To update and establish the intent of the chapter Incorporates “college and career readiness” into the purpose

of the chapter. Redefines the Core Curriculum Content Standards (CCCS) to

include the Common Core State Standards (CCSS) in ELA and mathematics.

Implements a statewide assessment system that will include achievement of the CCSS.

To reflect changes in law and code Deletes definition and use of Adequate Yearly Progress (AYP)

and replaces it with Annual Measurable Objectives (AMO) (ESEA waiver)

Replaces references to the Quality Assurance Annual Report (QAAR) with the Quality Single Accountability Continuum (QSAC)

Changes “vocational education” to “career and technical education” (Perkins Act)

Replaces references to the Special Review Assessment (SRA) with the Alternative High School Assessment (ASHA)

To reflect changes in definitions or terminology Changes reference to the CCCS content area from

“technological literacy” to “technology” Redefines “structured learning experiences” to match 6A: 19 Adds the new definition of “Twenty-first century themes and

skills” to clarify 6A:8-3(c)2 Updates the definition of career and technical education to

reflect their alignment to the CCSS

To eliminate outdated or redundant references Removes references to Professional Development Standards

and local professional development plans addressed in 6A:9 Removes references to “additional evaluation” of district

boards of education because it was associated with QAAR Removes the Appendix, which contained AYP targets Removes references and timelines associated with outdated

standards. Deletes references to high school competency assessments

and adds the requirement to develop new high school assessments to measure the CCSS in ELA and mathematics

To enhance clarity Adds “at-risk of failure” to clarify that modifications

described in the subsection on instructional tools and resources applies to students at-risk of failure

Deletes the 2 year timeline for personalized student learning plans pilot and evaluation program to clarify that the regulation imposes no mandate

Establishes that the ASHA is submitted for review to the DOE in Trenton, not to the exec. county superintendent

Stipulates that the Department’s student achievement reporting requirement includes aggregated and disaggregated data for students with disabilities and ELLs

To provide more time and flexibility for districts to fulfill requirements

Adds “business” to the 10 days districts have to transmit any official records, including students transcripts

Replaces “cumulative progress indicators” with “indicators” to enable districts to use other measurements to assess progress (formative and summative assessments)

Changes the reporting requirement for chief school administrators to present assessment data from 30 to 60 days

Allows districts to select the delivery format to meet requirements of 6A:8-3(b)1-4 (opportunities to provide information about career interests and specialized programs that reflect the needs of students and the community)