LEARN

Napier Academy
2015-2016

This is How We Do It! BUILD

September 1, 2015

Mr. Marc A. Medley, Principal

Ms. Atondra Friday, Vice-Principal
Mr. Moses McKenzie, Vice-Principal
Ms. Sharon V. Davis-Elenis, Vice-Principal

INCREAS

Our Vision

THE NAPIER ACADEMY IS DEDICATED

TO DRAWING OUT IN AN EXCELLENT
MANNER, THAT WHICH IS WITHIN
EVERY STUDENT, WITH CHARACTER
AND INTELLECT BEING OUR
CORNERSTONES.

Our Mission

OUR MISSION AT THE NAPIER

ACADEMY IS TO DEVELOP OUR
STUDENTS CHARACTER AND
INTELLECT IN ORDER FOR THEM TO
FUNCTION SUCCESSFULLY IN LIFE.

EFFECTIVE TEAMING
WE ARE THE NAPIER ACADEMY BULLDOGS!
We must work together as one team

At Napier Academy, we pursue

excellence in scholarship and character.
!
We celebrate and honor
each other by being
respectful, honest, kind, and fair.
We show our cultural appreciation
for each other in all that we do.
!
We give our best in and outside
the classroom and take
responsibility for our actions.
!
This is who we are,
even when no one is watching.

LOWESTPERFORMING

SWIMMY
What Can Happen With True Teamwork
Swimmy the fish teaches the small red fish to swim together and chase away the big fish.

Team Turnaround Process

Where Do You Think We Are?

Source: TEAM TURNAROUNDS: A PLAYBOOK FOR TRANSFORMING UNDERPERFORMING TEAMS

EFFECTIVE
INSTRUCTIO
N

The Ten Dimensions of School Effectiveness

1.Principal as Leader: The principal leads, manages and communicates the total instructional program to staff, students and parents.
2.Clearly Stated Vision and Mission: The schools vision/mission is clearly articulated and understood.
3.High Expectations: The staff believes, demonstrates and promotes the belief that all students can achieve at a high level.
4.Assessment and Monitoring: Students academic progress is monitored frequently with a variety of assessment tools.
5.Instructional Delivery: Teachers consistently use effective teaching practices and allocate a significant amount of time
to instruction in essential content and skill areas.
6.Safe, Caring and Orderly Environment: The schools atmosphere is orderly, caring, purposeful and professional.
7.Parent and Community Involvement: Parents support the schools mission and play an active role in its achievement.
8.Professional Development: Professional development for all faculty and staff supports the instructional program.
9.School Culture: The schools culture and climate are responsive to and support the needs of the students, parents and community.
10. Ethics in Learning: The school community is innovative in modeling and building a school culture that is characterized by
integrity, fairness and ethical practices.

RIGOR
Creating an
environment in which:
Each student is
expected to learn at
high levels.
Each student is
supported so he or she
can learn at high levels
Each student
demonstrates learning

Strongest Inside of School

Predictor of
Academic Achievement

ACADEMIC RIGOR

TEACHER EXPECTATIO

Three Ways of Thinking about Teaching

and Learning

Curriculum (what you

teach)

Relational (how you connect

Instruction
youget
with,
respond(how
to, and
along with your students)
teach)

ch student is expected to learn at high level

ng high expectations starts with the recognition that EVERY stud

esses the potential to succeed at his or her individual level.

Higher level questioning

Open-ended questions (Blooms Taxonomy)
Your (the teacher) response to student questions
Accept low level responses or ask extending questions?
nsist on thinking and problem solving

Each student is supported so he or she can

learn at high level
Scaffolding
What extra support might my students need?
Asking guiding questions
Chunking information
Highlighting or color-coding steps in a project
Writing standards as questions for students to
answer
Using visuals and graphic organizers such as a math
graphic
organizer for word problems, maps to accompany

Each student demonstrates learning at

high levels
In order for students to
demonstrate their learning, they
must first be engaged in academic
tasks, precisely those in the
classroom.
Student engagement is a critical
aspect of rigor.
Increase depth of instruction

NAPIER ACADEMY
SCHOOL IMPROVEMENT
GOALS

SMART GOAL # 1
Between Fall 2015 and Spring 2016, as a result of
tiered intervention and implementation of reading
strategies, 70% of all students, inclusive of all
subgroups, will increase their Lexile level as per the
Lexile growth chart or Reading Level as per the
Reading Level growth chart, as measured by STAR
Reading Assessment or a Modified Running
Records.

SMART GOAL #2
All students in Grades K-12 (inclusive of all subgroups) will acquire the
knowledge, skills, and competencies in solving high-level tasks using
multiple representations to increase their speaking and writing about
mathematical reasoning with an emphasis on the following abilities:
Describe the relationship between the mathematics in pictures, tables,
graphs, equations, or contexts; relationship between representations in
order to understand mathematics.
Make connections between mathematical concepts.
Compare problem types and make connections to other tasks.
Make connections (similarities and differences) between solution paths.
This will result in an increase of the schools average Mathematical
Reasoning Rubric Scores by 20% over the 2014-2015 year-end goal
percentage, to 75% by June 2016.

SMART GOAL #3
By June 2016, Dr. Frank Napier, Jr. School of
Technology (Napier Academy) will implement
the newly revised OCR procedure and use the
data collected to reduce the number of OCRs
by at least 10% as compared to the 2014-2015
school year (baseline = 498).

SMART GOAL #4
By the end of Round 3 of PPS Evaluation System,
60% of teachers in grades 2-8 will be rated at or
above Proficient on Standard 3c (higher order
questioning strategies), as a result of professional
development and feedback from administrative
walkthroughs focused on HOTs.

CLIMATE &
CULTURE

Napier Academy Honor Code

I promise to uphold academic and personal integrity, respecting the ideas of property
Of others, and to ensure that those around me do the same; and
I promise to follow the expectations of a Dr. Frank Napier, Jr. School of Technology
Student below:
Strive to do my best work possible.
Tolerate and respect individuals of different races, cultures, religions, genders,
disabilities, and national origins.
Behave in a friendly, cooperative, and responsible manner toward all persons in the
Dr. Frank Napier, Jr. School of Technology and in the larger community.
Attend all of my classes.
Observe all rules for student conduct at Napier Academy.
I understand that my actions will shape our Napier Academy community.

Culture

A group of people who possess and share deeprooted connections such as values, beliefs,
languages, customs, and norms.
It is not static but is dynamic.
Other concepts associated with culture are
identity, race, ethnicity, socio-economic status,
class, geography, and gender.

Cultural Conflicts
Mindset #1: I must teach students based on how I
teach my own biological children, not based on their
culture and experiences in the world (which may or
may not be consistent with my own).

Mindset #2: Im not going to tolerate students joking

round with me during class. If they misbehave, Im
oing to send them to the officeperiod!

Mindset #3: Those students need to adapt and

assimilate into the culture of my classroom and
accept the consequences if they do not.

Results of Cultural Conflicts

Students feel disconnected from the teacher and perhaps

thers in the classroom

Students do not see themselves reflected in the curriculum

r in the instructional practices of the classroom

Teachers become frustrated with off-task students and

end them out of the classroom

Students miss instructional time which influences their test

scores
Lose-Lose Situation

Observation and Evaluation

Updates:
2015-2016

NJDOE Summative Weights for

Teachers: Unchanged
Evaluations of teachers of 4th-8th grade Language Arts
and 4th -7th grade Math will be comprised as noted:
10% Median Student Growth Percentile (mSGP)
20% Student Growth Objectives (SGO)
70% Teacher Practice
Evaluations of teachers in non-tested grades and
subjects will be comprised as noted:
20% Student Growth Objectives (SGO)
80% Teacher Practice

Observation and Evaluation Updates:

2015-2016
Tenured Nurses, Social Workers, Guidance Counselors,
Librarians/Media Specialist, CST members and all support
services staff will be observed on a rubric at least once a year.
Non-Tenured Nurses, Social Workers, Guidance Counselors,
Librarians/Media Specialist, CST members and all support
services staff will be observed on a rubric at least three times a
year.
* 80% Practice and 20% PGOs (Professional Growth
Objectives)
Number of observations is a minimum requirement. Principals
have discretion to conduct additional observations.

TENURED
2014-2015

2015-2016
All teachers
Highly Effective
1 long; 2 short
3 short

(1 announced long; 1 announced short; 1 (2 unannounced; 1 announced)

unannounced short)

Partially Effective/Unsatisfactory
4 observations - 2 long;

2 short
(2 announced; 2 unannounced)

NJ Achieve Requirements
Achieve Requirements
3 short

(1 announced; 1 unannounced;
1 at superintendents discretion)

Effective
1 long; 2 short (1 long announced; 2

short unannounced)

Same as above

Partially Effective/Unsatisfactory
4 observations - 2 long;

2 short
(2 announced; 2 unannounced)

Partially Effective/Unsatisfactory
4 observations

(required only as 20 minutes each

with post-conferences)

NON-TENURED
2014-2015
First and Second Year Teachers
2 long; 1 short

(long announced; short at the discretion

of the principal)
Third and Fourth Year Teachers
1 long and 2 short

(1 long announced; 2 short at the

discretion of the principal)

2015-2016
Remains the same as last year

NJ Achieve Requirements
First and Second Year Teachers
2 long; 1 short

Third and Fourth Year Teachers

1 long and 2 short

(1 long announced; 2 short at the

discretion of the principal)

Observation One

Observation Two

Observation Three

Sept-Nov
Standards 1,3, and 5

Dec-Feb
Standards 1, 2, 3, and 4

March-May
Standards 4, 5, 6, and 7

All Supervisors,
Teacher Mentors of Climate &
Culture

Standards 1 and 2

Standards 3 and 4

Standards 5

Teacher Mentors for Data

Standard 1

Standards 2 and 3

Standard 4

Teacher Coordinators

Standards 1 and 2

Standards 3 and 4

Standards 5 and 6

All Teachers, Librarians,

Nurses, Psychologists, SACs,
Behaviorists, Social Workers,
LDT-Cs, Master Teachers,
Guidance Counselors, Speech
Therapists, BD Counselors, EC
Pirts, OT/PTs

Documentation of Standards 2, 6, and 7 will be shared and discussed at each post-observation conference with teachers.
All standards must be rated by the end of the third cycle.
NOTE: If a support service staff member is tenured and receiving one observation, ALL standards must be scored during that
observation.

HIB

What is HIB?
"Harassment, intimidation or bullying" means any
gesture, any written, verbal or physical act, or any
electronic communication, whether it be a single incident
or a series of incidents, that is reasonably perceived as
being motivated either by any actual or perceived
characteristic, such as race, color, religion, ancestry,
national origin, gender, sexual orientation, gender
identity and expression, or a mental, physical or sensory
disability, or by any other distinguishing characteristic,
that takes place on school property, at any schoolsponsored function, on a school bus, or off school
grounds* as provided for in section 16 of P.L.2010,
CHAPTER 122, that substantially disrupts or interferes
with the orderly operation of the school or the rights of
other students and that:

What is HIB? (cont.)

A reasonable person should know, under the
circumstances, what will have the effect of
physically or emotionally harming a student or
damaging the student's property, or placing a
student in reasonable fear of physical or
emotional harm to his person or damage to his
property;
Has the effect of insulting or demeaning any
student or group of students; or
Creates a hostile educational environment for the
student by interfering with a students education
or by severely or pervasively causing physical or
emotional harm to the student.

SGO
Guidelines
Review

An excellent Student Growth

Objective is

Representative of all or a large majority of the teachers

students.
Inclusive of start and stop dates that include a significant
proportion of the school year/course length.
Inclusive of a significant proportion of standards for which
the teacher is responsible during the instructional period.
Use the Quality Rating Rubric to rate assessment quality if
needed
http://www.state.nj.us/education/AchieveNJ/teacher/SGOQual
ityRatingRubric.pdf

Using Multiple Measures

In addition to required assessments
(see above) multiple measures can be
utilized to further inform the creation of
the SGO. Additional sources of data
include:

Recent test performance

Previous years test scores
Classwork
Homework
Class Participation
Attendance
Running Records
Lexile Levels

Example of Using
Multiple Measures
After giving the Geometry baseline assessment to a class
of 25 students it is determined that 10 of the students
performed below 60%, 8 of the students performed
between 61-80%, and 7 students performed above 80% on
the assessment. The teacher grouped these students into
high, medium, and low groups for her SGO. The teacher
then reviewed prior test scores and determined that 3 of
the 10 students who performed below 60% had passed the
state exam in math the previous year. After reviewing
additional data sources the teacher sees that these same 3
students were actively participating in class, completing
homework, and had improved in their classwork. The
teacher then determined that these 3 students were more
appropriate in the medium group and could achieve the
growth target set for that group.

Assessments:
English Language Arts for grades K-8 must take the STAR Reading or
STAR Early Literacy Assessment.
English Language Arts teachers using the STAR Reading or
Achieve 3000 may utilize lexile level or STAR SGP as a
growth target as well as scale score if they wish.
Mathematics for grades 1-8, Algebra I, AHSA Math, and SAT Prep
must take the STAR Mathematics Assessment.
English Language Arts for 9-12 has an option to write one SGO using
the baseline assessment and one using the STAR Reading
assessment.
Courses and/or grades that have a district generated pre-assessment
must utilize that assessment.
All pre-assessments have been revised to include content for the
course and not pre-requisite material.
The assessment window for STAR (Oct. 9) and district generated preassessments is September 8 - October 9.
Bilingual below 3.4
th
STAR October 13 19 .
Teachers must submit their SGO to their immediate
supervisor by October 20th .
SGOs for teachers with these courses must be submitted to the
Assistant Superintendent by October 26th.

Courses Without Assessments

District created assessments for art
and music courses are not being
utilized this school year.
For these courses and/or grades
teachers will create learning targets
for key concepts and skills that
students can be expected to master
in a course based on a rough sense
of where they start using a variety of
typically-collected information about

Courses Without Assessments

Examples of this type of assessment
include:
Skills/Performance Rubrics
Students demonstrate proficiency on a set of
skills or performance based tasks.
Example: By the end of the year students will
demonstrate proficiency on 12 of 20 skills.

Portfolio Assessment
Students collect products over the course of
the SGO time period and meet targets for
improvement as defined by a rubric.

Courses Without Assessments

When courses are missing assessments or where the required assessment is not appropriate the
following process is employed:
An assessment can be created within the school by the teacher(s)
Standard Alignment and Rigor Forms must be completed
The assessment must include an answer key (teacher copy) and a student copy.
Tests should follow the district guidelines (where appropriate) of 18 multiple choice questions
and 2 open ended questions.
The assessment must be approved by the school administrator and the site-based
content/program supervisor (when applicable).
Once the assessment has been approved at the school level it must be submitted to the
content/program director for final approval by September 26th.
The content/program director will approve the assessment by October 1st and a copy must be
submitted to the Office of Academic Services.
The testing window for these courses will be from October 2nd to October 10th.
Teachers must submit their SGO to their immediate supervisor by October 20 th.
SGOs for teachers with these courses must be submitted to the Assistant Superintendent by
October 24th.

ELL Teachers

Assessments in Spanish for Language Arts and Mathematics are available.

ESL Assessments are also available for ESL teachers.
Teachers utilizing the STAR Reading Assessment can utilize lexile levels as
a growth target (as opposed to scale score) if they wish.
The ELL window for STAR testing for all Bilingual students with CPL 3.4 and
lower and all kindergarten Bilingual students with a CPL less than 28 is
October 6th-10th.
ELL Teachers testing during this window must submit their SGO to their
immediate supervisor by October 20th.
SGOs for ELL teachers must be submitted to the Assistant Superintendent
by October 24th.

ELL Teachers

Bilingual teachers teaching science and social studies only should do a

mirror translation of the English assessment and submit it to the
Bilingual/ESL Department by September 26th.
The translation will be reviewed and approved by the Bilingual/ESL
Department and returned to the teacher by October 1st.
The testing window for bilingual science and social studies classes will be
from October 2nd to October 10th.
Bilingual science and social studies teachers must submit their SGO to
their immediate supervisor by October 20th.
SGOs for bilingual science and social studies teachers must be submitted
to the Assistant Superintendent by October 24th.

Special Education Teachers

Special Education teachers in coteaching or inclusion situations
should include all students in the
class as opposed to only classified
students.
Teachers utilizing the STAR Reading
Assessment can utilize lexile levels
as a growth target (as opposed to
scale score) if they wish.
Accommodations and modifications

What Do I need to know?

We will use the same SGO form as last year (20142015). It is available on the Achieve NJ website.
There is no distinction between a specific and general
SGO any longer. All SGOs should include a significant
number of standards and be representative of all or a
large majority of the teachers students.
The use of multiple data points is encouraged when
determining growth targets for SGO.
All certified staff must complete two SGOs. Unless
they are receiving a mSGP.
For education services staff the SGO can be referred to
as a PGO (Program Growth Objective).

Who Should Be Included in

My SGO?
An SGO should include ALL or a
MAJORITY of the teachers students.
It is recommended that all students
take the pre-assessment and then
decisions regarding the number of
students can be made based on the
total number of students the teacher
services.
If a teacher is choosing students
across classes they should randomize

LETS GO TO
WORK!!

Team Assignment Locations

Room 201
RECORDER

Room 202
Room 203
Room 204

TIME KEEPER
REPORTER