washington school title i unified plan plainfield nj fy11 12-07-10

8/8/2019 Washington School Title I Unified Plan Plainfield NJ Fy11 12-07-10

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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)

2011 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD

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

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

School: Washington Community School

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

Principal: Kwame W. Asante Principal E-mail: [email protected]

Principal Certification

The following certification must be made by the principal of the school. Note: Signatures must be kept on fileat the school.

I certify that I have been included in consultations related to the priority needs of my school and participated in thecompletion of this Title I Unified Plan. I have been an active member of the planning committee and provided input to theschool needs assessment and the selection of priority problems. I concur with the information presented herein,including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a, andSIA, Part G.

Kwame W. Asante ____________________________________________ _6/30/2010_______________________ Principal’s Name Principal’s Signature Date

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mailto:[email protected]

mailto:[email protected]




School NCLB Committee

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

schoolwide stakeholder group and/or the SINI plan committee. Identify the stakeholders who participated in the needsassessment and/or development of the plan. Signatures should be kept on file in the school office for review. Print off acopy of this page to obtain signatures. *Add lines as necessary.

Name Stakeholder GroupParticipated in

NeedsAssessment

Participated inPlan

DevelopmentSignature

Kwame Asante Principal x x

Cristina Crowell Teacher x x

Leola Bellazzin Guidance x x Jean Colrick ESL Coordinator x x

Ira Blackwell Teacher x x

Roychele Woodton- Jones

Teacher x x

Cheri Phillips Teacher x x

2




School NCLB Committee Meetings

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

Date Location Agenda on File Minutes on File

May 21st Conference Room Yes No Yes No

June 3rd Conference Room x x

June 7th Conference Room x x

June 17th Conference Room x x

School’s Vision & Mission

Provide, update, or develop the school’s vision and mission statement. Refer to the Introduction for Unified Planpages for guidance.

What is the school’s vision statement? WASHINGTON SCHOOL VISION STATEMENT

EVERY STAKEHOLDER OF THE WASHINGTON COMMUNITY SCHOOL WILL:

• SET THE FOUNDATION FOR STUDENTS TO BECOME LIFE LONGLEARNERS THROUGH CONTINUOUS ACADEMIC AND SOCIALDEVELOPMENT.

• MAINTAIN HIGH EXPECTATIONS FOR EXCELLENCE IN EDUCATION.

• RESPECT, ENCOURAGE, AND SUPPORT ALL MEMBERS OF OUR LEARNING COMMUNITY.

• CELEBRATE THE ACHIEVEMENTS AND THE DIVERSITY OF OUR LEARNING COMMUNITY.

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• FOSTER TEAMWORK AMONG HOME, SCHOOL, ANDCOMMUNITY

What is the school’s mission?

WASHINGTON MISSION STATEMENT

WCSin partnership with its parents

will establish an institutionrecognized for

achievement and citizenship

Describe the process for developingor revising the school’s vision andmission.

This school year we met several times as a staff and reviewed the mission and vision

statement using the problem solving cycle. We utilized two professional development days to

gather information, conduct needs assessment and create vision based on this information.

4




Comprehensive Needs Assessment & Data Analysis

Data Collection and Analysis

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

Areas Multiple Measures Analyzed Overall Results and Outcomes

Academic Achievement –

Reading

Developmental Reading Assessment (DRA)

District Interim Assessment (DIA)

Read180

Student Reading Inventory (SRI)Reading Plus

Study Island

Access Testing

Teacher Created Assessment

Guided Reading

World-Class Instructional Design and Assessment(WIDA)

Students were grouped into cohorts based on datacollected and instruction was delivered as per their needs.

Teachers keep data binders that house the entire data

results specific to their disciplines. Teachers created Instructional Focus Calendars that

highlighted areas of need weekly.

Teachers conducted data regularly with students and parents based on results of the assessments.

Academic Achievement -

Writing

Best Practices

Writers WorkshopTeacher Created Assessments

Work Sampling

World-Class Instructional Design and Assessment(WIDA)

Students were grouped into cohorts based on data

collected and instruction was delivered as per their needs. Teachers keep data binders that housed the entire data

results specific to their disciplines.

Teachers created Instructional Focus Calendars that


Teachers conducted data regularly with students and

parents based on results of the assessments.

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Mathematics

DIA

Everyday Math AssessmentsStudy Island

Fast Math

Teacher Created Assessments

Numbers World

Site Visit




Teachers created Instructional Focus Calendars that highlighted areas of need weekly.




Science

Teacher Created Assessments

Study IslandScience Program Assessments

Site Visit




Teachers created Instructional Focus Calendars that




School Culture Needs Assessments

Surveys

Staff AttendanceContinuous Improvement continuums

Staff created mission statement and vision statement

collaboratively using survey results.

Parent Involvement Sign in Sheets from evening events

PTO Meetings

Parent Room Log

Chat and Chew

Parent Teacher Conferences Logs

Parent Involvement Day

Back- to-School Night

Parental involvement is still lacking however there is a functioning PTO.

Parent participation was higher for conferences as well as

school activities ( i.e. concerts, talent show, award assemblies)

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Movie Night

Site Visit

Professional Development SurveysSite Visit

Needs Assessment

Professional Development Committee

My Learning Plan

Professional Development Plan for Staff

Professional Development opportunities amongst grade levelswas available weekly during grade level 80 minute common

planning periods.

Vertical Articulation sessions were also conducted quarterly

Professional Development workshops were also held during

staff meeting times monthly (i.e.: CAP program, Harassment,

It Didn’t have to Happen)

Extended Learning

Opportunities

Project PASS: Measuring Up Test Prep

Project Adelante

SES Program

Sixty students in grades 3-6 participated in project PASS from

Feb 10 – May 10 results of test preparation will be pending theresults of the NJASK 10 test.

Six fifth grade students took part in Project Adelante through

Kean University to improve academic performance. Outcomes

will be pending he results of the NJASK 10.

Education Reform &

Improvement

CAPA Visits

School Rewards Grant ( $100, 000)

CAPA visit feedback outlined 3 areas of improvement

(parental involvement, technology integration, teacher

instructional delivery)

Grant Rewards money will be used to focus on these areas of

need.

Highly Qualified Staff Documentation Binder

Personnel File

Evaluations

Professional Development Plan for Staff

Site Visits

District on site visits identify weaknesses and strengths in

meeting district goals of District Strategic Plan

Leadership Survey

Evaluation

Site Visits

District on site visits identify weaknesses and strengths in

meeting district goals of District Strategic Plan

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Focus Walks

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Evaluation of 2010 Teaching and Learning Strategies & Programs

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

1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Outcomes

Read 180 LAL Yes SRI Scores, DRA scores,DIA Scores, NJASK scores

More students are at/ above or closer to reading at grade level

Everyday Math Mathematics Yes DIA Scores

NJASK Scores

Increased test scores as seen by 2009 NJASK AYP status

Harcourt-

Trophies/Trofeos

LAL Yes DRA Scores, DIA Scores, NJASK Scores, HolisticAssessments

More students are using the trophies program and less is using

Read 180 this school year. NJASK test scores reflect increase

in 2009.

Children’s Literacy

Initiative

DID NOT USE THISPROGRAM

Reading Plus LAL Yes DIA Scores, NJASK Scores

More students are at/ above or closer to reading at grade level

Science Series (A

Closer Look)

Science Yes DIA scores, NJASK Scores

Students performed better on Grade 4 Science DIA

Focus Classroom

Walk-through with

Feedback

LAL

Math

Yes FINAL SITE VISITEvaluation

Feedback forms

Teachers were given direct feedback regarding their classroom

strategies and areas of improvement. Peer walk through were

also conducted.

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

1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4


5

Outcomes

Project PASS

( Promoting

Academic Success

and Stability)

Math

LAL

YES Student Attendance

Assessments (Pre andPost)

Pre and post testing showed improvement using measuring

assessments

Table D: Professional Development That Was Implemented in 2010

1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4


5

Outcomes

Assessments: Why

Assess, What to

Assess and How to

Assess?

NO NONE THIS PROFESSIONAL DEVELOPMENT WAS NEVERCONDUCTED DUE TO CHANGE OF ADMINISTRATION.

Table E: Parent Involvement That Was Implemented in 2010

1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4


5

Outcomes

PTO Student

academic support, school

improvement, parenting skills

Yes Sign in sheets Attendance to PTO meetings has increased however there is

much room for improvement in regards to parent/ teacher

participation in PTO membership

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1

Strategy orPro ram

2

ContentArea

3

Effective

-

4


5

Outcomes& financial

awareness

NJASK ParentChat

To provide

parents an

opportunity to gain valuable

insight &

understanding

on how student

data is utilized

to drive

instruction

Yes Parent Teacher conference Sign in sheets

Parents were informed of NJASK 2009 scores as well as DIA

Fall scores.

Back – to –School Night

To provide

parents with

information

regarding protocols for the

operation of theacademic year

as well asexpectations of

their roles &

responsibilities

in helping the

school support

their child’s

learning

Yes Sign in Sheets Parents became aware of classroom expectations and class structures

Also parents were given the opportunity to sign up for SES

programs.

Parent Chat -&-Chews

Informal

gathering with

parents to

develop better connection with

school and new

admin.

Yes Sign in Sheets & agenda Parents were afforded the opportunity to interact with school

personnel and gain insight to some of the planning being

considered for the school.

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Needs Assessment Summary

1. Describe the process and techniques used in the needs assessment.

In an effort to improve instruction and student learning in Math, Literacy and Science Washington Community School developed a plan of

action that supports the district-wide strategic plan. The Math Lead Teacher, Literacy Lead Teacher, Technology Lead Teacher, School

Leadership Team, District Vice Principals, District Directors and the Principal engaged all stakeholders in the planning process by using the

Continuous Improvement Model. Teachers provide input during Monday Staff Development and during grade level meetings. Teachers

maintain Data Binders which they analyze data to plan for their class as a whole and for individual students as necessary. The 2009 NJASK

and Terra Nova Data were analyzed and divided into three Cohorts. Cohort I represent the students that require remediation in the subject

areas; Cohort II represents the students that require interventions which we identified as our target population; and Cohort III represents

the students that are on grade level and require advance study and/or gifted and talented work. Teachers continue to use the breakdown in

their analysis of their end of unit assessments as well as other common assessments used in the class. Common planning has been embedded

into the daily schedule to allow articulation among the grade levels and across grade levels. Teachers develop Instruction Focus Calendars

monthly in order to ensure they are focusing on an area of need based on the findings from the data. After teaching the instructional focusthen students are assessed. Objectives are posted in all classrooms daily. Standards Base bulletin boards are maintained in all classrooms

as well as on all bulletin boards in the hallway. Standards base commentary is provided to all students and on all work. To help students

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

parents as well. The district has conducted three District Interim Assessments that we use to gauge our progress toward meeting the

NJCCCS that model the state assessments. Required professional development is determined based on the findings of the analysis of the

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

the superintendent and his cabinet members.

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

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

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

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

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

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

place, we use District Interim Assessments (DIA) in mathematics, literacy and science administered to grades 3 – 6 in the Fall, Winter &

Spring; Results from DRA’s administered to all grade levels; Read 180 and Reading Plus’ SRI & S… to generate additional data; End of

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

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

We use the state assessment data that is disaggregated by clusters and students are assigned to a Cohort based on the data. The state

assessment is aligned to the NJCCCS and therefore the skill clusters are identified showing how each student performed. The number of

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

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

specifically what skills and concepts must be reinforced. When utilizing the DIA we receive item analysis which also allows us to see how

well students performed and what they need help and support in. Again, allowing teachers the opportunity to plan instruction specific to

students needs.

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

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

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

directly what the teachers guide dictates and they differentiate instruction as needed.

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

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

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

through Instructional Leaders in the building. Instructional leaders met with teachers on individual basis and in grade level meetings.

Focus walks were conducted by leadership team quarterly.

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

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

Assessments as practice tests that model State tests in format and content are given in early September then quarterly. These results areanalyzed by the Office Assessment Data Collection and School Improvement and sent back to us in table graph format with cluster

information. This helps to further identify and address weakness at the student level. Teachers also use their common monthly assessments

that come with the board approved programs to identify at-risk students.

8. How does the needs assessment address migrant student needs?

N/A

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

Students that are identified as at-risk are assigned a mentor, recommended for SES services as well as tutoring in the after school safety-net

program. Washington Community School students attend SES after school programs, READ 180 as an intervention for struggling readers,

Reading Plus is provided as an intervention for students just below grade level and those just above the grade level. Washington has

identified our top 100 at risk students and assigned them to an advisor who is a staff member. The advisor mentors the student. An afterschool safety net program has been established to tutor the targeted population. Teachers are required to conduct student and staff data

chats so that students are aware of their areas of strengths and weakness.

10. Describe the process used to select the priority problems for this plan?

The NCLB committee met and discussed CAPA findings from March 2010 visit. It was determined that student achievement, parental

involvement, and lack of student conferencing were the key areas of concern. Subgroups were created with staff to review the areas of

concern. Action plans were created to address these areas of concern.

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

Representatives from the school attend district wide meetings to discuss the effectiveness of the assessment tools chosen by the district to

measure achievement. These meetings also included reviewing other programs that may be more effective for the coming year. Information

was brought back to staff and feedback was given.

12. Describe the transition plan for preschool to kindergarten, if applicable. N/AWashington Community School is involved in a year-long planning process with Early Childhood to ensure that students transition to

kindergarten smoothly and effectively. Preschool teachers of 4-year olds visit our kindergarten classrooms at the beginning of the school

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

visit our kindergarten classrooms and get a glimpse of what to expect in the upcoming school year. When time permits, Teachers of Kindergarten and Preschool, Principals, Center Directors and Early Childhood Supervisor and Director visit the preschool classrooms

together and share feedback relating to observations and reflections.

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Selection of Priority Problems

School Needs Assessment Summary Matrix

• Certification: For Title I SINIs and SW schools, Population Categories A-M have beenannually assessed.

• Using information from the data analysis, identify all priority problems.• Select three or four priority problems to address in this plan. The selected problems should be checked in

column T.

P r i o r i

t y P r o b l e m #

Priority Problem

Population Categories

A .

A l l

s t u d e n t s

B .

S t u d e n t s w i t h D i s a b i l i t i e s

C .

E a r l y c h i l d h o o d

D .

E c

o n .

d i s a d v a n t a g e d

E .

N e

g l e c t e d / d e l i n q u e n t

F .

Y o u t h a t r i s k o f d r o p p i n g o u t

G .

R a

c i a l / e t h n i c

H .

H o

m e l e s s

I . I m m

i g r a n t

J . L E P

K .

T e a c h e r s

L .

P a r a p r o f e s s i o n a l s

M .

P a

r e n t s

N .

S u

b s t a n c e a b u s e r s

O .

P e

r p e t r a t o r s o f V i o l e n c e

P .

O u

t - o f - s c h o o l

Q .

M e

n t a l h e a l t h

R .

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

S .

O t h e r ( S p e c i f y )_____________

T .

S e l e c t e d P r i o r i t y

P r o b l e m s

S t u d e n t A c a d e m i c

N e e d s

1Closing the achievementgap X X

2 Early childhood education

C o r e C u r r i c u l u m

C o n t e n t

S t a n d a r d s 3a

Language arts literacy andreading X X

3b Mathematics X

3c Science X

3d Social studies X

3e World Languages

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P r i o r i t y P r o b l e m #

Priority Problem


A .

A l l s t u d e n t s

B .


C .


D .

E c o n .


E .

N e g l e c t e d / d e l i n q u e n t

F .


G .

R a c i a l / e t h n i c

H .

H o m e l e s s

I . I m m i g r a n t

J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .

S u b s t a n c e a b u s e r s

O .

P e r p e t r a t o r s o f V i o l e n c

e

P .

O u t - o f - s c h o o l

Q .

M e n t a l h e a l t h

R .


S .

O t h e r ( S p e c i f y )_________

____

T .

S e l e c t e

d P r i o r i t y

P r o b l e m s

3f Cross Content WorkplaceReadiness X

4 Technology Literacy X X X X

S t a f f N e e d s

H i g h Q u a l i t y

P r o f e s s i o n a l D e v e l o p m e n t

5 .

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

t h e C C C S

5a Language Arts Literacy

5b Mathematics X

5c Science X

5d Social studies

5e World Languages

5f Cross Content WorkplaceReadiness X

6Effective classroom use of technology X X X X

7Standards-basedassessment X

8Instructional skills andstrategies X X X

9 Mentoring

10 Classroom management X

11Using data/assess. toimprove learning X X X X

12 Working with parents X X

H i r i n g ,

R e c r u i t i n g

a n d

R e t a i n i n g 13 Highly qualified teachers

14 Teachers in shortageareas

15 Teachers in Math andScience

X

16





Priority Problem


A .


B .


C .


D .

E c o n .


E .


F .

Y o u t h a t r i s k o f d r o p p i n

g o u t

G .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


e

P .


Q .


R .


S .

O t h e r ( S p e c i f y )_____________

T .

S e l e c t e

d P r i o r i t y

P r o b l e m s

16 Teachers to reduce classsize X

17Qualifiedparaprofessionals X

18 Highly qualified personnel

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

19 Alcohol use

20 Drug use

21 Tobacco use

22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27

Suspensions, removals, or

expulsions

28Serious or persistentdiscipline problems

29 Bullying X

30 Victimization X

31 Truancy/attendance X

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict X

35 Intergroup conflict/bias 36 Negative peer influence X

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Priority Problem


A .


B .

S t u d e n t s w i t h D i s a b i l i t i

e s

C .


D .

E c o n .


E .


F .


G .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


e

P .


Q .


R .


S .

O t h e r ( S p e c i f y )_________

____

T .

S e l e c t e

d P r i o r i t y

P r o b l e m s

37 School safety

38

School

climate/environment

39 Risk factorsQualityTeacher 40 Teacher Quality

Tech. &Ed.

Materials

41 Technology activities

42Instructional/EducationalMaterials

Studentswith

SpecialNeeds 43 Drop-out rate

Literacy,& Adult

Ed.

44 Adult literacy

45Parent/communityinvolvement X

X

Leadership

46 Leadership Network

47 Leadership PD X

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Description of Priority Problems and Strategies to Address Them

• All student subgroups not meeting AYP MUST be considered during the needs assessment process.Select at least three priority problems.

• Complete the information below for each priority problem checked in column T on the previous pages.Add additional sections as needed.

#1 #2

Population Category Letter &Problem Number

Population Letter: A Problem Number: 3a Population Letter: A, K, L Problem Number: 4 AND 6

Name of priority problem Language Arts Literacy and Reading Effective use of classroom technology & Technology

Literacy

Describe the priority problem WCS students continue to struggle in their performances on

state assessment (NJASK), District Interim Assessments

(DIA), Developmental Reading Assessment (DRA), and

teacher made classroom assessments

WCS teachers and students lack an effective infusion and

implementation of technology programs and resource in

their daily instructional deliveries and activities.

Describe the root causes of the problem

Students lack interest in reading for enjoyment – limited

selections of interest in classroom libraries – lack of push by

parents to encourage more reading

Fear and lack of training on how to effectively infuse

technology programs and resource into ones instructional

delivery

Subgroup or populationaddressed

All subgroups in grades K - 6 All subgroups in grades 4 - 6

Grade span Grades K – 6 Grades 4 – 6

Related content area missed Language Arts Literacy

Name of scientifically based program/strategy/practice toaddress problem

Read 180 (Grades 4 – 5)

Reading Plus (Grades 3 – 6)

Trophies/Trofeos (Grades 1 – 6)

Increase and replenish leveled books and classroom libraries

Installation of SmartBoard in 9 classrooms and increase

students’ access to laptops for instructional activities.

Interactive white boards (SmartBoards) affect learning in several ways including rising of student engagement in the

classroom, motivating student and promoting enthusiasm for

learning.

How does the program/strategyalign with the NJ CCCS?

The curriculum, programs and strategies implemented are

all fully aligned to the NJCCCS. All classroom lessons are

aligned to the NJCCCS and CPIs for literacy

The curriculum, programs and strategies implemented are

all fully aligned to the NJCCCS. All classroom lessons are

aligned to the NJCCCS and CPIs for technology

CAPA finding or recommendation related to the

priority problem

No gains were made in proficiency in LAL by all subgroups Give students multiple options/ exposure through the use

of technology in order to grasp what is being presented.

Teachers do not routinely display their understanding of

the relationship between creativity and content in the

delivery of daily instruction utilizing technology.

19




20




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

#3 #4Population Category Letter &Problem Number

Population Letter: M Problem Number: 12 AND 45 Population Letter: Problem Number:

Name of priority problem Working with Parents – Parents/Community Involvement

Describe the priority problem

Describe the root causes of the problem

The root cause of the problem is determined to be a

limited/lack of parental participation in the education of

their children. The poor attendance at parent teacher

conferences, school related functions, lack of involvement in

the PTO and very poor attendance at monthly scheduled

meetings or participation in quarterly Parent Chat-&-Chews

Subgroup or populationaddressed

Entire school population

Grade span Grades K – 6

Related content area missed

Name of scientifically based program/strategy/practice toaddress problem

Where Peace Lives (Mural Projects):

http://www.wherepeacelives.org/surveys.html

http://www.nd.edu/~dnarvaez/documents

/NarvaezLapsleyTeacher.pdf

Parental & Community Involvement:

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

How does the program/strategyalign with the NJ CCCS?

For parent involvement to flourish, it must be meaningfully

integrated into a school's programs and community.

CAPA finding or recommendation related to the

priority problem

CAPA recommend that School Leadership Team find

alternative activities/events to pull parents and guardians

into the education of their children

21

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

https://webmail.plainfieldnjk12.org/exchweb/bin/redir.asp?URL=http://www.nd.edu/~dnarvaez/documents/NarvaezLapsleyTeacher.pdf

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


https://webmail.plainfieldnjk12.org/exchweb/bin/redir.asp?URL=http://www.nd.edu/~dnarvaez/documents/NarvaezLapsleyTeacher.pdf





Action Planning

Check Before Proceeding:

• The action planning section is required for all SINIs.

• The action plans are developed for the primary strategies and programs selected that address the priorityproblems.

Action Plan for Strategy Related to Priority Problem #1

Name of Program,Strategy or Practice toAddress PriorityProblem:

SMART Goal:

Indicators of Success:

Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline

22

NOT APPLICABLE






SMART Goal:


Description of Action Plan Steps

Persons

Involved

Resources

Needed Due Date -Timeline

23

NOT APPLICABLE






SMART Goal:


Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline

24

NOT APPLICABLE




Plan Components for 2011

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

Description of

Strategy or

Program

ContentArea

Focus

TargetPopulation(s)

Person

Responsible

Indicators of Success

(Evaluation Outcomes)

Research Supporting Strategy

Date of Research, Source

Read 180 LAL All

Subgroups

On-Going

Sch. Admin

& Teacher

Increase progress towards

State Bench Mark

Program approved by NJDOE

Everyday Math Math All

Subgroups

On-Going

Sch. Admin

& Teacher


State Bench Mark


Harcourt-

Trophies/Trofeos

LAL All

Subgroups

Ongoing

Sch. Admin

& Teacher


State Bench Mark


Reading Plus LAL All

Subgroups

Ongoing

Sch./Dist

Admin &

Teacher


State Bench Mark


A Closer Look Science All

Subgroups

Sch. Admin

& Teacher


State Bench Mark

Program approved by NJDOE See National Science Foundation &National Science Teachers Assoc.

ResearchFocus Classroom

Walk-through with

Feedback

Literacy

and Math

All

Subgroups

2x Quarterly

Sch./Dist

Admin &

SLT


State Bench Mark

Systems Thinking-McRel; Professional Learning

Communities-DuFour

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

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

Study Island Literacy,

Math,

Science

All

Subgroups

Ongoing

Sch. Admin

& Teacher


State Bench Mark

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

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

Updated%2012.4.pdf

Fast Math Math All Sch. Admin Increase progress towards

25


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


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




Description of

Strategy or

Program

Content

Area

Focus

Target

Population(s)Person

Responsible





Subgroups

Ongoing

& Teacher State Bench Mark

Numbers World Math All

Subgroups

Ongoing

Sch/Dist.

Admin &

Teacher


State Bench Mark

Harcourt SS Social

Studies

All

Subgroups

Ongoing

Sch. Admin

& Teacher


State Bench Mark Program approved by NJDOE

*Use an asterisk to denote new programs.

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

Description of

Strategy or Program

Content

Area

Focus

Target

Population(s)

Person

Responsible


(Evaluation Outcomes) Research Supporting Strategy


Project P.A.S.S Literacy

Math

Grades 3 – 6

Subgroups

on cusp

Sch. Admin Increase progress towards

State Bench Mark

Passport to

Learning

Literacy

Math

Grades 3 – 6

at risk

Subgroups

Dist. Admin Increase progress towards

State Bench Mark


26




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

Description of Strategy or

Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Rutgers Technology

Integration

AllSubjects

Grades 4 – 6

Teachers

Sch. Admin The effective use and implementation of technology programs and resources

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

research/whitepapers/int_ whiteboard_

research_whitepaper_update.pdf

Smartboard

Training

Technology Grades 4 – 6

Teachers

Sch. Admin The effective use and implementation of technology programs and resources


research/whitepapers/int_ whiteboard_

research_whitepaper_update.pdf

Where Peace Lives Character Education

All

Subgroups

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

NJASK LiteracyPreparation

Workshop

LiteracyGrades 2 – 6

LAL

Teachers

Sch. Admin Increase progress towards State BenchMark http://www.featraining.org/

documents/pdf/ImproveNJASK.pdf

Data Interpretation

and Instructional

Implications

All subjects All

Subgroups

Sch. Admin

& Teacher

Differentiation and creativity in classroominstructional delivery

www.state.nj.us/education/assessment/es/

njaskppt.ppt

Grade level

articulation sessions

through

Professional

LearningCommunities

All subjects All

Subgroups

Sch. Admin

& Teacher

Effective vertical collaboration &communication

Richard DuFour, RebeccaDuFour, Robert Eaker, ThomasMany Learning by Doing: AHandbook for Prof. LearningCommunities at Work


27




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

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




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

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




Table I: 2010-2011 Parent Involvement Programs

Description of Strategyor Program

Content Area Focus PersonResponsi

ble


(EvaluationOutcomes)

Research SupportingStrategy


PTO Parent involvement group Exec. Board Fundraising andsupporting needs of school

Increase attendance at PTO meeting

and attendance at school related

events

NJASK To provide parents an opportunityto gain valuable insight andunderstanding on how student datais utilized to drive instruction

Sch. Admin &

Sch.

Counselor

Increase parentcomprehension on schooluse of data

Parent attendance and sign- in sheets

Back- to – school Night To provide parents with informationregarding protocols for the

operation of the academic year aswell as expectations of their rolesand responsibilities in helping theschool support their child’s learning

Sch. Admin,

Sch.

Counselor &Staff

Foster better communication and

connection between homeand school. Additionally,increase parent participation in schoolrelated events.

Parent attendance and sign – in sheets

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

Workshops in LAL, Math, NJAK

and parenting skills

To provide parents with informationof what student achievementrequirements and how they can helptheir child at home

Parent/

Sch/Dist.

Admin /

Community

Liaison

Increase parent attendance by 10% and student performance on NJASK

Parent survey, workshop attendance

records and workshop feedback

documents


28








Parent Involvement (PI) Narrative

1. What is the connection between PI and the priority problems identified in the needs assessment?The needs assessment surveys will be reviewed by the leadership team as well as the NCLB committee. The information will be shared

with parents at PTO meetings and at staff meeting with staff. District level surveys are also conducted as to the needs of the district. This

information is disseminated by board office.

2. What are the measurable goals and targets for PI in 2011?

• Increase parent attendance by 10% in school related functions.

• Increase parental involvement of ELL and Special needs students by 5%

• Increase parent involvement in NCLB committee meetings to 3 parents.

3. Do you have a school-parent compact?

Yes

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

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

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

school copy will be kept on File in the main office.

5. How is student achievement data reported to the public?Data is reported to the public via PTO meetings, End of Year Report, and Community Forum. Additionally, the school statistical data is

reported to the public via the district’s web site and at Board of Education Public Meetings.

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

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

2.) PTO meetings, Newsletters, Global Connect

3.) End of Year Report, Community Forum

29




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

1.) School webpage via Plainfield Public Schools website

2.) Parent/Teacher conferences

3.) PTO meeting presentations

4.) Parent quarterly Chat - & - Chew gatherings

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

6.) Back-to-School Night presentation

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

Simplify plan in parent friendly language

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

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

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

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

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

results for grades 2-3.

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

To enhance parent meetings with refreshment and appropriate literature

11. How will the required PI funds be used in 2011? To enhance parent meetings with refreshment and appropriate literature

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

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

30




Table J: 2010-2011 Annual Student Targets

GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

3-5 Name of

Measurement

Baseline 2011 Target Name of

Measurement

Baselin

e

2011

Target

GRADE SPAN: WCS – ELEMENTARY GRADES 3 – 6

Total NJASK 24.6 32.1 NJASK 43.2 48.9

Students with Disabilities NJASK NJASK

Limited English ProficientStudents

NJASK 23.8 22.4 NJASK 36.8 43.1

White NJASK NJASK

African-American NJASK 25.4 32.9 NJASK 44.1 49.7

Asian/Pacific Islander NJASK NJASK

American Indian/NativeAmerican

NJASK NJASK

Hispanic NJASK 24.0 31.6 NJASK 42.2 48.0

Others NJASK NJASK

EconomicallyDisadvantaged

NJASK 25.3 32.8 NJASK 43.3 49.0

GRADE SPAN: ELEMENTARY, MIDDLE, HIGH SCHOOL Total

Students with Disabilities

Limited English ProficientStudents

White

African-American

31




GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

3-5 Name of Measurement

Baseline 2011 Target Name of Measurement

Baseline

2011 Target

Asian/Pacific IslanderAmerican Indian/NativeAmerican

Hispanic

Others

EconomicallyDisadvantaged

32




Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff

Number &

Percent

Content &Focus

Description of Process toMeet Highly Qualified

Description of Strategy to RetainHQ Staff

Teachers who meetthe qualifications forHQT, consistent with Title II-A

30

100%

All ContentAreas

Process handled by DistrictHuman ResourcesDepartment

Not Applicable

Teachers who do notmeet the qualificationsfor HQT, consistentwith Title II-A

00%

N/A Process handled by DistrictHuman ResourcesDepartment

Not Applicable

Paraprofessionals whomeet the qualificationsrequired by NCLB(education, ParaProtest, portfolioassessment)

5

100%

All ContentAreas

Process handled by DistrictHuman ResourcesDepartment

Not Applicable

Paraprofessionals whodo not meet thequalifications requiredby NCLB (education,ParaPro test, portfolioassessment)

00%

N/A Process handled by DistrictHuman ResourcesDepartment

Not Applicable

33




Description of Strategy To Attract HQ Staff IndividualsResponsible

Compensate them well, celebrate their accomplishments, provide incentives and delineatetheir roles and responsibilities and provide continuous improvement opportunities toenhance their pedagogy and skills.

Human ResourceServices, Curriculumand Instruction, Staff

Development, SchoolAdmin.

34




Table L: Support for Teachers

Use the Table below to describe the 2011 methods for supporting teachers needing assistance with instruction and otherproblems.

Description of Support

Content AreaFocus Target

Group

PersonResponsi

ble


(Evaluation)How are teachers

identified?

Teacher Mentor Provide strategies onnavigating new

environment, classroommanagement & instruct.techniques, awareness of resources & protocols

Non-

Tenured

Certified

Teachers.

Sch. Admin,

Office of Prof.

Dev. & HR

Teacher effectiveness in

management of class and

resources

Teacher / Staff Retention

Non-Tenured/ less than 3 years of teaching experience

Classroom Observations/Evaluations

Learning Support Seminar To support implementation of best practices

New and

veteran

staff

Office of Prof.

Dev. & HR Teacher / Staff Retention N/A

New Teacher Orientation District Policies, Procedures & Protocols

New Staff to District

Office of Prof.Dev. & HR

Teacher / Staff Retention Staff newly hired by district

Table M: Support for Administrators

Use the Table below to describe how leaders in schools in need of improvement are provided with support andinstructional leadership.

Description of Support

ContentAreaFocus

TargetGroup

PersonResponsi

ble


(Evaluation) How are administratorsidentified?

Administration Professional

Learning Community

Enhance pedagogy &collaboration

All School

Admin.

Office of Prof.

Dev.

Effective operations of school sites

and improved student and staff

performance

N/A

35




Student Eligibility and Selection

Table N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistanceschool and the measures to identify students who need additional support in schoolwide programs. For targetedassistance schools, use the last two columns to designate if the measures are used as criteria for program entrance orexit.

Measure Name

Targeted Assistance Schools

Entrance Criteria

()Exit Criteria ()

State Assessment NJASK 3 – 6 N/A N/A

Other Assessments District Interim Assessment (DIA), Developmental ReadingAssessment (DRA), Read 180 (SRI), Reading Plus, Study Island andEnd of Unit Assessments in Core Contents

N/A N/A

English LanguageProficiencyAssessment

Access Testing N/A N/A

Classroom Grades Teacher Created Assessment - Math, LAL, Science & SocialStudies

N/A N/A

TeacherRecommendation

N/A N/A N/A

Other N/A N/A N/A

36




Support Elements

Ongoing and Sustained Technical Assistance*

1. What assistance did the NCLB committee determine it needs to implement the 2011 Unified Plan in the school’sefforts to increase academic achievement?

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

and Early Childhood Department

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

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

2. Describe the current technical assistance offered to staff at the school. Include assistance by district level and/oroutside experts, for example, skilled consultants, institutions of higher education (IHE), etc.

Assistance is provided from the district Content Lead Teachers, Bilingual and World Languages Department, and EarlyChildhood Department in the form of providing teachers with professional development and support in their respective

areas throughout the year.

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

State standardized assessment, NJASK; District Interim Assessment

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

District Directors, Assistant Superintendent

37




*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies, procedures and evaluation instruments, data analysis, coaching, program planning, budgeting, and theprovision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an outsideconsultant.

38




District Support (completed by LEA for SINIs only)

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

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

Providing professionaldevelopment that focusesprimarily on improving instructionand using data to informinstruction

Implementing strategies groundedin scientifically based researchthat will strengthen instruction incore academic subjects

Expanding parental involvementactivities that support the school’sefforts to increase studentachievement

Reallocating the budget to fundactivities that support the school’s

improvement plan and are mostlikely to increase studentachievement

Ensuring that curriculum isaligned to the CCCS

39

NOT APPLICABLE




2009-2010 Resource Allocation – SIA Part (a)

Resource Allocation – Provide the following information regarding the use of the 2009-2010 SIA Part (a) funds. These funds were distributed in February, 2009 and are carried over after August 31, 2009. Allocation amounts

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

Brief Descriptionof Strategy or

ProgramImplemented with

Funds

AllocatedUse

Carried OverReallocate

d Use

Outcomes as a Result of Implementing the Strategy or

Program

Evidence

2009-2010 Resource Allocation – ARRA SIA Part (a)

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

Total Amount Allocated: $22,448

Brief Descriptionof Strategy or

ProgramImplemented with

Funds

AllocatedUse

Carried OverReallocate

d Use

Outcomes as a Result of Implementing the Strategy or

Program

Evidence

Increase Purchase 0 0 Achieved Safe Harbor NJASK Grades 3 -

40

NOT APPLICABLE

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

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

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

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




achievement inMathematics with theuse of Everyday Math

material

$22,448

5

41




School Budget Pages

School level budget pages in Excel must be completed along with each school’s Unified Plan, identifying thefollowing:

How the Title I, Part A school allocation is budgeted for targeted assistance schools or schoolsoperating schoolwide programs that do not blend their funds How the SIA, Part a allocation is budgeted for all schools receiving this award

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

Complete the Excel budget pages for each school and upload the file to the NCLB Application on EWEG on the Title I Unified Plan upload screen. These budget pages are in addition to the Title I Unified Plan for each schoolrequired to complete a plan.

Budget Detail pages must be uploaded. The signature of the Business Administrator must be kept on file atthe district/school.

42




Corrective Action, Restructuring, and School Improvement

• Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, and 9 that

have already completed a corrective action plan, corrective actions identified in Year 4continue to be incorporated into the Unified Plan.

Corrective Action Status Report

This form is completed by all schools in Year 4 and above. Schools in corrective action had to implement one or more of the following corrective actions (as identified by the district) in addition to the SINI and/or SW components. Identify whichcorrective action(s) will be taken and describe the implementation and how the action(s) will be incorporated with theother elements of the Title I Plan. Note: CAPA report prioritized recommendations must be incorporated into the Title Iplan.

Corrective Actions

1 Required implementation of a new research-based curriculum or instructional program2 Extension of the school year or school day3 Replacement of staff members, not including the principal, who were relevant to the school’s low performance4 Significant decrease in management authority at the school level5 Replacement of the principal6 Restructuring the internal organization of the school7 Appointment of an outside expert to advise the school8 Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to

improve academic achievement of low-performing students.

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

Corrective

Action#

Description

Effective

Yes - No

Evidenceof

Effectiveness

Outcomes

1

2

3

43

THIS SECTION IS NOT APPLICABLE




Corrective Descri tion

Effective

Yes - No

Evidenceof Outcomes

4

5

6

7

8

44




SINI Year 5H and Above: Restructuring Implementation N/A

• Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, and 9 that have

completed a restructuring plan, the approved restructuring plan continues to be incorporatedinto the Unified Plan.

Year Restructuring Plan Created: _______

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

Note: Districts must also complete the required “School Restructuring Plan,” which includes more detail on the planningprocess and the restructuring details www.nj.gov/njded/title1/accountability/restructure.doc.

The restructuring options are as follows:

1. Implement any major restructuring of the school’s governance that is consistent with the principles of restructuringas set forth in the No Child Left Behind Act .

2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq.and N.J.A.C. 6A).

3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability tomake adequate progress (consistent with existing contractual provisions and applicable statutory protections in Title 18A).

Identify the restructuring option(s) selected: ____

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

Fundamental GovernanceReforms Implemented as

Listed in ApprovedRestructuring Plan

Status of Implementation

Effective

Yes -No

Evidence of Effectiveness

Outcomes

1

45




2

3

4

5

List revisions made to the original restructuring plan.

46




Peer Review

Check Before Proceeding:

• At minimum, the peer review must be completed by staff members from a school that is not in federal

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

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

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

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Principal/Leadership

Language Arts

Mathematics

Special Education

ELL

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

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

47

NOT APPLICABLE

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

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




48

washington school title i unified plan plainfield nj fy11 12-07-10

Documents