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STATE BOARD OF EDUCATION UPDATE DECEMBER 7, 2011 AYP DETERMINATIONS ESEA WAIVER

STATE BOARD OF EDUCATION UPDATE DECEMBER 7, 2011 AYP DETERMINATIONS ESEA WAIVER. 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.

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STATE BOARD OF EDUCATION UPDATE DECEMBER 7, 2011 AYP DETERMINATIONS ESEA WAIVER

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  1. STATE BOARD OF EDUCATION UPDATE DECEMBER 7, 2011 AYP DETERMINATIONS ESEA WAIVER

  2. 2011 AYP TARGET INCREASE

  3. 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

  4. 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

  5. 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

  6. 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

  7. 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

  8. AMBITIOUS, ACHIEVABLE, ANNUAL MEASURABLE OBJECTIVES • 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

  9. SYSTEM OF DIFFERENTIATED RECOGNITION, ACCOUNTABILIY AND SUPPORT • 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%

  10. 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.

  11. 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

  12. 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

  13. 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

  14. 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

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