Differentiation in the Statewide System of Support Academy of Pacesetting States

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

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

Diagnosing Specific Needs of Districts and Schools Analysis if outcome data—student subgroups, trajectories Analysis of operational data—based 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

Improvement Trajectory Means of Diagnosis and Planning 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 Null Closure

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

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

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

Type of Support Planning Consultation Training Professional Development Coaching Data Systems and Web Systems Evaluation Other

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

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?)