STATE BOARD OF EDUCATION UPDATE

DECEMBER 7, 2011

AYP DETERMINATIONS

ESEA WAIVER

Content Area Grade Span 2010 2011-2013LAL

Elementary 59 79

Middle 72 86

High School 85 92

MATH

Elementary 66 83

Middle 61 80

High School 74 86

2011 AYP TARGET INCREASE

Made AYP 44.5% 991 2010/11

Made AYP 49.6% 1106 2009/10

Missed AYP 55.5% 1236 2010/11 Missed AYP 50.4% 1122

2009/10

AYP RESULTS

991 (44.6 %) schools made AYP in 2011.

448 (45.2)schools met the AYP benchmark

543 (54.8) met through safe harbor demonstrating progress.

MEETING AYP – SHOWING PROGRESS

A total of 861 of the 2221 (39%) schools in which tests were administered have been identified as schools in need of improvement.

Last year, 656 (29.4%) schools were identified.

SCHOOL IN NEED OF IMPROVEMENT

258 schools were newly identified

33 schools have been removed from the improvement list because they made Adequate Yearly Progress (AYP) for two consecutive years in all areas for which they were identified. 

SCHOOL IN NEED OF IMPROVEMENT

Establish rigorous achievable annual Measurable Objectives (AMOs)

Identify a small number of schools Priority Focus reward

Intensive set of interventions Create a strong system of school

performance reporting

ESEA WAIVER

Reduce the percent of non proficient students By half Within 6 years In annual equal increments

Total population and subgroups By state, district and school Included in School Performance Reports

AMBITIOUS, ACHIEVABLE, ANNUAL MEASURABLE OBJECTIVES

Priority Schools (lowest performing schools) Equal at least 5% of Title I schools

Lowest absolute proficiency levels High schools with graduation rate less than 75% School with State Improvement Grants

Focus Schools Equal to at least 10% of Title I schools

Largest within-school subgroup gaps Lowest subgroup performance HS graduation rate less than 75%

SYSTEM OF DIFFERENTIATED RECOGNITION, ACCOUNTABILIY AND SUPPORT

Reward schools Highest performance

Highest achievement for all students and subgroups

Proficiency and graduation rate High progress

Demonstrating remarkable progress Measured by Student Growth Percentile

Statewide recognition and monetary rewards

DIFFERENTIATED SYSTEM CONT.

Targeted Supports

Determined using school data:

- Leadership - Instruction- School Culture - Use of Data- Curriculum - Family and Community

Engagement- Assessment--------------------------------------------------------------------------------------------------------------

----------------------------------------------------------

Delivered by Regional Achievement Center staff

- Leadership - Data- Curriculum/Assessment/Intervention

- Instruction- School Climate/Culture - Family and Community Engagement

DIFFERENTIATED SUPPORTS

School Climate and Culture: Specialist Professional development (staff and leadership

team)

Measure of success: Parent, staff, student surveys Achievement (school and classroom level)-------------------------------------------------------------------------

------------------------------------------School leadership: Ensure the leader is able to lead the “turnaround”

effort focused on improving instruction

Measure of success: Instructional improvement (classroom

observations) Achievement (school and classroom level)

DIFFERENTIATED SUPPORTS

Curriculum, Assessment, Intervention: Quality curriculum & assessment system

implementation (Option “Model” curriculum system developed by NJDOE)

Measure of success: Increase standards aligned instruction (classroom

observations) Achievement (school and classroom level) --------------------------------------------------------------------------------

-----------------------------------Effective Instruction: Clear articulation of instructional expectations Professional development Increase effective teachers in the neediest schools

Measures of success: Achievement (school and classroom level) Increase in the number of effective teachers

(evaluation)

DIFFERENTIATED SUPPORTS

Effective Use of Data: Specialist Professional development (leaders & teacher teams)

Measures of success: Data use by teachers and teacher teams Achievement (school and classroom level)------------------------------------------------------------------------------

-------------------------------------Effective Family and Community Engagement: Specialist Professional development for family engagement staff

and other staff

Measures of Success: Increased number of engagement activities with

academic focus Parent surveys Achievement (school and classroom level)

DIFFERENTIATED SUPPORTS