JERSEY CITY PUBLIC SCHOOLS RETAINED STUDENT INDIVIDUALIZED STUDENT LEARNING PLAN (Grades 4-8) Action Plan (Addendum 1F) Student achievement literature identifies conditions that contribute to student success regardless of risk factors and variables outside the school s control. Research identifies that high standards for academic learning and conduct, meaningful and engaging pedagogy and curriculum, professional learning communities among staff, and personalized learning environments contribute to student success. One of the most effective ways to reduce the number of children who will ultimately need remedial services is to provide the best possible classroom instruction in the first place. Teachers using instructional methods with a demonstrated capacity to accelerate student achievement, especially that of students at risk (Slavin and Madden, 1989) reduce risk factors and develop resilience. A child who emerges from the early years feeling good about himself or herself, respecting teachers and enjoying learning will regard education as exciting and a positive challenge. A student at risk is one who is in danger of failing to complete his or her education with an adequate level of skills and has a potential for retention and dropping-out. Many, at-risk students demonstrate low academic achievement or may exhibit low self-esteem. Additionally, at risk students may come from families with low socio-economic status, have poor attendance, attend schools with large numbers of poor students, and exhibit disciplinary problems and/or developmentally inappropriate impulsive behaviors with peers. Description of partial proficiency leading to grade retention: SMART Goal: (Specific, Measurable, Achievable, Relevant, Timely)
Core Curriculum Content Standard Area(s) needing assistance: Reading Writing Mathematics Science Social Studies A English Language Arts: High Frequency Words, Word Recognition, Phonics, Spelling, Vocabulary, Comprehension, Expository writing, Speculative writing, Explanatory writing, Persuasive writing, Interpreting Text, Analyzing Text, Critiquing Text, etc. Mathematics: Number Sense, Geometry, Measurement, Patterns, Algebra, Data Analysis, Probability, Problem solving, etc. Strengths per area of need: Weaknesses per area of need: Indicators of Success per C.C.C.C.S. : Area(s) of Need ( i.e. Weekly assessment, quarterly assessment, DORA assessment, work sample, etc.) Evidence to be collected to Description of additional of different Due Date - determine interventions to accelerate learning Timeline proficiency in an area of need 1
2 3 4 5 6 7 8 9 10
11 12 Recommendations at the end of the First Marking Period Recommendations at the end of the Second Marking Period Recommendations at the end of the Third Marking Period Recommendations at the end of the Fourth Marking Period
This individualized plan is to be based on identified needs of the student and thus inform targeted intervention, rather than general remediation based on diagnostic information that lead to the identification of specific skills, specific interventions, focused intervention with student work as evidence of proficiency, and timelines It is the intention of the Jersey City Public Schools to assure that the individual needs of students are carefully evaluated, using multiple data in addition to the state assessments. The interventions could be provided in a variety of structures including integration into the general program, after school, or in a pull-out program, all dependent upon the level of need of the student. Scheduled separate classes for remediation are not necessarily appropriate for all students. Most important, the interventions and support that are provided must be monitored in order to determine their effectiveness in each case. Additionally, it is important to note that this is not a general portfolio of math and/or language arts literacy work completed by the student. Copy to Principal Copy to Guidance Counselor Copy to Parent Teacher s Name: Teacher s Signature: Date of Completion: Parent s Signature: Date: Parent s Signature: Date: Parent s Signature: Date:
Parent s Signature: Date: