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This is the NJQSAC presentation presented by NJSBA in Williamstown, NJ on 01/09/2010

This is the NJQSAC presentation presented by NJSBA in Williamstown, NJ on 01/09/2010

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  • START WITH QUIZ- Ask group to complete ---Purple Explain: What is QSAC Tell the Group: NJQSAC = New Jersey Quality Single Accountability Continuum is the states new monitoring system that changes the current monitoring process from an every 7-year document audit to an every 3-year self-assessment . And replaces the Current Quality Assurance Annual Report = QAAR This is the 2 nd year of a 3-year phase in Districts that have not yet been monitored under QSAC will continue using the QAAR. QSAC establishes one uniform system for monitoring Includes all school districts in the state and includes County Vocational Schools and County Special Services School Districts. County Special Services School Districts, as of Sept 2009, have their own set of DPR’s. Appendix B on the Dept of Education Web site Does not include Charter Schools and Ed Services Commissions and shared time Vocational Schools What You Should Know About NJQSAC Supports efficient use of district resources Sets expectations for student achievement In part the new state monitoring requirements will help the board to connect some of their decision-making responsibilities with student achievement. And Provide focus to the board’s governance and oversight responsibilities as a policy-making body. The QSAC process can accomplish 2 things: 1) confirm for the board, staff, and community that the district is providing a quality education and demonstrate efficient use of district resources or 2) identify opportunities for growth and development
  • Tell Intended Purpose: To measure how well local districts manage tax dollars and educate children Guides the return of the state operated districts to local control It puts together, in one comprehensive set of objective standards, all of the legal and regulatory requirements and other accountability measures, eliminating parallel and overlapping measures (duplication of effort) aligned with the CCC standards, T & E, NCLB (No Child Left Behind) Recent amendments to QSAC to include new accountability regs EMPHASIZE: At the end of the NJQSAC evaluation process, school districts will have acquired a wealth of information about their district and can use that information to improve school district operations
  • Tell: The What - A self assessment that evaluates district effectiveness 5-Key Components: QSAC evaluates district performance in 5 major areas Standards of Performance : Each of the 5-major areas contains a set of standards – Uniform Evaluation Tool A school district's capacity and effectiveness shall be determined using quality performance indicators comprised of standards for each of the five key components of school district effectiveness 18A 7A 3-15 Those standards are measured using Quality Performance Indicators – emphasis QPI acronym The process requires a systematic review of each of the Quality Performance Indicators.
  • An Internal Committee completes the self assessment. State important point: The self assessment committee process must: Ensure the responses are accurate and that they can be verified by data. Apply a systematic review of each of the Quality Performance Indicators. STOP: Use the following as an example to make the point. Ask the Group to think of the grade school activity, SHOW AND TELL. The committee must answer these questions of each indicator: Does the response reflect the reality of our district? What would we show someone to support our answer? Who could tell someone more about our answer? The board approves submission to the Executive County Superintendent The County Office of the DOE will review the district self assessment, conduct a site visit to verify the information, and conduct a building walk through. The Commissioner recommends placement on the Performance Continuum The placement is determined by the percentage of Quality Performance Indicators met and whether the district will receive 3-year certification and can be designated “High Performing” OR if not – the next steps required by the Department of Education
  • Tell the group: These are the five major areas of district performance review (DPR) and within those five major areas are Quality Performance Indicators (QPI) that measure district effectiveness. Tell: To be certified by the State Board of Education as providing a Thorough and Efficient Education and designated as a “High Performing District” districts must achieve at least 80 percent of the points in each of the five major areas. Looking Closer Activity - YELLOW Tell the group to take from the left side of their packet the sample District Performance Review documents. THE CHECKLIST Tell the group that each Quality Performance Indicator or in some cases, groups of indicators carries a point value. For example: The total number of points in each of the five sections varies – some indicators have multiple parts For example In Governance , there are 100 points FYI if asked: Instruction and Program – 39 indicators – Points depend on grade configuration. K-8=106, K-12=125 Personnel – 16 indicators – 100 points Fiscal Management – 23 – 100 points Operations – 29 – 120 points Governance – 55 – 100 points
  • Tell: Responsibilities within the standards very much fall within administration and staff responsibilities. But the board must do its part to support student achievement and district effectiveness. For the purposes of this presentation we will focus on key responsibilities of the board Key Board Responsibilities: 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. Indicator A 12 f 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 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). The 9 areas: Visual and Performing Arts (Adopted April 2004) Comprehensive Health and Physical Education (Adopted April 2004) Language Arts Literacy ( Adopted July 2002, revised and readopted April 2004) Mathematics (Adopted July 2002) Science (Adopted July 2002) Social Studies (Adopted October 2004) World Languages (Adopted April 2004) Technological Literacy (Adopted April 2004) Career Education and Consumer, Family and Life Skills (Adopted July 2004) 5. A gifted and talented program at all grade levels and a board approved identification process that uses multiple measure. Policies: Policies for the adoption of curriculum and materials. Policies to ensure that the adopted curriculum is taught and that teachers receive meaningful feedback to improve instruction. New Graduation requirements Tell the group : For sample policies call NJSBA Policy Department also that FSR’s are available to assist boards to further understand roles and responsibilities in this area. Meets AYP in Language Arts and Math, Increased proficiencies by at least 5 %, 70% proficient on the most recent science assessments, analysis of student achievement data, investigate causes of failure to meet AYP targets, identify factors that contribute to improvement, implement strategies to support progress or address deficiencies, evaluate progress at least quarterly, assess student progress in meeting the NJCCCS at least two times a year, assessments used to improve programs approved written curriculum that aligns with the most recent NJCCCS 2004, fully implemented at all levels, articulation, curriculum mapping, prepare students to meet the new graduation requirements, lesson plans, supervisory process, analysis student work, teacher collaboration, students with disabilities, subgroup performance, English Language learners (ELL) Achievement of NJCCCS for ELL, Students with Disabilities, and Gifted and Talented Students, G & T at all grade levels Implements early childhood education programs that support student achievement of the NJCCCS, 5-year preschool program plan, annual updates and approved by the DOE, articulation between Prek and K, outreach to eligible 3 and 4 year olds, fiscal oversight, performance bases system for measuring progress Board shall develop, adopt, and implement local graduation requirements, for a State-endorsed diploma, that prepare students for success in post secondary degree programs, careers, and civic life in the 21 st century,Revised graduation requirements and adherence to implementation schedule, Beginning 2010-2011, graduation rate at least 80%, less that 10% using Special Review Assessment (SRA), alternative education programs to address individual learning styles and for students at risk. New effective 2009: Annually the district communicates graduation requirements to all HS students and their families
  • STOP – REFER TO YELLOW DPR Instruction and program page 1 of 2: Possible 125 points depending on grade configuration – other side point value Lets for a moment look at QSAC from a board governance perspective A view from the top” – is the difference between board governance and district operations Make the connection between board action and the results. Example A. Student Performance – uses data to guide instructional programs Board Governance 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. District Operations: Multiple Assessment measures both formative and summative are used to evaluate, adjust and improve instructional programs and services - Make the point that the requirements include assessments are more than state tests B. Curriculum: supports achievement of the NJCCCS Board Governance: 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 District Operations The NJCCCS are fully implemented, Clear grade level benchmarks Horizontal and vertical articulation using strategies such as curriculum mapping A supervisory process that ensures the board adopted curriculum is taught in every classroom and that teachers receive meaningful feedback to strengthen and sustain instruction Uses a monitoring process for continually improving curriculum implementation Important Tell: The QSAC monitoring process can confirm that your district is in compliance with the law and is aligned with best practices. And/or Identify opportunities for growth and improvement *****My experience as a board member and/or in my work with boards tells me that boards want this assurance. Tell: For a more comprehensive understanding of the Quality Performance Indicators go to the Dept of Education website
  • Tell: Again, responsibilities within the standards very much fall within administration and staff responsibilities. But the board must do its part to support student achievement and district effectiveness. Key Board Responsibilities: Give as examples of the Board’s Role in Personnel: Requires Board review and/or approval: All final personnel recommendations Board adopted job descriptions – NJSBA Policy Department can assist That all teachers meet the definition of a Highly Qualified Teacher or show evidence or progressing towards achieving this goal The Professional Development Plan The Mentoring Plan Policies for annual evaluation of all tenured and non-tenured staff New 2009: Clarifies that new hires must complete a criminal history record check within 3 months of hire
  • STOP – REFER TO YELLOW DPR Personnel page 1 of 2: 100 Points other side signature page Continue “A view from the top” make the connection between board governance and district operations Board Governance Approves all final personnel recommendations – make the point that the board process for approval can ensure the results Results: District operations Staff are appropriately certified and credentialed for their assignments Criminal history background checks are complete Recruit teaching staff members in areas of need Board Governance Approve personnel policies Results: District operations Evaluation of all tenured and non-tenured staff Supervisors receive district training in the evaluation process The district conducts trainings as required by statute or regulation Board Governance Professional Development Plan Result: District Operations Professional development focus’ on improving teaching and learning Again: Confirm and Identify
  • Repeat: Once again, responsibilities within the standards very much fall within administration and staff responsibilities. Key Board Responsibilities A . Budget planning – aligned with instructional priorities, curricular improvements, student achievement, professional development Policies for the budget and financial planning process that ensures the process is integrated and aligned with district priorities and planning objectives based on statewide assessments and applicable strategic plans such as school improvement plans, curriculum plans, a text book replacement plan, a long range facilities plan, and maintenance plans Financial and budgetary control- insure fiscal integrity and accurate financial reporting The monthly Board Secretary’s report is reconciled within 30 days of month’s end and treasurer’s report is reconciled within 45 days of the month’s end. The report includes for each required line item account, the original budget, transfers, adjusted budget, expenditures, encumbrances and available balance. There are no line-item over-expenditures User friendly budget statement and administrator salary spreadsheet Annual audit – the district is fiscally stable If required, the district has implemented a corrective action plan acceptable to the county superintendent which addresses all audit recommendations. The board does not write the corrective action plan. The board must assure implementation. Restricted Revenue – sufficient accountability over restricted revenue The salaries funded by federal grants are approved by the board as documented in the board minutes Efficiency – Promotes the efficient expenditure of funds The district has reduced the number of out-of-district segregated placements by developing appropriate in-district programs and services. Stress appropriate and add … look for opportunities to share services and programs with neighboring districts. Tell: Again the information gathered can confirm or identify New 2009: Adds reference in several indicators to the American Recovery and Reinvestment Act. Reallocates points in a number of areas to reflect accountibility regulations
  • STOP – REFER TO YELLOW DPR Fiscal Management page 1 of 2: sample indicators and total point value Continue “A view from the top” make the connection between board action and the results Board Governance Goal Setting or Strategic Planning that focus’ on student achievement Adopt policy that assures the budget planning and preparation process is integrated with instructional priorities and focused on curricular improvements, student achievement and professional development Result: District Operations Allocation of resources are aligned with the district’s instructional priorities and student needs and include curriculum adoption and revision plans, the text-book replacement plan, the long-range facilities plan and maintenance plans, etc. Board Governance: Review and approve: the monthly Board Secretary’s report within 30-days of month’s end The monthly Board Secretary’s and Treasurer’s reconciliation reports within 45 days of month’s end Formal accounting policies and procedures Result: District Operations Sufficient financial and budgetary controls to ensure fiscal integrity and accurate financial reporting Emphasize : While it is not the board’s job to develop the budget, it is the board’s job to assure that the adopted budget allocates sufficient resources to address district plans and student needs… The board’s job? Establish the process through policy
  • Key Board Responsibilities: Board review and/or approval Facilities The district provides adequate and appropriately maintained facilities to support teaching and learning Long Range Facility Plan Comprehensive Maintenance Plan NJ Smart – tracking student performance data. New 2009: Language that clarifies error rate at no more that 2% Student conduct, school safety and security – The district implements policies and programs that establish a safe, secure, supportive and disciplined school environment that supports teaching, learning and student achievement of high academic standards Memorandum of Agreement Safety and Security Plan Code of Student Conduct Report form for reporting incidents of violence, vandalism and substance abuse Annual Violence and Vandalism public hearing New 2009: C2b amended to clarify that reports of incidence of violence, vandalism and substance abuse must be made to the Principals, and that annual training must be conducted on reporting. C2d: documentation was revised as the law no longer requires that a transcript of the hearing be made available, and there is no longer a requirement for a submission of the Public Hearing Report. Amended to read: A summary report from the hearing and copy of signed and dated board minutes of the public hearing, Copy of the verified Annual District Report of Violence and Vandalism for the previous year. C2e: Documentation of the staff interview and school visits to verify that corrective actions have been implemented. C3: Code of Student conduct must include all the requirements/elements from the DOE Code of Conduct Checklist. C5a: Documentation – records indicating actions taken to prevent and intervene in the cases of absences and truancy that include contacts with parents regarding absences. C6a: Harassment, Intimidation and Bullying: Develop, distribute and post the policy on the district website and notify students and parents that the policy is posted. C6b: Implementation of required policies and practices regarding HIB, including staff training, discussed with students, documentation includes sign-in sheets, agendas, recordings or evaluations from staff trainings, student or school schedules, agendas, recordings or notes from the student discussions. Annual review results, from instruments or methodology (e.g. survey findings, interview notes, focus group notes, board minutes, data sources) used to conduct the annual review, programs r services implemented as a result of the review. C8 related to missing and abused children – appointment of a school district liaison and training to district employees, volunteers and interns working in the school district. C11: Voter registration form and voter description material to all eligible HS students Student health – The district supports the health and well-being of students so they are able to participate in the educational program School Health Nursing Services Plan New 2009: D5 Documentation of medical examinations completed by the school physician and Observation of school examination room. Removed from documentation as unrelated: Written, board-approved policies and procedures, Physician/Certified School Nurse reports, Student records. D6 divided into 2 separate indicators D6 Immunizations prior to admittance into school and D7 Medical examinations prior to participation on athletic teams also adds appropriate documentation Student support services – The district provides support services that address academic, social and behavioral needs to support student success Comprehensive Equity Plan Comprehensive Guidance and Academic Counseling Program for all students Job description that requires coordination with other student support services and other staff Comprehensive Career Education and Counseling Program Written guidelines on the roles and responsibilities of the Intervention and Referral Services team members Job descriptions describing Intervention and Referral Services team responsibilities Comprehensive alcohol, tobacco and other drug abuse program
  • STOP – REFER TO YELLOW DPR Operations page 1 of 2: Total 100 Points Continue “A view from the top” make the connection between Board Governance and District Operations Board Action: review and/or approval: Long Range Facility Plan Comprehensive Maintenance Plan Safety and Security Plan Result: Adequate and appropriately maintained facilities to support teaching and learning Board Governance: Adopt policies and procedures: for removals of students for firearms offenses prohibiting harassment, intimidation and bullying. designed to report missing and abused children to law enforcement and child welfare authorities medical examinations conducted by the district for the prevention, assessment, intervention, referral for evaluation, referral for treatment, discipline for students using alcohol or other drugs and continuity of care. (Comprehensive alcohol, tobacco and other drug abuse program) Result:District Operations A safe, secure, supportive and disciplined school environment that supports teaching and learning and student achievement of high academic standards Confirm and/or Identify
  • Tell the Group: Under the QSAC monitoring requirements the board is held accountable to a set of Quality Performance Indicators. Some of these indicators require a 3-year history of compliance. Stop and ask: How many of you have a Mission Statement? Point out to the group that within the Governance section of the DPR you will find the requirement for a Mission Statement: A. Student Achievement The Board has a clearly articulated district mission statement. Note: According to the DOE it is safe to say that no district will miss the A1  indicator because their Mission Statement does not include specific language of the NJCCS.  But the Mission Statement must be current and include the expectation of student achievement. Stop and ask: How many of you discuss and approve the Board Code of Ethics? Point out to the group that within the Governance section of the DPR you will find the requirement below: C. Ethics Compliance The board annually discusses the Code of Ethics. And documented in board minutes Make the point that the requirement is to discuss not just approve. State as other examples: D. Board Policy The board annually reviews and updates policies, procedures, and bylaws Ask audience to recall the policy requirements mentioned in the previous four areas. Make the connection between the board fulfilling its governance responsibility and the impact on the day to day operations – A view from the top. State that NJSBA can help boards meet the performance indicators within Governance DPR. For more information call your Field Service Representative.
  • STOP – REFER TO YELLOW DPR Go to the Governance Handouts – 1 of 8. 100 Pts Review those indicators that have been amended. In these notes, the indicators that were modified are underlined. C1: Other than for the failure to timely file a properly completed financial disclosure statement which is addressed in indicator B(3), neither the school board or advisory board nor any of its members has been found in violation of the School Ethics Act. ( N.J.S.A. 18A:12-21, et seq .) C2: Other than for the failure to timely file a properly completed financial disclosure statement which is addressed in indicator B(3), no school administrator has been found in violation of the School Ethics Act. ( N.J.S.A. 18A:12- 21, et seq. ) C5: The school board or advisory board has a nepotism policy in place that complies with N.J.A.C. 6A:23A-6.2 and takes action in accordance with that policy. Note: date for policy to be in place is October 1 st however the DOE indicated that the ECS will allow until December 15 in order for boards to follow usual 2 readings. New C6 : The school board or advisory board has a policy in place to ensure that the district shall maintain honest and ethical relations with vendors and shall guard against favoritism, improvidence, extravagance and corruption in its contracting processes and practices and takes action in accordance with that policy (N.J.A.C. 6A:23A-6.3). New E7 : All board members acknowledge that they have read and are familiar with all of the terms of all negotiated employment contracts in the district, including but not limited to collective bargaining agreements. New F5: The school board has a contract with the CSA that provides for an annual evaluation that includes evaluation criteria and procedures and that explicitly states that in the event that the certificate of the superintendent is revoked the contract is null and void as of the date of the revocation. ( N.J.S.A. 18A:17-15, N.J.S.A:18A:15.1, N.J.S.A .18A:17-20.3 New F8: The school board submits new, renegotiated, amended, altered or extended contracts for all superintendents, deputy superintendents, assistant superintendents and school business administrators to the Executive County Superintendent for review and takes no formal action to approve or implement such contracts prior to such review. ( N.J.S.A. 18A:7-8, N.J.A.C. 6A:23A-3.1) New I8. The school board provides public notice prior to renegotiating, extending, amending or otherwise altering the terms of contracts for all superintendents, deputy superintendents, assistant superintendents and school business administrators (N.J.S.A. 18A:11-11, N.J.A.C. 6A: 23A-3.1(c) ). New I 9:The school board submits a user- friendly budget and publishes key budget provisions, including the salaries of all district employees earning over $75,000.00 per year who are not members of collective bargaining units (N.J.S.A. 18A:22-8a, N.J.S.A. 18A:7F-5.3).
  • Tell the group that the QSAC Regulations identify clear roles and responsibilities of both the board and administration. Explain that it is the CSA’s job to form the District Performance Review Committee and to determine the total number of people to serve but must include those positions listed on the slide. Clarify if the district does not have an Assistant Superintendent for Curriculum then it is the person in the district responsible for curriculum. Explain that other persons may be included on the DPR Committee, but only as recommended by the CSA , and with the approval of the district board of education. Emphasis: The member of the collective bargaining unit is chosen by the Union. The member of the district board of education is chosen by the Board.
  • CSA Roles and Responsibilities Explain to the group that the CSA: Ensures participation and input by all committee members. Serves as a resource to the committee Ensure committee members sign a statement of assurance State important point: Ensures the responses are accurate and that they can be verified by data. “ Ensure responses reflect the circumstances that exist and can be verified by data” Remind audience of the SHOW AND TELL activity and the systematic review of each Quality Performance Indicator The committee must answer these questions of each indicator: Does the response reflect the reality of our district? What would we show someone to support our answer? Who could tell someone more about our answer? N.J.A.C. 6A:30-3.2
  • Tell the group : The Board approves additional persons to the Committee, but the board does not have the authority to appoint persons to the committee. Point out the bullet: Sub-Committee of the Board to Assist in the Completion of the DPR’s Give the Example: Board sub-committee to review of the Governance section of the District Performance Review checklist. The Board sub-committee can review the Quality Performance Indicators within the Governance section for compliance. Tell the group that a sub-committee of the board can prepare to Show and Tell that the responses can be verified by data. Point out the bullet: Process and Procedure Give the Example : The board establishes a system of communication of District Performance Review Committee progress Board Approve by resolution to submit the District Performance Review and the statement of assurance. Point out that the board’s approval is not necessarily agreement. If the board does not agree with the DPR report, the board may send a letter identifying issues or concerns. However, failure to submit may result in the withholding of State aid or initiation of intervention activities (f) Upon completion of the proposed responses to the District Performance Review, the district board of education shall fix a date, place and time for the holding of a public meeting, which may be a regularly scheduled meeting of the district board of education, at which time the proposed responses to the District Performance Review and statement of assurance shall be presented to the district board of education for approval by resolution. The district board of education shall comply with the following procedures with respect to this meeting: The district board of education shall post the proposed responses to the District Performance Review and statement of assurance on its Internet web site, if one exists, at least five working days prior to the date fixed for the hearing, and shall make it available for examination by the public at the district board offices or another reasonable location; 2. The district board of education shall cause notice of the meeting to be published as required by the Open Public Meetings Act, N.J.S.A. 10:4-6 et seq., and this notice shall inform the public that the District Performance Review and statement of assurance will be discussed at the meeting and the times and manner in which members of the public may view the proposed responses to the District Performance Review; and Refer to Board Responsibilities
  • Tell the Group once the self assessment is complete, the: Superintendent: verifies the accuracy of the report and signs Committee members sign the report attesting to participation not agreement on the DPR committee The Board approves for submission to the County Office. Important Point: Approval not agreement. If the board does not agree with the report: Include written statement Failure by a public school district to conduct or submit a District Performance Review including a statement of assurance approved by the district board of education may result in the withholding of State aid pursuant to N.J.S.A. 18A:55-2, or, in appropriate circumstances, the initiation of intervention activities as set forth at N.J.A.C 6A:30-6.2. Presenter note for additional clarification: Upon a showing of good cause, the district board of education may request that the Department grant a reasonable extension of time for submission of the District Performance Review. Each member of the committee shall be given the opportunity to sign the statement of assurance to attest to his or her participation in completion of the District Performance Review. If a member of the committee refuses to sign the statement of assurance the name of such member shall be written on the form, with the notation “refused to sign .” Note: Participation does not mean agreement with the report
  • Tell the Group: Responsibility of the Department of Education: Upon completion of the initial review, the County Superintendent shall notify the Chief School Administrator of any areas of the District Performance Review that require additional clarification. When such a notification is warranted, the department shall: Issue a written request for any additional information, documentation or materials from the Chief School Administrator; and/or Initiate one or more on-site visits to district schools and/or other facilities, as needed to verify the accuracy of responses in the District Performance Review. The site visit includes a building walk through. Verify data = site visit Presenter note: Recent amendments change the date for the Commissioner’s final determination for placement on the performance continuum to April 30 th . Which means the Commissioner will not report to the State Board of Education until the May State Board meeting.
  • Tell the Group Each public school district that satisfies between 80 and 100 percent of the weighted quality performance indicators In each of the five key components of school district effectiveness Shall receive a letter from the Commissioner designating it as a “ High Performing ” district.
  • Tell: Tell the Group: If a district satisfies less that 80% of the weighted quality performance indicators The District will engage in improvement activities. A District Improvement Plan (DIP) Developed by an in-district team established by the CSA. Same requirements as the DPR Committee Team shall include district administrators, school administrative personnel, instructional staff, member representatives of local bargaining unit, board members. The district has 60 days to develop district improvement plan, and to have the plan reviewed and approved by the board and submitted to the DOE Includes DOE 6-month review - At the 6-month review – DOE is looking for accomplishments Tell the Group that after the 6-month review: If the district satisfies 80% of the QPI – Certified as High Performing If the district does not satisfy 80% of the QPI: Continuation of a District Improvement Plan Presenter Note: Packet includes more detailed information on the requirements for District Improvement Plan. IN WHITE
  • Tell the Group: There are more detailed requirements for districts that satisfy less than 50% of the indicators and include : NJSBA and DOE personnel as Highly Skilled Professionals May work with the board to remediate the Governance area Score below 50% in the area of instruction and program: DOE will send a team into the district to look at the underlying causes More detailed information on these specific steps can be found at the Department of Education website. Some of which may also include: Department of Education in-depth evaluation Partial or Full State Takeover Presenter Note: The packet includes more detailed information WHITE
  • Important: August 2008 proposed amendment eliminates the process for appealing the commissioner’s final determination as to each district’s placement on the performance continuum to the State Board. Reconsideration: Prior to appealing the placement decision to the State Board, the district may, within seven days of the date of receipt of the Commissioner’s report, seek reconsideration of the initial placement decision by the Commissioner. Proposed Amendment eliminates SUBCHAPTER 10. Appeals N.J.A.C. 6A:30-10.1 Appeal Process A public school district may appeal decisions of the Commissioner to the State Board pursuant to the provisions set forth at N.J.A.C. 6A:4. N.J.A.C. 6A:30-6.5 Structure of the District Board of Education Under Partial State Intervention 2. If the Commissioner determines that the appointed district board members shall become voting members, the district board of education shall have 30 days to appeal that determination to the State Board of Education. N.J.A.C. 6A:30-6.8 Operations of the District Board of Education Under Full State Intervention 2. If the Commissioner determines that the appointed district board members shall become voting members, the district board of education shall have 30 days to appeal that determination to the State Board of Education.
  • TEAM – NJSBA – We are here to help 1-888-886-5722 Or Call Your Field Service Representative
  • Tell the Group: NJSBA Website contains additional Information on NJQSAC. Some of which include: Easy to read documents Sample policies Department of Education Information Check back periodically for updates. STOP – PURPLE SELF QUIZ Ask group to take out the QSAC Self Quiz. Tell them you will give them a moment to change any answers. Quickly go through the questions and ask audience to respond. Give additional information as needed. Open for questions. Ask group to complete the program evaluation form. PINK Thanks

NJQSAC NJQSAC Presentation Transcript

  • New Jersey Quality Single Accountability Continuum NJQSAC is the Department of Education’s new monitoring and evaluation system.
  • Purpose
    • To ensure all districts operate at a high level of performance.
    • Determine the nature and extent of state oversight
    • It replaces the old monitoring system and integrates many of the requirements of:
      • Existing Code and Statute
      • State Takeover Law
      • Federal Mandates
  • Evaluate Performance
    • 5- Key Components of school district effectiveness
    • One set of standards and performance criteria applied to all districts in the state (uniform evaluation tool)
    • Measured by using Quality Performance Indicators (QPI)
    • The Assessment Process
    • Districts assess their own performance
    • The Executive County Superintendents verify the district’s assessment
    • The Commissioner of Education reviews each assessment and places each district at the appropriate point on the performance continuum
    NJQSAC
  • District Performance Review
    • 5 Key Components of School District Effectiveness
    • Instruction and Program
    • Personnel
    • Fiscal Management
    • Operations Management
    • Governance
    • 18A:7A-10
    • NJAC 6A:30-2.1
  • Instruction and Program
    • Standards of District Effectiveness
    • Student Performance
    • Curriculum
    • Instruction
    • Mandated programs
    • Early childhood programs
    • High school practices/graduation
  • Instruction and Program DPR
  • Personnel
    • Standards of District Effectiveness
    • Appropriate certifications and licensing of personnel
    • Personnel policies
    • Professional development
  • Personnel DPR
  • Fiscal Management
    • Standards of District Effectiveness
    • Budget planning
    • Financial and budgetary control
    • Annual audit
    • Treatment of restricted revenue
    • Efficiency
  • Fiscal Management DPR
  • Operations Management
    • Standards of District Effectiveness
    • Facilities
    • NJ Smart
    • Student conduct, school safety and security
    • Student health
    • Student support services
  • Operations DPR
  • Governance
    • Standards of District Effectiveness
    • Student Achievement
    • Board Training, Disclosure and Operation
    • Ethics Compliance
    • Board Policies, Procedures and By-Laws
    • Standard School Board Practices
    • Annual Evaluative Process
    • Board/Administration Collaboration
    • Budget Priorities
    • Communications
  • Governance DPR
    • Superintendent Responsibilities
    • Form the District Performance Review Committee
    • Include one or more members of the following: administrative staff, teaching personnel, Business Administrator, Assistant Superintendent for Curriculum, member of the collective bargaining unit, and one or more members of the district board of education
    • Others with board approval
    District Performance Review Committee
  • District Performance Review Committee
    • Superintendent Responsibilities:
    • Ensure participation and input by all District Performance Review Committee members;
    • Consult with the District Performance Review Committee in formulating a response to all Quality Performance Indicators
    • Ensure responses reflect the circumstances that exist and can be verified by data
    • Statement of assurance; committee member sign-off
    • Board Responsibilities:
    • Approve CSA recommendations of additional persons on the committee
    • May establish a sub-committee of the board to consult with the committee formed to complete the DPR’s
    • May monitor the progress of the committee by requiring periodic reporting to the board at public meetings
    • Board resolution to submit the District Performance Review – See Board Responsibilities Handout
    District Performance Review Committee
  • Upon Completion of the DPR
    • Superintendent shall sign a statement of assurance
    • Each member of the committee shall sign a statement of assurance
    • The Board of Education shall approve submission of the District Performance Review
    • Submit to the County Superintendent’s Office by November 15th
  • Department of Education Review
    • The Executive County Superintendent shall:
    • Review the Statement of Assurance
    • Confirm the use of the District Review Committee and verify data
    • Develop a recommendation for placement on the performance continuum
    • The Commissioner shall:
    • Issue final determination based on the percentage of Quality Performance Indicators satisfied
  • The Performance Continuum
    • Satisfy between 80-100% of the Quality Performance Indicators in each of the five key components of school district effectiveness:
    • “High Performing District”
  • The Performance Continuum
    • Satisfy less that 80% of the Quality Performance Indicators in one or more area:
    • Requires:
      • District Improvement Plan
      • 6-Month review of accomplishments
  • The Performance Continuum
    • The five major areas of school district effectiveness:
      • Satisfy less than 50% - in one or more area
      • Satisfy less than 50% - in each area
        • May include:
        • In-depth evaluation
        • Technical Assistance
        • Partial or Full State Intervention
    • For more information:
    • http://www.state.nj.us/education/genfo/qsac/regs/
  • Commissioner’s Determination
    • Reconsideration
      • Within 7 days from date of receipt of the Commissioner’s report
    • Present evidence to support its claim that its score on one or more indicators of the District Performance Review are erroneous and should be changed.
    • Policy Services
    • CSA & Board Evaluations
    • Creating a Mission Statement
    • Goal Setting and Strategic Planning
    • Code of Ethics Training
    • Board Roles and Responsibilities Training
    • 1-888-886-5722
    Team NJSBA
  • Additional Resources Look for updates as they become available
  • NJQSAC
    • Questions?