plainfield nj schools 2011 12 title i unified plan emerson

8/3/2019 Plainfield NJ Schools 2011 12 Title I Unified Plan Emerson

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2012 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD

Chief School Administrator: ANNA BELIN-PYLES Chief School AdministratorE-mail:

NCLB Contact: Linda Reid NCLB Contact E-mail:[email protected]

School: Emerson

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

Principal: Janet R. Grooms Principal E-mail: [email protected]

Principal Certification

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

I certify that I have been included in consultations related to the priority needs of my school and participated in the

completion of this Title I Unified Plan. I have been an active member of the planning committee and provided input to theschool needs assessment and the selection of priority problems. I concur with the information presented herein,including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a..

Janet R. Grooms __________________________________________ ____________________________________________

_________8/19/2011_______________ Principal’s Name Principal’s Signature Date

1



School NCLB Committee

Select committee members to develop the Unified Plan.Note: For continuity, some representatives from this needs assessment stakeholder committee should be included in the

schoolwide stakeholder group and/or the SINI plan committee. Identify the stakeholders who participated in the needsassessment and/or development of the plan. Signatures should be kept on file in the school office for review. Print off acopy of this page to obtain signatures. *Add lines as necessary.

Name Stakeholder GroupParticipated in

NeedsAssessment

Participated inPlan

DevelopmentSignature

Denise Riley Parent – PTO President X X

Janet R. Grooms School Staff--Administrator

X X

Mary Hart School Staff—Classroomteacher

X X

Sheila Greenwood School Staff – Classroomteacher

X X

Brenda Hackett School Staff—SpecialEducation

X X

Yurika Ebata School Staff—Bilingual,LEP

X X

Patty Lewis School Staff--Support X XLinda Reid NCLB Co-Chair, Science

Teacher

X X

Penelope Hewitt School Staff – Classroomteacher

X X

George Rivera Community Groups X X

N/A Consultants - - N/A

N/A Institutions of Higher - - N/A

2



Education

3



School NCLB Committee Meetings

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

Date Location Topic Agenda on File Minutes on File

1/31/11 Media Center SchoolImprovement

Yes Yes


Yes Yes


Yes Yes

6/21/11 Media Center School

Improvement

Yes Yes

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?

Emerson School in partnership with its community shall do whatever ittakes for every student to achieve high academic standards. No alibis, noexcuses, no exceptions.

What is the school’s mission? The mission of Emerson School is to provide opportunities for students toachieve their personal best, become responsible and productive citizens,and embrace lifelong learning in a safe and positive environment.

4



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

The staff was provided with professional development to engage in theprocess of developing vision and mission statements (Victoria Bernhardt).Small groups collaborated to develop statements. All statements werecollected, a ballot was created and voting took place to decide on the best

mission statement.

5



2012 Comprehensive Needs Assessment & Data Analysis Summary

Data Collection and Analysis

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

• Results and outcomes must be measurable

Areas Multiple MeasuresAnalyzed

Academic Achievement –Reading

NJASK, DIA, DRA, End of Unit Assessments, TeacherMade Assessments, Focus

Walk Data

The majority of students are not meeting grade levelstandards. Few students meet the advanced proficienttarget.

Academic Achievement -Writing

NJASK, PPS Writes –Benchmark WritingQuarterly Assessments,DIA, Teacher Made WritingPrompts, Focus Walk Data


Academic Achievement -Mathematics

NJASK, End of UnitAssessments, TeacherMade Assessments, FocusWalk Data


Parent Involvement Back –to-School Night,Parent TeacherConferences, NJASK ParentWorkshops, PTO Sign-InSheets, Global Connect,Award/Honor RollAssemblies, ParentInvolvement Day, CareerDay, Field Trips, FieldDay/Carnival Day,

There was high parental involvement at concerts, studentperformances and cultural events. There was lowparticipation at PTO Meetings.

6




Concerts ,Theater Events,Science Fair, Spelling Bee,Geography Bee and

Cultural EventsProfessional Development Grade Level and Staff

Meeting Agendas andMinutes, Lucy CaulkinsWriting, CharlotteDanielson’s Framework for Teaching, STEM Training

Professional development in the area of writing was alignedand advanced student performance. Professionaldevelopment in other areas was minimal. More verticalarticulation between grade levels is needed as well as jobembedded professional development.

Extended LearningOpportunities

STEEP, Homework Club, 21st

Century Grant TutoringStudents made some gains as evidence of academic growth.

Homeless NA NAStudents with Disabilities NJASK, DIA, DRA, End of

Unit Assessments, TeacherMade Assessments,Resource Room TeacherData

Student growth was evident.

English Language Learners NJASK, DIA, DRA, End of Unit Assessments, TeacherMade Assessments,ACCESS Testing Data

Students maintained the same level of performance. There isevidence of growth with the third grade students.

EconomicallyDisadvantaged

NJASK, DIA, DRA, End of Unit Assessments, TeacherMade Assessments


School Culture Attendance at SchoolEvents

High level of participation at most events as evidence by signin sheets

Leadership District focus walk Multiple evidence of high performing areas with a fewrecommendations for improvement.

Highly Qualified Staff Highly Qualified Binder andForms

All teachers are highly qualified.

7




School-Based YouthServices

NA NA

8



Evaluation of 2011 Teaching and Learning Strategies & Programs

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

1Strategy or

Program

2Content/Grou

p Focus

3Effect

ive

Yes-No

4Documentation of

Effectiveness

5Measurable Outcomes

Message Time Plus,Reading Plus, DIA,Read 180, DRA,District PPS WritesAssessments,Harcourt Holistic ThemeAssessments,Harcourt UnitAssessments

LAL TBD NJASK 2011 TBD

EverydayMathematics,McMillan & McGraw– A Closer Look,DIA, Study Island,Starfall

Mathematics TBD NJASK 2011 TBD

Message Time Plus,Reading Plus, DIA,Read 180, DRA,District PPS WritesAssessments,Harcourt Holistic ThemeAssessments,Harcourt UnitAssessments,EverydayMathematics,

Students withDisabilities

TBD NJASK 2011 TBD

9



1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-

4

Documentation of Effectiveness

5

Measurable OutcomesMcMillan & McGraw– A Closer Look,DIA, Study Island

NA Homeless/Migrant NA NA

Moving Into English,Message Time Plus,Reading Plus, DIA,Read 180, DRA,District PPS WritesAssessments,Harcourt Holistic ThemeAssessments,Harcourt UnitAssessments,Everyday

Mathematics,McMillan & McGraw– A Closer Look,DIA, Study Island, Total PhysicalResponse

ELL TBD NJASK 2011 TBD

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

• Results and outcomes must be measurable

1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable Outcomes

STEEP (Striving TowardsEducationalExcellence Program

LAL

Mathematics

Yes End of Year StudentProjects and in classassessments/portfolios

Increased student achievement in LAL and mathematicson in class assessments.

10



1

Strategy orProgram

2

Content/Group Focus

3

Effective

4


5

Measurable Outcomes21st Century Tutoring

LAL

Mathematics

Yes Student work,portfolios

Increased student achievement in LAL and mathematics

Homework Club LAL

Mathematics

Yes Completion andaccuracy of homework

assignments

Increased performance on End of Unit Assessments andclass participation

NA Students withDisabilities

NA NA NA

NA Homeless/Migrant NA NA NA

NA ELL Yes Same as STEEP Same as STEEP

11



Table D: Professional Development That Was Implemented in 2011.

1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable Outcomes

Lucy Caulkins LAL Yes Reading & WritingData Binders, Studentwriting portfolios

Increased rubric scores on published writing pieces.

NJASK TBD

District Training –Learning Math Through ProblemSolving

Mathematics Yes Math data binders End of Unit Math Assessments

NJASK TBD

STEM Training Science and Math Yes Classroom Application

Lesson Study

NJASK TBD

Same as LAL &Math

Students withDisabilities

Yes “ “ “ “

NA Homeless/Migrant NA NA NA

Same as LAL &Math

ELL Yes “ “ “ “

12



Table E: Parent Involvement That Was Implemented in 2011

1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable Outcomes

NJASK Workshop LAL Yes Attendance and Sign-In Sheet

High level of parent and student involvement

NJASK Workshop Mathematics Yes Attendance and Sign-In Sheet High level of parent and student involvement

Science FairWorkshop

Science/ Parentsand Students

Yes Attendance and Sign-In Sheet

High level of parent and student involvement

Parent InvolvementDay/Bring YourParent to SchoolDay

Parents No Attendance and Sign-In Sheet

Minimal attendance

StudentPerformances(cultural events,

concerts, theater,science fair,geography bee,spelling bee)

All Stakeholders Yes Attendance and Sign-In Sheets

High family involvement at events where studentsperform.

Career Day Students Yes High StudentEngagement

Community was involved in sharing information andtalent regarding professions.

Same as Above Students withDisabilities

NA Homeless/Migrant

13



1

Strategy or

2

Content/Grou

3

Effect

4

Documentation of

5

Measurable OutcomesSame as Above ELL

14



2012 Needs Assessment & Evaluation Summary

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

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

The following stakeholders were involved in the assessment process: classroom teachers, Principal, SchoolLeadership Team, School Leadership Committee (SLC), instructional staff, and parents. The goal was to buildcapacity that will enable staff members to better meet the needs of our students.

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

Classroom teachers maintain data binders that include NJASK data and additional assessments which includes abreakdown of areas that are in need of improvement. Teachers review data individually and collectively to focusinstruction and place priorities to meet student needs

3. Explain how the data from the collection methods are valid and reliable.

The data are valid and reliable because they are standardized and come from research based programs. Data collectionneeds to be more consistent across grade levels.

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

Data analysis reveals inconsistencies in how data is used to drive instruction.

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

Professional development needs to be aligned to meet the needs of students and advance student achievement.

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

Staff members identify at-risk students and refer them to the IR&S Team.

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

IR&S Team meet with teachers and parents to develop an effective intervention plan.

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

Migrant students are serviced with the general education population and receive necessary services to ensure theirsuccess.

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

NA

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

15



During grade level and staff meetings, teachers were engaged in analyzing data, developing focus calendars andinstructional strategies to improve student learning.

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

Emerson School is involved in a year-long planning process with Early Childhood to ensure that students transition tokindergarten smoothly and effectively. Preschool teachers of 4-year olds visit our kindergarten classrooms at the

beginning of the school year to receive an overview of the program in order to ensure that their students will be ready bythe end of the year. Preschool students visit our kindergarten classrooms and get a glimpse of what to expect in theupcoming school year. When time permits, Teachers of Kindergarten and Preschool, Principals, Center Directors andEarly Childhood Supervisor and Director visit the preschool classrooms together and share feedback relating toobservations and reflections.

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

Professional Learning Communities analyze and disaggregate data to identify areas in need of improvement, problemsand root causes.

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

Too many district initiatives and changes cause a lack of focus and follow through. Students lack prior knowledge and

have difficulty making real world connections.14. Describe the evaluation results regarding the status of SMART goal #1 in the action plan?

NA - We were not a SINI in 2010 – 2011.

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


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


16



2012 Needs Assessment – Partially Proficient

Provide the number of students at each grade level listed below who scored partially proficient on state assessments fortwo years or more in Language Arts Literacy and mathematics. (Data is # of students scoring partially proficient for thatyear, not two consecutive years)

LanguageArts

2008-2009

2009-2010

Services Provided Describe why services provided did notresult in proficiency.

Grade 4 NA 41 STEEP After School Safety NetProgram

Need to develop more focused curriculum withtangible & measureable data targets.

Grade 5 44 44 STEEP After School Safety NetProgram



Need to develop more focused curriculum with

tangible & measureable data targets.Grade 7 NA NA NA NA

Grade 8 NA NA NA NA

Grade 11 NA NA NA NA


Mathematics

2008-2009

2009-2010

Services Provided Describe why services provided did notresult in proficiency.

Grade 4 NA 37 STEEP After School Safety NetProgram






Grade 7 NA NA NA NA

Grade 8 NA NA NA NA

17





18



Selection of Priority Problems

School Needs Assessment Summary Matrix

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

• Using information from the data analysis, identify all priority problems.

• Select three or four priority problems to address in this plan. The selected problems should be checked incolumn T.

• When completing the matrix below, data from Tables A, B, C, D, E and the Needs Assessment Summary shouldbe used.

P r i o

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

Priority Problem

Population Categories

A . A

l l s t u d e n t s

B . S

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

C . E

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

D . E

c o n .

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

E . N

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

F . Y

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

G . R

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

H . H

o m e l e s s

I . I m

m i g r a n t

J . L E

P

K . T

e a c h e r s

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

M . P

a r e n t s

N . S

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

O . P

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

P . O

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

Q . M

e n t a l h e a l t h

R . G

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

S . O

t h e r -

P a r t i a l l y P r o f i c i e n t_____

T .

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

r i t y

P r o

b l e m s

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

N e e d s

1Closing the achievementgap X X X

2 Early childhood education

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

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

3aLanguage arts literacy andreading X X X X X

3b Mathematics X X X X X

3c Science

3d Social studies

3e World Languages3f Cross Content Workplace

19



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

Priority Problem


A .

A l l s t u d e n t s

B .

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

C .

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

D .

E c o n .


E .

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

t

F .

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

G .

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

H .

H o m e l e s s

I . I m m i g r a n t

J . L E P

K .

T e a c h e r s

L .

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

M .

P a r e n t s

N .

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

O .

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

c e

P .

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

Q .

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

R .

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

S .

O t h e r -

P a r t i a l l y P r o f i c i e n t_____

T .

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

P r o b l e m s

Readiness 4 Technology Literacy

S t a f f N e e d s

H i g h Q u a l i t y P r o f e s s i o n a l D e v e l o p m e n t

5 . I m

p l e m e n t i n g

t h e C C C S

5a Language Arts Literacy X X

5b Mathematics X X

5c Science

5d Social studies

5e World Languages

5f Cross Content WorkplaceReadiness

6Effective classroom use of technology

7Standards-basedassessment

8

Instructional skills and

strategies X X X9 Mentoring

10 Classroom management

11Using data/assess. toimprove learning 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

13 Highly qualified teachers

14 Teachers in shortageareas

15 Teachers in Math andScience

16 Teachers to reduce classsize

20




Priority Problem


A .


B .


C .


D .

E c o n .


E .


t

F .


G .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


c e

P .


Q .


R .


S .

O t h e r -

P a r t i a l l y P r o f i c

i e n t_____

T .


P r o b l e m s

17Qualifiedparaprofessionals

18 Highly qualified personnel

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

19 Alcohol use

20 Drug use

21 Tobacco use

22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27Suspensions, removals, orexpulsions

28Serious or persistentdiscipline problems

29 Bullying

30 Victimization

31 Truancy/attendance

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict

35 Intergroup conflict/bias

36 Negative peer influence

37 School safety38 School

climate/environment

21




Priority Problem


A .


B .


C .


D .

E c o n .


E .


t

F .


G .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


c e

P .


Q .


R .


S .

O t h e r -

P a r t i a l l y P r o f i c

i e n t_____

T .


P r o b l e m s

39 Risk factorsQualityTeacher 40 Teacher Quality

Tech. &Ed.

Materials

41 Technology activities

42Instructional/EducationalMaterials

Studentswith

SpecialNeeds 43 Drop-out rate

Literacy,& Adult

Ed.

44 Adult literacy

45Parent/communityinvolvement X

Leadership

46 Leadership Network

47 Leadership PD

22



Description of Priority Problems and Strategies to Address Them

• All student subgroups not meeting AYP MUST be considered during the needs assessment process.Select at least three priority problems.

•

Complete the information below for each priority problem checked in column T on the previous pages.Add additional sections as needed.

#1 #2

Population CategoryLetter & ProblemNumber

A. S. Other - (Partially Proficient Students) #1 A. B. D. J. #3a

Name of priorityproblem

Closing the Achievement Gap Language Arts Literacy and Reading

Describe the priority

problem

Students are partially proficient on the NJASK Lack of reading comprehension and the ability toanalyze text

Describe the rootcauses of the problem

Students are unable to comprehend what is read.As a result they demonstrate an inability toanalyze text and properly transfer knowledge todemonstrate proficiency. Students are unable tointerpret word problems due to a lack of comprehension skills and vocabulary.

N/A

Subgroup or populationaddressed

All students who scored partially proficient onNJASK

All Students

Grade span Grades 3 - 6 Grades K – 6

Related content area

missed

Language Arts, Mathematics, Social Studies,Science

Mathematics, Science, Social Studies

Name of scientificallyresearch basedprogram/strategy/practice to address problem

Success In SightExtended Day Programs

How does theprogram/strategy alignwith the NJ CCCS?

Strategies and content for curriculum, instructionand assessment will reflect NJCCCS.


CAPA finding orrecommendation

N/A N/A

23



related to the priorityproblem

24



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

#3 #4

Population CategoryLetter & ProblemNumber

A. B. D. J. #3b K. #8 & #11

Name of priorityproblem

Mathematics Instructional Skills and StrategiesUsing Data/Assessment to Improve Learning

Describe the priorityproblem

Lack of understanding key concepts of dataanalysis, geometry and word problem solving.

Students not engaged and connecting to learningInconsistent use of data to drive instruction.

Describe the rootcauses of the problem

Students are unable to interpret word problemsdue to a lack of comprehension skills andvocabulary. Students are not making connections

and applying key vocabulary and concepts whenanswering questions.

Instructional strategies are not meeting the needsof all studentsLack of use of meaningful data to effectively drive

instruction.

Subgroup or populationaddressed

All Students Instructional Staff

Grade span Grades K – 6 All grade levels

Related content areamissed

Mathematics, Science, Social Studies K – 6 Instructional Staff

Name of scientificallyresearch basedprogram/strategy/practi

ce to address problem

Use of the Every Day Math Curriculum andrigorous data driven instruction on targeted skills.

Total Participation Techniques, Himmele &HimmeleWiggins, Grant – Aligning curriculum, instructionand assessment

How does theprogram/strategy alignwith the NJ CCCS?


Strategies for all students to be actively involvedin learning.Alignment of NJCCCS with instruction andassessment.

CAPA finding orrecommendationrelated to the priorityproblem

N/A N/A

25



26



Action Planning

Check Before Proceeding:

•

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

problems.

• At least ten steps must be identified.

Action Plan for Strategy Related to Priority Problem #1

Name of Program, Strategy orPractice to Address PriorityProblem:

Closing the Achievement Gap

Project S.T.A.R. (Science, Technology, Arithmetic and Reading: Making Connections

Across the Curriculum)Extended Day Program for Partially Proficient Students

SMART Goal:

(Specific, Measurable, Achievable,Relevant, Timely)

1. Students participating in intervention programs in grades 3-6 will increaseliteracy and math NJASK scores by 20 points.

• All instructional staff will receive professional development to support ongoinginstruction based on all data analysis of comprehension, analyzing text andproblem solving.

• Teachers and students will infuse technology that is in alignment with targetedskills through the use of software programs.

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

The research of Success in Sight on student achievement denotes that data-baseddecision making refers to an understanding of and engagement of activities that usedata to support teaching and learning. Effective school practices include schoolimprovement strategies shown to be related to improved student achievement andtargeted interventions: differentiated instruction based on data; safe and orderlyschool climate, and a focus on improving academic achievement.

Indicators of Success: Indicators of Success

1. A minimum of 50% of extended day students will demonstrate proficiency on

27





Project S.T.A.R. (Science, Technology, Arithmetic and Reading: Making ConnectionsAcross the Curriculum)

Extended Day Program for Partially Proficient Students

2012 NJASK Test.

2. An increase in the number of students achieving honor roll in their academicstudies.

3. 50% of extended day students will exit from S.T.A.R.

Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date -

Timeline1 Provide professional development to all teachers on

implementing the following skills: analyzing text, literacycomprehension and math word problem solving. (PD360,Columbia University, Sharing Best Practices)

Principal,

Instructional Staff,Students

Professional

DevelopmentConsultant

Sept 6 – June 15

2 Conduct language arts and math data chats with students andparents during the course of the school year.

Principal,Instructional Staff,Students

Data Analysisand ParentConferenceSchedules

Nov 2011 March2012 On Going

3 Use writing assessment benchmarks to monitor, re-teach andconference with students.

Principal,Instructional Staff,Students,

Parents

WritingAssessmentBenchmarks

Oct, Dec, 2011, Feb& April 2012

4 Administrative Focus Learning Walk to measure teacherdocumentation and Accountability


Data AnalysisBinders

Quarterly 2011 –2012 On Going

5 Administer District Interim Assessment and analyze data. Principal,Instructional Staff,Students, Testing

District InterimAssessment

Oct, Feb & April OnGoing

28







Coordinator

6 Organize, plan and implement Parent workshop components. Principal,Instructional Staff,Students

ParentProfessionalDevelopmentFacilitator

March-June

7 Administer DRA’s – Developmental Reading Assessment andEnd of Unit Assessments to analyze data.

Principal,Instructional Staff,Students, TestingCoordinator

DevelopmentalReadingAssessment andEnd of UnitAssessments

Oct 1, 2011 –June 1,2012

8 Organize data analysis for NJASK 3,4,5 by disaggregating data

based on strands of skill by individual student.

Principal,

Instructional Staff,Students, TestingCoordinator

NJASK Data

DIA Data

Sept 6 – June 15

9 Consistently administer pre and post testing procedures inorder to track student progress and individual proficiencylevels.


TestingAssessments

Oct 1, 2011 –June 1,2012.

10

Students will utilize technology to enhance instructionalknowledge.

Principal TechnologyResources &Programs

Oct 1, 2011 –June 1,2012.

11

Students will participate in conferencing and data chats withtheir teachers.


StudentPortfoliosGradedAssessmentsand NJASK Profile Sheets

Nov 2011 March2012 On Going

12

Students will use results of writing assessment benchmarks tomonitor their growth and areas in need of improvement.

Principal,Instructiona

WritingAssessment

Oct 1, 2011 –June 1,2012.

29







l Staff,

Students

Scores

13

Students will be assessed utilizing the District InterimAssessment


District InterimAssessment

Oct, Feb & April OnGoing

14

Students will collaborate in cooperative peer groups and/orpartner pairs for LA and Math Centers

Principal,Instructional Staff,Students, YEbata Testing

Coordinator

LearningCenters

Oct 1, 2011 –June 1,2012.

15

Students will demonstrate proficiency by completing DRA’s andEnd of Unit Assessments in LA and Math


DRA’s and Endof UnitAssessments

Oct 1, 2011 –June 1,2012

16

Students will participate in extended learning opportunitiesthrough field based activities such as cross curricularexplorations in the museum and science center.


Bus Transportationand ParentPermission Slips

March 15, 2012May 1, 2012

30




Name of Program, Strategy orPractice to Address Priority

Problem:

Language Arts, Literacy and Reading.

Same as Priority Problem #1

SMART Goal:


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

Indicators of Success: 1.

2.

Description of Action Plan Steps PersonsInvolved

ResourcesNeeded Due Date -Timeline

1 Same as Priority Problem #1

2

3

4

5

6

7

89

101112

31




Name of Program, Strategyor Practice to Address

Priority Problem:

MathematicsProfessional Development in Total Participation Techniques and the Use of Data to

Drive Instruction.

Research SupportingStrategy(from IES Practice Guide or What WorksClearinghouse)

Total Participation Techniques; Making Every Student an Active Learner (Himmele &Himmele)Aligning Curriculum, Instruction and Assessment (Wiggins & Grant)

SMART Goal:


Students in grades 3-6 will increase literacy and math NJASK scores by 20 points.

Teachers will use benchmark assessments to make decisions and drive instruction.

Teachers will use Total Participation Techniques to engage all students in daily

instruction as reflected in lesson plans and observation.Indicators of Success: 1. Student acheivement based on teachers’ use of data and total particpation

techniques (reflected in teachers’ lesson plans and data binders)

2. Teacher and student feedback.

Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline1 Same as Priority Problem #1

2

3

45

6

7

8

9

1011

32



Name of Program, Strategyor Practice to AddressPriority Problem:

MathematicsProfessional Development in Total Participation Techniques and the Use of Data toDrive Instruction.

12

33



Plan Components for 2012

Table F: Proposed 2012 Core Strategies to Address Student Achievement

Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble

Indicators of Success

(Measurable EvaluationOutcomes)

Research SupportingStrategy(from IES Practice Guide or What

Works Clearinghouse)

Improvedinstructionalimplementation

LAL &Math

AllStudents

Principal

Teachers

Data binders, DRA’s, In classassessments and districtbenchmark tests (DIA)

Results Now by Schmoker

HomelessMigrantELL

StudentswithDisabilities

*Use an asterisk to denote new programs.

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

Name of Strategy

ContentAreaFocus

TargetPopulati

on(s)

PersonResponsi

ble



Research SupportingStrategy

(from IES Practice Guide or WhatWorks Clearinghouse)

Project S.T.A.R.Extended DayProgram forPartiallyProficient

(Science,Technology,Arithmet

Grades 3-6 that arepartiallyproficient

Principal Weekly assessmentsadministered.

Pre & Posttests.

The research of Success inSight on student achievementdenotes that data-baseddecision making refers to anunderstanding of and

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Name of Strategy

ContentAreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Students ic and

Reading:MakingConnectionsAcrosstheCurriculum)

engagement of activities that

use data to support teachingand learning.

HomelessMigrant

Same as above ELL

Same as above StudentswithDisabilities


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

Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Lucy Calkins K-2 LAL Allstudents

Principal Writing Conferences and writingprocess implementation.

Best Practices of Lucy Calkins

WritingFundamentals6th

LAL Allstudents

Principal Best Practices of Marzano

HomelessMigrantELL



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

Name of Strategy

Conten

t AreaFocus TargetPopulation(s)

PersonResponsible

Indicators of Success(Measurable Evaluation

Outcomes)

Research Supporting

Strategy(from IES Practice Guide or WhatWorks Clearinghouse)

PTO Workshops LAL &Math

Allstudents

PTO Exec.

Principal

Parent Participation and Sign InSheets

Best Practice for schoolclimate by Richard Dufour andProfessional LearningCommunities

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Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





HomelessMigrantELL



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2012 Parent Involvement (PI) Narrative

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

Measures (Back to School Night, Conferences, Data Chats, Workshops) are taken to collaborate with parents so theyare involved, informed and can support their child in promoting his/her academic achievement.

2. Do you have a school-parent compact?

Yes

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

The School-Parent Compact will be distributed at Back to School Night for parents to sign and return to the teacher.IStudents will bring home the compact to parents not attending Back to School Night. In addition, the school socialworker will follow-up to ensure that all parents have received the compact.

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

Student achievement data is reported to the public at Back to School Night and District StakeholderCommunity Meetings.

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

Profiles of our school and student assessment results are mailed to our students’ homes.

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

Parents are informed of the school’s improvement status through Global Connect, MonthlyCalendars/Newsletters and the district website.

7. Identify procedures for informing parents about the school’s disaggregated assessment results.Disaggregated results with an explanation are sent to the parents as soon as they are available. The results are alsodiscussed with parents during Parent Teacher Conferences.

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

PTO officers and school leadership council members help to develop the Unified Plan.

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

Parents receive individual NJASK student reports. In addition, student assessment data results will be discussed atconferences throughout the school year.

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

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

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

GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

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

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 29.5 36.6 NJASK 2011 57.9 62.1

Students with Disabilities NJASK 2011 14.8 23.3 NJASK 2011 44.2 49.7

Limited English ProficientStudents

NJASK 2011 0.0 10.0 NJASK 2011 24.2 31.7

White

African-American NJASK 2011 26.7 34.0 NJASK 2011 53.9 58.5

Asian/Pacific Islander

American Indian/NativeAmerican

Hispanic NJASK 2011 24.2 31.8 NJASK 2011 56.8 61.1

Others

Economically Disadvantaged NJASK 2011 26.6 33.9 NJASK 2011 61.9 65.7

GRADE SPAN: GRADE 6 ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 40.0 46.0 NJASK 2011 53.4 58.1

Students with Disabilities NJASK 2011 50.0 55.0 NJASK 2011 53.4 58.1


NJASK 2011 6.7 16.0 NJASK 2011 20.0 28.0

White

African-American NJASK 2011 42.4 48.2 NJASK 2011 63.6 67.2



Hispanic NJASK 2011 38.5 44.7 NJASK 2011 46.2 51.6

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

Others

Economically Disadvantaged NJASK 2011 45.0 50.5 NJASK 2011 70.0 73.0

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



Other AssessmentName

Baseline 2012 Target Other AssessmentName

Baseline

2012 Target


Total TBD TBD TBD TBD TBD TBD

Students with Disabilities


White

African-American

Asian/Pacific IslanderAmerican Indian/NativeAmerican

Hispanic

Others



41





Other AssessmentName

Baseline 2012 Target Other AssessmentName

Baseline

2012 Target

Total TBD TBD TBD TBD TBD TBD

Students with Disabilities


White

African-American



Hispanic

Others


42



Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff

Number &

Percent

Content &Focus

Description of Process toMeet Highly Qualified

Description of Strategy to RetainHQ Staff

Teachers who meetthe qualifications forHQT, consistent with Title II-A

37 High levels of Accountability andsupport

Teachers who do notmeet the qualificationsfor HQT, consistentwith Title II-A

0 NA NA

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

9 High levels of Accountability andsupport

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

0 NA

43



Description of Strategy To Attract HQ Staff IndividualsResponsible

NA NA

44



Table L: Support for Teachers

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

Description of

Support

ContentArea

Focus

Target

Group

PersonResponsi

ble


(Evaluation) How are teachers

identified?

Table M: Support for Administrators

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

Description of Support

ContentAreaFocus TargetGroup

PersonResponsi

ble


(Evaluation) How are administratorsidentified?

Network

Student Eligibility and Selection

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

Measure

Homeless

Migrant

Studentswith

Disabilities

Economically

Disadvantaged

ELL OtherSubGro

ups

Targeted Assistance Schools

Entrance

Criteria ()

ExitCriteria

()

State Assessment

Other Assessments

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English LanguageProficiencyAssessment

Classroom Grades

Teacher

RecommendationOther

Support Elements

Ongoing and Sustained Technical Assistance*

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

efforts to increase academic achievement?From the district:

From outside experts:

From others:

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

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

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

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*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies, procedures and evaluation instruments, data analysis, coaching, program planning, budgeting, and theprovision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an outsideconsultant.

47



District Support (completed by LEA for SINIs only)

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

Lack of administrative and leadership consistency at the district and school level has led to plans and programming not

being consistent for students and teachers. Budgetary concerns have forced limited utilization of some of the strategieslisted in table B to improve student performance.

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

Providing professionaldevelopment that focusesprimarily on improving instructionand using data to informinstruction

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

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

Implementing strategies groundedin scientifically based researchthat will strengthen instruction in

core academic subjects

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

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

Assessment for Learning – J. Chappius

Expanding parental involvementactivities that support the school’sefforts to increase studentachievement

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

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

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• Bring Your Parent to School Day

• Career Days

• Parent training in both mathematics and literacy

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

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

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

• School and district functions• Parent Institute

• Parent to parent discussion groups

Reallocating the budget to fundactivities that support the school’simprovement plan and are mostlikely to increase studentachievement

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

Ensuring that curriculum isaligned to the CCCS

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

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

49



2010-2011 Resource Allocation

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

Type of Funds

Brief Description of Strategy or PracticeImplemented with

Funds

AmountAllocate

d

SIAAmountCarried

Over

Reallocated Use of

SIA

Outcomes as aResult of

Implementing theStrategy or Practice

Evidence

2010 Title I,Part A

Message Time Plus,Reading Plus, Read 180,Harcourt , EverydayMathematics, McMillan &McGraw – A Closer Look, ,Study Island, Starfall,Moving Into English, StudyIsland, Total Physical

Response

We are aSchoolwideschoolwithblendedfunds

NOTAPPLICABLE

NOTAPPLICABLE

To be determined oncethe Spring 2011 NJASK results are receivedand analyzed

NJASK -Spring2011

2010 SIA PartA

$44,885 N/A N/A To be determined oncethe Spring 2011 NJASK results are receivedand analyzed

NJASK -Spring2011

Federal Message Time Plus,Reading Plus, Read 180,Harcourt , EverydayMathematics, McMillan &

McGraw – A Closer Look, ,Study Island, Starfall,Moving Into English, StudyIsland, Total PhysicalResponse

NCLBandotherfederalsources

NOTAPPLICABLE

NOTAPPLICABLE


NJASK

State Message Time Plus,Reading Plus, Read 180,Harcourt , EverydayMathematics, McMillan &McGraw – A Closer Look, ,

ABBOTT NOTAPPLICABLE

NOTAPPLICABLE


NJASK

50



Study Island, Starfall,Moving Into English, StudyIsland, Total PhysicalResponse

Local Message Time Plus,Reading Plus, Read 180,Harcourt , EverydayMathematics, McMillan &McGraw – A Closer Look, ,Study Island, Starfall,Moving Into English, StudyIsland, Total PhysicalResponse

City Tax

Levy

NOT

APPLICABLE

NOT

APPLICABLE

To be determined once

the Spring 2011 NJASK results are receivedand analyzed

NJASK

Other

School Budget Pages

School level budget pages in Excel must be completed along with each school’s Unified Plan, identifying thefollowing:

How the Title I, Part A school allocation is budgeted for targeted assistance schools or schoolsoperating schoolwide programs that do not blend their funds How the SIA, Part a allocation is budgeted for all schools receiving this award

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

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

51



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

52



Corrective Action, Restructuring, and School Improvement

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

hold and 10 that have had a CAPA visit. The corrective action plan, corrective actionsidentified 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 whichcorrective action(s) will be taken and describe the implementation and how the action(s) will be incorporated with theother elements of the Title I Plan. Note: CAPA report prioritized recommendations and action plans must beincorporated into the Unified Plan.

Corrective Actions (Recommendations from CAPA Report)

1 Required implementation of a new research-based curriculum or instructional 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 performance4 Significant decrease in management authority at the school level5 Replacement of the principal

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

improve academic achievement of low-performing students.

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

Corrective

Action#

Description

Effective

Yes -No

Evidence of Effectiveness

Outcomes

1

2

53

NOT APPLICABLE



Corrective Descri tion

Effective Evidence of Outcomes

3

4

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

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

incorporated into the Unified Plan.

Year Restructuring Plan Created: _______

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

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

The restructuring options are as follows:1. Implement any major restructuring of the school’s governance that is consistent with the principles of restructuring

as set forth in the No Child Left Behind Act .2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq.

and N.J.A.C. 6A).3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to

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

Identify the restructuring option(s) selected: ____

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

Fundamental GovernanceReforms Implemented as

Listed in ApprovedRestructuring Plan

Status of Implementation

Effective

Yes -No

Evidence of Effectiveness

Outcomes

1

2

55



3

4

5

List revisions made to the original restructuring plan.

56



Peer Review

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

improvement status.

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

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

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

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Principal/Leadership

Language Arts

Mathematics

Special EducationELL

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

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

57

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

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



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plainfield nj schools 2011 12 title i unified plan emerson

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