Use this interactive map to see the makeup of the Comprehensive Center system.
See the Projects by State page to view the Regional Center work in each individual state.
Across four diverse states, this project shares direct experiences of educators and policymakers as they respond to COVID-19, school closures, reopenings, and throughout the academic year. This project delivers multimedia universal and target products, lifts up promising practices, links stakeholders to key resources related to responding to disruption, and identifies lessons and innovations that are important to the education system beyond the current crisis.
This project ensures that the release of school-by-school per-pupil financial data required by the Every Student Succeeds Act (ESSA) lives up to its promise to improve schooling in their communities by supporting schooling and allocation decisions. This project helps stakeholders uncover the messages and visualizations that engage each audience, and encourages productive engagement with and use of financial data by parents, education advocates, school board members and administrators.
The National Center's Work Groups are teams of collaborators from within the CCNetwork who are interested in similar topic-areas and engage together to move the work forward. The National Center supports and participates in three topical work groups: Workforce; Literacy & Instruction; and SEL/TIP (Social-Emotional and Behavioral Learning/Trauma-Informed Practice).
The Learning and Enrichment Collaborative continues to support states, school districts and community partners in using American Rescue Plan (ARP) Act funds to implement and expand meaningful learning and enrichment experiences for students, including summer learning, out-of-school time, and other field-based needs.
This project supports American Indian and Alaska Native children and youth by a facilitated self-reflection process for state, local and tribal education agencies as they inventory and describe their current work on Native education; the project will also train Regional Centers to support the facilitation of the self-reflection process with their states.
Equity is identified in President Biden's Executive Order on Racial Equity and in Secretary Cardona's Supplemental Priorities for Discretionary Grants. This project has three components: a portfolio of work focused on building capacity related to equity, a national landscape scan of SEA equity policies, and a presentation at a CCNetwork meeting.
This Community of Practice helps state teams to strengthen systems of support for low performing districts and schools (CSI and TSI) through the use of the National Academy of Sciences equity framework. A combination of asynchronous and synchronous activities are used to support state education agency (SEA) leaders in applying equity indicators in their systems of support and accountability for CSI (comprehensive support and improvement) and TSI (targeted support and improvement) schools.
This Community of Practice is focused on Using American Rescue Plan (ARP) Funds for Scale and Impact. State teams and representatives from their Regional Centers (RCs) work together to solve problems of practice through the identification and implementation of model programs and strategies.
This Community of Practice is focused on opportunities for students to accelerate their learning and expand their social-emotional well-being through summer learning and enrichment programs. State teams and representatives from their Regional Centers (RCs) work together to solve problems of practice through the identification and implementation of model programs and strategies.
This project supports all of the activities that promote coordination, collaboration, and communication across the CCNetwork and within ED, including needs assessments, cross-Network meetings, CCNetwork Work Groups, and collaboration with other ED TA Centers and national organizations.
This project is developing a tool to help Massachusetts school and district leaders better select reading interventions for their students. The tool consists of reading interventions that can be filtered by features such as grade level, targeted skill, cost, duration, and other characteristics identified by the State.
The Massachusetts Department of Elementary and Secondary Education (DESE) recently released a Literacy Strategic Plan for Massachusetts that emphasizes the benefits of an excellent literacy education for every child. To help meet the goals of this strategic plan, this project is conducting a statewide needs assessment focused on educators’ K–3 literacy instruction preparation and practices.
The Maine Department of Education (ME DOE) has adopted a culture of innovation, equity, and excellence both within ME DOE and across districts in the state. This project uses technical assistance activities aligned with the Rethinking K-12 Education Models Grant: Rethinking Responsive Education Ventures (RREV) to support ME DOE.
This project supports two distinct but inter-related activities: developing interdisciplinary standards for districts to consider adopting; and organizing a project-based learning framework for districts to use as they implement those standards.
This project updates a geographic information system (GIS) map for the New Hampshire Department of Education (NH DOE) and its cross-agency partners to support the economic recovery from the COVID-19 pandemic. The map will help policymakers compare data from across agencies to identify needs and potential opportunities to support education-to-workforce strategies.
This effort assists the New Hampshire Department of Education as they develop logic models to use as a framework for implementation, monitoring, and evaluation of priority initiatives that support student learning in the pandemic.
This project works with the New Hampshire Department of Education (NH DOE) to analyze the results of the 2020/2021 4th-grade thru 8th-grade state assessments for English Language Arts (ELA) and math to identify areas of technical assistance needs.
This project, in tandem with the Vermont Agency of Education is developing a set of interactive maps that use geographic information system (GIS) to examine the distribution of education and related support services in the state, thus underpinning informed policy decisions and improved regional educational equity.
To support future school facilities construction efforts in Vermont that align with 21st century learning needs, this project works with the Vermont Agency of Education to analyze research on evidence-based practices and then to provide policy recommendations for the general assembly.
To support recent policy efforts to increase the quality and use of evidence-based literacy practices in the classroom, this project, in partnership with the Vermont Agency of Education and the CEEDAR center, assesses educators’ literacy instruction preparation in Vermont’s educator preparation programs.
This project is developing a framework to guide and unify the implementation of Multi-Tier Systems of Support (MTSS) across the state of Minnesota, focusing on the values, priorities, and initiatives of the various divisions within the Minnesota Department of Education (MDE).
This project identifies potential, quick turnaround, technical assistance projects with Minnesota local education agencies (LEAs) as they develop capacity to use evidence-based practices (EBP).
This project is convening coordinated teams and developing infrastructure to assist the Minnesota Department of Education (MDE) develop and implement statewide the Minnesota Multi-Tier Systems of Support (MnMTSS).
This project is developing a Minnesota Multi-Tier Systems of Support (MnMTSS) Roadmap to guide the implementation of the MnMTSS Framework. The MnMTSS Roadmap includes self-evaluation tools that can be used by Minnesota local education agencies (LEAs) to assess implementation.
This project is developing and fielding a survey to identify statewide needs, successes, and implementation of the Minnesota Multi-Tier Systems of Support (MTSS).
This project will develop Policy Analysis Guidelines to promote alignment of the Minnesota Multi-Tier Systems of Support (MnMTSS) with Minnesota Department of Education (MDE) policies, procedures, and state and federal funding streams. The Guidelines also bolster alignment of Minnesota local education agency (LEAs) policies, procedures, and funding streams to support MnMTSS.
This project is developing an MnMTSS Professional Learning and Development Guidebook to facilitate professional development. The Guidebook will help build and enhance the knowledge, skills, and dispositions needed among educators and educational leaders across the state to successfully implement multi-tier systems of support in Minnesota schools.
This project is developing an MnMTSS Teamwork Guidebook to support teams of educators and educational leaders as they learn to install, implement, institutionalize, and improve multi-tier systems of support in Minnesota schools and districts.
This project is developing guidance and recommendations to help Minnesota local education agencies (LEAs) and schools develop and refine effective data management systems for Multi-Tier Systems of Support (MTSS).
This project is creating a Program Evaluation Guide to support schools and districts as they gather and evaluate data to improve Minnesota Multi-Tier Systems of Support (MnMTSS) structures and procedures.
This project emphasizes continuous improvement in the arena of educator diversification. The project supports the Minnesota Department of Education (MDE), Minnesota Regional Centers of Excellence (MN RCEs), and Minnesota local education agencies (LEAs) by creating professional learning opportunities, tools, and guidance to support the use of a teacher diversification toolkit and implementation of evidence-based practices (EBP).
This project is fielding and analyzing data from a Minnesota Department of Education (MDE) survey for educators, families, and students (where appropriate) to monitor implementation progress of Minnesota local education agencies’ (LEAs) Safe Learning Plan. The plan prioritizes safe learning for all Minnesota students and emphasizes school flexibility to adapt their learning model based on the local prevalence of COVID-19 cases.
This project supports the Wisconsin Department of Public Instruction (DPI) Office of Educational Accountability (OEA) as they leverage the state school report card redesign work to also address achievement gap-closing goals.
This project uses Circles of Reflection to engage Wisconsin tribal and non-tribal educators, early learning providers, community leaders, and the Wisconsin Department of Public Instruction (DPI) staff regarding early learning challenges and opportunities for Native American children and families.
This evidence review conducted by the Wisconsin Department of Public Instruction (DPI) focuses on evidence-based improvement strategies submitted by Wisconsin local education agencies (LEAs) for funding via the Elementary and Secondary School Emergency Relief Fund (ESSER Fund).
This project develops support structures at the Wisconsin Department of Public Instruction (DPI) and Wisconsin local education agencies (LEAs) for community parent and youth engagement facilitating a community-school coalition, providing technical assistance to LEAs, supporting alignment and coherence in DPI initiatives, and undertaking cross-state work in youth engagement and voice.
This project supports the Wisconsin Department of Public Instruction (DPI) leadership in strategic planning, initiative alignment, prioritization, and continuous improvement efforts.
This project is identifying potential, quick turnaround, technical assistance projects with Wisconsin local education agencies (LEAs) to help them develop evidence-based practices (EBP).
Through this project, the University of Wisconsin-Madison's Rural Education Research and Implementation Center (RERIC) will partner with Tier 1 teams in rural Wisconsin local education agencies (LEAs) to strengthen rural family-school partnerships around academic and social-emotional systems of support.
This project supports Wisconsin's statewide implementation of the Rubric for Racially Equitable Evidence (RREE) by designing, testing and disseminating RREE implementation toolkits for different audiences - youth, educators, researchers, Wisconsin local education agencies (LEAs), and the Wisconsin Department of Public Instruction (DPI).
This project helps the Wisconsin Department of Public Instruction (DPI) and Wisconsin local education agencies (LEAs) to use data to identify, select, and implement evidence-based practices (EBP) to strengthen the educator workforce.
This project assists the Wisconsin Department of Public Instruction (DPI) staff who are overseeing regional and local education agencies (LEAs) work in hybrid and remote learning. The project includes identifying data collection needs, and developing instruments and analytical approaches that inform resource development.
This project is creating and implementing a regional Communications Plan, in collaboration with the Wisconsin Department of Public Instruction (DPI) and the Minnesota Department of Education (MDE), the Wisconsin-Minnesota Comprehensive Center - Region 10 (WMCC10) advisory board, the National Comprehensive Center, the REL-Midwest, statewide professional organizations and local education agencies (LEAs).
This project is convening regional cross-state discussions between the Wisconsin Department of Public Instruction (DPI) and the Minnesota Department of Education (MDE) to share challenges and potential innovations, tools, and processes used by other state education agencies (SEAs) to support identified districts and schools.
This project engages with rural education advocacy organizations in Wisconsin (the Wisconsin Rural Schools Association) and Minnesota (the Minnesota Rural Education Association) to identify topics in rural education of cross-state interest for further study and dissemination.
North Dakota Targeted Support and Improvement (TSI) and Comprehensive Support and Improvement (CSI) schools are participating in networked improvement communities to help meet the needs of low-income students and students with disabilities. These communities consider how a proposed set of changes will improve outcomes for student subgroups through rapid tests of change to guide the development, revision, and continued fine-tuning of new tools, processes, work roles, and relationships.
This network capacity building project includes an ongoing needs assessment with the four states in the region, responding to National Center requests, developing materials and resources based on identified needs (e.g., joining work groups, participating in professional learning opportunities), and promoting evidence-based practices (e.g., through publications).
This project continues work in Nebraska that improves systems and supports for Targeted Support and Improvement (TSI) and Additional Targeted Support and Improvement (ATSI) schools; this year’s focus is designed to help meet the needs of English learners in these schools.
South Dakota is working to operationalize strategies that help schools to achieve and sustain improvement in Native American student learning. This Bright Spots Project incorporates existing practices associated with positive Native American student outcomes into South Dakota schools.
This initiative is designing and implementing a comprehensive K–3 reading framework to improve outcomes for struggling readers in Wyoming.
This initiative supports Colorado education stakeholders to 1) better understand local factors that influence educator shortages, and 2) use a geographic information system (GIS) map to facilitate analysis, identification, and action planning to address opportunities for improvement in the workforce pipeline.
This project is supporting the Colorado Department of Education as it updates and refreshes the Colorado Dropout Prevention Framework, a tool for continuous improvement in dropout prevention and student reengagement and recovery efforts.
This project supports the Kansas State Department of Education undertake transformational school redesign to help Kansas lead the world in student success by 2030. By applying evidence-based practices in the four key areas of personalized learning, student success skills, business/family/community partnerships, and real-world application to the elements of school redesign, Kansas will be positioned to scale up redesign efforts throughout the state.
The Missouri Common Formative Assessment project builds the capacity of state leaders to develop a statewide system of formative assessment—both in practice and in policy—to provide equitable access to common formative assessments for student learning in all content areas.
This project supports the Missouri Department of Elementary and Secondary Education as they implement and scale-up the Missouri Leadership Development System (MLDS) to support effective leaders in every school in the state. MLDS supports principals across four career stages—Aspiring (pre-certificated), Emerging (initial career entry), Developing (practicing), and Transformational (highest level).
This project supports the Bureau of Indian Education as it makes the transition to a single, unified standards, assessment, and accountability system.
This assistance supports the Oklahoma State Department of Education as they measure the effectiveness and impacts of state and Bureau of Indian Education (BIE) initiatives funded by the American Rescue Plan (ARP).
This project assists the Bureau of Indian Education as they address internal organizational management and focus on productivity improvements in communication, collaboration, and coherence.
This Principal Leadership Academy supports the Bureau of Indian Education (BIE) as it provides professional development opportunities for school leaders. The PLA provides intensive, tiered, job-embedded training and support, grounded in evidence-based practices.
This effort continues to support the Bureau of Indian Education (BIE) as they develop and implement new structures and processes to internally strengthen the connection of ESSA-IDEA-discretionary programs and grants management systems, and thus improve the quality of services to BIE schools
The project supports a cross-state Community of Practice with six states and the Bureau of Indian Education as they focus on systemic approaches to addressing the academic and economic challenges that face Indigenous peoples. The Community of Practice emphasizes the rich cultural assets that Indigenous students, families, communities, and nations bring to designing solutions for challenges in education.
New Mexico’s Community Schools initiative helps the New Mexico Public Education Department design, implement, support, and bolster New Mexico’s community schools, serving as an overall school improvement strategy. New Mexico’s state-funded community schools provide expanded learning time and social and health services, in tandem with community partners, to students across the state.
This effort supports the New Mexico Public Education Department’s Principal Evaluation Task Force as they undertake consensus building activities. These activities will culminate in a summary report of recommendations to change/improve the system and processes.
This project will assist the New Mexico Public Education Department (NM PED) as they plan and implement continuous improvement cycles for the budget planning processes and procedures, resulting in more strategic resource planning and allocation.
This project will result in improvements to the process used by the state education agency (SEA) in New Mexico as they administer and manage grants to local education agencies (LEAs).
This project partners with the New Mexico Public Education Department (NM PED) as they provide support and assistance to local education agencies (LEAs) for strategic planning and use of Elementary and Secondary School Emergency Relief (ESSER) funds and the implementation of LEA American Rescue Plans.
This project revises and improves the tools used by the Oklahoma State Department of Education staff to support improvement planning in schools identified for Comprehensive Support and Intervention (CSI) and Targeted Support and Intervention (TSI).
This project supports the Oklahoma State Education Department as it refreshes its suite of Programs of Excellence rubrics in support of the statewide rollout of their use in the 2021–2022 academic year. Programs of Excellence rubrics address varied aspects of school programs to ensure that all students have access to a well-rounded education in safe and healthy conditions.
This project supports two special schools in Arkansas by identifying areas of improvement and interventions to increase high-quality education to students as outlined in the State’s Transformation and Efficiencies Act of 2019.
This initiative assists the Arkansas Department of Education (ADE) to bring in experts from the South Southwest Mental Health Technology Transfer Center to start planning ways to design and implement a statewide mental health framework.
This project helps the leadership of the Division of Elementary and Secondary Education (DESE) of the Arkansas Department of Education as they create a new fiscal accountability system that features standards, criteria, procedures, and district supports/tools.
This project supports a systemic approach to identifying cultural attributes, measuring the prevalence of key cultural indicators, assessing the organization's ability to reinforce culture, and ensuring that these cultural attributes drive student outcomes in the state of Arizona.
This initiative supports the Arizona Department of Education (ADE) as they develop, implement, and disseminate a data-driven talent management strategy to achieve a more equitable distribution of effective teachers for all students across the state.
This project helps the Louisiana Department of Education (LDOE) implement the Comprehensive Literacy State Development (CLSD) project, which advances literacy skills, through the use of evidence-based practices, activities, and interventions, for children from birth to grade 12.
This project provides useful, just-in-time information to school business officers, principals, superintendents and school boards in Louisiana to help them incorporate newly-released school spending data as they comply with fiscal transparency requirements in Every Student Succeeds Act (ESSA) and spend American Rescue Plan (ARP) Elementary and Secondary School Emergency Relief (ESSER) funds in sustainable ways.
As the Louisiana Department of Education (LDOE) provides tailored and intensive supports for local education agencies (LEAs) to learn about and implement the Accelerate strategy into 8 pilot school systems, this project reinforces data collection, data analysis, and continuous improvement efforts.
This project assists the Louisiana Department of Education (LDOE) expand Science, Technology, Engineering, and Mathematics (STEM) pathways to offer greater student opportunities for STEM college majors and, thus, STEM careers.
As the rates of taking Advanced Placement (AP) tests rise, the Louisiana Department of Education (LDOE) is exploring evidence-based approaches to addressing the root causes of stagnant AP passing rates.
In this initiative, the Louisiana Department of Education is optimizing their organizational operations to increase productivity and efficiency in strategic alignment with agency priorities.
This initiative is assisting the Louisiana Department of Education as they field a series of surveys and subsequent focus groups, designed to improve the experience of Louisiana students and educators during the ‘21 - ‘22 school year.
This project supports the Louisiana Department of Education as they strengthen their educator workforce so that it is more racially, ethnically and linguistically diverse, as well as and culturally responsive and sustaining (CRS).
This effort provides training to more than 120,000 elementary teachers and principals in Texas. The project empowers a national panel of literacy experts to review potential trainer qualifications and support the Texas Education Agency (TEA) in selecting highly-qualified trainers for both English literacy and biliteracy instruction.
The Texas Education Agency (TEA) is creating new professional development (PD) courses on evidence-based practices that support students with disabilities in inclusive classrooms. The PD courses focus on two primary areas: (1) co-teaching models and (2) flexible grouping practices.
The Texas “Grow Your Own” program elevates the teaching profession in Texas by developing high-quality education and training courses at the high school level and by creating teacher pipelines to increase the pool and diversity of Texas’ future classroom leaders. This project focuses on coaching and creating resources to strengthen state education agency (SEA) and local education agency (LEA) supports, notably in the areas of data analytics and processes; as well as offering training and content to improve program implementation.
This project provides coaching and resources for the Texas Education Agency (TEA) and its Principal Residency grantees as they strengthen program guidelines for the Principal Residency program; implement, improve, and monitor program design and implementation; and identify and analyze their data.
This project supports the Texas Education Agency (TEA) as it develops and pilots a robust statewide platform to track, aggregate and interpret data collected from the Texas Instructional Leadership program.
This initiative supports the Texas Education Agency (TEA) as they coordinate and implement effective, school-based mental health trainings and programs. The project incorporates a legislative task force, a statewide mental health plan, and multiple professional learning opportunities.
The Texas Education Agency (TEA) has launched a process to review the TEA's strategic plan and consider how to achieve the stated goals for improving student outcomes in the state.
This initiative supports the Texas Education Agency’s (TEA) implementation of a continuous improvement process for the Texas Formative Assessment Resource (TFAR) program, which supports educator use of formative assessment tools.
This project assists the Texas Education Agency as they administer the state’s Teacher Incentive Allotment program. This program supports local education agencies (LEA) as they design and implement strategic compensation systems used to recruit and retain effective teachers in high-needs and rural schools.
The project supports the Arizona Department of Education in establishing the Equity, Diversity, and Inclusion Division that will provide guidance and resources to local education agencies to emphasize equity with the goal of improving services and outcomes for all Arizona students.
The project supports ADE to build statewide capacity to implement formative assessment in Arizona schools, including support for the development of formative assessment frameworks and an ADE cross-program network to consistently scale formative assessment and elevate student achievement across the state.
The project, an evidence-based leadership training program for local education agency- and school-level leaders of Comprehensive Support and Improvement- and Targeted Support and Improvement-identified schools, increases capacity for rapid and sustainable school improvement and yields measurable gains in student achievement.
The project supports the Arizona Department of Education to scale and sustain its new evidence-based Supervisors of Principals Academy (SOPA) that is designed to increase principal supervisors’ capacity for coaching and developing principals’ instructional leadership.
The project focuses on the Arizona Department of Education's implementation of the new Teaching and Learning Framework. The framework establishes coherence about teaching and learning priorities within the department and provides a consistent message about teaching and learning to local educational agencies.
The project supports the implementation of significant new initiatives, policies, and practices related to English learner education and assessment, including new English language proficiency standards, a new language development approach, and new English language development instructional program models.
Various projects that support regional state education agencies to respond to the complex issues related to COVID-19, by providing learning opportunities, research syntheses, and scans that address these issues.
Various projects that assist and support state education agencies to respond to the unexpected issues arising throughout the 2022–2023 school year.
Through a regional community of practice, the project develops adaptive leadership capacity and designs systemic solutions to address the economic and academic challenges that face rural schools and communities, their unique assets, and opportunities for improvement.
The project develops adaptive leadership capacity and designs systemic solutions to address the economic and academic challenges that face Indigenous students, their schools, and communities, their unique assets, and opportunities for improvement.
In collaboration with the University of Virginia’s (UVA) Executive Leadership Program, the project provides customized learning opportunities to state education agency leaders.
The project supports the California Department of Education’s Early Education Division to build the capacity of its leaders and align staff efforts as they work collaboratively to define and expand universal transitional kindergarten.
This project supports the California Department of Education to provide technical assistance and resources to the field to support consistent implementation of evidence-based teaching and learning focused on improved academic outcomes for English learner students.
The project engages a diverse range of educational partners, families, and communities from across California to gather input on needs, best practices of community schools, a draft community schools framework, and the community schools request for applications.
The project supports the California Department of Education to facilitate ongoing state literacy grantees convenings, maintaining a network comprised of established partners focused on and contributing to the coherence of literacy efforts and the Literacy Resource Repository, utilized across California.
The project convenes a community of practice and a Teacher Diversity Advisory Council that identify evidence-based practices, share policies and practices, discuss potential strategies, and prepare materials that support increased recruitment and retention of a diverse and culturally competent teacher workforce.
The project increases the capacity of the California Department of Education’s Student Achievement and Support Division to use continuous improvement approaches with local education agencies and develop an action research project to improve coherence between the State System of Support and schools needing support under the Every Student Succeeds Act.
The project increases the capacity of the California Department of Education to support local educational agencies and county offices of education in the development of Local Control and Accountability Plans.
The project supports the California Department of Education’s Analysis, Measurement & Accountability Reporting Division to improve its internal and external functionality through a systems review that identifies gaps and opportunities in processes and procedures and results in an initial action plan.
The project supports the California Department of Education in implementing a technically strong standards, assessment, and accountability system.
The project provides targeted technical assistance to county offices of education to improve the performance of identified student groups in county-run schools, as well as support for building a responsive state support infrastructure that drives improvement in student performance.
The project provides technical assistance and thought partnership to the California Department of Education as it implements, evaluates, and communicates about new instruments and processes to support English learner reclassification.
The project builds capacity of the California Department of Education’s Equity Branch to address racial equity, improve climate and communication, build capacity of leaders within the agency.
The project supports the California Department of Education’s Nutrition Services Division determining and implementing a new organizational structure in response to the transition of the Child and Adult Care Food Program to the Department of Social Services, and in preparing for the California Universal Meals Program.
The project supports the California Department of Education’s Special Education Division to improve its internal and external functionality through an organization diagnosis that identifies gaps and opportunities in processes and procedures and results in a new organizational structure.
The project, with K-12 English Language Arts Department’s Adolescent Literacy Network, provides leadership support to identify ways for all students to experience continued academic growth in literacy during middle and high school, so they can graduate future-ready and globally prepared for postsecondary success and civic life.
The project supports the Nevada Department of Education to provide consistent guidance and high-quality teacher education and educator professional learning resources to support evidence-based teaching and learning and improved academic outcomes for English learner students.
The project assists the Nevada Department of Education as it works to implement and update the Statewide Plan for the Improvement of Pupils with fidelity, while maintaining alignment with other state improvement efforts.
The project supports the development of capacity, materials, and products for the Nevada State Teacher Recruitment and Retention Advisory Task Force as it addresses, with data and evidence-based practices, challenges in teacher recruitment and retention.
The project supports the Nevada Department of Education as it builds capacity to manage and communicate about data by improving data governance, clear data reporting, and improving data literacy, to implement the strategic vision.
The project assists the Nevada Department of Education in reviewing the adoption process for instructional materials. Changes will be implemented that ensure fairness and equity, meet stakeholder expectations, and result in the adoption of high-quality materials aligned with the Nevada Academic Content Standards.
The project seeks to reduce the number of schools in Comprehensive Support and Improvement status by piloting evidence-based, contextually appropriate More Rigorous Options in targeted schools, improving the process, and refining the statewide System of Support.
The project helps the Nevada Department of Education leverage strategic planning, strategic communications, and cross-state partnerships to significantly increase the number of state-funded, high-quality pre-K seats.
The project develops and disseminates an evidence-based teacher mentoring training program consisting of training modules and multiple mode delivery, for use by local education agencies and schools to improve instructional quality and retention among new teachers.
The project creates a coherent and aligned State System of Support for Continuous Improvement by developing a comprehensive needs assessment, supporting LEAs in meeting identified student needs through a consolidated plan, building capacity for schools and local education agencies to engage in continuous efforts to improve student achievement and developing a Center for Continuous Improvement that will provide support to all schools and districts.
The project assists the Utah State Board of Education is it strengthens and coordinates its different evidence-based leadership development initiatives, which include various state frameworks, rules, guidance, and professional learning opportunities and communities of practice.
The project supports the Utah State Board of Education as it develops a process to conduct periodic reviews of resource allocation methods in low-performing schools and the respective local education agencies.
The project supports the Utah State Board of Education in codeveloping a campaign that builds parental awareness of the importance and benefits of enrolling in and attending kindergarten and ultimately increases kindergarten enrollment and attendance.
The project focuses on strengthening processes and structures for collecting, sharing, and using data to ensure safe and healthy learning environments for all students.
This effort builds the capacity of state education agencies (SEAs) in Alaska, Oregon, and Washington state to work collaboratively across the region to address educational inequities and low performance exacerbated by the COVID pandemic.
This project supports the Alaska Department of Education and Early Development in a statewide effort to use evidence-based implementation of change initiatives, including school improvement, standards alignment, assessment and data literacy, and evidence-based reading instruction.
The Alaska Rural Innovation and Student Engagement (AKRISE) Project was created to help educators from small, rural schools across Alaska collaborate and connect to improve teaching and learning.
This effort helps Oregon’s Office of Indian Education at the Oregon Department of Education to build an infrastructure of effective supports to increase the awareness, understanding, and availability of tools for Oregon schools to connect, align, and partner with Oregon Tribes.
This effort supports the statewide educational ecosystem of Oregon and creates a culture of inclusion, diversity, and racial justice in educational institutions throughout the state.
This project features partnerships with the Office of Superintendent of Public Instruction, their Office of Native Education, and Tribal education leaders to strengthen relationships and enhance resources in order to better serve our Native American and Alaska Native students and families.
Through this strategic planning project, the Idaho State Department of Education (ISDE) federal programs team is creating a logic model, measurement plan, and a plan for monitoring the progress of each federal education program active in the state. This project also supports monitoring of the American Rescue Plan (ARP) funding use at the district level.
This project uses an evidence-based guide and professional education to equip Idaho educators to help English learner students in grades K–8 develop the academic content and literacy skills they need to succeed in school. The project also helps educators use evidence-based practices to increase the reading ability and engagement of students in grades 4–8. Coaches, regional school improvement coordinators, and capacity builders are being trained as facilitators so that they, in turn, can deliver the trainings to educators throughout Idaho.
This project is launching the Reaching Coach Academy (RCA) to help the Idaho State Department of Education (ISDE) achieve the state’s top initiative of ensuring all students are reading at grade level by grade 3. The work includes professional learning opportunities, such as training workshops, learning community ""jam"" sessions, and book studies that support classroom teachers as they use evidence-based literacy instruction.
This initiative assists the Idaho State Department of Education (ISDE) as they develop a standard, recurring process to review and revise state academic standards for English language arts, math, and science. The project features workgroups of teachers, administrators, families, and other community members charged with tasks such as reducing redundancies, simplifying language, and prioritizing concepts.
This project assists staff members of the Idaho State Department of Education (ISDE) as they create a comprehensive 2020 report on the condition of education in Idaho, focusing on data aligned with Superintendent Ybarra’s strategic goals.
This project assists the Idaho State Department of Education (ISDE) to increase support for schools and districts regarding programs and practices that help Idaho students build life skills. ISDE is also developing and managing a professional learning community for district and school educators interested in implementing life-skill services and supports.
The Northwest Rural Innovation and Student Engagement (NW RISE) Network brings together teachers and leaders from some of the most isolated and remote communities in Alaska, Idaho, Montana, and Washington. Through regular meetings, members share their expertise with peers in similar contexts to develop useful solutions for rural education.
This workgroup supports educators in Idaho and Montana as they address literacy instruction in the context of learning acceleration.
This project features a collaboration between the Indian Education Directors of Montana and Idaho to improve consultation between state education agencies (SEAs) and local education agencies (LEAs) to ensure tribes have a thorough opportunity to provide input and advice regarding the education of their citizens.
In this project, the Montana Office of Public Instruction (OPI) facilitates an evidence-based and inclusive stakeholder engagement process to review and revise Montana education regulations related to the accreditation of K–12 schools (i.e., Chapter 55 of the Administrative Rules of Montana, or ARMs).
In this project, the Montana Office of Public Instruction (OPI) will set up a process for revising the Administrative Rules of Montana (ARM) Chapter 55, which focuses on accreditation. The project features an internal facilitation framework that includes context, beliefs, and evidence-based practices regarding accreditation.
In this project, the Montana Office of Public Instruction (OPI) will set up a process for revising the Administrative Rules of Montana (ARM) Chapter 57, which focuses on teacher licensure. The project features an internal facilitation framework that includes context, beliefs, and evidence-based practices regarding accreditation.
In this project, the Montana Office of Public Instruction (OPI) will set up a process for revising the Administrative Rules of Montana (ARM) Chapter 58, which focuses on professional educator preparation. The process incorporates context (mindset, process, background), beliefs (priority and culture), and evidence-based practices.
This initiative assists the Montana Office of Public Instruction (OPI) as it creates an innovative approach for teacher preparation and the teaching profession. This project features the development of a residency pilot program to address teacher shortages and prepare teachers to become innovative facilitators of learning in an ever-changing world.
This project—a partnership between Region 17, the Montana Office of Public Instruction (OPI), Department of Health and Human Services, Montana University System staff, and local education agency staff—provides evidence-based resources for Montana’s social and emotional learning implementation, with a focus on multitiered systems of support, trauma-informed practices, cultural responsiveness, and restorative justice practices
This project helps the Pohnpei Department of Education and the Kosrae Department of Education support multilingual learners by designing, implementing, monitoring, and evaluating language arts policy, in order to improve student outcomes within these multilingual and multicultural communities.
This project helps the Federated States of Micronesia (FSM) National Department of Education use organizational and human capacity in planning, evidence-based practice (EBP), program evaluation, and stakeholder engagement to promote and sustain principles of early learning and Early Childhood Education.
This project helps the state education agency (SEA) leadership of the Federated States of Micronesia as they design and implement a multiyear teacher induction and mentoring program, to cultivate a more stable and skilled teaching force, and to increase teacher retention rates.
This project supports the seven state educational agencies (SEAs) in Regions 18 and 19, as they build capacity to respond to disruptions, such as those caused by the COVID-19 pandemic, seasonal typhoons, regional disease outbreaks such as dengue fever, and other systemic stressors.
In this project, the Guam Department of Education is designing, implementing, and supporting an integrated system of Strategic Planning and Performance Management, School Improvement, and Program Evaluation, focusing on the goal of improved student outcomes.
This project assists the Guam Department of Education in the areas of organizational and human capacity in planning, evidence-based practice (EBP), program evaluation, and stakeholder engagement to strengthen and scale public prekindergarten, with particular emphasis on social-emotional learning (SEL).
This project supports the Commonwealth of the Northern Mariana Islands (CNMI) Public School System in implementing career pathways across the CNMI in order to meet local industry needs as identified by education and workforce leaders.
This project assists the Commonwealth of the Northern Mariana Islands Public School System leadership and staff as they implement a Strategic Performance Management system that includes a performance management cycle and the use of progress data for continuous improvement.
In this project, the Commonwealth of the Northern Mariana Islands Public School System will design, implement, and support an accountability system that provides a basis for continuous improvement, stakeholder engagement, and, thus, increased learning and well-being for all students.
In this project, the Commonwealth of the Northern Mariana Islands (CNMI) Public School System designs, develops, and revises standards-based assessments with local and national curriculum standards for grades 3, 5, 8, and high school.
This project supports the Palau Ministry of Education as it undertakes a comprehensive approach to transformational instruction that features Ministry-wide needs assessment and data collection efforts. Insights gleaned from those efforts will be applied to other school improvement strategies.
In this project, the American Samoa Department of Education designs, implements, and supports an accountability system that is technically sound and equity-focused. The accountability system provides a basis for continuous improvement, stakeholder engagement, and increased learning and well-being for all students.
This project helps the American Samoa Department of Education as it designs and implements Consolidated Grant (CG) and American Rescue Plan (ARP) projects and conducts both formative and summative project evaluations.
This project supports the seven state educational agencies (SEAs) in Regions 18 and 19, as they build capacity to respond to disruptions, such as those caused by the COVID-19 pandemic, seasonal typhoons, regional disease outbreaks such as dengue fever, and other systemic stressors.
In this project, the Hawai‘i Department of Education implements and monitors the Multilingualism for Equitable Education Policy in K–12 classrooms; conducts a review of the World Readiness Standards for Learning Languages; and integrates evidence-based practices to strengthen policies, systems, and practices for multilingual students.
This project assists the Hawai‘i State Public Charter School Commission as it implements a Strategic Performance Management system; develop a performance management cycle, and use progress data for continuous improvement purposes.
This project supports the Hawai‘i Department of Education as it transforms its approach to mathematics instruction to one that is tightly aligned with evidence-based practices, is more equitable and culturally responsive, and better addresses the needs of all students in Hawai’i.
This initiative helps the Hawai‘i Department of Education to integrate equity considerations into student support systems to improve school performance. Central to this project is the Transformation Academy and Culture Shift Institute, a scaffolded training series targeting instructional leadership and school improvement practices.
In this initiative, the Republic of the Marshall Islands Ministry of Education designs and implements teacher and principal evaluation systems to ensure that all students have access to effective educators.
In this project, the Republic of the Marshall Islands Public School System is identifying and adopting formative and summative assessments instruments for Island Track students. The initiative also identifies alternative teacher certification requirements for traditional teachers and leaders.
This project supports the Connecticut State Department of Education as they help districts comply with Connecticut Public Act 18-34, in tandem with the state priorities focused on increasing educator diversity.
This endeavor with the Connecticut State Department of Education establishes research- and evidence-based Social-Emotional and Behavioral Learning (SEL) guidelines to drive SEL implementation, including policy and practices, within Local Education Agencies (LEAs) in the state.
This project assists the Connecticut State Department of Education (CSDE) Talent Office review educator certification regulations in order to bolster the state’s ability to recruit a diverse, highly competent educator workforce.
This effort provides the New York State Education Department and the Board of Regents with research about what it means to be college, career, and civic ready. This research informs the work of the Blue Ribbon Commission convened to make recommendations regarding New York’s graduation requirements.
This project supports the New York State Education Department, in collaboration with key stakeholders, to develop and systematically implement the state’s Culturally Responsive-Sustaining (CR-S) Education Framework.
In partnership with the National Center to Improve Social and Emotional Learning and School Safety and the New York State Education Department (NYSED), this stakeholder-led project revises existing NYSED social and emotional learning benchmarks to better incorporate equity, culturally-responsive, and sustaining education into existing state-issued guidance and frameworks.
This project assists the Rhode Island Department of Education (RIDE) as they complete a set of revised social studies standards, as well as a curriculum framework for Social Studies.
This project supports the Rhode Island Department of Education as they develop a policy implementation guide as schools implement the state’s new consumer education legislative requirements for financial literacy.
This project assists the Rhode Island Department of Education develop, evolve, and disseminate curriculum frameworks that define expectations for high-quality teaching in English Language Arts (ELA), math, science, and early learning.
In this project, the Rhode Island Department of Education develops and implements the state's Blueprint for Multilingual Learner (MLL) Success and the accompanying Strategic Plan. The project features input from stakeholders, including local education agencies (LEAs), and the creation of a high-quality instructional framework for MLLs
This project creates a workgroup with the Rhode Island Department of Education staff and diverse community members to co-develop a Culturally Responsive-Sustaining Education (CR-SE) Family Partnership Framework.
This effort supports the Rhode Island Department of Education, Office of Educator Excellence and Certification Services with strategic planning to attract, prepare, recruit, support, and retain excellent teachers and leaders.
This project strengthens the Puerto Rico Department of Education's centralized Institute for Professional Development as they identify and implement evidence-based practices and other capacity building strategies.
This project strengthens the Puerto Rico Department of Education's School Improvement Initiative as they identify and implement evidence-based practices and other capacity building strategies.
This project strengthens the Puerto Rico Department of Education's Federal Assistance Initiatives, including those using CARES, ESSER/ARP, and FEMA funding, as they identify and implement evidence-based practices and other capacity building strategies.
This project supports the Virgin Islands Department of Education’s Collaborative Design Team with technical assistance for curriculum design activities and meetings. The CDT is a multi-faceted project that includes regular meetings, workgroups to update standards, and the development of a microsite to house all things related to curriculum and instruction.
This project assists the Virgin Islands Department of Education's Consolidated Grant Application, so that education programs are funded in a timely manner. This assistance includes helping to review drafts of the CGA, providing support for conducting a comprehensive needs assessment, and identifying evidence-based practices.
This project supports the District of Columbia’s Office of the State Superintendent of Education (OSSE) in its review of the current system for providing high-quality learning activities for justice-involved youth. The project is identifying potential changes to current policies and procedures that could help to limit disruptions in the provisions of these services.
This project supports OSSE efforts to ensure equitable access to high-quality online learning activities throughout the District of Columbia by developing a guide for the development of online learning standards.
This project assists the Delaware Department of Education (DDOE) as it develops evidence-based tools and processes for conducting school visits that monitor how schools and districts are undertaking the recovery of pandemic-related missed learning opportunities. The project is capturing data about expenditure of Elementary and Secondary School Emergency Relief (ESSER) funds and providing support for school improvement efforts going forward.
This project provides principal supervisors with a professional learning community that focuses on their professional development, including principal supervisor standards and how they align to the coaching and support of principals as they become instructional leaders.
With the Maryland State Department of Education (MSDE), this project creates career and technical education (CTE) programs using a new work-based learning (WBL) continuum that identifies high-quality WBL experiences for students of all ages, presents a comprehensive picture of available CTE programs of study and industry credentials, and aligns programs to industry needs.
This project supports the Maryland State Department of Education (MSDE) as it develops a comprehensive process for state visits to schools to learn about use of Covid-19 relief funds and overall approaches to school improvement. The project includes the development of data capture tools and staff training materials.
This initiative supports the New Jersey Department of Education (NJDOE) as it develops information to strengthen classroom assessment practices throughout the state.
Established in 2018, the New Jersey Dual Enrollment Commission has the task of examining the current use of dual enrollment programs for high school students to engage in coursework at NJ institutions of higher education (IHEs) and then to recommend changes and improvements to state and local policies to support these programs. This project supports these efforts through data analysis and recommendations for potential policy changes.
The Center supports the New Jersey Department of Education (NJDOE) as it develops a guide for school districts which identifies links between the state's vision or school improvement and use of federal funds, including Elementary and Secondary School Emergency Relief (ESSER) funds, to support Covid-19 missed learning opportunity recovery efforts.
In this initiative, the New Jersey Department of Education is building a robust Portfolio Appeals process for student high school graduation requirements in lieu of standardized test scores.
This project helps the New Jersey Department of Education (NJDOE) support the Option Two program which allows students to accrue high school credits via alternative, meaningful learning experiences that support achievement of state learning standards.
This project supports the Pennsylvania Department of Education (PDE) as it conducts a comprehensive overview of PDE’s work in the areas of science, technology, engineering, and math (STEM). The overview is identifying strategies to increase equitable access to high-quality STEM learning opportunities for all students and to diversify the STEM teacher workforce.
This project supports Pennsylvania Department of Education (PDE) as it develops a roadmap for education in the state that is grounded in commitment to equity, inclusion, and belonging (EIB). The project includes the development of a logic model and plan for developing a coherent plan across PDE divisions, schools, districts, and communities statewide.
This effort supports the Pennsylvania Department of Education’s (PDE) collaboration with local institutes of higher education (IHE) to diversify the teacher workforce in the state.
This project underscores the Kentucky Department of Education’s (KDE) commitment to focus on diversity, equity, and inclusion in all schools.
This initiative supports local education agencies (LEAs) in Kentucky as they navigate long-term challenges associated with Covid-19, notably actions that can be taken to mitigate the long-term impact of the economic shutdown.
This initiative supports Local Education Agencies (LEAs) in Kentucky as they work to incorporate challenges due to Covid-19 into updates of the state-wide strategic plan.
This project uses a Networked Improvement Community to build the capacity of four regional states as they undertake a structured approach to continuous improvement through cycles of Plan-Do-Study-Act.
This project supports the Tennessee Department of Education's Office of Educator Effectiveness as they refine aspects of the Tennessee Educator Acceleration Model (TEAM) to adjust to field implementation and for continuous improvement.
This project supports the Tennessee Department of Education's efforts to design and use a framework for delivering and assessing professional development (PD) learning experiences for staff at the state, regional, district, and school levels statewide.
This initiative builds capacity in the Virginia Department of Education (VDOE) to successfully transition from a compliance model to a continuous improvement model of school improvement. The project focuses on the use of effective communication and collaboration, identifying promising practices, and embracing an implementation science framework.
The Substance Abuse Prevention: Healthy Habits for Youth presents an evidence-based youth cannabis education campaign, PreK-12, focusing on misuse prevention. The materials align to the Health Standards of Learning (SOLs), VA Portrait of a Graduate 5C's, and are organized using the new VDOE High-Quality Instructional Materials Framework.
This initiative builds upon efforts underway in West Virginia to support student well-being by focusing on cross-agency collaboration, as well as broad-based stakeholder partnerships, to deliver high-quality, relevant, and useful resources to LEAs, students, and families.
This project supports the Georgia Department of Education’s implementation of knowledge gained from a three-year pilot program on how to use multi-tiered systems of support (MTSS) at the school level to identify and intervene early with students with reading problems, including dyslexia.
This project supports the Georgia Department of Education’s Whole Child Initiative with evaluation and data analysis support. Evaluation support includes providing a descriptive analysis of a pilot program to implement wraparound services in low-performing schools.
This project supports the Georgia Department of Education by providing job-embedded training for Improvement Coaches and others statewide working to improve school improvement processes (including those funded by the state’s American Rescue Plan). The project also helps already-trained coaches to transfer their skills to on-the-job performance.
This project assists the North Carolina Department of Public Instruction align program initiatives across divisions to support districts implementing the Every Student Succeeds Act (ESSA) and improve services specifically to Comprehensive Support and Improvement (CSI) and Targeted Support and Improvement (TSI) schools.
This project supports the North Carolina Department of Public Instruction help school districts develop strategies to increase student access to effective teachers, develop equity plans with data tools, and identify challenges in implementing advanced teaching roles.
In alignment with the North Carolina Standard Course of Study, this project develops implementation plans that, along with statewide support systems, build local education agency (LEA) and school capacity for effective STEM education via the engineering design process within regular K-5 classroom instruction.
This project supports the North Carolina Department of Public Instruction (NCDPI) as they work with Alternative Learning Program principals and teachers. The project includes a statewide Community of Practice that focuses on problem solving, professional development, and data-driven conversations to strengthen the improvement plans of alternative schools.
This effort provides resources, leadership, and mentoring for professional development focused on ensuring equitable access to high quality early learning environments. Support will be provided to participants in a P-3 Leadership program as they develop next steps for their communities, along with a focus on prioritizing Elementary and Secondary School Emergency Relief (ESSER) funds to support early learning.
This project increases the North Carolina Department of Public Instruction’s capacity to assist Comprehensive Support and Improvement (CSI) schools. Support includes helping coaches and principals implement Innovative Partnership Grants, which provide additional fiscal resources, technical support, and regular school visits to improve student achievement.
This project supports the South Carolina Department of Education’s deployment of differentiated Local Education Agency (LEA) supports and assists with a consolidated, Every Student Succeeds Act (ESSA) implementation approach to school improvement. Services include Implementation Science training.
This project supports the South Carolina Department of Education as they help districts and schools implement a Multi-Tiered System of Support designed to improve student achievement, social-emotional development, and student behavior.
This project assists the South Carolina Department of Education as it provides integrated and focused family engagement support to districts and schools, particularly for low-performing schools that may not have strong family-engagement initiatives.
The project strengthens lines of collaboration across program offices and improves key support systems (e.g., deployment of Transformation Coaches) to districts and schools served by the South Carolina Department of Education’s Office of School Transformation (OST).
This project supports state education agency (SEA) leaders in Alabama, Florida, and Mississippi as they share and problem-solve with each other to address learning loss related to the coronavirus pandemic. Leaders work together to identify, implement, and monitor evidence-based practices that may prove useful, including strategies to put American Rescue Plan (ARP) Elementary and Secondary School Emergency Relief (ESSER) state plans into practice.
This project helps districts and schools in Alabama improve support systems for English Learners (ELs) as the state implements a Framework for EL Success. The focus will include identifying and putting into practice evidence-based policies and strategies for English learners.
This effort supports the Alabama Reading Initiative (ARI) and Alabama Math, Science, and Technology Initiative teams as they develop and implement a consistent coaching framework to support literacy instruction in all content areas. Project support includes reviewing and analyzing current ARI practices and procedures, ensuring alignment to the current evidence base on Grades K–3 literacy development, and building a system of support for local education agencies (LEAs), including professional development for regional and local literacy coaches.
This project assists the Alabama Math, Science, and Technology Initiative (AMSTI) at the Alabama Department of Education as they assess current state practices in math, identify evidence-based math practices needed to improve K-5 student outcomes, and implement and scale up these practices. The project focuses on identifying potential barriers and solutions for the successful implementation of evidence-based practices.
This effort assists the Florida Department of Education develop and support effective school leaders by implementing revised state leadership standards, designing a process to review principal preparation programs, and developing and delivering training for school leaders on new state learning standards.
This project focuses on evidence-based practices for Florida in PreK-3 literacy instruction, assessment, intervention, professional learning, and literacy leadership. Informed by Implementation Science, the project co-facilitates reviews of literacy practices and programs for levels of evidence, undertakes continuous improvement of literacy infrastructures and resources, and supports the state education agency (SEA) as it develops district literacy guidance and implements literacy legislation.
This project uses an Implementation Science approach to co-develop the necessary leadership, infrastructure, resources, communication, and engagement to implement Florida's Benchmarks for Excellent Student Thinking (B.E.S.T.) Standards for English Language Arts and Math. The project includes a small group of districts partnering with the Florida Department of Education in an Implementation Zone to pilot implementation of the standards with fidelity in varied school and district contexts. The project will scale to additional schools and districts throughout the five-year project.
The Mississippi Comprehensive Literacy project is a capacity-building plan to improve state education agency (SEA), local education agency (LEA), and school leadership and instructional services that drive effective practices in literacy education, notably timely and equitable classroom interventions. The project targets multiple literacy leadership audiences to expand teacher knowledge and skill in delivering evidence-based literacy instruction, assessment, and timely intervention. The ultimate goal is to close literacy performance gaps on state assessments and the National Assessment of Educational Progress (NAEP).
This initiative provides targeted support to the Mississippi Department of Education’s (MDE) Office of School Improvement as they engage stakeholders in refining guidelines for and increasing awareness of the Mississippi P-16 Community Engagement Councils. The Community Engagement Councils are community-based and independent and, as part of their mandate, work to create a quality public education delivered to students in healthy schools which are accessible to all children, regardless of race, class, status, gender or disability.
This project assists the Mississippi Department of Education to use Implementation Science and evidence-based policies and practices to strengthen the Professional Growth System (PGS). The PGS is a key tool to ensure that all Mississippi schools have access to effective teachers and leaders.
This initiative supports the Indiana Department of Education as it improves the communication, alignment, and dissemination of relevant resources for state standards in the areas of Social-Emotional Competencies, Characteristics of Graduates Prepared to Succeed, and Employability Skills.
The Indiana Excellent Educators – Teacher Pipeline initiative supports the Indiana Department of Education’s efforts to recruit and retain teachers across multiple facets of these efforts, including assisting with the guidance, a searchable educator prep program database, and developing research-based strategies and resources.
The Region 8 Comprehensive Center will partner with the Michigan Department of Education to expand summer and afterschool learning opportunities in Michigan, with a focus on more effectively supporting local school/community partnerships. The initiative will support Michigan’s involvement in the Summer Learning Network.
The Region 8 Comprehensive Center is assisting the Michigan Department of Education in increasing early literacy achievement by a) strategically sharing strategies used to establish equitable family-school literacy partnerships and b) identifying practices to foster early literacy engagement, particularly with students of color, and to meet the needs of students with dyslexia.
The Region 8 Comprehensive Center and Michigan Department of Education will implement opportunities for high school students to earn credentials as a first step in pathways toward careers in education and youth development, and a key piece in the statewide effort to grow and diversify Michigan’s educator workforce.
The Region 8 Comprehensive Center is assisting the Michigan Department of Education in the establishment of a SEL Community of Practice to help local education agencies learn how to contextualize their SEL implementation; align their efforts with their district infrastructure; and identify, develop, and pilot tools, resources, and technical assistance designed to support district wide SEL—a tier one universal practice to effectively develop and nurture social and emotional skills and competencies of students and adults.
This school improvement initiative supports the continuous improvement needs of districts and schools through the regional support team application of Ohio Improvement Process (OIP) priority tools and resources, the state improvement team to design a unified district/school review tool, and the state resource allocation team to improve the resource allocation review package.
This literacy initiative supports implementation of Ohio’s Plan to Raise Literacy Achievement for all learners through a focus on documenting the impact of state and regional supports, dyslexia professional learning, piloting and revising of model guidebooks and a peer coaching guide, and serving as thought partner and resource provider for the State Literacy Team and Regional Literacy Network.
This project will assist the Ohio Department of Education as they implement a statewide plan to diversify the education profession and make available a system of supports to help districts and schools identify and address equity gaps and advance academic excellence for all students.
This project supports the integration of Ohio’s Whole Child Framework across the Ohio Department of Education, and the adoption and implementation of a whole child approach to education across Ohio’s schools and districts.
This project assists the Illinois State Board of Education as it develops a plan to recruit and retain a diverse, effective teacher workforce to address the statewide teacher shortage.
This project supports the Illinois State Board of Education (ISBE) through the Equitable Family and Community Engagement Project which is building the resource and organizational capacities of ISBE staff to improve equitable family engagement practices in schools and districts across the state.
This project establishes peer-to-peer focus groups across Illinois that provide a forum for district and school leaders to discuss current challenges, forecast future challenges, share early successes, and examine strategies and resources to deal with the COVID-19 pandemic.
This project will assist the Illinois State Board of Education as it engages in continuous improvement efforts for its statewide system of support for school improvement, called IL-EMPOWER. This work includes co-drafting the IL-EMPOWER 2.0 Strategic Plan and a series of Community of Practice sessions.
This project assists the Illinois State Board of Education to build the organizational and resource capacities of Wellness Department staff, focusing on student wellness initiatives through developing program profiles, gathering and analyzing data, and engaging in collaborative review.
This project helps Illinois State Board of Education (ISBE) Department of Career and Technical Education (CTE) and Innovation as they develop and implement a logic model for the work aligned to their Perkins V state plan, including gathering data on industry-recognized credentials and supporting work-based learning (WBL).
In this project, the Illinois State Board of Education is facilitating a community of practice (CoP) for district leadership teams focused on blending and braiding federal funds, including Elementary and Secondary School Emergency Relief (ESSER) and American Rescue Plan (ARP) funds.
Through a Community of Practice that offers a structured professional learning experience for rural educators, districts in Iowa and Illinois are implementing, monitoring, and improving positive social-emotional learning (SEL) conditions for students.
This project is highlighting successful evidence-based strategies implemented by schools, districts, or regional offices in Illinois and Iowa. These strategies exemplify best practices for response to COVID-19 and supporting student success during the pandemic.
This project supports regional centers in Illinois and Iowa as they work with the National Center to identify trends and best practices for integrating evidence-based practices (EBP).
This regional Community of Practice addresses metrics for quality remote/hybrid learning in six states. The project prioritizes three areas: student engagement, parent engagement, and teacher working conditions.