1. PARCC T ECHNICAL I SSUE AND P OLICY W EBINAR Addressing Rural Challenges to Implementing the Common Core State Standards Monday, May 21, 2012 at 1:00pm (EST) www.PARCConline.org

2. Agenda Summary of Technical Issue and Policy (TIP) Meeting State and Local Leaders Share Their Work: Linda Irwin, Niswonger Foundation/Northeast Tennessee College and Career Ready Consortium Pamela Petty, Western Kentucky University Robert Thomas, Eastern Kentucky University Judy VanVoorhis, Ohio Appalachian Collaborative/Battelle for Kids Question and Answer Session Conclusion

3. Summary of Technical Issue and Policy Meeting – February 28, 2012 Brought together state and district leaders from eight PARCC states Agenda included: Overview of PARCC Characteristics of rural communities across states Communication strategies for advancing the CCSS and building awareness about PARCC Cross-state discussions on professional development and educator engagement opportunities and strategies Regional conversations on innovative approaches, partnerships, and existing tools and resources

4. Characteristics of Rural Communities across States The Rural School and Community Trust shared information about rural demographics There are 11.4 million public school students (23 percent) in enrolled in rural schools Of those, 9.6 million are enrolled in districts classified as rural, while 1.8 million are in rural schools located in non-rural districts From 2000 to 2009, rural enrollment increased from 17.4 to 20 percent Seventy percent of the net increase in enrollment during the period 2000- 2009 was in rural districts

5. Characteristics of Rural Communities across States On behalf of Achieve, Public Opinion Strategies conducted a poll in 2011 among 800 registered voters According to the survey results, whether voters live in urban, suburban or rural areas, a majority believe it is better for states to have the same standards and tests

6. Key Rural Challenges to Implementing the CCSS Professional development for rural teachers on instructional strategies Opportunity for within-school or within-district CCSS professional development collaboration, especially collaboration among content areas Access to high-quality instructional materials aligned to CCSS

7. Key Strategies to Support CCSS Implementation in Rural Areas Building communication strategies tailored to rural educators and populations Using technology to meet instructional needs Developing partnerships with institutions of higher education to advance CCSS Leveraging business and community partnerships to support CCSS implementation Partnerships are a key strategy to help support CCSS in rural areas

8. Presenters Linda Irwin – Vice President, Niswonger Foundation/Program Manager, Northeast Tennessee College and Career Ready Consortium Pamela Petty – Director, Center for Literacy/Associate Professor, School of Teacher Education, Western Kentucky University Robert Thomas – Assistant Professor, Department of Mathematics and Statistics, Eastern Kentucky University Judy VanVoorhis – Senior Director, Ohio Appalachian Collaborative, Battelle for Kids

9. Presenter Linda Irwin – Vice President, Niswonger Foundation/Program Manager, Northeast Tennessee College and Career Ready Consortium

10. Northeast Tennessee College and Career Ready Consortium

11. Hancock Co. Greene Co. Cocke Co. Hawkins Co. Hamblen Washington Unicoi Co. Sullivan Co. Carter Co. Johnson Co. Elizabethton Greeneville Kingsport Bristol Johnson City  NSCC  ETSU  WSCC  Tusculum Consortium Partners Niswonger Foundation (lead) 15 LEAs (30 High Schools) 7 Higher Education Institutions SAS Institute College Board CNA Education SCORE

12. 1.Ensure all students, especially students from under- represented populations, graduate high school college or career ready 2.Improve the likelihood that students successfully complete college 1.Ensure all students, especially students from under- represented populations, graduate high school college or career ready 2.Improve the likelihood that students successfully complete college Goals Activities 1.Conduct a semi-annual supply and demand course review to determine the course needs of the region 2.Expand the dual enrollment, Advanced Placement, Career Technical, and istance learning, online learning, courses offered in the region 3.Provide additional career and college counseling resources to students

13. Current Seats New Seats (Not Additive) Course Type2009-102010-112011-122012-132013-142014-15 Distance Learning 4351404207001,120 Online Learning2702808401,4002,400 AP1,26104208401,2601,680 Dual Enrollment2,1741,3462,6915,38210,764 Total3,1381,7664,3718,32215,38415,804

14. 1.Every student will have access to an array of rigorous courses, not to be limited by school or district size 2.At least 10% of high school students will graduate with at least one year of post-secondary credit 3.An additional 20% of high school students will graduate with at least half a year of post-secondary credit 4.The post-secondary enrollment rate will increase from 70% to 80% 5.The first to second year persistence rate will increase by 15% relative to the 2009-10 baseline

15. Presenter Pamela Petty – Director, Center for Literacy/Associate Professor, School of Teacher Education, Western Kentucky University

16. Summer Reading Academy: ELA Standards-Based Experiences for Teachers and Students Partnership between Shelby County Public Schools and the Western Kentucky University Center for Literacy

17. Background Who is involved in the partnership? – Western Kentucky University Center for Literacy and Shelby County Public Schools How is it supported/funded? – Jointly funded by Shelby County Public Schools and a grant from the Kentucky Council on Postsecondary Education How did it begin? – Invitation from Shelby County based on previous initiative of the WKU Center for Literacy (Preparing 4 the Final 4: Getting your Head in the Game)

18. Partnership When the partnership was founded, what was the intended purpose? – Professional development in the English/Language Arts Common Core Standards for middle/secondary teachers – Bring struggling readers (2-3 levels below grade level) to grade level focusing on reading comprehension and vocabulary

19. How did we do it? What are the primary activities and objectives of the partnership (where, when, involving who)? – July 1-31, 2011 – Schools in Shelby County, Kentucky – 25 teachers who applied to participate – 80+ students – rising 8 th and 10 th graders

20. Administrative Goals Two-fold purpose of the Summer Reading Academy: – Address needs of struggling readers and increase reading grade-level by 2 grades; – Professional development for content area teachers

21. Professional Development 3 face-to-face workshop days (18 hours) 4 Monday meetings (8 hours) Daily integrity checks (electronic support)

22. English-Language Arts – Common Core Standards

23. Daily Schedule Each lesson included: – Word Play (20 minutes) – Vocabulary Instruction (25 minutes) – Strategy Instruction (25 minutes) – Strategy Implementation (45 minutes) – Book Club (45 minutes) – Exit Ticket (5 minutes)

24. 3. In what way is the partnership specifically being used to help with CCSS implementation in rural schools and districts (e.g. developing instructional materials, collaborative professional development, communication and stakeholder engagement strategies, etc.)? http://www.pampetty.com/shelbyco.htm

25. 4. What are the features of the partnership that make it a success? Common goals Professionals within the disciplines Inclusion of administrators, parents, and buy- in from teachers Considerations for students (high interest, challenging, focused instruction that works) Continuous and immediate problem solving Commitment from all parties

26. Data Collection Teachers submitted short, electronic fidelity checks each day. Students pre/post scores using the Gates- McGinitie Reading Test

27. Quantitative Data Gates MacGinitie Reading Test 7 th Grade – GAINS Paired samples (pre/post) Grade-level Equivalent (pre) Grade-level Equivalent (post) Number of Students (N) t (<.05) Comprehension 4.61545.050026.036

28. Quantitative Data Gates MacGinitie Reading Test 9 th Grade – GAINS Paired samples (pre/post) Grade-level Equivalent (pre) Grade-level Equivalent (post) Number of Students (N) t (<.05) Comprehension5.69206.230050.020

29. Quantitative Data Gates MacGinitie Reading Test ALL 9 th graders Paired samples (pre/post) Grade-level Equivalent (pre) Grade-level Equivalent (post) Number of Students (N) t (<.05) Vocabulary6.02936.551758.018

30. Quantitative Data GradeComprehension (Pre)*Comprehension (Post)*Difference* 74.27.43.2 74.27.12.9 757.42.4 74.16.12 74.25.10.9

31. Quantitative Data GradeComprehension (Pre)*Comprehension (Post)*Difference* 96.1136.9 94.28.44.2 97.110.43.3 97.49.62.2 95.87.82

32. Quantitative Data GradeComprehension (Pre)*Comprehension (Post)*Difference* 97.5135.5 98.2134.8 95.69.94.3 958.43.4 95.37.92.6

33. Quantitative Data GradeComprehension (Pre)*Comprehension (Post)*Difference* 97.3135.7 96.99.72.8 94.57.22.7 96.48.72.3 96.38.42.1

34. Qualitative Data Student Responses – I wish regular school was like this. – I can’t believe I read a whole book ….and liked it. – I feel like “I can compete with the smart kids…..now!

35. Qualitative Data Teacher Responses – I have many more strategies to use in my teaching. You can teach an old dog of twenty eight years new tricks. – This is what education should be like. Smaller classes, stronger relationships, supportive administration and longer class time… it’s the right formula for success. – This has been the best “PD” experience I’ve had in at least a decade! The material (reading strategies) really work! I don’t have any educational background in specifically teaching reading, but now I feel like I have the “keys” to help students unlock the potential to improve their own reading.

36. Presenter Robert Thomas – Assistant Professor, Department of Mathematics and Statistics, Eastern Kentucky University

37. Mathematics Education K-9 (High School Readiness) Math Transitions Math Strategies for Number Sense and Fluency College Transition Courses College Transitional Algebra Grades 6-12 Programs Needs-Based, Coordinated, and Aligned Curriculum Presentation by: Dr. Robert Thomas Dr. Cheryll Crowe Nancy Blue Williams Dr. Ken Dutch Department of Mathematics and Statistics Eastern Kentucky University Richmond, Kentucky Department of Mathematics and Statistics Mathematics Education

38. Commonwealth Collaboration Eastern Kentucky University – Dr. Doug Whitlock, President; Dr. Janna Vice, Provost; Dr. John Wade, Dean, College of Arts and Sciences; Dr. Dan Mundfrom, Chair, Department of Mathematics and Statistics; Dr. Robert Thomas, Department of Mathematics and Statistics Kentucky Valley Educational Cooperative – Jeff Hawkins, Director; NGMI: Marci Smith, Jessamine Schools Council on Postsecondary Education – Dr. Robert King, President, Dr. Aaron Thompson, Sr. VP, Academic Affairs; John DeAtley, Director, P-20 and College Readiness; Dr. Sue Cain, Coordinator: College Readiness Kentucky Department of Education – Dr. Terry Holliday, Commissioner; Susan Allred, Associate Commissioner for the Office of Next-Generation Schools and Districts, Darlene Combs, Darlene Gee and Julia Rawlings, Recovery Specialists; Sue Davis, Greenup County Schools

39. K-9 Transition College Readiness Only

40. K-9 Transition/College Readiness Background School Districts – PLA: Greenup County/Carter County – Recovery: McCreary County/ Pineville ISD – PLA: Lincoln County, Fleming County, Monticello ISD – Other: Casey County, Owen County, Corbin ISD Procedures – Data Analysis/Planning, K-9 – Diagnostics; Phase 1/Phase 2/Phase 3/K-2 – College Readiness – Grades 6-12 Programs Partners: Over 60 Districts; 500 + Schools

41. K-9 Transition Initiative Pilot Program [High School Readiness] The EKU Math Education Team is working with elementary and middle grades teachers in the Corbin Independent School District. This Pilot Program initiative combines a comprehensive basic skills initiative centered on automaticity, numeracy and mathematics fluency and a comprehensive testing and remediation program. In this pilot program, teachers have been empowered to create grade level end of course skills tests to evaluate individual students for placement and remediation. This ongoing initiative [Year 3] has shown promising initial results with phase two [remediation schedules] being instituted. The Math Education Team has expanded the elementary and middle grades portions to other selected schools in the EKU service region. Professional development sessions for Teachers will been held for Phases I and II. Compliance and Fidelity will be monitored.

42. Elementary/Middle School/HS Readiness K-9 Transition Phase 1: Automaticity/Testing Regimen/Grade Level Tests Phase 2 Scale up: Computational Fluency/Automaticity Remediation Numeracy/Math Fluency/Algorithmic Facility Intervention/Remediation Grade Level Testing Phase 3: Individual Remediation Reinforcement Enrichment K-2 Special Education Other curricular issues.

43. Kentucky Math Standards Computational Fluency/Automaticity Kindergarten Fluently add and subtract within 5 Grade 1 Add and subtract within 20. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). Grade 2 Add and subtract within 20. Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers. Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. Tell and write time from analog and digital clocks to the nearest five minutes, using a.m. and p.m. Solve word problems involving dollar bills, quarters, dimes, nickels, and pennies, using $ and ¢ symbols appropriately.

44. Grade 3 Multiply and divide within 100. Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g., knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from memory all products of two one-digit numbers. Kentucky Math Standards Computational Fluency/Automaticity

45. ITBS Score Comparisons 2010 and 2011 YYYY County Schools Computational Fluency Treatment Effects Grade Level DISTRICT/School YEAR 03 04 05 06 07 STATE SUMMARY 201060 56 53 43 47 DISTRICT YYYY2010 62 59 59 52 51 DISTRICT YYYY 2011 71 62 60 60 52 STATE SUMMARY2011 61 57 54 45 48

46. School Year Math Average Score State AverageDistrict 2007-08 13.514.4 A 2008-09 14.114.6 KY - 0.9 2009-10 14.014.9 Bench -3.0 2007-08 13.214.4 B 2008-09 13.514.6 KY - 1.6 2009-10 13.314.9 Bench -3.7 2007-08 14.614.4 C 2008-09 15.414.6 KY + 0.6 2009-10 15.514.9 Bench -1.5 2007-08 14.014.4 D 2008-09 14.214.6 KY - 0.5 2009-10 14.414.9 Bench -2.6 2007-08 14.4 E 2008-09 14.514.6 KY Even 2009-10 14.9 Bench -2.1 2007-08 14.614.4 F 2008-09 14.6 KY + 0.2 2009-10 15.114.9 Bench -1.9 ExploreBenchmark 17

47. School Year Math Average Score State AverageDistrict 2007-08 15.516.2 A 2008-09 15.316.4 KY - 1.4 2009-10 15.116.5 Bench -3.9 2007-08 15.416.2 B 2008-09 15.316.4 KY - 2.0 2009-10 14.516.5 Bench -4.5 2007-08 15.016.2 C 2008-09 15.716.4 KY - 0.7 2009-10 15.816.5 Bench -3.2 2007-08 16.516.2 D 2008-09 16.216.4 KY - 0.3 2009-10 16.216.5 Bench -2.8 2007-08 16.616.2 E 2008-09 15.616.4 KY + 1.1 2009-10 17.116.5 Bench -1.9 2007-08 16.616.2 F 2008-09 16.4 KY + 0.2 2009-10 16.716.5 Bench -2.3 PlanBenchmark 19

48. School Year Math Average Score State AverageDistrict 2007-08 16.218.1 A 2008-09 16.418.2 KY - 2.0 2009-10 16.318.3 Bench -5.7 2007-08 16.918.1 B 2008-09 17.118.2 KY - 0.9 2009-10 17.418.3 Bench -4.6 2007-08 17.218.1 C 2008-09 17.018.2 KY - 1.0 2009-10 17.318.3 Bench -4.7 2007-08 18.018.1 D 2008-09 17.518.2 KY - 0.5 2009-10 17.718.3 Bench -4.3 2007-08 17.918.1 E 2008-09 18.018.2 KY - 1.1 2009-10 17.218.3 Bench -4.8 2007-08 18.218.1 F 2008-09 18.2 KY + 0.4 2009-10 18.718.3 Bench -3.3 ACT Benchmark22

49. 16 ACT Median 25%ile 18.4 Mean ACT 2011

50. Secondary Transition to College Mathematics Courses The EKU Mathematics Education team in the Department of Mathematics and Statistics was tasked to assist regional school districts and high schools in designing and implementing ‘transition to college’ math courses. Meetings were held in late summer of 2009 to develop pilot transition programs at targeted regional schools. The pilot program centers on a framework of content and concepts [T1, T2, and T3, roughly aligned with the Developmental Courses at EKU] that can be adapted to the specific needs and conditions in each high school. Long-term and sustainable change is best attained when the change is embedded, bottom-up, has input from the local stakeholders and is based on sound research and principles. These curricula contain all of these components.

51. College Readiness Transition Student Centered/Teacher Focused “Perfect Plans” Data and Needs Analysis ACT/PLAN Scores for Initial Placement KYOTE Testing Curriculum/Instruction Transition Courses – T1, T2, T3 On-going Data Collection/Analysis EKU Components End of Year recap

52. End of Year Pilot Recap 2009-2010

53. Grades 6-12 Programs Transitions Grades 6-12 Programs – Needs based Placement of Students in Mathematics – Flexible Scheduling – Dynamic Model: Students reaching their potential Remediation – Reinforcement - Enrichment Curriculum Components Instructional Strategies – Students learning mathematics at appropriate and optimal levels – Dynamic Teaching Models PLA School Recovery – SIG Planning and Response – Transformational Model Regional Consortium – Greenup, Boyd, Lawrence, and Carter County Schools On-going Data Collection/Analysis

54. Mathematics Education Planning Computational Fluency – Automaticity – Compliance and Fidelity K-9 (High School Readiness) Transition Program College Readiness Transition Program – Transition Courses Instructional Strategies – Students learning mathematics at appropriate and optimal levels – Dynamic Teaching Models Curriculum Components Grades 6-12 Programs – Needs based Placement of Students in Mathematics PLA/SIG Planning and Response Transformational Model On-going Data Collection/Analysis

55. Core Content Math and Science Application Core Content Curriculum Planning for Mathematics and Science: Math and Science Cadres created fully aligned curriculum maps and pacing guides incorporating the New Core Standards; College Readiness Standards; and Common Assessments aligned to these Maps and Standards. Who is involved in the partnership? EKU, KDE, Greenup County HS and East Carter HS, KVEC How is it supported/funded? School Improvement Grant (SIG funding for 2 years) How did it get started? EKU and Dr. Thomas had begun the initiative and when District 180 was formed at KDE the ERD (Susan Allred) was contacted by Dr. Thomas and they began the initial discussions for goals and how it fit in the SIG process. Grant was competitive. When the partnership was founded, what was the intended purpose? To provide a radical solution to approaching mathematics at a low performing high school in such a way that the school could learn to teach math better while at the same time getting students from where they were to where they needed to be. Incorporation of the new Core Standards for Math and Science. Mechanism is place to share products of these collaborations.

56. Core Content Math and Science Application What are the primary activities and objectives of the partnership (where, when, involving who)? Summer /Fall 2010 initial meeting with Susan Allred and Dr. Thomas; Allred made contact with PLA schools to see where the ground was fertile for planting this kind of seed; Spring/Summer 2011 grant writing schools/KDE/ proposal and submission; Fall 2011 funding and work begins; KDE monitors progress In what way is the partnership specifically being used to help with CCSS implementation in rural schools and districts (e.g. developing instructional materials, collaborative professional development, communication and stakeholder engagement strategies, etc.)? Schools don’t get much more rural than these; Dr. Thomas instructs/leads and assists school based Education Recovery Team on the ground every day for follow up and deployment, monitoring and planning; Open Communication; Accountability for all Stakeholders What are the features of the partnership that make it a success? Persistence, perseverance focused goal of success; no turf guarding; SYSTEMS THINKING; solutions orientation….do whatever it takes and nobody leaves because there is struggle! Collaboration across multiple organizations!

57. Thank you! Questions? Dr. Robert Thomas The EKU Mathematics Education Team Department of Mathematics and Statistics robert.thomas@eku.edu

58. Presenter Judy VanVoorhis – Senior Director, Ohio Appalachian Collaborative, Battelle for Kids Additional handout available: http://www.parcconline.org/technical-issue-and-policy-webinar-may-21 http://www.parcconline.org/technical-issue-and-policy-webinar-may-21

59. Judy VanVoorhis, Ph.D. Senior Director, Battelle for Kids May 21, 2012 ADDRESSING RURAL CHALLENGES TO COMMON CORE STATE STANDARDS IMPLEMENTATION

60. What? The Ohio Appalachian Collaborative (OAC)  The OAC’s mission is to accelerate college- and career-readiness for every student.  The primary success measurement is a dramatic and sustained increase in the participating districts’ college and career- technical school entrance rates and, ultimately, completion rates. Copyright 2012, Battelle for Kids

61. What? Copyright 2012, Battelle for Kids The Rural Education Transformation Approach

62. Rural Education Transformation Approach  The model addresses 6 major areas for transformational change:  Enhancing Teacher Quality  Enhancing Leadership Quality  Engaging the Community  Redesigning Learning Opportunities  Recognizing Excellence  Using Data to Inform Practice Copyright 2012, Battelle for Kids

63.  21 Ohio Appalachian Collaborative Districts  20 traditional school districts  1 Career-Technical Center (2 campuses)  74 School Buildings  2,066 Teachers  34,000 Students  50% Eligible for Free and Reduced-Price Lunch Copyright 2012, Battelle for Kids Who?

64. OAC District Locale Copyright 2012, Battelle for Kids

65. OAC District Map Copyright 2012, Battelle for Kids

66.  OAC Goals:  Accelerate college- and career-readiness  Improve teaching and learning, fueled by high expectations  Realign K-12 education for 21 st century skills, learning and jobs  Boost growth, productivity, and resources  Demonstrate success in rural-based transformation approach Copyright 2012, Battelle for Kids What?

67.  85% of students take the ACT college entrance exam and 100% of those students score a minimum of 22  All students graduate with college credit through dual enrollment, PSEO, or AP  70% of students enter college and complete college  Increase teacher value-added scores annually  Reduce achievement gaps for economically- disadvantaged students Copyright 2012, Battelle for Kids OAC: Expected Results

68. How?  Develop and implement a comprehensive approach for transformational change in rural education  Use a collaborative approach to create a population of students and educators of sufficient size to attract funding, conduct research and influence policy Copyright 2012, Battelle for Kids

69. OAC System of Support Copyright 2012, Battelle for Kids

70. Internal District Transformation Teams  Facilitates implementation of RttT milestone targets at the district level  Builds awareness of improvement strategies  Implements a local communication plan  Creates a district professional learning plan  Partners with higher education partners to increase curriculum rigor Copyright 2012, Battelle for Kids

71. Collaborative Learning Practitioner (CLP)  District nominates 1-2 CLPs (coaches), responsible for connecting Network Teams to facilitate school improvement  Can be a teacher, curriculum director, or principal with strong instructional background and ability to connect teams  Helps lead change and facilitate district/school improvement  CLPs receive intensive and coherent professional learning Copyright 2012, Battelle for Kids

72. CLPs in POP Teams  Each CLP works within a team to identify and investigate key problems of practice (POP)  College/Career Readiness  Embedding district-wide value-added analysis and formative instructional practices  Assessments  Common Core State Standards and PARCC  Teacher Quality, peer review models, HET, HEP, evaluation Copyright 2012, Battelle for Kids

73. Collaborative Learning Leader (CLL)  BFK CLLs serve as “coaches of the coaches”  Work with other regional and state experts to support, deliver, and help build strength and capacity within the network of CLPs so they can best impact school improvement in OAC districts Copyright 2012, Battelle for Kids

74. District Collaborative Learning Networks  Value-Added Network  4-6 members including CLPs, curriculum directors, principals  Formative Instructional Practice Network  8-11 members including CLPs, curriculum directors, principals, teachers  College/Career Readiness and Change Leadership Network  12 members including CLPs, curriculum directors, principals, teachers, school counselors Copyright 2012, Battelle for Kids

75. OAC: Support Copyright 2012, Battelle for Kids

76. OAC: Success Factors The Five Conditions of Collective Success and Impact (Kania and Kramer, 2011) 1.Common Agenda: OAC Rural Education Transformation Approach 2.Shared Measurement Systems: OAC performance goals, college/career-readiness, and access to effective teachers 3.Mutually Reinforcing Activities: CLPs, POP Teams, District Network Teams 4.Continuous Communication: OAC System of Support 5.Backbone Support Organization: Battelle for Kids Copyright 2012, Battelle for Kids

77. Dr. Judy VanVoorhis Senior Director, Ohio Appalachian Collaborative Battelle for Kids jvanvoorhis@battelleforkids.org www.battelleforkids.org

78. Question and Answer Session Linda Irwin – Vice President, Niswonger Foundation/Program Manager, Northeast Tennessee College and Career Ready Consortium Pamela Petty – Director, Center for Literacy/Associate Professor, School of Teacher Education, Western Kentucky University Robert Thomas – Assistant Professor, Department of Mathematics and Statistics, Eastern Kentucky University Judy VanVoorhis – Senior Director, Ohio Appalachian Collaborative, Battelle for Kids

79. Conclusion & Contact Information Access materials online: http://www.parcconline.org/technical-issue-and-policy-meeting-february-28-2012 Contact Information: Alissa Peltzman, Director, State Leadership & Policy Development apeltzman@achieve.org Casey Maliszewski, Program Associate, State Leadership & Policy Development cmaliszewski@achieve.org