Trenton Public School District

NEW JERSEY
QUALITY SINGLE ACCOUNTABILITY CONTINUUM
2008-2009

INSTRUCTION AND PROGRAM
 

 A. STUDENT PERFORMANCE

The district meets the NCLB targets for all students and for students in all subgroups.  The district uses student performance data across all New Jersey Core Curriculum Content Standards (NJCCCS) to guide instructional programs.
INDICATORS RESPONSE/EVIDENCE

1.  The district meets the current district definition of Adequate Yearly Progress (AYP) in language arts literacy.

 

2.  The district meets the current district definition of Adequate Yearly Progress (AYP) in mathematics

  

3.     When comparing current and prior year assessment data for total students, the district shows one of the following:
a.       An increase in the prior year’s percentage of students that achieved proficiency (proficient plus advanced proficient) of at least five percentage points.  OR
b.       At least 95% of the total student population achieves proficiency (proficient plus advanced proficient) in language arts literacy in the current year.

  
4.   When comparing current and prior year assessment data for EACH SUBGROUP students, the district shows one of the following:
a.       An increase in the prior year’s percentage of students within each subgroup that achieved proficiency (proficient plus advanced proficient) of at least five percentage points.  OR
b.       At least 95% of  each subgroup achieves proficiency  in language arts literacy in the current year.

Using the DPR Assessment Worksheet, the district must indicate whether students in each subgroup of 10 or more students have achieved either of the above measures by checking the appropriate column.  If the district does not have 10 or more students in a subgroup, check “Not applicable.” The district must show progress in all applicable subgroups in order to attain 5 total points for this indicator. If students within a subgroup have not achieved either measure, please check “Neither.”  Indicator 4 is worth 5 total points; no partial points are awarded for this indicator.

Sub groups

5 Percentage Point Increase

>95% Proficiency

Neither

Not Applicable

Students w/ Disabilities

 

 

 

 

English Language Learners

 

 

 

 

White

 

 

 

 

African American

 

 

 

 

Hispanic

 

 

 

 

Asian/Pacific Islander

 

 

 

 

Native American

 

 

 

 

Other Ethnicity

 

 

 

 

Economically Disadvantaged

 

 

 

 
5.     When comparing current and prior year assessment data for total students, the district shows one of the following:
a.       An increase in the prior year’s percentage of students that achieved proficiency (proficient plus advanced proficient) of at least five percentage points.  OR
b.       At least 95% of the total student population achieves proficiency (proficient plus advanced proficient) in mathematics in the current year. 		  
6.   The district has no schools in "Schools in Need of Improvement" (SINI) status pursuant to No Child Left Behind (20 U.S.C. Sec 6301 et seq).  

7.       At least 70% of the district’s total student population, across all grades tested in science, achieves proficient or advanced proficient status on the most recent state science assessments.

 
8.  The district prepares an analysis of student achievement data, using the state assessment data profile by doing the following:
a.     The district compares achievement for each grade level across all schools within the district
b.     The district compares achievement data for each school and with other schools within the district.
c.       The district compares achievement data with comparable districts (by DFG).
d.       The district compares achievement data with state averages.
e.  The district provides the analysis to each district principal and verifies that the data analysis drives instruction and professional development.
 		  

9 a. Based on state assessment data, the district analyzes the achievement of all subgroup populations at the district and school levels.  For those populations not meeting AYP targets or showing a stagnant or declining trend, the district investigates and identifies possible causes, including but not limited to those shown here.

 

 

 

 

9 b. For those subgroup populations at the district and school levels that have shown improvement or growth, the district investigates and identifies factors that may have contributed to improvement, including but not limited to those shown here.


 

10.  a. The district documents that strategies are being implemented to support the progress or to address deficiencies identified in numbers 1-9 above.  The strategies must explicitly link changes in instruction, curriculum, materials, staffing, teacher support, or other areas to address any and all hypothesized causes. The district also specifies a timeline for implementation with expected outcomes and target dates for resolution. OR
b.     For Title I districts in need of improvement status:
 The strategies and action steps for district improvement are aligned with the school improvement goals and objectives; and
 The district improvement plan is implemented as developed.

  

11  a.      The district regularly schedules meetings with central office and school-level staff (not less than quarterly) to evaluate sustained progress and address any identified problem areas.  Strategies are modified to address continued shortcomings.OR
b.     For Title I districts in need of improvement status:
         The means for evaluating the effectiveness of the district improvement plan are established; and 
    The district evaluates the degree to which it achieves the goals and objectives for student learning set by the plan.

  
12.  The district assesses the progress of each student in mastering the NJCCCS at least two times each year including content areas not included on statewide assessments by completing the following:
a.     Multiple assessments, both formative and summative, are aligned to the NJCCCS and the district’s curriculum.
b.       Measures of student progress, developed and implemented at the district, school, and classroom level, include opportunities for students to demonstrate mastery through performance assessments.
c.   Assessments at the district, school and classroom level are used to evaluate, adjust, and improve instructional programs and services.
d.   Assessments at the district, school and classroom level are rigorous and consistently used to monitor student progress.
e.   The district requires teacher-designed lesson plans to include assessment measures to be used and reflect multiple forms of assessments that are used as part of instruction.
f.    The district annually reports to the district board of education and the public on the progress of all students at key grade levels in mastering the NJCCCS.

.  
  

 
13.The district, after each state test administration, reports to the district board of education on the performance of all students and on the performance of student subgroups on state tests.  The report respects the confidentiality of individual students.  (N.J.A.C. 6A:8-3.1)

Student Performance
2008 Board Presentation - Student Performance/State Assessment

B.CURRICULUM
The district curriculum supports student achievement of the New Jersey Core Curriculum Content Standards (NJCCCS) in every school and for all students.
INDICATORS RESPONSE/EVIDENCE
1.   The district board of education has annually approved written curriculum that clearly and specifically aligns with the most recent State Board adopted version of the NJCCCS (2004).  Enter date of local board approval for each area. (N.J.A.C. 6A:8-3.1)

 Ap

 
Arts Health/PE LAL Math Science Soc Studies World Technology Career Ed
6/23/09 6/23/09 6/23/08 6/23/08 6/23/08 6/23/08 6/23/09 6/23/09 6/23/09

 Adoption of District Curriculum Guides K-12:  Visual/Performing Arts, Health/PE,World Language, Technology, Career Ed

Ap   Renewal of District Curriculum Guides K-12:  LAL, Math, Science, Social Studies

 
2.  The district requires and verifies that the curriculum for each NJCCCS area is fully implemented at all grade levels and uses a monitoring process for continually improving curriculum implementation. 
Arts Health/PE LAL Math Science Soc Studies World Technology Career Ed
6/23/09 6/23/09 6/23/08 6/23/08 6/23/08 6/23/08 6/23/09 6/23/09 6/23/09

 
  3.  The district requires and verifies that the curriculum specifies the content to be mastered for each grade and includes clear grade level benchmarks and interim assessment.
Arts Health/PE LAL Math Science Soc Studies World Technology Career Ed
6/23/09 6/23/09 6/23/08 6/23/08 6/23/08 6/23/08 6/23/09 6/23/09 6/23/09

 
4.  The district curriculum, in each content area, specifies ways to support integrated/cross disciplinary instruction to address the implementation of all nine of the NJCCCS areas..

  
Arts Health/PE LAL Math Science Soc Studies World Technology Career Ed
6/23/09 6/23/09 6/23/08 6/23/08 6/23/08 6/23/08 6/23/09 6/23/09 6/23/09

 
5.  The district curriculum, is horizontally and vertically articulated among all grades, content areas, and schools through the use of strategies such as curriculum mapping.
Arts Health/PE LAL Math Science Soc Studies World Technology Career Ed
6/23/09 6/23/09 6/23/08 6/23/08 6/23/08 6/23/08 6/23/09 6/23/09 6/23/09

 

 
6.  The district convenes curriculum articulation meetings across regional and in-district schools, grades, and content areas at least two times each school year to address curriculum issues, such as curriculum development, preparation for high school graduation, alignment and revision, assessments and key  transition points.
Arts Health/PE LAL Math Science Soc Studies World Technology Career Ed
6/23/09 6/23/09 6/23/08 6/23/08 6/23/08 6/23/08 6/23/09 6/23/09 6/23/09

 

 
7.  The district implements a planned systematic approach to key curriculum and developmental transition points between and among building levels (e.g. Pre-K to kindergarten, elementary to middle school, middle school to high school) and within school buildings (e.g. from K-3 to grade 4/5, grade 9 to 10).  Attention is focused on student strengths and needs, student work, and planned interventions to accommodate transition.
Arts Health/PE LAL Math Science Soc Studies World Technology Career Ed
6/23/09 6/23/09 6/23/08 6/23/08 6/23/08 6/23/08 6/23/09 6/23/09 6/23/09

 
8.The district is planning and taking steps at all grade levels to prepare all students to meet new high school graduation requirements set forth at N.J.A.C. 6A: 13-2.2(f)
Arts Health/PE LAL Math Science Soc Studies World Technology Career Ed
6/23/09 6/23/09 6/23/08 6/23/08 6/23/08 6/23/08 6/23/09 6/23/09 6/23/09

 

C. INSTRUCTION
Instructional strategies and processes support the achievement of the New Jersey Core Curriculum Content Standards (NJCCCS) for all students.
INDICATORS RESPONSE/EVIDENCE
1.  The district completes each of the following instructional strategies for each content area:

 

 

a. Implements a supervisory process that ensures that the aligned, board-adopted curriculum is taught in every district classroom and that teachers receive meaningful feedback from principals/supervisors and use it to strengthen and sustain instruction.

b.             Requires and verifies that lesson plans are aligned with the board-adopted curriculum and the NJCCCS and are reviewed at least monthly by principals/supervisors and that principals/supervisors provide teachers with feedback on lesson design and implementation.

c.             Requires and verifies that supervisory practices focus on classroom instruction as evidenced by teacher-principal/supervisor discussions and meetings, teacher evaluations and observations, lesson planning, and walk-throughs.

d.             Requires and verifies that teachers and supervisors analyze student work to determine if instruction is aligned with the curriculum.
Arts Health/PE LAL Math Science Soc Studies World Technology Career Ed
6/23/09 6/23/09 6/23/08 6/23/08 6/23/08 6/23/08 6/23/09 6/23/09 6/23/09

2.  The district requires and verifies that teachers meet collaboratively to develop lessons and units that are culturally responsive, and that accommodate various learning styles.

 

 

 

 
Arts Health/PE LAL Math Science Soc Studies World Technology Career Ed
6/23/09 6/23/09 6/23/08 6/23/08 6/23/08 6/23/08 6/23/09 6/23/09 6/23/09

3.  The district requires and verifies that students and parents/guardians receive meaningful ongoing feedback on achievement and performance in all NJCCCS areas. 

Arts Health/PE LAL Math Science Soc Studies World Technology Career Ed
6/23/09 6/23/09 6/23/08 6/23/08 6/23/08 6/23/08 6/23/09 6/23/09 6/23/09

4.  The district requires and verifies that integrated/cross disciplinary instruction is intentionally planned, implemented, and observed in all NJCCCS areas and at all grade levels.

 
Arts Health/PE LAL Math Science Soc Studies World Technology Career Ed
6/23/09 6/23/09 6/23/08 6/23/08 6/23/08 6/23/08 6/23/09 6/23/09 6/23/09



 
 

5.  The district requires and verifies that instruction for students with disabilities:


a.           Is based on the district’s  curriculum and instructional   materials;

b.           Is delivered in the least

c.           Is modified and adapted  according to the student’s  IEP and that such  
             modifications are clearly  communicated to all   teachers

d.          Includes instructional  strategies, activities, and content that meet individual
            student needs;

e.         Addresses the subgroup’s performance on statewide and district assessments.
Arts Health/PE LAL Math Science Soc Studies World Technology Career Ed
6/23/09 6/23/09 6/23/08 6/23/08 6/23/08 6/23/08 6/23/09 6/23/09 6/23/09
 

6.  The district requires and verifies instruction for ELL:
 

a.  Is based on the district’s curriculum and instructional materials;

b.  Uses aligned materials in their native language, when  bilingual programs are implemented;

c.  Is adapted as necessary, aligned to the EL Proficiency Standards, and communicated to all teachers;

d. Addresses the subgroup’s performance on statewide and district assessments.
Arts Health/PE LAL Math Science Soc Studies World Technology Career Ed
6/23/09 6/23/09 6/23/08 6/23/08 6/23/08 6/23/08 6/23/09 6/23/09 6/23/09

 7.The district requires and verifies that instructional materials and software:
 

 

a. Are aligned with the NJCCCS and the board-approved curriculum;
 

b. Are age and developmentally appropriate, responsive to diversity, and further student learning.
Arts Health/PE LAL Math Science Soc Studies World Technology Career Ed
6/23/09 6/23/09 6/23/08 6/23/08 6/23/08 6/23/08 6/23/09 6/23/09 6/23/09
8. The district requires and verifies that teachers and other instructional staff effectively use technology to support learning, increase productivity and create products across all NJCCCS areas.
Arts Health/PE LAL Math Science Soc Studies World Technology Career Ed
6/23/09 6/23/09 6/23/08 6/23/08 6/23/08 6/23/08 6/23/09 6/23/09 6/23/09

D.  MANDATED PROGRAMS
The district supports the achievement of the NJCCCS for English Language Learners, Students with Disabilities, and Gifted and Talented Students.
INDICATORS RESPONSE/EVIDENCE
1.a.             A bilingual, ESL plan, or an English Language Services plan, approved by the NJDOE, has been implemented by the district. (N.J.A.C. 6A:15-1.6)
    b.             Students enrolled in the bilingual, ESL, and English language services programs have full access to educational services available to other students in the school district.
    c.             The district has met the annual measurable achievement objective (AMAO) for the percentage of students making progress in learning English.
   d.             The district has met the annual measurable achievement objective for the percentage of students attaining English proficiency.

District has met the annual measurable achievement objectives  (AMAO). Chart

AMAO Graphs
2.a.         The Special Education Improvement Plan is submitted to the Office of Special Education Programs. (N.J.A.C. 6A:14-9.1)
   b.   The district implemented the required activities in the Special Education Improvement Plan.

 

  
3.a.         The district has a gifted and talented program at all grade levels in the district. (N.J.A.C. 6A:8-3.1)
   b.             The district uses multiple measures to identify gifted and talented students at all grade levels in the district.
   c.     The district provides appropriate educational services for identified students at all grade levels.
  d.     The district requires and verifies that instruction for gifted and talented students reflects adaptations in content, product, process and learning environment.  Adaptations are communicated to all teachers.		  

E. EARLY CHILDHOOD PROGRAMS

The district implements early childhood education programs that support student achievement of the NJCCCS.
INDICATORS RESPONSE/EVIDENCE
1. a.The Five-year preschool program plan and/or annual updates have been submitted, and approved by the department (e.g., universal and targeted school districts).
    b.             The curriculum is aligned with the Preschool Teaching and Learning Expectations: Standards of Quality (2004), is linked to the NJCCCS.
    c.   The curriculum is articulated between PreK and K programs to ensure a seamless transition to kindergarten
   d.   Outreach efforts have increased or maintained the enrollment of the district’s universe of eligible three and four-year old children.
  e.   Class size meets appropriate regulations with one teacher and one paraprofessional in all classes, where applicable.
   f.   Systematic and adequate administrative and fiscal oversight occurs in district and private providers of preschool programs, as applicable.
  g.   The district uses a performance-based system for measuring student progress and improving instruction and regularly communicates to parents about student progress.		  

F.  HIGH SCHOOL/GRADUATION

The district implements programs that prepare students for graduation, post-secondary education, and careers.

INDICATORS

RESPONSE/EVIDENCE
1.The percentage of students from the most recent June high school graduating class who were reported on the ASSA three years earlier, minus the number of students from that class that transferred out-of-district, is at least 80%.  
2.a. The percentage of seniors who graduated from high school in the last academic year by way of the Special Review Assessment (SRA) was less than 10%.
   b.             The district implements strategies to reduce the number of students using the SRA process for graduation.		  
3a.             The district’s approved vocational-technical education program is aligned with the State Plan for Vocational Technical Education as approved by the State Board of Education and the United States Department of Education. (N.JA.C. 6A:19)
  b.       The district conducts an annual evaluation of vocational-technical education programs that includes an analysis of student achievement of the NJCCCS, student achievement of technical competencies, program completion, gender equity and student participation in nontraditional training and employment and placement status of program completers.
  c.The district has adopted and implemented a vocational-technical safety and health program that includes safety and health training for students and staff, a safety and health hazard analysis for each vocational course or program, periodic inspections of equipment and materials, and procedures to ensure compliance with health and safety practices.		  
4. a.        The district provides alternative education programs to address individual learning styles and needs of students at risk of school failure or for those mandated for removal from general education. (N.J.A.C. 6A:16-9)
    b.             The district places students in approved alternative education programs.(N.J.A.C. 6A:16-9)
    c.             The alternative education program addresses the achievement of the NJCCCS through the use of Individualized Program Plans for each student. (N.J.A.C. 6A:16-9.2)
   d.             The district’s alternative education program provides support services, case management, and transition services.
  e.             Instruction in the district’s alternative education program is provided by appropriately certified staff.


 

5. For students entering the ninth grade in 2008-2009 and thereafter, the district has established graduation requirements that meet the requirements set for at N.J.A.C. 6A:13-2.2(f)

  
6.The district has communicated its graduation requirements to all high school students, their families, and the community.