plainfield fy12 hubbard unified plan revised10-22-2010

8/3/2019 Plainfield FY12 Hubbard Unified Plan Revised10-22-2010

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FY 11 NCLB PLAINFIELD DISTRICT HUBBARD MIDDLE SCHOOL (060)

1

2011 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD PUBLIC SCHOOLS

Chief School Administrator: ANNA BELIN-PYLES Chief School Administrator E-mail: [email protected]

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

School: Hubbard Middle School

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

Principal: Gwynetta Y Joe 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 havean active member of the planning committee and provided input to the school needs assessment and the selection of priority problems. I concur with the informationpresented herein, including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a, and SIA, Part G.

Gwynetta Y Joe __________________________________________ ____________________________________________ ___6-30-2010_________________Principal’s Name Principal’s Signature Date

THE PRINCIPAL WAS TRANSFERRED TOANOTHER SCHOOL IN THE DISTRICT.THERE IS NO FY 12 TITLE I UNIFIED PLAN ASOF 9-22-2011.

mailto:[email protected]







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 the school wide stakeholder group and/or the SI

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 SignatureGwynetta Y. Joe Administration Yes Yes

Wilson Martinez Administration Yes Yes

Scot Burkholder Administration Yes Yes

Fred Harris Teacher-Math Yes Yes

George Lewis Teacher-Social Studies-Professional Development

Yes Yes

Kim McPhail Teacher-Technology /ELA Yes Yes

Kimberly Moore-Jones School Social Worker-SocialEmotional Learning

Yes Yes

Kelly Rotzman Teacher- Assessment/Health/Science

Yes Yes

Louis Pedrick Teacher-Math Yes Yes




3

School NCLB Committee Meetings

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

Date Location Agenda on File Minutes on FileSeptember 30, 2009 Hubbard Middle School Yes Yes

October 7, 2009 Hubbard Middle School Yes Yes




November 11, 2009 Hubbard Middle School Yes Yes

January 13, 2010 Hubbard Middle School Yes Yes

March 9, 2010 Hubbard Middle School Yes Yes

April 14, 2010 Hubbard Middle School Yes Yes



May 12, 2010 Hubbard Middle School Yes Yes

May 20, 2010 Hubbard Middle School Yes Yes




4

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? “ Hubbard Middle School is a home; where we come together at this level in ourlives, to excel towards our dreams and where we begin with the end in mind ”. ALearning Place wheredreams are born , caring is shown , and leaders are made.

What is the school’s mission?

The mission of Hubbard Middle School is to provide a supportive, safe, and challenging environment withhigh academic standards, where all students will learn. We are committed to increasing studentsopportunities to become well rounded, respectful, responsible individuals who value education.Hubbard Middle School is: “A Learning Place where dreams are born, caring is shown, and leaders aremade.”

Describe the process for developing or revising theschool’s vision and mission .

Hubbard Middle School utilized a shared process involving teachers, students, and community membersthat examined our needs assessments, goals / objectives, and perceptual data to create a shared visionand mission statement that all stakeholders are proud of. This took place over the past two yearsincluding a summer leadership institute with staff and students.




5

Comprehensive Needs Assessment & Data AnalysisData Collection and Analysis

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

Areas Multiple Measures Analyzed Overall Results and Outcomes

Academic Achievement – Reading NJASK Scores. Report cardanalysis, Reading Plus / 180, DIAand district site review feedback.

JPM ComparisonsGrade 6: – All students falling below JPM with most significant deficiencies inReading, Analyzing Text, and Working With TextGrade 7 – All students falling below JPM with most significant deficiencies inReading, Analyzing Text, and Working With TextGrade 8 – All students falling just below JPM in Writing, Persuasive Task,Explanatory Task and Analyzing Text

Academic Achievement - Writing NJASK Scores. Classroom

assessments, school-wide writingprojects anddistrict site reviewfeedback. ,

Grade 8 – All students falling just below JPM in Writing, Persuasive Task,

Explanatory Task and Analyzing Text

Academic Achievement -Mathematics

NJASK scores. Report cardanalysis,DIA, End of Unit Assessments or ClassroomTeacher generatedassessments and district sitereview feedback.

JPM ComparisonsGrade 6 – All students falling below JPM with most significant deficiencies inProblem Solving, Geometry and Measurement, and Data AnalysisGrade 7 – All students falling below JPM with most significant deficiencies inGeometry & Measurement, Data Analysis, and Problem SolvingGrade 8 – All students falling below JPM with most significant deficiencies inProblem Solving, Geometry & Measurement, and Patterns & Algebra

Academic Achievement - Science NJASK scores, Report cardanalysis ,End of Unit Assessments or ClassroomTeacher generatedassessments

47% of Grade 8 students scored above proficient on the NJASK 2010 test.

School Culture DSAC’s climatesurvey, parentsatisfaction survey, staff climatesurvey anddistrict site reviewfeedback.

Staff, Parents, and Students surveyed June 2009 and May 2010. Staff and students foundthe school environment safe, supportive, and dedicated to learning,




7

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

1Strategy or Program

2Content

Area Focus

3Effective Yes-No

4Documentation of

Effectiveness

5Outcomes

Least Restrictive EnvironSpecial Education Studen

ALL Yes, butadditionalsupport andneeded

1. Lesson plans2. Benchmark

assessments3. Interdisciplinary

thematic projects4. Administrative Walk

through5. District site visits 6. Formal /Informal

Observations

All instructional staff present implemented strategies for IEPaccommodations. Staff will receive additional training regarding Specialneeds population.,

Problem Solving Cycle – Increasing StudentAchievement

ALL Yes, butadditionalsupportneeded

1. Instructional focusCalendars

2. Benchmarkassessments

3. Interdisciplinarythematic projects

4. Administrative Walkthrough

5. District site visits 6. Formal /Informal

Observations

As result a result of engagement in the Problem Solving Cycle, Staff committees were formed to addresses the root causes of instructionaland no instructional issues impacting student achievement( Language Arts , Mathematics and Science)

NJASK – Test TakingStrategies / Data analysis

Language Arts, SocialStudies,Principal

YES 1. Lesson plans2. Benchmark



through5. Common Planning

agendas and minutes 6. Formal /Informal

An increase in the student attention span and writing skills. Use of theNJ Holistic scoring rubric showed an increase in students in the areasOpen-ended and constructed responses. Scoring increase on mockassessments. Staff utilization of common planning time for crosscontent instruction increased.




8

1 2 3 4 5Observations

Reading Plus Language Arts

YES 1. Lesson plans2. Benchmark

assessments

3. Interdisciplinarythematic projects4. Administrative Walk


Observations

Increase in student achievement in reading comprehension. Overall30% scored above proficiency.

LAL Overall

# Students # Prof. or above %364 110 30

LAL Scores by Grade# Students # Prof. or above %

Grade 6 48 2 4

Grade 7 155 28 18Grade 8 161 80 50

Connected Math Mathematics Yes 1. Lesson plans2. Benchmark




Observations

An increase in student engagement in differentiated classroom centersNJASK overall results

# Students # Prof. or above %Grade 6 48 3 6

Grade 7 155 35 23Grade 8 161 43 27

Read 180 ELA YES, butadditionalsupportneeded for SpecialEducationLLD classes.





Data shows an, I crease in student achievement in readingcomprehension among Language speaking skills among students andSpecial needsIncrease in student achievement in reading comprehension. Overall30% scored above proficiency.

LAL Overall# Students # Prof. or above %

364 110 30




9

1 2 3 4 5Observations

LAL Scores by Grade# Students # Prof. or above %

Grade 6 48 2 4

Grade 7 155 28 18Grade 8 161 80 50

Rosetta Stone ESL Yes, butadditionalsupportneeded





Observations

Analysis of the 46 students classified Bilingual averaged 11.2hours using the program during the literacy block with anaverage of 86% proficiency in Levels 1-4. Of the 46 students29.5% of students progressed to units 4 and 5. – There was anincrease in the overall English Language speaking skills amongstudents in ESL and bilingual classes grades 6-8.

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


2Content Area

3Effective

4Documentation of

5Outcomes




10

Focus Yes-No Effectiveness

21st Century CommunityLearning Center Extended Day Program

Language ArtsMathematics,Science andTechnology

Yes, butadditionalsupportneeded

Parent/Teacher/StudentSurvey Results, ReportCards, District Interim Assessment, NJASK, Attendance Records,Conduct Reports

Increase the number of s tudents attending over previous year.Students performing at proficient level on the NJASK in Language ArtsMathematics and Science by 10%Student referral s for truancy decreased by over 10% as compared to

the previous year.

Saturday Success Academy for NJASKPrep Program

Language Arts, Mathematics

Yes, butadditionalsupportneeded

Pre/Post AssessmentNJASK scores

Increase the number of students attending over previous year. Increasethe number of student’s level of proficiency levels on the NJASKLanguage Arts Mathematics and Science – 2009-2010.




11

Table D: Professional Development That Was Implemented in 2010


2Content Area Focus

3Effective Yes-No

4Documentationof Effectiveness

5Outcomes

Character EducationProfessional Development

( 9/1 and 10/31)

All Staff Yes Decrease innumber of studentinfractions /suspensions

Staff was trained in conflict resolution and character education tobenefit interactions with students.

Training by SPANStatewide Parent Advocacy

NetworkInclusion /LRE (10/31)

All Staff Yes, butadditional

support needed

Increaseddocumentationon lesson plansand viewing logof teachersprovidingmodificationsand adaptationsfor SPEDstudents.

Teachers (general and special education) provided appropriatemodifications and adaptations to their lessons to improve the learningoutcomes of special education students.

More detailed information was listed on the lesson plans andclassroom material about efforts to support all students in theclassroom.

School ProfessionalDevelopment Committee

All Staff Yes, butadditional

support needed

PD plan wasinclusive of allcontent areasand addressedall areas aligned

in needsassessments.

Our professional development committee addressed areassuggested by CAPA walk though, district site review, and a staff needs assessment survey to improve instructional quality and datareview.

GlencoeTextbook Training

Social Studies / MathTeachers

Yes Increased use of textbooks (inclass and on-line)

Teachers were able to make greater use of resources and makeconnections with families using the print and on-line textbookresources.

Policies and SupportProcedures

Teaching Assistants Yes Classroomassistantsprovidedinstructional

Teaching Assistants were provided training on how to support theacademic and social goals of our special education students.




12

1 2 3 4 5support for students whichbenefitedacademicgrowth.

Universal Designfor Learning

Selected Teachers Yes Increasedtechnology usein the classrooms

Staff who attended these trainings turn-keyed instructional andorganizational strategies to the entire instructional staff. As a resultstudents had more opportunities to learn through technology infusion.

Best Practices PD – Datadriven and Differentiated

instruction

Instructional Staff Yes Moreindividualizedteaching basedon student dataand learningstyles.

Job embedded professional development provided teachers withexemplars on how to use classroom benchmark and state testingdata to establish individual instructional plans for students based ontheir need and learning style.

Problem Solving Cycle –

Increasing Student Achievement

All Staff Yes Standardizedteachersresponse to thebarriers of educationobserved duringour root causeanalysis.

Discussion and planning to address our student’s barriers toeducation was productive to help teachers plan lessons and putsupport in place to help our students succeed.

NJASK Literacy / WritingSkills development

Language Arts SocialStudies teachers

Yes Increase of standards basedwriting conceptsthat will benefitstudents on theNJASK.

Increase of student practice on open-ended questions, usingfigurative language, and other strategies that will engage the reader.

Sub-committees for overallschool improvement

All staff Yes SchoolImprovementaction plancreated

Increase in district and CAPA review scores in five areas: LearningOutcomes, Human Resources, Business Practices, Safe LearningEnvironment, and Community and Family Engagement.




13

Table E: Parent Involvement That Was Implemented in 2010


2Content Area

Focus

3Effective Yes-No

4Documentation of

Effectiveness

5Outcomes

Parent involvementsatisfaction survey

Climate, parentofferings, andinstructionalquality.

Yes 1. Online survey2. Results of survey

Roughly one-third of our parents took the survey. Information wasstructured provided guidance to improve programs and involvement.Data was used to complete unified plan, evaluate programs, and guideimprovement efforts.

Parent workshops andcultural activities

Diversity andeducationaldata

Yes 1. Parent sign sheets2. survey results

Parents visited the school for cultural activities, NJASK workshops, andCAPA reviews. Workshops increased in 2009-2010.

NJASK Parent Workshop Language ArtsMathematics

Yes 1. Parent feedback2. Sign in sheets

This training gave parents support tools and resources to assist their students to prepare for the NJASK. Parents provided materials andtraining to help their students pass the NJASK

Back to School Night(9/22)

All Content Areas

YES

3. NJ ASK 2010results PowerPoint

4. Parent feedback5. Sign in sheets

Parents obtained information on programs implemented during 2009 – 2010 school year as well as Spring 2010 results.

Parent Teacher Conferences / ParentData chat (11/2)

All Content Areas YES

1. NJ ASK 2010 data2. Attendance3. Truancy4. Parent Teacher

School Compacts5. District Interim

Assessments

Parents participated in discussions involving their child’sNJASKassessment, academic progress, attendance, truancy and parentstudent school compact. Parents signed school home contract andstrategies to use outside of instruction.

Parent Teacher ELA YES 1. NJ ASK Parents participated in discussions involving their children NJASK




14

1 2 3 4 5Conferences / ParentData chat3/16-3/17

MathSocial StudiesScience

2. Attendance3. Truancy4. Parent Teacher

School Compacts

6. District Interim Assessments

assessment data.

Hispanic Heritage Day(10/23)

Social Studies YES Sign In sheets / web sitedocumentation

Increased opportunity to meet with staff / parents / community topromote cultural diversity

Family Fiesta Night(10/27)

Social Studies YES Sign in sheets / web sitedocumentation

Increased opportunity to meet with staff / parents / community topromote cultural diversity

Parent Involvement Day2/8

ELA, SocialStudies

YES Sign in Sheets / web site / Increased opportunity to meet with staff / parents / community todiscuss school initiatives. Educational programs and state

assessments discussed with families.PTO Monthly Activities All areas YES Agendas, sign in sheets,

and feedback formsParents obtained monthly information pertinent to their children’s education and the daily operations of the school. We reviewed CAPA,SPED mandates, unified plan, state assessments, and educationalopportunities during meetings this year.

Field and HealthCommunity Day

PE / Health /Communitywellness

Yes Sign In sheets / communityproviders / web site

Student and staff were provided information about school andcommunity resources to benefit their education and health.




15

Needs Assessment Summary

1. Describe the process and techniques used in the needs assessment.During the 2009-2010 school year, Hubbard Middle School developed participated in and utilized several comprehensive needs assessments in theareas of professional development, parents satisfaction, and instructional practices. In addition to information collected, data collected and reviewedincluded NJASK data, attendance truancy , suspensions , program usage DRA, district interim assessment, district Site visit data , administrative walkthrough and Data collected as part of school wide program during the district site review process and previous CAPA visit feedback. Districtrepresentatives from content areas and departments conducted pre assessment and post assessments. Rubric scored results were shared withadministration and shared with staff. Sub committees were formed to address needs Subcommittee findings and recommendations were shared withStaff, NCLB Committee members and administration for further review and implementation.

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

Instructional staff with the assistance of the school’s data committee, the Department of Testing , Data and Assessment assembled data for bi monthlyreview and discussion. Data generated through student data base (Genesis), utilization of ESL coordinator to identify ELL /Bilingual student data,Special education data and NJASK data were collected and compared were relevant. Sub groups assessment data was collected and compared (2008vs. 2009).Subgroups were also compared to District Factor Groupings (DFG)

3. Explain how the data from the collection methods are valid and reliable. All data collection methods were valid and reliable as results were state and computer generated. Collections of data were consistent year to year.

4. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?Data analysis reviewed and discussed revealed root causes related to program implementation and instructional relevance and rigor. Bilingualpopulations lacked consistent certified staff from year to year. School demographics were inconsistent when compared year to year.

5. What did the data analysis reveal regarding classroom instruction?Data analysis revealed lack of academic rigor with high, sustainable expectations, new program implementation sporadic, differentiated instruction anmore targeted data driven instruction at Tier 1 and Tier 2. Best practices were not universally implemented at the on-set of the year. .

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




16

Data analysis revealed new state processes regarding professional development committees allowed for greater investigation of PD directly related toroot causes and instructional deficiencies.

7. How are educationally at-risk students identified in a timely manner?Common planning and/or team meetings are conducted with the instructional staff and school guidance to review instructional and nin instructionaldata. Data chats are held with students at the onset of the school year or when the state data is availability Tier 1 and 2 students for more targetedinstruction using state data and formative assessments.

8. How the needs assessment address migrant student does needs?The ESL coordinator with support of the schools guidance and attendance secretary conducts Home Language surveys for the purpose of proper placement and student instructional support.

9. How are educationally at-risk students provided with effective assistance?The SIFSS Team meets with teachers to discuss at-risk strategies and students. Personal Improvement plans and behavioral modification plans aredrafted when needed. Parents are notified throughout this process. NJASK results are used to tier students in academic classrooms to target support

to students in need of academic support.

10. Describe the process used to select the priority problems for this plan?Staff reviewed site visit feedback and were able to create committees to address results. NJASK data review session will be held with staff.Priority groups identified by subgroups not achieving adequate yearly progress

11. How were teachers engaged in decisions regarding the use of academic assessments to provide information on and improvement of the instructional program?Instructional staff engaged in the process of root cause analysis utilizing the 8 step analysis process –Continuous Improvement Model. As a result staff participated in surveys to provide recommendations to the School Professional Development Committee to plan and implement theSchool’sProfessional development plan. Curriculum writing and mapping teams are in place as well as instructional focus calendar training.

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




17

Selection of Priority Problems

School Needs Assessment Summary Matrix

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

1 Closing the achievement gap

2 Early childhood education

C o r e

C u r r i c u

l u m

C o n

t e n t

S t a n

d a r d s

3a Language arts literacy and reading X X X X X X3b Mathematics X X X X X X3c Science

3d Social studies

3e World Languages

3f Cross Content Workplace Readiness

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

.

I m p

l e m e n

t i n

t h e

C C C S

5a Language Arts Literacy

5b Mathematics

5c Science




18

P r i o r i t y

P r o

b l e m

#

Priority Problem


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


P r o

b l e m s

5d Social studies

5e World Languages

5f Cross Content Workplace Readiness

6Effective classroom use of technology

7 Standards-based assessment8 Instructional skills and strategies X X9 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 paraprofessionals18 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 use

21 Tobacco use

22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27 Suspensions, removals, or




19

P r i o r i t y

P r o

b l e m

#

Priority Problem


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


P r o

b l e m s

expulsions

28Serious or persistent disciplineproblems

29 Bullying

30 Victimization

31 Truancy/attendance

32 Mental health33 Sex/gender issues

34 Interpersonal conflict

35 Intergroup conflict/bias

36 Negative peer influence

37 School safety

38 School climate/environment

39 Risk factorsQualityTeacher 40 Teacher Quality

Tech. & Ed.

Materials

41 Technology activities

42 Instructional/Educational MaterialsStudents with

SpecialNeeds 43 Drop-out rate

Literacy, &Adult Ed.

44 Adult literacy

45 Parent/community involvement

Leadership46 Leadership Network

47 Leadership PD




20

Description of Priority Problems and Strategies to Address Them

All student subgroups not meeting AYP MUST are 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 Category Letter &Problem Number

3a (A-B-D-F-J-T) 3b(A-B-D-F-J-T)

Name of priority problem Language Arts Literacy and Reading MathematicsDescribe the priority problem There is a disparity between the achievement of LEP,

students with disabilities, LEP and instructional strategies for differentiation in the area of Language Arts.

There is a disparity between the achievement of LEP,students with disabilities There is a disparity between theachievement of LEP, students with disabilities, LEP andinstructional strategies for differentiation in the area of Mathematics.

Describe the root causes of the

problem

Lack of teacher implementation of differentiated instruction

negatively impacts on delivery of appropriate modifications andaccommodations for all sub groups (low expectations, poor philosophy).There is a necessity for a crosswalkbetween rubric scoring and the district gradingsystem. Technology integration into daily lessons inall subject areas. Providing classroom teachers withopportunities to strategize, research pedagogy, anddevelop activities which they will implement in thedelivery of content area subject matter.

Increased percentages of students in grade 7-8 in 2010-11 in

the above subgroup scoring above prescience proficiency onNJASK assessments in Language Arts.

Lack of teacher implementation of differentiated instruction and

district support to implement academic program negativelyimpacts on delivery of appropriate modifications andaccommodations for all sub groups (low expectations, poor philosophy).There is a necessity for a crosswalkbetween rubric scoring and the district gradingsystem. Technology integration into daily lessons inall subject areas. Providing classroom teachers withopportunities to strategize, research pedagogy, anddevelop activities which they will implement in thedelivery of content area subject matter.

Increased percentages of students in Grade 7-8 in 2010-11 inthe above subgroup scoring above prescience proficiency onNJASK assessments in Math .

Subgroup or populationaddressed

General education, low economic and at-risk students. General education, low economic and at-risk students.

Grade span Grades 7-8 Grades 7-8Related content area missed Language Arts MathematicsName of scientifically basedprogram/strategy/practice toaddress problem

Read 180, Reading Plus Acellus, Connected Math Program




21

How does the program/strategyalign with the NJ CCCS?

The programs are aligned with the NJCCs as it research basedand utilizes DRA and SRI standard measurements

The programs are aligned with the NJCCs as it research basedand utilizes formative assessments and standardmeasurements that are in coalition with New Jersey statestandards.

CAPA finding orrecommendation related to thepriority problem

Spring CAPA results yielded challenges exist in thefollowing areas:

-Differentiation between Relevant and Irrelevant details -Answering open ended questions.

Spring CAPA results yielded challenges exist in thefollowing areas:

More emphasis is needed in the Geometry andMeasurement cluster.

All programs are research based and aligned withNJCCCS

All programs are research based and aligned withNJCCCS




22

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

#3 #4

Population Category Letter &Problem Number

8(K-T)

Name of priority problem Instructional Skills and StrategiesDescribe the priority problem The priority problem identified full implementation of programs,

teacher expectations of students and true use of data drivenand differentiated teaching methods.

Describe the root causes of theproblem

Lack of teacher implementation of differentiated instructionnegatively impacts on delivery of appropriate modifications andaccommodations for all sub groups. Best teaching practicesand methods are not standard.There is a necessity for acrosswalk between rubric scoring and the districtgrading system. Technology integration into dailylessons in all subject areas.Providing classroom teachers with opportunitiesutilize the Continuous Improvement Model (CIM) tostrategize, research pedagogy, and developactivities which they will implement in the delivery ofcontent area subject matter.

Subgroup or populationaddressed

All student cohorts and subjects.

Grade span Grades 7-8Related content area missed Language Arts ,Mathematics and ScienceName of scientifically basedprogram/strategy/practice toaddress problem

CIM Continuous Improvement Model

How does the program/strategyalign with the NJ CCCS?

CIMIs based on best practices, that Provide for continuousmonitoring of performance and addresses the achievement gapbetween all sub groups. CIM supports data-driven decisionMaking




23

CAPA finding or recommendationrelated to the priority problem

Spring CAPA finings recommend a systems thinking approach by making connections between the needsassessment, priority problems, goals, professionaldevelopment and activities. Show how data is analyzed todetermine the root causes of the priority areas. This practice is research based on identification of root causes

s and planning based upon standards and research.




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 priority problems.

Action Plan for Strategy Related to Priority Problem #1

Name of Program, Strategy or Practice to Address PriorityProblem:

Reading Plus,Read 180

SMART Goal: During the 2010-2011 school year Language Arts teachers in grades 7and 8 general education, special education (LLD) and

6-8 bilingual will continue to implement Reading Plusand Read 180to decrease the number of students in the abovementioned subgroups scoring below proficiency by at least 5% as measured by student schedules, lesson designs, walk-through, and analysis of summative and formative data.

Indicators of Success: At minimum a 5% decrease in students scoring below proficiency levels on ACCESS, NJASK, district Interim assessment (DIA)inaddition to student schedules for remediation for those at Tier 2 and 3. In addition, walk throughs for student engagement,differentiated instruction teacher feedback utilizing NJCCCS and instructional on observations.

Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date - Timeline

1. Distribution of NJASK and DIA for student scheduling and planningof instruction.

All Staff/ Dataand

AssessmentCommittee

DATA September-October(ongoing)

2. Continue implementation of Reading Plus and Read180 GeneralEducation andSpecialEducationTeachers LLD

AdditionalProfessionalDevelopment forSPED teachersand generaleducation,additionalstudent books

September-October(ongoing)




26

templates9. Lesson plan and classroom visitation review Administration Classroom

visitation logsOn-going

10. On-going discussion using bench-mark assessments and strategiescommon planning time and staff meeting time.

Allinstructionalstaff.

Commonplanning time

On-going



Acellus, Connected Math Program

SMART Goal: During the 2010-2011 school year Mathematics teachers in grades 7and 8 general education , special education (LLD) and

6-8 bilingual will continue to implement Connected Math and begin implementation of Acellus to decrease the number of students in the above mentioned subgroups scoring below proficiency by at least 5% as measured by student schedules,lesson designs, walk-through, and analysis of summative and formative data.

Indicators of Success: At minimum a 5% decrease in students scoring below proficiency levels on ACCESS, NJASK, district Interim assessment (DIA)inaddition to student schedules for remediation for those at Tier 2 and 3. In addition walk throughs for student engagement,differentiated instruction teacher feedback utilizing NJCCCS and instructional on observations.



1. Distribution of NJASK and DIA for student scheduling and planningof instruction.

All Staff/ Dataand

AssessmentCommittee

DATA September-October(ongoing)

2. Continue implementation of Connected Math GeneralEducation andSpecialEducationTeachers LLD

AdditionalProfessionalDevelopment forSPED teachersand generaleducation,additionalstudent books

September-October(ongoing)




27

and studentsaccess codes

3. Support/training and job embedded coaching and mentoring forConnected math and implementation of Acellus

MathematicsTeachers(SPED andGeneral Ed)ELA resourceTeacher, modelteacher,Director of ProfessionalDevelopment

Connected Mathand Acellusmaterials andcodes

September – June 2011

4. Identification of Tier 1, 2 and 3 students for the purposes of supplemental instruction/Principal conferences and Guidanceconferences

InstructionalStaff. Data andAssessmentcommittee, andGuidancecounselor

Materials forRTI (response tointervention )

Bi-quarterlyMid marking and end of marking periods

5. Parent Teacher Student Data Chats – conferences to review studentinstructional and non instructional data for improvement a of studentachievement.

InstructionalStaff students,parents, andGuidancecounselor

Data chat forms,Data

Fall 2010 Spring 2011

6. Administration of District Interim Assessment (Learnia) and analysisof results for instruction.

InstructionalStaff. Data andAssessmentcommittee, andGuidancecounselor

Assessmentmaterials

Fall 2010, Winter2011and Spring 2011

7. Professional Development to support best practices. Administration, SPDC,exemplar staff

Time, coverage,and researchbased model

On-going – to begin atthe on-set of the year.

8. Monitor implementation of the concepts Administration CommonPlanningagendas /

On-going




28

templatesLesson plan and classroom visitation review Administration Classroom

visitation logsOn-going

9. On-going discussion using bench-mark assessments and strategiescommon planning time and staff meeting time.

Allinstructionalstaff.

Commonplanning time

On-going



CIM Continuous Improvement Model

SMART Goal: During the 2010-2011 school year all teachers in grades 7and 8 general education, special education (LLD) and 6-8bilingual will continue to implement CIM Continuous Improvement Model to decrease the number of students in the abovementioned subgroups scoring below proficiency by at least 5% as measured by student schedules, lesson designs, walk-through, and analysis of summative and formative data and by increasing the amount of support for students who arestruggling academically and are identified at Tiers 2and 3.

Indicators of Success: At minimum a 5% decrease in students scoring below proficiency levels on ACCESS, NJASK, district Interim assessment (DIA)inaddition to student schedules for remediation for those at Tier 2 and 3. In addition walk throughs for student engagement,differentiated instruction teacher feedback utilizing NJCCCS and instructional on observations.



1. Review of retention lists and first marking period grades for proper Instructional Genesis grading August - October




29

student placement and support staff information2. Teachers utilize common planning time to identify students struggling

(Tier 2) academically and confer with guidance to develop academicsupport plan

Teachers / Guidance

Time / agendas / minutes

August – October(ongoing)

3. Guidance works with Social Worker, Nurse, and Administration toevaluate possible barriers to learning and provide support.

SIFSS SIFSS commonplanning time

September – June 2011Monthly

4. Conference with student to set goals and develop instructionalimprovement plan

Instructional / Guidance

IIP and academicresources

Bi-quarterlyMid marking and endof marking periods

5. Notify parents and schedule conference. Guidance Time / parentsupport

As often as needed

6. Review periodic assessments and continue to provide support if needed.

InstructionalStaff

Genesis reports Bi-quarterlyMid marking and endof marking periods

7. Referral process for students at Tier 3. SIFSS Team Referral sources / information

September – June 20112/month

8. Implementation of the 21 st Century Afterschool program Select Staff Use of computersstudent text andnotebooks

October – May 2011

9. Saturday Success Academy Select staff Use of computersstudent text andnotebooks

Winter – Spring 2011

10.School wide implementation of the 7 Habits of highly effective TeensSchool Wide Initiative

All Staff AndStudents

7 Habits of HighlyEffective TeensText

Fall 2010- Spring 2011

Plan Components for 2011

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




30

Description of Strategy or Program

ContentArea

FocusTarget

Population(s)Person

ResponsibleIndicators of Success(Evaluation Outcomes)

Research Supporting StrategyDate of Research, Source

Reading Plus Language Arts

General Education Principal AdministrativeTeamInstructional Staff





Observations

The Relationship Between a SilentReading Fluency InstructionalProtocol on Student s’ ReadingComprehension and Achievementin an Urban School Setting,Timothy Rasinski, Ph.D., (KentState University), S. Jay Samuels,Ph.D. (University of Minnesota),Elfrieda Hiebert, Ph.D. (Universityof California, Berkeley), YaacovPetscher, Ph.D. (Florida Center forReading Research)

Read 180 Language Arts

Special Needs LLD Principal AdministrativeTeamInstructional Staff


assessments\3. SRI4. Interdisciplinary


through

6. District site visits

7. Formal /InformalObservations

Before Reading Next: READ 180

An Alignment of READ 180 andReading NextExecutive SummaryRosemarye T. Taylor, Ph.D.

CPO - CambridgePhysics Outlet

Science General EducationSpecial NeedsBiligual

Principal AdministrativeTeamInstructional Staff




through

Dr. Thomas C. Hsu is a nationallyrecognized innovator in science andmatheducation and the founder of CPOScience (formerly Cambridge PhysicsOutlet). Heholds a Ph.D. in Applied PlasmaPhysics from the Massachusetts




31


ContentArea

FocusTarget

Population(s)Person




Observations

Institute of Technology (MIT), and has taught

students from elementary, secondaryand collegelevels across the nation.

Rosetta Stone* ESL /*WorldLanguage

ELL readingcomprehensionimprovement/GeneralEd-World Languages

Admin. Team

Instruct. staff




through


Observations

Measuring the Effectiveness of RosettaStoneF I N A L R E P O RTRoumen Vesselinov, Ph.D.Visiting Assistant Professor Queens College | City University of NewYork

Student , staff andparents participate inData Conferences or Chats

CoreSubjects

All PrincipalInstructional Staff




through

5. Data

CIMIs based on best practices, thatProvide for continuous monitoring of performance and addresses theachievement gap between all subgroups. CIM supports data-drivendecision Making

*7 Habits of HighlyEffective Teens

ALL ALL PrincipalInstructional Staff




through5. District site visits 6. referrals

Adams, Troy & Janet Bezner. "Principle-centeredness: A values clarification approach towellness." Measurement & Evaluation inCounseling & Development 1995: 139.

Read more: http://www.articlesbase.com/self-improvement-articles/research-paper-on-the-seven-habits-of-highly-effective-people-272182.html#ixzz13LC7YL7b Under Creative Commons License: Attribution

http://www.articlesbase.com/self-improvement-articles/research-paper-on-the-seven-habits-of-highly-effective-people-272182.html#ixzz13LC7YL7b






http://creativecommons.org/licenses/by/3.0











32


ContentArea

FocusTarget

Population(s)Person




*Acellus Math 7/8 GeneralEducation, SPED-LLD

PrincipalInstructional Staff Math resourceteacher




through5. District site visits 6. referrals 7. Formal /Informal

Observations

The International Academy of Science,curriculum developer for the AcellusLearning C Courses for Acellus tfocus onhelping students obtain the knowledge andskills theyneed in mathematics. Curriculum for thesecourses are based on the National Councilof Teachers of Mathematics (NCTM) Standards.

Connected Math Math 7/8 GeneralEducation ,SPED-LLD, Bilingual

PrincipalInstructional Staff Math resourceteacher




through5. District site visits 6. referrals


Kilpatrick, J., Martin, W.G., & Schifter, D.(Eds.) (2003) A Research Companion toPrinciples and Standards for SchoolMathematics, Reston, VA:NCTM

CIM Continuousimprovement model

ALL PrincipalLeadership Team




through5. District site visits





33


ContentArea

FocusTarget

Population(s)Person



6. referrals 7. Formal /Informal

Observations

*Use an asterisk to denote new programs.

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


ContentArea Focus Target

Population(s)Person



Saturday Success Academy *

MATH /LITERACY

Studentsscoring within15-20 pointsfromproficiency

InstructionalStaff andLeadershipteam

Increase in the students scoring at or aboveproficiency.

Data based and NJCCCS aligned.

21st Century After School program

All Students inneed of

21st Centurystaff and

Attendance and participation in after-schoolactivities and tutoring support.

NJCCCS aligned and boardapproved.




34



Population(s)Person



academicsupport and

after-schoolactivity

LeadershipTeam.





35

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



Population(s)Person



Training by SPAN

Statewide Parent Advocacy NetworkInclusion /LRE (10/31)

All -Language Arts , MathScience

All Staff SPDC-SchoolProfessionalDevelopmentCommittee,SIFSS, Principal

1. Lesson plans

2. Benchmark assessments3. Interdisciplinary thematic projects4. Administrative Walk through5. District site visits 6. referrals 7. Formal /Informal Observations

NJDOE / NJCCCS approved andaligned-Special Education

Best Practices / DataDriven andDifferentiated Teaching

*

AllLanguage Arts , Math

Science

Allinstructionalstaff

SPDC-SchoolProfessionalDevelopmentCommittee,Principal

1. Lesson plans2. Benchmark assessments3. Administrative Walk through

4. District site visits 5. referrals 6. Formal /Informal Observations.


Character EducationProfessionalDevelopment

AllLanguage Arts , MathScience

All Staff Administration /SPDC, HMSLI,Principal, SIFSS

1. Lesson plans2. Interdisciplinary thematic projects3. Administrative Walk through4. District site visits 5. referrals 6. Formal /Informal Observations

Ams, Troy & Janet Bezner. "Principle-centeredness: A values clarification approach to wellness."Measurement & Evaluation in Counseling &Development 1995: 139.

Read more: http://www.articlesbase.com/self-improvement-articles/research-paper-on-the-seven-habits-of-highly-effective-people-272182.html#ixzz13LC7YL7bUnder Creative Commons License:Attribution


Table I: 2010-2011 Parent Involvement Programs

Description of Strategy or ProgramContent Area

FocusPerson



Parent workshops and cultural activities Language Arts All Staff / Agendas, sign in sheets, and feedbackforms, correspondence

Beyond the Bake Sale















36


FocusPerson



Mathematics SIFSS The Essential Guide to Family-SchoolPartnershipsANNE T. HENDERSON, KAREN L. MAPP,VIVIAN R. JOHNSON, ANDDON DAVIES

NJASK Parent Workshop All Content Areas

All Staff /SIFSS

Agendas, sign in sheets, and feedbackforms, correspondence


The Essential Guide to Family-SchoolPartnershipsANNE T. HENDERSON, KAREN L. MAPP,VIVIAN R. JOHNSON, ANDDON DAVIES

Back to School Night (9/22) All Content Areas

All Staff /SIFSS




Parent Teacher Conferences / Parent Datachat (11/2)

ELAMathSocial StudiesScience

All Staff /SIFSS




Parent Teacher Conferences / Parent Datachat3/16-3/17

Social Studies All Staff /SIFSS




Hispanic Heritage Day (10/23) Social Studies All Staff /SIFSS



The Essential Guide to Family-School

http://www.thenewpress.com/index.php?option=com_catalog&task=author&author_id=P36889











































37


FocusPerson



PartnershipsANNE T. HENDERSON, KAREN L. MAPP,VIVIAN R. JOHNSON, ANDDON DAVIES

Family Fiesta Night (10/27) ELA, SocialStudies

All Staff /SIFSS




Parent Involvement Day 2/8 All areas All Staff /SIFSS




PTO Monthly Activities PE / Health /Communitywellness

All Staff /SIFSS




Field and Health Community Day Climate, parentofferings, andinstructionalquality.

All Staff /SIFSS




Parent involvement satisfaction survey Climate, parentofferings, and

All Staff /SIFSS



The Essential Guide to Family-SchoolPartnershipsANNE T. HENDERSON,














































38


FocusPerson



instructionalquality.

KAREN L. MAPP,VIVIAN R. JOHNSON, ANDDON DAVIES


Parent Involvement (PI) Narrative

1. What is the connection between PI and the priority problems identified in the needs assessment?Parent involvement strategies are designed to support seek parent support for school planning and provide workshops in instructional programs.

2. What are the measurable goals and targets for PI in 2011?Increase parental involvement by 10 % or more as evidence in sign in sheets and workshops offered.

3. Do you have a school-parent compact?The school has a parent teacher compact that is distributed and reviewed with parents during Fall Parent Teacher Student Data Chats

4. Describe the process to ensure that parents receive and review the school-parent compact.Compacts are distributed during parentteacher students’ conferences and data chats.

5. How is student achievement data reported to the public?Student Achievement data is reported during Back to School Night, parent teacher data chats, school website and parent workshop.

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










39

Procedures for informing parents about Hubbard’simprovement status include Back to School Night,parent data chats, principal’s message, PTO meetings,Global Connect and parent workshop.

7. Identify procedures for informing parents about the school’s disaggregated assessment results. Procedures for informing parents about Hubbard’s improvement status include Back to School Night , parent data chats, principal’s message, PTO meetings,Global Connect and parent workshop.

8. How were parents involved in the development of the Unified Plan?Parents were involved in discussion of improvement activities, participated in the surveys, and attended a forum to discuss results / improvementand offer suggestions for improvement.

9. Identify procedures for informing a parent about their child’s student assessment results. Individual student reports are sent from the state and a copy is made and mailed to parents. A copy is retained for office records and a disaggregated studentprofile sheet was used to discuss student academic concerns at our parent teacher conference / data chats.

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

PI funds were used to offer parent workshops and host school and PTO events.11. How will the required PI funds be used in 2011?2011 PI funds will be used to increase parent workshops, resources, and activities.

12. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III?Procedures for notifying parents include: letters to parent and postings on school / district web site

Table J: 2010-2011 Annual Student Targets

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

7-8 NJASK Baseline 2011 Target NJASK Baseline 2011 Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 31 37-9 NJASK 22.9 30.61

Students with Disabilities NJASK 6.9 16.21 NJASK 8.8 17.92

Limited English Proficient StudentsNJASK 7.2 16.48 NJASK 10.7 19.63

White NJASK N/A N/A NJASK N/A N/A




40

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

7-8 NJASK Baseline 2011 Target NJASK Baseline 2011 Target

African-American NJASK 30.9 37.81 NJASK 17.6 25.84

Asian/Pacific Islander NJASK N/A N/A NJASK N/A N/A

American Indian/Native American NJASK N/A N/A NJASK N/A N/A Hispanic NJASK 31 37.9 NJASK 27.8 35.02

Others NJASK N/A N/A NJASK N/A N/A

Economically Disadvantaged NJASK 30.3 37.27 NJASK 23.7 31.33

Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff




41

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

98.5% Positive Initiatives and teacher recognition along withcollaborative decision and goal setting process to

create engaged stakeholders. Subcommittees andHMSLI provide support / voice for staff.

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

1.5% Bilingual Scienceand SS

Multiple certification position – requestedadditional staff from the district to cover Science / SS position.

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

100% Work with district to secure professional support staff.

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

NA NA

Description of Strategy To Attract HQ Staff Individuals Responsible

Hubbard Middle School, along with the district, recruits highly qualified staff members by providing a supportive,progressive educational model which allows teachers to participate in collective decision making models.

Administration / HR department




43

Student Eligibility and SelectionTable N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistance school and the measures to identify 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 Name

Targeted Assistance Schools

Entrance Criteria ( ) Exit Criteria ( )

State Assessment NJASK Saturday Academy, 21st Century, and SIFSS

Other Assessments NJASK Saturday Academy, 21st Century, and SIFSS

English Language Proficiency ESL, Bilingual program, Rosetta Stone, 21st Century

Classroom Grades NJASK Saturday Academy, 21st Century, Guidance InstructionalImprovement plans, and SIFSS

Teacher Recommendation SIFSS team referral for decision on placement in support grouping.

Other: Discipline Concerns Administrative conferences, SIFSS team referral, behavioralintervention, counseling, outside referral for services.

NOT APPLICABLESCHOOLWIDE SCHOOL




45

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 schools making AYP from the previous year. We are nohowever making thestate benchmark for AYP which is the district’s long term goal for its schools. This is due to a lack of full implementationof the Continuous

Improvement Model (CIM), at the school level. There is also a lack of complete understanding by school administrators on how to use data to drive instruction andplanning for results. Many administrators are new and therefore does not have a full understanding of the best practices in literacy instruction.

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 multiple 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) District and school web sites to inform parents and the community at large




46

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. BusinesOperations 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 CCCSCurriculum frameworks have been created that use the NJCCCS as the foundation to help teachers guide instructionwith a specific sequence for facilitating learning. New curriculum guides for all subject areas and grades K-12 will beprovided to teachers indicating all grade level expectations.




47

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 amounts are available at http://www.nj.gov/education/grants/entitlement/nclb/. Total Amount Allocated: $ 26,450

Brief Description of Strategy or Program

Implemented with FundsAllocated Use Carried Over Reallocated Use Outcomes as a Result of Implementing the

Strategy or Program Evidence

TECHNOLOGY INFUSION-Purchase of computers tosupport differentiatedinstruction and Rosetta Stone( World Language) and ESLsupport

$26,450 0 0 Orders for computers and software have beencompleted. Program will be implemented in2010-2011

Lesson Plans,School technology Plan,use of Read 180 andreading Plus, Acelluesand Connected Math

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

Total Amount Allocated: $ 22,510

Brief Description of Strategy or Program

Implemented with FundsAllocated Use Carried Over Reallocated Use Outcomes as a Result of Implementing the

Strategy or Program Evidence

CONNECTED MATH $22,510 0 0 Spring 2010 Test Results will provide theresults

Lesson Plans, studentassessments

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



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









48

School Budget Pages

School level budget pages in Excel mustbe completed along with each school’s Unified Plan, identifying the following: How the Title I, Part A school allocation is budgeted for targeted assistance schools or schools operating school wide programs that donot blendtheir 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. 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.




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 that have already completed a corrective action

plan, corrective actions identified in Year 4 continue 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 identifiethe district) in addition to the SINI and/or SW components. Identify which corrective action(s) will be taken and describe the implementation and how the action(s) wincorporated with the other elements of the Title I Plan.Note: CAPA report prioritized recommendations must be incorporated into the Title I plan.

Corrective Actions1 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 performance 4 Significant decrease in management authority at the school level

5 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 actions implemented :

CorrectiveAction # Description

Effective Yes - No

Evidence of Effectiveness Outcomes

1

23

4

5

6

7

8

Not Applicable – See Below




50

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 approvedrestructuring plan continues to be incorporated into the Unified Plan.

Year Restructuring Plan Created: ___2005-2006____

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 planning processand the restructuring detailswww.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 f orth in theNo 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 makeadequate progress (consistent withexisting contractual provisions and applicable statutory protections in Title 18A).

Identify the restructuring option(s) selected: 3___

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

Fundamental Governance ReformsImplemented as Listed in Approved

Restructuring PlanStatus of Implementation

Effective Yes - No

Evidence of Effectiveness

Outcomes

3 Replace all or most of the school staff, whichmay include the principal, who are relevant to theschool’s inability to make adequate progress(consistent with existing contractual provisionsand applicable statutory protections in Title 18A).

Current administrative staff (principal 2 years)Vice Principals (0 years)

Yes NJASK proficiency levelsSuspension Data Attendance Data

Increase of students at or above proficiency in ELAMath and ScienceDecrease suspension ratesDecrease in Truancy casesIncrease ( students/staff )attendance




51

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 .)

The Unified Plan was submitted to Committee for review. The committee reviewed over a week’s period and submitted feedback to principal.

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

July 2010 Emerson School

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Janet Grooms Principal NCLB Committee Principal/Leadership Emerson Avenue, Plainfield, NJ

Mary Holt Teacher NCLB Committee Language Arts Emerson Avenue, Plainfield, NJ

Kim Morris Math Resource District Mathematics Myrtle Avenue, Plainfield, NJ

Antoinette Adams VP of Specialservices

District Special Education Myrtle Avenue, Plainfield, NJ

Marian Malabanan Math Resource District ELLMyrtle Avenue, Plainfield, NJ

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

Unified Plan Feedback Hubbard Middle SchoolThe plan is very comprehensive with wonderful suggestions for student and school improvement. The use of data to drive decision is apparent and the plans for engaging families and professional development will have a positive impact on Hubbard Middle School.The following are recommendations for the plan:Page 3 - formatting – the first half of the page the word yes is bold, the second half of the page yes is not bold.

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






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Page 5 – Academic Achievement Mathematics – under Multiple Measures – Do you use DIA, End of Unit Assessments or Classroom Teacher generatedassessments?

Page 5 - Academic Achievement Science – under Multiple Measures – Do you use End of Unit Assessments or Classroom Teacher generated assessments?Page 5 - Did you use the Site Review information (narrative and rubric) as a multiple measurement in the area of professional development?Page 5 - plural possessive for students’ under extended learning opportunities. Page 5 - capitalize S, Special Education and R, Human Resources under leadership categoryPage 7 - 21st Century remove comma after the word syllabus and possibly capitalize Syllabus as everything is capitalizedPage 7 - left justify column 4 under Character Education and SPANPage 8 - SPAN – change Newark to NetworkPage 9 - left justify column 4 in (they are centered) UDL and Best PracticesPage 9 - Capitalize Y in yes in Problem Solving CyclePage 9 - Capitalize S in Staff in Sub-committees for overall school improvementPage 10 - Column 3 (Yes) make capitalization and justification format consistent throughout the page, throughout this chart and throughout the documentPage 10 - Capitalize S in Back to School NightPage 10 - lower case i in individual, column 4, in both parent conference datesPage 11 - either add the word documentation after web site or remove the / in Parent Involvement DayPage 11 - PTO Monthly Activities, column 5, change children to children’s Page 12 – number 1. Capitalize the word Committee after NCLB. Should it be 2009 data instead of 2008?Page 12 - number 2. Capitalize Committee and Subcommittee after the word DataPage 12 - number 5. Last sentence, “Staff use of data to group students and make adaptations to the unit plans.” It is not clear to me whether there was a lack of

use or the staff used the data appropriately.Page 13 - number 9. Capitalize T in Team after SIFSSPage 13 - number 10. Period after resultsPage 13 - number 11. Add an s to make Teacher pluralPage 17- #2 change Grade to Grades 7 – 8Page 19 - SMART Goal and a – after All Students – ToPage 19 - left justify Due Date ColumnPage 19 - For consistency, other two charts (number 2 and 3) have the SMART Goal and Indicators of success in bold print, make consistent. Also remove

empty rows at the end of the chartsPage 21 - Capitalize T in Team after SIFSSPage 22 - Capitalize Leadership Team, 21st Century Staff and Leaders in person responsible columnPage 24 - Change for unified formatting of fontPage 24 - capitalize Improvement ModelPage 24 - capitalize Family Liaison, Testing Coordinator, AdministrationPage 27 - Change NA font from Times New Roman to Arial Narrow




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Page 29 - Capitalize Plans and TeamPage 30 - number two – capitalize CommitteePage 30 - number 4 – capitalize District

5. List the specific recommendations that were incorporated into the plan as a result of the peer review. All comments and revisions provided were incorporated.

plainfield fy12 hubbard unified plan revised10-22-2010

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