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Secondary Education Initiative NJ Department of Education.

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Presentation on theme: "Secondary Education Initiative NJ Department of Education."— Presentation transcript:

1 Secondary Education Initiative NJ Department of Education

2 Background 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.

3 Background 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.

4 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 community.

5 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

6 Smaller Learning Communities: Regulations (con’t) 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.

7 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 satisfaction. 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.

8 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.

9 Indicators of Progress (con’t) 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;

10 Personalization 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.

11 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;

12 Personalization: Regulations (con’t) 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.

13 Personalization 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.

14 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.

15 Implementation Timeline: Pilot Program with Four Districts 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

16 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.

17 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

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