Cook School Plainfield NJ Title I Unified Plan FY11

8/8/2019 Cook School Plainfield NJ Title I Unified Plan FY11

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FY2011NCLB PLAINFIELD DISTRICT 39-4160 COOK (120)

2011 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELDChief School Administrator: (INTERIM) ANNA BEYLIN-PYLES Chief School Administrator E-mail:[email protected] Contact: Dawn Ciccone NCLB Contact E-mail:[email protected]

School: Frederic W. Cook (120)

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

Principal: John A.Martucci 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 thecompletion 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, andSIA, Part G.

John Martucci __________________________________________ ____________________________________________ _____6-30-2010___________________ Principal’s Name Principal’s Signature Date

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School NCLB CommitteeSelect committee members to develop the Unified Plan.Note: For continuity, some representatives from this needs assessment stakeholder committee should be included in theschoolwide stakeholder group and/or the SINI plan committee. Identify the stakeholders who participated in the needsassessment and/or development of the plan. Signatures should be kept on file in the school office for review. Print off acopy of this page to obtain signatures. *Add lines as necessary.

Name Stakeholder GroupParticipated in

NeedsAssessment

Participated inPlan

DevelopmentSignature

Jen Fuller Parents

John A. Martucci School Staff--Administrators

Lori Jenkins School Staff—Classroom

teachers

Brenda Miles School Staff—ReadingSpecialist

Curtis Cheatham School Staff- Social Worker

Ruth Wright School Staff—SpecialEducation

Josephine Ghee School Staff—classroomteacher

Francine FrahmSchool Staff—4

th

Grade

Carolyn Huggins School Staff--Support

Karen Trammell School Staff—School Nurse

Pamela Westry-

RodgersSchool Staff – Classroomteacher

None School Staff—TechnologyKean University TBD Institutions of Higher

Education

2




YMCA TBD Community GroupsRosa Ramos Consultant Title I

Mark Wittaker Parent

Robert Darden Community Member

3




School NCLB Committee Meetings

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

Date Location Agenda on File Minutes on File

Yes No Yes No

October 20, 2009 COOK Media Center X X

January 26, 2010 COOK Media Center X X

June 3, 2010 COOK Media Center X X

June 25, 2010 COOK Media Center X X

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? Frederic W. Cook K-8 Center will provide:

• An inviting Environment that facilitates a safe, clean, academically stimulatingatmosphere, engaging all stakeholders.

• High quality Instruction that fosters creativity, cross curricular differentiation,and technology, thus preparing students for global leadership.

• Ongoing standards-based Assessments that use effective tools to addressindividual needs and promote life- long learning.

• Individualized age and grade appropriate Curriculum which aligns to NJCCCSand provides opportunities for Higher Order Thinking.

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What is the school’s mission?

Frederic W. Cook K-8 Center is a premier learning center within the Plainfield PublicSchool District. In partnership with the community, the Center will prepare all studentsto be globally competitive by providing a high quality education in a physically safe andemotionally supportive environment. Frederic W. Cook K-8 Center is committed toexcellence in education and achievement.

No Alibis, No Excuses, No Exceptions.

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

The staff held eight meetings in order to prepare, create,draft, revise and accept the school vision and missionstatements. Activities included building relationshipprojects, brainstorming ideas; and listing current activities,curriculums and pedagogy used within the school. Once allideas were posted, the staff condensed ideas intocategories. The categories are listed in the visionstatement. The ideas in the vision statement helped tocreate the mission statement .

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Comprehensive Needs Assessment & Data Analysis

Data Collection and AnalysisTable A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2010 Programs,Strategies and Practices

Areas Multiple MeasuresAnalyzed

Overall Results and Outcomes

Academic Achievement– Reading

District InterimAssessment, NJASK, DRA

It indicates where the students are compared to minimum levels of proficiency established by the district

Academic Achievement -

Writing

District Interim

Assessment, NJASK

It indicates where the students are compared to minimum levels of

proficiency established by the districtAcademic Achievement -Mathematics

District InterimAssessment, NJASK


Academic Achievement -Science

District InterimAssessment, NJASK


School Culture District Instructionalreview – Site Visits

Identifies weaknesses in meeting district goals within in the DistrictStrategic Plan

Parent Involvement Attendance and feedbacksheets

Degree of parent involvement in the school and areas of concern

ProfessionalDevelopment

1.C. DanielsonFrameworks / Practice2. Staff Pd Survey

1. Identify week areas and creates action plans & Individual PIP

2. Staff Professional Development Needs

Extended LearningOpportunities

Education Reform &Improvement

District Instructionalreview – Site Visits

Identifies weaknesses in meeting district goals within in the DistrictStrategic Plan

Highly Qualified Staff Formal and Informal The delivery of instruction and learning in the classroom, and the

6




Areas Multiple MeasuresAnalyzed

Overall Results and Outcomes

Observations areas needing to be included in individual professionalimprovement plans

Leadership School LeadershipCouncil; SchoolLeadership Team

Stakeholders input into educational and cultural issues

7




Evaluation of 2010 Teaching and Learning Strategies & Programs

Table B: Strategies to Increase Student Achievement That Were Implemented in 2010

1Strategy or

Program

2Content

AreaFocus

3Effective Yes-No

4Documentation of

Effectiveness

5Outcomes

Reader’s Workshop,Writer’s Workshop,Guided Reading

LAL Yes DRA scores, DistrictInterim Assessment

Increase in student achievement scores

Number Worlds Mathematics

Yes District InterimAssessment

Increase in student achievement scores

Science Kits Science Yes District InterimAssessment Increase in student achievement scores

Table C: Description of Extended Day/Year Programs Implemented in 2010 to Address AcademicDeficiencies - Do not include SES programs.

1Strategy or

Program

2Content

AreaFocus

3Effective

Yes-No

4Documentation of

Effectiveness

5Outcomes

8

We did not have funds to provide an extended day program in the 2009-2010 school year.




Table D: Professional Development That Was Implemented in 2010

1Strategy or

Program

2Content

AreaFocus

3Effective

Yes-No

4Documentation of

Effectiveness

5Outcomes

NJASK Test TakingSkills

LAL / Math yes NJASK Increase In Academic Performance by achieving SafeHarbor

ContinuousImprovement Model

LAL / Math Yes NJASK Increase In Academic Performance by achieving SafeHarbor

Table E: Parent Involvement That Was Implemented in 2010

1Strategy or

Program

2Content

AreaFocus

3Effective Yes-No

4Documentation of

Effectiveness

5Outcomes

Test Taking SkillsBack to SchoolNight

LALLAL

Yes Yes

AttendanceSign in Sheets

Students complete NJASK within testing dates. Teachers and parents discussed school compacts.

Test Taking SkillsBack to SchoolNight

MathematicsMathematics

Yes Yes

AttendanceSign in sheets

Students complete NJASK within testing dates. Teachers and parents discussed school compacts.

9




1Strategy or

2Content

3Effective

4Documentation of

5Outcomes

10




Needs Assessment Summary

1. Describe the process and techniques used in the needs assessment.Instructional priorities and programs implementations are based on the need of our school. The web Administrators’ Plus and Genesissystems enables the teachers to analyze their class data and assess performance of their students at various levels such as class, studentgroups and individual student level. This is also used as a tool to identify student strengths and weaknesses as related to the core contentstandards.

2. Describe method used to collect and compile data for student subgroups.Data is disaggregated by clusters, class rosters and targeted skills for student subgroups. The classroom and after school instructionassessments become a data driven decision making tool in order to differentiate instruction for student individual needs.

3. Explain how the data from the collection methods are valid and reliable.A comprehensive data management system at the district is used to house the district longitudinal data. This management system is usedto analyze and report the progress of schools and produces cluster scores which are turned into percentages for comparison. Another web based system; Genesis provides schools with student demographic information, attendance and discipline data, along with data,courses and instructors.

4. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?NA - School made AYP

5. What did the data analysis reveal regarding classroom instruction?When Instruction is based on task analysis of the students needs, the curriculum becomes effective and meaningful.Students learned beginning from the point where they are and learning becomes cemented. Therefore, transfer andretention of new learning is possible.

6. What did the data analysis reveal regarding professional development implemented in the previous year(s)? The professional development in the use of scientifically based instructional strategies, the alignment of classroomactivities with academic content standards and assessments and data analysis to inform instruction are effective.

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7. How are educationally at-risk students identified in a timely manner?The above describe methods of data collection enables the district to identify at-risk students. In addition practice tests exactly like Statetests in format and content are given in early December. These results are analyzed by the Office of Assessment, Data Collection andSchool Improvement, which is sent back to us in table graph format with cluster information. This helps to further identify and addressweakness at the student level.

8. How does the needs assessment address migrant student needs?N/A

9. How are educationally at-risk students provided with effective assistance?The above describe methods of data collection enables the district to identify at-risk students. In addition practice tests exactly like State

tests in format and content are given in early December. These results are analyzed by the Office of Testing and Evaluation, which issent back to us in table graph format with cluster information. This helps to further identify and address weakness at the student level.

10. Describe the process used to select the priority problems for this plan?The stakeholders: parents representing grades levels K-7, classroom teachers, reading and math specialists, paraprofessionals and LEArepresentatives conducted a comprehensive needs assessment. These included teachers made assessments of students’ strength and weaknessesthrough running records of longitudinal data, and through test portions of the content area programs being implemented. District’s assessments toolsand teacher-made assessment are used.

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

Teachers made assessments of students’ strength and weaknesses through running records of longitudinal data, and through test portionsof the content area programs are being implement. District’s assessments tools and teacher-made assessment are used.

12. Describe the transition plan for preschool to kindergarten, if applicable. N/ACook School is involved in a year-long planning process with Early Childhood to ensure that students transition to kindergartensmoothly and effectively. Preschool teachers of 4-year olds visit our kindergarten classrooms at the beginning of the school year toreceive an overview of the program in order to ensure that their students will be ready by the end of the year. Preschool students visit

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our kindergarten classrooms and get a glimpse of what to expect in the upcoming school year. When time permits, Teachers of Kindergarten and Preschool, Principals, Center Directors and Early Childhood Supervisor and Director visit the preschool classroomstogether and share feedback relating to observations and reflections.

13




Selection of Priority Problems

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

• Using information from the data analysis, identify all priority problems.• Select three or four priority problems to address in this plan. The selected problems should be checked in

column T.

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

2 Early ch ildhood education

C o r e

C u r r i c u

l u m

C o n

t e n

t S t a n

d a r d s

3aLanguage arts literacy andreading X X X X

3b Mathematics3c Science3d Social studies3e World Languages

3f Cross Content WorkplaceReadiness

4 Technology Literacy S t

H i

g h 5

.5a Language Arts Literacy

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

#

Priority Problem


A .

A l l s t u d e n

t s

B .

S t u d e n

t s w


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


M .

P a r e n

t s

N .

S u


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

a f f N e e

d s

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

I m p

l e m e n

t i n g

t h e

C C C S

5b Mathematics5c Science5d Social studies5e World Languages

5f Cross Content WorkplaceReadiness

6Effective classroom use of technology X X X X X

7Standards-basedassessment

8Instructional skills andstrategies

9 Mentoring10 Classroom management

11Using data/assess. toimprove learning

12 Working wi th parents

H i r i n g ,

R e c r u

i t i n g

a n

d R e

t a i n i n g

13 Highly qualified teachers

14 Teachers in shortageareas

15 Teachers in Math andScience

16 Teachers to reduce classsize

17Qualifiedparaprofessionals

18 Highly qualified personnel

15





#

Priority Problem


A .

A l l s t u d e n

t s

B .

S t u d e n

t s w


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


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


M .

P a r e n

t s

N .

S u


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


Q .

M e n

t a l h e a l t h

R .


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

P r o

b l e m s

I d e n

t i f i e d

19 Alcohol use20 Drug use21 Tobacco use22 Violence23 Weapons24 Gang activity25 Delinquency26 Vandalism

27Suspensions, removals, orexpulsions

28Serious or persistentdiscipline problems

29 Bullying

30 Victimization31 Truancy/a ttendance32 Mental health33 Sex/gender issues34 Interpersonal conflict35 Intergroup conflict/bias X X X X X X36 Negative peer influence37 School safety

38Schoolclimate/environment

39 Risk factors

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#

Priority Problem


A .

A l l s t u d e n

t s

B .

S t u d e n

t s w


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


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


M .

P a r e n

t s

N .

S u


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


Q .

M e n

t a l h e a l t h

R .


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

QualityTeacher 40 Teach er Quality

Tech. &Ed.

Materials

41 Technology activities

42Instructional/EducationalMaterials

Studentswith

SpecialNeeds 43 Drop-out rate

Literacy,& Adult

Ed.

44 Adu lt literacy

45Parent/communityinvolvement

Leadership

46 Leadership Network47 Leadership PD

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Description of Priority Problems and Strategies to Address Them

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

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

#1 #2Population CategoryLetter & ProblemNumber

A., D. , G., 3a A., D., G., K., 6

Name of priorityproblem

Language Arts literacy and reading Effective classroom use of technology

Describe the priorityproblem

All subgroups not meeting AYP Technology infusion not consistent

Describe the rootcauses of the problem

It takes three to five years to show the adequategrowth to reach the established bench mark

Budget restraints cause for inconsistency intechnology purchases for the school.

Subgroup or populationaddressed

All students, economically disadvantage,racial/ethnic

All students, economically disadvantage,racial/ethnic/ teachers

Grade span 3-8 3-8Related content areamissed

Language Arts literacy and reading; writing;mathematics

Language Arts Literacy and reading; writing;mathematics, science, social studies

Name of scientificallybasedprogram/strategy/practice to address problem

Writing Across the Curriculum SMART Board, United Streaming, Kidspiration,Inspiration, Study Island

How does theprogram/strategy alignwith the NJ CCCS?

The curriculum of our school is aligned with the NJCCCS in all content subjects. All classroominstruction and activities are governed by NJCCCS.Our data is based on multiple assessment tools, suchas: anecdotal records; running records, stateassessments, district assessments; observations, etc.


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CAPA finding orrecommendationrelated to the priorityproblem

N/A N/A

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

#3 #4Population CategoryLetter & ProblemNumber

A., D., G., K., M., 35

Name of priorityproblem

Intergroup conflict/bias

Describe the priorityproblem

Social-Emotional Development

Describe the rootcauses of the problem

Inconsistent character education program.

Subgroup or populationaddressedAll students, economically disadvantaged,racial/ethnic/ teachers, parents

Grade span 6-8

Related content areamissed

Core curriculum subjects

Name of scientificallybasedprogram/strategy/practice to address problem

Middle School Advisory Program

How does theprogram/strategy alignwith the NJ CCCS?


CAPA finding orrecommendation

N/A

20




related to the priorityproblem

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Action Planning

Check Before Proceeding: COOK SCHOOL IS A CHOICE SCHOOL.• 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.

Action Plan for Strategy Related to Priority Problem #1

Name of Program,Strategy or Practice toAddress PriorityProblem:

SMART Goal:

Indicators of Success:

Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline

22






SMART Goal:


Description of Action Plan Steps

Persons

Involved

Resources

Needed Due Date -Timeline

23






SMART Goal:


Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline

24




Plan Components for 2011

Table F: Proposed Core Programs and Strategies for 2011 to Address Student Achievement

Description of Strategy or

Program

Content AreaFocus

TargetPopulati

on(s)Person

Responsible

Indicators of Success

(EvaluationOutcomes)

Research Supporting StrategyDate of Research/Source

Read 180 LAL Grades 4to 7

Principal NJASK, SRI GrowthReports; ReadingProgress Reports,Grading Report;District Interim

Assessment

2006; Program approved by NJDOE

Everyday Math Math Grades K-5 Principal NJASK; End-of UnitAssessment; DistrictInterim Assessment


Harcourt-Trophies/Trofeos

LAL Grades K-5 Principal NJASK; End –of – Unit Assessment;District InterimAssessment; DRAscores


McDougal Little LAL Grades 6-8 Principal NJASK; DistrictInterim Assessment;DRA scores;

portfolios


TechnologyInfusion

Allcontentareas

Grades K-8 Principal NJASK; DistrictInterim Assessment;Published writing;DRA scores; Portfolio

2007 - SMART Board; 2005 -United Streaming;2006 – Study Island; Programs approved by

NJDOE

Reading Plus LAL Grades 4-8 Principal NJASK, End –of – 2008; Program approved by NJDOE

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Program

Content AreaFocus

TargetPopulati

on(s)Person

Responsible


(EvaluationOutcomes)

Research Supporting StrategyDate of Research/Source

Unit Assessment;District InterimAssessment; DRAscores

*ADVISORY – SLC (Smaller LearningCommunities

Allcontentareas

Grades6-8

Principal Decrease instudentsuspension;improved studentbehavior

Brown University “Breaking Ranks” June, 2005

*Complete table below if continuing programs from previous year.

*Use an asterisk to denote new programs.

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

Description of Strategy orProgram

Content AreaFocus TargetPopulati

on(s)

PersonResponsible

Indicators of Success(Evaluation Outcomes)

Research SupportingStrategyDate of Research, Source

*Use an asterisk to denote new programs.

26

District sponsored programs when they areavailable.




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


Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble

Indicators of Success(Evaluation Outcomes)

Research SupportingStrategy

Date of Research, Source

Assessments: WhyAssess, What toAssess and How toAssess?

AllSubjectAreas

Allteachers

Principal Teacher Observations

Improved StudentPerformance Data

Data driven standards basedinstruction

SMART Board Training

Allsubjectareas

All teachers Principal Teacher Observations

Improved StudentPerformance Data

NJDOE Use of technology inthe classroom

*StudentADVISORY- SLC(Smaller LearningCommunities)

Allsubjectareas

All teachers Principal Teacher ObservationsImproved student behaviors

Brown University “BreakingRanks”

*Use an asterisk to denote new programs.Table I: 2010-2011 Parent Involvement Programs

Description of Strategy orProgram

Content

AreaFocus

Person

Responsible


(Evaluation Outcomes)

Research Supporting

StrategyDate of Research, Source

Back to School Night All contentareas

Principal Sign in sheets Increased Parentalinvolvement directlycorrelates with increasedacademic performance

Principal/Parent CollaborationMeetings

All contentareas

Principal Agendas; sign-in sheets Increased Parentalinvolvement directlycorrelates with increased

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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 homes with school in a partnership tocollaboratively increase students’ academic performance.

2. What are the measurable goals and targets for PI in 2011?Increase parent attendance by 10% and student performance on NJASK to meet Safe Harbor requirements and increase parentalengagement of special needs and ELL families by 5%.

3. Do you have a school-parent compact? YES

4. Describe the process to ensure that parents receive and review the school-parent compact.On our Back to School Night the Principal will review the Compact with all of the parents and the parents will sign the compact.Parents will be given a copy to take home after signing. Reminders through various communications will continue until all parent suntil all parents have read and signed the Compact. The school copy will be kept on File in the main office.

5. 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.

6. Identify procedures for informing parents about the school’s improvement status.A letter will be sent to all Cook’ parents, as soon as AYP data is available, informing them of the school improvement status and howthe school compares to similar schools outside the Plainfield School District.

7. Identify procedures for informing parents about the school’s disaggregated assessment results.1.) School webpage via Plainfield Public Schools website, school marquee, school calendar 2.) PTO meetings, Newsletters, Global Connect; Principal/Parent Collaboration Meeting

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3.) End of Year Report, Community Forum

8. How were parents involved in the development of the Unified Plan?Members of the parent community, including PTO, attended meetings, analyzed data and provided input in the development of this

plan.

9. Identify procedures for informing a parent about their child’s student assessment results.Data is reported to the public via PTO meetings, End of Year Report, and Community Forum. Individual student progress on statetests is mailed home.

10. How were the required PI funds used in 2010?Principal & Parent Collaboration (monthly) Meetings, Student & Parent Awards Program (Quarterly), Kindergarten / ParentCelebration (Annually), and Year End PTO & Community Celebration.

11. How will the required PI funds be used in 2011?Principal & Parent Collaboration (monthly) Meetings, Student & Parent Awards Program (Quarterly), Kindergarten / ParentCelebration (Annually), Year End PTO & Community Celebration and School Leadership Team (Parents-Community & Teachersmonthly meetings).

12. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III?A letter is sent home from the Superintendent’s office and / or posted on the District Website.

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Table J: 2010-2011 Annual Student TargetsGRADE SPAN &

SUBGROUPLANGUAGE ARTS MATHEMATICS

3-5 Name of Measurement Baseline 2011 Target Name of Measurement Baseline 2011 Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL Total NJASK 41.0 46.9 NJASK 70.1 73.1

Students with Disabilities NJASK NJASK

Limited English ProficientStudents

NJASK NJASK

White NJASK NJASK

African-American NJASK 40.0 46.0 NJASK 67.8 71.0

Asian/Pacific Islander NJASK NJASK

American Indian/NativeAmericanNJASK NJASK

Hispanic NJASK NJASK

Others NJASK NJASK

Economically Disadvantaged NJASK 40.6 46.5 NJASK 65.2 68.7

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL


Total NJASK 40.9 46.8 NJASK 59.1 63.1

Students with DisabilitiesNJASK NJASK

Limited English ProficientStudents

NJASK NJASK

White NJASK NJASK

African-American NJASK 37.2 43.4 NJASK 51 55.9

Asian/Pacific Islander NJASK NJASK

American Indian/NativeAmerican

NJASK NJASK

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GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS


Hispanic NJASK NJASK

OthersNJASK NJASK

Economically Disadvantaged NJASK 27.3 34.5 NJASK 45.4 55.8

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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 meetthe qualifications forHQT, consistent with

Title II-A

30100%

The school does not have a retentionproblem.

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

00%

NOTAPPLICABLE

NOT APPLICABLE

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

0

0%

The school does not have a retentionproblem.

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

00%

NOT APPLICABLE

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Description of Strategy To Attract HQ Staff IndividualsResponsible

Continue to analyze all available time in a day. Along with negotiated use of prep time for staff development by the district, the following have been added: staff meetings seminars, grade level seminars,after school seminars, Saturday seminars, substitute coverage during the day, and summer institutes.

Principal

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Table L: Support for TeachersUse the Table below to describe the 2011 methods for supporting teachers needing assistance with instruction and otherproblems.

Description of Support

ContentArea

FocusTargetGroup

PersonResponsi

ble

Indicators of Success(Evaluation) How are teachers

identified?

Building basedprofessionaldevelopment

ALLContentAreas

AllCertifiedStaff

SPDC –SchoolProfessionalDevelopmentCommittee& Principal

NJASK by achieving SafeHarbor

PIP – ProfessionalImprovement Plans,AdministrativeObservations / Evaluations,& NJASK Scores

Table M: Support for AdministratorsUse the Table below to describe how leaders in schools in need of improvement are provided with support andinstructional leadership.


ContentArea

FocusTargetGroup

PersonResponsible

Indicators of Success(Evaluation) How are

administratorsidentified?

Instructional LeaderInstitutes

Enhanceskills asinstructionalleaders

Principal (Interim)Superintendent andAssistantSuperintendents

Quarterly Evaluations NJDOE Certification

AdministrationProfessionalLearningCommunity

Enhancecollaboration

AllAdministrators

Office of ProfessionalDevelopment

Quarterly Evaluations NJDOE Certification

36





ContentArea

FocusTargetGroup

PersonResponsible

Indicators of Success(Evaluation) How are

administratorsidentified?

Network

Student Eligibility and Selection

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

Measure NameTargeted Assistance Schools

Entrance Criteria( )

Exit Criteria ( )

State Assessment NJASK

Other Assessments

English LanguageProficiencyAssessment

ACCESS

Classroom Grades End-of Unit Assessments; Midterm/FinalExams; Portfolios, Teacher made

37

F.W.Cook K-8 Center is aSchoolwide School.




assessments, DRA

TeacherRecommendation

Observations, Individual StudentImprovement Plans, NJASK, Read 180 &Reading Plus

Other

Support Elements

Ongoing and Sustained Technical Assistance*

1. What assistance did the NCLB committee determine it needs to implement the 2011 Unified Plan in the school’sefforts to increase academic achievement?

From the district: Teacher Training on Smart Boards with Internet interface

From outside experts: NONE

From others:

2. Describe the current technical assistance offered to staff at the school. Include assistance by district level and/or

outside experts, for example, skilled consultants, institutions of higher education (IHE), etc.District IT Department, and District Office of Professional Development

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

NJCCCS to increase the use of technology in the classroom in order for students to have multiple means of presentation and assessment.

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

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Principal, IT Coordinator and District Office of Professional Development

*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.

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

Providing professionaldevelopment that focusesprimarily on improving instructionand using data to informinstruction

Implementing strategies groundedin scientifically based researchthat will strengthen instruction incore academic subjects

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

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

Ensuring that curriculum isaligned to the CCCS

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NOT APPLICABLE




2009-2010 Resource Allocation – SIA Part (a)Resource Allocation – Provide the following information regarding the use of the 2009-2010 SIA Part (a) funds.

These funds were distributed in February, 2009 and are carried over after August 31, 2009. Allocation amounts

are available at http://www.nj.gov/education/grants/entitlement/nclb/ . Total Amount Allocated: $

Brief Descriptionof Strategy or

ProgramImplemented with

Funds

AllocatedUse Carried Over Reallocate

d Use

Outcomes as a Result of Implementing the Strategy or

Program

Evidence

2009-2010 Resource Allocation – ARRA SIA Part (a)Resource Allocation – Provide the following information regarding the use of the 2009-2010 ARRA SIA Part (a)funds that were issued in the summer of 2009. These funds are carried over after August 31, 2009. Theallocations can be found at: http://www.state.nj.us/education/arra/sia/sia.pdf

Total Amount Allocated: $

Brief Descriptionof Strategy or

ProgramImplemented with

Funds

AllocatedUse Carried Over Reallocate

d Use

Outcomes as a Result of Implementing the Strategy or

Program

Evidence

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NOT APPLICABLE

NOT APPLICABLE

http://www.nj.gov/education/grants/entitlement/nclb/

http://www.state.nj.us/education/arra/sia/sia.pdf

http://www.nj.gov/education/grants/entitlement/nclb/

http://www.state.nj.us/education/arra/sia/sia.pdf




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School Budget Pages

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

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

How the SIA, Part a allocation is budgeted for all schools receiving this award

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

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

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

43

NOT APPLICABLE




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, and 9 thathave already completed a corrective action plan, corrective actions identified in Year 4continue to be incorporated into the Unified Plan.

Corrective Action 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 must be incorporated into the Title Iplan.

Corrective Actions

1 Required implementation of a new research-based curriculum or instructional program2 Extension of the school year or school day3 Replacement of staff members, not including the principal, who were relevant to the school’s low performance4 Significant decrease in management authority at the school level5 Replacement of the principal6 Restructuring the internal organization of the school7 Appointment of an outside expert to advise the school8 Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to

improve academic achievement of low-performing students.Corrective actions implemented: # ________ Complete the table below regarding the corrective actionsimplemented :

Corrective

Action#

DescriptionEffective Yes - No

Evidenceof

Effectiveness

Outcomes

1

2

3

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NOT APPLICABLE




Corrective Descri tion

Effective Yes - No

Evidenceof Outcomes

4

5

6

7

8

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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, and 9 that have

completed a restructuring plan, the approved restructuring plan continues to be incorporatedinto the Unified Plan.

Year Restructuring Plan Created: _______

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

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

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

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

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

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

Identify the restructuring option(s) selected: ____

For schools in Year 6 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

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NOT APPLICABLE




2

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.

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

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

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Principal/Leadership

Language Arts

Mathematics

Special EducationELL

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

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

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NOT APPLICABLE

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

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




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Cook School Plainfield NJ Title I Unified Plan FY11

Documents

Transcript of Cook School Plainfield NJ Title I Unified Plan FY11