The University of Kansas Center for Research on Learning (KUCRL) held the 2010 Content Literacy Continuum Literacy Leadership Symposium in Lawrence, Kansas, on March 1-3, 2010.  The three-day symposium focused on establishing tiered support (RTI) systems, leading school-wide literacy efforts, and turning around low-performing secondary schools. Researchers from KUCRL and staff from the Strategic Learning Center (SLC) presented information about KUCRL's tiered support model, the Content Literacy Continuum (CLC). Participants received leadership products and were given opportunities to collaborate with colleagues and learn more about adolescent literacy, the CLC, and Strategic Instruction Model (SIM).

On day one KU-CRL Researchers and SLC staff members presented information about KU-CRL's tiered support model, the Content Literacy Continuum (CLC).  Several principals and superintendents shared their experiences leading successful CLC schoolwide/districtwide literacy efforts.  Breakout groups followed where participants were given opportunity to learn more from sessions led by CLC experts, KU-CRL researchers, and administrator colleagues from districts around the country.

Day two of the symposium focused on program components for CLC tiers, the CLC Guidebook, and issues leadership teams face when leading a schoolwide literacy effort.  Break-out sessions included (a) planning a CLC effort, (b) facilitating implementation of literacy activities with fidelity, (c) leading a building literacy team, and (d) integrating CLC with other initiatives.  Teams were also provided time to develop/refine action plans for their school/district/state.

On day three, leadership teams learned more about implementing a schoolwide effort, turning around low-performing schools, and support available for CLC.  Dr. Jim Knight presented the closing keynote address on instructional coaching and systems change.

Background: The Kansas State Department of Education (KSDE) recently formed the Kansas Sunflower Learning Project (KSLP) team to develop a PreK-12 statewide literacy plan.  The KSLP project manager requested technical assistance (TA) from MC3 to help think through KSDE's needs for developing a statewide literacy plan and providing opportunities to learn more about resources available through the University of Kansas Center for Research on Learning (KU-CRL) to support literacy efforts.  In response, MC3 provided the financial resources to cover registration for the KSLP Project Director to participate in the 2010 Content Literacy Continuum Literacy Leadership Symposium in Lawrence, Kansas, on March 1-3, 2010.  During the symposium the MC3 Literacy TA Coordinator arranged for and facilitated planning meetings between KSDE KSLP team members, KU-CRL researchers, SLC staff members, and the MC3 Kansas TA Liaison. 

A request was made by the Assistant Director of Career and Technical Education (CTE) for the MC3 Kansas TA Liaison to attend a meeting of the Career and Technical Assessment Collaborative, a subcommittee of the Council of Chief State School Officers, on March 1, 2010 in Lincoln, NE to continue discussions around career and technical education issues. Specifically, the Assistant Director of CTE requested the MC3 Kansas TA Liaison's assistance during the discussion of a shared item bank f(SIB) or assessment of CTE because of previous involvement with the MC3 Regional Alternate Assessment -Modified Assessment Standards Shared Item Bank project, funded by supplemental monies through the U.S. Department of Education.

Background

While CTE instruction existed prior to 1917, Career and Technical Education (CTE) was first recognized as a federal program with the passage of the Smith-Hughes Act of 1917. This Act provided a federal investment in vocational education that was specifically designed for individuals seeking to develop skills needed in the then current workplace. Vocational Education has enjoyed federal support through subsequent legislation leading to the current Carl D. Perkins Career and Technical Education Act of 2006.

The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) requires states to assess students' attainment of challenging technical skill proficiencies that are aligned with post-secondary programs or industry-recognized standards. Thus, Congress made accountability for results a central focus of the Act, setting out new performance accountability requirements for states and local programs.

At the secondary level, academic attainment (state assessment performance on reading/language arts and mathematics) is required to be measured by the same academic assessments a state has approved under Elementary and Secondary Education Act (ESEA)[1]. Graduation rates must also be reported under Perkins as well as ESEA and, technical skill attainment should include student achievement on assessments aligned with industry standards, when applicable. At the secondary and post-secondary levels, measurement of technical skills is required. Technical skill assessments must be aligned with industry recognized standards when possible.[2]

 [1]During the Bush administration, the relevant statutes were referred to as No Child Left Behind (NCLB).

[2] Student placement in high wage, high skill, or high demand occupations or professions must be reported at both the secondary and post-secondary levels

The University of Kansas Center for Research on Learning (KUCRL) held the 2010 Content Literacy Continuum Literacy Leadership Symposium in Lawrence, Kansas, on March 1-3, 2010.  The three-day symposium focused on establishing tiered support (RTI) systems, leading school-wide literacy efforts, and turning around low-performing secondary schools. Researchers from KUCRL and staff from the Strategic Learning Center (SLC) presented information about KUCRL's tiered support model, the Content Literacy Continuum (CLC). Participants received leadership products and were given opportunities to collaborate with colleagues and learn more about adolescent literacy, the CLC, and Strategic Instruction Model (SIM).

On day one KU-CRL Researchers and SLC staff members presented information about KU-CRL's tiered support model, the Content Literacy Continuum (CLC).  Several principals and superintendents shared their experiences leading successful CLC schoolwide/districtwide literacy efforts.  Breakout groups followed where participants were given opportunity to learn more from sessions led by CLC experts, KU-CRL researchers, and administrator colleagues from districts around the country.

Day two of the symposium focused on program components for CLC tiers, the CLC Guidebook, and issues leadership teams face when leading a schoolwide literacy effort.  Break-out sessions included (a) planning a CLC effort, (b) facilitating implementation of literacy activities with fidelity, (c) leading a building literacy team, and (d) integrating CLC with other initiatives.  Teams were also provided time to develop/refine action plans for their school/district/state.

On day three, leadership teams learned more about implementing a schoolwide effort, turning around low-performing schools, and support available for CLC.  Dr. Jim Knight presented the closing keynote address on instructional coaching and systems change.

Background: The Kansas State Department of Education (KSDE) recently formed the Kansas Sunflower Learning Project (KSLP) team to develop a PreK-12 statewide literacy plan.  The KSLP project manager requested technical assistance (TA) from MC3 to help think through KSDE's needs for developing a statewide literacy plan and providing opportunities to learn more about resources available through the University of Kansas Center for Research on Learning (KU-CRL) to support literacy efforts.  In response, MC3 provided the financial resources to cover registration for the KSLP Project Director to participate in the 2010 Content Literacy Continuum Literacy Leadership Symposium in Lawrence, Kansas, on March 1-3, 2010.  During the symposium the MC3 Literacy TA Coordinator arranged for and facilitated planning meetings between KSDE KSLP team members, KU-CRL researchers, SLC staff members, and the MC3 Kansas TA Liaison. 

The University of Kansas Center for Research on Learning (KUCRL) held the 2010 Content Literacy Continuum Literacy Leadership Symposium in Lawrence, Kansas, on March 1-3, 2010.  The three-day symposium focused on establishing tiered support (RTI) systems, leading school-wide literacy efforts, and turning around low-performing secondary schools. Researchers from KUCRL and staff from the Strategic Learning Center (SLC) presented information about KUCRL's tiered support model, the Content Literacy Continuum (CLC). Participants received leadership products and were given opportunities to collaborate with colleagues and learn more about adolescent literacy, the CLC, and Strategic Instruction Model (SIM).

On day one KU-CRL Researchers and SLC staff members presented information about KU-CRL's tiered support model, the Content Literacy Continuum (CLC).  Several principals and superintendents shared their experiences leading successful CLC schoolwide/districtwide literacy efforts.  Breakout groups followed where participants were given opportunity to learn more from sessions led by CLC experts, KU-CRL researchers, and administrator colleagues from districts around the country.

Day two of the symposium focused on program components for CLC tiers, the CLC Guidebook, and issues leadership teams face when leading a schoolwide literacy effort.  Break-out sessions included (a) planning a CLC effort, (b) facilitating implementation of literacy activities with fidelity, (c) leading a building literacy team, and (d) integrating CLC with other initiatives.  Teams were also provided time to develop/refine action plans for their school/district/state.

On day three, leadership teams learned more about implementing a schoolwide effort, turning around low-performing schools, and support available for CLC.  Dr. Jim Knight presented the closing keynote address on instructional coaching and systems change.

Background: The Kansas State Department of Education (KSDE) recently formed the Kansas Sunflower Learning Project (KSLP) team to develop a PreK-12 statewide literacy plan.  The KSLP project manager requested technical assistance (TA) from MC3 to help think through KSDE's needs for developing a statewide literacy plan and providing opportunities to learn more about resources available through the University of Kansas Center for Research on Learning (KU-CRL) to support literacy efforts.  In response, MC3 provided the financial resources to cover registration for the KSLP Project Director to participate in the 2010 Content Literacy Continuum Literacy Leadership Symposium in Lawrence, Kansas, on March 1-3, 2010.  During the symposium the MC3 Literacy TA Coordinator arranged for and facilitated planning meetings between KSDE KSLP team members, KU-CRL researchers, SLC staff members, and the MC3 Kansas TA Liaison. 

The Arkansas Department of Education (ADE) requested MC3 provide a "training of trainers" for parent liaisons and English as a Second Language (ESL) Coordinators in the Little Rock area on the Parents Advancing Readiness for Educational Success (P.AD.R.E.S.) program.  The three-day training took place at the Little Rock School District Instructional Resource Center (LRIRC) in Little Rock, Arkansas.  MC3 ELL and Migrant Education Technical Assistance (TA) Coordinator delivered the training which was facilitated by MC3 Arkansas TA Liaison. MC3 offered two follow-up sessions to support the parent liaisons in the implement the program in their districts.

The P.AD.R.E.S. program is a comprehensive parental involvement approach designed to empower parents, especially those of Hispanic descent, to become active participants in the educational process of their children by providing them with a series of five workshops on different school-related and parenting topics.  The program also identifies parent-leaders to become trainers of the program and work with other parents.

The Arkansas Department of Education (ADE) requested MC3 provide a "training of trainers" for parent liaisons and English as a Second Language (ESL) Coordinators in the Little Rock area on the Parents Advancing Readiness for Educational Success (P.AD.R.E.S.) program.  The three-day training took place at the Little Rock School District Instructional Resource Center (LRIRC) in Little Rock, Arkansas.  MC3 ELL and Migrant Education Technical Assistance (TA) Coordinator delivered the training which was facilitated by MC3 Arkansas TA Liaison. MC3 offered two follow-up sessions to support the parent liaisons in the implement the program in their districts.

The P.AD.R.E.S. program is a comprehensive parental involvement approach designed to empower parents, especially those of Hispanic descent, to become active participants in the educational process of their children by providing them with a series of five workshops on different school-related and parenting topics.  The program also identifies parent-leaders to become trainers of the program and work with other parents.

This was the fourth conference call for this project intended to gather regional and national technical assistance (TA) providers together with Response to Intervention (RtI) leadership at the Missouri Department of Elementary and Secondary Education (DESE) to continue conversations around planning a face-to-face meeting of both groups to assist DESE with RtI expansion and coordination efforts in Missouri.  A smaller sub-group of the collaborative participated in this planning conference call.  The focus of this call was to begin specific review of a draft agenda for the face-to-face meeting.  Tentative dates were discussed as well as confirmation of May 12-13, 2010, as the face-to-face meeting date.

The Arkansas Department of Education (ADE) requested MC3 provide a "training of trainers" for parent liaisons and English as a Second Language (ESL) Coordinators in the Little Rock area on the Parents Advancing Readiness for Educational Success (P.AD.R.E.S.) program.  The three-day training took place at the Little Rock School District Instructional Resource Center (LRIRC) in Little Rock, Arkansas.  MC3 ELL and Migrant Education Technical Assistance (TA) Coordinator delivered the training which was facilitated by MC3 Arkansas TA Liaison. MC3 offered two follow-up sessions to support the parent liaisons in the implement the program in their districts.

The P.AD.R.E.S. program is a comprehensive parental involvement approach designed to empower parents, especially those of Hispanic descent, to become active participants in the educational process of their children by providing them with a series of five workshops on different school-related and parenting topics.  The program also identifies parent-leaders to become trainers of the program and work with other parents.

The MC3 Arkansas TA Liaison attended a mini-conference sponsored by the Assessment and Accountability Comprehensive Center (AACC) entitled "Next Generation Assessment Systems" on March 11-12, 2010, to learn and share lessons about new expectations for assessment. The one and one-half day gathering at the University of California Los Angeles (UCLA) provided an opportunity to review current research and to investigate future trends in assessment, share practical perspectives from AACC staff members about the future of assessment, and respond to pressing Regional Comprehensive Center (RCC) and national assessment needs.

The Missouri Department of Elementary and Secondary Education (DESE) has formed several workgroups to begin planning of implementation of subgroup work described in their Race to the Top (RttT) grant application.

The Missouri MC3 TA Liaison was invited, as a member of the Missouri Statewide Support and Advisory Team (SSAT), to participate in the series of Efficiency and Effectiveness Work Group Sessions.

The Missouri Department of Elementary and Secondary Education (DESE) has formed several workgroups to  plan implementation of subgroup work described in their Race to the Top (RttT) grant application.

The Missouri MC3 TA Liaison has participated in the Model for Measuring Teacher/Leader Effectiveness work group sessions.

The MC3 Oklahoma Technical Assistance (TA) Liaison and Coordinator participated in the Oklahoma Response to Intervention (RtI) Advisory Work Group meeting to provide support to the group as it designs, implements, and evaluates RtI pilot sites across Oklahoma.   The Oklahoma RtI Advisory Work Group includes participation across Oklahoma State Department of Education (OSDE) divisions and from experts in the field.

OSDE RtI Advisory Committee and Work Group Chair Christa Knight welcomed the work group and shared the agenda. The Advisory Work Group discussed the next RtI Stakeholder Meeting.  The meeting will be held April 1, 2010, at the Metro Technology Center (Springlake Campus) in Oklahoma City, Oklahoma. Invitations have been mailed.   Work group members reviewed and approved the agenda and work plan, including the timeline and responsibilities.

Committee member and Oklahoma State University (OSU) Associate Professor Gary Duhon shared the proposed professional development plan for the RtI Summer Institute scheduled July 7-9, 2010.  The topics for the RtI Summer Institute were discussed and determined.  The Institutes's three strands will include RtI 101, but will focus on developing interventions and monitoring progress.  The Advisory Work Group members recommended presenters for sessions and for the keynote sessions.  Members also recommended giving preference to participating district teams over individual participants.   

An initial RtI Institute was held in June 2009 in Springfield, MO (see background below).  This institute was so successful that representatives of the Missouri Department of Elementary and Secondary Education (DESE), the Regional Professional Development Centers (RPDCs--intermediary agencies), and the sponsoring technical assistance providers (MC3, National RtI Center, North Central Regional Resource Center [NCRRC], University of Missouri - Columbia, University of Kansas - Lawrence, and the Midwest Equity Assistance Center) agreed that replicating the institute across the state would be beneficial. Additional Institutes in Rolla, Cape Girardeau, Warrensburg and Kirksville were planned.

Missouri's Southeast (Cape Girardeau) Response to Intervention (RtI) Institute introduced the broad concepts of systems change using the RtI model to more than 145 participants representing 30+/- school districts, mostly in the Southeast region of Missouri.  Participants gained the information and tools necessary to begin the change process in their home districts and buildings.

Background:  The Southwest Regional Professional Development Center (RPDC--intermediary agency) approached the Missouri Department of Elementary and Secondary Education (DESE) Division of Special Education with the concept of delivering a statewide Response to Intervention (RtI) Summer Institute in Springfield, Missouri.  DESE Special Education staff members supported the Southwest RPDC's idea and solicited additional, national support from MC3, National Center on RtI (NCRTI), and the North Central Regional Resource Center (NCRRC).  All of the supporting partners participated in two conference calls that led to a successful statewide RtI Summer Institute held in Springfield, Missouri, on June 15-16, 2009.

This Summer Institute was so successful that representatives of DESE, the RPDCs, and the sponsoring technical assistance (TA) providers (MC3, NCRTI, NCRRC, University of Missouri - Columbia [MU], University of Kansas [KU], and the Midwest Equity Assistance Center) agreed that replicating the institute across the state would be beneficial.  Additional Institutes in Rolla, Cape Girardeau, Warrensburg, and Kirksville were planned.

The Missouri Department of Elementary and Secondary Education (DESE) has formed several workgroups to  plan implementation of subgroup work described in their Race to the Top (RttT) grant application.

The Missouri MC3 TA Liaison has participated in the Model for Measuring Teacher/Leader Effectiveness work group sessions.

The MC3 Regional Reading Community of Practice (CoP) Carnegie Reports Study Group met on March 18, 2010, from 1:00 - 2:00 p.m. to discuss of the Carnegie report Reading in the Disciplines: The Challenges of Adolescent Literacy. Participants discussed initial reactions to the information and recommendations contained in the report, the challenges of comprehending content-area texts, and implications for instructional design, textbook adoption and professional development.

MC3 conducted a review of Arkansas testing data pertaining to all students that were enrolled in Arkansas Alternative Learning Environments (ALEs) during the 2006 through 2009 school years. The University of Oklahoma's Educational Training, Evaluation, Assessment, Measurement Department (E-TEAM) disaggregated the data and reported the findings to representatives of the Arkansas Department of Education (ADE) ALE team through the use of a teleconference and webinar on March 18, 2010.  ADE participants received and discussed the information from various sites throughout the state.

The Oklahoma Pacesetters team conducted the fifth conference call with Center on Innovation and Improvement (CII) representative Nancy Protheroe on March 19, 2010.  During the call, Oklahoma State Department of Education (OSDE) Assistant State Superintendent Cindy Koss shared the progress on the action plan items with benchmarks, and revisions agreed upon by the team.

Boise State University College of Education State School Improvement Coordinator Lisa Kinnaman provided technical assistance to OSDE school support staff members and representative district/school staff members on the effective use of the Online System of Support (Indistar) March 12, 2010.  Next school year, the school improvement sites are required to use the Online System of Support (Indistar).  Also, several sites  requested to be part of the pilot in using Indistar in their district/school. CII Director Dr. Sam Redding presented the Online System of Support Indistar at the federal programs conference in February 2010.

The SSOS Self-Assessment work session met December 13-14, 2009.  CII Director Dr. Sam Redding facilitated the team in completing the SSOS Self-Assessment Inventory.  The MC3 TA team compiled the information and conducted additional interviews with state staff and district leadership.  The completed inventories were sent to CII for review.

Nancy Protheroe reported her experiences with the Virginia SDE as they implemented the Online System of Support.  She shared several of the challenges Virginia encountered and the strategies they found successful in meeting them.  She also recommended talking with the Arkansas Pacesetters team about using the online tool with the state team to create, monitor, and assess the state plan.  The discussion on evaluation is timely as Dr. Steven Ross will present Evaluating the Outcomes of SSOS: Qualities of an Effective Evaluation for the next Pacesetters Distance Learning session.

Background: On July 19-24, 2009, representatives from nine states with two of states, Arkansas and Oklahoma, from the MC3 region. The Arkansas Department of Education (ADE) and the Oklahoma State Department of Education (OSDE) participated in the Academy of Pacesetting States Academy, sponsored by the Center on Innovation and Improvement (CII), in Princeton, New Jersey.  The MC3 Arkansas Technical Assistance Liaison and the MC3 Oklahoma Technical Assistance Coordinator participated as supporting team members.

The purpose of the Academy was to assist states in the implementation of their Statewide Systems of Support (SSOS).  During the Academy, states completed a rubric on implementation of SSOS and developed an action plan with benchmarks and responsible person(s) to be implemented prior to June 30, 2010.  Follow-up training will be provided summer 2010.

Each state will participate in an Academy of Pacesetting States monthly teleconference to monitor the progress on their action plan and discuss issues and concerns.  A CII representative will assist in facilitating the teleconferences.  Additionally, each state team will participate in a monthly conference call with an assigned CII representative.  The MC3 Oklahoma TA Coordinator will facilitate the monthly calls and document the proceedings on the CII Pacesetter website.  The conference call provides a forum for discussing how the state team is progressing and to target any support it requires from CII.

This was the fifth conference call for this project intended to gather regional and national technical assistance (TA) providers together with Response to Intervention (RtI) leadership at the Missouri Department of Elementary and Secondary Education (DESE) to continue conversations around planning a face-to-face meeting of both groups to assist DESE with RtI expansion and coordination efforts in Missouri. The full collaborative participated in this planning conference call.  The focus of this call was to update members on the work of the sub-committee in further developing the agenda for the face-to-face meeting as well as review draft materials the facilitator will use..  May 12-13, 2010, was re-confirmed as the meeting dates.

This follow-up teleconference with representatives from the Kansas State Department of Education (KSDE), MC3, and the National Comprehensive Center for Teacher Quality (TQ Center) was held in response to KSDE's request for assistance in the process of mapping inequitable distribution for Kansas to provide specific focus for adequate review of equitable distribution of teachers.

Background:  KSDE's Teacher Certification and Licensure Director attended a national conference hosted by the TQ Center and the Regional Educational Laboratory (REL) Midwest. The conference brought together experts and practitioners dedicated to research, policy, and practice of educator evaluation. Researchers and practitioners came together to discuss existing and emerging research on educator evaluation and also to consider policy implications and impact on practice. An additional segment focused on equitable distribution mapping which graphically depicted areas of concern for the purpose of monitoring inequitable distribution of highly qualified teachers particularly in districts and schools with high poverty, high minority student populations. KSDE's Teacher Certification and Licensure Director requested assistance from MC3 to assist in the development of the mapping instrument for Kansas.

The MC3 Kansas TA Liaison contacted the TQ Center to respond to this request and garnered its involvement in the process of mapping inequitable distribution for Kansas. The TQ Center serves the sixteen Comprehensive Centers with research-based information and strategies to support state education agencies in building their capacities to serve districts and schools in the area of teacher quality.  The TQ Center, MC3, and KSDE worked together to complete the mapping project.  

In November 2008, MC3 collaborated with the Missouri Department of Elementary and Secondary Education's (DESE's) Southwest Regional Professional Development Center (RPDC) in the modeling and implementation of the English Language Learner (ELL) Coaches' Academy in the Carthage (Missouri) School District. Since then, teachers participating in the program have been using the strategies they learned with their ELL population. Carthage School District Assistant Superintendent contacted the MC3 ELL and Migrant Education TA Coordinator to request a follow-up visit to observe how the schools have implemented the program and provide feedback. A three-day visit sponsored by the Carthage School District took place the last week of March 2010.

The Carthage School District also requested a follow-up visit with parents trained with the P.AD.R.E.S. (Parents Advancing Readiness for Educational Success) program to provide recommendations on how to improve the program.

The Missouri Department of Elementary and Secondary Education (DESE) has formed several workgroups to  plan implementation of subgroup work described in their Race to the Top (RttT) grant application.

The Missouri MC3 TA Liaison was invited, as a member of the Missouri Statewide Support and Advisory Team (SSAT), to participate in the series of Efficiency and Effectiveness Work Group Sessions.

Representatives from the Arkansas Department of Education's (ADE's) Academy of Pacesetting States team, including Arkansas Comprehensive School Improvement (ACSIP) Supervisor Kathy Lavender, ADE Professional Development Coordinator Deborah Coffman, ADE Science Instructional Specialist Stephen Brodie, ADE Assistant Commissioner for the Division of Learning Services Alice Barnes-Rose, and MC3 Arkansas Technical Assistance (TA) Liaison Janie Russell participated in a distance learning event along with four other member states. MC3 Arkansas TA Coordinator Sharon Brooks participated remotely from the University of Oklahoma in Norman, Oklahoma. The event was held at the ADE State Board of Education Conference Room in Little Rock, Arkansas, from 10:00 a.m. to 3:00 p.m. CST on Wednesday, March 24, 2010.

Team members heard presentations from representatives from the Center on Innovation and Improvement (CII) regarding strategies to strengthen the statewide system of support (SSOS). In addition, information regarding the evaluation of SSOS outcomes was presented by Johns Hopkins University Representative Steven Ross. Further presentations included information regarding the Virginia Early Warning System and the ADE Pilot Early Warning System.

ADE Professional Development Coorindator presented a report on the ADE Pacesetters' progress toward the four action goals established during the Academy of Pacesetting States Summer Conference. Her report highlighted celebrations of action items which had been accomplished along with challenges still being addressed by ADE Pacesetters.

The fifth Pacesetters distance learning day provided an opportunity for each of the nine participating state to share progress on its action plan, discuss concerns, and celebrate successes.  Participating states included Arkansas, Idaho, Illinois, Louisiana, Michigan, and Oklahoma.  This session's focus continued exploration of differentiation of services.   

Team members heard presentations from representatives from the Center on Innovation and Improvement (CII) regarding strategies to strengthen the statewide system of support (SSOS) and from Johns Hopkins University Professor and Senior Research Scientist Steven Ross on the Evaluation of SSOS Outcomes.  Dr. Ross then facilitated discussion with the state teams on evaluating the outcomes of SSOS and the qualities of an effective evaluation. Additional presentations included information about the Virginia Department of Education's Early Warning System and the Arkansas Department of Education's Early Warning System Pilot.

Information on the Academy of Pacesetting States and materials from follow-up Distance Learning sessions are available at www.centeronii.com .

Background: On July 19-24, 2009, representatives from nine states including the MC3 states of Arkansas Department of Education (ADE) and the Oklahoma state Department of Education (OSDE) who participated in the Academy of Pacesetting States Academy, sponsored by the Center on Innovation and Improvement (CII), in Princeton, New Jersey.  The MC3 Arkansas Technical Assistance (TA) Liaison and the MC3 Oklahoma TA Coordinator participated as supporting team members.

The purpose of the Academy was to assist states in the implementation of their SSOSs.  During the Academy, states completed a rubric on SSOS implementation and developed an action plan including benchmarks and responsible person(s) to be implemented prior to June 30, 2010.  Follow-up training will be provided during Summer 2010.

Each state participates in an Academy of Pacesetting States monthly teleconference to monitor the progress on their action plan and discuss issues and concerns.  A CII representative participates in the teleconferences to maintain the relationship with CII.  Additionally, state teams participate in monthly distance learning sessions. These events connect the teams and provide an opportunity to share their progress with other states.  A scheduled presentation provides new information each time.  A representative from each of the nine states forms the Pacesetter Planning Team responsible for developing the agenda for each session.  Topics, based on the needs of the states, are led by appropriate experts.

The Missouri Department of Elementary and Secondary Education (DESE) recently identified a new goal:  "Missouri will provide quality, universal early childhood educational opportunities to all three and four-year olds as measured by numbers of children served and a research-based kindergarten readiness assessment."

The Missouri MC3 Technical Assistance Liaison offered services to DESE's Early Childhood Education (ECE) Director in response to this new goal.  The ECE Director stated that the biggest challenge is garnering the support (financial and legal) of the state legislature to accomplish the work/activities of the goal.  MC3 staff members suggested that DESE staff members might benefit from the lessons learned by the exemplary programs implemented in Oklahoma.  A conference call between DESE ECE staff members and Oklahoma's Professional Standards Assistant State Superintendent and Early Childhood Coordinator was facilitated by MC3.

During this call the Oklahoma Early Childhood Coordinator presented a brief history of their statewide program.  The Professional Standards Assistant State Superintendent (formerly the Early Childhood Coordinator) elaborated on some of the strategies that had been employed in their efforts to garner support of the program, emphasizing the importance of high standards and rich data.

In November 2008, MC3 collaborated with the Missouri Department of Elementary and Secondary Education's (DESE's) Southwest Regional Professional Development Center (RPDC) in the modeling and implementation of the English Language Learner (ELL) Coaches' Academy in the Carthage (Missouri) School District. Since then, teachers participating in the program have been using the strategies they learned with their ELL population. Carthage School District Assistant Superintendent contacted the MC3 ELL and Migrant Education TA Coordinator to request a follow-up visit to observe how the schools have implemented the program and provide feedback. A three-day visit sponsored by the Carthage School District took place the last week of March 2010.

The Carthage School District also requested a follow-up visit with parents trained with the P.AD.R.E.S. (Parents Advancing Readiness for Educational Success) program to provide recommendations on how to improve the program.

The Missouri Department of Elementary and Secondary Education (DESE) has formed several workgroups to  plan implementation of subgroup work described in their Race to the Top (RttT) grant application.

The Missouri MC3 TA Liaison has participated in the Model for Measuring Teacher/Leader Effectiveness work group sessions.

In November 2008, MC3 collaborated with the Missouri Department of Elementary and Secondary Education's (DESE's) Southwest Regional Professional Development Center (RPDC) in the modeling and implementation of the English Language Learner (ELL) Coaches' Academy in the Carthage (Missouri) School District. Since then, teachers participating in the program have been using the strategies they learned with their ELL population. Carthage School District Assistant Superintendent contacted the MC3 ELL and Migrant Education TA Coordinator to request a follow-up visit to observe how the schools have implemented the program and provide feedback. A three-day visit sponsored by the Carthage School District took place the last week of March 2010.

The Carthage School District also requested a follow-up visit with parents trained with the P.AD.R.E.S. (Parents Advancing Readiness for Educational Success) program to provide recommendations on how to improve the program.

This was the sixth conference call for this project intended to gather regional and national technical assistance (TA) providers together with Response to Intervention (RtI) leadership at the Missouri Department of Elementary and Secondary Education (DESE) to continue conversations around planning a face-to-face meeting of both groups to assist DESE with RtI expansion and coordination efforts in Missouri.  The focus of this call was to finalize the agenda for the face-to-face meeting as well as review draft materials the facilitator will be using.