agency overview { 02 }

programs { 04 }

resources { 10 }

finances { 16 }

people { 24 }

offices { 29 }

FEATURES

Offering What Works 24/7 { 15 }

Turnaround Success { 23 }

Fast Track to Improvement { 27 } WestEd is driven, above all, by our mission to promote excellence, achieve equity, and improve learning for children, youth, and adults. I’m proud of the positive impact we achieved in 2011 by remaining committed to this mission in the midst of economic turmoil and political uncertainty.

FRO M THE CEO Throughout the year WestEd continued to be (REL West) conducted rigorous research a catalyst for improvement in education and in many areas and provided extensive as- human development. We’ve had many remark- sistance at local, state, and regional levels able successes: to implement evidence-based practices. For example, REL West convened Utah policymak- ++ Providing high-impact, high-quality, high- ers and district, university, and community utility services. WestEd’s Strategic Literacy leaders to explore ways to increase college Initiative, for example, trained 580 teachers, readiness and high school graduation; and 100 teacher leaders, and many other profes- helped Arizona educators examine character- sionals, seeking to improve literacy for more istics of the state’s English learner population than 400,000 high school students in Cali- and implications for state and local strategies fornia, Indiana, Michigan, Pennsylvania, and to improve learning. Utah. Our Center for Child and Family Studies provided high-quality training for more than ++ Ensuring that clients have access to informa- 1,200 Early Head Start providers nationwide. tion they need, when they need it. The South- west Comprehensive Center at WestEd, ++ Launching high-leverage, high-visibility new which has helped states develop systems initiatives. WestEd began work as the Proj- of support for school and district improve- ect Management Partner for the multistate ment since 2005, recently collaborated Smarter Balanced Assessment Consortium, with the Nevada Department of Education one of only two such groups charged with to create an effective system to monitor developing cutting-edge assessments for School Improvement Grant implementation. the Common Core State Standards. Another This effort’s success was highlighted in addition to WestEd’s portfolio of projects was the U.S. Department of Education’s School the highly respected, nonpartisan Center for Turnaround Newsletter. the Future of Teaching and Learning, which provides research for policymakers to help These make up just a small sampling of the strengthen the teaching force. many ways WestEd works throughout the country to improve education and human de- ++ Developing and disseminating research- based,high-utility information. WestEd’s Math velopment. I encourage you to look through this Pathways and Pitfalls curriculum won a report for more information and examples. And Distinguished Achievement Award from please contact us if you might be interested in the Association of Educational Publishers. working together to make a positive difference Our Regional Educational Laboratory West for children and adults.

­— Glen H. Harvey, Chief Executive Officer 1 AGENCY OVERVIEW

WestEd is a catalyst for improvement in education and healthy human development. Our many endeavors are united by a commitment to our challenging mission: promoting excellence, achieving equity, and improving learning for children and adults.

A nonprofit, nonpartisan agency working at WestEd focuses on education and more, addressing the needs of local, state, and federal levels, WestEd devel- the whole child, from birth onward: ops research-based programs, intervention ++ Providing services that ensure healthy beginnings for infants strategies, improvement services, and other and toddlers resources. Our focus is on quality in all that we do. Whether through research, evalua- ++ Supporting all children, especially the most underserved, in- tion, policy support, or technical assistance, cluding low-income children, those in low-performing schools, students who are English learners, and children with disabili- we work to find the best answers to enduring 2 ties and other special needs challenges and emerging questions in edu- cation and human development. ++ Developing and sharing knowledge about youth resiliency and health By making a quality difference in the lives of CATALYST FOR IMPROVEMENT CATALYST FOR children and adults, our work champions an ++ Increasing learning through effective teaching and leadership, ideal: Regardless of the circumstances into with expertise in mathematics, science, literacy, college which people are born, they should have readiness, and other areas opportunities to succeed in their schools and ++ Supporting educators to better understand performance communities. Pursuing this ideal, we recog- through effective assessment, and helping districts and states nize that learning and healthy development improve accountability systems are interwoven and lifelong. Accordingly, ++ Conducting rigorous research and evaluations and sharing best

| practices through partnerships, resources, and online tools WestEd Annual Report ++ Seeking new approaches to enduring challenges through innovative uses of technology, and much more

2011 WestEd works at all levels of education systems — in child care centers, WestEd-at-a-Glance schools, district offices, institutions of higher education, state and federal agencies, and communities. As lead agency or partner in two HEADQUARTERS federally funded regional educational laboratories, five comprehen- San Francisco, CA sive centers, a regional resource center, and two equity assistance OFFICES centers, WestEd is able to build on extensive networks of expertise, 16 nationwide deep reservoirs of research knowledge, and close ties to districts and states throughout the country. STAFF

Our staff members represent some of the best talent from across the More than 600 country. WestEd staff are highly educated and experienced, diverse ANNUAL REVENUE in perspective and background, passionate about their work, and $126.3 million in 2011 dedicated to making a difference for our clients.

FUNDING SOURCES The many indicators that our work is making a difference include: increased student achievement in districts where we’ve worked, Approximately 400 large-scale experimental studies confirming the impact of our PROJECTS projects, teachers providing testimonials about the improvements in More than 400 at any given time their classrooms, policymakers finding better ways to meet the terms of legislation and satisfy the interests of their constituents, and the FOUNDED frequency of clients returning to us year after year. 1966 as Far West Laboratory for Educational Research and While this report gives a flavor of what WestEd has to offer, our work extends far beyond these examples and is increasingly interdisciplin- Development (FWL) and Southwest ary and collaborative. Our several hundred projects and services Regional Educational Laboratory are grouped into the dozen program areas described in the following (SWRL), which merged in 1995 pages and in more detail online at WestEd.org. under the name WestEd

3 PROGRAMS

Center for Child & Family Studies DIRECTORS: J. RONALD LALLY & PETER L. MANGIONE

The Center for Child and Family Studies Assessment & Standards Development Services (CCFS) is dedicated to helping children get DIRECTOR: STANLEY RABINOWITZ a healthy start in life, with a particular focus on children and families living in poverty, dual Known for creating assessment systems that are valid, fair, and language learners, and those with disabilities aligned with rigorous standards, WestEd’s Assessment and Stan- or other special needs. As a leader in promot- dards Development Services (ASDS) program provides state and ing high-quality, research-based early care national policy guidance on building aligned student, school, and edu- and education services, CCFS’s work informs cator accountability systems. ASDS develops assessments for both national, state, and local child and family general education and special populations, and conducts alignment policies. The Center’s acclaimed Program for studies, standards reviews, and research on access of standards Infant/Toddler Care is the most widely used and assessment for all student populations. ASDS assessment and training system for infant and toddler care- standards reviews range from language arts, mathematics, science, givers in the country, and its DVD/video and 4 and social science to emerging fields such as college and career print materials are distributed worldwide. In readiness. ASDS is the Project Management Partner for the multistate 2011, CCFS supported the federal Early Head Smarter Balanced Assessment Consortium — the first collaboration of Start National Resource Center by providing its kind to develop a common assessment system among a majority of

CATALYST FOR IMPROVEMENT CATALYST FOR intensive, high-quality training to more than states. As lead agency of the national Assessment and Accountability 1,200 Early Head Start providers nationwide. Comprehensive Center, ASDS has particular expertise in assessments

for underserved student populations, including English learners and MORE ONLINE: WESTED.ORG/CCFS students with disabilities.

MORE ONLINE: WESTED.ORG/ASDS | WestEd Annual Report

2011 Center for Prevention & Early Intervention DIRECTOR: VIRGINIA REYNOLDS WestEd’s Center for Prevention and Early Comprehensive School Assistance Program Intervention (CPEI) provides training and DIRECTOR: FRED TEMPES technical assistance in policy development, The Comprehensive School Assistance Program (CSAP) provides translation of research to practice, systems research-based services and support to help transform low- evaluation, and implementation of evidence- performing schools and districts into highly effective learning based practices in support of children and organizations. As one of the most frequently selected support youth (birth through age 22) with, or at risk providers in California, Arizona, Nevada, and Hawaii, CSAP combines for, disabilities. CPEI partners with state and collaborative planning with intensive data analysis to pinpoint areas local education and human service agencies for improvement. CSAP also houses the California Comprehensive to build capacity to improve service systems Center, in partnership with American Institutes for Research and and developmental and academic outcomes School Services of California. In 2011, CSAP’s SchoolsMovingUp, an and promote a comprehensive, integrated online school-improvement initiative, produced 30 webinars that approach. CPEI’s areas of expertise include reached more than 9,000 educators nationwide. In addition, CSAP social and emotional development, early was recently awarded a contract to operate the Region IX (Arizona, mental health, academic and behavioral California, and Nevada) Equity Assistance Center, which provides strategies for success through Response to technical assistance and training to districts, schools, and states in Intervention, and inclusive practices across the areas of civil rights, equity, and school reform. community and school settings. The Hawaii Department of Education recently awarded MORE ONLINE: WESTED.ORG/CSAP CPEI a second contract to oversee the restructuring recommendations that CPEI suggested in its comprehensive review of the state’s special education policies, proce- dures, and services.

MORE ONLINE: WESTED.ORG/CPEI

5 Evaluation Research Program DIRECTOR: MARTIN ORLAND

The Evaluation Research Program (ERP) provides policymakers and practitioners with impartial, evidence-based information to improve education and other services. ERP staff have expertise in evaluating everything from migrant education programs to online learning environments to data systems. Staff apply rigorous social science methodology to produce accurate and reliable studies, then Health & Human Development Program communicate actionable findings on the im- DIRECTOR: GREGORY AUSTIN plementation and effectiveness of programs The Health and Human Development Program (HHDP) promotes positive and policies. In 2011, the U.S. Department of youth development, school success, and well-being through research, Education awarded ERP major multiyear con- evaluation, and technical assistance projects. With deep expertise on tracts to monitor the federal Charter Schools youth risk behaviors and resilience factors, staff work with schools 6 Program and the Magnet Schools Assistance and communities to implement effective approaches to preventing Program, respectively. ERP was also recently problem behaviors and providing youth with the supports needed to selected by the Michigan Department of Edu- succeed in school, career, and life. HHDP developed the Healthy Kids cation to conduct a three-year evaluation of

CATALYST FOR IMPROVEMENT CATALYST FOR School Climate Student/Staff/Parent Survey Suite — identified in 2011 its School Improvement Grant program, with by the U.S. Department of Education as a model for providing data to special emphasis on comparing turnaround guide improvements in learning conditions and supports. Data from the and transformation models. surveys have significantly increased understanding of the health and MORE ONLINE: WESTED.ORG/ER socio-emotional factors influencing academic performance. In 2011, HHDP staff participated in federal Safe and Supportive Schools projects in three states to improve low-performing schools, launched the CTE Central Blog on career education, and conducted the nation’s first

| comprehensive assessment of students in military families. WestEd Annual Report

MORE ONLINE: WESTED.ORG/HHDP

2011 Innovation Studies DIRECTOR: NIKOLA FILBY WestEd’s Innovation Studies program helps Learning Innovations educators find promising ideas, understand DIRECTOR: JANET M. PHLEGAR how they work, and put them into action. To Learning Innovations (LI) conducts research and development and do this, staff conduct descriptive studies provides services that focus on creating supportive environments and formative evaluations, and use interac- that foster high-quality teaching and learning. Program staff work tive media to enhance the professional with schools, districts, and state departments of education to build learning process. One of Innovation Studies’ their capacity to promote improvement. LI’s expertise informs policy signature projects is Doing What Works and practice in nine northeastern states, Puerto Rico, and the Virgin (DWW), a website that translates research- Islands through two Comprehensive Centers for New England and based practices into multimedia tools and New York, the Northeast Regional Resource Center (focusing on resources that can be used to improve special education), the Regional Educational Laboratory Northeast the quality of education. In 2011, the U.S. and Islands, and the Region II Equity Assistance Center. Significant Department of Education awarded Innova- accomplishments in 2011 included providing intensive training for tion Studies a five-year, $15 million contract special education leaders throughout Massachusetts, receiving to continue to develop content and support funding from the American Museum of Natural History to evaluate an users of DWW. Innovation Studies was also recently awarded a major contract by the inquiry-based science program, and completing a comprehensive Bill and Melinda Gates Foundation to support research review of school enrollment strategies in developing nations. its Completion by Design initiative, which MORE ONLINE: WESTED.ORG/LI works to significantly improve student completion rates at community colleges.

MORE ONLINE: WESTED.ORG/IS

7 Policy Center DIRECTOR: PAUL KOEHLER

WestEd’s Policy Center brings clarity to complex issues by examining all sides and presenting objective, research-based views. Staff respond to requests from Congress, federal agencies, and state and local agen- cies, addressing inquiries from legislators, boards of education, and other policy lead- ers. One of the Center’s primary initiatives is the California Mayors Education Roundtable, Regional Educational Laboratory West which brings together mayors of California’s DIRECTOR: GARY ESTES larger cities, district superintendents, and The Regional Educational Laboratory West (REL West) provides their key staff to share data, evidence-based research-based knowledge to education practitioners and policymak- and promising practices, and programmatic ers in its four-state region — Arizona, California, Nevada, and Utah. strategies to address local challenges affect- 8 As part of a national network of educational laboratories, REL West ing students’ education and career success. responds to regional needs by conducting rigorous multiyear studies In 2011, the Policy Center provided significant of promising interventions, as well as fast-response projects to inform technical assistance to the Arizona Gover- immediate action. For example, REL West recently published studies on

CATALYST FOR IMPROVEMENT CATALYST FOR nor’s Office of Education Innovation on two achievement trends in Arizona’s Title I School Improvement Program, of its key projects: the Arizona State Educa- resource allocation patterns in rural and nonrural districts in the west- tion Reform Plan and the statewide Regional ern states, and the projected need for California school administrators Support Centers. over the next eight years. In 2011, REL West also convened numerous MORE ONLINE: WESTED.ORG/POLICY events to help educators throughout the region develop a deeper understanding of key issues, including using data to improve student achievement and improving postsecondary access.

| MORE ONLINE: WESTED.ORG/REL WestEd Annual Report

2011 Science, Technology, Engineering, & Mathematics Teacher Professional DIRECTOR: STEVEN A. SCHNEIDER Development Program The Science, Technology, Engineering, and Mathematics (STEM) pro- DIRECTOR: AÍDA WALQUI gram, spanning grades preK­–16, offers a diverse portfolio of projects The Teacher Professional Development (TPD) that enhance teaching and learning across all STEM subjects, includ- program, which includes the Strategic ing the less commonly addressed fields of technology and engineer- Literacy Initiative (SLI) and Quality Teaching ing education. Through cutting-edge research, evaluation, curriculum for English Learners (QTEL), comprehensively development, and professional development, STEM increases under- addresses teacher learning, from preservice standing on issues such as technology literacy, the use of simulations through teacher leadership in grades 2–14. to enhance student learning and assessment, and science and SLI’s Reading Apprenticeship® is a research- mathematics learning. Program staff are currently conducting many based approach to improve students’ projects funded by the Institute of Education Sciences (IES) and the content-area literacy. In 2011, SLI began work National Science Foundation (NSF), including a recently awarded NSF on a major federal Investing in Innovation (i3) study exploring how new technology can help students visualize and project to increase implementation of Read- interact with key concepts in molecular biology. In 2011, STEM’s Making ing Apprenticeship in high school content Sense of SCIENCE project published two new professional development area classes serving over 400,000 students courses for middle school science teachers, and was awarded a multi- in California, Indiana, Michigan, Pennsylva- million dollar grant through IES’s Effective Teachers research program. nia, and Utah. QTEL is a unique professional development initiative that promotes high- MORE ONLINE: WESTED.ORG/STEM challenge, high-support learning opportuni- ties to develop teacher expertise and raise the achievement of English language learner students. In 2011, QTEL provided intensive support to major school districts nationwide, including Chicago, Fort Worth, Oakland, Sac- ramento, and San Diego.

MORE ONLINE: WESTED.ORG/TPD

9

PRODUCTS ADDED {1} {2} {3} 50TO OUR PORTFOLIO IN Achievement Trends of Schools and California Preschool Curriculum Framework, Students in Arizona’s Title I School Volume 2 Improvement Program {Developed by WestEd’s Center for Child & Family Stud- Eric W. Crane, Min Huang, & Vanessa X. Barrat ies for the California Department of Education}

2011 Career Technical Education Pathways Adolescent Literacy: Six Professional Development Modules {1} Initiative 2010–2011 Annual Report {3} {Prepared by WestEd for the California Community Colleges and California Department of Education} Allocating Federal Funds for State Programs for English Language Learners Caring for Infants and Toddlers in Groups: Developmentally Appropriate Practice, Alternative Schools {2} Second Edition {4} Anthony Petrosino & Claire Morgan {Chapter in Juvenile Crime and Justice} Challenges in the Implementation of Evidence-Based Mental Health Practices for Birth-to-Five Year Olds and Their Families: Issue Brief Based on National Think Tank on Evidence-Based Practices in Early Childhood {5} Karen M. Finello, Patsy Hampton, & Marie K. Poulsen {Developed by WestEd’s Center for Prevention & Early Intervention for the California Center for Infant-Family and Early Childhood Mental Health} {4} {5} Comparing Achievement Trends in Avoiding Déjà Vu: Lessons From the Federal Reading and Math Across Arizona Public Comprehensive School Reform Program School Student Subgroups for the Current School Turnaround Agenda Eric W. Crane, Min Huang, & Vanessa X. Barrat (forum proceedings) The Complexities of Integrating Data-Driven A Brief Overview of Principal Evaluation Decision Making into Professional Prepara- Literature: Implications for Selecting tion in Schools of Education: It’s Harder Evaluation Models Than You Think Nancy M. Sanders & Karen Kearney Ellen Mandinach & Edith Gummer, with Robert D. Muller

11 How Four Districts Crafted Innovative Principal Evaluation Systems: Success Stories in Collaboration Ben Keating

How Six States Are Implementing Principal {1} {2} {3} Evaluation Systems Heather Mattson Almanzán, Nancy M. Sanders, & Karen Kearney Do Schools in Rural and Nonrural Districts Allocate Resources Differently? An Analysis of Spending and Staffing Patterns in the Increased Learning Time Beyond the West Region States Regular School Day (Doing What Works Jessie Levin, Karen Manship, Jay Chambers, Jerry professional development package) Johnson, & Charles Blankenship {Produced by WestEd for the U.S. Department of Education} Family Empowerment and Disability Council Issue Brief: Evidence-Based Practices Key Features of a Comprehensive to Support Effective Transition for Young Principal Evaluation System Adults with Disabilities Leaving High School Ronald Leon, Stephen H. Davis, Karen Kearney, Nancy M. Sanders, & Christopher Thomas {Developed by WestEd’s Center for Prevention & Early Intervention for the California Department of Education} The Link Between Consistent Caring 12 Family Engagement Framework: A Tool for Interactions With Babies, Early Brain California School Districts Development, and School Readiness {Developed by the California Comprehensive Center at J. Ronald Lally WestEd for the California Department of Education} {Chapter in The Pre–K Debates: Current Controversies and Issues}

CATALYST FOR IMPROVEMENT CATALYST FOR The Federal Comprehensive School Reform Program and School Turnaround: Making Sense of SCIENCE: Energy for Key Evaluation Findings {1} Teachers of Grades 6–8 {2} Martin Orland Kirsten R. Daehler, Jennifer Folsom, & Mayumi Shinohara High Hopes – Few Opportunities: The Status of Elementary Science Education in California Making Sense of SCIENCE: Force and Rena Dorph, Patrick M. Shields, Juliet Tiffany-Morales, Motion for Teachers of Grades 6–8 Ardice Hartry, & Teresa McCaffrey Kirsten R. Daehler, Mayumi Shinohara, & Jennifer Folsom |

WestEd Annual Report How Can Simulations Be Components of Balanced State Science Assessment The Policies and Practices of Principal Systems? Evaluation: A Review of the Literature {3} Edys S. Quellmalz, Matt D. Silberglitt, & Stephen H. Davis, Karen Kearney, & Michael J. Timms Nancy M. Sanders

2011 “Policing Schools” Strategies: A System- Research-Based Practices for Secondary atic Search for Experimental and Quasi- Schools (Doing What Works professional Experimental Studies development package) Anthony Petrosino, Sarah Guckenburg, & {Produced by WestEd for the U.S. Department Trevor Fronius of Education}

Policy Related to Issues of Diversity and The Road Ahead for State Assessments {4} Literacy: Implications for English Learners Eugene E. Garcia & Ann-Marie Wiese School Leadership: A Key to Teaching {Chapter in Handbook of Research on Literacy and Diversity} Quality — A Policy Brief on the Role of Principals in Strengthening Instruction Power of Preschool in Santa Clara County: Making the First Five Years Count School Turnaround Policies and Practices in Australia, Canada, England, and New Preparing Our Infant and Toddler Profes- Zealand: Overview and Implications sional Workforce for the 21st Century: An Martin Orland Action Plan for the District of Columbia Scientific Literacy: The Missing Ingredient (CFTL CenterView Series) Program for Infant/Toddler Care Home Visiting Institute and Resource Manual State Assessment Systems: Exploring Best Practices and Innovations Projecting the Need for California School Administrators Over 2010/11–2017/18: The Effects of Projected Retirement and The Status of the Teaching Profession 2011 Projected Changes in Student Enrollment Jennifer Bland, David Sherer, Roneeta Guha, Katrina Woodworth, Patrick M. Shields, Juliet Tiffany-Morales, Over Two-Year Increments & Ashley Campbell Anthony B. Fong & Reino Makkonen STEM Teachers in Professional Learning R&D Alert® Newsletter Communities: From Good Teachers to Great (three issues in 2011) Teaching {5} Ted Britton & Kathleen Fulton REL West Research Digest (three issues in 2011)

The Relationship Between English Proficiency and Content Knowledge for English Language Learner Students in Grades 10 and 11 in Utah Eric W. Crane, Vanessa X. Barrat, & Min Huang

{4} {5}

13 Successful K–12 STEM Education: Identifying Effective Approaches In addition to the new in Science, Technology, Engineering, and Mathematics publications listed, The Supply’s the Limit: Meeting the Challenge of Knowledge and previously Capacity Constraints to Significant Educational Improvement – A Presidential Essay published Martin Orland 64 reports The Uniqueness of Infancy Demands a Responsive Approach developed by the Center J. Ronald Lally & Peter Mangione {Chapter in Spotlight on Infants and Toddlers} for the Future of Teaching

Using Classroom Artifacts to Focus Teachers’ Noticing: Affordances and Learning were added and Opportunities Lynn T. Goldsmith & Nanette Seago to WestEd’s portfolio as the {Chapter in Mathematics Teacher Noticing: Seeing Through Teachers’ Eyes} Center became a part of Using Student Achievement Data to Support Instructional Decision WestEd in 2011. Making (Doing What Works professional development package) {Produced by WestEd for the U.S. Department of Education}

14 More information online: WestEd.org/bookstore CATALYST FOR IMPROVEMENT CATALYST FOR

»»»» "WestEd is the industry leader on Facebook." { Patrick Riccards, CEO of ConnCAN }

WestEd offers many ways to keep current on our latest reports, news, visit WestEd.org products, research studies, services, events, and career opportunities. Our R&D Alert newsletters are available in hard copy and pdf formats; we follow our RSS feed |

WestEd Annual Report release E-Bulletins (email newsletters) a dozen times each year; product subscribe to the E-Bulletin — WestEd.org/subscribe and service catalogs are available on a variety of topics; our website has a General Feed and a Jobs Feed for RSS readers; and WestEd main- like us on Facebook tains a presence on Facebook and Twitter. follow us on Twitter

2011 Offering What Works For education research to matter, it must be both informative and readily usable by educators. Translating research into practice is not a new challenge, but the explosion of online previously environments and access to multimedia technologies have published opened new possibilities for addressing this longstanding challenge. reports

Enter Doing What Works (DWW), an online library of resources coaches, school and district administrators, that is “building a bridge between research and practice,” technical assistance providers, university according to WestEd Senior Program Director Nikola Filby. In faculty, data specialists, and employees of October 2011, WestEd was awarded a five-year, $15 million state education agencies, among others. A continuation contract to develop additional content for the new user area of the website provides more website and strengthen outreach and support for users. details and sample workshop packages.

Launched five years ago by WestEd for the U.S. Department DWW has grown increasingly popular. The of Education (ED), in partnership with American Institutes for number of visits to the website tripled from Research and RMC Research Corporation, the DWW website 2008 to 2011, including a quadrupling of offers content based on research reviews undertaken by ED’s the number of long visits, and users indicate Institute of Education Sciences (IES). DWW includes resources that its content is helping them achieve their to make research understandable and bring it to life through goals. Filby attributes the success to the qual- real classroom examples. Its strength lies in its “wealth of high- ity, breadth, and accessibility of the resources quality, practical examples and tools that school leaders, service offered on the site — principals and other providers, and university faculty can use, particularly for plan- school leaders recognize the value, especially ning and conducting their own professional learning,” says Filby. in these hard financial times, of an online re- source that takes advantage of the latest inter- The website provides access to resources in six broad areas: active technologies. data-driven improvement, quality teaching, literacy, math and science, comprehensive support, and early childhood edu- cation, including 16 specific topics, such as “Turning Around Chronically Low-Performing Schools,” “Helping Students Navi- gate the Path to College,” “Teaching Literacy in English to K–5 English Learners,” and “Encouraging Girls in Math and Science.” Most of the topics correspond to existing IES “practice guides.” subscribe to the E-Bulletin — WestEd.org/subscribe Educators can access all the material on the website — sup- ported by federal funds, free of charge to users. DWW has been used by teachers, professional development providers,

dww.ed.gov >> 15

WestEd Clients and Funders From Fiscal Year 2011

FOUNDATIONS Lucile Packard Foundation for Wikimedia Foundation Children’s Health Atlantic Philanthropies William and Flora Hewlett Foundation Mimi and Peter Haas Fund Bill and Melinda Gates Foundation Woodrow Wilson National Fellowship National Academy Foundation Foundation California Endowment Nellie Mae Education Foundation California State University, Long Beach BUSINESSES & NONPROFITS Foundation Noyce Foundation A+ Educational Services Carnegie Corporation of New York Pacific Science Center Foundation Alliance for Excellent Education Century Foundation Robert Wood Johnson Foundation Alliance for Regional Collaboration Charles Stewart Mott Foundation S.D. Bechtel, Jr. Foundation to Heighten Educational Success David and Lucile Packard Foundation San Diego State University Foundation (ARCHES) Ellis Center for Educational Excellence San Francisco Education Fund America’s Choice Ford Foundation Science Foundation Arizona (SFAz) American Institutes for Research (AIR) American Museum of Natural History Foundation for California Community Silicon Valley Community Foundation Asian American Recovery Services, Inc. Colleges Stuart Foundation Assabet Valley Collaborative Irving B. Harris Foundation University of Phoenix Foundation Biological Sciences Curriculum Study James Irvine Foundation W. Clement and Jessie V. Stone (BSCS) JPMorgan Chase Foundation Foundation Cal State L.A. University Auxiliary Kellogg Foundation Walter S. Johnson Foundation Services, Inc.

$126.3M WestEd Revenues* Fiscal Years 2002–2011**

*Includes operating and nonoperating revenues $116.9M **Audited totals, except Fiscal Year 2011 $112.9M $110.1M

$102.1M

$88.1M $83.2M

$75.9M $70.4M $71.6M 2002 2003 2004 2005 2006 2007 2008 2009 2010 201 1 17 Fiscal Year 2011 Our Core Work Contracts/Grants Research & Development (37%) Revenue by Source Direct Client Services (23%) Foundations, Businesses, Training (19%) & Other Agencies (44%) Evaluation (11%) U.S. Department of Education (30%) Dissemination (9%) State Funders (22%) Policy (1%) Other Federal (4%)

CAPE, Inc. Educare, Bounce Learning Network, Mission Neighborhood Center Ounce of Prevention Fund Center for Collaborative Education National Center for the Improvement Education Development Center, Inc. Center for Teaching Quality of Educational Assessment, Inc. (EDC) (NCIEA) Central Valley Children’s Services Edvantia Network National Philanthropic Trust EMQ FamiliesFirst Central Valley Regional Center, Inc. New Teacher Center Envision Schools Child Action, Inc. New Visions for Public Schools Episcopal Children’s Services 18 Child Development Policy Institute North River Collaborative Family Services Association Child Development Training Novel Management Group Consortium Google Pacific Gas and Electric Company Great Start DC Children’s Council of San Francisco Pacific Metrics Corporation

CATALYST FOR IMPROVEMENT CATALYST FOR Houghton Mifflin Company CNA Corporation (CNAC) Pacific Resources for Education and LEARN — Regional Educational Coalition of Essential Schools, Inc. Learning (PREL) Service Center (CES) Pearson Educational Measurement Magnolia Consulting, LLC Computer-Using Educators (CUE) Pearson NCS Manila Consulting Group, Inc. ConnectEd Philadelphia Youth Network Maricopa County Head Start Zero-Five Corporation for Public Broadcasting Program Pima Prevention Partnership Corwin Press Mathematica Policy Research, Inc. Pre-K for All DC Data Recognition Corporation (DRC) (MPR) Public Broadcasting Service (PBS) | Measured Progress WestEd Annual Report Delta Education, LLC Red Hill Studios Disney Environmental Relations Mental Health America of Los Angeles Regional Educational Laboratory Early Care & Learning Council, Miami Museum of Science Mid-Atlantic New York Mid-Atlantic Equity Consortium Research for Action

2011 RMC Research Corporation Coast Community College District University of Memphis Rockman et al Colorado State University University of New Hampshire San Francisco Coalition of Essential Elizabeth City State University University of Northern Colorado Small Schools Florida State University University of South Carolina School-Connect Fresno Pacific University University of Southern California SETI Institute Johns Hopkins University University of Texas, Houston SRA International Maricopa Community College District University of the Pacific Steuben Child Care Project National-Louis University University of Washington Streetside Stories North Carolina State University Washington and Lee University Support for Families of Children with Pasadena Area Community College Disabilities District LOCAL FUNDERS Synergy Enterprises, Inc. Pennsylvania State University ABC Unified School District Teachers Network Rutgers University ACCLAIM Charter School TechComm Partners, Inc. San Francisco State University Alamosa School District RE-11J Through the Looking Glass St. Francis Career College Alexandria City Public Schools Tides Center State University of New York Alpine Union School District Unity Council Stevens Institute of Technology Apache Junction Unified Volunteers of America Texas Tech University School District YMCA of the East Bay The Board of Trustees of Leland Aspire Public Schools Young Audiences, Inc. Stanford Junior University Austin Independent School District Zero to Three Touro College Azusa Unified School District University of Arizona Bakersfield City School District COLLEGES & UNIVERSITIES University of Arizona, Tucson Balsz Elementary School District #31 Baltimore City Public Schools Berkeley Lawrence Hall of Science University of California Beaverton School District Boston College University of California, Berkeley Berkeley Alliance California Community Colleges, University of California, Davis Boston Renaissance Charter Office of the Chancellor University of California, Irvine Public School California State University, Channel University of California, Los Angeles Brea Olinda Unified School District Islands University of Chicago Cajon Valley Union School District California State University, Dominguez Hills University of Cincinnati Cambridge Public Schools California State University, Office University of Illinois, Chicago Carpinteria Unified School District of the Chancellor University of Maryland Carson City School District California State University, University of Massachusetts, Centinela Valley Union High San Bernardino Dartmouth School District

19 Target Level of 397 Clients Education Served & Funders Secondary Education (34%) Local (137) Business & Nonprofit (87) Elementary Education (30%) College & Universtity (47) Early Childhood (28%) County (39) Adult/Postsecondary Foundation (34) Education (8%) State (33) National & International (20)

Chicago Public Schools Hayward Unified School District Ludlow Public Schools Chicanos Por La Causa Community Hillsboro-Deering School District Lynn Public Schools Schools Hooksett School District Marana Unified School District City of Irvine Hudson School District Merced City School District City of Oakland Irvine Unified School District Merced Union High School District City Schools of Decatur Jefferson Union High School District Merrimack School District Columbia Heights Educational Campus Joe Serna Junior Charter School Mingus Union High School Cottonwood–Oak Creek School District 6 20 Johnson Elementary School Modesto City School District Crane School District Kennewick School District Moreland School District Dysart Unified School District Kings Canyon Unified School District Mount Diablo Unified School District East Side Unified School District

CATALYST FOR IMPROVEMENT CATALYST FOR Lake Elsinore Unified School District Mountain View Whisman East Whittier City School District Lake Havasu Unified School District #1 School District Escalon Unified School District Lake Tahoe Unified School District Mt. Edgecumbe High School Escondido Union School District Nashua School District #42 Fairfield-Suisun Unified School District Lakeside Unified School District Nazareth Area School District Farmersville Unified School District Lamoille North Supervisory Union New York City Board of Education Fort Worth Independent Lancaster Lebanon Intermediate School District Unit 13 Newport-Mesa Unified School District Gilroy Unified School District Leeward District Noah Webster Basic School | Granite School District Lennox School District Nogales Unified School District WestEd Annual Report Groton Public Schools Littleton Elementary School District North Hollywood High School Hamden Public Schools Londonderry School District North Kitsap School District Hanson PreK–8 School Los Angeles Unified School District Novato Unified School District

2011 Oakland Unified School District San Juan Unified School District Clark County School District Ontario-Montclair Elementary San Ysidro Elementary School District County of San Mateo, Human Services School District Sanders Unified School District Agency, Alcohol and Drug Services First 5 Contra Costa County Orinda Union School District Santa Barbara Unified School District First 5 Fresno County Page Unified School District Santa Fe Public Schools First 5 Los Angeles Pajaro Valley Unified School District SAU 56 Somersworth/Rollinsford First 5 Santa Clara County Palermo Union School District School for Integrated Academics Palm Springs Unified School District and Technologies First 5 Yolo County Palo Alto Unified School District Seattle Public Schools Fremont County School District #21 Palo Verde Unified School District Semitropic School District Fresno County Economic Opportunity Commission Pasadena Unified School District Shonto Preparatory School Imperial County Office of Education Petaluma City Schools Solana Beach School District Lake County Office of Education Phoenix Elementary School District #1 Somerton Elementary School District Los Angeles County Office of Phoenix Union High School District Sonora Elementary School Education Pike School South Bay Union School District Los Angeles Universal Preschool Pittsfield School District Temecula Unified School District Merced County Office of Education Pomona Unified School District Tucson Unified School District Miami–Dade County Public Schools Tulare Joint Union High School District Porterville Unified School District Napa County Office of Education Wapato School District Portsmouth Public Schools Orange County Department Prospect Hill Academy Charter School Whittier City School District of Education Reef-Sunset Unified School District Windward District Office Orange County Health Care Agency Romulus Community Schools Winslow Unified School District Orange County Superintendent of Schools Rutland Southwest Supervisory Union Woodland Unified School District Palm Beach County School District Sacaton School District Regional Center of Orange County Sacramento City Unified School COUNTY FUNDERS District Sacramento County Office of Adams County School District 14 Education Saint Joseph Notre Dame High School Alameda County Health Care San Diego County Office of Education Salesian High School Services Agency San Luis Obispo County Office of Salt River Pima-Maricopa Indian Alameda County Public Health Education Community Schools Department Santa Clara County Construction San Benito High School District Beaufort County School District Careers Association (S4CA) San Diego Unified School District Berks County Intermediate Unit Santa Clara County Department of San Francisco Unified School District Brevard County Public Health San Jose Unified School District Butte County Office of Education Santa Clara County Office of Education

21 Santa Cruz County Massachusetts Department of Early Council of Chief State School Officers Savannah-Chatham County Public Education and Care (CCSSO) School System Massachusetts Department of International Initiative for Impact Evaluation (3ie) Shasta County Office of Education Elementary and Secondary Education National Assessment Governing Board Stanislaus County Office of Education Michigan Association of Intermediate School Administrators (MAISA) (NAGB) Warren County Public Schools Michigan Department of Education National Association of State Universities and Land Grant Colleges Minnesota Department of Education STATE FUNDERS (NASULGC) Montana Office of Public Instruction National Center for Postsecondary Alaska Department of Education and Nevada Department of Education Research (NCPR) Early Development North Carolina Department of Public National Commission on Teaching and Arizona Department of Education Instruction America’s Future Arizona Governor’s Office of Economic Rhode Island Department of National Council for Science and the Recovery Elementary and Secondary Education Environment (NCSE) Arizona Governor’s Office of Education South Carolina Department of National Council of La Raza Innovation Education National Endowment for the Arts Association of California School State of Washington National Science Foundation (NSF) Administrators Tennessee Department of Education United Kingdom, Home Office 22 California Children and Families U.S. Department of Defense Education Commission (First 5 California) Texas Education Agency Activity Utah State Office of Education California Department of Alcohol and U.S. Department of Education Virginia Department of Education Drug Programs (includes several offices within the CATALYST FOR IMPROVEMENT CATALYST FOR California Department of Washington Office of Superintendent Department, including the Institute of Developmental Services of Public Instruction Education Sciences) California Department of Education West Virginia Department of Health U.S. Department of Health and Human and Human Resources Services (includes several offices Colorado Department of Education within the Department, including the Florida Department of Education National Institutes of Health, and NATIONAL & INTERNATIONAL the Centers for Disease Control and Georgia Department of Early Care and ASSOCIATIONS & FEDERAL Prevention) Learning AGENCIES U.S. Department of Justice: National Hawaii Department of Education American Association for the Institute of Justice (USDOJ/NIJ) | Advancement of Science (AAAS) WestEd Annual Report Indiana Department of Education U.S. General Services Administration (GSA) Kansas State Department of Border Land School Division, Manitoba Education Campbell Collaboration Secretariat Louisiana Department of Education The College Board

2011 Turnaround Success

Districts throughout the nation are striving for the kind “This district,” says Dr. Lynne Spiller, Creighton’s of success achieved by the Creighton School District Director of Research and Evaluation, “believes in Phoenix, Arizona, with a turnaround process that the profoundly that there is no reason to assess a child district began just a few years ago. if you are not going to use the data to determine the best instructional decisions for that child.” There was urgency for the task: As a high-poverty, inner-city, elementary and middle school district, Creighton faced enor- Integrating assessment with instruction and cur- mous challenges. In 2008, the Arizona Department of Educa- riculum was a cornerstone of the district’s re- tion had designated Creighton as a failing district, slated for form plan. Creighton wanted to build a system state takeover. Six of its nine schools had been labeled “Under- that gave classroom teachers immediate data — performing” and one as “Failing to Meet Academic Standards.” not just a test score but diagnostic information, showing student misconceptions about learning So the district launched a multifaceted reform initiative with objectives and how to address them. The system WestEd and the Ellis Center for Educational Excellence. To- was developed in partnership with WestEd and day, eight of Creighton’s schools have been relabeled “Per- Assessment Technology Incorporated, which forming Plus” and one is “Highly Performing,” based on Ari- has provided research-based tools aligned to zona Learns achievement profiles. both state standards and the new Common Core State Standards. Creighton AZ Learns Performance 2008–2011 Data Number of Creighton Schools Across Performance Levels For its part, WestEd has provided district and school site staff with a full menu of professional pre-reform post-reform development and technical assistance focused 2007–08 2008–09 2009–10 2010–11 on improving instruction, curriculum, and assess-

Highly Performing 0 0 1 1 ment systems in Creighton. The marriage of in- tensive, high-level professional development and Performing Plus 0 4 7 8 sophisticated but user-friendly assessment tools has helped Creighton sustain its reform effort. Performing 2 5 1 0 Sustaining the reform, says Spiller, depends Underperforming upon training all teachers in how to analyze or Failing to Meet 7 0 0 0 data. She credits the new system with chang- Academic Standards ing the mindset around assessment: “It helped change the paradigm from guessing, to knowing Among the many interrelated efforts contributing to this dra- what kids need.... It’s the biggest evidence that matic improvement, one key ingredient, according to district we have actually turned the corner.” leaders, was changing how they assessed students and, more importantly, how they analyzed results to fine-tune instruction. 23

Tacy C. Ashby Ruby L. Collins Marsha Hirano-Nakanishi Vice President, Strategic Educational Executive Director, Variety Day Home Assistant Vice Chancellor, Academic Alliances, Grand Canyon University Research, Analytic Studies, Office of the (2011–12 External Relations Committee Rena Dorph Chancellor, California State University Chair) Director, Center for Research, (2010–11 Management Committee Chair) Evaluation, and Assessment, Lawrence Jorge O. Ayala Hall of Science, University of California, Bonnie Hofland Superintendent of Schools, Yolo County Berkeley Professor, Great Basin College Office of Education (2010–11 Board Chair) Cliff Ferry Tom Horne Member, Nevada State Board of Education Former Superintendent of Public Mark D. Baldwin Instruction, Arizona Department of Education Former Dean, College of Education, Patricia Gándara California State University, San Marcos Professor of Education, University of California, Los Angeles, & Co-Director, Paul D. Houston John M. Baracy The Civil Rights Project/El Proyecto de CRP President, Center for Empowered Leadership Former Superintendent, Scottsdale Unified School District Carlos A. Garcia (2010–11 External Relations Committee Chair) Superintendent of Schools, David C. Berliner San Francisco Unified School District (Board Chair-Elect, 2011–12) Regents’ Professor Emeritus, Arizona State University David W. Gordon John Huppenthal Superintendent of Schools, Sacramento Superintendent of Public Instruction, Jan Biggerstaff County Office of Education Arizona Department of Education Former Member, Nevada State Board of Education Guilbert C. Hentschke Beverly J. Hurley Richard T. Cooper and Mary Catherine Superintendent, Buckeye Union W. Bryan Bowles Cooper Chair in Public School Admin- High School District Superintendent, Davis School District istration, Rossier School of Education, (2011–12 Human Resources & Institu- (2010–11 Human Resources & Institu- University of Southern California tional Development Committee Chair) tional Development Committee Chair)

Ernest Calderón President Emeritus, Arizona Board of Regents

Manuel Chavez Teacher, First Avenue Elementary School

Carl Cohn Professor, School of Educational Studies, Claremont Graduate University

The WestEd Board of Directors joined with education leaders from throughout the West for a symposium in San Francisco 25 on implementing the Common Core State Standards. Dwight Jones Barry L. Newbold Bernice Stafford Superintendent, Clark County Former Superintendent, Jordan Vice President, Implementation and School District School District Education Partnerships, Evans Newton Incorporated Carol Simon Kamin Gavin Payne Former Executive Director, Arizona Former Chief Deputy Superintendent Glen W. Thomas Children’s Action Alliance of Public Instruction, California Former California Secretary of Education Department of Education Paul Kim William A. Thorne, Jr. Chief Technology Officer, & Assistant Keith W. Rheault Judge, Utah Court of Appeals Dean, School of Education, Stanford Superintendent of Public Instruction, University Nevada Department of Education Thomas B. Timar Suzanne Tacheny Kubach Professor, Education Policy, & Director, Robert Rice Center for Applied Policy in Education, Executive Director, Policy Innovators in School of Education, University Governing Board Member, Chandler Education Network of California, Davis Unified School District Harold Levine Bill Todachennie Walt Rulffes Dean, School of Education, University Navajo Nation TANF Program 26 of California, Davis Former Superintendent, Clark County (2011–12 Program Committee Chair) School District Tom Torlakson State Superintendent of Public Instruc- Robert S. McCord Larry Shumway tion, California Department of Education

CATALYST FOR IMPROVEMENT CATALYST FOR Emeritus Associate Professor, Depart- Superintendent of Public Instruction, ment of Educational Leadership, Univer- Utah State Office of Education Ricardo L. Valencia sity of Nevada, Las Vegas William E. Sparkman Chairman, Zamas Holdings, LLC (2011–12 Board Chair) Wade McLean Professor, Educational Leadership, Former Superintendent, Whiteriver Uni- University of Nevada, Reno fied School District, & Former President, Deanna D. Winn (2011–12 Management Committee Chair) Arizona State Board of Education Former Associate Commissioner for Academic Affairs, Utah System of Thelma Meléndez de Santa Ana William Speer Higher Education Superintendent of Schools, Santa Ana Professor and Dean, College of Educa- | Unified School District tion, University of Nevada, Las Vegas Beverly Young WestEd Annual Report Assistant Vice Chancellor, Academic Jacob Moore David J. Sperry Affairs, California State University Board Member, Arizona State Board Professor of Educational Leadership System, Long Beach of Education and Policy, University of Utah (2010–11 Program Committee Chair)

2011 Fast Track to Improvement Sylvie Hale has photographs of storerooms where paperwork required to monitor federal and state education programs fills rows and rows of boxes, stacked floor to ceiling.

“Federal and state programs address im- school improvement efforts. Tracker is even improving the way state portant equity goals,” says Hale, Director and local education agencies operate and interact with one another. of Program Development and Strategic As agencies begin using Tracker for monitoring, the benefits of also Planning for WestEd’s Comprehensive using its planning functions become apparent — largely because it School Assistance Program. “But our starts to break down the walls between separately managed categori- team once estimated that just reviewing cal programs. As a common repository for information, to which all the compliance paperwork for one large federal programs have access, Tracker begins to make each program school district’s 20-plus federal and more “visible” to the others in ways they have not historically been. state programs required 11 state educa- tion agency staff members working full Arizona, for example, has taken several steps toward consolidating time for 20 days, and, with travel ex- program goals. “We have incorporated School Improvement, Title II, penses, cost about $100,000.” Title III, and Educational Technology programs, along with Title I, in our plans,” says Nancy Konitzer, Title I Director for the Arizona De- Confident that technology could con- partment of Education. “We are breaking down the silos in the state tribute to a more efficient, cost-effective department by consolidating programs, setting a model that local way, Hale and her development team education agencies can follow.” created a web-based data management system called the WestEd Tracker®. In State education agencies using just four days, “Tracker,” as the system is Tracker have formed a cross- known, can complete the kind of review state learning community to share that previously took four weeks. It does Tracker ideas, challenges, and this by replacing paper-driven processes solutions. “We facilitate a lot of with an easy-to-use online system for conversations among program documentation and communication, re- and IT people in each state so ducing the need for travel and duplica- they can use Tracker more effec- tion of efforts. tively,” says Paul Koehler, Director of the Southwest Comprehensive Tracker is currently used by state and lo- Center at WestEd. “For the past five years, we’ve brought all the states cal education agencies in Arizona, Cali- together each year to talk about how they’ve been using Tracker and fornia, Colorado, Nevada, New Mexico, what’s been most effective.” and Utah, and is undergoing pilot testing in Washington state. Its efficiency is free- One result is a list of ideas that goes back to WestEd’s develop- ing up resources for strategic planning ment team to continue enhancing and improving the system. and better implementation of federal As a result, Koehler says, “ongoing development of Tracker is now programs — activities that directly affect being shaped by the states using it.” 27 {1} {2} {3} EXECUTIVE TEAM Sri Ananda { 1 } Chief Development Officer

Gary Estes { 2 } Chief Program Officer Yvonne Gemmell Keene Glen Harvey Director, Operations Chief Executive Officer {4} {5} Paul Koehler Max McConkey { 3} Director, Policy Center & Southwest Virginia Reynolds Chief Policy & Communications Officer Comprehensive Center Director, Center for Prevention & Nancy Riddle { 4 } J. Ronald Lally Early Intervention Chief Financial Officer Co-Director, Center for Child Steven A. Schneider & Family Studies Director, Science, Technology, Richard Whitmore { 5 } Engineering, & Mathematics Chief Administrative Officer Peter L. Mangione Co-Director, Center for Child Matthew Sullivan & Family Studies Director, Property & Facility MANAGEMENT COUNCIL Steve Mitchell Management* Gregory Austin Director, Human Resources Ronia Tan 28 Director, Health & Human Controller Development Program Flora Montgomery Property and Facility Manager Fred Tempes Aden Bliss Director, Comprehensive School Director, Finance Michael Neuenfeldt Assistance Program Director, Contracts Management CATALYST FOR IMPROVEMENT CATALYST FOR Walter L. Blount, Jr. Catherine Walcott Director, Human Resources Martin Orland Director, Strategic Initiatives Director, Evaluation & Policy Research Nikola Filby Aída Walqui Director, Innovation Studies Janet M. Phlegar Director, Teacher Professional Director, Learning Innovations Development Program Neal Finkelstein Co-Director of Research, REL West, Janet Poole Richard Wenn & Director of Research Integrity Co-Director, PITC Partners for Quality Director, Interactive and Information Services | Stanley Rabinowitz WestEd Annual Report Yolanda Garcia Director, Institute for Excellence in Director, Assessment & Standards Leah D. Williams Early Education Development Services General Counsel

* Matthew Sullivan, who died on January 17, 2011, is greatly missed by the entire WestEd community. Matt was a member of our staff for 30 years, and, as Director of Property and

Facility Management, he took the lead in ensuring that all staff had a safe and healthy work- 2011 ing environment. WestEd's 16 offices WestEd Headquarters 730 Harrison Street San Francisco, CA 94107-1242 tel: 415.565.3000 / toll-free: (877) 4-WestEd fax: 415.565.3012

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WestEd is a public, not-for-profit education and research agency created under a Joint Powers Agreement, pursuant to California government code section 6507. WestEd is tax exempt under Section 115(a)(1) of the Internal Revenue Code. With this status, WestEd's work meets the giving guidelines for philanthropic or- ganizations. Building on more than four decades of research, development, and service work, WestEd's commitment in the 21st century is to foster success for children and schools by helping resolve the most critical problems confronting education and related areas of human development. 30 CATALYST FOR IMPROVEMENT CATALYST FOR | WestEd Annual Report

2011