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New Jersey Department of Education Ella G. Clarke Elementary School 2009-2010 CAPA Summary Report Lakewood School District

CAPA REVIEW

LAKEWOOD SCHOOL DISTRICT

ELLA G. CLARKE ELEMENTARY SCHOOL

May 24 – 27, 2010 Introduction The New Jersey Department of Education conducted a CAPA (Collaborative Assessment for Planning and Achievement) review of Ella G. Clarke Elementary School on May 24-27, 2010. This school is designated as “in need of improvement” for four consecutive years as defined in the NJ Accountability Workbook. No Child Left Behind (NCLB) §1117: School Support and Recognition requires that the New Jersey Department of Education (NJDOE) create and maintain a statewide system of intensive and sustained support for those Title I schools designated as “in need of improvement” for more than two consecutive years. As part of this required support system, the NJDOE developed the CAPA review process, which assigns teams of skillful and experienced individuals to provide schools with practical, applicable, and helpful assistance, increasing the opportunity for all students to meet the state’s Core Curriculum Content Standards. The CAPA summary report identifies areas of strength and concern for districts and schools using the 2009-2010 CAPA Teaching and Learning Tool. The tool uses indicators of effective school practice (from CAPA) in the following seven standard areas: curriculum, assessment/evaluation, instruction, school culture, student/family/community support, professional development/evaluation, and leadership. Essential questions are answered regarding the accomplishment of each indicator. The CAPA Review team activities included: • A review of the documents collected for the school portfolio and data profile; • 55 classroom visitations; • 12 general observations, such as morning and afternoon arrival and dismissal, lunch in the cafeteria,

and student restrooms; • 35 interviews with teachers; • 8 interviews with building leadership and administrators; • 6 interviews with district administrators; • 55 interviews with students; • 18 interviews with school and student support staff; and • 10 interviews with parents. This school is in Year 4 of improvement status for language arts literacy. The language arts literacy AYP (adequate yearly progress) benchmark targets were missed by the following groups: Elementary total population, students with disabilities, and Hispanic students. The focus of the team’s work is the identification of root causes of the lack of student achievement for these groups. The middle school students, including the Hispanic students, have achieved AYP in both mathematics and LAL. The focus of the school for the past two years has been on the LAL program. Many new initiatives have been identified and implemented that are considered best practices. The school is committed to making these initiatives work, and the staff has embraced the new strategies and is directly participating in the school-wide


instructional improvements through the Instructional Team. The CAPA team is encouraged by these efforts and feels that the school will make AYP in the next several years. 2008-2009 Adequate Yearly Progress Summary


Summary of 2009 State Assessment Data Analysis Language Arts Literacy • The data does not include NJ ASK results for the school’s gifted students, who attend a magnet

program in another school within the district. Their scores likely fall into the advanced proficient range.

• While LAL results do not meet AYP, they do make safe harbor during this fourth year in status. Steady increases in proficiency occur each year after grade 4.

Mathematics • Elementary School: The total student population made AYP, and all subgroups made the AYP

benchmark. Of 41 indicators, 40 were met. • Middle School: The total student population and all subroups made AYP. All 41 indicators were met. • Just Proficient Means: The JPMs of the 3rd and 5th grade students were equal or above the JPM for the

schoools in DFG (district factor group) A. There is a 21% decrease in the number of students who scored proficient between the 2008 students in the 3rd grade and the 2009 students in the 4th grade. In the 4th grade, the Geometry & Measurement and Algebra clusters need attention. The 6th grade did not approach the JPM in Geometry & Measurement and Problem Solving. There is a significant decrease in proficiency between the 5th and 6th grade students. There is a considerable gap between the general education students and the special need students.

• Cluster Mean Scores 3rd and 5th grade: The school means surpassed the district means for the total population and all subgroups. 4th grade: The students did not meet the district mean except for Data Analysis. 6th grade: The students were within one-half point of matching the distrcct mean. Special Education • The data reviewed indicate that the number of students in the proficient range in mathematics

progressively increased from 3rd to 6th grade. The same progression is not seen in language arts literacy. Students with disabilities missed AYP.

English Language Learners • The data shows that few ELL students are attaining proficiency standards in language arts literacy.

Even proficiency rates for former ELLs are very low in this area. However, when cluster data in this area is reviewed, the ELLs’ writing skills are strong, with students meeting JPMs in writing at most grades. When their performance is compared to that of total students, they are outperforming their peers in this area. Yet the same profile is not seen in reading, where the same students struggle and do not meet JPMs or score at the same level as their peers.

Administrative • Ella G. Clarke School is in Year 4 but made all 41 indicators. Students made the AYP benchmark

target in math and safe harbor in LAL. However, the school has not been able to make the benchmark target in LAL.

• In math, both males and females in grades 3-6 achieved the advanced proficient level. There are more students partially proficient in grades 4 and 6 than in grades 3 and 5. Attention should be given to the low performance of students in grade 6.


• In LAL, there is no overwhelming disparity between male and female students. Neither gender achieved advanced placement status. Both genders in grades 3-6 include large numbers of students in the partially proficient category.

Leadership • The economically disadvantaged subgroup shows a wide disparity in scores between LAL and math.

In math all four grade levels tested showed significant advanced proficient numbers, and at the same time, no grade level scored advanced proficient in LAL. Additionally, all four levels tested at a higher proficient level in math than in LAL. This leads one to wonder if there is program problem in LAL or simply an emphasis on math instruction.

Root Cause Analysis Language Arts Literacy • A combination of factors affected student success in recent years, including an influx of students

whose native language is not English, some of whom could not attend school regularly in their homeland, thus demonstrating achievement gaps.

• There is also a cadre of students throughout the grades who are developmentally young for success with the curriculum being taught to them, due to school date-of-birth entry requirements for kindergarten.

• It should be noted that as population changes occurred within the past five years, the school became proactive in researching options to improve instruction to meet new challenges in LAL. This was accomplished through researching best practices, consultant studies, updating the curriculum, and redesigning and supporting through strong ongoing staff development how LAL is taught throughout the grades. With continued pedagogical intensity, improved NJ ASK results should follow.

Mathematics • The school's community has not provided Ella Clarke Elementary School with the necessary support

to bring education into the 21st century. The technology program has not been upgraded: classrooms do not have computers, laptops are outdated, and supplemental instructional hardware and software do not exit. Sufficient technology that includes computers, ELMOs and SMART Boards is not available to support the instructional program. Students do not have immediate access to online resources and authentic information.

• There is little interaction between the school community and the general population that surrounds the school. Students have not had experiences that expose them to real-world, authentic activities. Education is limited to some experiences in the immediate community.

• Teachers do not write consistent lesson plans to guide the instruction in the content areas, including objectives, procedures and co-teaching methods, career and technical literature, materials, assessments. and instructional models.

• Classroom instruction is not differentiated to meet the various learning styles of the students. Special Education • There are gaps and lack of continuity in the students’ learning, and their reading ability is low-level. • There are limited opportunities for students with disabilities (self-contained) to participate with

support and services in general education classes (inclusion classes). • Student mobility has been a major factor.


• There are low expectations for the students, and rigor is lacking. • There is a lack of implementation of differentiated instruction and best teaching practices. English Language Learners • The students are not acquiring the necessary skills in reading that are needed to reach state standards.

The balanced literacy program as implemented does not include a strong vocabulary development and expansion component or a read-aloud/modeled reading component that provides a model for full narrative text. Once students master basic sentence structure, they need to close the million word vocabulary gap through extended vocabulary expansion. ELLs are exposed to conversational English daily; however, they are not read aloud to at home in English and therefore do not have mental models for narrative needed to access text in English.

• Students are enrolled in grades a half year earlier than their chronological age would normally dictate. For example, children are enrolled in kindergarten at age 4 1/2, rather than at age 5 as in other communities across New Jersey. This results in children being placed in academic settings with expectations that are not age-appropariate.

Administrative • The student mobility rate, 32.3%, is extremely high. Many students come directly from Mexico with

inconsistent educational training and limited academic records. Therefore, assessment, placement, and instruction continue to be challenges.

• The low literacy level of many family members makes it difficult to support student academic needs. • Lakewood has a diverse yet separate community population that does not collectively support public

school education and therefore limits available resources. Leadership • The starting date for a child to enter kindergarten in the Lakewood schools is December 31st. This

allows students who are not develomentally ready to begin the educational process before they are able to proceess the instruction successfully.

• The reason that the CAPA team is in Lakewood is due to the failure of several special education students who are being educated in out-of-district placements. The Clarke School teachers and administration have no input or control over those students’ education, yet are responsible for their test scores. While certainly not a fair situation, it is what it is and the Lakewood special education administration needs to deal with it

• As in the Clifton Avenue School, the economic resources available to the Clarke School are being consumed by the non-public (Orthodox) schools. The BOE support for the Clarke School is being reduced each year. However, due to a renewed emphasis on LAL, the Hispanic population is being provided a substantial amount of support in LAL this year as opposed to past years when there was not an emphasis. In addition, the organization of the curriculum was not previously consistent. This year the schedule and course offerings appear to offer a degree of stability not always seen in the past.


CAPA DISTRICT AND SCHOOL “CORE” STANDARDS AND INDICATORS

STANDARD 1: CURRICULUM The district’s rigorous, intentional, and aligned curriculum is fully implemented at the school.

1 1.1 The district curriculum is aligned with the NJ CCCS (that provide a coherent vision for what students should know and be able to do) and specifies the content to be mastered.

2 1.2 The district curriculum is implemented at the school. 3 1.3 There is a process to monitor the implementation of the curriculum. 4 1.4 The school ensures that all students have access to the district’s common academic core.

STANDARD 2: CLASSROOM EVALUATION/ASSESSMENT Multiple evaluation and assessment strategies are used to continuously monitor and modify instruction to meet student needs and support proficient student work.

5 2.1 Multiple classroom assessments are frequent, rigorous, and aligned with core content standards. 6 2.2 Students can articulate the expectations, know requirements, and assess their own and others’

work. 7 2.3 Test scores are used to identify gaps and adjust instructional practice for all subgroups.

STANDARD 3: INSTRUCTION There is evidence that effective and varied instructional strategies/activities are used in all classrooms and are continuously monitored and aligned with individual student needs.

8 3.1 Instructional strategies include a variety of challenging and engaging activities. 9 3.2 Learning goals are evident and provide focus for student learning. 10 3.3 Teachers demonstrate necessary content knowledge and pedagogy. 11 3.4 Technology is incorporated into the school organizational and instructional practices.

STANDARD 4: SCHOOL CULTURE The school functions as an effective learning community and supports a climate conducive to performance excellence.

12 4.1 The school community supports a safe, equitable, and healthy learning environment. 13 4.2 The members of the school community, including school leadership, instructional staff, students,

parents/adult caregivers, and partners, possess and cultivate the collective will to persevere, believing it is their business to produce increased achievement and advancement of all students.

14 4.3 A personalized environment is purposefully established for students in order for them to (a) learn about their strengths (intellectual, ethical, social, and physical); (b) discover and demonstrate their own competence; and (c) plan for their future.

STANDARD 5: SUPPORT FOR THE SCHOOL The school community collaborates with families, higher education, and community organizations to remove barriers to learning and address the needs of the students.

15 5.1 There are structures and support services in place to reduce barriers to learning for students. 16 5.2 Families and the community are acrive partners in the educational process and work with the

school to meet the needs of all students. 17 5.3 There is a program of community and institutions of higher education partnership and support. 18 5.4 The district supports the school in their efforts to promote family and community involvement.

STANDARD 6: PROFESSIONAL DEVELOPMENT & EVALUATION The school provides for staff research-based, results-driven professional development opportunities that are consistent with the district’s professional development plan, and implements performance evaluation procedures in order to improve teaching and learning.


CAPA DISTRICT AND SCHOOL “CORE” STANDARDS AND INDICATORS

19 6.1 The school and district devote resources to content-rich professional development that is connected to reaching and sustaining the school vision and goals for increasing student achievement and is differentiated by teacher and student needs.

20 6.2 School-based professional development priorities are set by aligning the goals for student performance with the evidence of achievement and with the Professional Development Plans (formerly PIPs) and evaluations of teachers and the Professional Growth Plans of principals.

STANDARD 7: LEADERSHIP AND NCLB SCHOOL IMPROVEMENT COMMITTEE The school leaders have organized the school by focusing on teaching and learning through (a) the communication of a clear vision, mission, and goals; (b) maximizing use of all available resources; (c) creating a learning culture with high performance expectations; and (d) effective planning with input from all stakeholders.

21 7.1 Key leaders in the school facilitate a collaborative process to develop a shared mission, vision, values, and goals that are understood and ingrained in the school’s culture.

22 7.2 There is a demonstrated and unrelenting focus on evidence-based teaching and learning. 23 7.3 There is a culture of trust, continuous improvement, and accountability for performance. 24 7.4 School leadership and the NCLB school improvement committee plan effectively by

communicating a clear purpose, direction, and strategies focused on teaching and learning through the development, implementation, and evaluation of the following: vision, goals, and the NCLB school improvement plan.


FINDINGS, KEY EVIDENCE, AND RECOMMENDATIONS

ELLA G. CLARKE ELEMENTARY SCHOOL

STANDARD 1: CURRICULUM

The district’s rigorous, intentional, and aligned curriculum is fully implemented at the school.

1.1 Is there a district curriculum that is aligned with the New Jersey Core Curriculum Content Standards (NJ CCCS)?

The district LAL curriculum guide was revised two years ago by a committee of literacy coaches in response to adjusted frameworks designed by language arts literacy consultants.

There is a district mathematics curriculum that is aligned with the NJ CCCS. The pacing guide reflects the NJ CCCS with an additional column in which to place the date when the skill was first taught.

The curriculum is addressed with the students along with accommodations and modifications. The curriculum that is used with the students with disabilities is identical to the curriculum used with the general education student population. The curriculum is board-approved and aligned with IEPs via the computerized program system TIENET.

The district has developed a bilingual/ ESL curriculum that is fully aligned with the general curriculum and meets the NJ CCCS. This curriculum has been reviewed and approved by QSAC. The ESL curriculum is also aligned with WIDA (World-Class Instructional Design & Assessment) standards Strengths: Language Arts Literacy

• The curriculum is aligned to the NJ CCCS and stresses deep understanding of important concepts and the development of essential skills.

• Curriculum concepts are clear and specific by grade and subject; pacing guides are included. • The curriculum is academically rigorous and spirals appropriately from grade to grade. • A menu of assessment options, including benchmark assessments, is specified in the curriculum

for each grade level. Mathematics • The curriculum for each grade level K through 6th grade is sequential and builds upon prior student

knowledge. • The curriculum emphasizes benchmark skills for each grade level. It is supplemented with special

education and ESL resources and alternative teaching strategies. • Special needs students are exposed to the same curriculum as general education students on as

close to grade level as possible.

Special Education • Discussions are held horizontally and vertically for effective planning and meaningful instruction.


Challenges: Language Arts Literacy

• While the LAL curriculum allows for needed modifications to support all students, specific interventions that are aligned with high standards for ELLs and special education students are not represented.

Mathematics

• The state has not yet adopted new state standards or common core standards. The math curriculum in grades K-6 was updated and revised in 2006.

• Teachers do not share life experiences with students to relate the practicality of the curriculum to everyday life.

Special Education

• The implementation of the LAL and math curricula needs close monitoring to ensure success and to advance student achievement to proficiency and advanced proficiency on the NJ ASK.

• Teachers are aware through professional development and training what resources are available to support the lessons, but this awareness is not evident in their lesson presentation.

1.2 How do all teachers use the curriculum in planning instruction?

All K-6 teachers have copies of the LAL curriculum. The revised curriculum guide is teacher-friendly, which facilitates ease of planning whether by individual teachers or during common planning time.

Teachers look at the pacing guide to determine what standards they must teach. Cumulative progress indicators are coordinated so that teachers can cover as many skills as possible in each lesson.

There is a district curriculum in place that addresses AYP subject areas. The curriculum is broken down into pacing guides in all core subject areas.

Grade level planning and bilingual/ESL department planning assure that the curriculum is implemented as written and that common pacing guides are followed. Math and literacy coaches, along with the bilingual department coordinator, assure that teachers implement common strategies for achieving curriculum objectives. Strengths: Language Arts Literacy

• The curriculum drives instruction reflecting a design framework of best practices: shared reading, guided reading, independent reading, and Writer’s Workshop, which are supported and informed by individual student assessment. This is complemented by extensive professional development for teachers and the support of two literacy coaches.

• Lesson plans are submitted weekly and reference and reflect the NJ CCCS. • Additional teaching resources are available in all K-6 classrooms and through a lending system

provided by the literacy coaches. • Teachers consult the curriculum to decide what to teach and when to teach it. Mathematics • In the monthly Instructional Team meeting, the math coach shares with the grade level

representatives information that is shared with the grade level teachers. This is an opportunity for


vertical articulation and allows all grade levels to share their accomplishments and concerns. Time is provided to evaluate the strengths and weaknesses of the implemented programs and continuously make adjustments.

• Each summer the curriculum is revised based on teacher input and the guidance of the math coach.

• All teachers have copies of the curriculum guides and related pacing guides. Teachers refer to the curriculum guides to plan weekly units and daily lessons plans.

• In the lower grades, the use of manipulatives (fraction tiles and plastic blocks) has been infused into the “mini” lesson. Students are comfortable with handling the materials and completing the assignments.

Special Education • Teachers are aware of and use additional resources and self-made materials to support their

lessons. • Teachers show curriculum standards in their written unit plans. English Language Learners • Bilingual and ESL teachers co-teach and co-plan their instruction. • Content and WIDA (ESL) standards and objectives are posted in all classrooms. • In classrooms visited, teachers are following pacing guides. • Teachers have a wide variety of books, including a wide range of leveled readers, and other

materials available in both languages.

Challenges: Mathematics

• Some teachers do not use additional resources to support the curriculum. • Some classroom visits do not include hands-on activities during the walkthroughs. • The lack of classroom computers to support the curriculum limits the use of additional resources. • Lesson plans are not consistent or comprehensive. They do not follow the “mini” lesson format.

They do not contain student-friendly objectives, specific skills, materials, alternative strategies, references to the NJ CCCS, or the assignment of homework.

Special Education

• Most teachers do not post the learning objective or essential question for students to refer to during instructional time.

English Language Learners • The district should continue to review curriculum guidance to assure appropriate accommodations

are made for ELLs. For example, ELLs who are transitioning into English need more work in the areas of developing vocabulary and background knowledge than is provided within the general curriculum guides.


1.3 What process is there to ensure that the curriculum is fully implemented?

The principal and vice-principal provide feedback from walkthroughs to teachers. Additionally, teacher evaluations, lesson plans, and classroom assessment results verify curriculum implementation.

Data is collected and observations and walkthroughs are conducted to ensure that the curriculum is implemented. The math monitors and holds discussions with staff through the school year.

There is a process whereby the curriculum is ensured for full implementation. School and district administration, along with math and literacy coaches, meet to discuss benchmark assessments, in-house math assessment, DRA (Developmental Reading Assessment, Achieve3000, Learnia, running records, lesson plans, and walkthroughs.

The district monitors curriculum implementation in the bilingual/ESL classrooms through walkthroughs by the principal, vice principal, and bilingual/ESL supervisor. Additionally, curriculum implementation is supported by the literacy and math coaches as well as the bilingual department coordinator. Strengths: Language Arts Literacy

• Ongoing walkthroughs are documented via administrative feedback and by the Leadership Matters team twice yearly.

Mathematics • The math coach conferences with the teachers and refers them to resources for additional support,

models lessons, and offers feedback. • Administrators and the math coach conduct walkthroughs that are followed up with the

appropriate feedback. There are opportunities for dialogue regarding walkthroughs, such as conferences, short notes, verbal conversations, and e-mails of acknowledgement.

• Teachers receive immediate feedback after the walkthroughs. Teachers and the math coach meet to discuss the walkthrough. The supervisor provides a document similar to the CAPA form to provide the teachers with feedback.

• The supervisor meets with the math and science coaches every month to discuss the choice of a new math program.

• Lesson plans are reviewed, and teachers receive feedback form the vice principal. Special Education • The administration makes certain that the curriculum is being implemented through walkthroughs

and formal observations. • Walkthroughs are conducted routinely. English Language Learners • Instruction in the bilingual/ESL classes is monitored frequently by the principal, who is bilingual,

and vice principal. • There is also a bilingual/ESL department coordinator in the school who supports bilingual/ESL

curriculum implementation. • WIDA/ACCESS data is reviewed and shared with teachers who use it to guide instruction.



• Trends from walkthroughs are beginning to emerge and do not yet inform curricular adjustments. Mathematics • There is a district supervisor who is responsible for overseeing the math/science content areas in

grades preK through 12. The supervisor tries to visit one of the four elementary schools each week.

Special Education • The administration does not adequately review lesson plans and provide appropriate feedback. • Classroom visits show that the lesson plan, the posted objective. or essential question often do not

match the lesson being taught English Language Learners • The school needs to compile and review data on the performance of exited ELLs to assure that

they have attained both content and ESL skill levels that will enable them to be successful in the English-only environment.

1.4 What evidence exists that all students have access to the district’s common academic core?

All students have access to the district’s common academic core, as documented through attendance data, report cards, ongoing entries in student response journals and notebooks, and bi-weekly forms to parents that are signed and returned.

The NJ CCCS are posted in every classroom. Every teacher has the district pacing guide that is based on the NJ CCCS. Bulletin boards are labeled with the standard(s) that are being addressed. Administrators complete formal observations and walkthroughs to check for classroom routines.

All special needs students have access to all common academic cores through teacher instruction and through their lesson plans, assessments, student work, and also through professional development.

As noted earlier, the bilingual/ESL teachers follow the same curriculum as the general classroom teachers, with appropriate adaptations for language difference. Ample leveled reading materials are available in both Spanish and English across all levels. ESL teachers work in the bilingual classrooms supporting the literacy program in addition to developing English language skills. Strengths: Language Arts Literacy

• Teachers address the learning needs of all students via best practices for teaching language arts/literacy and through accommodations that maintain high standards for student performance.

• Specialized materials that support the curriculum are available and complement other strategies, such as flexible grouping and research-based pedagogy recommended for bilingual and special education classes.

• ESL teachers push-in to SIOP (Sheltered Instruction Observation Protocol) classes, and intervention teachers push-in to classrooms where identified students benefit from intense and targeted assistance on a daily basis.


Mathematics • Some students in self-contained classes and ELL students are taught from the same curriculum as

the students in general education classes. Accommodations are made for each student according to their specific learning needs. Students in self-contained special education classes are accommodated through their IEPs (individualized education programs), and ELL students are accommodated through English Language Services.

• Attempts have been made for common preparation time for special education and general education teachers in the master roster. Teachers of special needs students meet with the grade level teachers to plan for instruction and share best practices. All teachers have access to the same information to accommodate the learning needs of all students.

• Teachers schedule their classes for the computer lab. Study Island is available, and students are able to find the specific programs to support their instructional needs and build math proficiency.

Special Education • Staff schedules show a number of classified students in general education (inclusion) programs. English Language Learners • The bilingual and ESL teachers coordinate and reinforce each others’ instruction in flexible small

groups using a co-teaching model. • ELLs who meet district-established criteria are eligible for and do receive gifted and talented

services at the Clifton Avenue School. • Exited bilingual program students receive follow-up support within the general classrooms from

ESL/SIOP teachers.


• Gifted and talented students attend a magnet school on a full-time basis. The remaining student body does not benefit from exposure to their ideas, higher-order questions, and modeling of fluency in reading and writing.

Mathematics • Some teachers do not take advantage of the specialized instructional materials that are available to

differentiate instruction, develop learning centers, and accommodate the variety of learning styles that their students bring to the classroom.

Special Education • Students in self-contained classes need more exposure to general education programs. • Technology needs to be integrated seamlessly in specialized instruction to support the curriculum. • The general education teachers are aware that accommodations and modifications need to be made

but are challenged as to how to fully implement this practice in accordance with the IEP. • Teachers have had professional development in the area of special education and differentiated

instruction, yet have not fully incorporated their learning into daily lessons.


English Language Learners • There is a bilingual paraprofessional who works with ELLs who are special needs students;

however, there is no bilingual special education teacher to meet the special instructional needs of these students.

STANDARD 2: CLASSROOM EVALUATION/ASSESSMENT

Multiple evaluation and assessment strategies are used to continuously monitor and modify instruction to meet student needs and support proficient student work.

2.1 How are assessments designed to measure performance in ways that advance learning through the development of critical thinking and problem-solving skills?

The school has a rich menu of LAL assessment strategies that are administered throughout the year in a planned and scheduled sequence.

Student assessments are both formal and informal. Teachers assess the students’ independent and group work as they complete hands-on activities and monitor understanding. Open-ended questions are given weekly to assess the student’s ability to solve real-world questions. Benchmark assessments are reviewed to determine the proficiency of the students. There is evidence in the classrooms visited that assessments are designed to measure performance to advance learning. Higher-order thinking skills are also evident during instruction in some classes visited (Reader’s and Writer’s Notebooks, calendar math, open-ended responses).

The school uses a wide variety of both formal and informal assessments in both English and Spanish to determine student levels of proficiency in English language acquisition, reading and writing, and mathematics. Strengths: Language Arts Literacy

• Assessment options include: DRA2, word analysis, running records, district kindergarten screening, kindergarten pre-post assessment, first grade pre-post assessment, district writing benchmarks, Achieve3000, Learnia, NJPASS, and NJ ASK.

• Reading and writing folders documenting student growth and achievement are maintained in each classroom. All teachers use common, frequent assessment to benchmark key concepts and skills; they also use Learnia and writing assessments to benchmark performance at regular intervals.

Mathematics • Teachers use student math notebooks as tools to assess student progress and provide students

with the maximum benefits of self-evaluation. Students have an opportunity to correct and edit their own work. There is feedback to monitor the growth of student achievement over the course of a report period and the school year.

• The data from the benchmark test are used to assess student growth over time. Quarterly benchmark assessments are used to assess student achievement and determine the clusters that


must be re-taught. Teachers are able to determine the skill areas that show growth as well as those that need improvement.

• Student mobility is high. Data folders move from grade level to grade level within the school and the district. Teachers can track student progress and patterns of growth. Folders are maintained for students who experience mobility and return to the Clarke School after a period of absence.

Special Education • Classes are employing technology-based supplementary instruction programs that use specific

assessments and diagnostic features, e.g., Learnia and Achieve3000. • Teachers employ a variety of strategies in order to monitor student performance. • Benchmark assessments are used to identify special education student achievement. English Language Learners • The ACCESS and W-APT are used to assess initial English language skills as well as to track

progress annually. • DRA and EDL data are administered quarterly to track reading levels and progress of student

reading skills. • Reading and writing benchmarks are collected quarterly to track progress in these areas. • Running records are taken monthly to identify students’ strengths and weaknesses in reading in

order to drive their reading instruction. • Teachers conduct frequent reading and writing conferences with students. • Writing samples are collected and are being included in newly developed portfolios, which are still

evolving.


• While reading and writing folders are maintained in each classroom, true portfolio assessment that documents both the quantity and quality of growth over time is not established.

Mathematics • A consistent use of portfolios has not been established to monitor student growth in math. Most

teachers maintain work folders and data folders. Special Education • There is teacher-centered instruction in many of the classes visited. • Projects are minimally used to engage students in the learning process. • Student portfolios to show student progress are not common practice. English Language Learners • The school does not have data on the number of early kindergarten enrollees (students enrolled at

age 4 1/2 ) who are later retained, although teachers have cited this ancedotally as a cause for many retentions.


2.2 How do students know what is expected; and are they able to articulate expectations, share their work, and reflect on others’ work?

Most students know what they are expected to do and relate that they can approach teachers for help when needed.

Teachers explain to their students what the expectations are for the particular activity. Students work with the State Open-Ended Rubric and use it to evaluate their work and the work of their peers. Teachers can model examples of a three-point response rubric.

Students are able to describe the expectations for the class and/or course requirements in order for them to be successful. Some students are able to describe the relationship between what they are doing in class and real-life situations.

Teachers use rubrics for scoring writing samples and other work in the classrooms. Students partner read and do other pair work regularly. Biweekly reports about their children’s progress are sent home to parents. Both reading and writing conferences are held with students daily. Strengths: Language Arts Literacy

• Teachers use standardized exemplars and student-generated work as exemplars, when appropriate, to model what good work looks like and to amend work to make it better.

• Appropriate rubrics are used by teachers and students to assess the results of learning and to improve completed work.

• Students routinely interact with other students to improve their work and to engage in peer assessment.

• Students revise their work based on meaningful feedback from teachers during conferencing and on feedback forms designed to support revision.

Mathematics • In most classrooms, the students’ desks are arranged in groups of four or two. Teachers provide

the students with scheduled opportunities for collaboration. Peer-to-peer collaboration is encouraged to stimulate conversations and motivate the students to solve problems.

• Most students are able to clearly explain the purpose of the lesson and the tasks they are trying to accomplish.

• Students are able to explain the use of rubrics and the expectations for grades. Some teachers model examples of a three-point scoring rubric.

Special Education • Students are able to verbalize to peers, family members, and adult caregivers the meaning of what

they are learning and why it is necessary for them to learn it, and in some cases how the lesson has meaning or ties to their real-life situations.

English Language Learners • Students are encouraged to continue with multiple drafts until their work is “publish-ready.” • Students are familiar and comfortable with the writing process. • Students engage in peer learning activities throughout the course of the day in both language arts

literacy as well as math.


Challenges: Mathematics • In most classrooms, student work is not displayed and exhibited with feedback and the qualifying

scoring rubrics. Scoring rubrics are not attached to the student work exhibited in hallways. • There is no evidence that most students are involved in long-term cooperative projects. There is

no evidence of projects the involve topics that are cross-curricular or career-related. Special Education • Standard or authentic rubrics are not consistently used with the special education students. Most

special education students are not fully knowledgeable as to the use and meaning of rubrics. • There is little evidence that students are capable of using peer assessment to evaluate their work

and revise it accordingly. • There is little opportunity for students to revise their work based on meaningful feedback in order

to obtain a higher grade. English Language Learners • Peer-to-peer conferencing is not observed.

2.3 How is assessment data used to drive instructional practice and student placement and to address student needs?

Assessment data is used to drive instructional support within the classroom and student inclusion in intervention support, and in supplemental educational services (SES).

A variety of assessment data is collected. There is compiled data for individual teachers as well as for the grade levels. All the results are reported to the teacher and/or grade levels and at grade level meetings. The teachers look at the data to understand the strengths and weaknesses and to make adjustments to their teaching strategies. Discussions about data are held during coaches’ meetings with the administration and during Instructional Team meetings.

There is no evidence that data is collected in a meaningful manner or that it is used to drive special education instruction.

ACCESS data is broken out to drive ESL instruction. Running records for each student are closely reviewed by the principal, coaches, and teachers to identify trends, strengths, challenges, and changes in student grouping needed to meet all students’ individual instructional needs. Strengths: Language Arts Literacy

• Writing benchmark data is charted for each student in the areas of content, usage, sentence construction, mechanics, and overall score. Additionally, student conference reports and notes are used to inform instruction.

• Data from DRA, Learnia, and running records are used diagnostically in the classroom to meet individual needs.

• Results of NJPASS (grade 2) and NJ ASK are analyzed for trends, which affect goal setting and staff development plans.


Mathematics • The grade level and math teachers use the data to organize the students into small instructional

groups. Students who are strong in a particular cluster or strand are grouped with students who need assistance. The peer teaching model is established in some classrooms.

• Teachers collaborate through faculty meetings, grade level preparation meetings, math meetings, and the Instructional Team meeting. Data from NJ ASK, NJPASS, Mad Minute, Minute Math, district benchmarks, Learnia, Study Island, and teacher observation are compared to drive the math instruction

• Math folders contain the assessment data, trends charts, and running records that are passed on from year to year as the students are promoted. Teachers are able look at their student’s patterns of performance over time.

Special Education • Benchmark assessments are integrated and analyzed to affect instructional practice. English Language Learners • ACCESS data is broken out to identify specific skills that students “Can Do” and those skills not

yet mastered. • Reading running records are closely monitored to track progress, identify interventions, and adjust

instruction on a regular basis to meet all student needs. • Teachers meet in grade level meetings to plan collaboratively. • Teachers meet regularly with the coaches to plan instruction and review data. • Co-teachers meet weekly to plan collaborative instruction for their shared students.


• There is no school-wide or district-wide system in place for managing K-6 longitudinal LAL student data that supports decision-making processes in meeting student instructional and programming needs.

Mathematics • Disaggregated data is not used to differentiate instruction to meet the learning needs of the

students or to address their various learning styles. Students are not able to choose the strategies that fit their particular learning styles.

• Benchmark data that determines student progress over the four quarters is not compared to the level of a student’s proficiency on the NJ ASK.

Special Education • Teachers have little opportunity to collaborate vertically with their colleagues at the middle school

on a regular basis. English Language Learners • Teachers do not engage in vertical articulation with sending-receiving schools when students exit

the program.


STANDARD 3: INSTRUCTION

Effective and varied instructional strategies/activities are used in all classrooms and are continuously monitored and aligned with individual student needs.

3.1 To what extent are all students engaged in learning? To what extent do special program teachers (e.g ., ELL, Title I, special education, gifted and talented) collaborate with regular education teachers?

Throughout the K-6 grade levels, there is a high student engagement rate. Protocols for independent work are in place in all classrooms. Classroom and push-in basic skills teachers can focus on flexible small-group instruction without disciplinary interruptions.

All students, no matter their program, are fully engaged in learning. Clarke has common preps for grade levels at least three times a week; most teachers have common grade level preps all week. Special program teachers collaborate with regular education teachers daily.

Not all special education teachers have the same opportunity to collaborate with general education teachers. Due to the lack of collaboration opportunities, it is often difficult for teachers to engage special education students with the same expectations as their general education peers.

Students are engaged in the learning process. They are able to work independently on activities assigned, both independently and with their partners. Teachers ask students to make connections to prior learning and their experiences when new learning is presented. Activities for students are varied to meet their individual needs, and reading progress is monitored through running records and student-teacher conferencing to help teachers better tailor their learning groups and instruction to meet student needs. Active co-teaching is seen across the bilingual classes, with bilingual and ESL teachers coordinating their lessons. Strengths: Language Arts Literacy

• Classroom activities are student-centered and varied with student choice and cross-content connections, which support student interest and engagement rate.

• Teachers foster curiosity and creativity in their lessons and assignments. • Non-fiction selections and magazines provide cross-content interest and are used to enhance

background knowledge and foster curiosity. • The following teaching strategies are observed during classroom visits: differentiated instruction,

higher level inquiry, student choice, group work, guided literacy, and balanced literacy. Mathematics • The delivery of the instructional program engages all students from bell to bell. Most student are

attentive and make good use of time; students are familiar with routines and follow them. Students are respectful of their peers and their teachers.

• Most teachers assign homework three to four times a week as an extension of the classroom experience for practice and reinforcement of the skills taught during the day. Homework is reviewed by the teachers, and some teachers use it to introduce the class the next day.


• In all classes, the students are engaged and participate in the instruction that is provided. Teacher enthusiasm, energy, and preparation have a direct correlation to student involvement and participation.

Special Education • Teachers address with a level of understanding the wide range of cultures and educational gaps

when preparing lessons. • Classes visited show evidence of time on task. • Classroom management is effective in most cases and consistent. English Language Learners • Students are engaged in the learning process in the classes visited. • Flexible grouping is practiced, monitored, and adjusted regularly in order to address individual

student needs. • The reading block has been expanded in order to build into the instructional schedule the key

components of guided reading and other key elements of a balanced literacy program. • Bilingual and ESL teachers work using a co-teaching model, supporting the same learning concepts

across the two areas. • Teachers consistently check learning by asking students to make connections to both prior learning

and their own experiences.


• Student use of technology is limited in the area of language arts/literacy. There are few to no computers in classrooms to support instruction.

• Developmentally young students exiting kindergarten do not have the option of attending a developmentally appropriate program, such as transitional first grade, to allow needed maturation for success in future grade levels. This is compounded by the fact that the cut-off date for kindergarten registration is in December, unlike most districts in New Jersey.

Mathematics • Each class period is 60 to 70 minutes each day. Some student-centered activities are seen, but

differentiated activity centers, student choice, and project-based learning are not evident. • All classrooms lack computer software and technology to analyze data and research current topics.

Students do not have classroom access to Study Island to improve their math skills or Achieve3000 to practice extended constructed responses.

• In Ocean County, there are not resources that would provide students with localized and engaging instructional activities/life-long learning, e.g. field trips, local performances, museums, and the expertise of local educational institutions of higher learning.

Special Education • Further development of existing technology is needed to broaden the learning experience for

students with learning disabilities. • Instruction needs to be differentiated in every class. • Study and organizational skills are not intentionally taught across content areas.


• The instructional program for the special education student does not address a culturally diverse population. The program lacks rigor as well as differentiation, and, as a result, maintaining student interest is a challenge.

• The integration of creative activities into lessons to foster curiosity and expand learning is not evident in the lessons observed.

• Instructional delivery does not address students’ varied learning styles or incorporate methods and strategies that engage all students. Better development and use of technology needs to be put into practice.

English Language Learners • Teachers are not observed doing read-alouds during the reading block; during this whole-group

instructional segment, students are engaged in echo-reading. • Although word walls are seen in all classes, many are not designed to expand the students’ English

language vocabulary through the use of cognates and synonym charts, Tier 2 and 3 words, etc.

3.2 How have learning goals for each student been developed and prioritized according to NJ CCCS?

Student LAL learning goals reflect diagnostic data from the variety of assessments that are ongoing throughout the school year.

Curriculum frameworks, teacher observations, classroom unit tests, students’ sample work, and flexible groups determine the math learning goals for students. Student assessment data targets areas of strength and need. Analysis of the assessments allows teachers to target specific weaknesses and strengths for re-teaching or enrichment.

The learning goals have been individually developed through the individualized education program (IEP). It is evident that the IEP is used to prioritize the goals and objectives for each student. There are also curriculum and pacing guides developed around NJ CCCS.

Teachers keep regular running records of student reading and conference daily with students about both their reading and their writing. Teachers use this data along with other summative data to develop learning goals to meet individual student needs. Students are encouraged to make connections with prior learning and personal experiences. Strengths: Language Arts Literacy

• Instructional strategies are aligned with learning goals and communicate what is being taught and, in most cases, why it is being taught.

• Instruction builds background knowledge and purposefully reviews skills, knowledge, and concepts already taught.

• Individual students can articulate what they are working on and why it is important. Mathematics • Teachers are clear in their directions to students and reinforce the direction by repeating them or

asking the students to repeat the directions. Teachers use prior knowledge to reinforce the daily lesson and give students a sense of academic comfort.

• To reinforce the purpose of the lesson, a few teachers write a student-friendly objective in an obvious location in the classroom.


• Teachers adjust their delivery of the material according to the content the students need to learn. Small groups of students with the same instructional needs are formed and maintained until the students learn the concept. The data is used to re-teach materials and regroup students with similar deficiencies.

• Students are able to articulate the goal of the lesson and explain the process of the lesson. Students can explain the relationship of the lesson.

English Language Learners • Instruction is aligned with the district curriculum, and pacing is consistent across classes. • Students know what they are working on and what they are expected to do. • Prior skills are built on to ensure scaffolding of skills. • Individual learning needs are identified, and groups are formed around these identified needs.

Challenges: Mathematics • Some teachers do not write the daily learning objective on the board to provide students with the

goal of the day. In some classrooms, the objective is not easy to find. At the beginning of the class, teachers do not review the objective of the lesson with the students or refer to the objective in the course of the lesson.

• Teachers do not use visual examples to reinforce math concepts and give the students concrete examples that can be related to daily experiences.

Special Education • There needs to be better communication to further develop student understanding as to why the

concept is being taught and how it can translate into real-life situations. • Students are constantly challenged when it comes to explaining the skills and concepts learned. • Review of previous skills and concepts learned has not been seamlessly incorporated into daily

lessons. English Language Learners • Models of extended reading through read-alouds to help students develop mental models of

English narrative conventions are not observed.

3.3 What evidence is there that all teachers have a deep knowledge and understanding of their content and how to teach it?

All LAL teachers and basic skills/intervention teachers meet state highly qualified teacher (HQT) standards, attend district-provided staff development offerings, and glean knowledge and expertise from the school’s literacy coaches.

Teachers are required to be highly qualified in their area of instruction. Teachers are evaluated on their knowledge of the math curriculum and instructional strategies as a part of the formal evaluation process. Administrative walkthroughs provide additional evidence of teacher effectiveness.

Special education teachers have a knowledge and understanding of their content area. Teachers are seen providing the curriculum as designed. They use multiple student data samples to

inform their practice. They hold appropriate certification in their field and are HQT. There is a bilingual


substitute working with the ELLs with special needs; however, there are no certified bilingual special education teachers on staff. Strengths: Language Arts Literacy

• K-6 classroom teachers demonstrate content knowledge and use best practices to deliver key concepts of process reading and process writing.

• All teachers can relate the importance of what they are teaching and how it affects literacy development.

• Teachers of former bilingual students have had extensive SIOP training and are assigned to classrooms where this expertise is needed.

• Teachers demonstrate strong classroom management techniques, which support the high student engagement rate.

• An interdisciplinary approach is supported through strong non-fiction genre selected for each grade level.

Mathematics • The correct vocabulary to support the instruction of math is used appropriately by all teachers in

each grade level. The spiraling of the curriculum provides ladders for vocabulary development and an understanding of the mathematical terms and concepts.

• Teachers have established reasonable classroom procedures that students are able to follow. When it is applicable, some teachers allow students to move about the classroom to form groups and complete an assignment. Students can regroup in an orderly and timely manner.

• Classroom management establishes a comfortable learning environment in which students are able to take risks, collaborate, and learn from each other

• There is consistency in the pacing guide, and teachers are able to maintain the scheduling of units of study. This provides the students who are highly mobile throughout the district a consistency in the instruction they are receiving.

Special Education • Teachers demonstrate appropriate spoken and written language skills during the delivery of their

lessons. • Paraprofessionals have been included in professional development at the school level.

English Language Learners • Teachers have organized their rooms and instructional materials in order to facilitate student

learning. • Classroom routines and expectations are clearly established, and students are fully engaged in the

learning process. • Teachers use informal as well as formal assessment tools to guide their instruction.

Challenges:

Mathematics • A few teachers relate their teaching to real-life problems and careers to emphasis the importance of

what is being taught.


• Classrooms have Internet connection, but the one classroom computer is not available to the students. Teachers are not able to access the technology resources provided by the textbook publisher that reinforce important concepts and skills and address real-world problems.

• When some teachers are unsure of current best practices, they revert to the traditional methods of direct whole-group instruction and lecture.

Special Education • Area-specific professional development for both professional and support staff in the area of

special education should be continued and further developed. • General education and special education staff do not review informal and formal assessments of

students to determine what co-teaching model will be implemented to drive the instruction. English Language Learners • The school does not have a certified bilingual special education teacher to work with ELLs with

special needs.

3.4 How is technology used in the organizational and instructional practices of the school?

Adequate technology is absent from most classrooms, thus limiting student options for creativity and multi-modality learning. Students in intervention programs located in the computer room use diagnostic/prescriptive computer programs to improve LAL skills.

Although the District Technology Plan that was written in 2006 states that, “All students must understand and become comfortable with concepts and the application of technology, not only to function in today’s complex society but also to become informed and productive adults for tomorrow,” this is not happening.

The school has no state-of-the-art technology in place, and the district has little software to support the essential instructional practices. Professional development could be provided so that better use is made of the equipment that exists.

Although teachers use overheads, other technologies are not integrated into the regular classroom instruction. Listening centers are available. Strengths: Language Arts Literacy

• Instructional leaders effectively use technology to increase productivity and create products for various purposes.

• Basic Skills Achieve3000 lessons occur daily in the computer lab. Mathematics • Some students have the opportunity to use calculators to demonstrate to their classmates their

proficiency in specific problem-solving experiences. • The technology plan lists many teacher and student resources that are available online. There are

supplemental materials that students can access from home to assist them with their daily classroom experiences.

• Technology in the building is evident in the use of overhead projectors and calculators. Students access Study Island and Achieve3000 in the computer lab.


• Teachers are able to schedule their classes into the computer lab to support classroom instruction and provide students with authentic activities and research.

Special Education • Students have some opportunity to use computers and the Internet for research purposes in the

library. • Some students use hand-held calculators in special education and inclusion math classes. English Language Learners • There is a computer lab that students go to to practice computer skills and for Study Island skill

reinforcement for those working in English.


• Students are not observed using computers and listening centers in the developmental LAL program across all grade levels.

Mathematics • Classrooms do not have computers to allow students to complete authentic research, find

solutions to current problems, or share their knowledge; students cannot become independent self-motivated learners.

• The computer lab has been taken over by various intervention programs, including Study Island and Achieve3000. Technology has very little influence on the instructional program. Students do not have the opportunity to learn life-long computer skills beyond basic keyboarding. There is little evidence that students have developed the word processing skills to complete written reports and essays that are posted for exhibit.

Special Education • The use of computers is extremely limited in the classroom. Computers are in the computer labs

and library, but few are in the classrooms. • Limited technology is available to expand learning and increase student productivity.

English Language Learners • Computers are not is use in the classrooms to enhance student learning.


STANDARD 4: SCHOOL CULTURE

The school functions as an effective learning community and supports a climate conducive to performance excellence.

4.1 Are clear and fair rules and policies in place to support a safe, equitable, and healthy learning environment? To what extent are the policies followed?

Ella G. Clarke School maintains a healthy and orderly environment in a well-kept facility. The school climate is warm and inviting, creating an atmosphere where both teachers and students can freely engage in teaching and learning. The school theme and focus is respect and responsibility. Strengths:

• Hallways throughout the building are print-rich with displays of student works, exemplars, and projects. Most are accompanied by appropriate objectives and NJ CCCS.

• Both teachers and students display respect for one another and the school community. • School rules are clearly defined in the Student Handbook and consistently applied. • School rules, provided in English and Spanish, are shared with families at the beginning of each

school year during Open House. • Disciplinary referrals and suspension rates are below the state average. • The intervention and referral services (I&RS) team meets twice a month to monitor and act

upon student referrals and ensure equitable application of school rules. • Student assemblies, classroom activities and projects, and theme-focused bulletin boards are

designed to reduce or eliminate incidents of bullying, sexual harassment, and gang activity within the school.

Challenges:

• Students are being instructed in a room identified as the Electrical Room #112. • A front door buzzer has been installed, but there is no security guard on site to provide physical

support.

4.2 How does the school community express high expectations for all its members?

High expectations are demonstrated through school policies, ongoing professional development, mentoring programs for new teachers, and monthly staff meetings, where educational resources and opportunities are shared. The principal sets the tone for high expectations through visible presence and established goals. Strengths:

• Through data sharing and modeling, instructional coaches provide feedback to reinforce staff and student expectations.

• Faculty meetings and instructional team meetings provide staff with opportunities and feedback in demonstrating high expectations for all students.


• All teachers meet HQT standards, maintain a 96.3% attendance rate, pursue opportunities for professional growth, and effectively implement classroom management procedures.

• The school counselor heads the I&RS team, which monitors student academic and behavioral progress and arranges interventions.

• Students interviewed convey a thorough understanding of rubrics and their relationship to identifying high-quality work.

• Share time and conferencing provide students opportunities for meaningful feedback. Challenge:

• Rubrics are not visible on student work posted in the hallways. 4.3 Has this school intentionally personalized its environment? What evidence is there that students are satisfied with the school?

The school has intentionally personalized its environment through a variety of instructional programs and activities that support the academic, social, and emotional growth of all students. Student satisfaction with school is evident through active participation in the drama program and intramural activities. The principal meets with every student after the issuance of each report card. Strengths:

• Students have opportunities to address personal, community, and world issues through the writing workshop, conferencing, and classroom suggestion boxes.

• Classroom activities are designed to provide students with opportunities to work collaboratively, make informed choices, and resolve conflicts.

• Students are encouraged by teachers and support staff to be active participants in their learning. • Observations and interviews reflect active student participation in the classroom and in extra-

curricular activities such as drama, band/orchestra, Academic Bowl, basketball, and Reaching Everyone by Exploring Logic (REBEL).

• Avenues are available for students to have a voice on issues of concern. • Students participate in fundraisers and other projects such as tent city donations and Hoops for

Hearts to support their school and community • Workshops are provided to keep parents informed of the instructional program. • The school reward system recognizes student achievement through the Honor Roll, perfect

attendance recognition, and award assemblies. Challenge:

• Many students do not take an active role in family conferences. Some attend to provide translation for parents.


STANDARD 5: SUPPORT FOR THE SCHOOL

The school community collaborates with families, higher education, and community organizations to remove barriers to learning and address the needs of students.

5.1 Does the school have a program of aligned support services that fully support the unique needs of students? What structures are in place for serving special populations (e.g ., ELL, Title I, special education, g ifted and talented students)? To what extent are staff members trained to meet the needs of these special populations?

The district has services to support the unique needs of all students, including special needs students, ESL students, and bilingual students. Individuals identified as gifted and talented attend Clifton Avenue Elementary School. Strengths:

• The school provides numerous support programs such as tutoring, homework support, and extended enrichment activities for students experiencing challenges to learning.

• In addition to guidance provided by the counselor, professional development activities assist teachers in identifying and referring students according to need.

• Literacy and math coaches assist teachers in employing differentiated instructional activities in the classroom.

• A variety of opportunities support classroom instruction, including in-class support (ICS), after-school tutoring, supplemental educational services (SES) provided by Catapult Learning, NJ After 3, and Study Island, a computer-assisted program.

• The DRA2 is used to determine placement and instruction in the after-school programs. • Parent and student surveys are administered to evaluate program effectiveness. • Pre- and post-test results are used to assess student performance and to modify or adjust after-

school program instruction.

5.2 To what extent does the school actively initiate positive relationships and communications with parents and the community?

The school has established positive relationships and communication with parents and the community. The Parent Teacher Association (PTA) is strongly supported; their profitable fundraising activities support student field trips and other activities. The new Parent Involvement Program provides workshops and computer training for parents. Strengths:

• Parents are kept informed of school goals for student success during Open House, PTA meetings, and parent-teacher conferences.

• The new Parent Involvement Program has increased parent participation in school activities, provided parent-centered workshops, and increased the amount of quality time parents spend with their children at school and at home.


• Staff members are sensitive to student needs, culture, and family background, and actively encourage parents’ partnership in education.

• The school facilitates parent access to information and services through the Parent Resource Center, guidance counselor, and the building parent liaison.

• The parent liaison, in conjunction with the parent involvement coordinator and other stakeholders, designs positive, educational, and relevant activities and evaluates program effectiveness.

• The parent liaison and principal are bilingual and attend all parent meetings. District/school documents, flyers, newsletters, memos, reports, and other school information are provided in English and Spanish.

Challenge:

• The parent liaison, a vital asset connecting the school and community, has not been included as a member of the school instructional team.

5.3 Who works in partnership with the school? What do the partners contribute?

The school has established partnerships with community organizations and Georgian Court University. Strengths:

• The guidance counselor and I&RS team members maintain open dialogue with community agencies to support student needs.

• The school has established partnerships with Georgian Court University through the parent liaison; Pupil Assisted Learning (PAL) services, pairing with high school students; D.A.R.E. with the police department; The Readers, a Lakewood senior community program; and the Ocean County Curriculum Consortium.

Challenge:

• Partnerships have not been established to support the school’s technology program. There is little evidence of current technology equipment throughout the building, and each classroom has only one computer that is shared by teacher and students.

5.4 How does the district support the school’s instructional staff and leadership in promoting family and community involvement?

The district supports the school in their effort to promote family and community involvement through the parent liaison, who provides workshops, activities, and resources to foster family and community participation. Strengths: District

• The superintendent, along with central office administrators, ensures that adequate support and resources are provided and barriers that impede learning are removed.


• Instructional coaches in language arts and math provide support to teachers and supervise curriculum implementation at the classroom level.

• The district supports research-based programs, best practice networks, and professional development that targets identified needs.

• Disaggregated data from multiple sources are used to impact professional development offerings, curriculum realignment, and staffing needs.

• The district provides a standard Code of Conduct for students, policies and procedures for staff, and a Parent Compact and parent involvement policy for parents of Title I students.

• The district provides instructional support to principals through monthly administrative meetings and professional development opportunities.

• An outside consultant, Leadership Matters, provides ongoing professional development for all principals through meetings, classroom practices, and discussions regarding processes to improve instruction.

STANDARD 6: PROFESSIONAL DEVELOPMENT & EVALUATION

The school provides for staff research-based, results-driven professional development opportunities that are consistent with the district’s professional development plan, and implements performance evaluation procedures in order to improve teaching and learning.

6.1 What evidence is there that professional learning to advance student achievement is valued? What professional development opportunities do teachers receive to assist them in implementing the curriculum?

Professional development is offered for all the content areas, but an emphasis is given to bilingual and ESL. A homework and study skills workshop is given to Hispanic parents to ensure that home and school are working toward the same goal. Strength:

• A joint workshop was held by the PTA and staff to provide information to parents regarding the establishment of routines, rewards, and utilization of school and community programs. The educational programs have been evolving since September, and the administration has allowed time for extensive professional development for the teachers.

Challenge:

• A challenge for the Clarke School teachers is to maintain their interest and enthusiasm for continued learning. The renewed emhasis on LAL instruction has given the staff hope that the LAL scores will increase.


6.2 What evidence is there that student learning is tied to teacher learning? Do teachers feel they receive adequate professional development?

Professional development is an accepted and anticipated part of the teaching experience at Clarke. The introduction of running records, guided reading, and independent reading, as well as other professional development offerings, are a key to the projected success of the Clarke students. Strength:

• There is ample time provided for the staff to meet with content area coaches, district staff members, and consultants in the drive to improve instructional strategies.

Challenge:

• Due to increasing budgetary concerns, a challenge exists for the principal to retain the support personnel necessary to continue providing effective professional development.

STANDARD 7: LEADERSHIP AND NCLB SCHOOL IMPROVEMENT COMMITTEE

The school leaders have organized the school by focusing on teaching and learning through (a) the communication of a clear vision, mission, and goals; (b) maximizing use of all available resources; (c) creating a learning culture with high performance expectations; and (d) effective planning with input from all stakeholders.

7.1 What evidence is there that the school administrators are educational leaders who understand the linkages among educational leadership, a productive school, and positive outcomes for children?

The principal is a leader who emphasizes the building of a strong educational program for the students through extensive staff training, parent workshops, and effective evaluations of staff. Strength:

• Instructional strategies are consistently modeled for the teaching staff by the content area coaches in an effort to provide the students with a current and challenging education. The principal has been able to provide a collaborative environment that promotes positive communication among staff and community.

Challenge:

• The principal is challenged to improve the use of technology in the classroom despite the limited technology budget allocated to the Clarke School.


7.2 What evidence is there that the principal is an educational leader who understands that formal leadership is a complex and multi-faceted role requiring moral courage, knowledge of governance and change, and the ability to share leadership?

The principal has created an environment in the school that allows parents, teachers, and students to feel comfortable in expressing themselves regarding the daily operation of the school. Instructional committees, parent surveys, and guidance counselors all work toward the common goal of seeking the best practices for the Clarke students. Strength:

• The principal has been able to use her dedication and experience to ensure that each student receives the appropriate educational experience to achieve success. She has been able to share her leadership responsibilities with the vice principal in an effective manner.

Challenge:

• An ongoing challenge for the principals in all the Lakewood schools is to continue to provide an appropriate education for the students despite the increasing lack of support by the board of education..

7.3 How have key school leaders established a culture of trust and institutionalized a commitment to continuous improvement and accountability for performance?

The principal has proven to be an effective and experienced leader. Her ability to communicate with the parents regarding the needs of the students, both in school and out, has fostered a positive working relationship with the community. Strength:

• Parents exhibit a trusting relationship with the principal, often sharing their concerns for their children who have already graduated from the Clarke School, even though they may have moved away or are attending another school.

Challenge:

• A challenge exists for the principal to continue the effective use of data analysis. DRAs, running records, grade level benchmarks, Learnia, NJPASS, and NJ ASK are all examples of the school’s ability to use data. The principal has expressed a desire to do a longitudinal analysis and a trend chart to better track the school’s accomplishments.

7.4a How is distributed leadership demonstrated, and what evidence is there that it is effective?

The principal has established an instructional team that includes the grade level representatives as well as parents and is utilized to propose, communicate, and ultimately effect change within the school.


Strength: • The instructional team allows time for grade levels to share their concerns as well as their

accomplishments. Time is provided to assess the strengths and weaknesses of the programs being implemented and to make adjustments where needed on a continuous basis.

Challenge:

• A challenge exists for the principal and instructional team to continue the assumption of ownership of the school programs and the effect on the students.


SCHOOL, DISTRICT, AND STATE RECOMMENDATIONS

LANGUAGE ARTS LITERACY School 1. Investigate ways to provide listening centers for primary grade classrooms and to increase options for

student use of computers in the classrooms. 2. Establish portfolio assessment as a tool to measure both the quantity and quality of writing over time. District 3. Implement and maintain a system for the compilation of K-6 LAL longitudinal data collection for each

student. MATHEMATICS School 1. Curriculum: Ensure the implementation of the curriculum by providing a standardized school-wide

electronic lesson plan format that is submitted for a weekly review by the administration and the math coach. Include in the plans: student-friendly objectives, a reference to the NJ CCCS, differentiation of instruction, accommodations for alternative strategies, evaluations, the assignment of homework, and the materials needed. A comprehensive resource for lesson planning is www.oncoursesystems.com.

2. Assessment: Compare the many types of assessment data collected to determine the accuracy of the

information collected. To advance the level of student proficiency, develop a correlation between NJ ASK, DRA2, running records, quarterly benchmarks, and Study Island.

3. Instruction: Provide 5th and 6th grade students with teachers who are highly qualified in the content

areas. Prepare upper elementary students for their future middle school experience. In the 5th grade, cycle the students for instruction. Develop a team approach and pilot content area instruction that pairs a math/science teacher and English/social studies teacher. Implement the complete departmentalization of all content area instruction in the 6th grade.

District 4. Instruction: Fulfill the mission of the district technology plan. Implement a district-wide computer

technology initiative to provide students with research-based and authentic educational experiences. Provide supplemental support that is based on the data from formative needs assessments. Supplement direct instruction with hands-on, student-centered learning experiences that are based on real-life problem-solving situations. Incorporate technology in the math instruction through the use of up-to-date hardware and software, calculators, SMART Boards, ELMOs, and iPods to enrich classroom instruction.

SPECIAL EDUCATION School 1. Administrators should routinely do walkthroughs and provide immediate constructive feedback to the

teacher through verbal communication as a method of improving instruction.


2. General education and special education staff should review informal and formal assessments of students to determine what co-teaching model will be implemented to drive the instruction.

3. The administration should impress upon the professional staff the importance of posting objectives or essential questions for each lesson.

4. Common planning time is essential for adequate lesson preparation and delivery. Time should be

designed and scheduled to accommodate both special and general education teachers’ schedules.

5. The staff schedule should be addressed to rectify the inconsistencies in staff assignments with regard to grade level and content area, especially in self-contained classes. Sufficient staff should be maintained to totally meet the students’ instructional needs.

District 6. The district should make every effort to establish programs that will assist in filling the achievement

gap between the elementary and middle school grades.

7. There should be a priority for the infusion of technology into all classrooms. SMART Boards or white boards should be incorporated into the routine of classroom instruction.

8. The district should make every effort to provide training and consistency for the I&RS team.

Administrative oversight should be provided to insure efficiency and effectiveness of the team. ENGLISH LANGUAGE LEARNERS School 1. The school should review the bilingual/ESL language arts literacy curriculum to include a more

intensive focus on vocabulary development, using cognates to build a strong vocabulary base. Also, Read-alouds should be provided daily in order to provide mental models of prose and narrative forms in both the native language and English for ELLs.

2. The school should provide bilingual special education services to those ELLs who also have special

learning needs. . District 3. The school district should continue to analyze student performance data of former ELLs to assure that

they are fully prepared for success in the general English-only classrooms. SCHOOL CULTURE 1. The Electrical Room #112, currently being used to provide specialized iinstruction for students with

special needs, should no longer be used as an instructional setting because it is not conductive for learning and there is a safety issue. An alternate location should be found as soon as possible.


SUPPORT FOR THE SCHOOL School 1. The parent liaison, a vital asset connecting the school and community, should be included as a member

of the school instructional team. She can provide an additional demention to the team by sharing parent perspectives.

District 2. The district should seek the necessary resources to provide classrooms with multiple computers to

facilitate classroom writing activities, research projects, and computer-generated instructional programs. Additionally, the district should investigate upgrading technology throughout the building with equipment such as SMART Boards, LCD projectors, classroom televisions, etc.

PROFESSIONAL DEVELOPMENT 1. The principal should investigate the introduction of doing trend charts and longitudinal data analysis to

better understand the needs, as well as the progress, of the students. LEADERSHIP and NCLB SCHOOL IMPROVEMENT COMMITTEE 1. The leadership should continue the walkthrough/evaluation process and ensure that the professional

development is appropriate to the individual student as well as to the school at large. 2. The current school instructional team is highly effective as structured and serves with a high level of

trust and commitment. We encourage the team to reform as a full school improvement team with a unified mission and vision, and with the identification of subteams to help it achieve its mission.

DISTRICT 1. The addition of a data analysis specialist, who would provide current data, instruction regarding its

use, and the follow-up professional development, is a needed addition to the Lakewood School District.

2. The district is creating a problem that is impacting on the performance of its students. By having an

eligibility date of December 31 for kindergarten, the district has allowed children who are not developmentally ready for school to receive a curriculum and instructional strategies for which they are not ready. The district should put into effect for the 2010-2011 school year an eligibility date for kindergarten of no later than September 30.

3. The fact that many students are not developmentally ready for school and have been promoted to the

1st grade has continued to affect the instruction of students through the 6th grade. The design and implementation of a transitional first grade would help to negate this situation and may ultimately increase the test scores. The district should investigate this potential as quickly as is practical.

4. Address the developmental needs of students exiting kindergarten by providing a transitional 1st grade

and by changing the age for school entry to age five by September 30. 5. Consider returning gifted students to their home schools for the academic and social benefit of all

students; provide needed challenges for the returning gifted students.


SUMMARY OF CLASSROOM VISITS

The results of the classroom visits provide a view of instruction within the building. This summary is a cross-section or snapshot of instruction. Several rounds of classroom walkthroughs were conducted to provide a representative and thorough understanding of the nature of instruction in the school. The Ella Clarke School is an excellent example of “a good school that can get better.” A serious problem affecting the students is the kindergarten cut-off date of December 31, which allows students not develelopmentally ready to begin the formal school process. The situation that has placed the school in status is a DOE mistake. We found that the principal was on top of the academic programs and was being proactive regarding the remediation of the students. The teaching staff was, by and large, using best practices and the school enjoyed an excellent relationship with the neighborhood community. An issue that has effected the entire Lakewood School district is the direction of the BOE. The board is largely made of Orthodox Jews who are reluctant to fund the public schools. This is having a negative impact on the staffing of support personnel as well as the regular teaching staff. The Ella Clarke School, however, is functioning well under these conditions and should continue to improve. During the visit, the CAPA Review LAL subteam visited nine classrooms, including classrooms from the K-6 grade levels. There were a number of indicators in which most classrooms exhibited good practices, including (1) monitoring student understanding throughout the lesson, (2) a high student engagement rate, and (3) classrooms that are print-rich environments. There were fewer cases of (1) cooperative learning and (2) portfolio assessment. Overall, there was a wide range of instruction observed during the school review. During the visit, the CAPA Review mathematics subteam visited 12 classrooms, including classrooms from grades 3-6. There were a number of indicators in which most classrooms exhibited good practices, including (1) cooperative learning, (2) total student engagement, (3) a high level of student comfort and respect toward the teacher and other students, and (4) teacher-created print-rich environments. There were fewer cases of (1) the exhibition of student work, (2) differentiated instruction, (3) learning centers, and (4) student portfolios. Computer technology was not used for research or to support and supplement classroom instruction. Overall, there was a wide range of instruction observed during the school review. The CAPA special education subteam visited nine special education classes in the Ella Clarke School, which houses K through 6th grade levels: K: LAL - Inclusion (1); 1st grade: Math - Inclusion (1); 2nd grade: Music - Inclusion (1); 3rd grade: LAL - Inclusion (1), Math - Inclusion (1); 4th grade: LAL - Inclusion (1); 5th Grade: LAL - Inclusion (1); 3/4th grade: LAL - LLD – Self-Contained (1), and LAL – Pull-Out Replacement (1). The classroom visitations followed the Walkthrough Summary Form format in a holistic manner. The level of student engagement in the learning process was a focus, as was evidence of the lesson’s objective. There appeared to be effective communication between teacher and student in the classes visited. During class visitations instruction was mainly teacher-centered with little differentiation. Work sheets were used along with some technology. Students interacted with their peers in an age-appropriate manner, and at times were observed working in a group setting. There was evidence of co-teaching in the inclusion classes. Limited technology was evident but underutilized in the majority of classes. Much of the student work that was on display had no indication of having been corrected. Overall, there was low rigor and some indication of higher-order thinking skills in the instruction observed. The students were afforded the opportunity to self-reflect on their work and express the results of their assignment with the teacher or classroom aide, but little opportunity to present to their classmates.


During the visit, the CAPA Review English language learner subteam visited 13 classrooms, including classrooms from the K through 6 grade levels. These included classes where SIOP-trained teachers worked in the general classrooms to support former ELLs’ continued learning and language development. There were a number of indicators in which most classrooms exhibited good practices, including (1) monitoring student learning through individual student conferences, (2) students exhibiting a sense of comfort and respect toward the teacher, and (3) orderly and well-maintained classrooms that facilitated instruction. There was (1) team teaching in most of the classes, (2) students making connections of new learning to prior learning and experiences, (3) cooperative learning, and (4) total student engagement. Overall, there was a wide range of instruction observed during the school review. During the visit, the CAPA Review administrative subteam visited eight classrooms, including classrooms from grade levels 3-6. There were a number of indicators in which most classrooms exhibited good practices, including (1) monitoring student understanding throughout the lesson, (2) students exhibiting a sense of comfort and respect toward the teacher, and (3) orderly and well-maintained classrooms. There were fewer cases of (1) team teaching, (2) students engaging in self-reflection, (3) communicating why the lesson is being taught, (4) cooperative learning, and (5) total student engagement. Overall, there was a wide range of instruction observed during the school review.

SUMMARY OF DOCUMENTATION REVIEW

The team activities included a review of the documents collected for the school portfolio and data profile, including: • Staff and administrator surveys • District assessment data, Cycle ll data • Minutes and agendas of meetings • Samples of communications to students, staff, and parents • Parent involvement documentation • Principal PDP • Staff evaluations • Walkthrough data • Teachers’ opening day packet • Disciplinary reports • Title I Unified Plan • School Background Information Form • NJ School Report Card • School Highly Qualified Teacher Report • 2008-2009 Cycle II data, AYP profile charts, cluster analysis, Learnia, student data folders • Master schedule • Walkthrough forms • Student work displays; student notebooks


• Faculty meeting minutes and agendas • School Web site • Weekly Coaching Calendar-Math • Three-year trend charts and cluster analysis/pie charts • Classroom materials, basal components, teacher-made materials, computer programs • Curriculum guides • PDPs and related evaluations • Review of student individualized education programs (IEPs) • 2009 NJ ASK data, including subcluster mean data • 2009 District Title I Unified Plan and Consolidated Application • SIOP training documentation • ACCESS data and student “Can Do” profiles • Kindergarten screening data • Running records • Summer Camp data • Letters to parents about program placement • Writing benchmark data • DRA/EDL data • The district LAL and ESL curricula • 2009-2010 District Title I Unified Plan and Consolidated Applicati • Professional Development Binder • Parent Involvement Program and Workshops • NJ ASK Report • Teacher Opening Day Agenda • SES and Supplemental Programs • Parent-Student Handbook


IN CONCLUSION

Members of the CAPA review team express their appreciation to the staff and community of Ella G. Clarke Elementary School for their gracious welcome and for their open interaction with us during our visit. We encourage the school community to review this report asking themselves reflective questions about the findings of fact and recommendations for action.


BACKGROUND INFORMATION FORM

Principal/Lead Person – Years in Building 6 ½ Number of Vice Principals in Building 1 Grade Levels in Building K-6 Number of Teachers in Building 72

Number of Teachers meeting NCLB HQT All Number of Teachers with Emergency Certification and Subject Area

0

Teacher Mobility Rate 2.9 % Teacher Attendance Rate 96.3 % Total Number of Classrooms 35 Total Number of Students in Building K-6 – 738

PreK – 150 Percent Special Education Students 7.7 % Percent Special Education Students in Inclusive Classrooms

5 %

Number of Special Education Self-Contained Classrooms

1

Number of Inclusive Classrooms and Grade Levels K-6 – (7) Percent LEP K-6 – 35 % Number of Bilingual Classrooms 12 Number of Students Receiving Bilingual Services K-6 – 259 Number of Students Receiving ESL Services K-6 – 259 Student Attendance 93.8% Student Mobility 32.3 % Student Suspensions 10 Events Subgroups Missing AYP Hispanic AYP Content Areas Missed (Math or LAL) LAL Out of District Number of Students Receiving Supplemental Services (SES)

238

NCLB Committee Meets Monthly Yes NCLB Committee Has Required Representation Yes


TEAM POSITION

NAME

AFFILIATION

EXTERNAL TEAM

Team Leader

Donato Stelluto

Educational Consultant

Principal

John Carey


Language Arts Literacy Specialist

Susanne Neri


Mathematics Specialist

Walter Spector


Special Education Specialist

Anthony Ericchetto


English Language Learning Specialist

Linda Dold Collins


DOE Liaison

Carole De Mesquita

NJ Department of Education

INTERNAL TEAM

District Liaison

William Anderson

Assistant Superintendent

Principal

Yvonne Marti de Daniels

Principal

Language Arts Literacy Specialist

Diane McKee Alyson Sczygiel

Literacy Specialists

Mathematics Specialist

Kimberly Shaw

Math Coach

Special Education Specialist

Dean Richburg

Director of Student Services

English Language Learning Specialist

Janice Boski

Bilingual/ESL Department Coord.

ella g. clarke elementary school - new jersey · new jersey department of education ella g. clarke...

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