Trenton Public Schools Academic Plan

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1 Trenton Public Schools Academic Plan Dr. Francisco Durán Superintendent of Schools Children come first, Los niños son primero Office of Curriculum, Instruction, Assessment, Professional Development, Assessment, and Accountability Lucy Feria, Chief Academic Officer

2 Dr. Francisco Durán Superintendent of Schools Children come first, Los niños son primero District Goals Goal One: District-Wide Curriculum Refinement /High Quality, First Instruction: Refinement of district wide curriculum, instructional materials, and common assessments to the Common Core State Standards (CCSS), Next General Science Standards (NGSS), and cognitive assessment shifts associated with Partnership for Assessment of Readiness for College and Careers (PARCC). Goal Two: Data Management System: Implement a comprehensive and instructional data management system that will allow for principals, teachers, staff, students and parents to have and use the necessary information for high quality, first instruction. Goal Three: Effective Use of Evaluation Instruments for Staff to Enhance Practice: Fully implement of the evaluation frameworks as tools to supervise, support, and evaluate staff. Goal Four: Enhanced Human Capital Policies and Procedures: Implement changes in policies and procedures as they relate to human capital in order to better manage teacher effectiveness and positive student achievement. Use a change management protocol to ensure structures and protocols are frequently reviewed and adjusted to enhance efficiency. District Mission All students will graduate with a vision for their futures, motivated to learn continually and prepared to succeed in their choice of college or career. Vision High Quality Instruction for All Students Common Core State Standards require that districts rethink and realign curriculum and instructional practices. The new standards require that students read and comprehend a range of sufficiently complex texts independently and write effectively when using and analyzing sources. Additionally, the standards require that students are able to solve problems involving the major content for their grade level, demonstrate fluency in numeracy, use the modeling practice to solve real world problems, and express mathematical reasoning. The Academic Plan is intended to give administrators, teachers and staff the guidance, training and resources needed to ensure high levels of curriculum implementation that will guarantee accelerated student learning. Academic Plan

3 District s Theory of Action IF we have structures, protocols, and systems for operational programming; safe, healthy, orderly, collaborative, and inviting learning and working environments; and a differentiated service model to school communities, THEN each Trenton Public School student will experience high academic achievement! Organizational systems, structures, processes, and procedures for efficient school operations Safe, healthy, orderly, inviting, and collaborative learning and working environments Service Delivery Model (SDM) High Student Achievement for Each Trenton Public School Student Academic Plan

4 Priority 1: Priority 2: Priority 3: Priority 4: Superintendent s Priorities Increase student achievement and close the opportunity and expectations gaps. Adults are accountable for student success. Provide safe, fun and relevant learning environments. Students prepared for success in the workplace, postsecondary education, and a positive contribution to the community. Four Major Areas of Focus 1. Use of evaluation instrument/framework to supervise, support and evaluate instruction/leadership. 2. Use of CCSS and NGSS deep implementation of a college and career instructional agenda that is aligned with the CCSS, NJDOE model curriculum, PARCC assessments, common assessments, and benchmark assessments. 3. Collection, Analysis, and Use of Data to inform decisions and professional learning. 4. Students prepared for success in the workplace, postsecondary education, and a positive contribution to the community by creation of comprehensive college and career counseling, use of the national clearinghouse to inform programs/practices, enhancement of college and career partnerships, and frequent collaborations with current and past students to effectively use student voice to enhance services and programs. Goal #1: Increased student achievement and closing the opportunity gap by: 1.1 Refining curriculum to the Common Core State Standards (Language Arts, Mathematics, Social Studies, Science, World Language, Physical Education, English as a Second Language (ESOL), and Technology. 1.2 Creating a comprehensive instructional framework to promote consistent instructional expectations per grade and content. 1.3 Employing disruptive innovative practices to create additional pathways to increase student Achievement. 1.4 Implementing Dual Language classes in select elementary schools. 1.5 Developing of common assessments for every course offered. Academic Plan

5 1.6 Analyzing data after each benchmark and common assessments. 1.7 Implementing Balanced Literacy Framework supported by an emphasis on academic language and evidenced-based writing. 1.9 Providing professional development in curriculum, lesson planning, differentiated student grouping, and assessment Recruiting, supporting, developing and retaining highly qualified and diverse professional and support personnel Increasing advanced placement course offerings Increasing the number of students exposed to advanced placement instructional techniques and levels of rigor Providing a uniform system of identification and strategies to address gifted students in all schools Implementing and evaluating the integration of technology into the curriculum Preparing an annual budget that supports the district s vision, mission, core beliefs, priorities and goals with equitable, efficient and effective use of resources Realigning all science curriculum and materials with the NCSS. Goal #2: Adults are accountable for student success by: 2.1 Using research-based instructional strategies. 2.2 Using data and evidence to guide practice (assessment calendar, multiple data measures, walkthroughs, classroom observations). 2.3 Using the District-wide Evaluation Advisory Committee (DEAC) and subcommittees to review and refine evaluation tools, professional development and related work. 2.4 Building capacity of leadership through coaching, job-embedded professional development, and high quality workshops. 2.5 Developing systems to support instructional practices (i.e. grading guideline, instructional time guidance document, curriculum updates, instructional framework, department handbooks, district-wide committees). Academic Plan

6 Goal #3: Provide safe, fun, and relevant learning environments by: 3.1 Offering a variety of exploratory classes (Art, Music, Technology). 3.2 Offering extended learning opportunities in athletics, arts, and academics. 3.3 Developing an Instrumental Music Program at the Middle School level. 3.4 Unifying the Music-Art-Theater-Dance instructions to bring together an integrated district-wide performance at the end of the year. 3.4 Expanding the Gifted and Talented Program. 3.5 Enhancing an advisory/guidance program in the middle schools. Goal #4: Students prepared for success in the workplace, postsecondary education, and a positive contribution to the community by: 4.1 Offering a Comprehensive Professional Development (PD) Plan that develops and builds capacity within each building as well as district-wide. Enhancing our commitment to creating communities of practice that lead to effective professional learning by implementing a threeprong blended PD model: Train the trainer (trainers at each school). Teams of experts (for district-wide job-embedded training). Web as tool for resources and learning (i.e. webinars, links to videos, and other materials). 4.2 Providing Inclusive Practices in Special Education Collaborate with administrators and teachers with the shared vision of quality instruction and programs that are aligned with the CCSS, NGSS, and Model Curricula for all students with disabilities. Create a comprehensive co-teaching PD series. Provide quality professional development for all staff who service special education students. Review, disaggregate and prioritize statistical data to guide and inform decisions. Academic Plan

7 Provide teachers with resources and training to identify and remediate skill deficit areas through collaboration with directors, principals, and supervisors. Provide access to Individualized Education Program (IEPs) using a web-based program Easy IEP, and provide training for administrators and special education teachers. 4.3 Creating a digital learning environment Provide 21 st Century technologically ready classrooms and instructional spaces for all schools. Replace/update computers and telecommunications devices to better prepare for digital assessments, and the needs of the Districts educational software. Purchase assistive technology where needed. Provide support and resources to promote technological integration and educational excellence throughout all content areas, and instructional spaces for all staff and students. Update the District s technology curriculum to reflect the ever-changing needs of our 21 st Century Learners. Arrange technical assistance for teachers with current technical support staff. Evaluate the technical support throughout the District and determine additional staff that will be required to support 21 st Century Learning. Access to curriculum with benchmark testing and online materials. Provide digital supplemental programs and materials. Academic Plan

8 Metrics How will we know? Meet Professional Development Goals Every School Meet Every NJDOE Academic Performance Target Increase Graduation Rate Milestones - Students reading on grade level by third grade; - Students completing fifth grade with the necessary math, literacy, and social-emotional skills to be successful in middle school; - Students completing eighth grade with the necessary math, literacy, and social-emotional skills to be successful in high school; - Students having a successful ninth-grade year, as measured by grade-point average, well-being, and eligibility to participate in extracurricular activities; - Students graduating from high school ready for college and career, as measured by such indicators as performance on Advanced Placement and International Baccalaureate exams and SAT scores. Professional Development 100% of teachers and administrators will be fully trained in the Danielson Framework for Teaching. 100% of administrators will obtain the Teachscape Danielson Proficiency Certification. 100% teachers will understand components of the Framework for Teaching and the Trenton Instructional Framework as evidenced in daily instructional practice. 100% teachers will have access to professional development on CCSS, NGSS, and common assessments. 100% teachers and administrators will receive professional development in the four areas of focus and the district s theory of action. Academic Plan

9 Trenton Board of Education Jason Redd President Gerald Truehart Vice President Dr. Jane Rosenbaum Denise Millington Fiah Gussin Guillermo Gomez-Salazar Dr. D. A. Graham Lucy Vandenberg Academic Plan

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