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SWIFT Education Center
1315 Wakarusa Drive, Ste. 208
Lawrence, KS 66049
1315 Wakarusa Drive, Ste. 208
Lawrence, KS 66049
Website: swiftschools.org Effectiveness Data: swift partner school student outcomes, link: www.swiftschools.org/sites/default/files/swift%20partner%20school%20student%20outcomes.pdf Type of Organization: Institution of Higher Education Organization is best described as: Non-Profit Age of Firm / Number of Years in Operation: 7 Level(s) services may be provided: - Elementary
- High School
Provides performance guarantees in contract: NO Educational Services Provided Diagnostic Review
Organizational Structure and Resources
School and District Improvement
Unified Improvement Planning
Specific Content Area :equity, inclusion, and multi-tiered system of support (MTSS)
Name of Schools/ Districts that this organization has served in Colorado:
1. Aspen, Colorado District No. 1: Aspen Middle School, Aspen Elementary School Contact: Tom Heald, 970-925-3760, email@example.com
2. Colorado Springs, Colorado D11: Fremont Elementary, King Elementary, McAuliffe Elementary Contact: Jocelyn Kupferman, 719-520-2174, Kocelyn.Kupferman@D11.org
1. Bellevue (WA) School District
Eva Collins, Deputy Superintendent for Student Academic Performance and Instructional Leadership, 425-456-4025, firstname.lastname@example.org
2. Oregon Department of Education
Shawna Moran, Education Specialist, Oregon Integrated Systems Framework, 503-947-5944, email@example.com
Name of Schools/ Districts that this organization has served in other states:
1. Oklahoma State Department of Education, Ensuring Mental Health Needs are Met for All Students Through a Multi-Tiered System of Support; Rebecca Thompson; 405-521-2682; Rebecca.Thompson@sde.ok.gov
2. Oregon Deparment of Education, Oregon State Personnel Development Grant; Jennifer Eklund-Smith; 503-947-5611; Jennifer.firstname.lastname@example.org
3. Orange County Department of Education, Developing, Aligning, and Improving Systems of Academic and Behavioral Supports: Scaling Up Multi-Tiered System of Supports statewide application; Julie Montgomery; 714-668-7934; email@example.com.
4.Orange County Department of Education, ACCESS Executive Leadership; Julie Montgomery; 714-668-7934; firstname.lastname@example.org.
5. North Mississippi Education Consortium Early Childhood; Susan Scott; 662-915-7763; email@example.com.
6. Oregon Department of Education,ODE Needs Assessment, Team, Edit, Revise, Publish ODE Comprehensive Needs Assessment; Shawna Moran; 503-947-5944; firstname.lastname@example.org.
7. Vermont Agency of Education, Inclusive Education Professional Learning; Christopher Kane, 802-479-1441; Christopher.Kane@vermont.gov.
8. US Department of Education, The Schoolwide Integrated Framework for Transformation Center (SWIFT); Grace Zamora Duran; 202-245-7328; email@example.com.
Qualifications of this Organization (licensure, trademark, etc.):
SWIFT Education Center is a unit of the Life Span Institute (LSI) at The University of Kansas. SWIFT Education Center has a track record of success with more than $50M of contracts awarded to the co-directors, Dr. Wayne Sailor and Dr. Amy McCart. McCart provides leadership for all projects and ensures milestones, objectives, and goals are set and agreed to as well as achieved on time and within budget. She oversee all activities and maintains the culture, systems, and practices that enable SWIFT project teams to work as a seamless, responsive unit. In addition, LSI provides a vast reservoir support services, such as budget and human resource management, data management system and technology support, to SWIFT Education Center as well as more than other 176 research scientists working together on more than 135 active research projects, and bridging research to practice through service agreements in the field.
Qualifications of Instructors/ Staff that Provide Services:
Dr. Dawn Miller, Associate Director for Service Delivery and Technical Assistance is responsible for the team who delivers direct services. She sends members of her highly skilled and reliable team to engage in specific tasks needed in each school or district’s context. All members of the team hold a Master’s degree or higher level of qualifcation.
Daily costs are: (a) Onsite Visit $4,500; and (b) Virtual/Remote $3,000. Daily costs include dedicated time of multiple individuals for planning, preparation, follow up and other expenses not to exceed specified amount per deliverable.
Explanation of how we are able to provide differentiated services to meet the individual needs of schools and districts.
SWIFT assumes that every school and district has strengths upon which to build. Our role is deploying differentiated support that builds on those strengths and helps prepare the people in each school and district to implement the changes they envision for themselves. We also help them access the resources they need to make these changes. Even as our role is about building their capacity to transform and sustain, we fully partner with them and share full responsibility for the desired outcomes. Further, we recognize that schools and districts need differentiated support to varying degrees. We use a validated organizational assessment, known as SWIFT Fidelity of Implementation Tool, to inform school or district choices about the work they need to do. For example, data and contextual priorities may lead a school to decide to build on an existing strength, such as family engagement, and our work is designed to extend that strength. This same school, however, may need more support to implement another evidence-based practice, such as universal screening for literacy and math, and we approach that support based on that specific data and context. At any point in time, a school or district may need a variety of resources for re-teaching and reviewing, and building directly on the initial support. This theory of action is similar to multi-tiered educational systems. Such systems provide a continuum of increasingly intense evidence-based supports with none of those supports used to describe categories of students or instructional programs, or—in our case—schools or districts.
How will we evaluate our services and support to schools and districts and its effectiveness in school/ district/ student achievement?
We use the previously mentioned SWIFT Fidelity of Implementation Tool to measure the degree to which we help schools organizationally shift to evidence based systems and practices (pre- and post-measures). We also evaulate the relationship of such organizational shifts to targeted student outcomes, such as state assesment scores or behavioral indicators.
Sample of services offered for a school or district:
Under 500 Students:
Remote facilitation of an organizational self-assessment using SWIFT Fidelity Integrity Assesment to understand where they stand in relation to a set of evidence-based equity and inclusion practices.
In person facilitation a Design process to create shared understanding and direction, bring coherence to the multiple initatives taking place, among the school leadership team.
Organize and present a Professional Learning Institute around evidence-based practices for equitable and effective inclusive schools.
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