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DC Race to the Top Presentation

DC Race to the Top Presentation. March 17, 2010. DC Race to the Top Presentation. Who We Are Why DC? Goals, Vision, and Early Results Our Theory of Change Implementation Impact. Who We Are. Mayor of the District of Columbia. Mayor Adrian Fenty. Deputy Mayor for Education.

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DC Race to the Top Presentation

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  1. DC Race to the Top Presentation March 17, 2010

  2. DC Race to the Top Presentation • Who We Are • Why DC? • Goals, Vision, and Early Results • Our Theory of Change • Implementation • Impact

  3. Who We Are Mayor of the District of Columbia Mayor Adrian Fenty Deputy Mayor for Education Victor Reinoso State Superintendent of Education Kerri Briggs Chancellor District of Columbia Public Schools Michelle Rhee Head of School EL Haynes Public Charter School Jennie Niles

  4. Who We Are R e d a c t e d Photo credits: Bel Perez Gabilondo and Michael DeAngelis, DCPS.

  5. Why DC? Our Students • 94% of our students are of color • 70% of our students live in poverty • One traditional school system and 57 charter LEAs • Manageable size: 200+ schools and 75,000 students • Potential to fulfill the promise of charter schools and their potential to impact a traditional school system reform Our Schools Our City • Nation’s capital: the worldwide spotlight is on us • Talent magnet: attracting high-performers from across nation • Willing to be bold and aggressive – we are unafraid

  6. Our Vision DC will be the highest-achieving jurisdiction in the country DC will be the first to eliminate the achievement gap

  7. Early Results DC CAS Closing the Achievement Gap DCPS had 19% gains in elementary math on the DC CAS over two years DC had significant gains for every subgroup of students over two years DC closed achievement gap at the secondary level in reading from 60% to 46% and in math from 62% to 52% in two years DC CAS Math Achievement Gap (2006-2013) 25.6 points 57 points historic projection

  8. Early Results DC Outpaces Other States NAEP DC had triple the national average of gains for eighth graders in math. DC had the greatest gains of any state in fourth grade math. DC was the only state in the country that reported increases in fourth grade math for every subgroup of students. NAEP 4th Grade Math Gains (2000-2009) National average

  9. Our Vision: What We’re Doing Already Evaluation • Groundbreaking IMPACT system already being implemented by DCPS • Sousa Middle School – historically low-performing middle school • Turnaround focus: new principal, new facility, new staff • Impressive gains: 17% points in reading and 25% points in math Turnarounds Data-driven Instruction • Achievement Network partnership • 10 DCPS schools and 24 charter schools participating, bringing embedded, data-driven practices directly to the classroom

  10. Our Vision: In Four Years… • ESEA performance:5 percentage points annually • NAEP scores: 10 points over four years Increase Student Achievement • Minority achievement gap: 5 percentage points annual • Poverty achievement gap: 3.5 percentage points annually Close Achievement Gap College and Career Readiness • High school graduation rates: 3 percentage points annually • College enrollment: 5 percentage points annually

  11. Our Vision: How We Get There • Student growth model • Principal and teacher evaluations based on effectiveness • Individualized PD Platform • Ineffective teacher prep programs decertified • DCPS schools in the bottom 5% (and up to 20%) implementing a turnaround model • Lowest-performing charter schools have been closed by authorizer Great Teachers & Leaders Turning Around Struggling Schools • Common Core standards and assessment • Standards-aligned formative assessments • Standards aligned to prepare students to succeed in college • In-school data coaches • Instructional data systems in place for teachers and leaders Standards & Assessment Data Systems

  12. Realizing the Vision of RTTT DC Today DC With RTTT • Disproportionate concentration of low-achieving schools • Few existing models of high achieving schools • Dramatically reduce number of low-achieving schools via turnaround efforts • Increase number of high-achieving schools • Raise overall system performance High-Achieving DC under RTTT DC Today Mid-Achieving Low-Achieving Mid-Achieving Low-Achieving Number of Schools Number of Schools High-Achieving

  13. Our Theory of Action • The school is the unit of change

  14. Implementation Courage to reform… Willingness to make difficult decisions and take on the status quo Capacity to implement… Surge of talent from across the nation Aligned governance structure A new, reform-oriented state agency supported by a policy-focused State Board of Education Commitment to action and results… State and LEAs ready to implement plan together

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