Ashland Equitable Mindsets Systems and Practices CCPL Statement of Interest.docx

ODE PROCUREMENT INFORMATION PAGECustomized Coaching & Professional Learning Program Statement of Interest Form

ESD/District/School: Ashland SD Contact: Joseph Hattrick Superintendent, Michelle Cuddeback Assistant Superintendent Date of Intake Call: 8/8/25 Location/City: Ashland, Oregon Nearest Airport: (only keep the most appropriate bullets)

· Medford Coaching & Professional Learning Interests (only keep the correct bullets):

· Equitable Mindsets, Systems and Practices

NTE: 40K

This Statement of Interest will be used for a (for ODE use only select one)

· Notice to several pre-approved vendors including:

· WestEd

· Community Design Partners

COACHING AND PROFESSIONAL LEARNING DETAILS PAGE

General Context for Coaching/Professional Learning (1 or 2 sentences).

· Note: There will also be a contract for early literacy in this district. Some of the language on the coaching context relates more to the early literacy element but this provides potential vendors awareness of the needs in the entire system.

Following a severe budget reduction in the 24-25 school year resulting in a significant loss of staff. Class sizes have increased and there are more teachers finding themselves leading multiage classrooms than before, many for the first time. They want to focus on PD for staff on how to meet student needs and track progress (PLCs) through coaching and feedback loops. There is some fear and confusion resulting from the funding losses and district leadership wants to ensure that teachers are equipped to meet changing needs. Need it to be a coaching model that is focused on support for the individual teacher and relational/supportive nature. The district is currently catching up on two curriculum adoptions this coming year. This is the year they are stabilizing, focusing on moving forward and focusing on educational excellence.

Have you worked with a partner or group prior to now that you have paid? No ODE Regional Support: Jennifer Molan Does your ESD offer technical assistance, professional learning, or coaching in this area? Some supports are provided, however the district is interested in enhanced and more targeted in-district support across grades.

Are you willing to engage ESD staff in your CCPL partnership if granted? Only in the case that teachers are comfortable and that it works with the district dates and plan.

Details regarding Coaching/Professional Interest Needs. Be sure to explain how your community engagement, needs assessment or data is indicating this as a need (short paragraph or two):

Deepening curriculum approach - meeting students where they are. Students and families have rated academic rigor fairly low on our perception surveys. Our community and teachers have expressed concerns about multiage classrooms at the elementary level and we want to ensure teachers have adequate support for differentiating learning. All elementary teachers are implementing a new language arts curriculum this year. The opportunity for individualized coaching support to meet the various needs of our teachers as they continue to deepen their understanding of the Science of Reading along with a new curriculum and new structure (multiage classrooms) could really help our teachers embrace this opportunity and see real gains in student achievement.

Ensuring equitable mindsets, systems, and practices - Our secondary teachers will enhance their skills in Universal Design for Learning to reach and engage all learners. Our student and family perception data consistently ranks low in engagement and academic challenge. The middle school and high school staff will begin work in essential skills and ensure a guaranteed and viable tier I curriculum for all core classes and all students. Coaching to highlight opportunities for broadening/differentiating access for all learners will help us reach the goal of increasing student engagement and achievement.

Intended Goal or Outcome of Coaching/Professional Learning:

· Teachers gain confidence teaching blended grades and deepen their expertise with new curriculum and instructional approaches aligned with the SOR

· Secondary students report greater levels of engagement through implementation of UDL principles/strategies.

How will you manage time needed in order to coordinate with/implement the coaching recommendations?

· Michelle will coordinate internally and with vendor What will your plan for sustaining systems be after this partnership concludes?

Regular feedback through administrator observations. Partnering with SOESD for adolescent literacy. Instructional coaches will carry the work forward to ensure sustained practice as well. We have utilized peer-to-peer models in the past and can leverage that structure to partner teachers for continued growth.

Potential Challenges for Vendors:

Vendor Preference? (Optional – indicate if you have a current or know of a vendor that you’d like to partner with – this is not guaranteed) Ribbit for Early Literacy Desired Beginning Date: ASAP Preference for In-Person or Virtual Coaching: Mostly in person with some virtual Demographics: Please see the district At-A-Glance Report Card here by typing in Ashland SD5

Mapping Coaching and Professional Learning to Key Indicators of Growth

Related LPTS & Progress Markers Longitudinal Performance Growth Targets (LPGTs) are required by each district that participates in SIA funding (virtually all Oregon districts). They are important to consider when developing coaching plans and may, over time, be important for the coaching vendor to attend to when providing intermittent updates on progress made via coaching services.

Districts also report programmatic and budget progress quarterly, attending to the potential growth toward key Progress Markers in those reports. Progress Markers inform behavioral and systemic changes long before the types of outcomes captured in LPGTs are seen or realized. Coaching vendors should attend to these Progress Markers when providing progress reports on coaching to the districts served.

Suggested alignment between the LPGTs and Progress Markers and Coaching Focal Areas are as follows:

· Early Literacy

· 3rd Grade Reading

· PM 3 (Data Teaming), 4 (Literacy Inventory) and 8 (Literacy Plan/Program)

· Equitable Mindsets, Practices & Systems

· 9th On Track

· Regular Attendance

· At a minimum,

· PM2 (Equity tools are utilized in continuous improvement cycles)

· PM 8

· PM 10

· Additional PMs may be addressed in the coaching planning and reporting 2025-2026 School Year Coaching Request 1 image1.png