Jersey City Schools' Interim Scorecard: Professionals' Achievements (2019-2020), Study Guides, Projects, Research of Information Technology

Download Jersey City Schools' Interim Scorecard: Professionals' Achievements (2019-2020) and more Study Guides, Projects, Research Information Technology in PDF only on Docsity! New Jersey Department of Education Jersey City Public Schools Interim Accountability Scorecard October 2019-October 2020 Report Period Date Submitted: October 13, 2020 Highly Skilled Professional Narrative Report District Current Status The culture of the district at this point is extremely productive which is demonstrated on a daily basis through the various tasks that are required to run an effective district. Firstly, the Board and Superintendent have a very congenial and professional relationship as well as the district administration. The Board, Superintendent and Administration have developed a very effective leadership team which has produced a high level of morale and cooperation both internally and externally for the district. It has been evidenced on numerous occasions that the various stakeholders including community based organizations, parents, elected officials on every level have fully supported the districts policies and formal actions fully during the time period of this report. It is extremely necessary that a district the size of Jersey City have leadership with the ability to effectively organize and direct the various components to achieve its desired outcomes. I have observed the full workings of all aspects of the district that impact the delivery of the mandated goals and objectives that are required to be in compliance with state guidelines, and my conclusion is that the Jersey City Public Schools is a high functioning organization and is moving in the right direction to be considered as a High Performing District. The following are some of the accomplishments that the Board and Administration have achieved which demonstrates the positive culture of the district and encourages all stakeholders to go beyond the call of duty. Board Accomplishments 1. Lorenzo Richardson- a. Achieved Master Board Member status with NJ School Boards Association b. Member of NJSBA Equity Council b. Legislative Committee and Urban Boards c. Vice President of Hudson County School Boards Association d. Member of National School Boards Association Council of Urban Boards of Education e. Established Board Committee Assignments and report out at caucus 2. Joan Terrell-Paige- a. Achieved Certified Board Member status with NJ School Boards Association b. Member of NJSBA Urban Boards New Jersey Department of Education Jersey City Public Schools Interim Accountability Scorecard October 2019-October 2020 Report Period Date Submitted: October 13, 2020 Highly Skilled Professional Narrative Report 3. Marilyn Roman- a. Worked with the Career and Technical Education Committee on plans to open the Vocational Middle School to be housed at PS#40. b. Took the online NJSBA course for the 2019-2020 school year. c. Wrote and submitted to all of the Board members, instructional staff and State Monitor a monthly report of the minutes of the Educational Programs Committee. This report includes all of the resolutions from that meeting and what the Board should know before voting. As part of my work I research any of the subjects of the resolutions which need further information and may require a report by the person submitting the resolution for all matters the Board is not familiar with and for which additional information is needed. This report also includes any other topics we discussed at the meeting particularly those for which we will have to get more information for discussion with the full Board. 4. All Board Members- a. Passed three consecutive budgets with no major layoffs 18-19, 19-20, 20-21 and no impact on the classroom b. 2020-2021 Budget was designed with equity for the students c. Promoted increased trainings for school board members and administration d. Approved the implementation of Sonday Phonics Program and Amistad Curriculum e. Developed a partnership with the District, Jersey City and JCMUA on lead in water remediation f. Achieved savings on employee prescription program g. Achieved savings with Self-insured healthcare plan h. Successfully completed A. Harry Moore relocation and school rehabilitation i. Approved and facilitated with the education committee K-12 1-1 Technology Equity initiative j. Approved Superintendent contract on time and unanimously k. District kept all students and staff safe during a stay in place incident in December 2019. New Jersey Department of Education Jersey City Public Schools Interim Accountability Scorecard October 2019-October 2020 Report Period Date Submitted: October 13, 2020 Highly Skilled Professional Narrative Report and effective protocol. Administrators and teachers are involved in the requests for needed help. Teachers are receiving support when and where they need it most. The updated 2020-2021 Approved Textbook/Instructional Resources List for Elementary and High School Levels is the official guide to textbooks, instructional resources, and materials presented to the board of education members at the June meeting. We reformatted the Educational Program Committee Meetings. They provided an in-depth vetting of ongoing and new initiatives. Individual and small group presentations were made to the Education Committee's Co-Chairs: Mrs. Marilyn Roman and Mr. Gerald Lyons. The supervisors and instructional specialists ensure that all major stakeholders can gain information regarding our program initiatives. We increased the collective productivity of our teachers by providing relevant valued skills that increase their knowledge base, encourage continued learning, and are building confidence among staff to implement best practices immediately. District Administrators offered professional development opportunities based on requests and the needs of teachers based on district-wide. Special Education The JCPS had the following accomplishments for students with a disability during the 2019- 2020 school year to improve achievement in all schools for both Special Educations students and at-risk students through Intensive Interventions and support The District’s Special Education Staff provided numerous (110) professional development opportunities to all special education teachers, administrators, and paraprofessionals. One of these workshops' main themes was to guarantee an understanding of the process for appropriately placing students into interventions. Supervisors provided thirty Intervention Lesson Studies throughout the District. Approximately 6,100 support visits were provided by the LINKS lead teachers. Implemented an intervention protocol using Sonday System Essentials, Sonday System, Adaptive Readers, Moving with Math, Connections, Connecting Math Concepts, iReady, Smarty Ants, Acellus, Reading Mastery, and Explode the Code. We developed a Professional Development Plan and best practices used for interventions. The Intervention and program data were analyzed to draw conclusions and recommendations to improve and enhance the benefits during the 2020-2021 school year using the Intervention Plan. Continued to develop a comprehensive CHAMPS and TEACH program to meet the needs of students with mild and moderate intellectual disabilities, severely learning disabled and students with Autism and their teachers. The Special Education Department provided professional development opportunities for teachers, paraprofessionals, and other staff working with teachers' self-contained classes. The CHAMPS Staff provided 26 professional development opportunities and 888 support activities. New Jersey Department of Education Jersey City Public Schools Interim Accountability Scorecard October 2019-October 2020 Report Period Date Submitted: October 13, 2020 Highly Skilled Professional Narrative Report Data Collection for students in the CHAMPS Program assisted teachers with tracking student progress, Targeting areas of instruction, Identifying goals and objectives for IEP development, Placing students in the appropriate interventions. Teachers utilized the following assessments: Brigance Inventory of Early Development III (K-8), Brigance Transition Skills Inventory (High School), Styer-Fitzgerald Functional Academics (K-5 Moderate) DORA was used to assist in intervention placement as well as a student as to identify student growth in Math and Reading. Students continue to utilize the following interventions for Language Arts: Sonday, Language for Learning, Early Reading Intervention, My Sidewalks, and Adapted Interactive Readers. Students continue to utilize the following interventions for Math: Moving with Math-Connections, Moving with Math-Extensions, and Moving with Math- Foundations The Leaps and Bounds Program housed at Ferris High School Junior Academy is a specialized program designed to meet students' needs at their functional levels while providing grade- modified grade-level work. Students in the Leaps and Bounds Program participate in a Structured Learning Program that focuses on career awareness and exploration. The District utilized data from district assessments and interventions to track student progress in Language Arts and Mathematics. Reviewed data from DORA, VB-MAPP, Secondary School Success Assessment, i-Ready Diagnostic, Moving with Math screening, Reading Mastery, Language for Learning, Connecting Math Concepts, and Corrective Reading. The Special Education Department developed Language Arts and Math Guidance Curriculum documents to support and assist in developing appropriate placement and interventions for Autism students. Teachers attended professional development opportunities, participated in lesson studies, and received on-site support visits (1,963) to improve implementation and fidelity to the recommendations. The special education department offers two core programs at the secondary level: STARS (Students Transitioning into Adult Readiness) and PLACE (Program of Language, Academics, and Community Experiences). Each program is specifically designed to meet students' needs beyond high school and created mid-year reports for each program to track student progress and identify adjustments needed. The District ensures compliance with state and federal regulations regarding student's IEPs. An audit by NJDOE found the Department 99% compliant. New Jersey Department of Education Jersey City Public Schools Interim Accountability Scorecard October 2019-October 2020 Report Period Date Submitted: October 13, 2020 Highly Skilled Professional Narrative Report Board and District Accomplishment Implemented the Standardized Meeting Protocol Process for the monthly meeting with the Superintendent and Board President