The information provided regarding Educational Service Providers is provided for information only. The Colorado Department of Education does not endorse, represent or warrant the accuracy or reliability of any of the information, content, services or other materials provided by these educational service providers. Any reliance upon any information, content, materials, products, services or vendors included on or found through this listing shall be at the user's sole risk.
730 Harrison Street
San Francisco, CA 94107-1242
Phone: (520) 247-7111
2020 N. Central Avenue, Suite 510
Phoenix, AZ 85004-4598
Phone: (602) 322-7002
Website: www.wested.org Screenshots / Demo: www.wested.org/cs/we/print/docs/areas.htm?area_id=7 Effectiveness Data: www.wested.org/cs/schturn/print/docs/schturn/success.htm Type of Organization: Other
Joint Powers Agency
Organization is best described as: Non-Profit Age of Firm / Number of Years in Operation: 45 Level(s) services may be provided: - Elementary
- High School
Provides performance guarantees in contract: NO Educational Services Provided Assessment
Comprehensive & Effective Planning
Comprehensive Turnaround Provider
Family and Community Support
School and District Improvement
Name of Schools/ Districts that this organization has served in Colorado:
Adams County School District 14
5291 East 60th Avenue
Commerce City, CO 80022
Janell Sueltz, Director of Student Achievement
Alamosa School District
209 Victoria Ave
Alamosa, CO 81101-4204
Mark Meyer, Assistant Superintendent
Alamosa School District
209 Victoria Ave
Alamosa, CO 81101-4204
Director of Student Achievement
Adams County School District 14
5291 East 60th Avenue
Commerce City, CO 80022
Name of Schools/ Districts that this organization has served in other states:
Cajon Valley Unified School District
750 E. Main St
El Cajon, CA 92020
Stephen J. Mahoney, Ed. D., Assistant Superintendent of Educational Services
Crawford Public Schools
908 5th Street
Crawford, NE 69339-1204
Dick Lescher, Superintendent
Creighton Elementary School District
2702 East Flower Street
Phoenix, AZ 85016
Dr. Charlotte Boyle, Superintendent
Dodge City Public School
Unified School District 443
1000 N 2nd Ave
Dodge City, KS 67801
Judy Miller, Primary Assistant Superintendent
Gregory Springston, Secondary Assistant Superintendent
South Bay Union School District
601 Elm Avenue
Imperial Beach, CA 91932
Shelley Burgess, Assistant Superintendent
Washington Office of Superintendent of Public Instruction
Summit District Improvement Initiative
6501 North 23rd Street
Tacoma WA, 98406
Vicki Bates, Coordinator/Contractor
Windward Oahu School District
46-169 Kamehameha Highway
Kaneohe, HI 96744
Lea Albert, Castle-Kahuku Complex Area Superintendent
Qualifications of this Organization (licensure, trademark, etc.):
WestEd (www.wested.org) is a preeminent educational research, development, and service organization with 600 employees and 17 offices nationwide. WestEd has been a leader in moving research into practice by conducting research and development (R&D) programs, projects, and evaluations; by providing training and technical assistance; and by working with policymakers and practitioners at state and local levels to carry out large-scale school improvement and innovative change efforts. WestEd's mission-to work with education and other communities to promote excellence, achieve equity, and improve learning for children, youth, and adults-is addressed through a full range of projects. Over the past 45 years, WestEd and its two predecessors, Far West Laboratory for Educational Research and Development and Southwest Regional Laboratory, have carried out nearly 4,000 successful projects representing major contributions to the nation's R&D resources. WestEd has from 450 to 700 active contracts and grants at any given time. Current work extends to include most states in the nation and an increasing number of other countries.
WestEd has provided school and district improvement services for over 15 years in several states, including California, Colorado, Arizona, Kansas, Nebraska, Hawaii, Washington, and Utah, with demonstrated success in turning around low-performing schools and districts. These experiences, combined with its well-earned reputation for high-quality research and evaluation over the past 45 years, make WestEd a valuable guide and partner in improving student achievement. WestEd staff work within the culture and context of each school and district, adapting our approach to address specific challenges and take advantage of existing assets while building on proven strategies to support student learning.
Qualifications of Instructors/ Staff that Provide Services:
Joe Sassone (Primary Contact)
Director of Integrated Services for WestEd's Comprehensive School Assistance Program (CSAP), Sassone helps school districts meet the accountability requirements of the federal No Child Left Behind (NCLB) Act. Sassone has helped districts throughout the United States blend research-based instructional support with data-management technology to create a customized local assessment and accountability system. District educators, through the Local Acountability Professional Development Series (LAPDS), learn how to accurately guide and track learning - demonstrably using student data to improve their schools.
Sassone's work has been a key component in helping schools and districts raise student achievement results on state assessments. He currently provides consultation to several districts in Arizona, California, New Hampshire, Kansas, New York, Massachusetts, Rhode Island, and Vermont. With the help of Sassone, LAPDS was implemented in 2007 at Noralto Elementary School in the Twin Rivers Unified School District. The staff fully implemented the reteach and enrichment classes with common formative assessments from January 2007 to present. Subsequently, Noralto has been a "school on the move" for the last three years. California Academic Performance Index (API) scores have consistently, and rapidly, risen from 672 in 2006 to 777 in 2009. In addition, the school has now met all Adequate Yearly Progress (AYP) criteria.
Prior to joining WestEd in 2006, Sassone served as Assistant Superintendent of Vail (Arizona) Unified School District, an LAPDS client. The collaboration between Sassone and WestEd resulted in Vail fully implementing the district accountability system and moving student performance, districtwide, from the lowest in the Tucson Valley to the highest. Vail was given special recognition by the Arizona Department of Education for exemplary growth in student performance in just four years. In over three years, this initiative moved a rapidly growing school district (8,200 students) from mediocrity to one of the highest performing school districts in Arizona.
Huck Fitterer (Secondary Contact)
Director of Field Services for WestEd's CSAP, Fitterer oversees work with schools and districts in Arizona, Nevada, Hawaii, and California to improve the quality of instruction and increase the students' academic performance. Fitterer oversees technical assistance services to schools participating in the District and School Assistance Intervention Teams in California; Yuma Professional Learning and Networking project in Arizona; External Facilitator program in Nevada; and school improvement services to schools in Hawaii. He also directs the Teach for Success project and supports activities of the Southwest Comprehensive Center to address the requirements of implementing NCLB in Arizona, Colorado, Nevada, New Mexico, and Utah.
Since starting at WestEd in 1999, Fitterer has developed leadership and teaching skills of staff at numerous schools and districts throughout the western United States, leading to improved academic achievement for thousands of students. One of Fitterer's responsibilities included facilitating the Five-Year Strategic Plan for Casa Grande (AZ) Elementary School District. During this time, the district marked a 42 percent increase from 2002 to 2007 in students who performed at grade level in mathematics and a 16 percent increase in reading.
Director of the School Turnaround Center for CSAP. Dr. Futernick is a recognized expert on school turnaround strategy, school leadership, teacher retention, and teacher development. He has 22 years of experience as a university researcher, public school partner, administrator, and instructor. He was also a public school teacher for four years. WestEd's School Turnaround Center provides knowledge and technical assistance on turnaround strategies to schools and districts. The Center also shares knowledge and recommendations on school turnaround to state and federal policymakers.
Futernick authored Excellence Loves Company: A Tipping Point Turnaround Strategy for California's Low Performing Schools and is piloting this strategy in the Los Angeles Unified School District. He also published a report titled, A Possible Dream: Retaining California Teachers So All Students Learn. This year he will be advising policymakers in Los Angeles, Chicago, and New York on strategies to recruit and retain high-quality teachers.
Futernick has testified on numerous occasions before state assembly and senate committees on issues pertaining to teacher quality, teacher retention, and school reform, and he presents frequently on these subjects to teachers, administrators, and education officials.
As Director of National, State, and Special Projects for WestEd's Comprehensive School Assistance Program (CSAP), Kubinec directs the development of systems of support for state and local capacity to support student achievement. She combines her knowledge of effective educational strategies with a deep understanding of the operational and management conditions that support student success.
Kubinec is associate director of WestEd's California Comprehensive Center, a federally funded technical assistance center charged with building the capacity of California to implement the No Child Left Behind Act and close the student academic achievement gap.
In addition, Kubinec also oversees the Migrant Student Information Network project in California. This project produces the unduplicated count of migrant students in California by providing the tools, technical assistance, and training to ensure that each of the Migrant Regions is entering, maintaining, uploading, and updating information needed to produce the count as required by the U.S. Department of Education.
Prior to joining WestEd in 2011, Kubinec served in executive level positions at public sector, focused consulting firms where she provided support in the areas of educational productivity and management effectiveness. She has worked with federal, state, and local educational agencies providing support in the areas of school finance, management, strategic planning, special education, and technology planning. She is a recognized expert on effective school planning and resource alignment to support student achievement. In addition, Kubinec also has served as fiscal and policy advisor on school finance issues to the California Legislature while at the California Legislative Analyst's Office.
Meinders is a Project Director for WestEd's Center for Prevention and Early Intervention program and lead for the California Comprehensive Center's work focusing on improving outcomes for student's with special needs in K-12. She is the project coordinator on the California Department of Education's (CDE's) Least Restrictive Environment Resources Project and the California Department of Developmental Services' Quality Assurance Monitoring for Direct Support Professionals. Meinders directs the work of the Center on improving outcomes for students with disabilities in schools and districts in Program Improvement by assisting WestEd's DistrictsMovingUp (DMU) and other projects working with low-performing schools. In addition, Meinders works with the California Comprehensive Center to help build capacity of schools and districts to improve student achievement and to support students with special needs. Meinders also partners with WestEd's Phoenix Office of Teach for Success to improve academic outcomes for students with disabilities in Hawaii. This three-year plan is being accomplished through aligning instruction to essential content standards; writing individualized education plan (IEP) goals to align with grade-level standards with appropriate accommodations and supports, including schoolwide and individualized positive behavioral supports in all environments; refining and developing protocols and trainings for collaborative planning discussions on evidence-based instructional strategies; developing co-taught classes with general education and special education teachers teaching together to support all students; and developing and implementing a range of parent communication and involvement strategies that are culturally and linguistically appropriate for the diverse school districts.
Rosenfeld focuses his work on assisting schools and districts with meeting state and federal accountability requirements. He has helped districts set up rigorous local accountability systems, including essential standards, assessment calendars, benchmark assessments, backward lesson plans, essential questions, and model products. As a result of Rosenfeld's work, district administrators, site administrators, and teachers learn how to consistently improve instruction and learning.
Rosenfeld's work has been an essential component in helping schools and districts raise student achievement results on state assessments. He currently provides consultation to several districts in California, Arizona, and Washington. In the 2008-2009 school year, with Rosenfeld's help, Oro Loma Elementary School in Dos Palos Oro Loma Joint Unified School District (CA) rolled out a highly effective local accountability system. The staff implemented formative assessments and engagement strategies from 2008 to the present. Subsequently, Oro Loma's API rose 55 points to 815, and the school was named a California Distinguished School. (Seventy-nine percent of the students at Oro Loma Elementary participate in the free or reduced lunch program and 63 percent are English learners.)
Prior to joining WestEd in 2001, Rosenfeld managed the development of educational toys and educational software. Rosenfeld is a former math and science teacher and is bilingual (Spanish and English).
Dr. Spycher is the Director of the English Language and Literacy Acceleration (ELLA) project at WestEd. Spycher serves as a WestEd lead expert on numerous state and national initiatives related to English learner (EL) academic achievement, including work with the CDE's Migrant Education and Special Education divisions. Currently, Spycher is working with several districts to develop EL teacher professional development, design district-wide English Language Development (ELD) programs, and establish systems to support schools in eradicating their chronic long term EL issues. She also provides direct professional development, including teaching seminars and demonstration lessons in classrooms, observing teachers, and facilitating grade level lesson planning sessions.
WestEd's various services range from $2000 to $3220 per day and include travel, lodging, materials, onsite and preparation time, support staff, and all other direct and indirect costs.
More information on some of WestEd's services:
School Turnaround Center
WestEd partners with districts nationwide to provide comprehensive school turnaround and transformation services leading to rapid improvement in low-performing schools. For more information please visit the following URL: http://www.wested.org/schoolturnaroundcenter
English Language and Literacy Acceleration (ELLA)
ELLA is a research-based professional development program that improves academic literacy instruction for pre-K through 8th grade students. For more information please visit the following URL: http://www.wested.org/ella
Teach for Success (T4S) Foundational Institute
In this research-based institute, administrators and teachers learn more about the process of teaching and how to improve classroom instructional practices. For more information please visit the following URL: http://www.wested.org/teachforsuccess
Local Accountability Professional Development Series (LAPDS)
This series helps district leadership teams develop lessons and accountability systems that move underperforming schools up to standards. For more information please visit the following URL: http://www.wested.org/lapds
Achievement for All: Response to Intervention (RtI) Services
Achievement for All is a RtI process that improves achievement for students with disabilities and other students who struggle with learning. For more information please visit the following URL: http://www.wested.org/cs/we/view/serv/137
District Assistance and Intervention Team (DAIT) Services
California Department of Education-approved technical assistance services to California districts that are in Program Improvement. For more information please visit the following URL: http://www.wested.org/cs/we/view/serv/136
Our DistrictsMovingUp team provides customized, comprehensive research-based solutions that meet the unique needs of your school district. For more information please visit the following URL: http://www.wested.org/cs/dmu/print/docs/dmu/home.htm
English Learner Evaluation and Accountability Support (ELEAS)
Learn how to evaluate performance, improve practices, and integrate federal accountability requirements into local accountability systems. For more information please visit the following URL: http://www.wested.org/eleas
English Language Development Standards: Development, Linkage, and Professional Development
Our staff can help you develop English language development standards and link to academic content standards. For more information please visit the following URL: http://www.wested.org/cs/we/view/serv/110
Explanation of how we are able to provide differentiated services to meet the individual needs of schools and districts.
To meet your district's unique challenges, WestEd leaders draw from the breadth and depth of WestEd's experts. Depending on your needs, this might include: WestEd Turnaround Center, Achievement for All: Response to Intervention, English Language and Literacy Acceleration, District Assistance and Intervention Team Services, English Learner Evaluation and Accountability Support, Curriculum and Assessment Alignment, Teach for Success and Coach for Success. We offer customized professional development workshops as well as job-embedded, on-site coaching, based on the needs of your school or district.
How will we evaluate our services and support to schools and districts and its effectiveness in school/ district/ student achievement?
Trainers collect data about product/service impact on recipients. Formative data are used to revise and improve products/services as needed. Dramatically and quickly improving student learning requires a community-wide effort in which all stakeholders - district administrators, principal, teachers, other school staff, and WestEd - are held accountable for meeting high, clearly defined expectations.
Sample of services offered for a school or district:
Under 500 Students:
Reef-Sunset Unified School District is a rural, high poverty K-12 district located in Avenal, California. Ninety-five percent of the district's 2,600 students are Hispanic, 73% are ELs, and 98% qualify for free-reduced lunch.
WestEd provided English Language and Literacy Acceleration (ELLA) services in Kettleman City Elementary School, a school of approximately 315 students. ELLA provided school-wide professional development for all teachers, administrators, and instructional coaches. ELLA work in the district began with a 5-day intensive English Learner Professional Development (ELPD) summer institute and continued with year-long seminars and implementation coaching on EL strategies, including a strong focus on academic vocabulary instruction, structured academic talk, oral language development, reading instruction, and using multiple measures of assessment for instructional decision-making. All elementary teachers also participated in a 3-day ELLA writing institute, followed by year-long implementation coaching.
Between 2008 and 2010 students scoring at or above proficient on the English-language arts portion of the California Standards Test (CST) increased by over 19%.
A collaborative approach to school reform has been critical to the turnaround of Noralto Elementary School in Sacramento, California. Noralto has approximately 700 students and serves a diverse, mostly low-income population in grades K-6. Noralto had repeatedly not met achievement targets and had been designated by the state as a school in program improvement for several consecutive years prior to working with WestEd.
WestEd's Local Accountability Professional Development Series (LAPDS) worked with the school and credits the teachers with collaborating to implement a local accountability system.
In 2006, working with WestEd, the teachers began by meeting together over several days to examine the state standards and establish an English/Language Arts curriculum specified which skills students would need to master in each grade.
The next steps in the process - designing weekly assessments and analyzing data from those assessments - involved ongoing, consistent collaboration. At grade-level data meetings, for example, teachers worked together to check student progress and to plan and revise lessons on those skills students were finding most difficult to master. Noralto's daily, 30-minute WIN (What I Need) intervention sessions for struggling students were handled collaboratively, with teachers working with each other's students in order to increase efficiency.
Noralto's collaborative approach to turnaround has helped take the school's API from 672 in 2006, to 777 in 2009, and 797 today.
Adams County 14 School District
Adams 14 is located in the north Denver area and has approximately 7,500 students. The student population is predominately Hispanic (82%) and White (14%) and the district contains 13 schools (7 elementary, 2 middle, 2 high, and 2 preschools).
WestEd's employed its Teach for Success (T4S) program in Adams 14. T4S is a professional development program that brings research-based teaching practices together into a usable framework so administrators, instructional coaches, and teachers can have a common language to objectively discuss, plan, and examine intentional classroom instruction. The T4S program combines both content and guided practice for administrators, instructional coaches, and teachers to learn and be able to recognize, when they see them in practice, 22 specific research-based teaching strategies that lead to increased student achievement. It also prepares administrators and coaches to use a process that combines observation, analysis, and a variety of ways to provide feedback to monitor and improve teachers' implementation of these strategies.
The T4S program categorizes the featured teaching principles into six sections. Within a given section, each teaching principle is further defined by specific teacher actions called attributes. Some attributes are linked to more than one element and, thus, may appear in more than one section, although perhaps worded differently. This is because certain teacher actions in the classroom, such as providing student feedback, may serve different purposes depending on the teacher's intent. The six sections of T4S are: Section I. Instructional Practices to Support All Learners; Section II. Student Engagement; Section III. Assessment Practices; Section IV. Cognitive Level of Questions and Activities; Section V. Instructional Approaches; and Section VI. Learning Environment
Alamosa School District RE-11J
Alamosa is a school district located in Alamosa, which is in southern Colorado and about 30 miles north of the New Mexico border. The district has approximately 2,000 students and the student population is predominately Hispanic (64%) and White (34%).
Training programs for Alamosa were developed based on research in mastery learning theory and the alignment of curriculum, lesson planning, instruction and assessment to provide students with specific, immediate feedback and multiple opportunities to demonstrate mastery of the academic standards at proficient performance levels.
WestEd worked with Curriculum Committees to recommend the 2010 Colorado Common Core Academic Standards that will be the foundation for a "minimum guaranteed curriculum" to be learned by all students in the district. The training helped the committee learn how to identify the standards that should be classified as "essential" for all students. Once the committee has the list of essential standards, grade-span subcommittees use the list to review instructional materials available to the district to create a "materials map," which helps teachers compare the resources to teach the essential standards. The committees also developed curriculum maps, performance tasks, and common assessments.
Alamosa also received WestEd's T4S (described in detail earlier) and Coach for Success (C4S) services, which ensures that material is embedded in instruction and considers teachers' knowledge, experience, and unique ways of learning to improve classroom instruction, and in turn, improve student achievement.
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