school improvement grant (sig) program cohort 3 – year 4: 2017 … · 2017-12-12 · 1 form s-1...

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Form S-1

NEW JERSEY DEPARTMENT OF EDUCATION COVER PAGE

**SIG: COHORT 3-YEAR 4 SCHOOL APPLICATION**

SECTION I:

NGO#:18-SG13-H03 Title: School Improvement Grant

SECTION II, PART A:

The Senator Frank Lautenberg School

School Name

137 Carroll Street

School Address

Paterson, NJ 07501

School City, State, Zip

Grades K – 8

Grade Span of School

Internal

use only

__ __ __ __ __ ____ __ __

School Code Type Region Sequence

Ms. Boblyn Ranger-Dobbs 973-321-0061 School Principal Name Phone #

Ms. Jenna Goodreau

School Program Director Name

973-321-0713

School Program Director Telephone

973-321-2394/[email protected]

School Program Director Fax/email

Total amount of funds requested for school application: Year 4 $1,525,401

Year 4 funds will be used for: X Full Implementation ___ Sustainability Activities

Duration of the Year 4 project: 9/1/17 to 8/31/18

To the best of my knowledge and belief, the information contained in the application is true and correct. I further certify the

school application information is complete.

Signature on file with NJDOE _June 13, 2017__________ Certification of Chief School Administrator Date

SECTION II Part B

The school application has been duly authorized by the governing body of the Paterson Public Schools school district

(county code 31, District Code 4040, School Code 100).

Signature on file with NJDOE State District Superintendent _____ _June 13, 2017_____ Signature of Chief School Administrator Title Date

Business Administrator: Ms. Daisy Ayala Phone: 973-321-0772 Fax:973-321-0899

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Form S-2

STAKEHOLDER PARTICIPATION

Stakeholder Committee Membership and Participation Include the following information regarding Stakeholder Committee membership and participation. Add additional rows as necessary.

Name Position # of Meetings Attended / Total Meetings

Eileen Shafer Deputy Superintendent 1

Susanna Peron Assistant Superintendent of Academic Services 1

Luis Rojas Interim Chief of Human Capitol 1

Robert Murray Paterson Legal 3

Boblyn Ranger-Dobbs Principal 13

Marguerite Sullivan SIG Project Director/Federal Programs Director 4

A. Melanie Brown Vice Principal 9

Grace Ayala Vice Principal 11

Kelly Charles ELA Supervisor 8

Jennifer Woods Math Supervisor 8

Elba Rosario-Gomez Bilingual Supervisor 8

Janelle Sisco SPED Supervisor 8

Jenna Goodreau SIG Supervisor 11

Jane VanSplinter SIG Fiscal Monitor 5

Kristy Wellins Climate and Culture Mentor 8

Alessandro Verace Data Mentor 8

Sandra Ventura Guidance Counselor 1

Carolyn McCombs New Destiny Family Success Center Executive

Director

2

Chantelle Campbell FSCS Director 2

Family Intervention Services (3 Staff Members) Social/Emotional Contributor 2

School-based Health Clinic Behavioral Health (3

Staff Members)

FSCS Health and Wellness Partner 2

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Stakeholder Meetings Include the following information for Stakeholder Committee meetings in which the needs assessment and School Improvement Grant application were

discussed.

Date Location Topic Number Attending Agenda on File (Yes or No) Minutes on File (Yes or No)

March 9,

2017

SFLS Quality School Review and

Needs Assessment

9 Yes Yes

March 23,

2017

SFLS Quality School Review and

Needs Assessment

9 Yes Yes

April 20,

2017

SFLS Data Review and Analysis 9 Yes Yes

April 21,

2017

SFLS Data Review and Analysis 9 Yes Yes

May 4, 2017 Central Office SIG Year 4 Planning 6 Yes Yes

May 8, 2017 SFLS SIP Plan Development 9 Yes Yes

May 9, 2017 SFLS SIP Plan Development 9 Yes Yes

May 10,

2017

SFLS SIG Project Development 4 Yes Yes

May 12,

2017

SFLS SIP Plan Development 9 Yes Yes

May 15,

2017

SFLS SIP Plan Development 9 Yes Yes

May 22,

2017

SFLS Social/Emotional Learning

Coordination

12 Yes Yes

May 25,

2017

Central Office Extended Learning 6 Yes Yes

June 1, 2017 Central Office Extended Learning 3 Yes Yes

June 5, 2017 Central Office Extended Learning 4 Yes Yes

June 6, 2017 Central Office Budget Development 2 Yes Yes

June 8, 2017 Central Office Budget Development 2 Yes Yes

June 14,

2017

SFLS Social/Emotional Learning

Coordination

12 Yes Yes

June 15,

2017

SFLS SIG Project Development

and Budget Development

2 Yes Yes

June 17,

2017

Central Office Budget Development 2 Yes Yes

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Stakeholder Awareness and Involvement in SIG Implementation

Describe how stakeholders are involved in model implementation on an on-going basis and the methods used to inform the school community about SIG

initiatives (e.g. posting on website, parent meetings, community forums, etc.)

Stakeholders are involved in the transformation model implementation through various forms of participation. The Senator Frank Lautenberg

School facilitated a variety of stakeholder meetings to develop various components of the SIG renewal application including the SIP, extended

learning, social and emotional learning, SIG project development and budgeting. Depending on the nature of the meeting, different stakeholders

were called upon to attend to share their expertise and review data to determine SIG initiatives. Stakeholders included school administrators,

teacher leaders, teacher mentors, content area supervisors, Central Office staff, Full Service Community School staff and members of Family

Intervention Services.

1. Data Analysis and Needs Assessment

Various stakeholders met to review 2016-2017 data and identify the needs of the school for 2017-2018. Multiple data points were

analyzed including the SIP, student achievement, student attendance, staff attendance, OCR data, and suspension rates. As part of the SIP

process, school staff had to complete the QSR, root cause analysis, and data analysis in order to develop their goals. Feedback from staff

regarding various vendors was also discussed to determine the level of services needed for 2017-2018.

2. Plan Development

School administrators and other staff developed SIG initiatives for 2017-2018 after identifying needs based on the data analysis above.

With the budget in mind, specifics of each initiative were formulated to correlate with SIG Transformation Model requirements and to

support SIG Leading Indicators.

3. Application and Budget Review

School administrators and district staff met to finalize the components of the application and budget items.

4. Stakeholder Participation During Grant Implementation

Bi-weekly School Leadership Team Meetings

o Stakeholders from the SIG School, District, and RAC meet every other week to review SFLS’ progress on the four SIP goals.

Discussion will include SIG initiatives and progress.

Monthly Parent Meetings

o Principals, in collaboration with the school’s parent liaison, hold a monthly parent meeting where various topics are discussed such

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as school events, extended learning, interventions, and the overall progress of the school.

Quarterly SIP Meetings

o The RAC facilitates quarterly SIP meetings where SIG School, District, and RAC staff meet to review the status and progress of

the SIP.

Climate and Culture Surveys

o Students, staff, and parents are surveyed once per year on a variety of climate and culture topics.

School Websites

o Information on school events including SIG initiatives such as STEAM activities and student incentives, are posted on the school’s

website.

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S-3

Review of Mission, Vision and Project Summary

LEA: Paterson Public Schools Name of School: The Senator Frank Lautenberg School

Review the school’s mission, vision and project implementation summary contained in the approved initial application (FY-15) or

subsequent approved revision. Place an “X” next to the appropriate statement.

Following review of the mission, vision and project implementation summary reflected in the initial SIG application (or subsequent

revision), we’ve concluded that it is still relevant and will be retained, without modification, through FY-18 SIG implementation.

X

Following review of the mission, vision and project implementation summary reflected in the initial SIG application (or subsequent

revision), we’ve concluded that revisions are warranted. The revised mission, vision and/or project implementation summary is described

below.

Indicate the revised mission, vision and/or project implementation summary.

Mission

The entire Senator Frank Lautenberg School community is committed to providing a structured and

supportive learning environment in Science, Technology, Engineering, Arts and Mathematics “S.T.E.A.M.”

that is tailored to meet the needs of all students.

Vision

The Senator Frank Lautenberg is committed to bringing the best school experience to students, families, and

educators through inspiration, and an innovative S.T.E.A.M. thematic curriculum.

Project

Implementation

Summary

Activity 1 – Governance

Retain current Principal who has initiated a transformation model

Embrace the eight turnaround principles

Set a vision for high standards in instruction practice and student growth

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Activity 2 – Evaluation

Implement the rubric-based Teacher and Principal/VP/AP Observation System combined with

AchieveNJ requirements

Support staff with a “Praise and Polish” approach to provide meaningful feedback

Continuously monitor and improve effectiveness of systems

Activity 3 – Incentives

Refine teacher incentive process from Year 3 and maintain various components that teachers

may select from

Act swiftly and efficiently to improve teacher practice through Corrective Action Plans (CAPs)

Activity 4 – Professional Development

Provide professional development

o Continue to partner with an organization to provide professional development in best

practices for implementing the CCSS and NJCCCS

o Continue to partner with a web-based professional development service to provide

relevant and current videos of strategies and teaching practices being implemented in

the classroom

Provide The Senator Frank Lautenberg School with additional professional development time

through early dismissals to be scheduled throughout the school year

Provide all teachers an opportunity to participate in Professional Learning Communities

Continue to provide job-embedded professional development through external providers,

school administrators, site-based supervisors, and RAC personnel

Convene a peer-based professional development environment that supports on-the-job

improvement and support (PLCs, VAMs, and GLMs, etc.)

Activity 5 – Recruit and Retain Staff

Implement a rigorous screening process for new and current staff

Identify existing resources and supports and provides leadership and growth opportunities for

teachers, solicit teacher feedback and use it in decision making process

Through SIG funds, maintain the following positions: Two (2) Reading Specialists,

Instructional Mentor and Mentors of Climate/Culture and Data

Through SIG funds, add the following positions: Teacher Coordinator of Social and Emotional

Learning and Instructional Mentor

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Activity 6 – Data- Driven Reform

Provide professional support for staff to effectively utilize Performance Matters and STAR and

to move from pulling data to analyzing data to drive instruction

Provide intervention support for students in English Language Arts through Achieve 3000, a

computer-based intervention programs for Grades 4-8

Create a collaborative professional climate for data- and trend-driven instructional practice

though PLCs and other venues

Activity 7a – Extended Learning Opportunities

Implement approximately 226 hours of extended learning time embedded into the regular

school day both teachers and students

Enrich student learning though interventions and enrichment programs during the extended day

Activity 7b – Community Engagement

Employ a Teacher Coordinator of Social and Emotional Learning to coordinate all SEL

services, provide professional development to staff, collaborate with the guidance counselor to

implement behavioral interventions, implement a character education program and peer

mediation program

Continuously convene stakeholder committee, School Action Team, and other groups to

actively engage parents and community-based organizations

Facilitate staff coordination with community-based leaders and organizations with coordinated

planning, professional development, and mentorship

Partner with Full Service Community Schools to maximize resources and provide sustainable

services for students, parents, and families

Activity 8 – Operations

Provide flexibility and autonomy for staffing, scheduling, and budgeting

Maintain leader accountability through a summative school rating

Activity 9 - Assessment

Utilize MediaX to continuously collect and analyze evaluation data

Monitor behavior and discipline via Infinite Campus

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Continue to collect and assess student data through STAR and Performance Matters

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Form S-4

Status of Leading Indicators and PARCC Assessments

LEA: Paterson Public Schools Name of School: The Senator Frank Lautenberg School

Provide data for each of the areas listed below. Briefly describe the current strategies to address each metric and any anticipated Year 4

modifications.

Metric Baseline

2013-14

Year 1

2014-15

Year 2

2015-16

Year 3

2016-17

Year 4 Goal

2017-18

Increased Learning Time (ILT)

ILT Hours for Core Subjects 0 Hours 281.5 Hours 263 Hours 192 Hours 152 Hours

ILT Hours for Enrichment

ILT Hours for Teacher Collaboration 0 Hours 24 Hours 30 Hours 78 Hours 82 Hours

Total ILT Hours 0 Hours 305.5 Hours 293 Hours 270 Hours 234 Hours

Student Presence

Student Attendance Rate 88% 88% 90% 89% 96%

Chronic Absenteeism 43% 27% 38% 37% 30%

Student Discipline Data

Office Conduct Referrals (OCRs) Data not

available

314 OCRs 238 OCRs 243 OCRs 219 OCRs

In School Suspensions SFLS does not practice in-school suspensions

Out of School Suspensions 100 Suspensions 188 Suspensions 212 Suspensions 383Suspensions 345Suspensions

Teacher Presence

Teacher Attendance Rate 94% 94% 94% 95% 96%

Number of Instructional Vacancies or Leaves 3 Vacancies/

Leaves

5 Vacancies/

Leaves

6 Vacancies/

Leaves

3 Vacancies/

Leaves

0 Vacancies/

Leaves

Percentage of Instructional Vacancies or Leaves 8% 10% 6% 3% 0%

Teacher Evaluation Data

Total Number of Teachers 37 Teachers 52 Teachers 58 Teachers 58 Teachers 53 Teachers

Number of Teachers with Corrective Action Plans

(CAPs)

Data not

available

11 Teachers 4 Teachers 2 4, possibly up

to 8 when

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PARCC is

returned

Percentage of Teachers with CAPs Data not

available

21% 7% 3% 8% - 15%

PARCC ELA Proficiency

3rd grade 0% 3.9% TBD TBD

4th grade 0% 5.7% TBD TBD

5th grade 408% 8% TBD TBD

6th grade 11.4% 9.8% TBD TBD

7th grade 0% 12.5% TBD TBD


PARCC ELA Student Growth Percentile (SGP)

4th grade 2.5 2.8 TBD TBD





PARCC Math Proficiency

3rd grade 0% 5.8% TBD TBD



6th grade 5.9% 2% TBD TBD

7th grade 3.3% 3% TBD TBD


Algebra 1 0% 0% TBD TBD

PARCC Math Student Growth Percentile (SGP)





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Summary of Strategies’ Impact on Metrics

Describe the increased learning program and its impact on ELA and Math outcomes. Describe any anticipated modifications to the program

during Year 4.

The Senator Frank Lautenberg School’s (SFL) extended learning program enables the school to add instructional periods and provide time for

intervention and enrichment. School six has continued to show gains in their K-5 population as evident by continued growth in reading levels.

The combination of guided reading supported by the Wilson Reading Program in grades K-3 have resulted in SFLS exceeding their yearly

improvement plan for those grades.

Students in need of intervention for literacy participated in the Achieve 3000 program, which yielded an average growth of +67 Lexile points

among 274 students in Grades 3 - 8. This is an increase of 14 Lexile points from the 2015-2016. Students in grades K – 3 participated in the

Wilson Reading Program, which yielded an average of 50% growth amongst various foundational reading skills. The two reading specialists at

SFLS work with flexible instructional groups based that provide varying amounts of time for students to learn based on their individual needs.

Classroom teachers also utilize two other intervention programs, Reading Eggs, and Reading A-Z. The reading specialists, along with the ELA

teachers will continue to utilize various intervention programs to meet the academic needs of SLFS’s students.

2016-2017 SFL Achieve 3000 Data

Grade

Level

Total

Students

Sept

2015

Average

Lexile

Oct

2015

Average

Lexile

Nov

2015

Average

Lexile

Dec

2015

Average

Lexile

Jan

2016

Average

Lexile

Feb

2016

Average

Lexile

Mar

2016 Average

Lexile

Apr

2016 Average

Lexile

May

2016 Average

Lexile

Jun

2016 Average

Lexile

Lexile

Target

Growth

3rd

Grade

31 136L 219L 222L 270L 269L 281L 320L 304L 310L 313L 76L

4th Grade

53 260L 286L 288L 306L 300L 337L 315L 353L 3525L 342L 381L 64L

5th

Grade

60 266L 278L 308L 360L 341L 368L 349L 395L 398L 360L 111L

6th

Grade

51 304L 246L 259L 265L 265L 305L 249L 329L 342L 56L

7th Grade

49 345L 397L 429L 415L 434L 409L 349L 492L 538L 498L 32L

8th

Grade

50 631L 663L 627L 607L 640L 653L 668L 642L 668L 58L

School-

wide

274 303L 331L 348L 356L 371L 377L 370L 326L 398L 392L 465L 67L

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Wilson Reading Program Grade K Grade 1 Grade 2 Grade 3

Naming Letters

72%

Naming Letters 17%

Blending Words 48%

Naming Letters 100%

Sound/ Letter Correspondence

69%


32%

Reading/Writing Words

55%


6%

Write Letters and Words

74%


40%

Manipulating Words

68%


12%

Read Words 60% Read Words 45% Sentences/Read Words 54%

Read Words 38%

Average K Growth = 69%

Average Gr 1 Growth = 34%

Average Gr 2 Growth = 56%

Average Grade 3 Growth = 39%

Overall Average Growth Percentage 50%

The Instructional Mentor continues to provide daily support to ELA teachers at SFLS. Support is provided in various ways such as formal

professional development on PD days, informal professional development during grade level and vertical articulation meetings, and job-embedded

coaching and modeling of best practices and instructional strategies. Additional support was provided for new ELA teachers that were hired in

grades 4-7.

Professional development topics included:

Lesson planning

Unit Planning/Backwards mapping

Unpacking the Common Core Standards

Analyzing Data from Unit Benchmarks/STARS

Analyzing trends using Performance Matters/STARS Reports

Teaching Channel is another platform where teachers are provided with a variety of vignettes to support professional learning through the use of a

Learning Plan. Within the Learning Plan, teachers are able to view professional learning videos, post comments, and respond to questions as this

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allows the teachers to become reflective.

The following Learning Plans were created for SFLS teachers:

LEARNING PLAN #1: Growth Mindset, Classroom Climate & Culture

LEARNING PLAN #2: Using Data to Inform Instruction & Support

LEARNING PLAN #3: Managing the Classroom

LEARNING PLAN #4: Leading Learners With Levels Of Questioning

LEARNING PLAN #6: Unpacking the ELA CCSS

LEARNING PLAN #7: New Teacher Survival Guide

LEARNING PLAN #8: Prep for Planning

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Students who attend SFLS are given opportunities in mathematics with the conceptual model that integrate face-to-face learning and online

learning information, media and technology skills, as well as learning and innovation skills (critical thinking, communication, collaboration and

creativity skills). To adequately assess these skills, Paterson Public Schools has adopted a Mathematics Practice Standards Tool that includes

indicators for both teachers and students. The Standards for Mathematical Practice describe varieties of expertise that mathematic educators at all

levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in

mathematics education. adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations

and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition

(habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy). Teachers

and students are then assessed several times a year. Below you can find the targeted growth and actual growth chart for the 2016-2017 school

year.

Mathematical Standards Tool

SFLS 2016-2017

Grade

Class Baseline

Percentage

Class Spring Percentage

Targeted Growth

Goal K 17% 58% 37% 1 20% 62% 40%

2 24%

35% *Grade 2 moved from departmentalization to self-contained mid-year. 44%

3 28% 62% 48% 4 26% 47% 46% 5 31% 51% 51% 6 11% 9% 31% 7 31% 31% 51%

8 33% 44%

*Extended Medical Leave 53% Initial School Baseline Data

25% 44% 45%

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Students struggling in mathematics utilized the SuccessMaker program for math intervention. 251 students demonstrated growth on

SuccessMaker and grew between 1 month and 1 year in grade level mathematical skills. The majority of students demonstrated growth between 1

month and 6 months.

2016-2017 SFL SuccessMaker Math Data

Growth/

# of

Students

1

Month

2

Months

3

Months

4

Months

5

Months

6

Months

7

Months

8

Months

9

Months

1 Year Total Students

with Growth

3rdGrade 5 10 7 9 5 1 2 3 42

4th Grade 18 9 15 9 10 10 1 1 73

5th Grade 5 12 12 7 11 4 4 2 2 59

6th Grade 4 5 1 10

7th Grade 14 18 5 2 39

8th Grade 7 12 2 5 2 28

Totals

53 66 42 32 28 14 6 3 4 3 251

The 2016-2017 school year will be a challenging year at SLFS for Mathematics instruction. Due to the Reduction in Force, SFLS has lost their

math site-based supervisor. Although a different supervisor will be assigned to SFLS, it is a disruption in support to the remaining teachers. In

addition, SFLS has lost one math teacher position due to RIFs in the middle grades, forcing the school to reallocate the teaching assignment to

existing staff members. However, both middle school math teachers will not be at SFLS next year with one resigning and the other has requested

a transfer. Due to the combination of the skeletal middle grade positions, training new middle grade students, the loss of the consistent support by

the site-based math supervisor and the low PARCC proficiency, SFLS is proposing to add a second Instructional Mentor to provide daily and

targeted support in math instruction. This instructional mentor will be solely dedicated to providing instructional support to math teachers by

providing job-embedded coaching and modeling, working with new teachers on Paterson’s curriculum and pacing, reinforcing strategies with

remaining teachers and collaborating with the new math site-based supervisor to provide daily support for math teachers.

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Describe student attendance strategies and their impact on maintaining or increasing student attendance to at least 96% and decreasing

chronic absenteeism. Describe any anticipated modifications to these strategies during Year 4.

At The Senator Frank Lautenberg School, there is an intense focus on increasing attendance and several initiatives have been implemented. SFLS

continues to hold an Attendance Review Committee (ARC) which was created to address various attendance concerns and identify chronically

absent students. The Teacher Mentor of Climate and Culture has also been instrumental with initiating and maintaining various programs

designed to reward attendance. Several incentive programs have been implemented to provide nominal rewards. Students may earn Steamin’

Stallion Tickets that awarded them the opportunity to select from various STEAM related items such as robot building kits, solar-powered racing

cars and other fun STEAM activities. SFLS also uses healthy competition to try to increase school attendance. A bulletin board at the school

showcases the Steamin' Stallions attendance race to inform everyone on how they are doing. Another competition involved March Madness

brackets to find the top class for attendance in March. This strategy continued for April and May.

SFLS continues to hover around the 90% mark for student attendance with 2016-2017 at 89%. The goal for 2017-2018 is to reach 96% and will

implement the following strategies to reach the goal:

Establish schedule to meet with the attendance review committee – bi-weekly

Create partnerships with local agencies to make immediate referrals for students who reach 6 or more absences

School and local agency will meet regularly to monitor progress of referred students and families

Refine the student recognition program

Continue to provide regular incentives for students who meet attendance expectations

Provide targeted information to Kindergarten students and families to stress the importance of maintaining consistent and daily attendance

and arriving to school on time.

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Describe student discipline strategies and their impact on decreasing OCRs and suspensions. Describe any anticipated modifications to these

strategies during Year 4.

Student discipline and social emotional learning continue to be a challenge at SFLS. OCRs were reduced by 76 from 2014-15 to 2015-16 but

increased slightly this year by 5. Suspensions vary throughout the years. For instance, 100 students were suspended in 2013-14. Then in 2014-

15, 188 students were suspended. In 2015-16, 212 students were suspended. However, in 2016-17 only 152 students were suspended. Although

there was a decrease in the number of students suspended throughout 2016-17, the number of suspensions continues to increase with many

students suspended multiple times resulting in 492 days of missed instruction. There has also been an increase of violent crime and activity in the

neighborhood of SFLS, resulting in multiple lock-downs throughout the school year. One of the tragic outcomes of the increased violence is the

effect it has on the SFLS students. When a shooting occurs, it is as in most cases a student’s father, brother, sister, cousin, or neighbor. This has a

dramatic effect on the learning environment at SFLS. The reverberations of the tragedy are felt throughout the building and at times have even

affected staff members.

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To combat the effect of violence and other home situations that interrupt learning, Principal Dobbs and her team have been strategic in developing

a plan for 2016-2017. Major components of the plan include 1) hiring a Teacher Coordinator of Social Emotional Learning, 2) partnering with

SFLS’s Full Service Community School to provide additional counseling for students, and 3) reaching out to community organizations for

additional support for students and families.

Teacher Coordinator of Social Emotional Learning (SEL)

SFLS is requesting to utilize SIG funds to hire a Teacher Coordinator of Social Emotional Learning. The role of this staff member will be to

coordinate all of the existing and new initiatives to address the students’ social and emotional learning. While recognizing that this would be a

temporary position over the next two years, SFLS is committed to working with students and families to provide the environment and supports

needed for learning to take place. SFLS initially sought a professional partner that could be at the school to provide the below services for both

students and teachers, however the cost was out of budget. Rather than continue to pay a consultant to provide services at a limited number of

days per year, it is much more cost effective to hire an in-house staff member who is part of the fabric of the school community who will be able

to provide 180+ days of support for in social emotional learning to both students and teachers. The role and responsibilities of the Teacher

Coordinator of SEL are:

Coordinate social and emotional learning services at SFLS

Provide daily professional development in the form of job-embedded coaching and support to instructional staff for classroom

management, utilizing strategies such as “brain breaks” and affirmations, and implementing de-escalation strategies for teachers and

students

Implement a character education program. SFLS has allocated time each morning for the character education program and will continue to

reinforce character traits and activities for students. The teacher coordinator will oversee this in Year 4 and begin to transfer the

implementation of the program over to the instructional staff after training in Year 5.

SFLS will implement the Peace First Program, which is focused on teaching the essential concepts of peacemaking, modeling and

practicing critical skills, and building the relationships that are central to becoming an effective peacemaker.

o student activities in mindfulness, reflection, community service and civic engagement

o professional development for teachers

o and a parent workshop on how parents can assist their children in de-escalating and addressing conflict

Collaborate with the guidance counselor to provide behavioral interventions for students

Conduct a peer mediation program with the goal of transferring the ownership of the program to the students for sustainability

Partnering with SFLS’s Full Service Community School to Provide Additional Counseling for Students

The School-based Health Clinic (SBHC) as part of the Full Service Community School is currently seeking to gain partnership of

Paterson’s Federally Qualified Health Clinic (FQHC) network. With the FQHC partnership, the SBHC will be able to bill out for

behavioral health and counseling services. This will allow the SBHC to hire additional counselors to provide more services at no cost to

the FSCS or PPS budget.

The SBHC is also in process of obtaining additional Master’s level social work interns to lead student groups on grief, trauma and loss.

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Reaching out to Community Organizations for Additional Support for Students and Families

In March, our FSCS partner New Destiny called a meeting with The Family Success Institute and Family Intervention Services. These two

institutions have a long record of assisting families in New Jersey and providing substantial resources. The Family Success Institute was

co-founded by Cary Booker, Senator Booker’s brother, who attended our meeting to work with Principal Dobbs and her team to identify

the needs of SFLS and match them with available services. SFLS has had several subsequent meetings to solidify and map out the

coordination of services. Family Intervention Services will provide a mobile response team member to be located at the school to

intervene in the event of a crisis to assist the family when there is a loss of a parent or family member, housing instability, family member

incarceration, meeting basic needs, addressing chronic absenteeism, etc.

Family Intervention Services will provide family counseling, which can be done at the student’s home, school, church, or any location that

the family feels secure. Often, it is the school where the family feels the safest and is the location that they will select for the counseling.

SFLS is requesting the use of SIG funds to outfit a room with the basic necessities to provide a comfortable and welcoming environment

for families to address their needs. Basic necessities would include comfortable seating, a table, and rug.

In summary, the Teacher Coordinator of SEL will work with teachers and implement several students programs, the SBHC will expand their

availability to offer additional 1:1 counseling and group sessions, and Family Intervention Services will provide crisis intervention and family

counseling and services. This trifecta of social and emotional learning services for students and families will be dedicated on the goal of

stabilizing the current environment at SFLS to provide the students a pathway to focus on increased achievement.

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Describe teacher attendance strategies and their impact on maintaining or increasing teacher attendance to at least 96%. Describe any

anticipated modifications to these strategies during Year 4.

Teacher attendance continues to increase and reached 95% this year. With an attainable goal of 96% for 2017-2018, SFLS will continue to utilize

various incentives for teacher attendance including recognition programs and other no-cost incentives. SFLS is also building an enrichment

period into their schedule to not only provide students with academic enrichment experiences, but for teachers to select a skill, topic or activity of

interest that they would like to teach the students.

Describe the support provided to teachers with corrective action plans (CAPs). Indicate the extent to which this support has improved

instruction. Describe any anticipated modifications to these strategies during Year 4.

Teachers on a CAP at The Senator Frank Lautenberg School receive support targeted to their specific challenges. The number of teachers on a

CAP for 2017-2018 will be 4 – 8 teachers. SFLS is waiting for the PARCC data to come back to determine the final results for several teachers.

Supervisors of Literacy, Math, Bilingual and Special Education Instruction will continue to provide coaching and job-embedded support for

teachers. The Instructional Mentor has provided and will continue to provide mentorship on a peer to peer level by modeling effective lessons and

instructional strategies. Teachers on a CAP will receive support in the area of classroom management from the Teacher Coordinator for Social

Emotional Learning. School administrators also provide continued support and coaching through learning walks and classroom observations.

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Form S-6

SIG Required Activity Checklist

LEA: Paterson Public Schools School: The Senator Frank Lautenberg School

Required Activity for Transformation Model SMART Goal(s) and Action

Step(s)Where Required

Activity Is Addressed

2 Use rigorous, transparent, and equitable evaluation systems for teachers and principals that (a) take into

account data on student growth as a significant factor, as well as other factors, such as multiple observation-

based assessments of performance and ongoing collections of professional practice reflective of student

achievement and increased high school graduation rates; and (b) are designed and developed with teacher

and principal involvement.

1.2, 1.4, 1.7, 1.9, 1.11, 1.12

3 Identify and reward school leaders, teachers, and other staff who, in implementing this model, have

increased student achievement and high school graduation rates, and identify and remove those who have

not improved their professional practice after having been afforded ample opportunity to do so.

3.17

4 Provide staff ongoing, high-quality, job-embedded professional development (PD) that is aligned with the

school’s comprehensive instructional program and designed with school staff to ensure they are equipped to

facilitate effective teaching and learning and have the capacity to successfully implement school reform

strategies.

1.3, 1.4, 1.6, 1.11, 1.12, 2.1

5 Implement strategies that are designed to recruit, place and retain staff with the skills necessary to meet the

needs of the students in a transformation model.

1.1, 1.2, 1.5, 1.8, 1.9, 1.11,

1.12, 2.3, 2.6, 3.1, 3.2, 3.3, 3.4,

3.7, 4.1, 4.2, 4.3, 4.4, 4.6, 4.7,

6 Comprehensive instructional reform strategies. The LEA must (a) use data to identify and implement an

instructional program that is research-based and vertically aligned from one grade to the next, as well as

aligned with state academic standards; and (b) promote the continuous use of student data (such as from

formative, interim, classroom, and summative assessments) to inform and differentiate instruction in order

to meet the academic needs of individual students.

1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7,

1.8, 1.9, 1.10, 1.11, 1.12, 1.13,

2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7,

2.8, 2.9, 2.10, 2.11, 2.12, 2.13,

2.14, 2.15, 2.16

7a Increasing learning time and creating community-oriented schools. The LEA must (a) establish schedules

and strategies that provide increased learning time for all students.

1.5, 1.8, 1.10, 2.9

7b Increasing learning time and creating community-oriented schools. The LEA must (b) provide ongoing

mechanisms for family and community engagement.

3.1, 4.2

25

8 Providing operational flexibility and sustained support. The LEA must (a) give the school sufficient

operational flexibility (such as staffing, calendars/ time, and budgeting) to implement fully a comprehensive

approach to substantially improve student achievement outcomes and increase high school graduation rates;

and (b) ensure that the school receives ongoing, intensive technical assistance and related support from the

LEA, the SEA or a designated external lead partner organization (such as a school turnaround organization

or an EMO).

1.1, 3.1, 4.1

2017-2018

Number 6, Acad Perf Arts - PatersonDistrict:

County:

Team: 2

Passaic

Classification Priority

CDS:

Reason:

314010100

SIG School

Paterson City

Target Population: k-2 students

Strategy 3:

Turnaround Principle: 5 - Effective Staffing Practices

Job embedded coaching through lesson planning and grade level meetings, and model lessons,

Strategy 2:

Turnaround Principle: 7 - Effective Use of Time

Utilization of Wilson Reading program to guide reading foundations.

3 - Effective InstructionTurnaround Principle:

Strategy 1: Focused support on NJSLS and guided reading strategies.

Performance Although students have shown some improvement, K-2 students continue to experience difficulty with learning how to read with fluencyand comprehension and forming letters properly - Over 60% of students are reading below grade level as indicated by the Star ReadingAssessment.

Between Fall 2017 and Spring 2018, 85% of all students, inclusive of subgroups will increase their reading level through participation in Guided Reading as per thereading level growth chart measured through running records. This increase will stem through analysis of student data and identification of skills in need ofdevelopment.

SMART Goal 1

Number 6, Acad Perf Arts - Paterson (ID 579)Paterson City

11/30/2017 Page 1 of 23

2017-2018

Action Steps

StepNumbe

Strategy

Action Steps PrimaryTurnaround

StartDate

EndDate

Assigned To

1 1 School leaders will select the marking period strategy and skill inneed of development , based on incoming student data

6 - Enabling theEffective Use ofData

9/5/17 10/31/17 SCHOOLLEADERSHIPTEAM

SMART Goal 1

Interim GoalsSMART Goal 1

End ofCycle

Interim Goal Sources of Evidence

EOC 1 Teachers will administer running records ( K-2) to establish a baseline in orderto tier and group students. ( Note: 1-2 tested in September, K tested inNovember). There will be a student participation rate of 90%. Lesson plans willinclude the selected reading strategy.

BASELINE DATALESSON PLAN REVIEW FEEDBACK

EOC 2 School leaders and school based supervisors will conduct at least onecalibrated focused classroom visitation OR co-observation for each ELA/self-contained teacher focusing on instruction during guided reading andimplementation of the second marking period reading strategy. Teachers willadminister running records and analyze data to update groups.

MEDIA X WALKTHROUGHSOBSERVATIONSDATA ANALYSIS FORM

EOC 3 School leaders and school based supervisors will conduct focused classroomvisitations or co-observations for a minimum 2 ELA/self-contained teachers ,based upon trends throughout the year. Teachers will administer runningrecords and analyze data to update groupings

WALKTHROUGHS IN MEDIA XOBSERVATIONSDATA ANALYSIS FORM

EOC 4 Between Fall 2017 and Spring 2018, 85% of all students, inclusive of subgroupswill increase their reading level through participation in Guided Reading as perthe reading level growth chart measured through running records. Thisincrease will stem through analysis of student data and identification of skills inneed of development.


11/30/2017 Page 2 of 23

2017-2018

StepNumbe

Strategy


StartDate

EndDate

Assigned To

2 1 School leaders will monitor the use of reading strategies throughrandom lesson plan review, providing comments as necessary

3 - EffectiveInstruction


3 2 By October 31 2017, all new teachers will be trained in guidedreading and running records



4 2 School leaders will collaborate to develop action plans of focusedsupport teachers where in need based on calibrated walkthroughtrends



5 1 Teachers will select theh reading strategy for the marking periodand skill in need of development based on current student data


11/1/17 1/31/18 TEACHERS

6 2 Teachers with supervisor guidance will analyze data to identifystudents who have not increased their running record level andcreate department wide action plans to share with school leaders;and analyze discrepancies in data points from RR and STAR (whereappropriate).


11/1/17 1/31/18 Teachers withSupport fromSupervisor

7 2 School leaders will collaborate to develop action plans of focusedsupport teachers based on calibrated walkthrough trends

1 - SchoolLeadership

11/1/17 1/31/18 School Leaders

8 1 Teachers will select the reading strategy for the marking periodand skill in need of development based on current student data


2/1/18 3/30/18 Teachers

9 1 Selected reading strategy from teachers,based on current studentdata will be monitored via random lesson plan review, providingcomments as necessary.


2/1/18 3/30/18 SchoolLeadershipTeam

10 1 Teachers will analyze their data to identify students who have notincreased their running records level


2/1/18 3/30/18 Teachers

11 2 School leaders will collaborate to develop or refine action plans offocused support teachers where in need based on walkthroughtrends




11/30/2017 Page 3 of 23

2017-2018

Budget Items

Corresponding Action Step

Resource / Description Funding Category /Object Code

FundingRequested

Funding Source

2 Literacy Supervisor INSTRUCTION -Personnel Services -Salaries / 100-100

$29,614 Federal Title I(Interventions

2 Bilingual Supervisor INSTRUCTION -Personnel Services -Salaries / 100-100


2 SPED Supervisor INSTRUCTION -Personnel Services -Salaries / 100-100


SMART Goal 1

StepNumbe

Strategy


StartDate

EndDate

Assigned To

12 2 3. School leaders will monitor flexible groupings, runningrecords, and identified reading strategy through random lessonplan review and or teacher documentation. Feedback to teacherwhere necessary.


4/1/18 6/22/18 SCHOOLLEADERSHIP

13 3 Purchase of instrucitonal materials to support all grade levels inELA for interdisciplinary activities, intervention and extendedlearning ( funded through SIG)

4 - Curriculum,Assessment andInterventionSystem

9/1/17 2/1/18 schoolleadership


11/30/2017 Page 4 of 23

2017-2018

Target Population: Grades3-8

Strategy 3:

Turnaround Principle: 1 - School Leadership

Questioning Strategies and assessments that requires students to extend and explain their thinking.

Strategy 2:

Turnaround Principle: 6 - Enabling the Effective Use of Data

Success Maker (Grades 3-8)a. General Education, Special Education and Bilingual students, who are identified in need of UrgentIntervention and Intervention by the Star Math Fall administration. (Bilingual subgroup mentioned applies to ELLstudents with CPL of 3.5 or higher.)

3 - Effective InstructionTurnaround Principle:

Strategy 1: Promote teacher learning and development ( PLCs, VAMs, GLMs, period) with focus on teacher clarity, effective feedback andthe application of the Mathematical Practice Standards

Performance Student assessment data indicates that students have limited ability with mathematical reasoning and modeling, numerical operations,number sense, problem solving, and fluency. Students struggle with constructing arguments, constructing effective diagrams, andcommunicating their reasoning.

Through the implementation of the Mathematical Practice Standards, schools will attain 25 percentage point increase over the baseline score for the four targetedpractice standards using the Mathematical Practice Standard Tool. The tool will measure classroom behavior (student and teacher actions) reflective of specificmathematical practices.

SMART Goal 2


11/30/2017 Page 5 of 23

2017-2018


End ofCycle


EOC 1 Benchmark #1: The baseline data will be collected and the targeted growthgoal will be determined based on results. School leaders will have conducted aminimum of 3 focused walkthroughs per month to ensure and monitor that themathematical practice standards are being utilized to increase themathematical maturity of students. PLCs, VAMs, and/or GLMs will focus on theanalysis of the four targeted practice standards.

*Baseline Data*Walkthroughs*Lesson Plans*Agenda from PLC VAM and /or GLM

EOC 2 Benchmark #2: Data on the current growth percentage using mathematicalpractices will be reported to the school and analyzed during PLCs, VAMs, and/orGLMs to assess progress towards goal. PLCs, VAMs, and/or GLMs will be used tocollaborate on lessons, articulate tasks, and formulate questions that relate tothe four targeted practice standards.

*Data on Mathematical Practice*PD Agenda

EOC 3 Benchmark #3: Mathematical Practice Standard Tool will be re-administered byFebruary 15, 2018 and data will be analyzed with school leadership andteachers during PLCs, VAMs, and/or GLMs.

*Mathematical Practice Standard Tool Data*Agenda from PLC VAM and /or GLM

EOC 4 Through the implementation of the Mathematical Practice Standards, schoolswill attain 25 percentage point increase over the baseline score for the fourtargeted practice standards using the Mathematical Practice Standard Tool.The tool will measure classroom behavior (student and teacher actions)reflective of specific mathematical practices.

*End of year data*Walkthroughs*Lesson Plans


11/30/2017 Page 6 of 23

2017-2018

Action Steps

StepNumbe

Strategy


StartDate

EndDate

Assigned To

1 3 Utilize PLCs/VAMs/GLMs, in-services or common planning timesduring the month of September to review the following:mathematical instructional model, updated curriculum, and themathematical practice standards tool


9/1/17 10/31/17 *Administrators *MathSupervisor*BilingualSupervisor*SpecialEducationSupervisor

1 1 School leaders (Administrators and/or Supervisors) will conductwalkthroughs in a minimum of 80% of classrooms to collect andanalyze baseline data.



1 2 Identify targeted students in all three subgroups for intervention.(Success Maker based on Fall administration of STAR Math)Teachers will create schedules for students who will be receivingthe targeted intervention.



SMART Goal 2


11/30/2017 Page 7 of 23

2017-2018

StepNumbe

Strategy


StartDate

EndDate

Assigned To

1 3 Baseline data will be shared at PLCs, VAMs, and/or GLMs.Teachers, in collaboration with the supervisor, will create an actionplan with specific SMART Goals related to the four targetedmathematical practice standards. The action plan will be a schoolwide plan for math, not geared toward individual teachers.



1 3 formulate questions so that goal can be achieved, facilitated bysupervisor/administration .a. Supervisors/administration will facilitate and oversee PLCs,VAMs, and/or GLMs.i. Facilitate and oversee are defined as : examining artifacts(appropriate artifacts determined by members), minutes, agendasii. Supervisors and leadership will be looking for follow throughand change within classrooms based on progress of PLCs, VAMs,and/or GLMs during the routine classroom walkthroughs and visits



2 1 Teachers will utilize PLCs, VAMs, and/or GLMs to analyze data andlook to note improvement on tasks that reflect the four targetedpractice standards.




11/30/2017 Page 8 of 23

2017-2018

StepNumbe

Strategy


StartDate

EndDate

Assigned To

2 3 Teachers will continue to collaborate on lessons, tasks and/orquestions that reflect mastering the four targeted practicestandards during PLCs, VAMs, and/or GLMs facilitated bysupervisors/administration.2



3 1 Midyear (February 15, 2018) building-wide data collection todetermine progress of Goal 2. . Results and growth will be sharedwith leadership and then with PLCs, VAMs, and/or GLMs. Focusshould be on attaining targeted goal.


2/1/18 3/30/18 *Administrators *MathSupervisor

3 3 PLCs, VAMs, and/or GLMs will continue analysis of data andcreation of lessons and tasks to meet needs of students based onthe four targeted practice standards.



3 1 Continuation of 3 focused walkthroughs per month to ensure andmonitor teacher and student actions reflective of the MathematicalPractices




11/30/2017 Page 9 of 23

2017-2018

StepNumbe

Strategy


StartDate

EndDate

Assigned To

3 3 Provide targeted professional development (PLCs/VAMs/GLMs, in-service or common planning time) for teachers who needadditional support with the Conceptual Based Instructional Model,teacher clarity, development of formative assessments andfeedback.


2/1/18 3/30/18 *Administrators *MathSupervisor

4 3 Teachers will utilize PLCs, VAMs, and/or GLMs to analyze multipledata points and continue to collaborate on lessons, tasks,questions that reflect mastering the four targeted practicestandards and determine if goal and action plans were successful



4 1 Continuation of a minimum of 3 focused walkthroughs per monthto ensure and monitor teacher and student actions reflective of thetargeted practice standards



4 3 Final administration of rubric. Data is collected and analyzed.Results and growth will be shared with leadership and then withPLCs, VAMs, and/or GLMs.




11/30/2017 Page 10 of 23

2017-2018

Budget Items



FundingRequested

Funding Source

1 Math Supervisor INSTRUCTION -Personnel Services -Salaries / 100-100


1 Success Maker INSTRUCTION -Supplies & Materials /100-600


SMART Goal 2

StepNumbe

Strategy


StartDate

EndDate

Assigned To

4 3 Purchase of instrucitonal materials to support interdisciplinaryactivities, intervention and extended learning ( funded throughSIG)

4 - Curriculum,Assessment andInterventionSystem

9/1/17 2/1/18 leadershipteam


11/30/2017 Page 11 of 23

2017-2018

Performance Chronic absenteeism and truancy continues to be a challenging factor for the students in our school.

By June 2018 Senator Frank Lautenberg School will successfully increase average school wide student attendance to reach or exceed 96% while simultaneouslyholding the school wide chronic attendance rate by 10% to 23.42% (last year's chronic absence rate was 37.23%) as measured by the SIPMS for 2016-2017.2014-15 42.54%2015-16 37.50%2016-17 33.42%

PROJECTION207-18 23.42% or less

SMART Goal 3

Target Population: All Students

Strategy 3:

Turnaround Principle: 2 - School Climate and Culture

Refine school-wide recognition program and continue to provide regular incentives for students who meet attendanceexpectations.

Strategy 2:

Turnaround Principle: 8 - Family and Community Engagement

Create partnership with local agency and make immediate referrals for students that reach 6 or more absences. School andlocal agency will meet regularly to monitor progress of referred students and families.

1 - School LeadershipTurnaround Principle:

Strategy 1: Establish schedule for bi-weekly Attendance Review Committee meetings.


11/30/2017 Page 12 of 23

2017-2018


End ofCycle


EOC 1 By the end of cycle 1 (mid-November), 100% of the enrolled students who werechronically absent in the 2016-17 school year will be identified and the schoolwill be required to provide an intervention(s). At least 80% of those invited willattend and will sign the student/parent compact/contract/plan. Please note thatbelow action steps are ongoing throughout the year and will be monitored atthe end of each cycle.

Attendance Review Committee (ARC) MeetingAgendasParent Meeting Sign-in SheetsMentor LogAttendance Data

EOC 2 By the end of cycle 2 (mid-January), 100% of enrolled chronically absentstudents would have received appropriate interventions and met with StudentSupport Team to set personal, educational and career goals. The chronicallyabsent student rate during this cycle will represent at least a 10% decreasewhen compared to the 2016-17 data recorded in the SIPMS.Please note thatbelow action steps are ongoing throughout the year and will be monitored atthe end of each cycle.

Attendance Review Committee (ARC) MeetingAgendasParent Meeting Sign-in SheetsMentor LogIndividual Student GoalsAttendance Data

EOC 3 By the end of cycle 3 (mid-March), 100% of enrolled chronically absent studentswho continue to exhibit negative attendance behavior will be required toparticipate in an attendance meeting with their parents, school principal, anddistrict representative (e.g. District Attendance Officer, AssistantSuperintendent/Superintendent). 75% of those invited will attend and will beinformed of next level interventions if student attendance behavior does notimprove.Please note that below action steps are ongoing throughout the yearand will be monitored at the end of each cycle.



11/30/2017 Page 13 of 23

2017-2018

Action Steps

StepNumbe

Strategy


StartDate

EndDate

Assigned To

SMART Goal 3

End ofCycle


EOC 4 By June 2018 Senator Frank Lautenberg School will successfully increaseaverage school wide student attendance to reach or exceed 96% whilesimultaneously holding the school wide chronic attendance rate by 10% to23.42% (last year's chronic absence rate was 37.23%) as measured by theSIPMS for 2016-2017.2014-15 42.54%2015-16 37.50%2016-17 33.42%

PROJECTION207-18 23.42% or less



11/30/2017 Page 14 of 23

2017-2018

StepNumbe

Strategy


StartDate

EndDate

Assigned To

1 1 Establish schedule for Attendance Review Committee (ARC) thatwill meet bi-weekly during the school year to analyze studentattendance data, review district attendance policies, schoolprocedures/protocols for student attendance, review theeffectiveness of interventions, establish a regular meetingschedule, and identify all necessary actions to be taken for the2017-18 school year .

2 - School Climateand Culture

10/1/17 6/22/18 Administrator,climate andculturespecialist, dataspecialist,teachers,guidancecounselor,parentcoordinator,secretary andschoolnurseÃ¿Â¢Ã¿Â¿Ã¿Â¿

2 1 School Administrative team in collaboration with members of theARC Committee will recruit and train staff to serve as SuccessMentors/Attendance Buddies. A system will be developed tocapture feedback from Mentors and modify program as needed.


9/1/17 9/29/17 Principal/AssistantPrincipal/Culture and ClimateSpecialist/GuidanceCounselor/Teachers

3 1 All school protocols, procedures, and expectations will be sharedwith teachers via email and will be discussed during the Back-to-School in service for teachers.


9/7/17 9/29/17 Principal/Assistant Principal


11/30/2017 Page 15 of 23

2017-2018

StepNumbe

Strategy


StartDate

EndDate

Assigned To

4 3 The Leadership team/Guidance Counselor/ Climate and CultureSpecialist/Attendance Review Committee will coordinate regularrecognition programs and incentives (e.g. PBSIS plan) for studentswho exhibit positive attendance behavior and/or improvement.


11/1/17 6/22/18 Climate andCultureSpecialist,AssistantPrincipal,Principal,AttendanceTeam

5 1 All school protocols, procedures, and expectations will be sharedwith students during grade level assemblies and during homeroomperiod(s). Students will be required to sign a student contract afterreviewing the student/parent handbook with outlined procedures,protocols, and expectations.


9/7/17 9/29/17 GuidanceCounselors/TeacherCoordinator/Teachers/AssistantPrincipals/Climate andCultureSpecialist

6 1 All school protocols, procedures, and expectations will be sharedwith parents during Back to School Night. Parents will be requiredto sign a parent contract after reviewing the student/ parenthandbook with outlined procedures, protocols, and expectations


9/7/17 9/29/17 Principal/AssistantPrincipal/ParentLiaison/Climate and CultureSpecialist/GuidanceCounselors


11/30/2017 Page 16 of 23

2017-2018

StepNumbe

Strategy


StartDate

EndDate

Assigned To

7 1 The Attendance Review Committee (ARC) will identify all studentswho were chronically absent in the 2016-17 school year. Eachstudent along with their parent/guardian will be required to attenda meeting focused on the importance of school attendancefollowed by individual conferences where a student attendancedata will be reviewed and student/parent compact/contract/planwill be signed. In an effort to ensure additional supports, theschool will assign a Success Mentor/Attendance Buddy tochronically absent students.

8 - Family andCommunityEngagement

10/3/17 6/22/18 Principal/AssistantPrincipal/TeacherCoordinator/Parent Liaison,Climate andCultureSpecialist,GuidanceCounselor,Social Worker,CST SocialWorker

8 1 Student Support Team will meet with all students to conduct goalsetting seminars and ensure that each student has set personal,educational and career goals. Students who are chronically absentwill be required to have monthly meetings with their assignedcounselor , Social Worker/CST Social Worker or advisor to reviewprogress towards meeting goals.

7 - Effective Use ofTime

10/3/17 6/22/18 GuidanceCounselors,SocialWorkers/CSTSocial Worker,advisors

9 1 The Data Specialist/Team in collaboration with the secretary willreview student attendance data and provide a bi-weekly report tothe Attendance and School Leadership Teams. The report willinclude any noticeable trends and issues to be addressed.


9/7/17 6/22/18 DataSpecialist/Team


11/30/2017 Page 17 of 23

2017-2018

StepNumbe

Strategy


StartDate

EndDate

Assigned To

10 2 The school Leadership team, student support team and localagency will communicate regularly to monitor progress of referredstudents and families.


9/7/17 6/22/18 Principal/AssistantPrincipal/TeacherCoordinator/Parent Liaison,Climate andCultureSpecialist,GuidanceCounselor,Social Worker,CST SocialWorker, LocalAgency

11 1 The Data Specialist/Attendance Review Committee will developand utilize an attendance spreadsheet to track student attendance,interventions and next steps. This document will be updated on aweekly basis. E.g. Attendance Google Doc. â¿¿ and shared with allmembers of the Attendance Team and School Leadership Team


9/7/17 6/22/18 AttendanceTeam, DataSpecialist,Climate andCultureSpecialist

12 1 The Secretary will follow school procedures/protocols and districtpolicies around student attendance expectations. When required,written notification will be mailed, student and/or parent meetingswill be established, and all identified interventions applied.

8 - Family andCommunityEngagement

9/7/17 6/22/18 Secretary

13 1 Quarterly newsletter will be sent to parents highlighting theimportance of attendance. Resource: Attendance Works


9/7/17 6/22/18 Climate andCultureSpecialist

14 3 The School will encourage students to develop an attendanceslogan to create awareness. Ex. Attend today, Achieve Tomorrow /Count me in etc.




11/30/2017 Page 18 of 23

2017-2018

< SMART Goal 3 - Budget Items: NO DATA >

StepNumbe

Strategy


StartDate

EndDate

Assigned To

15 3 The School will display monthly attendance charts to celebratestudents with perfect and improved attendance for that particularmonth.



16 3 The School will celebrate the class in each grade level with thehighest attendance rate for the month. The attendance championwill be recognized with a trophy or other suitable item for display intheir classroom for a month.



17 1 Privide non montetary incentives for instructional staff based onstudent achievement, attendance and or student behavioral data (funded through SIG)


9/1/17 6/22/18 culture andclimate


11/30/2017 Page 19 of 23

2017-2018


End ofCycle


EOC 1 Identify SEL Program/CurriculumCreate Master Schedule to support daily SEL lessonsEstablish Partnership with Community AgencyDevelop school-wide criteria for identifying targeted students

Master ScheduleSEL ProgramCriteria GuideBoard Action approving partnership

Target Population: Teachers

Strategy 3:

Turnaround Principle: 8 - Family and Community Engagement

create partnership with local family intervention support agencies to expand

Strategy 2:

Turnaround Principle: 4 - Curriculum, Assessment and Intervention System

integrate social and emotional learning curricula into daily schedule and instruction.

2 - School Climate and CultureTurnaround Principle:

Strategy 1: establish referral criteria, identify students who meet criteria and refer to partner agency and monitor students' progress

Performance Office conduct referrals and chronic absenteeism rates have decline from previous years, current rates are still above district and stateaverages.

By partnering with agencies that provide social and emotional resources, OSS/ORCs will drop by 20% as a result of providing students with appropriate andrelevant information and resources. The drop will be measured by SIPMS. For the 2016-17 SY, 384 OS Suspensions and 348 of those had no related behaviorrecord

SMART Goal 4


11/30/2017 Page 20 of 23

2017-2018

Action Steps

StepNumbe

Strategy


StartDate

EndDate

Assigned To

1 1 CREATE SCHEDULE TO SUPPORT DAILY INSTRUCTION IN SEL 7 - Effective Use ofTime

9/6/17 10/31/17 TEACHERS,ADMINISTRATIVE TEAM

2 1 Establish Partnership with Community Agency 8 - Family andCommunityEngagement

9/6/17 10/31/17 Administrator

3 1 Develop school-wide criteria for identifying targeted students 6 - Enabling theEffective Use ofData

9/6/17 10/31/17 TEACHERS,StudentSupport Teams

4 1 Identify and implement SEL Program/Curriculum 4 - Curriculum,Assessment andInterventionSystem

9/6/17 10/31/17 SCHOOLADMINISTRATIVE TEAM,TEACHERS

SMART Goal 4

End ofCycle


EOC 2 Teacher Professional Development in SEL ProgramUtilize established referral protocol to make student referral

Professional Development Log, Agendas, Sign-InSheetReferral Log

EOC 3 Monitor students progress (behavioral & academic) Office Conduct ReferralAttendanceAcademic Progress

EOC 4 By partnering with agencies that provide social and emotional resources,OSS/ORCs will drop by 20% as a result of providing students with appropriateand relevant information and resources. The drop will be measured by SIPMS.For the 2016-17 SY, 384 OS Suspensions and 348 of those had no relatedbehavior record

Number of student Referrals


11/30/2017 Page 21 of 23

2017-2018

StepNumbe

Strategy


StartDate

EndDate

Assigned To

5 2 PROVIDE CONTINUOUS COACHING/PROFESSIONAL DEVELOPMENTIN SEL PROGRAM AND REFERRAL PROTOCOL


9/6/17 10/31/17 SCHOOLADMINISTRATIVE TEAMSTUDENTSUPPORTTEAM

6 2 ESTABLISH MONTHLY MEETING DATES WITH STUDENT SUPPORTTEAM TO MONITOR ASSESS STUDENTS AND FAMILIES PROGRESS


9/6/17 10/31/17 TEACHERSAND STUDENTSUPPORTTEAMADMINISTRATORS

7 3 UTILIZE STUDENTS' ACADEMIC, ATTENDANCE AND OCR DATA TOMONITOR REFERRED STUDENTS PROGRESS and keep in constantcommunication with agency


11/1/17 1/31/18 SCHOOLADMINISTRATIVE TEAM

8 3 PROVIDE CONTINUOUS COACHING AND SUSTAINABILITY SUPPORTTHROUGH FREQUENT CLASSROOM VISITS AND FEEDBACK toteachers and work with agency to refine process of referrals andsupport.


2/1/18 3/30/18 ADMINISTRATORS

9 3 ASSESS THE EFFECTIVENESS OF ESTABLISHED REFERRAL PROCESSAND ITS IMPACT ON THE LEARNING COMMUNITY


4/3/18 6/22/18 SCHOOLADMINISTRATIVE TEAM,STUDENTSUPPORTTEAM

10 2 COMPILE STUDENTS AND FAMILIES REFERRALS TO ANALYZESUCCESS OF ESTABLISHED GOAL


4/3/18 6/22/18 TEACHERSREADINGSPECIALIST


11/30/2017 Page 22 of 23

2017-2018

Budget Items



FundingRequested

Funding Source

1 Benefits SUPPORT SERVICES -Personnel Services -Employee Benefits /200-200


SMART Goal 4


11/30/2017 Page 23 of 23

Date: 6/7/2017

School: Senator Frank Lautenberg School

County: Passaic

District: 4010

CDS Code: 31

NJ School Improvement Grant (SIG)Cohort 3 - Year 4

Budget Title Page

Caution: To avoid errors with built-in formulas and self-populating cells, PLEASE DO NOT delete or rename tabs or cut and paste.

NGO TITLE: School Improvement Grant

SCHOOL NAME: Date: 6/7/2017

BUDGET BENEFITS

SMART GOAL & ACTION

STEP

SALARY OF READING SPECIALIST $72,936.00 $28,977.00

1.1/1.2/1.5/1.6/1.8/1.9/1

.10/1.12


1.1/1.2/1.5/1.6/1.8/1.9/1

.10/1.12

SALARY MENTOR OF (.5) DATA/ANAYLSIS $45,000.00 $24,293.00

4.6/4.7/4.9/4.10/3.1/3.7/

3.9/3.11

SALARY OF (.5) CLIMATE/CULTURE $33,510.00 $22,842.00

3.1/3.2/3.3/3.4/3.5/3.6/3

.7/3.9/3.10/3.11/3.12/3.

13/3.14/3.15/3.16

SALARY OF INSTRUCTIONAL MENTOR $81,096.00 $31,015.00

2.3/2.6/2.7/2.9/2.11/2.1

3


1.2/1.4/1.6/1.9/1.11/1.1

2

SALARY OF TEACHER COORDINATOR FOR

SOCIAL EMOTIONAL LEARNING $99,512.00 $42,435.00

4.1/4.2/4.3/4.4/4.5/4.6/4

.7/4.8/4.9/4.10

(.5) SALARY OF SUPERVISOR $46,601.00 $12,848.00 1.12/2.13/3.11/4.10

(ELO) STIPENDS FOR 52 TEACHERS @ $40 X

152 HRS = $316,160.00 $24,186 1.6/2.1/3.8/4.6

PD FOR 52 TEACHERS X $78 @ $40/HR $153,920.00 $11,775 1.6/2.1/3.8/4.6

(ELO) STIPENDS FOR 15 IA'S $74,700.00 $5,715.00 1.6/2.1/3.8/4.6

(ELO) STIPEND FOR (1) PRINCIPAL $10,580.00 $809.00 1.6/2.1/3.8/4.6

(ELO) STIPEND (2) VICE PRINCIPALS $20,792.00 $1,591.00 1.6/2.1/3.8/4.6

(ELO) STIPEND FOR (1) NURSE $9,040.00 $692.00 3.1/3.7/4.3/4.4/4.7/4.9

BUDGET NARRATIVE

Senator Frank Lautenberg School

Year 4 (2017-18) Proposed Allocation

LEA (maximum 5% administrative) $48,626

School $1,474,978

Total $1,523,604

Extended Learning + Salaries

Detail the resources needed to support SIG full implementation or sustainability activities in Years 4 and 5. Describe how requested funds are aligned to the

SMART Goals and the requirements of the selected SIG model.

(ELO) STIPEND FOR (2) SECRETARIES $4,560.00 $349.00

3.1/3.7/3.11/3.13/3.12/4

.7/4.9

(ELO) STIPEND FOR (1) PARENT COORD. $4,560.00 $349.00 4.1/4.2/4.10/3.1/3.7/3.8

(ELO) STIPEND FOR CUSTODIAN $6,892.00 $527.00 1.6/2.1/3.8/4.6

(ELO) STIPEND FOR SECURITY GUARD $4,980.00 $381.00 1.6/2.1/3.8/4.6

Fiscal Specialist $2,025.00 $155.00 1.12/2.13/3.11/4.10

TOTAL $1,120,104.00 $290,853.00

Vendor Days/Rate CostSMART GOAL & ACTION

STEP

Wilson PD Varies $17,850.00 1.3/1.6/1.11/1.4/1.12

Tracey Severns PD

2 dyas @

$4,000/day $8,000.00

1.2/1.4/1.6/2.1/2.4/2.6/2

.7/2.8

Best Practices PD

20 Days @

$2,000/day $20,000.00 1.12/2.1

Item Quantity/Cost Total

SMART GOAL & ACTION

STEP

General Supplies Various Reources $8,000.00 1.13/2.14

Office Supplies Various Reources $2,000.00 3.1/3.6/4.2/4.4

SEL Room Various Reources $2,500.00 3.1/3.16/4.2/4.4


SMART GOAL & ACTION

STEP

Achieve 3000

Licenses for

English Language

Arts $14,675.00 1.13

Reading Eggs

300 Licenses x $8

= $2,400 $2,400.00

1.3/1.4/1.6/1.7/1.11/1.1

2

Reading A-Z

Licenses for

Grades K-2 $1,520.00 1.13

Teaching Channel

Licenses for web-

based Teacher PD $1,500.00 1.13/2.1

Other Objects

Supplies and Materials

Purchased Professional Services

Student Incentives

300 Students x

$20/Studentt $6,000.00 1.13/2.14/1.16

Teacher Incentives

50 Teachers x

$400/incentive $20,000.00 3.15/3.17

Parent Refreshments

Report Card/Back

to School Events $3,000.00 4.4

Registration

1 Harvard

Conference plus 4

teacher

conferences $5,000.00 4.2/4.4

Travel

Reimbursements

for Conferences $2,000.00 4.2/4.4

BUDGET BENEFITS

SMART GOAL & ACTION

STEP



SALARY MENTOR OF (.5) DATA/ANAYLSIS $45,000.00 $24,293.00

SALARY OF (.5) CLIMATE/CULTURE $33,510.00 $22,842.00



SALARY OF TEACHER COORDINATOR FOR

SOCIAL EMOTIONAL LEARNING $99,512.00 $42,435.00

(.5) SALARY OF SUPERVISOR $46,601.00 $12,848.00

(ELO) STIPENDS FOR 52 TEACHERS @ $40 X

152 HRS = $316,160.00 $24,186

PD FOR 52 TEACHERS X $78 @ $40/HR $153,920.00 $11,775

(ELO) STIPENDS FOR 15 IA'S $74,700.00 $5,715.00

(ELO) STIPEND FOR (1) PRINCIPAL $10,580.00 $809.00

(ELO) STIPEND (2) VICE PRINCIPALS $20,792.00 $1,591.00

(ELO) STIPEND FOR (1) NURSE $9,040.00 $692.00

(ELO) STIPEND FOR (2) SECRETARIES $4,560.00 $349.00

(ELO) STIPEND FOR (1) PARENT COORD. $4,560.00 $349.00

(ELO) STIPEND FOR CUSTODIAN $6,892.00 $527.00

(ELO) STIPEND FOR SECURITY GUARD $4,980.00 $381.00

Fiscal Specialist $2,025.00 $155.00

TOTAL $1,120,104.00 $290,853.00

Extended Learning + Salaries

Projected Year 5 Budget

TBD

Vendor Days/Rate CostSMART GOAL & ACTION

STEP

Wilson PD

8 days of PD @

$1,700 $13,600.00

Tracey Severns PD

1 days @

$4,000/day $4,000.00

Best Practices PD

10 Days @

$2,000/day $10,000.00


SMART GOAL & ACTION

STEP

General Supplies Various Reources $8,000.00

Office Supplies Various Reources $2,000.00

SEL Room Various Reources $2,500.00


SMART GOAL & ACTION

STEP

Achieve 3000

Licenses for

English Language

Arts $14,675.00

Reading Eggs

300 Licenses x $8

= $2,400 $2,400.00

Reading A-Z

Licenses for

Grades K-2 $1,520.00

Teaching Channel

Licenses for web-

based Teacher PD $1,500.00

Student Incentives

300 Students x

$20/Studentt $6,000.00

Teacher Incentives

50 Teachers x

$400/incentive $20,000.00

Parent Refreshments

Report Card/Back

to School Events $3,000.00

Registration $0.00

TBD

Purchased Professional Services


Other Objects

TBD

TBD

Travel $0.00

TBD

SCHOOL NAME: Date:

SMART GOAL & Step

Number(s)

FUNCTION -

OBJECT CODE

POSITION/NAME COST CALCULATION

For full-time positions: total annual salary x

percent of time to the

grant project = total

For part-time positions: rate (4) per hour x

number of hours per week x number of

weeks per year = total

GRANT REQUEST

AMOUNT

1.1/1.2/1.5/1.6/1.8/1.9/1.1

0/1.12

100 - 100: Full-

Time & Part Time

Salaries -

Instruction

1 FTE Reading Specialist - Reading Specialist

will provide targeted reading support for

students that are stuggling in reading.

$72,936 x 100% = $72,936 $72,936.00

1.1/1.2/1.5/1.6/1.8/1.9/1.1

0/1.12

100 - 100: Full-

Time & Part Time

Salaries -

Instruction

1 FTE Reading Specialist - Reading Specialist

will provide targeted reading support for

students that are stuggling in reading.

$63,240 x 100% = $63,240 $63,240.00

1.6/2.1/3.8/4.6 100 - 100: Full-

Time & Part Time

Salaries -

Instruction

52 Part-time Teachers for Extended Learning 52 Teachers x 152 hrs x $40/hr = $316,160 $316,160.00

1.6/2.1/3.8/4.6 100 - 100: Full-

Time & Part Time

Salaries -

Instruction

15 Instructional Assistants for Extended

Learning

15 IA's x 166 hrs x $30/hr = $74,700 $74,700.00

1.2/1.4/1.6/1.9/1.11/1.12 200 - 100: Full

Time and Part

Time Salaries

Support Services

1 FTE Instructional Mentor - Instructional

Mentor will provide support to teachers in

the form of coaching, modeling and

mentoring of effective instructional

strategies.

$70,000 x 100% = $70,000 $70,000.00

BUDGET DETAIL FORM A

Personal Services - Salaries

Function & Object Codes 100-100 and 200-100


NOTES: Refer to Part III, Constructing a Grant Application Budget, of the Discretionary Grant Application for instructions. Complete all columns. Use multiple lines for

a single entry if necessary.

NGO TITLE: NJ School Improvement Grant (SIG)

SCHOOL NAME: Date:

SMART GOAL & Step

Number(s)

FUNCTION -

OBJECT CODE








GRANT REQUEST

AMOUNT








4.1/4.2/4.3/4.4/4.5/4.6/4.7

/4.8/4.9/4.10

200 - 100: Full

Time and Part

Time Salaries

Support Services

(1) Teacher Coordinator for Social Emotional

Learning

$99,512 x 100% = $99,512 $99,512.00

4.6/4.7/4.9/4.10/3.1/3.7/3.

9/3.11

200 - 100: Full

Time and Part

Time Salaries

Support Services

(.5) Mentor of Data Analysis - The Salary for

the Mentor of Data Analysis = $92,000 @ .5

is $46,000

(.5) Mentor of Data Analysis - The Salary for

the Mentor of Data Analysis = $92,000 @ .5 is

$46,000

$46,000.00

3.1/3.2/3.3/3.4/3.5/3.6/3.7

/3.9/3.10/3.11/3.12/3.13/3

.14/3.15/3.16

200 - 100: Full

Time and Part

Time Salaries

Support Services

(.5) Mentor of Climate and Culture - The

Salary for the Climate and Culture position =

$67,020 @ .5 is $33,510

(.5) Mentor of Climate and Culture - The

Salary for the Climate and Culture position =

$67,020 @ .5 is $33,510

$33,510.00

2.3/2.6/2.7/2.9/2.11/2.13 200 - 100: Full

Time and Part

Time Salaries

Support Services

1 FTE Instructional Mentor - Instructional

Mentor will provide support to teachers in

the form of coaching, modeling and

mentoring of effective instructional

strategies.

$81,096 x 100% = $81,096 $81,096.00

SCHOOL NAME: Date:

SMART GOAL & Step

Number(s)

FUNCTION -

OBJECT CODE








GRANT REQUEST

AMOUNT








1.6/2.1/3.8/4.6 200 - 100: Full

Time and Part

Time Salaries

Support Services

1 Part-time Principals for Extended Learning

is scheduled to work 226 hrs each

1 Part-time Principals for Extended Learning

is scheduled to work 226 hours each x $46/hr

= $10,396

$10,396.00

1.6/2.1/3.8/4.6 200 - 100: Full

Time and Part

Time Salaries

Support Services

2 Part-time Vice Principals for Extended

Learning is scheduled to work 226 hours

each

2 Part-time Vice Principals for Extended

Learning is scheduled to work 226 hours each

x $46/hr = $20,792

$20,792.00

3.1/3.7/4.3/4.4/4.7/4.9 200 - 100: Full

Time and Part

Time Salaries

Support Services

1 Part-time Nurse for Extended Learning is

scheduled to work 226 hrs.

1 Part-time Nurse for Extended Learning is

scheduled to work 226 hrs x $40/hr = $9,040

$9,040.00

3.1/3.7/3.11/3.13/3.12/4.7

/4.9

200 - 100: Full

Time and Part

Time Salaries

Support Services

1 Part-time Secretaries for Extended

Learning-Contractually secretaries are

scheduled to work during the extended year

and 152 hours are above their normal work

day.

1 Secretaries x 152 hrs x $30/hr = $4,560 $4,560.00

4.1/4.2/4.10/3.1/3.7/3.8 200 - 100: Full

Time and Part

Time Salaries

Support Services

1 Parent Coordinator for Extended Learning 1 Parent Coordinator x 152 hrs x $30/hr =

$4,560

$4,560.00

SCHOOL NAME: Date:

SMART GOAL & Step

Number(s)

FUNCTION -

OBJECT CODE








GRANT REQUEST

AMOUNT








1.6/2.1/3.8/4.6 200 - 100: Full

Time and Part

Time Salaries

Support Services

1 Part-time Custodian for Extended Learning

Custodial staff is only needed during the

extended school day and extended year

hours are covered by contract.

1 Part-time Custodian x 166/hrs x $41.52/hr =

$6,892

$6,892.00

1.6/2.1/3.8/4.6 200 - 100: Full

Time and Part

Time Salaries

Support Services

1 Part-time Security Guard for Extended

Learning - Contractually security officers are

scheduled to work during the extended year

and 166 hours are above their normal work

day.

1 Part-time Security Guard x 166 hours x

30/hr = $4,980

$4,980.00

1.6/2.1/3.8/4.6 200 - 100: Full

Time and Part

Time Salaries

Support Services

52 Part-time Teachers for Teacher

Collabortion and Professional Development

52 Part-time Teachers x 74 hours $40/hr =

$153,920

$153,920.00

SCHOOL NAME: Date:

POSITION/NAME GRANT

REQUESTED

SALARY

AMOUNT

FICA

7.65%

TPAF

----------%

PERS

----------%

WRKR'S

COMP

----------%

UNEMPLY.

----------%

DISABIL.

----------%

HEALTH

----------%

OTHER

SPECIFY:

_______

----------%

TOTAL %

OF

BENEFITS

GRANT

REQUEST

AMOUNT

(BENEFITS

ONLY)

1 FTE Reading

Specialist @ $72,936

$72,936 $5,580 $14,529 $8,868 40% $28,977

1 FTE Reading

Specialist @ $63,240

$63,240 $4,838 $12,597 $30,180 75% $47,615

Extended Day: 52

Part-time Teachers =

$316,160 $316,160 $24,186 $0 7.65% $24,186

Extended Day: 15

Part-time

Instructional

Assistants = $74,700

$74,700 $5,715 $0 7.65% $5,715

1 FTE Instructional

Mentor @ $70,000 $70,000 $5,355 $13,944 $15,000 49% $34,299

1 FTE Teacher

Coordinator with

Disciplinary

Experience =

$99,512 $99,512 $7,613 $19,823 $15,000 43% $42,435

BUDGET DETAIL FORM B

Personal Services - Employee Benefits

Function & Object Codes 200 - 200

6/7/2017

NOTES: Refer to Part III, Constructing a Grant Application Budget, of the Discretionary Grant Application for instructions. Complete all columns. Use multiple lines for a

single entry if necessary.



SCHOOL NAME: Date:

POSITION/NAME GRANT

REQUESTED

SALARY

AMOUNT

FICA

7.65%

TPAF

----------%

PERS

----------%

WRKR'S

COMP

----------%

UNEMPLY.

----------%

DISABIL.

----------%

HEALTH

----------%

OTHER

SPECIFY:

_______

----------%

TOTAL %

OF

BENEFITS

GRANT

REQUEST

AMOUNT

(BENEFITS

ONLY)




6/7/2017





(.5) Mentor of Data

Analysis @ $46,000 $46,000 $3,519 $9,163 $11,886 53% $24,568

(.5) Mentor of

Climate and Culture

@ $33,510 $33,510 $2,564 $6,675 $13,603 68% $22,842

1 FTE Instructional

Mentor @ $81,096 $81,096 $6,204 $16,154 $8,657 38% $31,015

(.5) SIG Supervisor x

$93,202 x 50% =

$46,601 $46,601 $3,565 $9,283 $0 28% $12,848

1 Part-time Fiscal

Specialist x 45 hrs x

$45/hr = $2,025 $2,025 $155 $0 7.65% $155

Extended Day - 1

Part-time Principals

x 226 hrs/$46/hr =

$10,396 $10,396 $795 $0 7.65% $795

Extended Day - 2

Part-time Vice

Principals x 226

hrs/$46/hr =

$20,792 $20,792 $1,591 $0 7.65% $1,591

SCHOOL NAME: Date:

POSITION/NAME GRANT

REQUESTED

SALARY

AMOUNT

FICA

7.65%

TPAF

----------%

PERS

----------%

WRKR'S

COMP

----------%

UNEMPLY.

----------%

DISABIL.

----------%

HEALTH

----------%

OTHER

SPECIFY:

_______

----------%

TOTAL %

OF

BENEFITS

GRANT

REQUEST

AMOUNT

(BENEFITS

ONLY)




6/7/2017





Extended Day: 1

Part-time Nurse x

226 hrs x $40/hr =

$9,200 $9,040 $692 $0 7.65% $692

Extended Day: 1

Part-time Secretaries

x 152 hrs x $30/hr =

$4,560

$4,560 $349 $0 7.65% $349

Extended Day: 1

Parent Coordinator x

152 hrs x $30/hr =

$4,560 $4,560 $349 $0 7.65% $349

Extended Day: 1

Part-time Custodian

x 166 hrs x 41.52/hr

= $6,892 $6,892 $527 $0 7.65% $527

Extended Day: 1

Part-time Security

Guard x 166 hrs x

$30/hr = $4,980 $4,980 $381 $0 7.65% $381

SCHOOL NAME: Date:

POSITION/NAME GRANT

REQUESTED

SALARY

AMOUNT

FICA

7.65%

TPAF

----------%

PERS

----------%

WRKR'S

COMP

----------%

UNEMPLY.

----------%

DISABIL.

----------%

HEALTH

----------%

OTHER

SPECIFY:

_______

----------%

TOTAL %

OF

BENEFITS

GRANT

REQUEST

AMOUNT

(BENEFITS

ONLY)




6/7/2017





Teacher

Collaboration/Exten

ded Learning 52

teachers x 74 hours

x $40/hr = $153,920 $153,920 $11,775 $0 7.65% $11,775

$0



SMART GOAL &

Step Number(s)

FUNCTION -

OBJECT

CODE

DESCRIPTION / PURPOSE

RATE:

HOURLY,

DAILY,

FLAT FEE

TIME

REQUIRED

GRANT

REQUEST

AMOUNT

1.12/2.1 200 - 300:

Purchased

Professional

and Technical

Services

(noninstructio

nal/support)

Best Practices (Instructional Professional Development): 10 days

of professional development, 1 day @$2000.00 to increase

teacher capacity and student engagement strategies.

$2,000 10 days $20,000.00

1.3/1.6/1.11/1.4/1.12 200 - 300:

Purchased

Professional

and Technical

Services

(noninstructio

nal/support)

Wilson PD: Fundation/10 Coaching Days @ $1,700day + 1

Facilitator Certificates @ $425/Facilitator

Wilson PD:

Fundation/10

Coaching Days @

$1,700 day + 1

Facilitator

Certificates @

$425/Facilitator

10 days + 1

Teacher

Certifications

$17,425

1.6/1.2/1.4/2.1/2.4/2.

6/2.7/2.8

200 - 300:

Purchased

Professional

and Technical

Services

(noninstructio

nal/support)

Tracey Severns - 2 days of Professional Development @

$4,000/day on teacher clarity, teacher feedback, data and PLCs

$4,000 2 days $8,000

BUDGET DETAIL FORM C

Purchased Professional and Technical Services

Function & Object Codes 100 - 300 and 200 - 300


NOTES: Refer to Part III, Constructing a Grant Application Budget, of the Discretionary Grant Application for instructions. Complete all columns.

Use multiple lines for a single entry if necessary.



SMART GOAL &

Step Number(s)

FUNCTION -

OBJECT

CODE


RATE:

HOURLY,

DAILY,

FLAT FEE

TIME

REQUIRED

GRANT

REQUEST

AMOUNT

BUDGET DETAIL FORM C

Purchased Professional and Technical Services







SMART GOAL &

Step Number(s)

FUNCTION -

OBJECT

CODE

ITEM DESCRIPTION UNIT COST

(UC)

QUANTITY

(Q)

GRANT

REQUEST

AMOUNT

(GR)1.13/2.14 100 - 600:

Instructional

Supplies and

Textbooks

Character Education Curriculum Resources: SS Grades K-5 Bundle

(2 kits per grade level). Character education resources are needed

to provide program facilitated by SEL Coordinator 2,259 2 $4,518

3.1/3.16/4.2/4.4 200 - 600:

Noninstructio

nal Supplies

and Materials

Office Supplies: 45 Cases of paper - $1,068.64 (57 teachers x 7

reams of paper for extended learning = 427 reams + 23 reams for

climate and culture and parent announcements = 450 reams); 2

HP 504 Black High Yield Toner - $351.46; 1 HP 504A Cvan Toner

Cartridge - $237.81; 1 HP 504A Magenta Toner $237.81 (Toner for

extended learning activities) HP 505A Yellow Toner $104.28

$2,000

1.13/2.14 100 - 600:

Instructional

Supplies and

Textbooks

WILSON READING MATERIALS (6) Each Fundations Student

Consumables K (10-Pack) Second Edition @ $90.00 = $540 (6)

Fundations Student Consumables 1 (10 Pack) Second Edition @

$135.00 = $810 (1) Fundations Teachers's Kit 2 Second Edition @

$512 = $512 (12) Fundations Student Comsumables 2 (10-Pack)

Second Edition @ $135 = $1,620

$3,482

4.2 200 - 600:

Noninstructio

nal Supplies

and Materials

Social Emotional Room: Basic room set-up for Family Services and

Social Emotional Learning (rug - $600) (Seating for 10

Staff/Parents - $100/Chair = $1,000) (2 Tables @ $450 each =

$900)

$2,500.00

BUDGET DETAIL FORM D








SMART GOAL &

Step Number(s)

FUNCTION -

OBJECT

CODE


(UC)

QUANTITY

(Q)

GRANT

REQUEST

AMOUNT

(GR)

BUDGET DETAIL FORM D






NGO TITLE: NJ School Improvement Grant (SIG) Date: 6/7/2017

SCHOOL NAME:

SMART GOAL &

Step Number(s)

FUNCTION -

OBJECT

CODE


(UC)

QUANTITY

(Q)

GRANT

REQUEST

AMOUNT

(GR)

BUDGET DETAIL FORM E

Equipment






SCHOOL NAME: Date: __6/7/2017________

SMART GOAL &

Step Number(s)

FUNCTION -

OBJECT

CODE


GRANT

REQUEST

AMOUNT1.13 100 - 500:

Other

Purchased

Services

Licenses for English Language Arts Intervention Program for students from 9/2017 - 7/2018. 250

student licenses x $58.70/license = $14,675

$14,675

1.3/1.4/1.6/1.7/1.11/

1.12

100 - 500:

Other

Purchased

Services

Reading Eggs: Licenses for Reading Intervention for Grades K-2. Licenses will be used for students

from 9/2017 - 7/2018. 300 Licenses x $8/license = $2,400

$2,400

1.13 100 - 500:

Other

Purchased

Services

Reading A-Z Licenses for Grades K-2. Licenses will be used by students from 9/2017 - 7/2018. 16

classrooms x $95/classroom = $1,520

$1,520

1.13/2.1 200 - 500:

Other

Purchased

Services

The Teaching Channel: Licesnses for web-based teacher professional development. 45 licenses x

$80.00/teacher = $3,600

$3,600

1.13,2.14,1.16 100 - 800:

Other Objects

Student Incentives:$3,000 for STEAM School Store and 6 incentive events @ $500/event (Students

will earn Stallion Cash to "spend" at the STEAM School Store. Items available for "purchase" include

solar car kits, finger-printing activities, weather simulators, geo-thermal simulators, etc. All items will

not exceed $25/item with the average item approximately $10. 300 students x $10 = $3,000)

(Students will have the opportunity to participate in 1-2 student incentive events per marking period.

One event will be a celebration for students who have earned honor roll and perfect attendance. The

second event will be for students who demonstrated a decrease in OCRs and/or a decrease in chronic

absentism.)

$6,000

BUDGET DETAIL FORM F

Other Purchased Services, Other Objects, Purchased Property Sevices, Travel, Indirect Costs, Buildings

Function & Object Codes 100 - 500, 100 - 800, 200 - 400, 200 - 500, 200 - 580, 200 - 800, 200 - 860, 400 - 720





SCHOOL NAME: Date: __6/7/2017________

SMART GOAL &

Step Number(s)

FUNCTION -

OBJECT

CODE


GRANT

REQUEST

AMOUNT

BUDGET DETAIL FORM F

Other Purchased Services, Other Objects, Purchased Property Sevices, Travel, Indirect Costs, Buildings

Function & Object Codes 100 - 500, 100 - 800, 200 - 400, 200 - 500, 200 - 580, 200 - 800, 200 - 860, 400 - 720




3.15/3.17 200 - 800:

Other Objects

Teacher Incentives: Incentives based on Student achievement. 50 teachers x $400/incentive =

$20,000 Teachers may purchase instructional items for their classroom. Examples include

differentiation activities, leveled readers, supplemental curriculum resources, climate and culture

bulletin board accessories, etc.

$20,000

4.4 200 - 800:

Other Objects

Parent Refreshments: 4 report card/back-to-school events x 150 parents/event x $5.00/parent =

$3,000.

$3,000

4.2/4.4 200 - 500:

Other

Purchased

Services

Registration: 4 teachers to attend conferences at $500/conference $2,000

4.2/4.4 200 - 580:

Travel

Travel: $450 in travel to conferences (1,450 miles x .31/mile = $449.50) $450

Date: __6/7/2017________


SCHOOL NAME: Date:__________

SMART GOAL &

Step Number(s)

FUNCTION -

OBJECT

CODE

DESCRIPTION / COST CALCULATION

GRANT

REQUEST

AMOUNT

1.12/2.13/3.11/4.10 200-100 (.5) SIG Supervisor $93,202 x 50% = $46,601 $ 46,601

1.12/2.13/3.11/4.10 200-100 1 Part-time Fiscal Specialist - Jane Van Splinter x 45 hrs x $45/hr = $2,025 $ 2,025

BUDGET DETAIL FORM G

LEA Administrative Costs - Other Purchased Services, NonInstructional Salaries and Benefits, Other Objects, Purchased Property Sevices, Travel,

Supplies, Other Objects, Indirect Costs, Equipment

Function & Object Codes 200 - 100, 200 - 200, 200 - 300, 200 - 400, 200 - 500, 200 - 580, 200 - 600, 200 - 800, 200-860, 400 - 732


NOTES:Refer to Part III, Constructing a Grant Application Budget, of the Discretionary Grant Application for instructions. Complete all columns.


School Name:

SIG SIG ADMINSIG

FUNDS FUNDS TOTALINSTRUCTION

Personnel Services - Salaries 527,036$ 527,036$

Purchased Professional &

Technical Services -$ -$

Other Purchased Services 18,595$ 18,595$

Supplies & Materials 8,000$ 8,000$

Other Objects 6,000$ 6,000$

SUBTOTAL -

INSTRUCTION 559,631$ 559,631$

SUPPORT SERVICES

Personnel Services - Salaries 545,258$ 48,626$ 593,884$

Personnel Services - Employee

Benefits 291,114$ -$ 291,114$

Purchased Professional &

Technical Services 45,425$ -$ 45,425$

Purchased Property Services -$ -$ -$

Other Purchased Services 5,600$ -$ 5,600$

Travel 450$ -$ 450$

Supplies & Materials 4,500$ -$ 4,500$

Other Objects 23,000$ -$ 23,000$

Indirect Costs 23,000$ -$

SUBTOTAL - SUPPORT

SERVICES 915,347$ 48,626$ 963,973$

Buildings -$

Instructional Equipment -$ -$

Non-instructional Equipment -$ -$ -$

SUBTOTAL - FACILITIES -$ -$ -$

TOTAL COST 1,474,978$ 48,626$ 1,523,604$

NGO Title: New Jersey School Improvement Grant (SIG)

400-732

200-580

200-600

200-800

200-860

200-400

400-720

400-731

200-500

100-100

100-300

100-500

FY2018 - Project Period: September 1, 2017 to August 31, 2018

BUDGET CATEGORY

OBJECT CODE

200-100

200-200

200-300

100-600

100-800

FUNCTION &

school improvement grant (sig) program cohort 3 – year 4: 2017 … · 2017-12-12 · 1 form s-1...

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