Superintendents’ Retreat Marksville, LA Tuesday, September 1, 2009

1. Superintendents’ Retreat Marksville, LA Tuesday, September 1, 2009

2. A Vision for World Class Education Increase Academic Achievement for All Eliminate the Achievement Gap between Races and Classes Prepare Students to be Effective Citizens in a Global Marketplace

3. A Vision for World Class Education Accountability set very modest expectations for schools/districts in 1998: Schools to achieve SPS of 100 in ten years. Schools set growth targets designed to address individual starting points. Bar set very low for Academically Unacceptable Schools. Raised it over time. (30, 45, 60) There was a quid pro quo. We demanded more financial resources necessary to do the work. For the first time in years, we received funding for public education like we had never before seen.

4. Our Investments in Education

5. A Vision for World Class Education Accountability coupled with funding has led to important gains over the last 10 years. Academic achievement has gone up. The achievement gaps between races and classes have been reduced. College remediation rates are down. ACT scores have risen. (19.8 in 2005, 20.1 in 2009) In fact, the state’s ACT scores for African Americans is above national average scores for African Americans.

6. A Vision for World Class Education As the bar rises, so do scores. 2000-2001 (AUS bar at 30 for all schools) Schools with SPS <60: 313 2002-2003 (AUS bar at 45 for all schools) Schools with SPS <60: 244 2004-2005 (AUS bar at 60 for all schools) Schools with SPS <60:  170 2007-2008 (AUS bar at 60 for all schools) Schools with SPS <60: 90

7. A Vision for World Class Education • However…according to the 2007 NAEP, Louisiana ranks: • 50th in 4th grade reading • 46th in 4th grade math • 44th in 8th grade reading • 43rd in 8th grade math

8. A Vision for World Class Education Only 25.3% of our schools met growth targets this past year. In our 10th year of accountability; ONLY 301 (24%) schools have met the goal: 5 Star Schools (>140 SPS)                           10 4 Star Schools (>120;<139 SPS)                 30 3 Star Schools (>100;<119 SPS)              261 2 Star Schools (>80;<99 SPS)                   505 1 Star Schools (>60;<79 SPS)                   367 AUS Schools   (<60 SPS)                             90 More than 500 schools fall below state’s average (86.3).

9. SPS and Student Achievement – up to SPS 86 70 Approximate % of students below grade level School Performance Score 40 45 50 55 60 65 70 75 80 85

10. SPS and Student Achievement – up to SPS 150 70 Approximate % of students below grade level School Performance Score 40 130 50 60 70 80 90 100 110 120 140 150

11. SPS and Student Achievement – Too Many Left Behind • What the numbers mean: • Louisiana elementary school at SPS 100.7 • 37 percent of third graders below basic in math • Louisiana elementary school at SPS 86.8 • 49 percent of third graders below basic in math Percent Below Basic

12. SPS and Student Achievement – Too Many Left Behind • What the numbers mean: • Louisiana middle school at SPS 99.8 • 30 percent of eighth graders below basic in ELA • Louisiana middle school at SPS 85.8 • 40 percent of eighth graders below basic in ELA Percent Below Basic

13. SPS and Student Achievement – Too Many Left Behind • What the numbers mean: • Louisiana high school at SPS 100.4 • 30 percent of students drop out • Louisiana high school at SPS 85.9 • 45 percent of ninth graders below basic in ELA Percent Below Basic

14. A Vision for World Class Education Demographics are NOT Destiny. All children in Louisiana canachieve at high levels. 20 High Performing High Poverty Schools in Louisiana • SPS at 100+ for at least two years. • Free and reduced lunch level at least 65% (State average - 64.9%). • Minority Populations up to 91%. • Vast majority of students performing at Basic or above in mathematics and ELA. Forrest Hill and Hazel Park Elementary Schools recognized by the Milken Foundation

15. LDOE: Supporting High-Priority Schools • The Louisiana Department of Education will provide the supports and interventions necessary to put academically struggling schools on a pathway to success. • Support will be centered around the following categories: • Human Capital • Managed Curriculum & Instruction • School Autonomy and Choice • Quality Assurance and School Support If the 33 AUS-4 schools formed a district, it would have these characteristics:

16. 65 Supporting Schools: Human Capital • Expand the statewide talent pipeline to increase the number of effective teachers and school leaders, especially in high-needs areas. • Initiate reform of the performance appraisal system -- so that it is driven by student achievement data and aligned to the Teacher Advancement Program (TAP). • Reform preparation and certification programs to increase the number of alternatively certified teachers and leaders.

17. Create a comprehensive managed curriculum and instruction model -- linked directly to Louisiana’s Grade Level Expectations (GLEs) and includes guidance surrounding general education, interventions, and enrichment. Enforce the use of approved benchmarking systems to measure student progress and drive the pace of interventions and instruction. Support the implementation of Response to Intervention (RTI) to provide the appropriate supplemental instructional supports to students who are not at grade level. Supporting Schools: Managed Curriculum & Instruction

18. Supporting Schools : Maximizing Autonomy and Choice • Create conditions to support the implementation of site-based teacher and administrator recruitment and placement. • Provide parents with choice through open-enrollment charter schools. • Expand choices in schools through career academies, advance placement options, dual enrollment and virtual learning. • Create a network of alternative and transitional placement opportunities. • Provide schools with the ability to revise the length of their school day and school calendar.

19. Supporting Schools : Quality Assurance and Support • Institute annual quality reviews. • Coordinate the activities of the Regional Service Centers, Distinguished Educators and other Louisiana quality educators to provide on-going support to schools as identified in the quality reviews. • Create an Accountability Council comprised of nationally known researchers to continually review the best practice delivery in Louisiana.

20. Breakout: Barriers and Support • What barriers are holding back your district? • Local • State • Federal • What support do you need to achieve the state 2014 goal of an SPS of 120?

21. Superintendents’ Retreat Marksville, LA Tuesday, September 1, 2009

22. ARRA: Breakdown

23. Key Points: Goal of Race to the Top: encourage and reward states that are creating conditions for education innovation and reform. The criterion is very prescriptive. Applications will be judged by the state’s conditions in place and plan for reform. RTTT applications must demonstrate a comprehensive strategy that addresses four key reforms: Adopting rigorous college- and career-ready standards and high-quality assessments Establishing data systems and using data for improvement Increasing teacher effectiveness and equitable distribution of effective teachers Turning around the lowest-performing schools Race to the Top (RTTT)

24. RTTT Draft Regulations 1) Standards and Assessments Competitive state applications must include: • A high-quality plan to implement new standards and assessments, including alignment of high school graduation and college entrance requirements, and development of curricular materials and professional development for educators

25. LDE Proposed RTTT Strategy 1) Standards and Assessments • Work through the Common Core State Standards Initiative, led by the Council of Chief State Schools Officers, to develop common standards and assessments • Implement the terms of the College and Career Readiness Policy Institute report including the alignment of high school graduation and college entry requirements • Expand the use of the LDOE-developed (or approved alternative) data-driven curriculum and instructional model, and provide the necessary training and support to all LEAs through our Regional Service Centers

26. RTTT Draft Regulations 2) Data Systems Competitive state applications must include a plan that : • Makes data available to key stakeholders, including parents, students, teachers, principals, and district and union stakeholders. • Uses data to improve instruction and allow researchers to access data for program evaluation.

27. LDE Proposed RTTT Strategy 2) Data Systems • Use value-added student achievement data to measure individual teacher, principal, school, and teacher preparation program performance • Provide schools and other stakeholders with rapid access to periodic student achievement data in order to drive instruction

28. RTTT Draft Regulations 3) Teacher Effectiveness and Distribution Competitive state applications must include a plan that: • Differentiates teachers and principals based on effectiveness, using student growth data as one measure • Uses data on teacher and principal effectiveness for the purposes of evaluation, compensation and promotion, tenure granting, and dismissal • Increases the number of highly effective teachers and principals in high-need schools and the number of effective teachers in shortage subject areas • Annually publishes student performance data, as linked to teacher and principal preparation programs • Uses rapid time (less than 72 hours) student data to inform and evaluate teacher and principal supports such as professional development and collaboration / common planning time

29. LDE Proposed RTTT Strategy 3) Teacher Effectiveness and Distribution • Expand the state-wide talent pipeline to increase the number and distribution of effective teachers and school leaders, especially in high needs areas (as defined by USDOE) • Create a comprehensive performance evaluation and management system that incorporates student achievement data and guides the entire human capital continuum, including compensation • Establish a statewide institute for the purpose of training high-quality school leaders

30. RTTT Draft Regulations 4) Turning Around Low-Performing Schools Competitive state applications must include a plan to turn around the lowest five percent of schools using one of three options: • Putting in place new leadership and a majority of new staff; new governance and improved instructional programs; and providing the school with flexibilities, e.g., site-based budgeting and staff selection and expanded student learning time • Converting schools to charter schools or contracting with an education management organization • Closing the school and placing the school’s students in high-performing schools • When these strategies are not possible, implementing a school transformation model that includes: hiring a new principal, measuring teacher and principal effectiveness, rewarding effective teachers and principals; extending learning time; and other practices outlined by USDOE.

31. LDE Proposed RTTT Strategy 4) Turning Around Low-Performing Schools • The Recovery School District (RSD) currently encompasses more than five percent of our persistently low-performing schools. • To give non-AUS schools greater access to RTTT funds, we are exploring the possibility for voluntary employment of the USDOE-prescribed turnaround strategies in additional high-priority schools. • Schools that voluntarily employ this strategy will not be part of the RSD and do not risk RSD-incorporation, even if they fail to meet the objectives of RTTT.

32. LDE Proposed RTTT Strategy 4) Turning Around Low-Performing Schools Preliminary Plan: • Participation is VOLUNTARY and COMPETITIVE. • Districts may include schools SPS <100 in their plan. • Participating districts and schools will receive: • Funding to implement their turnaround efforts; • Special consideration with respect to accountability rules (i.e. at least a three-year moratorium on the effects of accountability and the chance of takeover); • State-provided technical support (teacher and principal recruitment, curriculum and instruction, etc.).

33. LDE Proposed RTTT Strategy 4) Turning Around Low-Performing Schools Preliminary Plan: • To participate, districts must submit an application outlining their school turnaround plan. • Applications will be judged by: • How well the district has aligned recent federal funding (Title 1, IDEA, SIG, etc.) with the four assurance areas. • How well the plan aligns with the guidelines set forth in the RTTT regulations for school turnaround. • How well the district proposes to address all four assurance areas going forward

34. Breakout: Reaction to RTTT Strategy • If you could scale up something you are currently doing, what would it be? • If you could define the competitive elements of an statewide RFP for implementing a turnaround strategy, what would those be? • Should it be need-based or competitive? • If you could do something you are not currently doing, what would it be?

35. Superintendents’ Retreat Marksville, LA Tuesday, September 1, 2009