Level Two: Participants' Learning

Level Two: Participants’ Learning

District Goal: Improve student achievement as measured by standardized tests, report card grades, and student behavior (p.6).

Mission: The mission of the Bridgeton Public Schools is to have all pupils meet the Core Curriculum Content Standards and graduate from high school as lifelong learners who will make positive contributions to the community, act with the highest moral and ethical standards, promote equal opportunity, and participate in the advancement of our democratic society (p.6).

C. Professional Development Goals for the District

1. Student Learning Goals:  The focus of all professional development has, as an organizing principle, improvement of student achievement, specifically in the areas of Language Arts Literacy and Mathematics. The study and analysis of data to improve student achievement, as well to identify areas of need for professional development has been an essential component of the planning process p.21)

2. List of District Professional Development Goals: Bridgeton is committed to providing a professional development plan that incorporates varied structures and designs for the delivery of professional development. Professional development activities include experiences that are intended to increase teachers’ understanding of their respective content areas with specific emphasis upon the relationship between daily classroom lessons and alignment to NJCCCS, Common Core State Standards, WIDA standards and NJPTLS (NJPTLSQ). Further, the professional development opportunities are designed to assist teachers by providing research supported strategies relevant to student behaviors, learning styles, and the most effective strategies to provide instruction to a community of diverse students. Opportunities for collaboration, the sharing of best practices, and reflection are built into the process to foster the development of school-based professional learning communities (p.21).

The district recognizes the importance of continual assessment and evaluation of current and future professional development plans to assess whether identified goals are being addressed. Additionally important is the need for follow-up on professional development activities. It is essential that teachers work to implement research based programs within their classes. Administration at both the school and district level, ensure that sufficient allocation of resources are in place (p.21).

Summary of positive aspects of prior Professional Development Plans: Results from the 2009, 2010 and 2011 administration of NJ ASK for grades 3-8 and NJ HSPA for grade 11 indicate that the staff development was effective at some grade levels and in some sub groups. However, the results continue to indicate a need to incorporate additional training for teachers of special education and LEP students (p.7).

The results of feedback from staff development (New Teacher Orientation, In-service days, Novice Teacher training, SIOP training, in-district workshops) indicate that teachers believe that their needs were met. Positive aspects of the plan include: Professional development opportunities were differentiated based on the staff’s level of proficiency, interests and distinct initiatives (p.8).

 The plan was comprehensive and flexible addressing changes in the Core Curriculum Content Standards and revisions to curriculum and staff needs. Collaboration among staff members and the emergence of Professional Learning Communities at the building level continue to increase. Identification of challenges: (p.8)

There are some challenges that were a concern:

- Providing substitutes for staff development

- Providing staff development to the vast number of novice teachers and newly reassigned teachers (2011-2012) in our district.

 -Assessing how the impact of staff development has increased student performance

-Common planning/preparation time among grade level and content teachers

 -Elimination of LAL coaches, math coaches, facilitator (K-8), and tutors (2010-2011)

-Reduction of building level supervisors

Addressing student learning needs:  During the 2008-09, 2009-2010 and 2011-2012 school years, state testing data was disaggregated and discussed with teachers and members of the administrative team to identify areas of instructional practice that needed to be addressed. As a result of articulation meetings with grade level teams and department staff, administrative interests and observations, along with information from consultants a determination was made to include writing in the content area, differentiated instruction, support to diverse learners and using assessment to inform instruction. Additionally, the district’s professional development goals were infused into the school level professional development opportunities (p.9)

During walkthroughs and CAPA visits, there was an increase in the posting of objectives. There was evidence that the students’ work contained constructive feedback from the teachers. However, there is room for improvement in the aforementioned areas (p.9)

There was evidence of reinforcing effort and providing recognition with teachers’ posting student work with constructive feedback. In addition, the district refined the report card policy (#5124) to reflect percentage weights for summative and formative assessments, homework and class work (p.9).

 All administrators believe it is vital to monitor instruction by conducting routine classroom observations. Administrators observe teachers' use of effective instructional strategies, level of student engagement, use of technology, and additional teacher practices research has proven to influence student learning. Through the use of Power Walkthroughs, administrators determine that staff development efforts are positively impacting teaching and student learning (p.9).

The READ180 Program is an intensive reading intervention program which assists educators in addressing the problem of illiteracy on multiple fronts, using technology, print, and professional development. Over the past two years, the READ180 program has been expanded to three schools within the district. Data has shown an increase in student achievement in reading for those students receiving this supplemental program (p.10).

Evidence of professional learning needs of the staff are gathered from various sources including, but not limited to, formal and informal teacher observations and surveys, Professional Growth Plans (PGP), monthly grades level meetings with administrators, and school groups which may consist of parents, teachers, students and community members (SLC or ECAC)  (p.14).

The district recognizes the importance of continual assessment and evaluation of current and future professional development plans to assess whether identified goals are being addressed. Additionally important is the need for follow-up on professional development activities. It is essential that teachers work to implement research based programs within their classes. Administration at both the school and district level, ensure that sufficient allocation of resources are in place (p.21).

SMART Goals:

Language Arts (p.22-23)                        

In 2008-2009, the language arts literacy data (NJASK 3-8 & HSPA) reveals that many students are in need of remediation in these critical areas: Working with Text, Analyzing Text and Writing. In 2009-2010, the language arts literacy data (NJASK 3-8 & HSPA) reveals that many students are in need of remediation in Analyzing Text and Writing. In 2010-2011, the language arts literacy data (NJASK 3-8 & HSPA) reveals that many students are in need of remediation in the following areas: Working with Text (Grades 3-8); Speculative Task (3-8), Expository Task (3-8, 11), Persuasive Task (11) and Interpreting Task (11). In order to facilitate the district’s continued movement toward infusing best practices for standards-based, balanced language arts literacy instruction and to meet the needs of students and staff as indicated by the needs assessment data, the following will take place:

Specific: The district will provide experiences that deepen teacher understanding and application of content knowledge; current thinking of how children learn language; differentiation strategies to help students approach literacy in alternate, modified, and scaffold ways; and collaborative examination and analysis of student work on response items as well as published work. In 2010-2011, Writing Workshop Residence training continued in grades 7 and 8; Writers Workshop training continued in the elementary and the middle grades; Teaching for Comprehension continued in grade 3; and Vocabulary Development continued in grades Kindergarten and grade 1. In 2011-2012, grades K-2 teachers received professional development in Guided Reading; Comprehension Strategies, When Readers Struggle, Writing Workshop with our Youngest Writers, Assessments (Fountas & Pinnell Results, Administering Running Records, High Frequency words), Beginning Writing, and Genre Writing and the use of Rubrics. In 2011-2012, grades 3-5 teachers received professional development in the instructional components of the Reading and Writing Workshop Models. During this school year, teachers in grades 3-5 received professional development in the following areas; Reading Workshop and Being A Writer - coaching. In 2011-2012, grades 6-8 teachers received professional development in implementing the new core reading series. During this school year, teachers in grades 6-8 received professional development in the following areas; Holt McDougal Program Implementation, Addressing the needs of Struggling and Hard to Reach Readers, Coaching in middle grades literacy, Supporting ELL’s in upper grades, Best Practices in Adolescent Literacy Writing and the Rowan Literacy Consortium in 23 grade 8. In 2011-2012, in grades 9-12, faculty-led action research projects continued. These action research projects focus on studying and implementing strategies to close the achievement gap in literacy.

Measured: Student progress will be measured through formative and summative assessments such as: READ180, Study Island, unit assessments, Learnia results, Fountas & Pinnell Benchmark Assessment, DIBELS, High Frequency Word List, report card grades, writing prompts (grades 3-8) and NJASK/HSPA/ACCESS scores.

Attainable: Best practices for standards-based, balanced literacy instruction will be attained by in-service professional development on content knowledge and pedagogy; implementation of professional learning communities; articulation meetings; teacher collaborations; and grade-level meetings, modeling of lessons, and co-teaching experiences provided by administrators.

Results Based: 10% increase in state assessment proficiency/advanced proficiency achievement. A 10% increase in state test data from 2008-2009 to 2009-2010 occurred for the total population in grades 7 and 11. A 10% increase in state test data from 2008-2009 to 2009-2010 occurred for the general population in grades 6, 7, 8 and 11. A 10% increase in state test data from 2009-2010 to 2010-2011 occurred for the following grade levels: Grade 3 (LEP, Female, Black, Economically Disadvantaged); Grade 4 (Special Education, Female and Hispanic); Grade 5 (LEP and Male); Grade 6 (LEP, Female, Black); Grade 7 (LEP, Non-Economically Disadvantaged); Grade 8 (Special Education, LEP, Male and White) and Grade 11 (Special Education, LEP, Female, Non-Migrant, Black and Non-Economically Disadvantaged). The district is looking to increase state assessment proficiency and advanced proficiency achievement by 10% in 2011-2012.

Time-bound: by June 2012

Mathematics (p.23-24)

In 2008-2009, the mathematical data (NJASK 3-8 & HSPA) reveals that many students are in need of remediation in three critical areas: Geometry and Measurement; Data Analysis, Probability and Discrete Mathematics; and Problem Solving. In 2009-2010, the mathematical data (NJASK 3-8, Algebra I EOC & HSPA) reveals that many students are in need of remediation in three critical areas: Patterns and Algebra; Data Analysis, Probability and Discrete Mathematics; and Problem Solving. In 2010-2011, the mathematical data (NJASK 3-8 & HSPA) revealed that many students are in need of remediation in Number and Numerical Operations (Grades 3-8), Data Analysis, Probability and Discrete Mathematics (Grades 3-8,11) and Geometry and Measurement (Grade 11). In order to facilitate the district’s continued movement toward infusing best practices for standards-based, mathematics instruction and to meet the needs of students and staff as indicated by the needs assessment data, the following will take place:

 Specific: The district will provide experiences that deepen teacher understanding and application of content knowledge; current thinking of how children learn language; differentiation strategies to help students approach math in alternate, modified, and scaffold ways; and collaborative examination and analysis of student work on open response items as well as published work. The Kindergarten math curriculum was revised in 2010. In 2010-2011, teachers were provided with content and program training, TI-Navigator training and the Accuplacer exam training. Both vertical and horizontal articulation has continued. The district has continued to participate in articulation meetings with the Cumberland County College and Cumberland County Curriculum Consortium. In 2011-2012, all K-12 math curriculum guides were revised to reflect the 2010 CCSS. In 2011-2012, twenty teachers and three administrators attended the NCTM Conference, all K-12 teachers received training on understanding and implementing the CCSS in mathematics, grades 6 & 7 math teachers received training on implementing writing into the math classroom, grades 24 9-12 teachers received training on the use of the TINavigator and Smartboard and grades 1-6 received training on the Everyday Mathematics core program. The district has continued to participate in articulation meetings with the Cumberland County College and the County Curriculum Consortium.

Measured: Student progress will be measured through formative and summative assessments such as: Study Island, unit assessments, Learnia results, IXL reports, report card grades, and NJASK, Algebra I EOC, HSPA scores.

Attainable: Best practices for standards-based, mathematics instruction will be attained by in-service professional development on content knowledge and pedagogy; implementation of professional learning communities; articulation meetings; teacher collaborations; and grade-level meetings, modeling of lessons, and co-teaching experiences provided by administrators.

Results Based: 10% increase in state assessment proficiency/advanced proficiency achievement. A 10% increase in state test data from 2008-2009 to 2009-2010 occurred for the total population in grades 3 and 4. A 10% increase in state test data from 2008-2009 to 2009-2010 occurred for the general education population in grades 3, 4, 5, 7 and 11. A 10% increase in state test data from 2009-2010 to 2010-2011 occurred for the grades: Grade 5 (Male), Grade 6 (Total, General Education, LEP, Female, White, Black, Economically Disadvantaged, Non- Economically Disadvantaged, NonMigrant); Grade 7 (Black); Grade 8 (Total, General Education, LEP, Male, White, Black, Hispanic, Economically Disadvantaged, Non-Economically Disadvantaged, Non-Migrant) and Grade 11 (LEP, Female, Black, Hispanic, Non- Economically Disadvantaged). The district is looking to increase state assessment proficiency/advanced proficiency achievement by 10% in 2011-2012.

Time-bound: by June 2012

Job-Embedded Professional Learning (p.26)

Job-embedded professional development at each school will occur during the common planning time period, monthly grade level meetings, department meetings, monthly vertical and horizontal articulation meetings, district articulation meetings, in-service days, as well as regularly scheduled administrator classroom visits. All K-8 teachers will meet for a full day at a minimum of four times (once per marking period) for collaboration. These collaboration meetings will be held with special education teachers, bilingual teachers, and general education teachers. During these times, teachers will analyze student work, benchmark assessments, interim reports, building level and district level assessments, share ideas, engage in professional reading, agree on common strategies, establish school goals and make any modifications to instructional practices to enhance student learning. Professional development will be conducted by school instructional leaders and other district support. School administrators will extend the teachers’ repertoire of knowledge and pedagogical skills by providing demonstration lessons, professional conferencing, peer coaching, and content specific research-based instructional strategies to improve student achievement in the core content areas (p.26).

 Key Curriculum Areas of Focus (p.27)

Data Analysis

All schools report that there will continue to be an emphasis on detailed analysis of the state and district assessments (i.e. NJASK3-8, Algebra I EOC, ACCESS, DIBELS, Fountas & Pinnell Benchmark Assessment, High Frequency Word List, and HSPA). Students in grades K-8 will have their performance analyzed through running records. Students taught in READ180 will have their instruction differentiated through the Scholastic Reading Inventory as well as the rSkills tests. All schools indicate there will be grade-specific collaborative meetings for teachers (including bilingual education and special education) to determine areas of concern and specific instructional strategies to increase student performance (p.27).

Evidence to support job-embedded professional development will include but not be limited to: surveys, agenda/minutes, teacher observations, funding for substitutes and evaluation forms. (p.35)