qsac short term plan

8/3/2019 Qsac Short Term Plan

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Response t o QSAC: Planni ng Doc um ent s

District Name: Plainfield Board of EducationChief School Officer: Dr. Garnell Bailey President of Board: Ms Pat Barksdale



Members of the Team: Dr. Bailey Interim Superintendent

Dr. Beth Ebler Interim Director of Curriculum andInstruction

Ms. Kathy Lee Community Member and Scientist

Robert Burkhardt Supervisor Special Projects

Anna Belin-Pyles Director of Student Family Support ServicesRoxanne Johnson Director of Special Services

Caryn Cooper Principal of Barlow

Frank Asante Principal of Cedarbrook

Christy Oliver-Hawley Principal of ClintonDoris Williams Principal of Cook

Janet Grooms Principal of Emerson

Gloria Williams Principal of EvergreenYvonne Breauxsaus Principal of Jefferson

Wilson Aponte Principal of Charles H. Stillman

Anthony Jenkins Principal of WashingtonShirley Johnson Tucker Principal of Woodland (PASA)

Gwynetta Joe, Principal of Hubbard Middle School

Kwame Asante Principal of Maxson Middle School

John Martucci Interim Principal of Plainfield High SchoolEric Jones President of PEA

Louis Rivera Community Relations Coordinator

Susanne Mullins C & I Language Arts Literacy SupervisorTara Dowdell C & I Interim Science Supervisor

Steve Missal C & I Social Studies SupervisorLaura R. Fattal C & I Visual and Performing Arts

Supervisor

Wilson Martinez Bilingual/ESL/World Languages C & ISupervisor

Kathleen O’Connor Math Coordinator K – 8 Representative

Daniel Cone Interim Director of AthleticsCristina Crowell Technology Coordinator

George Martin English SupervisorThomas Imperato Mathematics Supervisor

Angela Bento Supervisor of Academy of Business, Engineeringand Technology (ABET)

Thelma Matthews Science Supervisor

Nurka Gonzalez Supervisor Bilingual/ESL/World Languages



JON S. CORZINE LUCILLE E. DAVY JON S. CORZINE LUCILLE E. DAVY

Governor Commissioner Governor Commissioner

Directions for DistrictDirections for District

Response to QSACResponse to QSAC

The intention of the NJQSAC legislation is two-fold. (1) it is designed to assure compliance with the statutes

and regulations that govern schools and districts in NJ and (2) it is designed to lead the school community

into reflection on the performance of its students and revision of its practices. The requirements of thedistrict upon receipt of the Commissioner’s report are directed toward both of those aims.

The intention of the NJQSAC legislation is two-fold. (1) it is designed to assure compliance with the statutes

and regulations that govern schools and districts in NJ and (2) it is designed to lead the school community

into reflection on the performance of its students and revision of its practices. The requirements of thedistrict upon receipt of the Commissioner’s report are directed toward both of those aims.

2. What are the required elements of the plan?

The planning process has three parts. Each part can be addressed simultaneously by the planningteam; the parts should not be thought of as sequential.

1. What do the regulations require?1. What do the regulations require?

• Part A must be completed for any of the four performance areas—Personnel, Operations

Management, Instruction and Program, Fiscal Management-- that were scored below 80%. Theprocess includes examination of all the indicators that were not completed and assessment as to

• The Chief School Officer must create an action planning team. At a minimum• The Chief School Officer must create an action planning team. At a minimum, the team must

consist of the following members:School district administrators from the schools and the district

School personnel with experience in one or more of the five components

Instructional staff Representatives of the collective bargaining unit (selected by the collective bargaining unit)

Representatives of the Board of Education (selected by the Board of Education)

• At least 45 days after the end of the appeal process, The Chief School Officer shall deliver a plan

to the Department of Education. The plan must be approved by the Board of Education.

• The state will visit the district every six months to monitor progress.



Progress towards completion of these items will be verified during the six month visit of statedepartment personnel. Completion of each item will be noted and recorded and a new score will

be generated on the basis of the verified results.

• Part B is an examination of the governance functions in the district. For districts that score below80% in Governance the process should include the Board of Education and the Chief School

Administrator in the work outlined in Part A. Upon completion of the Part A work by the Board

and Administration, the Short-term Action Form will be submitted to the Planning Team andadded to the other Part A plans developed in the district. Advisors from the School Boards

Association and the Association of School Administrators will work with all districts that have

Governance scores below 50% to accomplish this first step.

Further work by the Board and the Superintendent should be identified during the initial process.

The advisors will then help the Board members and the Superintendent separately to ensure that

their efforts are focused on the best interests of the children in their care.

• Part C is a three year planning process that is designed to focus districts on two or three issuesthat school system personnel agree are at the root of the problem of student achievement. This

process takes district leadership back into existing plans and starts district reflection anddeliberation on student performance, understanding that the success of a school district is built

clearly on the success of its students. It will take more than 45 days to complete this work but the

outline must be provided within the 45 day timeline so the Commissioner can see that thedirection is sound. This same action planning will be required for all districts that score below

80% in the Instruction and Program section of the QSAC report.

The Department of Education is prepared to send a team of facilitators into the district to act ascoaches during the planning process. This team of three facilitators will help district team

members formulate the plans and procedures that will be used locally. The DOE team will beavailable to work with you beyond the 45 days.



• Revise curriculum and assessments in LAL

for grades K-3 and Grade 6 LAL (inclusive

of special needs and bilingual).

• Revise curriculum and assessments inMathematics for grades 6-8 and Grades 9-11

(inclusive of special needs and bilingual).

• Institute Grade 7 algebra prognosis test and

Grade 8 algebra course

• Implement Algebra IA and IB in grades 9

and 10

Sept. 2008

Sept. 2008

March 2008

Sept. 2008

Office of Testing and

Evaluation• Teacher sign in sheets for

SIOP training (Kean

University)

• Professional development for

teachers sign-in sheets for Dual

Language

• Purchase Acuity diagnostic

and predictive assessments

in LAL, Math, and Science

• Curriculum guides and board

approval as per schedule



• Letters to Parents Criteria

and selection process forms

Results of Assessment

• Criteria described in High

School course guide. Sectionprocess form Plainfield High

School Guidance

department)

I/PA4a Language Arts: Comparing current (2006-2007) and

prior year (2005-2006) assessment data for each

subgroup that achieved proficiency of at least five

percentage points.

Students w/Disabilities

• NJASK5

Percentage Point Increase 12.6

English Language Learners

• NJASK3


• NJASK4

Jan 30, 2008 Interim Superintendent

of Schools

Director of Curriculum

and Instruction

Supervisors of Language

Arts Literacy

Supervisor of Bilingual

Education

Director of Special

• New Jersey Department of

Education 2007 School Report

Card.• Curriculum Revision Schedule.

Revised and align curriculum

guides to include ELL and

students with disabilities as per

curriculum implementation

schedule.

• Disaggregated and re-

aggregated data

• Copies of presentation with




• NJASK7


• HSPA


LEP NJASK4 5.2

Hispanic NJASK4 11.4

Hispanic NJASK5 7.6

Hispanic NJASK7 7.3

African

American HSPA 8.9

• Implement the Acuity diagnostic and

predictive assessment in math and LAL to

meet AYP, inform instruction and provide

remediation for all students in grades 3 – 8.




• Revise curriculum and assessments in

Mathematics for grades 6-8 and Grades 9-11


• Institute Grade 7 algebra prognosis test for

placement in Grade 8 algebra and implement

Grade 8 algebra course


and 10

Dec. 2007

Sept. 2008

Sept. 2008

March 2008

Sept. 2008

Services

K – 12 Principals

9 – 12 Math and LAL

Content Supervisors


Evaluation

test data analyzed and

disseminated to principals and

content supervisors identifying

weakness in cluster areas for

math and language arts

• Sign –in sheets• Completion of the district-wide

strategic Planning Institute

(NJDOE) – Feb 28-29, 2008.

• Teacher sign in sheets for

SIOP training (Kean

University)



Language• Develop Curriculum Revision

Schedule. Revised and align

curriculum guides inclusive

ELL and students with

disabilities as per curriculum

implementation schedule.






• Curriculum guides and boardapproval as per schedule





School course guide. Section

process form Plainfield High



and 10 Sept. 2008 • Curriculum guides and board










School Guidancedepartment)

I/P A5 Language Arts: Comparing current (2006-2007) and



percentage points.


• NJASK5



• NJASK3


• NJASK4


• NJASK7


• HSPA


NJASK4 Hispanic 11.4

NJASK5 Hispanic 7.6

NJASK7 Hispanic 7.3

African

HSPA American 8.9

NJASK4 LEP 5.2

Jan. 30,

2008

Interim Superintendent

of Schools


and Instruction


Arts Literacy


Education

Director of Special

Services

K – 12 Principals


Content Supervisors


Evaluation



Card.

• Curriculum Revision Schedule.





schedule.


aggregated data





weakness in cluster areas formath and language arts

• Sign –in sheets

• Completion of the district-wide


(NJDOE) – Feb 28-29, 2008.


SIOP training (Kean

University)













•

Institute Grade 7 algebra prognosis test andGrade 8 algebra course


and 10

Dec. 2007

Sept. 2008

Sept. 2008

March 2008

Sept. 2008



Language

• Develop Curriculum RevisionSchedule. Revised and align




implementation schedule.














School Guidance

department)

I/P A5 All K-12 principals, content supervisors and Director

of Special Services attended a day long in-service;

reviewing and analyzing systemic weaknesses in LAL

and Math. Participants reviewed QSAC and CAPA

reports as well as overarching critical needs areas.

Targeted professional development and curriculum

alignment is needed to address cluster weaknesses.

Jan 28-29,

2008

Feb.

28-29, 2008


of Schools


and Instruction



Strategic Planning Institute

(NJDOE) – Feb 28-29, 2008.



Card.














•

Institute Grade 7 algebra prognosis test andGrade 8 algebra course


and 10

Dec. 2007.

Sept. 2008

Sept. 2008

March 2008

Sept. 2008

Arts Literacy


Education

Director of SpecialServices

K – 12 Principals


Content Supervisors


Evaluation





schedule.

•

Disaggregated and re-aggregated data










(NJDOE) – Feb 28-29, 2008.


SIOP training (Kean

University)

• Professional development

for teachers sign-in sheets

for Dual Language

• Develop Curriculum

Revision Schedule. Revised

and align curriculum guides

inclusive ELL and students

with disabilities as per


schedule.

• Purchase “ Moving into

English textbooks( K-5).

Aligned to K-5 LAL district

program. Purchase order

• Sign –in sheets for ESL

Professional Learning

Community.






• Curriculum guides and boardapproval as per schedule









School Guidance

department)

IP/ A6a Mathematics: Comparing current (2006-2007) and



percentage points.


• NJASK5

Percentage Point Increase 11


• NJASK3Percentage Point Increase 14.3

• NJASK4


• NJASK7


• HSPA


African American NJASK5 8.6


of Schools


and Instruction


Arts Literacy


Education

Director of Special

Services

K – 12 Principals


Content Supervisors



Card.






schedule.


aggregated data• Copies of presentation with











Hispanic NJASK5 6.7

LEP 15

African American NJASK6 14.3

Hispanic NJASK6 14.8

African American GEPA 5.2


Evaluation

(NJDOE) – Feb 28-29, 2008.


SIOP training (Kean

University)

•

Professional development forteachers sign-in sheets for

Dual Language

• Develop Curriculum Revision

Schedule. Revised and align




implementation schedule

I/P A7 At least 70% of the district student population acrossall grade levels attains the level of proficient or

advanced proficient in Science. Strategies and plans

are being implemented at the district and in all K-12

schools to ensure a minimum of 70% of all students

achieve proficient or advanced proficient status on the

state science assessments in grades 4, 8 and the End-

of Course Biology assessment.

A five-year strategic plan was developed

addressing the following 5 critical areas:Curriculum, Assessment, Professional

development, Materials support,

Administrative and Community Support.

• Curriculum revisions, alignment of

instructional materials, alignment to

NJCCCS, mapping and assessment schedules

were made available for review andcomments to all K-9 science teachers and

principals (including all ELL and special

needs), pending Board of Education

approval. Purchased and implemented a

Web-based Curriculum Mapper program.

• LST Science lesson plans are monitored and

reviewed at the district level through a

Shared-drive and checked against curriculum

March 2007

June 2007

Sept 2007

Director of Curriculumand Instruction

Science and Content

Supervisors (inclusive of

Bilingual and Special

Services)

K – 12 Principals

K – 12 Teachers


Evaluation

K-12 Science Teachers

and LST

•

Science Strategic Plan

• Documented comments and

revisions from teaches and

administrators. Purchased web-based curriculum mapper.

Program monitors usage and

revision schedule.

http://www.curriculummapper.

com/cmapnet/logon/login.aspx

• Creation and Examination of

district Science S-drive

http://www.curriculummapper.com/cmapnet/logon/login.aspx






map

• Curriculum and assessment revisions in

Biology scheduled for summer 2008, in

compliance with the NJCCCS High School

Biology Clarification Project.

• Monitoring of science kits/modules by

Science to Go. Module usage is reported to

director of curriculum, district science

supervisor, principals, and teachers.

• End-of-Course assessment results are

reported to Office of Science Education and

cluster scores are analyzed. Assessment

cluster trends are measured with teacher

professional development

• Established partnerships with Rutgers (SINI

schools) and Montclair State University to

provide targeted sustained professional

development in content and pedagogy

specific to teacher needs and student testdata. Teachers are pre and post assessed

• Targeted professional development provided

to teachers in grades 3, 4, 5, 6, 7, and 8.

• District-wide predictive and diagnostic

science assessments (Acuity) will be in place

for Sept. 2008

Feb 2008

April 2008

Dec. 2007

Feb. 2007

June 2007

Sept. 2008

Science Content

Supervisors

containing lesson plans and

comments.

• Revised and adopted

curriculum guide

• February 2008/ Board of

Education approved in

January 2008. Contract with

Science to Go and STG

district usage report.

• Test results located in Office

of Science Education Science

professional development

schedule.

• Contract with Rutgers

University Refer to SINI

School partnership agendas,

and follow up visit reports.

• September 2007. Refer to

professionaldevelopment

schedule and teacher sign-in

sheets. MyLearning Plan.com

• July 2007- present. Contract

with Acuity for the 2007-08

SY in math and LAL. Copy

of Committee minutes from

Feb. 2008.

IP/ A8e The district provides the analysis to each district

principal and verifies the data analysis drives

instruction and professional development.

• Superintendent, directors, content

supervisors, principals, and teachers

identified trends and patterns across all

content areas (inclusive of all subgroups) to

Jan. 2007 Director of Curriculum

and Instruction


Arts Literacy

and Bilingual Education

K – 12 Principals

• District Analysis Meetings

Summary of assessment results

by content including CAPA,

QSAC DPR’s, NJDOE School

Report Card, and Acuity

results in LAL and

Mathematics.



curriculum in all content areas. Examine materials

produced by the Standards Clarification Project as a

resource for curriculum development. Develop a five

year curriculum revision and adoption schedule to

ensure all content areas are aligned to the NJCCCS

and reflects the needs of all students (bilingual andspecial needs).

IP/B5 The district curriculum is horizontally and vertically

articulated among all grade levels and content areas

and schools through the use of strategies such as

curriculum mapping.

• Implement a consistent template for writing

of curriculum in all content areas.

• Examine materials produced by the

Standards Clarification Project as a resource

for curriculum development. Develop a five

year curriculum revision and adoption

schedule to ensure all content areas are

aligned to the NJCCCS and reflects the needs

of all students (bilingual and special needs).

• Purchase a web-based Curriculum Mapper

program (March 2007) refer to web site.

• BOE agenda for curriculum writing. All

content areas will be supported by bilingual

and special education teachers to ensure

modifications in instructional resources and

strategies for all students.

• The district curriculum is horizontally and

vertically articulated among all grade levels

and content areas through the use of

strategies such as curriculum mapping.

• Content supervisors will attend the Heidi

Hayes national conference in July 2008 on

curriculum writing and interdisciplinary

Feb. 2008 Content Supervisors

(inclusive of Bilingual

and Special Services)

K – 12 Teachers

Curriculum Map template

provides ways to support

integrated/cross disciplinary

instruction to address the

implementation of all nine of the

NJCCCS areas. per

implementation schedule

• Proof of attendance

Board approval



curriculum design focusing on Power

standards and assessment development.

High school course guide reflects cross-curricular

approach in LAL and History.

IP/C1a & c The district requires and verifies that supervisory

practices focus on classroom instruction as evidenced

by teacher-principal/supervisor discussions and

meetings, teacher evaluation and observations, lesson

planning and walk throughs.

All C & I content supervisors provide a weekly

summary report to the director of C&I. In addition,content supervisors are required to do a minimum of 4

walk through and/or informal observations per month

in addition to evaluating non-tenured and tenured

faculty through out the district. Refer to binder and

EdStat procedures.

Jan. 2008 Director of Curriculum

and Instruction

Content Supervisors

(inclusive of Bilingual

and Special Services)

K – 12 PrincipalsK – 12 Teachers


Evaluation

Teacher evaluation schedules-

COPIES OF TEACHER

EVALUATIONS

Lesson plans

Feedback/Post observationevaluations



NJQSAC-DPR Short-Term Actions DPR: Professional

Development

Short-term actions are those that can be addressed in six months with full implementation within one year.

3. Timeline1. DPR

Indicator

2. Issue/Action/Strategies/Interventions

Date

Begun

Date

Completed/Verified

4. Person(s)

Responsible

5. Evidence of

Completion/Impact

Per C1c The district provides high-quality professional

development activates to all teachers, based on

teacher needs regarding improvement in the core

academic areas as defined by NCLB (Title II).

Inclusive of teachers of students of with disabilitiesand teachers of ELL’s, aligned to the NJCCCS.

• The district offers teachers the opportunity

to attend out of district workshops and

conferences as listed on

MyLearningPlan.com which support and

enhance their instructional program in the

core subject areas.

• District workshops for teachers of students

with disabilities and ELL students are

provided to support the core academic

areas.

Jan. 31,

2008

Director of

Curriculum and

Instruction

Supervisor of Special Programs

Content Supervisors

LAL Coaches

Mathematics

Coaches

Building Principals

• Approved PD and

MyLearningPlan.com

/alignment to subject areas

and need

• Meeting agendas and roster• Sign – in sheets

• BOE agenda minutes

showing approval

• Evidence of implementation

of learned strategies and

techniques through class

observation, plan book

review, walk through and

teacher observations as andreferences to all students,

including students with

disabilities and ELLs.

Per C1d

Per C1d

The district requires and verifies that teachers and

Supervisors analyze student work to determine if

instruction is aligned with the curriculum.

• Professional development for all teachers

focuses on improving content and

pedagogical knowledge in the subjects

they teach and on improving instructional

strategies in areas of greatest need.

• Partnerships with universities such as

Rutgers (Esteems Program, Science

Partnership) and Montclair State (PRISM)

Sept. 2007 Director of

Curriculum and

Instruction

Supervisor of

Special Programs

Content Supervisors

LAL Coaches

Mathematics

Coaches

Teacher evaluations

Sign –in sheets & agenda

Budget for professionaldevelopment

• September and December

2007 Board Resolutions

approving Partnerships and

targeted professional

development

• List of participants in

partnership programs.



have been established which provide

professional development opportunities

that focus on content knowledge and

pedagogy as per teacher needs and test

data. Title monies are used to target

specific needs of SINI schools

• District supervisors and coaches hold

subject specific workshops to address best

practices and pedagogical

knowledge. Topics of these

workshops focused on areas in need

of greatest improvement as

identified through data analysis.

• Writing measurable objectives

• Aligning NJCCCS to standards

Building Principals

Subject and grade

appropriate professional

development workshops

and conferences as listed on

MyLearningPlan.com.

•

Minutes of meetings

• Sign-in sheets

Per C1e Professional development focuses on data-driven

instruction, effective classroom assessment

practices, how to use district and interim

assessments to adjust instruction, and how to seek

special assistance for students who fall behind.

• District wide workshops held with grade

level Language Arts teachers and Mathcoaches to review previous year’s test

results and analyze data in order to identify

areas of weakness.

• Workshops were held by Language Arts

Supervisor with teachers to show how to

use data analysis on test results to adjust

instruction in order to focus on identified

areas of weakness.

• Implementation of the Acuity Program, a

diagnostic and predictive assessment in

Math and Language Arts Literacy in order

to provide feedback and data to guide

instruction in grades 3 – 8.

Sept./23/07

Oct., 30,2007

Feb. 2008

Jan. 2008

Director of

Curriculum and

Instruction

Supervisor of

Special Programs

Content Supervisors

LAL Coaches

Mathematics

Coaches

Building Principals

Math and LAL

Teachers

Office of Testing

and Evaluation

K-12 Teachers

• Meeting agendas

• Sign in sheets

• Minutes of meetings

• Budget for professional

development—PO’S

FOR PD

• Teacher evaluations

• Results of Acutiy

assessments



NJQSAC-DPR Short-Term Actions DPR: Operations

Student Support Services

3. Timeline1. DPR

Indicator


Date

Begun

Date

Completed/Verified

4. Person(s)

Responsible

5. Evidence of

Completion/Impact

Oper-D4c Staff Development - Mandatory in-service training

on I&RS process and implementation.

• On-going school building-based technical

assistance and support by the Department

of Student and Support Servicesadministrative personnel to I&RS

(Family Support Teams) effective

September 6, 2000. In services training

of all instructional personnel on the

I&RS process to be completed by March

2008.

• On September 4, 2007 the District’s

Support Services personnel received acomprehensive in-services training on the

I&RS process with a focus on appropriate

documentation and effective

development of action plans and service

delivery to better met the needs of

students

Sept. 2007 Director of Student

Family Support

Services

K-12 Teachers

Agenda and sign-in sheet



Oper-D4d The “Annual Improving School Programs and

Services Report to the Principal”. The Annual

Improving School Programs and Services Report

format will be developed by a committee of

teachers, administrators, support services personneland parents.

• The District’s procedure for the submission

and review of the I&RS team’s Annual

Improving School Programs and Services

Report to the Principal will be modified to

include quality assurance measures that

will better track the document’s

submission, reporting and action plan

development and implementation; as the

result of the report

• Staff Development – All support services

personnel will receive additional training

on the I&RS Team Annual Improving

School Programs and Services Report.

The training took place on Staff

Development Day, January 31, 2008.

• The I&RS Team Monthly Activity Reportwill be reviewed and authorized by the

building administrator and forwarded to

the Director of Student and Family Support

Services by the first Friday of the month

for the previous month activities.

• The I&RS Team’s Annual Improving

School Programs and Services Report will

be completed by the last Friday of theMonth of April.

• The I&RS Team’s final Action Plan will

be completed and submitted to the school

principal by the Last Friday of the Month

of May, and forwarded to the Director of

Student and Family Support Services2. A

standardized report format will be used

Jan. 2008 Director of Student

Family Support

Services

Parents

Teachers

• Modified Annual

Improving School

Programs and Services

Report

• Sign –in sheet and

agenda

• Monthly activity

reports

• School needs

assessment and client

satisfaction survey



throughout the district to ensure a clear

understanding of the core program services

and activities provided at each school.

• The report will also be modified to

improve the identification of barriers and

issues associated with effective program

implementation. The report will be

customized to assess the impact of program

outcomes as it relates to student

achievement and child/youth wellness. A

mechanism will be put into place to review

and track the effectiveness of the

recommended changes as a result of the

action plan.

• A school needs assessment and client

satisfaction survey will be completed at

each school and a self-assessment by each IR&S team.



NJQSAC-DPR Short-Term Actions DPR: Operations . Section B: Student Conduct, School Safety

and Security

3. Timeline1. DPR

Indicator


Date

Begun

Date

Completed/Verified

4. Person(s)

Responsible

5. Evidence of

Completion/Impact

Oper B1a The district has a school safety manual outlining

procedures and mechanisms in consultation with

law enforcement, health, social service and

emergency management agencies and other

community members according to proposed

N.J.A.C. 6A: 16-5.1et seq.

• Dissemination of security manual to all

district employees.

• Training of all district security officers in

crisis prevention

• Twelve surveillance cameras have been

installed in strategic locations in Plainfield

High School.

Jan. 2008 Donald Moye,

Director of Security

Principals

Teachers

• Planning team meeting

agendas and minutes

recording the review

process and

recommendations.

• Attendance sign-in

sheets and list of

committee members

involved in the review,

revisions, and

development of the

safety security plan.

•

Written plans andprocedures

• Copy of manual training

dates and sign-in sheets

• Purchase orders forequipment

Oper B1d The district developed and provided training to alldistrict employees, as appropriate , to enable them

to recognize and appropriately respond to safety and

security concerns in accordance with proposed

N.J.A.C. 6A:16-5.1 et seq.

Feb. 2008 Director of SecurityInterim Supervisor

of Special

Programs

Building Principals

Teachers

•

Copy of the district’straining agenda

outlining modules

dedicated to school

safety and security

• Copy of the district’s

training attendance and

Sign-in sheets

identifying full time,

part time, temporary



and new employees.

• A school calendar of

events and

announcement

highlighting training on

school safety and

security.

• Logs of infractions

Oper B3 The district adopted and distributed to all school

staff, students and parents a code of student conduct

in accordance with N.J.A.C. 6A:16-5.5

March

2008 Board of Education

Interim

Superintendent of

Schools

Director of Student

Family Support

Services

Director of Security

Interim Supervisor

of Special

Programs

Building Principals

Teachers

Parents

Students

• Announcements,

agendas and minutes

from meetings with

parents, students and

community

representatives to

develop the code.

• Sign-in sheets

• Annual review and

update of the code.

• Board minutes

approving the code of

student conduct that

indicate that the code

was based on locally

determined core ethical

values

• Cover memo for the

dissemination of the

code



NJQSAC-DPR Short-Term Actions DPR: Licensed Personnel

3. Timeline1. DPRIndicator


Date Begun Date

Completed/

Verified

4. Person(s) Responsible 5. Evidence of Completion/Impact

Per A1c The District does not hire non-certified persons or

persons with revoked or suspended licenses.

• Monthly audits conducted and the findings

will be shared with the Superintendent and

the State Certification and Licensures

team.

Sept. 1, 2007 Interim Superintendent of

Schools

Director of Human

Resources

• Board policies, regulations

and procedures; annual

rehire lists

• Fall report

• Certified Staff Report

• Board minutes and

approval of personnel

Per A1d New hires have successfully completed a criminal

history record check and have not been disqualified

for employment. Emergent hires are less than 10%

of all new employees.

• This emergent hire process was created

due to the backlog with the fingerprinting

vendor Sage Morphen.

• The PPS hiring is predicated on the

District needs. Going forward Human

Resources will focus on reducing the short

turnaround related to the onboard process.


Schools

Director of Human

Resources

• .Board policies,

regulations and

procedures; annual rehire

lists

• Fall report

• Certified Staff Report

Per A2a All administrators, teaching staff members, and

other staff are appropriately certified and

credentialed for their assignments

• Everyone in the District has been

reconciled and the NJ State Office of

Licensure and Credentials has approved

all district administrators, teaching staff

members and other staff as appropriately

certified and credentialed for their

assignments.


Schools

Director of Human

Resources

• Certificated Staff Report

• Job descriptions and policy

manual• County office review and

approvals



Per A2b All administrators, teaching staff members, and

other staff are employed in state-recognized titles

appropriate for their job responsibilities.

• Hire permanent employees thus

eliminating the need for “acting” or

“unrecognized”

Sept. 1, 2007 Dec. 2008 Interim Superintendent of

Schools

Director of Human

Resources

• Certificated Staff Report

• Job descriptions and

policy manual

• County office review and

approvals

Per A4a Every core academic class as defined by NCLB

is taught by a Highly Qualified Teacher (HQT)

• Everyone in the District is certified

through the NJ State Office of Licensure.

Every core academic class is taught by a

Highly Qualified Teacher.

09/07 Dec. 2008 Interim Superintendent of

Schools

Director of Human

Resources

• Staffing array and board

minutes

• HQT data

• NCLB plan

Per A4b All required forms and documentation are

completed and submitted on an annual basis.

• Data will be submitted on an annual basis

to the County and State governing

authority.

09/01/07 Dec. 2008 Interim Superintendent of

Schools

Director of Human

Resources

County office review and approvals

Per A4d Parents of students in Title I schools that are beingtaught for four weeks by a teacher who has not met

the HQT status are notified in writing.

• Human Resources has partnered with the

Supervisor of Mandated Programs (title 1)

and the Principals in order to accomplish

this task. Human Resources has provided

each Principal with a roster containing the

names of all teachers and their HQTStatus.

The Principals are in the process of notifying

parents in writing, of the HQT status of their

children’s teacher (s). Resources has provided each

Principal with a roster containing the names of all

teachers and their HQT Status.

Sept. 2007 Dec. 2008Ongoing

Interim Superintendent of Schools

Director of Human

Resources

• Sample Letters to Parents• List of names

• Letters sent



Per A4e The district annually reviews HQT data to

determine if students in low performing schools are

disproportionately taught by teachers who have not

met HQT status and if so, implements actions to

ensure that highly qualified and experienced

teachers are distributed equitably between low

performing and high performing schools.

• Human Resources has school rosters

containing the names of every teacher and

his or her HQT Status.

The HQT Roster will be shared and an analysisconducted to ensure that highly qualified and

experienced teachers are distributed equitably

between low performing and high performing

schools.

Sept. 2007 Interim Superintendent of

Schools

Director of Human

Resources

HQT data

Per B2c The District creates and consistently supports rules

and routines that respect and protect the rights of

teachers and other school personnel, students, and

parents/guardians.

• The interim Superintendent of Schools

communicates at the beginning of each

month with all parents, staff and students

via the District Website.

• All problems brought to the District

Administration are resolved in as timely a

manner as possible. Community forums

hosted by the interim Superintendent areheld periodically.

Sept. 1,.2007 On-Going Interim Superintendent of

Schools

Director of Human

Resources


and Instruction

Content Supervisors

(inclusive of Bilingual and

Special Services)

K – 12 Principals

K – 12 Teachers

• Agenda and meeting roster

• Sign-In sheets

• Community

announcements and

invitations

Per B5a The district has adopted written policies and

procedures for the physical examination of

employees.

• The District is in the process of reviewing

its policies and procedures which will

Sept. 1, 2007 On-Going Interim Superintendent of

Schools

Board of Education

Director of Human

Resources

• Board policies, regulations

and procedures

• Blank physical and history

forms

• Files of completed

information



cover the procedures for the physical

examination of employees. (policy #

4112.4)


and Instruction

Content Supervisors

(inclusive of Bilingual and

Special Services)

K – 12 Principals

K – 12 Teachers

Parents

Per B5c All employees’ medical records are secured, stored,

and maintained separately from other personnel

files. Only the employee, chief school

administrator and the school medical inspector

have access to the medical information in theindividuals file. With the individual’s consent, the

principal and school nurse may have access to the

individual’s health history

• Human Resources only maintain doctors’

notes for excused absences as dictated by

the bargaining agreements and

governance policy. Employees’

individual health history is housed in theDistricts Medical Department.


Schools

Director of HumanResources

• Blank physical and history

forms

• Secured, stored , andmaintained employee

records.



NJQSAC ACTION SEQUENCETEN STEPS TO IMPROVING STUDENT ACHIEVEMENT

Step 1: DESCRIPTION OF THE PROBLEM: What are the most central or urgent issues or challenges that must be

addressed? Identify issues at both the school and district level and include data from multiple sources (including the DPR) to describe the problem(s). Focus

on both district-based and school-based challenges and issues and how they may be linked.

Step 2: IDEAL STATE: What is the vision? What do you expect to achieve? Based on the most urgent issues or challenges identified in

Step 1, describe what conditions and outcomes you would like to take place in the district and its schools. Describe the desired results.

Plainfield Public Schools will provide a safe, equitable and engaging academic environment that ensures rigorous teaching and

learning for all students. Sustained and effective leadership embraces a 21st

Century, technologically integrated learning

culture. Data-informed decisions provide accountability through collaboration effective planning and communication

celebrated by all stakeholders of the Plainfield community.



NJQSAC ACTION SEQUENCE

TEN STEPS TO IMPROVING STUDENT ACHIEVEMENT

Step 3: ROOT CAUSES: What has contributed to the problem? Based on your responses to Steps 1 and 2, identify the root causes and

describe how they impact work at the district and school level. Are the root causes linked? Are the identified causes within the control of the district and its

schools? Can district and school staff do something to cause change? Are the root causes high impact? If addressed, are they likely to result in improved

student performance? Analyze how the root causes impact your district’s ability to move its schools from where they are in Step 1 to where you would like them

to be in Step 2. Prioritize the challenges and issues, indicating which ones should be addressed first, based on the urgency or complexity of the root causes and

current outcomes. Select no more than 3 priorities for further development.

1. Recognizing the importance of having the right people in the right place at the right time in order to sustain a competitive organizational culture .

2. Embracing Value-Driven Management, value-driven decision making, and the requirements necessary for implementing Value-Driven Management (strategic decision-makers) .

3. Clear plan of action and accountability system (strategic planning).

THIS IS FOR LONG-TERM PLAN ONLY.






Step 4: MEASURABLE GOALS: What goals are currently in place to improve student achievement across all subgroups?

Based on the first three steps in this process, list your existing district goals. Use data from the DPR and other data to refine the

specific goals as necessary. Enter the goals in the space below or use a separate page, as needed.





Step 5: MAPPING CURRENT STRATEGIES AND RESOURCES: What is currently in place at the school and district level

to support and enable schools to achieve these goals? Based on the information identified in Steps 1-4, identify the present strategies and

resources being utilized at the school and district level to support schools to achieve the desired ends (ideal state). Consider strategies and resources being used

to build the capacity of teachers, staff and administration to improve student learning. How effective are the strategies and resources? Do they serve the

targeted goals? Does the district have multiple initiatives to address the same challenge or issue that compete for resources such as time, people, or space? To

what degree are the programs being implemented? What evidence of success is used to determine continuation of existing programs or interventions? Consider

locally developed programs (e.g., the district’s extended day/year programs, parental involvement activities), grant-funded programs, partnerships with

universities or foundations, or federal or state initiatives.

What is currently being

done?Specific actions to improve

educational practices

In what time

frame?Start /End Date

By whom?Persons Involved

(‘+’ denotes lead

person)

With what? Resources used and

funding source(s)

What evidence?To what degree are the program/ strategy

being implemented?

How well is this program/strategy working,

or NOT working?





Step 6: POTENTIAL NEW STRATEGIES AND RESOURCES TO ACHIEVE THE IDEAL STATE: Based on careful

consideration of best practices, promising practices, research, and content expertise, what might directly and effectively move

the district and its schools towards the ideal state described in Step 2? Based on the information identified in Steps 1-5, identify other

programs/strategies and resources that might better serve the district to support and enable its schools to achieve the desired ends (ideal state). Identify

programs/ strategies and resources that the district and its schools may not be employing that might make a significant and substantive difference in the

outcomes of student learning and achievement.

What could be done?Specific actions to improve

educational practices

In what time

frame?Start /End Date

By whom?Persons Involved

(‘+’ denotes lead

person)

With what? Resources required and

funding source(s)

What evidence? How would this program/strategy be evaluated

for its effectiveness?





Step 7: SELECT THE STRATEGIES: Go back to Step 5 and Step 6 and highlight which existing and/or new programs or

strategies you will use to meet the measurable goals. Focus on no more than 3 specific issues or challenges.

Step 8: ACTION PLAN: Once you have identified the specific issues and challenges and the programs/strategies to address

them, create an action plan. Use the template below to describe your plan of action.

What will be done? Describe specific actions to improve

educational practices linked to

measurable goals

In whattime

frame?Start /End

Date

By whom?Persons

Involved

(‘+’ denotes

lead person)

With what? Resources required

and funding

source(s)

What evidence? Benchmarks? How will you know this is working? What

evidence will be needed to evaluate the effectiveness of the

selected programs or strategies?





Step 9: DEVELOPMENT OF PEOPLE: What additional skills/training will people need in order to implement these changes,

programs, or strategies? What training is needed to ensure sustainability? List the additional skills, training, or experiences needed to

successfully carry out the tasks outlined in Steps 1-8 and to institutionalize and sustain the practices and outcomes. These actions should be included in your

school and district Professional Development Plan and must align to the programs, strategies, and actions included in Step 8.





Step 10: DOCUMENTATION: How do we track our progress? How will we know things have changed and improved?Summarize the evidence you will gather in the aggregate to demonstrate the effectiveness of your chosen strategies or intervention and ensure that you are

meeting the goals. For each action step and strategy identified in Step 8, identify the documentation process and timeline for collecting the evidence. Describe

how you will collect formative and summative information and how you will use it to inform and evaluate the strategies. Describe how you will know that the

strategy is working and how you will benchmark progress along the way. While a brief discussion of this is required as part of Step 8: Action Plan, you should

describe this process in more detail below.

qsac short term plan

Documents