Board of Education & Superintendent Goals

  • Board of Education and Superintendent Goals 2019-2020

    Board of Education and Superintendent Goals for the 2019-2020 school year

    1. The Black Horse Pike Regional School District recognizes that more students are in need of intensive reading assistance as they enter ninth grade. The past two school year’s, we have added two additional reading specialists because of the increase in the number of students reading below grade level.   When comparing District’s schools’ NJSLA ELA scores of those who are not economically disadvantaged to those who are economically disadvantaged, there exists a 19.4 percent gap at Highland, a 28.2% gap at Timber Creek, and a 7% gap at Triton, in the number who have met or exceeded expectations.  The percentage point gap widens when comparing the same subgroups in 9th (ninth) grade at Highland and Timber Creek to 30% and 36% respectively (Triton High School’s percentage point gap decreases to a 3% gap). 

     Therefore, the Superintendent will increase the number of economically disadvantaged students who have the opportunity to receive supplemental services to improve their access to intensive reading instruction and the resources to practice in the home. Additionally, the Superintendent will create literacy rich, community-based programs for economically disadvantaged families.

     Specifically, 12 students at each school will receive intensive reading therapy in the home prior to the administration of the NJSLA.  65% of the 12 students will demonstrate growth by improving their score on the NJSLA Grade assessment.

     The Superintendent will write three letters to parents/students explaining the importance of literacy; The School Districts’ school Twitter feeds and all-call communication system will also be used to market the importance of reading in the home, asking their children about what they are reading in school, and modeling reading in the home.

    • The Superintendent will facilitate three large community based literacy-focused events in coordination with Camden County Library system, our Library Media Specialists, Scholastic Book company, and our teachers;
    • The Superintendent will create home visits for the purpose of supporting struggling readers in the home. One-to-one tutoring in the model of Bloom (1981) can be strengthened when coupled with three procedures outlined by Roger Farr (1999): modeling, coaching, and reflection (MCR) (Fogarty, 2007).
    • These tutoring sessions will offer 6 hours per month to 12 students per school. The Superintendent will hold planning meetings with Supervisors, Administrators, Counselors, Support Staff, and Teachers about identifying students to take advantage of this opportunity;

     

    2. The realities of inequality demand equitable solutions, which means doing whatever is necessary to help students find their success and achieve their goals.  Educational equity is when educational practices, policies, curricula, resources, and school cultures are representative of all students, such that each student has access to, participate in, and make progress in high quality learning experiences, regardless of her or his race, sex, gender, ability, religious affiliation, national origin, linguistic diversity, or other characteristics.

     Cultural literacy is a mindset, worldview, the way a person or an organization makes meaning for describing, responding to and planning for issues that are in diverse environments. Essentially, we want to shift mindset and behaviors from viewing cultural difference as problematic to learning how to interact effectively with other cultures.

     The Black Horse Pike Regional School District will endeavor to build upon our existing equity framework to create a three year systemicplan that unites the goals, structure and initiatives executed in each of the three schools to strengthen our school community relative to cultural literacy and educational equity. We will seek to definitively remove barriers to academic programs like Honors and Advanced Placement courses, strengthen student support services associated with Social Emotional Learning, and invigorate student voice and belonging. The Superintendent will create a Cultural Proficiency and Equity Council of stakeholders made up of parents, students, administrators, teachers, and support staff, and utilize participants’ feedback and the tools of the School District to produce this three year plan.

     Our broad and ultimate goal is to continue to improve student achievement and outcomes at all grade levels for all students and decrease achievement and opportunity gaps where they exist.  

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