A Broader and Bolder Approach to

School Reform in Newark:A Human Capital Development Plan for the City

A Broader and Bolder Approach to

School Reform in Newark:A Human Capital Development Plan for the City

I. Moving forwardA) Assessment of schools and student needs in the central zone

I. Moving forwardA) Assessment of schools and student needs in the central zone Collect and analyze all existing data related to school and

student performance within the central zone Cambridge school assessments School Net, Data Wise

Determine what additional assessments of programs and interventions are needed

Assess quality of existing programs and interventions Utilization patterns – who is served, who needs to be served, gaps

in service Interviews with parents, students and staff to solicit perceptions of

existing programs and suggestions for new initiatives

Collect and analyze all existing data related to school and student performance within the central zone Cambridge school assessments School Net, Data Wise

Determine what additional assessments of programs and interventions are needed

Assess quality of existing programs and interventions Utilization patterns – who is served, who needs to be served, gaps

in service Interviews with parents, students and staff to solicit perceptions of

existing programs and suggestions for new initiatives

II. Leveraging ChangeA) Data driven staff development

II. Leveraging ChangeA) Data driven staff development

Meetings with site leaders and teacher leaders to analyze data on their students and schools and discuss implications for instruction Identify areas of focus for interventions Devise instructional plans based upon data Devise ongoing professional development plans

based upon data Role of content coaches

Meetings with site leaders and teacher leaders to analyze data on their students and schools and discuss implications for instruction Identify areas of focus for interventions Devise instructional plans based upon data Devise ongoing professional development plans

based upon data Role of content coaches

C) Summer Institute – targeted participationC) Summer Institute – targeted participation

Implement professional development institute for August 2010 Principal’s Institute: Leading for change

(possible partners: NPLI, NYU, Wallace Foundation)

Teacher leaders: instructional leadership in content areas, coaching in best practices for literacy development (possible partners: Tatum, Rutgers)

Implement professional development institute for August 2010 Principal’s Institute: Leading for change

(possible partners: NPLI, NYU, Wallace Foundation)

Teacher leaders: instructional leadership in content areas, coaching in best practices for literacy development (possible partners: Tatum, Rutgers)

II. Implement Pilot Program: A) 3rd, 8th and 9th grade targeted intervention

II. Implement Pilot Program: A) 3rd, 8th and 9th grade targeted intervention Personalization: Establish student profiles/portfolios based

upon achievement/attendance Diagnostic assessments in fall to set individual

benchmarks Determine which samples of student work will be

included in portfolio Support/intervention plan for each student beginning in

fall 2010 APEX – targeted tutoring and mentoring Freshmen and sophomore seminars

Personalization: Establish student profiles/portfolios based upon achievement/attendance Diagnostic assessments in fall to set individual

benchmarks Determine which samples of student work will be

included in portfolio Support/intervention plan for each student beginning in

fall 2010 APEX – targeted tutoring and mentoring Freshmen and sophomore seminars

B) Culture changeB) Culture change

Student leadership – classroom (Comprehensive classroom management) School – leadership councils, town hall meetings

Advisory program – Matching students to academic/social advisors

Brotherhood/SisterSol – Identity development, rites of passage, history and culture

Extra curricular activities Internships

Student leadership – classroom (Comprehensive classroom management) School – leadership councils, town hall meetings

Advisory program – Matching students to academic/social advisors

Brotherhood/SisterSol – Identity development, rites of passage, history and culture

Extra curricular activities Internships

III. Capacity building plan for the schoolsIII. Capacity building plan for the schools

Clarity and cooperation among policy makers about what might be done to support students and schools

Identify community partners for each school in central ward – CBO, hospital, etc.

Development of MOUs to guide cooperation, division of labor, use of space, etc..

Identify and set priorities in areas where funding is needed

Clarity and cooperation among policy makers about what might be done to support students and schools

Identify community partners for each school in central ward – CBO, hospital, etc.

Development of MOUs to guide cooperation, division of labor, use of space, etc..

Identify and set priorities in areas where funding is needed

Systems and areas of focusSystems and areas of focus

Workshops and services for parents Police cooperation with schools on youth support plans Health services screening and prevention (e.g. dental, heart,

diabetes, etc.) Earl childhood education “Baby College” for new parents and all teen parents Rites of passage programs targeted at middle schools Extended learning opportunities

Arts and culture Academic support Sports, robotics, leadership

Workshops and services for parents Police cooperation with schools on youth support plans Health services screening and prevention (e.g. dental, heart,

diabetes, etc.) Earl childhood education “Baby College” for new parents and all teen parents Rites of passage programs targeted at middle schools Extended learning opportunities

Arts and culture Academic support Sports, robotics, leadership

Building School CapacityBuilding School Capacity

A Student Centered SystemA Student Centered System

The Bolder Approach:Our theory of changeThe Bolder Approach:Our theory of change

Data driven instruction and school reform Professional development for teachers focused

on student needs Support systems for students (RTI, early

intervention, technology for personalized learning)

Development of new schools and lab schools

Data driven instruction and school reform Professional development for teachers focused

on student needs Support systems for students (RTI, early

intervention, technology for personalized learning)

Development of new schools and lab schools

District –university partnershipDistrict –university partnership

For research and analysis of district data Rutgers Newark

For teacher training Bank Street, Montclair, NYU

For curriculum development Rutgers, NYU – Arts and Sciences

For research and analysis of district data Rutgers Newark

For teacher training Bank Street, Montclair, NYU

For curriculum development Rutgers, NYU – Arts and Sciences

Coordinated services at each school site

Coordinated services at each school site

Providing school-based services in response to student needs Case management, health services, etc.

Extended learning through afterschool programs

Quality summer school Parent education

Providing school-based services in response to student needs Case management, health services, etc.

Extended learning through afterschool programs

Quality summer school Parent education

Economic DevelopmentEconomic Development

Development of career academies based upon strategic partnerships between schools and private industry in sectors where growth is anticipated – health careers, bio-tech, “green” jobs

Incubating small business enterprises at schools sites - NFTE

Development of career academies based upon strategic partnerships between schools and private industry in sectors where growth is anticipated – health careers, bio-tech, “green” jobs

Incubating small business enterprises at schools sites - NFTE

Community EngagementCommunity Engagement

Disengagement and disenfranchisement contribute to school failure Schools improve when parents are involved

Parent education and organizing for school involvement and increased support at home

Youth engagement and organizing to develop leadership and responsibility

Disengagement and disenfranchisement contribute to school failure Schools improve when parents are involved

Parent education and organizing for school involvement and increased support at home

Youth engagement and organizing to develop leadership and responsibility

III. What must be done to improve student achievement and reduce the dropout rate:III. What must be done to improve student achievement and reduce the dropout rate:

Respond in a holistic manner to the needs of a child by understanding: Health and welfare needs Social and emotional needs Developmental challenges Family and community challenges Need for employment and college access

Respond in a holistic manner to the needs of a child by understanding: Health and welfare needs Social and emotional needs Developmental challenges Family and community challenges Need for employment and college access