• Challenge Objectives for 2012 - 2013
    OBJECTIVE 1: Increase the number of Kindergarten, first and second grade students who reach, or exceed, the end-of-year DRA benchmark levels.
    Challenge Objective:   Increase the number of students who meet, or exceed, end-of-year DRA benchmark levels by at least 5%.
    Rationale:  Literacy is critical to any student’s success in school.  The DRA2, K-3, enables primary teachers to systematically observe, record, and evaluate changes in student reading performance.  DRA2 provides teachers with information that helps them determine each student’s independent reading level and identify what the student needs to learn next.  The assessment must be used on a semi-annual basis to monitor and document change over time in each student’s reading.  It should be used more frequently with struggling readers to ensure continued progress.  The DRA provides teachers with the information they need to formulate guided reading and strategy groups within balanced literacy.  
    OBJECTIVE 2: Improve the overall school culture/climate through various initiatives that will result in a decreased number of reported bullying incidences.
    Challenge Objective:  See a 10% reduction in the total number of children found to be exhibiting harassment, intimidation, or bullying behavior as defined in N.J.S.A.18A:37-14.
    Rationale:   In the advent of the mandate put forth by New Jersey State Law, governing H.I.B., we will work towards having our school and our buses be bully-free, safe environments. After all, regardless of the law, school should be a safe, comfortable, nurturing environment where all children have the opportunity to learn.  

    OBJECTIVE 3: Move Kindergarten English-language learners on the IPT Language Proficiency continuum from Beginning to Advanced.
    Challenge Objective:     
    •Move 5% of the English-language learners in Kindergarten from Beginning to Early Intermediate
    •Move 20% of the English-language learners in Kindergarten from Intermediate to Early Advanced                                   
    •Move 20% of the English-language learners in Kindergarten from Early Advanced to Advanced E                                   
    •Move 35% of the English-language learners in Kindergarten from Advanced E to Advanced F 
    •Move 20% of the English-language learners in Kindergarten from Early Intermediate to Intermediate   
    The IPT I–Oral Test quickly and accurately evaluates students’ oral proficiency in English.  It provides information for student identification, placement, progress, and redesignation based on students’ oral language proficiency.  The diagnostic information is ideal for program planning.  Within the newly designed Morris School District Reading Units of Study, all students are expected to participate in a balanced literacy environment.  With limited prerequisite reading skills, English-language learners are at a disadvantage.  It is expected that bilingual and teachers of English as a Second Language are incorporating WiDA’s “can do” descriptors into their daily instructional plans and practices so that an increased number of students will move from one IPT level to another, and understand language patterns used at each developmental level of English language proficiency based on IPT data.