Differentiation in the Statewide System of Support

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Differentiation in the Statewide System of
Support

• Academy of Pacesetting States

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(No Transcript)
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Operational Efficiency and Coordination

• SSOS Operational Manual clearly describes the
  process for Identifying, Diagnosing, Prescribing,
  Planning, Providing, Monitoring, and Reporting
  differentiated services
• Roles of personnel
• Coordination of system
• Timelines

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Identifying Districts and Schools in Need of
Support

• Strong Assessment System
• Unified or Simplified Accountability System
  (NCLB, State, Accreditation Associations, Etc.)
• Multiple Data Sources
• Trajectory Tracking and Projection
• Transparent Criteria for Categorization
• Timely and Helpful Reporting
• Tools for District and School Self-Tracking
• Training for Districts and Schools on
  Accountability System, Use of Data

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Diagnosing Specific Needs of Districts and
Schools

• Analysis if outcome datastudent subgroups,
  trajectories
• Analysis of operational databased on standards
  and indicators of effective practice
• Self-assessment by district and school teams
• Coached self-assessment by district and school
  teams (with guidance from state or other coach)
• Site review (program audit) by external reviewers
  with district or school participation
• Site review (program audit) by external reviewers
  alone

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Current Performance Capacity for Change Improvement Trajectory Means of Diagnosis and Planning
Adequate and steadily improving Strong Continuous Self-assessment and planning or coached self-assessment and planning
Inadequate and not improving or improving at slow rate Moderate Rapid Coached self-assessment and planning and/or external review
Chronically inadequate and not improving Weak Turnaround External review to determine turnaround method leader-directed and coached self-assessment and planning thereafter in district-managed turnarounds
Chronically inadequate and not improving Null Closure
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Prescribing Supports

• By district or school team in improvement plan,
  aligned with self-assessment
• By district or school team in improvement plan,
  with coaching from state or other coach, aligned
  with coached self-assessment
• By external reviewers with district or state
  participants in reviews, aligned with review
  findings
• By external reviewers, aligned with review
  findings

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Aligning Plans and Supports

• Service Plan to align state supports (direct or
  through provision of resources) with
  district/school improvement plan and standards
  and indicators of effective practice
• The Service Plan includes
• Standards and Indicators of Effective Practice to
  be Addressed
• Objectives to be Achieved
• Person(s) or Organizations Responsible for
  Delivering Service
• School Staff to Receive Service
• Description of Service
• Timeline for Services Delivered
• Criteria for Determining Effectiveness of
  Services Received

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Providing Supports

• State provides Menu of Available Services
• Aligned with standards and indicators of
  effective practice improvement plan, Service
  Plan
• Provided directly by state
• Provided by providers approved by state, with
  state resources (funding)
• Provided by other providers with state resources
  (funding)
• Provided by other providers with local resources

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Type of Support

• Planning
• Consultation
• Training
• Professional Development
• Coaching
• Data Systems and Web Systems
• Evaluation
• Other

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Intensity and Duration

• Sufficient initial dose
• Sufficient duration so as not to end until
  improvements are sustainable
• Determined by current performance, desired
  trajectory for improvement, diagnosis of need

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Monitoring and Reporting Progress

• Monitoring of both improvement plan and Service
  Plan
• Is district/school meeting expectations in
  improvement plan?
• Are services provided as expected, with quality,
  with results?
• Periodic reporting (at least twice a year)
• Adjustments in course (When? By whom?)