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Great Lakes East
Comprehensive Center

Record of Services

Winter 2010


State Manager: Frank De Rosa


Response to Instruction (RTI).
The Indiana Department of Education (IDOE), with the assistance of the Great Lakes East Comprehensive Center, is making great strides toward the creation of the department's RTI. IDOE has distinguished its RTI initiative by titling it Response to Instruction; in other state departments of education, RTI stands for response to intervention. As IDOE indicates in its January 2010 draft RTI guidance document, it has chosen RTI "to indicate the focus on all learners, on teaching and learning, and on the critical role of the teacher in providing the most appropriate instruction."

On January 26, 2010, IDOE presented its guidance document draft to a group of 26 stakeholders from across the state. The stakeholders represented elementary, middle, and high school educators from Indiana school districts, professional education organizations, teachers unions, parents, and institutions of higher education. The presentation featured the Indiana perspective on RTI from Lee Ann Kwiatkowski (director of differentiated learning at IDOE), the national perspective from Bruce Passman (technical assistance liaison at the National Center on Response to Intervention), and a description of the guidance document from Alyson Luther (English language learning specialist at IDOE) with Anna Shults (literacy specialist at IDOE). In one of the segments of the event, stakeholders were invited to offer questions, concerns, and recommendations for the department's RTI leadership team to consider as the guidance document draft is finalized. Kwiatkowski commented after the presentation to stakeholders, "I am grateful to the RTI stakeholders, who provided suggestions for improvements in their respective areas of expertise to Indiana's Response to Instruction guidance document. Indiana's guidance document focuses on all students and is unique in that we address high ability as well as struggling learners. It will be a useful resource for teachers, principals, district staff, and parents."

Stacy Rush (senior research analyst at the American Institutes for Research) and Frank De Rosa (Indiana state manager) of Great Lakes East were integrally involved in the planning and facilitation of the presentation. They will continue to provide IDOE with support as IDOE's RTI guidance document is completed and moves into implementation and information planning and the development of an RTI toolkit for districts.

Professional Development Mathematics Pilot. The professional development mathematics pilot is under way in Indiana, with a primary emphasis on algebra for Grades K–8. IDOE is piloting a new instrument for identifying professional development needs in mathematics. The instrument, Identifying Professional Development Needs in Mathematics: A Planning Tool for Grades 3–7 , was developed by Russell Gersten, Ph.D., executive director of the Instructional Research Group, professor emeritus in the College of Education at the University of Oregon, and director of the mathematics strand at the Center on Instruction. In January 2010, a small team came together to align the Indiana State Mathematics Standards (Grades 3–7) to the National Mathematics Advisory Panel Benchmarks for the Critical Foundations of Algebra, contained in the instrument. The team consisted of Trish Koontz (Kent State University and the Center on Instruction), Trice Black (mathematics specialist at IDOE), and Lisa Palacios (senior program associate at Learning Point Associates). As commented by Black, "The IDOE is excited to be a participant of the Needs Assessment for Mathematics Professional Development pilot. Being able to provide targeted professional development will allow us to better serve our educators, which in return will better service our students" (T. Black, personal communication, February 5, 2010).

School Improvement

Migrant Education, Title I, Part C. Continuing the work of the previous months, Great Lakes East assisted IDOE in strengthening its Indiana Migrant Education Program (IMEP). The first request was to improve the project applications from the district directors of migrant education. IDOE staff believed that a stronger plan, tied directly to student achievement, would improve the likelihood of increased student learning.

With this outcome in mind, Great Lakes East and IDOE developed a two-stage approach: (1) conduct internal professional development for the IDOE migrant and English language learning staff and (2) implement professional development for the district directors of migrant education programs. The professional development of IDOE staff, held in November 2009, allowed for similar knowledge and skills to be obtained among staff and for the development of a training agenda for the migrant education directors that followed research-based professional development practices.

The workshop, held on November 19, 2009, was coconducted by Jayne Sowers, Ed.D., of Great Lakes East, Lauren Harvey, coordinator of English language learning and migrant education at IDOE, and Kristen Perry and Alyson Luther, English language learning specialists at IDOE. The directors learned of Indiana's vision and plan, practiced writing SMART goals, developed corresponding measures of effectiveness, and translated the goals and measures into a template that aligns to the project application. The directors reviewed one another's goals and received feedback as a critical portion of the day. A few weeks later, IDOE and Great Lakes East reviewed the finalized migrant education district goals and determined they were the "best ever" but that more work will need to be done to make them even stronger in the future. This measurable goal process will be integrated into the IMEP district grant application process for 2010–11. IDOE and Great Lakes East will continue to partner in the work on migrant education.

English Language Learners, Title III. In the late fall and into the winter, IDOE and Great Lakes East began to address the needs of districts whose students were not meeting the state targets for English language development and academic achievement for limited English proficient (LEP) students. These targets are referred to in Title III as annual measurable achievement objectives (AMAOs) and are set by each state based on a formula. They represent the targets that districts are required to achieve on a yearly basis. According to Title III, AMAO targets must include:

  • Annual increases in the number and percentages of LEP students making progress in learning English
  • Annual increases in the number and percentage of LEP students attaining English proficiency (as measured by a valid and reliable assessment of English proficiency)
  • Making adequate yearly progress (AYP) for LEP students under Title I
If a Title III recipient (district) has failed to meet the AMAOs for two consecutive years, the development of an improvement plan specifically addressing the factors contributing to failure is required.

Based on 2008–09 AMAO determinations, five Indiana school districts did not meet the AMAO targets for two years consecutively. As part of the requirements under Title III, IDOE is required to provide support to each of the districts. Together, IDOE and Great Lakes East developed a plan of support. In December 2009, Jayne Sowers, Ed.D., of Great Lakes East provided internal professional development for the IDOE Title III staff. The professional development focused on the topics of research-based professional development, statewide systems of support, and analyzing district data to determine need. Additional planning meetings in January culminated in the "Title III Annual Measurable Achievement Objective Improvement Plan Workshop" held on January 29, 2010.

The workshop led the districts through a five-step process: (1) analyze student data, (2) develop findings, (3) research and observe curriculum, instruction, and formative assessments, (4) compare to own curriculum, instruction, and formative assessments for English language learners (ELLs), and (5) use findings from steps 1–4 to develop the AMAO improvement plan. Each district received support from a facilitator with extensive experience in the ELL field, including IDOE staff Lauren Harvey, Kristen Perry, Olga Tuchman, and Amy Bush and ELL Department Chair from Ben Davis High School Martha Sacks. After submission in February, improvement plans will be reviewed, and additional supports for the districts will be determined.

Special Education. In an effort to better serve its students with special needs, IDOE determined to establish six Indiana Resource Centers for Improvement Activities. The purpose of the centers is to assist districts and schools in reforming and improving supports and services for children with disabilities in order to meet their unique needs and improve their educational outcomes. The centers are based on the 20 compliance and performance indicators that the U.S. Department of Education, Office of Special Education Programs, requires of states to address in their performance plans and reports and the results of districts' needs assessment survey conducted by IDOE. The focus areas of these centers are:
  • Autism
  • Effective assessment and instruction
  • Effective and compliant individualized education programs
  • Effective evaluations
  • Positive behavior supports 
  • Transition to adulthood
After announcing the grants in November 2009, IDOE sought Great Lakes East's assistance in providing external reviewers of the two-phase process: (1) review and score the written applications, and (2) interview and score the applicants' presentations. In January 2010, six Great Lakes East members reviewed the applications, using an IDOE-created rubric, and several weeks later, three Great Lakes East staff interviewed the applicants in person, using a set of questions developed by Great Lakes East. Using both sets of scoring rubrics, IDOE determined the recipients of the awards, with a guarantee that the process had allowed for unbiased, nationally represented reviewers through Great Lakes East.


State Manager: Gary Appel

Teacher Quality

State Individual Professional Development Plans
. Novice teachers from several schools across the state currently are participating in the field test of the Michigan Department of Education's (MDE's) newly developed electronic version of the individual professional development plan template and associated support materials. The field test was launched in September 2009 by having mentors, beginning teachers, and school principals participate in a half-day professional development session codesigned by staff from MDE's Office of Professional Preparation and the Great Lakes East Comprehensive Center. Additional guidance for the field test is being provided by the American Institutes for Research and Western Michigan University. The professional development sessions introduced participants to the individual professional development plan purpose, processes, template, and online tools. Novice teachers, with support from their mentors, were given time to use the online tool as a first step in planning their own professional development.

Preliminary survey results from the sessions suggest that, in general, novice teachers, mentors, and principals find the individual professional development plan a useful tool for planning their professional development, improving their practice, and improving student learning. In addition, participants found the individual professional development plan easy to navigate and useful for educators at all levels of experience. Participants did recommend increasing the amount of time for the training and offered some suggestions on how to make the individual professional development plan even more user friendly. Additional survey data will be collected throughout the remainder of the school year as the novice teachers complete the individual professional development plan to determine if additional changes need to be made or online tools developed. Telephone surveys also are planned. At the conclusion of the field test at the end of the 2009–10 school year, Great Lakes East will assist MDE in planning a statewide rollout of the individual professional development plan template and support materials as well as related professional development.

Recently, Great Lakes East has received a request from Deputy Superintendent and Chief Academic Officer Sally Vaughn, Ph.D., to help MDE bring coherence to professional development activities at MDE and review the current State Board of Education professional development policy. Based on the review, MDE will expand and revise the policy to align with the National Staff Development Council's new definition of professional learning and MDE's direction as articulated in the Race to The Top proposal. Great Lakes East also has been asked to advise MDE's cross-functional professional development team about the development of a rubric to guide the design and implementation of professional development within requests for proposals issued by MDE departments. In response to these requests, Great Lakes East has been conducting the policy review, examining effective policy and practice in other states, and collaborating with Learning Point Associates' policy group regarding the nature of well-written policy. Great Lakes East expects to provide draft policy recommendations and samples of criteria for requests for proposals to Dr. Vaughn and the cross-functional team in March 2010.

State Teacher Preparation System Revision. Great Lakes East and the National Comprehensive Center for Teacher Quality continue working with MDE and the Professional Standards Commission for Teachers (PSCT) to design a Michigan Framework for Excellence in Teacher Preparation. A work team from PSCT is gathering information from the larger committee regarding teacher preparation beliefs and assumptions and resources to support the work. During a December 16, 2009, meeting, the work team discussed the implications of recent legislative changes, the Race to the Top proposal, and the role of alternative route providers as they pertain to the creation of a framework for teacher preparation in Michigan. The next steps for the work team are to draft initial guiding principles for teacher preparation and seek feedback from the larger PSCT committee at the next committee meeting on March 11, 2010.

As one of the new support focus areas this year, initiated in December 2009, Great Lakes East is supporting the work of the Three-Tier Licensure committee by researching how other states approach licensure and providing technical assistance and expertise to the committee. The committee consists of MDE staff, faculty from institutions of higher education, teachers and administrators, the two teachers unions, and other professional organizations. The committee began its work in spring 2008 to develop a three-tier teacher licensure system in Michigan. This new certification and licensure system is expected to create a continuum of teacher development beginning with the formal professional preparation program and continuing throughout the entire career of the teacher. The system will encourage a seamless transition from one state of a teacher's development to the next by maintaining a coherent focus on specified expectations. The Professional Standards for Michigan Teachers, adopted by the Michigan State Board of Education, will be integral to assessing a teacher's professional growth and development. The certification and advancement also will be informed by evaluation results. Career ladders will be offered for teachers, providing increasing levels of responsibility, opportunity, and leadership within the teaching profession. The committee's work is influenced by the National Council for the Accreditation of Teacher Education guidelines for a three-phase continuum of teacher preparation and development.

To advance the work of the committee, three subcommittees have formed, and each is charged with developing a different level of certification:

  • The Provisional Certificate/Induction subcommittee is charged with restructuring the provisional teaching certificate, which is the initial license in Michigan; recommending changes needed to strengthen the mentoring and induction that occurs during the first three years of teaching; and developing the process and forms for the employing school district to validate the growth of its teachers for recommendation for advancement to the standard certificate or renewal of the provisional certificate. The individual professional development plan will be an integral component of this level of certification.
  • The Standard/Advanced Certification subcommittee is charged with developing the requirements for a new intermediate level of licensure (the standard certificate) and the advanced-level certification (the professional education certificate). This committee will develop a practice-based professional development plan that is a continuation of the individual professional development plan that addresses the teacher's content and/or pedagogical skills as the teacher works with students. It also will determine the academic/coursework requirements for advancement to the professional education certificate.
  • The Transition subcommittee is examining the impact of moving to a three-tier system on the current system. Currently, the three-tier licensure system applies only to teachers. Once in place, MDE will begin to identify the necessary stakeholders to design a similar system for administrators. Based on the Michigan's Race to the Top proposal, the certification and licensure system should be completed and implemented by the end of the 2010–11 school year.
    High School. 
High School Redesign. MDE continues to work toward the development of a strategic plan for high school redesign in Michigan. After reviewing strategic plans from other states, MDE's newly formed High School Unit, and members of MDE's High School Core Team, facilitated by Great Lakes East, agreed that Vermont's High Schools on the Move initiative provided the basis for a model Michigan can use to develop their redesign plan. On January 15, 2010, Bersheril Bailey, Great Lakes East senior consultant, and Reniero Araoz, MDE consultant and North Central Association liaison, cofacilitated a cross-walk meeting to ensure that Vermont's plan aligned to Michigan's School Improvement Framework. Doug Walker, Great Lakes East subcontractor from RMC Research Corporation, and Mark Coscarella, interim supervisor of MDE's Academic Support Unit, worked with representatives of the high school unit during the full-day cross-walk meeting.

Alternative High Schools. Members of MDE's Alternative Education Focus Group identified the area of serving students with disabilities as an area of concern and requested input from the MDE Office of Special Education and Early Intervention Services. During the November 12, 2009, focus-group meeting, Great Lakes East facilitated a discussion with Eleanor White, Ph.D., assistant director of the Office of Special Education and Early Intervention Services. The group had the opportunity to ask questions and to learn more about how to serve students with disabilities in alternative high schools. Great Lakes East shared the IES Practice Guide on Dropout Prevention recommendations with the Alternative Education Focus Group members during a follow-up meeting in December 2009. An electronic copy of the Practice Guide was provided to all members.

Statewide System of Support

Michigan's Statewide System of Support. Great Lakes East continues to facilitate MDE's Pacesetting Academy Team monthly calls and distance learning sessions with the Center on Innovation & Improvement as they redesign the statewide system of support. To increase cross-office collaboration at MDE, three new members have been added to the team: Shirley Young, Office of Special Education and Early Intervention Services; Krista Ried, Office of Professional Preparation; and Chris Janzer, Office of Educational Assessment and Accountability.

The third distance learning session, hosted by the Center on Innovation & Improvement on January 20, 2010, focused on differentiation and the statewide system of support. The team learned about ways to measure and diagnose what levels of supports might be needed by different schools and how to ensure that the statewide system is operating in a way that effectively provides the needed supports to districts and schools. Great Lakes East also facilitated a review of the Center on Innovation & Improvement's evaluation rubric document.

On October 8, 2009, with the assistance of Program Specialist Jennifer Reed, Great Lakes East introduced MDE's Statewide System of Support Core Team to SharePoint, an online tool that the team will use to increase its communication and documentation efficiency. After gathering input from the core team, a demonstration site was developed. Core team members practiced using the site during the December 10, 2009, meeting and received additional training on January 14, 2010. The core team now will continue to use SharePoint to document its work, coordinate communication, and plan activities.

English Language Learners. The MDE English language learner (ELL) capacity-building effort, providing Sheltered Instruction Observation Protocol (SIOP) training of trainers, continues in Michigan and is led by Great Lakes East subcontractor the Center for Applied Linguistics (CAL). There are two primary goals of this effort: (1) provide ongoing support and development of the first group of SIOP trainers (Cohort 1), and (2) initiate a second training of trainers (Cohort 2) beginning in summer 2010. To address the first goal, a second follow-up meeting was held on January 29–30, 2010, with Cohort 1 trainers focusing on clarifying the MDE statewide plan, developing and refining local rollout plans, and providing additional support for trainers, including SIOP resources and administrative strategies. The second goal—to develop Cohort 2 training of trainers and implement three regional SIOP training activities—is currently in the participant recruitment and planning phase.

Great Lakes East continues to facilitate ongoing cross-office ELL core team meetings. The January 19, 2010, meeting focused on inservice and preservice issues related to ELLs. Michael Guerrero, Ph.D., associate professor of bilingual education at the University of Texas–Pan American, presented a webinar to the cross-office team with a follow-up discussion. This topic will continue at the next ELL core team meeting in March. The cross-department participants will focus on language, literacy, and cultural dimensions that are a part of current and emerging teacher preservice and inservice professional development. Furthermore, it is anticipated that a detailed plan, consistent with the ELL strategic plan and reflecting cross-department interests within MDE, will be developed to address the growing specialized needs of ELL students and their teachers.

Recently, on February 8–9, 2010, a joint MDE ELL Advisory Committee meeting was held in East Lansing, Michigan. This joint committee of two MDE offices—the Office of Education Improvement and Innovation and the Office of Educational Assessment and Accountability—convenes with the support from Great Lakes East and CAL and works to provide additional ELL insight into the critical needs of these two offices. The meeting addressed several areas: an update of the revised Five-Year ELL Strategic Plan, the Michigan Student Data System, resources and needs of low ELL-incidence districts, and the revised structure of the committee. In addition, the team initiated a restructuring of the Advisory Committee into workgroups to plan in three major areas. These workgroups addressed several topics. The administration workgroup focused on revisiting preservice and inservice requirements related to ELLs in the state; the professional development workgroup identified emerging topics for the upcoming statewide ELL directors meeting; and the assessment workgroup provided feedback on recent revisions to MDE's ELL assessment, the English Language Proficiency Assessment.

Response to Intervention (RTI). Great Lakes East continues to support RTI implementation efforts in partnership with MDE. In December 2009, representatives from MDE and a stakeholder leadership team, Great Lakes East, and Great Lakes East's subcontractors the American Institutes for Research and RMC Research Corporation worked together to plan a statewide RTI conference to be held in spring 2010. The theme of the event will be "One Common Voice, One Plan," and its primary purpose will be to integrate different perspectives and provide clarity for schools. It is anticipated that the conference will set the stage for continued implementation efforts through 2010–11. The goals for the conference include:
  • To increase implementation of RTI as a strategy for improving student performance within the context of the MDE School Improvement Framework
  • To provide an overview of the research/evidence base and national implementation efforts for RTI
  • To create a common understanding of principles common to all RTI models 
  • To provide exemplars of different RTI models implemented throughout the state
  • To solicit input from participants on technical assistance tools under development
On January 27, 2010, the Michigan RTI team met again and continued planning the statewide conference. In addition, they reviewed the cross-walk of RTI and the School Improvement Framework and made revisions. School improvement plans that included an RTI model and statewide RTI plans from other states were shared and discussed.


State Manager: Mark Mitchell

Assessment and Accountability

Data Support Systems and the Ohio Improvement Process.
Ohio's Race to the Top planning and application process has led to a reexamination of some current initiatives supported by the Ohio Department of Education (ODE) and the Great Lakes East Comprehensive Center. These initiatives include the design of a data aggregation and visualization tool linked to the Data Driven Decisions for Academic Achievement (D3A2) data warehouse and the design of a collaborative assessment system responsive to the Ohio Improvement Process. At a joint ODE and Great Lakes East planning meeting on January 25, 2010, recommendations were made to proceed with both of these initiatives with some modification and consistent with plans included in the longitudinal data systems and standards and assessment sections as described in the Race to the Top application.

While these initiatives will require a longer timeline for completion, work continues on developing data supports for the Ohio Improvement Process, especially support for implementation and monitoring of the plan. The Implementation Management and Monitoring (IM/M) Tool enables building and district leadership teams to track student performance toward learning goals as well as fidelity of adult implementation of strategies and action steps by buildings and across the district. Currently, ODE is working with a vendor to ensure that this tool is designed to accommodate current building and district implementation and monitoring processes. Adding graphics capabilities to this tool would help address a recognized need from the field for some way to visualize the progress-monitoring data in order to help buildings and districts better recognize the trajectory of student performance on common assessments as well as better connect student performance with adult implementation.

ODE recognizes that IM/M training for building and district leadership teams needs to be ongoing and universally accessible; this need has led to opportunities for training on demand through the use of Elluminate sessions. In addition, Ohio Improvement Process facilitators will have multiple opportunities to practice using these tools during planned regional trainings this spring.

Collaborative Assessment System Workgroup.
As described above, the collaborative assessment work will likely continue with some changes. One change will be to establish a common language based on a balanced assessment framework so that this work is consistently communicated and understood statewide and within ODE. In addition, the assessment system work should be situated within the assessment work envisioned in the Race to the Top application. This system touches on many aspects of future work in Ohio: the planned next phase of the performance assessment pilot project, implications for the next-generation assessment and accountability system, and assessments developed through the common consortia of states. Great Lakes East will collaborate with ODE's Center for School Improvement and Center for Curriculum and Assessment to try and move this work forward.

Credit Flexibility Implementation.
Great Lakes East continues to support statewide implementation of credit flexibility in many ways under the leadership of Tori Cirks, Great Lakes East consultant. With support from Great Lakes East, ODE has established an internal credit flexibility workgroup for several purposes: to develop guidance from ODE to districts that is focused on addressing structural and policy challenges to implementation, to design communication strategies that support sharing of best practices across Ohio, and to ensure alignment with other ODE initiatives. This group has met several times in the recent months: December 4 and 18, January 8 and 21, and February 5.

Some of the more notable challenges that the internal workgroup is wrestling with include guidance regarding athletic eligibility for students earning credit outside the school, business rules related to attendance and implications for per-pupil funding based on attendance, highly qualified teacher guidance, and options that students might take to "test out" of a course and the implications that these options might have for districts and teachers. On January 22, 2010, representatives from ODE, Great Lakes East, and the National Comprehensive Center for Teacher Quality (TQ Center) discussed the implications of credit flexibility for students who learn from adults outside of the school system and who are not contracted with the school (therefore considered not "highly qualified" under the law). The TQ Center subsequently has provided guidance focused on provisions for highly qualified teachers to ODE.

Great Lakes East is collaborating with the National High School Center to identify states that have credit flexibility policies and are implementing aspects of credit flexibility. The two centers collaborated to design a structured interview process, and the National High School Center currently is scheduling structured interviews with key state education agency staff in Florida, Texas, and Massachusetts. (The interview with Oregon occurred on January 29.) These interviews will produce tangible, specific examples of implementation as well as overarching policy supports in place in those states. As a summary of these interviews, a report for ODE will be developed and will include appendices with links to resources and artifacts in the form of documents, rubrics, and assessments used by these states.

Another key aspect of support is the site visits and cases of promising Ohio districts—those districts that are already implementing some aspect of credit flexibility. Great Lakes East made five site visits: North Union Local School District, New Boston Local School District, Delaware Area Career Center, Granville Studio of Visual Arts (partnership with the Granville School District), and Metropolitan Cleveland Consortium for STEM High School (part of the Cleveland School District).

Great Lakes East also is collaborating with the IDEA Partnership to help ODE organize communities of practice and provide support through training. The purpose of these communities of practice is to leverage the experience and expertise of stakeholders to drive strategy, solve problems related to implementation, promote the spread of best practices, and develop professional skills. At the February 5 Credit Flexibility workgroup meeting, Joanne Cashman from the IDEA Partnership presented a webinar to communicate more about communities of practice and how they might be structured.

Ohio Performance Assessments and International Assessment and Accountability Systems. Nick Pinchok, senior consultant from Great Lakes East, completed a technical report entitled A Brief on Performance-Based Assessment Technical Considerations From an International Perspective . He collaborated with an international network to produce this comparative study from several countries: New Zealand, Hong Kong (China), Finland, Queensland (Australia), Victoria (Australia), Cambridge Assessments (United Kingdom), Norway, and Scotland. Pinchok presented findings from the brief on January 21, 2010, before the technical advisory committee established by ODE as part of the performance assessment pilot project. This technical brief and the determinations of the technical advisory committee will be used by ODE to defend the use of performance assessments as these assessments become part of a redesigned assessment and accountability system in Ohio.

State Systems of Support

The following quotes are evidence that the Ohio Improvement Process is not just a stand-alone initiative but that it is closely connected and supported through a state system of support and that its systemic nature is dependent upon the broad implementation of leadership practices:

Ohio's State System of Support... is being designed to build the capacity at all levels (i.e., state, regional, district, and school) to continuously improve instructional practice and performance through the use of a structured four-stage process (the Ohio Improvement Process) that relies on a connected set of tools that are accessible and applicable to all districts and schools. Leadership, defined as a set of essential practices that must be implemented collectively across the system, provides a foundation for the [Ohio Improvement Process] by clarifying leadership roles/responsibilities at the district and school level and validating leadership team structures needed for quality planning, implementation, and ongoing monitoring on a system-wide basis (Performance Agreement for Ohio's State Support Teams, 2009–10). In turn, the [Ohio Improvement Process] provides an effective mechanism for enacting the Ohio Leadership Development Framework (Ohio Leadership Advisory Council, 2008).

Building capacity at all levels of the system—state, region, district, and building—to support and sustain the improvement process defines much of the collaborative ODE and Great Lakes East work in Year 5. A tangible demonstration of building capacity is the systematic efforts to transition from centralized training of state support teams and educational service center staff (organized by ODE with support from Great Lakes East) to regionally based training (organized and led by state-level design team members). Great Lakes East continues to provide strong support through facilitation and technical assistance to the state-level design team. Another example of building capacity to facilitate and sustain this improvement process is a focus on training internal (district) facilitators who can assume more responsibility as the external facilitators release some of their responsibility for facilitation.

Challenges to building a sustainable, systemic, and quality state system of support remain. Strategies and plans to meet these challenges have been developed by the state-level design team with support from ODE and Great Lakes East. Some of the primary challenges include inconsistency in content and delivery of facilitator training from region to region, lack of a quality assurance process for both materials and training, structural and behavioral norms that hinder districts from moving beyond planning to implementation and monitoring, lack of an articulated strong principal role within the leadership structures supported through this process, and unevenness in the level of understanding about the process across Ohio.

State-Level Design Team Cadre Work.
As noted in the fall 2009 Great Lakes East e-newsletter , the work of the state-level design team has been organized around three significant areas of work: Stage 4 evaluation of impact of the plan and process as well as state system of support, facilitator competencies and skills, and internal and external facilitator training. The state-level design team met on November 10–11 and December 8–9, 2009, and January 6–7 and February 2–3, 2010. These meetings resulted in the following accomplishments:

  • Stage 4 Cadre. This cadre now has articulated a framework for evaluation of the impact of the plan on student performance and adult implementation. It also has outlined a process for evaluation of the improvement process and the role of leadership structures (district leadership teams, building leadership teams, and teacher-based teams) and has begun to describe what that process might look like. The other aspect of this work is evaluating the overall health of the state system of support; an introductory piece describing what this means has been written.
  • Facilitator Competencies Cadre. This cadre has developed a draft set of facilitator competencies and skills needed by both external and internal facilitators of the Ohio Improvement Process. In addition, it has designed protocols and processes that can be used to measure or provide evidence of growth in developing these competencies and skills. These protocols and processes will be used by regional managers and others for the purpose of recruitment, informing regional decisions, professional development design, and quality assurance of the statewide system of support.
  • Internal and External Facilitator Development Cadre. This cadre has been extremely busy designing the structure and delivery of multiple regional training sessions for both external and internal facilitators as well as teacher-based teams. A part of this cadre is focused on producing online video modules that will offer ongoing training, especially for new people coming into this work. This cadre, under the leadership of Sheryl Poggi, Great Lakes East consultant, also has developed a teacher-based team guide that will be folded into the existing Ohio Improvement Process Facilitator Guide. In addition, this cadre designed and delivered the first teacher-based team training held on January 29, 2010. Another teacher-based team training is scheduled for April 19, 2010.


Record of Services from Summer, 2010

Record of Services from Spring, 2010

Record of Services from Winter, 2010

Record of Services from Fall, 2009

Record of Services from Summer, 2009

Record of Services from Spring, 2008

Record of Services from Winter, 2008

Record of Services from Fall, 2007

Record of Services from Spring, 2007

Record of Services from Winter, 2007

Record of Services from October, 2006

Record of Services from July, 2006

Record of Services from April, 2006