Contents

Letter from the Executive Director

About SERVE

Program, Project, and Unit Descriptions

SERVE’s Featured Projects: Improving Teaching and Learning

Assisting Expanded Learning Opportunities Programs:

SERVE’s New National Leadership Area

Improving Instruction in the Mississippi Delta with Strategic Planning for Reform

Senior Project: The Bridge Between High School and the Real World

Providing Migrant Students a Mechanism for Continuity in Learning:

The Anchor School Project’s Electronic Portfolio

Financial Information

Contracts and Grants

Core Work

Funding Sources

SERVE Board of Directors

SERVE Partners and Subcontractors

SERVE Leadership

SERVE Office Locations and Contact Information

The content of this publication does not necessarily reflect the views or

policies of the Office of Educational Research and Improvement, U.S.

Department of Education, nor does mention of trade names, commercial

products, or organizations imply endorsement by the U.S. Government.

This document was produced with funding from the Office of Educational

Research and Improvement, U.S. Department of Education, under contract

no. ED-01-CO-0015.

2

3

5

14

16

18

20

22

25

25

26

27

28

37

39

40

This SERVE Annual

Report was edited by

Dr. Donna Nalley, SERVE

Publications Director,

and designed by

Richard Emond, SERVE

Senior Graphic Designer.

SERVE ANNUAL REPORT
Dear Reader,

SERVE has truly “Spread its Wings” in 2001—the first year of its second

decade of service to schools and communities in the Southeast. Spreading

Our Wings is the title of a report, prepared by John Dornan and his colleagues at the Public

School Forum of North Carolina, which chronicles the first decade of SERVE’s work.

In this first year of its second decade, SERVE has reinforced its value to the Southeast by

securing the renewal of its major contracts and grants, thereby ensuring that its portfolio of

research- and development-based services to the region will continue. In addition, SERVE has

integrated the work of its various programs to focus on developing models, tools, and processes that schools can use to address the needs of an increasingly diverse group of students

and communities in the Southeast. And the organization is adapting its operations to the

exigencies of our post 9/11 society.

SERVE has grown to a staff of over 100, housed in offices across the region to ensure timely

access to services. It has deepened the expertise of staff, and it has focused their efforts

through the adoption of five strategic goals:

1. Develop and maintain SERVE as a high-quality, high-performance learning organization

2. Develop a high-quality, focused portfolio of research-based programs, initiatives, products,

and publications, emphasizing cutting-edge issues and addressing persistent problems

3. Be a financially stable, adaptable, and growth-oriented organization

4. Be recognized as a valued member of the education and education-related infrastructure

in the member states, across the region, and across the nation

5. Be a major contributor to improving student performance across the Southeast

In 2001, we have determinedly pursued those goals. We believe this Annual Report reflects our

determination. In this report, we feature four SERVE projects that have had a particularly

strong impact on teaching and learning in the Southeast and beyond. The report also provides

fiscal and governance information about SERVE. If you would like to learn more about our work,

please contact us. Our website is www.serve.org, and our toll-free number is 800-755-3277.

Sincerely,

John R. Sanders, Ed.D.

Executive Director and CEO of SERVE

2
SERVE, directed by Dr. John R. Sanders, is an education organization with

the mission to promote and support the continuous improvement of

educational opportunities for all learners in the Southeast. The organization’s

commitment to continuous improvement is manifest in an applied researchto-practice model that drives all of its work. Building on theory and craft

knowledge, SERVE staff members develop tools and processes designed to

assist practitioners and policymakers with their work, ultimately, to raise the

level of student achievement in the region. Evaluation of the impact of these

activities combined with input from affected stakeholders expands SERVE’s

knowledge base and informs future research.

This vigorous and practical approach to research and development is supported by an experienced staff strategically located throughout the region.

This staff is highly skilled in providing needs-assessment services, conducting

applied research in schools, and developing processes, products, and programs

that inform educators and increase student achievement. In the last three

years, in addition to its basic research and development work with over 170

southeastern schools, SERVE staff provided technical assistance and training

to more than 18,000 teachers and administrators across the region.

SERVE is governed by a board of directors that includes the governors, chief

state school officers, educators, legislators, and private sector leaders from

Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina.

At the core of SERVE’s business is the operation of the Regional Educational

Laboratory. Funded by the U.S. Department of Education’s Office of Educational Research and Improvement, the Regional Educational Laboratory for the

Southeast is one of ten programs providing research-based information and

services to all 50 states and territories. These Laboratories form a nationwide

education knowledge network, building a bank of information and resources

shared nationally and disseminated regionally to improve student achievement

locally. SERVE’s National Leadership Area, Expanded Learning Opportunities,

focuses on improving student outcomes through the use of exemplary pre-K

and extended-day programs.

In addition to the Lab, SERVE operates the Southeast Eisenhower Regional

Consortium for Mathematics and Science Education and the SouthEast

Initiatives Regional Technology in Education Consortium (SEIR◆TEC). SERVE

also administers a subcontract for the Region IV Comprehensive Center and

has additional funding from the Department to provide services in migrant

education and to operate the National Center for Homeless Education.

Together, these various elements of SERVE’s portfolio provide resources,

services, and products for responding to regional and national needs.

Program areas include

◗ Assessment, Accountability, and Standards

◗ Children, Families, and Communities

◗ Education Leadership

◗ Education Policy

◗ Improvement of Science and Mathematics Education

◗ School Development and Reform

◗ Technology in Learning

3
In addition to the program areas, the SERVE Evaluation Unit supports the

evaluation activities of the major grants and contracts and provides contracted evaluation services to state and local education agencies in the region.

The Technology Support Group provides SERVE staff and their constituents

with IT support, technical assistance, and software applications. Through its

Publications Unit, SERVE publishes a variety of studies, training materials,

policy briefs, and program products. Among the many products developed at

SERVE, two receiving national recognition include Achieving Your Vision of

Professional Development, honored by the National Staff Development

Council, and Study Guide for Classroom Assessment: Linking Instruction and

Assessment, honored by Division H of AERA. Through its programmatic,

technology, evaluation, and publishing activities, SERVE provides contracted

staff development and technical assistance in specialized areas to assist

education agencies in achieving their school improvement goals.

SERVE’s main office is at the University of North Carolina at Greensboro, with

major staff groups located in Tallahassee, Florida, and Atlanta, Georgia, as well as

satellite offices in Bonita Springs, Florida; Durham, North Carolina; and Shelby,

Mississippi. Unique among the ten Regional Educational Laboratories, SERVE

employs a full-time policy analyst to assist the chief state school officer at the

state education agencies in each of the states in the SERVE region. These

analysts act as SERVE’s primary liaisons to the state departments of education,

providing research-based policy services to state-level education policymakers

and informing SERVE about key state education issues and legislation.

4
Anchor School Project

Director: Dr. Jean Williams

The Anchor School Project is a technology grant program designed to improve

educational opportunities for Southeast migrant students traveling north in

support of the agricultural industry. Project components include the use of

technology in new and innovative ways; alignment of curriculum, instruction,

and assessment in sending and receiving states; collaboration among partners

dedicated to migrant education; professional development for teachers in

both sending and receiving sites; parental involvement training and family

support; and an Instructional Support Team that follows many of the families

as they travel between sites.

(See www.serve.org/anchorschool for more information.)

Assessment, Accountability, and Standards

Director: Dr. Wendy McColskey

SERVE’s Program on Assessment, Accountability, and Standards focuses on

classroom assessment practices that support student engagement in higher

levels of learning, personnel evaluation systems that support professional

growth, and district leadership in standards-based reform. Recent research on

the critical role good feedback plays in student learning suggests teachers also

need support in thinking about how their feedback to students could be

improved. SERVE’s workshops in classroom assessment provide a structured

way for teachers to experiment and make a powerful classroom assessment

system a reality. The workshops are offered at three levels: awareness,

application, and extension. The theory behind SERVE’s work in teacher evaluation is simple—provide clear expectations for performance and appropriate

opportunities for growth toward meeting those expectations. SERVE has

developed a comprehensive system for teacher evaluation that combines

summative (accountability) with formative (professional growth) phases in a

multi-year cycle of evaluation, and SERVE offers in-depth training on the

methods and practices needed to implement teacher evaluation successfully.

(See www.serve.org/assessment/individualgrowth4.html for more information.) District leaders play a key role in translating state standards, assessment,

and accountability policies into meaningful organizational goals and action

plans, and, in particular, in supporting the kinds of adult learning (among

teachers and principals) that leads to long-term improvements in the quality

of student learning. SERVE supports a regional consortium of districts (called

SERVE-Leads) interested in standards-based reform as a way of building and

disseminating knowledge about district strategies.

(See www.serve.org/assessment for more information.)

Children, Families, and Communities

Director: Dr. Beth Garriss Hardy

SERVE’s Program for Children, Families, and Communities addresses educational

and developmental needs of learners from birth through adulthood in the context

of school, home, and community in traditional and non-traditional settings.

5
The following are some of its projects and activities:

◗ SERVE has been named the nation’s leading Regional Educational

Laboratory (REL) in the area of Expanded Learning Opportunities (ELO).

SERVE provides leadership for the REL system and other expanded

learning opportunity programs seeking to improve student achievement through quality preschool and school-age programs.

◗ The SERVEing Young Children (SYC) project works to improve the quality

of children’s early experiences by conducting research, producing

publications, providing technical assistance, convening conferences, and

facilitating collaborative relationships among early childhood and public

school service providers.

◗ The National Center for Homeless Education is a national resource

center of research and information enabling communities to successfully address the needs of homeless children, youth, and their families.

◗ Project Aspire, an Even Start Family Literacy grant, serves families by

offering adult education, early childhood education, and other programs for parents.

◗ The Anchor School Project is a migrant education project funded by

the U.S. Department of Education’s Office of Migrant Education,

providing a technological lifeline to migrant farm-working families as

they move from southwest Florida to other parts of the United States

in search of seasonal agricultural work.

◗ Project Kaleidoscope, a 21st Century Learning Community grant, is a

consortium of agencies and schools, providing after-school academic

and enrichment programs for students and learning opportunities for

parents and community members.

◗ The Glaxo/Hill Center Project, a public/private partnership, works

toward improving education through The Hill Center’s highly successful

strategies for special education.

◗ The Region IV Comprehensive Center @ SERVE works to help schools

realize the goal of the Improving America’s Schools Act: that all children

achieve to high standards, particularly those students with special needs.

(See www.serve.org/children for more information.)

Comprehensive School Reform Demonstration

Director: Susan Martelli

SERVE provides guidance to the six states in the Southeast and to the

349 schools and their districts implementing school reform models through

the Comprehensive School Reform Demonstration program established by

Congress in 1997. SERVE just completed case studies of 38 of these schools

on the implementation of their comprehensive school reform plans. The

second phase will continue the case study approach with a subset of the

schools from the first study. In this phase, SERVE will provide guidance in using

data to drive implementation. Assistance is available through workshops, the

SERVE Forum on School Improvement, and online.

(See www.serve.org/CSRD, www.serve.org/CSRD/data-driven, and

www.serve.org/UCR for more information.)

6
Education Leadership

Director: Dr. Steve Bingham

SERVE’s Program on Education Leadership provides a comprehensive regional

focus on leadership and educator quality from classroom to boardroom,

schoolhouse to statehouse. The Education Leadership Program’s goal is to

improve school leadership capacity and educator quality by advancing models

of teacher and principal professional development that promote student

learning. A portfolio of research-based tools and processes enriched by

ongoing opportunities for networking and dialogue assists in transforming

low-performing schools into high-performing learning communities. Education

Leadership projects are supported by an Online Learning Community where

the needs of teachers and principals in under-resourced, low-performing

schools are addressed in discussions with each other and more advantaged

colleagues across the region.

(See www.serve.org/edleadership for more information.)

Education Policy

Director: Dr. Helen DeCasper

The Program on Education Policy addresses the policy development implications of local, state, regional, and national issues, problems, and initiatives in

education. SERVE is committed to providing policymakers with objective,

research-based information that will lead to more coherent and effective

education policies. SERVE has developed a protocol for sensing education

policy issues emerging in the region and nation and uses data collected from a

variety of national, regional, and state sources to provide staff and constituents with information about current and emerging issues. Education Policy

staff uses information gathered through the sensing process to conceptualize, research, and write Policy Briefs on issues of high importance to

policymakers, educators, and others interested in education policy. These

publications analyze education policy issues, identify and report trends, report

the implications of education policy decisions, examine specific policy choices

among states in the region, and propose policies to enhance education.

Education Policy staff works in a variety of ways to help foster an informed

policy environment that supports the successful transformation of lowperforming schools into high-performing learning communities focusing on

reading, curriculum and instruction, assessment and accountability, and quality

education personnel. Senior Policy Research Analysts, located in each state

education agency, provide local, state, and regional policymakers with information and assistance for the development and analysis of education policy.

(See www.serve.org/policy for more information.)

Evaluation and Quality Control

Director: TBD

A comprehensive program planning and evaluation system—for evaluation of

programs, products, policy, personnel, and the evaluation process itself—is in

place at SERVE to provide the tools for continuous improvement. The role of

evaluation at SERVE is to inform decision making regarding educational efforts

7
by judging merit, worth, and significance of products, services, and projects.

The Evaluation and Quality Control Unit has the primary responsibility for

conducting educational evaluation at SERVE. The unit promotes utilizationfocused evaluation, and staff is skilled in a variety of evaluation methods,

including program planning/needs assessment, implementation evaluation,

formative evaluation, and summative evaluation.

Expanded Learning Opportunities

National Leadership Area

Director: Dr. Catherine Scott-Little

In 2000, SERVE was designated by the U.S. Department of Education, Office of

Educational Research and Improvement, as the lead Regional Educational

Laboratory in the area of expanded learning opportunities. Services outside

the traditional school-based classroom time—early childhood programs before

children enter school, before- and after-school programs, and extended school

hours—are increasingly recognized as a critical element for improvements in

student achievement. SERVE conducts research, promotes collaborative

partnerships, disseminates information, and provides training to improve the

quality of expanded learning opportunity programs across the nation.

(See www.serve.org/elo.html for more information.)

GlaxoSmithKline/Hill Center Project

Director: Jane Griffin

In 1997, The Hill Center and SERVE were awarded a grant to train public school

teachers to identify and more effectively teach students with learning

disabilities and Attention Deficit Disorders. This training was developed in

response to national concerns for children with learning disabilities. Founded in

1977 by George Watts Hill, The Hill Center is the oldest and largest North

Carolina school for children with learning disabilities and provides a unique halfday teaching model that serves students from approximately 42 schools.

(See www.serve.org/children/hillcenter.htm for more information.)

The Greenhouse

Director: Dr. Richard Basom

SERVE’s Greenhouse provides a nurturing environment to fledgling projects

during the formative stages of development. While in the Greenhouse, new

ideas and concepts are incubated into strong programmatic initiatives. The

matured efforts transfer into an existing program, develop into a new

program, or remain in the Greenhouse as unique projects.

During the past year, SERVE’s Greenhouse has contained three projects:

◗ Promising Futures Model development funded by an IERI planning grant

◗ A National Science Foundation study

◗ An REL-sponsored research study on superintendent turnover

8
The Literacy Project

Director: Dr. Paula Egelson

To address schoolwide change and literacy issues across the curriculum, the

SERVE Literacy Project offers the following processes and training opportunities. Senior Project provides a process for strengthening communication skills

by means of a culminating assessment for twelfth-graders. Seniors write a

research paper on an approved topic of student choice, develop a related

product, create a portfolio, and present their findings before a review panel

comprised of community members and educators. Each student has a mentor

from the community, and there is a scoring rubric for each component of the

program. SERVE provides training, institutes, meetings, products, and a

website (www.serve.org/seniorproject) to support this process. In response to

the growing English Language Learner (ELL) population across the Southeast,

SERVE provides ELL training to interested districts. SERVE also helps schools

and communities close the achievement gap through America Reads tutortraining materials, which are published online.

(See www.serve.org/litproject for more information.)

National Center for Homeless Education (NCHE)

Director: Diana Bowman

NCHE is a national resource center of research and information that helps

communities to successfully address the needs of homeless children and

youth and their families. The goals of the Center are to (a) disseminate

resource and referral information related to the complex needs surrounding

the education of homeless children and youth, (b) provide rapid-response

referral information, (c) foster collaboration among various organizations with

interests in addressing the education of homeless children, and (d) synthesize

and apply existing research and guide the research agenda to expand the

knowledge base on the education of homeless children and youth and their

families. (See www.serve.org/nche for more information.)

Program for the Improvement of Science

and Mathematics Education

Director: Dr. Francena Cummings

SERVE’s Program for the Improvement of Science and Mathematics Education

is geared toward the improvement of science and mathematics education

through a focus on teaching and learning. This mission is pursued by developing and/or identifying capacity-building models of technical assistance and

identifying and disseminating exemplary materials. The program operates the

Southeast Eisenhower Regional Consortium for Mathematics and Science

Education @ SERVE for the six southeastern states.

(See www.serve.org/prisme for more information.)

9
Project Aspire

Director: Kathleen Dufford-Melendez

Project Aspire is a federally funded Migrant Education Even Start grant. A

multiple-site family literacy program located in the western migratory stream

of Florida, the program facilitates continuity in education and social services

and assists in the transfer of student and family information. Project Aspire is

structured to meet the needs of highly mobile migrant farm workers and their

children and to narrow the achievement gap between migrant children and

their peers through a cohesive family literacy program that provides adult,

early childhood, and parenting education combined with quality parent/child

interaction and home visits by Project Aspire staff. Staff assists in the

coordination of services in three regional areas throughout western Florida to

provide a unified and seamless program to meet the education and training

needs of migrant families throughout the school year.

Project Kaleidoscope

Director: Dr. Beth Garriss Hardy

SERVE staff members are partners with the Collier County (Florida) Public

Schools in the design and implementation of Project Kaleidoscope, a 21st

Century Community Learning Centers grant project, which targets migrant

and other at-risk children and their families. The project operates six schoolbased Community Learning Centers, plus three satellite centers. Program

activities include

◗ Multi-generational family literacy programs

◗ Academic support and enrichment for students of all ages and abilities

in literacy, math, science, and technology

◗ Full access to services for individuals with disabilities

◗ Telecommunications and technology education for individuals of all ages

◗ Integrated academic and fine arts programming

◗ Integrated health education, social services, recreational, and

cultural programs

◗ Nutrition and health programs

(See www.collier.k12.fl.us/grants/kaleidoscope/index.html for more

information.)

Publications

Director: Dr. Donna Nalley

SERVE publishes a variety of free research-based studies, training materials,

policy briefs, brochures, and videotapes. These informative products and

publications are guides to available resources, discussions of current issues in

education policy, and examples of exemplary educational programs.

(See www.serve.org/publications for more information.)

10
School Development and Reform

Director: Dr. Mary Apodaca

The mission of the School Development and Reform (SDR) Program is to help

schools, communities, and states close the achievement gap between lowand high-achieving students. SDR staff develops and documents procedural

knowledge about how to transform low-performing schools into highperforming learning communities and disseminates this knowledge through

the Internet, print publications, meetings, and conferences. SDR staff operates the first SERVE SuperSite in partnership with the North Bolivar School

District of Shelby in the Mississippi Delta. Five educator-mentors work one-onone with teachers and administrators to implement the district’s statemandated Corrective Action Plan. They are engaged in strategic planning,

revising curriculum, classroom best practices, and leadership development.

(See www.serve.org/schoolreform for more information.)

SERVEing Young Children

Director: Dr. Catherine Scott-Little

Recognizing that quality early-childhood services are essential to improving

student achievement, SERVE provides a variety of services to the Southeast

to help teachers, caregivers, and parents promote all areas of children’s

development. The Early Childhood Project—known as SERVEing Young Children

(SYC)—builds collaborative relationships among the early childhood community

to enhance efforts in early childhood education for children from birth to age

eight. SYC staff members conduct research, write publications, convene

conferences, provide training, and offer technical assistance to promote

sound early childhood policies and practices.

(See www.serve.org/Syc for more information.)

The SouthEast Initiatives Regional Technology

in Education Consortium (SEIR◆TEC)

Director: Margaret Bingham

SEIR◆TEC is a consortium of five organizations working together to support

technology in underserved, resource-poor schools in the Southeast. Consortium partners include SERVE (lead agency), the Instructional Technology

Resource Center at the University of Central Florida, Learning Innovations @

WestEd, the National Center on Adult Literacy at the University of Pennsylvania, and the Southern Regional Education Board. Building on the partners’

collective and individual expertise, SEIR◆TEC offers a unique combination of

services and products for educators.

(See www.seirtec.org for more information.)

11
The Southeast Eisenhower Regional Consortium

for Mathematics and Science Education @ SERVE

Director: Dr. Francena Cummings

The Southeast Eisenhower Regional Consortium is one of ten regional consortia created by Congress to improve mathematics and science education

throughout the nation. Consortium staff coordinates mathematics and

science resources, disseminates exemplary mathematics and science educational instructional materials, and provides technical assistance for the implementation of teaching methods and assessment tools for use by elementary

and secondary schools’ students, staff, and administrators. Consortium staff

assists in the development and implementation of standards-based state

curriculum frameworks, facilitates the use of telecommunications technology

as a tool for mathematics and science instruction, supports equity in education by promoting programs and activities that meet the needs of underserved groups in mathematics and science, supports the use of informal

mathematics and science agencies by disseminating information and encouraging collaboration, and promotes dialogue with community groups to engage

them in meaningful ways to support mathematics and science. A number of

informative local, state, regional, and national informative resources are

available from the Consortium, as well as SERVE’s free products and publications that address mathematics and science concerns from schools, districts,

and state education agencies.

(See www.serve.org/Eisenhower for more information.)

Strategies for Understanding Networking Resources,

Actions, and e-Yearbooks (SUNRAY)

Director: Gloria Bowman

The goal of the SUNRAY project is to assist higher education faculty in developing strategies and partnerships that will prepare future educators to use

technology effectively for teaching and learning in order to meet the goals of

21st-century schools. Project staff members conduct professional development

institutes and academies, create and maintain a virtual technical assistance

community, and establish and support cohorts of higher education faculty and

colleagues across the Southeast. In addition to these activities, SUNRAY participants document the processes and lessons learned during the project to share

with other educators. The nine higher education SUNRAY campuses participating

are University of Arkansas at Pine Bluff (Arkansas), Mercer University (Georgia),

Southeast Louisiana University (Louisiana), Jackson State University (Mississippi),

North Carolina Central University (North Carolina), Universidad Metropolitana

(Puerto Rico), Winthrop University (South Carolina), Greensboro College (North

Carolina), and Fairmont State College (West Virginia). Partnering with SERVE on

the SUNRAY project are the Instructional Technology Resource Center at the

University of Central Florida, the Southwest Educational Development Laboratory, and Learning Innovations @ WestEd. Apple Computers, Inc. and Hart, Inc.

provide technical support and services.

(See www.serve.org/sunray for more information.)

12
Technology in Learning

Director: Dr. Elizabeth Byrom

SERVE’s Program on Technology in Learning focuses on improving the processes of teaching and learning through the use of emerging electronic technologies, including computers, the Internet, telecommunications, and software

applications. The Technology in Learning staff conducts research and development in strategies, methods, and materials and provides technical assistance

and staff development to educators, parents, and others in schools, districts,

and state education agencies.

(See www.serve.org/technology for more information.)

Technology Support

Director: Gregory Lee Pow

SERVE continues to enhance its technology infrastructure this year with the

installation of the new TCIP-based videoconferencing server and software

and new collaboration software for staff work and discussions. The videoconferencing enhancement provides greater communication capabilities

among offices and external partners. The system is used to conduct monthly

program and staff meetings. SERVE has also increased the use of videoconferencing to conduct meetings with programs throughout the Southeast.

We have upgraded our collaboration software to support the communication

of our staff members, clients, and partners located in each of the six states.

This system is available on SERVE’s Intranet and Internet. This software is the

primary discussion tool used by the states’ policy analysts in the region. In

addition, SERVE continues to maintain its local and wide area networks (LANs

and WANs) that support e-mail, collaborative software applications,

videoconferencing, and Internet and Intranet services.

13


I

n spite of nearly a decade of school reform efforts,

many of our low-performing schools are still in trouble,

and the achievement gap persists. Expanded learning

opportunity programs—such as preschool programs

and after-school programs—are a solution many

schools are exploring.

Examples of expanded learning opportunities, including after-school programs to

provide enrichment for students, prekindergarten programs to prepare

children for school, and longer

school hours or additional

school days, are becoming

more common. These learning

opportunities can provide low

achievers individualized help with

academic subjects and assist students not

reached during the traditional school day.

SERVE was named the nation’s lead Regional

Educational Laboratory in Expanded Learning Opportunities for this five-year contract period, and as such,

SERVE’s vision is to lead the Laboratory system in efforts to improve student achievement through expanded learning programs. During the first year of the

contract, SERVE conducted an extensive research

16
17

synthesis on after-school program evaluations, developed partnerships with a

variety of organizations, and convened meetings and conferences to promote

the use of expanded learning programs.

For example, in spring 2001, SERVE convened state specialists in early childhood education from across the country in a targeted professional development experience to examine research-based information on promoting quality

expanded learning policies and practices. Co-sponsored by SERVE, the National

Center for Early Development and Learning, the National Association of Early

Childhood State Specialists in State Departments of Education, and the

National Institute for Early Childhood Development and Education, the event

enabled participants to learn from a nationally known communications expert

how to effectively deliver research-based information in order to impact

policy and program decisions.

A second example of SERVE’s work in the Expanded Learning Opportunities

Leadership Area is a symposium on readiness assessment systems, held

December 2001, in Atlanta, Georgia. Across the country, early childhood

programs and school systems are struggling with how best to collect assessment data from children entering kindergarten in order to gauge how well the

community and early childhood programs are doing in their efforts to prepare

children for kindergarten and to inform schools concerning where to focus

their efforts to best meet the needs of kindergarten children. Unfortunately,

there are significant challenges to collecting assessment data from children at

this young age.

In order to serve as a catalyst for improvements in readiness assessment

systems, SERVE partnered with Sharon Lynn Kagan of Teachers College at

Columbia University and Richard Clifford of the National Center for Early

Development and Learning to convene teams from nine states implementing

wide-scale readiness assessment systems: California, Florida, Georgia, Maryland,

Michigan, Missouri, North Carolina, Ohio, and South Carolina. In preparation for

the symposium, leading researchers were asked to write commissioned papers

on specific readiness assessment issues. The symposium was as an opportunity

to review assessment issues from a research perspective, to promote practical

discussions of how states are addressing these issues, and to set an agenda for

future research and follow-up in the field of early childhood assessment.

One participant commented, “Hearing well-informed persons discuss the same

issues I was facing was extremely helpful, not only in terms of critical information and points of view, but also [discussions of] confusion and ambivalence

[states are experiencing] on many matters. I have a much better perspective

to apply to my challenges in assessment and evaluation.”

The goal of SERVE’s National Leadership Area is to improve the quality of many

different types of Expanded Learning Opportunities through research, development of useful tools, and opportunities for stakeholders to discuss current

issues. By addressing the Expanded Learning Opportunities field from a variety

of angles—school readiness programs, after-school programs, and assessment

policy issues—SERVE is providing timely and research-based information to

professionals dedicated to improving student outcomes across the nation.
I

n 1999, low student test scores and other factors

placed four of the six Bolivar County school districts in

the Mississippi Delta on probation. But then, Mississippi

suspended its accountability system until a new one

would be functional in 2002. North Bolivar School

District (NBSD) officials in Shelby were in limbo.

Also in 1999, the Regional Educational Laboratory at SERVE approached the Mississippi

state superintendent with the idea of

partnering with a low-performing

Delta school district to raise

student achievement. SERVE

wanted to test a theory of

action for intensive intervention

based on ideas from the agricultural extension agent model and the

state assistance teams in North Carolina.

The educational extension agent works with

district and school administrators, while his team

of mentor-teachers works in classrooms to assist in

improving instruction—the cornerstone of higher-quality

student achievement. The U.S. Department of Education’s

Office of Educational Research and Improvement has been

funding the SERVE intervention, and team members document all work in collaboration with SERVE’s Evaluation Program. They began the work in January 2000.

18
In summer 2000, after performing some work in classrooms and doing an

analysis of why district children weren’t achieving, district and SERVE officials

attended a workshop that began a strategic planning process, eventually

involving 80 community and school district participants. The strategic planning

process culminated on Friday, June 1, 2001. While many strategic plans are

immediately stored on dusty shelves along with other non-implemented good

ideas, the following Monday, with SERVE staff facilitating, NBSD teachers and

administrators identified three institutional goals based on the strategies.

They based their 2001–2002 accountability on these goals.

Implementation of the strategic plan amounts to continuous professional

development embedded in administrators’ and teachers’ daily work. The

following from a Mentor Teacher’s journal provides a hint of how hard the

work and the changes are:

Staff meeting Tuesday morning; obtained standardized norm-referenced

test information and began compiling as requested. Met with Brooks

Elementary staff for staff development. Gave kindergarten teachers

copies of curriculum-management software suggestions. They were very

appreciative. Mr. Hall was as well and was quite interested in the SERVE

publication on kindergarten evaluation. Met with first-grade teachers in

breakout session. Listened as they talked about the frustrations they

feel with changes required. Most are making very good headway. All are

trying. Thursday, I completed third-grade stats from tests and returned

them to Mr. Hall. He has very definite plans for this information and

seems to have a renewed determination to use it for improvements in

many areas. Thursday afternoon, I assisted one of the teachers with her

curriculum software work.

Each Wednesday afternoon, students are dismissed, and teachers meet more

formally. The following are planned activities for the next week from the same

mentor’s journal:

Activities for the week of September 17–21: Share SERVE publication on

kindergarten evaluation with kindergarten teachers. Meet with them to

begin setting up format for their use of the curriculum-management

software. Continue to get information from other schools using software

for lower levels. Assist teachers in generating the progress report due to

parents on Thursday, September 20. Staff meeting Tuesday. Staff

development Wednesday.

Will they sustain the momentum that comes with a new school year? Will

instruction improve as they align their curriculum and testing with state

standards? The indications are yes; they’re following through.

19
I

n many circles, there is growing concern about high

school graduates’ lack of preparedness for entering

the workplace or the university. Employers report that

many new workers don’t have the skills to be successful or competitive on the job. Many employers now

hire on the basis of a person’s ability to master a

set of skills, rather than on the basis of

existing skills (Salzman, Moss, & Tilly, 1998).

In the educational arena, as many as

half of all college students did not

have adequate academic preparation and were required to take

remedial courses (Haycock &

Huang, 2001). At the high

school level, there is anxiety about

the secondary experience itself. In

2000, the U.S. Department of Education,

in conjunction with several national

foundations, initiated the National Commission

on the High School Senior Year. Their final report

was issued in October 2001. The intent of the

commission was to examine ways to make the senior

year more rigorous and productive. Possible solutions to

this dilemma included eliminating the senior year, having

students develop a capstone project, requiring an

internship of all high school students, and encouraging

more young people to enroll in advanced classes.

20

References

Haycock, K., & Huang, S. (Winter 2001). Are today’s high school graduates ready? Thinking K–16, 5(1), 1–23.

Salzman, H., Moss, P., & Tilly, C. (1998). The new corporate landscape and workforce skills: What firms want; how

they get it; and the role of education, training, and community colleges. Washington, DC: Office of Educational

Research and Improvement.

The Woodrow Wilson Fellowship Program/National Commission on the High School Senior Year. (2001). Raising

our sights. Princeton, NJ: Author.
“The best classes are those where you learn the material and life’s lessons. You

learn to apply it. You learn skills. You develop a broader base of knowledge.”

—Senior Project student

Educators are discovering that one way to strengthen the twelfth-grade year

is to implement Senior Project, a culminating assessment that demonstrates

what students know and what they can do as they prepare to graduate from

high school. SERVE initiated Senior Project as an area of study in 1994. It was a

way of engaging seniors, raising standards, integrating the curriculum, and

preparing students for the real world. Today, there are over 75 high schools that

are part of SERVE’s Senior Project Network. SERVE also provides training to

schools, coordinates a yearly institute, facilitates networking meetings across

the Southeast, operates a website, develops videotapes on various Senior

Project topics, and conducts research.

“All the years of school prepare you for Senior Project.”

—Senior Project student

Senior Project requires students to produce a research paper on an approved

topic of student choice, develop a related product, work with a mentor, and

present their findings before a community review panel. Student topics are

expected to be a learning stretch; topic categories include academics, personal or

career exploration, and community service. Each student has a mentor from the

community, and there is a scoring rubric for each component of the program.

Senior Project emphasizes communication skills, such as writing, researching, and

speaking, and personal skills, such as planning and time management. If implemented properly, Senior Project acts as a transition between high school and the

workplace and/or higher education.

“The ‘forgotten’ kid benefits the most from Senior Project.”

—Faculty member at a Senior Project school

Research has been a critical part of SERVE’s Senior Project work. In a survey

conducted by SERVE in 1998 and 1999, over 80% of parents and faculty

members at 16 Senior Project high schools across the Southeast agreed that

“as a result of participating in Senior Project, students’ writing, presenting,

and time-management skills had improved.” In a follow-up study conducted by

SERVE during the 1999–2000 school year, high school graduates of four Senior

Project high schools and four non-Senior Project high schools reported that

the skills that Senior Project supports—writing, researching, speaking, time

management—were the ones needed in the workplace or at college.

“Senior Project made me think of school as more important.”

—Senior Project student

During 2001, a video on how to develop and score a Senior Project presentation was developed; in part, it was based on the procedural knowledge of

Senior Project coordinators. A comprehensive Senior Project website was

designed based on coordinator input, and a study on how colleges weigh

Senior Project participation in the college admissions process will be completed at the close of the year. A Senior Project Network distribution list was

created, and Senior Project coordinator meetings, training, and a national

institute occurred across the Southeast. Senior Project truly acts as a bridge

to adulthood for many high school students in our region.

21
As American families become more mobile, so do

their children. And when children move, a complex

system of school-related paperwork follows them—or at

least it should. Too often, however, children arriving in

new schools “stump” their teachers. What were they

studying? What materials were they using? What

standards had they achieved? Teachers face

these questions regularly as children move

from town to town and state to state.

Perhaps the most compelling

example of children caught in

this cycle of change is that of

migrant children. Imagine what

the school year is like for nineyear-old Juan, who is living in

Immokalee, Florida. Juan begins his

school year by acquainting himself with his

teacher and peers and learning the daily

classroom routines. Over time, Juan begins to

feel comfortable and secure in his school. His

teacher provides classroom instruction that is

designed to help him achieve the standards and benchmarks required of all students in Florida schools.

Now, imagine what happens to Juan when, prior to the

end of the school year, he must travel to a new state.

22
Juan enters a new school and begins the “getting acquainted” cycle all over

again. Valuable instructional time is lost as Juan’s teacher struggles with

potentially incomplete or uninformative student records.

The Anchor School Project recognizes the impact of these inconsistencies on

the educational progress of migrant children and has developed an electronic

portfolio to provide greater continuity of instruction for migrant students. The

electronic portfolio provides data on the student’s academic profile, as well as

information on his or her interests, goals, and community/school activities. Also,

the electronic portfolio provides teachers with access to lesson plans and

assessments aligned to state standards.

The process of developing an electronic portfolio began with a series of meetings

with Collier County (Florida) district staff and representatives from each Anchor

School (Manatee Elementary, Naples Park Elementary, and Village Oaks Elementary). A Portfolio Development Team with representatives from the district office

and from each Anchor School was established. The Portfolio Development Team,

along with Anchor School Project staff, established the components for the

portfolio, and the team meets regularly to update the content, guidelines, and

processes for each portfolio component.

The student portfolio for the District School Board of Collier County is a

purposeful collection of work showing student proficiency levels for specific

content areas. The portfolio provides the following:

◗ A method to exhibit a student self-portrait

◗ Information for teachers to make decisions, take action, and guide

instruction

◗ Evidence of student growth and achievement demonstrated in a

variety of ways

◗ A collaborative mechanism to assist in setting future learning goals

The ongoing work of the Portfolio Development Team has produced some

valuable insights or “lessons learned” for those interested in the process,

including the following suggestions:

◗ Create a “big picture” view of the portfolio that includes a definition

and a template design, which reminds developers of the purpose of

the portfolio.

◗ The portfolio is only as good as its content. Portfolio components have

been carefully defined to include guidelines and process considerations.

◗ Technology is an efficient tool for storage and management of student

data; however, data is of little help to teachers without the use of

quality assessments.

◗ Keeping district staff and building-level leaders informed and involved is

crucial to the project’s success.

◗ Resources for accomplishing the task must be considered.

◗ Keep student achievement and motivation in mind at all times.

One teacher commented, “The portfolio should make it possible for a student, his

current teacher, and his former teacher to communicate and foster a program

that best meets his or her needs without guess work.” Another teacher noted

that the most significant contribution of the electronic portfolio is “the direct link

with families that are moving upstream to decrease the loss of skills and to ensure

that students are in school.”

23

25

CONTRACTS AND GRANTS:

AGGREGATE VALUE OF MAJOR AWARDS BY FISCAL YEAR

1

2

3

4

5

6

7

8 9 10

AN OVERVIEW OF MAJOR CONTRACT

AND GRANT AWARDS BY FISCAL YEAR

’01

'91 '92 '93 '94 '95 '96 '97 '98 '99 '00 '01

2

4

6

8

10

12

14

Millions of 

Dollars

Key located on following page
26

1

2

3

5

6

8 10

7

4

1

2

3

5

10

4

11

1

2

3

5

10

4

11

1

2

3

1

2

10

1

2

’98

’97 ’95

’94 ’92

1

2

3

5

6

10

4

1

2

3

4 10

1

2

’99

’96

’93

1

’91

Regional Laboratory

Math/Science Consortium

SEIR◆TEC

Comprehensive Center

Anchor Schools

SUNRAY

ASPIRE

Kaleidoscope

NCHE

Other

Charter Schools

1

2

3

4

5

6

7

8

9

10

11

’00

CORE WORK

KEY
27

FUNDING SOURCES

Martin County School District

Mary Reynolds Babcock Foundation, Inc.

Meriwether County Board of Education

Mid-Continent Regional Educational Laboratory

Mississsippi Department of Education

Mississippi State University

Missouri Department of Education

Mitchell County Board of Education

National Aeronautics and Space Administration

National Heritage Foundation

National Science Foundation

Nevada Mathematics Council

North Carolina Department of Commerce

North Carolina Department of Public Instruction

North Carolina Network

North Carolina Partnership for Children

North Carolina State Board of Education

North Central Regional Educational Laboratory

Northeast Georgia RESA

Northwest Regional Educational Laboratory

Okaloosa School District

Pee Dee Education Center

Pell City Board of Education

Pennsylvania Department of Education

Phi Delta Kappa

Pierce County School District

Policy Studies Associates, Inc.

Resources for Educational Systems & Associates

Richland School District II

Richmond County School District

Rockingham County Consolidated School System

Rowan-Salisbury School District

Rural Challenge

Sampit Elementary School

Savannah-Chatham School District

SCANA Corporation

Seminole Community College

Seminole County School District

South Carolina Department of Education

South Carolina Education Oversight Committee

South Carolina School Boards Association, Inc.

South Carolina State University

South Mississippi County School District 57

Starkville School District

Sumter County School District

TERC

Terrell County School District

Thomas County Public School District

Tift County Board of Education

United Child Development Services

U.S. Department of Education/OERI

U.S. Department. of Education/OESE

University of Alabama

University of Montevallo

University of North Carolina at Greensboro

University of North Carolina at Wilmington

University of North Florida

University of Oklahoma

University of Southern Mississippi

University of Toronto

Valdosta City School District

Wake County Leadership Academy

Wake County Public School System

Warren County School District

Washington County School Board

Water Valley School District

WestEd

Williamsburg County School District

AI Signal Research, Inc.

Alabama Department of Education

Alamance-Burlington School District

Alamance Community College

Alcorn School District

AmSouth Bank

Appalachia Educational Laboratory

ARC of Greensboro

Atlanta Empowerment Zone

Bay District Schools

BellSouth Corporation

Ben Hill County School District

Black Hills Special Services Cooperative

Calhoun County School District

Center for Civic Education

Charleston County School District

Charlottesville City School District

Chatooga County Board of Education

Chester County School District

Chesterfield County School District

City of Greensboro

Clarendon County School District 2

Cobb County School District

Coffee County School District

Collier County School District

Community Foundation of Collier County

Cook County Board of Education

Council for Educational Development and Research

Cumberland County School District

Currituck County Board of Education

Dade County School Board

Decatur County School District

Deer Lake Middle School

Dekalb County School District

Delaware Department of Education

Delta State University

District School Board of Collier County

DTI Associates, Inc.

Durham Public Schools

Duval County School District

East Carolina University

East Mississippi Center for Educational Development

Edenton-Chowan School District

Edgecombe Community College

Edgecombe County Board of Education

Education Service Center, Region 20

Escambia County School District

ESCORT—State University of New York at Oneonta

Fayetteville Technical Community College

Florida Department of Education

Forsyth School District

Fulton County Board of Education

Georgetown County School District

Georgia Department of Education

Glaxo-Wellcome Foundation, Inc.

Grady County Board of Education

Guilford County School District

Hill Center

Hoover City School District

Jacksonville City Board of Education

Jefferson County Board of Education

Lafayette County School District

Lake County School Board

Lee County Board of Education

Lexington City Schools

Lowndes County Board of Education

Los Alamos National Laboratory

Marlboro County School District

KEY

FY ’01 Only

FY ’01 &

 Prior Years

Prior Years Only

29

Honorable Donald Siegelman, Governor

Governor’s Office, Alabama State House

Montgomery, AL 36130

Office: 334-242-7100/Fax: 334-242-4541

Ex-officio Member

Nick Sellers, Policy Director

Governor’s Office, 600 Dexter Avenue

Montgomery, AL 36130

Office: 334-353-1277/Fax: 334-353-3012

E-mail: nsellers@governor.state.al.us

Ed Richardson, Superintendent of Education

Alabama Department of Education

50 North Ripley Street

5114 Gordon Persons Building

Montgomery, AL 36103

Office: 334-242-9700/Fax: 334-242-9708

E-mail: edrich@alsde.edu

Ex-officio Member

Anita Buckley-Commander,

Director of Classroom Improvement

50 North Ripley Street,

3345 Gordon Persons Building

Montgomery, AL 36103

Direct: 334-242-8247

Office: 334-242-8155/Fax: 334-242-0482

E-mail: abuckley@mail.alsde.edu

Representative Richard Lindsey,

Chairman, Ways and Means Education

Fund Committee

14160 County Road 22

Centre, AL 35960

Office: 256-475-3400/Fax: 256-475-3401

State House: 334-242-7713

Term Expires: May 31, 2004

Al Knight

Knight Communications & Consulting

760 Paradise Cove Lane

Wilsonville, AL 35186

Mobile: 205-389-2100

Home: 205-670-0354

E-mail: Alknight40@aol.com

Term Expires: May 31, 2002

Beatrice W. Phillips, Associate Professor

of Nutrition

Tuskegee University

304 Campbell Hall

Tuskegee, AL 36088

Office: 334-727-8326/Fax: 334-727-8493

E-mail: Ghebwp@tusk.edu

Term Expires: May 31, 2004

Virda K. Lester, Associate Professor

and Coordinator of Reading

Tuskegee University

PO Box 412

Tuskegee, AL 36087

(Office of the Provost, 209 Kresge Center,

Tuskegee University, Tuskegee, AL 36088)

Office: 334-727-8282/Fax: 334-727-9903

E-mail: v_lester@tusk.edu

Sandra Sims-deGraffenried,

Executive Director

Alabama Association of School Boards

PO Box 230488

Montgomery, AL 36123-0488

Office: 334-277-9700/Fax: 334-270-0000

E-mail: Sandra@theaasb.org

Term Expires: May 31, 2003

Robin Litaker,

Teacher of the Year Representative

PO Box 59393

Homewood, AL 35259

Office: 205-439-2700/Fax: 205-985-2471

E-mail: rlitaker@hoover.k12.al.us

Term Expires: May 31, 2002
30

Honorable J. E. Bush, Governor

Governor’s Office

Capitol Complex

Tallahassee, FL 32399-0001

Office: 850-488-4441/Fax: 850-487-0801

E-mail: jeb@jeb.org

Ex-officio Member

John Winn, Coordinator,

Assistant Secretary to the

Board of Education

Office of the Secretary,

Florida Board of Education

325 West Gaines Street

Tallahassee, FL 32399

Office: 850-201-7400/Fax: 850-201-7405

E-mail: john.winn@flboe.org

Charlie Crist, Commissioner of Education

Florida Department of Education

Office of the Commissioner

Turlington Building (TUR), 325 West Gaines Street

Tallahassee, FL 32399-0400

Office: 850-487-1785/Fax: 850-488-1492

E-mail: cristc@mail.doe.state.fl.us

Ex-officio Member

Representative Heather J. Fiorentino

Florida House of Representatives

402 South Monroe Street

Tallahassee, FL 32399-1300

Office: 850-488-5522/Fax: 850-922-5912

E-mail: fiorentino.heather@leg.state.fl.us

Term Expires: May 31, 2004

Dale Hickam, Deputy Staff Director for

Senate Appropriations Committee and

Staff Director for Senate Appropriations

Subcommittee on Education

402 South Monroe Street

Tallahassee, FL 32399-1100

Office: 850-487-5140/Fax: 850-487-5161

E-mail: dale.hickam@laspbs.state.fl.us

Ken Hamilton, President

Palm Pavilion

10 Bay Esplanade

Clearwater, FL 33767

Office: 727-446-2642/Fax: 727-446-4255

Home: 727-447-3548

E-mail: kenh@palmpavilion.com

Term Expires: May 31, 2003

Theresa Klebacha,

Assistant Executive Director

Florida Community College System

325 West Gaines Street, Suite 1314

Tallahassee, FL 32399-0400

Office: 850-488-1721 ext. 146

Fax: 850-487-3441

E-mail: theresa@flccs.org

J. David Armstrong, Jr.,

Executive Director

Florida Community College System

325 West Gaines Street, Suite 1314

Tallahassee, FL 32399-0400

Office: 850-488-1721 ext. 169

Fax: 850-488-9763

E-mail: david@flccs.org

Term Expires: May 31, 2004

Vicki Davis, Chairman

Martin County School Board

500 East Ocean Boulevard

Stuart, FL 34994

Office: 561-220-9705/Fax: 561-220-2503

Home: 561-283-7213

E-mail: Davisv@compuserve.com

Term Expires: May 31, 2002

Grace Williams,

Teacher of the Year Representative

6557 Waltho Drive

Jacksonville, FL 32277

Phone: 904-745-6295

E-mail: fltoy98@aol.com

Term Expires: May 31, 2003
Honorable Roy E. Barnes, Governor

Governor’s Office

203 State Capitol

Atlanta, GA 30334

Office: 404-656-1776/Fax: 404-656-2612

Ex-officio Member

Ron Newcomb,

Assistant to the Governor for Education

115 State Capitol

Atlanta, GA 30334

Office: 404-463-7772/Fax: 404-463-7779

E-mail: ron@gov.state.ga.us

Linda Schrenko, Superintendent

State Department of Education

2066 Twin Towers East

Atlanta, GA 30334

Office: 404-656-2598/Fax: 404-651-8737

E-mail: lschrenk@doe.k12.ga.us

Mary Ann Evans, Scheduler

Ex-officio Member

Tucker Vaughn, Director

Education Field Services

Region IV

One Seventh Street

Augusta, GA 30901

Office: 706-821-0622/Fax: 706-821-0634

E-mail: tvaughn@doe.k12.ga.us

TBD

Leslie Graitcer, Executive Director

BellSouth Foundation

BellSouth Corporation

7H08, 1154 Peachtree Street, Northeast

Atlanta, GA 30367

Office: 404-249-2429/Fax: 404-249-5696

E-mail: leslie.graitcer@bellsouth.com

Term Expires: May 31, 2002

Holly A. Robinson, Senior VP, Education

Georgia Public Policy Foundation

6100 Lake Forrest Drive, Suite 110

Atlanta, GA 30328

Office: 404-256-4050

Fax: 404-256-9909 or 850-413-0326

E-mail: hrobinson@gppf.org

LaMarian Hayes-Wallace, Program Management

Consultant

Georgia Technology Authority

100 Peachtree Street

Suite 2300

Atlanta, GA 30303

Office: 404-657-1360/Fax: 404-463-2380

E-mail: lhwallace@gagta.com

Term Expires: May 31, 2003

Deborah Childs-Bowen

122 Braton Street

Decatur, GA 30030-3767

Home: 404-378-8502

E-mail: dchildsbowen01@aol.com

Rogers Wade, President

Georgia Public Policy Foundation

6100 Lake Forest Drive, Suite 110

Atlanta, GA 30328

Office: 800-423-8867/Fax: 404-256-9909

E-mail: trwade@gppf.org

Term Expires: May 31, 2003

Brenda Fitzgerald, MD

336 West Club Drive

Carrollton, GA 30117

Phone: 770-834-8130

E-mail: bcs75@hotmail.com

31

TBD
Honorable David Ronald Musgrove, Governor

State of Mississippi

New Capitol Building

PO Box 139

Jackson, MS 39205-0139

Office: 601-359-3100/Fax: 601-359-3471

Ex-officio Member

Kelly Riley, Educational Advisor

Office of the Governor

PO Box 139

(550 High Street, Walter Sillers Building 39201)

Jackson, MS 39205-0139

Office: 601-359-3150/Fax: 601- 359-3741

E-mail: kriley@govoff.state.ms.us

Richard L. Thompson, Superintendent

State Department of Education

PO Box 771

Jackson, MS 39205-0771

Office: 601-359-3512

Fax: 601-359-3242 (Jamie Bray)

E-mail: rthompson@mde.k12.ms.us

Ex-officio Member

Larry Jones, Associate Superintendent

for Academic Education

State Department of Education

PO Box 771, Suite 270

Jackson, MS 39205-0771

Office: 601-359-3515/Fax: 601-359-3033

E-mail: lajones@mde.k12.ms.us

Representative Alyce Clarke

1053 Arbor Vista Boulevard

Jackson, MS 39209

Office: 601-354-5453/Fax: 601-354-4737

E-mail: aclarke@mail.house.state.ms.us

Term Expires: May 31, 2004

Jayne Sargent, Superintendent

Jackson Public Schools

PO Box 2338

Jackson, MS 39225-2338

Office: 601-960-8725/Fax: 601-960-8713

E-mail: jsargent@jackson.k12.ms.us

Paul Mize

Ross & Yerger Insurance Company

PO Box 1668

Tupelo, MS 38801

Office: 601-844-0222 or 800-295-2756

Fax: 601-844-0258 or 601-914-9346

E-mail: pmize@rossandyerger.com

Term Expires: May 31, 2003

Di Ann Lewis, Director of Education

and Academic Programming

Mississippi Institutions of Higher Learning

Office of Academic Affairs

3825 Ridgewood Road

Jackson, MS 39211

Office: 601-432-6372/Fax: 601-432-6978

E-mail: dlewis@ihl.state.ms.us

Term Expires: May 31, 2004

Paulette Briscoe, Assistant Principal

Magnolia Junior High School

4630 Magnolia Street

Moss Point, MS 39563

Office: 228-475-7511/Fax: 228-474-3397

E-mail (Day): Paulette_Briscoe@NPHS.edu

E-mail (Evening): PTBriscoe1@aol.com

Term Expires: May 31, 2002

Janice Powell, Principal

Charlotte Hyatt Elementary School

5525 New Castle Drive

Moss Point, MS 39563

Office: 228-475-2171/Fax: 228-474-3395

Home: 228-497-3335

E-mail: janice_powell@mphs.edu

32

Calvin J. Isaac, Retired Principal,

Native American Education

Council Representative

10231 Road 604

Philadelphia, MS 39350-8956

Phone: 601-656-5136

Fax: 601-656-9454

Term Expires: May 31, 2002
Tina Scholtes,

Teacher of the Year Representative

Suddeth Elementary

101 Greenfield

Starkville, MS 39759

Office: 662-324-0754

Fax: 662-324-6137

E-mail: tfscholtes@aol.com

Term Expires: May 31, 2004

David Lee Potter,

Regional Board Representative

President, Delta State University

Kethley Building, Room 113

Cleveland, MS 38733

Office: 662-846-4001

Fax: 662-846-4014

E-mail: dpotter@dsu.deltast.edu

E. E. “Butch” Caston,

Regional Board Representative

Dean, Delta State University

School of Education, Delta State University

PO Box 3121

Ewing Hall, Room 326

Cleveland, MS 38733

Office: 662-846-4400

Fax: 662-846-4402

E-mail: ecaston@dsu.deltast.edu

33
Honorable Michael F. Easley, Governor

Administration Building

Office of the Governor

116 West Jones Street

Raleigh, NC 27601-2825

Office: 919-733-4240/Fax: 919-715-3175

Scheduling Secretary: Sheila Evans 733-5085

Ex-officio Member

J.B. Buxton, Senior Education Advisor

Office of the Governor

20301 Mail Service Center

Raleigh, NC 27699-0301

Office: 919-733-3921 or 919-715-0960/

Fax: 919-733-2120

Michael Ward, Superintendent

Department of Public Instruction

301 North Wilmington Street

Raleigh, NC 27601-2825

Office: 919-715-1299/Fax: 919-715-1278

E-mail: mward@dpi.state.nc.us

Secretary: Molly Prescott

Ex-officio Member

Brad Sneeden,

Deputy Superintendent

Department of Public Instruction

301 North Wilmington Street

Raleigh, NC 27601-2825

Office: 919-715-1264/Fax: 919-715-1278

E-mail: bsneeden@dpi.state.nc.us

Senator Wib Gulley

400 West Main Street, Suite 501

Durham, NC 27701

Office: 919-683-1584/Fax: 919-683-1395

E-mail: gulleyandcalhoun@mindspring.com

Legislative Office: 408 Legislative Bldg. (Carol Resar)

Phone: 919-715-3036/Fax: 919-733-3113

Term Expires: May 31, 2004

Lowell Thomas

PO Box 2193

450 Dogwood Lane

Blowing Rock, NC 28605-2193

Home: 828-295-9727

Fax: (same, but call first)

E-mail: lowellthomas@boone.net

Term Expires: May 31, 2004

Jane Worsham, Executive Director

North Carolina State Board of Education

Education Building, Room 212

301 North Wilmington Street

Raleigh, NC 27601-2825

Office: 919-715-1318/Fax: 919-715-0764

E-mail: jworsham@dpi.state.nc.us

TBD

Norma Sermon-Boyd, Superintendent

Jones County Schools

PO Box 187

Trenton, NC 28585-0187

(320 West Jones Street)

Office: 252-448-2531/Fax: 252-448-1394

E-mail: drboyd@jonesnc.net

Term Expires: May 31, 2003

James F. Causby, Superintendent

Johnston County Schools

PO Box 1336

Smithfield, NC 27577

(2320 Highway 70 East)

Office: 919-934-6031/Fax: 919-934-6035

E-mail: jcausby@johnston.k12.nc.us

34

TBD
35

Patricia A. Sullivan,

Regional Board Representative

Chancellor, UNCG

UNCG Chancellor’s Office

303 Mossman Building

711 Sunset Drive

Greensboro, NC 27408

Office: 336-274-3225

E-mail: pat_sullivan@uncg.edu

Edward Uprichard,

Regional Board Representative

Provost, UNCG

UNCG Office of the Provost

201 Mossman Building

1104 Jefferson Road

Greensboro, NC 27410

Office: 336-547-0570

E-mail: ed_uprichard@uncg.edu
Honorable James H. Hodges, Governor

Governor’s Office, State House

PO Box 11829 (Gervais & Assembly St.)

Columbia, SC 29211

Office: 803-734-9853/Fax: 803-734-1843

Ex-officio Member

36

Doug McTeer, Governor’s Education

Policy Advisor

Governor’s Office

1205 Pendleton Street

Columbia, SC 29201

Office: 803-734-0448/Fax: 803-734-0245

E-mail: dmcteer@gov.state.sc.us

Inez Tenenbaum, Superintendent

South Carolina Department of Education

1429 Senate Street

1006 Rutledge Building

Columbia, SC 29201

Office: 803-734-8492/Fax: 803-734-3389

E-mail: mlint@sde.state.sc.us

Ex-officio Member

Molly Spearman, Deputy Superintendent

of Education

Office of Governmental Affairs

1429 Senate Street

Columbia, SC 29201

Direct: 803-734-6955

Fax: 803-734-8324

E-mail: mspearma@sde.state.sc.us

Representative Jerry N. Govan, Jr.

404-B Blatt Building

Columbia, SC 29203

Office: 803-533-6402 or 803-734-3012

Home: 803-531-1158

Orangeburg Office: 803-533-1960

Fax: 803-533-6580

Term Expires: May 31, 2004

Jayne Speizer, Publisher

Rock Hill Herald

PO Box 11707

Rock Hill, SC 29731

Office: 803-329-4000

E-mail: jspeizer@heraldonline.com

Term Expires: May 31, 2004

Diane M. Monrad, Director

South Carolina Education Policy Center

USC College of Education, Suite 010

Columbia, SC 29208

Office: 803-777-8244/Fax: 803-777-0220

E-mail: dmonrad@gwm.sc.edu

Term Expires: May 31, 2002

Sylvia Weinberg, Retired Superintendent

107 North Sea Pines Drive

Hilton Head Island, SC 29928

Home: 843-363-5570

Term Expires: May 31, 2003

Michelle Shain, Director

Greenville County First Steps

1205 Pendleton Street

369 Brown Building

Columbia, SC 29201

Office: 864-467-3239

Home: 864-235-5440

E-mail: mshain1001@aol.com

Robert A. Morales, CFO

PO Box 2848

301 Camperdown Way

Columbia, SC 29602-2848

Office: 864-241-3151/Fax: 864-241-4861

E-mail: rmorales@greenville.k12.sc.us
37

 A+ Education Foundation of Alabama

Center for Research and Education Policy

(CREP) at The University of Memphis

Delta State University, Mississippi

Early Childhood Institute

at Mississippi State University

FAR WEST EDGE (Senior Project)

Florida Chamber of Commerce Foundation

Georgia Partnership for Excellence in Education

National Center on Early Development

and Learning (NCEDL)

National Conference of State Legislatures

National Aeronautics and Space Administration (NASA),

Education and University Affairs Office

North Bolivar School District, Mississippi

North Carolina Business Committee for Education (NCBCE)

North Carolina Partnerships for Excellence (NCPE)

(The) North Carolina Public School Forum

Pinellas County Schools/Quality Academy, Florida
38

Public Education Forum of Mississippi

Samford University

SECME, Inc.

Southeast Center for Teaching Quality

State Memoranda of Understanding

◗ Alabama Department of Education

◗ Florida Department of Education

◗ Georgia Department of Education

◗ Mississippi State Department of Education

◗ North Carolina Department of Public Instruction

◗ South Carolina Department of Education
39

Executive

John R. Sanders, SERVE Executive Director

Jean Williams, SERVE Deputy Executive Director for Programs

Richard E. Basom, Jr., SERVE Deputy Executive Director for Planning and Development

Elliott Wolf, SERVE Director of Operations

Directors

Charles Ahearn, SERVE Director of Special Initiatives

Mary Apodaca, SERVE Director of School Development and Reform

Steve Bingham, SERVE Director of Education Leadership

Diana Bowman, SERVE Director of the National Center for Homeless Education

Elizabeth Byrom, SERVE Director of Technology in Learning

Francena Cummings, SERVE Director of the Program for the Improvement

of Science and Mathematics Education (PrISME)

Helen DeCasper, SERVE Director of Education Policy

Beth Garriss Hardy, SERVE Director of Children, Families, and Communities

Gregory Lee Pow, SERVE Director of IT Support

TBD, SERVE Director of Evaluation and Quality Control

Wendy McColskey, SERVE Director of Assessment, Accountability, and Standards

Donna Nalley, SERVE Director of Publications

Catherine Scott-Little, SERVE Director of SERVEing Young Children
40

SERVE (Main Office)

PO Box 5367

Greensboro, NC 27435

800-755-3277 Toll-Free

336-315-7400 Direct

336-315-7457 Fax

SERVE, Inc.

PO Box 5406

Greensboro, NC 27435

800-755-3277 Toll-Free

336-315-7400 Direct

336-315-4671 Fax

SERVE (Georgia Office)

828 West Peachtree Street, Northwest, Suite 215

Atlanta, GA 30308

800-659-3204 Toll-Free

404-893-0100 Direct

404-577-7812 Fax

SERVE (Florida Office)

1203 Governor’s Square Boulevard, Suite 400

Tallahassee, FL 32301

800-352-6001 Toll-Free

850-671-6000 Direct

850-671-6020 Fax

The SouthEast Initiatives Regional

Technology in Education Consortium

@ SERVE (SEIR◆TEC)

3333 Chapel Hill Boulevard, Suite C-102

Durham, NC 27707

800-755-3277 Toll-Free

919-402-1060 Direct

919-402-1617 Fax

Southeast Eisenhower Regional

Consortium for Mathematics

and Science Education @ SERVE

1203 Governor’s Square Boulevard, Suite 400

Tallahassee, FL 32301

800-854-0476 Toll-Free

850-671-6033 Direct

850-671-6010 Fax

AR2001