Plainfield FY12 Maxson Unified Plan 12-21-11

8/3/2019 Plainfield FY12 Maxson Unified Plan 12-21-11

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2012 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD PUBLIC SCHOOLS

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

NCLB Contact: Dawn Ciccone NCLB Contact E-mail: [email protected]

School: MAXSON MIDDLE SCHOOL

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

Acting Principal: Joi R. Bethea Acting Principal E-mail: [email protected]

Principal Certification

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

I certify that I have been included in consultations related to the priority needs of my school and participated in the completion of this Title I Unified Plan. I have beenan active member of the planning committee and provided input to the school needs assessment and the selection of priority problems. I concur with the informationpresented herein, including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a..

__________________________________________ ____________________________________________ ________________________ Principal’s Name Principal’s Signature Date

mailto:[email protected]






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School NCLB Committee

Select committee members to develop the Unified Plan.Note: For continuity, some representatives from this needs assessment stakeholder committee should be included in the schoolwide stakeholder groupand/or the SINI plan committee. Identify the stakeholders who participated in the needs assessment and/or development of the plan. Signatures should

be kept on file in the school office for review. Print off a copy of this page to obtain signatures.*Add lines as necessary.

Name Stakeholder GroupParticipated in Needs

AssessmentParticipated in Plan

Development Signature

Anthony Jenkins Chair Yes Yes

Joi Bethea Acting Principal No Yes

Wilbur Robinson Co-chair Yes Yes

Brenda Logan Teacher - Elective Yes Yes

Brenda Noble Teacher – Social Studies Yes Yes

Lisa Armstead Guidance Yes YesBeverley Mack Teacher - English Yes Yes

Jerold Williams Teacher – PRIDE/PBSIS Yes Yes

Sarita Hanchate Teacher - English Yes Yes

David Kole Teacher - Math Yes Yes

Jerome Jackson Teacher – ProfessionalDevelopment Representative

Yes Yes

Cecila Bouffidis Teacher – ProfessionalDevelopment Representative

Yes Yes



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December 8, 2010 Conference Room Ramp-UpImplementation

CASEManagement /ProfessionalDevelopment and

PBSIS

Yes Yes

January 5, 2011 Conference Room Restructuring Yes No

February 23, 2011 Conference Room SaturdayAcademy

CAPA Review &PBSIS

Yes Yes

March 9, 2011 Conference Room Peer LEDInstructionalFocus Walks, PPTfor the State of the

SchoolsPresentation

SIA GrantRevisions

Yes Yes

April 6, 2011 Conference Room CAPA VisitDebriefing

Role of theLeadership Team

Yes Yes

May 18, 2011 Conference Room Restructuring Plan Yes Yes

June 22, 2011 Conference Room Needs

Assessment 2012Unified Plan

Yes No

School’s Vision& Mission

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

What is the school’s vision statement? (Old) Maxson School, in partnership with parents, will be recognized as an institution for



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achievement and citizenship.

Maxson Middle School is committed to providing a safe learning environment in which students

will be motivated to excellence in academics, character and citizenship.

What is the school’s mission?

Maxson Middle School, in collaboration with parents and the community, will providecontinuous engagement in standards-based instruction. Our commitment to students will fosterthe academic skills, social development and global awareness necessary for them to becomeproductive and responsible citizens.

Describe the process for developing or revisingthe school’s vision and mission.

The committee met reviewed the current vision statement and thought best to return to the

vision statement that the school used under previous administration which encompassed thedirection they wanted the school to move toward. The previous vision statement was writtenwith the many of the current staff.



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2012 Comprehensive Needs Assessment & Data Analysis Summary

Data Collection and Analysis

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

Results and outcomes must be measurable.

Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes

Academic Achievement – Reading Achieve 3000; Reading Plus;DRA’s

Reading + students initial: 31 students reading 5+ grades below, current: 6

Initial: 0 students reading at or above grade level:Current: 10

Student completing up to 59% of recommendedsessions Average level gain = 1.8 totalof 45 students.

Student completing up to 60 -99% of recommendedsessions Average level gain = 2.7 total of 46students.

Achieve 3000: Gr 6 Avg LVL Gain .9 (exceeded expected post-test gain of.1) Total = 9

Gr 7 Avg LVL Gain .9 (exceeded expected post-test gain of.1) Total = 83

Gr 8 Avg LVL Gain 0 Total = 14

DRA’s (Pride Program) Reading Levels with comprehension

30 40 50 60 70 80

2 1 3 4 4 2

Comment: what happened to the data for the whole school population?Mack will speak with Mr. Kole to verify if he kept the data so we couldinclude it here, since the general education population data is not reflected/ recorded.



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Academic Achievement - Writing TAPS 6 5 4 3 2 1

5 12 60 79 32 2

Academic Achievement -

Mathematics

E:Path

Parent Involvement Needs Assessment Survey(school documentation that wasissued May 2011),

Parent Climate assessment tool(PBSIS – April 2011) and ParentTeacher Conferences

Contain parental e-mail addressesfile / folder to send data home

82 parents – 10% completed the survey – regarding looping, supportingstudent learning through long term relationships, teaming, and provideproblem based learning assignments to students to strengthen studentlearning.

PBSIS: 102 Parents completed the survey representing 1/3 of the parentalpopulation.

Outcomes varied from: 68% agreed were satisfied with the responses todiscipline and behavior and problems at the school, 79% agreed with staffand teachers at my child’s school care about my child’s, 58% agreed withthe school having a positive and welcoming climate, 65% agreed with the



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There is no evidence showing thePD teachers took 2010-2011school year

value parent input and participation in school activities, 86% agreed withparents receiving help by getting ideas on how to help the students athome.

Professional Development Strategic Reading Strategies

Math Centers

Differentiating Instruction

Needs Assessment Survey of staffconducted the 2010 – 2011 schoolyear: Data analysis drivesinstruction, co-teaching strategies,Problem Based Learning’s, Infusetechnology into the classroom,restructuring the 80 minute block,

utilizing effective math centers andreading comprehension of factualtest at explanatory writing in math

Implementation of strategies in classrooms: results to appear in the NJASKscores.

Administrative Walk through feedback: 4 of 5 Social Studies and Scienceteachers observed using reading comprehension strategies.

Math Centers: 4 of 6 math teachers observed using math resources(E:PATH) to differentiate instruction.

Differentiating Instruction in other content areas: inconsistent use ofinstructional resources by teachers in SPED and Gen Ed settings. Despitetraining and follow up, teachers were reluctant to create assignments inStudy Island (ELA) and only began to use the program with any regularity inthe latter part of the year.

Academic Ramp Up (another form of differentiation, showed positive gainsas measured by Achieve 3000 for Literacy. E: Path was more diagnosticand less instructional intervention). Students still showed significant deficitsin math.

Extended Learning Opportunities 21st CCLC

(see attached monthly attendancereports from the program)

Ramp up (Passport to learning)

(see sample sign-in sheets from

ramp-up sessions)

80% of student enrolled in 21st CCLC have improved both socially andacademically as evidenced in their report cards and reduced number ofdisciplinary infractions. The technology programs listed have been infusedin the after school program; they contributed to their academic success aswell as community partnership enhancing social development. Additionally,the technology-based programs are utilized by the entire student body

through ramp-up sessions and teacher assignments, and supplementaryenrichment activities such as ramp up. (See the aforementioned academicachievement areas listed for results).

Homeless N/A N/A

Students with Disabilities Attendance

DRA

Writing TAPS

Student attendance on par with rest of student body; Pride studentsuspension rate exceeds that of student body.

Some data not collected by SPED teachers for math; ELA data Avg DRAmoved from Level 57.5 without comprehension to an avg of 58.5 withcomprehension.

Writing moved from an average of 2.5 to an average of 3.2.



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English Language Learners DRA Insufficient data due to limited staff

Economically Disadvantaged SES Tutoring Services Approximately 15% of parents are following through and utilizing theservices that are rendered after being informed on numerous occasionssuch as back to school night, parent conference, and mailings.

School Culture Teacher and Students AttendanceRecords, Discipline Case Reports(DCR’s) and PBSIS survey

90 plus % of staff and students attendance however there is a challengewith students’ academic performance.

DCR’s have stabilized from the previous year.

Class disruptions, defiance of authority, and student suspensions.

83% parents agreed that promoting a respectful environment is importantand 34% of the students felt that a respectful environment is needed.

Leadership Building Principal and VicePrincipals

2009 – started with three building administrators (one principal and two viceprincipals)

2010 – end of 2010 had two administrators (one principal and one viceprincipal)

2010 – Principal only due to student enrollment

2011 –

Highly Qualified Staff HQ Status 97% of staff members are highly qualified; 1 teacher taught out of contentarea (science)

School-Based Youth Services Increase in student attendance in school base program from September toJune.



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Evaluation of 2011Teaching and Learning Strategies & Programs

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

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4

Documentation ofEffectiveness

5

Measurable Outcomes

Achieve 3000 LAL Yes Data Report Average gain of 1 grade level

Reading Plus LAL Yes Data Report Average level gain = 1.8

E-Path Mathematics No Diagnostic data More diagnostic than intervention, just provided more specificdata

Achieve 3000 Students withDisabilities

No Teen Biz Data 95% of the teacher implement with fidelity

Study Island LAL Yes 35% of the teachers utilized the program and as a result was notable to obtain the data.

Achieve 3000 ELL Yes Data Report Average gain was significant, students gain was of two to threegrade levels

N/A Homeless/Migrant

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

1

Strategy or Program

2

Content/Group

Focus

3

Effectiv

eYes-No

4

Documentation of

Effectiveness

5

Measurable Outcomes

Saturday Academy Language Arts &Math

Yes Achieve 3000 data Average gain was significant, students gain was two to threegrade levels

Summer School Languge Arts,Math, Sci, SocialStudies

Students withDisabilities

Homeless/Migrant,

Yes Students grades

Student attendance

19 of 20 students in the summer program completed theircourse work and moved on to the next grade

Students could not have excessives 3 absences to complete theprogram



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1 2 3 4 5

ELL



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Table D: Professional Development That Was Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


5

Measurable Outcomes

Strategic Reading LAL, SocialStudies, Math andScience

Yes Observations Science teachers implemented; 2 of 3 Social Studiesimplemented

L.R. & N.

Centers/Differentiation Mathematics/ Homeless/Migrant,ELL

Yes Observations 3 of 5 implemented differentiation via individualized worksheets

Achieve 3000Workshops

LAL, Math, SocialStudies andScience

Homeless/Migrant,

ELL

Yes Decrease in partiallyproficient students onAchieve 3000assessments

Increased class participation through interaction with classroomteacher

NJ PBSIS UniversalTeam Training

AllContent/IdentifiedStaff

Yes Development of a school-wide plan

100% of the staff received a Maxson PBSIS school plan

Table E: Parent Involvement That Was Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


5

Measurable Outcomes

Test Taking Strategies LAL / Math, SocialStudies andScience

Yes Workshop attendance Introduce and provide parents with technological resources;increase their desire to assist their child in achieving studentsuccess.

InstructionalTechnologyWorkshops

Mathematics/ AllStudents,Students withDisabilities

Yes Workshop attendance Increased desire to utilize resources for student success.



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1 2 3 4 5

Homeless/Migrant,ELL

Back to School Night All Content/Allstudents

Yes Parent Sign in Sheets 40% of student population represented

Parent Conferences(Fall/Spring)

All Content/Allstudents

Yes Conference Sign inSheets

40% of student population represented

State of the Schoolpresentation held atevent District

All Content/Allstudents

Yes Attendance All school allotted slots taken

Restructuring andExtended learningopportunities

All Content, AllStudents,Students withDisabilities


Yes Workshop attendance Review the report to verify the percentage of students using theapplication after school and at home. The reports show thestudents’ comprehension skills and maintain data showing theirpersonal-growth and academic motivation.

Saturday Academy LAL/ Math/Science, AllStudents,Students withDisabilities


Yes Student Attendance Student work and teacher feedback

Increase in students usage time of Achieve 3000

Hispanic HeritageFamily EducationNight

ELL,Homeless/Migrant

Yes Workshop attendance Dual language component provided necessary bridge inlanguage barrier.

Recorded attendance

CAPA visit Leadership Team Yes Leadership team meeting Walk through and feedback

Fund Raising Year end Events Yes Teacher & studentmeetings

% of student contracts returned and Funds (money) raised anddeposited

District MulticulturalNight

All Content/ AllStudents

Yes District Sign In Parent, student and staff representation at the event

District Spelling Bee ELA/All students Yes District Sign In Parent, student and staff representation at the event

District GeographyBee

Social Studies/ Allstudents




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1 2 3 4 5

District Science Fair Science/AllStudents


Hispanic Heritage DayRead In

All Content/ AllStudents

Yes Agenda Event was a success but no parent readers



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2012 Needs Assessment & Evaluation Summary

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

1. Describe the process and techniques used in the needs assessment. Survey data via PBSIS was reviewed in an attempt to look at our school

climate. Surveys were completed by staff, parents and students. Multiple staff interactions generated feedback in addition to the formal survey.Instructional program data was reviewed by the school leadership team and additional teacher stakeholders who helped compile the data. Threeyears trend data was reviewed and the Professional development plan was reviewed as well. The restructuring plan was emphasized in thedevelopment of the needs assessment.

2. Describe methods used to collect and compile data for student subgroups: Instructional program data was gathered via Achieve 3000 and E-Path(students belonging to sub-groups were highlighted and their results recorded). Reading level assessments were generated by all teachers for anend of year snapshot of overall reading skills for each student using computer labs, teacher monitored student profile sheets, Reading Plus, Achieve3000, E-Path, assigned and scheduled by technology teachers.

3. Explain how the data from the collection methods are valid and reliable? Time intervals were within one month of the close of the school year. Thereading instruments are Lexile leveled. The math mirrors the state standards and CPI’s.

4. What did the data analysis reveal regarding classroom instruction? Some teachers were not able to motivate their students to perform. At the end of

the year, some students felt that the assessment was not critical or important, so they put forth little effort; which compromised the validity of theresults. The timing of the assessment is critical; too early may prevent possible gains and too late may result in over testing and burn out from finalexaminations and other end of year activities.

5. What did the data analysis reveal regarding professional development implemented in the previous year(s)? That some teachers lacked thewherewithal to implement new strategies, in many cases because they lack classroom management. Certain types of skill set teachers are needed atthe middle school level.

6. How are educationally at-risk students identified in a timely manner? Initial NJASK scores, and DIA results, classroom data binders as well asstudent profile sheets and teacher – student and teacher- parent data chats.

7. How are educationally at-risk students provided with effective assistance? Through the Academic Support lab schedule, teachers are able to retainstudents in the classroom to provide additional assistance and support or by sending those students to the Academic Support Lab (ASL) for extrasupport.

8. How does the needs assessment address migrant student(s) needs? Not Applicable

9. How does the needs assessment address homeless student(s) needs? Not Applicable

10.How were teachers engaged in decisions regarding the use of academic assessments to provide information on and improvement of the instructionalprogram? Training sessions were held for using the academic assessments, and a PD session was held at the close of the school year to determinefuture academic assessments.

11.Describe the transition plan for preschool to kindergarten, if applicable. Not Applicable

12.Describe the process used to select the priority problems and root causes for this plan? Leadership team was engaged and given the Unified plantemplate. The district’s restructuring plan was critical to school improvement efforts, and stakeholder input from staff was part of the decision makingprocess. Underlying the problem seems to be the growing apathy toward learning, increasing gang issues (shootings, deaths, racial hostilities) andthe lack of ability to remove highly disruptive, non-performing students from the general student body (alternative setting).



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13.What did the data analysis reveal regarding the root causes of subgroups not meeting AYP? Two SPED teachers did not effectively deliverinstruction. The LEP population received less time in this content area as the teacher had to split between two schools, with additional time for travelimpacting the schedule. Economically disadvantaged students need additional support at home (technological tools at the ready).

14.Describe the evaluation results regarding the status of SMART goal #1 in the action plan?

SMART Goal: By May 2011, as a result of instructional interventions the number of students reading below grade levelproficiency will decrease by 15% as measured by Lexile gains, Reading Proficiency levels and/or DRA’s.

15 % of the students completing 60-99% of the Minimum # of Recommended Reading Sessions (MRRS) forReading Plus advanced to reading at grade level. 7% of the students completing 20-59% of the MRRSadvanced to reading at grade level.

Students who took the Achieve 3000 Post-test showed overall growth. Overall, the # of students reading at orabove grade level went from 21 to 33. Initially, 6% of the students were reading at grade level. By year end,10% were reading at grade level or beyond.

15.Describe the evaluation results regarding the status of SMART goal #2 in the action plan?By May 2011, as a result of instructional interventionstied to lesson design (using math centers) students in the general ed population will demonstrate a 10% increase in academicperformance as measured by the District Interim Assessment. The 2nd administration of the DIA data showed the following could not be

compared to the previous test since they were different. According to the DIA test results it is not a good predictor of the state test. Baseon these results twelve percent of the students would pass the state exam shows: 29% percent passed the math in grade seven, which iswell above the three percent proficient rate identified from the DIA and eighth grade math was 35.2% passed NJASK. LAL, seventh grade20.7% compared to the 7% and eighth grade 67% passed the test compared to the 4% indicated on the chart below.

Grade Subject Basic Below Basic Proficient or above

6 Language Arts 0 18 (100%) 0

7 Language Arts 35 (27%) 88 (67%) 9 (7%)

8 Language Arts 44 (29%) 104 (68%) 6 (4%)

6 Math 0 (89%) 2 (11%) 0

7 Math 118 (90%) 10 (8%) 3 (3 %)

8 Math 18 (12%) 133 (88%) 1 (1%)

16.Describe the evaluation results regarding the status of SMART goal #3 in the action plan?By December 2010, as a result of training andprofessional development, Social Studies, Science and LAL content area teachers will utilize weekly strategic reading strateg ies. This goalwas met in all but one classroom.



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2012 Needs Assessment – Partially Proficient

Provide the number of students at each grade level listed below who scored partially proficient on state assessments for two years or more in LanguageArts Literacy and mathematics.

Language Arts 2008-2009

2009-2010

Services Provided Describe why services provided did not result inproficiency.

Grade 4 NA

Grade 5 NA

Grade 6 171 17 Writing Workshop, CMP Math, SES Providers,Saturday Academy, 21st Century afterschoolprogram

Only one class (less than 25 students); Teacher quit.Behavioral issues.

Grade 7 151 117 Writing Workshop, CMP Math, SES Providers,Saturday Academy, 21st Century afterschool

program

All students attended feeder schools. Inconsistent program,lack of focus on reading and math. Much emphasis and

resources placed in writing. Students exposure to thedistrict interventions programs vary from school to school..Staff are in need of professional development todifferentiate instruction, develop centers, use bloom’staxonomy, and lesson modifications.

Grade 8 134 101 Writing Workshop, CMP Math, SES Providers,Saturday Academy, 21st Century afterschoolprogram

While gains were made, gaps in students learning as aresult of inconsistent program over the years created gapsin student foundational skills. Gaps are often too large tomeet standards for many of those students in the affordedtime frame. Staff are in need of professional developmentto differentiate instruction, develop centers, use bloom’s

taxonomy, and lesson modifications.Grade 11

Grade 12

Mathematics 2008-2009

2009-2010

Services Provided Describe why services provided did not result inproficiency.

Grade 4

Grade 5



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Grade 6 124 18 Connected Math Program 2, E-Path, StudyIsland and 21st Century afterschool program

Significant gaps; difficulty adjusting to middle school rigor;behavioral issues; 21st Century program not strictlyacademic


Program designed to be a resource being used as maincomponent for math, classes had a mix of old CMP1materials and CMP2 materials, Classes lack hands on

resources, Classroom management issues resulted in lossof instructional time, staff in need of professionaldevelopment


The achievement gap narrowed, but the gaps are too largefor many students. Student curriculum was redesigned toan Algebra course that the children were not foundationallyprepared for. Professional development was needed tobridge the gap between CMP1/2 and Algebra. Curriculumalignment needed

Grade 11

Grade 12



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Selection of Priority Problems

School Needs Assessment Summary Matrix

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

Using information from the data analysis, identify all priority problems. Select three or four priority problems to address in this plan. The selected problems should be checked in column T. When completing the matrix below, data from Tables A, B, C, D, E and the Needs Assessment Summary should be used.

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

Priority Problem

Population Categories

A .

A l l s t u d

e n t s

B .

S t u d e n

t s w i t h D i s a b i l i t i e s

C .

E a r l y c

h i l d h o o d

D .

E c o n . d i s a d v a n t a g e d

E .

N e g l e c

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

.

o u t

G .

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

H .

H o m e l e s s

I . I m m i g r a

n t

J .

L E P

K .

T e a c h e r s

L .

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

M .

P a r e n t s

N .

S u b s t a

n c e a b u s e r s

O .

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

P .

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

Q .

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

R .

G i f t e d

& T a l e n t e d

.

( S p e c i f y )_

____________

T .

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

S t u d e n t A

c a d e m i c N e e d s

1Closing theachievement gap X X X X X X

2Early childhoodeducation

C o r e C u

r r i c u l u m

C o n t e n t S

t a n d a r d s

3aLanguage arts literacyand reading X X X X X

3b Mathematics X X X X X

3c Science X X X X X

3d Social studies X X X X X

3e World Languages

3fCross ContentWorkplace Readiness

4 Technology Literacy X X X X X

S t a f f N e e d s

H i g h Q u a l i t y

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

D e v e l o

m e n t

.

I m p l e m e n t i n g

5a Language Arts Literacy X X X X X

5b Mathematics X X X X X X

5c Science X X X X X

5d Social studies X X X X X

5e World Languages



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

Priority Problem


A .

A l l s t u d e n t s

B .

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

C .

E a r l y c h i l d h

o o d

D .

E c o n .

d i s a d

v a n t a g e d

E .

N e g l e c t e d /

d e l i n q u e n t

.

o u t

G .

R a c i a l / e t h n

i c

H .

H o m e l e s s

I . I m m i g r a n t

J .

L E P

K .

T e a c h e r s

L .

P a r a p r o f e s s

i o n a l s

M .

P a r e n t s

N .

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

O .

P e r p e t r a t o r

s o f V i o l e n c e

P .

O u t - o f - s c h o

o l

Q .

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

R .

G i f t e d & T a

l e n t e d

.

( S p e c i f y )_____________

T .


5fCross ContentWorkplace Readiness

6Effective classroom useof technology X X X X X

7

Standards-based

assessment

8Instructional skills andstrategies

9 Mentoring

10Classroommanagement

11Using data/assess toimprove learning X X X X

12 Working with parents

H i r i n g ,

R e c r u i t i n g

a n d

R e t a i n i n g

13Highly qualifiedteachers

14

Teachers in shortage

areas

15Teachers in Math andScience X X

16Teachers to reduceclass size X

17Qualifiedparaprofessionals

18Highly qualifiedpersonnel

P r o b

l e m s

I d e n t

i f i e d 19 Alcohol use

20 Drug use



21

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

m #

Priority Problem


A .


B .


C .


o o d

D .

E c o n .

d i s a d

v a n t a g e d

E .

N e g l e c t e d /

d e l i n q u e n t

.

o u t

G .


i c

H .

H o m e l e s s


J .

L E P

K .

T e a c h e r s

L .


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 .


o l

Q .

M e n t a l h e a

l t h

R .

G i f t e d & T a

l e n t e d

.

( S p e c i f y )_____________

T .


21 Tobacco use

22 Violence

23 Weapons

24 Gang activity X X

25 Delinquency X X

26 Vandalism

27Suspensions, removals,or expulsions X X

28Serious or persistentdiscipline problems X X X

Admin

X

29 Bullying

30 Victimization

31 Truancy/attendance

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict

35 Intergroup conflict/bias

36 Negative peer influence X X X X X

37 School safety X X X X X

38Schoolclimate/environment X X X X X

39 Risk factorsQualityTeacher 40 Teacher QualityTech. & 41 Technology activities X X X X



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

m #

Priority Problem


A .


B .


C .


o o d

D .

E c o n .

d i s a d

v a n t a g e d

E .

N e g l e c t e d /

d e l i n q u e n t

.

o u t

G .


i c

H .

H o m e l e s s


J .

L E P

K .

T e a c h e r s

L .


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 .


o l

Q .

M e n t a l h e a

l t h

R .

G i f t e d & T a

l e n t e d

.

( S p e c i f y )_____________

T .


Ed.Material

s 42Instructional/Educational Materials X X X X

Studentswith

Special

Needs 43 Drop-out rateLiteracy,& Adult

Ed.

44 Adult literacy

45Parent/communityinvolvement

Leadership

46 Leadership Network

47 Leadership PD



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Description of Priority Problems and Strategies to Address Them

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

#1 #2

Population Category Letter &Problem Number 1 A and 1 K

28 AK, and 38 AK

Name of priority problem Closing the Achievement Gap in all content areas; Teacher training Serious or persistent discipline problemsand it’s impact on the schoolclimate/environment

Describe the priority problem Students have not met AYP in either content area last year Disciplice Referral Data reveals that thestudents exhibit a number of inappropriatebehaviors, including but not limited to:Defiance of Authority, Willful disrespect anddisobedience to School Officials, Use ofUnacceptable Language, and Disruption in

classrooms / hallways / restrooms/etc.Parent/Student Survey revealed that thestudents having a negative impact in theclassroom reduce the amount ofinstructional time on task.

Describe the root causes ofthe problem

There is a lack of systemic continuity in the programs. Updates toinstructional programs that are used in the district aren’t often purchased.Staff lack professional development to address teaching middle schoolstudents grade appropriate skills with students working below grade levelSustainability and implementation of professional developmentStudents lack reading comprehension skills and strategies necessary toanalyze text.

Staff need ongoing professional development on lesson differentiationacross content areasRigor and relevance of instructional practices based on core curriculumstandards.Student apathy toward learning, learning gaps and adolescent socialacceptance

Environment outside of school and insideschoolStudents perception of selfChallenges of our students home lifeextends to the schoolAbsence of positive incentives to reinforcegood behavior.Media celebrates “dysfunction”Social media increases the spread ofnegative informationStudents with learning gaps who arestruggling become disruptive

Subgroup or populationaddressed

All All

Grade span 6-8 6-8Related content area missed Math, Literacy, Science, AllName of scientifically researchbased

http://www.schoolwidefundamentals.com/RawMedia/WF_Research09.pdf It is important to note that the process approach for the teaching of

NJ Positive Behavior Support in SchoolsInitiative

http://www.schoolwidefundamentals.com/RawMedia/WF_Research09.pdf





24

program/strategy/practice toaddress problem

writing is explicitly mentioned in multiple states’ standards and innationally recognized organizations that support education and teachers.The authors of Writing Fundamentals have investigated seminalresearch, multiple state standards, and completed a comparison andanalysis of these standards to ensure the Writing Fundamentals units ofstudy are in compliance with our customers’ needs educationally,instructionally, and philosophically across the nation. Our selection of

genre studies and author studies is expansive and based on genres (andother suggested writing requirements) that appear in multiple states’ standards. This wide-ranging program offers a variety of genre studiesand author studies for each level to ensure that each Schoolwidecustomer is able to teach her or his students about multiple genres andintroduce them to multiple authors and their styles in order to help themgrow as writers.District Interim Assessment – Learnia. Teachers complete class profileforms for all district and school assessments. This process allowsteachers to identify clearly the strengths and weaknesses of the students. http://www.achieve3000.com/article/ Achieve3000 ® Solutions are designed and built upon decades of

scientific research into how children learn to read, including studies fromthe National Writing Commission, the National Reading Panel, CarolAnne Tomlinson and more. In addition, they utilize accepted and provenbenchmarks for assessment and instruction - from the Lexile Framework to the principles of NAEP.We will also implement varies strategies and techniques as suggestedfrom the Institute of Education Science National Center fro EducationEvaluation and Regional Assistance

Sponsored by the New Jersey Departmentof Education, Office of Special EducationPrograms in collaboration with the ElizabethM. Boggs Center on DevelopmentalDisabilities at UMDNJ-RWJMS. Thisinitiative is funded through the I.D.E.A. 2004,

Part B Funds and is administered by theNew Jersey Department of Education, Officeof Special Education Programs

How does theprogram/strategy align withthe NJ CCCS?

http://www.achieve3000.com/article/a3k/?c=2

Research-based, proven-effective solutions that meet your essentialneeds. Both results-effective and cost-effective, Achieve3000 Solutions

are ideally suited to meet the essential needs of districts and schools in avariety of ways – by improving reading comprehension, fluency,vocabulary, and writing skills for students of varying proficiency levelsand by providing administrators and teachers with an easy-to-use, easy-to-manage differentiation tool with full reporting options to help meetNCLB requirements.

The curriculum of our school is aligned with the NJCCCS in all contentareas. All classroom instruction and activities are governed by NJCCCSand our data is based on multiple assessment tools, such as state

Research suggests that schools with apositive social climate are associated withfewer occurrences of conduct problems andbetter student performance outcomes (e.g.,

achievement and attendance). Affirmingpositive behavior, teaching social skills,involving students at all levels of the school,equipping teachers with the skills to meetthe needs of diverse learners, coordinatingprograms, and using multi-settinginterventions are all examples ofrecommended practices for promoting apositive school climate. While a positiveschool climate benefits all students, studentswith disabilities particularly benefit whenschool environments are positive,

http://www.achieve3000.com/article/


http://www.writingcommission.org/



http://www.nationalreadingpanel.org/



http://www.achieve3000.com/article/a3k/index.php?c=5&sc=15












25

assessments, conference logs, DIA, and observations. welcoming, and supportive of individualneeds. Students with disabilities included ingeneral education programs with appropriatesupports are less likely to develop conductproblems and more likely to have positivesocial outcomes. As a result of a growingbody of evidence that affirms positive school

climate is associated with better schooloutcomes for all students, including studentswith disabilities. School personnel haveincreasingly expressed an interest inimplementing evidence-based practices thatpromote positive school climate andencourage socially responsible behaviors.

CAPA finding orrecommendation related to thepriority problem

Utilize PBL’s approaches to learning More intensive monitoring Administrationneeded



26

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

#3 #4

Population Category Letter &Problem Number 3b A and 3b.KName of priority problem MathematicsDescribe the priority problem 65 - 70% of the students failed NJASK Mathematics over

the last two yearsDescribe the root causes of theproblem

Lack of programs to address needs of students enteringthe middle school lacking computational fluencyProfessional development needed to train staff toaddress students with limited conceptual understandingof higher mathematical operationsLiteracy has been the district focus for the past severalyears with little emphasis on the math programLack of understanding key concepts of data analysis,geometry and word problem solvingStaff lack professional development to address teachingmiddle school students grade appropriate skills withstudents working below grade levelSustainability and implementation of professionaldevelopmentStudents lack reading comprehension skills andstrategies necessary to analyze text.Staff need ongoing professional development on lessondifferentiation across content areasRigor and relevance of instructional practices based oncore curriculum standards.CMP program assumes students are working at gradelevel, material written at a higher reading level. Programdoesn’t align with text.

Subgroup or populationaddressed

All

Grade span 6-8Related content area missed MathematicsName of scientifically researchbased program/strategy/practiceto address problem

Connected Math, Math centers, and DifferentiatedInstruction

In 1989, the National Council of Teachers of



27

Mathematics (NCTM) released its Curriculum andEvaluation Standards for School Mathematics. Thisdocument provided guidance for developing andimplementing a vision of mathematics and instructionthat serves all students. In 2000, NCTM expanded andelaborated on the 1989 standards to create thePrinciples and Standards for School Mathematics. This

document reflects the research on teaching, learning,and technology that has evolved over the past ten years.These standards have served as a guide in developingConnected Mathematics.

We will also implement varies strategies and techniquesas suggested from the Institute of Education ScienceNational Center fro Education Evaluation and RegionalAssistance

How does the program/strategyalign with the NJ CCCS?

The curriculum of our school is aligned with the NJCCCSin all content areas. All classroom instruction andactivities are governed by NJCCCS and our data is

based on multiple assessment tools, such as stateassessments, conference logs, DIA, and observations.

CAPA finding orrecommendation related to thepriority problem

Math needs to be rigorous and based on real lifeexperiences



28

Action Planning

Check Before Proceeding:

The action planning section is required for all SINIs. The action plans are developed for the primary strategies and programs selected that address the priority problems. At least ten steps must be identified.

Action Plan for Strategy Related to Priority Problem #1A & 1K

Name of Program, Strategy or Practiceto Address Priority Problem:

Closing the Achievement Gap in all content areas; Teacher training

SMART Goal:

(Specific, Measurable, Achievable,Relevant, Timely)

By June 2012, Maxson Middle School will utilize reading programs such as Achieve 3000 with theexpectation that 80% of the students will be able to read one grade level higher.

Research Supporting Strategy

(from IES Practice Guide or What WorksClearinghouse)

The Department of Education defines

Indicators of Success: 1. Decrease in the number of failing grades issued as a final grade2.Increase in the number of students receiving internvetion services, including I& RS, SES tutoring, SIA fundsponsored afterschool tutoring and 21st Century3. Increase in student usage of Achieve 3000 system from September to May

Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date - Timeline

1 Review materials and supplies ordered for leveled non-fiction reading. Identifya volunteer for literacy work room. Review materials for school wide writing

program. Review necessary materials for other instructional programs.

FormerAdministrator

, Secretary,LeadershipTeam

Break down of summerpurchases

Funds to purchasematerials written in thecurriculum

September - December

2 Conduct Focus Walk of Classroom Environment during Staff Meeting. Providefeedback to colleagues.

StaffPrincipal

Principal, LeadershipTeam

November

3 Conduct a needs assessment of the staff. Share data Principal November4 Provide model lessons with debriefing sessions,

Provide opportunities to observe instruction in other classes or in otherschools, as needed

StaffPrincipalDistrictPersonnel

PD information forcontent areas otherthan ELA.FundsCoverage

October - MayDistrict PD Days



29

5 Conduct district walkthroughs to monitor implementation of the districtprograms.

PrincipalDistrictPersonnel

District Support toensure all the materialcomponents are inplace in the classrooms

September - June

6 Provide coaching and modeling session for the use of the Achieve 3000system. Monitor usage reports. Make announcements celebrating studentssuccesses.

PrincipalTechTeacher

Additional PD Hours September - November

7 Utilize PD 360 the online video training program to assign staff videos towatch that address areas of need for the school and for staff individually.


PD 360 User NamesPasswords

September - August

8 Review district assessment data, DRA data, Unit assessment data andstudent work in grade level meetings. Develop instructional focus calendars.Establish benchmarks for data collection. Stakeholders will review at end ofeach marking period.


Copies of districtassessmentsComputer Access forSpring Assessment

October - June

9 Identify workshops through the state website and other resources to sendstaff. Allow opportunities for staff attending these sessions to turnkey theinformation. Identify staff strengths and have them lead PD sessions.


FundsCoverage

October - June

10 Identify a vendor to provide additional coaching and modeling for content areastaff.

LeadershipTeam ,DistrictPersonnel,Staff

Funds for vendorsMaterials for programsCoverage

September - April

11 Conduct school walk through to monitor the needs identified in the district andbenchmark walk through. Track progress


Observation 360District & StateFeedback Reports

September – June

12 Review the steps taken during the year. Gather feedback data followingtraining sessions. Conduct overall survey at the close of the year. Identifyneeds for upcoming school year

ALL Staff

13 Identify PD needs and establish end of year or summer training schedule Principal

DistrictPersonnel

PD Hours for programs

we utilize in the districtFunds to train staffAll resources need forexisting programs

May - August

14 Review data findings 3x during course of year. Stakeholders will review atend of each marking period.

LeadershipTeam ,DistrictPersonnel,Staff

DataCP time for review

Quarterly



30

Action Plan for Strategy Related to Priority Problem #28AK & 38AK

Name of Program, Strategy or Practiceto Address Priority Problem: Positive Behavior Support in Schools

SMART Goal:


There will be a 20% decrease in the number of discipline referrals for the 2011 school year from theprevious year as evidenced by the suspension reports and the number of DCR’s r eceived.



Positive Behavior Support in Schools (PBSIS) is a data driven, tiered system of positive behavior support toaddress these challenges. Based on a national model of positive behavior support, the New JerseyDepartment of Education, Office of Special Education Programs in collaboration with The Elizabeth M.Boggs Center, UMDNJ – Robert Wood Johnson Medical School is providing training and technicalassistance for developing and implementing the three tiered intervention approach of PBSIS to assistschools with building the capacity for inclusion of students with disabilities and challenging behavior withingeneral education settings by creating a three tiered model of interventions known as school-wide positivebehavior support (Sugai et al., 2005).

http://ies.ed.gov/ncee/wwc/multimedia/behavior/assets/pdf/behavior_webinar.pdf This data was taken from IES Practice Guide on Reducing Behaivor. The Gallup_poll_results show:• 20%_of_children_at_risk_of_behavior_problems_ • Relationship_between_behavior_and_academic_performance_ • Principals_(70%)_believe_teachers_ill_prepared_to_maintain_classroom_order • Less_than_15%_of_staff_development_is_devoted_to_behavior_managementThe recommend strategies listed refer to reducing problems in the classroom.

Indicators of Success: 1. Reduction in office referrals for discipine

2. Feedback from School Climate Survey



1 Complete Grant Application and secure grant Principal District approval 20102 Establish a Universal Design team Teachers,

support staff,principal

Release time 2010

3 Attend training sessions UniversalDesign team

Release timeCoverage

2010 – 2011 SY

4 Issue surveys to identify problem areas/behaviors Universaldesign team

Release time,computers

June 2011

5 Conduct in house overview for new administrator FormerAdministrator,NJ PBSIS, Site

Transition Time August - September

http://www.nj.gov/education/




http://ies.ed.gov/ncee/wwc/multimedia/behavior/assets/pdf/behavior_webinar.pdf







31

Coordinators6 Create manual for staff. Identify_specifics_of_problem_behavior_&_

conditions_that_prompt_and_reinforce_it. UniversalDesign team

Release time andsupport from grantproviders

August - September

7 Teach/ reinforce new skills to increase andappropriate_behavior_and_preserve_a_positive_classroom_climate.Distribute Falcon Feathers for positive behavior. Raffle incentive items

UniversalDesign team

Incentive itemsVideo CameraDigital Camera

Staff Coverage for Skits

November – June

8 Conduct Overview with StaffHold kickoff event. Implement school wide strategiesto_reduce_negative_and_foster_positive_interactions.

School staff none September 2011

9 Monitor behaviors through data collection . Develop charts. Share at StaffMeetings and share information in Monday Focus.

PBSISCoordinators,SecretariesPrincipal

Incentives On-going monthly

10 Conduct 3 to 1 listening walks. Gather data. Share with staff. UniversalDesign teamPBSISCoordinators,

Principal,Leadershipteam

Quarterly

11 Attend trainings for Universal Team, I&RS Team, and/or Coordinators.Turnkey training and necessary information to staff

Various TeamMembers

CoverageCST Team Member

September - June

12 Plan monthly booster events, rally, school wide activities. Invite formerMaxson students to speak. Conduct surveys following booster events.

Universal TeamStaff

Coverage September - June

13 Site Visits with NJPBSIS Coordinator Principal,Universal TeamStaff

September - June

14 Conduct follow up survey to assess student/parent/staff feedback Universal TeamStaff

Copies of Surveys May – JuneAs needed

15 Review results of all data at the close of the yearDevelop plan for upcoming school year

School staff Data reports May 2012



32

Action Plan for Strategy Related to Priority Problem #1 (Close the Achievement Gap)

Name of Program, Strategy or Practiceto Address Priority Problem: Mathematics

Research Supporting Strategy(from IES Practice Guide or WhatWorks Clearinghouse)

Connected Math, Math centers, and Differentiated Instruction

In 1989, the National Council of Teachers of Mathematics (NCTM) released its Curriculum and EvaluationStandards for School Mathematics. This document provided guidance for developing and implementing avision of mathematics and instruction that serves all students. In 2000, NCTM expanded and elaborated onthe 1989 standards to create the Principles and Standards for School Mathematics. This document reflectsthe research on teaching, learning, and technology that has evolved over the past ten years. Thesestandards have served as a guide in developing Connected Mathematics.

We will also implement varies strategies and techniques as suggested from the Institute of Education ScienceNational Center fro Education Evaluation and Regional Assistance

SMART Goal:


10% improvement in students achievement for both general education, bilingual education, and

special education students which will be measured by improved instructional program, district andstate assessment scores.

Indicators of Success: 1. DIA Learnia Assessment decrease in number of students scoring partially proficient

2. Students showiing impoved



1 Use NJASK scores to create tiered levels of students ArmsteadSecretary

District reports forincoming students

July 2011

2 Research resources for interventions Principal,teachers

Adaptive curriculum,$$, tech support,

August 2011

3 Share data with families at Back to School Night. Principal September - November

4 Identify students for SES provider tutoring and district approved tutoringservices.. Recommend students to 21st Century Program.

SiteCoordinator

5 Present Maxson data at Community Forumn Principal October6 Identify Before/Afterschool tutoring teachers. Review SIA grant and

proposed programs. Send letter to parents offering AM/PM tutoring.StaffPrincipalSecretary

Stipend funds November – December

7 Submit purchase order and secure site licenses for instructional resources.Coordinate necessary PD. Identify vendors with PD offerings to address ourneeds.

School ProfDevelopmentcommittee;Principal

Time, handouts,binders,

November - December

8 Establish data monitoring schedule. Review NJ ASK data and cluster areas Principal; Time September - March



33

of strength and weakness. teachers Technologysupport

9 Staff will conduct data review sessions with students and parents duringclass and during parent conferences or grade level parent conferences.

Teaching staff;parentstakeholders

Release timeHold eveningdiscussions

On-going

10 Assess effectiveness of intervention approaches by meeting with mathcontent area teachers. Review district interim assessment data.

StaffPrincipal

DistrictPersonnel

Time and a buffer December - June

11 Conduct Extended day AM/PM tutoring sessions.

Assess programs effectiveness with student/staff survey.


SIA fundsresources

January – March

March

12 Conduct school walk through to monitor the needs identified in the districtand benchmark walk through. Track progress


Observation 360District & StateFeedback Reports

September – June

13 Review the steps taken during the year. Gather feedback data followingtraining sessions. Conduct overall survey at the close of the year. Identifyneeds for upcoming school year

ALL Staff

14 Identify PD needs and establish end of year or summer training schedule PrincipalDistrictPersonnel

PD Hours for programswe utilize in the districtFunds to train staffAll resources need forexisting programs

May - August



34

Plan Components for 2012

Table F: Proposed 2012 Core Strategies to Address Student Achievement

Name of Strategy

Content Area

Focus TargetPopulation(s)

PersonResponsible

Indicators of Success(Measurable Evaluation

Outcomes)


(from IES Practice Guide orWhat Works Clearinghouse)

Teaching students one-on-one, at their level, is one of the most powerful ways to help them reach their maximum potential.

All Content areas All Students

All staff

Asst. Supt.

Principal,Staff,AchieveCoach

Achieve 3000 Achieve3000's differentiatedinstruction solutions arescientifically proven to accelerateresults in language arts instructionin the form of Lexile ® gains anddramatically increased scores onend-of-the-year standardizedreading tests, including the

Scholastic Reading Inventory(SRI), TerraNova and the IowaTest of Basic Skills tests.

WritingFundamentalsOverview, Review ofStudent Work,Modeling/Coaching

Literacy All Students

ELATeachers,ELL,Homeless

Asst. Supt.

PD Director

ELATeachers

School wideLiteracyCoach

Assessments

Writing Profile sheet with anchorpapers

NCTE

Annenberg Institute – Protocolsfor Looking at Student Work

Instructional FocusWalks

All Content areas Monthly

All classes

Principal/Staff

District Admin

Feedback from visits Research-based strategy

Small GroupInstruction


Gr. 6-8

Asst. Supt.

Principal

Staff

Staff Special Areas

Assessments

Consultancy protocol, review ofassessment data, and review ofstudent work.

Annenberg Institute – Protocolsfor Looking at Student Work

NJ PBSIS PositiveReinforcement

All Content areas ALL Staff 20% decrease in disruptivebehaviors in the classroom

NJ Positive Behavior Support inSchools Initiative







35

Name of Strategy

Content AreaFocus Target

Population(s)Person

ResponsibleIndicators of Success

(Measurable EvaluationOutcomes)



Sponsored by the New JerseyDepartment of Education, Officeof Special Education Programs incollaboration with the Elizabeth M.Boggs Center on DevelopmentalDisabilities at UMDNJ-RWJMS.This initiative is funded throughthe I.D.E.A. 2004, Part B Fundsand is administered by the NewJersey Department of Education,Office of Special EducationPrograms

Content Area

Portfolios

Math, ELA ALL Students Literacy &

mathStaff

Principal

DistrictPersonnel

Outline of Portfolio Contents

80% of students portfolios in place

Word Walls All Content Areas ALL Students Staff 100% of classrooms utilizing wordwalls

Utilizing the threePart Objective inlesson planning

All Content Areas ALL Students Staff 50% of staff writing 3 part objectives

70% of students surveyed canarticulate what they are doing and

why they are doing it during a sitevisit

Common PlanningTime

All Content Areas Staff Minutes, Agendas

Staff Attendance

Data Chats ELA, Math, Science ALL Students Staff

AssessmentOffice

50% of students surveyed canarticulate areas they need to workon for the NJ ASK

Extended DayProgram Soar 2

All Content Areas Studentsscoring

Staff

Principal



36

Name of Strategy


Population(s)Person





Success Academy partiallyproficient on

NJ ASK orDIA

Instructional FocusCalendars


All classes

Staff/PrincipalDataPersonnel

Staff Administration

Assessments

Research-based strategy

Provide time for differentiated reading instruction for all students based on assessments of students’ current

reading level

Literacy All students ELATeachers

DistrictPersonnel

Increase in lexile levels on DRAAssessments

Assisting Students Struggling withReading Practice Guide

This guide offers five specificrecommendations to helpeducators identify struggling

readers and implement evidence-based strategies to promote theirreading achievement

Interventions at allgrade levels shoulddevote about 10minutes in eachsession to buildingfluent retrieval ofbasic arithmeticfacts.

Math All students

Extended DayProgram

Staff

Principal

ExtendedDay Staff

Scholastic Fast Math Assessments Assisting Students Struggling inMathematics Practice Guide

Taking early action may be key tohelping students struggling withmathematics. The eightrecommendations in this guideare designed to help teachers,principals, and administrators use

Response to Intervention for theearly detection, prevention, andsupport of students struggling withmathematics.

Screen all studentsto identify those atrisk for potentialmathematicsdifficulties andprovide interventionsto students identified

Math All students

Extended DayProgram

Staff

Principal

ExtendedDay Staff

Decrease in students scoring belowgrade level with Scholastic FastMath Assessments

Assisting Students Struggling inMathematics Practice Guide

Taking early action may be key tohelping students struggling withmathematics. The eightrecommendations in this guideare designed to help teachers,



37

Name of Strategy


Population(s)Person





as at risk principals, and administrators useResponse to Intervention for the

early detection, prevention, andsupport of students struggling withmathematics.

Interventions shouldinclude instruction onsolving wordproblems that isbased on commonunderlying structures

Math All students

Extended DayProgram

Staff

Principal

ExtendedDay Staff

Decrease in students scoring belowgrade level with Scholastic Go SolveMath Assessments

Assisting Students Struggling inMathematics Practice Guide

Taking early action may be key tohelping students struggling withmathematics. The eightrecommendations in this guideare designed to help teachers,principals, and administrators use

Response to Intervention for theearly detection, prevention, andsupport of students struggling withmathematics.

Study Island Math and Science PRIDEProgramBehaviorDisabilitiesClass

PrincipalMath/ScienceTeacher

Study Island assessment printouts Study Island contracted withMagnolia Consulting, LLC, anexternal, independent consultingfirm specializing in educationalevaluation, to document theacademic and scientific researchthat supports and defines thesecritical design features of the

Study Island program. StudyIsland is built from the New JerseyCore Curriculum ContentStandards and Common CoreStandards.

Implement SchoolBehaviorPlan/NJPBSIS

ClassroomManagement/SchoolClimate

All StudentsAll Staff

Staff/PrincipalDistrict AdminI&RS Team

Incident ReportsBooster Event Surveys

Resolving Conflict CreativelyProgram Research

21st Century Program

Maximize student

ELA, Math All Students SiteCoordinator

Assisting Students Struggling inMathematics Practice Guide &



38

Name of Strategy


Population(s)Person





participation andattendance

Staff Reading Guide

Taking early action may be key to

helping students struggling withmathematics. The eightrecommendations in this guideare designed to help teachers,principals, and administrators useResponse to Intervention for theearly detection, prevention, andsupport of students struggling withmathematics.

*Use an asterisk to denote new programs.

Table G: Proposed2012 Extended Learning Opportunities to Address Academic Deficiencies. Do not include SE S.

Name of Strategy

ContentArea

FocusTarget

Population(s)Person

Responsible

Indicators of Success




Tutoring via DistrictEducation 4 AllProgram

AllContentArea

19 Parents

Student

Pre & Post Assessments via eachtutoring agency

Taken from National Conference of StateLegislatures website:http://www.ncsl.org/default.aspx?tabid=12875

"Expanded Learning Opportunities" (ELOs) isan umbrella term that encompasses a variety

of initiatives to provide students structuredopportunities for academic support andenrichment; extra-curricular activities;mentoring; recreation; character education;and other developmental activities. Ideally,ELOs ensure access to a diverse array ofcontent-rich, high-quality opportunities andexpand the time that students are engaged inlearning

Maxson Book Club Cross-Content

Grades 6-8 Media Improved reading appreciation There is quantitative evidence that prior toinstruction or experience with literature



39

Name of Strategy

ContentArea

FocusTarget

Population(s)Person

Responsible





& Media Club Literacy(Reading,Social

Studies,andScience)

Specialist Noted improvement in Responses toLiterature

discussion groups, students responses tendto be unelaborated and their discussionsinvolve very limited interactions. (Almasi,

1995; Ganbell, 1987, Goatley & Rac….,1992).

Before and After-school Literacy,Math and ScienceIntervention

Adapt instruction toindividual and smallgroup learning

ELA,Math,Science,SocialStudies

Students whodid not meettheproficiencybenchmarks

ExtendedDay StaffPrincipalSLT

Scored problem solving exemplars Annenberg Institute – Protocols for Lookingat Student Work

NCTM – analyzing math problem solving



of initiatives to provide students structuredopportunities for academic support andenrichment; extra-curricular activities;mentoring; recreation; character education;and other developmental activities. Ideally,ELOs ensure access to a diverse array ofcontent-rich, high-quality opportunities andexpand the time that students are engaged inlearning

After-schoolLiteracy, Math andScience Intervention

Adapt instruction toindividual and smallgroup learning

ELA,Math,Science,SocialStudies

All students 21st CenturyCoordinator& Staff

Assessments NCTM – analyzing math problem solving

Math Club Math Grades 7 & 8 MathTeachers

Scored problem solving exemplars NCTM – analyzing math problem solving

Healthlinks Science Ten 8th Gradestudents

SiteCoordinatorLINKS Org.

Development of research projectsFinal presentations





40

Name of Strategy

ContentArea

FocusTarget

Population(s)Person

Responsible





of initiatives to provide students structuredopportunities for academic support andenrichment; extra-curricular activities;

mentoring; recreation; character education;and other developmental activities. Ideally,ELOs ensure access to a diverse array ofcontent-rich, high-quality opportunities andexpand the time that students are engaged inlearning

Individual or SmallGroup Instructionprovided byteachers

AllContent

All Students Staff Increase in students grades Annenberg Institute – Protocols for Lookingat Student Work




41

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

Name ofStrategy

ContentArea

FocusTarget

Population(s)Person

ResponsibleIndicators of

Success

(MeasurableEvaluation

Outcomes)


(from IES Practice Guide or What Works Clearinghouse)

Development ofSmallerLearningCommunities asa result of therestructuringplan.

Looping

All All staff Superintendent

Asst. Supt

DistrictPersonnel

Staff

Principal

One PBLimplementedper semester

# of commoncollaborativeplanningsessions

#of infractions

Small learning communities are characteristic

of several interventions that have

shown promise at addressing outcomes

related to preventing dropping out.

DifferentiatedInstruction:

Stations/Centers

Choice Boards

LearningContracts

All All StudentsAll Staff

Asst SuptPD DirectorMath CoachPrincipal

80% of staffview PD 360video

50% of staffobservedimplementationof centers

Assisting Students Struggling with Reading Practice Guide

This guide offers five specific recommendations to help educatorsidentify struggling readers and implement evidence-based strategies topromote their reading achievement

BalancedLiteracyProgram/Writers

Workshops

Peerconferences

LAL All StudentsLAL Teachers

Asst SuptPD DirectorLiteracy Coach

Principal

80% of staffview PD 360video

70% of staffdocumentingpeerconferences intheir plans50% observedimplementingsome form ofpeerconferences


This guide offers five specific recommendations to help educators

identify struggling readers and implement evidence-based strategies topromote their reading achievement



42

Name ofStrategy

ContentArea

FocusTarget

Population(s)Person


Success

(MeasurableEvaluationOutcomes)



In class support,planningassistance,demonstrationlessons.

LAL All StudentsLAL Teachers

Asst SuptPD DirectorLiteracy Coach

100% of staffgivenopportunity toobserveprogram coach

Assisting Students Struggling with Reading Practice GuideThis guide offers five specific recommendations to help educatorsidentify struggling readers and implement evidence-based strategies topromote their reading achievement

Classroomobservations,with a debriefingperiod

ELA All Students WritingFundamentalsCoach

100% of staffgivenopportunity toobserveprogram coachand participatein debriefingChangesobserved inwalk throughfeedback


This guide offers five specific recommendations to help educatorsidentify struggling readers and implement evidence-based strategies topromote their reading achievement

Data DrivenInstruction

All Students Asst. SuptPD DirectorSpecial AreaTeachers

InstructionalFocusCalendar

Data Tools for School Improvement. These strategies will help schoolsselect an appropriate and effective data system. Victoria L. Bernhardt.

School BehaviorPlanImplementation


PrincipalNJPBSIScoordinators

NJPBSISUniversalTeam

DCR referralsBooster EventSurvey

Feedback

See NJ PBSIS

Achieve 3000In-class supportwith planning,demonstrationlessons andcoaching basedon teacherneeds;


PrincipalTechnologyStaff

Achieve 3000reports

Test Better, Teach Better by W. James Popham

Transformative Assessment by W. James Popham

Classroom Assessment and Grading that Work by Robert Marzano

Checking for Understanding by D. Fisher and N. Frey

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

7 Strategies of Assessment FOR Learning by Jan Chappuis



43

Name ofStrategy

ContentArea

FocusTarget

Population(s)Person


Success




Integrated Assessment and Instruction by Northwest RegionalEducational Laboratory (NWREL)

Teacher’sCollege Readingand WritingSaturdayAcademy

All All students Asst. SuptStaffPrincipal

1-2 staffaccepted andattend training

Columbia University Teacher’s College Reading & Writing Initiative

CMT2 ResearchProducts*

Math 8 Gradecohort

Open to MathStaff with ayear or moreexperience

At least onestaff memberaccepted

NJ DOE approved Research project

PEMSEM Mathwith RutgersUniversity*

Math All Students Open to MathStaff with ayear or moreexperience

1-2 staffmembersaccepted andattend training

NJ DOE approved Research project

Interactivewhiteboardtraining

All All Students District PDPrincipal

Identify 2 staffto attendtrainingProvideoopportunity toturnkey theinformation

See Promethean PD

Comprehension

strategiesaligned withMosaic ThoughtCourse II

ELA ALL students Asst. Supt

PD deptPrincipalStaff

Observe

strategiestaught beingused in theclassroom

Data Tools for School Improvement. These strategies will help schools

select an appropriate and effective data system. Victoria L. Bernhardt.

Content Areareading &Writingstrategies inScience

Science ALL students Asst. SuptPD deptPrincipalStaff

Formal andInformalobservationsIncrease inwriting seen inscienceclasses




44

Name ofStrategy

ContentArea

FocusTarget

Population(s)Person


Success




Data DrivenInstruction – CourseI/CourseII

SpecialAreaStaff

ALL students Asst. SuptPD deptPrincipalStaff

Data Binderscreated basedon studentwork


Project BasedLearning

SocialStudies


100% ofparticipantsdeveloping oneproject basedassignment


PrometheanActivBoard

Workshop

Science ALL students Asst. SuptPD deptPrincipalStaff

100% oftrainedteachersimplementinguse ofwhiteboards inthe classroom

Taken from:

http://www.prometheanworld.com/

Promethean is helping bring to life the promise of 21st century learning,improving engagement and results for learners and teachers alike

Global ConnectParentInformationSystem


GlobalConnectmessages sentto families forschool events.

Global Connect voice messaging system allows you to reach thousandsof contacts with personalized messages within minutes

SuicidePrevention

SocialWorkers

All students Asst. SuptPD deptPrincipalStaff

Sessionturnkey to staffWhenaddressed withstudent suicideproper protocolfollowed

Taken from:

http://www.nasponline.org/resources/crisis_safety/suicideprevention.aspx

It is crucial for all school staff to be familiar with and watchful for riskfactors and warning signs of suicidal behavior

StudentEngagementand ClassroomManagement

Crisisstaff

PrideStudents

Increase instudentengagement

The Well Managed Classroom by Harry Wong



45


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

Name of Strategy

ContentArea

FocusTarget

Population(s)Person





Family Fun Nightand PTO

All All Principal

Staff

Improved Parental attendance atschool events. Increase in parentalawareness of district programs

National PTA findings

“Government programs, underqualifiedteachers and lack of resources can no longerbe the only excuses for education struggles.Most teachers share the frustration ofuninvolved parents and witness daily in theirclassrooms the effects on the educationalprocess. Parents fail to attend parent- teachermeetings and school functions and avoidworking with their children on assignments andprojects. “

Read more: Problems With ParentInvolvement | eHow.com http://www.ehow.com/info_7942810_problems-parent-involvement.html#ixzz1gZcrOLBM

Back To SchoolNight

Allcontentareas

All PrincipalStaffSecretaries

Increase in Parent Attendance

Parent/TeacherConferences (Falland Spring)

Allcontentareas

All PrincipalStaffSecretaries

50% Parent Attendance

PRIDE ProgramBrunch and updateon Program Goalsand Objectives

All Students withBehavioralDisabilities

CrisisInterventionTeacher, BDstaffBehaviorist

50% Parent Attendance

StudentPresentations at

All All PrincipalAdvisorsStudent

10% Increase in ParentAttendanceEstablishment of a committee

http://www.ehow.com/info_7942810_problems-parent-involvement.html#ixzz1gZcrOLBM













46

Name of Strategy

ContentArea

FocusTarget

Population(s)Person





Parent Teacher

Organization

AmbassadorsStudent

CouncilHomeroomReps

State of the DistrictPresentation

All All PrincipalStaff

5 parents in attendance Data Tools for School Improvement. Thesestrategies will help schools select anappropriate and effective data system. VictoriaL. Bernhardt.

State of the SchoolsRestructuringMeeting

All All PrincipalStaffSecretaries

10% Increase in ParentAttendance

Grade Level Parent

Mtgs

All All Principal

StaffSecretaries

10% Increase in Parent

Attendance

District SaturdayParent Academy

All All 5 parents in attendance Taken from National Conference of StateLegislatures website:http://www.ncsl.org/default.aspx?tabid=12875

"Expanded Learning Opportunities" (ELOs) isan umbrella term that encompasses a varietyof initiatives to provide students structuredopportunities for academic support andenrichment; extra-curricular activities;mentoring; recreation; character education;and other developmental activities. Ideally,ELOs ensure access to a diverse array ofcontent-rich, high-quality opportunities andexpand the time that students are engaged inlearning

Honor Roll & PerfectAttendanceBreakfast andupdate on ProgramGoals andObjectives*


10% Increase in ParentAttendanceEstablishment of a committee



47

Name of Strategy

ContentArea

FocusTarget

Population(s)Person





ParentAcademy/Test

Taking Strategies &Student LeadershipBreakfast*

All All PrincipalStaff

Secretaries


Data Tools for School Improvement. Thesestrategies will help schools select an

appropriate and effective data system. VictoriaL. Bernhardt.

ParentAcademy/HighSchool PreparationMeeting*






48

2012 Parent Involvement (PI) Narrative

1. What is the connection between Parental Involvement and the priority problems identified in the needs assessment? Student motivation is aconcern, and with a Family Rewards program, it is expected that motivation will improve, leading to an increase in achievement from average to

above average students.

2. Do you have a school-parent compact? Yes

3. Describe the process to ensure that parents receive and review the school-parent compact. They are issued to parent s during the first week ofschool, signed and returned. Staff keep a checklist of the materials returned to school.

4. How is student achievement data reported to the public? At Back to School Night and during PTO meetings.

5. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III? District shares at Board of Edmeetings. The Principal has a data presentation during Back to School Night, District Data Presentation done for the community, informationshared in Principals letter to the community, posted on the website, and shared at PTO meetings.

6. Identify procedures for informing parents about the school’s improvement status. District shares at Board of Ed meetings. The Principal has a datapresentation during Back to School Night, District Data Presentation done for the community, information shared in Principals letter to the

community, posted on the website, and shared at PTO meetings

7. Identify procedures for informing parents about the school’s disaggregated assessment results. District shares at Board of Ed meetings. ThePrincipal has a data presentation during Back to School Night, District Data Presentation done for the community, information shared inPrincipals letter to the community, posted on the website, and shared at PTO meetings How were parents involved in the development of theUnified Plan? No parent consistently participated.

8. Identify procedures for informing a parent about their child’s student assessment results. Computer access is provided via Genesis; progressreports are issued; guidance counselor schedules meetings with parents of failing students; teachers communicate directly through data chats atparent / teacher conferences and documentation is mailed home.

9. How were the required PI funds used in 2011? During the Parent Educational Technology Nights and Parent Test Prep Workshops refreshmentswere provided.

10.How will the required PI funds be used in 2012? Parent Workshop on Testing Strategies, Parent Brunch Overview of the Curriculum, ParentWorkshop and Breakfast focusing on School Goals and Objectives and How they can support their children. This program will also honor studentachievement and we will share academic websites, Parent Workshop/Brunch Understanding the Importance of Classroom Environment with thePrincipal with a building tour, Parent Involvement Week- Workshop Supporting Our Children handouts and resources for families, ParentWorkshop/Dinner on Preparing for High School. Refreshments for these workshops, resources, and materials for our Parent Information Area.



49

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

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

State Assessment Baseline 2012 Target State Assessment Baseline 2012 Target

GRADE SPAN: MIDDLE SCHOOL

Total NJASK 46.5% 56% NJASK 37% 45%

Students with Disabilities 63 (19%) 18.8% 25% 23.5% 30%

Limited English ProficientStudents

48 (14%) 27% 30% 21% 24%

White N/A

African-American 156(47% 45% 51% 29% 32%

Asian/Pacific Islander

American Indian/NativeAmerican

Hispanic 167 (50%) 44% 48% 38% 42%Others

Economically Disadvantaged 182 (54%) 31.8% 38.6% 33.5% 40%

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total

Students with Disabilities


WhiteAfrican-American



Hispanic

Others

Economically Disadvantaged



50

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

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

Other Assessment Name Baseline 2012 Target Other Assessment Name Baseline 2012 Target


Total E: PATH

Students with Disabilities Achieve 3000


Achieve 3000

White

African-American Reading Plus



Hispanic Reading PlusOthers



Total

Students with Disabilities


WhiteAfrican-American



Hispanic

Others




51

Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff

Number&

Percent

Content&Focus Description of Process to MeetHighly Qualified Description of Strategy to Retain HQ Staff

Teachers who meet thequalifications for HQT,consistent with Title II-A

100%

Retention is not a priority problem.

Teachers who do not meetthe qualifications for HQT,consistent with Title II-A

Continue to provide learning opportunities in order to enhance repertoire and best practices. In addition, provide the opportunity to visit school and district based distinguished teacher and effective program models

Paraprofessionals who meetthe qualifications required byNCLB (education, ParaProtest, portfolio assessment)

100%

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

Paraprofessionals who donot meet the qualificationsrequired by NCLB(education, ParaPro test,portfolio assessment)

0%All Paraprofessional meetqualifications

Description of Strategy To Attract HQ Staff Individuals Responsible

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

Assistant Superintendent of Administrative Services



52

Table L: Support for Teachers

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

Description of Support

ContentArea Focus Target Group

PersonResponsible


(Evaluation) How are teachers identified?

Professional Development

Plan (PDP)Professional LearningCommunities

Grade Level Cohorts

ALL Certified

Teachers

Human

Resources,ProfessionalDevelopment,

Departments

Principal

Enhancement of teaching and

awareness of best teaching &learning practices.

Walk throughInstructional RoundsInformal & Formal Evaluations

Annual Evaluations

Self Reflection


Annual Evaluations

Coordinate Visits into ModelClassrooms

Coordinate CoachingSessions with ALL programconsultants/coordinators from

a program used in the district

Literacy

Math

Dual Lang

ScienceSocial St.

Teachers InNeed of Support

Administrator

District

Student EngagementStudent WorkWalk throughInstructional RoundsInformal & Formal Evaluations

Dialogue with ProgramConsultants/Coaches


Annual Evaluations

Cross Content LiteracyTraining

Rubrics

Word Walls

ALL All Staff Administrators Bulletin Boards with a writingfocusIncrease in the quality of studentwriting in classes outside of LALGrade Level Presentations ofstudent work

Self Reflection


Annual Evaluations

Content Supervisor Support

Professional Development

Days/One on One Support

ALL Teachers inNeed of Support

Administrator

Supervisor

District

Enhancement of teaching andawareness of best teaching &

learning practices.Walk throughInstructional RoundsInformal & Formal Evaluations

Annual Evaluations


Annual Evaluations

Cross Cultural Communication ALL ALL STAFF Bil DepartmentAdministrators

ALL STAFF

Change in the Building CultureIncrease in PositiveCommunication in the Schools

Decrease in Staff and Parentcomplaints

ALL Building Staff



53

Table M: Support for Administrators

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

Description of Support

ContentArea Focus Target Group

PersonResponsible


(Evaluation) How are administratorsidentified?

Administrators ProfessionalLearning Communities

InstructionalBestPractices

Administrators Administrator

AssistantSuperintendent

Performance Action PlansSite Visits / Walk through

Annual Evaluations

All Participate

Administrators ProfessionalDevelopment Sessions

LanguageArts, DataAssessment,ProfessionalDevelopment

Administrators AssistantSuperintendentSuperintendent

Performance Action PlansSite Visits / Walk throughAnnual EvaluationsStaff Feedback from TurnkeySessions

All Participate

I & RS Team Training ALL Administrators,I&RS Team

VP of SpecialServicesNJ PBSIS

Decrease in I&RS referralsGreater Use of classroomStrategies to support strugglinglearners

Participants of I & RS Team

NJ PBSIS Grant Recipients

Attend NJ DOE TrainingSessions

Staff Evaluations/School Law/ Unified Plan/Data DrivenInstrucion/Common Core

ALL AdministratorsStaff

AssistantSuperintendentSuperintendent

Principals InstructionalNetwork

Select Literature forDiscussion

All Administrators Asst. Supt Development andImplementation of Action Planthat incorporates strategieslearned

All Participate

PD 360School Improvement Network

ALL All Staff AssistantSuperintendentSuperintendentPD Director

Hours logged in systemreviewing PD videos

All Participate

Student Eligibility and Selection

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



54

Measure

Homeless

Migrant Students withDisabilities

EconomicallyDisadvantage

d

ELL OtherSub

Groups

Targeted Assistance Schools

Entrance Criteria () Exit Criteria()

State Assessment NJASK NJASK NJASK NJASK NJASK NJASK

Other Assessments District

InterimAssessment (DIA -Learnia)

Achieve3000DevelopmentReadingAssessment(DRA)

TeacherMadeAssessments

End ofUnit Test

InstructionalFocusMonthlyAssessment

District

InterimAssessment (DIA)

TerranovaDevelopmentReadingAssessment (DRA)

TeacherMadeAssessme

ntsEnd ofUnit Test

Instructional FocusMonthlyAssessment

District Interim

Assessment(DIA)

TerranovaDevelopmentReadingAssessment(DRA)

Teacher MadeAssessments

End of UnitTest

InstructionalFocus MonthlyAssessment

District Interim

Assessment(DIA)


Teacher MadeAssessments

End of UnitTest

InstructionalFocus MonthlyAssessment

District

InterimAssessment(DIA)


TeacherMadeAssessments

End ofUnitTest

InstructionalFocusMonthlyAssessment

English LanguageProficiency Assessment

ACCESSTest

IPT

ACCESSTest

IPT

ACCESS Test

IPT

ACCESS Test

IPT

ACCESS Test

IPT

Yes

Yes

Yes

Yes

Classroom Grades GENESISProgram(electronic grade

GENESISProgram(electronicgradebook)

GENESISProgram(electronicgrade book)

Mid Cycle

GENESISProgram(electronicgrade book)

Mid Cycle

GENESISProgram(electronic grade



55

book)

MidCycleProgressReports

ReportCards

Mid CycleProgressReports

ReportCards

ProgressReports

Report Cards

ProgressReports

Report Cards

book)

MidCycleProgressReports

Report

Cards

TeacherRecommendation

Instructional

FocusMonthlyAssessm

ent

Formal &SummativeAssessm

ents

Yes

Other

Support Elements

Ongoing and Sustained Technical Assistance*

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

From the district:

Sufficient staffing to implement a Smaller Learning Communities approach;

District Content Administrators in place to provide support

Resources to purchase the materials to fully implement the district programs. Materials and resources in the math classrooms

Content area supervisors to support and assist in the monitoring and reviewing of learning outcomes. Content area specialist to act as lead andresource teachers and provide and direct instruction for students.

Workshops during district PD days that meet needs identified throughout the document

Allow teachers to visit and observe at least two successful schools that have made AYP and that are within the same DFG.

Provide constructive feedback when conducting school wide walk through.



56

Return to the professional development calendar that allowed schools and district to plan one PD session a month.

Interactive white board training for SmartBoards and Promethean Boards.

Funding to support NJ PBSIS initiative that includes incentives

List of all materials and resources needed for startup classes and new teachers. PD support for new teachers

Math materials, curriculum overview, and training to develop a full math program complete with resources and supplemental mater ial.

From outside experts:

Ongoing and Sustained Professional development that provides coaching and modeling for all programs we are expected to run

Attend Common Core and Unified Plan trainings to turnkey updates with staff

PD in the area of math, science, social studies, cross cultural communication, suicide prevention, HIB laws, and instructional technology

From others:

Parental Involvement Activities and Resources to fund events

Ongoing and Sustained Professional development that provides coaching and modeling

Attend Common Core and Unified Plan trainings to turnkey updates with staff

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

At the district and school level there are professional development days full day and half day sessions. For administrators there are InstructionalLeadership monthly workshops, text are assigned for reading and discussion.

Literacy programs are given overview sessions and coaching and modeling sessions. The school provided on site workshops on Achieve 3000.

The Office of Testing and Assessment provides the data. Office of Professional Development plans workshops based on the district needs. Special Services and the Bilingual Department provide information pertaining to their population of students, and Instructional Technology (IT),,

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

Needs Assessment and data target Literacy, Mathematics, Closing the Achievement Gap, Discipline issues and Professional Development based on Teacher Assessment, District Interim Assessment, NJASK data

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

Superintendent

Assistant Superintendent, of Educational Services



57

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



58

District Support (completed by LEA for SINIs only)

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

Students struggled with transitioning from the elementary school into the middle school climate. A strategic plan needs to be put in p lace to assist thestudents with adapting to a rigorous middle school environment. District alignment must be done to address varying programs over the years to create

greater alignment of resources and programs that would help eliminate the gaps in student learning.

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

Providing professional development thatfocuses primarily on improving instructionand using data to inform instruction

Implementing strategies grounded inscientifically based research that willstrengthen instruction in core academicsubjects

Expanding parental involvement activitiesthat support the school’s efforts to increasestudent achievement

Reallocating the budget to fund activitiesthat support the school’s improvement planand are most likely to increase studentachievement

Ensuring that curriculum is aligned to theCCCS



59

2010-2011Resource Allocation

Resource Allocation – Provide the following information regarding the use of the 2010-2011funds including but not limited to 2010 SIA Part (A).

Type of Funds

Brief Description of Strategyor Practice Implemented with

Funds

Amount

Allocated

SIA Amount

Carried Over

Reallocated

Use of SIA

Outcomes as a Result ofImplementing the Strategy

or PracticeEvidence

2010 Title I, Part A

2010 SIA Part A Purchasing of HP Desktopscomputers / technologyresources to utilize the currentfeatures of newly acquiredinstructional software needed toenable full access forclassroom instruction.

$26,450 N/A N/A 25 HP Desktops computersystems purchased andinstalled prior to start of 2010-2011 academic year.Systems utilized primarily forclassroom instruction forgeneral education and ELLstudents.

Studentsadvanced 1to 2 readinglevels as aresult ofsystemsbundled witheducationalsoftware.

Federal

State

Local

Other

School Budget Pages

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

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

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

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

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



60

Corrective Action, Restructuring, and School Improvement

Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10 that have had a CAPA visit. Thecorrective action plan, corrective actions identified in the CAPA summary report continue to be incorporated into the Unified Plan.

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

Corrective Actions (Recommendations from CAPA Report)

1 Required implementation of a new research-based curriculum or instructional program2 Extension of the school year or school day3 Replacement of staff members, not including the principal, who were relevant to the school’s low performance 4 Significant decrease in management authority at the school level5 Replacement of the principal

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

of low-performing students.

Corrective actions implemented: # _____3___Complete the table below regarding the corrective actions implemented:

Corrective Action # Description

Effective

Yes - No Evidence ofEffectiveness

Outcomes

1 Replacement of Staff members, not including

the principal, who were relevant to the school’slow performance was chosen but notimplemented

No NJASK

Achieve 3000DRA data

School did not make AYP

2

3

4



61

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

Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10 that have completed a restructuring plan, theapproved restructuring plan continues to be incorporated into the Unified Plan.

Year Restructuring Plan Created: _2010-2011______

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

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

The restructuring options are as follows:

1. Implement any major restructuring of the school’s governance that is consistent with the principles of restruc turing as set forth in the No Child Left Behind Act .

2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq. and N.J.A.C. 6A).

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

Identify the restructuring option(s) selected: _ Originally selected 1 then revised to select 3 replace Principal._

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

Fundamental Governance ReformsImplemented as Listed in Approved

Restructuring PlanStatus of Implementation

Effective

Yes - NoEvidence of

Effectiveness

Outcomes

1 Replacement of Staff members, notincluding the principal, who were relevant tothe school’s low performance was chosen

but not implemented

No NJASK School did not makeAYP

Replacement of Staffmembers, not includingthe principal, who were

relevant to the school’slow performance waschosen but notimplemented

2 Plan proposed; Rti, Smaller Learning Communities, Looping, Content Supervisors, Restructuring Plan

Plan rejected at the state level with no content area supervisors in place.

No Nothing being implemented after change in administrator

List revisions made to the original restructuring plan.



62

Peer Review

Check Before Proceeding:

At minimum, the peer review must be completed by staff members from a school that is not in federal improvement status. Peer reviewers should have expertise in content areas and in school improvement. Peer review must contain recommendations.

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

New Jersey’s DOE recommended Peer Review Process

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

August 29, 2011 Roosevelt Intermediate School

3. Provide the information below.Peer Reviewer Name Title Affiliation Area of Expertise Address

Stewart Carey Principal Principal/Leadership Roosevelt Intermediate School

301 Clark Street

Westfield, NJ 07090

Derrick Nelson Assistant Principal Principal/Leadership Roosevelt Intermediate School

301 Clark Street

Westfield, NJ 07090

Kim Schumacher Guidance

Counselor

Guidance

Special Education

Roosevelt Intermediate School

301 Clark Street

Westfield, NJ 07090

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

Maxon Middle School’s plan is very comprehensive and well thought out.

The Academic Support Labs used to strengthen skills students are missing is an out of the box method to use the school’s schedule to target thespecific needs of the student population who need it most.

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






Suggestions

Create a process where teachers and administrators have a time and place within the school day to discuss and share results from formativeassessments that each teacher creates within a subject area and/or grade level.

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

Common Planning days are in teachers daily schedules. Staff will also work during staff meetings. Using the consultancy protocol staff will work in teamsto review student work

Plainfield FY12 Maxson Unified Plan 12-21-11

Documents

Transcript of Plainfield FY12 Maxson Unified Plan 12-21-11