The Colorado Department of Education

Offices | Staff Contacts | Colorado.gov

Educational Service Providers - Provider Detail

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.

Provider

Focused Leadership Solutions

Contact Information

Primary

Michael Galvin
123 Homestead Dr.
Woodland Park, CO 80863

Phone: (719) 331-1041
Email: mikegalvin17@gmail.com

Secondary

Diana Moon
10000 E. Yale Ave., #5
Denver, CO 80231

Phone: (313) 709-9399
Email: drdianamoon@gmail.com

General Information

Website: www.focusedleadershipsolutions.com
Screenshots / Demo: focusedleadershipsolutions.com/map.php
Effectiveness Data: focusedleadershipsolutions.com/flsresultsnc.php
Type of Organization: For Profit Company
Organization is best described as: For-Profit
Age of Firm / Number of Years in Operation: 5
Level(s) services may be provided: - Elementary
- Middle
- High School
- District
Provides performance guarantees in contract: NO
Educational Services Provided Assessment
Comprehensive & Effective Planning
Comprehensive Turnaround Provider
Curriculum Alignment
District Culture
Educator Effectiveness
Instruction
Leadership
Organizational Structure and Resources
Professional Development
Staff Evaluation
Student
Family and Community Support
School and District Improvement
Diagnostic Review
Specific Content Area :
Character Education/Social Emotional Learning

Name of Schools/ Districts that this organization has served in Colorado:

Community Prep High School (charter) Colorado Springs School District #11;
Marty Schneider, Director (719) 227-8836 x125

Wasson High School, Colorado Springs School District #11; Former Principal Sean Dorsey (719) 495-1177; Teacher Brett Derrickson, (719) 495-1160

Calhan Public Schools; Supt. Linda Miller; (719) 347-2766

Sand Creek Innovation Zone, Falcon School District #49; Sean Dorsey, Zone Superintendent, (719) 495-1177

Recent References:

Sand Creek Innovation Zone, Falcon School District #49,
Sean Dorsey, Zone Superintendent, (719) 495-1177; sdorsey@d49.org

Montana School Improvement Consortia
Mr. Darrell Rud, Executive Director, School Administrators of Montana
(406) 442-2510; samdr@sammt.org

Community Prep High School (charter) Colorado Springs School District #11
Marty Schneider, Director (719) 227-8836 x125; mschneider@communityprepschool.org

Calhan Public Schools
Supt. Linda Miller, (719) 347-2766; linmiller@calhanschool.org

Name of Schools/ Districts that this organization has served in other states:

Roanoke Rapids Graded School District, North Carolina
Dr. Dennis Sawyer, Superintendent, (252) 519-7107; sawyerd.co@rrgsd.org

Montana School Improvement Consortia
Mr. Darrell Rud, Executive Director, School Administrators of Montana
(406) 442-2510; samdr@sammt.org

Dr. Rodney Shotwell, Superintendent
Rockingham County Schools, North Carolina
(336) 342-1823; rshotwell@rock.k12.nc.us

Dr. Darlene Schottle
Superintendent, Kalispell Public Schools, Kalispell, Montana
schottled@sd5.k12.mt.us

Qualifications of this Organization (licensure, trademark, etc.):


Focused Leadership Solutions is a Limited Liability Corporation owned by its employees. It is registered as a corporation with the Colorado Secretary of State. FLS has provided systemic school improvement assistance to schools in Colorado and across the United States for the past five years.

FLS does not provide one time staff development services (aside from a one or two day introduction to our work). We find our work to be effective and sustainable when we work with school and district leadership teams on a long term, systemic basis.

Qualifications of Instructors/ Staff that Provide Services:


Each Focused Leadership Solutions consultant has experienced success in leading systemic change in their own schools and districts during their varied careers as school leaders. As consultants, they have worked successfully for a variety of organizations that provide school change assistance to schools, districts, and state departments of education.

FLS judges its effectiveness on student learning results. Please view our resumes and record of success on the FLS website: http://focusedleadershipsolutions.com/whoweare.php

Cost:


Because every FLS contract is customized to meet the needs of our client, costs vary according to the scope and size of the project. Our fees would be considered extremely reasonable when compared to those charged by larger corporate and non-profit providers. We have reduced the cost of our services in response to the decreased revenues available to Colorado school districts.

We would be happy to provide you with an estimate of costs after we have met to discuss your needs.

Explanation of how we are able to provide differentiated services to meet the individual needs of schools and districts.


Focused Leadership Solutions does not have "canned" programs or activities. We customize our work based on the needs of each of our clients - but always with the assumption that teachers and administrators work hard and have the best interests of their students at heart.

We most often work with your existing staff, programs and curriculum, while helping the school and district move toward a culture of learning and best practice. Our work focuses on school culture - helping staff members examine their own ideas about teaching and learning, discovering what gets in the way of achieving goals, and helping a staff "get on the same page" through honest discussions and true collaboration. We focus on the quality of trust and relationships in organizations, and specifically on helping students take more responsibility for their own learning.

We believe that sustainable change happens when the people most closely involved in the work own their challenges, invent together a new reality, and take responsibility for making it happen. It's very hard for a school or district to do this on their own. FLS provides the outside perspective that is often need to make real change happen. By the time we leave a district, the work we began is carried on by district and school leadership teams.

How will we evaluate our services and support to schools and districts and its effectiveness in school/ district/ student achievement?


We use existing measures of student learning, including state test results, to determine if our work is having an effect on academic learning. In addition, we create measures in additional areas deemed important by our clients.

We also help leadership teams gather data and set improvement goals in areas known to be important to systemic improvement, for example: how well are leadership and instructional teams functioning; are effective PLC's in place; what levels of collective efficacy are demonstrated in the organization; how do adults and students perceive the quality of relationships; how do students view the level of support they receive from adults, etc.

These factors develop as we work together with the client - we have a broad vision of education reform, and as a result, we employ multiple indicators of growth and effectiveness.

Sample of services offered for a school or district:

Under 500 Students:


The nature of our work is the same regardless of the size of the school or district in which we are working. In all districts, the core work occurs with the school and district leadership teams, helping them learn to design and lead effective change. Our work often becomes the main vehicle for staff development, replacing multiple (and often ineffective) initiatives. In a small district, we are often able to work with the entire staff in areas of lesson design and instructional and engagement strategies.

Over a multi-year period, we: continually assess the needs of the school and/or district; meet with school and district leadership teams - learning systemic improvement strategies and applying them at individual sites; evaluate school and district culture; evaluate trust levels and the quality of relationships; interview middle and high school students to determine how to better help them learn; provide regular site visits to selected highly challenged schools; visit PLC meetings and assist with formative assessment; help write improvement plans that actually guide practice; assess programs and ensure that there are not too many initiatives; teach effective lesson design and instructional and engagement strategies for immediate use in classrooms; and regularly assess progress in increasing student learning.

While the list is daunting, true system improvement doesn't happen in a sequential manner. All areas have to be addressed as well as the implications of deep change. What teachers and administrators like about the FLS work is that no one does it TO them, they are inventing it, with our guidance, as they learn to do it in the context of increasing student learning.

500-1000 Students:


The nature of our work is the same regardless of the size of the school or district in which we are working. In all districts, the core work occurs with the school and district leadership teams, helping them learn to design and lead effective change. Our work often becomes the main vehicle for staff development, replacing multiple (and often ineffective) initiatives. In a medium size district, we meet regularly with all school leadership teams along with the district office team; provide onsite coaching at individual schools; and assist the district in setting high expectations for each school, providing effective support, and monitoring the quality of the schools' work.

Over a multi-year period, we: continually assess the needs of the school and/or district; meet with school and district leadership teams - learning systemic improvement strategies and applying them at individual sites; evaluate school and district culture; evaluate trust levels and the quality of relationships; interview middle and high school students to determine how to better help them learn; provide regular site visits to selected highly challenged schools; visit PLC meetings and assist with formative assessment; help write improvement plans that actually guide practice; assess programs and ensure that there are not too many initiatives; teach effective lesson design and instructional and engagement strategies for immediate use in classrooms; and regularly assess progress in increasing student learning.

While the list is daunting, true system improvement doesn't happen in a sequential manner. All areas have to be addressed as well as the implications of deep change. What teachers and administrators like about the FLS work is that no one does it TO them, they are inventing it, with our guidance, as they learn to do it in the context of increasing student learning.

1000+ Students:


The nature of our work is the same regardless of the size of the school or district in which we are working. In all districts, the core work occurs with the school and district leadership teams, helping them learn to design and lead effective change. Our work often becomes the main vehicle for staff development, replacing multiple (and often ineffective) initiatives. In a larger district, we meet regularly with as many school leadership teams as possible, along with a district office team; provide onsite coaching at selected individual schools; and assist the district office in setting high expectations for each school, providing effective coordinated support, and monitoring the quality of the schools' work.

Over a multi-year period, we: continually assess the needs of the school and/or district; meet with school and district leadership teams - learning systemic improvement strategies and applying them at individual sites; evaluate school and district culture; evaluate trust levels and the quality of relationships; interview middle and high school students to determine how to better help them learn; provide regular site visits to selected highly challenged schools; visit PLC meetings and assist with formative assessment; help write improvement plans that actually guide practice; assess programs and ensure that there are not too many initiatives; teach effective lesson design and instructional and engagement strategies for immediate use in classrooms; and regularly assess progress in increasing student learning.

In very large districts, we have on occasion worked solely at the district level, helping the various departments coordinate their work so there is a true systemic effort to both monitor and support district schools. We might also work with a few selected school leadership teams on a "demonstration site" type project.

While the list of work topics is daunting, true system improvement doesn't happen in a sequential manner. All areas have to be addressed as well as the implications of deep change. What teachers and administrators like about the FLS work is that no one does it TO them, they are inventing it, with our guidance, as they learn to do it in the context of increasing student learning.

<< Return to Provider List