STUDENTS SCHOOL YEAR
2002-03 2003-04 2004-05
% Caucasian
84 84 82
% African- American
4 4 6
% Asian/Pacific Islander
2 2 2
% American Indian
0 0 0
% Hispanic
10 9 10
% Other
0 0 0
% Female
51 51 51
% Male
49 49 49
% LEP
7 8 10
% Special Education
16 15 15
SCHOOL STAFF 2004-05
Total Number of Instructional Staff
79
New Instructional Staff
5
Total Number of Paraprofessional Staff
Providing Direct Instruction
21
New Paraprofessional Staff Providing
Direct Instruction
1
Total Number of Administrative Staff
6
New Administrative Staff
0
Section IV: School Improvement Committee
Description of the Improvement Planning Committee
a) The Hillside School Improvement Committee began work before and during the July HOPE
Institute. This team worked with facilitator Pam Mueller before, during and after the Institute.
This group consisted of:
S. Donohue, Principal; E. Allaire, Assistant Principal; B. Batten, Instructional Coordinator and
Social Studies teacher; F. Flynn, District Special Education Coordinator.
J. Turbeville, C. Norton, A. Cenatiempo, P. Love, S. O’Neill, sixth grade teachers. J. Pollard and
M Burdette, ELL teachers.
In September this group was joined by:
F. Bass, Assistant Superintendent of Schools,
J. Giotas, Instructional Coordinator and Math teacher
L. Delacey, J. Harris and V. Shallow, teachers of Special Education
R. Terrell, M. Fleming, teachers.
The process of needs assessment began at the HOPE Institute. It continued in September with
teacher surveys, development of common staff beliefs and a new mission statement. The group
discussed root causes of deficiencies in October and November. Additional faculty input was
obtained on November 2. In late November, the committee determined strategies to be
employed.
A presentation was made to a group of parents and community members in December to solicit
their input. This group included:
Parents:
M. Sandler, R. Resnick, L . Ford, K. Rosenberg.
Community members:
K. Cook of the Chamber of Commerce and J. Duval, local business owner.
b) The proposed plan was shared with the District administrators and the whole staff at separate
meetings on December 7. The committee met on Thursday, December 9 to make final revisions.
The four middle school principals under the guidance of Frank Bass, Assistant Superintendent of
Schools will work cooperatively over the next two to three years to accomplish the following:
1. By March 2005, we will have redesigned faculty in-service programs to focus
attention on school improvement goals.
a. 10 hours of Principal time will be used toward this. No in-service has been
given on this topic yet.
b. A representative of Department of Education and/or the GMPDC will meet
with staff and explain the concept of AYP. At a separate meeting, we will
discuss the GLEs with our staff.
c. In-service to assist staff in evaluating materials (i.e.: test, quizzes, projects,
rubric) and comparing them to the GLEs.
d. In-service to assist staff in adapting teacher made materials to simulate the
NECAP test.
e. In-service to discuss effective practices in re-teaching and remediation.
f. In-service on standardized test-taking strategies.
2. Complete the curriculum alignment of our school to focus on GLEs.
a. Currently 2 staff members are receiving training in curriculum mapping.
b. Obtain funds possibly thru CSR grant to purchase curriculum mapping
software and training for all staff.
c. Use curriculum-mapping tools to align curriculum both vertically and
horizontally to GLEs in all subject areas.
d. Examine curriculum and align it to GLEs to target a specific benchmark.
e. Develop a school wide calendar dividing GLEs throughout the school year so
there is consistency in all departments and grade levels. Teachers will use this
as a guide for their instruction.
f. Once a week, each department (LA, Math, Science, S.S. and Unified Arts)
will meet by grade level to discuss GLEs and find ways to incorporate them
into their classroom.
3. Research and /or purchase a formal assessment tool to identify students in need of
remediation in Reading, Language Arts, and Math.
a. The team will look for an assessment tool that will provide information for a
large group of students who can be administered at one time.
b. The team will look for an assessment tool that will evaluate student abilities
and give grade level estimates detailing specific areas that the student is in
need of remediation.
c. The team will look for an assessment tool that is user friendly, short,
numerical data, easy to score and administer.
d. We will need to purchase a separate tool for reading and language arts, and for
math.
e. The SIP Committee will do an internet search for well-known publishing
companies for standardized tests/ and or method to gauge student progress on
a regular basis that goes beyond the NECAP.
f. Request examination copies to pilot test.
g. We will be sure that the assessment tool is scientifically and research based,
we will examine the reliability and validity of the test and how the test
publisher established it.
4. Develop a plan for re-teaching and enrichment for all students.
a. Expand Read 180 and Lexia reading programs we currently have, to identify
and incorporate more students who need remediation in reading into these
programs.
b. Expand Accelerated Math program for use in all classrooms. This program
will re-teach, remediate and expand all students’ math skills.
c. Make use of our Flex period to re-teach and remediate students who have
been identified as not meeting benchmarks.
d. Flex time can also be used as an enrichment period for those students who are
proficient.
The after school program sponsored by the 21
students who need assistance with their school work. It will also provide enrichment
opportunities for other students
5. Hillside staff members will have opportunities to share teaching strategies and will
explore ways in which “time” for such activities can be expanded.
6. Educators will look at schedules that provide additional support and help for students
who are failing to meet standards.
7. 21
activities. City Year members will also provide support for students in this area.
8. Hillside staff will explore PBIS as an intervention strategy to support a safe and secure
learning environment for all students. This process will take time to fully implement.
st Century Grant will provide additional support tost Century programs will provide daily homework help and a variety of enrichment
Section V: School Improvement Goals and Strategies
EVIDENCE OF EFFECTIVENESS
Reading
Curriculum Mapping has proven to be effective in 189 Ohio School Districts between 1999 and
2001. In particular, the vast majority of schools improved their effectiveness by aligning the
curriculum with the requirements over the evaluation processes, by initiating a means for schoolwide
professional development, focusing significant instruction time for basic skills and
implementing collegial planning.
Revision of the curriculum to match the Grade Level Expectations insures that the skills and
content being taught reflect the requirements of the State and its evaluation program.
Differentiated instructional materials and strategies have been proven to work by Carol
Tomlinson at the University of Virginia. This type of instruction combines research into how
students learn and standards-based education.
Read 180 has demonstrated effectiveness in two different studies in Orange County, Florida.
The 1997 study independently replicated the 1995 study. The State of California adopted Read
180 in 2002 as an approved program.
Lexia has been demonstrated effective in studies done in San Francisco, Texas, and in an
additional study done by Harvard University.
Project CRISS proved its effectiveness in a Utah study of the Granite School District, using
control and experimental groups in schools. Students in the experimental group showed
improvement in reading comprehension across grade levels and content areas.
Fifth grade evaluation of students before they enter Hillside Middle School is crucial for proper
placement in classes and programs to assist them if they are not reading on or above grade level.
The 21
outside the normal school hours. Studies have shown that reducing young people’s unstructured
time during the after-school hours and providing the focus of adults in small groups can improve
performance in school. A strong connection to the larger community has been shown to
positively effect student’s connection to the school and its requirements.
st Century After-school Program is designed to give help to students in smaller groups
Math
Information on Curriculum Mapping, curriculum revision, differentiation, Project CRISS and
evaluation listed under Reading may also apply to Math.
The Accelerated Math Program of Renaissance showed its effectiveness in a study of over 2,200
students in over 100 schools in 25 states. Students of all ability levels raised their math scores.
School Improvement Goals and Strategies Form
AYP Area of Focus
Students in the area of Socioeconomic Disadvantaged did not make AYP in Reading for two
consecutive years.
Improvement Goals
Students in the subcategory of Socioeconomic Disadvantaged will meet AYP in reading within
two years.
All subcategories of students who achieved AYP will maintain their status in reading over the
next two years. Students in the socioeconomic disadvantaged will also achieve AYP.
By the end of year one, staff will have the ability to implement effective reading instruction
across the curriculum. Reading instruction will meet the individual needs of all students by the
end of two.
Rationale
Standards-Based Curriculum, Instruction, and Assessment
Our current Language Arts curriculum and classroom instruction is not presently aligned with
state frameworks and grade level expectations.
Currently, there is a lack of communication across grade levels and subject areas regarding
curriculum and instruction.
Appropriate differentiated instruction is not being provided in all classrooms.
Appropriate differentiated materials are not available in all classrooms.
About 40% of our students who read below grade level do not receive extra reading support.
Most of our reading support is focused on grade six only, and there is no follow-up for seventh
and eighth grade students.
Currently, there is no system in place for the timely identification of students experiencing
difficulties in learning and meeting the standards in English Language Arts.
At the present time, instruction is not based on assessment results.
Currently, there is no school wide study skills curriculum.
We need to incorporate reading across the content areas.
Rationale Continued
Structural Reform
Currently, teams do not have the flexibility or understanding to plan a daily schedule that is most
effective for their students.
At the present time, our schedule does not allow for student advisory time.
We need to increase student contact time in Language Arts especially for those who are
struggling.
Structured planning opportunities for staff are needed for collaborative planninogn grade level
and across all content areas.
Professional Development
Currently, there is no building level ongoing, sustained professional development which aligned
with our curriculum priorities and student needs.
Culture and Climate
As a start to our improvement process, our staff developed a mission
statement based on our collective values and beliefs.
We see the need for more teacher collaboration.
Extended Learning
We are about to implement an extended day program.
External Support and Resources
We have received a federal grant to implement the 21st Century Learning Community.
We are going to pursue outside funding to raise the levels of student achievement, and to support
this improvement plan.
Summary Of Selected Strategies
Standards-Based Curriculum, Instruction, and Assessment
expectations into their work.
level expectations.
District will continue revision of the Language arts curriculum, matching it to the grade
to improve student achievement.
Teachers will map the curriculum for their individual classes, and adjust their instruction
materials to make this happen.
We will implement differentiated instruction in all classrooms and provide appropriate
our novice readers.
We will look for additional financial support to expand corrective reading programs for
incorporated in the curriculum to help students become more proficient readers, writers
and learners.
Project Creating Independance Through Student-Owned Strategies (CRISS) will be
for placement purposes.
All fifth grade students will be given a standardized reading test, with results being used
Structural Reform
year.
Teachers will be given time to plan their team schedules at the beginning of each school
increasing student exposure of language arts and math. Options such as block
scheduling, use of exploratory time and student advisory time will be considered.
Study of the use of instructional time at school will be undertaken, with the objective of
Professional Development
their curriculum. They will also be available for additional support on an as-needed
basis.
A consultant from the curriculum mapping company will work with teachers to help map
trainer will be available on an as-needed basis for additional support.
A district Project CRISS trainer will train the staff to implement this program. This
available to help teachers incorporate this approach into their classrooms.
Staff members will attend workshops on differentiated instruction. A consultant will be
instruction, and assessment discussion across grade and subject areas.
Early release days and summer work time will be used to facilitate curriculum,
Extended Learning
With federal grant money, we are implementing the 21st Century Learning Community in
January 2005. This is an after school program designed to increase student contact hours with
instructors. Open to all students, it offers additional classroom time and remedial support.
Culture and Climate
Time for collaboration will be built into the school year in a variety of ways.
External Support and Resources
We are in the process of applying for a CSR Grant.
The district will fund Project CRISS training, and curriculum mapping.
School Improvement Goals and Strategies Form
AYP Area of Focus
Students in the area of Hispanic and Socioeconomic Disadvantage for math did not make AYP
for two consecutive years.
Improvement Goals
Students in the area of Hispanic and Socioeconomic Disadvantage will meet AYP in two years.
All subcategories of students who achieved AYP will maintain their status in math over the next
two years. Students in the subcategory of Hispanic and Socioeconomic Disadvantage will also
achieve AYP.
By the end of year one, staff will have the ability to implement effective math instruction across
the curriculum.
Math Instruction will meet the individual needs of all students by the end of year two.
Rationale
Standards-based Curriculum, Instructional and Assessment
We have recently aligned our math curriculum with New Hampshire Grade Level Expectations
(GLE’s).
Hillside Middle School instructions of mathematics needs to incorporate these standards.
Currently, there is a lack of communication across subject area and grade levels regarding
curriculum and instruction.
We now have Accelerated math classes at all grade levels to emphasize higher-order thinking
skills and critical, creative thinking. (here or instruction)
Appropriate Differentiated Instruction is not being provided in all classroom.
Appropriate materials for differentiated instruction are not available in all classrooms.
We are not meeting the needs of all students in mathematics
At this point, 40% of our math students are in the novice category, yet receive no extra support.
Staff is unaware of incoming students math achievement. There is currently no system in place
for the timely identification for students experiencing difficulties in learning math.
At the present time, instruction is not based on assessment results.
There is no school-wide study skills program.
We need to incorporate reading across the content areas, including language in mathematics
Structural Reform
Currently, teams do not have the flexibility or understanding to plan a daily schedule
that is most effective to their students
At the present time our schedule does not allow for student advisory time
We need to increase students contact time in math, in particularly, those that are
struggling.
Structured planning opportunities for staff, are needed for collaborated planning on
grade level and all subject areas.
Professional Development
At this point, professional development is not aligned our curricular priorities and
student development
Culture and Climate
Same as Reading strategies.
External Support
Same as reading strategies.
Summary of Selected Strategies
funding we will expand it to all grades.
We will implement the Accelerated Math program in the 6th grade, and with additional
instruction to improve student achievement
Teachers will continue to map the curriculum for their individual classes, and adjust their
make this happen.
We will implement differentiated instruction in all classrooms, and provide materials to
efficient learners.
Project CRISS will be incorporated into the curriculum to help students become more
for placement purposes.
All incoming students will be given standardized math tests where results will be shared
Structural Reform
student exposure to Language Arts and math.
Study the use of instructional time at school will be done with the objective of increasing
.
Teachers will be given planned, structured time to meet with grade level and content area
curriculum.
A curriculum mapping company consultant will work with teachers to map their
Ongoing support will be provided on an as needed basis.Professional DevelopmentOptions such as block scheduling, exploratory and use of advisory will be considered.Teachers will be given time to plan their team schedules for the school year.Teachers will learn how to use ongoing assessment results to inform their instruction.Differentiated Instructions materials will be provided for support of the math curriculumWe will have ongoing, in-school curriculum instructionWe will continue to offer classes for high achieving math students.In-house professionals will be utilized as workshop presenters in their areas of expertise.Teachers will be given structured time to meet with grade level and content areas.Teachers will learn how to use ongoing assessment results to inform their instruction.We will expand our Lexia program to help meet the needs of more novice readers.We will supply appropriate materials to support differentiated language arts instruction.We will have ongoing, in-school curriculum discussions.
Curriculum Mapping INC will do curriculum alignment and incorporate grade level