Every Student Succeeds Act (ESSA) in New Jersey: School Year

Transcription

1 Every Student Succeeds Act (ESSA) in New Jersey: School Year NJ Department of Education (NJDOE) Wednesday, September 27,

2 Agenda Introduction NJ ESSA State Plan Overview Supporting Schools and Districts Overview Stakeholder Engagement Chronic Absenteeism New Support Structures Question & Answer 2

3 Purpose for the Work: Students Across New Jersey, we share a common vision that each and every one of our students has access to the high-quality education that he/she deserves. This is achieved when we see that students have the opportunity to thrive as they advance through each grade and they develop the skills and knowledge needed to choose a successful path following high school. 3

4 New Jersey students have been rising to meet the challenge of our expectations Establishing a clear view of what students should know and be able to do at each grade level Creating meaningful graduation requirements where students must demonstrate they have the knowledge and skills to succeed in whatever path they choose after high school Standards Student Progress Assessments Administering a best-in-class assessment that is better aligned to college and career readiness Empowering educators with timely data on their students progress, opportunities, and challenges Providing supports to schools, districts, and educators where needed by streamlining NJDOE staff and resource support Support Accountability Using ESSA, QSAC, performance reports, and educator evaluation to assist educators, schools, and districts in serving all students 4

5 Continually Improving Accountability and Support Systems In an effort to support schools and districts to close achievement gaps, raise overall student performance, and provide all students the education they deserve, this year the NJDOE is focusing on building upon our many successes and improving its accountability and support systems in the following ways: Clarify purpose of each accountability system and how it is meant to identify schools and districts in need of support to close achievement gaps and provide supports for all students. Align all accountability systems (state, local, federal) and goals to provide a cohesive set of student and educator supports from districts and NJDOE program offices, county offices and comprehensive support networks. Simplify and streamline existing accountability and support systems by reducing burdens for schools and districts whenever possible. 5

6 Engagement: Informing Accountability Systems The NJDOE engaged in as many conversations as possible with representatives from different communities that have diverse perspectives to help form our accountability systems. Creating the ESSA State Plan 5,300 survey responses 80 invited organizations in focus group Over 90 in-person meetings Over 400 districts represented in training Over 160 communities represented 4 regional public sessions with more than 140 attendees During the comment period: Engaged with 1600 additional community members Hosted or attended 39 additional meetings Received 255 survey responses Creating Performance Reports 4,600 survey responses Formed the New Jersey Accountability Committee Hosted focus groups with principals, teachers, and parents and met with district staff Attended parent roundtable meetings in partnership with SPAN in 10 different counties and met with more than 100 parents Informing District Accountability Received formal feedback from 50 districts and 6 professional organizations Attended superintendent roundtables in every county Hosted 6 regional district leader focus groups with 160 district and school leaders 6

7 Defining New Jersey s Accountability Systems Accountability for education in New Jersey is defined through three primary accountability systems, each with a unique purpose and set of requirements. School Reporting Purpose To promote transparency and provide access to the information that communities need to make informed decisions Description School reports are designed and developed by the NJDOE and include federal mandates; districts release their own reports Reports include indicators of college and career readiness, post-secondary enrollment data, AP enrollment, SAT/ACT scores and participation rates, and/or rates of chronic absenteeism District Accountability (NJQSAC) To ensure all students are provided with a thorough and efficient education by identifying districts that need improvement and supports State-mandated system 84 separate performance indicators across five key component areas School Accountability (ESSA) To improve student access to highquality education by identifying the schools most in need of improvement and supports Federally mandated system Indicators include academic proficiency, English Language Learner s progress toward proficiency, academic progress/growth or graduation rates, measures of school success 7

8 Aligning New Jersey s Supports Supports, whether it be strategic training or tools, will also be aligned, differentiated and specific to student needs as we begin to implement the proposed plan. Step One: Clarify and Align Accountability Systems School and District Reporting District Accountability (NJQSAC) Step Two: Aligned in Implementation and Support Training Tools School Accountability (ESSA) Support 8

9 Accountability and Support Policy Timeline The NJDOE is coordinating the communication, training, and implementation of all accountability and support systems while continuing to engage parents, educators and students on how to improve the way we identify and support schools and districts in need of improvement Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun July Aug Sep Oct Nov Dec ESSA State Plan Adopted Announcing Schools Identified for Comprehensive and Targeted Support SY Performance Reports Expected Release NJQSAC Amendments Effective for SY Feedback on Proposals Ongoing Supports for Districts 9

10 Agenda Introduction NJ ESSA State Plan Overview Supporting Schools and Districts Overview Stakeholder Engagement Chronic Absenteeism New Support Structures Question & Answer 10

11 Changes from NCLB to ESSA NCLB Requirements ESSA Requirements Student Standards Assessments Long-Term Goals Accountability Low-Performing Schools School District Plans Required state to set rigorous standards for all students aligned with college and career skills. ELA/Math: In each of grades 3-8, once in grades Science: Once in elementary; once in middle; and once in high school. Federal government set universal long-term academic proficiency goals; states set graduation rate goals. Focused primarily on academic proficiency; also included graduation rates for high schools and attendance for elementary/middle schools. Required annually to identify schools in need of improvement if it failed to make its annual yearly progress (AYP) for two consecutive years; federally established, school-centered consequences. School districts applied annually to the state for funding. No significant change No significant change States must set long-term academic proficiency, graduation rate, and English language proficiency goals. Requires academic proficiency; graduation rates for high school; academic progress for K-8; progress toward English language proficiency; at least one other indicator of school quality or student success. Changes to criteria, timeline, and labels. Will now identify schools in need of comprehensive support and improvement (overall low performance) and targeted support and improvement (low subgroup performance). States establish supports with larger role for districts. No major changes made to this procedure or timeline for submission; minor changes to stakeholder engagement requirements. 11

12 ESSA School Accountability: NJ ESSA State Plan Below is a summary of New Jersey s indicators to meet the ESSA requirements for school accountability. ESSA Requirement NJ State Plan Schools who meet minimum n- size for English Learners* Academic Achievement PARCC/DLM Proficiency Academic Progress (Elementary/Middle Schools) and Graduation Rate (HS) Student Growth Percentile/ Graduation Rate Additional Measure of School Quality or Student Success Chronic Absenteeism Progress Towards English Language Proficiency Progress to English Language Proficiency (ELP) *Schools without EL populations will be weighted at 35% for proficiency, 50% for SGP/graduation rate, and 15% for chronic absenteeism. 12

13 ESSA School Accountability: Subgroups Factoring subgroups into the accountability system helps us ensure that all students are getting the supports they deserve, and no student group performance is masked through averages. Example School Subgroup Weighting 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) students in the school White Black or African American Economically Disadvantaged (Both White and African American) All Students: 50% White: 16.7% Black or African American: 16.7% 50% Reminder: there must be at least 20 students for a particular group ( subgroup ) to be included in the ESSA school accountability system. Economically Disadvantaged: 16.7% 13

14 Agenda Introduction NJ ESSA State Plan Overview Supporting Schools and Districts Overview Stakeholder Engagement Chronic Absenteeism New Support Structures Question & Answer 14

15 System of Supporting Identified Schools and Districts Level 1 Support for All Schools and Districts Universal level of training, tools and support offered to all schools and districts in the NJDOE s priority areas. Level 2 Intermediate Level of Support Support for districts with schools identified as in need of targeted support or needing limited support as a result of an NJQSAC review. Districts will be offered coaching by the NJDOE or may use their federal and state funds to purchase coaching and other professional development. Level 3 Most Intensive Level of Support Most intensive support for districts with schools identified as in need of comprehensive support and/or a significant number of schools in need of targeted support. These districts may also have considerable challenges identified through NJQSAC. Support is led by regional teams and includes other NJDOE staff and external support based in district, school and student needs, where appropriate. 15

16 District Support Timeline School Year District Activity NJDOE support of priority and focus schools School profiles and companion guide released to districts Stakeholder engagement guidance published Consolidated needs assessment shared with districts Schools in need of Level 2 or 3 support identified NJQSAC User Manual first draft released NJQSAC district monitoring for school year begins Schoolwide plans due Districts submit ESSA applications S O N D J F M A M J J A 16

17 Level I: Assisting all Districts to Build Their ESSA Plans ESSA requirements are complex, and they have changed in nuanced but important ways under ESSA. The state will continue its efforts to provide support on how to implement ESSA most effectively and efficiently to address the unique needs of each district and community. Fiscal Guidance: ESSA changes the allowable uses for various funding sources, primarily allowing more flexibility. NJDOE will continue to provide guidance documents, technical assistance webinars, in-person sessions, and one on one coaching to ensure our districts can make use of funds in the way that best serves the unique needs of their students. Operational Guidance: ESSA changes require schools and districts to adjust and/or add new processes (e.g. new data collections and reporting; changes to the requirements for supporting non-public school students; new sections of the electronic application ). NJDOE will provide support to districts as they transition to new procedures. Stakeholder Engagement Guidance: A key requirement under ESSA, like NCLB, is that districts must work with stakeholders in building out their district plans. The Department will be producing guidance this fall outlining the requirements, and more importantly, providing best practices for districts looking to improve their engagement strategies. 17

18 Stakeholder Engagement Requirements Under ESSA: Overview The law requires districts and, in some cases, schools to engage a variety of stakeholders as part of the annual application process, specifically, stakeholders should be consulted regarding: Student needs; The ESSA-funded programs, activities, and strategies the district and its schools should implement to address those needs; and The impact and effectiveness of ESSA-funded programs, activities, and strategies. 18

19 Title I (receiving funds) Targeted Assistance Program Schoolwide Stakeholder Engagement Requirements under ESSA ESSA Requirements The LEA plan must be developed with timely and meaningful consultation with teachers, principals, other school leaders, paraprofessionals, and others including parent and family engagement, and HS to college transitions. An LEA must describe how teachers and school leaders, in consultation with parents, administrators, paraprofessionals, and specialized instructional support personnel, will identify the eligible children most in need. The school must [implement] strategies to increase the involvement of parent of eligible children. A school must consult with parents, administrators, paraprofessionals, and specialized instructional support personnel and others. Plan must be available to the district, parents, and public. Title II (receiving funds) Title III (receiving funds) Title IV (receiving funds) An LEA must meaningfully consult with teachers, principals, other school leaders, paraprofessionals and others to meet the purpose of this title and seek advice from them regarding how best to improve the [LEA s] activities to meet the purpose of the title. An LEA must describe the promotion of parent, family, and community engagement in the education of English learners and contain assurances the eligible entity consulted with teachers, researchers, school administrators, and others to develop and implement the plan. Continued consultation with parents, teachers, principals, other school leaders, specialized instructional support personnel, students, community-based organizations, and local government representatives to implement and improve the plan. 19

20 Specific Requirements The following chart lists the minimum stakeholder engagement requirements for developing and implementing the district s ESSA plan: Stakeholders Title IA Title IIA Title III Title IVA CITATION 1112(a)(1)(A), 1112(b)(7-10) 2102(b)(3)(A) & 2102(b)(2)(D) 3116(b)(4)(C) 4106(c)(1&2) Teachers x x x x Principals x x x x Other School Leaders x x x x Parents/Family Members x x x x Paraprofessionals x x Specialized Instructional Support Personnel x x x Administrators x x Other Appropriate School Personnel x x Nonpublic Schools x x x x Community Partners/Community-Based Organizations/Community Members x x x x Researchers x Early childhood education programs (where applicable) x Institutions of higher education (where applicable) X x Employers (where applicable) X Local government representatives (which may include a local law enforcement agency, local juvenile court, local child welfare agency, or local public housing agency) x Indian tribes or tribal organizations (where applicable) Other Stakeholders/Other Organizations with Relevant Experience Public or private entities x x x x 20

21 Chronic Absenteeism New Jersey will use chronic absenteeism as the measure for the new indicator of school quality and student success during the first year of New Jersey s school accountability system under ESSA. Chronic absenteeism is the percentage of students who are not present 10% or more of the total enrolled school days. Rationale Supported by stakeholders Research based/linked to student outcomes Actionable at a school level Data available and allowable under ESSA How it s Measured: Cumulative Days in Membership Cumulative Days Present Total # of Chronically Absent students Cumulative Days in Membership Student Level Absentee Rate Total enrollment School Level Absentee Rate 21

22 Addressing Chronic Absenteeism The NJDOE will continue to develop resources and supports to assist schools and districts in reducing rates of chronic absenteeism. Current resources: Chronic absenteeism guidance on the NJDOE website Updated chronic absenteeism website Updated School Register to clarify reporting requirements and align terminology with NJ SMART New at-risk reports available through NJ SMART For questions, contact: Coming soon: Identifying and sharing best practices Online modules on data collection and reporting, prevention and intervention, and more 22

23 Fiscal Opportunities for Districts Under ESSA Expanded use of funds (particularly in Title I, Title II) Samples of new language in Title I : CTE, AP/IB, Early College, Counseling/Mental Health, Support for students in non-core subjects, etc.) Examples of new language in Title II: Training to address issues related to school conditions for student learning (e.g. safety, drug abuse, chronic absenteeism); Development of programs to recruit, hire and retain effective teachers) New funding stream: Title IVA (Safe and Healthy Schools, Well- Rounded Education, Access to Technology) More flexible definition of supplement not supplant in Title I Ability to become a schoolwide Title I program with less than 40% poverty Expanded stakeholder engagement opportunities Expanded transferability (moving funds from one title to another based on student needs) 23

24 NJDOE Office Updates for School Year: Improving the Structures for Support Creation of Office of Strategic Alignment, which collaborates alignment through tools, training, and communications across the NJDOE Transition of Regional Achievement Centers (RACs) to Comprehensive Support and Improvement Teams within a Comprehensive Support Network to assist schools in need of Level 3 intensive support 24

25 Comprehensive Support Network Will Provide Coordinated Support to Schools and Districts in Need of Most Intense Support Comprehensive Support Network County Offices Identified Schools & Districts Program Offices Office of Strategic Alignment Other NJDOE Offices 25

26 Comprehensive Support and Improvement Teams/ Current Regions Region #1: Schools in or around Irvington, East Orange, Plainfield, and Jersey City Region #2: Schools in or around Paterson, Passaic, and Englewood Region #4: Schools in or around Trenton, Elizabeth, and Willingboro Region #3: Schools in or around Asbury Park, Atlantic City, Bridgeton, Lakewood, Millville, New Brunswick, and Pleasantville 26

27 Thank You and Contacts Please contact NJDOE staff directly for the following comments or inquiries: NJQSAC: Chronic Absenteeism: ESSA See New Jersey s State Plan: Questions or concerns: ESSA@doe.state.nj.us Performance Reports School Performance Reports: Questions or concerns: reportcard@doe.state.nj.us 27