Plainfield FY12 Stillman Unified Plan 12-14-11

8/3/2019 Plainfield FY12 Stillman Unified Plan 12-14-11

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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: CHARLES H. STILLMAN ELEMENTARY SCHOOL

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

Principal: MARK A. WILLIAMS Principal E-mail: [email protected]

Principal Certification

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

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

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

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

mailto:[email protected]












2

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 school-wide stakeholder group and/or the SINI

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

Name Stakeholder GroupParticipated in Needs

AssessmentParticipated in Plan

Development SignatureMark A. Williams School Staff -

AdministratorX X

Karen Gee School Staff - Teacher X XGarrie Daniels School Staff - Teacher XJoseph Harris School Staff - Teacher X X

Cheryl Dotts-Garcia School Staff - Teacher XPatricia McEnerney School Staff - Teacher XRosa Ramos Consultant XNatalie Pereira School Staff – Teacher X XEleanor Wilson School Staff – Teacher X X



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School NCLB Committee Meetings

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

Date Location Topic Agenda on File Minutes on File

Yes No Yes No

2nd Tuesday of Each Month Stlillman Elementary school X X



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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?

We, as stakeholders, support each child in all aspects of learning by:

• Providing a rigorous educational curriculum.

• Catering to all abilities.

• Working together as a team.

• Promoting moral values, honesty, integrity and pride.

• Encouraging strong self-esteem and high personal expectations.

• Instilling tolerance and respect for others.

• Providing a safe nurturing environment.

Our wish is that the students leave with happy memories of their years here at Stillman School.

What is the school’s mission?

Our mission, in partnership with the community, is to inspire, empower, nurture and educate our diversestudent population to become productive, life learners and good citizens of a global environment.

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

Our vision statement was developed as a staff during our district wide professional development day onOctober 30, 2009.



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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 PracticesResults and outcomes must be measurable.

Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes

Academic Achievement – Reading READ 180 and NJASK Read 180 – There was an average increase of 156 in lexilescores for all grade 4, 5, and 6 students who were scheduled forRead 180.

Academic Achievement - Writing NJASK – Data has not been released yet.

Academic Achievement - Mathematics NJASK & DIA NJASK – Data has not been released yet.

Parent Involvement Back to School Night, ParentConferences & PTOMeetings

Over 35% of our parents attended Back to School Night.Parent’s feedback indicated that more opportunities be providedto inform them of their child’s progress.

Professional Development District sponsoredprofessionional development.

School-based professionaldevelopment.

Attendance at out of districtworkshops,

100% of our teachers do not incorporate clusters that the datareveals to be below proficient into their daily instruction. 35% ofteachers do not provide varied levels of activities, remediation,enrichment, etc. to accommodate student learning styles.

Extended Learning Opportunities 21st Century Program Waiting on results of the 2011 NJASK

Homeless N/A –

Students with Disabilities NJASK – Data has not been released yet.

English Language Learners NJASK – Data has not been released yet.



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Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes

Economically Disadvantaged NJASK – Data has not been released yet.

School Culture

Leadership

Highly Qualified Staff 100% of our teaching staff is highly qualified.

School-Based Youth Services N/A



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Evaluation of 2011 Teaching and Learning Strategies & Programs

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

1Strategy or Program

2Content/Group

Focus

3Effective

Yes-No

4Documentation of

Effectiveness

5Measurable Outcomes

Read 180 LAL Data notavailable atthis time

To bedetermined

Spring 2011 NJASK scores not available at this time.

Reading Plus LAL Data notavailable atthis time

To bedetermined


Everyday

Mathematics

Mathematics Data not

available atthis time

To be

determined


Students withDisabilities

Homeless/Migrant

ELL

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/GroupFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomes

21st Century Mathematics Data notavailableat thistime

To Be determined As a result of participation in the 21st Century after-school program, students who attended the programat least 30 days or more will show at least 10%growth in their 2012 NJASK mathematics score.




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1 2 3 4 5

Homeless /Migrant

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

Through this series of workshops and modelingsessions, teachers weretrained in areas such ascreating practice NJASKwriting prompts, poetryprompts, expositoryprompts, and in gettingour students to use

compositional risks toscore higher on open-ended reading andwriting sections

LAL Data notavailableat thistime

To be determined Spring 2011 NJASK scores not available at this time

Using Data to ImproveInstruction

LAL - Mathematics Data notavailable atthis time


Using study island tostrengthen targeted areas of need

LAL - Mathematics Data notavailable atthis time



Spring 2011 NJASK scores not available at this time

Homeless/Migrant Spring 2011 NJASK scores not available at this time

ELL Spring 2011 NJASK scores not available at this time



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Table E: Parent Involvement That Was Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


5

Measurable Outcomes

Back to SchoolNight

All ContentAreas

TBD To be determined Spring 2011 NJASK scores not available at this time.

Parent – TeacherConferences

All ContentAreas


PTO All Contentareas


Communications(Global Connect,Letters, ProgressReports)

All ContentAreas



Homeless /Migrant

ELL



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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. A needs assessment was completed by teachers in June 2011. Instructional priorities and program implementations are based on the needs of our school. Theteachers analyzed their class data and assess performance of their students at various levels such as class, student groups and individual student level. NJASK, ACCESS, DRA, District Writing Assessment & District Interim Assessment results are also used as tools to identify student strengths and weaknesses relative to thecore content standards. We also used the progress indicators in the Read180 and Reading Plus Program. Student progress is checked bi-weekly by the classroomteacher.

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

Based on the results from the NJASK and District Interim Assessment, data is disaggregated by clusters, to identify strengths and weaknesses. The classroom, after school (21st Century Program), and SES instruction uses this data to provide targeted instruction. In addition, this data is used by the NCLB committee to preparefindings and make recommendations. This data is also used as benchmarks in an effort to evaluate program effectiveness.

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

The Office of Testing and Evaluation disaggregates the data by clusters in language arts, mathematics and science. Data is also disaggregated by clusters to helpdetermine root causes. Class rosters and targeted skills are created for each grade level and classroom level. Subsequently, children are grouped according to their instructional needs and instruction is modified based appropriately. Teachers are required to have data charts designed to provide students opportunities toparticipate in their learning.

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

The data revealed that teachers need to incorporate clusters that the data reveal to be below proficient into their daily instruction. Also, teachers do not providevaried levels of activities, remediation, enrichment, etc. to accommodate student learning styles. Differentiated instruction will be one of the target areas for professional development.

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



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The data revealed that teachers must incorporate clusters found to be below proficient into their daily instruction. Also, teachers do not provide varied levels of activities, remediation, enrichment, etc. to accommodate student learning styles. Differentiated instruction will continue to be one of the target areas for professionaldevelopment building wide.

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

The above described methods of data collection enable the district to identify at-risk students. In addition, practice tests, formatted similarly to state tests, wereadministered in early December. These results were analyzed by the Office of Testing and Evaluation and sent back to us in a table graph format with cluster information. This helps to further identify and address weakness at the student level. The school counselor makes contact with the students and their parents. It isexplained that they have been identified as a student in need. The counselor then explains what areas are in need of extra support and what services are availableto them free of charge.

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

It is communicated to parents what services are offered for any student they feel may need extra assistance. We have systems in place for teachers to refer students who may be in need. The school counselor works closely with any staff member and/or parent who refer any student. This may result in a referral to the

I&RS team.

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 instructional program?

Teachers are engaged in decisions during their common planning periods. Based on the results of the assessments, decisions are made on what clusters the teamshould provide more focus on. The common planning periods took place weekly.

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



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As part of our transition plan, our kindergarten teacher’s work with Master Teacher (Fantasy Ko) to learn Plan-Do-Review and proper room set up. Mrs. Santiago(kindergarten teacher) sits on the kindergarten contact group, which oversees kindergarten transition. After rollover in Aug ust, we created class rosters andforwarded them to the kindergarten teachers. This provides teachers who come in early with the opportunity to create a welcoming environment for our incomingkindergarten students.

We send out welcome letters to parents letting them know who their child’s teacher is, what room and the first day of school. We have kindergarten parentorientation on back to school night. Beginning 2010, we will conduct parent orientation in August.

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

The NCLB team analyzed the results of NJASK Data, District Interim Assessment results, and student referrals to determine the root causes. After identifying thepriority problems the NCLB team used the “5 why’s” activity to identify our root causes.

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

Our teachers do not incorporate clusters which the data reveals to be below proficient into their daily instruction. Our teachers do not provide varied levels of activities, remediation, enrichment, etc. to accommodate student learning styles.

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

NOT APPLICABLE


NOT APPLICABLE


NOT APPLICABLE



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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 Language Arts Literacy andmathematics.

I INSERTED THE INFORMATION I HAVE REGARDING PARTIALLY PROFICIENT STUDENTS. IF YOU HAVE A DIFFERENT INFO, PLEASE CHANGE MY FIGURES

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

Grade 4 38 34 Targeted instruction during the 21st Centuryextended school program.

The use of Brainchild & Study Island to assist withtargeted instruction at home and at school.

The program was unable to find targeted area certified teacherswho would provide more depth of knowledge and expertise.

The same teachers who taught during the day, taught in the after-school program. We felt the students needed a new voice.

Students who attended 30 days or more showed more progress

than those who participated fewer than 30 days.





Students who attended 30 days or more showed more progressthan those who participated fewer than 30 days.

Grade 6 N/A 25 Targeted instruction during the 21st Centuryextended school program.





Grade 7



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Grade 8

Grade 11

Grade 12

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





Students who attended 30 days or more showed more progress

than those who participated fewer than 30 days.






Grade 6 N/A 19 Targeted instruction during the 21st Centuryextended school program.





Grade 7



16

Grade 8

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

F .

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

G .

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

H .

H o m e l e s s

I . I m m i g r a n t

J .

L E P

K .

T e a c h e r s

L .

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

l s

M .

P a r e n t s

N .

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

e r s

O .

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

P .

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

Q .

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

R .

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

d

S .

O t h e r ( S p e c i f y )_

____________

T .

S e l e c t e d P r i o r i t y P r o b l e m s

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

1 Closing the achievement gap X X X X

2 Early childhood education

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

o n t e n t

S

t a n d a r d s

3a Language arts literacy and reading X X X X X X X

3b Mathematics X X X X X X X

3c Science X X X X

3d Social studies

3e World Languages X

3f Cross Content Workplace Readiness

4 Technology Literacy

S t a f f N e e d s

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

D e v e l o p m e n t

5 .

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

t h e C C C S 5a Language Arts Literacy X X

5b Mathematics X X

5c Science X X

5d Social studies

5e World Languages

5f Cross Content Workplace Readiness



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Priority Problem


A .


B .


C .


D .

E c o n .


E .

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

q u e n t

F .

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

r o p p i n g o u t

G .


H .

H o m e l e s s


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 .


Q .


R .


d

S .


____________

T .


6

Effective classroom use of technology

7 Standards-based assessment

8 Instructional skills and strategies

9 Mentoring

10 Classroom management

11 Using data/assess. to improvelearning

12 Working with parents

H i r i n g ,

R e c r u i t i n g a n d

R e t a i n i n g

13 Highly qualified teachers

14 Teachers in shortage areas

15 Teachers in Math and Science

16 Teachers to reduce class size

17 Qualified paraprofessionals

18 Highly qualified personnel

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

19 Alcohol use

20 Drug use

21 Tobacco use22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27Suspensions, removals, or expulsions

28Serious or persistent disciplineproblems

29 Bullying X

30 Victimization



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Priority Problem


A .


B .


C .


D .

E c o n .


E .

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

q u e n t

F .

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

r o p p i n g o u t

G .


H .

H o m e l e s s


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 .


Q .


R .


d

S .


____________

T .


31 Truancy/attendance

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict X X X X

35 Intergroup conflict/bias X X X

36 Negative peer influence37 School safety X

38 School climate/environment X

39 Risk factors

QualityTeacher 40 Teacher Quality

Tech. & Ed.Materials

41 Technology activities

42 Instructional/Educational Materials

Students withSpecialNeeds 43 Drop-out rate

Literacy, &Adult Ed.

44 Adult literacy

45 Parent/community involvement X

Leadership46 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

A.,B.,D.,G., J., R., 3a A.,B.,D.,G., J., R., 3b

Name of priority problem Language Arts literacy and reading Mathematics

Describe the priority problem Need to increase achievement in Language Arts. Need to increase achievement in MathematicsDescribe the root causes of theproblem

Comprehensive review of all current academic datasources applied to differentiate instruction.

Comprehensive review of all current academic datasources applied to differentiate instruction.

Subgroup or population addressed A.,B.,D.,G., J., R., A.,B.,D.,G., J., R.,

Grade span K – 6 K - 6Related content area missed Language Arts MathematicsName of scientifically researchbased program/strategy/practiceto address problem

Read 180 & Reading Plus Everyday Mathematics

How does the program/strategyalign with the NJ CCCS?

Our school will continue to use standards (NJCCCS)supported by the new standard performance standardswith student work exemplars) to guide instructionalpractice. We will continue to administer studentperformance data on the DRA (K-5) and NJASK toprovide direction in meeting student needs at theindividual, class, grade, and/or school levels.

Our school will continue to use standards (NJCCCS)supported by the new standard performance standardswith student work exemplars) to guide instructionalpractice. We will continue to administer studentperformance data on the DRA (K-5) and NJASK toprovide direction in meeting student needs at theindividual, class, grade, and/or school levels.

CAPA finding or recommendationrelated to the priority problem

N/A N/A



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

#3 #4

Population Category Letter &Problem Number

A., G., K. #34

Name of priority problem Interpersonal ConflictDescribe the priority problem Inability to resolve interpersonal problems and understand

cultural differences.Describe the root causes of theproblem

Lack of capacity to resolve conflicts.

Subgroup or populationaddressed

A., G., K. in grades in K – 6.

Grade span K - 6

Related content area missed LAL & MathematicsName of scientifically researchbased program/strategy/practiceto address problem

I. Cooperative Learning – Brady& Tsay

II. Social – Emotional Learning – Maurice Elias

III. Visible Learning by JohnHattie

Partner and small-group learning activities are naturalcomplements to character education, providing childrenwith opportunities to practice cooperation, respect,teamwork, and responsibility. Children usually enjoycooperative activities, and working with peers is a brain-friendly technique that enhances learning (Jensen, 1996).

How does the program/strategyalign with the NJ CCCS?

Research states that there is a direct correlation betweenschool climate and social/academic outcomes.

CAPA finding or recommendationrelated to the priority problem

Not Applicable



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Action Planning

Check Before Proceeding:

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

At least ten steps must be identified.

Action Plan for Strategy Related to Priority Problem #1

Name of Program, Strategy or Practice toAddress Priority Problem:

Everyday Mathematics

SMART Goal:

(Specific, Measurable, Achievable, Relevant, Timely)

As a result of proper implementation of the Everyday Mathematics program, 80% of the students will increase their performance

on the 2012 NJASK by 10%.

Research Supporting Strategy(from IES Practice Guide or What Works Clearinghouse)

Waite (2000) reported a statistically significant positive effect of Everyday Mathematics® on overall math achievement. In WWCcalculations, this effect was not statistically significant. However, the WWC determined that the effects on math achievementwere large enough to be considered substantively important (that is, an effect size of 0.25 or greater). Based on this one study,the WWC categorized the effect of Everyday Mathematics® on overall math achievement as being a substantively importantpositive effect. Waite (2000) also reported statistically significant positive subtest results (concepts, operations, and problemsolving).

Indicators of Success: 1. Lesson plans and lesson observation reflect full utilization of the program.2. At least 80% of the students will increase their performance on the mathematics section of the 2012 NJASK by 10%.

Description of Action Plan StepsPersons Involved Resources

Needed Due Date - Timeline

1 Order all of the necessary components to ensure proper implementation.

Principal School & District Budget November 2011

2 Provide professional Development on the implementation of the program

McGraw-HillPrincipal

Assistant Superintendent

School & District Budget January 2012 – February 2012

3 Use the checklist to ensure proper implementation of theprogram.

Principal Checklist January 2012 - Ongoing

4 Ensure that the lesson plans reflect full utilization of theprogram.

Principal January 2012 - Ongoing



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Provide direct and explicit comprehension strategy instruction.

SMART Goal:


As a result of proper implementation of the recommendation/strategy “provide direct and explicit comprehensionstrategy instruction”, 80% of the students will increase their performance on the language arts section of the 2012NJASK by 10%.


The effectiveness of a number of different strategies has been demonstrated in the small set of experimentalstudies meeting the WWC standards. These strategies included having students summarize mainideas both within paragraphs and across texts, asking themselves questions about what they have read,paraphrasing what they have read, drawing inferences that are based on text information and prior knowledge, answering questions at different points in the text, using graphic organizers, and thinking aboutthe types of questions they are being asked to answer. It appears that teaching these specific strategies is

particularly powerful. However, other strategies have been evaluated in the literature and demonstrated to beuseful as well.

Indicators of Success: 1. Lesson plans and lesson observation reflect full utilization of the program.

2. At least 80% of the students will increase their performance on the language arts section of the 2012 NJASK by 10%.

Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date - Timeline

1 Provide an overview of the recommendation 2 “providing direct and explicitcomprehension strategy instruction”.

Principal January 2012

2 Schedule PLC time to look at the six components essential to proper implementation of recommendation 2.

Principal Master Schedule January 2012

3 Provide peer coaching opportunities to ensure timely feedback on the implementation of

the strategy.

Principal

Children’sLiteracyInitiative

District Budget February 2012 - Ongoing

4 Use the checklist to ensure proper implementation of the program. Principal Checklist January 2012 - Ongoing

5 Ensure that the lesson plans reflect full utilization of the program. Principal January 2012 - Ongoing

6 Provide professional Development on the implementation of the program Children’sLiteracyInitiative

District Budget November 2011 - Ongoing



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Lessons in Character


Academic achievement.The Dietsch, Bayha, & Zheng study reported statistically significant differencesfavoring the Lessons in Character group on academic achievement (reading and math) and attendance(absences). Two of these outcomes (math and attendance) were found to be statistically significant (ascalculated by the WWC).

SMART Goal:


As a result of implementing the Lessons in Character protocol, there will be at least a 10% reduction in disc iplinereferrals.

Indicators of Success: 1. There will be at least a 10% reduction in discipline referrals.

2. There will be an overall increase of at least 10% in the language arts and mathematics section of the 2012 NJASK.

Description of Action Plan Steps

Persons

Involved

Resources

Needed Due Date - Timeline1 Introduce the “Lessons in Character” program to the NCLB committee. Principal

Social Worker January 2012

2 Introduce the “Lessons in Character” program to the faculty and staff. PrincipalSocial Worker

January 2012

3 Purchase the “Lessons in Character” program. Principal District Budget January 2012

4 Provide professional development in the implementation of the “Lessons in Character”program.

PrincipalSocial Worker

February 2012

5 Implement the “Lessons in Character” program. Teachers February 2012

6



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Plan Components for 2012

Table F: Proposed 2012 Core Strategies to Address Student Achievement

Name of Strategy

Content AreaFocus Target

Population(s)Person

ResponsibleIndicators of Success

(Measurable Evaluation Outcomes)

Research Supporting Strategy(from IES Practice Guide or What Works

Clearinghouse)

Reading Plus Literacy Grades 4 – 6 MichelleGonzalez

Cheryl Dotts-Garcia

Garrie Daniels

LawrenceBodine

Results of 2011 NJASK results arenot available at this time.

An analysis was conducted todetermine the relativeeffectiveness of Reading Plus® in producing changes inReading Comprehensionscores, as measured by Gates-MacGinitie scores. Data from

all fourth grade participantswas entered into repeatedmeasures ANOVA performedon the mean Gates-MacGinitieNormal Curve Equivalent(NCE) scores for treatment (n =26) and control (n = 77)participants separately usingthe pre and post-treatmentscores. For this analysis, a

main effect of time appeared asf (1,101) = 39.594, p < .001, butan additional interactionbetween Time and Group alsoappeared, f (1,101) = 7.071, p= .009, indicating that theReading Plus® treatment groupimproved in readingsignificantly more than thecontrol group on the Gates-



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Name of Strategy

Content AreaFocus Target

Population(s)Person




Clearinghouse)

MacGinitie Test.

EverydayMathematics

Mathematics Grades K - 6 All teachers Results of 2010 NJASK results are not

available at this time. Scientifically research based program.

Same as above HomelessMigrant

Same as above ELL

Same as above Students withDisabilities

*Use an asterisk to denote new programs.

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

Name of Strategy

ContentArea Focus Target

Population(s)Person

Responsible

Indicators of Success

(MeasurableEvaluationOutcomes)


21st CenturyProgram

LAL

Mathematics

Science

Grades 4 – 6

Grades 4 – 6

Grade 4

Teachers

Principal

At least 10 %increase onthe studentachievement

growth.

A new study by researchers at the University of California, Irvine, the University of Wisconsin-Madison and Policy Studies Associates, Inc. finds that regular participation in high-quality afterschool programs is linked to significant gains instandardized test scores and work habits as well as reductions in behavior problems among disadvantaged students. These gains help offset the negativeimpact of a lack of supervision after school. The two-year study followed almost3,000 low-income, ethnically diverse elementary and middle school students fromeight states in six major metropolitan centers and six smaller urban and rurallocations. About half of the young people attended high-quality afterschoolprograms at their schools or in their communities. (October 2007, http://www.policystudies.com/studies/youth/Promising%20Programs%20FINAL.pdf

http://www.policystudies.com/studies/youth/Promising%20Programs%20FINAL.pdf





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Name of Strategy

ContentArea Focus Target

Population(s)Person

Responsible


(MeasurableEvaluationOutcomes)


N/AHomelessMigrant

Same asabove

ELL

Same as Above





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

Name of Strategy

Content Area Focus

TargetPopulation(s)

PersonResponsible




Clearinghouse)

Grade Level

Meetings

Literacy/Mathematics/Science Teachers Teachers –

Principal

At least 85% attendance to all grade

level meetings

Ongoing process that involves

teachers meeting during planningtime, either weekly or bi-weekly toexamine student work on a regular basis. Reference the No Child LeftBehind Act

District sponsoredworkshops

Literacy/Mathematics/Science Teachers Office of ProfessionalDevelopmentTeachers – Principal

85% of staff attend Beyond Islands of Excellence:What Districts Can Do to ImproveInstruction and Achievement in All

Schools, (From Learning First

Alliance. 2003.)

Social EmotionalLearning

Character Education TeachersStaff

Teachers,GuidanceCounselor,Principal

A 10% reduction in the amount of referrals & suspensions

Zins, J. E., Weissberg, R. P.,Wang, M. C., & Walberg. H. J.(Eds.). (2004). Building academic success on social and emotional learning: What does the researchsay?

Gifted & Talented Literacy & Mathematics Teachers Teachers – Principal

An increase in the number of students who are identified asgifted students.

Issues and Practices in theIdentification and Education of Gifted Students From Under-represented Groups (RM04186)

James H. Borland (2004)HomelessMigrant

ELL



http://www.learningfirst.org/lfa-web/rp?pa=doc&docid=62











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

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

Parent Involvement and

Children's Academic andSocial Development inElementary School.

All All Students Teachers

Social Worker

Principal

If there is at least a 10% increase in the

amount of parents who attend schoolfunctions.

According to the findings, when parents

boosted their involvement in elementaryschool (by increasing visits to the schooland encouraging educational progress athome), children's problem behaviors(including both aggressive and disruptivebehaviors as well as anxiety anddepression) decreased. At the same time,their so-called pro-social skills (such ascooperation and self-control) improved.




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2012 Parent Involvement (PI) Narrative

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

Workshops provide parents with support to assist their children at home by introducing them to scientifically-researched best practices, testingformats, and social-emotional wellness. The support, in turn, connects homes with school in a partnership to collaboratively increase students’academic performance.

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

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

Parents are presented the school-parent compact during back to school night. The compact is explained; the parents sign the compact, and takehome a copy with them. This process is followed at every parent meeting until all compacts have been signed. The school copy with both theprincipal and parents’ signature is kept on file in the main office. We also have parent compacts available during parent conferences for parentswho have not returned them yet.

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

Parents are presented the school-parent compact during back to school night. The compact is explained; the parents sign the compact, and take

home a copy with them. This process is followed at every parent meeting until all compacts have been signed. The school copy with both theprincipal and parents’ signature is kept on file in the main office. We also have parent compacts available during parent conferences for parentswho have not returned them yet.

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

1.) School webpage via Plainfield Public Schools website & school calendar

2.) PTO meetings, Newsletters, Global Connect;

3.) End of Year Report, Community Forum



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

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

A letter informing parents of the school improvement status, AYP results is sent from central office in August.

8. Identify procedures for informing parents about the school’s disaggregated assessment results.

All stakeholders are notified via mail, the School District web-site, PTO meetings and Newsletters.

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

The parents were afforded the opportunity to be on the NCLB committee via mail and requisite PTO meetings. We only had one parent actually

participate in developing the plan.

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

Once we receive any data a letter is sent home along with a copy of their child’s report. We also discuss with parents durin g parent/teacher conferences.

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

The funds were used to support PTO meetings, back to school night, parent workshops and other activities with parents

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

The funds were used to support PTO meetings, back to school night, parent workshops and other activities with parents.



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

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

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

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 25.0 32.5 NJASK 2011 38.0 44.2

Students with Disabilities NJASK 2011 5.9 15.3 NJASK 2011 16.5 24.8

Limited English ProficientStudents

NJASK 2011 9.6 18.6 NJASK 2011 24.7 32,.2

White

African-American NJASK 2011 14.1 22.7 NJASK 2011 29.1 36.2

Asian/Pacific Islander

American Indian/Native American

Hispanic NJASK 2011 23.7 31.3 NJASK 2011 35.7 42.1

Others

Economically Disadvantaged NJASK 2011 26.9 34.2 NJASK 2011 42.3 48.8

GRADE SPAN: GRADE 6 ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 19.4 27.5 NJASK 2011 22.6 30.3

Students with Disabilities NJASK 2011 0.0 10.0 NJASK 2011 30.0 37.0

Limited English ProficientStudents

NJASK 2011 25.0 32.5 NJASK 2011 0.0 10.0

White

African-American NJASK 2011 26.7 34.0 NJASK 2011 26.7 34.0

Asian/Pacific Islander

American Indian/Native American



33

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

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

Hispanic NJASK 2011 20.0 28.0 NJASK 2011 26.7 34.0

Others

Economically Disadvantaged NJASK 2011 18.8 26.9 NJASK 2011 18.8 26.9

Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff

Number &

Percent

Content &Focus

Description of Process to Meet HighlyQualified

Description of Strategy to Retain HQ Staff

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

23100%

The Plainfield School District offers a good tuitionreimbursement program, offers opportunities within andoutside the district for teachers to participate inprofessional development learning “best practices”. Weoffer a competitive salary and good benefits package.

Teachers who do not meet thequalifications for HQT,consistent with Title II-A

0

N/A N/A

Paraprofessionals who meet thequalifications required by NCLB

(education, ParaPro test,portfolio assessment)

2

100%

The Plainfield School District offers within and outsidethe district for teachers to participate in professional

development learning “best practices”. We offer acompetitive salary and good benefits package

Paraprofessionals who do notmeet the qualifications requiredby NCLB (education, ParaProtest, portfolio assessment)

0

100% N/A

Description of Strategy To Attract HQ Staff Individuals Responsible



34

Description of Strategy To Attract HQ Staff Individuals Responsible

The Plainfield School District offers a good tuition reimbursement program, offers opportunities within and outside the district for teachers to participate in professional development learning “best practices”. We offer a competitive salary and good benefitspackage.

Superintendent

Human Resources



35

Table L: Support for Teachers

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

Description of Support

ContentArea Focus Target Group

Person Responsible Indicators of Success

(Evaluation) How are teachers identified?

100% of all Kindergarten – 6th Grade teachers will receive year-long training and professionaldevelopment in theimplementation of Lucy CalkinsUnits of Study.

Literacy -Writing

K-6 Teachers TCRWP

Principal

At least 90% of all studentswill produce publishedpieces four times throughoutthe year as a result of proper implementation.

All Kindergarten -6th Grade teacherswill receive training and professionaldevelopment on implementing theUnits of Study Protocol.

100% of all Kindergarten – 6th Grade teachers will receive year-long training and professionaldevelopment in the

implementation of Reading Plus.

Literacy Grades 3 – 6 District PersonnelMark A. Williams

At least 90% of all studentswho utilize Reading Plus 90minutes per week will moveone grade level by the end

of the year.

All 3rd – 6th grade teachers willimplement Reading Plus.

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 administrators identified?

The building principal will receiveyear-long training and professionaldevelopment in the

implementation of Lucy CalkinsUnits of Study.

Literacy -Writing

K-6 Teachers TCRWP

Caryn Cooper

100% of the teachers would haveimplemented the Units of Study Protocol.

All elementary school principalsreceive this support.

The building principal will receiveyear-long training and professionaldevelopment in theimplementation of Reading Plus.

Literacy Grades 3 – 6 Caryn Cooper 100% of the 3rd – 6th gradeteachers would have implementedReading Plus.

All elementary school principalsreceive this support.



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Student Eligibility and Selection

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

entrance or exit.

Measure

Homeless Migrant Students withDisabilities

EconomicallyDisadvantaged

ELL Other SubGroups

Targeted Assistance Schools

Entrance Criteria () Exit Criteria ()

State Assessment NJASK NJASK NJASK NJASK

Other Assessments DIA, DRA & ENDOF UNIT ASSESSMENTS

DIA, DRA & END OFUNIT ASSESSMENTS

DIA, DRA & END OFUNIT ASSESSMENTS

DIA, DRA& ENDOF UNIT ASSESSMENTS

English LanguageProficiency Assessment

ACCESS ACCESS ACCESS ACCESS

Classroom Grades Report cards Report cards Report cards Reportcards

Teacher Recommendation

AcademicInterventionreferral process

Academic Interventionreferral process

Academic Interventionreferral process

AcademicInterventionreferralprocess

Other

Support Elements

NOT APPLICABLE

STILLMAN IS ASCHOOLWIDE SCHOOL



37

Ongoing and Sustained Technical Assistance*

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

From the district: Results from the Fall 2010 and Spring 2011 District Site Visits helped identify the areas of in need of improvement. It was also based on a needs

assessment given to the staff in spring of 2011 & the 2011 NJASK results.

From outside experts:

From others:

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

Elizabeth Willam, consultant dual language program, Master Teacher Fantasy Ko, began working with kindergarten teachers to implement Kindergarten LearningCenters (Plan-Do-Review). Alice Alston, Rutgers Consultant, trained staff in the ESTEEM Program.

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

District resources (personnel), consultants, programs (extended day) are being used to address all identified priority problems.

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

Caryn Cooper, Assistant Superintendent Educational Services, Yvonne Breausaux (Vice Principal, Educational Services), Gary Ottman (Business Administrator), Mark A.Williams (Principal, C.H. Stillman Elementary School).

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



38

STILLMAN District Support (completed by LEA for SINIs only)

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

Lack of administrative and leadership consistency at the district and school level has led to plans and programming not being consistent for students and teachers.Budgetary concerns have forced limited utilization of some of the strategies listed in tab le B to improve student performance.

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

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

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

The next phase of the training efforts for the Office of Assessment, Data Collection, and School Improvement is toincrease teachers and staff literacy in assessments, more specifically expand knowledge of various ways to assess,the purpose of assessments, and what should be assessed.

The Office of Professional Development will begin trainings in district for teachers and administrators of grades 3-12 inresearch-based best practices of Lucy Calkins Writing Units of Study .

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

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

Continuous Improvement Model (CIM)Writing –Units of Study (Lucy Calkins)Best Practices of Instructional Leaders and Teachers Assessment for Learning – J. Chappius

Expanding parental involvement activities that

support the school’s efforts to increase studentachievement

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

Increase parent participation at both school and district level SLC (leadership program): Bring Your Parent to School Day

Career Days

Parent training in both mathematics and literacy

Continue with the support for Parent Empowering Parents (PEP)

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

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

School and district functions

Parent Institute

Parent to parent discussion groups



39

Reallocating the budget to fund activities thatsupport the school’s improvement plan and aremost likely to increase student achievement

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

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

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



40

2010-2011 Resource Allocation

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

Type of Funds

Brief Description of Strategy or Practice Implemented with

FundsAmount

AllocatedSIA AmountCarried Over

Reallocated Useof SIA

Outcomes as a Result of Implementing the Strategy or

PracticeEvidence

2010 Title I, Part A Name strategies or programs We are aSchoolwideschool withblendedfunds

NOT APPLICABLE

NOT APPLICABLE

To be determined once theSpring 2011 NJASK results arereceived and analyzed

NJASK -Spring 2011

2010 SIA Part A NOT APPLICABLE

Federal Name strategies or programs NCLB and

other federalsources

NOT

APPLICABLE

NOT

APPLICABLE

To be determined once the

Spring 2011 NJASK results arereceived and analyzed

NJASK

State Name strategies or programs ABBOTT NOT APPLICABLE

NOT APPLICABLE


NJASK

Local Name strategies or programs City TaxLevy

NOT APPLICABLE

NOT APPLICABLE


NJASK

Other Name strategies or programs We are aSchoolwide

school withblendedfunds

NOT APPLICABLE

NOT APPLICABLE


NJASK



41

School Budget Pages

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

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

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

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

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



42

Corrective Action, Restructuring, and School Improvement

Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10 that have had a CAPA visit. The

corrective action plan, corrective actions identified in the CAPA summary report continue to be incorporated into the Unified Plan.Corrective Action (CAPA Recommendations) Status Report

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

Corrective Actions (Recommendations from CAPA Report)

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

5 Replacement of the principal6 Restructuring the internal organization of the school7 Appointment of an outside expert to advise the school8 Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to improve academic achievement of low-

performing students.

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

CorrectiveAction # Description

Effective

Yes - No Evidence of Effectiveness Outcomes

1

2 NOT APPLICABLE

3

4



43

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

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

Year Restructuring Plan Created: _______

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

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

The restructuring options are as follows:

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

2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq. and N.J.A.C. 6A).3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to make adequate progress (consistent withexisting contractual provisions and applicable statutory protections in Title 18A).

Identify the restructuring option(s) selected: ____

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

Fundamental Governance ReformsImplemented as Listed in Approved

Restructuring PlanStatus of Implementation

Effective

Yes - NoEvidence of

Effectiveness

Outcomes

1

2

3

4

5

List revisions made to the original restructuring plan.



44

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.

NOT APPLICABLE

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

Multiple meetings were held both formal and informal. Several phone conversations were conducted along with a school visitation in the summer of 2011.

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

August 17, 2011

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Frank A. Ingargiola Principal Pequannock TownshipSchool District

Principal/Leadership 85 Sunset Road

Pompton Plains, New Jersey 07444

Language Arts

Mathematics

Special Education

ELL

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

By implementing strategies listed in this plan, student achievement in language arts and mathematics should increase.

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

Not applicable. Plan will be implemented as submitted.

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




Plainfield FY12 Stillman Unified Plan 12-14-11

Documents

Transcript of Plainfield FY12 Stillman Unified Plan 12-14-11