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ESEA Waiver UpdatePrinciples 1 & 2

State Board of Education

June 6, 2012 Penny MacCormack Ed.D.

NJDOE Assistant Commissioner/Chief Academic Officer

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ESEA Waiver Update

Principle 1: College and Career-Ready Expectations

Adopt college-and career-ready standardsTransition to college-and career-ready

standardsTransition to college-and career- ready

aligned assessments

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Adopt College and Career Ready Standards:

Revised Core Curriculum

Content Standards (K-12)

Adoption of Revised

Standards

Implementation of Revised Curricula

Common Core English Language Arts

June 16, 2010 K- 12 (September 2012 )

Common Core Mathematics

June 16, 2010 K-2 (September 2011)3-5 & High School (Sept. 2012)6-8 (September 2013)

http://www.state.nj.us/education/sca/ccss/timeline.pdf

Common Core State Standards

Adopted by New Jersey June 16, 2010

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Transition to CCSS: Why 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

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Transition to CCSS: Model Curriculum 1.0 & 2.0

Version 1.0 Version 2.0 Version 1.0

WHAT Students need to Learn

HOW We can best Instruct

WHENdo we know students

have Learned

StandardStudent Learning

ObjectivesInstruction Formative

Assessments Summative/Formative

CCSS Standard 1 SLO #1

SLO #2

• Model Lessons• Model Tasks• Engaging

Instructional Strategies

• Effective checks for understanding

• Teacher designed formative assessments

Unit AssessmentSLOs 1-5

CCSS Standard 2 SLO #3

SLO #4

SLO #5

General Bank of Assessment Items 2.0Student level learning reports - Professional development - Resource reviews

6Transition to CCSS: Model Curriculum Website

SLO Units currently posted on the web- Math Units 1-4- ELA Units 1-3

http://www.state.nj.us/education/sca/

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Transition to CCSS: Students with Disabilities

General and special education teachers, curriculum specialists and child study team members will:

Review content of Student Learning Objectives to identify what students with disabilities and their teachers will need to improve achievement

Develop a model for planning instruction that uses the principles of universal design to identify multiple means of: Presentation of the content Expression of what students have learned Engagement methods for sustaining learner

attention

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Transition to CCSS: ELL Students

Teams of school district personnel Scaffold student learning objectives for ELLsDetail the language needed to access SLOs

(vocabulary, language forms and conventions, discourse complexity)

Outcome – model exemplar units in ELA for each grade, K-12, across language proficiency levels

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Transition to CCSS: Involving Higher Education

Assist with K-1 formative assessment development

Assist with PARCC assessment items and cut scores

Increase focus on CCSS in teacher preparation programs

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Transition to CCSS: Professional Development

Develop an innovative professional development system:

CCSS content rigorCCSS pedagogyLeveraging TechnologyMeasures of success Teachers and AdministratorsOn-going

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Transition to CCSS: High School

Goal = Ready for credit bearing college courses

Early Intervention (K-8) High School courses aligned to CCSSPARCC EOC assessments (ELA & Math)Other EOCs (Science & Social Studies)Partnership with Higher Education (cut

scores)

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Transition to College and Career Ready Assessment: NJASK Transition Timeline

Spring 2012

NJ ASK Aligned to

NJCCCS

Spring 2013

NJ ASK

Aligned to the CCSS

Spring 2014

NJ ASK

Aligned to the CCSS

SY 2014-15

Full administration

of PARCC assessments

“Transitional Assessments”

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Transition to College and Career Ready Assessment:

PARCC

K-2 3-8 High School

K-2 formative assessment being

developed, aligned

to the PARCC system

Timely student achievement data showing students,

parents and educators whether ALL students

are on-track to college and career

readiness

ONGOING STUDENT SUPPORTS/INTERVENTIONS

College readiness score to identify who is

ready for college-

level coursework

SUCCESS IN FIRST-YEAR,

CREDIT-BEARING,

POSTSECONDARY COURSEWORK

Targeted interventions & supports:

•12th-grade bridge courses• PD for educators

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ESEA Waiver Update

Principle 2: State-Developed Differentiated Recognition, Accountability, and Support

Differentiated accountability and support in Priority and Focus Schools

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Differentiated Accountability and Support: Regional Achievement Centers (RACs)

Through New Jersey’s waiver from provisions of the Elementary and Secondary Education Act (ESEA), the Department of Education has developed a new school accountability system to replace certain provisions of No Child Left Behind.

RACs represent the Department’s 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

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RAC Mission Statement:New Jersey’s 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.

Differentiated Accountability and Support: Regional Achievement Centers (RACs)

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Differentiated Accountability and Support: Regional Achievement Centers (RACs)

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.

18 Identify

schools

Assess needs Quality School Review (QSR) and School Improvement Plan

Implement targeted interventions aligned to proven turnaround principles

8 Turnaround Principles 1. School Leadership: Ensuring that the principal has

the ability to lead the turnaround effort.2. School Climate and Culture: Establishing school

environments with a climate conducive to learning and a culture of high expectations.

3. Effective Instruction: Ensuring teachers utilize research-based effective instruction to meet the needs of all students.

4. Curriculum, Assessment, and Intervention System: Ensuring teachers have the foundational documents and instructional materials needed to teach to the rigorous college and career ready standards that have been adopted.

5. Effective Staffing Practices: Developing the skills to better recruit, retain and develop effective teachers.

6. Enabling the Effective Use of Data: Ensuring school-wide use of data focused on improving teaching and learning, as well as climate and culture.

7. Effective Use of Time: Redesigning time to better meet student needs and increase teacher collaboration focused on improving teaching and learning.

8. Effective Family and Community Engagement: Increasing academically focused family and community engagement.

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Differentiated Accountability and Support: Regional Achievement Centers (RACs)

# Counties # Priority Schools

# Focus Schools

Total Priority &

Focus

1 Morris - Sussex - Warren 0 5 5

2 Bergen - Passaic 6 39 45

3 Essex - Hudson 26 46 72

4 Hunterdon - Mercer - Somerset - Union 15 26 41

5 Middlesex – Monmouth - Ocean 3 30 33

6 Camden - Burlington 24 3 27

7Atlantic - Cape May - Cumberland - Salem

- Gloucester1 34 35

Subject to revision

• Indicates Regional HQ

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RACs website Mission & Guiding Principles Priority and Focus Schools RAC Supports Career Opportunities Turnaround Principles Contact the RACs

http://www.state.nj.us/education/rac/

Differentiated Accountability and Support: Regional Achievement Centers (RACs)

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:

Focus School Differentiated Support

Data Review - Interventions already in place- Sub-group attendance, discipline & academic data- Sub-group support materials-Student schedules (representative sample)- Work to date to increase parent involvement

Differentiated Accountability and Support: Regional Achievement Centers (RACs)

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Focus Schools: SWD

Curriculum aligned to Universal Design for Learning (UDL) principles

Collaborative teaching modelUse of Data for differentiationPD on CCSS and SWD strategies

Differentiated Accountability and Support: Regional Achievement Centers (RACs)

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Differentiated Accountability and Support:

Focus Schools: ELL

Use of research based strategies for ELLsStrategies to improve native language supportStrategies for scaffolding learning to meet

CCSS PD on CCSS and ELL strategies

Executive Directors for Regional

Achievement (7)

RAC Staff Team (# varies by region)

State Turnaround CoachesState Elementary Literacy SpecialistState Secondary Literacy SpecialistState Mathematics SpecialistState Instructional SpecialistState English Learners SpecialistState Culture & Climate SpecialistState Data SpecialistState Human Capital SpecialistState Intervention/Special Ed

SpecialistProject Manager

Executive Directors for Regional Achievement lead RAC teams and work directly

with LEA leadership

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

interventions24

Regional Achievement Centers: Expert Educators

Regional Achievement Centers approach

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Student performance

Description Baseline

evaluation of schools the 8 turnaround principles; replaces CAPA

Collaborative plan created by schools, districts, and the RAC staff for specific intervention activities

Clearly defined metrics to measure implementation progress and initial student outcomes on the SIP intervention activities

Student performance on 6-week formative assessments; student performance on NJASK and HSPA

• Turnaround Principle: Quality of Instruction•QSR Indicator 3.3:

Teachers use quality checks for understanding during and at the end of each lesson to inform future instruction.• Evidence of need: Less than 50% of

teachers observed used quality checks for understanding

Example

Major element

Quality School Review (QSR)

School Improvement Plan (SIP)

School Accountability Management

1 2 3 4

Timing Spring and fall 2012

Aug – Oct 2012 Sept 2012 – ongoing

Ongoing

• SIP intervention activities on indicator: Targeted PD for

teachers on 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

✓✓

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