Description:
Why is this contract needed?
This contract is needed in order to identify qualified vendors who share our core values and can support Imagine Learning LLC/ EL Education curriculum implementation from kindergarten to grade 8 and StudySync ELA curriculum implementation from grades 9-12. We need vendors who can assist us in one or more of the following areas:
In-person professional development for teachers, school leaders on pre-identified professional development days as well as both in-person and virtual supplemental professional development for school-based instructional leadership teams (principals, assistant principals, teacher leaders), assistant superintendents, central office instructional staff who provide direct support to teachers and school leaders.
In-person instructional coaching for school-based instructional leadership teams (principals, assistant principals, teacher leaders), assistant superintendents, central office instructional staff who provide direct support to teachers and school leaders.
How is this work connected to the District’s plan to achieve Goals & Guardrails?
This work is connected to the District’s plan for every student to perform on or above grade level in ELA. Additionally, teachers and school leaders are the most important factor when it comes to student learning and academic growth. When educators feel supported, valued, and respected, they are more likely to stay in their roles and build strong relationships with students, which is paramount to student joy and academic achievement.Training abd preparing school staff members for their roles allows our schools to prioritize high-quality teaching and learning, and cultivate environments that are supportive and nurturing to both students and staff. Professional development and coaching for our staff will help move us towards the following:
Goal 1: The percentage of students in grades 3-8 who are proficient on the state ELA assessment will grow from 35.7% in August 2019 to 65.0% by August 2026.
-Leading Indicator 1.1: The percentage of students in grades 3-8 who score at or above grade-level on the District's within-year reading assessment in Fall, Winter, and Spring each year.
-Leading Indicator 1.2: Closing the Gap - The percentage of students, by subgroup, in grades 3-8 who score at or above grade-level on the District's within-year reading assessment in Fall, Winter, and Spring each year.
Goal 2: The percentage of 3rd grade students who are proficient on the state ELA assessment will grow from 32.5% in August 2019 to 62.0% by August 2026.
-Leading Indicator 2.1: The percentage of students in grades K-3 who score at or above grade-level on the District's within-year reading assessment in Fall, Winter, and Spring each year.
-Leading Indicator 2.2: Closing the Gap - The percentage of students, by subgroup, in grades K-3 who score at or above grade-level on the District's within-year reading assessment in Fall, Winter, and Spring each year.
Goal 4: The percentage of students who are proficient on all three state high school assessments (Algebra, Literature, and Biology) by the end of their 11th grade year will grow from 22.2% in August 2019 to 52.0% by August 2026.
-Leading Indicator 4.1: The percentage of students in grades 9-11 who score at or above grade level on the District's within-year math and reading assessments in Fall, Winter, and Spring each year.
-Leading Indicator 4.2: The percentage of students who are proficient on all three state high school assessments (Algebra, Literature, and Biology) by the end of their 10th grade year.
-Leading Indicator 4.3: Closing the Gap - The percentage of students, by subgroup, who are proficient on all three state high school assessments (Algebra, Literature, and Biology) by the end of their 10th grade year.
How will the success of this contract be measured?
The success of this contract will be measured by leveraging implementation indicators during ELA instruction classroom observations and professional learning survey feedback. This will support the District in assessing the extent to which schools are implementing EL Education and StudySync ELA curriculum with integrity.
When applicable, is this an evidence-based strategy?
This is an evidence-based strategy. The Elements: Transforming Teaching through Curriculum-Based Professional Learning is a challenge paper from Carnegie Corporation of New York that explores how professional learning anchored in high-quality curriculum materials allows teachers to experience the instruction their students will receive and change their instructional practices, leading to better student outcomes.
Curriculum-based professional learning invites teachers to participate in the same sort of rich, inquiry-based learning that new academic standards require. Such learning places the focus squarely on curriculum. It is rooted in ongoing, active experiences that prompt teachers to change their instructional practices, expand their content knowledge, and challenge their beliefs. This stands in contrast to traditional teacher training, which typically relays a static mass of information that teachers selectively apply to existing practice.
This vision of professional learning uses curriculum as both a lever and a guide, helping link teachers’ actions and ideas to new standards in a concrete, focused way. Done right, it can close the gap between the experiences we provide for teachers and those we want them to provide for students.
Curriculum-based professional learning calls for six major shifts:
(1) Focused on instructional materials with specific teaching strategies
(2) Repeated sessions, coaching, and feedback opportunities during teachers’ regular workdays
(3) Teachers grouped by the curriculum they are using
(4) Active learning experiences, such as practicing instruction or participating in lessons as students
(5) Curriculum-focused coaching and feedback for all teachers
(6) All teachers using new materials participate in curriculum-based professional learning
The vendors qualified through this action item add necessary capacity to address the six shifts listed above.
When applicable, was a larger community of District community members and/or stakeholders involved in this selection process? If so, what groups and how?
The selection process resulting in these vendor selections included a committee of District staff with relevant programmatic expertise who reviewed and evaluated each vendors’ RFQ responses. District staff included an Assistant Superintendent, Deputy Chief of Professional Learning, Directors of Teacher Coaches, Director of Professional Development, Executive Director of Curriculum & Instruction, Directors of Curriculum & Instruction, Curriculum Specialists, Professional Learning Specialists, and Network Staff.