contents

Agency Overview (2)

Programs (4 )

On Track: How technology supports systemic change (5 )

Who are you going to call? Why WestEd has the quality that counts (11)

Resources (13 )

Healthy Kids Survey supports local improvement initiatives (19 )

Finances ( 21)

Successful school transformation with WestEd’s LAPDS ( 27)

People (29 )

Offices (32) In a year of national economic challenges and shifting policy landscapes, WestEd stayed true in 2009 to our ambitious mission of improving contents and fostering healthy development from cradle to career.

I am proud that we’ve continued to grow by offering high-quality, high-impact work. Our ability to thrive through this period is a testament to the strength and expertise of our staff in turning challenges into opportunities, finding innovative solutions, and consistently delivering effective results for our clients.

This report conveys some of the breadth and impact of WestEd in 2009. Inside, you can read about a school that underwent a dramatic transformation through its work with WestEd’s Local Accountability Professional Development Series, and about the role of WestEd’s Healthy Kids Survey in supporting a community center that provides a safety net for low-income youth.

The depth and quality of our expertise in research, development, and dissemination are highlighted in two other stories: one about a unique web-based tool for district and school planning and monitoring that WestEd developed for one state, then adapted for four others; the other about the long-term devel- opment and proven impact of our Math Pathways & Pitfalls intervention curriculum.

These are just a few examples of the many ways WestEd’s work is collaborative and effective. They also demonstrate that our ability to generate innovative solutions often draws on our long history, involves making connections across our many areas of expertise, and builds on our close connections with schools, districts, states, and other entities across the country.

This organizational depth has helped us remain agile in a changing marketplace. We ended the year with a strong balance sheet and sound financial metrics and indicators, including nearly a thousand contracts and grants from hundreds of different funding sources. Our staff grew to more than 600 full-time employees, working directly in 38 states around the country, and abroad. We added to our portfolio dozens of new publications and reports, many of them available free online. To further increase agency outreach, WestEd officially entered the social network worlds of Facebook, LinkedIn, Twitter, Wikipedia, news feeds, and more.

I am proud of WestEd’s good organizational health, but our real strength is in what we accomplish every day for our clients in education and human development. I encourage you to read more in the pages that follow about the quality and impact of our work, and to visit our website or contact us in person. We appreciate your interest and your efforts with us to truly make a positive difference in the lives of children and adults.

Glen H. Harvey Chief Executive Officer from our CEO 1 WestEd is a collaborative community of professionals 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 ideal, we recognize that learning and healthy local, state, and federal levels, WestEd develops development are interwoven and lifelong. research-based programs, intervention strate- Accordingly, WestEd focuses on education and gies, and other resources, including publica- more, addressing the needs of the whole child, tions and services. Our focus is on quality in all from birth onward: that we do. Whether through research, evalu- Providing services that ensure healthy ation, policy support, or technical assistance, beginnings for infants and toddlers. we work to find the best answers to enduring Supporting all children, especially the challenges and emerging questions in educa- most underserved, including low-income tion and human development. children, those in low-performing schools, students who are English By making a quality differ- learners, and children with disabilities ence in the lives of children and other special needs.

and adults, our work cham- Developing and sharing knowledge about pions an ideal: Regardless youth resiliency and health. of the circumstances into Increasing learning through effective which people are born, teaching and leadership, with expertise they should have oppor- in mathematics, science, literacy, tunities to succeed in college readiness, and other areas. their schools and com- Supporting educators to better under- munities. Pursuing this stand performance through effective

2 assessment, and supporting districts researchers, technical assistance providers, policy analysts, edi- and states to improve accountability tors, evaluators, professional developers, designers, service pro- systems. viders, and more. WestEd staff are highly educated and experi- Conducting rigorous research and enced, diverse in perspective and background, passionate about evaluations and sharing best practices their work, and dedicated to making a difference for our clients. through partnerships, resources, and online tools. We produce positive impact through collaboration. The many Seeking new approaches to enduring indicators that our work is making a difference include: increased challenges through innovative uses of student achievement in districts where we’ve worked, large- technology, and much more. scale experimental studies confirming the impact of our proj- WestEd works at all levels of education sys- ects, teachers providing testimonials about the improvements tems — in child care centers, schools, district in their classrooms, policymakers finding better ways to comply offices, institutions of higher education, state with legislation and satisfy the interests of their constituents, and federal agencies, and communities. As and the tendency of our clients to return to us year after year. lead agency or partner in two federally funded regional educational laboratories, five compre- Throughout this report, you can find more details about our ser- hensive centers, a regional resource center, and vices and resources and their impact. While this report gives a an equity assistance center, WestEd is able to flavor of what WestEd has to offer, our work extends far beyond build on extensive networks of expertise, deep these examples and is increasingly interdisciplinary and collab- reservoirs of research knowledge, and close ties orative. Our several hundred projects and services are grouped to districts and states throughout the country. into the dozen program areas described in the following pages Guided by research and practice, WestEd also and in more detail online at WestEd.org. draws on an ever-growing and constantly refined knowledge base we have developed over four decades, going back to our inception in 1966. Our staff members represent some of the best talent from across the country. They are

3 Assessment & Known for creating rigorous and efficient assessment systems that are valid, fair, and aligned with standards, Assessment and Standards Development Services (ASDS) also Standards provides state and national policy guidance. ASDS develops assessments for both gen- eral education and special populations; performs alignment studies, standards reviews, Development and other research; and provides technical assistance on assessment and accountability Services issues. As lead agency of the national Assessment and Accountability Comprehensive Center, ASDS has particular expertise in assessments for underserved student popula- Director: Stanley Rabinowitz tions, including English learners and students with disabilities. In 2009, ASDS’s director was selected to serve on a national panel of experts for the Common Core State Stan- dards Initiative. The panel is charged with reviewing and validating both the Common Core’s development process and its resulting college- and career-readiness standards. < more online: WestEd.org/asds >

Center for Child & Family Studies Directors: J. Ronald Lally & Peter L. Mangione

The Center for Child and Family Studies (CCFS) the country, and its DVD/video and print materials are distributed promotes research-based, high-quality early care worldwide. CCFS’s accomplishments in 2009 included partnering and education services for children and families, with the University of Cincinnati to develop an online associate with special attention to those living in poverty, degree program for Head Start teachers, helping First 5 dual language learners, and those with disabilities develop its research agenda, and developing both the Preschool or other special needs. CCFS’s work also informs Curriculum Framework and Learning and Development Founda- national, state, and local child and family policies. tions for the California Department of Education. CCFS staff also The Center’s acclaimed Program for Infant/Tod- completed production of a three-DVD set of examples of the dler Care (PITC) is the most widely used train- California Infant/Toddler Learning and Development Foundations. ing system for infant and toddler caregivers in < more online: WestEd.org/ccfs >

4 On Track: How technology supports systemic change bringing the state into full compliance with federal reporting requirements.

Just a few years ago, ’s system for monitoring districts’ Title I programs Building on this success, the South- west and California Comprehensive badly needed fixing. A paper-based, labor-intensive process filled rooms with Centers have brought the Tracker files but left the state out of compliance with federal NCLB requirements. In to , New Mexico, Colorado, spring 2006, Utah’s Superintendent of Public Instruction asked WestEd’s Paul , and California. These states Koehler, Director of the Southwest Comprehensive Center, for assistance devel- have tailored the Tracker to their oping a better approach. needs and expanded its application beyond Title I reporting.

WestEd helped Utah put in place a WestEd had been researching and Arizona, for example, uses the Tracker web-based tool, called the Planning developing the Tracker since 2000. It for federal reporting, program moni- and Monitoring Tracker. This tool has was initially designed as a project man- toring, and for district improvement been so instrumental in helping the agement tool for district and school planning. Nancy Konitzer, Title I state reach full compliance with feder- improvement. “The idea of an Director for the Arizona Department al Title I reporting that the Southwest online tool arose from frustra- of Education, says the technol- Comprehensive Center has brought tion with the limitations of tra- ogy increases efficiency in resolving the Tracker to the four other states ditional improvement planning compliance issues and allows state it serves, and the California Com- models, which were episodic, officials “more time to provide qual- prehensive Center, which has not sustainable or easily scal- ity program and technical assistance funded extensive develop- able, and had limited impact,” information” to Arizona’s more than ment of the Tracker tool as says Sylvie Hale, former Direc- 600 local education agencies. This well, is preparing to roll it out tor of WestEd Interactive. “We reporting system is now a focal point, throughout California. Other were exploring how technol- she says, for “the kind of collabora- states beyond these regions ogy could address some of those tion we’d like to see among districts show interest as well. issues in working with big systems and schools, so they can maximize — entire states and districts.” resources to support students.” To address Utah’s request, WestEd was able to draw on a broad base of exper- In Utah, the impact was dramatic. The Tracker has improved efficiency tise in systems improvement through After a successful pilot of the Tracker and streamlined systems at the state the agency’s Comprehensive Center and with a half-dozen districts, state offi- level as well, Konitzer says, adding that the WestEd Interactive team, which cials mandated its use statewide. The it “has the potential to become one of develops technology-based solutions to Tracker-based reporting now makes it the most important tools for systemic address complex data and information easier for all of the Utah’s districts to change and reform in our state.” management needs. submit Title I annual reports online, 5 Center for Prevention &

Early Intervention Director: Virginia Reynolds

WestEd’s Center for Prevention and Early Intervention (CPEI) improves outcomes for individuals from birth through age 22 who are at risk of or with disabilities and other special needs, and for their families. Center staff have demonstrated leadership and technical expertise in multiple areas of policy, program implementation and sustainability, scaling up evidence-based practices, systems change, training and technical assistance, interagency collaboration, and service deliv- ery. The Center focuses on personnel development at preservice and inservice levels, social-emotional development and early childhood mental health, academic supports for students with disabilities, fam- Comprehensive School ily empowerment, and inclusion of children and youth with disabilities across ages and settings. Assistance Program Among the staff’s accomplishments in 2009, CPEI’s Director: Fred Tempes Silvia DeRuvo authored Strategies for Teaching Adolescents with ADHD: Effective Classroom Tech- The Comprehensive School Assistance Program (CSAP) provides niques Across the Content Areas, Grades 6–12, a research-based services and support that help transform low-per- hands-on guide for teaching students with ADHD. forming schools and districts into highly effective learning organiza- < more online: WestEd.org/cpei > tions. Program staff combine collaborative planning with intensive data analysis to pinpoint areas for improvement. CSAP is one of the most frequently selected support providers for schools and districts in Cali- fornia, Arizona, Nevada, and Hawaii. CSAP led the creation of WestEd’s SchoolsMovingUp initiative to address the immense challenge of raising student achievement in low-performing schools and districts. CSAP also houses the California Comprehensive Center in partnership with American Institutes for Research and School Services of Califor- nia. The program’s approach to supporting underperforming schools and districts has demonstrated significant results, with improved achievement scores in sites ranging from El Centro, CA, to the Creigh- ton School District in Phoenix, AZ. < more online: WestEd.org/csap >

6 Evaluation Research Program

Director: Martin Orland The Evaluation Research Program (ERP) provides policymakers and practitioners with impartial, Health & Human evidence-based information to improve educa- Development Program tion and other services. Staff apply the most rigorous and appropriate social science Director: Gregory Austin tools to produce accurate and reliable The Health and Human Development Program (HHDP) researches and studies, then communicate findings in evaluates conditions that promote positive youth development, school suc- a manner that contributes to a better cess, and well-being. Program staff are recognized nationwide as experts on understanding of whether a pro- youth risk behaviors and resilience factors that offset risks. HHDP developed gram is effective, whether a pol- and maintains the nation’s most comprehensive school-based health and behav- icy is having the desired impact, ior data collection system: the Healthy Kids Survey for students and its com- whether a chosen approach is the panion School Climate Survey for staff. Analyses of data from these surveys most cost-effective way of accom- have increased understanding of the relationship between health behaviors plishing goals, how an effort can be and academic performance, and numerous communities throughout Cali- improved, or whether an initiative fornia in 2009 used the survey results to guide local programs to curb should be continued. ERP studies cover alcohol and other drug use. HHDP is also the nation’s leading evalua- everything from national school reform to tor of federally funded Safe Schools Healthy Students programs. And community-based social services. In 2009, with expertise on career technical education, HHDP in 2009 prepared program staff completed a large-scale, national a publication for the James Irvine Foundation on “Work-Based longitudinal study of the federal Comprehensive Learning in California: Opportunities and Models for Expansion.” School Reform initiative, and ERP was selected < more online: WestEd.org/hhdp > by the U.S. Department of Education to conduct a five-year comprehensive national evaluation of char- ter schools and the federal charter schools program. < more online: WestEd.org/er >

7 Innovation Learning Studies Innovations

Director: Nikola Filby Director: Jan Phlegar Innovation is the process of finding a promising idea, putting it into Learning Innovations (LI) focuses on creating sup- action, and seeing how it works. Innovation Studies helps educators portive environments that promote teaching and with all parts of this iterative improvement cycle. Staff help edu- learning. Program staff work with schools, districts, cators and funders discover, analyze, plan for, and implement new and state departments of education, building their strategies. They conduct descriptive studies and formative evalua- capacity to promote improvement. They provide tion. They use interactive media for knowledge management and professional development for teachers, principals, to enhance the professional learning process. One signature project administrators, coaches, and others who support is Doing What Works (DWW), a website that links research to prac- students’ learning. And LI pursues research and tice through multimedia explanations, examples from schools and development that advance knowledge and under- districts, and implementation tools. In 2009, DWW was redesigned standing about how best to advance the growth to improve navigability and content was added on turning around and development of students and those who sup- chronically low-performing schools, dropout prevention, and adoles- port them. In 2009, for example, LI staff authored cent literacy. < more online: WestEd.org/is > a report for the Institute of Education Sciences on research about Response to Intervention (RTI) initiatives. LI’s expertise informs policy and imple- mentation in seven northeastern states, , and the Virgin Islands through two Compre- hensive Centers (providing NCLB assistance), the Northeast Regional Resource Center (focusing on special education), and a Regional Educational Laboratory (increasing the use of scientifically based evidence to improve student achievement). < more online: WestEd.org/li >

8 Mathematics, Science,

& Technology Program Director: Steven A. Schneider

The Mathematics, Science, and Technology (MST) with teachers nationwide to increase mathematics and science Program offers a diverse portfolio of projects that content knowledge and leadership skills, affecting the learning of promote quality science, mathematics, and tech- millions of students. MST’s Aim for Algebra provides teachers with nology education for all students. MST advanc- innovative algebra materials to better prepare students for success es research and professional development and in algebra. In 2009, students throughout the nation took assess- increases public awareness and understanding ments shaped by the Science Framework that MST developed on issues from culture and language to technol- for the National Assessment of Educational Progress (NAEP), also ogy literacy, use of simulations to enhance stu- known as the Nation’s Report Card; and MST is leading the devel- dent learning, and international science educa- opment of NAEP’s first-ever Technological Literacy Framework. tion. MST’s K–12 Alliance, for example, has worked < more online: WestEd.org/mstp >

Policy Center Director: Paul Koehler

WestEd’s Policy Center is a research-based voice at the national level, respond- ing to requests from Congress and federal agencies, and at the state and local levels, addressing inquiries from legislators, boards of education, and other policy leaders. Poli- cy Center staff bring clarity to complex issues by examining all sides and presenting objective, research-based views. In 2009, U.S. Secretary of Education Arne Duncan was keynote speaker at a California Leadership Forum supported by WestEd through the California Mayors Education Roundtable, a Policy Center initiative to provide integrated and comprehensive support for urban youth. In 2009, the center's publications included “Education Research: Past, Present, and Future” by Grover Whitehurst, former Director of the Institute of Education Sciences; a research report on high school course-taking patterns for English language learners; and a paper on “Expanding School Time to Expand School Learning: Lessons Learned and Challenges Remaining.”

9 Regional Educational Laboratory West

Director: Gary Estes

Better use of research and evidence can sub- their data and interpret results; providing research summaries to stantially improve education. This understanding legislators, boards of education, and state superintendents; and drives the Regional Educational Laboratory West publishing reports on professional teaching standards across the (REL West) in its work with policymakers and edu- nation, independent study high schools in California, and state-level cators in its four-state region — Arizona, California, Response to Intervention policies. REL West also convened a num- Nevada, and Utah. REL West responds to regional ber of high-profile events throughout the region, bringing together needs by conducting rigorous multiyear stud- state, district, and school leaders to expand their knowledge of ies of promising interventions, as well as fast- evidence-based strategies in key areas of interest: turning around response projects to inform immediate action. chronically low-performing schools, evaluating teacher effective- In 2009, such projects included working with ness, and increasing student access to postsecondary education. state and local education agencies to analyze < more online: WestEd.org/rel >

Teacher Professional

Development Program Director: Aída Walqui

The Teacher Professional Development (TPD) Program, which includes Quality Teaching for English Learn- ers (QTEL) and the Strategic Literacy Initiative (SLI) and its Reading Apprenticeship projects, addresses all aspects of teacher development, from preservice through teacher leadership in grades 5–14. In City, more than 10,000 teachers and administrators have engaged in QTEL professional development. QTEL also works in the Austin, Texas, school district and with a partnership of eight districts in southern California, among others. QTEL recently completed a two-year study of the instruction of California middle school English learners. The Strategic Literacy Initiative focuses on improving literacy in high school and community college disciplinary classrooms and was recently the subject of a federally funded randomized controlled study that found significant positive results for the experimental group’s teachers and students on instructional strategies and on state standardized assessments. < more online: WestEd.org/tpd >

10 Who Are You Going to Call?

Why WestEd Has the Education Sciences. Clarke also says she Quality That Counts benefits from WestEd’s strong connec- tions to schools throughout the country and from her close collaborations with When Cathy Martin, Denver Public Schools’ Director of Mathematics and other WestEd projects. Science, called WestEd to inquire about Math Pathways & Pitfalls K–8 intervention curriculum for use in her district’s Summer Academy, she Math Pathways & Pitfalls is one of many was looking for quality. WestEd projects that emphasize deep engagement with content, pedagogy, and research. The Strategic Literacy She found it in this innovative set of les- Project founder and co-director Carne Initiative (SLI), Understanding Science, sons grounded in research, tested in a Clarke had the initial insight in the 1980s and Quality Teaching for English Learn- variety of settings, and refined by exten- when she heard noted scholar Lee Shul- ers all have similar histories. All have sive development. Teachers who’ve used man describe how teachers might ben- progressively refined and expanded it offer strong testimonials to its effec- efit from professional learning focused tiveness. Moreover, the curriculum has on cases, such as those used in many their approaches, eventually undergo- been rigorously evaluated, most recently business schools. Clarke wondered ing large-scale experimental studies to in a large-scale randomized controlled whether students could benefit simi- demonstrate effectiveness. trial that found it significantly increas- larly from discussing examples of other According to Cynthia Greenleaf, SLI es students’ standardized mathematics students’ work. “We first worked with Co-Director, “This kind of steady, long- achievement scores, including those of small groups of teachers to develop the term building of an R&D program is English learners, something of particu- idea, then conducted field tests and invaluable in generating the power to lar interest in Denver. rigorous research with more and more transform how teachers teach, trans- classrooms,” she says. The process grad- After checking such indicators of qual- forming their conception of students ually led to discussion-based lessons ity, Martin and colleagues chose to and of the discipline.” adopt Math Pathways & Pitfalls for their that focus on students’ mathematical Summer Academy. misconceptions, or “pitfalls.” As Denver’s Summer Academy teach- ers join the thousands of others who’ve Like many WestEd offerings, this one Clarke credits her ability to conduct this used Math Pathways & Pitfalls, they was conceived in a moment of insight “deep development” to numerous factors, will benefit from the quality that this that led to multiple cycles of research, starting with the Stuart Foundation’s will- history brings, and, in turn, their expe- development, and dissemination. ingness to take on “risky” work and fund riences will contribute to the ongoing The shaping through these cycles led her initial efforts. Then came support cycles of improvement that define all to something polished, proven, and from the National Science Foundation, WestEd work. primed to address some of the most the Office of and challenging education issues today. Improvement, and, later, the Institute of 12 added to WestEd’s Portfolio in 2009

The 9th Grade Reading Apprenticeship Academic Literacy California’s Young Children and Their Families: Course and Curriculum Demographic, Social, and Economic Conditions Strategic Literacy Initiative Center for Child and Family Studies & First 5 California

Achievement Gap Patterns of Grade 8 American Indian Career Technical Education Pathways Initiative 2008/09 and Alaska Native Students in Reading and Math Annual Report to the Legislature, the Governor, and the Steven Nelson, Richard Greenough, & Nicole Sage Director of Finance [produced by California Community Colleges, California Department of Education, & WestEd] Achieving Dramatic School Improvement: An Explor- atory Study: A Cross-Site Analysis from the Evaluation of Comprehensive School Reform Program Implementation and Outcomes Study Daniel K. Aladjem, Beatrice F. Birman, Martin Orland, Comprehensive Mentoring Jenifer Harr-Robins, Alberto Heredia, Thomas B. Parrish, & Programs for New Teachers: Stephen J. Ruffini Models of Induction and Support, 2nd Edition Susan Villani

California Infant/Toddler Learning and Development Foundations California Department of Education CTE Central website (www.ctecentral.org) & Center for Child & Family Studies (Faye Ong, Ed.) Culturally Responsive Mathematics Education Brian Greer, Swapna Mukhopadhyay, Arthur B. Powell, & Sharon Nelson-Barber (Eds.)

California Mayors Education Roundtable website (www.camayors.org) Designing Professional Development California Race to the Top website for Teachers of Science and Math- (www.caracetothetop.org) ematics, 3rd Edition California’s Approach to Training Early Susan Loucks-Horsley, Katherine E. Stiles, Susan Mundry, Nancy Love, & Peter Intervention Assistants W. Hewson REL West

13 Enhanced Reading Opportunities (ERO) Study: Findings from the Second Year of Implementation William Corrin, Marie-Andrée Somers, James J. Kemple, Features of State Response to Elizabeth Nelson, & Susan Sepanik, with Terry Salinger & Intervention Initiatives in North- Courtney Tanenbaum east and Islands Region States Candice Bocala, Daniel Mello, Kristin Evaluation and Accountability Reedy, & Natalie Lacireno-Paquet Edynn Sato & Stanley Rabinowitz [chapter in The International Encyclopedia of Education, 3rd Edition]

Fostering Adolescents’ Engaged Academic Literacy Evaluation of the Comprehensive School Reform Program Ruth Schoenbach & Cynthia Greenleaf Implementation and Outcomes: Fifth-Year Report [chapter in Handbook of Adolescent Literacy Research] Martin Orland, Amanda Hoffman, & E. Sidney Vaughn, III

Framework for High-Quality English Language Proficiency Evaluation of the Texas School Dropout Prevention and Standards and Assessments Reentry Program Grants: Final Report Assessment and Accountability Comprehensive Center Jaclyn Tejwani, Valentin Pedroza, & Jodie Hoffman

Framework for High-Quality English Language Proficiency Examining Independent Study High Schools in California Standards and Assessments: Overview of Criteria Vanessa X. Barrat & BethAnn Berliner Assessment and Accountability Comprehensive Center

Framing Higher Education: Nostalgia, Entrepreneurship, Consumerism, and Redemption Expanding School Time to Expand Gustavo Fischman & Eric Haas School Learning: Lessons Learned [chapter in Critical Pedagogies of Consumption] and Challenges Remaining Christopher Gabrieli & Full-Day Kindergarten and Student Achievement: Warren Goldstein A Literature Review Andrea Lash, Soung Bae, Vanessa X. Barrat, Elizabeth Burr, & Anthony B. Fong

Helping Students Navigate the Path to College: What High Schools Can Do William G. Tierney, Thomas Bailey, Jill Constantine, Neal D. Finkelstein, & Nicole Farmer Hurd, with Jeffrey Max & Christina Clark Tuttle

14 High School Course-Taking Making Mathematics Accessible Patterns for English Language to English Learners: A Guidebook Learners: A Case Study from for Teachers, Grades 6–12 California John Carr, Catherine Carroll, Sarah Neal D. Finkelstein, Min Huang, Cremer, Mardi Gale, Rachel Lagunoff, & Anthony B. Fong & Ursula Sexton

Improving the Quality and Use of Postsecondary Managing Diverse Classrooms: How to Build on Students’ Data: A Resource Guide for Smaller Learning Cultural Strengths Communities Grantees Elise Trumbull & Carrie Rothstein-Fisch Neal D. Finkelstein, Anthony B. Fong, Becca Hirschman, Katie Whitney Luers, & Theresa Deussen, with Francie Lindner, Mary Rosenthal, Sara Sellards, & Rhonda Barton Marco Conceptual para la Educación Superior: Prototipos y Categorías Conceptuales para Universidades en Diarios Independent Study High Schools: An Alternative to the Influyentes de los Estados Unidos Traditional Classroom Gustavo Fischman & Eric Haas REL West [chapter in Discursos y Educación: Herramientas para un Análisis Crítico de los Discursos Educativos]

Infant and Toddler Spaces: Design for a Quality Classroom Program for Infant/Toddler Care (PITC) & Community Playthings

Infant/Toddler Learning and Development: Program Guidelines California Department of Education (Faye Ong, Ed.)

A Leader’s Guide to Science Curriculum Topic Study Susan Mundry, Page Keeley, & Carolyn Landel WestEd's award-winning R&D Alert newsletter is published Listening to Students: Moving from Resilience Research to Youth Development Practice and School Connectedness twice-yearly. In 2009, R&D Alert - Bonnie Benard & Sean Slade focused on Professional Develop [chapter in Handbook of Positive Psychology in Schools] ment and Postsecondary Readiness.

Making Charter School Facilities More Affordable: State-Driven Policy Approaches WestEd for the U.S. Department of Education, Office of Innovation and Improvement

1515 Marcos, Metáforas, y Politicas Educativas Policy Related to Issues of Diversity and Literacy: Implica- Eric Haas & George Lakoff tions for English Learners [chapter in Discursos y Educación: Herramientas para un Eugene E. Garcia & Ann-Marie Wiese Análisis Crítico de los Discursos Educativos] [chapter in Handbook of Research on Literacy and Diversity]

Math Pathways & Pitfalls: Fractions and Decimals with Professional Learning Communities for Science Teaching: Algebra Readiness: Lessons and Teaching Manual Lessons from Research and Practice Carne Barnett-Clarke, Alma Ramírez, with Debra Coggins Susan Mundry & Katherine E. Stiles (Eds.)

Profiles of Key National Teaching Standards Math Pathways Lessons and & Pitfalls Teaching Manual Math Pathways & Pitfalls: Melissa Eiler White, Reino Makkonen, & Kari Becker Stewart > > > > > > > > Place Value and Whole Number Operations with Algebra Readiness Place Value and Whole Number Operations with Algebra Readi- REL West Research Digest Fall 2009 ness: Lessons and Teaching Manual REL West Research Digest Vol. 1, No. 2 Carne Barnett-Clarke, Alma Ramírez,

Carne Barnett-Clarke with Debra Coggins Alma B. Ramírez Professional with Debra Coggins REL West website (http://relwest.WestEd.org) Development Services Available

WestEd.org Response to Intervention — A Status Report: Policies and Procedures in the West Region and Five Other States A Multistate Review of Professional Teaching Standards REL West Melissa Eiler White, Reino Makkonen, & Kari Becker Stewart

The School Counselor’s Guide to ADHD: What to Know Neither Rest Nor Tranquility: Education and the American and Do to Help Your Students Dream in the 21st Century (Policy Perspectives) Richard A. Lougy, Silvia L. DeRuvo, & David K. Rosenthal Sir Michael Barber

WestEd offers many ways to keep current on our lat- est reports, news, products, research studies, services, events, and career opportunities. Our R&D Alert newslet- ters are available in hardcopy and pdf formats; we release E-Bulletins (email newsletters) a dozen times each year; product and service catalogs are available on a variety of topics; our website has a General Feed and a Jobs Feed for Really Simple Syndication (RSS) readers; and WestEd maintains a presence on Facebook and Twitter. < To learn more, visit WestEd.org. >

16 A Second Follow-Up Year for Measuring How Benchmark Strategies for Teaching Adolescents with ADHD: Effec- Assessments Affect Student Achievement tive Classroom Techniques Across the Content Areas, Susan Henderson, Anthony Petrosino, Sarah Guckenburg, Grades 6–12 & Stephen Hamilton Silvia L. DeRuvo

Selected States’ Responses to Supporting High School Teaching Standards: Profiles for Six States English Language Learners Melissa Eiler White, Reino Makkonen, & Kari Becker Stewart Nanette Koelsch

Self and Personality Turning Around Low-Performing Schools: Evidence-Based Practices: REL West Event Proceedings (Las Vegas, NV) Ross A. Thompson & Elita Amini Virmani [chapter in Handbook of Cultural Developmental Science] Turning Around Low-Performing Schools: Evidence-Based Practices: REL West Event Proceedings (Tempe, AZ) Separate Orbits: The Distinctive Worlds of Educational Turning Around Low-Performing Schools: Implications Research and Policymaking for California’s District and School Support Providers: REL Martin Orland West Event Proceedings [chapter in Handbook of Education Policy Research] Understanding San Francisco’s Weighted Student A Shift in Thinking: Influencing Social Workers’ Beliefs Formula Policy About Individual and Family Resilience in an Effort to REL West Enhance Well-Being and Success for All

Bonnie Benard & Sara L. Truebridge [chapter in The Strengths Perspective in Social Work Practice, 5th Edition] Work-Based Learning in California: Opportunities and Models for Expansion Standards, Assessments, and Accountability and Students with Disabilities: An Evolving Meaning of a “Free Svetlana Darche, Nara Nayar, and Appropriate Public Education” & Kathy Reeves Bracco Margret McLaughlin, Meredith Miceli, & Amanda Hoffman [chapter in NCLB at the Crossroads]

The Status of State-Level Response to Intervention Poli- cies and Procedures in the West Region States and Five More information on these and other Other States WestEd resources is available online: Jenifer J. Harr-Robins, Larisa WestEd.org/bookstore Shambaugh, & Thomas B. Parrish

17 A sampling of journal articles

by WestEd staff and contributions to other publications in 2009

AMTE Monograph 6: Doing Mathematics in Fostering College Students’ Autonomy in Reimagining Our Inexperienced Adolescent Professional Development to Build Specialized Written Mathematical Justification Readers: From Struggling, Striving, Marginal- Content Knowledge for Teaching Shandy Hauk & Matthew Isom ized, and Reluctant to Thriving Elham Kazemi, Rebekah Elliott, Kristin Lesseig, Judy [in Investigations in Mathematics Learning, 2(1), Cynthia L. Greenleaf & Kathleen Hinchman Mumme, Cathy Carroll, & Megan Kelley-Petersen pp. 49–78] [in Journal of Adolescent & Adult Literacy, 53(1), [in Scholarly Practices and Inquiry in the Preparation pp. 4–13] of Mathematics Teachers, pp. 123–134] Infusing IEPs with Content: How to Do It Meredith Cathcart, Sharen Bertrando, & Response to Slavin, Cheung, Groff, and Lake Case Story: Mathematics Teaching Assistant Silvia L. DeRuvo (2008). Effective Reading Programs for Middle Shandy Hauk, Michelle Chamberlin, RaKissa D. Cribari, [in The Special Edge, 23(1), Autumn 2009] and High Schools: A Best-Evidence Synthesis April D. Judd, Rhoda Deon, Angela Tisi, & Haniya Cynthia Greenleaf & Anthony Petrosino Khakakhail Learning Academic Language Through Science [in Reading Research Quarterly, 44(4), pp. 349–354] [in Studies in Graduate and Professional Student in Two Linguistically Diverse Kindergarten Development, 12, pp. 39–62] Classes The Role of the Family in Crime and Pamela Spycher Delinquency: Evidence from Prior A Cluster Analytic Investigation of School Quantitative Reviews Violence Victimization Among Diverse [in The Elementary School Journal, 109(4), Students pp. 359–379] Anthony Petrosino, James Derzon, & Julia Lavenberg [in Southwest Journal of Criminal Justice, 6(2), Erika D. Felix, Michael J. Furlong, & Greg Austin Mathematics Learning in Early Childhood: pp. 108–132] [in Journal of Interpersonal Violence, 24(10), Paths Toward Excellence and Equity pp. 1673–1695] Christopher T. Cross, Taniesha A. Woods, & The Science and Psychology of Infant-Toddler Heidi Schweingruber (Eds.) Care: How an Understanding of Early Learning Conceptualizing the Work of Leading Math- Has Transformed Child Care ematical Tasks in Professional Development [WestEd’s Yolanda Garcia contributed to this publica- tion through the Committee on Early Childhood J. Ronald Lally Rebekah Elliott, Elham Kazemi, Kristin Lesseig, Judy Mathematics, National Research Council] Mumme, Cathy Carroll, & Megan Kelley-Petersen [in ZERO TO THREE, 30(2), November 2009] [in Journal of , 60(4), pp. 364–379] A Multi-State Survey of Special Education Teach- Succeeding with English Language Learners: ers’ Perceptions of Their Transition Competencies Lessons Learned from the Great City Schools Demanding More: Legal Standards and Best Debra Benitez, Mary Morningstar, & Bruce Frey Practices for English Language Learners Amanda Rose Horwitz, Gabriela Uro, Ricki Price- [in Career Development for Exceptional Individuals, Baugh, Candace Simon, Renata Uzzell, Sharon Lewis, Eric Haas & Mileidis Gort 32(1), pp. 6–16] & Michael Casserly [in Bilingual Research Journal, 32(2), pp. 115–135] [WestEd’s Aída Walqui served on the research Once Upon a Time, When the Journal ZERO TO advisory committee for this Council of the Great City Equity, Employment and Education Policy THREE Was Born Schools publication] Eric Haas T. Berry Brazelton, J. Ronald Lally, Bernard Levy, [in Journal of Philosophy in Education, 43(1), Rebecca Shahmoon-Shanook, Joshua Sparrow, & pp. 149–157] Eleanor Stokes Szanton [in ZERO TO THREE, 30(2), November 2009]

18 Healthy Kids Survey supports local improve- “We don’t always like what the data show us,” says Gillette, “but it’s an ment initiatives accurate picture, from a credible source, of the challenges our client population faces — and it helps us shape and fund For two decades, the Daly City Youth Health Center has been a safety our programs to meet their needs.” net for low-income youth in California's San Mateo County, providing Addressing these kinds of health and low- or no-cost health services delivered in ways that meet the needs psychosocial factors is important for of at-risk teens and young adults. Last year, the center provided primary ensuring that youth are fully ready medical care, mental health counseling, teen pregnancy care coordi- and able to learn, notes Gregory Aus- nation, school-based sexuality education, a school-to-career transition tin, Director of WestEd’s Health and program, and other services to nearly 4,500 young people. Human Development Program, which oversees the Healthy Kids Survey. Ironically, the same economy that that use evidence-based practices, “So, what centers like this are doing forces budget cuts and staff reduc- so Healthy Kids Survey data give us to reduce health-related distrac- tions and improve school attendance tions also means the center must an edge in these competitive times. means they’re contributing to more serve more clients. So, staff are work- That’s been very important for us.” success in school as well as beyond.” ing to keep its safety net strong. Over the past five years, she notes, “We’re committed to maintaining the the center has used the survey data As the California Healthy Kids Sur- quality of care for the young people to support more than $1.2 million in vey provides highly localized data who rely on us,” says center Director grant funding. throughout the state, the Daly City Kimberly Gillette, “and that means center is but one example among being more efficient and making our Developed by WestEd in 1998 and many of local stakeholders using the resources go further.” administered in districts statewide survey’s results to guide and support since 2003, the survey measures both their own improvement efforts. For A key asset in these efforts, says Gil- risk and resilience factors known more information about the Healthy lette, comes from WestEd’s Califor- to affect young people’s health and Kids Survey and the positive ways nia Healthy Kids Survey. The survey schools, districts, and counties are provides local data that the center school performance. For the 5,000- using it, visit WestEd.org/hks. uses for needs assessment, strategic plus students in the area served by planning, and fundraising. “Founda- the Daly City Youth Health Center, the tions have less money to give right levels of risk factors — teen pregnan- now and more organizations sub- cy, school truancy and dropout rates, mitting proposals,” she says. “Increas- substance abuse, and gang involve- ingly, funders are looking for projects ment — are daunting. 19 20 WestEd’s Funding Sources from fiscal year 2009

Foundations

Bill and Melinda Gates Foundation Lucile Packard Foundation for Children’s Silicon Valley Community Foundation California State University, Long Beach Health Silicon Valley Education Foundation Foundation Lumina Foundation Stuart Foundation Charles Stewart Mott Foundation Marin Community Foundation University of Phoenix Foundation Cleveland Foundation National Academy Foundation W. Clement and Jessie V. Stone Foundation David and Lucile Packard Foundation Ojai Foundation Ellis Center for Educational Excellence Pacific Science Center Foundation WGBH Educational Foundation Evelyn and Walter Haas, Jr. Fund San Diego State University Foundation William and Flora Hewlett Foundation Foundation for Educational Administration San Francisco Education Fund Woodrow Wilson National Fellowship James Irvine Foundation San Jose Education Foundation Foundation

Businesses & Nonprofits

Achieving Student Success Through Capitol Region Education Council (CREC) Data Recognition Corporation (DRC) Excellence in Teaching (ASSET, Inc.) Center for Collaborative Education Delta Education, LLC AERA Grants Program Center for Teaching Quality Disney Environmental Relations Alaska Educational Innovations Network Center for the Future of Teaching and Learning EdSource (AEIN) Central Valley Children’s Services Network Educare, Bounce Learning Network, Ounce of Alaska Native Heritage Center Central Valley Regional Center, Inc. Prevention Fund Alliance for Regional Collaboration to Education Development Center, Inc. (EDC) Heighten Educational Success (ARCHES) Child Action, Inc. Education Service Center, Region 19 America’s Choice Child Development Policy Institute America’s Promise Alliance Child Development Training Consortium Educational Testing Services (ETS) American Institutes for Research (AIR) Children’s Council of San Francisco EduTron Corporation Asian American Recovery Services, Inc. Children’s Hospital Los Angeles Edvantia Beat the Odds Institute Coalition of Essential Schools, Inc. (CES) Envision Schools Benetech Community Learning Center ETR Associates Biological Sciences Curriculum Study (BSCS) Computer-Using Educators (CUE) Finance Project Boston Museum of Science Corwin Press First Graduate Cal State L.A. University Auxiliary Services, Inc. Data Quality Campaign Hawaiian Educational Council, Inc.

21 Head Start Child Development Council, Inc. Mid-Continent Research for Education and School-Connect Horizon Research, Inc. Learning (McREL) Southeast Regional Resource Center (SERRC) Institute for College Access and Success National Alliance for Public Charter Schools SouthEastern Regional Vision for Education, Intel Corporation National Center for the Improvement of Inc. (SERVE) Kern Regional Center Educational Assessment, Inc. (NCIEA) SRA International Keystone Center National Pediatric Support Services, Inc. State Farm Insurance Kids At Hope Opportunities for Learning Charter Schools Streetside Stories Learning Point Associates (LPA) Pacific Metrics Corporation Support for Families of Children Life Lab Science Program Pearson Learning Group with Disabilities Mathematics and Science Alliance Public Broadcasting Service (PBS) Synergy Enterprises, Inc. Manila Corporation Public Works, Inc. Teachers Development Group Mathematica Policy Research, Inc. (MPR) Red Hill Studios Toolbox Project, Inc. Mental Health America of Los Angeles RMC Research Corporation Volunteers of America Microsoft Taiwan Corporation Rockman et al Work/Family Directions, Inc. San Diego Science Alliance (SDSA) Young Audiences, Inc.

Colleges & Universities WestEd Revenues (includes audited operating and nonoperating revenues) Arkansas State University 120 Berkeley Lawrence Hall of Science 117 Bridgewater State College 100 California Community Colleges, Office of the Chancellor California State University, Dominguez Hills 80 California State University, Office of the Chancellor Chabot College 60 Citrus Community College District in million s Coast Community College District 40 George Washington University

20 Iowa State University Johnson State College 0 Montclair State University '00 '01 '02 '03 '04 '05 '06 '07 '08 '09 Rutgers University – fiscal years 2000 2009 San Francisco State University San Jose State University

22 St. Francis Career College University of Cincinnati University of Oklahoma Touro University University of Florida University of South Carolina University of Alaska, Fairbanks University of University of Southern California University of Arizona University of , Dartmouth University of Texas, Austin University of California, Berkeley University of Minnesota University of Texas, Houston University of California, Davis University of Missouri University of the Pacific University of California, Los Angeles University of Nevada, Reno University of Washington University of California, Office of the University of Washington and Lee University President University of Northern Colorado

Local Funders

ACCLAIM Charter School Creighton School District Antelope Union High School District Delano Union School District Revenue by Source Aspire Public Schools Dover School District (FY 2009 Contracts/Grants) Atlanta Public Schools Duval County Public Schools Austin Independent School District Dysart Unified School District Bakersfield City School District East Whittier City School District Balsz Elementary School District #31 Escondido Union High School District Bell Gardens Intermediate School Eureka City Schools Broward County School Board Fairfield-Suisun Unified School District Cajon Valley Union School District Farmersville Unified School District Caledonia North Supervisory Union Folsom Cordova Unified School District Carol G. Peck Elementary School Franklin West Supervisory Union Carpinteria Unified School District Garden Grove Unified School District Centinela Valley Union High School District Garfield Charter School Central Susquehanna Intermediate Unit Gilroy Unified School District Chandler Unified School District Hartford School District Harvest Preparatory Academy Foundations, Businesses, Chelsea Public Schools & Other Agencies (42%) Chicago Public Schools Hayward Unified School District U.S. Department of Education (31%) Child Care Resource and Referral of Hillsboro-Deering School District Metro Atlanta Hooksett School District State Funders (23%) Chula Vista Elementary School District Hyder Elementary School District Other Federal (4%) Cincinnati Public Schools Irvine Unified School District

23 WestEd Core Work Puget Sound Educational Service District Reef-Sunset Unified School District Research & Development (46%) Riverside Unified School District Direct Client Services (20%) Roseland School District San Diego Unified School District Training (18%) San Francisco Unified School District Evaluation (7%) San Jose Unified School District Dissemination (4%) San Juan Unified School District Policy (2%) San Ysidro Elementary School District SAU 56 Somersworth/Rollinsford School for Integrated Academics and Technologies Jamestown Public Schools Merced City School District Seattle Public Schools Jefferson Elementary School Merrimack School District Shonto Preparatory School Jefferson Union High School District Modesto City School District Soledad Unified School District Joe Serna Junior Charter School Mohawk Valley Elementary School District Somerton Elementary School District Julius Corsini Elementary Montebello Unified School District South Bay Union School District Juneau Unified School District Moreno Valley Unified School District Stony Creek Joint Unified School District Kelseyville Unified School District Mount Diablo Unified School District Sweetwater Unified High School District Kings Canyon Unified School District Multimedia and Visual Arts School Temecula Unified School District Lake Elsinore Unified School District Nashua School District #42 Tempe School District #3 Lake Havasu Unified School District #1 New York City Board of Education Tolleson Elementary School District Lancaster Lebanon Intermediate Unit 13 Newport-Mesa Unified School District Trinity School Lassen Union High School District Oakland Unified School District Tucson Unified School District Laveen Elementary School Oceanside Unified School District Tulare Joint Union High School District Leeward District Ontario-Montclair Elementary School District Union School District Lennox School District Pajaro Valley Unified School District Vail School District Lincoln County School District Palm Springs Unified School District Visalia Unified School District Lincoln Unified School District Pasadena Unified School District Wapato School District Littleton Elementary School District Phoenix Elementary School District #1 Wellton Elementary School District Los Angeles Unified School District Pike School Westminster High School Lynwood Unified School District Pittsburg Unified School District Windward District Office Manchester School District Pomona Unified School District Woodside Elementary School Marana Unified School District Porterville Unified School District Yuma School District One Marysville Unified School District Poway Unified School District Yuma Union High School District

24 County Funders

Adams County School District 14 First 5 Santa Clara County Palm Beach County School District Alameda County Health Care Services First 5 Yolo County Prince George’s County Public Schools Agency Imperial County Office of Education Riverside County Office of Education Brevard County Los Angeles County Office of Education Riverside County Superior Court Community Action Project of Tulsa County Los Angeles Universal Preschool San Diego County Office of Education Contra Costa County Office of Education Merced County Office of Education San Joaquin County Office of Education County of San Mateo, Human Services Miami-Dade County Public Schools San Luis Obispo County Office of Education Agency, Alcohol and Drug Services Miami-Dade County Superintendent of Santa Clara County Department of Public Health Ector County Independent School District Schools Santa Clara County Office of Education El Dorado County Office of Education Mohave County Office Santa Cruz County First 5 Amador County Monterey County Department of Social Shasta County Office of Education First 5 Contra Costa County Services Stanislaus County Office of Education First 5 Fresno County Orange County Superintendent of Schools Washoe County School District

State Funders

Alaska Department of Education and Early Colorado Department of Education New Mexico Department of Education Development Georgia Department of Early Care and Learning New Mexico Legislature Arizona Department of Education Hawaii Department of Education Ohio Child Care Resource and Referral Arizona Office of the Governor Idaho Department of Education Association Association of California School Administrators Idaho Office of the State Board of Education Oklahoma Department of Mental Health and California Children and Families Commission Indiana Department of Education Substance Abuse Services (First 5 California) Judicial Council of California Oklahoma State Department of Education California County Superintendents Educational Services Association Kansas State Department of Education Oregon Department of Education California Department of Alcohol and Louisiana Department of Education Department of Elementary and Drug Programs Maine Department of Education Secondary Education California Department of Developmental Massachusetts Department of Education State of Services Michigan Association of Public School Academies State of Utah California Department of Education Minnesota Department of Education State of Washington California Department of Justice, Attorney General’s Office Minnesota Office of Higher Education Texas Education Agency California Department of Mental Health Montana Office of Public Instruction Utah State Office of Education California Integrated Waste Nevada Department of Education Washington Office of the Superintendent of Management Board New Hampshire Department of Education Public Instruction

25 National & International Associations & Federal Agencies

The College Board National Association of County and City National Science Foundation (NSF) Health Officials (NACCHO) Campbell Collaboration Secretariat U.S. Department of Education (includes sev- National Association of State Directors of eral offices within the Department, including Council of Chief State School Officers (CCSSO) Special Education (NASDSE) the Institute of Education Sciences) Higher Education Policy Institute National Association of State Universities U.S. Department of Health and Human International Initiative for Impact Evaluation (3ie) and Land Grant Colleges (NASULGC) Services (includes several offices within the Department, including the National Insti- LEARN Quebec National Commission on Teaching and tutes of Health) America’s Future National Aeronautics and Space U.S. Department of Justice: National Institute Administration (NASA) National Endowment for the Arts of Justice (USDOJ/NIJ) National Assessment Governing Board (NAGB) National Institute For Literacy (NIFL) University of Melbourne, Australia

371 Total Funders

26 Successful school transformation with WestEd’s LAPDS levels, teachers have expanded this effort through WIN to include both mathematics and reading in grades When California’s governor wanted to highlight a successful school turn- 2 through 6. around this past year, he chose one that had partnered with WestEd. During a Since 2006, when WestEd’s work with visit to the school, Governor Schwarzenegger told the students and staff, “A lot the school began, Noralto’s achieve- of what Noralto Elementary School is [doing] already — what you are doing ment scores have risen consistently right here — is something we want to do all over the state of California.” and dramatically — more than 100 points on California’s Academic Per- Noralto Elementary is a K–6 pub- standards for reading, chose the most formance Index. In 2009, for the first lic school serving a diverse student “essential” standards to focus on, time, the school met all Adequate population characteristic of many of aligned those with their textbooks Yearly Progress criteria. Most Noralto the state’s schools. Over 60 percent of and instructional calendars, created teachers attribute these rising scores Noralto’s students are English learners, formative assessments, and instituted to their implementation of WIN, and over 80 percent are eligible for free or a regularly scheduled time to reteach when asked what changes they would reduced-price lunch. Prior to working content when formative assessments keep even if state and federal account- with WestEd, the school had consis- indicate extra help is needed. ability systems were to “disappear tently failed to meet achievement tar- tomorrow,” most refer again to WIN. LAPDS’s direct support to the school gets and was designated for program was relatively brief, lasting just over improvement several years running. In 2008, Annabel Lee left Noralto and a year, but the effects have been last- became a Senior Program Associate In 2006, Annabel Lee, the school’s ing. “We helped them build systems with WestEd’s LAPDS, but Noralto’s principal at the time, learned about up, then they’ve been able to carry it teachers and new principal, Bradley successes that WestEd’s Local from there,” Sassone says. In working Allen, have supported and sustained Accountability Professional Devel- with him, school staff institutional- the changes that LAPDS initiated. opment Series (LAPDS) had helped ized an intervention system they’ve “Noralto’s teachers are really driving other schools achieve, and she hired nicknamed “WIN” (short for “What I the process and the principal is sup- LAPDS Project Director Joseph Sas- Need”) that includes the LAPDS ele- porting it,” notes Sassone. “And the sone to be Noralto’s external support ments of aligning curriculum and results speak for themselves.” provider. Beginning in fall 2006, Sas- instruction with key standards, using sone led Noralto teachers and admin- formative assessments, and reteach- istrators through the LAPDS process. ing. While Noralto’s work with LAPDS They delved into the state’s content began in just reading in three grade 27

Board Members

Tacy C. Ashby M. Christopher Brown II Guilbert C. Hentschke Former Superintendent, Cave Creek Executive Vice President & Provost, Richard and Mary Cooper Chair in Public Unified School District Fisk University School Administration, University of Southern California Jorge O. Ayala Manuel Chavez Marsha Hirano-Nakanishi Superintendent of Schools, Yolo County Teacher, First Avenue Elementary School Office of Education Assistant Vice Chancellor, Academic Research, Analytic Studies, Office of the (2009–10 Board Chair-Elect) Ruby L. Collins Chancellor, California State University Executive Director, Variety Day Home Mark D. Baldwin Bonnie Hofland Dean, College of Education, California Rena Dorph Professor, Great Basin College State University, San Marcos Director, Center for Research, Evaluation, and Assessment, Lawrence Hall of Sci- Tom Horne John M. Baracy ence, University of California, Berkeley Superintendent of Public Instruction, Former Superintendent, Scottsdale Uni- Arizona Department of Education fied School District Patricia Gándara (2008–09 Board Chair) Professor of Education, University of Paul D. Houston California, Los Angeles, & Co-Director, The President, Center for Empowered Nadine Mathis Basha Civil Rights Project/El Proyecto de CRP Leadership Chair, Arizona Early Childhood Develop- ment and Health Board Carlos A. Garcia Beverly J. Hurley (2008–09 Program Committee Chair) Superintendent of Schools, San Francisco Superintendent, Buckeye Union High Unified School District School District Nancy Y. Bekavac (2008–09 External Relations Former President, Scripps College David W. Gordon Committee Chair) Superintendent of Schools, Sacramento David C. Berliner County Office of Education Regents’ Professor of Education, Arizona State University Patti Harrington Former Superintendent of Public Instruc- Jan Biggerstaff tion, Utah State Office of Education Member, Nevada State Board of Education Edmond Heatley W. Bryan Bowles Superintendent, Clayton County Superintendent, Davis School District Public Schools

29 David J. Sperry Professor of Educational Leadership and Policy, University of Utah (2009–10 External Relations Committee Chair) Carol Simon Kamin Gavin Payne Former Executive Director, Arizona Chief Deputy Superintendent of Public Bernice Stafford Children’s Action Alliance Instruction, California Department Vice President, Implementation and of Education Education Partnerships, Evans Newton Suzanne Tacheny Kubach (2008–09 Management Committee Chair) Incorporated Executive Director, Policy Innovators in (2009–10 Human Resources & Institutional Education Network Keith W. Rheault Development Committee Chair) Harold Levine Superintendent of Public Instruction, Nevada Department of Education William A. Thorne, Jr. Dean, School of Education, University of Judge, Utah Court of Appeals California, Davis Robert Rice Lawrence Lucero Governing Board Member, Chandler Bill Todachennie Navajo Nation TANF Program Director of Government Relations, Tucson Unified School District Electric Power Company Walt Rulffes Ricardo L. Valencia Francine Mayfield Superintendent, Clark County Chairman, Zamas Holdings, LLC Former Director of Education, School District (2008–09 Human Resources & Institutional Nevada State College Development Committee Chair) (2009–10 Program Committee Chair) Sylvia Samano Former Vice President, External Affairs, Rae Waters Robert S. McCord AT&T Governing Board Member, Kyrene School Associate Professor, Department of Edu- District No. 28 cational Leadership, University of Nevada, Larry Shumway Las Vegas Superintendent of Public Instruction, Utah LeAnna Willmore State Office of Education Wade McLean Teacher, Riverton High School Superintendent, Whiteriver Unified William E. Sparkman Deanna D. Winn School District Dean, College of Education, University of Former Associate Commissioner for (2009–10 Management Committee Chair) Nevada, Reno Academic Affairs, University of Utah Barry L. Newbold William Speer Beverly Young Superintendent, Jordan School District Professor & Dean, College of Education, Assistant Vice Chancellor, California State (2009–10 Board Chair) University of Nevada, Las Vegas University System

30 Sri Ananda Gregory Austin Jan Phlegar Chief Development Officer Director, Health & Human Director, Learning Innovations Development Program Gary Estes Janet Poole Chief Program Officer Aden Bliss Co-Director, PITC Partners Director, Finance for Quality Glen Harvey Chief Executive Officer Walter L. Blount, Jr. Stanley Rabinowitz Director, Human Resources Director, Assessment & Max McConkey Standards Development Services Chief Policy & Nikola Filby Communications Officer Director, Innovation Studies Virginia Reynolds Director, Center for Prevention & Ed Myers Neal Finkelstein Early Intervention Chief Administrative Officer Senior Research Scientist Steven A. Schneider

Executive Team Executive Nancy Riddle Yolanda Garcia Director, Mathematics, Science, & Technology Program Chief Financial Officer Director, E3 Institute Teresa Johnson Matthew Sullivan Director, Property & Facility

Management Council Management Director, Contracts Management Yvonne Gemmell Keene Ronia Tan Director, Operations Controller Paul Koehler Fred Tempes Director, Policy Center Director, Comprehensive School J. Ronald Lally Assistance Program Co-Director, Center for Child & Catherine Walcott Family Studies Director, Strategic Initiatives Peter L. Mangione Aída Walqui Co-Director, Center for Child & Director, Teacher Professional Family Studies Development Program Martin Orland Richard Wenn Director, Evaluation & Director, Information Services Policy Research

31 WestEd Headquarters + 16 Offices Across the Country 730 Harrison Street Atlanta, Georgia Sacramento, California San Francisco, CA 94107-1242 404.394.3747 916.492.4000 tel: 415.565.3000 Boston, Massachusetts San Diego, California toll-free: (877) 4-WestEd 781.481.1100 858.530.1178 fax: 415.565.3012 Burlington, San Jose, California 802.951.8200 408.299.1700 Camarillo, California San Marcos, California 800.770.6339 760.682.0200 Los Alamitos, California Santa Ana, California 562.598.7661 714.438.3800 Oakland, California Sausalito, California 510.302.4200 415.289.2300 Phoenix, Arizona Tucson, Arizona 602.322.7000 520.888.2838 Redwood City, California Washington, D.C. 650.381.6400 202.429.9722

WestEd, a public, nonprofit, tax-exempt organization created under a Joint Powers Agreement, pursuant to California government code section 6507, has nonprofit status under Section 115(1) of the Internal Revenue Code (IRC). Contributions are deductible under Section 170(c) of the IRC. Building on more than 40 years 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. 32 © 2010 WestEd. All rights reserved.