State Committee Project
In Year 3, MACC continued to focus its efforts on its goals for the State Committee Project. These goals included:
1. To establish and maintain collaboration and shared decision-making across the programs and offices around NJQSAC and other current policies.
2. To build state capacity in the area of resource sharing and comprehensive planning across divisions for the purpose of meeting the technical assistance needs of schools and districts identified for improvement.
Comprehensive Needs Assessment for Migrant Students
MACC assisted the NJ DOE in the completion of a comprehensive needs assessment (CNA) process designed to assist them in improving the quantity and quality of data collection on their migrant students, and help them to identify the special educational needs of migrant children and determine the specific services to help migrant children achieve the State’s measurable outcomes and performance targets.
Migrant Education Re-Interview System
USED made it a requirement to annually conduct re-interviews of migrant families to ensure program eligibility. In Year 3, MACC staff assisted the NJDOE by facilitating meetings with key state staff to share models of re-interview management and protocols; co-train staff who conducted the re-interviews in the field; and assisted/facilitated the state staff to create a system to make final eligibility determinations and institute a reporting system.
Supporting Schools Restructuring Technical Assistance System Activity
NJDOE had 39 schools that were in Year 2 of Restructuring. MACC split the Restructuring Schools initiative into two phases. The first phase of the Restructuring Schools Project involved assisting NJDOE in assessing the needs of districts in (1) assessing schools’ needs using multiple forms of data, (2) identifying ”Power Indicators”, and (3) identifying current NJDOE practice in the “Power Indicator” areas. This phase involved the use of data from the Collaborative Assessment for Planning and Achievement (CAPA), which a comprehensive needs assessment for schools in Corrective Action and Restructuring. The second phase involved assisting NJDOE in providing technical assistance to districts in providing supports to schools and districts in implementing the Best Practices. This was accomplished by using the CAPA and state achievement data to identify and document the practices of those schools that made significant gains in student achievement.