Port Orford Langlois Statement of Interest for Coaching~1.docx

Statement of Interest for Coaching & Professional Learning

ODE PROCUREMENT INFORMATION

District/School: Port Orford Langlois School District 2CJ – Driftwood Elementary School and Pacific High School Contact: Aaron Miller - Superintendent Date of Intake Call: June 12, 2025 Location/City: Port Orford, Oregon Coaching & Professional Learning Interests (only keep the correct bullets):

· Leadership for General Continuous Improvement

NTE: (for ODE use only) 25,000 This Statement of Interest will be used for a (for ODE use only select one)

· Notice to several pre-approved vendors including:

· Direct Assignment in the case the vendor is the only option for the requested focal area or combination of focal areas.

COACHING AND PROFESSIONAL LEARNING DETAILS

General Context: There is a 2nd year and 1st year principal in two of the buildings - wanting to build systems of inclusive leadership with staff and build their capacity to lead for implementation in a MTSS model at all levels K-12. Wanting to build consistent universal practices in how we lead for instruction and evaluate progress as a district leadership team.

ODE Regional Support: Jennifer Molan Regional ESD & IP Contact: Laurel Smalley Are there existing coaching or professional services offered through this ESD for this focal area? This is not a coaching focal area provided by the ESD.

Nearest Airport: (only keep the most appropriate bullets)

· Eugene

· Medford

· Southern Oregon Regional (North Bend) Coaching/Professional Interest Need:

Port Orford Langlois is implementing an MTSS model in line with their district shared vision for readiness. There are two buildings - Driftwood ES and Pacific HS. Elementary uses Wonders for ELA with all teachers and assistants learning ECRI and this is showing good results. We use iReady Diagnostics and Dibels to collect data on student progress. There is a newly formed Title 1 program with a reading specialist and assistants for small and individualized interventions. Teaching and learning communities in the middle and high schools are under construction as collaborative structures that help staff examine student progress and support their needs are developing.

Intended Goal or Outcome of Coaching/Professional Learning:

· Leaders build their capacity to lead for the district initiatives and to support implementation efforts over time.

· Support staff to participate in a distributed leadership model by taking responsibility for the efficacy of classroom outcomes.

Potential Challenges for Vendors:

· New leaders

· Distance and remote location of the district

· Changing staff/turnover (difficult to maintain staffing w/cost of living)

· The needs for implementation support over time that is sustainable

· Time commitment for staff who are wearing many hats Vendor Preference? Inflexion

Desired Beginning Date: Planning to begin ASAP for support in the 25-26 school year Preference for In-Person or Virtual Coaching: Some virtual planning is okay but prefer most of coaching to be in person.

Demographics: Please find the district At-A-Glance report card and demographics here by typing in Port Orford-Langlois SD 2CJ

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 Progress Markers and Coaching Focal Areas are as follows:

All district and school LPGTs will be impacted by this coaching plan. They include:

· 3rd Grade Reading Proficiency

· K-12 Attendance

· 9th Grade On-Track to Graduate

· 4-Year Graduation

· 5-Year Completers In addition, there will be progress markers that this coaching supports. Those will need to be identified in the coaching plan and reported upon in the quarterly reports provided by the vendor.

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