plainfield fy12 jefferson unified plan 12-20-11

8/3/2019 Plainfield FY12 Jefferson Unified Plan 12-20-11

http://slidepdf.com/reader/full/plainfield-fy12-jefferson-unified-plan-12-20-11 1/61

1

2012 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD PUBLIC SCHOOLS

Chief School Administrator: ANNA BELIN-PYLES Chief School Administrator E-mail:

NCLB Contact: Dawn Ciccone NCLB Contact E-mail:

School: Jefferson Elementary School

The school is designated (select one): Targeted Assistance School wide

Principal: Scot R. Burkholder 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..

Scot R. Burkholder 6/30/11 __________________________________________ ____________________________________________ ________________________ Principal’s Name Principal’s Signature Date

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 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 SignatureScot R. Burkholder Administrator Yes Yes On File

Vincent Barracato SLT – Special Education Teacher Yes Yes On File

Constance Brown-Anderson SLT – Reading Teacher Yes Yes On File

Shawn Colletta SLT – Extended Care/Teacher Yes Yes On File

Isabella DeSantis SLT –Classroom Teacher Yes Yes On File

Maudeline Gayle-Roberts SLT – Classroom Teacher Yes Yes On File

Andrea Green SLT – ESL Teacher Yes Yes On File

Marge Leonard SLT – School Nurse /

Community Resident

Yes Yes On File

Denise Scala SLT – Professional School Counselor Yes Yes On File

Yaneth Sierra SLT – Bilingual/WL Teacher Yes Yes On File

Vanessa Belvin SLT/PTO – Parent/Community Yes Yes On File

Laura James SLT/PTO – Parent/Community Yes Yes On File

Daniel Torres SLT/PTO – Parent/Community Yes Yes On File

Wesley Jenkins SLT/PTO president – Parent/Community

Yes Yes On File

Yvonne Breauxsaus District Assessment Support Yes Yes On File

ALL TEACHERS / TA’s School Staff – Committee Work Yes Yes Sub groups on file



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 Topic Agenda on File Minutes on File

Yes No Yes No

10/5/10 Jefferson Conf. Needs Assessment/Data Review X X



1/25/11 Jefferson Conf. Needs Assessment/SIA Grant X X

2/1/11 Jefferson Conf. Needs Assessment/SIA Grant X X

3/1/11 Jefferson Conf. Needs Assessment/CAPA X X3/29/11 Jefferson Conf. CAPA/Action Planning X X

5/16/11 Cafeteria Whole Staff Sub Group Work X X

6/7/11 Jefferson Conf. Plan Discussion X X

6/15/11 Jefferson Conf. Plan Development X X

6/21/11 Cafeteria Whole Staff Plan Development X X

6/22/11 Jefferson Conference Plan Development / Review X X

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?

Jefferson Elementary School in collaboration with the community will nurture, inspire and motivate allstudents to achieve high academic and social standards in order to ensure success in our diverse globalsociety.



4

Motto: “Excellence begins with me”

What is the school’s mission?

To ensure each student’s highest achievement:

• The Jefferson School Community uses data to drive instruction, set goals, and motivate students.

• The Jefferson School Community responds to the instructional needs of students by differentiatinginstruction through modifications, interventions and enrichment.

To promote continuous learning:

•The Jefferson School Community embraces and implements district wide literacy and mathematicscurriculum to increase academic achievement for all learners.

•The Jefferson School Community meets individual student needs through a variety of resources andactivities before, during, and after the school day.

•The Jefferson School Community prepares students for the 21st century by integrating technologyacross all disciplines.

To encourage responsible citizenship:•The Jefferson School Community teaches and models positive character traits through character education and behavior support.

•The Jefferson School Community promotes self-reflection and goal setting.

•The Jefferson School Community recognizes individuals and groups who demonstrate strong character.

To create a safe, nurturing environment:

●The Jefferson School Community enforces established rules, rituals and routines.

●The Jefferson School Community fosters a conducive learning environment.

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

During the 2010-11 school year, a sub-group was created to review and revise the school’s vision andmission statements.

The schools vision and mission statement were originally developed during grade level meetings theprevious year. During the 2009-10 school year, each Grade level was given the opportunity to draft avision-mission statement for our school. Upon completion this drafts were reviewed and main thoughtsand ideas were consolidated to establish the final document.



5

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.

Narrative:

At Jefferson School we use multiple indicators to identify our students’ needs.

State-Level Assessments:We analyze the data from the NJASK 3-6 and DRA for Grades K-2. All students, inclusive of Special Education and Limited English Proficient (LEP) students, are

tested with the exception of two students who take the APA. This data provides a limited picture of strengths and weaknesses of student achievement in literacy,mathematics, and, in Grade 4, science. Jefferson School uses the NJ results to qualify students for intervention programs: summer school, after school programs,and in-class support programs such as READ 180 and Reading Plus. The NJASK results provide a strand-by-strand analysis in mathematics and science (Gr. 4) butdo not in language arts. NJASK results are shared with parents and students through frequent “data chats”. LEP students are also assessed using the ACCESStest. This data is used to identify students who are ready for mainstream classes, to measure yearly progress in the ESL prog ram, and to identify student strengthsand weaknesses to be addressed in the ESL and general academic program. ACCESS results are shared with parents and students using “data chats”.

District-Level Assessments:Plainfield students in Grades 3 and up, inclusive of Special Education and Limited English Proficient (LEP) students complete the District Interim Assessment threetimes a year. The past year, major flaws limited the DIA data as the second round was not calibrated correctly and the third examination period was canceled by thedistrict. The district currently mandates the use of the Learnia predictive assessment in Reading and Mathematics and utilizes a writing benchmark assessment

quarterly. Jefferson school uses these district measures of evaluation for two purposes: 1) to develop an Instructional Focus Calendar and 2) to discuss strengthsand weaknesses with each student and parent utilizing data chats strategies to inform both parents and students of current academic performance level.Grade level teams collaborate to develop Instructional Focus Calendars. Teachers select the weakest 20% of skills identified in the NJASK and DIA as focus skills.The skills are shares with all teachers who work with before mentioned students and special area teachers. These skills are taught in classes as introductory, review,or reinforcement. The skills are assessed by teachers in formative and summative assessments in class, and on the next DIA.

Classroom-Level Assessments:Teachers use formative and summative assessments in writing, reading, mathematics, social studies, and science to measure students’ strengths and weaknesses,and to help determine skills to be taught in class in whole class, small group, and individual sessions. Said assessments include observations, anecdotal records,reading and writing conferences, specific rubrics, running records, quizzes, tests, and computer generated data from the Reading Plus and Read 180 programs.



6

Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes

Academic Achievement – Reading Reading Plus, Read 180, and LearniaPrograms

The Reading Plus data depicts that student gains were noticed; on an average 30%of the students advanced one level, 32% two, and 34% went up by three levels.

The growth report in the Read 180 program shows that while the program was not

consistently utilized 64% of the students enrolled showed gains in lexiles. There wasa significant gain shown in the growth of two students who began at a BR(0) lexilesand ended up growing by 699 and 359 lexiles respectively.

Data from Learnia was inadequate therefore information germane to studentperformance could not be retrieved.

Awaiting the NJASK scores, this section will be revised once scores are delivered.Scores should show growth due to literacy instruction being a primary focus goal.

Academic Achievement - Writing Writing Benchmark assessments,student writing portfolios, and NJASKscores (TBD)

Teachers throughout the year have implemented the new writing initiative, Teachers”College Model (Lucy Calkins) and Message Time Plus. There was on goingprofessional development which resulted in renewed rigor and interest in student

writing. The gains earned during this period were noted through the displays of students’ writings and expressions. Benchmark (TAP) writing assessments showedone to two level increases on rubrics utilized. The NJASK data should solidify thesuccess for grades three through six. Awaiting the NJASK scores, this section will berevised once scores are delivered

Data from Learnia was inadequate therefore information germane to studentperformance could not be retrieved.

Academic Achievement - Mathematics Math grading assessments, Learnia,and the NJASK (TBD)

Class grading review and student folder review showed progress in students learningmathematic skills aligned with the NJCCCS. Growth was seen in the students’ scoresand work quality in class. While Learnia data was largely flawed due to the score

entering, some growth was measurable in the area of math instruction in Grades 4-6. Awaiting the NJASK scores, this section will be revised once scores are delivered.Scores should show growth due to quality instruction and departmentalizationteaching by highly qualified staff.

Parent Involvement Back to School Survey

On-going on-line survey

Back to School Night

3 Open houses

Parent Academy Workshops

Parent involvement opportunities, attendance, and feedback all showed s ignificantincreases during the 2010-11 school year. This year, over 65% of parents came outfor the back to school night based on our sign in records as compared to 50% lastschool year. During 2011-12, we held three open houses which added over 120documented parents participating in the educational day of their children. We alsoheld parent academy workshops in which 55 parents learned about technology,



7


NJASK testing requirements, and proper health and nutrition for their students.

Based on written and on-line survey review: (results collected through zoomerang.com)

67 % are satisfied or very satisfied with school efforts to involve parents.

70% would like more information on how to help their kids succeed.

70% of parents listed increase in test scores and materials as their concern.

80% said they would like to be “more involved” in the educational process

57% said that technology integration was their top educational wish

70% reported being satisfied or very satisfied with teacher quality

80% reported being satisfied or very satisfied with administration.

Professional Development Pre and Post needs assessments, PDplan, union county PLC data, andclassroom evaluation data.

A professional development needs assessment was distributed and collected. Theresults included a variety of data which measures construct. Areas of need wereidentified based on teacher survey. Twenty-four teachers completed the needs

assessment – which this year was conducted as a pre (Aug) and a post (June).Professional development needs were reflected as follows:

PD Need Area Pre-Assess (Aug) Post Assess (June)

Literacy Improvement – writingmodel / reading block

55% 40%

Math Improvement – Scope,targeting of student needs

14% 35%

Improving student discipline 18% 20%

Applying concepts of differentiating instruction

73% 70%

Using Data to drive instruction 50% 20%

Conclusions: Due to decreases in literacy improvement and using data to driveinstruction, these areas were effectively presented in 2010-11. CAPA visits confirmedthat our school had high levels of student engagement (100%), used data effectively,and that there was a significant increase in student writing success and in the quality



8


of the posted work. The increase in Math suggests that we need to refocus on mathinstructional PD after making literacy a primary focus this year. Additionally, since thepercentage of teachers needing differentiated instruction PD is consistently high, weneed to address this to a greater degree in 2011-12.

Extended Learning Opportunities FFC program, Saturday School The Saturday program at Jefferson School provided 43 students in the cusp areas(175-200 on the NJASK in Literacy/Math/Both) 21 hours of additional instruction thatwas data driven to improve their chances to achieve proficiency on the NJASKassessment (7 sessions for three hours each). Based on the reviews of the Saturday Academy student individual learning plans, all students showed some growth withabout 60 percent of those students showing significant growth in targeted skills areasduring the seven week session.

The FFC program served 60 students in grades 1-6 and provided academic tutoringin mathematics and literacy for 18 hours a week from December through May.

Students in this program showed growth based on report card review and success asindicated that no students in this program were recommended for retention. Below isa chart of actual hours spent by the students in each area:

Core ServiceBefore/After School

Documented AverageHours/Week

Service to Youth

# of Student ReceivingDocumented

Level Of ServiceSocial Services 3 60Education 4 60Enrichment 3 60Recreation 8 60

Homeless District homeless reports and homevisits by administration, nurse, andschool counselor.

All students identified were targeted for additional assistance, SES programs,extended day programs, and additional support through the district and school’sSIFSS program.

Students with Disabilities IEP review, materials inventory,classroom review, NJASK scores(TBD)

All teachers in the year 2010-11 were required to sign into the IEP viewing room andview students IEP’s for maximum accountability and adherence to theaccommodations listed in the plans. All teachers were provided a 30 page packetand received PD in how to make educationally researched modifications to lessons,assessments, and instruction to benefit our SPED students. Based on classroomreview, several of the strategies were evident this year. NJASK scores will determinethe level of improvement for these students. In addition, over $8,000 of additionalmaterials and textbooks were purchased this year specifically to benefit the SPED



9


population’s instruction.

English Language Learners Dual language instructional model,classroom visitations, grade reviews,NJASK scores and Learnia scores.

Additional resources and PD provided.

Standardization of bilingual instruction was evident in 2010-11 leading to a moredocumented instructional program for our ELL students. Additional small groupsupport opportunities were built in for struggling students utilizing the ESL and World

Language teachers.

Economically Disadvantaged SES programs, FFC program, and at-risk intervention through SPED

Students in the most at-r isk categories were placed in the SIFSS process for additional educational, social, and family support. In addition to the academic tutoringprograms and extended learning opportunities, these students received extramaterials and school uniforms.

School Culture Pre and Post surveys conducted,collaborative agenda review, andsuspension data reviewed.

Based on review of the pre and post needs assessments, our school has shownsome improvement in our schools culture. Significant progress has been made inthe area of developing a student reward system (three major school events held torecognize positive behavior) and in the number of PD’s designed to support studentgrowth and address root causes (Vertical articulation session held in 2010-11 and

cause and effect activities) which led to increased sense of school community. Theschool motto “excellence begins with me” was added to all school correspondence,two major displays at the school, and discussed with students at length atassemblies. Community service opportunities increased significantly causing ameasurable (in table) growth in pride working and going to school here. In 2009-12,there were three community service projects. During the current school year, nineevents were documented and held.

Survey results:

Conclusion: More can be done to get the discipline policy followed, students to enjoytheir experience here, and staff to collaborate as those areas as most of them

School Culture Area Pre-Assess (Aug) Post Assess (June)

Staff collaborate well 75% 77%

Discipline policy is understood 78% 76%

Students enjoy education here 82% 78%

Students NEED to be motivated 68% 52%

Staff are proud to work here 65% 76%



10


remained unchanged during the school year despite improvement efforts. Significantincreases were seen in the areas of students needing motivation (the number appears as a decrease, but indicated more students are now self-motivated andempowered) and in the pride staff show working at Jefferson.

Leadership Staff and Parent Surveys, Leadershipteam binder review.

80% of parents responded during the year end survey that they were satisfied or verysatisfied with the school’s principal and leadership team. The leadership team metmore frequently and provider greater feedback in grants, decision making, and day today operations based on review of the current and last year’s binders. Finally, 85% of teachers in the school climate survey reported that the administration (principal andteam) were supportive/very supportive as compared to only 45% of teachers feelingsupported in the 2009-10 school year.

Highly Qualified Staff Highly Qualified Binder and personnelfiles.

As a result of correcting HR errors, all staff are listed as highly qualified for the 2011-12 school year as compared to 96.8% the previous year.

School-Based Youth Services NA NA



11

Evaluation of 2011 Teaching and Learning Strategies & Programs

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

1Strategy or Program

2Content/Group

Focus

3Effective

Yes-No

4Documentation of

Effectiveness

5Measurable Outcomes

Splash Program LAL Yes Data Pre/Post Kindergartener’s students raised DRA scores 3-4 levels on average asa result of this instruction.

1st grade students raised DRA scores 7.5 levels on average as a resultof this instruction. One student showed no growth but was referred toCST.

2nd grade students raised DRA scores 14 levels on average as a resultof this instruction.

3rd grade students raised DRA scores 19.3 levels on average as aresult of this instruction.

Reading Plus LAL Yes Student/teacher Reports The Reading Plus data depicts that student gains were noticed; on anaverage 30% of the students advanced one level, 32% two, and 34%went up by three levels.

Read 180 LAL Yes Student/Teacher Reports The growth report in the Read 180 program shows that while theprogram was not consistently utilized 64% of the students enrolledshowed gains in lexiles. There was a significant gain shown in the

growth of two students who began at a BR(0) lexiles and ended upgrowing by 699 and 359 lexiles respectively.

Lucy Caukins Units of Study

LAL – Grades K-6 Yes Student work samples andbenchmark assessments.Writing model standardized.

This model was implemented and followed up with regular jobembedded modeled PD to support the standardization andimprovement of the writing block. Growth seen in posted work, studentportfolios, and on the writing benchmark assessments. Teachersreported increased conferencing opportunities with their students andincreased collaboration with colleagues.

Message Time Plus LAL – Grades K-2 Yes Scaffolding opportunitiesincreased and mini-lesson

This model was implemented and followed up with regular jobembedded modeled PD to support the standardization and



12

1 2 3 4 5

standardized. improvement of the reading block in primary grades. Teachersreported increased conferencing and scaffolding opportunities with their students and increased collaboration with colleagues.

Focused Learning Walks

/ Best Practice Sharing

All Content areas Yes Agendas and PD logs Staff shared best practices throughout the year during grade levels,

during job embedded PD, and during the vertical articulation sessionsto increase instructional delivery throughout the building.

Small Group Instruction Lit. Yes Student rosters ESL, WL, intervention support, and reading support teacher all had pullout assignments to work with students in small group settings to raisestudent contact time. These students showed growth in targeted skillsareas.

Instructional FocusCalendars

Lit Yes Documented hours of qualityservice and measurablegrowth in classroomassessments and marking

period grading.

The addition of over 60 documented hours of increased support,tutoring, and academic discussions showed academic growth inclassroom assessments and in the tutoring records for the program.NJASK scores should reflect an increase in students enrolled in this

program.Saturday Academy LAL/Math Yes Individual learning plans and

class records.Based on the reviews of the Saturday Academy student individuallearning plans, all students showed some growth with about 60 percentof those students showing significant growth in targeted skills areasduring the seven week session.

Technology Infusion

Discovery Ed, EM games

Smart Boards/Lap-tops

All Subjects Yes Increased usage reports,student engagement levels,completion of project basedlearning assignments.

Increases seen in computer usage from Fall to Spring CAPA visit andin administrative walk through data. Data from programs suggests EMgames and discovery education allowed greater differentiation of instruction for students of all levels.

IEP viewing party and

lesson plan review toensure accommodationsbeing met.

Students with

Disabilities

Yes Lesson Plan review and IEP

sign in log.

All teachers were provided with accommodation strategies and required

to list modifications in lesson plans (and use them in class) with thegoals of supporting improvement in classified students. There was nomeasurable tracking of this in the 2009-10 school year on file.

Additional MaterialsPurchased / PD

All Subjects/GenEd/SPED/ELL

Yes Budget, classroominventory, student usage.

Administration spent over $26,000 as a calculated strategy to ensure allstudents had appropriate materials, both required and supplemental.This resulted in an increase in students being able to take work home,have reference materials, and practice in workbooks.

I&RS Process Homeless/Migrant Yes Meeting logs, phone calllogs, state reports, and

Students identified were added to our most at-risk list. These studentswere eligible for district assistance, placed at the top of our extended



13

1 2 3 4 5

home visit reports. day lists, and received support from the in house SIFSS team.

One-way dual languageprogram

ELL Yes Schedules, logs, visitationrecords, student growth

Teachers report growth on classroom assessments, DRA’s, and other anecdotal assessment forms due to immersion in one-way languagemodel. NJASK scores should show growth in these students as well.

Rosetta Stone ELL Yes Reports, classroomvisitation data, teacher feedback.

Rosetta allowed teachers to differentiate their instruction by providingsupport to the most emergent student learners in a data driven manner.

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/Group

Focus

3

Effective

Yes-No

4

Documentation of

Effectiveness

5

Measurable Outcomes

FFC Extended Day LAL/Math/Science/

SS

Yes Documented hours of qualityservice and measurablegrowth in classroomassessments and markingperiod grading.

The addition of over 60 documented hours of increased support,tutoring, and academic discussions showed academic growth inclassroom assessments and in the tutoring records for the program.NJASK scores should reflect an increase in students enrolled in thisprogram.

Saturday Academy LAL/Math Yes Individual learning plans andclass records.

Based on the reviews of the Saturday Academy student individuallearning plans, all students showed some growth with about 60 percentof those students showing significant growth in targeted skills areasduring the seven week session.

Summer EnrichmentProgram SPLASH

Literacy and Math Research has shown thatstudents who attend thesummer enrichmentprograms retain the skillswhich have been taughtthroughout the year. /it is onthat premise that weconsider that this program iseffective

Post-tests of students showed growth in targeted areas of literacy andmath. Curriculum is aligned to NJCCCS. Students were selected byprincipal and grade level teams as an intervention strategy to raisescores and reading levels back to grade level.



14

Table D: Professional Development That Was Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomes

Columbia University Teacherscollege. Units of Study WritingWorkshops

LAL Yes Lesson Plans, studentwork, and PD records.

As a result of this PD, teachers gained significant strategies andcollaborated with colleagues to share best practices resulting inan increase in the quality and quantity of the students writtenwork. The model also ensured universal teaching practices toincrease articulation which were absent in previous years.

NJASK Open-ended writingprofessional development

LAL Yes Lesson Plans, studentwork, and PD records.

As a result of this PD, teachers gained numerous teachingstrategies and were provided with detailed scoring informationon how to improve student writing responses on open endedtests. The classroom data and TAPs show gains in studentwritten responses. The NJASK will confirm or contradict thisdata once available.

Children’s Literacy Institute – Message Time Plus

LAL Lesson Plans, studentwork, and PD records.

Teachers developed an increased skill set for scaffoldingreading and writing learning opportunities for their students.This technique was recorded during administrative walk throughvisits as “significantly increasing” as a result of this PD.

Vertical Articulation Session LAL/Math Yes CAPA / U.P developmentLesson Plans, studentwork.

The first session focused on reviewing curriculum and theNJCCCS for reading comprehension. Teachers sharedstrategies and identified areas that were of major importance for IFC’s and teaching opportunities. IFC’s and lesson plansreflected information from these sessions and a significantportion of this information was utilized for CAPA and unified plandevelopment.

Root Cause Analysis All Core, PI, Schoolculture, and PD

Yes CAPA / U.P developmentLesson Plans, studentwork.

The first session focused on last year’s programs and planningfrom the unified plan and planning for improvement in 10-11.Information from these sessions and a significant portion of thisinformation was utilized for CAPA and unified plan development.

Reading Plus – Data Analysisfor planning

LAL Yes Lesson plans, IFCs, andstudent portfolios.

As a result of this session, usage reports showed an increaseduse of Reading Plus program which led to measureable gains inthe students reading comprehension scores in the programs.



15

1 2 3 4 5

Additionally, based on lesson plan review, an increase in use of supplemental components of the program was observed(worksheets, PDF’s) to benefit student learning and differentiatecontent delivered for each student.

Math articulation andnecessary skill development Math Yes Lesson Plans, studentwork, and IFC

development.

Teachers reviewed class data and assessed current studentacademic performance and planned for improvement. Mathscores showed progress as a result of this session and based onteacher reflection, these types of sessions should be offeredmore frequently.

IEP Viewing, Instructionalmodifications anddocumentation.

Students withDisabilities

Yes CAPA / U.P developmentLesson Plans, studentwork, referral services,and CST records.

As a result of this PD session, all staff at Jefferson receivedtraining on providing appropriate modifications and viewedstudent IEP’s to ensure that students received an appropriateeducation according to SPED laws and best practices. Lessonplans reviewed proved that these strategies were beingimplemented in planning and in use in instructional periods

(observed during class visits).

Bullying, Harassmentprevention

All Students Yes Student discipline recordsand referrals.

While data is hard to track in this area, an increase in reportingincidents was observed and this could be attributed to the factthat staff were more attentive and responsive to reportingincidents after this PD.

Student and Family SupportIntervention PD

Academic at-riskstudents, ec.disadvantaged, andearly intervention

Yes CAPA / U.P developmentLesson Plans, studentwork, referral services,and CST records.

An increased of referrals and more comprehensivedocumentation was seen as a result of this PD. Documentationtechniques taught during this session led to students beingenrolled in SIFSS, CST, Saturday Academy, SPLASH program,and the K-2 intervention program.

The effects of poverty onstudent learning.

Homeless/Migrant Yes Referral services Again, tough to track. However, more documentation wasobserved to secure students in need district and school supportas a result of these sessions. 4 students were identified and ALL received services.

Rosetta Stone ELL Yes Usage Records, readingand speakingcomprehension data.

This program was being utilized in several Bilingual classes asthe year closed. Late implementation resulted in limited datacollection, however teachers reported students using theprogram were increasing English language skill development(reading and speaking). The program has been established for



16

1 2 3 4 5

all students in ELL programs as an RTI, but is most beneficialwith emergent learners according to research.

One-way Dual LanguageInstructional Model

ELL Yes Schedules, student reportcards, and lesson plan

reviews.

Standardization of the bilingual model has led to consistentinstruction and scheduled learning opportunities for our ELL

students. DRA scores, report cards, and portfolio reviews showthat this model has increased student achievement levels ascompared to previous transitional and un-prescribed models.

Table E: Parent Involvement That Was Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomes

Principals Meet andGreet

LAL/Math Yes Sign in sheets, agendas,and surveys conducted.

About 60 parents and community members came out to give feedbackabout the educational offerings at Jefferson and discuss thedisaggregated testing data. Services and support programs wereoffered to parents.

Back To School Night LAL/Math Yes Sign in sheets, agendas,and surveys conducted.

About 60% of parents attended the back to school night in 2010-11.This program introduced all parents to the educational offerings (asconfirmed by the agendas and sign in sheets) here at Jefferson. SESand extended day sign up and selections also took place.

Parent/Teacher Conferences

All Subjects Yes Sign in sheets, agendas,and data chat forms.

Parent attendance as reported by teacher sign in sheet was over 70%.This was a data chat format to share NJASK scores and set

educational goals collaboratively for the 2010-11 school year. (Overalldata shows 283 in 2010 vs. 200 in 2009).

School Open House (2) All Subjects Yes Sign in sheets, agendas,and documented time of parents participating inclass.

Parents took part in the literacy and math blocks during the two openhouse sessions learning how to help their students succeed andsupport the homework that is sent home.

NCLB/SIA Parentcommittee

All Subjects / Schoolimprovement

Yes Sign in sheets, agendas,and programs selected andimplemented.

Parents provided information and feedback about educationalprograms and offerings that they felt were valuable to their children. Asa result the school leadership team and parent committee looked at



17

1 2 3 4 5

educational research collected from the REL institute and what worksclearinghouse to select programs to fund through SIA that will benefitthese shared established goals.

Parent Academy – Using

Technology to help your children learn

All core subjects Yes Sign in sheets, agendas,

and documented time of parents participating inclass.

Over 25 parents signed up for the class which taught parents how to

use free educational programs and programs already approved(Reading Plus, EMG, and Ten Marks) to help their students improveacademically.

Parent Academy – Health and nutrition for asuccessful education

SES/ At-riskstudents

Yes Sign in sheets, agendas,and documented time of parents participating inclass.

Over 25 parents signed up for the class which taught parents how toprepare their kids physically (rest, nutrition, early screening for illness/disability) for the most academic success.

Parent On-lineSatisfaction Survey

English /Spanish

All Areas Yes Survey data – pre and post Parents took this survey at the meet and greet, on-line throughout theyear, and at the year-end PTO meeting. Surveys indicate

Open House workshops -PRISE


Yes Sign in sheets, agendas,and surveys conducted.

Parents and community members were provided workshops anddocuments (PRISE) on how to support and advocate for students withdisabilities. A sign in log documented a significant increase inadministrative, CST, and parent meetings for students with disabilities.

Parent Teacher

Organization

All studentsHomeless/Migrant

Yes Sign in sheets, agendas,and supplies donated.

PTO events were more frequent and better attended according to signin records. PTO meetings averaged between 30-40 members during2010-11 as compared to 8-15 parents the previous year.

CAPA / State of SchoolsJefferson Event

All Yes Sign in sheets, agendas,and information collected for

future CAPA visits.

Data collected from this event is being included in the unified plan andwas discussed with the CAPA consultant and whole staff for

improvement.Parent BudgetCommittee

All/ Finance Yes Sign in sheets, agendas,and programs selected andimplemented.

Data collected and discussed in these sessions were included in theFY12 projections and discussed with the business administrator toensure parent support and understanding of the school budget.

Dual LanguageInstruction Launch

ELL Yes Sign in sheets, agendas,and surveys conducted.

Schedules, report cards, and classroom observations show that thebilingual department now has a standard educational model that isproducing measurable learning opportunities and growth for students.

Global Connect All Subjects Yes Call records Monthly global connect messages and letters to the communityinformed parents of important events and discussed strategies for



18

1 2 3 4 5

student improvement.

School E-book bag All Subjects Yes On-line documentation School e-book bag placed test scores, student events, and educational/ social support program information on the web for parent review.Parents referenced this strategy in the satisfaction survey as being

extremely beneficial.Career Day LAL/Career Yes Sign in sheets, agendas,

and documented time of parents participating inclass.

All students (408) had at least three parent professionals (someclasses had 4) visit classrooms to present information about their careers. This brought out over 25 parents and community members toassist the school in providing instruction and a positive message for our students.

Family Fun Day ALL Yes Photos, parent sign-upsheets.

Year end celebration allows Jefferson to connect with families, buildrelationships with the community, and disseminate importantinformation as the year closes out.

Parent Grant Writing

Committee

Finance Yes Sign in sheets, agendas,

and programs selected andimplemented.

This team led to two additional parent grants being written. One of

which resulted in a stipend used to begin the parent workshops. Theother grant is pending review, but the school has received a certificatefor the proposal.



19

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.

A professional development needs assessment was distributed via on-line survey and the results were collected and analyzed in September and during the month of July. The results included a variety of data which measures construct. Areas of need were identified based on teacher survey, feedback from prior CAPA visits, DataSummary Reports in addition to Jefferson School Unified Plan Review /Checklist. The needs assessment was completed by 26 teachers. The top three professionaldevelopment needs were reflected as follows: Data Driven Instruction, Differentiation of Instruction, and support to ELL and SPED populations in the general setting.

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

Data is disaggregated at the district level, reviewed by administration and distributed to teachers. Assessments, such as District Learnia Testing DIA, may be scoredby the district or by the teacher depending on district mandate. Results are forwarded, via email, for individual students to their respective teachers. Upon receivingthe NJASK it is reviewed from which targeted skills are created to differentiate and drive the instruction in grade levels and individual classrooms. The schoolguidance counselor and principal along with individual teachers helped to identify the highest risk students according to data results from the previous year’s highstakes tests. Students who were not proficient as well as those who were proficient were recommended for after school educational services, thus further targetingtheir needs. The results of the ACCESS test, which shows the English proficiency level of the ELL students, guide bilingual classroom teachers in the process of grouping students. The District Learnia Test was administered 2 times last year in Language Arts and Math for Grades 3, 4, 5, & 6. The tests are then scored by thedistrict and data is sent to the schools, from which, teachers provide differentiated activities to the students. In addition, teachers use the previous year’s DRAassessment results to create guided reading groups as well as to differentiate instruction in the beginning of the year. This diagnostic assessment is given 3 timesthroughout the year with the support of ESL teachers and the Reading Specialist. Again, results are used to drive the instruction within the classroom. Reading Plus,a computer based reading program, is used by 3, 4, 5, and 6 grade students. Specific data identifies each student’s weaknesses in reading. From this datateachers group the common needs of students as well as plan differentiated instruction which focuses on the strengths and weaknesses of the students. In Math,end of the year assessments from the previous year are administered to provide data for the needs of students. Staff reviews and analyzes it to find commonalitiesand target children in subgroups. In writing, teachers administer on demand tasks where all children are given the same writing assessment, after which a profilesheet is used to determine the areas needed for further in depth instruction within the subgroups.

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

Multiple measures of data promote reliability and validity. The measures include state, local and teacher made assessments as well as statistical analysis from thestate. Key staff has also been trained in the Continuous Improvement Model which is a method designed for data desegregation. This involves the following process:Plan (data disaggregation, calendar development), Do (direct instructional focus), and Check (assessment, maintenance, monito ring), Act (tutorials, enrichment),then the process is repeated, beginning again with Plan.

The following staff members have been trained in the Continuous Improvement Model: (Goal for 2011-12: More teachers trained in CIM)

• Vincent Barracato, Special Education Teacher

• Oliva Torres, Special Education Teacher

• Yaneth Sierra, World Language



20

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

Within each grade-level and each classroom, students’ levels are extremely varied, ranging from Partially Proficient, Proficient to Advanced Proficient. Thesevariations indicate a need to provide additional training and collaboration of all stakeholders. This will result in a clearer focus of data results, and specific materialsand activities needed to strengthen academic performance in all content areas. Teachers will also demonstrate use of varied strategies to encourage active studentparticipation during instruction. Students’ weaknesses will be addressed as well as their strengths. A major school wide goal will be to focus on differentiation of instruction and assessment design to support the varied learning needs of our students.

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

Professional development needs to be modified based on the needs of the teachers, teachers’ assistants and the students. Professional development, thus far, hasbeen provided on a district-wide level, and oftentimes, does not address the needs as indicated by the stakeholders which are contrary to the guidelines of the NewJersey School Professional Development program. A major school wide goal for the new incoming SDPC will be to focus on differentiation of instruction andassessment design to support the varied learning needs of our students. Last year, improvements were seen in the use of building based PD and a new SPDCcommittee was elected to ensure that teachers of various abilities, different grade levels, and all needs are addressed by the PD program in 2011-12.

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

NJASK data is usually received by September. The principal in collaboration with the leadership team review the data and based on the outcomes, teachers areinstructed to formalize their plans for differentiation of instruction. The students are divided into five groups: Remedial (score of 100-174), Cusp/Intervention (score of 175-199), Support/Monitor (200-214), Gifted AP (score of 215-249), Honor Roll AP (score of 250 and above).

The students who fall into the Remedial subgroup are recommended for more serious intervention such as the SIFSS process to f ind additional tutoring and supportprograms to benefit their learning. The Cusp group is targeted toward the after school ramp-up program and the Saturday Academy. Those who fall into the Supportsubgroup are also recommended for the after school ramp-up program. In October, the district’s Fall Acuity Test is administered. This provides teachers withcurrent student data for use in planning small group instruction consistent with the student’s needs.

In addition, the Access Test is used for all LEP students to determine their level of language proficiency in English. Teachers use the data results to determinestudents’ needs and plan their instruction accordingly. In grades 1-6, teachers use the students’ Diagnostic Reading Assessment (DRA) profiles from the previousyear to aid in establishing benchmarks for differentiated reading groups. The DRA’s are used to select students for the SPLASH in year intervention program thatwas introduced in 2010-11 and will continue this school year.

7. How are educationally at-risk students provided with effective assistance?Instruction is designed to address students’ academic needs. At risk students are provided with additional tutoring and teachers design Individualized AcademicImprovement Plans for students scoring below proficiency level in the subject areas of Literacy, Math, Science and Social Studies.

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

We do not have migrant students at Jefferson.

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

Our analysis suggests that this sub group was dealt with effectively when identified, but more can be done to identify homeless students and provide themconfidential support in a timely manner.

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



21

Teachers participated in grade level meetings, created data binders, held articulation sessions, and were able to discuss assessment data as part of NCLB sub-committees that were formed for overall school improvement action planning consistent with the title one unified plan. In 2011-12, we look to provide a standardtemplate for the data binder and professional development on how to use the academic data in the most effective manner.

11. Describe the transition plan for preschool to kindergarten, if applicable.

We developed a meeting and orientation schedule for 2011-12 that was absent in previous years. The principal of Jefferson Elementary sent a letter to all pre-schoolparents zoned to Jefferson School to invite them to an orientation meeting for the dual language immersion model being implemented in 2011-12. The initial meetingwas held in May and registration began shortly after that. A full kindergarten orientation is scheduled for the beginning of September.

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

The priority problems are identified based on the recommendations received from CAPA visits, as well as Instructional Focus v isits provided by the district. Theidentified problems are then examined to determine the root causes and subsequent strategies which should be used address them.

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

The data has shown a decline/deficiency in literacy and mathematics in most subgroups. The following deficiencies may result by a combination of the following:

• Administrative turn-over within the building which led to lack of consistent data collection, analysis, and planning.

• Elimination of academic coaching positions, testing coordinators, and other support positions leading teachers to do more analysis while teaching/on prep time.

• Lack of Instructional Support Teachers for small group pull out. These programs were mandated under America’s Choice and funded under Abbott.

• Teachers assigned to work areas in which they have not received training. This is partially due to high district teacher mobility/transfer rate.

• Classroom assistants were removed from one class to another due to class size or noncompliance of policy. Several were removed due to “budget” in 10-11.

• Due to staff reduction, teachers are being forced to take on other responsibilities and have larger class sizes, resulting in a decrease in student contact time.

• Changing of instructional programs, assessment measures, and educational models after a few years of implementation.

• Teachers receive limited training when new programs are introduced, though in 2010-11 modeling was provided for two programs (writing/CLI).

• Teachers new to the school have not received the same training as veteran teachers.

• Lack of specific district curriculum guidelines and mapping is flawed due to the low percentage of teachers who are able to participate in the summer.

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

NJASK scores have consistently shown a low number of our students scoring proficiency in LAL. Improving our performance as a school in language arts literacy,along with improving instructional strategies to combat concerns noticed, continues to be our first and primary goal..


The ELL population has significantly increased in the past few years at Jefferson Elementary and this populations struggles on the NJASK assessments has led to adecrease in overall test scores. As a school, we identified the lack of proper professional development and available strategies for teachers to support this sub groupas a major concern.


Instructional strategies have seen significant improvement as related to the previous years goals due to increases in professional development, standardizing theinstructional models in LAL and ELL education, and through best practices and articulation sessions. Although more will be done to address this Smart Goal, our focus for goal 3 in the coming year will move to mathematics instruction as these schools also need to be significantly improved.



22

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 10 14 Read 180, Reading Plus, Saturday Program, FFCprogram, and SIFSS if necessary.

Due to lack of systemic review from the leadership level, nocomprehensive plan for student progression existed. Enrollmentin FFC and other programs occurred, but s tudent improvementwas not data driven in these programs in 2008-2010.

Grade 5 13 11 Read 180, Reading Plus, Saturday Program, FFCprogram, and SIFSS if necessary.


Grade 6 NA 10 Read 180, Reading Plus, Saturday Program, FFCprogram, and SIFSS if necessary.


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

Grade 4 7 11 Saturday Program, FFC program, and SIFSS if necessary.

Due to lack of systemic review from the leadership level, nocomprehensive plan for student progression existed. Enrollmentin FFC and other programs occurred, but s tudent improvement

was not data driven in these programs in 2008-2010.Grade 5 12 5 Saturday Program, FFC program, and SIFSS if

necessary.Due to lack of systemic review from the leadership level, nocomprehensive plan for student progression existed. Enrollmentin FFC and other programs occurred, but s tudent improvementwas not data driven in these programs in 2008-2010.

Grade 6 NA 9 Saturday Program, FFC program, and SIFSS if necessary.




23

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.When completing the matrix below, data from Tables A, B, C, D, E and the Needs Assessment Summary should be used.

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 X X X X X X X X X X X

2 Early childhood education

C o r e C u

r r i c u l u m C

o n t e n t

S

t a n d a r d s

3a Language arts literacy and reading X X X X X X X X X X X

3b Mathematics X X X X X X X X X X X

3c Science

3d Social studies

3e World Languages

3f Cross Content Workplace Readiness X X

4 Technology Literacy X X X

S t a f f N e e d s

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

D e v e l o p m e n t

5 .

I m p l e m e n t i n g

t h e C C C S 5a Language Arts Literacy X X X

5b Mathematics X X X

5c Science

5d Social studies

5e World Languages

5f Cross Content Workplace Readiness X X X



24


Priority Problem


A .


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 .


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 .


H .

H o m e l e s s


J .

L E P

K .

T e a c h e r s

L .


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 .


Q .


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

6

Effective classroom use of technology

7 Standards-based assessment

8 Instructional skills and strategies X X X X X X X X X X X X

9 Mentoring

10 Classroom management

11 Using data/assess. to improvelearning X X X X X X X X X X X X

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 use22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27Suspensions, removals, or expulsions

28Serious or persistent disciplineproblems

29 Bullying

30 Victimization



25


Priority Problem


A .


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 .


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 .


H .

H o m e l e s s


J .

L E P

K .

T e a c h e r s

L .


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 .


Q .


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

31 Truancy/attendance X X X X X X

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict

35 Intergroup conflict/bias

36 Negative peer influence X X X X X X X X X

37 School safety

38 School climate/environment X X X

39 Risk factorsQualityTeacher 40 Teacher Quality

Tech. & Ed.Materials

41 Technology activities X X X

42 Instructional/Educational MaterialsStudents with

SpecialNeeds 43 Drop-out rate

Literacy, &Adult Ed.

44 Adult literacy X

45 Parent/community involvement X

Leadership46 Leadership Network X X X

47 Leadership PD



26

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

1. A and 3a. A,B,C,E,F,G,H,I 1. D,J and 3a.D, J

Name of priority problem CCCS—LAL and Reading, Closing the achievement gap. CCCS—LAL and Reading, Closing the achievement gap.

Describe the priority problem The district has not met the State bench mark in LAL and withinthe school students missed AYP in LAL

These subgroups missed AYP in the areas of LAL, andScience

Describe the root causes of the

problem

The root causes are the lack of systemic continuity in the

programsLack of professional developmentSustainability and implementation of professional developmentRigor and relevance of instructional practices based on corecurriculum standards.Staff turn-over in critical testing areasHigh administrated turn-over

Influx of new staff members

Lack of clear definition of the bilingual education programs in

previous years. The bilingual model was Inconsistent fromgrade to grade. This is being addressed with the duallanguage model, but more work must be done in PD.

For Population J (ESL/ELL students)Lack of instructional resources - being addressed.Limited professional development for staff Lack of alignment between the curriculum of bilingual andmonolingual classroomsLack of consistent ESL instructional support

For Population DParental supportConsistence disciplinary standardsNuclear family structure/supervisionStaff turn-over in critical testing areasHigh administration turn-over and instructional leadershipInflux of new staff members to the elementary level

Subgroup or population addressed See demographic groups A,B,C,E,F,G,H,I in needsassessments.

Bilingual and ESL students in the mainstream classrooms andEconomically Disadvantaged Students

Grade span 3-6 3-6



27

Related content area missed Literacy Literacy

Name of scientifically researchbased program/strategy/practiceto address problem

The scientifically based program that is being used to addressliteracy problems is Read 180 which target students whoscored between 100-174 on the NJASK, and Reading Plusaimed at targeting students who scored between 175-214. Inaddition, teachers complete class profile forms for all district

and school assessments. This process allows teachers toidentify clearly the strengths and weaknesses of the students.This year it has also been mandated that teachers meet with allparents to inform them of the data gathered and discussstudents’ progress. We will also implement varies strategies and techniques assuggested from the Institute of Education Science NationalCenter from Education Evaluation and Regional Assistance.

The scientifically based program that is being used to addressliteracy problems is Read 180 which target students whoscored between 100-174 on the NJASK, and Reading Plusaimed at targeting students who scored between 175-214. Inaddition, teachers complete class profile forms for all district

and school assessments. This process allows teachers toidentify clearly the strengths and weaknesses of the students.This year it has also been mandated that teachers meet with allparents to inform them of the data gathered and discussstudents’ progress. Teachers will receive SIOP PD during2011-12 and administration is looking into ABA programs for atrisk students.We will also implement varies strategies and techniques assuggested from the Institute of Education Science NationalCenter from Education Evaluation and Regional Assistance.

How does the program/strategy

align with the NJ CCCS?

The curriculum of our school is aligned with the NJCCCS in all

content areas. All classroom instruction and activities aregoverned by NJCCCS and our data is based on multipleassessment tools, such as state assessments, conferencelogs, DIA, and observations.

We are also currently evaluating how to implement theCommon Core Standards in a project based/inquiry basedlearning model to ensure all standards are taught in a crosscurricular manner. This would increase instruction in theneeded improvement areas.

The curriculum of our school is aligned with the NJCCCS in all

content areas. All classroom instruction and activities aregoverned by NJCCCS and our data is based on multipleassessment tools, such as state assessments, conferencelogs, DIA, and observations.

We are also currently evaluating how to implement theCommon Core Standards in a project based/inquiry basedlearning model to ensure all standards are taught in a crosscurricular manner. This would increase instruction in theneeded areas.

CAPA finding or recommendation

related to the priority problem

Progress was observed in the area of differentiated instruction;

posting student work and writing were noted. CAPA suggestedthe use of a standard data binder template and increaseexisting articulation sessions (both horizontal and vertical)

CAPA credits the dual language model with providing more

structure and consistency in the ELL programs, but more canbe done to ensure articulation between both the ELL gradelevels themselves and with general education counter parts.Continuous instruction in differentiated instruction will bemodeled and implemented daily.



28

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

#3 #4

Population Category Letter &Problem Number

1. A and 3b. A through J

Name of priority problem CCCS—Mathematics, Closing the achievement gap.

Describe the priority problem The district has not met the State bench mark in Mathematicsand within the school students missed AYP in Math.

Describe the root causes of theproblem

The root causes are: Lack of systemic continuity in the educational

programs Lack of professional development for sequencing and

prioritizing necessary NJCCCS with EDM program

Sustainability and implementation of professionaldevelopment in math as literacy became a focus areaat the district level.

Rigor and relevance of instructional practices basedon core curriculum standards.

Staff turn-over in critical testing areas High administrated turn-over Influx of new staff members No RTI program in math outside of extended day

programing. LAL has three.

Subgroup or populationaddressed

See demographic groups A,B,C,E,F,G,H,I in needsassessments.

Grade span 3-6

Related content area missed Mathematics

Name of scientifically researchbased program/strategy/practiceto address problem

The scientifically based program that is being used to addressliteracy problems is EDM and Study Island. Students in the175-200 NJASK score area for Math will be included in RTI andextended day programs for 2011-12. In addition, teacherscomplete class profile forms for all district and schoolassessments. The school is also using Instructional Focus



29

Calendars to highlight necessary instructional focus. Thisprocess allows teachers to identify clearly the strengths andweaknesses of the students. This year it has also beenmandated that teachers meet with all parents to inform them of the data gathered and discuss students’ progress. We will also implement varies strategies and techniques as

suggested from the Institute of Education Science NationalCenter from Education Evaluation and Regional Assistance.

How does the program/strategyalign with the NJ CCCS?

The curriculum of our school is aligned with the NJCCCS in allcontent areas. All classroom instruction and activities aregoverned by NJCCCS and our data is based on multipleassessment tools, such as state assessments, conferencelogs, DIA, and observations.

CAPA finding or recommendationrelated to the priority problem

Progress was observed in the area of differentiated instruction,posting student work in math, and quality of instructional focuscalendars.



30

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. At least ten steps must be identified.

Action Plan for Strategy Related to Priority Problem #1

Name of Program, Strategy or Practice toAddress Priority Problem:

Guided Reading, Read Aloud, DEAR, Peer to Peer, Think-Pair-Share, Author Study

SMART Goal:

(Specific, Measurable, Achievable, Relevant, Timely)

During the 2010-11 school year, 80% of all students in grades K to 4 , interim assessment for grades 5 and 6 willincrease their reading proficiency through the implementation of a Guided Reading Program as measured by the DRA(Diagnostic Reading Assessment)

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

The programs mentioned above are proven to have evidence of positive or potentially positive effects for at least oneimprovement outcome according to the October 2009 and September 2010 studies listed on the what works clearinghouse web site presented by REL. Also, timeline and strategies are aligned with “Strong” and “Moderate” evidencetaken from the IES practice guide entitled, “Assisting Students St ruggling with Reading: RTI and multi-tier interventions”.

Indicators of Success: 1. DRA, NJASK, DIA results, informal assessments, end of selection assessments, responses to literature – All raised scores.2.SPLASH program will indicate gains to bring students back to grade level.

Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date – Timeline

1 Development of classrooms profile based on NJASK results (grades 3 to 5) andDRA results (grades K to 2)

Results of SRI growth report from Read180 Results of RPA growth report from Reading Plus Results of ACCESS (ELLs grades K to 6) Results of reading running records

Teachers,principal andSLTmembers

NJASK results Sept. 8-30, 2011

2 Training in Differentiation of instruction for reading Classroomteachers andDistrict

Providers October 2011



31

readingresourceteachers

3 Professional Development – Integration of new technology – document camera,Reading Plus, Study Island to benefit reading and writing SMART goals and student

learning development.

Classroomteachers and

Districtreadingresourceteachers

Provider By September 30, 2011

4 Professional development – teachers college. This professional development will befocusing on effective implementation of the readers and writers workshops and helpteachers design effective assessments and instructional plans to address studentfluency and reading comprehension rates.

Classroomteachers andDistrictreadingresourceteachers

Teacher College – Columbia University

Five dates to ensure soundinstruction and planning – first meeting TBD

5 Full Implementation of all programs Classroomteachers

Administration andLeadership team willmonitor

Oct 1,2011 and ongoing

6 Grade level articulation Classroomteachers

Principal and TeachingStaff

Sept. 8-30, 2011 andongoing

7 Share effective practices – and Vertical Articulation Classroomteachers

Job Embedded PD Oct 1, 2011 and ongoing

8 Prepare data graphs using power point (Informal assessments data updates frommonthly grade level meetings).

- Focus teachers’ attention and inquiry on areas of particular strengths

Classroomteachers andDistrict

Leadership Team /Testing Coordinators /data available

Nov 1, 2011 and ongoing

9 Create Data Binders and standardize the format in all classrooms for increaseaccountability and data informed teaching.

InstructionalStaff

Data / Template September – teachersreceive template andNJASK data … ongoingadditions and review.

10 Use data (state and classroom) to create instructional focus calendars to ensure studentgrowth and curriculum alignment to the NJCCCS.

ClassroomTeachersandLeadership

Grade level teams /Planning time

Nov 1 and ongoing



32

Team11 Evaluation of the program Teachers

and PrincipalJan 10,2011 and ongoing

12 Ensure programs are revised if necessary and that all after school and Saturdayacademy classes are aligned with the instructional goals during the standardinstructional day.

LeadershipTeam

All Staff Moved up if Budget allowsto begin FFC, SPLASH, andSaturday program earlier.



Sheltered Instruction Observation Protocol, Dual Language Model, Reading Plus, ABA strategies, Articulation sessions.

SMART Goal:


During the 2010-11 school year, 80% of bilingual, ESL, and economically disadvantaged students in grades K to 4 ,interim assessment for grades 5 and 6 will increase their reading proficiency through the implementation of a GuidedReading Program as measured by the DRA (Diagnostic Reading Assessment)


The programs mentioned above are proven to have evidence of positive or potentially positive effects for at least oneimprovement outcome according to the October 2009 and September 2010 studies listed on the what works clearinghouse web site presented by REL. SIOP has 8 positive studies, though more research is needed to determine validityof results. IES Practice guide “Effective literacy and English Language instruction in the elementary grades” © 2007also supports these strategies.

Indicators of Success: 1. Students in these subgroups will show gains in DRA scores, DIA scores, and other classroom assessments.

2. Teachers, through observation and lesson plan review, will be utlilizing research based strategies to improve literacy withstudents in these subgroups.


ResourcesNeeded Due Date - Timeline

1 Development of classrooms profile based on NJASK results (grades 3 to 5) and

DRA results (grades K to 2) Results of SRI growth report from Read180 Results of RPA growth report from Reading Plus Results of ACCESS (ELLs grades K to 6) Results of reading running records

Teachers,

principal andSLTmembers

NJASK results Sept. 2-30, 2011

2 Training in Differentiation of Instruction and SIOP to benefit the ELL, ESL, and at-riskpopulations

Classroomteachers andDistrictreading

Teachers and SPDCmembers trained in SIOP.

September 2011 and on-going



33

resourceteachers

3 Professional Development – Children’s Literacy Institute - MTP and focus on GuidedReading and Read alouds.

Classroomteachers andDistrictreading

resourceteachers

Providers On-going

4 Professional development – teachers college. This professional development will befocusing on effective implementation of the readers and writers workshops and helpteachers design effective assessments and instructional plans to address studentfluency and reading comprehension rates.


Teacher College – Columbia University

Five dates to ensure soundinstruction and planning – first meeting TBD

5 Implementation of the programs Classroom

teachers

Leadership Team Oct 1,2011 and ongoing

6 Grade level articulation Classroomteachers

All Staff Sept. 8, 2011 and ongoing

7 Share effective practices

Assessment: open ending prompts, vertical articulation samples

Classroomteachers

Staff identified by SPDCand CAPA teams

Oct 1, 2011 and ongoing

8 Prepare data graphs using power point (Informal assessments data updates frommonthly grade level meetings).Utilize Data Walls for analysis and recommendations



Leadership Team /Testing Coordinators



InstructionalStaff

Data / Template Data Binders created inSeptember – review andadditions throughout theyear.

10 Use data (state and classroom) to create instructional focus calendars to ensure studentgrowth and curriculum alignment to the NJCCCS.

ClassroomTeachersandLeadershipTeam

Grade level teams /Planning time

Nov 1 and ongoing

11 Evaluation of the program effectiveness and make necessary modifications. Teachers Jan 10, 2011 or 2012? and



34

and Principal ongoing12 Ensure programs are revised if necessary and that all after school and Saturday

academy classes are aligned with the instructional goals during the standardinstructional day.

LeadershipTeam

All Staff February - June



Everyday Math Program improvements:

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


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

SMART Goal:


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.


ResourcesNeeded Due Date - Timeline

1 Development of classrooms profile based on NJASK results (grades 3 to 5) Review of early classroom assessments in Mathematics Meeting with teacher of previous grade to determine gaps in students learning.

Teachers,principal andSLTmembers

NJASK results Sept. 30, 2011

2 Training in Differentiation of instruction for Mathematics

Possible review and selection of a new RTI program for math based on budget.


Providers October 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)


Providers November 2011



35

6 Full Implementation of all programs Classroomteachers

Leadership Team Oct 1,2011 and ongoing

6 Grade level articulation – identifying skills needs and curriculum gaps Classroomteachers

Principal and TeachingStaff

Sept. 8-30, 2011 andongoing

7 Share effective practices Classroom

teachers

Job Embedded PD Oct 1, 2011 and ongoing

8 Prepare data graphs using power point (Informal assessments data updates frommonthly grade level meetings).



Leadership Team /Testing Coordinators /data available



InstructionalStaff

Data / Template August-September 2011template developed …Review and additions madeby teachers throughout theyear.

10 Use data (state and classroom) to create instructional focus calendars to ensure student

growth and curriculum alignment to the NJCCCS.

Classroom

TeachersandLeadershipTeam

Grade level teams /

Planning time

Nov 1 and ongoing

11 Evaluation of the program Teachersand Principal

Jan 2011 and ongoing

12 Ensure programs are revised if necessary and that all after school and Saturdayacademy classes are aligned with the instructional goals during the standardinstructional day.

LeadershipTeam

All Staff Mid Jan - Feb



36

Plan Components for 2012

Table F: Proposed 2012 Core Strategies to Address Student Achievement

Name of Strategy

Content Area

Focus TargetPopulation(s)

PersonResponsible

Indicators of Success

(Measurable Evaluation Outcomes)

Research Supporting Strategy(from IES Practice Guide or What Works

Clearinghouse)

Splash Program Literacy K-3 Teachers/ Literacyconsultants

Last year, significant growth was measuredin grades K-3 students (Between 3 – 26levels of improvement depending on thestudent) in this program.

Targeted literacy comprehension(using one on one instruction andDRA results) is a scientifically basedstrategy. (REL/WWC supported)

http://ies.ed.gov/ncee/wwc/

Study Island* Core Subjects K-6 Teachers/SPDC Increases in technology usage inclassrooms and measurable increases in

student achievement in reading andmathematics.

NJ independent research concludedthat schools utilizing Study Island as

a RTI for Math and Literacy weresignificantly more likely to producehigher proficiency rates than schoolswho did not use the program. 19total independent studies provinggrowth:

http://www.studyisland.com/research

Discovery Education* Core Subjects K-6 Teachers/SPDC Increased differentiation of instructionutilizing technology.

Research based educationalprogram according to three

independent studies:http://www.discoveryeducation.com

Reading Plus LAL 3-6 Teachers Measurable comprehension and readinglevel improvement with regular usage.

Evidence of positive or potentiallypositive effects for at least oneimprovement outcomeSeptember 2010 WWChttp://ies.ed.gov/ncee/wwc/

Read 180 LAL 3-6 Teachers Measurable comprehension and readinglevel improvement with regular usage.

Evidence of positive or potentiallypositive effects for at least oneimprovement outcome





http://www.discoveryeducation.com/










37

Name of Strategy

Content AreaFocus Target

Population(s)Person

ResponsibleIndicators of Success



Clearinghouse)

October 2009 WWC


Lucy Caukins Units of Study

LAL – GradesK-6

K-6 Teachers/SPDC Measurable writing skill development andscoring based on the NJASK holisticscoring rubric (writing taps).

Columbia University developed,researched, and validated.

Message Time Plus LAL – GradesK-2

K-2 Teachers/SPDC Measurable comprehension and readinglevel improvement through increasedscaffolding opportunities.

5 independent studies havemeasured growth in readingcomprehension through use of theCLI MTP program.http://cliontheweb.org/content/evidence-cli-success

SIOP *

Training/Strategies

LAL ELL/ESL Teachers/SPDC Significant improvement based onadministrative walk through data onstrategies utilized with struggling EnglishLanguage Learners. Growth should beseen in number of interventions for students, strategies attempted, and in thestudents’ performance data.

SIOP has 8 positive studies, though

more research is needed todetermine validity of results. IESPractice guide “Effective literacy andEnglish Language instruction in theelementary grades” © 2007 alsosupports these strategies.


Two-Way DualLanguage Instruction K

All Core All K K Teachers andSPDC

Significant increases in language skilldevelopment in both English and Spanish atthe Kindergarten level.

Research based educational modelbacked by studies conducted byuniversities and several NJ schooldistricts including Englewood, NJ.

One-way DualLanguage Instruction

All Core ELL 1-6 ELL Teachers Significant increases in language skilldevelopment, writing skills, andmathematics in both English and Spanish inall bilingual classes.


Focused LearningWalks / Best PracticeSharing

All Contentareas

K-6 All Teachers,Leadership Team,

SPDC

Increases in strategies and instructionalmodels such as data driven instruction,differentiated instruction, and usingtechnology to analyze student data anddrive instruction.

Research based educationalstrategy suggested by IES study“turning around chronically lowperforming schools”.



http://cliontheweb.org/content/evidence-cli-success











38

Name of Strategy


Population(s)Person




Clearinghouse)

Small GroupInstruction

Lit. K-6 All Teachers,Leadership Team,

SPDC

Data binder should be upgraded andevident providing examples of effective

small group instruction and selection of goals to benefit individual and small groupsof students.

Research based educationalprogram.

Instructional FocusCalendars

Lit K-6 All Teachers,Leadership Team,SPDC

IFC’s completed on time and well aligned tothe students’ needs and the NJCCCS. Areview of IFC’s should show progression instudent learning.

Research based educationalstrategy suggested by IES study“turning around chronically lowperforming schools”.


25 Book Campaign* LAL K-6 Teachers Measurable student commitment to literacyand documented home school literacy

connections.


Saturday Academy LAL/Math 3-6 Teachers, I&RSteam

Students selected in the Saturday programshould show growth according to thePre/posttest, their ILP’s, and studentsselected should score proficient on theNJASK.

Research based educationalprogram designed to providetargeted support using ReadingPlus, Study Island, and other research based strategies.

Technology Infusion:

Smart Boards/Lap-tops*

All Subjects K-6 Teachers/SPDCMeasurable increases in time spent on datadriven, differentiated technology programsby students leading to academic increases.

Numerous studies on WWC point tothe increase in technology/datadriven programming being utilized toshow measurable growth in literacy

and mathematics.IEP viewing and lessonplan review to ensureaccommodations beingmet.


K-6 Teachers/Principal ALL teachers familiar with studentsmodifications and using them to raiseacademic outcomes for special educationstudents.


I&RS Process Homeless/

Migrant

K-6

Subgroup D&J

I&RS Team

SIFSS team

Documented referrals of students in needthat result in educational gains.


Rosetta Stone ELL K-6 ELL,ESL Bilingual Teachers Increase in speaking and reading skills inthe ELL classrooms.







39

*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

Content Area Focus

Target

Population(s)

Person

Responsible




Clearinghouse)

FFC Extended Day LAL/Math/Science/SS Grades 1-6 Staff Documented hours of quality service andmeasurable growth in classroomassessments and marking period grading.Improvement in literacy and math scoresresulting in targeted students raising levelsfrom partially proficient to proficient.

Strategies utilized in this program areconsistent with the WWC/IES practiceguide entitled: “Structuring out of school time to improve academicachievement”

Saturday Academy LAL/Math Grades 3-6 Staff Individual learning plans and class recordsfor the program.

Documented hours of quality service and

measurable growth in classroomassessments and marking period grading.Improvement in literacy and math scoresresulting in targeted students raising levelsfrom partially proficient to proficient.

Strategies utilized in this program areconsistent with the WWC/IES practiceguide entitled: “Structuring out of

school time to improve academicachievement”

Summer EnrichmentProgram SPLASH

Literacy and Math Grades K-2and K-6 inELL

Character Edfor 4-6

Staff At-risk and ELL subgroup students wereselected for these programs. Ameasurable goal would be animprovement in DRA and NJASK scoresin the targeted population selected.

Research has shown that studentswho attend the summer enrichmentprograms retain the skills which havebeen taught throughout the year. /it ison that premise that we consider that

this program is effective.*Use an asterisk to denote new programs.



40

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

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

SIOP – Shelter English

Instruction*

Core ELL, ESL SPDC Increase in teaching strategies for students

struggling in literacy development skills. Thisshould lead to an increase in student LAL gradesas recorded by the DRAs in primary grades andNJASK and DIA in testing grades.

SIOP has 8 positive studies, though

more research is needed to determinevalidity of results. IES Practice guide“Effective literacy and EnglishLanguage instruction in the elementarygrades” © 2007 also supports thesestrategies.


CLI – Read Aloud LAL K-2 Provider Teachers will utilize an increased skill set for scaffolding reading and writing learningopportunities for their students.

This technique will be monitored duringadministrative walk through visits and should resultin primary literacy comprehension improvement.

5 independent studies have measuredgrowth in reading comprehensionthrough use of the CLI MTP program.


Reading Plus LAL 3-6 Provider As a result PD, usage reports will show anincreased use of Reading Plus program which willlead to measureable gains in the students readingcomprehension scores in the programs.

Additionally, based on lesson plan review, anincrease in use of supplemental components of theprogram should be evident (worksheets, PDF’s) to

benefit student learning and differentiate contentdelivered for each student.

Evidence of positive or potentiallypositive effects for at least oneimprovement outcome

September 2010 WWC


Teachers College – Summer WritingInstitute and follow up

LAL K-6 Provider Measurable writing skill development and scoringbased on the NJASK holistic scoring rubric (writingtaps).

Columbia University developed,researched, and validated.

LAL – Data Driven andDifferentiatedInstruction

LAL K-6 SPDC Increased analysis of student needs and use of this data to drive individual student improvementplans leading to benchmarked improvement.

Research based educational strategysuggested by IES study “turning aroundchronically low performing schools”.


















41

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

Math* – Data Drivenand Differentiated

Instruction

K-6 SPDC Increased analysis of student needs and use of this data to drive individual student improvement

plans leading to benchmarked improvement.

Research based educational strategysuggested by IES study “turning around

chronically low performing schools”. http://ies.ed.gov/ncee/wwc/

Vertical Articulation Core K-6 SPDC The first session focused on reviewing curriculumand the NJCCCS for reading comprehension.Teachers shared strategies and identified areasthat were of major importance for IFC’s andteaching opportunities. IFC’s and lesson plansreflected information from these sessions and asignificant portion of this information was utilizedfor CAPA and unified plan development.

Research based educational strategysuggested by IES study “turning aroundchronically low performing schools”.


Dual LanguageImmersion Model* CoreELL/ K-5

Gen Ed K-1Provider Significant increases in language skill

development, writing skills, and mathematics inboth English and Spanish in all bilingual classes.


Study Island PD Core K-6 Provider Increases in technology usage in classrooms andmeasurable increases in student achievement inreading and mathematics.

NJ independent research concludedthat schools utilizing Study Island as aRTI for Math and Literacy weresignificantly more likely to producehigher proficiency rates than schoolswho did not use the program. 19 totalindependent studies proving growth:


Technology Infusion – Smart Boards,Document Camera,Smart Remotes*

All All Staff Provider Increases in technology usage in classrooms andmeasurable increases in student achievement inreading and mathematics.

Smart Boards: A study by the Universityof Wisconsin confirmed that usingvisual aids improved learning up to200%. Harvard and ColumbiaUniversities found that student retentionis improved up to 38%.












42

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

School ProfessionalDevelopment

Committee

All Areas All Staff SPDC More job embedded and site specific PD plannedand executed. The pre and post needs

assessment should reflect gains in staff competency in areas selected as 2011-12 goals.

NJDOE approved and backedapproached to PD.

ABA – AppliedBehavioral Analysis*

SPED Students withDisabilities

Provider Improvement in planning, assessment, andinstruction for students with Special Needs.

WWC suggests ABA and Orton-Gillingham are statistically proven toprovide positive growth for at least oneimprovement outcome.

*Use an asterisk to denote new programs

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

Name of Strategy

Content Area

Focus TargetPopulation(s)

PersonResponsible



Could you project % ?


Clearinghouse)

Principals Meet andGreet

LAL/Math All Parents/Community

LeadershipTeam/Staff

Increase in numbers of documented parentsattending and participating as compared to2010-11.

Multiple IES Practice guides andsections of the WWC suggest parentinvolvement is a major component inimproving student outcomes.

Back To School Night LAL/Math All Parents/

Community

Leadership

Team/Staff

Increase in numbers of documented parents

attending and participating as compared to2010-11.

Multiple IES Practice guides and

sections of the WWC suggest parentinvolvement is a major component inimproving student outcomes.

Parent/Teacher Conferences

All Subjects All Parents/Community


Increase in numbers of documented parentsattending and participating as compared to2010-11. Increase in data chat records for 2011-12.


School Open House (2) All Subjects All Parents/Community


Increase in numbers of documented parentsattending and participating as compared to

Multiple IES Practice guides andsections of the WWC suggest parent



43

Name of Strategy


Population(s)Person

Responsible





Clearinghouse)

2010-11. involvement is a major component inimproving student outcomes.

NCLB/SIA Parentcommittee

All Subjects /Schoolimprovement

All Parents/Community




Parent Academy – ESL, Academic Support,NJASK prep.

All core subjects All Parents/Community




Parent On-lineSatisfaction Survey

English /Spanish

All Areas All Parents/Community


Increase in numbers of documented parentstaking the surveys and participating in theneeds assessment process.


Open House workshops- PRISE


Parents/Community of

SPEDpopulation




Parent Teacher

Organization

All students

Homeless/Migrant

All Parents/Community


Increase in numbers of documented parentsattending and participating as compared to

2010-11.

Multiple IES Practice guides and

sections of the WWC suggest parentinvolvement is a major component inimproving student outcomes.

CAPA / State of Schools Jefferson Event

All All Parents/Community




Parent BudgetCommittee

All/ Finance All Parents/Community


Increase in numbers of documented parentstaking the surveys and participating in theneeds assessment process.

Multiple IES Practice guides andsections of the WWC suggest parentinvolvement is a major component in



44

Name of Strategy


Population(s)Person

Responsible





Clearinghouse)

improving student outcomes.

Dual LanguageInstruction Launch

ELL All Parents/Community

ELL,ESL




Global Connect All Subjects All Parents/Community


Increased use of the global connect systemfor classroom events as well as school wideevents. Improvement in recording andchanging incorrect numbers.


School E-book bag All Subjects All Parents/

Community

Leadership

Team/Staff

Increase in number of postings and parent

access to key documents.Multiple IES Practice guides andsections of the WWC suggest parentinvolvement is a major component inimproving student outcomes.

Career Day LAL/Career All Parents/Community




Family Fun Day ALL All Parents/Community




Parent Grant WritingCommittee

Finance All Parents/Community


Increase in numbers of documented parentsattending and participating as compared to2010-11 leading in an increase of funding tothe PTO organization.


*Use an asterisk to denote new programs.



45

2012 Parent Involvement (PI) Narrative

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

Jefferson Elementary has NCLB committee comprised of parent members and a sub-committee to improve parental involvement. These groupscollect and review data forms and surveys that have been sent home and filled out by the parents and guardians. We would like to see increasedattendance at family/school PTO functions, and increased membership within the PTO. We would like to see more parent/guardian involvement inschool activities. Our priority problem areas could be improved with consistent PI and better communication between the school and home.

2. Do you have a school-parent compact?

Jefferson Elementary has a school-parent compact. The compact has four sections dealing with the relationships between parents, students,teachers and administrators. This is a contract encouraging all parties to cooperate with school rules, homework policies and home/schoolfunctions. Each party takes ownership and responsibility doing their best. Each party is committed by a written signature to maintain the actionsoutlined within the compact.

3. Describe the process to ensure that parents receive and review the school-parent compact.Compacts are sent home to the parent/guardian at the beginning of the school year. The principal and home room teacher signs the compact,which is then sent home with the student for review, discussion and agreement. The parent/guardian and student in return sign the compact andreturn it to school for the parent liaison to check for signatures and to file. A binder with signed compacts is kept in the principal’s office. If thecompact is not signed and returned by the parent/guardian, the parent liaison will intercede by reaching out to parents/guardians. Our VP of thePTO discussed the value of the compact with the PI committee concluding that it is imperative to maintain a productive cycle of communicationbetween home and school.

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

Student achievement data is reported to the public in many ways. Our parents/guardians receive a hard copy notification as well as oral reports of all state assessments during parent/guardian teacher conferences, as well as additional parent/guardian teacher conferences. Our district maintainsthe Plainfield Public Schools website, which houses Jefferson elementary web page. The web page displays student achievement data, as well asinformation about upcoming programs. Data is reported at the annual back to school night, state of the district address by the Superintendent,documents mailed from central office to parents/guardians, and during data chats which take place between parents/ guardians and teachers.

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 to parents annually relating our AYP status and the number of highly qualified teachers at the school in English and Spanishconsistent with state guidelines.



46

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

In addition to mailings sent home to all parents and guardians concerning the AYP status, information is given on the district website, through schoolflyers and from various school based meetings. The Superintendent’s community forum, state of the district address and commun ity letter detailinformation about Plainfield schools’ improvement status. This year, our CAPA review and plans were posted on the school web site.

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

Information about the disaggregated assessment results is shared during data chats. During data chats teachers present test results toparents/guardians, which indicate their child’s academic performance. Parents/guardians are informed of their children’s str engths and weaknessesand then given suggestions on how to help their child improve on those areas. The teachers make themselves available to meet withparents/guardians to discuss their child’s social and academic achievement throughout the school day and after school. In addition, due to the factthat many of our parents work multiple jobs, teachers provide parents with their home and cell phone numbers to facilitate ease of contact.

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

All four officers of the Jefferson School PTO are members of the Leadership Team and have attended meetings. They serve on the parent’sinvolvement sub-committee. The PTO officers and three additional parents were instrumental during modification of the plan and selection of targeted SIA grant approval. Parents have been involved in 2010-11 by participating in a round table discussion about school improvement at whichparts of the unified plan were presented. This was conducted during the principals meet and greet. This year, we are also utilizing our first in the

district elementary online parent survey in English and Spanish to further solicit data on how to plan improvement efforts. Information will also becollected during our parent academy.

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

Throughout the course of the school year, parents/guardians are given information about their child’s academic and social-emotional progress. Inaddition to progress reports, parent/guardian-teacher conferences, report cards and data logs, staff communication through use of journals and/or everyday take home folders is encouraged and expected. We pride ourselves on reaching out to parents, via email, through letters, home visits, andphone conversations whenever there is a concern or a word of praise concerning a student. During data chats teachers present the data of testresults to the parents. The teachers make themselves available to meet with parents to discuss their children’s social and academic achievementmany times during and after the school day.

10. How were the required PI funds used in 2011?Parent funds were used to offer parent academy workshops and also further enhance parental involvement activi ties by providing refreshments andparent literature relevant to the occasion. Examples of this include purchasing refreshments for meetings, materials for parent workshopsdiscussing educational programming, and purchasing study guides to help parents study with their children.

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

We will use this year’s funds to implement an expansion of the parent academy, creation of a parent resource center, and purc hase of additionalhome school connection materials.



47

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

State Assessment Baseline 2012 Target State Assessment Baseline 2012 Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 25.3 32.8 NJASK 2011 29.4 36.4

Students with Disabilities NJASK 2011 11.7 20.5 NJASK 2011 12.0 20.8

Limited English Proficient Students NJASK 2011 12.8 21.5 NJASK 2011 36.9 43.2

White NJASK 2011 NJASK 2011

African-American NJASK 2011 22.9 30.6 NJASK 2011 25.3 32.8

Asian/Pacific Islander NJASK 2011 NJASK 2011

American Indian/Native American NJASK 2011 NJASK 2011

Hispanic

NJASK 2011 21.9 29.7 NJASK 2011 35.8 42.2

Others NJASK 2011 NJASK 2011

Economically Disadvantaged NJASK 2011 25.3 42.5 NJASK 2011 28.8 35.9


Total NJASK 2011 42.9 48.6 NJASK 2011 42.9 48.6

Students with Disabilities NJASK 2011 42.9 48.6 NJASK 2011 42.9 48.6

Limited English Proficient Students NJASK 2011 38.5 44.7 NJASK 2011 38.5 44.7

White NJASK 2011 NJASK 2011

African-American NJASK 2011 58.9 63.0 NJASK 2011 58.9 63.0

Asian/Pacific Islander NJASK 2011 NJASK 2011

American Indian/Native American NJASK 2011 NJASK 2011

Hispanic NJASK 2011 60.4 64.0 NJASK 2011 60.0 64.0

Others NJASK 2011 NJASK 2011

Economically Disadvantaged NJASK 2011 68.0 71.2 NJASK 2011 68.0 71.2



48

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


TotalStudents with Disabilities

Limited English Proficient Students

White

African-American

Asian/Pacific Islander

American Indian/Native American

Hispanic

Others

Economically Disadvantaged


Total

Students with Disabilities

Limited English Proficient Students

White

African-American

Asian/Pacific Islander

American Indian/Native American

Hispanic

Others

Economically Disadvantaged

Currently working with the district to ensure proper

reporting of the DIA results and selection of a test for

2012 that will allow an accurate correlation



49

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

32, 100% Positive Initiatives and teacher recognition along withcollaborative decision and goal setting process tocreate engaged stakeholders. Subcommittees andleadership team opportunities provide support / voicefor staff.

Teachers who do not meet thequalifications for HQT,

consistent with Title II-A

0, 0% NA NA

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

TDB Providing subcommittees and meeting opportunities for paraprofessionals to become part of schoolgovernance. Professional Development and tuitionreimbursement in place as well to retain and promotestaff. New Principal led several classroommanagement and instructional PD for paraprofessionalsonly.

Paraprofessionals who do notmeet the qualifications required

by NCLB (education, ParaProtest, portfolio assessment)

TBD New Principal led several classroommanagement and instructional PD for

paraprofessionals only.

Description of Strategy To Attract HQ Staff Individuals Responsible

Jefferson Elementary School, along with the district, recruits highly qualified staff members by providing a supportive, progressiveeducational model which allows teachers to participate in collective decision making models. Jefferson specifically is implementingresearch based, 21st century educational models such as dual language instruction, technology integration, and allows for allstakeholders to participate in school governance.

HR/Principal



50

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


(Evaluation) How are teachers identified?

Mentoring Program All Non-tenured

teachers

District Satisfactory teachers evaluation Human Resources

Turn-key of best practices by staff members

ALL All Teachers andPrincipal

Effective use of the new materialsand strategies learned.

Improved teacher evaluations

Based upon principal’srecommendation

Peer classroom observation All All Teachers andadministrators

Effective use of the new materialsand strategies learned.

Improved teacher evaluations

Based upon principal’srecommendation

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

PersonResponsible


(Evaluation) How are administrators identified?

Principals / VP Meetings All ALL Superintendent Increase of communication betweenall parties. Implementation of bestpractices for school leaders.

All participate.

Principals PLC ALL ALL Principals Sharing of instructional leadershipstrategies leads to new programmingand improved results.

By grade levels responsible for

Leaders to Leaders All New Leaders State Completion of Legal one, learningexplorations, and action researchproject.

New administrators.



51

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 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 programentrance or exit.

MeasureHomeless Migrant Students with

DisabilitiesEconomically

DisadvantagedELL Other Sub Groups Targeted Assistance

Schools

EntranceCriteria ()

Exit Criteria()

State Assessment NJASK, ACCESS

NJASK, ACCESS

NJASK, APA NJASK, ACCESS NJASK, ACCESS

NJASK, ACCESS N/A N/A

Other Assessments DIA, DRA,TAP

DIA, DRA,TAP

DIA, DRA, TAP DIA, DRA, TAP DIA, DRA, TAP DIA, DRA, TAP N/A N/A

English Language

Proficiency Assessment

ACESS ACESS ACESS ACESS ACESS ACESS N/A N/A

Classroom Grades Hard-court Assessments, EM Assessments, Genesisgradingsystems

Hard-court Assessments, EM Assessments, Genesisgradingsystems

Hard-court Assessments, EM Assessments,Genesis gradingsystems

Hard-court Assessments, EM Assessments,Genesis gradingsystems

Hard-court Assessments,EM Assessments,Genesisgradingsystems

Hard-court Assessments, EM Assessments, Genesisgrading systems

N/A N/A

Teacher Recommendation FFC,Saturday Academy

Data

FFC,Saturday Academy

Data

FFC, Saturday Academy Data




N/A N/A

Other

We are an approved School wide school



52

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?

On-going and Sustained Technical Assistance: Assistance needed:

From the district:

Staff needs to receive continued training in the use of district provided resources, data collection and use, best practices, individualized instruction, and contentknowledge. To this end, job imbedded time for vertical and horizontal articulation is necessary. The Continuous Improvement Model training should be offered to theschool leadership team and turn-keyed to the classroom teachers in the form of weekly updates. District teachers, trained in Universal Design for Learning (UDL), arerequested to help implement differentiated learning strategies and technology infusion. Staffing considerations should also be considered by the district to allow portionsof this plan to be executed without interruption (such as Read 180 and Reading Plus). Finally, Jefferson would like improved assistance on administration of interimtesting and data collection to support our school improvement goals.

From outside experts:Jefferson School would request technical assistance in providing greater RTI services and support to our students by selecting quality providers to train and support staff.We would also like to continue our partnership with the Columbia University Teachers College and Children’s Literacy Initiative groups. The school is also requestingassistance in training staff in ABA intervention methods to help SPED students achieve academic success.

From others: (McGinn Elementary School – Union County Professional Learning Partner School)

Teachers from Jefferson and McGinn Elementary School (a blue ribbon high achieving school in Scotch Plains, NJ) will continue to work together to share best practices,review data, and discuss strategies to improve instruction and student achievement outcomes.

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.

During the 2010-11 school year, the following assistants was provided:

Teachers College (consultant) – worked with 3-6 teachers

CLI (consultant) – worked with K-2 teachers

Common Core Training (District) – K-2 teachers

Resource Teachers (math, literacy, science) – worked with K-6 (district provided)



53

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

Professional development is designed around the priority problems identified in the needs assessment. Professional development training is implemented at both thebuilding educators and district levels by Administrators and district staff. Analyzing data is an on-going activity in the schools, so programs can modify and continuouslyaligned with students’ needs.

Staff and teachers evaluate students’ scores on the NJASK and DIA to create focus calendars that target specific areas of weakness in the student academic scores. Thecalendars are posted in all classrooms and school offices.

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

The Office of Educational Services serves as the source of professional development for all staff. It collaborates with Assistant Superintendent of Educational Servicesstaff and other Central Office Departments and individual schools to guarantee that profess ional sessions meet the needs of educators within the district. Professionaldevelopment activities focus on content knowledge and methods of enriching and broadening pedagogy.

All certificated staff members are responsible for completing professional imp rovement plans (PIP) to request professional development to further enhance teachers’skills. They utilize updated materials and methods to target classroom needs. Teachers are also encouraged to collaborate with peers to share and model best practices.

Teachers meet weekly during grade level meetings and casually to this end. The building principal, school leadership team and Office of educational Services alsoprovide professional development assistance.

*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.



54

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

This year we have three literacy professional development support programs at Jefferson School provided by thedistrict. The NJASK literacy / writing workshop was designed to improve teacher’s ability to write and score promptsand design instruction to improve their findings on these benchmark assessments. The teachers college PD providedmodeling strategies for the literacy block (specifically reading comprehension strategies and writers workshopinstruction). Finally, CLI provided more support for K-2 teachers in developing scaffolding opportunities to improvereading comprehension.

Looking forward, more effort is needed from the district in providing specific response to intervention professionaldevelopment for struggling students in all sub groups, professional development on the common core standardsimplementation, and improved PD and support for educationally at-risk populations such as LEP and SPED.

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

We have a best practices document in all subject matters and resource teachers available to support specific scientificbased strategies in our classrooms. Content teams will be working during the new year to review REL/WWCstrategies and provide analysis of our current programing. More support would be appreciated from the district in thisarea.

Expanding parental involvement activities thatsupport the school’s efforts to increase student

achievement

This year, with district support, Jefferson school held several parent meetings to discuss student academic goals andwill implement a Parent Academy to help support parents in how they can work with their children. As for increased

district support, we could use greater PI funding to expand our programs.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.



55

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

Funds

AmountAllocated

SIA AmountCarried Over

Reallocated Useof SIA

Outcomes as a Result of Implementing the Strategy or

PracticeEvidence

2011 Title I, Part A WE ARE OPERATING A

TITLE I PART A

SCHOOLWIDE PROGRAM

WITH BLENDED FUNDS.

N/A

2011 Title I , PartSIA Part A (This is2010-2011)

Infusion of Technology in theclassroom

$33,400 0 0 The SIA Part (a) allocation wasreceived late in the school year.

Smart Boards, interactiveprograms, and laptops beinginstalled in summer andimplemented in 2011-12

PurchaseOrders

Student Achievementdata will becollected andteacher surveysconducted.

Federal NA NA NA NA NA NA

State Secure materials for all studentsnot achieved in 2009-10.

Other state aid is dispersedthroughout our budget and used for operating, staff, and educationalcosts.

26,262.00 0 0

Local Local Funds are dispersedthroughout our budget and used for operating, staff, and educational



56

costs.

School Budget Pages

School level budget pages in Excel must be completed along with each school’s Unified Plan, identifying the following: How the Title I, Part A school allocation is budgeted for targeted assistance schools or schools operating schoolwide programs that do not blend

their funds How the SIA, Part a allocation is budgeted for all schools receiving this award

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

Complete the Excel budget pages for each school and upload the file to the NCLB Application on EWEG on the Title I Unified Plan upload screen. 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.

WE ARE OPERATING A TITLE I PART A

SCHOOLWIDE PROGRAM WITH BLENDED

FUNDS.

We have not received and allocation for Title I

SIA Part A for the FY 12 NCLB application



57

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, 9, 9 hold and 10 that have had a CAPA visit. Thecorrective action plan, corrective actions identified in the CAPA summary report continue to be incorporated into the Unified Plan.

Corrective Action (CAPA Recommendations) Status Report

This form is completed by all schools in Year 4 and above. Schools in corrective action had to implement one or more of the following corrective actions (as identified bythe 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) will beincorporated with the other elements of the Title I Plan. Note: CAPA report prioritized recommendations and action plans must be incorporated into the Unified Plan.

Corrective Actions (Recommendations from CAPA Report)

Required implementation of a new research-based curriculum or instructional program1 Extension of the school year or school day2 Replacement of staff members, not including the principal, who were relevant to the school’s low performance 3 Significant decrease in management authority at the school level4 Replacement of the principal5 Restructuring the internal organization of the school6 Appointment of an outside expert to advise the school7 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 Jefferson School is offering the family friendly after schoolprogram, Saturday Academy, and study-island (online)programs to extend the school day.

Yes As a result of these measures,Jefferson School achieved ahold status in Elementary ELAand made AYP in middle.

We will build on these successful outcomes to make AYP in both age brackets and sub groups, with theultimate goal of being removed from corrective action.

2 Staff member’s grade levels were reassigned to ensurequality instruction at all grade levels in accordance with theteachers skill set.

Yes See Above See Above

3 Professional Development was conducted in accordancewith the needs assessment and resulted in a positive gainin the areas listed as priority problems in last years unified




58

CorrectiveAction # Description

Effective

Yes - No Evidence of Effectiveness Outcomes

plan.

4 Principal was replaced prior to the beginning of the 2010-11 school year.




59

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, 9, 9 hold and 10 that have completed a restructuring plan, theapproved restructuring plan continues to be incorporated into the Unified Plan.

Year Restructuring Plan Created: _______

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

Note: Districts must also complete the required “School Restructuring Plan,” which includes more detail on the planning process and 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 the No Child Left Behind Act .2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq. and N.J.A.C. 6A).3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to make adequate progress (consistent with

existing contractual provisions and applicable statutory protections in Title 18A).

Identify the restructuring option(s) selected: ____

For schools in Year 5 hold and above, complete the table below. Add additional rows as needed.

Fundamental Governance ReformsImplemented as Listed in Approved

Restructuring PlanStatus of Implementation

Effective

Yes - NoEvidence of

Effectiveness

Outcomes

1

2

3

4

List revisions made to the original restructuring plan.



60

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 .)

Each member of the peer review committee read the Unified Plan for Jefferson School. As needed, we conferred with Principal, Scot Burkholder, to answer questionsabout particular programs and components of the plan. Each member made suggestions based upon his/her experience with the plan components suggested. The peer review group met to discuss our suggestions and agreed upon the select few below. Overall, the peer review committee found a comprehensive means for improvingstudent achievement in Jefferson School’s Unified plan.

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

The peer review took place at William J. McGinn School, a K-4 school that is part of the Scotch Plains-Fanwood School District in September 2011.

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Sasha Slocum Principal Colleague through L2L;former Vice-Principal inPlainfield High School

Principal/Leadership McGinn School, 1100 Roosevelt Ave, ScotchPlains, NJ 07076 (908) 233-7950

Donna Bachi SupplementalTeacher

Teacher at McGinnSchool; Participant in

inter-district PLC withJefferson SchoolTeachers

Language Arts McGinn School, 1100 Roosevelt Ave, ScotchPlains, NJ 07076 (908) 233-7950

Sherrie Tyler Burt Fourth GradeTeacher

Teacher at McGinnSchool; Participant ininter-district PLC withJefferson SchoolTeachers

Mathematics McGinn School, 1100 Roosevelt Ave, ScotchPlains, NJ 07076 (908) 233-7950

Special Education

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






Peer Reviewer Name Title Affiliation Area of Expertise Address

ELL

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

The peer review committee at William J. McGinn School found Jefferson School’s plan comprehensive, extensive and beautifully thought out as a means for addressingimprovement of student achievement. Jefferson School set clear measurements in 2010-11, truly engaged and utilized the strengths of all stakeholders and prioritizedneeds of each stakeholder to address problems found in well-researched student and school data. The Needs Assessment and Corrective Action Plans for 2012 reflecteddoable, measureable goals that expand upon the successes, established programs and processes of the previous year. In particu lar, the outreach to parents throughcommunication, education and social efforts clearly has built and will continue to form a positive school culture and general readiness to learn for the entire Jeffersoncommunity. Our peer review committee had no large-scale recommendations; nonetheless, the following enhancements were suggested:

In the proposed professional development to address priority problems section, provide greater opportunity for teachers to pl an how to raise studentachievement. The delineated PD opportunities cover content enrichment needs of staff and students. Time designated for PLCs to not only target IFCs,but also to share student work samples, reflect on teaching strategies and plan actions targeting specific needs will elicit the teachers’ strengths, buildtheir professional community, foster trust and enable them to create consistency in instruction.

Expand communication to families regarding teacher work to improve the school. In particular, highlight how teachers use current student work at

different levels (without names) to identify strengths and weaknesses in teaching styles and student performance. Explain how PLCs use this data toset benchmark assessments of instruction and student achievement, and how families can help with this improvement.

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

Jefferson School has incorporated both recommendations in the peer review into plans for improvement for the 2011-2012 school year. These include maintaining theParent Academies with the addition of sharing information about teacher work to improve the school. Furthermore, teachers meet regularly for schoolwide PLC meetingsand during common planning time to share student work of different levels and reflect on their practices, student achievement and how to improve both using their strengths.

PENDING DISTRICT APPROVAL / NOTIFICATION

plainfield fy12 jefferson unified plan 12-20-11

Documents