Medford CCPL Statement of Interest.docx

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

ESD/District/School: Medford SD Contact: Megan Young Date of Intake Call: 3/13/26 Location/City: Medford, Oregon ODE Liaison: Brea Cardiel Statement of Authenticity for Request:

This request is authentically based on support you need in order to improve systems that in turn improve student outcomes and that no approved CCPL vendor (ESD, company or individual) or their associates/affiliates have encouraged you to request a CCPL partnership for this coaching or professional learning focal area or explained that you could preference their services on this request.

Yes/No

Nearest Airport: (only keep the most appropriate bullets)

· Medford

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

· Early Literacy

· Adolescent Literacy Not To Exceed: (for ODE use only) $175,000.00 This Statement of Interest will be used for a (for ODE use only select one)

· Notice to several pre-approved vendors including:

· Consortium on Reaching Excellence in Education

· TNTP

· WestEd

· Sterling Consulting

· Education Northwest

· Educational Excellence

COACHING AND PROFESSIONAL LEARNING DETAILS PAGE

General Context for Coaching/Professional Learning and (1 or 2 sentences). Be sure to provide context and evidence that demonstrates the need for this coaching.

To meet the CLSD coaching requirements as a CLSD grantee.

These are the number of schools in the Medford SD:

13 K-5 schools

· One of the ES has a dual language program K-5 1- K-8 school 3 - 6-8 schools 3 - 9-12 schools Noting: Large percentage of EL students in all schools What evidence supports this as a priority coaching area? Examples include: accountability details, integration application notes (needs assessment, priority outcomes), focal student group growth and/or community input, progress toward LPGTs.

This is a district that was eligible for and received a CLSD grant Have you worked with a partner or group prior to now that you have paid (to support this area of coaching)?

Not for literacy Does your ESD offer technical assistance, professional learning, or coaching in this area?

· If yes, what additional supports will this opportunity provide beyond the existing ESD supports?

The district’s needs are different than the needs of other smaller districts in the region and as such, a more customized approach with the district is desired. If other districts in the region selected the same vendor there is some willingness to explore potential regional leadership communities of practice in partnership with the ESD if the district was able to help craft an agenda that would meet their unique needs.

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):

In the 22-23 SY the district started developing curriculum guides to go along with Amplify. Common pacing and delivery expectations. This was launched in 23-24 SY and are still struggling with implementation and desire to implement with fidelity and are concerned about the timeline that would be expected in order to see outcomes for students. Analogy is: we have the ingredients to cook the souffle but the souffle is still falling flat. An external partner is desired to come in and provide another viewpoint and guidance to help grow the program.

Assessments: iReady (diagnostic), Foundational Skills Screener adapted from CORE and matched to Amplify.

K-5 - implementation fidelity challenges, PD needed for SOR and writing instruction - Amplify MS - CLSD funds have had content teachers - literacy PD - playing with intervention and trying to finalize the approach. SAVAS My Perspectives HS - CLSD funds have had content teachers - literacy PD SAVAS My Perspectives Each year of the grant, CLSD grantees are required to participate at least four times annually in state-provided coaching and professional learning focused on Leading for Literacy.

· Development of District-Specific Literacy Plans (begins in 2026-27)

· Aligned with the Oregon Early and Adolescent Literacy Frameworks and inclusive of CLSD grant requirements

· Guidance and coaching as local literacy plans are put into action

· Implementation Support for Literacy Leaders

· Tools and strategies to assess fidelity and effectiveness

· Monitoring Implementation Progress

· Monitoring CLSD Performance Measures, including: Ensuring 80% of literacy staff implement research-aligned, high-quality core instructional materials for Language Arts in grades K–12 with fidelity

· Addressing Problems of Practice As identified by participants within each region (or, in this case, the district) Intended Goal or Outcome of Coaching/Professional Learning:

· Strengthened literacy programming and systems

· Strengthen leadership for literacy, instructional pedagogy with an emphasis on both fidelity, SOR and student engagement

· Improved interim and annual student outcomes How will you manage time needed in order to coordinate with/implement the coaching recommendations?

Megan Young will coordinate the coaching, limited time for professional learning due to contract, in-person and job embedded coaching will work better What will your plan for sustaining systems be after this partnership concludes?

After the partnership concludes, the district will sustain literacy systems by embedding coaching strategies into existing structures and routines. The K–12 district literacy plan will guide ongoing professional learning, progress monitoring, and job-embedded support. Leadership and PLCs will continue analyzing student data, refining instruction, and maintaining fidelity to research-aligned materials, ensuring continuous improvement in literacy outcomes.

Potential Challenges for Vendors:

· Diverse student population: Large percentage of English Learners (ELs) across all schools requires culturally responsive and differentiated approaches.

· Varied school configurations: 13 K–5 schools (one dual language), 1 K–8, 3 middle, and 3 high schools; coaching must be tailored for different grade spans.

· Implementation fidelity: Ensuring consistent use of curriculum guides, instructional materials, Science Of Reading and writing strategies across K–12.

· Time and scheduling constraints: Limited Professional Learning time highlights the need for in-person and job-embedded coaching.

· Sustaining engagement: Maintaining momentum and alignment with the district literacy plan post-partnership.

· Coordination across levels: Aligning literacy initiatives while responding to diverse needs and assessment data.

· District coaching culture: Leadership is receptive to coaching and professional learning, while teacher perspectives vary; this presents an opportunity to build a collaborative foundation for implementation.

Desired Beginning Date: ASAP Preference for In-Person or Virtual Coaching: In person, no virtual or blended coaching is permitted with the exception of planning time with the district Demographics: Please see the district At-A-Glance Report Card here by typing in Medford SD 549C

Mapping Coaching and Professional Learning to Key Indicators of Growth

The subsequent coaching plan and quarterly coaching reports that will be provided by the vendor must include the following measures of evidence:

· Interim Literacy Assessment results K-8

· Annually PGTs

· 3rd grade ELA

· 9th grade on track

· A systems level implementation element (to be selected from ODE’s CCPL Progress Monitoring Framework)

· A measure of participant outcomes (to be selected from ODE’s CCPL Progress Monitoring Framework)

· Additionally, the CLSD grant requires that CCPL coaching assist the district in monitoring the use of HQIM with an expectation that 80% of staff are using the resources with fidelity

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