1. New Jersey Department of Education RAC Partnership Regional Meetings
June 26/27/28, 2012

2. Regional Achievement Centers (RACs)
Welcome
Purpose of RAC regional meetings:
Provide progress updates
Provide an update on the model curriculum
Clarify county office role
Provide Title I updates
Introduce the Executive Directors for Regional Achievement
RAC partnership preparation
Share key dates
Answer questions

3. RAC Updates

4. Context for the Regional Achievement Centers (RACs)
Through New Jersey’s approved federal waiver from provisions of the Elementary and Secondary Education Act (ESEA), the RACs represent the Department’s most ambitious, focused effort to date to improve student achievement across the state:
Shift focus from all schools to low performing schools
Significant resources aligned with proven turnaround principles
State resources and activities coordinated to support RACs
The Department is undergoing a fundamental shift from a system of primarily oversight and monitoring to service delivery and support.

5. RAC locations are organized geographically…
RAC locations are organized geographically…. Each RAC field team will have an office within the region
Counties
Region
RAC Location
Morris - Sussex - Warren 1
No office
Bergen - Passaic 2
Passaic County Office, Paterson
Essex - Hudson 3
LRC, East Orange
Hunterdon - Mercer - Somerset - Union 4
DOE, Trenton
Middlesex – Monmouth - Ocean 5
Monmouth County Office, Neptune
Camden - Burlington 6
In discussion
Atlantic - Cape May - Cumberland - Salem - Gloucester 7
Gloucester County Office, Clarksboro
Indicates Location of Regional HQ

6. The Key to Accountability: RAC Turnaround Principles
School Climate and Culture: A climate conducive to learning and a culture of high expectations
School Leadership: The principal has the ability to lead the turnaround effort
Standards Aligned Curriculum, Assessment and Intervention System: Teachers have the foundational documents and instructional materials needed to teach to the rigorous college and career ready standards that have been adopted
Instruction: Teachers utilize research-based effective instruction to meet the needs of all students
Use of Time: Time is designed to better meet student needs and increase teacher collaboration focused on improving teaching and learning
Use of Data: School-wide use of data focused on improving teaching and learning, as well as climate and culture
Staffing Practices: The skills to better recruit, retain and develop effective teachers and school leaders
Family and Community Engagement: Increased academically focused family and community engagement
Each RAC will be led by a Regional Achievement Director and staffed with specialists deeply knowledgeable in school turnaround principles:
School climate & culture
Principal leadership
Quality of instruction
Quality of standards-based curriculum, assessment, intervention system
Effective use of data to improve student achievement
Effective staffing
Academically-focused family & community engagement
Redesigning school time

7. Staffing the RACs Rigorous Selection Process Status of Hiring
Focus on identifying and hiring strong educational leaders to serve on RAC teams
Example: Interview process for Literacy Specialists included:
Teacher video observations
Professional development presentation
Interview questions
Status of Hiring
Interviews are ongoing for each of the positions
RAC staff join this summer, in preparation to begin interventions in the fall
RAC Staff Team
State Turnaround Coach
State Elementary Literacy Specialist
State Secondary Literacy Specialist
State Mathematics Specialist
State Instructional Specialist
State Culture & Climate Specialist
State Data Specialist
State Human Capital Specialist
State Intervention Specialist
Project Manager

8. Priority Schools will Hire or Appoint Content Leaders
Priority Schools to identify staff who will support turnaround principles:
Full-time
A Literacy Leader will focus on improving literacy instruction
A Mathematics Leader will focus on improving mathematics instruction
Part-time
A Climate and Culture Leader will focus on establishing a school environment with a climate conducive to learning and a culture of high expectations
A Data Leader will collect and format data for ease of use by teachers and principals to improve teaching and learning as well as climate and culture

9. Successful District and RAC Team Partnership
Superintendents – Set the tone for a partnership, confirm curriculum alignment, ensure effective Priority and Focus School staffing, share information with the BOE, staff, parents, communities, and students
Business Administrators –Reserve appropriate funds for intervention strategies (e.g. Title I)
Board of Education – Understand the role of the RACs with Priority and Focus Schools
Title I Directors – Attend all Title I training sessions, incorporate School Improvement Plans (SIPs) with the Title I district plan
Priority & Focus School Principals – Collaborate with RACs to develop effective SIPs, ensure effective staffing, confirm that an aligned curriculum is in place, prepare staff for implementing and monitoring intervention strategies

10. Accountability for Results….from Everyone
Student success does not happen by accident.
Everyone in the district and school needs to understand their role and how they contribute to student growth and achievement.
Great teams and great leaders rely on feedback and systems of shared accountability for success.
We don't measure the success of our football teams by the number of passes the quarterback completes or how many extra points the kicker makes, but rather by the score the entire team compiles. Sacks, passes caught, and more statistics are tracked, studied, and analyzed each week to drive improvement in football. Why not off the field and inside school walls?
It is critical that all district staff - not just teachers and principals - know how their actions can powerfully impact student learning.
We need to talk more about the entire team in education and the RACs will help us do just that.

11. RAC Approach ✓ ✓ ✓ Quality School Review (QSR)1 2 3 4
Quality School Review (QSR)
School Improvement Plan (SIP)
School Accountability Management
Student
Performance
Major
element
Timing
Spring and fall 2012
Aug – Oct 2012
Sept 2012 – Ongoing
Ongoing
Description
Baseline evaluation of schools on indicators based upon the 8 turnaround principles; replaces CAPA
Collaborative plan created by schools, districts, and the RAC staff for specific intervention activities against all QSR indicators
Clearly defined metrics to measure implementation progress and initial student outcomes on the SIP intervention activities
Student performance on 6-week formative assessments (Priority Schools and select Focus Schools); student performance on NJASK and HSPA
Illustrative example
Turnaround Principle: Quality of Instruction
QSR indicator: Teachers use quality and frequent checks for understanding during and at end of each lesson.
Evidence of need:
Less than 50% of teachers observed used high quality checks for understanding
SIP intervention activities on indicator:
Targeted PD for teachers on high quality checks for understanding (e.g., wait time)
50-day review
95% attendance at targeted PD session
50 – 70% of teachers observed used high quality checks for understanding
100-day review
70 – 90% of teachers observed used high quality checks for understanding
Formative assessments:
18 week assessment: 10 point increase from baseline in reading and math
NJASK:
45% proficiency (4 point increase) in both math and reading in year 1 ✓ ✓ ✓

12. School Accountability Management System
Principals, School Leaders, and RAC staff will be held accountable for implementing their School Improvement Plan with high fidelity and improving student achievement
Illustrative dashboard:
> 80% of milestones met at high quality
Goal met or exceeded
> 50%, but <80% of milestones met
Growth observed but goal not met
< 50% of milestones met
No growth & goal not met
Implementation metrics:
Outcome metrics:
School Progress Report will be completed every 6-8 weeks and will include the following metrics:
Implementation progress & quality
Formative assessment results
Attendance results
Discipline results
Survey & focus group results
Both the Principal and the State Turnaround Coach will use the data dashboard to identify issues and opportunities throughout the year
Turnaround principle
Implementation progress & quality
Week 6 Progress
Indicator
Intervention strategy (SIP)
Actual
Goal
Result
1.School Leadership
(1.6)Standards-based curriculum and aligned assessments is implemented
Implement CCSS-aligned model curriculum and assessments across school.
Form assess.
Math
ELA
2.Climate & Culture
(2.1) The school community supports a safe, orderly and equitable learning environment.
Develop a school-wide classroom management system focused on improving school climate.
Identify barriers to class attendance and develop strategies to address them.
Attendance
Student
Teacher
3.Effective Instruction
(3.5) Teachers demonstrate use of diagnostic, summative, and formative assessment data to differentiate instruction
Provide training for teachers on the analysis & use of data to select & plan instructional strategies, & to determine students’ strengths and weaknesses.
4.Curriculum, Assessment, Intervention
(4.5) An intervention plan designed to meet the learning needs of students who are two or more years behind…
Develop and execute a plan that includes clear “at risk” metrics to monitor school-wide and a detailed process of remediation and intervention activities for those students
Discipline
Suspended
Expelled
5.Effective Staffing Practices
(5.5) Staff assignment is intentional to maximize the opportunities for all students to have access to the staff's instructional strengths.
Identify teacher leaders to involve in improving achievement
Surveys
Teacher
Parent / student
6.Enabling the Effective Use of Data
(6.3) Specific schedule and process for the analysis of formative assessment data that includes goals strategies, monitoring and evaluation.
Develop the school-wide process and owner of analyzing, evaluating, and developing strategies and goals based on formative assessment data. This process should occur on a consistent 6-8 week basis
7.Effective Use of Time
(7.3) The master schedule is structured and designed to meet the professional development needs of staff.
Provide common planning time for teachers of same grade levels or content areas.
NJASK/ HSPA
Math
ELA
8.Effective Family & Community Engagement
(8.1) Families are engaged in academically related activities, school decision-making, and an open exchange of information on student progress
Provide workshops for parents to enhance student preparation for learning and increase parent involvement in the instructional program.
Establish a system of communicating with community stakeholders on a routine basis

13. Curriculum Updates

14. The Quiet Revolution & Model Curriculum
Common Core State Standards
Fewer, clearer, more rigorous
Internationally benchmarked
Commonness
Leverage state and nation-wide expertise (46 States and DC)
PARCC (23 States and DC)
Continuous improvement
Model 1.0 followed by Model 2.0
Professional Development (content & grade specific)
Parallel Development

15. The CCSS Difference: Grade 7 ELA
Clearer …
Before: NJCCCS (2004)
1. Produce written work and oral work that demonstrate comprehension of informational materials.
After: CCSS (2010)
2. Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

16. The CCSS Difference: Grade 8 Math
Before: NJCCCS (2004)
Understand and apply the Pythagorean Theorem.
After: CCSS (2010)
Explain a proof of the Pythagorean Theorem and its converse.
Apply the Pythagorean Theorem to determine unknown side lengths in right triangles in real-world and mathematical problems in two and three dimensions.
Apply the Pythagorean Theorem to find the distance between two points in a coordinate system.

17. Model Curriculum 1.0 Version 1.0 Version 2.0 WHAT
Students need to Learn
HOW
We can best Instruct
WHEN
do we know students have Learned
Standard
Student Learning Objectives
Instruction
Formative Assessments
Summative/Formative
CCSS Standard 1
SLO #1
SLO #2
Model Lessons
Model Tasks
Engaging Instructional Strategies
Effective checks for understanding
Teacher designed formative assessments
Unit Assessment
SLOs 1-5
CCSS Standard 2
SLO #3
SLO #4
SLO #5
General Bank of Assessment Items 2.0
Student level learning reports - Professional development - Resource reviews

18. Common Standards Require Common Assessments
Common Core State Standards are critical, but just the first step
Common Assessments aligned to the Common Core will help ensure the new standards truly reach every classroom
Quality Implementation is required for students to reap the benefits of new standards
TALKING POINTS
While the Common Core State Standards are a critical first step, they alone will not bring about the instructional changes necessary to improve student achievement and attainment. Creating common assessments grounded in common standards is the logical next step and will ensure the new standards truly reach every classroom
Currently, every state develops its own assessments, and for that reason our nation’s assessments:
Are of varying quality and rigor and rarely point toward College- and Career-Readiness.
Do not provide meaningful, real-time data for our educators, parents and policymakers
Cannot be compared from state to state, ensuring that students in Mass. And Miss. are receiving the same foundation
Next generation assessments will:
Provide a more complete picture of student performance against college- and career-ready expectations
Use current and future technologies to provide a meaningful assessment and useful data
Mitigate Challenges associated with mobility—which is a major challenge in education
U.S Department of Education set aside $350 million of Race to the Top funding for awards to consortia of states to design and develop common K-12 assessment systems aligned to common, college- and career-ready standards. In Sept. 2010, the U.S. Department of Education awarded grants to the Partnership for Assessment of Readiness for College and Careers (PARCC) and Smarter Balanced Assessment Consortium (SBAC)

19. 2 Optional Assessments/Flexible Administration
PARCC Assessment Design English Language Arts/Literacy and Mathematics, Grades 3-11
Performance-Based
Assessment (PBA)
Extended tasks
Applications of concepts and skills
Required
End-of-Year
Assessment
Innovative, computer-based items
Required
2 Optional Assessments/Flexible Administration
Diagnostic Assessment
Early indicator of student knowledge and skills to inform instruction, supports, and PD
Non-summative
Mid-Year Assessment
Performance-based
Emphasis on hard-to-measure standards
Potentially summative
UNIVERSAL DESIGN
To address the priority purposes, PARCC states are developing an assessment system comprised of four components. Each component will be computer-delivered and will leverage technology to incorporate innovations.
Two summative, required assessment components designed to
Make “college- and career-readiness” and “on-track” determinations
Measure the full range of standards and full performance continuum
Provide data for accountability uses, including measures of growth
Two interim, optional assessment components designed to
Generate timely information for informing instruction, interventions, and professional development during the school year
In English language arts/literacy, an additional required, non-summative component will assess students’ speaking and listening skills
TALKING POINTS
Graphic depiction of the assessment system. The system includes a suite of assessments and tools that, taken together, provide a more complete picture of student mastery of standards and progress throughout the year than is currently available on state assessments.
Considerations Leading to 2 optional assessments:
The cost of the assessments
Flexibility on when to administer the optional assessments
Possible disruption to school schedules caused by through-course assessment preparation and administration
The amount of testing time needed to administer the assessments
Constraints the distributed design might have on the flexibility of state and local educators to sequence instruction of the CCSS and to implement their own benchmark and formative assessment initiatives
The PARCC assessment system will:
Include a mix of item types (e.g., short answer, richer multiple choice, longer open response, performance-based)
Reflect the sophisticated knowledge and skills found in the English and math Common Core State Standards
Make significant use of technology
Include testing at key points throughout the year to give teachers, parents and students better information about whether students are on track or need additional support in particular areas
Diagnostic Assessments
One element of the reading diagnostic assessment is a text complexity tool, which will provide a diagnostic of a student’s ability to read texts independently in order to provide useful guidance to educators, parents, and students about appropriate texts for students when reading independently.
These assessments will be useful for the implementation of the ELA/Literacy CCSS in the classroom, as they will help educators meet the demands of the ELA/Literacy standards to teach appropriately complex texts by helping teachers understand what “appropriately complex” really means.
The diagnostic assessment in math will help educators understand the extent to which students have mastered the key ideas in mathematics ("highlighted domains") in order to pinpoint areas needing improvement or identify areas in which students are excelling. In addition, it will provide greater detail about students who are above and below grade level so teachers can individualize instruction
Timeline: Expected Summer/Fall 2014
HS Assessments
Taken together, the PARCC assessment components comprise a comprehensive system of assessments that will provide timely information to teachers throughout the year, and provide students with meaningful information about their progress toward college and career readiness
Speaking and Listening
Assessment
Locally scored
Non-summative, required

20. Assessment Transition Timeline
Spring 2012
NJ ASK
Aligned to NJCCCS
Spring 2013
NJ ASK
Aligned to the CCSS
Spring 2014 SY
Full administration of PARCC assessments
“Transitional Assessments”

21. Timeline Through First PARCC Administration in 2014-2015
PARCC Tools & Resources
Partnership Resource Center launched
Professional development modules released
K-2 Formative Tools Released
College-ready tools released
Diagnostic assessments released
Summative PARCC Assessments
Spring
2013
Summer
Winter
2014
Fall
Winter
2015
Spring
2015
Pilot/field testing begins
Model Instructional Units Released
Expanded field testing of diagnostic assessment
Expanded field testing
Optional Diagnostic and Midyear PARCC Assessments
Standard Setting in Summer 2015
PARCC Assessment Implementation

22. RAC / County Office Partnership

23. County Office Functions
County offices will continue their normal functions and supports in districts
QSAC reviews
Review & approval of district budgets
Administrator contract reviews
Resolution of disputes (HIB)

24. County Office Partnership with RACs
County offices will inform and include Executive Directors of Regional Achievement Centers of all work being done in Priority and Focus Schools.

25. County Office Communications
County Superintendents will be in regular contact with Executive Directors of Regional Achievement Centers to ensure an on-going exchange of information allowing both offices to fully service schools and districts effectively.

26. RAC / Title I Partnership

27. Title I and RAC Goals: A Shared Commitment
Three takeaways:
School Improvement Plan (SIP) will take the place of the Title I Schoolwide Plans for Priority and Focus Schools
Funding
Release of Title I allocation notices
30% Title I intervention reserve
RAC Assurances

28. Accountability Process Overview
LEAs sign required assurances in August
Individualized School Improvement Plans (SIPs) are developed in partnership with LEAs and P&F Schools
NJDOE approves School Improvement Plans at the end of October 1 2 3
Title I districts
LEAs submit RAC required assurances to RACs
NJDOE provides preliminary approval of Title I District Plan
LEAs that do not sign assurances do not receive Title I funds
LEAs hold funds in reserve for Priority and Focus School interventions
School Improvement Plans are finalized by LEA, school leaders, and RACs
Title I schoolwide Priority and Focus Schools receive an extension in submitting schoolwide plans
Priority and Focus Schools submit a single School Improvement Plan via EWEG in late October (this incorporates Title I schoolwide plans)
NJDOE provides final approval of Title I District Plan
Funds in ‘Priority and Focus interventions’ reserve are available for use
Non Title I districts
LEAs submit required assurances form to Executive Director for Regional Achievement
NJDOE initiates action against LEAs that do not sign assurances
School Improvement Plans are finalized by RACs, LEA, and school leader
School Improvement Plans are submitted to NJDOE in late October
NJDOE approves School Improvement Plans

29. Title I Interventions Reserve
Districts will sign a RAC assurance and set aside funds in a “Priority and Focus Intervention” reserve
Reserve will be 30% of Title I funds
All other Title I funds will be available for use by district
Title I funds may be used for
Embedded literacy, math, data, and climate and culture leaders
Literacy and math interventions for students two or more years behind
Technology upgrades to support Common Core and formative assessment implementation

30. Summary of Required RAC Assurances
Title I districts
Non Title I districts
Commitment to individualized School Improvement Plans (which will be finalized in late October)
Sufficient operational flexibility (such as staffing, calendars/time, and budgeting) provided to Focus Schools
Title I 30% Priority and Focus intervention reserve
Priority Schools only:
Qualified turnaround principal
Common Core aligned curriculum
School leaders in math, literacy, data, climate and culture
Commitment to individualized School Improvement Plans (which will be finalized in late October)
Sufficient operational flexibility (such as staffing, calendars/time, and budgeting) provided to Focus Schools

31. Title I Key Dates
Mid-July: Title I districts scheduled to receive allocation notices (tentative)
Title I Districts with P&F Schools must reserve 30% of funds for RAC interventions
Mid-July: FY 2013 NCLB Consolidated Subgrant application scheduled for
release on the Office of Grants Management Web Page
July 17: Title I Director’s workshop
July 18: Title I Director’s workshop
July 24: Title I Director’s Workshop
October 31: School Improvement Plans submitted to RACs
FY 2013 NCLB Consolidated Subgrant application due (tentative)

32. RAC Executive Directors for Regional Achievement

33. Overview of the ED role:
Executive Directors for Regional Achievement
Introductions of EDs with us today: Gayle Griffin Mario Barbiere Scott Rixford
Overview of the ED role:
Master educators highly knowledgeable about the eight turnaround principles
Experienced at working closely with district leaders
Leadership of the RACs
Management of the RAC teams in the schools

34. Regional Achievement Center Mission & Guiding Principles
RAC Mission Statement:
New Jersey’s Regional Achievement Centers, struggling schools, and their districts will partner to set clear goals for student growth, put proven turnaround principles into action, and use data to drive decision-making and accountability. Working together, we will meet our shared goal of closing the achievement gap and preparing all of our students for success in college and career.
RAC Guiding Principles:
Partnership: Regional Achievement Centers, Priority and Focus Schools, and their districts work together.
Research base: School turnaround principles proven to drive student achievement are put into action.
Support: High impact professional development is regularly provided to teachers, leaders, and Regional Achievement Center teams. Resources are targeted to support Priority and Focus Schools.
Accountability: RAC teams, Priority and Focus Schools, and their districts are held directly accountable for results.

35. RAC Turnaround Principles
School Climate and Culture: A climate conducive to learning and a culture of high expectations
School Leadership: The principal has the ability to lead the turnaround effort
Standards Aligned Curriculum, Assessment and Intervention System: Teachers have the foundational documents and instructional materials needed to teach to the rigorous college and career ready standards that have been adopted
Instruction: Teachers utilize research-based effective instruction to meet the needs of all students
Use of Time: Time is designed to better meet student needs and increase teacher collaboration focused on improving teaching and learning
Use of Data: School-wide use of data focused on improving teaching and learning, as well as climate and culture
Staffing Practices: The skills to better recruit, retain and develop effective teachers and school leaders
Family and Community Engagement: Increased academically focused family and community engagement
Identify schools
Assess needs Quality School Review (QSR) and School Improvement Plan
Implement targeted interventions aligned to proven turnaround principles
Each RAC will be led by a Regional Achievement Director and staffed with specialists deeply knowledgeable in school turnaround principles:
School climate & culture
Principal leadership
Quality of instruction
Quality of standards-based curriculum, assessment, intervention system
Effective use of data to improve student achievement
Effective staffing
Academically-focused family & community engagement
Redesigning school time

36. RAC support model: field-based teams partner with Priority and Focus Schools
Chief Academic Officer
Penny MacCormack
School Improvement Director
Executive Directors for Regional Achievement lead RAC teams and work directly with LEA leadership
Executive Director for Regional Achievement (7)
RAC Staff Team (# varies by region)
State Turnaround Coaches
State Elementary Literacy Specialist
State Secondary Literacy Specialist
State Mathematics Specialist
State Instructional Specialist
State English Learners Specialist
State Culture & Climate Specialist
State Data Specialist
State Human Capital Specialist
State Intervention/Special Ed Specialist
Project Manager
State Turnaround Coaches work directly with principals and ensure interventions are coordinated & cohesive
Content-area specialists partner with school leaders (e.g., data leader) and staff to build capacity in specific turnaround areas
Project Managers monitor the progress and success of RAC interventions

37. RAC Focus: Capacity Building, Sustainability, Shared Accountability
RAC teams spend 90% of time in Priority and Focus Schools
Priority Schools will hire or identify leaders in math, literacy, data, and climate and culture
RAC teams partner with school leaders to build school-level capacity in Priority and Focus Schools
Capacity building
RACs work with P&F Schools to align Title I and/or district funds with School Improvement Plans
Priority Schools receive RAC support for three years at a minimum
Focus Schools receive RAC support for two years at a minimum
Sustainability
RAC staff are equally accountable for Priority and Focus School success
Seven-week cycle is used to report on P&F School progress against goals
Priority Schools that fail to implement the required interventions or fail to demonstrate required improvement in student academic achievement may become subject to state-ordered closure or other action
Shared Accountability

38. Key Dates for Districts

39. Regional Achievement Centers / District Partnership Timeline
Week of:
4/2
RAC account launch
4/11
LEA Superintendents notified of Priority, Focus or Reward status schools
RAC website launched
4/16
RAC information webinar held for P&F district Superintendents
4/23
Communication support tools for staff & families shared with P&F superintendents
Planning survey sent to LEAs
4/30
LEA Principal appeals due (5/2)
LEA planning survey due (5/4)
5/7
RAC presentation for staff and Boards of Education posted on RAC website
5/14
Decisions on staffing appeals from DOE to districts
5/21
5/28
6/4
Title I technical assistance workshop for schoolwide program planning (6/5)
6/11
Curriculum alignment requests sent to P&F schools
Invitation to Regional RAC field meetings sent to P&F Sups, BAs, Title I Dir., and P&F Principals
6/18
FAQs and calendar ed to P&F superintendents
CCSS aligned curriculum approval forms due to by
6/25
All model curriculum unit SLO’s complete and available on website at
nj.gov/education/modelcurriculum/
RAC Executive Directors (EDs) meet with P&F leaders
7/2
7/9
Title I districts tentatively scheduled to receive allocation notices
Title I districts with P&F Schools reserve funds for interventions
7/16
Title I Director’s workshop on 7/17
Title I Director’s workshop on 7/18
FY 2013 NCLB Consolidated Subgrant application scheduled to be released
7/23
Title I Director’s Workshop on 7/24
7/30
8/6
SIG schools leadership training scheduled for August 6-10
8/13
Model curriculum assessment 1 available on website at
education/modelcurriculum/
District and school leader training with RACs (8/13 - 8/15) Priority School requirement; Focus School strongly recommended
RAC staff and P&F Schools begin development of School Improvement Plans (SIPs)
8/20
8/27
P&F LEAs submit required RAC assurances
FY 2013 NCLB Consolidated Subgrant application tentatively due
9/3
First week of school
Official RAC launch
9/10
Modified QSRs for Priority Schools
9/17
9/24
10/2
10/8
10/15
10/22
School Improvement Plans (SIPs) finalized with RACs
10/29
All SIPS submitted
School Progress Report #1
11/5
Regional Achievement Centers / District Partnership Timeline

40. Partnership Role of the EDs
Expectations and importance of district support: Our joint philosophy
Break-out sessions where we can answer your individual questions

41. Breakout Sessions