Basic Skills Program DescriptionRevised 2007Parental InvolvementA vital aspect of the BSI program is strong parental involvement. Research highlights the impact parent involvement has on student achievement.A. Purpose of Basic Skills ImprovementThe Somers Point Schools Basic Skills Improvement program (BSI) isdesigned to provide additional assistance in language arts and/or mathematicsfor students in kindergarten through eighth grade with identified academic needs.Students who meet designated criteria will receive support within the classroomand supplemental instruction when necessary. Specialized teachers in eachschool will closely monitor BSI students and provided targeted interventionsdesigned to help students reach grade-level proficiency levels. Pupil progresswill be regularly assessed throughout the program, and reported to parents.Close collaboration between the classroom, and BSI teacher is essential toproviding the optimum level of academic support for the student.B. Identifying BSI Students1. Eligibility for basic skills is dependent upon test results. Minimumlevels of proficiency established by the Department of Educationare used as the initial eligibility criteria.2. In addition to state mandated criteria, the local district establishedadditional eligibility criteria:i. For students in Grades K – 2 that do not take formal statetests the district will use screening results and/or DRAresults to identify students.ii. Students that receive free and reduced lunch will also beeligible for the program.iii. TEAM referrals will be eligible for BSI instruction dependingon the recommendation of the committee.C. Program Procedures1. Upon determination of eligibility, students are scheduled into theappropriate basic skills program.2. Parents are notified of student’s eligibility by letter.3. The BSI teacher develops an Individual Student Improvement Plan.4. Parent-teacher communication is ongoing via:i. Two parent meetings each year – Fall and Springii. BSI progress reportsiii. Parent conferencesD. Exiting Students from the Basic Skills Program1. Students exit the BSI program when they have demonstratedproficiency in each skill area, in which deficiencies were identified.2. Proficiency is determined by the student achieving proficiencylevels on same assessments and criteria utilized to determineentrance to the program.3. Students that achieve proficiency levels will move to TransitionalBSI status. The status will allow the BSI teacher to closely monitorthe student’s progress to ensure that growth continues.4. The student is included in posttest activities and the results areincluded in the evaluative data for the program.5. For those instances when a parent is dissatisfied with the student’sprogram and seeks to have his/her child removed, the district willcommunicate the importance of the program and its relationship tostate testing standards. The parent my then request a meeting withthe building principal, BSI Coordinator, and the teacher (s) involved.6. Only the district has the option to remove such students from thebasic skills program.E. Responsibilities of the BSI Teacher1. Develop an Individual Student Improvement Plan for each studentthat he/she is servicing.2. Keep a log of anecdotal information on student’s performanceduring in-class support.3. Keep a log of supplemental services provided on a weekly basis.F. Responsibilities of the Classroom Teacher1. Provide the BSI teacher with specific information gleaned from theDRA assessments, classroom assessments, and classroomobservations about the specific skill areas in which the studentsneed remediation.2. Provide the BSI teacher with weekly lesson plans.