plainfield fy12 washington unified plan 12-21-11

8/3/2019 Plainfield FY12 Washington Unified Plan 12-21-11

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2012 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD

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

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

School: Washington Community School

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

Principal: Dr. Anthony Jenkins 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..

_ __Dr. Anthony Jenkins________________________ ____________________________________________ ________________ Principal’s Name Principal’s Signature Date



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School NCLB Committee

Select committee members to develop the Unified Plan.Note: For continuity, some representatives from this needs assessment stakeholder committee should be included in the 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 school

office 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 SignatureDr. Anthony Jenkins Principal X X

Rosa Salinas Vice Principal X X

Leola Bellazzin Guidance X X

Roychele Jones Teacher X X

Cristina Crowell Teacher X X

Shirley Clore ESL Coordinator X X



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School NCLB Committee Meetings

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

Date Location Topic Agenda on File Minutes on File

January 19, 2011 Conference Room Needs Assessment Yes No Yes No

February 24, 2011 Conference Room Plan Development X X

April 1, 2011 Conference Room Plan Development X X

June 13, 2011 Conference Room Plan Development X X

June 20, 2011 Conference Room Plan Development X X

September 15, 2011 Conference Room Plan Revisions 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?

Every Stakeholder of the Washington Community School will:

Set the foundation for students to become life long learners through continuous academic andsocial development.

Maintain high expectations for excellence in education.

Respect, encourage, and support all members of our learning community.

Foster teamwork among home, school, and community.

What is the school’s mission?

Washington Community School

In partnership with its parents

Will establish an institution

Recognized for



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Achievement and citizenship

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

The staff met several times to review the mission and vision statements using the problem solving cycle.We utilized two professional development days to gather information, conduct needs assessment andcreate vision based on this information.

2012 Comprehensive Needs Assessment & Data Analysis Summary

Data Collection and Analysis

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

Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes

Academic Achievement – Reading NJASK

Reading Plus

Our overall student achievement on the NJASK for literacy are:

Grade 3 – 32.3% of the students scored proficient or above




Number of students reading 5 or more levels below grade level reduced from 35 to 7.Number of students reading 4 or more levels below grade level reduced from 65 to35.

Number of students reading 3 or more levels below grade level reduced from 127 to69.

Number of students reading 2 or more levels below grade level increased from 24 to66.

Number of students reading 1 or more levels below grade level increased from 4 to42.

Number of students reading at grade level increased from 1 to 37.



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Academic Achievement - Writing NJASK Our overall student achievement on the NJASK for literacy are:


Grade 4 – 22.2% of the students scored proficient or aboveGrade 5 – 20.3% of the students scored proficient or above


Academic Achievement - Mathematics NJASK Our overall student achievement on the NJASK for math are:





Parent Involvement PTO Meetings

Parent Conferences

Parent Involvement Day

Back-to-School Night

38.9% of parents attended Back to School Night

56% of parents attended Parent Conferences

65% percent of parents attended Grade Level Assemblies

Professional Development Needs Assessment

Professional Learning Committee

My Learning Plan

Professional Development Plan (PDP)for staff

After analysis of the professional development needs assessment, findings includethe following:

35% of teachers stated that they needed additional training in Lucy CalkinsWriters Workshop model

45% of teachers stated that they needed additional training in integratingtechnology into instructional practices

All teachers in grades 3 through 6 received 3 full days of professionaldevelopment in use of Smart Boards

Extended Learning Opportunities 21st Century Program

Where Peace Lives Mural Project/Reel

60 students in grades 4 through 6 participated in the 21st Century after school program to help prepare them for state assessments.

Students participated in dialogue about peace and conflict resolution in their



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Peace Movie Makers

Neighborhood House After schoolprogram

communities while producing a mural and film to illustrate what was learned.

Service students in grades K through 6 helping with homework and tutoring.

Homeless Genesis Student Data Warehouse

Students with Disabilities Child Study Team Meetings

DRA

DIA

Teacher Generated Assessments

Individualized Education Plan

SEE Reading, Writing and MathMeasures

Provide services as per their Individualized Education Plans (IEP)

SEE Reading, Writing and Math Measures

English Language Learners NJASK NJASK performance in literacy for our Limited English Proficient students:Grade 3 – 19.4% of the students scored proficient or above


Grade 5 – 0% of the students scored proficient or above


NJASK performance in math for our Limited English Proficient students:





Economically Disadvantaged NJASK NJASK performance in literacy for our Economically Disadvantaged students:






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NJASK performance in math for our Economically Disadvantaged students:




School Culture Staff Attendance

Suspension Rate

Leadership Survey

Evaluation

Focus Walks

District on site visits identify weaknesses and strengths in meeting districtand school goals.

Highly Qualified Staff Documentation Binder

Personnel File

Evaluations

Professional Development Plan

Focus Walks

District on site visits identify weaknesses and strengths in meeting districtand school goals.

School-Based Youth Services Not Applicable NA

Evaluation of 2011 Teaching and Learning Strategies & Programs

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

1

Strategy or Program

2

Content/Group

3

Effective

4

Documentation of

5

Measurable Outcomes



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Focus Yes-No Effectiveness

Reading Plus LAL Yes NJASK

Reading Plus

Our overall student achievement on the NJASK for literacy are:




Number of students reading 5 or more levels below grade level reducedfrom 35 to 7.



Number of students reading 2 or more levels below grade level

increased from 24 to 66.

Number of students reading 1 or more levels below grade levelincreased from 4 to 42.

Number of students reading at grade level increased from 1 to 37.

Everyday Math Mathematics Yes NJASK Our overall student achievement on the NJASK for math are:





All listed Above Students with Disabilities Yes NJASK NJASK performance in literacy for our SPED students:







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1 2 3 4 5

NJASK performance in math for our SPED students:





All Listed Above Homeless/Migrant Yes See Above See Above

All Listed Above ELL Yes NJASK NJASK performance in literacy for our Limited English Proficientstudents:





NJASK performance in math for our Limited English Proficientstudents:





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

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomes



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1 2 3 4 5

21st Century Program LAL/Mathematics Yes Enrollment

Student Attendance

Increase of number of students receiving a C or higher in Literacy for 4th through 6th graders that attended the 21st Century program. There was littleimpact in the area of math.

Same as above Students with Disabilities Same as above Data not available

Same as above Homeless/Migrant Same as above Data not available

Same as above ELL Same as above Data not available

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

Technology integrationthrough Smart Boards

Children’s Literacy Initiative

LAL Yes

TBD

Focus Walks

Evaluations

There was an increase in student engagement in 6 out of the 9 classroomsthat have Smart Boards as observed by focus walks.

Because of mid year implementation, data may not be valid. Results of effectiveness will be measured during the 2011-2012 school year.

Technology integrationthrough Smart Boards

Mathematics Yes Focus Walks There was an increase in student engagement in 6 out of the 9 classroomsthat have Smart Boards as observed by focus walks.

See Above Students with Disabilities Not applicable

See Above Homeless/Migrant Not applicable

See Above ELL Not applicable

Table E: Parent Involvement That Was Implemented in 2011

1 2

Content/Group

3 4

Documentation of

5



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Strategy or Program Focus Effective

Yes-No

Effectiveness Measurable Outcomes

PTO Student academicsupport, schoolimprovement,parenting skills

Yes Sign in sheets Attendance to PTO has increased executive board has increased from 1 to 7members.

NJASK Parent Chat To provide parents theopportunity to gainvaluable insight &understanding on howstudent data is utilizedto drive instruction.

Yes Parent-Teacher ConferenceSign in sheets

56% of parents attended Parent Conferences

Back-to-School Night To provide parentswith informationregarding protocols for the operation of theacademic year as wellas expectation of their roles & responsibilitiesin helping the schoolsupport their child’slearning.

Yes Sign in Sheets 39% of parents attended Back to School Night

Same as above Students with Disabilities Same as above Same as above

Same as above Homeless/Migrant Same as above Same as above

Same as above ELL Same as above Same as above

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.



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In an effort to improve instruction and student learning in Math, LAL and Science, WCS developed a plan of action that supports the district-

wide goals. Teachers provide input during Monday Staff Development and during grade level meetings. Teachers maintain data binders, which they analyze data to plan for their class as a whole and for individual students as necessary. The 2010 NJASK data were analyzed and students

were divided into three cohorts to ensure teachers can address each cohort areas of weaknesses and build upon strengths. Cohort I represent the

students that require remediation in the subject areas; Cohort II represents the students that require interventions which we identified as our

target population; and Cohort III represents the students that are on grade level and require advance study and/or gifted and talented work.

Teachers continue to use the breakdown in their analysis of their end of unit assessments as well as other common assessments used in the class.Common planning has been embedded into the daily schedule to allow articulation among the grade levels and across grade levels. Teachers

develop Instruction Focus Calendars monthly in order to ensure they are focusing on an area of need based on the findings from the data. After

teaching the instructional focus then students are assessed. Objectives are posted in all classrooms daily. Standards Base bulletin boards are

maintained in all classrooms as well as on all bulletin boards in the hallway. Standards base commentary is provided to all students and on all

work. To help students become accountable for their learning teachers conduct data chats with all students. The Guidance Counselor conducts

data chats with parents as well. The district has conducted three District Interim Assessments that we use to gauge our progress toward meeting the NJCCCS that model the state assessments. Required professional development is determined based on the findings of the analysis of the

DIA, needs assessments and from strategically scheduled focus walks. The focus walks were conducted by the School Leadership Team and the

superintendent and his cabinet members.

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

NJASK results (already disaggregated into subgroups), class profiles, data binders, pre and post assessments, DIA (an online assessment that

complies data for us), DRA/Lexile instructional reading levels, WIDA assessment, attendance records of students and staff, discipline referrals

and end of unit assessments are the various methods utilized to collect data on our student subgroups.

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

Student data is compiled using various assessment tools – NJASK data provides a baseline for establishing cohorts. Once the cohorts are in

place, we use District Interim Assessments (DIA) in mathematics, literacy and science administered to grades 3 – 6 in the Fall, Winter & Spring; Results from DRA’s administered to all grade levels; Reading Plu s and Study Island to generate additional data; End of Unit Assessments in

Mathematics (Everyday Math) and student profile information are used to compile data on all students.

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

Data analysis reveals that root causes are the frequent movement of teachers to different grade levels. This does not allow you the time to master

the content in the given grade level. Instructional delivery and creativity is limited in certain classrooms where by teachers follow directly what

the teachers guide dictates and they differentiate instruction as needed.

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

Most professional development occurred at the district level. To our knowledge data was not kept for analysis to see if the PD was successful.

New programs were implemented and training occurred for these programs. Best Practice PD occurred at the school level through Instructional



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Leaders in the building. Instructional leaders met with teachers on individual basis and in grade level meetings. Focus walks were conducted by

leadership team quarterly.

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

The above describe methods of data collection enables the district to identify at-risk students. In addition we administer District Interim

Assessments as practice tests that model State tests in format and content are given in early September then quarterly. These results are analyzed by the Office Assessment Data Collection and School Improvement and sent back to us in table graph format with cluster information. This helps to further identify and address weakness at the student level. Teachers also use their common monthly assessments that come with the

board-approved programs to identify at-risk students.

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

Students that are identified as at-risk are assigned a mentor, recommended for the 21 st Century after school safety-net program. WashingtonCommunity School students attend the 21 st Century after school program and Reading Plus is provided as an intervention for students just below

grade level and those just above the grade level. The after school 21 st Century program has been established to tutor the targeted population.

Teachers are required to conduct student and staff data chats so that students are aware of their areas of strengths and weakness.

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

Not applicable

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

They are addressed the same as all students at Washington Community School. Students are provided with additional services from the FamilySuccess Center. In addition, the Intervention and Referral Services process provides additional resources and support.

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

Representatives from the school attend district wide meetings to discuss the effectiveness of the assessment tools chosen by the district to measure achievement. These meetings also included reviewing other programs that may be more effective for the coming year. Information was brought

back to staff and feedback was given.

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

Washington Community School is involved in a year-long planning process with Early Childhood to ensure that students transition to kindergarten smoothly and effectively. Preschool teachers of 4-year olds visit our kindergarten classrooms at the beginning of the school year to

receive an overview of the program in order to ensure that their students will be ready by the end of the year. Preschool students visit our

kindergarten classrooms and get a glimpse of what to expect in the upcoming school year. When time permits, Teachers of Kindergarten and



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Preschool, Principals, Center Directors and Early Childhood Supervisor and Director visit the preschool classrooms together and share feedback

relating to observations and reflections.

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

The WCS Leadership Team met and discussed CAPA findings during the October 2010 visit. It was determined that student achievement,

parental involvement, and lack of student conferencing were the key areas of concern. Subgroups were created with staff to review the areas of concern. Action plans were created to address these areas of concern.

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

A significant number of Special Needs students are bused to Washington School due to out of zone placement without consulting with building

administration. Very few of these students are successful on NJASK.

We use the state assessment data that is disaggregated by clusters and students are assigned to a Cohort based on the data. The state assessmentis aligned to the NJCCCS and therefore the skill clusters are identified showing how each student performed. The number of students who

responded correctly is divided by the number of students who took the assessment, giving us both the number passing and the percentage of

students who passed. Because the specific skills/concepts are identified, teachers can see exactly where students need help. Once teachers create class profiles based on the student profile sheets they can see at a glance, which students are in need of support and specifically what skills and

concepts must be reinforced. When utilizing the DIA we receive item analysis which also allows us to see how well students performed and what they need help and support in. Again, allowing teachers the opportunity to plan instruction specific to students needs.

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

NOT APPLICABLE

WCS DID NOT RECEIVED TITLE I SIA PART A IN 2010-2011


NOT APPLICABLE



NOT APPLICABLE




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2012 Needs Assessment – Partially Proficient

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

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

Grade 4 51 49 Study Island; Reading Plus; Targeted Instructionas per designated cohorts

Gaps in the areas of District Interim Assessment and benchmarkassessments adversely affected effectiveness of data analysis.

Grade 5 54 45

Grade 6 N/A 34

Grade 7 N/A N/A

Grade 8 N/AN/A

Grade 11 N/A N/A

Grade 12 N/A N/A

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

Grade 4 49 36 Everyday Math, Study Island, Targeted Instructionas per designated cohorts

Gaps in the areas of District Interim Assessment and benchmarkassessments adversely affected effectiveness of data analysis.

Grade 5 33 35

Grade 6 N/A 19

Grade 7 N/A N/A

Grade 8 N/A N/A

Grade 11 N/A N/A

Grade 12 N/A N/A



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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

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

3b Mathematics X

3c Science

3d Social studies

3e World Languages

3f Cross Content Workplace Readiness X

4 Technology Literacy 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

5b Mathematics X

5c Science X

5d Social studies

5e World Languages

5f Cross Content Workplace Readiness

6Effective classroom use of technology X X X



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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 .

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


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 .


R .

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

S .


____________

T .


7 Standards-based assessment

8 Instructional skills and strategies X

9 Mentoring

10 Classroom management X

11

Using data/assess. to improve

learning X X X X X12 Working with parents X X X X

H i r i n g ,

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

R e t a i n i n g

13 Highly qualified teachers

14 Teachers in shortage areas

15 Teachers in Math and Science X

16 Teachers to reduce class size X

17 Qualified paraprofessionals

18 Highly qualified personnel

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

19 Alcohol use

20 Drug use

21 Tobacco use

22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27Suspensions, removals, or expulsions

28Serious or persistent disciplineproblems

29 Bullying X

30 Victimization X



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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 .

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


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 .


R .

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

d

S .


____________

T .


31 Truancy/attendance X

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict X

35 Intergroup conflict/bias

36 Negative peer influence X37 School safety

38 School climate/environment

39 Risk factors

QualityTeacher 40 Teacher Quality

Tech. & Ed.Materials

41 Technology activities

42 Instructional/Educational Materials

Students withSpecialNeeds 43 Drop-out rate

Literacy, &Adult Ed.

44 Adult literacy

45 Parent/community involvement X X

Leadership46 Leadership Network

47 Leadership PD X



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Description of Priority Problems and Strategies to Address Them

All student subgroups not meeting AYP MUST be considered during the needs assessment process. Select at least three priority problems.Complete the information below for each priority problem checked in column T on the previous pages. Add additional sections as needed.

#1 #2Population Category Letter &

Problem Number

Population Letter: A Problem Number: 1 Population Letter: A Problem Number: 3a

Name of priority problem Closing the Achievement Gap Language Arts Literacy and Reading

Describe the priority problem According to NJASK data, there is a significant gap between

the English Language Learners, SPED and General student

populations in language arts and math.

WCS students continue to struggle in their performances on

state assessment (NJASK), District Interim Assessments

(DIA), Developmental Reading Assessment (DRA)

Describe the root causes of the

problem

SPED population - lack of distinction between programs in

regards to instructional materials, curriculum, or

instructional strategies.

ELL – student gaps are not adequately addressed in part due

to staffing.

Limited vocabulary development

Students lack interest in reading for enjoyment – lack of

push by parents to encourage more reading

Subgroup or populationaddressed

English Language Learners (ELL)

SPED

All students in grades 1 - 6

Grade span Grades 3 - 5 Grades 1 – 6

Related content area missed Literacy and Math Language Arts Literacy

Name of scientifically based

program/strategy/practice to

address problem

Instructional Conversations and Literature Logs

http://ies.ed.gov/ncee/wwc/reports/english_lang/icll/index.asp

Aha Math

http://www.learning.com/ahamath/

Reading Plus (Grades 3 – 6)

Fast ForWords Language

http://ies.ed.gov/ncee/wwc/reports/english_lang/ffl/

Luck Calkins Readers Workshop

http://www.unitsofstudy.com/teachingReading/default.asp

How does the program/strategy

align with the NJ CCCS?

The curriculum, programs and strategies implemented are

all fully aligned to the NJCCCS. All classroom lessons are

aligned to the NJCCCS and CPIs for literacy and math

The curriculum, programs and strategies implemented are

all fully aligned to the NJCCCS. All classroom lessons are

aligned to the NJCCCS and CPIs for literacy

CAPA finding or

recommendation related to the

priority problem

N/A No gains were made in proficiency in LAL by all subgroups














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

#3 #4

Population Category Letter &

Problem Number

Population Letter: A Problem Number: 11

Name of priority problem Using data/assess. to improve learning

Describe the priority problem Teachers need to implement more effective instructional practices

Describe the root causes of the

problem

Teacher movement between grade levels.

Loss of 2 experienced, master teachers in the areas of literacy and math

due to retirement.

Subgroup or population

addressed

All students in grades 3 - 6

Grade span Grades 3-6

Related content area missed Literacy and Math

Name of scientifically based

program/strategy/practice toaddress problem Response to Intervention

http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf

How does theprogram/strategy align with

the NJ CCCS?

The curriculum, programs and strategies implemented are all fully

aligned to the NJCCCS. All classroom lessons are aligned to the

NJCCCS and CPIs for literacy and math CAPA finding or

recommendation related to

the priority problem

N/A






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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:

ELL: Instructional Conversations and Literature Logs


ELL / SPED: Aha Math


SMART Goal:

(Specific, Measurable, Achievable, Relevant, Timely)

By June 2012, 15% of English language learners will score proficient or above as measured by NJASK inliteracy and 25% in math. By June 2012, 25% of SPED students will score proficient or above as measured byNJASK in literacy and 40% in math.

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



Indicators of Success: 1. NJASK2. District Interim Assessments3. Benchmark Assessments

Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date - Timeline

1 Determine the number of students in each sub group in testing grades - Testing

Coordinator- ESL

Coordinator

- SPED

Supervisor- Building

Administrators

Individual Education

Plans

Access Scores

Genesis

October 2011

2 Identify current instructional resources for each sub group - District ESL

Supervisor

- Building

Meeting time October 1, 2011















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Administrators

- SPEDSupervisor

- SPED/ESL

Teachers 3 Review staffing to ensure compliance for each sub group - Building

Administrators- SPED

Supervisor- District ESL

Supervisor

Meeting time

SchedulesGenesis Data

September 2011

4 Research resources and or programs available to address each sub

group

- Building

Administrators

- SPED

Supervisor

- District ESLSupervisor

Meeting time October 1, 2011

5 Identify funds in school budget and request financial assistance fromdistrict departments if necessary

- BuildingAdministrators

- SPED

Supervisor

- District ESL

Supervisor

Meeting time

School Budget

October 1, 2011

6 Identify key skills/ objectives for each grade level - Teachers

- Building

administrators

Grade Level

Articulation

Planning time

October 15, 2011

7 Conduct key skills trace across grade levels - Teachers

- Building

administrators

Grade Level

Articulation

Planning time

8 Provide training in identified programs/strategies to ESL and SPED

teachers

- Building

administrators

- Vendors

Release time



23

9 Construct grade level benchmark assessments - Teachers

- Buildingadministrators

Grade LevelArticulation

Planning time

10 Monitor results of benchmark assessments for each sub group - Building

administratorsMeeting time



24



Reading Plus (Grades 3 – 6)

Fast ForWords Language


Luck Calkins Readers Workshop


SMART Goal:


By June 2012 35% of all students in grade 3-6 will score proficient or above in literacy as measured by NJASK




Indicators of Success: 1. NJASK2. District Interim Assessments

3. Benchmark Assessments



1 Review current instructional resources available - Teachers

- Building

Administrators

Meeting time October 2011

2 Identify funds in school budget and request financial assistance from

district departments if necessary

- Building

Administrators Meeting time

School Budget

October 1, 2011

3 Provide training in identified programs/strategies - Teachers

- Building

administrators-Vendors/ consultants

Grade Level

Articulation

Release time

December 2011

4 Identify master teachers - Building

Administrators Observations October 2011

5 Procure necessary materials and resources - Building

Administrators Funding

Meeting time

November 2011

6 Create model classroom for on going support and training - Master

teachers Planning time Fall 2011















25

7 Conduct Focus Walks to Monitor implementation of programs/strategies

- Building

administratorsMeeting time Spring 2012

8 Develop grade level benchmark assessments Teachers

- Building

administrators

Grade Level

Articulation

Planning time

Winter 2011

Spring 2012

9 Monitor results of benchmark assessments - Building

administratorsMeeting time On-going

10 Analyze results of benchmark assessments - Building

administrators

- Teachers

-NCLBCommittee

Meeting time On-going



26



Response to Intervention



SMART Goal:


By June 2012, all teachers in Grades 2-6 will use data to monitor and assess learning as evidenced by use databinders

Indicators of Success: 1. Data Binders



1 Use NJASK scores to create tiered levels of students Teachers

Administra

tion

District reports for

incoming studentsOctober 2011

2 Research resources for interventions Building

Admins,teachers

Adaptive curriculum,

Funding, tech supportOctober 2011

3 Submit purchase order and secure site licenses for instructional resources BuildingAdmins,

secretary

Funding November 2011

4 Create schedule to include Response to Intervention opportunities Building

Admins

Time, final staff rosters

from central officeNovember 2011

5 Create data team to monitor results of interventions strategies Principal,

Teachers

Time October 2011

6 Teachers will identify students for small group instruction during skillperiod

Principal Common planningtime, DIA Results,

Benchmark assessment

results

November 2011

7 Prepare rollout of RTI as a school-wide approach to address achievement

gap

School

Prof Developme

nt

committee;

Principal

Time, handouts,

binders,December 2011






27

8 Establish data monitoring schedule Principal;teachers

Time tech support

9 Conduct data review sessions Teaching

staff;

NCLB

committee

Release time

Hold evening

discussions

On-going

10 Assess effectiveness of intervention approaches Principal

NCLB

committee

Data June



28

Plan Components for 2012

Table F: Proposed 2012 Core Strategies to Address Student Achievement

Name of Strategy

ContentArea

FocusTarget

Population(s)Person

ResponsibleIndicators of Success

(Measurable EvaluationOutcomes)


Everyday Math Math AllSubgroups

On-Going

Sch. Admin& Teacher

Increase progress towardsState Bench Mark

Program approved by NJDOE

Harcourt-

Trophies/Trofeos

LAL All

Subgroups

Ongoing

Sch. Admin

& Teacher

Increase progress towards

State Bench Mark


Reading Plus LAL All

SubgroupsOngoing

Sch./Dist

Admin &Teacher


State Bench Mark


A Closer Look Science All

Subgroups

Sch. Admin

& Teacher


State Bench Mark

Program approved by NJDOESee National Science Foundation & National Science Teachers Assoc. Research

Focus Classroom

Walk-through with

Feedback

Literacy

and Math

All

Subgroups

2x Quarterly

Sch./Dist

Admin &

SLT


State Benchmark

Systems Thinking-McRel; Professional Learning

Communities-DuFour

http://www.ascd.org/publications/educational_leadership

/dec07/vol65/num04/Classroom_Walk-Throughs.aspx

Study Island Literacy,

Math,Science

All

SubgroupsOngoing

Sch. Admin

& Teacher


State Benchmark

www.studyisland.com/salessheets/Case%20Study%20

Summary%20State%20of%20New%20Jersey%20_2_

Updated%2012.4.pdf

Fast Math Math All

Subgroups

Ongoing

Sch. Admin

& Teacher


State Benchmark

http://www.tomsnyder.com/fasttmath/research.html

Harcourt SS Social

Studies

All

Subgroups

Ongoing

Sch. Admin

& Teacher


State Benchmark Program approved by NJDOE


http://www.studyisland.com/salessheets/Case%20Study




http://www.studyisland.com/salessheets/Case%20Study




29

Name of Strategy

ContentArea

FocusTarget

Population(s)Person


(Measurable EvaluationOutcomes)


Same as above All Homeless

Migrant

Sch. Admin

& Teacher

Same as above Same as above

Same as above All ELL Sch. Admin

& TeacherSame as above Same as above

Same as above All Students withDisabilities

Sch. Admin

& TeacherSame as above Same as above

*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

AreaFocus

TargetPopulation(s)

PersonResponsible

Indicators of Success

(Measurable Evaluation Outcomes)

Research Supporting Strategy

(from IES Practice Guide or What Works Clearinghouse)

21st Century After-school and summer program

LAL

Math

All Students District Grantcoordinator

Increase progress towards State

Benchmark http://www.afterschoolalliance.org/policy21stcclc.cfm


http://www.afterschoolalliance.org/policy21stcclc.cfm





30

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

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Rutgers Technology

Integration

All

Subjects

Grades 4 – 6

Teachers

Sch. Admin The effective use and implementation of

technology programs and resources

http://downloads01.smarttech.com/media/

research/whitepapers/int_ whiteboard_

research_whitepaper_update.pdf

Smart board

Training

Technology Grades 4 – 6

Teachers Sch. Admin The effective use and implementation of

technology programs and resources http://downloads01.smarttech.com/media/

research/whitepapers/int_ whiteboard_

research_whitepaper_update.pdf

Where Peace Lives Character

EducationAll

Subgroups

Sch. Admin Completion of Peace Mural http://www.wherepeacelives.org/surveys.html

NJASK Literacy

Preparation

Workshop

Literacy Grades 2 – 6

LAL

Teachers

Sch. Admin Increase progress towards State Bench

Mark http://www.featraining.org/

documents/pdf/ImproveNJASK.pdf

Data Interpretation

and Instructional

Implications

All subjects All

Subgroups

Sch. Admin

& Teacher Differentiation and creativity in classroom

instructional deliverywww.state.nj.us/education/assessment/es/

njaskppt.ppt

Grade level

articulation sessionsthrough

Professional

Learning

Communities

All subjects All

Subgroups

Sch. Admin

& Teacher Effective vertical collaboration &

communicationRichard DuFour, Rebecca DuFour, Robert Eaker, Thomas Many Learning by Doing: A Handbook for Prof. Learning Communities at Work

See above See above HomelessMigrant

See above See above See above

See above See above ELL See above See above See above

See above See above Students withDisabilities







https://webmail.plainfieldnjk12.org/exchweb/bin/redir.asp?URL=http://www.wherepeacelives.org/surveys.html


https://webmail.plainfieldnjk12.org/exchweb/bin/redir.asp?URL=http://www.featraining.org/documents/pdf/ImproveNJASK.pdf


https://webmail.plainfieldnjk12.org/exchweb/bin/redir.asp?URL=http://www.state.nj.us/education/assessment/es/njaskppt.ppt









31

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

Name of Strategy

Content AreaFocus Target

Population(s)Person



Research Supporting Strategy(from IES Practice Guide or What Works

Clearinghouse)

PTO Parent

involvementgroup

Exec. Board Fundraising

and supportingneeds of school

Increase attendance at PTO meeting and

attendance at school related events

PTO

Parental & Community

Involvement:

http://www.edweek.org/ew/issues/parent-

involvement/

Back- to – school

Night

To provide

parents with

information

regarding

protocols for

the operation

of the

academic year

as well as

expectations

of their roles

and

responsibilities

in helping the

school support

their child’s

learning

Sch. Admin,

Sch.

Counselor &

Staff

Foster better

communication

and connection

between home

and school.

Additionally,

increase parent

participation inschool related

events.

Parent attendance and sign – in sheets

http://www.edweek.org/ew/issues/parent-involvement/

Back- to – school Night


Involvement:


involvement/

Workshops in

LAL, Math, andparenting skills

To provide

parents withinformation of

what studentachievement

requirementsand how they

can help theirchild at home

Parent/

Sch/Dist.Admin /

Community

Liaison

Increase parent

attendance by10%

Parent survey, workshop attendance records

and workshop feedback documents

Workshops in LAL, Math, and

parenting skills


Involvement:


involvement/

https://webmail.plainfieldnjk12.org/exchweb/bin/redir.asp?URL=http://www.edweek.org/ew/issues/parent-involvement/






















32

Name of Strategy

Content AreaFocus Target

Population(s)Person



Research Supporting Strategy(from IES Practice Guide or What Works

Clearinghouse)

See above See above HomelessMigrant


See above See aboveELL

See above See above See aboveSee above See above Students with

DisabilitiesSee above See above See above




33

2012 Parent Involvement (PI) Narrative

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

The needs assessment surveys will be reviewed by the leadership team as well as the NCLB committee. The information will be shared with

parents at PTO meetings and at staff meeting with staff. District level surveys are also conducted as to the needs of the district. Thisinformation is disseminated by board office.

2. Do you have a school-parent compact?

Yes

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

On our Back to School Night the Principal will review the Compact with all of the parents and the parents will sign the compact. Parents will

be given a copy to take home after signing. This process will continue until all parents have read and signed the Compact. The school copy

will be kept on File in the main office.

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

Data is reported to the public via PTO meetings, End of Year Report, and Community Forum. Additionally, the school statistical data isreported to the public via the district’s web site and at Board of Education Public Meetings.

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

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

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

1.) School webpage via Plainfield Public Schools website, school marquee, school calendar

2.) PTO meetings, Newsletters, Global Connect

3.) End of Year Report, Community Forum

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

1.) School webpage via Plainfield Public Schools website

2.) Parent/Teacher conferences



34

3.) PTO meeting presentations

4.) Parent quarterly Chat - & - Chew gatherings

5.) Individual student’s progress on state assessment is mailed home.

6.) Back-to-School Night presentation

8. How were parents involved in the development of the Unified Plan?Simplify plan in parent friendly language.

Hold chat and chew sessions quarterly with parents to discuss root causes and receive feedback.

Leadership team members will attend PTO meetings to review plan and receive feedback.

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

Data is reported to the public via PTO meetings, End of Year Report, and Community Forum. Individual student progress on state tests is

mailed home. Teachers held data chats during parent teacher conference with students NJASK results for grades 4-6 and terra nova results

for grades 2-3.

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

To enhance parent meetings with refreshment and appropriate literature

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

To enhance parent meetings with refreshment and appropriate literature



35

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

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

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

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 24.8 32.3 NJASK 2011 43.7 49.3Students with Disabilities NJASK 2011 10.1 19.1 NJASK 2011 25.3 32.8

Limited English Proficient Students NJASK 2011 5.2 14.7 NJASK 2011

White

African-American NJASK 2011 27.2 34.5 NJASK 2011 42.32 48.1

Asian/Pacific Islander

American Indian/Native American

Hispanic NJASK 2011 27.2 34.5 NJASK 2011 50.5 55.5

Others

Economically Disadvantaged NJASK 2011 23.3 30.9 NJASK 2011 41.7 47.5

GRADE SPAN: GRADE 6 ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 22.8 30.5 NJASK 2011 50.9 55.8

Students with Disabilities NJASK 2011 30.6 37.5 NJASK 2011 50.9 55.8

Limited English Proficient Students NJASK 2011 0 10.0 NJASK 2011 9.1 18.2

White

African-American NJASK 2011 11.5 20.4 NJASK 2011 53.8 58.4



Hispanic NJASK 2011 18.2 26.4 NJASK 2011 31.8 38.6

Others

Economically Disadvantaged NJASK 2011 26.5 33.9 NJASK 2011 61.7 65.5



36

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

GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

Other AssessmentName

Baseline 2012 Target Other AssessmentName

Baseline 2012 Target


Total Reading Plus Grade 3 – 32.3% of thestudents scoredproficient or above

Grade 4 – 22.2% of thestudents scoredproficient or above

Grade 5 – 20.3% of thestudents scored

proficient or aboveGrade 6 – 22.8% of thestudents scoredproficient or above

Grade 3 – 42% of the students willscore proficient or above




District Interim Assessment/Learnia

20% Basic

68% Below Basic

12% Proficient or Above

40% Proficientor Above

Students with Disabilities Reading Plus 0% of the students

scored proficient or above

25% of the

students will scoreproficient or above

District Interim

Assessment/Learnia

Subgroup Data Not

Available

Limited English ProficientStudents

Reading Plus 15% of the studentsscored proficient or above

25% of thestudents will scoreproficient or above

District Interim Assessment/Learnia

12.5% Basic

57.4% Below Basic

30.1% Proficient or Above

40% Proficientor Above



37

GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

Other AssessmentName

Baseline 2012 Target Other AssessmentName

Baseline 2012 Target

White Reading Plus Subgroup Data Not

Available

District Interim

Assessment/Learnia

Subgroup Data Not

Available

African-American Subgroup Data Not Available

Subgroup Data Not Available

Asian/Pacific Islander Subgroup Data Not Available



Hispanic Subgroup Data Not Available

Others

EconomicallyDisadvantaged



Total

Students with Disabilities

Limited English Proficient Students

White

African-American



Hispanic

Others

Economically Disadvantaged



38



39

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

31

100%

All Content Areas Process handled by District HumanResources Department

Not Applicable

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

0 Not Applicable Process handled by District HumanResources Department

Not Applicable

Paraprofessionals who meet thequalifications required by NCLB

(education, ParaPro test,portfolio assessment)

10

100%

All Content Areas Process handled by District HumanResources Department

Not Applicable

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

0 Not Applicable Process handled by District HumanResources Department

Not Applicable

Description of Strategy To Attract HQ Staff Individuals Responsible

Compensate them well, celebrate their accomplishments, provide incentives and delineate their roles and

responsibilities and provide continuous improvement opportunities to enhance their pedagogy and skills.

Human Resource Services,

Curriculum and Instruction,Staff Development, School

Admin.



40

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

Content AreaFocus Target Group

PersonResponsible


(Evaluation) How are teachers identified?

Teacher Mentor Provide

strategies onnavigating new

environment,

classroom

management &

instruct.

techniques,

awareness of

resources &

protocols

Non-Tenured

Certified

Teachers

Sch. Admin,

Office of Prof.Dev. & HR

Teacher effectiveness in

management of class and resources

Teacher / Staff Retention

Non-Tenured/ less than 3 years of

teaching experience

Classroom Observations/Evaluations

Learning Support Seminar To support

implementationof best

practices

New and

veteran staff

Office of Prof.

Dev. & HR Teacher / Staff Retention N/A

New Teacher Orientation District

Policies,

Procedures &

Protocols

New Staff to

District Office of Prof.

Dev. & HR Teacher / Staff Retention Staff newly hired by district

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?

Administration Professional

Learning Community

Enhance

pedagogy &collaboration

All School

Admin. Office of Prof.

Dev. Effective operations of school sites

and improved student and staff performance

N/A



41

Student Eligibility and Selection

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

Measure

Homeless Migrant Students with

Disabilities

Economically

Disadvantaged

ELL Other

Subgroups

Targeted Assistance Schools

Entrance Criteria () Exit Criteria ()

State Assessment NJASK 3 through 6 N/A N/A

Other Assessments Learnia

District Interim Assessment (DIA), Developmental Reading Assessment (DRA), Reading

Plus, Study Island and End of Unit Assessments in Core Contents

N/A N/A

English LanguageProficiency Assessment

ACCESS Testing N/A N/A

Classroom Grades Teacher Generated Assessments in All Content Areas N/A N/A

Teacher Recommendation Not Applicable N/A N/A Other Not Applicable N/A N/A

Support Elements

Ongoing and Sustained Technical Assistance*

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

From the district: Assistance provided by the district Content Lead Teachers, Bilingual & World Language Department, and Early Childhood Department

From outside experts: Professional development provided by consultants focusing on NJASK st rategies

From others: Support with data analysis and continuous improvement from the district testing and assessment office

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.

Assistance is provided from the district Content Lead Teachers, Bilingual and World Languages Department, and Early Childhood Department in the form of providing



42

teachers with professional development and support in their respective areas throughout the ye ar.

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

State standardized assessment, NJASK; District Interim Assessment; Learnia

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

District Directors, Assistant Superintendent

*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.



43

District Support (completed by LEA for SINIs only)

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

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

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

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

The Office of Assessment, Data Collection, and School Improvement in collaboration with the Office of ProfessionalDevelopment will continue to provide trainings on the analysis of multiple measures of data for its instructionalimplications and Continuous Improvement Model (CIM), which is based upon an 8 step process that relies heavily onthe use of data to drive decisions relative to teaching and learning.

The next phase of the training efforts for the Office of Assessment, Data Collection, and School Improvement is toincrease teachers and staff literacy in assessments, more specifically expand knowledge of various ways to assess,the purpose of assessments, and what should be assessed.The Office of Professional Development will begin trainings in district for teachers and administrators of grades 3-12 inresearch-based best practices of Lucy Culkins Writing Units of Study.

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

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

The strategies and practices promoted within the district are:Continuous Improvement Model (CIM)

Writing –Units of Study (Lucy Calkins)Best Practices of Instructional Leaders and Teachers

Assessment for Learning – J. Chappius

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

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

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

Bring Your Parent to School Day

Career Days

Parent training in both mathematics and literacy

Continue with the support for Parent Empowering Parents (PEP)



44

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

Newsletters/flyers frequently sent home to parents in English and Spanish

School and district functions

Parent Institute

Parent to parent discussion groups

Reallocating the budget to fund activities thatsupport the school’s improvement plan and aremost likely to increase student achievement

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

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



45

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

Amount

Allocated

SIA Amount

Carried Over

Reallocated Use

of SIA

Outcomes as a Result of Implementing the Strategy or

Practice

Evidence

2010 SIA Part R Smart Boards

Training in Smart boards

Laptops

Training for NJASK

Classroom Libraries

Translation Devices

Study Island

Where Peace Lives

Parent Incentive Program

100,000 TBD TBD - There was an increase in studentengagement in 6 out of the 9classrooms that have Smart Boardsas observed by focus walks.

- 9 out of 9 teachers were trainedin Smart Boards by RutgersUniversity

- 25 laptops were purchased

- 50 students participated in

Where Peace Lives Initiative- Refreshments were purchasedfor all 10 PTO general bodymeeting

- Translation equipment wasutilized and translator present atall 10 PTO general bodymeetings

- Study Island implemented inGrades 2 through 6 for all

students in preparation for NJASK

Focus WalkObservations

Sign in sheets

Equipment

Grant Binder

Mural andReel PeaceVideo

School Budget Pages



46

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 school wide programs that do not blend

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

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

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



47

Corrective Action, Restructuring, and School Improvement

Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 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)

1 Required implementation of a new research-based curriculum or instructional program2 Extension of the school year or school day3 Replacement of staff members, not including the principal, who were relevant to the school’s low performance 4 Significant decrease in management authority at the school level5 Replacement of the principal6 Restructuring the internal organization of the school7 Appointment of an outside expert to advise the school8 Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to improve academic achievement of low-

performing students.

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

CorrectiveAction # Description

Effective

Yes - No Evidence of Effectiveness Outcomes

1

23

4

Not Applicable



48

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 restructu ring as set forth in the No Child Left Behind Act .2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq. and N.J.A.C. 6A).3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to make adequate progress (consistent with

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

Identify the restructuring option(s) selected: ____

For schools in Year 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

5

List revisions made to the original restructuring plan.

Not Applicable



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Peer Review

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

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

Peer review must contain recommendations.

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

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

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Principal/Leadership

Valerie Thompson Supervisor of Language Arts/SocialStudies

Howell Township Boardof Education

Language Arts 200 Squankum-Yellowbrook Rd.

Howell, NJ 07731

Mathematics

Special Education

ELL

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

When collecting data, it appears that you are using multiple measures to assess strengths and weaknesses of students. It appears that many types of assessments areutilized to provide the data and that teachers are asked to address those needs in the classroom. It was stated that the professional development for teachers was at thedistrict level with no means of assessing the success. With teacher mobility and teacher placement changes within the building, the expertise to employ strategies to helpstudents become independent successful learners appears limited. Although professional development is in your action plan for the problems identified, I wouldrecommend that it be in the forefront of your plan, wi th mechanisms in place to monitor the effectiveness of the professional development as well as the teacher implementation following the professional development. In the Strategies to Address Student Achievement (p. 28) your indicators of success are based strict ly onprogress towards state benchmarks. I would recommend that there be additional measurable evaluation outcomes to help monitor the strategies implemented throughout

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






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the year.

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

Action Plan for Problem #1 Closing the Achievement Gap (SPED/ELL) LAL and Math

When addressing achievement gaps, it is essential that students first be exposed to the grade level curriculum and then receive support with specific skills and strategies

to fill skill gaps in their learning. The plan provides a means to identify the students, the resources available, the skills trace across grade levels and identification of aprogram. The professional development is suggested to be provided by the building administrator and the vendor. While the vendor has some knowledge of instructionalmethodology, their professional development is mostly limited to the implementation of the program. I would recommend ongoing, job-embedded professionaldevelopment for SPED/ELL and general education teachers who work with these children in inclusive settings. If teachers aren’ t masterful at addressing students’ areasof weakness once it is identified, the program does not provide the expertise a teacher requires to meet the individual needs of all students, especially with a studentpopulation that may have very specific and severe needs. That professional development should also be evaluated and monitored to ensure that it is meeting the needsof teachers and students.

Action Plan for Problem #2 Language Arts Literacy and Reading

The Reading Workshop approach is a very effective means of instruction that is aligned to the Common Core and will prepare students for high stakes assessments. In

order to implement the Lucy Calkins Reading Workshop with integrity, intense, expert, job-embedded professional development is essential. I would recommend a highlevel of support from Teacher’s College or consultants trained at the Teacher’s College to ensure that teachers understand the components. I would also recommendprofessional learning communities take on the work of developing district units of study that support the learning goals iden tified at each grade level with a districtcurricular calendar developed for pacing to ensure that teachers at the same grade level are working with the same expectations. This workshop approach affordsteachers the time and opportunity to provide small group, individualized instruction to address students’ learning gaps. Since vocabulary is an identified need, intenseword study must be an essential component. Again, professional development in best practices for word study is crucial. Classroom libraries and leveled readingmaterials are also key to success. I would also recommend ongoing parent workshops so that parents understand the model of instruction as well as support withstrategies to support their children at home. Supplemental supportive programs such as Study Island and others noted can provide extra support for students in identifiedareas of need; however, the skilled teacher is the most important component. Respectfully, your focus is on grades 3-6; however, consideration should be made toensure that the primary grade teachers and programs are providing a strong foundation for students as they prepare for the upper elementary grades as well.

Action Plan for Problem #3 Using Data/Assessment to Improve Learning (Literacy and Math)

Response to Intervention is aligned with the workshop approach identified in problem #2, with your focus in grades 2-6. Alignment and cohesiveness of programs isanother area that should be considered. With too many different instructional models, teachers do not have the opportunity to develop their expertise. Again, therecommendation would be to ensure that ongoing, job-embedded, expert professional development is provided for teachers. In order for teachers to facilitate RTI, theymust be highly skilled in classroom management, data analysis as well as inst ructional strategies to address the areas of need they identify for their three tieredintervention. Whether literacy or math, small group, skilled and targeted instruction is key to ensuring that students grow as learners.



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plainfield fy12 washington unified plan 12-21-11

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