Across the Appalachian region, the ARCC and state departments of education partner to undertake comprehensive reforms that improve systems of support for districts, schools, and educators so that they, in turn, can better serve students.
Visit our new video series, “ARCC Partners with SEAs”:
- Building Capacity in Kentucky
Dr. Kim Cowley and Dr. Kimberly Hambrick discuss an initiative with the Kentucky Department of Education that engaged the ARCC to help identify evidence-based strategies for Rural Low-Income districts, helping them make more informed decisions selecting strategies. (Transcript: Building Capacity in Kentucky)
- Research and Policy Briefs
Dr. Anne Rogers Poliakoff discusses assistance that the ARCC has offered state education agencies contemplating new policies or practices, by conducting literature reviews and interviewing representatives from other states who have done significant work related to the topic. (Transcript: Research and Policy Briefs)
- Micro Credentialing in Tennessee
Dr. Beverly Mattson explains how the ARCC has partnered with the Tennessee Department of Education on its micro-credentialing pilot, conducting a needs assessment designed to build the state’s capacity to implement the pilot and assess its outcomes. (Transcript: Micro-Credentialing in Tennessee)
- Early Learning Initiative in West Virginia
Clayton Burch, Associate Superintendent of Schools for West Virginia, reflects on the role that the ARCC has played on the state’s Early Learning Initiative, partnering with the West Virginia Department of Education throughout a complex process of logic model design and development and convening collaborative partners, leading to a comprehensive early learning plan that has received national recognition. (Transcript: Early Learning Initiative in West Virginia)
Read our stories describing specific initiatives with Appalachian region states:
- Reducing Chronic Absenteeism in Kentucky
Kentucky's Every Student Suceeds Act includes a new accountability measure--rates of chronic absenteeism. Because of this and other developments, the Kentucky Department of Education established a chronic absenteeism work group to help districts reduce rates of chronic absenteeism, and sought ARCC assistance to streamline their efforts.
- Tennessee's Competency-Based Education Pilot
The Tennessee Department of Education established a Personalized Learning Task Force and invited ARCC staff to take part in its exploration of individualized learning. Seventeen schools in the state are now implementing CBE.
- Assessing Algebra Readiness in Virginia
To prepare Virginia teachers to assess student algebra readiness, ARCC staff worked with the Virginia Department of Education to develop a mathematics articulation tool; create, run, and evaluate teacher training sessions; and use feedback from training participants to create new resources.
- West Virginia's Comprehensive Approach to STEM Education
West Virginia's Advisory Council for a Comprehensive Approach to STEM Education ensures STEM work across the state is coordinated, connected, and inclusive. ARCC assisted the Council in articulating the state's STEM education vision, mission, and theory of action, and facilitated development of a logic model for the STEM approach.
- West Virginia’s Nationally Recognized Early Learning System (PDF - 596KB)
The West Virginia Department of Education determined to establish a comprehensive early learning state plan, and sought the ARCC’s assistance to organize its work with a logic model, support the advisory council and committees, and assist in other ways with communications and engagement.
- Virginia’s Online Professional Learning Communities for Formative Assessment (PDF - 605KB)
The Virginia Department of Education wanted to help the state’s teachers adopt formative assessment, and engaged the ARCC to identify learning materials for teachers, set up an online learning community, offer instruction on formative assessment, and plan for school self-sufficiency to sustain this practice.
- The Kentucky Rural and Low-Income Schools (RLIS) Program (PDF - 393KB)
The Kentucky Department of Education intended to increase research-based innovative practices in Rural and Low-Income Schools districts, and partnered with the ARCC to survey RLIS coordinators about their strategies, conduct a literature review of research-based strategies, and prepare a report combining the review and survey results.
- Tennessee’s Micro-Credentialing Pilot (PDF - 239KB)
The Tennessee Department of Education initiated a micro-credentialing pilot to individualize teacher professional development aligned to licensure, and asked the ARCC to conduct a literature review and examine practice in other states, draft a participant questionnaire, and advise on conducting the pilot.
- West Virginia State Board of Education Ideas Exchanges (PDF - 147KB)
The West Virginia State Board of Education (WVBE) decided to conduct a self-assessment and meet with other boards in the region, and secured ARCC’s assistance to tailor an assessment for WVBE, apply the findings to the board’s practices, and facilitate meetings with other state boards.
- Tennessee Read to be Ready Coaching Network (PDF - 97KB)
Tennessee launched its Read to be Ready coaching network to improve literacy instruction in K-3 classrooms, and worked with the ARCC to review literacy professional development in other states to identify best practices, talk with these states, and consult on implementation of the network.