spacerThe New England Comprehensive Center acts on behalf of all students in New England by working with education leaders in each state to fulfill the promise of No Child Left Behind.

Statewide Systems of Support

A major NECC effort, this initiative provides research-based assistance to help build state-level capacity to support low-performing schools and districts.

A kickoff regional meeting in January 2007 provided a forum for state leaders to learn from and talk with researchers, policy makers, and guests from states outside the region about strategies for state systems supports to districts and schools in need. The keynote presentation to state leaders was given by Paul Reville, NECC Board member, president of the Rennie Center for Education Research and Policy, and the newly appointed chair of the Massachusetts Board of Education. The presentation provided participants with an overview of research on state systems of support and proposed a set of components for states to include in their systems. Access audio and visual presentations from that meeting.

NECC sponsored a regional meeting in April 2008 to engage state and district leaders in problem-solving sessions on key issues in creating state systems of support that advance teaching and learning.

Building on that work, we are focusing on three essential components of state-level support:

Instructional Supports and Interventions
NECC is collaborating with the Northeast Regional Resource Center (NERRC) to involve state leaders beyond those working in special education in considering Response to Intervention (RTI) as a strategy for improving teaching and learning for all students.

Effective Use of Data and Curriculum Supports
Efforts are underway to help states support the effective use of data to improve instruction, with a focus on formative and diagnostic assessment.

Job-Embedded Professional Development
To help states support job-embedded professional development practices, the Center provides opportunities to learn about the design and implementation of professional learning communities and to engage in dialogue about state-level use and support for implementation of learning communities as a driver of school improvement.


Jenny Scala:
Nick Hardy: