1	Ready for the Future: Preparing All Students for Success in the 21^st Century Dr. Jay Doolan Assistant Commissioner NJ Department of Education
2	What I Want for Every Child “I want all our children to go to schools worthy of their potential – schools that challenge them, inspire them, and instill in them a sense of wonder about the world around them. I want them to have the chance to go to college ….. I want them to get good jobs …..” President Barack Obama January 2009
3	New Jersey’s Vision New Jersey will educate all students to prepare them to lead productive, fulfilling lives. Students will gain the requisite academic knowledge and technical and critical thinking skills for life and work in the 21^st century.
4	"Every student must graduate from..." Every student must graduate from high school ready for college and a career. Going to college will be a choice every student can make. Dr. Charles T. Epps, Jr. Superintendent Jersey City Schools
5	"Why Change" Why Change? The world we know is changing New technologies Our students need to be better prepared
6	The World We Know is Changing Our economy is now global. Health and security matters have an international dimension which requires international cooperation and a greater knowledge of the world. Globalization has accelerated international migration and generated diversity in US communities.
7	The World We Know is Changing Our industrial economy based on manufacturing has shifted to a service economy driven by information, knowledge and innovation. Now that employers have a global workforce to draw from, competition for U.S. jobs comes from around the world.
8	New Jersey Graduates Will Need to Know More Than Ever Before… Today’s students will need the skills necessary to sell to and buy from the world, manage employees from other countries and collaborate with people all over the world. Our graduates must have the ability to respond to complex problems, communicate effectively, manage information, work in teams and produce new knowledge.
9	New Technologies New technologies and scientific discoveries are being developed each day reshaping our way of life.
10	New Technologies Will: Change how work gets done and where it is done. Allow companies to digitize work tasks and products so that jobs can be performed virtually anywhere in the world. Allow tasks to be shipped to countries where they can be done best and cheapest.
11	"OUR STUDENTS NEED TO BE..." OUR STUDENTS NEED TO BE BETTER PREPARED
12	Statewide Assessment Trends
13	New Jersey Fourth Grade Students: Mathematics Percent Proficient or Above by Ethnicity (1999-2008)
14	New Jersey Fourth Grade Students: Language Arts Literacy Percent Proficient or Above by Ethnicity (2001-2008)
15	New Jersey Fourth Grade Students: Science Percent Proficient or Above by Ethnicity (2005-2008)
16	New Jersey Grade Eight Students: Mathematics Percent Proficient or Above by Ethnicity (1999-2008)
17	New Jersey Grade Eight Students: Language Arts Literacy Percent Proficient or Above by Ethnicity (1999-2008)
18	New Jersey Grade Eight Students: Science Percent Proficient or Above by Ethnicity (2000-2008)
19	New Jersey High School Proficiency Assessment: Mathematics Proficient or Above by Ethnicity (2002-2008)
20	New Jersey High School Proficiency Assessment Language Arts Literacy Proficient or Above by Ethnicity (2002-2008)
21	New Jersey Fourth Grade Students: Mathematics Percent Proficient or Above by Abbott District Designation
22	New Jersey Eighth Grade Students: Mathematics Percent Proficient or Above by Abbott District Designation
23	New Jersey Eleventh Grade First Time Test Takers: Mathematics Percent Proficient or Above by Abbott District Designation
24	National Assessment of Educational Progress Source: Education Trust
25	2007 NAEP Grade 4 Reading Average Overall Scale Scores by State
26	2007 NAEP Grade 4 Reading Average White Scale Scores by State
27	2007 NAEP Grade 4 Reading Average African American Scale Scores by State
28	2007 NAEP Grade 4 Reading Average Latino Scale Scores by State
29	Some Gap Closing and Progress For All New Jersey Grade 4 – NAEP Math NAEP Data Explorer, NCES (2008)
30	2007 NAEP Grade 8 Math Average Overall Scale Scores by State
31	2007 NAEP Grade 8 Math Average White Scale Scores by State
32	2007 NAEP Grade 8 Math Average African American Scale Scores by State
33	2007 NAEP Grade 8 Math Average Latino Scale Scores by State
34	Some Gap Closing and Progress For All New Jersey Grade 8 – NAEP Math NAEP Data Explorer, NCES (2008)
35	International Comparisons Source: Education Trust
36	High School PISA 2003 Math Of 29 OECD Countries, U.S. Ranked 24th
37	High School PISA 2003 Math U.S. Ranked 23^rd for the Highest-Performing Students
38	High School PISA 2006 Science U.S. Ranked 21^st Out of 30
39	High School PISA 2003 Problem-Solving U.S. Ranked 24^th Out of 29
40	Graduation Rates and College Enrollment
41	Best Available Estimates of National Four-Year Graduation Rates Class of 2006
42	U.S. 17^th Out of 23 OECD Countries in High School Graduation Rate OECD Education at a Glance 2008, Table A2.2. Data are for 2006.
43	Too Many N.J. Students Drop Out of the Education Pipeline
44	U.S. Tied for 10^th Out of 30 Countries in Percentage of Young Adults with Associates Degree or Higher OECD Education at a Glance 2008, Table A1.3a. Data are for 2006.
45	Dropout Epidemic Every 26 seconds, one American high school student drops out of school. That adds up to more than 1.2 million students per year. It is approximated that 19,000 students did not graduate from New Jersey’s high schools in 2007; the lost lifetime earnings for that class of dropouts alone are estimated at $4.9 billion. If New Jersey’s high schools graduated all students ready for college, it is estimated the state would save almost $95.6 million a year in community college remediation costs and lost earnings.
46	Dropout Epidemic The number of young people ages 18-24 not in school and not working in New Jersey increased by 34% between 2002 and 2006. It is estimated that 13% or 98,000 young people ages 18-24 in New Jersey are idle at one of the most crucial points in their lives. It is estimated that only 63% of African American and 67% of Hispanic high school students will graduate in New Jersey. Approximately 75% of New Jersey prison inmates have not graduated from high school.
47	New Jersey Public College and University Remediation Rates
48	Community College Remediation Rates
49	Most U.S. College Students Who Take Remedial Courses Fail to Earn Degrees
50	Employer’s Satisfaction
51	New Jersey Employer’s Satisfaction Levels with Entry-Level Employees
52	Employer’s Satisfaction Levels
53	What Do We Know About How to Get All Students College and Career Ready?
54	The Research Is Clear From Edmunds and Lezotte to Marzano: the key elements of effective schools are in our control Guaranteed and viable curriculum Leadership based on mission Feedback and acting on results in a TIMELY fashion
55	In Our Control: How -- Curriculum is written Faculty teach Assessments are designed Student work is graded Schooling is personalized Staff get and use feedback
56	We Cannot Address That If --- We continue to define “teaching” as ‘covering content’ We continue to assess only low-level and discrete ‘content’ instead of understanding
57	CAPA and QSAC Monitoring Early Findings—Low Achieving Schools Lack of curriculum aligned to CCCS Limited variety of instructional strategies used Concern about in-depth content knowledge of teachers in Language Arts Literacy and Math Little teacher collaboration to review student work Infrequent use of good assessments to check for student learning
58	Comparison in Percent Proficient in CAPA Indicators for LAL 2004-05 ro 2006-07
59	Comparison in Percent Proficient in CAPA Indicators for Math 2004-05 ro 2006-07
60	High Impact Schools Even when they start with high drop out rates, high impact secondary schools focus on preparing all students for college and careers. High impact schools make certain that all students are in a demanding college-preparatory course of study.
61	WHY?
62	National Pattern: Many students—but especially low income and minority students—trapped in courses that don’t prepare them for much of anything.
63	What Change?
64	Essential Elements of Transformed Secondary Schools (Grades 6-12)
65	Elements of Transformed Leadership Principal changes school and uses influence to build school’s capacity to create and sustain an effective school vision, culture and instructional program Teacher and counselor leadership emerges Student voice is heard Collective and collaborative responsibility exists among staff and community Data is used to improve school climate, organization, curricula, and instruction
66	Elements of Transformed Learning & Teaching Teaching and learning NJCCCS is relevant to student lives and interests in the 21st century Teachers use a variety of innovative strategies to promote more active involvement of students move away from lecture and test preparation Multiple, flexible approaches to teach rigorous content and skills – acceleration – not remediation
67	Elements of Transformed Personalization Meaningful adult-student relationships Safe and welcoming environment with the support of families and other adult mentors Personalized student learning plans include career, academic and activities enrichment for each student (6 year individual student portfolio) Extended learning opportunities
68	Elements of Transformed Policy Policy supports college and career readiness for all students Graduation requirements and assessment system are aligned Policy development is informed by relevant data State and local accountability policies reflect Essential Elements
69	Student-Centered Learning Environment Focusing on the personal and intellectual development of all students Honoring individual differences and committing to high expectations for all Supporting innovative thinking, reflection, exploration and continuous professional learning
70	"Policy" Policy Changes
71	Standards and Assessment Code Purpose Prepare all students for success in life, future education and work through the Core Curriculum Content Standards Align teaching and learning with 21^st century learning outcomes by promoting: Creativity and innovation Critical thinking and problem solving Communication and collaborating skills
72	Standards and Assessment Code Proposed Graduation Requirements
73	Standards and Assessment Code Proposed Graduation Requirements Mathematics At least 15 credits in mathematics including: Algebra I 2008/2009 Grade 9 Geometry 2010-2011 Grade 9 Third Year* 2012-2013 Grade 9 * Third year of math builds on the concepts and skills of Algebra and Geometry and prepares students for college and 21^st century skills.
74	Standards and Assessment Code Proposed Graduation Requirements Science At least 15 credits in science: Including at least 5 credits in laboratory biology/life science or the content equivalent effective with the 2008-2009 grade 9 class; Including one additional laboratory/inquiry-based science course which shall include chemistry, environmental science or physics effective with 2010-2011 grade 9 class; and Including one additional laboratory/inquiry-based science course effective with 2012-2013 grade 9 class
75	Proposed Graduation Requirements:
76	Standards and Assessment Code Other Changes Enable students to pursue a variety of personalized learning opportunities through Option 2 Provide district graduation requirements each year evaluated through QSAC to the executive county superintendent Implement personalized student learning plans for students in grades 6-12 after two-year pilot project and evaluation conducted by DOE, beginning in 2009-2010
77	Competency Testing Sequence Biology Algebra I Language Arts Literacy III Geometry Chemistry, Physics or Environmental Science Math III or Algebra II
78	Moving from 20^th Century Classrooms to 21^st Century Work Spaces
79	Moving from 20^th Century Classrooms to 21^st Century Work Spaces
80	Moving from 20^th Century Classrooms to 21^st Century Work Spaces
81	"When I was growing up" When I was growing up, my parents used to say to me, … “finish your dinner – people in China and India are starving. My advice to you today is…finish your homework – people in China and India are starving for your jobs.” Thomas Friedman The World Is Flat 2005
82	For more information on school improvement efforts, visit these websites: NJDOE website www.state.nj.us/education (Secondary Redesign) New Jersey Summit on High Schools www.njhighschoolsummit.org Achieve, Inc. www.achieve.org Just For The Kids www.just4kids.org Learn More, Do More, Earn More www.learndoearn.org Education Trust www.edtrust.org