emerson school plainfield nj fy11 titlei unified plan-emerson revised_12-09-10

8/8/2019 Emerson School PLAINFIELD NJ FY11 TITLEI UNIFIED PLAN-EMERSON REVISED_12-09-10

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FY 11 NCLB PLAINFIELD DISTRICT EMERSON (130)

2011 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELDChief School Administrator: ANA BELIN-PYLES (INTERIM SUPERINTENDENT) Chief School Administrator E-mail:[email protected] Contact: Dawn Ciccone NCLB Contact E-mail:[email protected]

School: Emerson Elementary School

The school is designated (select one): Targeted Assistance SchoolwidePrincipal: Janet R. Grooms 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 the school. I certify that I have been included in consultations related to the priority needs of my school and participated in the

completion of this Title I Unified Plan. I have been an active member of the planning committee and provided input to theschool needs assessment 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, andSIA, Part G.

Janet Grooms

1




__________________________________________ ____________________________________________ ________6-30-2010________________ Principal’s Name Principal’s Signature Date

2




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 theschool-wide 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 acopy of this page to obtain signatures. *Add lines as necessary.

Name Stakeholder GroupParticipated inNeedsAssessment

Participated inPlanDevelopment

Signature

Denise Riley Parent – PTO President X X Janet R. Grooms School Staff--

AdministratorsX X

Mary Hart School Staff—Classroomteacher

X X

Sheila Greenwood School Staff – Classroomteacher

X X

Brenda Hackett School Staff—SpecialEducation

X X

Yurika Ebata School Staff—Bilingual,LEP

X X

Rita Woods School Staff—SocialWorker

X X

Patty Lewis School Staff--Support X XPamela Baumgartner School Staff— Special

EducationX X

Lucas Dicus School Staff—Technology X XN/A Institutions of Higher

Education- -

3




George Rivera Community Groups X XN/A Consultants - -Linda Reid NCLB Co-Chair, Science

TeacherX X

Sandra Schultz Other: Teacher & SLC X X

4




School NCLB Committee Meetings

List the dates of the meetings when the School NCLB Committee discussed the needs assessment and Unified Plandevelopment. *Add rows as necessary

Date Location Agenda on File Minutes on File

May 2010 Media Center Yes Yes

June 2010 Media Center Yes Yes

Media Center

Media Center

Media Center

School’s Vision & Mission

Provide, update, or develop the school’s vision and mission statement. Refer to the Introduction for Unified Planpages for guidance.

What is the school’s vision statement?

Emerson School in partnership with its community shall do whatever it

takes for every student to achieve high academic standards. No alibis, noexcuses, no exceptions.

What is the school’s mission?

The mission of Emerson School is to provide opportunities for students toachieve their personal best, become responsible and productive citizens,and embrace lifelong learning in a safe and positive environment.

The staff was provided with professional development to engage in the

5




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

process of developing vision and mission statements (Victoria Bernhardt).Small groups collaborated to develop statements. All statements werecollected, a ballot was created and voting took place to decide on the bestmission statement.

6




Comprehensive Needs Assessment & Data Analysis

Data Collection and AnalysisTable 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, DIA, DRA,Reading Plus

Grade/Proficiency levels and Cluster analysis comparison of schoolresults to just proficient means (benchmarks).

Academic Achievement -

Writing

NJASK, DRA, DIA Grade/Proficiency levels and Cluster analysis comparison of school

results to just proficient means (benchmarks).Academic Achievement -Mathematics

NJASK,DIA, EverydayMathematics End of UnitAssessments, TeacherAssessments


Academic Achievement -Science

NJASK,A Closer Look Endof Unit Assessments,

Teacher Assessments,Science Projects


School Culture Victoria BernhardtSurvey Results Staff, students, and family perceptions of overall school operationsand school culture.

Parent Involvement Parent TeacherOrganization and FamilyEvent Sign-In Sheets,Parent – TeacherConference Sign-InSheets

Increased Parental Involvement in school.

ProfessionalDevelopment

Professional LearningCommunities

Targeted Instructional Implementation Areas in need of Professional Development.

7




Areas Multiple MeasuresAnalyzed

Overall Results and Outcomes

Extended LearningOpportunities

STEEP After SchoolProgram, Homework Club

Students partially proficient in LA and Math in need of extendedday instruction.

Education Reform &Improvement Performance Evaluation Tool from Site Reviews Identifies the standard of performance planning and assessment

Highly Qualified Staff Formal Evaluations,Documentation of Certification and Praxis

Teacher Instructional strengths as they pertain to the CharlotteDanielson Domains of performance.

Leadership SLC – School LeadershipCouncil

Community and school stakeholders’ involvement in the school.

8




Evaluation of 2010 Teaching and Learning Strategies & Programs

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

1Strategy orProgram

2ContentAreaFocus

3Effective

Yes-No

4Documentation of Effectiveness

5Outcomes

Read 180 LAL No SGI and Lexile Reports Evidence of students’ growth

Reading Plus LAL Yes System generatedreports.

Student growth was evident.

Harcourt Trophies/Trofeos

LAL Yes End of UnitAssessments

Evidence of students’ growth

EverydayMathematics

Mathematics

Yes End of UnitAssessments

Students with a strong foundation in basic skills excelusing the Everyday Mathematics Program.

A Closer Look Science Yes End of UnitAssessments, TeacherAnecdotal Notes

Students demonstrated mastery of science concepts.

Hands on ActivitiesProjects, ScienceNotebook, ScienceFair

Science Yes Science Notebooks,Science Fair Projects

Students demonstrated mastery of science concepts.

District Interim

Assessments (DIA)

LAL,

Mathematics

Yes System generated

reports

Student growth was evident.

DRA LAL Yes Running Records andtest assessment data

Student growth was evident in reading.

NJASK Prep LAL,Mathematics, Science

No NJASK scores Increase in academic performance - Made AYP in 2010 inMathDid not make AYP in 2010 in LALScience only tested in Grade 4

Study Island (3 rd

grade)LAL,Mathematic

Yes System generated Student growth was evident in understanding content

9




1Strategy or

2Content

3Effective

4Documentation of

5Outcomess reports concepts.

Table C: Description of Extended Day/Year Programs Implemented in 2010 to Address AcademicDeficiencies - Do not include SES programs.

1Strategy orProgram

2ContentAreaFocus

3Effective

Yes-No


5Outcomes

STEEP – Striving TowardsEducationalExcellence andPerformance

LAL,Mathematics

Yes Teacher Assessment Student increased knowledge in LAL and Mathematics

Homework HelperClub

All Yes End of Unit Test and Teacher generatedtests in LAL andMathematics

Student increased knowledge in LAL and Mathematics

10




Table D: Professional Development That Was Implemented in 2010

1Strategy or

Program

2Content

AreaFocus

3Effective

Yes-No

4Documentation of

Effectiveness

5Outcomes

Grade Level PLC LAL,Mathematics

Yes PLC Meeting Minutes,Student Work

Improved use of data to drive instruction andimprovement in student learning.

PD Partnership withRutgers University

LAL,Mathematics,

Technology

Yes Teacher evaluationforms

Increased technology use and strategies for instruction.

Focus Calendar LAL,

Mathematics, Science

Yes Focus Calendars Targeted student areas in need of improvement to

increase student learning.

ContinuousImprovement Model(CIM)

All ContentAreas

Yes Data Binders Staff learned the structure to plan, do, analyze, assessand refine or change strategies

School ProfessionalDevelopmentCommittee (SPDC)

All Areas Yes SPDC Plan Completed School Professional Development Plan to beincluded in the district’s plan to the state. Providesguidance for 2010 - 2011

CreatingIndependencethrough Student-owned Strategies(CRISS)

LAL Yes Modeled Lessons Teachers increased skills and strategies for teachingwriting

Data Interpretationand InstructionalImplications

All ContentAreas

Yes Data Binders, StudentWork

Staff learned the structure to plan, do, analyze, assessand refine or change strategies

NJCCCS Training –FigurativeLanguage and math

LAL,Mathematics

No NJASK Scores Did not make AYP in 2010 in LAL or Math

Universal Design forLearning - UDL

All ContentAreas

Yes Classroom computer Classroom modeling of UDL strategies demonstrated by

11




1Strategy orProgram

2ContentArea

3Effective

Yes-No


5Outcomesschedule UDL trained staff

Table E: Parent Involvement That Was Implemented in 2010

1Strategy orProgram

2ContentAreaFocus

3Effective

Yes-No


5Outcomes

Back to SchoolNight

All ContentAreas

Yes Parent Sign-In Sheets,Agenda

Communication with families and teachers

Programs toAssist StudentsAcademically

All ContentAreas

Yes Sign-in Sheets,Programs

Parents attended group and individual sessionsincreasing their knowledge of the NJASK scoring process.Parents were also given strategies and sample testitems to practice so that they would be better able tohelp their child at home.

LanguageAssistance forParents

All ContentAreas

Yes Use of TranslationDevice

Communication and engagement with bilingual familiesparticipating in school events

Workshops All ContentAreas

Yes Parent Feedback Parents/Guardians improved knowledge and were ableto assist students with academic work at home.

Parent-TeacherConferences

All ContentAreas

Yes Parent Sign-In Sheets Parents/ Guardians were more informed about theirchild’s academic progress and events taking place atschool

Communications All ContentAreas

Yes Calendars. PrincipalMonthly Letter,Website, GlobalConnect, Phone Calls,Email, Genesis,

Parents/Guardians were more informed about theirchild’s academic progress and events taking place atschool

12




1Strategy orProgram

2ContentArea

3Effective

Yes-No


5OutcomesProgress Reports,

Report Cards

PTO All ContentAreas

Yes Parent Sign-In Sheets Parental involvement is school events

PerceptionSurveys

All ContentAreas

Yes Surveys Parent Workshops in school and at the district level.

STEEP ParentWorkshops

All ContentAreas

Yes Parent Feedback Parents improved knowledge and were able to assiststudents with academic work at home.

13




Needs Assessment Summary

1. Describe the process and techniques used in the needs assessment. The following stakeholders were involved in the assessment process : c lassroom teachers, Principal, SchoolLeadership Team, School Leadership Committee (SLC), instructional staff, and parents. The goal is to buildbuilding capacity that will enable teachers to better meet the needs of our students.

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. The web basedsystem Genesis enables teachers to analyze their class data and assess performance of their students atvarious levels such as class, student groups and individual student level. This is also used as a tool toidentify student strengths and weaknesses as related to the core content standards.

3. 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 targetedskills are created for each grade level and classroom level. Subsequently, children are grouped accordingto their instructional needs and instruction is modified based on individual student needs. A comprehensivedata management system Genesis is used to house the district longitudinal data. This data warehouse isused to analyze and report the progress of schools and the district. It houses student demographicinformation, attendance and discipline data, along with enabling the teachers to analyze their class data andassess performance of their students at various levels such as class, student groups and individual student

level.

4. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?Data outcomes are not available to date and to be determined.

5. What did the data analysis reveal regarding classroom instruction?Data outcomes are not available to date and to be determined.

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

14




Data outcomes are not available to date and to be determined.

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

Various methods of data collection enable the school to identify at-risk students. In addition practice testsexactly like State tests in format and content are given in early December for the pre and post test known asthe interim assessment. These results are analyzed by the Office of Testing and Evaluation and sent back tous in table graph format with cluster information. This helps to further identify and address weakness at thestudent level.

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

N/A9.

How are educationally at-risk students provided with effective assistance?All subgroups are addressed through targeted skills for targeted areas of instruction.

10. Describe the process used to select the priority problems for this plan?Data is disaggregated by clusters, class rosters and targeted skills for student subgroups. The classroom and afterschool program (STEEP) instruction becomes a data driven decision making in order to differentiate instruction forstudent individual needs.

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

Teachers made assessments of students’ strength and weaknesses through running records of longitudinal data, andthrough test portions of the content area programs being implement and district’s assessments tools and teacher-made assessment.

12. Describe the transition plan for preschool to kindergarten, if applicable.Preschool students visited the kindergarten classrooms and teachers for an introduction to life in Kindergarten for

September.

15




16




Selection of Priority Problems

School Needs Assessment Summary Matrix

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

• 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

2 Early childhood education X

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

3b Mathematics X X3c Science X3d Social studies3e World Languages3f Cross Content Workplace

Readiness

17





#

Priority Problem


A .

A l l s t u d e n

t s

B .

S t u d e n

t s w


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


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 X5b Mathematics X5c Science X5d Social studies X5e World Languages X

5f Cross Content WorkplaceReadiness

6Effective classroom use of technology

7Standards-basedassessment X

8Instructional skills andstrategies X X

9 Mentoring10 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

18





#

Priority Problem


A .

A l l s t u d e n

t s

B .

S t u d e n

t s w


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


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


M .

P a r e n

t s

N .

S u


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


Q .

M e n

t a l h e a l t h

R .


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

17Qualifiedparaprofessionals

18 Highly qualified personnel

P r o

b l e m s

I d e n

t i f i e d

19 Alcohol use20 Drug use21 Tobacco use22 Violence23 Weapons24 Gang activity25 Delinquency26 Vandalism

27Suspensions, removals, orexpulsions

28Serious or persistentdiscipline problems

29 Bullying30 Victimization31 Truancy/a ttendance32 Mental health33 Sex/gender issues34 Interpersonal conflict35 Intergroup conflict/bias36 Negative peer influence37 School safety38 School

19





#

Priority Problem


A .

A l l s t u d e n

t s

B .

S t u d e n

t s w


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


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


M .

P a r e n

t s

N .

S u


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


Q .

M e n

t a l h e a l t h

R .


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

climate/environment39 Risk factors

QualityTeacher 40 Teach er QualityTech. &Ed.Materials

41 Technology activities

42Instructional/EducationalMaterials

StudentswithSpecialNeeds 43 Drop-out rateLiteracy,& AdultEd.

44 Adu lt literacy

45Parent/communityinvolvement

Leadersh

ip

46 Leadership Network

47 Leadership PD

20




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 #2Population CategoryLetter & ProblemNumber

A., # 3a A. # 3b

Name of priorityproblem

Language Arts, Literacy and Reading Mathematics

Describe the priorityproblem

Lack of reading comprehension and theability to analyze text

Lack of understanding key concepts of dataanalysis, geometry and word problemsolving.

Describe the rootcauses of the problem

Lack of reading comprehension and theability to analyze text

Reading comprehension for problem solving,lack of understanding of key concepts fordata analysis, geometry and word problemsolving

Subgroup or populationaddressed

All Students All Students

Grade span Grades 2 - 6 Grades 2 - 6Related content area

missed

Mathematics, Science, Social Studies Science

Name of scientificallybasedprogram/strategy/practice to address problem

Use of Harcourt Trophies Curriculum andrigorous data driven instruction

A Closer Look

How does theprogram/strategy alignwith the NJ CCCS?

The LAL Curriculum and instruction is alignedto the NJCCCS

The Mathematics Curriculum and instructionis aligned to the NJCCCS

CAPA finding orrecommendation

N/A N/A

21




related to the priorityproblem

22




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

#3 #4Population CategoryLetter & ProblemNumber

#8 K Teachers - Instructional skills andstrategies N/A

Name of priorityproblem

Instructional skills and strategies N/A

Describe the priorityproblem

High Quality Professional Development N/A

Describe the rootcauses of the problem

Lack of teacher content knowledge and/orweak instructional implementation

N/A

Subgroup or populationaddressed Teachers N/A

Grade span Teachers in all grades N/ARelated content areamissed

Use of the Trophies and Every Day MathCurriculum and rigorous data driveninstruction on targeted skills.

N/A

Name of scientificallybasedprogram/strategy/practice to address problem

Students in all subgroups who are at orabove the proficient level in Language Artsand Math as indicated on the state’sassessment tool. An increase in teachersreceiving high quality professionaldevelopment.

N/A

How does theprogram/strategy alignwith the NJ CCCS?

Professional Learning Communities toprovide highly effective professionaldevelopment to meet staff and studentneeds.

N/A

CAPA finding orrecommendationrelated to the priorityproblem

N/A N/A

23




24




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 priorityproblems.

Action Plan for Strategy Related to Priority Problem #1

Name of Program,Strategy or Practice toAddress PriorityProblem:

Language Arts, Literacy and Reading – Harcourt Trophies/Trofoes Program, ReadingPlus, Read 180, Family Friendly Center STEEP Program

SMART Goal: Students in Grades 3 – 6 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.

Description of Action Plan StepsPersonsInvolve

dDescription of

Action PlanSteps

Due Date -Timeline

1. Provide professional development to LAL teachers in useof figurative language as expression in creative writing.

SPDC,SLT &Principal

NJASK workshoptrainingmaterials

September 20,2010

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

LALteachers &Principal

Distribution of district writingassignments

September 20,2010

3. Administer pre-writing assessment. LALteacher

Assessmentmaterials

October 4, 2010

25





Language Arts, Literacy and Reading – Harcourt Trophies/Trofoes Program, ReadingPlus, Read 180, Family Friendly Center STEEP Program

s4. Provide writing data chats to students to communicaterubric score.

LALteachers

Writingassessmentscores

October 15, 2010

5. Design writing action plan for students to advance writingscores 1 – 2 rubric points.

LALteachers

Action plantemplate fromthe Unified Planand copy of NJASK HolisticRubric Score

October 15, 2010

6. Teachers and students will share action plan for writingwith parents.

LALteachers &students

Parentconferenceconfirmationschedule

October 19 – 21,2010

7. Implement action plan in writing workshop during theliteracy block

LALteachers

Writing workshopmaterials

October 15, 2010and Ongoing

8. Administer post-writing assessment. LALteachers

Assessmentdata, analysis of assessment data

End of markingperiod

9. Evaluate plan and modify. LALteachers,students&Principal

Use the revisedaction planstrategy forproblem #2

September 20,2010

26





Name of Program,

Strategy or Practice toAddress PriorityProblem:

Mathematics - Everyday Mathematics, Number World, Family Friendly Center STEEP

Program

SMART Goal: Students in Grades 3 – 6 will increase mathematic scores for NJASK, May 2011; withthe goal of demonstrating improvement in number sense and problem solving.

Indicators of Success: End of Unit Assessments, District Interim Assessment Mathematic Scores, NJASK Mathematic Scores


d

ResourcesNeeded Due Date -

Timeline1. Provide professional development to mathematicsteachers in use of Number Worlds.

SPDC,SLT &Principal

Number Worldsmaterials

September 20,2010

3. Administer mathematic assessment assessment. Mathematicteachers

DIA Assessment October 4, 2010

4. Provide mathematic data chats to students tocommunicate rubric score.

Mathematic

teachers

Assessmentmaterials and

data

October 15, 2010

5. Design mathematics action plan for students to advancemathematics scores.

Mathematicteachers

Assessmentscores

October 15, 2010

6. Teachers and students will share action plan for writingwith parents.

Mathematicteachers

Action plantemplate fromthe Unified Planand copy of

October 19 – 21,2010

27





Mathematics - Everyday Mathematics, Number World, Family Friendly Center STEEPProgram

NJASK Holistic

Rubric Score forMathematics

7. Implement action plan in writing workshop during theliteracy block

Mathematicteachers

Parentconferenceconfirmationschedule

October 15, 2010and Ongoing

8. Administer post-mathematic assessment. Mathematicteachers

MathematicsAssessment

End of markingperiod

9. Evaluate plan and modify. Mathematicteachers,students&Principal

Assessmentdata, analysis of assessment data

Two weeks afterthe end of markingperiods 1 - 3

10. Repeat steps 7 - 9 Mathematicteachers,students&Principal

Use the revisedaction planstrategy forproblem #2

Beginning of nextmarking period

28






Instructional Skills and Strategies – PLCs with horizontal and vertical articulation, job-embedded professional development

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 be

documented in daily logs of classroom visitations.


dDescription of

Action PlanSteps

Persons Involved

1. Analyze data from professional development survey toidentify teacher needs.

SPDC &Principal

PD Surveys September 30,2010

2. Create PD schedule for necessary PD. SPDC &Principal

District andschool calendarand district PD

support

September 30,2010

3. Implement PD schedule SPDC &Principal

Schedule Aligned with PDSchedule

4. Teachers will evaluate PD followed by analyze evaluationresults.

Teachers, SPDC&Principal

Evaluations Aligned with PDSchedule

5. Design process for sharing best practices from theworkshop.

Teachers &Principal

Workshop skills,knowledge andstrategies

December 2010

29




30




Plan Components for 2011

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

Description of Strategy orProgram

Content AreaFocus

TargetPopulation(s)

PersonResponsible

Indicators of Success(Evaluation Outcomes)

Research SupportingStrategyDate of Research, Source

Reading Plus Literacy

Grades3-6

Instructional Staff &Principal

DIADRA

NJASK

Scientifically researchbased program

Harcourt

Trophies/Trofeos

Literac

y

Grades

K-6

Instructio

nal Staff &Principal

End of Unit Assessment

DIADRA

NJASK

Scientifically research

based program

EverydayMathematics

Math GradesK-6

Instructional Staff &Principal

End of Unit AssessmentDIA

NJASK


Science – ACloser Look

Science Grades K - 6

Instructional Staff

&Principal

End of Unit AssessmentDIA

NJASK (4 th Grade)


*Use an asterisk to denote new programs.

31




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


ContentAreaFocus

TargetPopulation(s)

PersonResponsible



STEEP/FFC LAL,Mathematics

Grades 3-6

Principal,STEEPCoordinators

Individual studentimprovement DIA, End of UnitAssessments and NJASK


HomeworkHelper Club

LAL,Mathematics

6 th Grade Principal, Teacher

Completion of homework,individual studentimprovement DIA, End of UnitAssessments and NJASK

Additional tutoring assistsin improving academicperformance.


32




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


Content AreaFocus

TargetPopulation(s)

PersonResponsible



DifferentiatedInstruction

All Teachers SPDC,Principal

Increased student growth Scientifically researchbased program

PD of BestPractices

All Teachers SPDC,Principal,

Teachers

Increased student growth Scientifically researchbased program

Sharing BestPractices forclassroommanagement

All Teachers SPDC,Principal,

Teachers

Increased student growth,reduction is disciplinereferrals and suspensions



Table I: 2010-2011 Parent Involvement Programs


ContentAreaFocus

PersonResponsible



PTO All PTOExecutiveBoard,Principal

Increased number of parents/guardiansattending school events


NJASK Family Workshops LAL,Math,Science

PTO, Teachers,Principal

Increased number of parents/guardians andstudents attendingworkshop


33





ContentAreaFocus

PersonResponsible



Family Counseling SupportGroups

SocialEmotionalLearning

SIFSS (I &R)Committee,Principal

Family evaluation of program



34




Parent Involvement (PI) Narrative

1. What is the connection between PI and the priority problems identified in the needs assessment?Workshops provide parents with support to assist their children at home by introducing them toscientifically-researched best practices, testing formats, and social-emotional wellness. The support, inturn, connects homes with school in a partnership to collaboratively increase students’ academicperformance.

2. What are the measurable goals and targets for PI in 2011?Increase parental involvement for the total population by 10%.

3. Do you have a school-parent compact? Yes

4. Describe the process to ensure that parents receive and review the school-parent compact.School Compacts will be distributed at Back to School Night for parents to sign and return to the teacher.

5. How is student achievement data reported to the public?Parents receive information via letters, district website, parent-teacher conferences, data chats, Genesis

and global connect.

6. Identify procedures for informing parents about the school’s improvement status.We send the parents the profiles of our school, and the student assessment results at intervals during the

school year.

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

35




Our school disaggregated results are sent to parents as soon as they are available with an explanation of the results. The results are also discussed with parents at Back to School Night and during Parent-TeacherConferences.

8. How were parents involved in the development of the Unified Plan?Input from PTO officers and community members on NCLB Team.

9. Identify procedures for informing a parent about their child’s student assessment results.Parent Teacher Conferences, Progress Reports, Genesis, Report Cards and State of the School Address Meeting

10. How were the required PI funds used in 2010? The PI funds were used for refreshments and parent workshops or guest presenters.

11. How will the required PI funds be used in 2011?Unless the process changes, we will continue to use the funds for parent workshops or guest presentersand refreshments.

12. What is the procedure for notifying parents if the district has not met their annual measurable objectivesfor Title III?N/A

36




Table J: 2010-2011 Annual Student Targets

GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

3-5 Name of

Measurement

Baseline 2011 Target Name of

Measurement

Baselin

e

2011

TargetGRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 31.6 38.4 NJASK 48.7 53.8

Students with Disabilities NJASK 7.5 16.8 NJASK 35.0 41.5

Limited English ProficientStudents

NJASK NJASK

White NJASK NJASK

African-American NJASK 33.0 39.7 NJASK 50.0 55.0

Asian/Pacific Islander NJASK NJASK

American Indian/NativeAmerican

NJASK NJASK

Hispanic NJASK 29.5 36.6 NJASK 47.4 52.7

Others NJASK NJASK

EconomicallyDisadvantaged

NJASK 30.2 37.2 NJASK 47.2 52.5

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL Total

Students with Disabilities

Limited English ProficientStudents

White

African-American

37




GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

3-5 Name of Measurement

Baseline 2011 Target Name of Measurement

Baseline

2011 Target

Asian/Pacific IslanderAmerican Indian/NativeAmerican

Hispanic

Others

EconomicallyDisadvantaged

38




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

37/100%

Professional Development and Adminsupport

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

1 ESL Professional Development andAdmin support. Completion of required course work.

Paraprofessionals whomeet the qualificationsrequired by NCLB(education, ParaProtest, portfolioassessment)

10/100%

Professional Development and Adminsupport

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

0 NA

39




Description of Strategy To Attract HQ Staff IndividualsResponsible

Acknowledge staff and their accomplishments by providing incentives and delineate their rolesand responsibilities and provide continuous improvement opportunities to enhance theirpedagogy and skills.

Human ResourceServices, Curriculum andInstruction, Staff

Development, SchoolAdmin.

40




Table L: Support for TeachersUse the Table below to describe the 2011 methods for supporting teachers needing assistance with instruction and otherproblems.

Description of Support

ContentAreaFocus

TargetGroup

PersonResponsible

Indicators of Success(Evaluation) How are teachers

identified?

Professional LearningCommunity Protocols

To supportimplementation of bestpracticesin allcontentareas

New andveteranstaff

Office of Prof. Dev.& HR

Teacher / Staff Retention All instructional staff willparticipate

New TeacherOrientation

DistrictPolicies,Procedures &Protocols

New Staff to District

Office of Prof. Dev.& HR

Teacher / Staff Retention Staff newly hired bydistrict

Table M: Support for AdministratorsUse the Table below to describe how leaders in schools in need of improvement are provided with support andinstructional leadership.

Description of Support

ContentAreaFocus

TargetGroup

PersonResponsible

Indicators of Success(Evaluation) How are administrators

identified?

Principal and CentralOffice ProfessionalLearning Community

Enhancepedagogy &collaboration

All SchoolAdmin.

Office of Prof. Dev.

Effective operations of school sites and improvedstudent and staff performance

Based on evaluations andprofessional performance.

41




Student Eligibility and SelectionTable N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistanceschool and the measures to identify students who need additional support in school wide programs. For targetedassistance schools, use the last two columns to designate if the measures are used as criteria for program entrance orexit.

Measure NameTargeted Assistance Schools

Entrance Criteria( )

Exit Criteria ( )

State Assessment NJASK 3 – 6

Other Assessments District Interim Assessment (DIA), DevelopmentalReading Assessment (DRA), Read 180 (SRI),Reading Plus, Study Island and End of UnitAssessments in Core Contents

English Language

ProficiencyAssessment

Access Testing NA NA

Classroom Grades Teacher Created Assessment - Math, LAL,Science & Social Studies

NA NA

TeacherRecommendation

N/A NA NA

Other N/A NA NA

42

NOT APPLICABLE




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’sefforts to increase academic achievement?

From the district: District Data Analysis, development of comprehensive curriculum, additional professional developmentdays for all staff embedded in school calendar, resource teacher support for all core content teachers.

From outside experts: Continued professional development in the area of data analysis and differentiated instruction,literacy and math

From others: Continued professional development in the area of data analysis and differentiated instruction, subjectmatter leaders, building-based technology coordinator, focused workshop on strategic reading in content areas, and

Mathematics problem solving.

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

District Resource Team provides instructional support by establishing model classrooms. Coaching is also provided forteachers needing additional support in their instructional practice. Central Office support is provided through the Office of Data and Assessment to schools in need of improvement.

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

The Team of Resource Teachers addresses the instructional skills and strategies teachers implement in theclassroom. The Office of Data & Assessment supports Priority Problems using data/assessment to improvelearning.

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

Principal, Leadership Team, SPDC, Assistant Superintendent of Curriculum and Instruction, Educational Services

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*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 theprovision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an outsideconsultant.

44




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 collaboration

with 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.

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 teachersand 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

45




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 fund

activities 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.

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.

46




2009-2010 Resource Allocation – SIA Part (a)Resource Allocation – Provide the following information regarding the use of the 2009-2010 SIA Part (a) funds.

These funds were distributed in February, 2009 and are carried over after August 31, 2009. Allocation amountsare available at http://www.nj.gov/education/grants/entitlement/nclb/ .

Total Amount Allocated: $

Brief Descriptionof Strategy orProgramImplemented withFunds

AllocatedUse Carried Over Reallocate

d Use

Outcomes as a Result of Implementing the Strategy orProgram

Evidence

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

47

NOT APPLICABLE

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

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




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

Total Amount Allocated: $

Brief Descriptionof Strategy orProgramImplemented withFunds

AllocatedUse Carried Over Reallocate

d Use

Outcomes as a Result of Implementing the Strategy orProgram

Evidence

48

NOT APPLICABLE

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

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




School Budget Pages

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

How the Title I, Part A school allocation is budgeted for targeted assistance schools or schoolsoperating school-wide 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 I Unified Plan upload screen. These budget pages are in addition to the Title I Unified Plan for each schoolrequired to complete a plan.

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

49




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 thathave already completed a corrective action plan, corrective actions identified in Year 4continue to be incorporated 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 the following corrective actions (as identified by the district) in addition to the SINI and/or SW components. Identify whichcorrective action(s) will be taken and describe the implementation and how the action(s) will be incorporated with theother elements of the Title I Plan. Note: CAPA report prioritized recommendations must be incorporated into the Title Iplan.

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 :

CorrectiveAction#

DescriptionEffective

Yes - NoEvidenceof Effectiveness

Outcomes

1

2

3

50

NOT APPLICABLE




Corrective Descri tion

Effective Yes - No

Evidenceof Outcomes

4

5

6

7

8

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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 incorporatedinto the Unified Plan.

Year Restructuring Plan Created: _______

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

Note: Districts must also complete the required “School Restructuring Plan,” which includes more detail on the planningprocess and 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 set forth 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.

and N.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

make adequate 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 asListed in ApprovedRestructuring Plan

Status of Implementation

Effective

Yes -No

Evidence of Effectiveness

Outcomes

1

52

NOT APPLICABLE




2

3

4

5

List revisions made to the original restructuring plan.

53




Peer Review

Check Before Proceeding:• At minimum, the peer review must be completed by staff members from a school that is not in federal

improvement 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 .)

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

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

BJ BrownJohnson Principal Clinton K – 8Center

Principal/Leadership

Language Arts

Mathematics

Special EducationELL

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

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

54

NOT APPLICABLE

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

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

emerson school plainfield nj fy11 titlei unified plan-emerson revised_12-09-10

Documents