Presentation on theme: "New Jersey Department of Education RAC Partnership Regional Meetings"— Presentation transcript:
1New Jersey Department of Education RAC Partnership Regional Meetings June 26/27/28, 2012
2Regional Achievement Centers (RACs) WelcomePurpose of RAC regional meetings:Provide progress updatesProvide an update on the model curriculumClarify county office roleProvide Title I updatesIntroduce the Executive Directors for Regional AchievementRAC partnership preparationShare key datesAnswer questions
4Context for the Regional Achievement Centers (RACs) Through New Jersey’s approved federal waiver from provisions of the Elementary and Secondary Education Act (ESEA), the 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 schoolsSignificant resources aligned with proven turnaround principlesState resources and activities coordinated to support RACsThe Department is undergoing a fundamental shift from a system of primarily oversight and monitoring to service delivery and support.
5RAC locations are organized geographically… RAC locations are organized geographically…. Each RAC field team will have an office within the regionCountiesRegionRAC LocationMorris - Sussex - Warren1No officeBergen - Passaic2Passaic County Office, PatersonEssex - Hudson3LRC, East OrangeHunterdon - Mercer - Somerset - Union4DOE, TrentonMiddlesex – Monmouth - Ocean5Monmouth County Office, NeptuneCamden - Burlington6In discussionAtlantic - Cape May - Cumberland - Salem - Gloucester7Gloucester County Office, ClarksboroIndicates Location of Regional HQ
6The Key to Accountability: RAC Turnaround Principles School Climate and Culture: A climate conducive to learning and a culture of high expectationsSchool Leadership: The principal has the ability to lead the turnaround effortStandards 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 adoptedInstruction: Teachers utilize research-based effective instruction to meet the needs of all studentsUse of Time: Time is designed to better meet student needs and increase teacher collaboration focused on improving teaching and learningUse of Data: School-wide use of data focused on improving teaching and learning, as well as climate and cultureStaffing Practices: The skills to better recruit, retain and develop effective teachers and school leadersFamily and Community Engagement: Increased academically focused family and community engagementEach RAC will be led by a Regional Achievement Director and staffed with specialists deeply knowledgeable in school turnaround principles:School climate & culturePrincipal leadershipQuality of instructionQuality of standards-based curriculum, assessment, intervention systemEffective use of data to improve student achievementEffective staffingAcademically-focused family & community engagementRedesigning school time
7Staffing the RACs Rigorous Selection Process Status of Hiring Focus on identifying and hiring strong educational leaders to serve on RAC teamsExample: Interview process for Literacy Specialists included:Teacher video observationsProfessional development presentationInterview questionsStatus of HiringInterviews are ongoing for each of the positionsRAC staff join this summer, in preparation to begin interventions in the fallRAC Staff TeamState Turnaround CoachState Elementary Literacy SpecialistState Secondary Literacy SpecialistState Mathematics SpecialistState Instructional SpecialistState Culture & Climate SpecialistState Data SpecialistState Human Capital SpecialistState Intervention SpecialistProject Manager
8Priority Schools will Hire or Appoint Content Leaders Priority Schools to identify staff who will support turnaround principles:Full-timeA Literacy Leader will focus on improving literacy instructionA Mathematics Leader will focus on improving mathematics instructionPart-timeA Climate and Culture Leader will focus on establishing a school environment with a climate conducive to learning and a culture of high expectationsA 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
9Successful 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 studentsBusiness Administrators –Reserve appropriate funds for intervention strategies (e.g. Title I)Board of Education – Understand the role of the RACs with Priority and Focus SchoolsTitle I Directors – Attend all Title I training sessions, incorporate School Improvement Plans (SIPs) with the Title I district planPriority & 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
10Accountability 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.
11RAC Approach ✓ ✓ ✓ Quality School Review (QSR) 1234Quality School Review (QSR)School Improvement Plan (SIP)School Accountability ManagementStudentPerformanceMajorelementTimingSpring and fall 2012Aug – Oct 2012Sept 2012 – OngoingOngoingDescriptionBaseline evaluation of schools on indicators based upon the 8 turnaround principles; replaces CAPACollaborative plan created by schools, districts, and the RAC staff for specific intervention activities against all QSR indicatorsClearly defined metrics to measure implementation progress and initial student outcomes on the SIP intervention activitiesStudent performance on 6-week formative assessments (Priority Schools and select Focus Schools); student performance on NJASK and HSPAIllustrative exampleTurnaround Principle: Quality of InstructionQSR 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 understandingSIP intervention activities on indicator:Targeted PD for teachers on high quality checks for understanding (e.g., wait time)50-day review95% attendance at targeted PD session50 – 70% of teachers observed used high quality checks for understanding100-day review70 – 90% of teachers observed used high quality checks for understandingFormative assessments:18 week assessment: 10 point increase from baseline in reading and mathNJASK:45% proficiency (4 point increase) in both math and reading in year 1✓✓✓
12School 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 achievementIllustrative dashboard:> 80% of milestones met at high qualityGoal met or exceeded> 50%, but <80% of milestones metGrowth observed but goal not met< 50% of milestones metNo growth & goal not metImplementation metrics:Outcome metrics:School Progress Report will be completed every 6-8 weeks and will include the following metrics:Implementation progress & qualityFormative assessment resultsAttendance resultsDiscipline resultsSurvey & focus group resultsBoth the Principal and the State Turnaround Coach will use the data dashboard to identify issues and opportunities throughout the yearTurnaround principleImplementation progress & qualityWeek 6 ProgressIndicatorIntervention strategy (SIP)ActualGoalResult1.School Leadership(1.6)Standards-based curriculum and aligned assessments is implementedImplement CCSS-aligned model curriculum and assessments across school.Form assess.MathELA2.Climate & Culture(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.AttendanceStudentTeacher3.Effective Instruction(3.5) Teachers demonstrate use of diagnostic, summative, and formative assessment data to differentiate instructionProvide 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 studentsDisciplineSuspendedExpelled5.Effective Staffing Practices(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 achievementSurveysTeacherParent / student6.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 basis7.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.NJASK/ HSPAMathELA8.Effective Family & Community Engagement(8.1) Families are engaged in academically related activities, school decision-making, and an open exchange of information on student progressProvide 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
14The Quiet Revolution & Model Curriculum Common Core State StandardsFewer, clearer, more rigorousInternationally benchmarkedCommonnessLeverage state and nation-wide expertise (46 States and DC)PARCC (23 States and DC)Continuous improvementModel 1.0 followed by Model 2.0Professional Development (content & grade specific)Parallel Development
15The 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.
16The 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.
17Model Curriculum 1.0 Version 1.0 Version 2.0 WHAT Students need to LearnHOWWe can best InstructWHENdo we know students have LearnedStandardStudent Learning ObjectivesInstructionFormative AssessmentsSummative/FormativeCCSS Standard 1SLO #1SLO #2Model LessonsModel TasksEngaging Instructional StrategiesEffective checks for understandingTeacher designed formative assessmentsUnit AssessmentSLOs 1-5CCSS Standard 2SLO #3SLO #4SLO #5General Bank of Assessment Items 2.0Student level learning reports - Professional development - Resource reviews
18Common Standards Require Common Assessments Common Core State Standards are critical, but just the first stepCommon Assessments aligned to the Common Core will help ensure the new standards truly reach every classroomQuality Implementation is required for students to reap the benefits of new standardsTALKING POINTSWhile the Common Core State Standards are a critical first step, they alone will not bring about the instructional changes necessary to improve student achievement and attainment. Creating common assessments grounded in common standards is the logical next step and will ensure the new standards truly reach every classroomCurrently, every state develops its own assessments, and for that reason our nation’s assessments:Are of varying quality and rigor and rarely point toward College- and Career-Readiness.Do not provide meaningful, real-time data for our educators, parents and policymakersCannot be compared from state to state, ensuring that students in Mass. And Miss. are receiving the same foundationNext generation assessments will:Provide a more complete picture of student performance against college- and career-ready expectationsUse current and future technologies to provide a meaningful assessment and useful dataMitigate Challenges associated with mobility—which is a major challenge in educationU.S Department of Education set aside $350 million of Race to the Top funding for awards to consortia of states to design and develop common K-12 assessment systems aligned to common, college- and career-ready standards. In Sept. 2010, the U.S. Department of Education awarded grants to the Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced Assessment Consortium (SBAC)
192 Optional Assessments/Flexible Administration PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11Performance-BasedAssessment (PBA)Extended tasksApplications of concepts and skillsRequiredEnd-of-YearAssessmentInnovative, computer-based itemsRequired2 Optional Assessments/Flexible AdministrationDiagnostic AssessmentEarly indicator of student knowledge and skills to inform instruction, supports, and PDNon-summativeMid-Year AssessmentPerformance-basedEmphasis on hard-to-measure standardsPotentially summativeUNIVERSAL DESIGNTo address the priority purposes, PARCC states are developing an assessment system comprised of four components. Each component will be computer-delivered and will leverage technology to incorporate innovations.Two summative, required assessment components designed toMake “college- and career-readiness” and “on-track” determinationsMeasure the full range of standards and full performance continuumProvide data for accountability uses, including measures of growthTwo interim, optional assessment components designed toGenerate timely information for informing instruction, interventions, and professional development during the school yearIn English language arts/literacy, an additional required, non-summative component will assess students’ speaking and listening skillsTALKING POINTSGraphic depiction of the assessment system. The system includes a suite of assessments and tools that, taken together, provide a more complete picture of student mastery of standards and progress throughout the year than is currently available on state assessments.Considerations Leading to 2 optional assessments:The cost of the assessmentsFlexibility on when to administer the optional assessmentsPossible disruption to school schedules caused by through-course assessment preparation and administrationThe amount of testing time needed to administer the assessmentsConstraints the distributed design might have on the flexibility of state and local educators to sequence instruction of the CCSS and to implement their own benchmark and formative assessment initiativesThe PARCC assessment system will:Include a mix of item types (e.g., short answer, richer multiple choice, longer open response, performance-based)Reflect the sophisticated knowledge and skills found in the English and math Common Core State StandardsMake significant use of technologyInclude testing at key points throughout the year to give teachers, parents and students better information about whether students are on track or need additional support in particular areasDiagnostic AssessmentsOne element of the reading diagnostic assessment is a text complexity tool, which will provide a diagnostic of a student’s ability to read texts independently in order to provide useful guidance to educators, parents, and students about appropriate texts for students when reading independently.These assessments will be useful for the implementation of the ELA/Literacy CCSS in the classroom, as they will help educators meet the demands of the ELA/Literacy standards to teach appropriately complex texts by helping teachers understand what “appropriately complex” really means.The diagnostic assessment in math will help educators understand the extent to which students have mastered the key ideas in mathematics ("highlighted domains") in order to pinpoint areas needing improvement or identify areas in which students are excelling. In addition, it will provide greater detail about students who are above and below grade level so teachers can individualize instructionTimeline: Expected Summer/Fall 2014HS AssessmentsTaken together, the PARCC assessment components comprise a comprehensive system of assessments that will provide timely information to teachers throughout the year, and provide students with meaningful information about their progress toward college and career readinessSpeaking and ListeningAssessmentLocally scoredNon-summative, required
20Assessment Transition Timeline Spring 2012NJ ASKAligned to NJCCCSSpring 2013NJ ASKAligned to the CCSSSpring 2014SYFull administration of PARCC assessments“Transitional Assessments”
21Timeline Through First PARCC Administration in 2014-2015 PARCC Tools & ResourcesPartnership Resource Center launchedProfessional development modules releasedK-2 Formative Tools ReleasedCollege-ready tools releasedDiagnostic assessments releasedSummative PARCC AssessmentsSpring2013SummerWinter2014FallWinter2015Spring2015Pilot/field testing beginsModel Instructional Units ReleasedExpanded field testing of diagnostic assessmentExpanded field testingOptional Diagnostic and Midyear PARCC AssessmentsStandard Setting in Summer 2015PARCC Assessment Implementation
23County Office Functions County offices will continue their normal functions and supports in districtsQSAC reviewsReview & approval of district budgetsAdministrator contract reviewsResolution of disputes (HIB)
24County 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.
25County 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.
27Title 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 SchoolsFundingRelease of Title I allocation notices30% Title I intervention reserveRAC Assurances
28Accountability Process Overview LEAs sign required assurances in AugustIndividualized School Improvement Plans (SIPs) are developed in partnership with LEAs and P&F SchoolsNJDOE approves School Improvement Plans at the end of October123Title I districtsLEAs submit RAC required assurances to RACsNJDOE provides preliminary approval of Title I District PlanLEAs that do not sign assurances do not receive Title I fundsLEAs hold funds in reserve for Priority and Focus School interventionsSchool Improvement Plans are finalized by LEA, school leaders, and RACsTitle I schoolwide Priority and Focus Schools receive an extension in submitting schoolwide plansPriority 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 PlanFunds in ‘Priority and Focus interventions’ reserve are available for useNon Title I districtsLEAs submit required assurances form to Executive Director for Regional AchievementNJDOE initiates action against LEAs that do not sign assurancesSchool Improvement Plans are finalized by RACs, LEA, and school leaderSchool Improvement Plans are submitted to NJDOE in late OctoberNJDOE approves School Improvement Plans
29Title I Interventions Reserve Districts will sign a RAC assurance and set aside funds in a “Priority and Focus Intervention” reserveReserve will be 30% of Title I fundsAll other Title I funds will be available for use by districtTitle I funds may be used forEmbedded literacy, math, data, and climate and culture leadersLiteracy and math interventions for students two or more years behindTechnology upgrades to support Common Core and formative assessment implementation
30Summary of Required RAC Assurances Title I districtsNon Title I districtsCommitment 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 SchoolsTitle I 30% Priority and Focus intervention reservePriority Schools only:Qualified turnaround principalCommon Core aligned curriculumSchool leaders in math, literacy, data, climate and cultureCommitment 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
31Title I Key DatesMid-July: Title I districts scheduled to receive allocation notices (tentative)Title I Districts with P&F Schools must reserve 30% of funds for RAC interventionsMid-July: FY 2013 NCLB Consolidated Subgrant application scheduled forrelease on the Office of Grants Management Web PageJuly 17: Title I Director’s workshopJuly 18: Title I Director’s workshopJuly 24: Title I Director’s WorkshopOctober 31: School Improvement Plans submitted to RACsFY 2013 NCLB Consolidated Subgrant application due (tentative)
32RAC Executive Directors for Regional Achievement
33Overview of the ED role: Executive Directors for Regional AchievementIntroductions of EDs with us today: Gayle Griffin Mario Barbiere Scott RixfordOverview of the ED role:Master educators highly knowledgeable about the eight turnaround principlesExperienced at working closely with district leadersLeadership of the RACsManagement of the RAC teams in the schools
34Regional Achievement Center Mission & Guiding Principles 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.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.
35RAC Turnaround Principles School Climate and Culture: A climate conducive to learning and a culture of high expectationsSchool Leadership: The principal has the ability to lead the turnaround effortStandards 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 adoptedInstruction: Teachers utilize research-based effective instruction to meet the needs of all studentsUse of Time: Time is designed to better meet student needs and increase teacher collaboration focused on improving teaching and learningUse of Data: School-wide use of data focused on improving teaching and learning, as well as climate and cultureStaffing Practices: The skills to better recruit, retain and develop effective teachers and school leadersFamily and Community Engagement: Increased academically focused family and community engagementIdentify schoolsAssess needs Quality School Review (QSR) and School Improvement PlanImplement targeted interventions aligned to proven turnaround principlesEach RAC will be led by a Regional Achievement Director and staffed with specialists deeply knowledgeable in school turnaround principles:School climate & culturePrincipal leadershipQuality of instructionQuality of standards-based curriculum, assessment, intervention systemEffective use of data to improve student achievementEffective staffingAcademically-focused family & community engagementRedesigning school time
36RAC support model: field-based teams partner with Priority and Focus Schools Chief Academic OfficerPenny MacCormackSchool Improvement DirectorExecutive Directors for Regional Achievement lead RAC teams and work directly with LEA leadershipExecutive Director 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 ManagerState Turnaround Coaches work directly with principals and ensure interventions are coordinated & cohesiveContent-area specialists partner with school leaders (e.g., data leader) and staff to build capacity in specific turnaround areasProject Managers monitor the progress and success of RAC interventions
37RAC Focus: Capacity Building, Sustainability, Shared Accountability RAC teams spend 90% of time in Priority and Focus SchoolsPriority Schools will hire or identify leaders in math, literacy, data, and climate and cultureRAC teams partner with school leaders to build school-level capacity in Priority and Focus SchoolsCapacity buildingRACs work with P&F Schools to align Title I and/or district funds with School Improvement PlansPriority Schools receive RAC support for three years at a minimumFocus Schools receive RAC support for two years at a minimumSustainabilityRAC staff are equally accountable for Priority and Focus School successSeven-week cycle is used to report on P&F School progress against goalsPriority 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 actionShared Accountability
39Regional Achievement Centers / District Partnership Timeline Week of:4/2RAC account launch4/11LEA Superintendents notified of Priority, Focus or Reward status schoolsRAC website launched4/16RAC information webinar held for P&F district Superintendents4/23Communication support tools for staff & families shared with P&F superintendentsPlanning survey sent to LEAs4/30LEA Principal appeals due (5/2)LEA planning survey due (5/4)5/7RAC presentation for staff and Boards of Education posted on RAC website5/14Decisions on staffing appeals from DOE to districts5/215/286/4Title I technical assistance workshop for schoolwide program planning (6/5)6/11Curriculum alignment requests sent to P&F schoolsInvitation to Regional RAC field meetings sent to P&F Sups, BAs, Title I Dir., and P&F Principals6/18FAQs and calendar ed to P&F superintendentsCCSS aligned curriculum approval forms due to by6/25All model curriculum unit SLO’s complete and available on website atnj.gov/education/modelcurriculum/RAC Executive Directors (EDs) meet with P&F leaders7/27/9Title I districts tentatively scheduled to receive allocation noticesTitle I districts with P&F Schools reserve funds for interventions7/16Title I Director’s workshop on 7/17Title I Director’s workshop on 7/18FY 2013 NCLB Consolidated Subgrant application scheduled to be released7/23Title I Director’s Workshop on 7/247/308/6SIG schools leadership training scheduled for August 6-108/13Model curriculum assessment 1 available on website ateducation/modelcurriculum/District and school leader training with RACs (8/13 - 8/15) Priority School requirement; Focus School strongly recommendedRAC staff and P&F Schools begin development of School Improvement Plans (SIPs)8/208/27P&F LEAs submit required RAC assurancesFY 2013 NCLB Consolidated Subgrant application tentatively due9/3First week of schoolOfficial RAC launch9/10Modified QSRs for Priority Schools9/179/2410/210/810/1510/22School Improvement Plans (SIPs) finalized with RACs10/29All SIPS submittedSchool Progress Report #111/5Regional Achievement Centers / District Partnership Timeline
40Partnership Role of the EDs Expectations and importance of district support: Our joint philosophyBreak-out sessions where we can answer your individual questions