Collaborative Regional Education (CORE) i3 Validation Study

The CORE model is a comprehensive, systems-based approach consisting of seven components designed to build school capacity to better prepare students for college and career by enhancing their 21st century skills, such as critical thinking, problem-solving, technology skills, collaboration skills, and creativity. The CORE model integrates technology and active learning modules in schools by providing multi-disciplinary teams of teachers and administrators with professional development and support to improve college and career readiness and noncognitive skills outcomes among grade 10-12 students in primarily high need and rural high schools. Over the course of two school years, all CORE schools participate in seven Key Components: (1) CORE principals engage in professional learning with school teams, (2) School teams participate in online learning communities, (3) Schools receive CORE resources, (4) School teams participate in CORE instructional professional development services, (5) School teams present during CORE professional development workshops, (6) Schools participate in change-management support through CORE partnership resources, and (7) School teams provide students with college readiness advisement and support through use of EdReady™ tool. Building relationships with school administrators was vital to the success of this project. Classroom funding for hardware and classroom support and technology were provided to treatment schools to procure items based on their school plan. In conjunction with the school-level resources provided, principals and CORE team teachers participated in an online professional learning experience. After completing the 2gno.me skills assessment, teachers were granted access to the CORE Learning Management System course catalog in SmarterU. Over 86 SmarterU micro-courses were developed by JSU to be aligned with the International Society of Technology in Education (ISTE) Standards for Education Leaders to promote student engagement through active learning-based teaching and differentiation of instruction. Based on the individual 2gno.me (To Know Me) skills assessment results, learning plans were generated for each team teacher and administrator. Administrators participated in a series of leadership modules and were required to support team teachers in implementation through observations and debriefs upon completion of course modules. Teachers completed a minimum of 11 micro-courses per school year with ongoing support from the JSU CORE instructional staff, school team administrator, and their RUP liaison. Change-management support, via CDI and results reports, was provided to CORE schools to support the shift to new modes of instruction. EdReady™ was used to test students on math and ELA skills, identifying areas for improvement, and bridging the gap for remediation for grade 10-12 students.