PARCC TECHNICAL ISSUE AND POLICY WEBINAR
Addressing Rural Challenges to Implementing
the Common Core State Standards
Monday, May 21, 2012 at 1:00pm (EST)
www.PARCConline.org
Agenda
• Summary of Technical Issue and Policy (TIP) Meeting
• State and Local Leaders Share Their Work:
• Linda Irwin, Niswonger Foundation/Northeast Tennessee College and
Career Ready Consortium
• Pamela Petty, Western Kentucky University
• Robert Thomas, Eastern Kentucky University
• Judy VanVoorhis, Ohio Appalachian Collaborative/Battelle for Kids
• Question and Answer Session
• Conclusion
Summary of Technical Issue and Policy
Meeting – February 28, 2012
• Brought together state and district leaders from eight
PARCC states
• Agenda included:
• Overview of PARCC
• Characteristics of rural communities across states
• Communication strategies for advancing the CCSS and building awareness
about PARCC
• Cross-state discussions on professional development and educator
engagement opportunities and strategies
• Regional conversations on innovative approaches, partnerships, and
existing tools and resources
Characteristics of Rural Communities across
States
• The Rural School and Community Trust shared
information about rural demographics
• There are 11.4 million public school students (23
percent) in enrolled in rural schools
• Of those, 9.6 million are enrolled in districts classified as rural, while 1.8
million are in rural schools located in non-rural districts
• From 2000 to 2009, rural enrollment increased from
17.4 to 20 percent
• Seventy percent of the net increase in enrollment during the period 20002009 was in rural districts
Characteristics of Rural Communities across
States
• On behalf of Achieve, Public Opinion Strategies
conducted a poll in 2011 among 800 registered voters
• According to the survey results, whether voters live in
urban, suburban or rural areas, a majority believe it is
better for states to have the same standards and tests
Key Rural Challenges to Implementing
the CCSS
• Professional development for rural teachers on
instructional strategies
• Opportunity for within-school or within-district CCSS
professional development collaboration, especially
collaboration among content areas
• Access to high-quality instructional materials aligned
to CCSS
Key Strategies to Support CCSS
Implementation in Rural Areas
• Building communication strategies tailored to rural
educators and populations
• Using technology to meet instructional needs
• Developing partnerships with institutions of higher
education to advance CCSS
• Leveraging business and community partnerships to
support CCSS implementation
• Partnerships are a key strategy to help support CCSS
in rural areas
Presenters
• Linda Irwin – Vice President, Niswonger
Foundation/Program Manager, Northeast Tennessee
College and Career Ready Consortium
• Pamela Petty – Director, Center for Literacy/Associate
Professor, School of Teacher Education, Western
Kentucky University
• Robert Thomas – Assistant Professor, Department of
Mathematics and Statistics, Eastern Kentucky
University
• Judy VanVoorhis – Senior Director, Ohio Appalachian
Collaborative, Battelle for Kids
Presenter
• Linda Irwin – Vice President, Niswonger
Foundation/Program Manager, Northeast Tennessee
College and Career Ready Consortium
Northeast Tennessee College and
Career Ready Consortium
• Hancock Co.
• Hawkins Co.
WSCC
• Hamblen
• Kingsport NSCC
• Sullivan Co.
Tusculum
• Greeneville
• Bristol
• Johnson Co.
• Elizabethton
• Johnson City
• Washington
ETSU
• Carter Co.
• Greene Co.
• Cocke Co.
Consortium Partners
• Niswonger Foundation (lead)
• 15 LEAs (30 High Schools)
• 7 Higher Education Institutions
• SAS Institute
• College Board
• CNA Education
• SCORE
Goals
1.
2.
Ensure all students, especially
students from underrepresented populations,
graduate high school college or
career ready
Activities
1.
Conduct a semi-annual supply
and demand course review to
determine the course needs of
the region
2.
Expand the dual enrollment,
Advanced Placement, Career
Technical, and istance learning,
online learning, courses
offered in the region
3.
Provide additional career and
college counseling resources to
students
Improve the likelihood that
students successfully complete
college
Current
Seats
Course Type
New Seats
(Not Additive)
2009-10
2010-11
2011-12
2012-13
2013-14
2014-15
Distance
Learning
435
140
420
700
1,120
1,120
Online Learning
270
280
840
1,400
2,400
2,400
AP
1,261
0
420
840
1,260
1,680
Dual Enrollment
2,174
1,346
2,691
5,382
10,764
10,764
Total
3,138
1,766
4,371
8,322
15,384
15,804
1. Every student will have access to an array of rigorous
courses, not to be limited by school or district size
2. At least 10% of high school students will graduate with at
least one year of post-secondary credit
3. An additional 20% of high school students will graduate
with at least half a year of post-secondary credit
4. The post-secondary enrollment rate will increase from
70% to 80%
5. The first to second year persistence rate will increase by
15% relative to the 2009-10 baseline
Presenter
• Pamela Petty – Director, Center for Literacy/Associate
Professor, School of Teacher Education, Western
Kentucky University
Summer Reading Academy:
ELA Standards-Based Experiences for Teachers
and Students
Partnership between
Shelby County Public Schools
and the
Western Kentucky University Center for
Literacy
Background
•
Who is involved in the partnership?
– Western Kentucky University Center for Literacy and
Shelby County Public Schools
• How is it supported/funded?
– Jointly funded by Shelby County Public Schools and a
grant from the Kentucky Council on Postsecondary
Education
• How did it begin?
– Invitation from Shelby County based on previous
initiative of the WKU Center for Literacy (Preparing 4
the Final 4: Getting your Head in the Game)
Partnership
• When the partnership was founded, what was
the intended purpose?
– Professional development in the English/Language
Arts Common Core Standards for
middle/secondary teachers
– Bring struggling readers (2-3 levels below grade
level) to grade level focusing on reading
comprehension and vocabulary
How did we do it?
• What are the primary activities and objectives
of the partnership (where, when, involving
who)?
– July 1-31, 2011
– Schools in Shelby County, Kentucky
– 25 teachers who applied to participate
– 80+ students – rising 8th and 10th graders
Administrative Goals
• Two-fold purpose of the Summer Reading
Academy:
– Address needs of struggling readers and increase
reading grade-level by 2 grades;
– Professional development for content area
teachers
Professional Development
• 3 face-to-face workshop days (18 hours)
• 4 Monday meetings (8 hours)
• Daily integrity checks (electronic support)
English-Language Arts – Common Core Standards
Daily Schedule
• Each lesson included:
– Word Play (20 minutes)
– Vocabulary Instruction (25 minutes)
– Strategy Instruction (25 minutes)
– Strategy Implementation (45 minutes)
– Book Club (45 minutes)
– Exit Ticket (5 minutes)
3.
In what way is the partnership specifically
being used to help with CCSS implementation in
rural schools and districts (e.g. developing
instructional materials, collaborative
professional development, communication and
stakeholder engagement strategies, etc.)?
• http://www.pampetty.com/shelbyco.htm
4.
What are the features of the
partnership that make it a success?
• Common goals
• Professionals within the disciplines
• Inclusion of administrators, parents, and buyin from teachers
• Considerations for students (high interest,
challenging, focused instruction that works)
• Continuous and immediate problem solving
• Commitment from all parties
Data Collection
• Teachers submitted short, electronic fidelity
checks each day.
• Students pre/post scores using the GatesMcGinitie Reading Test
Quantitative Data
Gates MacGinitie Reading Test
7th Grade – GAINS
Paired samples
(pre/post)
Grade-level
Equivalent
(pre)
Grade-level
Equivalent (post)
Number of
Students (N)
t (<.05)
Comprehension
4.6154
5.0500
26
.036
Quantitative Data
Gates MacGinitie Reading Test
9th Grade – GAINS
Paired samples
(pre/post)
Grade-level
Equivalent
(pre)
Grade-level
Equivalent (post)
Number of
Students (N)
t (<.05)
Comprehension
5.6920
6.2300
50
.020
Quantitative Data
• Gates MacGinitie Reading Test
• ALL 9th graders
Paired samples Grade-level
(pre/post)
Equivalent
(pre)
Vocabulary
6.0293
Grade-level
Equivalent
(post)
Number of
Students (N)
t (<.05)
6.5517
58
.018
Quantitative Data
Grade
Comprehension (Pre)*
Comprehension (Post)*
Difference*
7
4.2
7.4
3.2
7
4.2
7.1
2.9
7
5
7.4
2.4
7
4.1
6.1
2
7
4.2
5.1
0.9
Quantitative Data
Grade
Comprehension (Pre)*
Comprehension (Post)*
Difference*
9
6.1
13
6.9
9
4.2
8.4
4.2
9
7.1
10.4
3.3
9
7.4
9.6
2.2
9
5.8
7.8
2
Quantitative Data
Grade
Comprehension (Pre)*
Comprehension (Post)*
Difference*
9
7.5
13
5.5
9
8.2
13
4.8
9
5.6
9.9
4.3
9
5
8.4
3.4
9
5.3
7.9
2.6
Quantitative Data
Grade
Comprehension (Pre)*
Comprehension (Post)*
Difference*
9
7.3
13
5.7
9
6.9
9.7
2.8
9
4.5
7.2
2.7
9
6.4
8.7
2.3
9
6.3
8.4
2.1
Qualitative Data
• Student Responses
– I wish regular school was like this.
– I can’t believe I read a whole book ….and liked it.
– I feel like “I can compete with the smart
kids…..now!
Qualitative Data
• Teacher Responses
– I have many more strategies to use in my teaching. You
can teach an old dog of twenty eight years new tricks.
– This is what education should be like. Smaller classes,
stronger relationships, supportive administration and
longer class time… it’s the right formula for success.
– This has been the best “PD” experience I’ve had in at least
a decade! The material (reading strategies) really work! I
don’t have any educational background in specifically
teaching reading, but now I feel like I have the “keys” to
help students unlock the potential to improve their own
reading.
Presenter
• Robert Thomas – Assistant Professor, Department of
Mathematics and Statistics, Eastern Kentucky
University
Department of
Mathematics and
Statistics
Mathematics Education
K-9 (High School Readiness)
Math Transitions
Math Strategies for Number Sense and Fluency
College Transition Courses
College Transitional Algebra
Grades 6-12 Programs
Needs-Based, Coordinated, and Aligned Curriculum
Mathematics Education
Presentation by:
Dr. Robert Thomas
Dr. Cheryll Crowe
Nancy Blue Williams
Dr. Ken Dutch
Department of Mathematics and Statistics
Eastern Kentucky University
Richmond, Kentucky
Commonwealth Collaboration
• Eastern Kentucky University
– Dr. Doug Whitlock, President; Dr. Janna Vice, Provost; Dr. John
Wade, Dean, College of Arts and Sciences; Dr. Dan Mundfrom,
Chair, Department of Mathematics and Statistics; Dr. Robert
Thomas, Department of Mathematics and Statistics
• Kentucky Valley Educational Cooperative
– Jeff Hawkins, Director; NGMI: Marci Smith, Jessamine Schools
• Council on Postsecondary Education
– Dr. Robert King, President, Dr. Aaron Thompson, Sr. VP, Academic
Affairs; John DeAtley, Director, P-20 and College Readiness; Dr.
Sue Cain, Coordinator: College Readiness
• Kentucky Department of Education
– Dr. Terry Holliday, Commissioner; Susan Allred, Associate
Commissioner for the Office of Next-Generation Schools and
Districts, Darlene Combs, Darlene Gee and Julia Rawlings,
Recovery Specialists; Sue Davis, Greenup County Schools
K-9 Transition
College
Readiness Only
K-9 Transition/College Readiness
• Background
• School Districts
–
–
–
–
PLA: Greenup County/Carter County
Recovery: McCreary County/ Pineville ISD
PLA: Lincoln County, Fleming County, Monticello ISD
Other: Casey County, Owen County, Corbin ISD
• Procedures
–
–
–
–
Data Analysis/Planning, K-9
Diagnostics; Phase 1/Phase 2/Phase 3/K-2
College Readiness
Grades 6-12 Programs
• Partners: Over 60 Districts; 500 + Schools
K-9 Transition Initiative Pilot Program
[High School Readiness]
The EKU Math Education Team is working with elementary and
middle grades teachers in the Corbin Independent School District.
This Pilot Program initiative combines a comprehensive basic
skills initiative centered on automaticity, numeracy and
mathematics fluency and a comprehensive testing and remediation
program. In this pilot program, teachers have been empowered to
create grade level end of course skills tests to evaluate individual
students for placement and remediation. This ongoing initiative
[Year 3] has shown promising initial results with phase two
[remediation schedules] being instituted. The Math Education
Team has expanded the elementary and middle grades portions to
other selected schools in the EKU service region. Professional
development sessions for Teachers will been held for Phases I and
II. Compliance and Fidelity will be monitored.
• Elementary/Middle School/HS Readiness
• K-9 Transition
• Phase 1:
• Automaticity/Testing Regimen/Grade Level Tests
• Phase 2 Scale up:
• Computational Fluency/Automaticity Remediation
• Numeracy/Math Fluency/Algorithmic Facility
• Intervention/Remediation
• Grade Level Testing
• Phase 3: Individual
• Remediation
• Reinforcement
• Enrichment
• K-2
• Special Education
• Other curricular issues.
Kentucky Math Standards
Computational Fluency/Automaticity
Kindergarten
Fluently add and subtract within 5
Grade 1
Add and subtract within 20.
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10.
Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14);
decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the
relationship between addition and subtraction
(e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or
known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Grade 2
Add and subtract within 20.
Fluently add and subtract within 20 using mental strategies.
By end of Grade 2, know from memory all sums of two one-digit numbers.
Fluently add and subtract within 100 using strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction.
Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m.
Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢
symbols appropriately.
Kentucky Math Standards
Computational Fluency/Automaticity
Grade 3
Multiply and divide within 100.
Fluently multiply and divide within 100, using strategies
such as the relationship between multiplication and
division
(e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8)
or properties of operations.
By the end of Grade 3, know from memory all products
of two one-digit numbers.
ITBS Score Comparisons
2010 and 2011
YYYY County Schools
Computational Fluency Treatment Effects
Grade Level
DISTRICT/School
YEAR 03
04
05
06
07
STATE SUMMARY
2010 60
56
53
43
47
DISTRICT YYYY
2010 62
59
59
52
51
DISTRICT YYYY
2011 71
62
60
60
52
STATE SUMMARY
2011 61
57
54
45
48
Explore
School Year
2007-08
2008-09
2009-10
2007-08
2008-09
2009-10
2007-08
2008-09
2009-10
2007-08
2008-09
2009-10
2007-08
2008-09
2009-10
2007-08
2008-09
2009-10
Benchmark
17
Math
Average
Score
State Average
District
13.5
14.1
14.0
13.2
13.5
13.3
14.6
15.4
15.5
14.0
14.2
14.4
14.4
14.5
14.9
14.6
14.6
15.1
14.4
14.6
14.9
14.4
14.6
14.9
14.4
14.6
14.9
14.4
14.6
14.9
14.4
14.6
14.9
14.4
14.6
14.9
A
KY
Bench
B
KY
Bench
C
KY
Bench
D
KY
Bench
E
KY
Bench
F
KY
Bench
- 0.9
-3.0
- 1.6
-3.7
+ 0.6
-1.5
- 0.5
-2.6
Even
-2.1
+ 0.2
-1.9
Plan
School Year
2007-08
2008-09
2009-10
2007-08
2008-09
2009-10
2007-08
2008-09
2009-10
2007-08
2008-09
2009-10
2007-08
2008-09
2009-10
2007-08
2008-09
2009-10
Benchmark
19
Math
Average
Score
State Average
District
15.5
15.3
15.1
15.4
15.3
14.5
15.0
15.7
15.8
16.5
16.2
16.2
16.6
15.6
17.1
16.6
16.4
16.7
16.2
16.4
16.5
16.2
16.4
16.5
16.2
16.4
16.5
16.2
16.4
16.5
16.2
16.4
16.5
16.2
16.4
16.5
A
KY
Bench
B
KY
Bench
C
KY
Bench
D
KY
Bench
E
KY
Bench
F
KY
Bench
- 1.4
-3.9
- 2.0
-4.5
- 0.7
-3.2
- 0.3
-2.8
+ 1.1
-1.9
+ 0.2
-2.3
ACT
School Year
2007-08
2008-09
2009-10
2007-08
2008-09
2009-10
2007-08
2008-09
2009-10
2007-08
2008-09
2009-10
2007-08
2008-09
2009-10
2007-08
2008-09
Benchmark
22
Math
Average
Score
State Average
District
16.2
16.4
16.3
16.9
17.1
17.4
17.2
17.0
17.3
18.0
17.5
17.7
17.9
18.0
17.2
18.2
18.2
18.1
18.2
18.3
18.1
18.2
18.3
18.1
18.2
18.3
18.1
18.2
18.3
18.1
18.2
18.3
18.1
18.2
A
KY
Bench
B
KY
Bench
C
KY
Bench
D
KY
Bench
E
KY
Bench
F
KY
- 2.0
-5.7
- 0.9
-4.6
- 1.0
-4.7
- 0.5
-4.3
- 1.1
-4.8
+ 0.4
16 ACT
Median
18.4 Mean
25%ile
ACT 2011
Secondary Transition to College Mathematics Courses
• The EKU Mathematics Education team in the Department of
Mathematics and Statistics was tasked to assist regional school
districts and high schools in designing and implementing
‘transition to college’ math courses. Meetings were held in late
summer of 2009 to develop pilot transition programs at targeted
regional schools. The pilot program centers on a framework of
content and concepts [T1, T2, and T3, roughly aligned with the
Developmental Courses at EKU] that can be adapted to the
specific needs and conditions in each high school. Long-term
and sustainable change is best attained when the change is
embedded, bottom-up, has input from the local stakeholders and
is based on sound research and principles. These curricula
contain all of these components.
College Readiness Transition
•
•
•
•
•
•
•
Student Centered/Teacher Focused
“Perfect Plans”
Data and Needs Analysis
ACT/PLAN Scores for Initial Placement
KYOTE Testing
Curriculum/Instruction
Transition Courses
– T1, T2, T3
• On-going Data Collection/Analysis
• EKU Components
• End of Year recap
End of Year Pilot Recap 2009-2010
Grades 6-12 Programs Transitions
• Grades 6-12 Programs
– Needs based Placement of Students in Mathematics
– Flexible Scheduling
– Dynamic Model: Students reaching their potential
• Remediation – Reinforcement - Enrichment
• Curriculum Components
• Instructional Strategies
– Students learning mathematics at appropriate and optimal levels
– Dynamic Teaching Models
• PLA School Recovery
– SIG Planning and Response
– Transformational Model
• Regional Consortium
– Greenup, Boyd, Lawrence, and Carter County Schools
• On-going Data Collection/Analysis
Mathematics Education Planning
• Computational Fluency – Automaticity
– Compliance and Fidelity
• K-9 (High School Readiness) Transition Program
• College Readiness Transition Program
– Transition Courses
• Instructional Strategies
– Students learning mathematics at appropriate and optimal levels
– Dynamic Teaching Models
• Curriculum Components
• Grades 6-12 Programs
– Needs based Placement of Students in Mathematics
• PLA/SIG Planning and Response
• Transformational Model
• On-going Data Collection/Analysis
Core Content Math and Science Application
• Core Content Curriculum Planning for Mathematics and Science: Math and
Science Cadres created fully aligned curriculum maps and pacing guides
incorporating the New Core Standards; College Readiness Standards; and
Common Assessments aligned to these Maps and Standards.
• Who is involved in the partnership? EKU, KDE, Greenup County HS and East
Carter HS, KVEC
• How is it supported/funded? School Improvement Grant (SIG funding for 2
years)
• How did it get started? EKU and Dr. Thomas had begun the initiative and
when District 180 was formed at KDE the ERD (Susan Allred) was contacted
by Dr. Thomas and they began the initial discussions for goals and how it fit in
the SIG process. Grant was competitive.
• When the partnership was founded, what was the intended purpose? To
provide a radical solution to approaching mathematics at a low performing
high school in such a way that the school could learn to teach math better
while at the same time getting students from where they were to where they
needed to be. Incorporation of the new Core Standards for Math and Science.
• Mechanism is place to share products of these collaborations.
Core Content Math and Science Application
• What are the primary activities and objectives of the partnership (where, when,
involving who)?
Summer /Fall 2010 initial meeting with Susan Allred and Dr. Thomas; Allred
made contact with PLA schools to see where the ground was fertile for
planting this kind of seed; Spring/Summer 2011 grant writing schools/KDE/
proposal and submission; Fall 2011 funding and work begins; KDE monitors
progress
• In what way is the partnership specifically being used to help with CCSS
implementation in rural schools and districts (e.g. developing instructional
materials, collaborative professional development, communication and
stakeholder engagement strategies, etc.)? Schools don’t get much more rural
than these; Dr. Thomas instructs/leads and assists school based Education
Recovery Team on the ground every day for follow up and deployment,
monitoring and planning; Open Communication; Accountability for all
Stakeholders
• What are the features of the partnership that make it a success? Persistence,
perseverance focused goal of success; no turf guarding; SYSTEMS
THINKING; solutions orientation….do whatever it takes and nobody leaves
because there is struggle! Collaboration across multiple organizations!
Thank you!
Questions?
Dr. Robert Thomas
The EKU Mathematics Education Team
Department of Mathematics and Statistics
robert.thomas@eku.edu
Presenter
• Judy VanVoorhis – Senior Director, Ohio Appalachian
Collaborative, Battelle for Kids
Additional handout available:
http://www.parcconline.org/technical-issue-and-policy-webinar-may-21
ADDRESSING RURAL CHALLENGES TO
COMMON CORE STATE STANDARDS IMPLEMENTATION
Judy VanVoorhis, Ph.D.
Senior Director, Battelle for Kids
May 21, 2012
What?
The Ohio Appalachian Collaborative
(OAC)
 The OAC’s mission is to accelerate collegeand career-readiness for every student.
 The primary success measurement is a
dramatic and sustained increase in the
participating districts’ college and careertechnical school entrance rates and,
ultimately, completion rates.
Copyright 2012, Battelle for Kids
What?
The Rural Education Transformation Approach
Copyright 2012, Battelle for Kids
Rural Education Transformation Approach
 The model addresses 6 major areas for
transformational change:
Enhancing Teacher Quality
 Enhancing Leadership Quality
 Engaging the Community
 Redesigning Learning Opportunities
 Recognizing Excellence
 Using Data to Inform Practice

Copyright 2012, Battelle for Kids
Who?
 21 Ohio Appalachian Collaborative Districts


20 traditional school districts
1 Career-Technical Center (2 campuses)
 74 School Buildings
 2,066 Teachers
 34,000 Students

50% Eligible for Free and Reduced-Price Lunch
Copyright 2012, Battelle for Kids
OAC District Locale
Copyright 2012, Battelle for Kids
OAC District Map
Copyright 2012, Battelle for Kids
What?
 OAC Goals:





Accelerate college- and career-readiness
Improve teaching and learning, fueled by high
expectations
Realign K-12 education for 21st century skills,
learning and jobs
Boost growth, productivity, and resources
Demonstrate success in rural-based
transformation approach
Copyright 2012, Battelle for Kids
OAC: Expected Results
 85% of students take the ACT college entrance
exam and 100% of those students score a
minimum of 22
 All students graduate with college credit through
dual enrollment, PSEO, or AP
 70% of students enter college and complete
college
 Increase teacher value-added scores annually
 Reduce achievement gaps for economicallydisadvantaged students
Copyright 2012, Battelle for Kids
How?
 Develop and implement a
comprehensive approach for
transformational change in rural
education
 Use a collaborative approach to create a
population of students and educators of
sufficient size to attract funding,
conduct research and influence policy
Copyright 2012, Battelle for Kids
OAC System of Support
Copyright 2012, Battelle for Kids
Internal District Transformation Teams
 Facilitates implementation of RttT
milestone targets at the district
level
 Builds awareness of improvement
strategies
 Implements a local
communication plan
 Creates a district professional
learning plan
 Partners with higher education
partners to increase curriculum
rigor
Copyright 2012, Battelle for Kids
Collaborative Learning Practitioner (CLP)




District nominates 1-2 CLPs
(coaches), responsible for
connecting Network Teams to
facilitate school improvement
Can be a teacher, curriculum
director, or principal with strong
instructional background and ability
to connect teams
Helps lead change and facilitate
district/school improvement
CLPs receive intensive and coherent
professional learning
Copyright 2012, Battelle for Kids
CLPs in POP Teams
 Each CLP works within a team
to identify and investigate key
problems of practice (POP)

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College/Career Readiness
Embedding district-wide
value-added analysis and
formative instructional practices
Assessments
Common Core State Standards
and PARCC
Teacher Quality, peer review
models, HET, HEP, evaluation
Copyright 2012, Battelle for Kids
Collaborative Learning Leader (CLL)
 BFK CLLs serve as “coaches of the
coaches”
 Work with other regional and state
experts to support, deliver, and help
build strength and capacity within the
network of CLPs so they can best
impact school improvement in OAC
districts
Copyright 2012, Battelle for Kids
District Collaborative Learning Networks
 Value-Added Network

4-6 members including CLPs,
curriculum directors, principals
 Formative Instructional Practice
Network

8-11 members including CLPs,
curriculum directors, principals,
teachers
 College/Career Readiness and
Change Leadership Network

12 members including CLPs,
curriculum directors, principals,
teachers, school counselors
Copyright 2012, Battelle for Kids
OAC: Support
Copyright 2012, Battelle for Kids
OAC: Success Factors
The Five Conditions of Collective Success and Impact
(Kania and Kramer, 2011)
1. Common Agenda: OAC Rural Education Transformation
Approach
2. Shared Measurement Systems: OAC performance goals,
college/career-readiness, and access to effective teachers
3. Mutually Reinforcing Activities: CLPs, POP Teams, District
Network Teams
4. Continuous Communication: OAC System of Support
5. Backbone Support Organization: Battelle for Kids
Copyright 2012, Battelle for Kids
Dr. Judy VanVoorhis
Senior Director, Ohio Appalachian Collaborative
Battelle for Kids
jvanvoorhis@battelleforkids.org
www.battelleforkids.org
Question and Answer Session
• Linda Irwin – Vice President, Niswonger
Foundation/Program Manager, Northeast Tennessee
College and Career Ready Consortium
• Pamela Petty – Director, Center for Literacy/Associate
Professor, School of Teacher Education, Western
Kentucky University
• Robert Thomas – Assistant Professor, Department of
Mathematics and Statistics, Eastern Kentucky
University
• Judy VanVoorhis – Senior Director, Ohio Appalachian
Collaborative, Battelle for Kids
Conclusion & Contact Information
Access materials online:
http://www.parcconline.org/technical-issue-and-policy-meeting-february-28-2012
Contact Information:
Alissa Peltzman, Director, State Leadership & Policy Development
apeltzman@achieve.org
Casey Maliszewski, Program Associate, State Leadership & Policy
Development
cmaliszewski@achieve.org