annual report of progress the public schools of jersey city dr. charles t. epps, jr. state district...
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![Page 1: Annual Report of Progress The Public Schools of Jersey City Dr. Charles T. Epps, Jr. State District Superintendent of Schools January 4, 2006](https://reader034.vdocuments.net/reader034/viewer/2022051315/56649d7b5503460f94a5f2d9/html5/thumbnails/1.jpg)
Annual Report of Progress
The Public Schools of Jersey CityDr. Charles T. Epps, Jr.
State District Superintendent of Schools
January 4, 2006
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Priority Area 1:Accountability and Compliance
Goals: 1.1 Meet Student Performance Standards 1.2 Improvement in Lowest Performing
Schools 1.3 Reduce “Achievement Gap” for ELL
and Special Education Students
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1.1 Performance for Total Students, 2004-05
GRADE/AREA 2004 2005 DIFFERENCE
Gr. 3 LAL 63.6 73.8 +10.2
Gr. 3 Math 52.9 68.8 +15.9
Gr. 4 LAL 66.1 71.7 +5.6
Gr. 4 Math 55.8 63.2 +7.4
Gr. 8 LAL 49.9 56.0 +6.1
Gr. 8 Math 42.7 42.9 +0.2
Gr. 8 Science 46.7 53.3 +6.6
Gr. 11 LAL 64.0 63.1 -0.9
Gr. 11 Math 42.7 49.6 +6.9
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Student Performance, 2002-2005 4th Grade
LAL +10.4%; Math + 21.3%
8th Grade LAL +7.4%; Math + 3.7%
12th Grade LAL + 4.3% Math +10.5%
Continue to Exceed State Standards in Student Attendance at 93.3% for 2005
Continue to Exceed State Standards in Student Dropout Rate at 8.3% for 2005
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1.2 Improvement in Lowest Performing Schools, 2004 to 2005
Students in Lowest Performing Schools improved in…
4th Grade LAL, by an average of 8.5% vs 5.6% for the District
4th Grade Math, by an average of 15.0% vs 7.4% for the District
8th Grade LAL, by an average of 11.3% vs 6.1% for the District
8th Grade Math, by an average of 3.4% vs .2% for the District
8th Grade Science, by an average of 7.6% vs 6.6% for the District
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1.3 Closing the Achievement Gap with General Education for SPED and ELL Students, 2002-05
Special Education Grade 4 LAL, 51.0%
to 43.0% Grade 4 Math, 31.9%
to 25.7% Grade 8 LAL, 56.8%
to 56.1% Grade 8 Math, 50.1%
to 44.3%
ELL Grade 4 LAL, 34.6%
to 31.0% Grade 4 Math, 27.5%
to 20.6% Grade 8 LAL, 52.5%
to 63.5% Grade 8 Math, 31.9%
to 40.4%
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Priority Area 2:Professional Effectiveness
Goals: 2.1 Implement “Job-Embedded” Staff
Development Program 2.2 Recruit, Retain, Support Highly Qualified
Staff 2.3 Identify, Mentor, Train School Leaders
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2.1 Job-Embedded Staff Development“Every Teacher a Specialist”
Focus on Teacher Mastery of Content in Literacy, Math and Science
Continuous and High Quality Training for Staff at All Levels
From August Anticipation to September Survival to Faceoff and Project PREP
Minimize Loss of Student Instructional Time
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“Coaching” in Real Time: Every Day An Occasion to Learn
Language Arts, K-3: 1,444 Days of Aussie Coaching, Plus 900 Days for Reading First and 2,366 Days by District Coaches
Math: 120 Days of Aussie Coaching, K-2, Plus 2236 Days by LL Teach in Grades 3-6
Integrated Curriculum: 238 Days of Co-Nect coaching in Grades 4-5
IDE: 72 Days by District Coaches in Grade 9
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2.2 Recruit, Retain, Support Highly Qualified Staff
90% of Teaching Staff is Highly Qualified
98% of Teachers Completed 100 Hours of Cycle I Professional Development
Of Concern: Recruitment of Math, Science and Special Education Teachers
Of Concern: Retention of New Teachers
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2.3 Identify, Mentor, Train School Leaders ECLIPSE: Educational
and Collaborative Leadership Institute for Principals and Supervisors
Over 188 Completions Since 2002
72 Alumni Placed in Administrative Positions
I LEAD: Institute of Legal Education for Administrators
Advances Equity and Achievement in Schools
40% Reduction in Cases Filed (From an average of 118.5 /Yr to 72)
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Priority Area 3:Foundations for Learning
Goals: 3.1 Provide a Well-Planned, High Quality
Pre-School Program 3.2 Implement Intensive Early Literacy
Program and Mathematics Initiative 3.3 Establish Smaller Learning
Communities at Secondary Level
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3.1 Pre-School Program, 2004-05 Ongoing Community Outreach and Family
Support
2183 Three Year Olds and 1848 Four Year Olds Served, for a Total of 4031 Students
Services Provided at 93 Locations, Including 27 District Sites and 66 Provider Sites
Follows High/Scope Educational Model
Provides Inclusion, ELL, and Transition Services
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3.2 Intensive Early Literacy Program and Math Initiative
Early Literacy “Balanced Blocks”
Instructional Framework
Individualized Assessment Practices
Extensive Staff Training and Support
Move to MG Literacy
Mathematics Standards Based,
Inquiry Focused Now 60 Minutes for
Grades K-2, and 90 for Grades 3-5
Restructured Middle Grades Curriculum
Algebra in Grade 8
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3.3 Smaller Learning Communities Participate in NJDOE Secondary Initiative Already Moving Toward SLC; Freshman
Academies in all 4 Comprehensive HS Currently, 20 Magnet Programs Serve
1,965 Enrolled Students at 4 High Schools Academic Program in Each Comprehensive
HS; Enrollment Now at 101; All Taking Honors Courses
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Priority Area 4:Student Support
Goals: 4.1 Increase Student 4-Year Retention
Rate in Grades 9 Through 12 4.2 Provide an Integrated
Social/Behavioral Support System to Address Issues that Impact Student Learning and Adjustment to School
4.3 Develop “All Inclusive” Schools
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4.1 Student 4-Year Retention Rate in Grades 9 Through 12 Rises from 49% to 69%
40.0%45.0%50.0%
55.0%60.0%65.0%70.0%
93-97
94-98
95-99
96-00
97-01
98-02
99-03
00-04
01-05
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4.2 Integrated Social/Behavioral Student Support System
School Uniform Policy at 98% Compliance 15 Together , Jumpstart , Carpe Diem
and STARS Provide Transition and Support Services
Character Ed National Demonstration Site Diversity as Strength: 75 Different
Language Groups…Each with Something Important to Say
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4.3 “All Inclusive” Schools All District Schools are AIS 1661 Special Ed Students - 35.3% -Spend 80%
+ of Time in General Ed Classes 1363 Special Ed Students - 30.4% - Spend 40-
80% of Time in General Ed Classes Out-of-District Placements Reduced by 38
Students 21 Students Returned From OOD Placements
Since 2004
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Priority Area 5:Systems and Operations
Increase Capacity of District and All Schools in Data-Driven Decision Making
Develop and Implement a Facilities Master Plan Based Upon Identified Student Need and School/Community Vision
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5.1 Capacity to Access, Use Data The Co-Nect Data Project: Tools and Training
for the Analysis and Use of Data to Inform Instruction in the Classroom; “Data Teams” in all schools, with 206 Days of On-Site Coaching Provided
The Data Warehouse: Collection and Storage of Student/Staff/District Information in a “Relational Database”
Application of Web-Based “Business Intelligence” Solutions to Support the Educational Enterprise
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5.3 Facilities Master Plan, 2005-10 Five New High Schools: Liberty, Medical
Arts, Construction Trades, Visual/Performing Arts, SLC Comprehensive; Renovate Five
Six New Middle Schools; Renovate Three Replace Seven Elementary Schools;
Renovate Twenty Thirteen New Early Childhood Centers
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