plainfield fy12 clinton unified plan 12-2011

8/3/2019 Plainfield FY12 Clinton Unified Plan 12-2011

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2012 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD

Chief School Administrator: ANA BELIN-PYLES (INTERIM SUPERINTENDENT) Chief School Administrator E-mail: [email protected]

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

School: CLINTON K-8 CENTER

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

Principal: BJ BrownJohnson Principal E-mail: [email protected]

Principal Certification

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

I certify that I have been included in consultations related to the priority needs of my school and participated in the completion of this Title I Unified Plan. I have beenan active member of the planning committee and provided input to the school needs assessment and the selection of priority problems. I concur with the information

presented herein, including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a.

BJ BrownJohnson BJ BrownJohnson Revised 8/5/2011

__________________________________________ ____________________________________________ ________________________ Principal’s Name Principal’s Signature Date



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School NCLB Committee

Select committee members to develop the Unified Plan.Note: For continuity, some representatives from this needs assessment stakeholder committee should be included in the schoolwide stakeholder group and/or the SINIplan committee. Identify the stakeholders who participated in the needs assessment and/or development of the plan. Signatures should be kept on file in the school

office for review. Print off a copy of this page to obtain signatures. *Add lines as necessary.

Name Stakeholder GroupParticipated in Needs

AssessmentParticipated in Plan

Development Signature

Ms. Lidell Parent/PTO President X X

Ms. BJ BrownJohnson School Staff Administrator X X

Mr. Patrick Giple School Staff- Classroom Teacher X X

Ms. Nancy Salter School Staff- Classroom Teacher X X

Mrs. Denise Barnes-HutchinsSchool Staff-Special Education

X X

Ms. Kathi Kraft School Staff-Media Specialist X X

Ms. Dana Sharpe, Director of Plainfield Community Outreach(PCO)

Community Groups X X

Ms. Karen Thomas Administrative Intern X X

Mrs. Mary Hart Administrative Intern X



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School NCLB Committee Meetings

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

Date Location Topic Agenda on

File

Minutes on File

12/13/2010 Media Center Needs Assessment Yes Yes

01/24/2011 Media Center Action Plan Development Yes Yes

02/07/2011 Media Center Subcommittee Discussions Yes Yes

02/22/2011 Media Center Subcommittee Development Yes Yes

05/09/2011 Media Center Subcommittee Action Development Yes Yes

05/23/2011 Media Center Update Subcommittee ActionDevelopment

Yes Yes



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School’s Vision & Mission

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

What is the school’s vision statement?

Clinton K-8 Center VisionThe staff of Clinton K-8 Center, in partnership with our families and community, is committed to providingeducational excellence for all of our students.

What is the school’s mission?

Clinton K-8 Center Mission Statement

The staff of Clinton K-8 Center, in partnership with our families and community, is committed to providingthe highest quality education so all of our students are empowered to lead productive and fulfilling livesas lifelong learners and responsible citizens of a global community.

Describe the process for developing or revising theschool’s vision and mission.

Our process included using a vision statement created by a teacher during her master’s work which wasbased on our school. SLT members used this vision and mission statement as a springboard for discussion and collaboration in forming our current beliefs. SLT then presented the statements to theschool faculty during our professional learning time. It was discussed, revised and adopted. Thestatement will be revisited this coming year using a “Creating a Vision Statement” protocol.



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2012 Comprehensive Needs Assessment & Data Analysis Summary

Data Collection and Analysis

Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2011 Programs, Strategies and PracticesResults and outcomes must be measurable.

These are not quantifiable results and outcomes

Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes

Academic Achievement – Reading NJASK, DRA, End- of- Unit Exams,Teacher made Assessments

Overall data indicates at least a 2% consistent gain in assessment given.

Academic Achievement - Writing NJASK Extended Response, WritingPrompts, PPS Writes, Open-ended

questions on End-of-Unit Exams


Academic Achievement - Mathematics NJASK, End-of-Unit Exams, Teacher made Assessments


Parent Involvement

Concerts, Parent/Teacher Conferences, PTO Meetings, Back toSchool Night, Cultural Festivals,Family Fun Day, Career Day, NJASKParent Workshop Telephone Logs,YES Parent Log, Global Connect

Parental participation at student performances, parent - teacher conferences andBack to School Night, remains consistently high at 85%. Project YES, an extendedday program for grades K – 3 included parents in the instructional program as well asproviding parent workshops where engagement and participation was increased by atleast 10% over last year. Due to changes in the PTO Executive Board, parentalinvolvement at PTO Meetings and Family Fun Day decreased by 50% for a total of 50parents.

Professional Development Teacher Needs Assessment, SchoolProfessional Development Plan, Job-Embedded PD, Turnkey

Professional Development needs were aligned with student instructional needs.Twenty-five hours of job embedded PD resulted from the Partnership with CLI for Message Time Plus.

Extended Learning Opportunities Y.E.S (Young Exceptional Scholars),21st Century, E-Path Knowledge,Study Island, Reading Plus,Geography and District-Wide SpellingBee

The Y.E.S. program included grades K-3. Student academic interventions needed toinclude additional use of data to increase student gains. The 21st Century Programincluded grades 4-7. Extended Day Teachers needed to receive student data earlier in the school year. Teacher collaboration between instructional day and extendedday program was limited.

Homeless DRA, End- of- Unit Exams, Teacher N/A



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Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes

made Assessments

Students with Disabilities NJASK, DRA, End- of- Unit Exams,Teacher made Assessments,Resource Room Data

Data indicates at least a 2% consistent gain in Social Studies and Science due tolimited resource support.

English Language Learners NJASK, DRA, End- of- Unit Exams,Teacher made Assessments, ACCESS Testing Data

Overall data indicates at least a 2% consistent gain and minimal losses.

Economically Disadvantaged NJASK, DRA, End- of- Unit Exams,Teacher made Assessments, Free andReduced Lunch Data

The data indicates student achievement decreased by 5% on assignments completedat home.

School Culture School Cultural Events, WCK-8,School Morning Openings

Our school’s two major m inority groups have embraced our cultural diversity, which inturn has created a 50% increase of participants at cultural events for a total of 175parents. This has made a dramatic impact on our school culture.

Leadership 2010-2011 Performance Evaluation,Instructional Focus Walk, SLT/SLC Agendas and End-of-Year Action PlanReport

2011 Staff participation on leadership team increased over 100% from last yearscollaborative efforts.

Highly Qualified Staff Highly qualified- forms 100% of all instructional staff members are highly qualified.

School-Based Youth Services NA



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Evaluation of 2011 Teaching and Learning Strategies & Programs

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

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomes

Message Time Plus(MTP)

Reading Plus (RP)

Learnia / DIA (DistrictInterim Assessment)

DRA (DiagnosticReading Assessment)

LAL Yes System & Teacher generated reports

Running Records and testassessment data

MTP implementation by teachers exposed students to MTP strategiesat least three to four times a week.

DIA data from district unavailable at this time for comparison of twoassessments given during the school year.

DRA data indicates at least one to two level reading gains achieved by80% of students taking DRA assessment two times during the schoolyear.

EveryDay Mathematics

Learnia / DIA (DistrictInterim Assessment)

Mathematics Yes System & Teacher generated reports

Using EveryDay mathematics resulted in at least 50% of students ingrades K-5 increasing math grades by two percentage points.

DIA data from district unavailable at this time for comparison of twoassessments given during the school year.

See Above Students withDisabilities

Yes See Above Some student growth was evident due to teachers’ consistentimplementation of the programs. However, special education students

did not score as well as the general education population.

N/A N/A N/A N/A N/A



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

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


5

Measurable Outcomes

Project Y.E.S. (YoungExceptional Scholars)

LAL, Math K-3 Yes June 2011 End of Year Report Academic/Attendance Report

Instructional time for students increased in LAL and Math by 30additional minutes, 3 times a week in an afterschool setting. Thisresulted in at least 50% of the students increasing their Math andLanguage Arts grades by two percentage points. As a result of engaging instruction and responding to parents’ need for afterschoolcare, student attendance achieved was 88% throughout the program.

21st Century After SchoolProgram

LAL, Math Grades 4-7

Yes June 2011 End of Year Academic /AttendanceReport

Instructional time for students increased in LAL and Math by 45additional minutes, 2 times a week in an afterschool setting. Thisresulted in at least 50% of the students increasing their Math andLanguage Arts grades by two percentage points. Student recruitmentincreased from thirteen students to twenty-nine students by the end of

the academic school year. This resulted in over a 100% percentincrease.

21st Century After SchoolProgram

Students withDisabilities

Yes June 2011 End of Year Academic /AttendanceReport

Two students with disabilities participated in this program. Instructionaltime for students increased in LAL and Math by 45 additional minutes,2 times a week in an afterschool setting. This resulted in at least 50%of the students increasing their Math and Language Arts grades by twopercentage points.

NA Homeless/Migrant N/A N/A

21st

Century After SchoolProgram ELL Yes June 2011End of Year Academic Report Instructional time for ELL students increased in LAL and Math by 45additional minutes, 2 times a week in an afterschool setting. Thisresulted in at least 50% of the students increasing their Math andLanguage Arts grades by two percentage points



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Table D: Professional Development That Was Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


5

Measurable Outcomes

Professional LearningCommunities (PLC)

CLI PD (CLI)

Lucy CalkinsProfessionalDevelopment

LAL Yes PLC agenda and minutes

Teacher made tests

Student report card

CLI end of year report to theprincipal

Sixteen teachers attended PLC sessions for 80 minutes once a week.CLI – six teachers attended 25 hours of CLI PD over the course of 5months. Lucy Calkins professional development was provided for teachers in grade K-5, once during the school year by district centraloffice for a period of six hours. Clinton K-8 center was not included inthe Lucy Calkins’ professional development provided by the district atthe local school site throughout the school year.

Professional LearningCommunities (PLC) Mathematics Yes Cooperative teachingbetween teachers of mathematics in grades 5and 6

Sixteen teachers attended PLC sessions for 80 minutes once a week.CLI – six teachers attended 25 hours of CLI PD over the course of 5months.

Professional LearningCommunitiesProfessionalDevelopment


N/A N/A N/A

Professional Learning

CommunitiesProfessionalDevelopment

Homeless/Migrant N/A N/A N/A

Same as above ELL N/A N/A N/A



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Table E: Parent Involvement That Was Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


5

Measurable Outcomes

Back to School Night

Parent/Teacher conference

Principal’sCommunications

Scholastic Book Fairs

Parent workshops toassist studentsacademically

LAL Yes Sign in sheets

Principal letters

Global Connect

Take home flyers

Increased parent participation and visibility – 50%Parents increasing their knowledge of NJASK scoring and strategies tohelp their children - 30%

Parent teacher conferences were well attended – 85%

Increased book fair sales

Increased communication with parents regarding school activities – 25% of teachers communicated with parents regarding schoolactivities.


Parent/Teacher conference

Principal’sCommunication


Mathematics Yes Sign in sheets

Principal letters

Global Connect

Take home flyers

Increased parent participation and visibility - 50%

Parents increasing their knowledge of NJASK scoring and strategies tohelp their children – 30%


Increased communication with parents regarding school activities -25%of teachers communicated with parents regarding school activities.


Parent/Teacher conferences

Principal’sCommunication



Yes Sign in sheets

Principal letters

Global ConnectTake home flyers

Increased parent participation and visibility – 50%Parents increasing their knowledge of NJASK scoring and strategies tohelp their children – 30%





Parent/Teacher conferences

Principal’s

Homeless/Migrant Yes Sign in sheets

Principal letters

Global Connect

Increased parent participation and visibility - 50%

Parent increasing their knowledge of NJASK scoring and strategies tohelp their children – 30%




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1 2 3 4 5

Communications


Take home flyers Increased book fair sales


Back to School NightParent/Teacher conferences

Principal’sCommunications


ELL Yes Sign in sheetsPrincipal letters

Global Connect

Take home flyers

Increased parent participation and visibility – 50%Parents increasing their knowledge of NJASK scoring and strategies tohelp their children - 30%






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2012 Needs Assessment & Evaluation Summary

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

1. Describe the process and techniques used in the needs assessment.

The School Leadership Team in collaboration with our School Leadership Council (inclusive of all teachers) identified and evaluated our needs with the support of district staff using multiple measures such as Instructional Focus Walks, surveys, feedback evaluations and observations.

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

Instructional priorities and program implementations were based on the needs of our school. The District provided Clinton with standardized assessment data.Teachers used district and class data to analyze and assess performance of students and disaggregated groups. Data was analyzed by individual teachers andProfessional Learning Communities during grade level or vertical articulation meetings.

3. Explain how the data from the collection methods are valid and reliable.Data are valid because they are aligned with curriculum and instruction. Multiple measures of data are used for validity and reliability. Professional Development intest administration and the use of rubric scoring increases data reliability.

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

The data reveals there are disconnections between what students know and their ability to demonstrate what they know. Students need to clearly comprehend whatthey are being asked and then be able to tap into their knowledge base and connect the appropriate strategy that wil l generate the correct response. Instructionalstrategies must be differentiated to address students’ ability to comprehend information that will enable them to make connec tions when taking assessments.

5. What did the data analysis reveal regarding professional development implemented in the previous year(s)?

Professional Development in the area of Data Analysis is evident and effective. However, additional Professional Development is needed in the area of differentiatedinstruction.

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

Our Guidance Counselor reviews student information using our Genesis Student Information System along with input from the classroom teachers and staff members. A report is generated in the early part of the school year with the list of at-risk students.



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

Students are provided assistance through various strategies that support academic and behavioral interventions. The I & R S Team monitors this process byincluding the following stakeholders: Classroom Teacher, Staff Members, Child Study Team Members, Social Worker, Principal, P arent/Guardian,777 and Student.

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

N/A

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

Two homeless students have been identified and these students are serviced with the general education population and receive necessary services to ensure their success.

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

During Professional Learning Communities, teachers were engaged in analyzing data and making recommendations regarding specific intervention programs.

Teachers provided periodic reports on the performance levels of students based on multiple assessments. This process allowed teachers the opportunity for reflection and provided the instructional leaders critical feedback to support improvement of instructional programs.

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

The Department of Early Childhood provides a transitional committee which includes one of our kindergarten teachers and monitors the transition from preschool tokindergarten. This committee meets on a regular basis throughout the year to collaborate for a smooth transition. As part of the process, a visitation schedule iscreated for transitioning preschool students to experience the elementary environment and kindergarten classrooms.

.

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

The School Leadership Team and the School Leadership Council, inclusive of all instructional staff examine multiple measures of assessment and data throughoutthe school year. A diverse group of stakeholders then review this data and arrive at priority problems and root causes.

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

AYP was achieved in 2009 in both LAL and Mathematics. In 2010 NJASK scores revealed AYP was achieved in Mathematics and Safe Harbor in LAL. After analyzing the LAL data for 2010 it was noted the Read 180 Program w as not implemented with fidelity which impacted our NJASK literacy scores and subgroups didnot make AYP in this area.

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

N/A



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.


N/A


N/A



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2012 Needs Assessment – Partially Proficient

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

Language Arts 2008-2009 2009-2010 Services Provided Describe why services provided did not result in proficiency.

Grade 4 25 27 08-09 All third grade students received instructionfrom the same Math teacher and the sameReading teacher.

New teachers needing time to acclimate to new grade level.

Grade 5 24 20 08-09 Read 180 Program Read 180 Program - We were not able to implement with fidelitydue to space, material, and proper staff development. However,some students showed significant growth.

Grade 6 16 Reading Plus and Read 180 Program Read 180 Program - We were not able to implement with fidelitydue to space, material and proper staff development. However

some students showed significant growth.

Grade 7 N/A

K-6 in 2010

Grade 8 N/A

Mathematics 2008-2009 2009-2010 Services Provided Describe why services provided did not result in proficiency.

Grade 4 24 19 Number World Program contributed to gains in student scores.

Grade 5 18 15 Number World Program contributed to gains in student scores.

Grade 6 16 Math instruction delivered by middle school mathteacher

Content-specific instructor contributed to gains in student scores.

Grade 7 N/A

K-6 in 2010

Grade 8 N/A



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Selection of Priority Problems

School Needs Assessment Summary Matrix Certification: For Title I SINIs and SW schools, Population Categories A-M have been annually assessed.

Using information from the data analysis, identify all priority problems.Select three or four priority problems to address in this plan. The selected problems should be checked in column T.When completing the matrix below, data from Tables A, B, C, D, E and the Needs Ass essment Summary should be used.

P r i o r i t y P r o b

l e m #

Priority Problem

Population Categories

A .

A l l s t u d e n

t s

B .

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

C .

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

D .

E c o n .

d i s a d v a n t a g e d

E .

N e g l e c t e d

/ d e l i n q u e n t

F .

Y o u t h a t r

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

G .

R a c i a l / e t h

n i c

H .

H o m e l e s s

I . I m m i g r a n t

J .

L E P

K .

T e a c h e r s

L .

P a r a p r o f e

s s i o n a l s

M .

P a r e n t s

N .

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

O .

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

P .

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

Q .

M e n t a l h e

a l t h

R .

G i f t e d & T

a l e n t e d

( S p e c i f y )___

__________

T .

S e l e c t e d

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

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

1Closing the achievementgap X X X

2 Early childhood education

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

o n t e n t

S t a n d

a r d s

3aLanguage arts literacy andreading X X X

3b Mathematics X X X

3c Science X X X X

3d Social studies

3e World Languages

3f Cross Content WorkplaceReadiness

4 Technology Literacy

S t a f f N e e d s

g

u a

y

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

5 .

I m p l e m e n t i n g

t h e C C C S

5a Language Arts Literacy X X X X X X

5b Mathematics X X X X X X

5c Science X X X X X

5d Social studies

5e World Languages



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

#

Priority Problem


A .

A l l s t u d e n t s

B .

S t u d e n t s w i t h

D i s a b i l i t i e s

C .

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

o d

D .

E c o n .

d i s a d v

a n t a g e d

E .

N e g l e c t e d / d

e l i n q u e n t

F .

Y o u t h a t r i s k

o f d r o p p i n g o u t

G .

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

H .

H o m e l e s s


J .

L E P

K .

T e a c h e r s

L .

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

n a l s

M .

P a r e n t s

N .


O .

P e r p e t r a t o r s

o f V i o l e n c e

P .

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

l

Q .

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

R .

G i f t e d & T a l e

n t e d

( S p e c i f y )______

_______

T .

S e l e c t e d P r i o r i t y P r o b l e m s

5f Cross Content WorkplaceReadiness

6Effective classroom use of technology

7Standards-basedassessment

8Instructional skills andstrategies

9 Mentoring

10 Classroom management

11Using data/assess. toimprove learning

12 Working with parents X X X X

H i r i n g ,

R e c r u i t i n g

a n d

R e t a i n i n g

13 Highly qualified teachers

14

Teachers in shortage

areas

15Teachers in Math andScience

16Teachers to reduce classsize

17Qualifiedparaprofessionals

18 Highly qualified personnel

P r o b l e m

s

I d e n t i f i e

d

19 Alcohol use

20 Drug use

21 Tobacco use



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#

Priority Problem


A .


B .



C .


o d

D .

E c o n .

d i s a d v

a n t a g e d

E .


e l i n q u e n t

F .



G .


H .

H o m e l e s s


J .

L E P

K .

T e a c h e r s

L .


n a l s

M .

P a r e n t s

N .


O .


o f V i o l e n c e

P .


l

Q .


R .


n t e d

( S p e c i f y )______

_______

T .


22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27 Suspensions, removals, or expulsions

28Serious or persistentdiscipline problems

29 Bullying

30 Victimization

31 Truancy/attendance

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict

35 Intergroup conflict/bias

36 Negative peer influence37 School safety

38Schoolclimate/environment

39 Risk factors

QualityTeacher 40 Teacher Quality

Tech. &Ed.

Materials

41 Technology activities

42Instructional/EducationalMaterials



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#

Priority Problem


A .


B .



C .


o d

D .

E c o n .

d i s a d v

a n t a g e d

E .


e l i n q u e n t

F .



G .


H .

H o m e l e s s


J .

L E P

K .

T e a c h e r s

L .


n a l s

M .

P a r e n t s

N .


O .


o f V i o l e n c e

P .


l

Q .


R .


n t e d

( S p e c i f y )______

_______

T .


Studentswith

SpecialNeeds 43 Drop-out rate

Literacy,& Adult

Ed.

44 Adult literacy

45Parent/communityinvolvement

Leadership

46 Leadership Network

47 Leadership PD



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Description of Priority Problems and Strategies to Address Them

All student subgroups not meeting AYP MUST be considered during the needs assessment process. Select at least three priority problems.Complete the information below for each priority problem checked in column T on the previous pages. Add additional sections as needed.

#1#2

Population Category Letter &Problem Number

A,K3a

A,K3b

Name of priority problem Language Arts and Literacy Mathematics

Describe the priority problem Data analysis indicates students’ ability to comprehend whatthey are reading and making personal connections to the textare gravely in need of improvement

Data analysis indicates the areas that are gravely in need of improvement are problem solving and measurement.

Describe the root causes of theproblem

The materials and the instruction provided to students does notprepare them to perform proficiently on multiple types of assessments (NJASK, DIA, end of unit tests, teacher made

tests) specifically in the areas of comprehension and makingpersonal connections to the text.

Students’ inability to apply mathematical concepts whenworking through word problems and/or open endedmathematical questions.

Subgroup or population addressed All students; Teachers All students; Teachers

Grade span 1-8 1-8

Related content area missed Reading and Elements of writing Problem solving

Name of scientifically researchbased program/strategy/practice toaddress problem

Lucy Calkins Units of Study, CLI Message Time Plus, ReadingPlus and Writing Fundamentals

New Jersey Common Core Standards for Mathematics K-2Continue use of Everyday Math and Connected Math grades 3-8

How does the program/strategy alignwith the NJ CCCS?

All instructional content materials are aligned to the NJCCCS. All instructional content materials are aligned to the NJCCCS.

CAPA finding or recommendationrelated to the priority problem

N/A N/A



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

#3 #4

Population Category Letter &Problem Number

C, K, M12

Name of priority problem Working with Parents

Describe the priority problem Teachers provide instruction for parents to learn strategies thatwill support the parents’ ability to work with their children athome.

Describe the root causes of theproblem

Students continue to need additional support at home tostrengthen home school connections related to instructionalcontent and the value of education.

Subgroup or population addressed Early Childhood; Teachers; Parents

Grade span Grades 1-2Related content area missed Literacy and Mathematics

Name of scientifically researchbased program/strategy/practice toaddress problem

Everyday MathLucy CalkinsMessage Time Plus

How does the program/strategy alignwith the NJ CCCS?

All instructional content materials are aligned to the NJCCCS.

CAPA finding or recommendationrelated to the priority problem

N/A



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Action Planning

Check Before Proceeding:

The action planning section is required for all SINIs.

The action plans are developed for the primary strategies and programs selected that address the priority problems. At least ten steps must be identified.

Action Plan for Strategy Related to Priority Problem #1

Name of Program, Strategy or Practice toAddress Priority Problem:

Language Arts, Literacy and Reading- during the school day

SMART Goal:

(Specific, Measurable, Achievable, Relevant,

Timely)

Students in grades 1-3 will increase DRA scores by two levels.

Students in grades 4-8 will increase by three points in each area of the reading cluster on NJASK, May 2012.

Students in grades 3-8 will increase writing skills by including figurative language in their core writingassignments in preparation for NJASK, May 2012.

Research Supporting Strategy

(from IES Practice Guide or What WorksClearinghouse)

Lucy Calkins & Writing Fundamentals, PD 360, Harcourt, Message Time Plus, Reading Plus, E-path, StudyIsland, Nonfiction, fiction and informational text

Indicators of Success: 1. Students in grades 1-3 will increase DRA scores by two levels.

2. Students in grades 4-8 will increase by three points in each area of the reading cluster on NJASK, May 2012.3. Use of figurative language in writing, such as hyperbole, similes, metaphors, onomatopoeia, and idioms incore assignments as evidenced in student portfolios.

4. Students will increase writing scores by 1-2 points on a six point rubric score by May 2012. Pre and postwriting samples will be included in student portfolios (DIA assessments)

Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date - Timeline



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1 Literacy Teachers will continue to attend district provided professional development inliteracy using alignment with the above research based programs and will includedprofessional development in the Common Core Standards using PD 360

Principal,DistrictFacilitator LiteracyTeachers 3-8

District Workshops,Principal Professionaldevelopment during PLCtime, time allocated for use of PD360

September 2011 – May 2012

2 Analyze NJASK 2011 Literacy Data to target areas of strengths and weaknesses Principal,LiteracyTeachers 3-8

Recent NJASK Data September 2011

3 Schedule data chats with students and parents to communicate areas of strengths andweaknesses and design intervention strategies to address areas of needs

Principal,LiteracyTeachers 3-8

Schedule time to meetwith parents and students

October 2011

4 Administer DIA –pre reading and writing assessments LiteracyTeachers 3-8

DIA Schedule for benchmark assessments

October 2011

5 Schedule data chats to review and analyze DIA data, compare to NJASK data anddesign individual action plan for students to advance writing scores 1-2 rubric points andincrease by 3 points each area of reading comprehension.

LiteracyTeachers 3-8

DIA data, NJASL data,NJASL Holistic RubricScore

October 2011

6 Teachers will share action plan with parents and students Principal,LiteracyTeachers 3-8, students

Allocated time to meetwith parents and students(support from Principal),Parent Conf. Schedule

November 2011

7 Implementation of Action Plan LiteracyTeachers 3-8 andstudents

Allocated time withspecific schedule plannedby teacher and student

December 2011

8 Administer second reading and writing assessments, schedule data chats with studentsto analyze data, evaluate and compare to first assessment and note what is working andwhat needs to be improved upon

LiteracyTeachers 3-8, students

Allocated time to meetwith parents and students(support from Principal)

February 2011

9 Teachers and students will update action plan making necessary adjustments LiteracyTeachers 3-8, students

Build update in literacyblock

February 2011

10 Implementation of Action Plan LiteracyTeachers 3-8 andstudents


February - May 2011



24

11 Administer final DIA and compare data, document growth LiteracyTeachers 3-8 andstudents


June 2012



25



Mathematics –during the school day

SMART Goal:

(Specific, Measurable, Achievable, Relevant,Timely)

To demonstrate a gain of 5-6 points in student understanding of key mathematical concepts and strategies inproblem solving and measurement.



Everyday Math (Grades K-5)

Math Connect resources (Grades 6-8)

Indicators of Success: 1. Students demonstrate mastery of problem solving activities based on performance on formal and informalassessments

2.Students demonstrate proficient understanding of key mathematical concepts in measurement based on

performance on formal and informal assessments



1 Analyze NJASK data and place students in small groups according to skill level StudentsTeachers

ManipulativesGraphic organizersSMART BoardInstruments for measurement (linear andspatial)

September 2011

2 Administer the DIA assessment October 2011

3 Comparison of DIA assessments with student work to determine growth and conductdata chat with student to design an action plan

November 2011

4 Exposure to multiple cross curricular problem solving activities to promote readingcomprehension

October 2011-May. 2012

5 Develop strategies for identifying key facts in problem solving and applying the key factsto the solution process October 2011-May. 2012

6 Develop strategies for estimating solution, finding the solution and checking the solutionfor accuracy


7 When teaching measurements students should be exposed to the use of variousmeasuring instruments and activities to solidify conceptual understanding of measurement


8 Ongoing assessment and data chat to evaluate what is working and what is not Oct -2011 – May 2012

9 Comparison of DIA assessments with student work to determine growth and conductdata chat with student to design an action plan

Oct -2011 – May 2012



26



Teacher led family workshops in literacy and mathematics to include parents and students (Modeled after FamilyMath format.)



IES practice guides Organizing Instruction and Study to improve student learning, Using Student AchievementData to Support Instructional Decision Making and Effective Literacy and English Language Instruction for English Learners in the Elementary grades.

SMART Goal:

(Specific, Measurable, Achievable,Relevant, Timely)

Parents involved in family workshops with their children, in grades one and two will increase their learning andunderstanding of at least two instructional strategies in literacy and mathematics during the 2011-2012 schoolyear.

Indicators of Success: 1. Attendance by 50% of parents invited

2. Increase and improvement in student homework and class performance



1 Teachers will plan workshops using research based strategy listed above Principal,Grade 1-2teachers,

Planning time December 2011

2 Create a survey to recruit parents Grade 1-2teachers

Office support for parentdistribution

December 2011

3 Confirmation of parental enrollment in workshop Grade 1-2teachers

TBD December 2011

4 Schedule family workshops Grade 1-2

teachers

TBD December 2011

5 Create KWL chart as pre-assessment Teachers,parents,students

Chart paper, markers January 2012

6 Complete workshop evaluation at the end of each session Parents Evaluation tool January- March 2012

7 Complete KWL at last session as post assessment to include at two instructionalstrategies during the sessions.

Parents Initial KWL chart, markers March – April 2012



27

Plan Components for 2012otcome

Table F: Proposed 2012 Core Strategies to Address Student Achievement

Name of Strategy

ContentArea Focus Target

Population(s)Person

ResponsibleIndicators of Success

(Measurable Evaluation Outcomes)


(from IES Practice Guide or WhatWorks Clearinghouse)

Units of Study

Writing Fundamentals

Reading Plus

Message Time Plus

Language Arts Literacy

K-8 District Administrators

Principal

Teachers

Increase students’ performance 1 -2 rubricscores on writing benchmark assessments bythe end of the school year. Increase ReadingPlus comprehension level by at least 2 levels.

Lucy Calkins & Writing Fundamentals,

PD 360

Everyday MathMath Connect

Mathematics K-8 PrincipalTeachers

Each Student will demonstrate a 5% increasein problem solving activities and keymathematical concepts in measurementbased on performance on formal and informalassessments.

Everyday MathConnected Math

Working with Parents* Literacy Grades 1-2 PrincipalTeachers

Increase parents’ workshop attendance by50%, resulting in a 50% increase in studenthomework and class performance.

IES practice guides Organizing Instructionand Study to Improve Student Learning,Using Student Achievement Data toSupport Instructional Decision Making andEffective Literacy and English LanguageInstruction for English learners in the

Elementary Grades.

See Above HomelessMigrant

See Above ELL

See Above Students withDisabilities

*Use an asterisk to denote new programs.



28

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

Name of Strategy

Content Area Focus

Target

Population(s)

Person

Responsible

Indicators of Success



(from IES Practice Guide or What

Works Clearinghouse)Plainfield CommunityOutreach

Literacy/Math Grades 4-8 Principal

Director Sharpe

Teachers

Weekly progress report

Quarterly report

End of year report

Everyday Math, Coach,

Harcourt Trophies, Reading Plus

Project Y.E.S. (if funded)

Literacy/Math/Character Development

Grades K-3(targetedstudents)

PrincipalProject Y.E.S.committee

Weekly character development progress

Mid-session presentation

End of year presentation

End of program report


Harcourt Trophies, Reading PlusProject Based Learning by ThomMarkham, John Lamer, and Jason

RavitzWorking with Parents Literacy & Mathematics Grades 1-2 Principal

Teachers Attendance by 50% of parents invited

Increase and improvement in studenthomework and class performance

Increase parents’ workshop attendanceby 50%, resulting in a 50% increase instudent homework and class performance


Harcourt Trophies, Reading Plus

IES practice guides OrganizingInstruction and Study to ImproveStudent Learning, Using Student Achievement Data to SupportInstructional Decision Making andEffective Literacy and EnglishLanguage Instruction for Englishlearners in the Elementary Grades.

NJASK workshop Literacy/Math

Science

Grades 3-8Grades 4 & 8

PrincipalTeacher

Attendance by 50% of parents invited

Increase in the NJASK scores by 10%.

New Jersey Publication ParentInformation Booklet

NJCCCS

Study Island (Science)

See Above HomelessMigrant

PCO 21st Century ELL



29


See Above StudentsDisabilities



30

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

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Units of Study


Message Time Plus

Readers and Writer’sWorkshop

LAL All teachers Principal

SchoolProfessionalDevelopmentCommittee(SPDC)

SLT

SLC

Nine teachers will receive twenty-five hours of professional development for Message TimePlus and Readers and Writers workshops.Two teachers will receive at least 10 hours of professional development in WritingFundamentals provided by the District.Twelve teachers will receive collaborativesupport during Professional LearningCommunity Sessions.

Lucy Calkins & Writing Fundamentals,


Math All teachers PrincipalSchoolProfessionalDevelopmentCommittee(SPDC)

SLT

SLC

All teachers will receive collaborative supportduring Professional Learning Communitysessions in EveryDay Math and ConnectedMath.


PD 360 All areas All teachers Principal

School

ProfessionalDevelopmentCommittee(SPDC)

SLT

SLC

All teachers will complete 1 hour per month of online professional development (PD 360)

provided by the Principal / District.

PD 360

N/A HomelessMigrant

N/A ELL



31

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




N/A Students withDisabilities

N/A


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

Name of Strategy


Population(s)Person





Working with parents* Literacy &Mathematics

Parents andstudents inGrades 1-2

Principal

Teachers

Parents

Students


50% Increase and improvement in studenthomework and class performance

IES practice guides Organizing Instructionand Study to Improve Student Learning,Using Student Achievement Data toSupport Instructional Decision Making andEffective Literacy and English LanguageInstruction for English learners in theElementary Grades.

NJASK workshop Literacy/Math

Science

Grades 3-8Grades 4 & 8

PrincipalTeachers


10% Increase in the NJASK scores

New Jersey Publication ParentInformation Booklet

NJCCCS

Study Island (Science)Parent Conferences All Content

Areas

Grades K-8 PrincipalTeachers

25% Increase in parent participation andExpand home school connections by 75%

IES practice guides Organizing Instructionand Study to Improve Student Learning,Using Student Achievement Data toSupport Instructional Decision Making andEffective Literacy and English LanguageInstruction for English learners in theElementary Grades.

Principal’s Meet and BuildingSchool

Grades K-8 PrincipalPTO

Three Pr incipal’s Meet andgreet sessions during the school year

IES practice guides Organizing Instructionand Study to Improve Student Learning,



32

Name of Strategy


Population(s)Person





Greet Culture SLC increased parent involvement by 5 additionalparents consistently participating in PTO

designated events.

Using Student Achievement Data toSupport Instructional Decision Making and

Effective Literacy and English LanguageInstruction for English learners in theElementary Grades

Back to School Night All Content Areas

Grades K-8 Allstakeholders

Sign In Sheet listing number of parentsattending with90% of parent participation

As listed Above

Project Y.E.S. ParentOrientation

ProgramCurriculum

Grades K-3 PrincipalProject Y.E.S.Committee

Sign In Sheet listing number of parentsattending with 95% parental participation

As Listed Above

All Programs Listed

Above

As Listed

Above

Homeless

Migrant

As Listed

Above

As Listed Above As Listed Above

All Programs Listed Above

As Listed Above

ELL As Listed Above

As Listed Above As Listed Above

All Programs Listed Above

As Listed Above


As Listed Above

As Listed Above except Project Yes As Listed Above




33

2012 Parent Involvement (PI) Narrative

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

Parental involvement is directly connected to priority problem #12, Working with Parents to strengthen family knowledge regarding instructional strategies.

2. Do you have a school-parent compact?

Yes, the school-parent compact is provided by the district.

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

The parent compact is distributed on the first day of school and signed by the principal. Teacher reviews parent compact with student and both teacher andstudents sign the compact. Student and parent review parent compact at home. Upon completion of reviewing parent compact by both parent and child the parentsigns the compact and the compact is returned to school by the student.

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

On Back to School Night, a PowerPoint presentation of school achievement data is presented by the principal to the parents.

5. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III? A communication is sent from the district office to parents requiring notification.

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

A PowerPoint presentation of school achievement data is presented by the principal to the parents.

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

A PowerPoint presentation of school achievement data is presented by the principal to the parents.

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

Parents are included in the needs assessments process and our PTO President sits on the Unified Plan Development Committee.

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

A data chat is conducted with the parent and teacher (student is also invited), during parent teacher conferences. This data chat includes a discussion of thestudent’s performance in class, as well as, on high stakes tests (NJASK, Learnia, DIA), and the student’s instructional plan (plan collaboratively developed bystudent and teacher).

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

Funds were used during parent orientation night for Project Y.E.S. Funds were also used for presentation of end of the year instructional program

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

PI funds will be used to support parents with instructional strategies outlined in priority #3



34

CLINTON School

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

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

3-5 State Assessment Baseline 2012 Target State Assessment Baseline 2012 Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 30.5 37.3 NJASK 2011 47.5 52.7

Students with Disabilities NJASK 2011 19.7 27.7 NJASK 2011 5.7 15.1

Limited English Proficient Students NJASK 2011 15.8 24.2 NJASK 2011 21.0 28.9

White

African-American NJASK 2011 18.2 26.3 NJASK 2011 41.7 47.5

Asian/Pacific Islander

American Indian/Native American

Hispanic NJASK 2011 33.3 40.0 NJASK 2011 48.0 53.2

Others

Economically Disadvantaged NJASK 2011 30.3 37.2 NJASK 2011 50.5 55.5

GRADE SPAN: 6 -7 COMBINED ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 48.2 53.4 NJASK 2011 66.1 69.5

Students with Disabilities NJASK 2011 56.5 60.9 NJASK 2011 56.7 61.0

Limited English Proficient Students NJASK 2011 0 10 NJASK 2011 40.0 46.0

White

African-American NJASK 2011 40.8 46.7 NJASK 2011 53.6 58.2 Asian/Pacific Islander


Hispanic NJASK 2011 37.9 44.1 NJASK 2011 62.1 65.9

Others

Economically Disadvantaged NJASK 2011 54.7 59.2 NJASK 2011 73.5 76.2

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



35

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

NEED GRADE SPAN Grades 4-7 Other Assessment Name Baseline 2012 Target Other Assessment Name Baseline 2012 Target


Total Reading Plus 116 19% 35% EPath 19% 35%

Students with Disabilities Reading Plus 15 10% 20% EPath 10% 20%

Limited English Proficient Students Reading Plus 12 33% 50% EPath 33% 50%

White Reading Plus 1 N/A N/A EPath N/A N/A

African-American Reading Plus 51 29% 50% EPath 29% 50%

Asian/Pacific Islander Reading Plus 0 N/A N/A EPath N/A N/A

American Indian/Native American Reading Plus 0 N/A n/a EPath N/A N/A

Hispanic Reading Plus 65 39% 60% EPath 39% 60%

Others Reading Plus 0 n/a n/a EPath N/A N/A

Economically Disadvantaged Reading Plus 106 10% 20% EPath 10% 20%


Total

Students with Disabilities

Limited English Proficient Students

White

African-American

Asian/Pacific Islander


Hispanic

Others

Economically Disadvantaged



36

Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff

Number &

Percent

Content &Focus

Description of Process to Meet HighlyQualified

Description of Strategy to Retain HQ Staff

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

22; 100% Provide content-specific, and pedagogically relevantprofessional development opportunities for meaningfulstaff professional growth

Teachers who do not meet thequalifications for HQT,consistent with Title II-A

0 0 0

Paraprofessionals who meet the

qualifications required by NCLB(education, ParaPro test,portfolio assessment)

4; 100% Provide Paraprofessional with professional

development opportunities at the school and districtlevel. Also encourage paraprofessionals who showinterest to return to school to enter the teachingprofession.

Paraprofessionals who do notmeet the qualifications requiredby NCLB (education, ParaProtest, portfolio assessment)

0 0

Description of Strategy To Attract HQ Staff Individuals ResponsiblePromoting Clinton K-8 Center as a student- centered, teacher-friendly school environment with high academic standardsfor its students and teachers,

Principal



37

Table L: Support for Teachers

Use the Table below to describe the 2012 methods for supporting teachers needing assistance with instruction and other problems.

Description of Support

Content Area Focus

Target Group

PersonResponsible


(Evaluation) How are teachers identified?

Classroom management

support

Science Science

teacher (7-8)

Principal

Teacher

Improved student-teacher rapport

Improvement in students positiveclassroom behavior

Observations and performance

evaluations

Teacher transitioning from highschool to K-8 center

Instructional support Literacy/Math/Science Fourth gradeteachersThird gradeteachersFifth gradeteachers

PrincipalTeachers

Increase in student engagementduring instruction

Increased student scores on formaland informal assessment

New to grade level

New to Clinton K-8 Center

New to teaching

Table M: Support for Administrators

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

Description of Support

ContentArea Focus Target Group

PersonResponsible


(Evaluation) How are administrators identified?

Network N/A



38

Student Eligibility and Selection

Table N: Al l Schools: Identify the multiple measures used to determine student eligibility in a targeted assistance school and the measures to ident ify students whoneed additional support in school wide programs. For targeted assistance schools, use the last two columns to designate if t he measures are used as criteria for programentrance or exit.

MeasureHomeless Migrant Students with

DisabilitiesEconomically

DisadvantagedELL Other

SubGroupsTargeted Assistance Schools

Entrance Criteria () Exit Criteria ()

State Assessment NJASK 3-8 NJASK 3-8 NJASK 3-8 NJASK 3-8 NJASK3-8

All Students N/A N/A

Other Assessments Learnia,DRA

Learnia,DRA

Learnia, DRA Learnia, DRA Learnia, DRA


English LanguageProficiency Assessment

ACCESS

N/A N/A

Classroom Grades REPORT

CARD

REPORT

CARD

REPORT

CARD

REPORT

CARD

REPORT

CARD


Teacher Recommendation Teacher made assessments, end of unit assessments, end of year assessments, classroomparticipation and homework

N/A N/A

Other Discipline case reports, suspension data, attendance data, intervention and referral records N/A N/A

Support Elements

Ongoing and Sustained Technical Assistance*

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

From the district: Funding to support teacher stipend in needs assessment priority problem #12. Sufficient staff to support continuation of professional learningcommunities.

From outside experts: Professional development in implementing units of study, Message Time Plus, Math Connect ,and Readers & Writer’s Workshop

From others: Continuous professional development in classroom management, content -area pedagogy, and staff collaborative practice with focus on improving studentacademic performance. From teacher leaders on the Clinton K8 team.

CLINTON OPERATES AN

APPROVED SCHOOLWIDE

PROGRAM



39

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

The current technical assistance offered to the Unified Plan Committee is offered by district level administration and consultant who works closely with districtadministrator. Continuous practice of job embedded professional development provided by outside consultants who works with te achers in grades K-2. Continuous use of instructional strategies by teachers who attended Kean University writing project and Rutgers University programs to improve student achievement.

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

An increase in student achievement is the targeted objective of all ongoing and sustained technical assistance.

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

Principal

*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies, procedures and evaluation instruments,

data analysis, coaching, program planning, budgeting, and the provision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an outside consultant.



40

District Support (completed by LEA for SINIs only)

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

Lack of administrative and leadership consistency at the district and school level has led to plans and programming not being consistent for students and teachers.Budgetary concerns have forced limited utilization of some of the strategies listed in table B to improve student performance.

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

Providing professional development thatfocuses primarily on improving instruction andusing data to inform instruction

The Office of Assessment, Data Collection, and School Improvement in collaboration with the Office of ProfessionalDevelopment will continue to provide trainings on the analysis of multiple measures of data for its instructionalimplications and Continuous Improvement Model (CIM), which is based upon an 8 step process that relies heavily onthe use of data to drive decisions relative to teaching and learning.

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

Implementing strategies grounded inscientifically based research that will strengtheninstruction in core academic subjects

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

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

Assessment for Learning – J. Chappius

Expanding parental involvement activities that

support the school’s efforts to increase studentachievement

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

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

Bring Your Parent to School Day

Career Days

Parent training in both mathematics and literacy

Continue with the support for Parent Empowering Parents (PEP)

District and school web sites to inform parents and the community at large

Newsletters/flyers frequently sent home to parents in English and Spanish

School and district functions

Parent Institute



41

Parent to parent discussion groups

Reallocating the budget to fund activities thatsupport the school’s improvement plan and aremost likely to increase student achievement

The district will not reallocate funds within the NCLB budget. The allocations will remain intact for each Title. BusinessOperations will work collaboratively with the schools to use resources effectively and efficiently. Federal, State andLocal funds, including the city tax levy for education and Federal Entitlement and Competitive Grants State and PrivateGrants will be allocated and/or reallocated according to guidelines to fund the activities that support the school’s

improvement plan.

Ensuring that curriculum is aligned to the CCCS The curriculum has been revised in all areas to reflect greater alignment to the NJCCCS and includes back-mappingand strategies on how to ensure retention of all requisite standards and CPI’s. The district is beginning to supportdevelopment of the Common Core Standards lesson plans and curriculum alignment.

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



42

2010-2011 Resource Allocation

Resource Allocation – Provide the following information regarding the use of the 2010-2011 funds including but not limited to 2010 SIA Part (A).

Type of Funds

Brief Description of Strategy or Practice Implemented with

Funds

AmountAllocated

SIA AmountCarried Over

Reallocated Useof SIA

Outcomes as a Result of Implementing the Strategy or

Practice

Evidence

2010 Title I, Part A Units of Study


Reading Plus

Message Time Plus

Everyday Math

Math Connect

Project Y E S

We are aSchool wideschool withblendedfunds

N/A N/A To be determined once theSpring 2011 NJASK results arereceived and analyzed

NJASK -Spring 2011

2010 SIA Part A NOT APPLICABLE

Federal Units of Study


Reading Plus

Message Time Plus

Everyday Math

Math Connect

Project Y E S

NCLB andother federalsources

N/A N/A To be determined once theSpring 2011 NJASK results arereceived and analyzed

NJASK -Spring 2011

State Units of StudyWriting Fundamentals

Reading Plus

Message Time Plus

Everyday Math

Math Connect

Project Y E S

ABBOTT N/A N/A To be determined once theSpring 2011 NJASK results arereceived and analyzed

NJASK -Spring 2011

Local Units of Study City Tax N/A N/A To be determined once theSpring 2011 NJASK results are

NJASK -



43


Reading Plus

Message Time Plus

Everyday Math

Math Connect

Project Y E S

Levy received and analyzed Spring 2011

Other

School Budget Pages

School level budget pages in Excel must be completed along with each school’s Unified Plan, identifying the following: How the Title I, Part A school allocation is budgeted for targeted assistance schools or schools operating schoolwide programs that do not blend their funds How the SIA, Part a allocation is budgeted for all schools receiving this award

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

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

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



44

Corrective Action, Restructuring, and School Improvement

Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10 that have had a CAPA visit. The corrective actionplan, corrective actions identified in the CAPA summary report continue to be incorporated into the Unified Plan.

Corrective Action (CAPA Recommendations) Status Report

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

Corrective Actions (Recommendations from CAPA Report)

1 Required implementation of a new research-based curriculum or instructional program2 Extension of the school year or school day3 Replacement of staff members, not including the principal, who were relevant to the school’s low performance 4 Significant decrease in management authority at the school level5 Replacement of the principal

6 Restructuring the internal organization of the school7 Appointment of an outside expert to advise the school8 Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to improve academic achievement of low-

performing students.

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

CorrectiveAction # Description

Effective

Yes - No Evidence of Effectiveness Outcomes

1

2

3

4

NOT APPLICABLE



45

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

Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10 that have completed a restructuring plan, the approvedrestructuring plan continues to be incorporated into the Unified Plan.

Year Restructuring Plan Created: _______

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

Note: Districts must also complete the required “School Restructuring Plan,” which includes more detail on the planning process and the restructuring detailswww.nj.gov/njded/title1/accountability/restructure.doc.

The restructuring options are as follows:

1. Implement any major restructuring of the school’s governance that is consistent with the principles of restructuring as set f orth in the No Child Left Behind Act .2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq. and N.J.A.C. 6A).

3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to make adequate progress (consistent withexisting contractual provisions and applicable statutory protections in Title 18A).

Identify the restructuring option(s) selected: ____

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

Fundamental Governance ReformsImplemented as Listed in Approved

Restructuring PlanStatus of Implementation

Effective

Yes - NoEvidence of

Effectiveness

Outcomes

1

2

3

4

5

List revisions made to the original restructuring plan.



46

Peer Review

Check Before Proceeding:

At minimum, the peer review must be completed by staff members from a school that is not in federal improvement status.

Peer reviewers should have expertise in content areas and in school improvement.

Peer review must contain recommendations.

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

Will be completed by end of October.

NOT APPLICABLE

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

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Principal/Leadership

Language Arts

Mathematics

Special Education

ELL

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

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

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





47

plainfield fy12 clinton unified plan 12-2011

Documents