1. Systems of Support for High School Improvement National High School Center Summer Institute Gov. Bob Wise June 11, 2007

2. 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

3. FY 2007 Federal Education Appropriations $2 $4 $6 $8 $10 $12 $14 $16 $18 $20 PreK-6Grades 7-9 Grades 10-12 Postsecondary Amount (in billions) The Missing Middle Pell Striving Readers TRIO GEAR-UP Perkins Head Start Reading First Title I Fed. Work Study LEAP SEOG

4. Reading First & Striving Readers FY 2006 = $29.7 million FY 2006 = $1 billion Reading First Grades: K-3 Striving Readers Grades: 6-12 How much does the U.S. spend on each program? 72 dollars per student 13 cents per 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 First Grades: K-3 Striving Readers Grades: 6-12

5. Systems of Support for Urban High Schools

6. 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.

7. 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

8. 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

9. 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

10. 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

11. CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction Partners in Support of Student Achievement: California Department of Education County Offices of Education California Comprehensive Center

12. CALIFORNIA DEPARTMENT OF EDUCATION Jack O’Connell, State Superintendent of Public Instruction Wendy Harris, Director School Improvement Division California Department of Education

13. JACK O’CONNELL State Superintendent of Public Instruction Overview of California’s Public School System No. of Students6,322,189 No. of Teachers306,548 No. of Schools9,372 No. of Districts1,053

14. JACK O’CONNELL State Superintendent of Public Instruction 2006-07 Program Improvement Status Statewide Summary of Schools YearAdvanceRemainTotal Year 161684700 Year 224496340 Year 340282484 Year 431030340 Year 5111243354 Total1,6835352,218

15. JACK O’CONNELL State Superintendent of Public Instruction 2006-07 Program Improvement Status Statewide Summary of LEAs YearAdvanceRemainTotal Year 1342559 Year 21000 Year 3000 Total13425159

16. JACK O’CONNELL State 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

17. JACK O’CONNELL State 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

18. JACK O’CONNELL State 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)

19. JACK O’CONNELL State 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

20. JACK O’CONNELL State 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

21. 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

22. The California Comprehensive Center at WestEd With American Institutes for Research School Services of California

23. Goal Increase State capacity to assist districts and schools to meet their student achievement goals and close the achievement gap

24. Capacity Building CDE Plus NCLB Focus Continuous Improvement

25. Building Capacity: CDE and Counties School Assistance & Intervention Title III Improvement Plans Algebra Forum RSDSS District Assistance & Intervention

26. 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)

27. RSDSS: Professional Development 2006-2007 Survey Course drawing from Research Best and emerging practices High quality technical assistance

28. RSDSS Leadership for Instruction District Reform Aligning Governance, Policy and Practice Organization Meeting the needs of English Learners Mediating Conflicting/Competing Priorities

29. RSDSS: Application Reallocating Resources to Meet the 9 EPCS Aligning resources with goals and needs

30. Additional state supports School Assistance & Intervention Title III Improvement Plans Algebra Forum RSDSS District Assistance & Intervention

31. 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)

32. 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

33. 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)