Qualifications of Organization

Distributes digital resources statewide in Georgia, South Carolina, Kentucky, Arkansas, Hawaii, Louisiana, Iowa, Arizona and Alabama

Assessment services widely used in Tennessee, Alabama, and Kentucky

Employs former Assistant Superintendents, Curriculum Directors, Technology Directors, and classroom teachers

Executive Director, Center for Education Services

P.O. Box 1348

Charleston, WV 25325-1348

(phone) 615-565-0105

(fax) 615-565-0112

steve.moats@edvantia.org

Services Organization Can Provide:

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  School Performance Coaching
  

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  Creating Community- developing trust, building positive relationships, and honoring diversity
  
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  Bringing Focus- helping a school staff focus on strategies with proven impact on student achievement
  
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  Leading Change- drawing on the principles of individual and organizational change to motivate members of school a community and increase their ability to overcome resistance and bring about needed change
  
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  Developing Accountability – helping a school build a sense of shared responsibility for student learning and developing the will and skills to collect and use data to drive instruction
  
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  Building Capacity- strengthening the individual skills and habits of mind and the organizational culture to enable a school to consistently and effectively improve student performance
  
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  Growing Professionally- building a personal commitment to continuous learning and professional growth
  

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  Edvantia employs fifty professional researchers, instructional designers, trainers, policy analysts, communication specialist, media and production technicians, hardware/software specialists and support staff. Ninety percent of Edvantia’s professional staff have earned advanced degrees in education research, evaluation, education or other social science fields. Edvantia’s professional staff is supplemented by a national faculty with a broad range of expertise in research, evaluation, professional development and technical assistance. Those serving on Edvantia’s national faculty represent doctoral-granting research universities, professional associations, and commercial education service providers.
  

1290 Suncrest Towne Center

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  School wide improvement efforts
  
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  Improvement of culture
  
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  Job-embedded professional development that is aligned with the school’s comprehensive instructional program(PLCs)
  
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  Improvement of student engagement
  
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  Discipline and positive behavioral supports
  
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  Improvement of student support services and community and parent involvement
  
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  Improvement of strategic planning, allocation of resources and budgeting
  
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  Leadership
  
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  Integrate technology-based supports and interventions as part of the instructional program.
  
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  Scheduling to maximize instructional time and provide flexibility
  

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  The Who Took My Chalk?(tm) Turnaround Model
  
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    Helps teachers and schools discuss and answer questions around the changing instructional environment and the implementation of 21^st century skills. And 21^st century framework.
    
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    Includes a multi-layered evaluation process; data collection for pre-post data collection around the change process.
    
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    Goals setting by virtue of the data collection
    
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  Teacher Leadership Online Offerings
  
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    Teacher Leadership Series
    
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      Teacher Leadership Module I is a 6 hour module
      

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  Leadership skills and techniques
  
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  Opportunity to gain and understanding and participate in activites to enhance leadership awareness
  
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  Provide teachers access to resources for use across a variety of grade and subject areas.
  

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  Parent and Community Involvement: Creating Welcoming School Environments
  
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    Schools delivering customer service
    
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    Positive attitude and tips for parental engagement
    
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    How the school environment can impact specific academic subjects
    
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  After School Excellence
  
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    fun, structured and standards based academic program that disguises learning and engages students of all learning styles
    
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    Engaging delivery strategy using technology, hands on manipulatives, educational games, real life applications and direct instruction
    

1110 Cromley Alley

Alexandria, VA 22314

Contact Information: Katie McLaughlin Malcom, Vice President Business Development

kmalcom@att.net www.realityedservices.com

Phone (706) 548-7013 Fax (706) 548-7013

• 
  School-wide improvement efforts
  
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  Improvement of culture
  
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  Job-embedded professional development aligned to school’s comprehensive instructional program (PLCs)
  
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  Discipline and positive behavioral supports
  
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  Improvement of student support services and community/parent involvement
  
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  Improvement of strategic planning, allocation of resources and budgeting
  
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  Leadership development
  
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  Data analysis and the use of data to inform instruction
  
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  Technology-based supports and interventions as part of the instructional program
  
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  Scheduling to maximize instructional time and provided flexibility
  
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  Transition programs for students
  

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  Needs assessment includes perception, demographic and student assessment data along with data on school progress.
  
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  Focused training matched to school and individual participant’s needs
  
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  Face-to-face visits
  
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  Virtual follow-ups
  
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  Ongoing assessments with customized rubrics
  
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  Ongoing training utilizing current research and model programs to fine-tune current practices to raise student achievement
  
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  Examination of curriculum alignment binders, essential skills lists and data notebooks produced.
  
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  Collecting and tracking of a variety of data including WESTEST 2, DIBELS, attendance, discipline, etc.
  

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  Cadre of trainers have a combined 50 years as K-12 classroom teachers, over 50 years as school, district and state level administrators and 32 years as educational consultants.
  
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  The cadre as a combined 20 years of teaching at the University level and has a deep understanding of adult learners.
  

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  Contracts are made directly with the educational organization and funds are paid directly by the contracting organization.
  
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  Contracts are for individual dates or for ongoing contracts covering one to four years.
  

One West Fourth Street, Suite 200

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  School wide improvement efforts
  
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  Improvement of culture
  
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  Job-embedded professional development that is aligned with the school’s comprehensive instructional program(PLCs)
  
• 
  Improvement of student engagement
  
• 
  Discipline and positive behavioral supports
  
• 
  Improvement of student support services and community and parent involvement
  
• 
  Improvement of strategic planning, allocation of resources and budgeting
  
• 
  Leadership
  
• 
  Data analysis and use of data to inform instruction
  
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  Integrate technology-based supports and interventions as part of the instructional program.
  
• 
  Scheduling to maximize instructional time and provide flexibility
  
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  Transition programs for students
  

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  EdWorks model of High School approaches:
  
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    Redesign, Early College, STEM,
    
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    Five year plan of strategies, processes and tools
    
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  Personalization
  
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    High functioning small learning communities
    
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    Structured professional development and leadership plans to build capacity of people
    
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    Develop culture in which teaching and learning process focuses on individual student growth and achievement
    
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  Four components of the EdWorks Model:
  
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    Rigorous Curriculum and Instruction
    
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    Aligned Assessments
    
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    Comprehensive Student Support
    
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    Supportive Climate and Culture
    
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  Technical Assistance Coach provided to each site
  
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  Scope and sequence for the design and delivery of effective, innovative high school education
  
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  Easy to follow annual planning and implementation calendar
  
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  Fully developed 5 year Teacher Professional Development Plan
  
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  Hands on leadership Development Plan
  
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  Teacher Summer Institute
  
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  National leadership Institute and Leadership retreats
  
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  On-Line social networking and professional learning community focused on High School
  
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  Data capture tools and customized data dashboard presentation of results
  
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  Continuous monitoring and adjustment
  

110 Ashby Avenue Charleston, WV 25314

(304) 343-1252 beth@enthusedlearning.com
Services Organization Can Provide:

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  Building leadership capacity
  
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  Collection and analysis of walkthrough data
  
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  Orientation/Training Sessions
  
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  Monthly interactions for formative assessment process
  
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  Teaching of protocols
  
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  Inquiry in the classroom as a focus
  
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  Learning teams focused on student engagement, student learning outcomes
  
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  Student led conferences
  
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  Use of culture model
  
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  Needs assessment
  

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  Needs assessment
  
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  Building of a leadership team to compile the improvement plan
  
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  Quarterly collection and analysis of data from classroom walkthroughs (engagement of students, level of cognition required of student and obtained, understanding by students target performance, learning targets and state standards clarity, and other data determined by the team members)
  
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  Introductory three-day orientation/training sessions
  
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  Monthly participation in face-to-face or web-based interactions for formative assessment of process, plan for upcoming team meetings, learn new protocols, and pose questions
  
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  Weekly meetings of adult members of the school community.
  
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  Two days of training: inquiry in the classroom, inquiry-based professional learning
  
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  Learning teams of all teachers will meet weekly to develop investigation strategies around a question and present findings with entire staff
  
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  Quarterly, full staff meetings to share findings and implications of future work.
  

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  Works with Alabama Department of Education—materials on mentoring beginning teachers, rubrics for state standards of principals and instructional leaders, statewide assessment process
  
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  Previously worked with West Virginia Department of Education (CAGs training, inquiry and classroom questioning, training-for-trainers on parent involvement in K-12 education
  
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  Web-based professional development for Pennsylvania
  
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  Staff has background in education, professional development training, and publication of instructional strategy materials as well as professional development modules
  

1199 Haywood Drive

College Station, TX 77845

(phone) 979-693-7660

(fax) 979-693-4737

Michael.holt@flippengroup.com

Website: www.flippengroup.com

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  Capturing Kids Hearts is a character education program for principals and staff which emphasize the process of leadership skills development.
  
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  Process Champions are teachers and administrators who receive training to act as process mentors, helping their colleagues apply and master all aspects of CKH.
  
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  Campus Consulting Pac is on-site visits for TFG campus consultant to support and provide implementation feedback to the campus administration and Process Champions; to encourage the day-to-day behaviors and actions needed to execute the transformational processes taught by TFG.
  
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  Teen Leadership is a high school course that teaches students to take responsibility, express themselves, and handle problems and decisions when they arise.
  
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  Phone Consulting is for the TFG leadership consultant to support the campus administration and Process Champions.
  

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  Improving Leadership
  
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  Teaching and learning by implementing practical tools and processes with campus leadership and teachers.
  
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  Student engagement
  
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  Systematic approach to school improvement through training (on and off campus), modeling, coaching, mentoring and evaluation.
  
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  Process Champions create a campus support group to assist teachers when they become stuck or difficulty implementing a particular component of Capturing Kids Heart training.
  

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  Consultants have over twenty years of experience assisting thousands of schools and districts, many low-performing, across the United States and in Germany and Australia, in implementing a systematic approach for school improvement.
  

10801 N MoPac Expressway, Bldg 3

• 
  School wide improvement efforts
  
• 
  Improvement of culture
  
• 
  Job-embedded professional development that is aligned with the school’s comprehensive instructional program(PLCs)
  
• 
  Improvement of student engagement
  
• 
  Improvement of student support services and community and parent involvement
  
• 
  Improvement of strategic planning, allocation of resources and budgeting
  
• 
  Leadership
  
• 
  Data analysis and use of data to inform instruction
  
• 
  Integrate technology-based supports and interventions as part of the instructional program.
  
• 
  Scheduling to maximize instructional time and provide flexibility
  
• 
  Transition programs for students
  

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  Data and Curriculum Audits for Needs Assessments
  
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    Conduct curriculum audits to find instructional gaps
    
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    Use of Turnaround Specialists to conduct audits
    
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  Customized School Improvement Plan
  
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    Discerning in conjunction with the school high priority needs
    
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    Using a systems approach a long term partnership is forged with each school
    
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    Align systems to common goals
    
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    Ongoing evaluation and assessment to determine plan revisions
    
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    Build a professional learning community to build capacity for school to examine itself in terms of systems
    
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  Professional Development for Teachers and Educational Leaders
  
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    Training for School leaders and Coaches: systemic change, building a professional learning community, supporting teachers through professional development
    
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    Training for Teachers: Targeted teacher training based upon key areas identified for improvement
    
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  Customized Training: Developed to meet school needs if the 130 courses currently available don’t meet school needs
  
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  Demonstration Lessons and Coaching:
  
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  Technology Integration: This training supports teachers in using technology as an instructional tool.
  
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  Curriculum resources: Houghton Mifflin offers a wealth of instructional resources from Pre-k through 12^th grade.
  
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  Academic Intervention, Credit Recovery and After/School/Summer School: Through technology, intervention programs and professional development
  
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  Curriculum Development: on-site consultations help districts review curriculum, create curriculum maps, and align new instructional resources.
  
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  Adult Education: Support larger school community with GED, workplace readiness services
  
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  Parent Involvement: Workshops for parents allow them to participate in the school culture and learn to support their children’s education
  
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  Grant Writing: Professional grant writers can help design winning grants for schools or districts.
  

1120 E. Diehl Road Suite 200 Naperville, IL 60563

• 
  School wide improvement efforts
  
• 
  Improvement of culture
  
• 
  Job-embedded professional development that is aligned with the school’s comprehensive instructional programs
  
• 
  Improvement of student engagement
  
• 
  Improvement of student support services and community and parent involvement
  
• 
  Improvement of strategic planning, allocation of resources and budgeting
  
• 
  Leadership
  
• 
  Data analysis and the use of data to inform instruction
  
• 
  Integrate technology-based supports and interventions as part of the instructional program
  
• 
  Scheduling to maximize instructional time and provide flexibility
  

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  School Leadership Team—team of stakeholders that will have clearly designated roles and responsibilities and will function as a PLC
  
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  Diagnostic Needs Assessment—includes a review of key data elements required by WV; identifies gaps in performance and misalignment of curriculum
  
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  Instructional Supports—PLC’s; targeted professional development in math and literacy; review of student engagement to drive instructio
  
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  Learning Focused Environments—engages school leadership to develop a plan for ensuring high expectations; expansion of learning opportunities
  
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  Supports for Students and Families—establishes a School Partnership Council that meets to recommend activities to facilitate positive community and parent engagement
  
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  Tools and Expert Coaching—coaches and mentors working with teachers and leaders to build their capacity in strategies of instruction and classroom management as well as technology based instruction
  
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  Targeted Interventions—developing curricular supports, integrated instruction
  
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  Ensuring Success—accountability, responsibility, and monitoring
  

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  150 staff with over 20 at senior-level who advise and work with schools and districts on key issues from strategic planning to teacher quality and curriculum
  
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  Experienced staff in high school redesign, assessments, curriculum standards, school improvement, best practices for ESL learners, literacy, mathematics
  
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  Implemented programs in several NY districts, Illinois, Indiana and in 33 schools in the US Virgin Islands that resulted in measurable gains