plainfield fy12 cook unified plan 9-16-2011

8/3/2019 Plainfield FY12 Cook Unified Plan 9-16-2011

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2012 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD

Chief School Administrator: (INTERIM – ANNA BEYLIN-PYLES Chief School Administrator E-mail: [email protected]

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

School: Frederic W. Cook (120)

The school is designated (select one): Targeted Assistance Schoolwide

Principal: John A. Martucci 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 beenan active member of the planning committee and provided input to the school 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..

John A. Martucci ____________________________________________ ______6/30/2011__________________ Principal’s Name Principal’s Signature Date

mailto:[email protected]





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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 the schoolwide stakeholder group and/or the SINI

plan committee. Identify the stakeholders who participated in the needs assessment and/or development of the plan. Signatures should be kept on file in the schooloffice for review. Print off a copy of this page to obtain signatures. *Add lines as necessary.

Name Stakeholder GroupParticipated in Needs

AssessmentParticipated in Plan

Development SignatureJohn A. Martucci School Staff – Administrator ON FILE AND AVAILABLE

UPON REQUEST

Curtis Cheatham School Staff – Social Worker

Francine Frahm School Staff – Classroom Teacher

Josephine Ghee School Staff – Classroom Teacher

Carolyn Huggins School Staff – Para-Professional

Lori Jenkins School Staff – Classroom Teacher

Karen Trammell School Staff - Nurse

Pamela Westry-Rodgers School Staff – Classroom Teacher

Ruth Wright School Staff – Classroom Teacher

Jennifer Taylor-Fuller Parent

Karen Kayalo Parent

Jean Colrick School Staff – ESL Teacher

YMCA - TBD Community Group

Dawn Ciccone Consultant - Title I

Robert Darden Community Member



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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 Topic Agenda on File Minutes on File

October 2010 Media Center Needs Assessment Yes No Yes No

June 15, 2011 Media Center Plan Development Yes Yes

June 16, 2011 Media Center Share Sections Yes Yes

June 17, 2011 Media Center Review Yes Yes

June 20, 2011 Media Center Finalize Yes Yes

School’s Vision & Mission

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

What is the school’s vision statement?

Frederic W. Cook K-7 Center will provide: An inviting Environment that facilitates a safe, clean, academically stimulating

atmosphere, engaging all stakeholders. High quality Instruction that fosters creativity, cross curricular differentiation,

and technology, thus preparing students for global leadership. Ongoing standards-based Assessments that use effective tools to address

individual needs and promote life long learning. Individualized age and grade appropriate Curriculum which aligns to NJCCCS

and provides opportunities for Higher Order Thinking.

What is the school’s mission?

Frederic W. Cook K-7 Center is a premier learning center within the Plainfield PublicSchool District. In partnership with the community, the Center will prepare all studentsto be globally competitive by providing a high quality education in a physically safeand emotionally supportive environment. Frederic W. Cook K-7 Center is committedto excellence in education and achievement. No Alibis, No Excuses, No Exceptions.



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Describe the process for developing or revising the

school’s vision and mission.

The staff held eight meetings in order to prepare, create, draft, revise and acceptthe school vision and mission statements. Activities included building relationshipprojects, brainstorming ideas; and listing current activities, curriculums and

pedagogy used within the school. Once all ideas were posted, the staff condensedideas into categories. The categories are listed in the vision statement. The ideasin the vision statement helped to create the mission statement .



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2012 Comprehensive Needs Assessment & Data Analysis Summary

Data Collection and Analysis

Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2011 Programs, Strategies and PracticesResults and outcomes must be measurable.

Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes

Academic Achievement – Reading District Interim Assessment, , DRA It indicates where the students are compared to minimum levels of proficiencyestablished by the district. The results show a 5% increase of students reachingproficiency

Academic Achievement - Writing District Interim Assessment It indicates where the students are compared to minimum levels of proficiencyestablished by the district. The results show a 5% increase of students reaching

proficiency

Academic Achievement - Mathematics District Interim Assessment It indicates where the students are compared to minimum levels of proficiencyestablished by the district. The results show a 15% increase of students reachingproficiency

Parent Involvement Attendance and feedback sheets Parent involvement in the school and areas of concern increased by 10%

Professional Development 1.C. Danielson Frameworks / Practice

2. Staff PD Survey

1. Identify week areas and creates action plans & Individual PIP. 100 % of teachersparticipated

2. Staff Professional Development Needs. 100 % of teachers participated

Extended Learning Opportunities N/A N/A

Homeless N/A N/A

Students with Disabilities

English Language Learners DIA, NJASK, ACCESS Indicates an increase of 20% of students achieving English Language proficiencyestablished by WIDA Standards

Economically Disadvantaged

School Culture District Instructional review – SiteVisits

Identifies weaknesses in meeting district goals within in the District Strategic Plan.

100% of district goals were addressed



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Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes

Leadership School Leadership Council; SchoolLeadership Team

100 % of the Stakeholders gave input into educational and cultural issues

Highly Qualified Staff Formal and Informal Observations 100& of teachers are Highly Qualified

School-Based Youth Services Grade 7 Programs (Athletic/Academic) To be determined



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Evaluation of 2011 Teaching and Learning Strategies & Programs

Table B: Strategies to Increase Student Achievement That Were Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomes

Reader’s Workshop,Writer’s Workshop, GuidedReading

LAL Yes DRA scores, District Interim Assessment

Increase of 5% in student achievement scores

Number Worlds Mathematics Yes District Interim Assessment Increase of 5% in student achievement scores

Science Kits Science Yes District Interim Assessment Increase of 5% in student achievement scores

In-Class Support ELL/Studentsw/disabilities

Yes Progress Reports/Report Cards Increase of 5% in report card grades

Inclusion Students w/disabilities Yes Ongoing Assessment Increase of 2% in student achievement scores

N/A Homeless/Migrant N/A N/A N/A

Port of Entry ELL Yes ACCESS Increase of 5% in Academic Performance

Instructional FocusCalendars

LAL Math Yes DIA Increase of 5% in student achievement scores

Trophies LAL Yes DIA Increase of 5% in student achievement scores

Everyday Math Math Yes DIA Increase of 5% in student achievement scores

Study Island LAL/Science/Math Yes DIA/DRA Increase of 5% n student achievement scores

Reading Plus LAL Yes Reading Plus Asses/DRA/DIA Increase of 15% n student achievement scores

Read 180 LAL Yes Read 180 Asses/DRA/DIA Increase of 5% in student achievement scores



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Table C: Description of Extended Day/Year Programs Implemented in 2011 to Address Academic Deficiencies - Do not include SES programs.

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


5

Measurable Outcomes

ELL After School Support LAL N/A

Extended School Year Students w/disabilities N/A


ELL Summer Academy LAL N/A



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Table D: Professional Development That Was Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


5

Measurable Outcomes

NJASK Test Taking Skills LAL / Math yes NJASK Increase of 5% in Academic Performance

Continuous ImprovementModel

LAL / Math Yes NJASK Increase of 5% in Academic Performance

Lucy Calkins LAL Yes NJASK Increase of 5% in Academic Performance

District Workshops Students with Disabilities Yes Minutes 01/28 & 02/01/11 Student Achievement increased by 2%


NJ TESOL Conf. ELL N/A

District Site-Coordinator

Mtgs.

ELL Yes Minutes Increased participation by 10%

Table E: Parent Involvement That Was Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


5

Measurable Outcomes

Test Taking Skills

Back to School Night

LAL Yes Attendance

Sign in Sheets

Increase of 10% in participation

Test Taking SkillsBack to School Night

Mathematics Yes AttendanceSign in sheets

Increase of 10% in participation

IEP Mtgs. Students w/disabilities Yes IEP 100% of parents participated in the process

SIFSS Students w/disabilities Yes Minutes 100% of parents participated in the process

Back To School Night ELL Yes Conference Log Increase of 10% in participation

Parent/Teacher Conference ELL, studentsw/disabilities, All

Yes Conference Logs Increase of 10% in participation



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1 2 3 4 5


PTO District Goals Yes Attendance, Agenda Increase of 10% in participation

Global Connect All Yes Parent Response Phone Numbers Updated 30% increased in parents communications



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2012 Needs Assessment & Evaluation Summary

When responding to the questions below, data from Tables A, B, C, D and E should be used.

1. Describe the process and techniques used in the needs assessment.

Instructional priorities and programs implementations are based on the need of our school. The web Administrators’ Plus and Genesis systems enables the teachersto analyze their class data and assess performance 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.

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

Data is disaggregated by clusters, class rosters and targeted skills for student subgroups. The classroom and after school instruction assessments become a datadriven decision making tool in order to differentiate instruction for student individual needs.

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

A comprehensive data management system at the district is used to house the district longitudinal data. This management system is used to analyze and report the

progress of schools and produces cluster scores which are turned into percentages for comparison. Another web based system; Genesis provides schools with student demographic information, attendance and discipline data, along with data, courses and instructors.

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

When Instruction is based on task analysis of the students needs, the curriculum becomes effective and meaningful. Students learned beginning from the pointwhere they are and learning becomes cemented. Therefore, transfer and retention of new learning is possible.

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

The professional development in the use of scientifically based instructional strategies, the alignment of classroom activities with academic content standards andassessments and data analysis to inform instruction are effective.

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

The above describe methods of data collection enables the district to identify at-risk students. In addition practice tests exactly like State tests in format and contentare given in early December. These results are analyzed by the Office of Assessment, Data Collection and School Improvement, which is sent back to us in tablegraph format with cluster information. This helps to further identify and address weakness at the student level.

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

The above describe methods of data collection enables the district to identify at-risk students. In addition practice tests exactly like State tests in format and contentare given in early December. These results are analyzed by the Office of Testing and Evaluation, which is sent back to us in table graph format with cluster information. This helps to further identify and address weakness at the student level.

8. How does the needs assessment address migrant student(s) needs?

N/A



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9. How does the needs assessment address homeless student(s) needs?

N/A

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

Teachers made assessments of students’ str ength and weaknesses through running records of longitudinal data, and through test portions of the content areaprograms are being implement. District’s assessments tools and teacher -made assessment are used.

11. Describe the transition plan for preschool to kindergarten, if applicable.Cook School is involved in a year-long planning process with Early Childhood to ensure that students transition to kindergarten smoothly and effectively. Preschoolteachers of 4-year olds visit our kindergarten classrooms at the beginning of the school year to receive an overview of the program in order to ensure that their students will be ready by the end of the year. Preschool students visit our kindergarten classrooms and get a glimpse of what to expect in the upcoming school year.When time permits, Teachers of Kindergarten and Preschool, Principals, Center Directors and Early Childhood Supervisor and Di rector visit the preschoolclassrooms together and share feedback relating to observations and reflections.

12. Describe the process used to select the priority problems and root causes for this plan?

The stakeholders: parents representing grades levels K-6, classroom teachers, reading and math specialists, paraprofessionals and LEA representatives conducteda comprehensive needs assessment. These included teachers made assessments of students’ strength and weaknesses through running records of longitudinaldata, and through test portions of the content area programs being implemented. District’s assessments tools and teacher -made assessment are used.

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

The data revealed that 62.2% of students in grades 3, 4, 5, are partially proficient in LAL. The data revealed that 60% of st udents in grades 6, 7, 8, are partiallyproficient in LAL.

14. Describe the evaluation results regarding the status of SMART goal #1 in the action plan?

N/A


N/A


N/A



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2012 Needs Assessment – Partially Proficient

Provide the number of students at each grade level listed below who scored partially proficient on state assessments for two years or more in Language Arts Literacy andmathematics.

Language Arts 2008-2009 2009-2010 Services Provided Describe why services provided did not result in proficiency.

Grade 4 23 23 Reading Plus/Read 180 Benchmark scores changed

Grade 5 26 23 Reading Plus/Read 180 Budget/no after school intervention programs



Grade 8 N/A 13 Reading Plus/Read 180 Budget/no after school intervention programs

Grade 11 N/A

Grade 12 N/A

Mathematics 2008-2009 2009-2010 Services Provided Describe why services provided did not result in proficiency.

Grade 4 13 14 Everyday Math Budget/no after school intervention program




Grade 8 N/A 13 Everyday Math Budget/no after school intervention program

Grade 11 N/A

Grade 12 N/A



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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

6Effective classroom use of technology X X

7 Standards-based assessment

8 Instructional skills and strategies

9 Mentoring

10 Classroom management

11Using data/assess. to improvelearning

12 Working with parents

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 shortage areas

15 Teachers in Math and Science

16 Teachers to reduce class size

17 Qualified paraprofessionals

18 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, or expulsions

28Serious or persistent disciplineproblems

29 Bullying



16

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

30 Victimization

31 Truancy/attendance

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict

35 Intergroup conflict/bias36 Negative peer influence

37 School safety

38 School climate/environment

39 Risk factors

QualityTeacher 40 Teacher Quality

Tech. & Ed.Materials

41 Technology activities

42 Instructional/Educational Materials

Students withSpecialNeeds 43 Drop-out rate

Literacy, &Adult Ed.

44 Adult literacy45 Parent/community involvement

Leadership46 Leadership Network

47 Leadership PD



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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 Category Letter &Problem Number

A, D, G, J - 3a A, D, G, J, K - 4

Name of priority problem LAL & Reading Technology Literacy

Describe the priority problem All subgroups not meeting AYP Technology infusion not consistent

Describe the root causes of theproblem

It takes three to five years to show the adequate

growth to reach the established bench mark

Budget restraints cause for inconsistency in

technology purchases for the school.

Subgroup or population addressed All students, economically disadvantage,

racial/ethnic

All students, economically disadvantage,

racial/ethnic/ teachers

Grade span 3-7 3-7

Related content area missed Language Arts literacy and reading; writing;

mathematics, science, social studies

Language Arts Literacy and reading; writing;

mathematics, science, social studies

Name of scientifically researchbased program/strategy/practiceto address problem

Writing Across the Curriculum, Read 180, Reading

Plus, SMART Board, United Streaming

SMART Board, United Streaming, Study Island

How does the program/strategyalign with the NJ CCCS? The curriculum of our school is aligned with the

NJCCCS in all content subjects. All classroom

instruction and activities are governed by NJCCCS.

Our data is based on multiple assessment tools, such

as: anecdotal records; running records, state

assessments, district assessments; observations, etc.

New Common Core Standards (when available)

The curriculum of our school is aligned with the

NJCCCS in all content subjects. All classroom

instruction and activities are governed by NJCCCS.

Our data is based on multiple assessment tools, such

as: anecdotal records; running records, state

assessments, district assessments; observations, etc.

New Common Core Standards (when available)

CAPA finding or recommendationrelated to the priority problem

N/A N/A



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

#3 #4

Population Category Letter &Problem Number

A, D, G, J – 3B

Name of priority problem Math

Describe the priority problem Address student needs in Math

Describe the root causes of theproblem

It takes 3-5 years to show adequate growth to reach the benchmark

Subgroup or populationaddressed

All students LEP

Grade span K-7

Related content area missed LAL, Science, Social Studies

Name of scientifically researchbased program/strategy/practiceto address problem

A closer look, provide professional development, new textbook series

How does the program/strategyalign with the NJ CCCS?

The curriculum strategies, programs and lessons are fully alignedwith the NJCCCS and CPIs.(Common Core Standards – whenavailable)

CAPA finding or recommendationrelated to the priority problem

N/A



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2 Training in Differentiation of instruction for reading ClassroomTeachers

District

Providers December, 2011

3 Professional Development – Integration of new technology – document

camera, Reading Plus, Study Island to benefit reading and writing

SMART goals and student learning development.

Classroom

Teachers

District

Providers As soon as new

equipment is installed

4 Implementation of all district curriculum Classroom

Teachers,

principal &

District

Administration and

Leadership team

will monitor

On-going September,

2011 to June 30, 2012

5 Grade Level Meetings Classroom

Teachers, &

principal

Principal &

teaching staff

On-going September,

2011 to June 30, 2012

6 Share effective practices – and Vertical Articulation Classroom

teachers

Job Embedded

Professional

Development

November 2011 on-

going to June 30, 2012

7 Prepare Individual Improvement Plans for each student using a three year

trend of NJASK results

Principal,

teacher,

parent &

central Data

person

NJASK results

Spring of 2009,

2010, & 2011

October, 2011 but

reviewed at the end of

each marking period

8 Create Data Binders and standardize the format in all classrooms for

increase accountability and data informed teaching

Principal &

instructional

staff

Data from NJASK

& classroom

assessments

October 2011 on-going

to June, 2012

9 Use data (state and classroom) to create instructional focus calendars to

ensure student growth and curriculum alignment to the NJCCCS.

Classroom

teachers and

SLT

Grade Level

meetings during

common planning

time & DATA

Binders

October 2011 on-going

to June, 2012

10 Evaluation of the program School

Leadership

Team

Data Binders January 2012 & on-

going to June, 2012



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11 Ensure programs are revised if necessary and classes are aligned withinstructional goals during the standard instructional day.

SLT &Principal

Formal and In-Formal classroom

observations

October 2011 and on-going

12 Create and after school LAL program to assist those students who are

Partially Proficient.

Teachers,

Principal &

District

Funding As soon as possible &

on-going to June 2012



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8 Have Grade Level teachers demonstrate a technology lesson at eachFaculty Meeting that represents Best Practices and works (one grade at

each faculty meeting).

Principal& staff

Smart Boards, LCDand Documentation

cameras

October & on-going toJune 2012

9 Monitor Student progress on Read 180 & Reading Plus (technology

based programs

Staff Read 180 and

Reading Plus Rights

AS soon as the

programs get installed

and on-going to June

201210 Use United Streaming to enhance the delivery of lessons Principal

& Staff

Rights to United

Streaming

October & on-going to

June 2012

11 Use Study Island in School and with students at home to increase the

focus of LAL and Math at home

Principal

& Staff

Rights to Study

Island


June 201212 Have Parents monitor students using the Parent Portal to increase the

school and home connection

Staff &

parents

Parent access to their

child’s Portal account

September & on-going

to June 2012



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Action Plan for Strategy Related to Priority Problem #3

Name of Program, Strategy or Practice toAddress Priority Problem: Everyday Math Program improvements:

Focus: Increase in Mathematic instructional strategies, professional development, and data analysis

Research Supporting Strategy(from IES Practice Guide or What Works Clearinghouse)

According to the WWC action research, the Everyday Math Program is one of only 2 programs reviewed by theclearing house out of 73 programs listed to show significant “evidence of positive or potentially positive effectsfor at least one improvement outcome” as reviewed in September 2010.

SMART Goal:

(Specific, Measurable, Achievable, Relevant, Timely)

Improve overall math proficiency levels on the NJASK by at least 5-10% in all student subgroups.

Indicators of Success: 1. Teachers increasing collection of data to be used for indivdual student improvement in math block instruciton

2. On the DIA and classroom assessments, students should be showing incremental and measuarble growth consistant with theyearly NJASK target.

Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date - Timeline

1 • Development of classrooms profile based on NJASK results

(grades 3 to 6)

• Review of early classroom assessments in Mathematics

• Meeting with teacher of previous grade to determine gaps in

students learning

Principal,

Teachers

& SLT

NJASK results October 2011

2 Training in Differentiation of Instruction for Mathematics Teachers

& District

Providers December 2011

3 Professional Development – Using the Study Island system, EDM

programs and games, and other interactive technology to engage students(using laptops and smart boards)

Teachers

& District

Providers December 2011?

4 Full Implementation of Everyday Math Principal

& Staff

SLT, Books and

Guides

September 2011 on

going to June 20125 Grade Level Meetings – identifying skill needs and curriculum gaps Principal

& Staff

Staff September & On-going

to June 20126 Sharing Best Practices that work Teachers

&

Principal

Job Embedded PD October & On-going to

June 2012



25

7 Prepare Data Graphs from NJASK spread sheets showing and use Datafor Grade Level Focus Calendars

Teachers NJASK Spread sheets October & on-going toJune 2012

8 Create uniformed Data Binders in a standardized format in all math

classrooms to increase accountability and uniformity between grade level

teachers.

Principal

& teachers

Data Binders and

Tabs


June 2012

9 Use NJASK Data and Classroom assessment to create Grade Level Math

Focus Calendar the First of each month to focus on student weaknesses.

Teachers Grade level teams &

planning time

October, 2011 & On-

going to June 2012

10 Quarterly evaluation of the program based on DIA and teacher quarterly

assessments

Teachers District DIA and

teacher assessments

The end of each

marking period to June,

201211 Revise and modify program and instruction based on Grade Level

Meetings, student assessments and teacher observation

Teachers Grade level Meetings

& common planning

October and &on-going

12 Create and after school Math programs to assist those students who are

Partially Proficient.

Teachers

Principal

District

Funding for after

school program

As soon as possible and

&On-going to June

2012



26

Plan Components for 2012

Table F: Proposed 2012 Core Strategies to Address Student Achievement

Name of Strategy

ContentArea

FocusTarget

Population(s)Person

ResponsibleIndicators of Success

(Measurable Evaluation Outcomes)

Research Supporting Strategy(from IES Practice Guide or What Works

Clearinghouse)

Read 180 LAL Grades 4 to

7

Principal NJASK, SRI Growth Reports;

Reading Progress Reports, Grading

Report; District Interim Assessment

2006; Program approved by

NJDOE

Everyday Math Math Grades K-5

Students

w/disabilities

Principal NJASK; End-of Unit Assessment;

District Interim Assessment


NJDOE

Harcourt- Trophies LAL Grades K-5

Students

w/disabilities

Principal NJASK; End – of – Unit Assessment;

District Interim Assessment; DRA

scores


NJDOE

McDougal Little LAL Grades 6-7 Principal NJASK; District Interim Assessment;

DRA scores; portfolios


NJDOE

Technology

Infusion

All

content

areas

Grades K-7 Principal NJASK; District Interim Assessment;

Published writing; DRA scores;

Portfolio

2007 - SMART Board; 2005 -

United Streaming; 2006 – Study

Island; Programs approved by

NJDOEReading Plus LAL Grades 4-7 Principal NJASK, End – of – Unit Assessment;

District Interim Assessment; DRA

scores


NJDOE

ADVISORY – SLC

(Smaller Learning

Communities

All contentareas

Grades 6-7 Principal Decrease in student suspension;improved student behavior

Brown University “Breaking Ranks”

June, 2005

N/A HomelessMigrant



27

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

Moving Into English LAL ELL Principal ACCESS scores WIDA, SIOP 2009 IES

In-Class Support All Students with

Disabilities

Principal NJASK, DIA, DRA, Portfolios Approved by NJDOE

Inclusion All Student withDisabilities

Principal NJASK, DIA, DRA, Portfolios Approved by NJDOE

*Use an asterisk to denote new programs.

Table G: Proposed 2012 Extended Learning Opportunities to Address Academic Deficiencies. Do not include SES.

Name of Strategy

ContentArea

FocusTarget

Population(s)Person

Responsible

Indicators of Success



Clearinghouse)

District sponsored program when they

are available.




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Table H: Proposed 2012 Professional Development to Address Student Achievement and Priority Problems

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

Assessments: Why

Assess, What to Assessand How to Assess?

All Subject

Areas

All teachers Principal Teacher Observations

Improved Student Performance Data

Data driven standards based instruction

SMART Board Training All subjectareas


Improved Student Performance Data

NJDOE Use of technology in theclassroom

Student ADVISORY-SLC (Smaller LearningCommunities)

All subjectareas


Improved student behaviorsBrown University “Breaking Ranks”

N/A HomelessMigrant

TESOL training LAL ELL Principal ACCESS scores WIDA/GOTTLIEB 2006

District/Out of DistrictWorkshops

All Students withDisabilities,ELL

Principal Improved Student Performance Data NJCCCS


Table I: Proposed 2012 Parent Involvement Strategies to Address Student Achievement and Priority Problems

Name of Strategy

ContentArea

FocusTarget Population(s) Person




Clearinghouse)

Back to School Night All contentareas

Parents/Guardians Principal Sign In sheets listing number of parentsattending showing at least 70% parentalparticipation

Increased Parental involvement directlycorrelates with increased academicperformance, as indicated in “NewJersey Publication Parent InformationBooklet”, Public School ParentsNetwork & Information on NCLB &Parent Involvement

Principal/Parent All content Parents/Guardians Principal Sign In sheets listing number of parents IES practice guides Organizing



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Name of Strategy

ContentArea





Clearinghouse)

Collaboration Meetings areas attending showing at least 10% increase inparental participation

Instruction and Study to ImproveStudent Learning, Using Student

Achievement Data to SupportInstruction Decision Making andEffective Literacy and EnglishLanguage instruction for Englishlearners.

Bring Your Parent toSchool Day

All contentareas

Parents/Guardians Principal Sign In sheets listing number of parentsattending showing at least 10% increase inparental participation

IES practice guides OrganizingInstruction and Study to ImproveStudent Learning, Using Student Achievement Data to SupportInstruction Decision Making andEffective Literacy and English

Language instruction for Englishlearners.

Career Day All contentareas

Parents/Guardians Principal Sign-in-sheets listing number of participantsrepresenting at least 20 different careers

Public School’s Parent Network

PTO All contentareas

Parents/Guardians Executive

Board

Agenda, Sign-in-sheets listing

number of participants showing at

least 1 consistent classroom

coordinator per grade level.

Public School’s Parent Network

Student Intervention

Plans

All K-7 Principal AT least 80% of all students will

have a parent and teacher signedIntervention Plans

IES practice guides Organizing

Instruction and Study to ImproveStudent Learning, Using Student Achievement Data to SupportInstruction Decision Making andEffective Literacy and EnglishLanguage instruction for Englishlearners.

Parental Portal All K-7, ELL, StudentsPrincipal At least 50% of all parents will have

IES practice guides Organizing



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Name of Strategy

ContentArea





Clearinghouse)

w/disabilities signed on for their child’s ParentPortal Access

Instruction and Study to ImproveStudent Learning, Using Student

Achievement Data to SupportInstruction Decision Making andEffective Literacy and EnglishLanguage instruction for Englishlearners.

Family Fun day All All Principal Sign-in- sheets showing at least a

50% Parent ParticipationPublic School’s

N/A Homeless/Migrant




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2012 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 to scientifically -researched best practices, testing formats, andsocial-emotional wellness. The support, in turn, connects homes with school in a partnership to collaboratively increase students’ academic performance.

2. Do you have a school-parent compact?

Yes

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

On our Back to School Night the Principal will review the Compact with all of the parents and the parents will sign the compact. Parents will be given a copy totake home after signing. Reminders through various communications will continue until all parent s until all parents have read and signed the Compact. Theschool copy will be kept on File in the main office.

4. How is student achievement data reported to the public?

Data is reported to the public via PTO meetings, End of Year Report, Community Forum, Parental Portal (Genesis data)5. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III?

A letter is sent home from the Superintendent’s office and / or posted on the District Website.

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

A letter will be sent to all Cook’ parents, as soon as AYP data is available, informing them of the school improvement status and how the school compares tosimilar schools outside the Plainfield School District.

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

1.) School webpage via Plainfield Public Schools website, school marquee, school calendar, Parental Portal (Genesis data)

2.) PTO meetings, Newsletters, Global Connect; Principal/Parent Collaboration Meeting

3.) End of Year Report, Community Forum

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

Members of the parent community, including PTO, attended meetings, analyzed data and provided input in the development of this plan.

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

Data is reported to the public via PTO meetings, End of Year Report, Community Forum, Parental Portal (Genesis data).

Individual student progress on state tests is mailed home.



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10. How were the required PI funds used in 2011?

Principal & Parent Collaboration (monthly) Meetings, Student & Parent Awards Program (Quarterly), Kindergarten / Parent Celebration (Annually), and Year EndPTO & Community Celebration.

11. How will the required PI funds be used in 2012?

Principal & Parent Collaboration (monthly) Meetings, Student & Parent Awards Program (Quarterly), Kindergarten / Parent Celebration (Annually), Year End PTO& Community Celebration and School Leadership Team (Parents-Community & Teachers monthly meetings).



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Table J-1: 2011-2012 Annual Student Targets (Use best available data from One-Year Charts). At least two measurements must be listed.

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

3-5 State Assessment Baseline 2012 Target State Assessment Baseline 2012 Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 43.1 48.8 NJASK 2011 64.7 68.2Students with Disabilities NJASK 2011 37.5 43.7 NJASK 2011 32.9 39.6

Limited English Proficient Students NJASK 2011 0.0 10.0 NJASK 2011 27.3 34.6

White

African-American NJASK 2011 40.0 46.0 NJASK 2011 63.9 67.5

Asian/Pacific Islander

American Indian/Native American

Hispanic NJASK 2011 41.3 47.1 NJASK 2011 61.3 65.1

Others

Economically Disadvantaged NJASK 2011 31.6 38.4 NJASK 2011 55.9 60.3

GRADE SPAN: GRADE 6 ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 22.8 30.5 NJASK 2011 50.9 55.8

Students with Disabilities NJASK 2011 30.6 37.5 NJASK 2011 50.9 55.8

Limited English Proficient Students NJASK 2011 0.0 10.0 NJASK 2011 9.1 18.2

White

African-American NJASK 2011 11.5 20.4 NJASK 2011 53.8 58.4

Asian/Pacific Islander

American Indian/Native American 18.2 26.4

Hispanic NJASK 2011 18.2 26.4 NJASK 2011 31.8 38.6

Others

Economically Disadvantaged NJASK 2011 26.5 33.9 NJASK 2011 61.7 65.5



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Table J-2: 2011-2012 Annual Student Targets – Other Assessment

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

Other Assessment Name Baseline 2012 Target Other Assessment Name Baseline 2012 Target

GRADE SPAN: ELEMENTARY GRADES 3-5 Total DIA I, DIA II DIA I, DIA II

Students with Disabilities DIA I, DIA II DIA I, DIA II

Limited English Proficient Students DIA I, DIA II, ACCESS DIA I, DIA II, ACCESS

White DIA I, DIA II DIA I, DIA II

African-American DIA I, DIA II DIA I, DIA II

Asian/Pacific Islander DIA I, DIA II DIA I, DIA II

American Indian/Native American DIA I, DIA II DIA I, DIA II

Hispanic DIA I, DIA II DIA I, DIA II

Others DIA I, DIA II DIA I, DIA II

Economically Disadvantaged DIA I, DIA II DIA I, DIA II

GRADE SPAN: MIDDLE GRADES 6-7

Total DIA I, DIA II DIA I, DIA II

Students with Disabilities DIA I, DIA II DIA I, DIA II

Limited English Proficient Students DIA I, DIA II, ACCESS DIA I, DIA II, ACCESS

White DIA I, DIA II DIA I, DIA II

African-American DIA I, DIA II DIA I, DIA II

Asian/Pacific Islander DIA I, DIA II DIA I, DIA II

American Indian/Native American DIA I, DIA II DIA I, DIA II

Hispanic DIA I, DIA II DIA I, DIA II

Others DIA I, DIA II DIA I, DIA II

Economically Disadvantaged DIA I, DIA II DIA I, DIA II

The district did not provide data to the school for the2010-2011 for the DIA assessment; therefore, we

could not determine a baseline.



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Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff

Number &

Percent

Content &Focus

Description of Process to Meet HighlyQualified

Description of Strategy to Retain HQ Staff

Teachers who meet thequalifications for HQT,consistent with Title II-A

24/100% The school does not have a retention problem.

Teachers who do not meet thequalifications for HQT,consistent with Title II-A

0/0% N/A N/A

Paraprofessionals who meet thequalifications required by NCLB(education, ParaPro test,portfolio assessment)

0/0% The school does not have a retention problem.

Paraprofessionals who do notmeet the qualifications requiredby NCLB (education, ParaProtest, portfolio assessment)

0/0%N/A

Description of Strategy To Attract HQ Staff Individuals Responsible

Continue to analyze all available time in a day. Along with negotiated use of prep time for staff development by the district, thefollowing have been added: staff meetings seminars, grade level seminars, after school seminars, substitute coverage during theday, and summer institutes.

Principal



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Table L: Support for Teachers

Use the Table below to describe the 2012 methods for supporting teachers needing assistance with instruction and other problems.

Description of Support

ContentArea Focus Target Group

PersonResponsible

Indicators of Success

(Evaluation) How are teachers identified?

Building based professional

development

ALL Content

Areas

All Certified

Staff

SPDC –

SchoolProfessionalDevelopmentCommittee &Principal

NJASK PIP – Professional Improvement

Plans, Administrative Observations /Evaluations, & NJASK Scores

Table M: Support for Administrators

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

Description of Support

ContentArea Focus Target Group

Person Responsible Indicators of Success

(Evaluation) How are administratorsidentified?

Instructional Leader Institutes

Enhanceskills asinstructionalleaders

Principal (Interim)Superintendentand AssistantSuperintendents

Quarterly Evaluations NJDOE Certification

Administration ProfessionalLearning Community

Enhancecollaboration

All

Administrators

Office of

Professional

Development

Quarterly Evaluations NJDOE Certification

Network N/A



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Student Eligibility and Selection

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

Measure

Homeless Migrant Students with

Disabilities

Economically

Disadvantaged

ELL Other Sub

Groups

Targeted Assistance Schools

Entrance Criteria () Exit Criteria ()

State Assessment N/A N/A NJASK Same Same Same

Other Assessments N/A N/A DIA I, DIA II Same Same Same

English LanguageProficiency Assessment

N/A N/A ACCESS Same Same Same

Classroom Grades N/A N/A End of unitassessments;midterm finalexams;

portfolios;teacher-madeassessments;DRA

Same Same Same

Teacher Recommendation N/A N/A Observations,IndividualImprovementPlans, NJASK,Read 180,Reading Plus

Same Same Same

Other

F. W. Cook K-7 Center is a

school-wide school.



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Support Elements

Ongoing and Sustained Technical Assistance*

1. What assistance did the NCLB committee determine it needs to implement the 2012 Unified Plan in the school’s efforts to increase academic achievement?

From the district: Teacher Training on Smart Boards with Internet interface

From outside experts:

From others:

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

District IT Department, and District Office of Professional Development

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

NJCCCS to increase the use of technology in the classroom in order for students to have multiple means of gaining knowledge, presentation, and assessment.

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

Principal, IT Coordinator and District Off ice of Professional Development

*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.



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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.

Lack of administrative and leadership consistency at the district and school level has led to plans and programming not being consistent for students and teachers.Budgetary concerns have forced limited utilization of some of the strategies listed in table B to improve student performance.

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

Providing professional development thatfocuses primarily on improving instruction andusing data to inform instruction

The Office of Assessment, Data Collection, and School Improvement in collaboration with the Office of ProfessionalDevelopment will continue to provide trainings on the analysis of mult iple measures of data for its instructionalimplications and Continuous Improvement Model (CIM), which is based upon an 8 step process that relies heavily onthe 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 toincrease 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 inresearch-based best practices of Lucy Culkins Writing Units of Study.

Implementing strategies grounded inscientifically based research that will strengtheninstruction in core academic subjects

The district conducts focus walks to review programming, instructional planning and classroom practices. The districtalso 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 involvement activities thatsupport the school’s efforts to increase studentachievement

To address parent involvement, we will implement the following programs/activities:

Increase parent participation at both school and district level SLC (leadership program):

Bring Your Parent to School Day

Career Days

Parent training in both mathematics and literacy

Continue with the support for Parent Empowering Parents (PEP)



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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 thatsupport the school’s improvement plan and aremost likely to increase student achievement

The district will not reallocate funds within the NCLB budget. The allocations will remain intact for each Title. BusinessOperations will work collaboratively with the schools to use resources effectively and efficiently. Federal, State andLocal funds, including the city tax levy for education and Federal Entitlement and Competitive Grants State and PrivateGrants will be allocated and/or reallocated according to guidelines to fund the activities that support the school’simprovement plan.

Ensuring that curriculum is aligned to the CCCS The curriculum has been revised in all areas to reflect greater alignment to the NJCCCS and includes back-mappingand strategies on how to ensure retention of all requisite standards and CPI’s. The district is beginning to supportdevelopment of the Common Core Standards lesson plans and curriculum alignment.

Note: Provide a district description and a specific description for each SINI and/or school operating an approved Title I Schoolwide Program.



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2010-2011 Resource Allocation

Resource Allocation – Provide the following information regarding the use of the 2010-2011 funds including but not limited to 2010 SIA Part (A).

Type of Funds

Brief Description of Strategy or Practice Implemented with

FundsAmount

AllocatedSIA AmountCarried Over

Reallocated Useof SIA

Outcomes as a Result of Implementing the Strategy or

PracticeEvidence

2010 Title I, Part A Harcourt: Trophies/Troves

Children’s Literacy Initiative

Reading Plus

Study Island

Writing Fundamentals

Writers Workshop

Everyday Math

Study Island

We are aSchool wideschool withblendedfunds

N/A N/A GRADE 3-5

NJASK 2011 LAL 43.1

NJASK 2011 MATH 64.7

GRADE 6

NJASK 2011 LAL 22.8


NJASK -Spring 2011

2010 SIA Part A NOT APPLICABLE

Federal Smart Boards

Data Analysis

Differentiation of Instruction

NCLB andother federalsources

GRADE 3-5

NJASK 2011 LAL 43.1


GRADE 6

NJASK 2011 LAL 22.8


NJASK -Spring 2011

State Harcourt: Trophies/Trofeos

Children’s Literacy Initiative

Reading Plus

Study Island

Writing Fundamentals

Writers Workshop

Everyday Math

Study Island

ABBOTT N/A N/A GRADE 3-5

NJASK 2011 LAL 43.1


GRADE 6

NJASK 2011 LAL 22.8


NJASK -Spring 2011



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Local Same as above City TaxLevy

N/A N/A GRADE 3-5

NJASK 2011 LAL 43.1


GRADE 6

NJASK 2011 LAL 22.8


NJASK -Spring 2011

School Budget Pages

School level budget pages in Excel must be completed along with each schoo l’s Unified Plan, identifying the following: How the Title I, Part A school allocation is budgeted for targeted assistance schools or schools operating 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 Applicat ion on EWEG on the Title I Unified Plan upload screen. Thesebudget pages are in addition to the Title I Unified Plan for each school required to complete a plan.

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



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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.

Peer review must contain recommendations.

1. Describe process used for peer review of the plan. (The NJDOE peer review suggested process is available at www.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

Principal/Leadership

Language Arts

Mathematics

Special Education

ELL

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.

PEER REVIEW WILL BE CONDUCTED INOCTOBER

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




plainfield fy12 cook unified plan 9-16-2011

Documents