Preparing Students in the 21 st Century NJ Department of Education Initiatives

1. Preparing Students in the 21st CenturyNJ Department of Education Initiatives County School Board Association Programs 2009-10 Janis Jensen, Director Office of Academic Standards Janis.jensen@doe.state.nj.us

2. Vision New Jersey will educate all students to prepare them to lead productive, fulfilling lives. Through a public education system that is seamlessly aligned from pre-school through college, students will gain the requisite academic knowledge and technical and critical thinking skills for life and work in the 21st century.

3. 2009-2010 Initiatives • 2009 Core Curriculum Content Standards • Curriculum Development • Assessment • Professional Development • Secondary Education Transformation • Standards and Assessment Code • Graduation Requirements • Option 2 • Personalization

4. 21st Century Standards: Why are they different? • 1996-2009: What has changed? • New and Emerging Technologies • Our students are digital Learners • http://www.edutopia.org/digital-generation • Key Global Trends • Economic globalization and the rise of Asia • Demographics are changing • Role of citizens has evolved and expanded

5. 21st Century Standards: Howare they different? • Align with knowledge and skills needed in the digital age for post secondary opportunities and the workplace. • Focus on developing 21st Century Literacies *Access, evaluate and synthesize vast amounts of information *Apply knowledge and skills to personal, workplace or global situations *Create, collaborate, cooperate and collectively and ethically act

6. 2009 Revised Core Curriculum Content Standards • Hallmark of Revised Standards • Integration of 21st Century Themes and Skills • Integration of Technology • Integration of Global Perspectives • Community and international involvement in learning, both face-to-face and online • Cross Content Integration • Timely Content with upgrades in skills to reflect 21st century literacies • Higher, Clearer and Fewer • CPIs and Standards Support Materials • Meaningful and relevant learning in 21st century contexts • Authentic student collaboration and in-depth learning • Performance assessment that enables transfer • Linked to website with interactive PD platform

7. Classroom Applications Content Area Grade or Grade Cluster Standard and Strand Essential QuestionsEnduring Understandings • Instructional Focus • Sample Assessment Items • Instructional/Assessment Strategies • Interdisciplinary Connections • Technology Integration • Global Perspectives- Perspective Consciousness “State of the Planet” AwarenessCross-cultural Awareness Knowledge of Global DynamicsAwareness of Human Choices

9. N.J.A.C. 6A:8-1.1 Standards and Assessment Code Twenty-first century themes and skills are integrated into all content areas. i. Themes: (1) Global Awareness; (2) Financial, Economic, Business and Entrepreneurial Literacy;(3) Civic Literacy; and (4) Health Literacy ii. Learning and Innovation Skills: (1) Creativity and Innovation; (2) Critical Thinking and Problem Solving; and (3) Communication and Collaboration Skills iii. Information, Media and Technology Skills; and iv. Life and Career Skills: (1) Flexibility and Adaptability; (2) Initiative and Self-Direction; (3) Social and Cross-Cultural Skills; (4) Productivity and Accountability; and (5) Leadership and Responsibility

10. N.J.A.C. 6A:8-3 Implementation of the CCCS District boards of education shall be responsible for the review and continuous improvement of curriculum and instruction based upon changes in knowledge, technology, assessment results, and any modifications to the Core Curriculum Content Standards 1. District boards of education shall include interdisciplinary connections throughout the K through 12 curriculum. 2. District boards of education shall integrate into the curriculum the following 21st century themes and skills: i. Twenty-first Century Themes: ii. Learning and Innovation Skills: iii. Information, Media and Technology Skills; and iv. Life and Career Skills:

11. Standards Snapshot • Visual and Performing Arts • NAEP framework: creating, performing, responding • How the arts are valuable in an increasingly interconnected world community • Health and Physical Education • Global perspectives about health and wellness through comparative analysis of health-related issues, attitudes and behaviors in other countries; • Language Arts Literacy and Mathematics • Common Core Standards- research-based, evidence-based and internationally benchmarked

12. Common Core Standards Initiative in Mathematics and Language Arts • Coordinated by NGA, CCSSO in partnership with Achieve, ACT and College Board • Goal: a common core of state standards adopted voluntarily • 50 states signed on • Work group, Feedback group, Validation Committee • Standards: research and evidence-based, internationally benchmarked • College/career ready standards- July 2009 • Grade-by-grade standards- February 2010 • State adoption process • Next step:National Assessments

13. The Common Core Addressing the Global Achievement Gap The gap between what even our best schools are teaching and testing VERSUS The skills all students will need for careers, college and citizenship in the 21st century The Skills: • Critical Thinking and Problem Solving • Agility and Adaptability • Initiative and Entrepreneurialism • Effective oral and Written Communication • Accessing and Analyzing Data • Curiosity and Imagination (Wagner, 2009)

14. Standards Snapshot • Science • Learning progressions- core scientific principles • Is experienced as an active process where inquiry is central to learning • Social Studies • Thinking analytically about how past and present interactions of people, cultures and the environment affect issues across time and culture • Active Citizenship in the 21st Century • World Languages • Communication and use of digital tools to build communicative competence

15. Standards Snapshot • Technology • International technology and technology education standards and P21 framework • Synthesize and create new knowledge • Understand global interdependencies and development of multiple perspectives, • 21st Century Life and Careers • Make informed life and career decisions • Make informed consumer and financial decisions • Inclusion of career and technical standards to foster integration of other content standards

16. What does it look like? Integrating Global Perspectives Comprehensive Health and Physical Education: Determine the effect of accessibility and affordability of healthcare on family, community, and global health. 21stCentury Life and Careers: Compare and contrast how traditional and nontraditional occupational roles have changed or remained the same regionally, nationally and globally. Mathematics: Use data generated by a mathematical model of a situation or event in the world to make and defend a decision. Technology: Analyze the ethical impact of a product, system, or environment, worldwide, and report findings in a web-based publication that elicits further comment and analysis.

17. 21st Century Curriculum How must curriculum be redesigned to meet the new standards? • Focus: • Process of curriculum development • Professional development needed to integrate: • Technology • 21st century themes and skills • Project-based Learning approaches • Customization of learning

18. 2009 New Jersey Curriculum ProjectAligned to the 2009 New Jersey CCCS • Partnership led initiative • Goal: Design a process and exemplar unit plans and accompanying lesson plans that may be used by districts as models for the development of local curricula • Emphasis: 21st century themes/skills, project-based learning approaches, use of technology • Products:Curriculum Design Template Unit Overview Template Lesson Plan Template Content Area Exemplars

19. Creating 21st Century New Jersey Schools Phase 1 (2009-10) Awareness and Familiarization Phase 3 (2011-12) Sustaining the Change Phase 2 (2010-11) Critical Transformations

20. A blended model of professional development including online learning, 2.0 tools, virtual and face-to-face professional learning communities, and value-added on site training opportunities • Offered to all stakeholders in a systemic fashion • Planned and delivered statewide in phases

21. METHODS OF DELIVERY • The modules will be supported by online learning in the following formats: • On Site learning and Professional Learning Communities • DOE Content Specialists and ETTC’s • Independent Consultants • Professional Development Partnerships • Model schools and programs/Visitations • Universities Online Courses Podcasts Webinars Social Networks Web site

22. 6A:8-3.1 Implementation of CCCS • Aligned with professional standards and student standards • Improve content and pedagogy • Individual and collaborative PD (in and across content areas and grade levels) to review student work, analyze classroom assessments and other achievement data, critique lesson plans, and solve instructional problems; and • Evaluation and analysis of professional development results in order to improve professional development

23. Time Lines for Adoption: Revised CCCS and Implementation of Revised Curricula

24. What is Required? NJQSAC • Districts undergoing NJQSAC during the upcoming academic year should currentlyhave all curricula aligned to the 2004 standards • Districts should be engaged in the development of new curriculum aligned to the revised standards in order to meet the 2011-12 curriculum adoption and implementation timelines.

25. Transforming High SchoolsThe single biggest predictor of post-high school success is the QUALITY AND INTENSITY OF THE HIGH SCHOOL CURRICULUM. Many students—but especially low income and minority students—trapped in courses that don’t prepare them for much of anything.

26. Too Many N.J. Students Drop Out of the Education Pipeline Source: National Center for Public Policy & Higher Education, Policy Alert, April 2007. Data are estimates of pipeline progress rather than actual cohort.

27. New Jersey Public College and University Remediation Rates Among first time students **Estimate

28. Community College Remediation Rates First-time, full-time students who graduated from high school in Spring 2004 and enrolled at a community college in Fall 2004.

29. New Jersey Employer’s Satisfaction Levels with Entry-Level Employees 2006 NJBIA Business Outlook Survey

30. Essential Elements of Transformed Secondary Schools (Grades 6-12) Policy Student-centered learning environment Leadership Personalization Learning and Teaching

31. Secondary Education Transformation Essential Elements • Transformed Teaching and Learning • Revised Standards and assessments • Transformed Policy • Graduation requirements are aligned to credit-bearing college courses for all students • State and local accountability policies reflect Essential Elements • Transformed Personalization • Personalized Student Learning Plans • Revised Option ii • Transformed Leadership • Building school’s capacity to create and sustain effective instructional programs in student-centered environments

32. Standards and Assessment Code Graduation Requirements

33. Graduation Requirements * = no change in requirement

34. Standards and Assessment Code: Other Changes • Enable students to pursue a variety of personalized learning opportunities through Option 2 • Provide district graduation requirements each year evaluated through QSAC to the executive county superintendent • Implement personalized student learning plans for students in grades 6-12 after two-year pilot project and evaluation conducted by DOE, beginning in 2009-2010

35. Student Centered Learning Environment • Focusing on the personal and intellectual development of students ~Learns in an intellectually challengingenvironment ~Has access to personalized learning and to qualified, caring adults. • Honoring individual differences and committing to high expectations for all ~Is prepared for success in college or further studyand foremployment in a global environment.  • Supporting innovative thinking, reflection, exploration, and continuous professional learning • Creating a pervasive culture of respect and mutual help ~Learns in an environment that is physically and emotionally safe. • Building a mutually influential relationship among the school, its families, and its community ~ Is connected to the school and broader community.

36. Organization for Economic Cooperation and Development Top of Class (2009) • Based on study of education and intergovernmental research and PISA data; identifies characteristics of excellence in schools and how students can achieve optimal performance • The world is indifferent to past expectations. Success in the 21st century belongs to countries that are swift to adapt, slow to complain and open to change … • Definition of “top performance”: The functional ability to extract knowledge and apply it to personal, social or global situations • Routine cognitive skills that can be digitized, automated or outsourced, are no longer sufficient to be successful in the global economy

37. Reflection: Leading • Leading in a time of rapid change is significantly different from and more challenging than leading when conditions are stable. • Today, if you are not a visionary and if you are not creating change, you are not leading. • Furthermore, if you are truly leading, you are probably upsetting some people. • Those who think stability and tradition will protect them, are condemning their followers to a collision with future conditions.