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Transcript of Systems of Support for High School Improvement National High School Center Summer Institute Gov. Bob...
Systems of Support for High School Improvement
National High School Center Summer InstituteGov. Bob WiseJune 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
FY 2007 Federal Education Appropriations
$2
$4
$6
$8
$10
$12
$14
$16
$18
$20
PreK-6 Grades 7-9
Grades 10-12
Postsecondary
Am
ou
nt
(in
bill
ion
s)The Missing Middle
Pell
Striving Readers
TRIO
GEAR-UP
Perkins
Head Start
Reading First
Title I
Fed. Work Study
LEAP
SEOG
Reading First & Striving Readers
FY 2006 =$29.7 million
FY 2006 =$1 billion
Reading FirstGrades: K-3
Striving ReadersGrades: 6-12
How much does the U.S. spend on each program?
72 dollarsper student
13 centsper student
*Estimates based on public school enrollments in the U.S. for grades k-3 and 6-12 in 2003-2004 (NCES)
How much does the U.S. spend per student?*
Reading FirstGrades: K-3
Striving ReadersGrades: 6-12
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– 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. – 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-by-school 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
CALIFORNIA DEPARTMENT OF EDUCATIONJack O’Connell, State Superintendent of Public Instruction
Partners in Support of Student Achievement:
California Department of Education County Offices of Education
California Comprehensive Center
CALIFORNIA DEPARTMENT OF EDUCATIONJack O’Connell, State Superintendent of Public Instruction
Wendy Harris, Director
School Improvement Division
California Department of Education
JACK O’CONNELLState Superintendent of Public Instruction
Overview of California’s Public School System
No. of Students 6,322,189
No. of Teachers 306,548
No. of Schools 9,372
No. of Districts 1,053
JACK O’CONNELLState Superintendent of Public Instruction
2006-07 Program Improvement StatusStatewide Summary of Schools
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
JACK O’CONNELLState Superintendent of Public Instruction
2006-07 Program Improvement Status
Statewide Summary of LEAs
Year Advance Remain Total
Year 1 34 25 59
Year 2 100 0 100
Year 3 0 0 0
Total 134 25 159
JACK O’CONNELLState Superintendent of Public Instruction
County Offices of Education
• 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
JACK O’CONNELLState Superintendent of Public Instruction
Examples of County-based Support Systems
• 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
JACK O’CONNELLState Superintendent of Public Instruction
California Comprehensive Center
• 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)
JACK O’CONNELLState Superintendent of Public Instruction
District Intervention and Capacity Building Project
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
JACK O’CONNELLState Superintendent of Public Instruction
District Intervention and Capacity Building Project
Key Outcomes:
• Develop regional and state capacity to help districts with large numbers of under-performing schools
• Refine district intervention tools/process
• Align support structures for implementation of curriculum, instruction, assessment, data management, and accountability
• Share successful practices across similar schools, districts, counties, regions and the state
The California Comprehensive Center:
Partnering to Buildthe Capacity of the State
Rose Owens-West, Ph.D.
National High School Center
2007 Summer Institute
Washington, DC
The California Comprehensive Centerat 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
Building Capacity: CDE and Counties
• 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
• 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
• School Assistance & Intervention • Title III Improvement Plans• Algebra Forum• RSDSS • District Assistance & Intervention
DAIT Pilot – Phase I
Reef-Sunset School District (Kings
County)
Escondido Union Elementary School District (San Diego
County)
Salinas City Elementary School District (Monterey
County)
Alisal Union Elementary School District (Monterey
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
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)
Red Bluff Union Elementary School District
(Tehema 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)
Reef-Sunset Unified School District (Kings
County)
Escondido Union Elementary School District (San Diego
County)
Azusa Unified School District (LA County)