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

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– 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

Capacity Building

• CDE Plus

• NCLB Focus

• Continuous Improvement

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)