Plainfield NJ Schools 2011 12 Title I Unified Program Woodland

8/3/2019 Plainfield NJ Schools 2011 12 Title I Unified Program Woodland

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2012 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD

Chief School Administrator: Chief School Administrator E-mail:

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

School: WOODLAND

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

Principal: S. Johnson-Tucker Principal E-mail:[email protected]

Principal Certification

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

S. Johnson-Tucker __________________________________________ ____________________________________________ __________8-23-2011______________ Principal’s Name Principal’s Signature Date

1



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

S. Johnson-Tucker School Staff-Administrator

X X On File

Antonia Atkins School Staff – Classroom

Teacher

X On File

Joanne Barrett School Staff-MathSpecialist

X On File

Jacqueline Cox School Staff-Science X On File

Vincent Salvato School Staff – Classroom Teacher

X On File

Melvin Billingsley Parent X On File

Gerri Boone Community X On File

John Campbell Community X On File

2



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

NeedsAssessment

Yes No Yes No

July 18, 2011 Woodland School PlanDevelopment

Yes Yes


Yes Yes

July 20, 2011 Woodland School Plan

Development

Yes Yes


Yes Yes


Yes Yes


Yes Yes

School’s Vision & Mission

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

What is the school’s vision statement? The staff of Woodland School believes that all students will acquire corefundamental skills and achieve mastery in the application of these skills.We believe our school’s purpose is to improve students’ levels of academicprogress, to foster, and positive social/emotional behaviors and attitudes.

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What is the school’s mission?

To ensure that all students are academically prepared to compete withintoday’s society. We accept responsibility to teach all students so they canattain their maximum individual potential.

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

The principal, staff, and community members of the NCLB committeediscussed and developed a school vision statement under the umbrella of the District’s mission statement. Should the need arise the school visionstatement will be revisited based on the academic needs of currentstudents.

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2012 Comprehensive Needs Assessment & Data Analysis Summary

Data Collection and Analysis

Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2011 Programs,Strategies and Practices

• Results and outcomes must be measurable.

Areas Multiple MeasuresAnalyzed

Overall Measurable Results and Outcomes

Academic Achievement –Reading

NJASK (TBD), DIA, DRA,ACCESS, Unit tests, Mid-

Year Assessment, End-YearAssessment, End-of-UnitExams, Teacher madeassessments

These measures are used to identify individual studentweaknesses and strengths and trends in grade levels. In the

testing population of students 5% will move from partiallyproficient to proficient and 2% will move from proficient toadvance proficient. We anticipate a 5% increase in allstudents demonstrating proficiency based on benchmarksmandated by the state at their respective grade levels.

Academic Achievement -Writing

NJASK (TBD), ExtendedResponse Writing Prompts,DIA, DRA, ACCESS, WritingPrompts, Teacher madeassessments

These measures are used to identify individual studentweaknesses and strengths and trends in grade levels. In thetesting population of students 5% will move from partiallyproficient to proficient and 2% will move from proficient toadvance proficient. We anticipate a 5% increase in all

students demonstrating proficiency based on benchmarksmandated by the state at their respective grade levels.

Academic Achievement -Mathematics

NJASK (TBD), DIA, Mid-YearAssessment, End-YearAssessment, End-of-UnitExams, EDM AssessmentCD, Teacher madeassessments

These measures are used to identify individual studentweaknesses and strengths and trends in grade levels. In thetesting population of students 5% will move from partiallyproficient to proficient and 2% will move from proficient toadvance proficient. We anticipate a 5% increase in allstudents demonstrating proficiency based on benchmarksmandated by the state at their respective grade levels.

Parent Involvement Attendance at events - Parent participation is generally high at events where

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Back to school night,Concert, Parent/TeacherConferences, Bring Your

Child to School, PTOMeetings, CulturalAssemblies, Parent ChildArt Club, Art Night andGlobal Connect

children are involved. The targeted population of parents willincrease by 5% over last year’s participation at all school/community events as documented by parent sign-in sheets.

Professional Development School ProfessionalDevelopment Plan, SchoolProfessional DevelopmentSurvey, PD feedbacksurveys, Job-Embedded PD

feedback

Professional development will continue to be aligned withidentified student areas in need of improvement and tosupport teacher content knowledge and pedagogy. A 5%increase in teacher evaluations advancing from basic toproficient and a 2%

increase in teacher’s moving from proficient to distinguished.Extended LearningOpportunities

Extended Day Program:Pre-Assessment, NJASK (TBD), teacher madeassessments

District Events: SpellingBee, STEM Fair, GeographyBee

Students in grades 3-6 who scored in the cusp areas (175 –210 in Literacy/Math or both) of the previous year’s NJASK were selected to participate in the Extended Day programwhich provides additional educational support for the NJASK.Students in grades 4-6 participate in the District andStatewide Selling Bee and Geography Bee. All students ingrades K-6 participate in the school and District-wide STEMfair. All students in grades K-6 are assigned User names,passwords, and are able to assess Study Island in school andat home. In the testing population of students 5% will movefrom partially proficient to proficient and 2% will move fromproficient to advance proficient. We anticipate a 5%increase in all students demonstrating proficiency based onbenchmarks mandated by the state at their respective gradelevels.

Students with Disabilities IEPs, teacher madeassessments andobservations

Individual students were mainstreamed for selected areas of strength, Speech and occupational therapy services wereprovided

English Language Learners ACCESS, teacher made ESL services were provided using the ESL and World

6





assessments andobservations

Language teachers.

School Culture School climate survey School climate is positive. A 2% decrease in the number of suspensions and discipline reports throughout the school atall grades as compared to the previous year’s data.

Leadership 2010-2011 PerformanceEvaluation

2010-2011 Leadership -

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

School-Based YouthServices

Bully Assemblies Student conduct has shown an improvement over theprevious year. A 2% decrease in the number of suspensionsand discipline reports throughout the school at all grades ascompared to the previous year’s data.

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Evaluation of 2011 Teaching and Learning Strategies & Programs

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

1Strategy or

Program

2Content/Grou

p Focus

3Effect

ive

Yes-No

4Documentation of

Effectiveness

5Measurable Outcomes

Trophies LAL Yes Program assessmentsand teacher madeassessments

Some students made in improvement in the classroom,however, NJASK results will indicate if the program waseffective or not. In the testing population of students5% will move from partially proficient to proficient and2% will move from proficient to advance proficient. We

anticipate a 5% increase in students demonstratinggrade level proficiency in reading with respect tocomprehension, fluency, analyzing text and working

with the text, etc.

Reading Plus LAL Yes System generatedreports

Some students made in improvement in the classroom,however, NJASK results will indicate if the program waseffective or not. In the testing population of students 5%will move from partially proficient to proficient and 2%will move from proficient to advance proficient. Weanticipate a 5% increase in students demonstratinggrade level proficiency in reading with respect tocomprehension, fluency, analyzing text and working

with the text, etc.Read 180 LAL No System generated

reports

Student improvement was evident but program was notfully implemented due to limited resources and technicalproblems. In the testing population of students 5% willmove from partially proficient to proficient and 2% willmove from proficient to advance proficient. Weanticipate a 5% increase in students demonstratinggrade level proficiency in reading with respect tocomprehension, fluency, analyzing text and working

with the text, etc.

Developmental LAL Yes Running Records and Some students made in improvement in the classroom,

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1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable OutcomesReadingAssessments (DRA)

test assessment data however, NJASK results will indicate if the program waseffective or not. In the testing population of students5% will move from partially proficient to proficient and2% will move from proficient to advance proficient. Weanticipate a 5% increase in students demonstrating

grade level proficiency in reading with respect tocomprehension, fluency, analyzing text and working

with the text, etc.

Message Time Plus LAL – Grades K-2

Yes Mini lessonstandardized andscaffoldingopportunitiesincreased

This program was implemented to improve the readingblock in the primary grades. There was increasedopportunity for scaffolding of learning with students andcollaboration with staff.

Lucy Caulkins Writing Yes Program assessmentsand teacher madeassessments

This is a new program implemented in the school andcannot be compared with any growth as to itseffectiveness which comparison can be made next year

if the program continues.Everyday Math Mathematics Yes End of unit

assessments, YearEnd Assessments,and teacher madeassessments

Some students made in improvement in the classroom,however, NJASK results will indicate if the program waseffective or not. In the testing population of students5% will move from partially proficient to proficient and2% will move from proficient to advance proficient. Weanticipate a 5% increase in students demonstratinggrade level proficiency in mathematics with respect tonumber and numerical operations, geometry andmeasurement, patterns and algebra, data analysis,probability, and discrete mathematics, and mathematicsprocesses.

MacMillan /McGrawHill

Science Yes Program assessmentsand teacher madeassessments

Some students made in improvement in the classroom,however, NJASK results will indicate if the program waseffective or not. In the testing population of students5% will move from partially proficient to proficient and2% will move from proficient to advance proficient. Weanticipate a 5% increase in students demonstratinggrade level proficiency in science with respect to sciencepractices, physical science, life science and earthsystems science.

Harcourt Social Studies Yes Program assessmentsand teacher madeassessments

Some students made in improvement in the classroom,however, NJASK results will indicate if the program waseffective or not. We anticipate a 5% increase in

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1

Strategy or

2

Content/Grou

3

Effect

4

Documentation of

5

Measurable Outcomesstudents demonstrating grade level proficiency in socialstudies.

District InterimAssessments (DIA)

LAL and Math Yes District madeassessments

Some students made in improvement in the classroom,however, NJASK results will indicate if the program waseffective or not. In the testing population of students

5% will move from partially proficient to proficient and2% will move from proficient to advance proficient. Weanticipate a 5% increase in students demonstratinggrade level proficiency in mathematics and LAL.

ACCESS ELL Yes Standardizedassessment

Some students made in improvement in the classroom,however, NJASK results will indicate if the program waseffective or not. We anticipate a 5% increase instudents demonstrating grade level proficiency inmathematics and LAL.

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

1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable Outcomes

Extended DayProgram

LAL and Math Yes Assessment data Student improvement was evident by teacherobservation, however, NJASK results will indicate if theprogram was effective or not.

Study Island LAL and Math Yes System generatedreports

Student improvement was evident by data and teacherobservation, however, NJASK results will indicate if the

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1

Strategy or

2

Content/Grou

3

Effect

4

Documentation of

5

Measurable Outcomesprogram was effective or not.

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

Students were selected by teachers to serve as anintervention strategy to raise scores in reading andmathematics to grade level and minimize academic

degradation due to summer break.

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Table D: Professional Development That Was Implemented in 2011

1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable Outcomes

Interactive Writing LAL- Writing Yes Sign-in, Minutes &Agendas

Student improvement was evident by teacherobservation, however, NJASK results will indicate if theprogram was effective or not

Lucy Caulkins LAL- Writing No Sign-in, Minutes &Agendas

Student improvement was evident by teacherobservation, however, NJASK results will indicate if theprogram was effective or not, and some teachers did notreceive sufficient training in the program

Results of BenchmarkAssessments

LAL Yes Sign-in, Minutes &Agendas


CLI./Message TimePlus

LAL Yes Sign-in, Minutes &Agendas

Student improvement was evident in one class,however, the teacher for the second class was hiredafter training

Math Workshop( K –2)

Mathematics Yes Sign-in, Minutes &Agendas

Student improvement was evident in one class,however, the teacher for the second class was hiredafter training

Learnia LAL and Math Yes Sign-in, Minutes &Agendas

Additional training and deeper concentration inmethodology needs to be provided for staff

DIA Training LAL and Math Yes Sign-in, Minutes &Agendas


NJASK Preparation LAL, Math andScience

Yes Sign-in, Minutes &Agendas

Successful administration of the NJASK

Study Island LAL and Math Yes Sign-in, Minutes &Agendas


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1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-

4


5

Measurable OutcomesPromethean Board Training

All areas Yes Sign-in, Minutes &Agendas

Student improvement was evident by teacherobservation, however, more advanced training isneeded for staff

Work Sampling -K All areas No Sign-in, Minutes &

Agendas

Insufficient training for staff

Data Interpretation& InstructionalImplicationsAnalysis

LAL, Math andScience


More in-depth collaboration around test data

School ProfessionalDevelopment Plan


Areas in need were identified and some training wasprovided, additional training will enhance the abilities of instructors to implement programs and teacherobservations and evaluations.

Job RelatedProfessionalDevelopmentduring articulationtime


Areas in need were identified and some training wasprovided, additional training will enhance the abilities of instructors to implement programs and teacherobservations and evaluations.

Safety School Climate/Safety


Implementation of policy and procedures andsuccessfully evaluation of fire drills and lockdown drills.

Mentoring All Areas No Sign-in, Minutes &Agendas

Limited in effectiveness due to time constraints

Poverty Awareness Homeless/Migrant Yes Sign-in, Minutes &Agendas

Implementation of district policy and procedures

Homeless StudentPopulationHomeless/Migrant

Yes Sign-in, Minutes &Agendas Implementation of district policy and procedures andinterventions implemented to assist families.

Access Overview ELL Yes Sign-in, Minutes &Agendas

Successful administration of ACCESS

Table E: Parent Involvement That Was Implemented in 2011

1

Strategy orProgram

2

Content/Group Focus

3

Effective

4


5

Measurable Outcomes

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1

Strategy orProgram

2

Content/Group Focus

3

Effective

4


5

Measurable Outcomes Yes-No

PTO Meetings All Areas No Sign-in and agendas Encourage more active participation by parents andguardians. A 5% increase in parental attendance at all

meetings as compared to last year’s attendance.Back to SchoolNight

All Areas Yes Sign-in and program Increase parent/guardian involvement and participationin school activities and a 5% increase in parentalattendance as compared to last year’s attendance.

Picasso Parents Art No Sign-in Encourage constant participation by parents/guardiansand students utilizing artwork and a 5% increase inparental attendance as compared to last year’sattendance.

Family Art - CultureNight

Art Yes Sign-in and program Encourage more active parental involvement, increasecultural awareness and a 5% increase in parentalattendance as compared to last year’s attendance.

Hispanic HeritageCelebration

Social Studies/History/ Culture

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

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

Dr. Martin LutherKing Jr. Assembly


No Sign-in and program Encourage more active parental involvement and a 5%increase in parental attendance as compared to lastyear’s attendance.

PTO Black HistoryCelebration Social Studies/History/ Culture No Sign-in and program Encourage more active parental involvement increasecultural awareness and a 5% increase in parentalattendance as compared to last year’s attendance.

Black HistoryAssembly


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

Parent TeacherConferences

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

Bring Your Parent to All Areas No Sign-in and program Encourage more active parental involvement and a 5%

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1

Strategy orProgram

2

Content/Group Focus

3

Effective

4


5

Measurable OutcomesSchool Day increase in parental attendance as compared to lastyear’s attendance.

Woodland SpellingBee Finals

LAL No Sign-in and program Encourage more active parental involvement and a 2%increase in parental attendance at all meetings as

compared to last year’s attendance.Geography BeeFinals

Social Studies No Sign-in and program Encourage more active parental involvement andestablish a milestone to use to gauge future parentalattendance.

STEM Fair Science andMath

No Sign-in and program Encourage more active parental involvement and a 5%increase in parental attendance as compared to lastyear’s attendance.

Marking periodAward Assemblies

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

Woodland AnnualField Day

PhysicalEducation

Yes Sign-in Encourage more active parental involvement and a 5%

increase in parental attendance as compared to lastyear’s attendance.

KindergartenOrientation

All areas No Sign-in and program Encourage more active parental involvement and have15% of the targeted population of parents and guardiansattend.

KindergartenGraduation

All areas Yes Sign-in and program Encourage more active parental involvement and a 5%increase in the targeted parental attendance ascompared to last year’s attendance.

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

School MonthlyCalendarAll Areas

Yes Copies of calendar

Encourage more active parental involvement and a 5%

increase in parental attendance at school activities ascompared to last year’s attendance.

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

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

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

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1

Strategy orProgram

2

Content/Group Focus

3

Effective

4


5

Measurable OutcomesGlobal ConnectCalls

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

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2012 Needs Assessment & Evaluation Summary

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

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

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

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

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

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

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

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

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

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

District‘s Family Support Services are notified and the school guidance department works with the team to assist the student andfamily.

10. How were teachers engaged in decisions regarding the use of academic assessments to provide information on and improvementof the instructional program? Through small learning communities, articulation, and collaboration with designatedDistrict personnel

11. Describe the transition plan for preschool to kindergarten, if applicable.Day care staff will meet with public school teachers to develop a schedule for pre-school visitation, parent/guardian meeting, andkindergarten orientation.

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

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

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

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

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

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 16 16 Students who scored below proficiencywere enrolled into the READ 180

Program, enrolled in Study Island whichcould be accessed in school, at home,and enrolled in extended day program.

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

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

Eighty Teacher, Let’s Read Teacher, Resources Teacher, etc.).Due to budget cuts, the classroom teacher is required to

implement the supplemental program at the same time regular

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

program were too large for evidence of any growth to be

apparent.

Grade 5 16 17 Students who scored below proficiencywere enrolled into the READ 180Program, enrolled in Study Island whichcould be accessed in school, at home,and enrolled in extended day program.



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

Due to budget cuts, the classroom teacher is required to


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

apparent.

Grade 6 N/A 16 Students who scored below proficiencywere enrolled into the READ 180Program, enrolled in Study Island whichcould be accessed in school, at home,and enrolled in extended day program.



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

Due to budget cuts, the classroom teacher is required to


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

program were too large for evidence of any growth to be

apparent.

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Grade 7 N/A N/A

Grade 8 N/A N/A

Grade 11 N/A N/A

Grade 12 N/A N/A

Mathematics

2008-2009

2009-2010

Services Provided Describe why services provided did notresult in proficiency.

Grade 4 17 13 Students who scored below proficiencywere enrolled into the Extended DayProgram, Study Island, and NumberWorlds.

Prior to these two years, the Math Coach wasinvolved in the classroom, working with small,flexible groups of students to help meet the needsof the partially proficient students. The position hasbeen eliminated due to budget cuts. Also, adequatetraining did not take place for the Number Worlds

Program, and therefore, students did not benefitfrom this program. The groups in the Extended Dayprogram were too large for evidence of any growthto be apparent.

Grade 5 4 20 Students who scored below proficiencywere enrolled into the Extended DayProgram, Study Island, and NumberWorlds.

Prior to these two years, the Math Coach wasinvolved in the classroom, working with small,flexible groups of students to help meet the needsof the partially proficient students. The position hasbeen eliminated due to budget cuts. Also, adequatetraining did not take place for the Number WorldsProgram, and therefore, students did not benefit

from this program. The groups in the Extended Dayprogram were too large for evidence of any growthto be apparent.

Grade 6 N/A 12 Students who scored below proficiencywere enrolled into the Extended DayProgram, Study Island, and NumberWorlds.

Prior to these two years, the Math Coach wasinvolved in the classroom, working with small,flexible groups of students to help meet the needsof the partially proficient students. The position hasbeen eliminated due to budget cuts. Also, adequatetraining did not take place for the Number WorldsProgram, and therefore, students did not benefitfrom this program. The groups in the Extended Day

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program were too large for evidence of any growthto be apparent.

Grade 7 N/A N/A

Grade 8 N/A N/A

Grade 11 N/A N/AGrade 12 N/A N/A

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Selection of Priority Problems

School Needs Assessment Summary Matrix

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

2 Early childhood education X X X X

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

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

3aLanguage arts literacy andreading X X X X

3b Mathematics X X X X

3c Science X X X X

3d Social studies X X X X

3e World Languages3f Cross Content Workplace X

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

Priority Problem


A .

A l l s t u d e n t s

B .

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

C .

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

D .

E c o n .


E .

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

t

F .

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

G .

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

H .

H o m e l e s s

I . I m m i g r a n t

J . L E P

K .

T e a c h e r s

L .

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

M .

P a r e n t s

N .

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

O .

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

c e

P .

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

Q .

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

R .

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

S .

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

T .

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

P r o b l e m s

Readiness 4 Technology Literacy X X X

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 X5b Mathematics X X

5c Science X X

5d Social studies X X

5e World Languages

5f Cross Content WorkplaceReadiness X X

6Effective classroom use of technology

7Standards-basedassessment X X

8

Instructional skills and

strategies9 Mentoring X

10 Classroom management X X

11Using data/assess. toimprove learning X X

12 Working with parents X X X

H i r i n g ,

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

R e t a i n i n g

13 Highly qualified teachers

14 Teachers in shortageareas

15 Teachers in Math andScience

16 Teachers to reduce classsize

X X

22




Priority Problem


A .


B .


C .


D .

E c o n .


E .


t

F .


G .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


c e

P .


Q .


R .


S .

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

T .


P r o b l e m s

17Qualifiedparaprofessionals X

18 Highly qualified personnel

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

19 Alcohol use

20 Drug use

21 Tobacco use

22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27Suspensions, removals, orexpulsions X

28Serious or persistentdiscipline problems

29 Bullying X

30 Victimization

31 Truancy/attendance

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict

35 Intergroup conflict/bias

36 Negative peer influence X

37 School safety38 School

climate/environment

23




Priority Problem


A .


B .


C .


D .

E c o n .


E .


t

F .


G .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


c e

P .


Q .


R .


S .

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

T .


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 X

Studentswith

SpecialNeeds 43 Drop-out rate

Literacy,& Adult

Ed.

44 Adult literacy X

45Parent/communityinvolvement X X

Leadership

46 Leadership Network

47 Leadership PD

24



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

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

Name of priorityproblem

Teachers to reduce class size Closing Achievement Gap

Describe the priority

problem

Provide Basic Skills staff in the classrooms toimplement instruction of deficient skills as

identified by the needs assessment

Woodland students must attain scores of proficiency or advanced proficiency on state

testing in LAL, Math & Science

Describe the rootcauses of the problem

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

Subgroup or populationaddressed

Teachers All students, E.D, LEP, Working with Parents

Grade span 3-6 3-6

Related content areamissed

All content areas All content areas

Name of scientifically

research basedprogram/strategy/practice to address problem

Reading Plus/ Read 180/ DIALucy CaulkinsStudy Island

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

How does theprogram/strategy alignwith the NJ CCCS?

Standards Based Programs aligned with theNJCCCS

Standards Based Programs aligned with theNJCCCS

25



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

#3 #4

Population CategoryLetter & ProblemNumber

M, #12 K, #40

Name of priorityproblem

Working with parents Teacher Quality

Describe the priorityproblem

Lack of parental involvement as it relates toacademics, PTO, and community activities

Demonstrates deficiency in cross curriculuminstruction

Describe the rootcauses of the problem

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

Limited access to working computers andprofessional development

Subgroup or populationaddressed

Parents Teachers

Grade span K-6 K-6

Related content areamissed

Math, LAL, Science & Social Studies Math, LAL, Science & Social Studies

Name of scientificallyresearch basedprogram/strategy/practice to address problem

Back to School Night, PTO, Parent/Teacherworkshops, Parent/Teacher conference, AdultEducation program

Professional Development, Small LearningCommunities, Professional Learning Communities

How does the

program/strategy alignwith the NJ CCCS?

N/A

CAPA finding orrecommendationrelated to the priorityproblem

N/A

26



Action Planning

Check Before Proceeding:

•

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

problems.

• At least ten steps must be identified.

Action Plan for Strategy Related to Priority Problem #1

Name of Program, Strategy orPractice to Address PriorityProblem:

SMART Goal:

(Specific, Measurable, Achievable,Relevant, Timely)

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

Indicators of Success: 1.2.

Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline1

2

3

4

5

6

7

8

27




9

101112

28





SMART Goal:


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

Indicators of Success: 1.

2.

Description of Action Plan Steps PersonsInvolved

ResourcesNeeded Due Date -Timeline

1

2

3

4

5

6

7

89

101112

29




Name of Program, Strategyor Practice to AddressPriority Problem:

Research SupportingStrategy(from IES Practice Guide or What WorksClearinghouse)

SMART Goal:


Indicators of Success: 1.

2.

Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline1

2

3

4

5

6

7

8

9

101112

30



31



Plan Components for 2012

Table F: Proposed 2012 Core Strategies to Address Student Achievement

Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble

Indicators of Success

(Measurable EvaluationOutcomes)

Research SupportingStrategy(from IES Practice Guide or What

Works Clearinghouse)

*Gifted and Talented Program

All 3-6 Principal& Teachers

NJASK -2012, In the testingpopulation of students, 2% willmove from proficient to advanceproficient. We anticipate a 5%increase in studentsdemonstrating grade level

proficiency in reading, writing,mathematics and science of targeted skills at or above gradelevel proficiency based onNJCCCS.

Study island LAL &Math

K-6 Principal& Teachers

NJASK-2012 In the testingpopulation of students 5% willmove from partially proficient toproficient and 2% will move from

proficient to advance proficient.We anticipate a 5% increase instudents demonstratingproficiency based onbenchmarks mandated by thestate at their respective gradelevels.

Scientifically based program

Independent researchconcluded schools utilizingthis program produced

significantly higher proficiencyrates than schools not usingthis program. Nineteen totalindependent studies provinggrowth:

http://www.studyisland.com/research

Reading Plus LAL 5-6 Principal&

NJASK-2012 In the testingpopulation of students 5% will


32







Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble



Research SupportingStrategy

(from IES Practice Guide or WhatWorks Clearinghouse)

Teachers move from partially proficient to

proficient and 2% will move fromproficient to advance proficientin reading. We anticipate a 5%increase in studentsdemonstrating proficiency basedon benchmarks mandated by thestate at their respective gradelevels.

Evidence of positive or

potentially positive effects forat least one improvementoutcome September 2010WWC

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

Read 180 LAL 5-6 Principal& Teachers

NJASK-2012 In the testingpopulation of students 5% willmove from partially proficient to

proficient and 2% will move fromproficient to advance proficientin reading. We anticipate a 5%increase in studentsdemonstrating proficiency basedon benchmarks mandated by thestate at their respective gradelevels.


Evidence of positive orpotentially positive effects forat least one improvementoutcome October 2010 WWC


*25 BookCampaign

LAL K-6 Principal& Teachers

Student reading logs NJASK-2012 In the testing population of students 5% will move from

partially proficient to proficientand 2% will move from proficientto advance proficient in reading.We anticipate a 5% increase instudents demonstratingproficiency based onbenchmarks mandated by thestate at their respective gradelevels.

Research based educationalprogram

Lucy Caukins - LAL – K-6 Principal NJASK-2012 In the testing Columbia University

33







Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Writing Grades

K-6

&

Teachers

population of students 5% will

move from partially proficient toproficient and 2% will move fromproficient to advance proficientin writing. We anticipate a 5%increase in studentsdemonstrating proficiency basedon benchmarks mandated by thestate at their respective gradelevels.

developed, researched and

validated

WritingFoundation

LAL-Grade 6

6 Principal&

Teachers

NJASK-2012 In the testingpopulation of students 5% will

move from partially proficient toproficient and 2% will move fromproficient to advance proficientin writing. We anticipate a 5%increase in studentsdemonstrating proficiency basedon benchmarks mandated by thestate at their respective gradelevels.

Dual LanguageInstruction

All K-1 Principal&

Teacher(grade K & 1)

Increase in the English andSpanish language development

in all students enrolled in thebilingual class.

Research based educationalmodel backed by studiesconducted by universities andseveral NJ school districtsincluding Englewood, NJ

Message TimePlus

LAL-GradesK-2


We anticipate a 5% increase instudents demonstratingproficiency based onbenchmarks mandated by thestate at their respective gradelevels.

Five independent studies havemeasured growth in readingcomprehension through theuse of the CLIU MTP program.

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

34







Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Everyday Math Math K-6 Principal& Teachers

NJASK-2012 In the testingpopulation of students 5% willmove from partially proficient toproficient and 2% will move fromproficient to advance proficientin mathematics. We anticipatea 5% increase in studentsdemonstrating proficiency basedon benchmarks mandated by thestate at their respective gradelevels.


Macmillan/McGraw Hill

Science K-6 Principal& Teachers

NJASK-2012 grade 4 In thetesting population of students5% will move from partiallyproficient to proficient and 2%will move from proficient toadvance proficient in science.We anticipate a 5% increase instudents demonstratingproficiency based onbenchmarks mandated by the

state at their respective gradelevels.


InstructionalFocus Calendar

LAL &Math


NJASK-2012 We anticipate a 5%increase in studentsdemonstrating proficiency basedon benchmarks mandated by thestate at their respective gradelevels.

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


35





Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





*Small Learning

Communities

All

ContentAreas

K-6 Principal

& Teachers

Teacher observation and

evaluation and an increase of 2%of teachers moving from basic toproficient and from basic todistinguish.

Splash SummerProgram

Literacy K-3 Principal& Teachers

NJASK-2012 We anticipate a 5%increase in studentsdemonstrating proficiency basedon benchmarks mandated by thestate at their respective gradelevels

Targeted literacycomprehension (using one onone instruction and DRAresults) is a scientificallybased strategy (REL/WWCsupported)

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

*TechnologyInfusion:Prometheanboards,computers

AllContentAreas


NJASK-2012 We anticipate a 5%increase in studentsdemonstrating proficiency basedon benchmarks mandated by thestate at their respective gradelevels

WWC contains numerousstudies indicating the increasein technology/ data drivenprogramming utilizationshows a measurable growthin mathematics and literacy

ESL Dept. IdentifiedContent

ELL ELL Dept.&Principal

Teacher observation and review,and ACCESSNJASK-2012 In the testingpopulation of students 5% will

move from partially proficient toproficient and 2% will move fromproficient to advance proficientin literacy. We anticipate a 5%increase in studentsdemonstrating proficiency basedon benchmarks mandated by thestate at their respective gradelevels.

Research based educationalprogram

SPED All Students SPED IEPs Research based educational

36



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Content

Areas

with

Disabilities

Dept.,

Principal& Teachers

program

*Use an asterisk to denote new programs.

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

Name of Strategy

Content AreaFocus TargetPopulati

on(s)

PersonResponsible





Extended DayProgram

LAL,Math

3-6 Principal& Teachers

NJASK-2012 In the testingpopulation of students 5% willmove from partially proficient toproficient and 2% will move fromproficient to advance proficientin LAL, and mathematics. Weanticipate a 5% increase instudents demonstrating

proficiency based onbenchmarks mandated by thestate at their respective gradelevels.

Strategies utilized in thisprogram are consistent withthe WWC/IES practice guideentitles: “Structuring out of school time to improveacademic achievement.”

*SaturdayAcademy

LAL,Math &Science


NJASK-2012 In the testingpopulation of students 5% willmove from partially proficient toproficient and 2% will move fromproficient to advance proficientin LAL, science and

Strategies utilized in thisprogram are consistent withthe WWC/IES practice guideentitles: “Structuring out of school time to improve

37



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





mathematics. We anticipate a

5% increase in studentsdemonstrating proficiency basedon benchmarks mandated by thestate at their respective gradelevels.

academic achievement.”

SummerEnrichmentProgram -SPLASH

LAL &Math


NJASK-2012 In the testingpopulation of students 5% willmove from partially proficient toproficient and 2% will move fromproficient to advance proficientin LAL and mathematics. Weanticipate a 5% increase instudents demonstratingproficiency based onbenchmarks mandated by thestate at their respective gradelevels.

Strategies utilized in thisprogram are consistent withthe WWC/IES practice guideentitles: “Structuring out of school time to improveacademic achievement.”

Drama Club SEL 3-6 Principal& Teachers

NJASK-2012 help with SEL anddecrease of 2% in suspension ordiscipline reports as compared tothe previous year.


38



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

Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Assessments AllsubjectAreas

Teachers Principal Teacher observations,evaluations and improvedstudent performance data

Data Wise by K. Pl Boudettand J. L. Steele

*Basic Skills AllsubjectAreas

Teachers Principal NJASK-2012 – In the testingpopulation of students 5% willmove from partially proficient toproficient and 2% will move fromproficient to advance proficientin science. We anticipate a 5%increase in students

demonstrating proficiency basedon benchmarks mandated by thestate at their respective gradelevels.

*AdvancedPromethean Training

AllsubjectAreas

Teachers Principal Teacher observations ,evaluations and improvedstudent performance

Work Sampling Kdg. AllAreas

Teachers&Assistants

Principal Teacher observations,evaluations and ImprovedStudent Performance


39



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

Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble


(Measurable Evaluation

Outcomes)



*AssessmentStrategies

LAL,MathandScience

K-6 Principal& Teacher

Improved student performance,increase student homework,increased parent participation,expand home school connection,sign-in sheets, improve the homeassistance student’s receive

Working with parents,organizing instruction andstudy to improve studentlearning, using studentachievement data to supportinstructional decision making,and effective literacy andEnglish language instructionfor English learners in theelementary grades

Multiple IES Practice Guidesand sections of WWC

*NJASK Preparation

LAL,MathandScience

3-6 Principal& Teacher


Working with parents,organizing instruction andstudy to improve studentlearning, using studentachievement data to supportinstructional decision making,and effective literacy and

40



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





English language instruction

for English learners in theelementary grades


*FamilyAwarenessWorkshops(Parenting,nutrition, finance)

Allcontentareas

K-6 Principal ,PTO & Teacher

Improved student performance,increased parent participation,expand home school connection,sign-in sheets, improve the homeassistance student’s receive

Working with parents,organizing instruction andstudy to improve studentlearning, using studentachievement data to supportinstructional decision making,

and effective literacy andEnglish language instructionfor English learners in theelementary grades


*Reading &Writing Workshop

LAL K-6 Principal& Teacher


Working with parents,organizing instruction andstudy to improve studentlearning, using student

achievement data to supportinstructional decision making,and effective literacy andEnglish language instructionfor English learners in theelementary grades


*Math Workshop Math K-6 Principal& Teacher

Improved student performance,increase student homework,

Working with parents,organizing instruction and

41



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





increased parent participation,

expand home school connection,sign-in sheets, improve the homeassistance student’s receive

study to improve student

learning, using studentachievement data to supportinstructional decision making,and effective literacy andEnglish language instructionfor English learners in theelementary grades


*Science

Workshop

Science K-6 Principal& Teacher

Improved student performance,increase student homework,increased parent participation,expand home school connection,sign-in sheets, improve the homeassistance student’s receive,increase parental assistancealigned with school curriculum,improve the home assistancestudent’s receive

Working with parents,

organizing instruction andstudy to improve studentlearning, using studentachievement data to supportinstructional decision making,and effective literacy andEnglish language instructionfor English learners in theelementary grades


PTO Meetings AllAreas


Improved student performance,increased parent participation,expand home school connection,sign-in sheets



Back to SchoolNight

AllAreas


Improved student performance,increase student homework,increased parent participation,expand home school connection,sign-in sheets



42



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Picasso Parents Art K-6 Principal

& Teacher

Improved student performance,

increased parent participation,expand home school connection,sign-in sheets



Family Art Night Art K-6 Principal& Teacher




Hispanic HeritageCelebration

SocialStudies/History/Culture


Improved student performance,increased parent participation,expand home school connection,sign-in sheets,

Working with parents,increase cultural awarenessand diversity

Multiple IES Practice Guides

and sections of WWC

Winter & SpringConcerts

Music K-6 Principal& Teacher

Improved student performance, ,increased parent participation,expand home school connection,sign-in sheets



Dr. Martin LutherKing Jr. Assembly






PTO Black HistoryCelebration


K-6 Principal

& Teacher

Improved student performance,




Black HistoryAssembly






43



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





and sections of WWC

Parent TeacherConferences

All Areas K-6 Principal& Teacher

Improved student performance,increase student homework,increased parent participation,expand home school connection,sign-in sheets



Bring your Parentto School Day

All K-6 Principal,teachers& PTO




WoodlandSpelling BeeFinals

LAL K-6 Principal& Teacher


Working with parents,organizing instruction andstudy to improve studentlearning, using studentachievement data to supportinstructional decision making,

44



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





and effective literacy and

English language instructionfor English learners in theelementary grades


Geography BeeFinals

SocialStudies



Working with parents,organizing instruction andstudy to improve studentlearning, using studentachievement data to support

instructional decision making,and effective literacy andEnglish language instructionfor English learners in theelementary grades


STEM Fair Scienceand Math


Improved student performanceincreased parent participation,expand home school connection,sign-in sheets

Working with parents,organizing instruction andstudy to improve student

learning, using studentachievement data to supportinstructional decision making,and effective literacy andEnglish language instructionfor English learners in theelementary grades


Marking period All Areas K-6 Principal Improved student performance, Working with parents,

45



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Award

Assemblies

& Teacher increase student homework,


organizing instruction and

study to improve studentlearning, using studentachievement data to supportinstructional decision making,and effective literacy andEnglish language instructionfor English learners in theelementary grades


Woodland AnnualField Day PhysicalEducation



Parental involvement is amajor component inimproving student outcomes


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




*Family GameNight

All Parents &Students

Principal, Teachers& Parents




Communications All Parents Principal& Teachers

Improved student performance,increase student homework,increased parent participation,expand home school connection,



46



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





sign-in sheets and sections of WWC

*Offer incentivesto increaseparentalinvolvement(Example: doorprize tickets uponsigning-in at PTOmeetings,homework passesfor studentswhose parentsattendmeetings/events,invite thechildren toparticipate/readto parents atmeetings)

N/A K-6 Principal& Teachers




KindergartenGraduation

All K Principal, Teachers& Parents

Readiness for Kindergarten Parental involvement is amajor component inimproving student outcomes


KindergartenOrientation

All K Principal, Teachers& Parents

Readiness for first grade Parental involvement is amajor component inimproving student outcomes


5th & 6 Th GradePromotion

All 5th & 6 Th Principal, Teachers

Readiness for middle school Parental involvement is amajor component in

47



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Exercise & Parents improving student outcomes


*Use an asterisk to denote new programs/strategies.

48



2012 Parent Involvement (PI) Narrative

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

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

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

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

Parent compacts are discussed and disseminated at back to School Night. Students/Parents are requiredto sign/ return them to their homeroom teachers.

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

The school’s statistical data is reported to the public via the district’s website, at Board of Education PublicMeetings, at Community Forums, at the Back to School Night State of the School Address by the Principal,and in the District’s End of Year Report.

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

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

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

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

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

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

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

49



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

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

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

10. How were the required PI funds used in 2011?Supplies and incentives for students and family activities including Art Night, Field Day, Science Fair, Take Your Parent to School Day, Kindergarten Orientation, Kindergarten Promotion, 6th Grade Award Dinner and6th Grade Promotion.

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

50



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

GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

3-5 State Assessment Baseline 2012 Target State Assessment Baselin

e

2012

Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 36.4 42.8 NJASK 2011 55.3 59.7

Students with Disabilities NJASK 2011 30.8 37.7 NJASK 2011 33.9 40.5

Limited English ProficientStudents

NJASK 2011 20.0 28.0 NJASK 2011 40.0 46.0

White

African-American NJASK 2011 28.4 35.5 NJASK 2011 39.7 45.7

Asian/Pacific Islander

American Indian/NativeAmerican

Hispanic NJASK 2011 39.8 45.8 NJASK 2011 68.6 71.7

Others

Economically Disadvantaged NJASK 2011 27.2 34.5 NJASK 2011 52.2 57.0

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

Total NJASK 2011 61.3 65.2 NJASK 2011 51.6 56.4

Students with Disabilities NJASK 2011 100.0 100.0 NJASK 2011 100.0 100.0


NJASK 2011 0.0 10.0 NJASK 2011 0.0 0.0

White

African-American NJASK 2011 71.4 74.3 NJASK 2011 61.5 65.4

52.9Asian/Pacific Islander


51





3-5 State Assessment Baseline 2012 Target State Assessment Baseline

2012 Target

Hispanic NJASK 2011 40.0 46.0 NJASK 2011 47.7 52.9

Others

Economically Disadvantaged NJASK 2011 53.8 58.4 NJASK 2011 60.0 64.0

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



Other Assessment

Name

Baseline 2012 Target Other Assessment

Name

Baselin

e

2012

Target


Total

Students with Disabilities


White

African-American



Hispanic

Others

EconomicallyDisadvantaged

52





Other AssessmentName

Baseline 2012 Target Other AssessmentName

Baseline

2012 Target


Total

Students with Disabilities


White

African-American



Hispanic

Others

EconomicallyDisadvantaged

53



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

23.5

100%

Provide continuous ProfessionalDevelopment and opportunities forprofessional growth

Teachers who do not

meet the qualificationsfor HQT, consistentwith Title II-A

N/A N/A N/A

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

7

100%

Provide continuous ProfessionalDevelopment and opportunities forprofessional growth

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

N/A N/A

54



Description of Strategy To Attract HQ Staff IndividualsResponsible

District will advertise and implement hiring procedures District & Principal

55



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

Content

AreaFocus TargetGroup

Person

Responsible


(Evaluation) How are teachersidentified?

Weekly in-housearticulations

All K-6 Principal Teacher evaluation &student performance

Teacherreviews/observations

Small LearningCommunities

All K-6 Principal & Teacher

Teacher evaluation &student performance

Content areas, teacherreviews and observations

School-wide & District-wide ProfessionalDevelopment

All K-6 Principal,PDCommittee

& District



Professional LearningCommunities

All K-6 Principal & Teacher



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



Table M: Support for Administrators

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


ContentAreaFocus

TargetGroup

PersonResponsi

ble


(Evaluation) How are administratorsidentified?

ProfessionalDevelopment Workshop

All K-6 Principal &Superintendent

Administrative evaluation& performance

Academic knowledge,experience and leadershipability

Collaborate with fellow All K-6 Principal & Administrative evaluation& performance

Academic knowledge,

56




ContentAreaFocus

TargetGroup

PersonResponsi

ble


(Evaluation) How are administratorsidentified?

administrators Superintendent

experience and leadershipability

Network All K-6 Principal &Superintendent

Administrative evaluation& performance Academic knowledge,experience and leadershipability

Student Eligibility and Selection

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

exit.

Measure

Homeless Migrant

Studentswith

Disabilities

Economically

Disadvantaged

ELL OtherSubGro

ups

Targeted AssistanceSchools

Entrance

Criteria ()

ExitCriteria

()

State Assessment NJASK N/A NJASK NJASK NJASK NJASK

Other Assessments DIA, DRA, Teacher

evaluationandobservation,Cumulative folders

N/A IEPs DIA, DRA, Teacher

evaluationandobservation,Cumulativefolders

DIA,DRA,

Teacherevaluationandobservation,Cumulativefolders

DIA,DRA,

Teacherevaluation andobservation,Cumulativefolders

SCHOOLWIDESCHOOL

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ACCESS

English LanguageProficiencyAssessment

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

evaluation andobservationCumulativefolders

Classroom Grades SCHOOLREPORTCARD

N/A SCHOOLREPORTCARD

SCHOOLREPORTCARD

SCHOOLREPOR T CARD

SCHOOLREPORTCARD

TeacherRecommendation

SCHOOLREPORTCARD

N/A IEPs SCHOOLREPORTCARD

SCHOOLREPOR T CARD

Teacherevaluation andobservation

Other

Support Elements

Ongoing and Sustained Technical Assistance*

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

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

From outside experts: consultants to address cross content implementation for staff, parent involvement workshops, and

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basic skills staff to implement small group instruction for students.

From others: Grants and monetary donations, professional development from designated institutions, utilize stakeholdersand community members as speakers and mentors for students, school readers and other instructional l participation asdeemed necessary to enrich advancement of student academics and social/emotional development

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

District level area content resource teachers (Math, LAL, Science) provided limited instructional support, several staff arepursuing master degree programs from various IHEs, and two staff members participated in the Kean Math and SciencePartnership program

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

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

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

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

*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 outside

consultant.

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District Support (completed by LEA for SINIs only)

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

Lack of administrative and leadership consistency at the district and school level has led to plans and programming notbeing consistent for students and teachers. Budgetary concerns have forced limited utilization of some of the strategieslisted in table B to improve student performance.

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

Providing professionaldevelopment that focusesprimarily on improving instruction

and using data to informinstruction

The Office of Assessment, Data Collection, and School Improvement in collaborationwith the Office of Professional Development will continue to provide trainings on theanalysis of multiple measures of data for its instructional implications andContinuous Improvement Model (CIM), which is based upon an 8 step process thatrelies heavily on the use of data to drive decisions relative to teaching and learning.

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

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

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

The strategies and practices promoted within the district are: Continuous Improvement Model (CIM) Writing –Units of Study (Lucy Culkins) Best Practices of Instructional Leaders and Teachers

Assessment for Learning – J. Chappius

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

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activities that support the school’sefforts to increase studentachievement

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

• Bring Your Parent to School Day

• Career Days

• Parent training in both mathematics and literacy

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

• District and school web sites to inform parents and the community at large• Newsletters/flyers frequently sent home to parents in English and Spanish

• School and district functions

• Parent Institute

• Parent to parent discussion groups

Reallocating the budget to fundactivities that support the school’simprovement plan and are most

likely to increase studentachievement

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

Ensuring that curriculum isaligned to the CCCS

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

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

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2010-2011 Resource Allocation

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

Type of Funds

Brief Description of Strategy or PracticeImplemented with

Funds

AmountAllocate

d

SIAAmountCarried

Over

Reallocated Use of

SIA

Outcomes as aResult of

Implementing theStrategy or Practice

Evidence

2010 Title I,Part A

Reading Plus/Read180/DIA,Lucy Caulkins, Study Island, Trophies, EverydayMath,Study Island TrophiesMessage Time Plus,MacMillan /McGraw Hill,Harcourt, Extended Day

Program, Summer School,Interactive Writing. Learnia,Promethean Board Training

We are aSchoolwideschoolwithblended

funds

NOTAPPLICABLE

NOTAPPLICABLE

To be determined oncethe Spring 2011 NJASK results are receivedand analyzed

NJASK -Spring2011

2010 SIA PartA

NOT APPLICABLE

Federal Reading Plus/Read180/DIA,Lucy Caulkins, Study Island, Trophies, EverydayMath,Study Island TrophiesMessage Time Plus,

MacMillan /McGraw Hill,Harcourt, Extended DayProgram, Summer School,Interactive Writing. Learnia,Promethean Board Training

NCLBandotherfederal

sources

NOTAPPLICABLE

NOTAPPLICABLE


NJASK

State Reading Plus/Read180/DIA,Lucy Caulkins, Study Island, Trophies, EverydayMath,Study Island TrophiesMessage Time Plus,

ABBOTT NOTAPPLICABLE

NOTAPPLICABLE


NJASK

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MacMillan /McGraw Hill,Harcourt, Extended DayProgram, Summer School,Interactive Writing. Learnia,Promethean Board Training

Local Reading Plus/Read180/DIA,

Lucy Caulkins, Study Island, Trophies, Everyday Math,Study Island TrophiesMessage Time Plus,MacMillan /McGraw Hill,Harcourt, Extended DayProgram, Summer School,Interactive Writing. Learnia,Promethean Board Training

City Tax

Levy

NOT

APPLICABLE

NOT

APPLICABLE

To be determined once

the Spring 2011 NJASK results are receivedand analyzed

NJASK

Other

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

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.

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

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Corrective Action, Restructuring, and School Improvement

• Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold

and 10 that have had a CAPA visit. The corrective action plan, corrective actions identified inthe CAPA summary report continue to be incorporated into the Unified Plan.

Corrective Action (CAPA Recommendations) Status Report

This form is completed by all schools in Year 4 and above. Schools in corrective action had to implement one or more of the following corrective actions (as identified by the district) in addition to the SINI and/or SW components. Identify whichcorrective action(s) will be taken and describe the implementation and how the action(s) will be incorporated with theother elements of the Title I Plan. Note: CAPA report prioritized recommendations and action plans must beincorporated into the Unified Plan.

Corrective Actions (Recommendations from CAPA Report)

1 Required implementation of a new research-based curriculum or instructional program

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

• Replacement of the principal

• Restructuring the internal organization of the school5 Appointment of an outside expert to advise the school6 Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to

improve academic achievement of low-performing students.

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

Corrective

Action#

Description

Effective

Yes -No

Evidence of Effectiveness

Outcomes

1

2

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NOT APPLICABLE



Corrective Descri tion

Effective Evidence of Outcomes

3

4

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SINI Year 5H and Above: Restructuring Implementation N/A

• Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10that have completed a restructuring plan, the approved restructuring plan continues to be

incorporated into the Unified Plan.

Year Restructuring Plan Created: _______

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

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

process and the restructuring details www.nj.gov/njded/title1/accountability/restructure.doc. NOT APPLICABLE

The restructuring options are as follows:

1. Implement any major restructuring of the school’s governance that is consistent with the principles of 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 to

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

Identify the restructuring option(s) selected: ____

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

Fundamental GovernanceReforms Implemented as

Listed in ApprovedRestructuring Plan

Status of Implementation

Effective

Yes -No

Evidence of Effectiveness

Outcomes

1

2

3

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

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



4

5

List revisions made to the original restructuring plan.

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Peer Review

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

improvement status.

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

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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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 Program Woodland

Documents

Transcript of Plainfield NJ Schools 2011 12 Title I Unified Program Woodland