Plainfield NJ Schools 2011 12 TITLE I Unified Plan Barlow

8/3/2019 Plainfield NJ Schools 2011 12 TITLE I Unified Plan Barlow

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FY12 NCLB PLAINFIELD DISTRICT BARLOW (080)

2012 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: Plainfield Public SchoolsChief School Administrator: ANNA BELIN-PYLES Chief School Administrator E-mail: [email protected]

NCLB Contact: DAWN CICCONE NCLB Contact E-mail: [email protected]: DeWitt D. Barlow Elementary School

The school is designated (select one): Targeted Assistance X SchoolwidePrincipal: Aurora J. Hill, Acting Principal 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..

___ Aurora J. Hill ____________________________________ __________________________________ ___9-4-2011Principal’s Name Principal’s Signature Date

1

mailto:[email protected]

































School NCLB Committee

Select committee members to develop the Unified Plan.Note: For continuity, some representatives from this needs assessment stakeholder committee should be included in the schoolwide stakeholder group and/or the SINIplan 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 Aurora J. Hill School Staff - Administrator X

Kim Moore-Jones School Staff – Social Worker X

Fatima Embden School Staff – Reading Specialist X X

Margie Barrett School Staff – Math Specialist X X

Mary Holt School Staff – Special Education X X Jesus Peraza School Staff – Bilingual, LEP X X

Lauren Leaston Parent X X

2




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 onFile

Yes No Yes No

3rd Wednesday of ever Month

Barlow Elementary school X X

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?

The staff, parents and community of Barlow Elementary School are committed to achieving andmaintaining high academic standards. We will maintain effective school leadership that fosters respect,

trust and collaboration. Collectively we will provide a safe and supportive learning environment thatfosters curiosity, inquiry and a life- long passion for learning.

What is the school’s mission?

The staff, parents and community of Barlow Elementary School are committed to achieving andmaintaining high academic standards. We will maintain effective school leadership that fosters respect,trust and collaboration. Collectively we will provide a safe and supportive learning environment thatfosters curiosity, inquiry and a life- long passion for learning.

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

Met with staff to come up with agreed upon goals, objectives. A draft was crafted and submitted to staff for input.

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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 DIA- Learnia Students need additional work in writing and comprehension

Academic Achievement - Writing DIA Students need additional work in writing and comprehension

Academic Achievement - Mathematics DIA Students need additional work in writing and comprehension, and problem solving

Parent Involvement

Professional Development Teachers are looking for more job embedded Professional development. They arelooking for more training on differentiated instruction

Extended Learning Opportunities

Homeless Survey

Students with Disabilities

English Language Learners

Economically Disadvantaged

School Culture

Leadership

Highly Qualified Staff

School-Based Youth Services

4




Evaluation of 2011 Teaching and Learning Strategies & Programs

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

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomes

Read 180 LAL

NJASK Coach Test prep,Problem Solving notebooks(Grades 3-6)

Mathematics Yes Student data DIA, Teacher made Assessments, Unit Assessments and NJASK scores


Homeless/Migrant

ELL

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

1Strategy or Program

2Content/Group

Focus

3Effective

Yes-No

4Documentation of

Effectiveness

5Measurable Outcomes

BEAR After School Program Math – All studentsgrades 3-6 inclusiveof SPED, ELL, ED

Yes Student data DIA, Teacher made assessments, Unit Assessments and NJASK scores

5




BEAR After School Program Language Arts – Allstudents grades 3-6 inclusive of SPED,ELL, ED

6




Table D: Professional Development That Was Implemented in

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


5

Through this series of workshops and modelingsessions, teachers weretrained in areas such ascreating practice NJASK writingprompts, poetry prompts,expository prompts, and ingetting our students to usecompositional risks to scorehigher on open-ended readingand writing sections

LAL Data notavailable atthis time

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

Using Data to Improve Instruction LAL -Mathematics

Data notavailable at thistime

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

Incorporation of Problem SolvingNotebooks (3-6)

Mathematics Data notavailable at thistime

Student Data Spring 2011 NJASK scores not available at this time

Students withDisabilities

Homeless/Migrant

ELL

7




Table E: Parent Involvement That Was Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


This could be attendancesheets, or any other documentation you keep

5

Measurable Outcomes

Back to School Night All Content Areas Yes To be determined Spring 2011 NJASK scores not available at this timeParent – Teacher Conferences

All Content Areas Yes To be determined Spring 2011 NJASK scores not available at this time

PTO All Content areas Yes To be determined Spring 2011 NJASK scores not available at this timeCommunications (GlobalConnect, Letters,Progress Reports)

All Content Areas Yes To be determined Spring 2011 NJASK scores not available at this time


Homeless/Migrant

ELL

LAL

Mathematics


Homeless/Migrant

ELL

8




2012 Needs Assessment & Evaluation Summary

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

1. Describe the process and techniques used in the needs assessment.

Instructional priorities and program implementations are based on the need of our school. The Genesis System enables the teachers to analyze their class dataand assess performance of their students at various levels such as class, student groups and individual student level. This is also used as a tool to identify studentstrengths and weaknesses as related to the core content standards.

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

Data is disaggregated by clusters, class rosters and targeted skills for student subgroups. The classroom, after school, and SES instruction becomes a data drivendecision making in order to differentiate instruction for student individual needs.

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

The strengths and weaknesses are taken directly from data received from the state. The information is reviewed and monitored frequently for accuracy andchanges.

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

The data revealed that students had to catch up on many skills in third grade. Once students became familiar with the skills, they began to show improvement.

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

The data revealed that students had made some gains, particularly in the area of mathematics. Teachers had received training in analyzing data, examining studentwork and targeted instruction. The data showed that we had made some gains in literacy but more work is needed in this area.

.

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

The above describe methods of data collection enables us to identify at-risk students. In addition practice tests mimicking State tests in format and content are givenregularly. These results are analyzed by teachers and administration. This helps to further identify and address weakness at the student level.

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

At-risk students are identified at the beginning of the year. They receive differentiated instruction in the classroom, as well as small group pull-out. These samestudents also receive interventions from our after school program or an SES program.

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FY12 NCLB PLAINFIELD DISTRICT BARLOW (080) 8. How does the needs assessment address migrant student(s) needs?

N / A

9. How does the needs assessment address homeless student(s) needs?

Students that are deemed homeless received transportation to and from school at the temporary residence while as needed. Additionally, students andfamilies received in-school counseling and community based social services to address needs.

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

Teachers collaborated to develop classroom and benchmark assessments. This took place during grade level and faculty meetings.

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

Barlow School is involved in a year-long planning process with Early Childhood to ensure that students transition to kindergarten smoothly and effectively. Preschoolteachers of 4-year olds visit our kindergarten classrooms at the beginning of the school year to receive an overview of the program in order to ensure that their

students will be ready by the end of the year. Preschool students visit our kindergarten classrooms and get a glimpse of what to expect in the upcoming schoolyear. When time permits, Teachers of Kindergarten and Preschool, Principals, Center Directors and Early Childhood Supervisor and Director visit the preschoolclassrooms together and share feedback relating to observations and reflections

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

We used information from benchmark and teacher made assessments. We also used professional development surveys.

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

Many of the students showed weaknesses in comprehension (analyzing and interpreting text). We attributed this to their lack of background knowledge and haveimplemented a program to build vocabulary. We also implemented strategies to teach students how to respond to open-ended questions. In addition severalstudents showed weaknesses in writing. We implemented strategies to address one of the root causes, which was grammar and punctuation. Many of the studentshad poor grammar, mostly because they were trying to process two languages. The root cause of many of the deficiencies in language arts were due to barriers inunderstanding the English language.

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

NOT APPLICABLE


NOT APPLICABLE


10




NOT APPLICABLE

11




2012 Needs Assessment – Partially Proficient

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

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

Grade 4 15 28

Grade 5 23 43

Grade 6 N/A 19

Mathematics 2008-2009 2009-2010 Services Provided Describe why services provided did not result in proficiency.Grade 4 36 28

Grade 5 19 30

Grade 6 N/A 10

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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.

PriorityProblem

# Priority Problem

PopulationCategorie

s

A. Allstudents

B.StudentswithDisabilities

C.Earlychildhood

D.Econ.disadvantaged

E.Neglected /delinquent

F.Youthatriskof dr oppingout

G.Racial/ethnic

H.Homeless

I.Immigr ant

J.LEP

K.Teachers

L.Parapr of essionals

M.Parents

N.Substanceabuser s

O.Perpetratorsof Violence

P.Out-of-school

Q.Mentalhealth

R.Gifted&Talented

S.Other (Specif y)

__ __ __ __ __ __ _

T.SelectedPr iority

Problems

StudentAcademic

Needs 1 Closing the achievement gap X

2 Early ch ildhood education

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CoreCurriculumContent

Standards

3a Language arts l iteracy and reading X X

3b Mathematics X X 3c Science X

3d Social studies X

3e World Languages

3f Cross Content Workplace Readiness

4 Technology Literacy X

Staff Needs

HighQuality

Professional

Developme

nt

5.Implementing

theCCCS 5a Language Arts Literacy

5b Mathematics

5c Science X

5d Social studies X

5e World Languages

5f Cross Content Workplace Readiness

6

Effective classroom use of technology X X

7 Standards-based assessm ent

8 Instructional ski lls and st rategies

9 Mentoring

10 Class room management

11Using data/assess. to improvelearning X

12 Working w ith parents

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Hiring,Rec

ruiting andRetaining

13 Highly quali fied teachers

14 Teachers in shortage areas

15 Teachers in Math and Science

16 Teachers to reduce c lass size

17 Quali fied paraprofessionals

18 Highly quali fied personnel

Problems

Identified

19 Alcohol use

20 Drug use

21 Tobacco use

22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27Suspensions, removals, or expulsions

28Serious or persistent disciplineproblems

29 Bullying

30 Victimization

31 Truancy/ at tendance

32 Mental health

33 Sex/gender issues

34 I nt erpersonal con fl ic t

35 Intergroup confl ic t/bias

36 Negative peer inf luence

15




37 School safety

38 School c limate/environment

39 Risk factors Quality

Teacher 40 Teacher Quality Tech.& Ed.Materi

als

41 Technology activities X

42 Instructional/Educational Materials StudentswithSpecial

Needs

43 Drop-out rate Litera

cy, &AdultEd. 44 Adult literacy

45 Parent/community involvement Leadership

46 Leadership Network

47 Leadership PD

16




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 .– 3a A .– 3b

Name of priority problem Language Arts Literacy Reading Mathematics

Describe the priority problem Students are unable to explain ideas and concepts Reading/Comprehension/Problem Solving

Describe the root causes of theproblem

Students have limited background knowledge and vocabulary

Subgroup or population addressed ALL STUDENTS ALL STUDENTS

Grade span K-6 K-6

Related content area missedMathematics Language Arts Literacy

Name of scientifically researchbased program/strategy/practiceto address problem

Children’s Literacy Initiative/ Building Academic Vocabulary Everyday Math Program – Differentiated small group instruction

How does the program/strategyalign with the NJ CCCS?

Students are assessed on NJ literacy standards Students are assessed on NJ math standards

CAPA finding or recommendationrelated to the priority problem

N/A N/A

17




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

#3 #4

Population Category Letter &Problem Number

K. 6

Name of priority problem Effective classroom use of technology

Describe the priority problem Underuse of technology in the classroom

Describe the root causes of theproblem

Many teachers have technology in the classroom but do not embed itin their teaching due to insufficient training

Subgroup or populationaddressed

Teachers

Grade span K-6

Related content area missed ALL

Name of scientifically researchbased program/strategy/practiceto address problem

New Jersey Educational Technology PlanProfessional development/ workshops to assist teachers in infusingtechnology into all curriculum areas

How does the program/strategyalign with the NJ CCCS?

This strategy supports New Jersey’s technology mission

CAPA finding or recommendationrelated to the priority problem

N/A

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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

Nameof Pr

ogram,Strategyor Practi

cetoAddressPr ior ityPr

Extended day program implementedto address deficiencies in Language Arts Literacy; building backgroundknowledge and academic vocabulary

for comprehension in LAL are criticalcomponents to building proficiency.

19




oblem:

SM

ARTGoal:

(Specific,Meas

urable,Achievable,Relevant,Timely)

By June 2012, 40% of all students ingrades 3-6 will attain proficiency in

Language Arts as a result of participatingin extended day intervention programs andtechnology infusion that is in alignment withtargeted skills.

20




Resear chS

upportingStrategy(fr omIESPr acticeGuideor WhatWorksClearinghouse)

Indicatorsof Success:

1. NJASK test results; District Interim Assessments2. Read 180/ Reading Plus benchmarkindicators; Teacher made assessments/authentic assessments

21




Descriptionof ActionPlanSteps

Persons Involved ResourcesNeeded

Due Date - Timeline

1 Conducted Needs Assessment / Research for effective selection of programs and benefit to

students

Leadership Team REL / Unified Plan / NJASKdata

1/31/11

2 Selection of program and confirmation of professional development opportunitiesattached to the programs

Leadership Team Vendors and onlineresources

2/1/11

3 Completion of grant and submission to thestate for review

Principal andTitle I Office

Application and budget 2/4/11

4 Once approved, programs will be purchasedin a timely manner ensuring effective andtimely implementation of all programs

Principal Purchase orders March2011

5 Ongoing Grade Level articulation to share andsupport each other

Teachers/Teacher Leaders

Lesson plans Weekly

6 Distribute permission slips for extended day Principal None February 20117 Administer District Interim Assessment and

analyze data Principal,

Instructional Staff,Students, Testing

Coordinator

District Interim Assessment Oct , Feb & Apri l

8 Extended Day program begins. Baseline datacollected for review and comparison academicgrowth

Instructional Staff SIA Funds March - Ongoing

22




9 Review benchmark assessments incorporatedwithin the Extended Day program andchart benchmark progress to share withinstructional staff

Principal,Leadership Team

Assessment results April-May

10 Student achievement data and anecdotalevidence collected from early implementation

of the program will be analyzed to measureimpact

Leadership Teamand Sub-Committees

Usage reports of theprograms and technology

and data from NJASK andDIA results

Summer 2011


Nameof Pr ogram,Strategyor PracticetoAddressPr ior ity

Extended day program implemented toaddress deficiencies in Mathematics;strategic ability to disect/analyze

problems and providing differentiatedsmall group instruction in Mathematicsare critical components to buildingproficiency.

23




Pr oblem:

S

MARTGoal:

(Specific,Me

asurable,Achievable,Relevant,Timely)

By June 2012, 55% of all students

in grades 3-6 will attain proficiencyin Mathematics as a result of participating in extended dayintervention programs small groupinstruction and technology infusion thatis in alignment with targeted skills.

24




Resear chSupportingStrategy(fr omIESPr act

iceGuideor WhatWorksClearinghouse)


1. NJASK test results; District Interim Assessments (DIA) in Language ArtsLiteracy and Mathematics; QuarterlyWriting Benchmarks (District);

2. Reading Plus benchmark indicators; ACELLUS benchmark indicators;Teacher made assessments/ authenticassessments

25




Descriptionof ActionPlanSteps


Due Date - Timeline

1 Conducted Needs Assessment / Research for effective selection of programs and benefit to

students


1/31/11



2/1/11






5 Ongoing Grade Level articulation to share andsupport each other

Teachers /Teacher Leaders

Lesson plans Weekly

6Distribute permission slips for extended day

Principal None February 2011

7 Administer District Interim Assessment andanalyze data.

Principal, InstructionalStaff, Students,

Testing Coordinator

District Interim Assessment Oct, Feb & April

8 Extended Day program begins. Baseline datacollected for review and comparison

Instructional Staff SIA Funds March –Ongoing

9 Review benchmark assessments incorporatedwithin the Extended Day program andchart benchmark progress to share withinstructional staff


Assessment results April-May

26




10 Student achievement data and anecdotalevidence collected from early implementationof the program will be analyzed to measureimpact

Leadership Team andSub-Committees

Usage reports of theprograms and technologyand data from NJASK and

DIA results

Summer 2011


Nameof Pr ogram,

Strategyor PracticetoAddressPr ior ityPr oblem:

In alignment with the New JerseyEducational Technology Plan,teachers will receive professionaldevelopment to support their ability to infuse technology into allcurriculum areas.

27




SMARTGoal:

(Specific,Measurable,Ac

hievable,Relevant,Timely)

By June 2012, 40% of all studentsin grades 3-6 will attain proficiencyin Language Arts and 55% willattain proficiency in Mathematicsas a result of technology infusionthat is in alignment with targeted

skills.

28




Resear chSupportingStrategy(fr omIESPr act

iceGuideor WhatWorksClearinghouse)


1. NJASK test results; DistrictInterim Assessments (DIA) inLanguage Arts Literacy andMathematics; Quarterly WritingBenchmarks (District);

2. Reading Plus benchmarkindicators; ACELLUS benchmarkindicators; Teacher madeassessments/ authenticassessments

29




Description

of ActionPlanSteps


Due Date - Timeline

1 Conducted Needs Assessment / Researchfor effective selection of programs and

benefit to students


1/31/11



2/1/11






5 Professional development in use of Technology and Acellus up-grades areplanned and implemented

Company vendors PD facilitators March 2011 – As needed

6 Ongoing Grade Level articulation to shareand support each other

Teachers /Teacher Leaders

Lesson plans

7 Implementation and dissemination of newtechnology and programs throughout thebuilding to ensure students and teachers areusing the new materials; ensure alignment toNJCCCS and district curriculum

Teachers and Principal,Leadership Team

Classroom environment /Observation tool / NJCCCS /

curriculum maps

On-going

8 Acellus program begins. Baseline datacollected for review and comparison

Instructional Staff SIA Funds March –Ongoing

30




9 Review Acellus reports and InterventionPlans, usage reports to ensure all studentsare logged into the programs and chartbenchmark progress


On-line report access Ongoing

10 Student achievement data and anecdotalevidence collected from early implementation

of the program will be analyzed to measureimpact

Leadership Team andSub-Committees

Usage reports of theprograms and technology

and data from NJASK andDIA results

Summer 2011

31




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)

Research Supporting Strategy

(from IES Practice Guide or What WorksClearinghouse)

Building Vocabulary LAL K-6/Daily ClassroomTeachers

Reaching our 2011 NJASK targets

Teacher Made Assessments

Classroom Assessments

Building a large vocabulary is essentialwhen learning to read in a secondlanguage. Simply put, people with largevocabularies are more proficient readersthan those with limited vocabularies(Beglar & Hunt, 1995; Luppescu & Day,1993).

32




Comprehension Toolkit LAL/MATH K-6/daily Classroomteachers


Teacher Made Assessments

Classroom Assessments

DRA levels

Each of the strategies in TheComprehension Toolkit is supported bymultipleresearch studies that were summarizedby Pearson, Dole, Duffy, and Roehler (1992) as they determined

Those strategies that active, thoughtfulreaders use when constructing meaningfrom text. Theyfound that proficient readers• search for connections between whatthey know and the new information in thetext.• ask questions of themselves, the author,and the text.• draw inferences during and after reading.

• distinguish important and less importantideas in a text.• synthesize information within and acrosstexts.

• monitor understanding and repair faultycomprehension.

Children’s LiteracyInitiative

LAL K-3/Daily Principal/CLITrainer

Sign-in sheets, handouts and informalobservations

Independent research studies havedemonstrated that CLI interventions aresuccessful in improving children’s earlyliteracy skills. Our programs are rooted

in the most current research on bestpractices and our own experience inhundreds of classrooms in high-povertycommunities. We help teachers notonly increase children’s scores onstandardized tests, but also introducetheir students to the joy of reading andwriting.

33




Responsive Classroom All K-6

Daily

ClassroomTeachers

Fewer Discipline referrals

Less Suspensions

Suspension report

Since the 1990s, the ResponsiveClassroom approach has been thefocus of considerable research interest.Findings have associated the approachwith higher student test scores, better social skills, and fewer problembehaviors. For teachers, findings showan increased sense of efficacy and morehigh-quality instruction.

Lucy Calkins’ Units of Study for Writing

LAL/WRITING

K-5

Daily

ClassroomTeachers


District writing assessments

The TCRWP’s belief that there is not asingle string of sequenced lesson thatapplies to every possible classroom.

The lessons must be responsive to theindividual needs of the writers in eachclassroom. readingandwritingproject.com

*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

TargetPopulation(s)

Person Responsible


(Measurable Evaluation Outcomes)

Research Supporting Strategy(from IES Practice Guide or What Works

Clearinghouse)

After School Program ALL 2 nd -6th After School Coordinator Literacy & math proficiency will increaseby 10%

There is growing evidence that goodafterschool programming makes a

difference in kids’ lives accordingto Harvard Program in AfterschoolEducation and Research

Summer Enrichment LAL/MATH 2nd 6th Administ rat ion Literacy & math prof iciency will increaseby 10%

A review of research demonstrates adominantly positive effect on students


34

http://completed/

http://completed/




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

Name of Strategy

ContentArea

Focus

TargetPopulation(s) Person Responsible

Indicators of Success(Measurable Evaluation Outcomes)


Clearinghouse)

Children’s LiteracyInitiative(CLI)

Reading Workshop-Sept 2Comprehensionstrategies- Sept 22

Writing Workshop-

Oct. 5

Literacy K-3 CLI

Administration

Evaluations

Sign-in sheets

State Approved Program

Curriculum Planning/ Alignment Aug 17-31

All K-6 Administration/Leadership team

Curriculum maps

Instructional plans

Instructional focus calendars

Journal of Curriculum Studies, v14 n3p267-76 Jul-Sep 1982

Responsive ClassroomSept. 2nd

All K-6 Administration Fewer Discipline referrals

Less Suspensions

Suspension report

Since the 1990s, the ResponsiveClassroom approach has been thefocus of considerable research interest. Findings have associatedthe approach with higher student testscores, better social skills, and fewer

problem behaviors. For teachers,findings show an increased senseof efficacy and more high-qualityinstruction


35




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

Name of Strategy

ContentArea

Focus

TargetPopulation(s) PersonResponsible

Indicators of Success(Measurable Evaluation

Outcomes)


Clearinghouse)

Back To School NightParents meet teachers andstaff. They also learn about our curriculum and programming.

ALL Principal 95% of parents present at Back toSchool Night

Sign in Sheet

Parent Teacher ConferencesTeachers and parents meet todiscuss child’s progress.

ALL Teachers 95% of parents present at PTC Sign in Sheet

Workshops that assist parents

in helping their students inliteracy. The workshops willalso cover reading aloud to your child. The workshop will alsocover technology available for use at home

LAL Leadership Team

CLI

60% of our parents will attend at

least 1 literacy workshop

Sign in Sheet

Math WorkshopsWorkshops that assist parentsin helping their studentsimprove math skills. Theworkshop will also cover technology available for use athome

MATH Leadership Team 60% of our parents will attend atleast 1 math workshop

Sign in Sheet


36




2012 Parent Involvement (PI) Narrative

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

The more parents are involved and aware of our programs, the better students will perform

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 will be given out at back to school night. We have about 90% participation. Parents that do not attend will be called and the form will be sent home with thechild.

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

The information is presented at a PTO meeting designated for reviewing school data and programs

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

Letters are sent out from the district office.

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

Letters are sent out to parents in August. It is also discussed at the Back to School Night and first PTO meeting.

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

The information is presented at a PTO meeting designated for reviewing school data and programs

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

Parents will be identified to review the plan. Many of the topics were discussed during the previous year during our school leadership council meetings

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

37




Reports are mailed to parents.

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

The funds were used to enhance parental involvement activities by providing refreshments and materials

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

The funds will be used to enhance parental involvement activities by providing refreshments and materials

38




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

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

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

GRADE SPAN: ELEMENTARY,

MIDDLE OR HIGH SCHOOL

Total NJASK 2011 31.5 38.4 NJASK 2011 52.7 57.4

Students with Disabilities NJASK 2011 35.9 42.3 NJASK 2011 36.1 42.5

Limited English Proficient Students NJASK 2011 11.8 20.6 NJASK 2011 29.4 36.5

White

African-American NJASK 2011 34.0 40.6 NJASK 2011 50.0 55.0

Asian/Pacific Islander

American Indian/Native American

Hispanic NJASK 2011 32.1 38.9 NJASK 2011 56.0 60.4

Others

Economically Disadvantaged NJASK 2011 29.9 36.1 NJASK 2011 51.8 56.6

GRADE SPAN: GRADE 6ELEMENTARY, MIDDLE OR HIGHSCHOOL

Total NJASK 2011 34.0 40.6 NJASK 2011

Students with DisabilitiesNJASK 2011

37.2 43.5NJASK 2011

Limited English Proficient Students NJASK 2011 0 10.0 NJASK 2011

White

African-American NJASK 2011 16.0 24.4 NJASK 2011



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Hispanic NJASK 2011 29.4 36.5 NJASK 2011

Others

Economically Disadvantaged NJASK 2011 37.1 43.4 NJASK 2011

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

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

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

GRADE SPAN:ELEMENTARY, MIDDLEOR HIGH SCHOOL

Total


Limited English Proficient Students

White

African-American



Hispanic

Others


GRADE SPAN:ELEMENTARY, MIDDLEOR HIGH SCHOOL

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Total


Limited English Proficient Students

White

African-American



Hispanic

Others


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Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff

Number &

Percent

Content &Focus

Description of Process to Meet HighlyQualified

Description of Strategy to Retain HQ Staff

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

15/ 94 % Strategies we use to retain teachers are using job-embedded professional development. We also offer tuition reimbursement and several opportunities for teachers to gain professional development hours duringand after school hours.

Teachers who do not meetthe qualifications for HQT,

consistent with Title II-A

1/.06% The strategies used to attract and retainhighly qualified teachers are participation

in college base job fairs

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

0 N/A

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

0 N/A

Description of Strategy To Attract HQ Staff Individuals Responsible

The strategies used to attract and retain highly qualified teachers are participation in college base job fairs Principal

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Table L: Support for Teachers

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

Description of Support

ContentArea Focus

Target Group

PersonResponsible


(Evaluation)

How are teachers identified?One on One Coaching LAL/MATH Struggling

teacher Resource

Teachers

Student’s performance Classroom Observations

Formal/informal

Lucy Calkins Units of Study Literacy -Writing

K-6 Teachers TCRWP Increased improvement of writing inall genres.

All Kindergarten – 6th Grade teacherswill receive support in year 2 of Unitsof Study Implementation.

Read 180 Literacy Grades 3 – 6 DistrictPersonnel Aurora J. Hill

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.

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Description of Support

ContentArea Focus

Target Group

PersonResponsible


(Evaluation)

How are administrators identified?

Lucy Calkins Units of Study Literacy -Writing

K-6 Teachers TCRWP Increased improvement of writing inall genres.

Read 180 Literacy Grades 3 – 6 Caryn Cooper

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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 programentrance or exit.

Measure

Homeless Migrant Students withDisabilities

EconomicallyDisadvantaged

ELL Other SubGroups

Targeted AssistanceSchools

Entrance Criteria ( ) Exit Criteria

( )

State Assessment NJASK N/A NJASK NJASK NJASK N/A N/A

Other Assessments DIA N/A DIA DRA DIA N/A N/A

English LanguageProficiency Assessment

ACCESS,Teacher

DevelopedTests

N/A ACCESS,Teacher

DevelopedTests

ACCESS,Teacher

DevelopedTests

ACCESS,Teacher

DevelopedTests

N/A N/A

Classroom Grades ReportCard

N/A Report Card Report Card ReportCard

N/A N/A

Teacher Recommendation Teacher Developed

N/A Teacher Developed

Teacher Developed

Teacher Developed

N/A N/A

Other READ 180 N/A READ 180 READ 180 READ 180 N/A N/A

Support Elements

Ongoing and Sustained Technical Assistance*

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

From the district: Budgetary support

From outside experts:

From others:

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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.

Skilled consultants in literacy-Children’s Literacy Initiative

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

It is directly correlated with the 3aA- Literacy. The trainers provide teachers with support in best practices in literacy

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

Principal

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

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District Support (completed by LEA for SINIs only)

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

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

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

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

The Office of Assessment, Data Collection, and School Improvement in collaboration with the Office of ProfessionalDevelopment will continue to provide trainings on the analysis of multiple measures of data for its instructionalimplications and Continuous Improvement Model (CIM), which is based upon an 8 step process that relies heavily onthe use of data to drive decisions relative to teaching and learning. The next phase of the training efforts for the Of fice of Assessment, Data Collection, and School Improvement is toincrease teachers and staff literacy in assessments, more specifically expand knowledge of various ways to assess,the purpose of assessments, and what should be assessed.The Office of Professional Development will begin trainings in district for teachers and administrators of grades 3-12 inresearch-based best practices of Lucy Culkins Writing Units of Study.

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

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

The strategies and practices promoted within the district are:Continuous Improvement Model (CIM)Writing –Units of Study (Lucy Culkins)Best Practices of Instructional Leaders and Teachers

Assessment for Learning – J. Chappius

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

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

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

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

● Continue with the support for Parent Empowering Parents (PEP)● District and school web sites to inform parents and the community at large● Newsletters/flyers frequently sent home to parents in English and Spanish● School and district functions● Parent Institute● Parent to parent discussion groups

Reallocating the budget to fund activities thatsupport the school’s improvement plan and 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.

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 Strategyor Practice Implemented with

Funds

AmountAllocated

SIA AmountCarried Over

Reallocated Useof SIA

Outcomes as a Result of Implementing the Strategy or

Practice

Evidence

2010 Title I, Part A We are aSchoolwideschool withblendedfunds

NOT APPLICABLE

NOT APPLICABLE

To be determined once theSpring 2011 NJASK results arereceived and analyzed

NJASK -Spring 2011

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2010 SIA Part A Supplies and materials for extendedday instruction

Laptops for implementation of ACELLUS and

increased utilization of literacyweb-based interventions already

in place

$22,965 Projected salaries for extended dayinstruction

Laptops and ACELLUS software tobe purchased summer of 2011 for immediate implementation duringthe 2011-12 SY

N/A

Spring 2011

Federal NCLB andother federalsources

NOT APPLICABLE

NOT APPLICABLE


NJASKSpring 2011

Local City TaxLevy

NOT APPLICABLE

NOT APPLICABLE


NJASKSpring 2011

Other Projected salaries for extended dayinstruction

$9,000 Projected salaries for extended dayinstruction

NJASK

Spring 2012

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 blendtheir 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

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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.

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Corrective Action, Restructuring, and School Improvement

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

NOT APPLICABLE

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 performance4. Significant decrease in management authority at the school level5. Replacement of the principal6. Restructuring the internal organization of the school7. Appointment of an outside expert to advise the school8. Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to improve academic achievement of low-

performing students.

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

CorrectiveAction #

Description

Effective

Yes - No

Evidence of Effectiveness

Outcomes

1

2

3

4

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

● Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10 that have completed a restructuring plan, the

approved restructuring plan continues to be incorporated into the Unified Plan. Year Restructuring Plan Created: _______

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

Note: Districts must also complete the required “School Restructuring Plan,” which includes more detail on the 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 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 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 Plan

Status of Implementation

Effective

Yes - NoEvidence of

Effectiveness

Outcomes

1 2

3

4

5

List revisions made to the original restructuring plan.

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( )




Peer Review

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

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 .)

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

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Principal/Leadership

Language Arts

Mathematics

Special Education

ELL

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

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

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


















Plainfield NJ Schools 2011 12 TITLE I Unified Plan Barlow

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