plainfield fy12 maxson unified plan 12-21-11
TRANSCRIPT
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 1/63
1
2012 TITLE I UNIFIED PLAN TEMPLATE
District and School Information
District: PLAINFIELD PUBLIC SCHOOLS
Chief School Administrator: ANNA BELIN-PYLES Chief School Administrator E-mail: [email protected]
NCLB Contact: Dawn Ciccone NCLB Contact E-mail: [email protected]
School: MAXSON MIDDLE SCHOOL
The school is designated (select one): Targeted Assistance Schoolwide
Acting Principal: Joi R. Bethea Acting 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 informationpresented herein, including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a..
__________________________________________ ____________________________________________ ________________________ Principal’s Name Principal’s Signature Date
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 2/63
2
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 groupand/or the SINI plan committee. Identify the stakeholders who participated in the needs assessment and/or development of the plan. Signatures should
be kept on file in the school office for review. Print off a copy of this page to obtain signatures.*Add lines as necessary.
Name Stakeholder GroupParticipated in Needs
AssessmentParticipated in Plan
Development Signature
Anthony Jenkins Chair Yes Yes
Joi Bethea Acting Principal No Yes
Wilbur Robinson Co-chair Yes Yes
Brenda Logan Teacher - Elective Yes Yes
Brenda Noble Teacher – Social Studies Yes Yes
Lisa Armstead Guidance Yes YesBeverley Mack Teacher - English Yes Yes
Jerold Williams Teacher – PRIDE/PBSIS Yes Yes
Sarita Hanchate Teacher - English Yes Yes
David Kole Teacher - Math Yes Yes
Jerome Jackson Teacher – ProfessionalDevelopment Representative
Yes Yes
Cecila Bouffidis Teacher – ProfessionalDevelopment Representative
Yes Yes
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 3/63
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 4/63
4
December 8, 2010 Conference Room Ramp-UpImplementation
CASEManagement /ProfessionalDevelopment and
PBSIS
Yes Yes
January 5, 2011 Conference Room Restructuring Yes No
February 23, 2011 Conference Room SaturdayAcademy
CAPA Review &PBSIS
Yes Yes
March 9, 2011 Conference Room Peer LEDInstructionalFocus Walks, PPTfor the State of the
SchoolsPresentation
SIA GrantRevisions
Yes Yes
April 6, 2011 Conference Room CAPA VisitDebriefing
Role of theLeadership Team
Yes Yes
May 18, 2011 Conference Room Restructuring Plan Yes Yes
June 22, 2011 Conference Room Needs
Assessment 2012Unified Plan
Yes No
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? (Old) Maxson School, in partnership with parents, will be recognized as an institution for
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 5/63
5
achievement and citizenship.
Maxson Middle School is committed to providing a safe learning environment in which students
will be motivated to excellence in academics, character and citizenship.
What is the school’s mission?
Maxson Middle School, in collaboration with parents and the community, will providecontinuous engagement in standards-based instruction. Our commitment to students will fosterthe academic skills, social development and global awareness necessary for them to becomeproductive and responsible citizens.
Describe the process for developing or revisingthe school’s vision and mission.
The committee met reviewed the current vision statement and thought best to return to the
vision statement that the school used under previous administration which encompassed thedirection they wanted the school to move toward. The previous vision statement was writtenwith the many of the current staff.
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 6/63
6
2012 Comprehensive Needs Assessment & Data Analysis Summary
Data Collection and Analysis
Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2011 Programs, Strategies and Practices
Results and outcomes must be measurable.
Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes
Academic Achievement – Reading Achieve 3000; Reading Plus;DRA’s
Reading + students initial: 31 students reading 5+ grades below, current: 6
Initial: 0 students reading at or above grade level:Current: 10
Student completing up to 59% of recommendedsessions Average level gain = 1.8 totalof 45 students.
Student completing up to 60 -99% of recommendedsessions Average level gain = 2.7 total of 46students.
Achieve 3000: Gr 6 Avg LVL Gain .9 (exceeded expected post-test gain of.1) Total = 9
Gr 7 Avg LVL Gain .9 (exceeded expected post-test gain of.1) Total = 83
Gr 8 Avg LVL Gain 0 Total = 14
DRA’s (Pride Program) Reading Levels with comprehension
30 40 50 60 70 80
2 1 3 4 4 2
Comment: what happened to the data for the whole school population?Mack will speak with Mr. Kole to verify if he kept the data so we couldinclude it here, since the general education population data is not reflected/ recorded.
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 7/63
7
Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes
Academic Achievement - Writing TAPS 6 5 4 3 2 1
5 12 60 79 32 2
Academic Achievement -
Mathematics
E:Path
Parent Involvement Needs Assessment Survey(school documentation that wasissued May 2011),
Parent Climate assessment tool(PBSIS – April 2011) and ParentTeacher Conferences
Contain parental e-mail addressesfile / folder to send data home
82 parents – 10% completed the survey – regarding looping, supportingstudent learning through long term relationships, teaming, and provideproblem based learning assignments to students to strengthen studentlearning.
PBSIS: 102 Parents completed the survey representing 1/3 of the parentalpopulation.
Outcomes varied from: 68% agreed were satisfied with the responses todiscipline and behavior and problems at the school, 79% agreed with staffand teachers at my child’s school care about my child’s, 58% agreed withthe school having a positive and welcoming climate, 65% agreed with the
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 8/63
8
Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes
There is no evidence showing thePD teachers took 2010-2011school year
value parent input and participation in school activities, 86% agreed withparents receiving help by getting ideas on how to help the students athome.
Professional Development Strategic Reading Strategies
Math Centers
Differentiating Instruction
Needs Assessment Survey of staffconducted the 2010 – 2011 schoolyear: Data analysis drivesinstruction, co-teaching strategies,Problem Based Learning’s, Infusetechnology into the classroom,restructuring the 80 minute block,
utilizing effective math centers andreading comprehension of factualtest at explanatory writing in math
Implementation of strategies in classrooms: results to appear in the NJASKscores.
Administrative Walk through feedback: 4 of 5 Social Studies and Scienceteachers observed using reading comprehension strategies.
Math Centers: 4 of 6 math teachers observed using math resources(E:PATH) to differentiate instruction.
Differentiating Instruction in other content areas: inconsistent use ofinstructional resources by teachers in SPED and Gen Ed settings. Despitetraining and follow up, teachers were reluctant to create assignments inStudy Island (ELA) and only began to use the program with any regularity inthe latter part of the year.
Academic Ramp Up (another form of differentiation, showed positive gainsas measured by Achieve 3000 for Literacy. E: Path was more diagnosticand less instructional intervention). Students still showed significant deficitsin math.
Extended Learning Opportunities 21st CCLC
(see attached monthly attendancereports from the program)
Ramp up (Passport to learning)
(see sample sign-in sheets from
ramp-up sessions)
80% of student enrolled in 21st CCLC have improved both socially andacademically as evidenced in their report cards and reduced number ofdisciplinary infractions. The technology programs listed have been infusedin the after school program; they contributed to their academic success aswell as community partnership enhancing social development. Additionally,the technology-based programs are utilized by the entire student body
through ramp-up sessions and teacher assignments, and supplementaryenrichment activities such as ramp up. (See the aforementioned academicachievement areas listed for results).
Homeless N/A N/A
Students with Disabilities Attendance
DRA
Writing TAPS
Student attendance on par with rest of student body; Pride studentsuspension rate exceeds that of student body.
Some data not collected by SPED teachers for math; ELA data Avg DRAmoved from Level 57.5 without comprehension to an avg of 58.5 withcomprehension.
Writing moved from an average of 2.5 to an average of 3.2.
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 9/63
9
Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes
English Language Learners DRA Insufficient data due to limited staff
Economically Disadvantaged SES Tutoring Services Approximately 15% of parents are following through and utilizing theservices that are rendered after being informed on numerous occasionssuch as back to school night, parent conference, and mailings.
School Culture Teacher and Students AttendanceRecords, Discipline Case Reports(DCR’s) and PBSIS survey
90 plus % of staff and students attendance however there is a challengewith students’ academic performance.
DCR’s have stabilized from the previous year.
Class disruptions, defiance of authority, and student suspensions.
83% parents agreed that promoting a respectful environment is importantand 34% of the students felt that a respectful environment is needed.
Leadership Building Principal and VicePrincipals
2009 – started with three building administrators (one principal and two viceprincipals)
2010 – end of 2010 had two administrators (one principal and one viceprincipal)
2010 – Principal only due to student enrollment
2011 –
Highly Qualified Staff HQ Status 97% of staff members are highly qualified; 1 teacher taught out of contentarea (science)
School-Based Youth Services Increase in student attendance in school base program from September toJune.
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 10/63
10
Evaluation of 2011Teaching 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 ofEffectiveness
5
Measurable Outcomes
Achieve 3000 LAL Yes Data Report Average gain of 1 grade level
Reading Plus LAL Yes Data Report Average level gain = 1.8
E-Path Mathematics No Diagnostic data More diagnostic than intervention, just provided more specificdata
Achieve 3000 Students withDisabilities
No Teen Biz Data 95% of the teacher implement with fidelity
Study Island LAL Yes 35% of the teachers utilized the program and as a result was notable to obtain the data.
Achieve 3000 ELL Yes Data Report Average gain was significant, students gain was of two to threegrade levels
N/A Homeless/Migrant
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/Group
Focus
3
Effectiv
eYes-No
4
Documentation of
Effectiveness
5
Measurable Outcomes
Saturday Academy Language Arts &Math
Yes Achieve 3000 data Average gain was significant, students gain was two to threegrade levels
Summer School Languge Arts,Math, Sci, SocialStudies
Students withDisabilities
Homeless/Migrant,
Yes Students grades
Student attendance
19 of 20 students in the summer program completed theircourse work and moved on to the next grade
Students could not have excessives 3 absences to complete theprogram
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 11/63
11
1 2 3 4 5
ELL
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 12/63
12
Table D: Professional Development That Was Implemented in 2011
1
Strategy or Program
2
Content/GroupFocus
3
Effective
Yes-No
4
Documentation ofEffectiveness
5
Measurable Outcomes
Strategic Reading LAL, SocialStudies, Math andScience
Yes Observations Science teachers implemented; 2 of 3 Social Studiesimplemented
L.R. & N.
Centers/Differentiation Mathematics/ Homeless/Migrant,ELL
Yes Observations 3 of 5 implemented differentiation via individualized worksheets
Achieve 3000Workshops
LAL, Math, SocialStudies andScience
Homeless/Migrant,
ELL
Yes Decrease in partiallyproficient students onAchieve 3000assessments
Increased class participation through interaction with classroomteacher
NJ PBSIS UniversalTeam Training
AllContent/IdentifiedStaff
Yes Development of a school-wide plan
100% of the staff received a Maxson PBSIS school plan
Table E: Parent Involvement That Was Implemented in 2011
1
Strategy or Program
2
Content/GroupFocus
3
Effective
Yes-No
4
Documentation ofEffectiveness
5
Measurable Outcomes
Test Taking Strategies LAL / Math, SocialStudies andScience
Yes Workshop attendance Introduce and provide parents with technological resources;increase their desire to assist their child in achieving studentsuccess.
InstructionalTechnologyWorkshops
Mathematics/ AllStudents,Students withDisabilities
Yes Workshop attendance Increased desire to utilize resources for student success.
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 13/63
13
1 2 3 4 5
Homeless/Migrant,ELL
Back to School Night All Content/Allstudents
Yes Parent Sign in Sheets 40% of student population represented
Parent Conferences(Fall/Spring)
All Content/Allstudents
Yes Conference Sign inSheets
40% of student population represented
State of the Schoolpresentation held atevent District
All Content/Allstudents
Yes Attendance All school allotted slots taken
Restructuring andExtended learningopportunities
All Content, AllStudents,Students withDisabilities
Homeless/Migrant,ELL
Yes Workshop attendance Review the report to verify the percentage of students using theapplication after school and at home. The reports show thestudents’ comprehension skills and maintain data showing theirpersonal-growth and academic motivation.
Saturday Academy LAL/ Math/Science, AllStudents,Students withDisabilities
Homeless/Migrant,ELL
Yes Student Attendance Student work and teacher feedback
Increase in students usage time of Achieve 3000
Hispanic HeritageFamily EducationNight
ELL,Homeless/Migrant
Yes Workshop attendance Dual language component provided necessary bridge inlanguage barrier.
Recorded attendance
CAPA visit Leadership Team Yes Leadership team meeting Walk through and feedback
Fund Raising Year end Events Yes Teacher & studentmeetings
% of student contracts returned and Funds (money) raised anddeposited
District MulticulturalNight
All Content/ AllStudents
Yes District Sign In Parent, student and staff representation at the event
District Spelling Bee ELA/All students Yes District Sign In Parent, student and staff representation at the event
District GeographyBee
Social Studies/ Allstudents
Yes District Sign In Parent, student and staff representation at the event
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 14/63
14
1 2 3 4 5
District Science Fair Science/AllStudents
Yes District Sign In Parent, student and staff representation at the event
Hispanic Heritage DayRead In
All Content/ AllStudents
Yes Agenda Event was a success but no parent readers
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 15/63
15
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. Survey data via PBSIS was reviewed in an attempt to look at our school
climate. Surveys were completed by staff, parents and students. Multiple staff interactions generated feedback in addition to the formal survey.Instructional program data was reviewed by the school leadership team and additional teacher stakeholders who helped compile the data. Threeyears trend data was reviewed and the Professional development plan was reviewed as well. The restructuring plan was emphasized in thedevelopment of the needs assessment.
2. Describe methods used to collect and compile data for student subgroups: Instructional program data was gathered via Achieve 3000 and E-Path(students belonging to sub-groups were highlighted and their results recorded). Reading level assessments were generated by all teachers for anend of year snapshot of overall reading skills for each student using computer labs, teacher monitored student profile sheets, Reading Plus, Achieve3000, E-Path, assigned and scheduled by technology teachers.
3. Explain how the data from the collection methods are valid and reliable? Time intervals were within one month of the close of the school year. Thereading instruments are Lexile leveled. The math mirrors the state standards and CPI’s.
4. What did the data analysis reveal regarding classroom instruction? Some teachers were not able to motivate their students to perform. At the end of
the year, some students felt that the assessment was not critical or important, so they put forth little effort; which compromised the validity of theresults. The timing of the assessment is critical; too early may prevent possible gains and too late may result in over testing and burn out from finalexaminations and other end of year activities.
5. What did the data analysis reveal regarding professional development implemented in the previous year(s)? That some teachers lacked thewherewithal to implement new strategies, in many cases because they lack classroom management. Certain types of skill set teachers are needed atthe middle school level.
6. How are educationally at-risk students identified in a timely manner? Initial NJASK scores, and DIA results, classroom data binders as well asstudent profile sheets and teacher – student and teacher- parent data chats.
7. How are educationally at-risk students provided with effective assistance? Through the Academic Support lab schedule, teachers are able to retainstudents in the classroom to provide additional assistance and support or by sending those students to the Academic Support Lab (ASL) for extrasupport.
8. How does the needs assessment address migrant student(s) needs? Not Applicable
9. How does the needs assessment address homeless student(s) needs? Not Applicable
10.How were teachers engaged in decisions regarding the use of academic assessments to provide information on and improvement of the instructionalprogram? Training sessions were held for using the academic assessments, and a PD session was held at the close of the school year to determinefuture academic assessments.
11.Describe the transition plan for preschool to kindergarten, if applicable. Not Applicable
12.Describe the process used to select the priority problems and root causes for this plan? Leadership team was engaged and given the Unified plantemplate. The district’s restructuring plan was critical to school improvement efforts, and stakeholder input from staff was part of the decision makingprocess. Underlying the problem seems to be the growing apathy toward learning, increasing gang issues (shootings, deaths, racial hostilities) andthe lack of ability to remove highly disruptive, non-performing students from the general student body (alternative setting).
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 16/63
16
13.What did the data analysis reveal regarding the root causes of subgroups not meeting AYP? Two SPED teachers did not effectively deliverinstruction. The LEP population received less time in this content area as the teacher had to split between two schools, with additional time for travelimpacting the schedule. Economically disadvantaged students need additional support at home (technological tools at the ready).
14.Describe the evaluation results regarding the status of SMART goal #1 in the action plan?
SMART Goal: By May 2011, as a result of instructional interventions the number of students reading below grade levelproficiency will decrease by 15% as measured by Lexile gains, Reading Proficiency levels and/or DRA’s.
15 % of the students completing 60-99% of the Minimum # of Recommended Reading Sessions (MRRS) forReading Plus advanced to reading at grade level. 7% of the students completing 20-59% of the MRRSadvanced to reading at grade level.
Students who took the Achieve 3000 Post-test showed overall growth. Overall, the # of students reading at orabove grade level went from 21 to 33. Initially, 6% of the students were reading at grade level. By year end,10% were reading at grade level or beyond.
15.Describe the evaluation results regarding the status of SMART goal #2 in the action plan?By May 2011, as a result of instructional interventionstied to lesson design (using math centers) students in the general ed population will demonstrate a 10% increase in academicperformance as measured by the District Interim Assessment. The 2nd administration of the DIA data showed the following could not be
compared to the previous test since they were different. According to the DIA test results it is not a good predictor of the state test. Baseon these results twelve percent of the students would pass the state exam shows: 29% percent passed the math in grade seven, which iswell above the three percent proficient rate identified from the DIA and eighth grade math was 35.2% passed NJASK. LAL, seventh grade20.7% compared to the 7% and eighth grade 67% passed the test compared to the 4% indicated on the chart below.
Grade Subject Basic Below Basic Proficient or above
6 Language Arts 0 18 (100%) 0
7 Language Arts 35 (27%) 88 (67%) 9 (7%)
8 Language Arts 44 (29%) 104 (68%) 6 (4%)
6 Math 0 (89%) 2 (11%) 0
7 Math 118 (90%) 10 (8%) 3 (3 %)
8 Math 18 (12%) 133 (88%) 1 (1%)
16.Describe the evaluation results regarding the status of SMART goal #3 in the action plan?By December 2010, as a result of training andprofessional development, Social Studies, Science and LAL content area teachers will utilize weekly strategic reading strateg ies. This goalwas met in all but one classroom.
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 17/63
17
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 LanguageArts Literacy and mathematics.
Language Arts 2008-2009
2009-2010
Services Provided Describe why services provided did not result inproficiency.
Grade 4 NA
Grade 5 NA
Grade 6 171 17 Writing Workshop, CMP Math, SES Providers,Saturday Academy, 21st Century afterschoolprogram
Only one class (less than 25 students); Teacher quit.Behavioral issues.
Grade 7 151 117 Writing Workshop, CMP Math, SES Providers,Saturday Academy, 21st Century afterschool
program
All students attended feeder schools. Inconsistent program,lack of focus on reading and math. Much emphasis and
resources placed in writing. Students exposure to thedistrict interventions programs vary from school to school..Staff are in need of professional development todifferentiate instruction, develop centers, use bloom’staxonomy, and lesson modifications.
Grade 8 134 101 Writing Workshop, CMP Math, SES Providers,Saturday Academy, 21st Century afterschoolprogram
While gains were made, gaps in students learning as aresult of inconsistent program over the years created gapsin student foundational skills. Gaps are often too large tomeet standards for many of those students in the affordedtime frame. Staff are in need of professional developmentto differentiate instruction, develop centers, use bloom’s
taxonomy, and lesson modifications.Grade 11
Grade 12
Mathematics 2008-2009
2009-2010
Services Provided Describe why services provided did not result inproficiency.
Grade 4
Grade 5
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 18/63
18
Grade 6 124 18 Connected Math Program 2, E-Path, StudyIsland and 21st Century afterschool program
Significant gaps; difficulty adjusting to middle school rigor;behavioral issues; 21st Century program not strictlyacademic
Grade 7 139 129 Connected Math Program 2, E-Path, StudyIsland and 21st Century afterschool program
Program designed to be a resource being used as maincomponent for math, classes had a mix of old CMP1materials and CMP2 materials, Classes lack hands on
resources, Classroom management issues resulted in lossof instructional time, staff in need of professionaldevelopment
Grade 8 183 158 Connected Math Program 2, E-Path, StudyIsland and 21st Century afterschool program
The achievement gap narrowed, but the gaps are too largefor many students. Student curriculum was redesigned toan Algebra course that the children were not foundationallyprepared for. Professional development was needed tobridge the gap between CMP1/2 and Algebra. Curriculumalignment needed
Grade 11
Grade 12
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 19/63
19
Selection of Priority Problems
School Needs Assessment Summary Matrix
Certification: For Title I SINIs and SW schools, Population Categories A-M have been annually assessed.
Using information from the data analysis, identify all priority problems. Select three or four priority problems to address in this plan. The selected problems should be checked in column T. When completing the matrix below, data from Tables A, B, C, D, E and the Needs Assessment Summary should be used.
P r i o r i t y P r o b l e m #
Priority Problem
Population Categories
A .
A l l s t u d
e n t s
B .
S t u d e n
t s w i t h D i s a b i l i t i e s
C .
E a r l y c
h i l d h o o d
D .
E c o n . d i s a d v a n t a g e d
E .
N e g l e c
t e d / d e l i n q u e n t
.
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
S t u d e n t A
c a d e m i c N e e d s
1Closing theachievement gap X X X X X X
2Early childhoodeducation
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 literacyand reading X X X X X
3b Mathematics X X X X X
3c Science X X X X X
3d Social studies X X X X X
3e World Languages
3fCross ContentWorkplace Readiness
4 Technology Literacy X X X X X
S t a f f N e e d s
H i g h Q u a l i t y
P r o f e s s i o n a l
D e v e l o
m e n t
.
I m p l e m e n t i n g
5a Language Arts Literacy X X X X X
5b Mathematics X X X X X X
5c Science X X X X X
5d Social studies X X X X X
5e World Languages
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 20/63
20
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
.
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
5fCross ContentWorkplace Readiness
6Effective classroom useof technology X X X X X
7
Standards-based
assessment
8Instructional skills andstrategies
9 Mentoring
10Classroommanagement
11Using data/assess toimprove learning X X X X
12 Working with parents
H i r i n g ,
R e c r u i t i n g
a n d
R e t a i n i n g
13Highly qualifiedteachers
14
Teachers in shortage
areas
15Teachers in Math andScience X X
16Teachers to reduceclass size X
17Qualifiedparaprofessionals
18Highly qualifiedpersonnel
P r o b
l e m s
I d e n t
i f i e d 19 Alcohol use
20 Drug use
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 21/63
21
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
.
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
21 Tobacco use
22 Violence
23 Weapons
24 Gang activity X X
25 Delinquency X X
26 Vandalism
27Suspensions, removals,or expulsions X X
28Serious or persistentdiscipline problems X X X
Admin
X
29 Bullying
30 Victimization
31 Truancy/attendance
32 Mental health
33 Sex/gender issues
34 Interpersonal conflict
35 Intergroup conflict/bias
36 Negative peer influence X X X X X
37 School safety X X X X X
38Schoolclimate/environment X X X X X
39 Risk factorsQualityTeacher 40 Teacher QualityTech. & 41 Technology activities X X X X
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 22/63
22
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
.
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
Ed.Material
s 42Instructional/Educational Materials X X X X
Studentswith
Special
Needs 43 Drop-out rateLiteracy,& Adult
Ed.
44 Adult literacy
45Parent/communityinvolvement
Leadership
46 Leadership Network
47 Leadership PD
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 23/63
23
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 1 A and 1 K
28 AK, and 38 AK
Name of priority problem Closing the Achievement Gap in all content areas; Teacher training Serious or persistent discipline problemsand it’s impact on the schoolclimate/environment
Describe the priority problem Students have not met AYP in either content area last year Disciplice Referral Data reveals that thestudents exhibit a number of inappropriatebehaviors, including but not limited to:Defiance of Authority, Willful disrespect anddisobedience to School Officials, Use ofUnacceptable Language, and Disruption in
classrooms / hallways / restrooms/etc.Parent/Student Survey revealed that thestudents having a negative impact in theclassroom reduce the amount ofinstructional time on task.
Describe the root causes ofthe problem
There is a lack of systemic continuity in the programs. Updates toinstructional programs that are used in the district aren’t often purchased.Staff lack professional development to address teaching middle schoolstudents grade appropriate skills with students working below grade levelSustainability and implementation of professional developmentStudents lack reading comprehension skills and strategies necessary toanalyze text.
Staff need ongoing professional development on lesson differentiationacross content areasRigor and relevance of instructional practices based on core curriculumstandards.Student apathy toward learning, learning gaps and adolescent socialacceptance
Environment outside of school and insideschoolStudents perception of selfChallenges of our students home lifeextends to the schoolAbsence of positive incentives to reinforcegood behavior.Media celebrates “dysfunction”Social media increases the spread ofnegative informationStudents with learning gaps who arestruggling become disruptive
Subgroup or populationaddressed
All All
Grade span 6-8 6-8Related content area missed Math, Literacy, Science, AllName of scientifically researchbased
http://www.schoolwidefundamentals.com/RawMedia/WF_Research09.pdf It is important to note that the process approach for the teaching of
NJ Positive Behavior Support in SchoolsInitiative
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 24/63
24
program/strategy/practice toaddress problem
writing is explicitly mentioned in multiple states’ standards and innationally recognized organizations that support education and teachers.The authors of Writing Fundamentals have investigated seminalresearch, multiple state standards, and completed a comparison andanalysis of these standards to ensure the Writing Fundamentals units ofstudy are in compliance with our customers’ needs educationally,instructionally, and philosophically across the nation. Our selection of
genre studies and author studies is expansive and based on genres (andother suggested writing requirements) that appear in multiple states’ standards. This wide-ranging program offers a variety of genre studiesand author studies for each level to ensure that each Schoolwidecustomer is able to teach her or his students about multiple genres andintroduce them to multiple authors and their styles in order to help themgrow as writers.District Interim Assessment – Learnia. Teachers complete class profileforms for all district and school assessments. This process allowsteachers to identify clearly the strengths and weaknesses of the students. http://www.achieve3000.com/article/ Achieve3000 ® Solutions are designed and built upon decades of
scientific research into how children learn to read, including studies fromthe National Writing Commission, the National Reading Panel, CarolAnne Tomlinson and more. In addition, they utilize accepted and provenbenchmarks for assessment and instruction - from the Lexile Framework to the principles of NAEP.We will also implement varies strategies and techniques as suggestedfrom the Institute of Education Science National Center fro EducationEvaluation and Regional Assistance
Sponsored by the New Jersey Departmentof Education, Office of Special EducationPrograms in collaboration with the ElizabethM. Boggs Center on DevelopmentalDisabilities at UMDNJ-RWJMS. Thisinitiative is funded through the I.D.E.A. 2004,
Part B Funds and is administered by theNew Jersey Department of Education, Officeof Special Education Programs
How does theprogram/strategy align withthe NJ CCCS?
http://www.achieve3000.com/article/a3k/?c=2
Research-based, proven-effective solutions that meet your essentialneeds. Both results-effective and cost-effective, Achieve3000 Solutions
are ideally suited to meet the essential needs of districts and schools in avariety of ways – by improving reading comprehension, fluency,vocabulary, and writing skills for students of varying proficiency levelsand by providing administrators and teachers with an easy-to-use, easy-to-manage differentiation tool with full reporting options to help meetNCLB requirements.
The curriculum of our school is aligned with the NJCCCS in all contentareas. All classroom instruction and activities are governed by NJCCCSand our data is based on multiple assessment tools, such as state
Research suggests that schools with apositive social climate are associated withfewer occurrences of conduct problems andbetter student performance outcomes (e.g.,
achievement and attendance). Affirmingpositive behavior, teaching social skills,involving students at all levels of the school,equipping teachers with the skills to meetthe needs of diverse learners, coordinatingprograms, and using multi-settinginterventions are all examples ofrecommended practices for promoting apositive school climate. While a positiveschool climate benefits all students, studentswith disabilities particularly benefit whenschool environments are positive,
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 25/63
25
assessments, conference logs, DIA, and observations. welcoming, and supportive of individualneeds. Students with disabilities included ingeneral education programs with appropriatesupports are less likely to develop conductproblems and more likely to have positivesocial outcomes. As a result of a growingbody of evidence that affirms positive school
climate is associated with better schooloutcomes for all students, including studentswith disabilities. School personnel haveincreasingly expressed an interest inimplementing evidence-based practices thatpromote positive school climate andencourage socially responsible behaviors.
CAPA finding orrecommendation related to thepriority problem
Utilize PBL’s approaches to learning More intensive monitoring Administrationneeded
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 26/63
26
Description of Priority Problems and Strategies to Address Them (continued)
#3 #4
Population Category Letter &Problem Number 3b A and 3b.KName of priority problem MathematicsDescribe the priority problem 65 - 70% of the students failed NJASK Mathematics over
the last two yearsDescribe the root causes of theproblem
Lack of programs to address needs of students enteringthe middle school lacking computational fluencyProfessional development needed to train staff toaddress students with limited conceptual understandingof higher mathematical operationsLiteracy has been the district focus for the past severalyears with little emphasis on the math programLack of understanding key concepts of data analysis,geometry and word problem solvingStaff lack professional development to address teachingmiddle school students grade appropriate skills withstudents working below grade levelSustainability and implementation of professionaldevelopmentStudents lack reading comprehension skills andstrategies necessary to analyze text.Staff need ongoing professional development on lessondifferentiation across content areasRigor and relevance of instructional practices based oncore curriculum standards.CMP program assumes students are working at gradelevel, material written at a higher reading level. Programdoesn’t align with text.
Subgroup or populationaddressed
All
Grade span 6-8Related content area missed MathematicsName of scientifically researchbased program/strategy/practiceto address problem
Connected Math, Math centers, and DifferentiatedInstruction
In 1989, the National Council of Teachers of
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 27/63
27
Mathematics (NCTM) released its Curriculum andEvaluation Standards for School Mathematics. Thisdocument provided guidance for developing andimplementing a vision of mathematics and instructionthat serves all students. In 2000, NCTM expanded andelaborated on the 1989 standards to create thePrinciples and Standards for School Mathematics. This
document reflects the research on teaching, learning,and technology that has evolved over the past ten years.These standards have served as a guide in developingConnected Mathematics.
We will also implement varies strategies and techniquesas suggested from the Institute of Education ScienceNational Center fro Education Evaluation and RegionalAssistance
How does the program/strategyalign with the NJ CCCS?
The curriculum of our school is aligned with the NJCCCSin all content areas. All classroom instruction andactivities are governed by NJCCCS and our data is
based on multiple assessment tools, such as stateassessments, conference logs, DIA, and observations.
CAPA finding orrecommendation related to thepriority problem
Math needs to be rigorous and based on real lifeexperiences
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 28/63
28
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 #1A & 1K
Name of Program, Strategy or Practiceto Address Priority Problem:
Closing the Achievement Gap in all content areas; Teacher training
SMART Goal:
(Specific, Measurable, Achievable,Relevant, Timely)
By June 2012, Maxson Middle School will utilize reading programs such as Achieve 3000 with theexpectation that 80% of the students will be able to read one grade level higher.
Research Supporting Strategy
(from IES Practice Guide or What WorksClearinghouse)
The Department of Education defines
Indicators of Success: 1. Decrease in the number of failing grades issued as a final grade2.Increase in the number of students receiving internvetion services, including I& RS, SES tutoring, SIA fundsponsored afterschool tutoring and 21st Century3. Increase in student usage of Achieve 3000 system from September to May
Description of Action Plan StepsPersonsInvolved
ResourcesNeeded Due Date - Timeline
1 Review materials and supplies ordered for leveled non-fiction reading. Identifya volunteer for literacy work room. Review materials for school wide writing
program. Review necessary materials for other instructional programs.
FormerAdministrator
, Secretary,LeadershipTeam
Break down of summerpurchases
Funds to purchasematerials written in thecurriculum
September - December
2 Conduct Focus Walk of Classroom Environment during Staff Meeting. Providefeedback to colleagues.
StaffPrincipal
Principal, LeadershipTeam
November
3 Conduct a needs assessment of the staff. Share data Principal November4 Provide model lessons with debriefing sessions,
Provide opportunities to observe instruction in other classes or in otherschools, as needed
StaffPrincipalDistrictPersonnel
PD information forcontent areas otherthan ELA.FundsCoverage
October - MayDistrict PD Days
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 29/63
29
5 Conduct district walkthroughs to monitor implementation of the districtprograms.
PrincipalDistrictPersonnel
District Support toensure all the materialcomponents are inplace in the classrooms
September - June
6 Provide coaching and modeling session for the use of the Achieve 3000system. Monitor usage reports. Make announcements celebrating studentssuccesses.
PrincipalTechTeacher
Additional PD Hours September - November
7 Utilize PD 360 the online video training program to assign staff videos towatch that address areas of need for the school and for staff individually.
StaffPrincipalDistrictPersonnel
PD 360 User NamesPasswords
September - August
8 Review district assessment data, DRA data, Unit assessment data andstudent work in grade level meetings. Develop instructional focus calendars.Establish benchmarks for data collection. Stakeholders will review at end ofeach marking period.
StaffPrincipalDistrictPersonnel
Copies of districtassessmentsComputer Access forSpring Assessment
October - June
9 Identify workshops through the state website and other resources to sendstaff. Allow opportunities for staff attending these sessions to turnkey theinformation. Identify staff strengths and have them lead PD sessions.
StaffPrincipalDistrictPersonnel
FundsCoverage
October - June
10 Identify a vendor to provide additional coaching and modeling for content areastaff.
LeadershipTeam ,DistrictPersonnel,Staff
Funds for vendorsMaterials for programsCoverage
September - April
11 Conduct school walk through to monitor the needs identified in the district andbenchmark walk through. Track progress
PrincipalDistrictPersonnel
Observation 360District & StateFeedback Reports
September – June
12 Review the steps taken during the year. Gather feedback data followingtraining sessions. Conduct overall survey at the close of the year. Identifyneeds for upcoming school year
ALL Staff
13 Identify PD needs and establish end of year or summer training schedule Principal
DistrictPersonnel
PD Hours for programs
we utilize in the districtFunds to train staffAll resources need forexisting programs
May - August
14 Review data findings 3x during course of year. Stakeholders will review atend of each marking period.
LeadershipTeam ,DistrictPersonnel,Staff
DataCP time for review
Quarterly
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 30/63
30
Action Plan for Strategy Related to Priority Problem #28AK & 38AK
Name of Program, Strategy or Practiceto Address Priority Problem: Positive Behavior Support in Schools
SMART Goal:
(Specific, Measurable, Achievable,Relevant, Timely)
There will be a 20% decrease in the number of discipline referrals for the 2011 school year from theprevious year as evidenced by the suspension reports and the number of DCR’s r eceived.
Research Supporting Strategy
(from IES Practice Guide or What WorksClearinghouse)
Positive Behavior Support in Schools (PBSIS) is a data driven, tiered system of positive behavior support toaddress these challenges. Based on a national model of positive behavior support, the New JerseyDepartment of Education, Office of Special Education Programs in collaboration with The Elizabeth M.Boggs Center, UMDNJ – Robert Wood Johnson Medical School is providing training and technicalassistance for developing and implementing the three tiered intervention approach of PBSIS to assistschools with building the capacity for inclusion of students with disabilities and challenging behavior withingeneral education settings by creating a three tiered model of interventions known as school-wide positivebehavior support (Sugai et al., 2005).
http://ies.ed.gov/ncee/wwc/multimedia/behavior/assets/pdf/behavior_webinar.pdf This data was taken from IES Practice Guide on Reducing Behaivor. The Gallup_poll_results show:• 20%_of_children_at_risk_of_behavior_problems_ • Relationship_between_behavior_and_academic_performance_ • Principals_(70%)_believe_teachers_ill_prepared_to_maintain_classroom_order • Less_than_15%_of_staff_development_is_devoted_to_behavior_managementThe recommend strategies listed refer to reducing problems in the classroom.
Indicators of Success: 1. Reduction in office referrals for discipine
2. Feedback from School Climate Survey
Description of Action Plan StepsPersonsInvolved
ResourcesNeeded Due Date - Timeline
1 Complete Grant Application and secure grant Principal District approval 20102 Establish a Universal Design team Teachers,
support staff,principal
Release time 2010
3 Attend training sessions UniversalDesign team
Release timeCoverage
2010 – 2011 SY
4 Issue surveys to identify problem areas/behaviors Universaldesign team
Release time,computers
June 2011
5 Conduct in house overview for new administrator FormerAdministrator,NJ PBSIS, Site
Transition Time August - September
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 31/63
31
Coordinators6 Create manual for staff. Identify_specifics_of_problem_behavior_&_
conditions_that_prompt_and_reinforce_it. UniversalDesign team
Release time andsupport from grantproviders
August - September
7 Teach/ reinforce new skills to increase andappropriate_behavior_and_preserve_a_positive_classroom_climate.Distribute Falcon Feathers for positive behavior. Raffle incentive items
UniversalDesign team
Incentive itemsVideo CameraDigital Camera
Staff Coverage for Skits
November – June
8 Conduct Overview with StaffHold kickoff event. Implement school wide strategiesto_reduce_negative_and_foster_positive_interactions.
School staff none September 2011
9 Monitor behaviors through data collection . Develop charts. Share at StaffMeetings and share information in Monday Focus.
PBSISCoordinators,SecretariesPrincipal
Incentives On-going monthly
10 Conduct 3 to 1 listening walks. Gather data. Share with staff. UniversalDesign teamPBSISCoordinators,
Principal,Leadershipteam
Quarterly
11 Attend trainings for Universal Team, I&RS Team, and/or Coordinators.Turnkey training and necessary information to staff
Various TeamMembers
CoverageCST Team Member
September - June
12 Plan monthly booster events, rally, school wide activities. Invite formerMaxson students to speak. Conduct surveys following booster events.
Universal TeamStaff
Coverage September - June
13 Site Visits with NJPBSIS Coordinator Principal,Universal TeamStaff
September - June
14 Conduct follow up survey to assess student/parent/staff feedback Universal TeamStaff
Copies of Surveys May – JuneAs needed
15 Review results of all data at the close of the yearDevelop plan for upcoming school year
School staff Data reports May 2012
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 32/63
32
Action Plan for Strategy Related to Priority Problem #1 (Close the Achievement Gap)
Name of Program, Strategy or Practiceto Address Priority Problem: Mathematics
Research Supporting Strategy(from IES Practice Guide or WhatWorks Clearinghouse)
Connected Math, Math centers, and Differentiated Instruction
In 1989, the National Council of Teachers of Mathematics (NCTM) released its Curriculum and EvaluationStandards for School Mathematics. This document provided guidance for developing and implementing avision of mathematics and instruction that serves all students. In 2000, NCTM expanded and elaborated onthe 1989 standards to create the Principles and Standards for School Mathematics. This document reflectsthe research on teaching, learning, and technology that has evolved over the past ten years. Thesestandards have served as a guide in developing Connected Mathematics.
We will also implement varies strategies and techniques as suggested from the Institute of Education ScienceNational Center fro Education Evaluation and Regional Assistance
SMART Goal:
(Specific, Measurable, Achievable,Relevant, Timely)
10% improvement in students achievement for both general education, bilingual education, and
special education students which will be measured by improved instructional program, district andstate assessment scores.
Indicators of Success: 1. DIA Learnia Assessment decrease in number of students scoring partially proficient
2. Students showiing impoved
Description of Action Plan StepsPersonsInvolved
ResourcesNeeded Due Date - Timeline
1 Use NJASK scores to create tiered levels of students ArmsteadSecretary
District reports forincoming students
July 2011
2 Research resources for interventions Principal,teachers
Adaptive curriculum,$$, tech support,
August 2011
3 Share data with families at Back to School Night. Principal September - November
4 Identify students for SES provider tutoring and district approved tutoringservices.. Recommend students to 21st Century Program.
SiteCoordinator
5 Present Maxson data at Community Forumn Principal October6 Identify Before/Afterschool tutoring teachers. Review SIA grant and
proposed programs. Send letter to parents offering AM/PM tutoring.StaffPrincipalSecretary
Stipend funds November – December
7 Submit purchase order and secure site licenses for instructional resources.Coordinate necessary PD. Identify vendors with PD offerings to address ourneeds.
School ProfDevelopmentcommittee;Principal
Time, handouts,binders,
November - December
8 Establish data monitoring schedule. Review NJ ASK data and cluster areas Principal; Time September - March
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 33/63
33
of strength and weakness. teachers Technologysupport
9 Staff will conduct data review sessions with students and parents duringclass and during parent conferences or grade level parent conferences.
Teaching staff;parentstakeholders
Release timeHold eveningdiscussions
On-going
10 Assess effectiveness of intervention approaches by meeting with mathcontent area teachers. Review district interim assessment data.
StaffPrincipal
DistrictPersonnel
Time and a buffer December - June
11 Conduct Extended day AM/PM tutoring sessions.
Assess programs effectiveness with student/staff survey.
StaffPrincipalDistrictPersonnel
SIA fundsresources
January – March
March
12 Conduct school walk through to monitor the needs identified in the districtand benchmark walk through. Track progress
PrincipalDistrictPersonnel
Observation 360District & StateFeedback Reports
September – June
13 Review the steps taken during the year. Gather feedback data followingtraining sessions. Conduct overall survey at the close of the year. Identifyneeds for upcoming school year
ALL Staff
14 Identify PD needs and establish end of year or summer training schedule PrincipalDistrictPersonnel
PD Hours for programswe utilize in the districtFunds to train staffAll resources need forexisting programs
May - August
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 34/63
34
Plan Components for 2012
Table F: Proposed 2012 Core Strategies to Address Student Achievement
Name of Strategy
Content Area
Focus TargetPopulation(s)
PersonResponsible
Indicators of Success(Measurable Evaluation
Outcomes)
Research Supporting Strategy
(from IES Practice Guide orWhat Works Clearinghouse)
Teaching students one-on-one, at their level, is one of the most powerful ways to help them reach their maximum potential.
All Content areas All Students
All staff
Asst. Supt.
Principal,Staff,AchieveCoach
Achieve 3000 Achieve3000's differentiatedinstruction solutions arescientifically proven to accelerateresults in language arts instructionin the form of Lexile ® gains anddramatically increased scores onend-of-the-year standardizedreading tests, including the
Scholastic Reading Inventory(SRI), TerraNova and the IowaTest of Basic Skills tests.
WritingFundamentalsOverview, Review ofStudent Work,Modeling/Coaching
Literacy All Students
ELATeachers,ELL,Homeless
Asst. Supt.
PD Director
ELATeachers
School wideLiteracyCoach
Assessments
Writing Profile sheet with anchorpapers
NCTE
Annenberg Institute – Protocolsfor Looking at Student Work
Instructional FocusWalks
All Content areas Monthly
All classes
Principal/Staff
District Admin
Feedback from visits Research-based strategy
Small GroupInstruction
All Content areas Monthly
Gr. 6-8
Asst. Supt.
Principal
Staff
Staff Special Areas
Assessments
Consultancy protocol, review ofassessment data, and review ofstudent work.
Annenberg Institute – Protocolsfor Looking at Student Work
NJ PBSIS PositiveReinforcement
All Content areas ALL Staff 20% decrease in disruptivebehaviors in the classroom
NJ Positive Behavior Support inSchools Initiative
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 35/63
35
Name of Strategy
Content AreaFocus Target
Population(s)Person
ResponsibleIndicators of Success
(Measurable EvaluationOutcomes)
Research Supporting Strategy
(from IES Practice Guide orWhat Works Clearinghouse)
Sponsored by the New JerseyDepartment of Education, Officeof Special Education Programs incollaboration with the Elizabeth M.Boggs Center on DevelopmentalDisabilities at UMDNJ-RWJMS.This initiative is funded throughthe I.D.E.A. 2004, Part B Fundsand is administered by the NewJersey Department of Education,Office of Special EducationPrograms
Content Area
Portfolios
Math, ELA ALL Students Literacy &
mathStaff
Principal
DistrictPersonnel
Outline of Portfolio Contents
80% of students portfolios in place
Word Walls All Content Areas ALL Students Staff 100% of classrooms utilizing wordwalls
Utilizing the threePart Objective inlesson planning
All Content Areas ALL Students Staff 50% of staff writing 3 part objectives
70% of students surveyed canarticulate what they are doing and
why they are doing it during a sitevisit
Common PlanningTime
All Content Areas Staff Minutes, Agendas
Staff Attendance
Data Chats ELA, Math, Science ALL Students Staff
AssessmentOffice
50% of students surveyed canarticulate areas they need to workon for the NJ ASK
Extended DayProgram Soar 2
All Content Areas Studentsscoring
Staff
Principal
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 36/63
36
Name of Strategy
Content AreaFocus Target
Population(s)Person
ResponsibleIndicators of Success
(Measurable EvaluationOutcomes)
Research Supporting Strategy
(from IES Practice Guide orWhat Works Clearinghouse)
Success Academy partiallyproficient on
NJ ASK orDIA
Instructional FocusCalendars
All Content areas Monthly
All classes
Staff/PrincipalDataPersonnel
Staff Administration
Assessments
Research-based strategy
Provide time for differentiated reading instruction for all students based on assessments of students’ current
reading level
Literacy All students ELATeachers
DistrictPersonnel
Increase in lexile levels on DRAAssessments
Assisting Students Struggling withReading Practice Guide
This guide offers five specificrecommendations to helpeducators identify struggling
readers and implement evidence-based strategies to promote theirreading achievement
Interventions at allgrade levels shoulddevote about 10minutes in eachsession to buildingfluent retrieval ofbasic arithmeticfacts.
Math All students
Extended DayProgram
Staff
Principal
ExtendedDay Staff
Scholastic Fast Math Assessments Assisting Students Struggling inMathematics Practice Guide
Taking early action may be key tohelping students struggling withmathematics. The eightrecommendations in this guideare designed to help teachers,principals, and administrators use
Response to Intervention for theearly detection, prevention, andsupport of students struggling withmathematics.
Screen all studentsto identify those atrisk for potentialmathematicsdifficulties andprovide interventionsto students identified
Math All students
Extended DayProgram
Staff
Principal
ExtendedDay Staff
Decrease in students scoring belowgrade level with Scholastic FastMath Assessments
Assisting Students Struggling inMathematics Practice Guide
Taking early action may be key tohelping students struggling withmathematics. The eightrecommendations in this guideare designed to help teachers,
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 37/63
37
Name of Strategy
Content AreaFocus Target
Population(s)Person
ResponsibleIndicators of Success
(Measurable EvaluationOutcomes)
Research Supporting Strategy
(from IES Practice Guide orWhat Works Clearinghouse)
as at risk principals, and administrators useResponse to Intervention for the
early detection, prevention, andsupport of students struggling withmathematics.
Interventions shouldinclude instruction onsolving wordproblems that isbased on commonunderlying structures
Math All students
Extended DayProgram
Staff
Principal
ExtendedDay Staff
Decrease in students scoring belowgrade level with Scholastic Go SolveMath Assessments
Assisting Students Struggling inMathematics Practice Guide
Taking early action may be key tohelping students struggling withmathematics. The eightrecommendations in this guideare designed to help teachers,principals, and administrators use
Response to Intervention for theearly detection, prevention, andsupport of students struggling withmathematics.
Study Island Math and Science PRIDEProgramBehaviorDisabilitiesClass
PrincipalMath/ScienceTeacher
Study Island assessment printouts Study Island contracted withMagnolia Consulting, LLC, anexternal, independent consultingfirm specializing in educationalevaluation, to document theacademic and scientific researchthat supports and defines thesecritical design features of the
Study Island program. StudyIsland is built from the New JerseyCore Curriculum ContentStandards and Common CoreStandards.
Implement SchoolBehaviorPlan/NJPBSIS
ClassroomManagement/SchoolClimate
All StudentsAll Staff
Staff/PrincipalDistrict AdminI&RS Team
Incident ReportsBooster Event Surveys
Resolving Conflict CreativelyProgram Research
21st Century Program
Maximize student
ELA, Math All Students SiteCoordinator
Assisting Students Struggling inMathematics Practice Guide &
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 38/63
38
Name of Strategy
Content AreaFocus Target
Population(s)Person
ResponsibleIndicators of Success
(Measurable EvaluationOutcomes)
Research Supporting Strategy
(from IES Practice Guide orWhat Works Clearinghouse)
participation andattendance
Staff Reading Guide
Taking early action may be key to
helping students struggling withmathematics. The eightrecommendations in this guideare designed to help teachers,principals, and administrators useResponse to Intervention for theearly detection, prevention, andsupport of students struggling withmathematics.
*Use an asterisk to denote new programs.
Table G: Proposed2012 Extended Learning Opportunities to Address Academic Deficiencies. Do not include SE S.
Name of Strategy
ContentArea
FocusTarget
Population(s)Person
Responsible
Indicators of Success
(Measurable EvaluationOutcomes)
Research Supporting Strategy
(from IES Practice Guide or What WorksClearinghouse)
Tutoring via DistrictEducation 4 AllProgram
AllContentArea
19 Parents
Student
Pre & Post Assessments via eachtutoring agency
Taken from National Conference of StateLegislatures website:http://www.ncsl.org/default.aspx?tabid=12875
"Expanded Learning Opportunities" (ELOs) isan umbrella term that encompasses a variety
of initiatives to provide students structuredopportunities for academic support andenrichment; extra-curricular activities;mentoring; recreation; character education;and other developmental activities. Ideally,ELOs ensure access to a diverse array ofcontent-rich, high-quality opportunities andexpand the time that students are engaged inlearning
Maxson Book Club Cross-Content
Grades 6-8 Media Improved reading appreciation There is quantitative evidence that prior toinstruction or experience with literature
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 39/63
39
Name of Strategy
ContentArea
FocusTarget
Population(s)Person
Responsible
Indicators of Success
(Measurable EvaluationOutcomes)
Research Supporting Strategy
(from IES Practice Guide or What WorksClearinghouse)
& Media Club Literacy(Reading,Social
Studies,andScience)
Specialist Noted improvement in Responses toLiterature
discussion groups, students responses tendto be unelaborated and their discussionsinvolve very limited interactions. (Almasi,
1995; Ganbell, 1987, Goatley & Rac….,1992).
Before and After-school Literacy,Math and ScienceIntervention
Adapt instruction toindividual and smallgroup learning
ELA,Math,Science,SocialStudies
Students whodid not meettheproficiencybenchmarks
ExtendedDay StaffPrincipalSLT
Scored problem solving exemplars Annenberg Institute – Protocols for Lookingat Student Work
NCTM – analyzing math problem solving
Taken from National Conference of StateLegislatures website:http://www.ncsl.org/default.aspx?tabid=12875
"Expanded Learning Opportunities" (ELOs) isan umbrella term that encompasses a variety
of initiatives to provide students structuredopportunities for academic support andenrichment; extra-curricular activities;mentoring; recreation; character education;and other developmental activities. Ideally,ELOs ensure access to a diverse array ofcontent-rich, high-quality opportunities andexpand the time that students are engaged inlearning
After-schoolLiteracy, Math andScience Intervention
Adapt instruction toindividual and smallgroup learning
ELA,Math,Science,SocialStudies
All students 21st CenturyCoordinator& Staff
Assessments NCTM – analyzing math problem solving
Math Club Math Grades 7 & 8 MathTeachers
Scored problem solving exemplars NCTM – analyzing math problem solving
Healthlinks Science Ten 8th Gradestudents
SiteCoordinatorLINKS Org.
Development of research projectsFinal presentations
Taken from National Conference of StateLegislatures website:http://www.ncsl.org/default.aspx?tabid=12875
"Expanded Learning Opportunities" (ELOs) isan umbrella term that encompasses a variety
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 40/63
40
Name of Strategy
ContentArea
FocusTarget
Population(s)Person
Responsible
Indicators of Success
(Measurable EvaluationOutcomes)
Research Supporting Strategy
(from IES Practice Guide or What WorksClearinghouse)
of initiatives to provide students structuredopportunities for academic support andenrichment; extra-curricular activities;
mentoring; recreation; character education;and other developmental activities. Ideally,ELOs ensure access to a diverse array ofcontent-rich, high-quality opportunities andexpand the time that students are engaged inlearning
Individual or SmallGroup Instructionprovided byteachers
AllContent
All Students Staff Increase in students grades Annenberg Institute – Protocols for Lookingat Student Work
*Use an asterisk to denote new programs.
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 41/63
41
Table H: Proposed 2012 Professional Development to Address Student Achievement and Priority Problems
Name ofStrategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of
Success
(MeasurableEvaluation
Outcomes)
Research Supporting Strategy
(from IES Practice Guide or What Works Clearinghouse)
Development ofSmallerLearningCommunities asa result of therestructuringplan.
Looping
All All staff Superintendent
Asst. Supt
DistrictPersonnel
Staff
Principal
One PBLimplementedper semester
# of commoncollaborativeplanningsessions
#of infractions
Small learning communities are characteristic
of several interventions that have
shown promise at addressing outcomes
related to preventing dropping out.
DifferentiatedInstruction:
Stations/Centers
Choice Boards
LearningContracts
All All StudentsAll Staff
Asst SuptPD DirectorMath CoachPrincipal
80% of staffview PD 360video
50% of staffobservedimplementationof centers
Assisting Students Struggling with Reading Practice Guide
This guide offers five specific recommendations to help educatorsidentify struggling readers and implement evidence-based strategies topromote their reading achievement
BalancedLiteracyProgram/Writers
Workshops
Peerconferences
LAL All StudentsLAL Teachers
Asst SuptPD DirectorLiteracy Coach
Principal
80% of staffview PD 360video
70% of staffdocumentingpeerconferences intheir plans50% observedimplementingsome form ofpeerconferences
Assisting Students Struggling with Reading Practice Guide
This guide offers five specific recommendations to help educators
identify struggling readers and implement evidence-based strategies topromote their reading achievement
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 42/63
42
Name ofStrategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of
Success
(MeasurableEvaluationOutcomes)
Research Supporting Strategy
(from IES Practice Guide or What Works Clearinghouse)
In class support,planningassistance,demonstrationlessons.
LAL All StudentsLAL Teachers
Asst SuptPD DirectorLiteracy Coach
100% of staffgivenopportunity toobserveprogram coach
Assisting Students Struggling with Reading Practice GuideThis guide offers five specific recommendations to help educatorsidentify struggling readers and implement evidence-based strategies topromote their reading achievement
Classroomobservations,with a debriefingperiod
ELA All Students WritingFundamentalsCoach
100% of staffgivenopportunity toobserveprogram coachand participatein debriefingChangesobserved inwalk throughfeedback
Assisting Students Struggling with Reading Practice Guide
This guide offers five specific recommendations to help educatorsidentify struggling readers and implement evidence-based strategies topromote their reading achievement
Data DrivenInstruction
All Students Asst. SuptPD DirectorSpecial AreaTeachers
InstructionalFocusCalendar
Data Tools for School Improvement. These strategies will help schoolsselect an appropriate and effective data system. Victoria L. Bernhardt.
School BehaviorPlanImplementation
All All StudentsAll Staff
PrincipalNJPBSIScoordinators
NJPBSISUniversalTeam
DCR referralsBooster EventSurvey
Feedback
See NJ PBSIS
Achieve 3000In-class supportwith planning,demonstrationlessons andcoaching basedon teacherneeds;
All All StudentsAll Staff
PrincipalTechnologyStaff
Achieve 3000reports
Test Better, Teach Better by W. James Popham
Transformative Assessment by W. James Popham
Classroom Assessment and Grading that Work by Robert Marzano
Checking for Understanding by D. Fisher and N. Frey
Data Wise by K.P. Boudett and J.L. Steele
7 Strategies of Assessment FOR Learning by Jan Chappuis
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 43/63
43
Name ofStrategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of
Success
(MeasurableEvaluationOutcomes)
Research Supporting Strategy
(from IES Practice Guide or What Works Clearinghouse)
Integrated Assessment and Instruction by Northwest RegionalEducational Laboratory (NWREL)
Teacher’sCollege Readingand WritingSaturdayAcademy
All All students Asst. SuptStaffPrincipal
1-2 staffaccepted andattend training
Columbia University Teacher’s College Reading & Writing Initiative
CMT2 ResearchProducts*
Math 8 Gradecohort
Open to MathStaff with ayear or moreexperience
At least onestaff memberaccepted
NJ DOE approved Research project
PEMSEM Mathwith RutgersUniversity*
Math All Students Open to MathStaff with ayear or moreexperience
1-2 staffmembersaccepted andattend training
NJ DOE approved Research project
Interactivewhiteboardtraining
All All Students District PDPrincipal
Identify 2 staffto attendtrainingProvideoopportunity toturnkey theinformation
See Promethean PD
Comprehension
strategiesaligned withMosaic ThoughtCourse II
ELA ALL students Asst. Supt
PD deptPrincipalStaff
Observe
strategiestaught beingused in theclassroom
Data Tools for School Improvement. These strategies will help schools
select an appropriate and effective data system. Victoria L. Bernhardt.
Content Areareading &Writingstrategies inScience
Science ALL students Asst. SuptPD deptPrincipalStaff
Formal andInformalobservationsIncrease inwriting seen inscienceclasses
Data Tools for School Improvement. These strategies will help schoolsselect an appropriate and effective data system. Victoria L. Bernhardt.
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 44/63
44
Name ofStrategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of
Success
(MeasurableEvaluationOutcomes)
Research Supporting Strategy
(from IES Practice Guide or What Works Clearinghouse)
Data DrivenInstruction – CourseI/CourseII
SpecialAreaStaff
ALL students Asst. SuptPD deptPrincipalStaff
Data Binderscreated basedon studentwork
Data Tools for School Improvement. These strategies will help schoolsselect an appropriate and effective data system. Victoria L. Bernhardt.
Project BasedLearning
SocialStudies
ALL students Asst. SuptPD deptPrincipalStaff
100% ofparticipantsdeveloping oneproject basedassignment
Data Tools for School Improvement. These strategies will help schoolsselect an appropriate and effective data system. Victoria L. Bernhardt.
PrometheanActivBoard
Workshop
Science ALL students Asst. SuptPD deptPrincipalStaff
100% oftrainedteachersimplementinguse ofwhiteboards inthe classroom
Taken from:
http://www.prometheanworld.com/
Promethean is helping bring to life the promise of 21st century learning,improving engagement and results for learners and teachers alike
Global ConnectParentInformationSystem
ALL students Asst. SuptPD deptPrincipalStaff
GlobalConnectmessages sentto families forschool events.
Global Connect voice messaging system allows you to reach thousandsof contacts with personalized messages within minutes
SuicidePrevention
SocialWorkers
All students Asst. SuptPD deptPrincipalStaff
Sessionturnkey to staffWhenaddressed withstudent suicideproper protocolfollowed
Taken from:
http://www.nasponline.org/resources/crisis_safety/suicideprevention.aspx
It is crucial for all school staff to be familiar with and watchful for riskfactors and warning signs of suicidal behavior
StudentEngagementand ClassroomManagement
Crisisstaff
PrideStudents
Increase instudentengagement
The Well Managed Classroom by Harry Wong
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 45/63
45
*Use an asterisk to denote new programs.
Table I: Proposed 2012 Parent Involvement Strategies to Address Student Achievement and Priority Problems
Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable EvaluationOutcomes)
Research Supporting Strategy
(from IES Practice Guide or What WorksClearinghouse)
Family Fun Nightand PTO
All All Principal
Staff
Improved Parental attendance atschool events. Increase in parentalawareness of district programs
National PTA findings
“Government programs, underqualifiedteachers and lack of resources can no longerbe the only excuses for education struggles.Most teachers share the frustration ofuninvolved parents and witness daily in theirclassrooms the effects on the educationalprocess. Parents fail to attend parent- teachermeetings and school functions and avoidworking with their children on assignments andprojects. “
Read more: Problems With ParentInvolvement | eHow.com http://www.ehow.com/info_7942810_problems-parent-involvement.html#ixzz1gZcrOLBM
Back To SchoolNight
Allcontentareas
All PrincipalStaffSecretaries
Increase in Parent Attendance
Parent/TeacherConferences (Falland Spring)
Allcontentareas
All PrincipalStaffSecretaries
50% Parent Attendance
PRIDE ProgramBrunch and updateon Program Goalsand Objectives
All Students withBehavioralDisabilities
CrisisInterventionTeacher, BDstaffBehaviorist
50% Parent Attendance
StudentPresentations at
All All PrincipalAdvisorsStudent
10% Increase in ParentAttendanceEstablishment of a committee
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 46/63
46
Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable EvaluationOutcomes)
Research Supporting Strategy
(from IES Practice Guide or What WorksClearinghouse)
Parent Teacher
Organization
AmbassadorsStudent
CouncilHomeroomReps
State of the DistrictPresentation
All All PrincipalStaff
5 parents in attendance Data Tools for School Improvement. Thesestrategies will help schools select anappropriate and effective data system. VictoriaL. Bernhardt.
State of the SchoolsRestructuringMeeting
All All PrincipalStaffSecretaries
10% Increase in ParentAttendance
Grade Level Parent
Mtgs
All All Principal
StaffSecretaries
10% Increase in Parent
Attendance
District SaturdayParent Academy
All All 5 parents in attendance Taken from National Conference of StateLegislatures website:http://www.ncsl.org/default.aspx?tabid=12875
"Expanded Learning Opportunities" (ELOs) isan umbrella term that encompasses a varietyof initiatives to provide students structuredopportunities for academic support andenrichment; extra-curricular activities;mentoring; recreation; character education;and other developmental activities. Ideally,ELOs ensure access to a diverse array ofcontent-rich, high-quality opportunities andexpand the time that students are engaged inlearning
Honor Roll & PerfectAttendanceBreakfast andupdate on ProgramGoals andObjectives*
All All PrincipalStaffSecretaries
10% Increase in ParentAttendanceEstablishment of a committee
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 47/63
47
Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable EvaluationOutcomes)
Research Supporting Strategy
(from IES Practice Guide or What WorksClearinghouse)
ParentAcademy/Test
Taking Strategies &Student LeadershipBreakfast*
All All PrincipalStaff
Secretaries
10% Increase in ParentAttendance
Data Tools for School Improvement. Thesestrategies will help schools select an
appropriate and effective data system. VictoriaL. Bernhardt.
ParentAcademy/HighSchool PreparationMeeting*
All All PrincipalStaffSecretaries
10% Increase in ParentAttendance
*Use an asterisk to denote new programs.
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 48/63
48
2012 Parent Involvement (PI) Narrative
1. What is the connection between Parental Involvement and the priority problems identified in the needs assessment? Student motivation is aconcern, and with a Family Rewards program, it is expected that motivation will improve, leading to an increase in achievement from average to
above average students.
2. Do you have a school-parent compact? Yes
3. Describe the process to ensure that parents receive and review the school-parent compact. They are issued to parent s during the first week ofschool, signed and returned. Staff keep a checklist of the materials returned to school.
4. How is student achievement data reported to the public? At Back to School Night and during PTO meetings.
5. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III? District shares at Board of Edmeetings. The Principal has a data presentation during Back to School Night, District Data Presentation done for the community, informationshared in Principals letter to the community, posted on the website, and shared at PTO meetings.
6. Identify procedures for informing parents about the school’s improvement status. District shares at Board of Ed meetings. The Principal has a datapresentation during Back to School Night, District Data Presentation done for the community, information shared in Principals letter to the
community, posted on the website, and shared at PTO meetings
7. Identify procedures for informing parents about the school’s disaggregated assessment results. District shares at Board of Ed meetings. ThePrincipal has a data presentation during Back to School Night, District Data Presentation done for the community, information shared inPrincipals letter to the community, posted on the website, and shared at PTO meetings How were parents involved in the development of theUnified Plan? No parent consistently participated.
8. Identify procedures for informing a parent about their child’s student assessment results. Computer access is provided via Genesis; progressreports are issued; guidance counselor schedules meetings with parents of failing students; teachers communicate directly through data chats atparent / teacher conferences and documentation is mailed home.
9. How were the required PI funds used in 2011? During the Parent Educational Technology Nights and Parent Test Prep Workshops refreshmentswere provided.
10.How will the required PI funds be used in 2012? Parent Workshop on Testing Strategies, Parent Brunch Overview of the Curriculum, ParentWorkshop and Breakfast focusing on School Goals and Objectives and How they can support their children. This program will also honor studentachievement and we will share academic websites, Parent Workshop/Brunch Understanding the Importance of Classroom Environment with thePrincipal with a building tour, Parent Involvement Week- Workshop Supporting Our Children handouts and resources for families, ParentWorkshop/Dinner on Preparing for High School. Refreshments for these workshops, resources, and materials for our Parent Information Area.
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 49/63
49
Table J-1: 2011-2012Annual Student Targets(Use best available data from One-Year Charts). At least two measurements must be listed.
GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS
State Assessment Baseline 2012 Target State Assessment Baseline 2012 Target
GRADE SPAN: MIDDLE SCHOOL
Total NJASK 46.5% 56% NJASK 37% 45%
Students with Disabilities 63 (19%) 18.8% 25% 23.5% 30%
Limited English ProficientStudents
48 (14%) 27% 30% 21% 24%
White N/A
African-American 156(47% 45% 51% 29% 32%
Asian/Pacific Islander
American Indian/NativeAmerican
Hispanic 167 (50%) 44% 48% 38% 42%Others
Economically Disadvantaged 182 (54%) 31.8% 38.6% 33.5% 40%
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total
Students with Disabilities
Limited English ProficientStudents
WhiteAfrican-American
Asian/Pacific Islander
American Indian/NativeAmerican
Hispanic
Others
Economically Disadvantaged
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 50/63
50
Table J-2: 2011-2012Annual Student Targets – Other Assessment
GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS
Other Assessment Name Baseline 2012 Target Other Assessment Name Baseline 2012 Target
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total E: PATH
Students with Disabilities Achieve 3000
Limited English ProficientStudents
Achieve 3000
White
African-American Reading Plus
Asian/Pacific Islander
American Indian/NativeAmerican
Hispanic Reading PlusOthers
Economically Disadvantaged
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total
Students with Disabilities
Limited English ProficientStudents
WhiteAfrican-American
Asian/Pacific Islander
American Indian/NativeAmerican
Hispanic
Others
Economically Disadvantaged
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 51/63
51
Highly Qualified Staff
Table K: Strategies to Attract and Retain Highly Qualified Staff
Number&
Percent
Content&Focus Description of Process to MeetHighly Qualified Description of Strategy to Retain HQ Staff
Teachers who meet thequalifications for HQT,consistent with Title II-A
100%
Retention is not a priority problem.
Teachers who do not meetthe qualifications for HQT,consistent with Title II-A
Continue to provide learning opportunities in order to enhance repertoire and best practices. In addition, provide the opportunity to visit school and district based distinguished teacher and effective program models
Paraprofessionals who meetthe qualifications required byNCLB (education, ParaProtest, portfolio assessment)
100%
All of the paraprofessionals have completed requirements; however, continue to provide learning opportunities in order to enhance repertoire and best practices.
Paraprofessionals who donot meet the qualificationsrequired by NCLB(education, ParaPro test,portfolio assessment)
0%All Paraprofessional meetqualifications
Description of Strategy To Attract HQ Staff Individuals Responsible
Advertise the district’s accomplishments, mission / vision and academic goals in order to attract the attention of HighQualified Professionals in the area of education.
Assistant Superintendent of Administrative Services
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 52/63
52
Table L: Support for Teachers
Use the Table below to describe the 2012 methods for supporting teachers needing assistance with instruction and classroom management.
Description of Support
ContentArea Focus Target Group
PersonResponsible
Indicators of Success
(Evaluation) How are teachers identified?
Professional Development
Plan (PDP)Professional LearningCommunities
Grade Level Cohorts
ALL Certified
Teachers
Human
Resources,ProfessionalDevelopment,
Departments
Principal
Enhancement of teaching and
awareness of best teaching &learning practices.
Walk throughInstructional RoundsInformal & Formal Evaluations
Annual Evaluations
Self Reflection
Walk throughInstructional RoundsInformal & Formal Evaluations
Annual Evaluations
Coordinate Visits into ModelClassrooms
Coordinate CoachingSessions with ALL programconsultants/coordinators from
a program used in the district
Literacy
Math
Dual Lang
ScienceSocial St.
Teachers InNeed of Support
Administrator
District
Student EngagementStudent WorkWalk throughInstructional RoundsInformal & Formal Evaluations
Dialogue with ProgramConsultants/Coaches
Walk throughInstructional RoundsInformal & Formal Evaluations
Annual Evaluations
Cross Content LiteracyTraining
Rubrics
Word Walls
ALL All Staff Administrators Bulletin Boards with a writingfocusIncrease in the quality of studentwriting in classes outside of LALGrade Level Presentations ofstudent work
Self Reflection
Walk throughInstructional RoundsInformal & Formal Evaluations
Annual Evaluations
Content Supervisor Support
Professional Development
Days/One on One Support
ALL Teachers inNeed of Support
Administrator
Supervisor
District
Enhancement of teaching andawareness of best teaching &
learning practices.Walk throughInstructional RoundsInformal & Formal Evaluations
Annual Evaluations
Walk throughInstructional RoundsInformal & Formal Evaluations
Annual Evaluations
Cross Cultural Communication ALL ALL STAFF Bil DepartmentAdministrators
ALL STAFF
Change in the Building CultureIncrease in PositiveCommunication in the Schools
Decrease in Staff and Parentcomplaints
ALL Building Staff
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 53/63
53
Table M: Support for Administrators
Use the Table below to describe how leaders in schools in need of improvement are provided with support and instructional leadership.
Description of Support
ContentArea Focus Target Group
PersonResponsible
Indicators of Success
(Evaluation) How are administratorsidentified?
Administrators ProfessionalLearning Communities
InstructionalBestPractices
Administrators Administrator
AssistantSuperintendent
Performance Action PlansSite Visits / Walk through
Annual Evaluations
All Participate
Administrators ProfessionalDevelopment Sessions
LanguageArts, DataAssessment,ProfessionalDevelopment
Administrators AssistantSuperintendentSuperintendent
Performance Action PlansSite Visits / Walk throughAnnual EvaluationsStaff Feedback from TurnkeySessions
All Participate
I & RS Team Training ALL Administrators,I&RS Team
VP of SpecialServicesNJ PBSIS
Decrease in I&RS referralsGreater Use of classroomStrategies to support strugglinglearners
Participants of I & RS Team
NJ PBSIS Grant Recipients
Attend NJ DOE TrainingSessions
Staff Evaluations/School Law/ Unified Plan/Data DrivenInstrucion/Common Core
ALL AdministratorsStaff
AssistantSuperintendentSuperintendent
Principals InstructionalNetwork
Select Literature forDiscussion
All Administrators Asst. Supt Development andImplementation of Action Planthat incorporates strategieslearned
All Participate
PD 360School Improvement Network
ALL All Staff AssistantSuperintendentSuperintendentPD Director
Hours logged in systemreviewing PD videos
All Participate
Student Eligibility and Selection
Table N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistance school and the measures to identifystudents who need additional support in school-wide programs. For targeted assistance schools, use the last two columns to designate if the measuresare used as criteria for program entrance or exit.
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 54/63
54
Measure
Homeless
Migrant Students withDisabilities
EconomicallyDisadvantage
d
ELL OtherSub
Groups
Targeted Assistance Schools
Entrance Criteria () Exit Criteria()
State Assessment NJASK NJASK NJASK NJASK NJASK NJASK
Other Assessments District
InterimAssessment (DIA -Learnia)
Achieve3000DevelopmentReadingAssessment(DRA)
TeacherMadeAssessments
End ofUnit Test
InstructionalFocusMonthlyAssessment
District
InterimAssessment (DIA)
TerranovaDevelopmentReadingAssessment (DRA)
TeacherMadeAssessme
ntsEnd ofUnit Test
Instructional FocusMonthlyAssessment
District Interim
Assessment(DIA)
TerranovaDevelopmentReadingAssessment(DRA)
Teacher MadeAssessments
End of UnitTest
InstructionalFocus MonthlyAssessment
District Interim
Assessment(DIA)
TerranovaDevelopmentReadingAssessment(DRA)
Teacher MadeAssessments
End of UnitTest
InstructionalFocus MonthlyAssessment
District
InterimAssessment(DIA)
TerranovaDevelopmentReadingAssessment(DRA)
TeacherMadeAssessments
End ofUnitTest
InstructionalFocusMonthlyAssessment
English LanguageProficiency Assessment
ACCESSTest
IPT
ACCESSTest
IPT
ACCESS Test
IPT
ACCESS Test
IPT
ACCESS Test
IPT
Yes
Yes
Yes
Yes
Classroom Grades GENESISProgram(electronic grade
GENESISProgram(electronicgradebook)
GENESISProgram(electronicgrade book)
Mid Cycle
GENESISProgram(electronicgrade book)
Mid Cycle
GENESISProgram(electronic grade
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 55/63
55
book)
MidCycleProgressReports
ReportCards
Mid CycleProgressReports
ReportCards
ProgressReports
Report Cards
ProgressReports
Report Cards
book)
MidCycleProgressReports
Report
Cards
TeacherRecommendation
Instructional
FocusMonthlyAssessm
ent
Formal &SummativeAssessm
ents
Yes
Other
Support Elements
Ongoing and Sustained Technical Assistance*
1. What assistance did the NCLB committee determine it needs to implement the 2012 Unified Plan in the school’s efforts to increase academicachievement?
From the district:
Sufficient staffing to implement a Smaller Learning Communities approach;
District Content Administrators in place to provide support
Resources to purchase the materials to fully implement the district programs. Materials and resources in the math classrooms
Content area supervisors to support and assist in the monitoring and reviewing of learning outcomes. Content area specialist to act as lead andresource teachers and provide and direct instruction for students.
Workshops during district PD days that meet needs identified throughout the document
Allow teachers to visit and observe at least two successful schools that have made AYP and that are within the same DFG.
Provide constructive feedback when conducting school wide walk through.
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 56/63
56
Return to the professional development calendar that allowed schools and district to plan one PD session a month.
Interactive white board training for SmartBoards and Promethean Boards.
Funding to support NJ PBSIS initiative that includes incentives
List of all materials and resources needed for startup classes and new teachers. PD support for new teachers
Math materials, curriculum overview, and training to develop a full math program complete with resources and supplemental mater ial.
From outside experts:
Ongoing and Sustained Professional development that provides coaching and modeling for all programs we are expected to run
Attend Common Core and Unified Plan trainings to turnkey updates with staff
PD in the area of math, science, social studies, cross cultural communication, suicide prevention, HIB laws, and instructional technology
From others:
Parental Involvement Activities and Resources to fund events
Ongoing and Sustained Professional development that provides coaching and modeling
Attend Common Core and Unified Plan trainings to turnkey updates with staff
2. Describe the current technical assistance offered to staff at the school. Include assistance by district level and/or outside experts, for example,skilled consultants, institutions of higher education (IHE), etc.
At the district and school level there are professional development days full day and half day sessions. For administrators there are InstructionalLeadership monthly workshops, text are assigned for reading and discussion.
Literacy programs are given overview sessions and coaching and modeling sessions. The school provided on site workshops on Achieve 3000.
The Office of Testing and Assessment provides the data. Office of Professional Development plans workshops based on the district needs. Special Services and the Bilingual Department provide information pertaining to their population of students, and Instructional Technology (IT),,
3. How is it targeted to the priority problems identified in the needs assessment?
Needs Assessment and data target Literacy, Mathematics, Closing the Achievement Gap, Discipline issues and Professional Development based on Teacher Assessment, District Interim Assessment, NJASK data
4. Identify the person(s) responsible for ensuring this technical assistance is provided.
Superintendent
Assistant Superintendent, of Educational Services
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 57/63
57
*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies, procedures and evaluationinstruments, data analysis, coaching, program planning, budgeting, and the provision of specialized information. Assistance may be offered directlyby district staff, the NJDOE, or an outside consultant.
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 58/63
58
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.
Students struggled with transitioning from the elementary school into the middle school climate. A strategic plan needs to be put in p lace to assist thestudents with adapting to a rigorous middle school environment. District alignment must be done to address varying programs over the years to create
greater alignment of resources and programs that would help eliminate the gaps in student learning.
2. Explain how the district is supporting the school in the following areas:
Providing professional development thatfocuses primarily on improving instructionand using data to inform instruction
Implementing strategies grounded inscientifically based research that willstrengthen instruction in core academicsubjects
Expanding parental involvement activitiesthat support the school’s efforts to increasestudent achievement
Reallocating the budget to fund activitiesthat support the school’s improvement planand are most likely to increase studentachievement
Ensuring that curriculum is aligned to theCCCS
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 59/63
59
2010-2011Resource Allocation
Resource Allocation – Provide the following information regarding the use of the 2010-2011funds including but not limited to 2010 SIA Part (A).
Type of Funds
Brief Description of Strategyor Practice Implemented with
Funds
Amount
Allocated
SIA Amount
Carried Over
Reallocated
Use of SIA
Outcomes as a Result ofImplementing the Strategy
or PracticeEvidence
2010 Title I, Part A
2010 SIA Part A Purchasing of HP Desktopscomputers / technologyresources to utilize the currentfeatures of newly acquiredinstructional software needed toenable full access forclassroom instruction.
$26,450 N/A N/A 25 HP Desktops computersystems purchased andinstalled prior to start of 2010-2011 academic year.Systems utilized primarily forclassroom instruction forgeneral education and ELLstudents.
Studentsadvanced 1to 2 readinglevels as aresult ofsystemsbundled witheducationalsoftware.
Federal
State
Local
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 school wide programs that do not blend
their funds How the SIA, Part a allocation is budgeted for all schools receiving this award
Budget Detail pages and a Budget Summary are available as an Excel program at the following location: www.nj.gov/education/grants/entitlement/nclb/.
Complete the Excel budget pages for each school and upload the file to the NCLB Application on EWEG on the Title I Unified Plan upload screen.These budget pages are in addition to the Title I Unified Plan for each school required to complete a plan.
Budget Detail pages must be uploaded. The signature of the Business Administrator must be kept on file at the district/school.
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 60/63
60
Corrective Action, Restructuring, and School Improvement
Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10 that have had a CAPA visit. Thecorrective action plan, corrective actions identified in the CAPA summary report continue to be incorporated into the Unified Plan.
Corrective Action(CAPA Recommendations) Status Report This form is completed by all schools in Year 4 and above. Schools in corrective action had to implement one or more of the following corrective actions(as identified by the district) in addition to the SINI and/or SW components. Identify which corrective action(s) will be taken and describe theimplementation and how the action(s) will be incorporated with the other elements of the Title I Plan. Note: CAPA report prioritized recommendationsand 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: # _____3___Complete the table below regarding the corrective actions implemented:
Corrective Action # Description
Effective
Yes - No Evidence ofEffectiveness
Outcomes
1 Replacement of Staff members, not including
the principal, who were relevant to the school’slow performance was chosen but notimplemented
No NJASK
Achieve 3000DRA data
School did not make AYP
2
3
4
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 61/63
61
SINI Year 5H and Above: Restructuring Implementation N/A
Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10 that have completed a restructuring plan, theapproved restructuring plan continues to be incorporated into the Unified Plan.
Year Restructuring Plan Created: _2010-2011______
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 restructuringdetailswww.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 restruc turing as set forth in the No Child Left Behind Act .
2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq. and N.J.A.C. 6A).
3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to make adequate progress(consistent with existing contractual provisions and applicable statutory protections in Title 18A).
Identify the restructuring option(s) selected: _ Originally selected 1 then revised to select 3 replace Principal._
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 Replacement of Staff members, notincluding the principal, who were relevant tothe school’s low performance was chosen
but not implemented
No NJASK School did not makeAYP
Replacement of Staffmembers, not includingthe principal, who were
relevant to the school’slow performance waschosen but notimplemented
2 Plan proposed; Rti, Smaller Learning Communities, Looping, Content Supervisors, Restructuring Plan
Plan rejected at the state level with no content area supervisors in place.
No Nothing being implemented after change in administrator
List revisions made to the original restructuring plan.
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 62/63
62
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 availableatwww.nj.gov/njded/title1/program/peer_review.pdf.)
New Jersey’s DOE recommended Peer Review Process
2. Provide the actual date and location the peer review(s) took place.
August 29, 2011 Roosevelt Intermediate School
3. Provide the information below.Peer Reviewer Name Title Affiliation Area of Expertise Address
Stewart Carey Principal Principal/Leadership Roosevelt Intermediate School
301 Clark Street
Westfield, NJ 07090
Derrick Nelson Assistant Principal Principal/Leadership Roosevelt Intermediate School
301 Clark Street
Westfield, NJ 07090
Kim Schumacher Guidance
Counselor
Guidance
Special Education
Roosevelt Intermediate School
301 Clark Street
Westfield, NJ 07090
4. Provide a summary of the recommendations made by the peer review school.
Maxon Middle School’s plan is very comprehensive and well thought out.
The Academic Support Labs used to strengthen skills students are missing is an out of the box method to use the school’s schedule to target thespecific needs of the student population who need it most.
8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11
http://slidepdf.com/reader/full/plainfield-fy12-maxson-unified-plan-12-21-11 63/63
Suggestions
Create a process where teachers and administrators have a time and place within the school day to discuss and share results from formativeassessments that each teacher creates within a subject area and/or grade level.
5. List the specific recommendations that were incorporated into the plan as a result of the peer review.
Common Planning days are in teachers daily schedules. Staff will also work during staff meetings. Using the consultancy protocol staff will work in teamsto review student work