Transcript Slide 1

NJASA
February 23rd, 2012
Source:
1
Our conversation today

What I bring to the NJDOE

CCSS overview

Regional Achievement Centers overview

Four levers of change and delivery

What you can expect of me
2
What I bring to the NJDOE
Knowledge of curriculum, assessment, instruction
and
The strategies needed for getting these resources to those
who want them and can best improve them
Curriculum & Assessment Foundation
Teacher
Should I alone decide what students need to learn in Chemistry,
Biology, Health?
Principal
PLCs using common assessments to share and learn from each
other was the most powerful tool for improving student
achievement.
District leader
State leader
District curriculum with assessments can help to drive improved
student achievement.
How can the DOE best support districts and schools to
implement CCSS and improve student achievement?
The Quiet Revolution
Common Core State Standards
• Fewer, clearer, more rigorous
• Internationally benchmarked
Commonness
• Leverage state and nation-wide expertise (46 States
and DC)
• PARCC (23 States and DC)
Continuous improvement
• Version 1.0 followed by Version 2.0
5
The CCSS Difference: Grade 7 ELA
Clearer …
Before: NJCCCS (2004)
1. Produce written work and oral work that demonstrate
comprehension of informational materials.
After: CCSS (2010)
2. Determine two or more central ideas in a text and analyze their
development over the course of the text; provide an objective
summary of the text.
The CCSS Difference: Grade 8 Math
Before: NJCCCS (2004)
1. Understand and apply the Pythagorean Theorem.
After: CCSS (2010)
1. Explain a proof of the Pythagorean Theorem and its converse.
2. Apply the Pythagorean Theorem to determine unknown side
lengths in right triangles in real-world and mathematical
problems in two and three dimensions.
3. Apply the Pythagorean Theorem to find the distance between
two points in a coordinate system.
Model Curriculum Unit
Version 1.0
Version 2.0
WHAT
Students need to Learn
HOW
We can best Instruct
Standard
CCSS
Standard 1
Student
Learning
Objectives
SLO #1
SLO #2
CCSS
Standard 2
SLO #3
SLO #4
Instruction
Formative
Assessments
• Model Lessons • Effective checks
• Model Tasks
for
• Engaging
understanding
Instructional
• Teacher
Strategies
designed
formative
assessments
Version 1.0
WHEN
do we know students
have Learned
Summative/Formative
Unit Assessment
SLOs 1-5
SLO #5
General Bank of Assessment Items 2.0
Student level learning reports - Professional development - Resource reviews
8
Model Curriculum 2.0: IIS
Leveraging Technology
• CCSS aligned unit-based SLOs
• Quality 6-week unit assessments
• Model Lessons by SLO
• Model formative assessments
• Instructional resource rating system
• School, Classroom, Student level assessment reports by SLO
• Item bank
• Professional Development: Content & Instructional/Assessment
support
Context for the Regional Achievement Centers (RACs)
The Department is undergoing a fundamental shift from a system
of oversight and monitoring to service delivery and support
RACs represent the Department’s most ambitious, focused effort to
date to improve student achievement across the state:
• Shift focus from all schools to low performing schools
• Significant resources aligned with proven turnaround principles
• State resources and activities coordinated to support RACs
10
Regional Achievement Centers overview
Identify schools struggling the most
• Based on NCLB waiver guidelines, NJDOE identifies
Priority and Focus Schools this spring
Assess needs and develop plans
• Quality School Reviews (QSR) are conducted
• Comprehensive School Improvement Plans are
developed collaboratively
• Clear performance metrics are defined
Provide targeted interventions aligned to proven
turnaround principles
• RACs led by a Regional Achievement Director and
staffed with specialists knowledgeable in school
turnaround principles
8 Turnaround Principles
1. School climate & culture
2. Principal leadership
3. Quality of instruction
4. Quality of standardsbased curriculum,
assessment, intervention
system
5. Effective use of data to
improve student
achievement
6. Effective staffing
7. Academically-focused
family & community
engagement
8. Redesigning school time
11
Regional Achievement Centers design
Great
People
Optimally staffed RACs
Clear
Plans
Well-researched intervention strategies tied
directly to accountability metrics
Effective
Tools
High-quality resources that maximize fidelity of
implementation
Stakeholder
Commitment
DOE culture and statewide commitment to RAC
success
12
RACs are organized geographically; each RAC will have
an office within the region
Subject to revision
#
Counties
1
Morris - Sussex - Warren
2
Bergen - Passaic
3
Essex - Hudson
4
Hunterdon - Mercer - Somerset - Union
5
Middlesex – Monmouth - Ocean
6
Camden - Burlington
7
Atlantic - Cape May - Cumberland - Salem Gloucester
13
Four Levers of Change and Delivery
• Academics: What do students need to learn?
• Talent: How is that learning best delivered?
• Performance: How are we doing?
• Innovation: How can we continue to improve?
• RACs: “Boots on the ground”
It is a moral imperative that we work together to prepare
every child for college and career.
What you can expect of me…
• Willingness to listen, learn & reflect
• Quiet determination
• Persistence
• Resilience
“Be the change you wish to see in the world”
Ghandi