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Declaration of Education: Keeping Our Promise to the District’s Children Executive Summary District of Columbia Public Schools Clifford B. Janey, Ed.D, Superintendent
DCPS SUPERINTENDENT AND DC EDUCATION COMPACT ANNOUNCE PLAN TO IMPROVE STUDENT ACHIEVEMENT AND SCHOOL SYSTEM OPERATIONS"Declaration of Education Focuses on Academics, Management Systems and Communication"Washington, DC - District of Columbia Public Schools (DCPS) Superintendent Clifford B. Janey today formally presented his Declaration of Education, a strategic plan to raise achievement and the quality of education DC public schools provide, which focuses on academics, management systems and communications. Today's announcement follows months of work and collaboration with the DC Education Compact (DCEC), a group of more than 300 local parents, officials, teachers, administrators, business representatives, students, and institutions of higher education. The superintendent's plan includes a framework to retain high quality teachers and principals, engage parents and the communities, improve business operations and school facilities and, most importantly, put in place rigorous content standards and aligned curriculum. The DCEC will continue to actively communicate with the Superintendent and support the improvement of our schools. "The measures in our Declaration of Education and their implementation will transform DCPS into a world-class school system that the District can be proud of," said Superintendent Clifford B. Janey. "What DCEC and I are proposing is a fundamental., redesign of this school system-and it cannot happen fast enough.' "Dr. Janey is providing much-needed leadership throughout our public school system - his Declaration of Education provides a framework for strategic and comprehensive improvements to ensure that our children receive the high-quality education they deserve," said Mayor Anthony A. Williams. "I am particularly heartened by his focus on the need for superior teaching and learning." In embarking on this challenging reform agenda, the superintendent will within the next several months adopt specific policies to accomplish the following:
Another valued member of the Education Compact, Kathy Patterson, Chair of the DC Council Committee on Education, Libraries and Recreation, expressed support for the work of the superintendent and the compact. "1 am delighted to see the breadth and level of community engagement in the Ed Compact's work, and look forward to even broader participation by parents, teachers and others as the school reform plans are put into place." "We know we are choosing a difficult path, but it is one that is necessary and long overdue," said Board President Peggy Cooper Cafritz. With Dr. Janey's leadership, we are developing an academic plan to educate all students to the highest standards, and ensure effective delivery of all essential services to support our schools." In addition to the Superintendent's plan, Juanita Wade, executive director of the DCEC also released the Compact report on the state of education in DCPS. 'The energy and compassion exhibited by the Compact members has been astounding," said Juanita Wade, executive director of the DCEC. "Their tireless efforts and deep knowledge of the city, the school system and its students have proved invaluable and we're excited to begin implementation." While the main objective of the plan is to raise student achievement, Janey said the results will help rebuild the confidence of students, parents and the community and help restore excellence in DCPS. Tonight's presentation was followed by a panel discussion that included Mayor Williams, Council member Patterson, BOE President Cafritz, student BOE member TaKeyia Dickens, George Parker, President of the Washington Teachers Union and Darlene Allen, President of the DC PTA. The panel was moderated by Vicky Betancourt, Director of Community Outreach for the World Bank. Declaration of Education: Keeping Our Promise to the District’s ChildrenExecutive SummaryA MESSAGE FROM THE SUPERINTENDENTPlans for improving DC Public Schools have been numerous. At their best, they were important steps to keep our youth in schools and ready for success when they graduate. At their worst, they sat on a shelf without the will to move them forward. It is clear to all who care about the students in DC Public Schools that past plans and the leadership to move them forward - both in schools and in the community - have not been enough. This plan represents a new day. Since November of last year, hundreds of volunteers, parents and other residents, youth, business leaders, teachers, principals, public officials, university leaders, and many others have been meeting to develop recommendations, all focused on one goal: improving student achievement. This collaboration, known as the DC Education Compact, invited all participants to sign an agreement to put aside "personal, parochial, and political interests" to "ensure that our schools provide excellent student learning and achievement for all children in the District of Columbia." It is this work that lays a new, stronger foundation for efforts to improve outcomes for students. Our work together established the basis for this plan and, as important, the commitment to move it forward. This plan is guided by three core values:
The plan is organized around three goals, each with strategic priorities that will guide our work in the coming years:
The following pages offer more detail on each of these goals. Our next step is to build an implementation plan in partnership with our educators, the DC Education Compact and many new partners. Please join us as we work to deliver on the promise of American public education in our nation's capital. Sincerely, OUR SINGULAR FOCUS: IMPROVED STUDENT LEARNINGUltimately, our success will be determined by how well students achieve academically, starting in the core subjects of English language arts and mathematics, so that they graduate prepared for college, work, the military or other postsecondary opportunities. Instead of testing all students every year, as DCPS has done recently, starting in 2004-05 we will test students in grades 3, 5, 8 and 10. Beginning in spring 2006, we will test students annually in grades 3 through 8 and grade 10, as required by the federal No Child Left Behind (NCLB) law. DCPS has four critical benchmarks - three for achievement, the other for graduation, attendance, truancy and dropout rates - where the goals either meet or exceed the expectations of the state. DCPS Assessment Goals - Percentage of Students Scoring Proficient or Above
National Assessment of Educational Progress (NAEP) - Percentage of Students Scoring Basic or Above
Advanced Placement (AP) Courses and Exams
Graduation, Attendance, Truancy and Dropouts — Percentage of Students
Graduation rate measures the percentage of 9th-grade students who graduate four years later. Attendance rate measures overage daily attendance. Truancy rate measures the percentage of students with at least 15 unexcused absences. Dropout rate measures the percentage of students who drop out each year. GOAL I: PROVIDE HIGH-QUALITY TEACHING AND LEARNING IN EVERY CLASSROOM IN EVERY SCHOOLIf parents and families do not help prepare their children to learn and if DCPS does not ensure effective teaching and learning in every classroom, in every school, in every part of the community, we are not doing our job. What happens in the classroom determines whether the school district's students graduate truly prepared for the challenges of the 21st century. Will they have the knowledge, skills and work habits to compete for good jobs - not just with other Americans, but with students from other nations that have made world-class education a national priority? And will they have the character and confidence to raise their families, be good neighbors and succeed in an increasingly diverse global society? Strong Standards and Curriculum. The cornerstone is a new system of more challenging standards, tests and curriculum, starting with English language arts and mathematics this year, science and social studies next year, and four electives the following year. A stronger career and technical education program will ensure DCPS graduates can take advantage of fast-growing job opportunities in the area. We will continue to strengthen our special education program by reducing our reliance on expensive outplacements and creating new opportunities for students with disabilities to learn in neighborhood schools. All elementary, middle and junior high schools will have art and music again. A System of Effective Schools. Schools will be provided with different levels of rewards, assistance and interventions, depending on their performance. Schools performing well will have greater autonomy, while the lowest-performing schools may be operated by educational management organizations such as the KIPP Academy. High schools will be restructured to provide more engaging pathways (such as International Baccalaureate, arts and music, and upgraded career and technical education options) to help students graduate well prepared for college, work, or military or community service. Students will be able to earn a diploma in three years if they're ready, or they can take up to five years if they need the extra time. Welcoming and Safe Schools. New discipline policies will reduce suspensions and referrals while strengthening violence prevention, peer mediation and conflict resolution programs in all schools. High-Quality Teachers and Principals. A new Leadership Academy for Principals, expanded professional development for teachers, mentoring programs for new teachers, and tighter certification and recertification policies will help ensure quality instruction in all classrooms., In the next five years, 500 teachers will earn National Board certification. A future goal is for at least 50 principals to have a similar opportunity to be nationally certified. Partnership for Success. Partnerships with the DC Education Compact, the DC government, local businesses, community-based organizations and others will address multiple priorities, including reading and math support, early childhood education, school-based health services, after-school and summer-school programs, and the transition to high school. Students will graduate from DCPS at higher rates, and they will be better prepared for college, postsecondary training or good jobs.
GOAL 2: ENSURE MANAGEMENT AND OPERATIONS SUPPORT HIGH-QUALITY TEACHING AND LEARNING IN EVERY CLASSROOM IN EVERY SCHOOLProcurement, facilities, information technology. Those often have been code words for dysfunction and mismanagement in DCPS. We have turned the corner on many of these systems, with major improvements, new leadership and a focus on performance. Principals, teachers and staff need to know that the computers and phones will work; the right supplies will arrive on time; payroll checks will be processed; jobs will be posted and filled promptly; and resources will be allocated in fair, strategic and timely ways. Staff and students need to know that the classrooms, bathrooms and grounds will be safe and clean ... and that teaching and learning will occur in buildings where the roofs do not leak, the heating and air conditioning work, and the windows are sealed. Administrators, policymakers and the community need access to understandable information that will allow effective learning and oversight of taxpayer dollars. Procurement. DCPS is seeking to save $1.5 million in the next school year through the Phoenix Project, an aggressive effort to completely overhaul procurement services over the next several years; take advantage of our buying power; and allow procurement staff to focus on the high-value purchases. This year, principals will be able to order supplies online through American Express, cutting delivery times from 30 days or more to three days. Human Resources. Administrative systems are being upgraded so we can hire quality teachers and administrators before the school year. DCPS and the city are partnering to fully automate the personnel system and eliminate the payroll backlogs that have plagued the district for years. Facilities. Major rehabilitation work will soon be under way at an additional 19 schools, and we will continue to reduce maintenance backlogs as part of our multiyear plan to ensure that all DCPS students have adequate learning environments. The forthcoming Master Education Plan will ensure that the city is making the best use of all of its school facilities. A new office will explore innovative public-private partnerships to create new educational opportunities and new facilities. Safety and Health. A new model discipline policy is being crafted to help improve student behavior and ensure that all students' instructional needs are being met. DCPS is partnering with the Metropolitan Police Department to assist with security issues in the schools and to help build our in-house capacity. We will explore similar partnerships with other community-based organizations. School security programs will align with student support programs such as peer mediation and conflict resolution. Financial Management. We are revising the major budgeting formula that allocates funds to schools to reflect the refocused mission of DCPS and restore public confidence in the equity and transparency of the process. Our new performance-based budgeting system ties spending directly to academic and operations priorities. Information Technology. The school district's first comprehensive integrated information technology plan will be completed next year to address our huge technology gap and more fully automate our human resources, procurement and student information systems.
GOAL 3: CREATE A CULTURE OF TRANSPARENCY, OPEN COMMUNICATION AND COLLABORATION TO SUPPORT HIGH-QUALITY TEACHING AND LEARNING IN EVERY CLASSROOM IN EVERY SCHOOLWorking collaboratively with a responsible community requires the transparency that builds effective communication and trust - essential to any collaboration - and makes it possible for everyone to be on the same page. At a minimum, unless employees at every level of the system - from custodians to senior members of the superintendent's cabinet - understand the school district's priorities and their roles in meeting those goals, they are denied a basis for passionate commitment. Unless parents, school partners and other members of the community know where we are headed - and how specifically they can support our work - it will be virtually impossible to synchronize our efforts or to achieve our ambitious goals for improved student achievement. During Year 1, we will emphasize
getting the basics right: building staff capacity; creating the
infrastructure and networks that will allow us to communicate
cost-effectively and quickly with multiple stakeholders; developing the
core materials that both explain our Basic Communications. Top priorities are to re-establish consistent and effective internal and external communications - fact sheets and other informational materials, Web, Channel 28, media and community briefings - and to launch a yearlong campaign to mobilize the community around our challenging new standards, tests and curriculum materials. Parent and Family Involvement. A new office will be devoted to parent involvement and five new parent resource centers that will help parents become more active and effective advocates for their children. Community Partnerships. We will be working proactively with a wide range of city agencies, civic organizations and others to improve coordination among the many initiatives affecting youth, from early childhood programs to schools serving as hubs for mental health and other social services. A business advisory committee will help guide our communications and outreach efforts. The superintendent will establish citywide coalitions of parent and community groups that advocate for all children.
A MESSAGE FROM THE SUPERINTENDENTPlans for improving DC Public Schools have been numerous. At their best, they were important steps to keep our youth in schools and ready for success when they graduate. At their worst, they sat on a shelf without the will to move them forward. It is clear to all who care about the students in DC Public Schools that past plans and the leadership to move them forward - both in schools and in the community - have not been enough. This plan represents a new day. Since November of last year, hundreds of volunteers, parents and other residents, youth, business leaders, teachers, principals, public officials, university leaders, and many others have been meeting to develop recommendations, all focused on one goal: improving student achievement. This collaboration, known as the DC Education Compact, invited all participants to sign an agreement to put aside "personal, parochial, and political interests" to "ensure that our schools provide excellent student learning and achievement for all children in the District of Columbia." It is this work that lays a new, stronger foundation for efforts to improve outcomes for students. Our work together established the basis for this plan and, as important, the commitment to move it forward. This commitment and volunteerism are significant, but not enough. We need more parents to join efforts at their children's schools, more businesses and community organizations to support after-school and other out-of-school times, and more citizens to become involved in our public schools. Through my first eight months as superintendent, I have been strongly supported by Chairman Peggy Cooper Cafritz and other members of the school board. My partnership with Mayor Anthony Williams, Council Chair Linda Cropp, Education Committee chair Kathy Patterson and other members of city council has been one of mutual support. Several of the initiatives in this plan will require an even stronger partnership with the government of the District of Columbia. I am confident we will step up to the plate together. While this plan has been developed, we have not stood still. We have new, strong academic standards; a performance-based budget that directly aligns spending with school programs and spells out staff accountability; a transitional plan to rebuild and repair our schools; and multiple improvements in support systems, from payroll to special education referrals. This work gives us a running start on implementing this plan. There are three mutually supportive goals that frame this Declaration of Education. The first, as it should be, focuses on academics. To put it bluntly, children need, and deserve, a better classroom experience: good teachers, interesting curriculum, textbooks that arrive on time and a culture of respect that sets high expectations for each and every student. We need a framework for our schools that establishes clear paths toward college and satisfying careers. The second goal focuses on management systems. It is no secret that our basic functions - procurement, human resources, technology and other critical systems- are broken. In recent months, we have made many important steps not only to fix these systems but also to establish high-performing systems that are aligned to support student achievement. The third goal focuses on how we communicate with and engage our teachers, principals and staff; parents, families and community members; and our many partners. Improving our communication and mechanisms for participation is central to the success of this plan. In putting forth this goal, it is important for us to acknowledge that we have not always been transparent or easy to work with. That, too, is changing. The following pages offer more detail on each of these goals. Our next step is to build an implementation plan in partnership with our educators, the DC Education Compact and many new partners. Please join us as we work to deliver on the promise of American public education in our nation's capital. Sincerely, VALUESLet us unite, staff and community, around three central propositions:
Learning encompasses more than academics. We want our students to be socially and emotionally prepared as well. True accountability includes all employees and a broader group of stakeholders. The performance results of every DCPS employee; every public official making decisions regarding the public schools; and every parent, business and community stakeholder must be measured against student achievement results for every child in every grade level at every school. Both the expectations and the outcomes for student achievement must be made public. In return, the community must invest the resources needed to achieve the planned outcomes. As a city, we will make a commitment to all our children in every public school that we will accept nothing less than the best educational practices and system performance so that every child has an equal opportunity to learn. We need to set the goals high and be realistic about how quickly we can achieve them for all students. We're running a marathon; the community should expect steady, demonstrable progress, but not miracles. We must be transparent, open and honest about the work - celebrating successes, but also owning up to shortcomings. Let us be welcoming and collaborative; multiple people (both inside and outside DCPS) need opportunities to help shape and, hence, own this work. And let us be both demanding - of staff, students and the community - and supportive, especially of the students who are entrusted to our care.
OUR SINGULAR FOCUS: IMPROVED STUDENT LEARNINGAs the saying goes, the main thing is to keep the main thing the main thing. For DCPS, the main thing is improved student learning. All of our actions - every day in every classroom, every school, every central office - will be driven by this top priority. Ultimately, our success will be determined by how well students achieve academically, starting in the core subjects of English language arts and mathematics, so that they graduate prepared for college, work, the military or any other postsecondary opportunities. Instead of testing all students every year, as DCPS has done recently, starting in 2004-05 we will test students in grades 3, 5, 8 and 10. Beginning in spring 2006, we will test students annually in grades 3 through 8 and grade 10, as required by the federal No Child Left Behind (NCLB) law. In 2007, we also will begin testing students in these grades annually in science, also as required by NCLB. Other subjects also are important; they will not be neglected. But we need to make priorities, and the public, policymakers and educators are clear: Excellence in English, math, social studies and science is the logical foundation for academic achievement in all other areas. Unlike in the past, the new standardized tests will be aligned directly to the DCPS learning standards in these subject areas; that way, we will be directly measuring what we say our students need to know to succeed. Ensuring that all students are fully prepared for life after high school means that we simultaneously must close achievement gaps between groups of students; typically, African American, Hispanic and low-income students have lagged behind. Our instructional and support programs will be designed to help low-performing students catch up. DCPS has four critical benchmarks - three for achievement, the other for graduation, attendance, truancy and dropout rates - where the goals either meet or exceed the expectations of the state. Consistent with NCLB, the first set uses the state assessment and the Adequate Yearly Progress (AYP) targets. As required under NCLB, the same benchmarks have been set for all groups of students (white, African American, Hispanic, Asian, low-income, those with disabilities and those with limited English proficiency), and the goal for the 2013-14 school year is 100 percent proficiency. DCPS Assessment Goals - Percentage of Students Scoring Proficient or Above
The second set of achievement goals uses the National Assessment of Educational Progress (NAEP) results. The 2003 Trial Urban Development Assessment included results for 10 urban districts. We have benchmarked our future NAEP performance against the highest-performing district for both reading and mathematics - New York City. NAEP tests are given only once every two years. National Assessment of Educational Progress (NAEP) - Percentage of Students Scoring Basic or Above
The third set of achievement benchmarks uses Advanced Placement (AP) exam scores, the number of AP exams taken and AP course taking as the goals. Advanced Placement (AP) Courses and Exams
Graduation, Attendance, Truancy and Dropouts - Percentage of Students
Graduation rate measures the percentage of 9th-grade students who graduate four years later. Attendance rate measures average daily attendance. Truancy rate measures the percentage of students with at least 15 unexcused absences. Dropout rate measures the percentage of students who drop out each year.
GOAL I: PROVIDE HIGH-QUALITY TEACHING AND LEARNING IN EVERY CLASSROOM IN EVERY SCHOOLIf parents and families do not help prepare their children to learn and if DCPS does not ensure effective teaching and learning in every classroom, in every school, in every part of the community, we are not doing our job. What happens in the classroom determines whether the district's students graduate truly prepared for the challenges of the 21st century. Will they have the knowledge, skills and work habits to compete for good jobs - not just with other Americans but with students from other nations that have made world-class education a national priority? And will they have the character and confidence to raise their families, be good neighbors and succeed in an increasingly diverse global society? Described below are a series of major improvements and innovations that not only will reach into every classroom but also will lead toward a new system of schools to truly prepare our children for the new century. Key InitiativesStrong Standards and Curriculum A System of Effective Schools Welcoming and Safe Schools High-Quality Teachers and Principals Partnership for Success
Student achievement is our primary focus. To help students achieve, principals and teachers need high-quality standards as the basis for quality instruction. Students and parents need to know what the standards for classroom excellence are - and be assured that they will be applied consistently in every classroom in every school. The curriculum; textbooks; and other instructional tools, tests and training must be connected to the learning standards. To the extent possible, students need choices in the kinds of schools they attend and the courses they take; although we expect all students to meet the same standards, we must create multiple pathways for them to arrive at this destination. Teachers and students need classrooms that are functional, friendly and safe. And they need to know they can count on the support of the whole community: quality preschool, mentoring support for young readers, quality health care services, after-school learning opportunities and internships for older students that are relevant and motivating. All schools must be responsible for teaching the same curriculum; without consistency and coherence, standards alone are meaningless, and we will perpetuate the fragmented, ad hoc approach that the Council of Great City Schools cited in its 2004 report. But we also need to create multiple pathways that meet the needs of each student. Schools where majorities of students are meeting or exceeding the standards should have additional flexibility; let's not let the charter schools have a monopoly on innovation. And students who have met the standards should have an opportunity to accelerate their learning. We will employ three overarching systemic strategies to improve teaching and learning. First, we will strengthen the capacity of the central office to provide direction and support schools with quality technical assistance. Second, for some higher-performing schools, we will provide resources, give them more autonomy and hold them accountable for results. Third, DCPS will contract with third parties - such as nonprofit and for-profit organizations, universities, and proven public charter schools - to provide technical assistance to some low-performing schools. STRATEGY I: Develop strong and aligned academic standards, curriculum, instruction and assessment supported by effective data systems.By September 2005: Develop and apply clear and rigorous standards. Clear and rigorous standards, measures of student performance, are the foundation for improved student achievement throughout the school system. DCPS has selected highly regarded benchmarks in two core academic areas: English language arts (pre-K-12) and mathematics (pre-K-12). These provide the starting points for aligned curriculum, instruction, tests, textbooks, and other instructional materials and programs. Implement the new standards. High-quality curriculum frameworks will provide teachers with more specific guidance on how to use the learning standards in their daily classroom instruction. Among other priorities, students will have new textbooks, aligned to the standards, in English language arts, mathematics and science, while teachers will receive classroom-specific professional development in how to teach to the standards (see Strategy 3, page 13). Develop and administer new standards-based tests. Rigorous, standardized assessments in English language arts and mathematics will be fully aligned with our standards and comply with the requirements of the federal No Child Left Behind law. The new assessments will be field tested during spring 2005 and administered for the first time in spring 2006. From September 2005 through August 2006: Bring back art and music to all elementary, middle and junior high schools. Currently, 44 schools do not have art teachers and 49 are without music instructors. This new investment will provide teachers, equipment and supplies in those schools so that art, music and other arts become part of the core curriculum in all of our schools. These courses often help engage students in other subjects. Implement standards in two more subjects. Clear and rigorous standards, based on national exemplars, will be applied in two additional subjects: science and social studies. Implementation again will include selecting new textbooks, aligning instructional frameworks and providing training programs to help teachers learn how to incorporate the new standards into their daily instruction. Provide more supports for teachers. While each teacher will be provided with initial supports and training to implement the new curriculum, there will be a great deal of learning in the first year of applying the new standards. Analysis of the lessons learned will lead to the development of improved tools and supports for teachers. Likely, initial supports will include a variety of formative classroom assessments that can be used by teachers throughout the year to measure student progress and then adjust their instruction to better meet individual student needs, as well as instructional supports that help teachers develop lesson plans, group students, and select appropriate instructional materials and other classroom assistance. Showcase excellence. Examples of student academic work, with teacher comments, demonstrate that standards have been met or exceeded. These models will help clarify for teachers, students and parents what "good work" looks like. Strengthen special education programs. We will systematically build on this year's gains to create a more cost-effective program that provides improved instruction for students (see Special Education, page 17). From September 2006 through August 2007: Develop and apply standards in four more subjects. Clear and rigorous standards, based on exemplary national standards, will be introduced in the four electives: art, music, physical education/health and world languages. Explore a longer school year. Working with teachers and administrators, we will assess the feasibility and impact of a longer school year for students, from 182 instructional days to 192. Major gains in student achievement will require more instructional time. Utilize new instructional data systems. As our information technology systems are able to provide regular, quality data on schools and students, we will ensure that teachers and principals have universal, reliable and timely access to student achievement data. Educators need this information to adjust their instruction and school-improvement efforts to address individual and classroom needs early, before it is too late. Going Forward: Focus on 100% success by 2014. For our system to meet federal standards by 2014, we will need to make significant and continuous improvement year after year. To accomplish this goal, we will continue to strengthen our curriculum and instructional frameworks for teachers and principals, learn from increasing use of instructional data, and provide continued support for our teachers. STRATEGY 2: Create a system of effective schools with multiple paths toward completion and success.By September 2005: Provide more effective help to low-performing schools. Our new program will replace the Transformation Model and reach more schools with additional support and resources (see Targeted Interventions, page 11). This approach, based on a successful model being used in Massachusetts, aligns more closely with federal standards in No Child Left Behind and increases the number of categories of recognition and intervention. Instead of trying to raise student achievement by buying a new program, textbook or computer program, this model provides principals and teachers with tools to make more systemic changes. Understanding standards, tests and curriculum and being able to use data are critical skills in improving schools. Schools that need help will be served by on-site solutions teams: distinguished educators, who will coach principals; teacher specialists, who will coach teachers in each content area; and curriculum specialists, who will work with all school staff. Where necessary, we will contract with outside educational management organizations, such as the KIPP Academy, to help turn around our lowest-performing schools. From September 2005 through August 2006: Begin high school restructuring. Numerous researchers and foundations have been examining whether some of the long-accepted fundamental frameworks for high school are outdated and outmoded. Although the choice to drop out of high school is driven by many factors, it also is clear that many students vote with their feet when it comes to high school. DCPS is embarking on a major effort to determine how to strengthen the high school experience in ways that will ensure academic rigor and reconnect disconnected youth with schooling. There are a number of research-based models to guide specific changes in curriculum, graduation standards and specific kinds of coursework. DCPS will start this effort with four initiatives:
Raise graduation requirements. One focal point will be raising high school graduation course and credit requirements from 23.5 credit hours to 27.5. This will ensure that more students are taking meaningful courses throughout high school and are better positioned for postsecondary opportunities. Expand and strengthen Advanced Placement (AP) and International Baccalaureate (IB) programs. Programs such as these provide the challenging courses that our students need to be truly prepared for college or good jobs. To help increase our pass rate on AP exams, we will offer at least two AP courses at every high school, as well as provide additional classroom support for students and teachers. We will expand the IB programs to a middle and senior high school in Southeast DC, then strengthen the middle school program to support the current IB program at Banneker High School. Strengthen career and technical education programs. In today's economy, there are new kinds of good jobs. Our curriculum and partnerships with employers need to be adapted to the new economy and the fastest-growing jobs in the school district. Professions in the hospitality industry and forensic science can complement upgraded programs in auto mechanics, building trades, electronics, plumbing, architecture, engineering and construction. In some cases, this will not only mean changes in high schools but also new partnerships for additional postsecondary training and certification. A top Year 1 priority will be to secure partnerships with labor unions and trade associations to enable our students to become apprentices and receive specialized training to enhance their opportunities for good jobs in the construction and service sectors, now and in the future. Create instructional "threads" from pre-K to high schools. Initial planning will be conducted to create thematic instructional "threads" that extend from pre-K through high school. These will provide more engaging instructional alternatives to better meet the needs of individual students. We envision a continuum of schools that offer world languages; other clusters of schools that specialize in arts, technology, or math and science; inclusion schools for special education students; and others that focus on dual language and multiculturalism. Plan changes to alternative education programs. We will identify new models that more effectively meet the special needs of each and every student. In addition to different learning styles and interests, many students struggle with the demands of family and community. Alternative programs will enable students to pursue special interests through options that may include flexible school hours, smaller classrooms and programs that provide structured behavior interventions. From September 2006 through August 2007: Establish a consistent grade-level organization for all schools in the district (pre-K and elementary, middle, junior high and high schools). Consistent school organizations will ensure program continuity, the alignment of instructional approaches and coordinated teacher professional development. In addition, the central office will be able to organize more targeted and unified support to schools. Implement school restructuring initiatives. Work in the prior year will have defined a number of initiatives for school improvement and school redesign (see Targeted Interventions, page 11). DCPS will continue a phased implementation of these interventions, ranging from technical assistance to school takeovers by educational management organizations with successful track records of improving student performance, beginning with the Kipp Academy in fall 2005. Better link graduates to jobs. Provide Certificates of Employability to high school graduates, guaranteeing that they are ready for entry-level jobs. These certificates will be jointly crafted by employers, school systems and training programs. This will be part of our broader effort to develop a high-quality career and technical education program. Introduce new instructional "threads." We will work with schools to begin introducing these new instructional pathways in subjects such as technology, math and science, and world languages. Create partnerships that lead to college degrees. Many school systems are establishing partnerships with community colleges and four-year colleges so students who choose particular programs have a straightforward path toward a bachelor's degree. We will work with the Consortium of Colleges and Universities to develop a continuum of pre-K-20 educational opportunities that extend from the earliest years through graduate school. Flexible time for graduation. Flexible programs for high school students would allow them to graduate in three, four or five years. Students who need more time to meet the learning standards should get it. Students who can accelerate their learning should have that opportunity. This kind of flexibility has helped increase graduation rates in cities such as Rochester, NY. Going Forward: Focus on achievement and flexibility. All efforts to educate and innovate must focus on ensuring schools perform and are part of a structure that provides multiple paths to student success - be it college, a career, military or community service, or other paths. Efforts in these years will focus on effectively executing plans while maintaining a clear focus on the overall goal. STRATEGY 3: Create schools that are welcoming, safe, engaging and organized for student success.By September 2005: Ensure welcoming schools. Protocols and standards will be established to ensure that every classroom in every school has an acceptable environment for teaching and learning. Among other provisions, there will be certain non-negotiables for all schools, such as using the district's new standards-based curriculum, offering music and art as part of the core, and having a librarian. From September 2005 through August 2006: Stronger implementation of safe schools plans. Each school will be required to develop measures to ensure student safety in and outside the school. These will include both emergency measures and preventative programs with measurable goals. (Also a part of Goal 2, see page 18.) From September 2006 through August 2007: Develop new discipline policies. School teams will conduct a detailed review of DCPS discipline policies and best practices in other school districts. This effort, which will include addressing in- and out-of-school suspensions and expulsions, will lead toward a model policy that will help improve student behavior and ensure that all students' instructional needs are being met. (Also a part of Goal 2, see page 18.) Reduce suspension rates and disciplinary referrals. One innovative approach will use behavioral management specialists to provide technical assistance to schools, helping to reduce high suspension rates and disciplinary referrals. Implement a comprehensive violence prevention program. This may include a variety of research-based approaches, such as conflict resolution, peer mediation and violence prevention programs, such as Resolving Conflicts Creatively, a K-12 program focused on social and emotional learning. Going Forward: We will continue to implement programs that create safe and welcoming schools where learning flourishes and students, employees and parents feel true ownership of the schools. STRATEGY 4.: Ensure the recruitment and retention of high-quality instructional staff by providing systematic opportunities and supports for professional improvement.By September 2005: Introduce Leadership Academy for Principals. In collaboration with partners, DCPS will better prepare administrators to be effective instructional leaders in their schools. This high-quality learning institute will help us recruit effective principals into the school district as well as support and retain the excellent principals already here. From September 2005 through August 2006: Raise standards for new teachers. Reading, the foundational skill for all learning, needs to be well taught by all teachers. In addition, there will be rigorous certification for new teachers to ensure that they also have a 2.5 GPA in their student teaching courses and pass the Praxis I and Praxis II teacher exams. Retain newer teachers. Many teachers leave teaching after the first several years; this is costly to students and the system. DCPS will provide additional mentoring and peer support to new teachers to increase retention and satisfaction. From September 2006 through August 2007: Investigate a longer work year. DCPS will initiate a study to explore the feasibility and impact of a longer work year for teachers - from 192 days to 200 days - which will allow extended time for in-depth training in instruction, classroom management and other core areas. Align professional development programs. DCPS will establish a comprehensive, tiered approach to high-quality teacher development, aligned to districtwide learning standards and goals. Training models will offer a mix of theory and practice. Training will include a mix of centralized workshops, job-embedded strategies such as lesson studies, and classroom-based coaching. All training will meet the standards of the National Staff Development Council. In collaboration with community partners, DCPS also will explore establishing professional development institutes and schools, where district staff will work with our higher education partners to make teaching a profession in which continued learning is valued and all teachers have the content knowledge to teach their subjects well. Increase teacher professionalism. Board-certified teachers boost student achievement and serve as role models for their peers. We will steadily boost the number of teachers who earn certification from the National Board of Professional Teaching Standards, with a goal of certifying up to 100 teachers annually for the next five years. Going Forward: Implement national certification for principals. We will continue to improve the knowledge and skills of our administrators by developing a National Principal certification program that will offer advanced training and professional recognition to 25 principals per year. We will partner with three national organizations to ensure high-quality standards. Implement stronger criteria for recertifying teachers. As DCPS works with teachers to build their professional capacity, we will implement stronger criteria for recertifying teachers while building internal supports to ensure that our teachers can meet these higher expectations. STRATEGY 5: Provide multiple supports directly and with partners to ensure student success.By September 2005: Design intervention programs. We will plan and design academic intervention programs to provide additional learning supports to students who are not meeting the learning standards. Provide pre-college academic enrichment. Through a partnership with the College Board's SpringBoard program and additional PSAT counseling, we will help middle school and high school students be better prepared for entering college. Partner in the city's Birth to Eight initiative. The DC government, through an initiative called City of Learning, is working to ensure that all students are ready to learn when they enter kindergarten and leave 3rd grade with a solid foundation of academic and social skills. DCPS will partner with the city on this initiative. From September 2005 through August 2006: Help students with reading and math. We need to be more proactive in identifying students who need extra support, diagnosing what they need and providing that help in timely and effective ways. This will be accomplished in part by supplementing the After Care for All program to provide reading and mathematics services for students, hiring additional numeracy and literacy coaches, and purchasing research-based intervention programs and activities. Provide academic enrichment in out-of-school-time programs. The District of Columbia has a broad array of after-school and summer programs supported by DCPS, the DC government, and community-based organizations and foundations. DCPS will, in collaboration with partners, develop an effective and coordinated extracurricular strategy for after-school and summer-school programs that is aligned with academic standards. These safety-net programs will complement the classroom and in-school programs we are developing. Implement a pre-K and kindergarten screening program. Early screening identifies health and human service issues that, if addressed early, can help lay the foundation for student success. DCPS will collaborate with the city and other community partners on this initiative. Create a partnership that will provide student support systems in and out of school. Such systems would include mentoring, tutoring, recreation, and wraparound health and mental health services that help address the nonacademic needs of students and families. From September 2006 through August 2007: Improve transitions to high school for rising 9th- and 10th-grade students. Many students, especially males, never make it to high school. DCPS, in collaboration with community partners, will establish a Summer Bridges program where 9th- and 10th-grade students will become acquainted with their high school campus, gain learning and study skills to meet the challenging high school curriculum, and develop individualized academic progress plans. Going Forward: Build more comprehensive supports. As the nation's capital, the District of Columbia is blessed with an extraordinary and diverse set of assets. Unfortunately, many students in our schools never have an opportunity to experience that richness. The previously described initiatives will help develop the infrastructure for engaging more local and national partners in helping support our students. These programs will be coordinated by our new Office of Parent and Community Partnerships (see Goal 3, page 28).
GOAL 2: ENSURE MANAGEMENT AND OPERATIONS SUPPORT HIGH-QUALITY TEACHING AND LEARNING IN EVERY CLASSROOM IN EVERY SCHOOL
Procurement, facilities, information technology. Those often have been code words for dysfunction and mismanagement in DCPS. We have turned the corner on many of these systems, with major improvements, new leadership and a focus on performance. Principals, teachers and staff need to know that the computers and phones will work; the right supplies will arrive on time; payroll checks will be processed; jobs will be posted and filled promptly; and resources will be allocated in fair, strategic and timely ways. Staff and students need to know that the classrooms, bathrooms and grounds will be safe and clean ... and that teaching and learning will occur in buildings where the roofs do not leak, the heating and air conditioning work, and the windows are sealed. Administrators, policymakers and the community need access to understandable information that will allow effective learning and oversight of taxpayer dollars. Key Actions and Initiatives Procurement Human Resources Facilities Safety and Health Financial Management Information Technology
Efforts to improve management and operations occur behind the scenes, out of public view, but they are the essential underpinnings of teaching and learning. When these basic needs are not met, it is hard to expect students to be reading, writing, and doing math and science at high levels. When we get these operational details right, it will send a strong signal to staff and the community that our goals and strategies are more than words on a page. The overall approach is framed by several key principles:
This approach means we will be problem solvers, working on the issues in front of us, not choosing a one-size-fits-all model of reform. STRATEGY I: Develop and maintain a procurement system that enables the easy and quick purchase of goods and services while ensuring the best value through competitive processes.By September 2005: Implement the Phoenix Project. This major reform effort will totally transform our procurement system and has the potential to save $1.5 million in the 2005-06 school year. Increased automation (see PASS, page 26) will allow schools and offices to get the goods and services they need much more easily and quickly while allowing procurement staff to better focus their expertise. The current process treats the purchase of pencils the same as the renovation of buildings. Now, staff members spend a disproportionate amount of time dealing with the 80 percent of transactions that are routine, repetitive and usually low-cost. The new system will enable staff to focus their time on the other 20 percent - high-dollar contracts, where major savings are possible. Speed supplies to principals. Through a partnership with American Express, principals will be able to order office and instructional supplies online, reducing delivery times from 30 days or more to three days. From September 2005 though August 2006: Develop a contract database. This will allow advanced planning for contract renewals before any lapse in service is experienced. Revise outdated regulations. The Board of Education and the city council will partner to rewrite procurement rules and regulations, some of which date back to the 1950s and require multiple layers of bureaucratic signoffs for even minor purchases. From September 2006 through August 2007: Better use our buying power. DCPS will develop an annual procurement plan to take advantage of our consolidated buying power - buying supplies for the whole system, not school by school, office by office. This will result in millions of dollars of annual savings. Standardize routine purchases. Continued implementation of strategic sourcing will further standardize our processes for routine purchases, reduce delivery times and decrease the volume of transactions so that staff can focus on major purchases. Going Forward: Ultimately, DCPS wants its procurement system to be in the top quartile of school districts and generate annual savings of 1 to 2 percent. STRATEGY 2: Develop and maintain a superior human resources system to ensure the district maintains a highly qualified workforce.By September 2005: Early recruitment of teachers and administrators. By disbursing funds six months earlier than usual this year, we are hiring the best-qualified staff and avoiding the traditional last-minute scramble to finish hiring staff after fall classes have begun. Our recruitment efforts are focused on high-need areas, such as students who have disabilities or are learning to speak English. Improve operations and customer satisfaction. Standardized job classifications will be developed to help evaluate employee performance, and standard operating procedures will improve communication with the schools. From September 2005 through August 2006: Fully automate human resources and payroll systems. A new payroll system, developed with the city, will ensure employees are paid accurately and on time. The system also will keep accurate and timely information on staff vacancies (it can now take up to three months to retrieve such information), as well as keeping accurate employee records (the current system, in which the same information is entered by | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||