plainfield nj schools 2011 12 title i unified plan evergreen
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8/3/2019 Plainfield NJ Schools 2011 12 Title I Unified Plan Evergreen
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2012 TITLE I UNIFIED PLAN TEMPLATE
District and School Information
District: PLAINFIELD PUBLIC SCHOOLSChief School Administrator: ANNA BELIN-PYLES Chief School Administrator E-mail:[email protected]
NCLB Contact: DAWN CICCONE NCLB Contact E-mail: [email protected]
School: EVERGREEN
The school is designated (select one): Targeted Assistance Schoolwide
Principal: WILSON APONTE 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.
Wilson Aponte June 30, 2011 __________________________________________ ____________________________________________ ________________________ Principal’s Name Principal’s Signature Date
Evergreen Elementary School1
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Rutgers University Institutions of HigherEducation
Evergreen Elementary School3
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School NCLB Committee Meetings
List the dates of the meetings when the School NCLB Committee discussed the needs assessment and Unified Plandevelopment. *Add rows as necessary
Date Location Topic Agenda on File Minutes on File
Yes No Yes No
Oct 4, Oct 18, Dec6, Dec 20, Jan 18,
Jan 24, Jan 31, Feb22, May 9, May 31,
June 13
Library - General Staff Meetings
NeedsAssessmentPlanDevelopment
* *
Jan 13, Feb 10,
May 12,
Library - PTO Meetings Needs
AssessmentPlanDevelopment
* *
Jan 5, Aug 4-5, Aug8
Principal Conf. Area,Library, VP Conf. Area -
SLT/NCLB
NeedsAssessmentPlanDevelopment
* *
Week of Sept 27,Oct 12, Oct 25,Nov 8, Dec 6, Jan5, Jan 11, Jan 19,Feb 12, Feb 22,Feb 28, Mar 21
Principal Conf. Area -Grade Level Meetings,Dual Language Vertical
Articulation Meetings
NeedsAssessment
* *
Library - Principal Chat &Chew
NeedsAssessmentPlanDevelopment
* *
Jan 13, Mar Principal Conf. Area – with21st Century Site
Needs * *
Evergreen Elementary School4
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Coordinator AssessmentPlanDevelopment
July 25-26, Aug 1-3,
VP Conference Area –Admin Review of Data
NeedsAssessment
PlanDevelopment
* *
School’s Vision & Mission
Provide, update, or develop the school’s vision and mission statement. Refer to the Introduction for Unified Planpages for guidance.
What is the school’s vision statement?All Evergreen Students Will Go to College!
What is the school’s mission? The Plainfield Public Schools, in partnership with its community, shall dowhatever it takes for every student to achieve high academic standards –
no alibis, no excuses, and no exceptions.
Describe the process for developingor revising the school’s vision andmission.
n/a
Evergreen Elementary School5
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2012 Comprehensive Needs Assessment & Data Analysis Summary
Data Collection and Analysis
Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2011 Programs,Strategies and Practices
• Results and outcomes must be measurable.
Areas Multiple MeasuresAnalyzed
Overall Measurable Results and Outcomes
Academic Achievement NJASK, District InterimAssessment (DIA - Learnia),ACCESSDRA, Teacher MadeAssessments
Identifies where the students are compared to minimum levels of proficiency established by the district. Establishing cohorts of students for enrichment / intervention programs in order to meetstheir academic needs.
Parent Involvement Volunteer Opportunities,Volunteer Forms Returned, #of Volunteers who submit avolunteer form, Attendance atPTO Meetings
District Site Visits
Identification of parent informational needs, volunteeropportunities, time available,
Interest in committees, and PTO membership. Degree of parentinvolvement in the school and areas of concern. Identifiesweaknesses in meeting district goals within in the District StrategicPlan
Professional Development PD Feedback Forms
Staff PD SurveyDistrict Site Visits
Identify week areas and creates action plans & Individual PIP
Staff Professional Development Needs IdentifiedIdentifies weaknesses in meeting district goals within in the DistrictStrategic Plan
Extended LearningOpportunities
Teacher observation, testingand assessment. State NJASK
Participants will engage in math and literacy lessons and willdemonstrate their learning by completing individual and groupprojects.
Homeless NJASK, District InterimAssessment (DIA Learnia),ACCESS
How the children improve or grow / master targeted clusters of instruction
Staff Professional Development Needs IdentifiedIdentifies weaknesses in meeting district goals within in the DistrictStrategic Plan
Students with Disabilities NJASK, District Interim How the children improve or grow / master targeted clusters of
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Areas Multiple MeasuresAnalyzed
Overall Measurable Results and Outcomes
Assessment (DIA Learnia),ACCESS
instruction
Staff Professional Development Needs IdentifiedIdentifies weaknesses in meeting district goals within in the District
Strategic PlanEnglish Language Learners NJASK, District Interim
Assessment (DIA Learnia),ACCESS, Home LanguageDRA, Teacher MadeAssessments , DRA, LanguageSurvey, District Instructionalreview – Site Visits
How the children improve or grow / master targeted clusters of instructionStaff Professional Development Needs IdentifiedIdentifies weaknesses in meeting district goals within in the DistrictStrategic Plan
Economically Disadvantaged NJASK, District InterimAssessment (DIA Learnia),ACCESSDRA, Teacher MadeAssessments , DRA, LanguageSurvey, District Instructionalreview – Site Visits
How the children improve or grow / master targeted clusters of instruction
Staff Professional Development Needs IdentifiedIdentifies weaknesses in meeting district goals within in the DistrictStrategic Plan
School Culture Staff Meeting Connections
PD Feedback FormsDistrict Instructional review –Site Visits
Identifies weaknesses in meeting district goals within in the DistrictStrategic Plan
Identifies areas of concern for staff
Leadership District Instructional review –Site VisitsStaff Meeting Connections
School Leadership Team/Council
Provide opportunities for leadership, decision making andstakeholder buy-in in the process
Highly Qualified Staff District Instructional review –Site Visits, HQ DataCertification ReviewInformal & FormalObservations
The level of teaching and learning, identification of school basedexpertise to provide day embedded PD opportunities, identificationof staff PD Needs.
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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
READ 180 LAL SRI Reports
DRA Reports
Teachers will monitor student growth/ student needs ona monthly basisREAD 180 coach will present best practices and datawith staff in need of support
Reading Plus LAL DRA Reports
Student Grades/Scores
Teachers will monitor student growth/ student needs on
a monthly basisReading Plus coach will present best practices and dataat two staff meetings
Lucy Calkins Unitsof Study
LAL DRA Reports
Student Grades/Scores
Teachers will show evidence of their learning in theirlesson plans Teachers in grades 3-6 will participate in two Coachingsessions followed by cross grade planning andarticulation sessions
Children’s LiteracyInitiative
LAL DRA ReportsACCESS scores
Train all staff in the use of CLI/MTP strategies. Teachers will show evidence of the preplanned message
at grade level mtgs.Identify teachers in need of additional coaching support
Teachers will demonstrate their learning in one on onesessions with coach
EVERYDAYMATHEMATICS
Mathematics Yes End of UnitAssessments
Students will demonstrate greater mastery of thetargeted skills on state assessments
Safety Net Program LAL & Math Yes Assessments Students will show increase on state assessments
4th Grade TargetedAssistance
LAL, Math,Science & SS
Yes Assessments Students will show increase on state assessments
Evergreen Elementary School8
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1
Strategy orProgram
2
Content/Group Focus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Measurable OutcomesStaff Professionaldevelopment on theI&RS process,interventions, andtimelines
All Content
All Staff
Students withDisabilities
Yes I&RS Referrals Staff will demonstrate increased understanding of theI&RS referral process by submitting completed referralswithin the district timelines
Small Group(s) forCounseling/Supportfor varying reasons
Students NeedingAngerManagement
Yes Decrease in conflictresolution sessions,Decrease in reportsgiven toguidance/social workdepartment
Identify students in need of support
Consistent student attendance during sessionsCollaborate with counselors of students participating inoutside services
Bullying AwarenessProgram(s)
School Culture/
IdentifiedStudents
Yes # of IncidentsReported Teacher Feedback
Students will be able to articulate and demonstrateappropriate ways to deal with conflictDecrease in student concerns reported
Guidance/Social
Work IndividualParent Meetings
Homeless/Migrant Yes Agenda
Sign in SheetsAnecdotal Notes
Parents will be able to utilize services of outside
agencies shared
Dual Language OneWay and Two WayClasses establishedEnglish and SpanishWeek
All Content AreasELL
Yes DRA Data, Access Testing, I&RSReferrals
Increase in student performance on ACCESS testing andDRA testing
Table C: Description of Extended Day/Year Programs Implemented in 2011 to Address AcademicDeficiencies - Do not include SES programs.
1
Strategy orProgram
2
Content/Group Focus
3
Effective
4
Documentation of Effectiveness
5
Measurable Outcomes
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1
Strategy orProgram
2
Content/Group Focus
3
Effective
4
Documentation of Effectiveness
5
Measurable Outcomes Yes-No
Safety NetProgram/Extended
Day After SchoolProgram
LAL & MathStudents with
DisabilitiesHomeless/Migrant
ELL
Yes Assessment Scores
Teacher Feedback
Student Attendance
Students will show increase on state assessments
Increase in student performance on ACCESS testing and
DRA testingAt least 70% of students participating in the programwill achieve a proficiency rating of proficient or advanceproficientAt least 70% of students will achieve Adv. Prof or Prof inscience
4th Grade TargetedAssistance & ParentData Chats
LAL, Math,Science & SS
Students withDisabilities
Homeless/Migrant
ELL
Yes Assessment Scores
Student Attendance
Increase in student attendance
At least 70% of students participating in the programwill achieve a proficiency rating of proficient or advanceproficient
At least 70% of students will achieve Adv. Prof or Prof inscience
2nd Grade TargetedAssistance
LAL, Math,Science & SS
Students withDisabilities
Homeless/Migrant
ELL
Yes Assessment Scores
Student Attendance
Increase in student performance on ACCESS testing andDRA testing
Extended School Year Full DaySummer 2011
AllContent/Studentswith Disabilities
Yes Assessment Scores
Student Attendance
Decrease In students scoring partially proficient on stateassessmentsIncrease in student performance on ACCESS testing andDRA testing
Extended School Year SummerProgram
All Content/ELL Yes Assessment ScoresStudent Attendance
Decrease In students scoring partially proficient on stateassessmentsIncrease in student performance on ACCESS testing andDRA testing
21st CenturyProgram
Grades 4-6
After SchoolProgram
Yes Report Card GradesStudent Attendance
Increase in student performance on classroomassessments
Increase in planning meetings to improve
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1
Strategy orProgram
2
Content/Group Focus
3
Effective
4
Documentation of Effectiveness
5
Measurable Outcomescommunication between Site Coordinator and SchoolAdministration around student needs
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Table D: Professional Development That Was Implemented in 2011
1
Strategy orProgram
2
Content/Group Focus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Measurable Outcomes
Grade LevelMeetings
LAL,
Mathematics,Science andSocial Studies
Yes Development of GradeLevel Action PlansInstructional FocusMonthly CalendarsMonthly assessments
Analysis data to identify areas of strengths andconcerns, therefore developing instructional focusmonthly calendars and assessment tools. Looking atstudent work to develop strategies on what’s workingand what’s not working and why?
Reading & Writing
Project
LAL
Staff Mtgs,District PD,10/23 in NYC,Grade LevelMtgs 9/27, ClassDemo 11/15,
Yes Staff Feedback Forms
Development of GradeLevel Action PlansInstructional FocusMonthly Calendars
Observed use of strategies in Informal and Formal
EvaluationsDecrease the number of students scoring partiallyproficient on state assessments
Increase the number of advance proficient scores on NJASK
Children’s LiteracyInitiative – Message Time Plus
(CLI – MTP)
LAL/ GradeLevel MtgsWeek of 12/6
Yes Development of GradeLevel MTP MessagesStaff Feedback Forms
Development of GradeLevel Action Plans
Instructional FocusMonthly Calendars
Observed use of strategies in Informal and FormalEvaluationsIncrease student scores on DRA or ACCESS
Improved practices of the teachers being supported
NJ ASK TestingWorkshops
LAL, Math Yes Inclusion of strategieslearned in lessonplans and observedSkills addressed listedon Instructional FocusMonthly Calendar
Observed use of strategies in Informal and FormalEvaluationsDecrease the number of students scoring partiallyproficient on state assessments
Increase the number of advance proficient scores on NJASK
Increase students’ scores on open ended assessment
Evergreen Elementary School12
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1
Strategy or
2
Content/Grou
3
Effect
4
Documentation of
5
Measurable Outcomesquestions
Writing BenchmarksHolistic ScoringRubrics
Writing Conferences
LAL/ GradeLevel MtgsWeek of 9/27,
10/12,
Yes Scored WritingSamples for DistrictAssessment
Lessons Observed
Decrease in students scoring 0, 1, 2, on holistic rubricsIncrease in student awareness on peer and self-scoringusing rubrics
Implementing theDual LanguageProgram
All Content/ ELLstaff/ Mtgs 10/5
Yes ClassroomObservationsDistrict Site VisitsOn Site CoachingFeedback
Observed use of strategies in Informal and FormalEvaluationsIncrease student scores on DRA or ACCESSImproved practices of the teachers being supported
UnderstandingLearnia Data
LAL, Math, SCI Yes Data Chats Student needs identified and addressed in InstructionalFocus CalendarsStudents identified for Extended Day Program
Writing in ContentAreas, InstructionalWebsites, PD Day,Bulletin BoardExpectationsOutlined
All Content/Grade LevelMeetings Weekof 11/8, Staff Mtgs 12/6
Yes Informal Walk ThroughDistrict Site Visits Increase in Writing displayed across content areas onbulletin boards
Evaluations andPublic Information –Charlotte DanielsonAssess ClassroomNeeds that could beaddressed withfundraiser
All Staff/GradeLevel MeetingsWeek of 10/25
Yes Informal Walk ThroughDistrict Site Visits
Increase staff awareness of Danielson rubric
Review of DistrictWriting Benchmarks
AllContent/GradeLevel Mtgs
Yes Scored student work
Feedback from DistrictRes. Teachers duringGrade Level Mtgs.
Accurate scoring of student writing as identified orconfirmed following district scoring and/or peer scoring
State of the SchoolsNJ ASK Data & DataChats
LAL, Math, SCI/staff Mtgs,Grade LevelMtgs Week of
Yes Development of GradeLevel Action PlansInstructional FocusMonthly Calendars
Home – School Connections
Increase parent awareness of expectations to obtainproficiency
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1
Strategy orProgram
2
Content/Group Focus
3
Effective
4
Documentation of Effectiveness
5
Measurable Outcomes10/18 Parent Comments onData Chat FormsConversations withstudents during sitevisits about data
Increase parent awareness about programs at theschool to meet student needs
ConsultancyProtocol
LAL, Math, SCI/staff Mtgs,Grade Level Mtg
Yes Feedback Forms
Sign in Sheets
Improve the process for reviewing student work duringgrade level meetingsIncrease in teacher centered conversations aboutpedagogy
Assessing StudentWork,conferencing…Zoom PD day
21sr CenturySkillsCollaborationAnd Community
Yes Feedback FormsSign in Sheets
Admin Walkthrough
Improve the process for reviewing student work duringgrade level meetings
Increase in teacher centered conversations aboutpedagogy
Analysis of OpenEnded Questionsand Studentresponses acrossgrade levels1/19/11
Mathematics Yes Feedback Forms
Sign in SheetsStudent Work
Increase in the quality of student writing on open endedmath problems
Increased display of open ended responses in math
Review of DistrictLiteracy Initiatives
AllContent/GradeLevel Mtgs.
Yes Identify teachers in need of support
Identify teacher strengths to act as model classrooms inspecific areas
Cross CulturalCommunication
All Content
Students withDisabilities
HomelessELL
Yes Changes in Staff InteractionParticipation in social
events
Coordinate with the Bil. Dept 3 trainings through June25, 2011Improve the nature of the non verbal and verbal
communication with staff, students, parentsIncrease ones awareness of cultural differences
Increase in staff participation in school socialevents/sunshine club
Cross GradeArticulation
All ContentStudents withDisabilitiesHomeless
ELL
Yes Class listGrade Level Planning
Identify students in need of additional support, studentswho excel academically and students to monitor for theI&RS processDevelop class list for the 2011-2012 SY
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1
Strategy orProgram
2
Content/Group Focus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Measurable OutcomesUnderstanding TheChild Study TeamProcess and District Timeline & LessonPlan Modifications
All Content
Students withDisabilities/Staff Mtg 10/12
Yes I&RS referral feedbackfrom Child Study Team
District Site VisitFeedback
Decrease in the number of late submissions to the I&RSschool teamDecrease in the number of incomplete submissions tothe teamPlan monthly meetings
PD 360 Overview Staff Meeting Yes Staff registered andusing the site
Increase the number of staff registered and using thesiteIdentify and technical problems with logins
Table E: Parent Involvement That Was Implemented in 2011
1
Strategy orProgram
2
Content/Group Focus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Measurable Outcomes
Back to SchoolFamily Picnic
LAL Yes Family Feedback Increased communication between Staff & ParentsIncrease parent awareness of school resources
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1
Strategy orProgram
2
Content/Group Focus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Measurable OutcomesMonthly PTOMeetings
All Content
Students withDisabilities
Homeless
ELL
Yes Monthly Meetings
Attendance Translation for Non-English SpeakingParents
Increased awareness and empowerment in school baseddecisionsDeveloped partnerships with community organizations
Increase in Parent Volunteers
Identify school related procedure or process that needsto change
Quarterly Chat &Chew
All ContentStudents withDisabilities
HomelessELL
Yes Parent EffectivenessSessionsChat & Chew
Attendance Translation for Non-English SpeakingParents
Increased awareness on “how to” assist students athomeIncreased awareness and empowerment in school baseddecisions
Family Game Night
& Family MovieNight
ALL Content &
ALL Subgroups
Yes Increase in PTO
Attendance
Increased awareness on “how to” assist students at
home, Increased awareness and empowerment in schoolbased decisions
Communications(Newsletter, E-Backpack, GlobalConnect Messages,Genesis ParentPortal)
ALL Content &ALL Subgroups
Yes All flyers, letters andreminders are inEnglish and Spanish
All Global ConnectMessages are inEnglish and Spanish
Have increased inparental participation /awareness
Plan and write monthly parent communications
Identify information to post to e-bookbagIncreased communication between Staff & Parents
Testing Activity Calendar - Increased awareness of students’ academic needs
School Carnival ALL Content &ALL Subgroups
YES Volunteers for Event Strengthen home – school connectionProvide a fun outlet that celebrates student academicand social progress
School Book Fair ALL Content &ALL Subgroups
YES Volunteers for Event Increased awareness on tools and resources toencourage reading across content areas
Parent VolunteerSurvey & TeachersNeeds Assessment
YES Completed Forms andDocumented Supportat the School
Increase parental involvement and volunteers at theschool
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1
Strategy orProgram
2
Content/Group Focus
3
Effective
4
Documentation of Effectiveness
5
Measurable Outcomes TeacherAppreciation Day
Staff Yes Strengthen home – school connection
Data Chats All Content
Students with
DisabilitiesHomelessELL
Yes Data Chat Form Increase the number of returned data chat sheets
Back to SchoolNight
ALL Content &ALL Subgroups
Yes Sign in Sheets Increased communication between Staff & ParentsIncreased awareness of students’ academic needs
Winter & SpringConcert
Hispanic HistoryCelebration
Black History
Celebration
ALL Content &ALL Subgroups
Yes Sign In Sheets Increased communication between Staff & ParentsIncrease students understanding of diversity andcultural awarenessIncreased participation of Spanish speaking parents &families
Parent TeacherConference
ALL Content &ALL Subgroups
Yes Attendance Increased communication between Staff & ParentsIncreased awareness of students’ academic needs
Read AcrossAmerica
ALL Content &ALL Subgroups
Yes Agenda & Sign inSheets
Increase students awareness to the importance of beingliterate
Increase family and community involvement in theschool
Increase students desire to read new and differentmaterial
Day of the Eagle ALL Content &ALL Subgroups Yes Teacher Feedbackduring Staff Meeting Strengthen home – school connectionProvide a fun outlet that celebrates student academicand social progress
State of the SchoolData Night
ALL Content &ALL Subgroups
Yes Agenda & Sign inSheets
Increased awareness of students’ academic needs,school academic strengths and needs, Increasedawareness of programs/strategies to meet academicneeds
Bring Your Parent toSchool Day
ALL Content &ALL Subgroups
Yes Agenda & Sign inSheets
Increased communication between Staff & ParentsIncreased awareness of students’ academic needs
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1
Strategy orProgram
2
Content/Group Focus
3
Effective
Yes-
4
Documentation of Effectiveness
5
Measurable OutcomesCareer Day ALL Content &ALL Subgroups
Yes Schedule of Presenters
Increased communication between Students, Staff &ProfessionalsIncreased awareness of students career choices
6th Grade
Transition… ParentNight
ALL Content &
ALL Subgroups
Yes Agenda
Sign In Sheets
Increased communication between Students, Staff &
Parents
KindergartenOrientation
ALL Content &ALL Subgroups
DayProgram Yes
EveningProgram No
AgendaParent Attendance
Increased communication between Staff & ParentsDesign an agenda that will promote a smooth transitionto kindergarten for student and parent
Increased participation of Spanish speaking parents &families
Parent TeacherConferences
Formal and Informal
ALL Content &ALL Subgroups
Yes Two yearly Parent – Teacher Conferences:
First and Third CyclesParent – TeacherConferencesscheduled as neededto address studentachievement
Increased communication between Staff & ParentsIncreased participation of Spanish speaking parents &families
ValentineNewsletter &Valentine Dance
ALL Content &ALL Subgroups
Yes Newsletter Increased communication between Students, Staff &Parents
Design and Produce Newsletter with PTO
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2012 Needs Assessment & Evaluation Summary
• When responding to the questions below, data from Tables A, B, C, D and E should be used.
1. Describe the process and techniques used in the needs assessment.Instructional priorities and program implementations are based on the needs of our school. The web based systems of Administrators’ Plus, Genesis, Acuity and Grade Quick– enables teachers to analyze their class data and assessperformance of their students at various levels such as class, student groups and individual student level. This is alsoused as a tool to identify student strengths and areas of concerns as related to the New Jersey Curriculum CoreContent Standards (NJCCCS).
2. Describe methods used to collect and compile data for student subgroups.Data is disaggregated by clusters, class rosters and targeted skills for student subgroups. The classroom, after schoolSafety Net program, and Imagineering instruction becomes data driven decision making in order to differentiateinstruction for individual student needs.
3. Explain how the data from the collection methods are valid and reliable.
The NJ ASK Data is disaggregated by clusters, class rosters and targeted skills for student subgroups. The Learniasystem provides data for the grade level but does not disaggregate the information by all subgroups. This assessmentis aligned with NJCCCS and the data is used to design Instructional Focus Calendars which teachers use to hone in onskills/strategies students had difficulty with. The classroom and after school instruction assessments become a datadriven decision making tool in order to differentiate instruction for student individual needs. The ACCESS dataprovides valuable information and is a valid assessment for our bilingual staff to identify which small groups withintheir class the students should be a part of. The DRA data is passed from grade to grade to the receiving teachers and
staff finds this extremely helpful in identifying students reading level in September.
4. What did the data analysis reveal regarding classroom instruction?
There is a need for professional development in differentiated instruction across all content areas. As the population of the school changes the gaps between students’ academic needs is widening. Programs and strategies to supportstaffs that are faced with even larger gaps in student’s ability need additional support to move students to proficiency.Staff professional development must be a priority in order to equip the staff with the tools and resources necessary tomeet the needs of students functioning below grade level. A district discussion and professional development must beconducted to address report card grades for students working below proficiency and with maximum teacher support.
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There is a struggle with assigning a grade to student work where a number of one on one conferences were held toget to the final product.
5. What did the data analysis reveal regarding professional development implemented in the previous year(s)? The previous year staff was pulled out of school on a weekly basis to participate in professional development across
content areas at the district level. There was an attempt to make the sessions ongoing which again resulted inclassroom teachers losing valuable instructional time. Monday staff meetings did not allow for full turnkey sessions tobe conducted therefore there was little impact on the school community as a whole. These district trainings resulted ina high number of absences for classroom teachers which resulted in gaps in student learning. This school yearsprofessional development model of program coaches modeling, demonstrating, and debriefing in the classroomsetting resulted in an increase of positive staff feedback and this approach allowed participants and administration toall hear and see the implementation of best practices. This year time was also spent following professionaldevelopment for grade level and cross grade articulation and planning.
6. How are educationally at-risk students identified in a timely manner?
The NJ ASK data is reviewed and educationally at risk students with two years of failure on a state assessment wereidentified. These students were targeted to receive invitations to the extended day program. Students in our bilingualprograms who were new entrants to the country without any exposure to English are paired with a stronger nativespeaker who has a better sense of English instruction. Students who were being considered for referral to the I&RSreferral system for special services are also identified to the grade level and any support materials or sign in sheetsfrom parent conferences are passed on to the receiving classroom teacher. At the close of the school year cross gradearticulation sessions were conducted to share concerns regarding at risk students.
7. How are educationally at-risk students provided with effective assistance?During monthly grade level meetings retention and referral discussions are held. Staff is asked to identify students
who are struggling for the extended day program. Students test scores are used to determine which literacy programthey follow. Various grade levels provide after school tutoring on their own time.During open house parents and students have an opportunity to view well over a dozen SES providers during Back toSchool night. Students are provided with details about the SES providers. Discussions with the leadership team, I&RSteam, and during grade level meetings lead all groups to state that there is a need for Basic Skills or Small Groupinstruction to hone in on students’ needs.
8. How does the needs assessment address migrant student(s) needs? N/A
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9. How does the needs assessment address homeless student(s) needs? The process of addressing the needs of homeless students is as follows the teachers and support staffs analyze classdata and assess student performance at various levels such as class, student groups and individual student levels inorder to determine appropriate instructional and functioning academic level. Through the work of the nurse, guidancecounselor, and social worker this process is also implemented to identify if students are in need of additional supportservices.
10. How were teachers engaged in decisions regarding the use of academic assessments to provide information on andimprovement of the instructional program?Staff were asked to bring their instructional focus calendar, an assessment they used and student work to share atgrade level meetings. Various grade levels took part in the consultancy protocol which focused on teaching strategiesused to teach a skill. Following school and district professional development session staff are given a feedback formsto note their recommendations for instructional improvement. As new initiatives were implemented or planned for theupcoming school year administration shared with staff and parents which decisions were made as a result of acomment on a form, an idea shared at a grade level meeting/staff mtgs./ PTO mtgs./one on one conference.
11. Describe the transition plan for preschool to kindergarten, if applicable.
Preschool teachers of 4-year olds visit our kindergarten classrooms at the beginning of the school year to receive anoverview of the program in order to ensure that their students will be ready by the end of the year. Preschoolstudents visit our kindergarten classrooms and get a glimpse of what to expect in the upcoming school year. Whentime permits, Teachers of Kindergarten and District Master Teachers participate in grade level meetings wherestudents’ strengths and weaknesses are discussed. The Master Teacher reports to the Center Directors and EarlyChildhood Supervisor and Director this information. Our Kindergarten Grade Level Team and Leader maintainconsistent communication with administration and the District Master Teacher sharing feedback relating toobservations and reflections. This team documents their feedback and thoughts via email as needed.
12. Describe the process used to select the priority problems and root causes for this plan?Student academic achievement and district programs are regular topics on the Grade Level Meeting agendas. In thissetting staff articulate their needs as a grade level. During staff meetings and staff professional developmentdiscussions are also held about the school/ district initiatives. During professional development sessions feedbacksheets about the presentations also include a statement about staff needs.
13. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?
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The analysis of data revealed that several key factors contributed in subgroups not meeting AYP: Attendance, Truancy, Parent Involvement, Participation (After School Programs), Disconnect of Day and Extended Day Programs,(lack of) Individual Student Motivation and Class Size. Although strategies, for example sharing the instructional FocusCalendars (IFC) and the use of technology for the Reading Plus Program with the extended day programs to addresstargeted skills, having informative sessions, data chats and chats and chews with the parents regarding strategies touse at home; motivational incentives for students were put in place to address these issues, however, not enough
progress was gained to make a significant impact.
14. Describe the evaluation results regarding the status of SMART goal #1 in the action plan? N/A
15. Describe the evaluation results regarding the status of SMART goal #2 in the action plan? N/A
16. Describe the evaluation results regarding the status of SMART goal #3 in the action plan?
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2012 Needs Assessment – Partially ProficientProvide 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.
LanguageArts
2008-2009
2009-2010
Services Provided Describe why services provided did notresult in proficiency.
Grade 4 43 53 SES Providers, Extended DayService, READ 180, Reading Plus, 21Century Program, Individual ParentConference for Data Chat,Mandatory After School Tutoring
• Minimum parental support, Students in need of supplemental support via the extended day programare not able to attend (transportation issues or siblingresponsibility), Student mobility above state averagetherefore the students we are comparing are not thesame group of students, student truancy rates arehighest in the district.
• Instructional gaps exist with supplementalprograms designed to meet the needs of our studentsneeding intervention.
• Need alignment with district curriculum.
• Need for professional development in dataanalysis for READ 180, Reading Plus, Learnia, andNJASK to drive instructional planning.
• Students’ scores entering fourth grade were wellbelow proficiency. Growth noted for each studentindividually but not enough growth to attainproficiency
• Instructional foci are not always connected tostandards, student needs, curriculum, and varyingsources of data.
• First year implementation of the bilingual one wayprogram. First year of implementation of one week of instruction in English and one week of instruction inSpanish. New staff to a grade level in need of additional professional development.
• First year implementation of the Units of Study.
• Lack of connection between the school staff andSES providers and after school programs housed inthe building (YMWCA).
• Students have preconceived notation that they
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aren’t going to pass. Current programs don’t addressincreasing students’ moral. Limited celebrations onstudent gains, student success, and studentachievement. Professional development needed tosupport teachers in establishing a culture wherestudents are intrinsically motivated, value educationand feel nurtured.
Grade 5 52 51 SES Providers, After School Tutoring,Extended Day Service, 21 CenturyProgram
• Minimum parental support, Students in need of supplemental support via the extended day programare not able to attend (transportation issues or siblingresponsibility), Student mobility above state averagetherefore the students we are comparing are not thesame group of students, student truancy rates arehighest in the district.
• Instructional gaps exist with supplementalprograms designed to meet the needs of our studentsneeding intervention.
• Need alignment with district curriculum.
• Need for professional development in dataanalysis for READ 180, Reading Plus, Learnia, andNJASK to drive instructional planning.
• Instructional foci are not always connected tostandards, student needs, curriculum, and varyingsources of data.
• First year implementation of the bilingual one wayprogram. First year of implementation of one week of instruction in English and one week of instruction inSpanish. New staff to a grade level in need of additional professional development.
• First year implementation of the Units of Study.
• Lack of connection between the school staff andSES providers and after school programs housed inthe building (YMWCA).
• Students have preconceived notation that theyaren’t going to pass. Current programs don’t addressincreasing students’ moral. Limited celebrations onstudent gains, student success, and studentachievement. Professional development needed tosupport teachers in establishing a culture wherestudents are intrinsically motivated, value educationand feel nurtured.
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Grade 6 N/A 43 SES Providers, After School Tutoring,Extended Day Service, 21 CenturyProgram
• Students’ scores exceeded what was needed toattain AYP through Safe Harbor but not AYP throughbenchmark scores.
• Minimum parental support, Students in need of supplemental support via the extended day programare not able to attend (transportation issues or siblingresponsibility), Student mobility above state average
therefore the students we are comparing are not thesame group of students, student truancy rates arehighest in the district.
• Instructional gaps exist with supplementalprograms designed to meet the needs of our studentsneeding intervention.
• Need alignment with district curriculum.
• Need for professional development in dataanalysis for READ 180, Reading Plus, Learnia, andNJASK to drive instructional planning.
• Instructional foci are not always connected to
standards, student needs, curriculum, and varyingsources of data.
• First year implementation of the bilingual one wayprogram. First year of implementation of one week of instruction in English and one week of instruction inSpanish. New staff to a grade level in need of additional professional development.
• First year implementation of the Units of Study.
• Lack of connection between the school staff andSES providers and after school programs housed inthe building (YMWCA).New staff to a grade level inneed of additional professional development.
• Students have preconceived notation that theyaren’t going to pass. Current programs don’t addressincreasing students’ moral. Limited celebrations onstudent gains, student success, and studentachievement. Professional development needed tosupport teachers in establishing a culture wherestudents are intrinsically motivated, value educationand feel nurtured.
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Mathematics
2008-2009
2009-2010
Services Provided Describe why services provided did notresult in proficiency.
Grade 4 27 27 SES Providers, After School Tutoring,Extended Day Service, 21 CenturyProgram, Individual Parent
Conference for Data Chat,Mandatory After School Tutoring
• Minimal parental support
• Students in need of supplemental support via theextended day program are not able to attend
(transportation issues or sibling responsibility),Student mobility above state average thereforethe students we are comparing are not the samegroup of students, student truancy rates arehighest in the district.
• Instructional gaps exist with supplementalprograms designed to meet the needs of ourstudents needing intervention. Programs needalignment with district curriculum.
• Need for professional development in dataanalysis for End of Unit Assessments, Learnia, andNJASK to drive instructional planning.
• Students’ scores entering fourth grade were wellbelow proficiency. Growth noted for each studentindividually but not enough growth to attainproficiency
• Instructional foci are not always connected tostandards, student needs, curriculum, and varyingsources of data.
• First year implementation of the bilingual one wayprogram. First year of implementation of oneweek of instruction in English and one week of instruction in Spanish.
• New staff to a grade level in need of additional
professional development.• Students have preconceived notation that they
aren’t going to pass. Current programs don’taddress increasing students’ moral. Limitedcelebrations on student gains, student success,and student achievement. Professionaldevelopment needed to support teachers inestablishing a culture where students areintrinsically motivated, value education and feelnurtured.
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Grade 5 20 28 SES Providers, After School Tutoring,Extended Day Service, 21 CenturyProgram
• Minimal parental support
• Students in need of supplemental support via theextended day program are not able to attend(transportation issues or sibling responsibility),Student mobility above state average thereforethe students we are comparing are not the samegroup of students, student truancy rates arehighest in the district.
• Instructional gaps exist with supplementalprograms designed to meet the needs of ourstudents needing intervention. Programs needalignment with district curriculum.
• Need for professional development in dataanalysis for End of Unit Assessments, Learnia, andNJASK to drive instructional planning.
• Instructional foci are not always connected tostandards, student needs, curriculum, and varyingsources of data.
• First year implementation of the bilingual one wayprogram. First year of implementation of oneweek of instruction in English and one week of instruction in Spanish.
• New staff to a grade level in need of additionalprofessional development.
• Students have preconceived notation that theyaren’t going to pass. Current programs don’taddress increasing students’ moral. Limitedcelebrations on student gains, student success,and student achievement. Professionaldevelopment needed to support teachers in
establishing a culture where students areintrinsically motivated, value education and feelnurtured.
Grade 6 N/A 34 SES Providers, After School Tutoring,Extended Day Service, 21 CenturyProgram
• Students’ scores exceeded what was needed toattain AYP through Safe Harbor but not AYPthrough benchmark scores.
• Minimal parental support
• Students in need of supplemental support via theextended day program are not able to attend(transportation issues or sibling responsibility),
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Student mobility above state average thereforethe students we are comparing are not the samegroup of students, student truancy rates arehighest in the district.
• Instructional gaps exist with supplementalprograms designed to meet the needs of ourstudents needing intervention. Programs needalignment with district curriculum.
• Need for professional development in dataanalysis for End of Unit Assessments, Learnia, andNJASK to drive instructional planning.
• Instructional foci are not always connected tostandards, student needs, curriculum, and varyingsources of data.
• First year implementation of the bilingual one wayprogram. First year of implementation of oneweek of instruction in English and one week of instruction in Spanish.
• New staff to a grade level in need of additionalprofessional development. .New staff member inneed of additional professional development.
• Students have preconceived notation that theyaren’t going to pass. Current programs don’taddress increasing students’ moral. Limitedcelebrations on student gains, student success,and student achievement. Professionaldevelopment needed to support teachers inestablishing a culture where students areintrinsically motivated, value education and feelnurtured.
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Selection of Priority Problems
School Needs Assessment Summary Matrix
• Certification: For Title I SINIs and SW schools, Population Categories A-M have 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 in column
T.• When completing the matrix below, data from Tables A, B, C, D, E and the Needs Assessment Summary should be
used.
P r i o
r i t y P r o b l e m #
Priority Problem
Population Categories
A . A
l l s t u d e n t s
B . S
t u d e n t s w i t h D i s a b i l i t i e s
C . E
a r l y c h i l d h o o d
D . E c o n .
d i s a d v a n t a g e d
E . N
e g l e c t e d / d e l i n q u e n t
F . Y
o u t h a t r i s k o f d r o p p i n g o u t
G . R a c i a l / e t h n i c
H . H o m e l e s s
I . I m
m i g r a n t
J . L E P
K . T
e a c h e r s
L . P
a r a p r o f e s s i o n a l s
M . P a r e n t s
N . S u b s t a n c e a b u s e r s
O . P e r p e t r a t o r s o f V i o l e n c e
P . O
u t - o f - s c h o o l
Q . M e n t a l h e a l t h
R . G
i f t e d & T a l e n t e d
S . O
t h e r ( S p e c i f y )_____________
T .
S e l e c t e d P r i o
r i t y
P r o b l e m s
S t u d e n t A c a d e m i c
N e e d s
1Closing the achievementgap X X X X X X X X X X
X
2 Early childhood education X X X X X X X X X X X X X X X X
C o r e C u r r i c u l u m
C o n t e n t
S t a n d a r d s 3a
Language arts literacy andreading X X X X X X X X X X X X X X X
3b Mathematics X X X X X X X X X X X X X X X3c Science X X X X X X X X X X X X X X
3d Social studies X X X X X X X X X X X X X X3e World Languages X X X X X X X
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P r i o r i t y P r o b l e m #
Priority Problem
Population Categories
A .
A l l s t u d e n t s
B .
S t u d e n t s w i t h D i s a b i l i t i e s
C .
E a r l y c h i l d h o o d
D .
E c o n .
d i s a d v a n t a g e d
E .
N e g l e c t e d / d e l i n q u e n
t
F .
Y o u t h a t r i s k o f d r o p p
i n g o u t
G .
R a c i a l / e t h n i c
H .
H o m e l e s s
I . I m m i g r a n t
J . L E P
K .
T e a c h e r s
L .
P a r a p r o f e s s i o n a l s
M .
P a r e n t s
N .
S u b s t a n c e a b u s e r s
O .
P e r p e t r a t o r s o f V i o l e n c e
P .
O u t - o f - s c h o o l
Q .
M e n t a l h e a l t h
R .
G i f t e d & T a l e n t e d
S .
O t h e r ( S p e c i f y )_____________
T .
S e l e c t e d P r i o r i t y
P r o b l e m s
3f Cross Content WorkplaceReadiness X X X X X X X X X X X X X X
4 Technology Literacy X X X X X X X X X 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 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 X X X X X X X X X
5b Mathematics X X X X X X X X X X X
5c Science X X X X X X X X X X X
5d Social studies X X X X X X X X X X X
5e World Languages X X X X X
5f Cross Content WorkplaceReadiness X X X X X X X X X
6Effective classroom use of technology X X X X X X X X X X X X X
7Standards-basedassessment X X X X X X X X X X X X
8Instructional skills andstrategies X X X X X X X X X X X X X
9 Mentoring X X X X X X X X X X X X
10 Classroom management X X
11Using data/assess. toimprove learning X X X X X X X X X X X X X
12 Working with parents X X X X X X
H i r i n g ,
R e c r u i t i n g
a n d
R e t a i n i n g 13 Highly qualified teachers X
14 Teachers in shortageareas
15 Teachers in Math andScience
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P r i o r i t y P r o b l e m #
Priority Problem
Population Categories
A .
A l l s t u d e n t s
B .
S t u d e n t s w i t h D i s a b i l i t i e s
C .
E a r l y c h i l d h o o d
D .
E c o n .
d i s a d v a n t a g e d
E .
N e g l e c t e d / d e l i n q u e n
t
F .
Y o u t h a t r i s k o f d r o p p
i n g o u t
G .
R a c i a l / e t h n i c
H .
H o m e l e s s
I . I m m i g r a n t
J . L E P
K .
T e a c h e r s
L .
P a r a p r o f e s s i o n a l s
M .
P a r e n t s
N .
S u b s t a n c e a b u s e r s
O .
P e r p e t r a t o r s o f V i o l e n c e
P .
O u t - o f - s c h o o l
Q .
M e n t a l h e a l t h
R .
G i f t e d & T a l e n t e d
S .
O t h e r ( S p e c i f y )_____________
T .
S e l e c t e d P r i o r i t y
P r o b l e m s
16 Teachers to reduce classsize X X X X X X X X X X X
17
Qualified
paraprofessionals X18 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 X
29 Bullying X X X X X X X X X X X X
30 Victimization
31 Truancy/attendance X X X
32 Mental health X X X
33 Sex/gender issues
34 Interpersonal conflict X X
35 Intergroup conflict/bias X X36 Negative peer influence X X
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P r i o r i t y P r o b l e m #
Priority Problem
Population Categories
A .
A l l s t u d e n t s
B .
S t u d e n t s w i t h D i s a b i l
i t i e s
C .
E a r l y c h i l d h o o d
D .
E c o n .
d i s a d v a n t a g e d
E .
N e g l e c t e d / d e l i n q u e n
t
F .
Y o u t h a t r i s k o f d r o p p i n g o u t
G .
R a c i a l / e t h n i c
H .
H o m e l e s s
I . I m m i g r a n t
J . L E P
K .
T e a c h e r s
L .
P a r a p r o f e s s i o n a l s
M .
P a r e n t s
N .
S u b s t a n c e a b u s e r s
O .
P e r p e t r a t o r s o f V i o l e n c e
P .
O u t - o f - s c h o o l
Q .
M e n t a l h e a l t h
R .
G i f t e d & T a l e n t e d
S .
O t h e r ( S p e c i f y )_______
______
T .
S e l e c t e d P r i o r i t y
P r o b l e m s
37 School safety X
38Schoolclimate/environment X X X X X X X X X X X X X X
39 Risk factorsQualityTeacher 40 Teacher Quality X XTech. &
Ed.Materials
41 Technology activities X X X X X X X X X X X X X X
42Instructional/EducationalMaterials X X X X X X X X X X X X X X
Studentswith
SpecialNeeds 43 Drop-out rate
Literacy,& Adult
Ed.
44 Adult literacy
45Parent/communityinvolvement X X X
Leadership
46 Leadership Network47 Leadership PD X X X X X X X X X X X X X X
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Description of Priority Problems and Strategies to Address Them
• All student subgroups not meeting AYP MUST be considered during the needs assessment process.Select at least three priority problems.
• Complete the information below for each priority problem checked in column T on the previous pages.Add additional sections as needed.
#1 #2
Population CategoryLetter & ProblemNumber
A. B. C. D. E. F. G. H. I. J. K. L. M. Q. R. 3a A. B. C. D. E. F. G. H. I. J. K. L. M. Q. R. 3b
Name of priority problem Language Arts Literacy and Reading Mathematics InstructionDescribe the priority problem Not meeting state benchmarks in the subgroups Not meeting state benchmarks in the subgroupsDescribe the root causes of the problem
The district K-6 curriculum across content areaswas rewritten. Literacy programs changed in thedistrict. The district worked to provide benchmark
assessments but the final benchmark assessmentwas not developed. The assessments were notaligned with the curriculum in SY2010-11.
This was the first year with modifications to thestructure of the Dual Language Program withalternating English/Spanish weeks. Staff needadditional time and training in fully implementingthe curriculum in both the dual language one wayand two way classroom setting.
Professional development and resources are
needed for teachers to implement strategies andmodifications related to differentiated instructionfor low performing, special needs, and LEPstudents.
Students are not applying key vocabulary andconcepts when answering questions.
Student mobility exceeds the state average withvarying entry points throughout the year.
With literacy as a focus little emphasis was placedon professional development in mathematicsinstruction. The Everyday Math program has itself
identified gaps in the curriculum through thisresearch their program is changing. Additionalresources, professional development, and thematerials required are necessary to identify andaddress these gaps.
Professional development and resources areneeded for teachers to implement strategies andmodifications related to differentiated instructionfor low performing, special needs, and LEPstudents
The district K-6 curriculum across content areaswas rewritten. The district worked to providebenchmark assessments but the final benchmarkassessment was not developed. The assessmentswere not aligned with the curriculum in SY2010-11.
This was the first year with modifications to thestructure of the Dual Language Program withalternating English/Spanish weeks. Staff needadditional time and training in fully implementing
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Parents’ inexperience with curriculum, newliteracy strategies, and limited understanding of content area vocabulary and how students work isholistically scored limit their ability to provideacademic support at home.
Modifications are made to district programs prior
to the time frame needed to measure programeffectiveness growth takes three (3) to five (5)years.
the curriculum in both the dual language one wayand two way classroom setting to cover content.
Students are not applying key vocabulary andconcepts when answering questions.
Student mobility exceeds the state average with
varying entry points throughout the year.
Parents’ inexperience with curriculum, new mathstrategies, and limited understanding of contentarea vocabulary and how students work isholistically scored limit their ability to provideacademic support at home.
Subgroup or populationaddressed
All StudentsEconomically DisadvantagedAfrican AmericanHispanic
HomelessMigrantStudents with Disabilities - Special NeedsLEP -English Language Learners
All StudentsEconomically DisadvantagedAfrican AmericanHispanic
Students with Disabilities - Special NeedsLEP -English Language LearnersHomelessMigrant
Grade span K-6 K-6Related content area missed Literacy MathematicsName of scientificallyresearch basedprogram/strategy/practiceto address problem
Literacy Instruction aligned to the NJCCCSChildren Literacy Initiative Message Time PlusHarcourt Trophy Reading SeriesREAD 180Reading PlusAcellus Literacy ProgramLucy Calkins Readers & Writers WorkshopUse of Literacy Best Practices:Read AloudClassroom LibrariesPrint Rich EnvironmentConferencingAnalysis of data to guide instruction:Data Chats:Identifying areas of strengths & concerns
Mathematics Instruction aligned to the NJCCCSEveryday Math (EDM) ProgramConnected Math Program
Analysis of data to guide instruction:
Data Chats:Identifying areas of strengths & concerns DistrictInterim Assessment (DIA) Teacher Assessments:Formative & SummativeLooking at Student WorkDeveloping Instructional Focus Calendars/ Targeted SkillsUse of RubricsInfusion of Technology:
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Developmental Reading Assessment (DRA)District Interim Assessment (DIA) Teacher Assessments:Formative & SummativeLooking at Student WorkDeveloping Instructional Focus Calendars / Targeted Skills
Use of RubricsInfusion of Technology:Special Needs Resource Instruction / SupportExtended Day Academic Support
English as a Second Language Instruction /SupportDual Language (DL) InstructionProvide DL Teachers with Systematic &Aggressive PDExtended Day Academic Support
How does theprogram/strategy align withthe NJ CCCS?
The school based curriculum is aligned to theNJCCCS in all content subject areas. Classroominstruction and activities are governed by theNJCCCS. School’s data is based on multipleassessments: DRA, running records, state (NJASK)& district assessments (DIA), and informal andformal classroom observations.
The school based curriculum is aligned to theNJCCCS in all content subject areas. Classroominstruction and activities are governed by theNJCCCS. School’s data is based on multipleassessments: state (NJASK) & district assessments(DIA), and informal and formal classroomobservations.
CAPA finding or
recommendation related tothe priority problem
n/a n/a
Description of Priority Problems and Strategies to Address Them (continued)
#3 #4Population Category Letter &Problem Number
A., K., L, 5a
Name of priority problem Need for literacy Prof Development for Staff/Para
Professionals/Parents to address achievement gapof students in all populations in Early Childhood(grade K-2)
Describe the priority problem Maintaining state benchmarks The resources placed in schools have been for thetesting grades. Teacher assessment data, gradelevel meeting discussions and I&RS referrals tellus that as these programs and professionaldevelopment are being implemented we arebypassing the lower grades needs. Teachersanecdotal notes and assessment data tells us
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there is a need for small group instruction forstudents lacking basic skills to function in thegrade level. I&RS referral packets indicate thatteachers are conducting interventions but withthe increasing class sizes and the gaps wideningadditional resources/strategies are necessary. .Changing programs have resulted in a scattered
focus in literacy and math instruction in thedistrict. Outside of literacy training staff exposureto training and expertise varies.
Describe the root causes of the problem
The district K-6 curriculum across content areasneeds to be revised. The district & classassessments are not aligned with the curriculumin SY2010-11.
Modifications to the structure of the DualLanguage Program are still in its initial stages inGrades K-4. The district needs to build capacity
and expertise in Dual Language Teachers.
Content specific math dialogue has not takenplace with math teachers to discuss theimportance of the curriculum and pacing guidewith program s that have a spiral. The teachershave not implemented the Every Day MathProgram with fidelity (EDM). The incorporation of manipulative in daily instruction and higher orderthinking questions is lacking.
Teachers lack the ability to implement strategies
and modifications related to differentiatedinstruction for low performing and LEP students.
Students are not applying key vocabulary andconcepts when answering questions.
Student mobility exceeds the state average withvarying entry points throughout the year. Studenttruancy was the highest in the district.
Parents’ inexperience with curriculum, new math
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strategies, and limited understanding of contentarea vocabulary and how students work isholistically scored limit their ability to provideacademic support at home.
The professional development is needed toaddress the achievement gap and to address the
unique needs of a school with 50% ELLpopulation.
Modifications are made to district programs priorto the time frame needed to measure programeffectiveness growth takes three (3) to five (5)years.
Efforts to make sure parents understand thepurpose and
Subgroup or populationaddressed
All Subgroups
Grade span K-6Related content area missed ELA, Math, ScienceName of scientificallyresearch basedprogram/strategy/practiceto address problem
Literacy Instruction aligned to the NJCCCSChildren Literacy Initiative Message Time PlusCAFÉDaily 5Harcourt Trophy Reading SeriesREAD 180Reading PlusAcellus Literacy ProgramLucy Calkins Readers & Writers WorkshopUse of Literacy Best Practices:
Read AloudClassroom LibrariesPrint Rich EnvironmentConferencingAnalysis of data to guide instruction:Data Chats:Identifying areas of strengths & concernsDevelopmental Reading Assessment (DRA)District Interim Assessment (DIA) Teacher Assessments:
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Formative & SummativeLooking at Student WorkDeveloping Instructional Focus Calendars / Targeted SkillsUse of RubricsInfusion of Technology:Special Needs Resource Instruction / Support
Extended Day Academic SupportHow does theprogram/strategy align withthe NJ CCCS?
The school based curriculum is aligned to theNJCCCS in all content subject areas. Classroominstruction and activities are governed by theNJCCCS. School’s data is based on multipleassessments: DRA, running records, state (NJASK)& district assessments (DIA), and informal andformal classroom observations.
CAPA finding orrecommendation related tothe priority problem
n/a
Action Planning
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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:
Language Arts Literacy
SMART Goal:
(Specific, Measurable, Achievable,Relevant, Timely)
During the 2011-2012 school year Language Arts teachers in grades K- 6 generaleducation, special education, and bilingual education will continue to implementReading Plus and Read 180, Units of Writing, and CLI CAFÉ and Daily 5 Strategies in
literacy program and will begin to implement Acellus to decrease the number of students in subgroups scoring below proficiency by at least 5% as measured bystudent schedules, lesson designs, walk-through, and analysis of summative andformative data
Research Supporting Strategy(from IES Practice Guide or What WorksClearinghouse)
Indicators of Success: 1. At minimum a 5% decrease in students scoring below proficiency levels on NJASK.2. At minimum a 5% increase in students meeting AMAO on ACCESS.3. Increase participation/attendance in after school programs4. Increase the percentage of participation of partially proficient students in afterschool programs
Description of Action Plan StepsPersonsInvolve
d
ResourcesNeeded Due Date -
Timeline1 Distribute data to staff
Identify partially proficient students for Safety NetDefine class size ratio for Safety Net 13:1Restructure Safety Net programRecruit and monitor safety net invites and students who attend
All Staff/Data andAssessmentCommittee
DATA August - September
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Name of Program, Strategy orPractice to Address PriorityProblem:
Language Arts Literacy
2 Distribution of NJASK, ACCESS, DRA, and DIA for studentscheduling and planning of instruction.
All Staff/Data andAssessme
ntCommittee
DATA September-June(quarterly… ongoing)
3 Professional Development for staff in data analysis All Staff,Admin, PDCommittee
DATA & AssessmentWorkshops
September-June(quarterly… ongoing)
4 Professional development on conducting data chats with students. Teacher-Student Data Chat conferences to review studentinstructional and non-instructional data for improvement a of student achievement.
Instructional Staff students,
Data Chat formsData BinderNJ ASK DataACCESSUnit Assessments
September, quarterly,as needed
5 Continue implementation of Reading Plus and Read180 GeneralEducationandSpecialEducation TeachersBil/ESL Teachers
Additional coachinghours, ProfessionalDevelopment foridentified teachersand generaleducation, additionalstudent books andstudents accesscodes
September-June(ongoing)
6 Continue implementation of Units of Writing Literacy Program.Address student needs in the areas of grammar and vocabulary.Introduce readers’ theater.
GeneralEducationand
SpecialEducation TeachersBil/ESL Teachers
Identified booksCoaching hours,Professional
Development for allliteracy teachers,administrators,general education,special educationand bilingualteachers
September-June(ongoing)
7 Refresher training and implementation of Children’s Literacy.Address student needs in the areas of grammar and vocabulary.Complete implementation of Message Time Plus.
GeneralEducationand
Identified booksCoaching hours,Professional
September – JuneOn-going
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Name of Program, Strategy orPractice to Address PriorityProblem:
Language Arts Literacy
Implement Daily 5 in grade 1.Implement CAFÉ (Comprehension, Accuracy, Fluency, ExpandedVocabulary) in grade 2.
Introduce readers’ theater.
SpecialEducation Teachers
Bil TeachersESL Teachers
Development for allliteracy teachers,administrators,
general education,special educationand bilingualteachers
8 Training in NJ ASK Holistic Scoring. Assessing Student Work.Writing Workshop in Grades 1 and 2
GeneralEducationandSpecialEducation TeachersBil/ESL Teachers
Mike &Ernie theNJ ASK Trainers
Coaching hours,ProfessionalDevelopment for allliteracy teachers,administrators,general education,special educationand bilingual
teachers
September – JuneOn-going
9 Administration of District Interim Assessment and analysis of results for instruction. On-going discussion using district bench-mark assessments and strategies common planning time and staff meeting time.
Instructional Staff.Data andAssessmentcommittee
Common planningtime
September – JuneOn-going
1
0
NJ ASK State of the Schools address with parents/guardians to
discuss the data and the strategies being implemented in theschools
Administr
ators, TestingCoordinator, PTOExec. Bd.
Time at PTO mtg January & April
11
Continue implementation of Instructional Focus CalendarsIdentification and analysis and intervention of targeted literacyskillsAcademic Word List (AWL), Sadlier Vocabulary
AdministrationStaff.Data andAssessment
Instructional FocusCalendarsData Binders
October – Maymonthly
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Name of Program, Strategy orPractice to Address PriorityProblem:
Language Arts Literacy
committee
1
2
Continuation of Principal’s Book of the Month Principal,
MediaSpecialist,Staff,Secretary
Monthly Book
SelectionK-2 Books3-6 Books
October - April
13
Reintroduction of 25 Books Campaign Program Principal,MediaSpecialist,Staff
25 Books LogQuarterly RewardsEnd of YearCelebration
Quarterly
14
Implementation of Safety Net ProgramImplement Saturday AcademyStaff meeting to address differentiated instruction,vocabulary, integration of technology, data analysis and
targeted instruction
Principal,SiteCoordinator,
Teachers,studentsgrades 2-6
Funds for theprogram
October – AprilMarch – April(Saturday)
15
Introduce the PD 360 professional development program Asst.Supt.All Staff
District PurchasePD hours
March – JuneGrade Level/Staff Mtgs
16
Purchase and Implementation Sadlier Vocabulary Program &Purchase and Implementation the Acellus Literacy/Math program
SaturdayProgramStaff
Identified Teachers March - April
17
Professional Development on integrating technologyVideo Conferencing, Document Cameras
AdminAll Staff
Prof Dev Tech Resources
September, October,PD Days, Monday Staff
MTGs as needed18
Lesson plan and classroom visitation review Administration
Classroom visitationlogs
On-going
19
A review of 2010-2011subcommittee meetings agendas andminutes to analysis and create a needs assessment for the 2011-2012 school year.
NCLBLiterac
yPD
Agendas & minutesNeeds assessment
September - October
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Action Plan for Strategy Related to Priority Problem #2
Name of Program, Strategy orPractice to Address Priority
Problem:
Mathematics Instruction
SMART Goal:
(Specific, Measurable, Achievable,Relevant, Timely)
During the 2011-2012 school year mathematics teachers in grades K- 6 generaleducation, special education, and bilingual education will continue to implementEveryday Math to decrease the number of students in subgroups scoring belowproficiency by at least 5% as measured by student schedules, lesson designs, walk-through, and analysis of summative and formative data.
Research Supporting Strategy(from IES Practice Guide or What WorksClearinghouse)
Indicators of Success: 1. At minimum a 5% decrease in students scoring below proficiency levels on NJASK.2. At minimum a 5% increase in students meeting AMAO on ACCESS.3. Increase participation/attendance in after school programs4. Increase the percentage of participation of partially proficient students in afterschool programs
Description of Action Plan StepsPersonsInvolved
ResourcesNeeded Due Date -
Timeline1 Distribute data to staff
Identify partially proficient students for Safety NetDefine class size ratio for Safety Net 13:1
Restructure Safety Net programRecruit and monitor safety net invites and students who attend
All Staff/Data andAssessment
Committee
DATA August - September
2 Distribution of NJASK and DIA for student scheduling andplanning of instruction.
All Staff/Data andAssessmentCommittee
DATA September-October(ongoing)
3 Review implementation of Everyday Math program in order toalign with Common Core Standards grades K-2Research and identify supplemental resources to addressCommon Core Math Standards
GeneralEducationand SpecialEducationand Bil/ESL
AdditionalProfessionalDevelopment forSPED/BIL teachersand general
September-June(ongoing)
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Name of Program, Strategy orPractice to Address PriorityProblem:
Mathematics Instruction
TeachersDistrict MathResource
Teacher
education, additionalstudent books andstudents access
codesOrder resources toaddress needs
4 Support/training and job embedded coaching and mentoringfor Everyday Math and implementation of Acellus
Mathematics Teachers(SPED andGeneral Ed)ELA resource Teacher,modelteacher,Director of
ProfessionalDevelopment
Everyday Math andAcellus materialsand codes,Discovery Education
September –June 2011
5 Identification of students for the purposes of supplementalinstructionIdentification of Safety Net Teachers
InstructionalStaff. DataandAssessmentcommittee,and TestingCoordinator
NJ ASK ScoresClassroomAssessmentsDRAACCESSDIA, Mid MarkingPeriod ProgressReports
October, February,MarchPre Safety NetPre Saturday Program
6 Professional development on conducting data chats with
students. Teacher-Student Data Chat conferences to review studentinstructional and non-instructional data for improvement a of student achievement.
Instructional
Staff students,
Data Chat forms
Data BinderNJ ASK DataACCESSUnit Assessments
September, quarterly,
as needed
7 Administration of District Interim Assessment and analysis of results for instruction. On-going discussion using district bench-mark assessments and strategies common planning time andstaff meeting time.
InstructionalStaff. DataandAssessmentcommittee
Assessmentmaterials
Fall, Winter, andSpring
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Name of Program, Strategy orPractice to Address PriorityProblem:
Mathematics Instruction
8 Professional Development to support best practices withCommon Core Standards
Administration, SPDC,exemplar
staff
Time, coverage,coaching hours, PD360
On-going – to begin atthe on-set of the year.
9 Continue implementation of Instructional Focus CalendarsIdentification and analysis and intervention of targeted mathskills
AdministrationStaff. DataandAssessmentcommittee
Instructional FocusCalendarsData Binders
October – Maymonthly
10
Lesson plan and classroom visitation review Administration
Classroom visitationlogs
On-going
11
Continue implementation of Everyday Math and DiscoveryEducationSupport/training and job embedded coaching and mentoring
for Everyday MathImplementation of Acellus, Everday Turtle Math, AcademicWord List (AWL), Sadlier VocabularyIdentification of students for the purposes of supplementalinstruction
GeneralEducationMathematics
Teachers(SPED andGeneral Ed)Mathresource Teacher,modelteacher,
Support at gradelevel mtgs,Professional
Development for allteachersEveryday Math,Discovery Education,and Acellusmaterials and codes
September-June(ongoing)
12
Implementation of Safety Net ProgramImplement Saturday AcademyStaff meeting to address differentiated instruction, vocabulary,integration of technology, data analysis and targeted
instruction
Principal,SiteCoordinator, Teachers,
studentsgrades 2-6
Funds for theprogram
October – AprilMarch – April(Saturday)
13
Introduce the PD 360 professional development program Asst. Supt.All Staff
District PurchasePD hours
March – JuneGrade Level/Staff Mtgs
14
Purchase and Implementation Sadlier Vocabulary Program &Purchase and Implementation the Acellus Literacy/Mathprogram
SaturdayProgramStaff
Identified Teachers March - April
15
A review of 2010-2011subcommittee meetings agendas andminutes to analysis and create a needs assessment for the2011-2012 school year.
NCLBMathematicsPD
Agendas & minutesNeeds assessment
September - October
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Action Plan for Strategy Related to Priority Problem #3
Name of Program, Strategyor Practice to AddressPriority Problem:
Support professional development in critical content areas for Early Childhood staff in grades K-2 in literacy and math.
Research SupportingStrategy(from IES Practice Guide or What WorksClearinghouse)
Ongoing professional development in literacy and math programs should enhance teachereffectiveness and in turn decrease the number of students in subgroups scoring belowproficiency. This work will be monitored through a review of PD attended, sign in sheets, followup sessions with program coaches, walk-through, and an analysis of summative and formativedata.
SMART Goal:
(Specific, Measurable, Achievable,
Relevant, Timely)
100% of K-2 staff will be trained in the math common core standards. New staff to grades K-2will be trained in CLI/MTP strategies.
Indicators of Success: 1. Development of Unit Assessments by K-2 staff using the math standards2. Staff attendance at professional development3. Increase DRA scores/Math Unit Assessment scores
Description of Action Plan StepsPersonsInvolved
ResourcesNeeded Due Date -
Timeline1 Distribution of NJASK, ACCESS, and DIA for student scheduling
and planning of instruction.All Staff/ DataandAssessmentCommittee
DATA September-OctoberDIA has three
assessments duringthe school year
2 Continue implementation of Reading Plus and Read180Develop an after school program utilizing these resources.Implement program in grades 2nd -6th Extended Day Program
District Admin,District Res Teachers,AdministratorsGeneral/Bil/SpecialEducation Teachers
AdditionalProfessionalDevelopment forSPED teachers andgeneral education,additional studentbooks and studentsaccess codesSupplementalResources
September-October(ongoing)
3 Distribution and review of District Benchmark and Writing All Staff/ Data DATA September,Evergreen Elementary School
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Name of Program, Strategyor Practice to AddressPriority Problem:
Support professional development in critical content areas for Early Childhood staff in grades K-2 in literacy and math.
Assessments. Check for alignment to the curriculum andAssessmentCommittee
November, February,May
4 District wide review of CLI/MTPImplementation of Daily 5 and CAFE District Admin,District Res Teachers,AdministratorsGeneral/Bil/SpecialEducation Teachers K-2
CLI/MTPCAFÉ and Daily 5BooksCoaching Hours forstaff new to thegrade level
September
5 Training and Distribution of supplies for Units of Study,Children’s’ Literacy Initiative, Schoolwide writing and otherdistrict literacy programs for planning of instruction.
All Staff/ DataandAssessmentCommittee
Literacy programresources
SeptemberOctober
6 Informal Walkthroughs following the training sessions & gradelevel meetings to assess staff needs DistrictResource Teacher,Administrator,Staff
Coaching & Modelingsessions, ProgramResources
September-October(ongoing)
7 District Dual Language PD Bilingual Teachers OneWay-Two Way
Dual LanguageConsultant
September-JuneEvery Full Day District
PD Day8 In house literacy training with Dual Language Consultants &
Building Based WalkthroughAdministratorsGeneral/Bil/SpecialEducation
Teachers
DATASubstitute Coverage
September-June(ongoing)
4-5 Sessions for the Year
9 In-house literacy training with NJ ASK Literacy Consultants …Continuation from 2009-10 SYVertical Articulation to address gaps in instruction
AdministratorsGeneral/Bil/SpecialEducationLiteracy Teachers K-2
Substitute Coverage September-December(ongoing)
10
Testing Coordinators an Administrative Refresher Course inLearnia Assessment System. Testing Coordinator to turnkeythe training.
All Staff/ DataandAssessment
DATA September-January(ongoing)
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Name of Program, Strategyor Practice to AddressPriority Problem:
Support professional development in critical content areas for Early Childhood staff in grades K-2 in literacy and math.
Committee11
Administrators to turnkey how to score student writing usingthe holistic scoring rubric. Staff trained by the literacy
consultants to turnkey information about the assessingstudent writing and addressing specific strategies
AdministratorsAll Staff
Actual student workfrom NJ ASK
½ Day PD DaysMonday Staff Mtgs
Ongoing
12
Teacher Coordinator/Master Teacher to participate in gradelevel meetings to review how to profile sheets to assessstudent learning.
Administrators TeacherCoordinator,Master Teacher, Teachers
District WritingBenchmark Data,Profile Sheets,Student Work
September – AprilQuarterly
13
Review of feedback forms from various professionaldevelopment sessions
AdministratorsLeadership Team
Following PD Sessions
1
4
Meet with I&RS Team to discuss the academic challenges
students being referred are having. Plan a meeting withdistrict personnel for strategies. Discuss new priorityproblems or recommendations for change for 2011-12 UnifiedPlan. Draft a plan for teacher training to improve their abilityto support students who are 1-2 academic years behind
Administrators
, socialworker,guidancecounselor,Leadership Team, I&RS TeamESL Teachers
District Child Study
Team as part of thediscussion. Trainingfor I&RS TeamMonitor Referrals
March, April, May, June
15
Coordinate PD sessions for staff working with the SaturdayProgram
AdministratorsSiteCoordinator Teachers
Materials forProgram
March, April
16
Reflect and assess the success or failures of the abovestrategies used this year to develop a new unified plan
AdministratorsDistrictResource Teachers, Teachers
AdministratorsDistrict Resource Teachers, Teachers
May, June
17
A review of 2010-2011subcommittee meetings agendas andminutes to analysis and create a needs assessment for the2011-2012 school year.
NCLBEarlyChildhoodPD
Agendas & minutesNeeds assessment
September - October
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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 WhatWorks Clearinghouse)
Children’sLiteracy Initiative
Message Time Plus
Scaffolding
Best PracticesCoaching/One onOne/Workshops
ELA K-2 TeachersExtendedDay Staff AllSubGroups
Asst. SuptAdmins
PDDirector
Staff
Data Analysis Identification of strengths and weaknesses todetermine interventions as needed.District Interim AssessmentDRANJASK End of Unit Assessments Teacher Made Assessments
CLI/MTP Is based on bestpractices, that Provide forcontinuous monitoring of performance and addresses theachievement gap between all subgroups. CLI/MTP supports data-
driven decision Making
Units of Writing
Students benefitfrom teaching thatoffers directinstruction, guidedpractice, and
independentpractice.Problem Solving,CooperativeLearning,
Differentiation of InstructionStudentConferencesWriting Portfolios
ELA 3-6 Grade TeachersExtendedDay Staff/AllSubGroups
Asst. SuptAdmins
PDDirector
Staff
Data Analysis Identification of strengths and weaknesses todetermine interventions as needed.District Interim Assessment
DRANJASK End of Unit Assessments
Teacher Made Assessments
The Units of Study for TeachingWriting series arose out of over adecade of in-school research andpractice in the New York CitySchools that was spearheaded bythe Teachers College Readingand Writing Project (TCRWP).Both the sample curriculum in
the Units of Study for TeachingWriting series and thesupplements on the Project website are grounded in studentwork and intended to be tailoredand adapted to specific childrenand classrooms. Both forms of curricular support offer severalmethods of assessment andrecommendations for bends tofollow in the units based on what
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Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
Coaching/One onOne/Workshops
teachers learn about theirstudents through assessments—thus assuring a student centeredcurriculum.
WritingFundamentals
Students benefitfrom teaching thatoffers directinstruction, guidedpractice, andindependentpractice.Writing Portfolios
Differentiation of Instruction
WritingConferencesCoaching/One onOne/Workshops
ELA 6th Grade TeachersExtendedDay Staff/AllSubGroups
Asst. SuptAdminsPDDirectorStaff
Data Analysis Identification of strengths and weaknesses todetermine interventions as needed.
District Interim AssessmentDRANJASK End of Unit Assessments Teacher Made Assessments
The current literature revealsthatmost researchers assert thatwriting and the writing processare best understood as complexphenomena that include not onlyprocedural strategies for goingthrough the writing process togenerate text but also amultitudeof other strategies to developspecific schemata. These includestrategies to help writersunderstand the context forwriting,to tap general backgroundknowledge and reading ability,to sharpen cognitive processesfor problem solving, to createemotional dispositions andattitudes about writing, todevelopmicro-level skills such as spelling,transcription, and sentenceconstruction, as well as macro-levelunderstanding aboutorganization,conventions, cohesion, audience,genre, and topic . . .Pritchard & Honeycutt,“The Process Approach to Writing
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Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
Instruction: Examining ItsEffectiveness”(2006)
Acellus
Differentiation of InstructionProblem Solving,CooperativeLearning,
Coaching/One onOne/Workshops
Math,ELA
ALL Staff ExtendedDay Staff/AllSubGroups
Asst. SuptAdminsPDDirectorStaff
Acellus ReportsDistrict Interim AssessmentACCESSNJASK End of Unit AssessmentsEM Class Progress Checklist
Teacher Made Assessments
The International Academy of Science, curriculum developer forthe Acellus Learning C Coursesfor Acellus focus on helpingstudents obtain the knowledgeand skillsneeded in mathematics.Curriculum for these courses arebased on the National Council of Teachers of Mathematics (NCTM)
StandardsScience/SS BestPractices
Problem Solving,CooperativeLearning,Differentiation of InstructionCoaching/One on
One/Workshops
Sci, SS Sci/SSteachersExtendedDay Staff/AllSubGroups
Asst. Supt
AdminsPDDirector
Staff
4th Grade NJASK The U.S. Department of Education and the NationalScience Foundation (1992)together endorsed mathematicsand science curricula that"promote active, learning,inquiry, problem solving,cooperative learning, and otherinstructional methods thatmotivatestudents." Likewise, the National
Committee on Science EducationStandards and Assessment(1992) has said that "schoolscience education must reflectscience as it is practiced," andthat one goal of scienceeducation is "to prepare studentswho understand the modes of reasoning of scientific inquiryand can use them." More
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Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
specifically, "students need tohave many and variedopportunities for collecting,sorting and cataloging;observing, note taking andsketching; interviewing, polling,and surveying" (Rutherford& Algren, 1990).
MathUnderstanding of the Common Core
Developing Units &Lesson Planning
Coaching/One onOne/Workshops
Math,ELA
ALL Staff ExtendedDay Staff/All
SubGroups
Asst. SuptAdmins
PD
DirectorStaff
Staff FeedbackInclusion of Common Core standardsin Lesson PlansDevelopment of Lesson Units
NJ DOE adopted Common CoreStandardsMission Statement
The Common Core StateStandards provide a consistent,clear understanding of whatstudents are expected to learn,so teachers and parents knowwhat they need to do to helpthem. The standards aredesigned to be robust andrelevant to the real world,reflecting the knowledge andskills that our young people needfor success in college and
careers. With American studentsfully prepared for the future, ourcommunities will be bestpositioned to competesuccessfully in the globaleconomy
EverydayMathematicsConnected Math
Math Grades K-6 TeachersDistrict
SupportStaff
Data Analysis Identification of strengths and weaknesses todetermine interventions as needed.
District Interim Assessment
Implement EverydayMathematics (K-5) (TheUniversity of ChicagoMathematics Project)
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Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
Differentiation of Instruction
Problem Solving,CooperativeLearning,
Administration
NJASK
End of Unit AssessmentsEM Class Progress Checklist
Teacher Made Assessments
Each grade level comprises 10to 12 units, each of which isdivided into 10 to 12 lessons. These lessons:Build on fundamentalMathematics strands such asnumeration and order,measurement, operations,patterns functions andsequences.Link math to everyday situationswhenever possible. Link pastexperiences to new concepts;provide considerableopportunities for cooperativelearning through partner andsmall-group activities. Cover awide spectrum by exploring dataand chance, Geometry andspatial sense.
Dual Language OneWay and Two WayProgramHow the program is
implemented can influencethe rate at which English
learners close the gap.Important principles of
dual language include a
minimum of six years of
bilingual instruction with
English learners not
segregated, a focus on the
core academic curriculum
rather than a watered-down
version, high-quality
ALL Bil/ESLStaff Dual LangStaff
Asst. SuptDir of Bil/ESLAdministra
torsStaff
ACCESS dataStudent report cardIncrease on student proficiencyscore
Review of Research and Best Practiceson Effective Features of DualLanguageEducation ProgramsKathryn J. Lindholm-Leary, Ph.D.
San José State University
Abstract from -The AstoundingEffectiveness of Dual LanguageEducation for All byVirginia P. Collier and Wayne P. ThomasGeorge Mason University
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Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
language arts instruction in
both languages and
integrated into thematicunits, separation of the twolanguages with no
translation or repeated
lessons in the other
language, use of the non-
English language at least
50 percent of the
instructional time and as
much as 90 percent in the
early grades, and use of
collaborative and
interactive teaching
strategies.
Our longitudinal researchfindings from one-way and two-way dual language enrichmentmodels of schooling demonstratethe substantial power of thisprogram for enhancing studentoutcomes and fully closing theachievement gap in secondlanguage (L2). Effect sizes fordual language are very largecompared to other programs forEnglish learners (ELLs). Dual
language schooling also cantransform the experience of teachers, administrators, andparents into an inclusive andsupportive school community forall. Our research findings of thepast 18 years are summarizedhere, with focus on ELLs’outcomes in one-way and two-way, 50:50 and 90:10, duallanguage models, includingheritage language programs for
students of bilingual andbicultural ancestry who are moreproficient in English than in theirheritage language.
21st Century AfterSchool Program
LALMathScience
Grades 4-6 21st
CenturyStaff
Increase communication betweenafter school program and classroomteacherIncrease home school connection
Research based on the benefitsanalysis of data
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Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
School Based
After School SafetyNet Program
LAL
MathScience
Grades 2-6 GradeLevel
Teachers
Increase proficiency by 10%
in the NJASK, DIA, DRA
Research based on the benefitsanalysis of data
Tutorial Programs LALMath
Grades K-2Grades 3-6
Teachers Student Achievement on DRA,District Assessments, UnitAssessments, Students Grades
Research based on the benefitsanalysis of data
Saturday Program LALMath
Grades 2-6 GradeLevel Teachers
Increase proficiency by 10% -15%in the NJASK, DIA, DRA
Research based on the benefitsanalysis of data
Discovery
Education formerlyUnited Streaming
All
ContentAreas
Grades K-6 Teacher
DistrictSupportStaff
Administration
Student Engagement
Lesson Plans that incorporate TechnologyInformal/Formal Observations
Student Retention of InformationNJASK
Several experiments were
conducted in Los Angeles andVirginia to assess theeffectiveness of DiscoveryEducation streaming onenhancing educationalperformance. The results of theevaluations indicate thatstudents exposed to DiscoveryEducation streamingoutperformed students notexposed to Discovery Educationstreaming
PD 360ProfessionalDevelopment
AllContentAreas
Grades K-6 TeacherDistrictSupportStaff Administration
Teacher EvaluationsInformal/Formal Observations
http://www.schoolimprovement.com/
School Improvement Network's
comprehensive suite of online
professional development
resources all focus on the most
relevant topics in today's schools
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Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
that improve teachereffectiveness and student
achievement.
DiscoveryEducation formerlyUnited Streaming
Differentiation of Instruction
Problem Solving,CooperativeLearning,
AllContentAreas
Grades K-6 TeacherDistrictSupportStaff
Administration
Student EngagementLesson Plans that incorporate TechnologyInformal/Formal Observations
Student Retention of Information
NJASK
Several experiments wereconducted in Los Angeles andVirginia to assess theeffectiveness of DiscoveryEducation streaming onenhancing educational
performance. The results of theevaluations indicate thatstudents exposed to DiscoveryEducation streamingoutperformed students notexposed to Discovery Educationstreaming
*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
TargetPopulation(s
)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
21st Century AfterSchool Program
ALL Content Grades 4-6
ALL subgroupsHomeless/Migra
21st
CenturyCoordinato
Increase in proficiencyscore/levelImprovement on Report Cards
Research based on thebenefits analysis of data
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Name of Strategy
ContentAreaFocus
TargetPopulation(s
)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
nt/ELL
Students withDisabilities
r
Administrators Teachers
Homework Support is offered
Tutoring or other academicsupport is offeredCounseling/Social Work supportfor individual students is offeredIncrease in collaborativemeetings with site coordinatorand administration
ExtendedDay/Safety NetProgram
ELA/Math/Sci
Grades 2-6ALL subgroupsHomeless/Migrant/ELLStudents withDisabilities
Administrators TeachersSite
Coordinator
Increase in proficiencyscore/levelImprovement on Report Cards
Research based on thebenefits analysis of data
TutorialClubs/Units forgrades K-2, 3-6
ALL Content Grades K-6ALL subgroupsHomeless/Migrant/ELLStudents withDisabilities
BusinessOfficeAdministrators Teachers
Increase in proficiencyscore/levelImprovement on Report Cards
Research based on thebenefits analysis of data
Saturday Program ELA/Math/Sci
Grades 2-6ALL subgroupsHomeless/Migra
nt/ELLStudents withDisabilities
Administrators TeachersSiteCoordinator
Increase in proficiencyscore/levelImprovement on Report Cards
Research based on thebenefits analysis of data
Read 180 Literacy
ReadingComprehensionBuilding onPrior
Grade 4-6 21st
CenturyCoordinator Teacher
District
READ 180 SRI Reports
Learnia (DIA)DRANJASK SRA End of Unit Assessments
Before Reading Next: READ 180An Alignment of READ 180 and Reading NextExecutive SummaryRosemarye T. Taylor, Ph.D.
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Name of Strategy
ContentAreaFocus
TargetPopulation(s
)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
Knowledge
(Schema)
SupportStaff
Administration
Reading Plus LiteracyReadingComprehensionBuilding on
PriorKnowledge
(Schema)
Grades 4-6 Literacy Teachers
DistrictSupportStaff
Administration
Reading Plus ReportsLearnia (DIA)
DRANJASK End of Unit Assessments
The Relationship Between aSilent Reading FluencyInstructional Protocol onStudents’ ReadingComprehension andAchievement in an UrbanSchool Setting, TimothyRasinski, Ph.D., (Kent StateUniversity), S. Jay Samuels,Ph.D. (University of Minnesota), Elfrieda Hiebert,Ph.D. (University of California,Berkeley), Yaacov Petscher,Ph.D. (Florida Center forReading Research)
Harcourt
Trophies / Trofeos
Literacy
Reading
ComprehensionBuilding onPrior
Knowledge(Schema)
Grades K-6 Literacy
Teachers
DistrictSupportStaff Administration
Learnia (DIA)
DRA
NJASK End of Unit Assessments Teacher Made Assessments
Program approved by NJDOE
*Use an asterisk to denote new programs.
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Table H: Proposed 2012 Professional Development to Address Student Achievement and Priority Problems
Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable Evaluation
Outcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
ProfessionalImprovement Plan(PIP)
ProfessionalLearningCommunities
Grade LevelCohorts
ALL Certified
Teachers
Human
Resources,ProfessionalDevelopment,
Departments
Enhancement of teaching andawareness of best teaching &learning practices.
Walk throughInstructional RoundsInformal & Formal Evaluations
Annual Evaluations
Use of PLC Protocols of
Looking at Student WorkResearch-based staff developmentData Wise by K.P. Boudett and J.L. Steele
Coordinate Visits
into ModelClassrooms
CoordinateCoaching Sessionswith ALL programconsultants/coordinators from aprogram used inthe district
Literacy
MathDualLangScienceSocial St.
Teachers
In Need of Support,New to agrade level Teachers
Asst. Supt
Administrator
District PDDistrictSupervisorsSchool PD Team
Student Engagement
Student WorkWalk throughInstructional RoundsInformal & Formal EvaluationsDialogue with ProgramConsultants/Coaches
Use of PLC Protocols of
Looking at Student WorkResearch-based staff developmentData Wise by K.P. Boudett and J.L. Steele
Cross ContentLiteracy Training
RubricsWord Walls
ALL All Staff Asst. Supt
Administra
torDistrict PDDistrictSupervisors SchoolPD Team
Bulletin Boards with a writing focusIncrease in the quality of studentwriting in classes outside of LALGrade Level Presentations of student work
Use of PLC Protocols of
Looking at Student Work
Research-based staff development
Data Wise by K.P. Boudett and J.L. Steele
Cross CulturalCommunication
ALL ALL STAFF Asst. Supt
BilDepartmen
Change in the Building CultureIncrease in Positive Communicationin the SchoolsDecrease in Staff and Parent
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Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
t
District PDSchool PD TeamAdministratorsALL STAFF
complaints
Integrating Technology Acrossthe Curriculum
ALL ALL STAFFALLStudentsHomelessMigrantELLStudentswithDisabilities
Asst. SuptBilDepartment
District PDSchool PD TeamAdministrators
Tech TeamALL STAFF
Increase in smart board useIncrease in use of ELMOIncrease in Reading Plus/READ 180UsageIncrease in computer use in the
center activities in the classroomIncrease in usage of streamingvideosIncreased student engagement andstudent academic achievement
LiteracyProfessionalDevelopment as aFocus during Staff
Meetings
ALL Teachers Asst. Supt
TeachersPrincipal
Teacher Feedback on Student Work
Data ChatsStudent Achievement in Skill Area
IdentifiedAssessment Results
Use of Consultancy Protocols of
Looking at Student WorkResearch-based staff
development
Weekly GradeLevelMeetings/CommonPlanning Time
Review of StudentWork
ALL Classroom Teachers
TeachersAdministrators
Teacher Feedback on Student WorkData ChatsStudent Achievement in Skill AreaIdentified
Assessment Results
Use of PLC Protocols of Looking at Student WorkResearch-based staff development
Data Wise by K.P. Boudett and J.L. Steele
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Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
Vertical Articulation ALL ALL STAFF
ALLStudentsHomelessMigrantELL
StudentswithDisabilities
Teachers
Administrators
Teacher Feedback on Student Work
Data ChatsStudent Achievement in Skill AreaIdentifiedAssessment Results
Writing Across the Curriculum
Use of PLC Protocols of
Looking at Student WorkResearch-based staff development
Development of Grade LevelELA/Math
Instructional FocusCalendars
ELA/Math ALL STAFFALLStudents
HomelessMigrantELL
StudentswithDisabilities
TeachersAdministrators
Lesson Plans that reflect weeklyfocus
Information observations
Student Achievement in Skill AreaIdentified
Research-based staff development
Data Wise by K.P. Boudett and
J.L. SteeleVictoria Burnhardt
Analysis of NJASK,DRA, DIBELS andACESSS data
ALL TeachersPTO
TeachersAdministrators
Teacher Feedback on Student WorkData Chats
Student Achievement in Skill AreaIdentifiedAssessment Results
Research-based staff development
Data Wise by K.P. Boudett and J.L. SteeleVictoria Burnhardt
Dual Language OneWay and Two WayProgramA focus on the coreacademiccurriculum ratherthan a watered-down version, high-quality language
ALL Bil/ESLDualLanguageMigrant
HomelessSpEd
Dir of Bil/ESL
Administrators
Bil TeachersESL Teachers
ACCESS dataReport Cards
Student PortfoliosIncrease in student achievement
Review of Research and Best Practiceson Effective Features of DualLanguageEducation ProgramsKathryn J. Lindholm-Leary, Ph.D.
San José State University
Abstract from -The Astounding
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Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
arts instruction inboth languages andintegrated intothematic units,separation of thetwo languages withno translation orrepeated lessons inthe other language,use of the non-English language atleast 50 percent of the instructionaltime, and use of collaborative andinteractiveteaching strategies.
Effectiveness of Dual LanguageEducation for All by
Virginia P. Collier and Wayne P. ThomasGeorge Mason University
(More info on previous pages)
Holistic Scoring Tools
ALL Teachers Teachers
Administrators
Teacher Feedback on Student Work
Data ChatsMath scored OE ExamplesStudent Achievement in Skill AreaIdentifiedAssessment Results
NJ DOE Resources
Use of PD 360 ALL Teachers Asst. Supt Teachers
Administrators
Classroom ObservationsInformal/Formal Walkthroughs
Teachers Assessments andReflection Logs
Significant student achievementgains in reading were found in astudy of 12 schools in Hawaii thatused PD 360, compared to over20 schools with similardemographics that did not havePD 360. Schools that used PD360 heavily gained in reading anaverage of 6.9 points, a rate 8.3times greater than schoolswithout–improving in reading an
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Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
average of 11.3 percent over theprior year, versus 1.4 percent forschools without PD 360http://www.schoolimprovement.com/pd360/
Small Group andIndividual Coachingwith programconsultants
ALL ALL STAFF
ALLStudentsHomelessMigrantELL
Students
withDisabilities
Asst. Supt TeachersPrincipal
ProgramCoaches
Student Achievement
Student EngagementStudent Work
Research-based staff development
Data Wise by K.P. Boudett and J.L. Steele
Victoria Burnhardt
Childrens LiteracyInitiative - Daily 5and CAFÉ
Modeled Writing,Shared Reading,Small group andindividualconferencesEstablish Model
Classroom
ALL 1st GradeStaff/Students
Teachers
PrincipalCLIProgramCoaches
Student Achievement
Student EngagementStudent Work
Children’s Literacy InitiativeModel Classrooms Add Value toSchools and Significantly ImproveStudent Literacy ScoresFindings from the ModelClassroom Project EvaluationFinal Report by the OMG Center for Collaborative Learning January 2010
Acellus
Differentiation of Instruction
Small group andindividualconferences
ALL ALL STAFF
ALLStudentsHomelessMigrantELLStudentswithDisabilities
Acellus Assessment data
Student AchievementStudent EngagementStudent Work
The International Academy of Science, curriculum developer forthe Acellus Learning C Coursesfor Acellus focus on helpingstudents obtain the knowledgeand skills theyneed in mathematics. Curriculumfor these courses are based onthe National Council of Teachers
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Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
of Mathematics (NCTM)Standards.Acellus is an ideal academicsolution for schools withResponse to Intervention (RTI)programs. It integratesprescriptive assessments andtargeted instruction which can beeffectively incorporated intomulti-level prevention systems(applicable for primary,secondary, and tertiaryprevention programs). Acellus
uses progress monitoring toprovide specific interventiondepending on the student'sneeds, adapting to eachindividual level which, in the longterm, maximizes and increasesoverall student achievement.
*Use an asterisk to denote new programs.
Table I: Proposed 2012 Parent Involvement Strategies to Address Student Achievement and PriorityProblems
Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
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Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
Data Chats
State of the SchoolPresentation
Parent Conferences(Formal/Informal)
Electronic BookBag
ALL ALL DistrictDataAdminSchool PD TeamAdministratorsPTO ExecBd
21st
CenturyCoordinatorALL STAFF
Increase in attendance at meeting
Increase in parent awareness inreading state test data
Increase in signed data chatsreturned to school
Research-based staff developmentData Wise by K.P. Boudett and J.L. SteeleVictoria Burnhardt
Parent Outreach toencourageparticipation of targeted populationfor our extended dayprogram
Parent Outreach toshare information
about thecollaboration of programs/services
Parent Chat & Chew
Global Connect ParentMessages informingparents
ALL ALLSubgroupsHomelessMigrantELLStudentswithDisabilities
School PD TeamAdministratorsPTO ExecBdALL STAFF21st
CenturyCoordinator
Increase in attendance at meeting
Increase in parent awareness instate test data, sample of assessment problems, Increasedaware ness of programs used in theschools to address student needsIncrease use of online resources
Joyce Epstein, Director of theNational Network of PartnershipSchools at the Johns HopkinsUniversity, has described anactionmodel for parent-schoolpartnerships that includes sixkey activities: parenting,communicating,volunteering, learning at home,
decision making, andcollaborating with thecommunity.
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Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
Continue thecombination of PTOMeeting withFamily Game/MovieNight
Global Connect ParentMessages informingparents
ALL ALLSubgroups
HomelessMigrantELLStudentswithDisabilities
School PD TeamAdministratorsPTO ExecBd
21st
CenturyCoordinatorALL STAFF
Increase in attendance at meeting
Increase in parent awareness instate test data, sample of assessment problems, Increasedaware ness of programs used in theschools to address student needs
Increase use of online resources
Research-based parentalinvolvement:(i.e. Joyce Epstein’s Model of Parent Involvement: ParentEffectiveness Session)
I&RS Parent Mtg
(School Team or ChildStudy Team)
ALL ALLSubgroupsHomelessMigrantELLStudentswithDisabilities
I&RS TeamAdminStaff CST Team
Increase in attendance at meeting
Increase in parent awareness instate test data, sample of assessment problems, Increasedaware ness of programs used in theschools to address student needs
Research-based parental
involvement:(i.e. Joyce Epstein’s Model of Parent Involvement: ParentEffectiveness Session)
District ELL Parent Trainings/Workshops/Meetings
ALL ELL Director of Bil Ed.AdministratorsBil Ed
Teachers
Increase in attendance at meetingIncrease in participation at district
Review of Research and Best Practiceson Effective Features of DualLanguageEducation Programs
Kathryn J. Lindholm-Leary, Ph.D.San José State University
Abstract from -The AstoundingEffectiveness of Dual LanguageEducation for All byVirginia P. Collier and Wayne P. ThomasGeorge Mason University
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Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
Principal Chat andChew focused onneeds of studentswith disabilities
ALL Parents of Students
withDisabilities
Administrators
Staff CSTMemberI&RS TeamMemberOffice of SpEd
Parental AttendanceFeedback Forms
Increased awareness of strategiesto support studentsIncrease in Home-SchoolCommunication
Research-based parentalinvolvement:(i.e. Joyce Epstein’s Model of Parent Involvement: ParentEffectiveness Session)
Parent Conferences toshare resources andstudent academicinformation
ALL Homeless AdminNurseSecretary TeacherSocial
WorkerGuidance
Parental AttendanceFeedback FormsIncreased awareness of strategiesto support studentsIncrease in Home-School
Communication
Research-based parentalinvolvement:(i.e. Joyce Epstein’s Model of Parent Involvement: Parent
Effectiveness Session)
Dual Language ParentOutreach
ALL ELLGen Ed
AdministratorsBil/ESLGen Ed Teachers
Student retention in the programParent attendanceFeedback Forms
Review of Research and Best Practiceson Effective Features of DualLanguageEducation ProgramsKathryn J. Lindholm-Leary, Ph.D.
San José State University
*Use an asterisk to denote new programs.
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2012 Parent Involvement (PI) Narrative
1. What is the connection between PI and the priority problems identified in the needs assessment?
Workshops provide parents with support to assist their children at home by introducing them to scientifically-researched best practices, testing formats, and social-emotional wellness. The support, in turn, connects homeswith school in a partnership to collaboratively increase students’ academic performance.
2. Do you have a school-parent compact? Yes
3. Describe the process to ensure that parents receive and review the school-parent compact.During our Back to School Night the Principal will review the Compact with all of the parents and the parents willreview and sign the compact. The document is in triplicate form so documentation is kept on all levels. Teacherssend the information home. Staff roster of students who returned their signed form Additional steps aretaken by staff to ensure that the student compacts are returned (2nd notice, phone call, note home,student reminder, incentives for return, etc)
4. How is student achievement data reported to the public?Data is reported to the public via PTO meetings, End of Year Report, and Community Forum.
5. What is the procedure for notifying parents if the district has not met their annual measurable objectivesfor Title III?Data presentations are held annually State of the School and State of the District meetings are held.During both events the school must share the NJ ASK data, an overview of the finding by subgroup, andthe programs/strategies that are being put in place to address student needs. This information is alsoshared via the Principal’s Newsletter.
6. Identify procedures for informing parents about the school’s improvement status.
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Data presentations are held annually State of the School and State of the District meetings are held.During both events the school must share the NJ ASK data, an overview of the finding by subgroup, andthe programs/strategies that are being put in place to address student needs..
7. Identify procedures for informing parents about the school’s disaggregated assessment results.Data presentations are held annually State of the School and State of the District meetings are held.During both events the school must share the NJ ASK data, an overview of the finding by subgroup, andthe programs/strategies that are being put in place to address student needs.
8. How were parents involved in the development of the Unified Plan?Parent concerns and questions were noted during each PTO meeting, a presentation was made during aPTO meeting, parents were asked about specific concerns and ideas during the Principal Chat and Chewsessions and parents played a role in reviewing and providing feedback to the team.
9. Identify procedures for informing a parent about their child’s student assessment results.Data Chats were held with students which required that students then take that information home abouttheir scores home to their families. One grade level scheduled parent data chat conferences duringcommon planning time.
10. How were the required PI funds used in 2011? The funds were used for refreshments for PTO and Principal Chat & Chews, Parent Involvement Day, Bring Your Parent to School Day, Parent Workshops, Back to School Family Picnic and Day of the Eagle.
11. How will the required PI funds be used in 2012? The funds will be used for refreshments for the events listed above and any newly adapted events(possible Parent Academy, Family Math/Sci/Literacy/SS Nights, Transition Parent Meetings and etc).
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Table J-1: 2011-2012 Annual Student Targets (Use best available data from One-Year Charts). Atleast two measurements must be listed.
GRADE SPAN &SUBGROUP
LANGUAGE ARTS MATHEMATICS
3-5 State Assessment Baseline 2012 Target State Assessment Baselin
e
2012
TargetGRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL4.0
Total NJASK 2011 31.7 38.6 NJASK 2011 53.4 58.0
Students with Disabilities NJASK 2011 23.3 31.0 NJASK 2011 41.3 47.1
Limited English ProficientStudents
NJASK 2011 19.3 27.4 NJASK 2011 50.0 55.0
White
African-American NJASK 2011 35.1 41.6 NJASK 2011 50.2 55.2
Asian/Pacific IslanderAmerican Indian/NativeAmerican
Hispanic NJASK 2011 34.8 41.4 NJASK 2011 56.4 60.8
Others
Economically Disadvantaged NJASK 2011 26.2 33.6 NJASK 2011 52.1 56.9
GRADE SPAN: GRADE 6 ONLY ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total NJASK 2011 47.3 52.6 NJASK 2011 67.3 70.6
Students with Disabilities NJASK 2011 0.0 10.0 NJASK 2011 67.3 70.6Limited English ProficientStudents
NJASK 2011 0.0 10.0 NJASK 2011 60.0 64.0
White
African-American NJASK 2011 40.0 46.0 NJASK 2011 68.2 71.4
Asian/Pacific Islander
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GRADE SPAN &SUBGROUP
LANGUAGE ARTS MATHEMATICS
3-5 State Assessment Baseline 2012 Target State Assessment Baseline
2012 Target
American Indian/NativeAmerican
Hispanic NJASK 2011 59.1 63.2 NJASK 2011 68.2 71.4
Others
Economically Disadvantaged NJASK 2011 39.3 45.4 NJASK 2011 66.7 70.0
Table J-2: 2011-2012 Annual Student Targets – Other Assessment
GRADE SPAN &
SUBGROUP
LANGUAGE ARTS MATHEMATICS
Other AssessmentName
Baseline 2012 Target Other AssessmentName
Baseline
2012 Target
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total
Students with Disabilities
Limited English ProficientStudents
WhiteAfrican-American
Asian/Pacific Islander
American Indian/NativeAmerican
Hispanic
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GRADE SPAN &SUBGROUP
LANGUAGE ARTS MATHEMATICS
Other AssessmentName
Baseline 2012 Target Other AssessmentName
Baseline
2012 Target
Others
EconomicallyDisadvantaged
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total
Students with Disabilities
Limited English ProficientStudents
White
African-American
Asian/Pacific Islander
American Indian/NativeAmerican
Hispanic
Others
EconomicallyDisadvantaged
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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 meet thequalifications for HQT,consistent with Title II-A
40
100%
Monthly conversations on the status of theHQT process.
Instructional RoundsInformal & Formal ObservationsMonitoring of the Professional Improvement
Plan (PIP)Collaboration with HR and PD department toensure paperwork is completed
Teachers who do notmeet the qualificationsfor HQT, consistent with Title II-A
0 n/a Monthly conversations on thestatus of the HQT process.Instructional RoundsInformal & Formal Observations
Monitoring of the ProfessionalImprovement Plan (PIP)
Paraprofessionals who
meet the qualificationsrequired by NCLB(education, ParaPro test,portfolio assessment)
3
100%
Collaboration with HR department to ensure
HQT paperwork is completed.All of the paraprofessionals have completedrequirements; however, continue to providelearning opportunities in order to enhancerepertoire and best practices.
Paraprofessionals who donot meet thequalifications required byNCLB (education, ParaProtest, portfolio
0 n/a
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Number &
Percent
Content &Focus
Description of Process toMeet Highly Qualified
Description of Strategy to RetainHQ Staff
assessment)
Description of Strategy To Attract HQ Staff IndividualsResponsible
Advertise the district’s accomplishments, mission / vision and academic goals in order toattract the attention of High Qualified Professionals in the area of education.
Assistant Superintendent of Administrative Services &HR Staff
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Table L: Support for Teachers
Use the Table below to describe the 2012 methods for supporting teachers needing assistance with instruction and otherproblems.
Description of Support
ContentAreaFocus
TargetGroup
PersonResponsible
Indicators of Success(Evaluation) How are teachers
identified?
Cross CulturalCommunication
ALL ALL STAFF Asst Supt
Director of Bil Ed
Director of PDAdministrators
ALL STAFF
Change in the BuildingCultureIncrease in PositiveCommunication in theSchoolsDecrease in Staff and Parentcomplaints
ALL Building Staff
Professional ImprovementPlan (PIP)Professional LearningCommunitiesGrade Level Cohorts
ALL Certified
Teachers
Human
Resources,ProfessionalDevelopment,Departments
Enhancement of teaching andawareness of best teaching &learning practices.
Walk throughInstructional RoundsInformal & FormalEvaluations
Annual Evaluations
Self Reflection
Walk throughInstructional RoundsInformal & FormalEvaluationsAnnual Evaluations
Coordinate Visits intoModel Classrooms
Coordinate CoachingSessions with ALL programconsultants/coordinatorsfrom a program used in thedistrict
Literacy
MathDual Lang
ScienceSocial St.
Teachers InNeed of
Support
Teachersnew to agrade level
Administrator
District
Student EngagementStudent Work
Walk throughInstructional RoundsInformal & FormalEvaluationsDialogue with ProgramConsultants/Coaches
Walk throughInstructional Rounds
Informal & FormalEvaluationsAnnual Evaluations
Cross Content Literacy Training
Rubrics
ALL All Staff Administrators
Bulletin Boards with a writingfocusIncrease in the quality of student writing in classes
Self Reflection
Walk throughInstructional Rounds
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Description of Support
ContentAreaFocus
TargetGroup
PersonResponsi
ble
Indicators of Success
(Evaluation) How are teachersidentified?
Word Walls outside of LALGrade Level Presentations of student work
Informal & FormalEvaluationsAnnual Evaluations
PD 360 Assign specificvideos for viewing,responding, planning, andfollow up
ALL Certified Teachers
HumanResources,ProfessionalDevelopment,
Administrators
Enhancement of teaching andawareness of best teaching &learning practices.
Walk throughInstructional RoundsInformal & FormalEvaluationsAnnual Evaluations
Self ReflectionWalk throughInstructional RoundsInformal & FormalEvaluations
Annual EvaluationsPIP
Coordinate Visits intoModel Classrooms
Coordinate CoachingSessions with ALL programconsultants/coordinatorsfrom a program used in thedistrict
Literacy
MathDual Lang
ScienceSocial St.
All Staff Administrator
District
Student EngagementStudent Work
Walk throughInstructional RoundsInformal & FormalEvaluationsDialogue with ProgramConsultants/Coaches
Walk throughInstructional Rounds
Informal & FormalEvaluationsAnnual Evaluations
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
Indicators of Success
(Evaluation) How are administratorsidentified?
Coaching Support for allcurrent and new programsin the district
ALL Admins
PDCommittee
Asst. Supt
Principal
Increased awareness of program and district goals
Ability to turnkey train staff
Self Reflection – IndividualRequest
Recommendation
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Description of Support
ContentAreaFocus
TargetGroup
PersonResponsi
ble
Indicators of Success
(Evaluation) How are administratorsidentified?
Site Visits
I & RS Team Training ALL Admins,I&RS Team,
SLT/NCLB TeamMembersPDCommittee
VP of Special
ServicesAsst. Supt
Decrease in I&RS referralsGreater Use of classroom
Strategies to supportstruggling learners
Participants of I & RS Team
Common Core Training ALL AdminsPDCommitteeSLT/NCLB TeamMembers
Asst. SuptPrincipalDir. Of PD/Data
Increased awareness of program and district goalsAbility to turnkey train staff
Superintendent and Asst.SuptIndividual Request
Join NJ DOE AdministratorsNetwork
ALL Admins Asst. SuptPrincipal
Increased awareness of program and district goalsSite Visit FeedbackPD Feedback Forms
Self Reflection - – IndividualRequest
RecommendationSite Visits
Data Assessment &Analysis Training
ALL AdminsSLT/NCLB TeamMembersPDCommittee
Asst. SuptPrincipalDir of PD/Data
Increased awareness of program and district goals
Ability to turnkey train staff
Superintendent and Asst.Supt
Individual Request
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.
Homel Migran Students Economical ELL Other Targeted Assistance Schools
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Measure ess t withDisabilities
lyDisadvanta
ged
SubGroups
Entrance
Criteria ()
ExitCriteria
()
State Assessment NJASK NJASK NJASK NJASK NJASK NJASK n/a n/a
Other Assessments DistrictInterimAssessment (DIA)
LearniaDevelopm
entReading
Assessment (DRA)
TeacherMade
Assessments
End of Unit Test
Instructional Focus
Assessment
DistrictInterimAssessmen
t (DIA)
LearniaDevelopment ReadingAssessmen
t (DRA)
TeacherMade
Assessments
End of Unit
TestInstructional Focus
Assessment
District InterimAssessment(DIA)
LearniaDevelopment
ReadingAssessment
(DRA)
Teacher MadeAssessments
End of Unit Test
InstructionalFocus
Assessment
District InterimAssessment(DIA)
LearniaDevelopment
ReadingAssessment
(DRA)
Teacher MadeAssessments
End of Unit Test
InstructionalFocus
Assessment
DistrictInterimAssessment(DIA)
Learnia
DevelopmentReadin
gAssessment(DRA)
Teacher MadeAssessments
End of Unit
Test
InstructionalFocusAssessment
DistrictInterimAssessment
(DIA)
LearniaDevelopmen
t ReadingAssessment
(DRA)
TeacherMade
Assessments
End of Unit Test
InstructionalFocus
Assessment
n/a n/a
English Language
ProficiencyAssessment
ACCESS Test
ACCESS Test
ACCESS Test ACCESS Test ACCESS Test
ACCESS Test n/a n/a
Classroom Grades GENESISProgram
(electronicgradebook)
Mid CycleProgressReports
Report
GENESISProgram
(electronicgradebook)
Mid CycleProgressReports
Report
GENESISProgram
(electronic gradebook)
Mid CycleProgress Reports
Report Cards
GENESISProgram
(electronic gradebook)
Mid CycleProgress Reports
Report Cards
GENESIS
Program
(electronic
gradebook)
MidCycle
GENESISProgram
(electronicgrade book)
Mid CycleProgressReports
ReportCards
n/a n/a
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Cards Cards Progress
Reports
ReportCards
TeacherRecommendation
Instructional Focus
Assessment
Formal &Summativ
eAssessme
nts
Instructional Focus
Assessment
Formal &SummativeAssessmen
ts
InstructionalFocus
AssessmentFormal &
SummativeAssessments
InstructionalFocus
AssessmentFormal &
SummativeAssessments
Instructional
FocusAssessment
Formal&
Summative
Assessments
InstructionalFocus
AssessmentFormal &
SummativeAssessments
n/a n/a
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’sefforts to increase academic achievement?
From the district: Professional Development for teachers with specific needs, PD 360, PD hours for all programs forrefresher courses for staff, Infusion of Technology : Smart Boards,
From outside experts:
Experts from all fields for professional development. Training in the use of video conferencing, screen casting, digitalstory telling.Dual Language Literacy Support. READ 180/Rdg Plus/CLI/Acellus/Units of Writing coaching sessions, workshoppresentations and one on one sessions for targeted staff.Data Analysis & Common Core professional developmentSchool Culture - Cross Cultural Communication training to address changes in student population.Science/Social Studies and Integrating Technology Coaching Hours.Professional development on differentiated instruction (teaching students working below grade levels across content
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areas)Student engagement workshops,Refresher PD on student conferencing, vocabulary development,
From others: District Supervisor, Master Teacher, or Resource Teacher Support at grade level and staff mtgs
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.
Office of Testing and Assessment, Office of Professional Development, Special Services, District Content Administratorsand Instructional Technology (IT), READ 180/Reading Plus teacher support
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.
*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.
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District Support (completed by LEA for SINIs only)
1. Explain why the previous school and district plans did not bring about increased student academic achievement.
Lack of administrative and leadership consistency at the district and school level has led to plans and programming notbeing 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 that
relies 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 incore 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 involvement To address parent involvement, we will implement the following programs/activities:
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activities that support the school’sefforts to increase studentachievement
Increase parent participation at both school and district level SLC (leadershipprogram):
• 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’s
improvement 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 I
Schoolwide Program.
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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
AmountAllocated
SIA
AmountCarried
Over
Reallocated Use of SIA
Outcomes as a
Result of Implementing the
Strategy or Practice
Evidence
2010 Title I,Part A
READ 180
Reading PlusLucy Calkins Units of Study
Children’s Literacy InitiativeEVERYDAY MATHEMATICS
Safety Net ProgramStaff Professionaldevelopment on the I&RSprocess, interventions, andtimelinesDual Language One Wayand Two Way Classesestablished English andSpanish Week
We are aSchoolwideschoolwithblendedfunds
NOTAPPLICABLE
NOTAPPLICABLE
To be determined oncethe Spring 2011 NJASK results are receivedand analyzed
NJASK -Spring2011
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2010 SIA PartA
What strategy did you usein spending the SIA a grant?
$51,201 NOTAPPLICABLE
To be determined oncethe Spring 2011 NJASK results are receivedand analyzed
NJASK -Spring2011
Federal Name strategies or
programs
NCLB
andotherfederalsources
NOT
APPLICABLE
NOT
APPLICABLE
To be determined once
the Spring 2011 NJASK results are receivedand analyzed
NJASK
State Name strategies orprograms
ABBOTT NOTAPPLICABLE
NOTAPPLICABLE
To be determined oncethe Spring 2011 NJASK results are receivedand analyzed
NJASK
Local Name strategies orprograms
City TaxLevy
NOTAPPLICABLE
NOTAPPLICABLE
To be determined oncethe Spring 2011 NJASK results are received
and analyzed
NJASK
Other Name strategies orprograms
We are aSchoolwideschoolwithblendedfunds
NOTAPPLICABLE
NOTAPPLICABLE
To be determined oncethe Spring 2011 NJASK results are receivedand analyzed
NJASK
School Budget Pages
School level budget pages in Excel must be completed along with each school’s Unified Plan, identifying thefollowing:
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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.
Budget Detail pages must be uploaded. The signature of the Business Administrator must be kept on file atthe district/school.
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Corrective Action, Restructuring, and School Improvement
• Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 holdand 10 that have had a CAPA visit. The corrective action plan, corrective actions identified inthe 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 program
2 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
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Corrective Descri tion
Effective Evidence of Outcomes
2
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.
NOT APPLICABLE
The restructuring options are as follows:
1. Implement any major restructuring of the school’s governance that is consistent with the principles of restructuringas 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 tomake 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
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3
4
5
List revisions made to the original restructuring plan.
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Peer Review
Check Before Proceeding:• At minimum, the peer review must be completed by staff members from a school that is not in federal
improvement status.•
Peer reviewers should have expertise in content areas and in school improvement.• Peer review must contain recommendations.
• 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 .)
1. Provide the actual date and location the peer review(s) took place.
2. Provide the information below.
Peer Reviewer Name Title Affiliation Area of Expertise Address
Principal/Leadership
Language Arts
Mathematics
Special Education
ELL
3. Provide a summary of the recommendations made by the peer review school.
4. List the specific recommendations that were incorporated into the plan as a result of the peer review.
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