Ohio’s SSoS provides high-quality services (e.g., coaching, technical assistance, resources) and other types of support to each district identified as being in the comprehensive (also referred to as intensive) or targeted support tiers in order to build the capacity of the district to improve instructional practice and student learning in each school
within the district.
SSTs, working in partnership with other regional providers, use the following process in delivering services:
- Support each district identified in building its capacity at the district, school, and teacher team level by using effectively the OIP continuous improvement framework to:
- Identify the most essential needs of the district, using student data and adult implementation (Step 1).
- Research and select evidence-based practices to address identified needs, using levels of evidence as defined by ESSA (Step 2).
- Develop a single, comprehensive district plan for addressing identified needs that is built around a limited number of focused goals and strategies, and align resource use with identified needs and associated goals and strategies (Step 3).
- Implement the plan across the district and monitor, on an ongoing basis, the degree of implementation and resulting progress in meeting identified goals (Step 4).
- Refine the plan, on an ongoing basis, based on data collected (i.e., quantitative and qualitative information, student and adult implementation) (Step 5).
Gauging district use of the OIP as a continuous improvement framework involves assessing the functional effectiveness of collaborative team structures to support continuous learning and improvement at the district, school, and classroom levels.
- Identify, based on the SST’s assessment of each district’s use of the OIP as a continuous improvement framework, the priority needs for SST support of each district in the comprehensive/intensive or targeted tier. Such support to the district must include, at a minimum, consultation, improvement networking, and coaching in the effective use of the OIP framework, including the establishment and use of functional DLTs, BLTs, and TBTs in order to build or refine a foundation for system-wide inquiry and learning and ensure equitable opportunities to learn for each student.
- Design the ways in which the SST will provide support to districts in the comprehensive/intensive and targeted tiers (see characteristics of support and examples of services above), the degree to which school-level support should be provided in collaboration with district-designated personnel (e.g., OIP internal facilitator, RELS, PBIS consultant), and the mechanism for delivering support (e.g., individualized on-site support, multi-district virtual support, and so on) for the purpose of building the capacity of districts to meet district-identified needs.
- Provide customized support (depending on tier) to districts in the comprehensive/intensive and targeted support categories using the OIP continuous improvement framework and associated state-developed and state-sanctioned tools and support documents.
- Partner with ODE personnel, the OEC Urban Team, ESCs, and other organizations to provide professional learning opportunities, consultation, and coaching to designated districts, and to disseminate information and resources to all districts and other relevant organizations across the region.
- Evaluate annually the ways in which SST services have positively impacted district capacity to improve instructional practice, equitable access to high-quality instruction for all students, and adult and student learning across the district.
- Provide information to districts and schools in the region to improve their knowledge of federal and state laws, rules, and regulations; standards; and guidance identified by ODE.
A service delivery template is used by SSTs when planning for services in collaboration with the district and other regional partners (e.g., ESC personnel).