MIDDLE SCHOOL. Academic Success through Prevention, Intervention, Remediation, and Enrichment Plan (ASPIRE)

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1 MIDDLE SCHOOL Academic Success through Prevention, Intervention, Remediation, and Enrichment Plan (ASPIRE) Board Approved July 28, 2010 Manual and Guidelines ASPIRE MISSION The mission of the ASPIRE program is to assist all middle school students in achieving the academic growth necessary to move successfully to the next level of education.

2 NOTICE OF NON-DISCRIMINATION No person shall on the basis of race, color, religion, sex, national origin, disability, age, or marital status, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any educational program or activity or work environment. This practice shall apply equally to students, employees, applicants for employment and all persons having business with the School Board. Bay District Schools Equity Coordinator is the Executive Director of Human Resources who may be reached at (850) This notice is in compliance with Fla. Statute , F.S. Rule 6A (2), US Title IX , and Bay District School Board Policy

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4 ASPIRE Manual Table of Contents Overview of the ASPIRE Program 5 Objectives Prevention 6 Intervention 6 Remediation 6 Enrichment 6 Program Components Eligibility 7 Attendance 8 Classroom Behavior 8 Personnel 8 Curriculum and Differentiated Instruction 9 Diagnostics & Progress Monitoring/RtI 10 Parental Involvement 10 Business & Community Involvement 11 Models Two-Teacher Teaming Model 12 Two-Teacher Teaming Model with Intervention Period 12 Departmental Teaming Model with Intervention Period 13 Quality Assurances for Fidelity of Program Fidelity of Programs 15 Program Evaluation 15 School Board Obligations 15 Superintendent Obligations 16 District Obligations 16 Principal Obligations 16 Teacher Obligations 17 Acknowledgements 17 4

5 OVERVIEW The ASPIRE program is designed to reach academically struggling middle school students in order to assure their continued progress and successful promotion to high school. Throughout their educational career, students often need assistance or intervention. It is critical that these needs are met quickly and readdressed as necessary to prevent students from falling behind. If students needs are not met as they are identified, the likelihood of closing the achievement gap decreases over time. On-going classroom progress monitoring allows teachers to be cognizant of students in need of intervention, while encouraging those students who are ready to move ahead with enrichment opportunities. The learning style and modality of all students, as well as the strengths and areas for improvement, will be taken into consideration as choices are made for the purpose of differentiating instruction as a means of intervention and remediation. Frequent progress monitoring and diagnostics will help teachers determine proficiency in all content areas. On-going professional development will assist teachers in determining the best intervention or remediation options available for ASPIRE students. To promote awareness of the school and community connection, support will be sought to provide mentors and exposure to career opportunities. The goal of the mentor component is to increase success at school, encourage goal setting, and foster citizenship. ASPIRE teachers will encourage parental involvement at every level. Parents are expected to be involved in all decisions concerning placement and services whenever possible. Parents will also be encouraged to volunteer in ASPIRE classrooms and attend parent conferences, seminars, and other school activities. 5

6 OBJECTIVES Academic success is accomplished by providing instruction that includes prevention, intervention, remediation, and enrichment for students. PREVENTION Prevention under the ASPIRE program tracks all students to ensure that weaknesses are diagnosed and strategies implemented so that no child is left behind. Students will be monitored using frequent assessments. The goal of prevention is for students to receive immediate interventions based on reliable and valid data as soon as a problem is identified rather than waiting for the gap between peers to widen. Teachers will guide students using strategies that fit the academic situation and the individual learning styles. Professional development programs will serve to broaden the tools available to ASPIRE teachers. INTERVENTION Intervention is the implementation of research-based practices applied with students who, after being assessed, have deficit skill areas. Decisions for intervention will be based on progress monitoring data and best practice research. The classroom teacher will differentiate instruction to meet the individual needs of students. REMEDIATION The purpose of remediation is to provide intensive on-going assistance when students fall behind. Basic skills are usually present, but gaps may occur. These students are usually struggling and their rate of progress is delayed. Small group instruction will be utilized to return students to appropriate grade level performance. ENRICHMENT Enrichment will be designed to allow students enhanced opportunities to build on their strengths. Many students drop out each year because they see no benefit of staying in school. In an effort to reduce complacency and increase graduation rates, school staff will find meaningful ways for students to demonstrate mastery and continue to grow. 6

7 PROGRAM COMPONENTS OF ASPIRE What sets the ASPIRE program apart from other worthwhile initiatives in closing the achievement gap are the following critical components: ELIGIBILITY The ASPIRE program will serve the needs of students who have shown a pattern of scoring a Level I or Level 2 on FCAT Reading and Math, or an equivalent assessment from the previous school year. In addition to the FCAT Level I or 2 status, students must have district approved diagnostic evidence indicating they are one or more years below grade level. This program best serves students without significant discipline and/or attendance issues. ASPIRE is designed to serve a maximum of 36 students per grade level. Consequently, the administrator may have to prioritize placement and additional students who meet eligibility criteria will be added to a waiting list based on individual student needs. In the interim, these students may be serviced through other resources. With a preponderance of evidence to support placement, an administrator can request district-level approval for placement in the rare exception that a student does not meet all the eligibility criteria (i.e. retention in a previous grade, poor academic performance). With two sections of ASPIRE at each grade level, administrators should make every attempt to place students with similar learning styles and needs within the same section. If a school has the spaces available and chooses to service cusp Level 3 students, these students should be scheduled together and separated from the Level I and Level 2 learners with differing needs. With administrative approval, students who demonstrate significant progress during the school year and show the ability to maintain on-grade-level proficiency MAY be considered for dismissal from the ASPIRE program prior to the end of the school year. Based on administrator/teacher recommendation, mid-year exit criterion should be determined by proficiency on grade level standards as evidenced by: Report card grades Progress monitoring data FAIR scores Think-Link or other computer-based assessments Eligibility for the ASPIRE program is determined on a yearly basis. ASPIRE student designations will expire at the end of every school year. Upon recommendation from the administration and teachers, a student may be placed in the ASPIRE program for an additional year provided he/she meets eligibility criteria and is making progress toward grade-level proficiency. 7

8 Note: While it is always preferable to obtain parental consent, it is not a requirement in order to be placed in the ASPIRE program. Parents should always be invited to conferences related to student placement. If parents are not in attendance at the conference, notification will be given to the parents either through a phone call or mail when a student is placed in the ASPIRE program. Note: The percentage of ESE students in ASPIRE classes should be no more than the overall percentage of non-gifted ESE students in the school; i.e. if the total school ESE population is 25%, the total ASPIRE (6-8) program should have no more than 4 ESE students or the equivalent of 25%. ATTENDANCE Attendance is critical for student learning to occur. Therefore, when attendance becomes an issue, the following will take place: 1. Teacher will contact parent to encourage improved student attendance. 2. If attendance does not improve, a Child Study Team will be established to address issues and concerns, which could lead to placing the student on probationary status. 3. Removal from the ASPIRE program for the remainder of the school year (must have administrative approval). CLASSROOM BEHAVIOR Classroom behavior is critical for student learning to occur. Therefore, when inappropriate behavior becomes an issue, the following will take place: 1. Teacher will contact parent to encourage appropriate classroom behavior. 2. When the student s classroom behavior impedes academic progress, a Child Study Team will be established to address issues and concerns, which could lead to placing the student on probationary status. 3. Removal from the ASPIRE program for the remainder of the school year (must have administrative approval). PERSONNEL Teachers in ASPIRE will hold a valid Florida teaching certificate and be considered highly qualified according to No Child Left Behind (NCLB) in a minimum of one of the subject areas they teach. Teachers will be encouraged to seek additional certifications in order to obtain highly qualified status in all areas assigned. Selected ASPIRE instructors should have evidence of learning gains on standardized assessments in the previous 3-5 school years, or have been an effective classroom teacher previously as measured by program evaluation criteria (p15). (Teachers funded under the ASPIRE 8

9 allocation will not be responsible for teaching students outside the ASPIRE program unless this is done through the intervention period, as space permits.) It is strongly recommended that administrators place their most effective teachers in the ASPIRE program. ASPIRE teachers must: express a desire to teach students who are low-performing and be prepared to address individual challenges that often accompany low-performing students, work as a team member to share student information to effectively address the needs of all students, supplement or use alternative curriculum, as needed, to meet the individual needs and varied learning styles of their students, demonstrate effective classroom management techniques appropriate for lowperforming students, facilitate student academic growth using data-driven analysis and current instructional best-practices, and assist in selecting students who qualify for the program. The ASPIRE program will have Team Leaders selected by the principal at each middle school. Site-based Team Leaders responsibilities will be assigned by the district and principal. Compensation for lead teachers will be the responsibility of the district. CURRICULUM / DIFFERENTIATED INSTRUCTION Teachers are encouraged to use high quality and scientifically research-based materials most suitable for low-performing students. Technology is an important aspect of instructional practice. The use of computers, smartboards, projectors (elmos and lcd s) are highly encouraged for active student engagement. Some materials may be recommended by the district s Closing the Gap Team, in place of or in addition to corecurricular materials. In the ASPIRE program, differentiated instruction is paramount in meeting the diverse abilities of students participating in the program. Differentiated instruction assists each student in the learning process in order to maximize his/her growth towards academic success. Thus, differentiated instruction is responsive teaching rather than one-sizefits-all teaching. Examples of differentiated instruction would include consideration of student learning styles and multiple intelligences, small group instruction, critical thinking skills, and problem solving using brain-based research techniques. Placement in the ASPIRE program can require a suspension of traditional curriculum which may include an intervention class and/or a physical education waiver. 9

10 DIAGNOSTICS AND PROGRESS MONITORING / RtI Students have very diverse instructional needs. Through the use of standardized and curriculum-based assessments, teachers are able to identify specific academic strengths and weaknesses. Using these assessments, teachers develop and implement specific interventions to meet individual student needs. Additionally, for interventions to be effective, progress monitoring must occur on a regular basis. Documentation of diagnostic and progress monitoring will be maintained by the ASPIRE teacher. Universal Screening is the first step in diagnostic assessments. Universal screeners, such as ThinkLink, are given three times per year. Teachers analyze this data to determine if further assessments are needed to identify a student s strengths and weaknesses. Curriculum-based assessments, informal reading inventories (i.e. John s Reading Inventory), or math probes are used to ascertain the student s specific skill deficits. Once determined, an intervention plan is developed and implemented to assist the student in skill acquisition to achieve grade-level proficiency. On-going progress monitoring will occur on a regular basis to determine the student s response to the intervention. Based on the student s response to intervention, decisions will be made to either continue or revise the current intervention plan. Note: The ASPIRE program is a Tier I intervention; however, some students may require additional interventions moving them to Tier II and/or possibly Tier III. PARENTAL INVOLVEMENT Parental involvement is vital and encouraged at every stage of a student s academic development. Bay District Schools will encourage parent participation in all aspects of a student s education. Specific ways in which parents may be involved are listed below: Schools will host an ASPIRE parent orientation within the first four weeks of school. Schools will host a follow-up parent meeting after the first semester, but at least one month prior to FCAT. Attempts to contact parents will be documented with time, date, method, reason, and outcome. Schools will provide opportunities for parents to visit the school, conference with teacher(s), and/or perform volunteer services. Communication with parents will include both student s strengths and areas where parents may assist in helping the student make progress. Parents will encourage regular attendance and appropriate conduct. Parents will be made aware of the Parent Portal as a means of communication between the teacher and parents. 10

11 BUSINESS AND COMMUNITY INVOLVEMENT Bay District Schools is committed to working with local businesses and community members to enhance educational opportunities for all Bay County students. Bay County has a wealth of business and community members who are willing to assist schools and positively impact the lives of students. Many businesses supply assistance by opening their doors for field trips, awarding grants to teachers, donating materials or funds for projects, and allowing employees to volunteer or mentor students. Field trips, guest speakers, and mentors will provide opportunities for students to explore various career options. Service organizations, clubs, and faith-based organizations will be encouraged to provide volunteers and mentors. 11

12 MODELS Two-Teacher Teaming Model Two teachers at each grade level Common planning at each grade level Up to thirty-six students at each grade level will rotate between teachers for all subjects Grade Mod 1 Mod 2 Mod 3 Mod 4 Mod 5 Mod 6 *6 Teacher A LA-6-1 Read 6-1 LA-6-2 Read 6-2 SS 6-1 Plan 6 Teacher B Math 6-2 Science 6-2 Math 6-1 Science 6-1 SS 6-2 Plan *7 Teacher A LA 7-1 Read 7-1 LA-7-2 Read 7-2 Plan SS Teacher B Math 7-2 Science 7-2 Science 7-1 Math 7-1 Plan SS 7-2 *8 Teacher A LA-8-1 Read 8-1 Plan LA-8-2 Read 8-2 SS & Car Teacher B Math 8-2 Science 8-2 Plan Math 8-1 Science 8-1 SS & Car 8-2 Two-Teacher Teaming Model with Intervention Period Two teachers at each grade level Common planning at each grade level Sixth grade ASPIRE students rotate between two teachers for all subjects Seventh and eighth grade students rotate out of ASPIRE for science Principal may replace a science teacher with a social studies teacher in the seventh/eighth grade component of this model Intervention period allows the principal flexibility in using the intervention model for ASPIRE and Non-ASPIRE students, if space available - this is only one component of an RtI model within the school District ASPIRE allocations (3 teachers) provide intervention for students who need Tier II/III interventions for one period School -funded ASPIRE allocations may provide intervention for ASPIRE or non-aspire students who need Tier II/III interventions for one period ASPIRE students not required to attend the intervention period may rotate to PE/elective classes Provides flexible student movement between grade level teams allowing time for goal setting activities, skill grouping, and behavior management Class/Grade Mod 1 Mod 2 Mod 3 Mod 4 Mod 5 Mod 6 *6 Teacher A LA-6-1 Read 6-1 LA-6-2 Read 6-2 SS 6-1 Plan 6 Teacher B Math 6-2 Science 6-2 Math 6-1 Science 6-1 SS 6-2 Plan *LA/Read 7 LA 7-1 Read 7-1 LA-7-2 Read 7-2 Plan Intervention Read 7 Math/SS 7 Math 7-2 SS 7-2 SS 7-1 Math 7-1 Plan Intervention Math(7/ 8) *LA/Read 8 LA-8-1 Read 8-1 LA-8-2 Read 8-2 Plan Math /SS 8 Math 8-2 SS 8-2 SS 8-1 Math 8-1 Plan Science (non- ASPIRE Teachers) Sci 7 Sci 8 Intervention Read 8 Prin. Choice Non-ASPIRE 7/8 Elective 12

13 Departmental Teaming Model with Intervention Period Common planning combined with all grade levels Sixth grade ASPIRE students rotate between two teachers for all subjects Provides flexible student movement between grade level teams allowing time for goal setting activities, skill grouping, and behavior management Seventh and eighth grade students rotate out of ASPIRE for social studies Language arts/reading, math, and science core-curricular FCAT tested content areas are departmentalized in seventh and eighth grade Principal may replace a science teacher with a social studies teacher in the seventh/eighth grade component of this model Intervention period allows the principal flexibility in using the intervention model for ASPIRE and Non-ASPIRE students, if space available - this is only one component of an RtI model within the school District ASPIRE allocations (3 teachers) provide intervention for students who need Tier II/III interventions for one period School -funded ASPIRE allocations may provide intervention for ASPIRE or non-aspire students who need Tier II/III interventions for one period ASPIRE students not required to attend the intervention period will rotate to PE/elective classes Class/Grade Mod 1 Mod 2 Mod 3 Mod 4 Mod 5 Mod 6 *6 Teacher A LA-6-1 Read 6-1 LA-6-2 Read 6-2 SS 6-1 Plan 6 Teacher B Math 6-2 Science 6-2 Math 6-1 Science 6-1 SS 6-2 Plan *LA/Read A 7/ RtI Read 7/8 Plan LA/Read B 7/ RtI Read 7/8 Plan *Math 7/ RtI Math 7/8 Plan Science 7/ Prin. Choice Plan Social Studies (non-aspire Teachers) *District-funded ASPIRE unit Elective 7/8 SS 7/8 Note: Based on the individual needs at each school and grade level, these models may be combined in developing the school s ASPIRE Program. The manual is subject to change based on revised rules and staff input. 13

14 Quality Assurances for Fidelity of Programs 14

15 FIDELITY OF PROGRAM The fidelity of the ASPIRE program will be evaluated based upon the implementation of guidelines as indicated in this manual. The Division of Teaching and Learning Services staff will be responsible for monitoring each school s adherence to program guidelines, assisting staff with specifics on the daily operation of the program, and answering questions concerning the program. PROGRAM EVALUATION Qualitative and quantitative data will be collected for evaluation of the ASPIRE program. Teacher, parent, and student surveys will be administered and data disaggregated. Skill acquisition assessment and academic growth will be monitored throughout the year. Decisions to make changes or adjustments to the program will be made based on qualitative and quantitative data. The following expected outcomes will be evaluated for program success: STUDENT ACADEMIC GROWTH Student academic growth will reveal 55% learning gains on the FCAT in Reading Student academic growth will reveal 55% learning gains on the FCAT in Math Student academic growth will reveal 80% achieved an overall GPA of 2.0 TEACHER EFFECTIVENESS Teacher data will reveal 55% of students made learning gains in respective content area tested on FCAT Reading and Math Teacher data will reveal 80% of students achieved an overall GPA of 2.0 *Quantitative data will be disaggregated by district, school, teacher, and student. SCHOOL BOARD OBLIGATIONS The Bay District School Board is responsible for the following: provide funding to allocate 3 teaching units to middle schools that maintain fidelity in the program assist in recruiting business and community support review yearly evaluations review and approve the ASPIRE Plan 15

16 SUPERINTENDENT OBLIGATIONS The Superintendent for Bay District Schools is responsible for the following: provide personnel to carry out the ASPIRE program provide guidance in formulating or revising plans assist in recruiting business and community support review yearly evaluations review the ASPIRE Plan DISTRICT OBLIGATIONS The Division of Teaching and Learning Services staff will be responsible for the following: monitor implementation and fidelity of the ASPIRE program provide professional development for staff on programs, related assessments, and progress monitoring during the school year provide a professional development opportunity for ASPIRE curriculum development provide district staff assistance to schools implementing the program, including model design and approval establish data points for program evaluations report findings to Bay District Superintendent and School Board members monitor teacher units to ensure a maximum of 1:18 teacher/student ratio Principals will be responsible for the following: PRINCIPAL OBLIGATIONS ensure fidelity of the ASPIRE program including implementation of current guidelines ensure the master schedule allows for maximum of 1:18 teacher/student ratio as outlined in the ASPIRE plan provide to the district office ASPIRE teacher assignments as requested provide ASPIRE implementation model by mid-july for district approval documentation of ongoing review of progress monitoring data provide additional materials and resources to supplement those provided by the district to ensure success of the program provide opportunities for parental involvement provide opportunities for business and community involvement ensure Bay District Schools attendance policy is followed ensure Bay District Schools Student Code of Conduct is followed guarantee ASPIRE teacher classrooms by grade level are located within close proximity 16

17 TEACHER OBLIGATIONS Classroom teachers are responsible for the following: adherence to ASPIRE guidelines provide differentiated instruction for all students encourage and motivate students provide opportunities for parental communication and involvement maintain progress monitoring data for all students attend district-provided staff development workshops for ASPIRE throughout the year participate in summer ASPIRE curriculum development sessions use current and relevant best practices with classroom curriculum ACKNOWLEDGEMENTS This manual is a product of the collaborative efforts of the following district-level and school-based personnel: Shirley Baker Gena Burgans Elizabeth Champion, EdS Lynn Chester-d Albertis,EdD Kathryn Creel Heidi Cude Laurel Floyd Stuart Guilford Jodi Harless Kimberly Kirkman Kay Landingham Charlotte Marshall Elizabeth McCollum Jamie Metz Anna Prevost Angela Reese Julie Thompson Principal, Everitt Middle School Director of K-12 and Adult Instructional Services, BDS Instructional Specialist, BDS Program Evaluator, BDS Teacher, Surfside Middle School Teacher, Mowat Middle School Teacher, Mowat Middle School Teacher, Mowat Middle School Teacher, Jinks Middle School Assistant Principal, Jinks Middle School Instructional Specialist, BDS Principal, Merritt Brown Middle School Instructional Specialist, BDS Assistant Principal, Mowat Middle School Teacher, Deane Bozeman School Instructional Specialist, BDS Instructional Specialist, BDS 17