Plainfield NJ Schools 2011 12 Title I Unified Plan Cook

8/3/2019 Plainfield NJ Schools 2011 12 Title I Unified Plan Cook

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2012 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD

Chief School Administrator: (INTERIM – ANNA BEYLIN-PYLES Chief School Administrator E-mail:[email protected]

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

School: Frederic W. Cook (120)

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

Principal: John A. Martucci 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..

John A. Martucci ____________________________________________ ______6/30/2011__________________Principal’s Name Principal’s Signature Date

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mailto:[email protected]

mailto:[email protected]



School NCLB Committee

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

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

Name Stakeholder GroupParticipated in

NeedsAssessment

Participated inPlan

DevelopmentSignature

John A. Martucci School Staff –Administrator

ON FILE ANDAVAILABLE UPONREQUEST

Curtis Cheatham School Staff – SocialWorker

Francine Frahm School Staff – Classroom Teacher

Josephine Ghee School Staff – Classroom Teacher

Carolyn Huggins School Staff – Para-Professional

Lori Jenkins School Staff – Classroom

Teacher

Karen Trammell School Staff - Nurse Pamela Westry-Rodgers School Staff – Classroom

Teacher

Ruth Wright School Staff – Classroom Teacher

Jennifer Taylor-Fuller Parent Karen Kayalo Parent

2



Jean Colrick School Staff – ESL Teacher

YMCA - TBD Community Group Dawn Ciccone Consultant - Title I Robert Darden Community Member

3



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 Topic Agenda on File Minutes on File

October 2010 Media Center NeedsAssessment

Yes No Yes No

June 15, 2011 Media Center PlanDevelopment

Yes Yes

June 16, 2011 Media Center Share Sections Yes Yes

June 17, 2011 Media Center Review Yes Yes

June 20, 2011 Media Center Finalize Yes Yes

School’s Vision & Mission

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

What is the school’s vision statement?

Frederic W. Cook K-7 Center will provide:• An inviting Environment that facilitates a safe, clean, academically stimulating

atmosphere, engaging all stakeholders.

• High quality Instruction that fosters creativity, cross curricular differentiation,and technology, thus preparing students for global leadership.

• Ongoing standards-based Assessments that use effective tools to addressindividual needs and promote life long learning.

• Individualized age and grade appropriate Curriculum which aligns to NJCCCS

and provides opportunities for Higher Order Thinking.

What is the school’s mission? Frederic W. Cook K-7 Center is a premier learning center within the Plainfield Public

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School District. In partnership with the community, the Center will prepare all studentsto be globally competitive by providing a high quality education in a physically safe andemotionally supportive environment. Frederic W. Cook K-7 Center is committed toexcellence in education and achievement. No Alibis, No Excuses, No Exceptions.

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

The staff held eight meetings in order to prepare, create,draft, revise and accept the school vision and missionstatements. Activities included building relationshipprojects, brainstorming ideas; and listing current activities,curriculums and pedagogy used within the school. Once allideas were posted, the staff condensed ideas intocategories. The categories are listed in the visionstatement. The ideas in the vision statement helped tocreate the mission statement.

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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 Practices

• Results and outcomes must be measurable.

Areas Multiple MeasuresAnalyzed

Overall Measurable Results and Outcomes

Academic Achievement –Reading

District Interim Assessment,, DRA

It indicates where the students are compared to minimumlevels of proficiency established by the district. The resultsshow a 5% increase of students reaching proficiency

Academic Achievement -Writing

District Interim Assessment It indicates where the students are compared to minimumlevels of proficiency established by the district. The resultsshow a 5% increase of students reaching proficiency

Academic Achievement -Mathematics

District Interim Assessment It indicates where the students are compared to minimumlevels of proficiency established by the district. The resultsshow a 15% increase of students reaching proficiency

Parent Involvement Attendance and feedbacksheets

Parent involvement in the school and areas of concernincreased by 10%

Professional Development 1.C. Danielson

Frameworks / Practice2. Staff PD Survey

1. Identify week areas and creates action plans & Individual

PIP. 100 % of teachers participated2. Staff Professional Development Needs. 100 % of teachersparticipated

Extended LearningOpportunities

N/A N/A

Homeless N/A N/A

Students with Disabilities

English Language Learners DIA, NJASK, ACCESS Indicates an increase of 20% of students achieving English

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Areas Multiple MeasuresAnalyzed

Overall Measurable Results and Outcomes

Language proficiency established by WIDA Standards

EconomicallyDisadvantaged

School Culture District Instructional review– Site Visits

Identifies weaknesses in meeting district goals within in theDistrict Strategic Plan.

100% of district goals were addressed

Leadership School Leadership Council;School Leadership Team

100 % of the Stakeholders gave input into educational andcultural issues

Highly Qualified Staff Formal and InformalObservations

100& of teachers are Highly Qualified

School-Based Youth

Services

Grade 7 Programs

(Athletic/Academic)

To be determined

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Evaluation of 2011 Teaching and Learning Strategies & Programs

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

1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomes

Reader’s Workshop,Writer’s Workshop,Guided Reading

LAL Yes DRA scores, DistrictInterim Assessment

Increase of 5% in student achievement scores

Number Worlds Mathematics Yes District Interim

Assessment


Science Kits Science Yes District InterimAssessment


In-Class Support ELL/Studentsw/disabilities

Yes ProgressReports/Report Cards

Increase of 5% in report card grades

Inclusion Studentsw/disabilities

Yes Ongoing Assessment Increase of 2% in student achievement scores

N/A Homeless/Migrant N/A N/A N/A

Port of Entry ELL Yes ACCESS Increase of 5% in Academic Performance

Instructional FocusCalendars

LAL Math Yes DIA Increase of 5% in student achievement scores

Trophies LAL Yes DIA Increase of 5% in student achievement scores

Everyday Math Math Yes DIA Increase of 5% in student achievement scores

Study Island LAL/Science/Math Yes DIA/DRA Increase of 5% n student achievement scores

Reading Plus LAL Yes Reading PlusAsses/DRA/DIA

Increase of 15% n student achievement scores

Read 180 LAL Yes Read 180 Increase of 5% in student achievement scores

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1

Strategy or

2

Content/Grou

3

Effect

4

Documentation of

5

Measurable OutcomesAsses/DRA/DIA

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

1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable Outcomes

ELL After SchoolSupport

LAL N/A

Extended School Year

Studentsw/disabilities

N/A


ELL SummerAcademy

LAL N/A

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Table D: Professional Development That Was Implemented in 2011

1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable Outcomes

NJASK Test TakingSkills

LAL / Math yes NJASK Increase of 5% in Academic Performance

ContinuousImprovement Model

LAL / Math Yes NJASK Increase of 5% in Academic Performance

Lucy Calkins LAL Yes NJASK Increase of 5% in Academic Performance

District Workshops Students withDisabilities

Yes Minutes 01/28 &02/01/11

Student Achievement increased by 2%


NJ TESOL Conf. ELL N/A

District Site-Coordinator Mtgs.

ELL Yes Minutes Increased participation by 10%

Table E: Parent Involvement That Was Implemented in 2011

1

Strategy or

Program

2

Content/Grou

p Focus

3

Effect

ive Yes-

No

4

Documentation of

Effectiveness

5

Measurable Outcomes

Test Taking Skills

Back to SchoolNight

LAL Yes Attendance

Sign in Sheets

Increase of 10% in participation

Test Taking Skills

Back to SchoolNight

Mathematics Yes Attendance

Sign in sheets

Increase of 10% in participation

10



1

Strategy or

2

Content/Grou

3

Effect

4

Documentation of

5

Measurable Outcomes

IEP Mtgs. Studentsw/disabilities

Yes IEP 100% of parents participated in the process

SIFSS Students

w/disabilities

Yes Minutes 100% of parents participated in the process

Back To SchoolNight

ELL Yes Conference Log Increase of 10% in participation

Parent/TeacherConference

ELL, studentsw/disabilities, All

Yes Conference Logs Increase of 10% in participation


PTO District Goals Yes Attendance, Agenda Increase of 10% in participation

Global Connect All Yes Parent Response Phone Numbers Updated 30% increased in parentscommunications

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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.

Instructional priorities and programs implementations are based on the need of our school. The web Administrators’Plus and Genesis systems enables the teachers to analyze their class data and assess performance of their students atvarious levels such as class, student groups and individual student level. This is also used as a tool to identify studentstrengths and weaknesses as related to the core content standards.

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

Data is disaggregated by clusters, class rosters and targeted skills for student subgroups. The classroom and afterschool instruction assessments become a data driven decision making tool in order to differentiate instruction forstudent individual needs.

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

A comprehensive data management system at the district is used to house the district longitudinal data. Thismanagement system is used to analyze and report the progress of schools and produces cluster scores which areturned into percentages for comparison. Another web based system; Genesis provides schools with studentdemographic information, attendance and discipline data, along with data, courses and instructors.

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

When Instruction is based on task analysis of the students needs, the curriculum becomes effective and meaningful.Students learned beginning from the point where they are and learning becomes cemented. Therefore, transfer andretention of new learning is possible.

5. What did the data analysis reveal regarding professional development implemented in the previous year(s)? The professional development in the use of scientifically based instructional strategies, the alignment of classroomactivities with academic content standards and assessments and data analysis to inform instruction are effective.

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

The above describe methods of data collection enables the district to identify at-risk students. In addition practicetests exactly like State tests in format and content are given in early December. These results are analyzed by theOffice of Assessment, Data Collection and School Improvement, which is sent back to us in table graph format withcluster information. This helps to further identify and address weakness at the student level.

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

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The above describe methods of data collection enables the district to identify at-risk students. In addition practicetests exactly like State tests in format and content are given in early December. These results are analyzed by theOffice of Testing and Evaluation, which is sent back to us in table graph format with cluster information. This helps tofurther identify and address weakness at the student level.

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

9. How does the needs assessment address homeless student(s) needs?

N/A

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

Teachers made assessments of students’ strength and weaknesses through running records of longitudinal data, andthrough test portions of the content area programs are being implement. District’s assessments tools and teacher-made assessment are used.

11. Describe the transition plan for preschool to kindergarten, if applicable.

Cook School is involved in a year-long planning process with Early Childhood to ensure that students transition tokindergarten smoothly and effectively. Preschool teachers of 4-year olds visit our kindergarten classrooms at thebeginning of the school year to receive an overview of the program in order to ensure that their students will be readyby the end of the year. Preschool students visit our kindergarten classrooms and get a glimpse of what to expect inthe upcoming school year. When time permits, Teachers of Kindergarten and Preschool, Principals, Center Directorsand Early Childhood Supervisor and Director visit the preschool classrooms together and share feedback relating toobservations and reflections.

12. Describe the process used to select the priority problems and root causes for this plan?

The stakeholders: parents representing grades levels K-6, classroom teachers, reading and math specialists,paraprofessionals and LEA representatives conducted a comprehensive needs assessment. These included teachers

made assessments of students’ strength and weaknesses through running records of longitudinal data, and throughtest portions of the content area programs being implemented. District’s assessments tools and teacher-madeassessment are used.

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

The data revealed that 62.2% of students in grades 3, 4, 5, are partially proficient in LAL. The data revealed that 60%of students in grades 6, 7, 8, are partially proficient in LAL.

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

N/A

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N/A


N/A

2012 Needs Assessment – Partially Proficient

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

LanguageArts

2008-2009

2009-2010

Services Provided Describe why services provided did notresult in proficiency.

Grade 4 23 23 Reading Plus/Read 180 Benchmark scores changed

Grade 5 26 23 Reading Plus/Read 180 Budget/no after school intervention programs

Grade 6 15 25 Reading Plus/Read 180 Budget/no after school intervention programs

Grade 7 26 25 Reading Plus/Read 180 Budget/no after school intervention programsGrade 8 N/A 13 Reading Plus/Read 180 Budget/no after school intervention programs

Grade 11 N/A

Grade 12 N/A

Mathematics

2008-2009

2009-2010

Services Provided Describe why services provided did notresult in proficiency.

Grade 4 13 14 Everyday Math Budget/no after school intervention program

14






Grade 8 N/A 13 Everyday Math Budget/no after school intervention program

Grade 11 N/A

Grade 12 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.

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

P r i o

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

Priority Problem

Population Categories

A . A

l l s t u d e n t s

B . S

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

C . E

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

D . E

c o n .

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

E . N

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

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

G . R

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

H . H

o m e l e s s

I . I m

m i g r a n t

J . L E

P

K . T

e a c h e r s

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

M . P

a r e n t s

N . S

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

O . P

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

P . O

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

Q . M

e n t a l h e a l t h

R . G

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

S . O

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

____________

T .

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

r i t y

P r o

b l e m s

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

N e e d s

1Closing the achievementgap X X X X

2 Early childhood education

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

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

3aLanguage arts literacy andreading X X X X X

3b Mathematics X X X X X

3c Science X X X X

3d Social studies

3e World Languages3f Cross Content Workplace

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

Priority Problem


A .

A l l s t u d e n t s

B .

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

C .

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

D .

E c o n .


E .

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

t

F .

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

G .

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

H .

H o m e l e s s

I . I m m i g r a n t

J . L E P

K .

T e a c h e r s

L .

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

M .

P a r e n t s

N .

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

O .

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

c e

P .

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

Q .

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

R .

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

S .

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

______

______

T .

S e l e c t

e d P r i o r i t y

P r o b l e m s

Readiness 4 Technology Literacy X X X X X X

S t a f f N e e d s

H i g h Q u a l i t y P r o f e s s i o n a l D e v e l o p m e n t

5 . I m

p l e m e n t i n g

t h e C C C S

5a Language Arts Literacy

5b Mathematics

5c Science

5d Social studies

5e World Languages

5f Cross Content WorkplaceReadiness

6Effective classroom use of technology X X

7Standards-basedassessment

8Instructional skills andstrategies

9 Mentoring

10 Classroom management

11Using data/assess. toimprove learning

12 Working with parents

H i r i n g ,

R e c r u i t i n g

a n d R e t a i n i n g

13 Highly qualified teachers

14 Teachers in shortageareas

15 Teachers in Math andScience

16 Teachers to reduce class

17




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 .


____________

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

size

17Qualifiedparaprofessionals

18 Highly qualified personnel

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

19 Alcohol use

20 Drug use

21 Tobacco use

22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27Suspensions, removals, orexpulsions

28Serious or persistentdiscipline problems

29 Bullying

30 Victimization

31 Truancy/attendance

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict

35 Intergroup conflict/bias

36 Negative peer influence37 School safety

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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 .


____________

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

38Schoolclimate/environment

39 Risk factorsQualityTeacher 40 Teacher Quality

Tech. &Ed.

Materials

41 Technology activities

42Instructional/EducationalMaterials

Studentswith

SpecialNeeds 43 Drop-out rate

Literacy,& Adult

Ed.

44 Adult literacy

45Parent/communityinvolvement

Leadersh

ip

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

A, D, G, J - 3a A, D, G, J, K - 4

Name of priorityproblem

LAL & Reading Technology Literacy

Describe the priority

problem

All subgroups not meeting AYP Technology infusion not consistent

Describe the rootcauses of the problem

It takes three to five years to show the adequate

growth to reach the established bench mark

Budget restraints cause for inconsistency in

technology purchases for the school.Subgroup or populationaddressed

All students, economically disadvantage,racial/ethnic

All students, economically disadvantage,racial/ethnic/ teachers

Grade span 3-7 3-7

Related content areamissed

Language Arts literacy and reading; writing;

mathematics, science, social studies

Language Arts Literacy and reading; writing;

mathematics, science, social studies

Name of scientificallyresearch based

program/strategy/practice to address problem

Writing Across the Curriculum, Read 180, ReadingPlus, SMART Board, United Streaming

SMART Board, United Streaming, Study Island

How does theprogram/strategy alignwith the NJ CCCS?

The curriculum of our school is aligned with the NJCCCS in all content subjects. All classroom

instruction and activities are governed by NJCCCS.Our data is based on multiple assessment tools, such

as: anecdotal records; running records, state

assessments, district assessments; observations, etc. New Common Core Standards (when available)

The curriculum of our school is aligned with the NJCCCS in all content subjects. All classroom

instruction and activities are governed by NJCCCS.Our data is based on multiple assessment tools, such

as: anecdotal records; running records, state

assessments, district assessments; observations, etc.

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New Common Core Standards (when available)

CAPA finding orrecommendation

related to the priorityproblem

N/A N/A

21



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

#3 #4

Population CategoryLetter & ProblemNumber

A, D, G, J – 3B

Name of priorityproblem

Math

Describe the priorityproblem

Address student needs in Math

Describe the rootcauses of the problem

It takes 3-5 years to show adequate growth toreach the benchmark

Subgroup or populationaddressed

All students LEP

Grade span K-7

Related content areamissed

LAL, Science, Social Studies

Name of scientificallyresearch basedprogram/strategy/practice to address problem

A closer look, provide professional development,new textbook series

How does the

program/strategy alignwith the NJ CCCS?

The curriculum strategies, programs and lessonsare fully aligned with the NJCCCS and CPIs.

(Common Core Standards – when available)

CAPA finding orrecommendationrelated to the priorityproblem

N/A

22



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 orPractice to Address Priority

Problem:

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

SMART Goal:

(Specific, Measurable, Achievable,Relevant, Timely)

During the 2011-12 school year, 80% of all students in grades K to 4 ,interim assessment for grades 5 to 7 will increase their reading proficiencythrough the implementation of a Guided Reading Program as measured bythe DRA (Diagnostic Reading Assessment)

Research Supporting Strategy(from IES Practice Guide or What WorksClearinghouse)

The programs mentioned above are proven to have evidence of positive orpotentially positive effects for at least one improvement outcome accordingto the October 2009 and September 2010 studies listed on the What Worksclearing house web site presented by REL. Also, timeline and strategies arealigned with “Strong” and “Moderate” evidence taken from the IES practice

guide entitled, “Assisting Students Struggling with Reading: RTI and multi-tier interventions”.

Indicators of Success: 1.NJASK 2.DRA & DIA

Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date -

Timeline1 • Development of Individual student profile based on NJASK

results over the last three years (grades 3 to 7) and DRA results (gradesK to 2)

Teachers,

principaland SLT

NJASK results

Read 180Reading Pus

June 30, 2012

23



Name of Program, Strategy orPractice to Address PriorityProblem:


• Results of SRI growth report from Read180

• Results of RPA growth report from Reading Plus

• Results of ACCESS (ESLs grades K to 7)• Results of reading running records

members Access Testing

2 Training in Differentiation of instruction for reading ClassroomTeachers

District

Providers December, 2011

3 Professional Development – Integration of new technology – documentcamera, Reading Plus, Study Island to benefit reading and writing

SMART goals and student learning development.

ClassroomTeachers

District

Providers As soon as newequipment is installed

4 Implementation of all district curriculum Classroom

Teachers, principal &

District

Administration and

Leadership teamwill monitor

On-going September,

2011 to June 30, 2012

5 Grade Level Meetings Classroom

Teachers, &

principal

Principal &

teaching staff

On-going September,

2011 to June 30, 2012

6 Share effective practices – and Vertical Articulation Classroom

teachers

Job Embedded

ProfessionalDevelopment

November 2011 on-

going to June 30, 2012

7 Prepare Individual Improvement Plans for each student using a three year

trend of NJASK results

Principal,

teacher, parent &central Data

person

NJASK results

Spring of 2009,2010, & 2011

October, 2011 but

reviewed at the end of each marking period

8 Create Data Binders and standardize the format in all classrooms for

increase accountability and data informed teaching

Principal &

instructional

staff

Data from NJASK

& classroom

assessments

October 2011 on-going

to June, 2012

9 Use data (state and classroom) to create instructional focus calendars to

ensure student growth and curriculum alignment to the NJCCCS.

Classroom

teachers andSLT

Grade Level

meetings duringcommon planning

October 2011 on-going

to June, 2012

24





time & DATA

Binders

10 Evaluation of the program SchoolLeadership

Team

Data Binders January 2012 & on-going to June, 2012

11

Ensure programs are revised if necessary and classes are aligned with

instructional goals during the standard instructional day.

SLT &

Principal

Formal and In-

Formal classroomobservations

October 2011 and on-

going

12

Create and after school LAL program to assist those students who arePartially Proficient.

Teachers,Principal &

District

Funding As soon as possible &on-going to June 2012

25





Using Technology in the Classroom

SMART Goal:


During the 2011-12 100% of all students will be exposed to the use of technology as indicated as need by the New Jersey Department of Education. Through the use of Technology NJASK Scores will increase by 5%

Research Supporting Strategy(from IES Practice Guide or What WorksClearinghouse)

Public Schools Parent Network & the New Jersey using Technology in theClassroom

Indicators of Success: 1.Students will show gains on Read 180 and reading Plus

2.NJASK scores will increase in LAL & Math by 5%

Description of Action Plan StepsPersonsInvolve

d


Timeline1 Submit a Technology List of classroom needs to upgrade technology in

the rooms

Principal

& DistrictIT person

Survey of technology

needs for eachclassroom & budget

to purchase

September 2011

2 Provide training on Smart Boards and Documentation Cameras Principal

& District

Money and Tech

support

As soon as equipment

can be installed & on-going to June 2012

3 Grade Level Meetings to share the use of Technology with lessondelivery and best practices Principal& staff Grade Level Meetingtime in Master

Schedule

As soon as training cantake place and on-going

to June, 20124 Vertical Articulation on PD Days to share best practices between grade

levels

Principal

& Staff

PD Days that are

building based put

into the schoolcalendar

December2011 & on-

going to June 1012

5 Informal Coaching one-on-one in the classroom with using technology Principal& Staff

NONE October & on-going toJune 2012

6 Monitoring teacher Lesson Plans Principal NONE October & on-going to

26




Using Technology in the Classroom

June 20127 Formal Observations of Technology driven Lessons Principal

& Staff

NONE October & on-going to

May, 20128 Have Grade Level teachers demonstrate a technology lesson at eachFaculty Meeting that represents Best Practices and works (one grade at

each faculty meeting).

Principal& staff

Smart Boards, LCDand Documentation

cameras

October & on-going toJune 2012

9 Monitor Student progress on Read 180 & Reading Plus (technology

based programs

Staff Read 180 and

Reading Plus Rights

AS soon as the

programs get installed

and on-going to June2012

10

Use United Streaming to enhance the delivery of lessons Principal& Staff

Rights to UnitedStreaming

October & on-going toJune 2012

11 Use Study Island in School and with students at home to increase thefocus of LAL and Math at home Principal& Staff Rights to StudyIsland October & on-going toJune 201212

Have Parents monitor students using the Parent Portal to increase theschool and home connection

Staff & parents

Parent access to their child’s Portal account

September & on-goingto June 2012

27




Name of Program, Strategyor Practice to AddressPriority Problem:

Everyday Math Program improvements:

Focus: Increase in Mathematic instructional strategies, professionaldevelopment, and data analysis

Research SupportingStrategy(from IES Practice Guide or What WorksClearinghouse)

According to the WWC action research, the Everyday Math Program is one of only 2 programs reviewed by the clearing house out of 73 programs listed toshow significant “evidence of positive or potentially positive effects for atleast one improvement outcome” as reviewed in September 2010.

SMART Goal:


Improve overall math proficiency levels on the NJASK by at least 5-10% in allstudent subgroups.

Indicators of Success: 1. Teachers increasing collection of data to be used for indivdual student improvement in mathblock instruciton

2. On the DIA and classroom assessments, students should be showing incremental andmeasuarble growth consistant with the yearly NJASK target.

Description of Action Plan StepsPersonsInvolve

d


Timeline1 • Development of classrooms profile based on NJASK results

(grades 3 to 6)• Review of early classroom assessments in Mathematics

• Meeting with teacher of previous grade to determine gaps in

students learning

Principal,

Teachers& SLT

NJASK results October 2011

2 Training in Differentiation of Instruction for Mathematics Teachers

& District

Providers December 2011

3 Professional Development – Using the Study Island system, EDM

programs and games, and other interactive technology to engage students(using laptops and smart boards)

Teachers

& District

Providers December 2011?

4 Full Implementation of Everyday Math Principal& Staff

SLT, Books andGuides

September 2011 ongoing to June 2012

5 Grade Level Meetings – identifying skill needs and curriculum gaps Principal Staff September & On-going

28



Name of Program, Strategyor Practice to AddressPriority Problem:

Everyday Math Program improvements:

Focus: Increase in Mathematic instructional strategies, professionaldevelopment, and data analysis

& Staff to June 2012

6 Sharing Best Practices that work Teachers&

Principal

Job Embedded PD October & On-going toJune 2012

7 Prepare Data Graphs from NJASK spread sheets showing and use Data

for Grade Level Focus Calendars

Teachers NJASK Spread sheets October & on-going to

June 20128 Create uniformed Data Binders in a standardized format in all math

classrooms to increase accountability and uniformity between grade level

teachers.

Principal

& teachers

Data Binders and

Tabs

October & on-going to

June 2012

9 Use NJASK Data and Classroom assessment to create Grade Level Math

Focus Calendar the First of each month to focus on student weaknesses.

Teachers Grade level teams &

planning time

October, 2011 & On-

going to June 2012

10 Quarterly evaluation of the program based on DIA and teacher quarterlyassessments

Teachers District DIA andteacher assessments

The end of eachmarking period to June,2012

11

Revise and modify program and instruction based on Grade LevelMeetings, student assessments and teacher observation

Teachers Grade level Meetings& common planning

October and &on-going

12

Create and after school Math programs to assist those students who arePartially Proficient.

TeachersPrincipal

District

Funding for after school program

As soon as possible and&On-going to June

2012

29



Plan Components for 2012

Table F: Proposed 2012 Core Strategies to Address Student Achievement

Name of Strategy

Content AreaFocus

TargetPopulatio

n(s)

PersonResponsi

ble

Indicators of Success

(Measurable EvaluationOutcomes)

Research SupportingStrategy(from IES Practice Guide or What

Works Clearinghouse)

Read 180 LAL Grades 4 to

7

Principal NJASK, SRI Growth Reports;

Reading Progress Reports, Grading

Report; District Interim Assessment

2006; Program approved by

NJDOE

Everyday Math Math Grades K-5

Students

w/disabilities

Principal NJASK; End-of Unit Assessment;

District Interim Assessment


NJDOE

Harcourt- Trophies LAL Grades K-5

Studentsw/disabilities

Principal NJASK; End –of –Unit Assessment;

District Interim Assessment; DRAscores


NJDOE

McDougal Little LAL Grades 6-7 Principal NJASK; District Interim Assessment;

DRA scores; portfolios


NJDOE

Technology

Infusion

All

content

areas

Grades K-7 Principal NJASK; District Interim Assessment;

Published writing; DRA scores;

Portfolio

2007 - SMART Board; 2005

-United Streaming; 2006 – Study

Island; Programs approved by NJDOE

Reading Plus LAL Grades 4-7 Principal NJASK, End –of –Unit Assessment;District Interim Assessment; DRA

scores

2008; Program approved by NJDOE

ADVISORY – SLC

(Smaller LearningCommunities

Allcontentareas

Grades 6-7

Principal Decrease in studentsuspension; improved studentbehavior

Brown University “BreakingRanks”

June, 2005

30



Name of Strategy

Content AreaFocus

TargetPopulatio

n(s)

PersonResponsi

ble



Research SupportingStrategy

(from IES Practice Guide or WhatWorks Clearinghouse)

N/A Homeless

MigrantMoving IntoEnglish

LAL ELL Principal ACCESS scores WIDA, SIOP 2009 IES

In-Class Support All StudentswithDisabilities

Principal NJASK, DIA, DRA, Portfolios Approved by NJDOE

Inclusion All Student withDisabilities

Principal NJASK, DIA, DRA, Portfolios Approved by NJDOE

*Use an asterisk to denote new programs.

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

Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





District sponsored program when theyare available.


31



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

Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Assessments: WhyAssess, What toAssess and How toAssess?

AllSubjectAreas

Allteachers

Principal Teacher Observations

Improved StudentPerformance Data

Data driven standards basedinstruction

SMART Board Training

Allsubjectareas

All teachers Principal Teacher Observations

Improved StudentPerformance Data

NJDOE Use of technology inthe classroom

StudentADVISORY- SLC(Smaller LearningCommunities)

Allsubjectareas

All teachers Principal Teacher ObservationsImproved student behaviors

Brown University “BreakingRanks”

N/A HomelessMigrant

TESOL training LAL ELL Principal ACCESS scores WIDA/GOTTLIEB 2006

District/Out of DistrictWorkshops

All StudentswithDisabilities

, ELL

Principal Improved Student Performance Data NJCCCS


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

Name of Strategy

Content AreaFocus

TargetPopulation(s)

PersonResponsi

ble





Back to School All Parents/Guardi Principal Sign In sheets listing number of Increased Parental

32



Name of Strategy

Content AreaFocus

TargetPopulation(s)

PersonResponsi

ble





Night content

areas

ans parents attending showing at

least 70% parentalparticipation

involvement directly

correlates with increasedacademic performance, asindicated in “New JerseyPublication ParentInformation Booklet”, PublicSchool Parents Network &Information on NCLB &Parent Involvement

Principal/ParentCollaboration

Meetings

Allcontent

areas

Parents/Guardians Principal Sign In sheets listing number of parents attending showing at

least 10% increase in parentalparticipation

IES practice guidesOrganizing Instruction and

Study to Improve StudentLearning, Using StudentAchievement Data toSupport Instruction DecisionMaking and EffectiveLiteracy and EnglishLanguage instruction forEnglish learners.

Bring YourParent to SchoolDay

Allcontentareas

Parents/Guardians Principal Sign In sheets listing number of parents attending showing atleast 10% increase in parental

participation

IES practice guidesOrganizing Instruction andStudy to Improve Student

Learning, Using StudentAchievement Data toSupport Instruction DecisionMaking and EffectiveLiteracy and EnglishLanguage instruction forEnglish learners.

33



Name of Strategy

Content AreaFocus

TargetPopulation(s)

PersonResponsi

ble





Career Day All

contentareas

Parents/Guardians Principal Sign-in-sheets listing number

of participants representing atleast 20 different careers

Public School’s Parent

Network

PTO Allcontentareas

Parents/Guardians

Executive

Board

Agenda, Sign-in-sheets listing

number of participants showing atleast 1 consistent classroom

coordinator per grade level.

Public School’s ParentNetwork

StudentInterventionPlans

All K-7 Principal AT least 80% of all students will

have a parent and teacher signedIntervention Plans

IES practice guidesOrganizing Instruction andStudy to Improve StudentLearning, Using Student

Achievement Data toSupport Instruction DecisionMaking and EffectiveLiteracy and EnglishLanguage instruction forEnglish learners.

Parental Portal All K-7, ELL,Students

w/disabilities

Principal At least 50% of all parents will have

signed on for their child’s Parent

Portal Access

IES practice guidesOrganizing Instruction and

Study to Improve StudentLearning, Using StudentAchievement Data toSupport Instruction DecisionMaking and EffectiveLiteracy and EnglishLanguage instruction forEnglish learners.

Family Fun day All All Principal Sign-in- sheets showing at least a

50% Parent ParticipationPublic School’s

34



Name of Strategy

Content AreaFocus

TargetPopulation(s)

PersonResponsi

ble





N/A Homeless/Migran

t


2012 Parent Involvement (PI) Narrative

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

35



Workshops provide parents with support to assist their children at home by introducing them to scientifically-researched best practices, testing formats, and social-emotional wellness. The support, in turn, connects homeswith school in a partnership to collaboratively increase students’ academic performance.

2. Do you have a school-parent compact?

Yes

3.Describe the process to ensure that parents receive and review the school-parent compact.On our Back to School Night the Principal will review the Compact with all of the parents and the parents will signthe compact. Parents will be given a copy to take home after signing. Reminders through various communicationswill continue until all parent s until all parents have read and signed the Compact. The school copy will be kept onFile in the main office.

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

Data is reported to the public via PTO meetings, End of Year Report, Community Forum, Parental Portal (Genesisdata)

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

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

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

A letter will be sent to all Cook’ parents, as soon as AYP data is available, informing them of the school improvementstatus and how the school compares to similar schools outside the Plainfield School District.

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

1.) School webpage via Plainfield Public Schools website, school marquee, school calendar, Parental Portal (Genesisdata)

2.) PTO meetings, Newsletters, Global Connect; Principal/Parent Collaboration Meeting

3.) End of Year Report, Community Forum

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

Members of the parent community, including PTO, attended meetings, analyzed data and provided input in thedevelopment of this plan.

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

Data is reported to the public via PTO meetings, End of Year Report, Community Forum, Parental Portal (Genesisdata).

Individual student progress on state tests is mailed home.

36



10.How were the required PI funds used in 2011?

Principal & Parent Collaboration (monthly) Meetings, Student & Parent Awards Program (Quarterly), Kindergarten /Parent Celebration (Annually), and Year End PTO & Community Celebration.

11.How will the required PI funds be used in 2012?

Principal & Parent Collaboration (monthly) Meetings, Student & Parent Awards Program (Quarterly), Kindergarten /

Parent Celebration (Annually), Year End PTO & Community Celebration and School Leadership Team (Parents-Community & Teachers monthly meetings).

37



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 Baselin

e

2012

Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 43.1 48.8 NJASK 2011 64.7 68.2

Students with Disabilities NJASK 2011 37.5 43.7 NJASK 2011 32.9 39.6

Limited English ProficientStudents

NJASK 2011 0.0 10.0 NJASK 2011 27.3 34.6

White

African-American NJASK 2011 40.0 46.0 NJASK 2011 63.9 67.5

Asian/Pacific Islander

American Indian/NativeAmerican

Hispanic NJASK 2011 41.3 47.1 NJASK 2011 61.3 65.1

Others

Economically Disadvantaged NJASK 2011 31.6 38.4 NJASK 2011 55.9 60.3

GRADE SPAN: GRADE 6 ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 22.8 30.5 NJASK 2011 50.9 55.8

Students with Disabilities NJASK 2011 30.6 37.5 NJASK 2011 50.9 55.8


NJASK 2011 0.0 10.0 NJASK 2011 9.1 18.2

White

African-American NJASK 2011 11.5 20.4 NJASK 2011 53.8 58.4

Asian/Pacific Islander


18.2 26.4

38





3-5 State Assessment Baseline 2012 Target State Assessment Baseline

2012 Target

Hispanic NJASK 2011 18.2 26.4 NJASK 2011 31.8 38.6

Others

Economically Disadvantaged NJASK 2011 26.5 33.9 NJASK 2011 61.7 65.5

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



Other AssessmentName

Baseline 2012 Target Other AssessmentName

Baseline

2012 Target

GRADE SPAN: ELEMENTARY GRADES 3-5

Total DIA I, DIA II DIA I, DIA II

Students with Disabilities DIA I, DIA II DIA I, DIA II


DIA I, DIA II, ACCESS DIA I, DIA II, ACCESS

White DIA I, DIA II DIA I, DIA II

African-American DIA I, DIA II DIA I, DIA II

Asian/Pacific Islander DIA I, DIA II DIA I, DIA II


DIA I, DIA II DIA I, DIA II

Hispanic DIA I, DIA II DIA I, DIA II

Others DIA I, DIA II DIA I, DIA II

Economically Disadvantaged DIA I, DIA II DIA I, DIA II

39

The district did not provide data to the school for the

2010-2011 for the DIA assessment; therefore, wecould not determine a baseline.





Other AssessmentName

Baseline 2012 Target Other AssessmentName

Baseline

2012 Target

GRADE SPAN: MIDDLE GRADES 6-7

Total DIA I, DIA II DIA I, DIA II

Students with Disabilities DIA I, DIA II DIA I, DIA II


DIA I, DIA II, ACCESS DIA I, DIA II, ACCESS

White DIA I, DIA II DIA I, DIA II

African-American DIA I, DIA II DIA I, DIA II

Asian/Pacific Islander DIA I, DIA II DIA I, DIA II


DIA I, DIA II DIA I, DIA II

Hispanic DIA I, DIA II DIA I, DIA II

Others DIA I, DIA II DIA I, DIA II

Economically Disadvantaged DIA I, DIA II DIA I, DIA II

40



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

24/100%

The school does not have a retentionproblem.

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

0/0% N/A N/A

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

0/0% The school does not have a retentionproblem.

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

0/0% N/A

41



Description of Strategy To Attract HQ Staff IndividualsResponsible

Continue to analyze all available time in a day. Along with negotiated use of prep time forstaff development by the district, the following have been added: staff meetings seminars,grade level seminars, after school seminars, substitute coverage during the day, and summerinstitutes.

Principal

42



Table L: Support for Teachers

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

Description of

Support

ContentArea

Focus

Target

Group

PersonResponsi

ble


(Evaluation) How are teachers

identified?Building basedprofessionaldevelopment

ALLContentAreas

AllCertifiedStaff

SPDC –SchoolProfessionalDevelopmentCommittee& Principal

NJASK PIP – ProfessionalImprovement Plans,AdministrativeObservations / Evaluations,& NJASK Scores

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

PersonResponsible


(Evaluation) How areadministrators

identified?

Instructional LeaderInstitutes

Enhanceskills asinstructionalleaders

Principal (Interim)Superintendent andAssistantSuperintendents

Quarterly Evaluations NJDOE Certification

AdministrationProfessionalLearningCommunity

Enhancecollaboration

All

Administrators

Office of

Professional

Development

Quarterly Evaluations NJDOE Certification

43



Description of Support

ContentAreaFocus

TargetGroup

PersonResponsible


(Evaluation) How areadministrators

identified?

Network N/A

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

Homeless

Migrant

Studentswith

Disabilities

Economically

Disadvantaged

ELL OtherSub

Groups

Targeted Assistance Schools

Entrance

Criteria ()

ExitCriteria

()

State Assessment N/A N/A NJASK Same Same

Same

Other Assessments N/A N/A DIA I, DIA II Same Same

Same

English LanguageProficiencyAssessment

N/A N/A ACCESS Same Same

Same

Classroom Grades N/A N/A End of unitassessments;midterm finalexams;portfolios;teacher-made

Same Same

Same

44

F. W. Cook K-7 Center is a

school-wide school.



assessments;DRA

TeacherRecommendation

N/A N/A Observations,IndividualImprovementPlans, NJASK,

Read 180,Reading Plus

Same Same

Same

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’sefforts to increase academic achievement?

From the district: Teacher Training on Smart Boards with Internet interfaceFrom outside experts:

From others:

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 IT Department, and District Office of Professional Development

45



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

NJCCCS to increase the use of technology in the classroom in order for students to have multiple means of gainingknowledge, presentation, and assessment.

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

Principal, IT Coordinator and District Office of Professional Development

*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.

46



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 notbeing consistent for students and teachers. Budgetary concerns have forced limited utilization of some of the strategieslisted in table B to improve student performance.

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

Providing professionaldevelopment that focusesprimarily on improving instruction

and using data to informinstruction

The Office of Assessment, Data Collection, and School Improvement in collaborationwith the Office of Professional Development will continue to provide trainings on theanalysis of multiple measures of data for its instructional implications and

Continuous Improvement Model (CIM), which is based upon an 8 step process thatrelies heavily on the 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 to increase 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 teachersand administrators of grades 3-12 in research-based best practices of Lucy CulkinsWriting Units of Study.

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

The district conducts focus walks to review programming, instructional planning andclassroom practices. The district also 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 To address parent involvement, we will implement the following programs/activities:

47



activities that support the school’sefforts to increase studentachievement

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

• Bring Your Parent to School Day

• Career Days

• Parent training in both mathematics and literacy

• Continue with the support for Parent Empowering Parents (PEP)

• 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 fundactivities that support the school’simprovement plan and are most

likely to increase studentachievement

The district will not reallocate funds within the NCLB budget. The allocations willremain intact for each Title. Business Operations will work collaboratively with theschools to use resources effectively and efficiently. Federal, State and Local funds,including the city tax levy for education and Federal Entitlement and CompetitiveGrants State and Private Grants will be allocated and/or reallocated according toguidelines to fund the activities that support the school’s improvement plan.

Ensuring that curriculum isaligned to the CCCS

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

48



2010-2011 Resource Allocation

Resource Allocation – Provide the following information regarding the use of the 2010-2011 funds including butnot limited to 2010 SIA Part (A).

Type of Funds

Brief Description of Strategy or PracticeImplemented with

Funds

AmountAllocate

d

SIAAmountCarried

Over

Reallocated Use of

SIA

Outcomes as aResult of

Implementing theStrategy or Practice

Evidence

2010 Title I, PartA

Harcourt: Trophies/Troves

Children’s Literacy Initiative

Reading Plus

Study Island

Writing Fundamentals

Writers WorkshopEveryday Math

Study Island

We are aSchoolwideschoolwithblended

funds

N/A N/A GRADE 3-5

NJASK 2011 LAL 43.1

NJASK 2011 MATH 64.7

GRADE 6

NJASK 2011 LAL 22.8NJASK 2011 MATH 50.9

NJASK -Spring2011

2010 SIA Part A NOT APPLICABLE

Federal Smart Boards

Data Analysis

Differentiation of Instruction

NCLBandotherfederal

sources

GRADE 3-5

NJASK 2011 LAL 43.1


GRADE 6NJASK 2011 LAL 22.8


NJASK -Spring2011

State Harcourt: Trophies/Trofeos

Children’s Literacy Initiative

Reading Plus

Study Island

Writing Fundamentals

ABBOTT N/A N/A GRADE 3-5

NJASK 2011 LAL 43.1


GRADE 6

NJASK -Spring2011

49



Writers Workshop

Everyday Math

Study Island

NJASK 2011 LAL 22.8


Local Same as above City Tax

Levy

N/A N/A GRADE 3-5

NJASK 2011 LAL 43.1NJASK 2011 MATH 64.7

GRADE 6

NJASK 2011 LAL 22.8


NJASK

-Spring2011

School Budget PagesSchool 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.

50



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 inthe 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 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 and action plans must beincorporated 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 performance4 Significant decrease in management authority at the school level5 Replacement of the principal6 Restructuring the internal organization of the school7 Appointment of an outside expert to advise the school8 Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to

improve academic achievement of low-performing students.

Corrective actions implemented: # ________ Complete the table below regarding thecorrective actions implemented:

Corrective

Action#

Description

Effective

Yes -No

Evidence of Effectiveness

Outcomes

1

2

3

51

NOT APPLICABLE



Corrective Descri tion

Effective Evidence of Outcomes

4

52



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 10that have completed a restructuring plan, the approved 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 planningprocess and the restructuring details www.nj.gov/njded/title1/accountability/restructure.doc.

The restructuring options are as follows:1. Implement any major restructuring of the school’s governance that is consistent with the principles of restructuring

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

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

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

Identify the restructuring option(s) selected: ____

For schools in Year 5 hold and above, complete the table below. Add additional rows as needed.

Fundamental GovernanceReforms Implemented as

Listed in ApprovedRestructuring Plan

Status of Implementation

Effective

Yes -No

Evidence of Effectiveness

Outcomes

1

2

53



3

4

5

List revisions made to the original restructuring plan.

54



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 atwww.nj.gov/njded/title1/program/peer_review.pdf .)

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

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Principal/Leadership

Language Arts

Mathematics

Special EducationELL

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

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

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PEER REVIEW WILL BE CONDUCTED IN

OCTOBER

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

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



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Plainfield NJ Schools 2011 12 Title I Unified Plan Cook

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Transcript of Plainfield NJ Schools 2011 12 Title I Unified Plan Cook