1. Your System of What?
What's in a name? that which we call a rose By any other name would smell as sweet
Shakespeare, Romeo and Juliet
Statewide System of Support (SSOS) System of Recognition, Accountability, and Support (SRAS) System of Support and Intervention (SSI) Differentiated System of Support (DSS) Multi-Tiered System of Support (MTSS) Strategic Performance Network (SPN)

2. Understanding the Terms

3. State’s Levers for Change
Opportunities for improvement by reducing regulatory burdens and encouraging innovation; new space.
Incentives (positive and negative) for districts and schools to take the reins in their own improvement; incentivize change in effective direction; contingent funding, autonomy, recognition
Systemic capacity development, including data and planning systems and policies that promote the supply of high-quality leaders and teachers.
Local capacity to identify gaps in operational effectiveness and professional practice in districts and schools, and provide supports to address them.
Interventions that direct the most aggressive turnaround tools toward the most persistently low-achieving schools and districts.

5. Interplay of the Framework Components: Helping People Change

6. Sum Greater Than Parts
Incentives without capacity cannot spur meaningful and sustainable change, nor can opportunity without incentives and capacity (Elmore, n.d.; Malen & Rice, 2004; Massell, 1998; Mintrop & Trujillo, 2005).
Devoting more resources to capacity-building activities like professional development without changes in the incentive structure appears equally problematic (Elmore, 2002).
Incentives, capacity, and opportunity: individual legs of a three-legged stool as opposed to separate components that could be applied effectively in isolation.

7. Why Incentives?
Definition: Incentives are inducements designed to motivate personnel to change or improve behavior that influences education outcomes.
Incentives are an important part of the process because without strong motivation to take on the hard work that change entails, no amount of capacity or opportunity can make change happen (Hanushek, 1994).

8. Incentives
State-level incentives for improvement come in many forms, described here under the following headings:
Public disclosure: standards, accountability, and information about results
Negative incentives: consequences of low school performance
Positive incentives: contingent funding, autonomy, and recognition
Market-oriented incentives: changing the “market” structure of public schooling

9. Why Capacity?
Definition: Capacity entails the district or school’s ability to respond to incentives in ways that improve outcomes and includes investment in new ideas, instructional methods, and human capacity.
Building district and school capacity—supported by incentives and opportunities—is the core of efforts to help schools improve (Massel, 1998; Mazzeo & Berman, 2006).

10. Capacity Building Capacity at Two Levels
Systemic Capacity (the State system of education)
Create and disseminate knowledge
Enhance supply of personnel equipped for improvement
Provide strong data system to support improvement
Local Capacity (the district and school)
Coordinate SSOS services, components, personnel
Differentiate support to districts and schools
Deliver services to districts and schools (provide and allocate resources for support)

11. Why Opportunity?
Definition: Opportunity represents the environment in which schools operate, particularly policies that enable schools to operate successfully absent “rules that limit and routinize instruction” and limit allocation of staff and money (Hill & Celio, 1998, p. 75).
Organizations need to have the flexibility to change, as proponents of standards-based reform have long maintained (e.g., Smith and O’Day, ; National Governors Association, 1986).
Research on change efforts such as the New American Schools comprehensive school reform initiative (Berends, Bodilly, & Nataraj Kirby, 2002) and Edison Schools (Gill et al., 2005) document the importance of giving educators the flexibility to implement significant changes.

12. Opportunity The State provides opportunity for improvement by –
Removing barriers to innovation and improvement
Waivers
Exemptions
Alternate routes to certification
Creating new space for schools to innovate
Charter schools
Pilot schools, lighthouse schools, New School Models
Schools within a School

13. Interventions Recovery districts State takeover Staff replacement
External partners
School closure

14. Evaluation of the SSOS Goals, strategies, performance measures
Milestones, actions, implementation measures
Monitor and report progress
Evaluate and improve the system

15. Strategic Performance Network
Strategic Performance Management
Set Direction
Operationalize Direction
Design Actionable Work
Manage Performance and Innovation Cycle
Strategic Performance Network
Category Coding
Interlaced Implementation and Performance Data
Responsive Supports