course title: basic skills program guide grade: 6-8 · 2016. 4. 12. · teacher’s instruction....

i

FREEHOLD BOROUGH SCHOOL DISTRICT

280 Park Avenue

Freehold, NJ 07728

Monmouth County

Office of Curriculum & Instruction

Course Title: Basic Skills Program Guide

Grade: 6-8

Board of Education Adoption Date: April 11, 2016

ii

Freehold Borough Board of Education

Dr. Michael Lichardi, President Mrs. Susan Greitz, Vice President

Mr. Paul Ceppi

Mr. Paul Jensen

Mrs. Annette Jordan

Mr. James Keelan

Mr. Bruce Patrick

Mrs. Margaret Rogers

Mrs. Michele Tennant

District Administration

Rocco Tomazic, Ed. D., Superintendent

Joseph Howe, School Business Administrator

Cheryl Romano, Director of Curriculum & Instruction

Jennifer O’Shea, Director of Special Programs

Jennifer Donnelly, Director of Technology & Assessment

Cecilia Zimmer, Supervisor of Instruction – ESL, Bilingual & World Languages

Ronnie Dougherty, Principal – Freehold Intermediate School

John Brovak, Assistant Principal – Freehold Intermediate School

Patrick Mulhern, Principal – Park Avenue Elementary School

William Smith, Principal – Freehold Learning Center

Curriculum Committee

Heidi Brache

Nancy Miles

Laura Black

Brittany Gazzanigo

iii

Freehold Borough School District

District Mission

We will inspire the creativity and imagination of all students and empower them as

knowledgeable, skillful, and confident learners who flourish and contribute willingly in a

changing world.

Core Beliefs

We believe that:

All people have inherent worth.

Life-long learning is basic to the survival and advancement of society.

The primary influence on the individual's development is the family in all its forms.

Valuing diversity is essential to individual growth and the advancement of society.

All individuals have strengths and human potential has no known limits.

Democracy thrives when individuals accept responsibility for their choices.

Being trustworthy builds trust.

Creativity and imagination are essential for society to flourish.

A safe environment is essential for the well-being of the individual and for society to flourish

iv

Freehold Borough School District

Philosophy

The philosophy for our curriculum is developed with a democratic system of beliefs and values.

Believing that our students deserve the best education, our curriculum is aligned to the most

current New Jersey Core Curriculum Content Standards and current statewide assessments. Our

scope and sequence is vertically and horizontally aligned. The progression of objectives

embraces decades of rigorous research, conducted both independently and at the university level,

and acknowledges that children develop differently and that learning experiences and strategies

for performance are differentiated. Our borough is a diverse community, rich in tradition and

spirit. Knowledge is a fusion balancing authentic experience and content, which language arts

literacy skills are integrated with other content areas. Our curriculum contains common

expectations that are rigorous and student centered, and teachers, who are most proximal to the

children, will use this document as an instrument to ensure student success.

To ensure that our children are successful and receive the best education, this curriculum

document, our staff will continuously collaborate on this living document. We will develop

purposeful and effective formative and summative assessments which measure growth of our

curriculum and inform our instruction. Finally, we will continuously seek to grow professionally

through professional development, which is aligned to statewide regulations, but specifically

geared to benefit our curriculum, school, and children.

General Curriculum & Instruction Objectives

Teachers will employ lessons that are aligned to our curriculum and framed utilizing current research-based methods and techniques that focus on student achievement

Our lessons will be structured according to statewide and district standards and our teachers will have flexibility to ensure that lessons meet the needs of all learners

Units and lessons will be differentiated

Curriculum is be student focused on success and balances developmental theory and psychometric standards

Democratically developed benchmarks and assessments will be utilized to gauge student and curricular growth. Assessment will be multidimensional and developed according to

student need.

v

Table of Contents

Section Page

Introduction 1

District Program Overview 2

Basic Skills Mathematics Intervention Program

Outline/Instructional Time

3

Math Basic Skills: Suggested Topics to Cover 4

Criteria to Enter Basic Skills Math Intervention 5

Teacher Referral Form Basic Skills Math

Intervention

6

Criteria to Exit Basic Skills Math Intervention 8

Parent Communication Basic Skills Math

Intervention

9

Math Program Evaluation Form 12

Basic Skills Math Progress Report 13

Reading Intervention Program Outline 16

Middle School Reading Intervention Program

Initial Criteria

17

Reading Intervention-Teacher

Recommendation Rubric

18

Middle School Reading Intervention Program

Exiting Criteria

20

Parent Communication Basic Skills Reading

Intervention

21

Reading Program Evaluation Form 25

Basic Skills Reading Progress Report 26

1

Introduction

The Freehold Borough Basic Skills Improvement Program is a remedial program mandated by

the New Jersey Legislature in amendments to the 1975 “Public School Education Act”. The law

provides that funds will be allotted to districts for remediation of students who fall below the

State Minimum Standards in the basic skills area of communication. In addition, this program

contains a Title I component, providing additional Federal funds for basic skills instruction.

The State Department of Education, through the county offices, is authorized to monitor the use

of Basic Skills Improvement Program and Title I funds. Therefore, numerous aspects of the

Freehold Borough Basic Skills Improvement Program must be documented for this monitoring

process.

The purpose of this handbook is twofold. First, it should make the Freehold Borough Basic Skills

Improvement Program procedures clear to all district personnel and provide a point of reference

when questions arise. Secondly, this handbook contains the forms necessary for the required

documentation.

Note:

All Basic Skills Improvement Program forms, letters, and procedures contained in this

program guide were revised and updated at the time the guide was written. It should be

noted that due to potential changes in state mandates and district practices, these forms,

letters, and procedures may be modified as needed to accommodate such changes.

2

District Program Overview

What is BSIP?

Supplemental instruction program at Freehold Intermediate School

Provides students with reinforcement in the area of mathematics, reading and language

arts

How is the Program Funded?

Federal Title I Funds Received Annually – through a federal grant prepared by the district

How are students selected for participation?

See attached criteria

What is the format of the program?

Small group instruction

Meet regularly according to established schedule

Ongoing communication between Math and BSIP teacher

If you have any further questions, please contact your child’s BSIP teacher.

District BSIP Instructor

Mathematics- Brittany Gazzanigo

Reading/ELA- Laura Black

3

Basic Skills Mathematics Intervention Program Outline

Basic Skills Improvement Program staff members design lessons for Basic Skills Math

Intervention students based on information from the following sources:

Common Core Standards for Mathematics and Common Core Curriculum Standards

PARCC scores

LinkIt! benchmark scores

Teacher recommendation

Instructional Time

Basic Skills Math Intervention instruction in grade 6-8 is in addition to the regular classroom

teacher’s instruction. The Basic skills instructor creates a schedule with students’ instructional

needs as a primary consideration.

Grade

Level

Program Time Allotments

6 Grade Basic Skills Math

Intervention

Will meet at least 40 minutes per

week


Intervention


week


Intervention


week

4

Math Basic Skills: Suggested Topics to Cover

Place Value of whole numbers and decimals

Addition and Subtraction Facts

Fluently know all multiplication facts up to 12x12

Regrouping/borrowing

Rounding

Addition, subtraction and multiplication of fractions

Simplifying fractions

Equivalent fractions

Key words to solve word problems (decoding word problems)

Comparing all whole numbers, decimals and fractions

Fluently add, subtract, multiply and divide 3 digit numbers

GCF/LCM

5

Criteria to Enter Basic Skills Math Intervention Grade Adding &

Subtracting

Facts

Multiplication

and Division

Facts

Previous Year

Benchmark

PARCC Math Intervention

Evaluation Sheet

6 60% correct 60% correct

Partial on last

benchmark given 1 or 2

Not fluent in 15

areas or more


Partial on last


Not fluent in 15

areas or more


Partial on last


Not fluent in 15

areas or more

6

Teacher Referral Form

Student Name: ______________________________________________GR: _____________

Teacher Name:______________________________________________Date:_____________

Number Sense &

Numerical

Operations

Check if mastered

the topic fluently

Number Sense &

Numerical

Operations

Check if mastered

the topic fluently

Whole Number Place

Value

Convert improper

fractions to mixed

numbers and vice

versa

Decimal Place Value Adding Fractions

(uncommon

denominator)

Associative Property Subtracting Fractions

(uncommon

denominator)

Commutative

Property

Multiply/ Divide

Fractions (uncommon

denominator)

Order of Operations Can order whole

numbers

Addition and

Subtraction fact to 20

Uses greater/less than

signs correctly

Multiplication and

Division facts to

12x12

Area

List the highest

multiplication facts

the child knows

fluently (mastered)

GCF

Computes multi-digit

multiplication and

division

LCM

Adds and subtracts

with regrouping

(borrowing)

Determines correct

operation for solving

word problems

Rounding Can identify obtuse,

right, and acute angles

Equivalent Forms of

the Same Number

Perimeter

Simplify fractions

7

Geometry and

Measurement

Check if mastered

the topic fluently

Work Habits Always/

Sometimes/Never

Properties of

Geometric Shapes

Participates in class

Plotting a point on a

coordinate grid

Seeks help when

appropriate

Units of Measurement

Listens and follows

directions

Data Analysis Check if mastered

the topic fluently

Focuses on the task at

hand

Read a bar, pie,

pictogram, & line

graph

Shows best effort

Reasoning Additional Comments:

Support your answer

with logical reasoning

Work Habits Always/

Sometimes/Never


Seeks help when

appropriate

Listens and follows

directions


hand

Shows best effort

8

Criteria to Exit Basic Skills Math Intervention Grade Adding &

Subtracting

Facts

Multiplication

and Division

Facts

Previous

Year

Benchmark

PARCC Math Intervention

Evaluation Sheet

6

90% correct

or better

90% correct or

better Proficient N/A Fluent in 20 areas or more

7

90% correct

or better

90% correct or


8

90% correct

or better

90% correct or


9

Parent Communication

The parents of all students participating in the Basic Skills Math Intervention Program will be

notified in writing. Communications between the intervention teacher and the parents can/will

happen as necessary. Parents will be notified upon student exiting of the program. If parents

have any questions please contact the Freehold Intermediate School main office.

.

10

Borough of Freehold Public Schools

280 Park Avenue

Freehold, NJ 07728

http://www.freeholdboro.k12.nj.us

Ronnie Dougherty, Principal Phone 732-761-2157

John Brovak – Vice Principal Phone 732-761 2128

Dear Parent/Guardian,

Your child has been identified as a candidate for our Tier 3, Mathematics Intervention

Program. This program will give your child the opportunity to meet with a math intervention

teacher during the school week for additional mathematics instruction. This program will not

replace your child’s regular math program; instead it will allow for additional small group

instruction that will focus on each child’s specific needs. This program will replace one music,

art, or Spanish (6th

/7th grade) class per week. In some cases the class will be held as a lunch

group during your child’s lunch period or in their FOCUS period at the start of the school day.

The ability to compute fundamental mathematics is essential to building higher level

mathematics skills.

If you have any questions or would like additional information please email Miss

Brittany Gazzanigo at [email protected] or call her at 732-761-2100 ext

2172.

Sincerely,

Ronnie Dougherty

Principal

mailto:[email protected]

11


280 Park Avenue

Freehold, NJ 07728




Estimado Padre/Guardián,

Su niño(a) ha sido identificado como un candidato para el nivel 3, Programa de

Intervención de Matemáticas. Este programa le dará a su hijo/a la oportunidad de reunirse con

una maestra de intervención de matemáticas una o dos veces por semana para instrucción

adicional. Este programa no sustituirá el programa de Language Arts regular, en cambio

permitirá para instrucción adicional en grupos pequeños que se centrará en las necesidades

específicas de cada niño. Este programa sustituirá una clase de música, arte o español (6to

/7m

o

grado) por semana. En algunos casos la clase se sostendrá como un grupo del almuerzo durante

el período del almuerzo de su hijo o durante su horario de FOCUS, que es durante el comienzo

del día. El almuerzo se comerá con la maestra. La habilidad de leer con soltura está en la base

para el éxito académico en todas las materias.

Si tiene alguna pregunta o si desea más información, envíe un correo electrónico a la Sra.

Brittany Gazzanigo at [email protected] o llamela al 732-761-2100 ext.2172.

Sinceramente,

Ronnie Dougherty

Principal


12


280 Park Avenue

Freehold, NJ 07728


Parental involvement is a vital aspect of a child’s academic success. Please complete this

questionnaire about your experiences and suggestions for future services in the Freehold

Borough Public Schools Basic Skills Intervention Program.

STUDENT’S NAME: ______________________ GRADE: _____ DATE: ______________

1. My child has benefited from participating in the Basic Skills Math Intervention program.

5 4 3 2 1

Strongly agree Agree Agree to some

extent

Disagree Strongly disagree

2. The Basic Skills Math Intervention teacher assisted my child in having a positive attitude

toward learning.

5 4 3 2 1


extent


3. Do you have any comments or suggestions for next year’s Basic Skills Math Intervention

program?

13

Basic Skills Mathematics Progress Report

Student’s name: _____________________________________________Date: __________

Basic Skills Teacher___________________________________________

Number Sense &

Numerical

Operations

Satisfactory Progressing Needs Improvement

Whole Number Place

Value

Decimal Place Value

Associative Property

Commutative

Property

Order of Operations

Addition and

Subtraction fact to 20

Multiplication and

Division facts to

12x12

List the highest

multiplication facts

the child knows

fluently (mastered)

Computes multi-digit

multiplication and

division

Adds and subtracts

with regrouping

(borrowing)

Rounding

Equivalent Forms of

the Same Number

Simplify fractions

Convert improper

fractions to mixed

numbers and vice

versa

Adding Fractions

(uncommon

denominator)

Subtracting Fractions

(uncommon

14

denominator)

Multiply/ Divide

Fractions (uncommon

denominator)

Can order whole

numbers

Uses greater/less than

signs correctly

Area

GCF

LCM

Determines correct

operation for solving

word problems

Can identify obtuse,

right, and acute angles

Perimeter

Geometry and

Measurement


Properties of

Geometric Shapes


coordinate grid


Geometry and

Measurement


Properties of

Geometric Shapes


coordinate grid


Data Analysis Satisfactory Progressing Needs Improvement

Read a bar, pie,

pictogram, & line

graph

Reasoning Satisfactory Progressing Needs Improvement

Support your answer

with logical reasoning

Work Habits Satisfactory Progressing Needs Improvement


Seeks help when

appropriate

Listens and follows

directions


15

hand

Shows best effort


Seeks help when

appropriate

Listens and follows

directions


hand

Shows best effort

Comments:____________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Please sign and return the bottom portion. Thank you

I have received my child’s progress repost.

____________________________ _____________________________ _____________

Student’s Name/Subject Parent’s Signature Date

Parent

Comments:____________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

16

Reading Intervention Program Outline

Reading Intervention staff members design lessons for struggling readers based on information

from the following sources:

Common Core Standards for English Language Arts

Fountas & Pinnell Literacy Assessment

Teacher/student recommendation rubric

Benchmark Assessment

PARCC Assessment

Various reading assessments designed by certified staff members

Core Materials

Independent Reading Books

Various student reading materials

Fountas and Pinnell Reading Assessments

Benchmark Data

PARCC Data

Teacher Recommendation Rubrics

Report Card Grade Data

17

Middle School Reading Intervention Program Entrance Criteria

Grade F & P Benchmark Teacher

Recommendation

Report Card

6-8 V and below

(end of 5th

grade and

below)

Partial or

Partial

Proficient

Rubric

17 and below

C or below

Minimum 40 minutes per week, when available.

Groups will stay 5 students and below.

Students will be selected from lowest performing groups first, when schedule allows.

Students stay for a minimum of one marking period.

Teachers can use rubric for students that they are concerned about or recommend for

intervention services.

When possible students at risk should be evaluated or identified in June of the previous

year.

18

Reading Intervention-Teacher Recommendation Rubric

Student Name:______________________________ Score:________________

Category 4 3 2 1

Organization

Brings needed

materials to class

and is always

ready to work.

Almost always

brings needed

materials to class

and is ready to

work.

Almost always

bring needed

materials but

sometimes needs

to settle down

and get to work.

Often forgets

needed materials

or is rarely ready

to get to work.

Reading-

Fluency

Provides work of

the highest

quality. Works

on or above

grade level.

Provides high

quality works.

Works on grade

level.

Provides work

that occasionally

needs to be

checked/redone

by other group

members to

ensure quality.

Work 1-2 years

below grade

level.

Provides work

that usually

needs to be

checked/redone

by others to

ensure quality. 3

or more years

below grade

level.

Reading-

Comprehension

Provides work of

the highest

quality. Works

on or above

grade level.

Provides high

quality works.

Works on grade

level.

Provides work

that occasionally

needs to be

checked/redone

by other group

members to

ensure quality.

Work 1-2 years

below grade

level.

Provides work

that usually

needs to be

checked/redone

by others to

ensure quality. 3

or more years

below grade

level.

Focus on the

task

Consistently

stays focused on

the task and what

needs to be done

Very self-

directed.

Focuses on the

task and what

needs to be done

most of the time.

Teacher can

count on this

person.

Focuses on the

task and what

needs to be done

some of the time.

Teacher must

sometimes nag,

prod, and remind

to keep this

person on-task.

Rarely focuses

on the task and

what needs to be

done.

Problem-solving Actively looks

for and suggests

solutions to

problems.

Refines solutions

suggested by

others.

Does not suggest

or refine

solutions, but is

willing to try out

solutions

suggested by

Does not try to

solve problems

or help others

solve problems.

Lets others do

the work.

19

others.

Pride Work reflects

this student\’d

best efforts.

Work reflects a

strong effort

from this student.

Work reflects

some efforts

from this student.

Work reflects

very little effort

on the part of this

student.

20

Middle School Reading Intervention Program Exit Criteria

Grade F & P Benchmark Teacher

Recommendation

Report Card

6-8 2 or more F & P

level

advancements.

Partial

Proficient or

Proficient

Rubric revisited

12 and above

C or above

All criteria will be considered when exiting students, including Administrator feedback.

Exiting can be revisited at end of second marking period or third marking period.

21

Parent Communication

The parents of all students participating in the Reading Intervention Program will be notified in

writing. Communications between the intervention teacher and the parents can/will happen as

necessary. Parents will be notified upon student exiting of the program.

22


280 Park Avenue

Freehold, NJ 07728




Dear Parent/Guardian,

Your child has been identified as a candidate for our Tier 3, Reading Intervention

Program. This program will give your child the opportunity to meet with a reading intervention

teacher at least one time per week for additional reading instruction. This program will not

replace your child’s regular Language Arts program; instead it will allow for additional small

group instruction that will focus on each child’s specific needs. This program will replace one

music, art, or Spanish (6th

/7th grade) class per week. In some cases the class will be held as a

lunch group during your child’s lunch period or in their FOCUS period at the start of the school

day. The ability to read proficiently is at the basis for academic success in all subject areas.

If you have any questions or would like additional information please email Mrs. Laura

Black at [email protected] or call her at 732-761-2100 ext 2469.

Sincerely,

Ronnie Dougherty

Principal


23


280 Park Avenue

Freehold, NJ 07728




Estimado Padre/Guardián,

Su niño(a) ha sido identificado como un candidato para el nivel 3, Programa de

Intervención de Lectura. Este programa le dará a su hijo/a la oportunidad de reunirse con una

maestra de intervención de lectura una vez o dos veces por semana para instrucción adicional.

Este programa no sustituirá el programa de Language Arts regular, en cambio permitirá para

instrucción adicional en grupos pequeños que se centrará en las necesidades específicas de cada

niño. Este programa sustituirá una clase de música, arte o español (6to

/7m

o grado) por semana.

En algunos casos la clase se sostendrá como un grupo del almuerzo durante el período del

almuerzo de su hijo o durante su horario de FOCUS, que es durante el comienzo del día. El

almuerzo se comerá con la maestra. La habilidad de leer con soltura está en la base para el éxito

académico en todas las materias.

Si tiene alguna pregunta o si desea más información, envíe un correo electrónico a la Sra.

Laura Black at [email protected] o llamela al 732-761-2100 ext.2469.

Sinceramente,

Ronnie Dougherty

Principal


24


280 Park Avenue

Freehold, NJ 07728


Dear Parent or Guardian,

I am writing to inform you that your child will no longer be meeting with me on a regular basis

for Reading Intervention. As conveyed to your child, I will continue to support them in many

ways during the rest of their time at Freehold Intermediate School. The ways that I can and will

support your child are as follows:

Providing reading material, books, and practice materials when needed.

Provide continued reading support before and or after school.

If at any time you or your child feels they need additional support during the

school day, please contact me.

I periodically check in with the language arts teachers to make sure that the

student is staying focused and on track.

Please feel free to contact me with any questions or concerns. The easiest way is to contact me

by email. [email protected].

Sincerely,

Laura Black

Reading Interventionist

Freehold Intermediate School


25


280 Park Avenue

Freehold, NJ 07728


Parental involvement is a vital aspect of a child’s academic success. Please complete this

questionnaire about your experiences and suggestions for future services in the Freehold

Borough Public Schools Basic Skills Intervention Program.

STUDENT’S NAME: ______________________ GRADE: _____ DATE: ______________

1. My child has benefited from participating in the Basic Skills English Language Arts

Intervention program.

5 4 3 2 1


extent


2. The Basic Skills English Language Arts Intervention teacher assisted my child in having a

positive attitude toward learning.

5 4 3 2 1


extent


3. Do you have any comments or suggestions for next year’s Basic Skills English Language Arts

Intervention program?

26

Basic Skills Reading Progress Report

Student’s name: _____________________________________________Date: __________

Basic Skills Teacher___________________________________________

Reading Satisfactory Progressing Needs Improvement

Basic Understanding

Use of Strategies,

Context Clues, etc

Sight Word

Recognition

Oral Reading Satisfactory Progressing Needs Improvement

Fluency

Decoding

Reading

Comprehension


Literal

Comprehension

Inferential

Comprehension

Analysis of Single

Text

Analysis of Multiple

Text

Writing Conventions Satisfactory Progressing Needs Improvement

Mechanics/Usage

Spelling

Sentence Structure

Writing Coherence Satisfactory Progressing Needs Improvement

Sequence

Organization

Topic Sentence

/Supporting Detail

Reference Skills

Synthesize meaning

from multiple text

Writing Interest Satisfactory Progressing Needs Improvement

Descriptive

Vocabulary

Varied Sentence

Beginnings

Risk taking

Work Habits Satisfactory Progressing Needs Improvement

27


Seeks help when

appropriate

Listens and follows

directions


hand

Shows best effort


Seeks help when

appropriate

Listens and follows

directions


hand

Shows best effort

Comments:____________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

Please sign and return the bottom portion. Thank you

I have received my child’s progress repost.

____________________________ _____________________________ _____________

Student’s Name/Subject Parent’s Signature Date

Parent

Comments:____________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

course title: basic skills program guide grade: 6-8 · 2016. 4. 12. · teacher’s instruction....

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