Transcript Donnie W. Evans, Ed.D. New Jersey State Board of Education Meeting January 8, 2014

Donnie W. Evans, Ed.D.
New Jersey State Board of Education Meeting
January 8, 2014
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 Provide
contexts for our work in PPS
Challenges and obstacles
Bright Futures Vision, Mission, Goals & Objectives
 Review
initiatives and strategies for
improving process & academic outcomes
 Review process & academic outcomes (past
& present)
 Review “What’s Next”
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Total Students
 PreK-12
 Pre-K (Private Providers)
 Special Education
 LEP
 Free/Reduced Lunch
 Instructional Staff
 Total Staff (not inc. subs)
 Total Schools

27,986*
24,657
3,180
3,342
3,537
92%
2,862
4,800
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* Does not include Adult High students
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
Student academic outcomes
NJASK
HSPA
SAT & ACT
Graduation Rate
Drop-out Rate
College Admission
& Completion
Attendance Rates
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School/District Culture – Low Expectations
 Family Engagement
 Facilities
 Fiscal Management
 Internal & External Communications
 Social Promotion
 Instructional & Leadership Capacity
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The core business of schools and the school district is
teaching and learning which drives all decisions and
activities in the district.
All children can achieve at high levels and it is the
responsibility of educators to create environments where
student learning can occur.
Effective instruction makes the most difference in student
achievement.
All staff must be committed to “children first” and to the
pursuit of high student achievement.
All schools must be safe, caring and orderly to enable
teachers to teach and students to learn.
Only through collaboration with and engagement of
community organizations, institutions, agencies, and
families can the district realize its vision and mission.
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Bright Futures:
A Strategic Plan for the Children of Paterson
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Vision
To be a leader in educating New Jersey’s
urban youth
Mission
To prepare each student to be successful in
the institution of higher education of their
choosing and in their chosen career
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Effective Academic
Programs
Safe, Caring &
Orderly Schools
Family &
Community
Engagement
Efficient and
Responsive
Operations
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Effective Academic Programs
•Increase Student Achievement
•Create Healthy School Cultures
•Improve Graduation Rate, Reduce Dropout
Rate
•Improve Internal Communication
•Progression Planning for School and
Administrative Positions
•Increase Academic Rigor
Family & Community Engagement
•Create Family & Community Engagement Plan *
Safe, Caring & Orderly Schools
•Create Schools with Healthy Cultures & Climates
•Improve Student Discipline
•School Uniforms
•Student Advisories *
•Character Education *
•Revise Student Assignment/School Choice Plan
•Clean , Safe Facilities/21st Century Learning
Standards *
Efficient and Responsive Operations
•Increase Accountability for Performance
•External Communications Plan
•Customer Service Focus *
•Customer Service Focus (schools) *
•Increase Capacity
•Community Partnerships
•Full Service Schools (Community Schools)
•Parent Education
*-
Work in progress areas
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Priority Schools
School 10 (SIG)
School 13
School 15
School 28
School 6
Rev. Dr. Frank Napier Jr.
School (SIG)
Focus Schools
School 2
School 3
School 5
School 8
School 11
School 12
School 18
School 20
School 21
School 24
School 25
School 26
Dr. Martin Luther King
New Roberto Clemente
EHS- Information Technology
EHS-Cul. Arts, Hospitality & Tour.
EHS- Gov. and Public Admin.
Academy High Schools
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Restructured and re-staffed comprehensive high
schools into small autonomous thematic schools
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Eastside Culinary Arts, Hospitality & Tourism
Eastside Information Technology
Eastside Government and Public Administration
JFK Architecture & Construction Trades
JFK Education and Training
JFK Business, Technology, Marketing & Finance
JFK Science, Technology, Engineering, & Math
Converted all high schools
into “schools of choice”
Expanded Alternative High
School Capacity
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Restructured & re-staffed lowest performing elementary
schools
 School 4-Rev. Dr. Frank Napier, Jr. (SIG)
 School 6
 School 10 (SIG)
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Created three full service community schools (Schools 4, 5, &
New Roberto Clemente)
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Reorganized and re-staffed district operational divisions
(finance, human resources, and facilities)
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Created first curriculum-based, student operated credit union
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Parent organization in each school
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Began implementation of Paterson Effective Schools Model to
create healthy school cultures
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Acquired grant funding to support school
improvement:
 Promise Community Grant to support Full Service
Community Schools - $2.3 million
 Affordable Care Act Grant
for school-based
Health Centers in full service
schools - $500,000
 Talent 21 grant to support
technology initiatives
- $2.2 million
 School Improvement Grants (SIG)
for PS# 4 & 10 - $12 million
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Build healthy school cultures & climates
Redesign critical processes & procedures
Revise teacher & administrator evaluation systems
Implement Common Core State Standards
Implement high impact academic interventions for
low performing students
Strengthen the district’s assessment system
Build capacity among staff
Teachers
Principals & vice-principals
District administrators & supervisors
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District Transformation Objectives 2012-2013
Healthy
School
Cultures
Capacity
Building
Common
Core
Assessment
System
Teacher &
Principal
Evaluation
High Impact
Interventions
Student
Achievement
Process
Redesign
District Transformation Initiatives 2012-2013
Robust
Assessment
System
Common
Core
Healthy
School
Culture
Capacity
Building
Teacher/
Principal
Evaluation
Focal Point
High Impact
Interventions
Star Math &
ELA
Univ. of
Pittsburgh IFL
Effective
Schools
Univ. of
Pittsburgh IFL
Innovation
Zone
PARCC
Model
Curriculum
Principal’s
Autonomy
K-3 Literacy
Initiative
RAC
School &
District
Restructuring
& Re-staffing
End Social
Promotion
Special
Education
Restructuring
Attendance
Initiative
ELL
Restructuring
Graduation
Enhancement
NJPBSIS
Process
Redesign
APQC
Accomplishments
2012-2013
Process Outcomes
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•
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Completed training for all teachers and principals on the new teacher &
administrator evaluation systems;
Trained all teachers and principals on the new Common Core State
Standards;
Implemented academic interventions to students performing below
proficient in mathematics and/or language arts literacy on NJASK and
HSPA;
Restructured elementary schools:
 Opened Gifted & Talented Academy (at School 28)
 Opened Newcomers School (at School 11)
 Restructured New Roberto Clemente from pre-K-8 to a middle
school grades 6-8
 Restructured School 15 from K-8 to pre-K-5 elementary school
 Increased in-district pre-K seats (Madison Avenue, School 24, St.
Mary’s Early Learning Center)
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Accomplishments
2012-2013
Process Outcomes
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Created pre-K through grade 3 literacy initiative;
Re-assigned principals to schools to accomplish a more effective
“goodness of fit” to improve student achievement;
Ended Social Promotion
Revised district’s Safety & Security Plan;
Developed and have begun implementing Internal & External
Communications Plan.
Implemented a centralized registration process (at the Board of
Education Office) for all new residents registering students for prekindergarten through grade 12
Completed Process re-design of operational and instructional processes
and procedures and realized $2 million annual savings:
 Finance
Human Resources
 Academic Services
Assessment
 Student Registration
Student Information Services
 Facilities
Benefits
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Accomplishments
2012-2013
 Acquired grant funding to support district initiatives:
 21st Century Community Learning Centers Program (20122017) - $2,647,900
 The Race-to-the-Top Phase 3 (RTTT3) to support the
implementation of the revised Principal and Teacher
Evaluation System - $1,271,064
 School Based Health Center Capital Program for School 6 &
School 15 - $500,000
 Lowe’s Community Improvement Grant for School 4 $100,000
 Excellent Educators for New Jersey (EE4NJ) Pilot Program
Principal Effectiveness Evaluation System - $50,000
 Optimum Lightpath Grant for PANTHER academy to purchase
equipment for a digital astronomy laboratory- $10,000
 Other
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Accomplishments
2012-2013
Fiscal Outcomes
 Auditor’s Management Report (AMR) for 2012-2013 indicates no
repeat findings and “no findings that rose to the level of
reporting under government auditing standards. Nor did we
have any or significant deficiencies in internal controls…”
“For the years that I've been doing this audit, this is the first time that we
have issued a report that didn’t have significant deficiencies or material
weaknesses in internal controls. That's a major accomplishment. It's a
tremendous improvement from where we've been and I really have to
commend the finance committee for keeping everyone’s feet to the fire
and the administration for following through on the corrective action
plans related to prior year audits. In addition, there are no repeat
recommendations in this audit. Again, that's a first.”
Jeffrey C. Bliss
Public School Accountant
LERCH, VINCI & Higgins, LLP
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Accomplishments
2012-2013
Academic
Outcomes
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PATERSON – City high school students scored
higher on state standardized tests this
year than at any other time in the past
decade, according to state-appointed
superintendent Donnie Evans.
NorthJersey.com
Tuesday June 18, 2013
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HSPA 2003-2013
Language Arts and Mathematics
Proficient and Above
Language Arts
Literacy
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
TOTAL
56.9%
54.7%
53.8%
52.6%
56.3%
49.3%
49.7%
51.7%
59.5%
66.4%
71.8%
GENERAL ED.
73.3%
70.6%
70.4%
69.3%
74.0%
65.7%
72.3%
69.9%
76.0%
80.%
88.6%
SPECIAL ED.
13.6%
6.1%
9.1%
7.3%
9.3%
8.3%
9.7%
15.6%
23.8%
37.0%
32.6%
LMTD. ENG. PROF.
10.0%
11.0%
8.1%
11.0%
11.6%
9.0%
13.2%
22.1%
22.7%
30.0%
23.9%
TOTAL ENROLLED
809
968
1020
1091
10651
841
783
921
982
920
975
VALID SCORES
791
958
984
1066
1039
814
775
897
942
889
957
MATHEMATICS
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
TOTAL
39.9%
40.4%
47.2%
45.5%
39.7%
34.2%
31.9%
33.0%
30.9%
46.6%
49.7%
GENERAL ED.
48.5%
50.0%
58.7%
57.6%
52.4%
46.0%
47.3%
45.1%
41.2%
58.1%
60.7%
SPECIAL ED.
4.8%
9.1%
6.8%
4.5%
1.5%
1.9%
2.9%
7.3%
4.7%
13.9%
12.1%
LMTD. ENG. PROF.
30.7%
20.3%
26.7%
25.4%
16.1%
13.9%
8.2%
15.1%
8.6%
27.4%
30.4%
TOTAL ENROLLED
809
968
1020
1091
1065
841
783
921
982
920
975
VALID SCORES
791
951
964
1064
1033
811
765
906
936
897
950
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PATERSON – For the fourth consecutive year,
the graduation rate for city high school
students increased, rising from 66.4
percent in 2012 to 71.9 percent in 2013,
according to data released by Paterson
Public Schools.
NorthJersey.com
Wednesday September 25, 2013
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
College Acceptances *

Two-year College

Four-year College
◦ 2011 – 1205
◦ 2012 – 1508
◦ 2013 - 1901
◦ 2011 – 430 students
◦ 2012 – 598 students
◦ 2013 – 595 students
◦ 2011 – 243 students
◦ 2012 – 287 students
◦ 2013 – 318 students
* Students received acceptances to one or more colleges/
universities
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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
(except gr 6-8
Math)
SY 2014-15
Full
administration
of PARCC
assessments
Chart created by NJDOE
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“Erlichson praised Paterson for recent gains in
language arts”
NorthJersey.com
Thursday, November 14, 2013
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Grade
3
4
5
6
7
8
Grade
3
4
5
6
7
8
2011
Language Arts
Literacy
% Proficient and
Above
33.1
33.2
25.9
36.9
30.7
53.7
Mathematics
% Proficient and
Above
54.8
55.7
55.8
51.0
36.2
40.8
2012
Language Arts
Literacy
% Proficient and
Above
37.2
33.8
34.2
33.5
31.1
58.7
Mathematics
% Proficient and
Above
59.4
53.5
60.6
55.0
36.9
40.0
2013 **
Language Arts
Literacy
% Proficient and
Above
40.4
28.9
34.7
39.3
35.2
61.6
Mathematics
% Proficient and
Above
57.2
58.2
57.6
56.7
36.6
45.7
2012 vs 2013
+/3.2
- 4.9
0.5
5.8
4.1
2.9
+/- 2.3
4.7
-3.0
1.7
-0.3
5.7
** Cycle I Results (Final)
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2011
2012
2013
Language Arts
Literacy
% Proficient and
Above
38.0
Language Arts
Literacy
% Proficient and
Above
40.1
2012 vs 2013
3–8
Language Arts
Literacy
% Proficient and
Above
35.5
3–5
30.8
35.1
34.6
-0.5
6–8
40.3
41.1
45.4
4.3
Mathematics
Mathematics
Mathematics
3–8
% Proficient and
Above
49.2
% Proficient and
Above
51.0
% Proficient and
Above
52.0
1.1
3–5
55.4
57.9
57.7
-0.2
6–8
42.8
43.9
46.4
2.5
Grade
Grade
+/2.0
+/-
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Special
Education Students
2013
Language Arts Literacy
% Proficient and Above
Grade 3
Grade 4
Grade 5
Limited
English Proficient
15.0
4.3
9.2
Language Arts Literacy
% Proficient and Above
Grade 3
31.8
Grade 4
Grade 5
14.7
21.4
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These objectives continue to drive our work:
 Build healthy school cultures & climates
 Efficient & responsive district operations
 Revise teacher & administrator evaluation systems
 Implement Common Core State Standards
 Implement high impact academic interventions for
low performing students
 Strengthen the district’s assessment system
 Build capacity among staff
Teachers
Principals & vice-principals
District administrators & supervisors
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District Transformation Objectives 2013-2014
Healthy
School
Cultures
Capacity
Building
Common
Core
Assessment
System
Teacher &
Principal
Evaluation
High
Impact
Intervention
Student
Achievement
Efficient
Operations
District Transformation Initiatives 2013-2014
Comprehensive
Assessment
System
Common
Core
Healthy
School
Culture
Capacity
Building
Teacher/
Principal
Evaluation
High Impact
Interventions
Efficient
Operations
Star Math &
ELA
Univ. of
Pittsburgh
IFL
Effective
Schools
Univ. of
Pittsburgh IFL
Focal Point
Innovation
Zone
Cliff Planning
PARCC
Model
Curriculum
Principal’s
Autonomy
Pre K-3
Literacy
Initiative
Leadership
Institute
RAC
Five-year
Facilities Plan
Elementary
School
Choice
School &
District
Restructuring
& Re-staffing
End Social
Promotion
Strategic
Planning
Special
Education
Restructuring
Attendance
Initiative
ELL
Restructuring
Graduation
Enhancement
NJPBSIS

Elementary restructuring and renewal
Reconfiguring elementary schools (K-5, 6-8)
Increase magnet schools (academic & career-focused)
Expand School Choice
Acquire facilities
Expand literacy initiative (pre-K through grade 3)
Complete the restructuring of special programs
Increase parent involvement
More high impact interventions for low performing
students
 Extended day and year
 Intensive reading
 Paterson Reads
 Coaching teachers & principals
 Ending Social Promotion
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 Expand
the breath of thematic curriculum
 Add advisories
 Strengthen guidance services
 Continue capacity building
 Increase parent involvement
 Complete the restructuring of special
programs
 Explore new, and further develop existing
relationships with business, community and
university partners
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“We can, whenever and wherever we choose,
successfully teach all children whose
schooling is of interest to us. We already
know more than we need to do that.
Whether or not we do it must finally depend
on how we feel about the fact that we haven't
so far.”
Ronald Edmonds
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For more information, contact:
Dr. Donnie Evans –
[email protected]
Ms. Eileen Shafer –
[email protected]
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