These proceedings provide an overview of the activities and discussion associated with the symposium, including a summary of the major activities and/or discussion points.

Statewide Systems of Support Symposium Summary of Proceedings

Full Proceedings of the Statewide Systems of Support Symposium

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Leading for Learning. States are taking on new roles as they provide support for low-performing schools and districts A supplement to the September 13, 2006, issue of Education Week and focuses on the leadership of state education agencies charged with building local capacity to improve instruction. It highlights strategies by the state education agencies in Michigan, Connecticut, California, and South Carolina and profiles efforts in Kentucky, New Mexico, and Pennsylvania to assist schools and districts.
Leadership Capacities for a Changing Environment: State and District Responses to the NCLB Act of 2001 Dwyer, C. (2005). Providence, RI: The Education Alliance at Brown University. Drawing from five separate research studies, this book outlines the policies, structures, and supports that states and school districts in Massachusetts, New York, Rhode Island, Vermont, and Connecticut are creating and implementing to improve student achievement in low-performing districts and schools. The book also takes a critical look at the demands on educational leaders in a complex, high-expectations environment following the No Child Left Behind Act of 2001.
Reaching Capacity: A Blueprint for the State Role in Improving Low Performing Schools and Districts The purpose of this report is to clarify the state's role (Massachusetts) in helping schools and districts address their needs. This report begins from the premise that Massachusetts has an obligation that it is not meeting. Schools and districts are struggling and need tools, resources, and assistance to raise student achievement.

Leading for Learning. States are taking on new roles as they provide support for low-performing schools and districts

A supplement to the September 13, 2006, issue of Education Week and focuses on the leadership of state education agencies charged with building local capacity to improve instruction. It highlights strategies by the state education agencies in Michigan, Connecticut, California, and South Carolina and profiles efforts in Kentucky, New Mexico, and Pennsylvania to assist schools and districts.

Leadership Capacities for a Changing Environment: State and District Responses to the NCLB Act of 2001

Dwyer, C. (2005). Providence, RI: The Education Alliance at Brown University.

Drawing from five separate research studies, this book outlines the policies, structures, and supports that states and school districts in Massachusetts, New York, Rhode Island, Vermont, and Connecticut are creating and implementing to improve student achievement in low-performing districts and schools. The book also takes a critical look at the demands on educational leaders in a complex, high-expectations environment following the No Child Left Behind Act of 2001.

Reaching Capacity: A Blueprint for the State Role in Improving Low Performing Schools and Districts

The purpose of this report is to clarify the state's role (Massachusetts) in helping schools and districts address their needs. This report begins from the premise that Massachusetts has an obligation that it is not meeting. Schools and districts are struggling and need tools, resources, and assistance to raise student achievement.

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