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State of California

State of California. Phase II Race to the Top Presentation. August 10, 2010. Introduction to Presenters.

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State of California

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  1. State of California Phase II Race to the Top Presentation August 10, 2010

  2. Introduction to Presenters • Secretary Reiss is the education policy advisor to the Governor of California, and is a board member of the non-profit that has been created for Race to the Top (RttT) implementation and oversight in California, and serves on the board of regents for the University of California. The Governor's Office of the Secretary of Education (OSE) will provide accountability oversight of the non-profit in coordination with California's SEA, the State Board of Education (SBE) and the CDE Bonnie ReissSecretary of EducationUC Board of Regents Mike HansonSuperintendent FUSD • Superintendent Hanson runs Fresno Unified School District, with an enrollment of approximately 73K students, and is President of the board of the non-profit that has been created for RttT implementation and oversight in California. Fresno is one of the Leadership LEAs that developed, and will lead implementation of, California's plan Ramon CortinesSuperintendent LAUSD • Superintendent Cortines runs Los Angeles Unified School District, with an enrollment of 700K students, and is a board member and officer of the non-profit that has been created for RttT implementation and oversight in California. Los Angeles is one of the Leadership LEAs that developed, and will lead implementation of, California's plan Chris SteinhauserSuperintendent LBUSD • Superintendent Steinhauser runs Long Beach Unified School District, with an enrollment of approximately 88K students, and is a board member and officer of the non-profit that has been created for RttT implementation and oversight in California. Long Beach is one of the Leadership LEAs that developed, and will lead implementation of, California's plan Geno FloresChief Deputy Superintendent of Public Instruction • Chief Deputy Superintendent Flores oversees the daily operations of the California Department of Education (CDE) which will allocate the RttT funding, and will provide accountability oversight of the non-profit in coordination with the OSE and SBE

  3. The California Vision and Race to the Top Strategy California’s central vision is to provide quality education for every child with effective teachers in every classroom and an effective principal in every school • “High Bar” for Reform 1 • Districts That Will be Proof Points for the State and the Nation 2 • Plan Built ByDistricts from the “Ground Up” to Ensure Implementation 3 • Agile State Level Non-Profit for Flexibility and Collaboration with Accountability 4

  4. High Bar for Reform for Participating LEAs • Will develop a teacher and leader evaluation system with a minimum of 30% of evaluation linked to growth in student achievement by the end of 2011 • Will use the evaluation tool for 100% of teachers and principals by SY2013-14 • Ensure consistency and comparability of instructional effectiveness across districts by basing evaluation tools on the California Standards for the Teaching Profession (CSTP) • Will use the evaluation system to identify and remove ineffective/ unsatisfactory teachers and principalsfrom their positions • Ensure that high-poverty, historically underperforming schools will have teacher retention rates equal to or greater than the other schools in their district • Will turn around the lowest-achieving schools using one of the four intervention methods outlined in the Race to the Top Application Guidance • Will support and leverage significant STEM investment that will sharpen and expand high-quality STEM teaching and learning in the classroom and during out-of-school time • Will tie their data systems to the state’s expanding longitudinal data system and to an innovative data portal offering rich and easily accessible datasets for all public education stakeholders MOU Commitments: 1

  5. Targeted Effort in Districts Which Can Create Proof Points Around the State 2 Participating California LEAs by # of Students Statistics on Participating LEAs Participating LEAs 5,000 students and below 5,000-10,000 students 10,000-50,000 students 50,000-100,000 students Over 100,000 students Population 9,999 and below 10,000-19,999 20,000-29,999 30,000-39,999 40,000-49,999 50,000 and over The Participating LEAs brought together the strongest reform efforts to date while covering 1.7MM students in districts which would create compelling proof points for LEAs of all types Source: CDE

  6. Plan Built from the Ground Up: Confidence in Implementation 3 • Working group of seven LEAs reflecting the full diversity of California built the plan designed to maximize practicality, and ownership • Los Angeles, Long Beach, Fresno, San Francisco, Sacramento, Clovis and Sanger districts led plan design • Leaders and LEAs with a history of driving student success • Use of data driven instruction in Los Angeles • Long Beach-Fresno partnership for math reform effort now used in many other districts • Professional learning communities (PLCs) implemented in Sanger, pulling all schools out of Program Improvement status • 33% of union leaders have already signed MOUs where applicable • Fresno USD teachers union signed MOU • Strong confidence that remaining unions will work collaboratively to implement their full plans and teacher evaluation systems • Long Beach USD union committed to work to develop evaluation system • Los Angeles USD union deeply committed to working collaboratively

  7. RttT Implementation Team and Oversight Structure: Designed For Flexibility with Accountability 4 State Board of Education (SBE) Office of the Secretary of Education (OSE) State Superintendent of Public Instruction (SPI) California Office to Reform Education(CORE) State Functions CORE Functions • Fiscal accountability for reporting, dispersing and monitoring funding • Partner with LEAs to clear the way for reform and showcase success • Drive data sharing • Coordinate implementation • Guide best practice sharing and collaboration • Drive incentive based behavior with all stakeholders

  8. California Will Be Successful Implementing Plans In All Assurance Areas Because: Standards and Assessments Great Teachers and Leaders • California can seamlessly transition to the common core of state standards due to high, rigorous and aligned standards which have been in place for more than 10 years • Institutions of higher-education have experience working with districts evaluation systems, and have signed binding MOUs supporting the state RttT plan which puts district in a “consumer” role • Districts and charters have experienced significant improvements through implementing common planning time and targeted data-driven PD Data Systems Low-Achieving Schools • The California Longitudinal Pupil Achievement Data System (CALPADS) has been fully stress tested with input from districts and is ready for roll out in November • LEAs around the state already have their own longitudinal systems and have demonstrated an ability to make data based decisions • Examples exist across the state for all planned turnaround models • California’s is a nationwide leader in charter schools, comprehensive after-school programs, early learning, and STEM • The plan builds on grassroots momentum for change coming from parent engagement

  9. Great Teachers and Leaders Are At the Heart of the Plan • “California envisions that every student in every classroom in every school will have effective teachers and leaders who are successfully supported, valued, evaluated, and recognized” –Race to the Top Application D2 D3 D4 D5 Improving Teacher and Principal Effectiveness Based on Performance Ensuring Equitable Distribution Of Effective Teachers And Principals Improving the Effectiveness of Teacher & Principal Preparation Programs Providing Effective Support to Teachers and Principals $165MM $78MM $32MM $25MM Sample Plan Components • Evaluation systems to identify effective and ineffective teachers and leaders • Evaluation-Linked PD Training • Ensure distribution of effective Teachers/Leaders in High-Poverty, High-Minority Schools through recruiting and re-distribution • Ensure distribution of effective Teachers/Leaders in Hard-to-Staff Subjects through recruiting and re-distribution • IHE Partnership Development Initiatives which put districts in the position of consumer for the teachers and leaders they need • Professional learning communities which have had proven success driving improved student outcomes

  10. Why California?: The National Education Challenge Starts Here 6.3MM Student Population by State Students in participating LEAs Remaining students in state The race will include more than California, but it cannot be won without it In California, Poverty Is Not Destiny Source: Race to the Top applications; NCES

  11. Why California?: U.S. Economic Future Depends on California Population Growth Projections for School-Age Children, 2010-2030 US GDP by Finalist States, 2008 Future U.S. Prosperity Depends on California and Race to the Top Reforms Will Lead the Way Source: Race to the Top applications; NCES; BLS; BEA

  12. Q&A

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