New Jersey Department of Education Strategic Operations State Board - - PowerPoint PPT Presentation

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 Educati tion i 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 Ap r 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

NJ NJDOE E 2.0: Our Model for C Continuous Improvement

• A.C.E. is the iterative and inclusive process of Assessing, Creating

and Executing all work within the department.

NJ NJDOE E 2.0 Theor eory o

• f Action
• n
• 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

Standa dards-based Instru ruction Through t the CAR R Model el Proc

• ces

ess

• CAR is a systemic approach to teaching, leading and learning.

Let’s t take a road t d trip

• Our Destination: Student Learning!

What vehicle gets schools to their destination

• f 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

Unpa packing ng: Prepa paring Standa dards f for T Teaching ng

English Language Arts Standards

RL.6.1: Cite textual evidence and make relevant connections to support analysis of what the text says explicitly as well as inferences drawn from the text.

Student Learning Objectives

• We are learning to locate direct

evidence in text to support our thinking about what the text says.

• We are learning to use the

“Right in the Text” strategy

• We are learning to quote text to

support our thinking about what the text says

Unpa packing ng: Prepa paring Standa dards f for T Teaching ng ( (continued)

Math Standard

3.0A.D.8:

• Solve two-step word problems

using the four operations.

• Represent these problems using

equations with a letter standing for the unknown quantity

• Assess the reasonableness of

answers using mental computation and estimation strategies including rounding

Student Learning Objectives

• We are learning to solve two-step

word problems.

• We are learning to write

equations using a letter to represent the unknown quantity .

• We are learning to use the

equations we write to solve word problems.

What 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

NJ NJDOE E 2.0 – Se Settin ing the e Ton

• ne
• Support Teaching, Leading and Learning by being a model
• rganization
• 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 Services

Social and Em Emotional Learning: NJ Competencies a 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 Em Emotional Learning: NJ Competencies a 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 programs

DOE 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 successes

Ensuring 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 Readiness

Develop

• p Hi

High-Quality Career r Pathways

• Supporting the creation and expansion of high-quality career

pathways so that students are preparing for postsecondary careers in in-demand industries.

Opport rtunities f for S r Students to Earn C College Cred edit in Hi High gh School

• ol
• Partnering with the postsecondary community to provide students
• pportunity to earn college credit in high school.
• Dual enrollment programs have been found to have positive effects
• n
• Student degree attainment (college)
• College access and enrollment
• Completing high school
• General academic achievement (high school)

Develop

• ping Hi

High gh-Quality ty Ap Apprenti ticeship 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 (Elementary/Middle Schools) and Graduation Rate (HS) Student Growth Percentile/Graduation Rate 40% Additional Measure of School Quality or Student Success Chronic Absenteeism 10% Progress Towards English Language Proficiency Progress to English Language Proficiency (ELP) 20%

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 & S

Vision 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 eld Ser Servic ice 2 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 Fi Field S Services

Distri rict Levels of S Support rt

• 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

• f Comprehensive Support

Office of Field Services Coordination

Office of Field Services Coordination (continued)

QSAC Coordinator

• Facilitate all QSAC activity including tracking of reviews
• Develop training materials
• Create district placement letters

Personnel and Support

• Complete all personnel paperwork for the division
• 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

• f Education
• Provide direct support to LEAs, including district/school

leaders and teachers, to ensure all students are prepared for success

County 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
• n-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 Plan

Office 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)

Offi fice of th the Professional Le Learning N Netw twork (PLN) N)

Prof

• fes

ession

• nal Learning Net

etwor

• rk

Coordinating External Support to the Field

• Analyze trends in education and facilitate professional learning
• pportunities 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, 2018

Spring 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
• ver 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

• f 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 T Table le: : 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 T Table le: : 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: S Student P Performance i 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: S Student P Performance i 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 13

2018 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

• Preliminary Summative Files Available to Districts

6/26

• Final Summative Files and PDF Reports Sent to Districts
• 7/27
• Individual Student Reports (ISRs) Sent to Districts
• 8/17
• Superintendents Report Results to Boards of Education
• 8/17
• 10/19

Statewide Results Reported to State Board and District Results Publicly Released

• 9/12
• Recommended: Districts mail Individual Student Reports

to Parents and Guardians*

• * Today at Proposal

Level, NJDOE is proposing to the State Board that districts have no longer than 30 days to distribute the individual student data to families and student and classroom data to educators.

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 talented

RTI 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, 2018

Graduation 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 students

Summary 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/