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As we all know, the pandemic had a significant impact on student achievement in mathematics. NSPS is committed to closing the gaps that resulted from the interruption of learning. To address this issue, NSPS has implemented a comprehensive approach that includes adopting high-quality curriculum, intervention structures and strategies, increasing time on learning, implementing diagnostic assessments, and providing high-impact tutoring. Based on internal diagnostic data, we have seen steady gains in our students' knowledge and skills.
Curriculum One of the key pillars in improving math achievement is adopting a high-quality curriculum. A well-structured curriculum ensures that students are exposed to essential mathematical concepts in a coherent and progressive manner. NSPS utilizes curricula programs that focus on conceptual understanding, procedural knowledge and application of knowledge learned. NSES has implemented the Eureka high-quality curriculum and NSMS and NSHS implement the Envison math program. Both programs align with state and national standards and provide a clear roadmap for teachers. Our high-quality curriculum materials engage students, promote critical thinking, and foster a deeper understanding of mathematical concepts. Intervention Strategies Not all students grasp mathematical concepts at the same pace. To address the needs of struggling learners, intervention strategies are essential. These strategies should include small-group instruction, one-on-one support, and differentiated teaching strategies. Our targeted interventions have helped bridge gaps in understanding and prevent students from falling behind in math. Increasing Time on Learning Math achievement is directly related to the amount of time students spend on learning the subject. NSPS has prioritized math education by allocating sufficient instructional time and resources. Extended math classes, after-school programs, and summer math programs are provided to students allowing additional opportunities to practice and reinforce their skills. Implementing Diagnostic Assessments To make informed decisions about instruction and intervention, diagnostic assessments are crucial. These assessments help educators identify students' strengths and weaknesses in math. By analyzing the data from the iReady diagnostic assessments, teachers tailor their teaching methods to meet the specific needs of each student.Also, educators use data to track progress over time and adjust their lessons accordingly. This Fall we will receive our state's RICAS data. RICAS is the annual assessment taken by Rhode Island students in grades 3-8 for English language arts (ELA) and mathematics. NSPS will analyze the results by subcategory to identify strengths and areas of weakness to inform and fine-tune programming. North Smithfield Public Schools is committed to engaging and challenging all students in a rigorous K‐12 ELA curriculum integrating reading, writing, listening, and speaking to ensure the success of all students in a global and technological society.
Reading intervention and supports play a crucial role in shaping the educational journey of learners, particularly those who face challenges in developing strong reading skills. These interventions go beyond mere assistance; they are a lifeline for individuals striving to overcome difficulties and unlock the world of knowledge and imagination that reading offers. Reading intervention is essential because it addresses the diverse needs of learners. Not all students progress at the same pace, and some may encounter obstacles due to learning differences, such as dyslexia or language processing issues. Interventions are tailored to the specific needs of each learner, providing targeted strategies and techniques that cater to their strengths and challenges. These personalized approaches ensure that students have an equal opportunity to access information and engage with educational materials effectively. One approach that NSPS utilizes to support struggling readers is the Orton-Gillingham (OG) approach to reading instruction. Developed by Samuel Torrey Orton and Anna Gillingham in the early 20th century, this method utilizes multisensory learning techniques. By engaging learners through visual, auditory, and kinesthetic pathways simultaneously, this method capitalizes on the brain's capacity to process information from different angles. This approach not only facilitates improved retention but also accommodates various learning styles, fostering a deeper understanding of language concepts. Through this method, learners develop a more comprehensive grasp of phonics, spelling rules, and reading comprehension skills. The step-by-step progression in teaching phonemic awareness, decoding strategies, and language structure allows learners to build a strong foundation gradually. This scaffolding prevents learners from becoming overwhelmed and ensures that each concept is thoroughly understood before moving forward. By demystifying the complexities of reading, the OG approach empowers learners to navigate the world of language with confidence. NSPS special educators, reading specialists and elementary classroom teachers have been trained in the OG approach to instruction. By investing in reading intervention, NSPS provides an equitable and enriching learning experience for all students, regardless of their individual learning needs. Ultimately, reading interventions empower learners to conquer their difficulties, unlock their potential, and embark on a lifelong journey of learning and discovery. On November 15, 2022, the RI Council on Elementary and Secondary Regulations approved new readiness-based graduation requirements for the Class of 2028.  Extensive research shows the positive correlation between a student's vocabulary and student achievement. The size of a student's vocabulary in kindergarten is actually a predictor of their ability to learn to read. A robust vocabulary gives students the ability to express themselves and comprehend complex material. It impacts reading, writing, comprehension, listening, and speaking. Research also shows that teaching vocabulary in isolation (ie. teacher gives students a list of words, students define or match words with definitions, student writes a sentence using the word) does not produce a robust vocabulary. North Smithfield Schools has been implementing the generative vocabulary strategy. “Generative refers to the ability to apply knowledge of how words work when encountering new words. Generative instruction aims to make visible to students critical features and functions of words and connections among words. This knowledge is intended to support students in generating meanings of unknown words in texts.” (Hiebert, Elfrieda. “Generative Vocabulary Instruction.” Heibert-Pearson-Generative-vocabulary-instruction.pdf.) All elementary teachers have received professional development to implement this strategy seamlessly into their language arts instruction. More recently, North Smithfield Middle School ELA teachers participated in a professional development series including a full day workshop on “MORPHOLOGY: GREEK AND LATIN ROOTS” through the Brainispring Educator Academy. Using the generative vocabulary strategy, teachers develop a graphic organizer and use it daily to define the word, identify multiple meanings for the word, discuss the root word as well as the prefixes, suffixes, synonyms and antonyms. In the upper grades teachers also teach Greek and Latin root morphology. “The difference between the right word and the almost right word is the difference between lightning and a lightning bug.” Mark Twain The Rhode Island Right to Read Act was passed in July 2019. The law requires educators to exhibit either proficiency in or awareness of the knowledge and practices of the Science of Reading and Structured Literacy. Elementary Educators are required to exhibit proficiency in the Science of Reading and Structured Literacy will complete a rigorous training, including a classroom application component, from a professional learning provider approved by RIDE.
To meet this requirement, our elementary educators are being trained in Orton Gillingham. The Orton Gillingham approach is a structured method of instruction that helps students master skills in a cumulative way, incorporating tactile and visual as well as auditory elements. This approach provides students with a solid foundation for building a thorough understanding of reading, writing, spelling, and vocabulary, ensuring that every student has the skills and the confidence to succeed in the classroom. This training program was first developed in order to teach dyslexic students to read, however, the strategies and methods will certainly help all students. This training is quite a heavy lift for our educators as it requires much time and effort. However, we are confident that this training will have a positive impact on teaching and learning. Esser is the elementary and secondary education relief act. This funding is to help ensure that districts and schools can continue to operate safely; support sustained access to in-person instruction; and address the social, emotional, mental health, and academic needs of students due to the impact of (COVID-19.)
During the planning phase of ESSER III we elicited input from various stakeholders. The district launched a web based survey. The survey received 334 responses; 70% of respondents were parents/guardians and 30% of the respondents were educators/staff/community members. Results identified priorities as:
All survey results were reviewed by each individual school improvement team. The school improvement teams consist of a groups of educators and other stakeholders (ie. community members, parents, and students.) Each SIT made specific recommendations for the development of the ESSER III plan. The district Professional Development Advisory Committee, Teacher Leaders and Administrative Team, have also given input/feedback to inform the plan. We also analyzed academic achievement DATA to pinpoint learning gaps as we make plans to to understand student needs resulting rom or relating to the impact of COVID-19. Examples of how our priorities then become reality are:
We will present at School Committee meetings and Budget Committee meetings in terms of how stakeholder input was taken into account as well as communication of the district priorities and plan specifics. This plan will be reviewed and revisited every six months with each individual school improvement team. The administrative team will also provide bi-annual presentations to the school committee. We had a wonderful turnout at NSES this summer for enrichment! In the summer of 2021 we ran 8 programs. This summer we happily expanded and we were able to welcome over 140 students to participate in 15 different programs taught by 17 NSES teachers. The programs included Bucket Drumming, Science Adventures, Model Rocket Club, Be Your Best Club, Playful Pals, Ocean Club, Small Group Tutoring, Story time Standards, STEM Scholars, Mindful Moments, Eco Art, Artful Narratives, Math Ramp Up, Math Gone Wild, and Summer Reading Book Club.
The Summer Enrichment Program at the secondary level was a resounding success. NSMS and NSHS teachers offered a wide range of academic and enrichment courses for students to socialize, learn something new, and have an opportunity to engage in activities with their peers. Over 110 students in grades 5 through 12 participated in an array of offerings. The North Smithfield Summer Enrichment grew by leaps and bounds in only its second season. Sessions Included: The American Red Cross Babysitting Class, The Welcome to NSHS: New Student and 9th Grade Orientation, Summer Math Enrichment, Greenhouse and Gardening, Paint Party, Bracelet Making, A Volleyball Clinic, The Kindness Rocks Project, and he Book Club Brunch. |