EDUCATING TODAY TO ENHANCE TOMORROW

Basic Knowledge of New Jersey Education

Law and Practice

Paula Bloom, Robert Bumpus, Delia Menendez

and Monica Tone

NJDOE Goal

The central goal of the NJDOE is to ensure that all children, regardless of life circumstances, graduate from high school ready for college and career.

New Jersey Public Education Structure

State Board of Education-13 people appointed by the Governor with consent from State Senate (6 year terms)adopts the administrative code (N.J.A.C. 6 &

6A), which sets the rules needed to implement state education law (N.J.S.A. 18A);

advises on educational policies proposed by the Commissioner ; and

confirms Department of Education staff appointments.

New Jersey Public Education Structure (cont.)

Department of Education led by the Commissioner of Education appointed by the Governor with consent from the State Senate administers state and local aid for public and nonpublic

schools affecting more than 1.3 million students;ensures that local schools comply with state and

federal laws and regulations; andprovides assistance to and monitors activities of local

school districts, regulates teacher education programs, licenses teachers and other educators, sets standards for school improvement administers statewide assessments to measure student achievement.

New Jersey Public Education Structure (cont.) County Office of Education 21 offices located in each county to

support over 600 districts, over 90 charter school and numerous nonpublic schools to: Provide districts/charters with the information/assistance/training to

implement NJDOE initiatives; Approve school district budgets, transportation contracts; Approve contracts for school superintendents, assistant superintendents

and business administrators; Monitor districts through the QSAC process and assist with other state-level

monitoring; Issue substitute teaching certificates to individuals seeking jobs in schools; Review NCLB and IDEA applications at the first level; Conduct test breech and HIB (harassment, intimidation and bullying)

investigations; Inspect school buildings and grounds in all districts and charter schools; and Respond to 1,000’s of phone calls, letters, e-mails, walk-ins from parents,

school staff, and community on all kinds of school-related issues.

New Jersey Public Education Structure (cont.)

Local School Boards- State establishes the broad parameters through

statute and code within which school districts must operate, local school boards set the policies and procedures that most directly affect district students and staff.

District policies and procedures include the following:Conduct of Board Meetings Operational Matters Educational Programs and Standards Student Matters Staffing Matters

N.J.A.C. 6A:32, School District Operations Governs the daily operations of schools

Student records including maintenance and security, N.J.A.C. 6A:32-7.4;

Access to Student Records N.J.A.C. 6A:32-7.5;

Conditions for access to student records N.J.A.C. 6A:32-7.6; and

Student enrollment N.J.A.C. 6A:32-8.3.

Transfer Card

NJ Standards Measurement and Resource for Teaching (NJSMART)

Student DataAttendance for the last five years including

dates and locations (schools)Special Education StatusTest Scores

Student Identification Numbers Access to data in NJ SMART

Attendance and Truancy, N.J.A.C. 6A:16-7.8 Districts have a legal responsibility to notify

the parent or guardian of every student for every unexcused absence;

District must investigate and then develop a plan for each student to maintain regular attendance;

If a student has more than 10 unexcused absences they are considered truant and the district must refer the student to the court programs in the Administrative Office of the Courts.

Special Education Procedural Safeguards, N.J.A.C. 6A:14-2

It is the district’s responsibility to protect the student’s rights and in order to do so they have the responsibility to determine who has the parental rights or is the surrogate for all special education issues.

Contact the Office of Special Education for more information(609) 292-0147

New Jersey Quality Single Accountability Continuum (QSAC)

The Quality Single Accountability Continuum (QSAC) is the Department of Education’s monitoring and evaluation system for public school districts.

QSAC, while compliance-driven, also focuses on assistance, capacity-building and improvement.

New Jersey Quality Single Accountability Continuum (QSAC)

Designed to be comprehensive accountability system that consolidates and incorporates the monitoring requirements of applicable state laws and programs and complements federally required improvements.

New Jersey Quality Single Accountability Continuum (QSAC)

Focuses on monitoring and evaluating school districts in five key components that, based on research, have been identified as key factors in school effectiveness.

Instruction and Program Fiscal Management Governance Personnel Operations

New Jersey Quality Single Accountability Continuum (QSAC)

Each year, all school districts are required to complete a Statement of Assurance (SOA) on specific indicators for each of five QSAC components.

Every three years, districts also complete a District Performance Review (DPR), which also includes indicators from the five components.

New Jersey Quality Single Accountability Continuum (QSAC)

The SOA (annually) and the DPR must be approved by the district board of education.

Once every three years, the Executive County Superintendent and staff conduct a full QSAC review, which includes a desk audit and onsite visit to determine compliance with the SOA and DPR requirements.

New Jersey Quality Single Accountability Continuum (QSAC)

The full review consists of a review of information available in the county office by way of a desk audit and then through discussion in the district with central office staff during the onsite visit.

During the onsite visit, documents are also reviewed to verify the district has satisfied each indicator contained in the DPR .

New Jersey Quality Single Accountability Continuum (QSAC)

Following interviews with central office staff and documentation review, visits are made to schools in the district. Interviews are conducted with teachers, followed by classroom walkthroughs, to determine curriculum implementation.

At the completion of the QSAC review and onsite visit, the County Office of Education staff evaluate the district’s performance by scoring the DPR (district performance review).

New Jersey Quality Single Accountability Continuum (QSAC) Each of the five components of the DPR must

receive a score of 80% or higher in order for the district to be designated as “high performing.”

The Commissioner of Education issues the district a placement letter along with the QSAC report (DPR), which includes scores for each of the five QSAC components.

The State Board of Education certifies high performing districts for a period of three years.

New Jersey Quality Single Accountability Continuum (QSAC)

If any component of the DPR receives a score of less than 80%, the district must develop a District Improvement Plan (DIP) to address the failed indicators.

The county office of education provides assistance to the district while it implements its DIP and then conducts interim reviews of progress on a six-month basis.

Statement of Assurance Items

Provides for the safety and protection of students through the annual review, development and implementation of a memorandum of agreement (MOA) with law enforcement and implementation of board-approved policies to facilitate cooperation between school staff and law enforcement (N.J.A.C. 6A:16-6.1);

Adopts and implements policies and procedures designed to report missing and abused children to law enforcement and child welfare authorities. Appoints and school district liaison and provides training to district employees, volunteers and interns working in the school district (N.J.A.C. 6A:16-11); and

Ensures that each school building has a multidisciplinary team (such as Intervention and Referral Services Team, Pupil Assistance Team and School Resource Committee), as part of its coordinated system for the planning and delivery of intervention and referral services (N.J.A.C. 6A:16-8).

Compulsory Education Law N.J.S.A. 18A:38-25Attendance required of children between six and

16 “Every parent, guardian or other person having

custody and control of a child  between the ages of six and 16 years shall cause such child regularly to attend  the public schools of the district or a day school in which there is given  instruction equivalent to that provided in the public schools for children of  similar grades and attainments or to receive equivalent instruction elsewhere  than at school.”

Support services

Intervention and Referral Services

(I & RS) Child Study Teams (CST) School Based Youth Services (SBYS)

New Jersey Department of EducationPriority and Focus superintendent/LEA leader webinar

SUBJECT TO REVISION

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Context for the Regional Achievement Centers (RACs)

Through New Jersey’s waiver from provisions of the Elementary and Secondary Education Act (ESEA), the Department of Education has developed a new school accountability system to replace certain provisions of No Child Left Behind.

RACs represent the Department’s most ambitious, focused effort to date to improve student achievement across the state:

• Shift focus from all schools to low performing schools• Significant resources aligned with proven turnaround principles• State resources and activities coordinated to support RACs

The Department is undergoing a fundamental shift from a system of primarily oversight and monitoring to service delivery and support

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Regional Achievement Center mission & guiding principles

RAC Mission Statement:New Jersey’s Regional Achievement Centers, struggling schools, and their districts will partner to set clear goals for student growth, put proven turnaround principles into action, and use data to drive decision-making and accountability. Working together, we will meet our shared goal of closing the achievement gap and preparing all of our students for success in college and career.

RAC Guiding Principles:• Partnership: Regional Achievement Centers, Priority and Focus Schools, and

their districts work together.• Research base: School turnaround principles proven to drive student

achievement are put into action.• Support: High impact professional development is regularly provided to

teachers, leaders, and Regional Achievement Center teams. Resources are targeted to support Priority and Focus Schools.

• Accountability: RAC teams, Priority and Focus Schools, and their districts are held directly accountable for results.

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Regional Achievement Centers approach

Identify schools

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

Implement targeted interventions aligned to proven turnaround principles

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

conducive to learning and a culture of high expectations

2. School Leadership: The principal has the ability to lead the turnaround effort

3. Standards Aligned Curriculum, Assessment and Intervention System: Teachers have the foundational documents and instructional materials needed to teach to the rigorous college and career ready standards that have been adopted

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

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

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

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

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

Regional Achievement Centers approach

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Student performance

Description

Baseline evaluation of schools on indicators based upon the 8 turnaround principles; replaces CAPA

Collaborative plan created by schools, districts, and the RAC staff for specific intervention activities against all QSR indicators

Clearly defined metrics to measure implementation progress and initial student outcomes on the SIP intervention activities

Student performance on 6-week formative assessments (Priority Schools and select Focus Schools); student performance on NJASK and HSPA

• Turnaround Principle: Quality of Instruction

• QSR indicator: Teachers use quality and frequent checks for understanding during and at end of each lesson.

• Evidence of need:

Less than 50% of teachers observed used high quality checks for understanding

Illustrative example

Major element

Quality School Review (QSR)

School Improvement Plan (SIP)

School Progress Management

1 2 3 4

Timing Spring and fall 2012

Aug – Oct 2012 Sept 2012 – ongoing

Ongoing

• SIP intervention activities on indicator:

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

• 50-day review

95% attendance at targeted PD session

50 – 70% of teachers observed used high quality checks for understanding

• 100-day review

70 – 90% of teachers observed used high quality checks for understanding

• Formative assessments:

18 week assessment: 10 point increase from baseline in reading and math

• NJASK:

45% proficiency (4 point increase) in both math and reading in year 1

✓

✓

✓

Demonstrated or completed

RAC support model: field-based teams partner with Priority and Focus Schools

School Improvement Director- Paula White

Executive Director for Regional Achievement (7)

Chief Academic OfficerTracey Severns

RAC Staff Team (# varies by region)

State Turnaround Coaches

State Elementary Literacy Specialist

State Secondary Literacy Specialist

State Mathematics Specialist

State Instructional Specialist

State English Learners Specialist

State Culture & Climate Specialist

State Data Specialist

State Human Capital Specialist

State Intervention/Special Ed Specialist

Project Manager

Executive Directors for Regional Achievement lead RAC teams

and work directly with LEA leadership

State Turnaround Coaches work directly with principals and ensure

interventions are coordinated & cohesive

Content-area specialists partner with school leaders

(e.g., data leader) and staff to build capacity in specific

turnaround areas

Project Managers monitor the progress and success of RAC interventions

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RACs are organized geographically; each RAC field team has an office within the region

# Counties

1 Morris - Sussex - Warren

2 Bergen - Passaic

3 Essex - Hudson

4 Hunterdon - Mercer - Somerset - Union

5 Middlesex – Monmouth - Ocean

6 Camden - Burlington

7 Atlantic - Cape May - Cumberland - Salem - Gloucester

Subject to revision

• Indicates Regional HQ

Educational Stability law and the local

school district

STUDENT REGISTRATION

PROOF OF ADDRESS GUARDIANSHIP MEDICAL RECORDS SCHOOL RECORDS BIRTH CERTIFICATE OTHER, DEPENDING UPON THE

DISTRICT POLICY

INTERVENTION AND REFERRAL SERVICES (I&RS)

Before Special Education Services

Administrative Code Chapter 16 Programs to Support Student Development Subchapter 86A:16-8.1 Establishment of intervention and referral services6A:16-8.2 Functions of intervention and referral services6A:16-8.3 School staff and community member roles for planning and implementing intervention and referral services

 

SPECIAL EDUCATIONN.J.A.C.6A:14

REFERRAL PROCESSTIMELINESCHILD STUDY TEAMSPECIAL EDUCATION CLASSIFICATIONSCONTINUUM OF SERVICES

Section 504 of the Rehabilitation Act of 1973, as amended29 U.S.C. § 794

Not Special Education Services

SCHOOL BASED YOUTH SERVICES

COUNSELING PREVENTION MENTORSHIP

TRANSPORTATION

Address Verification Cost Time on the Bus

Useful NJDOE Websites

Information & Services by County - http://www.state.nj.us/education/counties/

Homeless Education - http://www.state.nj.us/education/students/homeless/

Keeping Kids Safe, Social Services - Child Abuse, Neglect & Missing Children- http://www.state.nj.us/education/students/safety/socservices/abuse/training/

Useful NJDOE Websites

Keeping Kids Safe, Student Behavior - Intervention & Referral Services - http://www.state.nj.us/education/students/safety/behavior/irs/

New Jersey Department of Education - Special Education - http://www.state.nj.us/education/specialed/

School Finance: Student Transportation http://www.nj.gov/education/finance/transportation/