Maxson School Plainfield NJ Title I Unified Plan FY11

8/8/2019 Maxson School Plainfield NJ Title I Unified Plan FY11

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FY 11 NCLB PLAINFIELD DISRICT MAXSON (070)

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: Maxson

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

Principal: Anthony Jenkins Principal E-mail:[email protected]

Principal Certification

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

I certify that I have been included in consultations related to the priority needs of my school and participated in the

completion of this Title I Unified Plan. I have 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.

_Anthony Jenkins______________________ ____________________________________________ ______June30,2010______________ Principal’s Name Principal’s Signature Date

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School NCLB Committee

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

school wide stakeholder group and/or the SINI plan committee. Identify the stakeholders who participated in the 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

Wilbur Robinson Teacher √ √

Jamie Utitus Special Education Teacher

√ √

Brenda Noble Social Studies √ √

Beverly Mack Language Arts Teacher √ √

Diana Salib Special Education √ √

Michelle Curry School/ParentRepresentative

√ √

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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

Yes No Yes No

4.14.10 Maxson x x

4.21.10 Maxson x x

5.12.10 Maxson 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?

Maxson School, in partnership with parents, will establish an institutionrecognized for achievement and citizenship.

What is the school’s mission?

Maxson Middle School, in collaboration with parents and the community,will provide continuous engagement in standards-based instruction. Ourcommitment to students will foster the academic skills, social developmentand global awareness necessary for them to become productive citizens.

The staff was engaged during an in-service day, whereby key terms in thevision statement were defined and operational definitions were created. A

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

stakeholder meeting was held to get input on the vision as part of a PTAmeeting.

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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 MeasuresAnalyzed

Overall Results and Outcomes

Academic Achievement– Reading

NJASK Grades 6-8,Achieve 3000, Read 180,Reading Plus, Midterm+Final Exam Grades,

Report Card Grades,Final Report Grades,District InterimAssessment (DIA) Grades6-8, DRA 2

NJASK Results not available

Achieve 3000 – results for Gr. 7 show 15 of 32 students took theinterim assessment. No gains were expected nor made in readinglevels while slight gains were made in the average Lexile level (675

– 689, a + 14 gain). Gr. 8 had 40 of 52 students take the interimassessment. Reading levels rose from 4.2 to 5.1, while Lexile gainsrose from an average of 653 – 737. Reading Plus data showsincreased teacher usage as the year has progressed. Discerniblelearning gains are not readily generated by grade level, only classdata. Data shows that most students are reading at a grade 3-4level. Grade distribution reports show upwards of 30% of thestudents are receiving grades in the D-F range in core subjectareas.

DIA results for ELA Gr. 8 show a 13% increase from DIA 1 to DIA 3

(46% - 59%)DIA results for ELA Gr. 7 show a 3% increase from DIA 1 to DIA 3(50% - 53%)

DIA results for ELA Gr. 6 reveals a 44% initial score, a decline to28% on the DIA 2, and a rise to 41% for DIA 3 for an overall 3%decline in performance for grade 6.

(teacher out for significant amount of school year).

Academic Achievement -Writing

NJASK Grades 6-8,Achieve 3000, District

Writing results are embedded in the DIA data. Most students scorebetween a 1 and 2 on the DIA writing tasks, despite interventions,

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Interim Assessment (DIA)Grades 6-8,

when comparing DIA 1 vs. DIA 2. Students seem to struggle withadding voice to writing to make significant gains in scoring.

Academic Achievement -Mathematics

NJASK Grades 6-8,Midterm +Final ExamGrades, Report CardGrades, Final ReportGrades, District InterimAssessment (DIA) Grades6-8,

Grade distribution in math shows relatively small gains. Gains werelimited despite the addition of instructional resources includingE:Path and the advent of math learning centers.

DIA results for Math Gr. 8 saw a 2% decline from DIA 1 to DIA 3.

DIA results for Math Gr. 7 saw a 3% increase from DIA 1 to DIA 3.

DIA results for Math Gr. 6 saw a 1% decline from DIA 1 to DIA 3.

Academic Achievement -Science

Grade DistributionReport; NJASK; DIA;

DIA results showed a 2% increase from DIA 1 to DIA 3.

School Culture Genesis (studentinformation system)attendance & conductdata, CommunityPerception Data Survey.

The school maintains an attendance rate of over 90%. Over half of the discipline infractions were for class disruption and defiance of authority. Suspension rate = (see Gomes) According to a parentalsurvey taken ____ on _______ The community survey reveals (seeWessells)(parents, businesses, partners) feel the school isgenerally a safe place.

Parent Involvement PTO, Back to SchoolNight, Parent/TeacherConferences,Strengthening Families

Program, NJASK ParentAgreement Session,Hispanic HeritageCelebration, BlackHistory Celebration,Honor Roll AwardsCeremonies

Parent involvement has been extremely limited. The PTO lacksofficers. Next year, teachers will be recruited to fulfill those roles.Back to School Night attendance was smaller than in years past,but he population decreased. The turnout approached 100 parents,

about 25% of the student enrollment.Hispanic Heritage Celebration was a success, as was the BlackHistory Month celebration.

ProfessionalDevelopment

In-school and Personal Teachers will enhance their skill set by participating in classroommanagement, effective instructional practices, data analysis, anddifferentiated instruction workshops in order to better understand

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and address student achievement needs. Principal will work tocomplete Educational Leadership program at the University level.PD plan from SPDC was developed.

The Continuous Improvement Model (CIM) training saw all teachersattend workshops on the model. N. Beck and G. Ladino obtainedtheir Master’s degree during the ’09-10 school year. The principalin terms of his personal professional development completed adoctoral program in Ed Leadership. AYP Sub-group PD includedteachers attending the TESOL conference for ELL. Upon identifyinga HQ candidate for bilingual Social Studies, that teacher willreceive training in Project Citizenship. SPED teacher training willfocus on Inclusion strategies and differentiation techniques forindividuals as noted in their PGP.

Staff articulation planning meetings afforded teachers time toshare best practices. Training in the use of tech software was alsoprovided. Achieve 3000 training was provided to the tech teachers,and E:Path training was offered to math teachers. Writingstrategies designed to improve writing score responses wasoffered, although met with skepticism.

Extended LearningOpportunities

21 Century CommunityLearning CenterProgram, NJASK, DIA,Attendance, ReadingPlus, Achieve 3000

21 CCLCP provides remediation and enrichment to students,particularly in the partial proficiency/low proficiency range (NJASK)185-210.

Of the participants in the 21 CCLP, 50 showed gains in math asmeasured by the DIA and 82 students showed gains in languagearts. This was the only program provided due ot budgetconstraints.

Education Reform &Improvement

ProfessionalDevelopment, Textbooks,Data Analysis

Integration of professional development in teachers’ PDP, promoteuse of data to drive instruction via data binder, correlateinstruction to utilize textbook resource (textbooks issued tostudents in all core content areas). Technology will be a districtpush for the 2010-2011 campaign.

Highly Qualified Staff There is a need for a HQ Bilingual Social Studies teacher, and 1

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science class is taught by a K-8 cert teacher who is HQ for Soc St.

Leadership District-level Site VisitFeedback

The feedback indicated that the school is strong in data use andanalysis (Instructional staff keep data binders to drive instruction),support service programming, but needs improvement in the areasof professional development, use of multiple communicationmeasures, and student-centered instruction.

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

Reading Plus

DifferentiatedInstruction.

Achieve 3000

LAL

LanguageArts

Math

Yes

Yes

Lexile growth scores

Implementation of math Centers

Read 180: The percentage of students reading at theBelow Basic level decreased from 34% to 27%.

Reading Plus: Significant gains were made. 6 studentsmet the minimum recommended usage levels. Of those6, one student’s reading proficiency was 5 or morelevels below their grade level, one read at 4 levelsbelow, three read 3 levels below, and one read one levelbelow their grade level. By June, 4 of those students

were reading at grade level, 1 read one level belowgrade level and another read two levels below gradelevel. Other gains were as follows: of the students whousage level varied between 60-99%, there was a 43%reduction in students reading 5 or more levels below,and a 305 increase in the number of students reading ator above grade level. Of the students whose usage levelfell between the ranges of 20-59%, the number of students reading 5 or more levels below decreased from95 to 44, while the number of students reading at twolevels below or higher went from 9 students to 51students.

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1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4


5

OutcomesAchieve 3000 Average level gains for the first cohort(students using the program between September andDecember, 2010 was 1.3 grade levels.

Differentiated Instruction (math). Gains were notrealized due to factors unrelated to the implementationof math centers.

Connected Math

Work Stations

DifferentiatedInstruction

Mathematics

No Grade distribution in math shows relatively smallgains. Gains were limited despite the addition of instructional resources including E:Path and theadvent of math learning centers.

DIA results for Math Gr. 8 saw a 2% decline fromDIA 1 to DIA 3.

DIA results for Math Gr. 7 saw a 3% increase fromDIA 1 to DIA 3.

DIA results for Math Gr. 6 saw a 1% decline fromDIA 1 to DIA 3.

Strategic Reading Science No Not Available Workshop denied at central office level

Strategic Reading SocialStudies

No Not Available Workshop denied at central office level

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

Century 21 All Yes DIA results 37% of the student in the 21st Century showed gains inmath

59% of the students in the program showed gains inlanguage arts

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Table D: Professional Development That Was Implemented in 2010

1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4


5

Outcomes

CIMS Training ALL Yes New tools for problemsolving

Re-directed and refocused efforts to address readingcomprehension

Teenbiz3000 ELA &SocialStudies

Yes Usage of reports forstudent progress toidentify strengths andweaknesses

Data showing significant improvement in reading andwriting from pre to post assessment.

Table E: Parent Involvement That Was Implemented in 2010

1

Strategy orProgram

2

ContentAreaFocus

3

Effective Yes-No

4


5

Outcomes

School Newsletter None Yes CommunityPartnershipAgreements

Produced 3 newsletters and 1 school publication

Gang AwarenessPresentation

None Yes Attendance andbehavior afterprogram

# of gang initiations in school decreased to zero afterthe program

Home/School

Partnership

None No Sign-in sheets Parents were recruited to serve on the Leadership team

as well as the HSP, but attendance was sporadic andintermittent at best.

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Needs Assessment Summary

Describe the process and techniques used in the needs assessment.

The problem area for Maxson Middle School rests with sub groups particularly Special Education, English LanguageLearners LAL, Boys (scoring at least 5-10 % lower than girls on NJ ASK), and those that are Economically Disadvantaged(at least 65-75% of our student population). The alarming pattern with NJASK performance is that of the 7th grade wherethere is an average of 35% decrease of students who score in the proficiency range in both Language Arts Literacy andMathematics.

1. In our best effort to address all these data determined concerns we participated in a differentiated instructionteacher training, consisting of SPED, LAL, and Math teachers, with consultants, The Schillinger Group. The schoolrevised the master schedule which reflected additional time for instruction in LAL and Mathematics (80 minutes) eachschool day, four hundred minutes a week. Not only was school based professional development in differentiated

instruction conducted for Mathematics and Language Arts Literacy but also for differentiated instruction web based tools such as Achieve 3000 and Reading Plus. Those programs are empirically based programs proven to increasestudent’s ability of reading comprehension, reading fluency, solving mathematical equations, raises vocabulary and utilization of contextual cues when reading. Continued analysis of assessment scores is endorsed so that teachers areable to decipher the needs of students in Mathematics, LAL, and Science. A tool created to enhance this data drivenbest practice is that of a data binder where assessments used, results, teacher analysis of the individual student performance and classroom performance is described and subsequent teaching techniques, strategies, and interventions are explicitly described. After school tutorials in Mathematics and LAL with private contractors (SES)took place with those students meeting the Title I requirements. A more efficient process took place to ensure that core content teachers were highly qualified as per No Child Left Behind mandates. Parents and students were invited to attend meetings where parents learn academic support strategies and students receive academic support.

Parental involvement is continually recognized as a researched valuable academic tool for all students’ success and sowe worked diligently to increase our communication efforts by way of preparing newsletters, conducting topicaltraining sessions, posting of updated information on the school web site, and using technology resources and contacting families with school-sponsored updates of all activities via Global Connect. The 2009 Summer to Passport Learning program targeted students who didn’t met state standards and thus failed a core subject, which may have jeopardized promotion of the student. The 21st Century After School program targets students who score just above/below NJASK proficiency range and enrichment interventions, tutorial, homework assistance, and targeted skilldevelopment in Mathematics and LAL takes place, especially for those in 7th grade students. Classroom modeling and coaching took place for Mathematics and LAL teachers, as conducted by district assigned Resource Teachers,Schillinger Group, and Edsol Consol. The areas of focus with those resources is differentiated instruction and NJASK test specifications skills building (effective teaching strategies, students, assessment design).

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2. Describe method used to collect and compile data for student subgroups. In looking at the root cause(s) of ourproblem areas, it behooves us to evaluate the disconnection between grade level of learning materials and thedemonstrated proficiency levels of all the students, the classroom instructional strategies, and opportunities forparents learning how to support their child’s academic performance. The method used to collect data for all ourstudent sub-groups is inclusive of information gathered by teachers, Counselors, Social Workers, and administration. The information used includes NJASK assessment scores, district interim assessment scores, developmental readingassessments, mid marking period grades, report card grades, teacher created assessments, teacherrecommendations, web based literacy (Reading Plus, Achieve 3000) program assessments, attendance records,discipline records, and teacher anecdotal records. We then made connections to student performance and classroominstructional strategies as associated with higher order thinking skills and student motivation. As a result, teacherslesson plans were much more sophisticated with in-depth data analysis as demonstrated in their data binders;teachers were able to enhance their targeted skills building of students and identify educational groups of students,based on their various assessment scores. As such, students were able to reach levels of academic success andmoved through educational groups. In recognizing the value of student centered learning, teachers conducted datachats (individual teacher-student conferences) with them during classroom time as a way of empowering students anddirectly involving them in the learning process. Knowing their assessment scores, which skills needed building and themeaning of those scores, students’ level of motivation and interest in learning was increased. The School SocialWorker and School Counselor are able to assist students and their parents with identifying their academic goals andprovide appropriate assistance to remove barriers that interfere with those goals.

3. Explain how the data from the collection methods are valid and reliable. The instructional support programs in usehave research-based components (such as Lexile reading levels) to gauge students’ growth and progress. Theteacher created assessments, mid marking progress grades, report card grades are reliable and viable because of continuous teacher observation, referral, and recommendation by using the data binder resource tool. NJASK scoredata is thoroughly examined by central administrators, building based administrators, and the leadership team as ayear to year comparison and analysis is thoroughly conducted by all stakeholders.

4. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP? The data revealed that allsubgroups in all grade levels, excluding ELL in the area of Mathematics (who met AYP), scored below proficiency in allcluster areas of Mathematics as comparable to the State and other schools in the district factor B category. The datarevealed that all subgroups in grades 6 and 7 score below proficiency in LAL cluster areas of reading, working withtext, and analyzing text as comparable to the State and other schools in the district factor B category. The 8th gradelevel of deficiency area (partial proficiency) in LAL was analyzing text. The SPED population scored below proficiencyin all LAL and Mathematics cluster areas in all grade levels. Root causes contributing to these analyses is lack of student exposure/practice to informational text, lack of professional development to teachers for effective

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instructional LAL/Math strategies, lack of extended LAL/Math course content time on task for building deficient skills,and a compromised learning environment whereby teachers/students have low morale and/or expectations.

5. What did the data analysis reveal regarding classroom instruction? The data may have revealed that classroominstruction seemingly lacks rigor in some cases, teacher expectations may be low, especially in the SPED department,

and student motivation may be low. Classroom instruction may not necessarily address higher order thinking skillsfurther on Bloom’s Taxonomy, assessments previously administered may not have been linked to standards-basedskills, and students’ targeted skills areas wasn’t addressed during instruction.

6. What did the data analysis reveal regarding professional development implemented in the previous year(s)? It wasrevealed that while appropriate and structured professional development was conducted it was either not recorded orteachers didn’t continue to embrace learned practices. The district/building didn’t do a very good job reinforcing theprofessional development in previous years but has recently significantly improved in monitoring teacher instructionalpractice by way of informal/formal evaluations and daily classroom walkthroughs. *Has this changed in last year?? Wedo have a PD Binder now??

7. How are educationally at-risk students identified in a timely manner? We systematically identify at-risk students byway of grade level and/or team meetings that are held. Data chats/conferences are conducted with aninterdisciplinary team which consists of parents, teachers, administrators, social workers, counselors, the nurse andstudents at the end of the previous school year and onset of the next school year. School counselors and socialworkers were charged to identify at least 100 at-risk students and provide case management support and recommendinterventions. NJASK test data is analyzed and compiled with all other student assessment data (suspension reports,attendance records) in an effort to make certain at-risk students’ needs are being appropriately addressed. Teacher/Parent referrals are another resource for identifying students exhibiting at-risk behaviors

8.How does the needs assessment address migrant student needs? N/A

9. How are educationally at-risk students provided with effective assistance? The I&RS team meets with teachers todiscuss strategies on at-risk students. Personal improvement plans and behavioral modification plans are created andimplemented, which may include review of assessment analysis and placement into any one of the academic supportprograms. It is a requirement that parents are notified and participatory in this process. NJASK results are used to tierstudents in academic classrooms to target support to students in need of academic support. *Some students aregiven one-on-one assistance…in-class support…21 Century?? Read 180?

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10. Describe the process used to select the priority problems for this plan? The process used to select the priority problemwas an NJASK and other assessment data review held with teachers and other faculty and a parental feedback surveywas distributed, collected, and responses were recorded.

11. How were teachers engaged in decisions regarding the use of academic assessments to provide information on and

improvement of the instructional program? Teachers are directly involved in the identification of at-risk students andwere offered an opportunity to preview an assessment design tool offered by EDSOL CONSOL, a state endorsed testspecifications vendor. Teachers were encouraged to use the EDSOL CONSOL tool to help develop curriculum andCCCS aligned assessments. Teachers also are provided common planning time to collaborate on commonly usedformative assessments, such as mid-terms, as a means to measure student progress. Additionally, teachers receivedprofessional development on and created Instructional Focus Calendars which had embedded within it assessmentadministration specifically addressing a targeted skill that addressed academic deficiencies.

12. Describe the transition plan for preschool to kindergarten, if applicable. N/A

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Selection of Priority Problems

School Needs Assessment Summary Matrix

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

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

3b Mathematics x x X

3c Science 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 .


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

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 x

5c Science

5d Social studies

5e World Languages

5f Cross Content WorkplaceReadiness

6Effective classroom use of technology

7Standards-basedassessment x

8Instructional skills andstrategies x x

9 Mentoring x10 Classroom management

11Using data/assess. toimprove learning x x

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

17 Qualified

16





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 .


t

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 .


c 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

paraprofessionals

18 Highly qualified personnel

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

19 Alcohol use20 Drug use

21 Tobacco use

22 Violence

23 Weapons

24 Gang activity x

25 Delinquency

26 Vandalism

27Suspensions, removals, orexpulsions x

28Serious or persistentdiscipline problems x

29 Bullying x

30 Victimization

31 Truancy/attendance x x

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict

35 Intergroup conflict/bias

36 Negative peer influence x

37 School safety38 School

climate/environmentx 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 .


t

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 .


c 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

39 Risk factorsQualityTeacher 40 Teacher Quality

Tech. &Ed.

Materials

41 Technology activities

42Instructional/EducationalMaterials x

x

Studentswith

SpecialNeeds 43 Drop-out rate

Literacy,& Adult

Ed.

44 Adult literacy

45Parent/communityinvolvement

Leadership

46 Leadership Network

47 Leadership PD

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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 CategoryLetter & ProblemNumber

3a All Students 3b All Students

Name of priorityproblem

Language Arts Literacy & Reading Mathematics

Describe the priority

problem

Most students are reading below grade level 70% of students were below proficient on theNJASK

Describe the rootcauses of the problem

A culture of academic apathy hasmanifested. Student apathy and parentalexpectations are not congruent with highexpectations. There is a lack of interest inreading outside the classroom, particularlywith non-fiction materials/information text. There is a lack of background knowledgeupon which to build comprehension skills.

Students lack the ability to make connections between algebraic expressions and theworld, making relevancy an issue. This leadsto long-term retention and applicationsthrough problem solving issues.

Subgroup or populationaddressed

All students All students

Grade span 7-8 7-8

Related content areamissed

Language Arts Math

Name of scientificallybasedprogram/strategy/practice to address problem

Learning Centers, Achieve 3000, DifferentiatedInstruction

Connected Math, Math Centers, DifferentiatedInstruction, E-Path

How does theprogram/strategy align

It is research based programs with bestpractices and NJCCCS are embedded

It is research based programs with bestpractices and NJCCCS are embedded

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with the NJ CCCS?CAPA finding orrecommendationrelated to the priorityproblem

20




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

#3 #4

Population CategoryLetter & ProblemNumber

5a LAL Teachers 5b Mathematics Teachers

Name of priorityproblem

Language Arts Literacy & Reading Mathematics

Describe the priorityproblem

Teachers need to apply more diversifiedteaching strategies, utilizing differentiatedstrategies to support learning practices

Describe the rootcauses of the problem

There is a lack of understanding of studentacademic needs in LAL and a lack of use of data

and differentiated instruction to promoteacademic growth.

There is a lack of understanding of studentacademic needs in Math and a lack of use of data

and differentiated instruction to promoteacademic growth.

Subgroup or populationaddressed

All LAL teachers. All Math teachers.

Grade span 6-8 6-8

Related content areamissed

LAL Math

Name of scientificallybasedprogram/strategy/practi

ce to address problem

CRISS TrainingAchieve 3000Study IslandStandardsolutions

StandardsolutionsE: PathStudy Island

How does theprogram/strategy alignwith the NJ CCCS?

All programs are designed in alignment withNJCCCS using research based practices

All programs are designed in alignment withNJCCCS using research based practices

CAPA finding orrecommendationrelated to the priorityproblem

Use classroom learning centers todifferentiate learning, participate inprofessional development that includeshands-on modeling, inquiry based learning,and the use of technology

Use classroom learning centers todifferentiate learning, participate inprofessional development that includeshands-on modeling, inquiry based learning,and the use of technology, especially use of manipulatives and # of textbooks for each

21




student

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Action Planning

Check Before Proceeding:

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

problems.

Action Plan for Strategy Related to Priority Problem #1

Name of Program,Strategy or Practice toAddress Priority

Problem:

Language Arts Literacy and Reading – Achieve 3000 and Reading Plus. Both aretechnology-based programs designed to increase reading levels through monitoredpractice. Reading Plus is a district initiative that requires a minimum of 80 minutes

per week of student instruction to realize expected gains. Achieve 3000 was infusedin the tech labs 2x per week.

SMART Goal: By May 2011, as a result of instructional interventions the number of studentsreading below grade level proficiency will decrease by 15% as measured by Lexilegains, Reading Proficiency levels and/or DRA’s.

Indicators of Success: Lexile Gains; Reading Proficiency Levels (Reading Plus) DRA’s

Description of Action Plan Steps

Persons

Involved

Resources

Needed Due Date -Timeline

Tier students for academic support based on end of year data and ASK results GuidanceDept. &Administration

Student data Sept-June

Administer DRA’s to determine initial reading levels for all students All ELAteachersCentralOffice

DRA kits Oct/Nov 2010

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Name of Program,Strategy or Practice toAddress PriorityProblem:

Language Arts Literacy and Reading – Achieve 3000 and Reading Plus. Both aretechnology-based programs designed to increase reading levels through monitoredpractice. Reading Plus is a district initiative that requires a minimum of 80 minutesper week of student instruction to realize expected gains. Achieve 3000 was infusedin the tech labs 2x per week.

Review data Leadershipteam

Scantron cards andScantron reader Planning andscoring time

Oct/Nov

Implement book challenges tied to 8 th grade eligibility for end of year activities

MediaSpecialist

Library; Nov 2010– May 2011

Implement ramp up model Principal Computer labInstructionalSupport teachers

2nd – 3rd cycle

Implement data chats to review student progress 2x and communicate progress to parents with 1st report card

teachers Conferencing time; Sept – June 2011

Review I & RS procedures for identifying and supporting at-risk students I & RS team Monitoring toolPlanning time

Nov – May 2011

Implement monthly monitoring checks for student progress Leadershipteam

Data binders Nov – May 2011

Collect and review instructional program data Leadershipteam

Achieve 3000Study IslandE:PathData team

Jan 2011 and May 2011

Action Plan for Strategy Related to Priority Problem #2

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Mathematics E:Path was purchased to mirror the NJASK in mathematics. Thepractice test results are used to identify specific CPI’s that require mastery forsuccess on the state assessment.

SMART Goal: By May 2011, as a result of instructional interventions tied to lesson design (using

math centers) students in the general ed population will demonstrate a 10%increase in academic performance as measured by the District Interim Assessment

Indicators of Success: E:Path practice test 2; District Interim Assessments;

Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date -

Timeline

Implement math centers and monitor instructional practices PrincipalResourceteachers

Office of PD Sept.-June 2011

Review student work quarterly Teachers,Admin.

Data capturing toolConferencing time

Sept-June 2011

Purchase additional textbooks to allow students to retain a personal copy Admin Textbook funds August – Sept 2010

Administer practice test via E:Path Mathteachers

E:Path; lab time;computers withsufficient capacityand function tomanage softwareupdates

By Oct 1, 2010

Analyze results Math team,

principal

Time, data By end of 1st marking

periodProvide professional development for differentiated learning opportunities Math

teachers,ResourceTeacher

Release time;resource materials,

October 29, 2010

Conduct peer walks of math centers MathteachersResource

Release time, October 29, 2010By Dec 20, 2010

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Mathematics E:Path was purchased to mirror the NJASK in mathematics. Thepractice test results are used to identify specific CPI’s that require mastery forsuccess on the state assessment.

teacher

Create differentiated learning opportunities for math students Mathteachers Centers; tech labsupport 2

nd

cycle thru June2011

Develop ramp up model for instructional support Leadershipteam

Planning time; $;staff training

By 2nd cycle

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Action Plan for Strategy Related to Priority Problem #3 and 4


Achieve 3000

Provide training and development of strategic reading strategies and

SMART Goal: By December 2010, as a result of training and professional development, all corecontent area teachers will utilize strategic reading strategies weekly

Indicators of Success: Lesson Plans (color-highlighted strategies)

Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date -

Timeline

Professional Development centered around strategic reading strategies Admin,Office of PD,Teachers

Consultants; September 2010

Follow up Prof Dev on strategic reading strategies Science andsoc Stteachers;Readingspecialist

Reading specialists October 2010

Review Lesson plans weekly Admin None Sept-June

Conduct Admin walks to monitor implementation of reading comprehensionstrategies

Admin none Nov – June

Provide training on Cornell Note Taking as a recall/comprehension strategy N. SmithSci, math &Soc Stteachers

Release time October 2010

Implement weekly article reading as it relates to non-fiction as a HWinitiative

ThompsonRobinsonSci and Soc

Working printersand copy machines,access to Achieve

Nov – April

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Achieve 3000

Provide training and development of strategic reading strategies and

St teachers 3000

Create differentiated learning opportunities for ELA students ELAteachers Computer labs;Study Island;Achieve 3000

2nd Marking Period

Develop a ramp up model to increase student achievement in ELA Leadershipteam

Planning time,working computersand printers;Achieve 3000,Study Island

2nd Marking Period

Monitor student progress quarterly using data binders and grade reporting Principal

Leadershipteam

Data binders Two weeks after the

completion of the 2

nd

and 3rd marking period

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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

Reading Plus LAL ¾ of Gened ELAstudents

Hanchate,Mack

Radecke

Pre/Post assessment/SRI, DIA, DRA2

Reading Plus is a research-based model.

Achieve 3000 LAL General Ed.SPED

ELL

Teachers,Admin,Parents

Pre/Post assessment/SRI, DIA, DRA2

Meta Metrics Lexile research

www.achieve3000.com/studi

esConnected MathProgram 2

Math General EdSPEDELL


Meet AYP Contracted math researchconducted

Algebra forHonors (highachievingstudents)

Math Honor students


Pre/Post Assessment for Algebra 1, NJASK Scores

Contracted math researchconducted

Strategic Reading ELA General EdSPED

Teachers,Admin,

Parents

DIA results and instructional programdata

Best practice

*ePath Math General EdSPED


DIA results and NJASK practice test 2 ePathwww.epath.com

*Study Island ELA General EdSPED

DIA and DRA results Study Islandwww.studyisland.com

*Use an asterisk to denote new programs.

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http://www.achieve3000.com/studies


http://www.epath.com/

http://www.studyisland.com/



http://www.epath.com/

http://www.studyisland.com/




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


Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





21st Century LAL Studentsin NJ ASK partialproficiency range of 175-199

21st

CenturySiteCoordinators,teachers,Admin

Mid-marking period grades,report card grades, DIA, NJASK,teacher created assessments.

Student attendance, numberof PBL’s included in theprogram to teach students,and a number of trips peryear, test improvement data,homework

Math Studentsin NJ ASK partialproficiency range of 175-199

21st

CenturySiteCoordinators,teachers,Admin

Mid-marking period grades,report card grades, DIA, NJASK,teacher created assessments.

Student attendance, numberof PBL’s included in theprogram to teach students,and a number of trips peryear, test improvement data,homework


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


Program

Content AreaFocus

TargetPopulatio

n(s)

PersonResponsi

ble





ComprehensiveClassroom Note Taking (CornellSystem)

SocialStudies,Science,SPED,MathHealth

Instructional Staff

Mrs.Bouffidis

Ms. Smith

DIA results indicating increasedstudent performance

On-going

InclusionStrategies

AllSPED,exceptPRIDE,Math,SocialStudies,Science

Instructionalstaff

Mrs. Masi-Lerner


On-going

Reading SkillsAcross theCurriculum –Strategic Reading

SocialStudies,Science,SPED

Instructionalstaff

Mrs.Bouffidis


On-going

Infusing

Instructional Technology

Science,

SocialStudies,ELA,andSPED

Instructional

staff

Mr.

Thompson

DIA results indicating increased

student performance

On going

Peer Walk MathCenters

Math Instructionalstaff

TBD DIA results indicating increasedstudent performance, NJASK practicetest 2

On going

Differentiation inMathematics for

Math Instructionalstaff

DistrictOffering

DIA results indicating increasedstudent performance, NJASK practice

On going

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Program

Content AreaFocus

TargetPopulatio

n(s)

PersonResponsi

ble





MS Teachers test 2


Table I: 2010-2011 Parent Involvement Programs

Description of Strategy orProgram

ContentAreaFocus

PersonResponsi

ble





Parent Workshops All Estefa,School NurseThompson,Technology

Provide parents withawareness and strategies onvarious academic/social topicareas. (instructionaltechnology applications,wellness programs, parentingstrategies)

NCLB Committee StudentAcademicAchievement

NCLBMembers(Parents andStaff)

Data Analysis, review studentwork

Meta Metrics Lexile research

www.achieve3000.com/studies


Parent Involvement (PI) Narrative

1. What is the connection between PI and the priority problems identified in the needs assessment?According to Family Involvement in Children’s Education : Successful Local Approaches Book Idea, apublication sponsored by the US Dept of Education, Students whose parents are actively involved in theireducation have better grades, test scores, and long-term academic achievement. Parents of the student’s

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identified in the priority problem need’s assessment more often than not do not attend school-sponsoredevents unless their child is participatory in the activity and specifically requested to attend. Phone calls,home visits, and global connect phone calls will be used to increase the parental attendance.

2. What are the measurable goals and targets for PI in 2011? School review/NCLB membership increase by50%, increase in participation all parent programs by at least 50% throughput the school year.

3. Do you have a school-parent compact? Yes, there is an agreement amongst the parent, students, teacher,and administrator to promote awareness and understanding of all our rolls and the achievement of thestudent.

4. Describe the process to ensure that parents receive and review the school-parent compact. Compacts aresent home first day of school with schedules and during Back to School Night. Compacts are available forall stakeholders to review and sign; teachers maintain a list by homeroom which is followed up by theattendance secretary.

5. How is student achievement data reported to the public? Students achievement is communicated to thepublic in the following ways: Powerpoint presentation during Back to School Night, School review/NCLBMeeting, superintendent’s State of the District Address Powerpoint Presentation, School District first day of

return to all staff and faculty, Teacher facilitated conferences and data chats, and NJASK/DIA/DRA 2 resultsmailed home to parent’s of students.

6. Identify procedures for informing parents about the school’s improvement status. We share information of improvement status with parents at our annual scheduled Back to School Night and PTO Meetings;Building principal facilitates discussion on overall school performance with parents during individualsessions, PTO Meetings, Back to School Night/NCLB Meetings: The district web site publicizes schoolimprovement status; local newspaper releases, superintendent’s monthly letter to the community informsparents of updated school improvement status

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

Disaggregated assessment results are shared with parents by way of the principal facilitated Back toSchool Night presentation, beginning of the school year Superintendent’s faculty and staff presentation,Board of Education business meeting, PTO Meeting, NCLB Meetings, District web site, mailings, andnotification of these opportunities is by way of fliers, global connect phone calls, school marqueeadvertisement and district web site advertisement.

8. How were parents involved in the development of the Unified Plan? The parents are extended an invitationto participate in the NCLB school review committee and are instrumental in developing the Unified Plan.

9. Identify procedures for informing a parent about their child’s student assessment results. NJASK individualstudent reports are sent from the state to the school district who in turn mails individual NJASK reports to

33




the family. A copy of the NJASK assessment results are maintained in each students’ cumulative foldermaintained in the Guidance Suite, confidentially. DIA/DRA and teacher created assessments are sharedwith parents by way of telephone calls, parent teacher conferences, and report cards publish mid-term/final examination grades on them. The I&RS Team conducts special review meetings for at-riskstudents whereby assessment results are shared with an inter-disciplinary team that includes the parents,and in some cases, the student as well.

10. How were the required PI funds used in 2010?Funds were used to recognize student achievement during academic year by celebrating individualmarking period honor roll recipients.

11. How will the required PI funds be used in 2011?Invite parents to visit during academic day to offer insight for improvement or modifications. Encourageparent involvement during back to school night and parent conferences. Parent workshops that targetstudent, academic, and community interests. Special events that celebrate the diversity of thecommunity such as Hispanic Heritage celebration, book fair, and bring your child to work day. Parental

signup forms during athletic events offer another opportunity to increase parent involvement.

12. What is the procedure for notifying parents if the district has not met their annual measurable objectivesfor Title III?Parents are communicated to by the way of district/school mailing, Back to School Night, PTO meetings,and NCLB meetings. Additionally, parents are invited to visit school and classrooms to determinesatisfaction of instruction. Distribute notifications in both English and Spanish to proper serve diversepopulation of students.

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Table J: 2010-2011 Annual Student Targets

GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

7-8 Name of Measurement

Baseline 2011 Target Name of Measurement

Baseline

2011 Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 55.5% 65% NJASK 34.6% 42%

Students with Disabilities NJASK 15.5% 25% NJASK 1% 105

Limited English ProficientStudents

NJASK 29.4% 35% NJASK 32.6% 38%

White NJASK NJASK

African-American NJASK 56% 63% NJASK 51% 60%

Asian/Pacific Islander NJASK NJASK

American Indian/NativeAmerican

NJASK NJASK

Hispanic NJASK 55.3% 63% NJASK 41.8% 50%

Others NJASK NJASK

EconomicallyDisadvantaged

NJASK 57.5% 65% NJASK 41.2% 50%

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total

Students with Disabilities

Limited English ProficientStudents

White

African-American

Asian/Pacific Islander

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GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

7-8 Name of Measurement

Baseline 2011 Target Name of Measurement

Baseline

2011 Target

American Indian/Native

American

Hispanic

Others

EconomicallyDisadvantaged

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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

97% Teacher Certification, Praxis,College Credits per disciplebeing taught, House Matrix

Professional Development Hours,Continued Graduate Credits perdiscipline being taught

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

3% Teacher who is not HQ in thearea he is teaching, is HQ inanother discipline. For 2010-2011 school year he will beteaching in his HQ content.

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

N/A Due to budget cuts there willnot be paraprofessionals inthe 2010-2011 School Year.

N/A

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

N/A Due to budget cuts there willnot be paraprofessionals inthe 2010-2011 School Year.

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Description of Strategy To Attract HQ Staff IndividualsResponsible

Maxson Middle School attempts to attract highly qualified professionals by offeringcompetitive salaries and professional development opportunities. Tuitionreimbursement is also available as incentive for those interested in continuing andfurthering their expertise in their chosen teaching disciplines.

SPDC, Central Office,Administration

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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

ContentArea

Focus

Target

Group

PersonResponsi

ble


(Evaluation) How are teachers

identified?Informal/FormalMentoring

All TeacherswhoscoredLess-ThanProficientonevaluations or asindicatedby walk-throughfeedback

Admin Follow-up walk throughand evaluations

Teachers who scored lessthan proficient onevaluations or as indicatedin walk-through weretargeted.

Building-BasedProfessionalDevelopment

All Staff SPDC Exit Ticket/FeedbackForms

PDP’s (ProfessionalDevelopment Plans)

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?

Network of criticalfriends

All MaxsonAdmin

Principal Feedback Forms As indicated by SINI Status

District Resource Team LAL,Math,Science

MaxsonAdmin

AssistantforSuperintendent of

Feedback Forms By request and asindicated by SINI Status

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Description of Support

ContentAreaFocus

TargetGroup

PersonResponsi

ble


(Evaluation) How are administratorsidentified?

CurriculumandInstruction

Office of ProfessionalDevelopment

All Instructional Staff

AssistantforSuperintendent of CurriculumandInstruction

Feedback Forms By request and asindicated by SINI Status

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 school-wide 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 NJ ASK

Other Assessments DIA, DRA 2

English LanguageProficiencyAssessment

Access

Classroom Grades Quarterly Report Cards

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NOT APPLICABLE




TeacherRecommendation

I&RS referrals

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’sefforts to increase academic achievement?

From the district: District Data Analysis, development of comprehensive curriculum, additional professional developmentdays for all staff embedded in school calendar, increased number of classroom computers, resource teacher support forall core content teachers.

From outside experts:

From others: Continued professional development in the area of data analysis and differentiated instruction, subjectmatter leaders, building-based technology coordinator, focused workshop on strategic reading in content areas.

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.

District Resource Team provides instructional support by establishing model classrooms. Coaching is also provided forteachers needing additional support in their instructional practice. Central Office support is provided through the Office of Data and Assessment to schools in need of improvement.

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

The Team of Resource Teachers addresses the instructional skills and strategies teachers implement in theclassroom (Priority Problem 8). The Office of Data & Assessment supports Priority Problem 11 usingdata/assessment to improve learning.

4. Identify the person(s) responsible for ensuring this technical assistance is provided.Principal, SPDC, Assistant Superintendent of Curriculum and Instruction

*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.

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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:

Rosa will re-enter the text on this page.

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TO BE COMPLETED BY THE DISTRICT




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, 450

Brief Descriptionof Strategy or

ProgramImplemented with

Funds

AllocatedUse

Carried OverReallocate

d Use

Outcomes as a Result of Implementing the Strategy or

Program

Evidence

Technology infusion $ 26,450 0 0 Allocation received late in theyear. Computers and

instructional software wereordered and will be used in 2010-2011.

Pre and post testassessments.

Programdifferentiatedinstruction toindividualstudents inreading, writing,and math levels.

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: $ 22,510

Brief Descriptionof Strategy or

ProgramImplemented with

AllocatedUse

Carried Over Reallocated Use

Outcomes as a Result of Implementing the Strategy or

ProgramEvidence

44

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




Funds

Connected Math $22,510 0 0 Data driven instruction focusingon areas in need of improvement

Increased studentcomprehension of subject matterwhiledemonstrating agreater interest asmeasured byNJASK results

45




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 school-wide programs that do not blend their funds How the SIA, Part a allocation is budgeted for all schools receiving this award

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

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

46




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.

Complete the table below regarding the corrective actions implemented :

Corrective

Action#

Description

Effective

Yes - No

Evidenceof

Effectiveness

Outcomes

1 Extended School Year/SummerProgram.

Yes After schoolprogram datacollected

99% promotion rate

2 Replacement of Staff Members No NJASK results Math scores declined

3 Achieve 3000 and Victoria Pagonis Yes Achieve 300 ? Most students utilizing intervention

47




Corrective Descri tion

Effective

Yes - No

Evidenceof Outcomes

results realized reading gains

4 CIM No Implementation of strategies

Most staff not adequately trained

5

6

7

8

48




SPED for bothcontent areas

2

3

4

5

List revisions made to the original restructuring plan.

Revisions have not been made pursuant to the fact that a state-wide fiscal crisis has impacted the school andthe district’s ability to retain effective non-tenured teachers. Some staff members deemed ineffective havebeen retired and/or transferred based on principal recommendations. Others, considered effective, weretransferred by the district. The restructuring plan provided for consistency in terms of instructional leadership,

and that has remained intact.

50




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 availableat www.nj.gov/njded/title1/program/peer_review.pdf .)

Panel from out-of-district school has been unable to conduct the Peer Review for Maxson. Subsequently, we haveconvened the team from Cedarbrook K-8 Center.

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

June 11, 2010 Cedarbrook K-8 Center 1049 Central Avenue, Plainfield, NJ 07060

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Frank Asante Principal Cedarbrook Principal/Leadership

1049 Central Ave. Plainfield, NJ07060

Rosa Salinas Vice Principal Cedarbrook Science 1049 Central Ave. Plainfield, NJ07060

Eleanor Hemphill teacher Cedarbrook Language Arts 1049 Central Ave. Plainfield, NJ07060

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

Consider returning to the previously implemented math series, Connected Math, as recommended by the CAPA

51

PLEASE COMPLETE

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

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




review team during the visit in the Fall of 2008. Increase collaboration between child study team and school in terms of program placement to ensure more effective and appropriate resources are applied to service the learning needs of theSPED population.

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

Implement Connected Math 2; Establish monthly meetings with CST

52

Maxson School Plainfield NJ Title I Unified Plan FY11

Documents

Transcript of Maxson School Plainfield NJ Title I Unified Plan FY11