i. moving forward a) assessment of schools and student needs in the central zone
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A Broader and Bolder Approach to
School Reform in Newark:A Human Capital Development Plan for the City
A Broader and Bolder Approach to
School Reform in Newark:A Human Capital Development Plan for the City
I. Moving forwardA) Assessment of schools and student needs in the central zone
I. Moving forwardA) Assessment of schools and student needs in the central zone Collect and analyze all existing data related to school and
student performance within the central zone Cambridge school assessments School Net, Data Wise
Determine what additional assessments of programs and interventions are needed
Assess quality of existing programs and interventions Utilization patterns – who is served, who needs to be served, gaps
in service Interviews with parents, students and staff to solicit perceptions of
existing programs and suggestions for new initiatives
Collect and analyze all existing data related to school and student performance within the central zone Cambridge school assessments School Net, Data Wise
Determine what additional assessments of programs and interventions are needed
Assess quality of existing programs and interventions Utilization patterns – who is served, who needs to be served, gaps
in service Interviews with parents, students and staff to solicit perceptions of
existing programs and suggestions for new initiatives
II. Leveraging ChangeA) Data driven staff development
II. Leveraging ChangeA) Data driven staff development
Meetings with site leaders and teacher leaders to analyze data on their students and schools and discuss implications for instruction Identify areas of focus for interventions Devise instructional plans based upon data Devise ongoing professional development plans
based upon data Role of content coaches
Meetings with site leaders and teacher leaders to analyze data on their students and schools and discuss implications for instruction Identify areas of focus for interventions Devise instructional plans based upon data Devise ongoing professional development plans
based upon data Role of content coaches
C) Summer Institute – targeted participationC) Summer Institute – targeted participation
Implement professional development institute for August 2010 Principal’s Institute: Leading for change
(possible partners: NPLI, NYU, Wallace Foundation)
Teacher leaders: instructional leadership in content areas, coaching in best practices for literacy development (possible partners: Tatum, Rutgers)
Implement professional development institute for August 2010 Principal’s Institute: Leading for change
(possible partners: NPLI, NYU, Wallace Foundation)
Teacher leaders: instructional leadership in content areas, coaching in best practices for literacy development (possible partners: Tatum, Rutgers)
II. Implement Pilot Program: A) 3rd, 8th and 9th grade targeted intervention
II. Implement Pilot Program: A) 3rd, 8th and 9th grade targeted intervention Personalization: Establish student profiles/portfolios based
upon achievement/attendance Diagnostic assessments in fall to set individual
benchmarks Determine which samples of student work will be
included in portfolio Support/intervention plan for each student beginning in
fall 2010 APEX – targeted tutoring and mentoring Freshmen and sophomore seminars
Personalization: Establish student profiles/portfolios based upon achievement/attendance Diagnostic assessments in fall to set individual
benchmarks Determine which samples of student work will be
included in portfolio Support/intervention plan for each student beginning in
fall 2010 APEX – targeted tutoring and mentoring Freshmen and sophomore seminars
B) Culture changeB) Culture change
Student leadership – classroom (Comprehensive classroom management) School – leadership councils, town hall meetings
Advisory program – Matching students to academic/social advisors
Brotherhood/SisterSol – Identity development, rites of passage, history and culture
Extra curricular activities Internships
Student leadership – classroom (Comprehensive classroom management) School – leadership councils, town hall meetings
Advisory program – Matching students to academic/social advisors
Brotherhood/SisterSol – Identity development, rites of passage, history and culture
Extra curricular activities Internships
III. Capacity building plan for the schoolsIII. Capacity building plan for the schools
Clarity and cooperation among policy makers about what might be done to support students and schools
Identify community partners for each school in central ward – CBO, hospital, etc.
Development of MOUs to guide cooperation, division of labor, use of space, etc..
Identify and set priorities in areas where funding is needed
Clarity and cooperation among policy makers about what might be done to support students and schools
Identify community partners for each school in central ward – CBO, hospital, etc.
Development of MOUs to guide cooperation, division of labor, use of space, etc..
Identify and set priorities in areas where funding is needed
Systems and areas of focusSystems and areas of focus
Workshops and services for parents Police cooperation with schools on youth support plans Health services screening and prevention (e.g. dental, heart,
diabetes, etc.) Earl childhood education “Baby College” for new parents and all teen parents Rites of passage programs targeted at middle schools Extended learning opportunities
Arts and culture Academic support Sports, robotics, leadership
Workshops and services for parents Police cooperation with schools on youth support plans Health services screening and prevention (e.g. dental, heart,
diabetes, etc.) Earl childhood education “Baby College” for new parents and all teen parents Rites of passage programs targeted at middle schools Extended learning opportunities
Arts and culture Academic support Sports, robotics, leadership
Building School CapacityBuilding School Capacity
A Student Centered SystemA Student Centered System
The Bolder Approach:Our theory of changeThe Bolder Approach:Our theory of change
Data driven instruction and school reform Professional development for teachers focused
on student needs Support systems for students (RTI, early
intervention, technology for personalized learning)
Development of new schools and lab schools
Data driven instruction and school reform Professional development for teachers focused
on student needs Support systems for students (RTI, early
intervention, technology for personalized learning)
Development of new schools and lab schools
District –university partnershipDistrict –university partnership
For research and analysis of district data Rutgers Newark
For teacher training Bank Street, Montclair, NYU
For curriculum development Rutgers, NYU – Arts and Sciences
For research and analysis of district data Rutgers Newark
For teacher training Bank Street, Montclair, NYU
For curriculum development Rutgers, NYU – Arts and Sciences
Coordinated services at each school site
Coordinated services at each school site
Providing school-based services in response to student needs Case management, health services, etc.
Extended learning through afterschool programs
Quality summer school Parent education
Providing school-based services in response to student needs Case management, health services, etc.
Extended learning through afterschool programs
Quality summer school Parent education
Economic DevelopmentEconomic Development
Development of career academies based upon strategic partnerships between schools and private industry in sectors where growth is anticipated – health careers, bio-tech, “green” jobs
Incubating small business enterprises at schools sites - NFTE
Development of career academies based upon strategic partnerships between schools and private industry in sectors where growth is anticipated – health careers, bio-tech, “green” jobs
Incubating small business enterprises at schools sites - NFTE
Community EngagementCommunity Engagement
Disengagement and disenfranchisement contribute to school failure Schools improve when parents are involved
Parent education and organizing for school involvement and increased support at home
Youth engagement and organizing to develop leadership and responsibility
Disengagement and disenfranchisement contribute to school failure Schools improve when parents are involved
Parent education and organizing for school involvement and increased support at home
Youth engagement and organizing to develop leadership and responsibility
III. What must be done to improve student achievement and reduce the dropout rate:III. What must be done to improve student achievement and reduce the dropout rate:
Respond in a holistic manner to the needs of a child by understanding: Health and welfare needs Social and emotional needs Developmental challenges Family and community challenges Need for employment and college access
Respond in a holistic manner to the needs of a child by understanding: Health and welfare needs Social and emotional needs Developmental challenges Family and community challenges Need for employment and college access
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