New Jersey Department of Education Strategic Operations State Board Meeting 9/12/2018
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New Jersey Department of Education
Strategic Operations
State Board Meeting
9/12/2018
Please note that this Powerpoint Presentation has been modified from
its original version for accessibility. This was presented as part of the
State Board Meeting, which took place on September 12, 2018.
Strategic Operations
Ashley Bencan – Acting Director
Office of Strategic Operations
Streamlining the Path Toward Success for Every Student In New Jersey The New Jersey Department of Education (NJDOE) supports schools and districts to ensure New Jersey’s 1.4 million students have equitable access to high quality education and that they achieve academic excellence.
Reimagining Education in NJ Governor Murphy called for us to move towards a Stronger and Fairer New Jersey • To achieve this we are creating a new educational system that supports teaching, leading and learning • These initiatives call for a seamless pathway including Pre- K Expansion and innovative K-12 curriculum ensuring post secondary success
Our Approach • We are an organization that disrupts the status quo and creates an innovative and progressive educational system built for all students to succeed in the 21st century
NJDOE 2.0: Our Model for Continuous Improvement • A.C.E. is the iterative and inclusive process of Assessing, Creating and Executing all work within the department.
NJDOE 2.0 Theory of Action • We will become a model organization that strengthens teaching, leading and learning in order to increase educational equity for all students. Therefore, we must focus on:
New Jersey will continue to implement an ambitious approach to ensuring all students have access to college and career pathways
Connected Action Roadmap
Tonya Breland- Director
Office of Professional Learning
Standards-based Instruction Through the CAR Model Process • CAR is a systemic approach to teaching, leading and learning.
Let’s take a road trip • Our Destination: Student Learning!
What vehicle gets schools to their destination of student learning?
What are Standards? • Standards determine what students know, understand and do. • Standards are the backbone of curriculum, instruction and assessments. • Learning in New Jersey’s schools are build on Student Learning Standards
Unpacking:
Preparing Standards for Teaching
English Language Arts Standards Student Learning Objectives
RL.6.1: • We are learning to locate direct
evidence in text to support our
thinking about what the text
Cite textual evidence and make says.
relevant connections to support • We are learning to use the
analysis of what the text says “Right in the Text” strategy
explicitly as well as inferences • We are learning to quote text to
drawn from the text. support our thinking about what
the text saysUnpacking:
Preparing Standards for Teaching (continued)
Math Standard Student Learning Objectives
3.0A.D.8: • We are learning to solve two-step
• Solve two-step word problems word problems.
using the four operations.
• We are learning to write
• Represent these problems using equations using a letter to
equations with a letter standing for
the unknown quantity represent the unknown quantity .
• Assess the reasonableness of • We are learning to use the
answers using mental computation equations we write to solve word
and estimation strategies including problems.
roundingWhat do schools need to get to the destination? • A curriculum aligned to the Standards.
Formative and Summative Assessments
The CAR Model Process • CAR – Connected Action Roadmap • Using the CAR model process helps build capacity and support for districts
NJDOE 2.0 – Setting the Tone • Support Teaching, Leading and Learning by being a model organization • Lead by example – Team of experts will unpack the standards for Math and English Language Arts using CAR process • Develop units of study • Help districts get better with “real time” results
Social and Emotional Supports
Carolyn Marano- Assistant Commissioner
Student ServicesSocial and Emotional Learning: NJ Competencies and Sub Competencies • Social and emotional learning (SEL) involves the process through which children and adults acquire and apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions. The purpose of the SEL competencies is to provide schools with guidelines for integrating SEL across grades and subject areas.
Social and Emotional Learning: NJ Competencies and Sub Competencies • Self Awareness • Self-Management • Social Awareness • Responsible Decision Making • Relationship Skills
NJDOE’s Next Steps in Supporting
Implementing SEL Framework
• Resources to Support Integration of SEL in Classroom
• Guidelines for teaching social-emotional knowledge and skills
• Skills for each grade band
• Instructional strategies for teachers
• Professional Development for Educators
• Series of online modules
• Trainings
• Presentations (conferences, county
meetings, professional associations)Improve Special Education Services • Support Child Study Teams to ensure the development of student- centered IEPs • Support districts to ensure students with disabilities are educated in the least restrictive environment (LRE) • Provide high-quality professional development for educators and engage families to improve outcomes for preschoolers with disabilities • Expand learning experiences for educators and families to ensure students with disabilities learn what they need to achieve their post school goals
New Jersey Tiered System of Supports
• New Jersey’s RTI model for student interventions and supports
• Academic, behavior, social-emotional and health
• Utilizes Universal Screening and formative assessment to match students to the
right interventions and assess their progress
• Reduces inappropriate referral to special education
• Aligns school resources to improve achievement
• Title 1, bilingual education, special education, afterschool programsDOE 2.0: Expand New Jersey Tiered
System of Supports
• Increase support to schools:
• 20 additional schools will receive assistance for three years to align
curriculum, supports and interventions
• Develop county-level educator and family communities to share successful
interventions and supports
• Conduct Regional Learning Labs for educators
• Develop resources on NJTSS for teacher preparation programs
• Conduct statewide conference for districts to share successesEnsuring equitable services for all students • Provide assistance to districts on English language learner entry and exit • Increase accountability for English language learner growth in English proficiency • Increase the number of districts issuing the Seal of Biliteracy • Increase identification and supports for students experiencing homelessness • Ensuring support for displaced students
Career Readiness
Jane Griesinger
Acting Director-Office of Career ReadinessDevelop High-Quality Career Pathways • Supporting the creation and expansion of high-quality career pathways so that students are preparing for postsecondary careers in in-demand industries.
Opportunities for Students to Earn College Credit in High School • Partnering with the postsecondary community to provide students opportunity to earn college credit in high school. • Dual enrollment programs have been found to have positive effects on • Student degree attainment (college) • College access and enrollment • Completing high school • General academic achievement (high school)
Developing High-Quality Apprenticeship Opportunities • Leveraging existing programs and partnerships with state agencies in support of the Governor’s Apprenticeship Network initiative • Creating pathways to apprenticeship, particularly in STEM fields, for high school CTE Students
Accountability Systems Performance Diana Pasculli-Acting Deputy Assistant Commissioner of Performance
New Jersey’s Accountability System • Accountability for education in New Jersey is defined through three primary accountability systems, each with a unique purpose and set of requirements. Collectively, the accountability systems provide the state, educators, families and broader public with a wealth of information.
School Accountability (ESSA)
• New Jersey seeks to ensure that all students are progressing. To do
that, our accountability system highly weights student group
populations.
ESSA Requirementi NJ State Plan Indicator Weightingii
Academic Achievement PARCC/DLM Proficiency 30%
Academic Progress
Student Growth
(Elementary/Middle Schools) and 40%
Percentile/Graduation Rate
Graduation Rate (HS)
Additional Measure of School
Chronic Absenteeism 10%
Quality or Student Success
Progress Towards English Language Progress to English Language
20%
Proficiency Proficiency (ELP)
Total Total
100%
i The Elementary and Secondary Education Act, section 111(c)(4)(B)
ii
Schools without EL populations will be weighted at 35% for proficency, 50% for SGP/graduation rate, and 15% for chronic
absenteeism.School Accountability: Subgroup Weighting
Under ESSA
• Factoring subgroups into the accountability system helps New Jersey
ensure that all students are getting the supports they deserve, and no
student group performance is masked through averages.
Example School Subgroup Weighting: Math Proficiency
The below example illustrates how the subgroup weighting would work. All subgroups are counted equally.
Note that students can be in more than one subgroup (e.g. White and Economically Disadvantaged).
1000 students in the school
1. 700 White
2. 300 Black or African American
3. 150 Economically Disadvantaged (Both White and African
American)District Accountability: QSAC District Performance Review Indicators • The District Performance Review indicators are comprised of five key component areas of school district effectiveness. Each indicator has a maximum point value which districts may attain by demonstrating compliance. • Instruction and Program: Measuring student performance, progress and curricular alignment • Fiscal Management: Assessing financial compliance in the district • Governance: Evaluating district board of education oversight of the district • Operations: Measuring district compliance with climate, culture, safety and health requirements • Personnel: Assessing district compliance with evaluation and hiring practices
School Performance Reports • Performance Reports provide parents, students and the general public with a strong picture of student access as well as academic and career opportunities at every public school in New Jersey. • Long Branch High School Performance Report
Re-Imagining Field Service Support
A Priority Project of NJDOE 2.0
Robert Bumpus, Assistant Commissioner
AbdulSaleem Hasan, Deputy Assistant Commissioner
Paula Bloom, Acting Director, FSC
Maryellen Cervenak, Acting Director, PLN
Kate Gallagher, Director, OCS
Renee Robinson, Acting Director, I & SVision and Mission Vision: To provide the highest quality and individualized support to all school districts in the State of New Jersey. Mission: In order to promote student achievement, foster educational excellence, and ensure equitable access, NJDOE partners with educational leaders across New Jersey to inspire teachers, students, and families to strive for excellence every day.
Field Service 2.0 Values • Learning – Supporting a learning environment that continuously motivates all individuals to excel; • Relationships – Building and maintaining meaningful relationships among students, families, teachers, staff, and community partners; • Integrity – Conducting ourselves with honesty and responsibility; • Accountability – Demonstrating a personal and institutional accountability for student learning, ethical conduct, and adherence to mandates, policies, and procedures; • Innovation – Challenging ourselves to embrace new ideas and innovative solutions in a technology-rich environment; • Respect – Promoting an educational community that appreciates the value of students, families, colleagues, and cultures; • Service – Dedicating ourselves to delivering excellent service.
Division of Field Services
District Levels of Support
• Per NJ’s Every Student Succeeds Act (ESSA) State Plan, NJDOE
differentiates support by grouping districts into 3 levels:
Level 1: all districts receive general support from offices across the
DOE, such as workshops, resources on the website, and County Office
consortia
Level 2: coordinated support for districts with 1-2 schools identified as
Targeted or that have a district improvement plan (DIP) based on QSAC
Level 3: on-site support for districts with Comprehensive schools or a
large concentration of Targeted schools (3 or more) through the Office
of Comprehensive SupportOffice of Field Services Coordination
Office of Field Services Coordination
(continued)
QSAC • Facilitate all QSAC activity including tracking of reviews
Coordinator • Develop training materials
• Create district placement letters
Personnel and • Complete all personnel paperwork for the division
Support • Ensure all technical needs are met
• Facilitate messaging from NJDOE program offices to the
field through the counties
Regulatory Office • Update administrative code
• Support and process constituent referrals
21 County Offices • Provide direct support to LEAs, including district/school
of Education leaders and teachers, to ensure all students are prepared
for successCounty Offices of Education • Atlantic • Bergen • Burlington • Camden • Cape May • Cumberland • Essex • Gloucester • Hudson • Hunterdon • Mercer • Middlesex • Monmouth • Morris • Ocean • Passaic • Salem • Somerset • Sussex • Union • Warren
County Offices of Education (continued) • Support to all Districts • Identification of District Needs • Guidance & Professional Development • Regulatory Support and Compliance
Office of Comprehensive Support (OCS) • What: Support for schools identified as Comprehensive or Targeted in 40 districts • Who: Field support teams with expertise in instructional leadership, data-driven action planning, and cycles of continuous improvement guided by a growth mindset
Office of Comprehensive Support
• How: Building the capacity of school and district personnel through
on-site support focused on:
• analyzing data to identify needs
• implementing evidence-based interventions
• embedding cycles of data inquiry and continuous improvement via
formative assessment
• Why: Compliance with federal requirements under federal Every
Student Succeeds Act (ESSA) and NJ’s ESSA State PlanOffice of Comprehensive Support (continued)
New Offices • Proactively use data to analyze need and coordinate on-site support to all schools • Systematize our knowledge of external and internal experts
Office of Intervention and Support (I&S)
Intervention and Support • Internal knowledge management • Coordinate interdivisional programmatic support to the field from start (request) to finish (customer satisfaction)
Office of the Professional Learning Network (PLN)
Professional Learning Network Coordinating External Support to the Field • Analyze trends in education and facilitate professional learning opportunities for districts • Build capacity for existing consortiums across the state • Leverage relationships with stakeholders from the non-profit community to source funds for districts
#njdoebootsontheground • #njdoebootsontheground epitomizes the vision of NJDOE 2.0 to provide exceptional support and service to all school districts
Spring 2018 State Assessment Results
and Best Practices for Supporting
Students Toward Post-Secondary
Success
New Jersey Department of Education
Linda Eno, Assistant Commissioner
Diana Pasculli, Acting Deputy Assistant Commissioner
Jeff Hauger, Director of Assessments
Gilbert Gonzalez, Testing Coordinator
Timothy Steele-Dadzie, Assessment Manager
Superintendent Perspective
Dr. Michael Salvatore, Long Branch City Superintendent
Dr Robert Zywicki, Weehawken/Mt. Olive Superintendent
September 12, 2018Spring 2018 Statewide Assessment Results Demonstrate Students are Improving in ELA and Math • Over the last four years: • 110,000 more students met or exceeded expectations across all grade levels in ELA • 87,000 more students met or exceeded expectations across all grade levels in math • Students not yet or only partially meeting expectations in ELA decreased by over 22,000 students • Math growth hasn’t increased as quickly as ELA: Students not yet or only partially meeting expectations in math increased between 2015 and 2018 by nearly 6,000 students • Opportunity gaps among student subgroups persists.
Assessment Results over the Past 4 Years Reflect Growth in ELA and Math Percentage of students meeting and exceeding expectations is increasing Percentage of students not meeting expectations is decreasing
Across most ELA assessments, greater percentages
of students are meeting or exceeding expectations
The graph shows the percentage of students meeting expectations on
each grade level ELA state assessment from 2015 through 2018.Data Table: ELA Assessments Grade 2015 2016 2017 2018 Grade 3 44 48 50 52 Grade 4 51 54 56 58 Grade 5 52 53 59 58 Grade 6 49 52 53 56 Grade 7 52 56 59 63 Grade 8 52 55 59 60 Grade 9 40 49 52 55 Grade 10 37 44 46 51 Grade 11* 41 40 38 39
Across all mathematics assessments, the greatest
increase in students meeting or exceeding
expectations is reflected in Algebra I
The graph shows the percentage of students meeting expectations on
each mathematics state assessment from 2015 through 2018.Data Table: Math Assessments Grade 2015 2016 2017 2018 Grade 3 45 52 53 53 Grade 4 41 47 47 49 Grade 5 41 47 46 49 Grade 6 41 43 44 44 Grade 7 37 39 40 43 Grade 8* 24 26 28 28 Algebra I 36 41 41 46 Geometry 22 27 30 30 Algebra II 24 25 27 29
Even though we see positive trends, gaps continue to be present in ELA…
Data Table: Student Performance in ELA by Subgroup Test Code White African American Asian Hispanic ELA 03 61 35 78 38 ELA 04 68 39 83 44 ELA 05 68 38 84 43 ELA 06 66 35 83 42 ELA 07 72 42 87 49 ELA 08 70 39 86 45 ELA 09 64 34 84 38 ELA 10 58 32 78 38 ELA 11 40 32 61 35
…and in Math, which reminds us that our approach needs to evolve
Data Table: Student Performance in Math by Subgroup
Test Code White African American Asian Hispanic
Math 03 64 32 84 38
Math 04 60 27 80 34
Math 05 60 26 82 32
Math 06 54 21 78 27
Math 07 54 21 76 27
Math 08 36 15 51 22
Algebra 1 57 23 80 27
Geometry 37 10 65 14
Algebra 2 34 10 65 132018 Timeline for Assessment Result Release
• The NJDOE strongly encourages school and school district
communities to discuss assessment results as well as information in
school and district performance reports to help identify the needs
and priorities of their students.
Information June July Aug Sept Oct
Preliminary OnDemand Reports Available for Districts 6/14 -- -- -- -- * Today at Proposal
Level, NJDOE is
Preliminary Summative Files Available to Districts 6/26 -- -- -- --
proposing to the State
Final Summative Files and PDF Reports Sent to Districts -- 7/27 -- -- -- Board that districts have
Individual Student Reports (ISRs) Sent to Districts -- -- 8/17 -- -- no longer than 30 days
to distribute the
Superintendents Report Results to Boards of Education -- -- 8/17 -- 10/19
individual student data
Statewide Results Reported to State Board and District -- -- -- 9/12 -- to families and student
Results Publicly Released and classroom data to
Recommended: Districts mail Individual Student Reports -- -- -- -- -- educators.
to Parents and Guardians*Leadership Matters Superintendent Dr. Michael Salvatore Superintendent Dr. Robert Zywicki
Long Branch Public Schools “Where Children Matter Most” • Monmouth county is a very diverse county with a vast history. Some popular spots are: • Downtown • Uptown • Station Stop Long Branch • Elberon • West End • Pier Village • Ocean Place • North Long Branch
Long Branch Public Schools “Where Children Matter Most” (continued)
“Wee” are a Student-Centered Organization… • Equity, Personalization, Innovation
#WeeLearn @WeeTeach @WeeLead
Weehawken’s Accolades
Two years in a row! • “Weehawken was selected for its future-focused approach, strength in digital leadership, and the implementation of a rigorous and relevant curriculum that challenges students to think beyond the classroom to solve real-world problems.” - Dr. Bill Daggett
Graduation Rate WHS Graduation Rate: • 2014 81% • 2015: 83% • 2016: 93% • 2017: 98%
Increased Student Achievement • K-2 mean DRA2: +3 levels since 2016 • 3-6 average Lexile: +120 points since 2016 • Average SAT score: +100 points since 2016 • PARCC HS Algebra 1: +16% Meets & Exceeds • PARCC HS ELA 10: +7% Meets & Exceeds • AP Participation: +389%
RTI Supports ALL Learners!
Intervention and Enrichment for All Kids
• All kids means…
• ESL/ELL
• special education
• at-risk
• on grade level
• gifted and talentedRTI Supports all Learners • Three tiers of support: • Tier 1: Core Classroom Instruction • Tier 2: Targeted Small Group Instruction • Tier 3: Intensive Individual Intervention
John Hattie’s Visible Learning (2012) • Response to intervention Effect Size of 1.07 standard deviations • Formative teacher evaluation of student Effect Size of 0.91 standard deviations
Benjamin Bloom’s Mastery Learning (Bloom, 1968; 1984) Tiered Systems of Support • Tier 1 Effect Size of 0.4 standard deviations • Tier 1 + Tier 2 Effect Size of 1.0 standard deviations • Tier 1 + Tier 2 + Tier 3 Effect Size of 1.6 standard deviations
The RTI Model • A comprehensive RTI model combines effective instruction, process monitoring and functional assessment linked to strategic intervention. At the core is a data-based, functional assessment, problem solving process. While there are many sound problem-solving models and processes, all of the effective ones have four primary components: • Problem identification: “What is the problem?” • Problem Analysis: “Why is the problem occurring?” • Intervention: “How will we solve the problem?” • Evaluation: “Did the intervention work to solve the problem?”
Universal Screening • Early warning system for all grade levels • 8th grade is THE screening year for HS • Standards-based report cards: • 6th grade begin focusing on math proficiency • 3rd Grade DRA • 1st Grade DRA
Why RTI in K-8? • Reading Level Grade 1 • Reading Level Grade 3 • Kids still learning/growing need behavioral supports • Algebra 1 • All kids will need help at some point
Why RTI in High School? • Algebra 1 • Graduation Rate • Kids still learning/growing need behavioral supports • All kids will need help at some point
NJDOE Proposed Regulatory
Changes
New Jersey Department of Education
Linda Eno, Assistant Commissioner
Diana Pasculli, Deputy Assistant Commissioner
Gilbert Gonzalez, Testing Coordinator
September 12, 2018Graduation assessment options taken by students in the Class of 2017
A Closer Look at Algebra I and Current Assessment Pathways • 110,912 New Jersey students took Algebra I in 2018. 60,120 did not receive a passing score. • With current regulations, those 60,120 students who did not pass Algebra I in 2018 will have to take multiple state end-of-course assessments before they are given a chance to meet New Jersey graduation requirements through another pathway. • That could be more than 240,000 more tests administered before these students can access another test that lets them show what they know in order to graduate. • Class of 2020 will have to take multiple state assessments before being granted access to a menu of more standardized tests or are able to do a portfolio appeal in order to meet the graduation assessment requirement. • Classes of 2021, 2022, 2023 and beyond will need to take all applicable state assessments before they will be able to do a portfolio appeal. Most of the 60,120 who took Algebra I last year fall into this category.
If Your Students Were Struggling, How Would You Help Them? • When it comes to testing, more is not always better. Administering more high school state assessments to students will not directly increase student achievement, but remediation and differentiated instruction will. • Instruction and quality teaching drives student learning. The research is clear: teachers have the greatest in-school influence on student learning. • High schools rely on a plethora of other data. Educators use a variety of data points to identify students at risk of dropping out or graduating unprepared for college, career or military.
NJDOE 2.0: This is How
• Provide all districts new tools to support aligned curriculum, instruction and assessment
• Launch the Connected Action Roadmap on September 24th
• Deliver unpacked standards in ELA and Math by April, 2019
• Standards to be unpacked into Student Learning Objectives
• Student Learning Objectives to be built into unit plans by grade level
• Strengthen supports to districts identified as having schools in need of comprehensive or targeted support
• Fully staff the County Offices
• Provide focused training for schools in need of Target Schools on the Connected Action Roadmap
• Reestablish the mission of the County Offices to make them more customer facing
• Re-structure, re-staff the Comprehensive Support Network to promote greater responsiveness
• Promote 21st century skill and college and career readiness
• Develop the Office of STEM to promote critical thinking, problem solving and career readiness
• Work with comprehensive high schools and county vocational technical schools to expand CTE opportunities (including
apprenticeships) for all studentsSummary of Proposed Changes at Proposal Levels • Eliminate references to “PARCC” • Clarify that a student’s IEP or 504 plan specifies the individualized accommodations, instructional adaptations, and/or modifications that must be provided • Clarify for the field that high school students must take one assessment in each of the three subjects (ELA, math, and Science); Continue to align with federal law so a student who takes a high school-level end-of-course assessment (i.e. Algebra I) in middle school must take one more advanced mathematics end-of-course assessment in high school (i.e. Geometry) • To align with federal law (ESSA), extends the rule that allows students in their first year in the country to substitute a state ELA assessment with an English proficiency assessment, to apply to high school students; allows students who as a result of this law, do not take the ELA 10 to be granted access to the alternative graduation pathways • Ensure boards of education provide applicable student results to students, parents, and teachers within 30 days of receipt • Maintain current graduation assessment requirements that students pass an Algebra I and ELA 10 state assessment, but extend menu of options, currently afforded Class of 2019 and 2020, to Classes of 2021 and beyond • Streamline graduation assessment requirements for the Class of 2020 and beyond, to allow students who have completed coursework in Algebra I and/or ELA 10 and taken the requisite ELA 10 and Algebra 1 assessments to access alternative graduation assessment pathways
Thank you! • New Jersey Department of Education Website • http://www.state.nj.us/education/
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