Escape The AIO -- Why Not More?

What does it take to get away from the AIO structure and into AMPS? That would be one way to put the AIOs out of business. You'd think that everyone would be trying to do it, unless it's hard to get in, doesn't really give you that much autonomy, or is financially disadvantageous. Someone sent in the AMPS agreement (below). What do you know?
Here is how to apply:

>

> AMPS Out of Area Agreement

>

> The purpose of this agreement is to articulate the

> exchange of autonomy for accountability for AMPS out

> of area schools. Signed agreements are required for

> any school opting “out of the area.” Agreements have

> a 3 year term. The school may ask to break the

> agreement and return to the area within the three

> years during the annual AMPS menu selection.

>

> School Name:

> ______________________________________________

>

> CPS and the AMPS team will commit to the following

> for

> AMPS “out of area” schools:

> • Freedom to design or purchase its own staff

> professional development

> • Financial support for professional development via

> AMPS PD grants and menu of professional development

> options

> • Freedom from most meetings (1-2 per year could be

> mandatory)

> • Budget autonomy (e.g. ability to redefine

> positions;

> approve transfers – additional budgetary freedom to

> be

> added over time.)

> • Increased instructional freedoms and input into

> district instructional decisions (e.g. assessment

> pilot)

> • Freedom to apply for a non-standard CPS calendar

> • AMPS staff support on operational, discipline,

> parent complaints, etc.

> • Additional support for data analysis

> • Support for vetting of outside instructional

> support

> vendors

> • Additional autonomies to be added as identified

>

>

> The SCHOOL will commit to the following:

>

> 1. Set three goals mutually agreed upon by the

> school

> and the AMPS office

> 2. Participate in an AMPS network of its choice

> and/or

> work with another school on an AMPS professional

> development grant

> 3. The principal will participate in the AMPS peer

> evaluation process by both serving on at least one

> evaluation team and by being evaluated by his/her

> peers.

> 4. Provide input back to CPS on the

> results/effectiveness of any autonomy granted via

> AMPS

>

>

> Accountability

>

> 1. If a school does not meet the goals set out in

> this

> performance agreement, the school will work with the

> AMPS office to create a remediation plan addressing

> these goals as appropriate.

> 2. Schools continue to be held to the CPS

> Performance

> Policy. If a school falls to the lowest category

> (currently a 3), the AMPS office will work with the

> school on a remediation plan. This could include

> things such as:

> a. Improvement plan for specific areas that need

> attention

> b. Additional peer evaluation

> c. Written notice to Local School Council

> d. In-depth qualitative review at the school such as

> PBI

> e. Additional support outside of AMPS

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