The SECC staff will support SEA staff with tools and resources for developing and implementing student growth goals (SGGs).
The SECC will work with Alabama to strengthen its STEAM implementation efforts for LEAs and schools to provide innovative opportunities to enhance teaching and learning across all grade levels.
The SECC staff will continue its Alabama/Mississippi interstate community of practice, which focuses on sharing knowledge and expertise between SEAs. The Alabama-Mississippi Community of Practice (AMCoP) will continue to provide a forum for Alabama State Department of Education (ALSDE) and Mississippi Department of Education representatives and stakeholders to interact and collaborate with national experts and staff from other SEAs.
The SECC will continue to assist GaDOE by providing technical expertise and support to the C&I and CTAE divisions in the collection of stakeholder responses to new courses offered in the career pathways. SECC will partner with the CCRS Center to examine employability skills and their inclusion in classroom instruction for all students. Also, SECC continues to provide TA for revisions to the CTAE strategic management and evaluation plan.
The Office of School Leadership has been asked to add an additional layer to its Transformational Leaders Academy to support school turnaround on a district level. This project seeks to partner with the Center on School Turnaround and the University of Virginia to work with identified districts in a capacity building framework.
The NCDPI has developed an extensive array of support services for LEAs and teachers that provide instruction for EL students. Professional development for teachers and school teams in the use of SIOP, WIDA standards, ExCELL and Linguafolio as instructional tools has been offered throughout the state for a number of years. During Year 4, SECC assisted in refining and testing evaluation tools to improve PD and the selection of training providers. In addition, SECC began conversations with NCDPI staff regarding successful strategies for American Indian students. In Year 5, SECC will assist in designing data collection processes to examine implementation practices for EL PD and for student and parent perceptions regarding academic barriers for American Indian students.
The SECC will continue to provide TA to MDE with implementation of its educator equity plan at both the state and local levels. SECC also will provide assistance with gathering stakeholder input via stakeholder groups and with the revision of MDE’s teacher recruitment and retention plan.
The SECC will continue to provide TA in expanding state support to school districts in the area of ELs. SECC will assist Mississippi EL personnel and other key MDE staff in building the state’s internal capacity to (a) Implement Title I and Title III EL requirements; and (b) facilitate the state’s provision of evidenced-based support to schools and districts serving EL students. The SECC will provide TA to broker relationships with other SEAs for the development of training, instructional support, and the above referenced capacity building.
The SECC early childhood staff will continue to sustain its regional community of practice (CoP) that focuses on ensuring school readiness and the success of preschool-age children. The CoP will continue to provide an online site that serves as a virtual workspace for SEA representatives and stakeholders to interact and collaborate with national experts and staff from other SEAs as well as access to up-to-date research-based practices and emerging promising practices.
The SECC will assist GaDOE in the development of its ESSA plan to work collectively to increase student achievement throughout the state by looking at multiple indicators and meeting federal accountability requirements.
The SECC staff will work with the Office of Federal Programs and the Office of School Improvement (SI) staff in the delivery of TA and support services to low-performing schools, including collaboration with MDE and national centers. The SECC also will assist with the development of tools and materials to support the collaborative work of these two offices into one SECC project.
North Carolina has built a robust Instructional Improvement System to manage the process of teaching and learning through a continuous improvement cycle of (a) curriculum development; (b) instructional delivery; (c) assessment at the classroom, district, and state level; and (d) the review and analysis of data. During Year 4, SECC continued discussions and planning for a training tool to assist teachers in identifying and developing instructional resources; in obtaining and analyzing teacher and stakeholder feedback regarding English language arts (ELA) and math standards; and initiated planning efforts for a sustainability plan for the Global Education state initiative. In Year 5, SECC will assist NCDPI in completing the teacher training tool, in developing a process and guide for reviewing and revising academic standards and a format for collecting stakeholder feedback for the process. In addition, SECC will continue to support the development of a sustainability plan for the Global Education initiative.
The SECC staff will continue to support SEA staff with processes for implementation of School Improvement Grant (SIG) FY17 funds and sustainability processes for local education agencies (LEAs) and schools and special populations and subgroups.
The Mississippi Academics, Skills, and Knowledge in Career and Technical Education (MS ASK-CTE) pilot project through MDE and SECC offered six districts (i.e., Jeff Davis, Laurel, Kemper, Marion, Newton, and Wilkinson) the unique opportunity to participate in PD using a coaching model, which equipped student services coordinators and CTE instructional staff with research-based classroom strategies designed to increase vocabulary, comprehension, motivation, and expressive skills in respective CTE content areas. Three different content areas were represented based on district and course instructor selections; the three content areas were Business and Computer Technology, Design Technology, and Marketing and Cooperative Education.
The SECC will continue to provide TA with the implementation of the Early Learning Collaborative Act of 2013 through working with MDE’s Office of Early Childhood staff to provide appropriate school readiness resources and services to early childhood stakeholders and program providers. SECC will assist with school readiness work related to MDE’s Early Childhood Strategic Plan and with reviewing and refining MDE tools and procedures for monitoring implementation of the Early Learning Collaboratives and other funded preK programs.
In this project, SECC staff are continuing to support MDE staff in both the implementation and expansion of their use of MS SOARS with low-performing schools. SECC staff are also working with MDE to update and implement the Focus Schools Proposed State and District Activity Plan.
The SECC will partner with the Center on Innovations in Learning (CIL) to provide training, resources and TA on personalized learning. The goals of this project are to aid the SEA in supporting districts and schools in the areas of personalized learning, learning technologies, competency-based education, and personal competencies.
The SECC is supporting to ALSDE for implementation of Plan 2020, with support for development of processes and resources for increasing proficiency of third graders in math and literacy.
The SECC will provide opportunities, via collaboration with other content and regional comprehensive centers, for its SEAs to participate in Talent for Turnaround (T4T) follow-up activities, including the Talent for Turnaround Leadership Academy (T4TLA). In Year 1, the T4TLA will engage SEA leadership in learning about and applying research and best practices in preparing, hiring, developing, and supporting educators in the work of school turnaround. Additionally, Year 5 key state topics of interest will be identified, with SECC collaborating with subject matter applicable content and RCCs to plan and collaboratively conduct targeted PD convenings on a state-specific basis.
The SECC staff will continue to support SCDE staff with implementing a state-wide system of support to provide effective and consistent methods for evaluating and supporting all educators and administrators across the state’s school districts. This project will develop a system to measure student growth and incorporate that measure into the current evaluation systems.
The SECC will work with SCDE early childhood staff to provide appropriate school readiness resources and services to early childhood stakeholders and program providers.
The SCDE has developed and continues to administer, maintain, and make ongoing refinements to the ADEPT and PADEPP systems. These evaluation and support systems provide effective and consistent methods for evaluating and supporting all educators across the state’s school districts. This project will develop a system to measure student growth and incorporate that measure into the current evaluation systems.
The NCDPI provided significant levels of support to local education agencies and charter schools using Race to the Top (RttT) funds to increase academic achievement and teacher and leader effectiveness. During Years 3 and 4, SECC assisted the SEA in examining regional intermediate structures and alternative approaches for allocating services and support. In addition, the SEA collaborated with the Building State Capacity and Productivity (BSCP) Center to examine the structure, roles and responsibilities of its Communications Division to better support state key initiatives. During Year 5, SECC will continue to collaborate with NCDPI to complete the examination of its communication processes and the development of a comprehensive communications plan. The SECC also will assist NCDPI with ESSA stakeholder engagement and exploring options for regional support.
The SECC will serve as a collaborating partner to identify and facilitate work with other individuals or organizations to address specific needs or issue-specific concerns. Opportunities to connect with other states with similar interests will be supported as well as opportunities to engage in collaborative meetings that bring leaders together to learn with and from each other. SECC will continue to support use of the Indistar data management system by schools and districts in the state.
The NCDPI has initiated and expanded academic and instructional initiatives to support increased academic achievement, teacher leader effectiveness, and structural efficiencies. In Year 4, SECC collaborated with the REL Southeast to develop an evaluation plan for the North Carolina Virtual Charter Public Schools and in the creation of a tool to assist schools and districts in aligning school improvement efforts. In Year 5, SECC will work with the SEA to implement components of the evaluation plan and support NC Star expansion. In addition, SECC will assist NCDPI in providing experts to provide guidance in fully implementing effective practices documented in its school level improvement plans.
The SECC will work with SEAs to strengthen their plans for implementing college- and career-ready standards (CCRS) and assessments by (a) identifying and providing high-quality resources that are supported by research-based and emerging promising practices; (b) collecting feedback from districts, schools, and teachers to determine the quality, usefulness, and relevance of the resources and supports they are providing; (c) adjusting and refining their implementation plans and resources to address identified needs or concerns; and (d) developing and implementing an assessment and accountability network of SEA staffs.
The following is a link to the most recent list of CCRS and assessment resources: http://www.air.org/resource/college-and-career-readiness-standards-and-assessment-resource-list which is published on the AIR website.
The SECC staff will continue to support ALSDE through the EL Readiness Matters Committee (including staff from Teaching and Learning, Office of Student Learning/Instructional Services – CCRS Implementation, and Office of Learning Support/Federal Programs/Title III, Special Education Services, and Career and Technical Education) through a review of data on EL proficiency of third grade ELs and support with ESSA implementation as it relates to requirements for serving ELs, including accountability.