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Secondary Education Initiative


Secondary Education Initiative NJ Department of Education Background Under Abbott X (June 2003), the NJ Supreme Court ordered the establishment of guidelines for ... – PowerPoint PPT presentation

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Title: Secondary Education Initiative

Secondary Education Initiative
  • NJ Department of Education

  • Under Abbott X (June 2003), the NJ Supreme Court
    ordered the establishment of guidelines for
    secondary education in Abbott districts.
  • Commissioner established a collaborative work
    group of stakeholders and education specialists
    to develop protocols, guidance and regulations
    for Abbott middle and high schools.

  • The recommendations of this collaborative
    workgroup resulted in the creation of secondary
    education regulations (for grades six 12 in
    Abbott districts),
  • and the creation of the Abbott Secondary
    Education Initiative.

Primary Goals of the Initiative
  • The creation of smaller learning communities
  • Rigorous curriculum
  • Increased personalization
  • These goals are intended as a means to increase
    student achievement, attendance, graduation rates
    and preparation for post-graduate plans to
    create a more rewarding learning environment for
    students and teachers to ensure that students
    have stronger connections to the school and the

Smaller Learning Communities Regulations
  • May be within free-standing facilities or within
    larger facilities
  • Initial goal of 300 or less students for those
    within existing high schools and 250 or fewer
    within schools with grades six to eight
  • May be organized around academic or career themes

Smaller Learning Communities Regulations (cont)
  • Placement of teachers and students shall result
    in an equitable distribution of achievement,
    experience and diversity.
  • Teams of teachers qualified to teach the entire
    core curriculum and thematic course of study will
    stay with the same group of students for all
    three years of middle school, and either two or
    four years in high school.

Academic Rigor Regulations
  • The curriculum must be fully aligned to the CCCS
    to prepare all students in grades six through 12
    for college preparatory coursework in high school
    and collegiate instruction after graduation.
  • Instruction will engage students to produce both
    high quality work and increased student
  • School districts shall survey student engagement
    and learning and assess teachers abilities to
    align instruction to the CCCS and demonstrate
    mastery of the CCCS content.

Indicators of Progress
  • Improved student and teacher attendance rates
  • The number of students enrolled in general,
    fundamentals of, basic, and consumer
    courses in the first year of implementation, with
    a goal of zero enrollment by the third year
  • The number of ninth graders completing Algebra I
    in the first year with universal completion by
    the second year
  • Enrollment in, persistence with, and completion
    of post-secondary education.

Indicators of Progress (cont)
  • Instructional time/days missed due to in-school
    and out-of-school suspensions and other
    disciplinary infractions
  • Course failure for required classes
  • Percentage of students who are proficient and
    advanced proficient and the distribution and
    trend in scale scores
  • Persistence of students from grade level to grade
    level and to graduation from high school

  • A primary goal is to increase the level of
    personalization in the school culture, enabling
    greater and more consistent contact between
    student and adult, and school staff and family.
  • This is envisioned as student and family advocacy.

Personalization Regulations
  • Each student and his/her family will be the
    official responsibility of one teacher or other
    professional staff member. Each staff member
    will have a group of 20 students.
  • Advocates shall work with the student and family
    over all the years they are in the smaller
    learning community
  • Advocates will meet with assigned students weekly
    by schedule and informally as well

Personalization Regulations (cont)
  • Advocates will meet face-to-face and individually
    with each family and student at least twice
    during the school year
  • Advocates shall receive professional development
    to support this role, including training in
    multicultural perspectives, use of student
    academic and behavioral profiles, etc.
  • Advocates shall assist in the preparation of an
    academic plan for each student.

  • Information about school district and school
    policies and programs will be provided regularly
    to parents and guardians to acquaint them with
    the academic expectations for their children and
    how they can assist at home.
  • Teachers sharing students within the small
    learning community and within subjects shall be
    provided with at least three hours or three class
    periods weekly, whichever is less, of common
    planning time and early release/late start for
    coaching within the smaller organizational
    structure to facilitate collective responsibility
    for student success.

Professional Development
  • The effective implementation of the Abbott
    Secondary Education Initiative is only possible
    with sustained, rigorous and supportive
    professional development that is research-based
    and grounded in best practices.

Implementation Timeline Pilot Program with Four
  • All Abbott districts were invited to apply to
    become part of the initial pilot program.
  • Of the 11 districts that applied, four were
    selected based on a formal rubric, reviewed by a
    panel of educators.
  • The four districts selected for this pilot are
  • Jersey City Public Schools
  • City of Orange Township Public Schools
  • Elizabeth City Public Schools
  • Bridgeton Public Schools

Roles and Responsibilities
  • National Consultants will work with schools
  • Abbott Secondary Education Initiative Leadership
    Team will work with schools
  • Local Support Teams will be expected to
    collaborate with the consultants to assist
    districts in the implementation of their
    secondary education plans in.

Secondary Education Initiative Leadership Team
  • Gordon MacInnes, Assistant Commissioner
  • Annette Castiglione, Director, OSAFS
  • Penelope Lattimer, Director
  • Sandra Strothers, Assistant Director
  • Robin Anderson
  • Eileen Burch
  • Daryl Minus-Vincent
  • Lisa Schnall