Plainfield NJ Schools 2011 12 Title I Unified Plan Evergreen

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

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2012 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD PUBLIC SCHOOLSChief School Administrator: ANNA BELIN-PYLES Chief School Administrator E-mail:[email protected]

NCLB Contact: DAWN CICCONE NCLB Contact E-mail: [email protected]

School: EVERGREEN

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

Principal: WILSON APONTE 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.

Wilson Aponte June 30, 2011 __________________________________________ ____________________________________________ ________________________ Principal’s Name Principal’s Signature Date

Evergreen Elementary School1



Rutgers University Institutions of HigherEducation




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

Yes No Yes No

Oct 4, Oct 18, Dec6, Dec 20, Jan 18,

Jan 24, Jan 31, Feb22, May 9, May 31,

June 13

Library - General Staff Meetings

NeedsAssessmentPlanDevelopment

* *

Jan 13, Feb 10,

May 12,

Library - PTO Meetings Needs

AssessmentPlanDevelopment

* *

Jan 5, Aug 4-5, Aug8

Principal Conf. Area,Library, VP Conf. Area -

SLT/NCLB


* *

Week of Sept 27,Oct 12, Oct 25,Nov 8, Dec 6, Jan5, Jan 11, Jan 19,Feb 12, Feb 22,Feb 28, Mar 21

Principal Conf. Area -Grade Level Meetings,Dual Language Vertical

Articulation Meetings

NeedsAssessment

* *

Library - Principal Chat &Chew


* *

Jan 13, Mar Principal Conf. Area – with21st Century Site

Needs * *




Coordinator AssessmentPlanDevelopment

July 25-26, Aug 1-3,

VP Conference Area –Admin Review of Data

NeedsAssessment

PlanDevelopment

* *

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?All Evergreen Students Will Go to College!

What is the school’s mission? The Plainfield Public Schools, in partnership with its community, shall dowhatever it takes for every student to achieve high academic standards –

no alibis, no excuses, and no exceptions.

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

n/a




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 NJASK, District InterimAssessment (DIA - Learnia),ACCESSDRA, Teacher MadeAssessments

Identifies where the students are compared to minimum levels of proficiency established by the district. Establishing cohorts of students for enrichment / intervention programs in order to meetstheir academic needs.

Parent Involvement Volunteer Opportunities,Volunteer Forms Returned, #of Volunteers who submit avolunteer form, Attendance atPTO Meetings

District Site Visits

Identification of parent informational needs, volunteeropportunities, time available,

Interest in committees, and PTO membership. Degree of parentinvolvement in the school and areas of concern. Identifiesweaknesses in meeting district goals within in the District StrategicPlan

Professional Development PD Feedback Forms

Staff PD SurveyDistrict Site Visits

Identify week areas and creates action plans & Individual PIP

Staff Professional Development Needs IdentifiedIdentifies weaknesses in meeting district goals within in the DistrictStrategic Plan

Extended LearningOpportunities

Teacher observation, testingand assessment. State NJASK

Participants will engage in math and literacy lessons and willdemonstrate their learning by completing individual and groupprojects.

Homeless NJASK, District InterimAssessment (DIA Learnia),ACCESS

How the children improve or grow / master targeted clusters of instruction


Students with Disabilities NJASK, District Interim How the children improve or grow / master targeted clusters of




Areas Multiple MeasuresAnalyzed

Overall Measurable Results and Outcomes

Assessment (DIA Learnia),ACCESS

instruction

Staff Professional Development Needs IdentifiedIdentifies weaknesses in meeting district goals within in the District

Strategic PlanEnglish Language Learners NJASK, District Interim

Assessment (DIA Learnia),ACCESS, Home LanguageDRA, Teacher MadeAssessments , DRA, LanguageSurvey, District Instructionalreview – Site Visits

How the children improve or grow / master targeted clusters of instructionStaff Professional Development Needs IdentifiedIdentifies weaknesses in meeting district goals within in the DistrictStrategic Plan

Economically Disadvantaged NJASK, District InterimAssessment (DIA Learnia),ACCESSDRA, Teacher MadeAssessments , DRA, LanguageSurvey, District Instructionalreview – Site Visits

How the children improve or grow / master targeted clusters of instruction


School Culture Staff Meeting Connections

PD Feedback FormsDistrict Instructional review –Site Visits

Identifies weaknesses in meeting district goals within in the DistrictStrategic Plan

Identifies areas of concern for staff

Leadership District Instructional review –Site VisitsStaff Meeting Connections

School Leadership Team/Council

Provide opportunities for leadership, decision making andstakeholder buy-in in the process

Highly Qualified Staff District Instructional review –Site Visits, HQ DataCertification ReviewInformal & FormalObservations

The level of teaching and learning, identification of school basedexpertise to provide day embedded PD opportunities, identificationof staff PD Needs.




Evaluation of 2011 Teaching and Learning Strategies & Programs

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

1Strategy or

Program

2Content/Grou

p Focus

3Effect

ive

Yes-No

4Documentation of

Effectiveness

5Measurable Outcomes

READ 180 LAL SRI Reports

DRA Reports

Teachers will monitor student growth/ student needs ona monthly basisREAD 180 coach will present best practices and datawith staff in need of support

Reading Plus LAL DRA Reports

Student Grades/Scores

Teachers will monitor student growth/ student needs on

a monthly basisReading Plus coach will present best practices and dataat two staff meetings

Lucy Calkins Unitsof Study

LAL DRA Reports

Student Grades/Scores

Teachers will show evidence of their learning in theirlesson plans Teachers in grades 3-6 will participate in two Coachingsessions followed by cross grade planning andarticulation sessions

Children’s LiteracyInitiative

LAL DRA ReportsACCESS scores

Train all staff in the use of CLI/MTP strategies. Teachers will show evidence of the preplanned message

at grade level mtgs.Identify teachers in need of additional coaching support

Teachers will demonstrate their learning in one on onesessions with coach

EVERYDAYMATHEMATICS

Mathematics Yes End of UnitAssessments

Students will demonstrate greater mastery of thetargeted skills on state assessments

Safety Net Program LAL & Math Yes Assessments Students will show increase on state assessments

4th Grade TargetedAssistance

LAL, Math,Science & SS

Yes Assessments Students will show increase on state assessments




1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable OutcomesStaff Professionaldevelopment on theI&RS process,interventions, andtimelines

All Content

All Staff

Students withDisabilities

Yes I&RS Referrals Staff will demonstrate increased understanding of theI&RS referral process by submitting completed referralswithin the district timelines

Small Group(s) forCounseling/Supportfor varying reasons

Students NeedingAngerManagement

Yes Decrease in conflictresolution sessions,Decrease in reportsgiven toguidance/social workdepartment

Identify students in need of support

Consistent student attendance during sessionsCollaborate with counselors of students participating inoutside services

Bullying AwarenessProgram(s)

School Culture/

IdentifiedStudents

Yes # of IncidentsReported Teacher Feedback

Students will be able to articulate and demonstrateappropriate ways to deal with conflictDecrease in student concerns reported

Guidance/Social

Work IndividualParent Meetings

Homeless/Migrant Yes Agenda

Sign in SheetsAnecdotal Notes

Parents will be able to utilize services of outside

agencies shared

Dual Language OneWay and Two WayClasses establishedEnglish and SpanishWeek

All Content AreasELL

Yes DRA Data, Access Testing, I&RSReferrals

Increase in student performance on ACCESS testing andDRA testing

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

4


5

Measurable Outcomes




1

Strategy orProgram

2

Content/Group Focus

3

Effective

4


5

Measurable Outcomes Yes-No

Safety NetProgram/Extended

Day After SchoolProgram

LAL & MathStudents with

DisabilitiesHomeless/Migrant

ELL

Yes Assessment Scores

Teacher Feedback

Student Attendance

Students will show increase on state assessments

Increase in student performance on ACCESS testing and

DRA testingAt least 70% of students participating in the programwill achieve a proficiency rating of proficient or advanceproficientAt least 70% of students will achieve Adv. Prof or Prof inscience

4th Grade TargetedAssistance & ParentData Chats



Homeless/Migrant

ELL


Student Attendance

Increase in student attendance

At least 70% of students participating in the programwill achieve a proficiency rating of proficient or advanceproficient

At least 70% of students will achieve Adv. Prof or Prof inscience

2nd Grade TargetedAssistance



Homeless/Migrant

ELL


Student Attendance

Increase in student performance on ACCESS testing andDRA testing

Extended School Year Full DaySummer 2011

AllContent/Studentswith Disabilities


Student Attendance

Decrease In students scoring partially proficient on stateassessmentsIncrease in student performance on ACCESS testing andDRA testing

Extended School Year SummerProgram

All Content/ELL Yes Assessment ScoresStudent Attendance

Decrease In students scoring partially proficient on stateassessmentsIncrease in student performance on ACCESS testing andDRA testing

21st CenturyProgram

Grades 4-6

After SchoolProgram

Yes Report Card GradesStudent Attendance

Increase in student performance on classroomassessments

Increase in planning meetings to improve




1

Strategy orProgram

2

Content/Group Focus

3

Effective

4


5

Measurable Outcomescommunication between Site Coordinator and SchoolAdministration around student needs




Table D: Professional Development That Was Implemented in 2011

1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable Outcomes

Grade LevelMeetings

LAL,

Mathematics,Science andSocial Studies

Yes Development of GradeLevel Action PlansInstructional FocusMonthly CalendarsMonthly assessments

Analysis data to identify areas of strengths andconcerns, therefore developing instructional focusmonthly calendars and assessment tools. Looking atstudent work to develop strategies on what’s workingand what’s not working and why?

Reading & Writing

Project

LAL

Staff Mtgs,District PD,10/23 in NYC,Grade LevelMtgs 9/27, ClassDemo 11/15,

Yes Staff Feedback Forms

Development of GradeLevel Action PlansInstructional FocusMonthly Calendars

Observed use of strategies in Informal and Formal

EvaluationsDecrease the number of students scoring partiallyproficient on state assessments

Increase the number of advance proficient scores on NJASK

Children’s LiteracyInitiative – Message Time Plus

(CLI – MTP)

LAL/ GradeLevel MtgsWeek of 12/6

Yes Development of GradeLevel MTP MessagesStaff Feedback Forms

Development of GradeLevel Action Plans

Instructional FocusMonthly Calendars

Observed use of strategies in Informal and FormalEvaluationsIncrease student scores on DRA or ACCESS

Improved practices of the teachers being supported

NJ ASK TestingWorkshops

LAL, Math Yes Inclusion of strategieslearned in lessonplans and observedSkills addressed listedon Instructional FocusMonthly Calendar

Observed use of strategies in Informal and FormalEvaluationsDecrease the number of students scoring partiallyproficient on state assessments

Increase the number of advance proficient scores on NJASK

Increase students’ scores on open ended assessment




1

Strategy or

2

Content/Grou

3

Effect

4

Documentation of

5

Measurable Outcomesquestions

Writing BenchmarksHolistic ScoringRubrics

Writing Conferences

LAL/ GradeLevel MtgsWeek of 9/27,

10/12,

Yes Scored WritingSamples for DistrictAssessment

Lessons Observed

Decrease in students scoring 0, 1, 2, on holistic rubricsIncrease in student awareness on peer and self-scoringusing rubrics

Implementing theDual LanguageProgram

All Content/ ELLstaff/ Mtgs 10/5

Yes ClassroomObservationsDistrict Site VisitsOn Site CoachingFeedback

Observed use of strategies in Informal and FormalEvaluationsIncrease student scores on DRA or ACCESSImproved practices of the teachers being supported

UnderstandingLearnia Data

LAL, Math, SCI Yes Data Chats Student needs identified and addressed in InstructionalFocus CalendarsStudents identified for Extended Day Program

Writing in ContentAreas, InstructionalWebsites, PD Day,Bulletin BoardExpectationsOutlined

All Content/Grade LevelMeetings Weekof 11/8, Staff Mtgs 12/6

Yes Informal Walk ThroughDistrict Site Visits Increase in Writing displayed across content areas onbulletin boards

Evaluations andPublic Information –Charlotte DanielsonAssess ClassroomNeeds that could beaddressed withfundraiser

All Staff/GradeLevel MeetingsWeek of 10/25

Yes Informal Walk ThroughDistrict Site Visits

Increase staff awareness of Danielson rubric

Review of DistrictWriting Benchmarks

AllContent/GradeLevel Mtgs

Yes Scored student work

Feedback from DistrictRes. Teachers duringGrade Level Mtgs.

Accurate scoring of student writing as identified orconfirmed following district scoring and/or peer scoring

State of the SchoolsNJ ASK Data & DataChats

LAL, Math, SCI/staff Mtgs,Grade LevelMtgs Week of

Yes Development of GradeLevel Action PlansInstructional FocusMonthly Calendars

Home – School Connections

Increase parent awareness of expectations to obtainproficiency




1

Strategy orProgram

2

Content/Group Focus

3

Effective

4


5

Measurable Outcomes10/18 Parent Comments onData Chat FormsConversations withstudents during sitevisits about data

Increase parent awareness about programs at theschool to meet student needs

ConsultancyProtocol

LAL, Math, SCI/staff Mtgs,Grade Level Mtg

Yes Feedback Forms

Sign in Sheets

Improve the process for reviewing student work duringgrade level meetingsIncrease in teacher centered conversations aboutpedagogy

Assessing StudentWork,conferencing…Zoom PD day

21sr CenturySkillsCollaborationAnd Community

Yes Feedback FormsSign in Sheets

Admin Walkthrough

Improve the process for reviewing student work duringgrade level meetings

Increase in teacher centered conversations aboutpedagogy

Analysis of OpenEnded Questionsand Studentresponses acrossgrade levels1/19/11

Mathematics Yes Feedback Forms

Sign in SheetsStudent Work

Increase in the quality of student writing on open endedmath problems

Increased display of open ended responses in math

Review of DistrictLiteracy Initiatives

AllContent/GradeLevel Mtgs.

Yes Identify teachers in need of support

Identify teacher strengths to act as model classrooms inspecific areas

Cross CulturalCommunication

All Content


HomelessELL

Yes Changes in Staff InteractionParticipation in social

events

Coordinate with the Bil. Dept 3 trainings through June25, 2011Improve the nature of the non verbal and verbal

communication with staff, students, parentsIncrease ones awareness of cultural differences

Increase in staff participation in school socialevents/sunshine club

Cross GradeArticulation

All ContentStudents withDisabilitiesHomeless

ELL

Yes Class listGrade Level Planning

Identify students in need of additional support, studentswho excel academically and students to monitor for theI&RS processDevelop class list for the 2011-2012 SY




1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable OutcomesUnderstanding TheChild Study TeamProcess and District Timeline & LessonPlan Modifications

All Content

Students withDisabilities/Staff Mtg 10/12

Yes I&RS referral feedbackfrom Child Study Team

District Site VisitFeedback

Decrease in the number of late submissions to the I&RSschool teamDecrease in the number of incomplete submissions tothe teamPlan monthly meetings

PD 360 Overview Staff Meeting Yes Staff registered andusing the site

Increase the number of staff registered and using thesiteIdentify and technical problems with logins

Table E: Parent Involvement That Was Implemented in 2011

1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable Outcomes

Back to SchoolFamily Picnic

LAL Yes Family Feedback Increased communication between Staff & ParentsIncrease parent awareness of school resources




1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable OutcomesMonthly PTOMeetings

All Content


Homeless

ELL

Yes Monthly Meetings

Attendance Translation for Non-English SpeakingParents

Increased awareness and empowerment in school baseddecisionsDeveloped partnerships with community organizations

Increase in Parent Volunteers

Identify school related procedure or process that needsto change

Quarterly Chat &Chew

All ContentStudents withDisabilities

HomelessELL

Yes Parent EffectivenessSessionsChat & Chew

Attendance Translation for Non-English SpeakingParents

Increased awareness on “how to” assist students athomeIncreased awareness and empowerment in school baseddecisions

Family Game Night

& Family MovieNight

ALL Content &

ALL Subgroups

Yes Increase in PTO

Attendance

Increased awareness on “how to” assist students at

home, Increased awareness and empowerment in schoolbased decisions

Communications(Newsletter, E-Backpack, GlobalConnect Messages,Genesis ParentPortal)

ALL Content &ALL Subgroups

Yes All flyers, letters andreminders are inEnglish and Spanish

All Global ConnectMessages are inEnglish and Spanish

Have increased inparental participation /awareness

Plan and write monthly parent communications

Identify information to post to e-bookbagIncreased communication between Staff & Parents

Testing Activity Calendar - Increased awareness of students’ academic needs

School Carnival ALL Content &ALL Subgroups

YES Volunteers for Event Strengthen home – school connectionProvide a fun outlet that celebrates student academicand social progress

School Book Fair ALL Content &ALL Subgroups

YES Volunteers for Event Increased awareness on tools and resources toencourage reading across content areas

Parent VolunteerSurvey & TeachersNeeds Assessment

YES Completed Forms andDocumented Supportat the School

Increase parental involvement and volunteers at theschool




1

Strategy orProgram

2

Content/Group Focus

3

Effective

4


5

Measurable Outcomes TeacherAppreciation Day

Staff Yes Strengthen home – school connection

Data Chats All Content

Students with

DisabilitiesHomelessELL

Yes Data Chat Form Increase the number of returned data chat sheets

Back to SchoolNight


Yes Sign in Sheets Increased communication between Staff & ParentsIncreased awareness of students’ academic needs

Winter & SpringConcert

Hispanic HistoryCelebration

Black History

Celebration


Yes Sign In Sheets Increased communication between Staff & ParentsIncrease students understanding of diversity andcultural awarenessIncreased participation of Spanish speaking parents &families

Parent TeacherConference


Yes Attendance Increased communication between Staff & ParentsIncreased awareness of students’ academic needs

Read AcrossAmerica


Yes Agenda & Sign inSheets

Increase students awareness to the importance of beingliterate

Increase family and community involvement in theschool

Increase students desire to read new and differentmaterial

Day of the Eagle ALL Content &ALL Subgroups Yes Teacher Feedbackduring Staff Meeting Strengthen home – school connectionProvide a fun outlet that celebrates student academicand social progress

State of the SchoolData Night



Increased awareness of students’ academic needs,school academic strengths and needs, Increasedawareness of programs/strategies to meet academicneeds

Bring Your Parent toSchool Day



Increased communication between Staff & ParentsIncreased awareness of students’ academic needs




1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-

4


5

Measurable OutcomesCareer Day ALL Content &ALL Subgroups

Yes Schedule of Presenters

Increased communication between Students, Staff &ProfessionalsIncreased awareness of students career choices

6th Grade

Transition… ParentNight

ALL Content &

ALL Subgroups

Yes Agenda

Sign In Sheets

Increased communication between Students, Staff &

Parents

KindergartenOrientation


DayProgram Yes

EveningProgram No

AgendaParent Attendance

Increased communication between Staff & ParentsDesign an agenda that will promote a smooth transitionto kindergarten for student and parent

Increased participation of Spanish speaking parents &families

Parent TeacherConferences

Formal and Informal


Yes Two yearly Parent – Teacher Conferences:

First and Third CyclesParent – TeacherConferencesscheduled as neededto address studentachievement

Increased communication between Staff & ParentsIncreased participation of Spanish speaking parents &families

ValentineNewsletter &Valentine Dance


Yes Newsletter Increased communication between Students, Staff &Parents

Design and Produce Newsletter with PTO




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 program implementations are based on the needs of our school. The web based systems of Administrators’ Plus, Genesis, Acuity and Grade Quick– enables teachers to analyze their class data and assessperformance of their students at various levels such as class, student groups and individual student level. This is alsoused as a tool to identify student strengths and areas of concerns as related to the New Jersey Curriculum CoreContent Standards (NJCCCS).

2. Describe methods used to collect and compile data for student subgroups.Data is disaggregated by clusters, class rosters and targeted skills for student subgroups. The classroom, after schoolSafety Net program, and Imagineering instruction becomes data driven decision making in order to differentiateinstruction for individual student needs.

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

The NJ ASK Data is disaggregated by clusters, class rosters and targeted skills for student subgroups. The Learniasystem provides data for the grade level but does not disaggregate the information by all subgroups. This assessmentis aligned with NJCCCS and the data is used to design Instructional Focus Calendars which teachers use to hone in onskills/strategies students had difficulty with. The classroom and after school instruction assessments become a datadriven decision making tool in order to differentiate instruction for student individual needs. The ACCESS dataprovides valuable information and is a valid assessment for our bilingual staff to identify which small groups withintheir class the students should be a part of. The DRA data is passed from grade to grade to the receiving teachers and

staff finds this extremely helpful in identifying students reading level in September.

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

There is a need for professional development in differentiated instruction across all content areas. As the population of the school changes the gaps between students’ academic needs is widening. Programs and strategies to supportstaffs that are faced with even larger gaps in student’s ability need additional support to move students to proficiency.Staff professional development must be a priority in order to equip the staff with the tools and resources necessary tomeet the needs of students functioning below grade level. A district discussion and professional development must beconducted to address report card grades for students working below proficiency and with maximum teacher support.




There is a struggle with assigning a grade to student work where a number of one on one conferences were held toget to the final product.

5. What did the data analysis reveal regarding professional development implemented in the previous year(s)? The previous year staff was pulled out of school on a weekly basis to participate in professional development across

content areas at the district level. There was an attempt to make the sessions ongoing which again resulted inclassroom teachers losing valuable instructional time. Monday staff meetings did not allow for full turnkey sessions tobe conducted therefore there was little impact on the school community as a whole. These district trainings resulted ina high number of absences for classroom teachers which resulted in gaps in student learning. This school yearsprofessional development model of program coaches modeling, demonstrating, and debriefing in the classroomsetting resulted in an increase of positive staff feedback and this approach allowed participants and administration toall hear and see the implementation of best practices. This year time was also spent following professionaldevelopment for grade level and cross grade articulation and planning.

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

The NJ ASK data is reviewed and educationally at risk students with two years of failure on a state assessment wereidentified. These students were targeted to receive invitations to the extended day program. Students in our bilingualprograms who were new entrants to the country without any exposure to English are paired with a stronger nativespeaker who has a better sense of English instruction. Students who were being considered for referral to the I&RSreferral system for special services are also identified to the grade level and any support materials or sign in sheetsfrom parent conferences are passed on to the receiving classroom teacher. At the close of the school year cross gradearticulation sessions were conducted to share concerns regarding at risk students.

7. How are educationally at-risk students provided with effective assistance?During monthly grade level meetings retention and referral discussions are held. Staff is asked to identify students

who are struggling for the extended day program. Students test scores are used to determine which literacy programthey follow. Various grade levels provide after school tutoring on their own time.During open house parents and students have an opportunity to view well over a dozen SES providers during Back toSchool night. Students are provided with details about the SES providers. Discussions with the leadership team, I&RSteam, and during grade level meetings lead all groups to state that there is a need for Basic Skills or Small Groupinstruction to hone in on students’ needs.

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




9. How does the needs assessment address homeless student(s) needs? The process of addressing the needs of homeless students is as follows the teachers and support staffs analyze classdata and assess student performance at various levels such as class, student groups and individual student levels inorder to determine appropriate instructional and functioning academic level. Through the work of the nurse, guidancecounselor, and social worker this process is also implemented to identify if students are in need of additional supportservices.

10. How were teachers engaged in decisions regarding the use of academic assessments to provide information on andimprovement of the instructional program?Staff were asked to bring their instructional focus calendar, an assessment they used and student work to share atgrade level meetings. Various grade levels took part in the consultancy protocol which focused on teaching strategiesused to teach a skill. Following school and district professional development session staff are given a feedback formsto note their recommendations for instructional improvement. As new initiatives were implemented or planned for theupcoming school year administration shared with staff and parents which decisions were made as a result of acomment on a form, an idea shared at a grade level meeting/staff mtgs./ PTO mtgs./one on one conference.

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

Preschool teachers of 4-year olds visit our kindergarten classrooms at the beginning of the school year to receive anoverview of the program in order to ensure that their students will be ready by the end of the year. Preschoolstudents visit our kindergarten classrooms and get a glimpse of what to expect in the upcoming school year. Whentime permits, Teachers of Kindergarten and District Master Teachers participate in grade level meetings wherestudents’ strengths and weaknesses are discussed. The Master Teacher reports to the Center Directors and EarlyChildhood Supervisor and Director this information. Our Kindergarten Grade Level Team and Leader maintainconsistent communication with administration and the District Master Teacher sharing feedback relating toobservations and reflections. This team documents their feedback and thoughts via email as needed.

12. Describe the process used to select the priority problems and root causes for this plan?Student academic achievement and district programs are regular topics on the Grade Level Meeting agendas. In thissetting staff articulate their needs as a grade level. During staff meetings and staff professional developmentdiscussions are also held about the school/ district initiatives. During professional development sessions feedbacksheets about the presentations also include a statement about staff needs.

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




The analysis of data revealed that several key factors contributed in subgroups not meeting AYP: Attendance, Truancy, Parent Involvement, Participation (After School Programs), Disconnect of Day and Extended Day Programs,(lack of) Individual Student Motivation and Class Size. Although strategies, for example sharing the instructional FocusCalendars (IFC) and the use of technology for the Reading Plus Program with the extended day programs to addresstargeted skills, having informative sessions, data chats and chats and chews with the parents regarding strategies touse at home; motivational incentives for students were put in place to address these issues, however, not enough

progress was gained to make a significant impact.

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?




2012 Needs Assessment – Partially ProficientProvide 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 43 53 SES Providers, Extended DayService, READ 180, Reading Plus, 21Century Program, Individual ParentConference for Data Chat,Mandatory After School Tutoring

• Minimum parental support, Students in need of supplemental support via the extended day programare not able to attend (transportation issues or siblingresponsibility), Student mobility above state averagetherefore the students we are comparing are not thesame group of students, student truancy rates arehighest in the district.

• Instructional gaps exist with supplementalprograms designed to meet the needs of our studentsneeding intervention.

• Need alignment with district curriculum.

• Need for professional development in dataanalysis for READ 180, Reading Plus, Learnia, andNJASK to drive instructional planning.

• Students’ scores entering fourth grade were wellbelow proficiency. Growth noted for each studentindividually but not enough growth to attainproficiency

• Instructional foci are not always connected tostandards, student needs, curriculum, and varyingsources of data.

• First year implementation of the bilingual one wayprogram. First year of implementation of one week of instruction in English and one week of instruction inSpanish. New staff to a grade level in need of additional professional development.

• First year implementation of the Units of Study.

• Lack of connection between the school staff andSES providers and after school programs housed inthe building (YMWCA).

• Students have preconceived notation that they




aren’t going to pass. Current programs don’t addressincreasing students’ moral. Limited celebrations onstudent gains, student success, and studentachievement. Professional development needed tosupport teachers in establishing a culture wherestudents are intrinsically motivated, value educationand feel nurtured.

Grade 5 52 51 SES Providers, After School Tutoring,Extended Day Service, 21 CenturyProgram

• Minimum parental support, Students in need of supplemental support via the extended day programare not able to attend (transportation issues or siblingresponsibility), Student mobility above state averagetherefore the students we are comparing are not thesame group of students, student truancy rates arehighest in the district.







• Lack of connection between the school staff andSES providers and after school programs housed inthe building (YMWCA).

• Students have preconceived notation that theyaren’t going to pass. Current programs don’t addressincreasing students’ moral. Limited celebrations onstudent gains, student success, and studentachievement. Professional development needed tosupport teachers in establishing a culture wherestudents are intrinsically motivated, value educationand feel nurtured.




Grade 6 N/A 43 SES Providers, After School Tutoring,Extended Day Service, 21 CenturyProgram

• Students’ scores exceeded what was needed toattain AYP through Safe Harbor but not AYP throughbenchmark scores.

• Minimum parental support, Students in need of supplemental support via the extended day programare not able to attend (transportation issues or siblingresponsibility), Student mobility above state average

therefore the students we are comparing are not thesame group of students, student truancy rates arehighest in the district.




• Instructional foci are not always connected to

standards, student needs, curriculum, and varyingsources of data.



• Lack of connection between the school staff andSES providers and after school programs housed inthe building (YMWCA).New staff to a grade level inneed of additional professional development.

• Students have preconceived notation that theyaren’t going to pass. Current programs don’t addressincreasing students’ moral. Limited celebrations onstudent gains, student success, and studentachievement. Professional development needed tosupport teachers in establishing a culture wherestudents are intrinsically motivated, value educationand feel nurtured.




Mathematics

2008-2009

2009-2010

Services Provided Describe why services provided did notresult in proficiency.

Grade 4 27 27 SES Providers, After School Tutoring,Extended Day Service, 21 CenturyProgram, Individual Parent

Conference for Data Chat,Mandatory After School Tutoring

• Minimal parental support

• Students in need of supplemental support via theextended day program are not able to attend

(transportation issues or sibling responsibility),Student mobility above state average thereforethe students we are comparing are not the samegroup of students, student truancy rates arehighest in the district.

• Instructional gaps exist with supplementalprograms designed to meet the needs of ourstudents needing intervention. Programs needalignment with district curriculum.

• Need for professional development in dataanalysis for End of Unit Assessments, Learnia, andNJASK to drive instructional planning.

• Students’ scores entering fourth grade were wellbelow proficiency. Growth noted for each studentindividually but not enough growth to attainproficiency


• First year implementation of the bilingual one wayprogram. First year of implementation of oneweek of instruction in English and one week of instruction in Spanish.

• New staff to a grade level in need of additional

professional development.• Students have preconceived notation that they

aren’t going to pass. Current programs don’taddress increasing students’ moral. Limitedcelebrations on student gains, student success,and student achievement. Professionaldevelopment needed to support teachers inestablishing a culture where students areintrinsically motivated, value education and feelnurtured.




Grade 5 20 28 SES Providers, After School Tutoring,Extended Day Service, 21 CenturyProgram


• Students in need of supplemental support via theextended day program are not able to attend(transportation issues or sibling responsibility),Student mobility above state average thereforethe students we are comparing are not the samegroup of students, student truancy rates arehighest in the district.





• New staff to a grade level in need of additionalprofessional development.

• Students have preconceived notation that theyaren’t going to pass. Current programs don’taddress increasing students’ moral. Limitedcelebrations on student gains, student success,and student achievement. Professionaldevelopment needed to support teachers in

establishing a culture where students areintrinsically motivated, value education and feelnurtured.

Grade 6 N/A 34 SES Providers, After School Tutoring,Extended Day Service, 21 CenturyProgram

• Students’ scores exceeded what was needed toattain AYP through Safe Harbor but not AYPthrough benchmark scores.


• Students in need of supplemental support via theextended day program are not able to attend(transportation issues or sibling responsibility),




Student mobility above state average thereforethe students we are comparing are not the samegroup of students, student truancy rates arehighest in the district.





• New staff to a grade level in need of additionalprofessional development. .New staff member inneed of additional professional development.

• Students have preconceived notation that theyaren’t going to pass. Current programs don’taddress increasing students’ moral. Limitedcelebrations on student gains, student success,and student achievement. Professionaldevelopment needed to support teachers inestablishing a culture where students areintrinsically motivated, value education and feelnurtured.




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 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

1Closing the achievementgap X X X X X X X X X X

X

2 Early childhood education X X X X X X X X X X X X 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 andreading X X X X X X X X X X X X X X X

3b Mathematics X X X X X X X X X X X X X X X3c Science X X X X X X X X X X X X X X

3d Social studies X X X X X X X X X X X X X X3e World Languages X X X X X X X




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

3f Cross Content WorkplaceReadiness X X X X X X X X X X X X X X

4 Technology Literacy X X X X X X X X 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 X X X X X X X X X X X

5b Mathematics X X X X X X X X X X X

5c Science X X X X X X X X X X X

5d Social studies X X X X X X X X X X X

5e World Languages X X X X X

5f Cross Content WorkplaceReadiness X X X X X X X X X

6Effective classroom use of technology X X X X X X X X X X X X X

7Standards-basedassessment X X X X X X X X X X X X

8Instructional skills andstrategies X X X X X X X X X X X X X

9 Mentoring X X X X X X X X X X X X

10 Classroom management X X

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

12 Working with parents X X X 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 X

14 Teachers in shortageareas

15 Teachers in Math andScience





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 .

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

i n g o u t

G .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


P .


Q .


R .


S .

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

T .


P r o b l e m s

16 Teachers to reduce classsize X X X X X X X X X X X

17

Qualified

paraprofessionals X18 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 X

29 Bullying X X X X X X X X X X X X

30 Victimization

31 Truancy/attendance X X X

32 Mental health X X X

33 Sex/gender issues

34 Interpersonal conflict X X

35 Intergroup conflict/bias X X36 Negative peer influence X X





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 .

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

G .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


P .


Q .


R .


S .

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

______

T .


P r o b l e m s

37 School safety X

38Schoolclimate/environment X X X X X X X X X X X X X X

39 Risk factorsQualityTeacher 40 Teacher Quality X XTech. &

Ed.Materials

41 Technology activities X X X X X X X X X X X X X X

42Instructional/EducationalMaterials X X X X X X X X X X X X X X

Studentswith

SpecialNeeds 43 Drop-out rate

Literacy,& Adult

Ed.

44 Adult literacy

45Parent/communityinvolvement X X X

Leadership

46 Leadership Network47 Leadership PD X X X X X X X X X X X X X X




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. B. C. D. E. F. G. H. I. J. K. L. M. Q. R. 3a A. B. C. D. E. F. G. H. I. J. K. L. M. Q. R. 3b

Name of priority problem Language Arts Literacy and Reading Mathematics InstructionDescribe the priority problem Not meeting state benchmarks in the subgroups Not meeting state benchmarks in the subgroupsDescribe the root causes of the problem

The district K-6 curriculum across content areaswas rewritten. Literacy programs changed in thedistrict. The district worked to provide benchmark

assessments but the final benchmark assessmentwas not developed. The assessments were notaligned with the curriculum in SY2010-11.

This was the first year with modifications to thestructure of the Dual Language Program withalternating English/Spanish weeks. Staff needadditional time and training in fully implementingthe curriculum in both the dual language one wayand two way classroom setting.

Professional development and resources are

needed for teachers to implement strategies andmodifications related to differentiated instructionfor low performing, special needs, and LEPstudents.

Students are not applying key vocabulary andconcepts when answering questions.

Student mobility exceeds the state average withvarying entry points throughout the year.

With literacy as a focus little emphasis was placedon professional development in mathematicsinstruction. The Everyday Math program has itself

identified gaps in the curriculum through thisresearch their program is changing. Additionalresources, professional development, and thematerials required are necessary to identify andaddress these gaps.

Professional development and resources areneeded for teachers to implement strategies andmodifications related to differentiated instructionfor low performing, special needs, and LEPstudents

The district K-6 curriculum across content areaswas rewritten. The district worked to providebenchmark assessments but the final benchmarkassessment was not developed. The assessmentswere not aligned with the curriculum in SY2010-11.

This was the first year with modifications to thestructure of the Dual Language Program withalternating English/Spanish weeks. Staff needadditional time and training in fully implementing




Parents’ inexperience with curriculum, newliteracy strategies, and limited understanding of content area vocabulary and how students work isholistically scored limit their ability to provideacademic support at home.

Modifications are made to district programs prior

to the time frame needed to measure programeffectiveness growth takes three (3) to five (5)years.

the curriculum in both the dual language one wayand two way classroom setting to cover content.


Student mobility exceeds the state average with

varying entry points throughout the year.

Parents’ inexperience with curriculum, new mathstrategies, and limited understanding of contentarea vocabulary and how students work isholistically scored limit their ability to provideacademic support at home.

Subgroup or populationaddressed

All StudentsEconomically DisadvantagedAfrican AmericanHispanic

HomelessMigrantStudents with Disabilities - Special NeedsLEP -English Language Learners

All StudentsEconomically DisadvantagedAfrican AmericanHispanic

Students with Disabilities - Special NeedsLEP -English Language LearnersHomelessMigrant

Grade span K-6 K-6Related content area missed Literacy MathematicsName of scientificallyresearch basedprogram/strategy/practiceto address problem

Literacy Instruction aligned to the NJCCCSChildren Literacy Initiative Message Time PlusHarcourt Trophy Reading SeriesREAD 180Reading PlusAcellus Literacy ProgramLucy Calkins Readers & Writers WorkshopUse of Literacy Best Practices:Read AloudClassroom LibrariesPrint Rich EnvironmentConferencingAnalysis of data to guide instruction:Data Chats:Identifying areas of strengths & concerns

Mathematics Instruction aligned to the NJCCCSEveryday Math (EDM) ProgramConnected Math Program

Analysis of data to guide instruction:

Data Chats:Identifying areas of strengths & concerns DistrictInterim Assessment (DIA) Teacher Assessments:Formative & SummativeLooking at Student WorkDeveloping Instructional Focus Calendars/ Targeted SkillsUse of RubricsInfusion of Technology:




Developmental Reading Assessment (DRA)District Interim Assessment (DIA) Teacher Assessments:Formative & SummativeLooking at Student WorkDeveloping Instructional Focus Calendars / Targeted Skills

Use of RubricsInfusion of Technology:Special Needs Resource Instruction / SupportExtended Day Academic Support

English as a Second Language Instruction /SupportDual Language (DL) InstructionProvide DL Teachers with Systematic &Aggressive PDExtended Day Academic Support

How does theprogram/strategy align withthe NJ CCCS?

The school based curriculum is aligned to theNJCCCS in all content subject areas. Classroominstruction and activities are governed by theNJCCCS. School’s data is based on multipleassessments: DRA, running records, state (NJASK)& district assessments (DIA), and informal andformal classroom observations.

The school based curriculum is aligned to theNJCCCS in all content subject areas. Classroominstruction and activities are governed by theNJCCCS. School’s data is based on multipleassessments: state (NJASK) & district assessments(DIA), and informal and formal classroomobservations.

CAPA finding or

recommendation related tothe priority problem

n/a n/a

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

#3 #4Population Category Letter &Problem Number

A., K., L, 5a

Name of priority problem Need for literacy Prof Development for Staff/Para

Professionals/Parents to address achievement gapof students in all populations in Early Childhood(grade K-2)

Describe the priority problem Maintaining state benchmarks The resources placed in schools have been for thetesting grades. Teacher assessment data, gradelevel meeting discussions and I&RS referrals tellus that as these programs and professionaldevelopment are being implemented we arebypassing the lower grades needs. Teachersanecdotal notes and assessment data tells us




there is a need for small group instruction forstudents lacking basic skills to function in thegrade level. I&RS referral packets indicate thatteachers are conducting interventions but withthe increasing class sizes and the gaps wideningadditional resources/strategies are necessary. .Changing programs have resulted in a scattered

focus in literacy and math instruction in thedistrict. Outside of literacy training staff exposureto training and expertise varies.

Describe the root causes of the problem

The district K-6 curriculum across content areasneeds to be revised. The district & classassessments are not aligned with the curriculumin SY2010-11.

Modifications to the structure of the DualLanguage Program are still in its initial stages inGrades K-4. The district needs to build capacity

and expertise in Dual Language Teachers.

Content specific math dialogue has not takenplace with math teachers to discuss theimportance of the curriculum and pacing guidewith program s that have a spiral. The teachershave not implemented the Every Day MathProgram with fidelity (EDM). The incorporation of manipulative in daily instruction and higher orderthinking questions is lacking.

Teachers lack the ability to implement strategies

and modifications related to differentiatedinstruction for low performing and LEP students.


Student mobility exceeds the state average withvarying entry points throughout the year. Studenttruancy was the highest in the district.

Parents’ inexperience with curriculum, new math




strategies, and limited understanding of contentarea vocabulary and how students work isholistically scored limit their ability to provideacademic support at home.

The professional development is needed toaddress the achievement gap and to address the

unique needs of a school with 50% ELLpopulation.

Modifications are made to district programs priorto the time frame needed to measure programeffectiveness growth takes three (3) to five (5)years.

Efforts to make sure parents understand thepurpose and

Subgroup or populationaddressed

All Subgroups

Grade span K-6Related content area missed ELA, Math, ScienceName of scientificallyresearch basedprogram/strategy/practiceto address problem

Literacy Instruction aligned to the NJCCCSChildren Literacy Initiative Message Time PlusCAFÉDaily 5Harcourt Trophy Reading SeriesREAD 180Reading PlusAcellus Literacy ProgramLucy Calkins Readers & Writers WorkshopUse of Literacy Best Practices:

Read AloudClassroom LibrariesPrint Rich EnvironmentConferencingAnalysis of data to guide instruction:Data Chats:Identifying areas of strengths & concernsDevelopmental Reading Assessment (DRA)District Interim Assessment (DIA) Teacher Assessments:




Formative & SummativeLooking at Student WorkDeveloping Instructional Focus Calendars / Targeted SkillsUse of RubricsInfusion of Technology:Special Needs Resource Instruction / Support

Extended Day Academic SupportHow does theprogram/strategy align withthe NJ CCCS?

The school based curriculum is aligned to theNJCCCS in all content subject areas. Classroominstruction and activities are governed by theNJCCCS. School’s data is based on multipleassessments: DRA, running records, state (NJASK)& district assessments (DIA), and informal andformal classroom observations.

CAPA finding orrecommendation related tothe priority problem

n/a

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 PriorityProblem:

Language Arts Literacy

SMART Goal:

(Specific, Measurable, Achievable,Relevant, Timely)

During the 2011-2012 school year Language Arts teachers in grades K- 6 generaleducation, special education, and bilingual education will continue to implementReading Plus and Read 180, Units of Writing, and CLI CAFÉ and Daily 5 Strategies in

literacy program and will begin to implement Acellus to decrease the number of students in subgroups scoring below proficiency by at least 5% as measured bystudent schedules, lesson designs, walk-through, and analysis of summative andformative data

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

Indicators of Success: 1. At minimum a 5% decrease in students scoring below proficiency levels on NJASK.2. At minimum a 5% increase in students meeting AMAO on ACCESS.3. Increase participation/attendance in after school programs4. Increase the percentage of participation of partially proficient students in afterschool programs

Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline1 Distribute data to staff

Identify partially proficient students for Safety NetDefine class size ratio for Safety Net 13:1Restructure Safety Net programRecruit and monitor safety net invites and students who attend

All Staff/Data andAssessmentCommittee

DATA August - September






2 Distribution of NJASK, ACCESS, DRA, and DIA for studentscheduling and planning of instruction.

All Staff/Data andAssessme

ntCommittee

DATA September-June(quarterly… ongoing)

3 Professional Development for staff in data analysis All Staff,Admin, PDCommittee

DATA & AssessmentWorkshops

September-June(quarterly… ongoing)

4 Professional development on conducting data chats with students. Teacher-Student Data Chat conferences to review studentinstructional and non-instructional data for improvement a of student achievement.

Instructional Staff students,

Data Chat formsData BinderNJ ASK DataACCESSUnit Assessments

September, quarterly,as needed

5 Continue implementation of Reading Plus and Read180 GeneralEducationandSpecialEducation TeachersBil/ESL Teachers

Additional coachinghours, ProfessionalDevelopment foridentified teachersand generaleducation, additionalstudent books andstudents accesscodes

September-June(ongoing)

6 Continue implementation of Units of Writing Literacy Program.Address student needs in the areas of grammar and vocabulary.Introduce readers’ theater.

GeneralEducationand

SpecialEducation TeachersBil/ESL Teachers

Identified booksCoaching hours,Professional

Development for allliteracy teachers,administrators,general education,special educationand bilingualteachers


7 Refresher training and implementation of Children’s Literacy.Address student needs in the areas of grammar and vocabulary.Complete implementation of Message Time Plus.

GeneralEducationand

Identified booksCoaching hours,Professional

September – JuneOn-going






Implement Daily 5 in grade 1.Implement CAFÉ (Comprehension, Accuracy, Fluency, ExpandedVocabulary) in grade 2.

Introduce readers’ theater.

SpecialEducation Teachers

Bil TeachersESL Teachers

Development for allliteracy teachers,administrators,

general education,special educationand bilingualteachers

8 Training in NJ ASK Holistic Scoring. Assessing Student Work.Writing Workshop in Grades 1 and 2

GeneralEducationandSpecialEducation TeachersBil/ESL Teachers

Mike &Ernie theNJ ASK Trainers

Coaching hours,ProfessionalDevelopment for allliteracy teachers,administrators,general education,special educationand bilingual

teachers


9 Administration of District Interim Assessment and analysis of results for instruction. On-going discussion using district bench-mark assessments and strategies common planning time and staff meeting time.

Instructional Staff.Data andAssessmentcommittee

Common planningtime


1

0

NJ ASK State of the Schools address with parents/guardians to

discuss the data and the strategies being implemented in theschools

Administr

ators, TestingCoordinator, PTOExec. Bd.

Time at PTO mtg January & April

11

Continue implementation of Instructional Focus CalendarsIdentification and analysis and intervention of targeted literacyskillsAcademic Word List (AWL), Sadlier Vocabulary

AdministrationStaff.Data andAssessment

Instructional FocusCalendarsData Binders

October – Maymonthly






committee

1

2

Continuation of Principal’s Book of the Month Principal,

MediaSpecialist,Staff,Secretary

Monthly Book

SelectionK-2 Books3-6 Books

October - April

13

Reintroduction of 25 Books Campaign Program Principal,MediaSpecialist,Staff

25 Books LogQuarterly RewardsEnd of YearCelebration

Quarterly

14

Implementation of Safety Net ProgramImplement Saturday AcademyStaff meeting to address differentiated instruction,vocabulary, integration of technology, data analysis and

targeted instruction

Principal,SiteCoordinator,

Teachers,studentsgrades 2-6

Funds for theprogram

October – AprilMarch – April(Saturday)

15

Introduce the PD 360 professional development program Asst.Supt.All Staff

District PurchasePD hours

March – JuneGrade Level/Staff Mtgs

16

Purchase and Implementation Sadlier Vocabulary Program &Purchase and Implementation the Acellus Literacy/Math program

SaturdayProgramStaff

Identified Teachers March - April

17

Professional Development on integrating technologyVideo Conferencing, Document Cameras

AdminAll Staff

Prof Dev Tech Resources

September, October,PD Days, Monday Staff

MTGs as needed18

Lesson plan and classroom visitation review Administration

Classroom visitationlogs

On-going

19

A review of 2010-2011subcommittee meetings agendas andminutes to analysis and create a needs assessment for the 2011-2012 school year.

NCLBLiterac

yPD

Agendas & minutesNeeds assessment

September - October





Name of Program, Strategy orPractice to Address Priority

Problem:

Mathematics Instruction

SMART Goal:

(Specific, Measurable, Achievable,Relevant, Timely)

During the 2011-2012 school year mathematics teachers in grades K- 6 generaleducation, special education, and bilingual education will continue to implementEveryday Math to decrease the number of students in subgroups scoring belowproficiency by at least 5% as measured by student schedules, lesson designs, walk-through, and analysis of summative and formative data.

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

Indicators of Success: 1. At minimum a 5% decrease in students scoring below proficiency levels on NJASK.2. At minimum a 5% increase in students meeting AMAO on ACCESS.3. Increase participation/attendance in after school programs4. Increase the percentage of participation of partially proficient students in afterschool programs

Description of Action Plan StepsPersonsInvolved


Timeline1 Distribute data to staff

Identify partially proficient students for Safety NetDefine class size ratio for Safety Net 13:1

Restructure Safety Net programRecruit and monitor safety net invites and students who attend

All Staff/Data andAssessment

Committee

DATA August - September

2 Distribution of NJASK and DIA for student scheduling andplanning of instruction.

All Staff/Data andAssessmentCommittee

DATA September-October(ongoing)

3 Review implementation of Everyday Math program in order toalign with Common Core Standards grades K-2Research and identify supplemental resources to addressCommon Core Math Standards

GeneralEducationand SpecialEducationand Bil/ESL

AdditionalProfessionalDevelopment forSPED/BIL teachersand general







TeachersDistrict MathResource

Teacher

education, additionalstudent books andstudents access

codesOrder resources toaddress needs

4 Support/training and job embedded coaching and mentoringfor Everyday Math and implementation of Acellus

Mathematics Teachers(SPED andGeneral Ed)ELA resource Teacher,modelteacher,Director of

ProfessionalDevelopment

Everyday Math andAcellus materialsand codes,Discovery Education

September –June 2011

5 Identification of students for the purposes of supplementalinstructionIdentification of Safety Net Teachers

InstructionalStaff. DataandAssessmentcommittee,and TestingCoordinator

NJ ASK ScoresClassroomAssessmentsDRAACCESSDIA, Mid MarkingPeriod ProgressReports

October, February,MarchPre Safety NetPre Saturday Program

6 Professional development on conducting data chats with

students. Teacher-Student Data Chat conferences to review studentinstructional and non-instructional data for improvement a of student achievement.

Instructional

Staff students,

Data Chat forms

Data BinderNJ ASK DataACCESSUnit Assessments

September, quarterly,

as needed

7 Administration of District Interim Assessment and analysis of results for instruction. On-going discussion using district bench-mark assessments and strategies common planning time andstaff meeting time.

InstructionalStaff. DataandAssessmentcommittee

Assessmentmaterials

Fall, Winter, andSpring






8 Professional Development to support best practices withCommon Core Standards

Administration, SPDC,exemplar

staff

Time, coverage,coaching hours, PD360

On-going – to begin atthe on-set of the year.

9 Continue implementation of Instructional Focus CalendarsIdentification and analysis and intervention of targeted mathskills

AdministrationStaff. DataandAssessmentcommittee

Instructional FocusCalendarsData Binders

October – Maymonthly

10

Lesson plan and classroom visitation review Administration

Classroom visitationlogs

On-going

11

Continue implementation of Everyday Math and DiscoveryEducationSupport/training and job embedded coaching and mentoring

for Everyday MathImplementation of Acellus, Everday Turtle Math, AcademicWord List (AWL), Sadlier VocabularyIdentification of students for the purposes of supplementalinstruction

GeneralEducationMathematics

Teachers(SPED andGeneral Ed)Mathresource Teacher,modelteacher,

Support at gradelevel mtgs,Professional

Development for allteachersEveryday Math,Discovery Education,and Acellusmaterials and codes


12

Implementation of Safety Net ProgramImplement Saturday AcademyStaff meeting to address differentiated instruction, vocabulary,integration of technology, data analysis and targeted

instruction

Principal,SiteCoordinator, Teachers,

studentsgrades 2-6

Funds for theprogram

October – AprilMarch – April(Saturday)

13

Introduce the PD 360 professional development program Asst. Supt.All Staff

District PurchasePD hours

March – JuneGrade Level/Staff Mtgs

14

Purchase and Implementation Sadlier Vocabulary Program &Purchase and Implementation the Acellus Literacy/Mathprogram

SaturdayProgramStaff

Identified Teachers March - April

15

A review of 2010-2011subcommittee meetings agendas andminutes to analysis and create a needs assessment for the2011-2012 school year.

NCLBMathematicsPD


September - October





Name of Program, Strategyor Practice to AddressPriority Problem:

Support professional development in critical content areas for Early Childhood staff in grades K-2 in literacy and math.

Research SupportingStrategy(from IES Practice Guide or What WorksClearinghouse)

Ongoing professional development in literacy and math programs should enhance teachereffectiveness and in turn decrease the number of students in subgroups scoring belowproficiency. This work will be monitored through a review of PD attended, sign in sheets, followup sessions with program coaches, walk-through, and an analysis of summative and formativedata.

SMART Goal:

(Specific, Measurable, Achievable,

Relevant, Timely)

100% of K-2 staff will be trained in the math common core standards. New staff to grades K-2will be trained in CLI/MTP strategies.

Indicators of Success: 1. Development of Unit Assessments by K-2 staff using the math standards2. Staff attendance at professional development3. Increase DRA scores/Math Unit Assessment scores

Description of Action Plan StepsPersonsInvolved


Timeline1 Distribution of NJASK, ACCESS, and DIA for student scheduling

and planning of instruction.All Staff/ DataandAssessmentCommittee

DATA September-OctoberDIA has three

assessments duringthe school year

2 Continue implementation of Reading Plus and Read180Develop an after school program utilizing these resources.Implement program in grades 2nd -6th Extended Day Program

District Admin,District Res Teachers,AdministratorsGeneral/Bil/SpecialEducation Teachers

AdditionalProfessionalDevelopment forSPED teachers andgeneral education,additional studentbooks and studentsaccess codesSupplementalResources

September-October(ongoing)

3 Distribution and review of District Benchmark and Writing All Staff/ Data DATA September,Evergreen Elementary School

46





Assessments. Check for alignment to the curriculum andAssessmentCommittee

November, February,May

4 District wide review of CLI/MTPImplementation of Daily 5 and CAFE District Admin,District Res Teachers,AdministratorsGeneral/Bil/SpecialEducation Teachers K-2

CLI/MTPCAFÉ and Daily 5BooksCoaching Hours forstaff new to thegrade level

September

5 Training and Distribution of supplies for Units of Study,Children’s’ Literacy Initiative, Schoolwide writing and otherdistrict literacy programs for planning of instruction.

All Staff/ DataandAssessmentCommittee

Literacy programresources

SeptemberOctober

6 Informal Walkthroughs following the training sessions & gradelevel meetings to assess staff needs DistrictResource Teacher,Administrator,Staff

Coaching & Modelingsessions, ProgramResources

September-October(ongoing)

7 District Dual Language PD Bilingual Teachers OneWay-Two Way

Dual LanguageConsultant

September-JuneEvery Full Day District

PD Day8 In house literacy training with Dual Language Consultants &

Building Based WalkthroughAdministratorsGeneral/Bil/SpecialEducation

Teachers

DATASubstitute Coverage


4-5 Sessions for the Year

9 In-house literacy training with NJ ASK Literacy Consultants …Continuation from 2009-10 SYVertical Articulation to address gaps in instruction

AdministratorsGeneral/Bil/SpecialEducationLiteracy Teachers K-2

Substitute Coverage September-December(ongoing)

10

Testing Coordinators an Administrative Refresher Course inLearnia Assessment System. Testing Coordinator to turnkeythe training.

All Staff/ DataandAssessment

DATA September-January(ongoing)






Committee11

Administrators to turnkey how to score student writing usingthe holistic scoring rubric. Staff trained by the literacy

consultants to turnkey information about the assessingstudent writing and addressing specific strategies

AdministratorsAll Staff

Actual student workfrom NJ ASK

½ Day PD DaysMonday Staff Mtgs

Ongoing

12

Teacher Coordinator/Master Teacher to participate in gradelevel meetings to review how to profile sheets to assessstudent learning.

Administrators TeacherCoordinator,Master Teacher, Teachers

District WritingBenchmark Data,Profile Sheets,Student Work

September – AprilQuarterly

13

Review of feedback forms from various professionaldevelopment sessions

AdministratorsLeadership Team

Following PD Sessions

1

4

Meet with I&RS Team to discuss the academic challenges

students being referred are having. Plan a meeting withdistrict personnel for strategies. Discuss new priorityproblems or recommendations for change for 2011-12 UnifiedPlan. Draft a plan for teacher training to improve their abilityto support students who are 1-2 academic years behind

Administrators

, socialworker,guidancecounselor,Leadership Team, I&RS TeamESL Teachers

District Child Study

Team as part of thediscussion. Trainingfor I&RS TeamMonitor Referrals

March, April, May, June

15

Coordinate PD sessions for staff working with the SaturdayProgram

AdministratorsSiteCoordinator Teachers

Materials forProgram

March, April

16

Reflect and assess the success or failures of the abovestrategies used this year to develop a new unified plan

AdministratorsDistrictResource Teachers, Teachers

AdministratorsDistrict Resource Teachers, Teachers

May, June

17

A review of 2010-2011subcommittee meetings agendas andminutes to analysis and create a needs assessment for the2011-2012 school year.

NCLBEarlyChildhoodPD


September - October




Plan Components for 2012

Table F: Proposed 2012 Core Strategies to Address Student Achievement

Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble

Indicators of Success

(Measurable EvaluationOutcomes)

Research SupportingStrategy

(from IES Practice Guide or WhatWorks Clearinghouse)

Children’sLiteracy Initiative

Message Time Plus

Scaffolding

Best PracticesCoaching/One onOne/Workshops

ELA K-2 TeachersExtendedDay Staff AllSubGroups

Asst. SuptAdmins

PDDirector

Staff

Data Analysis Identification of strengths and weaknesses todetermine interventions as needed.District Interim AssessmentDRANJASK End of Unit Assessments Teacher Made Assessments

CLI/MTP Is based on bestpractices, that Provide forcontinuous monitoring of performance and addresses theachievement gap between all subgroups. CLI/MTP supports data-

driven decision Making

Units of Writing

Students benefitfrom teaching thatoffers directinstruction, guidedpractice, and

independentpractice.Problem Solving,CooperativeLearning,

Differentiation of InstructionStudentConferencesWriting Portfolios

ELA 3-6 Grade TeachersExtendedDay Staff/AllSubGroups

Asst. SuptAdmins

PDDirector

Staff

Data Analysis Identification of strengths and weaknesses todetermine interventions as needed.District Interim Assessment

DRANJASK End of Unit Assessments

Teacher Made Assessments

The Units of Study for TeachingWriting series arose out of over adecade of in-school research andpractice in the New York CitySchools that was spearheaded bythe Teachers College Readingand Writing Project (TCRWP).Both the sample curriculum in

the Units of Study for TeachingWriting series and thesupplements on the Project website are grounded in studentwork and intended to be tailoredand adapted to specific childrenand classrooms. Both forms of curricular support offer severalmethods of assessment andrecommendations for bends tofollow in the units based on what




Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Coaching/One onOne/Workshops

teachers learn about theirstudents through assessments—thus assuring a student centeredcurriculum.

WritingFundamentals

Students benefitfrom teaching thatoffers directinstruction, guidedpractice, andindependentpractice.Writing Portfolios

Differentiation of Instruction

WritingConferencesCoaching/One onOne/Workshops

ELA 6th Grade TeachersExtendedDay Staff/AllSubGroups

Asst. SuptAdminsPDDirectorStaff

Data Analysis Identification of strengths and weaknesses todetermine interventions as needed.

District Interim AssessmentDRANJASK End of Unit Assessments Teacher Made Assessments

The current literature revealsthatmost researchers assert thatwriting and the writing processare best understood as complexphenomena that include not onlyprocedural strategies for goingthrough the writing process togenerate text but also amultitudeof other strategies to developspecific schemata. These includestrategies to help writersunderstand the context forwriting,to tap general backgroundknowledge and reading ability,to sharpen cognitive processesfor problem solving, to createemotional dispositions andattitudes about writing, todevelopmicro-level skills such as spelling,transcription, and sentenceconstruction, as well as macro-levelunderstanding aboutorganization,conventions, cohesion, audience,genre, and topic . . .Pritchard & Honeycutt,“The Process Approach to Writing




Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Instruction: Examining ItsEffectiveness”(2006)

Acellus

Differentiation of InstructionProblem Solving,CooperativeLearning,


Math,ELA

ALL Staff ExtendedDay Staff/AllSubGroups

Asst. SuptAdminsPDDirectorStaff

Acellus ReportsDistrict Interim AssessmentACCESSNJASK End of Unit AssessmentsEM Class Progress Checklist


The International Academy of Science, curriculum developer forthe Acellus Learning C Coursesfor Acellus focus on helpingstudents obtain the knowledgeand skillsneeded in mathematics.Curriculum for these courses arebased on the National Council of Teachers of Mathematics (NCTM)

StandardsScience/SS BestPractices

Problem Solving,CooperativeLearning,Differentiation of InstructionCoaching/One on

One/Workshops

Sci, SS Sci/SSteachersExtendedDay Staff/AllSubGroups

Asst. Supt

AdminsPDDirector

Staff

4th Grade NJASK The U.S. Department of Education and the NationalScience Foundation (1992)together endorsed mathematicsand science curricula that"promote active, learning,inquiry, problem solving,cooperative learning, and otherinstructional methods thatmotivatestudents." Likewise, the National

Committee on Science EducationStandards and Assessment(1992) has said that "schoolscience education must reflectscience as it is practiced," andthat one goal of scienceeducation is "to prepare studentswho understand the modes of reasoning of scientific inquiryand can use them." More




Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





specifically, "students need tohave many and variedopportunities for collecting,sorting and cataloging;observing, note taking andsketching; interviewing, polling,and surveying" (Rutherford& Algren, 1990).

MathUnderstanding of the Common Core

Developing Units &Lesson Planning


Math,ELA

ALL Staff ExtendedDay Staff/All

SubGroups

Asst. SuptAdmins

PD

DirectorStaff

Staff FeedbackInclusion of Common Core standardsin Lesson PlansDevelopment of Lesson Units

NJ DOE adopted Common CoreStandardsMission Statement

The Common Core StateStandards provide a consistent,clear understanding of whatstudents are expected to learn,so teachers and parents knowwhat they need to do to helpthem. The standards aredesigned to be robust andrelevant to the real world,reflecting the knowledge andskills that our young people needfor success in college and

careers. With American studentsfully prepared for the future, ourcommunities will be bestpositioned to competesuccessfully in the globaleconomy

EverydayMathematicsConnected Math

Math Grades K-6 TeachersDistrict

SupportStaff

Data Analysis Identification of strengths and weaknesses todetermine interventions as needed.

District Interim Assessment

Implement EverydayMathematics (K-5) (TheUniversity of ChicagoMathematics Project)




Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble






Problem Solving,CooperativeLearning,

Administration

NJASK

End of Unit AssessmentsEM Class Progress Checklist


Each grade level comprises 10to 12 units, each of which isdivided into 10 to 12 lessons. These lessons:Build on fundamentalMathematics strands such asnumeration and order,measurement, operations,patterns functions andsequences.Link math to everyday situationswhenever possible. Link pastexperiences to new concepts;provide considerableopportunities for cooperativelearning through partner andsmall-group activities. Cover awide spectrum by exploring dataand chance, Geometry andspatial sense.

Dual Language OneWay and Two WayProgramHow the program is

implemented can influencethe rate at which English

learners close the gap.Important principles of

dual language include a

minimum of six years of

bilingual instruction with

English learners not

segregated, a focus on the

core academic curriculum

rather than a watered-down

version, high-quality

ALL Bil/ESLStaff Dual LangStaff

Asst. SuptDir of Bil/ESLAdministra

torsStaff

ACCESS dataStudent report cardIncrease on student proficiencyscore

Review of Research and Best Practiceson Effective Features of DualLanguageEducation ProgramsKathryn J. Lindholm-Leary, Ph.D.

San José State University

Abstract from -The AstoundingEffectiveness of Dual LanguageEducation for All byVirginia P. Collier and Wayne P. ThomasGeorge Mason University




Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





language arts instruction in

both languages and

integrated into thematicunits, separation of the twolanguages with no

translation or repeated

lessons in the other

language, use of the non-

English language at least

50 percent of the

instructional time and as

much as 90 percent in the

early grades, and use of

collaborative and

interactive teaching

strategies.

Our longitudinal researchfindings from one-way and two-way dual language enrichmentmodels of schooling demonstratethe substantial power of thisprogram for enhancing studentoutcomes and fully closing theachievement gap in secondlanguage (L2). Effect sizes fordual language are very largecompared to other programs forEnglish learners (ELLs). Dual

language schooling also cantransform the experience of teachers, administrators, andparents into an inclusive andsupportive school community forall. Our research findings of thepast 18 years are summarizedhere, with focus on ELLs’outcomes in one-way and two-way, 50:50 and 90:10, duallanguage models, includingheritage language programs for

students of bilingual andbicultural ancestry who are moreproficient in English than in theirheritage language.

21st Century AfterSchool Program

LALMathScience

Grades 4-6 21st

CenturyStaff

Increase communication betweenafter school program and classroomteacherIncrease home school connection

Research based on the benefitsanalysis of data

Evergreen Elementary School

54



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





School Based

After School SafetyNet Program

LAL

MathScience

Grades 2-6 GradeLevel

Teachers

Increase proficiency by 10%

in the NJASK, DIA, DRA


Tutorial Programs LALMath

Grades K-2Grades 3-6

Teachers Student Achievement on DRA,District Assessments, UnitAssessments, Students Grades


Saturday Program LALMath

Grades 2-6 GradeLevel Teachers

Increase proficiency by 10% -15%in the NJASK, DIA, DRA


Discovery

Education formerlyUnited Streaming

All

ContentAreas

Grades K-6 Teacher

DistrictSupportStaff

Administration

Student Engagement

Lesson Plans that incorporate TechnologyInformal/Formal Observations

Student Retention of InformationNJASK

Several experiments were

conducted in Los Angeles andVirginia to assess theeffectiveness of DiscoveryEducation streaming onenhancing educationalperformance. The results of theevaluations indicate thatstudents exposed to DiscoveryEducation streamingoutperformed students notexposed to Discovery Educationstreaming

PD 360ProfessionalDevelopment

AllContentAreas

Grades K-6 TeacherDistrictSupportStaff Administration

Teacher EvaluationsInformal/Formal Observations

http://www.schoolimprovement.com/

School Improvement Network's

comprehensive suite of online

professional development

resources all focus on the most

relevant topics in today's schools


55



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





that improve teachereffectiveness and student

achievement.

DiscoveryEducation formerlyUnited Streaming


Problem Solving,CooperativeLearning,

AllContentAreas

Grades K-6 TeacherDistrictSupportStaff

Administration

Student EngagementLesson Plans that incorporate TechnologyInformal/Formal Observations

Student Retention of Information

NJASK

Several experiments wereconducted in Los Angeles andVirginia to assess theeffectiveness of DiscoveryEducation streaming onenhancing educational

performance. The results of theevaluations indicate thatstudents exposed to DiscoveryEducation streamingoutperformed students notexposed to Discovery Educationstreaming

*Use an asterisk to denote new programs.

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

Name of Strategy

ContentAreaFocus

TargetPopulation(s

)

PersonResponsi

ble





21st Century AfterSchool Program

ALL Content Grades 4-6

ALL subgroupsHomeless/Migra

21st

CenturyCoordinato

Increase in proficiencyscore/levelImprovement on Report Cards

Research based on thebenefits analysis of data


56



Name of Strategy

ContentAreaFocus

TargetPopulation(s

)

PersonResponsi

ble





nt/ELL


r

Administrators Teachers

Homework Support is offered

Tutoring or other academicsupport is offeredCounseling/Social Work supportfor individual students is offeredIncrease in collaborativemeetings with site coordinatorand administration

ExtendedDay/Safety NetProgram

ELA/Math/Sci

Grades 2-6ALL subgroupsHomeless/Migrant/ELLStudents withDisabilities

Administrators TeachersSite

Coordinator



TutorialClubs/Units forgrades K-2, 3-6

ALL Content Grades K-6ALL subgroupsHomeless/Migrant/ELLStudents withDisabilities

BusinessOfficeAdministrators Teachers



Saturday Program ELA/Math/Sci

Grades 2-6ALL subgroupsHomeless/Migra

nt/ELLStudents withDisabilities

Administrators TeachersSiteCoordinator



Read 180 Literacy

ReadingComprehensionBuilding onPrior

Grade 4-6 21st

CenturyCoordinator Teacher

District

READ 180 SRI Reports

Learnia (DIA)DRANJASK SRA End of Unit Assessments

Before Reading Next: READ 180An Alignment of READ 180 and Reading NextExecutive SummaryRosemarye T. Taylor, Ph.D.


57



Name of Strategy

ContentAreaFocus

TargetPopulation(s

)

PersonResponsi

ble





Knowledge

(Schema)

SupportStaff

Administration

Reading Plus LiteracyReadingComprehensionBuilding on

PriorKnowledge

(Schema)

Grades 4-6 Literacy Teachers

DistrictSupportStaff

Administration

Reading Plus ReportsLearnia (DIA)

DRANJASK End of Unit Assessments

The Relationship Between aSilent Reading FluencyInstructional Protocol onStudents’ ReadingComprehension andAchievement in an UrbanSchool Setting, TimothyRasinski, Ph.D., (Kent StateUniversity), S. Jay Samuels,Ph.D. (University of Minnesota), Elfrieda Hiebert,Ph.D. (University of California,Berkeley), Yaacov Petscher,Ph.D. (Florida Center forReading Research)

Harcourt

Trophies / Trofeos

Literacy

Reading

ComprehensionBuilding onPrior

Knowledge(Schema)

Grades K-6 Literacy

Teachers

DistrictSupportStaff Administration

Learnia (DIA)

DRA

NJASK End of Unit Assessments Teacher Made Assessments

Program approved by NJDOE



58



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

Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble


(Measurable Evaluation

Outcomes)



ProfessionalImprovement Plan(PIP)

ProfessionalLearningCommunities

Grade LevelCohorts

ALL Certified

Teachers

Human

Resources,ProfessionalDevelopment,

Departments

Enhancement of teaching andawareness of best teaching &learning practices.

Walk throughInstructional RoundsInformal & Formal Evaluations

Annual Evaluations

Use of PLC Protocols of

Looking at Student WorkResearch-based staff developmentData Wise by K.P. Boudett and J.L. Steele

Coordinate Visits

into ModelClassrooms

CoordinateCoaching Sessionswith ALL programconsultants/coordinators from aprogram used inthe district

Literacy

MathDualLangScienceSocial St.

Teachers

In Need of Support,New to agrade level Teachers

Asst. Supt

Administrator

District PDDistrictSupervisorsSchool PD Team

Student Engagement

Student WorkWalk throughInstructional RoundsInformal & Formal EvaluationsDialogue with ProgramConsultants/Coaches


Looking at Student WorkResearch-based staff developmentData Wise by K.P. Boudett and J.L. Steele

Cross ContentLiteracy Training

RubricsWord Walls

ALL All Staff Asst. Supt

Administra

torDistrict PDDistrictSupervisors SchoolPD Team

Bulletin Boards with a writing focusIncrease in the quality of studentwriting in classes outside of LALGrade Level Presentations of student work


Looking at Student Work

Research-based staff development

Data Wise by K.P. Boudett and J.L. Steele


ALL ALL STAFF Asst. Supt

BilDepartmen

Change in the Building CultureIncrease in Positive Communicationin the SchoolsDecrease in Staff and Parent


59



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





t

District PDSchool PD TeamAdministratorsALL STAFF

complaints

Integrating Technology Acrossthe Curriculum

ALL ALL STAFFALLStudentsHomelessMigrantELLStudentswithDisabilities

Asst. SuptBilDepartment

District PDSchool PD TeamAdministrators

Tech TeamALL STAFF

Increase in smart board useIncrease in use of ELMOIncrease in Reading Plus/READ 180UsageIncrease in computer use in the

center activities in the classroomIncrease in usage of streamingvideosIncreased student engagement andstudent academic achievement

LiteracyProfessionalDevelopment as aFocus during Staff

Meetings

ALL Teachers Asst. Supt

TeachersPrincipal

Teacher Feedback on Student Work

Data ChatsStudent Achievement in Skill Area

IdentifiedAssessment Results

Use of Consultancy Protocols of

Looking at Student WorkResearch-based staff

development

Weekly GradeLevelMeetings/CommonPlanning Time

Review of StudentWork

ALL Classroom Teachers

TeachersAdministrators

Teacher Feedback on Student WorkData ChatsStudent Achievement in Skill AreaIdentified

Assessment Results

Use of PLC Protocols of Looking at Student WorkResearch-based staff development



60



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Vertical Articulation ALL ALL STAFF

ALLStudentsHomelessMigrantELL

StudentswithDisabilities

Teachers

Administrators


Data ChatsStudent Achievement in Skill AreaIdentifiedAssessment Results

Writing Across the Curriculum


Looking at Student WorkResearch-based staff development

Development of Grade LevelELA/Math

Instructional FocusCalendars

ELA/Math ALL STAFFALLStudents

HomelessMigrantELL

StudentswithDisabilities


Lesson Plans that reflect weeklyfocus

Information observations

Student Achievement in Skill AreaIdentified


Data Wise by K.P. Boudett and

J.L. SteeleVictoria Burnhardt

Analysis of NJASK,DRA, DIBELS andACESSS data

ALL TeachersPTO


Teacher Feedback on Student WorkData Chats

Student Achievement in Skill AreaIdentifiedAssessment Results


Data Wise by K.P. Boudett and J.L. SteeleVictoria Burnhardt

Dual Language OneWay and Two WayProgramA focus on the coreacademiccurriculum ratherthan a watered-down version, high-quality language

ALL Bil/ESLDualLanguageMigrant

HomelessSpEd

Dir of Bil/ESL

Administrators

Bil TeachersESL Teachers

ACCESS dataReport Cards

Student PortfoliosIncrease in student achievement



Abstract from -The Astounding


61



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





arts instruction inboth languages andintegrated intothematic units,separation of thetwo languages withno translation orrepeated lessons inthe other language,use of the non-English language atleast 50 percent of the instructionaltime, and use of collaborative andinteractiveteaching strategies.

Effectiveness of Dual LanguageEducation for All by

Virginia P. Collier and Wayne P. ThomasGeorge Mason University

(More info on previous pages)

Holistic Scoring Tools

ALL Teachers Teachers

Administrators


Data ChatsMath scored OE ExamplesStudent Achievement in Skill AreaIdentifiedAssessment Results

NJ DOE Resources

Use of PD 360 ALL Teachers Asst. Supt Teachers

Administrators

Classroom ObservationsInformal/Formal Walkthroughs

Teachers Assessments andReflection Logs

Significant student achievementgains in reading were found in astudy of 12 schools in Hawaii thatused PD 360, compared to over20 schools with similardemographics that did not havePD 360. Schools that used PD360 heavily gained in reading anaverage of 6.9 points, a rate 8.3times greater than schoolswithout–improving in reading an


62



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





average of 11.3 percent over theprior year, versus 1.4 percent forschools without PD 360http://www.schoolimprovement.com/pd360/

Small Group andIndividual Coachingwith programconsultants

ALL ALL STAFF

ALLStudentsHomelessMigrantELL

Students

withDisabilities

Asst. Supt TeachersPrincipal

ProgramCoaches

Student Achievement

Student EngagementStudent Work



Victoria Burnhardt

Childrens LiteracyInitiative - Daily 5and CAFÉ

Modeled Writing,Shared Reading,Small group andindividualconferencesEstablish Model

Classroom

ALL 1st GradeStaff/Students

Teachers

PrincipalCLIProgramCoaches

Student Achievement


Children’s Literacy InitiativeModel Classrooms Add Value toSchools and Significantly ImproveStudent Literacy ScoresFindings from the ModelClassroom Project EvaluationFinal Report by the OMG Center for Collaborative Learning January 2010

Acellus


Small group andindividualconferences

ALL ALL STAFF

ALLStudentsHomelessMigrantELLStudentswithDisabilities

Acellus Assessment data

Student AchievementStudent EngagementStudent Work

The International Academy of Science, curriculum developer forthe Acellus Learning C Coursesfor Acellus focus on helpingstudents obtain the knowledgeand skills theyneed in mathematics. Curriculumfor these courses are based onthe National Council of Teachers


63



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





of Mathematics (NCTM)Standards.Acellus is an ideal academicsolution for schools withResponse to Intervention (RTI)programs. It integratesprescriptive assessments andtargeted instruction which can beeffectively incorporated intomulti-level prevention systems(applicable for primary,secondary, and tertiaryprevention programs). Acellus

uses progress monitoring toprovide specific interventiondepending on the student'sneeds, adapting to eachindividual level which, in the longterm, maximizes and increasesoverall student achievement.


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

Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble






64



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Data Chats

State of the SchoolPresentation

Parent Conferences(Formal/Informal)

Electronic BookBag

ALL ALL DistrictDataAdminSchool PD TeamAdministratorsPTO ExecBd

21st

CenturyCoordinatorALL STAFF

Increase in attendance at meeting

Increase in parent awareness inreading state test data

Increase in signed data chatsreturned to school

Research-based staff developmentData Wise by K.P. Boudett and J.L. SteeleVictoria Burnhardt

Parent Outreach toencourageparticipation of targeted populationfor our extended dayprogram

Parent Outreach toshare information

about thecollaboration of programs/services

Parent Chat & Chew

Global Connect ParentMessages informingparents

ALL ALLSubgroupsHomelessMigrantELLStudentswithDisabilities

School PD TeamAdministratorsPTO ExecBdALL STAFF21st

CenturyCoordinator


Increase in parent awareness instate test data, sample of assessment problems, Increasedaware ness of programs used in theschools to address student needsIncrease use of online resources

Joyce Epstein, Director of theNational Network of PartnershipSchools at the Johns HopkinsUniversity, has described anactionmodel for parent-schoolpartnerships that includes sixkey activities: parenting,communicating,volunteering, learning at home,

decision making, andcollaborating with thecommunity.


65



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Continue thecombination of PTOMeeting withFamily Game/MovieNight

Global Connect ParentMessages informingparents

ALL ALLSubgroups

HomelessMigrantELLStudentswithDisabilities

School PD TeamAdministratorsPTO ExecBd

21st

CenturyCoordinatorALL STAFF


Increase in parent awareness instate test data, sample of assessment problems, Increasedaware ness of programs used in theschools to address student needs

Increase use of online resources

Research-based parentalinvolvement:(i.e. Joyce Epstein’s Model of Parent Involvement: ParentEffectiveness Session)

I&RS Parent Mtg

(School Team or ChildStudy Team)

ALL ALLSubgroupsHomelessMigrantELLStudentswithDisabilities

I&RS TeamAdminStaff CST Team


Increase in parent awareness instate test data, sample of assessment problems, Increasedaware ness of programs used in theschools to address student needs

Research-based parental

involvement:(i.e. Joyce Epstein’s Model of Parent Involvement: ParentEffectiveness Session)

District ELL Parent Trainings/Workshops/Meetings

ALL ELL Director of Bil Ed.AdministratorsBil Ed

Teachers

Increase in attendance at meetingIncrease in participation at district

Review of Research and Best Practiceson Effective Features of DualLanguageEducation Programs

Kathryn J. Lindholm-Leary, Ph.D.San José State University

Abstract from -The AstoundingEffectiveness of Dual LanguageEducation for All byVirginia P. Collier and Wayne P. ThomasGeorge Mason University


66



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Principal Chat andChew focused onneeds of studentswith disabilities

ALL Parents of Students

withDisabilities

Administrators

Staff CSTMemberI&RS TeamMemberOffice of SpEd

Parental AttendanceFeedback Forms

Increased awareness of strategiesto support studentsIncrease in Home-SchoolCommunication

Research-based parentalinvolvement:(i.e. Joyce Epstein’s Model of Parent Involvement: ParentEffectiveness Session)

Parent Conferences toshare resources andstudent academicinformation

ALL Homeless AdminNurseSecretary TeacherSocial

WorkerGuidance

Parental AttendanceFeedback FormsIncreased awareness of strategiesto support studentsIncrease in Home-School

Communication

Research-based parentalinvolvement:(i.e. Joyce Epstein’s Model of Parent Involvement: Parent

Effectiveness Session)

Dual Language ParentOutreach

ALL ELLGen Ed

AdministratorsBil/ESLGen Ed Teachers

Student retention in the programParent attendanceFeedback Forms





67



2012 Parent Involvement (PI) Narrative

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

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.During our Back to School Night the Principal will review the Compact with all of the parents and the parents willreview and sign the compact. The document is in triplicate form so documentation is kept on all levels. Teacherssend the information home. Staff roster of students who returned their signed form Additional steps aretaken by staff to ensure that the student compacts are returned (2nd notice, phone call, note home,student reminder, incentives for return, etc)

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

5. What is the procedure for notifying parents if the district has not met their annual measurable objectivesfor Title III?Data presentations are held annually State of the School and State of the District meetings are held.During both events the school must share the NJ ASK data, an overview of the finding by subgroup, andthe programs/strategies that are being put in place to address student needs. This information is alsoshared via the Principal’s Newsletter.

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


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Data presentations are held annually State of the School and State of the District meetings are held.During both events the school must share the NJ ASK data, an overview of the finding by subgroup, andthe programs/strategies that are being put in place to address student needs..

7. Identify procedures for informing parents about the school’s disaggregated assessment results.Data presentations are held annually State of the School and State of the District meetings are held.During both events the school must share the NJ ASK data, an overview of the finding by subgroup, andthe programs/strategies that are being put in place to address student needs.

8. How were parents involved in the development of the Unified Plan?Parent concerns and questions were noted during each PTO meeting, a presentation was made during aPTO meeting, parents were asked about specific concerns and ideas during the Principal Chat and Chewsessions and parents played a role in reviewing and providing feedback to the team.

9. Identify procedures for informing a parent about their child’s student assessment results.Data Chats were held with students which required that students then take that information home abouttheir scores home to their families. One grade level scheduled parent data chat conferences duringcommon planning time.

10. How were the required PI funds used in 2011? The funds were used for refreshments for PTO and Principal Chat & Chews, Parent Involvement Day, Bring Your Parent to School Day, Parent Workshops, Back to School Family Picnic and Day of the Eagle.

11. How will the required PI funds be used in 2012? The funds will be used for refreshments for the events listed above and any newly adapted events(possible Parent Academy, Family Math/Sci/Literacy/SS Nights, Transition Parent Meetings and etc).


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

GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

3-5 State Assessment Baseline 2012 Target State Assessment Baselin

e

2012

TargetGRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL4.0

Total NJASK 2011 31.7 38.6 NJASK 2011 53.4 58.0

Students with Disabilities NJASK 2011 23.3 31.0 NJASK 2011 41.3 47.1

Limited English ProficientStudents

NJASK 2011 19.3 27.4 NJASK 2011 50.0 55.0

White

African-American NJASK 2011 35.1 41.6 NJASK 2011 50.2 55.2

Asian/Pacific IslanderAmerican Indian/NativeAmerican

Hispanic NJASK 2011 34.8 41.4 NJASK 2011 56.4 60.8

Others

Economically Disadvantaged NJASK 2011 26.2 33.6 NJASK 2011 52.1 56.9

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

Total NJASK 2011 47.3 52.6 NJASK 2011 67.3 70.6

Students with Disabilities NJASK 2011 0.0 10.0 NJASK 2011 67.3 70.6Limited English ProficientStudents

NJASK 2011 0.0 10.0 NJASK 2011 60.0 64.0

White

African-American NJASK 2011 40.0 46.0 NJASK 2011 68.2 71.4

Asian/Pacific Islander


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3-5 State Assessment Baseline 2012 Target State Assessment Baseline

2012 Target

American Indian/NativeAmerican

Hispanic NJASK 2011 59.1 63.2 NJASK 2011 68.2 71.4

Others

Economically Disadvantaged NJASK 2011 39.3 45.4 NJASK 2011 66.7 70.0

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

GRADE SPAN &

SUBGROUP


Other AssessmentName

Baseline 2012 Target Other AssessmentName

Baseline

2012 Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total

Students with Disabilities


WhiteAfrican-American



Hispanic


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Other AssessmentName

Baseline 2012 Target Other AssessmentName

Baseline

2012 Target

Others

EconomicallyDisadvantaged

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total

Students with Disabilities


White

African-American



Hispanic

Others

EconomicallyDisadvantaged


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Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff

Number &

Percent

Content &Focus

Description of Process toMeet Highly Qualified

Description of Strategy to RetainHQ Staff

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

40

100%

Monthly conversations on the status of theHQT process.

Instructional RoundsInformal & Formal ObservationsMonitoring of the Professional Improvement

Plan (PIP)Collaboration with HR and PD department toensure paperwork is completed

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

0 n/a Monthly conversations on thestatus of the HQT process.Instructional RoundsInformal & Formal Observations

Monitoring of the ProfessionalImprovement Plan (PIP)

Paraprofessionals who

meet the qualificationsrequired by NCLB(education, ParaPro test,portfolio assessment)

3

100%

Collaboration with HR department to ensure

HQT paperwork is completed.All of the paraprofessionals have completedrequirements; however, continue to providelearning opportunities in order to enhancerepertoire and best practices.

Paraprofessionals who donot meet thequalifications required byNCLB (education, ParaProtest, portfolio

0 n/a


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Number &

Percent

Content &Focus

Description of Process toMeet Highly Qualified

Description of Strategy to RetainHQ Staff

assessment)

Description of Strategy To Attract HQ Staff IndividualsResponsible

Advertise the district’s accomplishments, mission / vision and academic goals in order toattract the attention of High Qualified Professionals in the area of education.

Assistant Superintendent of Administrative Services &HR Staff


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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

ContentAreaFocus

TargetGroup

PersonResponsible

Indicators of Success(Evaluation) How are teachers

identified?


ALL ALL STAFF Asst Supt

Director of Bil Ed

Director of PDAdministrators

ALL STAFF

Change in the BuildingCultureIncrease in PositiveCommunication in theSchoolsDecrease in Staff and Parentcomplaints

ALL Building Staff

Professional ImprovementPlan (PIP)Professional LearningCommunitiesGrade Level Cohorts

ALL Certified

Teachers

Human

Resources,ProfessionalDevelopment,Departments


Walk throughInstructional RoundsInformal & FormalEvaluations

Annual Evaluations

Self Reflection

Walk throughInstructional RoundsInformal & FormalEvaluationsAnnual Evaluations

Coordinate Visits intoModel Classrooms

Coordinate CoachingSessions with ALL programconsultants/coordinatorsfrom a program used in thedistrict

Literacy

MathDual Lang

ScienceSocial St.

Teachers InNeed of

Support

Teachersnew to agrade level

Administrator

District


Walk throughInstructional RoundsInformal & FormalEvaluationsDialogue with ProgramConsultants/Coaches

Walk throughInstructional Rounds

Informal & FormalEvaluationsAnnual Evaluations

Cross Content Literacy Training

Rubrics

ALL All Staff Administrators

Bulletin Boards with a writingfocusIncrease in the quality of student writing in classes

Self Reflection



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ContentAreaFocus

TargetGroup

PersonResponsi

ble


(Evaluation) How are teachersidentified?

Word Walls outside of LALGrade Level Presentations of student work


PD 360 Assign specificvideos for viewing,responding, planning, andfollow up

ALL Certified Teachers

HumanResources,ProfessionalDevelopment,

Administrators


Walk throughInstructional RoundsInformal & FormalEvaluationsAnnual Evaluations

Self ReflectionWalk throughInstructional RoundsInformal & FormalEvaluations

Annual EvaluationsPIP

Coordinate Visits intoModel Classrooms

Coordinate CoachingSessions with ALL programconsultants/coordinatorsfrom a program used in thedistrict

Literacy

MathDual Lang

ScienceSocial St.

All Staff Administrator

District


Walk throughInstructional RoundsInformal & FormalEvaluationsDialogue with ProgramConsultants/Coaches



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.


ContentAreaFocus

TargetGroup

PersonResponsi

ble


(Evaluation) How are administratorsidentified?

Coaching Support for allcurrent and new programsin the district

ALL Admins

PDCommittee

Asst. Supt

Principal

Increased awareness of program and district goals

Ability to turnkey train staff

Self Reflection – IndividualRequest

Recommendation


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ContentAreaFocus

TargetGroup

PersonResponsi

ble


(Evaluation) How are administratorsidentified?

Site Visits

I & RS Team Training ALL Admins,I&RS Team,

SLT/NCLB TeamMembersPDCommittee

VP of Special

ServicesAsst. Supt

Decrease in I&RS referralsGreater Use of classroom

Strategies to supportstruggling learners

Participants of I & RS Team

Common Core Training ALL AdminsPDCommitteeSLT/NCLB TeamMembers

Asst. SuptPrincipalDir. Of PD/Data

Increased awareness of program and district goalsAbility to turnkey train staff

Superintendent and Asst.SuptIndividual Request

Join NJ DOE AdministratorsNetwork

ALL Admins Asst. SuptPrincipal

Increased awareness of program and district goalsSite Visit FeedbackPD Feedback Forms

Self Reflection - – IndividualRequest

RecommendationSite Visits

Data Assessment &Analysis Training

ALL AdminsSLT/NCLB TeamMembersPDCommittee

Asst. SuptPrincipalDir of PD/Data

Increased awareness of program and district goals

Ability to turnkey train staff

Superintendent and Asst.Supt

Individual Request

Student Eligibility and Selection

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

Homel Migran Students Economical ELL Other Targeted Assistance Schools


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Measure ess t withDisabilities

lyDisadvanta

ged

SubGroups

Entrance

Criteria ()

ExitCriteria

()

State Assessment NJASK NJASK NJASK NJASK NJASK NJASK n/a n/a

Other Assessments DistrictInterimAssessment (DIA)

LearniaDevelopm

entReading

Assessment (DRA)

TeacherMade

Assessments

End of Unit Test

Instructional Focus

Assessment

DistrictInterimAssessmen

t (DIA)

LearniaDevelopment ReadingAssessmen

t (DRA)

TeacherMade

Assessments

End of Unit

TestInstructional Focus

Assessment

District InterimAssessment(DIA)

LearniaDevelopment

ReadingAssessment

(DRA)

Teacher MadeAssessments

End of Unit Test

InstructionalFocus

Assessment

District InterimAssessment(DIA)

LearniaDevelopment

ReadingAssessment

(DRA)


End of Unit Test

InstructionalFocus

Assessment

DistrictInterimAssessment(DIA)

Learnia

DevelopmentReadin

gAssessment(DRA)


End of Unit

Test

InstructionalFocusAssessment

DistrictInterimAssessment

(DIA)

LearniaDevelopmen

t ReadingAssessment

(DRA)

TeacherMade

Assessments

End of Unit Test

InstructionalFocus

Assessment

n/a n/a

English Language

ProficiencyAssessment

ACCESS Test

ACCESS Test

ACCESS Test ACCESS Test ACCESS Test

ACCESS Test n/a n/a

Classroom Grades GENESISProgram

(electronicgradebook)

Mid CycleProgressReports

Report

GENESISProgram

(electronicgradebook)


Report

GENESISProgram

(electronic gradebook)

Mid CycleProgress Reports

Report Cards

GENESISProgram

(electronic gradebook)

Mid CycleProgress Reports

Report Cards

GENESIS

Program

(electronic

gradebook)

MidCycle

GENESISProgram

(electronicgrade book)


ReportCards

n/a n/a


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Cards Cards Progress

Reports

ReportCards

TeacherRecommendation

Instructional Focus

Assessment

Formal &Summativ

eAssessme

nts

Instructional Focus

Assessment

Formal &SummativeAssessmen

ts

InstructionalFocus

AssessmentFormal &

SummativeAssessments

InstructionalFocus

AssessmentFormal &


Instructional

FocusAssessment

Formal&

Summative

Assessments

InstructionalFocus

AssessmentFormal &


n/a n/a

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: Professional Development for teachers with specific needs, PD 360, PD hours for all programs forrefresher courses for staff, Infusion of Technology : Smart Boards,

From outside experts:

Experts from all fields for professional development. Training in the use of video conferencing, screen casting, digitalstory telling.Dual Language Literacy Support. READ 180/Rdg Plus/CLI/Acellus/Units of Writing coaching sessions, workshoppresentations and one on one sessions for targeted staff.Data Analysis & Common Core professional developmentSchool Culture - Cross Cultural Communication training to address changes in student population.Science/Social Studies and Integrating Technology Coaching Hours.Professional development on differentiated instruction (teaching students working below grade levels across content


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areas)Student engagement workshops,Refresher PD on student conferencing, vocabulary development,

From others: District Supervisor, Master Teacher, or Resource Teacher Support at grade level and staff mtgs

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.

Office of Testing and Assessment, Office of Professional Development, Special Services, District Content Administratorsand Instructional Technology (IT), READ 180/Reading Plus teacher support

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

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

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


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District Support (completed by LEA for SINIs only)

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

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 instructionand 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 andContinuous Improvement Model (CIM), which is based upon an 8 step process that

relies 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:


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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’s

improvement plan and are mostlikely 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 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 butnot limited to 2010 SIA Part (A).

Type of Funds

Brief Description of

Strategy or PracticeImplemented with

Funds

AmountAllocated

SIA

AmountCarried

Over

Reallocated Use of SIA

Outcomes as a

Result of Implementing the

Strategy or Practice

Evidence

2010 Title I,Part A

READ 180

Reading PlusLucy Calkins Units of Study

Children’s Literacy InitiativeEVERYDAY MATHEMATICS

Safety Net ProgramStaff Professionaldevelopment on the I&RSprocess, interventions, andtimelinesDual Language One Wayand Two Way Classesestablished English andSpanish Week

We are aSchoolwideschoolwithblendedfunds

NOTAPPLICABLE

NOTAPPLICABLE

To be determined oncethe Spring 2011 NJASK results are receivedand analyzed

NJASK -Spring2011


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2010 SIA PartA

What strategy did you usein spending the SIA a grant?

$51,201 NOTAPPLICABLE


NJASK -Spring2011

Federal Name strategies or

programs

NCLB

andotherfederalsources

NOT

APPLICABLE

NOT

APPLICABLE

To be determined once

the Spring 2011 NJASK results are receivedand analyzed

NJASK

State Name strategies orprograms

ABBOTT NOTAPPLICABLE

NOTAPPLICABLE


NJASK

Local Name strategies orprograms

City TaxLevy

NOTAPPLICABLE

NOTAPPLICABLE

To be determined oncethe Spring 2011 NJASK results are received

and analyzed

NJASK

Other Name strategies orprograms

We are aSchoolwideschoolwithblendedfunds

NOTAPPLICABLE

NOTAPPLICABLE


NJASK

School Budget Pages

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


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How the Title I Part A school allocation is budgeted for targeted assistance schools or schools



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

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

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

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


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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 holdand 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 program

2 Extension of the school year or school day3 Replacement of staff members, not including the principal, who were relevant to the school’s low performance4 Significant decrease in management authority at the school level5 Replacement of the principal

6 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


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NOT APPLICABLE

Correct Effecti



Corrective Descri tion

Effective Evidence of Outcomes

2

3

4


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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 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.

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 restructuringas set forth in the No Child Left Behind Act .

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

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

Title 18A).

Identify the restructuring option(s) selected: ____

For schools in Year 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


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3



3

4

5

List revisions made to the original restructuring plan.


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Peer Review

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

improvement status.•

Peer reviewers should have expertise in content areas and in school improvement.• Peer review must contain recommendations.

• 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 .)

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

2. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Principal/Leadership

Language Arts

Mathematics

Special Education

ELL

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

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


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

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

Plainfield NJ Schools 2011 12 Title I Unified Plan Evergreen

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