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This project will provide technical assistance to the Office of Mathematics Improvement (OMI) at the Alabama State Department of Education (ALSDE) in implementing the Alabama Numeracy Act (ANA). The project will support the building of state capacity by supporting the OMI team in developing and implementing ANA-required programs and structures, including a logic model depicting the ANA theory of action, a State Academic Intervention Framework, an evidence-based accountability system for math coaches, and the development of a Turnaround Leaders Academy. The project team in collaboration with its state partners expects to achieve the following short-term (1 year), medium-term (2-3 years), and long-term (4+ years) outcomes as described below.
Expected Outcomes
- Short-Term Outcomes
- Awareness of the ANA theory of action so that ALSDE can support its implementation
- Structures and processes in place to intervene with full and limited support schools that have not made “enough progress” after 3 years of identification
- Structures and processes in place to measure coach effectiveness and support improvement
- Medium-Term Outcomes
- Increased capacity of ALSDE to intervene using the State Academic Intervention Framework with identified schools
- Implemented structures and processes to measure coach effectiveness and support improvement
- Implemented structure for developing turnaround leaders who can lead limited and full support schools that do not make “enough progress”
- Long-Term Outcomes
- Fewer schools requiring academic intervention
- Increased level of coaching effectiveness
- Increased number of school leaders prepared to lead intensive school turnaround in schools that do not make enough progress
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