Educating Today to Enhance Tomorrow

1. Basic Knowledge of New Jersey Education Law and Practice Paula Bloom, Robert Bumpus, Delia Menendez and Monica Tone Educating Today to Enhance Tomorrow

2. NJDOE Goal The central goal of the NJDOE is to ensure that all children, regardless of life circumstances, graduate from high school ready for college and career.

3. New Jersey Public Education Structure • State Board of Education-13 people appointed by the Governor with consent from State Senate (6 year terms) • adopts the administrative code (N.J.A.C. 6 & 6A), which sets the rules needed to implement state education law (N.J.S.A. 18A); • advises on educational policies proposed by the Commissioner ; and • confirms Department of Education staff appointments.

4. New Jersey Public Education Structure (cont.) • Department of Education led by the Commissioner of Education appointed by the Governor with consent from the State Senate • administers state and local aid for public and nonpublic schools affecting more than 1.3 million students; • ensures that local schools comply with state and federal laws and regulations; and • provides assistance to and monitors activities of local school districts, regulates teacher education programs, licenses teachers and other educators, sets standards for school improvement administers statewide assessments to measure student achievement.

5. New Jersey Public Education Structure (cont.) • County Office of Education 21 offices located in each county to support over 600 districts, over 90 charter school and numerous nonpublic schools to: • Provide districts/charters with the information/assistance/training to implement NJDOE initiatives; • Approve school district budgets, transportation contracts; • Approve contracts for school superintendents, assistant superintendents and business administrators; • Monitor districts through the QSAC process and assist with other state-level monitoring; • Issue substitute teaching certificates to individuals seeking jobs in schools; • Review NCLB and IDEA applications at the first level; • Conduct test breech and HIB (harassment, intimidation and bullying) investigations; • Inspect school buildings and grounds in all districts and charter schools; and • Respond to 1,000’s of phone calls, letters, e-mails, walk-ins from parents, school staff, and community on all kinds of school-related issues.

6. New Jersey Public Education Structure (cont.) • Local School Boards- • State establishes the broad parameters through statute and code within which school districts must operate, local school boards set the policies and procedures that most directly affect district students and staff. • District policies and procedures include the following: • Conduct of Board Meetings • Operational Matters • Educational Programs and Standards • Student Matters • Staffing Matters

8. N.J.A.C. 6A:32, School District Operations • Governs the daily operations of schools • Student records including maintenance and security, N.J.A.C. 6A:32-7.4; • Access to Student Records N.J.A.C. 6A:32-7.5; • Conditions for access to student records N.J.A.C. 6A:32-7.6; and • Student enrollment N.J.A.C. 6A:32-8.3.

9. Transfer Card

10. NJ Standards Measurement and Resource for Teaching (NJSMART) • Student Data • Attendance for the last five years including dates and locations (schools) • Special Education Status • Test Scores • Student Identification Numbers • Access to data in NJ SMART

11. Attendance and Truancy, N.J.A.C. 6A:16-7.8 • Districts have a legal responsibility to notify the parent or guardian of every student for every unexcused absence; • District must investigate and then develop a plan for each student to maintain regular attendance; • If a student has more than 10 unexcused absences they are considered truant and the district must refer the student to the court programs in the Administrative Office of the Courts.

12. Special Education Procedural Safeguards, N.J.A.C. 6A:14-2 • It is the district’s responsibility to protect the student’s rights and in order to do so they have the responsibility to determine who has the parental rights or is the surrogate for all special education issues. • Contact the Office of Special Education for more information • (609) 292-0147

13. New Jersey Quality Single Accountability Continuum (QSAC) • The Quality Single Accountability Continuum (QSAC) is the Department of Education’s monitoring and evaluation system for public school districts. • QSAC, while compliance-driven, also focuses on assistance, capacity-building and improvement.

14. New Jersey Quality Single Accountability Continuum (QSAC) • Designed to be comprehensive accountability system that consolidates and incorporates the monitoring requirements of applicable state laws and programs and complements federally required improvements.

15. New Jersey Quality Single Accountability Continuum (QSAC) • Focuses on monitoring and evaluating school districts in five key components that, based on research, have been identified as key factors in school effectiveness. • Instruction and Program • Fiscal Management • Governance • Personnel • Operations

16. New Jersey Quality Single Accountability Continuum (QSAC) • Each year, all school districts are required to complete a Statement of Assurance (SOA) on specific indicators for each of five QSAC components. • Every three years, districts also complete a District Performance Review (DPR), which also includes indicators from the five components.

17. New Jersey Quality Single Accountability Continuum (QSAC) • The SOA (annually) and the DPR must be approved by the district board of education. • Once every three years, the Executive County Superintendent and staff conduct a full QSAC review, which includes a desk audit and onsite visit to determine compliance with the SOA and DPR requirements.

18. New Jersey Quality Single Accountability Continuum (QSAC) • The full review consists of a review of information available in the county office by way of a desk audit and then through discussion in the district with central office staff during the onsite visit. • During the onsite visit, documents are also reviewed to verify the district has satisfied each indicator contained in the DPR .

19. New Jersey Quality Single Accountability Continuum (QSAC) • Following interviews with central office staff and documentation review, visits are made to schools in the district. Interviews are conducted with teachers, followed by classroom walkthroughs, to determine curriculum implementation. • At the completion of the QSAC review and onsite visit, the County Office of Education staff evaluate the district’s performance by scoring the DPR (district performance review).

20. New Jersey Quality Single Accountability Continuum (QSAC) • Each of the five components of the DPR must receive a score of 80% or higher in order for the district to be designated as “high performing.” • The Commissioner of Education issues the district a placement letter along with the QSAC report (DPR), which includes scores for each of the five QSAC components. • The State Board of Education certifies high performing districts for a period of three years.

21. New Jersey Quality Single Accountability Continuum (QSAC) • If any component of the DPR receives a score of less than 80%, the district must develop a District Improvement Plan (DIP) to address the failed indicators. • The county office of education provides assistance to the district while it implements its DIP and then conducts interim reviews of progress on a six-month basis.

22. Statement of Assurance Items • Provides for the safety and protection of students through the annual review, development and implementation of a memorandum of agreement (MOA) with law enforcement and implementation of board-approved policies to facilitate cooperation between school staff and law enforcement (N.J.A.C. 6A:16-6.1); • Adopts and implements policies and procedures designed to report missing and abused children to law enforcement and child welfare authorities. Appoints and school district liaison and provides training to district employees, volunteers and interns working in the school district (N.J.A.C. 6A:16-11); and • Ensures that each school building has a multidisciplinary team (such as Intervention and Referral Services Team, Pupil Assistance Team and School Resource Committee), as part of its coordinated system for the planning and delivery of intervention and referral services (N.J.A.C. 6A:16-8).

23. Compulsory Education Law N.J.S.A. 18A:38-25 Attendance required of children between six and 16 • “Every parent, guardian or other person having custody and control of a child  between the ages of six and 16 years shall cause such child regularly to attend  the public schools of the district or a day school in which there is given  instruction equivalent to that provided in the public schools for children of  similar grades and attainments or to receive equivalent instruction elsewhere  than at school.”

24. Support services • Intervention and Referral Services (I & RS) • Child Study Teams (CST) • School Based Youth Services (SBYS)

25. SUBJECT TO REVISION New Jersey Department of Education Priority and Focus superintendent/LEA leader webinar

26. Context for the Regional Achievement Centers (RACs) Through New Jersey’s waiver from provisions of the Elementary and Secondary Education Act (ESEA), the Department of Education has developed a new school accountability system to replace certain provisions of No Child Left Behind. 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 The Department is undergoing a fundamental shift from a system of primarily oversight and monitoring to service delivery and support

27. Regional 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.

28. Regional Achievement Centers approach • 8 Turnaround Principles • School Climate and Culture: A climate conducive to learning and a culture of high expectations • School Leadership: The principal has the ability to lead the turnaround effort • Standards 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 adopted • Instruction: Teachers utilize research-based effective instruction to meet the needs of all students • Use of Time: Time is designed to better meet student needs and increase teacher collaboration focused on improving teaching and learning • Use of Data: School-wide use of data focused on improving teaching and learning, as well as climate and culture • Staffing Practices: The skills to better recruit, retain and develop effective teachers and school leaders • Family and Community Engagement: Increased academically focused family and community engagement • Identify schools • Assess needs Quality School Review (QSR) and School Improvement Plan • Implement targeted interventions aligned to proven turnaround principles

29. Regional Achievement Centers approach • Demonstrated or completed 1 2 3 4 Student performance Quality School Review (QSR) School Improvement Plan (SIP) School Progress Management Major element Timing Spring and fall 2012 Aug – Oct 2012 Sept 2012 – ongoing Ongoing Description Baseline evaluation of schools on indicators based upon the 8 turnaround principles; replaces CAPA Collaborative plan created by schools, districts, and the RAC staff for specific intervention activities against all QSR indicators Clearly defined metrics to measure implementation progress and initial student outcomes on the SIP intervention activities Student performance on 6-week formative assessments (Priority Schools and select Focus Schools); student performance on NJASK and HSPA • 50-day review • 95% attendance at targeted PD session • 50 – 70% of teachers observed used high quality checks for understanding • 100-day review • 70 – 90% of teachers observed used high quality checks for understanding Illustrative example • Turnaround Principle: Quality of Instruction • QSR 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 understanding ✓ • Formative assessments: • 18 week assessment: 10 point increase from baseline in reading and math • NJASK: • 45% proficiency (4 point increase) in both math and reading in year 1 • SIP intervention activities on indicator: • Targeted PD for teachers on high quality checks for understanding (e.g., wait time) ✓ ✓

30. Chief Academic Officer Tracey Severns RAC support model: field-based teams partner with Priority and Focus Schools School Improvement Director- Paula White Executive Director for Regional Achievement (7) Executive Directors for Regional Achievement lead RAC teams and work directly with LEA leadership State Turnaround Coaches work directly with principals and ensure interventions are coordinated & cohesive Content-area specialists partner with school leaders (e.g., data leader) and staff to build capacity in specific turnaround areas Project Managers monitor the progress and success of RAC interventions

31. RACs are organized geographically; each RAC field team has an office within the region Subject to revision • Indicates Regional HQ

32. Educational Stability law and the local school district

33. STUDENT REGISTRATION • PROOF OF ADDRESS • GUARDIANSHIP • MEDICAL RECORDS • SCHOOL RECORDS • BIRTH CERTIFICATE • OTHER, DEPENDING UPON THE DISTRICT POLICY

34. INTERVENTION AND REFERRAL SERVICES (I&RS)Before Special Education Services Administrative Code Chapter 16 Programs to Support Student Development Subchapter 8 6A:16-8.1 Establishment of intervention and referral services 6A:16-8.2 Functions of intervention and referral services 6A:16-8.3 School staff and community member roles for planning and implementing intervention and referral services

35. SPECIAL EDUCATIONN.J.A.C.6A:14 • REFERRAL PROCESS • TIMELINES • CHILD STUDY TEAM • SPECIAL EDUCATION CLASSIFICATIONS • CONTINUUM OF SERVICES

36. Section 504 of the Rehabilitation Act of 1973, as amended
29 U.S.C. § 794 • Not Special Education • Services

37. SCHOOL BASED YOUTH SERVICES • COUNSELING • PREVENTION • MENTORSHIP

38. TRANSPORTATION • Address Verification • Cost • Time on the Bus

39. Useful NJDOE Websites • Information & Services by County - http://www.state.nj.us/education/counties/ • Homeless Education - http://www.state.nj.us/education/students/homeless/ • Keeping Kids Safe, Social Services - Child Abuse, Neglect & Missing Children- http://www.state.nj.us/education/students/safety/socservices/abuse/training/

40. Useful NJDOE Websites • Keeping Kids Safe, Student Behavior - Intervention & Referral Services - http://www.state.nj.us/education/students/safety/behavior/irs/ • New Jersey Department of Education - Special Education - http://www.state.nj.us/education/specialed/ • School Finance: Student Transportation http://www.nj.gov/education/finance/transportation/