Spreadsheet: 02b70a57-14d1-46d2-ba30-acf2e143acb3
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MDE DRAFT 11-14-11
Minnesota Blueprint for Literacy:  Achieving Success for 21 Century Learners
[NAME] of District & Site Level Leadership and Implementation Teams
adapted from © 2010 [NAME] and [NAME], State Implementation and Scaling up of Evidence-based Practices Based on the work of the EBISS group led by [NAME] in the Tigard-Tualatin District in Oregon.
DEFINITIONS:       This document refers to “District” Leadership and Implementation Teams.  This group works together closely to provide effective assistance to all schools and teachers in a “district” with demonstrable benefits to students, families, and communities.  “District” Leadership consists of those individuals with policy and management expertise who are responsible for oversight and supports for sustaining and improving student education in all schools.  “District” Leadership Implementation Teams have special expertise to help create and sustain school-based resources to assure that each teacher and staff person is using designated education innovations fully and effectively.  The title “District” Leadership and Implementation Team recognizes that leadership and implementation are necessary, either one without the other is insufficient for producing noticeable changes in education and student outcomes.  DIRECTIONS:     This document is designed to help districts assess their current capacity to support the full and effective uses of evidence-based academic and behavior practices and other innovations in schools and classrooms.  This tool can be used to assess capacity along several dimensions:  1) District Leadership and Implementation Team, 2) District Evaluation Measures, 4) Visibility and Political Support, 5) Funding, and 6) Action Planning with Schools.   This discussion is intended to be informative regarding how districts can support effective education in schools, and evaluative regarding current district capacity to provide such supports.  For items identified as “Partially In Place” or “Not In Place,” needed actions can be discussed and specific plans can be made to work toward having the item “Fully In Place.  Space is included for future progress checks.  Thus, this is an assessment for district capacity development and an assessment of district capacity development.   “District” Leadership and Implementation Teams are encouraged to use this as a working document.  Districts with many items requiring actions can review and update the plan each month.  Districts with many items “in place” can focus on sustainability and update the plan at least twice a year (e.g. October and April).
Core Component: | Fully In Place | Partially in Place | Not in Place | Evidence                                                                     (For items marked “Fully In Place,” provide evidence) | Staff Responsible                                    Date Completed | Needed Resources
Effective Instructional Leadership at ALL Levels |  |  |  | Needed Actions |  | (e.g., staff, training, funding, materials, etc.)
 |  |  |  | (For items marked “Partially In Place” or “Not In Place,” specify needed actions) |  |  | Progress Report
DISTRICT LEADERSHIP and IMPLEMENTATION TEAM
1.  The “District” has a Leadership and Implementation Team (DLIT) that includes the Superintendent and district-level administrators (representing curriculum and instruction, special education, Title programs, ELL, counseling, etc.) and school leaders. (Referred to as the “DLIT” in the rest of this document).
2. DLIT meetings are held at least once a month throughout the year.
3.  DLIT meets regularly with school based literacy teams (including early learning providers) to guide ongoing analysis of the services provided that are connected to positive outcomes for all learners.
4. DLIT promotes the use of innovative practices including integration of technology for engaging all learners in meaningful and relevant learning activities.
5. DLIT will ensure that literacy rich high quality learning environments are in place for all learners.
6. The DLIT has aligned district policies and procedures to more fully support the implementation of the district literacy plan
(e.g. revised job descriptions, pay scales, roles, functions, district organization structures).
7. The DLIT has practices, methods and monitoring strategies in place to assure teacher and staff competency, organizational supports, and effective leadership in each site.
8. DLIT has a process in place for review and evaluation of new initiatives, resources and activities that are aligned and clearly linked to increasing student literacy achievement.
9. The DLIT has secured necessary organizational supports for School Leadership and Implementation Teams to:
·         use data for decision making
·         create a professional development  plan that emphasizes training opportunities related to scientifically-based practices and other innovations
·         secure release time for teachers and staff to participate in a full range of training,
·         provide coaching
10. Literacy leadership promotes family-school-community partnerships.
11. District Improvement Plans identify specific measures for monitoring the extent to which implementation methods are used fully and effectively (e.g. implementation fidelity measures, School Leadership and Implementation Team outcomes).
12. DLIT creates and maintains environments that supports powerful learning and high expectations for all learners and ensures alignment of all professional development activities to current priorities.
Core Component: | Fully In Place | Partially in Place | Not in Place
Effective Instructional Leadership at ALL Levels |  |  |  | Evidence                                                                     (For items marked “Fully In Place,” provide evidence) | Staff Responsible                               Date Completed | Needed Resources
 |  |  |  | Needed Actions |  | (e.g., staff, training, funding, materials, etc.) | Progress Report
 |  |  |  | (For items marked “Partially In Place” or “Not In Place,” specify needed actions)
VISIBILITY & POLITICAL SUPPORT
1. Superintendent and School Board receive at least semi-annual progress reports from the District Leadership and Implementation Team.
2.  The District Leadership and Implementation Team shares information and progress data at least semi-annually in public forums (e.g., parent groups, community service clubs such as the Chamber of Commerce, Rotary, Lions Club, etc).
Core Component: | Fully In Place | Partially in Place | Not in Place | Evidence                                                                     (For items marked “Fully In Place,” provide evidence) | Staff Responsible                         Date Completed | Needed Resources
Effective Instructional Leadership at ALL Levels |  |  |  | Needed Actions |  | (e.g., staff, training, funding, materials, etc.)
 |  |  |  | (For items marked “Partially In Place” or “Not In Place,” specify needed actions) |  |  | Progress Report
FUNDING
1.  The DLIT budget includes funding dedicated to the implementation of the systems support and school implementation plans outlined in this document.
2. The DLIT will balance resources so that preventative services/supports/interventions are available for children and-or families who demonstrate risk.
Core Component: | Fully In Place | Partially in Place | Not in Place |  | Staff Responsible                     Date Completed
Effective Instructional Leadership at ALL Levels |  |  |  | Evidence                                                                     (For items marked “Fully In Place,” provide evidence)
 |  |  |  | Needed Actions |  | Needed Resources | Progress Report
 |  |  |  | (For items marked “Partially In Place” or “Not In Place,” specify needed actions) |  | (e.g., staff, training, funding, materials, etc.)
ACTION PLANNING with SCHOOLS
1.  DLIT advises school administration, Early Childhood Administrators, coaches, and other literacy leaders regularly on implementation of plan and use of data to enhance, refine, and reflect on practices.
2.  The DLIT will work with schools in creating school day schedules that focus on literacy practices, meaningful instructional time and resources for intervention and enrichment.
3. The DLIT supports the development and sustainability of School Leadership and Implementation Teams in each school in the district (“Fully In Place” = a minimum of 80% of the schools).