Preparing Students in the 21st Century
NJ Department of Education Initiatives
County School Board Association Programs
2009-10
Janis Jensen, Director
Office of Academic Standards
Janis.jensen@doe.state.nj.us
Vision
New Jersey will educate all students to prepare
them to lead productive, fulfilling lives.
Through a public education system that is
seamlessly aligned from pre-school through
college, students will gain the requisite academic
knowledge and technical and critical thinking skills
for life and work in the 21st century.
2009-2010 Initiatives
2009 Core Curriculum Content Standards
Curriculum Development
Assessment
Professional Development
Secondary Education Transformation
Standards and Assessment Code
• Graduation Requirements
• Option 2
• Personalization
21st Century Standards: Why are they different?
1996-2009: What has changed?
New and Emerging Technologies
Our students are digital Learners
• http://www.edutopia.org/digital-generation
Key Global Trends
• Economic globalization and the rise of Asia
• Demographics are changing
• Role of citizens has evolved and expanded
21st Century Standards: How are they different?
Align with knowledge and skills needed in the digital age
for post secondary opportunities and the workplace.
Focus on developing 21st Century Literacies
*Access, evaluate and synthesize vast amounts of
information
*Apply knowledge and skills to personal, workplace or
global situations
*Create, collaborate, cooperate and collectively and
ethically act
2009 Revised Core Curriculum Content Standards
Hallmark of Revised Standards
Integration of 21st Century Themes and Skills
Integration of Technology
Integration of Global Perspectives
Community and international involvement in learning, both face-to-face
and online
Cross Content Integration
Timely Content with upgrades in skills to reflect 21st century literacies
Higher, Clearer and Fewer
CPIs and Standards Support Materials
Meaningful and relevant learning in 21st century contexts
Authentic student collaboration and in-depth learning
Performance assessment that enables transfer
Linked to website with interactive PD platform
Classroom Applications
Content Area
Grade or Grade Cluster
Standard and Strand
Essential Questions
Enduring Understandings
Instructional Focus
Sample Assessment Items
Instructional/Assessment Strategies
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
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Interdisciplinary Connections
Technology Integration
Global Perspectives- Perspective Consciousness
“State of the Planet” Awareness
Knowledge of Global Dynamics
Cross-cultural Awareness
Awareness of Human Choices
N.J.A.C. 6A:8-1.1 Standards and Assessment
Code
Twenty-first century themes and skills are integrated into all content areas.
i. Themes:
(1) Global Awareness; (2) Financial, Economic, Business and Entrepreneurial
Literacy;(3) Civic Literacy; and (4) Health Literacy
ii. Learning and Innovation Skills:
(1) Creativity and Innovation;
(2) Critical Thinking and Problem Solving; and
(3) Communication and Collaboration Skills
iii. Information, Media and Technology Skills; and
iv. Life and Career Skills:
(1)
(2)
(3)
(4)
(5)
Flexibility and Adaptability;
Initiative and Self-Direction;
Social and Cross-Cultural Skills;
Productivity and Accountability; and
Leadership and Responsibility
N.J.A.C. 6A:8-3 Implementation of the CCCS
District boards of education shall be responsible for the
review and continuous improvement of curriculum and
instruction based upon changes in knowledge, technology,
assessment results, and any modifications to the Core
Curriculum Content Standards
1.
District boards of education shall include interdisciplinary
connections throughout the K through 12 curriculum.
2.
District boards of education shall integrate into the curriculum the
following 21st century themes and skills:
i. Twenty-first Century Themes:
ii. Learning and Innovation Skills:
iii. Information, Media and Technology Skills; and
iv. Life and Career Skills:
Standards Snapshot
Visual and Performing Arts
NAEP framework: creating, performing, responding
How the arts are valuable in an increasingly
interconnected world community
Health and Physical Education
Global perspectives about health and wellness through
comparative analysis of health-related issues, attitudes
and behaviors in other countries;
Language Arts Literacy and Mathematics
Common Core Standards- research-based, evidencebased and internationally benchmarked
Common Core Standards Initiative in
Mathematics and Language Arts
Coordinated by NGA, CCSSO in partnership with
Achieve, ACT and College Board



Goal: a common core of state standards adopted
voluntarily
50 states signed on
Work group, Feedback group, Validation Committee
Standards: research and evidence-based,
internationally benchmarked



College/career ready standards- July 2009
Grade-by-grade standards- February 2010
State adoption process
Next step: National Assessments
The Common Core
Addressing the Global Achievement Gap
The gap between what even our best schools are
teaching and testing
VERSUS
The skills all students will need for careers, college and
citizenship in the 21st century
The Skills:
Critical Thinking and Problem Solving
Agility and Adaptability
Initiative and Entrepreneurialism
Effective oral and Written Communication
Accessing and Analyzing Data
Curiosity and Imagination
(Wagner, 2009)
Standards Snapshot
Science
Learning progressions- core scientific principles
Is experienced as an active process where inquiry is
central to learning
Social Studies
Thinking analytically about how past and present
interactions of people, cultures and the environment
affect issues across time and culture
Active Citizenship in the 21st Century
World Languages
Communication and use of digital tools to build
communicative competence
Standards Snapshot
Technology
International technology and technology education
standards and P21 framework
Synthesize and create new knowledge
Understand global interdependencies and development
of multiple perspectives,
21st Century Life and Careers
Make informed life and career decisions
Make informed consumer and financial decisions
Inclusion of career and technical standards to foster
integration of other content standards
What does it look like?
Integrating Global Perspectives
Comprehensive Health and Physical Education: Determine the effect
of accessibility and affordability of healthcare on family, community,
and global health.
21st Century Life and Careers: Compare and contrast how traditional and
nontraditional occupational roles have changed or remained the same
regionally, nationally and globally.
Mathematics: Use data generated by a mathematical model of a situation
or event in the world to make and defend a decision.
Technology: Analyze the ethical impact of a product, system, or
environment, worldwide, and report findings in a web-based publication
that elicits further comment and analysis.
21st Century Curriculum
How must curriculum be redesigned to meet the
new standards?
Focus:
Process of curriculum development
Professional development needed to integrate:



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Technology
21st century themes and skills
Project-based Learning approaches
Customization of learning
2009 New Jersey Curriculum Project
Aligned to the 2009 New Jersey CCCS
Partnership led initiative
Goal: Design a process and exemplar unit plans and
accompanying lesson plans that may be used by districts as
models for the development of local curricula
Emphasis: 21st century themes/skills, project-based learning
approaches, use of technology
Products: Curriculum Design Template
Unit Overview Template
Lesson Plan Template
Content Area Exemplars
Creating
21st Century
New Jersey Schools
Phase 1
(2009-10)
Awareness
and
Familiarization
Phase 2
(2010-11)
Critical
Transformations
Phase 3
(2011-12)
Sustaining
the
Change

A blended model of professional development including online
learning, 2.0 tools, virtual and face-to-face professional
learning communities, and value-added on site training
opportunities

Offered to all stakeholders in a systemic fashion

Planned and delivered statewide in phases
METHODS OF DELIVERY
The modules will be
supported by online
learning in the
following formats:
On Site learning and Professional Learning Communities
DOE Content Specialists and ETTC’s
Independent Consultants
Professional Development Partnerships
Model schools and programs/Visitations
Universities
6A:8-3.1 Implementation of CCCS
Aligned with professional standards and student standards
Improve content and pedagogy
Individual and collaborative PD (in and across content
areas and grade levels) to review student work, analyze
classroom assessments and other achievement data,
critique lesson plans, and solve instructional problems;
and
Evaluation and analysis of professional development
results in order to improve professional development
Time Lines for Adoption: Revised CCCS and
Implementation of Revised Curricula
Revised
Standards
LAL
Mathematics
 Science



V&PA, H&PE,
Tech, WL, 21st
Cent Life/Careers
Social Studies
Adoption
Implementation
of Curricula
2010
Sept.1,2011
June 2009
Sept.1,2011
June 2009
Sept. 1, 2012
Fall 2009
Sept. 1, 2012
What is Required? NJQSAC
Districts undergoing NJQSAC during the
upcoming academic year should currently
have all curricula aligned to the 2004
standards
Districts should be engaged in the
development of new curriculum aligned to the
revised standards in order to meet the 201112 curriculum adoption and implementation
timelines.
Transforming High Schools
The single biggest predictor of post-high school success is the
QUALITY AND INTENSITY OF THE HIGH SCHOOL
CURRICULUM.
Many students—but especially low income and minority
students—trapped in courses that don’t prepare them for much
of anything.
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Too Many N.J. Students Drop Out of the
Education Pipeline
100%
New Jersey
Percentage of 9th grade students
81%
75%
United States
68%
50%
60%
40%
44%
27%
25%
25%
18%
0%
Graduate high
school
Start college
Persist 2nd year
Earn degree
Source: National Center for Public Policy & Higher Education, Policy Alert, April 2007. Data are estimates
26 of
pipeline progress rather than actual cohort.
New Jersey Public College and University
Remediation Rates
Institution
% Needing Remediation
Kean
70%
Montclair
54%
New Jersey City University
62%
NJIT
40%**
Ramapo
23%
Rowan
21%
Rutgers
33%
Stockton
14%
The College of New Jersey
8%
William Paterson
72%
Total
40%
Among first time students
**Estimate
27
Community College Remediation Rates
Community College
Atlantic Cape
Bergen
Brookdale
Burlington
Camden
Cumberland
Essex
Gloucester
Hudson
Mercer
% Needing Remediation
77.6%
81.8%
79.8%
73.8%
81.0%
80%
91.4%
73.2%
67.9%
83%
Middlesex
Morris
Ocean
Passaic
Raritan Valley
Salem
Sussex
Union
Warren
Total
78.5%
76%
67.7%
96.3%
78%
92.5%
75%
67%
75%
77.8%
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First-time, full-time students who graduated from high school in Spring 2004 and enrolled
at a community college in Fall 2004.
New Jersey Employer’s Satisfaction Levels with
Entry-Level Employees
% Excellent
or Good
% Fair
%
Poor
Computer/Technology Skills
53.0
36.3
10.7
Attitude and Work Ethic
41.3
43.5
15.2
Punctuality
35.4
42.2
22.4
Verbal Communications Skills
30.1
50.1
19.8
Self-Motivation and Initiative
25.9
50.2
23.8
Math and Science Skills
25.6
50.3
24.1
Critical Thinking Skills
24.3
52.9
22.8
Time Management Skills
20.8
54.9
24.3
Written Communications Skills
20.4
49.7
29.9
By Ability
2006 NJBIA Business Outlook Survey
29
Essential Elements of Transformed Secondary
Schools (Grades 6-12)
Policy
Leadership
Studentcentered
learning
environment
Learning and Teaching
Personalization
Secondary Education Transformation
Essential Elements
Transformed Teaching and Learning

Revised Standards and assessments
Transformed Policy


Graduation requirements are aligned to credit-bearing college
courses for all students
State and local accountability policies reflect Essential Elements
Transformed Personalization


Personalized Student Learning Plans
Revised Option ii
Transformed Leadership

Building school’s capacity to create and sustain effective instructional
programs in student-centered environments
Standards and Assessment Code
Graduation Requirements
120 credits
LAL
20 credits aligned to grade 9-12 standards
Math
15 credits includes algebra I content (2008-2009 9th
grade), geometry content (2010-2011 9th grade), and
third year of math content (2012-2013 9th grade)
Science
15 credits includes biology (2008-2009 9th grade), one
additional lab/inquiry-based science (2010-2011 9th
grade), and one additional lab/inquiry based science
(2012-2013 9th grade)
Social Studies
15 credits includes integrated civics, economics,
geography, and global content
Economics
2.5 credits in financial, economic, business and
entrepreneurial literacy
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Graduation Requirements
Health/PE
3.75 credits per year of enrollment*
Visual & Performing
5 credits*
Arts
World Languages
5 credits*
Technology
Integrated throughout all content
areas*
21st Century Life and
5 credits*
Careers
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* = no change in requirement
Standards and Assessment Code:
Other Changes
Enable students to pursue a variety of personalized
learning opportunities through Option 2
Provide district graduation requirements each year
evaluated through QSAC to the executive county
superintendent
Implement personalized student learning plans for
students in grades 6-12 after two-year pilot project
and evaluation conducted by DOE, beginning in 20092010
34
Student Centered Learning Environment
Focusing on the personal and intellectual
development of students ~Learns in an intellectually challenging
environment ~ Has access to personalized learning and to qualified,
caring adults.
Honoring individual differences and committing
to high expectations for all ~Is prepared for success in college or
further study and for employment in a global environment.
Supporting innovative thinking, reflection,
exploration, and continuous professional learning
Creating a pervasive culture of respect and
mutual help ~Learns in an environment that is physically and
emotionally safe.
Building a mutually influential
relationship among the school, its families,
and its community ~ Is connected to the school and broader
community.
Organization for Economic Cooperation and Development
Top of Class (2009)
Based on study of education and intergovernmental research and PISA
data; identifies characteristics of excellence in schools and how
students can achieve optimal performance
The world is indifferent to past expectations. Success in the 21st
century belongs to countries that are swift to adapt, slow to complain
and open to change …
Definition of “top performance”:
The functional ability to extract knowledge and apply it to personal,
social or global situations
Routine cognitive skills that can be digitized, automated or outsourced,
are no longer sufficient to be successful in the global economy
Reflection: Leading
Leading in a time of rapid change is significantly
different from and more challenging than leading when
conditions are stable.
Today, if you are not a visionary and if you are not
creating change, you are not leading.
Furthermore, if you are truly leading, you are
probably upsetting some people.
Those who think stability and tradition will protect
them, are condemning their followers to a collision with
future conditions.