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4 EDCAL April 24, 2017 MATH Continued from page 1 wrong with the answer to the problem and I don’t mind that.” McDonald says the challenge of his district and so many others was finding pro- grams that could elevate students’ opportu- nities for college and career readiness. “Equity is a value and in a district with declining enrollment, we embarked on a mission to provide our families with strong academic programs,” he said. “This Paid Advertisement school has become one of the most highly sought after in the district because of the math academy and similar programs now offered.” But Roberts says his students are no dif- ferent than students in any other classroom in any other school. “They would look exactly the same. Some are athletes, some are artists and some are goofballs,” he said. “They just happen to love math and they are good at it.” Maharaj and Roberts know the work the students are doing in their classrooms is set- ting them up to dream bigger. “We’re changing the lives of these stu- dents,” Roberts said. “Some kids had aspi- rations of just graduating high school or community college. Now they are thinking bigger and wan ting to go to Cal Tech.” Gieselman admits that being able to do the math that many high school and some college students can’t do is an incredible feeling. “We’re half their age and it’s an ego boost because it’s very cool to see this cool math and be able to do it,” he said. Nominations now open for national superintendent award April 25 is the deadline to sub- mit nomination forms for the National Association of School Superintendents’ 2017 Superintendent of the Year award. “We had two incredible education lead- ers win the award in 2016,” said David Brown, NASS executive director. “This year we are searching for a student and com- munity advocate that puts students first in terms of equity, proficiency, and college and career readiness.” The 2016 winners of the National Superintendent of the Year award were Timothy Purnell of Somerville Public Schools in New Jersey and Cedric Gray of Jackson Public Schools in Mississippi. Nominees for the award must possess important leadership skills, including evi- dence of productive innovations, effective communications, demonstrated success with student-growth; integrity in service, models of relationship building for the entire school district, as well as positive leadership with equity and social justice. Candidates may self-nominate, but NASS is looking primarily for peer recom- mendations. A committee of five superin- tendents has been assembled to review the submissions and recommendations. “Leadership is incredibly important as we see public education evolving nation- wide,” Brown said. Nomination forms are available at nass. us. A decision will be announced May 15. CalPERS OKs five-year strategic plan The California Public Employees’ Retirement System Board has approved a new five-year strategic plan that will serve as a blueprint for meeting the investment, retirement, and health benefit needs of members and their families into the future. The plan was the product of a year-long effort by CalPERS Board members, senior leaders, and CalPERS employees, with con- tributions from employer associations, labor groups, retiree associations, federal repre- sentatives, health and investment business partners, and state government officials. “The ideas and resolve that went into developing this plan represent collabora- tion, innovation, and thoughtful insights that lay a strong foundation for the years ahead,” said Rob Feckner, president of the CalPERS Board. The 2017-22 Strategic Plan identifies five overarching goals: Strengthen the long- term sustainability of the pension fund; transform health care purchasing and deliv- ery to achieve affordability; reduce com- plexity across the enterprise; cultivate a risk-intelligent organization; and promote a high-performing and diverse workforce. Within these five goals are 36 specific measures that will be monitored over the life of the plan to track progress. These measures will track a broad range of tar- gets, including employer contribution rates, investment returns, access to primary and specialty health care, benefit payment time- liness, total overhead cost, cyber security risk rating, and workforce diversity. For more than eight decades, CalPERS has built retirement and health security for state, school and public agency members who invest their lifework in public service. The pension fund serves more than 1.8 million members in the CalPERS retire- ment system and administers benefits for more than 1.4 million members and their families in our health program, making it the largest defined-benefit public pension in the U.S. For more information, visit www. calpers.ca.gov. Two new cohorts focusing on continuous improvement being developed for ACSA’s Systems Leadership Collaborative meetings master For Principals and Central Office Administrators June 13 Butte COE, Oroville June 14 ACSA Ontario Office June 15 Santa Clara COE register online today! https://www.regonline.com/meetingsmaster2017 ACSA is excited to collaborate with CCSESA and CCEE to inform content created for our professional learning programs focused on continuous improvement. Over the three years of implementation, we have worked with nearly 200 districts and have enjoyed a focus on using the LCAP to close the achievement gap and make a difference for the students of California. We continue to develop programs to sup- port counties, districts, and schools as they implement our state’s Local Control and Accountability Plan system in the California Way. Last year, we started the Systems Leadership Collaborative in association with Michael Fullan Enterprises and Jay Westover at InnovateEd. We still have nine of the original 15 districts engaged: Santa Rosa City Schools, Ukiah USD, Lynwood USD, South Whittier SD, Corona-Norco USD, Gateway Charter Schools, Woodland JUSD, Visalia USD, and Riverside USD. We are happy to announce we are opening membership for two new cohorts in our Systems Leadership Collaborative. System leaders catalyze collective leader- ship with a commitment to the health of the whole (Senge, et al., 2015). As district leaders pursue bold goals for student achievement, it is important they can see their district as a system connected at every level rather than a disconnected set of departments, schools, classrooms, and individuals. Pre-LCAP, the California education system was driven by what Michael Fullan calls the wrong drivers: external accountability, individualistic policies, superficial use of technology, and ad hoc policies. External accountability by way of NCLB did little to motivate or create sustainable change; individualistic policies focused on improving individuals have no impact on the overall culture of a system, superficial use of technology does not result in deeper learning, and ad hoc policies create scattered and unconnected initiatives to increase student outcomes (Fullan and Munby, 2016). ACSA’s Systems Leadership Collaborative will allow leaders to build their system leadership qualities as they use the right drivers to create coherence in their continu- ous improvement cycle. Through vertical team involvement, including teacher and principal leaders, the superintendent and the district cabinet, a district can create the kind of system-wide collaboration needed to make sustainable change to create better outcomes for all students. The collaborative year is comprised of 3 two-day sessions: Fall Winter Spring Oct. 10-11. . . . . . North Oct. 12-13. . . . . . South Feb. 20-21. . . . . . North Feb. 22-23. . . . . . South May 1-2. . . . . . . . North May 3-4. . . . . . . . South Planning actions toward specific goals will be integral to each session and will address the California accountability context. During the year there will be opportuni- ties for on-site consultation with facilitators. In between sessions, district teams will be expected to apply learning from sessions and complete actions. A Learning Fair will be the culminating and powerful activity held on the final day to share and showcase the work of each district as they strive to “Maximize Coherence.” Program Cost •  $15,000 for districts above 5,000 ADA for up to nine people with $1,000 for each additional member. •  $5,000 for each district below 5,000 ADA for up to three people with $1,000 for each additional member (small districts are encouraged to partner with two other small districts). •  This is a vertical team based approach, thus districts are strongly encouraged to include ALL district cabinet members, as well as principal and teacher leaders. Membership Process •  Contact Gicel Viveros to set up a conversation with an SLC Team member at gviveros@acsa.org or 916-329-3844. •  The SLC team will want to meet with the superintendent, either in person or over the phone, to determine if the program is a good fit for your district. •  Mutual agreement between the district and SLC will be made around the partici- pation of your district. •  The deadline to join is August 1, 2017.