January Academic Update - Happy New Year 2016!

January’s Assessment & PD Calendar - Summary of Events

● December 24 - January 6 Winter Recess

● January 7 Board of Education Meeting at NBHS Lecture Hall 6:30pm

● January 11 - February 12 NWEA Winter Administration (Grades K-10 & 11 ELL)

● January 11 TEAM Meeting - Slade Media Center (3:15 HS & MS, 4:15 Elem)

● January 11 Board of Education Meeting at NBEAC (Special BOE MTG - Budget) 6:00pm

● January 12 Grade 8 Music Students - Side-by-Side Day at NBHS

● January 13:

○ Building Based PD - For ALL Schools and Grades not assigned below

○ Well-Managed Classroom Training - STEPS, TC and Sunrise

■ STEPS and TC at TBD location (1:00-2:45)

■ Sunrise at TBD location (3-4:45)

○ Well-Managed Classroom Training - Lincoln, Northend, Smalley, DiLoreto, Smith, HALS

■ Times and Locations TBD

○ Gr. 6-8 ELA, Sci and SS (Teachers from Pulaski & Slade ONLY) location and time TBD:

■ ELA, Sci and SS Teachers from Pulaski & Slade: Topic: ‘Moving Forward with Argumentative

Writing’

○ Gr. 6-8 Slade Math Teachers at Slade - Topic: ‘Grade-Level Content Teams work collaboratively on

planning and assessment writing’ (1:05-4:00)

○ Gr. 6-8 Pulaski Math Teachers at Pulaski - Topic: ‘Grade-Level Content Teams work collaboratively on

planning and assessment writing’ (1:05-4:00)

○ K-8 Sped & SLP Training - ‘Dyslexia’ at Roosevelt Media Center (1:00-4:45)

○ Paraeducator PD:

■ Gr. 9-12 at NBHS (12:30-2:15)

■ Gr. 6-8 & DiLo at Pulaski Auditorium (1:15-3:00)

■ Gr. K-5 Gaffney & Jefferson at Gaffney Auditorium (2:00-3:45)

■ Gr. K-5 All Other Elem. Schools at Chamberlain Auditorium (2:00-3:45)

○ Psychologist & Social Worker PD - ‘Attachment & Trauma’ at AC (1:30-3:30)

○ K-5 PE Teacher PD at Vance (1:45-3:45)

○ PreK PD at Roosevelt - ‘NAEYC Accreditation’ (2:00-4:00)

○ K-8 Media Specialist Curriculum Writing

■ Gr. 6-8 at Slade (1:00-4:00)

■ Gr. K-5 at Chamberlain Media Center (1:45-4:45)

● January 13 Board of Education Meeting at NBHS Lecture Hall (Public Hearing) 6:00pm

● January 14 K-8 Administrator PD - ‘SBAC Interim Assessments’ at ITBD (8:30-3:30)

● January 19

○ Well Managed Schools Administrator Consultation Meetings with BoysTown for DiLoreto, HALS, Lincoln,

Northend, Smith and Smalley administrators. Time slots TBD.

○ Board of Education Meeting at NBEAC (Exec. Session - Screen Applications) 6:00pm

● January 20:

○ NBHS End of Quarter 2

○ K-5 ELA Curriculum Check-In at Chamberlain (3:45-4:45)

○ Well Managed Schools Administrator Consultation Meetings with BoysTown for DiLoreto, HALS, Lincoln,

Northend, Smith and Smalley administrators. Time slots TBD.

○ Professional Development Session for Alternative Center Staff at AC Staff Meeting

● January 21-27 NBHS Semester Exams

● January 25 Board of Education Meeting at NBEAC (Budget Vote) 6:30pm

● January 27 K-8 End of Quarter 2

● January 29:

○ SSP High School Critical Thinking Claim #3 Evaluations Due in TaskStream

○ SSP Middle School Assignment #2 Due

Thank You - Change is never easy. This year we embarked on learning and applying proactive strategies at

the building level (Administrators and Support Staff) and at the classroom level (teachers, paraeducators)

around the explicit teaching of social emotional (behavioral) skills to all students. The Boys Town model is

more than just a “Well-Managed” program where teachers are teaching a “skill of the week.” It is a

commitment from all staff (Central Office included) to subscribe to a universal proactive approach to improving

the climate of our schools.

Because this is a district wide priority the School-Based professional development is not optional. All school

staff receiving training should be in attendance at all sessions. We are in year one….we’ve done a really good

job to date...but there is always room for growth. Below is a report from our Boys Town Consultant

walkthroughs in late November for Hals, Smith, Smalley, Lincoln, Northend and Diloreto. We are waiting for a

similar report for our New Britain High School walkthroughs.

WELL-MANAGED SCHOOLS

PROGRAM CONSULTATION FIRST VISIT

On-Site Visit: Oct. 19-23, Report Completed: Nov. 20, 2015

Visit conducted by Courtney Dealy and Mike Meeks. Report prepared by Courtney Dealy

Direct Observations in Classrooms (Hals, Smith, Smalley, Lincoln, Northend, Diloreto)

The following information is based on data collected during classroom observations. Graphics 1 and 2

provide seven indicators of overall classroom climate and the use of Well-Managed School strategies

and the percentage of teachers meeting each benchmark. The recommended range indicates the

average rate for teachers in general education classrooms who are using the Well-Managed Schools

(WMS) strategies at high levels.

The recommended rates for each strategy are as follows:

Proactive Strategies: Utilization of preventive prompts, Planned Teaching, and Blended Teaching at

least once every 2.5 minutes in the classroom

Praise Strategies: Utilization of general, specific, and Effective Praise at least once every minute in the

classroom

Praise to correction ratio: A ratio of at least 4 praise statements for each correction in the classroom

On task rates: A rate of off-task behavior of 9% or less

Relationship building: 3 out of 4 indicators including creating a welcoming and engaging atmosphere in the

classroom; demonstrating receptivity to students’ input, opinions, and feedback; making positive, encouraging

comments to students and recognizing accomplishments; utilizing appropriate quality and relational

components (i.e. voice tone, physical proximity, gestures, etc.).

Physical environment: 5 out of 7 indicators including posted Boys Town skills posters, classroom

expectations, school-wide expectations, classroom procedures, school-wide procedures, consequences, and

daily schedule/ agenda

Behavior compliance rates: A rate of behavior compliance of 75% or higher

It is important to keep in mind that the results from the classroom observations are only an indication of how

well the observed teachers were using the Well-Managed Schools strategies during our structured observation

time. Whether or not this observation data is an accurate representation of their implementation efforts

depends on how closely our observation compares to a “normal day”.

Percentage of Teachers Meeting Benchmark

at New Britain’s Six Observed Schools

Graphic 1 **Indicators for Relationship Building and Physical Environment are listed on the Consultant Classroom Observation Form. **

At or

above % Above Below % Below Total #

Teacher Total

Praise Total

Correction Ratio

Proactive 96 74.42% 33 25.58% 129 1136 968 142:121

Praise 73 56.59% 55 42.64%

Praise to

Correction 29 22.48% 100 77.52%

On Task 89 68.99% 40 31.01%

Relationship

Building 113 87.60% 16 12.40%

Physical

Environment 101 78.29% 28 21.71%

Behavior

Compliance 87 67.44% 42 32.56%

Types of

Praise

Percentage

Academic

Praise 771 53.77%

Behavior

Praise 663 46.23%

General 590 41.14%

Specific 802 55.93%

Effective 42 2.93%

Corrective

Strategies

Corrective

Prompts 898 92.77%

Guided Self

Correction 39 4.03%

Corrective

Teaching 31 3.20%

Graphic 2

Meetings with Administrators

Met with building-level administrators to summarize findings, determine specific needs and strengths, and

discuss goals. We discussed plans for the upcoming consultation visit at the beginning of November.

Written Feedback for Teachers

All observed teachers received a handwritten note outlining the areas of strength and area of need as

observed during the classroom visit.

Implementation Planning

Upcoming Consultation Services:

Next consultation services to be delivered within the first two weeks of November. The tentative plan is

to observe specific teachers in the morning and to have a substitute shadow so that teachers can be pulled

from the classroom for 10 or 15 minutes for individual feedback and coaching sessions.

District consultants will be identified.

Set Dates / Schedule for content reviews / Professional Development:

Consultation workshop will be December 4-9th. There will be an approximately three-hour professional

development held on December 9th. Co-consultation will be December 10th and 11th.

Skill-of-the-Week:

As of visit, the majority of schools have determined that social skills will be taught during morning meeting.

However, there was very little evidence that deliberate, school-wide social skill lessons were being taught. We

suggested that the staff use the lesson plans from Tools for Teaching Social Skills in Schools during

their morning meetings. During the meetings with administrators, many identified a few ways in which

they might tighten up school-wide skill-of-the-week and support teachers in implementation.

Identified Professional Development Needs:

In talking with both building-level administrators they have identified coaching as the primary need for their

staff.

Other

Overall, consultants observed that many structures, as defined by PBIS, are in place. Discussed how social-

emotional skills, praise and the continuum of correction fit into that school-wide frame. While many

classrooms had some skill posters posted, we recommend that all of the basic 16 social skills be

posted in all classrooms and in common areas such as hallways, cafeteria, and even in the

administrator's office. This serves as a visual reminder for the adults and aids WMS implementation

and increases skills teaching.

Section 2:

Strengths, Areas for Improvement, and Recommendations

Topic

Strengths

Administrative

support for

implementation

Support for implementation of the Boys Town Educational System is apparent

among building- and district-level administrators. When administrators

communicate clear expectations and provide practical support for

implementation, teachers and staff are much more likely to make the efforts

necessary to implement the program with fidelity. In fact, in our experience,

administrative support has been the single most important factor in the success

of building-wide implementation.

Positive

Relationships

A positive relationship between staff and students was observed in about 88%

of the classrooms observed. Students tend to learn more, both academically

and socially, from adults with whom they share a positive and healthy

relationship. Families can often tell a difference when there is a positive

student-teacher relationship and this relationship can often positively-impact

family involvement, as well.

Praising Academics

and Behavior

Staff praised both behavior and academics at nearing equal rates. Boys Town

suggests that 50% of praise be for academics and 50% for behavior. So New

Britain is just about where it should be in regards to praising academics

and behavior. Praising behavior reinforces expectations and tolerances and

increases desired behavior, thus freeing up time and energy to focus on

academics.

Specific Praise New Britain staff used specific praise the most of the three types of praise-

about 56% of the praise statements. Specific praise is when teachers say

exactly what desired academic or social behavior the student demonstrates.

Students are more likely to demonstrate that desired behavior in the future.

Use of the physical

environment in

classrooms to

communicate

expectations

In about 78% of the rooms observed (on the cusp of the suggested 80%

benchmark), teachers were utilizing their physical environment to clearly

communicate their behavioral expectations. When expectations (rules,

procedures, and social-emotional skills) are clearly visible and when

schedules/agendas are easy to reference, class becomes more predictable and

both students and staff tend to navigate school more successfully.

Commitment to

Implementation

Building-level administrators’ commitment to implementation remains high.

Teachers and staff are actively working to formalize implementation efforts

building-wide and teachers / staff are working to increase their individual

comfort with and fidelity to the Boys Town Education Model. When commitment

levels are high, fidelity increases and positive outcomes soon follow.

Topic Recommendation

Rate of Praise About 57% of the classrooms observed used praise within the recommended

range, an average of one praise statement approximately every minute. This is

an average; there were minutes when teachers had several praise statements,

and minutes when there were no praise statements. There may be missed

opportunities for some teachers to reinforce students for doing well

academically and displaying appropriate social behavior.

Percentage of

Student's On-Task

Behavior

In about 69% of the classrooms observed, the percentage of students who were

on-task was greater than or equal to 91%. This would suggest that some

students may not understand their teacher’s expectations or may be choosing to

test limits. Some suggestions for reducing the percentage of students who

are off-task include: (1) Have teachers review their behavioral expectations

and determine whether they have clear, consistent, and enforceable

expectations. For example, if teachers want students to work quietly and

independently on an activity, they are encouraged to teach the skill of “Staying

on Task” in advance. Then, when they begin an activity, the teachers are

encouraged to remind students to remember to work quietly and independently.

(2) Teachers should consistently correct students with effective correction along

the continuum of correction who do not meet their expectations, adding

consequences when appropriate. (3) Teachers should also remember to

reinforce students when they meet expectations.

Use of Preventive

Strategies

In about 74% of the classrooms observed, the use of preventive strategies was

within the recommended range, 1 strategy per 2.5 minutes of structured

observation. This indicates that teachers/staff in the buildings are on their way

toward setting students up to be successful by teaching/reminding students of

behavioral expectations BEFORE behavioral mistakes are made. Students tend

to be more successful and adult/student relationships and the school climate

tend to be more positive in proactive environments.

Ratio of Praise to

Correction

The district average praise to correction ratio was about 1:1. Boys Town

recommends a 4:1 praise to correction ratio. About 22% of observed

classrooms maintained a 4:1 ratio. Praise can be one of the most powerful tools

for supporting desired behavior changes. Teachers are encouraged to identify

students who are displaying the most challenging behavior and, on a

confidential tally sheet, track the number of times that they praise and correct

these students. If this ratio of praise statements is less than four to one,

teachers are encouraged to continue to increase the rate of genuine praise

statements and note how this affects the behavior of these students.

Student Compliance

to Correction

(Compliance

Benchmark: 75%)

Student compliance was at least 75% in almost 68% of classrooms observed. It

may prove beneficial for teachers to proactively teach or re-teach some

compliance based skills, e.g. following instructions, to their class. Then,

teachers are encouraged to identify the students who are having the most

difficult time demonstrating the aforementioned skills. It is important to reinforce

these students specifically when describing their appropriate behavior, and

allowing them to earn positive consequences for using these skills correctly. A

common trend observed was the use of small corrective prompts that can be

less effective for some students and some behaviors. It is recommended that

teachers also employ some of Boys Town’s more supportive forms of correction:

Corrective Strategies, Guided Self-Correction, and Corrective Teaching, when

needed.

Additional Well Managed Notes

In December, 6 teachers from 5 elementary schools trained with Boys Town to become building consultants.

While the training went well, we have heard concerns that conducting data sweeps four times per year is a big

commitment for the building consultants (teachers).

The original plan was to host a second consultation workshop in April, giving us 2 consultants in each building.

Hearing the feedback from last week’s consultation workshop, we believe at least a third consultation

workshop is necessary.

We will use a recommended ratio to identify the proper number of consultants needed in each school, rather

than having just 2 per school no matter the size of the school. BoysTown has recommended 1 consultant to

every 10 teachers. As we add more consultants, we will work with BoysTown and building principals to identify

who will be responsible for the teachers who teach at more than one building so they’re not covered more than

once.

We are asking all building principals to schedule 5-10 minutes as an agenda item at one staff meeting

per month to give your school consultant's time to review Well Managed Schools. This may include

data discussion or program updates. Well Managed Schools is not just about posters in the

classrooms. This monthly conversation will reinforce the importance of the way we interact with our

students and what the data is telling us.

Additionally, we set up meetings with principals at Hals, Smith, Smalley, Diloreto and Northend and Courtney

Dealy to review their school specific data and progress. These will occur on January 19th and 20th.

Argument Writing PD for Grades 6 - 12 Science, Social Studies and ELA Teachers:

On December 9th, content area teachers from Slade, Pulaski and NBHS gathered together in mixed grade

level and content teams to discuss argument writing and come to consensus on common language to use

when instructing students. The discussions were very productive. Lists of required and possible elements

agreed upon by the four teams are being compiled to create one common list to facilitate a shared

understanding of argument writing in our district for grades 6 to 12. Thank you to all those who attended for

their amazing contributions. Feedback was positive and the overwhelming majority are asking for the following

professional development –

More meetings between middle and high school teachers

District rubrics for argument writing

District language for teaching argument

Instructional strategies for teaching argument

Plans are underway to continue this process on January 13. A draft of the document created at the PD should

be available in draft form at that time.

Leonardo da Vinci Bowl Information

● Tuesday, March 29 - Elementary Leonardo da Vinci Bowl at Pulaski Middle School 6:00-8:00

p.m

● Wednesday, March 30 - Middle School Leonardo da Vinci Bowl at Pulaski Middle School 6:00-

8:00 p.m

The qualification criteria for each school’s Leonardo da Vinci Bowl Team is determined through analysis of the Spring 2015, Fall 2015, and Winter 2016 NWEA Test Scores. Once again this year, there will be no paper and pencil qualifying test for the Leonardo da Vinci Bowl.

It is important the all teachers communicate to their 4th-8th grade students the importance of working hard while taking their NWEA tests. These data points should paint an accurate picture of each students’ math capabilities.

CSDNB Summer Learning Passport

The passports have been collected and the data has been tabulated. This year’s Golden Passport award winner is Lincoln Elementary School with the largest number of passports returned. Although our return numbers went down a bit this year, we did get positive feedback from our community partners. Generally, our students are using the passports in the summer months, but are not returning them to school in September. As we move toward June, please take a moment to reflect

on how we can best serve our students with the Summer Learning Passport. Your feedback, endorsement and publicity is what will make the Passport a success.

Fifth Grade to Sixth Grade Transition Plan - The Department of Academics, Middle School Admins and

Elementary School Admins will be developing a 5th to 6th grade transition plan for all incoming sixth graders

as well as a plan to have fifth grade teachers recommend course placement for their outgoing students. The

timeline, activities and responsibilities will be presented to both the Middle School teams and the Elementary

School teams shortly.

Eighth to Ninth Grade Transition Plan Update - We are progressing well along our 8th to 9th grade transition timeline for 2015 - 2016. Thank you to all eighth grade language arts teachers for completing the Writing benchmarks placement assessments (Writing benchmarks and Orleans Hanna) in a timely manner. For eighth grade math teachers, the Orleans Hanna assessment arrived in your schools just before vacation to be given and returned no later than January 15. Along with NWEA scores, these scores will provide useful data for accurately placing students in appropriately leveled classes at NBHS. The middle school visits to NBHS were completed the first week of December and prospective students submitted their elective sheets in mid-December. These will be reviewed with their guidance counselors.

In January, cut scores on Orleans Hanna, NWEA, and the Writing Benchmark will be determined. These will be used as a resource by core content middle school teams for placement decisions, along with grades and classroom performance. Collaborative middle school teams will be trained in course definitions at the high school level and will spend the staff development early dismissal day on February 17th completing placement recommendations for their students.

Middle School & High School Administrators spent two days working with a consultant from Power School to begin planning for the 2015/16 Schedule and to ensure there is consistency among our middle schools. LLI Walk-throughs - The Department of Academics will visit each elementary school beginning January

20th to observe portions of some Leveled Literacy Intervention (LLI) Lessons. The purpose of these walk-

throughs is to inform future professional development by determining what additional areas of support

interventionists may need. In addition, we would like to glean information about the effectiveness of the

program, especially with our special education student population.

District Wide Grades 6-8 Student Success Plan FAQ - Thank you to the staff of the middle schools for

providing feedback on the SSP. Your suggestions will help us make the process smoother in the future.

The FAQ below was generated out of the feedback you provided.

● What is the difference between a ‘reviewer’ and an ‘evaluator’? A ‘reviewer’ is a teacher to whom a

student submits work to get feedback on whether it is ready to be submitted to their evaluator. This

step is optional. An ‘evaluator’ is a teacher to whom a student submits their work to in order to receive

a rubric score. This step is required.

● Why didn’t I get a notification that a student had submitted work? You are supposed to get email

notification when work is submitted. The settings for some staff had not been turned on so that they

would receive these notifications. That has been updated. It is possible to opt out of receiving emails

any time a piece of work is submitted to you by changing your settings. If you are not receiving emails

at this point please check your settings to make sure your notifications have not been turned off.

● How do students save their interest inventory? Based on previous feedback, the directions for the 8th

grade interest inventory were updated. Students have to save their results to PDF. Unfortunately at

this time there is not a way to save their work if they do not complete the inventory in one sitting. We

are researching a different option for next year that will allow them to save.

● There isn’t enough time to complete the activities in TaskStream. Is it ok to take more than one

advisory class? This year is a learning experience for all of us. It may take longer (or shorter) periods

of time to complete the requirements than originally anticipated. Please allow students the time they

need to complete the tasks.

● Students don’t know their password. Unfortunately, at the start of the school year TaskStream

erroneously prompted students to change their password the first time they logged in. TaskStream

fixed the problem and all students who had changed their password had it reverted back to their district

password. If students are still having a problem please contact the building based SSP team.

● What are the dues dates for staff evaluations and student submissions? The chart below was created

prior to the rollout of the SSP in the middle schools. The dates provided were estimates. Many factors

that influence the completion of tasks in SSP were unable to be predicted. Therefore, the dates were

created as soft due dates, meaning that building based SSP teams can adjust them as needed and

access to the requirements and evaluations remain open indefinitely. Generally assignments should be

completed in numerical order. If you are not following the chart below please see your building based

SSP team for due dates.

Assignment

#1

Assignment

#2

Assignment

#3

Assignment #4

(if required)

Completion Window 11/4 - 11/25 11/30 - 1/28 2/1 - 4/1 4/4 - 5/27

Assignment Due Date 11/25 1/29 4/1 5/27

Evaluation Window Ends on

12/23

Ends on 2/26 Ends on 4/29 Ends on 5/27

Evaluation Of Assignment

Due Date

12/23 2/26 4/29 6/10

● How many students have submitted or are in the process of completing their requirements?

○ 513 - 8th graders have started or submitted their their first requirement

○ 224 - 8th graders have started or submitted their interest inventory

○ 548 - 7th graders have started or submitted their first requirement

○ 623 - 6th graders have started or submitted their first requirement

New Britain High School NEASC Visit - The high school has completed seven standard reports which will

be submitted to the NEASC visiting committee for the accreditation visit starting on March 6th. Thank you to

the NBHS staff for all of the hard work that went into creating the reports and finding supporting evidence.

Library Media Center Inventory and Weeding - The K-8 Library Media Specialists have been working on the

inventory of the collections at each school in order to get a true picture of what the collections contain. While

this is going on, they are also weeding the collections to take out books that meet the following criteria:

factually inaccurate, worn beyond mending or rebinding, no discernible literary or scientific merit, replaced with

a new edition, irrelevant to the needs and interests of the library’s community, and/or contains material which

is easily obtainable from another location or platform.

English Language Development & World Languages Department Update - 2016-2017

Spanish Language Development Benchmark #2 Administration and Scoring

January 19th-25th Administration Location: DiLoreto

January 26th Scoring Session Location: BOE 5th Floor Time: 8:00-3:00 pm

January 27th Scoring Session (Snow Date) Location: BOE 4th Floor Time: 8:00-3:00 pm *Teachers were notified on December 2, 2015 by Mrs. Cassada

New Britain High School ELD Benchmark #2 Administration and Scoring

January 21st-26th Administration & Scoring Location:NBHS Time: Mid-term Schedule *On district professional and assessment calendar

Districtwide ELD Training and Coaching for Elementary Teachers

January 25th Training Grades 1-3 Location: BOE Time: 8:00-3:00 pm

January 26th Training Grades 4-5 & Itinerants Location: BOE Time: 8:00-3:00 pm

January 27th Coaching (or snow date for Training) Location: Schools/BOE Time: 8:00-3:00 pm

January 28th Coaching Location: Schools Time: 8:00-3:00 pm

January 29th Coaching Location: Schools Time: 8:00-3:00 pm *Teachers were notified by Mrs. Cassada on December 9, 2015. *Schedules will be emailed by ELD Coaches

REMINDER

DISTRICT WIDE SPANISH CURRICULUM MATERIALS - AVAILABLE IN PRINT OR ONLINE

The following resources are available Online through Think Central for Elementary:

1. Journeys “Senderos” Reading Teacher Resources-English and Spanish

2. Reading Student Books-English and Spanish

3. Math Expressions Teacher Resources- English and Spanish

4. Math Expressions Student Books-English and Spanish

5. Science Fusion Teacher Resources-English and Spanish

6. Science Fusion Student Books-English and Spanish

The following resources are available Online or in Print for Middle Schools:

1. Prentice Hall Literature Book Teacher Resources-English and Spanish

2. Prentice Hall Literature Book Student Books-English and Spanish

3. Connected Math Teacher Resources-English and Spanish

4. Connected Math Student Books-English and Spanish

5. Interactive Science Teacher Resources-English and Spanish

6. Interactive Science Student Books-English and Spanish

7. My World Geography Teacher Resources (Gr. 6 & 7)-English and Spanish

8. American History Teacher Resources (Gr. 8)-English and Spanish

*All teachers who have Spanish speaking newcomers must use resource materials to support classroom

instruction, differentiation and homework. Print materials were delivered by Mrs. Cassada to Bilingual

teachers and content specific teachers at Pulaski and Slade Middle Schools per request. Spanish

Language Development Teachers at DiLoreto also received content materials in Spanish.

The Connecticut English Language Proficiency Standards (CELP) are located on our district website. Go to

www.csdnb.org, click on Academics, click on Chief Academic Office and then click on ELL/ELD. A list

of resources and instructional strategies to support your English Learners are available.