Phase II Race to the Top Presentation

State of California

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

Bonnie ReissSecretary of EducationUC Board of Regents

• 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

Geno FloresChief Deputy Superintendent

of Public Instruction

Geno FloresChief Deputy Superintendent

of Public Instruction

• 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

Ramon CortinesSuperintendent LAUSD

Ramon CortinesSuperintendent LAUSD

• 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

Mike HansonSuperintendent FUSD

Mike HansonSuperintendent FUSD

• 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

Chris SteinhauserSuperintendent LBUSD

Chris SteinhauserSuperintendent LBUSD

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

1 – “High Bar” for Reform– “High Bar” for Reform

2 – Districts That Will be Proof Points for the State and the Nation– Districts That Will be Proof Points for the State and the Nation

3 – Plan Built By Districts from the “Ground Up” to Ensure Implementation– Plan Built By Districts from the “Ground Up” to Ensure Implementation

4 – Agile State Level Non-Profit for Flexibility and Collaboration with Accountability– Agile State Level Non-Profit for Flexibility and Collaboration with Accountability

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 principals from 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

1 MOU Commitments:MOU Commitments:

5

Targeted Effort in Districts Which Can Create Proof Points Around the State

Source: CDE

Statistics on Participating LEAsParticipating California LEAs by # of Students

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

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

2

Student CategoryTotal Students/Schools

(Percent of Participating LEA Students/Schools)

Total Students 1.7MM

Free and Reduced Price Lunch Students

1.2MM(67%)

English Language Learners

500K(29%)

Special Education180K(10%)

Schools 2,560

Charter Schools 414

Lowest-Achieving Schools

78

Teachers 86,700

PopulationPopulation

40,000-49,999

50,000 and over

20,000-29,999

10,000-19,999

9,999 and below

30,000-39,999

Participating LEAsParticipating LEAs

Over 100,000 students

10,000-50,000 students

5,000-10,000 students

5,000 students and below

50,000-100,000 students

6

Plan Built from the Ground Up: Confidence in Implementation

• 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

3

7

RttT Implementation Team and Oversight Structure: Designed For Flexibility

with Accountability

California Office to Reform Education(CORE)

California Office to Reform Education(CORE)

Office of the Secretary of Education (OSE)

Office of the Secretary of Education (OSE)

State Board of Education (SBE)

State Board of Education (SBE)

State Superintendent of Public Instruction (SPI)State Superintendent of Public Instruction (SPI)

4

• Fiscal accountability for reporting, dispersing and monitoring funding

• Partner with LEAs to clear the way for reform and showcase success

• Drive data sharing

State FunctionsState Functions

• Coordinate implementation

• Guide best practice sharing and collaboration

• Drive incentive based behavior with all stakeholders

CORE FunctionsCORE Functions

8

California Will Be Successful Implementing Plans In All Assurance Areas

Because:

• 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

Standards and AssessmentsStandards and Assessments Great Teachers and LeadersGreat Teachers and Leaders

Low-Achieving SchoolsLow-Achieving SchoolsData SystemsData Systems

• 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

• 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

D2D2 D4D4D3D3 D5D5

Improving Teacher and Principal Effectiveness Based on Performance

Improving Teacher and Principal Effectiveness Based on Performance

Improving the Effectiveness of Teacher & Principal Preparation

Programs

Improving the Effectiveness of Teacher & Principal Preparation

Programs

Ensuring Equitable Distribution Of Effective Teachers And Principals

Ensuring Equitable Distribution Of Effective Teachers And Principals

Providing Effective Support to Teachers and

Principals

Providing Effective Support to Teachers and

Principals

$165MM$165MM $32MM$32MM$78MM$78MM $25MM$25MM

• 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

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

Sample Plan ComponentsSample Plan Components

10

Why California?: The National Education Challenge Starts Here

Source: Race to the Top applications; NCES

The race will include more than California, but it cannot be won without it

The race will include more than California, but it cannot be won without it In California, Poverty Is Not DestinyIn California, Poverty Is Not Destiny

0.0MM

1.0MM

2.0MM

3.0MM

4.0MM

5.0MM

CA NY

2.7

MM

FL

2.6

MM

I L

2.0

MM

OH

1.7

MM

PA

1.7

MM

GA

1.6

MM

NC

1.4

MM

NJ

1.4

MM

AZ

1.1

MM

MA

0.9

MM

MD

0.8

MM

CO

0.8

MM

SC

0.7

MM

LA

0.7

MM

KY

0.7

MM

HI

0.2

MM

RI

0.1

MM

DC

0.1

MM

Nu

mb

er

of

Stu

den

ts

Remaining students in state

Students in participating LEAs

Student CategoryCalifornia Share of

United States Students

Total Students 13%

Free and Reduced Price Lunch Students

15%

Special Education 16%

Minority Students 20%

English Language Learners

36%

Student Population by State

11

Why California?: U.S. Economic Future Depends on California

Source: Race to the Top applications; NCES; BLS; BEA

Future U.S. Prosperity Depends on California and Race to the Top Reforms Will Lead the Way

Future U.S. Prosperity Depends on California and Race to the Top Reforms Will Lead the Way

0%

20%

40%

60%

80%

100%

U.S. GDP by State

PA

NJ

OH

IL

CA

NY

FL

NC

COLA

Other

AZ

GAMAMD

$8.5T

Perc

ent

of

Tota

l

US GDP by Finalist States, 2008Population Growth Projections for School-Age Children, 2010-2030

-20K

0K

20K

40K

60K

80K

CA6

3K

FL

62

K

AZ

34

K

NC

28

K

GA

23

K

MD

12

K

CO

10

K

SC

4K

NJ

3K

I L

3K

MA

2K

HI

1K

PA

1K

KY

0K

RI

0K

DC

0K

LA

-1K

NY

-3K

OH

-4K

An

nu

al5

-17

Year-

Old

Popu

lati

on

Gro

wth

12

Q&A