Plainfield NJ Schools 2011 12 Title I Unified Plan Jefferson

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

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2012 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD PUBLIC SCHOOLS

Chief School Administrator: ANNA BELIN-PYLES Chief School Administrator E-mail:

NCLB Contact: Dawn Ciccone NCLB Contact E-mail:

School: Jefferson Elementary School

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

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

Principal Certification

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

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

Scot R. Burkholder 6/30/11 __________________________________________ ____________________________________________ ________________________ Principal’s Name Principal’s Signature Date

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mailto:[email protected]

mailto:[email protected]



School NCLB Committee

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

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

Name Stakeholder GroupParticipated

in NeedsAssessment

Participated inPlan

DevelopmentSignature

Scot R. Burkholder Administrator Yes Yes On File

Vincent Barracato SLT – Special Education Teacher

Yes Yes On File

Constance Brown-Anderson

SLT – Reading Teacher Yes Yes On File

Shawn Colletta SLT – ExtendedCare/Teacher

Yes Yes On File

Isabella DeSantis SLT –Classroom Teacher Yes Yes On File

Maudeline Gayle-Roberts

SLT – Classroom Teacher Yes Yes On File

Andrea Green SLT – ESL Teacher Yes Yes On File

Marge Leonard SLT – School Nurse /

Community Resident

Yes Yes On File

Denise Scala SLT – Professional SchoolCounselor

Yes Yes On File

Yaneth Sierra SLT – Bilingual/WL Teacher Yes Yes On File

Vanessa Belvin SLT/PTO –Parent/Community

Yes Yes On File

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Laura James SLT/PTO –Parent/Community

Yes Yes On File

Daniel Torres SLT/PTO –Parent/Community

Yes Yes On File

Wesley Jenkins SLT/PTO president –Parent/Community

Yes Yes On File

Yvonne Breauxsaus District AssessmentSupport

Yes Yes On File

ALL TEACHERS / TA’s School Staff – CommitteeWork

Yes Yes Sub groups on file

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School NCLB Committee Meetings

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

Date Location Topic Agenda on File Minutes on File

Yes No Yes No

10/5/10 Jefferson Conf. NeedsAssessment/Data

Review

X X


Review

X X


Review

X X

1/25/11 Jefferson Conf. Needs Assessment/SIAGrant

X X

2/1/11 Jefferson Conf. Needs Assessment/SIAGrant

X X

3/1/11 Jefferson Conf. NeedsAssessment/CAPA

X X

3/29/11 Jefferson Conf. CAPA/Action Planning X X

5/16/11 Cafeteria Whole Staff Sub GroupWork

X X

6/7/11 Jefferson Conf. Plan Discussion X X

6/15/11 Jefferson Conf. Plan Development X X

6/21/11 Cafeteria Whole Staff PlanDevelopment

X X

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6/22/11 JeffersonConference

Plan Development /Review

X X

School’s Vision & Mission

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

What is the school’s vision statement?

Jefferson Elementary School in collaboration with the community willnurture, inspire and motivate all students to achieve high academic andsocial standards in order to ensure success in our diverse global society.

Motto: “Excellence begins with me”

What is the school’s mission? To ensure each student’s highest achievement:• The Jefferson School Community uses data to drive instruction, set goals,and motivate students.

• The Jefferson School Community responds to the instructional needs of students by differentiating instruction through modifications,interventions and enrichment.

To promote continuous learning:

•The Jefferson School Community embraces and implements district wideliteracy and mathematics curriculum to increase academic achievement for

all learners.•The Jefferson School Community meets individual student needs through avariety of resources and activities before, during, and after the school day.

•The Jefferson School Community prepares students for the 21st century byintegrating technology across all disciplines.

To encourage responsible citizenship:

•The Jefferson School Community teaches and models positive charactertraits through character education and behavior support.

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

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

To create a safe, nurturing environment:

●The Jefferson School Community enforces established rules, rituals androutines.

●The Jefferson School Community fosters a conducive learningenvironment.

Describe the process for developingor revising the school’s vision and

mission.

During the 2010-11 school year, a sub-group was created to review andrevise the school’s vision and mission statements.

The schools vision and mission statement were originally developed duringgrade level meetings the previous year. During the 2009-10 school year,

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

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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.

Narrative:

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

State-Level Assessments:

We analyze the data from the NJASK 3-6 and DRA for Grades K-2. All students, inclusive of Special Education andLimited English Proficient (LEP) students, are tested with the exception of two students who take the APA. This dataprovides a limited picture of strengths and weaknesses of student achievement in literacy, mathematics, and, inGrade 4, science. Jefferson School uses the NJ results to qualify students for intervention programs: summer school,after school programs, and in-class support programs such as READ 180 and Reading Plus. The NJASK results providea strand-by-strand analysis in mathematics and science (Gr. 4) but do not in language arts. NJASK results are sharedwith parents and students through frequent “data chats”. LEP students are also assessed using the ACCESS test. Thisdata is used to identify students who are ready for mainstream classes, to measure yearly progress in the ESLprogram, and to identify student strengths and weaknesses to be addressed in the ESL and general academicprogram. ACCESS results are shared with parents and students using “data chats”.

District-Level Assessments:Plainfield students in Grades 3 and up, inclusive of Special Education and Limited English Proficient (LEP) studentscomplete the District Interim Assessment three times a year. The past year, major flaws limited the DIA data as thesecond round was not calibrated correctly and the third examination period was canceled by the district. The districtcurrently mandates the use of the Learnia predictive assessment in Reading and Mathematics and utilizes a writingbenchmark assessment quarterly. Jefferson school uses these district measures of evaluation for two purposes: 1) todevelop an Instructional Focus Calendar and 2) to discuss strengths and weaknesses with each student and parentutilizing data chats strategies to inform both parents and students of current academic performance level.Grade level teams collaborate to develop Instructional Focus Calendars. Teachers select the weakest 20% of skillsidentified in the NJASK and DIA as focus skills. The skills are shares with all teachers who work with before mentioned

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students and special area teachers. These skills are taught in classes as introductory, review, or reinforcement. Theskills are assessed by teachers in formative and summative assessments in class, and on the next DIA.

Classroom-Level Assessments: Teachers use formative and summative assessments in writing, reading, mathematics, social studies, and science tomeasure students’ strengths and weaknesses, and to help determine skills to be taught in class in whole class, small

group, and individual sessions. Said assessments include observations, anecdotal records, reading and writingconferences, specific rubrics, running records, quizzes, tests, and computer generated data from the Reading Plus andRead 180 programs.

Areas Multiple MeasuresAnalyzed

Overall Measurable Results and Outcomes

Academic Achievement –Reading

Reading Plus, Read 180,and Learnia Programs

The Reading Plus data depicts that student gains werenoticed; on an average 30% of the students advanced onelevel, 32% two, and 34% went up by three levels.

The growth report in the Read 180 program shows that whilethe program was not consistently utilized 64% of thestudents enrolled showed gains in lexiles. There was asignificant gain shown in the growth of two students whobegan at a BR (0) lexiles and ended up growing by 699 and359 lexiles respectively.

Data from Learnia was inadequate therefore informationgermane to student performance could not be retrieved.

Awaiting the NJASK scores, this section will be revised oncescores are delivered. Scores should show growth due to

literacy instruction being a primary focus goal.Academic Achievement -Writing

Writing Benchmarkassessments, studentwriting portfolios, andNJASK scores (TBD)

Teachers throughout the year have implemented the newwriting initiative, Teachers” College Model (Lucy Calkins) andMessage Time Plus. There was on going professionaldevelopment which resulted in renewed rigor and interest instudent writing. The gains earned during this period werenoted through the displays of students’ writings andexpressions. Benchmark (TAP) writing assessments showedone to two level increases on rubrics utilized. The NJASK datashould solidify the success for grades three through six.

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Awaiting the NJASK scores, this section will be revised oncescores are delivered

Data from Learnia was inadequate therefore information

germane to student performance could not be retrieved.

Academic Achievement -Mathematics

Math grading assessments,Learnia, and the NJASK (TBD)

Class grading review and student folder review showedprogress in students learning mathematic skills aligned withthe NJCCCS. Growth was seen in the students’ scores andwork quality in class. While Learnia data was largely flaweddue to the score entering, some growth was measurable inthe area of math instruction in Grades 4-6. Awaiting theNJASK scores, this section will be revised once scores aredelivered. Scores should show growth due to qualityinstruction and departmentalization teaching by highly

qualified staff.Parent Involvement Back to School Survey

On-going on-line survey

Back to School Night

3 Open houses

Parent Academy Workshops

Parent involvement opportunities, attendance, and feedbackall showed significant increases during the 2010-11 schoolyear. This year, over 65% of parents came out for the backto school night based on our sign in records as compared to50% last school year. During 2011-12, we held three openhouses which added over 120 documented parentsparticipating in the educational day of their children. We alsoheld parent academy workshops in which 55 parents learnedabout technology, NJASK testing requirements, and properhealth and nutrition for their students.

Based on written and on-line survey review: (results collectedthrough zoomerang.com)

• 67 % are satisfied or very satisfied with school effortsto involve parents.

• 70% would like more information on how to help theirkids succeed.

• 70% of parents listed increase in test scores andmaterials as their concern.

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• 80% said they would like to be “more involved” in theeducational process

• 57% said that technology integration was their top

educational wish

• 70% reported being satisfied or very satisfied withteacher quality

• 80% reported being satisfied or very satisfied withadministration.

Professional Development Pre and Post needsassessments, PD plan,union county PLC data, andclassroom evaluation data.

A professional development needs assessment wasdistributed and collected. The results included a variety of data which measures construct. Areas of need were identifiedbased on teacher survey. Twenty-four teachers completed

the needs assessment – which this year was conducted as apre (Aug) and a post (June). Professional development needswere reflected as follows:

PD Need Area Pre-Assess(Aug)

Post Assess(June)

Literacy Improvement –writing model / reading

block

55% 40%

Math Improvement –Scope, targeting of

student needs

14% 35%

Improving studentdiscipline

18% 20%

Applying concepts of differentiating

instruction

73% 70%

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Using Data to driveinstruction

50% 20%

Conclusions: Due to decreases in literacy improvement andusing data to drive instruction, these areas were effectivelypresented in 2010-11. CAPA visits confirmed that our schoolhad high levels of student engagement (100%), used dataeffectively, and that there was a significant increase instudent writing success and in the quality of the posted work. The increase in Math suggests that we need to refocus onmath instructional PD after making literacy a primary focusthis year. Additionally, since the percentage of teachersneeding differentiated instruction PD is consistently high, we

need to address this to a greater degree in 2011-12.Extended LearningOpportunities

FFC program, SaturdaySchool

The Saturday program at Jefferson School provided 43students in the cusp areas (175-200 on the NJASK inLiteracy/Math/Both) 21 hours of additional instruction thatwas data driven to improve their chances to achieveproficiency on the NJASK assessment (7 sessions for threehours each). Based on the reviews of the Saturday Academystudent individual learning plans, all students showed somegrowth with about 60 percent of those students showingsignificant growth in targeted skills areas during the sevenweek session.

The FFC program served 60 students in grades 1-6 andprovided academic tutoring in mathematics and literacy for18 hours a week from December through May. Students inthis program showed growth based on report card review andsuccess as indicated that no students in this program wererecommended for retention. Below is a chart of actual hoursspent by the students in each area:

Core Service Documented # of Student

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Before/AfterSchool

AverageHours/Week

Service to Youth

ReceivingDocumented

Level Of Service

Social Services 3 60Education 4 60Enrichment 3 60Recreation 8 60

Homeless District homeless reportsand home visits byadministration, nurse, andschool counselor.

All students identified were targeted for additional assistance,SES programs, extended day programs, and additionalsupport through the district and school’s SIFSS program.

Students with Disabilities IEP review, materialsinventory, classroom

review, NJASK scores (TBD)

All teachers in the year 2010-11 were required to sign intothe IEP viewing room and view students IEP’s for maximum

accountability and adherence to the accommodations listedin the plans. All teachers were provided a 30 page packetand received PD in how to make educationally researchedmodifications to lessons, assessments, and instruction tobenefit our SPED students. Based on classroom review,several of the strategies were evident this year. NJASK scores will determine the level of improvement for thesestudents. In addition, over $8,000 of additional materials andtextbooks were purchased this year specifically to benefit theSPED population’s instruction.

English Language Learners Dual language instructionalmodel, classroomvisitations, grade reviews,NJASK scores and Learniascores. Additionalresources and PD provided.

Standardization of bilingual instruction was evident in 2010-11 leading to a more documented instructional program forour ELL students. Additional small group supportopportunities were built in for struggling students utilizing theESL and World Language teachers.

EconomicallyDisadvantaged

SES programs, FFCprogram, and at-riskintervention through SPED

Students in the most at-risk categories were placed in theSIFSS process for additional educational, social, and familysupport. In addition to the academic tutoring programs andextended learning opportunities, these students received

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extra materials and school uniforms.

School Culture Pre and Post surveysconducted, collaborative

agenda review, andsuspension data reviewed.

Based on review of the pre and post needs assessments, ourschool has shown some improvement in our schools culture.

Significant progress has been made in the area of developing a student reward system (three major schoolevents held to recognize positive behavior) and in thenumber of PD’s designed to support student growth andaddress root causes (Vertical articulation session held in2010-11 and cause and effect activities) which led toincreased sense of school community. The school motto“excellence begins with me” was added to all schoolcorrespondence, two major displays at the school, anddiscussed with students at length at assemblies. Communityservice opportunities increased significantly causing ameasurable (in table) growth in pride working and going toschool here. In 2009-12, there were three community serviceprojects. During the current school year, nine events weredocumented and held.

Survey results:

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School Culture Area Pre-Assess(Aug)

Post Assess(June)

Staff collaborate well 75% 77%

Discipline policy isunderstood

78% 76%

Students enjoyeducation here

82% 78%

Students NEED to bemotivated

68% 52%

Staff are proud to workhere

65% 76%





Conclusion: More can be done to get the discipline policyfollowed, students to enjoy their experience here, and staff tocollaborate as those areas as most of them remained

unchanged during the school year despite improvementefforts. Significant increases were seen in the areas of students needing motivation (the number appears as adecrease, but indicated more students are now self-motivated and empowered) and in the pride staff showworking at Jefferson.

Leadership Staff and Parent Surveys,Leadership team binderreview.

80% of parents responded during the year end survey thatthey were satisfied or very satisfied with the school’sprincipal and leadership team. The leadership team met

more frequently and provider greater feedback in grants,decision making, and day to day operations based on reviewof the current and last year’s binders. Finally, 85% of teachers in the school climate survey reported that theadministration (principal and team) were supportive/verysupportive as compared to only 45% of teachers feelingsupported in the 2009-10 school year.

Highly Qualified Staff Highly Qualified Binder andpersonnel files.

As a result of correcting HR errors, all staff is listed as highlyqualified for the 2011-12 school year as compared to 96.8%the previous year.

School-Based YouthServices NA NA

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Evaluation of 2011 Teaching and Learning Strategies & Programs

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

1Strategy or

Program

2Content/Grou

p Focus

3Effect

ive

Yes-No

4Documentation of

Effectiveness

5Measurable Outcomes

Splash Program LAL Yes Data Pre/Post Kindergartener’s students raised DRA scores 3-4levels on average as a result of this instruction.

1st grade students raised DRA scores 7.5 levels onaverage as a result of this instruction. One studentshowed no growth but was referred to CST.

2nd grade students raised DRA scores 14 levels onaverage as a result of this instruction.

3rd grade students raised DRA scores 19.3 levels onaverage as a result of this instruction.

Reading Plus LAL Yes Student/teacherReports

The Reading Plus data depicts that student gainswere noticed; on an average 30% of the studentsadvanced one level, 32% two, and 34% went up bythree levels.

Read 180 LAL Yes Student/TeacherReports

The growth report in the Read 180 program showsthat while the program was not consistently utilized64% of the students enrolled showed gains inlexiles. There was a significant gain shown in thegrowth of two students who began at a BR (0)lexiles and ended up growing by 699 and 359lexiles respectively.

Lucy CaukinsUnits of Study

LAL – GradesK-6

Yes Student worksamples andbenchmark

This model was implemented and followed up withregular job embedded modeled PD to support thestandardization and improvement of the writing

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1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomesassessments.Writing modelstandardized.

block. Growth seen in posted work, studentportfolios, and on the writing benchmarkassessments. Teachers reported increasedconferencing opportunities with their students andincreased collaboration with colleagues.

Message TimePlus

LAL – GradesK-2

Yes Scaffoldingopportunities

increased and mini-lesson standardized.

This model was implemented and followed up withregular job embedded modeled PD to support thestandardization and improvement of the readingblock in primary grades. Teachers reportedincreased conferencing and scaffoldingopportunities with their students and increasedcollaboration with colleagues.

Focused LearningWalks / Best

Practice Sharing

All Contentareas

Yes Agendas and PDlogs

Staff shared best practices throughout the yearduring grade levels, during job embedded PD, and

during the vertical articulation sessions to increaseinstructional delivery throughout the building.

Small GroupInstruction

Lit. Yes Student rosters ESL, WL, intervention support, and reading supportteacher all had pull out assignments to work withstudents in small group settings to raise studentcontact time. These students showed growth intargeted skills areas.

InstructionalFocus Calendars

Lit Yes Documented hoursof quality serviceand measurable

growth in classroomassessments andmarking periodgrading.

The addition of over 60 documented hours of increased support, tutoring, and academicdiscussions showed academic growth in classroom

assessments and in the tutoring records for theprogram. NJASK scores should reflect an increasein students enrolled in this program.

SaturdayAcademy

LAL/Math Yes Individual learningplans and classrecords.

Based on the reviews of the Saturday Academystudent individual learning plans, all studentsshowed some growth with about 60 percent of those students showing significant growth intargeted skills areas during the seven weeksession.

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1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable Outcomes TechnologyInfusion

Discovery Ed, EMgames

SmartBoards/Lap-tops

All Subjects Yes Increased usagereports, studentengagement levels,completion of project basedlearningassignments.

Increases seen in computer usage from Fall toSpring CAPA visit and in administrative walkthrough data. Data from programs suggests EMgames and discovery education allowed greaterdifferentiation of instruction for students of alllevels.

IEP viewing partyand lesson planreview to ensureaccommodationsbeing met.

Students withDisabilities

Yes Lesson Plan reviewand IEP sign in log.

All teachers were provided with accommodationstrategies and required to list modifications inlesson plans (and use them in class) with the goalsof supporting improvement in classified students. There was no measurable tracking of this in the2009-10 school year on file.

Additional

MaterialsPurchased / PD

All

Subjects/GenEd/SPED/ELL

Yes Budget, classroom

inventory, studentusage.

Administration spent over $26,000 as a calculated

strategy to ensure all students had appropriatematerials, both required and supplemental. Thisresulted in an increase in students being able totake work home, have reference materials, andpractice in workbooks.

I&RS Process Homeless/Migrant

Yes Meeting logs, phonecall logs, statereports, and homevisit reports.

Students identified were added to our most at-risklist. These students were eligible for districtassistance, placed at the top of our extended daylists, and received support from the in house SIFSSteam.

One-way duallanguage program ELL Yes Schedules, logs,visitation records,student growth

Teachers report growth on classroom assessments,DRA’s, and other anecdotal assessment forms dueto immersion in one-way language model. NJASK scores should show growth in these students aswell.

Rosetta Stone ELL Yes Reports, classroomvisitation data,teacher feedback.

Rosetta allowed teachers to differentiate theirinstruction by providing support to the mostemergent student learners in a data drivenmanner.

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

1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable Outcomes

FFC Extended Day LAL/Math/Science/

SS

Yes Documented hoursof quality serviceand measurablegrowth in classroomassessments andmarking period

grading.

The addition of over 60 documented hours of increased support, tutoring, and academicdiscussions showed academic growth in classroomassessments and in the tutoring records for theprogram. NJASK scores should reflect an increasein students enrolled in this program.

SaturdayAcademy

LAL/Math Yes Individual learningplans and classrecords.

Based on the reviews of the Saturday Academystudent individual learning plans, all studentsshowed some growth with about 60 percent of those students showing significant growth intargeted skills areas during the seven weeksession.

SummerEnrichmentProgram SPLASH

Literacy andMath

Research has shownthat students whoattend the summer

enrichmentprograms retain theskills which havebeen taughtthroughout the year./it is on that premisethat we considerthat this program iseffective

Post-tests of students showed growth in targetedareas of literacy and math. Curriculum is alignedto NJCCCS. Students were selected by principal

and grade level teams as an intervention strategyto raise scores and reading levels back to gradelevel.

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Table D: Professional Development That Was Implemented in 2011

1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4

Documentationof Effectiveness

5

Measurable Outcomes

Columbia University Teachers college.Units of Study WritingWorkshops

LAL Yes Lesson Plans,student work, andPD records.

As a result of this PD, teachers gainedsignificant strategies and collaborated withcolleagues to share best practices resulting inan increase in the quality and quantity of thestudents’ written work. The model alsoensured universal teaching practices toincrease articulation which were absent inprevious years.

NJASK Open-ended

writing professionaldevelopment

LAL Yes Lesson Plans,student work, andPD records.

As a result of this PD, teachers gainednumerous teaching strategies and wereprovided with detailed scoring information onhow to improve student writing responses onopen ended tests. The classroom data and TAPs show gains in student written responses. The NJASK will confirm or contradict this dataonce available.

Children’s LiteracyInstitute – Message Time Plus

LAL Lesson Plans,student work, andPD records.

Teachers developed an increased skill set forscaffolding reading and writing learningopportunities for their students. This

technique was recorded during administrativewalk through visits as “significantlyincreasing” as a result of this PD.

Vertical ArticulationSession

LAL/Math Yes CAPA / U.PdevelopmentLesson Plans,student work.

The first session focused on reviewingcurriculum and the NJCCCS for readingcomprehension. Teachers shared strategiesand identified areas that were of majorimportance for IFC’s and teachingopportunities. IFC’s and lesson plans reflectedinformation from these sessions and a

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1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable Outcomessignificant portion of this information wasutilized for CAPA and unified plandevelopment.

Root Cause Analysis All Core, PI,

School culture,and PD

Yes CAPA / U.P

developmentLesson Plans,student work.

The first session focused on last year’s

programs and planning from the unified planand planning for improvement in 10-11.Information from these sessions and asignificant portion of this information wasutilized for CAPA and unified plandevelopment.

Reading Plus – DataAnalysis for planning

LAL Yes Lesson plans, IFCs,and studentportfolios.

As a result of this session, usage reportsshowed an increased use of Reading Plusprogram which led to measureable gains inthe students reading comprehension scores in

the programs. Additionally, based on lessonplan review, an increase in use of supplemental components of the program wasobserved (worksheets, PDF’s) to benefitstudent learning and differentiate contentdelivered for each student.

Math articulation andnecessary skilldevelopment

Math Yes Lesson Plans,student work, andIFC development.

Teachers reviewed class data and assessedcurrent student academic performance andplanned for improvement. Math scoresshowed progress as a result of this sessionand based on teacher reflection, these types

of sessions should be offered more frequently.

IEP Viewing,Instructionalmodifications anddocumentation.


Yes CAPA / U.PdevelopmentLesson Plans,student work,referral services,and CST records.

As a result of this PD session, all staff at Jefferson received training on providingappropriate modifications and viewed studentIEP’s to ensure that students received anappropriate education according to SPED lawsand best practices. Lesson plans reviewedproved that these strategies were beingimplemented in planning and in use ininstructional periods (observed during class

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1

Strategy or

2

Content/Grou

3

Effectiv

4

Documentation

5

Measurable Outcomesvisits).

Bullying, Harassmentprevention

All Students Yes Student disciplinerecords andreferrals.

While data is hard to track in this area, anincrease in reporting incidents was observedand this could be attributed to the fact that

staff were more attentive and responsive toreporting incidents after this PD.

Student and FamilySupport InterventionPD

Academic at-risk students,etc.disadvantaged, and earlyintervention

Yes CAPA / U.PdevelopmentLesson Plans,student work,referral services,and CST records.

An increased of referrals and morecomprehensive documentation was seen as aresult of this PD. Documentation techniquestaught during this session led to studentsbeing enrolled in SIFSS, CST, SaturdayAcademy, SPLASH program, and the K-2intervention program.

The effects of poverty

on student learning.

Homeless/Migr

ant

Yes Referral services Again, tough to track. However, more

documentation was observed to securestudents in need district and school support asa result of these sessions. 4 students wereidentified and ALL received services.

Rosetta Stone ELL Yes Usage Records,reading andspeakingcomprehensiondata.

This program was being utilized in severalBilingual classes as the year closed. Lateimplementation resulted in limited datacollection, however teachers reportedstudents using the program were increasingEnglish language skill development (reading

and speaking). The program has beenestablished for all students in ELL programs asan RTI, but is most beneficial with emergentlearners according to research.

One-way DualLanguageInstructional Model

ELL Yes Schedules, studentreport cards, andlesson planreviews.

Standardization of the bilingual model has ledto consistent instruction and scheduledlearning opportunities for our ELL students.DRA scores, report cards, and portfolioreviews show that this model has increasedstudent achievement levels as compared to

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1

Strategy orProgram

2

Content/Group Focus

3

Effective

4


5

Measurable Outcomesprevious transitional and un-prescribedmodels.

Table E: Parent Involvement That Was Implemented in 2011

1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable Outcomes

Principals Meetand Greet

LAL/Math Yes Sign in sheets,agendas, andsurveys conducted.

About 60 parents and community members cameout to give feedback about the educationalofferings at Jefferson and discuss the

disaggregated testing data. Services and supportprograms were offered to parents.

Back To SchoolNight

LAL/Math Yes Sign in sheets,agendas, andsurveys conducted.

About 60% of parents attended the back to schoolnight in 2010-11. This program introduced allparents to the educational offerings (as confirmedby the agendas and sign in sheets) here at Jefferson. SES and extended day sign up andselections also took place.

Parent/TeacherConferences

All Subjects Yes Sign in sheets,agendas, and data

chat forms.

Parent attendance as reported by teacher sign insheet was over 70%. This was a data chat format

to share NJASK scores and set educational goalscollaboratively for the 2010-11 school year.(Overall data shows 283 in 2010 vs. 200 in 2009).

School OpenHouse (2)

All Subjects Yes Sign in sheets,agendas, anddocumented time of parentsparticipating inclass.

Parents took part in the literacy and math blocksduring the two open house sessions learning howto help their students succeed and support thehomework that is sent home.

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1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable OutcomesNCLB/SIA Parentcommittee

All Subjects /Schoolimprovement

Yes Sign in sheets,agendas, andprograms selectedand implemented.

Parents provided information and feedback abouteducational programs and offerings that they feltwere valuable to their children. As a result theschool leadership team and parent committeelooked at educational research collected from theREL institute and what works clearinghouse toselect programs to fund through SIA that willbenefit these shared established goals.

Parent Academy –Using Technologyto help yourchildren learn

All coresubjects

Yes Sign in sheets,agendas, anddocumented time of parentsparticipating inclass.

Over 25 parents signed up for the class whichtaught parents how to use free educationalprograms and programs already approved(Reading Plus, EMG, and Ten Marks) to help theirstudents improve academically.

Parent Academy –Health andnutrition for asuccessfuleducation

SES/ At-riskstudents

Yes Sign in sheets,agendas, anddocumented time of parentsparticipating inclass.

Over 25 parents signed up for the class whichtaught parents how to prepare their kids physically(rest, nutrition, early screening for illness/disability)for the most academic success.

Parent On-lineSatisfactionSurvey

English /Spanish

All Areas Yes Survey data – preand post

Parents took this survey at the meet and greet, on-line throughout the year, and at the year-end PTOmeeting. Surveys indicate

Open Houseworkshops - PRISE


Yes Sign in sheets,agendas, andsurveys conducted.

Parents and community members were providedworkshops and documents (PRISE) on how tosupport and advocate for students with disabilities.A sign in log documented a significant increase inadministrative, CST, and parent meetings forstudents with disabilities.

Parent Teacher

Organization

All studentsHomeless/Migrant

Yes Sign in sheets,agendas, andsupplies donated.

PTO events were more frequent and betterattended according to sign in records. PTOmeetings averaged between 30-40 membersduring 2010-11 as compared to 8-15 parents the

23



1

Strategy or

2

Content/Grou

3

Effect

4

Documentation of

5

Measurable Outcomesprevious year.

CAPA / State of Schools JeffersonEvent

All Yes Sign in sheets,agendas, andinformation

collected for futureCAPA visits.

Data collected from this event is being included inthe unified plan and was discussed with the CAPAconsultant and whole staff for improvement.

Parent BudgetCommittee

All/ Finance Yes Sign in sheets,agendas, andprograms selectedand implemented.

Data collected and discussed in these sessionswere included in the FY12 projections anddiscussed with the business administrator toensure parent support and understanding of theschool budget.

Dual LanguageInstruction Launch

ELL Yes Sign in sheets,agendas, andsurveys conducted.

Schedules, report cards, and classroomobservations show that the bilingual departmentnow has a standard educational model that is

producing measurable learning opportunities andgrowth for students.

Global Connect All Subjects Yes Call records Monthly global connect messages and letters to thecommunity informed parents of important eventsand discussed strategies for student improvement.

School E-book bag All Subjects Yes On-linedocumentation

School e-book bag placed test scores, studentevents, and educational / social support programinformation on the web for parent review. Parentsreferenced this strategy in the satisfaction surveyas being extremely beneficial.

Career Day LAL/Career Yes Sign in sheets,agendas, anddocumented time of parentsparticipating inclass.

All students (408) had at least three parentprofessionals (some classes had 4) visit classroomsto present information about their careers. Thisbrought out over 25 parents and communitymembers to assist the school in providinginstruction and a positive message for ourstudents.

Family Fun Day ALL Yes Photos, parent sign-up sheets.

Year end celebration allows Jefferson to connectwith families, build relationships with the

24



1

Strategy orProgram

2

Content/Group Focus

3

Effective

4


5

Measurable Outcomescommunity, and disseminate important informationas the year closes out.

Parent GrantWriting

Committee

Finance Yes Sign in sheets,agendas, and

programs selectedand implemented.

This team led to two additional parent grants beingwritten. One of which resulted in a stipend used to

begin the parent workshops. The other grant ispending review, but the school has received acertificate for the proposal.

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.

A professional development needs assessment was distributed via on-line survey and the results were collected andanalyzed in September and during the month of July. The results included a variety of data which measures construct.Areas of need were identified based on teacher survey, feedback from prior CAPA visits, Data Summary Reports inaddition to Jefferson School Unified Plan Review /Checklist. The needs assessment was completed by 26 teachers. Thetop three professional development needs were reflected as follows: Data Driven Instruction, Differentiation of Instruction, and support to ELL and SPED populations in the general setting.

25



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

Data is disaggregated at the district level, reviewed by administration and distributed to teachers. Assessments, suchas District Learnia Testing DIA, may be scored by the district or by the teacher depending on district mandate. Resultsare forwarded, via email, for individual students to their respective teachers. Upon receiving the NJASK it is reviewedfrom which targeted skills are created to differentiate and drive the instruction in grade levels and individualclassrooms. The school guidance counselor and principal along with individual teachers helped to identify the highest

risk students according to data results from the previous year’s high stakes tests. Students who were not proficient aswell as those who were proficient were recommended for after school educational services, thus further targeting theirneeds. The results of the ACCESS test, which shows the English proficiency level of the ELL students, guide bilingualclassroom teachers in the process of grouping students. The District Learnia Test was administered 2 times last yearin Language Arts and Math for Grades 3, 4, 5, & 6. The tests are then scored by the district and data is sent to theschools, from which, teachers provide differentiated activities to the students. In addition, teachers use the previousyear’s DRA assessment results to create guided reading groups as well as to differentiate instruction in the beginningof the year. This diagnostic assessment is given 3 times throughout the year with the support of ESL teachers and theReading Specialist. Again, results are used to drive the instruction within the classroom. Reading Plus, a computerbased reading program, is used by 3, 4, 5, and 6 grade students. Specific data identifies each student’s weaknessesin reading. From this data teachers group the common needs of students as well as plan differentiated instruction

which focuses on the strengths and weaknesses of the students. In Math, end of the year assessments from theprevious year are administered to provide data for the needs of students. Staff reviews and analyzes it to findcommonalities and target children in subgroups. In writing, teachers administer on demand tasks where all childrenare given the same writing assessment, after which a profile sheet is used to determine the areas needed for furtherin depth instruction within the subgroups.

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

Multiple measures of data promote reliability and validity. The measures include state, local and teacher madeassessments as well as statistical analysis from the state. Key staff has also been trained in the ContinuousImprovement Model which is a method designed for data desegregation. This involves the following process: Plan(data disaggregation, calendar development), Do (direct instructional focus), and Check (assessment, maintenance,

monitoring), Act (tutorials, enrichment), then the process is repeated, beginning again with Plan.

The following staff members have been trained in the Continuous Improvement Model: (Goal for 2011-12: Moreteachers trained in CIM)

• Vincent Barracato, Special Education Teacher

• Oliva Torres, Special Education Teacher

• Yaneth Sierra, World Language

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

26



Within each grade-level and each classroom, students’ levels are extremely varied, ranging from Partially Proficient,Proficient to Advanced Proficient. These variations indicate a need to provide additional training and collaboration of all stakeholders. This will result in a clearer focus of data results, and specific materials and activities needed tostrengthen academic performance in all content areas. Teachers will also demonstrate use of varied strategies toencourage active student participation during instruction. Students’ weaknesses will be addressed as well as theirstrengths. A major school wide goal will be to focus on differentiation of instruction and assessment design to support

the varied learning needs of our students.5. What did the data analysis reveal regarding professional development implemented in the previous year(s)?

Professional development needs to be modified based on the needs of the teachers, teachers’ assistants and thestudents. Professional development, thus far, has been provided on a district-wide level, and oftentimes, does notaddress the needs as indicated by the stakeholders which are contrary to the guidelines of the New Jersey SchoolProfessional Development program. A major school wide goal for the new incoming SDPC will be to focus ondifferentiation of instruction and assessment design to support the varied learning needs of our students. Last year,improvements were seen in the use of building based PD and a new SPDC committee was elected to ensure thatteachers of various abilities, different grade levels, and all needs are addressed by the PD program in 2011-12.

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

NJASK data is usually received by September. The principal in collaboration with the leadership team review the dataand based on the outcomes, teachers are instructed to formalize their plans for differentiation of instruction. Thestudents are divided into five groups: Remedial (score of 100-174), Cusp/Intervention (score of 175-199),Support/Monitor (200-214), Gifted AP (score of 215-249), Honor Roll AP (score of 250 and above).

The students who fall into the Remedial subgroup are recommended for more serious intervention such as the SIFSSprocess to find additional tutoring and support programs to benefit their learning. The Cusp group is targeted towardthe after school ramp-up program and the Saturday Academy. Those who fall into the Support subgroup are alsorecommended for the after school ramp-up program. In October, the district’s Fall Acuity Test is administered. Thisprovides teachers with current student data for use in planning small group instruction consistent with the student’sneeds.

In addition, the Access Test is used for all LEP students to determine their level of language proficiency in English. Teachers use the data results to determine students’ needs and plan their instruction accordingly. In grades 1-6,teachers use the students’ Diagnostic Reading Assessment (DRA) profiles from the previous year to aid in establishingbenchmarks for differentiated reading groups. The DRA’s are used to select students for the SPLASH in yearintervention program that was introduced in 2010-11 and will continue this school year.

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

27



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

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

We do not have migrant students at Jefferson.

9. How does the needs assessment address homeless student(s) needs?Our analysis suggests that this sub group was dealt with effectively when identified, but more can be done to identifyhomeless students and provide them confidential support in a timely manner.

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

Teachers participated in grade level meetings, created data binders, held articulation sessions, and were able todiscuss assessment data as part of NCLB sub-committees that were formed for overall school improvement actionplanning consistent with the title one unified plan. In 2011-12, we look to provide a standard template for the databinder and professional development on how to use the academic data in the most effective manner.

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

We developed a meeting and orientation schedule for 2011-12 that was absent in previous years. The principal of Jefferson Elementary sent a letter to all pre-school parents zoned to Jefferson School to invite them to an orientationmeeting for the dual language immersion model being implemented in 2011-12. The initial meeting was held in Mayand registration began shortly after that. A full kindergarten orientation is scheduled for the beginning of September.

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

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

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

The data has shown a decline/deficiency in literacy and mathematics in most subgroups. The following deficienciesmay result by a combination of the following:

• Administrative turn-over within the building which led to lack of consistent data collection, analysis, and planning.

• Elimination of academic coaching positions, testing coordinators, and other support positions leading teachers todo more analysis while teaching/on prep time.

• Lack of Instructional Support Teachers for small group pull out. These programs were mandated under America’sChoice and funded under Abbott.

• Teachers assigned to work areas in which they have not received training. This is partially due to high districtteacher mobility/transfer rate.

28



• Classroom assistants were removed from one class to another due to class size or noncompliance of policy.Several were removed due to “budget” in 10-11.

• Due to staff reduction, teachers are being forced to take on other responsibilities and have larger class sizes,resulting in a decrease in student contact time.

• Changing of instructional programs, assessment measures, and educational models after a few years of implementation.

• Teachers receive limited training when new programs are introduced, though in 2010-11 modeling was providedfor two programs (writing/CLI).

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

• Lack of specific district curriculum guidelines and mapping is flawed due to the low percentage of teachers who areable to participate in the summer.

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

NJASK scores have consistently shown a low number of our students scoring proficiency in LAL. Improving ourperformance as a school in language arts literacy, along with improving instructional strategies to combat concernsnoticed, continues to be our first and primary goal.

15. Describe the evaluation results regarding the status of SMART goal #2 in the action plan? The ELL population has significantly increased in the past few years at Jefferson Elementary and this populationsstruggles on the NJASK assessments has led to a decrease in overall test scores. As a school, we identified the lack of proper professional development and available strategies for teachers to support this sub group as a major concern.

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

Instructional strategies have seen significant improvement as related to the previous year’s goals due to increases inprofessional development, standardizing the instructional models in LAL and ELL education, and through bestpractices and articulation sessions. Although more will be done to address this Smart Goal, our focus for goal 3 in thecoming year will move to mathematics instruction as these schools also need to be significantly improved.

29



2012 Needs Assessment – Partially Proficient

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

LanguageArts

2008-2009

2009-2010

Services Provided Describe why services provided did notresult in proficiency.

Grade 4 10 14 Read 180, Reading Plus, SaturdayProgram, FFC program, and SIFSS if necessary.

Due to lack of systemic review from theleadership level, no comprehensive plan forstudent progression existed. Enrollment in FFCand other programs occurred, but studentimprovement was not data driven in theseprograms in 2008-2010.

Grade 5 13 11 Read 180, Reading Plus, Saturday

Program, FFC program, and SIFSS if necessary.

Due to lack of systemic review from the

leadership level, no comprehensive plan forstudent progression existed. Enrollment in FFCand other programs occurred, but studentimprovement was not data driven in theseprograms in 2008-2010.

Grade 6 NA 10 Read 180, Reading Plus, SaturdayProgram, FFC program, and SIFSS if necessary.

Due to lack of systemic review from theleadership level, no comprehensive plan forstudent progression existed. Enrollment in FFCand other programs occurred, but studentimprovement was not data driven in these

programs in 2008-2010.

Mathematics

2008-2009

2009-2010

Services Provided Describe why services provided did notresult in proficiency.

Grade 4 7 11 Saturday Program, FFC program,and SIFSS if necessary.

Due to lack of systemic review from theleadership level, no comprehensive plan forstudent progression existed. Enrollment in FFCand other programs occurred, but studentimprovement was not data driven in these

30



programs in 2008-2010.

Grade 5 12 5 Saturday Program, FFC program,and SIFSS if necessary.

Due to lack of systemic review from theleadership level, no comprehensive plan forstudent progression existed. Enrollment in FFCand other programs occurred, but student

improvement was not data driven in theseprograms in 2008-2010.

Grade 6 NA 9 Saturday Program, FFC program,and SIFSS if necessary.

Due to lack of systemic review from theleadership level, no comprehensive plan forstudent progression existed. Enrollment in FFCand other programs occurred, but studentimprovement was not data driven in theseprograms in 2008-2010.

31



Selection of Priority Problems

School Needs Assessment Summary Matrix

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

• Using information from the data analysis, identify all priority problems.

• Select three or four priority problems to address in this plan. The selected problems should be checked in column T.

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

P r i o

r i t y P r o

b l e m

#

Priority Problem

Population Categories

A . A l l s

t u d e n

t s

B . S t u d e n

t s w

i t h D i s a

b i l i t i e s

C . E a r l y c

h i l d h o o

d

D . E c o n .

d i s a

d v a n

t a g e

d

E . N

e g

l e c

t e d / d e

l i n q u e n

t

F . Y

o u

t h a

t r i s

k o

f d r o p p

i n g o u

t

G . R a c

i a l / e t h n

i c

H . H o m e

l e s s

I . I m

m i g r a n

t

J . L E P

K . T

e a c

h e r s

L . P

a r a p r o

f e s s

i o n a

l s

M . P a r e n

t s

N . S u

b s

t a n c e a

b u s e r s

O . P e r p e

t r a t o r s o

f V i o l e n c e

P . O

u t - o

f - s c

h o o

l

Q . M e n

t a l h e a

l t h

R . G i f t e d & T a

l e n

t e d

S . O

t h e r

( S p e c

i f y )_

____________

T .

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

r i t y

P r o b l e m s

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

N e e d s

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

2 Early childhood education

C o r e

C u r r i c u

l u m

C o n

t e n

t S t a n

d a r d s

3aLanguage arts literacy andreading X X X X X X X X X X X

3b Mathematics X X X X X X X X X X X

3c Science

3d Social studies

3e World Languages3f Cross Content Workplace X X

32



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 .

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

Readiness 4 Technology Literacy X X X

S t a f f N e e d

s

H i g h Q u a

l i t y P r o

f e s s

i o n a

l D e v e

l o p m e n

t

5 . I m p

l e m e n

t i n g

t h e

C C C S

5a Language Arts Literacy X X X5b Mathematics X X X

5c Science

5d Social studies

5e World Languages

5f Cross Content WorkplaceReadiness X X X

6Effective classroom use of technology

7Standards-basedassessment

8

Instructional skills and

strategies X X X X X X X X X X X X9 Mentoring

10 Classroom management

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

12 Working with parents

H i r i n g ,

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

R e t a i n i n g

13 Highly qualified teachers

14 Teachers in shortageareas

15 Teachers in Math andScience

16 Teachers to reduce classsize

33



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 .

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

17Qualifiedparaprofessionals

18 Highly qualified personnel

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

19 Alcohol use

20 Drug use

21 Tobacco use

22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27Suspensions, removals, orexpulsions

28Serious or persistentdiscipline problems

29 Bullying

30 Victimization

31 Truancy/attendance X X X X X X

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict

35 Intergroup conflict/bias

36 Negative peer influence X X X X X X X X X

37 School safety38 School

climate/environmentX X X

34



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 .

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

39 Risk factorsQualityTeacher 40 Teacher Quality

Tech. &Ed.

Materials

41 Technology activities X X X

42Instructional/EducationalMaterials

Studentswith

SpecialNeeds 43 Drop-out rate

Literacy,& Adult

Ed.

44 Adult literacy X

45Parent/communityinvolvement X

Leadership

46 Leadership Network X X X

47 Leadership PD

35



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

1. A and 3a. A,B,C,E,F,G,H,I 1. D,J and 3a.D, J

Name of priorityproblem

CCCS—LAL and Reading, Closing theachievement gap.

CCCS—LAL and Reading, Closing theachievement gap.

Describe the priorityproblem

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

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

Describe the rootcauses of the problem

The root causes are the lack of systemiccontinuity in the programsLack of professional developmentSustainability and implementation of professional developmentRigor and relevance of instructional practicesbased on core curriculum standards.Staff turn-over in critical testing areasHigh administrated turn-overInflux of new staff members

Lack of clear definition of the bilingualeducation programs in previous years. Thebilingual model was Inconsistent from gradeto grade. This is being addressed with thedual language model, but more work must bedone in PD.

For Population J (ESL/ELL students)Lack of instructional resources - beingaddressed.Limited professional development for staff Lack of alignment between the curriculum of bilingual and monolingual classroomsLack of consistent ESL instructional support

For Population DParental supportConsistence disciplinary standards

36



Nuclear family structure/supervisionStaff turn-over in critical testing areasHigh administration turn-over andinstructional leadershipInflux of new staff members to theelementary level

Subgroup or populationaddressed

See demographic groups A, B, C, E, F, G, andH, I in needs assessments.

Bilingual and ESL students in the mainstreamclassrooms and Economically DisadvantagedStudents

Grade span 3-6 3-6

Related content areamissed

Literacy Literacy

Name of scientificallyresearch basedprogram/strategy/practi

ce to address problem

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

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

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

Plus aimed at targeting students who scoredbetween 175-214. In addition, teacherscomplete class profile forms for all districtand school assessments. This process allowsteachers to identify clearly the strengths andweaknesses of the students. This year it hasalso been mandated that teachers meet withall parents to inform them of the datagathered and discuss students’ progress. Teachers will receive SIOP PD during 2011-12and administration is looking into ABAprograms for at risk students.We will also implement varies strategies andtechniques as suggested from the Institute of Education Science National Center fromEducation Evaluation and RegionalAssistance.

How does theprogram/strategy alignwith the NJ CCCS?

The curriculum of our school is aligned withthe NJCCCS in all content areas. All classroominstruction and activities are governed byNJCCCS and our data is based on multiple

The curriculum of our school is aligned withthe NJCCCS in all content areas. All classroominstruction and activities are governed byNJCCCS and our data is based on multiple

37



assessment tools, such as state assessments,conference logs, DIA, and observations.

We are also currently evaluating how toimplement the Common Core Standards in aproject based/inquiry based learning model

to ensure all standards are taught in a crosscurricular manner. This would increaseinstruction in the needed improvement areas.

assessment tools, such as state assessments,conference logs, DIA, and observations.

We are also currently evaluating how toimplement the Common Core Standards in aproject based/inquiry based learning model

to ensure all standards are taught in a crosscurricular manner. This would increaseinstruction in the needed areas.

CAPA finding orrecommendationrelated to the priorityproblem

Progress was observed in the area of differentiated instruction; posting studentwork and writing were noted. CAPAsuggested the use of a standard data bindertemplate and increase existing articulationsessions (both horizontal and vertical)

CAPA credits the dual language model withproviding more structure and consistency inthe ELL programs, but more can be done toensure articulation between both the ELLgrade levels themselves and with generaleducation counter parts.Continuous instruction in differentiatedinstruction will be modeled and implemented

daily.

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

#3 #4

Population CategoryLetter & ProblemNumber

1. A and 3b. A through J

Name of priorityproblem

CCCS—Mathematics, Closing theachievement gap.

Describe the priorityproblem

The district has not met the State benchmark in Mathematics and within the school

38



students missed AYP in Math.

Describe the rootcauses of the problem

The root causes are:

• Lack of systemic continuity in theeducational programs

• Lack of professional development forsequencing and prioritizing necessary

NJCCCS with EDM program• Sustainability and implementation of

professional development in math asliteracy became a focus area at thedistrict level.

• Rigor and relevance of instructionalpractices based on core curriculumstandards.

• Staff turn-over in critical testing areas

• High administrated turn-over

•

Influx of new staff members• No RTI program in math outside of

extended day programing. LAL hasthree.

Subgroup or populationaddressed

See demographic groups A, B, C, E, F, G, andH, I in needs assessments.

Grade span 3-6

Related content areamissed

Mathematics

Name of scientificallyresearch basedprogram/strategy/practice to address problem

The scientifically based program that is beingused to address literacy problems is EDM andStudy Island. Students in the 175-200 NJASK score area for Math will be included in RTIand extended day programs for 2011-12. Inaddition, teachers complete class profileforms for all district and school assessments. The school is also using Instructional FocusCalendars to highlight necessary instructionalfocus. This process allows teachers toidentify clearly the strengths and weaknesses

39



of the students. This year it has also beenmandated that teachers meet with allparents to inform them of the data gatheredand discuss students’ progress.We will also implement varies strategies andtechniques as suggested from the Institute of

Education Science National Center fromEducation Evaluation and RegionalAssistance.

How does theprogram/strategy alignwith the NJ CCCS?

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

CAPA finding orrecommendation

related to the priorityproblem

Progress was observed in the area of differentiated instruction, posting student

work in math, and quality of instructionalfocus calendars.

40



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 priorityproblems.

• At least ten steps must be identified.

Action Plan for Strategy Related to Priority Problem #1

Name of Program, Strategy orPractice to Address PriorityProblem:

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

SMART Goal:

(Specific, Measurable, Achievable,Relevant, Timely)

During the 2010-11 school year, 80% of all students in grades K to 4 , interimassessment for grades 5 and 6 will increase their reading proficiency through theimplementation of a Guided Reading Program as measured by the DRA (DiagnosticReading Assessment)

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

The programs mentioned above are proven to have evidence of positive or potentiallypositive effects for at least one improvement outcome according to the October 2009and September 2010 studies listed on the what works clearing house web sitepresented by REL. Also, timeline and strategies are aligned with “Strong” and

“Moderate” evidence taken from the IES practice guide entitled, “Assisting StudentsStruggling with Reading: RTI and multi-tier interventions”.

Indicators of Success: 1. DRA, NJASK, DIA results, informal assessments, end of selection assessments, responses toliterature – All raised scores.2.SPLASH program will indicate gains to bring students back to grade level.

Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date –

Timeline1 • Development of classrooms profile based on NJASK

results (grades 3 to 5) and DRA results (grades K to 2)

Teachers,

NJASK results Sept. 8-30, 2011

41





• Results of SRI growth report from Read180

• Results of RPA growth report from Reading Plus

• Results of ACCESS (ELLs grades K to 6)

• Results of reading running records

principaland SLTmember

s

2 Training in Differentiation of instruction for reading ClassroomteachersandDistrictreadingresourceteachers

Providers October 2011

3 Professional Development – Integration of new technology –document camera, Reading Plus, Study Island to benefitreading and writing SMART goals and student learningdevelopment.

ClassroomteachersandDistrictreadingresourceteachers

Provider By September 30,2011

4 Professional development – teachers college. This professional

development will be focusing on effective implementation of the readers and writers workshops and help teachers designeffective assessments and instructional plans to addressstudent fluency and reading comprehension rates.

Classroo

mteachersandDistrictreadingresourceteachers

Teacher College –

ColumbiaUniversity

Five dates to ensure

sound instructionand planning – firstmeeting TBD

5 Full Implementation of all programs Classroom

Administration andLeadership team

Oct 1,2011 andongoing

42





teachers will monitor6 Grade level articulation Classroo

m

teachers

Principal and Teaching Staff

Sept. 8-30, 2011and ongoing

7 Share effective practices – and Vertical Articulation Classroomteachers

Job Embedded PD Oct 1, 2011 andongoing

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

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

ClassroomteachersandDistrict

Leadership Team / TestingCoordinators /data available

Nov 1, 2011 andongoing

9 Create Data Binders and standardize the format in allclassrooms for increase accountability and data informedteaching.

Instructional Staff

Data / Template September –teachers receivetemplate and NJASK data … ongoingadditions andreview.

10

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

Classroom TeachersandLeadersh

ip Team

Grade levelteams / Planningtime

Nov 1 and ongoing

11

Evaluation of the program TeachersandPrincipal

Jan 10,2011 andongoing

12

Ensure programs are revised if necessary and that all afterschool and Saturday academy classes are aligned with theinstructional goals during the standard instructional day.

Leadership Team

All Staff Moved up if Budgetallows to begin FFC,SPLASH, andSaturday programearlier.

43





Sheltered Instruction Observation Protocol, Dual Language Model, Reading Plus, ABAstrategies, Articulation sessions.

SMART Goal:(Specific, Measurable, Achievable,Relevant, Timely)

During the 2010-11 school year, 80% of bilingual, ESL, and economicallydisadvantaged students in grades K to 4 , interim assessment for grades 5 and 6 willincrease their reading proficiency through the implementation of a Guided ReadingProgram as measured by the DRA (Diagnostic Reading Assessment)

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

The programs mentioned above are proven to have evidence of positive or potentiallypositive effects for at least one improvement outcome according to the October 2009and September 2010 studies listed on the what works clearing house web sitepresented by REL. SIOP has 8 positive studies, though more research is needed todetermine validity of results. IES Practice guide “Effective literacy and EnglishLanguage instruction in the elementary grades” © 2007 also supports these

strategies.Indicators of Success: 1. Students in these subgroups will show gains in DRA scores, DIA scores, and other classroom

assessments.

2. Teachers, through observation and lesson plan review, will be utlilizing research basedstrategies to improve literacy with students in these subgroups.


d

ResourcesNeeded Due Date -


results (grades 3 to 5) and DRA results (grades K to 2)

•

Results of SRI growth report from Read180• Results of RPA growth report from Reading Plus

• Results of ACCESS (ELLs grades K to 6)

• Results of reading running records

Teachers,principaland SLTmembers

NJASK results Sept. 2-30, 2011

2 Training in Differentiation of Instruction and SIOP to benefitthe ELL, ESL, and at-risk populations


Teachers andSPDC memberstrained in SIOP.

September 2011and on-going

44





readingresourceteachers

3 Professional Development – Children’s Literacy Institute - MTPand focus on Guided Reading and Read alouds.


Providers On-going

4 Professional development – teachers college. This professionaldevelopment will be focusing on effective implementation of the readers and writers workshops and help teachers designeffective assessments and instructional plans to addressstudent fluency and reading comprehension rates.


Teacher College –ColumbiaUniversity

Five dates to ensuresound instructionand planning – firstmeeting TBD

5 Implementation of the programs Classroomteachers

Leadership Team Oct 1,2011 andongoing

6 Grade level articulation Classroomteachers

All Staff Sept. 8, 2011 andongoing

7 Share effective practices

Assessment: open ending prompts, vertical articulationsamples

Classroomteachers

Staff identified bySPDC and CAPAteams

Oct 1, 2011 andongoing

8 Prepare data graphs using power point (Informal assessmentsdata updates from monthly grade level meetings).Utilize Data Walls for analysis and recommendations

Classroomteachers

Leadership Team / TestingCoordinators


45






andDistrict


Instructional Staff

Data / Template Data Binderscreated inSeptember – reviewand additionsthroughout the year.

10


Classroom TeachersandLeadership Team


Nov 1 and ongoing

11

Evaluation of the program effectiveness and make necessarymodifications.

TeachersandPrincipal

Jan 10, 2011 andongoing

12


Leadership Team

All Staff February - June


Name of Program, Strategyor Practice to AddressPriority Problem:

Everyday Math Program improvements:Focus: Increase in Mathematic instructional strategies, professional development, anddata analysis.

Research SupportingStrategy(from IES Practice Guide or What WorksClearinghouse)

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

SMART Goal:

(Specific, Measurable, Achievable,

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

46




Everyday Math Program improvements:

Focus: Increase in Mathematic instructional strategies, professional development, anddata analysis.

Relevant, Timely)

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

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


d

ResourcesNeeded Due Date -


results (grades 3 to 5)

• Review of early classroom assessments in Mathematics

• Meeting with teacher of previous grade to determinegaps in students learning.

Teachers,principaland SLTmember

s

NJASK results Sept. 30, 2011

2 Training in Differentiation of instruction for Mathematics

Possible review and selection of a new RTI program for mathbased on budget.


Providers October 2011

3 Professional Development – Using the Study Island system,

EDM programs and games, and other interactive technology toengage students (using laptops and smart boards)

Classroo

mteachersandDistrictreadingresourceteachers

Providers November 2011

6 Full Implementation of all programs Classroom

Leadership Team Oct 1,2011 andongoing

47




Everyday Math Program improvements:

Focus: Increase in Mathematic instructional strategies, professional development, anddata analysis.

teachers6 Grade level articulation – identifying skills needs and

curriculum gapsClassroom

teachers

Principal and Teaching Staff

Sept. 8-30, 2011and ongoing

7 Share effective practices Classroomteachers

Job Embedded PD Oct 1, 2011 andongoing

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



Leadership Team / TestingCoordinators /data available



Instructional Staff

Data / Template August-September2011 templatedeveloped … Reviewand additions madeby teachersthroughout the year.

10


Classroom TeachersandLeadership Team


Nov 1 and ongoing

11 Evaluation of the program TeachersandPrincipal

Jan 2011 andongoing

12


Leadership Team

All Staff Mid Jan - Feb

48



Plan Components for 2012

Table F: Proposed 2012 Core Strategies to Address Student Achievement

Name of Strategy

ContentAreaFocus

TargetPopulatio

n(s)

PersonResponsibl

e

Indicators of Success

(Measurable EvaluationOutcomes)

Research SupportingStrategy

(from IES Practice Guide orWhat Works Clearinghouse)

Splash Program Literacy K-3 Teachers/Literacyconsultants

Last year, significant growthwas measured in grades K-3students (Between 3 – 26 levelsof improvement depending onthe student) in this program.

Targeted literacycomprehension (using oneon one instruction andDRA results) is ascientifically basedstrategy. (REL/WWC

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

Study Island* CoreSubjects

K-6 Teachers/SPDC

Increases in technology usagein classrooms and measurableincreases in studentachievement in reading andmathematics.

NJ independent researchconcluded that schoolsutilizing Study Island as aRTI for Math and Literacywere significantly morelikely to produce higherproficiency rates thanschools that did not usethe program. 19 totalindependent studiesproving growth:

http://www.studyisland.com/research

DiscoveryEducation*

CoreSubjects

K-6 Teachers/SPDC

Increased differentiation of instruction utilizing technology.

Research basededucational programaccording to threeindependent studies:

49

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










Name of Strategy

ContentAreaFocus

TargetPopulatio

n(s)

PersonResponsibl

e





http://www.discoveryeduc

ation.com Reading Plus LAL 3-6 Teachers Measurable comprehension and

reading level improvement withregular usage.

Evidence of positive orpotentially positive effectsfor at least oneimprovement outcomeSeptember 2010 WWChttp://ies.ed.gov/ncee/wwc/

Read 180 LAL 3-6 Teachers Measurable comprehension andreading level improvement withregular usage.

Evidence of positive orpotentially positive effectsfor at least oneimprovement outcome

October 2009 WWC


Lucy CaukinsUnits of Study

LAL –Grades K-6

K-6 Teachers/SPDC

Measurable writing skilldevelopment and scoringbased on the NJASK holisticscoring rubric (writing taps).

Columbia Universitydeveloped, researched,and validated.

Message Time

Plus

LAL –

Grades K-2

K-2 Teachers/SP

DC

Measurable comprehension andreading level improvementthrough increased scaffoldingopportunities.

5 independent studies

have measured growth inreading comprehensionthrough use of the CLIMTP program.http://cliontheweb.org/content/evidence-cli-success

SIOP * Training/Strategies

LAL ELL/ESL Teachers/SPDC

Significant improvement basedon administrative walk throughdata on strategies utilized withstruggling English LanguageLearners. Growth should be

SIOP has 8 positivestudies, though moreresearch is needed todetermine validity of

50

http://www.discoveryeducation.com/






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













Name of Strategy

ContentAreaFocus

TargetPopulatio

n(s)

PersonResponsibl

e





seen in number of interventionsfor students, strategiesattempted, and in the students’performance data.

results. IES Practice guide

“Effective literacy andEnglish Languageinstruction in theelementary grades” ©2007 also supports thesestrategies.


Two-Way DualLanguage

Instruction K

All Core All K K Teachersand SPDC

Significant increases inlanguage skill development inboth English and Spanish at theKindergarten level.

Research basededucational model backed

by studies conducted byuniversities and several NJschool districts includingEnglewood, NJ.

One-way DualLanguageInstruction

All Core ELL 1-6 ELL Teachers Significant increases inlanguage skill development,writing skills, and mathematicsin both English and Spanish inall bilingual classes.

Research basededucational model backedby studies conducted byuniversities and several NJschool districts includingEnglewood, NJ.

FocusedLearning Walks /Best PracticeSharing

All Contentareas K-6 All Teachers,Leadership Team, SPDC

Increases in strategies andinstructional models such asdata driven instruction,differentiated instruction, andusing technology to analyzestudent data and driveinstruction.

Research basededucational strategysuggested by IES study“turning aroundchronically low performingschools”.

Small GroupInstruction

Lit. K-6 All Teachers,Leadership

Team, SPDC

Data binder should beupgraded and evidentproviding examples of effective

Research basededucational program.

51







Name of Strategy

ContentAreaFocus

TargetPopulatio

n(s)

PersonResponsibl

e





small group instruction andselection of goals to benefitindividual and small groups of students.

InstructionalFocus Calendars

Lit K-6 All Teachers,Leadership Team, SPDC

IFC’s completed on time andwell aligned to the students’needs and the NJCCCS. Areview of IFC’s should showprogression in student learning.

Research basededucational strategysuggested by IES study“turning aroundchronically low performingschools”.


25 BookCampaign*

LAL K-6 Teachers Measurable studentcommitment to literacy anddocumented home schoolliteracy connections.


SaturdayAcademy

LAL/Math 3-6 Teachers,I&RS team

Students selected in theSaturday program should showgrowth according to thePre/posttest, their ILP’s, andstudents selected should scoreproficient on the NJASK.

Research basededucational programdesigned to providetargeted support usingReading Plus, StudyIsland, and other research

based strategies.

TechnologyInfusion:

SmartBoards/Lap-tops*

All Subjects K-6 Teachers/SPDC

Measurable increases in timespent on data driven,differentiated technologyprograms by students leadingto academic increases.

Numerous studies onWWC point to the increasein technology/data drivenprogramming beingutilized to showmeasurable growth inliteracy and mathematics.

IEP viewing and Students K-6 Teachers/Pri ALL teachers familiar with Research based

52







Name of Strategy

ContentAreaFocus

TargetPopulatio

n(s)

PersonResponsibl

e





lesson plan

review to ensureaccommodations being met.

with

Disabilities

ncipal students’ modifications andusing them to raise academicoutcomes for special educationstudents.

educational program.

I&RS Process Homeless/

Migrant

K-6

SubgroupD&J

I&RS Team

SIFSS team

Documented referrals of students in need that result ineducational gains.


Rosetta Stone ELL K-6 ELL,ESL Bilingual Teachers

Increase in speaking andreading skills in the ELLclassrooms.


*Use an asterisk to denote new programs.

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

Name of Strategy

Content AreaFocus Target

Population(s)

PersonResponsi

ble





FFC ExtendedDay

LAL/Math/Science/SS

Grades 1-6

Staff Documented hours of qualityservice and measurable growth in

classroom assessments andmarking period grading.Improvement in literacy and mathscores resulting in targetedstudents raising levels frompartially proficient to proficient.

Strategies utilized inthis program are

consistent with theWWC/IES practiceguide entitled:“Structuring out of school time to improveacademicachievement”

SaturdayAcademy

LAL/Math Grades 3-6

Staff Individual learning plans and classrecords for the program.

Strategies utilized inthis program areconsistent with the

53



Name of Strategy

Content AreaFocus Target

Population(s)

PersonResponsi

ble





Documented hours of qualityservice and measurable growth inclassroom assessments andmarking period grading.Improvement in literacy and mathscores resulting in targetedstudents raising levels frompartially proficient to proficient.

WWC/IES practiceguide entitled:“Structuring out of school time to improveacademicachievement”

SummerEnrichmentProgramSPLASH

Literacy andMath

Grades K-2 and K-6in ELL

CharacterEd for 4-6

Staff At-risk and ELL subgroup studentswere selected for these programs.A measurable goal would be animprovement in DRA and NJASK

scores in the targeted populationselected.

Research has shownthat students whoattend the summerenrichment programs

retain the skills whichhave been taughtthroughout the year. /itis on that premise thatwe consider that thisprogram is effective.


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

54



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble




(from IES Practice Guide or WhatWorks Clearinghouse)

SIOP – Shelter

EnglishInstruction*

Core ELL, ESL SPDC Increase in teaching strategies for

students struggling in literacydevelopment skills. This should leadto an increase in student LAL gradesas recorded by the DRAs in primarygrades and NJASK and DIA in testinggrades.

SIOP has 8 positive studies,

though more research isneeded to determine validityof results. IES Practiceguide “Effective literacy andEnglish Language instructionin the elementary grades” ©2007 also supports thesestrategies.


CLI – Read Aloud LAL K-2 Provider Teachers will utilize an increased

skill set for scaffolding reading andwriting learning opportunities fortheir students.

This technique will be monitoredduring administrative walk throughvisits and should result in primaryliteracy comprehensionimprovement.

5 independent studies have

measured growth in readingcomprehension through useof the CLI MTP program.


Reading Plus LAL 3-6 Provider As a result PD, usage reports willshow an increased use of ReadingPlus program which will lead to

measureable gains in the studentsreading comprehension scores in theprograms.

Additionally, based on lesson planreview, an increase in use of supplemental components of theprogram should be evident(worksheets, PDF’s) to benefitstudent learning and differentiate

Evidence of positive orpotentially positive effectsfor at least oneimprovement outcome

September 2010 WWC


55











Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





content delivered for each student.

Teachers College– SummerWriting Instituteand follow up

LALK-6 Provider Measurable writing skill

development and scoring based onthe NJASK holistic scoring rubric(writing taps).

Columbia Universitydeveloped, researched, andvalidated.

LAL – DataDriven andDifferentiatedInstruction

LAL K-6 SPDC Increased analysis of student needsand use of this data to driveindividual student improvementplans leading to benchmarkedimprovement.

Research based educationalstrategy suggested by IESstudy “turning aroundchronically low performingschools”.


Math* – DataDriven andDifferentiatedInstruction

K-6 SPDC Increased analysis of student needsand use of this data to driveindividual student improvementplans leading to benchmarkedimprovement.

Research based educationalstrategy suggested by IESstudy “turning aroundchronically low performingschools”.


VerticalArticulation

Core K-6 SPDC The first session focused onreviewing curriculum and theNJCCCS for reading comprehension. Teachers shared strategies and

identified areas that were of majorimportance for IFC’s and teachingopportunities. IFC’s and lessonplans reflected information fromthese sessions and a significantportion of this information wasutilized for CAPA and unified plandevelopment.

Research based educationalstrategy suggested by IESstudy “turning aroundchronically low performing

schools”.http://ies.ed.gov/ncee/wwc/

Dual LanguageImmersion

Core ELL/ K-5Gen Ed K-

Provider Significant increases in languageskill development, writing skills, and

Research based educationalmodel backed by studies

56









Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Model* 1 mathematics in both English andSpanish in all bilingual classes.

conducted by universities

and several NJ schooldistricts includingEnglewood, NJ.

Study Island PD Core K-6 Provider Increases in technology usage inclassrooms and measurableincreases in student achievement inreading and mathematics.

NJ independent researchconcluded that schoolsutilizing Study Island as aRTI for Math and Literacywere significantly morelikely to produce higherproficiency rates thanschools that did not use the

program. 19 totalindependent studies provinggrowth:


TechnologyInfusion – SmartBoards,DocumentCamera, SmartRemotes*

All All Staff Provider Increases in technology usage inclassrooms and measurableincreases in student achievement inreading and mathematics.

Smart Boards: A study bythe University of Wisconsinconfirmed that using visualaids improved learning up to200%. Harvard andColumbia Universities foundthat student retention isimproved up to 38%.

SchoolProfessionalDevelopmentCommittee

AllAreas

All Staff SPDC More job embedded and site specificPD planned and executed. The preand post needs assessment shouldreflect gains in staff competency in

NJDOE approved and backedapproached to PD.

57







Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





areas selected as 2011-12 goals.

ABA – AppliedBehavioralAnalysis*

SPEDStudents

withDisabilitie

s

Provider Improvement in planning,assessment, and instruction forstudents with Special Needs.

WWC suggests ABA andOrton-Gillingham arestatistically proven toprovide positive growth forat least one improvementoutcome.

*Use an asterisk to denote new programs

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

Name of Strategy

ContentArea Focus Target

Population(s)

PersonResponsi

ble





Principals Meetand Greet

LAL/Math AllParents/

Communit

y

Leadership Team/Sta

ff

Increase in numbers of documented parents attendingand participating as compared

to 2010-11.

Multiple IES Practice guidesand sections of the WWCsuggest parent involvement

is a major component inimproving student outcomes.

Back To SchoolNight

LAL/Math AllParents/

Community

Leadership Team/Staff

Increase in numbers of documented parents attendingand participating as comparedto 2010-11.

Multiple IES Practice guidesand sections of the WWCsuggest parent involvementis a major component inimproving student outcomes.

Parent/TeacherConferences

All Subjects AllParents/

Leadership

Increase in numbers of documented parents attending

Multiple IES Practice guidesand sections of the WWC

58



Name of Strategy


Population(s)

PersonResponsi

ble





Community

Team/Staff

and participating as comparedto 2010-11. Increase in datachat records for 2011-12.

suggest parent involvementis a major component inimproving student outcomes.

School OpenHouse (2)


Community




NCLB/SIA Parent

committee

All Subjects /

Schoolimprovement

All

Parents/Communit

y

Leadershi

p Team/Staff

Increase in numbers of

documented parents attendingand participating as comparedto 2010-11.

Multiple IES Practice guides

and sections of the WWCsuggest parent involvementis a major component inimproving student outcomes.

Parent Academy– ESL, AcademicSupport, NJASK prep.

All coresubjects

AllParents/

Community




Parent On-lineSatisfactionSurvey

English /Spanish

All Areas All

Parents/Communit

y

Leadershi

p Team/Staff


documented parents taking thesurveys and participating in theneeds assessment process.


Open Houseworkshops -PRISE

StudentswithDisabilities

Parents/Community of SPEDpopulatio

n




59



Name of Strategy


Population(s)

PersonResponsi

ble





Parent Teacher

Organization

All studentsHomeless/Migrant

AllParents/

Community




CAPA / State of Schools JeffersonEvent

All AllParents/

Community



Multiple IES Practice guidesand sections of the WWCsuggest parent involvementis a major component in

improving student outcomes.Parent BudgetCommittee

All/ Finance AllParents/

Community


Increase in numbers of documented parents taking thesurveys and participating in theneeds assessment process.


Dual LanguageInstructionLaunch

ELL AllParents/

Community

ELL,ESL



Multiple IES Practice guidesand sections of the WWCsuggest parent involvementis a major component in

improving student outcomes.Global Connect All Subjects All

Parents/Communit

y


Increased use of the globalconnect system for classroomevents as well as school wideevents. Improvement inrecording and changingincorrect numbers.


School E-bookbag


Communit

Leadership Team/Sta

Increase in number of postingsand parent access to keydocuments.

Multiple IES Practice guidesand sections of the WWC

60



Name of Strategy


Population(s)

PersonResponsi

ble





y ff suggest parent involvementis a major component inimproving student outcomes.

Career Day LAL/Career AllParents/

Community




Family Fun Day ALL All

Parents/Communit

y

Leadershi

p Team/Staff


documented parents attendingand participating as comparedto 2010-11.

Multiple IES Practice guides

and sections of the WWCsuggest parent involvementis a major component inimproving student outcomes.

Parent GrantWritingCommittee

Finance AllParents/

Community


Increase in numbers of documented parents attendingand participating as comparedto 2010-11 leading in anincrease of funding to the PTOorganization.



61



2012 Parent Involvement (PI) Narrative

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

Jefferson Elementary has NCLB committee comprised of parent members and a sub-committee to improveparental involvement. These groups collect and review data forms and surveys that have been sent homeand filled out by the parents and guardians. We would like to see increased attendance at family/schoolPTO functions, and increased membership within the PTO. We would like to see more parent/guardianinvolvement in school activities. Our priority problem areas could be improved with consistent PI andbetter communication between the school and home.

2. Do you have a school-parent compact?

Jefferson Elementary has a school-parent compact. The compact has four sections dealing with therelationships between parents, students, teachers and administrators. This is a contract encouraging all

parties to cooperate with school rules, homework policies and home/school functions. Each party takesownership and responsibility doing their best. Each party is committed by a written signature to maintainthe actions outlined within the compact.

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

Compacts are sent home to the parent/guardian at the beginning of the school year. The principal andhome room teacher signs the compact, which is then sent home with the student for review, discussionand agreement. The parent/guardian and student in return sign the compact and return it to school forthe parent liaison to check for signatures and to file. A binder with signed compacts is kept in theprincipal’s office. If the compact is not signed and returned by the parent/guardian, the parent liaison willintercede by reaching out to parents/guardians. Our VP of the PTO discussed the value of the compactwith the PI committee concluding that it is imperative to maintain a productive cycle of communicationbetween home and school.

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

Student achievement data is reported to the public in many ways. Our parents/guardians receive a hardcopy notification as well as oral reports of all state assessments during parent/guardian teacherconferences, as well as additional parent/guardian teacher conferences. Our district maintains thePlainfield Public Schools website, which houses Jefferson elementary web page. The web page displaysstudent achievement data, as well as information about upcoming programs. Data is reported at the

62



annual back to school night, state of the district address by the Superintendent, documents mailed fromcentral office to parents/guardians, and during data chats which take place between parents/ guardiansand teachers.

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

A letter is sent home to parents annually relating our AYP status and the number of highly qualifiedteachers at the school in English and Spanish consistent with state guidelines.

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

In addition to mailings sent home to all parents and guardians concerning the AYP status, information isgiven on the district website, through school flyers and from various school based meetings. TheSuperintendent’s community forum, state of the district address and community letter detail informationabout Plainfield schools’ improvement status. This year, our CAPA review and plans were posted on theschool web site.

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

Information about the disaggregated assessment results is shared during data chats. During data chatsteachers present test results to parents/guardians, which indicate their child’s academic performance.Parents/guardians are informed of their children’s strengths and weaknesses and then given suggestionson how to help their child improve on those areas. The teachers make themselves available to meet withparents/guardians to discuss their child’s social and academic achievement throughout the school day andafter school. In addition, due to the fact that many of our parents work multiple jobs, teachers provideparents with their home and cell phone numbers to facilitate ease of contact.

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

All four officers of the Jefferson School PTO are members of the Leadership Team and have attendedmeetings. They serve on the parent’s involvement sub-committee. The PTO officers and three additionalparents were instrumental during modification of the plan and selection of targeted SIA grant approval.Parents have been involved in 2010-11 by participating in a round table discussion about schoolimprovement at which parts of the unified plan were presented. This was conducted during the principalsmeet and greet. This year, we are also utilizing our first in the district elementary online parent survey inEnglish and Spanish to further solicit data on how to plan improvement efforts. Information will also becollected during our parent academy.

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

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Throughout the course of the school year, parents/guardians are given information about their child’sacademic and social-emotional progress. In addition to progress reports, parent/guardian-teacherconferences, report cards and data logs, staff communication through use of journals and/or everydaytake home folders is encouraged and expected. We pride ourselves on reaching out to parents, via email,through letters, home visits, and phone conversations whenever there is a concern or a word of praiseconcerning a student. During data chats teachers present the data of test results to the parents. The

teachers make themselves available to meet with parents to discuss their children’s social and academicachievement many times during and after the school day.

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

Parent funds were used to offer parent academy workshops and also further enhance parentalinvolvement activities by providing refreshments and parent literature relevant to the occasion. Examplesof this include purchasing refreshments for meetings, materials for parent workshops discussingeducational programming, and purchasing study guides to help parents study with their children.

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

We will use this year’s funds to implement an expansion of the parent academy, creation of a parent

resource center, and purchase of additional home school connection materials.

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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

State Assessment Baseline 2012 Target State Assessment Baselin

e

2012

Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 25.3 32.8 NJASK 2011 29.4 36.4

Students with Disabilities NJASK 2011 11.7 20.5 NJASK 2011 12.0 20.8

Limited English ProficientStudents

NJASK 2011 12.8 21.5 NJASK 2011 36.9 43.2

White NJASK 2011 NJASK 2011

African-American NJASK 2011 22.9 30.6 NJASK 2011 25.3 32.8

Asian/Pacific Islander NJASK 2011 NJASK 2011

American Indian/NativeAmerican

NJASK 2011 NJASK 2011

Hispanic NJASK 2011 21.9 29.7 NJASK 2011 35.8 42.2

Others NJASK 2011 NJASK 2011


NJASK 2011 25.3 42.5 NJASK 2011 28.8 35.9

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL Total NJASK 2011 42.9 48.6 NJASK 2011 42.9 48.6

Students with Disabilities NJASK 2011 42.9 48.6 NJASK 2011 42.9 48.6


NJASK 2011 38.5 44.7 NJASK 2011 38.5 44.7

White NJASK 2011 NJASK 2011

African-American NJASK 2011 58.9 63.0 NJASK 2011 58.9 63.0

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State Assessment Baseline 2012 Target State Assessment Baseline

2012 Target

Asian/Pacific Islander NJASK 2011 NJASK 2011


NJASK 2011 NJASK 2011

Hispanic NJASK 2011 60.4 64.0 NJASK 2011 60.0 64.0

Others NJASK 2011 NJASK 2011


NJASK 2011 68.0 71.2 NJASK 2011 68.0 71.2

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

GRADE SPAN &

SUBGROUP


Other AssessmentName

Baseline

2012 Target Other AssessmentName

Baseline

2012 Target


Total

Students with Disabilities


White

African-American

Asian/Pacific Islander


Hispanic

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Currently working with the district to ensure proper

reporting of the DIA results and selection of a test for2012 that will allow an accurate correlation





Other AssessmentName

Baseline

2012 Target Other AssessmentName

Baseline

2012 Target

Others



Total

Students with Disabilities


White

African-American

Asian/Pacific Islander


Hispanic

Others


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Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff

Number &

Percent

Content &Focus

Description of Process toMeet Highly Qualified

Description of Strategy to RetainHQ Staff

Teachers who meetthe qualifications forHQT, consistent with Title II-A

32,100%

Positive Initiatives and teacherrecognition along with collaborativedecision and goal setting process tocreate engaged stakeholders.Subcommittees and leadership teamopportunities provide support / voice forstaff.

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

0, 0% NA NA

Paraprofessionals whomeet the qualificationsrequired by NCLB(education, ParaPro

test, portfolioassessment)

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

reimbursement in place as well to retainand promote staff. New Principal ledseveral classroom management andinstructional PD for paraprofessionalsonly.

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

TBD New Principal led severalclassroom management andinstructional PD forparaprofessionals only.

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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

Jefferson Elementary School, along with the district, recruits highly qualified staff members byproviding a supportive, progressive educational model which allows teachers to participate incollective decision making models. Jefferson specifically is implementing research based, 21st

century educational models such as dual language instruction, technology integration, andallows for all stakeholders to participate in school governance.

HR/Principal

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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

PersonResponsi

ble


(Evaluation) How are teachersidentified?

Mentoring Program All Non-tenuredteachers

District Satisfactory teachersevaluation

Human Resources

Turn-key of bestpractices by staff members

ALL All Teachersand

Principal

Effective use of the newmaterials and strategieslearned.

Improved teacherevaluations

Based upon principal’srecommendation

Peer classroomobservation AllAll Teachers

andadministra

tors

Effective use of the newmaterials and strategieslearned.

Improved teacherevaluations

Based upon principal’srecommendation

Table M: Support for Administrators

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


ContentAreaFocus

TargetGroup

PersonResponsi

ble


(Evaluation) How are administratorsidentified?

Principals / VP Meetings All ALL Superintendent

Increase of communicationbetween all parties.Implementation of bestpractices for schoolleaders.

All participate.

Principals PLC ALL ALL Principals Sharing of instructional By grade levels

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ContentAreaFocus

TargetGroup

PersonResponsi

ble


(Evaluation) How are administratorsidentified?

leadership strategies leadsto new programming andimproved results.

responsible for

Leaders to Leaders All NewLeaders

State Completion of Legal one,learning explorations, andaction research project.

New administrators.

Student Eligibility and Selection

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

Measure

Homeless

Migrant

Studentswith

Disabilities

Economically

Disadvantaged

ELL Other SubGroups

TargetedAssistance

Schools

Entrance

Criteria()

Exit

Criteria()

State Assessment NJASK,ACCESS

NJASK,ACCESS

NJASK, APA NJASK,ACCESS

NJASK,ACCESS

NJASK, ACCESS N/A N/A

Other Assessments DIA,DRA, TAP

DIA,DRA, TAP

DIA, DRA, TAP

DIA, DRA, TAP

DIA, DRA, TAP

DIA, DRA, TAP N/A N/A

English LanguageProficiency

ACESS ACESS ACESS ACESS ACESS ACESS N/A N/A

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We are an approved School wide school



Assessment

Classroom Grades Hard-courtAssessments,EMAssessments,Genesisgradingsystems

Hard-courtAssessments, EMAssessments,Genesisgradingsystems

Hard-courtAssessments,EMAssessments,Genesisgradingsystems

Hard-courtAssessments, EMAssessments, Genesisgradingsystems

Hard-courtAssessments, EMAssessments, Genesisgradingsystems

Hard-courtAssessments, EMAssessments,Genesis gradingsystems

N/A N/A

TeacherRecommendation

FFC,SaturdayAcademy Data

FFC,SaturdayAcademyData

FFC, SaturdayAcademyData



FFC, SaturdayAcademy Data

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?

On-going and Sustained Technical Assistance: Assistance needed:

From the district:

Staff needs to receive continued training in the use of district provided resources, data collection and use, best practices,

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individualized instruction, and content knowledge. To this end, job imbedded time for vertical and horizontal articulationis necessary. The Continuous Improvement Model training should be offered to the school leadership team and turn-keyed to the classroom teachers in the form of weekly updates. District teachers, trained in Universal Design for Learning(UDL), are requested to help implement differentiated learning strategies and technology infusion. Staffingconsiderations should also be considered by the district to allow portions of this plan to be executed without interruption(such as Read 180 and Reading Plus). Finally, Jefferson would like improved assistance on administration of interimtesting and data collection to support our school improvement goals.

From outside experts:

Jefferson School would request technical assistance in providing greater RTI services and support to our students byselecting quality providers to train and support staff. We would also like to continue our partnership with the ColumbiaUniversity Teachers College and Children’s Literacy Initiative groups. The school is also requesting assistance in trainingstaff in ABA intervention methods to help SPED students achieve academic success.

From others: (McGinn Elementary School – Union County Professional Learning Partner School)

Teachers from Jefferson and McGinn Elementary School (a blue ribbon high achieving school in Scotch Plains, NJ) willcontinue to work together to share best practices, review data, and discuss strategies to improve instruction and studentachievement outcomes.

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.

During the 2010-11 school year, the following assistants was provided:

• Teachers College (consultant) – worked with 3-6 teachers

• CLI (consultant) – worked with K-2 teachers

• Common Core Training (District) – K-2 teachers

• Resource Teachers (math, literacy, science) – worked with K-6 (district provided)

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

Professional development is designed around the priority problems identified in the needs assessment. Professionaldevelopment training is implemented at both the building educators and district levels by Administrators and districtstaff. Analyzing data is an on-going activity in the schools, so programs can modify and continuously aligned withstudents’ needs.

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

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

The Office of Educational Services serves as the source of professional development for all staff. It collaborates with

Assistant Superintendent of Educational Services staff and other Central Office Departments and individual schools toguarantee that professional sessions meet the needs of educators within the district. Professional development activitiesfocus on content knowledge and methods of enriching and broadening pedagogy.

All certificated staff members are responsible for completing professional improvement plans (PIP) to request professionaldevelopment to further enhance teachers’ skills. They utilize updated materials and methods to target classroom needs. Teachers are also encouraged to collaborate with peers to share and model best practices. Teachers meet weekly duringgrade level meetings and casually to this end. The building principal, school leadership team and Office of educationalServices also provide professional development assistance.

*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies, procedures and evaluation instruments, data analysis, coaching, program planning, budgeting, and theprovision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an 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 not

being 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

This year we have three literacy professional development support programs at Jefferson School provided by the district. The NJASK literacy / writing workshop wasdesigned to improve teacher’s ability to write and score prompts and designinstruction to improve their findings on these benchmark assessments. The teacherscollege PD provided modeling strategies for the literacy block (specifically readingcomprehension strategies and writers workshop instruction). Finally, CLI providedmore support for K-2 teachers in developing scaffolding opportunities to improvereading comprehension.

Looking forward, more effort is needed from the district in providing specificresponse to intervention professional development for struggling students in all subgroups, professional development on the common core standards implementation,and improved PD and support for educationally at-risk populations such as LEP andSPED.

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

We have a best practices document in all subject matters and resource teachersavailable to support specific scientific based strategies in our classrooms. Contentteams will be working during the new year to review REL/WWC strategies andprovide analysis of our current programing. More support would be appreciated fromthe district in this area.

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

This year, with district support, Jefferson school held several parent meetings todiscuss student academic goals and will implement a Parent Academy to helpsupport parents in how they can work with their children. As for increased districtsupport, we could use greater PI funding to expand our programs.

Reallocating the budget to fund The district will not reallocate funds within the NCLB budget. The allocations will

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activities that support the school’simprovement plan and are mostlikely to increase studentachievement

remain 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 is

aligned to the CCCS

The curriculum has been revised in all areas to reflect greater alignment to the

NJCCCS 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.

2010-2011 Resource Allocation

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

Type of Funds

Brief Description of Strategy or PracticeImplemented with

Funds

AmountAllocate

d

SIAAmountCarried

Over

Reallocated Use of

SIA

Outcomes as aResult of

Implementing theStrategy or Practice

Evidence

2011 Title I,Part A

WE ARE OPERATING ATITLE I PART A

SCHOOLWIDE PROGRAMWITH BLENDED FUNDS.

All strategies and programslisted last year were

implemented, totally or partially

N/A N/A N/A NJASK 2011

GRADE 3-5 LAL

32.4%

GRADE 3-5 MATH

51.2%

GRADE 6-8 LAL

44.4%

GRADE 6-8 MATH

42.7%

NJASK SPRING2011

2011 Title I ,Part SIA Part A(This is 2010-

Infusion of Technology inthe classroom

$33,400 0 0 The SIA Part (a)allocation was received

PurchaseOrders

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2011) late in the school year.

Smart Boards,interactive programs,and laptops beinginstalled in summer

and implemented in2011-12

StudentAchievement datawill becollected

andteachersurveysconducted.

Federal NA NA NA NA NA NA

State Secure materials for allstudents not achieved in2009-10.

Other state aid is

dispersed throughout ourbudget and used foroperating, staff, andeducational costs.

26,262.00

0 0 Incomplete PurchaseOrders

Local Local Funds aredispersed throughout ourbudget and used foroperating, staff, andeducational costs.

School Budget Pages

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

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

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How the SIA, Part a allocation is budgeted for all schools receiving this award

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

Complete the Excel budget pages for each school and upload the file to the NCLB Application on EWEG on the

Title I Unified Plan upload screen. These budget pages are in addition to the Title I Unified Plan for each schoolrequired to complete a plan.

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

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WE ARE OPERATING A TITLE I PART ASCHOOLWIDE PROGRAM WITH BLENDEDFUNDS.

We have not received and allocation for Title I

SIA Part A for the FY 12 NCLB application



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)

Required implementation of a new research-based curriculum or instructional program1 Extension of the school year or school day2 Replacement of staff members, not including the principal, who were relevant to the school’s low performance3 Significant decrease in management authority at the school level4 Replacement of the principal5 Restructuring the internal organization of the school6 Appointment of an outside expert to advise the school7 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 Jefferson School is offering the familyfriendly after school program, SaturdayAcademy, and study-island (online)

Yes As a result of thesemeasures, JeffersonSchool achieved a hold

We will build on these successfuloutcomes to make AYP in both agebrackets and sub groups, with the

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Corrective Descri tion

Effective Evidence of Outcomes

programs to extend the school day. status in ElementaryELA and made AYP inmiddle.

ultimate goal of being removed fromcorrective action.

2 Staff member’s grade levels were

reassigned to ensure quality instruction atall grade levels in accordance with theteachers skill set.

Yes See Above See Above

3 Professional Development was conductedin accordance with the needs assessmentand resulted in a positive gain in theareas listed as priority problems in lastyears unified plan.


4 Principal was replaced prior to thebeginning of the 2010-11 school year.


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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.

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

4

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.

1. Describe process used for peer review of the plan. (The NJDOE peer review suggested process is available atwww.nj.gov/njded/title1/program/peer_review.pdf .)

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

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Principal/Leadership

Language Arts

Mathematics

Special Education

ELL

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

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

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PENDING DISTRICT APPROVAL / NOTIFICATION

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 Jefferson

Documents

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