Linn Benton Lincoln ESD (Multiple Districts)-Statement of Interest for Coaching~1.docx

Statement of Interest for Coaching & Professional Learning

ODE PROCUREMENT INFORMATION

District/School: Linn Benton Lincoln Education Service District (LBL ESD) Contact: Jeff Brew jeff.brew@lblesd.k12.or.us

Tami DuFault-Toomb tami.dufault-toomb@lblesd.k12.or.us Coaching & Professional Learning Interests (only keep the correct bullets)

· Early Literacy

· Middle School Literacy Notice Information: (only keep the appropriate bullets) Location/City:

Professional Learning Sessions:

· Albany, Oregon Coaching Sessions:

· Albany, Oregon

· Alsea, Oregon

· Halsey, Oregon

· Harrisburg, Oregon

· Monroe, Oregon

· Mill City, Oregon

· Philomath, Oregon

· Sweet Home, Oregon

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

· Notice to several pre-approved vendors including:

· CORE (early literacy only)

· TNTP

· WestEd

· NTC (middle school literacy only)

· NTE Amount: 200,000.00

COACHING AND PROFESSIONAL LEARNING DETAILS

Date of Intake Call: 3/11/2024 Context: LBL ESD ODE Regional Support: Craig Harlow, Shawna Moran, Carolina Reyes and Xueyin Johnson Nearest Airport: Eugene or Portland Context & Coaching/Professional Interest Need:

Our region urgently needs to enhance literacy instruction and LBLESD believes that we can support districts by leveraging regional resources effectively. We are proposing a focus on providing foundational training in the science of reading for elementary and middle-level literacy performance. We propose a Summer kick-off for separate elementary and middle school cohorts, followed by district visits for direct coaching and support, including calibration with administrators. With districts hiring literacy coaches using Early Literacy Grant funds, it's crucial that administrators and coaches receive adequate training to provide effective feedback. Teachers require direct modeling and coaching of strategies. This approach aims to build capacity at all levels for improved literacy outcomes.

Foundational Training Sessions (Summer Kick-off): Target educators across grades (K-2, 3-5, 6-8) with essential literacy instruction skills. Tailored sessions deepen understanding for teacher teams, coaches, and administrators.

Classroom Coaching for Teachers (District Visits): Offers hands-on support and feedback to enhance literacy instruction practices for K-5 and 6-8 educators.

Instructional Leadership Coaching for Administrators (District Visits): Targets administrators to support school-wide literacy instruction. Coaching empowers leaders to enhance instructional quality.

Coaching for Reading Specialists/Coaches (District Visits): Provides specialized training and coaching to enhance literacy practices and collaboration among educators.

Foundational Training Sessions (Up to 14 days)

· K-2: 2 days of foundational training on the foundations of early literacy. Offered 3 times in the Summer (6 days total). For teacher teams, coaches and administrators.

· 3-5: 2 days of foundational training on elementary literacy. Offered 2 times in the Summer (4 days total)

· 6-8: 2 days of foundational training on adolescent literacy. Offered 2 times in the Summer (4 days total) Classroom Coaching for Teachers (Up to 165 days)

· K-5: 6 days of coaching for teachers (4/day) at buildings. Coaching to include co-teaching, modeling and observation feedback. (Up to 120 days total)

· 6-8: 6 days of coaching for teachers. Coaching to include co-teaching, modeling and observation feedback. (4/day) (Up to 45 days total) Instructional Leadership Coaching for Administrators (Up to 46 days)

· K-5: up to 6 (½ days) of coaching at buildings per administrator team. Coaching involves literacy “look-fors”, calibration and leadership moves. (Up to 60 ½ days- 30 days total)

· 6-8: up to 6 (½ days) of coaching at buildings per administrator team.Coaching involves literacy “look-fors”, calibration and leadership moves. (Up to 30 ½ days- 15 days total) Coaching for Reading Specialists/Coaches (Up to 60 days)

· K-8: 6 days of training/coaching for Reading Specialists/Coaches. Training focused on coaching strategies, literacy “look-fors” and collaboration.(Up to 60 days total) Planning Days (Up to 5 days) Total= 290 days/ 2320 hours of coaching Intended Goal or Outcome of Coaching/Professional Learning:

The intended goal of our Professional Learning plan for Early Literacy instruction is multifaceted:

Promote research-based practices: Our plan focuses on equipping educators with the latest research and evidence-based strategies in literacy instruction, ensuring that they are grounded in effective approaches supported by research.

Enhance literacy coaching skills: Through targeted professional learning, literacy coaches will develop their skills in providing effective support to teachers, including modeling, feedback, and collaboration, to improve literacy instruction school-wide.

Facilitate implementation of foundational reading skills: We seek to ensure that educators have the knowledge and tools necessary to effectively teach foundational reading skills, such as phonemic awareness, phonics, fluency, vocabulary, and comprehension.

Increase teacher efficacy in reading instruction: By providing comprehensive support and training, we aim to boost teachers' confidence and competence in delivering high-quality reading instruction, ultimately leading to improved student outcomes in literacy.

Increase 3rd, 5th and 8th Grade reading scores: We aim to improve students' reading proficiency by implementing evidence-based instructional practices and providing targeted support through coaching and professional learning.

Potential Challenges for Vendors:

Addressing diverse district sizes and geographic spread: Tailoring services and efficiently coordinating multiple site visits across a large region.

Teacher experience with literacy instruction: Addressing varying levels of teacher expertise.

Different curricula: Ensuring consistency across diverse curricular frameworks.

Vendor Preference?

Desired Beginning Date: Summer, 2024 Preference for In-Person or Virtual Coaching: In-person

Demographics:

2022/2023 District Enrollment

* Includes large on-line school

· Grade Span- 3 cohorts: K-2, 3-5 and 6-8

· Teachers: Potential participants from up to 9 districts:

· Student Focal Groups: In our region, Students with Disabilities, Latino Students and Economically Disadvantaged Students are performing significantly below the average in reading.

Related Longitudinal Performance Growth Target Metric:

· Third Grade Reading: The percentage of students proficient on statewide English Language Arts (ELA) assessments in 3rd grade.

Related Progress Markers:

· Data Teaming (3)

· Literacy Inventory (4)

· Action Research (7)

· Literacy Plan/Program (8)

· Foundational Learning Practices (10)