RHODE ISLAND’S RACE TO THE TOP PRESENTATION TO THE RACE TO THE TOP REVIEW PANEL MARCH 17, 2010 Honorable Donald L. Carcieri, Governor Deborah A. Gist, Commissioner Thomas M. Brady, Superintendent of Providence Schools David V. Abbott, Deputy Commissioner Mary Ann Snider, Chief of Educator Excellence and Instructional Effectiveness (on behalf of 1,000 educators, students, residents, and experts who helped shape our plan) R e d a c t e d

Rhode Island Is Ready Constituency Support Foundation For Bold Action Strong, Unified Leadership

Rhode Island’s Theory of Action All Students Achieve Effective Educators, Relentlessly Supported Student-Centered Systems and Policies All students will achieve at high levels when:  We have an effective teacher in every classroom and an effective leader in every school. AND  Teachers and school leaders are supported by student- centered systems.

Ready to Act Strength of Regulation and Policy Proven Capacity to Execute A Student Achievement Breakthrough Clarity of Purpose

High-Quality Educators Who Are Well Supported Rhode Island’s Bold, Actionable Goals  Increase high school graduation rate to 87%.  Cut achievement gaps in half.  Ensure that no child will have two ineffective teachers in a row. All Students Achieve Effective Educators, Relentlessly Supported Student-Centered Systems and Policies

Goal: Distribute Effective Teachers Equitably  Districts evaluate all educators annually.  The state sends a list of students in classes with ineffective teachers to every district.  Districts manage teacher assignments tailored to student need and teacher expertise.  The state monitors the extent to which districts use evaluation data to manage their personnel systems. How we achieve our goal of ensuring that no child experiences 2 years of ineffective teaching: Of course, we see this as only a first step toward all students receiving an effective teacher every year, but it is a first step that no state has yet taken.

Our Focus: Great Teachers and Leaders  Ambitious professional development  Supportive leadership  A culture that insists upon effectiveness  Powerful new tools and data Rhode Island is small enough to reach every educator multiple times per year with: The intensive support we will provide to our 11 high- need districts will reach 76% of our disadvantaged students.

Continuum of Professional Support and Accountability Prepare Certify Recruit and Select Induct Support and Develop Evaluate Career Ladder All Students Achieve Stronger candidates Informed by evaluation data Based on student needs Comprehensive support Coherent and targeted Fair and actionable feedback

Supportive and Decisive 1. After 2 years of ineffective evaluations, an educator cannot be retained by the district. 2. After 5 years of ineffective evaluations, the state will not renew certification to practice in Rhode Island. We intensively support teachers and administrators to become highly effective, but if they don’t become effective, we are uniquely empowered to take action:

State and District Actions  Results Example: Statewide Educator Evaluation Uses Data/Feedback Customizes Growth Plan Implements Evaluation Training Collects & Uses Data HR Decisions Co-Designs/ Designs Manages Human Capital System Data System Reporting Standards Co-Design Data System Implementation Support Dramatically Accelerate Student Achievement

Race to the Top in Providence  Demonstrated Capacity to Execute  Aligned curriculum  Competency-based interview hiring  Accelerate and Sustain with Race to the Top  Focus on turning around lowest-achieving schools  Meaningful educator evaluation systems  Significant professional development  Targeted leadership development  Data-driven decision-making

Why Rhode Island?  Bold, Actionable Goals  Strong Foundation  Courage to Act  Model for the Nation All Students Achieve Effective Educators, Relentlessly Supported Student-Centered Systems and Policies