To update and establish the intent of the chapter  Incorporates “college and career readiness” into the purpose of the chapter.  Redefines the Core Curriculum Content Standards (CCCS) to include the Common Core State Standards (CCSS) in ELA and mathematics.  Implements a statewide assessment system that will include achievement of the CCSS.

To reflect changes in law and code  Deletes definition and use of Adequate Yearly Progress (AYP) and replaces it with Annual Measurable Objectives (AMO) (ESEA waiver)  Replaces references to the Quality Assurance Annual Report (QAAR) with the Quality Single Accountability Continuum (QSAC)  Changes “vocational education” to “career and technical education” (Perkins Act)  Replaces references to the Special Review Assessment (SRA) with the Alternative High School Assessment (ASHA)

To reflect changes in definitions or terminology  Changes reference to the CCCS content area from “technological literacy” to “technology”  Redefines “structured learning experiences” to match 6A: 19  Adds the new definition of “Twenty-first century themes and skills” to clarify 6A:8-3(c)2  Updates the definition of career and technical education to reflect their alignment to the CCSS

To eliminate outdated or redundant references  Removes references to Professional Development Standards and local professional development plans addressed in 6A:9  Removes references to “additional evaluation” of district boards of education because it was associated with QAAR  Removes the Appendix, which contained AYP targets  Removes references and timelines associated with outdated standards.  Deletes references to high school competency assessments and adds the requirement to develop new high school assessments to measure the CCSS in ELA and mathematics

To enhance clarity  Adds “at-risk of failure” to clarify that modifications described in the subsection on instructional tools and resources applies to students at-risk of failure  Deletes the 2 year timeline for personalized student learning plans pilot and evaluation program to clarify that the regulation imposes no mandate  Establishes that the ASHA is submitted for review to the DOE in Trenton, not to the exec. county superintendent  Stipulates that the Department’s student achievement reporting requirement includes aggregated and disaggregated data for students with disabilities and ELLs

To provide more time and flexibility for districts to fulfill requirements  Adds “business” to the 10 days districts have to transmit any official records, including students transcripts  Replaces “cumulative progress indicators” with “indicators” to enable districts to use other measurements to assess progress (formative and summative assessments)  Changes the reporting requirement for chief school administrators to present assessment data from 30 to 60 days  Allows districts to select the delivery format to meet requirements of 6A:8-3(b)1-4 (opportunities to provide information about career interests and specialized programs that reflect the needs of students and the community)