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200 Additional Minutes of Weekly Support

Kennedy Junior High School

Kennedy Junior High School (Lisle, IL). Any student entering our school as a sixth grader who is not at grade level in math is invited to a summer ‘Math Camp’ in which they learn to use tools for problem solving and review important concepts to be ready for the middle school curriculum. These camps are taught by the same sixth grade staff the students will encounter, so rapport-building and assessment are enabled before the first day of school. Interventions for students behind their grade-level peers in literacy and math are available through our Strategic Reading and Strategic Math programs. Each of these courses is taught by a content area-specialist and provides additional instruction to close gaps, reteach concepts, and further monitor students’ growth. Besides providing exposure to ancillary resources, manipulatives, and other tools, each course employs technology to help address deficiencies. Students enrolled in either of these courses gain an additional 200 minutes per week in supported intervention.

Hopewell Elementary School 2009 NBR School

Taunton Public Schools
Taunton, Massachusetts

Three-fifths of the 350 Kindergarten through fourth-grade students who attend Hopewell Elementary School qualify for federally subsidized meals. Despite challenges, in 2009 Hopewell placed among the top ten percent of elementary schools in Massachusetts, a state with among the most rigorous education standards in the country.

Principal Thomas Quigley has led the school since 2005 alongside a leadership team comprising the vice principal, administrative assistant, and guidance counselor. Principal Quigley identified an empowered staff, a strong focus on reading, a rigorous district promotion policy, and building students’ social and emotional skills as keys to Hopewell’s success.

NBRS program staff created four videos: Accountability for All, on ending social promotion and making student data easily accessible, Creating a Culture of Literacy, on using a locally developed, powerful phonics program and other literacy initiatives, Educating the Whole Child, on enrichment opportunities and a social-emotional learning curriculum integrated with coursework, and Empowering Staff, on expanding co-teaching opportunities for classroom assistants.

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