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Multi-Tiered Curricular Supports - Recommendations 2013-14 - FINAL DRAFT-. Goals. All NPS classrooms will have curricular supports in 2013-14 that are: Common Core/Standards aligned Effective (research in comparable settings) Supportive of all t eachers w orking with all t iers

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Multi tiered curricular supports recommendations 2013 14 final draft
Multi-Tiered Curricular Supports - Recommendations 2013-14- FINAL DRAFT-


  • All NPS classrooms will have curricular supports in 2013-14 that are:

  • Common Core/Standards aligned

  • Effective (research in comparable settings)

  • Supportive of all teachers working with all tiers

  • Differentiated by school need and capacity

  • Part of a robust, flexible assessment system

  • Fewer, Clearer, Higher!

How do you decide what tier 1 curricular supports you should choose
How do you decide what Tier 1 curricular supports you should choose?

  • Review menu of approved options.

  • Determine what level of curricular structure and support your school needs.

  • Work with your Assistant Superintendent to determine which option helps you meet your goals (in consultation with the Curriculum Office).

What level of structure and support do you and your staff need
What level of structure and support do you and your staff need?

Sample: K-2 Tier 1 Literacy Supports

Core Knowledge

NPS Units (Inc Fundations)


Table of contents for recommendations guide
Table of Contents for Recommendations Guide should choose?

  • K-12 Visual & Performing Arts

  • K-12 Health & Physical Education

  • K-12 World Languages

  • K-12 Bilingual

  • K-12 Career & Technical Education

  • K-12 Assessment Overview

  • Office Overviews:

  • Early Childhood

  • Special Education

  • College & Career Readiness

  • Bilingual

  • Curriculum

  • Areas:

  • Pre-K – Literacy, Math, etc.

  • K-12 Social & Emotional Learning

  • K-2 Literacy

  • 3-5 Literacy

  • 6-8 Literacy

  • 9-12 Literacy

  • K-5 Math

  • 6-8 Math

  • 9-12 Math

  • K-12 Social Studies

  • K-12 Science

Components of sample daily schedule tier 1 k 2
Components of should choose?Sample Daily Schedule – Tier 1 – K-2

  • 90-minute Core Literacy Program (embedded Social Studies content)

  • 30-minute Writers’ Workshop or other literacy support (e.g., Guided & Independent Reading)

  • Math Instruction

  • Hands-on Science

  • Specialists for Visual & Performing Arts, Health & Physical Education, World Languages

Sample sequences for nps k 8 literacy programs
Sample Sequences for NPS K-8 Literacy Programs should choose?

  • Sequence 1 – High Structure & Support

    • Core Knowledge Language Arts – K-2

    • Expeditionary Learning – 3-8

    • Writers’ Express (with Readers’ Workshop) – 9-12

  • Sequence 2 – Low Structure & Support

    • NPS Unit Outlines – K-12

      • with Fundations K-2

      • with Wilson 3-12

The literacy block grades k 8
The Literacy “Block” Grades K-8 should choose?

  • All literacy blocks will include a designated time for “Small group

  • instruction & Independent reading”

Day in the life of sample student tiers 1 3 9 12
Day in the Life of Sample Student– Tiers 1-3 – 9-12 should choose?

  • 45 minute per day: Core Literacy Program - Writers’ Express

  • 40 minutes per day: Explicit Reading Instruction and Support – Wilson or Readers’ Workshop

  • Individualized supports when needed

LITERACY should choose?

K 2 literacy
K–2 Literacy should choose?

Assessment: DRA2

3 5 literacy
3 – 5 Literacy should choose?

Assessment: ANet

6 8 literacy
6 – 8 Literacy should choose?

Assessment: ANet

9 12 literacy
9 – 12 Literacy should choose?


K 12 literacy nps unit outlines including fundations for k 2
K–12 Literacy: NPS Unit Outlines (including should choose?Fundations for K-2)

6-8 Literacy: Code X should choose?

K-2 Literacy: should choose?Fundations

6-8 Literacy: Just Words should choose?

MATH should choose?

K 5 math
K should choose?– 5 Math

Assessment: ANet

6 8 math
6 – 8 Math should choose?

Assessment: ANet

9 12 math
9 – 12 Math should choose?

Assessment: Midterms

K 5 math go math
K–5 Math: Go Math should choose?

K 5 math everyday math supported by nps modules units
K-5 Math: should choose?Everyday Math Supported by NPS Modules/Units

6 8 math connected math supported by nps modules units
6 – 8 Math: should choose?Connected Math Supported by NPS Modules/Units

Social studies
SOCIAL STUDIES should choose?

K 12 social studies
K – 12 Social Studies should choose?

Assessment: Midterms

SCIENCE should choose?

K 12 science
K – 12 Science should choose?

Assessment: Midterms

3 12 science nps curriculum exemplary science units
3 should choose? – 12 Science: NPS Curriculum & Exemplary Science Units

6 8 science tier 2 escience
6– 8 Science: TIER 2 - should choose?eScience

Support for the arts
Support for the Arts should choose?

  • Curriculum Aligned to the Common Core and NJCCCS

  • Evaluation and Clinical Supervision of Arts Specialists

  • Liaison to Art Partner Opportunities

Some of the benefits of arts education for newark students
Some of the Benefits of Arts Education for Newark Students should choose?

  • Positive Benefits for At-Risk Students

  • Students of low socioeconomic status (SES) who participate in arts learning academically outperform comparable students who have no or low arts involvement.

  • A recent far-ranging study showed multiple positive outcomes among students of low SES. Eighth graders who had high levels of arts involvement throughout elementary school showed higher test scores in science and writing than students with low levels of involvement.

  • In high school, students who had arts-rich experiences attained higher overall GPAs and were far less likely to drop out of school before graduation than did students who lacked those experiences.

At risk students
At Risk Students should choose?

  • Statewide Studies Highlight the Impact of Arts Involvement

  • A recent study released in Louisiana of more than 37,000 8th grade students found that the English language arts and math scores on the statewide LEAP test were significantly higher for music education students than for students not enrolled in music.

  • This held true regardless of ethnicity and socio-economic status.

  • Arts Education and At-Risk Youth

  • The Arts And Achievement In At-Risk Youth: Findings FromFour Longitudinal Studies, 2012 James S. Catterall, University of California Los Angeles with Susan A. Dumais, Louisiana State University and GillianHampden-Thompson, University of York, U.K.

Scheduling k 5 support level 1
Scheduling K – 5 should choose?Support Level 1

  • One FTE Visual Art Teacher per 30 classrooms

  • One FTE General Music/Vocal Music Teacher per 30 Classroom

  • Twice weekly for one semester

  • Instrumental Music introduce in grade five with pull out lesson program

  • Taught by a music educator with an instrumental music concentration.

Scheduling 6 8 support level 1
Scheduling 6 – 8 should choose?Support Level 1

  • Student will select their area of concentration

  • Choir, Instrumental Music, Visual Art, Dance, Drama

  • All Grade Six students will be scheduled at the same time in their concentration. The same applies for Grade Seven and Grade Eight.

Scheduling k 5 support level 2
Scheduling K – 5 should choose?Support Level 2

  • One FTE Visual Art per 30 classrooms

  • One FTE General Music/Vocal per 30 classrooms

  • One FTE Dance or Drama per 30 classrooms

  • Once per week for full year

Scheduling 6 8 support level 2
Scheduling 6 – 8 should choose?Support Level 2

  • Scheduled Choir, Instrumental Music, Dance Ensemble twice weekly

  • May require sharing of content specialist with other schools

  • Partnership with Arts Provider

Benefits of support level 2
Benefits of Support Level 2 should choose?

  • Financial Support for equipment and professional development

  • Access to partnerships

  • Students broaden opportunities for access to magnet programs

Reviving instrumental music grades 5 8
Reviving Instrumental Music should choose?Grades 5 - 8

  • Recommendations

  • Start small, target grade five

  • Share an instrumental music teacher with two or more schools

  • Use a rotating schedule for instrumental instruction

  • District provided support

  • Inventory of Musical Instruments

  • Repair of Musical Instruments

  • Partnerships

  • Mentoring, Evaluating, Supervising

  • Transportation


Health pe curricular support
Health/PE Curricular Support Elementary School

  • Curriculum aligned with NJCCCS and National Association for Sport and Physical Education (NASPE)

  • Development of curriculum units by grade clusters

  • Assistance with Health and PE evaluations

  • Adapted PE for special needs students

  • Textbooks

  • Recommended scheduling including health education to meet state requirements

Partnerships and families
Partnerships and Families Elementary School

World languages
WORLD LANGUAGES Elementary School

World languages k 8
World Languages K-8 Elementary School

  • Four languages are offered across the city:

    • Spanish

    • French

    • Mandarin Chinese

    • Portuguese

  • Recommended Scheduling:

    • Students will acquire more language if they are scheduled twice a week for half the year (i.e. alternate semester 1 and semester 2 with Art, Music)

  • Additional Resources on the World Languages E-Board

    • Assessments by K-2, 3-5, 6-8 and by cycle

    • Websites and power points

    • Curriculum

World languages 9 12
World Languages 9-12 Elementary School

  • Languages offered across the district:

    • Latin * Spanish

    • French * Portuguese

    • Mandarin Chinese

  • Draft Curricula for Levels 1 and 2 are being revised and edited to include Common Core correlations

  • T’esBranche is the new French textbook adoption for Levels 1 and 2

  • Options are being considered for a Spanish textbook adoption

  • AP given in French Language, Spanish Language and Spanish Literature in 5 schools

Bilingual education
Bilingual education Elementary School

Bilingual education in newark
Bilingual Education in Newark Elementary School

85% of English Language Learners (ELLs) exit the Bilingual Education program in 4 years or less

Bilingual education k 4
Bilingual Education K-4 Elementary School

  • 27 elementary schools currently have Bilingual Education programs

  • Some schools need their sites expanded to accommodate all the ELL students arriving to Newark Public Schools

  • Most student have an ESL teacher and a classroom Bilingual Education teacher for Grades K-4

  • Most students who begin in K or 1 have exited the Bilingual program by 3rd or 4th grade

  • Newark Bilingual students K-4 consistently exceed the Expected Growth Target set by the state

Bilingual education grades 5 8
Bilingual Education Grades 5-8 Elementary School

  • 22 schools currently have programs for this age group

  • Students have an ESL teacher and are either in double grade classrooms, or in a regular classroom with Math and Language Arts provided by a Bilingual Pull-out teacher

  • Students entering the United States at this age begin to have more difficulty acquiring the academic language required to be successful in school

  • Additional supports such as After-School Tutoring and Summer Enrichment programs are strongly recommended

Bilingual education grades 9 12
Bilingual Education Grades 9-12 Elementary School

  • Three high schools offer Bilingual Education in Spanish, French and Portuguese.

  • Students speaking other languages have an ESL-only program

  • Students have the highest level of need for extra supports through extended school day, tutoring for HSPA and additional ESL classes

  • Students who are in the country three years or less often use the AHSA in combination with the HSPA to graduate, since it is not a timed test.

Social emotional learning

CONTINUUM OF Elementary School


Tier 3 Intervention:

Specialized and IndividualizedInterventions for Students with Chronic Needs

Chronic Need

Tier 2 Intervention: Specialized Group Systems for Students with Moderate/Acute Needs

Acute Need

Tier 1 Prevention:

School-Wide Systems for All Students, Staff & Settings

Basic Need

Tier 1 prevention school wide systems for all students staff settings

Tier 1 Elementary School

School-wide supports and strategies that are preventive and directly correlated to the social competence development needs of students:







Tier 1 Prevention:School-Wide Systems for All Students, Staff & Settings

Tier 2 intervention specialized group systems for students with moderate acute needs

Tier 2 Intervention Elementary School:Specialized Group Systems for Students with Moderate/Acute Needs

Tier 2

Positive behavioral interventions and supports (PBIS) that are driven by integrated support services data reports identifying the social-emotional need trends within the school.

Sel rti in action
SEL RTI in Action Elementary School

Tier 3 intervention specialized and individualized interventions for students with chronic needs

Tier Elementary School3

Intervention supports and strategies for students who have been referred to the I&RS committee for chronic attendance, behavior or academic performance; who may not be responsive to the tier 2 intervention strategies.

Tier 3 Intervention:Specialized and IndividualizedInterventions for Students with Chronic Needs

Sel rti in action1
SEL RTI in Action Elementary School

ASSESSMENT Elementary School

Nps literacy assessments tiers 1 3
NPS Literacy Assessments & Tiers 1-3 Elementary School

  • Tier 1

    • PARCC-Aligned Assessments – Grades 3-8

      • The Achievement Network

    • PARCC-Aligned Assessments – Grades 9-10

      • CRESST

  • Tier 2

    • Leveled Reading Assessment

      • SRI

  • Tier 3

    • Diagnostic Reading Assessment

      • DRA2

Leveled reading assessment scholastic reading inventory sri
Leveled Reading Assessment – NetworkScholastic Reading Inventory (SRI)