Supporting Districts in Meeting District Priorities

SSTs and other regional providers help district leadership understand the value of assistance in supporting the district to improve teaching and learning by addressing district-identified goals and priorities. Learning about the district – its beliefs, context, and structures – prior to talking with its leaders (e.g., by studying its history and performance record) is essential in order to help district leaders understand how services available through the SST can help them address district priorities.

In collaboration with districts, SSTs will assess district progress using an agreed-on set of measures and associated benchmarks for what constitutes acceptable performance. The movement of districts from full to moderate to low support, or from moderate to low support (i.e., the fading of SST support and release of districts from receiving SST services) will be triggered by district performance against established benchmarks. In approximate time frames, districts in the comprehensive tier receive SST support for a minimum of one school year and a maximum of five years, and districts in the targeted tier receive SST support for a minimum of one school year and a maximum of three years.

Districts can move to a lower level of support at any time if benchmarks have been met. If, at the end of the maximum number of years of service, the district has not made significant progress, the SEA in collaboration with the SST’s fiscal agent ESC, will identify changes that need to be made to the plan for support, which may include the assignment of SEA personnel, contracted consultants, or others.


Duration of SST Services by Tier

The duration of SST services provided to districts identified by the SEA as being in need of improvement varies by district improvement status and evidence of district progress using an agreed-on set of measures. An illustration of the nature and fading of support over time is provided below: