Council of Great City SchoolsAdvocacy with Congress and

Department of EducationMarch 2010

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College and Career Ready by 2020

National 2020 plan San Diego 2020 plan SD 4 year plan

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Complete educationFull curriculum with broad measures of

success

Integrate curricula; develop comprehensive

measures of success

Raise bar and reward excellence

High expectations with individualized plans

College prep (a-g) and career tech available to

all students

Promote innovation and continuous improvement

Enhancing student achievement through

individualized technology; local

innovation through schools and clusters with central office as support

Installation of i-21 classrooms in all schools; development of 16 active clusters (communities of

K-12 schools)3

College and Career Ready by 2020

National 2020 plan San Diego 2020 plan SD 4 year plan

Overview of ESEA reauthorization

• Positive vs. punitive• Still highlights low performing schools and achievement gap• High standards• Growth model• Flexibility at local level “Tight on goals, loose on means”• More flexibility for high performing districts• Highly qualified teachers• Development of national core standards (48/50 states and

CGCS)• Possible reform of SES rules

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Concerns about RTTT grants

• Possibly not fully funding Title I formulas• RTTT may be better for demonstration projects• No research into the 4 models proposed by

administration• Strong desire for a “fifth option”• SD examples: class size reduction, stabilization of

staff, extended school day, tech advances• Give $ to districts rather than states (rules get

revised by states).

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ADVOCACY

4 key components of letter and discussions with staff*

• Jobs bill that includes jobs for teachers• Urge Department of Education to study more carefully

Governor’s request for waiver on maintenance of effort• Maintain Title I formula funding for all schools separate from

additional funding for competitive grants• Preserve K-12 funding for e-rate discounts for technology

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*See the March 23, 2010 letter to House and Senate members

Advocacy contacts with leaders and/or staff

• Rep. George Miller, Chair of Education and Labor Committee• Arne Duncan, Secretary of Education and staff• Local congressional delegation: Filner, Davis, Hunter, Bilbray• U.S. Senate: Feinstein and Boxer• Leaders and legislative advocates of CGCS

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Atlanta and Boston vs. Cleveland on TUDA success

• Benefit of long term Superintendents for stability

• Varying structures, but key is focus on instruction

• Area Plan for Atlanta: communities for success; flexibility and accountability

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Teacher Quality

• Tampa Project• Philadelphia Contract• Los Angeles Teacher Effectiveness Task Force• Tampa Conference

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Superintendent Search

Hired consultant Hired professional facilitatorSuperintendent Selection

Committee reviews confidential applications

Board narrowed to 3 finalists

53 community engagement meetings to establish

criteria

Committee attends Town Halls, reviews criteria, narrows to 7 finalists

Multiple community engagements for the 3

finalists

Key finding of meetings: We want a loyal local person for

the job.

Board selects 3 finalists who attend community

meetings

Board selected Superintendent

Applications and selection done confidentially by Board

Board selects Superintendent

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PortlandOakland San Diego

Tidbits

• PD allotment of Title I stimulus dollars ($3M?) are flexible if waiver requested by April 15?

• 60% a good teacher to employee ratio• Charter schools

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•Expected to be about 2-5% of a district’s portfolio (Arne Duncan)•Charter schools should cover indirect costs to district•Need for more data and accountability from charters

Value of Council of Great City Schools

• Commonality of urban districts plus urban/suburban• Focus on the neediest students• Coalition building• Consultation services• Timely intervention

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Value of San Diego’s Advocacy Team

• Bill Kowba, Interim Superintendent• Monica Henestroza, Government Relations• Bernie Rhinerson, District Relations• Board Representative

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Recommendations

• Recognition of team and ongoing support for advocacy• Be proactive in setting agenda with state and feds

(ESEA, RTTT, etc.)• Pay attention to initiatives on teacher quality and

other initiatives of CGCS• Use the consultation services• Develop stronger coalitions with other urban CA

districts• Continued support of CGCS

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