District of Columbia Projects Year 6
2010-2011
System-Wide Response-to-Intervention (RTI) Program
MACC continued its collaboration with the DC Office of the State Superintendent of Education (OSSE) and the Center on Response to Intervention by providing technical assistance to OSSE’s RTI Committee as it develops an RTI program that meets the requirements of the Individuals with Disabilities Education Act (IDEA). In order to scale-up initiatives that are already in place and/or expand existing RTI-related programs, MACC helped OSSE (1) inventory existing information on RTI; (2) develop protocols to collect information from other sources and states; and (3) develop a guide related to a general RTI initiative. MACC also assisted OSSE with the provision of research-based information for early intervention and the critical data that is needed to design, implement, and monitor high-quality instructional interventions.
State Committee Project
MACC assisted OSSE staff in establishing a Title I Committee of Practitioners (CoP), comprised of representatives from the SEA, all DC local education agencies, and MACC staff. MACC coached the CoP group as it evolved into a viable and sustainable entity within OSSE. In turn, the state committee provided a forum for addressing cross-office and department issues in a systematic manner as the office completes the process of becoming fully organized and staffed. With MACC’s support, the CoP has become a permanent organizational structure, represented by staff from all key offices and divisions in office, that facilitate communication across offices and divisions.
State of the State in Curriculum
MACC assisted OSSE’s Assessment and Accountability staff with the identification, assessment, and clarification of SEA functions in relation to the implementation of academic content (common core) standards. MACC staff facilitated the analysis of the existing organizational structures and identifying the missing components necessary for OSSE to provide technical assistance and support to local education agencies (LEAs) in the area of standards and curriculum. With the knowledge gained through this analysis, MACC staff provided the content for supporting and training OSSE staff, who then offer technical assistance to LEAs in the use of the National Common Core Standards and curriculum adjustments.
Statewide System of Support (SSOS) Planning Project
MACC assisted OSSE in its efforts to establish an SSOS for districts and schools in need of improvement. Towards this goal, MACC worked with OSSE to (1) develop a vision around an SSOS, (2) determine priority needs based on school reports, and (3) develop a theory of action around the type of support that the SEA will provide to schools identified for improvement. MACC also provided OSSE with information and resources related to best practices, which helped to inform OSSE's efforts to coordinate and develop the SSOS.
Refinement of State Assessments
MACC supported OSSE to build its capacity to address the unique needs of ELL students by helping to improve OSSE’s assessment accommodation policies so that they are more responsive to the individual needs of each ELL child. MACC provided OSSE with information and guidance about policy design, appropriate accommodations, and assistance in developing/using trainings for the implementation of state policy. MACC also supported OSSE in developing a cohesive SSOS by providing SEA staff with opportunities to collaborate, discuss, and refine state assessment policies for accommodating ELLs. Additionally, MACC assisted OSSE in developing and delivering training to LEAs on the state assessment policy for accommodating ELLs.
Implementing the School Improvement Grant (SIG)
MACC assisted OSSE in developing, refining, and implementing all aspects of the School Improvement Grant (SIG) requirements. MACC helped them develop a plan for technical assistance that includes conducting needs assessment, determining intervention model and strategies, writing school plans, and constructing budgets. MACC and OSSE completed site visits called “check ins” to the SIG schools and complete formal monitoring site visits in the spring. They also determined descriptors for degree of implementation of intervention strategies and leading indicators to evaluate schools when determining renewal awards. Additionally, by conducting formalized monitoring visits, MACC helped set implementation benchmarks for the second cohort of SIG schools and enhance statewide systems of support.
DC Teacher Equity Project
MACC supported OSSE in the review of teacher equity plans in its efforts to achieve equitable distribution of highly qualified teachers. MACC helped OSSE identify areas that technical assistance is needed around professional development, focusing on teachers of ELLs and other students with special needs in particular. MACC’s assistance to OSSE included helping them (a) improve their plans and policies so they are more responsive to the individual needs of each charter and DCPS school, (b) collaborate across programs and offices, particularly the certification and the Title programs, and (c) develop and deliver training to LEAs on policies for recruitment and retention of teachers that meet the needs of all LEAs.