Jefferson School plainfield NJ Title i Unified Plan Revised 12-10-10

8/8/2019 Jefferson School plainfield NJ Title i Unified Plan Revised 12-10-10

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FY 11 NCLB TITLE I UNIFIED PLAN JEFFERSON ELEMENTARY SCHOOL (150)

2011 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District:: PLAINFIELD

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

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

School: Jefferson Elementary School

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

Principal: Mr. Scot R. Burkholder Principal E-mail:[email protected]

Principal Certification

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

____ Scot R. Burkholder

_____________________ ____________________________________________ ___6/30/10_____________________

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mailto:[email protected]







Principal’s Name Principal’s Signature Date

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School NCLB Committee

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

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

Scot R. Burkholder Administrator X X ON FILE

Andrea Green

Constance Brown-AndersonVincent Barracato

Yvonne Hernández-

Padilla Judy Safi

Yaneth Sierra

Daniel Torres

Lisa Usher

Denise Scala

SLT - ESL SiteCoordinator/Teacher

SLT —Reading SpecialistSLT - Special Education

SLT - School SocialWorker

SLT – TestingCoordinator/ESLteacher

SLT WL teacher,Technology

SLT –Parent Volunteer/PTO

SLT - Parent Liaison

SLT – GuidanceCounselor

X X

ON FILE

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School NCLB Committee Meetings

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

Date Location Agenda on File Minutes on File

May 10, 2010 Jefferson School Yes Yes

May 17, 2010 Jefferson School Yes Yes

May 24,2010 Jefferson School Yes Yes

June 07, 2010 Jefferson School Yes Yes




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?

Jefferson Elementary School in collaboration with the community seeks to inspire our

students to believe in their potential, and pursue a passion for inquiry and knowledge.

We believe the educational experiences will nurture, motivate, and enable all studentsto achieve high academic and social standards in order to ensure success in our diverse

global society.

What is the school’s mission?

To ensure each student’s highest achievement:

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

motivate students.

• The Jefferson School Community responds to the instructional needs of

students by differentiating instruction through modifications, interventions and

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enrichment.

To promote continuous learning:

• The Jefferson School Community embraces and implements district wide

literacy and mathematics curriculum to increase academic achievement for all

learners.• The Jefferson School Community meets individual student needs through a

variety of resources and activities before, during, and after the school day.

To encourage responsible citizenship:

• The Jefferson School Community teaches and models positive character traits.

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

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

To create a safe, nurturing environment:● The Jefferson School Community fosters positive relationships.● The Jefferson School Community embraces and utilizes positive character

education and behavior support.

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

Each Grade level was given the opportunity to draft a vision-missionstatement for our school. Upon completion this drafts were reviewed andmain thoughts and ideas were consolidated to establish the final document.

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Comprehensive Needs Assessment & Data Analysis

A variety of data from sources were used which provided multiple measures. Upon collecting said data, the leadershipteam in collaboration with the entire staff analyzed it in preparation to substantiate students’ needs. Collections and

analysis included three sub-groups, (Special Needs, LEP and Bilingual). Staff scheduled weekly sessions during commonplanning sessions to review and modify instruction. Additionally, staff members reviewed feedback which is highlighted inboth district site reviews, Jefferson School Unified Plan Review and Checklist, prior CAPA Reports as well as DataSummary Reports, state assessment results, adequate yearly progress (AYP) status, district or school administered tests,survey results, CAPA findings and recommendations, and other available achievement data. Use these data to helpcomplete the needs assessment and identify priority problems in Tables A - E. (Pages 8-12)

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

State-Level Assessments:

We analyze the data from the NJASK 3-5 and DRA for Grades 1-2. All students, inclusive of Special Education and Limited EnglishProficient (LEP) students, are tested.

This data provides a limited picture of strengths and weaknesses of student achievement in literacy, mathematics, and, in Grade 4, science.

Jefferson School uses the NJ results to qualify students for intervention programs: summer school, after school programs, and in-classsupport programs such as READ 180 and Reading Plus.

The NJASK results provide a strand-by-strand analysis in mathematics and science (Gr. 4) but do not in language arts. NJASK results areshared with parents and students through frequent “data chats”.

LEP students are also assessed using the ACCESS test. This data is used to identify students who are ready for mainstream classes, to

measure yearly progress in the ESL program, and to identify student strengths and weaknesses to be addressed in the ESL and generalacademic program. ACCESS results are shared with parents and students using “data chats”.

District-Level Assessments:

Plainfield students in Grades 3 and up, inclusive of Special Education and Limited English Proficient (LEP) students complete the District

Interim Assessment three times a year. The district currently mandates the use of the McGraw-Hill ACUITY predictive assessment inReading, Mathematics, and in Grade 4, Science.

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Jefferson school uses this evaluation for two purposes: 1) to develop an Instructional Focus Calendar and 2) to discuss strengths andweaknesses with each student and parent utilizing data chats strategies to inform both parents and students of current academic performance

level.

Grade level teams collaborate to develop Instructional Focus Calendars. Teachers select the weakest 20% of skills identified in the NJASK and DIA as focus skills. The skills are shares with all teachers who work with before mentioned students and special area teachers. These

skills are taught in classes as introductory, review, or reinforcement. The skills are assessed by teachers in formative and summativeassessments in class, and on the next DIA.

Classroom-Level Assessments:

Teachers use formative and summative assessments in writing, reading, mathematics, social studies, and science to measure students’

strengths and weaknesses, and to help determine skills to be taught in class in whole class, small group, and individual sessions. Saidassessments include observations, anecdotal records, reading and writing conferences, specific rubrics, running records, quizzes, tests, and

computer generated data from the Reading Plus and Read 180 programs.

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 MeasuresAnalyzed

Overall Results and Outcomes

Academic Achievement –LA

ACUTY / DIA In the third grade there was a 6% increase from the Fall to the Spring.However, the total student population scored below proficiency levelexcept one class. In the fourth grade the results indicated that there was

not improvement from the Fall to the Spring, the students remain 2%above the proficiency level. In the fifth grade there was a 8% overallincrease throughout the year. The general education students scoredabove the proficiency level; the special education and Limited Englishproficiency students scored below the proficiency level. In the sixth gradethere was 1% increase and the students remain below proficiency level.

Academic Achievement -Mathematics

ACUTY / DIA There was an overall 3% gain in the third grade results, and they score atthe proficiency level. Fourth grade made a progressive increase of 19%from the Fall to the Spring, the overall proficiency level was 66%. The fifthgrade decrease by 4%, but still remain above proficiency level at 63%.

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The limited English Proficiency students scored below proficiency level. Insixth grade there was a 6% increase from the Fall to the Spring, and theywere above the proficiency level at 56%.

All classes with the exception of one class scored above theproficiency level.

Academic Achievement -Science

There is 6% increase, but they the overall performance was below theproficiency level.

School Culture Behavioral Referrals(Disciplinary Forms)

There was a significant increase in the number of behavioral referrals forthe 2009-2010 school year. In 2009-2010 there were 201 referrals in2008-2009 there were 110, and in 2007-2008 there were 106. Dataindicates however that there is a decline in the number of referrals for theupper grades. Many of the referrals have also been concentrated in aclassroom where there are 26 students and in another where there has

been a long-term substitute and a novice teacher during the academicyear. These students have been receiving behavioral interventionsthrough the school’s SIFSS, however in accordance with the school’s codeof conduct they had to be referred after each infraction.

This indicates the need for PD in the area of classroommanagement, strategies for behavior modifications andunderstanding the difficult child (SEl) so that teachers can besensitized to the needs of the children. Another program isstaff/student mentoring. In this, students with challenges will bematched with staff for support and academic guidance. Inaddition the students displaying negative behavioral tendenciesshould be referred to the disciplinary committee in order toimplement early interventions (this committee will be formed).The plan is also to work collaboratively with the PTO to addressthese issues with the parents/guardians. These strategies will beimplemented in the 2010-2011 school year hence a projecteddecline.

School Culture School Uniforms The district has implemented a uniform policy for the students. JeffersonElementary has enforced this policy and has seen an increase in thenumber of students who wear uniforms. This measure indicatesparent support for this initiative, provides uniformity and hencewill be promoted for the upcoming school year.

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Parent Involvement Back to School Survey

Back to School Night

Parent Instructional

Institute

Surveys indicate that parents want more opportunities to give their inputregarding the operation of the school. In an effort to better assist in theirchildren’s learning some parents also indicated a need to learn theReading Programs. This measure indicates a need to implement aVisitation Survey in the 2010-2011 school year. All visitors in the buildingwill be asked to complete a survey upon their exit.

Over 50% of the parents attended Back To School Night in 2009-2010school year. This number indicates that there is a need to continue toencourage parents’ involvement in their children’s education.

All of the measures demonstrate the parents’ continualcommitment to improving academic performance.

Professional Development School ProfessionalDevelopment CommitteeNeeds Assessment

A professional development needs assessment was distributed andcollected. The results included a variety of data which measuresconstruct. Areas of need were identified based on teacher survey.

Twenty-four teachers completed the needs assessment. Professionaldevelopment needs were reflected as follows:

Literacy

Guided Reading (6 teachers) Writing Workshop (16teachers) Reading,

Harcourt Trophies (2 teachers) Assessment (5teachers)

Math

Everyday Math (5 teachers), Logic/Thinking Skills (5teachers), Assessment

(3 teachers)

Science

A Closer Look (13 teachers), Assessment (4 teachers)

Classroom Management

Behavior Management (3teachers) ClassroomOrganization (4 teachers)

Miscellaneous

Technology Smart boards Excel, Power Point (3teachers)

Data Collection/Interpretation (11 teachers)

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These surveys completed indicate that there is still aclear need for professional development in these areas.

Extended LearningOpportunities

Pre-Post Assessments School administration, after school teachers and district language artsand mathematics resource teachers reviewed the pretest and will reviewthe posttest. Students scoring below proficiency levels will be targeted forsupplemental support during the after school program. The dataindicate a need to continue to target strengths and challenges forstudents who were at risk.

Education Reform &Improvement

CAPA The CAPA report for February 2010 indicated :

• There was a notable improvement in the delivery of differentiation of instruction utilizing multiple activities toaddress individual student needs.

•

Standards based bulletin boards were prevalent insideclassrooms as well as in the hallways

• The use of technology in the classroom by the teacher inthe delivery of instruction has improved as well as variedstudent tasks other than programmed instruction.

• Teachers are requiring students to go deeper into theirunderstanding by providing higher order thinkingactivities.

• Teachers were using technology to foster independent useas well as for instructional program foci.

The challenges noted are:

• The schools computer allotment has yet to completelyfulfill by the district.

• There are gaps in instruction at the 6 th and 3rd grade levelsdue to inconsistent staffing at those grade levels.

• Ell staffing is insufficient for the number of studentsneeding services.

• LAL Coaches have been eliminated at Jefferson School.

• There is a lack of standardized literacy program.

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• Writing is not supported: teachers need continued training;example America’s Choice/Best Practices Teachers need PDon how to share with children/conferencing so students

have a better understanding of what they are lacking intheir writing samples.

Highly Qualified Staff Observations (formal andInformal)

Peer Observations

Professional ImprovementPlans

Formal observations can be somewhat misleading and may not provide anaccurate portrayal of the learning processes being conducted in theclassroom. As such, administration has increased the number of informalteacher observation. Indeed, these “walk-throughs” has given us a betterdepiction of the daily instructional processes occurring in our classrooms.This assessment, combined with peer observations andprofessional improvement plans, has led us to focus our attentionon improving teaching practices, especially in the knowledge of content area and pedagogy, the design of systematic instruction,student engagement, the selection of appropriate instructional

goals, and differentiation of instruction. It has also revived thesense of pride which teachers now take in displaying theirstudents’ work on the bulletin boards (teachers have beenawarded gold ribbons and a framed certificate for the mostcreative bulletin boards). Teachers also share best practiceswhich have been adopted throughout the school and which willresult in a systemic continuity in the response to open-endedquestions.

Leadership Board Resolutions There have been three principals hired for Jefferson Elementary Schoolduring this school year. This measure indicates a need to incorporatemore intensive retention efforts. To date no principal has been assigned

for the upcoming school year, as a result when one is assigned on-goingstaff development will be needed.

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Evaluation of 2010 Teaching and Learning Strategies & Programs

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

1Strategy or

Program

2Content

AreaFocus

3Effecti

ve

Yes-No

4Documentation of

Effectiveness

5Outcomes

FFC After SchoolProgram

Literacy, andGrade 4,Science

Yes Family Friendly Center (FFC) is anExtended Day Program thatprovides daily academic support for students meet 2:35PM-5:30PM.The overall focus is math andliteracy which occur two hours on

Tuesday, Wednesday, andThursday. Students are assistedwith homework for thirty minutes onMonday and Friday. Students areengaged in recreational activitieswhich integrate Math, LanguageArts Literature, Science, and SocialStudies. Said activities occur for approximately 6 hours weekly onTuesday, Wednesday andThursday.

To date, there is limited data to assess the effectivenessof The Family Friendly Center Program. However, thereare district initiative assessment data (DIA) resultsavailable for FFC staff to utilize during planning andappropriate materials are also available to strengthenstudents’ academic weaknesses. At the end of the year,

staff will review and analyze data results from NJASK andACCESS to further assess the effectiveness of FFC.

Teacher College LiteracyGrades 3-6 TBD To be determined. This programwill provide teachers will modelliteracy block lessons anddiscussion surrounding how toimprove students writing skills.

This program will be reviewed with district personnel after implementation is complete.

Saturday Academy Grades 2-6

Math andLiteracy

TBD To be determined. This programwill be a targeted effort to push our cusp students into proficiency byspecifically targeting areas thathave been deemed in need of improvement by classroomassessments and the NJASK

This program will be reviewed using a pre and post testand will ultimately be evaluated based on the increase or decrease of these students on the NJASK.

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1

Strategy or

2

Content

3

Effecti

4

Documentation of

5

Outcomesscores.

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

Documentation of Effectiveness

5

Outcomes

FFC After SchoolProgram

Literacy,Math, andin Grade 4,Science

Yes Attendance

Pre-Assessment (DRA)Lesson Plans

Collaboration Logs

Post-Assessment DIA

( District InternalAssessment)/ NJASK

Math scores increased in some sub groups and gradelevels led by 11 students scoring advanced proficient inMathematics section on NJASK 5. Literacy scores did notshow significant growth in necessary sub-groups.Program is being realigned with NJASK data to ensurestudents learn concepts not addressed in program

during 2009-2010. Partnership for 2010-11 has beenestablished with district social work department toprovide after school support for at-risk students(academic and social).

SummerEnrichmentProgram SPLASH

Literacyand Math

Research has shownthat students whoattend the summerenrichment programsretain the skills whichhave been taughtthroughout the year.

/it is on that premisethat we consider thatthis program iseffective

Program completed. Post tests of students showedgrowth in targeted areas of literacy and math.Curriculum (Power up) was aligned to NJCCCS.

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Table D: Professional Development That Was Implemented in 2010

1

Strategy orProgram

2

ContentArea

Focus

3

Effective

Yes-No

4


5

Outcomes

ContinuousImprovement Model

LAL

Mathematics

Yes Turnkey information tothe entire staff toprovide strategies touse in the classroom

Improved classroom practices, learning outcomes, andmethods of instruction.

Focused LearningWalk

LAL

Mathematics

Yes Walk trough andRubrics

Improved standard based bulletin boards and classroomliteracy centers.

Analysis of DataWorkshops

LAL

Mathematics

Yes Horizontal articulation(i.e. grade-level

meetings.School partnershipmeetings (i.e. monthlymeetings withneighboring schools.

Teacher collaboration with other professionals in thedistrict to identify needs that are prevalent throughout

the district.

Crisis ManagementWorkshops

All ContentAreas

Yes Crisis Managementteam providedprofessionaldevelopmentworkshop during staff meetings and

students assembly.

Staff developed a clearer sense of safety measures.Specific drills were enforced which alleviated disruptionsduring student-teacher time on tasks

ProfessionalDevelopmentCommittee

Yes Professionaldevelopment wasprovided on school-wide level and ongrade-level.

Workshops wereprovided by districtpersonnel and schoolstaff members and

Learning opportunities were provided for teachers in thecontext of differentiated instruction, studentengagement, meeting the needs of ELL students andSpecial Needs students, cross-curricular planning andintegration of curriculum, reviewing, analyzing, andutilizing data to drive instruction.

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1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4


5

Outcomesadministrator.

Opportunities forprofessional learningwere provided.

Table E: Parent Involvement That Was Implemented in 2010

1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4


5

Outcomes

Back To SchoolNight

All contentareas

Yes Established PTOcommittee for the2009-2010 schoolyear.

Introduction of AfterSchool Programs.

200 parents attended

to the Back to SchoolNight which indicatesthat more than 60% of parents were presentfor this event.

50% Percentage of parents signed forafter school programsfor their children

A significant number of parents attended the Back toSchool Night, and met their children’s teachers. Theseresulted in a positive beginning for the 2009-2010school year.

Over 50% of the parents population attended to Back toSchool Night

Parent/TeacherConferences

All areas Yes For Spring 2010 wehad 283 parents

This is an increase of approximately 7% more than 2009attendance

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1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4


5

Outcomesattendingconferences, incomparison with the2009 attendance of 200 parents.

.Communications All areas Yes Parents were kept

abreast of schoolactivities throughmonthly newsletters,district website, andschool website, globalconnect in addition toschool and communityflyers.

During the 2010 school year parents were consistentlyinvolved in school activities.

Attendance roosters for programs such as Back toSchool Night, Parent/Teacher Conferences, HispanicHeritage Month Event, Honor Roll Assemblies, BlackHistory Month Event, Career Day, NJASK AssessmentWorkshop

Parent Teacher

Organization

All areas Yes Attendance records,parent conferenceslogs.

Parents’ participation increased during the 2010 schoolyear as a result of communication between parents andteachers, for example “Honor Roll Assembly” showedthat 80 parents attended this event.

PTO events such Read Across America, Read 180workshop for parents provided by Read 180 staff,consisted of 25 parents where 23 were parents of ELLstudents. This indicated the need for programs to assistthis population of parents.

The PTO also provided Volunteer Parent Readers forRead Across America Day.

Parent /Guardian

Notification System

All Area

Partially Parents are informedor notify of the schoolevents throughmemos, letters, flyers,Global Connect anduse of the marquee

We received a large turn out of parent involvement forall school events throughout the school year by usingthe notification systems. However, Global ConnectSystem was not 100% effective due the lack of answering machines in the parents’ homes or thetranslation for the bilingual student’s parents.

LanguageAssistance forParents

Communication

Yes All events at Jeffersonschool were providedwith translation forLimited/none Englishparents.

The results were positive for the parents to be able toparticipate in the school activities with translationavailable.

It is proposed for 2011 to acquire a full time bilingualstaff member for the main office

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Needs Assessment Summary

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

A professional development needs assessment was distributed and collected. The results included a variety of datawhich measures construct. Areas of need were identified based on teacher survey. Feedback from prior CAPA visits, DataSummary Reports in addition to Jefferson School Unified Plan Review /Checklist The needs assessment was completed bytwenty-eight teachers. Professional development needs were reflected as follows:

Literacy

Guided Reading (10 teachers) Writing Workshop (10 teachers) Reading, Harcourt Trophies (8teachers) Assessment (5 teachers)

Math

Everyday Math (5 teachers), Logic/Thinking Skills (5 teachers), Assessment (2 teachers)

Science

Foss Kits (4 teachers), Assessment (4 teachers)

Classroom Management

Behavior Management (5 teachers) Classroom Organization (9 teachers) Learning Centers

Miscellaneous

Technology Smart boards Excel, Power Point (17 teachers) Anecdotal Note-taking

Data Collection/Interpretation (11 teachers)

It should be noted that Professional Development was not planned or implemented based on 2008-09 records. Presently,a Professional Development Committee has been trained and is presently engaged in planning a year of on-goingsessions at the building level for all staff. District-wide and out of district professional development is encouraged whenpossible.

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

Data is disaggregated at the district level, reviewed by administration and distributed to teachers. Assessments, such asDistrict Acuity Testing DIA, may be scored by the district. Results are forwarded, via email, for individual students to theirrespective teachers. Upon receiving the NJASK it is reviewed from which targeted skills are created to differentiate anddrive the instruction in grade levels and individual classrooms. The school social worker along with individual teachershelped to identify the highest risk students according to data results from the previous year’s high stakes tests. Students

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• Elimination of academic coaching positions, testing coordinators

• No Instructional Support Teachers

• Teachers assigned to work areas in which they have not received training

• Classroom assistants were removed from one class to another due to class size or non compliance of policy

•Due to staff reduction, teachers are being forced to take on other responsibilities, resulting in a decrease instudent contact time

• Changing of instructional programs after a few years of implementation

• Teachers receive limited training when new programs are introduced

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

• Lack of specific district curriculum guidelines

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

Within each grade-level and each classroom, students’ levels are extremely varied, ranging from Partially Proficient,Proficient to Advanced Proficient. These variations indicate a need to provide additional training and collaboration of allstakeholders. This will result in a clearer focus of data results, and specific materials and activities needed to strengthenacademic performance in all content areas. Teachers will also demonstrate use of varied strategies to encourage activestudent participation during instruction. Students’ weaknesses will be addressed as well as their strengths.

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

Professional development needs to be modified based on the needs of the teachers, teachers’ assistants and thestudents. Professional development, thus far, has been provided on a district-wide level, and oftentimes, does notaddress the needs as indicated by the stakeholders which is contrary to the guidelines of the New Jersey SchoolProfessional Development program.

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

NJASK data is usually received by September. The principal in collaboration with the leadership team review the data andbased on the outcomes, teachers are instructed to formalize their plans for differentiation of instruction. The students are

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divided into five groups: Remedial (score of 100-174), Cusp/Intervention (score of 175-199), Support/Monitor (200-214),Gifted AP (score of 215-249), Honor Roll AP (score of 250 and above).

The students who fall into the Remedial subgroup are recommended for the after school ramp-up program, and theSaturday Academy. Those who fall into the Support subgroup are also recommended for the after school ramp-upprogram. In October, the district’s Fall Acuity Test is administered. This provides teachers with current student data.

In addition, the Access Test is used for all LEP students to determine their level of language proficiency in English. Teachers use the data results to determine students’ needs and plan their instruction accordingly. In grades 1-6,teachers use the students’ Diagnostic Reading Assessment (DRA) profiles from the previous year to aid in establishingbenchmarks for differentiated reading groups.

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

N/A

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

Instruction is designed to address students’ academic needs. At risk students are provided with additional tutoring andteachers design Individualized Academic Improvement Plans for students scoring below proficiency level in the subjectareas of Literacy, Math, Science and Social Studies.

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

The priority problems are identified based on the recommendations received from CAPA visits, as well as InstructionalFocus visits provided by the district. The identified problems are then examined to determine the root causes andsubsequent strategies which should be used address them.

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

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Teachers in all grade levels have the opportunity to review and analyze data. This is done individually and at weeklygrade-level meetings. Teachers then design lessons and input modifications that will address the targeted needs of theirstudents. The data collected is also used for Data Chats with students and parents.

12. Describe the transition plan for preschool to kindergarten, if applicable.Each spring pre-kindergarten students are given the opportunity to visit the kindergarten classes in the schools to whichthey will be assigned in the fall. The Early Childhood Department also forwards portfolios of entering Kindergartenstudents.

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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 X X X

2 Early childhood education

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

C o n t e n t S t a n d a r d s

3aLanguage arts literacy andreading X X X X X

3b Mathematics X X X x

3c Science X X X X

3d Social studies

3e World Languages3f Cross Content Workplace

Readiness

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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 .

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 .


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

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 Mathematics5c Science

5d Social studies

5e World Languages

5f Cross Content WorkplaceReadiness

6Effective classroom use of technology

7Standards-basedassessment

8Instructional skills andstrategies X X

9 Mentoring10 Classroom management

11Using data/assess. toimprove learning

12 Working with parents

H i r i n g ,

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

R e t a i n i n g

13 Highly qualified teachers

14 Teachers in shortageareas

15 Teachers in Math andScience

16 Teachers to reduce classsize

24





Priority Problem


A .


B .


C .


D .

E c o n .


E .


t

F .

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

i n g o u t

G .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


c e

P .


Q .


R .


S .

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

T .


P r o b l e m s

17Qualifiedparaprofessionals

18 Highly qualified personnel

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

19 Alcohol use

20 Drug use

21 Tobacco use

22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27Suspensions, removals, orexpulsions

28Serious or persistentdiscipline problems

29 Bullying

30 Victimization

31 Truancy/attendance

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict

35 Intergroup conflict/bias

36 Negative peer influence

37 School safety38 School

climate/environment

25





Priority Problem


A .


B .


C .


D .

E c o n .


E .


t

F .

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

G .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


c e

P .


Q .


R .


S .

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

______

T .


P r o b l e m s

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

Leadership

46 Leadership Network

47 Leadership PD

Description of Priority Problems and Strategies to Address Them

26




• 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 Subgroup or Population: #2 Subgroup or Population:Population CategoryLetter & Problem Number

1. A and 3a. A 1. D,J and 3a.D, J

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

CCCS—LAL and Reading, Closing theachievement gap.

Describe the priorityproblem

The district has not met the State benchmark in LAL and within the school studentsmissed AYP in LAL

These subgroups missed AYP in the areas of LAL, and Science

Describe the root causesof the problem

The root causes are the lack of systemiccontinuity in the programsLack of professional developmentSustainability and implementation of

professional developmentRigor and relevance of instructional practicesbased on core curriculum standards.Staff turn-over in critical testing areasHigh administrated turn-over

Influx of new staff members

Lack of clear definition of the bilingualeducation programs. The bilingual model isInconsistent from grade to grade.

Lack of instructional resourcesLimited professional development for staff Lack of alignment between the curriculum of bilingual and monolingual classroomsLack of consistent ESL instructional support

For Population DParental supportConsistence disciplinary standardsNuclear family structure/supervisionStaff turn-over in critical testing areas

High administration turn-over andinstructional leadershipInflux of new staff members to theelementary level

Subgroup or populationaddressed

All Students Bilingual and ESL students in the mainstreamclassrooms and Economically DisadvantagedStudents

Grade span 3-6 3-6Related content area Literacy Literacy

27




missedName of scientificallybasedprogram/strategy/practiceto address problem

The scientifically based program that is beingused to address literacy problems is Read180 which target students who scoredbetween 100-174 on the NJASK, and ReadingPlus aimed at targeting students who scored

between 175-214. In addition, teacherscomplete class profile forms for all districtand school assessments. This process allowsteachers to identify clearly the strengths andweaknesses of the students. This year it hasalso been mandated that teachers meet withall parents to inform them of the datagathered and discuss students’ progress.We will also implement varies strategies andtechniques as suggested from the Institute of Education Science National Center fro

Education Evaluation and RegionalAssistance.

The scientifically based program that is beingused to address literacy problems is Read180 which target students who scoredbetween 100-174 on the NJASK, and ReadingPlus aimed at targeting students who scored

between 175-214. In addition, teacherscomplete class profile forms for all districtand school assessments. This process allowsteachers to identify clearly the strengths andweaknesses of the students. This year it hasalso been mandated that teachers meet withall parents to inform them of the datagathered and discuss students’ progress.We will also implement varies strategies andtechniques as suggested from the Institute of Education Science National Center fro

Education Evaluation and RegionalAssistance.

How does theprogram/strategy alignwith the NJ CCCS?

The curriculum of our school is aligned withthe NJCCCS in all content areas. All classroominstruction and activities are governed byNJCCCS and our data is based on multipleassessment tools, such as state assessments,conference logs, DIA, and observations.

The curriculum of our school is aligned withthe NJCCCS in all content areas. All classroominstruction and activities are governed byNJCCCS and our data is based on multipleassessment tools, such as state assessments,conference logs, DIA, and observations.

CAPA finding orrecommendation relatedto the priority problem

Progress was observed in the area of differentiated instruction, posting studentwork and writing were noted,

Continuous instruction in differentiatedinstruction will be modeled and implementeddaily.

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

#3 Subgroup or Population:Population CategoryLetter & Problem Number

K.,8

Name of priority problem Instructional Skills and Strategies

28




30




Action Planning

Check Before Proceeding:

•

The action planning section is required for all SINIs.• The action plans are developed for the primary strategies and programs selected that address the priority

problems.

Action Plan for Strategy Related to Priority Problem #1

Name of Program,Strategy or Practice toAddress PriorityProblem:

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

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

Indicators of Success: DRA, NJASK, DIA results, informal assessments, end of selection assessments, responses toliterature.

Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date –

Timeline

• Development of classrooms profile based on NJASK results(grades 3 to 5) and DRA results (grades K to 2)• Results of SRI growth report from Read180• Results of RPA growth report from Reading Plus• Results of ACCESS (ELLs grades K to 6)• Results of reading running records

Teachers,principaland SLTmembers

NJASK results Sept. 2-30, 2010

Training in Differentiation of instruction for reading Classroomteachers

Providers Sept. 2-30, 2010and ongoing

31






andDistrictreadingresourceteachers

Professional Development – September 2, 2020 – implementationof reading / writing blocks with facilitators utilizing the LucyCalkins model.

ClassroomteachersandDistrictreadingresourceteachers

Providers Sept 2

Professional development – teachers college. This professionaldevelopment will be focusing on effective implementation of thereaders and writers workshops and help teachers design effectiveassessments and instructional plans to address student fluencyand reading comprehension rates.


Teacher College –ColumbiaUniversity

Five dates to ensuresound instructionand planning – firstmeeting November16

Full Implementation of all programs Classroom

teachers

Learning Point Oct 1,2010 and

ongoingGrade level articulation Classroomteachers

Principal and Teaching Staff

Sept. 2-30, 2010and ongoing

Share effective practices Classroomteachers

Job Embedded PD Oct 1, 2010 andongoing

Prepare data graphs using power point (Informal assessmentsdata updates from monthly grade level meetings).

- Focus teachers’ attention and inquiry on areas of particularstrengths

ClassroomteachersandDistrict

Leadership Team / TestingCoordinators /data available

Nov 1, 2010 andongoing

32






Create Data Binders and standardize the format in all classroomsfor increase accountability and data informed teaching.

Instructional Staff

Data / Template Nov 1

Use data (state and classroom) to create instructional focuscalendars to ensure student growth and curriculum alignment tothe NJCCCS.

Classroom TeachersandLeadership

Team

Grade levelteams / Planningtime

Nov 1 and ongoing

Evaluation of the program TeachersandPrincipal

Jan 10,2010 andongoing

Ensure programs are revised if necessary and that all after schooland Saturday academy classes are aligned with the instructional

goals during the standard instructional day.

Leadership Team

All Staff Mid Jan - Feb

33






Systematic continuity in best practices for developing students writing skills

SMART Goal: For the 2010-2011 school year 100% of teachers in K to 6 grade will apply the principles of systematic continuity in developing a writing skills of our students by using the same format toanswer open ending questions, using the Six Traits Writing model.

Indicators of Success: DRA, NJASK, DIA results, informal assessments, end of selection assessments, responses toliterature.

Description of Action Plan Steps

Persons

Involved

Resources

Needed Due Date -Timeline

• Development of classrooms profile based on NJASK results (grades 3

to 5) and DRA results (grades K to 2)

• Results of SRI growth report from Read180

• Results of RPA growth report from Reading Plus

• Results of ACCESS (ELLs grades K to 6)

• Results of reading running records

Teachers,

principaland SLT

members

NJASK results Sept. 2-30, 2010

Training in Differentiation of instruction for writing Classroom

teachersand

Districtreading

resource

teachers

Providers Sept. 2-30, 2010 and

ongoing

Professional Development – September 2, 2020 – implementationof reading / writing blocks with facilitators utilizing the Lucy Calkinsmodel.

Classroomteachers

Providers Sept 2

34






andDistrict

readingresourceteachers

Professional development – teachers college. This professionaldevelopment will be focusing on effective implementation of thereaders and writers workshops and help teachers design effectiveassessments and instructional plans to address student fluency andreading comprehension rates.


Teacher College –ColumbiaUniversity

Five dates to ensuresound instructionand planning – firstmeeting November16

Implementation of the programs Classroom

teachers

Learning Point Oct 1,2010 and

ongoing

Grade level articulation Classroom

teachers

Sept. 2-30, 2010 and

ongoing

Share effective practices

Assessment: open ending prompts, vertical articulation samples

Classroom

teachers

Oct 1, 2010 and

ongoing

Prepare data graphs using power point (Informal assessments data updatesfrom monthly grade level meetings).

Utilize Data Walls for analysis and recommendations

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

Classroomteachers

and

District

Nov 1, 2010 andongoing

Create Data Binders and standardize the format in all classroomsfor increase accountability and data informed teaching.

Instructional Staff

Data / Template Nov 1

Use data (state and classroom) to create instructional focuscalendars to ensure student growth and curriculum alignment tothe NJCCCS.

Classroom

Teachersand

Grade levelteams / Planningtime

Nov 1 and ongoing

35






Leadership Team

Evaluation of the program effectiveness and make necessary modifications. Teachersand

Principal

Jan 10,2010 andongoing

Ensure programs are revised if necessary and that all after schooland Saturday academy classes are aligned with the instructionalgoals during the standard instructional day.

Leadership Team

All Staff February - June

36






Surveys to determine school needs

Create PLC Professional Learning Committees to foster staff cohesiveness between staff members and to improve academic strategies.

SMART Goal: During the 2010-2011 100% of the staff will collaboratively develop and implement qualityimprovement goals in an effort to foster unification and academic success.

Indicators of Success: Follow –up staff climate surveys to assess school improvement needs

Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date -

TimelineDevelop surveys for staff – Completed – Principal sent out needsassessment survey after viewing action plan from 09-10 and PDplan.

Leadership Team,Principal

On-line Aug 2010 - willresend in June forpre and post data

Create committees based on surveys -Learning Outcomes / Instruction – Roberts, DeSantis, BarracatoStudent Support Programs – Leonard, ScalaData Analysis – Sierra, Brown-Anderson

Parent Involvement – Burkholder, Torres (PTO VP)

Leadership Team

Meeting Time October 2010

Establish Sub Committees to ensure full staff and availablecommunity participation

All Staff Meeting time,CAPA report, anddistrict sitereviewinformation

November – June

Committees will collaborate and develop best practices in variouscontent areas.

All Staff Meeting time,CAPA report, anddistrict site

Sept 2010

37





Surveys to determine school needs

Create PLC Professional Learning Committees to foster staff cohesiveness between staff members and to improve academic strategies.

review

informationProfessional Development Committee will design opportunities forstaff to share strategies and best practices for instructional growth.

PDcommittee

PD plan and data November - June

Launch union county intra-district PLC with Scotch Plains (Plannedwith McGinn Elementary School to share best practices andimprovement strategies.

Teachingstaff ingrades 2-6

Time and formatwill be provided

Nov 15 - June

Turn-key ideas and recommendations to rest of staff members All Staff Oct 2010Implement quality planning at all levels in setting qualityimprovement goals

All StakeHolders

Oct 2010

Launch Parent Academy to build capacity in our school community Leadershipteam and

selectedvolunteers

Time to meetand structure.

Parent grant of $250 awarded toMr. Burkholderwill supply kickoff costs.

October 28 - June

Evaluation of effectiveness of the instruction by the committeesMake necessary modifications.

All StakeHolders

Jan 2010

Plan Components for 2011

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

Description of Strategy or

Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble

Indicators of Success

(Evaluation Outcomes)

Research SupportingStrategy

Date of Research, Source

Read 180 Literacy Daily

Gr. 4-5-6

Read 180 Teacher

Assessments Research--based strategy by thedistrict

38





Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Reading Plus Literacy Daily

Gr. 3-4-5-6

Reading

Plusteacher

Assessments Research--based strategy

Focused LearningWalks

AllContentareas

Monthly

All classes

Principal/Staff

Feedback from visits Research-based strategy

Small GroupInstruction(Specials)

Lit. Weekly

Gr. 3-4-5-6

Principal

staff

Staff Special Areas

Assessments

Research-based strategy

Instructional FocusCalendars

Lit Monthly

All classes

Staff/Principal Data

Personnel

Staff Administration

Assessments

Research-based strategy

30 Book Campaign Literacy Weekly

All classes

Staff Assessment in ReadingComprehension

America’s Choice

EM Games Math ALL classes Staff Increase in student achievement inmathematics

Aligned with NJCCCS, NJASK, andtextbooks provided to students.

Rosetta Stone Literacy /Languagedevelopment

ELL, ESL BilingualStaff

Increased communication andcomfort with English language forELL’s hopefully resulting inincreased academic success onliteracy tasks.

Program is supported by thebilingual department and is thepreferred language developmentprogram of the US government.

*Use an asterisk to denote new programs.

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

39





Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Jefferson

Elementary BookClub

Cross-

ContentLiteracy(Reading, SocialStudies,andScience)

Grades 3-

6

TBD Improved reading appreciation

Noted improvement inResponses to Literature(asshown by data of classroomassessment) – Teachers reportedincreases in these areas. In2010-11, school will attempt tobetter capture measurable data.

There is quantitative evidence

that prior to instruction orexperience with literaturediscussion groups, studentsresponses tend to beunelaborated and theirdiscussions involve verylimited interactions. (Almasi,1995; Ganbell, 1987, Goatley& Rac…., 1992).

As a result of participation inliterature discussion groups

however, students establisheda wide range of behaviors thatdemonstrated comprehensionand evaluation of text as wellas personal responses.(Almasi, 1995, Eeds and Well,1985, Goatley, 1996)

Jefferson SchoolNewspaper Club

Cross-ContentLiteracy

(Writing, SocialStudies,andScience)

Grades 3-6 TBD Improved writing skills; journalism skills Teachersreported classroom assessment

increases in these areas. In2010-11, school will attempt tobetter capture measurable data.

There is quantitative evidencethat prior to instruction orexperience with literature

discussion groups, studentsresponses tend to beunelaborated and theirdiscussions involve verylimited interactions. (Almasi,1995; Ganbell, 1987, Goatley& Rac…., 1992).

As a result of participation inliterature discussion groupshowever, students established

40





Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





a wide range of behaviors that

demonstrated comprehensionand evaluation of text as wellas personal responses.(Almasi, 1995, Eeds and Well,1985, Goatley, 1996)


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

Description of Strategy orProgram

Content AreaFocus TargetPopulati

on(s)

PersonResponsible

Indicators of Success(Evaluation Outcomes)



DifferentiatedInstruction

All All Teachers

District

Teacher Observation andEvaluation tools and NJASK results

Research based programapproved by the DOE

ELL inmainstreamclassrooms

All All District Teachers



Science andSocial Studies

SocialStudies

All District

Teachers



Every Day Math Math All District Teachers



Harcourt ReadingProgram

Reading All Teachers Teacher Observation andEvaluation tools and NJASK results


Implementation Literacy Literacy Teachers Teacher Observation and Research based program

41





Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





of reading /

writing blockswith facilitatorsutilizing the LucyCalkins model.***

Teachers Evaluation tools and NJASK

results

approved by the PLFD BOE

Professionaldevelopment –teachers college.****

Literacy Literacy Teachers

TeachersCollegeFacilitators

This professional developmentwill be focusing on effectiveimplementation of the readersand writers workshops and helpteachers design effectiveassessments and instructionalplans to address student fluency

and reading comprehensionrates.

PBOE approved andColumbia Universitydeveloped.

NJASK Open-ended writingprofessionaldevelopment ***

Writing Literacy Teachers

StatePresenters

Increase in scoring of NJASK literacy prompts to pushproficiency rates.

Improved scores at severalschools throughout NJ –including 3 in Plainfield.

Rosetta Stone ELLLiteracy

ELL, ESL Bilingual TeachersandRosettaStone

Trainer

Increase in languagedevelopment and classroomsuccess on English week inbilingual classes.


Table I: 2010-2011 Parent Involvement Programs

Description of Strategy orProgram

ContentAreaFocus

PersonResponsi

ble





Principals Meet and Greet ALL Principal 60 + parents came and All research indicates that

42




activities, facilitating parent workshops, establishing collaboration with the community and supporting parentalskills through a monthly newsletter in English and Spanish.

2. What are the measurable goals and targets for PI in 2010? Increased attendance at Family / SchoolPTO Functions. Increased membership within the PTO

Jefferson Elementary seeks to increase parent and teacher participation by 25% through use of the PTO, schoolbased flyers, school based activities, teacher notes and from word of mouth by the students themselves. Wewill reach out to the growing Latino population, which makes up roughly 65% of the school, and continue toreach out to our other diverse population. To increase this awareness, our school has increased its leadershiproles with leadership stemming from the Latino population. The VP of the PTO is Latino, and works with thefront office staff to promote translations and ease of understanding our bilingual community. The school liaisonwould like to increase participation in the Read Aloud Club, where a parent documents their child’s readingeach evening for a twenty minute period. In addition, we would like to increase the number of parentvolunteers in the classroom by using data charts to be sent home to the parents. School announcements willbe sent out in a timely fashion so the parents are well aware of upcoming activities. Jefferson Elementary has a

parent involved with the school leadership committee, and it is our hope to encourage more parents to becomeinvolved with this committee. We plan to implement a PTO support group made up of teachers, to increasethe relationship between school/home/community. Reading programs, such as the Read 180 supplement, willbe offered at the school as a support for the student’s literacy.

3. Do you have a school-parent compact?

Jefferson Elementary has a school-parent compact. The compact has four sections dealing with therelationships between parents, students, teachers and administrators. This is a contract encouraging all partiesto cooperate with school rules, homework policies and home/school functions. Each party takes ownership andresponsibility doing their best. Each party is committed by a written signature to maintain the actions outlined

within the compact.

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

Compacts are sent home to the parent/guardian at the beginning of the school year. The principal and homeroom teacher signs the compact, which is then sent home with the student for review, discussion andagreement. The parent/guardian and student in return sign the compact and return it to school for the parentliaison to check for signatures and to file. A binder with signed compacts is kept in the principal’s office. If thecompact is not signed and returned by the parent/guardian, the parent liaison will intercede by reaching out to

44




parents/guardians. Our VP of the PTO discussed the value of the compact with the PI committee concludingthat it is imperative to maintain a productive cycle of communication between home and school.

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

Student achievement data is reported to the public in many ways. Our parents/guardians receive a hard copy

notification as well as oral reports of all state assessments during parent/guardian teacher conferences, as wellas additional parent/guardian teacher conferences. Our district maintains the Plainfield Public Schools website,which houses Jefferson elementary web page. The web page displays student achievement data, as well asinformation about upcoming programs. Data is reported at the annual back to school night, state of the districtaddress by the Superintendent, documents mailed from central office to parents/guardians, and during datachats which take place between parents/ guardians and teachers.

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

In addition to mailings sent home to all parents and guardians concerning the AP status, information is given onthe district website, through school flyers and from various school based meetings. The Superintendent’scommunity forum, state of the district address and community letter detail information about Plainfield schools’improvement status.

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

Information about the disaggregated assessment results is shared during data chats. During data chatsteachers present test results to parents/guardians, which indicate their child’s academic performance.Parents/guardians are informed of their children’s strengths and weaknesses and then given suggestions onhow to help their child improve on those areas. The teachers make themselves available to meet withparents/guardians to discuss their child’s social and academic achievement throughout the school day and

after school. In addition, due to the fact that many of our parents work multiple jobs, teachers provide parentswith their home and cell phone numbers to facilitate ease of contact.

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

The President and the Vice-President of Jefferson School PTO are members of the Leadership Team. Theyserve on the parent’s involvement sub-committee. The two PTO officers were instrumental duringmodification of the plan. Parents have been involved in 2010-11 by participating in a round table discussionabout school improvement at which parts of the unified plan were presented. This was conducted during theprincipals meet and greet. This year, we are also utilizing our first in the district elementary online parent

45




survey in English and Spanish to further solicit data on how to plan improvement efforts. Information willalso be collected during our parent academy.

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

Throughout the course of the school year, parents/guardians are given information about their child’s academic

and social-emotional progress. In addition to progress reports, parent/guardian-teacher conferences, reportcards and data logs, staff communication through use of journals and/or everyday take home folders isencouraged and expected. We pride ourselves on reaching out to parents, via email, through letters, homevisits, and phone conversations whenever there is a concern or a word of praise concerning a student. Duringdata chats teachers present the data of test results to the parents. The teachers make themselves available tomeet with parents to discuss their children’s social and academic achievement many times during and after theschool day.

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

Parent funds were used to further enhance parental involvement activities by providing refreshments andparent literature relevant to the occasion. Examples of this include purchasing refreshments for meetings,materials for parent workshops discussing educational programming, and purchasing study guides to helpparents study with their children.

11. How will the required PI funds used in 2011?

To launch the parent academy, hold school pride events, and provide more opportunities for all stakeholders tocome together as a school community.

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

Central Office sends home information concerning the district’s annual measurable objectives for Title III.Administrative and other meetings open to the public, provide information throughout the year. TheSuperintendent sends a monthly letter to all parents which describe information about Title III measurablegoals.

In conclusion, Jefferson Elementary embraces and strives to meet the expectations put forth in the district’sParent/Guardian Policy. This policy states that the education of our children is a joint responsibility between

46




the school, parents/guardians and community. Parental/guardian involvement in our school must bemaintained in order to promote a successful academic and social environment for our students.

47




Table J: 2010-2011 Annual Student Targets

GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

3-5 Name of Measurement

Baseline 2011 Target Name of Measurement

Baseline

2011 Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 21.2 29.1 NJASK 47 52.3

Students with Disabilities NJASK N/A N/A NJASK N/A N/A

Limited English ProficientStudents

NJASK 9.5 18.6 NJASK 36.5 42.9

White NJASK N/A N/A NJASK N/A N/A

African-American NJASK 23.1 30.8 NJASK 41.3 47.2

Asian/Pacific Islander NJASK N/A N/A NJASK N/A N/A

American Indian/NativeAmerican

NJASK N/A N/A NJASK N/A N/A

Hispanic NJASK 23.1 30.8 NJASK 49 54.1

Others NJASK N/A N/A NJASK N/A N/A

EconomicallyDisadvantaged

NJASK 20.6 28.5 NJASK 46.1 51.9

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total

Students with Disabilities

Limited English ProficientStudents

White

African-American

Asian/Pacific Islander

48




GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

3-5 Name of Measurement

Baseline 2011 Target Name of Measurement

Baseline

2011 Target

American Indian/Native

AmericanHispanic

Others

EconomicallyDisadvantaged

49




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

31teachers

96.8 %

Positive Initiatives and teacherrecognition along with collaborativedecision and goal setting process tocreate engaged stakeholders.Subcommittees and leadership team

opportunities provide support / voice forstaff.

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

1

3.2%

2nd GradeLiteracy andMathematics

Attempting to secure PraxisScores – passing score willbring the total HQ teacher to100%

Paraprofessionals whomeet the qualificationsrequired by NCLB(education, ParaPro

test, portfolioassessment)

TBD Providing subcommittees and meetingopportunities for paraprofessionals tobecome part of school governance.Professional Development and tuition

reimbursement in place as well to retainand promote staff.

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

TBD Reviewing data as several TA’s

were re-assigned during the year.

50




Description of Strategy To Attract HQ Staff IndividualsResponsible

Jefferson Elementary School, along with the district, recruits highly qualified staff members by providing a supportive, progressive educational model which allowsteachers to participate in collective decision making models.

HR / Administration

51




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

ContentAreaFocus

Target

Group

PersonResponsibl

e


(Evaluation) How are teachers

identified?Mentoring Program All Non-

tenuredteacherswho areeligible forstandardcertification meet thecriteria.

District Satisfactory teachersevaluation

Human Resources

Turn-key of bestpractices by staff members

ALL All Teachers andPrincipal Effective use of the newmaterials and strategieslearned.

Improved teacherevaluations

Based upon principal’srecommendation

Peer classroomobservation

All All Teachers andadministrators

Effective use of the newmaterials and strategieslearned.

Improved teacherevaluations

Based upon principal’srecommendation

Table M: Support for Administrators

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

Description of Support

ContentAreaFocus

TargetGroup

PersonResponsi

ble


(Evaluation) How are administratorsidentified?

Principals / VP Meetings All ALL Superinten Increase of communication All participate.

52




Recommendation Assessment, MacMillan/McGraw-Hill ScienceAssessments, Harcourt Social Studies Assessments

Other

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’s

efforts to increase academic achievement?From the district:

Several staff at the building level, administrators and Professional Development Committee members plan professionaldevelopment activities that support best practices/researched based programs. With the use of student test data, staff development programs are created to meet the needs of the teacher in moving her/his students to a higher level of achievement. Training for the school is implemented during Grade Level Articulation Meetings, weekly staff meetings,study groups (before & after school) or by district trainers on a voluntary basis.

At the building level, administrators and coaches plan professional development activities that support the bestpractices/researched based programs. With the use of student test data, staff development programs are created to

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meet the needs of the teacher in moving her/his students to a higher level of achievement.

On-going and Sustained Technical Assistance

1. Assistance neededStaff needs to receive continued training in the use of district provided resources, data collection and use, bestpractices, individualized instruction, and content knowledge. To this end, job imbedded time for vertical andhorizontal articulation is necessary. The Continuous Improvement Model training offered to the schoolleadership team will be rolled out to classroom teachers in the form of weekly updates. Staff trained in usingthe CIM program will assist in grade level meetings to read and use data gleaned from the NJASK and DIA testscores. District teachers, trained in Universal Design for Learning (UDL), will assist in the classroom toimplement differentiated learning strategies and technology infusion.

From outside experts:

Outside experts such as Macmillan/McGraw-Hill will provide ongoing support in rolling out the Science A CloserLook text and online resources. This resource and training provide a direct connection to the NJCCCS through

professional development, teacher manual inserts and references in student text. Reading Plus and Read 180provide online professional development in support of the reading program. Rutgers University providesprofessional development to support UDL and the science curriculum

From others: N/A

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.

Training staff in the review of instructional software and ensure proper alignment to NJCCCS.

Provide online research based math strategies that will encourage students to experience advancedlevels of critical thinking and assimilation skills.

Engage staff in on-going professional development on how to effectively incorporate technology intomathematics/literacy instruction.

Providing for individual computer skills and application based on students’ weaknesses as identified onstandardized test results.

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To provide access to technology to all students to assist learning and to support scientific understanding.

To infuse the NJCCCS Technology Standards into the classroom curriculum.

Post all building professional development opportunities on the district web site.

CIM training is offered to the school leadership team. Rutgers University provides technology andscience training. ---------------------

New Jersey Department of Education has presented in district training on The Clarification Project andusing NJCCCS to improve

NJASK test scores.

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

Professional development is designed around the priority problems identified in the needs assessment.Professional development training is implemented at both the building educators and district levels byAdministrators and district staff. Analyzing data is an on-going activity in the schools, so programs can modifyand continuously aligned with students’ needs.

Staff and teachers evaluate students’ scores on the NJASK and DIA to create focus calendars thattarget specific areas of weakness in the student academic scores. The calendars are posted in allclassrooms and school offices.

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

The Office of Educational Services serves as the source of professional development for all staff. Itcollaborates with Administrative Services staff and other Central Office Departments and individual schools toguarantee that professional sessions meet the needs of educators within the district. Professionaldevelopment activities focus on content knowledge and methods of enriching and broadening pedagogy.

All certificated staff members are responsible for completing professional improvement plans (PIP) torequest professional development to further enhance teachers’ skills. They utilize updated materialsand methods to target classroom needs. Teachers are also encouraged to collaborate with peers toshare and model best practices. Teachers meet weekly during grade level meetings and casually to

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this end. The building principal, school leadership team and Office of educational Services alsoprovide professional development assistance.

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

consultant.

District Support (completed by LEA for SINIs only)

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

Lack of administrative and leadership consistency at the district and school level has led to plans and programming not being consistent for students and teachers.

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

Providing professionaldevelopment that focusesprimarily on improving instructionand using data to informinstruction

This year we have two literacy professional developments to support JeffersonSchool. Already conducted, the NJASK literacy / writing workshop was designed toimprove teachers ability to write and score prompts and design instruction toimprove their findings on these benchmark assessments. The next workshop, Theteachers college, will provide modeling strategies for the literacy block (specificallyreading comprehension strategies and writers workshop instruction).

Implementing strategies groundedin scientifically based research

that will strengthen instruction incore academic subjects

We have a best practices document in all subject matters and resource teachersavailable to support specific scientific based strategies in our classrooms.

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

This year, with district support, Jefferson school already held two parent meetings todiscuss student academic goals and will implement a Parent Academy to helpsupport parents in how they can work with their children.

Reallocating the budget to fundactivities that support the school’simprovement plan and are most

Budget allocation may include increased technology, funding a Saturday Academy,and any other areas deemed necessary by review teams and the NCLB committee.

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likely to increase studentachievement

Ensuring that curriculum isaligned to the CCCS

The curriculum has been revised in all areas to reflect greater alignment to theNJCCCS and includes back-mapping and strategies on how to ensure retention of allrequisite standards and CPI’s.

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 amountsare available at http://www.nj.gov/education/grants/entitlement/nclb/.

Total Amount Allocated: $ 26,754

Brief Descriptionof Strategy or

ProgramImplemented with

Funds

AllocatedUse

Carried OverReallocate

d Use

Outcomes as a Result of Implementing the Strategy or

Program

Evidence

Infusion of Technology in theclassroom

$26,754 0 0 The SIA Part (a) allocation wasreceived late in the school year.Computers and software have

been placed in classrooms.

Purchase Orders

Increased tech inall classes

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

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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




Total Amount Allocated: $ 10,880

Brief Descriptionof Strategy or

ProgramImplemented with

Funds

AllocatedUse

Carried OverReallocate

d Use

Outcomes as a Result of Implementing the Strategy or

Program

Evidence

Connected Math andEveryday Math

$10,889 0 0 Increased textbooks andworkbooks in all classes and EMgames on-line available forinstruction.

NJASK scores inMath have onaverage scoredhigher thanLiteracy.

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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.

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WE ARE OPERATING A TITLE I PART A

SCHOOLWIDE PROGRAM WITH BLENDEDFUNDS.

THE TITLE I SIA, PART a ALLOCATION WILL

BE COMOLETED WHEN WE RECEIVE THE

ALLOCATION FOR 2010-2011





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 program

2 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 actions

implemented:

Corrective

Action#

Description

Effective

Yes - No

Evidenceof

Effectiveness

Outcomes

1

2

3

4

61

NOT APPLICABLE





Corrective Descri tion

Effective

Yes - No

Evidenceof Outcomes

5

6

7

8

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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 havecompleted a restructuring plan, the approved restructuring plan continues to be incorporated

into the Unified Plan.

Year Restructuring Plan Created: _______ NOT APPLICABLE

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 restructuring

as set forth in the No Child Left Behind Act .2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq.

and N.J.A.C. 6A).3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to

make adequate progress (consistent with existing contractual provisions and applicable statutory protections in Title 18A).

Identify the restructuring option(s) selected: ____

For schools in Year 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

2

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NC UN N J SON N SC OO ( 50)

3

4

5

List revisions made to the original restructuring plan.

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( )

Peer Review

Check Before Proceeding:

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

www.nj.gov/njded/title1/program/peer_review.pdf .) Jefferson Elementary School provided our review team with an electronic copy of their Unified Plan to review. Each “PeerReviewer” was forwarded a copy to look at, prior to meeting. The district liaison, Doris Williams, interfaced between ourreview committee members. We were further supported by Rosa Ramos, Title I consultant. At our review meeting June25, 2010, all suggestions were discussed and the team recorded those they were in agreement with. These suggestionswere sent back to Jefferson Elementary School and copied to our Central Grants Management Department, Ms. DawnCiccone.

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

The school leadership team reviewed this information on June 25, 2010 at Cook Elementary School.

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

John A. Martucci Principal Plainfield Bd of Ed

Principal/Leadership

739 Leland Avenue

Lori Jenkins Teacher Plainfield Bd of Ed

Language Arts 739 Leland Avenue

Francine Frahm Teacher Plainfield Bd of Ed

Mathematics 739 Leland Avenue

Ruth Wright Teacher Plainfield Bd of Ed

Special Education 739 Leland Avenue

Rosa Ramos Plainfield Bd of Title I Consultant 739 Leland Avenue

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

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



( )

Peer Reviewer Name Title Affiliation Area of Expertise Address

Ed

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.

1. Selection committee attendance needs to be recorded.

2. There wasn’t any description or strategies for Priority Problem “3B.”

3. Under “Action Planning” there wasn’t anything included for Priority Problem 3B.

4. Table F – Need to include expected outcomes and complete “Research Supporting Strategy” for each description.5. Table G – Need to complete “Research Supporting Strategy.”

6. Table H – Need to complete “Indicators of Success” and “Research Supporting Strategy.”

7. Table I – Need to complete “Research Supporting Strategy.”

8. Parent Involvement – Need to complete #10 and #11.

9. Table K – Need to complete table.

10.Table M – Need to complete table.

Peer Review – Needs to be completed by an AYP school’s staff. Change with the attached.

Complete all missing information from tables. Need to address all of your three (3) priority needs.

Jefferson School plainfield NJ Title i Unified Plan Revised 12-10-10

Documents

Transcript of Jefferson School plainfield NJ Title i Unified Plan Revised 12-10-10