Bridgewater-Raritan Regional School District Program Evaluations A summary of recommendations from the completed program evaluations March 6, 2009

Bridgewater-Raritan Regional School District Introductory Comments The recommendations that are made in each of the program evaluations receive careful consideration from the Superintendent, Assistant Superintendent and Board of Education. Some recommendations may not be implemented due to limited resources or current district priorities. Any questions should be directed to Mrs. Dyer, Assistant Superintendent at

Bridgewater-Raritan Regional School District Completed Evaluations The evaluations are presented in the order in which they were completed: –Science 9-12 –Mathematics 9-12 –Social Studies 9-12 –Industrial Technology 6-12 –Social Studies 5-8 –Science 5-8 –World Languages K-12 –Language Arts K-4 –English 9-12 –School Counseling K-12 –Mathematics K-6

Bridgewater-Raritan Regional School District Science 9-12 Recommendations from the evaluation –Change sequence –Require biology, chemistry and physics or another full year lab science –Increase rigor Additional recommendations –Reduce barriers to honors and AP –“Standard” level courses to be placement decisions, not choices

Bridgewater-Raritan Regional School District Mathematics 9-12 Recommendations from the evaluation –Evaluate programs for students with disabilities and special needs and enhance, adjust, change as needed –Explore options for additional electives Additional recommendations –Reduce barriers to honors and AP –“Standard” level courses to be placement decisions, not choices

Bridgewater-Raritan Regional School District Social Studies 9-12 Recommendations from the evaluation –Better use of technology –Continue to raise standards –Expand curricular offerings –Integrate more critical reading and writing –Enhance the ‘relevance’ of social studies Additional recommendations –Reduce barriers to honors and AP –“Standard” level courses to be placement decisions, not choices

Bridgewater-Raritan Regional School District Industrial Technology 6-12 Recommendations from the evaluation –Increase opportunities for dual or concurrent enrollment –Increase ‘relevance’ of courses Additional recommendations –Explore additional course offerings in computer science, computer based architecture classes, and additional courses related to computer engineering

Bridgewater-Raritan Regional School District Social Studies 5-8 Recommendations from the evaluation –Improve writing in social studies –Increase the level of rigor and relevance in social studies –Revise curriculum to address gaps in alignment with NJCCCS –Provide training for teachers to support instruction in controversial topics –Provide ‘sensitivity’ training to teachers to support instruction in culturally sensitive topics

Bridgewater-Raritan Regional School District Science 5-8 Recommendations from the evaluation –Update textbooks and add as needed –Increase rigor and expectations –Add life science units –Develop formative assessments –Increase application and ‘relevance’ –Integrate and connect content areas –Build the content knowledge of 5 th grade teachers –Provide more training for teachers in differentiation for high achieving students

Bridgewater-Raritan Regional School District World Languages K-12 Recommendations from the evaluation –Set benchmarks and align curriculum better –Include more authentic readings –Continue to integrate technology –Research ways to maximize the amount and depth of learning –Increase instructional minutes at 1-4 to minutes per cycle at elementary level –Add an additional WL choice at elementary level –Provide incentives for students to continue in World Language classes –Better accommodate learning disabled students at the high school level –Develop upper level and AP French and Latin courses –Research the Option II opportunity for high school students.

Bridgewater-Raritan Regional School District Language Arts K-4 Recommendations from the evaluation –Improve use of assessments to inform instruction –Develop a scope and sequence –Streamline units of study and add focus –Provide training in Writing Workshop –Provide training in Comprehensive Literacy –Enhance word study –Establish core novels –Set benchmarks Additional recommendations –Pilot use of a published reading/language arts program and/or anthology –Investigate use of computer based formative assessments –Endeavor to hire early elementary teachers who are certified as reading specialists or trained in reading recovery. –Rotate the trained reading recovery teachers back into 1st grade classes every few years in keeping with the philosophy of Reading Recovery.

Bridgewater-Raritan Regional School District English 9-12 Recommendations from the evaluation –Increase rigor at the academic level –Continue the school wide literacy initiative –Develop a common grading policy and grading procedures –Revise summer reading requirements –Consider the adoption of textbooks/anthologies for use in academic classes –Balance the curriculum to increase content area literacy, technical writing and formal rules of grammar and language usage

Bridgewater-Raritan Regional School District School Counseling K-12 Recommendations from the evaluation –Develop a more clearly defined and more frequently utilized preventative approach –Implement a comprehensive, evidence-based character education program –Develop a clearly defined “Option Two” component at the high school to supplement the existing program –Increase opportunities for professional development for counselors –Clearly communicate the counselor’s roles and responsibilities to all stakeholders

Bridgewater-Raritan Regional School District K-6 Mathematics Recommendations from the evaluation –Replace the current math program (Everyday Math) with Harcourt School Publishers Math It is aligned with the recommendations of the National Math Advisory Panel It is a balanced approach that provides coherent ad comprehensive instruction that includes traditional algorithms It includes sufficient materials for practice that leads to mastery –Provide staff development for teachers during the transition –Ensure that any curriculum ‘gaps’ are addressed at each grade level during the transition