Board Of Control For Southern Regional Education

THE BOARD OF CONTROL FOR SOUTHERN REGIONAL EDUCATION SHALL BE DEVOTED TO THE TASK OF ASSISTING STATES, INSTITUTIONS AND AGENCIES CONCERNED WITH HIGHER EDUCATION IN THEIR EFFORTS TO ADVANCE KNOWLEDGE AND TO IMPROVE THE SOCIAL AND ECONOMIC LEVEL OF THE SOUTHERN REGION. IN AIDING SUCH STATES, INSTITUTIONS AND AGENCIES, THE BOARD SHALL EXPLORE FULLY, RECOMMEND WHERE DESIRABLE, AND DEVELOP WHERE NEEDED, INTERSTATE COLLABORATION IN THE SUPPORT, EXPANSION OR ESTABLISHMENT OF REGIONAL SERVICES OR SCHOOLS FOR GRADUATE, PROFESSIONAL AND TECHNICAL EDUCATION.

TQP:IN OCTOBER OF 2019, SREB BEGAN A FIVE-YEAR PROJECT FUNDED BY A TEACHER QUALITY PARTNERSHIP (TQP) GRANT FROM THE U.S. DEPARTMENT OF EDUCATION, OFFICE OF ELEMENTARY AND SECONDARY EDUCATION. THE PURPOSE OF THE GEORGIA RESIDENCY EDUCATING AMAZING (GREAT) PROGRAM IS TO INCREASE THE SUPPLY OF CERTIFIED MIDDLE SCHOOL MATH AND/OR SCIENCE TEACHERS IN HIGH-NEED DISTRICTS THROUGHOUT GEORGIA. THE PROJECT HAS THREE OVERARCHING GOALS: 1) DEVELOP AND IMPLEMENT THE GREAT TEACHER RESIDENCY MODEL, INCREASING THE CAPACITY OF PROJECT PARTNERS TO SELECT AND PREPARE HIGHLY QUALIFIED STEM TEACHERS WHILE USING A CONTINUOUS IMPROVEMENT PROCESS TO MAKE RECOMMENDATIONS FOR REVISIONS TO IMPLEMENTATION TO MAXIMIZE EFFECTIVENESS; 2) INCREASE THE SUPPLY OF WELL-PREPARED NOVICE TEACHERS WITH A BACKGROUND IN STEM FIELDS ENTERING THE TEACHING WORKFORCE IN HIGH-NEEDS DISTRICTS IN GEORGIA; AND 3) IMPROVE MIDDLE GRADES STUDENT ACHIEVEMENT IN SCIENCE, MATHEMATICS, AND INCREASE STUDENTS' AWARENESS OF AND INTEREST IN STEM CAREERS AND COMPUTER SCIENCE.THE GREAT PROJECT INVOLVES A PARTNERSHIP AMONG SREB, GEORGIA COLLEGE AND STATE UNIVERSITY, AND HIGH-NEED SCHOOL DISTRICTS. THROUGH THIS PARTNERSHIP, THE PROJECT STAFF RECRUIT INDIVIDUALS WITH BACHELOR'S DEGREES IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS (STEM) FIELDS TO PARTICIPATE IN THE PROGRAM AS RESIDENTS. SELECTED RESIDENTS EARN A MASTER OF ARTS IN TEACHING (M.A.T.) DEGREE FROM GCSU BY COMPLETING A 15-MONTH, 36-CREDIT ONLINE PROGRAM. WHILE EARNING THEIR DEGREE, THE PARTICIPANTS COMPLETE A FULL-YEAR RESIDENCY AT A GEORGIA MIDDLE SCHOOL IN THEIR SPONSORING DISTRICT AND RECEIVE A STIPEND OF $42,000. THE RESIDENCY PROVIDES RESIDENTS WITH FIELD EXPERIENCE UNDER THE GUIDANCE OF A HIGHLY-SKILLED PARTNER TEACHER FROM THEIR SCHOOL AND AN INSTRUCTIONAL COACH FROM SREB WHO SPECIALIZES IN MATH OR SCIENCE. UPON SUCCESSFUL COMPLETION OF THE RESIDENCY, GRADUATES ARE EMPLOYED AS CERTIFIED MATH AND/OR SCIENCE TEACHERS IN MIDDLE SCHOOLS WHERE THE DISTRICTS AND SREB INSTRUCTIONAL COACHES PROVIDE TWO YEARS OF INDUCTION SUPPORT, INCLUDING MENTORING AND ONGOING FACE-TO-FACE INSTRUCTIONAL COACHING. WHEN RESIDENTS ENTER THE PROGRAM THEY COMMIT TO REMAINING IN THEIR ROLE AS TEACHER OF RECORD FOR AT LEAST THREE YEARS AFTER COMPLETING THE RESIDENCY. THREE COHORTS OF RESIDENTS HAVE BEEN RECRUITED FOR THIS PROJECT, WITH COHORTS BEGINNING IN THE SUMMERS OF 2020, 2021 AND 2022.ACCOMPLISHMENTSDURING THE 2021-22 FISCAL YEAR THE GREAT PROJECT TEAM PROVIDED COACHING SUPPORT TO COHORT I AS THEY COMPLETED THEIR MAT AND FIRST YEAR OF INDUCTION. THE PROJECT TEAM ALSO SUPPORTED COHORT II AS THEY BEGAN THEIR MAT AND THEIR RESIDENCY EXPERIENCE. IN ADDITION, THE GREAT PROJECT TEAM RECRUITED COHORT III AND GOT THEM STARTED ON THEIR FIRST SUMMER OF CLASSES AT GEORGIA COLLEGE. IN JULY OF 2021, THE FIRST TWO COHORTS CONVENED ON JEKYLL ISLAND IN GEORGIA FOR A WEEK OF INTENSIVE PROFESSIONAL LEARNING. ALL RESIDENTS WHO COMPLETED THE 2021 PROGRAM EVALUATION SURVEY REPORTED THAT THE SREB INSTRUCTIONAL COACHES AND THEIR PARTNER TEACHERS HAVE BEEN EFFECTIVE OR VERY EFFECTIVE IN THEIR DEVELOPMENT AS MIDDLE SCHOOL STEM TEACHERS.ACROSS THE THREE COHORTS, 42 RESIDENTS WERE RECRUITED AND BEGAN TRAINING TO BECOME STEM MIDDLE SCHOOL TEACHERS IN GEORGIA. ELEVEN WERE RECRUITED AS PART OF COHORT I, 16 AS PART OF COHORT II, AND 15 AS PART OF COHORT III.SIX COHORT I RESIDENTS COMPLETED THEIR MAT AT GEORGIA COLLEGE, AND ONE MORE HAS CONTINUED TO WORK TOWARDS COMPLETING ALL REQUIREMENTS FOR GRADUATION. SEVEN MEMBERS OF COHORT I WERE HIRED BY THEIR DISTRICTS AND ARE NOW CONTINUING INTO THEIR SECOND YEAR OF TEACHING.FIFTEEN MEMBERS OF COHORT II HAVE BEEN HIRED AS TEACHERS FOR THE 2022-23 SCHOOL YEAR, AND 14 ARE ON TRACK TO COMPLETE ALL CLASSES AND REQUIREMENTS FOR THEIR MAT IN AUGUST OF 2022. ONE HAS BEEN HIRED BY THEIR DISTRICT BUT IS STILL WORKING ON GRADUATION REQUIREMENTS AT GEORGIA COLLEGE. GEORGIA COLLEGE FACULTY DETERMINED THAT THE GREAT RESIDENT PERFORMANCE IN THE RESIDENCY WAS SUPERIOR TO THAT OF THEIR TYPICAL MAT COHORT PERFORMANCE, WITH THREE GREAT RESIDENTS PASSING WITH HONORS ON THEIR EXIT PORTFOLIOS AND SIX PASSING WITH DISTINCTION.ACROSS THE THREE COHORTS, 22 OF 33 RESIDENTS (67%) HAVE BEEN PLACED IN COUNTIES IDENTIFIED BY THE NATIONAL CENTER FOR EDUCATION STATISTICS AS RURAL COUNTIES. RESIDENTS HAVE BEEN PLACED IN A TOTAL OF 16 SCHOOL SYSTEMS (COUNTY EXCEPT WHERE SPECIFIED): BALDWIN; BARROW; CLARKE; DADE; GAINESVILLE CITY; GRIFFIN-SPALDING; GWINNETT; HOUSTON; JASPER; JONES; LAMAR; MERIWETHER; PUTNAM; SAVANNAH-CHATHAM; TALIAFERRO; AND WASHINGTON.GREAT PROGRAM'S DEMONSTRATED SUCCESS IN RECRUITING NEW TEACHERS AND HELPING THEM COMPLETE THEIR MAT PROGRAMS IS IMPORTANT GIVEN THE 27.4% DECREASE IN THE NUMBER OF PEOPLE COMPLETING TEACHER PREPARATION PROGRAMS IN RECENT YEARS (GARCIA AND WEISS, 2019).ACROSS ALL THREE COHORTS THE GREAT PROGRAM CURRENTLY HAS A 79% PERSISTENCE RATE. ONE OF THE INTENDED ACCOMPLISHMENTS OF THE PROJECT IS TO IMPROVE THE LIKELIHOOD THAT RESIDENTS ARE PLACED IN THE DISTRICTS WHERE THEY COMPLETE STUDENT TEACHING. CURRENTLY 95% (21 OF 22) OF RESIDENTS HIRED AS TEACHERS HAVE BEEN HIRED BY THE DISTRICTS WHERE THEY COMPLETED THEIR RESIDENCY (AS COMPARED WITH 40% OF FIRST-TIME TEACHERS HIRED BY THEIR STUDENT TEACHING DISTRICT IN A NATIONAL SAMPLE (GOLDHABER, KRIEG, NAITO, THEOBALD, 2019)). WHILE THERE HAS BEEN HIGHER THAN EXPECTED ATTRITION DURING THE RESIDENCY, ALL SEVEN COHORT I RESIDENTS WHO COMPLETED THE RESIDENCY ARE CONTINUING TO TEACH INTO THEIR SECOND YEAR IN THEIR HIRING DISTRICTS. THIS IS NOTEWORTHY GIVEN THAT NATIONWIDE, 9.5% OF FIRST YEAR TEACHERS DO NOT RETURN FOR A SECOND YEAR. FURTHERMORE, A RECENT STUDY FOCUSING ON TEACHER TURNOVER IN GEORGIA CALCULATED THAT ANNUAL TURNOVER AT LOW-INCOME RURAL SCHOOLS IN THE STATE THE SCHOOLS WE ARE ESPECIALLY ATTEMPTING TO SERVE IS AT 20% ANNUALLY (WILLIAMS, SWAIN AND GRAHAM, 2021).OF THE 33 GREAT RESIDENTS IN THE PROGRAM IN AUGUST, 2022, 11 (33%) ARE BLACK AND 14 (42%) ARE PEOPLE OF COLOR. THE DIVERSITY OF THE GREAT PROGRAM RESIDENTS WILL HELP TO MAKE GEORGIA'S TEACHER WORKFORCE MORE REFLECTIVE OF STUDENT DEMOGRAPHICS, AS CURRENTLY ONLY 12% OF GEORGIA'S RURAL TEACHERS ARE BLACK, WHILE 26% OF ITS RURAL STUDENTS ARE. THIRTY PERCENT (10/33) OF GREAT RESIDENTS ARE MALE, SLIGHTLY HIGHER THAN THE 26% OF ALL U.S. K12 TEACHERS WHO ARE MALE.IMPACTFROM THE FIRST TWO COHORTS OF THE GREAT PROGRAM, THERE ARE NOW SIX NEW MIDDLE SCHOOL MATH TEACHERS, 14 NEW MIDDLE SCHOOL SCIENCE TEACHERS, ONE MIDDLE SCHOOL TEACHER TEACHING BOTH MATH AND SCIENCE, AND A RESIDENT WHO HAS BEEN HIRED AT THE HIGH SCHOOL LEVEL TO TEACH ECOLOGY. THE GREAT RESIDENTS HAVE INCLUDED CAREER CHANGERS WHO MIGHT NOT OTHERWISE HAVE BEEN RECRUITED INTO TEACHING. SEVERAL RESIDENTS ALREADY HAD MASTERS OR DOCTORAL DEGREES IN STEM FIELDS WHEN RECRUITED INTO THE PROGRAM.RESIDENTS HAVE ALSO HAD HIGHLY POSITIVE IMPACTS ON STUDENT LEARNING IN THEIR SCHOOLS. FOR EXAMPLE, A COHORT I RESIDENT WHO IS NOW A FIRST-YEAR 8TH GRADE MATH TEACHER, HAS OUT-PACED THE VETERAN TEACHERS IN HIS SCHOOL WITH AN AVERAGE GROWTH PERCENTILE ABOVE THE 60TH PERCENTILE FOR HIS ALGEBRA 1 STUDENTS, AND ABOVE THE 57TH PERCENTILE FOR HIS 8TH GRADE MATH STUDENTS.

ALCON:OVERVIEWSREB OFFICE OF SCHOOL IMPROVEMENT PROVIDES SERVICES TO 10 DISTRICTS AND/OR ORGANIZATIONS IN ALABAMA THROUGH THE ALCON COST CENTER. THESE DISTRICTS ARE PRIMARILY SMALL URBAN AND RURAL DISTRICT DIRECT SERVICE CONTRACTS. ALL CONTRACTS PROVIDE A CUSTOMIZED SUPPORT PLAN THAT IS BASED ON THE MAKING SCHOOL WORK (MSW) FRAMEWORK, THE MSW KEY PRACTICES AND THE MSW FIVE FOCUS AREAS FOR IMPROVEMENT. SREB COACHES SUPPORT SCHOOL AND DISTRICT LEADERS, TEACHERS, TEACHER TEAMS AND CAREER PATHWAY DEVELOPMENT. THE FOLLOWING DISTRICTS RECEIVE THIS SUPPORT:- ALEXANDER CITY SCHOOLS - BOAZ CITY SCHOOL SYSTEM- BIBB COUNTY SCHOOLS- COUNCIL FOR SCHOOL LEADERS OF ALABAMA- DECATUR CITY SCHOOLS - FAIRFIELD CITY SCHOOLS- HALE COUNTY SCHOOLS- PERRY COUNTY SCHOOLS - SYLACAUGA CITY SCHOOLS- TUSCALOOSA CITY SCHOOLSALEXANDER CITY SCHOOLS IS ENDING YEAR THREE OF A THREE-YEAR CONTRACT THAT SUPPORTED A DISTRICT WIDE FOCUS ON DEVELOPING AND LEADING PLCS AROUND HIGH-QUALITY INSTRUCTIONAL PRACTICES THAT IMPROVE STUDENT LEARNING EXPERIENCES. SREB CONDUCTED CURRICULUM AND INSTRUCTIONAL REVIEWS AT ALL SCHOOL IN THE ALEX CITY DISTRICT ESTABLISHING PROMISING PRACTICES AND OPPORTUNITIES TO GROW. FROM THIS DATA, PROFESSIONAL DEVELOPMENT AND COACHING WAS PROVIDED TO SECONDARY TEACHERS ON LITERACY AND MATH POWERFUL PRACTICES AND TO DISTRICT LEADERS, PRINCIPALS AND ASSISTANCE PRINCIPALS ON HOW TO SUPPORT TEACHERS AS THEY IMPLEMENT THE POWERFUL PRACTICES. ADDITIONALLY, TECHNICAL ASSISTANCE AND COACHING WAS PROVIDED TO THE CAREER TECHNICAL DIRECTOR AS SHE WORKED TO DEVELOP A K-12 WORK BASED LEARNING CONTINUUM FOR THE DISTRICT. ALEX CITY RECEIVES QUARTERLY PROFESSIONAL DEVELOPMENT FOR LEADERS THROUGH PLCS, MONTHLY COACHING FOR TEACHERS WITH EMBEDDED PROFESSIONAL DEVELOPMENT AND MONTHLY DISTRICT SUPPORT. BOAZ CITY SCHOOLS IS IN THE MIDST OF A LONG-TERM PARTNERSHIP THAT BEGAN WITH SUPPORTING THE DEVELOPMENT OF ROBUST CAREER PATHWAYS THAT ALIGN WITH REGIONAL WORKFORCE OPPORTUNITIES. A NEED TO SUPPORT LEADERS AND TEACHERS ON HIGH QUALITY INSTRUCTIONAL PRACTICES GREW OUT OF THIS WORK AND SUPPORT WAS EXTENDED TO INCLUDE POWERFUL LITERACY STRATEGIES, POWERFUL MATH STRATEGIES AND MORE IN-DEPTH SUPPORT FOR CAREER PATHWAYS. DISTRICT LEADERS ARE AN INTEGRAL PART OF THIS WORK AS THEY PARTNER WITH SREB COACHES TO ALIGN INITIATIVES TO SREB SERVICES. BOAZ RECEIVES QUARTERLY PROFESSIONAL DEVELOPMENT FOR LEADERS THROUGH PLCS, MONTHLY COACHING FOR TEACHERS WITH EMBEDDED PROFESSIONAL DEVELOPMENT AND MONTHLY DISTRICT SUPPORT. BIBB COUNTY SCHOOLS AND SREB HAVE PARTNERED FOR 6 YEARS AS THEY WORK TOWARD IMPLEMENTING A CONTINUOUS IMPROVEMENT MODEL FOR THE DISTRICT. THE CONTRACT BEGAN WITH DISTRICT LEADER TECHNICAL ASSISTANCE AND COACHING ON BUILDING COHERENCE THROUGHOUT THE DISTRICT AND HAS GROWN TO INCLUDE LEADERSHIP PROFESSIONAL DEVELOPMENT AND COACHING FOR PRINCIPALS, POWERFUL MATH PRACTICES, AND DISTRICT WIDE CURRICULUM MAPPING. BIBB COUNTY RECEIVES QUARTERLY PROFESSIONAL DEVELOPMENT FOR LEADERS THROUGH PLCS, MONTHLY COACHING FOR TEACHERS WITH EMBEDDED PROFESSIONAL DEVELOPMENT AND MONTHLY DISTRICT SUPPORT. SREB HAD A UNIQUE OPPORTUNITY TO PARTNER WITH COUNCIL FOR LEADERS OF ALABAMA SCHOOLS (CLAS) TO PRESENT A WEBINAR SERIES FOR MEMBERS ON ATTACKING EQUITY WITHIN SCHOOLS. THIS FIVE-SESSION SERIES WAS CONDUCTED VIRTUALLY WITH A FINAL FACE-TO-FACE MEETING WHERE PARTICIPANTS PRESENTED THEIR EQUITY PLANS. ADDITIONALLY, THE SERIES PROVIDED NETWORKING OPPORTUNITIES FOR SCHOOL LEADERS ACROSS ALABAMA. IN DECATUR CITY SCHOOLS, PERRY COUNTY SCHOOLS AND SYLACAUGA CITY SCHOOLS SREB COACHES ARE SUPPORTING COMPREHENSIVE REFORM INITIATIVES THAT TARGET LEADERS, TEACHERS AND STUDENT SUPPORT THROUGH PROFESSIONAL DEVELOPMENT, NETWORK IMPROVEMENT COMMUNITIES AND JOB EMBEDDED COACHING. SREB COACHES WORKED WITH EACH DISTRICT TO DEVELOP A CUSTOMIZED PLAN BASED ON THE DISTRICTS STRATEGIC PLAN AND CURRENT SCHOOL IMPROVEMENT PRIORITIES. EACH DISTRICT RECEIVES MONTHLY COACHING, QUARTERLY PROFESSIONAL DEVELOPMENT AND VIRTUAL FOLLOW UP TECHNICAL ASSISTANCE AS NEEDED. FAIRFIELD CITY SCHOOLS, HALE COUNTY SCHOOLS AND TUSCALOOSA CITY SCHOOLS PARTNERED WITH SREB AS THEY DESIGN AND IMPLEMENT A PRINCIPAL PIPELINE PROGRAM. SREB SUPPORTS EACH DISTRICT TO DEVELOP A CUSTOMIZED PLAN FOR GROWING THEIR OWN LEADERS THAT INCLUDES STRANDS FOR ASPIRING LEADERS, ASSISTANCE PRINCIPALS AND NEW PRINCIPALS. QUARTERLY MEETINGS PROVIDE PROFESSIONAL LEARNING AND NETWORKING OPPORTUNITIES FOR SPECIFIC GROUPS AND ARE FACILITATED BY SREB COACHES. FOLLOW UP JOB EMBEDDED COACHING IS PROVIDED IN TUSCALOOSA CITY SCHOOLS. ACCOMPLISHMENTSPROGRESS IS EVIDENT IN ALL TEN CONTRACTS THAT MAKE UP THE ALCON COST CENTER. LEADING INDICATORS SHOW PROGRAMMATIC AND OPERATIONAL IMPLEMENTATION OF SREB'S KEY PRACTICES AND PROBLEM-SOLVING PROCESS. ALL DISTRICTS SEND PARTICIPANTS TO THE MSW SUMMER CONFERENCE AS PRESENTERS AND AS LEARNERS OF BEST PRACTICES. BOAZ CITY SCHOOLS WON THE GENE BOTTOM'S DISTRICT PACESETTER AWARD IN 2022. IMPACTOVERALL, THE TEN DISTRICTS IN ALCON HAVE BEEN SUCCESSFUL AT IMPLEMENTING PROCESSES AND STRATEGIES LEARNED THROUGH COACHING AND PROFESSIONAL DEVELOPMENT. EACH DISTRICT IS AT VARYING STAGES OF IMPLEMENTATION BASED ON THE CONTRACT YEAR AND CUSTOMIZATION OF THE SUPPORTS. AT THE END OF EACH SCHOOL YEAR, AN IMPLEMENTATION EVALUATION IS PROVIDED TO EACH DISTRICT PROGRESS NOTED AND WITH NEXT STEPS SUGGESTED. EACH YEAR THE LEVELS OF SUPPORT HAS INCREASED AS DISTRICTS REALIZE THE NEED TO SUPPORT MORE TEACHERS AND LEADERS. IN TWO DISTRICTS, PRELIMINARY STATE PROFICIENCY DATA SHOWS INCREASES IN STUDENT ACHIEVEMENT. AS EXPECTED THERE HAVE BEEN SOME CHALLENGES, INCLUDING CHANGE OF LEADERSHIP AND TEACHER TURNOVER. THESE CHALLENGES ARE ADDRESSED, AND A PLAN IS MADE TO PROVIDE "CATCH UP" SUPPORTS TO NEW STAFF. IN ALL BUT ONE DISTRICT, ALEXANDER CITY, SREB HAS BEEN RETAINED TO CONTINUE PROVIDING SUPPORTS THROUGH THE 22-23 YEAR.

NMCON:OVERVIEWIN 2021-2022 SREB PARTNERED WITH MULTIPLE DISTRICTS IN NEW MEXICO TO PROVIDE SCHOOL IMPROVEMENT SERVICES. CONTRACTED DISTRICTS INCLUDED GADSDEN, LAS CRUCES, ROSWELL, CARLSBAD AND GALLUP-MCKINLEY. GADSDEN SUPPORT INCLUDED K-12 SERVICES WITH CURRICULUM AND INSTRUCTION REVIEWS AND SUPPORT FOR FOCUS TEAMS FOR ALL 16 OF THEIR ELEMENTARY SCHOOL CAMPUSES. IN ADDITION, A CAREER PATHWAY REVIEW WAS PROVIDED FOR THE MIDDLE AND HIGH SCHOOLS. THIS PROCESS PROVIDED THE DISTRICT A K-12 VIEW OF THEIR PROMISING PRACTICES AND THEIR AREAS OF OPPORTUNITY. GADSDEN ALSO BEGAN PROFESSIONAL LEARNING COMMUNITIES (PLC). SREB PROVIDED TRAINING AND SUPPORT FOR ALL SCHOOLS TO ASSIST IN THE UNDERSTANDING AND IMPLEMENTATION OF PLCS. IN LAS CRUCES, WE ALSO CONDUCTED A CAREER PATHWAY REVIEW FOR THE MIDDLE AND HIGH SCHOOLS, PROVIDED INSTRUCTIONAL SUPPORT TO THEIR CAREER TECHNICAL EDUCATION (CTE) TEACHERS AND ONE MIDDLE SCHOOL (ZIA MIDDLE). IN CARLSBAD SUPPORT WAS PROVIDED TO CREATE AND IMPLEMENT CAREER THEMED ACADEMIES FOR THE HIGH SCHOOL. LEADERSHIP TRAINING, COUNSELING TRAINING AND COACHING SUPPORT WERE PROVIDED. INSTRUCTIONAL SUPPORT WAS ALSO PROVIDED TO INCREASE THE USE OF PROJECT BASED LEARNING. IN ROSWELL, SUPPORT FOR THE DIRECTOR OF CTE AND CTE STAFF WAS PROVIDED AS WELL AS PROFESSIONAL LEARNING AND COACHING FOR THE COUNSELORS' DISTRICT WIDE. CAREER PATHWAY AND BUSINESS PARTNER SECTOR MEETINGS WERE FACILITATED TO HELP BUILD STRONGER PATHWAYS AND PARTNERSHIPS FOR THE DISTRICT. ROSWELL HAS ADOPTED CURRICULUM FOR SEVERAL OF SREB'S ADVANCE CAREER PATHWAYS AND WE PROVIDED COACHING SUPPORT TO THOSE TEACHERS AS WELL. IN GALLUP-MCKINLEY SREB PROVIDED SIX PROFESSIONAL DEVELOPMENT SESSIONS FOR CTE TEACHERS FOCUSED ON BUILDING HIGH QUALITY ASSIGNMENTS, INCREASING RIGOR, INTEGRATING ACADEMIC AND CTE STANDARDS AND ALIGNED ASSESSMENTS. ONLINE SESSIONS WERE PROVIDED FOR ADMINISTRATORS SO THEY COULD BE TRAINED ON HOW TO PROVIDE ONGOING SUPPORT FOR TEACHERS AND PROVIDE QUALITY FEEDBACK BASED ON OBSERVATIONS AND WALKTHROUGHS. IN ADDITION, SREB PROVIDED ONLINE PROFESSIONAL LEARNING SERIES DURING THE SUMMER ON SIX TOPICS FOR THE NEW MEXICO PUBLIC EDUCATION DEPARTMENT. TEACHERS FROM ACROSS THE STATE PARTICIPATED.ACCOMPLISHMENTSIN GADSDEN BOTH ELEMENTARY AND SECONDARY TEACHERS AND LEADERS BEGAN THE PROCESS OF DEVELOPING A DISTRICT PLAN FOR IMPROVEMENT BASED ON THE OUTCOMES OF THE CURRICULUM AND INSTRUCTION REVIEWS AND CAREER PATHWAY REVIEW. TEACHERS WERE TRAINED ON A PROBLEM-SOLVING PROCESS AND EACH CAMPUS REVIEWED THEIR FINDINGS AND BEGAN THE PROCESS OF ADDRESSING THEIR AREAS OF OPPORTUNITY WITH RESEARCH-BASED PLANS BASED ON TEACHER INPUT. LAS CRUCES IS USING THE RESULTS OF THE CAREER PATHWAY REVIEW TO PLAN A DISTRICT WIDE UNPACKING WORKSHOP TO ENGAGE BUSINESS AND INDUSTRY LEADERS IN COLLABORATION IN THE PLANNING FOR THE FUTURE OF LAS CRUCES STUDENT CAREER PATHWAYS. THE WORK AT ZIA MIDDLE SCHOOL IS BEING USED AS A MODEL FOR OTHER MIDDLE SCHOOLS IN THE DISTRICT AS THEY PLAN TO PUSH OUT PROJECT BASED LEARNING IN MULTIPLE CAMPUSES IN THE FUTURE. CARLSBAD HIGH SCHOOL IMPLEMENTED THREE CAREER THEMED ACADEMIES THAT EACH INCLUDE MULTIPLE PATHWAYS THAT ARE ALIGNED WITH FUTURE WORKFORCE DEMAND BOTH REGIONALLY AND STATEWIDE IN NEW MEXICO. TRIAD LEADERSHIP TEAMS (ASSISTANT PRINCIPAL, COUNSELOR, TEACHER LEADER) WERE CREATED FOR EACH CAREER ACADEMY AND A DISTRIBUTED LEADERSHIP MODEL WAS EMPOWERED. INSTRUCTIONAL PRACTICES REFLECTED THE GROWING USE OF PROJECT BASED, HANDS ON ASSIGNMENTS. IN ROSWELL, ALIGNMENT OF BUSINESS, INDUSTRY AND MIDDLE AND HIGH SCHOOL PROGRAMS OF STUDY ENSURED A BETTER TRAINED FUTURE WORKFORCE. ROSWELL ALSO BEGAN THE PROCESS OF CREATING A DISTRICT WIDE COUNSELING PROGRAM THAT IS ALIGNED TO THE AMERICAN SCHOOL COUNSELING ASSOCIATION STANDARDS. GALLUP-MCKINLEY TEACHERS GAVE HIGH MARKS TO THEIR TRAINING AND INDICATED A DEEPER UNDERSTANDING OF BEST PRACTICES ASSOCIATED WITH HIGH QUALITY ASSIGNMENTS AND ASSESSMENTS.IMPACTHOLISTICALLY, THE WORK IN NEW MEXICO HELPED MOVE THE STATE FORWARD BY INCREASING THE SKILLS AND TOOLSETS OF EACH TEACHER THAT PARTICIPATED IN SREB TRAINING. EACH DISTRICT SAW VALUE IN THE PARTNERSHIP WITH SREB BY REQUESTING A CONTINUING PARTNERSHIP IN THE 22-23 SCHOOL YEAR. ALL DISTRICTS HAVE AGREED TO CONTINUING CONTRACTS THAT WILL PROVIDE ADDITIONAL SREB SUPPORT IN THE FORM OF COACHING AND PROFESSIONAL LEARNING FOR THEIR STAFF. NEW DISTRICT CONTRACTS ARE IN THE WORKS FOR ALBUQUERQUE SCHOOLS AND LOVINGTON AS A RESULT OF THE REPUTATION SREB ENJOYS IN THE STATE.