Statement of Interest - Stanfield SD.docx

Statement of Interest for Coaching & Professional Learning

ODE PROCUREMENT INFORMATION

District/School: Stanfield School District Contact: Beth Burton Date of Intake Call: 4-17-25 Location/City: Stanfield School District Coaching & Professional Learning Interests (only keep the correct bullets):

· Supporting Multi-Lingual Learners

NTE: $50,000.00

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

· Notice to several pre-approved vendors including:

· Education Northwest

· Ed Excellence

· TNTP

· WestEd

COACHING AND PROFESSIONAL LEARNING DETAILS

General Context: This is one high school district that serves the K-12 population on one campus. The district administration is also located on this campus. There is a Superintendent, a Secondary Principal and an Elementary Principal. There are a total of 48% LatinX and adding Hispanic and Multiracial brings the percentage to 52% and 27% Ever English Learners. 36% Poverty Rate. The Secondary School has been identified as a Targeted school in multiple academic areas including ELA Achievement, ELA Change, Math Achievement and On-Track to English Language Proficiency for English Learners. Students experiencing disabilities is another category of focal student that are in need of support, and there is a high percentage of English Learners who are also identified for special education. This is a high poverty district.

ODE Regional Support: Angie Gunter Regional ESD: Jennifer Pambrum Nearest Airport: (only keep the most appropriate bullets)

· Tri Cities, WA (45 mins away)- This is what the superintendent recommended

· Pendleton (Portland airport to Pendleton Airport followed by ½ hour drive)

· Portland (3 hours)

Hotel: Hermiston Oregon (Holiday Inn recommended)

Coaching/Professional Interest Need: District leadership is interested in support assessing their programming for ELs to identify potential areas of growth. There are both newcomers at the Secondary School and students who are learning English who begin school earlier in the system. Recently, there has been high turnover rate for their ELD teaching position. Implementing suggested change ideas as well as teaching strategies to support English Learners with contractor support is also of interest.

Intended Goal or Outcome of Coaching/Professional Learning: (Examples: Teachers will become more confident in building family connections; teachers will learn how to strengthen their delivery of our adopted curriculum; teams will be better prepared to make use of collaborative planning and data study time):

· The district will work to improve the systems and structures to support English Language Learners.

· Teachers will become more familiar with teaching strategies to support English Language Learners.

· Teachers will refine the use of teaching strategies to support English Language Learners in language acquisition as well as understanding of content area classes.

· District leadership will strengthen the feedback/coaching protocol for staff as they implement strategies for English Language Learners.

Potential Challenges for Vendors: Previous SIOP training efforts fell flat. Small and rural setting and the challenges associated with staffing and scheduling flexibility.

Desired Beginning Date: 25-26 SY but would love to begin planning sooner Preference for In-Person or Virtual Coaching: Prefer in-person coaching. May be open to some virtual planning sessions with administration.

Demographics:

· Grade Span: 6-12 (Secondary School)

· Teachers –

· ELA- 2.5 FTE

· Math- 2 FTE

· Social Studies- 2 FTE

· Science- 2 FTE

· PE/Health- 2 FTE

· Music- .3 FTE

· CTE- 3 FTE

· Sped- 1 FTE

· ELD- .5 FTE (in building only part time)

Related LPGTS & 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:

· Early & Middle School Literacy

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

· Community Engagement

· PM1 (engagement is authentic, consistent, and ongoing). PM5 (Two-way communication practices are in place), PM6 (Student agency and voice is elevated), PM11 (Schools strengthen partnerships with active community organizations and partners)

· Equitable Mindsets, Practices & Systems

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

· Fiscal Stewardship

· PM12 (high-quality spending and resource allocation review) Additional Progress Markers to consider tracking when planning coaching services and reporting on coaching progress:

· PM7, PM9, PM10, PM13, PM14, PM15

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