Plainfield FY12 Woodland Unified Plan 12-22-2011

8/3/2019 Plainfield FY12 Woodland Unified Plan 12-22-2011

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2012 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD

Chief School Administrator: Chief School Administrator E-mail:

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

School: WOODLAND

The school is designated (select one): Targeted Assistance School wide

Principal: S. Johnson-Tucker 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 file at 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 beenan active member of the planning committee and provided input to the school 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..

S. Johnson-Tucker __________________________________________ ____________________________________________ __________8-23-2011______________ 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 needs assessment and/or development of the plan. Signatures should be kept on file in the schooloffice for review. Print off a copy of this page to obtain signatures. *Add lines as necessary.

Name Stakeholder GroupParticipated in Needs

AssessmentParticipated in Plan

Development SignatureS. Johnson-Tucker School Staff- Administrator X X On File

Antonia Atkins School Staff – Classroom Teacher X On File

Joanne Barrett School Staff-Math Specialist X On File

Jacqueline Cox School Staff-Science X On File

Vincent Salvato School Staff – Classroom Teacher X On File

Melvin Billingsley Parent X On File

Gerri Boone Community X On File

John Campbell Community 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 Plan development. *Add rows as necessary

Date Location Topic Agenda on File Minutes on File

Needs Assessment Yes No Yes No

July 18, 2011 Woodland School Plan Development Yes Yes






School’s Vision & Mission

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

What is the school’s vision statement?

The staff of Woodland School believes that all students will acquire core fundamental skills and achievemastery in the application of these skills. We believe our school’s purpose is to improve students’ levelsof academic progress, to foster, and positive social/emotional behaviors and attitudes.

What is the school’s mission?

To ensure that all students are academically prepared to compete within today’s society. We acceptresponsibility to teach all students so they can attain their maximum indivi dual potential.

Describe the process for developing or revising theschool’s vision and mission.

The principal, staff, and community members of the NCLB committee discussed and developed a schoolvision statement under the umbrella of the District’s mission statement. Should the need arise the schoolvision statement will be revisited based on the academic needs of current students.



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2012 Comprehensive Needs Assessment & Data Analysis Summary

Data Collection and Analysis

Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2011 Programs, Strategies and PracticesResults and outcomes must be measurable.

Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes

Academic Achievement – Reading NJASK (TBD), DIA, DRA, ACCESS,Unit tests, Mid-Year Assessment, End-Year Assessment, End-of-Unit Exams,Teacher made assessments

These measures are used to identify individual student weaknesses and strengthsand trends in grade levels. In the testing population of students 5% will move frompartially proficient to proficient and 2% will move from proficient to advance proficient.We anticipate a 5% increase in all students demonstrating proficiency based on

benchmarks mandated by the state at their respective grade levels. Academic Achievement - Writing NJASK (TBD), Extended Response

Writing Prompts, DIA, DRA, ACCESS,Writing Prompts, Teacher madeassessments

These measures are used to identify individual student weaknesses and strengthsand trends in grade levels. In the testing population of students 5% will move frompartially proficient to proficient and 2% will move from proficient to advance proficient.We anticipate a 5% increase in all students demonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.

Academic Achievement - Mathematics NJASK (TBD), DIA, Mid-Year Assessment, End-Year Assessment,End-of-Unit Exams, EDM AssessmentCD, Teacher made assessments

These measures are used to identify individual student weaknesses and strengthsand trends in grade levels. In the testing population of students 5% will move frompartially proficient to proficient and 2% will move from proficient to advance proficient.We anticipate a 5% increase in all students demonstrating proficiency based on

benchmarks mandated by the state at their respective grade levels.Parent Involvement Attendance at events - Back to school

night, Concert, Parent/Teacher Conferences, Bring Your Child toSchool, PTO Meetings, Cultural Assemblies, Parent Child Art Club, ArtNight and Global Connect

Parent participation is generally high at events where children are involved. Thetargeted population of parents will increase by 5% over last year’s participation at allschool /community events as documented by parent s ign-in sheets.

Professional Development School Professional DevelopmentPlan, School ProfessionalDevelopment Survey, PD feedback

Professional development will continue to be aligned with identified student areas inneed of improvement and to support teacher content knowledge and pedagogy. A5% increase in teacher evaluations advancing from basic to proficient and a 2%



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Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes

surveys, Job-Embedded PD feedback increase in teacher’s moving from proficient to distinguished.

Extended Learning Opportunities Extended Day Program: Pre- Assessment, NJASK (TBD), teacher made assessments

District Events: Spelling Bee, STEMFair, Geography Bee

Students in grades 3-6 who scored in the cusp areas (175 – 210 in Literacy/Math or both) of the previous year’s NJASK were selected to participate in the Extended Dayprogram which provides additional educational support for the NJASK. Students in

grades 4-6 participate in the District and Statewide Selling Bee and Geography Bee. All students in grades K-6 participate in the school and District-wide STEM fair. Allstudents in grades K-6 are assigned User names, passwords, and are able to assessStudy Island in school and at home. In the testing population of students 5% willmove from partially proficient to proficient and 2% will move from proficient toadvance proficient. We anticipate a 5% increase in all students demonstratingproficiency based on benchmarks mandated by the state at their respective gradelevels.

Students with Disabilities IEPs, teacher made assessments andobservations

Individual students were mainstreamed for selected areas of strength, Speech andoccupational therapy services were provided

English Language Learners ACCESS, teacher made assessmentsand observations

ESL services were provided using the ESL and World Language teachers.

School Culture School climate survey School climate is positive. A 2% decrease in the number of suspensions anddiscipline reports throughout the school at all grades as compared to the previousyear’s data.

Leadership 2010-2011 Performance Evaluation 2010-2011 Leadership -

Highly Qualified Staff Highly Qualified Staff Forms 100% of the teachers at Woodland School are highly qualified

School-Based Youth Services Bully Assemblies Student conduct has shown an improvement over the previous year. A 2% decreasein the number of suspensions and discipline reports throughout the school at allgrades as compared to the previous year’s data.



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Evaluation of 2011 Teaching and Learning Strategies & Programs

Table B: Strategies to Increase Student Achievement That Were Implemented in 2011

1Strategy or Program

2Content/Group

Focus

3Effective

Yes-No

4Documentation of

Effectiveness

5Measurable Outcomes

Trophies LAL Yes Program assessments andteacher made assessments

Some students made in improvement in the classroom, however, NJASKresults will indicate if the program was effective or not. In the testingpopulation of students 5% will move from partially proficient to proficient and2% will move from proficient to advance proficient. We anticipate a 5%increase in students demonstrating grade level proficiency in reading withrespect to comprehension, fluency, analyzing text and working with the text,

etc.

Reading Plus LAL Yes System generated reportsSome students made in improvement in the classroom, however, NJASKresults will indicate if the program was effective or not. In the testing populationof students 5% will move from partially proficient to proficient and 2% willmove from proficient to advance proficient. We anticipate a 5% increase instudents demonstrating grade level proficiency in reading with respect to

comprehension, fluency, analyzing text and working with the text, etc.

Read 180 LAL No System generated reports Student improvement was evident but program was not fully implemented dueto limited resources and technical problems. In the testing population of students 5% will move from partially proficient to proficient and 2% will movefrom proficient to advance proficient. We anticipate a 5% increase in studentsdemonstrating grade level proficiency in reading with respect to

comprehension, fluency, analyzing text and working with the text, etc.

Developmental Reading Assessments (DRA)

LAL Yes Running Records and testassessment data

Some students made in improvement in the classroom, however, NJASKresults will indicate if the program was effective or not. In the testingpopulation of students 5% will move from partially proficient to proficient and2% will move from proficient to advance proficient. We anticipate a 5%increase in students demonstrating grade level proficiency in reading withrespect to comprehension, fluency, analyzing text and working with the text,

etc.

Message Time Plus LAL – Grades K-2 Yes Mini lesson standardized andscaffolding opportunitiesincreased

This program was implemented to improve the reading block in the primarygrades. There was increased opportunity for scaffolding of learning withstudents and collaboration with staff.

Lucy Caulkins Writing Yes Program assessments and This is a new program implemented in the school and cannot be comparedwith any growth as to its effectiveness which comparison can be made next



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1 2 3 4 5teacher made assessments year if the program continues.

Everyday Math Mathematics Yes End of unit assessments, Year End Assessments, andteacher made assessments

Some students made in improvement in the classroom, however, NJASKresults will indicate if the program was effective or not. In the testingpopulation of students 5% will move from partially proficient to proficient and2% will move from proficient to advance proficient. We anticipate a 5%

increase in students demonstrating grade level proficiency in mathematics withrespect to number and numerical operations, geometry and measurement,patterns and algebra, data analysis, probability, and discrete mathematics, andmathematics processes.

MacMillan /McGraw Hill Science Yes Program assessments andteacher made assessments

Some students made in improvement in the classroom, however, NJASKresults will indicate if the program was effective or not. In the testingpopulation of students 5% will move from partially proficient to proficient and2% will move from proficient to advance proficient. We anticipate a 5%increase in students demonstrating grade level proficiency in science withrespect to science practices, physical science, life science and earth systemsscience.

Harcourt Social Studies Yes Program assessments andteacher made assessments

Some students made in improvement in the classroom, however, NJASK

results will indicate if the program was effective or not. We anticipate a 5%increase in students demonstrating grade level proficiency in social studies.

District Interim Assessments (DIA)

LAL and Math Yes District made assessments Some students made in improvement in the classroom, however, NJASKresults will indicate if the program was effective or not. In the testingpopulation of students 5% will move from partially proficient to proficient and2% will move from proficient to advance proficient. We anticipate a 5%increase in students demonstrating grade level proficiency in mathematics andLAL.

ACCESS ELL Yes Standardized assessment Some students made in improvement in the classroom, however, NJASKresults will indicate if the program was effective or not. We anticipate a 5%increase in students demonstrating grade level proficiency in mathematics andLAL.



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Table C: Description of Extended Day/Year Programs Implemented in 2011 to Address Academic Deficiencies - Do not include SES

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomes

Extended Day Program LAL and Math Yes Assessment data Student improvement was evident by teacher observation, however, NJASKresults will indicate if the program was effective or not.

Study Island LAL and Math Yes System generated reports Student improvement was evident by data and teacher observation, however,NJASK results will indicate if the program was effective or not.

Summer School LAL and Math Yes Pre-assessment and Post-assessment

Students were selected by teachers to serve as an intervention strategy toraise scores in reading and mathematics to grade level and minimizeacademic degradation due to summer break.



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Table D: Professional Development That Was Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


5

Measurable Outcomes

Interactive Writing LAL- Writing Yes Sign-in, Minutes & Agendas Student improvement was evident by teacher observation, however, NJASKresults will indicate if the program was effective or not

Lucy Caulkins LAL- Writing No Sign-in, Minutes & Agendas Student improvement was evident by teacher observation, however, NJASKresults will indicate if the program was effective or not, and some teachers didnot receive sufficient training in the program

Results of Benchmark Assessments

LAL Yes Sign-in, Minutes & Agendas Student improvement was evident by teacher observation, however, NJASKresults will indicate if the program was effective or not

CLI./Message Time Plus LAL Yes Sign-in, Minutes & Agendas Student improvement was evident in one class, however, the teacher for the

second class was hired after training

Math Workshop( K – 2) Mathematics Yes Sign-in, Minutes & Agendas Student improvement was evident in one class, however, the teacher for thesecond class was hired after training

Learnia LAL and Math Yes Sign-in, Minutes & Agendas Additional training and deeper concentration in methodology needs to beprovided for staff

DIA Training LAL and Math Yes Sign-in, Minutes & Agendas Student improvement was evident by teacher observation, however, NJASKresults will indicate if the program was effective or not

NJASK Preparation LAL, Math andScience

Yes Sign-in, Minutes & Agendas Successful administration of the NJASK

Study Island LAL and Math Yes Sign-in, Minutes & Agendas Student improvement was evident by teacher observation, however, NJASKresults will indicate if the program was effective or not

Promethean Board Training All areas Yes Sign-in, Minutes & Agendas Student improvement was evident by teacher observation, however, moreadvanced training is needed for staff

Work Sampling -K All areas No Sign-in, Minutes & Agendas Insufficient training for staff

Data Interpretation &Instructional Implications Analysis

LAL, Math andScience

Yes Sign-in, Minutes & Agendas More in-depth collaboration around test data

School ProfessionalDevelopment Plan

All areas Yes Sign-in, Minutes & Agendas Areas in need were identified and some training was provided, additionaltraining will enhance the abilities of instructors to implement programs and



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1 2 3 4 5teacher observations and evaluations.

Job Related ProfessionalDevelopment duringarticulation time

All areas Yes Sign-in, Minutes & Agendas Areas in need were identified and some training was provided, additionaltraining will enhance the abilities of instructors to implement programs andteacher observations and evaluations.

Safety School Climate/ Safety Yes Sign-in, Minutes & Agendas Implementation of policy and procedures and successfully evaluation of firedrills and lockdown drills.

Mentoring All Areas No Sign-in, Minutes & Agendas Limited in effectiveness due to time constraints

Poverty Awareness Homeless/Migrant Yes Sign-in, Minutes & Agendas Implementation of district policy and procedures

Homeless StudentPopulation

Homeless/Migrant Yes Sign-in, Minutes & Agendas Implementation of district policy and procedures and interventionsimplemented to assist families.

Access Overview ELL Yes Sign-in, Minutes & Agendas Successful administration of ACCESS

Table E: Parent Involvement That Was Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


5

Measurable Outcomes

PTO Meetings All Areas No Sign-in and agendas Encourage more active participation by parents and guardians. A 5% increasein parental attendance at all meetings as compared to last year’s attendance.

Back to School Night All Areas Yes Sign-in and program Increase parent/guardian involvement and participation in school activitiesand a 5% increase in parental attendance as compared to last year’sattendance.

Picasso Parents Art No Sign-in Encourage constant participation by parents/guardians and students utilizing

artwork and a 5% increase in parental attendance as compared to last year’sattendance.

Family Art - Culture Night Art Yes Sign-in and program Encourage more active parental involvement, increase cultural awareness anda 5% increase in parental attendance as compared to last year’s attendance.

Hispanic HeritageCelebration

Social Studies/History/ Culture

No Sign-in and program Encourage more active parental involvement increase cultural awareness anda 5% increase in parental attendance as compared to last year’s attendance.

Winter Concert Music Yes Sign-in and program Encourage more active parental involvement and a 5% increase in parentalattendance as compared to last year’s attendance.

Dr. Martin Luther King Jr. Social Studies/ No Sign-in and program Encourage more active parental involvement and a 5% increase in parental



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1 2 3 4 5 Assembly History/ Culture attendance as compared to last year’s attendance.

PTO Black HistoryCelebration

Social Studies/History/ Culture

No Sign-in and program Encourage more active parental involvement increase cultural awareness anda 5% increase in parental attendance as compared to last year’s attendance.

Black History Assembly Social Studies/

History/ Culture

No Sign-in and program Encourage more active parental involvement increase cultural awareness and

a 5% increase in parental attendance as compared to last year’s attendance.

Parent Teacher Conferences

All Areas Yes Sign-in Encourage more active parental involvement and a 5% increase in parentalattendance as compared to last year’s attendance.

Bring Your Parent to SchoolDay

All Areas No Sign-in and program Encourage more active parental involvement and a 5% increase in parentalattendance as compared to last year’s attendance.

Woodland Spelling BeeFinals

LAL No Sign-in and program Encourage more active parental involvement and a 2% increase in parentalattendance at all meetings as compared to last year’s attendance.

Geography Bee Finals Social Studies No Sign-in and program Encourage more active parental involvement and establish a milestone to useto gauge future parental attendance.

STEM Fair Science and Math No Sign-in and program Encourage more active parental involvement and a 5% increase in parentalattendance as compared to last year’s attendance.

Marking period Award Assemblies

All Areas No Sign-in Encourage more active parental involvement and a 5% increase in parentalattendance as compared to last year’s attendance.

Woodland Annual Field Day Physical Education Yes Sign-in Encourage more active parental involvement and a 5% increase in parentalattendance as compared to last year’s attendance.

Kindergarten Orientation All areas No Sign-in and program Encourage more active parental involvement and have 15% of the targetedpopulation of parents and guardians attend.

Kindergarten Graduation All areas Yes Sign-in and program Encourage more active parental involvement and a 5% increase in thetargeted parental attendance as compared to l ast year’s attendance.

6Th Grade Promotion Al areas Yes Sign-in and program Encourage more active parental involvement and a 5% increase in thetargeted parental attendance as compared to last year’s attendance.

School Monthly Calendar All Areas Yes Copies of calendar Encourage more active parental involvement and a 5% increase in parentalattendance at school activities as compared to last year’s attendance.

School Newsletter All Areas Yes Copies of newsletters Encourage more active parental involvement and a 5% increase in parentalattendance at school activities as compared to last year’s attendance.

School Website All Areas Yes Hits to website Encourage more active parental involvement and a 5% increase in parentalattendance at school activities as compared to last year’s attendance.

School Flyers/letters All Areas Yes Copies of flyers/letters Encourage more active parental involvement and a 5% increase in parentalattendance at school activities as compared to last year’s attendance.

Global Connect Calls All Areas Yes Global Connect Log Encourage more active parental involvement and a 5% increase in parentalattendance at school activities as compared to last year’s attendance.



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2012 Needs Assessment & Evaluation Summary

When responding to the questions below, data from Tables A, B, C, D and E should be used.

1. Describe the process and techniques used in the needs assessment.To drive student achievement the Woodland Elementary School staff utilities student data to determine instructional priorities and program implementations. At risk students will beidentified, receive supplemental basic skill servicers and students designated as gifted and talented will receive additional instructions relevant to above grade level academicprograms.

2. Describe methods used to collect and compile data for student subgroups.Staff will continuously meet throughout the academic year to analyze da ta from a variety of sources, including but not limited to NJASK, DRA, and DIA, etc.

3. Explain how the data from the collection methods are valid and reliable.Variables established by the State are guidelines mandated by the Department of Education outlined by the state standards o f which students should be proficient.

4. What did the data analysis reveal regarding classroom instruction?Current data is not available at this time.

5. What did the data analysis reveal regarding professional development implemented in the previous year(s)?Current data is not available at this time.

6. How are educationally at-risk students identified in a timely manner?Review of NJASK, cumulative records, report cards, and teacher observations.

7. How are educationally at-risk students provided with effective assistance?Parent/guardians meet with appropriate personnel to develop a student learning plan.

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

9. How does the needs assessment address homeless student(s) needs?District‘s Family Support Services are notified and the school guidance department works with the team to assist the student and family.

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

Through small learning communities, articulation, and collaboration with designated District personnel11. Describe the transition plan for preschool to kindergarten, if applicable.

Day care staff will meet with public school teachers to develop a schedule for pre-school visitation, parent/guardian meeting, and kindergarten orientation.

12. Describe the process used to select the priority problems and root causes for this plan? Analysis of test data, professional development needs, and teacher observation.

13. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?2011 NJASK test data is not available

14. Describe the evaluation results regarding the status of SMART goal #1 in the action plan? N/A

15. Describe the evaluation results regarding the status of SMART goal #2 in the action plan? N/A

16. Describe the evaluation results regarding the status of SMART goal #3 in the action plan N/A



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2012 Needs Assessment – Partially Proficient

Provide the number of students at each grade level listed below who scored partially proficient on state assessments for two years or more in Language Arts Literacy andmathematics.

Language Arts 2008-2009 2009-2010 Services Provided Describe why services provided did not result in proficiency.

Grade 4 16 16 Students who scored below proficiency were enrolledinto the READ 180 Program, enrolled in Study Islandwhich could be accessed in school, at home, andenrolled in extended day program.

Limited language learners, no one reads with students at home,

prior to these two years there were supplemental staff (Read One

Eighty Teacher, Let’s Read Teacher, Resources Teacher, etc.).

Due to budget cuts, the classroom teacher is required to

implement the supplemental program at the same time regular

instructions are to be taught. The groups in the Extended Day

program were too large for evidence of any growth to be

apparent.

Grade 5 16 17 Students who scored below proficiency were enrolled

into the READ 180 Program, enrolled in Study Islandwhich could be accessed in school, at home, andenrolled in extended day program.


prior to these two years there were supplemental staff (Read OneEighty Teacher, Let’s Read Teacher, Resources Teacher, etc.).



instructions are to be taught. The groups in the Extended Day

program were too large for evidence of any growth to be

apparent.

Grade 6 N/A 16 Students who scored below proficiency were enrolledinto the READ 180 Program, enrolled in Study Islandwhich could be accessed in school, at home, andenrolled in extended day program.


prior to these two years there were supplemental staff (Read One

Eighty Teacher, Let’s Read Teacher, Resources Teacher, etc.).



instructions are to be taught. The groups in the Extended Dayprogram were too large for evidence of any growth to be

apparent.

Grade 7 N/A N/A

Grade 8 N/A N/A

Grade 11 N/A N/A

Grade 12 N/A N/A



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Mathematics 2008-2009 2009-2010 Services Provided Describe why services provided did not result in proficiency.

Grade 4 17 13 Students who scored below proficiency were enrolledinto the Extended Day Program, Study Island, andNumber Worlds.

Prior to these two years, the Math Coach was involved in the classroom,working with small, flexible groups of students to help meet the needs of the partially proficient students. The position has been eliminated due to

budget cuts. Also, adequate training did not take place for the Number Worlds Program, and therefore, students did not benefit from thisprogram. The groups in the Extended Day program were too large for evidence of any growth to be apparent.

Grade 5 4 20 Students who scored below proficiency were enrolledinto the Extended Day Program, Study Island, andNumber Worlds.

Prior to these two years, the Math Coach was involved in the classroom,working with small, flexible groups of students to help meet the needs of the partially proficient students. The position has been eliminated due tobudget cuts. Also, adequate training did not take place for the Number Worlds Program, and therefore, students did not benefit from thisprogram. The groups in the Extended Day program were too large for evidence of any growth to be apparent.

Grade 6 N/A 12 Students who scored below proficiency were enrolledinto the Extended Day Program, Study Island, andNumber Worlds.

Prior to these two years, the Math Coach was involved in the classroom,working with small, flexible groups of students to help meet the needs of the partially proficient students. The position has been eliminated due tobudget cuts. Also, adequate training did not take place for the Number Worlds Program, and therefore, students did not benefit from thisprogram. The groups in the Extended Day program were too large for evidence of any growth to be apparent.

Grade 7 N/A N/A

Grade 8 N/A N/A

Grade 11 N/A N/A

Grade 12 N/A 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 been annually 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.

When completing the matrix below, data from Tables A, B, C, D, E and the Needs Assessment Summary should be used.

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

1 Closing the achievement gap X X X X X

2 Early childhood education X X X X

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

o n t e n t

S

t a n d a r d s

3a Language arts literacy and reading X X X X

3b Mathematics X X X X

3c Science X X X X

3d Social studies X X X X

3e World Languages

3f Cross Content Workplace Readiness X

4 Technology Literacy 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 X X

5b Mathematics X X

5c Science X X

5d Social studies X X

5e World Languages

5f Cross Content Workplace Readiness X X



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Priority Problem


A .


B .


C .


D .

E c o n .


E .

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

q u e n t

F .

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 .

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 .


Q .


R .

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

S .


____________

T .


6

Effective classroom use of technology

7 Standards-based assessment X X

8 Instructional skills and strategies

9 Mentoring X

10 Classroom management X X

11Using data/assess. to improvelearning X X

12 Working with parents X X X

H i r i n g ,

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

R e t a i n i n g

13 Highly qualified teachers

14 Teachers in shortage areas

15 Teachers in Math and Science

16 Teachers to reduce class size X X

17 Qualified paraprofessionals X

18 Highly qualified personnel

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

19 Alcohol use

20 Drug use

21 Tobacco use22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27Suspensions, removals, or expulsions X

28Serious or persistent disciplineproblems

29 Bullying X

30 Victimization



17


Priority Problem


A .


B .


C .


D .

E c o n .


E .

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

q u e n t

F .

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 .

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 .


Q .


R .

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

S .


____________

T .


31 Truancy/attendance

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict

35 Intergroup conflict/bias

36 Negative peer influence X37 School safety

38 School climate/environment

39 Risk factors

QualityTeacher 40 Teacher Quality

Tech. & Ed.Materials

41 Technology activities X X X

42 Instructional/Educational Materials X

Students withSpecialNeeds 43 Drop-out rate

Literacy, &Adult Ed.

44 Adult literacy X

45 Parent/community involvement X X

Leadership46 Leadership Network

47 Leadership PD



18

Description of Priority Problems and Strategies to Address Them

All student subgroups not meeting AYP MUST be considered during the needs assessment process. Select at least three priority problems.Complete the information below for each priority problem checked in column T on the previous pages. Add additional sections as needed.

#1 #2

Population Category Letter &Problem Number

K. #16 A. D. J. M. , #1

Name of priority problem Teachers to reduce class size Closing Achievement Gap

Describe the priority problem Provide Basic Skills staff in the classrooms to implement instruction of deficient skills as identified by the needs assessment

Woodland students must attain scores of proficiency or advancedproficiency on state testing in LAL, Math & Science

Describe the root causes of theproblem

Lack of parental involvement, econ. disadvantaged, removal of interventions both academic & social/emotional due to budget cuts

Subgroup or population addressed Teachers All students, E.D, LEP, Working with Parents

Grade span 3-6 3-6

Related content area missed All content areas All content areasName of scientifically researchbased program/strategy/practiceto address problem

Reading Plus/ Read 180/ DIALucy CaulkinsStudy Island

Basic Skills Intervention, Additional resources for the ESL population,Reading Plus/Read180/DIA, Lucy Caulkins, Study Island

How does the program/strategyalign with the NJ CCCS?

Standards Based Programs aligned with the NJCCCS Standards Based Programs aligned with the NJCCCS



19

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

#3 #4

Population Category Letter &Problem Number

M, #12 K, #40

Name of priority problem Working with parents Teacher Quality

Describe the priority problem Lack of parental involvement as it relates to academics, PTO, andcommunity activities

Demonstrates deficiency in cross curriculum instruction

Describe the root causes of theproblem

Econ. Disadvantaged, Non-English speaking, Limited higher education

Limited access to working computers and professional development

Subgroup or populationaddressed

Parents Teachers

Grade span K-6 K-6

Related content area missed Math, LAL, Science & Social Studies Math, LAL, Science & Social StudiesName of scientifically researchbased program/strategy/practiceto address problem

Back to School Night, PTO, Parent/Teacher workshops,Parent/Teacher conference, Adult Education program

Professional Development, Small Learning Communities,Professional Learning Communities

How does the program/strategyalign with the NJ CCCS?

N/A

CAPA finding or recommendationrelated to the priority problem

N/A



20

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.

At least ten steps must be identified.

Action Plan for Strategy Related to Priority Problem #1

Name of Program, Strategy or Practice toAddress Priority Problem:

SMART Goal:

(Specific, Measurable, Achievable, Relevant, Timely)

Research Supporting Strategy(from IES Practice Guide or What Works Clearinghouse)

Indicators of Success: 1.2.

Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date - Timeline

1

2

3

45

6

7

8

9

10

11

12



21



SMART Goal:



Indicators of Success: 1.

2.



1

23

4

5

6

7

8

9

10

11

12



22




SMART Goal:


Indicators of Success: 1.

2.



1

23

4

5

6

7

8

9

10

11

12



23

Plan Components for 2012

Table F: Proposed 2012 Core Strategies to Address Student Achievement

Name of Strategy

ContentArea

FocusTarget

Population(s)Person

ResponsibleIndicators of Success

(Measurable Evaluation Outcomes)

Research Supporting Strategy(from IES Practice Guide or What Works

Clearinghouse)

*Gifted and TalentedProgram

All 3-6 Principal &Teachers

NJASK -2012, In the testing population of students, 2% will move from proficient toadvance proficient. We anticipate a 5%increase in students demonstrating gradelevel proficiency in reading, writing,mathematics and science of targeted skills ator above grade level proficiency based onNJCCCS.

Study island LAL &Math

K-6 Principal &Teachers

NJASK-2012 In the testing population of students 5% will move from partially proficientto proficient and 2% will move from proficientto advance proficient. We anticipate a 5%increase in students demonstratingproficiency based on benchmarks mandatedby the state at their respective grade levels.

Scientifically based program

Independent research concluded schoolsutilizing this program producedsignificantly higher proficiency rates thanschools not using this program. Nineteentotal independent studies proving growth:

http://www.studyisland.com/research

Reading Plus LAL 5-6 Principal &Teachers

NJASK-2012 In the testing population of students 5% will move from partially proficientto proficient and 2% will move from proficientto advance proficient in reading. Weanticipate a 5% increase in studentsdemonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.


Evidence of positive or potentially positiveeffects for at least one improvementoutcome September 2010 WWC

http://ies.ed.gov/ncee/wwc/

Read 180 LAL 5-6 Principal &Teachers

NJASK-2012 In the testing population of students 5% will move from partially proficient


Evidence of positive or potentially positive









24

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

to proficient and 2% will move from proficientto advance proficient in reading. We

anticipate a 5% increase in studentsdemonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.

effects for at least one improvementoutcome October 2010 WWC


*25 Book Campaign LAL K-6 Principal &Teachers

Student reading logs NJASK-2012 In thetesting population of students 5% will movefrom partially proficient to proficient and 2%will move from proficient to advance proficientin reading. We anticipate a 5% increase instudents demonstrating proficiency based onbenchmarks mandated by the state at their

respective grade levels.

Research based educational program

Lucy Caukins - Writing LAL – Grades K-6


NJASK-2012 In the testing population of students 5% will move from partially proficientto proficient and 2% will move from proficientto advance proficient in writing. Weanticipate a 5% increase in studentsdemonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.

Columbia University developed,researched and validated

Writing Foundation LAL- Grade6

6 Principal &Teachers


to proficient and 2% will move from proficientto advance proficient in writing. Weanticipate a 5% increase in studentsdemonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.

Dual LanguageInstruction

All K-1 Principal &Teacher (grade K & 1)

Increase in the English and Spanish languagedevelopment in all students enrolled in thebilingual class.

Research based educational modelbacked by studies conducted byuniversities and several NJ schooldistricts including Englewood, NJ






25

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

Message Time Plus LAL-Grades K-2


We anticipate a 5% increase in studentsdemonstrating proficiency based on

benchmarks mandated by the state at their respective grade levels.

Five independent studies have measuredgrowth in reading comprehension through

the use of the CLIU MTP program.http://cliontheweb.org/content/evidence-cli-success

Everyday Math Math K-6 Principal &Teachers

NJASK-2012 In the testing population of students 5% will move from partially proficientto proficient and 2% will move from proficientto advance proficient in mathematics. Weanticipate a 5% increase in studentsdemonstrating proficiency based on

benchmarks mandated by the state at their respective grade levels.


Macmillan/McGraw Hill Science K-6 Principal &Teachers

NJASK-2012 grade 4 In the testingpopulation of students 5% will move frompartially proficient to proficient and 2% willmove from proficient to advance proficient inscience. We anticipate a 5% increase instudents demonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.


Instructional Focus

Calendar

LAL & Math K-6 Principal &

Teachers

NJASK-2012 We anticipate a 5% increase in

students demonstrating proficiency based onbenchmarks mandated by the state at their


Research based educational strategy

suggested by IES study “turning aroundchronically low performing schools.”


*Small LearningCommunities

All Content Areas


Teacher observation and evaluation and anincrease of 2% of teachers moving from basicto proficient and from basic to distinguish.

Splash Summer Literacy K-3 Principal & NJASK-2012 We anticipate a 5% increase in Targeted literacy comprehension (using

http://cliontheweb.org/content/evidence-cli-success










26

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

Program Teachers students demonstrating proficiency based onbenchmarks mandated by the state at their

respective grade levels

one on one instruction and DRA results) isa scientifically based strategy (REL/WWC

supported)http://ies.ed.gov/ncee/wwc

*Technology Infusion:Promethean boards,computers

All Content Areas


NJASK-2012 We anticipate a 5% increase instudents demonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels

WWC contains numerous studiesindicating the increase in technology/ datadriven programming utilization shows ameasurable growth in mathematics andliteracy

ESL Dept. IdentifiedContent

ELL ELL Dept. &Principal

Teacher observation and review, and ACCESSNJASK-2012 In the testing population of

students 5% will move from partially proficientto proficient and 2% will move from proficientto advance proficient in literacy. Weanticipate a 5% increase in studentsdemonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.

Research based educational program

SPED All Content Areas

Students withDisabilities

SPED Dept.,Principal &Teachers

IEPs Research based educational program

*Use an asterisk to denote new programs.

Table G: Proposed 2012 Extended Learning Opportunities to Address Academic Deficiencies. Do not include SES.

Name of Strategy

ContentArea

FocusTarget

Population(s)Person

Responsible

Indicators of Success



Clearinghouse)

Extended Day Program LAL, Math 3-6 Principal &Teachers


Strategies utilized in this program areconsistent with the WWC/IES practice



27

Name of Strategy

ContentArea

FocusTarget

Population(s)Person

Responsible




Clearinghouse)

to proficient and 2% will move from proficientto advance proficient in LAL, andmathematics. We anticipate a 5% increase instudents demonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.

guide entitles: “Structuring out of schooltime to improve academic achievement.”

*Saturday Academy LAL, Math& Science

3-6 Principal &Teachers

NJASK-2012 In the testing population of students 5% will move from partially proficientto proficient and 2% will move from proficientto advance proficient in LAL, science andmathematics. We anticipate a 5% increase instudents demonstrating proficiency based onbenchmarks mandated by the state at their


Strategies utilized in this program areconsistent with the WWC/IES practiceguide entitles: “Structuring out of schooltime to improve academic achievement.”

Summer EnrichmentProgram - SPLASH

LAL & Math 3-6 Principal &Teachers

NJASK-2012 In the testing population of students 5% will move from partially proficientto proficient and 2% will move from proficientto advance proficient in LAL and mathematics.We anticipate a 5% increase in studentsdemonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.

Strategies utilized in this program areconsistent with the WWC/IES practiceguide entitles: “Structuring out of schooltime to improve academic achievement.”

Drama Club SEL 3-6 Principal &

Teachers

NJASK-2012 help with SEL and decrease of

2% in suspension or discipline reports ascompared to the previous year.




28

Table H: Proposed 2012 Professional Development to Address Student Achievement and Priority Problems

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

Assessments All subject

Areas

Teachers Principal Teacher observations, evaluations and

improved student performance data

Data Wise by K. Pl Boudett and J. L.

Steele

*Basic Skills All subject Areas

Teachers Principal NJASK-2012 – In the testing population of students 5% will move from partially proficientto proficient and 2% will move from proficientto advance proficient in science. Weanticipate a 5% increase in studentsdemonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.

*Advanced Promethean

Training

All subject

Areas

Teachers Principal Teacher observations , evaluations and

improved student performance

Work Sampling Kdg. All Areas

Teachers & Assistants

Principal Teacher observations, evaluations andImproved Student Performance




29

Table I: Proposed 2012 Parent Involvement Strategies to Address Student Achievement and Priority Problems

Name of Strategy

Content

AreaFocus

TargetPopulation(s)

PersonResponsible



Research Supporting Strategy

(from IES Practice Guide or What WorksClearinghouse)

*Assessment Strategies LAL, MathandScience

K-6 Principal &Teacher

Improved student performance, increasestudent homework, increased parentparticipation, expand home schoolconnection, sign-in sheets, improve the homeassistance student’s receive

Working with parents, organizinginstruction and study to improve studentlearning, using student achievement datato support instructional decision making,and effective literacy and Englishlanguage instruction for English learnersin the elementary grades

Multiple IES Practice Guides and sections

of WWC

*NJASK Preparation LAL, MathandScience

3-6 Principal &Teacher



Multiple IES Practice Guides and sectionsof WWC

*Family AwarenessWorkshops (Parenting,nutrition, finance)

All contentareas

K-6 Principal ,PTO &Teacher

Improved student performance, increasedparent participation, expand home schoolconnection, sign-in sheets, improve the homeassistance student’s receive





30

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

*Reading & WritingWorkshop

LAL K-6 Principal &Teacher

Improved student performance, increasestudent homework, increased parent

participation, expand home schoolconnection, sign-in sheets, improve the homeassistance student’s receive

Working with parents, organizinginstruction and study to improve student

learning, using student achievement datato support instructional decision making,and effective literacy and Englishlanguage instruction for English learnersin the elementary grades


*Math Workshop Math K-6 Principal &Teacher


Working with parents, organizinginstruction and study to improve studentlearning, using student achievement data

to support instructional decision making,and effective literacy and Englishlanguage instruction for English learnersin the elementary grades


*Science Workshop Science K-6 Principal &Teacher

Improved student performance, increasestudent homework, increased parentparticipation, expand home schoolconnection, sign-in sheets, improve the homeassistance student’s receive, increase

parental assistance aligned with schoolcurriculum, improve the home assistancestudent’s receive



PTO Meetings All Areas K-6 Principal &Teacher

Improved student performance, increasedparent participation, expand home schoolconnection, sign-in sheets

Working with parents,




31

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

Back to School Night All Areas K-6 Principal &Teacher


participation, expand home schoolconnection, sign-in sheets



Picasso Parents Art K-6 Principal &Teacher




Family Art Night Art K-6 Principal &Teacher




Hispanic HeritageCelebration

SocialStudies/History/Culture

K-6 Principal &

Teacher

Improved student performance, increased

parent participation, expand home schoolconnection, sign-in sheets,

Working with parents, increase culturalawareness and diversity


Winter & SpringConcerts

Music K-6 Principal &Teacher

Improved student performance, , increasedparent participation, expand home schoolconnection, sign-in sheets



Dr. Martin Luther KingJr. Assembly

SocialStudies/History/

Culture





PTO Black HistoryCelebration

SocialStudies/History/Culture





Black History Assembly SocialStudies/History/Culture







32

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

Parent Teacher Conferences

All Areas K-6 Principal &Teacher


participation, expand home schoolconnection, sign-in sheets

Working with parents, organizinginstruction and study to improve student

learning, using student achievement datato support instructional decision making,and effective literacy and Englishlanguage instruction for English learnersin the elementary grades


Bring your Parent toSchool Day

All K-6 Principal,teachers &PTO


Working with parents, organizinginstruction and study to improve studentlearning, using student achievement data

to support instructional decision making,and effective literacy and Englishlanguage instruction for English learnersin the elementary grades


Woodland Spelling BeeFinals

LAL K-6 Principal &Teacher




Geography Bee Finals SocialStudies



Working with parents, organizinginstruction and study to improve studentlearning, using student achievement datato support instructional decision making,and effective literacy and English



33

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

language instruction for English learnersin the elementary grades


STEM Fair Science andMath


Improved student performance increasedparent participation, expand home schoolconnection, sign-in sheets



of WWCMarking period Award Assemblies

All Areas K-6 Principal &Teacher

Improved student performance, increasestudent homework, increased parentparticipation, expand home schoolconnection, sign-in sheets



Woodland Annual FieldDay

PhysicalEducation

K-6 Principal &Teacher Improved student performance, increasedparent participation, expand home schoolconnection, sign-in sheets

Parental involvement is a major component in improving studentoutcomes


Career Day All K-6 Principal,Teachers,GuidanceCounselor &Parents






34

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

of WWC

*Family Game Night All Parents &

Students

Principal,

Teachers &Parents

Improved student performance, increased

parent participation, expand home schoolconnection, sign-in sheets

Parental involvement is a major

component in improving studentoutcomes


Communications All Parents Principal &Teachers

Improved student performance, increasestudent homework, increased parentparticipation, expand home schoolconnection, sign-in sheets



*Offer incentives toincrease parentalinvolvement (Example:door prize tickets uponsigning-in at PTOmeetings, homeworkpasses for studentswhose parents attendmeetings/events, invitethe children toparticipate/read to

parents at meetings)

N/AK-6 Principal &

TeachersImproved student performance, increasedparent participation, expand home schoolconnection, sign-in sheets



Kindergarten Graduation All K Principal,Teachers &Parents

Readiness for Kindergarten Parental involvement is a major component in improving studentoutcomes


Kindergarten Orientation All K Principal,Teachers &Parents

Readiness for first grade Parental involvement is a major component in improving studentoutcomes



35

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)


5th & 6Th GradePromotion Exercise

All 5th & 6Th Principal,Teachers &Parents

Readiness for middle school Parental involvement is a major component in improving studentoutcomes


*Use an asterisk to denote new programs/strategies.



36

2012 Parent Involvement (PI) Narrative

1. What is the connection between PI and the priority problems identified in the needs assessment?

The problems identified in this needs assessment are directly related to Parental Involvement. Reduction in class size is essential to achieveproficiency in all content areas due to the absence of Parental Involvement.

2. Do you have a school-parent compact? Yes

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

Parent compacts are discussed and disseminated at back to School Night. Students/Parents are required to sign/ return them to their homeroomteachers.

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

The school’s statistical data is reported to the public via the district’s website, at Board of Education Public Meetings, at Community Forums, at theBack to School Night State of the School Address by the Principal, and in the District’s End of Year Repor t.

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

Parents are informed status of meeting measurable objectives via the district’s website, at Board of Education Public Meetings, at CommunityForums, at the Back to School Night State of the School Address by the Principal, and in the District’s End of Year Report.

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

Letters are sent to the parents after the data has been received and reviewed by the district. The building Principal also discusses this data with theparents at Back to School Night in her State of the School Address.

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

Letters are sent to the parents after the data has been received and reviewed by the district. The building Principal also discusses this data with the

parents at Back to School Night in her State of the School Address.8. How were parents involved in the development of the Unified Plan?

The Executive Board of the PTO was invited to provide input in the development of the school’s Unified Plan.

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

Parents are informed about their child’s assessment results at the first Parent/Teacher Conference session in October.

10. How were the required PI funds used in 2011?Supplies and incentives for students and family activities including Art Night, Field Day, Science Fair, Take Your Parent to School Day, KindergartenOrientation, Kindergarten Promotion, 6th Grade Award Dinner and 6th Grade Promotion.



37

11. How will the required PI funds be used in 2012?Supplies and incentives for students and family activities including but not limited to Art Night, Field Day, Science Fair, PTO meetings andsponsored events, Career Day, Parent Workshops, Family Games Night, Take Your Parent to School Day, Kindergarten Orientation, KindergartenPromotion , 6th Grade Award Dinner and 6th Grade Promotion.



38

Table J-1: 2011-2012 Annual Student Targets (Use best available data from One-Year Charts). At least two measurements must be listed.

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

3-5 State Assessment Baseline 2012 Target State Assessment Baseline 2012 Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 36.4 42.8 NJASK 2011 55.3 59.7Students with Disabilities NJASK 2011 30.8 37.7 NJASK 2011 33.9 40.5

Limited English Proficient Students NJASK 2011 20.0 28.0 NJASK 2011 40.0 46.0

White

African-American NJASK 2011 28.4 35.5 NJASK 2011 39.7 45.7

Asian/Pacific Islander

American Indian/Native American

Hispanic NJASK 2011 39.8 45.8 NJASK 2011 68.6 71.7

Others

Economically Disadvantaged NJASK 2011 27.2 34.5 NJASK 2011 52.2 57.0

GRADE SPAN: GRADE 6 ONLY ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 61.3 65.2 NJASK 2011 51.6 56.4

Students with Disabilities NJASK 2011 100.0 100.0 NJASK 2011 100.0 100.0

Limited English Proficient Students NJASK 2011 0.0 10.0 NJASK 2011 0.0 0.0

White

African-American NJASK 2011 71.4 74.3 NJASK 2011 61.5 65.4

52.9Asian/Pacific Islander


Hispanic NJASK 2011 40.0 46.0 NJASK 2011 47.7 52.9

Others

Economically Disadvantaged NJASK 2011 53.8 58.4 NJASK 2011 60.0 64.0



39

Table J-2: 2011-2012 Annual Student Targets – Other Assessment

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

Other Assessment Name Baseline 2012 Target Other Assessment Name Baseline 2012 Target


Total

Students with Disabilities

Limited English Proficient Students

White

African-American



HispanicOthers

Economically Disadvantaged


Total

Students with Disabilities

Limited English Proficient Students

White

African-American



Hispanic

Others

Economically Disadvantaged



40

Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff

Number &

Percent

Content &Focus

Description of Process to Meet HighlyQualified

Description of Strategy to Retain HQ Staff

Teachers who meet thequalifications for HQT,consistent with Title II-A

23.5

100%

Provide continuous Professional Development andopportunities for professional growth

Teachers who do not meet thequalifications for HQT,consistent with Title II-A

N/A N/A N/A

Paraprofessionals who meet thequalifications required by NCLB(education, ParaPro test,portfolio assessment)

7100%

Provide continuous Professional Development andopportunities for professional growth

Paraprofessionals who do notmeet the qualifications requiredby NCLB (education, ParaProtest, portfolio assessment)

N/A N/A

Description of Strategy To Attract HQ Staff Individuals Responsible

District will advertise and implement hiring procedures District & Principal



41

Table L: Support for Teachers

Use the Table below to describe the 2012 methods for supporting teachers needing assistance with instruction and other problems.

Description of Support

ContentArea Focus Target Group

PersonResponsible


(Evaluation) How are teachers identified?

Weekly in-house articulations All K-6 Principal Teacher evaluation & studentperformance

Teacher reviews/observations

Small Learning Communities All K-6 Principal &Teacher

Teacher evaluation & studentperformance

Content areas, teacher reviews andobservations

School-wide & District-wideProfessional Development

All K-6 Principal, PDCommittee &District



Professional LearningCommunities

All K-6 Principal &Teacher



In-house Buddy System All K-6 Principal &Teacher



Table M: Support for Administrators

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

Description of Support

ContentArea Focus Target Group

PersonResponsible


(Evaluation) How are administrators identified?

Professional DevelopmentWorkshop

All K-6 Principal &Superintendent

Administrative evaluation &performance

Academic knowledge, experienceand leadership ability

Collaborate with fellowadministrators

All K-6 Principal &Superintendent



Network All K-6 Principal &Superintendent





42

Student Eligibility and Selection

Table N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistance school and the measures to identify students whoneed additional support in schoolwide programs. For targeted assistance schools, use the last two columns to designate if the measures are used as criteria for programentrance or exit.

Measure

Homeless Migran

t

Students with

Disabilities

Economically

Disadvantaged

ELL Other

SubGroups

Targeted Assistance Schools

Entrance Criteria () Exit Criteria ()

State Assessment NJASK N/A NJASK NJASK NJASK NJASK

Other Assessments DIA, DRA,Teacher evaluation andobservation,Cumulativefolders

N/A IEPs DIA, DRA,Teacher evaluation andobservation,Cumulativefolders

DIA,DRA,Teacher evaluation andobservation,

Cumulativefolders

ACCESS

DIA, DRA,Teacher evaluationandobservation,Cumulative

folders

SCHOOLWIDESCHOOL

English LanguageProficiency Assessment

N/A N/A N/A N/A ACCESS NJASK,DIA, DRA,Teacher evaluationandobservation

Cumulativefolders

Classroom Grades SCHOOLREPORT CARD

N/A SCHOOLREPORT CARD

SCHOOLREPORT CARD

SCHOOLREPORTCARD

SCHOOLREPORTCARD

Teacher Recommendation SCHOOLREPORT CARD

N/A IEPs SCHOOLREPORT CARD

SCHOOLREPORTCARD

Teacher evaluationandobservation



43

Other

Support Elements

Ongoing and Sustained Technical Assistance*

1. What assistance did the NCLB committee determine it needs to implement the 2012 Unified Plan in the school’s efforts to increase academic achievement?

From the district: Cooperation from the vice principals of content areas, financial assistance to implement our programs, Board approval, Superintendents approval ,supplies and technical equipment

From outside experts: consultants to address cross content implementation for staff, parent involvement workshops, and basic skills staff to implement small groupinstruction for students.

From others: Grants and monetary donations, professional development from designated institutions, utilize stakeholders and community members as speakers and

mentors for students, school readers and other instructional l participation as deemed necessary to enrich advancement of student academics and social/emotionaldevelopment

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

District level area content resource teachers (Math, LAL, Science) provided limited instructional support, several staff are pursuing master degree programs from variousIHEs, and two staff members participated in the Kean Math and Science Partnership program

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

The content areas identified in the needs assessments were addressed by the content area resource teachers, content pedagogy and knowledge were enhanced throughthe IHE programs.

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

Persons responsible for providing the technical assistance are the principal, teachers, district administrators, supervisors, and superintendent



44

*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 the provision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an outside consultant.



45

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.Budgetary concerns have forced limited utilization of some of the strategies listed in table B to improve student performance.

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

Providing professional development thatfocuses primarily on improving instruction andusing data to inform instruction

The Office of Assessment, Data Collection, and School Improvement in collaboration with the Office of ProfessionalDevelopment will continue to provide trainings on the analysis of multiple measures of data for its instructionalimplications and Continuous Improvement Model (CIM), which is based upon an 8 step process that relies heavily onthe use of data to drive decisions relative to teaching and learning.

The next phase of the training efforts for the Office of Assessment, Data Collection, and School Improvement is toincrease teachers and staff literacy in assessments, more specifically expand knowledge of various ways to assess,the purpose of assessments, and what should be assessed.The Office of Professional Development will begin trainings in district for teachers and administrators of grades 3-12 inresearch-based best practices of Lucy Culkins Writing Units of Study.

Implementing strategies grounded inscientifically based research that will strengtheninstruction in core academic subjects

The district conducts focus walks to review programming, instructional planning and classroom practices. The districtalso does not support the purchase or use of programs not grounded in research.

The strategies and practices promoted within the district are:Continuous Improvement Model (CIM)

Writing –Units of Study (Lucy Culkins)Best Practices of Instructional Leaders and Teachers

Assessment for Learning – J. Chappius

Expanding parental involvement activities thatsupport the school’s efforts to increase studentachievement

To address parent involvement, we will implement the following programs/activities:

Increase parent participation at both school and district level SLC (leadership program):

Bring Your Parent to School Day

Career Days

Parent training in both mathematics and literacy

Continue with the support for Parent Empowering Parents (PEP)



46

District and school web sites to inform parents and the community at large

Newsletters/flyers frequently sent home to parents in English and Spanish

School and district functions

Parent Institute

Parent to parent discussion groups

Reallocating the budget to fund activities thatsupport the school’s improvement plan and aremost likely to increase student achievement

The district will not reallocate funds within the NCLB budget. The allocations will remain intact for each Title. BusinessOperations will work collaboratively with the schools to use resources effectively and efficiently. Federal, State andLocal funds, including the city tax levy for education and Federal Entitlement and Competitive Grants State and PrivateGrants will be allocated and/or reallocated according to guidelines to fund the activities that support the school’simprovement plan.

Ensuring that curriculum is aligned to the CCCS The curriculum has been revised in all areas to reflect greater alignment to the NJCCCS and includes back-mappingand strategies on how to ensure retention of all requisite standards and CPI’s. The district is beginning to supportdevelopment of the Common Core Standards lesson plans and curriculum alignment.

Note: Provide a district description and a specific description for each SINI and/or school operating an approved Title I Schoolwide Program.



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2010-2011 Resource Allocation

Resource Allocation – Provide the following information regarding the use of the 2010-2011 funds including but not limited to 2010 SIA Part (A).

Type of Funds

Brief Description of Strategy or

Practice Implemented withFunds

AmountAllocated

SIA AmountCarried Over

Reallocated Useof SIA

Outcomes as a Result of

Implementing the Strategy or Practice

Evidence

2010 Title I, Part A Reading Plus/Read180/DIA, LucyCaulkins, Study Island, Trophies,Everyday Math,Study Island TrophiesMessage Time Plus, MacMillan/McGraw Hill, Harcourt, Extended DayProgram, Summer School, InteractiveWriting. Learnia, Promethean BoardTraining

We are aSchoolwideschool withblendedfunds

NOT APPLICABLE

NOT APPLICABLE

To be determined once theSpring 2011 NJASK results arereceived and analyzed

NJASK -Spring 2011

2010 SIA Part A NOT APPLICABLE

Federal Reading Plus/Read180/DIA, LucyCaulkins, Study Island, Trophies,Everyday Math,Study Island TrophiesMessage Time Plus, MacMillan/McGraw Hill, Harcourt, Extended DayProgram, Summer School, InteractiveWriting. Learnia, Promethean BoardTraining

NCLB andother federalsources

NOT APPLICABLE

NOT APPLICABLE


NJASK

State Reading Plus/Read180/DIA, Lucy

Caulkins, Study Island, Trophies,Everyday Math,Study Island TrophiesMessage Time Plus, MacMillan/McGraw Hill, Harcourt, Extended DayProgram, Summer School, InteractiveWriting. Learnia, Promethean BoardTraining

ABBOTT NOT

APPLICABLE

NOT

APPLICABLE

To be determined once the

Spring 2011 NJASK results arereceived and analyzed

NJASK

Local Reading Plus/Read180/DIA, LucyCaulkins, Study Island, Trophies,Everyday Math, Study Island TrophiesMessage Time Plus, MacMillan

City TaxLevy

NOT APPLICABLE

NOT APPLICABLE


NJASK



48

/McGraw Hill, Harcourt, Extended DayProgram, Summer School, InteractiveWriting. Learnia, Promethean BoardTraining

Other

School Budget Pages

School level budget pages in Excel must be completed along with each school’s Unified Plan, identifying the following: How the Title I, Part A school allocation is budgeted for targeted assistance schools or schools operating 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. Thesebudget pages are in addition to the Title I Unified Plan for each school required to complete a plan.

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



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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, 9, 9 hold and 10 that have had a CAPA visit. The

corrective action plan, corrective actions identified in the CAPA summary report continue to be incorporated into the Unified Plan.Corrective Action (CAPA Recommendations) 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 bythe district) in addition to the SINI and/or SW components. Identify which corrective action(s) will be taken and describe the implementation and how the action(s) will beincorporated with the other elements of the Title I Plan. Note: CAPA report prioritized recommendations and action plans must be incorporated into the Unified Plan.

Corrective Actions (Recommendations from CAPA Report)

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 performance 4 Significant decrease in management authority at the school level

Replacement of the principal Restructuring the internal organization of the school5 Appointment of an outside expert to advise the school6 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:

CorrectiveAction # Description

Effective

Yes - No Evidence of Effectiveness Outcomes

1

2

3

4

NOT APPLICABLE



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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, 9, 9 hold and 10 that have completed a restructuring plan, theapproved restructuring plan continues to be incorporated into the Unified Plan.

Year Restructuring Plan Created: _______

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

Note: Districts must also complete the required “School Restructuring Plan,” which includes more detail on the planning process and the restructuring details

www.nj.gov/njded/title1/accountability/restructure.doc. NOT APPLICABLE

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 f orth 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 5 hold and above, complete the table below. Add additional rows as needed.

Fundamental Governance ReformsImplemented as Listed in Approved

Restructuring PlanStatus of Implementation

Effective

Yes - NoEvidence of

Effectiveness

Outcomes

1

2

3

4

5

List revisions made to the original restructuring plan.

http://www.nj.gov/njded/title1/accountability/restructure.doc





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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 federal improvement status.

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

Peer review must contain recommendations.

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 .)

Assembled a team at the the Barack Obama Academy for Academic and Civic Development who reviewed the Woodland Elementary School Title 1 Plan.

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

December 19, 2011 in room 207 at the aforementioned school site.

3. Provide the information below.Peer Reviewer Name Title Affiliation Area of Expertise Address

Kevin Stansbury Site Administrator School Administrator Principal/Leadership 1200 Myrtle Avenue Plainfield NJ 07063

Chris Kacsanik Computer Teacher English Certificate Language Arts 1200 Myrtle Avenue Plainfield NJ 07063

Wayne Baker Math Teacher Math Certificate Mathematics 1200 Myrtle Avenue Plainfield NJ 07063

Special Education

ELL

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

a. Woodland has been a high performing choice school for a number of years therefore the development of a data driven educational plan, which is in progress, willincrease student achievement in Literacy and Mathematics.

b. The Professional Development Plan will increase staff’s knowledge of the redefined NJ Common Core Content Standards and allow integration with teacher lessonplan objectives.

c. The continued development of Professional Learning Communities provides a platform for teacher collaboration and strategic plan implementation; thus increasingstudent achievement.

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






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

Implement all strategies identified in the plan for Literacy, Mathematics, Parental Involvement and Professional Development.

Plainfield FY12 Woodland Unified Plan 12-22-2011

Documents

Transcript of Plainfield FY12 Woodland Unified Plan 12-22-2011