timely - H. W. Mountz School

A Strategic ReviewPresented by:John E. Bormann & Kerri L. WalsiferSuperintendent Supervisor

1) Climate & culture2) Principal leadership3) Quality of instruction4) Standards-based curriculum, assessment, intervention system5) Effective use of data to improve student achievement6) Effective staffing practices7) Academically-focused family & community engagement8) Redesigning school time

• Manage a fiscally-responsible budget focusedon these principles• Manage legally-responsible policies focusedon these principles• Manage appropriate stake-holdercommunication focused on these principles

A focus on the learning and teaching environment for staff,students, and community“School culture reflects the shared ideas—assumptions,values, and beliefs—that give an organization its identity andstandard for expected behaviors.”“School climate reflects the physical and psychologicalaspects of the school that are more susceptible to change andthat provide the preconditions necessary for teaching andlearning to take place.”- Charter for Educational Practices, 2004

• Maintain buildings in goodphysical condition• Reward students for appropriatebehavior• Enforce consequences forinappropriate behavior• Use contracts with students toreinforce behavioralexpectations• Post behavioral policies onbulletin boards; periodicallyannounce them over the publicaddress system• Initiate anti-bullying, conflictresolution and peermediation programs• Engage students, staff andparents in planning schoolsafety activities• Increase number andaccessibility of counselors,social workers, and mentors• Create anonymous tip lines orsuggestion boxes forreporting potentiallydangerous situations orproviding ideas to improveschool climate

• Provide more in-schooloptions to “blow off steam”• Develop strategies to ensuresafety during lunch periodsand between classes; providemore structure during lunchhour• Provide accommodation ortime-out rooms throughoutthe day• Provide in-school suspensionprograms with academicsupports and consistentstaffing• Build smaller middle and highschools• Increase amount of timeteachers are interacting witheach student• Assure that every student hasan active connection to at leastone adult in the school• Provide professionaldevelopment on such issues ascultural and class differences,emotional needs of otherchildren, parental involvement,and bullying and harassment

1. Tier 1:Year-long Pro-Social Skills Program• NJ Bar Foundation Lessons for K-8 (Sept-Oct)• PreK & K– Tools of Mind Self-Regulation Focus (Sept-June)• K-2 Stop & Think Curriculum (Oct- June)• 3-8 Elias Social-Decision Making Curriculum (Oct- June)2. Tier 2: Interventions for Focused Social-Skills• Small Groups with FT Psych/PT Social Wkr3. Tier 3: Interventions for Focused Social-Skills• Individual counseling with FT Psych/PT Social Wkr

1. NJ Respect Week (First week in October)▪ Assembly- Tolerance Rocks, K-8▪ 5-8 Princeton University Roots Survey2. Anti-bullying Lessons by grade level throughout the yearembeddedin ELA3. Mix-it Up Days (quarterly)4. Anti-Bullying Specialists- Ms. Parisi & Mrs. Krug (grade-levelappropriate classroom lessons throughout year)

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Prioritization: Teaching and learning must be at the top of the priority list ona consistent basis. Leadership is a balance of management and vision(NAESP, 2001).While leaders cannot neglect other duties, teaching andlearning should be the area where most of the leaders’ scheduled time isallocated.Scientifically based research: Instructional leaders must be well informed ofeffective instruction in order to assist in the selection and implementation ofinstructional materials and to monitor implementation. Leaders’participation in professional development sessions will help them remaininformed and will provide a focus for monitoring.Focus on alignment of curriculum, instruction, assessment, and standards: Ifstudent achievement is the goal and that goal is measured by standardsbasedassessments, the curriculum, instruction, and assessments all mustbe aligned with the standards. If there is a disconnect among theseelements, student achievement will not be evident. Alignment is an ongoingprocess as standards, curriculum, and assessments cycle throughimprovements.

Data analysis: In their focus on improving achievement, effective leadersuse multiple sources of information to assess performance (NAESP,2001).Principals can use data to help guide the instructional focus and professionaldevelopment of teachers. They can also assist teachers in using data toestablish student grouping arrangements and pinpoint specific studentintervention needs.Culture of continuous learning for adults: Effective instruction is a skill thatcan never be perfected. All teachers can benefit from additional time andsupport to improve their instruction. Research indicates that effectiveprincipals have “a view of instructional improvement as an ongoingprocess”(Chase & Kane, 1983). Leaders that maintain learning as a prioritywill provide released time for teachers to attend relevant training. They willfollow up by monitoring and providing the support that sustains the newlearning.

The reason why we are here!“The framework for teaching isgrounded in the constructivistapproach. It assumes that the primarygoal of education is for students tounderstand important concepts andto develop important cognitive skills,and that it is each teacher'sresponsibility, using the resources athand, to accomplish those goals.” –Charlotte DanielsonPrinciples:3 - Quality of instruction4 - Standards-based curriculum,assessment, intervention system5 - Effective use of data to improve studentachievement

• Students Graduate from High School• Students need NO Remediation in College orWorkplace Training Programs70605040302010068524530 25College and Career Readiness Video

• Non-Fiction, Reading-for-Information,Should be 50% to 70% of All Reading duringA SCHOOL DAY

• Using Evidence and Argument isKey to College & WorkplaceWriting during A SCHOOLDAYSource: National Assessment Governing Board (2007). Writing framework for the 2011National Assessment of Educational Progress, pre-publication edition. Iowa City, IA. ACT, Inc.

• Student Reading Ability Must Increase 2 to 3 Grade Levels..

O Establish fluency in key mathematical skills“Fluency- can carry out skill quickly and withoutsupport”

How can PreK-8 help?• High Expectations – All students can and mustreach a higher level of rigor• Support – All teachers can and must reach ahigher level of rigorous teaching• Demonstration of Learning – TeacherObservation and Lesson Plans

1. Students know how to create their ownmeaning out of what they learn2. Students organize information so they createmental models/schema3. Students integrate individual skills into theirwhole set of knowledge, understanding, andstrategy4. Students apply what they’ve learned tonew/novel situations

TOOLS of the MIND Curriculum for PreK and KGoals….• To develop underlying cognitive skills such as self-regulation,deliberate memory, and focused attention.• Being able to think ahead, plan and follow directions• Pay attention during stories and other activities• Remember things that the teacher tells children—directions, information, facts

• To develop social-emotional school readiness: emotional and behavioralself-control, take another’s perspective, resolve disagreements, bemotivated to learn.• Not lose your temper when you don’t get your way• Being kind to and respectful of others• Solving disagreements in a positive way• Wanting to learn and persisting when it isn’t easy

• Build foundation for later academic learning throughspecific skill development: symbolic thinking and earlyliteracy/numeracy.• Knowing the letters of the alphabet and the soundsthey represent• Being able to write your name• Knowing that numbers stand for quantities, whatgeometric shapes are, how to sort by differentdimensions (color, shape)

• Tools of the Mind “rolls out” the curriculum in4 chunks throughout the year to follow thedevelopmental trajectory of the children• What children do at the beginning of Pre-Kindergarten and Kindergarten looks verydifferent from what they will do by the end ofthe year

• This is an extremely important responsibility for us asadministrators, teachers, and parents.• 100% of our students are expected to be College &Career Ready– these Standards were written for ourdistrict with success in mind!• This educational reform movement is necessary forour students to be able to compete globally and this iswhat our parents expect.• “Continuous improvement requires a commitment tolearning.” David Gavin C., Harvard University

• THEY ARE INTENDED TO…▪ Increase Rigor of Instruction▪ Increase the Number of College Graduates▪ Increase American Competitiveness• THEY ARE DESIGNED TO…• Improve College & Career Learning byincreasing and improving…▪ Non-Fiction Reading▪ More Complex / Difficult Reading▪ Math Instruction Beyond “Memorization”▪ Critical Thinking & Problem Solving

• An initiative sponsored by the National Governors Association(NGA) and the Council of Chief State School Officers (CCSSO).• Not a Federal DOE mandate - THEY HAVE BEEN VOLUNTARILYADOPTED by Nearly ALL STATES to Improve School Outcomes• "provide a consistent, clear understanding of what students areexpected to learn, so teachers and parents know what theyneed to do to help them."• Additionally, "The standards are designed to be robust andrelevant to the real world, reflecting the knowledge and skillsthat our young people need for success in college and careers,"which will place American students in a position in which theycan compete in a global economy

1. Balancing informational & literary texts• Adopted K-6 Treasures program pairs fiction & nonfiction• Created 7-8 units include pairing of novels with nonfiction articles, speeches,and excerpts2. Building knowledge in the disciplines through text• Increased use of text resources (Time for Kids, Scholastic magazines, etc.) toexplore and learn content in science, social studies, and special areas• Beginning to examine Achieve 3000 as a text-based nonfiction resource forscience and social studies3. Increase in text complexity• Purchased and beginning to implement Scholastic Reading Inventory (SRI)-web-based reading benchmarking tool (quarterly)• Utilizing Lexile.com to match appropriate (just out of reach) text to students’reading level as shown on SRI

4. Text-dependent answers• To provide training on “close reading strategies” and “techniques indeveloping strong, pre-developed questions5. Writing from sources• To provide training on citing sources from a text and requiring the citation ofmultiple sources while answering text-dependent questions• Developing research paper requirements in in grades 7 and 8 ELA andScience/Social Studies• Providing time in schedule for librarian to provide in-class support andinstruction on research and citations6. Academic vocabulary• To focus on required academic vocabulary lists in all subjects• Teachers to use “grade-up” vocabulary in delivery of “grade-on” lessons

• Close Read Video• Gettysburg Address Sample

1. Fluency sets• Fluency standards identified at each grade level• To be include in daily practice with on-going assessment• To be monitored by Scholastic Math Inventory and interventions provided as needed(purchased this year and being given quarterly)• Included in K-5 enVision math series2. 8 Math Practices• Identifying math practices being used in each lesson• To provide training on how to maximize their effectiveness and how to assess them3. Perseverance and problem-solving• Incorporating an application section to each lesson of each unit to ensure application ofskills to larger, more involved, real-world math problems• Ensuring a high level of rigor to a certain portion of math problems within each unitand on each assessment which students understand they need to work toward• Included in K-5 enVision math series, but more needed

4. Alternate answers, explore distractors, justify answers• Train teachers on how to incorporate more writing into mathematics- stateand answer and justify with mathematical proofs rather than text evidence5. Procedure and content• Training teachers on how to teach students to document procedure on howthey got the answer in writing• Train teachers on close reading of math word problems - decoding the stepsto achieve an answer, decode word problem• Requiring benchmark assessments to include these types of tasksperformancemeasures6. Longer performance tasks• Including more performance-based, real-world math into curricular units• Included in K-5 enVision math series, but more needed

• Rigor in Math Video• McDonald’s Math Question

1. Examine and research each shift over thenext two years/ one at a time2. Apply the shift into classroom teachingand learning strategies3. Discuss and dialogue impact on studentachievement4. Turn-key what was learned to the faculty5. Expectation: Full faculty implementation▪ Teacher Observation Framework

Common Core Implementation1. Balancing Informational and Literary Text2. Building Knowledge in the Disciplines3. Staircase of Complexity4. Text-based Answers5. Writing from Sources6. Academic Vocabulary6 Shifts in ELA Literacy6 Shifts in MathematicsCommon Core Assessments1 & 2: Non-fiction TextsAuthentic Texts3: Higher Level of Text ComplexityPaired Passages4&5: Focus on command of evidencefrom text: rubrics and prompts6: Academic Vocabulary1. Focus2. Coherence3. Fluency4. Deep Understanding5. Applications6. Dual Intensity1: Intensive Focus2: Linking Back4, 5, 6: Mathematical Modeling

Before: NJCCCS (2004)1. Produce written work and oral work that demonstratecomprehension of informational materials.After: CCSS (2010)2. Determine two or more central ideas in a text and analyze theirdevelopment over the course of the text; provide an objectivesummary of the text.

Before: NJCCCS (2004)1. Understand and apply the Pythagorean Theorem.After: CCSS (2010)1. Explain a proof of the Pythagorean Theorem and its converse.2. Apply the Pythagorean Theorem to determine unknown sidelengths in right triangles in real-world and mathematicalproblems in two and three dimensions.3. Apply the Pythagorean Theorem to find the distance betweentwo points in a coordinate system.

Priority Purposes of PARCC Assessments:1. Determine whether students are college- and career-ready or ontrack2. Assess the full range of the Common Core Standards, includingstandards that are difficult to measure3. Measure the full range of student performance, including theperformance of high and low performing students4. Provide data during the academic year to inform instruction,interventions and professional development5. Provide data for accountability, including measures of growth6. Incorporate innovative approaches throughout the system45

2 Optional Assessments/Flexible AdministrationDiagnostic Assessment• Early indicator ofstudent knowledgeand skills to informinstruction, supports,and PD•Non-summativeMid-Year Assessment•Performance-based•Emphasis on hardto-measurestandards•PotentiallysummativePerformance-BasedAssessment (PBA)• Extended tasks• Applications ofconcepts and skills• RequiredEnd-of-YearAssessment•Innovative, computerbaseditems•RequiredSpeaking And ListeningAssessment• Locally scored• Non-summative, required46

K-2 formativeassessmentbeingdeveloped,aligned to thePARCC systemTimely student achievementdata showing students,parents and educatorswhether ALL students areon-track to college andcareer readinessCollegereadiness scoreto identify whois ready forcollege-levelcourseworkTargetedinterventions &supports:•12 th -grade bridgecourses• PD for educatorsK-2 3-8HighSchoolONGOING STUDENT SUPPORTS/INTERVENTIONSSUCCESS INFIRST-YEAR,CREDIT-BEARING,POSTSECONDARYCOURSEWORK47

INSTRUCTIONAL TOOLS TOSUPPORT IMPLEMENTATIONPROFESSIONAL DEVELOPMENTMODULESK-12 EducatorTIMELY STUDENT ACHIEVEMENTDATAEDUCATOR-LED TRAINING TOSUPPORT “PEER-TO-PEER”TRAINING48

PARCC’s assessment will be computer-based and leveragetechnology in a range of ways:• Item Development• Develop innovative tasks that engage students in the assessment process• Administration• Reduce paperwork, increase security, reduce shipping/receiving & storage• Increase access to and provision of accommodations for SWDs and ELLs• Scoring• Make scoring more efficient by combining human and automatedapproaches• Reporting• Produce timely reports of students performance throughout the year toinform instructional, interventions, and professional development49

Students are on-track or ready for college and careersStudents read and comprehend arange of sufficiently complex textsindependentlyReadingLiteratureReadingInformationalTextVocabularyInterpretationand UseStudents writeeffectively when usingand/or analyzingsources.WrittenExpressionConventionsandKnowledge ofLanguageStudentsbuild andpresentknowledgethroughresearch andtheintegration,comparison,and synthesisof ideas.

Students are on-track or ready for college and careersSolve problemsinvolving the majorcontent for their gradelevel with connections topracticesSolve problemsinvolving the additionaland supporting contentfor their grade level withconnections to practicesExpress mathematicalreasoning byconstructingmathematical argumentsand critiquesUse the modelingpractice to solve realworld problemsDemonstrate fluency inareas set forth in theStandards for Content ingrades 3-6

“Transitional Assessments”Spring 2012Spring 2013Spring 2014SY 2014-15NJ ASKAligned toNJCCCSNJ ASKAligned to theCCSSNJ ASKAligned to theCCSSFulladministrationof PARCCassessments52

Creating accountability and support for our teaching staff.“A framework answers the questions "What does an effective teacher know?" and"What does an accomplished teacher do in the performance of her duties?" Aframework is useful for all teachers, from those just entering the profession, toveterans who may have lost enthusiasm for their work, to master teachers who aretrying to convey their wisdom to others.”- Charlotte Danielson

2175 Lemoine Avenue, 6 th FloorFort Lee, NJ 07024P: 201.585.4612 / EngravaS@fortlee-boe.netTwitter.com/iSchoolLeader

2175 Lemoine Avenue, 6 th FloorFort Lee, NJ 07024P: 201.585.4612 / EngravaS@fortlee-boe.netTwitter.com/iSchoolLeader

Schools that serve adults, not students…

Educator Evaluation in NJMeasures of Effective Teaching (MET)In January 2012, the Billand Melinda GatesFoundation released newfindings from Measures ofEffective Teaching (MET)initiative, a researchproject of unprecedentedscope involving 3,000teachers in six schooldistricts across thecountry.The findings explain theneed to develop researchbasedevaluation systemsthat could unleash theuntapped potential in thenation’s teaching force.

Educator Evaluation in NJKey 'MET' Points Made Simple Include:• Teachers generally appear to be managing theirclassrooms well but are struggling with fundamentalinstructional skills• Although classroom observations can give teachersvaluable feedback, current structures are of limitedvalue for predicting future performance• Evaluations that combine several strong performancemeasures will produce the most accurate results

Educator Evaluation in NJ'MET' Made SimpleImplications for you and me:• Infrequent classroom visits are the predominantapproach for assessing teachers, they are woefullyinsufficient; we need to change.• Teaching is complex and multifaceted; it draws on abroad array of professional skills.• We must implement a fair, consistent approach toevaluation that gives schools and teachers the bestpossible information on a regular basis.

• Universal vision of highly effective teachingbased on common language & clearexpectations• Yield accurate and differentiated levels ofperformance• Provide timely, actionable, data-drivenfeedback• Provide targeted PD to support growth• Use multiple measures of performance

• Teachers in NJASK 4-8 LAL & Math▪ NJASK 35-45%▪ School-wide Student Benchmarks 5-10%▪ Other Student Performance Measure 0-10%▪ Classroom Observation 40-45%▪ Other Measures of Practice 5-10%• Teachers in Non-NJASK 4-8 LAL & Math▪ School-wide Student Benchmarks 5-10%▪ Student Performance Measure 10-45%▪ Classroom Observation 45-80%▪ Other Measures of Practice 5-10%

• Core Area Teachers- Math, ELA, Science, SS• Non-Core Area Teachers• Formal Obsv w/ post conf (10 days) 5 3• Formal Obsv w/ pre conf 1 1• Unannounced Obsv 2 1• External Evaluator 2 1• Minimum 30 minutes 2 1• Double scored 1 0• Summative 1 1• Total Minutes 105 60

• Core Area Teachers- Math, ELA, Science, SS• Non-Core Area Teachers• Formal Obsv w/ post conf (10 days) 4 2• Formal Obsv w/ pre conf 1 1• Unannounced Obsv 2 1• External Evaluator 2 1• Minimum 30 minutes 2 1• Double scored 1 0• Summative 1 1• Total Minutes 90 45

• Tenured by end of June• Non-Tenured by April 30• Results in mutually developed PDP• Career growth, recognition opportunities,retention provisions, separation procedures• 4 levels of teacher performance• Highly effective, effective, partially effective,ineffective

• Based on summative evaluations• Tenure awarded only after two years of effective or highly-effectiveratings, and will take four years instead of three years to attain, whileproviding a year of mentoring for all new teachers• Revocation of tenure will be predicated on effectiveness and tenurecharges will automatically be brought against teachers and principalsafter two consecutive years without a rating of effective or highlyeffective,• Mandated, research-based mentoring in a teacher’s first year• Professional development plans will be tied to evaluations• Corrective action plans will be mandatory when a teacher is ratedineffective or partially ineffective providing the opportunity forimprovement before tenure charges are brought for ineffectiveness.

• Form District Advisory Committee Nov 2012• Adopt Evaluation Framework Jan 2013• Test & Refine Framework Jan- Aug 2013• Train All Teachers on Framework2013June• Train All Observers Aug 2013• Reports Due to NJDOE July 2013

• Begin Training of Danielson: Domains 1 & 42011-2012 School Year• Form District Advisory Group – Teacher Evaluation TeamSeptember 2012• Complete Training of Danielson: Domains 2 & 3September 2012• iObservation Training (Technology Infrastructure for Framework)October 2012• Observations in New FrameworkOctober 2012 – April 2013

• Danielson Framework for Effective Teaching-The Spring Lake Definition of TeacherEffectiveness

1. Domain 1- Planning and PreparationJan 16, 2012 In-Service2. Domain 4-Professional ResponsibilitiesMay 25, 2012 In-Service3. Domains 2 & 3 – Classroom Environment & InstructionSept 5, 2012 In-Service4. iObservation and Walkthrough Instruments Oct 8,2012 In-Service

• What are the traits of a master teacher?“....not so much to teach as it is to…..arrange learning.”• Components• 1a – Demonstrating Knowledge of Content and Pedagogy• 1b – Demonstrating Knowledge of Students• 1c – Setting Instructional Outcomes• 1d – Demonstrating Knowledge of Resources• 1e – Designing Coherent Instruction• 1f – Designing Student AssessmentsConnection to Principles on Curriculum, Instruction, AssessmentAt HW Mountz--- Standard lesson and unit plan format that includes all ofthese components- monthly (more if necessary) reviewed by administrationwith feedback given

• What do you want students to remember about theirexperiences here at H.W. Mountz?‣ “the atmosphere is business like, with non-instructional routines and procedureshandled efficiently; student behavior is cooperative and non-disruptive; and thephysical environment is supportive of stated instructional purposes.”‣ Components:‣ 2a – Creating and Environment of Respect and Rapport‣ 2b – Establishing and Culture of Learning‣ 2c – Managing Classroom Procedures‣ 2d – Managing Student Behavior‣ 2e – Organizing Physical SpaceConnection to Principle on Climate and Culture and monitored through observationand communication from parents, students, and other staff members regardingBehavior Expectations.

Domain 3: InstructionComponents:3a - Communicating with Students3b - Questioning and Discussion Techniques3c - Engaging Students in Learning3d – Using Assessment in Instruction3e – Demonstrating Flexibility and ResponsivenessConnection to Principle on Curriculum, Instruction, andAssessmentObservations to focus on Shifts in Common Core ELA/Mathwhere applicable.

‣ “Being a TRUE professional educator…the role we take outside of and inaddition to those in the classroom with students”‣ Involves “the teacher interactions with colleagues, families, otherprofessionals, and the larger community.”‣ NOT included in previous teacher evaluation systems.‣ BEYOND the work we do in the classroom…how “highly professional teachersdistinguish themselves from their less proficient colleagues”‣ Evident in logs, summaries of work on school and district committees,descriptions of workshops for parents.‣ Professional carry through of individuals allowing the whole school to moveforward

Components:4a – Reflecting on Teaching4b - Maintaining Accurate Records4c - Communicating with Families4d – Participating in a Professional Community4e - Growing and Developing Professionally4f – Showing ProfessionalismConnection to All of the 8 Principles!!!!!!!!!!!!!!

‣Not all experienced teachers are experts‣Levels of performance of teaching, not teachers‣ How are the 4 Domains evaluated?‣ 1: Planning - unit plans and associated material‣ 2: Environment- observations and walkthroughs‣ 3: Instruction- observations, walkthroughs, student work‣ 4: Professional Responsibility – logs, reports, participation,communication mechanisms

Ineffective• does not yet appear to understand the concepts underlying each domain• needs intervention as a priority because it may lead to harm in learning Partially Effective• Appears to understand the concepts underlying each domain and attemptsto implement them• Most likely will improve with experience and mentoring/coaching Effective• Clearly understands the concepts underlying each domain and implementsthem well• Knows content, knows students, has a wide range of strategies, automatic,alert to need for change and responds professionally Highly Effective• Clearly mastered the concepts underlying each domain• Serves as a resource for others, seems like classroom runs itself

Creating a school environment that is inclusive of the family andcommunity.“Community building must become the heartof any school improvement effort.”-Thomas Sergiovanni

• Clear Expectations all stake-holders can hold each other to….• Implementation of clear and consistent Behavioral and AcademicExpectations at MS level with parental input• Development of clear and consistent Behavioral and AcademicExpectations at PS level with parental input• Communication with Parents• Website and School E-mail blasts• Teacher websites• E-mail blasts 2x monthly from core subject area teachers• E-mail blasts 1x monthly from special area teachers• Monthly learning goals posted in each subject• Administrative Grade-level parent meetings• Homeroom Administrative Grade-level student meetings• Parent workshops-▪ Planned = Pro-Social Skills, Common Core, Special Ed, Jupiter Grades, Tools of Mind etc.

• Community Involvement• MUSST Program• PTA• SLED• Booster Club• 8 th Grade Fundraising• Class Parents• Enrichment Opportunities• Volunteers- Kindergarten, Book Fair, Enrichment, etc.• Parent Focus Groups- MS Grading, MS Demerit System, etc.• High level of accessibility to administration and teachers

Creating a school schedule that maximizes teaching and learning.“I have never let my schooling SCHEDULEinterfere with my education.”-Mark Twain

1. 1-8 Science Specialist2. Uninterrupted ELA and Math time in1-43. Flex periods in 1-4 to address pro-social skills, health, Social Studies skills, extended ELA and Math(many Social Studies standards are integrated into ELA)4. Library push-in in grades 1-2 to support ELA program5. 3-5 Technology and Library co-teaching collaboration to support research and technology skills6. Expanded time for library and technology to support core subject curriculum projects in the area ofresearch and application of technology skills7. Accelerated ELA and Math classes in grades 6-88. Art- technology integration in various grades- ex. Claymation project9. Split lunch periods to monitor and support student social-decision making10. 6 periods of science in grades 7-8 per week11. 8 periods of ELA and Math per week in grades 5-812. Supplemental period to support at-risk students in ELA and Math13. Re-designed intervention program to support most at-risk students