1. To support the personal and intellectual success of every student, every day. Fresno-Long Beach Learning Partnership Board Workshop August 19, 2008

2. 2  The Rationale  Basic Information –Major Areas of Focus and General Statistics –Scope of the Partnership –Key Strategies  Early Progress –Integrating the Partnership –Increased Flexibility, Accountability, and Support  Beyond Fresno and Long Beach Overview

3. 3 Why Enter a Learning Partnership?  General Issues –Isolated Work: Districts often have little incentive to collaborate despite their common goals. –Excessive Regulation: Districts often have limited authority to allocate resources as their specific situations warrant. –One-Size-Fits-All Model: The State often treats districts in the same way despite their varying circumstances.  Significance of the Partnership –Structured Collaboration: Share best practices to accelerate the pace of district reform and, in certain cases, become more efficient. –Increased Flexibility: Assume greater local control over resources so as to have more room for innovation. –Increased Accountability: Commit to specific academic benchmarks that are aligned to existing district goals. “This new partnership will be a model pilot that we can soon extend to districts throughout this state.” Jack O’Connell, State of Education, January 22, 2008

4. 4 Basic Information on the Partnership  Overarching Goal –To prepare all students to be ready for success in higher education or a career with significant economic growth potential.  Major Areas of Focus –Mathematics –English Learners –Leadership Development  Key Strategies –Increase academic rigor. –Build leadership capacity. –Align all systems. –Secure the support of external partners. PURPOSE To establish a formal structure for the Long Beach Unified School District and the Fresno Unified School District to share knowledge and collaborate to achieve a common set of goals.

5. 5 The Partners by the Numbers FresnoLong Beach Total Enrollment76,50488,242 African American10.9%17.5% Asian / Pacific Islander14.4%10.2% Filipino0.4%3.7% Hispanic58.8%51.2% White14.6%16.4% English Learners27.4%24.7% Free / Reduced Lunch*81%68% * 2006-07 data. All others are from 2007-08.

6. 6 Possible Partnership Activities ActivityDefinitionHypothetical Examples Partner Assistance One district, which has expertise in a particular area, helps the other to build capacity. Fresno helps Long Beach to develop performance metrics based on lessons learned from its “ Cycle of Review. ” Long Beach math coaches train Fresno teachers / administrators. Joint Development The two districts, which have identified a common need, work together to develop capacity more efficiently and effectively than they could have on their own. Fresno and Long Beach teams engage in training provided by an outside organization. Collective Work with External Groups The partnership as a whole — rather than the two districts on an individual basis — engages outside organizations to secure resources. Fresno and Long Beach jointly submit waiver requests to CDE for categorical flexibility. The partnership works with a foundation and submits a joint grant proposal, whose funds would be shared between the two districts.

7. 7 Increase Academic Rigor  Increase the rate of successful student completion of algebra and advanced mathematics coursework.  Improve the overall achievement level of English Language Learners.  Develop and implement partnerships with higher education institutions in both communities.  Increase the graduation rate in both districts to 90% or better by 2013.

8. 8 Build Leadership Capacity  Develop a cadre of teacher leaders who will work collaboratively to implement best practices.  Review and clarify current teacher leader roles.  Identify and implement shared professional learning activities.  Modify existing teacher and administrator development programs as appropriate.  Develop and implement a professional learning program for central office staff.

9. 9 Align All Systems  Establish clear and comprehensive goals and milestones that ensure students are prepared for college and work.  Increase funding flexibility through legislation, waiver processes, and/or best practices.

10. 10 Secure the Support of External Partners  Share best practices in the creation of district accountability reports.  Develop assessment tools for leadership capacity.  Convene “partnership learning circles” to reflect on progress.  Build framework to evaluate ongoing processes and determine course corrections.

11. 11 Integrating the Partnership  Joint Planning Meetings –June 20 Kickoff Session in Fresno –October 10 Session in Long Beach  District Visits –Fresno Elementary Math Coaches: Long Beach MAP2D –Long Beach Research Staff: Fresno Student Database System –Fresno and Long Beach English Learner Interventions  District Progress Reports –Superintendent’s Goals (Long Beach) –Board Workshop Presentations (Long Beach) –Local Educational Agency Plan (Fresno)

12. 12 Increased Flexibility  Middle & High School Supplemental Counseling Program –Regulation: Funds may only be used for grades 7 to 12, specifically those at the far below basic level. –Flexibility: Use the program in all middle and high school grades and serve students at the below basic and far below basic levels.  Instructional Materials Funding Realignment Program –Regulation: Funds may be used for technology-based materials once the district certifies that all students have an approved basic textbook in the core and supplemental subject areas. –Flexibility: After certification, use funds for technology that supports the implementation of the technology-based materials.  Teaching as a Priority Block Grant (Long Beach Only) –Regulation: Funds may only be used for deciles 1-5 schools. –Flexibility: Use funds in all schools.

13. 13 Increased Accountability  The accountability that comes with the partnership is aligned with internal LBUSD goals (see the next presentation).  While Fresno may have different targets due to their different local context, the metrics are the same. CategoryMetric2007 Figure2013 Goal Leading Indicators 5 th Grade ELA Proficiency44%70% 5 th Grade Math Proficiency56%70% 8 th Grade ELA Proficiency38%55% Gen. Math Proficiency in 8 th Grade25%50% 8 th Grade Algebra I Enrollment30%60% 8 th Grade Algebra I Proficiency68%75% CAHSEE in 10 th Grade74%85% Graduation Rate80%90% Postsecondary Eligibility A-G Completion Rate38%60% Performance on SAT and ACT TBD College / Career Readiness AVID Participation (MS and HS)-All Schools at 10% AP Enrollment and Passage-5% Annual Increase Early Assessment Program – English14%25% Early Assessment Program – Math10%25% College Enrollment64%80%

14. 14 Beyond Fresno and Long Beach  Hewlett Foundation Grant –$200,000 for FY 2008-09 –Support the initial implementation of the partnership.  Education Week: “States Eye Looser Rein on Districts” –“The push to give school districts greater operating flexibility…is seeing a resurgence, as states seek to spur innovation that will help raise student achievement.” (March 5, 2008) “In California, compliance was often stressed over creativity…. There was criticism of the one-size-fits-all approach….” - Getting Down to Facts, March 2007 (http://irepp.stanford.edu/documents/GDF/SUMMARIES/Brewer.pdf)