Mission statement

Our

mission is to inspire all students to be confident, passionate learners with the courage and skills to lead their lives with integrity, while contributing to our global community with creativity and compassion.

NORTH BELLMORE SCHOOL DISTRICT 2 Year Instructional Program Update & 2015 Mathematics and ELA State Assessment Results

Core Values



Communities and individuals thrive when the talents and abilities of all are valued and fostered.



Each individual is responsible for his or her choices and the impact they create.



There is no limit to human potential.

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Honesty, integrity and trust are essential to sustaining meaningful partnerships.

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All people want to learn and succeed.

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A safe and healthy environment optimizes learning.

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Human life is precious.

DISTRICT ANALYSIS In the summer prior to the 2013-2014 school year, the administrative team began an extensive analysis of North Bellmore’s instructional program and compared the current resources to the expectations of the NYS Common Core Learning Standards. Based on the findings, the following actions were taken in the areas of Mathematics and ELA instruction:

MATHEMATICS  Implemented the EngageNY Math Module as our primar y math curriculum to meet the rigor of the Common Core; enVision Math as a supplemental resource due to the change in Common Core version  Restr uctured the Math Leader initiative to maximize professional development and training by appointing one Math Leader per g rade level district-wide  Math Leaders met with the Assistant Superintendent monthly to discuss data analysis, curriculum updates and highlights, a selection of resources, preparation for grade level meetings/ trainings, create pacing guides  Math Leaders attended conferences and workshops, facilitated grade level meetings bimonthly or as needed to turn-key relevant information and served as in house professional developers  Provided ever y classroom with the manipulatives and resources needed to implement the new curriculum

MATHEMATICS  Conducted meetings with the faculty to analyze the Common Core Mathematics Standards and changes to the content taught in each grade  Began each school year with a focus on data analysis to inform instr uction; facilitated by Technology teachers and data leaders  Facilitated regular professional discourse between the Central Administrators, Building Principals and faculty to communicate key updates, disseminate curriculum information, relay best practices and share resources  Revised the District Report Card to more closely align to classroom instr uction and accurately reflect the standards and content specific to each grade  Conducted Parent University Workshops to inform the community about the standards and math strategies embedded in the new curriculum  Created a storehouse of resources the District website for parents to support lear ning at home, inclusive of instr uctional video tutorials by grade level and parent guides per math module

2015- 2016 MATHEMATICS INITIATIVES  2015-2016…  Math AIS teachers- per building  Math Consultant  Ongoing Professional Development  Researching new instructional resources

ENGLISH LANGUAGE ARTS  I m pl e m en ted t h e En g a ge N Y EL A M o d u l es a s a pi e c e o f o u r B a l a n c e d L i t e r a c y Fr a m ewo rk t h a t pr ov i d ed e m b e d de d pr o f e s si on a l d eve l o pm en t t o s u ppo r t u n d erstand in g o f t h e ri go r, t ex t c o m pl ex i t y a n d q u e s t i o ni ng o f t h e C o m mon C o re S t a n d a rds  B e g a n e a c h s c h o o l ye a r w i t h a f o c u s o n d a t a a n a ly s i s t o i n f o r m i n s t r uc tio n; f a c i l i t a te d b y Te c h n o l o g y t e a c h e r s a n d d a t a l e a d e r s  H i r e d a d i s t r i c t l i t e r a c y c o n s u l ta nt w h o :  Provided training in close reading and guided reading  Conducted guided reading modeling sessions within classrooms for related faculty  Provided on-site, in classroom coaching in grades K -2  H i r e d a D i s t r i c t C u r ri c ul um & I n s t r uc ti on C o o r di na tor w h o :  Conducted research and analyzed available resources to inform district purchases  Facilitated multiple professional development workshops for teachers, including Step Up to Writing, Close Reading, Guided Reading, Poetry and Reading & Writing Workshop  Led curriculum mapping sessions  Attended professional development seminars outside of the school day to inform trainings  I n c r e a s e d t h e d i s t r i c t i nve n tor y o f r e s o u rc e s t o s u ppo r t o u r G u i d e d Re a d i n g i n i t i at ive

ENGLISH LANGUAGE ARTS  Created a new prog ress re por t for remedial reading which re por ts key understandings  Revised the District Re por t Card to more closely align to classroom instr uction and accurately ref lect the standards and content specific to each g rade  Aligned Teacher Center workshops with the district literacy initiatives  Conducted meetings with the faculty to analyze the Common Core ELA Standards and changes to the content taught in each g rade  Conducted Parent University Workshops to infor m the community about the ELA Standards and literacy initiatives  Maximized the deliver y of reading instr uction by restr ucturing schedules to create equitable ser vice across the district; set criteria for reading ser vices  Provided PD to all specialists and clinicians to develop a common language and develop a dee per understanding of the CCLS  Facilitated regular professional discourse between the Central Administrators, Building Principals and faculty to communicate key updates, disseminate cur riculum infor mation, relay best practices and share resources

2015-2016 ENGLISH LANGUAGE ARTS INITIATIVES  2015-2016…  Implement the Journeys leveled readers, equipping each classroom across the district with a library of fiction and non-fiction texts geared students’ instructional reading levels  Literacy Coach  Technology Resources: Reading A-Z (1-5), RAZ Kids (Grades K-4), Pebble Go (K-6), Brain Pop and Brain Pop Jr. (K-6)  Attend Teachers’ College Professional Development Conferences at Colombia University (District Administrators, Literacy Coach and Curriculum Coordinator)  Continue professional development in the area of Reading and Writing Workshop  Create “learning lab” classrooms as professional learning communities  Implement the LLI remedial reading resources in all building based on pilot results  Provide copies of Reading Strategies by Jennifer Ceravello to serve as a mentor text for workshops conducted by the Literacy Coach  Implement the Danielson Framework for Teaching, a foundation for professional conversation among practitioners as we seek to advance skills in relation to shared understanding of teaching  Provide grades 3-6 with student Grammar workbooks to address Grammar instruction

SCIENCE  Continued the Science Enrichment programs provided by the District Science Consultant in Grades 3 -6 and added Grade 2 sessions beginning in 2013  Increased the number of Elementar y Science Program kits to supplement the current Science curriculum  STEM experience for Alpha students sponsored by NYIT  Continued District Subscription to WorldBook Online Science Power resource for teachers and students  2015-2016…  Increase STEM opportunities for all students  Preparing for the possible adoption of the Next Generation Science Standards  Begin to update curriculum maps in all grade levels  Explore science enrichment opportunities for students in the intermediate grades, including professional development for teachers

SOCIAL STUDIES  Sent grade level representatives to regional training sessions to lear n about the new SS Framework and SS/ELA Integrated Curriculum  Trained all faculty members on the SS Framework and new curriculum  Summer 2015- Purchased trade books to support the curriculum  2015-2016…  Full integration of the new curriculum and resources in 2015 -2016  Ongoing training and support

District-Wide State Assessment Refusal Counts 2014 Refusal Count Grade 3-6 Grade 3-6 Total Number of Refusals Total Enrollment

Grade 3-6 Percentage of Refusals

Mathematics

264

1187

22%

English Language Arts

233

1187

20%

2015 Refusal Count Grade 3-6 Grade 3-6 Total Number of Refusals Total Enrollment

Grade 3-6 Percentage of Refusals

Mathematics

741

1209

61%

English Language Arts

762

1209

63%

North Bellmore Union Free School District 2015 State Assessment Results Mathematics Grades 3-6 Average Proficiency= 56% Percentage of Students Scoring Levels 3 & 4

English Language Arts Grades 3-6 Average Proficiency= 45% Percentage of Students Scoring Levels 3 & 4

Mathematics Proficiency Comparison 2015 District/County/State Math

North Bellmore

County

State

Grade 3

51%

58%

43%

Grade 4

71%

61%

44%

Grade 5

55%

60%

43%

Grade 6

48% 56%

58% 59%

38% 42%

Average

Indicates Percentage of Students Deemed Proficient: Level 3 &4

Mathematics Proficiency Grades 3-6 3 Year Comparison: 2013-2015 56

60

59

54 52 46

50

Proficiency Percentage

43 38

37

40

32 North Bellmore

30

County State

20

10

0 2013

2014

Year

2015

Math State Assessment Comparison 2013-2015 80 71

70

Percent Proficient (Levels 3 & 4)

62 60

55 52

51 49

48

50

45 43

44

2013 2014

40

34

2015

31 30

20

10

0

Grade 3

Grade 4

Grade 5

Grades

Grade 6

ELA Proficiency Comparison 2015 District/County/State ELA

North Bellmore

County

State

Grade 3

46%

45%

31%

Grade 4

54%

48%

33%

Grade 5

41%

44%

29%

Grade 6

37%

43%

29%

Average

45%

45%

31%

Indicates Percentage of Students Deemed Proficient: Level 3 &4

ELA Proficiency Grades 3-6 3 Year Comparison: 2013-2015 45 45

45 42

41

40

Proficiency Percentage

45

36

35

31

31 27

30

North Bellmore

25

County

20

State

15 10 5 0 2013

2014

Year

2015

ELA State Assessment Comparison 2013-2015 60 54 49

Percent Proficient (Levels 3 & 4)

50

47

46 41

40

41

41 37

36

34

2013

32 29

2014

30

2015

20

10

0

Grade 3

Grade 4

Grade 5

Grades

Grade 6