clinton school plainfield nj fy11 titlei unified plan clinton revised12-09-10

8/8/2019 Clinton School PLAINFIELD NJ FY11 TITLEI UNIFIED PLAN CLINTON REVISED12-09-10

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FY11 NCLB PLAINFIELD DISTRICT CLINTON (110)

2011 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD

Chief School Administrator: ANA BELIN-PYLES (INTERIM SUPERINTENDENT) Chief School Administrator E-mail:[email protected]

NCLB Contact: Dawn Ciccone NCLB Contact E-mail:[email protected]

School: CLINTON K-8 CENTER

The school is designated (select one): Targeted Assistance School widePrincipal: BJ BrownJohnson Principal E-mail:[email protected]

Principal Certification

The following certification must be made by the principal of the school. Note: Signatures must be kept on file at theschool.

I certify that I have been included in consultations related to the priority needs of my school and participated in the completionof this Title I Unified Plan. I have been an active member of the planning committee and provided input to the school needsassessment and the selection of priority problems. I concur with the information presented herein, including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a, and SIA, Part G.

_BJ BrownJohnson_____________________ ____________________________________________ _______6-30-2010_________________ Principal’s Name Principal’s Signature Date

1




School NCLB Committee

Select committee members to develop the Unified Plan.

Note: For continuity, some representatives from this needs assessment stakeholder committee should be included in theschoolwide stakeholder group and/or the SINI plan committee. Identify the stakeholders who participated in the needsassessment and/or development of the plan. Signatures should be kept on file in the school office for review. Print off a copy of this page to obtain signatures. *Add lines as necessary.

Name Stakeholder GroupParticipated in

NeedsAssessment

Participated inPlan

DevelopmentSignature

Mrs. Valerie McCullough Parent/PTO President X X

Mrs. BJ BrownJohnson School Staff-

Administrator

X X

Mr. Patrick Giple School Staff- Classroom Teacher

X X

Mrs. Karen Reichel School Staff-Literacy/Data Liaison

X X

Ms. Denise Barnes School Staff-SpecialEducation

X X

Mrs. Sanjuanita Hana School Staff-ESL/TestingCoordinator

X X

Mrs. Valerie Atkins School Staff- Classroom Teacher

X X

Ms. Roberta Powell School Staff- SocialWorker

X

Mrs. Wilma Brown School Staff-Guidance X

Mr. Greg Merritt School Staff-Technology X

Ms.Dana Sharpe,Director of Plainfield

Community Outreach

Community Groups X X

2




(PCO)Mrs. Kathi Kraft School Staff-Media

Specialist

X X

Ms. Senthia McLeod School Staff-Classroom

Teacher

X X

Mrs. Kathleen Lawthers School Staff-Classroom Teacher

X X

3




School NCLB Committee Meetings

List the dates of the meetings when the School NCLB Committee discussed the needs assessment and Unified Plan

development. *Add rows as necessary

Date Location Agenda on File Minutes on File

Yes No Yes No

10/28/09 Conference Room X X







4




School’s Vision & Mission

Provide, update, or develop the school’s vision and mission statement. Refer to the Introduction for Unified Plan pages forguidance.

What is the school’s vision statement?

Clinton K-8 Center Vision

We, the staff of Clinton K-8 Center, in partnership with our families andcommunity, are committed to provide educational excellence for all our students.

What is the school’s mission?

Clinton K-8 Center Mission Statement

We, the staff of Clinton K-8 Center, in partnership with our families andcommunity, are committed to provide the highest quality education so that all of our students are empowered to lead productive and fulfilling lives as lifelonglearners and responsible citizens of a global community.

Describe the process for developingor revising the school’s vision andmission.

Our process included using a vision statement created by one of our teachersduring her master’s work which was based on our school. SLT members usedthis vision and mission statement as a springboard for discussion andcollaboration in forming our current beliefs. SLT then presented the statementsto the school faculty during our professional learning time. It was discussed,revised and adopted. The statement will be revisited in the coming year usinga “Creating a Vision Statement“ protocol.

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Comprehensive Needs Assessment & Data Analysis

Data Collection and Analysis

Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2010 Programs,Strategies and Practices

Areas Multiple MeasuresAnalyzed

Overall Results and Outcomes

Academic Achievement– Reading

NJASK, DRA, DIA, Mid- Terms, Finals, End-of-Unit Exams, Teacher

made Assessments

School is in need of improvement in reading, instructionalstrategies and performing on grade level.

Academic Achievement -Writing

NJASK ExtendedResponse WritingPrompts, PPS Writes,Open-ended Questionson Mid-Terms/Finals

School is in need of improvement in writing, instructional strategiesand performing on grade level.

Academic Achievement -Mathematics

NJASK, DIA, Mid-Terms,Finals, End-of-UnitExams, Teacher madeAssessments

School is in need of improvement in math, instructional strategiesand performing on grade level.

Academic Achievement -Science

NJASK, DIA, Mid-Terms,Finals, End-of-UnitExams, Teacher madeAssessments

School is in need of improvement in science, instructionalstrategies and performing on grade level.

School Culture Perception Surveys,Evening School CulturalEvents, W-CK-8

Our schools two major minority groups have embraced thediversity of our cultures which in turn has made a dramatic impacton the schools culture.

Parent Involvement Concerts, Parent/TeacherConferences, PTO

Meetings, Back to School

Parental participation is generally high. Parental support increasedwhen parents are solicited to volunteer for specific tasks.

6




Areas Multiple MeasuresAnalyzed

Overall Results and Outcomes

Night, Cultural Festivals,Family Fun Day,

Telephone Logs, GlobalConnect

ProfessionalDevelopment

Teacher NeedsAssessment, SchoolProfessionalDevelopment Plan, CIM,NJASK Prep Workshop,

Job-Embedded PD, Turnkey

Professional Development needs to be aligned with students’ areasin need of improvement.

Extended Learning

Opportunities

21st Century, Saturday

Academy, E-PathOlympics, State-WideSpelling Bee,

The 21st Century program included grades 4-6 and student

enrollment surpassed two other district sites. Studentinterventions necessary for increased achievement must be datadriven. Teachers must be informed of the data earlier in the schoolyear.

Education Reform &Improvement

Superintendent SiteVisitation,

Transitional Classes, NewScience Program, NewSocial Studies, ReadingPlus Initiative, Read 180

Overall progress of improvement is evident. Transitional classesprovided students an opportunity to strengthen their knowledge of the former grade and exposed them to the next level. Somestudents were able to accelerate at the upper grade levels whereas students in the lower grade levels needed more intervention.

Highly Qualified Staff Highly qualified- forms Teachers at Clinton are highly qualified.

Leadership 2009-2010 PerformanceEvaluation

2010 Leadership – Exceeds Standards

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Evaluation of 2010 Teaching and Learning Strategies & Programs

Table B: Strategies to Increase Student Achievement That Were Implemented in 2010

1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Outcomes

Read 180 LAL No System generatedreports

Program was not implemented fully due to limitedclassroom space and program supplemental resources

Reading Plus LAL Yes System generatedreports

Student growth was evident due to specific teacherbeing assigned to implement the program

District InterimAssessments (DIA)

LAL, Math,Science (4th

Grade only)

Yes System generatedreports

Student growth was evident moving students from tier 2to tier 3

DRA LAL Yes Running Records andtest assessment data

Student growth evident: increased reading by three orfour levels

Small GroupInstruction

All ContentAreas

Yes Intervention dataplans

When assessed and monitored consistently, individualstudent growth was evident

NJASK Prep LAL, Math,Science (4th

Grade only)

TBA NJASK scores Increase in academic performance - Made AYP in 2010 inMath

Did not make AYP in 2010 in LAL

E-Path LAL, Math Yes E-Path OlympicChallenge

Student growth was evident in categories related toMath and LAL

Hispanic HeritageMonth Black HistoryMonth

Women’s HistoryMonth

WCK8 (studentmorning newsreporting)

All ContentAreas

Yes Program, Parentprogram sign-insheets

Principal’s MorningMessage

Weather Forecast

Historical MomentQuotes

Increased student participation in school operations andincreased parental involvement

End of Unit LAL, Math Yes End of the year Evidence of student growth in math and LAL8




1

Strategy or

2

Content

3

Effective

4

Documentation of

5

OutcomesAssessments student data report

Study Island 4th GradeScience


Student growth was evident in understanding scienceconcepts

Table C: Description of Extended Day/Year Programs Implemented in 2010 to Address Academic Deficiencies - Donot include SES programs.

1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4


5

Outcomes

21 Century AfterSchool Program

LAL, Math Yes End of Year ProgramPresentation

Student increase in literacy skills (writing, listening,speaking). Students demonstrated writing skillsresulting in performances of high artistic caliber.

Saturday Academy LAL, Math No NJASK test results Increase in academic performance - Made AYP in 2010 inMath


Club Can Do (E-Path)

LAL, Math Yes E-Path OlympicChallenge

Student growth was evident in categories related toMath and LAL

Study Island 4th GradeScience


Student growth was evident in understanding scienceconcepts

9




Table D: Professional Development That Was Implemented in 2010

1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4


5

Outcomes

Job-embeddedProfessionalDevelopmentduring PLC time

All areas Yes Sign-in Sheets

Instructional FocusCalendars

Minutes/Agenda

ProfessionalDevelopment Maps

Increased teacher instructional performance usingstrategies attained at PLC. Instructional FocusCalendars allowed teachers to target specific studentsand effectively plan for small group instruction.

School Professional

DevelopmentCommittee

All areas Yes SPDC Binder

School ProfessionalDevelopment Plan

Completed School Professional Development Plan to be

included in the district’s plan to the state. Providesguidance for 2010 – 2011 PD.

ContinuousImprovementModel (CIM

SchoolImprovement

Yes Data Binders Completed CIM and evaluation rubric and analyzed datato design improvement strategies

Rutgers Science &Math PD (Summer09 Program)

Integrationof Science& Math

Yes Student/Teacher work Teacher and student work displayed at conference andposted at local school level

Universal Designfor Learning (UDL)

Technologyintegrationof allcontentareas

Yes Classroom computerschedule

Classroom modeling of UDL strategies demonstrated byUDL trained staff

NJASK PreparationWorkshop

Math, LAL Yes Sign-in Sheet

PLT Agenda

Increased understanding of how NJASK data isinterpreted and strategies to increase student figurativewriting on NJASK LAL

DifferentiatedInstruction

All areas Yes Sign-in & Agenda Increased teachers using DI strategies to driveinstruction

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Table E: Parent Involvement That Was Implemented in 2010

1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4


5

Outcomes

Back to SchoolNight

Families Yes Sign-in Sheets,Programs, Extended

Day Program Sign-inSheets

Increased parent participation and visibility of extendedday community collaborators

Programs toAssist StudentsAcademically

NJ ASK ParentWorkshops

Test TakingStrategies

Yes Sign-in Sheets,Programs

Parents attended group and individual sessionsincreasing their knowledge of NJASK scoring andstrategies to help their children. Parents receivedsample test items to support their children’s learning athome.

LanguageAssistance for

Parents

Providedtranslation

Yes Sign-out Sheets for Translator Systemhead sets

Increased Hispanic parental involvement due totranslation services being available at all meetings

Academies SaturdayAcademicAcademy

Yes Sign-in sheets Parents joined their children in preparation for the NJASK and increased their understanding of expectationsrequired

Parent-TeacherConferences

Instruction Yes Sign-in Sheets Parent- Teacher conferences were well attended

Communications PrincipalLetter,GlobalConnect,

Yes Global Connect callrecords, Copies of principal’s letters,flyers, notices

As a result of the use of Global Connect, parents weremore informed of school activities on a regular basis

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1

Strategy or

2

Content

3

Effective

4

Documentation of

5

OutcomesFlyers

PTO SchoolOperations

/ SchoolCulture

Family/communityInvolvement

Yes Sign-in Sheets, copy of flyers

Plants for Mom Tree Planting

Movie Night

Fund Raisers

TeacherAppreciationBreakfast

Family Fun Day

Planning, creation and implementation of a new team of executive officers and bylaws; thereby, increasing

parental involvement and fundraising to promotestudent learning

Perceptual

Surveys

Students,

Teachers,SupportStaff,Parents

Yes Surveys Increased understanding of stakeholders’ perceptions

which informed school leaders about what is workingand where improvement is needed

12




Needs Assessment Summary

1. Describe the process and techniques used. The School Leadership Team collaborates in concert with our School Leadership Council (AKA as NCLB Committee) andfacilitates the needs assessments within Clinton K - 8 Center with the support of district staff using multiple measures such asSite Visitation, Focus Groups, Surveys, feedback/evaluation form and observations.

2. Describe method used to collect and compile data for student subgroups.

Instructional priorities and programs implementations are based on the needs of our school. Support from District Data andAnalysis Dept: provides Clinton with student assessment data which enables teachers to analyze their class data and assessperformance of their students at various levels such as class, student groups and individual student level. This is also used asa tool to identify student strengths and weaknesses as related to the core content standards.

3. How are data/information compiled?

Data is disaggregated by clusters in language arts, mathematics, and science. The data is used to create classrosters and targeted skills for all grade levels, individual class levels. Students are sub-grouped according to theirinstructional needs

4. Explain how the data from the collection methods are valid and reliable.

Data is disaggregated by clusters in language arts, mathematics and science. Class rosters and targeted skills are created foreach grade level and classroom level. Subsequently, children are grouped according to their instructional needs andinstruction is modified based on individual student needs.

5. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?

While the scores are not available at this time last year’s data are indicative of students limited ability to comprehend whatthey read, transform their knowledge and ideas in writing and use problem-solving strategies to complete mathematicalprocesses.

6. What did the data analysis reveal regarding classroom instruction?

There are disconnects between student performance and ability to demonstrate knowledge. Instructional strategies must beaddressed. Students need practice in the various ways a question can be constructed. As they practice hearing questioned

13




asked in different formats they can practice formulating their own questions which will lead to a deeper understanding of thecontent.

7. What did the data analysis reveal regarding professional development implemented in the previous year(s)?

In reviewing our professional development survey the data analysis showed that there is a direct correlation between theareas of professional development needs and student performance.

8. How are educationally at-risk students identified in a timely manner?

Our Guidance Counselor reviews student information using our Genesis Student Information System and input from classroomteachers and the report is due to the district in the early part of the school year beginning with the first 100 at-risk students.

9. How does the needs assessment address migrant student needs?

When reviewing our Site Visit assessment our district Educational Services looks closely at all student, however, the BilingualDepartment focuses specifically bilingual students. ESL teachers are also used in the assessment process.

10. How are educationally at-risk students provided with effective assistance?

Students are provided assistance through multiple measures. Student Intervention Support Services Team ( I & R) monitorsthis process including all stakeholders ( the classroom teacher, Child Study Team members, Guidance Counselor, parent andmost importantly the student.)

11.Describe the process used to select the priority problems for this plan?

SLT and SLC use data to provide interventions for students. Analyzing data on an ongoing basis from last year’s NJASK scores,this year’s District Interim Assessments (DIA), reviewing report cards and data chats with students indicate that language arts,

teacher responses on PD Survey and student’s ability to perform on grade level are the priority problems for this plan.

12.How were teachers engaged in decisions regarding the use of academic assessments to provide information on andimprovement of the instructional program?

During grade level and common plan time, teachers were engaged in analyzing date to make recommendations regardingspecific intervention strategies and provided a full report on the performance levels of students based on multipleassessments.

13. Describe the transition plan for preschool to kindergarten, if applicable. N/A

14




The Department of Early Childhood with the support of Master Teachers collaborates with schools throughout theyear and monitors the Pre-K program to ensure that students are working towards standards for kindergarten.Students from the Pre-K programs visit kindergarten classes throughout the district and share with students andteachers in engaging instruction. Kindergarten teachers also visit Pre-K classes. Parents receive an overview of thekindergarten curriculum and expectations.

15




Selection of Priority Problems

School Needs Assessment Summary Matrix

• Certification: For Title I SINIs and SW schools, Population Categories A-M have been annuallyassessed.

• Using information from the data analysis, identify all priority problems.• Select three or four priority problems to address in this plan. The selected problems should be checked in

column T.

P r i o r i t y P r o b l e m #

Priority Problem

Population Categories

A . A l l s t u d e n t s

B . S t u d e n t s w i t h D i s a b i l i t i e s

C . E a r l y c h i l d h o o d

D . E c o n . d i s a d v a n t a g e d

E . N e g l e c t e d / d e l i n q u e n t

F . Y o u t h a t r i s k o f d r o p p i n g o u t

G . R

a c i a l / e t h n i c

H . H

o m e l e s s

I . I m

m i g r a n t

J . L E

P

K . T e a c h e r s

L . P a

r a p r o f e s s i o n a l s

M . P

a r e n t s

N . S u b s t a n c e a b u s e r s

O . P e r p e t r a t o r s o f V i o l e n c e

P . O u t - o f - s c h o o l

Q . M

e n t a l h e a l t h

R . G

i f t e d & T a l e n t e d

S . O t h e r ( S p e c i f y )_____________

T .

S e l e c t e d P r i o r i t y

P r o

b l e m s

S t u d e n t A c a d e m i c

N e e d s

1Closing the achievementgap X x x X

2 Early childhood education

C o r e C u r r i c u l u m

C o n t e n t S t a n d a r d s

3aLanguage arts literacy andreading X X X X X

X

3b Mathematics X x X X X

3c Science X x X X X

3d Social studies

3e World Languages3f Cross Content Workplace

Readiness

16





Priority Problem








G . R a c i a l / e t h n i c

H . H o m e l e s s

I . I m m i g r a n t

J . L E P

K . T e a c h e r s

L . P a r a p r o f e s s i o n a l s

M . P a r e n t s




Q . M e n t a l h e a l t h

R . G i f t e d & T a l e n t e d

S . O t h e r ( S p e c i f y )_____________

T .

S e l e c t e d

P r i o r i t y

P r o b l e m s

4 Technology Literacy

S t a f f N e e d s

H i g h Q u a l i t y P r o f e s s i o n a l D e v e l o p m e n t

5 . I m

p l e m e n t i n g

t h e C C C S

5a Language Arts Literacy x x x x x x

5b Mathematics x x x x x x

5c Science x x x x x

5d Social studies

5e World Languages x x x x x

5f

Cross Content WorkplaceReadiness

6Effective classroom use of technology X

7Standards-basedassessment

8

Instructional skills and

strategies X X9 Mentoring

10 Classroom management X

11Using data/assess. toimprove learning X

12 Working with parents X

H i r i n g ,

R e c r u i t i n g a n d

R e t a i n i n g

13 Highly qualified teachers

14 Teachers in shortageareas

15 Teachers in Math andScience

16 Teachers to reduce classsize

17





Priority Problem







F . Y o u t h a t r i s k o f d r o p p i n g

o u t


H . H o m e l e s s


J . L E P

K . T e a c h e r s


M . P a r e n t s






S . O t h e r ( S p e c i f y )__________

___

T .

S e l e c t e d

P r i o r i t y

P r o b l e m s

17

Qualified

paraprofessionals18 Highly qualified personnel

P r o b l e m s I d e n t i f i e d

19 Alcohol use

20 Drug use

21 Tobacco use

22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27Suspensions, removals, orexpulsions

28Serious or persistentdiscipline problems

29 Bullying

30 Victimization

31 Truancy/attendance

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict

35 Intergroup conflict/bias

36 Negative peer influence37 School safety

18





Priority Problem









H . H o m e l e s s


J . L E P

K . T e a c h e r s


M . P a r e n t s






S . O t h e r ( S p e c i f y )_____________

T .

S e l e c t e d

P r i o r i t y

P r o b l e m s

38

School

climate/environment39 Risk factors

QualityTeacher 40 Teacher Quality

Tech. &Ed.

Materials

41 Technology activities

42Instructional/EducationalMaterials

Studentswith

SpecialNeeds 43 Drop-out rate

Literacy,& Adult

Ed.

44 Adult literacy

45Parent/communityinvolvement

Leadership

46 Leadership Network

47 Leadership PD

19




Description of Priority Problems and Strategies to Address Them

• All student subgroups not meeting AYP MUST be considered during the needs assessment process. Select at

least three priority problems.• Complete the information below for each priority problem checked in column T on the previous pages. Add

additional sections as needed.

#1 #2

Population CategoryLetter & ProblemNumber

1- A, D, J, 3a – A, B, D, G, J

Name of priorityproblem

Closing the achievement gap Language arts literacy and reading

Describe the priorityproblemDisaggregated data shows an achievement gapbetween students attained grade level andcurrent content knowledge in LAL

Data analysis indicates students’ ability tocomprehend what they are reading and makepersonal connections to the text is gravely inneed of improvement

Describe the rootcauses of the problem

Students have been promoted without masteringprevious grade level skills and knowledge

Students inability to connect with the teacher orcourse content

Subgroup or populationaddressed

Economically disadvantaged, LEP Students with disabilities, economicallydisadvantaged, racial/ethnic and LEP

Grade span Grades 1 through Grade 6 Grades 1 through Grade 6

Related content areamissed

Reading comprehension Reading comprehension

Name of scientificallybasedprogram/strategy/practice to address problem

Transitional grades and departmentalization bycohorts

District Interim Assessments, DRA, end of unitassessments, system generated content areaassessments

How does theprogram/strategy alignwith the NJ CCCS?

All instructional content materials are aligned tothe NJCCCS

All instructional content materials are aligned withthe NJCCCS

CAPA finding orrecommendationrelated to the priority

NA NA

20




problem

21




Description of Priority Problems and Strategies to Address Them (continued)

#3 #4Population CategoryLetter & ProblemNumber

8 - K NA

Name of priorityproblem

Instructional skills and strategies NA

Describe the priorityproblem

Teacher Professional Development survey resultsindicate a need for professional development indifferentiated instructional strategies

NA

Describe the root

causes of the problem

Instability in district leadership and initiatives NA

Subgroup or populationaddressed

Teachers NA

Grade span Kindergarten through Grade 7 NA

Related content areamissed

All content areas NA

Name of scientificallybasedprogram/strategy/practice to address problem

Implementation of professional development indifferentiated instruction

NA

How does theprogram/strategy alignwith the NJ CCCS?

All professional development strategies align withNJCCCS

NA

CAPA finding orrecommendationrelated to the priorityproblem

NA NA

22




Action Planning

Check Before Proceeding:• The action planning section is required for all SINIs.

• The action plans are developed for the primary strategies and programs selected that address the priority problems.

Action Plan for Strategy Related to Priority Problem #1

Name of Program,Strategy or Practice toAddress Priority

Problem:

Closing the Achievement Gap

SMART Goal: Students enrolled in the after school IF program in Grades 3 – 5, who are two ormore grade levels below their current grade level in reading, will increase their DRAreading level between 1 and 3 by the end of the 2010 – 2011 school year.

Indicators of Success: Increase in DRA reading level between 1 – 3.

Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline

1. Identify students whose reading level is 2 or more grade levels below their current grade level.

IFCommitte

e Principal

Access to IF studenttargeted data

October 2010

2. Administer DRA as a pre-test. IF

Committe

e Principal

DRA assessment October 2010

3. Enroll at least 2/3 of the targeted students in IF after school initiative. IF

Committee Principal

Parent/Guardian

permission slip

October 2010

4. Provide 30 minutes of guided reading to targeted students 3 times a week. IF After- Guided Reading October 2010

23




Name of Program,Strategy or Practice toAddress PriorityProblem:

Closing the Achievement Gap

schoolteacher materials

5. Administer post-assessment in December 2010. IF After-

schoolteacher

DRA assessment December 2010

6. Evaluate plan and modify goal. IF After-school

teacher

Assessment data,analysis of

assessment data

January 2011

7. Implement modified plan. IF After-

school

teacher

Use the revised

action plan strategy

for problem #1

February 2011

8. Repeat steps 4 through 7 – Analyze results. IF After-

schoolteacher

All resource items 4 -

7

May 2011

24






Language Arts, Literacy and Reading

SMART Goal: Students in Grades 3 – 7 will increase writing skills by including figurative languagein their core writing assignments in preparation for NJASK, May 2011; with the goalof demonstrating creative writing skills.

Indicators of Success: Use of figurative language in writing, such as; hyperbole, similes, metaphorsonomatopoeia, and idioms, in core assignments as evidenced in student portfolios.

Students will increase writing scores by 1 - 2 points on a six point rubric score byMay 2011. Pre and post writing samples will be included in student portfolios.


d


Timeline

1. Provide professional development to LAL teachers in using figurativelanguage as expression in creative writing.

SPDC,SLT &

Principal

NJASK workshoptraining materials

September 20, 2010

2. Define 3 core writing assignments for the 2010 – 2011 school year (use of

district writing assignments).

LAL

teachers &

Principal

Distribution of

district writing

assignments

September 20, 2010

3. Administer pre-writing assessment. LAL

teachers

Assessment materials October 4, 2010

4. Provide writing data chats to students to communicate rubric score. LAL

teachers

Writing assessment

scores

October 15, 2010

5. Design writing action plan for students to advance writing scores 1 – 2

rubric points.

LAL

teachers

Action plan template

from the Unified Planand copy of NJASK

Holistic Rubric Score

October 15, 2010

6. Teachers and students will share action plan for writing with parents. LAL Parent conference October 19 – 21, 2010

25





Language Arts, Literacy and Reading

teachers &students confirmationschedule

7. Implement action plan in writing workshop during the literacy block LAL

teachers

Writing workshop

materials

October 15, 2010 and

Ongoing

8. Administer post-writing assessment. LAL

teachers

Assessment data,

analysis of assessment data

End of marking period

9. Evaluate plan and modify. LALteachers,

students &

Principal

Use the revisedaction plan strategy

for problem #2

End of marking period

10. Repeat steps 7 - 9 LAL

teachers,students &

Principal

All resource items 7 -

9

Beginning of next

marking period

26






Instructional Skills and Strategies

SMART Goal: All instructional staff will receive specific professional development in differentiatedinstruction by the end of the second marking period.

Indicators of Success: Principal will monitor and observe teachers’ use of differentiated instructionalstrategies garnered during professional development. Evidence will bedocumented in daily logs of classroom visitations.


d


Timeline

1. Analyze data from professional development survey to identify teacher

needs.

SPDC &

Principal

PD Surveys September 30, 2010

2. Create PD schedule for necessary PD. SPDC &

Principal

District and school

calendar and districtPD support

September 30, 2010

3. Implement PD schedule SPDC &Principal

Schedule Aligned with PDSchedule

4. Teachers will evaluate PD followed by analyze evaluation results. Teachers,SPDC &

Principal

Evaluations Aligned with PDSchedule

5. Design process for sharing best practices from the workshop. Teachers

&

Principal

Workshop skills,

knowledge and

strategies

December 2010

27




28




Plan Components for 2011

Table F: Proposed Core Programs and Strategies for 2011 to Address Student Achievement

Description of Strategy or

Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble

Indicators of Success

(Evaluation Outcomes)

Research SupportingStrategy

Date of Research, Source

Reading Plus Literacy Grades 3-7

Instructional Staff &Principal

DIA

DRA

NJASK - Did not make AYP in 2010 inLAL

Scientifically research basedprogram

Harcourt Trophies/Trofeos Literacy Grades K-5 Instructional Staff &Principal

End of Unit AssessmentDIA

DRANJASK- Did not make AYP in 2010 in

LAL


EverydayMathematics

Math Grades K-5


End of Unit Assessment

DIA

NJASK Increase in academicperformance - Made AYP in 2010 inMath


Science – ACloser Look

Science Grades K - 5



DIANJASK (4th Grade)


McDougal Litell Literacy Grades6 & 7



DIA

NJASK -Did not make AYP in 2010in LAL


29





Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Connected Math Math Grades6 & 7


End of Unit AssessmentDIA

NJASK - Increase in academicperformance - Made AYP in 2010 inMath


CPO Science Science Grades6 & 7



DIA


*Use an asterisk to denote new programs.

Table G: Proposed Extended Learning Opportunities to Address Academic Deficiencies. Do not include SES.


Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Intervention/Prevention Program –Investing in OurFuture (IF)

LAL,Math

SocialEmotionalLearning

At riskAfricanAmericanstudents

InterventionPreventionCommittee,

Principal,

DistrictSPEDDepartment

Reduction in the number of African American students beingreferred to the Child Study Team(CST)

Scientifically research basedprogram. Extended learningopportunities supportacademic achievement.

30





Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





21st CenturyGrant – PlainfieldCommunityOutreach –CollaborativePartner

LAL,Math,

Fine &Performing Arts

Grades 4- 6

PlainfieldCommunityOutreach, DanaSharpe,Director

End of year studentperformances and end of year21st Century report


NJASK SaturdayAcademy

LAL,Math,Science

Grades 3- 7

Instructional Staff,Principal

Increase in academic performance -Made AYP in 2010 in Math


Scientifically research basedprogram. Extended learningopportunities support

academic achievement.Club Can Do LAL,

Math

Grades 3- 7

Instructional Staff,Principal

Student growth demonstratedin the E-Path Olympics



31




Table H: Proposed Professional Development to Address Student Achievement and Priority Problems


Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





DifferentiatedInstruction

All Teachers SPDC,Principal

Increased student growth Scientifically research basedprogram.

PD of BestPractices

All Teachers SPDC,Principal,

Teachers

Increased student growth Scientifically research basedprogram.

Sharing BestPractices forclassroom

management

All Teachers SPDC,Principal,

Teachers

Increased student growth,reduction is disciplinereferrals and suspensions

Scientifically research basedprogram.


Table I: 2010-2011 Parent Involvement Programs

Description of Strategy orProgram

ContentAreaFocus

PersonResponsi

ble





PTO All PTOExecutive

Board,Principal

Increased number of parents/guardians attending

school events


NJASK Family Workshops LAL, Math,Science

PTO, Teachers,Principal

Increased number of parents/guardians andstudents attending workshop


Family Counseling SupportGroups

SocialEmotionalLearning

SIFSS (I &R)Committee,Principal

Family evaluation of program


32




Description of Strategy orProgram

ContentAreaFocus

PersonResponsi

ble





Family Fun Day, Hispanic

Heritage Program,Black History Program, Fine &Performing Arts Program

Social

EmotionalLearningandcommunityengagement

Clinton K

– 8CenterStakeholders

Increased number of

families attending events

Scientifically research based

program.


33




Parent Involvement (PI) Narrative

1. What is the connection between PI and the priority problems identified in the needs assessment?

Students are performing below grade level and this will support parents in supporting their children.

2. What are the measurable goals and targets for PI in 2011?

IF (Investing in Our Future) - Implement parental/student workshops for math and LAL which will be facilitated byinstructional staff, to increase parental understanding and student learning.

3. Do you have a school-parent compact?

Yes.

4. Describe the process to ensure that parents receive and review the school-parent compact.

Send home with Opening Day Packet, teachers will check off student names. All students not returning after firstweek will receive a note from the Principal to parents, requesting confirmation of student compact. In order tomonitor parents reviewing the school-parent compact, students will write a letter requesting the parent/guardianto review the compact with them. Parent/Guardian will then sign-off on the letter to confirm review of compacthas been completed.

5. How is student achievement data reported to the public?Data is reported to the public via PTO Meetings, Community Forum, Chew & Chats (informal parent meetings)Data Chats w/ teachers, School Website, PTO Website, Global Connect, Newsletters, and PrincipalLetter/Communiqués.

6. Identify procedures for informing parents about the school’s improvement status.

The procedures will include but not limited to: PTO Meeting, Chew & Chats, Newsletter, Principal Letter /Communiqués, School & PTO Website, Global Connect, Marquee, School Calendar, Parent Bulletin Board, End of

Year Report and Community Forum.

34




7. Identify procedures for informing parents about the school’s disaggregated assessment results.

The procedures will include but not limited to: Back to School Night, General PTO Meeting, Data Chats, Chew &Chats, Newsletter, Principal’s Letter

8. How were parents involved in the development of the Unified Plan?

Parents participated in a perceptual survey which supported the analysis and identification of our root causes.Parents also participated on the NCLB Committee which has input into the development of the Unified Plan.

9. Identify procedures for informing a parent about their child’s student assessment results.

Assessment reports, progress reports and other student work will go home and we will continue to hold datachats and parent-teacher conferences. Parents will continue to register for our on-line student informationsystem, Genesis, where they have access to all of their children’s data submitted by teachers.

10.How were the required PI funds used in 2010?

We were only allowed to use the PI funds for refreshments.

11.How will the required PI funds be used in 2011?

Unless the process changes, we will continue to use the funds for refreshments only.

12.What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title

III?NA

35




Table J: 2010-2011 Annual Student Targets

GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

3-5 Name of Measurement

Baseline 2011 Target Name of Measurement

Baseline

2011 Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 30.8 37.7 NJASK 47.9 53.1

Students with Disabilities NJASK NJASK

Limited English ProficientStudents

NJASK NJASK

White NJASK NJASK

African-American NJASK 26.0 33.4 NJASK 40.0 46.6Asian/Pacific Islander NJASK NJASK

American Indian/NativeAmerican

NJASK NJASK

Hispanic NJASK 31.7 38.5 NJASK 56.1 60.5

Others NJASK NJASK

EconomicallyDisadvantaged

NJASK 30.3 37.3 NJASK 46.9 52.2

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL Total

Students with Disabilities

Limited English ProficientStudents

White

African-American

36




GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

3-5 Name of Measurement

Baseline 2011 Target Name of Measurement

Baseline

2011 Target

Asian/Pacific Islander

American Indian/NativeAmerican

Hispanic

Others

EconomicallyDisadvantaged

37




Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff

Number &

Percent

Content &Focus

Description of Process toMeet Highly Qualified

Description of Strategy to RetainHQ Staff

Teachers who meetthe qualifications forHQT, consistent with

Title II-A

25,100% Continuous Professional Developmentand opportunities for professionalgrowth.

Teachers who do notmeet the qualificationsfor HQT, consistentwith Title II-A

NA

Paraprofessionals whomeet the qualifications

required by NCLB(education, ParaProtest, portfolioassessment)

NA

Paraprofessionals whodo not meet thequalifications requiredby NCLB (education,ParaPro test, portfolioassessment)

NA

38




Description of Strategy To Attract HQ Staff IndividualsResponsible

Not hiring at this time.

39




Table L: Support for Teachers

Use the Table below to describe the 2011 methods for supporting teachers needing assistance with instruction and otherproblems.

Description of Support

Content

AreaFocus TargetGroup

Person

Responsible


(Evaluation) How are teachersidentified?

Classroom ManagementSupport

Music Music Teacher

Principal Increased number of students participating inperformances

Observation andperformance evaluations

Transitional support formiddle school teachersentering K-8environment.

SocialStudies

SocialStudies

Teacher

Principal Rigorous studentengagement using projectbased learning.

Teachers new to Clinton K-8 Center

Table M: Support for Administrators

Use the Table below to describe how leaders in schools in need of improvement are provided with support and instructionalleadership.

Description of Support

ContentAreaFocus

TargetGroup

PersonResponsi

ble


(Evaluation) How are administratorsidentified?

District Resource Teachers

LAL Principal AssistantSuperintendent

Increased studentachievement

Only administrator in thebuilding

Data Analysis LAL,Math andScience

Principal AssistantSuperintendent

Increased studentachievement

Only administrator in thebuilding

Student Eligibility and Selection

Table N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistance school andthe measures to identify students who need additional support in school-wide programs. For targeted assistance schools, use thelast two columns to designate if the measures are used as criteria for program entrance or exit.

40




Measure Name

Targeted Assistance Schools

Entrance Criteria

()Exit Criteria ()

State Assessment NJASK

Other Assessments DIA, DRA

English LanguageProficiencyAssessment

ACCESS

Classroom Grades Report Card

TeacherRecommendation

Teacher made assessments, end of unitassessments, end of year assessments,classroom participation, homework

Other Discipline reports, suspension data, attendancedata, intervention and referral records

Support Elements

Ongoing and Sustained Technical Assistance*

1. What assistance did the NCLB committee determine it needs to implement the 2011 Unified Plan in the school’s efforts toincrease academic achievement?

From the district: Budgeting and resource support from the Department of Special Services for our Investing In Our FutureProject.

From outside experts: Continued collaboration with community and business partners to increase student achievement.

From others: Continued professional development training as it applies to the Unified Plan from the NJDOE.

2. Describe the current technical assistance offered to staff at the school. Include assistance by district level and/or outsideexperts, for example, skilled consultants, institutions of higher education (IHE), etc.

Professional Development from outside consultants on improving student achievement on NJASK.

41

NOT APPLICABLE




3. How is it targeted to the priority problems identified in the needs assessment?

All sustained technical assistance is targeted to increase student achievement.

4. Identify the person(s) responsible for ensuring this technical assistance is provided.

Principal

*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies,procedures and evaluation instruments, data analysis, coaching, program planning, budgeting, and the provision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an outside consultant.

District Support (completed by LEA for SINIs only)

1. Explain why the previous school and district plans did not bring about increased student academic achievement.

The district is showing small gains in student academic achievement as reflected in two additional elementary schoolsmaking AYP from the previous year. We are not however making the state benchmark for AYP which is the district’s longterm goal for its schools. This is due to a lack of full implementation of the Continuous Improvement Model (CIM), at theschool level. There is also a lack of complete understanding by school administrators on how to use data to driveinstruction and planning for results. Many administrators are new and therefore does not have a full understanding of thebest practices in literacy instruction.

2. Explain how the district is supporting the school in the following areas:

Providing professionaldevelopment that focusesprimarily on improving instructionand using data to informinstruction

The Office of Assessment, Data Collection, and School Improvement in collaborationwith the Office of Professional Development will continue to provide trainings on theanalysis of multiple measures of data for its instructional implications andContinuous Improvement Model (CIM), which is based upon an 8 step process thatrelies heavily on the use of data to drive decisions relative to teaching and learning.

42




The next phase of the training efforts for the Office of Assessment, Data Collection,and School Improvement is to increase teachers and staff literacy in assessments,more specifically expand knowledge of various ways to assess, the purpose of assessments, and what should be assessed.

The Office of Professional Development will begin trainings in district for teachers

and administrators of grades 3-12 in research-based best practices of Lucy Culkins’Writing Units of Study.

Implementing strategies groundedin scientifically based researchthat will strengthen instruction incore academic subjects

The district conducts focus walks to review programming, instructional planning andclassroom practices. The district also does not support the purchase or use of programs not grounded in research.

The strategies and practices promoted within the district are: Continuous Improvement Model (CIM) Writing –Units of Study (Lucy Culkins) Best Practices of Instructional Leaders and Teachers

Assessment for Learning – J. Chappius

Expanding parental involvementactivities that support the school’sefforts to increase studentachievement

To address parent involvement, we will implement the following programs/activities:Increase parent participation at both school and district level SLC (leadershipprogram):

• Bring Your Parent to School Day• Career Days• Parent training in both mathematics and literacy• Continue with the support for Parent Empowering Parents (PEP)• District and school web sites to inform parents and the community at large• Newsletters/flyers frequently sent home to parents in English and Spanish•

School and district functions• Parent Institute• Parent to parent discussion groups

Reallocating the budget to fundactivities that support the school’simprovement plan and are mostlikely to increase studentachievement

The district will not reallocate funds within the NCLB budget. The allocations willremain intact for each Title. Business Operations will work collaboratively with theschools to use resources effectively and efficiently. Federal, State and Local funds,including the city tax levy for education and Federal Entitlement and CompetitiveGrants State and Private Grants will be allocated and/or reallocated according toguidelines to fund the activities that support the school’s improvement plan.

43




Ensuring that curriculum isaligned to the CCCS

Curriculum frameworks have been created that use the NJCCCS as the foundation tohelp teachers guide instruction with a specific sequence for facilitating learning. Newcurriculum guides for all subject areas and grades K-12 will be provided to teachersindicating all grade level expectations.

44




2009-2010 Resource Allocation – SIA Part (a)

Resource Allocation – Provide the following information regarding the use of the 2009-2010 SIA Part (a) funds. Thesefunds were distributed in February, 2009 and are carried over after August 31, 2009. Allocation amounts are available

at http://www.nj.gov/education/grants/entitlement/nclb/. Total Amount Allocated: $21,690

Brief Descriptionof Strategy or

ProgramImplemented with

Funds

AllocatedUse

Carried OverReallocate

d Use

Outcomes as a Result of Implementing the Strategy or

Program

Evidence

Technology Infusion $21,690 0 0 Computers and software

purchased but did not arrive forused until 2010-2011

Results of 2011

NJASK

2009-2010 Resource Allocation – ARRA SIA Part (a)

Resource Allocation – Provide the following information regarding the use of the 2009-2010 ARRA SIA Part (a) fundsthat were issued in the summer of 2009. These funds are carried over after August 31, 2009. The allocations can befound at: http://www.state.nj.us/education/arra/sia/sia.pdf

Total Amount Allocated: $13,256

Brief Descriptionof Strategy or

ProgramImplemented with

Funds

AllocatedUse

Carried OverReallocate

d Use

Outcomes as a Result of Implementing the Strategy or

Program

Evidence

45

http://www.nj.gov/education/grants/entitlement/nclb/

http://www.state.nj.us/education/arra/sia/sia.pdf

http://www.nj.gov/education/grants/entitlement/nclb/

http://www.state.nj.us/education/arra/sia/sia.pdf




Connected math,Everyday Math

$13,256 0 0 Increase student achievement inMath

NJASK RESULTS

46




School Budget Pages

School level budget pages in Excel must be completed along with each school’s Unified Plan, identifying the following:

How the Title I, Part A school allocation is budgeted for targeted assistance schools or schools operatingschoolwide programs that do not blend their funds How the SIA, Part a allocation is budgeted for all schools receiving this award

Budget Detail pages and a Budget Summary are available as an Excel program at the following location:www.nj.gov/education/grants/entitlement/nclb/.

Complete the Excel budget pages for each school and upload the file to the NCLB Application on EWEG on the Title IUnified Plan upload screen. These budget pages are in addition to the Title I Unified Plan for each school required tocomplete a plan.

Budget Detail pages must be uploaded. The signature of the Business Administrator must be kept on file at thedistrict/school.

47




Corrective Action, Restructuring, and School Improvement

• Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, and 9 that havealready completed a corrective action plan, corrective actions identified in Year 4 continue to beincorporated into the Unified Plan.

Corrective Action Status Report

This form is completed by all schools in Year 4 and above. Schools in corrective action had to implement one or more of thefollowing corrective actions (as identified by the district) in addition to the SINI and/or SW components. Identify which correctiveaction(s) will be taken and describe the implementation and how the action(s) will be incorporated with the other elements of the

Title I Plan. Note: CAPA report prioritized recommendations must be incorporated into the Title I plan.

Corrective Actions

1 Required implementation of a new research-based curriculum or instructional program2 Extension of the school year or school day3 Replacement of staff members, not including the principal, who were relevant to the school’s low performance4 Significant decrease in management authority at the school level5 Replacement of the principal6 Restructuring the internal organization of the school7 Appointment of an outside expert to advise the school8 Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to improve

academic achievement of low-performing students.

Corrective actions implemented: # ________ Complete the table below regarding the corrective actionsimplemented:

Corrective

Action#

Description

Effective

Yes - No

Evidenceof

Effectiveness

Outcomes

1

2

3

4

48

NOT APPLICABLE




Corrective Description

Effective

Yes - No

Evidenceof Outcomes

5

6

7

8

49




SINI Year 5H and Above: Restructuring Implementation N/A

• Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, and 9 that have completed

a restructuring plan, the approved restructuring plan continues to be incorporated into the UnifiedPlan.

Year Restructuring Plan Created: _______

The district must develop a restructuring plan for schools in Year 5. The alternative governance actions must be initiated (seebelow).

Note: Districts must also complete the required “School Restructuring Plan,” which includes more detail on the planning processand the restructuring details www.nj.gov/njded/title1/accountability/restructure.doc.

The restructuring options are as follows:

1. Implement any major restructuring of the school’s governance that is consistent with the principles of restructuring as setforth in the No Child Left Behind Act .

2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq. andN.J.A.C. 6A).

3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to makeadequate progress (consistent with existing contractual provisions and applicable statutory protections in Title 18A).

Identify the restructuring option(s) selected: ____

For schools in Year 6 and above, complete the table below. Add additional rows as needed.

Fundamental GovernanceReforms Implemented as

Listed in ApprovedRestructuring Plan

Status of Implementation

Effective

Yes -No

Evidence of Effectiveness

Outcomes

1

2

50




3

4

5

List revisions made to the original restructuring plan.

51




Peer Review

Check Before Proceeding:

• At minimum, the peer review must be completed by staff members from a school that is not in federalimprovement status.

• Peer reviewers should have expertise in content areas and in school improvement.

1. Describe process used for peer review of the plan. (The NJDOE peer review suggested process is available atwww.nj.gov/njded/title1/program/peer_review.pdf .)

Emerson School Principal and key staff members reviewed the document and made recommended changes.

2. Provide the actual date and location the peer review(s) took place.

July 12, 2010, Emerson Elementary School and electronic conferencing.

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Janet R. Grooms Principal Emerson Principal/Leadership

305 Emerson Avenue

Delecia Lewis Teacher Emerson Mathematics,District Curriculum

Writer

305 Emerson Avenue

Sheila Greenwood Teacher Emerson Mathematics 305 Emerson Avenue

Mary Hart Teacher, I & R Emerson Health, PhysicalEducation, DistrictCurriculum Writer,Leadership, SPDC

305 Emerson Avenue

Linda Reid Teacher Emerson Science, DistrictCurriculum Writer,Leadership, SPDC

305 Emerson Avenue

52

http://www.nj.gov/njded/title1/program/peer_review.pdf

http://www.nj.gov/njded/title1/program/peer_review.pdf




4. Provide a summary of the recommendations made by the peer review school.

Recommendations were made for additional multiple measures to be added to the Data Collection Analysis Chart. Thepeer review committee recommended changes in structure and formatting of the document. They also recommendedthat we provide consistency throughout the plan by aligning the format and ensuring that font selection and justificationwere unified.

5. List the specific recommendations that were incorporated into the plan as a result of the peer review.

We added a variation of math assessments to increase multiple measures of assessment. We reviewed and modifiedsentence structure to ensure sentence structure was clear and not ambiguous. We also modified the plan by aligning theformat and ensuring that font selection and justification were unified.

53

clinton school plainfield nj fy11 titlei unified plan clinton revised12-09-10

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