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DoDEA Celebrates 75 Years of Excellence in Teaching and Learning for Military-Connected Students

The Department of Defense Education Activity (DoDEA) is celebrating its 75th anniversary during the 2021-2022 School Year, continuing a tradition of excellence in education that began on October 14, 1946.

While a few schools on military bases within the continental United States and its territories were operating prior to World War II, the school system we know today as the Department of Defense Education Activity formally began with the establishment of dependents schools overseas. 

Shortly after the end of World War II and the arrival of military families overseas, the Army established a Dependents School Service (DSS) to establish schools for the children of American service members in the occupied countries Germany, Austria and Japan.  In the spring of 1946, two Army Majors, Virgil Walker in Germany and Herbert Ingraham in Japan, led the effort.  Both officers, experienced educators prior to the war, mobilized to recruit teachers, organize curriculum and develop budgets to support this major logistical effort.

From these humble beginnings, with classrooms in Quonset huts and empty barracks, school operations expanded rapidly. No one could have imagined that those early beginnings would last far longer than the mission of the occupational forces.

Since that foundational year, DoDEA expanded, consolidated and reorganized many times to meet the educational needs of military-connected youth. In 1992, Congress unified the domestic and overseas school operations under the Department of Defense Education Activity.

“While the world has changed dramatically since our system began.  The spirit of our teachers and administrators is the same now as it was then --- infused to the core with determination and innovation. DoDEA's core mission remains the same,” said DoDEA Director Tom Brady.

The 75-year effort has not been without its trials and tribulations, as well as successes. Our organization has overcome conflict, wars, natural disasters, political upheaval, 9/11, COVID-19, and more.  DoDEA knows and understands what is important to military families and students – a high quality education and a rigorous curriculum in a caring, dependable, predictable and stable environment. 

”A laser-like focus on teaching and learning in our schools, past and present, has better enabled our warriors to make lasting contributions to our nation's defense, and indeed the defense of freedom around the world. As a contributing partner and a key quality of life component within the communities we serve, DoDEA remains committed to providing the best education and care for Servicemembers and their families,” said Brady.

The commemoration will conclude with graduation celebrations at the end of the school year.  In between, we will acknowledge important milestones and highlight our history, significant achievements, and people.  We’ll look back with gratitude on the remarkable men and women who made it their life’s work to care for, educate, and empower more than 15 million military-connected children who have passed through our doors. 

Director Brady remarked that from our early beginnings, we have maintained an ongoing focus on continuous improvement, the future, and our promise and commitment to ensure Excellence in Education for Every Student, Every Day, Everywhere.

“As a DoDEA community, we take great pride in our history of accomplishing the mission. While there has been much change over the history of DoDEA, one thing remains constant -- students are at the heart of everything we do,” said Brady. 

As a DoD Field Activity today, DoDEA operates 160 schools in eight districts across 11 countries, seven U.S. states and two U.S. territories for more than 67,000 students.  The current footprint is configured to provide 21st-century instructional facilities and a world class education in the areas where our Nation’s Servicemembers and their families are located, and we maintain the organizational flexibility required to adapt to the evolving needs of the military services we support.

For more information and resources about the 75th Anniversary, visit the DoDEA website at: http://www.dodea.edu/75 .

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Focused Collaboration Facilitation

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Course Description

Credit validation for dodea participants only .

Using the DoDEA Focused Collaboration Guide and Journey to Excellence, educators will elevate their best practices and develop a plan for implementation and sustainment of Focused Collaboration.

Course Details

Number of Units:  2.0 graduate level extension credit(s) in semester hours

Who Should Attend: This course provides continuing education for DoDEA Educators.

Course Options

What you will learn.

• Align Focused Collaboration practices with DoDEA expectations and guidance
• Incorporate/elevate best practices for facilitation of highly effective teams
• Participate in a learning community that is driven by results and solutions
• Intentionally plan for implementation/sustainment of Focused Collaboration

Instructors

Professional development courses offered by the University of San Diego’s Division of Professional & Continuing Education are taught by faculty that possess a depth and breadth of academic and real-world professional experience.

The Professional and Continuing Education program nurtures key partnerships on the local, national, and international level. The goal is to better serve working professionals who seek to enhance or build their careers and help achieve their highest value and potential. Contact us today to learn more.

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Courses offer a convenient, yet rigorous style of learning that allows you to structure your education to suit your schedule while keeping you on pace toward achieving your educational.

Credit Validation

The University of San Diego’s Division of Professional and Continuing Education offers graduate-level extension credit for work completed in trainings, workshops, conferences, induction, credentials, and other professional development programs not offered directly by USD. Complete one of the above and a member of our division will help you earn credit for your hard work and dedication to continuing your education.

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Earn credit for your previous work in trainings, workshops, and conferences through a simple process.

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The Student Re-registration window opens on April 10, 2024. Parents should complete a re-registration for each currently enrolled student as soon as possible. During re-registration, parents must indicate whether their student will be withdrawing or returning for the upcoming school year.

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• SHAPE Elementary School | DoDEA

Continuous school improvement is an embedded behavior rooted in the school's culture that constantly focuses on the conditions, processes, and practices that improve teaching and learning. Schools use student performance results and analyze data from various interwoven components to develop plans and implement improvement actions to drive education quality and improved student outcomes.

School Improvement Goals

Shape es goals.

CSI Goal 1: All students will meet grade level benchmarks in reading comprehension skills.

CSI Goal 2: All students will meet grade level benchmarks in math problem solving skills.

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Shape es mission.

To provide an exemplary education that inspires and prepares all DoDEA students for success in a dynamic, global environment.

SHAPE ES Vision

Educate and inspire, every day, in every way!

Europe West School Improvement Goals

SMART Objective (Literacy)

By the end of SY 2023-2024, grades 3-8 & 10 will increase the percentage of students scoring at the meets/exceeds performance levels by 5% AND decrease the % of students in the did not meet or partially met performance levels by 3% over two years from current performance (SY2021-2022, TBD) as reported on DoDEA’s CCRSL summative assessment.

SMART Objective (Math)

By the end of SY 2023-2024, Algebra I will increase the percentage of students scoring at the meets/exceeds performance levels by 5% AND decrease the % of students in the did not meet or partially met performance levels by 3% over two years from current performance (SY2021-2022, TBD) as reported on DoDEA’s CCRSM summative assessment.

DoDEA Accreditation

Accreditation is the act of granting credit or recognition (especially with respect to an educational institution that maintains suitable standards). Educational accreditation is a type of quality assurance process under which services and operations of educational institutions or programs are evaluated by an external agency to determine if applicable standards are met. If standards are met, accredited status is granted by the agency.

Cognia is the accreditation agency for all DoDEA schools and the world's largest education community. As the global leader in advancing education excellence through accreditation and school improvement, Cognia brings together more than 100 years of experience and the expertise of three United States-based accreditation agencies - the North Central Association Commission on Accreditation and School Improvement (NCA/CASI), Northwest Accreditation Commission (NWAC), and the Southern Association of Colleges and Schools Council on Accreditation and School Improvement (SACS/CASI). Accreditation is pivotal to leveraging education quality and continuous improvement.

Detailed accreditation information is provided on the DoDEA Accreditation page.

Comprehensive Assessment System

In conjunction with the implementation of the College and Career Ready Standards (CCRS), DoDEA is implementing the Comprehensive Assessment System (CAS) that includes all of the assessments that are administered system-wide within DoDEA. These include the PSAT, Advanced Placement, NAEP, and College and Career Ready Standards (CCRS) assessments. All assessments included in the DoDEA Comprehensive Assessment System support student learning, provide information for decision makers concerning instructional programs and services, and inform parents . DoDEA is committed to student achievement and assessments that raise the bar for the students to ensure they are on the path to success.

EU West Continuous Improvement

Findings : Caring, responsive, and committed leadership propels the organization to greater likelihood of achieving its mission...

A clearly articulated continuous improvement process and quality assurance practices ensure accountability and ultimately move the system to higher levels of student success.

Demonstrated :

• Challenge, Content, Action & Results (CCAR)
• Plan of Action & Milestones (POAM)
• Complex COVID Assessment Teams
• Validation Visits
• ISS Buddy System
• Learning Site Guidance, Digital Learning Support Plan, Digital Support Team
• Theory of Action
• ORID protocol
• Learning Walkthrough Cycles
• Ladder of Feedback
• Focused Collaboration Implementation
• Calibration & Validation Visits
• Data Protocols (ORID)

The DoDEA Europe West District has developed and maintains a solid and targeted focus on student learning.

• Focus on differentiation
• Providing equitable learning opportunities
• Initial Implementation of REDI program
• Multiple feedback loops to gather implementation and student outcome data
• Professional Learning opportunities
• Feedback cycles for improvement
• ISS development
• ISS support
• Leadership Development (ILT)
• Student Support Teams
• "Whole Child"
• Digital Learning Plan
• Ability to pivot
• Digital Learning Support Plan
• Parent University
• Complex COVID Assurance Teams

Growth Opportunities - ContInuous Improvement Journey

Findings : The district has instituted rich and sophisticated applied data analysis and systemic evaluation to inform instruction, individualize support, plan interventions and institute curricular reform across core academic areas, however some identified processes, procedures and programs unique to some schools included in Europe Est demonstrated less consistent systematic formal evaluation .

Areas for Further Study & Review

A couple of areas that you may wish to examine include a more systemic, programmatic process:

• School Initiatives (PBIS, Discipline approaches) - How do we evaluate programs that are not system wide? (PBIS, discipline approaches, for example)
• Stakeholder Engagement - how can we evaluate to make sure we are getting those voices from across our schools?
• Mentoring & Coaching - How are we inducting people into Europe West [in a systematic way]? Are we evaluating how effective that is?

The Cognia Team acknowledged challenges that may be beyond our control, and encouraged our continued improvement efforts to mitigate student transience, consistency and change in leadership, time zones & country specific requirements, travel COVID 19 and staffing.

We Are Validated!

We are so Proud to Announce: We Are Validated! Outbrief Findings: DoDEA Europe West District Continuous Improvement. Cognia Accreditation Blended Engagement Review: 14-23 March 2021 more ...

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An official website of the Department of Defense. DoDEA is a Department of Defense Field Activity operating under the direction, authority, and control of the Undersecretary of Defense for Personnel and Readiness.

The appearance of hyperlinks does not constitute endorsement by the Department of Defense Education Activity (DoDEA) of non-U.S. Government sites or the information, products, or services contained therein. Although DoDEA may or may not use these sites as additional distribution channels for Department of Defense information, it does not exercise editorial control over all of the information that you may find at these locations. Such links are provided consistent with the stated purpose of this website.

Content last modified: 17 March 2021

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The appearance of hyperlinks does not constitute endorsement by the Department of Defense Education Activity (DoDEA) of non-U.S. Government sites or the information, products, or services contained therein. Although DoDEA may or may not use these sites as additional distribution channels for Department of Defense information, it does not exercise technical nor editorial control over all of the information that you may find at these locations. Such links are provided consistent with the stated purpose of this website.

The resource you are trying to access requires CAC authentication using the DoDEA network or connection to the DoDEA network via VPN.

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Dr. Tynia Hopkins

Dr. Hopkins began her career in education as a Special Education Paraprofessional, Special Education Teacher, and School Counselor, in Killeen, TX, prior to joining the DoDEA team in 2005. Her DoDEA journey has taken her to Osan Middle/High School, Naples Elementary School, Seoul American Elementary School, Sasebo Elementary School, and Ikego Elementary School, as a School Counselor. Dr. Hopkins returned to the Naples Elementary School Dolphin family, as an Assistant Principal.

She is thrilled to serve West Point Elementary School and the West Point Academy community, as an Assistant Principal. She is looking forward to supporting the school and the mission of the command.

Dr. Hopkins grew up in New Orleans, Louisiana, until her mother joined the US. Army. She is a DoDEA graduate (Ramstein High School, c/o 93) and has continued her love of learning, travel, and her appreciation for military members and their families. Dr. Hopkins earned a Bachelor of Science degree in Psychology and a Master of Science degree in Counseling Psychology, from Tarleton State University. She continued her education by obtaining a Doctorate in Education, with a concentration in Organizational Leadership, from Nova Southeastern University. Her research focused on emotional intelligence and staff morale.

Dr. Hopkins is passionate about student growth (social, emotional, and academic), staff morale, and contributing to a positive school culture.

Assistant Principal

705B Barry Rd. 10996-1196 NY United States

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705B Barry Rd. West Point , NY 10996-1196 United States

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The appearance of hyperlinks does not constitute endorsement by the Department of Defense Education Activity (DoDEA) of non-U.S. Government sites or the information, products, or services contained therein. Although DoDEA may or may not use these sites as additional distribution channels for Department of Defense information, it does not exercise editorial control over all of the information that you may find at these locations. Such links are provided consistent with the stated purpose of this website.

Content last modified: 17 March 2021

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The appearance of hyperlinks does not constitute endorsement by the Department of Defense Education Activity (DoDEA) of non-U.S. Government sites or the information, products, or services contained therein. Although DoDEA may or may not use these sites as additional distribution channels for Department of Defense information, it does not exercise technical nor editorial control over all of the information that you may find at these locations. Such links are provided consistent with the stated purpose of this website.

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Triumph at the Crossroads of History: DoDEA Faith Middle School's Journey to Victory

Courtesy Photo | Department of Defense Education Activity (DoDEA) Faith Middle School teacher Adrianna... ... read more read more

Courtesy Photo | Department of Defense Education Activity (DoDEA) Faith Middle School teacher Adrianna Bivens photobombs a posed photo of the winners and honorable mentions from the Regional National History Day competition at LaGrange College, Georgia, March 8, 2024. DoDEA operates as a field activity of the Office of the Secretary of Defense. It is responsible for planning, directing, coordinating, and managing pre-kindergarten through 12th-grade educational programs for the Department of Defense. DoDEA operates 160 accredited schools in 8 districts in 11 foreign countries, seven states, Guam, and Puerto Rico. DoDEA Americas is committed to excellence in education, fostering well-rounded, lifelong learners ready to succeed in a dynamic world.   see less | View Image Page

FORT MOORE, GA, UNITED STATES

Story by michael oday  , department of defense education activity americas.

This March, a tale of dedication, perseverance, and historical inquiry unfolded at Department of Defense Education Activity (DoDEA) Faith Middle School at Fort Moore. Spearheaded by Ms. Lisa Vitrella and Ms. Adrianna Bivens, teachers at the school, a group of 6th-grade students clinched 1st place at the Regional National History Day (NHD) competition with their insightful website project titled "The National Women's Rights Convention.” "National History Day offers students an opportunity to investigate topics and genres they would otherwise never be able to explore," Vitrella said. "NHD projects allow students to choose topics that interest them, encouraging student agency while also promoting student collaboration, cooperation, and communication. Students are able to dig into resources they rarely touch to research their topic and support their claims." Held at LaGrange College on March 8th, the event was not just a competition but a celebration of intellectual curiosity and academic excellence. Vitrella and Bivens, known for their philosophy of encouraging students to "think higher, feel deeper," worked across all grades, fostering a culture of collaborative exploration and relentless pursuit of knowledge. They guided the students through the rigorous process of creating projects that showcased their academic skills and their capacity to engage deeply with historical material. The students' journey was challenging and educational, extending beyond the classroom walls. "I faced challenges that made me want to quit, but I didn't," recounted Maeley J., a student participant, highlighting the resilience and support system that defined their experience. Kynleigh O.W. echoed this sentiment, emphasizing the unforgettable nature of this collective endeavor and the variety of skills they honed along the way. From "Penicillin: The Mold that Saved Lives" by the 7th graders to the 8th graders' explorations of gunpowder and the arts, each project reflected a unique aspect of history. These achievements underscore the DoDEA's commitment to academic rigor and creative exploration. As Faith Middle School's champions prepare for the state competition and potentially the national stage at the University of Maryland, their story stands as a testament to the power of education to inspire, transform, and transcend. It’s not just about winning a competition; it's a narrative of empowerment, resilience, and the enduring relevance of history and young minds. "We often hear it said that learning history is vital to ensure we don't repeat past mistakes. And while this is true, the significance of history extends far beyond this," remarked Ms. Jessica Arriola, a 6-12 Social Studies ISS. "History is crucial in helping us comprehend the journey of our past, revealing the evolution of societies, cultures, and civilizations over time. It's about drawing lessons from our ancestors' errors and achievements to guide our present and future decisions. Engaging with history fosters civic involvement and nurtures empathy and a broadened perspective. Moreover, it's foundational in honing critical literacy skills, including sourcing, corroboration, contextualization, and close reading, which are indispensable for navigating the complexities of our world."

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Dear Partners:

The quality of K-12 education is an important criterion for retention of the military family. The Department of Defense Education Activity (DoDEA) is charged with the critical responsibility and privilege of educating the children of our nation's military. Recognizing that over 1.1M military-connected students attend public schools, leveraging partnerships with school districts is paramount in influencing successful educational outcomes for military-connected students.  Consequently, the National Defense Authorization Act of 2008 provided DoDEA the authority to share resources with public schools that educate military-connected students. From 2009 to current, over 475 grants have been awarded by DoDEA, totaling over $522 million in investments for LEAs serving military-connected students. DoDEA's Grant Program has reached over 3.2 million students in over 3,100 school districts across the country. Click here to learn more about the DoDEA Grant Program Functions and Commitment to "Excellence in Education for Every Student, Every Day, Every Where".

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• Heroes Elementary School | DoDEA

Welcome to Heroes Elementary, a 2020 National Blue Ribbon School. Heroes is a school where students are the heart of what we do! It is an honor and privilege to work with our military-connected students.

At Heroes, you will hear us say “our students” because we believe that we have a collective and shared responsibility for all students in the school. The staff of Heroes is dedicated to helping our students achieve their greatest potential. Our staff care about the social and emotional well-being of our students and providing a safe place to learn.

Creating and maintaining relationships with all stakeholders is a priority for Heroes ES. We know the importance of building a sense of community within and outside the walls of the school. We look forward to continuing our community partnerships.

At Heroes, we provide support to our students to ensure they receive an excellent education. As your school leader, it is important for our students to utilize the 21st Century Skills of collaboration, creativity, citizenship, communication, and critical thinking to be college and career ready. Our WIN (What I Need) time is dedicated to provide support to all students based on their needs, whether remediation or enrichment. Throughout the year, all of our students participate on our live Eagle Eye News in the morning. This live broadcast gives our students the opportunity to work in a news station in our school.

We encourage you to be involved and join OUR school. There are opportunities to support our school through volunteering, attending school events, joining PTO, and a variety of other ways. Thank you for your partnership and support! Go EAGLES!

Brewster Middle School Hosts Ultimate Wax Museum

Teacher, Parents Inspire 5th Grader to Become Author

Celebrating Young Talent

Ms. Kristy Fountain

100 Barnett Way Camp Lejeune , NC 28547 United States

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An official website of the Department of Defense. DoDEA is a Department of Defense Field Activity operating under the direction, authority, and control of the Undersecretary of Defense for Personnel and Readiness.

The appearance of hyperlinks does not constitute endorsement by the Department of Defense Education Activity (DoDEA) of non-U.S. Government sites or the information, products, or services contained therein. Although DoDEA may or may not use these sites as additional distribution channels for Department of Defense information, it does not exercise editorial control over all of the information that you may find at these locations. Such links are provided consistent with the stated purpose of this website.

Content last modified: 17 March 2021

You are leaving DoDEA's public website!

The appearance of hyperlinks does not constitute endorsement by the Department of Defense Education Activity (DoDEA) of non-U.S. Government sites or the information, products, or services contained therein. Although DoDEA may or may not use these sites as additional distribution channels for Department of Defense information, it does not exercise technical nor editorial control over all of the information that you may find at these locations. Such links are provided consistent with the stated purpose of this website.

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Focused Collaboration

DoDEA’s Blueprint for Continuous Improvement describes Focused Collaboration as a “structured form of collaboration that focuses educators on making decisions that are grounded in evidence, accumulating and circulating knowledge and ideas, and providing one another with support that improves the effectiveness of teaching” (DoDEA Blueprint for Continuous Improvement, 2019). Focused Collaboration serves as an integral part of the organization’s second goal - School Excellence. Strategic Initiative 2.1 states that DoDEA seeks to “provide leadership and support for the continued implementation of Professional Learning Communities/Focused Collaboration in all schools” (DoDEA Blueprint for Continuous Improvement, 2019).

The Pacific East District sets expectations, provides guidance, and gives resources to help educators understand and engage in the Focused Collaboration process. Educators engage in six stages of the Focused Collaboration cycle to respond to four critical questions:

What do we want our students to know and be able to do?

How will we know our students have learned what we wanted them to know and be able to do?

What will we do when the students haven’t learned it?

What will we do when students have already learned it?

Every Tuesday, educators in the Pacific East District engage in either job-alike Focused Collaboration teams or in local collaboration teams. During job-alike weeks, educators work with other educators who work with the same grade, course, or content area. During local weeks, educators engage in Focused Collaboration structures aligning with school-specific goals.

The Focused Collaboration process is embedded in the work of the Pacific East District and impacts the work of educators across the district.

Connected Cognia Standards

Leadership capacity standards, learning capacity standards, resource capacity standards, impact statement.

The Pacific East has positively impacted Focused Collaboration as evidence by:

Outlining and implementing a common structure and processes for Focused Collaboration

Providing guidance, resources, and support to educators on a weekly basis regarding the Focused Collaboration process

Providing professional learning to help improve understanding and application of the Focused Collaboration process

Receiving input from stakeholders regarding Focused Collaboration and fidelity of implementation

Monitoring and adjusting the Focused Collaboration process to improve based on stakeholder feedback

SY 2016-2017

Following a memo from DoDEA Headquarters regarding teacher collaboration time, the Pacific East District began weekly, early-release days to allow for the implementation of Focused Collaboration. In support of this implementation, the district provided professional learning to all schools. As DoDEA began to roll out the College and Career Ready Standards, Focused Collaboration helped support educators to collaboratively build a common understanding of these standards.

SY 201 7 -20 18

The Pacific East District continued to implement Focused Collaboration and began to ask educators to input meeting minutes using a common template in Sharepoint. The process was monitored at the school level at this time.

SY 201 8 -201 9

During the 2018-2019 school year, DoDEA requested that teachers complete the Focused Collaboration Survey, providing the organization with valuable data about the implementation of Focused Collaboration worldwide. Results that were shared with district leaders indicated a need for improvement in the Focused Collaboration implementation process in the Pacific East District. In the 2018-2019 school year, the Pacific East District conducted 11 internal review visits of Pacific East schools. The results of these visits found that 10 of the 11 Pacific East District schools needed to improve Focused Collaboration. To support improving the Focused Collaboration process, school early-release days were adjusted for the following school year to ensure all schools had a common day, Tuesday, for Focused Collaboration.

SY 201 9 -20 20

The Focused Collaboration Action Plan was initially developed as a three-year action plan beginning in the 2019-2020 school year. This led to a restructuring of the Focused Collaboration process to include professional learning for school and district leaders, an ongoing college course, and virtual team meetings for educators based on their position. To support the restructuring, the district provided Focused Collaboration Facilitator Training for all educators in the district. At the conclusion of the school year, the Pacific East District evaluated the implementation of Focused Collaboration through a Focused Collaboration End-of-Year Feedback Form. Results from the form led to restructuring the process for the 2020-2021 school year.

SY 20 20 -202 1

In the 2020-2021 school year, the Pacific East District provided all educators with the Focused Collaboration Refresher training to ensure a common understanding of the Focused Collaboration process and updates. To support a common understanding, the district provided guidance to educators by sending weekly emails to all educators. This guidance and support, in addition to the Focused Collaboration Toolkit, helped to improve the implementation of the Focused Collaboration process. At the conclusion of the school year, the Pacific East District again evaluated the implementation of Focused Collaboration through a Focused Collaboration End of Year Feedback Form. Results from the form led to restructuring the process for the 2021-2022 school year.

Impact Evidence at a Glance

Supporting Documents

The Collaboration Time to Implement College and Career Ready Standards Memo (November 2015) set the expectations for educators to engage in job-embedded professional learning and collaboration for a minimum of 45 minutes each week. This memo set the foundation for Focused Collaboration.

Flyers were developed to make schools, parents, and families aware of the early release day implementation.

Training modules for Focused Collaboration were done in the 2016-2017 school year and resources for educators in support of Focused Collaboration were compiled into a handbook .

The Professional Learning Communities Guidance Memo (January 2017) was released with its accompanying Professional Learning Communities Guide to provide guidance across DoDEA.

The Focused Collaboration Meeting Minutes serve as the communication for teams and as a monitoring method for the Pacific East District re garding the implementation of Focused Collaboration. Meeting logs from 2016 through current day are available in the following links: Meeting Minutes 2016-2017 , Meeting Minutes 2017-2018, Meeting Minutes 2018-2019 , Meeting Minutes 2019-2020 , Meeting Minutes 2020-2021 , Meeting Minutes 2021-202

In 2019, DoDEA developed and administered a survey regarding Focused Collaboration. Data was collected and shared with districts. The Pacific East District used their results to make decisions regarding the implementation of Focused Collaboration.

In the 2018-2019 school year, the Pacific East District conducted 11 internal review visits of Pacific East schools. The results of these visits found that 10 of the 11 Pacific East District schools needed to improve Focused Collaboration.

In 2019-2020, the Pacific East District restructured Focused Collaboration, following an ISS proposal . Following the approval, the district offered the following trainings and courses: ISS and School Leader Training , Focused Collaboration Foundations Training , Focused Collaboration Facilitator Training , Focused Collaboration Informational Sessions

In addition to training, the Pacific East District offered the Focused Collaboration at Work course. Course syllabus, materials, and feedback can be located here.

To further support the implementation of Focused Collaboration, the Pacific East District developed a website and a toolkit with interactive resources for educators .

Beginning at the end of the 2019-2020 school year, feedback is received from stakeholders regarding Focused Collaboration and modifications are made to the process. Reports from the process can be located below: Focused Collaboration End of Year Report from 2019-2020 Focused Collaboration End of Year Report from 2020-2021

A refresher training is given each year in support of the modifications made to Focused Collaboration. Past refresher trainings can be found below: Focused Collaboration Refresher Training (2020-2021) , Focused Collaboration Refresher Training (2021-2022)

Beginning in school year 2020-2021, the Pacific East District sends weekly email guidance to all educators in the Pacific East district. All emails can be accessed here.

In 2021, DoDEA released a new Focused Collaboration Guide which includes the Focused Collaboration Observation Tool. Educators will be trained on the new Focused Collaboration Guide and observation tool.

The Focused Collaboration Critical Initiative developed action plans for 2019-2024. Both action plans can be viewed below: Focused Collaboration Action Plan 2019-2022 , Focused Collaboration Action Plan 2021-2024

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