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MISSION AND MANDATEEnvisioning Excellence and Equity Everywhere
Dr. Marcia V Lyles, SuperintendentJanuary 8, 2014
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
2
First 60 Days: Goals And Actions Taken
GOAL 6: Develop trusting
working relationship with members of the
Jersey City BOE
One-on-one meetings to identify individual priorities, perspectives, constituencies, additional leaders to meet with
Reviewed Board agenda and minutes
Attended Board Retreats
Mutually established expectations, norms, roles, priorities
Developed communication protocol
GOAL 1: Support dedicated,
accountable and high performing district and
school leadership
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
GOAL 2:Nurture and support
committed, highly qualified teachers
Met with union leadership
Analyzed recruitment and retention strategies
Reviewed professional development plans and activities
Visited classrooms
GOAL 4:Assess, analyze and act on effective strategies
for accelerated student achievement
Reviewed accountability data for each school and the district as a whole
Reviewed district curriculum
Reviewed district programs
Visited schools
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
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)
3
Diversity
4
• 28,169 students
• 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
Key Challenges
• 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.
LAL achievement gap by grade Math Achievement Gap By Grade
Data analysis of student achievement in JCPS points to a significant need for improvement in the majority of its schools.
5
Resulting Mission And Mandate For Jersey City
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
Ensure that the GAP is closed with targeted
support for those students and schools with the
greatest needs
Ensure that the form and function of
the organizational units are designed to
yield the greatest outcomes for our students
Ensure that parents and community
are authentically informed and
engaged and that we tap into the rich resources
they can provide
1 32 54If 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:
6
PROGRAMS, POLICIES, AND PRACTICES
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.
7
1
“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
Total Student Performance
LAL Math Science
Grade 3 53.4 65.6
Grade 4 39.5 63.1 82.0
Grade 5 43.1 73.9
Grade 6 40.2 59.1
Grade 7 42.1 43.3
Grade 8 66.7 55.5 61.1
Grade 11 86.5 67.4
10 1
4 2 5
1 8
3 12
10 3
5 14 2
17 17
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
8
Summary of Findings
9
1 Student Performance on 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 adoptions in Literacy and Math have received good reviews from principals.
Summary of Findings
10
4 Parents love the idea of the Dual Language programs but:•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
Summary of Findings
11
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
5 students transfer out
3 students are on-track (continuing)
12 students are off-track (continuing)
Summary of Findings: College Readiness
12
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.
School Name 12th Grade Enrollment # of SAT Test-Takers % SAT Participation
# of Test Takers Achieving the SAT
Benchmark
% Test Takers Achieving The SAT
BenchmarkHenry Snyder High School 176 111 63.1% 5 4.5%
James J Ferris High School 258 219 84.9% 11 5.0%
Liberty High School 41 32 78.0% 1 3.1%
Lincoln High School 183 82 44.8% 0 0.0%
McNair Academic High School 157 170 108.3% 134 78.8%
William L Dickinson High School 512 410 80.1% 44 10.7%
Total 1327 1024 77.2% 195 19.0%
*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.”
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.
High School Graduating Class Summary*
Total Students Unknown 12th
Grade11th
Grade10th
Grade9th
Grade
Henry Snyder High School
# of students who took an AP exam 40 27 10 3
% of students who scored 3+ on at least 1 AP exam 11% 10.4% 2% 0%
James J Ferris High School
# of students who took an AP exam 59 1 33 25
% of students who scored 3+ on at least 1 AP exam 2.9% 2.6% 1.8% 0%
Liberty High School
# of students who took an AP exam 11 1 1 5 4
% of students who scored 3+ on at least 1 AP exam 0% 0% 33.3% 50%
Lincoln High School
# of students who took an AP exam 4 4
% of students who scored 3+ on at least 1 AP exam 1.4% 0% 0% 0%
McNair Academic High School
# of students who took an AP exam 492 7 160 153 93 79
% of students who scored 3+ on at least 1 AP exam 89.5% 70.8% 63.2% 29.2%
William Dickinson High School
# of students who took an AP exam 146 2 111 32 1
% of students who scored 3+ on at least 1 AP exam 8.4% 7.5% 2.7% 0.2%
* Indicates the % of seniors who scored a 3 or higher on at least one AP Exam at any point during their high school career.
Resulting Initiatives
14
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.
1
2
Resulting Initiatives (cont)
15
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
4
3
ACHIEVEMENT GAP
Ensure that the GAP is closed with targeted support for those students and schools with the greatest needs
16
2
“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
Special Education Performance
LAL Math Science
Grade 3 19.2 40.1
Grade 4 14.0 38.1 57.1
Grade 5 13.8 41.3
Grade 6 8.8 21.8
Grade 7 9.9 16.2
Grade 8 25.7 15.0 25.1
Grade 11 44.3 16.8
7 9
1 9
3 3
5 2
2 1 3
25 14
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
17
1 11
3
Limited English Proficient Performance
LAL Math Science
Grade 3 37.1 53.1
Grade 4 18.1 40.3 58.3
Grade 5 15.9 62.6
Grade 6 16.4 41.7
Grade 7 16.4 24.8
Grade 8 32.8 22.3 26.3
Grade 11 48.7 39.4
10 3
1 2
5 15
3 24
2 10
3 1 6
32 18
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.
18
16
Summary of Findings: Graduation Rates
19
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.
Hispanic / LatinoBlack Asian White
Amer. Ind,Nat Alaskan
84% graduated, 11% off-track, 5% drop out
Native Hawaiian / Pac Islander
87% graduated, 7% off-track (cont)
7% dropout
Multi50% graduated,
50% dropout
Graduated Graduated Graduated Grad-uated
Transferred out
Transferred out
Off-track (continuing)Off-track (continuing)
Dropout Dropout
Dropout Dropout
Active student (status unknown)
On-track (continuing)Transferred out
On-track (continuing)
Active student (status unknown)
Off-trackOff-track
On-trackTransferred
Summary of Findings
20
2 In every grade in both LAL and Math, African-American students lag behind their White, Hispanic, and Asian peers.
3 Curricular materials are the same district-wide.
4 Intervention programs are inconsistent throughout district.
LAL Achievement Gap By Grade Math Achievement Gap By Grade
5 Special Ed interventions in language arts and math (in development).
6 There is an inequitable distribution of technology across the district, although every school has technology funds allocated to them.
FOCUS AND PRIORITY SCHOOLS
21
Focus and Priority School LAL Results
22
The focus of FOCUS is the GAP.
Focus Schools Priority Schools
Lowest sub-group performance
PERCENT PROFICIENT BY SCHOOL (LAL)
Largest within-school gaps Lowest performing SIG school % Hispanic
SIG school
Focus and Priority School Math Results
23
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
Focus Schools Priority Schools
PERCENT PROFICIENT BY SCHOOL (MATH)
Lowest sub-group performanceLargest within-school gaps Lowest performing % Black
Ethnicity In Focus / Priority Schools And Special Education
24
African American students are disproportionately represented in both focus / priority schools and special education. Hispanic students are slightly overrepresented in special education.
Focus/Priority Schools
All Other Students
ETHNICITY BY FOCUS/PRIORITY SCHOOLS VS ALL OTHER SCHOOLS
All Other Schools Special Ed
ETHNICITY BY SPECIAL ED VS ALL OTHER STUDENTS
Focus And Priority High Schools
25Lowest graduation rate Largest within-school gapsSIG school
LAL RESULTS % PROFICIENT BY SCHOOL MATH RESULTS % PROFICIENT BY SCHOOL
Looking at Liberty and Dickinson, there appears to be a gap between performance on HSPA and graduation.
Resulting Initiatives
26
• 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
1
2
3
4
5
HUMAN CAPITAL
Ensure a system of support and accountability as we recruit, retain, and develop talented and dedicated school/district staff and leadership
27
3
Be a yardstick of quality. Some people aren't used to an environment where excellence is expected. - Steve Jobs
Summary of Findings
28
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 AppliTracker system.
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.
Resulting Initiatives
29
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
1
2
3
4
5
6
ORGANIZATION AND OPERATIONS
Ensure that the form and function of the organizational units are designed to yield the greatest outcomes for our students
30
4
'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
Summary of Findings
31
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.
Summary of Findings
32
2 Funding•There are apparent inequities in staffing.•There are opportunities to achieve greater economies of scale.•The allocation methodology is unclear.
Non- Focus / Priority Schools Focus / Priority Schools(including additional Title I funds)
Per Pupil Funding $12,332 $14,132
Per Pupil budget range $9122 - $23,026 $10,982 - $23,670
Select school per pupil allocations
PS #12 $15,587
PS #15 $12.589
PS #40 $23,670
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.
Resulting Initiatives
33
• 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
1
2
3
4
5
FAMILY AND COMMUNITY ENGAGEMENT
Ensure that parents and community are authentically informed and engaged, and that we tap into the rich resources they can provide
34
5
"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
Summary of Findings
35
1
The quality of parent engagement is varied, resulting in greater inequity.2
Many parents do not feel heard; they feel that the district and schools are not responsive. However, most schools have a parent liaison.
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.
Resulting Initiatives
36
• 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
1
2
3
4
5
Resulting JCPS Mandates And Initiatives
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
Ensure that the GAP is closed with targeted
support for those students and schools with the greatest
needs
Ensure that the form and function of the organizational units
are designed to yield the greatest outcomes for our
students
Ensure that parents and community are authentically informed and
engaged and that we tap into the rich resources they
can provide
1 32 54
Redesign Admissions Processes
Pilot a rigorous college preparation curriculum
Revamp the Dual Language Program Content
Introduce 21st century Career and Technical Education offerings
Refine the existing Small Learning Communities to incorporate best practices
Expand resources to the Turnaround Office to provide tiered support to the schools
Expand the outreach to students and families to create awareness of AP and SAT
Develop enterprise zones of innovation
Provide professional development to support AP teachers working with non-traditional students
Prepare all educators implementation of new evaluation system
Create comprehensive professional development plan
Revise administrator hiring processes
Commission formal evaluation of the efficacy of key PD initiatives
Create a succession plan to build a qualified pipeline of administrators
Tighten the organization
Develop a comprehensive facilities plan
Explore equitable funding formulas
Develop a comprehensive technology plan
Establish Office of Family And Community Partnerships
Enhance Communications protocols via technology
INITIATIVES
MANDATES
Short-Term Results: From Mandate To ActionOver 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.
38
PROGRAMS
1
ENVIRONMENT
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.
2. Restructured the district to increase college and career readiness by:
1. Implementing School Day PSAT and SAT, which results in 100% of students taking the PSAT and SAT
2. 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%
3. Tracking college persistence through the National Student Clearinghouse
4. 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.
1. Increased the number of breakfasts served from 87,000 to 304,000 breakfasts in October 2013 through JCPS’ Breakfast After The Bell initiative.
2012 2013
Sept 78k 135k
Oct 87k 304k
Short-Term Results: From Mandate To Action
39
1. 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.
2.Established more equitable funding and staffing formulas and gave principals more control over their budgets.
3.Significantly reduced the number of uncovered classes as a result of teacher absences.
1.Established family engagement as a priority by creating a dedicated family engagement team, including a Director of Family and Community Engagement.
2. 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.
3.Engaged in a formal strategic planning process with heavy staff, administrative, and community involvement.
ORG. PRACTICES
4
COMMUNITY
5
1. Launched an online application system to enable better tracking of JCPS applicants.
2. Started external recruiting to get the best pool of candidates to lead our classes and schools.
3. Launched teacher and administrator evaluation systems.
4. 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.
STAFF
3
MISSION AND MANDATE 2.0
40"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
PROGRAMS, POLICIES, AND PRACTICES
41
1
2013 LAL State vs. District Proficiency Results
42
Grade
- 0.1
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.
+ 1.5 + 0.9 + 7.2 + 5.8 - 2.7 - 6.0
change since 2012
change since 2012
change since 2012
change since 2012
change since 2012
change since 2012
change since 2012
State results District results
- 0.3
change since 2012
+ 0.9
change since 2012
- 0.8
change since 2012
+ 1.7
change since 2012
+ 4.2
change since 2012
- 0.3
change since 2012
+ 0.1
change since 2012
2013 Math State vs. District Proficiency Results
43
Grade
+ 1.7
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.
+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
State results District results
- 0.7
change since 2012
+ 0.9
change since 2012
- 3.4
change since 2012
+ 0.1
change since 2012
+ 0.3
change since 2012
- 2.3
change since 2012
+ 0.4
change since 2012
2013 Total Student Performance (% Proficient)
LAL Math Science
Grade 3 53.3 67.3
Grade 4 41.0 72.9 80.8
Grade 5 44.0 72.8
Grade 6 47.4 67.4
Grade 7 47.9 43.0
Grade 8 64.0 54.7 56.6
Grade 11 80.5 63.2
4
9
6 21
9
6
1 5
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.
44
0
6
1
0
3
2
0 3
LAL and Math Results For 2009 - 2013
GRADE 2009 2010 2011 2012 2013 Change 2012-13
Change 2009-13
3 40.6 43.3 47.4 53.4 53.3 -0.1 12.7
4 37.5 35.1 42.2 39.5 41.0 1.5 3.5
5 40.2 41.9 37.6 43.1 44.0 0.9 3.8
6 46.8 43.3 47.2 40.2 47.4 7.2 0.6
7 49.8 51.8 42.4 42.1 47.9 5.8 -1.9
8 61.7 61.5 65.2 66.7 64.0 -2.7 2.3
11 63.8 69.3 80.8 86.5 80.5 -6.0 16.7
45
GRADE 2009 2010 2011 2012 2013 Change 2012-13
Change 2009-13
3 61.0 64.3 63.6 65.6 67.3 1.7 6.3
4 55.0 61.7 63.7 63.1 72.9 9.8 17.9
5 63.9 66.1 51.5 73.9 72.8 -1.1 8.9
6 44.2 47.5 58.7 59.1 67.4 8.3 23.2
7 40.5 40.4 46.2 43.3 43.0 -0.3 2.5
8 46.8 41.1 52.7 55.5 54.7 -0.8 7.9
11 47.3 50.9 60.3 67.4 63.2 -4.2 15.9
Below are the LAL and Math results for the total student population between 2009 and 2013.
LAL
resu
ltsM
ath
resu
lts
Summary of Findings
46
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
6 students transfer out
3 students are on-track (continuing)
12 students are off-track (continuing)
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.
ACHIEVEMENT GAP
48
2
2013 Special Education Performance (% Proficient)
LAL Math Science
Grade 3 28.5 43.0
Grade 4 9.6 50.6 57.1
Grade 5 12.6 34.0
Grade 6 10.3 29.5
Grade 7 9.9 15.1
Grade 8 23.8 16.5 19.7
Grade 11 25.0 11.0
2 0
3
2 7
2 2
1 3
11
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.
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11 1
8
0
0
0
2013 Limited English Proficient Performance (% Proficient)
LAL Math Science
Grade 3 50.5 60.9
Grade 4 27.4 60.2 69.5
Grade 5 24.0 57.4
Grade 6 18.1 45.9
Grade 7 22.1 27.7
Grade 8 39.7 35.6 35.2
Grade 1142.7 31.2
17 12
3 14
1 9
9 11
10 12
8 8 4
13 9
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.
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8
2013 Grade 3-8 NJASK Achievement Results by Ethnicity
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This chart demonstrates more than just the gap; it shows the size of the impact when only 38% of our African-American and 49% of our Hispanic students are proficient in LAL. On the whole, the district does better in math, but the gaps still persist
2013 Grade 3 – 8 NJASK Math & LAL Achievement By Ethnicity
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Over 40% of African-American students and 25% of Hispanic students are not proficient in both Math and LAL, a significant concern given that the majority of JCPS students are either African-American or Hispanic. However, it must be noted that those percentages were 44% and 32% respectively last year.
Pe
rce
nt
Hispanic / Latino African-American Asian White
Amer. Ind,Nat Alaskan
21 proficient in both, 5 proficient in one, 7 proficient in neither
Pac Islander23 proficient in both, 10 proficient in one,
12 proficient in neither
Other30 proficient in both, 17 proficient in one,
25 proficient in neither
1,868
1,127
1,209
627
1,2941,570
195
250
4,631 3,792 1,775 1,193TOTAL # OF STUDENTS
Proficient or above in Math AND LAL
Proficient or abovein Math OR LAL
Not proficientin Math AND LAL
1,469
1,095
371
316
FOCUS AND PRIORITY SCHOOLS
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Focus And Priority High Schools
54Lowest graduation rate Highest within-school gapsSIG school
LAL RESULTS % PROFICIENT BY SCHOOL MATH RESULTS % PROFICIENT BY SCHOOL
Since 2011, both Liberty and Lincoln have made significant strides in student achievement, while Synder has fallen further behind. However, the change in student achievement results since 2012 have been largely negative with Dickinson, Liberty, Lincoln, and Ferris all posting 10 – 12% losses in either LAL or Math between 2012 to 2013.
+ 0.8%change since 2011
+13.1%change since 2011
- 5.9%change since 2011
+10.2%change since 2011
- 19.4%change since 2011
+1.2%change since 2011
+13.3%change since 2011
+ 1.7%change since 2011
+12.1%change since 2011
- 11.6%change since 2011
Focus And Priority Schools - Change in Proficiency b/n 2012 and 2013
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LAL Math
SCHOOL CATEGORY 2012 % Proficient
2013 % Proficient Difference 2012 %
Proficient2013 %
Proficient Difference
PS # 6 Focus 56.3% 52.6% -3.7% 77.9% 80.3% 2.4%
PS # 12 Focus 28.1% 34.0% 5.9% 39.4% 47.2% 7.8%
PS # 15 Focus 29.3% 23.9% -5.4% 46.5% 44.5% -2.0%
PS # 23 Focus 41.3% 51.6% 10.3% 60.0% 67.4% 7.4%
PS # 24 Focus 34.7% 37.5% 2.8% 44.5% 49.4% 4.9%
PS # 30 Focus 37.8% 38.5% 0.7% 57.6% 66.8% 9.2%
PS # 38 Focus 49.3% 52.6% 3.3% 65.5% 65.4% -0.1%
MS #4 Focus 59.5% 60.3% 0.8% 60.0% 56.4% -3.6%
MS #7 Focus 49.4% 51.8% 2.4% 52.7% 55.4% 2.7%
MS #40 Priority 27.7% 29.2% 1.5% 26.1% 26.5% 0.4%
MS #41 Priority 43.4% 35.9% -7.5% 44.1% 39.5% -4.5%
The majority of focus schools made positive progress as well as MS #40, a priority school. PS #12 and PS #23 made impressive gains in both LAL and Math.
Mandate: Ensure that the GAP is closed with targeted support for those students and schools with the greatest needs
HUMAN CAPITAL
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3
Mandate: Ensure a system of support and accountability as we recruit, retain and develop talented and dedicated school/district staff and leadership
Alignment by Cabinet Member – Chief Academic Officer
The Deputy Superintendent will now be the Chief Academic Officer, to more adequately reflect the function
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SCHOOL CLIMATE & OPERATIONS
60
4
Enrollment growth over next 5 years
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Five-year projections indicate that JCPS student population will reach 32,000 by 2017, with greatest growth in PreK-5
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> 100 years old
> 80 years old
> 50 years old
< 50 years old
FacilitiesAging buildings present maintenance and financial challenges. We estimate that infrastructure needs will require an investment of $50,000,000
Financial Outlook
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Fund Description 2012-13 2013-14 Inc/Dec
Fund 10 Charter School $51,108,225 $50,794,308 -$313,917
Fund 11 General Fund $214,589,286 $202,822,625 -$11,766,661
Fund 12 Capital Outlay $3,628,845 $3,810,436 +$181,591
Fund 13 Special School $317,979 $805,351 +$487,372
Fund 15 School Based Budget $300,048,963 $313,294,509 +13,245,546
Fund 20 Grants & Entitlements $91,637,027 $88,476,756 -$3,160,271
Total $661,330,325 $660,003,985 -$1,326,340
The District spends about $660 million per year, but have been finding some savings even as costs rise
Revenue Sources
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Source 2012-13 2013-2014 2014-2015 2015-2016 2016-2017
State Aid $487,609,983 $488,542,305 $488,542,305 $488,542,305 $488,542,305
Fed Aid $34,284,800 $25,135,999 $25,135,999 $25,135,999 $25,135,999
Tax Levy $106,446,709 $108,336,848 $110,503,584 $112,713,655 $114,967,928
Reapp Fund bal.
$30,000,000 $36,000,000 $19,000,000 $15,000,000 $12,000,000
Other Local revenue
$2,988,833 $1,988,833 $1,988,833 $1,988,833 $1,988,833
Total $661,330,325 $660,003,985 $645,170,721 $643,380,792 $642,635,065
Shortfall ($1,326,340) ($14,833,264) ($1,789,929) ($745,727)
The District projects declining revenue sources, assuming a 2% tax levy increase and 0% State and Federal Aid increase . Over the next four years there is a projected shortfall of $18,695,260, with the greatest impact felt in the 2014-2015 school year.
Financial Challenges
• Anticipated flat funding, and limit on tax-levy increases
• Infrastructure costs to maintain buildings=$50 million
• Lack of space for expanding needs of PreK program
• Negotiating contracts with all of its unions currently
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Mandate: Ensure a safe, well-maintained, nurturing environment that meets the social, emotional and intellectual needs of all students.
FAMILY AND COMMUNITY ENGAGEMENT
67
5
"
Mandate: 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
Ensure that the GAP is closed with targeted
support for those students and schools with the
greatest needs
Ensure a safe, well-maintained,
nurturing environment that
meets the social, emotional and
intellectual needs of all students.
Ensure that parents and community
are authentically informed and
engaged and that we tap into the rich resources
they can provide
Mission And Mandate 2013-2014Excellence and Equity Effective Staff School Climate Engaged Parents
& Community
Our Goals •Support instructional innovations in the schools and the District
•Prepare students for 21st Century success
•Implement instructional practices that improve academic outcomes
. •Ensure a clean, safe and fully functional school environment
•Create an environment for learning
•Engage students more productively
•Improve communications with family and community
•Become more family friendly
•Engage parents as partners in their children’s education
•Ensure that every class has an effective teacher and every school has an effective leader
•Effectively implement new evaluation systems
•Develop Professional Learning Communities (PLCs)
•Meet the needs of every learner
•Implement effective Response to Intervention (RTI) strategy
•Increase promotion and graduation rates
Concluding Thoughts
Miles to go before we sleep…
There have been successes, there have been setbacks. There have been starts, there have been stops. But this was never an 18 month proposition. Programs can be changed quickly. Practices can be changed, not as quickly. However, changing culture is a much longer process. Yet that is the only way we will achieve and sustain progress. So, we must continue to press forward to:
•Raise administrator, principal, teacher, family, and student expectations•Push JCPS to realize the full potential of the district and its students•Celebrate our successes •Build a team of people across the organization who share a vision for what is possible and are committed to do whatever it takes to increase outcomes for all our students•Create good will for JCPS in the community
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