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http://www.centerii.org/survey/downloads/Framework_for_an_Effective_Statewide_System_of_Support.pdf
Framework for an Effective Statewide System of Support A. Providing Incentives for Change States use incentives to motivate district and school personnel to change or improve. Incentives, then, are pressures from the state rather than mandates. They may be pressures that encourage or pressures that discourage certain district or school actions.
http://www.centerii.org/techassist/support/
The sole purpose of Strengthening the Statewide System of Support is to facilitate technical assistance from a Comprehensive Center to guide a team from the SEA in fully describing the statewide system of support, viewing that description within a framework, determining ways to strengthen the system, and developing a plan for improvement.
https://www.wyoleg.gov/InterimCommittee/2016/SEA05092016AppendixQ.pdf
school year; transitioning the Statewide System of Support to align with requirements of The Every Student Succeeds Act during the 2016-17 school year; and continuing to design a comprehensive support system for all schools. 5. Develop an Evaluation Model for the Statewide System of Support to measure its effectiveness.
http://www.centerii.org/survey/downloads/CoherenceintheStatewideSystemofSupport.pdf
improvement and student learning. The Handbook includes a conceptual framework for an effective state-wide system of support (SSOS), based on a review of the research literature and a theory of action. This framework centers on three components: Incentives, Capacity, and …
http://www.centerii.org/survey/downloads/Handbook%2011%2020%2007.pdf
sponsible for the statewide system of support with an interview protocol aligned with the framework presented in this Handbook. They also collected artifacts from the state agency staff and conducted telephone interviews with superinten-dents and principals in districts served by the statewide system of support…
https://www.cde.ca.gov/ls/ex/stsystemofsup.asp
Sep 13, 2019 · The regional system of support for California is called the System of Support for Expanded Learning (SSEL). The SSEL consists of California Department of Education (CDE) staff, designated County Leads/Staff and contracted Technical Assistance (TA) Providers.
https://www.cde.ca.gov/sp/sw/ss/
Repository archive entry for the Statewide System of School Support (S4) in the Programs No Longer Administered by the California Department of Education (CDE) Section of the CDE Web site. Added to Programs No Longer Administered by the California Department of Education (CDE) on December 5, …
https://www.cde.ca.gov/sp/sw/t1/csss.asp
To further develop California's system of support, the Special Education Local Plan Area (SELPA) Resource Leads will consist of two types of statewide special education leads: SELPA Systems Improvement Leads and SELPA Content Leads. The main goal of the SELPA Leads is to grow differentiated assistance provided to LEAs with a focus on improving the outcomes of students with …
http://www.doe.mass.edu/turnaround/
Massachusetts' Statewide System of Support staff provide comprehensive assistance to districts and schools that is differentiated by need, provides structured opportunities for teachers, administrators and district leaders to engage in activities including coaching, action research, facilitated work teams, professional communities of practice, and resource networking.
http://dese.ade.arkansas.gov/divisions/educator%20effectiveness/educator-support-development/teacher-excellence-and-support-system-tess
The Arkansas Every Student Succeeds Act (ESSA) describes an EFFECTIVE Teacher as one who through training and experience exemplifies the state’s teaching standards, as demonstrated by consistently high-performance ratings within a state-approved evaluation and support system that includes multiple measures of student growth embedded in the TESS work.
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