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Breakthrough Idea #1, studednt achievement (literacy) leadership: using data | research-based instruction | learning communities
Breakthrough Idea #2, cultural competence leadership: Wallace Administrators in Residence | site specific | engage diverse families

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Breakthrough Idea #2: Define, develop, and insitutionalize the concept of cultural competence so that principals and assistant principals can create schools that address the needs of diverse learners and ensue all sstudents can reach their full potential.

2A - Provide leadership development training for and assessment of Wallace Administrators in Residence.

Key Partners / Responsible Persons	Actions	2005-2006 Timeline (by month)	Evidence/Results
See listing of names after each action step to know individual points of responsibility. • Kay Mehas, Wallace Foundation Grant Director • Terry Leary, Equity & Diversity Program Coordinator • Principals selected to mentor Administrators in Residence • Administrators in Residence • Cheryl King, EDC (technical assistance)	• Provide orientation materials and meeting for Administrators in Residence and mentoring principals [Mehas, Leary] • Have respective Administrator in Residence and mentoring principals develop work plan for the Administrator in Residence [Administrators in Residence, mentoring principals] • Conduct professional development meetings focusing on relevant topics, including the achievement gap, literacy research, and working as an administrator of color [Mehas, Curtis, Leary, Administrators in Residence, mentoring principals] • Conduct meetings and site visits to assess the development and work of the Administrator in Residence [Mehas, Leary, Administrators in Residence, mentoring principals] • Write year-end report of the Administrators in Residence Program, including recommendations for the program in 2006-2007 [Mehas, Leary]	July: Program materials developed Meeting Calendar Aug: Orientation meeting Sept: Professional development meeting [Topic: The achievement gap] Oct: Professional development meeting [Topic: Literacy research] Nov: Mid-year assessment meeting (#1) Dec: Mid-year site visits (#1) Jan: Professional development meeting [Panel: Administrators of color] Feb: Mid-year assessment meeting (#2) Mar: Mid-year site visits (#2) Apr: Professional development meeting [Topic: To be announced] May: Professional development meeting [Topic: To be announced] June: Final assessment meeting   July: Write Wallace Administrators in Residence Program Report 2005-2006	• Program materials • Work plan for each Administrator in Residence               • Assessment findings • Site visit findings       • Administrators in Residence Program Report 2005-2006

2B - Provide site-specific cultural competence training for principls and assistant principals.

Key Partners / Responsible Persons	Actions	2005-2006 Timeline (by month)	Evidence/Results
See listing of names after each action step to know individual points of responsibility. •Kay Mehas, Wallace Foundation Grant Director • Tom Henry, Deputy Superintendent & Chief Academic Officer • Terry Leary, Equity & Diversity Program Coordinator • Yvonne Curtis, Director of Student Achievement • Janis Swan, Federal Grants Coordinator • District 4J Instructional Leadership Team • District 4J Lead Team for Wallace Foundation Grant • District 4J K-12 Learning Communities • Rob Larsen, SAELP (statewide activities) • Cheryl King, EDC (technical assistance)	• Selected school trainings on cultural competence directed [Leary] • Review School Improvement Plans in relation to developing cultural competence [Leary] • Train principals in developing School Improvement Plans that reflect cultural competence [Leary, Principals] • Revise School Improvement Plans to reflect cultural competence [Principals] • Implement revisions to School Improvement Plans [Principals] • Train principals on hiring educators for cultural competence [Leary] • Conduct analysis of revised School Improvement Plans and implementation strategies, and develop report of findings [Mehas, Leary] • Share findings and plan next steps [Mehas, Leary, Principals/Assistant Principals in K-12 Learning Communities, Instructional Leadership Team, Lead Team for Wallace Foundation Grant] • Write year-end report on cultural competence as a part of School Improvement Plans and as an effort in buildings [Mehas, Leary] • Participate in SAELP State Consortium [Larsen, Henry, Mehas]	Ongoing: Site-based trainings on cultural competence Aug-Sept: Review School Improvement Plans Sept-Oct: Train principals on revising School Improvement Plans Nov-Dec: Revise School Improvement Plans Jan-May: Implement revisions to School Improvement Plans Apr: Conduct training on hiring educators for cultural competence Apr-May: Conduct analysis and develop report May- June: Share findings and plan next steps   June-July: Write Cultural Competence Report 2005-2006 Quarterly: SAELP State Consortium meetings	•  Training materials   • Training materials   • Revised School Improvement Plans and outlines of implementation strategies • Training materials • Report of findings from analysis of School Improvement Plans and implementation strategies • Plans for next steps at schools • Cultural Competence Report 2005-2006∑ Integration of work of District 4J Lead Team with SAELP activities • Integration of work of District 4J Lead Team with SAELP activities

 

2C - Train principals and assistant principals as leaders that engage familes from diverse backgrounds in the school.

Key Partners / Responsible Persons	Actions	2005-2006 Timeline (by month)	Evidence/Results
See listing of names after each action step to know individual points of responsibility. • Kay Mehas, Wallace Foundation Grant Director • Tom Henry, Deputy Superintendent & Chief Academic Officer • Terry Leary, Equity & Diversity Program Coordinator • Carmen Urbina, Parent, Family, & Community Coordinator • Yvonne Curtis, Director of Student Achievement • Janis Swan, Federal Programs Coordinator • District 4J Lead Team for Wallace Foundation Grant • District 4J K-12 Learning Communities • Rob Larsen, SAELP (statewide activities) • Cheryl King, EDC (technical assistance)	• Review draft of Oregon Department of Education standards for communicating with and involving parents and community members [Urbina] • Review School Improvement Plans in relation to involvement and engagement of parents and community [Urbina] • Train principals on engaging families from diverse backgrounds and on revising School Improvement Plans as related to involvement and engagement of parents and community [Urbina, Principals] • Revise School Improvement Plans as related to involvement and engagement of parents and community [Principals] • Implement revisions to School Improvement Plans as related to involvement and engagement of parents and community [Principals] • Conduct analysis of revised School Improvement Plans and implementation strategies, and develop report of findings [Mehas, Urbina] • Share findings and plan next steps [Mehas, Urbina, Principals/Assistant Principals in K-12 Learning Communities, Instructional Leadership Team, Lead Team for Wallace Foundation Grant] • Write year-end report on engagement of parents and community as a part of School Improvement Plans and as an effort in buildings [Mehas, Urbina] • Participate in SAELP State Consortium [Larsen, Henry, Mehas]	Aug-Sept: • Review Oregon Department of Education draft of standards for involving parents and community members • Review School Improvement Plans Sept-Oct: Train principals on engaging families and on revising School Improvement Plans Nov-Dec: Revise School Improvement Plans Jan-May: Implement revisions to School Improvement Plans Apr-May: Conduct analysis and develop report May-June: Share findings and plan next steps June-July: Write Community Engagement Report 2005-2006 Quarterly: SAELP State Consortium meetings	• Oregon Department of Education draft of standards for involving parents and community members • School Improvement Plans • Training materials • Revised School Improvement Plans and outline of implementation strategies   • Report of findings from analysis of School Improvement Plans and implementation strategies • Plans for next steps at schools • Community Engagement Report 2005-2006 • Integration of work of District 4J Lead Team with SAELP activities

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