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2012 TITLE I UNIFIED PLAN TEMPLATE
District and School Information
District: PLAINFIELD
Chief School Administrator: ANNA BELIN-PYLES Chief School Administrator E-mail: [email protected]
NCLB Contact: Dawn Ciccone NCLB Contact E-mail: [email protected]
School: Washington Community School
The school is designated (select one): Targeted Assistance School wide
Principal: Dr. Anthony Jenkins Principal E-mail: [email protected]
Principal Certification
The following certification must be made by the principal of the school. Note: Signatures must be kept on file at the school.
I certify that I have been included in consultations related to the priority needs of my school and participated in the completion of this Title I Unified Plan. I have beenan active member of the planning committee and provided input to the school needs assessment and the selection of priority problems. I concur with the information
presented herein, including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a..
_ __Dr. Anthony Jenkins________________________ ____________________________________________ ________________ Principal’s Name Principal’s Signature Date
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School NCLB Committee
Select committee members to develop the Unified Plan.Note: For continuity, some representatives from this needs assessment stakeholder committee should be included in the school wide stakeholder group and/or the SINI
plan committee. Identify the stakeholders who participated in the needs assessment and/or development of the plan. Signatures should be kept on file in the school
office for review. Print off a copy of this page to obtain signatures. *Add lines as necessary.
Name Stakeholder GroupParticipated in Needs
AssessmentParticipated in Plan
Development SignatureDr. Anthony Jenkins Principal X X
Rosa Salinas Vice Principal X X
Leola Bellazzin Guidance X X
Roychele Jones Teacher X X
Cristina Crowell Teacher X X
Shirley Clore ESL Coordinator X X
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School NCLB Committee Meetings
List the dates of the meetings when the School NCLB Committee discussed the needs assessment and Unified Plan development. *Add rows as necessary
Date Location Topic Agenda on File Minutes on File
January 19, 2011 Conference Room Needs Assessment Yes No Yes No
February 24, 2011 Conference Room Plan Development X X
April 1, 2011 Conference Room Plan Development X X
June 13, 2011 Conference Room Plan Development X X
June 20, 2011 Conference Room Plan Development X X
September 15, 2011 Conference Room Plan Revisions X X
School’s Vision & Mission
Provide, update, or develop the school’s vision and mission statement. Refer to the Introduction for Unified Plan pages for guidance.
What is the school’s vision statement?
Every Stakeholder of the Washington Community School will:
Set the foundation for students to become life long learners through continuous academic andsocial development.
Maintain high expectations for excellence in education.
Respect, encourage, and support all members of our learning community.
Foster teamwork among home, school, and community.
What is the school’s mission?
Washington Community School
In partnership with its parents
Will establish an institution
Recognized for
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Achievement and citizenship
Describe the process for developing or revising theschool’s vision and mission.
The staff met several times to review the mission and vision statements using the problem solving cycle.We utilized two professional development days to gather information, conduct needs assessment andcreate vision based on this information.
2012 Comprehensive Needs Assessment & Data Analysis Summary
Data Collection and Analysis
Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2011 Programs, Strategies and PracticesResults and outcomes must be measurable.
Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes
Academic Achievement – Reading NJASK
Reading Plus
Our overall student achievement on the NJASK for literacy are:
Grade 3 – 32.3% of the students scored proficient or above
Grade 4 – 22.2% of the students scored proficient or above
Grade 5 – 20.3% of the students scored proficient or above
Grade 6 – 22.8% of the students scored proficient or above
Number of students reading 5 or more levels below grade level reduced from 35 to 7.Number of students reading 4 or more levels below grade level reduced from 65 to35.
Number of students reading 3 or more levels below grade level reduced from 127 to69.
Number of students reading 2 or more levels below grade level increased from 24 to66.
Number of students reading 1 or more levels below grade level increased from 4 to42.
Number of students reading at grade level increased from 1 to 37.
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Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes
Academic Achievement - Writing NJASK Our overall student achievement on the NJASK for literacy are:
Grade 3 – 32.3% of the students scored proficient or above
Grade 4 – 22.2% of the students scored proficient or aboveGrade 5 – 20.3% of the students scored proficient or above
Grade 6 – 22.8% of the students scored proficient or above
Academic Achievement - Mathematics NJASK Our overall student achievement on the NJASK for math are:
Grade 3 – 44.6% of the students scored proficient or above
Grade 4 – 44.4% of the students scored proficient or above
Grade 5 – 42.0% of the students scored proficient or above
Grade 6 – 50.9% of the students scored proficient or above
Parent Involvement PTO Meetings
Parent Conferences
Parent Involvement Day
Back-to-School Night
38.9% of parents attended Back to School Night
56% of parents attended Parent Conferences
65% percent of parents attended Grade Level Assemblies
Professional Development Needs Assessment
Professional Learning Committee
My Learning Plan
Professional Development Plan (PDP)for staff
After analysis of the professional development needs assessment, findings includethe following:
35% of teachers stated that they needed additional training in Lucy CalkinsWriters Workshop model
45% of teachers stated that they needed additional training in integratingtechnology into instructional practices
All teachers in grades 3 through 6 received 3 full days of professionaldevelopment in use of Smart Boards
Extended Learning Opportunities 21st Century Program
Where Peace Lives Mural Project/Reel
60 students in grades 4 through 6 participated in the 21st Century after school program to help prepare them for state assessments.
Students participated in dialogue about peace and conflict resolution in their
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Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes
Peace Movie Makers
Neighborhood House After schoolprogram
communities while producing a mural and film to illustrate what was learned.
Service students in grades K through 6 helping with homework and tutoring.
Homeless Genesis Student Data Warehouse
Students with Disabilities Child Study Team Meetings
DRA
DIA
Teacher Generated Assessments
Individualized Education Plan
SEE Reading, Writing and MathMeasures
Provide services as per their Individualized Education Plans (IEP)
SEE Reading, Writing and Math Measures
English Language Learners NJASK NJASK performance in literacy for our Limited English Proficient students:Grade 3 – 19.4% of the students scored proficient or above
Grade 4 – 15.4% of the students scored proficient or above
Grade 5 – 0% of the students scored proficient or above
Grade 6 – 20.0% of the students scored proficient or above
NJASK performance in math for our Limited English Proficient students:
Grade 3 – 33.4% of the students scored proficient or above
Grade 4 – 42.3% of the students scored proficient or above
Grade 5 – 6.7% of the students scored proficient or above
Grade 6 – 70.0% of the students scored proficient or above
Economically Disadvantaged NJASK NJASK performance in literacy for our Economically Disadvantaged students:
Grade 3 – 29.5% of the students scored proficient or above
Grade 4 – 20.3% of the students scored proficient or above
Grade 5 – 20.3% of the students scored proficient or above
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Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes
Grade 6 – 24.5% of the students scored proficient or above
NJASK performance in math for our Economically Disadvantaged students:
Grade 3 – 44.2% of the students scored proficient or aboveGrade 4 – 43.7% of the students scored proficient or above
Grade 5 – 41.6% of the students scored proficient or above
Grade 6 – 46.9% of the students scored proficient or above
School Culture Staff Attendance
Suspension Rate
Leadership Survey
Evaluation
Focus Walks
District on site visits identify weaknesses and strengths in meeting districtand school goals.
Highly Qualified Staff Documentation Binder
Personnel File
Evaluations
Professional Development Plan
Focus Walks
District on site visits identify weaknesses and strengths in meeting districtand school goals.
School-Based Youth Services Not Applicable NA
Evaluation of 2011 Teaching and Learning Strategies & Programs
Table B: Strategies to Increase Student Achievement That Were Implemented in 2011
1
Strategy or Program
2
Content/Group
3
Effective
4
Documentation of
5
Measurable Outcomes
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Focus Yes-No Effectiveness
Reading Plus LAL Yes NJASK
Reading Plus
Our overall student achievement on the NJASK for literacy are:
Grade 3 – 32.3% of the students scored proficient or above
Grade 4 – 22.2% of the students scored proficient or above
Grade 5 – 20.3% of the students scored proficient or aboveGrade 6 – 22.8% of the students scored proficient or above
Number of students reading 5 or more levels below grade level reducedfrom 35 to 7.
Number of students reading 4 or more levels below grade level reducedfrom 65 to 35.
Number of students reading 3 or more levels below grade level reducedfrom 127 to 69.
Number of students reading 2 or more levels below grade level
increased from 24 to 66.
Number of students reading 1 or more levels below grade levelincreased from 4 to 42.
Number of students reading at grade level increased from 1 to 37.
Everyday Math Mathematics Yes NJASK Our overall student achievement on the NJASK for math are:
Grade 3 – 44.6% of the students scored proficient or above
Grade 4 – 44.4% of the students scored proficient or above
Grade 5 – 42.0% of the students scored proficient or above
Grade 6 – 50.9% of the students scored proficient or above
All listed Above Students with Disabilities Yes NJASK NJASK performance in literacy for our SPED students:
Grade 3 – 0% of the students scored proficient or above
Grade 4 – 0% of the students scored proficient or above
Grade 5 – 6.7% of the students scored proficient or above
Grade 6 – 0% of the students scored proficient or above
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1 2 3 4 5
NJASK performance in math for our SPED students:
Grade 3 – 0% of the students scored proficient or above
Grade 4 – 25% of the students scored proficient or above
Grade 5 – 21.4% of the students scored proficient or above
Grade 6 – 9.1% of the students scored proficient or above
All Listed Above Homeless/Migrant Yes See Above See Above
All Listed Above ELL Yes NJASK NJASK performance in literacy for our Limited English Proficientstudents:
Grade 3 – 19.4% of the students scored proficient or above
Grade 4 – 15.4% of the students scored proficient or above
Grade 5 – 0% of the students scored proficient or above
Grade 6 – 20.0% of the students scored proficient or above
NJASK performance in math for our Limited English Proficientstudents:
Grade 3 – 33.4% of the students scored proficient or above
Grade 4 – 42.3% of the students scored proficient or above
Grade 5 – 6.7% of the students scored proficient or above
Grade 6 – 70.0% of the students scored proficient or above
Table C: Description of Extended Day/Year Programs Implemented in 2011 to Address Academic Deficiencies - Do not include SES programs.
1
Strategy or Program
2
Content/GroupFocus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Measurable Outcomes
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1 2 3 4 5
21st Century Program LAL/Mathematics Yes Enrollment
Student Attendance
Increase of number of students receiving a C or higher in Literacy for 4th through 6th graders that attended the 21st Century program. There was littleimpact in the area of math.
Same as above Students with Disabilities Same as above Data not available
Same as above Homeless/Migrant Same as above Data not available
Same as above ELL Same as above Data not available
Table D: Professional Development That Was Implemented in 2011
1
Strategy or Program
2
Content/GroupFocus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Measurable Outcomes
Technology integrationthrough Smart Boards
Children’s Literacy Initiative
LAL Yes
TBD
Focus Walks
Evaluations
There was an increase in student engagement in 6 out of the 9 classroomsthat have Smart Boards as observed by focus walks.
Because of mid year implementation, data may not be valid. Results of effectiveness will be measured during the 2011-2012 school year.
Technology integrationthrough Smart Boards
Mathematics Yes Focus Walks There was an increase in student engagement in 6 out of the 9 classroomsthat have Smart Boards as observed by focus walks.
See Above Students with Disabilities Not applicable
See Above Homeless/Migrant Not applicable
See Above ELL Not applicable
Table E: Parent Involvement That Was Implemented in 2011
1 2
Content/Group
3 4
Documentation of
5
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Strategy or Program Focus Effective
Yes-No
Effectiveness Measurable Outcomes
PTO Student academicsupport, schoolimprovement,parenting skills
Yes Sign in sheets Attendance to PTO has increased executive board has increased from 1 to 7members.
NJASK Parent Chat To provide parents theopportunity to gainvaluable insight &understanding on howstudent data is utilizedto drive instruction.
Yes Parent-Teacher ConferenceSign in sheets
56% of parents attended Parent Conferences
Back-to-School Night To provide parentswith informationregarding protocols for the operation of theacademic year as wellas expectation of their roles & responsibilitiesin helping the schoolsupport their child’slearning.
Yes Sign in Sheets 39% of parents attended Back to School Night
Same as above Students with Disabilities Same as above Same as above
Same as above Homeless/Migrant Same as above Same as above
Same as above ELL Same as above Same as above
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.
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In an effort to improve instruction and student learning in Math, LAL and Science, WCS developed a plan of action that supports the district-
wide goals. Teachers provide input during Monday Staff Development and during grade level meetings. Teachers maintain data binders, which they analyze data to plan for their class as a whole and for individual students as necessary. The 2010 NJASK data were analyzed and students
were divided into three cohorts to ensure teachers can address each cohort areas of weaknesses and build upon strengths. Cohort I represent the
students that require remediation in the subject areas; Cohort II represents the students that require interventions which we identified as our
target population; and Cohort III represents the students that are on grade level and require advance study and/or gifted and talented work.
Teachers continue to use the breakdown in their analysis of their end of unit assessments as well as other common assessments used in the class.Common planning has been embedded into the daily schedule to allow articulation among the grade levels and across grade levels. Teachers
develop Instruction Focus Calendars monthly in order to ensure they are focusing on an area of need based on the findings from the data. After
teaching the instructional focus then students are assessed. Objectives are posted in all classrooms daily. Standards Base bulletin boards are
maintained in all classrooms as well as on all bulletin boards in the hallway. Standards base commentary is provided to all students and on all
work. To help students become accountable for their learning teachers conduct data chats with all students. The Guidance Counselor conducts
data chats with parents as well. The district has conducted three District Interim Assessments that we use to gauge our progress toward meeting the NJCCCS that model the state assessments. Required professional development is determined based on the findings of the analysis of the
DIA, needs assessments and from strategically scheduled focus walks. The focus walks were conducted by the School Leadership Team and the
superintendent and his cabinet members.
2. Describe methods used to collect and compile data for student subgroups.
NJASK results (already disaggregated into subgroups), class profiles, data binders, pre and post assessments, DIA (an online assessment that
complies data for us), DRA/Lexile instructional reading levels, WIDA assessment, attendance records of students and staff, discipline referrals
and end of unit assessments are the various methods utilized to collect data on our student subgroups.
3. Explain how the data from the collection methods are valid and reliable.
Student data is compiled using various assessment tools – NJASK data provides a baseline for establishing cohorts. Once the cohorts are in
place, we use District Interim Assessments (DIA) in mathematics, literacy and science administered to grades 3 – 6 in the Fall, Winter & Spring; Results from DRA’s administered to all grade levels; Reading Plu s and Study Island to generate additional data; End of Unit Assessments in
Mathematics (Everyday Math) and student profile information are used to compile data on all students.
4. What did the data analysis reveal regarding classroom instruction?
Data analysis reveals that root causes are the frequent movement of teachers to different grade levels. This does not allow you the time to master
the content in the given grade level. Instructional delivery and creativity is limited in certain classrooms where by teachers follow directly what
the teachers guide dictates and they differentiate instruction as needed.
5. What did the data analysis reveal regarding professional development implemented in the previous year(s)?
Most professional development occurred at the district level. To our knowledge data was not kept for analysis to see if the PD was successful.
New programs were implemented and training occurred for these programs. Best Practice PD occurred at the school level through Instructional
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Leaders in the building. Instructional leaders met with teachers on individual basis and in grade level meetings. Focus walks were conducted by
leadership team quarterly.
6. How are educationally at-risk students identified in a timely manner?
The above describe methods of data collection enables the district to identify at-risk students. In addition we administer District Interim
Assessments as practice tests that model State tests in format and content are given in early September then quarterly. These results are analyzed by the Office Assessment Data Collection and School Improvement and sent back to us in table graph format with cluster information. This helps to further identify and address weakness at the student level. Teachers also use their common monthly assessments that come with the
board-approved programs to identify at-risk students.
7. How are educationally at-risk students provided with effective assistance?
Students that are identified as at-risk are assigned a mentor, recommended for the 21 st Century after school safety-net program. WashingtonCommunity School students attend the 21 st Century after school program and Reading Plus is provided as an intervention for students just below
grade level and those just above the grade level. The after school 21 st Century program has been established to tutor the targeted population.
Teachers are required to conduct student and staff data chats so that students are aware of their areas of strengths and weakness.
8. How does the needs assessment address migrant student(s) needs?
Not applicable
9. How does the needs assessment address homeless student(s) needs?
They are addressed the same as all students at Washington Community School. Students are provided with additional services from the FamilySuccess Center. In addition, the Intervention and Referral Services process provides additional resources and support.
10. How were teachers engaged in decisions regarding the use of academic assessments to provide information on and improvement of the instructional program?
Representatives from the school attend district wide meetings to discuss the effectiveness of the assessment tools chosen by the district to measure achievement. These meetings also included reviewing other programs that may be more effective for the coming year. Information was brought
back to staff and feedback was given.
11. Describe the transition plan for preschool to kindergarten, if applicable.
Washington Community School is involved in a year-long planning process with Early Childhood to ensure that students transition to kindergarten smoothly and effectively. Preschool teachers of 4-year olds visit our kindergarten classrooms at the beginning of the school year to
receive an overview of the program in order to ensure that their students will be ready by the end of the year. Preschool students visit our
kindergarten classrooms and get a glimpse of what to expect in the upcoming school year. When time permits, Teachers of Kindergarten and
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Preschool, Principals, Center Directors and Early Childhood Supervisor and Director visit the preschool classrooms together and share feedback
relating to observations and reflections.
12. Describe the process used to select the priority problems and root causes for this plan?
The WCS Leadership Team met and discussed CAPA findings during the October 2010 visit. It was determined that student achievement,
parental involvement, and lack of student conferencing were the key areas of concern. Subgroups were created with staff to review the areas of concern. Action plans were created to address these areas of concern.
13. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?
A significant number of Special Needs students are bused to Washington School due to out of zone placement without consulting with building
administration. Very few of these students are successful on NJASK.
We use the state assessment data that is disaggregated by clusters and students are assigned to a Cohort based on the data. The state assessmentis aligned to the NJCCCS and therefore the skill clusters are identified showing how each student performed. The number of students who
responded correctly is divided by the number of students who took the assessment, giving us both the number passing and the percentage of
students who passed. Because the specific skills/concepts are identified, teachers can see exactly where students need help. Once teachers create class profiles based on the student profile sheets they can see at a glance, which students are in need of support and specifically what skills and
concepts must be reinforced. When utilizing the DIA we receive item analysis which also allows us to see how well students performed and what they need help and support in. Again, allowing teachers the opportunity to plan instruction specific to students needs.
14. Describe the evaluation results regarding the status of SMART goal #1 in the action plan?
NOT APPLICABLE
WCS DID NOT RECEIVED TITLE I SIA PART A IN 2010-2011
15. Describe the evaluation results regarding the status of SMART goal #2 in the action plan?
NOT APPLICABLE
WCS DID NOT RECEIVED TITLE I SIA PART A IN 2010-2011
16. Describe the evaluation results regarding the status of SMART goal #3 in the action plan?
NOT APPLICABLE
WCS DID NOT RECEIVED TITLE I SIA PART A IN 2010-2011
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2012 Needs Assessment – Partially Proficient
Provide the number of students at each grade level listed below who scored partially proficient on state assessments for two years or more in Language Arts Literacy andmathematics
Language Arts 2008-2009 2009-2010 Services Provided Describe why services provided did not result in proficiency.
Grade 4 51 49 Study Island; Reading Plus; Targeted Instructionas per designated cohorts
Gaps in the areas of District Interim Assessment and benchmarkassessments adversely affected effectiveness of data analysis.
Grade 5 54 45
Grade 6 N/A 34
Grade 7 N/A N/A
Grade 8 N/AN/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 not result in proficiency.
Grade 4 49 36 Everyday Math, Study Island, Targeted Instructionas per designated cohorts
Gaps in the areas of District Interim Assessment and benchmarkassessments adversely affected effectiveness of data analysis.
Grade 5 33 35
Grade 6 N/A 19
Grade 7 N/A N/A
Grade 8 N/A N/A
Grade 11 N/A N/A
Grade 12 N/A N/A
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Selection of Priority Problems
School Needs Assessment Summary Matrix Certification: For Title I SINIs and SW schools, Population Categories A-M have been annually assessed.Using information from the data analysis, identify all priority problems.
Select three or four priority problems to address in this plan. The selected problems should be checked in column T.When completing the matrix below, data from Tables A, B, C, D, E and the Needs Assessment Summary should be used .
P r i o r i t y P r o b l e m #
Priority Problem
Population Categories
A .
A l l s t u d e n t s
B .
S t u d e n t s w
i t h D i s a b i l i t i e s
C .
E a r l y c h i l d
h o o d
D .
E c o n .
d i s a
d v a n t a g e d
E .
N e g l e c t e d
/ d e l i n q u e n t
F .
Y o u t h a t r i s k o f d r o p p i n g o u t
G .
R a c i a l / e t h
n i c
H .
H o m e l e s s
I . I m m i g r a n t
J .
L E P
K .
T e a c h e r s
L .
P a r a p r o f e s
s i o n a l s
M .
P a r e n t s
N .
S u b s t a n c e
a b u s e r s
O .
P e r p e t r a t o
r s o f V i o l e n c e
P .
O u t - o f - s c h
o o l
Q .
M e n t a l h e a l t h
R .
G i f t e d & T
a l e n t e d
S .
O t h e r ( S p e c i f y )_
____________
T .
S e l e c t e d P r i o r i t y P r o b l e m s
S t u d e n t A c a d e m i c N e e d s
1 Closing the achievement gap X X X
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
3a Language arts literacy and reading X X
3b Mathematics X
3c Science
3d Social studies
3e World Languages
3f Cross Content Workplace Readiness X
4 Technology Literacy X X
S t a f f N e e d s
H i g h Q u a l i t y P r o f e s s i o n a l
D e v e l o p m e n t
5 .
I m p l e m e n t i n g
t h e C C C S
5a Language Arts Literacy
5b Mathematics X
5c Science X
5d Social studies
5e World Languages
5f Cross Content Workplace Readiness
6Effective classroom use of technology X X X
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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
7 Standards-based assessment
8 Instructional skills and strategies X
9 Mentoring
10 Classroom management X
11
Using data/assess. to improve
learning X X X X X12 Working with parents X X X X
H i r i n g ,
R e c r u i t i n g a n d
R e t a i n i n g
13 Highly qualified teachers
14 Teachers in shortage areas
15 Teachers in Math and Science X
16 Teachers to reduce class size X
17 Qualified paraprofessionals
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, or expulsions
28Serious or persistent disciplineproblems
29 Bullying X
30 Victimization X
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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
31 Truancy/attendance X
32 Mental health
33 Sex/gender issues
34 Interpersonal conflict X
35 Intergroup conflict/bias
36 Negative peer influence X37 School safety
38 School climate/environment
39 Risk factors
QualityTeacher 40 Teacher Quality
Tech. & Ed.Materials
41 Technology activities
42 Instructional/Educational Materials
Students withSpecialNeeds 43 Drop-out rate
Literacy, &Adult Ed.
44 Adult literacy
45 Parent/community involvement X X
Leadership46 Leadership Network
47 Leadership PD X
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Description of Priority Problems and Strategies to Address Them
All student subgroups not meeting AYP MUST be considered during the needs assessment process. Select at least three priority problems.Complete the information below for each priority problem checked in column T on the previous pages. Add additional sections as needed.
#1 #2Population Category Letter &
Problem Number
Population Letter: A Problem Number: 1 Population Letter: A Problem Number: 3a
Name of priority problem Closing the Achievement Gap Language Arts Literacy and Reading
Describe the priority problem According to NJASK data, there is a significant gap between
the English Language Learners, SPED and General student
populations in language arts and math.
WCS students continue to struggle in their performances on
state assessment (NJASK), District Interim Assessments
(DIA), Developmental Reading Assessment (DRA)
Describe the root causes of the
problem
SPED population - lack of distinction between programs in
regards to instructional materials, curriculum, or
instructional strategies.
ELL – student gaps are not adequately addressed in part due
to staffing.
Limited vocabulary development
Students lack interest in reading for enjoyment – lack of
push by parents to encourage more reading
Subgroup or populationaddressed
English Language Learners (ELL)
SPED
All students in grades 1 - 6
Grade span Grades 3 - 5 Grades 1 – 6
Related content area missed Literacy and Math Language Arts Literacy
Name of scientifically based
program/strategy/practice to
address problem
Instructional Conversations and Literature Logs
http://ies.ed.gov/ncee/wwc/reports/english_lang/icll/index.asp
Aha Math
http://www.learning.com/ahamath/
Reading Plus (Grades 3 – 6)
Fast ForWords Language
http://ies.ed.gov/ncee/wwc/reports/english_lang/ffl/
Luck Calkins Readers Workshop
http://www.unitsofstudy.com/teachingReading/default.asp
How does the program/strategy
align with the NJ CCCS?
The curriculum, programs and strategies implemented are
all fully aligned to the NJCCCS. All classroom lessons are
aligned to the NJCCCS and CPIs for literacy and math
The curriculum, programs and strategies implemented are
all fully aligned to the NJCCCS. All classroom lessons are
aligned to the NJCCCS and CPIs for literacy
CAPA finding or
recommendation related to the
priority problem
N/A No gains were made in proficiency in LAL by all subgroups
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Description of Priority Problems and Strategies to Address Them (continued)
#3 #4
Population Category Letter &
Problem Number
Population Letter: A Problem Number: 11
Name of priority problem Using data/assess. to improve learning
Describe the priority problem Teachers need to implement more effective instructional practices
Describe the root causes of the
problem
Teacher movement between grade levels.
Loss of 2 experienced, master teachers in the areas of literacy and math
due to retirement.
Subgroup or population
addressed
All students in grades 3 - 6
Grade span Grades 3-6
Related content area missed Literacy and Math
Name of scientifically based
program/strategy/practice toaddress problem Response to Intervention
http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf
How does theprogram/strategy align with
the NJ CCCS?
The curriculum, programs and strategies implemented are all fully
aligned to the NJCCCS. All classroom lessons are aligned to the
NJCCCS and CPIs for literacy and math CAPA finding or
recommendation related to
the priority problem
N/A
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Action Planning
Check Before Proceeding: The action planning section is required for all SINIs.
The action plans are developed for the primary strategies and programs selected that address the priority problems.
At least ten steps must be identified.
Action Plan for Strategy Related to Priority Problem #1
Name of Program, Strategy or Practice toAddress Priority Problem:
ELL: Instructional Conversations and Literature Logs
http://ies.ed.gov/ncee/wwc/reports/english_lang/icll/index.asp
ELL / SPED: Aha Math
http://www.learning.com/ahamath/
SMART Goal:
(Specific, Measurable, Achievable, Relevant, Timely)
By June 2012, 15% of English language learners will score proficient or above as measured by NJASK inliteracy and 25% in math. By June 2012, 25% of SPED students will score proficient or above as measured byNJASK in literacy and 40% in math.
Research Supporting Strategy(from IES Practice Guide or What Works Clearinghouse)
http://ies.ed.gov/ncee/wwc/reports/english_lang/icll/index.asp
http://www.learning.com/ahamath/
Indicators of Success: 1. NJASK2. District Interim Assessments3. Benchmark Assessments
Description of Action Plan StepsPersonsInvolved
ResourcesNeeded Due Date - Timeline
1 Determine the number of students in each sub group in testing grades - Testing
Coordinator- ESL
Coordinator
- SPED
Supervisor- Building
Administrators
Individual Education
Plans
Access Scores
Genesis
October 2011
2 Identify current instructional resources for each sub group - District ESL
Supervisor
- Building
Meeting time October 1, 2011
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Administrators
- SPEDSupervisor
- SPED/ESL
Teachers 3 Review staffing to ensure compliance for each sub group - Building
Administrators- SPED
Supervisor- District ESL
Supervisor
Meeting time
SchedulesGenesis Data
September 2011
4 Research resources and or programs available to address each sub
group
- Building
Administrators
- SPED
Supervisor
- District ESLSupervisor
Meeting time October 1, 2011
5 Identify funds in school budget and request financial assistance fromdistrict departments if necessary
- BuildingAdministrators
- SPED
Supervisor
- District ESL
Supervisor
Meeting time
School Budget
October 1, 2011
6 Identify key skills/ objectives for each grade level - Teachers
- Building
administrators
Grade Level
Articulation
Planning time
October 15, 2011
7 Conduct key skills trace across grade levels - Teachers
- Building
administrators
Grade Level
Articulation
Planning time
8 Provide training in identified programs/strategies to ESL and SPED
teachers
- Building
administrators
- Vendors
Release time
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9 Construct grade level benchmark assessments - Teachers
- Buildingadministrators
Grade LevelArticulation
Planning time
10 Monitor results of benchmark assessments for each sub group - Building
administratorsMeeting time
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Action Plan for Strategy Related to Priority Problem #2
Name of Program, Strategy or Practice toAddress Priority Problem:
Reading Plus (Grades 3 – 6)
Fast ForWords Language
http://ies.ed.gov/ncee/wwc/reports/english_lang/ffl/
Luck Calkins Readers Workshop
http://www.unitsofstudy.com/teachingReading/default.asp
SMART Goal:
(Specific, Measurable, Achievable, Relevant, Timely)
By June 2012 35% of all students in grade 3-6 will score proficient or above in literacy as measured by NJASK
Research Supporting Strategy(from IES Practice Guide or What Works Clearinghouse)
http://ies.ed.gov/ncee/wwc/reports/english_lang/ffl/
http://www.unitsofstudy.com/teachingReading/default.asp
Indicators of Success: 1. NJASK2. District Interim Assessments
3. Benchmark Assessments
Description of Action Plan StepsPersonsInvolved
ResourcesNeeded Due Date - Timeline
1 Review current instructional resources available - Teachers
- Building
Administrators
Meeting time October 2011
2 Identify funds in school budget and request financial assistance from
district departments if necessary
- Building
Administrators Meeting time
School Budget
October 1, 2011
3 Provide training in identified programs/strategies - Teachers
- Building
administrators-Vendors/ consultants
Grade Level
Articulation
Release time
December 2011
4 Identify master teachers - Building
Administrators Observations October 2011
5 Procure necessary materials and resources - Building
Administrators Funding
Meeting time
November 2011
6 Create model classroom for on going support and training - Master
teachers Planning time Fall 2011
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7 Conduct Focus Walks to Monitor implementation of programs/strategies
- Building
administratorsMeeting time Spring 2012
8 Develop grade level benchmark assessments Teachers
- Building
administrators
Grade Level
Articulation
Planning time
Winter 2011
Spring 2012
9 Monitor results of benchmark assessments - Building
administratorsMeeting time On-going
10 Analyze results of benchmark assessments - Building
administrators
- Teachers
-NCLBCommittee
Meeting time On-going
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Action Plan for Strategy Related to Priority Problem #3
Name of Program, Strategy or Practice toAddress Priority Problem:
Response to Intervention
Research Supporting Strategy(from IES Practice Guide or What Works Clearinghouse)
http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf
SMART Goal:
(Specific, Measurable, Achievable, Relevant, Timely)
By June 2012, all teachers in Grades 2-6 will use data to monitor and assess learning as evidenced by use databinders
Indicators of Success: 1. Data Binders
Description of Action Plan StepsPersonsInvolved
ResourcesNeeded Due Date - Timeline
1 Use NJASK scores to create tiered levels of students Teachers
Administra
tion
District reports for
incoming studentsOctober 2011
2 Research resources for interventions Building
Admins,teachers
Adaptive curriculum,
Funding, tech supportOctober 2011
3 Submit purchase order and secure site licenses for instructional resources BuildingAdmins,
secretary
Funding November 2011
4 Create schedule to include Response to Intervention opportunities Building
Admins
Time, final staff rosters
from central officeNovember 2011
5 Create data team to monitor results of interventions strategies Principal,
Teachers
Time October 2011
6 Teachers will identify students for small group instruction during skillperiod
Principal Common planningtime, DIA Results,
Benchmark assessment
results
November 2011
7 Prepare rollout of RTI as a school-wide approach to address achievement
gap
School
Prof Developme
nt
committee;
Principal
Time, handouts,
binders,December 2011
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8 Establish data monitoring schedule Principal;teachers
Time tech support
9 Conduct data review sessions Teaching
staff;
NCLB
committee
Release time
Hold evening
discussions
On-going
10 Assess effectiveness of intervention approaches Principal
NCLB
committee
Data June
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Plan Components for 2012
Table F: Proposed 2012 Core Strategies to Address Student Achievement
Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable EvaluationOutcomes)
Research Supporting Strategy(from IES Practice Guide or What Works Clearinghouse)
Everyday Math Math AllSubgroups
On-Going
Sch. Admin& Teacher
Increase progress towardsState Bench Mark
Program approved by NJDOE
Harcourt-
Trophies/Trofeos
LAL All
Subgroups
Ongoing
Sch. Admin
& Teacher
Increase progress towards
State Bench Mark
Program approved by NJDOE
Reading Plus LAL All
SubgroupsOngoing
Sch./Dist
Admin &Teacher
Increase progress towards
State Bench Mark
Program approved by NJDOE
A Closer Look Science All
Subgroups
Sch. Admin
& Teacher
Increase progress towards
State Bench Mark
Program approved by NJDOESee National Science Foundation & National Science Teachers Assoc. Research
Focus Classroom
Walk-through with
Feedback
Literacy
and Math
All
Subgroups
2x Quarterly
Sch./Dist
Admin &
SLT
Increase progress towards
State Benchmark
Systems Thinking-McRel; Professional Learning
Communities-DuFour
http://www.ascd.org/publications/educational_leadership
/dec07/vol65/num04/Classroom_Walk-Throughs.aspx
Study Island Literacy,
Math,Science
All
SubgroupsOngoing
Sch. Admin
& Teacher
Increase progress towards
State Benchmark
www.studyisland.com/salessheets/Case%20Study%20
Summary%20State%20of%20New%20Jersey%20_2_
Updated%2012.4.pdf
Fast Math Math All
Subgroups
Ongoing
Sch. Admin
& Teacher
Increase progress towards
State Benchmark
http://www.tomsnyder.com/fasttmath/research.html
Harcourt SS Social
Studies
All
Subgroups
Ongoing
Sch. Admin
& Teacher
Increase progress towards
State Benchmark Program approved by NJDOE
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Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable EvaluationOutcomes)
Research Supporting Strategy(from IES Practice Guide or What Works Clearinghouse)
Same as above All Homeless
Migrant
Sch. Admin
& Teacher
Same as above Same as above
Same as above All ELL Sch. Admin
& TeacherSame as above Same as above
Same as above All Students withDisabilities
Sch. Admin
& TeacherSame as above Same as above
*Use an asterisk to denote new programs.
Table G: Proposed 2012 Extended Learning Opportunities to Address Academic Deficiencies. Do not include SES.
Name of Strategy
Content
AreaFocus
TargetPopulation(s)
PersonResponsible
Indicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy
(from IES Practice Guide or What Works Clearinghouse)
21st Century After-school and summer program
LAL
Math
All Students District Grantcoordinator
Increase progress towards State
Benchmark http://www.afterschoolalliance.org/policy21stcclc.cfm
*Use an asterisk to denote new programs.
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Table H: Proposed 2012 Professional Development to Address Student Achievement and Priority Problems
Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works Clearinghouse)
Rutgers Technology
Integration
All
Subjects
Grades 4 – 6
Teachers
Sch. Admin The effective use and implementation of
technology programs and resources
http://downloads01.smarttech.com/media/
research/whitepapers/int_ whiteboard_
research_whitepaper_update.pdf
Smart board
Training
Technology Grades 4 – 6
Teachers Sch. Admin The effective use and implementation of
technology programs and resources http://downloads01.smarttech.com/media/
research/whitepapers/int_ whiteboard_
research_whitepaper_update.pdf
Where Peace Lives Character
EducationAll
Subgroups
Sch. Admin Completion of Peace Mural http://www.wherepeacelives.org/surveys.html
NJASK Literacy
Preparation
Workshop
Literacy Grades 2 – 6
LAL
Teachers
Sch. Admin Increase progress towards State Bench
Mark http://www.featraining.org/
documents/pdf/ImproveNJASK.pdf
Data Interpretation
and Instructional
Implications
All subjects All
Subgroups
Sch. Admin
& Teacher Differentiation and creativity in classroom
instructional deliverywww.state.nj.us/education/assessment/es/
njaskppt.ppt
Grade level
articulation sessionsthrough
Professional
Learning
Communities
All subjects All
Subgroups
Sch. Admin
& Teacher Effective vertical collaboration &
communicationRichard DuFour, Rebecca DuFour, Robert Eaker, Thomas Many Learning by Doing: A Handbook for Prof. Learning Communities at Work
See above See above HomelessMigrant
See above See above See above
See above See above ELL See above See above See above
See above See above Students withDisabilities
See above See above See above
*Use an asterisk to denote new programs.
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Table I: Proposed 2012 Parent Involvement Strategies to Address Student Achievement and Priority Problems
Name of Strategy
Content AreaFocus Target
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
PTO Parent
involvementgroup
Exec. Board Fundraising
and supportingneeds of school
Increase attendance at PTO meeting and
attendance at school related events
PTO
Parental & Community
Involvement:
http://www.edweek.org/ew/issues/parent-
involvement/
Back- to – school
Night
To provide
parents with
information
regarding
protocols for
the operation
of the
academic year
as well as
expectations
of their roles
and
responsibilities
in helping the
school support
their child’s
learning
Sch. Admin,
Sch.
Counselor &
Staff
Foster better
communication
and connection
between home
and school.
Additionally,
increase parent
participation inschool related
events.
Parent attendance and sign – in sheets
http://www.edweek.org/ew/issues/parent-involvement/
Back- to – school Night
Parental & Community
Involvement:
http://www.edweek.org/ew/issues/parent-
involvement/
Workshops in
LAL, Math, andparenting skills
To provide
parents withinformation of
what studentachievement
requirementsand how they
can help theirchild at home
Parent/
Sch/Dist.Admin /
Community
Liaison
Increase parent
attendance by10%
Parent survey, workshop attendance records
and workshop feedback documents
Workshops in LAL, Math, and
parenting skills
Parental & Community
Involvement:
http://www.edweek.org/ew/issues/parent-
involvement/
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Name of Strategy
Content AreaFocus Target
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
See above See above HomelessMigrant
See above See above See above
See above See aboveELL
See above See above See aboveSee above See above Students with
DisabilitiesSee above See above See above
*Use an asterisk to denote new programs.
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2012 Parent Involvement (PI) Narrative
1. What is the connection between PI and the priority problems identified in the needs assessment?
The needs assessment surveys will be reviewed by the leadership team as well as the NCLB committee. The information will be shared with
parents at PTO meetings and at staff meeting with staff. District level surveys are also conducted as to the needs of the district. Thisinformation is disseminated by board office.
2. Do you have a school-parent compact?
Yes
3. Describe the process to ensure that parents receive and review the school-parent compact.
On our Back to School Night the Principal will review the Compact with all of the parents and the parents will sign the compact. Parents will
be given a copy to take home after signing. This process will continue until all parents have read and signed the Compact. The school copy
will be kept on File in the main office.
4. How is student achievement data reported to the public?
Data is reported to the public via PTO meetings, End of Year Report, and Community Forum. Additionally, the school statistical data isreported to the public via the district’s web site and at Board of Education Public Meetings.
5. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III?
A letter is sent home from the Superintendent’s office and /or posted on the District Website.
6. Identify procedures for informing parents about the school’s improvement status.
1.) School webpage via Plainfield Public Schools website, school marquee, school calendar
2.) PTO meetings, Newsletters, Global Connect
3.) End of Year Report, Community Forum
7. Identify procedures for informing parents about the school’s disaggregated assessment results.
1.) School webpage via Plainfield Public Schools website
2.) Parent/Teacher conferences
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3.) PTO meeting presentations
4.) Parent quarterly Chat - & - Chew gatherings
5.) Individual student’s progress on state assessment is mailed home.
6.) Back-to-School Night presentation
8. How were parents involved in the development of the Unified Plan?Simplify plan in parent friendly language.
Hold chat and chew sessions quarterly with parents to discuss root causes and receive feedback.
Leadership team members will attend PTO meetings to review plan and receive feedback.
9. Identify procedures for informing a parent about their child’s student assessment results.
Data is reported to the public via PTO meetings, End of Year Report, and Community Forum. Individual student progress on state tests is
mailed home. Teachers held data chats during parent teacher conference with students NJASK results for grades 4-6 and terra nova results
for grades 2-3.
10. How were the required PI funds used in 2011?
To enhance parent meetings with refreshment and appropriate literature
11. How will the required PI funds be used in 2012?
To enhance parent meetings with refreshment and appropriate literature
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Table J-1: 2011-2012 Annual Student Targets (Use best available data from One-Year Charts). At least two measurements must be listed.
GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS
3-5 State Assessment Baseline 2012 Target State Assessment Baseline 2012 Target
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total NJASK 2011 24.8 32.3 NJASK 2011 43.7 49.3Students with Disabilities NJASK 2011 10.1 19.1 NJASK 2011 25.3 32.8
Limited English Proficient Students NJASK 2011 5.2 14.7 NJASK 2011
White
African-American NJASK 2011 27.2 34.5 NJASK 2011 42.32 48.1
Asian/Pacific Islander
American Indian/Native American
Hispanic NJASK 2011 27.2 34.5 NJASK 2011 50.5 55.5
Others
Economically Disadvantaged NJASK 2011 23.3 30.9 NJASK 2011 41.7 47.5
GRADE SPAN: GRADE 6 ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total NJASK 2011 22.8 30.5 NJASK 2011 50.9 55.8
Students with Disabilities NJASK 2011 30.6 37.5 NJASK 2011 50.9 55.8
Limited English Proficient Students NJASK 2011 0 10.0 NJASK 2011 9.1 18.2
White
African-American NJASK 2011 11.5 20.4 NJASK 2011 53.8 58.4
Asian/Pacific Islander
American Indian/Native American
Hispanic NJASK 2011 18.2 26.4 NJASK 2011 31.8 38.6
Others
Economically Disadvantaged NJASK 2011 26.5 33.9 NJASK 2011 61.7 65.5
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Table J-2: 2011-2012 Annual Student Targets – Other Assessment
GRADE SPAN &SUBGROUP
LANGUAGE ARTS MATHEMATICS
Other AssessmentName
Baseline 2012 Target Other AssessmentName
Baseline 2012 Target
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total Reading Plus Grade 3 – 32.3% of thestudents scoredproficient or above
Grade 4 – 22.2% of thestudents scoredproficient or above
Grade 5 – 20.3% of thestudents scored
proficient or aboveGrade 6 – 22.8% of thestudents scoredproficient or above
Grade 3 – 42% of the students willscore proficient or above
Grade 4 – 32% of the students willscore proficient or above
Grade 5 – 30% of the students willscore proficient or above
Grade 6 – 32% of the students willscore proficient or above
District Interim Assessment/Learnia
20% Basic
68% Below Basic
12% Proficient or Above
40% Proficientor Above
Students with Disabilities Reading Plus 0% of the students
scored proficient or above
25% of the
students will scoreproficient or above
District Interim
Assessment/Learnia
Subgroup Data Not
Available
Limited English ProficientStudents
Reading Plus 15% of the studentsscored proficient or above
25% of thestudents will scoreproficient or above
District Interim Assessment/Learnia
12.5% Basic
57.4% Below Basic
30.1% Proficient or Above
40% Proficientor Above
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GRADE SPAN &SUBGROUP
LANGUAGE ARTS MATHEMATICS
Other AssessmentName
Baseline 2012 Target Other AssessmentName
Baseline 2012 Target
White Reading Plus Subgroup Data Not
Available
District Interim
Assessment/Learnia
Subgroup Data Not
Available
African-American Subgroup Data Not Available
Subgroup Data Not Available
Asian/Pacific Islander Subgroup Data Not Available
American Indian/Native American
Subgroup Data Not Available
Hispanic Subgroup Data Not Available
Others
EconomicallyDisadvantaged
Subgroup Data Not Available
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total
Students with Disabilities
Limited English Proficient Students
White
African-American
Asian/Pacific Islander
American Indian/Native American
Hispanic
Others
Economically Disadvantaged
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Highly Qualified Staff
Table K: Strategies to Attract and Retain Highly Qualified Staff
Number &
Percent
Content &Focus
Description of Process to Meet HighlyQualified
Description of Strategy to Retain HQ Staff
Teachers who meet thequalifications for HQT,consistent with Title II-A
31
100%
All Content Areas Process handled by District HumanResources Department
Not Applicable
Teachers who do not meet thequalifications for HQT,consistent with Title II-A
0 Not Applicable Process handled by District HumanResources Department
Not Applicable
Paraprofessionals who meet thequalifications required by NCLB
(education, ParaPro test,portfolio assessment)
10
100%
All Content Areas Process handled by District HumanResources Department
Not Applicable
Paraprofessionals who do notmeet the qualifications requiredby NCLB (education, ParaProtest, portfolio assessment)
0 Not Applicable Process handled by District HumanResources Department
Not Applicable
Description of Strategy To Attract HQ Staff Individuals Responsible
Compensate them well, celebrate their accomplishments, provide incentives and delineate their roles and
responsibilities and provide continuous improvement opportunities to enhance their pedagogy and skills.
Human Resource Services,
Curriculum and Instruction,Staff Development, School
Admin.
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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 other problems.
Description of Support
Content AreaFocus Target Group
PersonResponsible
Indicators of Success
(Evaluation) How are teachers identified?
Teacher Mentor Provide
strategies onnavigating new
environment,
classroom
management &
instruct.
techniques,
awareness of
resources &
protocols
Non-Tenured
Certified
Teachers
Sch. Admin,
Office of Prof.Dev. & HR
Teacher effectiveness in
management of class and resources
Teacher / Staff Retention
Non-Tenured/ less than 3 years of
teaching experience
Classroom Observations/Evaluations
Learning Support Seminar To support
implementationof best
practices
New and
veteran staff
Office of Prof.
Dev. & HR Teacher / Staff Retention N/A
New Teacher Orientation District
Policies,
Procedures &
Protocols
New Staff to
District Office of Prof.
Dev. & HR Teacher / Staff Retention Staff newly hired by district
Table M: Support for Administrators
Use the Table below to describe how leaders in schools in need of improvement are provided with support and instructional leadership.
Description of Support
ContentArea Focus Target Group
PersonResponsible
Indicators of Success
(Evaluation) How are administrators identified?
Administration Professional
Learning Community
Enhance
pedagogy &collaboration
All School
Admin. Office of Prof.
Dev. Effective operations of school sites
and improved student and staff performance
N/A
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Student Eligibility and Selection
Table N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistance school and the measures to ident ify students whoneed additional support in school wide programs. For targeted assistance schools, use the last two columns to designate if the measures are used as criteria for programentrance or exit.
Measure
Homeless Migrant Students with
Disabilities
Economically
Disadvantaged
ELL Other
Subgroups
Targeted Assistance Schools
Entrance Criteria () Exit Criteria ()
State Assessment NJASK 3 through 6 N/A N/A
Other Assessments Learnia
District Interim Assessment (DIA), Developmental Reading Assessment (DRA), Reading
Plus, Study Island and End of Unit Assessments in Core Contents
N/A N/A
English LanguageProficiency Assessment
ACCESS Testing N/A N/A
Classroom Grades Teacher Generated Assessments in All Content Areas N/A N/A
Teacher Recommendation Not Applicable N/A N/A Other Not Applicable N/A N/A
Support Elements
Ongoing and Sustained Technical Assistance*
1. What assistance did the NCLB committee determine it needs to implement the 2012 Unified Plan in the school’s efforts to increase academic achievement?
From the district: Assistance provided by the district Content Lead Teachers, Bilingual & World Language Department, and Early Childhood Department
From outside experts: Professional development provided by consultants focusing on NJASK st rategies
From others: Support with data analysis and continuous improvement from the district testing and assessment office
2. Describe the current technical assistance offered to staff at the school. Include assistance by district level and/or outside experts, for example, skilledconsultants, institutions of higher education (IHE), etc.
Assistance is provided from the district Content Lead Teachers, Bilingual and World Languages Department, and Early Childhood Department in the form of providing
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teachers with professional development and support in their respective areas throughout the ye ar.
3. How is it targeted to the priority problems identified in the needs assessment?
State standardized assessment, NJASK; District Interim Assessment; Learnia
4. Identify the person(s) responsible for ensuring this technical assistance is provided.
District Directors, Assistant 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 the provision 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 not being consistent for students and teachers.Budgetary concerns have forced limited utilization of some of the strategies listed in table B to improve student performance.
2. Explain how the district is supporting the school in the following areas:
Providing professional development thatfocuses primarily on improving instruction andusing data to inform instruction
The Office of Assessment, Data Collection, and School Improvement in collaboration with the Office of ProfessionalDevelopment will continue to provide trainings on the analysis of multiple measures of data for its instructionalimplications and Continuous Improvement Model (CIM), which is based upon an 8 step process that relies heavily onthe use of data to drive decisions relative to teaching and learning.
The next phase of the training efforts for the Office of Assessment, Data Collection, and School Improvement is toincrease teachers and staff literacy in assessments, more specifically expand knowledge of various ways to assess,the purpose of assessments, and what should be assessed.The Office of Professional Development will begin trainings in district for teachers and administrators of grades 3-12 inresearch-based best practices of Lucy Culkins Writing Units of Study.
Implementing strategies grounded inscientifically based research that will strengtheninstruction in core academic subjects
The district conducts focus walks to review programming, instructional planning and classroom practices. The districtalso does not support the purchase or use of programs not grounded in research.
The strategies and practices promoted within the district are:Continuous Improvement Model (CIM)
Writing –Units of Study (Lucy Calkins)Best Practices of Instructional Leaders and Teachers
Assessment for Learning – J. Chappius
Expanding parental involvement activities thatsupport the school’s efforts to increase studentachievement
To address parent involvement, we will implement the following programs/activities:
Increase parent participation at both school and district level SLC (leadership program):
Bring Your Parent to School Day
Career Days
Parent training in both mathematics and literacy
Continue with the support for Parent Empowering Parents (PEP)
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District and school web sites to inform parents and the community at large
Newsletters/flyers frequently sent home to parents in English and Spanish
School and district functions
Parent Institute
Parent to parent discussion groups
Reallocating the budget to fund activities thatsupport the school’s improvement plan and aremost likely to increase student achievement
The district will not reallocate funds within the NCLB budget. The allocations will remain intact for each Title. BusinessOperations will work collaboratively with the schools to use resources effectively and efficiently. Federal, State andLocal funds, including the city tax levy for education and Federal Entitlement and Competitive Grants State and PrivateGrants will be allocated and/or reallocated according to guidelines to fund the activities that support the school’simprovement plan.
Ensuring that curriculum is aligned to the CCCS The curriculum has been revised in all areas to reflect greater alignment to the NJCCCS and includes back mappingand strategies on how to ensure retention of all requisite standar ds and CPI’s. The district is beginning to supportdevelopment of the Common Core Standards lesson plans and curriculum alignment.
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2010-2011 Resource Allocation
Resource Allocation – Provide the following information regarding the use of the 2010-2011 funds including but not limited to 2010 SIA Part (A).
Type of Funds
Brief Description of Strategy or Practice Implemented with
Funds
Amount
Allocated
SIA Amount
Carried Over
Reallocated Use
of SIA
Outcomes as a Result of Implementing the Strategy or
Practice
Evidence
2010 SIA Part R Smart Boards
Training in Smart boards
Laptops
Training for NJASK
Classroom Libraries
Translation Devices
Study Island
Where Peace Lives
Parent Incentive Program
100,000 TBD TBD - There was an increase in studentengagement in 6 out of the 9classrooms that have Smart Boardsas observed by focus walks.
- 9 out of 9 teachers were trainedin Smart Boards by RutgersUniversity
- 25 laptops were purchased
- 50 students participated in
Where Peace Lives Initiative- Refreshments were purchasedfor all 10 PTO general bodymeeting
- Translation equipment wasutilized and translator present atall 10 PTO general bodymeetings
- Study Island implemented inGrades 2 through 6 for all
students in preparation for NJASK
Focus WalkObservations
Sign in sheets
Equipment
Grant Binder
Mural andReel PeaceVideo
School Budget Pages
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School level budget pages in Excel must be completed along with each school’s Unified Plan, identifying the following: How the Title I, Part A school allocation is budgeted for targeted assistance schools or schools operating school wide programs that do not blend
their funds How the SIA, Part a allocation is budgeted for all schools receiving this award
Budget Detail pages and a Budget Summary are available as an Excel program at the following location: www.nj.gov/education/grants/entitlement/nclb/.
Complete the Excel budget pages for each school and upload the file to the NCLB Application on EWEG on the Title I Unified Plan upload screen. Thesebudget pages are in addition to the Title I Unified Plan for each school required to complete a plan.
Budget Detail pages must be uploaded. The signature of the Business Administrator must be kept on file at the district/school.
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Corrective Action, Restructuring, and School Improvement
Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10 that have had a CAPA visit. Thecorrective action plan, corrective actions identified in the CAPA summary report continue to be incorporated into the Unified Plan.
Corrective Action (CAPA Recommendations) Status Report This form is completed by all schools in Year 4 and above. Schools in corrective action had to implement one or more of the following corrective actions (as identified bythe district) in addition to the SINI and/or SW components. Identify which corrective action(s) will be taken and describe the implementation and how the action(s) will beincorporated with the other elements of the Title I Plan. Note: CAPA report prioritized recommendations and action plans must be incorporated into the Unified Plan.
Corrective Actions (Recommendations from CAPA Report)
1 Required implementation of a new research-based curriculum or instructional program2 Extension of the school year or school day3 Replacement of staff members, not including the principal, who were relevant to the school’s low performance 4 Significant decrease in management authority at the school level5 Replacement of the principal6 Restructuring the internal organization of the school7 Appointment of an outside expert to advise the school8 Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to improve academic achievement of low-
performing students.
Corrective actions implemented: # ________ Complete the table below regarding the corrective actions implemented:
CorrectiveAction # Description
Effective
Yes - No Evidence of Effectiveness Outcomes
1
23
4
Not Applicable
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SINI Year 5H and Above: Restructuring Implementation N/A
Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10 that have completed a restructuring plan, theapproved restructuring plan continues to be incorporated into the Unified Plan.
Year Restructuring Plan Created: _______
The district must develop a restructuring plan for schools in Year 5. The alternative governance actions must be initiated (see below).
Note: Districts must also complete the required “School Restructuring Plan,” which includes more detail on the planning process and the restructuring detailswww.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 restructu ring as set forth in the No Child Left Behind Act .2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq. and N.J.A.C. 6A).3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to make adequate progress (consistent with
existing contractual provisions and applicable statutory protections in Title 18A).
Identify the restructuring option(s) selected: ____
For schools in Year 5 hold and above, complete the table below. Add additional rows as needed.
Fundamental Governance ReformsImplemented as Listed in Approved
Restructuring PlanStatus of Implementation
Effective
Yes - NoEvidence of
Effectiveness
Outcomes
1
2
3
4
5
List revisions made to the original restructuring plan.
Not Applicable
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Peer Review
Check Before Proceeding: At minimum, the peer review must be completed by staff members from a school that is not in federal improvement status.
Peer reviewers should have expertise in content areas and in school improvement.
Peer review must contain recommendations.
1. Describe process used for peer review of the plan. (The NJDOE peer review suggested process is available at www.nj.gov/njded/title1/program/peer_review.pdf .)
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
Valerie Thompson Supervisor of Language Arts/SocialStudies
Howell Township Boardof Education
Language Arts 200 Squankum-Yellowbrook Rd.
Howell, NJ 07731
Mathematics
Special Education
ELL
4. Provide a summary of the recommendations made by the peer review school.
When collecting data, it appears that you are using multiple measures to assess strengths and weaknesses of students. It appears that many types of assessments areutilized to provide the data and that teachers are asked to address those needs in the classroom. It was stated that the professional development for teachers was at thedistrict level with no means of assessing the success. With teacher mobility and teacher placement changes within the building, the expertise to employ strategies to helpstudents become independent successful learners appears limited. Although professional development is in your action plan for the problems identified, I wouldrecommend that it be in the forefront of your plan, wi th mechanisms in place to monitor the effectiveness of the professional development as well as the teacher implementation following the professional development. In the Strategies to Address Student Achievement (p. 28) your indicators of success are based strict ly onprogress towards state benchmarks. I would recommend that there be additional measurable evaluation outcomes to help monitor the strategies implemented throughout
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the year.
5. List the specific recommendations that were incorporated into the plan as a result of the peer review.
Action Plan for Problem #1 Closing the Achievement Gap (SPED/ELL) LAL and Math
When addressing achievement gaps, it is essential that students first be exposed to the grade level curriculum and then receive support with specific skills and strategies
to fill skill gaps in their learning. The plan provides a means to identify the students, the resources available, the skills trace across grade levels and identification of aprogram. The professional development is suggested to be provided by the building administrator and the vendor. While the vendor has some knowledge of instructionalmethodology, their professional development is mostly limited to the implementation of the program. I would recommend ongoing, job-embedded professionaldevelopment for SPED/ELL and general education teachers who work with these children in inclusive settings. If teachers aren’ t masterful at addressing students’ areasof weakness once it is identified, the program does not provide the expertise a teacher requires to meet the individual needs of all students, especially with a studentpopulation that may have very specific and severe needs. That professional development should also be evaluated and monitored to ensure that it is meeting the needsof teachers and students.
Action Plan for Problem #2 Language Arts Literacy and Reading
The Reading Workshop approach is a very effective means of instruction that is aligned to the Common Core and will prepare students for high stakes assessments. In
order to implement the Lucy Calkins Reading Workshop with integrity, intense, expert, job-embedded professional development is essential. I would recommend a highlevel of support from Teacher’s College or consultants trained at the Teacher’s College to ensure that teachers understand the components. I would also recommendprofessional learning communities take on the work of developing district units of study that support the learning goals iden tified at each grade level with a districtcurricular calendar developed for pacing to ensure that teachers at the same grade level are working with the same expectations. This workshop approach affordsteachers the time and opportunity to provide small group, individualized instruction to address students’ learning gaps. Since vocabulary is an identified need, intenseword study must be an essential component. Again, professional development in best practices for word study is crucial. Classroom libraries and leveled readingmaterials are also key to success. I would also recommend ongoing parent workshops so that parents understand the model of instruction as well as support withstrategies to support their children at home. Supplemental supportive programs such as Study Island and others noted can provide extra support for students in identifiedareas of need; however, the skilled teacher is the most important component. Respectfully, your focus is on grades 3-6; however, consideration should be made toensure that the primary grade teachers and programs are providing a strong foundation for students as they prepare for the upper elementary grades as well.
Action Plan for Problem #3 Using Data/Assessment to Improve Learning (Literacy and Math)
Response to Intervention is aligned with the workshop approach identified in problem #2, with your focus in grades 2-6. Alignment and cohesiveness of programs isanother area that should be considered. With too many different instructional models, teachers do not have the opportunity to develop their expertise. Again, therecommendation would be to ensure that ongoing, job-embedded, expert professional development is provided for teachers. In order for teachers to facilitate RTI, theymust be highly skilled in classroom management, data analysis as well as inst ructional strategies to address the areas of need they identify for their three tieredintervention. Whether literacy or math, small group, skilled and targeted instruction is key to ensuring that students grow as learners.
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