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New Jersey

DEPARTMENT OF EDUCATION

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Understanding NJQSAC

Instruction and Program

District Performance Review

Indicators

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NJQSAC District Performance Review (DPR)

As part of the comprehensive review to ensure a thorough and efficient education for all students by NJQSAC, each public school district shall complete a District Performance Review (DPR), which consists of a self-assessment tool that measures the public school district’s compliance with the weighted quality performance indicators in the five identified areas of school district effectiveness. N.J.A.C. 6A:30.

1. Instruction and Program2. Fiscal management3. Governance4. Operations5. Personnel

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District NJQSAC Team/Committee

As a reminder, the NJQSAC Team must be comprised of the following members (N.J.A.C. 6A: 30-3.2):

Chief School Administrator

District Administrative Staff Member

Teacher

School Business Administrator

Curriculum and Instruction Representative

Local Collective Bargaining Representative

District Board of Education Member

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NJQSAC District Performance Review (DPR)

Districts will complete a full self-assessment and submit through homeroom the three required documents (N.J.A.C 6A: 30.3):

• DPR Excel file

• PDF file of signed Declaration page

• PDF file of board resolution approving the DPR for submission

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Three Files

Submission is not complete unless all three files are uploaded

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Submission

Upload via NJHOMEROOM at http://homeroom.state.nj.us

• The staff member who does the upload needs a user name and password which can be obtained from the district’s Web User Administrator (WUA). To facilitate the submission, the WUA can also upload the files.

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http://homeroom.state.nj.us/

NEW JERSEYDEPARTMENT OF

EDUCATION

DUE DATE

Due On or Before

12/15/2018

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NJQSAC Instruction & Program (I&P)

District Performance Review (DPR)The purpose of the I&P DPR is to measure a district’s capacity to provide

a thorough and efficient education that is compliant with New Jersey

Education statutes and regulations. The evidence reviewed demonstrates

how the district:

Supports and monitors student growth (academic progress)

Monitors and facilitates student progress towards graduation

(graduation rate)

Implements strategies and interventions encouraging student

attendance (district’s chronic absenteeism rate)

Aligns curriculum to New Jersey Student Learning Standards

(NJSLS)

Provides equity and access to learning

Provides a tiered system of support

New Jersey Quality Single Accountability Continuum (NJQSAC) User Manual p.11

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I & P Indicators Overview1-7 data specific indicators

60 points

• ELA performance

• Math performance

• Science performance

• Student growth

• Graduation rate

• Chronic absenteeism

See User Manual pp.13-21

16-Tiered support services

6 points

• Coordinated & systematic

system to identify student

needs & provide

appropriate supports

See User Manual p.27

8-Performance Reporting

6 Points

• Public presentation of

performance on statewide

assessments

See User Manual p.22

9-15 Curriculum

28 points

• Content area curricula

aligned to standards &

contain required

elements as per 6A:8-

4.3

See User Manual pp.23-26

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DATA-SPECIFIC INDICATORS 1-7AN OVERVIEW (Total of 60 points)

Indicators 1-3: To indicate whether school districts are successfully implementing appropriate strategies and interventions to continuously improve ELA, mathematics, and

science proficiency.

Indicators 4-5: To indicate whether school districts are successfully implementing strategies and interventions that foster individual students’ academic growth, as measured by

performance on the statewide assessments relative to their performance on the prior year statewide assessment (e.g., student growth percentiles).

Indicator 6: To indicate whether school districts are monitoring student progress towards graduation and implementing best practices to facilitate students’ successful completion of

high school within four and five years.

Indicator 7: To indicate whether school districts are implementing strategies that encourage student attendance and interventions that help students overcome barriers to attendance.

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Indicators 1 - 7

• Data generated by the New Jersey Department of Education (DOE)

• Subgroups that apply are: economically disadvantaged; students with disabilities; English language learners; racial/ethnic subgroups

• (Minimum “N” size for all calculations is 20)

• Points are assigned to the nearest tenth with the overall score rounded up or down depending upon the final score.

User Manual pp.11-21Are districts addressing achievement gaps AND subgroup populations?

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DPR #1-7

• Based off the accountability profile

• Instructions for calculations are in the folder

• It is achievement, growth, graduation and attendance

• Different school configurations have different points

• User manual pp.13-21

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I&P Indicator 8 (Total of 6 points)

8. The chief school administrator (CSA) reports [preliminary and final] participation and performance results of annual Statewide assessments to the district board of education within 60 days of receipt of the finalized information from the Department. The reports include aggregated and disaggregated subgroup data, as well as trend and comparative analyses and appropriate intervention strategies. (N.J.A.C. 6A:8-4.3)

By October 16, 2018 (60 days after August 17):• Report provided to the district board of

education within 60 days of the receipt of the finalized assessment information provided by the Department

• N size for accountability purposes is 20• Results provided to students, parents,

communitySee Manual p.22

Evidence

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Overview of Indicators 9-15 Curriculum (Total of 28 points)

• Purpose (9a)

‒ To ensure that the school district’s curricula for all content areas contains all

the required elements from the New Jersey Student Learning Standards and

N.J.A.C. 6A:8-1.1, et seq.

• Evidence

‒ A sampling of curricula and assessments will be reviewed to verify that it

contains all required elements (a-i)

‒ Curricula will include the most recent date of revision (curricula adoption

dates)

‒ Explicit citation of standards regarding interdisciplinary connections

‒ Explicit citation of Reading and Writing Companion standards for History,

Social Studies, Science and Technical Subjects addressed in at least one content

area in each grade band (grades K-5, 6-8, 9-10, 11-12)

‒ Content-specific requirements

User Manual pp.23-26These indicators are monitored remotely with onsite follow-up if deemed necessary

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https://www.state.nj.us/education/code/current/title6a/chap30AppA.pdf

https://www.state.nj.us/education/genfo/qsac/CurriculumAlignmentAdoptionRequirements.pdf

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General Evidence for Indicators 9-15

9b. Integrated accommodations and modifications for special education students, English language learners, students at risk of school failure, gifted and talented students, and students with 504 plans;

• Modifications that ensure the needs of the district’s divergent learners are met through multiple means of engagement

• Content specific accommodations and modifications for the subgroups listed above must be embedded into the curriculum and/or the district must provide a guide that functions as an appendix, addressing accommodations and modifications for all subgroups

Evidence

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9c. Assessments, including, formative, summative, benchmark, and alternative assessments

9d. List of core instructional and supplemental materials, including various levels of texts at each grade level

• Formative, summative, benchmark and alternative assessments

• List of core instructional and supplemental materials, including various levels of texts at each grade level

Evidence

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9e. Pacing guide

• Pacing guide consistent with the actual days of instruction

• N.J.A.C. 6A:8-1.3"Pacing guide" means a schedule that includes aligned concepts, topics and skills related to a particular curriculum to be addressed over a defined period of time. It is not a prescriptive, lock-step set of lesson plans that impede an educator's ability to exercise flexibility in meeting students' learning needs.

Evidence

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9f. Interdisciplinary connections9g. Integration of 21st century skills through NJSLS 9

• Integration of at least one NJSLS from other disciplines.

• Integration of 21st century life and careers (NJSLS 9) means the integration of Career Ready Practices (CRP). Therefore, evidence must include explicit citations of Career Ready Practices in every grade level and content area. If the citations are not explicit, the district must show how 21st century life and careers are integrated across the curriculum.

Evidence

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9h. Integration of technology through the NJSLS

• Integration of technology, evidenced by explicit citation of technology standards.

• If the citations are not explicit, the district must show how the technology standards (NJSLS 8) are integrated across the curricula.

• Clear evidence of student use of technology to enhance and extend learning.

Evidence

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9i. Career Education

• Career education may be evidenced in at least one of the following ways, in accordance with N.J.A.C. 6A:8-3.2(e)3i and 3ii:• Integrated into the curriculum, providing

students the opportunity to acquireinformation about career interests and/or advanced courses linked to their career interests; or,

• Specialized programs that reflect the needs of students and the community.

Evidence

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I&P Curriculum Indicators 9-15

In addition

to general evidence

Indicators 9-15 Evidence Required by Content Area

Evidence required in each content area: ELA, Mathematics, Science, Social Studies, World Language, Comprehensive Health and Physical Education and Visual and Performing Arts

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English Language Arts

• Grade specific K-8• Banded 9-10, 11-12• Reading Literature Text, Reading

Informational Text, Writing, Speaking and Listening and Language must be addressed at each grade level or grade band

Evidence

I&P Curriculum Indicator 9

Individual Curriculum Content Points: 4

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Reading and Writing and Companion Standards for History, Social Studies, Science and Technical Subjects addressed in at least one content area in each grade band: Grades 6-8, 9-10, 11-12See http://www.state.nj.us/education/cccs/2016/ela/

Evidence


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http://www.state.nj.us/education/cccs/2016/ela/

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Writing must address a variety of purposes outlined in the anchor standards and progress indicators at each grade level.

Evidence


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Mathematics

• Grade specific for K-8• Course specific 9-12

Evidence


Individual Curriculum Points: 4

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Science

• Grade specific for K-5• Banded 6-8 and 9-12• For banded: standards are organized by

Earth and Space Science (ESS), Life Science (LS) and Physical Science (PS)

• Incorporates elements of the science and engineering practices (SEP), disciplinary core ideas (DCI) and crosscutting concepts (CCC).

Evidence


Individual Curriculum Content Points: 4

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Social Studies

• Banded K-4, 5-8, 9-12• Evidence of the use of

primary and secondary sources

Evidence


Individual Curriculum Content Section Points: 4

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Social Studies

Holocaust Commission Mandate:• The curricula address issues of bias, prejudice

and bigotry, including bullying through the teaching of the Holocaust and genocide for all children in grades K to 12.

• The implementation of this mandate will be found in the district’s K to 12 social studies curriculum, specifically in standard 6.3 (K to 4 and 5 to 8) and during the appropriate time periods in grades 9-12 (standard 6.1, Era 11 and 6.2, Era 4)

Evidence


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Social Studies

Amistad Commission Mandate:• The mandate requires the teaching of the

African slave trade, slavery in America, the vestiges of slavery in this country and the contributions of African-Americans to our society.

• Evidence is found in all grade-bands in the district’s K to 12 social studies curricula, [e.g., units about slavery, civil rights, Contemporary United States History (Era 14)].

Evidence


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World Languages

• Delineated according to proficiency-level benchmarks based on grade bands when instruction begins• E.g. Grades 3-4, 5-6, 7-8, 9-10, 11-12

• All three modes of communication must be evident within the curriculum: • Interpretive; • Interpersonal; and, • Presentational.

Evidence



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World Languages

• Culture and language must be completely embedded into 7.1.

• No longer separated into 7.1 and 7.2 - the pacing guide will show progression.

• Culture courses taught in English do not meet the expectations of NJSLS for World Languages. • Points can only be awarded for curriculum

that reflect instruction of a language other than English

Evidence


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World Languages

• If a computer software program (e.g., Rosetta Stone) is used to deliver instruction, the district must demonstrate that there is sufficient evidence of face-to-face interaction (interpersonal mode) with a certified teacher who has demonstrated linguistic proficiency in the language of instruction (see N.J.A.C. 6A:9B-10.5(b)).

Evidence


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Comprehensive Health and Physical Education

Physical education curriculum for grades K through 12 must show alignment with NJSLS topics: movement education, cooperative activities, fitness skills and concepts, individual activities, team activities.

Evidence



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Comprehensive Health and Physical Education

Curriculum must include health education topics for grades K through 12, which can be viewed at: New Jersey Student Learning Standards for Comprehensive Health and Physical Education

Evidence


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http://www.state.nj.us/education/cccs/2014/chpe/

http://www.state.nj.us/education/cccs/2014/chpe/

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Visual and Performing Arts

• Banded: K-2, 3-5, 6-8, and 9-12• Curriculum shows that all students

in grades K through 5 are given broad-based exposure to and are provided opportunities for participation in each of the four arts disciplines: dance, music, theatre and visual art

Evidence



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• In grades 6 through 8, all students are expected to demonstrate competency in one of the four arts disciplines offered by the district, as directed by student choice and a properly certified instructor.

Evidence


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• In grades 9 through 12, all students are expected to demonstrate proficiency in at least one arts discipline as directed by student choice and properly certified instructors.

• See Visual & Performing Arts FAQ #3-5: https://www.state.nj.us/education/aps/cccs/arts/faq.htm

Evidence


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https://www.state.nj.us/education/aps/cccs/arts/faq.htm

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I&P Indicator 16 (Total of 6 points)

16. Policies and procedures exist to ensure a coordinated system for planning, delivering, measurement, and modification of intervention and referral services is implemented in eachschool by a multidisciplinary team to address the learning, behavioral, and health needs of all students. (N.J.A.C. 6A:16-8)…d. Review and assessment of effectiveness of interventions (e.g., progress monitoring

• Continuum of supports and interventions• Multidisciplinary teams• Actions plans based on student data and

desired outcomes• PD for teams/staff who provide supports• Review/Assess effectiveness of interventions

See Manual p.27

Evidence

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