SAVING AND CREATING JOBS AND REFORMING EDUCATION U.S. Department of Education June 12, 2009

Spend Quickly to Save and Create Jobs Ensure Transparency and Accountability Thoughtfully Invest One-time Funds Advance Effective Reforms

 All ARRA funds must be tracked separately with the following reporting requirements:  Quarterly reports on financial information and how funds are being used  Estimated number of jobs created  Recipients must report information on sub-recipients  Reporting procedures being developed for use by states to capture required information  Transparency allows opportunity to quantify/define goals and mobilize support for improving results for all students

 State Stabilization – $32.5 billion (67% based on approvable application)  Released April 1  IDEA, Parts B & C – $6.1 billion (50%)  Title I, Part A – $5 billion (50%)  Vocational Rehabilitation – $270 million (50%)  Independent Living – $52.5 million (100% of formula monies; $87.5 million in competitive grants to follow)  Released April 10  Homeless Youth – $70 million (100%)  Impact Aid – $40 million (100% of formula monies; $60 million in competitive grants to follow)

 Pell & Work Study – $17.3 billion (100%)  State Stabilization – $16.1 billion (33%)  IDEA, Parts B & C – $6.1 billion (50%)  Title I, Part A – $5 billion (50%)  Title I School Improvement – $3 billion (100%)  Enhancing Education through Technology – $650 million (100%)  Vocational Rehabilitation – $270 million (50%)  Statewide Data Systems – $250 million (100%)  Teacher Incentive Fund – $200 million (100%)  Teacher Quality Enhancement – $100 million (100%)

 “Race to the Top” – $4.35 billion competitive grants to States making most progress toward the assurances  “Investing in What Works and Innovation” – $650 million competitive grants to LEAs and non-profits that have made significant gains in closing achievement gaps to be models of best practices  2010 grant awards will be made in two rounds – late 2009, 2010

College- and career-ready standards and high quality, valid, and reliable assessments for all students, including ELLs and students with disabilities Pre-K to higher education data systems that meet the principles in the America COMPETES Act Teacher effectiveness and equitable distribution of effective teachers Intensive support and effective interventions for lowest- performing schools

Overview of approach  Specific data metrics required on the four assurances  Transparency on state and local progress toward reforms will help drive conversations and focus action  Metrics available for public comment in the Federal Register  In application for phase two stabilization funds, states will provide plan for collecting and reporting these data

Teacher effectiveness and ensuring that all schools have highly qualified teachers  Number and % of teachers in the highest-poverty and lowest-poverty schools in the state who are highly qualified  Number and % of teachers and principals rated at each performance level in each LEA’s teacher evaluation system  Number and % of LEA teacher and principal evaluation systems that require evidence of student achievement outcomes

Higher standards and rigorous assessments that will improve both teaching and learning  Most recent math and reading NAEP scores  Action steps to improve assessments  Valid, reliable measures for ELLs and students with disabilities test in math and English Language Arts (ELA)  % of ELLs and students with disabilities tested in math and ELA  Number and % of students who graduate and complete one year of college

Intensive support, effective interventions, and improved student achievement in schools that need it the most  For schools in restructuring status:  Number of schools that demonstrated substantial gains in achievement, closed, or consolidated  Number of schools initially in the bottom 5% that demonstrated substantial gains in student achievement, closed, or consolidated  Number and % of schools that have made progress in math and ELA  For charter schools: Number operating, number closed for academic reasons, and presence of charter caps

Better information to educators and the public, to address the individual needs of students and improve teacher performance  Statewide data system includes elements of America COMPETES Act  All teachers in math and ELA in tested grades receive timely data and estimates of individual teacher impact on student achievement to inform instruction

Will the proposed use of ARRA funds:  Drive results for students?  Increase capacity?  Accelerate reform?  Avoid the funding “cliff” and improve longer-term productivity?  Foster continuous improvement?

Improving teacher effectiveness and equitable distribution of highly qualified teachers  Restructure personnel procedures to improve teacher quality and fill hard-to-staff positions  Redesign professional development and train effective teachers as great coaches and mentors  Establish and implement a fair and reliable teacher evaluation system

Developing rigorous standards and high-quality assessments  Increase student participation in rigorous college and career courses  Develop and adopt valid and reliable formative assessment systems  Purchase or adapt high quality curriculum aligned to standards with embedded assessments

Turning around low-performing schools  Close and re-open schools with new leadership and staff, new instructional programs, and expanded learning time  Create summer programs and 9 th grade academies so that students are equipped to succeed in algebra and college-preparatory classes  Launch a comprehensive literacy program

Establishing data systems and using data for improvement  Develop or enhance data systems that provide teachers information on student progress  Train educators to use data for decision-making to improve instruction  Implement online Individual Education Program (IEP) aligned to standards

Improving results for all students  Strengthen early learning programs  Use technology to improve teaching and learning  Increase student awareness of college and career options and provide transition supports  Invest in school modernization that advances up-to- date science labs, energy efficiency, community, and early childhood facilities

 State  Set vision and policy context  Align use of ARRA funds  Support for districts to advance reforms  Monitor to ensure appropriate uses of funds  District and School  Develop coherent and focused plans  Use data for continuous improvement  Seize the opportunity to use funds differently  Parents and Community  Ask the right questions  Examine data  Partner with schools for improvement

 Publishing Industry -- Support materials for new standards and assessments. -- Materials and support for lowest performing schools. -- Packaging technology and materials that can provide enduring support to schools. -- Get serious about fewer, higher standards and learning goals.

 ARRA Resources and Guidance: html#appsSFSF html#appsSFSF  SFSF Questions:  IDEA Questions:  Title I Questions:  Inspector General Questions:  Independent Living and Vocational Rehabilitation Questions: