Stronger States, Stronger Outcomes

Aligning SEA Structure and Resources to Improve Student Outcomes in South Carolina
SC Ambitious student goals require an agency structure that aligns people, priorities, and resources around the outcomes that matter most. South Carolina will share how the Department of Education reorganized its work through a “1-4-1-4” strategic framework connecting a statewide 2030 goal to multiyear objectives, annual alignment priorities, and 90-day actions. Cross-functional teams bring together SEA offices, LEAs, state partners, and industry around foundational skills, career pathways, civics, and community partnerships. The state is also aligning investments to evidence-based strategies, including LETRS and Palmetto Math. Participants will learn how South Carolina is using shared goals, cross-office governance, and strategic resource alignment to strengthen coherence, build accountability, and support implementation across the agency.
Ellen Weaver, Abbey Duggins, Rebecca Gunnlaugsson

From Data to Action: Building a Unified Statewide Attendance Strategy in Rhode Island
Improving attendance at scale requires more than isolated initiatives; it requires aligned systems, timely data, and coordinated support for schools and families. Rhode Island will share how the Department of Education partnered with the Governor’s Office and teams across data, communications, school improvement, student support, accountability, and community engagement to build a unified statewide strategy. Through #AttendanceMattersRI, the state combines real-time attendance leaderboards, monthly heatmaps, professional learning, family engagement, and cross-office governance. Since the height of the pandemic, Rhode Island reports reducing chronic absenteeism by more than 12 percentage points and regaining more than 3.7 million hours of instructional time. Participants will learn practical strategies for aligning SEA teams, strengthening local capacity, and turning attendance data into action.

Strengthening Leader Effectiveness and Teacher Retention in Mississippi
Teacher retention is closely tied to the quality of school leadership and the systems that prepare, develop, and support administrators. Mississippi will share how the Mississippi LEADS initiative is building a leadership development continuum from teacher to superintendent. With support from the Gulf Comprehensive Center, the state has reduced its principal standards from 19 to 9 evidence-based standards, revised the Administrator Growth Rubric guidance and training, aligned leader preparation assessments, and reviewed its principal induction program. The work also brings together higher education, districts, and schools to strengthen coherence across the educator continuum. Participants will learn how Mississippi is using technical assistance and cross-sector partnerships to improve administrator effectiveness, strengthen teaching conditions, and support teacher retention.

From Evidence to Impact: Building a Statewide System for Literacy and Mathematics Improvement in Tennessee
Sustained gains in literacy and mathematics require aligned policy, strong district relationships, and practical support for implementation. Tennessee will share how the Department of Education has consolidated internal structures, organized cross-functional teams, deployed regional consultants, and invested in educator leaders to support evidence-based instruction across diverse local contexts. The state will also highlight implementation resources, monitoring tools, professional learning networks, and its use of federal and state funds to strengthen coherence and scale. Tennessee reports historic gains in state assessment results and progress on national measures. Participants will learn how the state is using lessons from literacy implementation, regional technical assistance, and a developing learning agenda to build SEA capacity and sustain high-quality instruction across districts. 

Using Data and Evidence-Based Supports to Strengthen Literacy Capacity in North Dakota
Data are most useful when state leaders can translate them into clear guidance and practical support for districts and schools. North Dakota will share how the Department of Public Instruction and REL Central are using existing implementation and achievement data to strengthen literacy capacity. The partnership is helping the state analyze Science of Reading and dyslexia implementation, identify areas of strength and need, develop data stories, and create evidence-based tip sheets on instructional time and support for students with dyslexic characteristics. The work also highlights schools performing beyond expectations and opportunities to identify practices that may be scalable. Participants will learn how North Dakota is using federally funded technical assistance to strengthen analytic capacity, improve continuous improvement efforts, and turn compliance data into actionable support. 

Building a Coherent Statewide Numeracy System in Kentucky Through Evidence-Based MTSS
A strong statewide numeracy system requires more than aligned requirements; it requires clear tools, consistent guidance, and coordinated support for implementation. Kentucky will share how it is connecting the Kentucky Numeracy Counts Act, Math Improvement Plans, and KyMTSS within a unified framework. In partnership with the Appalachia Regional Comprehensive Center, the state is developing assessment flowcharts, implementation guides, progress-monitoring resources, readiness tools, and clearer processes for reviewing assessment vendors. The work is also strengthening alignment among policy, practice, and technical assistance while improving the state’s ability to support districts with evidence-based instruction and intervention. Participants will learn how Kentucky is using embedded technical assistance, practical tools, and system redesign to move from fragmented compliance requirements toward greater coherence and instructional capacity. 

Building a Statewide System for Effective Instructional Coaching in Alabama
How can states build an accountability system that strengthens instructional coaching rather than simply evaluating it? The Alabama State Department of Education will share how it developed the Evidence-Based Coaching Accountability System in response to the Alabama Numeracy Act and feedback from more than 600 coaches and 300 administrators. With support from the Gulf Comprehensive Center, Alabama engaged state and district leaders, coaches, principals, and curriculum leaders to create common coaching standards, indicators, and a continuum of practice. Participants will learn how Alabama moved from a content-specific requirement to a broader statewide coaching framework, engaged stakeholders in system design, and used accountability to support growth, consistency, and stronger instructional practice.