Intensive

Assistance Process

Updated 2012-13

School Board
Jackie Magnuson, Chairperson
Joel Albright
Art Coulson
Rob Duchscher
Gary Huusko
Mike Roseen
Bob Schutte
Jane K. Berenz, Superintendent of Schools
Steve Troen, Director of Teaching and Learning
Jill Coyle, School District Attorney
Kim Craven, Administrative Assistant to Superintendent
Mary Kreger, Director of Special Education
Julie Olson, Director of Elementary Education
Mark Parr, Director of Secondary Education
Tom Pederstuen, Director of Human Resources
Khia Brown, Director of Community Education
Jeff Solomon, Director of Finance and Operations

Intensive Assistance 2012-13/District 196 Graphics

Table of Contents

I. Support Processes for Continuing Contract Teachers................................................. 1

II. Definition of Terms.................................................................................................. 2

III. Intensive Assistance Process................................................................................. 3-5

IV. Intensive Assistance Plan Template........................................................................ 6-7

V. Outcome of Intensive Assistance Letter.................................................................... 8

Intensive Assistance 2012-13/District 196 Graphics

Support Processes for

Continuing Contract Teachers
Overview
Two formal processes are in place to assist continuing contract teachers in need of additional professional
support: Professional Support and Intensive Assistance.
T he Professional Support Process is utilized when a teacher self-identifies a need for collegial support in
order to achieve district goals and objectives.
T he Intensive Assistance Process is utilized when an administrator identifies serious performance
deficiencies that require immediate attention.
In both cases, support is confidential, in-depth and may include assistance in one or more of Charlotte
Danielsons Frameworks for Teaching domains: Planning/Preparation, Environment, Instruction/Delivery of
Service and Professional Responsibilities.

Intensive Assistance 2012-13/District 196 Graphics

Definition of Terms
Administrators: Licensed administrators and supervisory personnel
Continuing Contract Teacher: A teacher who has completed the statutorily required probationary period
Formal Observation: A prearranged visit to a classroom by an administrator
Informal Observation: An unannounced visit by an administrator to a classroom
Intensive Assistance Process: A process that begins when an administrator identifies serious performance
deficiencies that require immediate attention
Peer Leader: A teacher responsible for providing support for teachers in the Professional Support Process
or the Intensive Assistance Process
Professional Support Process: A process that begins when a teacher self-identifies a need for collegial
support in order to achieve district goals and objectives
Q Comp Teacher on Special Assignment: A teacher responsible for training and supporting Peer Leaders
and for providing support for teachers in the Professional Support Process or the Intensive Assistance
Process
Teachers: Licensed staff covered by the teacher working agreement

Intensive Assistance 2012-13/District 196 Graphics

Intensive Assistance Process

The Intensive Assistance Process is support for continuing contract teachers when an administrator
identifies serious performance deficiencies that require immediate attention.

A team approach is utilized for delivery of Intensive Assistance. The team includes a representative from
Human Resources, the administrator, Q Comp Teacher on Special Assignment, and union representative.
Each team member must respect the confidential nature of the support being provided through the
Intensive Assistance Process.
Step 1: Notifying the Director of Human Resources

When there are serious deficiencies in the performance of professional duties of a teacher, the
teachers administrator should notify the Director of Human Resources. The Director of Human
Resources then notifies the respective director (elementary, secondary or special education) and
the union representative.

The teachers administrator drafts a letter with assistance from the Director of Human Resources.
This letter includes the facts, causes for immediate intervention and corrective action.

Step 2: Notifying the Teacher

The letter is presented to the teacher at a meeting; at the request of the teacher, a union
representative may attend.

Step 3: Creating the Intensive Assistance Plan

Following notification of the teacher, the Director of Human Resources, a district-level

administrator, the teachers administrator, and the Q Comp Teacher on Special Assignment create
an Intensive Assistance plan.

The Intensive Assistance Plan (Appendix B) is based on Charlotte Danielsons Frameworks for
Teaching and includes the following components:
Performance Goal(s): the teachers current level of performance/behavior as outlined by
the site administrator and the desired level of performance/behavior upon completion of
the Intensive Assistance Plan
Action Steps: the specific tasks/duties the teacher must complete, including how the peer
leader will assist the teacher in completing the tasks/duties, a timeline for completing
goals and the full plan
Data Collection Methods/Sources: the specific methods of data collection and the sources
of the data
Evidence of Progress: the specific documentation/evidence which will be used to
determine the teachers progress toward the performance goals

The length of the plan is individualized and based on evidence of continuous, acceptable progress.
3

Intensive Assistance 2012-13/District 196 Graphics

Step 4: Selecting a Peer Leader

The Q Comp Teacher on Special Assignment selects a peer leader to support the teacher.

Step 5: Presenting the Plan

The Intensive Assistance plan is presented to the teacher by the Intensive Assistance Team,
which includes the teacher, the teachers administrator(s), the union representative and a peer
leader. All members of the Intensive Assistance Team are present when the plan is shared with
the teacher.

The teacher has the opportunity to ask for clarifications and modifications before the plan is
implemented.

Before the plan is implemented, all parties should explain and clarify their roles/responsibilities.

Step 6: Implementing the Plan

The Intensive Assistance plan is implemented by the teacher with the support of the peer
leader.

The Q Comp Teacher on Special Assignment works with the assigned peer leader to provide
assistance in developing strategies to meet the administrators identified goals and to support
the teacher in completing the steps of the action plan. Examples of strategies and supports are
as follows:
Conducts observations of the teacher and provides feedback
Reviews the action plan steps frequently with the teacher
Prepares the teacher for meetings with the administrator
Accompanies the teacher to meetings with the administrator and takes notes on
important topics, directives, deadlines, etc.
Debriefs with the teacher after meetings with the administrator
Builds on the successes of the teacher as the action plan steps are completed
Refers the teacher to appropriate resources/individuals when the teacher requests
information and/or support beyond the scope of the action plan

The peer leader may discuss professional strategies with colleagues but must be careful to
maintain the confidentiality of the individual and the process.

Intensive Assistance 2012-13/District 196 Graphics

Step 7: Monitoring the Plan

The administrator provides additional monitoring and is responsible for regularly scheduled
meetings with the peer leader and teacher.

The administrator shall meet with the teacher to conduct Intensive Assistance conferences,
which will be held at predetermined times. The purposes of these conferences are to monitor
the plan and provide intervention, if necessary.

Whenever the administrator and the teacher meet to discuss the teachers progress on the
plan, the peer leader should be invited to the meeting. The teacher is responsible for providing
evidence of the plans implementation and progress toward meeting the goals. The peer
leader supports the teacher in the meeting by documenting and clarifying the administrators
concerns and comments and clarifying, if needed, the administrators directives.

If a teacher is displaced or transferred, the plan continues at the new site until it is successfully
completed.

Step 8: Determining the Outcome of Intensive Assistance

At the conclusion of the Intensive Assistance period, as determined by the timeline in the plan, the
administrator will complete the form, Outcome of Intensive Assistance.

Intensive Assistance plans cannot be completed until a final meeting occurs with the teacher, the
administrator, a union representative, a representative from Human Resources and a peer leader.

If goals are met, there will be a monitoring process to ensure the teacher maintains success.

Step 9: Maintaining On-going Support

After successful completion of the Intensive Assistance process, continued support may be
accessed through the Professional Support Process.

Intensive Assistance 2012-13/District 196 Graphics

Intensive Assistance 2012-13/District 196 Graphics

*This template is available on the District Intranet.

2.

Domain:
Component/Element:
Proficient Level of Performance:

1.

Action Steps (timeline with

specific dates included)

Evidence of Progress (Data) and

Specific Dates when Achieved

Current Level of Performance/Behavior

Data Collection Methods and

Sources

Performance Goals

Danielson Component/Element

Danielson Domain

Areas of Deficiency:

Date:

Team Members:

In order to correct the deficiencies cited in the Notification of Intensive Assistance, it is expected that you will accomplish the following goal(s)
in accordance with the accompanying plan(s) and timeline(s).

Intensive Assistance Plan Template*

Intensive Assistance 2012-13/District 196 Graphics

Action Steps (timeline with

specific dates included)

Data Collection Methods and

Sources

Evidence of Progress (Data) and

Specific Dates when Achieved

Date

Date

Human Resources Administrator's Signature

Distribution: Copy to teacher, Copy to site administrator, Copy to Respective Director, Copy to employee personnel file

Date

I have reviewed this Intensive Assistance Plan. ________________________________________________________ _____________________

Teacher's Signature

I have reviewed this Intensive Assistance Plan with my administrator. ______________________________________ _____________________

Administrator's Signature

I have reviewed this Intensive Assistance Plan with the teacher. ___________________________________________ _____________________

Thanks you for your anticipated cooperation and effort.

I expect that your accomplishment of the requirements of this plan will enable you to correct these deficiencies in your performance. However,
in the event that you do not correct these deficiencies, additional employment action may be taken including the possibility of termination of
your employment.

5.

4.

3.

Performance Goals

Outcome of Intensive Assistance

Date: _______________________
To:____________________________________________ _____________

Teacher

Site

From: _________________________________________
Administrator

Re: Outcome of Your Placement on Intensive Assistance

On __________ you were notified of your placement on Intensive Assistance for cited performance
deficiencies. Performance improvement expectations were also provided, along with suggested plan(s) and
timeline(s) for their accomplishment.
A. Outcome(s) of Intensive Assistance goals

B. Comments on teachers overall performance

As a result of your performance while receiving Intensive Assistance, the following recommendation is
made:

I have reviewed this Outcome of Intensive Assistance document with the teacher.

___________________________________ _____________

Administrators Signature

Date

I have reviewed this Outcome of Intensive Assistance document with my administrator.

___________________________________ _____________

Teachers Signature

Date

I have reviewed this Outcome of Intensive Assistance document.

___________________________________ _____________
Human Resources Administrators Signature

Date

Distribution: Copy to teacher, Copy to site administrator, Copy to Respective Director, Copy to employee personnel file

Intensive Assistance 2012-13/District 196 Graphics