PROGRESSIVE SUPPORT AND INTERVENTION

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PROGRESSIVE SUPPORT AND INTERVENTION

      PARTNERSHIP AGREEMENT
             Progressive Support & Intervention Partnership Agreement
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Progressive Support and Intervention (PS&I) is Rhode Island Department of Education’s
system of accountability for schools and districts designed to result in the sustained and
continuous improvement of student achievement. The primary mechanism for closing
achievement gaps within schools is the building of district capacity to perform needs
assessment, conduct responsive strategic planning, implement proven reform strategies,
and evaluate the results.

In order to support district and school improvement efforts targeted at improving student
achievement, Rhode Island Department of Education, Providence Public Schools,
Educational Development Center, and the principal and School Improvement Teams of
_______________ school have agreed to work in partnership to implement, monitor,
evaluate, and institutionalize the appropriate short and long term corrective action.
Through this partnership, effective processes will be created/refined that develop district
and school capacity to support the improvement efforts of schools identified for
corrective action, and to develop in those schools the capacity to improve teaching and
learning on a continuous basis.

In order for this partnership to operate at the highest level of effectiveness, it is important
to delineate the agreed upon expectations of each partner.

Rhode Island Department of Education will:
   Purchase contracted services from Educational Development Center (EDC) in
      order to provide intensive, school-based technical assistance to designated
      districts.
   TBA
   TBA
   TBA

Providence Public Schools will:
    Support RIDE/EDC school intervention strategies that assist a school in the
      effective implementation of their School Improvement Plan.
    Work collaboratively with RIDE/EDC in creating systems that share leadership
      and allow democratic decision-making so that all stakeholders are committed to
      positive outcomes.
    Work collaboratively with RIDE/EDC to adopt performance-driven practices that
      hold all stakeholders accountable.
    TBA
    TBA
    TBA

The Principal and School Improvement Team of _______________ School will:
    Work to develop a collaborative working relationship with the on-site consultant
      that results in the analysis and interpretation of data to create targeted student
      success plans for all learners and identify patterns which can be used in focusing
      remediation and enrichment efforts.



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            Progressive Support & Intervention Partnership Agreement
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      Respond to questions regarding the Providence One Plan and share all school data
       and practice with the on-site consultant in an effort to determine the most
       effective school improvement strategies.
      Cooperatively explore new ways to expand your school’s practice and assessment
       of its effectiveness for students.
      Work to collaboratively resolve all barriers to an effective working relationship
       with EDC at the school level. In cases where particular issues cannot be
       resolved, representatives for EDC and the School Improvement Team will come
       before the Joint Intervention Committee for consultation. All issues not resolved
       at the Joint Intervention Committee will come before RIDE’s Director of PS&I
       for final resolution.
      Work with the EDC Consultant to collect and analyze targeted data on a quarterly
       basis, and use it to adopt/revise interventions.

Education Development Center School Improvement Specialists will:
   Use the Providence One Plan as the entry point to the designated school.
   Co-develop school improvement strategies with the principal and School
      Improvement Team that support the effective implementation of the school’s
      Providence One Plan. The POP may be revised only through the RIDE review
      mechanism.
   Provide intensive, school-based technical support such as coaching, modeling
      lessons, demonstrating to teachers, and facilitating study groups.
   Build local capacity for self-reflection and continuous improvement and
      sustainability.
   Help diagnose and meet needs and work with the school faculty in a way that
      draws on their strengths and builds a community of learners committed to meeting
      the needs of all students.
   To create effective processes that develop district capacity to support the
      improvement efforts of schools identified for corrective action, and to develop in
      those schools the capacity to improve teaching and learning on a continuous basis.
   Work with the School Improvement Team to collect and analyze targeted data on
      a quarterly basis, and use it to adopt/revise interventions.
   Take a developmental approach to their work with the school, adopting their
      interventions over time in order to build local capacity. In the first year, the
      Specialists will be more directive, and will gradually reduce their “directive-ness”
      as they help the school increase its ability to manage and sustain the work of
      continuous improvement.
   Support the leadership development of the principal and the School Improvement
      Team.
   Improve teacher and leader training on performance-driven practices, including
      the use of data.
   Help others collect, organize, and act on data.
   Translate vision into tangible action plans.
   Mobilize and focus attention on instruction.




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         Progressive Support & Intervention Partnership Agreement
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   Support teachers in exploring new ways to expand their practice and in assessing
    its effectiveness for students.
   Assist the School Improvement Team in the planning and implementation of the
    school’s learning objectives to improve the proficiency of all learners.
   Oversee the administration of standardized testing, generation of reports and
    analysis of results to be used in modifying instruction.
   Help teachers and administrators in the analysis and interpretation of data to
    create targeted student success plans for all learners and identify patterns which
    can be used in focusing remediation and enrichment efforts.
   Problem-solve and change the curriculum so that the content is relevant to the
    interests and needs of students.
   Implement new teaching strategies to more effectively deliver the curriculum.
   Work with the leadership team to focus their energy on giving teachers more
    understanding of their students and encouraging them to raise expectations for
    achievement.
   Tailor curriculum to the needs of students and the community.
   Co-develop strategies that will enable every child to learn.
   Co-design a school environment in which children can flourish.




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