A building block approach (i.e., one where districts with more need are entitled to receive services in more areas) aligns three inter-related areas of practice in order to ensure that districts get the support they need to prepare every student with foundational skills, reasoning skills, and social-emotional skills through equitable access to well-rounded content. The term student is used to refer to children and youth, ages three through 21 years.
These areas of practice, as illustrated below include:
Inclusive Instructional and Organizational Leadership
This area of practice involves four key strategies that are actualized through the use of the OIP continuous improvement framework and associated leadership team structures [District Leadership Teams (DLT), Building Leadership Teams (BLTs), Teacher-based Teams (TBTs)]. These strategies are: (1) promote system-wide learning; (2) prioritize the improvement of teaching and learning; (3) build capacity through support and accountability; and (4) sustain an open and collaborative culture.
Capacity Building through Professional Capital
This area of practice is a key function of districts (DLTs, central office personnel) that is necessary to ensure every child, regardless of race, socio-economic status, or disability label, has equitable access to educators who are skilled and supported in the use of inclusive instructional practices. Capacity building involves the critical functions of selecting and developing all personnel through professional development and coaching and engaging all personnel in inquiry and learning processes through participation in peer-to-peer networks (also referred to as networked improvement communities or NICs) at the district (DLT), school (BLT), and classroom (TBT) level. The effective development of individual and collective instructional capacity does not happen without effective leadership.
Inclusive Instructional Practices
This area of practice entails the effective use of inclusive instructional practices in all classrooms in all schools within a district. These practices are essential for every child, giving him or her rich and engaging opportunities to learn the foundational skills, academic content, reasoning skills, and social-emotional skills needed for life.
Priorities set by ODE program offices (e.g., Center for Continuous Improvement, Office for Exceptional Children, Office of Early Learning and School Readiness, Office of Integrated Student Support, Office of Approaches to Teaching and Professional Learning) should be addressed as part of the services SSTs provide to districts based on their tier designation. For example, helping districts use all personnel effectively to improve student learning is part of the support provided in the area of capacity building through professional capital. Coaching to improve knowledge and implementation of positive behavioral interventions and supports (PBIS) is part of the support provided to all districts by regional providers.
A set of agreed-on measures, once fully implemented, will be used to assess district performance and progress in each of the three areas of practice, design specific SST services to be provided in each area as applicable, and determine when and how to fade SST support based on district progress in each area. For more information, go to the Measuring Progress tab.
Additional information about each of the three areas of practice is provided under the Going Deeper tab.