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New Jersey Department of Education

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New Jersey Department of Education RAC Partnership Regional Meetings June 26/27/28, 2012 * Regional Achievement Center Mission & Guiding Principles RAC Mission ... – PowerPoint PPT presentation

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Title: New Jersey Department of Education


1
  • New Jersey Department of Education
  • RAC Partnership Regional Meetings
  • June 26/27/28, 2012

2
Regional Achievement Centers (RACs)
Welcome
  • Purpose of RAC regional meetings
  • Provide progress updates
  • Provide an update on the model curriculum
  • Clarify county office role
  • Provide Title I updates
  • Introduce the Executive Directors for Regional
    Achievement
  • RAC partnership preparation
  • Share key dates
  • Answer questions

3
RAC Updates
4
Context for the Regional Achievement Centers
(RACs)
  • Through New Jerseys approved federal waiver from
    provisions of the Elementary and Secondary
    Education Act (ESEA), the RACs represent the
    Departments 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

The Department is undergoing a fundamental shift
from a system of primarily oversight and
monitoring to service delivery and support.
5
RAC locations are organized geographically.
Each RAC field team will have an office within
the region
6
The Key to Accountability RAC Turnaround
Principles
  • 8 Turnaround Principles
  • School Climate and Culture A climate conducive
    to learning and a culture of high expectations
  • School Leadership The principal has the ability
    to lead the turnaround effort
  • Standards Aligned Curriculum, Assessment and
    Intervention System Teachers have the
    foundational documents and instructional
    materials needed to teach to the rigorous college
    and career ready standards that have been adopted
  • Instruction Teachers utilize research-based
    effective instruction to meet the needs of all
    students
  • Use of Time Time is designed to better meet
    student needs and increase teacher collaboration
    focused on improving teaching and learning
  • Use of Data School-wide use of data focused on
    improving teaching and learning, as well as
    climate and culture
  • Staffing Practices The skills to better recruit,
    retain and develop effective teachers and school
    leaders
  • Family and Community Engagement Increased
    academically focused family and community
    engagement

7
Staffing the RACs
  • Rigorous Selection Process
  • Focus on identifying and hiring strong
    educational leaders to serve on RAC teams
  • Example Interview process for Literacy
    Specialists included
  • Teacher video observations
  • Professional development presentation
  • Interview questions
  • Status of Hiring
  • Interviews are ongoing for each of the positions
  • RAC staff join this summer, in preparation to
    begin interventions in the fall

8
Priority Schools will Hire or Appoint Content
Leaders
  • Priority Schools to identify staff who will
    support turnaround principles
  • Full-time
  • A Literacy Leader will focus on improving
    literacy instruction
  • A Mathematics Leader will focus on improving
    mathematics instruction
  • Part-time
  • A Climate and Culture Leader will focus on
    establishing a school environment with a climate
    conducive to learning and a culture of high
    expectations
  • A Data Leader will collect and format data for
    ease of use by teachers and principals to improve
    teaching and learning as well as climate and
    culture

9
Successful District and RAC Team Partnership
Superintendents Set the tone for a partnership,
confirm curriculum alignment, ensure effective
Priority and Focus School staffing, share
information with the BOE, staff, parents,
communities, and students Business
Administrators Reserve appropriate funds for
intervention strategies (e.g. Title I) Board of
Education Understand the role of the RACs with
Priority and Focus Schools Title I Directors
Attend all Title I training sessions, incorporate
School Improvement Plans (SIPs) with the Title I
district plan Priority Focus School Principals
Collaborate with RACs to develop effective
SIPs, ensure effective staffing, confirm that an
aligned curriculum is in place, prepare staff for
implementing and monitoring intervention
strategies
10
Accountability for Results.from Everyone
  • Student success does not happen by accident.
  • Everyone in the district and school needs to
    understand their role and how they contribute to
    student growth and achievement.
  •  
  • Great teams and great leaders rely on feedback
    and systems of shared accountability for success.
  • We don't measure the success of our football
    teams by the number of passes the quarterback
    completes or how many extra points the kicker
    makes, but rather by the score the entire team
    compiles. Sacks, passes caught, and more
    statistics are tracked, studied, and analyzed
    each week to drive improvement in football. Why
    not off the field and inside school walls?
  •  
  • It is critical that all district staff - not just
    teachers and principals - know how their actions
    can powerfully impact student learning.
  • We need to talk more about the entire team in
    education and the RACs will help us do just that.
  •  

11
RAC Approach
1
2
3
4
Student Performance
Quality School Review (QSR)
School Improvement Plan (SIP)
School Accountability Management
Major element
Timing
Spring and fall 2012
Aug Oct 2012
Sept 2012 Ongoing
Ongoing
Description
Baseline evaluation of schools on indicators
based upon the 8 turnaround principles replaces
CAPA
Collaborative plan created by schools, districts,
and the RAC staff for specific intervention
activities against all QSR indicators
Clearly defined metrics to measure implementation
progress and initial student outcomes on the SIP
intervention activities
Student performance on 6-week formative
assessments (Priority Schools and select Focus
Schools) student performance on NJASK and HSPA
Illustrative example
  • Turnaround Principle Quality of Instruction
  • QSR indicator Teachers use quality and frequent
    checks for understanding during and at end of
    each lesson.
  • Evidence of need
  • Less than 50 of teachers observed used high
    quality checks for understanding
  • SIP intervention activities on indicator
  • Targeted PD for teachers on high quality checks
    for understanding (e.g., wait time)
  • 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

?
?
?
12
School Accountability Management System
Principals, School Leaders, and RAC staff will be
held accountable for implementing their School
Improvement Plan with high fidelity and improving
student achievement
gt 80 of milestones met at high quality
Goal met or exceeded
Illustrative dashboard
gt 50, but lt80 of milestones met
Growth observed but goal not met
lt 50 of milestones met
No growth goal not met
  • School Progress Report will be completed every
    6-8 weeks and will include the following metrics
  • Implementation progress quality
  • Formative assessment results
  • Attendance results
  • Discipline results
  • Survey focus group results
  • Both the Principal and the State Turnaround Coach
    will use the data dashboard to identify issues
    and opportunities throughout the year

Implementation metrics
Outcome metrics
Turnaround principle
Implementation progress quality
Week 6 Progress
Intervention strategy (SIP)
Indicator
Actual
Goal
Result
1.School Leadership
(1.6)Standards-based curriculum and aligned
assessments is implemented
  • Implement CCSS-aligned model curriculum and
    assessments across school.

(2.1) The school community supports a safe,
orderly and equitable learning environment.
  • Develop a school-wide classroom management system
    focused on improving school climate.
  • Identify barriers to class attendance and
    develop strategies to address them.

2.Climate Culture
3.Effective Instruction
(3.5) Teachers demonstrate use of diagnostic,
summative, and formative assessment data to
differentiate instruction
  • Provide training for teachers on the analysis
    use of data to select plan instructional
    strategies, to determine students strengths
    and weaknesses.

4.Curriculum, Assessment, Intervention
(4.5) An intervention plan designed to meet the
learning needs of students who are two or more
years behind
  • Develop and execute a plan that includes clear
    at risk metrics to monitor school-wide and a
    detailed process of remediation and intervention
    activities for those students

(5.5) Staff assignment is intentional to maximize
the opportunities for all students to have access
to the staff's instructional strengths.
  • Identify teacher leaders to involve in improving
    achievement

5.Effective Staffing Practices
6.Enabling the Effective Use of Data
(6.3) Specific schedule and process for the
analysis of formative assessment data that
includes goals strategies, monitoring and
evaluation.
  • Develop the school-wide process and owner of
    analyzing, evaluating, and developing strategies
    and goals based on formative assessment data.
    This process should occur on a consistent 6-8
    week basis

7.Effective Use of Time
(7.3) The master schedule is structured and
designed to meet the professional development
needs of staff.
  • Provide common planning time for teachers of same
    grade levels or content areas.

8.Effective Family Community Engagement
(8.1) Families are engaged in academically
related activities, school decision-making, and
an open exchange of information on student
progress
  • Provide workshops for parents to enhance student
    preparation for learning and increase parent
    involvement in the instructional program.
  • Establish a system of communicating with
    community stakeholders on a routine basis

13
Curriculum Updates
14
The Quiet Revolution Model Curriculum
  • 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 (content grade
    specific)

15
The CCSS Difference Grade 7 ELA
Clearer
  • Before NJCCCS (2004)
  • 1. Produce written work and oral work that
    demonstrate comprehension of informational
    materials.
  • After CCSS (2010)
  • 2. Determine two or more central ideas in a text
    and analyze their development over the course of
    the text provide an objective summary of the
    text.

16
The CCSS Difference Grade 8 Math
  • Before NJCCCS (2004)
  • Understand and apply the Pythagorean Theorem.
  • After CCSS (2010)
  • Explain a proof of the Pythagorean Theorem and
    its converse.
  • Apply the Pythagorean Theorem to determine
    unknown side lengths in right triangles in
    real-world and mathematical problems in two and
    three dimensions.
  • Apply the Pythagorean Theorem to find the
    distance between two points in a coordinate
    system.

17
Model Curriculum 1.0
18
Common Standards Require Common Assessments
  • Common Core State Standards are critical, but
    just the first step
  • Common Assessments aligned to the Common Core
    will help ensure the new standards truly reach
    every classroom
  • Quality Implementation is required for students
    to reap the benefits of new standards

19
PARCC Assessment Design English Language
Arts/Literacy and Mathematics, Grades 3-11
2 Optional Assessments/Flexible Administration
  • Mid-Year Assessment
  • Performance-based
  • Emphasis on hard-to-measure standards
  • Potentially summative
  • Speaking and Listening
  • Assessment
  • Locally scored
  • Non-summative, required

20
Assessment Transition Timeline
Transitional Assessments
21
Timeline Through First PARCC Administration in
2014-2015
PARCC Tools Resources
College-ready tools released
Partnership Resource Center launched
Professional development modules released
Diagnostic assessments released
K-2 Formative Tools Released
Summative PARCC Assessments
Winter 2015
Spring 2015
Pilot/field testing begins
Expanded field testing of diagnostic assessment
Optional Diagnostic and Midyear PARCC Assessments
Expanded field testing
Model Instructional Units Released
Standard Setting in Summer 2015
PARCC Assessment Implementation
22
RAC / County Office Partnership
23
County Office Functions
  • County offices will continue their normal
    functions and supports in districts
  • QSAC reviews
  • Review approval of district budgets
  • Administrator contract reviews
  • Resolution of disputes (HIB)

24
County Office Partnership with RACs
County offices will inform and include Executive
Directors of Regional Achievement Centers of all
work being done in Priority and Focus Schools.
25
County Office Communications
County Superintendents will be in regular contact
with Executive Directors of Regional Achievement
Centers to ensure an on-going exchange of
information allowing both offices to fully
service schools and districts effectively.
26
RAC / Title I Partnership
27
Title I and RAC Goals A Shared Commitment
  • Three takeaways
  • School Improvement Plan (SIP) will take the place
    of the Title I Schoolwide Plans for Priority and
    Focus Schools
  • Funding
  • Release of Title I allocation notices
  • 30 Title I intervention reserve
  • RAC Assurances

28
Accountability Process Overview
  • LEAs sign required assurances in August

Individualized School Improvement Plans (SIPs)
are developed in partnership with LEAs and PF
Schools
NJDOE approves School Improvement Plans at the
end of October
1
2
3
  • LEAs submit RAC required assurances to RACs
  • NJDOE provides preliminary approval of Title I
    District Plan
  • LEAs that do not sign assurances do not receive
    Title I funds
  • LEAs hold funds in reserve for Priority and Focus
    School interventions
  • School Improvement Plans are finalized by LEA,
    school leaders, and RACs
  • Title I schoolwide Priority and Focus Schools
    receive an extension in submitting schoolwide
    plans
  • Priority and Focus Schools submit a single School
    Improvement Plan via EWEG in late October (this
    incorporates Title I schoolwide plans)
  • NJDOE provides final approval of Title I District
    Plan
  • Funds in Priority and Focus interventions
    reserve are available for use

Title I districts
Non Title I districts
  • LEAs submit required assurances form to Executive
    Director for Regional Achievement
  • NJDOE initiates action against LEAs that do not
    sign assurances
  • School Improvement Plans are finalized by RACs,
    LEA, and school leader
  • School Improvement Plans are submitted to NJDOE
    in late October
  • NJDOE approves School Improvement Plans

29
Title I Interventions Reserve
  • Districts will sign a RAC assurance and set aside
    funds in a Priority and Focus Intervention
    reserve
  • Reserve will be 30 of Title I funds
  • All other Title I funds will be available for use
    by district
  • Title I funds may be used for
  • Embedded literacy, math, data, and climate and
    culture leaders
  • Literacy and math interventions for students two
    or more years behind
  • Technology upgrades to support Common Core and
    formative assessment implementation

30
Summary of Required RAC Assurances
Title I districts
Non Title I districts
  • Commitment to individualized School Improvement
    Plans (which will be finalized in late October)
  • Sufficient operational flexibility (such as
    staffing, calendars/time, and budgeting) provided
    to Focus Schools
  • Title I 30 Priority and Focus intervention
    reserve
  • Priority Schools only
  • Qualified turnaround principal
  • Common Core aligned curriculum
  • School leaders in math, literacy, data, climate
    and culture
  • Commitment to individualized School Improvement
    Plans (which will be finalized in late October)
  • Sufficient operational flexibility (such as
    staffing, calendars/time, and budgeting) provided
    to Focus Schools

31
Title I Key Dates
  • Mid-July Title I districts scheduled to receive
    allocation notices (tentative)
  • Title I Districts with PF Schools must reserve
    30 of funds for RAC interventions
  • Mid-July FY 2013 NCLB Consolidated Subgrant
    application scheduled for
  • release on the Office of
    Grants Management Web Page
  • July 17 Title I Directors workshop
  • July 18 Title I Directors workshop
  • July 24 Title I Directors Workshop
  • October 31 School Improvement Plans submitted to
    RACs
  • FY 2013 NCLB Consolidated Subgrant application
    due (tentative)

32
RAC Executive Directors for Regional Achievement
33
Introductions of EDs with us today Gayle
Griffin Mario Barbiere Scott Rixford
Executive Directors for Regional Achievement
  • Overview of the ED role
  • Master educators highly knowledgeable about the
    eight turnaround principles
  • Experienced at working closely with district
    leaders
  • Leadership of the RACs
  • Management of the RAC teams in the schools

34
Regional Achievement Center Mission Guiding
Principles
  • RAC Mission Statement
  • New Jerseys 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 decision-making 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.
  • 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.

35
RAC Turnaround Principles
  • 8 Turnaround Principles
  • School Climate and Culture A climate conducive
    to learning and a culture of high expectations
  • School Leadership The principal has the ability
    to lead the turnaround effort
  • Standards Aligned Curriculum, Assessment and
    Intervention System Teachers have the
    foundational documents and instructional
    materials needed to teach to the rigorous college
    and career ready standards that have been adopted
  • Instruction Teachers utilize research-based
    effective instruction to meet the needs of all
    students
  • Use of Time Time is designed to better meet
    student needs and increase teacher collaboration
    focused on improving teaching and learning
  • Use of Data School-wide use of data focused on
    improving teaching and learning, as well as
    climate and culture
  • Staffing Practices The skills to better recruit,
    retain and develop effective teachers and school
    leaders
  • Family and Community Engagement Increased
    academically focused family and community
    engagement
  • Identify schools
  • Assess needs Quality School Review (QSR) and
    School Improvement Plan
  • Implement targeted interventions aligned to
    proven turnaround principles

36
RAC support model field-based teams partner with
Priority and Focus Schools
Chief Academic Officer Penny MacCormack
School Improvement Director
Executive Directors for Regional Achievement lead
RAC teams and work directly with LEA leadership
Executive Director for Regional Achievement (7)
State Turnaround Coaches work directly with
principals and ensure interventions are
coordinated cohesive
Content-area specialists partner with school
leaders (e.g., data leader) and staff to build
capacity in specific turnaround areas
Project Managers monitor the progress and success
of RAC interventions
37
RAC Focus Capacity Building, Sustainability,
Shared Accountability
  • RAC teams spend 90 of time in Priority and Focus
    Schools
  • Priority Schools will hire or identify leaders in
    math, literacy, data, and climate and culture
  • RAC teams partner with school leaders to build
    school-level capacity in Priority and Focus
    Schools

Capacity building
  • RACs work with PF Schools to align Title I
    and/or district funds with School Improvement
    Plans
  • Priority Schools receive RAC support for three
    years at a minimum
  • Focus Schools receive RAC support for two years
    at a minimum

Sustainability
  • RAC staff are equally accountable for Priority
    and Focus School success
  • Seven-week cycle is used to report on PF School
    progress against goals
  • Priority Schools that fail to implement the
    required interventions or fail to demonstrate
    required improvement in student academic
    achievement may become subject to state-ordered
    closure or other action

Shared Accountability
38
Key Dates for Districts
39
Regional Achievement Centers / District
Partnership Timeline
40
Partnership Role of the EDs
  • Expectations and importance of district support
    Our joint philosophy
  • Break-out sessions where we can answer your
    individual questions

41
Breakout Sessions
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