Pathway 2012 District

Pathways to the Prize
Pathways to the Prize

Lessons from the 2012 SCORE Prize District Winner: Hamblen County Schools
MAY 2013
Lessons from the 2012 SCORE Prize District Winner

APRIL 2013
Pathways to the Prize Lessons from the 2012 SCORE Prize District Winner
TABLE OF CONTENTS
2 4 6 7 9 Letter from SCORE President and CEO Jamie Woodson About the SCORE Prize SCORE Prize Data Indicators Whats in the Guidebook? 2012 SCORE Prize District Winner: Hamblen County Schools
24 Conclusion 25 Appendix: Discussion Guide 31 Glossary 34 2012 SCORE Prize Selection Committee / SCORE Team
Throughout this document, there are QR codes that directly link to additional online resources. To access these resources, simply scan the code with your smartphone. QR code apps can be downloaded for free.
The SCORE Prize
http:/ /www.tnscore. org/scoreprize/
You can also access these resources by visiting the link provided.
Dear Educators, In 2012, Tennesseans showed they were up to the challenge of education reform. Over the last several years, Tennessee has become a national leader by enacting bold policies to ensure that all students graduate from high school prepared for college and the workforce. This past year, after educators continued the tough work of implementing these new policies in schools and districts, Tennessees students made the most academic progress in state history. Not only are proficiency levels increasing in reading, math, and science, more of Tennessees students are graduating from high school and enrolling in higher education than ever before. While much work remains to be done, it is our belief that we must take time to reflect on the successes of reform in order to learn the most from our achievements. Last October, SCORE awarded the second annual SCORE Prize to the elementary, middle, and high school, as well as one school district in Tennessee, that have most dramatically improved student achievement. While our aim in awarding the SCORE Prize is to identify and reward those schools and districts that are effectively preparing their students for success, an equally important goal is to highlight best practices and distill them into a usable format for educators. Pathways to the Prize is an important part of our strategy to highlight best practices and provide educators with the tools they need to replicate them in their own communities. In the following pages, you will find information about Hamblen County Schools, our 2012 SCORE Prize district winner, and their efforts to prepare all students for success in college and career. Over the last decade, Hamblen County has seen its demographic landscape undergo drastic changes. More of its students qualify for free and reduced price lunch than ever before, and the district serves increasing numbers of English language learners. Despite these challenges, the district has earned two Blue Ribbon distinctions over the last two years and the status of Advanced Placement Honor District. The district has been able to rise to these challenges by accepting nothing less than success for all of its students and engaging all partners in education, including students, parents, teachers, administrators, and the business community. Hamblen Countys story is reflective of both the challenges and opportunities that all Tennessee districts face. As Tennessee continues to implement its policy priorities in classrooms, it will be important to learn from the places that are making the most progress so that we can sustain and accelerate improvements statewide. We hope Pathways to the Prize will both inspire you and provide you with the information you need to take the lessons collected here back to your classroom, your school, and your community. Hamblen Countys story provides many examples of how we can work toward achieving our most important goal: preparing all of our students for success in college and the workforce. Very sincerely,
ABOUT THE SCORE PRIZE

In 2011, the State Collaborative on Reforming Education (SCORE) began awarding $10,000 to the elementary, middle, and high school and $25,000 to one district in Tennessee that have most dramatically improved student achievement. The SCORE Prize, which is given annually, recognizes schools and districts that are achieving more in spite of the challenges they face, highlights and shares best practices, and shows other schools and districts in Tennessee that improvement is possible. The SCORE Prize is one important part of our work to maintain momentum for transformational education reform in the state. The SCORE Prize is the hallmark data-based effort in Tennessee to recognize schools and districts that are doing outstanding work to improve student achievement. All Tennessee public schools and districts are eligible for the SCORE Prize. Winners are chosen in a two-step process. Each step separately considers quantitative and qualitative data. In 2012, SCORE partnered with MPR Associates, Inc., a national research and consulting firm that specializes in education, for the data analysis portion of the process. SCORE also partnered with RMC Research Corporation, a national research and evaluation firm, for site visits to finalist schools and districts. The first stage identified finalists through a weighted criteria selection process that took into account TVAAS growth and TCAP performance. This process also factored in attendance rates and socioeco-
nomic status. College-readiness data, such as ACT and college-going rates, were considered for high schools and districts. Schools and districts received an overall ranking based 66.5 percent on TVAAS, 22.5 percent on TCAP, and 10 percent on attendance. To ensure that individual bias did not affect the selection of finalists, MPR provided de-identified numbers for every school and district in Tennessee, and the identity of each school and district was not revealed until after the finalists were chosen. The second stage consisted of a series of site visits to document the policies and practices that have enabled schools and districts to make significant gains in student achievement. SCORE has produced a site visit protocolaligned with our Roadmap to Successthat includes a scoring rubric to ensure that all schools and districts are judged according to the same measures and criteria. SCORE works with a selection committee to aid in the process of identifying finalists and awarding winners. They help shape the selection criteria, select finalists, and join the SCORE team on site visits to make final determinations of winners. Preliminary data analyses were conducted with 2011 data. Analyses were updated with 2012 achievement data when they became available in late July. Finalists were selected in late August. Site visits were conducted in September and October 2012.
Video: The 2012 SCORE Prize (3:27)

http:/ /www.youtube.com/ watch?v=MdLabUqpxfY
SCORE PRIZE DATA INDICATORS
The data reported along with each profile were used to identify the 2012 SCORE Prize finalists. Unless otherwise noted, all data were obtained from the Tennessee Department of Education.
Enrollment Three-year average (2009-2011) enrollment for the school or district. Economically disadvantaged students Four-year average (2009-2012) rate of students receiving free or reduced-price lunch. Racial demographics The percentage of white, black, Hispanic, and other (Asian/Pacific Islander and Native American/Alaskan) students for the 2010-11 school year. Attendance rates Three-year average (2009-2011) attendance rate. TVAAS growth estimates Three-year growth rate in reading and math (and/or English II and algebra I) for the 2011-2012 school year. TCAP proficient/advanced rates Three-year average (2010-2012) of students achieving or exceeding proficiency on the reading and math TCAP exams. EOC proficient/advanced rates Three-year average (2010-2012) of students achieving or exceeding proficiency on the EOC exams in English II and algebra I.
Achievement gaps The difference between proficiency rates on the TCAP and EOC exams in reading/ English II and math/algebra I between 2010 and 2012. ACT composite Two-year average (2010-2011) ACT composite score for the school or district. Graduation rate The graduation rate for the 20102011 school year. College-going rate Two-year average (2009-2010) of the percentage of students pursuing postsecondary education, according to the Tennessee Higher Education Commission. This measure includes in-state and out-of-state enrollment for both two-year and fouryear programs at private and public institutions the fall after high school graduation.
WHATS IN THE GUIDEBOOK?

Highlights from Hamblen County Schools and data illustrating the work that has led to their success Examples of Hamblens best practices aligned with the key pillars that drive student success: (1) Embracing high standards, (2) Cultivating strong leaders, (3) Ensuring excellent teaching, and (4) Using data to enhance student learning Discussion questions to help guide self-reflection for practitioners QR Codes throughout the guidebook that link to videos and school artifacts District leaders discuss the steps they have taken to support their English language learner population (p.17) Leaders discuss the ways technology has been integrated to enhance professional learning opportunities and expand student access to rigorous coursework (p.21)
Artifacts:
An overview of the Core Six strategies the district is focusing on to effectively implement the Common Core State Standards (p.12) An overview of seven strategies of formative assessment that guided professional development on the topic in the district (p.13) An overview of academic rigor what it is, why its important, and how to increase levels of rigor in the classroom (p.14)
Videos:
Superintendent Dr. Dale Lynch, ELL Teacher Denise Mendez, 11th grade student Julio Salazar, and science teacher Dr. Robert Gant discuss the steps the district has taken to dramatically improve student achievement (p.9)
A summary of research the district conducted to inform its walkthrough process to identify rigor in classrooms (p.14) Examples of activities at different levels of instructional rigor (p.14) An overview of research to support the districts sheltered instruction for English language learners (p.17) SREBs leadership curriculum module about engaging leaders in solving real school problems (p.20) Interactive curriculum maps for different grade levels (p.21) Model lesson videos from the district (p.21) An overview of 25 research based strategies for effective classroom instruction (p.21)
A resource guide for implementing Vocabulary CODE (p.22) Hamblen Countys data dashboard (p.23)
Blog Posts:
Superintendent Dr. Dale Lynch discusses the power of inter-district partnerships to support and enhance rural education (p.14)
Promising Practices:
Hamblen County Schools, Technology in the Classroom (p.14)
Hamblen County SCHOOLS

2012 SCORE Prize School District Winner
AT A GLANCE
Hamblen County Schools sets high expectations for all educators and students and does not let any excuses financial, demographic, or otherwise stand in the way of preparing students for success after high school. The district has taken proactive steps to prepare teachers to teach the Common Core State Standards by building district capacity and infrastructures for professional development and support. The county stresses the need for rigor in all classroom instruction. Staff have analyzed the level of complexity in the Common Core State Standards and ensured that teachers and administrators are familiar with the cognitive demand embedded in the standards. Instructional coaches support teacher practice through direct feedback and facilitation of professional learning communities. Hamblen County Schools has embraced the goal of helping all students become college and career ready and has formed partnerships with other districts and higher education institutions to expand opportunities for students to engage in dual enrollment and advanced placement courses. All high school students are in advisement programs and middle school students are encouraged to plan their pathway to college and career. The district has put multiple initiatives in place to increase graduation rates, including freshman academies and skills for success courses, graduation coaches, and multiple avenues for credit recovery. Middle school students also participate in multiple programs to ensure they are on track for high school graduation. Instructional leaders are well-supported through coaching, mentoring, and the provision of specific research and book studies to enhance their knowledge and skills. Teachers are provided with an array of instructional tools and professional development opportunities to ensure that they have the support and knowledge they need to be effective.
Video: Hamblen County Schools (3:27)

http:/ /www.youtube.com/ watch?v=emQMvHqBZW4
Hamblen County Schools

www.hamblencounty. schoolinsites.com/
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District Profile
Superintendent Dr. Dale Lynch Grades served PK-12 Enrollment 9,615 Economically disadvantaged students 62% White 76% African American 7% Hispanic 15% Other 2% Attendance rate 96% TVAAS growth estimates (2012) Math: 3.2 Reading: 0.2 Algebra I: 13.9 English II: 2.2 TCAP Proficient/Advanced (3 year average) Math/Algebra I: 51% Reading/English II: 55% College readiness data ACT Composite (2 year average): 19 AP enrollment as percentage of all high school course enrollments: 39% Graduation rate 2012: 90% College-going rate 2010: 57%
Hamblen County Schools, a rural, high-poverty district in East Tennessee, has not let demographic challenges stand in the way of its commitment to academic excellence. More than 60 percent of the districts student population qualifies for free and reduced priced lunch, up from 40 percent only a decade ago. The district also has one of the largest English language learner populations in the state. The districts Hispanic population has grown from 1 percent to more than 16 percent over the past decade, with the majority of these students speaking Spanish as their primary language. Despite these challenges, the district holds the status of Advanced Placement Honor District and has earned three National Blue Ribbon distinctions, two of which were awarded during the past two years. Ultimately, the districts goal is to ensure that every student graduates from high school prepared for college and the workforce. The districts tenets of high standards and strategic, collaborative planning are evident in its dramatic reductions in achievement gaps for its most economically disadvantaged and at-risk students. The rules of the game have changed in education in Tennessee and across our country, Superintendent Dr. Dale Lynch said, and Im proud of the fact that we can say in Hamblen County our students and our teachers have risen to meet those expectations. Hamblen Countys no excuses culture is often cited as the driving force behind the districts impressive progress. The partnerships the district forms with public officials, higher education, nearby districts, area employers, and community members are also crucial to Hamblen Countys success. Children are our top priority, Lynch said. Recently, we have had to do more with less, however, all of our decisions are made with the best interests of the children in mind. The districts mission is to educate students so they can be challenged to successfully compete in their chosen fields. Their vision is simple: a commitment to excellence. The district has six goals: 1. Provide programs of academic rigor designed to meet the needs and interests of a diverse student body that will prepare all students for successful postsecondary education, work, and citizenship. 2. Provide a trained, nonpolitical board promoting excellence in education, providing leadership, direction, and support through board policy, and recruiting and developing qualified teachers, administrators, and support personnel. 3. Provide the necessary support, technology, and equipment to support learning and effective organizational operations.
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4. Increase public and private support for education by continuing to seek the involvement and participation of the entire community in the Hamblen County school system. 5. Provide well-trained, highly motivated, caring individuals to serve in all levels of the organization. 6. Provide physical facilities and resources that are safe, secure, functional, and supportive of the learning program. Their secret of success is having high expectations, rigorous instruction in every classroom, awesome principals, and strong community partnerships, said Hamblen County mayor, Bill Brittain. We work together and we work hard, and you can see it in our results. The district believes in supporting all aspects of child development, including helping students engage in extracurricular activities such as sports, service to the community, music, and the arts. Hamblen County Schools is fully supported by its community in all of its efforts, and has strong partnerships with almost every large business in the county. Local businesses donate food, materials, and funds to support both academic achievement and the additional activities provided to the students.
County also began its preparation for all teachers by providing professional development on rigorous instruction and the new language arts standards. In 2011-12, the district implemented the Common Core standards in K-2, had three teachers selected by the state to serve as Common Core math coaches for grades 3 through 8, and sent about 100 teachers to a three-day training with state coaches. Common Core resources were placed on the district website for teachers to use, and faculty meetings, learning clubs, learning lunches, and trainings were provided throughout the district to inform teachers and administrators about the standards. Other professional development opportunities for teachers were also offered, including training on formative assessment, reading beyond the text, Common Core algebra and geometry, informational texts, and opportunities offered by the Tennessee Department of Educations Centers of Regional Excellence. Administrators were also provided with a three-day training for in-depth exploration of Common Core concepts in math, reading, and writing, and attended the states Common Core leadership training.
The Core Six: Essential Strategies for Achieving Excellence with Common Core
http:/ /www.tnscore.org/scoreprize/ downloads/2012/The_Core_6_.pdf
Embracing high standards

Hamblen Countys leaders embrace high expectations for student learning and expect every student to be college and career ready when they graduate from high school. Leaders are very proactive in anticipating rising expectations, and started preparing for the increased rigor reflected in the Common Core State Standards in 2010. The district put in place a series of professional learning opportunities to increase the rigor in every classroom. They also launched a series of programs to ensure that students are ready for postsecondary education and career. Preparing for the Common Core. Once leaders knew that the Common Core standards were going to be adopted in Tennessee, multiple strategies were put in place to ensure teachers were ready and implementation would proceed smoothly. In 2010-11, district leaders assigned five teacher leaders to serve as Common Core specialists for the district, and sent lead K-2 teachers and instructional coaches to the state training to learn about the standards for those grade levels. Hamblen
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Classroom teachers have become more attuned to the learning styles of the students identified for special
Professional development opportunities during the summer continued to enhance teacher skills. For example, during the summer of 2012, the district provided day-long sessions on Teaching Smarter, Not Harder, which addressed several topics in different sessions including how to select the most critical instructional tools and which strategies are associated with the highest effects on learning. Additional sessions covered topics such as shared reading, reading beyond the text, conveying information in multiple formats, unpacking informational texts, teaching with primary sources, motivating students, world languages, geometry, co-teaching in inclusion classrooms, using trade books for teaching reading, and effective classroom management.
education and place more emphasis on interpersonal learning.

work, the district focused on the level of cognitive complexity in the work that students were being asked to do and the level of student engagement in the tasks. To ensure that the degree of rigor in instruction matched the Common Core State Standards and the assessments that were being used, the district introduced a series of rubrics to determine the level of complexity and student engagement in each classroom. Workshops have been provided with instructional coaches in each building to share the research behind the rubrics, explain each of the component parts, and discuss examples of effective practice. Teachers have discussed the rubrics and results during professional learning community (PLC) meetings to facilitate both planning and self-evaluation. Administrators have used the tools as part of their classroom walkthroughs and provided informal feedback to teachers after their observations. The use of the rubrics has resulted in increased levels of cognitive demand in classrooms at all levels. We applied root cause analysis to determine what was going on in our low-performing schools and found that lack of rigor was a major contributing factor to low levels of achievement, Assistant Director of Schools Dr. Brenda Dean said. In response, we devised a rubric to provide feedback to teachers that would show them whether students were engaged, compliant, or unengaged and whether the student work or question or task was at the right level of complexity.
Teach Smarter, Not Harder: Seven Strategies for Formative Assessment

http:/ /www.tnscore.org/scoreprize/ downloads/2012/Teach_Smarter_Not_ Harder_Handout.pdf
The district also developed Common Core 101, a series of workshops that are provided in addition to the state-sponsored training. The objective is for administrators and supervisors to become familiar with the standards in reading, writing, and mathematics, and for K-8 teachers to reinforce their learning before the school year begins. Additional professional development on the standards is offered throughout the year. Increasing rigor in all classes. To enhance the level of academic rigor in classrooms, Hamblen County studied the Southern Regional Education Boards approach to rigor called Assessing Academic Rigor to Ensure Grade-Level Proficiency. Based on this
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Walkthroughs to assess academic rigor and engagement in classrooms were first conducted in 2010 at Meadowview Middle School, and administrators from throughout the district were trained to provide feedback to the school. During walkthroughs, students were observed as they completed tasks. The observer listened for questions and who was asking the questions or responding. Feedback was later provided to teachers privately on what was observed. To ensure there was agreement and consistency among observers, group walkthroughs were conducted and observers compared their feedback and observation scores.
So Thats What They Mean By Rigor

http:/ /www.tnscore.org/scoreprize/ downloads/2012/So_Thats_What_ They_Mean_By_Rigor.pdf
The goals of the program include expansion of dual enrollment, Advanced Placement (AP), and distance learning and online courses. The program also provides college and career counseling resources to every high school student in the region. The grant has enabled Hamblen County Schools to offer its advanced content courses to students in other districts through videoconferencing and has allowed Hamblens students to take advanced courses, like physics, offered in other counties or through universities. The grant has also provided funding for iPad carts for AP and dual enrollment students, textbooks for those students who are economically disadvantaged, and technology to access a wide range of courses from nearby community colleges and technology centers. Hamblen County Schools Promising Practice: Technology in the Classroom
http:/ /www.tnscore.org/scoreprize/ downloads/2012/Hamblen_County_Schools_ Promising_Practice.pdf
Rigor Walk-Through Research

http:/ /www.tnscore.org/scoreprize/ downloads/2012/Rigor_Walk_ Through_Research.pdf
Partnering for Success in Rural Education

http:/ /thescoresheet.org/2011/07/18/ partnering-for-success-in-ruraleducation/
Examples of Activities at Rigor Instructional Levels

http:/ /www.tnscore.org/scoreprize/ downloads/2012/Examples_of_ Activities_at_Rigor_Instructional_ Levels.pdf
Programs to Promote College and Career Readiness. Hamblen County has embraced the idea that all students should be prepared for college and career upon graduation. They believe that the pathway to college and career readiness begins in pre-kindergarten and is expressed through a culture of rigorous instruction with high expectations for student engagement and instruction. Hamblen County has been very active in implementing a series of initiatives to reach this goal. Hamblen County is part of a network of districts known as the Northeast Tennessee College and Career Ready Consortium, which serves approximately 26,100 students from 29 high schools in the region. Established by the Niswonger Foundation, the consortium procured a $21 million federal Investing in Innovation (i3) grant in 2010.
In 2012, the district began participating in the tnAchieves initiative, which provides scholarships and mentoring programs for first generation college students and financially challenged students. The program provides up to $3,000 for all students to attend a community college and is supported by a partnership between the Hamblen County Board of Education, Hamblen County government, Hamblen County Foundation for Educational Excellence and Achievement, and tnAchieves. In the program, volunteers serve as mentors to students to help them become motivated to attend college and develop self-efficacy and persistence. In return, participating students provide eight hours of community service for each semester they receive funding. Hamblen County has an ACT Prep Program that helps students prepare for the exam by engaging them in 24 hours of instruction with teachers who use the Cambridge ACT Victory program.
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at home and receive individualized homework and assignment support at school. Students also have access to digital textbooks, audio and video streaming from Discovery Education, podcasts, and the Tennessee Electronic Library. They learn how to use digital tools and resources such as the Microsoft Office Suite, Museum Box, and Prezi. The Parent Portal also ensures that parents are notified and have access to information about their childrens progress, along with information about scheduling changes, homework assignments, and other pertinent events. Hamblen Countys two high schools have also implemented customized approaches to ensure that their students are ready for their lives after graduation. Morristown East High School and Morristown West High School have adopted the High Schools That Work model. This model is supported by the Southern Regional Education Board State Vocational Education Consortium and is founded on the belief that most students can master complex academic and technical concepts if the school creates an environment that helps them make the effort to succeed. Students receive a rigorous set of course requirements and are also able to opt into workbased learning programs and career/technical studies. Students and their parents are involved in a guidance and advisement system that promotes positive relationships and support, and students can receive extra help in the form of tutoring and other interventions.
This project is funded through a grant from the Alcoa Howmet Foundation. Results for Hamblen County show that, on average, students increase their ACT scores by one to two points using this program. Many students have raised their scores by as many as nine points. To personalize learning, the district has implemented an advising program that involves all of the approximately 2,800 high school students. Students meet with their teacher advisors throughout their four years of high school for 30 minutes twice a week. During this time, advisors review grade specific information and help students develop a sense of belonging in the school. This system has enabled every student to have at least one adult that they feel knows them well and can be contacted with any concern. Hamblen also sponsors a middle school initiative to encourage students and their families to become familiar with graduation and college acceptance requirements. Middle school students and their parents are brought to the high school, presented with lists of required courses and sequences, and provided with information about the ACT scores needed for admission at local colleges and universities. All classrooms are equipped with both wired and wireless internet access, at least one computer, interactive white boards, and document projectors. Students are encouraged to use Gaggle, Bridgit, Facetime, and/or Skype to interact with students throughout the district to create, collaborate, and share quality work. They are also encouraged to use various programs for blogging. Many educators are experimenting with flipped educational strategies where students receive direct instruction through programs they view
Hamblen Countys two high schools have also implemented customized approaches to ensure that their students are ready for their lives after graduation.
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In addition, two middle school teachers and three high school teachers participated in Project Lead the Way, a science, technology, engineering, and mathematics (STEM) education initiative that is designed to engage students and motivate them to pursue advanced coursework in STEM-related fields. Some of the Project Lead the Way students have been able to participate in the Tennessee Valley Authoritys Cadnet program where they use AutoCad software to develop skills as draftsmen. The district also has a partnership with Alcoa Howmet, a local business, to provide two internships to students in each high school each year. Interventions. Hamblen County Schools tracks the success of every student. If a student starts to fall behind, he or she is immediately diagnosed and provided with interventions tailored to meet individual needs. To pinpoint specific areas for remediation, the district administers a variety of diagnostic assessments. Renaissance Learnings STAR Reading Program, Discovery Assessment, and DIBELS are used to identify literacy needs. The district uses software programs to address these needs early to prevent serious problems from developing. Tutoring is also available in most of the schools. In addition, the district has developed a number of initiatives to address common challenges that have arisen over the years. The high school initiatives include: Freshman academies. In high school, all ninth grade students enroll in a freshman academy, which is a smaller learning community. Students are placed into classes based on their ACT EXPLORE scores, seventh grade TCAP scores, and teacher recommendations. In addition, many high school students take a year-long algebra class and a year-long math lab. Typically the math lab instructor will pre-teach a concept or provide remediation for any area in which students have not mastered algebra content. The math lab is meant to provide small victories for students and help them to persist with what is often considered a very difficult gateway course. The Freshman Skills for Success (FSS) course. This course is provided to students who need additional support to make a successful transition to high school. Students in this course spend more time with reading through the core curriculum, time management, study skills, and organizational skills to help them become better prepared for the rigors of English. Typically this course is taken either before or simultaneously with English I.
Graduation coaches. The district has hired six graduation coaches to work in its elementary, middle, and high schools. Graduation coaches work with any student who is off-track for high school graduation. For example, if a kindergarten student misses a large number of days, graduation coaches will work with families to ensure that they get the student to school on time every day. Graduation coaches typically conduct home visits, visit students at school, form relationships with the students, and work with their students teachers to help them succeed. Credit recovery. Hamblen County Schools offers several credit recovery programs for both middle and high school students who have failed a class but have met the seat time requirement for credit. These students enter into a contract with the district, are pre-tested, and then complete all components of a class that have not been mastered. Using the Plato software program, they are allowed 45 hours to complete the course and recover the credit. Programs are offered both during the school year and over the summer. Middle school students who have failed two or more classes must attend summer school or be retained. The middle school program is very successful, with no student being required to attend the program twice during the five years the program has been in operation. Middle school interventions. Middle school interventions are customized to meet the specific needs at particular schools. For example: At East Ridge Middle School, every seventh and eighth grade student attends sessions during lunch to develop skills in various content areas. Students rotate every six weeks and spend time learning strategies that are reflected in the Common Core standards, such as analyzing text features in textbooks, responding to informational texts, practicing critical thinking skills, utilizing test-taking strategies, and practicing any other skills they did not master in class. The time is also used for enrichment activities. At Lincoln Heights Middle School, students rotate every six weeks between mathematics and reading/language arts. Students focus on reading nonfiction texts in science and social studies, and use the Study Island software to acquire additional skills. They also write and deliver speeches.
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At Meadowview Middle School, all students participate in extended learning time to acquire additional skills in mathematics and reading/language arts, mostly focused on grammar standards. At West View Middle School, extended skills classes are also offered, providing students with an extra 12 weeks of mathematics instruction in their leveled math groups. High school teachers have also been trained in the Capturing Kids Hearts approach. Through the training, they learned how to develop a safe, trusting, self-managing classroom environment, build students motivation and responsibility for their actions, decrease delinquent behaviors, reinforce emotional intelligence, and develop students empathy for diverse cultures and backgrounds. Programs for English language learners. Hamblen County teachers use the Sheltered Instruction Observation Protocol for teaching content to English language learners. This protocol enables teachers to help these students develop English fluency and master skills in multiple content areas within the regular classroom setting in addition to pull-out programs. The program requires teachers to provide varied methods of instruction to help students with meaning-making, including visual and Video: Supporting English Language Learners (2:47)
http:/ /tnscore.org/scoreprize/ district-2012.php
district. Teachers at the Center provide sheltered instruction in economics, U.S. government, geography, and other high school core content courses. Students attending these classes can receive credits toward their high school diploma as they are learning English. Inclusion of students with disabilities. All Hamblen schools provide inclusion for students with disabilities, meaning that, to the extent possible, they serve the students in the classrooms rather than through pull-out programs. Classroom teachers have become more attuned to the learning styles of the students identified for special education and place more emphasis on interpersonal learning. One challenge the district has addressed is how to help students with disabilities pass the Algebra I End-of-Course exam and thus become qualified for a regular high school diploma. Using funds from the Individuals with Disabilities Education Act (IDEA) Part B discretionary grant, the district developed a math boot camp for special education teachers. The goal of the boot camp is to help teachers gain the knowledge and skills they need to support students in a course that many fail. The two-week boot camp is led by a certified algebra teacher. Last year, four special education teachers attended and then became algebra mentors to their students. While results are not yet known, the district anticipates that the teachers will help the students gain confidence, develop skills, and improve performance on End-of-Course exams.
Materializing the Promise of Sheltered Instruction

http:/ /www.tnscore.org/scoreprize/ downloads/2012/Materializing_the_ Promise_of_Sheltered_Instruction.pdf
kinesthetic activities. A summer school program is also offered to the most at-risk English language learner students to address literacy and math skills. Transportation is provided through a partnership with Douglas Cherokee Economic Authority. This partnership also operates several after school programs aimed at developing 21st century skills. International Center for Newcomers. The district also offers a Newcomers Program, funded in partnership with the Niswonger Foundation, Walters State Community College, the county government, Morristown city government, Jefferson Federal Charitable Foundation, Mahle Inc., and Garcia Labor, to help English language learners acclimate to the
Cultivating strong leaders

For the past 11 years, Superintendent Dr. Dale Lynch has provided leadership to Hamblen County Schools. Dr. Lynch is a strong leader who is ex-
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tremely knowledgeable, proactive in anticipating needed changes, and driven to have Hamblen County Schools become the best in the nation. According to his colleagues in the central office, Dr. Lynch is committed to recruiting the best teachers and leaders, helping them grow as professionals, and rallying everyone in the district around common goals. He is committed to making sure we know what to do, one colleague said. Hes always looking for the best ways to do things. He tries to recruit the best, help individual growth, and rally us around themes each year. His enthusiasm is contagious. Dr. Lynch believes in selecting and supporting the right leader for each school. He believes that schools succeed when they are led by individuals who possess particular attributes and skills, especially: A passionate drive to ensure that all students achieve at high academic levels regardless of the childs background; The skill to recognize quality teaching and to help improve instruction; An unwavering focus on goals and results; and The ability to use data to inform instructional practices. Principals at the schools are expected to be approachable and accessible, and thus all have open door policies. They maintain clean, organized schools, sending a message of professionalism to all staff and students. Each tackles the issues that emerge in their own schools by designing improvement plans to meet their needs. For example, a school that noticed incidences of bullying immediately responded with a series of anti-bullying seminars to help address the issue. Students were taught to take responsibility for their actions but also to help one another. Positive messages were posted in every room and the incidence of bullying has subsided.
The district recognizes that leadership needs to be cultivated and sustained. To that end, Dr. Lynch and his colleagues at the district level provide coaching and mentoring, opportunities to collaborate, and targeted training and professional development. Coaching and mentoring. The district has hired instructional coaches to mentor and coach principals on topics related to instructional leadership, such as use of data for improvement, effective instructional strategies, and crafting professional development to meet the needs of the school.
The partnerships the district forms with public officials, higher education, nearby districts, area employers, and community members are also crucial to Hamblen Countys success.
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Coaches provide individualized support as needed, and help principals identify and support struggling teachers at the schools. Dr. Lynch strongly believes in providing coaching through familiarity with the research on effective schools. Over the past few years, district and school leaders have read From Good to Great Schools: What Their Principals Do Well by Susan Gray and William Streshly; Focus: Elevating the Essentials to Radically Improve Student Learning by Michael Schmoker; The Talent Code: Greatness Isnt Born, Its Grown, Heres How by Daniel Coyle; Qualities of Effective Teachers by James H. Stronge; and Pathways to the Common Core: Accelerating Achievement by Lucy Calkins, Mary Ehrenworth, and Christopher Lehman. Dr. Lynch also shares articles about leadership and current educational issues with principals and central office staff several times a week. Collaboration. Principals collaborate with each other during monthly principal meetings. In these meetings, they discuss pertinent leadership issues, such as recruiting and hiring teachers, school safety, teacher evaluation, and retention of effective teachers. In addition, each fall, the district hosts Camp ABC, which is an administration and board collaborative meeting where participants discuss data and district plans for the upcoming year. Last year, leaders also attended a P-20 Apple Education Mobilization Summit where they learned about the role of new technologies in mobilizing learning as well as apps related to helping students master Common Core standards. Targeted professional development. Leaders are also provided targeted training and professional development, with an emphasis on the Common Core, media and technology, student acquisition of academic vocabulary, and instructional skills, with a special focus on rigor. The district also offers
three Southern Regional Education Board modules: Building Instructional Leadership Teams that Make a Difference; Using Root Cause Analysis to Reduce Student Failure, and Assessing Academic Rigor to Ensure Grade-Level Proficiency. You cant implement things well unless the principal is part of that learning, Dr. Lynch said. You cant lead what you dont know.
Curriculum Modules: Engaging Leaders in Solving Real World Problems

http:/ /tnscore.org/scoreprize/downloads/2012/SREB_ Leadership_Curriculum_Modules.pdf
Ensuring excellent teaching

Hamblen County recognizes that excellent results are associated with excellent teaching. Thus leaders emphasize that every class should have a highly effective, engaging teacher who is prepared to teach to new standards and expectations. District
Coaches provide individualized support as needed, and help principals identify and support struggling teachers at the schools.
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staff analyze data to determine which of the states teacher preparation institutions have the best records in developing effective teachers, and human resource staff travel throughout the state to recruit teachers. The superintendent personally interviews every new teacher. To help recruit teachers to come to the district, the business community provides incentives to those who come and stay. The district also provides significant support throughout a teachers tenure to help them develop as professionals. Instructional tools. The district has equipped each teacher with a variety of tools to enhance instruction. For example, interactive curriculum maps are available for every grade level and content area. Each map has guidance for the content to teach, pacing, interactive and engaging activities, higher order questions, and formative assessments. The district uses its audio/video enhancement room at Manley Elementary, funded with Race to the Top money, to record teachers lessons. All videos are archived, and exemplary lessons are posted on the districts website for teachers and administrators to view. Hamblen County Interactive Curriculum Maps
http:/ /hamblencounty.schoolinsites.com/ ?DivisionID=3688&DepartmentID=3401& SubDepartmentID=2760&ToggleSideNav
Professional development. Hamblen County Schools offers a variety of professional development opportunities. First and foremost, teachers turn to each other for expertise and advice through the professional learning community approach. PLCs are active in each Hamblen County school. All of the PLCs have shared norms and beliefs, reflective practices, ongoing technical inquiry, and mutual support and obligation. Teams of teachers meet with grade-level peers in horizontal team meetings and with teachers who teach in adjacent grade levels in vertical team meetings. They focus strictly on effective instructional practices, data analysis, and professional growth. At times, the PLCs conduct book studies where they read and study a text that addresses an area of common concern or interest. There are also PLCs comprised of reading coaches and literacy leaders in elementary schools. In addition, professional development seminars, workshops, and institutes are provided. As previously described, these trainings are based on needs identified through data analysis or as part of initiatives being implemented by the state and district, such as the implementation of the Common Core standards and college and career readiness approaches.
Hamblen County Model Lesson Videos

http:/ /hamblencounty.schoolinsites.com/ Default.asp?PN=Videos&L=1&DivisionID= 5591&LMID=224941&ToggleSideNav
Video: Using Technology to Enhance Teaching and Learning (2:42)

http:/ /tnscore.org/scoreprize/ district-2012.php
In addition, teachers have access to a local document called The Essential Strategies Handbook. This handbook provides a summary of research-based instructional strategies that have a proven track record of raising student achievement. The strategies are based on the work of multiple researchers. Each page of the handbook describes one strategy and gives a brief description, a summary of research support, an example of how to utilize the strategy, and internet resources.
The Essential Strategies Handbook

http:/ /www.tnscore.org/scoreprize/ downloads/2012/HCDOE_ Instructional_Strategies.pdf
Instructional coaches. The district also provides teachers with access to district-level instructional coaches, who are assigned to specific grade levels. There are five instructional coaches and a specialized instructional technology support person. The coaches provide professional development, individualized support, resources, and facilitation of PLCs. They also sponsor Lunch and Learn sessions where teachers share ideas and instructional strategies while engaging in joint problem-solving activities. The sessions have been well-attended and are considered very effective. Finally, the coaches often attend state, regional, or national conferences and share what they have learned with other faculty members.
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In addition to the instructional coaches, teachers have access to the three Common Core math coaches from the district. These trainers, effective teachers who were selected by the state to receive intensive training on Common Core standards, offer after-school assistance and workshops to any interested teacher and administrator. Last year, they began training district teachers on the constructed response scoring system the state is implementing in preparation for new assessments in 2014-15. Novice teachers. New teachers participate in a comprehensive induction and training program that includes learning about the states new teacher evaluation system, Thoughtful Classroom Strategies, and Quality Instructional Practices. The thoughtful classroom practices are based on the work of Silver, Strong, and Associates who in turn based their work on books by Robert Marzano. The thoughtful classroom approach focuses on identifying academic skills used in successful schools and includes: Vocabulary CODE, a method of vocabulary instruction that helps students connect with the vocabulary terms, understand new words and their connections to words they already know, and practice using the word;
Task rotation, a method of student assessment drawing on questions from four learning styles: mastery, understanding, interpersonal, and self-expressive; Compare and contrast, a series of methods to examine similarities and differences when given criteria for investigation and then using information in a synthesis task; Reading for meaning, a method for enhancing comprehension by giving readers anticipatory statements with which they agree or disagree, and then reading text to support or refute their predictions; and New American lecture, which is a method of direct instruction that consists of hooking the students interest in the topic, chunking information into segments, guiding students notes with a graphic organizer, and reviewing the lesson through questions using the four learning styles. New teachers are also assigned mentors from the school and receive extra attention from instructional coaches. They meet with their mentors monthly at the central office and typically have both group-level and individual-level needs addressed. Teachers stress both rigor and engagement, and students respond positively. You are encouraged to do your personal best all the time, one student said. If you dont get it, the teachers will show you another way to do it, and then you figure out that there are many ways to solve problems, another student added. The teachers are always there for you.
Word Works: Cracking Vocabularys CODE

http:/ /www.tnscore.org/scoreprize/ downloads/2012/Vocabularys_Code.pdf
The teachers are always there for you.
Using data to enhance student
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Using Data to Enhance Student Learning

Teachers in each school are required to engage in comprehensive analysis of test results for their students and develop a summary of outcomes and action steps for improvement. Data are shared with each student, and his or her parents know what the student has mastered and which standards still need to be addressed. In several schools, information on standards mastery for each student is sent home as part of the nine-week report card. Assessment systems. Hamblen County has trained its leaders to integrate formative and summative assessments seamlessly into instruction. The curriculum leadership team engaged in several book studies, including an analysis of Jan Chappuis Seven Strategies of Assessment for Learning, which organizes assessment activities around the questions of Where am I going?, Where am I now?, and How can I close the gap? The group also read Ahead of the Curve, a collection of articles edited by Joseph Ellis, and discussed the challenges of assessment from a classroom, system, and leadership point of view. Data warehouse system. Hamblen Countys data warehouse system is accessible on its district website and houses aggregated and disaggregated test scores in 10 areas, including Adequate Yearly Progress, test scores for grades 2-8; Tennessee Value-Added Assessment System (TVAAS) data; attendance and graduation rates; ACT, EXPLORE,
PLAN, AP; Gateway and End-of-Course exams; writing assessments; suspensions and expulsions; and student demographics. When the district receives data from the state, the district leadership team verifies calculations, encourages principals to check the accuracy of all data, and poses questions to the state department and to the SAS Institute, the states TVAAS provider. Examining the data in this fashion develops the data literacy of district educators. School and district data are provided from the district office in a form that is accessible and easily understood by faculty and staff.
Hamblen County Data Dashboard

http:/ /hamblencounty.schoolinsites.com/ ?DivisionID=3780&ToggleSideNav=
The district also collects and analyzes data from the Jump Start kindergarten program, which is an annual event that occurs each July during which incoming kindergarten students are invited to attend half-day kindergarten for a week. During this time, they become oriented to the school building and school routines and are pre-assessed by a certified teacher who provides data to kindergarten teachers to use beginning on the first day of instruction in the fall. Hamblen also takes careful steps to ensure that it uses its teacher assessments and evaluations to help educators and students benefit the most from them. In addition to the group walkthroughs conducted to assess rigor in classrooms, the district hosts multiple model school collaboration meetings that focus on the implementation of the states teacher evaluation system in the district. Discussions focus on how to implement the system with fidelity and consistency and how to organize the support of the central office to help administrators in this task. System data coaches. Recognizing the key role that data analysis plays in supporting school improvement, leadership development, and teacher growth, Hamblen County employs a system data coach. School data teams work with the data coach to disaggregate data, analyze trends, and discover areas of strength and weakness. They then work with the districts department of instruction to design interventions in response to the needs.
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CONclusion
Hamblen County Schools is a district committed to academic excellence. As demands for academic performance and rigorous instruction have increased, Hamblens leaders have proactively engaged in capacity building efforts and strategic planning to ensure that their academic expectations keep apace and that their support mechanisms encourage and promote continuous improvement for teachers and students alike. Through their no excuses culture, the district expects excellence from all its educators. To help them rise to this challenge, Hamblen finds myriad ways to nurture its employees, providing instructional tools, professional development, coaching, and mentoring so that everyone can become successful in their work. As part of its commitment to high standards, the district has helped teachers effectively implement the Common Core State Standards by providing professional development, coaching, and peer support through district specialists. Additionally, rubrics have been developed to help teachers with planning and self-evaluation, and administrators provide frequent feedback through classroom walkthroughs to help teachers improve instructional rigor and realign their teaching to the Common Core. Multiple programs and initiatives have also been put in place to help students become college and career ready. The district partners with tnAchieves to provide scholarships and mentoring programs for first generation college students; participates in the Northeast College and Career Ready Consortium to expand dual enrollment, Advanced Placement, and other college preparatory opportunities for students; sponsors an ACT preparatory program to help students perform better on the exam; implements an advisory program for all high school students; and helps all middle school students become familiar with graduation and college acceptance requirements. Any student who is not on track for graduation or who has not mastered standards is provided with interventions tailored to meet his or her needs. To improve the graduation rate, the district provides freshmen academies, skills for success courses, graduation coaches, and credit recovery opportunities. The district also coordinates a series of interventions to help English language learners and students with disabilities learn within the regular classroom environment. The districts International Center for Newcomers helps newly arrived students
from other countries learn content in multiple subject areas at the same time they learn English. The district invests heavily in its leaders to ensure that all schools are in capable hands. Hamblen County stresses both skill and passion in its leaders, along with an unwavering focus on student achievement. Coaches and mentors provide all leaders with individualized support as needed. In addition, a common culture is nurtured by having all leaders engage in common book study. Teachers are provided with multiple effective instructional tools to help them plan and implement instruction, including the Essential Strategies Handbook. Through professional development, teachers learn expectations, share effective instructional practices, and engage in collaborative problem solving. Data are routinely analyzed to track student progress and identify opportunities for re-teaching. The district has trained its leaders and teachers to analyze data effectively and integrate results from formative and summative assessment into instructional planning. The data warehouse system serves as an invaluable tool to provide easily accessible and useful information. The system data coach is also in place to support underperforming schools and to respond to questions and requests from teachers and administrators. All these efforts have created an effective infrastructure to support Hamblen Countys mission to graduate all students prepared for college or career. Steady, thoughtful leadership and community partnerships have meant that expectations are clear, understood by all, and supported through district policies and practices. These actions have helped place Hamblen County Schools on a trajectory to become among the best in the nation.
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APPENDIX: DISCUSSION GUIDE
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High expectations
1. Hamblen Countys leaders embrace high expectations for all students, regardless of their background, and teachers are universally expected to teach to high standards. a. What are some of the expectations Hamblen County Schools holds for its students? How does your district maintain high standards for everyone, while ensuring that the most vulnerable students dont fall behind?

b. How do leaders in your district communicate their expectations to principals, teachers, students, parents, and the community?

c. Examine the demographic trends of your district. What will your areas of need be over the next five years? How can you prepare to address them?

d. How do schools standards articulate high expectations in your district? In what ways might school leaders improve upon the expectations held for faculty, students, and parents?

e. How do teachers convey high expectations in the classroom? What additional policies or practices could teachers use to convey high expectations?
Priorities
2. Hamblen County Schools has embraced the goal of helping all students become college and career ready. To help students achieve this goal, the district uses graduation coaches for students beginning in kindergarten and starts explicitly talking about postsecondary opportunities and options in middle school. a. How does your district gauge college and career readiness?

b. What programs does your district have in place to prepare all students for success after high school?
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c. What policies and practices are in place at the schools in the district to prepare students for postsecondary education and training?

d. How do teachers prepare students for postsecondary success?
Rigorous instruction
3. District leaders have taken proactive steps to ensure that rigorous instruction is occurring in every classroom as part of their preparation for implementing the Common Core State Standards. a. What are some ways that your district is preparing for the Common Core State Standards? How could district leadership better support the school leaders and teachers in your district to make this transition?

b. What supports are available at the school level to help teachers, students, and parents rise to higher academic standards?

c. How are teachers helping students master the new standards?
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Personalization
4. Hamblen County uses multiple strategies to personalize instruction for its students, including using technology to expand student access to AP courses and credit recovery opportunities. a. What opportunities exist in your district to individualize instruction for students?

b. How is instruction personalized at schools in your district? What supports are in place to direct students to the classes that are most relevant to their needs?

c. What opportunities for internships or volunteer opportunities are available to students to help them apply their learning?

d. What supports are available in classrooms to help students of all ability levels?
Leadership
5. The district provides many supports, such as instructional coaches and targeted professional development, to help support principals as instructional leaders. Teachers are also provided with many opportunities to serve as leaders in the district. a. What supports does your district provide to principals to help them develop as instructional leaders? What are some things that district leadership could do to enhance these supports?
b. How is leadership distributed at the school level in your district? What opportunities exist for teachers to be leaders?

c. In what ways are students empowered to serve as leaders in their own educational development?
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Professional learning
6. This guidebook details many of the professional learning opportunities Hamblen County provides its novice and veteran teachers to help them hone their pedagogical skills and deepen content knowledge. a. In what ways are these offerings similar to the professional learning opportunities in your district? How does your district prioritize areas for professional learning?

b. To what extent do veteran teachers communicate with new teachers in your district? Is there a formal mechanism for new teachers?

c. How do teachers identify what areas of learning are most important for students in their classroom? How might your school and district better support all teachers in their professional development?
Student engagement
7. Hamblen County Schools strives to make education meaningful for all students, as reflected in their inclusion policy for students with disabilities and their efforts to accommodate and support English language learners. a. Consider some of the common challenges to student engagement that Hamblen confronted across its schools (the need for remediation services, for example). How did the district respond?

b. How has your district tackled similar challenges? Is there a district-wide strategy in place to address challenges like remediation that can be found across many schools?

c. What are ways that teachers in your district ask students for their feedback for ways to make education meaningful and relevant for them?

d. How do teachers incorporate student feedback in their instructional planning?
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Collaboration
8. The most effective teachers in Hamblen County continually seek feedback to improve their instruction. a. Think about what great teaching looks like in your district. What system is in place for sharing best practices among teachers in your district?

b. How do teachers collaborate in your district? What formal or informal structures are in place to support collaboration?

c. What does student collaboration look like in your district? What opportunities are provided for students to work and learn together?
Data
9. Hamblen County Schools places a large emphasis on comprehensive analysis of data to inform everything from instructional practice to intervention strategies. a. How does your district use data? How does district leadership encourage and support schools to use data? In what ways does your district share data with different stakeholders?

b. Is there a district-wide strategy for using data in your school system? What kind of training do educatorsboth teachers and leadersreceive to strengthen their understanding and use of data?

c. How do school leaders use data to inform the goals they set for their schools? How could they improve upon this process of collecting and analyzing data?

d. How do teachers use data in the classroom? In what ways could your school/district better support data use?
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GLOSSARY
ACT The ACT is a standardized assessment for high school students frequently required for admission into college. The test has sections in English, mathematics, reading, science reasoning, and an optional written essay. Scored on a scale from 1 to 36, the test is intended to be an indicator of college readiness. The subjects align with common college introductory courses. All 11th graders in Tennessee are required to take this exam. ACT College Readiness Benchmarks The ACT College Readiness Benchmarks are the minimum exam scores determined by ACT, Inc. to signal a students preparedness to succeed in first-year, credit-bearing courses at a postsecondary institution. An English score of 18 and a reading score of 21 indicate a student would have a high probability of success in an English composition or social sciences course. Similarly, a math score of 22 and a science score of 24 illustrate a similarly high potential of success in a college algebra or biology class. Adequate Yearly Progress (AYP) Adequate Yearly Progress is a measure established by the No Child Left Behind Act of 2001 that holds schools accountable for the performance of their students on standardized tests, including sub-groups such as racial/ethnic minorities and students with disabilities. Every state administers its own examinations in reading/language arts and mathematics, and student performance on those examinations determines whether schools are successful at making sufficient progress for a given year. Graduation rates are used in calculating high school AYP, while attendance rates are used for middle and elementary schools.
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Advanced Placement (AP) Advanced Placement courses are offered by the College Board and provide students with an opportunity to take college-level courses and earn credit towards college while in high school. There are more than 30 different AP courses across multiple subject areas. College-going rates The college-going rate is the percentage of high school graduates who enroll in college by the fall semester after high school graduation. The rate includes students who attend college in state or out of state at public four-year college, public two-year college, technical college, and private colleges. Common Core State Standards Common Core State Standards are a set of English/language arts and mathematics standards developed by state leaders to ensure that every student graduates high school prepared for college or the workforce, regardless of the state in which they live. Common Core standards are internationally benchmarked, and are designed to promote critical thinking and depth of understanding of course content. Dual enrollment Dual enrollment is a postsecondary course taught at either the postsecondary institution or high school that allows students to simultaneously earn postsecondary and secondary course credit upon successful completion of the course. National Blue Ribbon School The National Blue Ribbon Schools Program was created by the U.S. Department of Education to recognize public and private elementary, middle, and high schools where students perform at very high levels or where significant improvements are being made in students levels of academic achievement.
Professional learning communities (PLCs) Professional learning communities are groups of educators working collaboratively toward continued personal and school improvement. PLCs bring teachers and administrators together in order to enhance their effectiveness and, therefore, raise student achievement. PLCs often meet regularly and share a learning vision, and members work together to attain new and improved approaches to educating. Science, technology, engineering, and mathematics (STEM) STEM is a common acronym for the fields of study of science, technology, engineering, and mathematics. Additionally, STEM education is about incorporating technology in the classroom to enhance learning. STEM is often discussed as an area in need of improvement and growth to meet the demands of the 21st century workforce. Tennessee Comprehensive Assessment Program (TCAP) The Tennessee Comprehensive Assessment Program (TCAP) is a collection of achievement tests designed to evaluate the levels of students proficiency in reading/language arts, math, science and social studies. Among the assessments are the Achievement Test (grades 3-8), the Writing assessment (grades 5, 8, and 11), the End-of-Course tests (grades 9-12), and college readiness exams (grades 8, 10, and 11). Districts may also choose to administer TCAP assessments in selected subjects to students in grades K-2. There are four proficiency levels on the TCAP: below basic, basic, proficient, and advanced. Tennessee Value Added Assessment System (TVAAS) TVAAS is a measure of the effect a district or school has on the academic progress or growth rates of individual students and groups of students from year to year. TVAAS scores are based on multiple measures, including TCAP examinations.
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2012 SCORE Prize Selection Committee / SCORE TEAM

2012 SCORE Prize Selection Committee
Mary Graham
President, United Ways of Tennessee
SCORE Team
Jamie Woodson
President and CEO
Dr. Sharon Roberts

Chief Operating Officer
Dr. Tammy Grissom

Executive Director, Tennessee School Boards Association
David Mansouri
Director, Advocacy and Communications
Linda Irwin
Former Vice President, Niswonger Foundation
Laura Moore
Director, Innovation
Dr. Gary Nixon

Executive Director, Tennessee State Board of Education
Emily Carter
Policy and Research Associate
Erin OHara
Assistant Commissioner, Data and Communications, Tennessee Department of Education
Mary Cypress Howell

Statewide Outreach Coordinator
Marc Hill
Chief Policy Officer, Nashville Area Chamber of Commerce
June Keel
Business Associate
Karen Davis
Former President, Tennessee Parent-Teachers Association
Molly Sears
Executive Assistant and Business Associate
Dr. Richard Rhoda

Executive Director, Tennessee Higher Education Commission
Amber McCullough
Special Assistant
Dr. June Rivers

Former EVAAS Manager, SAS Institute
Jenna Brashear
Graduate Fellow
Dr. Judith Rizzo

Executive Director and CEO, Hunt Institute
Thomas Gibney
Graduate Fellow
Dr. Matthew Springer

Assistant Professor of Public Policy and Education, Peabody College, Vanderbilt University
Carlyn Mueller
Graduate Fellow
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1207 18th Avenue South, Suite 326 Nashville, TN 37212 615.727.1545 www.tnscore.org
The 2012 SCORE Prize was made possible by generous support from:
William H. Frist
Foundation
POWELL
C O M PA N I E S
Pathways to the Prize Data Analysis Sponsor Lessons from the 2012 SCORE Prize District Winner

Pathway 2012 District

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Pathways to the Prize

Pathways to the Prize

Lessons from the 2012 SCORE Prize District Winner

ABOUT THE SCORE PRIZE

Video: The 2012 SCORE Prize (3:27)

SCORE PRIZE DATA INDICATORS

WHATS IN THE GUIDEBOOK?

Hamblen County SCHOOLS

Video: Hamblen County Schools (3:27)

Hamblen County Schools

Embracing high standards

education and place more emphasis on interpersonal learning.

Teach Smarter, Not Harder: Seven Strategies for Formative Assessment

So Thats What They Mean By Rigor

Rigor Walk-Through Research

Partnering for Success in Rural Education

Examples of Activities at Rigor Instructional Levels

Materializing the Promise of Sheltered Instruction

Cultivating strong leaders

Curriculum Modules: Engaging Leaders in Solving Real World Problems

Ensuring excellent teaching

Hamblen County Model Lesson Videos

Video: Using Technology to Enhance Teaching and Learning (2:42)

The Essential Strategies Handbook

Word Works: Cracking Vocabularys CODE

The teachers are always there for you.

Using data to enhance student

Using Data to Enhance Student Learning

Hamblen County Data Dashboard

APPENDIX: DISCUSSION GUIDE

2012 SCORE Prize Selection Committee / SCORE TEAM

Dr. Sharon Roberts

Dr. Tammy Grissom

Dr. Gary Nixon

Mary Cypress Howell

Dr. Richard Rhoda

Dr. June Rivers

Dr. Judith Rizzo

Dr. Matthew Springer

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