Pathway 2012 District

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Pathways to the Prize

Lessons from the 2012 SCORE Prize District Winner

Lessons romhe 2012SCORE PrzeDsrc Wnner

APRIL 2013

Pathwaysto the

Prize

Pathwaysto the

Prize

Lessons rom he2012 SCORE Prze

Dsrc Wnner:Hamblen Couny

Schools

MAY 2013


2/361 Pathways to the Prize


2 Letter from SCORE Presidentand CEO Jamie Woodson

4 About the SCORE Prize

6 SCORE Prize Data Indicators

7 Whats in the Guidebook?

9 2012 SCORE Prize DistrictWinner: Hamblen CountySchools

24 Conclusion

25 Appendix: Discussion Guide

31 Glossary

34 2012 SCORE Prize SelectionCommittee / SCORE Team

taBLeoF CoNteNts

Throughout this document, there are QR codesthat directly link to additional online resources .To access these resources, simply scan the codewith your smartphone. QR code apps can bedownloaded for free.

You can also access these resources by visitingthe link provided.

The SCORE Prize

hp://www.nscore.org/scoreprze/
http://www.tnscore.org/scoreprize/http://www.tnscore.org/scoreprize/http://www.tnscore.org/scoreprize/


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Dear Educators,

In 2012, Tennesseans showed they were up to the challengeof education reform. Over the last several years, Tennessee hasbecome a national leader by enacting bold policies to ensure thatall students graduate from high school prepared for college and theworkforce. This past year, after educators continued the tough workof implementing these new policies in schools and districts, Tennesseesstudents made the most academic progress in state history. Not only areprociency levels increasing in reading, math, and science, more of Tennessees

students are graduating from high school and enrolling in higher education thanever before. While much work remains to be done, it is our belief that we musttake time to reect 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 elementa-ry, middle, and high school, as well as one school district in Tennessee, that havemost dramatically improved student achievement. While our aim in awardingthe SCORE Prize is to identify and reward those schools and districts that areeectively preparing their students for success, an equally important goal is tohighlight best practices and distill them into a usable format for educators .Path-ways to the Prizeis an important part of our strategy to highlight best practicesand provide educators with the tools they need to replicate them in their owncommunities.

In the following pages, you will nd information about Hamblen County Schools,

our 2012 SCORE Prize district winner, and their eorts to prepare all students for

success in college and career. Over the last decade, Hamblen County has seenits demographic landscape undergo drastic changes. More of its students qualifyfor free and reduced price lunch than ever before, and the district serves increas-ing numbers of English language learners. Despite these challenges, the districthas earned two Blue Ribbon distinctions over the last two years and the status ofAdvanced Placement Honor District. The district has been able to rise to thesechallenges by accepting nothing less than success for all of its students andengaging all partners in education, including students, parents, teachers, adminis-trators, and the business community.

Hamblen Countys story is reective of both the challenges and opportunities

that all Tennessee districts face. As Tennessee continues to implement its policypriorities in classrooms, it will be important to learn from the places that aremaking the most progress so that we can sustain and accelerate improvements

statewide. We hope Pathways to the Prizewill both inspire you and provideyou with the information you need to take the lessons collected here backto your classroom, your school, and your community. Hamblen Countysstory provides many examples of how we can work toward achievingour most important goal: preparing all of our students for success incollege and the workforce.

Very sincerely,


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nomic status. College-readiness data, such as ACTand college-going rates, were considered for highschools and districts. Schools and districts receivedan overall ranking based 66.5 percent on TVAAS,22.5 percent on TCAP, and 10 percent on atten-dance. To ensure that individual bias did not aectthe selection of nalists, MPR provided de-identied

numbers for every school and district in Tennessee,and the identity of each school and district was notrevealed until after the nalists were chosen.

The second stage consisted of a series of site visitsto document the policies and practices that haveenabled schools and districts to make signicant

gains in student achievement. SCORE has produceda site visit protocolaligned with our Roadmap toSuccessthat includes a scoring rubric to ensurethat all schools and districts are judged accordingto the same measures and criteria.

SCORE works with a selection committee to aid inthe process of identifying nalists and awarding

winners. They help shape the selection criteria, se-lect nalists, and join the SCORE team on site visitsto make nal determinations of winners.

Preliminary data analyses were conducted with 2011data. Analyses were updated with 2012 achieve-ment data when they became available in late July.Finalists were selected in late August. Site visitswere conducted in September and October 2012 .

In 2011, the State Collaborative on Reforming

Education (SCORE) began awarding $10,000 to theelementary, middle, and high school and $25,000to one district in Tennessee that have most dramat-ically improved student achievement. The SCOREPrize, which is given annually, recognizes schoolsand districts that are achieving more in spite of thechallenges they face, highlights and shares bestpractices, and shows other schools and districtsin Tennessee that improvement is possible. TheSCORE Prize is one important part of our work tomaintain momentum for transformational educationreform in the state.

The SCORE Prize is the hallmark data-based eort

in Tennessee to recognize schools and districtsthat are doing outstanding work to improve studentachievement. All Tennessee public schools anddistricts are eligible for the SCORE Prize. Winnersare chosen in a two-step process . Each step sepa-rately considers quantitative and qualitative data. In2012, SCORE partnered with MPR Associates, Inc., anational research and consulting rm that specializ-es in education, for the data analysis portion of theprocess. SCORE also partnered with RMC ResearchCorporation, a national research and evaluation rm,for site visits to nalist schools and districts .

The rst stage identied nalists through a weight-ed criteria selection process that took into accountTVAAS growth and TCAP performance. This processalso factored in attendance rates and socioeco-

aBoUtthe sCore

Prize

Video: The 2012SCORE Prize (3:27)

hp://www.youube.com/wach?v=MdLabUqpxY
http://www.youtube.com/watch?v=MdLabUqpxfYhttp://www.youtube.com/watch?v=MdLabUqpxfYhttp://www.youtube.com/watch?v=MdLabUqpxfY




sCorePrize Data

iNDiCators


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Eret Three-year average (2009-2011) enroll-ment for the school or district.

Ecca savatage stets Four-yearaverage (2009-2012) rate of students receiving freeor reduced-price lunch.

Raca egraphcs The percentage of white,black, Hispanic, and other (Asian/Pacic Islander and

Native American/Alaskan) students for the 2010-11school year.

Atteace rates Three-year average (2009-2011)attendance rate.

TVAAS grwth estates Three-year growth rate inreading and math (and/or English II and algebra I) forthe 2011-2012 school year.

TCAP pocet/aace ates Three-year aver-age (2010-2012) of students achieving or exceedingprociency on the reading and math TCAP exams.

EOC pocet/aace ates Three-year av-erage (2010-2012) of students achieving or exceed-ing prociency on the EOC exams in English II andalgebra I.

Acheveet gaps The dierence between pro-ciency rates on the TCAP and EOC exams in reading/English II and math/algebra I between 2010 and 2012 .

ACT cpste Two-year average (2010-2011) ACTcomposite score for the school or district.

Graat rate The graduation rate for the 2010-2011 school year.

Cege-gg rate Two-year average (2009-2010)of the percentage of students pursuing postsecondaryeducation, according to the Tennessee Higher Educa-tion Commission. This measure includes in-state andout-of-state enrollment for both two-year and four-year programs at private and public institutions the fallafter high school graduation.

The data reported along with each

prole were used to identify the 2012SCORE Prize nalists. Unless otherwisenoted, all data were obtained from theTennessee Department of Education.




Highlights from Hamblen County Schools and

data illustrating the work that has led to their suc-cess

Examples of Hamblens best practices aligned

with the key pillars that drive student success: (1)Embracing high standards, (2) Cultivating strongleaders, (3) Ensuring excellent teaching, and (4)Using data to enhance student learning

Discussion questions to help guide self-reectionfor practitioners

QR Codes throughout the guidebook that link to

videos and school artifacts

VidEoS:

Superintendent Dr. Dale Lynch, ELL TeacherDenise Mendez, 11th grade student Julio Sala-zar, and science teacher Dr. Robert Gant discussthe steps the district has taken to dramaticallyimprove student achievement (p.9)

District leaders discuss the steps they have taken

to support their English language learner popula-tion (p.17)

Leaders discuss the ways technology has been

integrated to enhance professional learningopportunities and expand student access to rigor-ous coursework (p.21)

ARTifACTS:

An overview of the Core Six strategies the dis-trict is focusing on to eectively implement the

Common Core State Standards (p.12)

An overview of seven strategies of formative as-sessment that guided professional developmenton 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 inthe classroom (p.14)

whatsiN the

GUiDeBooK?


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A summary of research the district conducted to

inform its walkthrough process to identify rigor inclassrooms (p.14)

Examples of activities at dierent levels of in-structional rigor (p.14)

An overview of research to support the districts

sheltered instruction for English language learn-ers (p.17)

SREBs leadership curriculum module about

engaging leaders in solving real school problems(p.20)

Interactive curriculum maps for dierent grade

levels (p.21)

Model lesson videos from the district (p.21)

An overview of 25 research based strategies for

eective 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 thepower of inter-district partnerships to support andenhance rural education (p.14)

PRomiSinG PRACTiCES:

Hamblen County Schools, Technology in the

Classroom (p.14)




AT A GlAnCE

Hamblen County Schools sets high expectations for all educatorsand students and does not let any excuses nancial, demo-graphic, or otherwise stand in the way of preparing students forsuccess after high school.

The district has taken proactive steps to prepare teachers to teachthe Common Core State Standards by building district capacity andinfrastructures for professional development and support.

The county stresses the need for rigor in all classroom instruction.Sta have analyzed the level of complexity in the Common Core

State Standards and ensured that teachers and administrators arefamiliar with the cognitive demand embedded in the standards.Instructional coaches support teacher practice through directfeedback and facilitation of professional learning communities .

Hamblen County Schools has embraced the goal of helpingall students become college and career ready and has formedpartnerships with other districts and higher education institutions

to expand opportunities for students to engage in dual enrollmentand advanced placement courses. All high school students arein advisement programs and middle school students are encour-aged to plan their pathway to college and career.

The district has put multiple initiatives in place to increase gradu-ation rates, including freshman academies and skills for successcourses, graduation coaches, and multiple avenues for creditrecovery. Middle school students also participate in multiple pro-grams to ensure they are on track for high school graduation .

Instructional leaders are well-supported through coaching, men-toring, and the provision of specic 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 havethe support and knowledge they need to be eective.

hamBLeNCoUNty

sChooLs2012 SCoRE Pre Sch dstrct Wer

Video: Hamblen CountySchools (3:27)

hp://www.youube.com/wach?v=emQMvHqBZW4
http://www.youtube.com/watch?v=emQMvHqBZW4http://www.youtube.com/watch?v=emQMvHqBZW4http://www.youtube.com/watch?v=emQMvHqBZW4


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HamblenCounty Schools

www.hamblencouny.schoolnses.com/
http://www.hamblencounty.schoolinsites.com/http://www.hamblencounty.schoolinsites.com/http://www.hamblencounty.schoolinsites.com/




Hamblen County Schools, a rural, high-poverty districtin East Tennessee, has not let demographic challengesstand in the way of its commitment to academic excel-lence. More than 60 percent of the districts studentpopulation qualies for free and reduced priced lunch,

up from 40 percent only a decade ago. The district alsohas one of the largest English language learner popula-tions in the state. The districts Hispanic population hasgrown from 1 percent to more than 16 percent over thepast decade, with the majority of these students speak-ing Spanish as their primary language. Despite thesechallenges, the district holds the status of AdvancedPlacement Honor District and has earned three NationalBlue Ribbon distinctions, two of which were awardedduring the past two years. Ultimately, the districts goal isto ensure that every student graduates from high schoolprepared for college and the workforce. The districts te-nets of high standards and strategic, collaborative plan-

ning are evident in its dramatic reductions in achieve-ment gaps for its most economically disadvantaged andat-risk students. The rules of the game have changed ineducation in Tennessee and across our country, Super-intendent Dr. Dale Lynch said, and Im proud of the factthat we can say in Hamblen County our students and ourteachers have risen to meet those expectations.

Hamblen Countys no excuses culture is often cited asthe driving force behind the districts impressive prog-ress. The partnerships the district forms with public of-cials, higher education, nearby districts, area employers,and community members are also crucial to HamblenCountys success. Children are our top priority, Lynch

said. Recently, we have had to do more with less, how-ever, all of our decisions are made with the best interestsof the children in mind.

The districts mission is to educate students so they canbe challenged to successfully compete in their chosenelds. Their vision is simple: a commitment to excel-lence. The district has six goals:

1. Provide programs of academic rigor designed to meetthe needs and interests of a diverse student body thatwill prepare all students for successful postsecondaryeducation, work, and citizenship.

2. Provide a trained, nonpolitical board promoting ex-cellence in education, providing leadership, direction,and support through board policy, and recruiting anddeveloping qualied teachers, administrators, and

support personnel.

3. Provide the necessary support, technology, andequipment to support learning and eective organiza-tional operations.

DiStRiCt PROfiLESperteet Dr. Dale Lynch

Graes serve PK-12

Eret 9,615

Ecca savatage stets 62%

Whte 76%

Arca Aerca 7%

Hspac 15%other 2%

Atteace rate 96%

TVAAS GRoWTH ESTimATES (2012)Math: 3.2Reading: 0.2Algebra I: 13.9English II: 2.2

TCAP PrOfiCiEnT/AdvAnCEd(3 yEAR AVERAGE)Math/Algebra I: 51%Reading/English II: 55%

CollEGE REAdinESS dATAACT Composite (2 year average): 19AP enrollment as percentage of all highschool course enrollments: 39%Graduation rate 2012: 90%College-going rate 2010: 57%


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County also began its preparation for all teachersby providing professional development on rigorousinstruction and the new language arts standards.

In 2011-12, the district implemented the CommonCore standards in K-2, had three teachers select-ed by the state to serve as Common Core mathcoaches for grades 3 through 8, and sent about 100teachers to a three-day training with state coaches .Common Core resources were placed on the dis-trict website for teachers to use, and faculty meet-ings, learning clubs, learning lunches, and trainingswere provided throughout the district to informteachers and administrators about the standards.Other professional development opportunities forteachers were also oered, including training on

formative assessment, reading beyond the text,Common Core algebra and geometry, informationaltexts, and opportunities oered by the Tennessee

Department of Educations Centers of Regional Ex-cellence. Administrators were also provided with athree-day training for in-depth exploration of Com-mon Core concepts in math, reading, and writing,and attended the states Common Core leadershiptraining.

4. Increase public and private support for educationby continuing to seek the involvement and partici-pation of the entire community in the HamblenCounty school system.

5. Provide well-trained, highly motivated, caring indi-viduals to serve in all levels of the organization.

6. Provide physical facilities and resources that aresafe, secure, functional, and supportive of thelearning program.

Their secret of success is having high expectations,

rigorous instruction in every classroom, awesomeprincipals, and strong community partnerships,said Hamblen County mayor, Bill Brittain. We worktogether and we work hard, and you can see it in

our results.

The district believes in supporting all aspects ofchild development, including helping studentsengage in extracurricular activities such as sports,service to the community, music, and the arts.Hamblen County Schools is fully supported byits community in all of its eorts, and has strong

partnerships with almost every large business in thecounty. Local businesses donate food, materials,and funds to support both academic achievementand the additional activities provided to the stu-dents.

EmBRACinG HiGH STAndARdS

Hamblen Countys leaders embrace high expecta-tions for student learning and expect every studentto be college and career ready when they graduatefrom high school. Leaders are very proactive inanticipating rising expectations, and started prepar-ing for the increased rigor reected in the Common

Core State Standards in 2010. The district put inplace a series of professional learning opportuni-ties to increase the rigor in every classroom . Theyalso launched a series of programs to ensure thatstudents are ready for postsecondary education

and career.

Preparg r the C Cre. Once leadersknew that the Common Core standards were goingto be adopted in Tennessee, multiple strategieswere put in place to ensure teachers were readyand implementation would proceed smoothly.In 2010-11, district leaders assigned ve teacher

leaders to serve as Common Core specialists forthe district, and sent lead K-2 teachers and instruc-tional coaches to the state training to learn aboutthe standards for those grade levels. Hamblen

The Core Six: EssentialStrategies for AchievingExcellence with Common Core

hp://www.nscore.org/scorepr ze/downloads/2012/the_Core_6_.pd
http://www.tnscore.org/scoreprize/downloads/2012/The_Core_6_.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/The_Core_6_.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/The_Core_6_.pdf




work, the district focused on the level of cognitivecomplexity in the work that students were beingasked to do and the level of student engagementin the tasks. To ensure that the degree of rigor ininstruction matched the Common Core State Stan-dards and the assessments that were being used,the district introduced a series of rubrics to deter-

mine the level of complexity and student engage-ment in each classroom. Workshops have beenprovided with instructional coaches in each buildingto share the research behind the rubrics, explaineach of the component parts, and discuss exam-ples of eective practice. Teachers have discussedthe rubrics and results during professional learningcommunity (PLC) meetings to facilitate both plan-ning and self-evaluation. Administrators have usedthe tools as part of their classroom walkthroughsand provided informal feedback to teachers aftertheir observations. The use of the rubrics has re-sulted in increased levels of cognitive demand inclassrooms at all levels.

We applied root cause analysis to determine

what was going on in our low-performing schoolsand found that lack of rigor was a major contrib-uting factor to low levels of achievement, Assis-tant Director of Schools Dr. Brenda Dean said. Inresponse, we devised a rubric to provide feedbackto teachers that would show them whether stu-dents were engaged, compliant, or unengaged andwhether the student work or question or task was atthe right level of complexity.

Professional development opportunities during thesummer continued to enhance teacher skills. Forexample, during the summer of 2012, the districtprovided day-long sessions on Teaching Smart-er, Not Harder, which addressed several topics in

dierent sessions including how to select the mostcritical instructional tools and which strategies areassociated with the highest eects on learning.Additional sessions covered topics such as sharedreading, reading beyond the text, conveying infor-mation in multiple formats, unpacking informationaltexts, teaching with primary sources, motivating stu-dents, world languages, geometry, co-teaching ininclusion classrooms, using trade books for teach-ing reading, and eective classroom management .

The district also developed Common Core 101, aseries of workshops that are provided in additionto the state-sponsored training. The objective is foradministrators and supervisors to become familiarwith the standards in reading, writing, and math-

ematics, and for K-8 teachers to reinforce theirlearning before the school year begins. Additionalprofessional development on the standards is of-fered throughout the year.

icreasg rgr a casses. To enhance the levelof academic rigor in classrooms, Hamblen Countystudied the Southern Regional Education Boardsapproach to rigor called Assessing Academic Rigorto Ensure Grade-Level Prociency. Based on this

Teach Smarter, Not Harder:Seven Strategies for FormativeAssessment

hp://www.nscore.org/scoreprze/downloads/2012/teach_Smarer_No_Harder_Handou.pd

CLassroom teaChers

have BeCome more

attUNeD to the LearNiNG

styLes oF the stUDeNts

iDeNtiFieD For sPeCiaL

eDUCatioN aND PLaCe

more emPhasis oN

iNterPersoNaL LearNiNG.
http://www.tnscore.org/scoreprize/downloads/2012/Teach_Smarter_Not_Harder_Handout.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Teach_Smarter_Not_Harder_Handout.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Teach_Smarter_Not_Harder_Handout.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Teach_Smarter_Not_Harder_Handout.pdf


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The goals of the program include expansion ofdual enrollment, Advanced Placement (AP), anddistance learning and online courses. The pro-gram also provides college and career counsel-ing resources to every high school student in theregion. The grant has enabled Hamblen CountySchools to oer its advanced content courses to

students in other districts through videoconfer-encing and has allowed Hamblens students totake advanced courses, like physics, oered inother counties or through universities. The granthas also provided funding for iPad carts for APand dual enrollment students, textbooks for thosestudents who are economically disadvantaged,

and technology to access a wide range of cours-es from nearby community colleges and technol-ogy centers.

In 2012, the district began participating in the

tnAchieves initiative, which provides scholar-ships and mentoring programs for rst genera-tion college students and nancially challenged

students. The program provides up to $3,000for all students to attend a community collegeand is supported by a partnership between theHamblen County Board of Education, HamblenCounty government, Hamblen County Foundationfor Educational Excellence and Achievement, and

tnAchieves. In the program, volunteers serve asmentors to students to help them become moti-vated to attend college and develop self-ecacy

and persistence. In return, participating studentsprovide eight hours of community service foreach semester they receive funding.

Hamblen County has an ACT Prep Program that

helps students prepare for the exam by engag-ing them in 24 hours of instruction with teacherswho use the Cambridge ACT Victory program.

Walkthroughs to assess academic rigor and en-gagement in classrooms were rst conducted in

2010 at Meadowview Middle School, and admin-istrators from throughout the district were trainedto provide feedback to the school. During walk-throughs, students were observed as they com-pleted tasks. The observer listened for questionsand who was asking the questions or responding .Feedback was later provided to teachers privatelyon what was observed. To ensure there was agree-ment and consistency among observers, groupwalkthroughs were conducted and observers com-pared their feedback and observation scores.

Prgras t Prte Cege a Career Rea-ess. Hamblen County has embraced the ideathat all students should be prepared for collegeand career upon graduation. They believe that thepathway to college and career readiness begins inpre-kindergarten and is expressed through a cul-ture of rigorous instruction with high expectations

for student engagement and instruction. HamblenCounty has been very active in implementing aseries of initiatives to reach this goal.

Hamblen County is part of a network of districts

known as the Northeast Tennessee College andCareer Ready Consortium, which serves approx-imately 26,100 students from 29 high schools inthe region. Established by the Niswonger Foun-dation, the consortium procured a $21 millionfederal Investing in Innovation (i3) grant in 2010 .

So Thats What They MeanBy Rigor

hp://www.nscore.org/scorepr ze/downloads/2012/So_thas_Wha_they_Mean_By_Rgor.pd

Rigor Walk-ThroughResearch

hp://www.nscore.org/scorepr ze/downloads/2012/Rgor_Walk_through_Research.pd

Examples of Activities atRigor Instructional Levels

hp://www.nscore.org/scorepr ze/downloads/2012/Examples_o_Acves_a_Rgor_insruconal_Levels.pd

Hamblen County SchoolsPromising Practice: Technology inthe Classroom

hp://www.nscore.org/scorepr ze/downloads/2012/Hamblen_Couny_Schools_Promsng_Pracce.pd

Partnering for Success in RuralEducation

hp://hescoreshee.org/2011/07/18/parnerng-or-success-n-rural-educaon/
http://www.tnscore.org/scoreprize/downloads/2012/So_Thats_What_They_Mean_By_Rigor.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/So_Thats_What_They_Mean_By_Rigor.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/So_Thats_What_They_Mean_By_Rigor.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Rigor_Walk_Through_Research.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Rigor_Walk_Through_Research.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Rigor_Walk_Through_Research.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Examples_of_Activities_at_Rigor_Instructional_Levels.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Examples_of_Activities_at_Rigor_Instructional_Levels.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Examples_of_Activities_at_Rigor_Instructional_Levels.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Examples_of_Activities_at_Rigor_Instructional_Levels.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Hamblen_County_Schools_Promising_Practice.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Hamblen_County_Schools_Promising_Practice.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Hamblen_County_Schools_Promising_Practice.pdfhttp://thescoresheet.org/2011/07/18/partnering-for-success-in-rural-education/http://thescoresheet.org/2011/07/18/partnering-for-success-in-rural-education/http://thescoresheet.org/2011/07/18/partnering-for-success-in-rural-education/http://thescoresheet.org/2011/07/18/partnering-for-success-in-rural-education/http://www.tnscore.org/scoreprize/downloads/2012/Hamblen_County_Schools_Promising_Practice.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Examples_of_Activities_at_Rigor_Instructional_Levels.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Rigor_Walk_Through_Research.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/So_Thats_What_They_Mean_By_Rigor.pdf




at home and receive individualized homeworkand assignment support at school. Students alsohave access to digital textbooks, audio and videostreaming from Discovery Education, podcasts,and the Tennessee Electronic Library. They learnhow to use digital tools and resources such as theMicrosoft Oce Suite, Museum Box, and Prezi.

The Parent Portal also ensures that parents are

notied and have access to information abouttheir childrens progress, along with informationabout scheduling changes, homework assign-

ments, and other pertinent events.

Hamblen Countys two high schools have also im-plemented customized approaches to ensure thattheir students are ready for their lives after gradu-ation. Morristown East High School and MorristownWest High School have adopted the High SchoolsThat Work model. This model is supported by theSouthern Regional Education Board State Voca-tional Education Consortium and is founded on thebelief that most students can master complex aca-demic and technical concepts if the school createsan environment that helps them make the eort to

succeed. Students receive a rigorous set of course

requirements and are also able to opt into work-based learning programs and career/technicalstudies. Students and their parents are involved ina guidance and advisement system that promotespositive relationships and support, and students canreceive extra help in the form of tutoring and otherinterventions.

This project is funded through a grant from theAlcoa Howmet Foundation. Results for Hamblen

County show that, on average, students increasetheir ACT scores by one to two points using thisprogram. Many students have raised their scoresby as many as nine points.

To personalize learning, the district has imple-mented an advising program that involves allof the approximately 2,800 high school stu-dents. Students meet with their teacher advisorsthroughout their four years of high school for 30minutes twice a week. During this time, advisorsreview grade specic information and help stu-dents 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 welland can be contacted with any concern.

Hamblen also sponsors a middle school initia-tive to encourage students and their families tobecome familiar with graduation and collegeacceptance requirements. Middle school stu-dents and their parents are brought to the highschool, presented with lists of required courses

and sequences, and provided with informationabout the ACT scores needed for admission atlocal colleges and universities.

All classrooms are equipped with both wired andwireless internet access, at least one computer,interactive white boards, and document projec-tors. Students are encouraged to use Gaggle,Bridgit, Facetime, and/or Skype to interact withstudents throughout the district to create, collab-orate, and share quality work. They are also en-couraged to use various programs for blogging.Many educators are experimenting with ippededucational strategies where students receivedirect 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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Graat caches. The district has hired sixgraduation coaches to work in its elementary,middle, and high schools. Graduation coacheswork with any student who is o-track for high

school graduation. For example, if a kindergartenstudent misses a large number of days, gradu-ation coaches will work with families to ensurethat they get the student to school on time everyday. Graduation coaches typically conduct homevisits, visit students at school, form relationshipswith the students, and work with their studentsteachers to help them succeed.

Cret recver. Hamblen County Schools oersseveral credit recovery programs for both middleand high school students who have failed aclass but have met the seat time requirement for

credit. These students enter into a contract withthe district, are pre-tested, and then completeall components of a class that have not beenmastered. Using the Plato software program, theyare allowed 45 hours to complete the course andrecover the credit. Programs are oered bothduring the school year and over the summer .Middle school students who have failed two ormore classes must attend summer school orbe retained. The middle school program is verysuccessful, with no student being required to at-tend the program twice during the ve years the

program has been in operation.

me sch tervets. Middle school inter-ventions are customized to meet the specic needsat particular schools. For example:

At East Ridge Middle School, every seventh and

eighth grade student attends sessions duringlunch to develop skills in various content ar-eas. Students rotate every six weeks and spendtime learning strategies that are reected in the

Common Core standards, such as analyzing textfeatures in textbooks, responding to informationaltexts, practicing critical thinking skills, utilizingtest-taking strategies, and practicing any otherskills they did not master in class. The time is also

used for enrichment activities.

At Lincoln Heights Middle School, students rotateevery six weeks between mathematics and read-ing/language arts. Students focus on readingnonction texts in science and social studies, anduse the Study Island software to acquire addition-al skills. They also write and deliver speeches.

In addition, two middle school teachers and threehigh school teachers participated in Project Leadthe Way, a science, technology, engineering, andmathematics (STEM) education initiative that isdesigned to engage students and motivate themto pursue advanced coursework in STEM-relatedelds. Some of the Project Lead the Way studentshave been able to participate in the TennesseeValley Authoritys Cadnet program where they useAutoCad software to develop skills as draftsmen .The district also has a partnership with Alcoa How-met, a local business, to provide two internships tostudents in each high school each year.

itervets. Hamblen County Schools tracks thesuccess of every student. If a student starts to fallbehind, he or she is immediately diagnosed andprovided with interventions tailored to meet indi-vidual needs. To pinpoint specic areas for remedi-ation, the district administers a variety of diagnosticassessments. Renaissance Learnings STAR Read-ing Program, Discovery Assessment, and DIBELSare used to identify literacy needs. The district usessoftware programs to address these needs early toprevent serious problems from developing. Tutoringis also available in most of the schools.

In addition, the district has developed a number ofinitiatives to address common challenges that havearisen over the years. The high school initiativesinclude:

fresha acaees. In high school, all ninthgrade students enroll in a freshman academy,which is a smaller learning community. Studentsare placed into classes based on their ACT EX-PLORE scores, seventh grade TCAP scores, andteacher recommendations. In addition, many highschool students take a year-long algebra classand a year-long math lab. Typically the math labinstructor will pre-teach a concept or provideremediation for any area in which students havenot mastered algebra content. The math lab ismeant to provide small victories for students andhelp them to persist with what is often considered

a very dicult gateway course.

The fresha Sks r Sccess (fSS) crse.This course is provided to students who need ad-ditional support to make a successful transition tohigh school. Students in this course spend moretime with reading through the core curriculum,time management, study skills, and organizationalskills to help them become better prepared forthe rigors of English. Typically this course is takeneither before or simultaneously with English I.




district. Teachers at the Center provide shelteredinstruction in economics, U.S. government, geog-raphy, and other high school core content cours-es. Students attending these classes can receivecredits toward their high school diploma as they arelearning English.

ics stets wth sabtes. All Hamblenschools provide inclusion for students with disabili-ties, meaning that, to the extent possible, they servethe students in the classrooms rather than throughpull-out programs. Classroom teachers havebecome more attuned to the learning styles of thestudents identied 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 AlgebraI End-of-Course exam and thus become qualiedfor a regular high school diploma. Using funds fromthe Individuals with Disabilities Education Act (IDEA)Part B discretionary grant, the district developeda math boot camp for special education teachers .The goal of the boot camp is to help teachers gainthe knowledge and skills they need to support stu-dents in a course that many fail. The two-week bootcamp is led by a certied algebra teacher. Last year,four special education teachers attended and thenbecame algebra mentors to their students. Whileresults are not yet known, the district anticipatesthat the teachers will help the students gain con-

dence, develop skills, and improve performance onEnd-of-Course exams.

CulTiVATinG STRonG lEAdERS

For the past 11 years, Superintendent Dr. Dale

Lynch has provided leadership to Hamblen CountySchools. Dr. Lynch is a strong leader who is ex-

At Meadowview Middle School, all studentsparticipate in extended learning time to acquire

additional skills in mathematics and reading/lan-guage arts, mostly focused on grammar stan-dards.

At West View Middle School, extended skills

classes are also oered, providing students withan extra 12 weeks of mathematics instruction intheir leveled math groups.

High school teachers have also been trained in theCapturing Kids Hearts approach. Through the train-ing, they learned how to develop a safe, trusting,self-managing classroom environment, build stu-dents motivation and responsibility for their actions,decrease delinquent behaviors, reinforce emotional

intelligence, and develop students empathy fordiverse cultures and backgrounds.

Prgras r Egsh agage earers. Ham-blen County teachers use the Sheltered Instruc-tion Observation Protocol for teaching content toEnglish language learners. This protocol enablesteachers to help these students develop Englishuency and master skills in multiple content areas

within the regular classroom setting in addition topull-out programs. The program requires teachersto provide varied methods of instruction to helpstudents with meaning-making, including visual and

kinesthetic activities. A summer school program isalso oered to the most at-risk English language

learner students to address literacy and math skills .Transportation is provided through a partnershipwith Douglas Cherokee Economic Authority. Thispartnership also operates several after school pro-grams aimed at developing 21st century skills .

iterata Ceter r newcers. The dis-trict also oers a Newcomers Program, funded inpartnership with the Niswonger Foundation, WaltersState Community College, the county government,Morristown city government, Jeerson FederalCharitable Foundation, Mahle Inc., and Garcia Labor,to help English language learners acclimate to the

Materializing the Promiseof Sheltered Instruction

hp://www.nscore.org/scorepr ze/downloads/2012/Maeralzng_he_Promse_o_Shelered_insrucon.pd

Video: Supporting EnglishLanguage Learners (2:47)

hp://nscore.org/scoreprze/dsrc-2012.php
http://www.tnscore.org/scoreprize/downloads/2012/Materializing_the_Promise_of_Sheltered_Instruction.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Materializing_the_Promise_of_Sheltered_Instruction.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Materializing_the_Promise_of_Sheltered_Instruction.pdfhttp://tnscore.org/scoreprize/district-2012.phphttp://tnscore.org/scoreprize/district-2012.phphttp://www.tnscore.org/scoreprize/downloads/2012/Materializing_the_Promise_of_Sheltered_Instruction.pdfhttp://tnscore.org/scoreprize/district-2012.php


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The district recognizesthat leadership needs tobe cultivated and sus-tained. To that end, Dr. Lynchand his colleagues at the districtlevel provide coaching and men-toring, opportunities to collaborate,and targeted training and professionaldevelopment.

Cachg a etrg. The district has hiredinstructional coaches to mentor and coach princi-pals on topics related to instructional leadership,such as use of data for improvement, eective

instructional strategies, and crafting professionaldevelopment to meet the needs of the school.

tremely knowledgeable, proactive in anticipatingneeded changes, and driven to have HamblenCounty Schools become the best in the nation.According to his colleagues in the central oce, Dr.Lynch is committed to recruiting the best teachersand leaders, helping them grow as professionals,and rallying everyone in the district around common

goals. He is committed to making sure we knowwhat to do, one colleague said. Hes always look-ing for the best ways to do things. He tries to recruitthe best, help individual growth, and rally us aroundthemes each year. His enthusiasm is contagious.

Dr. Lynch believes in selecting and supportingthe right leader for each school. He believes thatschools succeed when they are led by individualswho possess particular attributes and skills, espe-cially:

A passionate drive to ensure that all studentsachieve at high academic levels regardless of the

childs background;

The skill to recognize quality teaching and to helpimprove instruction;

An unwavering focus on goals and results; and

The ability to use data to inform instructionalpractices.

Principals at the schools are expected to beapproachable and accessible, and thus all haveopen door policies. They maintain clean, organized

schools, sending a message of professionalism toall sta and students. Each tackles the issues thatemerge in their own schools by designing improve-ment plans to meet their needs. For example, aschool that noticed incidences of bullying imme-diately responded with a series of anti-bullyingseminars to help address the issue. Students weretaught to take responsibility for their actions butalso to help one another. Positive messages wereposted in every room and the incidence of bullyinghas subsided.

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three Southern Regional Education Board modules:Building Instructional Leadership Teams that Makea Dierence; Using Root Cause Analysis to Reduce

Student Failure, and Assessing Academic Rigor toEnsure Grade-Level Prociency. You cant imple-ment things well unless the principal is part of thatlearning, Dr. Lynch said. You cant lead what youdont know.

EnSuRinG ExCEllEnT TEACHinG

Hamblen County recognizes that excellent re-sults are associated with excellent teaching. Thusleaders emphasize that every class should have ahighly eective, 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 strugglingteachers at the schools.

Dr. Lynch strongly believes in providing coachingthrough familiarity with the research on eective

schools. Over the past few years, district and schoolleaders have read From Good to Great Schools:What Their Principals Do Wellby Susan Gray andWilliam Streshly; Focus: Elevating the Essentialsto Radically Improve Student Learningby MichaelSchmoker; The Talent Code: Greatness Isnt Born,Its Grown, Heres Howby Daniel Coyle; Qualitiesof Eective Teachersby James H. Stronge; andPathways to the Common Core: AcceleratingAchievementby Lucy Calkins, Mary Ehrenworth,and Christopher Lehman. Dr. Lynch also sharesarticles about leadership and current educationalissues with principals and central oce sta several

times a week.

Cabrat. Principals collaborate with eachother during monthly principal meetings. In thesemeetings, they discuss pertinent leadership issues,such as recruiting and hiring teachers, schoolsafety, teacher evaluation, and retention of eective

teachers. In addition, each fall, the district hostsCamp ABC, which is an administration and boardcollaborative meeting where participants discussdata and district plans for the upcoming year. Lastyear, leaders also attended a P-20 Apple Education

Mobilization Summit where they learned about therole of new technologies in mobilizing learning aswell as apps related to helping students masterCommon Core standards.

Targete pressa evepet. Leaders arealso provided targeted training and professionaldevelopment, with an emphasis on the CommonCore, media and technology, student acquisition

of academic vocabulary, and instructional skills,with a special focus on rigor. The district also oers

Curriculum Modules: Engaging Leadersin Solving Real World Problems

hp://nscore.org/scorepr ze/downloads/2012/SREB_Leadershp_Currculum_Modules.pd

CoaChes ProviDe iNDiviDUaLizeD sUPPort as

NeeDeD, aND heLP PriNCiPaLs iDeNtiFy aND

sUPPort strUGGLiNG teaChers at the sChooLs.
http://tnscore.org/scoreprize/downloads/2012/SREB_Leadership_Curriculum_Modules.pdfhttp://tnscore.org/scoreprize/downloads/2012/SREB_Leadership_Curriculum_Modules.pdfhttp://tnscore.org/scoreprize/downloads/2012/SREB_Leadership_Curriculum_Modules.pdf




Pressa evepet. Hamblen CountySchools oers a variety of professional development

opportunities. First and foremost, teachers turn toeach other for expertise and advice through the pro-fessional learning community approach. PLCs are ac-tive in each Hamblen County school. All of the PLCshave shared norms and beliefs, reective practices,ongoing technical inquiry, and mutual support and

obligation. Teams of teachers meet with grade-levelpeers in horizontal team meetings and with teacherswho teach in adjacent grade levels in vertical team

meetings. They focus strictly on eective instruction-al practices, data analysis, and professional growth.At times, the PLCs conduct book studies wherethey read and study a text that addresses an area ofcommon concern or interest. There are also PLCscomprised of reading coaches and literacy leaders inelementary schools.

In addition, professional development seminars,workshops, and institutes are provided. As previ-ously described, these trainings are based on needsidentied through data analysis or as part of initiatives

being implemented by the state and district, such asthe implementation of the Common Core standards

and college and career readiness approaches.

istrcta caches. The district also providesteachers with access to district-level instructionalcoaches, who are assigned to specic grade levels.There are ve instructional coaches and a specialized

instructional technology support person. The coach-es provide professional development, individualizedsupport, resources, and facilitation of PLCs. They alsosponsor Lunch and Learn sessions where teachersshare ideas and instructional strategies while engag-ing in joint problem-solving activities. The sessionshave been well-attended and are considered veryeective. Finally, the coaches often attend state,regional, or national conferences and share what theyhave learned with other faculty members.

sta analyze data to determine which of the statesteacher preparation institutions have the best recordsin developing eective teachers, and human resourcesta travel throughout the state to recruit teachers.The superintendent personally interviews every newteacher. To help recruit teachers to come to the dis-trict, the business community provides incentives tothose who come and stay. The district also providessignicant support throughout a teachers tenure to

help them develop as professionals.

istrcta ts. The district has equipped eachteacher with a variety of tools to enhance instruc-tion. For example, interactive curriculum maps areavailable for every grade level and content area. Eachmap has guidance for the content to teach, pacing,interactive and engaging activities, higher orderquestions, and formative assessments. The districtuses its audio/video enhancement room at ManleyElementary, funded with Race to the Top money, torecord teachers lessons. All videos are archived, andexemplary lessons are posted on the districts web-site for teachers and administrators to view .

In addition, teachers have access to a local docu-ment called The Essential Strategies Handbook. Thishandbook provides a summary of research-basedinstructional strategies that have a proven trackrecord of raising student achievement. The strategiesare based on the work of multiple researchers . Eachpage of the handbook describes one strategy andgives a brief description, a summary of research sup-port, an example of how to utilize the strategy, andinternet resources.

The Essential StrategiesHandbook

hp://www.nscore.org/scorepr ze/downloads/2012/HCDOE_insruconal_Sraeges.pd

Hamblen County InteractiveCurriculum Maps

hp://hamblencouny.schoolnses.com/?DvsoniD=3688&DeparmeniD=3401&SubDeparmeniD=2760&toggleSdeNav

Hamblen County Model LessonVideos

hp://hamblencouny.schoolnses.com/Deaul.asp?PN=Vdeos&L=1&DvsoniD=5591&LMiD=224941&toggleSdeNav

Video: Using Technologyto Enhance Teaching andLearning (2:42)

hp://nscore.org/scoreprze/dsrc-2012.php
http://www.tnscore.org/scoreprize/downloads/2012/HCDOE_Instructional_Strategies.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/HCDOE_Instructional_Strategies.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/HCDOE_Instructional_Strategies.pdfhttp://hamblencounty.schoolinsites.com/?DivisionID=3688&DepartmentID=3401&SubDepartmentID=2760&ToggleSideNavhttp://hamblencounty.schoolinsites.com/?DivisionID=3688&DepartmentID=3401&SubDepartmentID=2760&ToggleSideNavhttp://hamblencounty.schoolinsites.com/?DivisionID=3688&DepartmentID=3401&SubDepartmentID=2760&ToggleSideNavhttp://hamblencounty.schoolinsites.com/Default.asp?PN=Videos&L=1&DivisionID=5591&LMID=224941&ToggleSideNavhttp://hamblencounty.schoolinsites.com/Default.asp?PN=Videos&L=1&DivisionID=5591&LMID=224941&ToggleSideNavhttp://hamblencounty.schoolinsites.com/Default.asp?PN=Videos&L=1&DivisionID=5591&LMID=224941&ToggleSideNavhttp://tnscore.org/scoreprize/district-2012.phphttp://tnscore.org/scoreprize/district-2012.phphttp://tnscore.org/scoreprize/district-2012.phphttp://www.tnscore.org/scoreprize/downloads/2012/HCDOE_Instructional_Strategies.pdfhttp://hamblencounty.schoolinsites.com/Default.asp?PN=Videos&L=1&DivisionID=5591&LMID=224941&ToggleSideNavhttp://hamblencounty.schoolinsites.com/?DivisionID=3688&DepartmentID=3401&SubDepartmentID=2760&ToggleSideNav


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Task rotation, a method of student assess-ment drawing on questions from four learning

styles: mastery, understanding, interpersonal,and self-expressive;

Compare and contrast, a series of methods to

examine similarities and dierences when given

criteria for investigation and then using informationin a synthesis task;

Reading for meaning, a method for enhancing

comprehension by giving readers anticipatorystatements with which they agree or disagree, andthen reading text to support or refute their predic-tions; and

New American lecture, which is a method of direct

instruction that consists of hooking the studentsinterest in the topic, chunking information into

segments, guiding students notes with a graphicorganizer, and reviewing the lesson through ques-tions using the four learning styles.

New teachers are also assigned mentors from theschool and receive extra attention from instructionalcoaches. They meet with their mentors monthly atthe central oce and typically have both group-leveland individual-level needs addressed.

Teachers stress both rigor and engagement, andstudents respond positively. You are encouraged todo 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 gure out that there aremany ways to solve problems, another student add-ed. The teachers are always there for you.

uSinG dATA To EnHAnCE STudEnT

In addition to the instructional coaches, teachershave access to the three Common Core mathcoaches from the district. These trainers, eectiveteachers who were selected by the state to receiveintensive training on Common Core standards,oer after-school assistance and workshops to anyinterested teacher and administrator. Last year, theybegan training district teachers on the constructedresponse scoring system the state is implementingin preparation for new assessments in 2014-15.

nvce teachers. New teachers participate in acomprehensive induction and training program thatincludes learning about the states new teacherevaluation system, Thoughtful Classroom Strat-egies, and Quality Instructional Practices. Thethoughtful classroom practices are based on thework of Silver, Strong, and Associates who in turnbased their work on books by Robert Marzano. Thethoughtful classroom approach focuses on identify-ing academic skills used in successful schools andincludes:

Vocabulary CODE, a method of vocabulary

instruction that helps students connect with thevocabulary terms, understand new words andtheir connections to words they already know,and practice using the word;

Word Works: Cracking

Vocabularys CODEhp://www.nscore.org/scoreprze/downloads/2012/Vocabularys_Code.pd

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http://www.tnscore.org/scoreprize/downloads/2012/Vocabularys_Code.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Vocabularys_Code.pdfhttp://www.tnscore.org/scoreprize/downloads/2012/Vocabularys_Code.pdf




PLAN, AP; Gateway and End-of-Course exams;writing assessments; suspensions and expulsions;and student demographics. When the districtreceives data from the state, the district leadershipteam veries calculations, encourages principals to

check the accuracy of all data, and poses questionsto the state department and to the SAS Institute, thestates TVAAS provider. Examining the data in thisfashion develops the data literacy of district educa-tors. School and district data are provided from thedistrict oce in a form that is accessible and easilyunderstood by faculty and sta.

The district also collects and analyzes data fromthe Jump Start kindergarten program, which is anannual event that occurs each July during which in-coming kindergarten students are invited to attendhalf-day kindergarten for a week. During this time,they become oriented to the school building andschool routines and are pre-assessed by a certied

teacher who provides data to kindergarten teachersto use beginning on the rst day of instruction in thefall.

Hamblen also takes careful steps to ensure thatit uses its teacher assessments and evaluationsto help educators and students benet the most

from them. In addition to the group walkthroughsconducted to assess rigor in classrooms, the districthosts multiple model school collaboration meet-ings that focus on the implementation of the statesteacher evaluation system in the district. Discus-sions focus on how to implement the system withdelity and consistency and how to organize thesupport of the central oce to help administrators

in this task.

Sste ata caches. Recognizing the key rolethat data analysis plays in supporting school im-provement, leadership development, and teachergrowth, Hamblen County employs a system datacoach. School data teams work with the data coachto disaggregate data, analyze trends, and discoverareas of strength and weakness. They then workwith the districts department of instruction to de-sign interventions in response to the needs .

uSinG dATA To EnHAnCE STudEnTlEARninG

Teachers in each school are required to engagein comprehensive analysis of test results for theirstudents and develop a summary of outcomes andaction steps for improvement. Data are shared witheach student, and his or her parents know whatthe student has mastered and which standards stillneed to be addressed. In several schools, informa-tion on standards mastery for each student is senthome as part of the nine-week report card .

Assesset sstes. Hamblen County has trainedits leaders to integrate formative and summa-tive assessments seamlessly into instruction. Thecurriculum leadership team engaged in several

book studies, including an analysis of Jan ChappuisSeven Strategies of Assessment for Learning, whichorganizes assessment activities around the ques-tions 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 editedby Joseph Ellis, and discussed the challenges ofassessment from a classroom, system, and leader-ship point of view.

data warehse sste. Hamblen Countys datawarehouse system is accessible on its districtwebsite and houses aggregated and disaggregatedtest scores in 10 areas, including Adequate Yearly

Progress, test scores for grades 2-8; TennesseeValue-Added Assessment System (TVAAS) data;attendance and graduation rates; ACT, EXPLORE,

Hamblen County Data Dashboard

hp://hamblencouny.schoolnses.com/?DvsoniD=3780&toggleSdeNav=
http://hamblencounty.schoolinsites.com/?DivisionID=3780&ToggleSideNav=http://hamblencounty.schoolinsites.com/?DivisionID=3780&ToggleSideNav=http://hamblencounty.schoolinsites.com/?DivisionID=3780&ToggleSideNav=


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from other countries learn content in multiple sub-ject areas at the same time they learn English.

The district invests heavily in its leaders to ensurethat all schools are in capable hands. HamblenCounty stresses both skill and passion in its lead-ers, along with an unwavering focus on studentachievement. Coaches and mentors provide allleaders with individualized support as needed. Inaddition, a common culture is nurtured by having allleaders engage in common book study.

Teachers are provided with multiple eective

instructional tools to help them plan and implementinstruction, including the Essential Strategies Hand-book. Through professional development, teachers

learn expectations, share eective instructionalpractices, and engage in collaborative problemsolving.

Data are routinely analyzed to track student prog-ress and identify opportunities for re-teaching.The district has trained its leaders and teachers toanalyze data eectively and integrate results from

formative and summative assessment into instruc-tional planning. The data warehouse system servesas an invaluable tool to provide easily accessibleand useful information. The system data coach isalso in place to support underperforming schoolsand to respond to questions and requests from

teachers and administrators.

All these eorts have created an eective infra-structure to support Hamblen Countys missionto graduate all students prepared for college orcareer. Steady, thoughtful leadership and commu-nity partnerships have meant that expectations areclear, understood by all, and supported throughdistrict policies and practices. These actions havehelped place Hamblen County Schools on a trajec-tory to become among the best in the nation .

ConCluSion

Hamblen County Schools is a district committed

to academic excellence. As demands for aca-demic performance and rigorous instruction haveincreased, Hamblens leaders have proactivelyengaged in capacity building eorts and strategicplanning to ensure that their academic expectationskeep apace and that their support mechanismsencourage and promote continuous improvementfor teachers and students alike.

Through their no excuses culture, the district

expects excellence from all its educators. To helpthem rise to this challenge, Hamblen nds myriad

ways to nurture its employees, providing instruc-tional tools, professional development, coaching,

and mentoring so that everyone can becomesuccessful in their work. As part of its commitmentto high standards, the district has helped teacherseectively implement the Common Core State

Standards by providing professional development,coaching, and peer support through district spe-cialists. Additionally, rubrics have been developedto help teachers with planning and self-evaluation,and administrators provide frequent feedback

through classroom walkthroughs to help teachersimprove instructional rigor and realign their teachingto the Common Core.

Multiple programs and initiatives have also been

put in place to help students become college andcareer ready. The district partners with tnAchievesto provide scholarships and mentoring programs forrst generation college students; participates in the

Northeast College and Career Ready Consortiumto expand dual enrollment, Advanced Placement,and other college preparatory opportunities forstudents; sponsors an ACT preparatory program tohelp students perform better on the exam; im-plements an advisory program for all high schoolstudents; and helps all middle school students be-come familiar with graduation and college accep-tance requirements.

Any student who is not on track for graduation orwho has not mastered standards is provided withinterventions tailored to meet his or her needs. Toimprove the graduation rate, the district providesfreshmen academies, skills for success courses,graduation coaches, and credit recovery oppor-tunities. The district also coordinates a series ofinterventions to help English language learners andstudents with disabilities learn within the regularclassroom environment. The districts InternationalCenter for Newcomers helps newly arrived students




aPPeNDiX:DisCUssioN

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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 maintainhigh 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 thecommunity?

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

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

e. How do teachers convey high expectations in the classroom? What additional policies or practices could teachersuse to convey high expectations?

PRioRiTiES

2. Hamblen County Schools has embraced the goal of helping all students become college and career ready. Tohelp students achieve this goal, the district uses graduation coaches for students beginning in kindergarten andstarts 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?




c. What policies and practices are in place at the schools in the district to prepare students for postsecondary educationand 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 partof 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 technologyto 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 theclasses 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, tohelp support principals as instructional leaders. Teachers are also provided with many opportunities to serve asleaders in the district.

a. What supports does your district provide to principals to help them develop as instructional leaders? What aresome 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?




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 oerings similar to the professional learning opportunities in your district? How does your dis-trict prioritize areas for professional learning?

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

c. How do teachers identify what areas of learning are most important for students in their classroom? How might yourschool 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 reected in their inclusion poli -cy for students with disabilities and their eorts to accommodate and support English language learners.

a. Consider some of the common challenges to student engagement that Hamblen confronted across its schools (theneed 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 likeremediation 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 meaningfuland relevant for them?

d. How do teachers incorporate student feedback in their instructional planning?


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CollABoRATion

8. The most eective 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 amongteachers 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 frominstructional 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 dierent stakeholders?

b. Is there a district-wide strategy for using data in your school system? What kind of training do educatorsbothteachers 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 thisprocess 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?




ACT The ACT is a standardized assessment forhigh school students frequently required for admis-sion into college. The test has sections in English,mathematics, reading, science reasoning, and anoptional written essay. Scored on a scale from 1 to36, the test is intended to be an indicator of collegereadiness. The subjects align with common collegeintroductory courses. All 11th graders in Tennesseeare required to take this exam.

ACT Cege Reaess Becharks The ACTCollege Readiness Benchmarks are the minimum

exam scores determined by ACT, Inc. to signal astudents preparedness to succeed in rst-year,

credit-bearing courses at a postsecondary institu-tion. An English score of 18 and a reading score of21 indicate a student would have a high probabil-ity of success in an English composition or socialsciences course. Similarly, a math score of 22 and ascience score of 24 illustrate a similarly high poten-tial of success in a college algebra or biology class.

Aeqate year Prgress (AyP) Adequate YearlyProgress is a measure established by the No ChildLeft Behind Act of 2001 that holds schools ac-countable for the performance of their students on

standardized tests, including sub-groups such asracial/ethnic minorities and students with disabil-ities. Every state administers its own examinationsin reading/language arts and mathematics, andstudent performance on those examinations deter-mines whether schools are successful at makingsucient progress for a given year. Graduation ratesare used in calculating high school AYP, while at-tendance rates are used for middle and elementaryschools.

GLossary


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Avace Paceet (AP) Advanced Placementcourses are oered by the College Board andprovide students with an opportunity to take col-lege-level courses and earn credit towards collegewhile in high school. There are more than 30 dier-ent AP courses across multiple subject areas.

Cege-gg rates The college-going rate isthe percentage of high school graduates who enrollin college by the fall semester after high schoolgraduation. The rate includes students who attendcollege in state or out of state at public four-yearcollege, public two-year college, technical college,and private colleges.

C Cre State Staars Common Core

State Standards are a set of English/language artsand mathematics standards developed by stateleaders to ensure that every student graduateshigh school prepared for college or the workforce,regardless of the state in which they live. CommonCore standards are internationally benchmarked,and are designed to promote critical thinking anddepth of understanding of course content.

da eret Dual enrollment is a postsec-ondary course taught at either the postsecondaryinstitution or high school that allows students tosimultaneously earn postsecondary and secondarycourse credit upon successful completion of the

course.

nata Be Rbb Sch The National BlueRibbon Schools Program was created by the U.S.Department of Education to recognize public andprivate elementary, middle, and high schools wherestudents perform at very high levels or where sig-nicant improvements are being made in students

levels of academic achievement.

Pressa earg ctes (PlCs) Pro-fessional learning communities are groups ofeducators working collaboratively toward contin-ued personal and school improvement. PLCs bringteachers and administrators together in order toenhance their eectiveness and, therefore, raise

student achievement. PLCs often meet regularlyand share a learning vision, and members worktogether to attain new and improved approaches toeducating.

Scece, techg, egeerg, a atheat-cs (STEm) STEM is a common acronym for theelds of study of science, technology, engineering,and mathematics. Additionally, STEM education isabout incorporating technology in the classroom toenhance learning. STEM is often discussed as anarea in need of improvement and growth to meetthe demands of the 21st century workforce.

Teessee Cprehesve Assesset Prgra(TCAP) The Tennessee Comprehensive Assess-ment Program (TCAP) is a collection of achievementtests designed to evaluate the levels of studentsprociency in reading/language arts, math, sci-ence and social studies. Among the assessmentsare the Achievement Test (grades 3-8), the Writingassessment (grades 5, 8, and 11), the End-of-Coursetests (grades 9-12), and college readiness exams(grades 8, 10, and 11). Districts may also choose to

administer TCAP assessments in selected subjectsto students in grades K-2. There are four prociencylevels on the TCAP: below basic, basic, procient,and advanced.

Teessee VaeAe Assesset Sste(TVAAS) TVAAS is a measure of the eect adistrict or school has on the academic progress orgrowth rates of individual students and groups ofstudents from year to year. TVAAS scores are basedon multiple measures, including TCAP examina-tions.


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2012 sCorePrize seLeCtioN

Committee /

sCore teamSCoRE TEAm

Jae WsPresident and CEO

dr. Shar RbertsChief Operating Ocer

dav masrDirector, Advocacy and Communications

lara mreDirector, Innovation

E CarterPolicy and Research Associate

mar Cpress HweStatewide Outreach Coordinator

Je KeeBusiness Associate

m SearsExecutive Assistant and Business Associate

Aber mcCghSpecial Assistant

Jea BrashearGraduate Fellow

Thas GbeGraduate Fellow

Car meerGraduate Fellow

2012 SCoRE PRizE SElECTionCommiTTEE

mar GrahaPresident, United Ways of Tennessee

dr. Ta GrssExecutive Director, Tennessee School Boards Association

la irwFormer Vice President, Niswonger Foundation

dr. Gar nExecutive Director, Tennessee State Board of Education

Er oHaraAssistant Commissioner, Data and Communications,Tennessee Department of Education

marc HChief Policy Ocer, Nashville Area Chamber of Commerce

Kare davsFormer President, Tennessee Parent-Teachers Association

dr. Rchar RhaExecutive Director, Tennessee Higher EducationCommission

dr. Je RversFormer EVAAS Manager, SAS Institute

dr. Jth RExecutive Director and CEO, Hunt Institute

dr. matthew SprgerAssistant Professor of Public Policy and Education,Peabody College, Vanderbilt University


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1207 18th Avenue South, Suite 326Nashville, TN 37212

615.727.1545www.tnscore.org

The 2012 SCORE Prizewas made possible bygenerous support from:

Pathway 2012 District

Documents

Transcript of Pathway 2012 District