After listening to this Conference Call you will understand the importance of the information provided below by Donna Garner.
RTTT – direct-to-locals grants, you can see that these requirements basically mean that schools that get the grants have to follow the national standards, national curriculum, national assessments, national teacher evaluation system, and participate in the national database. Of course, the USDOE obfuscates in its wording, but the meaning is clear based upon what the CCS Initiative has already required in the 46 states that have committed to them. – Donna Garner
Race to the Top District Competition (RTTT-D)
U.S. Department of Education Announces 61 Applications as Finalists for $400 Million Race to the Top - District Competition
NOVEMBER 26, 2012
Today, the U.S. Department of Education announced that 61 applications have been selected as finalists for the Race to the Top-District (RTTT-D) competition. The 2012 RTTT-D program will provide close to $400 million to support locally developed plans to personalize and deepen student learning, directly improve student achievement and educator effectiveness, close achievement gaps, and prepare every student for success in college and careers.
Race to the Top District Competition Draft
1. Eligible applicants include only individual local educational agencies (LEAs) (as defined in this document) and consortia of LEAs.
2. Applicant(s) must annually serve a minimum of 2,500 participating students (as defined in this document). (For a consortium, this minimum number may be met by annually calculating all participating students across all participating LEAs.)
3. At least forty percent of participating students across all participating schools (as defined in this document) must be students from low-income families, based on eligibility for free or reduced-price lunch subsidies under the Richard B. Russell National School Lunch Act, or other poverty measures that LEAs use to make awards under section 1113(a) of the ESEA. If an applicant has not identified all participating schools at the time of application, it must provide an assurance that within 100 days of the grant that its participating schools (as defined in this document) will meet this standard.
4. Applicants must demonstrate a track record of commitment to the core education assurance areas (as defined in this document), including, for each LEA included in an application, an assurance signed by the LEA's authorized legal representative that--
a. The LEA has, at a minimum, designed and committed to implement no later than the 2014-15 school year--
i. a teacher evaluation system (as defined in this document);
ii. a principal evaluation system (as defined in this document);
iii. a LEA superintendent evaluation (as defined in this document); and
iv. a LEA school board evaluation (as defined in this document).
b. The LEA has a robust data system that has, at a minimum,--
i. An individual teacher identifier with a teacher-student match; and
ii. The ability to match student level P-12 and higher education data.
c. The LEA has policy and regulatory protections in place that ensure Family Educational Rights and Privacy Act (FERPA) compliant privacy and information protection while enabling access and use by stakeholders.
The Race to the Top District competition (RTT-D) will build on the lessons learned from the State-level competitions and support bold, locally directed improvements in teaching and learning that will directly improve student achievement and teacher effectiveness.
As importantly, they will create opportunities for students to identify and pursue areas of personal passion-- all of this occurring in the context of ensuring that each student demonstrates mastery in critical areas identified in college- and career ready standards.
College- and career-ready standards:
Content standards for kindergarten through 12th grade that build towards college- and career-ready graduation requirements (as defined in this document) by the time of high school graduation. A State’s college- and career-ready standards must be either (1) standards that are common to a significant number of States; or (2) standards that are approved by a State network of institutions of higher education, which must certify that students who meet the standards will not need remedial course work at the postsecondary level.
Core educational assurance areas:
• Adopting standards and assessments that prepare students to succeed in college and the workplace and to compete in the global economy;
• Building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction;
• Recruiting, developing, rewarding, and retaining effective teachers and principals, especially where they are needed most; and
• Turning around our lowest-achieving schools.