Transcript MISSION AND MANDATE Envisioning Excellence and Equity Everywhere January 8, 2014

MISSION AND MANDATE
Envisioning Excellence and Equity Everywhere
Dr. Marcia V Lyles, Superintendent
January 8, 2014
Overview
•
Executive summary
•
Introduction to Jersey City Public Schools
•
Review of Data
–
–
District NJASK and HSPA results 2011 -12 and 2012-13
Review of Focus and Priority Schools
•
Resulting Vision For Jersey City
•
Key Findings And Resulting Initiatives By Mandate
–
•
Man d ate 1: Programs, Policies, an d Practices
•
Graduation Rates
•
College Readiness Levels
–
Man d ate 2: Ach ievem en t Gap
–
Man d ate 3: Hu man Cap ital
–
Man d ate 4: Organ ization an d Op eration s
–
Mandate 5: Family And Community E ngagemen t
Concluding Thoughts
2
First 60 Days: Goals And Actions Taken
 One-on-one meetings with district leadership
 Reviewed resumes and job descriptions
 Met with union leadership
 Reviewed evaluations
 Fill key vacancies (ongoing)
 One-on-one meetings with principals
 Held Administrative Retreat
GOAL 1:
Support dedicated,
accountable and high
performing district and
school leadership
GOAL 6:
Develop trusting
working relationship
with members of the
Jersey City BOE
 One-on-one meetings to
identify individual priorities,
perspectives,
constituencies, additional
leaders to meet with
 Reviewed Board agenda and
minutes
 Attended Board Retreats
 Mutually established
expectations, norms, roles,
priorities
 Developed communication
protocol
GOAL 5:
Ensure continued
improvement in
JCBOE’s operational and
financial systems
 Analyzed recruitment and retention
strategies
GOAL 2:
Nurture and support
committed, highly
qualified teachers
 Reviewed professional development
plans and activities
 Visited classrooms
GOAL 3:
Engage parents and
community leaders
GOAL 4:
Assess, analyze and act
on effective strategies
for accelerated student
achievement
 Messages to JC Community on
website
 Began meeting with key leaders
 Reviewed district financial
materials including budget,
audits, grants
 Reviewed accountability data
for each school and the
district as a whole
 Assessed operational
practices and policies
including personnel, finance,
facilities, transportation, etc.
 Met with: Elected officials,
Commissioner, JCEA leadership,
other Union officials,
University/college officials,
Media, Chamber of Commerce,
Advocates, Faith-based leaders,
Fellow superintendents
 Reviewed district curriculum
 Attended Meet and Greets
 Reviewed district programs
 Met with Advocacy groups such
as Parents for Progress, Dual
Language Committee, Statewide
Education Organizing Committee,
3
Parent Advocacy Group
 Fill key leadership vacancies
(ongoing)
 Visited schools
Diversity
• 28,169 students
• 38% Latino, 31% African-American, 17% Asian/Pacific Islander, 11% White
• 13% are English Language Learners
–
Most ELLs are native Spanish speakers but we have over 50 home languages with a rising population of Arabic and Urdu speakers
• 13% are in Special Education
• 66% receive free or reduced lunch
4
Key Challenges
Data analysis of student achievement in JCPS points to a significant need for improvement in the majority of its schools.
•
•
66% of JCPS students receive free or reduced lunch
LOW PERFORMING SCHOOLS. 40% of our schools are deemed low performing by New Jersey.
HIGH POVERTY DISTRICT.
–
•
16 of our 39 schools have been labeled Focus or Priority, a designation for schools performing in the bottom 10% across
the State according to standardized test scores, for schools with significant achievement gaps between their highest and
lowest performing students, or for schools with inadequate yearly progress.
PERVASIVE ACHIEVEMENT GAPS. With the exception of Grade 8 LAL Hispanic scores and Grade 5 Math Hispanic
scores, every grade has more than a
–
In Grade 7, there is a
students.
20%
gap between Asian scores and Black or Hispanic scores.
40% gap in LAL achievement and a 43% gap in Math achievement between Asian and Black
LAL achievement gap by grade
Math Achievement Gap By Grade
5
Resulting Mission And Mandate For Jersey City
If the Jersey City Board of Education’s vision is to become a model of excellence in education for the nation then our mandate is to:
1
Ensure that the
programs,
practices and
policies from Pre-K to
12 prepare our students
for college and career and
are research-based,
rigorous and equitably
accessible to all.
2
Ensure that the GAP
is
closed with targeted
support for those students
and schools with the
greatest needs
3
4
5
Ensure a system of support
and accountability as we
Ensure that the form
Ensure that parents
and function of
the organizational
units are designed to
and community
are authentically
informed and
engaged and that we
recruit, retain and
develop talented
and dedicated
school/district
staff and
leadership
yield the greatest
outcomes for our students
tap into the rich resources
they can provide
6
1
PROGRAMS, POLICIES, AND PRACTICES
Ensure that the programs, practices, and policies from Pre-K to 12 prepare our students
for college and career and are research-based, rigorous and equitably accessible to all.
“And so tonight, I ask every American to commit to at least one year or more of higher education or career training. This can be community college or a
four-year school; vocational training or an apprenticeship. But whatever the training may be, every American will need to get more than a high school
diploma. And dropping out of high school is no longer an option. It's not just quitting on yourself, it's quitting on your country - and this country needs
and values the talents of every American.” – Barack Obama 2009
7
Total Student Performance
KEY OBSERVATIONS:
• The good news – our largest
gains have been in the Grade 11
HSPA results in LAL and Math
LAL
Grade 3
53.4
Grade 4
• We are losing precious ground in
Grades 6 and 7 LAL
Grade 5
Grade 6
Grade 7
Grade 8
Grade 11
39.5
43.1
40.2
42.1
66.7
86.5
Science
65.6
10
• Our Math results are
significantly stronger than our
LAL results in Grades 3-6;
• Overall we have shown gains in
every grade in Math
Math
4
1
3
10
5
17
1
63.1
73.9
59.1
43.3
55.5
67.4
2
82.0
5
8
12
3
14
61.1
2
17
8
Summary of Findings
1
Student Performance on standardized
assessments is improving…
2
The district is on track, logistically, to prepare for the Common Core Standards, which will
increase the rigor across all grades. It is not on track for implementation
3
The new textbook adoptions in Literacy and Math have received good reviews from principals.
…but the 2012 Grade 3 – 8 NJASK Math & LAL results
show significant gaps in achievement by ethnicity
9
Summary of Findings
4
Parents love the idea of the Dual Language programs but:
•
•
•
5
Early Childhood Program (Pre-K 3 and Pre-K 4) highly regarded and much in demand, currently
serving 383 three-year old students and 1915 four-year old students, but:
•
•
•
6
7
They are primarily in select schools.
The quality in some is questionable – some classes do not have reasonable number of native Spanish
speakers.
Admissions are different at every school, although loose collaboration with Early Childhood program.
Space is an issue in some schools.
Admissions is viewed as convoluted .
Many parents believe that we should have sibling preference.
Technology use for instruction improving but:
•
•
•
•
There is no central support; funding for technology coordinators in schools was lost.
There is inefficient use of technology in some cases.
There is inequitable distribution of hardware across schools.
Technology is not used for any innovation like flipped classrooms or blended learning. Interestingly,
some parents are aware of and have access to innovations such as Khan Academy.
Opportunities for enrichment and acceleration (HOPE, AEP, PSAT Prep) but:
•
Question of rigor and equity
10
Summary of Findings
8
For the 2012 four year cohort, 67 out
of every 100 JC high school students
graduates…
…there are 33 who do not.
13
12
5
3
students drop out
students are off-track (continuing)
students transfer out
students are on-track (continuing)
11
Summary of Findings: College Readiness
9
Based on the SAT benchmark, only 19% of JCPS students graduate ready for college; the
majority of those students are from McNair Academic High School. If McNair is excluded,
only 7.1% of JCPS students would graduate college ready.
12th Grade
Enrollment
# of SAT Test-Takers
% SAT Participation
# of Test Takers
Achieving the SAT
Benchmark
% Test Takers
Achieving The SAT
Benchmark
176
111
63.1%
5
4.5%
258
219
84.9%
11
5.0%
Liberty High School
41
32
78.0%
1
3.1%
Lincoln High School
183
82
44.8%
0
0.0%
157
170
108.3%
134
78.8%
512
410
80.1%
44
10.7%
1327
1024
77.2%
195
19.0%
School Name
Henry Snyder High
School
James J Ferris High
School
McNair Academic High
School
William L Dickinson
High School
Total
*The College Board has determined that an “SAT Benchmark score of 1550 is associated with a 65 percent probability of
obtaining a first year GPA (FYGPA) of a B- or higher, which in turn is associated with a high likelihood of college success. Students
meeting the benchmark score of 1550 were more likely to enroll in a four-year college, had higher first-year GPAs and were more
likely to be retained for their second and third year than those students who did not attain the SAT benchmark.”
12
Summary of Findings: College Readiness
10
The majority of our graduating seniors have not taken an AP course or exam at any time during their
high school experience.
Graduating Class
Summary*
High School
Henry Snyder High
School
James J Ferris High
School
Liberty High School
Lincoln High School
McNair Academic
High School
William Dickinson
High School
# of students who took an
AP exam
% of students who scored
3+ on at least 1 AP exam
11%
59
11
4
492
% of students who scored
3+ on at least 1 AP exam
7
89.5%
# of students who took an
AP exam
146
8.4%
12th
Grade
11th
Grade
10th
Grade
27
10
3
10.4%
2%
0%
33
25
2.6%
1.8%
0%
1
5
4
0%
33.3%
50%
0%
0%
0%
160
153
93
70.8%
63.2%
29.2%
111
32
1
7.5%
2.7%
0.2%
9th
Grade
4
1.4%
# of students who took an
AP exam
% of students who scored
3+ on at least 1 AP exam
1
0%
# of students who took an
AP exam
% of students who scored
3+ on at least 1 AP exam
1
2.9%
# of students who took an
AP exam
% of students who scored
3+ on at least 1 AP exam
Unknown
40
# of students who took an
AP exam
% of students who scored
3+ on at least 1 AP exam
Total
Students
2
* Indicates the % of seniors who scored a 3 or higher on at least one AP Exam at any point during their high school career.
79
Resulting Initiatives
1
2
Increased College Awareness and Preparation
– Established partnership with the College Board
– Established PSAT/SAT Day
– Implement Springboard College Prep Curriculum in grades 6 and 9 in
targeted schools
– National Student Clearinghouse to track college persistence data
– Conducted an Advanced Placement (AP) Diagnostic report to identify
student and staff preparedness for AP courses
Prepare for implementation of Common Core and PARCC
assessments
–
–
–
–
Aligned all curriculum to CCSS and NJCCSS
Assessed technological readiness for PARCC
WiFi in all schools
Teachers involved in curriculum design and professional development to
prepare for new curriculum and assessments
– Pilot a rigorous college preparation curriculum.
14
Resulting Initiatives (cont)
Implement Instructional Innovations
3
– Developed partnership with Liberty Science Center to create an
innovative elementary STEM Program.
– Expanded Project Child initiative, an innovative model of instruction for
elementary students
– Developed Small Learning Communities
– Entered into collaboration with NJCU and ISA to create new STEAM high
school
Developed Strategic Support Teams
4
– Reorganized Central Office Staff to focus on schools and address their
needs
– In addition to Directors for each division, assigned Supervisors and
support staff to directly serve schools
– Developed Walkthrough instrument that aligned Danielson Framework
15
2
ACHIEVEMENT GAP
Ensure that the GAP is closed with targeted support for those students and schools
with the greatest needs
“We cannot rest until each of us would be satisfied with randomly assigning our own children to any public school in the nation.” ― Jason Kamras
16
Special Education Performance
KEY OBSERVATIONS:
• Except for Grade 11 LAL, we
have not made significant
progress in closing the
achievement gap between
Special Education in General
Education students
• In fact, the gaps have widened
in most grades in LAL and/or
Math, most notably in Grade 3
LAL
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 11
19.2
14.0
13.8
8.8
9.9
25.7
44.3
Math
1
7
1
3
5
2
25
40.1
38.1
41.3
21.8
16.2
15.0
16.8
Science
11
3
57.1
9
9
3
2
1
25.1
3
14
17
Limited English Proficient Performance
KEY OBSERVATIONS:
• The Grade 11 good news
continues – our 32 percentage
point gains in LAL exceeded the
Statewide gains by over 20
points and how Grade 11 math
gains exceeded the Statewide
gains by a dozen points.
• However, although not as stark
as our gaps in Special
Education, the performance of
our students with Limited
English Proficiency is
significantly below our overall
proficiency rates.
LAL
Grade 3
Math
37.1
53.1
10
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 11
18.1
15.9
16.4
16.4
32.8
48.7
Science
1
5
3
2
3
32
3
40.3
62.6
41.7
24.8
22.3
39.4
2
58.3
16
15
24
10
1
26.3
6
18
18
Summary of Findings: Graduation Rates
1
There is a significant gap in the graduation rates of different ethnic subgroups; fewer Black and
Hispanic / Latino students graduate than Asian and White students.
100
90
Dropout
Dropout
Active student (status unknown)
Active student (status unknown)
Off-track (continuing)
70
On-track (continuing)
Dropout
Off-track
Transferred out
Off-track (continuing)
80
60
Dropout
Off-track
On-track
Transferred
On-track (continuing)
Transferred out
Transferred out
50
40
Graduated
Graduated
Black
Hispanic / Latino
Graduated
30
Graduated
20
10
0
Asian
White
Amer. Ind,
Nat Alaskan
84% graduated,
11% off-track,
5% drop out
Multi
50% graduated,
50% dropout
Native Hawaiian /
Pac Islander
87% graduated,
7% off-track (cont)
19
7% dropout
Summary of Findings
2
In every grade in both LAL and Math, African-American students lag behind their White,
Hispanic, and Asian peers.
LAL Achievement Gap By Grade
3
4
5
6
Math Achievement Gap By Grade
Curricular materials are the same district-wide.
Intervention programs are inconsistent throughout district.
Special Ed interventions in language arts and math (in development).
There is an inequitable distribution of technology across the district, although every school
has technology funds allocated to them.
20
FOCUS AND PRIORITY SCHOOLS
21
Focus and Priority School LAL Results
The focus of FOCUS is the GAP.
PERCENT PROFICIENT BY SCHOOL (LAL)
100.0%
90.0%
80.0%
70.0%
60.0%
53.1%
48.7%
50.0%
48.6%
41.9%
39.3%
40.0%
46.2%
37.4%
33.0%
30.0%
27.8%
28.0%
#12
#15
26.8%
20.0%
10.0%
0.0%
#6
#23
#24
#30
#38
MS #4
Lowest sub-group performance
MS #40
MS #41
Priority Schools
Focus Schools
Largest within-school gaps
MS #7
Lowest performing
SIG school
% Hispanic22
Focus and Priority School Math Results
In every school but one the Math results for the Focus and Priority schools were higher than the LAL scores, mirroring the District
results. The schools that were #1, 2 and 3 in LAL are also at the top in Math
PERCENT PROFICIENT BY SCHOOL (MATH)
100%
90%
80%
77.9%
70%
65.5%
60.0%
60.0%
57.6%
60%
52.7%
50%
46.5%
44.5%
44.1%
39.4%
40%
30%
26.1%
20%
10%
0%
#6
#12
#15
#23
#24
#30
#38
MS #4
Lowest sub-group performance
MS #40
MS #41
Priority Schools
Focus Schools
Largest within-school gaps
MS #7
Lowest performing
SIG school
% Black 23
Ethnicity In Focus / Priority Schools And Special Education
African American students are disproportionately represented in both focus / priority schools and special education. Hispanic
students are slightly overrepresented in special education.
ETHNICITY BY FOCUS/PRIORITY
SCHOOLS VS ALL OTHER SCHOOLS
100%
1.6%
90%
17.1%
80%
9.6%
ETHNICITY BY SPECIAL ED VS
ALL OTHER STUDENTS
1.3%
100%
0.8%
7.4%
14.0%
90%
5.5%
11.3%
80%
70%
1.6%
11.1%
17.1%
70%
42.2%
60%
All other
60%
White
33.8%
43.8%
50%
38.8%
50%
Asian
Hispanic, Latino
40%
40%
30%
30%
20%
20%
37.9%
Black
44.1%
31.4%
29.6%
10%
10%
0%
0%
Focus/Priority
Schools
All Other Schools
Special Ed
All Other
Students
24
Focus And Priority High Schools
Looking at Liberty and Dickinson, there appears to be a gap between performance on HSPA and graduation.
LAL RESULTS % PROFICIENT BY SCHOOL
97.6
100
90
87.5
MATH RESULTS % PROFICIENT BY SCHOOL
100
85.4
75.3
80
79.0
90
80
70
70
60
60
50
50
40
40
30
30
20
20
10
10
0
0
Dickinson
Liberty
Lincoln
Snyder
Lowest graduation rate
Ferris
76.1
72.3
56.3
40.6
Dickinson
SIG school
52.6
Liberty
Lincoln
Largest within-school gaps
Snyder
Ferris
25
Resulting Initiatives
1
2
3
4
5
• Created Enterprise Zone for six of the most challenged elementary
and middle schools to provide focused support.
• Developed collaboration with Regional Achievement Center,
conducting collaborative walkthoughs and professional development
• Increased use of data to inform instructional decision making
– Engaged school leaders and staff in data conversations to better support all
students and target greater support to students most at-risk
• Decreased Drop-out Numbers and Rates and Heightened Drop-out
Prevention Efforts
– Monthly meetings with principals of targeted high schools to identify students at
risk of dropping out and appropriate interventions to help them stay in school
– Expanded 9th grade Academies
• Redesigned Admissions process for Early Childhood
– Earlier timeline provides parents with assignment information before school ends
– Implement sibling preference
26
3
HUMAN CAPITAL
Ensure a system of support and accountability as we recruit, retain, and develop
talented and dedicated school/district staff and leadership
Be a yardstick of quality. Some people aren't used to an environment where excellence is expected. - Steve Jobs
27
Summary of Findings
1
Accountability
2
Staffing
•
•
•
•
•
•
3
There was a successful pilot of teacher and administration evaluation system in SIG schools.
The new Teacher and Administrator evaluation system will be implemented system wide in September
2013.
Principals want more control over hiring staff; current practices are inconsistent across schools –
sometimes they get to interview applicants, sometimes they don’t.
Hard to staff areas are particularly difficult.
Procedures for hiring of administrative staff are inconsistent.
JCPS is piloting new AppliTracker system.
Professional development – Millions have been spent but…
•
•
It is not coordinated. It is offered by different departments including special education, curriculum and
instruction, programs and services, and division staff.
No formal evaluations are conducted to ensure the efficacy of the professional development.
28
Resulting Initiatives
1
Prepared all educators for district-wide implementation of new
evaluation system
2
Revised administrator hiring processes
3
4
Decentralized professional development to address unique needs of
schools
Purchased/Contracted for improved HR systems
•
•
Applitrak for hiring
Outside firm to provide substitute teachers
5
Instituted Teacher of the Year Program
6
Hired Chief of Talent to revamp Human Resources
29
4
ORGANIZATION AND OPERATIONS
Ensure that the form and function of the organizational units are designed to yield the
greatest outcomes for our students
'You cannot carry out fundamental change without a certain amount of madness. In this case, it comes from non-conformity, the ability to turn your
back on old formulas, the courage to invent the future. It took the madmen of yesteryear for us to be able to act with extreme clarity today. I want to be
30
one of those madmen. We must dare to invent the future.‘ - Thomas Sankara, African leader
Summary of Findings
1
The current structure is an “organization of many chiefs”
•
•
•
•
•
The public view is that JCPS is bloated bureaucracy.
There are redundancies (e.g. professional development) and a need for greater coherence.
Accountability lines are unclear; there are frequent “who owns that” questions?
There are silos throughout the district.
The organization is district-centric.
31
Summary of Findings
2
Funding
•
•
•
There are apparent inequities in staffing.
There are opportunities to achieve greater economies of scale.
The allocation methodology is unclear.
Per Pupil Funding
Per Pupil budget range
Non- Focus / Priority Schools
Focus / Priority Schools
(including additional Title I funds)
$12,332
$14,132
$9122 - $23,026
$10,982 - $23,670
Select school per pupil allocations
3
Facilities
4
Technology
•
•
•
•
PS #12
$15,587
PS #15
$12.589
PS #40
$23,670
Many of the buildings are in need of major investment for renovation and repairs.
Maintenance of some of the buildings needs improvement.
JCPS is nascent in its use of technology.
The technology infrastructure needs greater support.
32
Resulting Initiatives
1
2
3
4
5
• Hired new School Business Administrator to oversee finance,
transportation, security, facilities and nutrition services
• Realigned district staff to better serve and support schools
• Developed more equitable funding formula for schools and revised
staffing formula for equity and efficacy
• Enhanced Breakfast after the Bell program to all elementary and
middle schools increasing participation triple-fold.
• Redesigned maintenance plan
33
5
FAMILY AND COMMUNITY ENGAGEMENT
Ensure that parents and community are authentically informed and engaged, and that
we tap into the rich resources they can provide
"When parents are involved in their children's education at home, they do better in school. And when parents are involved in school, children go
farther in school and the schools they go to are better.“ - Henderson & Berla
34
Summary of Findings
1
Many parents do not feel heard; they feel that the district and schools are not responsive.
However, most schools have a parent liaison.
2
The quality of parent engagement is varied, resulting in greater inequity.
3
Communication is the challenge.
4
The district has many college and university partnerships but little coordination.
5
Business and community groups are actively involved in select schools, but many schools are
without business/community partnerships.
35
Resulting Initiatives
1
• Created Office and hired Director of Family and Community
Engagement
2
• Convened a District Parent Council and send monthly messages
to parents
3
• Revamped District Website, joining social media sites Facebook
and Twitter
4
• Increased publication of Liberty Lines, district newsletter, from
four times a year to bi-weekly.
5
• Developed I Love Jersey City Public Schools Committee and
organized community wide events for 2013-14 school year
36
Resulting JCPS Mandates And Initiatives
MANDATES
1
E n su re th at th e
programs, practices
and policies from
Pre-K to 12 p rep are
ou r stu d en ts for
college an d career an d
are research -b a s ed ,
rigorou s an d eq u itab ly
accessible to all.
2
Ensure that the
GAP is
closed with
targeted
su p p ort for th ose
stu d en ts an d sch ools
with th e greatest n eed s
3
4
E n su re a system of
su p p ort an d
accou n tab ility as we
form
and function of the
organizational units
recruit, retain and
develop talented and
dedicated
school/district staff
and leadership
E nsure that the
are designed to yield
the greatest
outcomes for our
students
5
parents
and community are
authentically
informed and
engaged an d th at we
E n su re th at
tap in to th e rich
resou rces th ey can
p rovid e
INITIATIVES
Red esign Ad mission s
Processes
Revamp th e Du al
Lan gu age Program
Con ten t
Pilot a rigorous college
p rep aration cu rricu lu m
In trod u ce 21st cen tu ry
Career an d Tech n ical
E d u cation offerin gs
Refin e th e existin g
Small Learn in g
Commu n itie s to
in corp orate b est
p ractices
E xp an d resou rces to
th e Tu rn arou n d Office
to p rovid e tiered
su p p ort to th e sch ools
Develop en terp rise
zon es of in n ovation
E xpand the outreach to
stu d en ts an d families
to create awaren ess of
AP an d SAT
Provid e p rofession al
d evelop men t to
su p p ort AP teach ers
workin g with n on trad ition al stu d en ts
Prep are all ed u cators
imp lemen tation of n ew
evalu ation system
Revise administrator
h irin g p rocesses
Create comp reh en si v e
p rofession al
d evelop men t p lan
Commission formal
evalu ation of th e efficacy
of key PD in itiatives
Create a su ccession
p lan to b u ild a
q u alified p ip elin e of
ad min istrators
Tigh ten th e
organ ization
E xp lore eq u itab le
fu n d in g formu las
Develop a
comp reh en si v e
facilities p lan
Develop a
comp reh en si v e
tech n ology p lan
E stab lish Office of
Family An d
Commu n ity
Partn ersh ip s
E n h an ce
Commu n ication s
p rotocols via
tech n ology
Short-Term Results: From Mandate To Action
Over the past 15 months, since Dr. Marcia Lyles has become the superintendent of Jersey City Public Schools, she has dedicated her time
to bringing established best practices to Jersey City which, while basic in some places, are revolutionary in Jersey City.
1.
Decreased drop out numbers by more than 50% between FY12 and FY13. There were
390 dropouts in the 2011 – 2012 school year, compared to the 178 in the 2012 – 2013 school year.
1
2. Restructured the district to increase college and career readiness by:
1. Implementing School Day PSAT and SAT, which results in 100% of students taking the
PROGRAMS
PSAT and SAT
2.
Utilizing AP Potential through the AP Diagnostic, allowing JCPS to identify students
with potential to succeed in AP and increasing the number of students in AP by 10%
3.
Tracking college persistence through the National Student Clearinghouse
4. Implementing the College Board’s SpringBoard
College Prep curriculum, which was
cited by PDK as an “exceptional curriculum without peer”, in focus and
priority schools.
1.
2
Increased the number of breakfasts served from 87,000 to 304,000 breakfasts
in October 2013 through JCPS’ Breakfast After The Bell initiative.
ENVIRONMENT
2012
2013
Sept
78k
135k
Oct
87k
304k
38
Short-Term Results: From Mandate To Action
1. Launched an online application system to enable better tracking of JCPS applicants.
3
STAFF
2. Started external recruiting to get the best pool of candidates to lead our classes and schools.
3. Launched teacher and administrator evaluation systems.
4. Shifted from district-driven professional development to school-driven professional development.
School leaders now make decisions on the PD providers based on their specific professional
development needs.
1. Eliminated 31 positions between FY14
4
ORG. PRACTICES
and FY13, resulting in central
administrative savings of over $1M annually, of which more than $450k was from the
highest levels of the central office.
2.Established more equitable funding
control over their budgets.
3.Significantly reduced
and staffing formulas and gave principals more
the number of uncovered classes as a result of teacher absences.
1.Established family engagement as a priority by creating a dedicated family engagement
team, including a Director of Family and Community Engagement.
5
COMMUNITY
2. Deepened the level of partnerships and partner engagement. JCPS has changed the
level of partnership and the degree to which they engage. For example, third graders now spend the
day at the Liberty Science Center while their teachers receive PD from the Science Center.
3.Engaged in a formal strategic planning
community involvement.
process with heavy staff, administrative, and
39
MISSION AND MANDATE 2.0
"When parents are involved in their children's education at home, they do better in school. And when parents are involved in school, children go
farther in school and the schools they go to are better.“ - Henderson & Berla
40
1
PROGRAMS, POLICIES, AND PRACTICES
41
2013 LAL State vs. District Proficiency Results
The district is largely keeping pace with the gains / losses at the state level, with losses that are, largely less than the state and
some gains that are slightly higher than the state. However, while the gains in Grade 6 were impressive, the loss in Grade 11 is a
concern. Nonetheless, overall the movement is minimal and the gap between the state and district level results is still significant.
STATE VS. DISTRICT % PROFICIENT
100
92
90
82
81
80
70
66
66
59
60
65
64
61
53
48
47
50
44
41
40
- 0.1
- 0.3
30
20
+ 0.9
+ 1.5
- 0.8
+ 0.9
+ 1.7
+ 7.2
+ 4.2
+ 5.8
change change
since
since
2012
2012
change change
since
since
2012
2012
change change
since
since
2012
2012
change change
since
since
2012
2012
change change
since
since
2012
2012
3
4
5
6
7
- 0.3
- 2.7
+ 0.1
- 6.0
change
since
2012
change
since
2012
change
since
2012
change
since
2012
10
0
8
11
Grade
State results
District results
42
2013 Math State vs. District Proficiency Results
The district has made some significant strides in closing the gap between the state and district results, particularly in grades 3 – 6,
where the gap ranges between five and twelve points.
Math State vs. District Proficiency Results
90
80
80
78
78
80
79
73
73
69
67
67
70
64
63
60
55
50
43
40
- 0.7
30
20
+ 1.7
change change
since
since
2012
2012
+ 0.9
change
since
2012
+9.8
- 3.4
change
since
2012
change change
since
since
2012
2012
change change
since
since
2012
2012
change change
since
since
2012
2012
change change
since
since
2012
2012
change change
since
since
2012
2012
5
6
7
8
11
- 1.1
+ 0.1
+8.3
+ 0.3
- 0.3
- 2.3
- 0.8
+ 0.4
- 4.2
10
0
3
4
Grade
State results
District results
43
2013 Total Student Performance (% Proficient)
The table shows the total % of
students proficient by subject and
grade. The blue font shows the two
year change in proficiency from
2011 to 2013 (% increase or
decrease in proficiency).
LAL
Grade 3
KEY OBSERVATIONS:
• Though the district has largely
made gains over the past two
years, the actual percentage of
students proficient is still low, with
five of the seven grades tested in
LAL indicating less than 60%
proficient. Math is slightly better
with five of the seven grades in
the 60 – 75% range.
• Fifth grade math made a 21 point
gain since 2011, bringing the
percent proficient to 72.8%.
• In 2012 Grades 6 and 7 LAL were
the most discouraging. This year
their significant gains show
progress.
Grade 4
53.3
Math
6
41.0
Science
67.3
4
72.9
1
80.8
0
9
Grade 5
44.0
6
72.8
21
Grade 6
47.4
0
67.4
9
Grade 7
47.9
6
43.0
3
Grade 8
64.0
1
54.7
2
Grade 11
80.5
0
63.2
3
56.6
5
44
LAL and Math Results For 2009 - 2013
Math results
LAL results
Below are the LAL and Math results for the total student population between 2009 and 2013.
GRADE
2009
2010
2011
2012
2013
Change
2012-13
Change
2009-13
3
40.6
43.3
47.4
53.4
53.3
-0.1
12.7
4
37.5
35.1
42.2
39.5
41.0
1.5
3.5
5
40.2
41.9
37.6
43.1
44.0
0.9
3.8
6
46.8
43.3
47.2
40.2
47.4
7.2
0.6
7
49.8
51.8
42.4
42.1
47.9
5.8
-1.9
8
61.7
61.5
65.2
66.7
64.0
-2.7
2.3
11
63.8
69.3
80.8
86.5
80.5
-6.0
16.7
GRADE
2009
2010
2011
2012
2013
Change
2012-13
Change
2009-13
3
61.0
64.3
63.6
65.6
67.3
1.7
6.3
4
55.0
61.7
63.7
63.1
72.9
9.8
17.9
5
63.9
66.1
51.5
73.9
72.8
-1.1
8.9
6
44.2
47.5
58.7
59.1
67.4
8.3
23.2
7
40.5
40.4
46.2
43.3
43.0
-0.3
2.5
8
46.8
41.1
52.7
55.5
54.7
-0.8
7.9
11
47.3
50.9
60.3
67.4
63.2
-4.2
15.9
45
Summary of Findings
For the 2013 four year cohort, 68 out
of every 100 JC high school students
graduates…
…there are 32 who do not.
10
12
6
3
students drop out
students are off-track (continuing)
students transfer out
students are on-track (continuing)
46
Goals
Mandate: Ensure that the programs, practices and policies from Pre-K to 12 prepare our
students for college and career and are research-based, rigorous and equitably accessible to all.
Support Instructional
Innovations
Directions
Redesign Dual Language
Program
Implement Spring Board
curriculum in targeted
Middle and High Schools
Develop STEM partnership
for Elementary Schools
Prepare students for 21st
Century Success
Develop capacity to meet
the rigor of the Common
Core
Implement AP and pre-AP
courses beginning in MS
Create 9th grade Academies
Strengthen CTE pathways
Implement blended
learning models with
technology based
instruction
Move into a digitized
environment
Implement instructional
practices that improve
academic outcomes
Use Strategic Support
Teams to identify
instructional needs and
provide appropriate
professional development
Support teachers in
drawing on multiple
sources of data to inform
instruction
Prepare to use digital tools
to enhance instruction
2
ACHIEVEMENT GAP
48
2013 Special Education Performance (% Proficient)
KEY OBSERVATIONS:
• Special education performance
has been largely stagnant, with
the exception of Grade 3 LAL,
which posted an 11 point gain
and Grade 11 LAL which lost 11
points.
• In every area our special
education students performed
significantly below the
statewide average.
• Overall, the percentage of
special education students who
are proficient is quite low, with
four grades in LAL scoring
around 10% proficient and
three grades in math scoring
between 11% and 15%
proficient.
LAL
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 11
28.5
9.6
12.6
10.3
9.9
23.8
25.0
Math
11
2
3
2
2
0
11
43.0
50.6
34.0
29.5
15.1
16.5
11.0
Science
1
8
57.1
0
0
7
2
1
19.7
3
0
49
2013 Limited English Proficient Performance (% Proficient)
KEY OBSERVATIONS:
• From 2011-2013 there were
gains made in every grade and
subject except for three –
Grade 4 LAL, Grade 5 Math,
and Grade 6 LAL.
• There were significant gains in
Grade 3, with 17 points in LAL
and 12 points in Math.
• Our gains were especially
encouraging from 2012-2013.
• In 2013 our LEP students
outperformed the State in
every area except Grade 11
Math with a difference of
nearly 19 points in Grade 3
LAL.
• However, although we
continue to make strides the
performance of our LEP
students is still below our
overall proficiency rates in
most grades.
LAL
Grade 3
Math
50.5
60.9
17
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 11
27.4
24.0
18.1
22.1
39.7
42.7
Science
3
1
9
10
8
13
12
60.2
57.4
45.9
27.7
35.6
31.2
14
69.5
8
9
11
12
8
35.2
4
9
50
2013 Grade 3-8 NJASK Achievement Results by Ethnicity
This chart demonstrates more than just the gap; it shows the size of the impact when only 38% of our African-American and 49% of our
Hispanic students are proficient in LAL. On the whole, the district does better in math, but the gaps still persist
51
2013 Grade 3 – 8 NJASK Math & LAL Achievement By Ethnicity
Over 40% of African-American students and 25% of Hispanic students are not proficient in both Math and LAL, a significant concern given that the majority of JCPS
students are either African-American or Hispanic. However, it must be noted that those percentages were 44% and 32% respectively last year.
TOTAL # OF STUDENTS
4,631
3,792
1,775
1,193
100
195
90
250
1,294
1,570
80
371
70
316
Percent
60
1,469
50
1,095
40
1,209
30
1,868
20
627
1,127
10
0
Other
0
2000
Hispanic / Latino
4000
6000
African-American
8000
Asian
10000
White
Amer. Ind,
Nat Alaskan
Proficient or above
in Math AND LAL
Proficient or above
in Math OR LAL
Not proficient 21 proficient in both,
5 proficient in one,
in Math AND LAL7 proficient in neither
30 proficient in both,
17 proficient in one,
25 proficient in
neither
Pac Islander
23 proficient in both,
10 proficient in one,
12 proficient in
neither
5
2
FOCUS AND PRIORITY SCHOOLS
53
Focus And Priority High Schools
Since 2011, both Liberty and Lincoln have made significant strides in student achievement, while Synder has fallen further behind.
However, the change in student achievement results since 2012 have been largely negative with Dickinson, Liberty, Lincoln, and Ferris all
posting 10 – 12% losses in either LAL or Math between 2012 to 2013.
LAL RESULTS % PROFICIENT BY SCHOOL
97%
100%
90%
MATH RESULTS % PROFICIENT BY SCHOOL
100%
90%
80%
78%
80%
69%
70%
63%
70%
60%
60%
50%
50%
40%
40%
30%
+ 0.8%
+13.1%
- 5.9%
+10.2%
- 19.4%
20%
change
since
2011
change
since
2011
change
since
2011
change
since
2011
change
since
2011
10%
78%
80%
30%
20%
62%
49%
44%
41%
+1.2%
+13.3%
+ 1.7%
+12.1%
- 11.6%
change
since
2011
change
since
2011
change
since
2011
change
since
2011
change
since
2011
Dickinson
Liberty
Ferris
Lincoln
Snyder
10%
0%
0%
Dickinson
Liberty
Ferris
Lincoln
Lowest graduation rate
Snyder
SIG school
Highest within-school gaps
54
Focus And Priority Schools - Change in Proficiency b/n 2012 and 2013
The majority of focus schools made positive progress as well as MS #40, a priority school. PS #12 and PS #23
made impressive gains in both LAL and Math.
LAL
Math
SCHOOL
CATEGORY
2012 %
Proficient
2013 %
Proficient
Difference
2012 %
Proficient
2013 %
Proficient
Difference
PS # 6
Focus
56.3%
52.6%
-3.7%
77.9%
80.3%
2.4%
PS # 12
Focus
28.1%
34.0%
5.9%
39.4%
47.2%
7.8%
PS # 15
Focus
29.3%
23.9%
-5.4%
46.5%
44.5%
-2.0%
PS # 23
Focus
41.3%
51.6%
10.3%
60.0%
67.4%
7.4%
PS # 24
Focus
34.7%
37.5%
2.8%
44.5%
49.4%
4.9%
PS # 30
Focus
37.8%
38.5%
0.7%
57.6%
66.8%
9.2%
PS # 38
Focus
49.3%
52.6%
3.3%
65.5%
65.4%
-0.1%
MS #4
Focus
59.5%
60.3%
0.8%
60.0%
56.4%
-3.6%
MS #7
Focus
49.4%
51.8%
2.4%
52.7%
55.4%
2.7%
MS #40
Priority
27.7%
29.2%
1.5%
26.1%
26.5%
0.4%
MS #41
Priority
43.4%
35.9%
-7.5%
44.1%
39.5%
-4.5%
55
Goals
Mandate: Ensure that the GAP is closed with targeted support for those students and schools
with the greatest needs
Meet the needs of every
learner
Directions
Train teachers in specific
strategies for special needs
and at-risk students
Implement comprehensive
co-teaching training
program
Provide targeted training
to Pre-K teachers on
supporting language
development of ELLs
Identify most highleverage instructional
needs to inform PD
Implement effective
Response to Intervention
Strategy
Identify best approaches to
RTI and best tools to assist
Develop RTI strategy and
handbook
Support teachers in all
schools in identifying
student needs and
addressing them
Increase promotion and
graduation rates
Develop 9th grade
academies
Identify at-risk or off-track
students early and provide
interventions
Provide more opportunities
for seat-time and credit
recovery
Implement revised
Promotion Policy
3
HUMAN CAPITAL
57
Directions
Goals
Mandate: Ensure a system of support and accountability as we recruit, retain and
develop talented and dedicated school/district staff and leadership
Ensure that every class
has an effective teacher
and every school has an
effective leader
Develop systems to
streamline recruitment and
hiring process
Create online resources to
help educators improve
practice
Develop leadership
development opportunities
for teachers
Provide coaching for new
principals
Effectively implement
new evaluation systems
Provide professional
development and guidance
on new evaluation system
for teachers and
administrators
Continue training on the
Danielson Framework and
Stronge Model
Increase ability of users to
use online tools efficiently
and effectively
Develop Professional
Learning Communities
(PLC)
Develop online forums and
resources for teachers
Organize time in schools to
allow PLCs to meet
Identify tools and resources
on effective PLCs
Alignment by Cabinet Member – Chief Academic Officer
The Deputy Superintendent will now be the Chief Academic Officer, to more adequately reflect the function
59
4
SCHOOL CLIMATE & OPERATIONS
60
Enrollment growth over next 5 years
Five-year projections indicate that JCPS student population will reach 32,000 by 2017, with greatest growth in PreK-5
61
Facilities
Aging buildings present maintenance and financial challenges. We estimate that infrastructure
needs will require an investment of $50,000,000
> 100 years old
> 80 years old
> 50 years old
< 50 years old
62
Financial Outlook
The District spends about $660 million per year, but have been finding some savings even as costs rise
Fund
Description
2012-13
2013-14
Inc/Dec
Fund 10
Charter School
$51,108,225
$50,794,308
-$313,917
Fund 11
General Fund
$214,589,286
$202,822,625
-$11,766,661
Fund 12
Capital Outlay
$3,628,845
$3,810,436
+$181,591
Fund 13
Special School
$317,979
$805,351
+$487,372
Fund 15
School Based Budget
$300,048,963
$313,294,509
+13,245,546
Fund 20
Grants & Entitlements
$91,637,027
$88,476,756
-$3,160,271
$661,330,325
$660,003,985
-$1,326,340
Total
63
Revenue Sources
The District projects declining revenue sources, assuming a 2% tax levy increase and 0% State and
Federal Aid increase . Over the next four years there is a projected shortfall of $18,695,260, with the
greatest impact felt in the 2014-2015 school year.
Source
2012-13
2013-2014
2014-2015
2015-2016
2016-2017
State Aid
$487,609,983
$488,542,305
$488,542,305
$488,542,305
$488,542,305
Fed Aid
$34,284,800
$25,135,999
$25,135,999
$25,135,999
$25,135,999
Tax Levy
$106,446,709
$108,336,848
$110,503,584
$112,713,655
$114,967,928
Reapp
Fund bal.
$30,000,000
$36,000,000
$19,000,000
$15,000,000
$12,000,000
Other Local
revenue
$2,988,833
$1,988,833
$1,988,833
$1,988,833
$1,988,833
Total
$661,330,325
$660,003,985
$645,170,721
$643,380,792
$642,635,065
($1,326,340)
($14,833,264)
($1,789,929)
($745,727)
Shortfall
64
Financial Challenges
• Anticipated flat funding, and limit on tax-levy
increases
• Infrastructure costs to maintain buildings=$50
million
• Lack of space for expanding needs of PreK
program
• Negotiating contracts with all of its unions
currently
65
Mandate: Ensure a safe, well-maintained, nurturing environment that meets the social,
Directions
Goals
emotional and intellectual needs of all students.
Ensure a clean, safe and
fully functional
environment
Regularly survey school
leaders on the cleanliness
of their schools
Implement a daily
inspection program
Improve response time for
repairs requested by
schools
Create an environment
for learning
Engage students more
productively
Develop social and
emotional skills component
of the report card;
Strengthen anti-bullying
program
Increase variety of
enrichment programs
Create opportunities to
develop students’ selfefficacy and conflict
resolution skills
Promote an appreciation
for physical fitness, health
and safety
Implement district-wide
breakfast program
Revise the Code of Conduct
Develop wider array of
options for students
5
FAMILY AND COMMUNITY ENGAGEMENT
"
67
Mandate: Ensure that parents and community are authentically informed and
Goals
engaged and that we tap into the rich resources they can provide
Improve communications
with family and
community
Directions
Revise website to be more
user-friendly
Increase outreach to
parents and the community
throughout the year
Identify most effective
strategies for
communicating with
families
Become more family
friendly
Engage parents as
partners in their
children’s education
Provide training for staff on
effective family
engagement
Develop brochures to help
parents understand what
their students are learning
by grade
Develop a Parent Portal on
the JCBOE website
Provide training for parents
on curriculum and helping
their children
Prepare staff to effectively
work with increasingly
diverse families.
Create online resources to
help parents support their
students
Mission And Mandate 2013-2014
Mission & Mandate
Excellence and Equity
Ensure that the
programs,
practices and
policies from Pre-K to
12 prepare our students
for college and career
and are research-based,
rigorous and equitably
accessible to all.
Ensure that the GAP is
closed with targeted
support for those students
and schools with the
greatest needs
Effective Staff
School Climate
Ensure a system of support
and accountability as we
safe, wellmaintained,
nurturing
environment that
meets the social,
emotional and
intellectual needs of all
recruit, retain and
develop talented and
dedicated
school/district staff
and leadership
Ensure a
students.
Engaged Parents
& Community
parents
and community
are authentically
informed and
engaged and that we
Ensure that
tap into the rich resources
they can provide
Our Goals
•Support
instructional
innovations in the
schools and the
District
Goals 2013-14
•Prepare students for
21st Century success
•Implement
instructional
practices that
improve academic
outcomes
•Meet the needs
of every learner
•Implement
effective
Response to
Intervention (RTI)
strategy
•Increase
promotion and
graduation rates
•Ensure that
every
.
class has an
effective teacher
and every school
has an effective
leader
•Effectively
implement new
evaluation systems
•Develop
Professional
Learning
Communities (PLCs)
•Ensure a clean,
safe and fully
functional school
environment
•Improve
communications
with family and
community
•Create an
environment for
learning
•Become more
family friendly
•Engage students
more
productively
•Engage parents as
partners in their
children’s
education
Concluding Thoughts
Miles to go before we sleep…
There have been successes, there have been setbacks. There have been starts,
there have been stops. But this was never an 18 month proposition. Programs
can be changed quickly. Practices can be changed, not as quickly. However,
changing culture is a much longer process. Yet that is the only way we will
achieve and sustain progress. So, we must continue to press forward to:
•
•
•
•
Raise administrator, principal, teacher, family, and student expectations
Push JCPS to realize the full potential of the district and its students
Celebrate our successes
Build a team of people across the organization who share a vision for what is
possible and are committed to do whatever it takes to increase outcomes for all our
students
• Create good will for JCPS in the community
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