ࡱ> g(  / 00DArialvill (0(z[ 0 "DTimes New Roman(0(z[ 0  DWingdingsRoman(0(z[ 0 0DBaskerville Old Face0(z[ 0 @0.  @n?" dd@  @@`` 8fy*     $)*+)/.0 k6y":= ((EFGHqI LM N PSTUVWXY [\]M_.` 0AA@8>ʚ;r8ʚ;g4KdKd@z[ 0~ppp@ <4ddddl 0  <4BdBdl< 0n<4!d!dl< 0d0___PPT10 $___PPT9{A0}lPD:\liberty\njded\genfo\qsac\training.htm| &A0r((   ,()*`/0,3? -O  =T[ONew Jersey Quality Single Accountability Continuum (NJQSAC) Field Test TrainingPP(CPrepared by: New Jersey Department of Education September 24, 2004$DZ1  4New Jersey Quality Single Accountability Continuum 55&What is NJQSAC? NJQSAC is the Department of Education s proposed new monitoring system. Its purpose is to measure students, school districts and school s performance in meeting State and Federal standards. It simplifies the old monitoring system and integrates all of the requirements of: Existing Code and Statute Abbott Mandates State Takeover Law Federal Mandates (inclusive of IDEA, NCLB, etc.)dPPqPq4New Jersey Quality Single Accountability Continuum 55gWhile NJQSAC is new, the monitoring site visit will integrate several State and Federal program requirements and will take place on the same 7-year cycle as the current monitoring system. The process will continue to include an annual review. However, quality indicators will be used as the first step in determining the effectiveness of school districts. 0gg4New Jersey Quality Single Accountability Continuum 55#Why is it necessary? With all of the competing requirements, we need to simplify and streamline our monitoring of school progress and quality by developing one set of standards that apply to all districts rather than by using many different, and sometimes, conflicting standards. A single system promotes equity, efficiency and effectiveness. It helps build a public understanding among educators, policy makers, legislators and citizens. Finally, but not primarily, it addresses responsibly the mandates and intent of the Federal legislation. <ZZ4New Jersey Quality Single Accountability Continuum 55What is different about NJQSAC ? The NJQSAC offers a comprehensive approach to monitoring. Its primary focus is to improve overall student achievement. The NJQSAC assists districts in identifying critical areas of need. The NJQSAC provides a clear continuum to all school districts which begins with little or no intervention in school districts categorized as high performance, minimum intervention for those categorized as moderate performance districts and partial or full intervention for low performance districts. >!PP!4New Jersey Quality Single Accountability Continuum 55What is different about NJQSAC ? The NJQSAC provides a differentiated system of technical assistance using a uniform new technical assistance delivery system which is designed to include NJDOE personnel, Highly Skilled Professionals (HSP), colleges and universities and other school districts. In the new technical assistance delivery system, the role of the HSP will be to enhance the necessary guidance to districts in order to implement needed improvements as identified and assist in bringing about overall quality improvement. X""4New Jersey Quality Single Accountability Continuum 55What is different about NJQSAC ? The NJQSAC therefore accelerates the work that has begun to support progress in districts by allowing them to continue their work without the unnecessary intrusions of the Department of Education. In instances of low performance districts, NJQSAC provides expanded authority for the Commissioner to intervene earlier and quicker when significant problems occur. <"ZlZ" l 4New Jersey Quality Single Accountability Continuum 553What is different about NJQSAC ? Finally, in terms of State takeover districts and districts which have difficulty achieving certification, NJQSAC provides clear steps for return to local control and certification in the areas where performance has been demonstrated as satisfactory in certain areas while continuing to provide assistance in areas where problems still exist. Because future intervention in districts with significant problems will be targeted exclusively in the areas of need, it will be unlikely that full intervention will be needed again. R""4New Jersey Quality Single Accountability Continuum 55Guiding Principles: NJQSAC rests on the following principles: Standards; Simplicity ; Effectiveness; Efficiency; Prevention; and Department of Education involvement for only the time necessary in the specific areas of need. l@.%@4New Jersey Quality Single Accountability Continuum 55rThe Process The NJQSAC School District Effectiveness Checklist and Statement of Assurances will be completed annually as a first step in determining the effectiveness of school districts based on key quality indicators. District will conduct an annual self-evaluation that is reviewed by NJDOE personnel. District on-site monitoring will continue to occur every 7 years.` ZZZ  4New Jersey Quality Single Accountability Continuum 55There are 5 key components of school district effectiveness: Instruction and Program Personnel Fiscal Management Operations Governance8=Tn=T 4New Jersey Quality Single Accountability Continuum 55Instruction and Program: Indicators will focus on achievement assessments, student behavior (dropout rate), program and curriculum indicators (evidence of high-quality pre-school programs) continuous improvement in services and instruction to special education, bi-lingual and other students and other areas. Indicators will also focus on evidence of compliance with State and Federal regulations and other mandated programs which include: The Comprehensive Equity Plan; A bilingual and/or an ESL plan; Non-public school enrollment reporting; If applicable, the Early Childhood Program Aid (ECPA) plan; If applicable, the Demonstrably Effective Program Aid (DEPA) plan; and The Special Education improvement plan approved by the County Supervisor of Child Study and implemented by the district. %PcP%Pc,,4New Jersey Quality Single Accountability Continuum 55Personnel: Indicators will focus on staff training and development, human resource and labor relations as they relate to student achievement. Districts must show evidence of continuous improvement in hiring, assigning and retaining staff; evidence of the development and implementation of policies, procedures and timelines for the evaluation of tenured and non-tenured staff, etc& B% s894New Jersey Quality Single Accountability Continuum 55Fiscal Management: Areas of focus will include cost indicators, budget planning indicators and annual external audit indicators as they impact teaching and learning. Operations: The overall operation of districts will be reviewed as they work with schools to improve student achievement. Specific areas of review will include: facilities (safety, cleanliness); health and food services (nutrition, delivery of health services, school nursing plan); transportation, pro-active communication of emergent issues (parent notifications must be written in a language that is easily understood); completion of the annual Application for State School Aid (ASSA) and Fall Report. \%ZZ 4New Jersey Quality Single Accountability Continuum 55pGovernance : Will focus on the mechanisms and practices implemented by the district leadership (district superintendent and local board of education) to manage and guide the district toward improving academic achievement and include: School Board / Superintendent Relations: District leadership develops and reinforces clear policies and procedures for the operation of the district; The Board of Education is productive and efficient in dealing with key issues facing the district. Board members demonstrate respect for confidentiality of information. Meetings are productive and issues are resolved in a timely manner. P)PZPP%PP )Z4New Jersey Quality Single Accountability Continuum 55[Other program indicators include providing evidence of the following: Compliance with all community support requirements (7-year demographic study, community survey of resources, annual review of community environmental conditions); and Collaboration with governmental agencies, community based organizations and institutions of higher education. ZFF 4New Jersey Quality Single Accountability Continuum 55COST The single system will cost no more than our present expenditures and it has the potential to reduce costs by removing redundant requirements from districts and schools. Districts that have a HSP will share the cost with the State. L4New Jersey Quality Single Accountability Continuum 55What is required of legislators to implement NJQSAC? Most of what is necessary in NJQSAC is regulatory and therefore will be established through public involvement, hearings and the process used by the New Jersey State Board of Education to change existing practice and procedures. Legislation is necessary to change the State Takeover Law and to expand the authority of the Commissioner and the State Board relative to intervention with low performance districts. 6ZZZZZZZZ6783NJQSAC PROPOSED STATUTORY AND REGULATORY AMENDMENTS44 4New Jersey Quality Single Accountability Continuum 55vLegislative Process The Department engaged associations, educators, and people with national expertise in developing the regulations and that process will continue. The complete NJQSAC plan includes both the draft statutory and regulatory framework. The complete plan then provides the overall context and broad intent by which the NJQSAC, as a whole, may be understood.Bcc4New Jersey Quality Single Accountability Continuum 55JUpdate on the Legislative Process The NJQSAC bill was filed in the Senate and Assembly in May 2004. A - 2643 S - 1431 Three legislative hearings have been held (May 25 July 17 and September 21). The NJQSAC bill is anticipated to be passed in the Fall 2004 legislative session. Target implementation date is September 2005. x"ZCZZZ!  [" 4New Jersey Quality Single Accountability Continuum 559 Legislation Timeline Regulations Timeline<PPP:4New Jersey Quality Single Accountability Continuum 55a Implementation Work Groups: Work Groups were created to facilitate the transition over to the new system. Work Groups consist of both department personnel from all regions as well as district superintendents. The five working groups, which met from March 2004 to September 2004, are: Rubrics Regulations Procedures Review Manual Transition Training t An@%"4New Jersey Quality Single Accountability Continuum 55GRUBRICS: Charged with developing a method for evaluating compliance with the supporting indicators on the NJQSAC School District Effectiveness Checklist. REGULATIONS: Charged with developing regulations. PROCEDURES REVIEW MANUAL: Charged with developing the Procedures Review Manual and procedures for the evaluation of school districts and monitoring tool for the onsite 7-year certification process. TRANSITION: Charged with developing a plan to transition all districts to NJQSAC. TRAINING: Charged with developing a training plan for NJDOE staff and district personnel. HZ & H P&#,NJQSAC Implementation Timeline (Tentative)-- (((NJQSAC Procedures Review Manual Overview))Part I: General Requirements Introduction General Procedures Evaluation Process: General Requirements Annual Self-Evaluation Completing the NJQSAC School District Effectiveness Checklist Calculation of Total Score and Placement on the Continuum Completing the Statement of Assurances Approval by Local District Board of Education and Submit Documentation to NJQSAC NJDOE Review of Completed NJQSAC School District Effectiveness Checklist and Statement of Assurances Z ZZZ )) NJQSAC Procedures Review Manual!! General Procedures Annual Findings Intervention Activities Technical Assistance Delivery System Seven-Year Certification Process Appeal ProceduresB**'NJQSAC District Effectiveness Checklist(( NJQSAC District Effectiveness Checklist consists of: Federal/State required quality indicators Mandated standards 0 or 6 value assigned Supporting indicators Include standards, which support Federal/State required quality indicators 1  5 value range can be assigned District documentation Written Most current Retain at district or school unless requested :5P*P*ZPPPnZPPCZPP5**    nC55[NJQSAC District Effectiveness Checklist Scoring and Placement on the Performance Continuum $\ZjSTEP 1 To determine placement on the Performance Continuum, a district must fall within the range of a performance category (i.e., high performance, moderate performance, low performance). STEP 2 A district must meet the minimum score for the Federal/State required quality indicators established for each performance category. STEP 3 Placement on the continuum.++aNJQSAC District Effectiveness Checklist Scoring and Placement on the Performance Continuum STEP 1(b[ 66aNJQSAC District Effectiveness Checklist Scoring and Placement on the Performance Continuum STEP 2(b[ --7NJQSAC Placement on the Performance Continuum Examples&87..7NJQSAC Placement on the Performance Continuum Examples88 //HNJQSAC Statement of Assurances (Appendix B in Procedures Review Manual)2I  )kUpon completion of the NJQSAC School District Effectiveness Checklist, the Chief School Administrator is required to complete and sign a Statement of Assurances. By signing the document, the Chief School Administrator attests to the accuracy in reporting and meeting Federal and State requirements indicated in the NJQSAC School District Effectiveness Checklist. *lj 00" NJQSAC Procedures Review Manual 2#& &&Part II: Guidance Guidance will be provided for the five Key Components of School District Effectiveness: Instruction and Program Personnel Fiscal Management Operations Governance The Procedures Review Manual will include the following for all Key Components of School District Effectiveness: Guidance Summary Supporting or Regulatory Authority Documentation/Activities Where Reviewed PZdPTP oPsdPfPPZTsf11 NJQSAC Procedures Review Manual!!&@Part III: Rubrics for Supporting Indicators The range for the rubrics is 1  5. The rubrics assist in determining compliance with the supporting indicators. Z-r,t 22 NJQSAC Procedures Review Manual!!& Part IV: Appendices Appendix A: School District Effectiveness Checklist Appendix B: Statement of Assurances Appendix C: Guidance Summary Appendix D: Documentation Review Chart Appendix E: Glossary of Terms Appendix F: On-site Monitoring Tool (to be finalized)D336NJQSAC District Feedback and Evaluation of Field Test &75 $Field test districts will provide feedback and evaluate the process. The feedback and evaluation will be submitted to the Office of Grants Appeals. A State-level advisory committee will be created to provide recommendations to the department on the final design of NJQSAC. Committee members will be appointed by the Commissioner and may include field test site districts and other stakeholders. 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'a2  2(  r  S `l @`  l    S l @` l  H  0޽h ? 3333̙380___PPT10.}@6  `\6(  \r \ S pl @`  l   \ S |tl @` l   DH \ 0޽h ? 3333̙380___PPT10.@$  d$(  dr d S l @`  l  r d S (l @` l  H d 0޽h ? 3333̙380___PPT10.,`ۛ$  0$(  0r 0 S l @`  l  r 0 S l @` l  H 0 0޽h ? 3333̙380___PPT10.?rB  |B(  |r | S Ԣl @`  l   | S l @` l  *DHA-yH | 0޽h ? 3333̙380___PPT10.1 cm 1    0|0'-0(  x  c $ @`   \/   - #"6* rt'' >  N/l  ?"6@ NNN?N*  z21st Discussion  Nov 2004 @`u  N>l  ?"6@ NNN?N*Y iAmend and replace with NJQSAC system including the quality indicators of school district effectiveness. jj @`4  N8l  ?"6@ NNN?N*Y p(6A:30 - Evaluation of school districts )) @`  Nl  ?"6@ NNN?NY NRepeal @`  NPl  ?"6@ NNN?NY U 6:8-2 - QAAR  @`   Nl  ?"6@ NNN?N * [Proposed Timeline @`   NXVl  ?"6@ NNN?N * YAction Synopsis @`   Nl  ?"6@ NNN?N * NCode @`   Nl  ?"6@ NNN?N   Amend to provide the Commissioner with authority to change the status of the current state control districts to partial state control based upon placement on the performance continuum. A provision would be added that establishes exit criteria based upon the five components of school district effectiveness. Provisions would also be added for requirements after the return to local control.  @`@   N4l  ?"6@ NNN?N   |,18A: 7A-49 Reestablishment of local control -+ @`  Nl  ?"6@ NNN?N  dAmend to refer to state takeover as state control. A provision will be included to allow for monitoring teams of HSP s to re-evaluate state takeover districts for placement on the performance continuum and for possible provision of technical assistance. A provision will be included for the Commissioner to recommend, based on HSP s re-evaluation, to the State Board if the district will require partial state control or if it will remain in full state control. The role of the Joint Committee on the Public Schools will be adjusted to the new NJQSAC system. 33,r @`D  Nll  ?"6@ NNN?N  818A:7A-15 through 7A-48; 7A-51 and 7A-52 State Takeover 99 @`  N$l  ?"6@ NNN?N NRepeal @`;  N\l  ?"6@ NNN?N w+18A:7A-14.1 to 14.5 Alternative monitoring ,`, @`8  NHl  ?"6@ NNN?Ny t,Amend with the possible repeal of some subsections to replace it with the NJ Single Accountability Continuum where school districts are identified on a performance continuum to receive no intervention, minimal intervention (technical assistance, targeted assistance), or maximum intervention (partial state control or full state control). A provision for placement of the Highly Skilled Professional (HSP) in those districts placed in maximum intervention and a provision for transition of current Level II and Level III districts would also be included. -- @`  Ne  ?"6@ NNN?Ny 18A:7A-14  Review of evaluation reports; 7-yr certification; improvement plan; corrective action plan; Level II and Level III; comprehensive compliance investigation18A:7A-14.1 to 14.5Alternative monitoring @`S  Ne  ?"6@ NNN?NY   = Will introduce legislation during the 2004 session.  >  5 @`  Ne  ?"6@ NNN?NYy Amend to include 5 key components of school district effectiveness: Instruction and Program; Personnel; Fiscal management; Operations; and Governance.  @`d  Ne  ?"6@ NNN?NYy X18A:7A-10  Evaluation of school performance-- @`  N4e  ?"6@ NNN?N Y [Proposed Timeline  @`  Ne  ?"6@ NNN?NY ZActions Synopsis  @`  Ne  ?"6@ NNN?NY QStatute  @`B  No ?"0@NNN?N B  H1 ?"0@NNN?NY YB  H1 ?"0@NNN?NyyB  H1 ?"0@NNN?NB  H1 ?"0@NNN?NB  H1 ?"0@NNN?N  B   H1 ?"0@NNN?N  B ! H1 ?"0@NNN?N* *B " No ?"0@NNN?N B # No ?"0@NNN?NB $ H1 ?"0@NNN?NB % H1 ?"0@NNN?NB & No ?"0@NNN?N  B ' H1 ?"0@NNN?NYYH  0޽h ? 3333̙3___PPT10i. @:+D=' = @B +}  8$(  8r 8 S ` l p  l  r 8 S %l @` l  H 8 0޽h ? 3333̙3___PPT10i.@p."+D=' = @B +  0(  x  c $l @`  l  x  c $pl @` l  H  0޽h ? 3333̙3___PPT10i.@p."+D=' = @B +0  `x0(  r  S  pe @`  e  x  c $se  e  y 6 x #"6 e    <ve ?6 S Fall 2004   @`   <ve ? \NJQSAC becomes law @`  <e ?6 S Fall 2004   @`  <(e ? t*NJQSAC discussed in Legislative committees++ @`  <e ?6 fMay, June and September 2004 @`  <e ? cPublic Hearings/Testimony @``B  0o ?6ZB  s *1 ?6ZB  s *1 ?6`B  0o ?6`B  0o ?ZB  s *1 ?`B  0o ?66}| P `  v #" P ``  e  O <_ ?P `  W November 2004 @` N <_ ?P   ^First-level discussion (pending passage of legislation) at New Jersey State Board of Education__ @``B R 0o ?P `P `B T 0o ? ` `B U 0o ?P  ZB V s *1 ?P  `B W 0o ?`P ` H  0޽h ? 3333̙380___PPT10.|N  @N(  x  c $E @`     c $_ `0   *E%]mH  0޽h ? 3333̙380___PPT10.:  :(  r  S  @`     S ;_ @    " JH  0޽h ? 3333̙380___PPT10.bvB  +B(  r  S ? `       #":. Qxu    v <\?_  ?"`  l"May  August 2005 @` t <_  ?"` _All districts trained @` \ <%_  ?"`  T April 2005   @` Z <T_  ?"` <Final report issued to public; implement improvement efforts== @`  <e_ ?  XSeptember 2005 @`  <f_ ? x.Statewide implementation of NJQSAC (Phase III)// @`  <Ho_ ?J  W February 2005 @`  <_ ?J  }3Discussion of overall findings from NJQSAC process44 @`  <_ ? J  XFebruary 2005 @`!  <И_ ? J  cField test sites attend State-level meeting to discuss feedback process for 7-year evaluation cycledd @`  <|_ ?]   8November 2004  January 2005 @`,   <\_ ?]   nField test districts prepare documentation for 7-year on-site evaluation cycle monitoring initiated (Phase II)oo @`   <4_ ?V ]  [November 30, 2004 @`E   <tW ?V]  Field test sites attend State-level meeting to provide feedback on NJQSAC District Effectiveness Checklist and Equivalency Application  @`   <> @`  4 <W ? 0  R127-80 @`  4 <W ?   `Moderate Performance  @` 4 <W ? P0 QScoring Range (Federal/State required quality indicators + supporting indicators)RR @` 4 <W ?P  bPerformance Category @``B 4 0o ?P0PZB 4 s *1 ?0ZB 4 s *1 ? 0 `B 4 0o ?.0.`B 4 0o ?P.ZB 4 s *1 ? P .`B 4 0o ?0P0.ZB V4 s *1 ?0H 4 0޽h ? 3333̙380___PPT10.Z3j   F > L (  r  S W @`  W  $  p  = #"" p W  " <hT  ?"`p%  7Low Performance Partial intervention Full intervention88 @`   <T  ?"`p+%  `Moderate Performance @`  <T  ?"`p0+ \High Performance @`  <  ?"`p 0 bPerformance Category @`  <H  ?"`%  T 28 27   @`  <cD  ?"`+%  N48 @`  <LeD  ?"`0+ O76  @`   <DD  ?"` 0 <Federal/State required quality indicators Minimum Cut Score == @`ZB   s *1 ?p00ZB   s *1 ?p++ZB   s *1 ?p% % ZB  s *1 ? `B  01 ?p  `B   01 ?p p`B  01 ? `B   01 ?pH  0޽h ? 3333̙380___PPT10.p   ?7,T(  Tr T S T @`  T   Pf T #"&fPf T  T <D  ?"`2 P  N18 @` T <$D  ?"`@ 2   N42 @` T <D  ?"``2 @  N96 @`. T <D  ?"`2 `  DFederal/State required quality indicator score - Cut Score (STEP 2)6E= @` BT <%D ?@ Pf cLow (Full Intervention) @` @T <D ? P@  N65 @` >T <\7D ?P2  R83 MP @`0 "  ?"`  TModerate   @`  ` < ?"`  "Performance Designation (STEP 3)6# @` ` < ?"` h  N36 @` ` < ?"` h  N42 @` ` <( ?"` h  N84 @`. ` <Lo ?"` h  DFederal/State required quality indicator score - Cut Score (STEP 2)6E= @`  ` <|q ?"`Z   S101 MP @`  ` <h ?"` Z  Z77 LP Partial @`  ` <0i ?"`Z  S114 MP @`  ` < ?"`Z  Total Points Received (STEP 1)6 @`7 ` <d ?"` Z iDistrict F (Misses all Fiscal Mgmt., Governance, Operations Federal & State required quality indicators)jj @`  ` <E ?"` Z <District E (Misses all Instruction, Personnel, Fiscal Mgmt.)== @` ` <TN ?"` Z ~2District D (Misses all Instruction and Governance)33 @` ` <P ?"`Z TExamples   @`ZB ` s *1 ?Z ZZB ` s *1 ?  ZB ` s *1 ?h h ZB ` s *1 ?ZB ` s *1 ?  ZB  ` s *1 ?ZB ` s *1 ?  `B ` 01 ? `B ` 01 ?`B "` 01 ?  `B ` 01 ? H ` 0޽h ? 3333̙380___PPT10.ٕt$  @d$(  dr d S 4D @`  D  r d S HD ` D  H d 0޽h ? 3333̙380___PPT10.ە<  Ph<(  hr h S " @`  "   h S *P "  $H h 0޽h ? 3333̙380___PPT10.ܕNj$  `l$(  lr l S ,@`   r l S T- `  H l 0޽h ? 3333̙380___PPT10.ޕp$$  pp$(  pr p S t9@`   r p S H:  H p 0޽h ? 3333̙380___PPT10.ޕPE$  t$(  tr t S P   r t S  F  H t 0޽h ? 3333̙380___PPT10.ߕP *rgt7ٮ 0њgo`ɏ;y&0Q] y"% |(4` %>[Kuwwy{~5@" 2O5+? ?8C Oh+'0X hp , L X dpxiNew Jersey Quality Single Accountability Continuum NJ QSAC Field Test Training Power-point PresentationAnvlietsLayerssJoyce J. Valenzaty 118Microsoft PowerPointing@Im-@-;@p.m Gg  d:  -- @ !--'̙-- @ !--'33-- @ ! Rl--'-- @ !Eq--'33--%l--'-- @ !! :--'33--%EKK--'@"Arial-.  2 10."System-@Times New Roman-. 33.2 &New Jersey Quality Single ('(.-@Times New Roman-. 33-2 &Accountability Continuum '%+ .-@Times New Roman-. 332 (NJQSAC)(('%.-@Times New Roman-. 33$2 ^yField Test Training# ".-@Baskerville Old Face-. 2  Prepared by:  .-@Baskerville Old Face-. :2 "New Jersey Department of Education    !   .-@Baskerville Old Face-. "2 sSeptember 24, 2004     .-՜.+,0     & On-screen ShowNJDOEeeCi&A +ArialTimes New Roman WingdingsBaskerville Old FaceLayersPNew Jersey Quality Single Accountability Continuum (NJQSAC) Field Test Training5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 4NJQSAC PROPOSED STATUTORY AND REGULATORY AMENDMENTS5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum 5New Jersey Quality Single Accountability Continuum -NJQSAC Implementation Timeline (Tentative))NJQSAC Procedures Review Manual Overview!NJQSAC Procedures Review Manual(NJQSAC District Effectiveness Checklist\NJQSAC District Effectiveness Checklist Scoring and Placement on the Performance Continuum bNJQSAC District Effectiveness Checklist Scoring and Placement on the Performance Continuum STEP 1bNJQSAC District Effectiveness Checklist Scoring and Placement on the Performance Continuum STEP 28NJQSAC Placement on the Performance Continuum Examples8NJQSAC Placement on the Performance Continuum ExamplesINJQSAC Statement of Assurances (Appendix B in Procedures Review Manual)# NJQSAC Procedures Review Manual !NJQSAC Procedures Review Manual!NJQSAC Procedures Review Manual7NJQSAC District Feedback and Evaluation of Field Test  Fonts UsedDesign Template Slide Titles&(_ Joyce J. 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