Board of Education and Superintendent Goals for the 2023-2024 school year
During the 2023-2024 school year, to measure the implementation and success of a revamped Response to Intervention (RTI) process, the Superintendent will attend at least three I&RS/RTI team meetings, comprised of a school administrator, child study team member, school counselor, and teacher, to collect information about the Response to Intervention (RTI) supplementary supports and accommodations and modifications associated with Tier 1, Tier 2, and/or Tier 3 interventions and any other logistical factors linked to our I&RS and RTI process. In addition, the Superintendent will meet with the RTI Teams, the Director of Curriculum & Instruction, and Chief Academic Officer on three occasions to review proposed adjustments to the RTI process.
The RTI teams will be guided by administrative input and oversight. There will be an electronic RTI platform that houses the suggested interventions, enabling the RTI teams and administrators to measure and manage the appropriateness and effectiveness of interventions, accommodations, and modifications. Administrators will check students’ grades and the RTI service log every 6-9 weeks, and if student performance suggests it is not working for individual students, the administrator will perform the following oversight strategies:
- Hold student meetings and review academic performance.
- Communicate to parents/guardians the interventions suggested and the current academic performance.
- Conduct informal and/or formal classroom observations where those interventions are being implemented and provide feedback on their efficacy.
Monitor and manage student performance every 6-9 weeks. Make suggestions on interventions and communicate with teachers, RTI team, and other support personnel, like Title I services and Success Coaches.
This school year, the Black Horse Pike Regional School District will double the capacity of its Center for Alternative and Restorative Education (CARE) facility at Camden County College. The morning behavioral intervention program will house up to 38 students and the afternoon therapeutic program for students with medical needs will house up to 35 students. With this expansion, we have to redesign policies, expectations, and practices in order for students and faculty to be in a position to succeed. Specifically, we want to work towards the following:
- Improve academic competence in English Language Learning and Reading abilities for students by providing teacher-led direct instruction coupled with technology-enriched learning platforms.
- Integrating Social Emotional Learning opportunities, including access to counseling, to improve students’ self-awareness, self-management, responsible decision-making, and social awareness.
- Develop and implement a Positive Behavioral Support System to strengthen students’ abilities to adjust their emotional state, understand their decision-making, and recognize diverse perspectives.
These will be accomplished by supporting and delivering staff professional development, providing individual and group student counseling, and utilizing constructive and clinical evaluation processes.
