HUBBARD MIDDLE SCHOOL
661 W. Eighth Street
Plainfield, NJ 07060
END OF YEAR REPORT
2001-2002
Mr. William Verba, Interim Principal
Mission Statement
The Plainfield Public Schools, in partnership with its community, shall do whatever it takes for every student to achieve high academic standards.
No Alibis No Excuses No Exceptions
TABLE OF CONTENTSSECTION / PAGE
I. / Introduction / 1
II. / Goal 1: Improve Student Achievement through Instructional Rigor and Alignment with NJCCCS / 2
III. / Goal 2: Community Engagement / 8
IV. / Goal 3: Comprehensive Support / 12
V. / Goal 4: Effective and Efficient Operations / 14
VI. / Goal 5: Well Prepared Staff / 17
VII. / Goal 6: Shared Governance / 19
I. INTRODUCTION
An Overview of Hubbard Middle School
Hubbard Middle School completed its transition to a 6-8 middle school in 1998. For the first time in over 30 years, all of the district’s sixth graders are located not in the elementary schools, but in the middle schools. With the district’s middle schools of choice reform initiative and the aim of the Carnegie Commission’s report on middle level education, Turning Points, as a blueprint, is to decentralize the middle schools into smaller, theme-based houses. In 1998 Hubbard Middle School decentralized into three smaller theme based houses: Science, Math and Related Technology (SMART), the school of Performing Arts (PATCHES) and the school of Humanities, Great Learners of Books and Literature (GLOBAL). The SMART MSOC participates in the Buehler Challenger and Science Center and the Liberty Science Center Programs. As participants, the students engage in a variety of opportunities that include actively participating in two-hour simulated space missions and family projects that involve problem solving scenarios and inquiry based learning. The School of Performing Arts (PATCHES) is immersed in the world of performing arts: drama, dance, vocal and instrumental music, set design, costuming and production management. This is their medium for academic learning. The performing arts theme provides the basis for learning adhering to the New Jersey Core Curriculum Content (NJCCCS) and the New Standards Performance Standards which are a part of America’s Choice Whole School Reform (WSR) Model. The GLOBAL MSOC is where students study works of literature, art and philosophy for specific periods of history. The theme of the school provides a global multicultural perspective to study all core curriculum areas. The process of studying other cultures and eras helps students to better understand themselves and the world in which they live. The 87 students who are part of the Special Needs program are also members of one of the three schools of choice. The enrichment program, a self-contained classroom of 16 students, is addressing “at risk” students through a curriculum that emphasizes both NJCCCS and personal development. These students, too, are integrated where possible in the Middle Schools of Choice activities. Hubbard began a tri-semester, 8 period-schedules in 2000 – 2001. In the 2001-2002 school year, a nine period-schedule was instituted giving all teachers a common planning time period.
Essential elements of the MSOC programs include creating and fostering small learning environments where students remain with the same cohort of teachers for three years (looping); providing for common planning time for teams to develop and examine thematic units and lessons as well as instituting flexible and block scheduling. Each MSOC aligns courses to support their theme-based unit incorporating access to computers and Internet technology in every discipline. The student/computer ratio (Numbers of students per computer available for the purposes of supervised or unsupervised instruction.) at Hubbard is 2.9:1 in 2000-01. All rooms (classrooms, Library/Media Centers, and Computer Labs) have been wired for access to the World Wide Web (WWW).
Since students, with the help of their families, choose which theme-based school(s) they are interested in, new students and their families are invited to presentations by the schools of choice so that they are able to make informed decisions. African Americans constitute 83% of the student population, 16% are Hispanic, and the remaining 1% are of other racial/ethnic composition with a recorded enrollment of 683 students for the 2001-2002 school year. Sixty-eight percent of the students at Hubbard are eligible for free or reduced lunch
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All students at Hubbard are cycled through exploratory electives such as art, computer and Internet applications, and foreign language on a semester basis. The school has two computer labs and a modular lab, a state of the art library media center (upgraded in December 1999), a dance studio, and Internet access in every classroom. In addition, Hubbard Middle school offers full intramural and interscholastic athletic teams. Computers, overhead projectors, calculators,
Camcorders and digital cameras are available to classrooms. The Extended Day Program (EDP) is the culmination of academic enrichment courses. The EDP is designed to improve academic performance as reflected in standardized test scores. Presently, there are approximately 55 students attending the EDP after school program.
By creating an educational environment that is both nurturing and challenging, Hubbard Middle School aims to enable all students to become more academically successful. Specifically, the goal is to meet or exceed state standards as measured by the Grade Eight Proficiency Assessment (GEPA) and the New Jersey Proficiency Assessments (NJPASS). At Hubbard, there is a total of 104 staff members; 2 Administrators, 36 Core Content Teachers, 8 Special Needs/Self Contained, Enrichment and Resource, 16 Special Subject Teachers, a School Nurse, 3 Guidance Counselors, a Librarian/Media Specialist, a Literacy Coordinator, a Design Coach, Technology Coordinator (position vacant), a Math Coach, a Drop-out Prevention Coordinator, a Family Liaison, a Health Social Service Coordinator, a Social Worker, In-House Suspension Coordinator, 5 Office Staff, 6 Custodial Staff, 4 Security Guards, and 8 Teacher Assistants. The Professional teaching staff consists of 43 certified staff and 17 in the process of certification.
A grade level expectations booklet (6-8) informs parents of rigorous NJCCCS for each grade as well as suggests interactive activities to support learning of the content standards. A school web page keeps parents apprised of the school’s focus on literacy and contains information related to the America’s Choice activities that are ongoing in the school. The students’ agenda books list pertinent dates and times of school and district activities as well as functioning as a communication tool between parent and teacher. At Hubbard, our motto is “If it’s right – do it!”
GOAL 1 – Improve Student Achievement Through Instructional Rigor and Alignment with NJCCCS
While Hubbard school encourages and facilitates the essentials for successful students and parent/community involvement, the Leadership, Innovation and Change Council (LINCC) ensures that curriculum, instruction, and the instructional delivery system are aligned with the NJCCCS as well as the standards of the America’s Choice Whole School Reform (WSR) model. LINCC also ensures, in partnership with administration, a professional development program that is available to all staff to assist them in implementing all aspects of the WSR model.
Hubbard staff participated in a needs assessment, individually, by MSOC and at grade levels. While teachers are currently facilitating developmentally appropriate learning environments and seeking to develop student-centered classrooms full of self-directed learners, assistance is required to maximize these efforts. Results indicated that teachers are addressing student learning with components of a balanced literacy approach (this includes guided and independent reading and writing, as well as shared literacy experiences), supporting the NJCCCS.
A block of Math instruction, as designed by the WSR model commenced in September of 2001 with the implementation of the new mathematics program: Connected Mathematics.
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Mathematics lead teachers were involved in training during the 2000-2001 school year to prepare for this. The Mathematics Coordinator, a new position began working in classrooms to assist teachers in using the standards-based materials through coaching, demonstration lessons, and team teaching.
Teachers meet weekly in the MSOC to analyze data from the Target Assessment Process (TAP), GEPA, NJPASS, and other assessments as well as to review student work. Teachers use the results of the TAP data, results from NJPASS test data, as well as resulting data from the WSR New Standard Reference Exam (NSRE) for benchmarking and instructional direction.
In a district that is working to develop a standards-based system of accountability, the teachers are challenged to ensure that the classroom instruction is content-standards based. The Efficacy Paradigm – “Smart is something you become, not something your are” – is a key driver of the district reform effort. At Hubbard, the themes of the schools of choice provide direction for application of learning and for tying instruction to student interest. Moreover, the model assumes that every student will achieve the high standards. It is for these reasons that America’s Choice WSR model is such a good fit that meets the needs of Hubbard’s staff and students.
The NJCCCS impacts upon curriculum and student achievement. Instructional staff utilizes NJCCCS and their Frameworks as well as the New Standards Performance Standards to plan literacy focused lessons which also cross content areas. Rubrics clarify standards for student performance. In an effort to make performance standards clear and well understood by staff and students, each group continues to participate in training.
TAP, NJPASS, GEPA and NSRE test data results measure students’ progress which enables the instructional staff to develop individual and grade benchmarks during the 2001-2002 academic year.
The Target Assessment Process (TAP) provides a measure of student progress towards the standards in reading, writing, and mathematics. As of this publication, the TAP I and II data for 2001 – 2002 has not been analyzed. Upon receipt of this data, an addendum to the 2001-2002 end of year report will be distributed.
GEPA
The table below shows the percent of eighth grade students who scored at the Proficiency and Advanced Proficiency levels in Language Arts on the GEPA administered in March 1999 - 2001. There was a decrease in the Proficient category from 1998-99 to 1999-00; however an increase was shown in 2000-01. Improvement in student performance on the GEPA would be shown by increasingly larger percent values in the Proficient and Advanced Proficient categories and increasingly smaller percent values in the Partially Proficient category.
Grade Eight Proficiency Assessment: Language Arts - Hubbard School
Proficient / Advanced Proficient2000-01 / 37.6% / 0.0%
1999-00 / 34.3% / 0.0%
1998-99 / 36.4% / 0.0%
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The table below shows the percent of eighth grade students who scored at the Proficiency and Advanced Proficiency levels in MATH on the GEPA administered in March 1999 to 2001. There is a slight increase over the three years in students achieving Proficiency and Advance Proficiency. Continued improvement in student performance in MATH on the
GEPA would be shown by increasingly larger percent values in the Proficient and Advanced Proficient categories and increasingly smaller percent values in the Partially Proficient category.
Grade Eight Proficiency Assessment: MATH - Hubbard School
Proficient / Advanced Proficient2000-01 / 20.3% / 1.6%
1999-00 / 15.1% / 0.5%
1998-99 / 16.3% / 1.0 %
The table below shows the percent of eighth grade students who scored at the Proficiency and Advanced Proficiency levels in Science on the GEPA administered in March 2000 and 2001. There is a noticeable increase in the Proficient and Advanced Proficient categories. Continued improvement in student performance on the GEPA would be shown by increasingly larger percent values in the Proficient and Advanced Proficient categories and increasingly smaller percent values in the Partially Proficient category
Grade Eight Proficiency Assessment: Science - Hubbard School
Proficient / Advanced Proficient2000-01 / 28.6% / 1.6%
1999-00 / 20.5% / 0.5%
New Jersey Proficiency Assessments (NJPASS)
2001
The Mathematics NJPASS is designed to measure students’ mastery of the NJCCCS for Mathematics as deemed appropriate for a given grade. The Mathematics skills measured are number Sense, Operations, and Properties where students demonstrate an understanding of number sense, operations, and properties through comparing and performing operations on number. Measurement demonstrates the students’ ability to describe and compare the
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measurable attributes of objects using the metric and customary systems of measurement. Spatial sense and geometry as well data analysis, probability and discrete mathematics demonstrates the students’ ability to determine probability of events and to analyze and interpret
data. The NJPASS also measures students ability to recognize and generalize a variety of patterns and relationships, including those with number and shapes using, i.e. Patterns and Algebra.
MATHEMATICSMathematic Skills / TOTAL / Performance Levels
Number Senses, Concepts, and Applications / Spatial Sense and Geometry / Data Analysis, Probability, Statistics, and Discrete Mathematics / Pattern, functions, and Algebra / 3 ADVANCE / 2 PROFICIENT / 1 BASIC
Grade 6 (Level (67) Performance Level Score Ranges / 42-33 / 32-21- / 20-0
Number of Students included / 204 / 204 / 204 / 204 / 204
Points Possible / 13 / 10 / 8 / 11 / 42
Average Points Earned / 4.7 / 3.0 / 2.5 / 4.7 / 15.0
Average Percent of Points Earned / 36 / 30- / 32 / 43 / 36
Performance Level Number of Students / 37 / 167
Performance Level Percent of Students / 18 / 82
(NUMBER TESTED + 204)
In the above chart, Hubbard had no students perform at the Advance level which indicates a strong evidence of mathematical skills. Thirty-seven students tested scored at the Proficient level (18%) and 167 students scored (82%) at the Basic level demonstrating a minimal evidence of mathematical skills. Improvement in performance would be shown by increasingly larger percent values in the Proficient and Advance categories and increasingly smaller percent values in the Basic category.
The Language Arts NJPASS is designed to measure students’ mastery of the NJCCCS for Language Arts in reading, listening and writing. In reading and listening, students demonstrate the ability to apply particular reading skills associated comprehension, recognizing the main idea, supporting details, and organization of text; paraphrasing meaning; and getting information.
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In the writing portion of NJPASS students demonstrate the ability to respond to specific writing
tasks by writing a story or a description (content, development, and language conventions).
LANGUAGE ARTSReading Skills / Writing Skills / TOTAL / Performance Levels
Working with the Passage / Analyzing the Passage / Content, Development, and Language Conventions / 3 ADVANCE / 2 PROFICIENT / 1 BASIC
Grade 6 (Level (67) Performance Level Score Ranges / 52-37 / 36-25 / 24-0
Number of Students included / 213 / 213 / 213 / 213
Points Possible / 15 / 21 / 16 / 52
Average Points Earned / 5.5 / 5.8 / 3.8 / 15.1
Average Percent of Points Earned / 37 / 28 / 24 / 29
Performance Level Number of Students / 2 / 27 / 184
Performance Level Percent of Students / 1 / 13 / 86
(NUMBER TESTED + 213)
The above chart illustrates that two students (1%) demonstrated advanced reading, listening, and writing skills scoring a 3 (Advanced Performance Level). Twenty-seven students scored at the Proficient level (13%) demonstrating good reading, listening, and writing skills. In the Basic Performance Level, 184 students (86%) demonstrated limited reading, listening, and writing skills. Improvement in performance would be shown by increasingly larger percent values in the Proficient and Advance categories and increasingly smaller percent values in the Basic category.