Full List Current Work (Year 6)

In this project, the Southeast Comprehensive Center (SECC) is collaborating with the Alabama State Department of Education (ALSDE) to collect stakeholder feedback for refining the state’s EL professional development (PD) plan. The SECC is supporting the Title III and EL staff with resources and tools designed to measure the effectiveness of PD it provides to local education agencies (LEAs).

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The Southeast Comprehensive Center (SECC) is supporting the Alabama State Department of Education (ALSDE) with developing a strategic plan and performance management tools for its Office of Student Learning and providing related professional development (PD) to state school turnaround staff. The SECC is continuing to support the state with scaling up its School Improvement Grant (SIG) program using the Center on School Turnaround's Four Domains for Rapid School Improvement framework.

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The Southeast Comprehensive Center (SECC) is supporting the Alabama State Department of Education (ALSDE) with the co-development of a strategic plan for establishing a state system of support (SSOS) for professional development. This project includes the co-facilitation of meetings that include agency staff from across offices, the provision of resources and tools to facilitate development of the SSOS, and the co-design of an evaluation process the state will use to measure performance and impact.

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The Southeast Comprehensive Center (SECC) is collaborating with the Alabama State Department of Education (ALSDE) in the examination of instruction and achievement in science and mathematics using evidence-based research. The SECC will co-develop reports highlighting relevant research in science and math education and will co-present findings to teachers and administrators.

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The regional Ensuring School Readiness Community of Practice (CoP) supports state education agencies (SEAs) and other agencies (birth to third grade) to assist with early childhood efforts. The CoP includes an interactive, online site to facilitate the sharing of research and practice insights and a monthly newsletter to deepen awareness of regional and national early childhood education developments and opportunities for collaboration among states.

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The Southeast Comprehensive Center (SECC) is continuing to assist the Georgia Department of Education (GaDOE) through technical expertise and support to Curriculum & Instruction and Career, Technical, and Agricultural Education (CTAE) divisions in the collection of stakeholder responses to new courses and revisions of curriculum offered in GaDOE’s career pathways. Also, SECC and the College and Career Readiness and Success (CCRS) Center are supporting CTAE in promoting opportunities for all students to have access to quality work-based learning opportunities.

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As part of "Educating Georgia's Future," the Georgia Every Student Succeeds Act (ESSA) plan, the Georgia Department of Education (GaDOE) is focusing on building the knowledge and skill of agency staff to support implementation of strategies by local education agencies. The objective is to effectively utilize a comprehensive needs assessment process for improving teaching and learning across the state. The Southeast Comprehensive Center (SECC) is providing technical assistance, facilitation, and training to support the above process.

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During Year 4, the Talent for Turnaround (T4T) convening was held in partnership with the Center on Great Teachers and Leaders (GTL Center), the Center on School Turnaround (CST), and invited regional comprehensive centers. In Year 5, nine states and the District of Columbia were selected to be part of the T4T Leadership Academy, which focused on identifying root causes for their most urgent problems. In Year 6, the Georgia Department of Education (GaDOE) is continuing to work with the Southeast Comprehensive Center (SECC) to support Dougherty County School District to address issues of teacher quality and induction support.

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The Southeast Comprehensive Center (SECC) is assisting the Mississippi Department of Education (MDE) with finalizing the Assessment of Teacher Impact on Student Learning (ATISL) component of the Mississippi Professional Growth System (MPGS) and with co-facilitating conversations with institutions of higher learning (IHLs) to connect educator preparatory programs with the MPGS. The SECC also is supporting this work via thought partnering with MDE’s newly formed Office of Teaching and Leading (OTL) Solutions group, which includes representation from IHLs, to obtain feedback on key OTL initiatives from Mississippi’s stakeholders.

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The Southeast Comprehensive Center (SECC) is supporting the Mississippi Department of Education (MDE) in an agency-wide initiative to incorporate the Center on School Turnaround's (CST) Four Domains for Rapid School Improvement framework, to identify evidence-based interventions and best practices for school climate/culture and adult learning, and to revise the state’s Alternative Education Guidelines.

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The Southeast Comprehensive Center (SECC) is continuing to support Mississippi Talent for Turnaround Leadership Academy (T4TLA) districts with the alignment of statewide talent management efforts to district-level talent management based on the CST’s Four Domains for Rapid School Improvement framework. Also, SECC is providing technical assistance to support recruitment and retention efforts through teacher preparation, induction, implementation and monitoring for continuous improvement, data audits and analyses, and tiered licensure as well as TA support and resources relevant to English learner pedagogical content and programming.

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The Southeast Comprehensive Center (SECC) is working with English learner (EL) consultants in the North Carolina Department of Public Instruction (NCDPI) to finalize a peer observation rubric and follow-up implementation survey, as part of NCDPI’s support services for local education agencies and teachers that provide instruction for ELs. In addition to finalizing the data collection tools, SECC and NCDPI are co-developing a correlational study to investigate the impacts of professional development trainings on EL teacher practices and student performance.

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The North Carolina Department of Public Instruction (NCDPI) has built a robust instructional improvement system to manage the process of teaching and learning through a continuous improvement cycle of curriculum development, instructional delivery, assessment, as well as review and analysis of data. The Southeast Comprehensive Center (SECC) is helping NCDPI staff finalize the training tool to assist teachers in identifying and developing instructional resources. Also, the SECC is assisting the Global Education initiative with sustainability plan development. In addition, SECC and NCDPI, along with the Center on Innovations in Learning (CIL), are coordinating a professional development series on personalized learning for NCDPI staff.

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The North Carolina Department of Public Instruction (NCDPI) has initiated and expanded academic and instructional initiatives to support increased academic achievement, teacher leader effectiveness, and structural efficiencies. The Southeast Comprehensive Center (SECC) and NCDPI are refining data collection tools to continue to collect perception data from school stakeholders. Also, SECC and NCDPI are partnering closely with the state’s two Virtual Public Charter Schools (VPCS) to gather perception data, which will inform SECC’s development of draft policy recommendations to help guide the direction of the VPCS. The SECC is creating a fast response request and developing a crosswalk between NCStar school improvement indicators and AdvancED school standards to assist North Carolina school leaders with school improvement plans and procedures.

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The South Carolina Department of Education (SCDE), with support from the Southeast Comprehensive Center (SECC), has developed a school improvement framework, which is under review by SCDE senior-level administration. The SECC is continuing to provide support that began in Year 5 concerning the selection and use of evidence-based instructional practices based upon the SCDE evidence-based practices workbook, turnaround competencies for school leaders, and Center on School Turnaround strategies for rapid school improvement.

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The South Carolina Department of Education (SCDE) has developed and continues to administer, maintain, and refine the Assisting, Developing, and Evaluating Professional Teaching (ADEPT) system, which is the basis for teacher evaluation, licensure, and ongoing professional development (PD) in the state. The Southeast Comprehensive Center (SECC) is providing technical assistance to SCDE with the second administration of a survey of educator experiences and perspectives relevant to implementation of the student learning objectives (SLO) process and supporting the conduct of focus groups and the analysis and synthesis of survey and focus group results.

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The Southeast Comprehensive Center (SECC) is partnering with the Center on Innovations in Learning and the Center on College and Career Readiness and Success to provide training, resources, and technical assistance on personalized learning to educators and leaders in South Carolina. The goal of this project is to assist the South Carolina Department of Education (SCDE) in supporting teachers and students in the areas of learning technologies, competency-based education, and personal competencies.

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The Southeast Comprehensive Center (SECC) is supporting state education agencies (SEAs) to strengthen their plans for implementing college- and career-ready standards (CCRS) and assessments. Support includes access to research-based resources, emerging promising practices, and educational events (which are featured in a bimonthly newsletter). The SECC also provides technical assistance to help states refine Every Student Succeeds Act (ESSA) implementation plans and resources that may address needs or concerns related to assessment and accountability. In addition, SECC supports cross-state collaboration and peer learning through a regional community of practice (CoP) composed of SEA assessment and accountability staff. The CoP hosts virtual bimonthly meetings for network members to discuss selected topics of interest and concern.

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