Kentucky, Tennessee, Virginia and West Virginia

Success Stories

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.
  • 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.
  • 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.
  • 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.

Read our stories describing specific initiatives with Appalachian region states:

  • 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.
  • WV 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.