new staff handbook south plainfield public schools
TRANSCRIPT
New Staff Handbook
South Plainfield Public Schools
125 Jackson Avenue South Plainfield, NJ 07080
908-754-4620 www.spboe.org
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Table of Contents
General Information
Mission Statement .................................................................................................. 2
School Calendar ..................................................................................................... 3
Board of Education & Central Office Administration ........................................... 4
History of South Plainfield .................................................................................... 5
Curriculum & Instruction
Philosophy and UbD .............................................................................................. 9
Curriculum Model for Backward Design ............................................................. 10
Curriculum Cycle ................................................................................................. 13
Curricular Priorities & Assessment Methods ....................................................... 14
Formative Assessment Strategies ......................................................................... 15
Assessment Rigor & Depth of Knowledge Analysis ........................................... 19
K-5 Instructional Support Services ...................................................................... 20
Gifted & Talented ................................................................................................ 22
Culture & School Climate .................................................................................... 24
Multiple Intelligences........................................................................................... 25
Best Practices
Bloom’s Taxonomy of Cognitive Levels: Table of Verbs ................................... 26
Observation, Evaluation & Professional Development ................................................... 27
Danielson Framework for Effective Teaching
AchieveNJ ............................................................................................................ 29
I & RS .................................................................................................................. 30
Response to Intervention ...................................................................................... 31
Understanding the Difference Between Student Plans ........................................ 32
Revised 7/19
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Mission Statement
The Mission of the South Plainfield Public Schools is:
Students are the focus of the South Plainfield Public Schools. We will
provide a dynamic, rigorous, relevant and technology-enriched curriculum,
guided by the New Jersey Student Learning Standards. Our mission is to
develop life-long learners who are prepared to succeed in a global and
diverse society. We are resolved to educate the whole child, instilling the
desire within our students to question and to become divergent thinkers
who can achieve their fullest potential.
Adopted March 16, 2017
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Douglas Chapman, President Thomas Cassio, Vice President
Keith Both Debbie Boyle
John Farinella Jim Giannakis
Pio Pennisi Stephanie Wolak
Superintendent of Schools Dr. Noreen Lishak Ext. 8225 [email protected]
Assistant Superintendent of Schools Ms. Mary Flora Malyska Ext. 8210 [email protected]
Business Admin. /Board Sect. Mr. Alex Benanti Ext. 8260 [email protected]
Assistant Business Administrator Mr. Murat Yazici Ext. 8261 [email protected]
Director of Special Services Mr. Andrew Brandon Ext. 8240 [email protected]
Athletic Director Mr. Kevin McCann Ext. 1660 [email protected]
Director of Guidance Mr. Sam Fierra Ext. 1630 [email protected]
District Anti-Bullying Coordinator Ms. Mary Flora Malyska Ext. 8210 [email protected]
Director of ESSA/Grants/Math Mrs. Anu Garrison Ext. 8231 [email protected]
Supervisor of Educational Mrs. Annemarie Stoeckel Ext. 8234 [email protected] Technology & Curriculum Supervisor of ELA/S.S./ELL Mrs. Pam Ackerman-Garcia Ext. 8233 [email protected]
Supervisor of Science/Fine Arts/ Mrs. Shanti Kantha-Murray Ext. 8232 [email protected] Visual Arts/Music
Supervisor of Special Services Ms. Joanne Ryan Ext. 8241 [email protected]
High School Mr. Robert Diehl Ext. 1610 [email protected]
Middle School Mr. Leo Whalen Ext. 2610 [email protected]
Grant School Mr. Patrick Sarullo Ext. 3610 [email protected]
Franklin School Mr. Ralph Errico Ext. 4610 [email protected]
Kennedy School Mr. Kevin Hajduk Ext. 5610 [email protected]
Riley School Ms. Rosaura Valarezo Ext. 6610 [email protected]
Roosevelt School Dr. Robert Goman Ext. 7610 [email protected]
South Plainfield Board of Education Members
Central Office Administration – 908-754-4620
Principals
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History of South Plainfield Incorporated March 12, 1926 Prehistoric to Revolutionary Times in South Plainfield
To a large extent South Plainfield’s landscape was formed thousands of years ago by a Glacier. As the Glacier inched across the borough from the direction of New Durham Avenue towards Woodland Avenue it picked up soil along the way. As a result the two highest points in our town are where the Glacier started (Durham Avenue near what is now the Prudential/Motorola building) and where it began to melt (Woodland Avenue near the West Nine Golf Course). In the middle a flat basin was formed near what is now Spring Lake. That is why all the good topsoil is on the north side of town and the soil content on the south side is shale. The landscape became important as prehistoric hunters arrived on the scene. They used the high points near Woodland Avenue and Durham Avenue as lookouts for the animals that grazed in the lower areas of town. South Plainfield remained a fertile hunting ground right up to the time of the Lenape Indians. A tribe of these Native Americans who lived here were called “Raritaing” from which the name “Raritan” was derived.
The area that later became South Plainfield was included in the “Elizabethtown Purchase” of 1664 as a part of Piscataway Township. The name “Piscataway” came from the “Piscataqua” Indians of Maine. (Remember the early settlers were originally from New England). Piscataway Township encompassed all of the land from Woodbridge to the southernmost part of Middlesex County, including what later became New Brunswick, Spotswood, Millstone, Princeton and Cranbury. Most of the first settlers were of Scottish descent although some Quakers also lived here.
Logging was a significant industry of the time and a major operation was established along the Cedar Brook where a sawmill and gristmill were started in 1732.
Two hamlets developed in the mid 1700’s. “Sampton” was located at the junction of what is now Sampton and Clinton Avenues, which was the main road from Elizabeth to New Brunswick. In the late 1700’s, a tavern was established to serve travelers at what is now 746 Sampton Avenue (the Drake house).
The second hamlet was called “Brooklyn” and it was located at Front Street and South Plainfield Avenue. Brooklyn is where the families of the men who worked at the gristmill and the sawmill on the Bound Brook lived. The remaining land in South Plainfield was occupied by what then was considered small farms of less than two hundred acres.
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South Plainfield During the Revolutionary War
This area of New Jersey was occupied by the British from December 2, 1776 to June 22, 1777. Much activity took place in this vicinity during the spring and summer of 1777. There were continuing British and Continental Army movements between Perth Amboy and New Brunswick. It is documented that General Washington and his troops had an encampment in the New Market section of Piscataway and it is believed that British troops led by General Cornwallis moved towards General Washington and likely crossed Spring Lake on an old log road. In response, Washington sought a higher vantage point to view British troop movements and relocated his regiment to what became known as “Washington Rock”.
In 1834 there were 8 to 10 dwellings in Brooklyn and 10 to 12 dwellings in Sampton where the tavern and store were located. Samptown School had over 100 students. Girls could only attend “at such hours as would not interrupt the boys’ studies.”
We got our first post office in 1877 under the name of “New Brooklyn”. It was changed to South Plainfield about ten years later. Not because that was the name of our town, but it was because of our proximity to Plainfield, which was a leading economic and social force in central New Jersey. The Lehigh Valley Railroad extended its line here for the same reason. The railroad established a storage yard and repair shop and along with it came its laborers who were mostly Irish immigrants. Many of them settled in town increasing the population of mostly blue-collar factory workers and craftsmen.
In 1879 The First Baptist Church of South Plainfield was forced to relocate from its former site on Sampton Avenue due to a fire. Construction began on the new church and rectory. Today these buildings are still located on Hamilton Boulevard.
In 1907, the Lehigh Volunteer Fire Department of South Plainfield was organized. The fire brigade had no equipment so the firemen themselves purchased buckets, axes, bars, hoops, rope and a 35 foot ladder. They even purchased the old Webster house garage on Hamilton Boulevard for a firehouse. That location, which is now occupied by a dance studio, frame shop and convenience store, remained the site of the municipal building and fire department until the 1960’s. In order to raise needed funds, the firehouse was leased to Piscataway Township during election times and the upstairs rooms were rented to the Piscataway Board of Education for classrooms. The upstairs eventually became the municipal building where the court met and council meetings were held.
In 1913 the Spicer Manufacturing Company constructed a factory near the railroad station on the old Elliot Farm. That later became the site of Cornell-Dublier and is now known as the Hamilton Boulevard Industrial tract.
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In 1915 George Harris established Harris Structural Steel on the former Blackford farm on New Brunswick Avenue where it became one of the largest steel manufacturers in the country during World War II. As a result of these industries, South Plainfield began its transformation from a sleepy farming town into a suburban industrial community. The residents agreed that the time had come to establish a town of their own.
South Plainfield Is Born!
During the 1920’s South Plainfield, which was still a part of Piscataway Township, began to acquire an identity of its own. The area known as New Brooklyn became the center of town. There was an Atlantic & Pacific Grocery Store (A&P), Pass’s Drug Store, Nischwitz Feed & Grain, Randolph’s butcher shop, and Vail’s General Store. There was a pig farm in the Dismal Swamp and there was even a movie theatre, owned by the DeSabato family. The school population was growing so fast that a new school was built next to the Baptist Church and was named Grant School after the Civil War Hero.
In 1924, an airport was built on John Hadley’s farm mainly for the use of the U.S. Postal Service. The first night airmail flight took off on July 1, 1925 and it took only 33 ½ hours to fly coast to coast. There were Sunday afternoon air shows announced by a young man who later became Mayor Henry Apgar. Bendix Aviation experimental planes and helicopters were tested at Hadley Airport.
After receiving permission from Piscataway Township and the State of New Jersey, South Plainfield was officially incorporated on March 12, 1926. Mayor William Hamilton took the oath of office from Middlesex County Clerk F. William Hilker, followed by South Plainfield’s first councilmen, Charles H. Thorton, Jr., Milton Mende, Henry Brentnall, Albert J. Dellavalle, Michael Pomponio and Robert A. Ritter.
South Plainfield’s development was thwarted by the onset of the Great Depression. During the 1930’s most residents managed to survive as farmers, day laborers or W.P.A. workers who were paid by the federal government to build roads, bridges and sewers. People did what they had to in order to survive. They repaired their shoes over and over, made clothes from feed sacks, raised chickens and cows, planted their own gardens and ate wild fruit and nuts for food. Maple Avenue became a walkway for the women to bring the family cow to grazing land.
No one in South Plainfield could afford a Model T, so the horse and wagon was still the only means of transportation. Bread and cakes and milk, along with ice were delivered by wagon every day. Dry goods were offered once a week and the junk man also came around every week or so. Knife and scissor sharpeners came once a month. What was not eaten was used as fertilizer in the garden… (recycling at its best). The small amount of garbage that did remain, was collected by little girls who came around once a week with small wagons.
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South Plainfield’s prosperity began in 1936 when Cornell-Dublier moved into the Spicer Building More than half of South Plainfield’s families were employed by Cornell-Dublier which manufactured condensers for the exploding radio industry. The site was chosen because of its frontage on the railroad line.
In the 1940’s the site of the present PAL building was an amusement park and there was a lake for swimming. Post Cards of the day intoned, “Wish you were here at Holly Park!” South Plainfield was still mostly a farming town with a population of 5,300 in 1940.
South Plainfield’s suburban character was established after World War II when the Geary Farm on Plainfield Avenue was developed into what became known as Geary Park. Shortly thereafter various housing developments sprang up throughout the north side of the Borough increasing South Plainfield’s population form 8,000 in 1959 to 18,000 in 1960.
Commercial and Industrial uses were attracted to the borough in the 1960’s and 70’s. The highlights were the construction of the Golden Acres Shopping Center, the Middlesex Mall and the Prudential Building. In the bicentennial year of 1976, South Plainfield’s population was 23,000. It remains at approximately that number today.
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Curriculum
Philosophy
The intent of the curriculum is to integrate the New Jersey Student Learning Standards with
developmentally appropriate concepts to teach deep understanding as it relates to the present and
future of our students’ lives. The expectation is that all the students of South Plainfield will be
prepared for college and/or career.
We believe students learn best through experiences, activities, social interaction and discussions.
The suggested textbook and resources are to be used as a reference in order to provide support and
resources for focusing activities, with the goal of connecting concepts across curriculum. Integrated
connections to the big ideas and understandings are required.
The curriculum documents provide you with the framework to assist with lesson development and
the conceptual teaching to the students you work with every day.
Teaching using Understanding by Design (UbD):
Understanding is the development of powers of discrimination and judgment….Understanding
is more simulated than learned. It grows from questioning oneself and being questioned by
others. ~Sizer 1984
South Plainfield Public Schools holds great value in the UbD or Backward Design model of
curriculum writing by Grant Wiggins. Curriculum is developed starting with the end in mind,
framing enduring understandings, essential questions and performance assessments. It is not only
important to understand the process of UbD, but also how to implement curriculum designed in such
a way. The following information is provided as a brief overview of how to use Understanding by
Design in delivering curriculum.
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South Plainfield’s Curriculum Model for Backward Design
The backward design process consists of three general stages:
Stage 1: Identify Desired Results
• What should students know, understand, be able to do?
• What is worthy of understanding?
• What are our goals and which understandings should we target?
Stage 2: Determine Acceptable Evidence
• How will we know if students have achieved the desired results and met the
standards?
• What will we accept as evidence of student understanding?
• What authentic assessment will validate that the desired learning has occurred?
Stage 3: Plan Learning Experiences and Instruction
• What questions will serve to “uncover” the big ideas we want students to come to
understand?
• What enabling knowledge and skills will students need in order to perform
effectively and demonstrate, authentically, the desired results?
• What will need to be taught and coached?
• What teaching methods, sequence of lessons, resource materials, etc., are needed in
light of the teaching goals?
(Adapted from: ©2000 Grant Wiggins and Jay McTighe)
1. Identify Desired Results Enduring Understanding & Essential Questions
2. Determine Evidence Assessment, Performance & Other evidence
3. Planning and Learning Experiences, Activities, Instruction
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Key terms used in UbD curriculum writing:
• Enduring Understanding(s): The “big ideas” that the area of study is based on.
• Essential Question(s): Connected to the big idea, open-ended and can be asked over and over
again.
• Performance Assessment: Students show what they know about the big idea and demonstrate
understanding of the big idea.
Students should always be aware of what they are expected to know. Post essential questions as
you work through a unit. Tie the work, thinking and discussions back to the essential questions and
enduring understanding(s). Share expectations, topics, themes and rubrics before the work begins.
The learner must make meaning of ideas/concepts, not just receive explanations from teachers, if
complex ideas/concepts are to be understood.
~Brooks & Brooks 1993
Understanding:
To teach for understanding, it requires that teachers routinely use a combination of:
Didactic - direct instruction
Coaching - teacher provides guidance and feedback as students work
Constructivist - numerous opportunities for guided inquiry and discussions around the essential
questions and understandings.
Key questions for teachers of understanding:
▪ When should we teach what we know?
▪ When should we structure experiences that cause inquiry and constructive understanding?
▪ When should we cover and when should we uncover?
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Teaching Types
Understanding by Design by Grant Wiggins and Jay McTighe
Helpful hints for teaching in UbD:
▪ Teach by raising more questions and answering fewer questions. Ask and re-ask big
questions and answer little ones.
▪ Engage students in inquiry and inventive work as soon as possible.
▪ Make clear that there is no such thing as a stupid question.
▪ Reverse roles: Ask naïve questions and make students come up with the answers that are
explanations and interpretations.
▪ Raise questions with many plausible answers as a way to push students to consider multiple
perspectives.
▪ Follow-up with assignments that make students investigate and support diverse points of
view.
▪ Coach students to conduct effective final performances.
▪ Strive to develop greater autonomy in students so that they can find knowledge on their own
and accurately self-assess and self-regulate.
▪ Assess for understanding periodically, not just at the end of a lesson, unit or course. Never
assume that covering a topic once will result in student understanding.
What the Teacher Uses What Students Should Do
Didactic/Instruction
Demonstrate/model/lecture/question
Receive, take in, respond:
Observe, attempt, practice, refine, listen, watch, take
notes, question, answer, give responses
Coaching
Feedback/conferencing/guided practice
Refine skills, deepen understanding:
Listen, consider, practice, retry, refine, revise,
reflect, recycle through
Constructivist/Reflective
Concept attainment/cooperative
learning/discussion/experimental
inquiry/graphic representation/guided
inquiry/problem-based learning/open-
ended questions/reciprocal
teaching/simulations/Socratic seminar
Construct, examine, extend meaning:
Compare, induce, define, generalize, collaborate,
support others, teach, listen, question, consider,
explain, hypothesize, gather data, analyze, visualize,
connect, map relationships, question, research,
conclude, support, solve, evaluate, reflect, rethink,
predict, teach, examine, consider, challenge, debate
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South Plainfield 5 Year Curriculum Cycle 2012-2017
Year
Year 1 Review curricular/program & research Revisions of curriculum & assessments Resource recommendations
Year 2 Initial implementation of new curricula & resources Continue to revise and develop appropriate instructional lessons/activities/assessments Training for teachers on curriculum and resources
Year 3 Continue curricula implementation & necessary professional development
Year 4 Full implementation Continue to monitor effectiveness
Year 5 Reflect & analyze Begin research
2012 -2013
ELA Gifted & Talented ESL
PE/Health Music Applied & Visual Arts
Science Guidance Applied Technology
Social Studies World Language Family Consumer Science
Math Business Ed. Library Ed.Technology
2013 - 2014
Math Business Ed. Library Ed. Technology
ELA Gifted & Talented ESL
PE/Health Music Applied & Visual Arts
Science Guidance Applied Technology
Social Studies World Language Family Consumer Science
2014 - 2015
Social Studies World Language Family Consumer Science
Math Business Ed. Library Ed. Technology
ELA Gifted & Talented ESL
PE/Health Music Applied & Visual Arts
Science Guidance Applied Technology
2015 -2016
Science Guidance Applied Technology
Social Studies World Language Family Consumer Science
Math Business Ed. Library Ed. Technology
ELA Gifted & Talented ESL
PE/Health Music Applied & Visual Arts
2016 -2017
PE/Health Music Applied & Visual Arts
Science Guidance Applied Technology
Social Studies World Language Family Consumer Science
Math Business Ed. Library Ed. Technology
ELA Gifted & Talented ESL
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Assessment Formative Assessment: Ongoing assessments that provide information to guide teaching and
learning for improving learning and performance. Formative assessments are generally “low stakes”
and include both formal and informal methods, such as quizzes, oral questioning, observations, and
reviews of draft work.
Summative Assessment: The goal of summative assessment is to measure the level of success or
proficiency that has been obtained at the end of an instructional unit, by comparing it against some
standard or benchmark. Such examples would include complex, authentic performance tasks and
projects.
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Formative Assessment Strategies
Tools for Formative Assessment
Techniques to Check for Understanding
Index Card Summaries/Questions
Periodically, distribute index cards and ask students
to write on both sides, with these instructions: (Side
1) Based on our study of (unit topic), list a big idea
that you understand and word it as a summary
statement. (Side 2) Identify something about (unit
topic) that you do not yet fully understand and word
it as a statement or question.
Hand Signals
Ask students to display a designated hand signal to
indicate their understanding of a specific concept,
principal, or process: - I understand____________
and can explain it (e.g., thumbs up). - I do not yet
understand ____________ (e.g., thumbs down). -
I’m not completely sure about ____________ (e.g.,
wave hand).
One Minute Essay
A one-minute essay question (or one-minute
question) is a focused question with a specific goal
that can, in fact, be answered within a minute or two.
Analogy Prompt
Periodically, present students with an analogy
prompt: (A designated concept, principle, or
process) is like _________________ because
__________________________________________
_______.
Web or Concept MapAny of several forms of graphical organizers which allow learners to perceive relationships between concepts through diagramming key words representing those concepts.
HYPERLINK "http://www.graphic.org/concept.html" http://www.graphic.org/concept.html
Misconception Check
Present students with common or predictable
misconceptions about a designated concept,
principle, or process. Ask them whether they
agree or disagree and explain why. The
misconception check can also be presented in the
form of a multiple-choice or true-false quiz.
Student Conference One on one conversation with students to check
their level of understanding.
3-Minute Pause
The Three-Minute Pause provides a chance for
students to stop, reflect on the concepts and ideas
that have just been introduced, make connections
to prior knowledge or experience, and seek
clarification. • I changed my attitude
about… • I became more aware of… • I was
surprised about… • I felt… • I related to… • I
empathized with…
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Observation
Walk around the classroom and observe students
as they work to check for learning. Strategies
include:
•Anecdotal Records
•Conferences •Checklists
Self-Assessment
A process in which students collect information
about their own learning, analyze what it reveals
about their progress toward the intended learning
goals and plan the next steps in their learning.
Exit Card
Exit cards are written student responses to
questions posed at the end of a class or learning
activity or at the end of a day.
Portfolio Check
Check the progress of a student’s portfolio. A
portfolio is a purposeful collection of significant
work, carefully selected, dated and presented to
tell the story of a student’s achievement or
growth in well-defined areas of performance,
such as reading, writing, math, etc. A portfolio
usually includes personal reflections where the
student explains why each piece was chosen and
what it shows about his/her growing skills and
abilities.
Quiz
Quizzes assess students for factual information,
concepts and discrete skill. There is usually a
single best answer. Some quiz examples are: •
Multiple Choice • True/False • Short
Answer • Paper and Pencil • Matching •
Extended Response
Journal Entry
Students record in a journal their understanding
of the topic, concept or lesson taught. The
teacher reviews the entry to see if the student has
gained an understanding of the topic, lesson or
concept that was taught.
Choral Response
In response to a cue, all students respond
verbally at the same time. The response can be
either to answer a question or to repeat
something the teacher has said.
A-B-C Summaries
Each student in the class is assigned a different
letter of the alphabet and they must select a word
starting with that letter that is related to the topic
being studied.
Debriefing A form of reflection immediately following an
activity.
Idea Spinner
The teacher creates a spinner marked into 4
quadrants and labeled “Predict, Explain,
Summarize, Evaluate.” After new material is
presented, the teacher spins the spinner and asks
students to answer a question based on the
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location of the spinner. For example, if the
spinner lands in the “Summarize” quadrant, the
teacher might say, “List the key concepts just
presented.”
Inside-Outside Circle
Inside and outside circles of students face each
other. Within each pair of facing students,
students quiz each other with questions they have
written. Outside circle moves to create new pairs.
Repeat.
Numbered Heads Together
Each student is assigned a number. Members of
a group work together to agree on an answer.
The teacher randomly selects one number.
Student with that number answers for the group.
One Sentence Summary
Students are asked to write a summary sentence
that answers the “who, what where, when, why,
how” questions about the topic.
One Word Summary Select (or invent) one word which best
summarizes a topic.
Think-Pair- Share Students think individually, then pair (discuss
with partner), then share with the class.
Ticket to Leave Closing activity where students respond in
writing or verbally to short assignments.
Turn to Your Partner
Teacher gives direction to students. Students
formulate individual response, and then turn to a
partner to share their answers. Teacher calls on
several random pairs to share their answers with
the class.
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Oral Questioning
How is __________ similar to/different from
________________? - What are the
characteristics/parts of
_______________________? - In what other
ways might we show/illustrate ___________? -
What is the big idea, key concept, moral in
_________________? - How does
________________ relate to
____________________? - What ideas/details
can you add to
_________________________? - Give an
example of
____________________________________? -
What is wrong with
____________________________________? -
What might you infer from
______________________________? - What
conclusions might be drawn from
____________________? - What question are
we trying to answer? What problem are we trying
to solve? - What are you assuming about
____________________________? - What
might happen if
__________________________________? -
What criteria would you use to judge/evaluate
_______________? - What evidence supports
________________________________? - How
might we prove/confirm
____________________________? - How
might this be viewed from the perspective of
___________? - What alternatives should be
considered ____________________? - What
approach/strategy could you use to
___________________?
AFRE – Keys to Instructional Excellence, 2008
AFRE – Standards-Based Instructional Planning and Designing, 2008
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Assessment Rigor & Depth of Knowledge Analysis
Level Learner Action Key Actions Sample Question Stems
Level 1: Recall
Requires simple recall of such information as a fact, definition, term, or simple procedure.
List, Tell, Define, Label, Identify, Name, State, Write, Locate, Find, Match, Measure, Repeat
How many...? Label parts of the…. Which is true or false...?
Level 2: Concept
Involves some mental skills, concepts, or processing beyond a habitual response; students must make some decisions about how to approach a problem or activity.
Estimate, Compare, Organize, Interpret, Modify, Predict, Cause/Effect, Summarize, Graph, Classify
Identify patterns in... Use context clues to... Predict what will happen when... What differences exist between...? If x occurs, y will….
Level 3: Strategic Thinking
Requires reasoning, planning, using evidence, and thinking at a higher level.
Critique, Formulate, Hypothesize, Construct, Revise, Investigate, Differentiate, Compare
Construct a defense of…. Can you illustrate the concept of…? Apply the method used to determine...? Use evidence to support….
Level 4: Extended Thinking
Requires complex reasoning, planning, developing, and thinking, most likely over an extended time. Cognitive demands are high, and students are required to make connections both within and among subject domains.
Design, Connect, Synthesize, Apply, Critique, Analyze, Create, Prove, Support
Design x in order to….. Develop a proposal to…. Create a model that…. Critique the notion that…
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South Plainfield Public Schools Elementary and Middle School Instructional Support Program (This model is still in development but represents the goals of a fully implemented program)
TIER 3: Focused Support
(Pull-Out)
TIER 2: Support in Small Groups (Push-In)
TIER 1:
Support in the Regular Classroom
Tier 1: Support in the Regular Classroom: This tier is differentiated instruction provided by the classroom teacher
through flexible grouping, scaffolding, choice of materials, balanced literacy, centers, and other instructional practices.
Tier 2: Support in Small Groups:
Push-in support is delivered through needs-based, flexible, small groups of students who meet the district’s criteria for receiving Instructional Support
Services. Based on identified needs and assessment data, a student may be selected for one or a few cycles of push-in.
Tier 3: Focused Support: This tier provides the strongest level of support. Through pull-out
instruction (ideally serving as a double dose—not replacement), students received intervention designed to address specific gaps in skills as well as
scaffolding to support their regular classroom work. *Instructional Support is delivered in 9-12 week cycles.
*At the end of each cycle, students will be reassessed and their level of
instructional support re-evaluated.
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Description of Services
The classroom teacher holds primary responsibility for meeting the needs of all students in his/her
classroom through differentiation. Data about students’ learning styles and specific needs drive
teachers’ instructional choices and methods. This data, however, can indicate that some learners
may need additional support beyond the classroom setting.
The Instructional Support (or Basic Skills) Teacher’s primary role is to work with students and
support teachers in their instruction of “at-risk” learners. This support may be delivered in a variety
of ways, including:
• Serving as a resource for curriculum and instructional strategies;
• Assisting with data collection;
• Analyzing literacy and math data (classroom, district, and state assessments) for the purpose
of targeting instruction; and
• Collaborating with the classroom teacher to articulate strategies, successes, challenges,
deficits, and interventions to administration.
For those students who meet the District’s criteria for Instructional Support Services, and based
on the severity of need, support from the Instructional Support teachers will occur in one or more
of the following ways:
• In-class support, with direct instruction being provided by either the classroom teacher or
the instructional support teacher;
• In-class, flexible grouping of students focused on the teaching* of specific skills based on
data;
• In-class team teaching;
• One-on-one instruction, in or out of the classroom; and
• Pull-out instructional groups that serve as a double dose of instruction (not replacement).
*preteaching new or reteaching already-taught concepts
Based on the data collected, students qualifying for Instructional Support Services will be assisted
in a cyclical fashion. During the 9-12 week cycle, students may not necessarily qualify for services
outside of the classroom. Additionally, at the end of the cycle, students will be reassessed, and their
level of instructional support revaluated. Some students may need little or no additional support for
following cycles, while others (based on assessment data, academic performance and/or teacher
recommendation) may enter or remain in the program.
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Gifted and Talented
TIER 3: Accelerated Enrichment
TIER 2: Enrichment Small
Groups
TIER 1:
Enrichment in the Regular Classroom
Tier 3: Accelerated Enrichment:
This tier is advanced problem-solving based learning. It involves independent and group
based projects. It would be pull-out for each cycle, based on students who demonstrate
aptitude well beyond their peers.
Example: Pull out enrichment for all cycles of the program.
Tier 2: Enrichment in Small Groups:
This tier is selected small groups for theme based projects, activities, and clubs. Based on
strengths and abilities, a student may be selected for one or a few cycles of small group
projects.
Example: A small group cycle project on a chosen theme.
Tier 1: Enrichment in the Regular Classroom:
This tier is differentiated instruction, flexible grouping, balanced literacy, centers, and
enrichment for ALL students within the regular classroom.
Examples: Spelling Bee, Science Fair, Geography Bee, “Good for All’s”
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Program Model Philosophy:
South Plainfield School District’s Gifted & Talented services (S.E.E.D.S - Successful
Enrichment & Educational Development of Students) is based on developing the
whole child through an enriching environment daily, while offering inclusive G & T
services grounded in the Multiple Intelligences of Howard Gardener and the Three
Ring Concept of Giftedness by Joseph Renzulli.
S.E.E.D.S is a centered on a three-tiered approach to learning, in order to meet the
varying needs, abilities, and interests of all students. The S.E.E.D.S. program will be
broken into three cycles (approximately 6-7 weeks each), all having an emphasis on
21st century and technology standards. Each cycle will encompass the core subject
areas of Math, Language Arts Literacy, Science and Engineering.
The School District recognizes students found in all cultures, socioeconomic groups,
and environments, and will meet the needs of those students who demonstrate above
average achievement through multiple and specific criteria.
The primary objectives of the program will be to offer a curriculum that stimulates
higher order thinking skills, abstract thought and student interest by acceleration and
enrichment in grades K – 12. Enrichment is an attempt to offer items in addition to
the traditional instructional program or to delve deeper into concepts being studied.
Identification Criteria:
N.J.A.C. 6A:8-3.1 New Jersey Administrative Code defines gifted and talented
students as: Those students who possess or demonstrate high levels of ability, in one
or more content areas, when compared to their chronological peers in the local
district and who require modification of their educational program if they are to
achieve in accordance with their capabilities.
Criteria to identify gifted and talented students shall be established according to the
New Jersey Administrative code defining a gifted and talented student, as well as
multiple measures, including, but not limited to, achievement test scores; previous
school year grade averages in core subject areas; student performance or work
products in portfolios; parent and/or teacher recommendation; behavioral checklists
completed by teachers; and possible intelligence testing. A committee will select and
identify students based on multiple criteria and recommendations.
Notification:
Teachers, parents and students shall be notified in writing upon selection of the
student for the gifted and talented program cycle. Participation in any cycle or
services provided for students is voluntary. The District shall obtain written
permission of the students and the parents before a student is placed in the program.
A separate “Parent Information Night” shall be determined to expound on the program
for parents.
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Culture & Climate Introduction
The character education curriculum in kindergarten through fourth grade is built
around the Character Counts! Program. There are six core ethical values, or pillars of
the program. The six pillars are described below.
Trustworthiness
Be honest • Don’t deceive, cheat or steal • Be reliable — do what you say you’ll do •
Have the courage to do the right thing • Build a good reputation • Be loyal — stand
by your family, friends and country
Respect
Treat others with respect; follow the Golden Rule • Be tolerant of differences • Use
good manners, not bad language • Be considerate of the feelings of others • Don’t
threaten, hit or hurt anyone • Deal peacefully with anger, insults and disagreements
Responsibility
Do what you are supposed to do • Persevere: keep on trying! • Always do your best •
Use self-control • Be self-disciplined • Think before you act — consider the
consequences • Be accountable for your choices
Fairness
Play by the rules • Take turns and share • Be open-minded; listen to others • Don’t
take advantage of others • Don’t blame others carelessly
Caring
Be kind • Be compassionate and show you care • Express gratitude • Forgive others •
Help people in need
Citizenship
Do your share to make your school and community better • Cooperate • Get involved
in community affairs • Stay informed; vote • Be a good neighbor • Obey laws and
rules • Respect authority • Protect the environment
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MULTIPLE INTELLIGENCES
(Based on the work of Howard Gardner)
Draw out Your Student’s Strengths
Intelligence Area
Is Strong In Likes to Learns Best Through
Famous Examples
Common Misbehavior
Verbal/Linguistic
“Word Smart”
Reading, writing, telling stories, memorizing
dates
Do work, puzzles,
memorize, talk
Reading, hearing and
seeing words
T. S. Eliot, Abraham Lincoln,
Maya Angelou
Passing notes, reading
during class
Logical/ Mathematical
“Math Smart”
Math reasoning, logic, problem-solving,
patterns
Question, reason,
experiment, work with computers
Working with patterns and relationships,
classifying, abstract thinking
Albert Einstein,
John Dewey
Building things during
lessons, playing with
numbers
Visual/Spatial
“Art Smart”
Reading, maps, charts, drawing, puzzles, imagining things
Design, draw, build, create,
daydream
Colors, pictures, drawing,
visualizing
Pablo Picasso, Georgia O’Keefe, Bobby Fisher
Doodling, daydreaming,
drawing
Bodily/ Kinesthetic
“Body Smart”
Athletics, dancing, acting, using tools
Play, dance, move
around, touch and
talk
Touching, moving,
processing, through senses
Charlie Chaplin, Martha Graham
Fidgeting, wandering
around
Musical/ Rhythmic
“Music Smart”
Singing, picking up sounds, remembering
Sing, hum, play
instruments, listen to
music
Rhythm, melody,
singing and listening to
melodies
Ella Fitzgerald,
Mozart
Tapping and banging
Interpersonal/ Social
“People Smart”
Understanding people, leading, organizing,
resolving conflict
Make friends, join groups
Sharing, comparing,
relating, interviewing
Ghandi, Mother Teresa, Henry
Kissinger
Talking, passing notes
Intrapersonal/ Introspective
“Self-Smart”
Understanding self, recognizing strengths and weaknesses, sets
goals
Work alone, reflect, pursue
interests
Working alone, self-
paced projects, reflecting
Eleanor Roosevelt, Sigmund
Freud
Conflicting with others
Naturalist
“Nature Smart”
Investigating, collecting and
pondering/researching, environmental objects
and issues
Investigate, research
alone or with others
Working alone or with
groups on investigative
tasks
Jane Goodall, Rachel Carson, Galileo, Jacques
Cousteau
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Bloom's Taxonomy of Cognitive Levels: TABLE OF VERBS
In his 1956 "Taxonomy of Educational Objectives,” Benjamin Bloom, a professor at the University of Chicago, identified six levels of cognitive complexity that have been used to make
sure that instruction stimulates and develops students' higher-order thinking. Verb choice in objective writing is a deliberate and conscious method of differentiation of instruction.
1 Knowledge 2 Comprehension 3 Application
• Recall
• Name, state
• Duplicate, repeat
• Tell
• Identify
• Show
• Define
• Recognize
• Find
• Label
• Memorize
• Record
• Recognize
• Locate
• List, order
• Recite
Translation
• Put in own words
• Paraphrase
• Find information
• Visualize
• Give examples
• Transform
• Convert, change
• Express
• Illustrate
• Rewrite, restate
Interpretation
• Interpret
• Explain, describe
• Extend
• Defend
• Distinguish, differentiate
• Predict
• Summarize
• Compare*
• Relate
• Generalize, infer
• Apply, use, employ
• Illustrate, show, demonstrate
• Classify, sort
• Construct, make, build
• Put into practice
• Solve
• Calculate
• Interpret
• Relate
• Manipulate
• Modify
• Solve
• Sketch
• Dramatize
• Change, modify
• Compare*
4 Analysis 5 Synthesis 6 Evaluation
• Analyze/take apart
• Classify, categorize
• Compare*/contrast
• Inquire
• Investigate
• Experiment
• Survey
• Probe
• Infer
• Organize
• Distinguish
• Select
• Choose
• Subdivide
• Synthesize/put it all together/collect
• Organize, plan, arrange
• Design, invent, develop, produce
• Create, devise, schematize
• Construct, formulate, compose
• Originate
• Hypothesize
• Revise
• Support
• Write
• Report
• Discuss
• Role Play
• Combine
• Evaluate, judge, rate, weigh
• Choose, select
• Conclude, summarize
• Decide
• Estimate
• Defend
• Criticize
• Justify
• Appraise
• Critique
• Recommend
• Consider
• Relate
• Compare*
Verbs: Suggested action verbs to stimulate thought. Verbs can be listed in multiple categories and apply to more than one cognitive level. Example: the verb compare.*
Outcomes: Possible products or projects- if such outcomes are desired. Outcomes may also be listed in multiple places.
Outcomes: events, people, radio, lists, recordings, newspapers, magazine, articles, television shows, readings, films, a play, recitations
Outcomes: speech, statement, story, recording, model photograph, cartoon, graph, diagram, drama, skit, model, summary, comparison of like and unlike, analogy, outline, conclusion or implication, PowerPoint
Outcomes: map, list, sculpture, photo, drama, diagram, project, illustration, painting, solution, forecast, question, paper based on outline, meeting
Outcomes: questionnaire, report, survey, graph, conclusion checked, diagram, argument broken down, word defined, parts of propaganda identified, graphic organizer, database, spreadsheet
Outcomes: article, invention, report, song, game, book, Web 2.0 such as blog, wiki, recording, podcast, machine, play, experiment, set of rules, plan alternative actions, hypothesis, question, database, spreadsheet
Outcomes: Valuing, conclusion, self-assessment, recommendation, group discussion, court trial, evaluation, survey, standard compared or established, evaluation of online resources
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Framework for Teaching Effectiveness
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*Instructional Support (Basic Skills) & Special Education embedded in program reviews. NOTE: Grades 6-12 Reading and Writing Standards are built into Science, Social Studies and Technical Subjects per Common Core. Instructional Technology, Research & 21st Century Standards are embedded and integrated into program reviews for all content areas.
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ACHIEVENJ REGULATIONS http://www.state.nj.us/education/AchieveNJ/
Student Growth Objectives (SGOs)
• All teachers who receive an SGP score must set between 1 and 2 SGOs. • Teachers who do not receive an SGP score must set 2 SGOs. • A teacher develops SGOs in consultation with his or her principal and department supervisor. • SGOs must be aligned to NJCCCS, CCSS, NJSLS, or NGSS and measure student achievement and/or growth between two points in time. • SGOs must be specific and measurable and based on students’ prior learning data when available. • A teacher’s final SGO rating is determined by the principal.
Student Growth Objectives (SGOs) & SMART Goals
Evaluation Measures Non-Tested Grades and Subjects
• 20% Student Achievement (SGO) • 80% Teacher Practice
Evaluation Measures Tested Grades and Subjects
• 30% Student Achievement • 10% SGP • 20% SGO
• 70% Teacher Practice
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South Plainfield I & RS (Intervention & Referral Services The classroom teacher always holds primary responsibility for meeting the needs of all students in their classroom. It is the teacher’s job to identify students’ learning style and individual needs using multiple measures to best instruct students . Differentiation practices based on data should always drive the instructional choices and methods of the teacher. The intent of the South Plainfield’s I & RS is to support staff in teaching the various learners in their classroom by supporting teachers through a problem-solving approach. This approach offers assistance in:
Identifying a specific observable behavior * (circle of influence vs. circle of concern)
Identifying targeted instructional strategies
Creating a time bound action plan
Support in the implementation of the plan
Purpose of I&RS The purpose of the I& RS Team in each building is to develop Tier 2 support for students who are not responding to the Tier 1 core program as related to the Response to Intervention (RTI) Organizational System. Students who are performing below standards may need Tier 2 support. Through addressing students’ needs in an I&RS Action Plan it may help students remain and succeed in the general education program. I & RS is not part of the school’s special education process, but rather a general education process. However, students who are classified may access the SST process as long as interventions do not interfere with their Individualized Education Plan (IEP) addresses academic and/or behavior and health problems. I & RS addresses the needs of students through individual plans. Interventions should focus on student strengths. In many cases the I&RS Team is able to assist students who need interventions in order to succeed, but who do not necessarily have a disability. I&RS Team is a support group to assist regular education teachers in supplementing instruction for students within their classrooms who are demonstrating a lack of response to the core curriculum and differentiated instruction, despite the strong instruction and many efforts of the teacher. Although the I&RS is a vehicle through which a student may be referred for an evaluation, the team’s main function is to use the resources available within the school to provide supplemental measures to support students being successful in meeting grade level standards. The task of I & RS Team is to eliminate obstacles that are in the way of a student’s path to success. The I&RS Team’s role is to be a support and resources to the teacher. It should be noted that at any point a parent has the right to request a formal evaluation to determine eligibility for special education. Additionally, after several interventions at Tier I and Tier 2, if little or no progress is shown and the team is in agreement, a child study team evaluation may become part of an I&RS Action Plan. Finally, it is noted, that if it is clear from the onset (a child with a clear disability) that a child study team evaluation is necessary, the SST process should not slow down or stand in the way of the evaluation.
I & RS Meeting Protocol Tasks Minutes
Summarize the problem • Review information collected • Review prior interventions
3-4
Negotiate an objective (specific observable behavior) • Measurable and behavioral
2-3
Brainstorm Solutions. 6-8 Clarify and refine suggestions. 6-7 Select Solutions/Recommendations • Choose 1 or 2 items from brainstorming box.
6-8
Develop action plan • Includes support for implementers, evaluative criteria, and
parent follow-up, schedule a follow-up meeting. • Check that the goal is a S.M.A.R.T goal.
7-10
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Response to Intervention Chart (RTI Organizational System)
Intensive, individualized interventions. specially-designed instruction & services (IDEIA/G & T)
Targeted interventions, intense instruction matched to needs based on levels of performance and rates of progress in addition to general curriculum. (IST, I & RS, 504, etc.)
High quality, differentiated classroom instruction, universal screening and group interventions in the classroom.
Tier 1 (all students)
Tier 2 (some students)
Tier 3 (few
students)
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UNDERSTANDING THE DIFFERENCE BETWEEN STUDENT PLANS
I&RS Action Plans, 504 Plans and IEP’s are based on laws, State and Federal laws that have been written by legislatures and interpreted by the
courts.
Each is based on a complex body of knowledge and process of identification and support. All of these plans effect the instruction and strategies
taught within the classroom. School districts are responsible for ensuring that these plans are implemented in the classroom. Therefore, it is
important for teachers to understand the basics behind each of these plans.
Staff members are required to implement any strategies, modification or accommodation prescribed by these plans and to keep records of
the effectiveness of the strategies, modifications or accommodation of the plan.
Student Support Team Action Plans I&RS *
Health Plans 504 Action Plans * Individual Education Plans (IEP) *
Domain General Education Special education students may also access this general education services.
General Education and/or Special Education
General Education Special Education
Regulation NJ State Code/Mandate District Regulation Rehabilitation Act of 1973 and Americans with Disabilities Amendment Act of 1990.
IDEIA (Individuals with Disabilities Educational Improvement Act) NJ Administrative Code 6A:14
Definition of the Law/Mandate/ Regulation
School districts are to establish and implement a coordinated system in each school building for the planning and delivery of intervention and referral services that are designed to assist students who are experiencing learning, behavior, or health difficulties and to assist staff in addressing students’ learning, behavior, or health needs.
Identify and monitor students with chronic health conditions.
Is a Civil Rights Law that protects the rights of individuals with disabilities. Defined as: Having a physical or mental impairment which substantially limits (substantial impact) one or more major life activity.
Specific disability categories are defined in the law; covers students with disabilities that require special services. Not all students with disabilities are eligible.
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Student Support Team Action Plans I & RS
Health Plans 504 Action Plans Individual Education Plans (IEP)
Age Range Preschool – 12th grade Preschool-12th grade Preschool - Adult Birth -21 years-if student graduates from high school, services under the IEP end; the student may seek services at the college level through a 504 plan.
Evaluation Any concern (education, behavioral, health, social and emotional) Student Support Fixed Team with appropriate ad hoc members, identify a Specific Observable Behavior (case coordinator presents the student case).
Diagnosed chronic medical concerns that need to be managed at school.
Evaluation by a team of Multi-disciplinary staff focus on existing data (formal and functional) to determine if a student is eligible for 504 accommodations.
Specific evaluation procedures and timelines as stated in code determine if a student is eligible for special education.
Funding None None None IDEIA federal funds
Eligibility Students referred by any staff, administration or parents.
Diagnosed medical concerns that need to be managed at school.
Review of multiple data sources and comparison to “average student” is determined to show substantial impact on a major life activity.
Must meet criteria for one or more of 14 eligibility categories.
Plan Written SST Action Plan S.M.A.R.T Goal focused on a specific observable behavior.
Written Health Plan Revisited periodically
Written 504 Plan Annual eligibility meeting by 504 team. Plan rewritten annually if determined eligible.
Written IEP with goals and objectives. Reviewed and revised annually.
Teacher Responsibility
Working with an SST case coordinator, attending some SST meetings, implementation of the action plan, data collection.
Nurse holds the primary responsibility and should communicate any information to the classroom teacher.
Implementation of plan (Plan is a legal contract between the school district and the student). Maintain documentation, which demonstrates
Implementation of plan (plan is a legal contract between the school district and the student). Maintain documentation, which demonstrates compliance with
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compliance with a student’s 504 Plan to also be used at the annual review. This includes any teacher who sees the student (e.g.: art, music, P.E, world language, etc.).
a student’s IEP Plan to also be used at the annual review. This includes any teacher who sees the student (e.g.: art, music, P.E, world language, etc.)
Student Support Team Action Plans I & RS
Health Plans 504 Action Plans Individual Education Plans (IEP)
Building Leader Team Leader: Assistant Principal or Instructional Support Teacher/Other designee (h.s.)
Principal/Nurse Principal or designee (AP)/District Coordinator
Principal/Case Manager (CST)
Parents Are involved in planning Are involved in all planning
Are involved in all planning Are involved in all planning
Tracking Progress/ Concerns
Case Coordinator & implementers of the action plan (e.g. teacher)
Nurse Building 504 Coordinator based on teacher(s) implementing the plan.
Case Manager based on teacher(s) implementing the IEP
District Contact Director of Guidance Sam Fierra
Director of Special Services Andrew Brandon
Director of Guidance Sam Fierra
Director of Special Services Andrew Brandon
* Behavioral plans may be created as a portion of any of these plans.