Kentucky, Tennessee, Virginia and West Virginia


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This Equitable Access Support Network report shares findings from New Leaders' Emerging Leaders Program, a selective, job-embedded teacher leadership development program.


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Much has been written on the subject of school turnaround, but relatively little about how to pay for turnaround-related work. This new publication, from the Center on School Turnaround, can help answer questions about funding sources and applications to turnaround work. Turning around low-performing schools not only requires changing instructional and related practices, but changing spending patterns as well. Too often education dollars are spent on the same costs from year to year, with little scrutiny of how closely costs align to the needs of schools and students. This handbook addresses how U.S. Department of Education formula grants, such as TItle I, Title II, and Individuals with Disabilities Education Act. can be used to support school turnaround efforts. State education agencies play a critical role in helping districts and schools navigate federal grant rules and spend funds effectively.


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This document from the Center on School Turnaround is tactical guide that describes core components for developing and administering needs assessments for improvement.  Information on ESSA requirements is included in the guide.  The document will aid users in planning and designing needs assessments and provide information on how a needs assessment is part of the improvement process.  Key decision points are also discussed.  Worksheets are included to help users in designing and developing needs assessments for schools and/or districts.

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This policy conversation brief, published by the Ounce, looks at new opportunities that states will have under the Every Student Succeeds Act (ESSA) to hold schools and districts accountable for the quality of their work with students in the early years of their academic experience.

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The mission of Virginia's public education system is to educate students in the fundamental knowledge and academic subjects that they need to become capable, responsible, and self-reliant citizens. Therefore, the mission of the Virginia Board of Education and the superintendent of public instruction, in cooperation with local school boards, is to increase student learning and academic achievement.

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In 2013, leaders at the Virginia Department of Education wanted to reduce how many state tests students take. At the same time, new state rules required that teachers use data to understand how their students are struggling with learning and to deal with problems immediately. As a result, Virginia education leaders sought to help teachers use formative assessment in their classrooms.  Learn how the Appalachia Regional Comprehensive Center supported the state in their use of assessment to inform learning.