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NJASA February 23 rd , 2012

NJASA February 23 rd , 2012. Our conversation today. What I bring to the NJDOE CCSS overview Regional Achievement Centers overview Four levers of change and delivery What you can expect of me. What I bring to the NJDOE. Knowledge of curriculum, assessment, instruction and

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NJASA February 23 rd , 2012

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  1. NJASA February 23rd, 2012 Source:

  2. Our conversation today • What I bring to the NJDOE • CCSS overview • Regional Achievement Centers overview • Four levers of change and delivery • What you can expect of me

  3. What I bring to the NJDOE Knowledge of curriculum, assessment, instruction and The strategies needed for getting these resources to those who want them and can best improve them

  4. Curriculum & Assessment Foundation Teacher Should I alone decide what students need to learn in Chemistry, Biology, Health? Principal • PLCs using common assessments to share and learn from each other was the most powerful tool for improving student achievement. District leader • District curriculum with assessments can help to drive improved student achievement. State leader • How can the DOE best support districts and schools to implement CCSS and improve student achievement?

  5. The Quiet Revolution 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 • Version 1.0 followed by Version 2.0

  6. The 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.

  7. The 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.

  8. Model Curriculum Unit

  9. Model Curriculum 2.0: IIS Leveraging Technology CCSS aligned unit-based SLOs Quality 6-week unit assessments Model Lessons by SLO Model formative assessments Instructional resource rating system School, Classroom, Student level assessment reports by SLO Item bank Professional Development: Content & Instructional/Assessment support

  10. Context for the Regional Achievement Centers (RACs) The Department is undergoing a fundamental shift from a system of oversight and monitoring to service delivery and support 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

  11. Regional Achievement Centers overview • 8 Turnaround Principles • School climate & culture • Principal leadership • Quality of instruction • Quality of standards-based curriculum, assessment, intervention system • Effective use of data to improve student achievement • Effective staffing • Academically-focused family & community engagement • Redesigning school time Identify schools struggling the most • Based on NCLB waiver guidelines, NJDOE identifies Priority and Focus Schools this spring Assess needs and develop plans • Quality School Reviews (QSR) are conducted • Comprehensive School Improvement Plans are developed collaboratively • Clear performance metrics are defined Provide targeted interventions aligned to proven turnaround principles • RACs led by a Regional Achievement Director and staffed with specialists knowledgeable in school turnaround principles

  12. Regional Achievement Centers design Great People Optimally staffed RACs Clear Plans Well-researched intervention strategies tied directly to accountability metrics Effective Tools High-quality resources that maximize fidelity of implementation Stakeholder Commitment DOE culture and statewide commitment to RAC success

  13. RACs are organized geographically; each RAC will have an office within the region Subject to revision

  14. Four Levers of Change and Delivery It is a moral imperative that we work together to prepare every child for college and career. Academics: What do students need to learn? Talent: How is that learning best delivered? Performance: How are we doing? Innovation: How can we continue to improve? RACs: “Boots on the ground”

  15. What you can expect of me… Willingness to listen, learn & reflect Quiet determination Persistence Resilience “Be the change you wish to see in the world” Ghandi

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