Plainfield FY12 Evergreen Unified Plan Revised 01-04-12

8/3/2019 Plainfield FY12 Evergreen Unified Plan Revised 01-04-12

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Evergreen Elementary School1

2012 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD PUBLIC SCHOOLS

Chief School Administrator: ANNA BELIN-PYLES Chief School Administrator E-mail: [email protected]

NCLB Contact: DAWN CICCONE NCLB Contact E-mail: [email protected]

School: 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 file at the school.

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

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

Wilson Aponte June 30, 2011 __________________________________________ ____________________________________________ ________________________ Principal’s Name Principal’s Signature Date




School NCLB Committee

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

plan committee. Identify the stakeholders who participated in the needs assessment and/or development of the plan. Signatures should be kept on file in the schooloffice for review. Print off a copy of this page to obtain signatures. *Add lines as necessary.

Name Stakeholder GroupParticipated in Needs

AssessmentParticipated in Plan

Development SignatureMr. Wilson Aponte School Staff--Administrators * *

Ms. Joi R. Bethea School Staff--Administrators * *

Ms. Alicia N. Smith School Staff —Classroom teachers *

Ms. Gina Iacocca School Staff —Reading Specialist *

Mr. Juanpablo Jimenez School Staff —World Language* *

Ms. Monique Smith Brenya School Staff —Special Education * *

Ms. Candus Hedberg School Staff —Bilingual, LEP * *

Ms. Sarinet Thorne School Staff —Social Worker *

Mr. Kevin Kopacz School Staff —Support *

Mr. Brandon Grooves School Staff —Technology *

Mr. Marro Hawkins Community Groups * *

Ms. Karen Natapoff School Staff —Guidance *

Ms. Ariadis Charles PTO Exec Board * *

Ms. Kimberly Parris PTO Exec Board * *

Mr. Joseph Parris PTO Exec Board * *

Mr. Kent Thompson Media Specialist

Rutgers University Institutions of Higher Education




School NCLB Committee Meetings

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

Date Location Topic Agenda on File Minutes on File

Yes No Yes No

Oct 4, Oct 18, Dec 6, Dec20, Jan 18, Jan 24, Jan31, Feb 22, May 9, May31, June 13

Library - General Staff Meetings Needs Assessment

Plan Development

* *

Jan 13, Feb 10, May 12, Library - PTO Meetings Needs Assessment

Plan Development

* *

Jan 5, Aug 4-5, Aug 8 Principal Conf. Area, Library, VP

Conf. Area - SLT/NCLB

Needs Assessment

Plan Development

* *

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 LevelMeetings, Dual Language Vertical

Articulation Meetings

Needs Assessment * *

Library - Principal Chat & Chew Needs Assessment

Plan Development

* *

Jan 13, Mar Principal Conf. Area – with 21st Century Site Coordinator

Needs Assessment

Plan Development

* *

July 25-26, Aug 1-3, VP Conference Area – AdminReview of Data

Needs Assessment

Plan Development

* *




School’s Vision & Mission

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

What is the school’s vision statement? All Evergreen Students Will Go to College!

What is the school’s mission? The Plainfield Public Schools, in partnership with its community, shall do whatever it takes for every

student to achieve high academic standards – no alibis, no excuses, and no exceptions.

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

Met with staff to come up with agreed upon goals and objectives.

A draft was created and submitted for input and final approval.




2012 Comprehensive Needs Assessment & Data Analysis Summary

Data Collection and Analysis

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

Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes

Academic Achievement NJASK, District Interim Assessment (DIA -Learnia), ACCESS

DRA, Teacher Made Assessments

Identifies where the students are compared to minimum levels of proficiency established bythe district. Establishing cohorts of students for enrichment / intervention programs in order tomeets their academic needs. LAL 31.7% Proficiency; Math 53.4% Proficient

Parent Involvement Volunteer Opportunities, Volunteer FormsReturned, # of Volunteers who submit avolunteer form, Attendance at PTOMeetings

District Site Visits

Identification of parent informational needs, volunteer opportunities, time available,

Interest in committees, and PTO membership. Degree of parent involvement in the school andareas of concern. Identifies weaknesses in meeting district goals within in the District Strategic

Plan. Increase of 25% involvement

Professional Development PD Feedback Forms

Staff PD Survey


Identify week areas and creates action plans & Individual PIP

Staff Professional Development Needs Identified.

Identifies weaknesses in meeting district goals within in the District Strategic Plan

Extended Learning Opportunities Teacher observation, testing andassessment. State NJASK

Participants will engage in math and literacy lessons and will demonstrate their learning bycompleting individual and group projects. 20% increase in student participation.

Homeless NJASK, District Interim Assessment (DIALearnia), ACCESS

How the children improve or grow / master targeted clusters of instruction

Staff Professional Development Needs Identified


Students with Disabilities NJASK, District Interim Assessment (DIALearnia), ACCESS


LAL 23.3% Proficient; Math 41.3% Proficient



English Language Learners NJASK, District Interim Assessment (DIALearnia), ACCESS, Home Language

DRA, Teacher Made Assessments , DRA,Language Survey, District Instructionalreview – Site Visits

How the children improve or grow / master targeted c lusters of instruction

LAL 19.3% Proficient; Math 50.0% Proficient






Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes

Economically Disadvantaged NJASK, District Interim Assessment (DIALearnia), ACCESS

DRA, Teacher Made Assessments , DRA,Language Survey, District Instructional

review – Site Visits




LAL 26.2% Proficient; Math 52.1% Proficiency

School Culture Staff Meeting Connections

PD Feedback Forms

District Instructional review – Site Visits


Identifies areas of concern for staff. 25% improvement

Leadership District Instructional review – Site Visits

Staff Meeting Connections

School Leadership Team/ Council

Provide opportunities for leadership, decision making and stakeholder buy-in in the process

25% improvement

Highly Qualified Staff District Instructional review – Site Visits,HQ Data Certification Review

Informal & Formal Observations

The level of teaching and learning, identification of school based expertise to provide dayembedded PD opportunities, identification of staff PD Needs. 97% HQT

Evaluation of 2011 Teaching and Learning Strategies & Programs

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

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomes

READ 180 LAL SRI Reports

DRA Reports

100% of teachers using READ 180 monitored student growth/ student needson a monthly basis

READ 180 coach presented best practices and data with staff in need of support

Reading Plus LAL DRA Reports

Student Grades/Scores

100% of teachers using Reading Plus monitored student growth/ studentneeds on a monthly basis

Reading Plus coach presented best practices and data at two staff meetings

Lucy Calkins Units of Study LAL DRA Reports 85% of teachers showed evidence of their learning in their lesson plans




1 2 3 4 5Student Grades/Scores Teachers in grades 3-6 participated in two coaching sessions followed by

cross grade planning and articulation sessions

Children’s Literacy Initiative LAL DRA Reports

ACCESS scores

100% of K-2 staff were trained in the use of CLI/MTP strategies.

Teachers showed evidence of the preplanned message at grade level mtgs.

Teachers in need of additional coaching support were identifiedTeachers demonstrated their learning in one on one sessions with coach

EVERYDAYMATHEMATICS

Mathematics Yes End of Unit Assessments Students demonstrated greater mastery of the targeted skills on stateassessments: 18% > in 3rd; -7%< in 4th; 1%> in 5th; 30%> in 6th

Safety Net Program LAL & Math Yes Assessments Most students showed increase on state assessments:

LAL: 19%> in 3rd;- 3%< in 4th; 1%> in 5th; 27%> in 6th

Math: 18% > in 3rd; -7%< in 4th; 1%> in 5th; 30%> in 6th

4th Grade Targeted Assistance

LAL, Math, Science & SS Yes Assessments Students showed (no) increase on state assessments:

LAL: - 3%< in 4th Math: -7%< in 4th Science -7%< in 4th

Staff Professionaldevelopment on the I&RSprocess, interventions, andtimelines

All Content All Staff

Students with Disabilities

Yes I&RS Referrals 50% of the staff demonstrated increased understanding of the I&RS referralprocess by submitting completed referrals within the district timelines

Small Group(s) for Counseling/Support for varying reasons

Students Needing Anger Management

Yes Decrease in conflict resolutionsessions, Decrease in reportsgiven to guidance/social workdepartment

Identify students in need of support

75% consistent student attendance during sessions

Collaborate with counselors of students participating in outside services

Bullying AwarenessProgram(s)

School Culture/

Identified Students

Yes # of Incidents Reported

Teacher Feedback

Students were able to articulate and demonstrate appropriate ways to dealwith conflict

10% decrease in student concerns reportedGuidance/Social WorkIndividual Parent Meetings

Homeless/Migrant Yes Agenda

Sign in Sheets

Anecdotal Notes

30% of parents were able to utilize services of outside agencies shared

Dual Language One Wayand Two Way Classesestablished English andSpanish Week

All Content Areas ELL Yes DRA Data, Access Testing,I&RS Referrals

10% increase in student performance on ACCESS testing and DRA testing




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

1

Strategy or Program

2

Content/Group

Focus

3

Effective

Yes-No

4

Documentation of

Effectiveness

5

Measurable Outcomes

Safety NetProgram/Extended Day After School Program

LAL & Math


Homeless/Migrant

ELL

Yes Assessment Scores

Teacher Feedback

Student Attendance

Students showed increase on state assessments

Increase in student performance on ACCESS testing and DRA testing

At least 70% of students participating in the program achieved a proficiencyrating of proficient or advance proficient

At least 70% of students achieved Adv. Prof or Prof in science

4th Grade Targeted Assistance & Parent DataChats

LAL, Math, Science & SS


Homeless/Migrant

ELL


Student Attendance

Increase in student attendance

At least 70% of students participating in the program achieved a proficiencyrating of proficient or advance proficient

At least 70% of students achieved Adv. Prof or Prof in science2nd Grade Targeted Assistance

LAL, Math, Science & SS


Homeless/Migrant

ELL


Student Attendance


Extended School Year FullDay Summer 2011

All Content/Students withDisabilities


Student Attendance

5% decrease In students scoring partially proficient on state assessments


Extended School Year Summer Program

All Content/ELL Yes Assessment Scores

Student Attendance

5% decrease In students scoring partially proficient on state assessments

10% increase in student performance on ACCESS testing and DRA testing21st Century Program Grades 4-6

After School Program

Yes Report Card Grades

Student Attendance

Increase in student performance on classroom assessments

50% increase in planning meetings to improve communication between SiteCoordinator and School Administration around student needs




Table D: Professional Development That Was Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomes

Grade Level Meetings LAL,

Mathematics,

Science and SocialStudies

Yes Development of Grade Level Action Plans

Instructional Focus MonthlyCalendars

Monthly assessments

100% of teacher analysis of data to identify areas of strengths and concerns,therefore developing instructional focus monthly calendars and assessmenttool; Looking at student work to develop strategies on what’s working andwhat’s not working and why

Reading & Writing Project LAL

Staff Mtgs, District PD,10/23 in NYC, Grade

Level Mtgs 9/27, ClassDemo 11/15,

Yes Staff Feedback Forms

Development of Grade Level Action Plans


Observed use of strategies in Informal and Formal Evaluations

5% decrease in the number of students scoring partially proficient on stateassessments

5% increase in the number of advance proficient scores on NJ ASK

Children’s Literacy Initiative – Message Time Plus

(CLI – MTP)

LAL/ Grade LevelMtgs Week of 12/6

Yes Development of Grade LevelMTP Messages

Staff Feedback Forms

Development of Grade Level Action Plans



10% increase in student scores on DRA or ACCESS

Improved practices among 100% of K-2 teachers being supported

NJ ASK Testing Workshops LAL, Math Yes Inclusion of strategies learned

in lesson plans and observedSkills addressed listed onInstructional Focus MonthlyCalendar


5% decrease in the number of students scoring partially proficient on stateassessments

5% increase in the number of advance proficient scores on NJ ASK

Increase students’ scores on open ended assessment questions

Writing Benchmarks

Holistic Scoring Rubrics

Writing Conferences

LAL/ Grade LevelMtgs Week of 9/27,10/12,

Yes Scored Writing Samples for District Assessment

Lessons Observed

5% decrease in students scoring 0, 1, 2, on holistic rubrics

Increase in student awareness on peer and self-scoring using rubrics

Implementing the DualLanguage Program

All Content/ ELL staff/Mtgs 10/5

Yes Classroom Observations



10% increase in student scores on DRA or ACCESS




1 2 3 4 5On Site Coaching Feedback Improved practices of the teachers being supported

Understanding LearniaData

LAL, Math, SCI Yes Data Chats Student needs identified and addressed 100% in Instructional FocusCalendars

Students identified for Extended Day Program

Writing in Content Areas,Instructional Websites, PDDay, Bulletin BoardExpectations Outlined

All Content/ GradeLevel Meetings Weekof 11/8, Staff Mtgs12/6

Yes Informal Walk ThroughDistrict Site Visits

20% increase in Writing displayed across content areas on bulletin boards

Evaluations and PublicInformation – CharlotteDanielson

Assess Classroom Needsthat could be addressedwith fundraiser

All Staff/Grade LevelMeetings Week of 10/25

Yes Informal Walk Through


75% increase staff awareness of Danielson rubric

Review of District WritingBenchmarks

All Content/GradeLevel Mtgs

Yes Scored student work

Feedback from District Res.Teachers during Grade LevelMtgs.

75% accurate scoring of student writing as identified or confirmed followingdistrict scoring and/or peer scoring

State of the Schools NJ ASK Data & Data Chats

LAL, Math, SCI/ staff Mtgs, Grade LevelMtgs Week of 10/18

Yes Development of Grade Level Action Plans


Parent Comments on DataChat Forms

Conversations with students

during site visits about data

Home – School Connections

25% increase in parent awareness of expectations to obtain proficiency

25% increase in parent awareness about programs at the school to meetstudent needs

Consultancy Protocol LAL, Math, SCI/ staff Mtgs, Grade Level Mtg

Yes Feedback Forms

Sign in Sheets

Improve the process for reviewing student work during grade level meetings

50% increase in teacher centered conversations about pedagogy

Assessing Student Work,conferencing…Zoom PDday

21sr Century SkillsCollaboration AndCommunity

Yes Feedback Forms

Sign in Sheets

Admin Walkthrough

Improve the process for reviewing student work during grade level meetings

50% increase in teacher centered conversations about pedagogy

Analysis of Open EndedQuestions and Studentresponses across grade

Mathematics Yes Feedback Forms

Sign in Sheets

Increase in the quality of student writing on open ended math problems

25% increased display of open ended responses in math




1 2 3 4 5levels 1/19/11 Student Work

Review of District LiteracyInitiatives

All Content/GradeLevel Mtgs.

Yes Identify teachers in need of support

Identify teacher strengths to act as model classrooms in specific areas

Cross Cultural

Communication

All Content

Students withDisabilities

Homeless

ELL

Yes Changes in Staff Interaction

Participation in social events

Coordinate with the Bil. Dept 3 trainings through June 25, 2011

Improve the nature of the non verbal and verbal communication with staff,students, parents

50% increase in staff awareness of cultural differences

50% increase in staff participation in school social events/sunshine club

Cross Grade Articulation All Content


Homeless

ELL

Yes Class list

Grade Level Planning

Identify students in need of additional support, students who excelacademically and students to monitor for the I&RS process

Develop class list for the 2011-2012 SY

Understanding The ChildStudy Team Process andDistrict Timeline & LessonPlan Modifications

All ContentStudents withDisabilities/ Staff Mtg10/12

Yes I&RS referral feedback fromChild Study Team

District Site Visit Feedback

10% decrease in the number of late submissions to the I&RS school team10% decrease in the number of incomplete submissions to the team

Plan monthly meetings

PD 360 Overview Staff Meeting Yes Staff registered and using thesite

20% increase in the number of staff registered and using the site

Identify and technical problems with logins




Table E: Parent Involvement That Was Implemented in 2011

1

Strategy or Program

2

Content/Group

Focus

3

Effective

Yes-No

4

Documentation of

Effectiveness

5

Measurable Outcomes

Back to School FamilyPicnic

LAL Yes Family Feedback Increased communication between Staff & Parents

50% increase in parent awareness of school resources

Monthly PTO Meetings All Content


Homeless

ELL

Yes Monthly Meetings

Attendance

Translation for Non-EnglishSpeaking Parents

Increased awareness and empowerment in school based decisions

Developed partnerships with community organizations

10% increase in Parent Volunteers

Identify school related procedure or process that needs to change

Quarterly Chat & Chew All Content


Homeless

ELL

Yes Parent Effectiveness Sessions

Chat & Chew

Attendance

Translation for Non-EnglishSpeaking Parents

10% increased awareness on “how to” assist students at home

10% increased awareness and empowerment in school based decisions

Family Game Night &Family Movie Night

ALL Content & ALLSubgroups

Yes Increase in PTO Attendance 10% increased awareness on “how to” assist students at home, Increasedawareness and empowerment in school based decisions

Communications(Newsletter, E-Backpack,Global Connect Messages,Genesis Parent Portal)


Yes All flyers, letters and remindersare in English and Spanish

All Global Connect Messagesare in English and Spanish

Have increased in parentalparticipation / awareness

100% planning and writing monthly parent communications in bilingual format

Identify information to post to e-bookbag

Increased communication between Staff & Parents

Testing Activity Calendar - Increased awareness of students’ academic needs

School Carnival ALL Content & ALLSubgroups

YES Volunteers for Event 50% increase in strengthening home – school connection

Provide a fun outlet that celebrates student academic and social progress

School Book Fair ALL Content & ALLSubgroups

YES Volunteers for Event 30% increased awareness on tools and resources to encourage readingacross content areas

Parent Volunteer Survey &Teachers Needs Assessment

YES Completed Forms andDocumented Support at theSchool

10% increase in parental involvement and volunteers at the school




1 2 3 4 5

Teacher Appreciation Day Staff Yes Strengthen home – school connection

Data Chats All Content


HomelessELL

Yes Data Chat Form 75% increase in the number of returned data chat sheets

Back to School Night ALL Content & ALLSubgroups

Yes Sign in Sheets 50% increased communication between Staff & Parents

Increased awareness of students’ academic needs

Winter & Spring Concert

Hispanic HistoryCelebration

Black History Celebration


Yes Sign In Sheets 50% increased communication between Staff & Parents

Increase students understanding of diversity and cultural awareness

Increased participation of Spanish speaking parents & families

Parent Teacher Conference ALL Content & ALL

Subgroups

Yes Attendance 50% increased communication between Staff & Parents

Increased awareness of students’ academic needs

Read Across America ALL Content & ALLSubgroups

Yes Agenda & Sign in Sheets 25% increase in students’ awareness of the importance of being literate

Increase family and community involvement in the school

Increase students desire to read new and different material

Day of the Eagle ALL Content & ALLSubgroups

Yes Teacher Feedback during Staff Meeting

25% increase in strengthening home – school connection

Provide a fun outlet that celebrates student academic and social progress

State of the School DataNight


Yes Agenda & Sign in Sheets 20% increased awareness of students’ academic needs, school academicstrengths and needs, Increased awareness of programs/strategies to meetacademic needs

Bring Your Parent to SchoolDay


Yes Agenda & Sign in Sheets 30% increased communication between Staff & ParentsIncreased awareness of students’ academic needs

Career Day ALL Content & ALLSubgroups

Yes Schedule of Presenters 25% increased communication between Students, Staff & Professionals

Increased awareness of students career choices

6th Grade Transition…Parent Night


Yes Agenda

Sign In Sheets

95% increased communication between Students, Staff & Parents

Kindergarten Orientation ALL Content & ALLSubgroups

DayProgramYes

Agenda

Parent Attendance

75% increased communication between Staff & Parents

Design an agenda that will promote a smooth transition to kindergarten for




1 2 3 4 5EveningProgramNo

student and parent


Parent Teacher Conferences

Formal and Informal


Yes Two yearly Parent –Teacher Conferences: First and Third

Cycles

Parent – Teacher Conferencesscheduled as needed toaddress student achievement

50% increased communication between Staff & Parents


Valentine Newsletter &Valentine Dance


Yes Newsletter 50% increased communication between Students, Staff & Parents

Design and Produce Newsletter with PTO




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 Administr ators’ Plus, Genesis, Acuity andGrade Quick – enables teachers to analyze their class data and assess performance of their students at various levels such as class, student groups and individualstudent level. This is also used as a tool to identify student strengths and areas of concerns as related to the New Jersey Curriculum Core Content 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 school Safety Net program, and Imagineeringinstruction becomes data driven decision making in order to differentiate instruction 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 Learnia system provides data for the grade level butdoes not disaggregate the information by all subgroups. This assessment is aligned with NJCCCS and the data is used to design Instructional Focus Calendarswhich teachers use to hone in on skills/strategies students had difficulty with. The classroom and after school instruction assessments become a data driven decisionmaking tool in order to differentiate instruction for student individual needs. The ACCESS data provides valuable information and is a valid assessment for our bilingual staff to identify which small groups within their class the students should be a part of. The DRA data is passed from grade to grade to the receiving teachersand 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 betweenstudents’ academic needs is widening. Programs and strategies to support staffs that are faced with even larger gaps in student’s ability need additional support tomove students to proficiency. Staff professional development must be a priority in order to equip the staff with the tools and resources necessary to meet the needsof students functioning below grade level. A district discussion and professional development must be conducted to address re port card grades for students workingbelow proficiency and with maximum teacher support. There is a struggle with assigning a grade to student work where a number of one on one conferences wereheld to get 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 anattempt to make the sessions ongoing which again resulted in classroom teachers losing valuable instructional time. Monday staff meetings did not allow for full




turnkey sessions to be conducted therefore there was little impact on the school community as a whole. These district trainings resulted in a high number of absences for classroom teachers which resulted in gaps in student learning. This school years professional development model of program coaches modeling,demonstrating, and debriefing in the classroom setting resulted in an increase of positive staff feedback and this approach allowed participants and administrationto all hear and see the implementation of best practices. This year time was also spent following professional development for grade level and cross gradearticulation 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 were identified. These students were targeted toreceive invitations to the extended day program. Students in our bilingual programs who were new entrants to the country without any exposure to English are pairedwith a stronger native speaker who has a better sense of English instruction. Students who were being considered for referral to the I&RS referral system for specialservices are also identified to the grade level and any support materials or sign in sheets from parent conferences are passed on to the receiving classroom teacher. At the close of the school year cross grade articulation 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 program they 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 to School night. Students are provided withdetails about the SES providers. Discussions with the leadership team, I&RS team, and during grade level meetings lead all groups to state that there is a need for Basic Skills or Small Group instruction to hone in on students’ needs.

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

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 class data and assess student performance atvarious levels such as class, student groups and individual student levels in order to determine appropriate instructional and functioning academic level. Through the

work of the nurse, guidance counselor, and social worker this process is also implemented to identify if students are in need of additional support services.

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

Staff were asked to bring their instructional focus calendar, an assessment they used and student work to share at grade level meetings. Various grade levels tookpart in the consultancy protocol which focused on teaching strategies used to teach a skill. Following school and district professional development session staff aregiven a feedback forms to note their recommendations for instructional improvement. As new initiatives were implemented or planned for the upcoming school year administration shared with staff and parents which decisions were made as a result of a comment 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 an overview of the program in order to ensure thattheir students will be ready by the end of the year. Preschool students visit our kindergarten classrooms and get a glimpse of what to expect in the upcoming schoolyear. When time permits, Teachers of Kindergarten and District Master Teachers participate in grade level meetings where students’ strengths and weaknesses arediscussed. The Master Teacher reports to the Center Directors and Early Childhood Supervisor and Director this information. Our Kindergarten Grade Level Teamand Leader maintain consistent communication with administration and the District Master Teacher sharing feedback relating to observations 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 this setting staff articulate their needs as a gradelevel. During staff meetings and staff professional development discussions are also held about the school/ district initiatives. During professional developmentsessions feedback sheets 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?

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 specific strategies were put inplace to address these issues including sharing the Instructional Focus Calendars (IFC); the use of technology for the Reading Plus Program with the extended dayprograms to address targeted skills; having informative sessions, data chats and “chat and chews” with the parents regarding strategies to use at home; motivationalincentives for students; 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?

Although Evergreen was not a SINI during SY2009-10, the evaluation results are as follows:

Smart Goal #1 for the 2010-11 school year involved a 5% decrease in the percentage of students scoring below proficiency in Language Arts/ Literacy as measuredby NJASK. In order to meet our Annual Yearly Progress (AYP) we needed to show 10% decrease in the percentage of students scoring below proficiency. Althoughwe did not meet the state requirement, we were able to meet our Smart Goal by successfully implementing programs that reduced the percentage of students who

are below proficiency by 5%.



Smart Goal #2 for the 2010-11 school year involved a 5% decrease in the percentage of students scoring below proficiency in Language Arts/ Literacy as measuredby NJASK. In order to meet our Annual Yearly Progress (AYP) we needed to show 10% decrease in the percentage of students scoring below proficiency. Althoughwe did not meet the state requirement, we were able to meet our Smart Goal by successfully implementing programs that reduced the percentage of students whoare below proficiency by 5%.






Smart Goal #3 for the 2010-11 school year highlighted an increase in targeted professional development to support/enhance the implementation of Units of Writing(Literacy), Children’s Literacy Initiative (CLI), Message Time Plus (MTP), Dual Language Programs (Two and One Way) and the use of data (summative andformative) to create Instructional Focus Calendars in the areas of Literacy, Mathematics, Social Studies and Science. These targeted trainings contributedsignificantly in meeting Smart Goals #1 and #2. Therefore, our expectation is to provide programs that will illuminate the gaps between grade levels and increasestudent achievement in the upper elementary grades of 3-6.




2012 Needs Assessment – Partially Proficient Provide the number of students at each grade level listed below who scored partially proficient on state assessments for two years or more in Language Arts Literacy andmathematics.

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

Grade 4 43 53 SES Providers, Extended Day Service, READ 180,Reading Plus, 21 Century Program, IndividualParent Conference for Data Chat, Mandatory After School Tutoring

Minimum parental support, Students in need of supplemental support viathe extended day program are not able to attend (transportation issues or sibling responsibility), Student mobility above state average therefore thestudents we are comparing are not the same group of students, studenttruancy rates are highest in the district.

Instructional gaps exist with supplemental programs designed to meet theneeds of our students needing intervention.

Need alignment with district curriculum.

Need for professional development in data analysis for READ 180,Reading Plus, Learnia, and NJASK to drive instructional planning.

Students’ scores entering fourth grade were well below proficiency. Growth

noted for each student individually but not enough growth to attainproficiency

Instructional foci are not always connected to standards, student needs,curriculum, and varying sources of data.

First year implementation of the bilingual one way program. First year of implementation of one week of instruction in English and one week of instruction in Spanish. New staff to a grade level in need of additionalprofessional development.

First year implementation of the Units of Study.

Lack of connection between the school staff and SES providers and after school programs housed in the building (YMWCA).

Students have preconceived notation that they aren’t going to pass.

Current programs don’t address increasing students’ moral. Limitedcelebrations on student gains, student success, and student achievement.Professional development needed to support teachers in establishing aculture where students are intrinsically motivated, value education and feelnurtured.




Grade 5 52 51 SES Providers, After School Tutoring, ExtendedDay Service, 21 Century Program

Minimum parental support, Students in need of supplemental support viathe extended day program are not able to attend (transportation issues or sibling responsibility), Student mobility above state average therefore thestudents we are comparing are not the same group of students, studenttruancy rates are highest in the district.





First year implementation of the bilingual one way program. First year of implementation of one week of instruction in English and one week of instruction in Spanish. New staff to a grade level in need of additionalprofessional development.


Lack of connection between the school staff and SES providers and after

school programs housed in the building (YMWCA). Students have preconceived notation that they aren’t going to pass.

Current programs don’t address increasing students’ moral. Limitedcelebrations on student gains, student success, and student achievement.Professional development needed to support teachers in establishing aculture where students are intrinsically motivated, value education and feelnurtured.

Grade 6 N/A 43 SES Providers, After School Tutoring, ExtendedDay Service, 21 Century Program

Students’ scores exceeded what was needed to attain AYP through SafeHarbor but not AYP through benchmark scores.

Minimum parental support, Students in need of supplemental support viathe extended day program are not able to attend (transportation issues or

sibling responsibility), Student mobility above state average therefore thestudents we are comparing are not the same group of students, studenttruancy rates are highest in the district.








Grade 6Continued First year implementation of the bilingual one way program. First year of

implementation of one week of instruction in English and one week of instruction in Spanish. New staff to a grade level in need of additionalprofessional development.


Lack of connection between the school staff and SES providers and after school programs housed in the building (YMWCA).New staff to a gradelevel in need of additional professional development.

Students have preconceived notation that they aren’t going to pass.Current programs don’t address increasing students’ moral. Limitedcelebrations on student gains, student success, and student achievement.Professional development needed to support teachers in establishing aculture where students are intrinsically motivated, value education and feelnurtured.

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

Grade 4 27 27 SES Providers, After School Tutoring, ExtendedDay Service, 21 Century Program, IndividualParent Conference for Data Chat, Mandatory After School Tutoring

Minimal parental support

Students in need of supplemental support via the extended dayprogram are not able to attend (transportation issues or siblingresponsibility), Student mobility above state average therefore thestudents we are comparing are not the same group of students,student truancy rates are highest in the district.

Instructional gaps exist with supplemental programs designed tomeet the needs of our students needing intervention. Programs needalignment with district curriculum.

Need for professional development in data analysis for End of Unit Assessments, Learnia, and NJASK to drive instructional planning.

Students’ scores entering fourth grade were well below proficiency.Growth noted for each student individually but not enough growth toattain proficiency

Instructional foci are not always connected to standards, studentneeds, curriculum, and varying sources of data.

First year implementation of the bilingual one way program. First year of implementation of one week of instruction in English and one weekof instruction in Spanish.

New staff to a grade level in need of additional professionaldevelopment.

Students have preconceived notation that they aren’t going to pass.




Grade 4Continued

Current programs don’t address increasing students’ moral. Limitedcelebrations on student gains, student success, and studentachievement. Professional development needed to support teachersin establishing a culture where students are intrinsically motivated,value education and feel nurtured.

Grade 5 20 28 SES Providers, After School Tutoring, ExtendedDay Service, 21 Century Program

Minimal parental support Students in need of supplemental support via the extended day

program are not able to attend (transportation issues or siblingresponsibility), Student mobility above state average therefore thestudents we are comparing are not the same group of students,student truancy rates are highest in the district.



Instructional foci are not always connected to standards, student

needs, curriculum, and varying sources of data. First year implementation of the bilingual one way program. First year

of implementation of one week of instruction in English and one weekof instruction in Spanish.

New staff to a grade level in need of additional professionaldevelopment.

Students have preconceived notation that they aren’t going to pass.Current programs don’t address increasing students’ moral. L imitedcelebrations on student gains, student success, and studentachievement. Professional development needed to support teachersin establishing a culture where students are intrinsically motivated,value education and feel nurtured.

Grade 6 N/A 34 SES Providers, After School Tutoring, ExtendedDay Service, 21 Century Program

Students’ scores exceeded what was needed to attain AYP throughSafe Harbor but not AYP through benchmark scores.

Minimal parental support

Students in need of supplemental support via the extended dayprogram are not able to attend (transportation issues or siblingresponsibility), Student mobility above state average therefore thestudents we are comparing are not the same group of students,student truancy rates are highest in the district.





Grade 6Continued


Instructional foci are not always connected to standards, studentneeds, curriculum, and varying sources of data.

First year implementation of the bilingual one way program. First year of implementation of one week of instruction in English and one weekof instruction in Spanish.

New staff to a grade level in need of additional professionaldevelopment. .New staff member in need of additional professionaldevelopment.

Students have preconceived notation that they aren’t going to pass.Current programs don’t address increasing students’ moral. Limitedcelebrations on student gains, student success, and studentachievement. Professional development needed to support teachersin establishing a culture where students are intrinsically motivated,value education and feel nurtured.




Selection of Priority Problems

School Needs Assessment Summary Matrix Certification: For Title I SINIs and SW schools, Population Categories A-M have been annually assessed.Using information from the data analysis, identify all priority problems.Select three or four priority problems to address in this plan. The selected problems should be checked in column T.When completing the matrix below, data from Tables A, B, C, D, E and the Needs Assessment Summary should be used.

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

Priority Problem

Population Categories

A .

A l l s t u d e n t s

B .

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

i s a b i l i t i e s

C .

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

D .

E c o n .

d i s a d v a n

t a g e d

E .

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

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

1 Closing the achievement gap 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 and reading 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 X

3c 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 X

3e World Languages X X X X X X X

3f Cross Content Workplace Readiness 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 Workplace Readiness X X X X X X X X X





Priority Problem


A .


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 .


D .

E c o n .

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

E .


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 .


H .

H o m e l e s s


J .

L E P

K .

T e a c h e r s

L .


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 .


Q .


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

6Effective classroom use of technology X X X X X X X X X X X X X

7 Standards-based assessment X X X X X X X X X X X X

8 Instructional skills and strategies 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. to improvelearning 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 shortage areas

15 Teachers in Math and Science

16 Teachers to reduce class size X X X X X X X X X X X

17 Qualified paraprofessionals X

18 Highly qualified personnel

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

19 Alcohol use

20 Drug use

21 Tobacco use

22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27Suspensions, removals, or expulsions

28Serious or persistent disciplineproblems X





Priority Problem


A .


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 .


D .

E c o n .

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

E .


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 .


H .

H o m e l e s s


J .

L E P

K .

T e a c h e r s

L .


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 .


Q .


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

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 X

36 Negative peer influence X X

37 School safety X

38 School climate/environment X X X X X X X X X X X X X X

39 Risk factorsQualityTeacher 40 Teacher Quality X X

Tech. & Ed.Materials

41 Technology activities X X X X X X X X X X X X X X

42 Instructional/Educational Materials X X X X X X X X X X X X X XStudents with

Special

Needs 43 Drop-out rateLiteracy, &Adult Ed.

44 Adult literacy

45 Parent/community involvement X X X

Leadership46 Leadership Network

47 Leadership PD X X X X X X X X X X X X X X




Description of Priority Problems and Strategies to Address Them

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

#1 #2

Population Category Letter &Problem Number

A. 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 areas was rewritten.

Literacy programs changed in the district. The district worked toprovide benchmark assessments but the final benchmark assessmentwas not developed. The assessments were not aligned with thecurriculum in SY2010-11.

This was the first year wi th modifications to the structure of the DualLanguage Program with alternating English/Spanish weeks. Staff need additional time and training in fully implementing the curriculumin both the dual language one way and two way classroom setting.

Professional development and resources are needed for teachers toimplement strategies and modifications related to differentiatedinstruction for low performing, special needs, and LEP students.

Students are not applying key vocabulary and concepts whenanswering questions.

Student mobility exceeds the state average with varying entry pointsthroughout the year.

Parents’ inexperience with curriculum, new literacy strategies, andlimited understanding of content area vocabulary and how studentswork is holistically scored limit their ability to provide academicsupport at home.

Modifications are made to district programs prior to the time frameneeded to measure program effectiveness growth takes three (3) tofive (5) years.

With literacy as a focus little emphasis was placed on professionaldevelopment in mathematics instruction. The Everyday Math programhas itself identified gaps in the curriculum through this research their program is changing. Additional resources, professional development,and the materials required are necessary to identify and addressthese gaps.

Professional development and resources are needed for teachers toimplement strategies and modifications related to differentiatedinstruction for low performing, special needs, and LEP students

The district K-6 curriculum across content areas was rewritten. Thedistrict worked to provide benchmark assessments but the finalbenchmark assessment was not developed. The assessments werenot aligned with the curriculum in SY2010-11.

This was the first year with modifications to the structure of the DualLanguage Program with alternating English/Spanish weeks. Staff need additional time and training in fully implementing the curriculumin both the dual language one way and two way classroom setting tocover content.


Student mobility exceeds the state average with varying entry pointsthroughout the year.

Parents’ inexperience with curriculum, new math strategies, andlimited understanding of content area vocabulary and how studentswork is holistically scored limit their ability to provide academicsupport at home.




Subgroup or population addressed All StudentsEconomically Disadvantaged African AmericanHispanicHomelessMigrant

Students with Disabilities - Special NeedsLEP -English Language Learners

All StudentsEconomically Disadvantaged African AmericanHispanicStudents with Disabilities - Special NeedsLEP -English Language Learners

HomelessMigrant

Grade span K-6 K-6Related content area missed Literacy MathematicsName of scientifically research basedprogram/strategy/practice to addressproblem

Literacy Instruction aligned to the NJCCCSChildren Literacy Initiative Message Time PlusHarcourt Trophy Reading Series Acellus Literacy ProgramLucy Calkins Readers & Writers WorkshopUse of Literacy Best Practices:Read Aloud

Classroom LibrariesPrint Rich EnvironmentConferencingAnalysis of data to guide instruction:Data Chats:Identifying areas of strengths & concernsDevelopmental 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

Mathematics Instruction aligned to the NJCCCSEveryday Math (EDM) ProgramConnected Math Program

Analysis of data to guide instruction: Data Chats:Identifying areas of strengths & concerns District Interim Assessment

(DIA)Teacher Assessments:Formative & SummativeLooking at Student WorkDeveloping Instructional Focus Calendars/ Targeted SkillsUse of RubricsInfusion of Technology:English as a Second Language Instruction / SupportDual Language (DL) InstructionProvide DL Teachers with Systematic & Aggressive PDExtended Day Academic Support

How does the program/strategy alignwith the NJ CCCS?

The school based curriculum is aligned to the NJCCCS in all contentsubject areas. Classroom instruction and activities are governed bythe NJCCCS. School’s data is based on multiple assessments: DRA,running records, state (NJASK) & district assessments (DIA), andinformal and formal classroom observations.

The school based curriculum is aligned to the NJCCCS in all contentsubject areas. Classroom instruction and activities are governed bythe NJCCCS. School’s data is based on multiple assessments: state(NJASK) & district assessments (DIA), and informal and formalclassroom observations.

CAPA finding or recommendationrelated to the priority problem

n/a n/a




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

#3 #4

Population Category Letter & ProblemNumber A., K., L, 5a

Name of priority problem Need for literacy Prof Development for Staff/Para Professionals/Parents to address achievement gap of students in all populations inEarly Childhood (grade K-2)

Describe the priority problem Maintaining state benchmarksThe resources placed in schools have been for the testing grades.Teacher assessment data, grade level meeting discussions and I&RSreferrals tell us that as these programs and professional developmentare being implemented we are bypassing the lower grades needs.Teachers anecdotal notes and assessment data tells us there is aneed for small group instruction for students lacking basic skills to

function in the grade level. I&RS referral packets indicate thatteachers are conducting interventions but with the increasing classsizes and the gaps widening additional resources/strategies arenecessary. . Changing programs have resulted in a scattered focus inliteracy and math instruction in the district. Outside of literacy trainingstaff exposure to training and expertise varies.

Describe the root causes of the problem The district K-6 curriculum across content areas needs to be revised.The district & class assessments are not aligned with the curriculumin SY2010-11.

Modifications to the structure of the Dual Language Program are still

in its initial stages in Grades K-4. The district needs to build capacityand expertise in Dual Language Teachers.

Content specific math dialogue has not taken place with mathteachers to discuss the importance of the curriculum and pacingguide with program s that have a spiral. The teachers have notimplemented the Every Day Math Program with fidelity (EDM). Theincorporation of manipulative in daily instruction and higher order thinking questions is lacking.

Teachers lack the ability to implement strategies and modifications




related to differentiated instruction for low performing and LEPstudents.


Student mobility exceeds the state average with varying entry points

throughout the year. Student truancy was the highest in the district.

Parents’ inexperience with curriculum, new math strategies, andlimited understanding of content area vocabulary and how studentswork is holistically scored limit their ability to provide academicsupport at home.

The professional development is needed to address the achievementgap and to address the unique needs of a school with 50% ELLpopulation.

Modifications are made to district programs prior to the time frame

needed to measure program effectiveness growth takes three (3) tofive (5) years.

Subgroup or population addressed All SubgroupsGrade span K-6Related content area missed ELA, Math, ScienceName of scientifically research basedprogram/strategy/practice to addressproblem

Literacy Instruction aligned to the NJCCCSChildren Literacy Initiative Message Time PlusHarcourt Trophy Reading Series Acellus 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:Formative & Summative




Looking at Student WorkDeveloping Instructional Focus Calendars / Targeted SkillsUse of RubricsInfusion of Technology:Special Needs Resource Instruction / SupportExtended Day Academic Support

How does the program/strategy align

with the NJ CCCS?

The school based curriculum is aligned to the NJCCCS in all content

subject areas. Classroom instruction and activities are governed bythe NJCCCS. School’s data is based on multiple assessments: DRA,running records, state (NJASK) & district assessments (DIA), andinformal and formal classroom observations.

CAPA finding or recommendationrelated to the priority problem

n/a




Action Planning

Check Before Proceeding: The action planning section is required for all SINIs. The action plans are developed for the primary strategies and programs selected that address the priority problems.

At least ten steps must be identified.

Action Plan for Strategy Related to Priority Problem #1

Name of Program, Strategy or Practice toAddress Priority Problem:

Language Arts Literacy

SMART Goal:

(Specific, Measurable, Achievable, Relevant, Timely)

During the 2011-2012 school year Language Arts teachers in grades K- 6 general education, special education, andbilingual education will continue to implement CLI/MTP, Units of Writing, Writing Fundamentals and will begin toimplement Acellus to decrease the number of students in subgroups scoring below proficiency 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 Works Clearinghouse)

Provide Specific Vocabulary InstructionBrief summary of evidence to support the recommendation:In the early stages of reading most of the words in grade-level texts are familiar to students as part of their oralvocabulary. However, as students progress through the grades, print vocabulary increasingly contains words that arerarely part of oral vocabulary. This is particularly the case for content-area material. In many content area texts it is thevocabulary that carries a large share of the meaning through specialized vocabulary, jargon, and discipline-relatedconcepts. Learning these specialized vocabularies contributes to the success of reading among adolescent students.Research has shown that integrating explicit vocabulary instruction into the existing curriculum of subject areas such asscience or social studies enhances students’ ability to acquire textbook vocabulary.

Schedule Regular Peer-Assisted Learning OpportunitiesBrief summary of evidence to support the recommendation:Partner work is an opportunity for students to practice and extend what the teacher has taught during regular instruction.Partner work is excellent for tasks in which correct and incorrect responses can be clearly determined (word and textreading and phonological awareness activities, such as identifying sounds and words).

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 after school programs




Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date - Timeline

1 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/ Dataand AssessmentCommittee

DATA August – September

2 Distribution of NJASK, ACCESS, DRA, and DIA for student scheduling and planning of instruction.


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 student instructional and non-instructional data for improvement a of student achievement.

InstructionalStaff students,

Data Chat formsData Binder NJ ASK Data ACCESSUnit Assessments

September, quarterly, asneeded

5 Continue implementation of Units of Writing Literacy Program. Address student needs in theareas of grammar and vocabulary. Introduce readers’ theater.

GeneralEducationand SpecialEducationTeachersBil/ESLTeachers

Identified booksCoaching hours,Professional Developmentfor all literacy teachers,administrators, generaleducation, special educationand bilingual teachers

September-June(ongoing)

6 Refresher training and implementation of Children’s Literacy. Address student needs in theareas of grammar and vocabulary.Complete implementation of Message Time Plus.Introduce readers’ theater.

GeneralEducationand SpecialEducationTeachers

Bil TeachersESL Teachers

Identified booksCoaching hours,Professional Developmentfor all literacy teachers,administrators, general

education, special educationand bilingual teachers

September – JuneOn-going

7 Training in NJ ASK Holistic Scoring. Assessing Student Work. Writing Workshop in Grades1 and 2

GeneralEducationand SpecialEducationTeachersBil/ESLTeachersMike & Erniethe NJ ASK

Coaching hours,Professional Developmentfor all literacy teachers,administrators, generaleducation, special educationand bilingual teachers

September – JuneOn-going




Trainers8 Administration of District Interim Assessment and analysis of results for instruction. On-

going discussion using district bench-mark assessments and strategies common planningtime and staff meeting time.

InstructionalStaff. Dataand Assessmentcommittee

Common planning time September – JuneOn-going

9 NJ ASK State of the Schools address with parents/guardians to discuss the data and the

strategies being implemented in the schools

Administrator

s, TestingCoordinator,PTO Exec.Bd.

Time at PTO mtg January & April

10 Continue implementation of Instructional Focus CalendarsIdentification and analysis and intervention of targeted literacy skills Academic Word List (AWL), Sadlier Vocabulary

AdministrationStaff. Dataand Assessmentcommittee

Instructional FocusCalendarsData Binders

October – May monthly

11 Continuation of Principal’s Book of the Month Principal,MediaSpecialist,

Staff,Secretary

Monthly Book SelectionK-2 Books3-6 Books

October – April

12 Reintroduction of 25 Books Campaign Program Principal,MediaSpecialist,Staff

25 Books LogQuarterly RewardsEnd of Year Celebration

Quarterly

13 Implementation of Safety Net ProgramStaff meeting to address differentiated instruction, vocabulary, integration of technology,data analysis and targeted instruction

Principal, SiteCoordinator,Teachers,studentsgrades 2-6

Funds for the program October – AprilMarch – April (Saturday)

14 Introduce the PD 360 professional development program Asst. Supt.

All Staff

District Purchase

PD hours

March – June

Grade Level/Staff Mtgs15 Purchase and Implementation Sadlier Vocabulary Program &

Purchase and Implementation the Acellus Literacy/Math programSaturdayProgram Staff

Identified Teachers March – April

16 Professional Development on integrating technologyVideo Conferencing, Document Cameras

Admin All Staff

Prof DevTech Resources

September, October, PD Days,Monday Staff MTGs as needed

17 Lesson plan and classroom visitation review Administration Classroom visitation logs On-going18 A review of 2010-2011 subcommittee meetings agendas and minutes to analyze and create

a needs assessment for the 2011-2012 school year.NCLB

LiteracyPD

Agendas & minutesNeeds assessment

September – October





Name of Program, Strategy or Practice toAddress Priority Problem:

Mathematics Instruction

SMART Goal:


During the 2011-2012 school year mathematics teachers in grades K- 6 general education, special education, and

bilingual education will continue to implement Everyday Math to decrease the number of students in subgroups scoringbelow proficiency by at least 5% as measured by student schedules, lesson designs, walk-through, and analysis of summative and formative data.


Interventions at all grade levels should devote about 10 minutes in each sessionto building fluent retrieval of basic arithmetic facts.

Brief summary of evidence to support the recommendation:The evidence demonstrates small positive effects on fact fluency and operations for the elementary grades and thusprovides support for including fact fluency activities as either stand-alone interventions or components of larger tier 2interventions. These positive effects did not, however, consistently reach statistical significance, and the findings cannotbe extrapolated to areas of mathematics outside of fact fluency and operations.

Everyday Mathematics

Brief summary of evidence to support the recommendation:

Waite (2000) reported a statistically significant positive effect of Everyday Mathematics on overall math achievement.In WWC calculations, this effect was not statistically significant. However, the WWC determined that the effects onmath achievement were large enough to be considered substantively important (that is, an effect size of 0.25 or greater). Based on this one study, the WWC categorized that the effect of Everyday Mathematics on the overall mathachievement as being a substantively important positive effect.

Teaching with Interactive Whiteboards

Robert J. Marzano

Educational Leadership, November 2009 | Volume 67 | Number 3 Multiple Measures Pages 80-82

Brief summary of evidence to support the recommendation:

Although many teachers have enthusiastically adopted interactive whiteboards, little research is available on their effecton student achievement. However, in a study that involved 85 teachers and 170 classrooms, the teachers usedinteractive whiteboards to teach a set of lessons, which they then taught to a different group of students without usingthe technology (see Marzano & Haystead, 2009). The study results indicated that, in general, using interactivewhiteboards was associated with a 16 percentile point gain in student achievement.




Interactive whiteboards have great potential as a tool to enhance pedagogical practices in the classroom and ultimatelyimprove student achievement. However, simply assuming that using this or any other technological tool canautomatically enhance student achievement would be a mistake. As is the case with all powerful tools, teachers mustuse interactive whiteboards thoughtfully, in accordance with what we know about good classroom practice.

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 programs

4. Increase the percentage of participation of partially proficient students in after school programs



1 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


DATA August - September

2 Distribution of NJASK and DIA for student scheduling and planning of instruction. All Staff/ Dataand AssessmentCommittee

DATA September-October (ongoing)

3 Review implementation of Everyday Math program in order to align with Common CoreStandards grades K-2Research and identify supplemental resources to address Common Core MathStandards

GeneralEducation andSpecial Educationand Bil/ESLTeachersDistrict MathResourceTeacher

Additional ProfessionalDevelopment for SPED/BILteachers and generaleducation, additionalstudent books and studentsaccess codesOrder resources to addressneeds


4 Support/training and job embedded coaching and mentoring for Everyday Math andimplementation of Acellus

MathematicsTeachers (SPEDand General Ed)ELA resourceTeacher, modelteacher, Director of ProfessionalDevelopment

Everyday Math and Acellusmaterials and codes,Discovery Education

September –June 2011

5 Identification of students for the purposes of supplemental instructionIdentification of Safety Net Teachers

Instructional Staff.Data and Assessmentcommittee, andTestingCoordinator

NJ ASK ScoresClassroom AssessmentsDRA ACCESSDIA, Mid Marking PeriodProgress Reports

October, February, MarchPre Safety NetPre Saturday Program




6 Professional development on conducting data chats with students.Teacher-Student Data Chat conferences to review student instructional and non-instructional data for improvement a of student achievement.

Instructional Staff,Students

Data Chat formsData Binder NJ ASK Data ACCESSUnit Assessments

September, quarterly, asneeded

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 and staff meeting time.

Instructional Staff,Data and

Assessmentcommittee

Assessment materials Fall, Winter, and Spring

8 Professional Development to support best practices with Common Core Standards Administration,SPDC, exemplar staff

Time, coverage, coachinghours, PD 360

On-going – to begin at the on-set of the year.

9 Continue implementation of Instructional Focus CalendarsIdentification and analysis and intervention of targeted math skills

AdministrationStaff. Data and Assessmentcommittee

Instructional FocusCalendarsData Binders

October – May monthly

10 Lesson plan and classroom visitation review Administration Classroom visitation logs On-going11 Continue implementation of Everyday Math and Discovery Education

Support/training and job embedded coaching and mentoring for Everyday Math

Implementation of Acellus, Everyday Turtle Math, Academic Word List (AWL),Sadlier VocabularyIdentification of students for the purposes of supplemental instruction

GeneralEducation

MathematicsTeachers (SPEDand General Ed)Math resourceTeacher, modelteacher,

Support at grade level mtgs,Professional Development

for all teachersEveryday Math, DiscoveryEducation, and Acellusmaterials and codes


12 Implementation of Safety Net ProgramStaff meeting to address differentiated instruction, vocabulary, integration of technology,data analysis and targeted instruction

Principal, SiteCoordinator,Teachers,students grades2-6

Funds for the program October – AprilMarch – April (Saturday)

13 Introduce the PD 360 professional development program Asst. Supt.

All Staff

District Purchase

PD hours

March – June

Grade Level/Staff Mtgs14 Purchase and Implementation Sadlier Vocabulary Program &

Purchase and Implementation the Acellus Literacy/Math programSaturdayProgram Staff

Identified Teachers March - April

15 A review of 2010-2011 subcommittee meetings agendas and minutes to analyze andcreate a needs assessment for the 2011-2012 school year.

NCLBMathematicsPD


September - October





Name of Program, Strategy or Practice toAddress Priority Problem: Support professional development in critical content areas for Early Childhood staff in grades K-2 in literacy and math.

SMART Goal:


New staff to grades K-2 will be trained in CLI/MTP strategies. 100% of K-2 staff will be trained in the math common core

standards.


Children’s Literacy Initiative (CLI)

Children’s Literacy Initiative (CLI) created a teacher professional development program that includes three years of

trainings, intensive coaching, high-quality instructional tools, and professional learning communities that help studentsreach the critical milestone of reading on grade level by the end of 3rd grade.

One of the studies on reading professional development that the [U.S. Department of Education’s] What Works

Clearinghouse has rated as having st rong evidence—was done by the University of Tennessee in Philadelphia withkindergarten teachers. This program primarily involved using mentor teachers and some staff from an organization calledthe Children’s Literacy Initiative. And it really only required about three days of work before the school year started andabout three hours a month of professional development and, for some teachers, a little i n-class support. But thedifference in performance was dramatic: Students in the classes of the teachers who got the training ended the year inabout the 45th percentile in reading, while those with teachers who didn’t get the training ended the year at the 13thpercentile.

Common Core Standards (Math)

The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors AssociationCenter for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards weredeveloped in collaboration with teachers, school administrators, and experts, to provide a clear and consistent framework

to prepare our children for college and the workforce.

The standards are informed by the highest, most effective models from states across the country and countries aroundthe world, and provide teachers and parents with a common understanding of what students are expected to learn.Consistent standards will provide appropriate benchmarks for all students, regardless of where they live.

The K-5 standards provide students with a solid foundation in whole numbers, addition, subtraction, multiplication,division, fractions and decimals—which help young students build the foundation to successfully apply more demandingmath concepts and procedures, and move into applications.

http://www.cliontheweb.org/







The K-5 standards build on the best state standards to provide detailed guidance to teachers on how to navigate their way through knotty topics such as fractions, negative numbers, and geometry , and do so by maintaining a continuousprogression from grade to grade.

The standards stress not only procedural skill but also conceptual understanding, to make sure students are learning andabsorbing the critical information they need to succeed at higher levels - rather than the current practices by which many

students learn enough to get by on the next test, but forget it shortly thereafter, only to review again the following year.

Indicators of Success: 1. Development of Unit Assessments by K-2 staff using the math standards2. Staff attendance at professional development 3. Increase DRA scores/Math Unit Assessment scores



1 Distribution of NJASK, ACCESS, and DIA for student scheduling and planning of instruction.

All Staff/ Data and AssessmentCommittee

DATA September-October DIA has three assessments

during the school year 2 Develop and implement program in grades 2nd -6th Extended Day Program District Admin,

Teachers, AdministratorsGeneral/Bil/SpecialEducation Teachers

Additional ProfessionalDevelopment for SPEDteachers and generaleducation, additionalstudent books and studentsaccess codesSupplemental Resources

September-October (ongoing)

3 Distribution and review of District Benchmark and Writing Assessments. Check for alignment to the curriculum


DATA September, November,February, May

4 District wide review of CLI/MTP District Admin,District ResourceTeachers, AdministratorsGeneral/Bil/SPEDTeachers; K-2

CLI/MTPCoaching Hours for staff newto the grade level

September

5 Training and Distribution of supplies for Units of Study, Children’s’ Literacy Initiative,Schoolwide writing and other district literacy programs for planning of instruction.


Literacy program resources September October

6 Informal Walkthroughs following the training sessions & grade level meetings toassess staff needs

District ResourceTeacher, Administrator, Staff

Coaching & Modelingsessions, ProgramResources

September-October (ongoing)

7 District Dual Language PD Bilingual TeachersOne Way-Two Way

Dual Language Consultant September-JuneEvery Full Day District PD Day




8 In house literacy training with Dual Language Consultants & Building BasedWalkthrough

AdministratorsGeneral/Bil/SpecialEducation Teachers

DATASubstitute Coverage


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/SpecialEducation LiteracyTeachers K-2

Substitute Coverage September-December (ongoing)

10 Testing Coordinators an Administrative Refresher Course in Learnia AssessmentSystem. Testing Coordinator to turnkey the training.


DATA September-January(ongoing)

11 Administrators to turnkey how to score student writing using the holistic scoring rubric.Staff trained by the literacy consultants to turnkey information about the assessingstudent writing and addressing specific strategies

Administrators All Staff

Actual student work from NJ ASK

½ Day PD DaysMonday Staff Mtgs

Ongoing12 Teacher Coordinator/Master Teacher to participate in grade level meetings to review

how to profile sheets to assess student learning. AdministratorsTeacher Coordinator, Master Teacher, Teachers

District Writing BenchmarkData, Profile Sheets, StudentWork

September – AprilQuarterly

13 Review of feedback forms from various professional development sessions AdministratorsLeadership Team

Following PD Sessions

14 Meet with I&RS Team to discuss the academic challenges students being referred arehaving. Plan a meeting with district personnel for strategies. Discuss new priorityproblems or recommendations for change for 2011-12 Unified Plan. Draft a plan for teacher training to improve their ability to support students who are 1-2 academicyears behind

Administrators,social worker,guidance counselor,Leadership Team,I&RS TeamESL Teachers

District Child Study Team aspart of the discussion.Training for I&RS TeamMonitor Referrals

March, April, May, June

15 Reflect and assess the success or failures of the above strategies used this year todevelop a new unified plan

AdministratorsDistrict ResourceTeachers, Teachers

AdministratorsDistrict Resource Teachers,Teachers

May, June

16 A review of 2010-2011subcommittee meetings agendas and minutes to analyze andcreate a needs assessment for the 2011-2012 school year.

NCLBEarly ChildhoodPD


September - October




Plan Components for 2012

Table F: Proposed 2012 Core Strategies to Address Student Achievement

Name of Strategy

Content AreaFocus Target

Population(s)

Person

Responsible

Indicators of Success

(Measurable Evaluation Outcomes)

Research Supporting Strategy(from IES Practice Guide or What Works

Clearinghouse)

Children’s LiteracyInitiative

Message Time Plus

Scaffolding

Best Practices

Coaching/One onOne/Workshops

ELA K-2 TeachersExtended DayStaff

All SubGroups

Asst. Supt

Admins

PD Director

Staff

Data Analysis Identification of strengths andweaknesses to determine interventions asneeded.

District Interim Assessment

DRANJASKEnd of Unit Assessments

Teacher Made Assessments

CLI/MTP Is based on best practices, thatProvide for continuous monitoring of performance and addresses the achievementgap between all sub groups. CLI/MTPsupports data-driven decision Making

Harcourt

Trophies / Trofeos

LiteracyReadingComprehension

Building on

Prior

Knowledge

(Schema)

Grades K-6 LiteracyTeachers

District

Support Staff

Administration

Learnia (DIA)DRANJASKEnd of Unit Assessments


Program approved by NJDOE

Units of Writing

Students benefit from

teaching that offers directinstruction, guidedpractice, and independentpractice.

Problem Solving,Cooperative Learning,

Differentiation of InstructionStudent ConferencesWriting Portfolios

ELA 3-5 GradeTeachersExtended Day

Staff/ AllSubGroups

Asst. Supt

Admins

PD Director

Staff


District Interim AssessmentDRANJASKEnd of Unit Assessments


The Units of Study for Teaching Writing seriesarose out of over a decade of in-schoolresearch and practice in the New York City

Schools that was spearheaded by theTeachers College Reading and WritingProject (TCRWP). Both the sample curriculumin the Units of Study for Teaching Writingseries and the supplements on the Projectweb site are grounded in student work andintended to be tailored and adapted tospecific children and classrooms. Both formsof curricular support offer several methods of assessment andrecommendations for bends to follow in the




Name of Strategy


Population(s)Person

ResponsibleIndicators of Success



Clearinghouse)


units based on what teachers learn abouttheir students through assessments—thusassuring a student centered curriculum.

Writing Fundamentals

Students benefit fromteaching that offers directinstruction, guidedpractice, and independentpractice.

Writing Portfolios

Differentiation of Instruction

Writing ConferencesCoaching/One onOne/Workshops

ELA 6th GradeTeachersExtended DayStaff/ AllSubGroups

Asst. Supt

Admins

PD Director

Staff



DRANJASKEnd of Unit Assessments


The current literature reveals thatmost 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 a multitudeof other strategies to developspecific schemata. These includestrategies to help writersunderstand the context for writing,

to tap general backgroundknowledge and reading ability,to sharpen cognitive processesfor problem solving, to createemotional dispositions andattitudes about writing, to developmicro-level skills such as spelling,transcription, and sentenceconstruction, as well as macro-levelunderstanding about organization,conventions, cohesion, audience,genre, and topic . . .

Pritchard & Honeycutt,“The Process Approach to Writing Instruction: Examining Its Effectiveness”

(2006)

* Acellus


Problem Solving,

Math, ELA ALL Staff Extended DayStaff/ AllSubGroups

Asst. Supt

Admins

PD Director

Staff

Acellus Reports


ACCESSNJASKEnd of Unit Assessments

The International Academy of Science,curriculum developer for the Acellus LearningC Courses for Acellus focus on helpingstudents obtain the knowledge and skillsneeded in mathematics. Curriculum for thesecourses are based on the National Council of




Name of Strategy


Population(s)Person




Clearinghouse)

Cooperative Learning,


EM Class Progress Checklist


Teachers of Mathematics (NCTM) Standards

Science/SS

Best Practices




Science/ SS Science/SSteachersExtended DayStaff/ AllSubGroups

Asst. Supt

Admins

PD Director

Staff

4th Grade NJASK The U.S. Department of Education and theNational Science Foundation (1992) together endorsed mathematics and science curriculathat "promote active, learning, inquiry,problem solving, cooperative learning, andother instructional methods that motivatestudents." Likewise, the National Committeeon Science EducationStandards and Assessment (1992) has saidthat "school science education must reflectscience as it is practiced,” and that one goal

of science education is "to prepare studentswho understand the modes of reasoning of scientific inquiry and can use them." Morespecifically, "students need to have many andvaried opportunities for collecting, sorting andcataloging; observing, note taking andsketching; interviewing, polling, andsurveying" (Rutherford& Algren, 1990).

Math Understanding of

the Common Core

Developing Units & LessonPlanning


Math, ELA K-2 teachersExtended Day

Staff/ AllSubGroups

Asst. Supt

AdminsPD Director

Staff

Staff FeedbackInclusion of Common Core standards in Lesson

PlansDevelopment of Lesson Units

NJ DOE adopted Common Core Standards

Mission StatementThe Common Core State Standards provide aconsistent, clear understanding of whatstudents are expected to learn, so teachersand parents know what they need to do tohelp them. The standards are designed to berobust and relevant to the real world,reflecting the knowledge and skills that our young people need for success in college andcareers. With American students fullyprepared for the future, our communities will




Name of Strategy


Population(s)Person




Clearinghouse)

be best positioned to compete successfully inthe global economy

Everyday Mathematics



Math Grades K-6 TeachersDistrict

Support Staff

Administration



NJASKEnd of Unit Assessments

EM Class Progress Checklist


Implement Everyday Mathematics (K-5) (TheUniversity of Chicago Mathematics Project)Each grade level comprises 10 to 12 units,each of which is divided into 10 to 12lessons. These lessons:Build on fundamental Mathematics strandssuch as numeration and order, measurement,operations, patterns functions andsequences.Link math to everyday situations whenever possible. Link past experiences to newconcepts; provide considerable opportunitiesfor cooperative learning through partner andsmall-group activities. Cover a wide spectrumby exploring data and chance, Geometry andspatial sense.

Dual Language One Wayand Two Way Program

How the program isimplemented can influencethe rate at which Englishlearners close the gap.

Important principles of duallanguage include a minimumof six years of bilingualinstruction with Englishlearners not segregated, afocus on the core academiccurriculum rather than awatered-down version, high-quality language artsinstruction in both languagesand integrated into thematicunits, separation of the two

ALL Bil/ESL Staff Dual Lang Staff

Asst. Supt

Dir of Bil/ESL

Administrators

Staff

ACCESS dataStudent report cardIncrease on student proficiency score

Review of Research and Best Practiceson Effective Features of Dual LanguageEducation ProgramsKathryn J. Lindholm-Leary, Ph.D.

San José State University

Abstract from -The Astounding Effectiveness

of Dual Language Education for All byVirginia P. Collier and Wayne P. Thomas

George Mason University

Our longitudinal research findings from one-way and two-way dual language enrichmentmodels of schooling demonstrate thesubstantial power of this program for enhancing student outcomes and fully closingthe achievement gap in second language




Name of Strategy


Population(s)Person




Clearinghouse)

languages with no translationor repeated lessons in theother language, use of the

non-English language at least50 percent of the instructionaltime and as much as 90percent in the early grades,and use of collaborative andinteractive teachingstrategies.

(L2). Effect sizes for dual language are verylarge compared to other programs for Englishlearners (ELLs). Dual language schooling

also can transform the experience of teachers, administrators, and parents into aninclusive and supportive school community for all. Our research findings of the past 18 yearsare summarized here, with focus on ELLs’outcomes in one-way and two-way, 50:50 and90:10, dual language models, includingheritage language programs for students of bilingual and bicultural ancestry who are moreproficient in English than in their heritagelanguage.

Discovery Educationformerly

United Streaming

All Content Areas Grades K-6 Teacher District

Support Staff

Administration

Student EngagementLesson Plans that incorporate Technology

Informal/Formal Observations

Student Retention of Information

NJASK

Several experiments were conducted in Los Angeles and Virginia to assess theeffectiveness of Discovery Educationstreaming on enhancing educationalperformance. The results of the evaluationsindicate that students exposed to DiscoveryEducation streaming outperformed studentsnot exposed to Discovery Educationstreaming

Discovery Educationformerly

United Streaming



All Content Areas

Grades K-6 Teacher

District

Support Staff Administration

Student Engagement

Lesson Plans that incorporate Technology

Informal/Formal ObservationsStudent Retention of Information

NJASK

Several experiments were conducted in Los Angeles and Virginia to assess theeffectiveness of Discovery Education

streaming on enhancing educationalperformance. The results of the evaluationsindicate that students exposed to DiscoveryEducation streaming outperformed studentsnot exposed to Discovery Educationstreaming

*Use an asterisk to denote new programs.




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

Name of Strategy


Population(s)Person

Responsible




Clearinghouse)

21st Century After SchoolProgram

ALL Content Grades 4-6 ALL subgroups

Homeless/Migrant/ELL


21st CenturyCoordinator

Administrators

Teachers

Increase in proficiency score/levelImprovement on Report Cards

Homework Support is offered

Tutoring or other academic support is offered

Counseling/Social Work support for individualstudents is offered

Increase in collaborative meetings with sitecoordinator and administration

Research based on the benefits analysisof data

School Based - ExtendedDay/Safety Net Program

ELA/Math/Science Grades 2-6 ALL subgroupsHomeless/Migrant/ELLStudents withDisabilities

Administrators

Teachers

SiteCoordinator

Increase in proficiency score/level

Improvement on Report Cards


* Tutorial Clubs/Intermural Units for grades K-2, 3-6

ALL Content Grades K-6 ALL subgroupsHomeless/Migrant/ELLStudents withDisabilities

Business Office

Administrators

Teachers

Increase in proficiency score/levelImprovement on Report Cards






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

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

Professional ImprovementPlan (PIP)

Professional LearningCommunities

Grade Level Cohorts

ALL CertifiedTeachers

HumanResources,

ProfessionalDevelopment,

Departments

Enhancement of teaching and awareness of bestteaching & learning practices.

Walk throughInstructional RoundsInformal & Formal Evaluations

Annual Evaluations

Use of PLC Protocols of Looking at Student Work

Research-based staff development

Data Wise by K.P. Boudett and J.L. Steele

Cross Content LiteracyTraining

Rubrics

Word Walls

ALL All Staff Asst. Supt

Administrator

District PD

District

SupervisorsSchool PDTeam

Bulletin Boards with a writing focusIncrease in the quality of student writing in classesoutside of LALGrade Level Presentations of student work

Use of PLC Protocols of

Looking at Student Work



Cross CulturalCommunication

ALL ALL STAFF Asst. Supt

Bil Department

District PD

School PDTeam

Administrators

ALL STAFF

Change in the Building CultureIncrease in Positive Communication in the SchoolsDecrease in Staff and Parent complaints

Integrating Technology Across the Curriculum

ALL ALL STAFF

ALL StudentsHomelessMigrantELL


Asst. Supt

Bil Department

District PD

School PDTeam

Administrators

Tech Team

ALL STAFF

Increase in smart board useIncrease in use of ELMOIncrease in Reading Plus/READ 180 UsageIncrease in computer use in the center activities inthe classroomIncrease in usage of streaming videosIncreased student engagement and studentacademic achievement




Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

Literacy ProfessionalDevelopment as a Focusduring Staff Meetings

ALL Teachers Asst. Supt

Teachers

Principal

Teacher Feedback on Student Work

Data Chats

Student Achievement in Skill Area Identified Assessment Results

Use of Consultancy Protocols of



Weekly Grade LevelMeetings/CommonPlanning Time

Review of Student Work

ALL Classroom

Teachers

Teachers

Administrators


Data Chats

Student Achievement in Skill Area Identified

Assessment Results





Vertical Articulation ALL ALL STAFF

ALL StudentsHomelessMigrantELL


Teachers

Administrators


Data Chats

Student Achievement in Skill Area Identified Assessment Results

Writing Across the Curriculum




Children’s Literacy Initiative

Modeled Writing, SharedReading, Small group andindividual conferences

ALL 1st GradeStaff/Students

Teachers

Principal

CLI ProgramCoaches

Student Achievement

Student Engagement

Student Work

Children’s Literacy Initiative ModelClassrooms Add Value to Schools andSignificantly Improve Student Literacy ScoresFindings from the Model Classroom Project Evaluation Final Report by the OMG Center for Collaborative Learning January 2010

* Acellus


Small group and individualconferences

ALL ALL STAFF

ALL StudentsHomelessMigrantELLStudents withDisabilities

Acellus Assessment data

Student Achievement

Student Engagement

Student Work

The International Academy of Science,

curriculum developer for the Acellus LearningC Courses for Acellus focus on helpingstudents obtain the knowledge and skills they

need in mathematics. Curriculum for thesecourses are based on the National Council of Teachers of Mathematics (NCTM) Standards.

Acellus is an ideal academic solution for schools with Response to Intervention (RTI)programs. It integrates prescriptiveassessments and targeted instruction which




Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

can be effectively incorporated into multi-levelprevention systems (applicable for primary,secondary, and tertiary prevention programs).

Acellus uses progress monitoring to providespecific intervention depending on thestudent's needs, adapting to each individuallevel which, in the long term, maximizes andincreases overall student achievement.


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

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

Data Chats

State of the SchoolPresentation

Parent Conferences

(Formal/Informal)

Electronic BookBag

ALL ALL District Data Admin

School PDTeam

Administrators

PTO Exec Bd


ALL STAFF

Increase in attendance at meeting

Increase in parent awareness in reading state testdata

Increase in signed data chats returned to school



Victoria Burnhardt

Parent Outreach to encourageparticipation of targetedpopulation for our extendedday program

Parent Outreach to share

ALL ALL SubgroupsHomelessMigrantELLStudents withDisabilities

School PDTeam

Administrators

PTO Exec Bd

ALL STAFF

21st Century


Increase in parent awareness in state test data,sample of assessment problems, Increasedaware ness of programs used in the schools toaddress student needs

Increase use of online resources

Joyce Epstein, Director of the NationalNetwork of Partnership Schools at the JohnsHopkins University, has described an actionmodel for parent-school partnerships thatincludes six key activities: parenting,communicating,volunteering, learning at home,




Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

information about thecollaboration of programs/services

Global Connect ParentMessages informing parents

Coordinator decision making, and collaborating with thecommunity.

Continue the combination of PTO Meeting with

Family Game/Movie Night

Global Connect ParentMessages informing parents


School PDTeam

Administrators

PTO Exec Bd


ALL STAFF



Increase use of online resources

Research-based parental involvement:

(i.e. Joyce Epstein’s Model of ParentInvolvement: Parent Effectiveness Session)

I&RS Parent Mtg (SchoolTeam or Child Study Team)


I&RS Team AdminStaff CST Team





District ELL ParentTrainings/Workshops/Meetings

ALL ELL Director of BilEd. AdministratorsBil EdTeachers


Increase in participation at district



Abstract from -The Astounding Effectivenessof Dual Language Education for All byVirginia P. Collier and Wayne P. Thomas

George Mason University

Principal Chat and Chewfocused on needs of studentswith disabilities

ALL Parents of Students withDisabilities

AdministratorsStaff CST Member I&RS TeamMember Office of SpEd

Parental AttendanceFeedback FormsIncreased awareness of strategies to supportstudentsIncrease in Home-School Communication






Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

Parent Conferences to shareresources and studentacademic information

ALL Homeless AdminNurseSecretary

Teacher Social Worker Guidance

Parental AttendanceFeedback FormsIncreased awareness of strategies to support

studentsIncrease in Home-School Communication


(i.e. Joyce Epstein’s Model of Parent

Involvement: Parent Effectiveness Session)

Dual Language ParentOutreach

ALL ELLGen Ed

AdministratorsBil/ESLGen EdTeachers

Student retention in the programParent attendanceFeedback Forms







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, andsocial-emotional wellness. The support, in turn, connects homes with 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 will review and sign the compact. The document is intriplicate form so documentation is kept on all levels. Teachers send the information home. Staff roster of students who returned their signed form

Additional steps are taken by staff to ensure that the student compacts are returned (2 nd notice, phone call, note home, student reminder, incentivesfor 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 objectives for 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 theNJ ASK data, an overview of the finding by subgroup, and the programs/strategies that are being put in place to address student needs. Thisinformation is also shared via the Principal’s Newsletter.

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

Data presentations are held annually State of the School and State of the District meetings are held. During both events the school must share theNJ ASK data, an overview of the finding by subgroup, and the 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.



Evergreen Elementary School

53

Data presentations are held annually State of the School and State of the District meetings are held. During both events the school must share theNJ ASK data, an overview of the finding by subgroup, and the 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 a PTO meeting; parents were asked about

specific concerns and ideas during the Principal Chat and Chew sessions; and parents played a role in reviewing and providing feedback to theteam.

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 about their scores home to their families. Onegrade level scheduled parent data chat conferences during common 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, FamilyMath/Science/Literacy/Social Studies Nights, Transition Parent Meetings and etc).




54

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

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

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

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH 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 Proficient Students 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 Islander

American Indian/Native American

Hispanic NJASK 2011 34.8 41.4 NJASK 2011 56.4 60.8

OthersEconomically 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 70.6

Limited English Proficient Students 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



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




55

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

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

3-5 Other Assessment Baseline 2012 Target Other Assessment Baseline 2012 Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total DIA - Lernia 20% 25% DIA - Lernia 47% 52%Students with Disabilities DIA - Lernia DIA - Lernia

Limited English Proficient Students DIA - Lernia DIA - Lernia

White

African-American DIA - Lernia 4% 9% DIA - Lernia 15% 20%



Hispanic DIA - Lernia 3.5% 8.5% DIA - Lernia 47% 52%

Others

Economically Disadvantaged DIA - Lernia DIA - Lernia

GRADE SPAN: Grade 6 ONLY ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total DIA - Lernia 23% 28% DIA - Lernia 24% 29%

Students with Disabilities DIA - Lernia DIA - Lernia

Limited English Proficient Students DIA - Lernia DIA - Lernia

White

African-American DIA - Lernia 22% 27% DIA - Lernia 8% 13%



Hispanic DIA - Lernia 30% 35% DIA - Lernia 8% 18%

Others

Economically Disadvantaged DIA - Lernia DIA - Lernia




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Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff

Number &

Percent

Content &Focus

Description of Process to Meet HighlyQualified

Description of Strategy to Retain HQ Staff

Teachers who meet thequalifications for HQT, consistentwith Title II-A

40

100%

Monthly conversations on the status of the HQT process.

Instructional Rounds


Monitoring of the Professional Improvement Plan (PIP)

Collaboration with HR and PD department to ensurepaperwork is completed

Teachers who do not meet the

qualifications for HQT, consistentwith Title II-A

0 n/a Monthly conversations on the status of the

HQT process.

Instructional Rounds


Monitoring of the Professional ImprovementPlan (PIP)

Paraprofessionals who meet thequalifications required by NCLB(education, ParaPro test, portfolioassessment)

3

100%

Collaboration with HR department to ensure HQT paperworkis completed.

All of the paraprofessionals have completed requirements;however, continue to provide learning opportunities in order to enhance repertoire and best practices.

Paraprofessionals who do not meetthe qualifications required by NCLB(education, ParaPro test, portfolioassessment)

0 n/a

Description of Strategy To Attract HQ Staff Individuals Responsible

Advertise the district’s accomplishments, mission / vision and academic goals in order to attract the attention of High Quali fiedProfessionals in the area of education.

HR Dept.: Carletta Jones,

Michele Gill, Analyn Acosta




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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 other problems.

Description of Support

ContentArea Focus Target Group

PersonResponsible


(Evaluation) How are teachers identified?

Cross Cultural Communication ALL ALL STAFF Assistant Supt

Director of

Bilingual Ed

Director of PD Administrators

ALL STAFF

Change in the Building CultureIncrease in Positive Communication inthe SchoolsDecrease in Staff and Parent complaints

ALL Building Staff

Professional Improvement Plan (PIP)

Professional Learning Communities

Grade Level Cohorts

ALL Certified

Teachers

Human

Resources,


Departments

Enhancement of teaching and awarenessof best teaching & learning practices.

Walk throughInstructional Rounds

Informal & Formal Evaluations Annual Evaluations

Self Reflection


Annual Evaluations

Coordinate Visits into ModelClassrooms

Coordinate Coaching Sessions with ALL program consultants/coordinatorsfrom a program used in the district

Literacy

Math

Dual Lang

ScienceSocial St.

Teachers InNeed of Support

Teachers new toa grade level

Administrator

District

Student EngagementStudent WorkWalk throughInstructional RoundsInformal & Formal Evaluations

Dialogue with ProgramConsultants/Coaches


Annual Evaluations

Cross Content Literacy Training

RubricsWord Walls

ALL All Staff AdministratorsBulletin Boards with a writing focusIncrease in the quality of student writing

in classes outside of LALGrade Level Presentations of studentwork

Self Reflection

Walk throughInstructional RoundsInformal & Formal Evaluations Annual Evaluations

PD 360 Assign specific videos for viewing, responding, planning, andfollow up

ALL Certified

Teachers

Human

Resources,


Administrators

Enhancement of teaching and awarenessof best teaching & learning practices.


Self Reflection


Annual Evaluations




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PersonResponsible


(Evaluation) How are teachers identified?

Annual Evaluations PIP

Coordinate Visits into ModelClassrooms

Coordinate Coaching Sessions with ALL program consultants/coordinatorsfrom a program used in the district

Literacy

Math

Dual LangScienceSocial Studies

All Staff Administrator

District

Student EngagementStudent WorkWalk through

Instructional RoundsInformal & Formal Evaluations

Dialogue with ProgramConsultants/Coaches


Annual Evaluations

Table M: Support for Administrators

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


Content

Area Focus Target Group

Person

Responsible


(Evaluation) How are administrators identified?

Coaching Support for all current andnew programs in the district

ALL Admins;

PD Committee

Assistant Supt

Principal

Increased awareness of program anddistrict goals

Ability to turnkey train staff

Self Reflection – Individual Request

Recommendation

Site Visits

I & RS Team Training ALL Admins,I&RS Team,SLT/NCLBTeam Members,PD Committee

VP of SpecialServices

Assistant Supt

Decrease in I&RS referralsGreater Use of classroom Strategies tosupport struggling learners

Participants of I & RS Team

Common Core Training ALL AdminsPD CommitteeSLT/NCLBTeam Members

Assistant SuptPrincipal

Dir. Of PD/Data

Increased awareness of program and

district goals Ability to turnkey train staff

Superintendent and Asst. Supt

Individual Request

Join NJ DOE Administrators Network ALL Admins Assistant SuptPrincipal

Increased awareness of program anddistrict goalsSite Visit FeedbackPD Feedback Forms

Self Reflection - – Individual Request

Recommendation

Site Visits

Data Assessment & Analysis Training ALL AdminsSLT/NCLBTeam Members

Assistant SuptPrincipal

Dir of PD/Data

Increased awareness of program anddistrict goals

Superintendent and Asst. Supt

Individual Request




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PersonResponsible


(Evaluation) How are administrators identified?

PD Committee Ability to turnkey train staff

Student Eligibility and Selection

Table N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistance school and the measures to identify students whoneed additional support in school-wide programs. For targeted assistance schools, use the last two columns to designate if the measures are used as criteria for program entrance or exit.

Measure

Homeless Migrant Students withDisabilities

EconomicallyDisadvantaged

ELL Other SubGroups

Targeted Assistance Schools

Entrance Criteria()

Exit Criteria ()

State Assessment NJASK NJASK NJASK NJASK NJASK NJASK n/a n/a

Other Assessments District Interim Assessment

(DIA)Learnia

DevelopmentReading

Assessment(DRA)


End of UnitTest

InstructionalFocus

Assessment


(DIA)Learnia

DevelopmentReading

Assessment(DRA)


End of UnitTest

InstructionalFocus

Assessment

District Interim Assessment (DIA)

LearniaDevelopment Reading Assessment (DRA)


End of Unit Test

Instructional Focus Assessment

District Interim Assessment (DIA)

LearniaDevelopment Reading Assessment (DRA)


End of Unit Test



(DIA)Learnia

DevelopmentReading

Assessment(DRA)


End of UnitTest

InstructionalFocus

Assessment


(DIA)Learnia

DevelopmentReading

Assessment(DRA)


End of Unit Test

InstructionalFocus

Assessment

n/a n/a

English LanguageProficiency Assessment

ACCESS Test ACCESS Test ACCESS Test ACCESS Test ACCESS Test ACCESS Test n/a n/a

Classroom Grades GENESISProgram

(electronicgrade book)

Mid CycleProgressReports

Report Cards

GENESISProgram



Report Cards

GENESIS Program(electronic grade book)

Mid Cycle ProgressReports

Report Cards

GENESIS Program(electronic grade book)

Mid Cycle ProgressReports

Report Cards

GENESISProgram



Report Cards

GENESISProgram

(electronic gradebook)

Mid CycleProgress Reports

Report Cards

n/a n/a




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Teacher Recommendation InstructionalFocus

Assessment

Formal &Summative

Assessments

InstructionalFocus

Assessment

Formal &Summative

Assessments


Formal & Summative Assessments


Formal & Summative Assessments

InstructionalFocus

Assessment

Formal &Summative

Assessments

InstructionalFocus

Assessment

Formal &Summative

Assessments

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’s efforts to increase academic achievement?

From the district: Professional Development for teachers with specific needs; PD 360; PD hours for all programs for refresher courses for staff; Infusion of Technologyvia Smart Boards

From outside experts:Experts from all fields for professional development. Training in the use of video conferencing, screen casting, digital story telling; Acellus workshops for teacher support

Dual Language Literacy Support.; CLI/MTP; Lucy Calkins consultants for teacher support; Units of Writing coaching sessions, workshop presentations and one on onesessions for targeted staff.

Data Analysis & Common Core professional development

School 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 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 meetings

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

Office of Testing and Assessment, Office of Professional Development, Office of Special Services and Instructional Technology (IT);




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

The ongoing and sustained technical assistance required will support the three identified priority problems by: decreasing the number of students scoring belowproficiency levels on NJASK; increasing students meeting AMAO on ACCESS; increasing participation/attendance in after school programs; increasing the percentage of participation of partially proficient students in after school programs

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

Superintendent; Assistant Superintendent of Educational Services; Business Administrator; School Administrators

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




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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 not being consistent for students and teachers.Budgetary concerns have forced limited utilization of some of the strategies listed in table B to improve student performance.

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

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

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

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

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

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

The strategies and practices promoted within the district are:Continuous Improvement Model (CIM)

Writing –Units of Study (Lucy Culkins)Best Practices of Instructional Leaders and Teachers

Assessment for Learning – J. Chappius

Expanding parental involvement activities thatsupport the school’s efforts to increase studentachievement

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

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

Bring Your Parent to School Day Career Days Parent training in both mathematics and literacy




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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 fund activities thatsupport the school’s improvement plan and are

most likely to increase student achievement

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

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

Note: Provide a district description and a specific description for each SINI and/or school operating an approved Title I 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 but not limited to 2010 SIA Part (A).

Type of Funds

Brief Description of Strategy or Practice Implemented with

Funds

AmountAllocated

SIA AmountCarried Over

Reallocated Useof SIA

Outcomes as a Result of Implementing the Strategy or

Practice

Evidence

2010 Title I, Part A READ 180

Reading Plus

Lucy Calkins Units of Study

Children’s Literacy Initiative

EVERYDAY MATHEMATICS

Safety Net Program

Staff Professional development on theI&RS process, interventions, andtimelines

Dual Language One Way and TwoWay Classes established English andSpanish Week

We are aSchoolwideschool withblendedfunds

NOT APPLICABLE

NOT APPLICABLE

To be determined once theSpring 2011 NJASK results arereceived and analyzed

NJASK -Spring 2011

2010 SIA Part A What strategy did you use in spendingthe SIA a grant?

$51,201 NOT APPLICABLE


NJASK -Spring 2011

Federal Name strategies or programs NCLB andother federal

sources

NOT APPLICABLE

NOT APPLICABLE


NJASK

State Name strategies or programs ABBOTT NOT APPLICABLE

NOT APPLICABLE


NJASK

Local Name strategies or programs City TaxLevy

NOT APPLICABLE

NOT APPLICABLE


NJASK

Other Name strategies or programs We are aSchoolwide

NOT APPLICABLE

NOT APPLICABLE

To be determined once theSpring 2011 NJASK results are

NJASK




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school withblendedfunds

received and analyzed

School Budget Pages

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

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

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

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

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




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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 hold and 10 that have had a CAPA visit. Thecorrective action plan, corrective actions identified in the CAPA summary report continue to be incorporated into the Unified Plan.

Corrective Action (CAPA Recommendations) Status Report

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

Corrective Actions (Recommendations from CAPA Report)

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

5 Replacement of the principal

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

performing students.

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

Corrective

Action # Description

Effective

Yes - No Evidence of Effectiveness Outcomes

1

2

3

4

NOT APPLICABLE




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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 10 that have completed a restructuring plan, theapproved 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 planning process and the restructuring detailswww.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 restructuring as set f orth in the No Child Left Behind Act .2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq. and N.J.A.C. 6A).

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

Identify the restructuring option(s) selected: ____

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

Fundamental Governance ReformsImplemented as Listed in Approved

Restructuring PlanStatus of Implementation

Effective

Yes - NoEvidence of

Effectiveness

Outcomes

1

2

3

4

5

List revisions made to the original restructuring plan.




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 at www.nj.gov/njded/title1/program/peer_review.pdf .)

Assembled a team at the Barack Obama Academy for Academic and Civic Development who reviewed the Evergreen Elementary School Title 1 Plan.

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

December 19, 2011 in room 207 at the aforementioned school site.

2. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Kevin Stansbury Site Administrator School Administrator Principal/Leadership 1200 Myrtle Avenue Plainfield NJ 07063

Chris Kacsanik Computer Teacher English Certificate Language Arts 1200 Myrtle Avenue Plainfield NJ 07063

Wayne Baker Math Teacher Math Certificate Mathematics 1200 Myrtle Avenue Plainfield NJ 07063

Special Education

ELL

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

a. Evergreen Elementary School has experienced an increase in the bilingual population in the past and the development of a sound educational plan will increasestudent achievement in Literacy and Mathematics. The infusion of technology i.e Smart Board training, will provide teachers an opportunity to support an increase inacademic achievement.

b. The Professional Development Plan is targeted to support and assist with implementation of the Dual Language Support Program, Acellus, Differentiated Instruction,and Cross Cultural Communication Training.

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

To continue the implementation of data analysis and the alignment of common core content standards in class instruction and lesson plan development.

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




Plainfield FY12 Evergreen Unified Plan Revised 01-04-12

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Transcript of Plainfield FY12 Evergreen Unified Plan Revised 01-04-12