| Objective 1: Strengthening Regional and District K-12 articulation and leadership development program coherence. |
| Indicator 1.1: There is a common core curriculum with research-based instructional strategies for each grade level and subject area. |
| YR 1: 2007-08 | Regional leader collaboration to develop a coordinated plan to fully implemented the new ELA adoption across grade levels in every school with planned accommodations for special populations and professional development for all affected staff. |
| YR 2: 2008-09 | Regional leader collaboration to adopt, adapt, and implement a coherent curriculum for the other core content areas -- mathematics, science, and social studies-- for all grades and schools. |
| YR 3: 2009-10 | An articulated K-12 scope and sequence of district 4J instruction for each core subject. |
| Objective 2: Increase access to and use of regional and district performance data as the basis for all decision making related to instruction. |
Indicator 2.1: There is a robust culture of inquiry among the district’s professional staff that is reflected in the way that teachers, principals, and central office staff collect, analyze, and use data to make all instructional decisions. |
| Objective 3: Provide the context for intellectual stimulation and learning about research-related practices that transform the way teachers and principals think about and approach their work. |
| Indicator 3.1: There is a comprehensive professional development continuum for teachers and principals that is directly linked to improving the quality of teaching, learning and assessment practice and includes measures for determining the impact of training on improving practice and moving teachers and principals from beginning to accomplished levels of proficiency in essential areas. |
| YR 1: 2007-08 | Fully implemented cross-region plans for in-depth training that is linked to the new ELA adoption for both principals and teachers and includes: the development of a cadre of teacher and principal coaches; cross-region grade-level teacher study groups; and a set of assessment tools designed to determine the impact of training and coaching on overall levels of implementation by region. |
| YR 2: 2008-09 | The addition of another core curricular area to the PD plan for principals and teachers with a continued commitment to increasing the number of instructional coaches for teachers and principals in an effort to build adequate capacity for providing effective feedback to teachers and principals that supports improved instruction and strengthened leadership practices. |
| YR 3: 2009-10 | A comprehensive professional development plan that targets the development of identified competencies for teachers and principals in three core content areas and articulates an explicit continuum of expectations for proficiency in each area. A sustainable commitment of resources (people, money, time) and incentives for motivating teachers and principals to train for increasingly challenging leadership roles at the school, region, and district office levels. |
| Objective 4: Provide seamless transitions from elementary to middle and middle to high school for all students, teachers, and principals. |
| Indicator 4.1: A system is in place to actively facilitate smooth transitions for students and their families, teachers, and principals that addresses all facets of the school experience and ensures an academically and socially coherent transition from one level to the next. |
| Objective 5: Increase access to learning opportunities for all students beginning in kindergarten and continuing through high school graduation. |
| Indicator 5.1: Systems are in place to ensure that students from underperforming groups have access to the same quality of curriculum and instruction as their higher achieving peers. |
| Objective 6: Strengthen relational trust among all stakeholders to ensure support and long term sustainability of leadership reform efforts. |
| Indicator 6.1: Teachers and principals feel comfortable taking risks as they seek to improve the teaching and learning for their students. |
| Indicator 6.2: Evidence of strengthened collaboration between district 4 J and other school districts in the state of Oregon. |
