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Increase each student’s literacy proficiency by strengthening K-12 instructional practices
By Spring 2026, the percentage of 5th grade students scoring at Level 4 (meeting expectations) will increase from 73% (57/78 students) to 78% (61/78 students), as measured by the New Jersey Student Learning Assessments (NJSLA).
By Spring 2026, the percentage of 5th grade economically disadvantaged students scoring at or above Level 4 (meeting expectations) will increase by 5%, moving from 44% (10/23 students) to 48% (11–12/23 students), as measured by the New Jersey Student Learning Assessments (NJSLA).
ELA (Grades 3–5)
Grade 3 ELA: By June 2026, Grade 3 students will increase proficiency on the identified priority ELA standards (Standard: RL.TS.3.4, by 2%, with each subgroup increasing by at least 1%.
Grade 4 ELA: By June 2026, Grade 4 students will increase proficiency on the identified priority ELA standards (Standard 1: RL.TS.4.4, by 2%, with each subgroup increasing by at least 1%.
Grade 5 ELA: By June 2026, Grade 5 students will increase proficiency on the identified priority ELA standards (Standard 1: RI.AA.5.7 ,by 2%, with each subgroup increasing by at least 1%.
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Strengthen Core Instruction (CKLA ELA)
-Implement CKLA ELA curriculum with fidelity across all grades.
-Emphasize foundational skills (phonemic awareness, phonics, fluency, comprehension, vocabulary) embedded within CKLA.
-In grades 3–5, place a stronger focus on writing development through CKLA writing lessons and extended writing opportunities.
-Support engagement and inquiry during CKLA lessons by using strategies that promote student discussion, questioning, and critical thinking.
Targeted Interventions
-Use mCLASS data (DIBELS, Maze, and benchmarks) to identify students for Tier II/III literacy support.
-Provide differentiated small-group instruction aligned to individual student needs (decoding, fluency, comprehension, writing).
-Monitor subgroup progress during three data review cycles (fall, winter, spring) and adjust interventions accordingly.
-Professional Development & PLCs
-Provide PD on CKLA implementation and effective writing instruction.
-Use PLCs to analyze mCLASS and benchmark data, and to identify specific standards to target based on NJSLA results.
-Facilitate peer observations and coaching cycles centered on CKLA delivery, writing instruction, and literacy best practices.
-Student Engagement in Literacy
-Increase student ownership of learning through strategies that spark inquiry, discussion, and questioning within CKLA.
-Embed opportunities for collaborative analysis of texts to deepen comprehension and vocabulary development.
-Celebrate growth in fluency, comprehension, and writing to build motivation and confidence.
Data-Driven Monitoring
-Conduct 3x per year data review cycles using mCLASS (DIBELS, Maze) and benchmark assessments to track growth.
-Disaggregate results to monitor subgroup performance (Multilingual Learners, Students with IEPs, Free/Reduced Lunch students).
-Use NJSLA and benchmark analysis to identify priority standards and drive instructional adjustments.
Family & Community Connections
-Host literacy family nights to model strategies that support fluency, comprehension, and writing at home.
-Share updates with families on student progress and highlight strategies used in CKLA.
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Building Principal (Dr. Kizee)
- Provide overall leadership and vision.
- Ensure alignment with district priorities and Barton’s School Improvement Plan.
- Allocate resources (time, budget, staffing) for PD implementation.
Assistant Principal (Mrs. Diaz-Bass)
- Support coordination of PD sessions.
- Monitor participation and provide feedback during walkthroughs.
- Serve as liaison between staff, district supervisors, and administration
Literacy Coach (Mrs. Collins)
- Facilitate CKLA and literacy-focused PD.
- Provide modeling, co-teaching, and resource support.
- Track and report implementation progress in literacy classrooms.
MTSS Intervention Team (BSI teachers, counselor, MTSS support)
- Share student performance data to guide PD priorities.
- Align intervention strategies with PD outcomes.
- Provide staff with Tier 2/3 instructional strategies.
Teachers
- Actively participate in PD and coaching cycles.
- Implement learned strategies in classroom practice.
- Provide feedback on PD effectiveness and student impact.
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Full implementation by June 2026
Data reviews three times per year:
December 2025, March 2026, and Jun e 2026
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Student Achievement Data
-Growth on mCLASS measures (DIBELS, Maze, and benchmarks) across all grades.
-Increased percentage of students meeting or exceeding proficiency benchmarks.
-Subgroup progress (Multilingual Learners, Students with IEPs, Free/Reduced Lunch students) showing at least a 1% gain.
-Improved performance on NJSLA ELA, particularly in identified priority standards.
Instructional Practice Evidence
-Walkthrough and observation data showing consistent CKLA implementation and evidence of strong literacy practices (fluency routines, text-based discussions, writing integration).
-PLC documentation reflecting analysis of mCLASS and NJSLA data to adjust instruction.
-Teacher implementation of strategies that increase student inquiry, discussion, and engagement with complex texts.
Intervention & Support Evidence
-Progress monitoring records from Tier II/III supports showing improvement in fluency, comprehension, and writing.
-Evidence of differentiated supports tailored to subgroup needs (e.g., decoding for MLs, comprehension scaffolds for IEP students).
-Student work samples demonstrating growth in reading comprehension and extended writing.
Stakeholder Engagement
-Student reflections or surveys indicating increased confidence in reading and writing.
-Family participation in literacy night and workshops supporting fluency and comprehension.
-Celebrations and recognition programs highlighting growth in literacy skills.
Monitoring & Accountability
-Evidence of three data review cycles (fall, winter, spring) using mCLASS, benchmark, and NJSLA data.
-Reports disaggregated by subgroups showing measurable progress.
-Regular updates shared with staff and families to highlight gains and areas of focus.
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