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MISSION AND MANDATE

MISSION AND MANDATE. Envisioning Excellence and Equity Everywhere Dr. Marcia V Lyles, Superintendent January 8, 2014. Overview. Executive summary Introduction to Jersey City Public Schools Review of Data District NJASK and HSPA results 2011-12 and 2012-13

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MISSION AND MANDATE

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  1. MISSION AND MANDATE Envisioning Excellence and Equity Everywhere Dr. Marcia V Lyles, Superintendent January 8, 2014

  2. Overview • Executive summary • Introduction to Jersey City Public Schools • Review of Data • District NJASK and HSPA results 2011-12 and 2012-13 • Review of Focus and Priority Schools • Resulting Vision For Jersey City • Key Findings And Resulting Initiatives By Mandate • Mandate 1: Programs, Policies, and Practices • Graduation Rates • College Readiness Levels • Mandate 2: Achievement Gap • Mandate 3: Human Capital • Mandate 4: Organization and Operations • Mandate 5: Family And Community Engagement • Concluding Thoughts

  3. First 60 Days: Goals And Actions Taken • One-on-one meetings with district leadership • Reviewed resumes and job descriptions • Reviewed evaluations • Fill key vacancies (ongoing) • One-on-one meetings with principals • Held Administrative Retreat • Met with union leadership • Analyzed recruitment and retention strategies • Reviewed professional development plans and activities • Visited classrooms GOAL 1: Support dedicated, accountable and high performing district and school leadership GOAL 2: Nurture and support committed, highly qualified teachers GOAL 6: Develop trusting working relationship with members of the Jersey City BOE GOAL 3: Engage parents and community leaders • Messages to JC Community on website • Began meeting with key leaders • Met with: Elected officials, Commissioner, JCEA leadership, other Union officials, University/college officials, Media, Chamber of Commerce, Advocates, Faith-based leaders, Fellow superintendents • Attended Meet and Greets • Met with Advocacy groups such as Parents for Progress, Dual Language Committee, Statewide Education Organizing Committee, Parent Advocacy Group • One-on-one meetings to identify individual priorities, perspectives, constituencies, additional leaders to meet with • Reviewed Board agendaand minutes • Attended Board Retreats • Mutually established expectations, norms, roles, priorities • Developed communication protocol GOAL 4: Assess, analyze and act on effective strategies for accelerated student achievement GOAL 5: Ensure continued improvement in JCBOE’s operational and financial systems • Reviewed district financial materials including budget, audits, grants • Assessed operational practices and policies including personnel, finance, facilities, transportation, etc. • Fill key leadership vacancies (ongoing) • Reviewed accountability data for each school and the district as a whole • Reviewed district curriculum • Reviewed district programs • Visited schools

  4. Diversity • 28,169students • 38%Latino, 31%African-American, 17% Asian/Pacific Islander, 11%White • 13% are English Language Learners • Most ELLs are native Spanish speakers but we have over 50 home languages with a rising population of Arabic and Urdu speakers • 13% are in Special Education • 66% receive free or reduced lunch

  5. Key Challenges Data analysis of student achievement in JCPS points to a significant need for improvement in the majority of its schools. • HIGH POVERTY DISTRICT. 66%of JCPS students receive free or reduced lunch • LOW PERFORMING SCHOOLS. 40%of our schools are deemed low performing by New Jersey. • 16 of our 39 schools have been labeled Focus or Priority, a designation for schools performing in the bottom 10% across the State according to standardized test scores, for schools with significant achievement gaps between their highest and lowest performing students, or for schools with inadequate yearly progress. • PERVASIVE ACHIEVEMENT GAPS. With the exception of Grade 8 LAL Hispanic scores and Grade 5 Math Hispanic scores, every grade has more than a 20%gap between Asian scores and Black or Hispanic scores. • In Grade 7, there is a 40% gap in LAL achievement and a 43% gap in Math achievement between Asian and Black students. Math Achievement Gap By Grade LAL achievement gap by grade

  6. Resulting Mission And Mandate For Jersey City If the Jersey City Board of Education’s vision is to become a model of excellence in education for the nation then our mandate is to: 4 2 5 3 1 Ensure that the form and function of the organizational units are designed to yield the greatest outcomes for our students Ensure that the GAP is closed with targeted support for those students and schools with the greatest needs Ensure that parents and community are authentically informed and engaged and that we tap into the rich resources they can provide Ensure that the programs, practices and policies from Pre-K to 12 prepare our students for college and career and are research-based, rigorous and equitably accessible to all. Ensure a system of support and accountability as we recruit, retain and develop talented and dedicated school/district staff and leadership

  7. 1 Ensure that the programs, practices, and policies from Pre-K to 12 prepare our students for college and career and are research-based, rigorous and equitably accessible to all. PROGRAMS, POLICIES, AND PRACTICES “And so tonight,  I ask every American to commit to at least one year or more of higher education or career training.  This can be community college or a four-year school; vocational training or an apprenticeship.  But whatever the training may be, every American will need to get more than a high school diploma.  And dropping out of high school is no longer an option.  It's not just quitting on yourself, it's quitting on your country - and this country needs and values the talents of every American.” – Barack Obama 2009

  8. Total Student Performance • KEY OBSERVATIONS: • The good news – our largest gains have been in the Grade 11 HSPA results in LAL and Math • Our Math results are significantly stronger than our LAL results in Grades 3-6; • We are losing precious ground in Grades 6 and 7 LAL • Overall we have shown gains in every grade in Math 10 1 4 2 5 1 8 3 12 10 3 2 14 5 17 17

  9. Summary of Findings 1 Student Performanceon standardized assessments is improving… …but the 2012 Grade 3 – 8 NJASK Math & LAL results show significant gaps in achievement by ethnicity 2 The district is on track, logistically, to prepare for the Common Core Standards, which will increase the rigor across all grades. It is not on track for implementation 3 The new textbook adoptionsin Literacy and Math have received good reviews from principals.

  10. Summary of Findings 4 Parents love the idea of the Dual Language programsbut: • They are primarily in select schools. • The quality in some is questionable – some classes do not have reasonable number of native Spanish speakers. • Admissions are different at every school, although loose collaboration with Early Childhood program. 5 Early Childhood Program(Pre-K 3 and Pre-K 4) highly regarded and much in demand, currently serving 383 three-year old students and 1915 four-year old students, but: • Space is an issue in some schools. • Admissions is viewed as convoluted . • Many parents believe that we should have sibling preference. 6 Technology use for instruction improving but: • There is no central support; funding for technology coordinators in schools was lost. • There is inefficient use of technology in some cases. • There is inequitable distribution of hardware across schools. • Technology is not used for any innovation like flipped classrooms or blended learning. Interestingly, some parents are aware of and have access to innovations such as Khan Academy. 7 Opportunities for enrichment and acceleration(HOPE, AEP, PSAT Prep) but: • Question of rigor and equity

  11. Summary of Findings 8 For the 2012 four year cohort, 67 out of every 100 JC high school students graduates… …there are 33 who do not. 13 students drop out 12students are off-track (continuing) 5 students transfer out 3 students are on-track (continuing)

  12. Summary of Findings: College Readiness 9 Based on the SAT benchmark, only 19% of JCPS students graduate ready for college; the majority of those students are from McNair Academic High School. If McNair is excluded, only 7.1% of JCPS students would graduate college ready. *The College Board has determined that an “SAT Benchmark score of 1550 is associated with a 65 percent probability of obtaining a first year GPA (FYGPA) of a B- or higher, which in turn is associated with a high likelihood of college success. Students meeting the benchmark score of 1550 were more likely to enroll in a four-year college, had higher first-year GPAs and were more likely to be retained for their second and third year than those students who did not attain the SAT benchmark.”

  13. Summary of Findings: College Readiness 10 The majority of our graduating seniors have not taken an AP course or exam at any time during their high school experience. * Indicates the % of seniors who scored a 3 or higher on at least one AP Exam at any point during their high school career.

  14. Resulting Initiatives 1 Increased College Awareness and Preparation • Established partnership with the College Board • Established PSAT/SAT Day • Implement Springboard College Prep Curriculum in grades 6 and 9 in targeted schools • National Student Clearinghouse to track college persistence data • Conducted an Advanced Placement (AP) Diagnostic report to identify student and staff preparedness for AP courses Prepare for implementation of Common Core and PARCC assessments • Aligned all curriculum to CCSS and NJCCSS • Assessed technological readiness for PARCC • WiFi in all schools • Teachers involved in curriculum design and professional development to prepare for new curriculum and assessments • Pilot a rigorous college preparation curriculum. 2

  15. Resulting Initiatives (cont) Implement Instructional Innovations • Developed partnership with Liberty Science Center to create an innovative elementary STEM Program. • Expanded Project Child initiative, an innovative model of instruction for elementary students • Developed Small Learning Communities • Entered into collaboration with NJCU and ISA to create new STEAM high school Developed Strategic Support Teams • Reorganized Central Office Staff to focus on schools and address their needs • In addition to Directors for each division, assigned Supervisors and support staff to directly serve schools • Developed Walkthrough instrument that aligned Danielson Framework 3 4

  16. 2 Ensure that the GAP is closed with targeted support for those students and schools with the greatest needs Achievement gap “We cannot rest until each of us would be satisfied with randomly assigning our own children to any public school in the nation.” ― Jason Kamras

  17. Special Education Performance • KEY OBSERVATIONS: • Except for Grade 11 LAL, we have not made significant progress in closing the achievement gap between Special Education in General Education students • In fact, the gaps have widened in most grades in LAL and/or Math, most notably in Grade 3 1 11 7 3 9 1 9 3 3 5 2 3 1 2 25 14

  18. Limited English Proficient Performance • KEY OBSERVATIONS: • The Grade 11 good news continues – our 32 percentage point gains in LAL exceeded the Statewide gains by over 20 points and how Grade 11 math gains exceeded the Statewide gains by a dozen points. • However, although not as stark as our gaps in Special Education, the performance of our students with Limited English Proficiency is significantly below our overall proficiency rates. 10 3 16 1 2 5 15 3 24 2 10 6 1 3 32 18

  19. Summary of Findings: Graduation Rates 1 There is a significant gap in the graduation rates of different ethnic subgroups; fewer Black and Hispanic / Latino students graduate than Asian and White students. Dropout Dropout Dropout Dropout Off-track Transferred out Off-track Active student (status unknown) On-track Active student (status unknown) Off-track (continuing) Transferred Off-track (continuing) On-track (continuing) Transferred out On-track (continuing) Transferred out Graduated Graduated Graduated Grad- uated Multi 50% graduated, 50% dropout White Black Hispanic / Latino Asian Native Hawaiian / Pac Islander 87% graduated, 7% off-track (cont) 7% dropout Amer. Ind,Nat Alaskan 84% graduated, 11% off-track, 5% drop out

  20. Summary of Findings 2 In every grade in both LAL and Math, African-American students lag behind their White, Hispanic, and Asian peers. LAL Achievement Gap By Grade Math Achievement Gap By Grade 3 Curricular materials are the same district-wide. 4 Intervention programs are inconsistent throughout district. 5 Special Ed interventions in language arts and math (in development). 6 There is an inequitable distribution of technologyacross the district, although every school has technology funds allocated to them.

  21. FOCUS and PRIORITY SCHOOLS

  22. Focus and Priority School LAL Results The focus of FOCUS is the GAP. PERCENT PROFICIENT BY SCHOOL (LAL) Priority Schools Focus Schools Largest within-school gaps Lowest sub-group performance Lowest performing SIG school % Hispanic

  23. Focus and Priority School Math Results In every school but one the Math results for the Focus and Priority schools were higher than the LAL scores, mirroring the District results. The schools that were #1, 2 and 3 in LAL are also at the top in Math PERCENT PROFICIENT BY SCHOOL (MATH) Priority Schools Focus Schools Largest within-school gaps Lowest sub-group performance Lowest performing SIG school % Black

  24. Ethnicity In Focus / Priority Schools And Special Education African American students are disproportionately represented in both focus / priority schools and special education. Hispanic students are slightly overrepresented in special education. ETHNICITY BY SPECIAL ED VS ALL OTHER STUDENTS ETHNICITY BY FOCUS/PRIORITY SCHOOLS VS ALL OTHER SCHOOLS All Other Schools Special Ed All Other Students Focus/Priority Schools

  25. Focus And Priority High Schools Looking at Liberty and Dickinson, there appears to be a gap between performance on HSPA and graduation. MATH RESULTS % PROFICIENT BY SCHOOL LAL RESULTS % PROFICIENT BY SCHOOL Largest within-school gaps Lowest graduation rate SIG school

  26. Resulting Initiatives 1 • Created Enterprise Zone for six of the most challenged elementary and middle schools to provide focused support. • Developed collaboration with Regional Achievement Center, conducting collaborative walkthoughs and professional development • Increased use of data to inform instructional decision making • Engaged school leaders and staff in data conversations to better support all students and target greater support to students most at-risk • Decreased Drop-out Numbers and Rates and Heightened Drop-out Prevention Efforts • Monthly meetings with principals of targeted high schools to identify students at risk of dropping out and appropriate interventions to help them stay in school • Expanded 9th grade Academies • Redesigned Admissions process for Early Childhood • Earlier timeline provides parents with assignment information before school ends • Implement sibling preference 2 3 4 5

  27. 3 Ensure a system of support and accountability as we recruit, retain, and develop talented and dedicated school/district staff and leadership Human capital Be a yardstick of quality. Some people aren't used to an environment where excellence is expected. - Steve Jobs 

  28. Summary of Findings 1 Accountability • There was a successful pilot of teacher and administration evaluation system in SIG schools. • The new Teacher and Administrator evaluation system will be implemented system wide in September 2013. 2 Staffing • Principals want more control over hiring staff; current practices are inconsistent across schools – sometimes they get to interview applicants, sometimes they don’t. • Hard to staff areas are particularly difficult. • Procedures for hiring of administrative staff are inconsistent. • JCPS is piloting new AppliTrackersystem. 3 Professional development – Millions have been spent but… • It is not coordinated. It is offered by different departments including special education, curriculum and instruction, programs and services, and division staff. • No formal evaluations are conducted to ensure the efficacy of the professional development.

  29. Resulting Initiatives 1 6 Prepared all educators for district-wide implementation of new evaluation system Revised administrator hiring processes Decentralized professional development to address unique needs of schools Purchased/Contracted for improved HR systems • Applitrak for hiring • Outside firm to provide substitute teachers Instituted Teacher of the Year Program Hired Chief of Talent to revamp Human Resources 2 3 4 5

  30. 4 Ensure that the form and function of the organizational units are designed to yield the greatest outcomes for our students Organization and operations 'You cannot carry out fundamental change without a certain amount of madness. In this case, it comes from non-conformity, the ability to turn your back on old formulas, the courage to invent the future. It took the madmen of yesteryear for us to be able to act with extreme clarity today. I want to be one of those madmen. We must dare to invent the future.‘ - Thomas Sankara, African leader

  31. Summary of Findings 1 The current structure is an “organization of many chiefs” • The public view is that JCPS is bloated bureaucracy. • There are redundancies (e.g. professional development) and a need for greater coherence. • Accountability lines are unclear; there are frequent “who owns that” questions? • There are silos throughout the district. • The organization is district-centric.

  32. Summary of Findings 2 Funding • There are apparent inequities in staffing. • There are opportunities to achieve greater economies of scale. • The allocation methodology is unclear. 3 Facilities • Many of the buildings are in need of major investment for renovation and repairs. • Maintenance of some of the buildings needs improvement. 4 Technology • JCPS is nascent in its use of technology. • The technology infrastructure needs greater support.

  33. Resulting Initiatives 1 • Hired new School Business Administrator to oversee finance, transportation, security, facilities and nutrition services • Realigned district staff to better serve and support schools • Developed more equitable funding formula for schools and revised staffing formula for equity and efficacy • Enhanced Breakfast after the Bell program to all elementary and middle schools increasing participation triple-fold. • Redesigned maintenance plan 2 3 4 5

  34. 5 Ensure that parents and community are authentically informed and engaged, and that we tap into the rich resources they can provide Family and community engagement "When parents are involved in their children's education at home, they do better in school. And when parents are involved in school, children go farther in school and the schools they go to are better.“ - Henderson & Berla

  35. Summary of Findings 1 Many parents do not feel heard; they feel that the district and schools are not responsive. However, most schools have a parent liaison. 2 The quality of parent engagement is varied, resulting in greater inequity. 3 Communication is the challenge. 4 The district has many college and university partnerships but little coordination. 5 Business and community groups are actively involved in select schools, but many schools are without business/community partnerships.

  36. Resulting Initiatives 1 • Created Office and hired Director of Family and Community Engagement • Convened a District Parent Council and send monthly messages to parents • Revamped District Website, joining social media sites Facebook and Twitter • Increased publication of Liberty Lines, district newsletter, from four times a year to bi-weekly. • Developed I Love Jersey City Public Schools Committee and organized community wide events for 2013-14 school year 2 3 4 5

  37. Resulting JCPS Mandates And Initiatives MANDATES 4 2 5 3 1 Ensure that the form and function of the organizational units are designed to yield the greatest outcomes for our students Ensure that the programs, practices and policies from Pre-K to 12 prepare our students for college and career and are research-based, rigorous and equitably accessible to all. Ensure that the GAP is closed with targeted support for those students and schools with the greatest needs Ensure a system of support and accountability as we recruit, retain and develop talented and dedicated school/district staff and leadership Ensure that parents and community are authentically informed and engaged and that we tap into the rich resources they can provide INITIATIVES Establish Office of Family And Community Partnerships Prepare all educators implementation of new evaluation system Redesign Admissions Processes Tighten the organization Expand resources to the Turnaround Office to provide tiered support to the schools Revamp the Dual Language Program Content Explore equitable funding formulas Revise administrator hiring processes Develop enterprise zones of innovation Enhance Communications protocols via technology Pilot a rigorous college preparation curriculum Develop a comprehensive facilities plan Create comprehensive professional development plan Expand the outreach to students and families to create awareness of AP and SAT Introduce 21st century Career and Technical Education offerings Develop a comprehensive technology plan Commission formal evaluation of the efficacy of key PD initiatives Provide professional development to support AP teachers working with non-traditional students Refine the existing Small Learning Communities to incorporate best practices Create a succession plan to build a qualified pipeline of administrators

  38. Short-Term Results: From Mandate To Action 2 1 • Decreased drop out numbers by more than 50% between FY12 and FY13. There were 390 dropouts in the 2011 – 2012 school year, compared to the 178 in the 2012 – 2013 school year. • Restructured the district to increase college and career readiness by: • Implementing School Day PSAT and SAT, which results in 100% of students taking the PSAT and SAT • Utilizing AP Potential through the AP Diagnostic, allowing JCPS to identify students with potential to succeed in AP and increasing the number of students in AP by 10% • Tracking college persistence through the National Student Clearinghouse • Implementing the College Board’s SpringBoard College Prep curriculum, which was cited by PDK as an “exceptional curriculum without peer”, in focus and priority schools. PROGRAMS ENVIRONMENT Over the past 15 months, since Dr. Marcia Lyles has become the superintendent of Jersey City Public Schools, she has dedicated her time to bringing established best practices to Jersey City which, while basic in some places, are revolutionary in Jersey City. Increased the number of breakfasts served from 87,000 to 304,000 breakfasts in October 2013 through JCPS’ Breakfast After The Bell initiative.

  39. Short-Term Results: From Mandate To Action • Launched an online application system to enable better tracking of JCPS applicants. • Startedexternal recruiting to get the best pool of candidates to lead our classes and schools. • Launchedteacher and administrator evaluation systems. • Shifted from district-driven professional development to school-driven professional development. School leaders now make decisions on the PD providers based on their specific professional development needs. 5 3 STAFF COMMUNITY 4 ORG. PRACTICES • Eliminated 31 positions between FY14 and FY13, resulting in central administrative savings of over $1M annually, of which more than $450k was from the highest levels of the central office. • Establishedmore equitable funding and staffing formulas and gave principals more control over their budgets. • Significantly reduced the number of uncovered classes as a result of teacher absences. • Established family engagement as a priority by creating a dedicated family engagement team, including a Director of Family and Community Engagement. • Deepened the level of partnerships and partner engagement. JCPS has changed the level of partnership and the degree to which they engage. For example, third graders now spend the day at the Liberty Science Center while their teachers receive PD from the Science Center. • Engaged in a formal strategic planning process with heavy staff, administrative, and community involvement.

  40. MISSION AND MANDATE 2.0 "When parents are involved in their children's education at home, they do better in school. And when parents are involved in school, children go farther in school and the schools they go to are better.“ - Henderson & Berla

  41. 1 PROGRAMS, POLICIES, AND PRACTICES

  42. 2013 LAL State vs. District Proficiency Results The district is largely keeping pace with the gains / losses at the state level, with losses that are, largely less than the state and some gains that are slightly higher than the state. However, while the gains in Grade 6 were impressive, the loss in Grade 11 is a concern. Nonetheless, overall the movement is minimal and the gap between the state and district level results is still significant. - 0.1 - 0.3 + 0.9 + 1.5 - 0.8 + 0.9 + 1.7 + 7.2 + 4.2 + 5.8 - 0.3 - 2.7 + 0.1 - 6.0 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 Grade State results District results

  43. 2013 Math State vs. District Proficiency Results The district has made some significant strides in closing the gap between the state and district results, particularly in grades 3 – 6, where the gap ranges between five and twelve points. - 3.4 + 0.1 + 0.3 - 2.3 - 0.7 + 1.7 + 0.9 + 0.4 +9.8 - 1.1 +8.3 - 0.3 - 0.8 - 4.2 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 change since 2012 Grade State results District results

  44. 2013 Total Student Performance (% Proficient) • The table shows the total % of students proficient by subject and grade. The blue font shows the two year change in proficiency from 2011 to 2013 (% increase or decrease in proficiency). • KEY OBSERVATIONS: • Though the district has largely made gains over the past two years, the actual percentage of students proficient is still low, with five of the seven grades tested in LAL indicating less than 60% proficient. Math is slightly better with five of the seven grades in the 60 – 75% range. • Fifth grade math made a 21 point gain since 2011, bringing the percent proficient to 72.8%. • In 2012 Grades 6 and 7 LAL were the most discouraging. This year their significant gains show progress. 6 4 0 1 9 6 21 9 0 6 3 5 1 2 0 3

  45. LAL and Math Results For 2009 - 2013 Below are the LAL and Math results for the total student population between 2009 and 2013. LAL results Math results

  46. Summary of Findings For the 2013 four year cohort, 68 out of every 100 JC high school students graduates… …there are 32 who do not. 10 students drop out 12students are off-track (continuing) 6students transfer out 3 students are on-track (continuing)

  47. Mandate: Ensure that the programs, practices and policies from Pre-K to 12 prepare our students for college and career and are research-based, rigorous and equitably accessible to all. Goals Directions

  48. 2 Achievement gap

  49. 2013 Special Education Performance (% Proficient) 0 0 • KEY OBSERVATIONS: • Special education performance has been largely stagnant, with the exception of Grade 3 LAL, which posted an 11 point gain and Grade 11 LAL which lost 11 points. • In every area our special education students performed significantly below the statewide average. • Overall, the percentage of special education students who are proficient is quite low, with four grades in LAL scoring around 10% proficient and three grades in math scoring between 11% and 15% proficient. 11 1 2 8 0 0 3 2 7 2 2 3 1 11

  50. 2013 Limited English Proficient Performance (% Proficient) • KEY OBSERVATIONS: • From 2011-2013 there were gains made in every grade and subject except for three – Grade 4 LAL, Grade 5 Math, and Grade 6 LAL. • There were significant gains in Grade 3, with 17 points in LAL and 12 points in Math. • Our gains were especially encouraging from 2012-2013. • In 2013 our LEP students outperformed the State in every area except Grade 11 Math with a difference of nearly 19 points in Grade 3 LAL. • However, although we continue to make strides the performance of our LEP students is still below our overall proficiency rates in most grades. 17 12 8 3 14 1 9 9 11 10 12 4 8 8 13 9

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