Transcript ESEA Waiver Update State Board of Education

ESEA Waiver Update
Principles 1 & 2
State Board of Education
1
June 6, 2012
Penny MacCormack Ed.D.
NJDOE Assistant Commissioner/
Chief Academic Officer
ESEA Waiver Update
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Principle 1: College and Career-Ready Expectations
 Adopt college-and career-ready standards
 Transition to college-and career-ready standards
 Transition to college-and career- ready aligned
assessments
Adopt College and Career Ready Standards:
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Common Core State Standards
Adopted by New Jersey June 16, 2010
Revised Core
Curriculum Content
Standards (K-12)
Adoption of
Revised Standards
Implementation of
Revised Curricula
Common Core English
Language Arts
June 16, 2010
K- 12 (September 2012 )
Common Core
Mathematics
June 16, 2010
K-2 (September 2011)
3-5 & High School (Sept. 2012)
6-8 (September 2013)
http://www.state.nj.us/education/sca/ccss/timeline.pdf
Transition to CCSS: Why Model Curriculum?
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 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
• Model 1.0 followed by Model 2.0
• Professional Development
Transition to CCSS: Model Curriculum 1.0 & 2.0
Version 1.0
Version
2.0
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Version 1.0
WHAT
Students need to Learn
HOW
We can best Instruct
WHEN
do we know students
have Learned
Standard
Student
Learning
Objectives
CCSS Standard 1 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
Summative/Formative
Unit Assessment
SLOs 1-5
SLO #5
General Bank of Assessment Items 2.0
Student level learning reports - Professional development - Resource reviews
Transition to CCSS: Model Curriculum Website
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 SLO Units currently posted on the web
- Math Units 1-4
- ELA Units 1-3
http://www.state.nj.us/education/sca/
Transition to CCSS: Students with Disabilities
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General and special education teachers, curriculum
specialists and child study team members will:
 Review content of Student Learning Objectives to identify what
students with disabilities and their teachers will need to improve
achievement
 Develop a model for planning instruction that uses the principles
of universal design to identify multiple means of:
 Presentation of the content
 Expression of what students have learned
 Engagement methods for sustaining learner attention
Transition to CCSS: ELL Students
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Teams of school district personnel
 Scaffold student learning objectives for ELLs
 Detail the language needed to access SLOs
(vocabulary, language forms and conventions,
discourse complexity)
 Outcome – model exemplar units in ELA for each
grade, K-12, across language proficiency levels
Transition to CCSS: Involving Higher Education
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 Assist with K-1 formative assessment development
 Assist with PARCC assessment items and cut scores
 Increase focus on CCSS in teacher preparation
programs
Transition to CCSS: Professional Development
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Develop an innovative professional development system:
 CCSS content rigor
 CCSS pedagogy
 Leveraging Technology
 Measures of success
 Teachers and Administrators
 On-going
Transition to CCSS: High School
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Goal = Ready for credit bearing college courses
 Early Intervention (K-8)
 High School courses aligned to CCSS
 PARCC EOC assessments (ELA & Math)
 Other EOCs (Science & Social Studies)
 Partnership with Higher Education (cut scores)
Transition to College and Career Ready Assessment:
NJASK Transition Timeline
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“Transitional
Assessments”
Spring 2012
NJ ASK
Aligned to
NJCCCS
Spring 2013
Spring 2014
NJ ASK
NJ ASK
Aligned to the
CCSS
Aligned to the
CCSS
SY 2014-15
Full
administration
of PARCC
assessments
Transition to College and Career Ready Assessment:
PARCC
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K-2
formative
assessmen
t being
developed,
aligned to
the PARCC
system
K-2
Timely student
achievement data
showing students,
parents and educators
whether ALL students
are on-track to college
and career readiness
3-8
College
readiness
score to
identify who
is ready for
college-level
coursework
Targeted
interventions &
supports:
•12th-grade
bridge courses
• PD for
educators
High
School
ONGOING STUDENT SUPPORTS/INTERVENTIONS
SUCCESS IN
FIRST-YEAR,
CREDITBEARING,
POSTSECONDARY
COURSEWORK
ESEA Waiver Update
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Principle 2: State-Developed Differentiated
Recognition, Accountability, and Support
 Differentiated accountability and support in Priority
and Focus Schools
Differentiated Accountability and Support:
Regional Achievement Centers (RACs)
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 Through New Jersey’s waiver from provisions of the
Elementary and Secondary Education Act (ESEA), the
Department of Education has developed a new school
accountability system to replace certain provisions of No
Child Left Behind.
The Department is undergoing a fundamental shift from a system of
primarily 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
Differentiated Accountability and Support:
Regional Achievement Centers (RACs)
RAC Mission Statement:
New Jersey’s Regional Achievement Centers,
struggling schools, and their districts will partner to set
clear goals for student growth, put proven turnaround
principles into action, and use data to drive decisionmaking and accountability. Working together, we will
meet our shared goal of closing the achievement gap
and preparing all of our students for success in college
and career.
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Differentiated Accountability and Support:
Regional Achievement Centers (RACs)
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RAC Guiding Principles:
• Partnership: Regional Achievement Centers, Priority and
Focus Schools, and their districts work together.
• Research base: School turnaround principles proven to
drive student achievement are put into action.
• Support: High impact professional development is
regularly provided to teachers, leaders, and Regional
Achievement Center teams. Resources are targeted to
support Priority and Focus Schools.
• Accountability: RAC teams, Priority and Focus Schools,
and their districts are held directly accountable for results.
1.

Identify
schools

Assess
needs
Quality
School Review
(QSR) and
School
Improvement
Plan

Implement
targeted
intervention
s aligned to
proven
turnaround
principles
2.
3.
4.
5.
6.
7.
8.
8 Turnaround Principles
School Leadership: Ensuring that the principal has the
ability to lead the turnaround effort.
School Climate
18 and Culture: Establishing school
environments with a climate conducive to learning and a
culture of high expectations.
Effective Instruction: Ensuring teachers utilize researchbased effective instruction to meet the needs of all students.
Curriculum, Assessment, and Intervention System:
Ensuring teachers have the foundational documents and
instructional materials needed to teach to the rigorous college
and career ready standards that have been adopted.
Effective Staffing Practices: Developing the skills to better
recruit, retain and develop effective teachers.
Enabling the Effective Use of Data: Ensuring school-wide
use of data focused on improving teaching and learning, as
well as climate and culture.
Effective Use of Time: Redesigning time to better meet
student needs and increase teacher collaboration focused on
improving teaching and learning.
Effective Family and Community Engagement:
Increasing academically focused family and community
engagement.
Differentiated Accountability and Support:
Regional Achievement Centers (RACs)
Subject to revision
# Focus
Schools
Total
Priority &
Focus
#
Counties
# Priority
Schools
1
Morris - Sussex Warren
0
5
5
2
Bergen - Passaic
6
39
45
3
Essex - Hudson
26
46
72
4
Hunterdon - Mercer Somerset - Union
15
26
41
5
Middlesex –
Monmouth - Ocean
3
30
33
6 Camden - Burlington
24
3
27
Atlantic - Cape May 7 Cumberland - Salem
- Gloucester
1
34
35
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• Indicates Regional
Differentiated Accountability and Support:
Regional Achievement Centers (RACs)
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RACs website






Mission & Guiding Principles
Priority and Focus Schools
RAC Supports
Career Opportunities
Turnaround Principles
Contact the RACs
http://www.state.nj.us/education/rac/
Differentiated Accountability and Support:
:
Regional Achievement Centers (RACs)
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Focus School Differentiated Support
Data Review
- Interventions already in place
- Sub-group attendance, discipline & academic data
- Sub-group support materials
-Student schedules (representative sample)
- Work to date to increase parent involvement
Differentiated Accountability and Support:
Regional Achievement Centers (RACs)
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Focus Schools: SWD
 Curriculum aligned to Universal Design for Learning
(UDL) principles
 Collaborative teaching model
 Use of Data for differentiation
 PD on CCSS and SWD strategies
Differentiated Accountability and Support:
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Focus Schools: ELL
 Use of research based strategies for ELLs
 Strategies to improve native language support
 Strategies for scaffolding learning to meet CCSS
 PD on CCSS and ELL strategies
Regional Achievement Centers: Expert Educators
Executive Directors for
Regional Achievement
(7)
RAC Staff Team (# varies by region)
State Turnaround Coaches
State Elementary Literacy Specialist
State Secondary Literacy Specialist
Executive Directors for
Regional Achievement lead
RAC teams and work directly with
LEA leadership
State Turnaround Coaches work
directly with principals and ensure
interventions are coordinated &
cohesive
State Mathematics Specialist
State Instructional Specialist
State English Learners Specialist
State Culture & Climate Specialist
State Data Specialist
Content-area specialists
partner with school leaders (e.g.,
data leader) and staff to build
capacity in specific turnaround
areas
State Human Capital Specialist
State Intervention/Special Ed Specialist
Project Manager
Project Managers monitor the progress
and success of RAC interventions
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Regional Achievement Centers approach
1
Major
Quality School
element Review (QSR)
2
School
Improvement
Plan (SIP)
Timing Spring and fall 2012 Aug – Oct 2012
Description
Baseline evaluation
of schools the 8
turnaround
principles; replaces
CAPA
Collaborative plan
created by schools,
districts, and the RAC
staff for specific
intervention activities
Example
• Turnaround Principle:
Quality of Instruction
• QSR Indicator 3.3:
Teachers use quality checks
for understanding during
and at the end of each lesson
to inform future instruction.
• Evidence of need:
 Less than 50% of
teachers observed used
quality checks for
understanding
• SIP intervention
activities on
indicator:
 Targeted PD for
teachers on
quality checks for
understanding
(e.g., wait time)
3
School
Accountability
Management
4
Student
performance
Sept 2012 – ongoing
Ongoing
Clearly defined metrics
to measure
implementation
progress and initial
student outcomes on
the SIP intervention
activities
Student performance on
6-week formative
assessments; student
performance on NJASK
and HSPA
• 50-day review
✓ 95% attendance at

targeted PD session
✓ 50 – 70% of teachers

observed used high
quality checks for
understanding
• 100-day review
 70 – 90% of teachers
observed used high
quality checks for
understanding
• Formative
assessments:
 18 week
assessment: 10
point increase
from baseline in
reading and math
• NJASK:
 45% proficiency (4
point increase) in
both math and
reading in year 1
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