Plainfield NJ Schools 2011 12 Title I Unified Plan Emerson
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Transcript of Plainfield NJ Schools 2011 12 Title I Unified Plan Emerson
8/3/2019 Plainfield NJ Schools 2011 12 Title I Unified Plan Emerson
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2012 TITLE I UNIFIED PLAN TEMPLATE
District and School Information
District: PLAINFIELD
Chief School Administrator: ANNA BELIN-PYLES Chief School AdministratorE-mail:
NCLB Contact: Linda Reid NCLB Contact E-mail:[email protected]
School: Emerson
The school is designated (select one): Targeted Assistance Schoolwide
Principal: Janet R. Grooms Principal E-mail: [email protected]
Principal Certification
The following certification must be made by the principal of the school. Note: Signatures must be kept on fileat the school.
I certify that I have been included in consultations related to the priority needs of my school and participated in the
completion of this Title I Unified Plan. I have been an active member of the planning committee and provided input to theschool needs assessment and the selection of priority problems. I concur with the information presented herein,including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a..
Janet R. Grooms __________________________________________ ____________________________________________
_________8/19/2011_______________ Principal’s Name Principal’s Signature Date
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School NCLB Committee
Select committee members to develop the Unified Plan.Note: For continuity, some representatives from this needs assessment stakeholder committee should be included in the
schoolwide stakeholder group and/or the SINI plan committee. Identify the stakeholders who participated in the needsassessment and/or development of the plan. Signatures should be kept on file in the school office for review. Print off acopy of this page to obtain signatures. *Add lines as necessary.
Name Stakeholder GroupParticipated in
NeedsAssessment
Participated inPlan
DevelopmentSignature
Denise Riley Parent – PTO President X X
Janet R. Grooms School Staff--Administrator
X X
Mary Hart School Staff—Classroomteacher
X X
Sheila Greenwood School Staff – Classroomteacher
X X
Brenda Hackett School Staff—SpecialEducation
X X
Yurika Ebata School Staff—Bilingual,LEP
X X
Patty Lewis School Staff--Support X XLinda Reid NCLB Co-Chair, Science
Teacher
X X
Penelope Hewitt School Staff – Classroomteacher
X X
George Rivera Community Groups X X
N/A Consultants - - N/A
N/A Institutions of Higher - - N/A
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Education
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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 Plandevelopment. *Add rows as necessary
Date Location Topic Agenda on File Minutes on File
1/31/11 Media Center SchoolImprovement
Yes Yes
4/4/11 Media Center SchoolImprovement
Yes Yes
5/9/11 Media Center SchoolImprovement
Yes Yes
6/21/11 Media Center School
Improvement
Yes Yes
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?
Emerson School in partnership with its community shall do whatever ittakes for every student to achieve high academic standards. No alibis, noexcuses, no exceptions.
What is the school’s mission? The mission of Emerson School is to provide opportunities for students toachieve their personal best, become responsible and productive citizens,and embrace lifelong learning in a safe and positive environment.
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Describe the process for developingor revising the school’s vision andmission.
The staff was provided with professional development to engage in theprocess of developing vision and mission statements (Victoria Bernhardt).Small groups collaborated to develop statements. All statements werecollected, a ballot was created and voting took place to decide on the best
mission statement.
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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 MeasuresAnalyzed
Academic Achievement –Reading
NJASK, DIA, DRA, End of Unit Assessments, TeacherMade Assessments, Focus
Walk Data
The majority of students are not meeting grade levelstandards. Few students meet the advanced proficienttarget.
Academic Achievement -Writing
NJASK, PPS Writes –Benchmark WritingQuarterly Assessments,DIA, Teacher Made WritingPrompts, Focus Walk Data
The majority of students are not meeting grade levelstandards. Few students meet the advanced proficienttarget.
Academic Achievement -Mathematics
NJASK, End of UnitAssessments, TeacherMade Assessments, FocusWalk Data
The majority of students are not meeting grade levelstandards. Few students meet the advanced proficienttarget.
Parent Involvement Back –to-School Night,Parent TeacherConferences, NJASK ParentWorkshops, PTO Sign-InSheets, Global Connect,Award/Honor RollAssemblies, ParentInvolvement Day, CareerDay, Field Trips, FieldDay/Carnival Day,
There was high parental involvement at concerts, studentperformances and cultural events. There was lowparticipation at PTO Meetings.
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Areas Multiple MeasuresAnalyzed
Concerts ,Theater Events,Science Fair, Spelling Bee,Geography Bee and
Cultural EventsProfessional Development Grade Level and Staff
Meeting Agendas andMinutes, Lucy CaulkinsWriting, CharlotteDanielson’s Framework for Teaching, STEM Training
Professional development in the area of writing was alignedand advanced student performance. Professionaldevelopment in other areas was minimal. More verticalarticulation between grade levels is needed as well as jobembedded professional development.
Extended LearningOpportunities
STEEP, Homework Club, 21st
Century Grant TutoringStudents made some gains as evidence of academic growth.
Homeless NA NAStudents with Disabilities NJASK, DIA, DRA, End of
Unit Assessments, TeacherMade Assessments,Resource Room TeacherData
Student growth was evident.
English Language Learners NJASK, DIA, DRA, End of Unit Assessments, TeacherMade Assessments,ACCESS Testing Data
Students maintained the same level of performance. There isevidence of growth with the third grade students.
EconomicallyDisadvantaged
NJASK, DIA, DRA, End of Unit Assessments, TeacherMade Assessments
The majority of students are not meeting grade levelstandards. Few students meet the advanced proficienttarget.
School Culture Attendance at SchoolEvents
High level of participation at most events as evidence by signin sheets
Leadership District focus walk Multiple evidence of high performing areas with a fewrecommendations for improvement.
Highly Qualified Staff Highly Qualified Binder andForms
All teachers are highly qualified.
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Areas Multiple MeasuresAnalyzed
School-Based YouthServices
NA NA
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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/Grou
p Focus
3Effect
ive
Yes-No
4Documentation of
Effectiveness
5Measurable Outcomes
Message Time Plus,Reading Plus, DIA,Read 180, DRA,District PPS WritesAssessments,Harcourt Holistic ThemeAssessments,Harcourt UnitAssessments
LAL TBD NJASK 2011 TBD
EverydayMathematics,McMillan & McGraw– A Closer Look,DIA, Study Island,Starfall
Mathematics TBD NJASK 2011 TBD
Message Time Plus,Reading Plus, DIA,Read 180, DRA,District PPS WritesAssessments,Harcourt Holistic ThemeAssessments,Harcourt UnitAssessments,EverydayMathematics,
Students withDisabilities
TBD NJASK 2011 TBD
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1
Strategy orProgram
2
Content/Group Focus
3
Effective
Yes-
4
Documentation of Effectiveness
5
Measurable OutcomesMcMillan & McGraw– A Closer Look,DIA, Study Island
NA Homeless/Migrant NA NA
Moving Into English,Message Time Plus,Reading Plus, DIA,Read 180, DRA,District PPS WritesAssessments,Harcourt Holistic ThemeAssessments,Harcourt UnitAssessments,Everyday
Mathematics,McMillan & McGraw– A Closer Look,DIA, Study Island, Total PhysicalResponse
ELL TBD NJASK 2011 TBD
Table C: Description of Extended Day/Year Programs Implemented in 2011 to Address AcademicDeficiencies - Do not include SES programs.
• Results and outcomes must be measurable
1
Strategy orProgram
2
Content/Group Focus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Measurable Outcomes
STEEP (Striving TowardsEducationalExcellence Program
LAL
Mathematics
Yes End of Year StudentProjects and in classassessments/portfolios
Increased student achievement in LAL and mathematicson in class assessments.
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1
Strategy orProgram
2
Content/Group Focus
3
Effective
4
Documentation of Effectiveness
5
Measurable Outcomes21st Century Tutoring
LAL
Mathematics
Yes Student work,portfolios
Increased student achievement in LAL and mathematics
Homework Club LAL
Mathematics
Yes Completion andaccuracy of homework
assignments
Increased performance on End of Unit Assessments andclass participation
NA Students withDisabilities
NA NA NA
NA Homeless/Migrant NA NA NA
NA ELL Yes Same as STEEP Same as STEEP
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Table D: Professional Development That Was Implemented in 2011.
1
Strategy orProgram
2
Content/Group Focus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Measurable Outcomes
Lucy Caulkins LAL Yes Reading & WritingData Binders, Studentwriting portfolios
Increased rubric scores on published writing pieces.
NJASK TBD
District Training –Learning Math Through ProblemSolving
Mathematics Yes Math data binders End of Unit Math Assessments
NJASK TBD
STEM Training Science and Math Yes Classroom Application
Lesson Study
NJASK TBD
Same as LAL &Math
Students withDisabilities
Yes “ “ “ “
NA Homeless/Migrant NA NA NA
Same as LAL &Math
ELL Yes “ “ “ “
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Table E: Parent Involvement That Was Implemented in 2011
1
Strategy orProgram
2
Content/Group Focus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Measurable Outcomes
NJASK Workshop LAL Yes Attendance and Sign-In Sheet
High level of parent and student involvement
NJASK Workshop Mathematics Yes Attendance and Sign-In Sheet High level of parent and student involvement
Science FairWorkshop
Science/ Parentsand Students
Yes Attendance and Sign-In Sheet
High level of parent and student involvement
Parent InvolvementDay/Bring YourParent to SchoolDay
Parents No Attendance and Sign-In Sheet
Minimal attendance
StudentPerformances(cultural events,
concerts, theater,science fair,geography bee,spelling bee)
All Stakeholders Yes Attendance and Sign-In Sheets
High family involvement at events where studentsperform.
Career Day Students Yes High StudentEngagement
Community was involved in sharing information andtalent regarding professions.
Same as Above Students withDisabilities
NA Homeless/Migrant
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1
Strategy or
2
Content/Grou
3
Effect
4
Documentation of
5
Measurable OutcomesSame as Above 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.
The following stakeholders were involved in the assessment process: classroom teachers, Principal, SchoolLeadership Team, School Leadership Committee (SLC), instructional staff, and parents. The goal was to buildcapacity that will enable staff members to better meet the needs of our students.
2. Describe methods used to collect and compile data for student subgroups.
Classroom teachers maintain data binders that include NJASK data and additional assessments which includes abreakdown of areas that are in need of improvement. Teachers review data individually and collectively to focusinstruction and place priorities to meet student needs
3. Explain how the data from the collection methods are valid and reliable.
The data are valid and reliable because they are standardized and come from research based programs. Data collectionneeds to be more consistent across grade levels.
4. What did the data analysis reveal regarding classroom instruction?
Data analysis reveals inconsistencies in how data is used to drive instruction.
5. What did the data analysis reveal regarding professional development implemented in the previous year(s)?
Professional development needs to be aligned to meet the needs of students and advance student achievement.
6. How are educationally at-risk students identified in a timely manner?
Staff members identify at-risk students and refer them to the IR&S Team.
7. How are educationally at-risk students provided with effective assistance?
IR&S Team meet with teachers and parents to develop an effective intervention plan.
8. How does the needs assessment address migrant student(s) needs?
Migrant students are serviced with the general education population and receive necessary services to ensure theirsuccess.
9. How does the needs assessment address homeless student(s) needs?
NA
10. How were teachers engaged in decisions regarding the use of academic assessments to provide information on andimprovement of the instructional program?
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During grade level and staff meetings, teachers were engaged in analyzing data, developing focus calendars andinstructional strategies to improve student learning.
11. Describe the transition plan for preschool to kindergarten, if applicable.
Emerson School is involved in a year-long planning process with Early Childhood to ensure that students transition tokindergarten smoothly and effectively. Preschool teachers of 4-year olds visit our kindergarten classrooms at the
beginning of the school year to receive an overview of the program in order to ensure that their students will be ready bythe end of the year. Preschool students visit our kindergarten classrooms and get a glimpse of what to expect in theupcoming school year. When time permits, Teachers of Kindergarten and Preschool, Principals, Center Directors andEarly Childhood Supervisor and Director visit the preschool classrooms together and share feedback relating toobservations and reflections.
12. Describe the process used to select the priority problems and root causes for this plan?
Professional Learning Communities analyze and disaggregate data to identify areas in need of improvement, problemsand root causes.
13. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?
Too many district initiatives and changes cause a lack of focus and follow through. Students lack prior knowledge and
have difficulty making real world connections.14. Describe the evaluation results regarding the status of SMART goal #1 in the action plan?
NA - We were not a SINI in 2010 – 2011.
15. Describe the evaluation results regarding the status of SMART goal #2 in the action plan?
NA - We were not a SINI in 2010 – 2011.
16. Describe the evaluation results regarding the status of SMART goal #3 in the action plan?
NA - We were not a SINI in 2010 – 2011.
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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 fortwo years or more in Language Arts Literacy and mathematics. (Data is # of students scoring partially proficient for thatyear, not two consecutive years)
LanguageArts
2008-2009
2009-2010
Services Provided Describe why services provided did notresult in proficiency.
Grade 4 NA 41 STEEP After School Safety NetProgram
Need to develop more focused curriculum withtangible & measureable data targets.
Grade 5 44 44 STEEP After School Safety NetProgram
Need to develop more focused curriculum withtangible & measureable data targets.
Grade 6 48 42 STEEP After School Safety NetProgram
Need to develop more focused curriculum with
tangible & measureable data targets.Grade 7 NA NA NA NA
Grade 8 NA NA NA NA
Grade 11 NA NA NA NA
Grade 12 NA NA NA NA
Mathematics
2008-2009
2009-2010
Services Provided Describe why services provided did notresult in proficiency.
Grade 4 NA 37 STEEP After School Safety NetProgram
Need to develop more focused curriculum withtangible & measureable data targets.
Grade 5 30 24 STEEP After School Safety NetProgram
Need to develop more focused curriculum withtangible & measureable data targets.
Grade 6 38 38 STEEP After School Safety NetProgram
Need to develop more focused curriculum withtangible & measureable data targets.
Grade 7 NA NA NA NA
Grade 8 NA NA NA NA
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Grade 11 NA NA NA NA
Grade 12 NA NA NA NA
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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 beenannually 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 incolumn T.
• When completing the matrix below, data from Tables A, B, C, D, E and the Needs Assessment Summary shouldbe 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 -
P a r t i a l l y P r o f i c i e n t_____
T .
S e l e c t e d P r i o
r i t y
P r o
b l e m s
S t u d e n t A c a d e m i c
N e e d s
1Closing the achievementgap 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
3aLanguage arts literacy andreading X X X X X
3b Mathematics X X X X X
3c Science
3d Social studies
3e World Languages3f Cross Content Workplace
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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 -
P a r t i a l l y P r o f i c i e n t_____
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
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
5d Social studies
5e World Languages
5f Cross Content WorkplaceReadiness
6Effective classroom use of technology
7Standards-basedassessment
8
Instructional skills and
strategies X X X9 Mentoring
10 Classroom management
11Using data/assess. toimprove learning X X X
12 Working with parents
H i r i n g ,
R e c r u i t i n g a n d
R e t a i n i n g
13 Highly qualified teachers
14 Teachers in shortageareas
15 Teachers in Math andScience
16 Teachers to reduce classsize
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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 -
P a r t i a l l y P r o f i c
i e n t_____
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
17Qualifiedparaprofessionals
18 Highly qualified personnel
P r o b l e m s I d e n t i f i e d
19 Alcohol use
20 Drug use
21 Tobacco use
22 Violence
23 Weapons
24 Gang activity
25 Delinquency
26 Vandalism
27Suspensions, removals, orexpulsions
28Serious or persistentdiscipline problems
29 Bullying
30 Victimization
31 Truancy/attendance
32 Mental health
33 Sex/gender issues
34 Interpersonal conflict
35 Intergroup conflict/bias
36 Negative peer influence
37 School safety38 School
climate/environment
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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 -
P a r t i a l l y P r o f i c
i e n t_____
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
39 Risk factorsQualityTeacher 40 Teacher Quality
Tech. &Ed.
Materials
41 Technology activities
42Instructional/EducationalMaterials
Studentswith
SpecialNeeds 43 Drop-out rate
Literacy,& Adult
Ed.
44 Adult literacy
45Parent/communityinvolvement X
Leadership
46 Leadership Network
47 Leadership PD
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Description of Priority Problems and Strategies to Address Them
• All student subgroups not meeting AYP MUST be considered during the needs assessment process.Select at least three priority problems.
•
Complete the information below for each priority problem checked in column T on the previous pages.Add additional sections as needed.
#1 #2
Population CategoryLetter & ProblemNumber
A. S. Other - (Partially Proficient Students) #1 A. B. D. J. #3a
Name of priorityproblem
Closing the Achievement Gap Language Arts Literacy and Reading
Describe the priority
problem
Students are partially proficient on the NJASK Lack of reading comprehension and the ability toanalyze text
Describe the rootcauses of the problem
Students are unable to comprehend what is read.As a result they demonstrate an inability toanalyze text and properly transfer knowledge todemonstrate proficiency. Students are unable tointerpret word problems due to a lack of comprehension skills and vocabulary.
N/A
Subgroup or populationaddressed
All students who scored partially proficient onNJASK
All Students
Grade span Grades 3 - 6 Grades K – 6
Related content area
missed
Language Arts, Mathematics, Social Studies,Science
Mathematics, Science, Social Studies
Name of scientificallyresearch basedprogram/strategy/practice to address problem
Success In SightExtended Day Programs
How does theprogram/strategy alignwith the NJ CCCS?
Strategies and content for curriculum, instructionand assessment will reflect NJCCCS.
Strategies and content for curriculum, instructionand assessment will reflect NJCCCS.
CAPA finding orrecommendation
N/A N/A
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related to the priorityproblem
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Description of Priority Problems and Strategies to Address Them (continued)
#3 #4
Population CategoryLetter & ProblemNumber
A. B. D. J. #3b K. #8 & #11
Name of priorityproblem
Mathematics Instructional Skills and StrategiesUsing Data/Assessment to Improve Learning
Describe the priorityproblem
Lack of understanding key concepts of dataanalysis, geometry and word problem solving.
Students not engaged and connecting to learningInconsistent use of data to drive instruction.
Describe the rootcauses of the problem
Students are unable to interpret word problemsdue to a lack of comprehension skills andvocabulary. Students are not making connections
and applying key vocabulary and concepts whenanswering questions.
Instructional strategies are not meeting the needsof all studentsLack of use of meaningful data to effectively drive
instruction.
Subgroup or populationaddressed
All Students Instructional Staff
Grade span Grades K – 6 All grade levels
Related content areamissed
Mathematics, Science, Social Studies K – 6 Instructional Staff
Name of scientificallyresearch basedprogram/strategy/practi
ce to address problem
Use of the Every Day Math Curriculum andrigorous data driven instruction on targeted skills.
Total Participation Techniques, Himmele &HimmeleWiggins, Grant – Aligning curriculum, instructionand assessment
How does theprogram/strategy alignwith the NJ CCCS?
Strategies and content for curriculum, instructionand assessment will reflect NJCCCS.
Strategies for all students to be actively involvedin learning.Alignment of NJCCCS with instruction andassessment.
CAPA finding orrecommendationrelated to the priorityproblem
N/A 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
Name of Program, Strategy orPractice to Address PriorityProblem:
Closing the Achievement Gap
Project S.T.A.R. (Science, Technology, Arithmetic and Reading: Making Connections
Across the Curriculum)Extended Day Program for Partially Proficient Students
SMART Goal:
(Specific, Measurable, Achievable,Relevant, Timely)
1. Students participating in intervention programs in grades 3-6 will increaseliteracy and math NJASK scores by 20 points.
• All instructional staff will receive professional development to support ongoinginstruction based on all data analysis of comprehension, analyzing text andproblem solving.
• Teachers and students will infuse technology that is in alignment with targetedskills through the use of software programs.
Research Supporting Strategy(from IES Practice Guide or What WorksClearinghouse)
The research of Success in Sight on student achievement denotes that data-baseddecision making refers to an understanding of and engagement of activities that usedata to support teaching and learning. Effective school practices include schoolimprovement strategies shown to be related to improved student achievement andtargeted interventions: differentiated instruction based on data; safe and orderlyschool climate, and a focus on improving academic achievement.
Indicators of Success: Indicators of Success
1. A minimum of 50% of extended day students will demonstrate proficiency on
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Name of Program, Strategy orPractice to Address PriorityProblem:
Closing the Achievement Gap
Project S.T.A.R. (Science, Technology, Arithmetic and Reading: Making ConnectionsAcross the Curriculum)
Extended Day Program for Partially Proficient Students
2012 NJASK Test.
2. An increase in the number of students achieving honor roll in their academicstudies.
3. 50% of extended day students will exit from S.T.A.R.
Description of Action Plan StepsPersonsInvolved
ResourcesNeeded Due Date -
Timeline1 Provide professional development to all teachers on
implementing the following skills: analyzing text, literacycomprehension and math word problem solving. (PD360,Columbia University, Sharing Best Practices)
Principal,
Instructional Staff,Students
Professional
DevelopmentConsultant
Sept 6 – June 15
2 Conduct language arts and math data chats with students andparents during the course of the school year.
Principal,Instructional Staff,Students
Data Analysisand ParentConferenceSchedules
Nov 2011 March2012 On Going
3 Use writing assessment benchmarks to monitor, re-teach andconference with students.
Principal,Instructional Staff,Students,
Parents
WritingAssessmentBenchmarks
Oct, Dec, 2011, Feb& April 2012
4 Administrative Focus Learning Walk to measure teacherdocumentation and Accountability
Principal,Instructional Staff,Students
Data AnalysisBinders
Quarterly 2011 –2012 On Going
5 Administer District Interim Assessment and analyze data. Principal,Instructional Staff,Students, Testing
District InterimAssessment
Oct, Feb & April OnGoing
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Name of Program, Strategy orPractice to Address PriorityProblem:
Closing the Achievement Gap
Project S.T.A.R. (Science, Technology, Arithmetic and Reading: Making ConnectionsAcross the Curriculum)
Extended Day Program for Partially Proficient Students
Coordinator
6 Organize, plan and implement Parent workshop components. Principal,Instructional Staff,Students
ParentProfessionalDevelopmentFacilitator
March-June
7 Administer DRA’s – Developmental Reading Assessment andEnd of Unit Assessments to analyze data.
Principal,Instructional Staff,Students, TestingCoordinator
DevelopmentalReadingAssessment andEnd of UnitAssessments
Oct 1, 2011 –June 1,2012
8 Organize data analysis for NJASK 3,4,5 by disaggregating data
based on strands of skill by individual student.
Principal,
Instructional Staff,Students, TestingCoordinator
NJASK Data
DIA Data
Sept 6 – June 15
9 Consistently administer pre and post testing procedures inorder to track student progress and individual proficiencylevels.
Principal,Instructional Staff,Students,
TestingAssessments
Oct 1, 2011 –June 1,2012.
10
Students will utilize technology to enhance instructionalknowledge.
Principal TechnologyResources &Programs
Oct 1, 2011 –June 1,2012.
11
Students will participate in conferencing and data chats withtheir teachers.
Principal,Instructional Staff,Students,
StudentPortfoliosGradedAssessmentsand NJASK Profile Sheets
Nov 2011 March2012 On Going
12
Students will use results of writing assessment benchmarks tomonitor their growth and areas in need of improvement.
Principal,Instructiona
WritingAssessment
Oct 1, 2011 –June 1,2012.
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Name of Program, Strategy orPractice to Address PriorityProblem:
Closing the Achievement Gap
Project S.T.A.R. (Science, Technology, Arithmetic and Reading: Making ConnectionsAcross the Curriculum)
Extended Day Program for Partially Proficient Students
l Staff,
Students
Scores
13
Students will be assessed utilizing the District InterimAssessment
Principal,Instructional Staff,Students
District InterimAssessment
Oct, Feb & April OnGoing
14
Students will collaborate in cooperative peer groups and/orpartner pairs for LA and Math Centers
Principal,Instructional Staff,Students, YEbata Testing
Coordinator
LearningCenters
Oct 1, 2011 –June 1,2012.
15
Students will demonstrate proficiency by completing DRA’s andEnd of Unit Assessments in LA and Math
Principal,Instructional Staff,Students
DRA’s and Endof UnitAssessments
Oct 1, 2011 –June 1,2012
16
Students will participate in extended learning opportunitiesthrough field based activities such as cross curricularexplorations in the museum and science center.
Principal,Instructional Staff,Students
Bus Transportationand ParentPermission Slips
March 15, 2012May 1, 2012
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Action Plan for Strategy Related to Priority Problem #2
Name of Program, Strategy orPractice to Address Priority
Problem:
Language Arts, Literacy and Reading.
Same as Priority Problem #1
SMART Goal:
(Specific, Measurable, Achievable,Relevant, Timely)
Research Supporting Strategy(from IES Practice Guide or What WorksClearinghouse)
Indicators of Success: 1.
2.
Description of Action Plan Steps PersonsInvolved
ResourcesNeeded Due Date -Timeline
1 Same as Priority Problem #1
2
3
4
5
6
7
89
101112
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Action Plan for Strategy Related to Priority Problem #3
Name of Program, Strategyor Practice to Address
Priority Problem:
MathematicsProfessional Development in Total Participation Techniques and the Use of Data to
Drive Instruction.
Research SupportingStrategy(from IES Practice Guide or What WorksClearinghouse)
Total Participation Techniques; Making Every Student an Active Learner (Himmele &Himmele)Aligning Curriculum, Instruction and Assessment (Wiggins & Grant)
SMART Goal:
(Specific, Measurable, Achievable,Relevant, Timely)
Students in grades 3-6 will increase literacy and math NJASK scores by 20 points.
Teachers will use benchmark assessments to make decisions and drive instruction.
Teachers will use Total Participation Techniques to engage all students in daily
instruction as reflected in lesson plans and observation.Indicators of Success: 1. Student acheivement based on teachers’ use of data and total particpation
techniques (reflected in teachers’ lesson plans and data binders)
2. Teacher and student feedback.
Description of Action Plan StepsPersonsInvolve
d
ResourcesNeeded Due Date -
Timeline1 Same as Priority Problem #1
2
3
45
6
7
8
9
1011
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Name of Program, Strategyor Practice to AddressPriority Problem:
MathematicsProfessional Development in Total Participation Techniques and the Use of Data toDrive Instruction.
12
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Plan Components for 2012
Table F: Proposed 2012 Core Strategies to Address Student Achievement
Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy(from IES Practice Guide or What
Works Clearinghouse)
Improvedinstructionalimplementation
LAL &Math
AllStudents
Principal
Teachers
Data binders, DRA’s, In classassessments and districtbenchmark tests (DIA)
Results Now by Schmoker
HomelessMigrantELL
StudentswithDisabilities
*Use an asterisk to denote new programs.
Table G: Proposed 2012 Extended Learning Opportunities to Address Academic Deficiencies. Do not includeSES.
Name of Strategy
ContentAreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
Project S.T.A.R.Extended DayProgram forPartiallyProficient
(Science,Technology,Arithmet
Grades 3-6 that arepartiallyproficient
Principal Weekly assessmentsadministered.
Pre & Posttests.
The research of Success inSight on student achievementdenotes that data-baseddecision making refers to anunderstanding of and
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Name of Strategy
ContentAreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
Students ic and
Reading:MakingConnectionsAcrosstheCurriculum)
engagement of activities that
use data to support teachingand learning.
HomelessMigrant
Same as above ELL
Same as above StudentswithDisabilities
*Use an asterisk to denote new programs.
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Table H: Proposed 2012 Professional Development to Address Student Achievement and Priority Problems
Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
Lucy Calkins K-2 LAL Allstudents
Principal Writing Conferences and writingprocess implementation.
Best Practices of Lucy Calkins
WritingFundamentals6th
LAL Allstudents
Principal Best Practices of Marzano
HomelessMigrantELL
StudentswithDisabilities
*Use an asterisk to denote new programs.
Table I: Proposed 2012 Parent Involvement Strategies to Address Student Achievement and PriorityProblems
Name of Strategy
Conten
t AreaFocus TargetPopulation(s)
PersonResponsible
Indicators of Success(Measurable Evaluation
Outcomes)
Research Supporting
Strategy(from IES Practice Guide or WhatWorks Clearinghouse)
PTO Workshops LAL &Math
Allstudents
PTO Exec.
Principal
Parent Participation and Sign InSheets
Best Practice for schoolclimate by Richard Dufour andProfessional LearningCommunities
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Name of Strategy
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Measurable EvaluationOutcomes)
Research SupportingStrategy
(from IES Practice Guide or WhatWorks Clearinghouse)
HomelessMigrantELL
StudentswithDisabilities
*Use an asterisk to denote new programs.
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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?
Measures (Back to School Night, Conferences, Data Chats, Workshops) are taken to collaborate with parents so theyare involved, informed and can support their child in promoting his/her academic achievement.
2. Do you have a school-parent compact?
Yes
3. Describe the process to ensure that parents receive and review the school-parent compact.
The School-Parent Compact will be distributed at Back to School Night for parents to sign and return to the teacher.IStudents will bring home the compact to parents not attending Back to School Night. In addition, the school socialworker will follow-up to ensure that all parents have received the compact.
4. How is student achievement data reported to the public?
Student achievement data is reported to the public at Back to School Night and District StakeholderCommunity Meetings.
5. What is the procedure for notifying parents if the district has not met their annual measurable objectivesfor Title III?
Profiles of our school and student assessment results are mailed to our students’ homes.
6. Identify procedures for informing parents about the school’s improvement status.
Parents are informed of the school’s improvement status through Global Connect, MonthlyCalendars/Newsletters and the district website.
7. Identify procedures for informing parents about the school’s disaggregated assessment results.Disaggregated results with an explanation are sent to the parents as soon as they are available. The results are alsodiscussed with parents during Parent Teacher Conferences.
8. How were parents involved in the development of the Unified Plan?
PTO officers and school leadership council members help to develop the Unified Plan.
9. Identify procedures for informing a parent about their child’s student assessment results.
Parents receive individual NJASK student reports. In addition, student assessment data results will be discussed atconferences throughout the school year.
10. How were the required PI funds used in 2011?
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11. How will the required PI funds be used in 2012?
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Table J-1: 2011-2012 Annual Student Targets (Use best available data from One-Year Charts). At least twomeasurements 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 29.5 36.6 NJASK 2011 57.9 62.1
Students with Disabilities NJASK 2011 14.8 23.3 NJASK 2011 44.2 49.7
Limited English ProficientStudents
NJASK 2011 0.0 10.0 NJASK 2011 24.2 31.7
White
African-American NJASK 2011 26.7 34.0 NJASK 2011 53.9 58.5
Asian/Pacific Islander
American Indian/NativeAmerican
Hispanic NJASK 2011 24.2 31.8 NJASK 2011 56.8 61.1
Others
Economically Disadvantaged NJASK 2011 26.6 33.9 NJASK 2011 61.9 65.7
GRADE SPAN: GRADE 6 ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total NJASK 2011 40.0 46.0 NJASK 2011 53.4 58.1
Students with Disabilities NJASK 2011 50.0 55.0 NJASK 2011 53.4 58.1
Limited English ProficientStudents
NJASK 2011 6.7 16.0 NJASK 2011 20.0 28.0
White
African-American NJASK 2011 42.4 48.2 NJASK 2011 63.6 67.2
Asian/Pacific Islander
American Indian/NativeAmerican
Hispanic NJASK 2011 38.5 44.7 NJASK 2011 46.2 51.6
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GRADE SPAN &SUBGROUP
LANGUAGE ARTS MATHEMATICS
3-5 State Assessment Baseline 2012 Target State Assessment Baseline 2012 Target
Others
Economically Disadvantaged NJASK 2011 45.0 50.5 NJASK 2011 70.0 73.0
Table J-2: 2011-2012 Annual Student Targets – Other Assessment
GRADE SPAN &SUBGROUP
LANGUAGE ARTS MATHEMATICS
Other AssessmentName
Baseline 2012 Target Other AssessmentName
Baseline
2012 Target
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total TBD TBD TBD TBD TBD TBD
Students with Disabilities
Limited English ProficientStudents
White
African-American
Asian/Pacific IslanderAmerican Indian/NativeAmerican
Hispanic
Others
EconomicallyDisadvantaged
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
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GRADE SPAN &SUBGROUP
LANGUAGE ARTS MATHEMATICS
Other AssessmentName
Baseline 2012 Target Other AssessmentName
Baseline
2012 Target
Total TBD TBD TBD TBD TBD TBD
Students with Disabilities
Limited English ProficientStudents
White
African-American
Asian/Pacific Islander
American Indian/NativeAmerican
Hispanic
Others
EconomicallyDisadvantaged
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Highly Qualified Staff
Table K: Strategies to Attract and Retain Highly Qualified Staff
Number &
Percent
Content &Focus
Description of Process toMeet Highly Qualified
Description of Strategy to RetainHQ Staff
Teachers who meetthe qualifications forHQT, consistent with Title II-A
37 High levels of Accountability andsupport
Teachers who do notmeet the qualificationsfor HQT, consistentwith Title II-A
0 NA NA
Paraprofessionals whomeet the qualificationsrequired by NCLB(education, ParaProtest, portfolioassessment)
9 High levels of Accountability andsupport
Paraprofessionals whodo not meet thequalifications requiredby NCLB (education,ParaPro test, portfolioassessment)
0 NA
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Description of Strategy To Attract HQ Staff IndividualsResponsible
NA NA
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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 otherproblems.
Description of
Support
ContentArea
Focus
Target
Group
PersonResponsi
ble
Indicators of Success
(Evaluation) How are teachers
identified?
Table M: Support for Administrators
Use the Table below to describe how leaders in schools in need of improvement are provided with support andinstructional leadership.
Description of Support
ContentAreaFocus TargetGroup
PersonResponsi
ble
Indicators of Success
(Evaluation) How are administratorsidentified?
Network
Student Eligibility and Selection
Table N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistanceschool and the measures to identify students who need additional support in schoolwide programs. For targetedassistance schools, use the last two columns to designate if the measures are used as criteria for program entrance orexit.
Measure
Homeless
Migrant
Studentswith
Disabilities
Economically
Disadvantaged
ELL OtherSubGro
ups
Targeted Assistance Schools
Entrance
Criteria ()
ExitCriteria
()
State Assessment
Other Assessments
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English LanguageProficiencyAssessment
Classroom Grades
Teacher
RecommendationOther
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:
From outside experts:
From others:
2. Describe the current technical assistance offered to staff at the school. Include assistance by district level and/oroutside experts, for example, skilled consultants, institutions of higher education (IHE), etc.
3. How is it targeted to the priority problems identified in the needs assessment?
4. Identify the person(s) responsible for ensuring this technical assistance is provided.
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*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies, procedures and evaluation instruments, data analysis, coaching, program planning, budgeting, and theprovision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an outsideconsultant.
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District Support (completed by LEA for SINIs only)
1.Explain why the previous school and district plans did not bring about increased student academic achievement.
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 strategieslisted in table B to improve student performance.
2.Explain how the district is supporting the school in the following areas:
Providing professionaldevelopment that focusesprimarily on improving instructionand using data to informinstruction
The Office of Assessment, Data Collection, and School Improvement in collaborationwith the Office of Professional Development will continue to provide trainings on theanalysis of multiple measures of data for its instructional implications andContinuous Improvement Model (CIM), which is based upon an 8 step process thatrelies heavily on the 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 to increase 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 teachersand administrators of grades 3-12 in research-based best practices of Lucy CulkinsWriting Units of Study.
Implementing strategies groundedin scientifically based researchthat will strengthen instruction in
core academic subjects
The district conducts focus walks to review programming, instructional planning andclassroom practices. The district also does not support the purchase or use of programs not grounded in research.
The strategies and practices promoted within the district are: Continuous Improvement Model (CIM) Writing –Units of Study (Lucy Culkins) Best Practices of Instructional Leaders and Teachers
Assessment for Learning – J. Chappius
Expanding parental involvementactivities that support the school’sefforts to increase studentachievement
To address parent involvement, we will implement the following programs/activities:
Increase parent participation at both school and district level SLC (leadershipprogram):
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• 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 fundactivities that support the school’simprovement plan and are mostlikely to increase studentachievement
The district will not reallocate funds within the NCLB budget. The allocations willremain intact for each Title. Business Operations will work collaboratively with theschools to use resources effectively and efficiently. Federal, State and Local funds,including the city tax levy for education and Federal Entitlement and CompetitiveGrants State and Private Grants will be allocated and/or reallocated according toguidelines to fund the activities that support the school’s improvement plan.
Ensuring that curriculum isaligned to the CCCS
The curriculum has been revised in all areas to reflect greater alignment to theNJCCCS and includes back-mapping and strategies on how to ensure retention of allrequisite standards and CPI’s. The district is beginning to support development 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 ISchoolwide Program.
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2010-2011 Resource Allocation
Resource Allocation – Provide the following information regarding the use of the 2010-2011 funds including butnot limited to 2010 SIA Part (A).
Type of Funds
Brief Description of Strategy or PracticeImplemented with
Funds
AmountAllocate
d
SIAAmountCarried
Over
Reallocated Use of
SIA
Outcomes as aResult of
Implementing theStrategy or Practice
Evidence
2010 Title I,Part A
Message Time Plus,Reading Plus, Read 180,Harcourt , EverydayMathematics, McMillan &McGraw – A Closer Look, ,Study Island, Starfall,Moving Into English, StudyIsland, Total Physical
Response
We are aSchoolwideschoolwithblendedfunds
NOTAPPLICABLE
NOTAPPLICABLE
To be determined oncethe Spring 2011 NJASK results are receivedand analyzed
NJASK -Spring2011
2010 SIA PartA
$44,885 N/A N/A To be determined oncethe Spring 2011 NJASK results are receivedand analyzed
NJASK -Spring2011
Federal Message Time Plus,Reading Plus, Read 180,Harcourt , EverydayMathematics, McMillan &
McGraw – A Closer Look, ,Study Island, Starfall,Moving Into English, StudyIsland, Total PhysicalResponse
NCLBandotherfederalsources
NOTAPPLICABLE
NOTAPPLICABLE
To be determined oncethe Spring 2011 NJASK results are receivedand analyzed
NJASK
State Message Time Plus,Reading Plus, Read 180,Harcourt , EverydayMathematics, McMillan &McGraw – A Closer Look, ,
ABBOTT NOTAPPLICABLE
NOTAPPLICABLE
To be determined oncethe Spring 2011 NJASK results are receivedand analyzed
NJASK
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Study Island, Starfall,Moving Into English, StudyIsland, Total PhysicalResponse
Local Message Time Plus,Reading Plus, Read 180,Harcourt , EverydayMathematics, McMillan &McGraw – A Closer Look, ,Study Island, Starfall,Moving Into English, StudyIsland, Total PhysicalResponse
City Tax
Levy
NOT
APPLICABLE
NOT
APPLICABLE
To be determined once
the Spring 2011 NJASK results are receivedand analyzed
NJASK
Other
School Budget Pages
School level budget pages in Excel must be completed along with each school’s Unified Plan, identifying thefollowing:
How the Title I, Part A school allocation is budgeted for targeted assistance schools or schoolsoperating schoolwide programs that do not blend their funds How the SIA, Part a allocation is budgeted for all schools receiving this award
Budget Detail pages and a Budget Summary are available as an Excel program at the following location:www.nj.gov/education/grants/entitlement/nclb/.
Complete the Excel budget pages for each school and upload the file to the NCLB Application on EWEG on the Title I Unified Plan upload screen. These budget pages are in addition to the Title I Unified Plan for each schoolrequired to complete a plan.
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Budget Detail pages must be uploaded. The signature of the Business Administrator must be kept on file atthe 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 actionsidentified in the CAPA summary report continue to be incorporated into the Unified Plan.
Corrective Action (CAPA Recommendations) Status Report
This form is completed by all schools in Year 4 and above. Schools in corrective action had to implement one or more of the following corrective actions (as identified by the district) in addition to the SINI and/or SW components. Identify whichcorrective action(s) will be taken and describe the implementation and how the action(s) will be incorporated with theother elements of the Title I Plan. Note: CAPA report prioritized recommendations and action plans must beincorporated 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 performance4 Significant decrease in management authority at the school level5 Replacement of the principal
6 Restructuring the internal organization of the school7 Appointment of an outside expert to advise the school8 Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to
improve academic achievement of low-performing students.
Corrective actions implemented: # ________ Complete the table below regarding thecorrective actions implemented:
Corrective
Action#
Description
Effective
Yes -No
Evidence of Effectiveness
Outcomes
1
2
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Corrective Descri tion
Effective Evidence of Outcomes
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 10that 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 planningprocess and the restructuring details www.nj.gov/njded/title1/accountability/restructure.doc.
The restructuring options are as follows:1. Implement any major restructuring of the school’s governance that is consistent with the principles of restructuring
as set forth in the No Child Left Behind Act .2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq.
and N.J.A.C. 6A).3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to
make adequate progress (consistent with existing contractual provisions and applicable statutory protections in Title 18A).
Identify the restructuring option(s) selected: ____
For schools in Year 5 hold and above, complete the table below. Add additional rows as needed.
Fundamental GovernanceReforms Implemented as
Listed in ApprovedRestructuring Plan
Status of Implementation
Effective
Yes -No
Evidence of Effectiveness
Outcomes
1
2
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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 atwww.nj.gov/njded/title1/program/peer_review.pdf .)
2. Provide the actual date and location the peer review(s) took place.
3. Provide the information below.
Peer Reviewer Name Title Affiliation Area of Expertise Address
Principal/Leadership
Language Arts
Mathematics
Special EducationELL
4. Provide a summary of the recommendations made by the peer review school.
5. List the specific recommendations that were incorporated into the plan as a result of the peer review.
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