Preparing Students in the 21

st

Century NJ Department of Education Initiatives

County School Board Association Programs 2009-10 Janis Jensen, Director Office of Academic Standards [email protected]

Vision

New Jersey will educate all students to prepare them to lead productive, fulfilling lives. Through a public education system that is seamlessly aligned from pre-school through college, students will gain the requisite academic knowledge and technical and critical thinking skills for life and work in the 21st century.

2009-2010

Initiatives

2009 Core Curriculum Content Standards

Curriculum Development Assessment Professional Development

Secondary Education Transformation

Standards and Assessment Code • Graduation Requirements • Option 2 • Personalization

21 st Century Standards: Why are they different?

1996-2009: What has changed?

New and Emerging Technologies Our students are digital Learners • http://www.edutopia.org/digital-generation Key Global Trends • Economic globalization and the rise of Asia • Demographics are changing • Role of citizens has evolved and expanded

21 st Century Standards: How are they different?

Align with knowledge and skills needed in the digital age for post secondary opportunities and the workplace.

Focus on developing 21 st Century Literacies * Access, evaluate and synthesize vast amounts of information *Apply knowledge and skills to personal, workplace or global situations *Create, collaborate, cooperate and collectively and ethically act

2009 Revised Core Curriculum Content Standards Hallmark of Revised Standards

Integration of 21 and online st Century Themes and Skills Integration of Technology Integration of Global Perspectives Community and international involvement in learning, both face-to-face Cross Content Integration

Timely Content

with upgrades in skills to reflect 21 st century literacies Higher, Clearer and Fewer

CPIs and Standards Support Materials

Meaningful and relevant learning in 21 Performance assessment that enables st century contexts Authentic student collaboration and in-depth learning transfer Linked to website with interactive PD platform

Classroom Applications

Content Area Grade or Grade Cluster Standard and Strand Essential Questions Instructional Focus Sample Assessment Items Instructional/Assessment Strategies Enduring Understandings

  

Interdisciplinary Connections Technology Integration Global Perspectives Perspective Consciousness “State of the Planet” Awareness Knowledge of Global Dynamics Cross-cultural Awareness Awareness of Human Choices

i.

N.J.A.C. 6A:8-1.1 Standards and Assessment Code

Twenty-first century themes and skills are integrated into all content areas.

Themes: (1) Global Awareness; (2) Financial, Economic, Business and Entrepreneurial Literacy;(3) Civic Literacy; and (4) Health Literacy ii. Learning and Innovation Skills: (1) Creativity and Innovation; (2) Critical Thinking and Problem Solving; and (3) Communication and Collaboration Skills iii. Information, Media and Technology Skills; and iv. Life and Career Skills : (1) Flexibility and Adaptability; (2) Initiative and Self-Direction; (3) Social and Cross-Cultural Skills; (4) Productivity and Accountability; and (5) Leadership and Responsibility

N.J.A.C. 6A:8-3 Implementation of the CCCS

District boards of education shall be responsible for the review and continuous improvement of curriculum and instruction based upon changes in knowledge, technology, assessment results, and any modifications to the Core Curriculum Content Standards 1. 2.

District boards of education shall include interdisciplinary connections throughout the K through 12 curriculum.

District boards of education shall i. Twenty-first Century Themes: iv. Life and Career Skills: integrate into the curriculum the following 21st century themes and skills: ii. Learning and Innovation Skills: iii. Information, Media and Technology Skills; and

Standards Snapshot

Visual and Performing Arts

NAEP framework: creating, performing, responding How the arts are valuable in an increasingly interconnected world community

Health and Physical Education

Global perspectives about health and wellness through comparative analysis of health-related issues, attitudes and behaviors in other countries;

Language Arts Literacy and Mathematics

Common Core Standards- research-based, evidence based and internationally benchmarked

Common Core Standards Initiative in Mathematics and Language Arts

Coordinated by NGA, CCSSO in partnership with

Achieve, ACT and College Board

   Goal: a common core of state standards adopted voluntarily 50 states signed on Work group, Feedback group, Validation Committee Standards: research and evidence-based, internationally benchmarked   College/career ready standards- July 2009 Grade-by-grade standards- February 2010  State adoption process Next step: National Assessments

The Common Core Addressing the Global Achievement Gap

The gap between what even our best schools are teaching and testing VERSUS The skills all students will need for careers, college and citizenship in the 21 st century

The Skills: Critical Thinking and Problem Solving Agility and Adaptability Initiative and Entrepreneurialism Effective oral and Written Communication Accessing and Analyzing Data Curiosity and Imagination

(Wagner, 2009)

Standards Snapshot

Science

Learning progressions- core scientific principles Is experienced as an active process where inquiry is central to learning

Social Studies

Thinking analytically about how past and present interactions of people, cultures and the environment affect issues across time and culture Active Citizenship in the 21 st Century

World Languages

Communication and use of digital tools to build communicative competence

Standards Snapshot

Technology

International technology and technology education standards and P21 framework Synthesize and create new knowledge Understand global interdependencies and development of multiple perspectives,

21

st

Century Life and Careers

Make informed life and career decisions Make informed consumer and financial decisions Inclusion of career and technical standards to foster integration of other content standards

What does it look like? Integrating Global Perspectives Comprehensive Health and Physical Education

and global health.

: Determine the effect of accessibility and affordability of healthcare on family, community,

21 st Century Life and Careers:

Compare and contrast how traditional and nontraditional occupational roles have changed or remained the same regionally, nationally and globally.

Mathematics:

Use data generated by a mathematical model of a situation or event in the world to make and defend a decision.

Technology

: Analyze the ethical impact of a product, system, or environment, worldwide, and report findings in a web-based publication that elicits further comment and analysis.

21 st Century Curriculum How must curriculum be redesigned to meet the new standards?

Focus: Process of curriculum development Professional development needed to integrate:     Technology 21 st century themes and skills Project-based Learning approaches Customization of learning

2009 New Jersey Curriculum Project Aligned to the 2009 New Jersey CCCS

Partnership led initiative Goal: Design a process and exemplar unit plans and accompanying lesson plans that may be used by districts as models for the development of local curricula Emphasis: 21 st century themes/skills, project-based learning approaches, use of technology Products: Curriculum Design Template Unit Overview Template Lesson Plan Template Content Area Exemplars

Creating 21st Century New Jersey Schools

Phase 1 (2009-10) Awareness and Familiarization Phase 2 (2010-11) Critical Transformations Phase 3 (2011-12) Sustaining the Change



A blended model of professional development including online learning, 2.0 tools, virtual and face-to-face professional learning communities, and value-added on site training opportunities



Offered to all stakeholders in a systemic fashion



Planned and delivered statewide in phases

METHODS OF DELIVERY The modules will be supported by online learning in the following formats: On Site learning and Professional Learning Communities DOE Content Specialists and ETTC’s Independent Consultants Professional Development Partnerships Model schools and programs/Visitations Universities

6A:8-3.1 Implementation of CCCS

Aligned with professional standards and student standards Improve content and pedagogy Individual and collaborative PD (in and across content areas and grade levels) to review student work, analyze classroom assessments and other achievement data, critique lesson plans, and solve instructional problems; and Evaluation and analysis of professional development results in order to improve professional development

Time Lines for Adoption: Revised CCCS and Implementation of Revised Curricula Revised Standards

 LAL  Mathematics  Science   V&PA, H&PE, Tech, WL, 21 st Cent Life/Careers Social Studies

Adoption

2010 June 2009 June 2009 Fall 2009

Implementation of Curricula

Sept.1,2011 Sept.1,2011 Sept. 1, 2012 Sept. 1, 2012

What is Required? NJQSAC

Districts undergoing NJQSAC during the upcoming academic year should currently have all curricula aligned to the 2004 standards Districts should be engaged in the development of new curriculum aligned to the revised standards in order to meet the 2011 12 curriculum adoption and implementation timelines.

Transforming High Schools

The single biggest predictor of post-high school success is the QUALITY AND INTENSITY OF THE HIGH SCHOOL CURRICULUM.

Many students—but especially low income and minority students—trapped in courses that don’t prepare them for much of anything.

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Too Many N.J. Students Drop Out of the Education Pipeline

100% 75% 81% 68% 50% 25% 0% Graduate high school 60% 40% 44% 27% New Jersey United States 25% 18% Start college Persist 2nd year Earn degree

pipeline progress rather than actual cohort.

New Jersey Public College and University Remediation Rates

Institution

Kean Montclair New Jersey City University NJIT Ramapo Rowan Rutgers Stockton The College of New Jersey William Paterson

Total % Needing Remediation

70% 54% 62% 40%** 23% 21% 33% 14% 8% 72%

40%

Among first time students **Estimate

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Community College Remediation Rates

Atlantic Cape Bergen Brookdale Burlington Camden Cumberland Essex Gloucester Hudson Mercer Middlesex Morris Ocean Passaic Raritan Valley Salem Sussex Union Warren

Total Community College % Needing Remediation

77.6% 81.8% 79.8% 73.8% 81.0% 80% 91.4% 73.2% 67.9% 83% 78.5% 76% 67.7% 96.3% 78% 92.5% 75% 67% 75%

77.8%

First-time, full-time students who graduated from high school in Spring 2004 and enrolled at a community college in Fall 2004.

New Jersey Employer’s Satisfaction Levels with Entry-Level Employees

By Ability Computer/Technology Skills Attitude and Work Ethic Punctuality Verbal Communications Skills Self-Motivation and Initiative Math and Science Skills Critical Thinking Skills Time Management Skills Written Communications Skills % Excellent or Good % Fair 53.0

41.3

35.4

30.1

25.9

25.6

24.3

20.8

20.4

36.3

43.5

42.2

50.1

50.2

50.3

52.9

54.9

49.7

2006 NJBIA Business Outlook Survey

% Poor 10.7

15.2

22.4

19.8

23.8

24.1

22.8

24.3

29.9

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Essential Elements of Transformed Secondary Schools (Grades 6-12) Policy Leadership Student centered learning environment Personalization Learning and Teaching

Secondary Education Transformation Essential Elements Transformed Teaching and Learning

 Revised Standards and assessments

Transformed Policy

  Graduation requirements are aligned to credit-bearing college courses for all students State and local accountability policies reflect Essential Elements

Transformed Personalization

  Personalized Student Learning Plans Revised Option ii

Transformed Leadership

 Building school’s capacity to create and sustain effective instructional programs in student-centered environments

Standards and Assessment Code Graduation Requirements

LAL 120 credits 20 credits aligned to grade 9-12 standards Math 15 credits includes algebra I content (2008-2009 9 th grade), geometry content (2010-2011 9 th third year of math content (2012-2013 9 th grade), and grade) Science 15 credits includes biology (2008-2009 9 th grade), one additional lab/inquiry-based science (2010-2011 9 th grade), and one additional lab/inquiry based science (2012-2013 9 th grade) Social Studies 15 credits includes integrated civics, economics, geography, and global content Economics 2.5 credits in financial, economic, business and entrepreneurial literacy

32

Health/PE

Graduation Requirements

3.75 credits per year of enrollment*

Visual & Performing Arts

5 credits*

World Languages

5 credits*

Technology

Integrated throughout all content areas*

21 st Century Life and Careers

5 credits*

Standards and Assessment Code: Other Changes

Enable students to pursue a variety of personalized learning opportunities through Option 2 Provide district graduation requirements each year evaluated through QSAC to the executive county superintendent Implement personalized student learning plans for students in grades 6-12 after two-year pilot project and evaluation conducted by DOE, beginning in 2009 2010 34

Student Centered Learning Environment Focusing on the personal and intellectual

development of students ~Learns in an

intellectually challenging

environment ~ Has access to

personalized learning

and to qualified, caring adults.

Honoring individual differences and committing

to high expectations for all ~Is prepared for

success in college further study

and for

employment in a global environment.

or

Supporting innovative thinking, reflection, exploration, and continuous professional learning Creating a pervasive culture of respect and

mutual help ~Learns in an environment that is

physically and emotionally safe. Building a mutually influential relationship among the school, its families,

and its community ~ Is connected to the school and

broader community

.

Organization for Economic Cooperation and Development Top of Class (2009)

Based on study of education and intergovernmental research and PISA data; identifies characteristics of excellence in schools and how students can achieve optimal performance The world is indifferent to past expectations. Success in the 21 and open to change … st century belongs to countries that are swift to adapt, slow to complain Definition of “top performance”: The functional ability to extract knowledge and apply it to personal, social or global situations Routine cognitive skills that can be digitized, automated or outsourced, are no longer sufficient to be successful in the global economy

Reflection: Leading

Leading in a time of rapid change is significantly different from and more challenging than leading when conditions are stable. Today, if you are not a visionary and if you are not creating change, you are not leading. Furthermore, if you are truly leading, you are probably upsetting some people. Those who think stability and tradition will protect them, are condemning their followers to a collision with future conditions .