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Race to the Top Technical Assistance Network U.S. Department of Education. October 22, 2010. Context. 12 RTT Grantees: Delaware, D.C,. Florida, Georgia, Hawaii, Maryland, Massachusetts, New York, North Carolina, Ohio, Rhode Island, and Tennessee

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Race to the TopTechnical Assistance NetworkU.S. Department of Education

October 22, 2010


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Context

  • 12 RTT Grantees:Delaware, D.C,. Florida, Georgia, Hawaii, Maryland, Massachusetts, New York, North Carolina, Ohio, Rhode Island, and Tennessee

  • 21 Finalists: 12 grantees and Arizona, California, Colorado, Illinois, Kentucky, Louisiana, New Jersey, Pennsylvania, South Carolina

  • 46 States and D.C. Developed RTT Reform Plans: 21 finalists and Alabama, Arkansas, Connecticut, Iowa, Michigan, Missouri, Nebraska, New Hampshire, New Mexico, Oklahoma, Utah, Wisconsin, Idaho, Indiana, Kansas, Maine, Minnesota, Mississippi, Montana, Nevada, Oregon, South Dakota, Virginia, Washington, West Virginia, and Wyoming


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RTT TA Network: Goals

Support states in implementing RTT reforms to achieve dramatic improvements in student outcomes by –

  • Building the capacity of states to accelerate reforms and continuously improve outcomes

  • Supporting states to work effectively with LEAs to drive reform

  • Identifying and sharing promising and effective practices for grantees and all states

  • Facilitating collaboration across states

  • Supporting transparency, and appropriate and efficient use of funds


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RTT TA Network: Background

  • In collaboration with ED, ICF International (ICF) and Cross & Joftus lead the RTT TA Network

    • Supported by Alvarez and Marsal, Education Northwest, Learning Point Associates, McREL, Miko Group, and SEDL.

  • Funded by a $43 million, four-year contract.

    • The contractor is eligible for up to a $5 million performance bonus based on metrics including:

      • Grantee achievement of student outcomes

      • Grantee’s implementation of RTT plans

      • Delivery of high quality and relevant services


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RTT TA Network: Design

  • Demand-driven and flexible to support state goals and needs

  • Adapt over time to ensure ongoing quality and relevance of services and resources

  • Ensure high quality technical assistance for RTT states while also supporting reform efforts in all states


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RTT TA Network: What it will do

1. Support RTT states to advance reforms

  • Identification of common needs across grantees and individual state needs

  • Communities of Practice to share knowledge and engage experts

  • Knowledge Management tools to provide access to high quality research, case studies on effective practices, tools states can use with districts, and a website for information sharing and collaboration

    2: Advancing reforms for grantees and all states

  • Identify and document promising practices, to support continuous improvement of both grantees and non-grantees

  • Make work broadly available to help scale effective practices including through the RTT website, convenings, and other vehicles for support

  • December 2-3, 2010 Convening for Leaders in all State Education Agencies


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Overview of the Partnership for Assessment of Readiness for College and Careers (PARCC)

October 2010


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PARCC States College and Careers (PARCC)

Governing State

Participating State


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PARCC States College and Careers (PARCC)

12 Governing States

  • Arizona

  • Arkansas

  • District of Columbia

  • Florida (Fiscal Agent)

  • Illinois

  • Indiana

  • Louisiana

  • Maryland

  • Massachusetts (Board Chair)

  • New York

  • Rhode Island

  • Tennessee

14 Participating States

  • Alabama

  • California

  • Colorado

  • Delaware

  • Georgia

  • Kentucky

  • Mississippi

  • New Hampshire

  • New Jersey

  • North Dakota

  • Ohio

  • Oklahoma

  • Pennsylvania

  • South Carolina


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PARCC Project Management Partner College and Careers (PARCC)

  • PARCC selected Achieve as its Project Management Partner – to play a key role in coordinating the work of the Partnership, leveraging the organization’s deep experience in developing educational standards, including helping develop the Common Core State Standards, and its experience leading multi-state assessment development efforts anchored in college- and career-ready goals.

  • Achieve is a bipartisan, non-profit organization that helps states raise academic standards, improve assessments, and strengthen accountability to prepare all young people for postsecondary education, work, and citizenship. It was created by the nation’s governors and business leaders in 1996 following the first National Education Summit.

  • Achieve’s Board is co-chaired by Gov. Phil Bredesen (D-TN) and Intel Chairman Craig Barrett and consists of Democratic governors, Republican governors and CEOs.


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PARCC Theory of Action College and Careers (PARCC)


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PARCC’s Fundamental Goal College and Careers (PARCC)

  • States in the Partnership are committed to building their collective capacity to increase the rates at which students graduate from high school prepared for success in college and the workplace.


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Theory of Action: College and Careers (PARCC)Intended Outcomes

States in PARCC will use the common assessments to:

  • Report achievement results based on a clear definition of college and career readiness, so students will know if they are on track early enough to make adjustments.

  • Promote excellent instruction by providing teachers useful, meaningful and timely information, which will help them adjust instruction, individualize interventions, and fine-tune lessons throughout the school year.

  • Compare results against a common high standard because expectations shouldn’t differ across states or income levels.

  • Help make accountability policies better drivers of improvement by basing them on more sophisticated and meaningful assessments.

  • Clearly communicate student expectations for postsecondary success. High school curricula and exit standards will be better aligned with first-year college courses and placement expectations of postsecondary systems.


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PARCC Assessment System Design Elements College and Careers (PARCC)


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Assessment System Design: College and Careers (PARCC)Distributed Summative Assessment

Administration and Scoring:

  • Overall assessment system will include a mix of constructed response items, performance tasks, and computer-enhanced, computer-scored items.

  • Assessments for grades 6-12 will be administered via computer while 3-5 will be administered via paper and pencil (in the short term).

  • Combination of artificial intelligence (AI) and human scoring will be employed; states will individually determine the extent to which teachers will be involved in scoring.


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Assessment System Design: College and Careers (PARCC)Distributed Summative Assessment

Through-Course 2

End-

Of-Year

START OF SCHOOL YEAR

END

OF

SCHOOL YEAR

25%

50%

75%

90%

Through-Course 3

Through-Course 1

Through-Course 4

  • Key components:

  • Three through-course components distributed throughout the year in ELA and mathematics, grades 3-11.

  • One Speaking/Listening assessment administered after students complete the third through course component in ELA; required but not part of summative score – could be used for course grades.

  • One end-of-year assessment

Graphic adapted from a representation prepared by the Center for K-12 Assessment & Performance Management (www.k12center.org)


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Assessment System Design: College and Careers (PARCC)Tools and Resources

Formative Tools:

  • Text Complexity Diagnostic Tool: a computer-adaptive tool to identify students’ proximate zone of development and supply suggestions for appropriate texts for students to read.

  • K-2 Assessments in ELA/Literacy and Mathematics.

    Partnership Resource Center:

  • Model curriculum frameworks

  • Sample tasks

  • Released items with item data, student work, and rubrics


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Stakeholder Engagement College and Careers (PARCC)


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Key Stakeholders College and Careers (PARCC)

Teachers, School Leaders, District Administrators, and State Officials

  • Stakeholders will regularly and quickly have a wider variety of useful performance data.

    Higher Education

  • Assessments will identify whether students are ready for and prepared to succeed in entry-level, credit bearing postsecondary courses by the time they graduate from high school.

    Parents, Students, and the Public

  • The Partnership’s assessments will, for the first time, give information about student performance relative to children in other states and against achievement standards anchored in college- and career-ready knowledge and skills.


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Teacher Engagement College and Careers (PARCC)

  • Assessment Development:

  • Serve on content teams to:

    • Unpack the Common Core State Standards

    • Assist in development of test blueprints

    • Review items for rigor and alignment

  • Scoring and Professional Development:

  • Serve on committees to develop:

    • Scoring rubrics and annotated training materials

    • Model curriculum frameworks, sample tasks, and instructional materials

  • Access to professional development activities:

    • Common Core State Standards

    • Use of assessment data for instructional decisions

    • Scoring


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    Higher Education Engagement College and Careers (PARCC)

    • 200 postsecondary systems and institutions across all 26 PARCC states – representing 90% of direct matriculation students– committed as partners.

    • Role of Higher Education:

      • Partner with K-12 to develop college-ready high school assessments in English and mathematics.

      • Guide long-term strategy to engage all colleges and universities in PARCC states.

      • Lay groundwork for implementation of college-ready high school assessments as valid placement instruments for credit-bearing courses.

      • Use assessments as part of broader strategy to improve college readiness and increase college success rates.

  • Ultimately, PARCC college-ready assessments will help many more students enter colleges better prepared – and much more likely to persist in and complete degree and certificate programs.


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    Capacity-Building & Implementation College and Careers (PARCC)

    • States developing implementation strategies for common core standards and PARCC assessments working closely w/districts and educators.

    • Developing a leadership cadre of educators (K-12 & Higher Ed) to shape and implement the strategy.

    • PARCC providing training tools for implementation of assessment system and supports for transition to new standards and assessments.

    • PARCC’s engagement strategy will be further enhanced by an additional $15.86 million from the Department of Education to support state transitions to and implementation of common standards and assessments.


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    Sept. 2012 College and Careers (PARCC)

    First year field testing and related research and data collection begins

    Sept. 2013

    Second year field testing begins and related research and data collection continues

    Sept. 2014

    Full administration of PARCC assessments begins

    Summer 2015

    Set achievement levels, including college-ready performance levels

    Oct. 2010

    Launch and design phase begins

    Sept. 2011

    Development phase begins

    PARCC Timeline


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    Partnership for Assessment of Readiness for College and Careers

    http://www.fldoe.org/parcc/


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    A Quick Summary of the Careers

    SMARTER Balanced Assessment Consortium

    Joe Willhoft, Asst. Superintendent

    Washington Office of Superintendent of Public Instruction

    U.S. Department of Education – Education Stakeholders Forum

    Barnard Auditorium October 22, 2010


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    SMARTER Balanced Assessment Consortium Careers

    -- Member States --


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    A 31-State Consortium Careers

    Fiscal Agent: Washington State


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    The SMARTER Balanced Theory of Action Careers

    How do we get from here...

    ...to here?

    Common Core State Standards specify K-12 expectations for college and career readiness

    All students leave high school college and career ready


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    The SMARTER Balanced Theory of Action Careers

    Adaptive summative assessments benchmarked to college & career readiness

    Common Core State Standards specify K-12 expectations for college and career readiness

    All students leave high school college and career ready


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    The SMARTER Balanced Theory of Action Careers

    Adaptive summative assessments benchmarked to college & career readiness

    Common Core State Standards specify K-12 expectations for college and career readiness

    All students leave high school college and career ready

    Interim assessments that are flexible and open


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    The SMARTER Balanced Theory of Action Careers

    Adaptive summative assessments benchmarked to college & career readiness

    Common Core State Standards specify K-12 expectations for college and career readiness

    Teachers can access formative tools and practices to improve instruction

    All students leave high school college and career ready

    Interim assessments that are flexible and open


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    The SMARTER Balanced Theory of Action Careers

    Adaptive summative assessments benchmarked to college & career readiness

    Common Core State Standards specify K-12 expectations for college and career readiness

    Teachers can access

    formative tools and practices to improve instruction

    All students leave high school college and career ready

    Interim assessments that are flexible and open


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    To find out more... Careers

    ...the SMARTER Balanced Assessment Consortium can be found online at

    www.k12.wa.us/SMARTER


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    Promise Neighborhoods Careers

    EDUCATION STAKEHOLDERS FORUM

    October 22, 2010


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    Vision Careers

    All children growing up in Promise Neighborhoods have access to effective schools and strong systems of family and community support that will prepare them to attain an excellent education and successfully transition to college and career


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    Distribution of Grantees by State Careers

    AP 2 – Rural Communities

    AP 3 – Tribal Communities


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    PN in the CareersBlueprint

    SUCCESSFUL, SAFE, AND HEALTHY STUDENTS 

    Providing a cradle through college and career continuum in high-poverty communities that provides effective schools, comprehensive services, and family supports.


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    Cornerstone of the White House CareersNeighborhood Revitalization Initiative

    • A new approach to federal engagement in neighborhoods of concentrated poverty designed to be:

    • Interdisciplinary

    • Coordinated

    • Place-based

    • Data- and results-driven

    • Flexible

    • Participating federal agencies:

    • Education

    • Health and Human Services

    • Housing and Urban Development

    • Justice

    • Treasury

    http://www.whitehouse.gov/sites/default/files/nri_description.pdf


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    Additional PN Resources Careers

    • Promise Neighborhoods Website: http://www2.ed.gov/programs/promiseneighborhoods/index.html

    • Detailed list of the 2010 Promise Neighborhoods Planning Grantees

    • Summary of the characteristics of the 2010 Planning Grantees

    • FAQs related to the Secretary's announcement in reference to the 2010 Planning Grantees 

    • Information about Promise Neighborhoods applicants available on data.ed.gov


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    Appendix Careers


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    Selected Examples of Significant Need Careers

    • Of the 166 teachers in the county, noneare nationally board certified teachers(Mississippi Delta)

    • Maclay Middle School has seen 13 people killed within one mile of the school campus since September 2007 (Los Angeles)

    • 45% of parents reported that no one in their child’s school had ever spoken with them about college entrance requirements (Rural Kentucky)

    • A high school transcript study by Office of the President of the University of California Regents found that only 3% of our students are college eligible(Los Angeles)

    • More than 20 percent of children 18 years of age and under have an incarcerated parent(Philadelphia)


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    Great Schools at the Center Careers

    • 2/3 (15) of grantees focusing planningefforts on “persistently lowest-achieving school”

      • 6 – Transformation

      • 2 – Turnaround

    • 9 grantees propose to leverage existing “effective schools,” including

      • Westminster Community Charter School (Buffalo, NY)

      • University Park Campus School (Worcester, MA)

    • 96 total Promise Neighborhood schools

      • 90% traditional

      • 10% charter

    • Partnerships to ensure sustainability

      • 20/21 (95%) of grantees partnering with school district in MOU

      • 19/21 (90%) partnering with college or university to focus both on improving teaching, and strengthening the high school to college transition


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    High-Performing Schools and Education Programs Careers

    Theory of Change

    Effective Community Services

    Strong Family Supports

    Families/children segmented by need

    Aligned City/Regional Infrastructure and Leadership

    PN students meet outcomes, prepared for college and career

    Distressed communities are transformed


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    Theory of Action Careers

    Improve outcomes shared by leaders and members of community

    Increase capacity of organizations focused on achieving results and building a college-going culture in neighborhoods

    RESOURCE LEVERAGING, INTEGRATION, AND TARGETING

    Build continuum of solutions from cradle through college to career

    Integrate other community supports: housing, health, etc.

    Private funding (individual, corporate, philanthropic)

    New Promise Neighborhoods

    funding, support (ED)

    Integrate programs and break down agency “silos”

    Other public funds, programs

    (ED, HUD, HHS, Justice, Labor, USDA, State, local, etc)

    Support efforts to sustain and “scale up” proven, effective solutions

    Learn about the impact of Promise Neighborhoods and about relationship between particular strategies and student outcomes


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    PN Target Results/Indicators Careers

    Education Programs

    Indicator: #/% of students at or above grade level according to 3rd-8th grade and high school assessments

    Age

    Grade

    Family and Community Supports


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    21 Grantees Careers

    * Grantees listed alphabetically


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    Comparison of Applicants and Grantees By Careers

    Absolute Priority

    Organization Type


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    Neighborhood Demographics Careers

    Cheyenne Reservation (MT)

    Berea College in Rural KY

    * Sources for poverty rates vary by grantee


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    Selected CareersExamples of Leadership and Experience

    The organizations:

    • Lutheran Family Health Centers (Brooklyn, NY): In October 1967, opened the doors of the one of the nation’s first community health centers, and is now the largest employer in neighborhood.

    • Dudley Street Neighborhood Initiative (Boston, MA): National prominence for using redevelopment tools such as eminent domain and land trusts facilitated a community planning process that helped bring to our neighborhood the largest community center ever built in the New England

    • The Wilder Foundation (St. Paul, MN): Working for over a decade with school district and City to implement school reform, to streamline programs, policies, and systems, and to link critical academic programs and community supports to change the odds for children and families in St. Paul.

      The leaders:

    • Ann Hilbig, Neighborhood Centers, Inc. (Houston, TX): Oversaw the creation of the Ripley House Charter School; development of innovative models of collaboration for early childhood programs; and incorporation of the asset-based community development philosophy into program operations.

    • Sheila Balboni, Community Daycare Center (Lawrence, MA): A social entrepreneur with a distinguished record of designing, developing, funding and managing successful programs that serve Lawrence, which has earned her credibility and respect in the city.

    • Donald Speaks, Morehouse School of Medicine (Atlanta, GA):Experience as a public school educator and administrator, manager within the Office of the Mayor (Boston, Massachusetts), director of the Community Health Branch of Georgia’s Division of Public Health, and director of Community Resource Development and Outreach for the Woodruff Health Sciences Center at Emory University.


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    Grantees’ Current Capacity Spans CareersCradle-to-Career Continuum

    Chavez Charter School (DC)

    University of Arkansas

    at Little Rock

    Community Day Care Center (Lawrence, MA)

    Youth Policy Institute (Los Angeles)

    Westminster Foundation (Buffalo)

    Berea College (Rural Kentucky)

    Wilder Foundation (St. Paul)

    United Way of San Antonio

    Components of Cradle-to-Career Continuum

    United Way of Central Mass (Worcester)

    Morehouse (Atlanta)

    Cal State East Bay (Hayward)

    Neighborhood Centers (Houston)

    Universal Homes (Philadelphia)

    Boys and Girls Club of Northern Cheyenne

    Family Connection (Athens)

    Lutheran Health Centers (Brooklyn)

    Abyssinian (Harlem)

    Guidance Center

    (River Rouge, MI)

    Proyecto Pastoral at Dolores Mission (Los Angeles)

    Delta Health Alliance (Mississippi Delta)

    Dudley Street (Boston)


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    Leveraging Federal Resources Careers

    Grantees currently implement and will integrate a variety of Federal programs into their Promise Neighborhood, including:

    • ED: Early Reading First, 21st Century CLC, School Improvement Grants, GEAR Up, Parental Information Resources Center, Physical Education Program, Full-Service Community Schools

    • HHS: Community Health Centers, Early Head Start,

      Head Start, Project LAUNCH

    • HUD: Community Development Block Grant (CDBG), HOME, YouthBuild, HOPE VI

    • DOJ: Violence Intervention and Prevention, Gang Reduction and Youth Development, OJJDP Mentoring, Weed and Seed

    • Other: AmericCorps, EPA outreach and education funds


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    Teachers touch Careersevery profession and help children reach their full potential.

    Teach.gov takes you inside the classrooms and down the halls of today’s schools, inspiring and connecting the next generation of great teachers.

    “There is nothing more important we can do for this country than to get a great teacher in front of every child.”

    – U.S. Secretary of Education, Arne Duncan


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    Background Careers

    We need the next generation of American teachers to join those already committed in our classrooms.

    We need scale: As a nation we hire about 200,000 new teachers a year. Even in the toughest economic times, we will hire between 80,000 and 120,000.  We want the best and the brightest to pursue these jobs.

    We need diversity: The portion of minority teachers in the workforce is much smaller than the portion of minority students in the student body. There are 7% African American teachers compared with 17% of the student body, and 7% Latino, compared with 21% of the student body. We want a workforce that reflects the diversity of its students.

    We need to address critical shortage areas: It’s also true that teachers of math, science, special education and English language learners are the hardest new teachers to find. We want to encourage young people who have the most talent and skill in these subject areas to become teachers.


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    Overview of the TEACH campaign Careers

    How will TEACH do this?

    Inspire. Elevate the profession of teaching through a comprehensive campaign that includes uplifting content relevant to current and future teachers.

    Engage. Reach out directly to aspiring teachers, especially the most active decision makers – initially young adults between the ages of 18 and 25 and people returning from military service. Shine light on the facts. Dispel the myths.

    Connect. Through TEACH.gov and related new media, help aspiring teachers create a custom pathway to jobs in teaching. Eliminate obstacles and help find incentives.

    .




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    The Role of Partners in TEACH Careers

    How can you join TEACH?

    Help us find aspiring teachers. Introduce us to sources of potential teachers, like leadership organizations, churches, fraternities and sororities, and service organizations. Help recruit leaders, celebrities or VIPs to get involved in the campaign.

    Echo our call to the profession. Relay information about TEACH & TEACH.gov throughout your organization or community - retail outlets, employee locations, websites, newsletters or circulars. Offer high visibility opportunities for signage & PSAs through traditional and social media. Distribute collateral materials that promote the campaign.

    Amplify and integrate our message into yours. Become a partner. Incorporate information about TEACH into your existing teacher appreciation efforts. Share access to media or advertising. Produce PSAs aligned with the campaign.

    .


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    Timeline of the TEACH campaign Careers

    The TEACH campaign has begun – help

    join the effort:

    www.facebook.com/teachgov

    www.twitter.com/teachgov

    www.youtube.com/teachgov


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