New Jersey Department of EducationRAC Partnership Regional Meetings

June 26/27/28, 2012

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Purpose of RAC regional meetings:

• Provide progress updates• Provide an update on the model curriculum• Clarify county office role• Provide Title I updates• Introduce the Executive Directors for Regional Achievement• RAC partnership preparation• Share key dates• Answer questions

Regional Achievement Centers (RACs)

Welcome

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RAC Updates

Context for the Regional Achievement Centers (RACs)

Through New Jersey’s approved federal waiver from provisions of the Elementary and Secondary Education Act (ESEA), the 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

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The Department is undergoing a fundamental shift from a system of

primarily oversight and monitoring to service delivery and support.

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RAC locations are organized geographically…. Each RAC field team will have an office within the region

• Indicates Location of Regional HQ

Counties Region RAC Location

Morris - Sussex - Warren 1 No office

Bergen - Passaic 2 Passaic County Office, Paterson

Essex - Hudson 3 LRC, East Orange

Hunterdon - Mercer - Somerset - Union

4 DOE, Trenton

Middlesex – Monmouth - Ocean

5 Monmouth County Office, Neptune

Camden - Burlington 6 In discussion

Atlantic - Cape May - Cumberland - Salem - Gloucester

7 Gloucester County Office, Clarksboro

The Key to Accountability: RAC Turnaround Principles

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8 Turnaround Principles 1. School Climate and Culture: A climate conducive to learning and a culture

of high expectations2. School Leadership: The principal has the ability to lead the turnaround

effort3. 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

4. Instruction: Teachers utilize research-based effective instruction to meet the needs of all students

5. Use of Time: Time is designed to better meet student needs and increase teacher collaboration focused on improving teaching and learning

6. Use of Data: School-wide use of data focused on improving teaching and learning, as well as climate and culture

7. Staffing Practices: The skills to better recruit, retain and develop effective teachers and school leaders

8. Family and Community Engagement: Increased academically focused family and community engagement

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RAC Staff Team

State Turnaround Coach

State Elementary Literacy Specialist

State Secondary Literacy Specialist

State Mathematics Specialist

State Instructional Specialist

State Culture & Climate Specialist

State Data Specialist

State Human Capital Specialist

State Intervention Specialist

Project Manager

Rigorous Selection Process

•Focus on identifying and hiring strong educational leaders to serve on RAC teams

•Example: Interview process for Literacy Specialists included:

Teacher video observationsProfessional development presentation

Interview questions

Status of Hiring• Interviews are ongoing for each of the positions

•RAC staff join this summer, in preparation to begin interventions in the fall

Staffing the RACs

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Priority Schools to identify staff who will support turnaround principles:

Full-time• A Literacy Leader will focus on improving literacy instruction

• A Mathematics Leader will focus on improving mathematics instruction

Part-time•A Climate and Culture Leader will focus on establishing a school environment with a climate conducive to learning and a culture of high expectations

•A Data Leader will collect and format data for ease of use by teachers and principals to improve teaching and learning as well as climate and culture

Priority Schools will Hire or Appoint Content Leaders

Successful District and RAC Team Partnership

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Superintendents – Set the tone for a partnership, confirm curriculum alignment, ensure effective Priority and Focus School staffing, share information with the BOE, staff, parents, communities, and students

Business Administrators –Reserve appropriate funds for intervention strategies (e.g. Title I)

Board of Education – Understand the role of the RACs with Priority and Focus Schools

Title I Directors – Attend all Title I training sessions, incorporate School Improvement Plans (SIPs) with the Title I district plan

Priority & Focus School Principals – Collaborate with RACs to develop effective SIPs, ensure effective staffing, confirm that an aligned curriculum is in place, prepare staff for implementing and monitoring intervention strategies

Accountability for Results….from Everyone

Student success does not happen by accident. Everyone in the district and school needs to understand their role and how they contribute to student growth and achievement.

Great teams and great leaders rely on feedback and systems of shared accountability for success.

We don't measure the success of our football teams by the number of passes the quarterback completes or how many extra points the kicker makes, but rather by the score the entire team compiles. Sacks, passes caught, and more statistics are tracked, studied, and analyzed each week to drive improvement in football. Why not off the field and inside school walls?

It is critical that all district staff - not just teachers and principals - know how their actions can powerfully impact student learning.

We need to talk more about the entire team in education and the RACs will help us do just that.

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RAC Approach

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Student Performance

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

• 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

Illustrative example

Major element

Quality School Review (QSR)

School Improvement Plan (SIP)

School Accountability Management

1 2 3 4

Timing Spring and fall 2012 Aug – Oct 2012 Sept 2012 – Ongoing Ongoing

• SIP intervention activities on indicator:

Targeted PD for teachers on high quality checks for understanding (e.g., wait time)

• 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

• 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

✓

✓

✓

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Principals, School Leaders, and RAC staff will be held accountable for implementing their School Improvement Plan with high fidelity and improving student achievement

Illustrative dashboard:

Implementation metrics:

Turnaround principle Intervention strategy (SIP)

Implementation progress & quality

> 80% of milestones met at high quality

> 50%, but <80% of milestones met

< 50% of milestones met

1.School Leadership

2.Climate & Culture

3.Effective Instruction

4.Curriculum, Assessment, Intervention

5.Effective Staffing Practices

6.Enabling the Effective Use of Data

7.Effective Use of Time

8.Effective Family & Community Engagement

Indicator

Form

ass

ess. Math

ELA

Atten

danc

e Student

Teacher

Dis

cipl

ine

Suspended

Expelled

Surv

eys Teacher

Parent / student

NJA

SK/

HSP

A Math

ELA

Goal met or exceeded

Growth observed but goal not met

No growth & goal not met

Actual Goal Result

• School Progress Report will be completed every 6-8 weeks and will include the following metrics:– Implementation

progress & quality– Formative

assessment results– Attendance results– Discipline results– Survey & focus

group results

• Both the Principal and the State Turnaround Coach will use the data dashboard to identify issues and opportunities throughout the year

(1.6)Standards-based curriculum and aligned assessments is implemented

• Implement CCSS-aligned model curriculum and assessments across school.

Outcome metrics:

Week 6 Progress

(2.1) The school community supports a safe, orderly and equitable learning environment.

• Develop a school-wide classroom management system focused on improving school climate.

• Identify barriers to class attendance and develop strategies to address them.

(3.5) Teachers demonstrate use of diagnostic, summative, and formative assessment data to differentiate instruction

• Provide training for teachers on the analysis & use of data to select & plan instructional strategies, & to determine students’ strengths and weaknesses.

(4.5) An intervention plan designed to meet the learning needs of students who are two or more years behind…

• Develop and execute a plan that includes clear “at risk” metrics to monitor school-wide and a detailed process of remediation and intervention activities for those students

(5.5) Staff assignment is intentional to maximize the opportunities for all students to have access to the staff's instructional strengths.

• Identify teacher leaders to involve in improving achievement

(6.3) Specific schedule and process for the analysis of formative assessment data that includes goals strategies, monitoring and evaluation.

• Develop the school-wide process and owner of analyzing, evaluating, and developing strategies and goals based on formative assessment data. This process should occur on a consistent 6-8 week basis

(7.3) The master schedule is structured and designed to meet the professional development needs of staff.

• Provide common planning time for teachers of same grade levels or content areas.

(8.1) Families are engaged in academically related activities, school decision-making, and an open exchange of information on student progress

• Provide workshops for parents to enhance student preparation for learning and increase parent involvement in the instructional program.

• Establish a system of communicating with community stakeholders on a routine basis

School Accountability Management System

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Curriculum Updates

The Quiet Revolution & Model Curriculum

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• Model 1.0 followed by Model 2.0• Professional Development (content & grade specific)

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Clearer … The CCSS Difference: Grade 7 ELA

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.

Before: NJCCCS (2004) 1.Understand and apply the Pythagorean Theorem.

After: CCSS (2010) 1.Explain a proof of the Pythagorean Theorem and its converse. 2.Apply the Pythagorean Theorem to determine unknown side

lengths in right triangles in real-world and mathematical problems in two and three dimensions.

3.Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

The CCSS Difference: Grade 8 Math

Model Curriculum 1.0

Version 1.0 Version 2.0 Version 1.0

WHAT Students need to Learn

HOW We can best Instruct

WHENdo we know students

have Learned

StandardStudent Learning

ObjectivesInstruction

Formative Assessments

Summative/Formative

CCSS Standard 1

SLO #1

SLO #2

•Model Lessons•Model Tasks•Engaging Instructional Strategies

•Effective checks for understanding•Teacher designed formative assessments

Unit AssessmentSLOs 1-5

CCSS Standard 2

SLO #3

SLO #4

SLO #5

General Bank of Assessment Items 2.0Student level learning reports - Professional development - Resource reviews

• Common Core State Standards are critical, but just the first step

• Common Assessments aligned to the Common Core will help ensure the new standards truly reach every classroom

• Quality Implementation is required for students to reap the benefits of new standards

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Common Standards Require Common Assessments

PARCC Assessment DesignEnglish Language Arts/Literacy and Mathematics, Grades 3-11

End-of-Year Assessment

•Innovative, computer-based items•Required

Performance-BasedAssessment (PBA)

•Extended tasks•Applications of concepts and skills•Required

Diagnostic Assessment• Early indicator of student knowledge and skills to inform instruction, supports, and PD•Non-summative

Speaking and ListeningAssessment

•Locally scored•Non-summative, required

2 Optional Assessments/Flexible Administration

Mid-Year Assessment•Performance-based•Emphasis on hard-to-measure standards•Potentially summative

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Assessment Transition Timeline

Spring 2012

NJ ASK Aligned to

NJCCCS

Spring 2013

NJ ASK

Aligned to the CCSS

Spring 2014

NJ ASK

Aligned to the CCSS

SY 2014-15

Full administration

of PARCC assessments

“Transitional Assessments”

Timeline Through First PARCC Administration in 2014-2015

PARCC Tools & Resources

College-ready tools released

Partnership Resource

Center launched

Professional development

modules released

Diagnostic assessments

released

Pilot/field testing begins

Expanded field testing of diagnostic

assessment

Optional Diagnostic and Midyear PARCC

Assessments

Spring2013

Summer 2013

Winter 2014

Spring2014

Summer 2014

Fall2013

Fall2014

PARCC Assessment Implementation

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Expanded field testing

Model Instructional

Units Released

K-2 Formative Tools

Released

Winter 2015

Spring2015

Summative PARCC

Assessments

Standard Setting in

Summer 2015

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RAC / County Office Partnership

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County Office Functions

County offices will continue their normal functions and supports in districts

•QSAC reviews•Review & approval of district budgets•Administrator contract reviews•Resolution of disputes (HIB)

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County Office Partnership with RACs

County offices will inform and include Executive Directors of Regional Achievement Centers of all work being done in Priority and Focus Schools.

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County Office Communications

County Superintendents will be in regular contact with Executive Directors of Regional Achievement Centers to ensure an on-going exchange of information allowing both offices to fully service schools and districts effectively.

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RAC / Title I Partnership

Title I and RAC Goals: A Shared Commitment

Three takeaways:

•School Improvement Plan (SIP) will take the place of the Title I Schoolwide Plans for Priority and Focus Schools

•Funding•Release of Title I allocation notices•30% Title I intervention reserve

•RAC Assurances

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LEAs sign required assurances in August

Accountability Process Overview

1 2Individualized School Improvement Plans (SIPs) are developed in partnership with LEAs and P&F Schools

3NJDOE approves School Improvement Plans at the end of October

• LEAs submit RAC required assurances to RACs

• NJDOE provides preliminary approval of Title I District Plan

• LEAs that do not sign assurances do not receive Title I funds

• LEAs hold funds in reserve for Priority and Focus School interventions

• School Improvement Plans are finalized by LEA, school leaders, and RACs

• Title I schoolwide Priority and Focus Schools receive an extension in submitting schoolwide plans

• Priority and Focus Schools submit a single School Improvement Plan via EWEG in late October (this incorporates Title I schoolwide plans)

• NJDOE provides final approval of Title I District Plan

• Funds in ‘Priority and Focus interventions’ reserve are available for use

Title I districts

Non Title I districts

• LEAs submit required assurances form to Executive Director for Regional Achievement

• NJDOE initiates action against LEAs that do not sign assurances

• School Improvement Plans are finalized by RACs, LEA, and school leader

• School Improvement Plans are submitted to NJDOE in late October

• NJDOE approves School Improvement Plans

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Title I Interventions Reserve

• Districts will sign a RAC assurance and set aside funds in a “Priority and Focus Intervention” reserve

• Reserve will be 30% of Title I funds• All other Title I funds will be available for use by district• Title I funds may be used for• Embedded literacy, math, data, and climate and culture leaders• Literacy and math interventions for students two or more years behind• Technology upgrades to support Common Core and formative assessment

implementation

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Summary of Required RAC Assurances

Title I districts Non Title I districts

• Commitment to individualized School Improvement Plans (which will be finalized in late October)

• Sufficient operational flexibility (such as staffing, calendars/time, and budgeting) provided to Focus Schools

• Title I 30% Priority and Focus intervention reserve

• Priority Schools only:• Qualified turnaround principal • Common Core aligned

curriculum• School leaders in math, literacy,

data, climate and culture

• Commitment to individualized School Improvement Plans (which will be finalized in late October)

• Sufficient operational flexibility (such as staffing, calendars/time, and budgeting) provided to Focus Schools

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Title I Key Dates

Mid-July: Title I districts scheduled to receive allocation notices (tentative)•Title I Districts with P&F Schools must reserve 30% of funds for RAC interventions

Mid-July: FY 2013 NCLB Consolidated Subgrant application scheduled for release on the Office of Grants Management Web Page

July 17: Title I Director’s workshop

July 18: Title I Director’s workshop

July 24: Title I Director’s Workshop

October 31: School Improvement Plans submitted to RACs•FY 2013 NCLB Consolidated Subgrant application due (tentative)

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RAC Executive Directors for Regional Achievement

Introductions of EDs with us today:Gayle GriffinMario BarbiereScott Rixford

Overview of the ED role:•Master educators highly knowledgeable about the eight turnaround principles

•Experienced at working closely with district leaders

•Leadership of the RACs

•Management of the RAC teams in the schools33

Executive Directors for Regional Achievement

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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.

RAC Turnaround Principles

• Identify schools

• Assess needs Quality School Review (QSR) and School Improvement Plan

• Implement targeted interventions aligned to proven turnaround principles

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8 Turnaround Principles 1. School Climate and Culture: A climate conducive to learning

and a culture of high expectations2. School Leadership: The principal has the ability to lead the

turnaround effort3. 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

4. Instruction: Teachers utilize research-based effective instruction to meet the needs of all students

5. Use of Time: Time is designed to better meet student needs and increase teacher collaboration focused on improving teaching and learning

6. Use of Data: School-wide use of data focused on improving teaching and learning, as well as climate and culture

7. Staffing Practices: The skills to better recruit, retain and develop effective teachers and school leaders

8. Family and Community Engagement: Increased academically focused family and community engagement

RAC support model: field-based teams partner with Priority and Focus SchoolsSchool Improvement Director

Executive Director for Regional Achievement (7)

Chief Academic OfficerPenny MacCormack

RAC Staff Team (# varies by region)

State Turnaround Coaches

State Elementary Literacy Specialist

State Secondary Literacy Specialist

State Mathematics Specialist

State Instructional Specialist

State English Learners Specialist

State Culture & Climate Specialist

State Data Specialist

State Human Capital Specialist

State Intervention/Special Ed Specialist

Project Manager

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

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RAC Focus: Capacity Building, Sustainability, Shared Accountability

• RAC staff are equally accountable for Priority and Focus School success• Seven-week cycle is used to report on P&F School progress against goals• Priority Schools that fail to implement the required interventions or fail to

demonstrate required improvement in student academic achievement may become subject to state-ordered closure or other action

Shared Accountability

• RAC teams spend 90% of time in Priority and Focus Schools• Priority Schools will hire or identify leaders in math, literacy, data, and

climate and culture• RAC teams partner with school leaders to build school-level capacity in

Priority and Focus Schools

Capacity building

• RACs work with P&F Schools to align Title I and/or district funds with School Improvement Plans

• Priority Schools receive RAC support for three years at a minimum• Focus Schools receive RAC support for two years at a minimum

Sustainability

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Key Dates for Districts

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Week of:

4/2•RAC e-mail account launch

4/11• LEA Superintendents notified of Priority, Focus or Reward status schools•RAC website launched

4/16•RAC information webinar held for P&F district Superintendents

4/23•Communication support tools for staff & families shared with P&F superintendents•Planning survey sent to LEAs

4/30•LEA Principal appeals due (5/2)•LEA planning survey due (5/4)

5/7•RAC presentation for staff and Boards of Education posted on RAC website

5/14•Decisions on staffing appeals from DOE to districts

5/21

5/28 6/4•Title I technical assistance workshop for schoolwide program planning (6/5)

6/11•Curriculum alignment requests sent to P&F schools•Invitation to Regional RAC field meetings sent to P&F Sups, BAs, Title I Dir., and P&F Principals

6/18•FAQs and calendar emailed to P&F superintendents•CCSS aligned curriculum approval forms due to RAC@doe.state.nj.us by 6-22-12

6/25 •All model curriculum unit SLO’s complete and available on website at http://www. nj.gov/education/modelcurriculum/•RAC Executive Directors (EDs) meet with P&F leaders

7/2 7/9•Title I districts tentatively scheduled to receive allocation notices•Title I districts with P&F Schools reserve funds for interventions

7/16•Title I Director’s workshop on 7/17 •Title I Director’s workshop on 7/18•FY 2013 NCLB Consolidated Subgrant application scheduled to be released

7/23•Title I Director’s Workshop on 7/24

7/30 8/6•SIG schools leadership training scheduled for August 6-10

8/13•Model curriculum assessment 1 available on website at http://www.nj.gov/ education/modelcurriculum/•District and school leader training with RACs (8/13 - 8/15) Priority School requirement; Focus School strongly recommended•RAC staff and P&F Schools begin development of School Improvement Plans (SIPs)

8/20 8/27•P&F LEAs submit required RAC assurances•FY 2013 NCLB Consolidated Subgrant application tentatively due

9/3 •First week of school•Official RAC launch

9/10•Modified QSRs for Priority Schools

9/17 9/24 10/2 10/8

10/15 10/22•School Improvement Plans (SIPs) finalized with RACs

10/29• All SIPS submitted • School Progress Report #1

11/5

Regional Achievement Centers / District Partnership Timeline

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• Expectations and importance of district support: Our joint philosophy

• Break-out sessions where we can answer your individual questions

Partnership Role of the EDs

Breakout Sessions

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