IRVINGTON PUBLIC SCHOOLS
Curriculum and
Instruction:
At a Glance
Summer 2015
Dr. Angelica Allen
Assistant Superintendent for
Curriculum & Instruction
SPECIAL SERVICES
 We are restructuring all of our special education programs to
provide more targeted student-teacher contact time. This
will be achieved through the addition of two new programs:
In-Class Resource and In-Class Support.
 We are opening another Autistic class, grades K – 1, at
Thurgood Marshall to support our growing number of
students who are in need of this program.
2015 – 2016 Sites
Number of Classes
Grade Levels Services
Augusta Preschool
Academy
3
Classes Structured by
Intensity of Services
Thurgood Marshall
4
Grades K – 1 (2)
Grades 2 – 3 (1)
Grades 4 – 5 (1)
Union Avenue Middle
School
1
Grades 6 – 8
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SPECIAL SERVICES
 We successfully provided professional development for
teachers in areas such as:
 Inclusive Practices That Work
 Strategies for Multi-Ability Classrooms
 Teaching Classroom Routines to Create a Clear,
Predictable, and Consistent Classroom Environment
 Moving Toward Greater Differentiation
Also provided Child Study Team classroom support, Care
Plus Mental Health services, and consultation from inclusion
and autistic specialists to assist in supporting students in the
Least Restrictive Environment.
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SPECIAL SERVICES
 The New Jersey Office of Special Education
Programming (NJOSEP) onsite monitoring regarding
the Irvington School District’s implementation of all 46
federal and state special education requirements are
100% compliant.
 This includes: speech procedures, fiscal disbursement of
federal funds, initial referrals, evaluation procedures,
I&RS procedures, reevaluations, determination of
eligibility, classification, transition services, programming,
LRE statement, IEP components, implementation of IEPs.
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SPECIAL SERVICES
 Special Education Medicaid Initiative (SEMI)
Spring Regional Meeting selected Irvington
School District as an example of a “Successful
School District” as we exceeded our revenue
projections and benchmarks by 146%,
achieved 92% Positive Parental Consents
and 100% RMIT(Random Moments in Time)
resulting in additional revenue for the District.
 The revenue figures are based on a pro-rated amount. If
we exceed it then we receive additional revenue.
 Regarding parental consents to claim services for
Medicaid, our protocols were so successful that they are
being shared across the State.
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ESL & BILINGUAL
 Our English Language Learner (ELL) student population has
almost doubled in the last four years - 519 in June 2011 to
910 in June 2015. We expect this trend to continue in the
coming years.
 We are expanding the Spanish and Haitian Creole Bilingual
Program to Grade 2 at Chancellor and Florence Avenue.
 Inclusion of Pre-K ELL students (approximately 250 in total
with a language other than English spoken at home) in
district is starting in the 15-16 school year.
 All teachers and administrators will receive 15 hours of
training on Sheltered Instruction Observation Protocol
(SIOP) strategies to learn how best to address the
educational needs of ELL students.
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ESL & BILINGUAL
TRAINING
 ELLEVATION Part I
 WIDA - ELD Standards
In Action: Differentiation
Workshop
 Training for all District
Pre-K Teachers
 ELLEVATION Part II
 (6) full day training for
the Social Studies
 Training for K-1 Bilingual
(Spanish and Haitian Creole)
 NJTESOL/NJBIL 2015 Spring
Conference- Building Bridges
for Language Learners –
 Best Instructional Practices for
ELLs
 Co-Teaching and Co-Planning
For ESL and General Education
Teachers: Communication is
the Key – Presentation on CoTeaching Models
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APPLIED TECHNOLOGY
 The Consumer Bowl team is the 2014 – 2015
Essex County and Northern Regional
Champions. They placed second in the state
tournament after winning the state tournament
for the past three years.
 22 students out of 35 (63%) passed the
Microsoft Word certification exam.
 Of the 22 students, 8 also passed the Microsoft
PowerPoint certification exam.
 They all now hold certifications for those
programs that will make them readily employable
upon graduation.
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APPLIED TECHNOLOGY
 Learning.com was used in all elementary
school libraries and middle school computer
classes to teach digital literacy. In grades 6 8 computer classes, students took the preand post-exams with a goal of surpassing a
score of 85.
 Union Avenue Middle School had 94% (178 out of 189)
of students passed with a score of 85 or higher.
 University Middle School had 89% (210 out of 236) of
students passed with a score of 85 or higher.
 As a district 91% of all students in grades 6 – 8 scored
85 or higher.
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MEDIA SERVICES
 There were no reported internal technology outages
during PARCC testing. Our infrastructure as well as
the 1,875 Chromebooks that were purchased this year
alone met expectations and allowed our students to
have a positive testing experience.
 The high school and both middle schools have wireless
access points in every classroom. This allows up to 50
devices in each classroom to be used simultaneously.
 Technicians completed 3,384 tickets during this school
year. This is an increase of 63% compared to the
2,125 tickets from the previous year.
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MATHEMATICS (K-5)
 Professional Development
 Teachers received high quality professional development on
PARCC question types with a set of strategies that assisted
them in better preparing students for the PARCC
assessments. These sessions had a positive impact on
instruction in the classroom. More teachers incorporated
problem solving strategies that helped students feel at ease
when facing Type II and Type III problems, whether during
practice or assessment.
 Teaching to the Rigor of the CCSS in Mathematics
 Modeling in Mathematics
 Preparing Students for PARCC’s EOY Mathematics Test
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MATHEMATICS (6 -12)
 District Formative Assessments and Data
 The implementation of the twice a month common
formative assessments provided timely, actionable, and
meaningful data of students’ progress in the standards.
During common planning, teachers have adopted a
systematic process for using data in order to bring
evidence to bear on the instructional decisions and
improve their ability to meet students’ learning needs. The
data were collected then analyzed for trends necessary to
sustain the momentum of improvement in student
achievement.
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MATHEMATICS (6 -12)
 These trends include:
 Improvement in students’ conceptual understanding of
standards.
 Improvement in students’ ability to use prior understanding of
concepts to solve word problems.
 Improvement in students’ determination to do better on tests.
 Quality professional development learning
opportunities were provided by Progressive Math
Initiative (PMI) and Standard Solutions to teachers on
how to sharpen their pedagogical skills and knowledge
so that quality instruction was delivered to promote
student engagement in all classrooms.
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MATHEMATICS (6-12)
 Manipulatives were purchased and distributed to math
teachers in grades 6 – 12 to ensure conceptual
understanding of applied mathematical concepts while
responders were used to monitor student
understanding throughout the instructional period.
 Mathematics curriculum guides were updated to ensure
consistency in terms of what is to be taught, ensure
that mathematical practices are embedded in
instruction, and to encourage horizontal articulation of
content across all similar math classrooms.
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MATHEMATICS (6 -12)
 District formative assessments were administered bimonthly to ensure that students mastered the
standards that were taught and provided appropriate
intervention to assist students with additional
challenges as needed.
 Math teachers embraced the use of data (common
formative assessments, cycle tests, classwork,
projects, and model curriculum unit assessments) to
monitor student progress and inform instruction.
Adjustments were made to reach every student in math
classroom and move him or her forward.
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ATHLETICS
 We have an award-winning Health and Physical Education
program in Irvington.
 The 2015 Let's Move Active Schools National Recognition
Award winning University Middle School program, which is Let's
Move's highest honor.
 A nominee for State Physical Education Teacher of the Year
from Madison Avenue - Ms. Ostoyic.
 Through our continued work with the New Jersey
Association for Health, Physical Education, Recreation and
Dance (NJAHPERD), we continue to be among the leaders
in the State in this content area.
 NJAHPERD Executive Director Jackie Malaska said, “No
district has done more work towards the continuous
improvement of their program over the past year than
Irvington.”
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ATHLETICS
 Irvington Athletics led the way yet again in 2014-2015
with the creation of a program saluting township
military veterans this year at our home football games.
 It was a resounding success and, after being noticed by
visiting schools, the program was unanimously adopted
by the entire Super Essex Conference.
 It will be implemented in all conference schools in the
2015-2016 school year.
 The Irvington Blue Knights athletic teams experienced
many successes including:
 An undefeated Super Essex Conference Champion Girls
Volleyball team.
 A Super Essex Conference Championship Football team.
 Many State Tournament qualifying teams.
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Visual & Performing Arts
 Active Community Involvement - VAPA Performance
Contributions in Community Art and Music Events
includes the following: Visual Arts elementary, middle and high school students
participated in the First Annual Fire Safety Art
Competition.
 One high school student will have his artwork displayed
throughout the Irvington Business Community in the fall of
2015-2016.
 Our K-12 students participated in the Library Centennial
Competition and Art Display in May -June 2015.
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Visual & Performing Arts
 In Music K-12, students performed in December 2014 at
the Tree Lighting at Civic Square.
 In January 2015 at the MLK Community Event and at the
Mayor's First Town Hall State of the Township Community
Meeting.
 High School Students in the Jazz and Symphonic Band
Ranked 2nd Place Overall in the State of NJ when they
competed in the "Music in the Parks" Music
Competition in June 2015.
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LANGUAGE ARTS (K-5)
 We offered targeted research-based
workshops beyond the school day for the
continued implementation of a balanced literary
program.
 On average, 25-40 teachers are signing up as
participants.
 Workshops included:
 Guided Reading and Understanding Cueing
Systems: meaning (semantic), structural (syntactic),
and visual (graphophonic).
 The Foundational Skills : Phonemic Awareness.
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LANGUAGE ARTS (K-5)
 Complete implementation of the McGraw Hill
Reading Wonders program in grades K-5.
 The Reading Wonders program is in its 2nd completed
year of implementation in grades K-2, and its first
completed year in grades 3-5.
 It has unified the district with a standards-based (CCSS),
including phonics-based, reading program.
 End of unit assessment scores average 70%, which is the
expectation for 1st and 2nd year implementation. Our goal
is to reach and exceed 80%.
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LANGUAGE ARTS (K-5)
 Completion and implementation of the K-5
Pacing Guide to support the standards-based
curriculum guide improved the delivery of
instruction.
 Scholastic READ 180- Program Managers (2)
on board this year to provide daily in-class
coaching and support. Monthly schedules
provided continuity of support to teachers with
feedback reports to supervisors.
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LANGUAGE ARTS (6-12)
 Successful first year of implementation for our new
instructional program: HMH’s Collections
 Executed Professional Development Plan Included:
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Implementation Planning
Administrator Training
Initial Program Overview
Beyond the Basics Sessions
Demonstration Lessons
Parent University
Product Coaching
Advanced Implementation Workshops
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LANGUAGE ARTS (6-12)
 PARCC-Readiness Professional Development
 Research Simulation Task workshop – December 16 District In
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Service
Demonstration lessons during the school day on December 16.
Literary Analysis Task workshops – February 26 and 27
Demonstration lessons during the school day on February 17.
Narrative Writing Task after school workshops in January.
Curriculum
 New Pacing Guides
 Enhanced Curriculum Guides (in-progress)
 New Writing Portfolios System
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WORLD LANGUAGES
 Successful Implementation of Online World Languages
(WL) program during the 14-15 school year at IHS. Out
of the 102 students in the program – 81(79%)
completed Level I and 8 (8%) completed Level II. Also,
70 (69%) working on Level II.
 Languages: Arabic, Mandarin, Italian, Japanese, French
and Spanish.
 Updating WL Spanish and French Curriculum for
elementary, middle school and high school.
 WL teachers received training on the new curriculum
and on providing students the opportunity to increase
oral literacy during classroom instruction.
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WORLD LANGUAGES
TRAINING
 Rosetta Stone - Implementation and
Development of Reports (Part I and II)
 Training by Santillana on the use of new
Spanish WL book adoption (Part I and II)
 Training by Harcourt on the use of new French
WL book adoption (Part I and II)
 Promoting Oral Literacy in World Language
Classrooms
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SCIENCE
 Students and Staff
 All science staff in grades 3-12 have been PSI trained.
 Clifford Smith, grade 8 science teacher at UAMS, named
District Teacher of the Year
 3 other science teachers nominated. (2 elementary and 1
high school)
 4 high school students placed in the Project Seed poster
competition at Seton Hall University for North Jersey.
Danielson Joseph was a first place recipient.
 Bethany Powell, grade 8 student at UAMS, received the
Freddie & Ada Brown Encouragement Award.
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SCIENCE
 Programming
 All elementary schools received new science materials.
 Number of students enrolled in physical science courses
(physics and chemistry) rose 48.5% over last year.
 AP Biology offered for first time. (15 students enrolled)
 Students 2 Science field trips had a 20% increase in
participation (primarily due to UMS) and added 8 Virtual labs
this year, including an additional elementary school
 In 2015-2016 the primary focus will be the work of the
NGSS Transition Committee as we make preparations
for a system change effective September 2016.
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SOCIAL STUDIES
 Literacy Infusion - Extensive reading and writing tasks and
projects were infused to the social studies.
 One of the major ways the Social Studies Department
supports the ELA department is by entering our scholars in
essay contests.
 Both middle schools participated in the 2014-2015 Law Day
Essay, Poetry and Poster Contest; which was sponsored by the
Essex County Superior Court, Newark, New Jersey.
 Two scholars at Union Avenue Middle School were the
recipients of awards. Students and their parents were invited to
a Brunch Ceremony on Wednesday, May 27, 2015, at the
Historic Courthouse in Newark.
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SOCIAL STUDIES
 Technology Infusion - At the onset of the 2014-2015 school year,
two teachers (Brett Cannon and Tameriah Townes) were trained
extensively on using Chromebooks in Social Studies for engaging
students in digital literacy. As a result, the academics of students
improved and disruptions reduced dramatically during instructional
periods. The Chromebook training was successfully turn-keyed to the
remaining Grade 6-12 staff at the October In-Service. This digital
training was well-received by the entire department.
 Culturally Responsive Classrooms - All grade 6-12 Social Studies
teachers received two full days of training on strategies for addressing
ESL/ELL students in the content area of Social Studies. The sole
purpose of this training was to provide teachers with a toolbox of
strategies and resources for embracing diversity, for becoming
culturally sensitive, and for making instruction comprehensible for all
learners. (Training will be on-going in the 2015-2016 school year.)
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GUIDANCE
 SAT Enrollment:
YEAR
 Due to the efforts of the High
School Guidance Team, the
number of Irvington High
School students who took the
SATs continued to rise, as
demonstrated in the table.
STUDENTS INCREASE
TAKING THE
IN
SATs
STUDENTS
2012-2013
103
-
2013-2014
168
65
2014-2015
207
39
3-YEAR
GROWTH
104
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GUIDANCE
 Harassment, Intimidation &
Bullying (HIB)
 Due to increased
professional development
and student programs
provided by the Anti-Bullying
Specialists, we continue to
experience a decrease in
HIB Reports filed and case
that were substantiated, as
demonstrated in the table.
YEAR
HIB
REPORTS
REPORTS
SUBSTANTIATED
2012-2013
122
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2013-2014
55
17
2014-2015
23
12
3-YEAR
DECREASE
99
16
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EARLY CHILDHOOD
 Early Childhood enrolled Augusta Preschool, Thurgood
Marshall and all Provider sites in GROW NJ KIDS.
Grow NJ Kids is New Jersey’s new quality rating and
improvement system. It is a system designed to create
universal standards of quality for all early care and
education programs throughout New Jersey.
 Mt. Vernon will be joining in the 2015 – 2016 school year.
 Grove Street will be joining in the 2016 – 2017 school
year.
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EARLY CHILDHOOD
 Early Childhood had its first The Week of the Young
Child celebration April 13 - April 17, 2015.
 During the week, students were exposed to various
themes including: Music Monday, Grab 5 Tuesday,
Working Together Wednesday, Artsy Thursday, and
Family Friday.
 Also during the week there were events for parents
including:
 A Kindergarten Transition Night where 77 parents of 4
year olds attended.
 A Parent Recognition Dinner was held where 75 parents
received plaques or certificates based on their
volunteerism in the program.
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EARLY CHILDHOOD
 Early Childhood offered volunteer professional
development sessions based on teacher surveys,
evaluations, and walkthroughs. The professional
development sessions included: Introducing other
Writing Form through Shared Writing, Shifting Gears:
Academic Rigor for Preschool Mathematics,
and Driven to Distraction ~ Helping the Overactive
Child Learn.
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