News – Region 6 Comprehensive Center

What’s Your Why? How Educators Engage to Create a Dynamic Learning Environment

10/03/2024
Curtis Burgins
News

SERVE’s PK-3 Distinguished Leadership Institute (DLI) provides educators across North Carolina the opportunity to connect and receive specialized leadership development in their field that is designed to lead to positive educational outcomes for early learners. Cohort IV of the DLI kicked off this year at a day and a half meeting on September 20 and 21, 2024. The overall theme of the meeting was “What’s Your Why?”

Relatedness was a key focus for the day and Carla Garrett, Early Childhood Specialist for the RC6 at SERVE, emphasized the importance of thinking about relatedness and what it means. She spoke to Cohort IV participants about how the DLI group functions as a community to make connections and asked them to think about the importance of being able “to cooperate, to collaborate, to learn and grow together.”

Carla Garrett engages with Cohort IV participants.

In advance of the meeting the members of the group built a virtual “Community Wall” using PowerPoint in a shared document where each person added images and words of what is important to them. Eva Phillips, Early Learning Team co-leader, shared these results and said, “One of our most important goals is getting to know each other and building relationships.” Commonalities on the Community Wall were friends, faith, family, adventure, travel, nature, food, music, and children.

Tracy Cole, Principal, East Carolina University (ECU) Community School, and participant in Cohorts I-IV noted, “We know that when we focus on our youngest learners that we are setting them up for success. We know our why, but also are actively involved in the process. We have our own action plans, and we can go back to our settings and make a difference.”

Principal Tracy Cole with Dr. Sharon Ritchie

Cole emphasized relatedness and the importance of having time to process. “What does the learner need to know, how do you learn it? In this case, where we are in the Distinguished Leadership Institute –we are looking to provide equitable learning environments for PK-3 students, and that is our why,” she added.

Kelly Anne Mudd, Principal, Martin Millennium Academy, and member of SERVE’s DLI Cohorts III and IV, shared the ideas that she had implemented in her school to help develop relatedness. “When Carla asked me to speak about relatedness, I immediately thought of our Design Anchors… we have these four design anchors that all of our work is rooted in. Every day we lead with love, we foster safety to succeed, we are committed to doing hard things together, and we believe that YOU MATTER,” Mudd said.

Kelly Anne Mudd speaking — Kelly Anne Mudd

For the Friday afternoon closing activity, the group broke out into teams and played the Brain Architecture Game, which helps players learn about the powerful role of relationships on early brain development. In the game, team members draw random cards, which offer a life experience to build upon. The experiences can be positive or negative. The positive experiences can lead to a stronger foundation as shown by the height of the architecture built using pipe cleaners, while the negative experiences can lead to a weaker foundation, which removed foundational pipe cleaners from the structures.

Cohort IV participants discuss the Brain Architecture Game results and share how they were able to identify with how many of their students face random challenges which can impact their ability to focus and learn.

Akira Hall is a Kindergarten teacher at the ECU Community School. Her principal, Tracy Hall, encouraged her to join Cohort IV DLI. “It’s an amazing opportunity to network and ground yourself. This is a place of peace where you can remind yourself of why you do what you do. I love being a part of this group,” Hall said.

According to Dr. Sharon Ritchie, the bottom line is that it’s more meaningful to participants when they have time to talk so that they are able to take everything in. “That’s our adult learning theory – they have to do the work, and in doing so, they get to know each other. Because we are working with multiple cohorts, we are constantly thinking about our people that have done this before,” said Ritchie.

The SERVE PK-3 Distinguished Leadership Institute was developed by the RC6 Early Learning Team, composed of Carla Garrett, Dr. Sharon Ritchie, and Eva Phillips.

Sharon Ritchie, Eva Phillips, Carla Garrett

Visit our photo album from the day: https://photos.app.goo.gl/pQXBqaJFXdDjF4AE8.

Post and Photos by: Judi Rossabi, Communications Specialist

Three States, One Goal: How Georgia, North Carolina, and South Carolina are Working to Improve Early Reading Achievement

09/24/2024
Curtis Burgins
News

In September 2018, American Public Media’s Emily Hanford published the documentary podcast Hard Words. The documentary described what a large body of research now known as “the science of reading” says about how young children learn to read and how these findings differed from the way reading was being taught in many schools. Many might say this documentary was the catalyst for a wave of changes to state early reading policies that followed. Author’s note: The documentary is a captivating listen/read, as are its 2019 and 2020 follow-ups, At a Loss for Words and What the Words Say.

According to EdWeek, by 2018 eight states had passed laws changing the requirements for teacher certification and training, curriculum, student identification for extra support, and/or the methods used to teach children to read in ways that better aligned with the science of reading (also known now as evidence-based reading instruction). In 2019 that number doubled. By August 2024, 39 states and Washington, D.C. had “passed laws or implemented new policies related to evidence-based reading instruction” (Schwartz, 2024).

“Science of Reading” Laws Passed by Year/State*
2013 – MS
2014 – SC
2015 – NV
2016 – MI, MS
2017 – AR
2018 – MO, NE
2019 – AL, CO, MD, NM, NV, OK, RI, WV
2020 – DC
2021 – AR, CA, CT, DE, FL, LA, MN, NC, ND, OK, PA, TN, TX
2022 – AK, AZ, KS, KY, MD, MO, UT, VA
2023 – CA, FL, GA, IL, IN, KS, KY, MN, MO, NC, NM, OH, OR, TX, VA, WI, WV
2024 – IA, MD, NJ, VT
*As reported by Education Week

State dyslexia policies, many of which pre-date new early literacy policies by several years, also played a big role in the development of new state reading policies. States that initially sought to identify and support students with characteristics of dyslexia often found that differentiating between those who might have characteristics of dyslexia and those who struggled for other reasons was extremely difficult in many schools because of the large percentage of children who were not proficient readers. Noted researcher Dr. Julie Washington has said of high-poverty schools, “In the face of a population where eight and a half out of ten are struggling with reading, who has a reading disability? The answer is, we have no idea” (Hanford, 2020).

The high percentage of students who were not reading at grade level by third grade suggested a need for broad changes to reading instruction, along with evidence-based support targeted at the specific skills children needed to strengthen. As it happened, state dyslexia policies ultimately revealed that we could do better for all students, not just those who might have characteristics of dyslexia.

Like other states, the three states supported by the Region 6 Comprehensive Center from 2019 to 2024—Georgia, North Carolina, and South Carolina—have been on multi-year policy journeys to improve early reading instruction and achievement for all children in their public schools.

North Carolina’s first iteration of the Excellent Public Schools Act, which established the state’s Read to Achieve program in 2013-14, required that schools screen K-3 students for reading difficulties and provide struggling readers with extra support. The law was updated in 2021, with changes including requirements that educator preparation programs (EPPs) include coursework grounded in the science of reading and pre-K-5 teachers complete training grounded in the science of reading. In June 2024, the last cohort from a total of more than 44,000 North Carolina teachers finished the two-year Language Essentials for Teachers of Reading and Spelling (LETRS®) science of reading training program. While it will take more time to see the full impact of improved educator knowledge on third grade reading achievement, North Carolina is already noting improvements to its students’ performance on the statewide early literacy assessment students take three times each year.

Changes seeking to improve reading achievement in South Carolina began in 2014 with the Read to Succeed Act (Act 284). Much like in North Carolina, the early Read to Succeed law directed districts to assess students for reading difficulties and address areas of struggle. It also directed the state to strengthen pre-service and in-service teacher training for teaching reading. This was followed in 2018 by Act 213, which required districts to begin implementing multi-tiered systems of support (MTSS) and screening students for reading difficulties, including dyslexia. In 2024 Act 114 amended the Read to Succeed Act to align it with the science of reading. The new Act requires the state to approve up to five universal reading screeners for districts to screen K-5 students and strengthens requirements for intervention. It also requires that early childhood, elementary, and special education teacher candidates seeking certification pass “a rigorous test of scientifically based reading instruction and intervention and data-based decision making principles.” The state recently appropriated funding to provide LETRS® training to all K-3 teachers, and the last cohort of trainees began the two-year course in August 2024.

Georgia’s policy journey toward higher reading achievement began in 2019 with the passage of S.B. 48, the state’s dyslexia legislation, which established a pilot program for dyslexia screening and intervention and required that all K-3 students be screened for characteristics of dyslexia beginning in August 2024. Over the course of the three-year pilot program it became clear that dyslexia screening was part of a larger need to improve reading instruction and intervention. The Georgia Early Literacy Act (H.B. 538) was passed into law in 2023. Its requirements include universal reading screening for all K-3 students using an approved screening tool (which 2024’s S.B. 464 reduced to a maximum of five options, one of which the state must provide at no cost) and intervention for students identified as having “a significant reading deficiency.” The Georgia Early Literacy Act also included requirements for reading curricula, a strengthened teacher licensure exam, and teacher training for teaching reading.

Now, at the start of the 2024-25 school year, all three states have robust efforts in place intended to improve early reading achievement. Their requirements are similar and feature screening for reading problems, intervention plans, approved reading curricula, teacher training and certification, and changes to course content for preservice teachers. Screening students for reading difficulties, including dyslexia, is important for identifying those who need extra support. But improving the foundational reading instruction students receive is the first and most important part of ensuring that children are able to develop strong reading skills. The states have laid out the requirements to make that happen.

Now it is up to educators to take hold of the opportunity to fill their teaching toolboxes with evidence- based tools and help more students than ever before learn to read proficiently. And it is up to educator preparation programs to take the task of training educators to teach reading well off the shoulders of districts by ensuring that teachers enter the classroom equipped with the knowledge and skills they need. Change is hard. But the children in our schools deserve the literacy skills needed to be prepared for college, careers, and successful lives.

References
Durrance, S., McColskey, W., & Williams, M., (2023). Georgia Dyslexia Pilot Program Implementation Analysis: 2022–2023: Year 3 of Implementation. Greensboro, NC: SERVE at UNC Greensboro.
https://region6cc.uncg.edu/wp-content/uploads/2023/11/GA-Implementation-Analysis-Brief-
2022-23_23_RC6_0020.pdf

Hanford, E. (2020, August 6). What the words say. American Public Media.
https://www.apmreports.org/episode/2020/08/06/what-the-words-say

Hanford, E. (2019, August 22). At a loss for words. American Public Media.
https://www.apmreports.org/episode/2019/08/22/whats-wrong-how-schools-teach-reading

Hanford, E. (2018, September 10). Hard words. American Public Media.
https://www.apmreports.org/episode/2018/09/10/hard-words-why-american-kids-arent-being-
taught-to-read

North Carolina Department of Public Instruction. (2024, August 1). Once again, NC’s K-3 students outperform national average on reading skills assessment. [Press Release].
https://www.dpi.nc.gov/news/press-releases/2024/08/01/once-again-ncs-k-3-students-
outperform-national-average-reading-skills-assessment

North Carolina Department of Public Instruction. (2024, June 4). Over 44,000 elementary educators
master science of reading professional development. [Press Release].
https://www.dpi.nc.gov/news/press-releases/2024/06/04/over-44000-elementary-educators-
master-science-reading-professional-development

Schwartz, S. (2022, July 20). Which states have passed ‘science of reading’ laws? What’s in them?
Education Week. Retrieved August 26, 2024 from https://www.edweek.org/teaching-
learning/which-states-have-passed-science-of-reading-laws-whats-in-them/2022/07

Post by: Samantha Durrance

Educators Connect and Learn at the Inaugural “Belonging & Wellbeing in Education: North Carolina Showcase”

09/10/2024
Curtis Burgins
News

Inspired by listening to educators from across the State of North Carolina talk about the importance of connection and belonging in their work led Dr. Beth Rice, Specialist for State Projects, Region 6 Comprehensive Center (RC6) at SERVE, to think about the what if’s. What if the RC6 could convene a centrally located event to foster connection and learning opportunities for educators? What if the event could help inspire and empower educators to look at their own wellbeing to better help students?

Rice got busy and brought her ideas to her colleagues and the leadership team at SERVE. The group collaborated and began planning a day-long event designed just for educators. Rice, along with Megan Orleans, Project Specialist, RC6, led the planning team, which included Anne Nixon, IABS Regional Strategic Support Consultant for the North Carolina Department of Public Instruction, and team leaders from RC6.

“This showcase event came about when we realized during our district showcase events [held throughout NC] that the work of creating belonging and wellbeing needed to be expanded. Being connected to other educators would enable us to expand capacity and share how we can implement this important work,” said Rice.

*Dr. Maria Pitre-Martin, Megan Orleans, Dr. Beth Rice, Anne Nixon*

The planning team’s efforts culminated in the “Belonging & Wellbeing in Education: North Carolina Showcase” (BWB), which convened on Monday, July 22, 2024, at the GTCC Conference Center in the Piedmont Triad. The in-person event featured a full day offering 12 workshops and related breakout sessions led by North Carolina-based school administrators, educators, and community partners, a keynote speaker, and 14 vendors—who specialize in MTSS and SEL tools for educators. With nearly 200 education professionals in attendance, the BWB Showcase was filled with vibrant conversations and meeting folks from different parts of the state. Several vendors provided prizes to participants and winners were selected through random drawings. Click link for complete information.

As one attendee noted, “Great information from all made me extremely happy to see how much work is being dedicated to adult SEL. I have already shared information with our admin team to review for planning.”

The day kicked off with opening remarks and a warm welcome from Dr. Maria Pitre-Martin, Executive Director, SERVE at UNC Greensboro.

*Dr. Maria Pitre-Martin welcomed attendees to a day of learning.*

“We all know that promoting safe and supportive environments in our schools and communities makes us all better. Wellness in schools is an approach that recognizes the many factors and non-academic barriers that can impact a student’s academic performance, and it is defined as the state of being well, especially as an actively sought out goal,” said Pitre-Martin.

Rice and Nixon introduced the sessions and presenters, and then turned to Dr. Nick Yoder, Associate Vice President of Whole Human Education & Research for the Harmony Academy at National University, who provided the keynote address remotely. Yoder’s inspiring message exemplified his commitment to equitable whole child development, underpinned by a strong foundation using research and data to improve educational outcomes.

*Beth Rice and Anne Nixon introduce keynote speaker Dr. Nick Yoder.*

“Educator wellbeing can be defined as an educator’s reactions (positive and negative), functioning and evaluations in response to the conditions in which they work,” noted Yoder in his presentation.

Sponsored by RC6 at SERVE, presenters shared practical strategies and real-world examples for enhancing student academic outcomes by prioritizing educator wellbeing and positive school culture. Sessions enabled both presenters and attendees to experience the magic of wellbeing and belonging. Showcase sessions offered dynamic and engaging presentations. Participants chose which sessions to attend based on their interests.

“The big thing is that people are building connections and coming out of sessions feeling empowered. It is so encouraging to see the perseverance, the dedication, and the work of the people who are presenting. The attendees are here seeking more ideas and connections with other people in the field and connecting with their colleagues across the state. They want to be able to walk away with tools and resources to implement in their districts and charter schools,” said Nixon.

The format of the BWB Showcase utilized the SEL 3-Signature Practices system from Casel. The signature practices include an inclusive welcome, engaging strategies, and an intentional close. A popular strategy utilized was having participants share three key ideas that stood out during the presentations, two things they would like to explore further, and one question they still have or a point to ponder.

“The opportunity to go back for 3.2.1. was innovative. First time I’ve experienced that at a conference,” noted one attendee, and another remarked, “I really liked how the 3-2-1 activity set up for an active, relevant discussion in the afternoon.”

Many of the showcase sessions delved into practical strategies to nurture the wellbeing of educators and students. A popular activity for participants was learning a five-finger breathing technique that can be used to develop calmness and promote wellbeing by tracing one’s hand and focusing the breath.

Dr. Desiree Murray and Dr. Beverly Rudolph led participants in a simple five-finger breath exercise designed to develop mindfulness and achieve a calm natural breath rhythm. — *Dr. Desiree Murray* *and* *Dr. Beverly Rudolph* *led participants in a simple five-finger breath exercise designed to develop mindfulness* and achieve a calm natural breath rhythm.

As one educator noted, “I will use the knowledge to combat some of the seasonal ups and downs,” while another participant mentioned the possibility of using this mindfulness technique to assist students with wellbeing.

*Breakout sessions were held in the afternoon and gave attendees an opportunity to discuss workshop topics and integrate findings.*

Rice and Orleans led an interactive and intentional closing activity in which attendees entered their individual takeaways for the day into Padlet, allowing participants to view shared reflections.

“I loved the presentation/breakouts format, followed by discussion to dig deeper. I plan to share the knowledge gained with my team,” one attendee commented, while another noted that “The format was nice and provided time to process. I am recharged to keep the fight going for what is best for the kids.”

*Attendees used technology via Padlet to enter their comments on screen in an engaging closing activity.*

“We were struck by the feeling of hope expressed by educators as they left the showcase. We heard people express that they were returning to their work in the education field with a new sense of commitment. Doing the work of belonging and wellbeing leads to a collective resilience for educators,” Rice said in conclusion of the day.

Visit our shared photo album on Google Photos.

Visit the Belonging & Wellbeing in Education: North Carolina Showcase agenda, to find links to the session presentations.

Post and Photos by: Judi Rossabi

Building Excitement in K-5 STEM Education – A Conference Success!

05/18/2024
Beth Thrift
News

decorative — Dr. Maria Pitre-Martin and Steve Johnson

The Building Engineers in K–5 Classrooms 2024 Conference (BE Conference) welcomed over 350 educators from North Carolina, including representatives from 48 counties. The Conference was held on Friday, April 26, 2024, at the McKimmon Center on the campus of NC State University. Dr. Maria Pitre-Martin, Executive Director of SERVE at UNC-Greensboro, welcomed the group and recognized conference organizers and educators for their commitment and dedication to STEM education.

The guiding focus of the RC6 Building Engineers program is to guarantee ALL students in North Carolina access to high-quality STEM practices and career pathways. The program provides ongoing support to LEA cohorts, resources and materials, and statewide support through the Annual Conference and the STEM Teacher Collaborative. Steve Johnson, the Regional Comprehensive Center 6 (RC6) STEM Specialist for SERVE at UNC Greensboro has led the conference through his work with RC6 for the past three years.

Dr. Charles Aiken, Section Chief of Mathematics, Science, & STEM for the N.C. Department of Public Instruction (NCDPI), provided remarks about the importance of viewing STEM education beyond the four walls of the classroom. Audience members were fascinated by the example he shared of Eric Whitacre’s Virtual Choir 4: Fly to Paradise, which used 8,409 videos, and 5,905 singers from 101 countries to create a digital experience that showcased digital technology and various math, science, and engineering tools to create a seamless experience. He also provided information about how the NCDPI supports the work of STEM through robotics grants, digital teaching learning grants, a STEM Teacher Collaborative, and STEM Schools of Distinction.

“Building Empathetic Engineers to Save our World” was the topic of the morning keynote speech given by Dr. Laura Bottomley, Director, Engineering Education at NC State University. Dr. Bottomley noted in her talk, “Every challenge in the classroom is an opportunity for growth – both for our students and for ourselves. We need to prepare them to solve the challenges that we’ve never experienced before. We need to teach them to be socially responsible, to be optimistic. Let’s not train the wonder out of our students. Let’s let them be excited.”

The K5 Engineers Conference would not be complete without our elementary school students! This year’s conference featured a Student Showcase, where attendees had the opportunity to observe students doing inspiring STEM work. The showcase featured projects that students were working on in classrooms across the state. As one attendee noted, “the children were engrossed in their activities, and it was exciting to see the inspiration and joy of learning that they exhibited.”

The lunch keynote featured Rolanda Baldwin, Vice President of Mathematics at UnboundEd. Ms. Baldwin’s presentation focused on the important topic of diversity and inclusion in STEM education. Her presentation was titled “Eliminating the Black Unicorn”, and she shared her personal journey in STEM education, as well spoke about the importance of “reimagining what it means to experience STEM success.”

From “Books + Bots: What’s the Buzz?!” to the “Sky’s the Limit: Elevate your Curriculum with Drones!”, the conference offered five learning sessions throughout the day for attendees on 32 different topics and featured more than 50 presenters who represented the best STEM K-5 educators across North Carolina.

The conference was made possible through a partnership between the NCDPI and SERVE, as well as the following exhibiting partners: Center for Inquiry-Based Learning, Robo Wunderkind, Code.org, hand2mind, Lakeshore Learning, Burroughs Welcome Fund Drone Legends, UnboundEd, and Sphero.

The statewide Building Engineers initiative represents a partnership between the North Carolina Department of Public Instruction and SERVE‘s Region 6 Comprehensive Center. Learn more about Building Engineers in the K-5 Classroom program.

Post by: Judi Rossabi, SERVE Communications Specialist

Photos: by SERVE staff

Building a Community of Practitioners

05/01/2024
Beth Thrift
News

Improving Experiences for Preschool to Third Grade Children and All Who Support Their Education and Development

Dr. Sharon Ritchie, Carla Garrett, and Dr. Eva Phillips

SERVE’s Preschool–3^rd Grade Distinguished Leadership Institute (DLI) Meeting convened on April 12, 2024, in Chapel Hill. Carla Garrett, Program Specialist for the Comprehensive Center Network’s Region 6 (RC6) at SERVE, was joined by Dr. Sharon Ritchie, Senior Research Scientist (ret.), Frank Porter Graham Child Development Institute, and Dr. Eva Phillips, early learning consultant, as presenters for the day-long institute. Members of the Preschool–3^rd Grade DLI Cohorts I, II, and III were in attendance, plus guests interested in being a part of Cohort IV.

Children Come First — Building Relationships is #1

Garrett noted during her presentation that the work being done at SERVE is framed around the white paper, Children Come First: Ensuring School Policies, Practices, and Strategies Lead to Positive 3rd Grade Outcomes.” She said, “all of our professional development comes out of that paper, including ensuring equitable access to high quality learning, making the connections in terms of alignment, and most of all, a focus on the child and content pieces. We are here to build relationships first of all, and to help you continue to grow your community of practice.”

Two key topics covered in the institute were universal needs and parallel process. Dr. Ritchie spoke about “relatedness and how people who feel related to those around them are able to function as productive members of a community.” Ritchie added, “People who feel related are better able to interact effectively with others, and to give and accept responsibility, cooperate, have compassion, and show respect.”

As noted in the white paper, Children Come First: Ensuring School Policies, Practices, and Strategies Lead to Positive 3rd Grade Outcomes, “a parallel process is one in which the conditions considered desirable for one group are the very same as those established for others.”

During her presentation, Dr. Phillips spoke about the importance of building relationships. “We are thrilled to be working on this project with all of you. It’s my life’s passion to share with educators this important information and we hope that you get both guidance and ideas,” says Phillips.

One segment of the meeting addressed brain research and featured information on toxic stress, memory, self-regulation, and executive function. As Dr. Phillips noted during her presentation, “All of our children are experiencing more toxic stress than ever before. The pandemic bumped toxic stress up to the next level. It has a powerful, unfortunate effect on children in that it can derail healthy development. Play reduces toxic stress and joy is the opposite of toxic stress.”

Nearly 50 early childhood educators from across North Carolina gathered at SERVE’s Preschool–3rd Grade Distinguished Leadership Institute Meeting in Chapel Hill on April 12th.

What Cohort Participants Have to Say

Tracy Cole who has been in the Preschool–3^rd Grade Distinguished Leadership Institute since the beginning as part of Cohort I, is Principal of East Carolina University’s Community School in Greenville.

“We are one of nine laboratory schools in the UNC system. This has been an amazing journey participating in the cohort from the very beginning. The support and one-on-one time to listen has been invaluable,” says Cole.

Sam Mehrlich is a member of Cohort II. She is a 24-year veteran kindergarten teacher at Catawba Springs Elementary in Lincoln County. Sam says, “It is a positive and enlightening opportunity for me to be with educators in North Carolina that are passionate about working with young children. The importance of building the transition between the PreK world and early learning. We spend so much time in our own bubble that it’s important to see people from across the state and I feel like I have an opportunity to do something with the things I’m hearing and learning. I enjoyed the interactions from being a part of the cohort. It’s nice to know that there are people advocating for early childhood.”

Ro Lewis, Coordinator of Professional Development and Outreach for NC Infant and Early Childhood Mental Health Association says, “The facilitators of SERVE’s Distinguished Leaders Institute act as conductors for the various organizations and stakeholders working with children birth through third grade so that all the entities in all the counties can work together like a symphony to make the beautiful music needed to sing our next generations into the future. It’s empowering to be in a community of people working for the same goal and it keeps your hope afloat!”

Making and Keeping Connections

“One part that we love about this project is making and keeping connections,” says Garrett, who spoke about the importance of the development of the prefrontal cortex in executive function and self-regulation and how it ties into the ability to manage one’s emotions and behavior. “Children cannot learn to self-regulate when regulated by adults,” she added.

SERVE’s Preschool–3^rd Grade Distinguished Leadership Institute is offered through the Region 6 Comprehensive Center (RC6) at SERVE at UNC Greensboro. Learn more about RC6 here.

Garrett, C., Ritchie, S., Phillips, E.C. (2021). Children Come First: Ensuring School Policies, Practices, and Strategies Lead to Positive 3rd Grade Outcomes. Greensboro, NC: SERVE Center at UNC Greensboro.

In addition to the white paper, read 10 briefs in the Children Come First series found on the RC6 Resources page under the Early Childhood tab.

Post and photos by: Judi Rossabi, SERVE Communications Specialist

Region 6 Comprehensive Center at Meeting the Moment

04/15/2024
Curtis Burgins
News

At a recent convening of the Comprehensive Center Network (CCNetwork), the Region 6 Comprehensive Center (RC6) joined State Educational Agency (SEA) teams, technical assistance providers, staff from the U.S. Department of Education’s Office of Elementary and Secondary Education, as well as other partners from across the nation, in a gathering designed to explore innovative strategies used by state leaders. Representatives from all 19 Regional Comprehensive Centers attended.

George Hancock, Co-Director, RC6, was on hand for the two-day convening, which was held in Washington, D.C. He shared his take-aways, as well as a bit of the history of the RC6, which is housed at SERVE. The RC6 provides technical assistance to SEAs in North Carolina, South Carolina, and Georgia to help them address key issues, such as supporting low-performing schools, increasing equitable access to quality educators, and documenting state-level policy implementation with the intent to build capacity at multiple levels across states.

“The best part of the Meeting the Moment convening was the opportunity to have two solid days at the table listening to people who are in the trenches. There was synergy on both sides, which helps to reinvigorate our desire to do the work with passion, duty, and obligation,” says Hancock.

Dr. Maria Pitre-Martin, Executive Director, SERVE at UNC Greensboro noted, “Seeing what other states have been doing was exciting and it was a great learning experience in working with other states. We had the opportunity to hear from a lot of different Comprehensive Centers.”

Collaboration is Key

According to Hancock, one thing was clear at the convening—”the RC6 team has done a masterful job in collaborating. This is part of the process that listens first for the need and then works collaboratively to respond to the need, rather than just offering a fix. The important question is how can we get to the decision makers to simplify the process?”

“The willingness to work together to move ahead was showcased in the work. It was great to get to see everybody and hear about the terrific work going on throughout the regions. You want to make sure you aren’t missing anything!” says Hancock, whose lens includes time spent as a teacher, a principal, and ten years working for the North Carolina Department of Public Instruction (NCDPI).

“We have a high number of people on staff who had the experience and the knowledge working with schools and districts; and a reputation for doing a lot of work in historically underserved populations,” he added.

The RC6 Team at Meeting the Moment

The work of the RC6 currently encompasses 13 projects across the three states, including support for school improvement programming, Reading initiatives, career accelerator program, Multi-Tiered Systems of Support (MTSS) implementation, Family Engagement, STEM, Early Childhood, Whole Child, and Alternative Learning Programs.

Members of the SERVE and RC6 Team attended the convening to connect with education leaders, lift best practices, and inspire continuous improvement. Representatives from the RC6 and regional states met to share information about two projects.

Presentation team from left to right: Samantha Durrance, RC6, Program Specialist, RC6; Jeannie Morris, GaDOE, Assistant Director, Georgia Tiered System of Supports; Rebecca Wright, GaDOE, Program Specialist, Georgia Tiered System of Supports; Karen Suddeth, GaDOE, Program Manager, State Personnel Development Grant; Jade Tornatore, NCDPI, IABS Regional Consultant; Holly Williamson, NCDPI, IABS Regional Consultant; Abbey Duggins, SCDE, Director, Office of Early Learning and Literacy; Sarah Schumacher Gams, SCDE, Student Learning and Development Program Manager; and Beth Rice, RC6, Specialist for State Projects.

Samantha Durrance and Dr. Beth Rice, along with SEA staff from North Carolina, South Carolina, and Georgia, shared highlights from the RC6 MTSS Three-State Collaborative project. The Collaborative addresses the high leverage problem of how schools can best identify students experiencing academic, behavioral, social-emotional, attendance, and other challenges and provide them with evidence-based supports via multi-tiered systems of support. The project engages SEA leaders in a community of practice with the goal of providing space and opportunity to share common strengths and areas for growth in their support of MTSS for districts and schools.

A presentation and panel discussion titled, “Leveraging a Cross-State Collaborative to Examine and Support MTSS Implementation in Secondary Schools” included an overview of the Multi-Tiered System of Supports (MTSS) three-state collaborative project, observations from six high school MTSS stories; including ration to better understand the unique challenges faced by secondary schools implementing MTSS and support schools and districts in overcoming those challenges.

decorative - Early Childhood presentation slide — Presentation team from left to right: Melissa Eddy, NCDPI, Assistant Program Director, Office of Federal Programs; Carla Garret, RC6, Early Childhood Specialist; and Nicole Pait, Richmond County Schools, NC, Pre-K-5 EKA Director.

Carla Garrett, RC6 Early Childhood Specialist, presented along with Melissa Eddy, NCDPI, and Nicole Pait, Richmond County Schools “Equitable Access to High Quality Learning Environments: A Focus on Infant-3^rd Grade in NC”.

The presentation’s overall focus was on how to improve equitable access to high quality learning environments for young learners through knowledge and access to resources.

Visit the RC6 website to learn more: http://region6cc.uncg.edu.

Story by: Judi Rossabi, Communications Specialist, SERVE
Photos by: SERVE staff

Meeting the Moment for Early Learners

Carla Garrett is passionate about early childhood education. She shared her enthusiasm at a recent gathering hosted by the Comprehensive Center Network led by the National Comprehensive Center. The convening, titled “Meeting the Moment: How State Leaders are Using Innovation for Impact” was held in Washington, D.C. on March 5th-6th.

Garrett, who is the Early Childhood Program Specialist for the Region 6 Comprehensive Center (RC6), was joined by team members Melissa Eddy, Assistant Director, Federal Programs at the North Carolina Department of Public Instruction (NCDPI), and Nicole Pait, Pre-K-5 ELA Director, Richmond County Schools, in a presentation titled “Equitable Access to High Quality Early Learning Environments: A Focus on Preschool-3^rd Grade in NC.”

decorative - image of 3 educators — The presentation team from left to right: Melissa Eddy, Carla Garret, and Nicole Pait

Building a Community of Practitioners

Garrett spoke about a high leverage problem that the RC6 is addressing – improving equitable early school experiences in North Carolina. The RC6 is addressing this problem by providing professional development for elementary and early learning leaders, including teachers, as well as mentoring using evidence-based practices. Audience members were fascinated to learn more about the engagement in the Preschool-3^rd Grade Distinguished Leadership Institute. The program is a 10-month (approximately 100 hours) blended learning opportunity developed by Garrett and team members Dr. Sharon Ritchie and Dr. Eva Phillips, in which participants engage with peers, national experts, and content to grow together to strengthen the preschool-3rd grade continuum. The foundation for the syllabus is an RC6-developed white paper, “Children Come First: Ensuring School Policies, Practices, and Strategies Lead to Positive 3rd Grade Outcomes.” Participants receive a Preschool – 3^rd Grade Distinguished Leadership Institute certificate upon meeting requirements of completion. This Leadership Institute helps build a community of practitioners to improve experiences for preschool-3rd grade children and those who are supporting their education and development.

decorative - group of teachers holding words — Members of Cohort 2 share Six Word Stories

“Each year, the Preschool-3^rd Grade Distinguished Leadership Institute has grown. Cohort participants reach out to partners within their LEAs, organizations, and/or community to raise awareness and recruit new members, building a community of practitioners from across the state. One key element includes recognizing participants for their achievement upon completion, and we accomplish this by awarding Preschool – 3^rd Grade Distinguished Leadership Institute certificates,” Garrett said.

Meeting the Learning Needs of Young Children

A portion of the presentation focused on recommendations for using best practices in early learning. The best practices included ensuring alignment of policies, curriculum, instruction, and assessment practices throughout the preschool-3^rd grade years, and using research to guide practice and advocate for young children. The panelists shared the importance of ensuring that equity is central when collaborating with early learning partners to plan and implement ongoing professional development.

The panel took time to share desired outcomes for policymakers and early childhood education leaders; including increased awareness regarding early learning opportunities utilizing ESSA/ESSER funding; increasing the number of early childhood programs and early grades with high quality learning environments that can better support young learners and close achievement and opportunity gaps.

Melissa Eddy, Assistant Director of Federal Programs for the NCDPI, shared how the SEA supports the project from multiple departments, including the Office of Federal Programs and the Office of Early Learning. The panelists emphasized the importance of supporting and promoting the use of ESSA/ESSER dollars for early childhood programs.

Garrett also shared her newest publication “Capturing the Opportunity: How ESSA Can Elevate Our Youngest Learners.” The white paper was co-authored by Garrett, along with Danielle Ewen, a Principal with Sixth Street Associates.

Building Bridges

Panelist Nicole Pait, Pre-K-5 ELA Director, Richmond County Schools, shared some examples of working with ESSA funds to provide much-needed financial support to help build capacity in Richmond County. Pait participated in the P-3 Leadership Certificate Program through the University of Colorado Denver as a member of the first North Carolina Cohort, which was support by the RC6, and remains involved. She spoke about the success of monthly Pre-K Professional Learning Communities and shared information on RC6 early childhood resources to help elementary principals and central office administrators better understand early childhood education.

decorative - title slide — RC6 presentation

“Meeting the Moment was such an awesome opportunity to share our work. It’s about helping build connections. I’m super excited to be able to do what I’m passionate about,” Garrett said. “In North Carolina we have a statewide interest in, and a demand for long-term professional development that involves early learning leaders who are diverse in ethnicity, backgrounds, and roles, and who are focused on promoting and strengthening the preschool-3^rd grade continuum,” she added.

Building Relationships

According to Garrett, “It’s really about the relationships,” and her ability to communicate and build relationships is evident by her outstanding accomplishments in the field of Early Childhood Education.

How to improve equitable access to high quality learning environments through knowledge and access to resources was a key focus of the presentation. The group shared information on how to structure supports in their efforts and guidance on how to develop strategies at the state and local levels to reduce inequities.

Garrett and her colleagues asked audience members to consider ‘who are your partners in education and consider who could be your partners in thinking about how to support the preschool–3^rd grade continuum. Also, think about who is missing?’

When asked if she could sum up her overall thoughts on early learning, Garrett responded, “My focus on relationships and passion for appropriate practice contribute to my mission of providing the best possible experiences for young children and their families. The RC6 Early Childhood project allows me to do just that. I am thankful for the incredible leadership at SERVE who support this work.”

The Region 6 Comprehensive Center (RC6) table at the Meeting the Moment convening

Story by Judi Rossabi, Communications Specialist, SERVE
Photos provided by: Carla Garrett, Early Childhood Program Specialist, Region 6 Comprehensive Center (RC6) at SERVE

Networking, Collaborating, Analyzing Challenges, and Sharing Effective Practices

03/22/2024
Beth Thrift
News

The 2024 Innovative Partnership Grant (IPG) Spring Convening was held on February 27th & 28th at the Rowan-Salisbury Schools district office. More than 80 participants gathered to network, collaborate, analyze challenges, and share effective practices. The group in attendance included Principals and School Coaches from 13 Cohort II and 15 Cohort III IPG schools across the state, their District Liaisons, and external partners, as well as representatives from NCDPI.

Tenisea Madry, Statewide Program Administrator, Office of Federal Programs, North Carolina Department of Public Instruction (NCDPI), led the two-day event with a myriad of interesting activities that kept attendees engaged. Madry was joined by Tim Dryman, Consolidated West Section Chief, NCDPI.

First day goals were to:

Provide time and space for the IPG Community of Practice to meet face-to-face to share and solve problems together.
Engage members in networking and dialogue with one another.
Cultivate intentional bonds and bridges among members of the community that extend the reach of the community.
Support members in collaboration and collective advocacy.

decorative - two adults talking — Tenisea Madry and Tim Dryman, NCDPI.

The NCDPI established a competition to award Innovative Partnership Grants (IPG) to Comprehensive School Improvement (CSI) schools in the Spring of 2020, 2021, and 2023. This grant provides additional fiscal resources, technical supports, and site visits to help schools improve student achievement and, ultimately, to assist these schools with exiting the federal identification/status of CSI.

decorative - adults working in groups — Teams work together on problem-solving.

CSI schools participating in the IPG program are offered coaching and feedback to ensure continuous improvement. The Region 6 Comprehensive Center at SERVE, provides technical assistance to the North Carolina IPG team for planning and implementing support to the IPG-funded CSI schools, as well as provides supports to the IPG School Coaches, Principals, and District Liaisons community through ongoing virtual and face-to-face facilitated events and relevant resources.

Five key pillars of the IPG program include:

Having a 12-month IPG School Coach at the school to assist leadership with the implementation of evidence-based school improvement strategies;
Identifying an external partner who collaborates with the school to provide expertise to assist in fully and effectively implementing evidence-based school improvement strategies;
Having a principal who is committed to the CSI school throughout the duration of the full implementation phase of the grant;
Utilizing NCStar for school improvement planning; and
Setting goals tracking goal for student achievement in reading/language arts, mathematics, and science.

One example of fostering networking and sharing of effective practices is when five schools from Cohort II shared some of their most successful practices in an “Around the World” activity. The five Cohort II teams invited to share, each took a portion of the room, while other attendees from Cohort II and Cohort III rotated around in intervals. Presenting schools included: Career Readiness Academy @Mosley, Fairview Elementary, Renaissance West STEAM Academy, Selma Middle School, and Vance County Middle School.

decorative - adults smiling — Charles Broadfoot and Sonia Martin

Charles Broadfoot, Principal, at the Career Readiness Academy at Mosley PLC, spoke about how their #1 goal has been to improve climate and culture at Mosely by integrating SEL practices into every classroom. He felt their efforts were successful – when the school was recently faced with closure, it was the students who fought for it to remain open. With just over 60 students, the Career Readiness Academy has the smallest enrollment in the state.

Principal Dwight Thompson, Renaissance West STEAM Academy, revealed that one of the first action steps he took after becoming principal in 2017 was to remove all in-school suspension. Thompson, whose school has over 800 students, was recently named Charlotte-Mecklenburg’s Principal of the Year in 2023. He uses community and corporate partnerships to implement a strong vision of success for students. The academy is a neighborhood school with a focus on academic achievement, youth programs, health and family services, and community engagement.

Teams also engaged in activities that allowed them to share some of the challenges they faced in their schools working in role-alike groups to present a Problem of Practice to their colleagues, who actively listened, engaged in inquiry, and brainstormed to provide possible solutions that could be implemented to help mitigate or solve the challenge at the school. Believing that the “wisdom is in the room” the Program Administrator provides a safe space for role-alike groups to openly discuss challenges with their peers, who may be facing similar challenges or has faced and found solutions.

At the end of Day One, all 13 teams from IPG Cohort II were celebrated for their positive results with a plaque to take back to their respective schools.

“We recognize outstanding dedication and successful three-year commitment to the Innovation Partnership Grant Cohort II Schools. Your unwavering commitment to innovation and excellence has significantly contributed to the advancement of learning,” Madry said.

Since Cohort III is in their first year of implementation, Day Two was designed to provide grantees with the opportunity to reflect on program implementation thus far and refine ideas for moving forward. The session also included a section on how to develop stakeholder engagement, performance monitoring of partnering organization, data tracking and reporting, and fiscal accountability. Participants had the opportunity to debrief through reflection, refinement, and learning from each other.

NCDPI Team are pictured left to right:
Pauletta Thompson, Tenisea Madry, Tim Dryman, Shauna Andrews, and
Toya Kimbrough.

“I have always been a proponent of school improvement, and I strongly believe that IPG provides that equity to put everyone on an equal playing field. The convening provided an opportunity for IPG schools across the state to network, collaborate, and share successes and challenges to make each of their schools better through support of IPG.”

Tim Dryman, NCDPI

Story and Photo: Judi Rossabi, Communications Specialist, SERVE

Priscilla Maynor on American Indian Education
in North Carolina

05/25/2023
Beth Thrift
News

Dr. Priscilla Maynor describes herself as a lifelong educator, starting her career as a special education teacher in Robeson County, NC. From there, Priscilla’s professional career spans working as a school administrator, district administrator, Senior Advisor to the State Superintendent, and Executive Director for The NC Department of Public Instruction (NCDPI). In 2011 Priscilla’s career led to an executive leadership role in national consulting in the areas of leadership development and technology. In this role, she worked on a portfolio of education innovation projects supporting grantees of the Bill & Melinda Gates Foundation.

Her vast skills in K-12 Education brought Priscilla to SERVE, where she is currently the Interim Director of the Region 6 Comprehensive Center (RC6). As the Interim Director, Priscilla is the key contact person for state education agencies (SEAs) in Georgia, South Carolina, and North Carolina, providing capacity-building services addressing high-leverage challenges identified by the U.S. Department of Education.

As an American Indian and a member of the Lumbee Tribe, one of the eight tribes located in North Carolina, Priscilla believes both her personal and professional experiences afforded her the opportunity to better understand the different perspectives around education and the variation of needs across the state in schools serving Native students.

While serving at NCDPI as the State Liaison for the State Advisory Council on American Indian Education (SACIE) Priscilla reached a turning point in her career, “I had the opportunity to travel across the state and spent a lot of time getting to know the tribal communities, the children, the families, and the community much broader.”

“Through serving with the State Advisory Council on American Indian Education, it put me in a place of influence to educate others about tribal communities, to bridge and connect understanding across differences to better inform policy.”

In North Carolina, there are eight tribes, one federally recognized, and seven that are state recognized. You may not know it, but North Carolina has the sixth-largest population of American Indians in the U.S. In North Carolina, the last census in 2020, there were slightly over 120,000 American Indians in our population. There are also four urban centers that support American Indian families in the urban areas: Wake, Guilford, Cumberland, and Mecklenburg, counties of our state.
NCDPI reported for the 2020-2021 academic year, there were 15,953 students who were enrolled in public schools in North Carolina who identified as American Indian or Alaska Native; of those students, just under 13,000 students are served in 19 school districts that received Federal Indian Education dollars through the Title VI Indian Education Act. Those funds flow directly to school districts to support the unique culture, academic needs of American Indian students.

A recent process that has helped with collaborative discussions on American Indian Education is the Circles of Reflection, a pilot initiative led by The National Comprehensive Center. It is a three-phase process to engage state education agencies (SEAs), local education agencies (LEAs), tribal education departments (TEDs), or tribal education agencies (TEAs) in discussions about the states’ support for educating Native students. To learn more about the Circles of Reflection, read the Circles of Reflection Impact Story on the Comprehensive Center Network website.

North Carolina was one of four states that participated in the national Circles of Reflection pilot. Priscilla explained the North Carolina priorities that came out of the discussions. “It was a formalized structure of state education leaders, tribal leaders, and tribal community members sitting around the table to talk about the issues, problem solving together, and moving forward with a plan.”

One key priority identified was addressing teachers’ understanding of the culture and language of American Indian students. “The teachers are thirsty for more information about the communities and students they serve.” Priscilla believes discussions on teacher professional development across the state are integral particularly with those counties that have significant populations of American Indian students.

decorative - Dr. Priscilla Maynor — Dr. Priscilla Maynor wears a traditional Honor Blanket given to her during
the 2023 SACIE American Indian Education Summit

The State Advisory Council on Indian Education (SACIE) established by a North Carolina General law in 1987 to create an advisory council to the State Board of Education (SBE) is integral in advising state leaders and educators across North Carolina. This Council prepares an annual report on ways to meet the educational needs of American Indian students. The annual report is a valued resource taking actionable steps to support Native education in the state.

In January 2023, SACIE held an American Indian Education Summit to promote equitable and intentional practices in American Indian Education. Priscilla was among three Honorees at the Summit. She received recognition for her past role as a senior member of the NCDPI Leadership Team supporting Native Education.

As she reflected on the key messages from the Summit, Priscilla emphasized the importance of American Indian Education leadership. “It can help coordinate and bridge the various tribes and all the schools and entities involved in educating Native youth.” She believes American Indian leaders speaking collectively about how to create equitable opportunities help with solutions to challenges American Indian students face related to the high rate of high school dropout, trauma, and academic performance. “Bringing folks together to create and think through solutions is vitally important.”

Priscilla believes in the essence of elevating the voice of community. Throughout her career, she often references a quote, by Wilma Mankiller, the first woman Principal Chief of the Cherokee Nation, “Whoever controls the voice controls the future of our children.” According to Priscilla, our Native children play a crucial role in preserving American Indian culture and traditions. “They are the communities’ primary resource for sustaining our Native ways of knowing, culture, and traditions, and also are the ones who will carry forward and sustain our people’s identity and heritage in future generations.” Priscilla believes in the importance of including the voices of American Indian communities in decisions regarding the education of American Indian students. She added, “Whoever controls the voice controls not only the future of our children but also the future of our communities and Native identity.”

In her role as Interim Director, Priscilla shared her hopes for the future of the RC6 related to supporting American Indian Education. “I hope that Region 6 can play a role in helping the state and the local districts build their capacity to engage with the tribes authentically in those areas where there are identified needs.”

Priscilla would like to work to create solutions for increasing awareness of American Indian culture and native language, through professional development for teachers and collaborating with tribal leaders.

Story and Photo: Sana Silvera-Roy, Communications Specialist, SERVE

Breaking Educational Barriers in P-3
(Pre-K through 3rd Grade) Education

08/31/2022
Beth Thrift
News

2022 has been an exciting year for the Region 6 Comprehensive Center (RC6) and particularly for the Early Childhood project. Carla Garrett, SERVE’s Early Childhood Program Specialist, leads the project, which focuses on providing equitable student access to high quality learning environments. The early childhood project aims to improve educational policies, practices, and strategies by enriching early childhood educators’ best practices that will lead to positive P-3 outcomes.

NC P-3 Leaders with Carla Garrett, SERVE Early Childhood Specialist, on far right

The project’s central focus is to improve equitable school experiences for North Carolina’s youngest learners. Part of this comprehensive project included the RC6 providing support, resources, leadership, and mentoring for the first North Carolina cohort’s participation in the P-3 Leadership Certificate program, created and implemented by Dr. Kristie Kaurez, an associate clinical professor at the University of Colorado Denver.

March marked the graduation of Cohort 1 from the P-3 Leadership Certificate Program. Cohort 1 comprised 13 early childhood leaders from across the State – one leader from the North Carolina Department of Public Instruction (NCDPI), and three expert facilitators.

George Hancock, the Executive Director of the SERVE Center and the Co-Director of the RC6, offered his insights into the work the RC6 is doing to support the continued efforts of North Carolina’s P-3 Leadership Certificate Project.

Having worked at multiple levels in North Carolina education, including instruction, administration, technical assistance, policy development, and inter-organizational collaboration, George began his career as a teacher and principal, and has been a district-level federal programs administrator and state coordinator for School Improvement Grants.

While working in schools, he saw the positive impact that early childhood education can have on a young child. “I was fortunate to work with solid Pre-K teachers and saw what that could do for children in a local community.”

George recalls that at times; however, some policies and programs have created unintentional barriers for early childhood educators, such as lack of training opportunities, resources, and government funding. Concerning is the impact a lack of attention to early childhood education could have on the developmental stages of North Carolina’s youngest learners. “Without the attention, we’re going to be in danger of losing out on an incredible opportunity to change the lives of these young children.”

He credits the work of the RC6 team, particularly those working with the P-3 Leadership Certificate Project, with the opportunity to help break down educational barriers. Initiating “the project was an opportunity to say we know the right things to do for children.” He believes the RC6 team that helped implement the P-3 Leadership Certificate Project knows the work, has the experience, and has done the research to help put those pieces into place to positively impact P-3 education. “What we wanted to do with this early childhood work was to build it from the grassroots level.”

The process was to engage teachers, principals, and district representatives and have their voices play into the work.”
George Hancock

“We’ve developed a white paper of best practices that includes what we know can work for young children.” Children Come First: Ensuring School Policies, Practices, and Strategies Lead to Positive Third Grade Outcomes uses research-based strategies that ensure school policy, practices, equity, and strategy lead to positive third-grade outcomes. The P-3 Leadership Project participants take this knowledge back to their early childhood classroom environments with an intended outcome for educational leaders to apply the knowledge gained in the program back in the classroom. The goal is to help North Carolina’s early childhood educators eliminate achievement gaps associated with equity, literacy, and mathematics.

George agrees that policies coming down from the State that focus on end-of-grade assessments must be in place to improve academic achievement outcomes. “These assessments are no doubt important to track the progress of students.” He added, “While the academic focus is essential, it is equally important to focus on the developmental stages of young children.” Believing positive student outcomes involve a systems approach supporting teachers and school administrators, he noted, “This framework is critical to breaking down some barriers and meeting people where they are.”

Acknowledging that with the onset of the pandemic that it has never been a more challenging situation in the schools and district, he reflected, “I don’t think it’s ever been more difficult to be in a school, a classroom, or a school district for various reasons.” However, he is confident that despite the current challenges faced within schools and districts, people in classrooms, all the way up to the state level, are still working hard for children. He stated, “We must accept those challenges, and when putting policies in place, we must remember that we are dealing with real people.”

George wants to keep the momentum that the RC6 has initiated in breaking educational barriers by expanding the work started in the first year of the North Carolina P-3 Leadership Certificate Project to more educators across the state. He summed up his thoughts on early childhood education, concluding, “We must get this one right, not just with our P-3 leader-ship group, but across the state and country.”

Story: Sana Silvera-Roy, Communications Specialist, SERVE
Photos: Curtis Burgins, Communications Specialist, SERVE

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Building a Community of Practitioners

Improving Experiences for Preschool to Third Grade Children and All Who Support Their Education and Development

Children Come First — Building Relationships is #1

What Cohort Participants Have to Say

Making and Keeping Connections

Region 6 Comprehensive Center at Meeting the Moment

Collaboration is Key

The RC6 Team at Meeting the Moment

Meeting the Moment for Early Learners

Building a Community of Practitioners

Meeting the Learning Needs of Young Children

Building Bridges

Building Relationships

Networking, Collaborating, Analyzing Challenges, and Sharing Effective Practices

First day goals were to:

Five key pillars of the IPG program include:

Tim Dryman, NCDPI

Priscilla Maynor on American Indian Education
in North Carolina

Breaking Educational Barriers in P-3
(Pre-K through 3rd Grade) Education

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