0 Governor’s P-20 Coordinating Council Race to the Top Application Update

1 Today's objectives To discuss the recommended plans for reform, aligned to the final RTTT requirements To describe the next steps of stakeholder involvement 1 2

2 RTTT Draft: Vision Vision for Public Education In Arizona BY 2020, ARIZONA’S STUDENTS WILL BE RANKED IN THE TOP 5 IN THE COUNTRY AND AMONG THE BEST GLOBALLY

RTTT Draft: Four Education Reforms Develop rigorous college- and career- ready standards and assessments Establish Pre-K through college data systems to track and foster performance and improvement Infrastructure to Facilitate Reform Great Teachers Great Leaders Provide intensive support and interventions to the lowest performing schools Levers to Achieve Reform Efforts

RTTT Draft: Four Education Reforms Standards and Assessments A System that links college- and career-ready standards to high- quality summative assessments and a comprehensive set of supports that increases their impact. Statewide Longitudinal Data Systems Supporting Struggling Schools Vision for Four Reform Areas Great Teachers, Great Leaders A secure, scalable virtual home for useable data with a longitudinal P-20 perspective, advanced systems for training and communications, high-quality data collection and governance. High-quality pathways into education with evaluations and other tools that improve teacher and principal effectiveness and continuous improvement and initiatives that ensures effective teachers and leaders at the most challenged schools. Building capacity while enhancing the accountability system for intervening in persistently lowest-achieving schools.

5 RTTT Draft: Action Steps 1 Base all plans on the development of highly effective teaching practices as the cornerstone for student achievement 2 Set ambitious standards and expectations for students by defining baseline levels of knowledge needed to succeed in postsecondary education and the workforce. Establish accountability, monitoring and support systems for all – students, teachers and leaders. 3 Drive decisions at all levels with data that is timely and accessible. 4

6 RTTT Draft: Action Steps 5 Scale up what is working Statewide – leverage myriad examples of smaller-scale successes. 6 Leverage innovation and technology to achieve state-of-the-art education by building a broad technological platform and put cutting-edge tools in the hands of teachers and students. Close the achievement gap without shortchanging stronger schools and students. 7 Harness the energy and resources of a wide range of stakeholders. 8

7 RTTT Draft: Broad initiatives across reform areas STEM Strategy for the 21st Century College- and career-ready (CCR) alignment Create regional hubs with a central connection Pathways including Early College HS Focus on increasing core content knowledge for teachers and students Research as a classroom/ school management protocol Targeted focus on K-12 engineering education Rural Strategy Governor's Distinguished Educator Corps supplying turnaround specialists Supplement with locally driven initiatives to develop teaching talent Enhance technology in the classroom Broadband/ infrastructure Expand access to quality coursework (e.g., AP) Specific strategies to support Native Americans and English Language Learners E.g., cultural sensitivity and truancy codes Gradually shift paradigm from time-based education to mastery of content Particular focus on key transition points in a student's career Invest in comprehensive set of student-level supports Credit recovery Counseling Tutoring Incentives Use technology to target instruction Student-level alerts, Interventions tracking Focus on Transitions

8 A. Exhibit I – Preliminary Scope of Work LEA hereby agrees to participate in implementing the State Plan in each of the areas identified below. Elements of State Reform Plans LEA Participation (Y/N) Comments from LEA (optional) B. Standards and Assessments (B)(3) Supporting the transition to enhanced standards and high-quality assessments C. Data Systems to Support Instruction (C)(3) Using data to improve instruction: (i) Use of local instructional improvement systems (ii) Professional development on use of data (iii) Availability and accessibility of data to researchers D. Great Teachers and Leaders (D)(2) Improving teacher and principal effectiveness based on performance: (i) Measure student growth and link it to both principals’ and individual teachers’ evaluations (ii) Design and implement evaluation systems that incorporate student growth as a significant factor (both at the individual and group level) (iii) Conduct annual evaluations (iv)(a) Use evaluations to inform professional development (iv)(b) Use evaluations to inform compensation, promotion, and retention (iv)(c) Use evaluations to inform tenure and/or full certification (iv)(d) Use evaluations to inform removal (D)(3) Ensuring equitable distribution of effective teachers and principals: (i) High-poverty and/or high-minority schools (ii) Hard-to-staff subjects and specialty areas (D)(5) Providing effective support to teachers and principals: (i) Quality professional development (ii) Measure effectiveness of professional development E. Turning Around the Lowest-Achieving Schools (E)(2) Turning around the lowest-achieving schools For the Participating LEAFor the State Authorized LEA Signature/DateAuthorized State Signature/Date Print Name/Title

9 RTTT Draft: Standards and Assessments At the state level:  Work with a consortium of states to develop common standards and assessments that are rigorous, benchmarked and build toward college- and career-readiness  Expand IDEAL to include item bank, formative assessments, and professional development At the local level:  Support the transition to common standards and assessments  Implement academic warning systems and provide intervention/support leading up to transition grades  Phase-in social promotion beginning in 2013  Implement “move on when ready” strategies e.g. dual enrollment and early college attendance/entrance

10 RTTT Draft: Longitudinal Statewide Data Systems At the state level:  Implement the America Competes Act 12 data points  Provide data warehouse access to expanded user groups  Provide web based portal and dashboard tools  Establish data governance board = representatives from all key stakeholders  Provide training to local trainers to enhance use of AEDW At the local level:  Use data to improve instruction  Implement instructional improvement system i.e. use dashboard system – student alerts (assessments, attendance, discipline, etc.)  Base decisions on student growth i.e. professional development, etc.

11 RTTT Draft: Great Teachers Great Leaders At the state level:  Expand high quality, alternative pathways to certification  Pilot value-added/regression based growth models  “Round out” assessment system to address tests or measurements for non-AIMS subjects  Align Proposition 301 and career ladders to teacher effectiveness  Create Governor’s Distinguished Educator Corps (turnaround experts) At the local level:  By , add student achievement data to the evaluation instruments - include four ratings - 50% of evaluation for student achievement  Use data from evaluations to identify professional development needs, transfers, pay for performance, other personnel decisions  Provide equitable distribution of effective teachers and principals  Provide support to new teachers and others

12 RTTT Draft: Support to Struggling Schools At the state level:  Intervene in persistently lowest achieving schools with intervention models  Rework AzLearns formula – one clear accountability system  Expand access to e-learning, APIP, etc. At the local level:  Implement intervention models: Turnaround, Restart, Closure, or Transformation  Leverage existing statute – 200 day school year  Implement models similar to AzReads in struggling schools  Establish Native American Task Force – involvement of tribal councils  Establish standards based after school programs/tutoring/etc.

13 Next Steps: Stakeholder Involvement Building strong statewide capacity to implement, scale up, and sustain proposed plans Strong commitment from participating LEAs to the State's plans and to effective implementation of reform in the four education areas –Participating LEAs sign an MOU to implement all portions of the State's Race to the Top plans (the MOU includes a preliminary scope of work) –The required signature is that of the Superintendent or Charter Holder –Each participating LEA that receives funding under Title I, Part A will receive a share of the 50 percent of a State's grant award that the state must subgrant to LEAs –If a State is awarded a RTTT grant, participating LEAs have up to 90 days to complete final scopes of work, outlining specific goals, activities, timelines, budgets, etc.

14 For more information: MOU, Scope of Work and Q&A documents can be found at: (Click on Red RTTT Button) Debra Duvall Debra Raeder Karla Phillips