Freehold Intermediate School (FIS) 2010 Adequate Yearly Progress (AYP)

Made AYP Benchmark Target

Groups Language Arts (72%) Mathematics (61%)

Total Population NO NO

Students with Disabilities

NO NO

Limited English Proficient (LEP)

Fewer than 30 in subgroup Fewer than 30 in subgroup

African American NO NO

Hispanic NO NO

White YES YES

Economically Disadvantaged

NO NO

FIS Identified PrioritiesLanguage Arts

Students with Disabilities, African American, Hispanic, Economically Disadvantaged – no AYP or SH

Redesign of the LEADS Humanities Literacy Program

A specific need for writing interventions

Implementation of the Writer’s Workshop

Implement Explanatory Prompts

Use of Technology for best practices/ data review

Need for Reading Interventions for Special Education and & Hispanic Students

Targeted Interventions/ CST Participation

LANGUAGE ARTS Integration of test taking strategies into everyday lessons

i.e.: testing techniques, context clues and more

Weekly open-ended constructions Weekly writing samples (speculative, persuasive, or explanatory) Using writer's workshop techniques when conferencing with

students Reading Plus Interventions & Training Focusing on higher level thinking and pushing individuals to

surpass their own expectations Helping students realize how NJASK will impact their future

opportunities and mirror real world situations Targeted instruction for ELL students

Smaller class sizes/ individual grade level instruction Additional period of support

LANGUAGE ARTSWriter’s Workshop

Interdisciplinary writing technique which can build students' fluency in writing through continuous, repeated exposure to the process of writing.

2 full days of staff training

12+ days additional classroom support by trainer

17 Teachers Trained + Title I coordinator

Growth identified at lower grades

FIS Identified PrioritiesMathematics

Students with Disabilities, African American, Hispanic, Economically Disadvantaged – no AYP or SH

Math Curriculum Review & Analysis

Interventions using Math Triumphs & INCLUDE strategies

Use of Technology for best practices/ data review

Match data to standards and curriculum

Ongoing coaching & professional development

Smaller class sizes, additional co-teaching sections

Specific interventions

MATHEMATICS Back to basics approach in mathematics Ongoing review, practice, and testing of basic math

operations using numbers of all types; solidifying foundation; reducing dependency on calculators

Regularly exposed to the format of NJASK questions (multiple-choice, short-constructed response, and extended-constructed response (Open-Ended) questions) as part of warm-up exercises, class and homework practice problems, and on quizzes/tests.

Significant infusion of technology, Universal Design for Learning (UDL) principles, and SIOP instruction, all of which help to engage students and help meet the needs of diverse learners.

MATHEMATICS (continued) Carefully designed lessons that meet or exceed the NJ

Core Curriculum content standards

Use of an interactive SMART Board’s & student laptops

Portaportal which students can access from home with many links for reviews, tutorials, and interactive games/activities

Class wiki site with access links to online versions of both the 7th grade and Algebra textbooks (to encourage students to complete HW and review lessons); online videos; project-based learning activities, etc.

MATHEMATICS (continued) Extra help & remediation during (lunch time) and

after school

Conducted curriculum Gap Analysis

Recommendation to 21st CCLC for math support program

Additional sections per grade/ smaller class sizes

Targeted instruction for ELL students Smaller class sizes/ individual grade level instruction

Additional period of support

Two sections of Advanced Math offered per grade

FIS Identified PrioritiesScience

Students with Disabilities & LEP – no AYP/SH

Science curriculum redesign toward higher level cognitive skills with inclusive strategies for Stud. w Dis.

Provide Benchmark Assessments

Use of Technology for best practices/ data review

Provide professional development & coaching

Vertical & cross-curricular articulation

Integration of math & language arts content into lessons

SCIENCE Daily “Do Now ”commonly utilizes NJASK type questions

that connect to day’s lesson or lab.

Most in-class assessments are set up in a standardized testing format so students are more comfortable

Often, NJASK materials are used as references when writing worksheets, planning activities, etc.

6th and 7thgrade science curriculum review in 8th grade year to ensure a basic understanding of all of the concepts presented throughout a student’s academic career at FIS.

The FIS science curriculum - parallels the NJCCCS that include specific topics covered on the science portion of the NJASK

Cross-Curricular Action Plan

Physical Education/ Health

Integration of writing assignments pre/ post activities

Increase in reading and writing assignments

Making additional real life connections to activities

Art

Creative writing assignments related to portraits/ artists

Integration of mathematics in activities - use of principles of reflection, radial balance, line of symmetry, and point of symmetry in artwork

Reading & writing comprehension assignments

Special Education Additional Co-Teaching Sections in Grades 6 & 7

Language Arts/ Social Studies, Math & Science

Reduction in Special Education students per section

Additional Mathematics Co-Teaching Sections

Additional Child Study Team Support

Life Skills Integration in our Self-Contained Program

Additional interventions in place; stricter I&RS process

Refinement of IEP process

ISS/ Detention Monitor – highly qualified LAL/ Math

TEAM (Co) TEACHINGContent Specialized Staff

Two Teachers to Classroom

Minimum 2 Sections per Gr.LAL (Humanities, Math)

2010-11 After School Interventions Title IA – Intervention Program

$25,000 Allocation After-School Intervention Teachers – LAL/ Math 520 hours of Instruction 50 hours for Parent Workshop Facilitator(s) Instructional Materials Miscellaneous Expenses (Food, snacks, etc.)

21st Century Community Learning Center (21st CCLC) Targeted Interventions

Title III Targeted Literacy Intervention Program NJASK Test Prep Classes Participation in Extra-Curricular Activities Supplemental Educational Services (SES)

Professional Development INCLUDE Writer’s Workshop DRA Training

Title 1 Coordinator

Revised, rewrote Humanities curriculum Walkthrough Training for Administrators – Tech Tool(s) After-School PD Sessions Professional Learning Communities

Create a positive learning environment by motivating students (can include cooperative learning, differentiation, co-teaching, etc.)

Development and expand connections with students. (culture, customs, traditions, language)

To improve teacher content knowledge and instructional delivery

Increase teacher technological literacy to enhance instruction

Parent Involvement Opportunities Back to School Nights

Parent-Teacher Conferences

Bilingual Parent Advisory Committee

Special Education Parent Group

National Junior Honor Society

Parent-Teacher Organization (PTO)

Title I Coordinator Activities/ Programs

District Translator Attendance

Co-Curricular/ Extra-Curricular Activities

NCLB School Improvement Committee

SUPPORTING OUR STUDENTS

CHALLENGES/ SUPPORT Lack of Support Services

Increase in cases involving DYFS

Increase in emotional, physical & sexual abuse reporting

Adolescent challenges – emotional, physical, sexual, social

Significantly impacts student motivation (attendance, achievement)

Social Networking – Facebook, MySpace, Sexting

Increases in Economic Hardship cases

Loss of Parents (Custodial, Death, Incarceration)

Community Partnerships

HISPA, Freehold Alliance, Big Brothers/ Big Sisters, CPC Behavioral, MCPO, Local PD, Mental Health Hotline, 2nd Floor Youth Advisory

Campfire, Life Skills (Alliance), Red Ribbon Week (Alliance), Violence Prevention Week, Prevention First (Promoting Healthy Relationships)

WEB Program – mentoring & leadership

Graduate School Interns – local universities

Lack of Parental Involvement/ Support

TEACHERS & SUPPORT STAFF Dedicated, Motivated & Qualified

15 Language Arts/ Social Studies 9 Mathematics 4 Science 2 Special Education self-contained 1 Intervention teacher (SS) 1 ESL, 1 Bilingual Math/ Science 1.5 World Language 4 PE/ Health 2 Art, 1 Music 1 Guidance Counselor/ SAC 1 Dean of Students 3 CST members Title 1 Coordinator 1 ISS Monitor, Teacher Assistant

QUESTIONS

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