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TRENTON PUBLIC SCHOOLS

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Title: TRENTON PUBLIC SCHOOLS


1
TRENTON PUBLIC SCHOOLS
  • NJ QSAC Presentation to the Custodial Staff
  • Facilitator Kathleen Smallwood Johnson,Esq.
  • Special Assistant to the Superintendent
  • March 25, 2008

2
Your work in the District,does matter!
  • School buildings are only a piece of the
    education reform puzzle, but they may be a more
    important piece than we have understood in the
    past.

3
Quality matters
  • The quality of the learning environment is
    known to affect teacher behavior and attitudes
    toward continuing to teach.

4
Impact on Expectations
  • It is unreasonable to expect positive results
    from programs that have to operate in negative
    physical environments.

5
The evidence shows
  • There is growing evidence of a correlation
    between the adequacy of a school facility and
    student behavior and performance.

6
The relationship link
  • Almost all of the studies over the past three
    decades, have found a statistically significant
    relationship between the condition of a school,
    or classroom, and student achievement.

7
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8
School Facility Factors
  • Building Age and condition
  • Quality of Maintenance
  • Lighting
  • Temperature
  • Noise
  • Color
  • affect student health, safety, sense of self

9
Did you know?
  • Students attending school in newer, better
    facilities score 5 to 17 points higher on
    standardized tests than those attending in
    substandard buildings.

10
Key Characteristics of Effective Schools
  • High expectations on the part of teachers and
    students
  • High levels of collaboration and communication
  • High level of family and community involvement
  • Effective Leadership
  • Frequent monitoring of teaching and learning

11
  • A supportive, safe, orderly, civil , clean and
    healthy learning environment

12
The 1 Factor- Clean and Orderly environment
  • The effective school establishes
    well-disciplined, secure, and wholesome learning
    environment, and maintains clean and orderly
    school buildings.
  • Claus and Girrbach.

13
How students rate school cleanliness.
  • One study showed that children aged nine to
    eleven were more likely than adults to identify
    untidy classrooms, dirty bathrooms, and school
    walls painted one color as physical attributes
    that made their school not welcoming.

14
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15
A childs worth
  • A student may assume that authority figures in a
    poorly maintained building will accept or expect
    a lower standard of behavior and scholastic
    effort, because squalor is both a fact and
    metaphor. It tells a child what we think he or
    she is worth.

16
Research Findings
  • AS the condition of the facility improved,
    achievement scores improved.
  • Stimulating environments promoted positive
    attitudes in students.
  • Higher student achievement was associated with
    well-maintained schools.

17
Abbott v Burke, 1998
  • It is undisputed that the school buildings in
    Abbott districts are crumbling and obsolescent
    and that this grave state of disrepair not only
    prevents children from receiving a thorough and
    efficient education, but also threatens their
    health and safety.

18
Which leads us to NJQSAC
  • NJ Quality Single Accountability Continuum

19
What is NJQSAC?
  • NJQSAC is the Department of Educations new
    monitoring and evaluation system for public
    school districts.

20
From Compliance to Capacity Building
  • This new system shifts the monitoring and
    evaluation focus from compliance to assistance,
    capacity- building and improvement.

21
One single system
  • It is a single comprehensive accountability
    system that consolidates and incorporates the
    monitoring requirements of applicable state laws
    and programs and complements federally required
    improvements.

22
FIVE KEY COMPONENTS
  • INSTRUCTION AND PROGRAM
  • PERSONNEL
  • FISCAL MANAGEMENT
  • OPERATIONS
  • GOVENRANCE

23
Why is it necessary?
  • Districts must be held accountable for student
    achievement. The NJQSAC system of accountability
    promotes equity, efficiency, and effectiveness
    and will help build a public understanding among
    educators, policy makes, legislators, and all
    stakeholders.

24
Oper. A2a Facilities
  • The district provides adequate and
    appropriately maintained facilities to support
    teaching and learning.
  • Indicator A2a The district has submitted and
    implemented a DOE-approved Comprehensive
    Maintenance Plan with corrective and preventative
    measures for the interior and exterior of each
    building and the major systems.as required by
    NJAC 6a26A-1.

25
FINDINGS NO!
  • Note Since the first review, the district has
    submitted a comprehensive maintenance plan.
  • What does that mean to you
  • Understand and know the plan.

26
Oper. A2b.
  • The distinct is implementing the Comprehensive
    Maintenance Plan as required by NJSA 18A7G-9(b)3
    and 18a33-1 and NJAC 6A24-3.1.
  • Answer NO

27
What does that mean to me?
  • I need to know the plan.
  • I must also IMPLEMENT the plan on my job site/
    in my building.

28
Oper A3a
  • Annual health and safety reviews have been
    conducted in each building using the Evaluation
    of School Buildings Checklist.
  • Answer NO.
  • What does that mean to me?
  • Become current on all items on the checklist!

29
Oper. A3b
  • 100 compliance section- all items are in
    compliance in all buildings.
  • Findings NO.
  • Of 8 schools visited 7 failed the 100 compliance
    section of the checklist. These schools did not
    have a current Fire Certificate of Inspection. 6
    did not have current kitchen inspections.

30
What does that mean to me?
  • Understand the checklist.
  • Use the checklist.
  • Maintain compliance with the checklist.

31
Oper A3c
  • 80 compliance section- at least 8- of items
    are n compliance in all buildings.
  • Answer No.
  • Throughout the schools visited there were a
    number of 80 compliance items noted. A few of
    the schools visited were in extremely poor
    condition notably TCH, Dunn and Wilson.

32
What does that mean to me?
  • Understand the checklist.
  • Use the checklist.
  • Maintain compliance with the checklist.

33
Lets review the checklist
34
References
  • Do k-12 Facilities Affect Education Outcomes?
    TACIR January 2003 report.
  • Impact of Inadequate School Facilities on Student
    Learning.www.ed.gov/offices/OESE/archivesinits/con
    struction/impact.
  • School Facility Conditions and Student Academic
    Achievement. Glen I. Earthman, Virginia
    Polytechnic Institute. October 2002.
  • Do school Facilities Affect Academic Outcomes
    National clearinghouse for educational
    facilities. Mark Schneider November 2002.
  • Breaking Ground Rebuilding New Jerseys Urban
    Schools. Education Law Center. April 2004.
  • The Educational Adequacy of New Jersey Public
    School facilities Results from a Survey of
    Principals. Mark Schneider, PhD. May 2004.
  • NJQSAC fact sheet. State of New Jersey DOE. 2007
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