Pathway to Local Control Newark Education Success Board (NESB) Report August 2016 Message from the NESB Chair

Thank you, Mayor Baraka for selecting me to serve on the Newark Education Success Board (NESB). It was a surprise and a challenge. Thank you, fellow members for giving of your time and energy to this yearlong effort. Al Koeppe, Chris Cerf, Don Katz, Grace Sergio, Jose Leonardo, Re. Perry Simmons, Jr., Ross Danis, Shane Harris and Rochelle Hendricks all supported the process and respected the norms we set for our work. We agreed that we might disagree, at times, but we would never become disagreeable and unable to move forward. The stakes in Newark are too high to allow different ideologies to become the focus. Quite simply, every child is the focus and educating each child that goes through the Newark Public Schools is what our work has been about. To my surprise, I was unanimously selected to serve as the Chair of this NESB. It was simultaneously an unexpected honor and a humbling burden. However, I am a proud product of the Newark school system as a graduate of Fifteenth Avenue TABLE OF CONTENTS Elementary School and West Side High School. This is my forty second year as an educator and 26 of these years, I learned and worked to hone my knowledge and skills in Newark as a teacher, vice principal, central office program director and retired as the principal of Malcolm X Shabazz High School. During the past 16 years, I have contin- 1. About the Newark Education Success Board (NESB) ued, grown and worked with future teachers, new administrators, veteran teachers and a. The Charge ...... 4 veteran administrators in various districts in New Jersey. It was a blessing to be able to b. Our Work ...... 4 bring these years and these experiences as lenses to look through during the work of c. Members...... 5 the NESB. c. Staff, Liaisons, Advisors and Support Personnel .­­­­...... 5 After twenty-five official NESB meetings and more calls, outreach contacts, docu- ment reviews, best practices reports readings and deliberations than can be counted, e. Methodology...... 5 our report is being released August 22, 2016.It is not a document to be shelved and f. Requirements Governing NPS Return forgotten. We intend it to be a living work used to support the current work and to Local Control: Quality Single Accountability System (QSAC)...... 6 ready the district for the return of local control as soon as it is officially announced by the New Jersey State Board of Education. Further, we, the NESB, urge the State Appointed Superintendent and the Newark Advisory Board to immediately begin 2. NESB Recommendations implementing, with fidelity, every recommendation that will move the district for- a. Introduction ...... 8 ward in recovery and stability for decades to come. b. Governance ...... 9 When I visited South Africa, some year ago, and talked with children in schools c. Curriculum, Instruction & Programs...... 13 throughout Petermaritzburg, I was greeted by students, as well as teachers and d. Talent Development ­. ­...... 21 administrators saying, “Sawbona”. Literally translated, it means, “I see you”. As we did e. Family & Community Engagement ...... 26 our work, I believe we endeavored to make recommendations and see the best NPS can provide for every child. f.e Financ ...... 31 g. Phasing of Recommendations ...... 35 Mary G. Bennett, NESB Chair

3. Appendices a. Newark Public Schools: History Under State Takeover...... 37 b. Current Status of Newark Public Schools ...... 42

Newark Education Success Board Report 3 NESB Members Mary Bennett ABOUT Chair and Secretary: Educator, Alliance for Newark Public Schools Christopher Cerf Superintendent, Ne­ wark Public Schools; THE NEWARK EDUCATION Former New Jersey C­ ommissioner of Education Ross Danis Former President and CEO, N­ ­ewark Trust for Education SUCCESS BOARD (NESB) (served July - Dec­ ember 2015) Shane Harris Vice President of Corporate Giving and Executive Director, Prudential Foundation (served February 2016 - present) The Charge Honorable Rochelle Hendricks Secretary of Higher Education, State of New Jersey he Newark Education Success Board (NESB) was charged by Mayor Ras Baraka Donald Katz and Governor Chris Christie to develop a clear pathway for the return to local Founder and CEO, Audible, Inc. Tcontrol of Newark Public Schools (NPS) to the Newark community, including Al Koeppe Trustee, St. Benedict’s Pr­ eparatory School; Former CEO Newark appropriate timelines and benchmarks. The report, due in the Summer of 2016, was to Alliance; R­ etired CEO Verizon; Retired COO PSE&G include public input and community engagement and outline capacity building trajec- Jose Leonardo tories at both district and school levels, to ensure that the challenges that led to state Former President of Newark Student Union; Student, Arts High School takeover will not recur. Grace Sergio Parent, Newark Public Schools Rev. Perry Simmons Mission Statement Pastor, Abyssinian ­Baptist Church We must ensure all children in Newark have access to a high quality, free public education and gr­ aduate high school with the academic and social skills necessary to be productive, civic-minded individuals. Our educators and leaders will create learning Staff, Liaisons, Advisors and P­ ersonnel environments that promote critical thinking, collaboration and creativity, and we will Amanda Cahn work closely with parents and community stakeholders to create a culture of inclusive- Independent Consultant at Newark Public Schools ness and engagement. Cathy Coyle Special Commissioner to New Jersey Department of Education­C ommissioner David Hespe Vision Statement New Jersey Commissioner of Education, Lauren Wells All Newark students will graduate high school ready for college and 21st century (until June 2016) Chief E­ ducation Officer to Mayor Ras Baraka careers. De’Shawn Wright Chief of Staff at Newark Public Schools Our Work The NESB met monthly from July 2015 to July 2016. Methodology In August 2015, norms were set and NESB also met with the Essex County The NESB collaboratively developed content for each section of the report during Superintendent and two members of the Quality Single Accountability System its monthly meetings. The Panasonic Foundation provided background reading and (QSAC) unit, Robert Bumpus and Pat Castellanos, to obtain additional information research material for each section developed by the NESB. Information was sent to all about NPS’s QSAC October 2014 School Improvement Plan (SIP) and scores. The NESB members in advance of meetings, and meeting sessions included collaborative October 2014 QSAC report was given to NESB by Commissioner Hespe at the first discussion and recommendation development. Panasonic then gathered the feedback meeting on July 31, 2015. from all NESB members­ and revised drafts that were then reviewed and finalized at Community input meetings were held in September and November 2015, in addi- subsequent NESB meetings. tion to regular NESB meetings. In addition, Four Newark Advisory Board members Input from community meetings in September and November 2015 was incor- were invited and attended a portion of the November 2015 NESB meeting. porated into the report. The September community meeting was attended by 140 In January 2016, Ross Danis resigned from the NESB to accept a new position people at Abyssinian Baptist Church, and the November 2015 meeting was attended in North Carolina. Shane Harris joined the NESB in February 2016. In February 2016, by 35 people at Abyssinian Baptist Church. The NESB also met with representatives of NESB members agreed to engage the Panasonic Foundation1 to serve as the facilita- Uncommon Schools to learn about the strategies underlying the academic progress tor for the work going forward. The Panasonic team, led by Dr. Larry Leverett, con- their students have achieved. ducted telephone interviews with each NESB member. In March 2016, the NESB began The NESB began to discuss options for possible report editors/writers in meeting twice monthly with Panasonic facilitating the work of the meetings. December 2015. NESB decided that an external writer would be best.Se­ veral

4 Newark Education Success Board Report Newark Education Success Board Report 5 individuals were recommended and vetted, and Dr. Sheryl Petty of Management and policies the district and/or board must put and keep in place, and may be set for Assistance Group was selected in May 2016. Lauren Wells secured funds to support any time period, though in recent history this has been for a range of one to two years. the writing process. The editor compiled the information developed during the NESB Unless the district and board do not follow the Transition Plan (in which case the State meetings and other background materials provided, to synthesize the sections of the may take back control), the district then has local control of the area. report. On behalf of the NESB, Mary Bennett requested assistance for the completion of Timeline for Return of Local Control Under QSAC the report document. The Mayor’s Office and Panasonic agreed to provide assistance As of August 3, 2016, Newark has earned control in three areas: Operations in 2007, in producing the report document. Fiscal Management in 2014 and Personnel in 2016. In its 2014 Interim Review, NPS earned 72 in Governance and 62 in Instruction and Program. In the May 2016 Interim Requirements Governing Newark Public Schools Review, the district earned 100 in Personnel. While the score in Instruction and Program Returning to Local Control remains below the minimum of 80, an Equivalency Waiver was awarded to the dis- Quality Single Accountability System (QSAC)2 trict in recognition of significant gains in this area. At the end of the 2016-2017 school year, an additional QSAC review will determine the status of the two remaining areas, NESB’s original charge from the Governor and Mayor was to determine timelines Governance and Instruction and Program, that have not been returned to local control. and milestones for the return of local control. After diligent research and review of The August 1, 2016 letter from Commissioner David Hespe said that, if that 2017 QSAC Newark’s standing and Quality Single Accountability System (QSAC), the New Jersey review determines that the district has maintained its progress in those two areas, and state monitoring system used to evaluate school districts, NESB determined that its if the state evaluates that adequate programs, policies and personnel are in place, it is work was inextricably linked to QSAC and therefore focused careful attention on the expected that governance will be returned for the 2017-18 school year. Local control over QSAC process. As part of this, the NESB requested the participation of Joseph Zarra, governance restores the power of the local school board to select the Superintendent. Essex County Superintendent, who is in charge of the QSAC team, at their August The process described above must occur for each area under State control. 2015 meeting. This served to inform and provide a deeper perspective from the Additionally, with regard to Governance, New Jersey law requires that an election occur County Superintendent about the district’s evolving work, including aspects of organi- in which the voters of the district decide whether it thereafter will be governed by a zational culture and stakeholder collaboration. Type I or Type II school board. In Type I districts, the Mayor of the city in which the dis- QSAC is the evaluation and monitoring system that gives the State the authority trict is located appoints school board members. In Type II, the City’s voters elect school to take over and return a local school district from and to local community control and board members.3 The district must hold the election to determine the type of board provides for state monitoring in five areas: 1) Instruction and Program, 2) Personnel, 3) that will govern it moving forward within a year after it has satisfied all components of Fiscal Management, 4) Operations Management, and 5) Governance. When the State its transition plan.4 This “special election” is conducted pursuant to Title 19 of the New took over in 1995, Newark was placed under full-district control, meaning that all five Jersey statutes.5 areas within QSAC were under the State’s authority. The timeline to return full local control in Newark depends on how quickly the To initiate the return to local control in any area, a district under State control must district improves its QSAC scores in each of the three remaining areas as well as the 1) demonstrate substantial and sustained progress, as signified by receiving a score of state’s evaluation of the degree that adequate programs, policies and personnel are in 80 or above on a full or interim District Performance Review (DPR) and demonstrate place to sustain the progress. The State conducted its most recent Interim review on substantial evidence that the district has the adequate programs, policies and person- May 18, 2016 for the three areas still under State control: Governance, Personnel, and nel in place and in operation to ensure that demonstrated progress is sustained (as has Instruction & Program. Mary Bennett was invited by Antoinette Baskerville Richardson, happened with Newark and other school districts in the past, the State can assess the NPS Advisory Board President, and Superintendent Cerf to attend the opening­ses sions district at 80 or higher but withhold control under certain conditions until adequate with the County’s review team on day one of the interim visit on May 18, 2016. A report evidence is provided to ensure long term capacity is in place.) Once that score and with final scores for the district was delivered to the district on August 2, 2016. evidence of sustainable progress is achieved, the Commissioner of Education may then 2) make a determination that the district’s progress is sufficient enough to rec- 1 ommend to the State Board of Education that local control be returned. http://www.panasonicfoundation.net 2 See: “QSAC: A Guide for School Officials and the Public.” (2007).Institute on Education Law and Policy at Rutgers University. After the Commissioner recommends the return of local control of an area to the http://ielp.rutgers.edu/docs/QSAC_Guide_final.pdf New Jersey State Board of Education, the NJ BOE then votes on whether to return 3 N.J.S.A. § 18A:12-6. To signify acceptance of the return of local governance control, either the municipal governing body (in Newark, the City Council) or the Board of Education (in either case, by resolution adopted by a majority of its members), or the voters of the municipality by petition signed by 15 the area to local control. Once the NJ BOE approves an area’s return, the district, in percent of voters, must call for a referendum on whether the district shall thereafter be governed by a Type I or Type II board. The school board then files coordination with the local stakeholders, develops a “Transition Plan.” A Transition Plan the question of acceptance with the clerk of the municipality, and according to the majority of votes cast in the referendum, the district is governed by the provisions of New Jersey law that control the type of board that the electorate has approved. for a QSAC area, and the official return of control for it, are only official once the local 4 N.J.S.A. § 18A:7A-49e, -f, -g. School Advisory Board (or, if the district has Governance, the full governing Board) 5 Id. The special election is conducted by the Board of Education. County and municipal election officials are to carry out their statutory duties in connec- tion with the election, but the Board of Education is responsible for seeing that it occurs and for educating the voters on the question to be presented in approves the Transition Plan. Transition Plans provide for a set of conditions, actions, the election.

6 Newark Education Success Board Report Newark Education Success Board Report 7 NESB RECOMMENDATIONS Governance Introduction Overview

he recommendations below respond to the (DIP) to guide the efforts underway in the short-term. iven that Governance responsibilities have not 3. The Board will design a process for a five QSAC areas used to assess the effec- To establish a baseline for the NESB work, been returned to NPS, the following outlines Superintendent search, including: Ttiveness of New Jersey public schools, with attention was given to the 1994 report from the Gthe duties, responsibilities and structures a. Requiring that all candidates meet the the addition of Family & Community Engagement, Comprehensive Compliance Investigation (CCI) of that will support the effective functioning of the state law requirements for the position and given its significance in the efficacy of school sys- NPS which provided detailed information about the School Board. All members of the current Advisory have demonstrated competency in increas- tems, parent and community investment, and the district’s poor performance in Levels I, II and III of the Board are elected by the citizens of Newark. They ing student achievement, organizational importance of community partnership in school state’s monitoring process for all New Jersey public are entrusted with the responsibility knowing and leadership and financial management. systems. Though Operations is part of the QSAC schools. The persistence of poor student achieve- understanding their roles and fully performing their b. Identifying an executive search team with areas, no section is included on this area in the ment, disengagement of board members, corruption, duties on behalf of the children and community a sound reputation for leading successful document given that Operations has been returned and lack of community and parent engagement, led they represent. Through the restoration of local Superintendent searches, including screen- to local control. A section on Finance is included, to the Newark school district being taken over by control, they will be empowered to make binding ing for focus on both equity and excellence. though it has also been returned to local control. the state in July 1995. In the appendix, there are two decisions on behalf of the public school system. c. Designing and implementing an inclusive Given the budget challenges and projections for documents provided by the district: the first is the process in partnership with the search team, continued concern over the next few years, this history of the state takeover in Newark, and the sec- Board of Education Duties which involves a committee of civic lead- document includes recommended pathways for ond is the current state of affairs within the district. and Responsibilities ers representative of the NPS community. assessing and addressing these financial issues. The district has been engaged in strategic plan- The recommendations developed by the NESB 1. Board members are stewards of NPS. They 4. Board of Education members shall support and ning since early 2016. This report is not intended to are divided into the following sections: recognize that NPS belongs to students, fam- when appropriate guide, the Superintendent replace or supplement the NPS Strategic Plan. Some 1. Governance ilies and the community. The sole purpose of to support his/her success. The Board shall: NESB members participated in the district-wide 2 Curriculum, Instruction and Programs NPS and the Board’s structure, policies, prac- a. Maintain an annual ­schedule and community input process as the initial 3-year 3. Talent Development tices and procedures is to provide an effec- to set district goals; “Goal and Priorities”6 were established to guide 4. Family & Community Engagement tive free public education for all children. b. Implement mechanisms to monitor sys- NPS through 2019. In addition, the district has also 5.e Financ 2. The Board is responsible for ensuring that Board tem performance on agreed upon metrics ­established an annual District Improvement Plan 6. Phasing of Recommendations members have the awareness, knowledge and that measure the progress of the system understanding to act in the interests of chil- toward meeting the targeted goals; dren as the primary “focus” of all decisions.

8 Newark Education Success Board Report Newark Education Success Board Report 9 c. Fully exercise its statutory responsibility (18A maintain an effective committee framework New Board members and all members of the current Advisory 17-20-3) to evaluate the Superintendent, based on best practices in Board governance. and ensure state requirements for the a. The Board shall develop and enact Board Board, shall be given regular opportunities to learn their role as evaluation of the Superintendent are by-laws to provide structure and direc- stewards of Newark Public Schools, with an emphasis on their met in a timely and effective manner. tion for all school Board committees. d. Conduct annual mid-year and end-of-year b. Further, the Board committee process shall governance, policy and fiduciary responsibilities. assessments of the system’s progress; provide opportunities for diverse community members with specific expertise to contin- uously interact with Board committees as 5. The school Board shall support the 6. The Board and the district should have appro- appropriate to the work, duties and respon- Conditions to Ensure Superintendent by providing input and priate legal counsel in all matters requiring sibilities of each standing Board committee a Highly Effective Board counsel on senior appointments. legal representation. Such counsel should (e.g. finance and audit, operations, facilities, 6. The school Board shall require the include provisions for when the Board and 1. Ensure Board members are familiar with NJ instruction and program, legal issues, tal- Superintendent to develop and imple- Superintendent deem it is necessary to retain State law related to Conflicts of Interest (18A: ent development, community engagement, ment a plan of talent development for dis- the services of outside legal counsel. 12-24) and the Code of Ethics for School Board communications and strategic planning). trict employees to assume leadership roles Members and file annually the Disclosure c. The Board shall also be provided with infor- at the central office and school level. State of Employment, contracts or busi- mation, data and support in interpreting ness with schools and Financial Disclosure 7. The school Board shall develop a systematic data on the system’s progress and success. Board Induction, Statement, as required by NJ State Law process to encourage community engagement d. The Board shall seek out support and guid- Development and Training (28A: 12 – 24, 1, 18A: 12-25, 18A: 12 – 16). through democratic participation in all areas ance from credible parties such as the 1. New Board members and all members of the 2. The Board chair and vice chairperson shall aligned with the system’s goals to improve New Jersey School Boards Association. current Advisory Board, shall be given regular assume the responsibilities for the effective effectiveness and increase student academic 3. The school Board shall develop and adopt opportunities to learn their role as stewards of operation of Board meetings and exercise achievement and social emotional competence. by-laws that provide direction to the Board and Newark Public Schools, with an emphasis on their ­authority to guide Board members in fol- Superintendent for the effective use of commu- governance, policy and fiduciary responsibilities. lowing the agreed to norms of behavior. nity advisory committees formed to advise the 2. Board members shall comply with the school district (Board and Superintendent) in 3. The Board through the chairperson Organization of the Board Board member training program as specific areas that impact the effectiveness and and ­Superintendent, with the support required by NJ State Law (18A:12-33). to A­ ccomplish its Duties and efficiency in all operations of the school district. of NPS security personnel, shall have ­Responsibilities This is the minimum requirement to the authority to assure appropriate lev- 4. The school Board and Superintendent shall which Board members must commit. els of decorum at all public meetings. 1. The school Board shall annually develop develop written communications protocols 3. Board members shall participate in twice and implement a set of Board Development to ensure effective two-way communication 4. The Board shall continue to collaborate with annual Board retreats and self-assessments Goals to support the continuous improve- between the Board and the district (e.g. Board the Superintendent in implementing the new to improve their capacity to fulfill their gover- ment activities related to Board governance. to Superintendent, Superintendent to Board, strategic plan to assure alignment between nance, policy and fiduciary responsibilities. a. This includes a continuous focus on the Board member to Board member, Board mem- the Superintendent’s vision, mission, academic strategic efforts of the district to accelerate bers to staff, and staff to Board members­ ). 4. Job descriptions, training and support shall and operational goals, including develop- student achievement and knowledge of the a. The adopted protocols shall support be provided to Board members in chair- ment of a reflection and monitoring system. national and regional trends in education. timely and accurate dissemination of mes- ing committees and to committee mem- a. The strategic plan having benefited from b. The Board’s annual work calendar shall be sages and information that enable the bers in areas of committee’s responsibility. community and stakeholder input must developed reflecting priority areas o focus Board, Superintendent, and senior lead- be effectively communicated and dissem- 5. The induction process shall extend beyond and development during each school year. ership to have the information needed inated to assure that everyone is informed the resources of the state of New Jersey c. All Board members, through their commit- to effectively perform their roles. and prepared to implement the plan. to acquire Board development resources tee leadership and collective Board func- b. The strategic plan identifies transparent 5. The role of the district auditor should be defined from local and national levels. tioning, will ensure the inclusion of priority shared goals for student academic achieve- in conformity with state law to include the topics throughout the school year calendar. ment and socio-emotional competency, capacity of the Board to be good and effective the school system’s organizational climate, 2. The Board will engage in Board development stewards of the resources entrusted to them management and operational improvements. activities to support its efforts to establish and for the education of Newark’s school children.

10 Newark Education Success Board Report Newark Education Success Board Report 11 c. The Board and the Superintendent shall collaborate to align programs, budget and other resources towards the attainment of the annual goals in the strategic plan. d. The Board and the Superintendent shall agree on a systematic process for Board reflection and monitoring of the strategic plan results and system performance. e. The Board shall develop and imple- ment a systematic approach to moni- toring district performance and metrics­ defined in the strategic plan. f. The Board shall develop and implement a work plan that includes reflection, oversight and a schedule for monitor- Curriculum, Instruction & Programs ing progress and supports needed. g. The system performance in all areas of the strategic plan’s goals and tar- Overview gets will be the foundation of the eval- uation of the Superintendent. ewark Public Schools seeks to provide a trans- Overarching Areas 5. Board members and the Superintendent shall formative education that will equip its stu- 1. As part of the strategic planning process, develop processes to build trust and partner- Ndents to embrace and adapt to the challenges the Superintendent, in partnership with the ship to enable the Board and Superintendent and opportunities that the 21st century presents. School Board and district stakeholders, have to work collaboratively toward the district’s Such a focus recognizes that the current U.S. edu- developed a bold vision, core values and shared goals and to address issues and chal- cation system was designed to support an industrial theory of action to drive system change and lenges that impede district progress. society that is now obsolete, and has been replaced support an expectation that all learners can a. Professional intermediaries shall be by a world of continuously accelerating change pow- be academically and socially successful. engaged to resolve issues impeding prog- ered by the forces of technology and globalization. a. This vision, values and theory of action ress in the district as needed, if the issues For the next generation of learners to succeed should be accompanied by a dashboard cannot be resolved by the Board and and thrive, their learning experiences must facilitate to enable continuous monitoring of all the Superintendent working together. development in three primary domains: 1) knowl- b. These intermediaries could be the County components of the school system. edge (theoretical or practical understanding), 2) Superintendent, New Jersey School Board’s b. This reflection and accountability system skills (capacities and strategies that enable learners representatives, external capacity builders should support the continued creation of a to apply knowledge to new situations, engage in and technical assistance providers, etc. district culture and operational expectations higher order thinking, problem solve, collaborate, to drive systemic changes throughout NPS. communicate effectively, and plan for the future), and c. All elements of this framework shall inform 3) dispositions (behaviors and ways of being that the school district and community with an contribute to learners fulfilling their full potential, and evidenced-based approach to ensure all contributing in healthy ways to their communities).7 learners are prepared for the opportuni- This section highlights focus areas in design- ties and challenges of the 21st century. ing and improving curriculum, instructional prac- d. The framework should outline the knowl- tices and programs to support each and every edge, skills and necessary support systems NPS student’s development in these domains. related to standards, assessments, curricu- All areas should be undertaken with appropri- lum, instruction, professional development, ate central office leadership, in partnership with and the learning environments students 6 See: www.nps.k12.nj.us/strategic-plan principals, teachers, students, families and staff. need to be prepared for a diverse, digitally

12 Newark Education Success Board Report Newark Education Success Board Report 13 and globally interconnected world. consistent messages from all NPS employees research to enable all children to fulfill their e. Have the ability to work collabo- e. The role of district leadership in partner- that they can be successful academically full potential as empowered individuals, con- ratively and guide his/her team to ship with students and representative and socially. High expectations must go structive members of their communities, turn their vision into a reality. community members, is to design the beyond rhetoric from teachers, adminis- productive participants in the economy, and vision and strategic plan for develop- trators, and all other district instructional engaged citizens of the US and the world.12 ing schools that are prepared and held and non-instructional district employees. 6. The Superintendent and district leadership accountable for the successful implemen- Components shall pursue a process to ensure the central tation of such a 21st century framework.8 District-Wide Leadership Support and Culture 3. The school Board, in partnership with the office transformation that focuses all employ- 1. The NPS Board of Education and Superintendent f. Through a collaborative partnership, the Superintendent and community, shall coordinate ees ­centrally and meaningfully on teaching and should continue to attract and retain a world Newark Public Schools and the City of existing equity policies and develop a single learning improvement, and supporting school class, district-level, academic leadership team. Newark have begun a community schools guiding NPS equity policy that sets system building administrators in providing high quality �� The team should ensure every office initiative that will impact 5 schools in the expectations to foster a barrier-free environment instruction in every school, for each student. and every aspect of central office func- South ward beginning in the 2016-17 school where all students, regardless of race, class, a. A reassessment of the relationship between tions—optimally and measurably—to year. The implementation of this initiative learning needs, or other personal characteristics, the central office and schools should serve, facilitate and support schools. should be closely observed to assess its have the opportunity to share their strengths, determine the extent to which systems effectiveness and identify opportunities learn, grow and receive support equitably. are aligned to support effective teach- 2. The NPS Board of Education, Superintendent to more broadly adopt the best practices a. The policy should inform decisions about ing, learning and student achievement. and district leaders should establish the related to successful outcomes for students. equitable access to high quality curriculum, b. An example of an assessment ­identity of NPS as an integrated and interde- i. The South Ward Community Schools programs, resources, supports, personnel, tool to aid in this reflection is the pendent community of “learners” made up of Initiative is adopting a model that has and facilities. Five Dimensions of Central Office students, teachers, staff, parents and Board been used effectively for decades b. The policy should additionally include Transformation13, which includes: members who are dedicated to preparing all around the country. Its base in each provisions for culturally responsive i. Learning-focused partnerships with students for success in college and careers. school is a strong instructional core, approaches to promoting positive school school principals to deepen principals’ 3. The NPS Board of Education and comprehensive support services and climate, student engagement, relation- instructional leadership practice. Superintendent should celebrate teach- programs that reach beyond the tra- ships and behavior that supports the ii. Assistance to central office and school 9 ing as a profession, (not only a job). ditional school and beyond the usual learning and safety of all students. principals to build effective partner- �� To this end, the District and Board should co-curricular offerings for student, their c. The policy should also include provi- ships and maximize the resources of continue its operation of committees (nota- families and the school community. sions for improving teacher effective- all the partners to benefit schools. bly the Peer Oversight Committee and ii. Through a thoughtful process of meet- ness and improving student access to iii. Stewardship of the overall central District Evaluation Advisory Committee), to ings, surveys, focus groups, and planning, effective teachers, leading to higher, office transformation process. 10 build trust and develop common approaches. each community school is able to identify more equitable student achievement. iv. Use of evidence throughout cen- what is needed to support their students’ tral office to support continual 4. The Superintendent and district leader- Standards academic, social and emotional growth. improvement of work practices ship shall continue to provide clear stan- 1. Clear standards should continue to be reviewed and relationships with schools. dards for student learning accompanied and, where appropriate, improved to create 2. Establish a Culture of Mutual Support, by high quality curriculum materials and 7. The Superintendent and district leader- a seamless education system through15: that have as key elements: ­Collaboration and Achievement for assessments ship shall ensure that there is transfor- a. The intentional alignment of pre- a. Common standards for teaching that are Employees and ALL Students mative educational leadership at both school through post-second- related to meaningful student learning; a. Newark Public School students must be the Central Office and school levels.14 The ary expectations for students; b. Standards-based, equity-driven assessment; provided with high expectations, rein- transformative NPS administrator must: b. Addressing the strengths and needs c. Support structures and aligned pro- forcement for these expectations, and the a. Strive for high quality, equitable instruction; of the whole student through a fessional learning opportunities for opportunities to be involved in high intel- b. Possess the expertise to lead his/her rich and balanced curriculum; teachers11 to lead instruction and give lectual performances based on expecta- staff to achieve such instruction; c. Infusing 21st century skills into direction to NPS programming. tions for students to succeed in a rigorous c. Be an expert on child learn- rigorous content; and academic program in every classroom, in 5. The Superintendent and district leader- ing and development; d. Preparing all students for meaningful post- every school, across all programs and sys- ship shall continue to implement a compre- d. Have an in-depth knowl- secondary options, constructive commu- tems of instruction. Students shall be given hensive c­ ­urriculum that will reflect current edge of public policy; and nity participation, and the workforce.

14 Newark Education Success Board Report Newark Education Success Board Report 15 The NPS Board of Education, Superintendent and district lead- American, Latino, Portuguese, Asian support, as needed; American and global cultures; and e. The ability to earn and lever- ers should establish the ­identity of NPS as an integrated and c. Ensure that there are sufficient age autonomy in decisions regard- interdependent community of “learners” made up of students, Career and Technical Education ing unit and lesson planning; and (CTE) opportunities for students. f. On-going, formative reflection and teachers, staff, parents and Board members who are dedicated assessment strategies to adjust instructional approaches based to preparing all students for success in college and careers. 3. In addition, the NPS Board of Education and on real-time student learning. Superintendent should ensure all students have access to varied curriculum offerings with atten- 4. District and school leadership teams should tion to: identify and implement best practices in i. Key Subjects and 21st Century Themes a. extra and co-curricular activities, instructional management, such as coach- Equitable School Resources 1. English, reading / language arts, b. guidance counseling services, ing and design of highly effective teams. 1. NPS Board of Education and Superintendent world languages, arts, mathemat- c. public service/social responsibility, a. Support the development and cul- should continue to ensure every student ics, economics, science, geography, d. health and sex education, tivation of teacher leaders. has equitable access to support, well-main- history, government and civics e. social activities, 5. The NPS Superintendent and dis- tained facilities and high-quality curriculum, 2. Global Awareness f. physical education and athletics, and trict leadership should continue to: and that schools are resourced (with staff, 3. Financial, Economic, Business g. student leadership. materials, and programs) to fully support and Entrepreneurial Literacy a. Develop and implement a robust system of meaningful, measurable student learning. 4. Civic Literacy reflection, measurement and account- 4. The NPS Board of Education and Superintendent ability for student performance, and 5. Health Literacy should ensure all students have access to b. Report to and engage in dialogue reg- Curriculum 6. Environmental Literacy multiple pathways to success designed to ularly with the Board of Education Today’s students need to develop thinking skills, ii. Learning and Innovation Skills meet their diverse strengths, needs, learn- and community on progress. content knowledge, and social and emotional com- 1. Creativity and Innovation ing styles, preferences and interests. petencies to navigate complex life and work envi- 2. Critical Thinking and Problem Solving Professional Development ronments. We live in a technology and media-driven 3. Communication and Collaboration Instruction18 1. The NPS Superintendent and district lead- environment, marked by access to an abundance iii. Information, Media and Technology Skills 1. All students should be supported, encouraged ership should continue to ensure that teach- of information, rapid changes in technology tools 1. Information Literacy and instructed to achieve rigorous outcomes. ers, principals and other administrators are and the ability to collaborate and make individual 2. Media Literacy a. Instructional practices should be cultur- engaged in ongoing research-based, pro- contributions on an unprecedented scale. Effective 3. ICT (Information, Communications ally responsive,19 drawing on and engaging fessional development that includes: community members must be able to exhibit a range and Technology) Literacy students’ strengths, gifts, and skills from �� Continuous, ongoing support for effective of functional and critical thinking skills. This section iv. Life and Career Skills their cultures and communities, as well implementation of learned strategies; outlines expectations for NPS in developing the con- 1. Flexibility and Adaptability as identifying and providing scaff­ olding �� Reflection and accountability on the use tent for student skills in the 21st century. 2. Initiative and Self-Direction to address their learning needs. and impacts of the learning from profes- 3. Social and Cross-Cultural Skills 1. The NPS Board of Education and Superintendent b. All students means all – including stu- sional development experiences; and 4. Productivity and Accountability should continue to ensure that all stu- dents with disabilities, English language �� Appropriate, functional technology to sup- 5. Leadership and Responsibility dents have access to curriculum aligned to learners, and others who have learning port effective implementa tion of professional common core standards that is research- needs unmet by traditional instruction. development and instructional approaches. based, comprehensive, and rigorous. 2. Graduates of NPS high schools should be 2. Teachers should continue to have: 2. The NPS Superintendent and district leader- a. Further, the curriculum should offer ­prepared for success in college, careers and a. High quality curriculum; ship should design systems to measure the access to deep content knowledge and contributing to their communities. They should b. High quality instructional resources impact of professional development on changes integrate critical thinking and other additionally: (including technology); in teaching practices and student learning. 21st Century skills16 in ways that allow a. Know their rights as contribut- c. Structures and resources for common �� Joint reflection and measurements of for adults to continuously build on the ing members of society; planning time with their peers, encour- effectiveness should be used to differen- strengths of students over several years. b. Learn diverse cultures (e.g., Eurocentric) aging mutual support and on-go- tiate support, rewards and autonomy. b. Curriculum should minimally hat is inclusive of the deep history and ing learning to improve their skills; �� Joint reflection and measurements include the following:17 contributions of African American, Native d. Instructional coaching and should also be used to encourage

16 Newark Education Success Board Report Newark Education Success Board Report 17 mutually supportive environments of that can be in partnership with school a powerful approach to well-rounded these options (district, charter and private sharing and using effective strategies and district leadership to jointly reflect on student support and engagement. schools) throughout their pre K-12 experience. and approaches among teachers, prin- progress and course-correct efforts in the • Students and families are best served when cipals, administrators and staff. schools and district, on an on-going basis; Assessment the different sectors communicate and share b. Students, staff and teachers partnering to Assessment systems must be designed to advance 3. The NPS Superintendent, district and school resources to ensure that all schools in Newark are design and co-teach lessons and improve systematic, on-going reflection for the purposes leadership should continue to engage higher delivering the highest quality education for all classroom and school culture; and other of educational improvement to support s­ tudent education and community partners in preparing children. ­academic and socio-emotional success. The teachers and providing ongoing development areas. ­following best practices in assessment can guide the • Core to achieving this vision is the ability of that is relevant to teachers’ strengths, needs/ district’s work: these sectors to acknowledge a shared respon- skill gaps, are culturally sensitive, and specific to Early Childhood Education 1. The assessment of student learn- sibility to ensure equitable access to high qual- their students’ strengths and needs/skill gaps. NPS Board of Education and Superintendent should continue to develop and offer access ing begins with educational values. ity education in Newark, and develop a shared commitment to work together in a produc- School Leadership to high quality Early Childhood Education pro- 2. Assessment is most effective when it reflects an tive manner to address barriers to equity. 1. The NPS Superintendent and central office grams to all Newark children and families. understanding of learning as multidimensional, leadership should ensure that every school integrated, and revealed in performance over has an effective, transformational leader Systems of Support time. In light of this, the NESB makes the following who embraces participation and collabora- 1. NPS students should be guaranteed access recommendations for charter collaboration and 3. Assessment works best when the programs it tion with all stakeholders in the community to a broad range of academic and social sup- accountability: seeks to improve have clear, explicitly stated in order to maximize everyone and every- ports that are timely and evidence-based 1. The NPS Board of Education and the NewJerse­ y ­purposes. thing to increase student achievement and to generate high levels of success. Department of Education, through its Offic­ e of students’ social and emotional well-being. 2. These supports should include strategies such as 4. Assessment requires attention to outcomes, Charter Schools, should advocate for and actively but also and equally, attention to the expe- 2. The NPS Superintendent and district personalization, restorative justice approaches, support a NPS/Charter/Faith-Based Working riences that lead to those outcomes. ­leadership should ensure that the principal’s and improving school culture, among other areas. Group to develop a shared vision for high quality main purpose­ is to be an instructional leader 5. Assessment works best when it education in the City of Newark that includes dedicated to designing­ and implementing a Extended Day/School Year is ongoing, not episodic. equitable access for all children in the City. ­curriculum to drive student achievement. 1. Learning opportunities in all schools should 6. Assessment fosters wider improvement 2. The Working Group would collaborate to iden- �� Principals should be given decision-­making extend beyond the traditional school day and when representatives from across the edu- tify common expectations for school quality and authority, particularly over personnel. school year. cational community are involved. commit to a set of shared values and indicators a. Students must be provided the ­opportunity 3. School leaders shall ensure that schools are wel- of success that help advance the goal of ensuring to practice what they learned during the 7. Assessment makes a difference when it coming for students, families and communities. that all students in the City of Newark regard- school day, receive academic support if begins with issues of use and illuminates less of background realize their full potential. 4. Principals and school leadership teams should needed, and participate in constructive aca- questions that people really care about. have flexibility in establishing schedules to demic activities. 3. The Working Group should collaborate to 8. Assessment is most likely to lead to identify common expectations and encourage common planning time / pro- b. Opportunities for enrichment activities shall share best improvement when it is part of a larger that address key factors impacting fessional learning communities (PLCs). be provided to students to enhance ph­ ysical practices set of conditions that promote change. K-12 education in Newark. Examples include: 5. NPS central office, school-based leaders fitness, arts, social-emotional skills, and 9. Through assessment, educators meet respon- oversight, transparency of data, accountability, and teachers should recognize effort as a other approaches that accommodate the sibilities to students and to the public. access to funding, use of facilities, supporting vital element­ in defining success. When risk wide range of talents that all NPS students and retaining great educators, improving school taking, mistakes should be expected, val- possess. Charter Collaboration and Accountability enrollment, addressing special education needs. ued and used as l­­earning experiences. c. Deliberate linkages between the extended The NESB makes its recommendations in consid- school day/afterschool and regular school 4. The Working Group would develop recommen- eration of the context of the city’s system of schools Student Engagement Voice day must be designed so that programs are dations to help influence innovations in policy and in 2016, and asserts that: 1. NPS should establish a range of high-quality high-quality and consistent with the district’s practice such as: pursue providing options for • Many families in Newark have children in approaches to meaningfully engage students20 in strategic plan, standards and curriculum. high performing district schools to operate with both charter-run and district run schools. school and district success. Efforts may include: d. Community schools21 (like the South levels of autonomy comparable to that of high a. Establishing representative student councils Ward Community Schools initiative) are • Others have children who transition between performing charter and independent schools,

18 Newark Education Success Board Report Newark Education Success Board Report 19 allowing the central office to focus resources on those schools in need of improvement while supporting an expanded innovation ecosystem. 5. In order to increase transparency and shared accountability, the Working Group would pro- duce an annual report outlining results of col- laborative efforts. The report will be reviewed annually by the NPS Board of Education and the New Jersey Department of Education.

Talent Development

Overview

he Newark Public Schools has a responsi- School and Classroom. The document cites several bility to provide a highly qualified, diverse accomplishments, including evidence of the dis- Temployee base at every level of the district trict’s ability to retain more than 90% of “effective” to provide a 21st century educational experience and “highly effective” teachers in NPS classrooms. to all learners, that will equip them with the tools However, recruiting enough highly qualified, to become productive community members in certified science, math, and bilingual teachers to an ever-evolving society. NPS leaders should be serve the student population remains a challenge. 7 A Transformational Vision for Education in the US, An Initiative of Convergence, n.d., http://www.p21.org/, 29 March 2016. prepared to be agents of change responsible for 8 E.g., Coalition for Community Schools, http://www.communityschools.org/resources/buidling_a_vision_and_strategic_plan.aspx, n.d., 29 March 2016 NPS has considerable work ahead to achieve the 9 See for example: www.schottfoundation.org/sites/default/files/Seattle-Racial-Equity-Policy.pdf leading, encouraging, empowering and overseeing full benefits of a human capital/talent develop- 10 Linda Darling-Hammond and Robert Rothman, Editors, Teacher and Leader Effectiveness in High-Performing Education Systems, Alliance for Excellent school improvement efforts to prepare students ment system that provides the resources needed to Education and Stanford Center for Opportunity Policy in Education, CA, 2011 for college and career with the knowledge, skills accelerate improved academic and social outcomes 11 Linda Darling-Hammond, Creating a Comprehensive System for Evaluating and Supporting Effective Teaching, Stanford Center for Opportunity Policy in Education, https://edpolicy.stanford.edu/sites/default/files/publications/creating-comprehensive-system-evaluating-and-supporting-effective-teaching. and dispositions to ensure their full participation in for all of Newark’s learners. Any current or prospec- pdf, CA, 2012. civic, social and economic domains of our society. 12 tive employee in Newark Public Schools should A Transformational Vision for Education in the US, An Initiative of Convergence, n.d., http://www.p21.org/, 29 March 2016. “Research has shown that a teacher’s effec- 13 Meredith I. Honig, Michael A. Copland, Lydia Rainey, Juli Anna Lorton and Morena Newton,Central Office Transformation for District-Wide Teaching and understand NPS’s history, divisions and a future Learning Improvement, Wallace Foundation, April 2010, http://www.wallacefoundation.org/knowledge-center/school-leadership/district-policy-and-prac- tiveness has more impact on a student’s academic that includes healing, respect and success for all. tice/Pages/Central-Office-Transformation-District-Wide-Teaching-and-Learning.aspx, 29 March 2016. achievement than any other factor controlled 14 See for example: June Rimmer, “Developing Principals as Equity-Centered Instructional Leaders.” (2016). InEquity-Centered Capacity Building: Essential The areas below are designed to support Approaches for Excellence and Sustainable School System Transformation. https://capacitybuildingnetwork.org/article9/ by school systems, including class size and the NPS’s current emphasis in talent development and 15 Linda Darling-Hammond, Creating a Comprehensive System for Evaluating and Supporting Effective Teaching Stanford Center for Opportunity Policy in school a student attends” (Rivkin, Hanushek, & encourage further investment over the next several Education, https://edpolicy.stanford.edu/sites/default/files/publications/creating-comprehensive-system-evaluating-and-supporting-effective-teaching. Kain, 2005). The challenges in the area of human pdf, CA, 2012. years to install a high-quality performance sys- 16 capital/talent development in NPS have persisted See The Partnership for 21st Century Learning, www.p21.org tem for human capital and talent development. 17 See Partnership for 21st Century Learning (2015), “Framework Definitions,” p.2-7. for several decades and are noted in the original 18 See for example: Raymond L. Pecheone and Andrea Whittaker (April 2016). “Well-Prepared Teachers Inspire Student Learning.”Phi Delta Kappan. V97, Comprehensive Compliance Investigation Report 1. Continue and sustain a district-wide effort N7; and Baltimore City Public Schools, A Framework for Effective Instruction. www.baltimorecityschools.org/Page/24957 to transform NPS’s culture and climate. 19 See for example: Brown University’s Education Alliance, https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/strategies-0/ and the more recent QSAC system audits. culturally-responsive-teaching-0; the Equity Alliance at Arizona State University, http://www.equityallianceatasu.org/sites/default/files/Website_files/Cul- The district has developed an updated strategic a. There is a significant need to bring the city turallyResponsiveTeaching-Matters.pdf; and “Culturally Responsive Standards-Based Teaching: From Classroom to Community and Back,” https://www. amazon.com/Culturally-Responsive-Standards-Based-Teaching-Classroom/dp/1412987024/ref=sr_1_1?ie=UTF8&qid=1467567932&sr=8-1&keywords=cul- plan. The preliminary document, “The Next Three together under one unifying banner of turally+responsive+standards+based+teaching Years: Goals and Priorities 2016-19,”22 includes strat- ­success by: 20 See for example: Oakland Unified School District “Engagement Pyramid” http://www.ousd.org/Page/11996 and “Student Engagement Standards” http://www.ousd.org/Page/12033 egies to address several important talent challenges i. Creating a core belief ­system which 21 See http://www.communityschools.org/aboutschools/what_is_a_community_school.aspx in Priority 2: Great Leaders and Educators in Every addresses the key components of

20 Newark Education Success Board Report Newark Education Success Board Report 21 administering a high performing school to the success of all students, fami- Embed mentoring in an integrated professional culture to help district; lies and the Newark Public Schools. ii. Creating a culture of trust, empower- iv. Build on recent surveys to in a sys- provide the most effective support ing teachers and recognizing success; temic way to monitor student, family iii. Creating structures for sharing and deep- and staff perceptions of climate, cul- ening strong practices across the district; ture, work conditions, health and safety begin in the spirit of an environment implementation plan for professional iv. Increasing the morale, spirit and indicators, and employee satisfaction. based on trust and collaboration. development fully aligned with the strate- pride in Newark’s Public Schools; b. Ensure that professional development is cul- gic plan, supported by a financial plan. v. Processes that provides resources so that 2. Continue to assess all aspects of the district’s turally responsive and relevant to the experi- all students are able to learn equitably; ences of Newark students and communities. NPS Human Capital/Talent Development 4. Continue to Design and Implement vi. Ensuring that equity is a driving force in c. Align this effort with the central office current state and needs, structures/infrastruc- ­Leadership Development Programs. Talent/Human Resource decision-mak- transformation process noted in the ture, processes, procedures and practices. a. Invest in the development of instructional ing and distribution of resources; and “Curriculum, Instruction & Programs” sec- a. The assessment should include, but not leadership at all levels in the district, with par- vii. Understanding of Newark’s communal tion above, focusing all employees mean- be limited to the following areas: ticular focus on ensuring that every district needs, those issues that bring every- ingfully on providing high quality instruc- i. The leadership and staff- school is led by a well-prepared principal. one together and a commitment to tion in every school, for each student. ing needs of each school; b. Focus the leadership program on new a united focus on the success of all d. Continue the use of leadership cohorts that ii. Board of Education policies; and veteran leaders and design it to schools and children, must be estab- are based on continuous improvement and iii. Administrative regulations; concentrate on modeling the behav- lished and communicated by all. best practices, such as the Principal and Vice iv. Sourcing and preparation; iors, dispositions and skills necessary v. Induction and support; Principal Leadership Institutes. Explore mod- b. This effort should focus on building the to promote instructional leadership. vi. Training and development of certif- els from other high achieving urban school relationships, ownership and alignment c. Ensure that high-quality, culturally respon- icated and non-certificated staff; districts to build upon the work to date. necessary to provide guidance to dis- sive mentoring is provided as a critical vii. The use of the lens of equity and e. Identify what works within Newark Public trict employees on the vision, core values, component of professional integration for cultural responsiveness in recruit- Schools, charter and private schools, beliefs, norms and behaviors expected of all all new teachers, whether they are prepared ment, deployment, induction, pro- and share that information across employees of the Newark Public Schools. through traditional or alternate routes. fessional development, evaluation among all district educators and staff. i. This effort should also emphasize the d. Ensure that succession planning for and compensation of educators f. Ensure that all schools have planned pro- importance of collaboration with all district administration is part of lead- and staff throughout the district; fessional development for new teach- bargaining units within the Newark ership development plans. viii. Performance management ers including a full orientation before Public Schools to focus the attention for all district employees; school starts, ongoing support seminars of all stakeholders on the common 5. Provide Targeted Professional Development ix. Compensation systems and during the school year, and mentoring. goal of high academic achievement for g. Embed mentoring in an integrated pro- on Cultural Inclusiveness and the non-monetary rewards; all Newark Public School students. fessional culture to help provide the most role of Unconscious Bias in success- x. Organizational climate, culture ii. Create a culture of respect and effective support, including improvement of fully educating diverse students. and work conditions; and partnership within the organiza- teaching performance, facilitation of knowl- a. Ensure that all staff are equipped with the xi. Data systems, record keeping sys- tion. Design processes to skillfully edge transfer, promotion of personal and skills, knowledge and dispositions needed tems and information management. confront and address divisions and professional well-being, and socialization to become aware of unconscious bias and b. The needs assessment should be imple- barriers across all boundaries. within the school culture. Principals and sup- function at high levels of effectiveness. mented during the 2016-17 school iii. Design and engage the Superintendent, port staff must have clearly definable deliver- b. Professional development programs for year in order to identify short- and Board of Education, school and district ables and evaluated based on these needs. new hires and existing staff must focus on long-term strategies to be imple- level leaders, staff and educators, princi- h. Ensure that this approach is based in preparing all NPS employees to provide mented in the 2017-18 school year. pals, collective bargaining units, students, high quality supports, investments and a culturally inclusive learning environ- families and school district partners in high-quality data to build the capac- ment which values the cultural and racial a sustained, collaborative process to 3. Continue to develop and implement a ity of educators and leaders to provide diversity of NPS students and families. continue to transform the district organi- ­sustainable approach to Professional instruction that increases the academic zational culture and climate in ways that Growth and Development. and social success of all learners. increase ownership and commitment a. Professional development must always i. Develop a carefully designed 3-5 year

22 Newark Education Success Board Report Newark Education Success Board Report 23 Improve and expand partnerships with colleges and universi- b. Implement effective monitoring systems to provide clear and valuable data linked ties to ensure that teachers, counselors, coaches, instructional to student and staff performance. support personnel, principals. c. Create systems that support staff, teachers and administrators to reflect systemati- cally on their performance (independently as well as in collaboration), to increase 6. Support and Monitor the Implementation of the current iteration of the NPS strategic plan. clarity about intentions and actual per- Key Strategies in Priority 2: Great Leaders and d. The Board, commensurate with its respon- formance, improve practice, and deepen Educators in Every School and Classroom, with sibility to monitor district performance, collaboration in support of all students. the following additions and amendments: should work collaboratively with the d. Ensure that the Board is provided sup- a. Build upon the commitments to commu- Superintendent to design and imple- port and information on teaching and nicate, organize, support and align district ment a monitoring system to gauge learning, data and metrics to create talent resources to implement the goals district progress toward the attainment focus and understanding that a highly and priorities included within Priority 2 of of agreed upon outcome measures. qualified operational labor force will the current iteration of the NPS emerg- i. The frequency and format of Board mon- result in a high performing district. ing strategic plan. These areas include: itoring reports, to be prepared by the e. Provide recognition and acknowledg- i. Retention of effective teachers and Superintendent, shall be agreed to by the ment from the school Board of all those principals Board and Superintendent in advance. who contribute to the progress of ii. Providing better coaching and feed- schools in moving toward their achiev- back to support improved practice able results as a school community. 7. Focused Partnerships with College iii. Improving recruitment of and University-based Teacher and effective educators Leadership Preparation Programs. 9. Assure that the compensation sys- iv. Empowering teacher leaders a. Be proactive, deliberate and intentional tem helps r­etain and attract high-qual- b. Ensure that recruitment programs exist that in the effort to ensure that Newark Public ity, long-term, cultur­ ally responsive identify high quality team members who are School employees are prepared to assume teachers, administrators and staff. reflective of all school communities racially, effective instructional and leadership roles. a. Commitment and exemplary prac- linguistically, culturally, religiously, across b. Improve and expand partnerships with col- tice at all levels of the school system all distinctions, genders and preferences. leges and universities to ensure that teachers, should be adequately and equita- i. A special effort should be made to counselors, coaches, instructional support bly recognized and rewarded. develop and increase high-quality personnel, principals, administrators, super- African American and Latino male visors and coordinators are prepared to edu- teachers and administrators. cate a diverse racial, ethnic, socially, and eco- ii. NPS may engage in partnerships nomically stressed learners and their families. with Historically Black Colleges and c. Continue to partner with local univer- Universities, for example, to increase sities to strengthen NPS’s professional its pool of qualified and committed growth and development systems.23 candidates. iii. Develop a “Grow our Own” strategy to encourage more native Newarkers 8. Continue to design and implement aligned to become teachers and principals performance­ accountability systems with within the public school system. key metrics­ and achievable results critical c. The Board of education, in collaboration to the equitable education of all students. with the Superintendent, should establish a. Improve the performance appraisal district and school level metrics to measure system to identify and support the 22 period-to-period impact of system efforts to development of more effective teach- http://content.nps.k12.nj.us/wp-content/uploads/mdocs/newarkprioritiesexecsummary.pdf 23 See for example: Karen Symms Gallagher, Thomas E. C. Smith, and Charise Anderson (April 2016). “Deans for Impact: Who We Are and What We Stand implement the major initiatives in Priority 2 of ers, staff and administrators. For.” Kappan Magazine, V97, N7.

24 Newark Education Success Board Report Newark Education Success Board Report 25 transformative education that will equip them 1. Providing support to build the with a 21st century learning experience: capacity of each school to effec- tively utilize community resources; 1. Adopt a School District Vision that Drives 2. Establishing authentic participation Family and Community Engagement in School Leadership Councils (SLCs) Family and Community Engagement must with clear guidelines to define the be driven by a powerful vision focused on purpose, structure, process for select- high levels of student learning and that ing members, and roles and respon- communicates the district’s commitment sibilities of the SLCs, which should to engaging the total school community in a. Build collaborative prob- efforts to ensure that all stakeholders are lem solving, involved in achieving the district’s vision. b. Provide ownership for the 2. Develop a Framework and Infrastructure academic and social suc- to Support Robust Implementation of cess of students, Family & Community Engagement District- and School-Level Family and c. Maintain a culture of achieve- Community Engagement Policies, Goals, ment and high expectations for Overview Expectations, Strategies and Practices24 students, families and adults, a. The Framework should be defined d. Monitor metrics on the effec- by Board of education policy and: tiveness of efforts, and urturing the development of school and requires broad based, comprehensive approaches i. Demonstrate clear expectations for e. Honor the diversity community relationships is a critically import- supported by leadership commitment, thoughtful schools to provide meaningful engage- of NPS families; Nant commitment that fosters a belief in the planning, implementation, policy, capacity building, ment in parent engagement strategies vii. Facilitate the connection of NPS fami- capability of all students to succeed in school, resource allocations, results-based accountability— that support parents having access to lies to a variety of highly effective, high family and community settings. Highly effec- all sustained over the long-term. Student success strategies and activities to help their quality resources that support home- tive family and community engagement strate- can be fully maximized with such family and com- children to be successful in school; based efforts and build their capacity gies require an aligned, coherent focus from the munity engagement strategies that are supported ii. Increase accountability for perfor- to support the academic and social “Boardroom to the classroom,” and throughout the by quality leadership at all levels of the district. mance effectiveness using multiple success of Newark students; and community. Districts committed to higher levels of When a school system embraces the bene- measures to monitor impact and viii. Provide information and supports learning for students design, implement and mon- fits that can be accrued by engaging parents and effectiveness of district- and school- to enable families served by NPS to itor creative linkages between the home, school, community as partners, opportunities are created based family engagement practices; have access to the internet and tech- community-based organizations, child-serving to rebuild the trust, confidence and shared owner- iii. Provide reliable, annual financial support nology devices to ensure on-line agencies, higher education, health and social ser- ship of all stakeholders to enrich the opportunities in the district budget for family engage- engagement for all NPS students vice organizations, philanthropic organizations, for children to experience success. By re-wiring the ment infrastructure, capacity building in home and school contexts. private sector businesses, faith-based communities, relationships between schools, families, and com- and implementation of a comprehen- b. Involve all stakeholders who are essential and all other assets present in the community. munity resources, new sets of possibilities are cre- sive family engagement framework; to development and implementation of An NPS vision for family and community engage- ated that can build a culture of achievement for the iv. Provide flexibility for individual schools the NPS family and community engage- ment must challenge historical conditions of low adults who work with our learners and the efficacy to engage in differentiated approaches ment framework and infrastructure. tailored to address the unique needs expectations, assigning blame, absence of stake- of learners and their families. Effective family and i. Rebuilding trust and relationships and interests of individual of schools; holder trust in the school system, and lack of belief community engagement can positively impact across broadly diverse stakeholders v. Ensure that all school, offices and is an essential early emphasis to gar- in the ability of schools to ensure the academic the academic and social success of every child. and social success of every child.. Partnership with departments embrace and utilize nering the involvement and support families and communities based on a positive orien- culturally responsive practices to necessary to successfully engage stake- tation that builds on strengths, student, family and support the engagement of diverse holders who may be critical and judg- community assets and resources, requires invest- Areas of Focus Newark Public School families; mental of past efforts in the arena of ments in connecting to the potential of the school The following considerations inform fam- vi. Provide ongoing support and training family and community engagement. system to release the genius that exists in all learners. ily and community engagement approaches for parents, teachers, principals and ii. The district should assist school lead- Embodying a strengths/asset-based perspective necessary to providing Newark students a other school personnel. This includes: ers with identifying and engaging

26 Newark Education Success Board Report Newark Education Success Board Report 27 Rebuilding trust and relationships across broadly diverse stake- community with system-wide steward- iii. Demonstrate leadership, courage ship by working with the Superintendent and the will to serve as a model for holders is an essential early emphasis to garnering the involve- to shape the relationships and structure engagement through community ment and support necessary to successfully engage stakehold- for the district’s Family and Community linkage meetings, formation of advi- Engagement vision and mission. sory groups, and focused commit- ers who may be critical and judgmental of past efforts in the b. The Board is responsible for monitor- tee work, and by its demeanor in arena of family and community engagement. ing school district performance and has public and executive meetings; the responsibility for policy monitoring iv. Advocate for the allocation of resources and to ensure the systems commitments to ensure high-quality capacity build- to Family and Community Engagement ing supports for instructional and key partners and resources in the iii. Clarify the expectations and roles of are embedded in the performance non-instructional district employees, greater Newark available to partner district leaders, school leaders, fam- appraisal of the Superintendent. parents and community partners; with and support individual school.25 ilies and community members in: c. The school Board, through gover- v. Educate and engage the commu- iii. Essential stakeholders who can 1. district and school improve- nance-driven monitoring systems, has the nity to create a sense of system and work with the district to inform ment plans; responsibility to regularly assess system per- community urgency to aggressively district efforts include, but are 2. personnel evaluations; formance of Board-adopted policies in the do “whatever it takes” for every stu- not limited to, the following: 3. curriculum and instruction; area of Family and Community Engagement. dent to achieve success in school; 1. Educators 4. communications; d. Further, school Boards are expected vi. Act to hold the school Board and all 2. District Leaders 5. capacity building for all essen- to participate in training programs and adults accountable for the improve- 3. School Leaders tial stakeholders; and engage in ongoing learning to expand ment of district Family and Community 4. Teaching Staff 6. policy monitoring role of their knowledge of the latest develop- Engagement outcomes based on ments in this area, and to deepen under- multiple and varied measures; 5. Students the Board of education. standing of the Board’s role in develop- vii. Monitor system performance of all 6. Non-professional Staff d. Build on existing Family and Community ment and implementation of high-quality aspects of the Family and Community 7. Parents/Family Engagement Infrastructure family and community engagement. Engagement framework; 8. Advocacy Groups i. Develop evidence-based structures for e. Through its leadership and in partner- viii. Strategically engage students, families, 9. Collective bargaining units consistent implementation to ensure ship with communities, school Boards communities, residents, businesses, 10. Typically less engaged groups that expectations are embedded at all have the responsibility to give direction, elected and appointed municipal ­officials, 11. Community members levels of the system. Roles for stakehold- determine resource allocation formulas, community-based organizations and 12. Community-based organizations ers could be established at all levels of and set the vision, mission, core beliefs others to increase the ­effectiveness of 13. Agencies, individuals and businesses the system and community to imple- and the strategic goals of the system. collaborative efforts to support the aca- involved with the schools and those ment, monitor, and drive the plan. who have not been traditionally f. The Board can determine whether or demic and social success of all students; ii. Ensure that the work of key individ- not Family and Community Engagement ix. Establish clear Board of education involved (e.g., community mental uals, teams, and groups is aligned health, library, recreation, law enforce- becomes a front-burner issue in a school work plans that align with Family to the Family and Community community and support the leverage and Community Engagement ment, critics, clergy, recreation Engagement Framework. Identify providers, health and human service points to make change happen – i.e., system Framework, invest in their own devel- gaps that must be closed and enlist providers, community development goal-setting, strategic and operational plans, opment, and to regularly reflect and utilize staff and community organizations, fraternal groups, etc.) and accountability systems to measure and on their effectiveness; and resources to cover identified gaps. c. Clearly Define olesR and Responsibilities publicly report on indicators of progress. x. Model high standards of ethical prac- i. Determine roles, responsibilities, 3. Clarify Board of Education Responsibilities for g. The school Board should: tices both individually and as a full expectations and measurements with Family and Community Engagement i. Adopt, support and implement Family Board to build and maintain relation- and Community Engagement vision, ships and trust within the school dis- assigned leadership for the success The school Board has an important set of mission, policies and system goals; trict and across the community. of implementation and accountabil- responsibilities in the area of Family and ii. Maintain effective communications and ity of the district’s family and com- Community Engagement. High performing relationship with the Superintendent and munity engagement framework. school Boards engage in multiple approaches hold the Superintendent responsible for ii. Ensure effective, two-way commu- to engaging diverse communities26: Family and Community Engagement; nications with all stakeholders. a. The school Board must provide the

28 Newark Education Success Board Report Newark Education Success Board Report 29 4. Clarify School District Leadership e. District leaders provide a comprehensive and ­Responsibilities coordinated program of training, peer-to- a. School district leadership is responsi- peer sessions, technical assistance and other ble for setting the tone for the success supports to build the capacity of parents, of the district’s Family and Community community partners, and school staff in Engagement vision and goals. District leaders planning and implementing effective parent, must make engagement a priority and: family and community involvement activities i. Set clear goals for s­chool-family-­ to improve student and school performance. community partnerships that all 5. Differentiate Support for Schools schools are expected to meet, a. Each school deserves training and support ii. Establish clear measures of targeted to its specific strengths and needs. accountability, and b. In particular, schools will need encourage- iii. Implement monitoring systems to ment to be creative and flexible in offering assess progress on those goals. programs to draw on local expertise and b. School district leaders must lead by Finance spark interests of the families to increase example in building the trust and rela- their desire to work with their school. tionships necessary to support imple- c. The Office of Family and Community mentation of the district’s Family and Engagement should continue to provide Overview Community Engagement expectations. ­tailored workshops and training for parents c. District leaders that work collaboratively and families to increase their capacity to he goal of ensuring educational excellence This means that there is a dual accountability with students and families, collective bar- ­support their children’s learning. and broad access for all Newark students can under local control. The State of New Jersey and the gaining units, parent organizations, and Tonly be realized when resources are sufficient Newark community share the obligation to ensure the array of community partners to fos- to enable the Superintendent and Board to imple- necessary financial resources for new enrollment ter a culture of partnership and owner- ment strategies that assure all children receive a growth, reasonable base budget adjustments beyond ship in order to develop a base of support high quality public education. Equally obvious is that inflationary increases, the protection of access for high quality Family and Community Newark’s students, their parents and teachers should through student aid programs, as well the resources Engagement. The importance of build- be able to rely on those decisions and to plan with needed to attract the best new faculty. ing trust, forming relationships, and pro- confidence in a secure and predictable environment. At the same time, NPS has an obligation to pro- actively communicating with all stake- Among other considerations, this will require the vide its fair share of funding and evidence that it has holders must not be underestimated. development of a stable financial policy framework adopted policies, practices and procedures through d. Family and Community Engagement must for NPS under local control. It is the NESB’s opin- which the system has increased its productivity and be among district priorities and consis- ion that a stable financial policy framework must efficiency to support and provide a quality education tently reinforced by modeling the beliefs, be grounded in the long-term economic, educa- for the students it serves. behaviors and practices expressed in the tional, and social value to the state derived from It is important for the community to have an system’s vision, policy, strategic goals and Prekindergaretn-12 education. objective assessment of current operations if they improvement plans at the district and In fact, the central tenet of this report is that the are to make responsible decisions under local con- school level. School-family-community responsibility for maintaining excellence, diversity, trol. To that end, we recommend the Mayor, the partnerships should be included in all dis- and the health of NPS under local control should Board and the Superintendent form an Advisory trict and school improvement initiatives. continue to be shared by the state, the community, Transition Team27 including civic leaders from the NPS system, the faculty, the staff, and the stu- business and higher education. That Team should dents. This principle of shared responsibility implic- be charged with gathering sufficient information itly recognizes that, as it is for every New Jersey concerning district finances and operations to school district, an urban school district is a precious support a seamless transition to local control.

24 https://www.cabe.org/uploaded/Convention_Handouts/HANDOUTS_2015/ClimateFCPOrganizationalChart.docx_(1).pdf public resource, worthy of support not only because Assuming state partnership on continuing to 25 This includes but is not limited to faith-based organizations, corporations, colleges, universities and other community based organizations, block associ- it offers opportunities to each individual student, but provide sufficient funding to Newark, the district’s ations, building captains in multi-unit housing complexes. also because it contributes to the social, cultural, and management of its funds is equally critical to a 26 See this link for a model policy adopted by the Baltimore City Board of Education on community and family engagement: http://www.baltimorecity- schools.org/cms/lib/MD01001351/Centricity/Domain/2725/PDF/KCAFamilyCommunityEngagementFinal.pdf economic health of the society at large. successful transition to local control. The district will

30 Newark Education Success Board Report Newark Education Success Board Report 31 need to continue to be prudent and aligned about other joint advocacy and community partnerships The Board and Superintendent should develop a financial the principles it will use to allocate resources to might be necessary at other levels. The district should ensure the strongest possible capacity, resources be charged to clarify the impacts on conditions for ­improvement plan. The board shall exercise ­responsibility and supports for the success of every NPS student. student learning (disaggregated by student group), for monitoring progress in the milestones of the Financial Robust discussions and a process for key district and describe pathways forward for improving stakeholders to align about the principles that will these organizational culture and structure aspects, ­Improvement Plan. be used for resource allocation, will be essential guided by a set of principles for decision-making, in making trade-offs, potentially tiering support driven by equity and commitment to every child. over time, and developing alternate solutions and 1. Implement best practices proce- 5. Structure and operation of the implementation of the improvement plan. The pathways that do not compromise the district’s dures to ensure accurate budgets. Audit/Budget Committee. Board and Superintendent should develop core intentions and dedication to the academic a. District management under board oversight a. Review and conform Audit/Budget a financial improvement plan. The board and socio-emotional success of every student, with must ensure that accurate budget estimates Committee to reflect best practices. The shall exercise responsibility for monitoring particular attention to the most vulnerable students, are prepared and that significant budget Board of Education by-laws shall state the progress in the milestones of the Financial balancing a focus on both their strengths and needs. transfers are pre-approved by the Board. purpose of the Audit Committee, define Improvement Plan. The Board’s monitoring The State Board of Education has already b. Reserves should be established and funded the meeting schedule and how the Audit plan should include documentation reviews, voted to return Fiscal Management, Operations in accordance with applicable laws and Committee will interface with the Board, work observations, and performance testing. and Personnel to local control. While the return used in strict compliance with statutory management and the district’s auditors. of Operations is complete, the fully executed and provisions only with Board approval. b. Ensure that the Audit/Budget Committee has approved transition plan for Fiscal Management the expertise to administer its responsibilities. A full financial audit to establish a strong opera- 2. Implement best practices for procurement of is in its final phase of implementation, to be com- The Board of Education should establish an tional and financial platform for NPS into the future. professional services. pleted in August 2016. The long-term goal is to Audit/Budget Committee and, to the extent This platform should be broad enough to examine The district should continue to implement pro- create perpetual financial solvency for the district possible, name committee members that district Staff and Board practices and procedures curement policies and procedures for obtaining through a combination of adequate resources and are financially literate and knowledgeable objectively, and should include the following steps: professional services to ensure that taxpayers sound financial management, based in shared about best practices for financial account- receive quality services at reasonable prices. 1. Develop an effective improvement plan. values of equity and clear communication. ability. Further, the board should consider the a. A key component of an effective plan is the While the 2015-2016 deficit of $75.6 million was 3. Implement best practice internal audit controls. formation of an Advisory Committee consist- inclusion of both attainable and measurable closed and a balanced budget is in place for 2016- The audit committee should be trained ing of individuals with requisite accounting, milestones to allow both Staff and Board to 17, the anticipated shortfall for 2017-18 is in excess of and meet regularly and privately with the auditing and expertise in managing finances. effectively monitor the process. $70 million. Clear, two-way, on-going communica- internal auditor to provide the internal 6. Develop ongoing training programs to maintain b. This stage should include elucidation of the tions with parents, families and community about auditor with direct access both to man- audit committee competencies. steps that will be taken to bring the budget the state of the budget, the strategies that will be agement and to the audit committee. used to address it, and the principles that decisions Members of the Audit/Budget Committee into balance, and the anticipated impacts of about equitable resource allocation will be based on, 4. Implement best practice information and senior district financial administra- these steps on students and the conditions will also be critical to promoting increased trans- ­technology controls. tors should participate in ongoing external for teaching, learning and leading. parency, deepening trust, and faith in the district’s The Board and Superintendent should ensure courses and seminars to build their capacity c. The policies and procedures needed to willingness and capacity to garner and allocate that proper controls, current technologies to effectively manage district resources. establish a solid financial platform going for- and software are installed and utilized by ward should also be clarified. resources on behalf of the best interests of students. 7. Full financial audit of NPS preced- a well-trained NPS staff, and provide accu- d. Board, district and school leadership, and Toward these ends, the district should build ing transfer to local control. rate and timely information to the Board of community members should jointly develop upon the thorough financial analysis conducted in a. Review and, where necessary, supplement Education, district administration and auditors. and ratify the principles and values that the development of the 2016-17 budget to address existing financial analysts and audits.The will guide decision-making about resource estimated future deficits. It should share with the result shall be an improvement plan to fully allocation. Board the organizational circumstances, structures, resolve deficiencies and provide direction on practices, procedures, norms and habits – internally, the implementation of best financial man- locally, and at state and federal levels – that put agement practices needed to secure financial continuing financial stress on the district. This exer- stability going forward. Consider engaging cise should clarify areas that can be addressed at the a top tier financial firm to advise the Board. local level, and where leverage, relationships and/or b. Assign accountability for successful

32 Newark Education Success Board Report Newark Education Success Board Report 33 2. Assign accountability for ­successful ­implementation. a. Ownership by Staff and Board is critical, with clear, appropriate and on-going communica- tion with families and community members. b. Roles and responsibilities include ensur- ing that milestones are achieved and that the validation phase is completed. 3. Develop a validation process. a. For the improvement plan to endure, it should include activities that will pro- vide evidence of its effectiveness. b. These activities, under Staff super- vision and Board oversight, include Phasing of Recommendations documentation reviews, work obser- vations, and performance testing.

he NESB charge includes the recommenda- The Superintendent and the Newark Advisory tion of timelines and benchmarks that provide Board are encouraged to review the NESB report to Tthe pathway for the return of local control identify recommendations that can be addressed of the Newark Public Schools. Given the progress during 2016-17. the district has made on QSAC this year and the The NESB recognizes the importance to phase detailed, intimate knowledge of district operations implementation of its recommendation over time. required to construct specific deadlines, the NESB Therefore, we propose that state Superintendent reasoned that it is not possible to provide actual and Advisory Board engage in a process to con- dates to drive the implementation of many of the sider each recommendation and: 1) complete a gap recommendations. Rather, the N.J. Department of analysis, 2) engage in planning, 3) begin imple- Education and NJ State Board of Education have mentation, and 4) ensure ongoing monitoring. the authority to determine the timing and condi- 1. Gap Analysis: For each recommendation, tions for restoration of local control. Therefore, the the Board and Superintendent should: NESB concludes that the recommendations in this • Research measurable results associated report can be implemented in a phased approach. with student academic and social success. The phasing approach discussed below provides • Collaborate with relevant stakeholders. a staged process that enables the district and board • Assess the current state compared with a leadership to begin working to address recommen- full expression of the recommendation. dations within this report in the near and long term. • Determine evaluative measures (e.g., a scale The NESB’s recommendations range from those spanning from non-existence to completion). that can be addressed and accomplished immedi- ately, prior to and in preparation for the restoration 2. Planning Period: An initial planning period of local control, to others that can be prioritized between the gap analysis and the development and implemented within the first 18 months of local and subsequent adoption of the school district control. The NESB recommendations in this report budget. should be immediately considered by the Newark • In anticipation of the gap analysis occur- Public School District Board of Education and ring in the months after the release of 27 Not to be confused with the Transition Plan. Superintendent. this report, the planning period would

34 Newark Education Success Board Report Newark Education Success Board Report 35 APPENDICES

last approximately 6 months. • Identify roles and/or individuals who Appendix A are positioned to contribute to imple- mentation, including point respon- Newark Public Schools: sible for project management. • Develop the plan to implement changes, History Under State Takeover including timelines and milestones. The conditions and circumstances that led report on recommendations for future action by 3. Implementation Period: Undertake to the state takeover of Newark Public Schools the Department of Education,” Assistant DOE action steps and engagement with rele- were grave. As documented by Robert Curvin in Commissioner Larry Leverett told the Star-Ledger vant stakeholders to implement the plan. “Inside Newark: Decline, Rebellion, and the Search at the time. “The process that the department is • Initiation of implementation not to exceed 18 for Transformation,” the district was plagued by engaged in is not aimed at takeover. months after the return of full local control. poor ­student achievement, disengagement by It is aimed at having the district become 4. Continuous Monitoring: The Superintendent ­management and board members, job favoritism, certified.” shall present monitoring reports that assess the corruption, severely declining infrastructure, and a impact and influence of the implementation on lack of community and parent engagement. The October 6, 1992 — July 21, 1994 the academic and social success of NPS ­students. following is a comprehensive timeline produced by Tense investigation into Newark school system. • Where relevant, monitoring reports the Star Ledger, which details the history of the state The formal state investigation into the district will be coordinated or combined with takeover of Newark Public Schools: played out over two tumultuous years that included Superintendent reports on similar or aligned a lot of resistance from school officials and a mixed initiatives, such as the Strategic Plan. April 26, 1968 reaction among community members. The period Governor Richard Hughes first recommends was marked by clashes between state investigators state takeover of the Newark school system. and district officials. Hughes presented a plan to the legislature that suggested several measures to deal with May 9, 1993 what he believed were the underlying causes of Report finds Newark schools deficient. the 1967 Newark riots that left 26 people dead The state DOE released the report that found the and hundreds injured. One of the suggestions district struggling “under the weight of poor per- was a state takeover of Newark Public Schools. formance on the part of many students, neglected His suggestion was not acted upon. buildings, charges of mismanagement, nepotism, cronyism and rampant political interference.” January 1, 1984 State introduces school monitoring. May 13, 1993 According to state report on education in New District announces corrective action plan. Jersey, the state first implemented a public school Then-Superintendent Eugene Campbell monitoring system in 1984. Schools were measured announced an ‘’educational improvement plan” in against state and federal standards. Those that met response to the review. them were certified; those that didn’t were required to create corrective plans of action. May 13, 1993 State takes financial control of district. October 5, 1992 Education Commissioner Mary Lee Fitzgerald State begins external review of Newark school appoints Rebecca Doggett the “auditor general” of district. the district, who has the power to block major school “The job of the review team, based on sta- board expenditures. tus of the district, is to conduct an investigation on behalf of the commissioner that will yield a

36 Newark Education Success Board Report Newark Education Success Board Report 37 May 20, 1993 July 22, 1994 July 17, 1995 official reorganization plan in July, which called for State orders Comprehensive Compliance Investi- State orders takeover hearing. First state-appointed superintendent starts. 634 layoffs. “Over the years the system has become gation into the district. The school district and local officials, including Beverly Hall takes over as the first a public employment agency. Hopefully when ­people The CCI is the final step before a state take- Mayor Sharpe James, came out against the takeover. ­s ­tate-appointed superintendent in the district. see that this will result in an improvement of class- over. School officials initially said that although they “Reform is needed, not a takeover,” James said at the On her first day, after a tour of the Newark school room services, they’ll understand that Newark’s opposed the takeover, they would cooperate with time. facilities, she said she was “appalled,” and found children benefit,” Hall said at the time. investigating state officials. The district was later many of the conditions “atrocious... I guarantee Hall moved from Queens, N.Y. to Scotch Plains in accused of refusing to submit information and com- July 23, 1994 — December 31, 1995 the schools will not open in this condition.” February of 1997, after years of Newarkers ­criticizing her for not living in the state or city. At the start of ply with the investigation. Legal battle over takeover. the 1998 school year, Hall tasked ­administrators with In the two years leading up to the actual takeover September 12, 1995 creating a “whole school reform” by the year 2000. October 20, 1993 of the district, Newark schools announced more than First day of school At the start of the fourth year of the state takeover, Assistant state education commissioner and $1 million in legal fees trying to fight it. Opponents Principals, teachers, and students reported mixed Hall said, “I think this year we have to show measur- journalists arrested at Newark school. and district officials engaged in several court bat- feelings about the state takeover on the first day of able gains. Hilda Hidalgo, an assistant state education com- school. tles with the state attempting to halt the takeover We have to build on small successes to have missioner carrying out an unannounced inspection at process. ­systemic impact, so we can say the programs are an elementary school, was arrested and charged with November 9, 1995 really working.” creating a disturbance and resisting arrest after a April 13, 1995 Hidalgo conviction overturned. commotion erupted when school officials asked her Judge orders quick takeover of school district. Superior Court Judge Alvin Weiss overturned a to leave. Three Star-Ledger journalists covering the February 19, 1999 Judge Stephen G. Weiss recommended the guilty ruling in the case of Hilda Hidalgo, the assistant visit were also arrested and charged with trespassing. state education commissioner who was charged Hall announces she’s leaving Newark. immediate state takeover of the district. “The state The investigation was temporarily halted as a with resisting arrest during a school inspection.­ “I Hall announced that she’d be leaving the dis- cannot continue to stand aside for another year... result of the arrests, but was reinstated about a week find it very sad and tragic that the incident even trict to head Atlanta schools. She was later indicted, while the school system in its largest cityc­ ontinues later. took place at all,” Weiss said during his ruling. along with 33 other Atlanta educators, accused demonstrably to deteriorate,” Weiss said in his of carrying out a conspiracy to forge student test decision. scores in order to cover up poor performance. November 29, 1993 The ruling was passed to Education December 22, 1995 Hidalgo pleads not guilty. Court sides with the state. Commissioner Klagholz, who then made the recom- July 20, 1999 Hilda Hidalgo pleaded not guilty to the mendation to the state Board of Education. A three-judge appellate panel upheld the state charges related to the disturbance during the Department of Education’s decision to take over the N.J. names Newark native second state-appoint- school investigation. Star-Ledger education edi- school district. State officials applauded the decision. ed ­superintendent. tor Robert Braun and news photographers Joseph July 10, 1995 Klagholz said it would allow residents and state offi- After a four-month national search, the state Gigli and John O’Boyle also pleaded not guilty. Schools announce appeal to Supreme Court. cials to “focus their full attention on the improvement chose Marion Bolden, a graduate of the Newark The Newark Board of Education announced of educational opportunities for Newark’s 47,500 school district and veteran educator in the school system, as the new superintendent. “Because I was March 9, 1994 in an emergency meeting that it would appeal schoolchildren.” the takeover ruling to the state Supreme Court. born and raised in Newark and worked in Newark, I Hidalgo found guilty. feel very good that I’m in a position of leadership to A municipal judge finds Hidalgo guilty of December 23, 1995 — February 18, 1999 work with the community and the schools and the ­resisting arrest. July 12, 1995 Changes come to the district. administration to make things better,” Bolden said at Over the four years of Hall’s reign as State seizes control of school district. the time. July 22, 1994 Superintendent Eugene Campbell and other ­superintendent, she instituted several changes in State announces plan to takeover district. district officials were escorted out of the district’s the district. The schools tried several reorganiza- tion techniques, including hiring private teachers January 15, 2000 Education Commissioner Leo Klagholz held a headquarters as the state officially took over the State scandal: Bad bookkeeping leads to big press conference announcing the results of the CCI, Newark school system. “We’re glad that the timing of from Sylvan Learning Center to educate Newark students, and began a tradition of massive private budget gap. and the state’s decision to take over the district. The the decision gives us a reasonable opportunity to get State Education Commissioner David Hespe 1,700-page CCI cited more than 100 charges against ready to open the schools in September and make donations to the educational system. On March 23, 1996, The Prudential Foundation donated $1 million announced that bad bookkeeping by its finance the school district, ranging from “questionable” fiscal noticeable improvements,” department during the past four years had led to practices and possible political corruption, to out- Education Commissioner Leo Klagholz said at to the Newark public school system. After months of ­speculation and teacher protests, Hall announced an a $58 million budget shortfall in the district’s $500 dated curriculum and unsafe schools. the time.

38 Newark Education Success Board Report Newark Education Success Board Report 39 million operating budget. “What we’re looking at brewing battle over a return to local control. March 19, 2012 February 26, 2015 here is a business office that was inefficient,” Hespe “But I don’t regret for a minute what we’ve been Anderson announces “renew schools.” Cami’s contract renewed. said at the time. “I don’t think you’re going to find able to do for kids.” Anderson announced a round of school The state announced it had renewed Anderson’s the kind of misspending that caused the state to take reforms, which included some closures and the contract for another year. “Cami has worked tire- over the district in 1995, but with the operations of a June 30, 2008 introduction of eight “renew schools,” which were lessly to implement positive education reforms budget this big, rebuilding the books sometimes is State chooses new superintendent. to have longer school days, parent outreach and that have benefited Newark students and parents,” difficult.” Opponents of the takeover pointed to the Clifford Janey came to the district with experi- support, possible merit-based pay for staff, and Commissioner David Hespe said of the decision. gap as an example of the state’s misguidance of the ence in the Boston, Rochester, N.Y., and Washington, more of a role for principals in choosing teachers. district. D.C. school districts. “I’ve always been one who July 8, 2015 gravitates to places that are challenging,” he said December 18, 2013 Chris Cerf appointed superintendent and NESB July 17, 2005 at the time of taking the position in Newark. Anderson announces ‘One Newark.’ launched. Newark reacts to 10-year anniversary of the Anderson announced a complete school The state announced it had selected Chris Cerf takeover. September 24, 2010 restructuring program dubbed ‘One Newark,’ to become the Superintendent of Newark Public Proponents argued that the state takeover had Facebook CEO donates $100M to Newark which included relocating school communities, Schools. Governor Christie charged Cerf with over- led to more funding for the district and increased schools. changing school leadership, and expanding char- seeing an orderly return of the school district to test scores. But opponents said students’ test Facebook CEO Mark Zuckerberg appeared on ter schools. The plan had opponents from the local control. Governor Christie and Mayor Baraka scores had not significantly improved. Discussions ‘The Oprah Winfrey Show’ with Gov. Chris Christie onset, and has since become very controversial. announce the formation of the Newark Education began about the possibility of returning the d­ ­istrict and then-Mayor Cory Booker to announce a $100 Success Board to develop a plan toward the and the two others under state control – Jersey million donation to help implement a new educa- June 3, 2014 return of local control to the citizens of Newark. City and Paterson – back to local control. tional program in Newark schools. District finances returned to local control. In another victory for proponents of January 19, 2007 January 18, 2011 the end of state control, the state Board of State monitors its progress. Janey announces resignation. Education voted to return financial man- The state sent a team to monitor the progress of About four months after Gov. Christie announced agement to the local board in Newark. the district takeovers in Jersey City, Paterson, and that he would not be r­enewing Janey’s contract, the The district now controls two of five Newark. superintendent­ resigned. Christie said Janey had not areas of central management. moved quickly enough on reforms in the district. October 17, 2007 February 20, 2015 Newark gets management control back. May 4, 2011 Protest. After a review and a recommendation from Christie announces Cami Anderson appoint- The movement against ‘One Newark,’ state Education Commissioner Lucille Davy, the local ment. control, and Superintendent Cami Anderson came Public School Advisory Board gained back con- Gov. Chris Christie announced that he would to a head in February, when students staged a trol over certain facility and management oper- appoint Cami Anderson the next Superintendent sit-in of the district headquarters. The student ations. The state maintained its power over of Newark schools. Anderson previously served as activists gained support of many local politicians, finances, personnel and instructional programs. a superintendent at an alternative district for at-risk including Mayor Ras Baraka, who has been a very youth in NYC. vocal critic of Anderson. The mayor has called June 29, 2008 for her resignation and a return to local control. Bolden announces retirement. August 10, 2011 After 9 years on the job, Superintendent Marion Movement to end state control grows. Bolden announced her retirement. State leaders and While entering its 16th year of state control, the supporters said she improved the district’s finances local advisory school board began a more orga- and brought educational reform to the s­ tudents. “It’s nized effort to advocate for a return to local control. been rewarding but it’s been very stressful, because Acting Education Commissioner Christopher Cerf I’ve felt embattled and I feel like I spent too much of said at the time that he did not feel the local board my time dealing with issues not related to my job,” was ready to regain total control of the schools. Bolden said at the time of dealing with critics and the 28 From: http://www.nj.com/essex/index.ssf/2015/04/timeline_20th_anniversary_of_newark_public_schools.html

40 Newark Education Success Board Report Newark Education Success Board Report 41 Appendix B schools. Charter school enrollment has tri- meetings to share information on results and Current Status of Newark Public Schools pled in the past five years. reports on their students’ performance. • To assure equity in student assignments, the • NPS created a new enrollment guidebook this district implemented a centralized enrollment year to provide information about district and system for charters, magnets, and traditional public charter school options. The guide pro- public schools alike. Last year, over 11,000 appli- vides information on each school including: cations to schools were submitted, grades K-12. contact information, nearest bus route, sports he district has been engaged in strategic remained in Newark classrooms this year. and clubs, number of openings available, and planning since early 2016. Through a dis- • Parents are demonstrating that they value • A nation leading CBA provided, among other how easy or hard it is to get into the school. trict-wide and community input process, more quality school options. For the 2015- T things, that raises were not automatic with initial 3-year “Goal and Priorities”29 have been 16 school year, 75% of kindergarten families • Currently, most of the data the district shares the passage of time, but were only awarded established to guide NPS through 2019. This preferred a school that was not their closest publicly is through the Superintendent Report to teachers who were evaluated as effective. report is not intended to serve as an alternative to district school and 42% of families selected presented in monthly School Board meetings. The teachers’ contract allows NPS to reward the Strategic Plan, which the NESB substantially a charter school as their first choice. teachers who are rated “highly effective” with • The district is launching a Transparency endorsed; rather, it underscores and highlights bonuses, ranging from $5,000 to $12,500 a year. • Over 60% of students got into their 1st choice Committee (which will include commu- points meriting particular emphasis. The district has school. 86% got into one of their top 3 choices. nity leaders, Board members, parents and also established an annual District Improvement • NPS works with outside peer teacher observ- administrators) to review, monitor and Plan (DIP) to guide efforts in the short-term. ers to help provide more accurate and use- • 3% of Kindergarteners and 4% of 9th audit policies that drive NPS’s work. In relation to the QSAC process, the Newark ful evaluations of teachers. Approximately graders were not matched to any of Advisory Board of the district currently h as control 75% of teachers and 95% of administrators their choices. In these cases, students Curriculum & Academic Programs over Operations and Finance. Governance, Personnel, agreed the evaluation system was accurate, were provided placement to their clos- • Student proficiency rates on the new, and Instruction and Programs are under state oper- valid, fair and useful in a recent AIR study. est school that still had seats available. tougher PARCC test are low: ation. Until the Board has control over Governance, • Approximately 2,700 teachers serve over • NPS has provided more support for par- �� English: 22% of NPS students met ultimate authority resides with the state-appointed 35,000 NPS students. There is an average ratio ents with school selection and enrollment the standard for proficiency. Superintendent. In May of this year, NPS under- of 1 classroom teacher for every 13.3 students. through its Family Support Center, com- �� Math: 17.5% of NPS stu- went an Interim QSAC evaluation visit to determine This is less than the class size limits noted in munity engagement specialists, enhanced dents met the standard. if the district has addressed areas identified for the NJ Administrative Code, which ranges communication strategy and improved infor- improvement in the three areas that remain under • However, NPS have a higher proficiency rate from 21 (grades K-3) to 24 (grades 6-12). mational materials about district schools. state operation. The NESB closely supported the than 70% of comparable districts in math process of NPS leadership demonstrating improve- • Each year, NPS faces a significant chal- • This year, NPS has scheduled over 30 school- and 80% of comparable districts in English. ments in the three areas. Superintendent Cerf and lenge recruiting enough highly qualified, hosted events from December through • Newark students showed substantial growth members of his staff provided monthly updates certified science, math and bilingual teach- February, held a city-wide school fair in over the last academic year. The district stu- to the NESB on NPS’s work in all three areas. ers to serve our student population. January and distributed over 30,000 printed dent growth percentiles (SGP) score is up 8 school guidebooks across schools, com- • The district provides monthly professional points in Math and 9 in English. Additionally, munity organizations, and at schools. Following is information on key development to school staff, through its 31 out of 45 schools improved in Math ­aspects of the district’s work30: Leadership Institute programs for princi- • Between August and January, the Family and 39 out of 45 improved in English. pals, vice principals, and teacher teams. Support Center had nearly 10,000 visits by In addition to the Superintendent of • Graduation rates are up from 56% families. Of these visits, 48% (nearly half) Schools, the district is led by: a School Business in 2011 to 70% in 2014. School Planning & Choice were for new enrollments and 28% resulted Administrator, Chief Academic Officer (and five �� The High School Proficiency Assessment • NPS currently has over 35,000 students in transfers within public schools in Newark Assistant Superintendents), Chief Strategy Officer, (HSPA) pass rate is also up from enrolled in 65 schools. The district’s stu- . Chief Talent Officer, and General Counsel. 31% in 2011 to 43.3% in 2014. dents are 51% African American, 40% Latino/ Data Use, Measurement & Accountability �� New school models, like Bard High Hispanic, 8% White, 1% Asian, and less than • The new PARCC tests present an opportunity Educator Development, Effectiveness & Retention School Early College, are producing pos- 1% Native American and Pacific Islander. for the district to share more data with schools, • An American Institute for Research (AIR) study itive results for students, graduating parents, and the community. NPS has shared confirmed that 95% of teachers who were • Additionally, over 14,000 Newark stu- over 50 students last year with a college district-level PARCC results and school-by- rated “effective” or “highly effective” last year dents are enrolled in 20 public charter degree as well as a high school degree. school performance. Schools will hold parent

42 Newark Education Success Board Report Newark Education Success Board Report 43 • 40% of Newark students are enrolled in a school – typically 18+ days) is far too high. 22% of specialists, typically 1 per school. that “beats the odds,” according to a national students in K-8 schools and 49% of students • FACE holds biweekly parent workshops that study conducted by the Center for Reinventing in high schools were identified as chron- focus on academic content and bridging the Public Education. This is the highest rate in ically absent in the 2014-2015 school year. connection between home and school. the U.S. and five times the national average. Operations, Finance & Governance • Other offices in the district also interact with • Over the past two years, the district has families (Parent Contact Center, Family Support overhauled its ELA and math curriculum • Newark Public Schools is one of four dis- Center, the Superintendent’s Office, etc.). to align with Common Core standards. tricts in New Jersey under state inter- However, families report that coordination among vention, and has been since 1995. • NPS purchased 11,000 Chromebooks to sup- these offices is unclear and can be inconsistent. port digital learning. As a result of its focus • The prior strategic plan (Great Expectations • This past year, the Office of Family and on integrating technology into instruction, completed during the Janey admin- Community Engagement (FACE), working NPS received recognition in the 2015-16 istration) spanned 2009-2013. with other NPS divisions, organized dozens school year from The Learning Counsel, a • NPS overcame a $75 million bud- of community events including enrollment national education research institute, as one get gap in FY15-16. fairs, strategic planning meetings, community of the most innovative districts in the coun- talks and conferences. Thousands of Newark try in utilizing technology in the classroom. • NPS has submitted and the state has approved citizens participated in these events and ses- a budget for FY 16-17 that closed an addi- • Approximately 17% of NPS students have sions throughout the 2015-16 school year. tional $80 million budget gap. In closing a Individualized Education Plans. The district offers combined 2 year budget gap of $150 million, • NPS has a presence on Twitter and Facebook, nine different types of self-contained Special NPS has not reduced the aggregate alloca- but families report that the district is not Education programs (e.g.: autism, behavioral dis- tion to schools in FY 15-16 and FY16-17. adequately or consistently using these and order, learning disabled, etc.) across 50 schools other forms of digital communications. • NPS has implemented a weighted student • Approximately 10% of NPS students are funding approach to school budgets to English Language Learners (ELLs). The dis- assure equitable distribution of resources. trict has bilingual programs in 25 schools in Spanish, Portuguese, and French. • NPS spends over $35 million a year Financial Shifts & Impacts on pupil transportation, most of which Between 2012 and 2016, the total number of Student Supports goes to provide door-to-door trans- public school students served in Newark increased portation for students with IEPs. by approximately 10% while state funding remained • About half of NPS schools have essentially flat. As a result, per pupil spending extended school day programming. • NPS spends over $22 million a year on school declined during this period, leading to a reduction food and committed this year to provide free • In partnership, NPS and City Hall launched a in staffing and programs. The greatest impact has lunch to all students, regardless of income level. $12 million Community Schools Initiative that been on the central office, where staff has been will provide more student and family sup- • NPS spends over $14 million a year on ­significantly reduced. Some civil service positions ports to selected South Ward schools next security and student safety. Schools have have been reclassified and the staff replaced with year, including Malcolm X Shabazz HS. from 1 to 8 security guards on duty at all non-civil service certified persons. times, largely based on school size. • Student suspensions are down 37% from last year, partly due to “restorative jus- Community Engagement tice” practices being enacted in schools. • The Office of Family and Community • Reported incidences of violence, vandalism, Engagement (FACE), which has 5 central office illegal substances, and weapons have decreased staff, oversees the district’s work to engage over the past three years, although many stu- families and communities about our schools. dents still report feeling unsafe at school. • FACE provides professional develop- • Chronic absenteeism (students miss- 29 See: www.nps.k12.nj.us/strategic-plan ment to over 50 community engagement 30 From http://www.nps.k12.nj.us/info/ and http://www.nps.k12.nj.us/strategic-plan/the-next-three-years/facts-related-to/ and http://www.nps.k12.nj.us/ ing more than 10% of days enrolled departments/office-of-the-Superintendent/

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