Transcript Slide 1

Systems of Support for High
School Improvement
National High School Center Summer Institute
Gov. Bob Wise
June 11, 2007
Economic Impact
Each class of high school dropouts costs the US
economy…
• Over $309 billion lost wages over the students’
lifetimes
• About $17 billion in Medicaid and uninsured medical
costs over their lifetimes
• Almost $4 billion in community college remediation
costs per year
• More than $8 billion in incarceration expenses and
lost wages per year
The Missing Middle
FY 2007 Federal Education Appropriations
Amount (in billions)
$20
Title I
$18
Reading First
$16
Head Start
$14
Perkins
$12
GEAR-UP
Striving Readers
$10
TRIO
$8
SEOG
$6
LEAP
$4
Fed. Work Study
Pell
$2
PreK-6
Grades
7-9
Grades
10-12
Postsecondary
Reading First & Striving Readers
How much does the U.S.
spend on each program?
How much does the U.S.
spend per student?*
72 dollars
per student
FY 2006 =
$1 billion
13 cents
per student
FY 2006 =
$29.7 million
Reading First
Striving Readers
Reading First
Striving Readers
Grades: K-3
Grades: 6-12
Grades: K-3
Grades: 6-12
*Estimates based on public school enrollments in the U.S. for grades k-3 and 6-12 in 2003-2004 (NCES)
Systems of Support for Urban High Schools
Key Role of Large Urban Districts
• There are approximately 17,000 school districts in the US
• Approximately 66 (.04%) could be considered large urban
school districts
– Educate 13 percent of the nation’s students
– Educate nearly 30 percent of all black and Hispanic students
– Educate 25 percent of all poor students
• Must address these districts’ needs to improve student
outcomes/close achievement gaps.
Core Challenges Are Common and Systemic
• The core challenges are common across districts
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Student Engagement
Academic Literacy
Teacher Quality
Course Rigor
• These challenges exist above the level of the individual
school, and require coherent, system-wide strategies
• Systemic strategies developed for some elementary level
challenges (e.g., reading and math curricula and PD)
• Not as much progress at secondary level
Example: Adolescent Literacy
• Core Challenge: secondary students’ development of
vocabulary and comprehension skills.
• Districts and states have developed coherent, system-wide
strategies to address elementary level reading skills.
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Curricula
Professional Development & Coaching
Pacing Guides
Regular Formative Assessments
• Districts need coherent, system-level frameworks and
strategies for addressing secondary-level literacy
challenges
Implications for Systems of Support for
Secondary School Improvement
• Resources, and frameworks that go beyond school-byschool reform.
• Curricular and Instructional Frameworks
– Curricular/Instructional Strategies for addressing key student
needs (e.g., explicit literacy instruction across the curriculum).
– Professional Development frameworks and strategies linked to
these approaches
• Teacher Training and Recruitment
– Pre-service and in-service training
– Incentives and supports for recruitment and retention in high need
schools
Implications for Systems of Support for
Secondary School Improvement
• Data Systems
– Formative assessments
– Tracking course taking and student progress (across schools)
– Tracking teacher performance.
• Supports for Student Engagement
– Resources for restructuring where appropriate (and in combination
with instructional strategies)
– Resources and strategies for engaging communities and parents
Partners in Support of Student
Achievement:
California Department of Education
County Offices of Education
California Comprehensive Center
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
Wendy Harris, Director
School Improvement Division
California Department of Education
CALIFORNIA DEPARTMENT OF EDUCATION
Jack O’Connell, State Superintendent of Public Instruction
Overview of California’s
Public School System
JACK O’CONNELL
State Superintendent
of Public Instruction
No. of Students
6,322,189
No. of Teachers
306,548
No. of Schools
9,372
No. of Districts
1,053
2006-07
Program Improvement Status
Statewide Summary of Schools
JACK O’CONNELL
State Superintendent
of Public Instruction
Year
Advance
Remain
Total
Year 1
616
84
700
Year 2
244
96
340
Year 3
402
82
484
Year 4
310
30
340
Year 5
111
243
354
Total
1,683
535
2,218
2006-07
Program Improvement Status
Statewide Summary of LEAs
JACK O’CONNELL
State Superintendent
of Public Instruction
Year
Advance
Remain
Total
Year 1
34
25
59
Year 2
100
0
100
Year 3
0
0
0
Total
134
25
159
County Offices of Education
JACK O’CONNELL
State Superintendent
of Public Instruction
• The 58 counties are organized in a
statewide network known as the
California County Superintendents
Educational Services Association
(CCSESA)
• CCSESA's mission is to strengthen the
service and leadership capabilities of
County Offices of Education in support
of students, schools, districts, and
communities
Examples of County-based
Support Systems
JACK O’CONNELL
State Superintendent
of Public Instruction
• Regional System of District and School
Support, which is part of the Title I Statewide
System of School Support
• California pre-school instructional network
• AVID
California Comprehensive
Center
JACK O’CONNELL
State Superintendent
of Public Instruction
• Supports the Regional System of District and
School Support (RSDSS)
• Supports the training for School Assistance
Intervention Teams (SAITs)
• Supported the development and Initial Pilot of
the District Assistance and Intervention Teams
(DAIT)
District Intervention and
Capacity Building Project
JACK O’CONNELL
State Superintendent
of Public Instruction
Two related parts:
1.
Expand an initial pilot of the District
Assistance and Intervention Team (DAIT)
process to 15 districts either in PI Year 1 or
at risk of PI
2.
Build regional capacity to prepare for
increasing county role as more districts
become identified for PI and corrective
action
District Intervention and
Capacity Building Project
JACK O’CONNELL
State Superintendent
of Public Instruction
Key Outcomes:
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Develop regional and state capacity to help
districts with large numbers of underperforming schools
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Refine district intervention tools/process
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Align support structures for implementation
of curriculum, instruction, assessment, data
management, and accountability
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Share successful practices across similar
schools, districts, counties, regions and the
state
The California Comprehensive
Center:
Partnering to Build
the Capacity of the State
Rose Owens-West, Ph.D.
National High School Center
2007 Summer Institute
Washington, DC
The California Comprehensive Center
at WestEd
With
American Institutes for Research
School Services of California
Goal
Increase State capacity to assist districts
and schools to meet their student
achievement goals and close the
achievement gap
Capacity Building
• CDE Plus
• NCLB Focus
• Continuous Improvement
Building Capacity: CDE and Counties
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School Assistance & Intervention
Title III Improvement Plans
Algebra Forum
RSDSS
District Assistance & Intervention
California’s Statewide System
California’s Statewide System of School
Support
• CDE
• County Offices
• Regional System of District and School
Support (RSDSS)
• Comprehensive Center (CA CC)
RSDSS: Professional
Development
2006-2007 Survey Course drawing from
• Research
• Best and emerging practices
• High quality technical assistance
RSDSS
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Leadership for Instruction
District Reform
Aligning Governance, Policy and Practice
Organization
Meeting the needs of English Learners
Mediating Conflicting/Competing Priorities
RSDSS: Application
Reallocating Resources to
Meet the 9 EPCS
Aligning resources with goals and needs
Additional state supports
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School Assistance & Intervention
Title III Improvement Plans
Algebra Forum
RSDSS
District Assistance & Intervention
DAIT Pilot – Phase I
Salinas City Elementary School
District (Monterey County)
Reef-Sunset School
District (Kings County)
Alisal Union Elementary School
District (Monterey County)
Escondido Union Elementary School
District (San Diego County)
Key Findings
• Clearly define overall processes, roles, and
responsibilities
• Ensure that DAIT providers have the capacity to carry
out the process
• Conduct a district needs assessment and tailor the
process to district needs
• Monitor and build accountability into the process
• Share tools and lessons learned across sites through
the DAIT website
DAIT Pilot – Phase II
Red Bluff Union
Elementary School District
(Tehema County)
Cloverdale Unified School
District (Sonoma County)
Napa Valley Unified School
District (Napa County)
Salinas City Elementary School
District (Monterey County)
Alisal Union Elementary School
District (Monterey County)
Escondido Union Elementary School
District (San Diego County)
Washington Unified School
District (Yolo County)
Washington Union High School
District (Fresno County)
Lamont Elementary School
District (Kern County)
Bishop Union Elementary
School District (Inyo County)
Oceanside Unified School
District (San Diego County)
Azusa Unified School
District (LA County)
Reef-Sunset Unified School
District (Kings County)