making and participation by school-based educators.
  • School administrators complete annual special education service surveys providing feedback regarding AEA staff effectiveness.
  • Teachers participate in annual advisory meetings providing specific AEA service feedback.
  • Profile of services data are gathered and monitored annually to ensure schools and school districts have equitable availability of AEA services.
  • Administrators and teachers complete evaluation surveys, respond through advisory processes, and have an opportunity to complete the annual Iowa AEA Satisfaction Survey.  These data points are used to continuously provide feedback to improve AEA services to children, families, schools and school districts.  The following are general data points used to inform AEA service effectiveness. 
     
    • AEA services meet the professional needs of educators
    • AEA services assist educators with Federal and/or state mandates
    • AEA services had a positive impact on schools (continuous school improvement)
    • AEA services assisted in improving instruction and/or job related practices
    • AEA staff created and maintained a good working relationship
    • AEA staff are responsive to student learning needs
    • AEA staff assisted in improving student achievement
    • AEA staff provided leadership to meet emerging educational needs

Efficiency

An expectation of area education agencies is to support and provide educational efficiencies within a statewide education system.  AEAs, in Iowa, were established, in 1974, to provide such resource efficiencies.  Collaborative Partnerships provide the following education system efficiencies:

  • Access to the Iowa special education supports.
  • Access to a comprehensive school improvement support system.
  • Access to literacy, numeracy, student engagement, and MTSS expertise to meet the development, implementation, and professional learning needs of educators.
  • Access to learning supports system to meet the diverse culture and climate needs of students, schools, school districts.

Resource Allocation

  • 44% of Human Resources
  • 154 AEA Staff Members
    • 6 Leaders
    • 131 Field Staff
    • 15 Support Staff


Participation:  (Equitable Availability of Services)

All public schools, accredited non-public schools, and school districts participate in collaborative partnerships.

Supporting Evidence:

Alignment to the Agency’s Reading, Mathematics, and Science Goals: 

The partnerships facilitate the delivery of AEA services to schools and school districts that support closing the achievement gaps and improving reading, mathematics, and science student performance.

Alignment of AEA Standards for Service:

Collaborative Partnerships deliver services that address the following AEA Standards of Services:

281—72.4(1) School and Community Planning
281—72.4(2) Professional Development
281—72.4(3) Curriculum, Instruction, and Assessment
281—72.4(4) Diverse Learner Needs
281—72.4(5) Multicultural Gender Fair
281—72.4(6) Media Services
281—72.4(7) School Technology
281—72.4(8) Leadership

Standard Alignment Document

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