Fundations is a multisensory and systematic phonics, handwriting, and spelling program that benefits all students grades K-3. It is designed as a whole-class general education program used as a tier one prevention and growth support.

This year we are using a program called “Literably” as an ELA benchmark in grades K through Fifth. This program was chosen for its ease of use in both in person and remote instruction. Literably is a website/app that records students reading stories aloud and then asks them comprehension questions. Literably employees listen to these recordings overnight, generate a transcript of each student's reading (that is sent back to the teacher to review), and calculate scores for accuracy, rate, and comprehension. Literably helps teachers to track your student's progress in reading and to identify the areas where they need to focus their instruction. In addition, Literably helps teachers understand:

•  Your student’s independent reading level - the level where they can read easily for pleasure without any (or little) assistance from me.

• Your student’s instructional reading level - the level where they can still read successfully but may need more assistance from me and may, at times, feel “stretched” or challenged in their thinking.

Math benchmarks are given (K-8) using i-Ready. This is a program that the district has used for several years for Fact Fluency practice as well as other content area assessments. These assessments are based on each grade level’s standards.

ELA benchmark assessments are given to students in grades (K-8) using i-Ready. The students are assessed on informational text and literature passages. These assessments are based on each grade level’s standards.

NJSLA is an acronym for New Jersey Student Learning Assessment. This is a statewide test administered in New Jersey to students in elementary, middle, and high school. Subjects tested include English Language Arts (ELA), Mathematics and Science. Grades 3-8 sit for ELA and Mathematics tests, while grades 5, 8 & 11 sit for the Science test. The aim of this statewide test is to measure the progress of students in satisfying the level of set academic standards.

NJSLA-ELA assesses the proficiency of students in reading and comprehension for their respective grade level material. On the other hand, NJSLA-M (Mathematics test) and NJSLA-S (Science test) seek to gauge the level of understanding for Mathematics and Science, respectively. Students should be able to use skills they’ve acquired from school to reason objectively and solve real-world scenarios on the exam.

Clinton Township School District is committed to providing an educational program that develops critical thinkers, problem solvers and independent, lifelong learners.

In addition to providing high quality educational opportunities for all students, we recognize that the needs of students vary. Clinton Township offers a variety of programs for students whose instruction needs to be supplemented for deeper and faster learning. Based on the principles of the Renzulli model, our students have enrichment opportunities provided by our specifically trained staff in each school. This allows us to deliver targeted enrichment that engages students' strengths and passions. In addition, we provide other instructional adaptations that allow students to work at their appropriate grade level.  Multiple measures and criteria are used for student participation including NJSLA data, district benchmarks, classroom performance, teacher recommendations, parent and student nominations, and others. These determinations are made in the fall of each school year but groupings remain fluid.

Board Policy

Type I General Exploratory Activities

Large groups of students, either as a whole school, team, grade level or class, explore new topics and interests. This year we have speakers, field trips, performances, special projects and demonstrations planned for our students. Our enrichment teachers work with the classroom teachers, the community, the PTA and the Foundation for Educational Excellence to bring these experiences to the students. 

Type II Small Group Activities

Type II activities occur with smaller groups of students who show interest or ability in a particular subject or activity. This is organized through the collaboration of the enrichment teachers, and the classroom teachers. In some cases, these activities may include an advanced class, such as Algebra 8 accelerated.

Type III Enrichment 

Type III Enrichment provides opportunities for students to participate in advanced level investigations focused on student identified problems which may extend beyond the walls of the school. Students conduct research and create products in order to solve an identified problem within their area of interest. The purpose is to allow students to become firsthand inquirers and social activists, while doing what practicing professionals do in the delivery of products and/or services. Typically, Type III Enrichment investigations involve

The New Jersey Tiered System of Supports committee oversees instruction for students based on screenings mandated by the state of New Jersey’s new Dyslexia legislation. Our approach has been to cast a broad net for our students that would benefit from additional instruction in language arts. We feel that providing this instruction during the early years of schooling allows students to grow quickly and successfully. We have a three tiered approach in identifying students, using data gathered from several assessment sources. Our teachers then provide targeted instruction in those areas. Each tier dictates the amount and frequency of time devoted to instruction. Some of the assessment and intervention materials we use include the DIBELS assessments, WIST, TOSWRF-2, RAN/RAS, Wilson’s Fundations and Just Words programs, as well as Sonday and Torgenson kits for instruction. Data collection is vital in this program to determine tiered levels of instruction, as well as entry and exit criteria for the program.

As with other learning disabilities, dyslexia is a lifelong challenge that people are born with. This language processing disorder can hinder reading, writing, spelling and sometimes even speaking. Dyslexia is not a sign of poor intelligence or laziness. It is also not the result of impaired vision. The link below contains further information.

Dyslexia Resources