Plainfield NJ Schools 2011 12 Title I Unified Plan Stillman

8/3/2019 Plainfield NJ Schools 2011 12 Title I Unified Plan Stillman

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2012 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD PUBLIC SCHOOLS

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

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

School: CHARLES H. STILLMAN ELEMENTARY SCHOOL

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

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

Principal Certification

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

Mark A. Williams __________________________________________ ____________________________________________ ________9-21-2011________________ Principal’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

school-wide 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

Mark A. Williams School Staff -Administrator

X X

Karen Gee School Staff - Teacher X X

Garrie Daniels School Staff - Teacher XJoseph Harris School Staff - Teacher X XCheryl Dotts-Garcia School Staff - Teacher XPatricia McEnerney School Staff - Teacher X

Rosa Ramos Consultant XNatalie Pereira School Staff – Teacher X X

Eleanor Wilson School Staff – Teacher X X

2



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

Yes No Yes No

2nd Tuesday of EachMonth

Stlillman Elementaryschool

X X

3



School’s Vision & Mission

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

pages for guidance.

What is the school’s vision statement?

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

• Providing a rigorous educational curriculum.

• Catering to all abilities.

• Working together as a team.

• Promoting moral values, honesty, integrity and pride.

• Encouraging strong self-esteem and high personal expectations.• Instilling tolerance and respect for others.

• Providing a safe nurturing environment.

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

What is the school’s mission?

Our mission, in partnership with the community, is to inspire, empower,nurture and educate our diverse student population to become productive,

life learners and good citizens of a global environment.

Describe the process for developingor revising the school’s vision andmission.

Our vision statement was developed as a staff during our district wideprofessional development day on October 30, 2009.

4



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

Overall Measurable Results and Outcomes

Academic Achievement –Reading

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

Read 180.Academic Achievement -Writing

NJASK – Data has not been released yet.

Academic Achievement -Mathematics

NJASK & DIA NJASK – Data has not been released yet.

Parent Involvement Back to School Night, ParentConferences & PTOMeetings

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

Professional Development Teachers do not incorporate clusters which the data reveals to be

below proficient into their daily instruction.Teachers do not provide varied levels of activities, remediation,enrichment, etc. to accommodate student learning styles.

Extended LearningOpportunities

21st Century Program Waiting on results of the 2011 NJASK

Homeless N/A

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

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

5



Areas Multiple MeasuresAnalyzed

Overall Measurable Results and Outcomes

EconomicallyDisadvantaged

NJASK – Data has not been released yet.

School Culture

Leadership

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

School-Based YouthServices

N/A

6



Evaluation of 2011 Teaching and Learning Strategies & Programs

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

1Strategy or

Program

2Content/Gro

up Focus

3Effective

Yes-No

4Documentatio

n of Effectiveness

5Measurable Outcomes

Read 180 LAL Data notavailable atthis time

To bedetermined

Spring 2011 NJASK scores not available at this time

Reading Plus LAL Data notavailable atthis time

To bedetermined


EverydayMathematics

Mathematics Data notavailable atthis time

To bedetermined


Students withDisabilities

Homeless/Migrant

ELL

Table C: Description of Extended Day/Year Programs Implemented in 2011 to Address Academic

Deficiencies - Do not include SES programs.1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomes

21st Century Mathematics Data notavailableat thistime

To Be determined 21st CenturyPLEASE STATE THE MEASURABLE OUTCOME

7



1

Strategy or

2

Content/Gr

3

Effectiv

4

Documentation of

5

Measurable Outcomes


Homeless/Migra

ntELL

8



Table D: Professional Development That Was Implemented in 2011

1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4

Documentationof Effectiveness

5

Measurable Outcomes

Through thisseries of workshops andmodelingsessions, teacherswere trained inareas such as

creating practiceNJASK writingprompts, poetryprompts,expositoryprompts, and ingetting ourstudents to usecompositionalrisks to score

higher on open-ended readingand writingsections

LAL Datanotavailable atthistime

To be determined Spring 2011 NJASK scores not available at thistime

Using Data toImprove Instruction

LAL -Mathematics

Datanotavailable at thistime

To be determined Spring 2011 NJASK scores not available at thistime

Using study island to LAL - Data To be determined Spring 2011 NJASK scores not available at this

9



1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-

4

Documentationof Effectiveness

5

Measurable Outcomesstrengthen targetedareas of need

Mathematics notavailable at thistime

time

Students withDisabilities Spring 2011 NJASK scores not available at thistimeHomeless/Migrant

Spring 2011 NJASK scores not available at thistime

ELL Spring 2011 NJASK scores not available at thistime

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

Back to SchoolNight

All ContentAreas

Yes To be determined Spring 2011 NJASK scores not available at thistime

Parent – TeacherConferences

All ContentAreas


PTO All Contentareas


Communications(Global Connect,Letters, ProgressReports)

All ContentAreas


Students with

10



1

Strategy or

2

Content/Grou

3

Effect

4

Documentation of

5

Measurable OutcomesDisabilities

Homeless/Migrant

ELL

11



2012 Needs Assessment & Evaluation Summary

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

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

A needs assessment was completed by teachers in June 2011. Instructional priorities and programs implementationsare based on the needs of our school. The teachers analyze their class data and assess performance of their studentsat various levels such as class, student groups and individual student level. NJASK, ACCESS, DRA, District WritingAssessment & District Interim Assessment results are also used as a tool to identify student strengths and weaknessesas related to the core content standards. We also use the progress indicators in the Read180 and Reading PlusProgram. Student progress is checked bi-weekly by the principal and regularly by the classroom teacher.

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

Based on the results of various sources, data is disaggregated by clusters, class rosters and targeted skills for studentsubgroups. The classroom, after school (21st Century Program), and SES instruction becomes data driven decisionmaking in order to differentiate instruction for individual student needs. In addition, this data is used by the CAPAreview team to prepare findings and make recommendations. We provide SES providers, Century 21 and I&RS with allrelated data. This data is used as a pre- and a post- in an effort to evaluate program effectiveness.

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

The Office of Testing and Evaluation disaggregates the data by clusters in language arts, mathematics and science.Data is also disaggregated by clusters to help determine root causes. Class rosters and targeted skills are created for

each grade level and classroom level. Subsequently, children are grouped according to their instructional needs andinstruction is modified based on individual student needs. Teachers are required to have data chats with studentsdesigned to provide the students opportunities to participate in their learning.

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

The data revealed that teachers need to put more inference on incorporate clusters which the data reveals to bebelow proficient into their daily instruction. Also, teachers do not provide varied levels of activities, remediation,enrichment, etc. to accommodate student learning styles. Differentiated instruction will be one of the target areas forprofessional development building wide.

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

The data revealed that teachers must incorporate clusters which the data reveals to be below proficient into their dailyinstruction. Also, teachers do not provide varied levels of activities, remediation, enrichment, etc. to accommodatestudent learning styles. Differentiated instruction will continue to be one of the target areas for professional

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

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

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

It is communicated to parents what services are offered for any student they feel may need extra assistance. Wehave systems in place for teachers to refer students who may be in need. The school counselor works closely with anystaff member and/or parent who refer any student.

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

Not Applicable

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

Not Applicable

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

13



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

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

As part of our transition plan our kindergarten teacher’s work with Master Teacher (Fantasy Ko) to learn Plan-Do-Review and proper room set up. Mrs. Santiago (kindergarten teacher) sits on the kindergarten contact group, whichoversees kindergarten transition. After rollover in August, we create class rosters and forward them to thekindergarten teachers. This provides teachers who come in early the opportunity to create a welcoming environmentfor our incoming kindergarten students. We send out welcome letters to parents letting them know who their child’steacher is, what room and the first day of school. We have kindergarten parent orientation on back to school night(beginning August 2010, we will conduct parent orientation in August).

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

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

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

NOT APPLICABLE


NOT APPLICABLE


NOT APPLICABLE

14



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.

LanguageArts

2008-2009

2009-2010

Services Provided Describe why services provided did notresult in proficiency.

Grade 4 38 34

Grade 5 25 31

Grade 6 N/A 25

Grade 7

Grade 8

Grade 11

Grade 12

Mathematics

2008-2009

2009-2010

Services Provided Describe why services provided did notresult in proficiency.

Grade 4 27 22

Grade 5 24 30

Grade 6 N/A 19

Grade 7

Grade 8

Grade 11

Grade 12

15



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 in column T.

• When completing the matrix below, data from Tables A, B, C, D, E and the Needs Assessment Summary should beused.

P r i o

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

Priority Problem

Population Categories

A . A

l l s t u d e n t s

B . S

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

C . E

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

D . E

c o n .

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

E . N

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

F . Y o

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

G . R

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

H . H

o m e l e s s

I . I m

m i g r a n t

J . L E

P

K . T

e a c h e r s

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

M . P

a r e n t s

N . S

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

O . P

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

P . O

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

Q . M

e n t a l h e a l t h

R . G

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

S . O

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

T .

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

r i t y

P r o

b l e m s

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

N e e d s

1Closing the achievementgap X X X X

2 Early childhood education

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

C o n t e n t S t a n d a r d s

3aLanguage arts literacy andreading X X X X X X X

3b Mathematics X X X X X X X

3c Science X X X X

3d Social studies

3e World Languages X3f Cross Content Workplace

16



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

Priority Problem


A .

A l l s t u d e n t s

B .

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

C .

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

D .

E c o n .


E .

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

t

F .

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

G .

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

H .

H o m e l e s s

I . I m m i g r a n t

J . L E P

K .

T e a c h e r s

L .

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

M .

P a r e n t s

N .

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

O .

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

c e

P .

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

Q .

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

R .

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

S .

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

______

T .

S e l e c t

e d P r i o r i t y

P r o b l e m s

Readiness 4 Technology Literacy

S t a f f N e e d s

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

5 . I m

p l e m e n t i n g

t h e C C C S

5a Language Arts Literacy X X

5b Mathematics X X

5c Science X X

5d Social studies

5e World Languages

5f Cross Content WorkplaceReadiness

6Effective classroom use of technology

7Standards-basedassessment

8

Instructional skills and

strategies9 Mentoring

10 Classroom management

11Using data/assess. toimprove learning

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

17




Priority Problem


A .


B .

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

t i e s

C .


D .

E c o n .


E .


t

F .


G .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


c e

P .


Q .


R .


S .

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

______

T .

S e l e c t

e d P r i o r i t y

P r o b l e m s

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

28

Serious or persistent

discipline problems29 Bullying X

30 Victimization

31 Truancy/attendance

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict X X X X

35 Intergroup conflict/bias X X X

36 Negative peer influence

37 School safety X38 School

climate/environmentX

18




Priority Problem


A .


B .

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

C .


D .

E c o n .


E .


t

F .


G .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


c e

P .


Q .


R .


S .

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

T .

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

P r o b l e m s

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

19



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

Name of priorityproblem

Language Arts literacy and reading Mathematics

Describe the priority

problem

Need to increase achievement in

Language Arts.

Need to increase achievement in

MathematicsDescribe the rootcauses of the problem

Comprehensive review of all currentacademic data sources applied todifferentiate instruction.

Comprehensive review of all currentacademic data sources applied todifferentiate instruction.

Subgroup or populationaddressed

A.,B.,D.,G., J., R., A.,B.,D.,G., J., R.,

Grade span K – 6 K - 6Related content areamissed

Language Arts Mathematics

Name of scientifically

research basedprogram/strategy/practice to address problem

Read 180 & Reading Plus Everyday Mathematics

How does theprogram/strategy alignwith the NJ CCCS?

Our school will continue to use standards(NJCCCS) supported by the new standardperformance standards with student workexemplars) to guide instructionalpractice. We will continue to administerstudent performance data on the DRA (K-5) and NJASK to provide direction in

Our school will continue to use standards(NJCCCS) supported by the new standardperformance standards with student workexemplars) to guide instructionalpractice. We will continue to administerstudent performance data on the DRA (K-5) and NJASK to provide direction in

20



meeting student needs at the individual,class, grade, and/or school levels.

meeting student needs at the individual,class, grade, and/or school levels.

CAPA finding orrecommendationrelated to the priority

problem

N/A N/A

21



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

#3 #4

Population CategoryLetter & ProblemNumber

A., G., K. #34

Name of priorityproblem

Interpersonal Conflict

Describe the priorityproblem

Inability to resolve interpersonalproblems and understand culturaldifferences.

Describe the rootcauses of the problem

Lack of capacity to resolve conflicts.

Subgroup or populationaddressed

A., G., K. in grades in K – 6.

Grade span K - 6Related content areamissed

LAL & Mathematics

Name of scientificallyresearch basedprogram/strategy/practice to address problem

Partner and small-group learningactivities are natural complements tocharacter education, providing childrenwith opportunities to practice

cooperation, respect, teamwork, andresponsibility. Children usually enjoycooperative activities, and working withpeers is a brain-friendly technique thatenhances learning (Jensen, 1996).

How does theprogram/strategy alignwith the NJ CCCS?

Research states that there is a directcorrelation between school climate andsocial/academic outcomes.

CAPA finding orrecommendation

Not Applicable

22



related to the priorityproblem

23



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 Priority

Problem: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 StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline1

2

3

4

5

6

7

8

24



Name of Program, Strategy orPractice to Address PriorityProblem:

9

101112

25




Name of Program, Strategy orPractice to Address PriorityProblem:

SMART Goal:


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

2

3

4

5

6

7

89

101112

26




Name of Program, Strategyor Practice to AddressPriority Problem:

Research SupportingStrategy(from IES Practice Guide or What WorksClearinghouse)

SMART Goal:


Indicators of Success: 1.

2.

Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline1

2

3

4

5

6

78

9

101112

27



28



Plan Components for 2012

Table F: Proposed 2012 Core Strategies to Address Student Achievement

Name of Strategy

ContentAreaFocus

TargetPopulation(

s)

PersonResponsi

ble

Indicators of Success

(Measurable EvaluationOutcomes)

Research SupportingStrategy(from IES Practice Guide or What

Works Clearinghouse)

Reading Plus Literacy Grades 4 – 6 MichelleGonzalez

CherylDotts-Garcia

Garrie

DanielsLawrenceBodine

Results of 2011 NJASK results arenot available at this time.

An analysis was conducted to determine the

relative effectiveness of Reading Plus® in producing changes in Reading Comprehension

scores, as measured by Gates-MacGinitie

scores. Data from all fourth grade participants

was entered into repeated measures ANOVA

performed on the mean Gates-MacGinitie

Normal Curve Equivalent (NCE) scores for

treatment (n = 26) and control (n = 77) participants separately using the pre and post-

treatment scores. For this analysis, a main

effect of time appeared as f (1,101) = 39.594,

p < .001, but an additional interaction between

Time and Group also appeared, f (1,101) =

7.071, p = .009, indicating that the Reading

Plus® treatment group improved in readingsignificantly more than the control group on

the Gates-MacGinitie Test.

EverydayMathematics

Mathematics

Grades K - 6 Allteachers

Results of 2010 NJASK results arenot available at this time.

Scientifically research basedprogram.

Same asabove

HomelessMigrant

Same asabove

ELL

Same asabove


*Use an asterisk to denote new programs.

29



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

Name of

Strategy

ContentAreaFocus

Target

Population(s)

Person

Responsible


(MeasurableEvaluationOutcomes)

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

21st

CenturyProgram

LAL

Mathematics

Science

Grades 4– 6

Grades 4– 6

Grade 4

Teachers

Principal

At least 10 %increase on thestudentachievementgrowth.

A new study by researchers at the University of California,Irvine, the University of Wisconsin-Madison and PolicyStudies Associates, Inc. finds that regular participation inhigh-quality afterschool programs is linked to significantgains in standardized test scores and work habits as wellas reductions in behavior problems among disadvantagedstudents. These gains help offset the negative impact of alack of supervision after school. The two-year studyfollowed almost 3,000 low-income, ethnically diverseelementary and middle school students from eight states insix major metropolitan centers and six smaller urban andrural locations. About half of the young people attendedhigh-quality afterschool programs at their schools or intheir communities. (October 2007, http://www.policystudies.com/studies/youth/Promising%20Programs%20FINAL.pdf

N/A HomelessMigrant

Same asabove

ELL

Same asAbove

StudentswithDisabilities


30

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






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

Name of Strategy

Content AreaFocus Target

Population(s)

PersonResponsi

ble



Research SupportingStrategy

(from IES Practice Guide orWhat Works Clearinghouse)

Grade LevelMeetings

Literacy/Mathematics/Science

Teachers Teachers– Principal

At least 85% attendance toall grade level meetings

Ongoing process thatinvolves teachersmeeting during planningtime, either weekly or bi-weekly to examinestudent work on a regularbasis. Reference the NoChild Left Behind Act

Districtsponsored

workshops

Literacy/Mathematics/Science

Teachers Office of Professio

nalDevelopment Teachers–Principal

85% of staff attend Beyond Islands of Excellence: What Districts

Can Do to ImproveInstruction andAchievement in All

Schools, (From Learning

First Alliance. 2003.)

SocialEmotionalLearning

Character Education TeachersStaff

Teachers,GuidanceCounselo

r,Principal

A 10% reduction in theamount of referrals &suspensions

Zins, J. E., Weissberg, R.P., Wang, M. C., &Walberg. H. J. (Eds.).(2004). Building

academic success onsocial and emotionallearning: What does theresearch say?

Gifted & Talented

Literacy &Mathematics

Teachers Teachers–Principal

An increase in thenumber of students whoare identified as giftedstudents.

Issues and Practices inthe Identification andEducation of GiftedStudents From Under-represented Groups(RM04186)

31

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











Name of Strategy

Content AreaFocus Target

Population(s)

PersonResponsi

ble




(from IES Practice Guide orWhat Works Clearinghouse)

James H. Borland (2004)

HomelessMigrantELL

StudentswithDisabilities


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

Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble




(from IES Practice Guide or WhatWorks Clearinghouse)

Back to SchoolNight

All Staff

Principal

10%increasein thenumber

of parentswhoattendBack toSchoolNight.

Nermeen E., El Nokali, Heather J.Bachman, and Elizabeth Votruba-Drzal.Parent Involvement and Children'sAcademic and Social Development in

Elementary School. Child Development ,May 13 2010 DOI:

Back to School Night

Parent TeacherConferences

All Staff Principal

10%increasein thenumber

Nermeen E., El Nokali, Heather J.Bachman, and Elizabeth Votruba-Drzal.Parent Involvement and Children'sAcademic and Social Development in

Parent Teacher Conferences

32



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble




(from IES Practice Guide or WhatWorks Clearinghouse)

of parents

whoattendBack toSchoolNight.

Elementary School. Child Development,

May 13 2010 DOI:

Parent TeacherOrganization

All Parents TeachersGuidanceCounselorFamilyLiaison

10%increasein thenumberof parentswhoattendPTOmeetings.

Nermeen E., El Nokali, Heather J.Bachman, and Elizabeth Votruba-Drzal.Parent Involvement and Children'sAcademic and Social Development inElementar y School . Child Development,May 13 2010 DOI:

Parent Teacher Organization

N/A HomelessMigrant

Same as above ELL

Same as above StudentswithDisabilities


33



2012 Parent Involvement (PI) Narrative

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

Workshops provide parents with support to assist their children at home by introducing them toscientifically-researched best practices, testing formats, and social-emotional wellness. The support, inturn, connects homes with school in a partnership to collaboratively increase students’ academicperformance.

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

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

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

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

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

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

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

2.) PTO meetings, Newsletters, Global Connect;

3.) End of Year Report, Community Forum

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

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

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

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

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

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

The parents were afforded the opportunity to be on the NCLB committee via mail and requisite PTOmeetings. We only had one parent actually participate in developing the plan.

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

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

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

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

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

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

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Table J-1: 2011-2012 Annual Student Targets (Use best available data from One-Year Charts). Atleast 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 25.0 32.5 NJASK 2011 38.0 44.2

Students with Disabilities NJASK 2011 5.9 15.3 NJASK 2011 16.5 24.8

Limited English ProficientStudents

NJASK 2011 9.6 18.6 NJASK 2011 24.7 32,.2

White

African-American NJASK 2011 14.1 22.7 NJASK 2011 29.1 36.2

Asian/Pacific Islander

American Indian/NativeAmerican

Hispanic NJASK 2011 23.7 31.3 NJASK 2011 35.7 42.1

Others

Economically Disadvantaged NJASK 2011 26.9 34.2 NJASK 2011 42.3 48.8

GRADE SPAN: GRADE 6 ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 19.4 27.5 NJASK 2011 22.6 30.3

Students with Disabilities NJASK 2011 0.0 10.0 NJASK 2011 30.0 37.0


NJASK 2011 25.0 32.5 NJASK 2011 0.0 10.0

White

African-American NJASK 2011 26.7 34.0 NJASK 2011 26.7 34.0

Asian/Pacific Islander


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3-5 State Assessment Baseline 2012 Target State Assessment Baseline

2012 Target

Hispanic NJASK 2011 20.0 28.0 NJASK 2011 26.7 34.0

Others

Economically Disadvantaged NJASK 2011 18.8 26.9 NJASK 2011 18.8 26.9

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



3-5 Other AssessmentName

Baseline 2012 Target Other AssessmentName

Baseline

2012 Target


Total

Students with Disabilities


White

African-AmericanAsian/Pacific Islander


Hispanic

Others

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3-5 Other AssessmentName

Baseline 2012 Target Other AssessmentName

Baseline

2012 Target

Economically

Disadvantaged


Total

Students with Disabilities


White

African-AmericanAsian/Pacific Islander


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

The Plainfield School District offers agood tuition reimbursement program,offers opportunities within and outsidethe district for teachers to participate inprofessional development learning

“best practices”. We offer acompetitive salary and good benefitspackage.

Teachers who do notmeet the qualificationsfor HQT, consistentwith Title II-A

N/A N/A

Paraprofessionals whomeet the qualificationsrequired by NCLB

(education, ParaProtest, portfolioassessment)

2

100%

Paraprofessionals whodo not meet thequalifications requiredby NCLB (education,ParaPro test, portfolioassessment)

0

100% N/A

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Description of Strategy To Attract HQ Staff IndividualsResponsible

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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

PersonResponsible


(Evaluation)

How are teachers

identified?• Lucy Calkins Units

of Study

Literacy -Writing

K-6 Teachers

TCRWP Increasedimprovement of writing in all genres.

All Kindergarten – 6th

Grade teachers will receivesupport in year 2 of Unitsof Study Implementation.

• Reading Plus Literacy Grades 3 – 6 District PersonnelMark A. Williams

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

PersonResponsibl

e


(Evaluation) How are administratorsidentified?

• Lucy Calkins Unitsof Study

Literacy -Writing

K-6 Teachers

TCRWP Increased improvementof writing in all genres.

• Reading Plus Literacy Grades 3 – 6 Caryn Cooper

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Student Eligibility and SelectionTable 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 OtherSubGrou

ps

Targeted AssistanceSchools

Entrance

Criteria ()

ExitCriteria

()StateAssessment

NJASK NJASK NJASK NJASK

OtherAssessments

DIA, DRA &END OFUNITASSESSMEN

TS

DIA, DRA & ENDOF UNITASSESSMENTS

DIA, DRA & ENDOF UNITASSESSMENTS

DIA,DRA &ENDOFUNITASSESSMENTS

English Language

ProficiencyAssessment

ACCESS ACCESS ACCESS ACCESS

ClassroomGrades

Report cards Report cards Report cards Reportcards

TeacherRecommendation

AcademicInterventionreferralprocess

AcademicInterventionreferral process

AcademicInterventionreferral process

AcademicInterventionreferralprocess

43

NOT APPLICABLE

STILLMAN IS ASCHOOLWIDE SCHOOL



Other

Support Elements

Ongoing and Sustained Technical Assistance*

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

From the district: Results from the Fall 2010 and Spring 2011 District Site Visits helped identify the areas of in need of improvement. It was also based on a needs assessment given to the staff in spring of 2011 & the 2011 NJASK results.

From outside experts:

From others:

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

Elizabeth Willam, consultant dual language program, Master Teacher Fantasy Ko, began working with kindergartenteachers to implement Kindergarten Learning Centers (Plan-Do-Review). Alice Alston, Rutgers Consultant, trained staff inthe ESTEEM Program.

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

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

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

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

*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies, procedures and evaluation instruments, data analysis, coaching, program planning, budgeting, and 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 notbeing 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 instruction

and 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 and

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

46



activities that support the school’sefforts to increase studentachievement

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

• 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 most

likely 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

We are aSchoolwideschoolwithblendedfunds

NOTAPPLICABLE

NOTAPPLICABLE

To be determined oncethe Spring 2011 NJASK results are receivedand analyzed

NJASK -Spring2011

2010 SIA PartA

NOT APPLICABLE

Federal NCLBandotherfederalsources

NOTAPPLICABLE

NOTAPPLICABLE


NJASK

State ABBOTT NOT

APPLICABLE

NOT

APPLICABLE

To be determined once

the Spring 2011 NJASK results are receivedand analyzed

NJASK

Local City TaxLevy

NOTAPPLICABLE

NOTAPPLICABLE


NJASK

Other We are aSchoolwide

NOTAPPLICABLE

NOTAPPLICABLE

To be determined oncethe Spring 2011 NJASK results are received

NJASK

48



schoolwithblendedfunds

and analyzed

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.

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

49



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 inthe 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 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 thecorrective actions implemented:

Corrective

Action#

Description

Effective

Yes -No

Evidence of Effectiveness

Outcomes

1

2 NOT APPLICABLE

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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

52



3

4

5

List revisions made to the original restructuring plan.

53



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 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.

54

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

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



55

Plainfield NJ Schools 2011 12 Title I Unified Plan Stillman

Documents

Transcript of Plainfield NJ Schools 2011 12 Title I Unified Plan Stillman