Woodland School PLAINFIELD NJ FY_11_TITLE_I_UNIFIED_PLAN_REVISED

8/8/2019 Woodland School PLAINFIELD NJ FY_11_TITLE_I_UNIFIED_PLAN_REVISED

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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)

2011 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD

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

School: WOOLAND

The school is designated (select one): Targeted Assistance SchoolwidePrincipal: S. Tucker-Johnson Principal E-mail: [email protected]

Principal Certification

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

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

TO BE ASSIGNED 6/30/2010

1




__________________________________________ ____________________________________________ ________________________

Principal’s Name Principal’s Signature Date

2




School NCLB Committee

Select committee members to develop the Unified Plan.

Note: For continuity, some representatives from this needs assessment stakeholder committee should be includedin the schoolwide stakeholder group and/or the SINI plan committee. Identify the stakeholders who participated inthe needs assessment and/or development of the plan. Signatures should be kept on file in the school office forreview. Print off a copy of this page to obtain signatures. *Add lines as necessary.

Name Stakeholder GroupParticipated in

NeedsAssessment

Participated inPlan

DevelopmentSignature

Tameka Whitehead ParentsKathleen Gorski School Staff--

Administrators

X X

Antonia Atkins School Staff—Classroomteachers

Jacqueline Cox School Staff—Science X

School Staff—MathSpecialist

X

School Staff—SpecialEducation

School Staff—Bilingual, LEPSchool Staff—Guidance

Erica Moore School Staff—Support X X

School Staff—Paraprofessionals

School Staff—Technology

Institutions of Higher

3




Education

Community Groups

Consultants

Community

4




School NCLB Committee Meetings

List the dates of the meetings when the School NCLB Committee discussed the needs assessment and Unified

Plan development. *Add rows as necessary

.Date Location Agenda on File Minutes on File

Yes No Yes No

Conference Room

Conference Room

Conference Room

Conference RoomConference Room

Conference Room

Conference Room

5

INFORMATION WILL BE COMPLETED IN

SEPTEMBER.




School’s Vision & Mission

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

What is the school’s vision statement?

The staff of Woodland School believes that all students will acquire corefundamental skills and achieve mastery in the application of these skills.We believe our school’s purpose is to improve students’ levels of academicprogress, to foster positive social/emotional behaviors and attitudes.

What is the school’s mission?

To ensure that all students are academically prepared to compete withintoday’s society. We accept responsibility to teach all students so they canattain their maximum individual potential.

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

There was a discussion with the principal and the school and communitymembers of the NCLB committee and the mission and vision statement

developed at a meeting. The vision and mission will be revisited in thecoming year.

6




Comprehensive Needs Assessment & Data Analysis

Data Collection and Analysis

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

Areas Multiple MeasuresAnalyzed

Overall Results and Outcomes

Academic Achievement– Reading

NJASK, DIA, DRA, TerraNova, Mid-Terms,Finals, End-of-UnitExams, Teacher madeAssessments

The measures identify individual student weaknesses andstrengths and trends in grade levels.

Academic Achievement- Writing

NJASK ExtendedResponse WritingPrompts, PPS Writes,Open-ended Questionson Mid-Terms/Finals


Academic Achievement- Mathematics

NJASK, DIA, Mid-Terms,Finals, End-of-UnitExams, Teacher madeAssessments


Academic Achievement- Science

NJASK, DIA, Mid-Terms,Finals, End-of-unitExams, Teacher madeAssessments


School Culture School Culture District Instructional Review

Parent Involvement Back to School Night,Concerts,

Parental participation is generally high.

7




Areas Multiple MeasuresAnalyzed

Overall Results and Outcomes

Parent/TeacherConferences, PTOMeetings, CulturalAssemblies, Parent ChildArt Club, Art Night,Global Connect

ProfessionalDevelopment

School ProfessionalDevelopment Plan, CIM,

Job-Embedded PD, Turnkey, Conferences,Kean Math and ScienceProgram, UDL

Professional development will continue to be aligned withidentified student areas in need of improvement and to supportteacher content knowledge and pedagogy

Extended LearningOpportunities

Extended Day Program,Spelling Bee, STEM Fair

Students in grades 3 – 6 identified by data were selected toparticipate in the extended day program to provide additionalinstructional support for NJASK. Students in grades 3- 5participated in the district and statewide spelling bee. Studentsin grades K – 6 participated in the STEM Fair.

Education Reform &Improvement

Superintendent SiteVisits, District Site Visits,New Science Programs,New Social StudiesProgram, Reading PlusInitiative, Read 180

District on site visits identifies weaknesses with the schoolattaining the Districts’ Strategic Goals

Highly Qualified Staff Highly Qualified Forms Teachers at Woodland are highly qualified

Leadership 2009-2010 PerformanceEvaluation

2010 Leadership – Exceeds Standards

8




Evaluation of 2010 Teaching and Learning Strategies & Programs

Table B: Strategies to Increase Student Achievement That Were Implemented in 2010

1Strategy or

Program

2Content

AreaFocus

3Effective Yes-No

4Documentation of

Effectiveness

5Outcomes

Trophies Literacy Yes System generatedreports

Student improvement was evident

Reading Plus Literacy Yes System generatedreports


Read 180 Literacy Yes System generated

reportsStudent improvement was evident but program was notimplemented fully due to limited resources.

Every Day Math Math Yes End of UnitAssessments, YearEnd Assessment


Macmillian/McGraw Hill

Science Yes Science notebooks, Test Assessment


Harcourt SocialStudies

Yes Test Assessments Student improvement was evident

District InterimAssessments(DIA)

Literacy,MathScience

Yes System generatedreports


DevelopmentalReadingAssessments(DRA)

LAL Yes Running Records andtest assessment data


End of Unit LAL, Math Yes Report Cards, Teacher Student improvement was evident

9




1Strategy or

2Content

3Effective

4Documentation of

5OutcomesAssessments Grade Books

Extended DayProgram

LAL,Math,Science(4 th

grade)

Yes NJASK AssessmentScores

NJASK -2010 did not make AYP

Peer tutoring Math 5 th

& 6th Yes Assessment data Student improvement was evident

Table C: Description of Extended Day/Year Programs Implemented in 2010 to Address AcademicDeficiencies - Do not include SES programs.

1Strategy or

Program

2Content

AreaFocus

3Effective Yes-No

4Documentation of

Effectiveness

5Outcomes

Extended DayProgram

LAL/Math Yes Assessment Data Student improvement was evident

10




Table D: Professional Development That Was Implemented in 2010

1Strategy or

Program

2Content

AreaFocus

3Effective Yes-No

4Documentation of

Effectiveness

5Outcomes

ContinuousImprovementModel (CIM)

All areas Yes Data Binders, Sign-insheets, InstructionalFocus Calendars

Completed CIM training of staff and analyzed data todesign improvement strategies.

DataInterpretation &InstructionalImplicationsAnalysis

LAL/Math/Science Yes Data Binders,

Instructional FocusCalendars

Increased teacher use of data to drive instruction

Universal Designfor Learning(UDL)

Technologyintegration of all

Yes Embedded training Classroom modeling of UDL strategies demonstrated byUDL trained staff

11




1Strategy or

Program

2Content

Area

3Effective Yes-No

4Documentation of

Effectiveness

5Outcomescontent

areas

Data Binders All Yes Data binders Increased teacher and student understanding of NJASK,DIA, TERRA NOVA, DRA data is interpreted and increase

ESTEEMSRutgersPartnership

Integration of scienceand math

Yes Student/Teacher Work Teacher and student work displayed at school

School ProfessionalDevelopmentCommittee

All areas Yes SPDC BinderSchool ProfessionalDevelopment Plan

Completed School Professional Development Plan to beincluded in the district’s plan to the state. Providesguidance for 2010-2011 PD.

Job-embeddedProfessionalDevelopmentduring PLC time

All areas Yes Sign-in sheetsInstructional FocusCalendarsMinutes/ AgendasProfessionalDevelopment Map

Increased teacher instructional performance usingstrategies attained at PLC meetings. Instructional FocusCalendar allowed teachers to target specific studentneeds and plan for small group instruction.

DRA Preparation LAL Yes Sign-in, Minutes &Agenda

Increased teacher understanding of test implementationand data analysis of test results

DIA Preparation

Workshop

Math,

LAL,science

Yes Sign-in, Minutes &Agenda


NJASK PreparationWorkshop

Math,LAL,science

Yes Sign-in, Minutes &Agenda


DifferentiatedInstruction

All Yes Sign-in, Minutes &Agenda

Increased teacher using DI strategies to drive instruction

12




Table E: Parent Involvement That Was Implemented in 2010

1Strategy or

Program

2Content

AreaFocus

3Effective Yes-No

4Documentation of

Effectiveness

5Outcomes

Back to SchoolNight

Curriculum

Yes Sign-in Sheets,Program

Increased parent participation and visibility tocommunity

Parent TeacherConferences

Instruction

Yes Sign-in Sheets, Parent-Teacher conferences were well attended

PTO SchoolOperations/Schoolculture/familycommunityInvolvementDistrict’sGoals

Yes Sign-in sheets, copiesof flyers, programs

Planning and implementation of a calendar of activities

Communications Principalletters,GlobalConnect,Flyers

Yes Sign-in Sheets, copiesof flyers, schoolcalendar, notes andletters, Global Connectcall logs/records

As a result of notices, calendars, flyers and othercommunications parents were more informed of schoolactivities on a regular basis

Bring your parent toschool day

Yes Sign-in Sheets,Program

Parent participation was good

Concerts Music Yes Sign-in Sheets,Program

Parent participation and attendance was good

13




1Strategy or

Program

2Content

Area

3Effective Yes-No

4Documentation of

Effectiveness

5OutcomesCareer Day Career

Planning Yes Sign-in Sheets,

ProgramParents participated as speakers was good

Field Day Athletics Yes Sign-in Sheets,

Program

Parent volunteers provided assistance for the event

14




Needs Assessment Summary1. Describe the process and techniques used in the needs assessment.

To drive student achievement the Woodland Elementary School staff utilities student data to determineinstructional priorities and program implementations. Genesis enables teachers and ancillary staff toanalyze class data and assess performance of students during designated benchmarks, whole class, smallgroups and individual student instructional levels. The staff uses multiple measures such as SiteVisitation, Surveys, variety of Students’ Assessment data, informal data and observations.

2. Describe method used to collect data for student subgroups.Instructional priorities are based on the needs of students based on data with support from the DistrictData and Analysis Department provided Woodland with students assessment data which is used to assistteacher with the analysis of class data and the school examine class, grade and trend data. Data is

examined to identify the strengths and weaknesses of individual students, classes and grades based onNew Jersey Core Curriculum Content Standards.

3. How are data/information compiled?Data is disaggregated by clusters in language arts, mathematics, and science. The data is used to createclass rosters and targeted skills for all grade levels, individual class levels. Students are sub-groupedaccording to their instructional needs and instruction is modified based on individual student needs.

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

Imbedded professional development and effectively implementing learned strategies resulted in meeting AYP for allsubgroups.

5. What did the data analysis reveal regarding classroom instruction?Instructional strategies are appropriate, because Woodland continues to make AYP

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

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Professional Development enhances teachers’ instructional strategies, which had a positive affect on studentachievement.

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

Data Analysis allows the teacher to determine the needs of students who will be placed in the Academic AssistanceIntervention Program.

8. How does the needs assessment address migrant student needs?Not Applicable!

9. How are educationally at-risk students provided with effective assistance?Data Analysis allows the teacher to determine the needs of students who will be placed in the Academic AssistanceIntervention Program.

10.Describe the process used to select the priority problems for this plan?LAL, Math, and Science continue to be a challenge as we strive to get 100% in all three areas on the NJASK.

11.How were teachers engaged in decisions regarding the use of academic assessments to provide information onand improvement of the instructional program?

Weekly grade level articulation and staff meetings

12. Describe the transition plan for preschool to kindergarten, if applicable. N/AThere is ongoing communication between the staff of the Office of Early Childhood, including teachers and our kindergarten teacher.Preschool student visits occurred during the latter part of May or the first week in June. Parents of Kindergarten students are invitedto visit the school for an overview of the kindergarten curriculum and expectations.

16




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.

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

2 Early ch ildhood 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

3b Mathematics X X X3c Science x X X3d Social studies

17





#

Priority Problem


A .

A l l s t u d e n

t s

B .

S t u d e n

t s w


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


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

3e World Languages

3f Cross Content WorkplaceReadiness

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 x5b Mathematics X x5c Science x x5d Social studies5e World Languages

5f Cross Content WorkplaceReadiness x

6Effective classroom use of technology

7Standards-basedassessment

8Instructional skills andstrategies

9 Mentoring10 Classroom management

11Using data/assess. toimprove learning

12 Working wi th parents

H i r i n g ,

13 Highly qualified teachers14 Teachers in shor tage

areas

18





#

Priority Problem


A .

A l l s t u d e n

t s

B .

S t u d e n

t s w


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


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 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


Q .

M e n

t a l h e a l t h

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

R e c r u

i t i n g a n

d R e

t a i n i n g

15

Teachers in Math and

Science16

Teachers to reduce classsize

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 use20 Drug use21 Tobacco use

22 Violence23 Weapons24 Gang activity25 Delinquency26 Vandalism

27Suspensions, removals orexpulsions

28Serious or persistentdiscipline problems

29 Bullying

19





#

Priority Problem


A .

A l l s t u d e n

t s

B .

S t u d e n

t s w


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


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 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


Q .

M e n

t a l h e a l t h

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

30 Victimization

31 Truancy/a ttendance32 Mental health33 Sex/gender issues34 Interpersonal conflict35 Intergroup conflict/bias36 Negative peer influence37 School safety

38Schoolclimate/environment

39 Risk factorsTeacherQuality 40 Teach er Quality

Tech. &Ed.Materials 41 Technology activities

42Instructional/EducationalMaterials

Studentswith

SpecialNeeds 43 Drop-out rate

Literacy,& Adult

Ed.

44 Adu lt literacy

45Parent/communityinvolvement

20





#

Priority Problem


A .

A l l s t u d e n

t s

B .

S t u d e n

t s w


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


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 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


Q .

M e n

t a l h e a l t h

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

Leadership

46 Leadership Network

47Leadership PD

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 previouspages. Add additional sections as needed.

#1 #2Population CategoryLetter & ProblemNumber

A. 3a, J. 3a A. 3b, J.3b

Name of priorityproblem

Language Arts Literacy and Reading Mathematics

Describe the priority Continue to improve student achievement

21




problem Continue to improve student achievementDescribe the rootcauses of the problem N/A

N/A

Subgroup or population

addressed

N/A N/A

Grade span 3-5 3-5Related content areamissed Mathematics, Science Language Arts and

ScienceName of scientificallybasedprogram/strategy/practice to address problem

Reading Plus / Read 180Everyday Math

How does the

program/strategy alignwith the NJ CCCS?

Standards Base Programsaligned with NJCCCS

Standards Base Programs aligned withNJCCCS

22




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

#3 #4Population CategoryLetter & ProblemNumber

A. 3c, J. 3c

Name of priorityproblem

Continue to improve student achievement

Describe the priorityproblem

Science

Describe the rootcauses of the problem

N/A

Subgroup or populationaddressed

N/A

Grade span 3-5

Related content areamissed

Math and Language Arts

Name of scientificallybasedprogram/strategy/practice to address problem

Macmillan/McGraw Hill

How does theprogram/strategy alignwith the NJ CCCS?

Standards Base Programs aligned withNJCCCS

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.

Action Plan for Strategy Related to Priority Problem #1

Name of Program,Strategy or Practice to

Address PriorityProblem:

SMART Goal:

Indicators of Success:

Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline

24

NOT APPLICABLE




Name of Program,Strategy or Practice toAddress PriorityProblem:

25

NOT APPLICABLE






SMART Goal:


Description of Action Plan Steps PersonsInvolved

ResourcesNeeded Due Date -Timeline

26

NOT APPLICABLE






SMART Goal:


Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline

27

NOT APPLICABLE




Plan Components for 2011

Table F: Proposed Core Programs and Strategies for 2011 to Address Student Achievement

Description of Strategy or

Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble

Indicators of Success(Evaluation Outcomes)

Research SupportingStrategy

Date of Research, Source

Reading Plus LAL A., J.Daily

Principal NJASK- 2010 did not make AYP Scientifically basedprograms

Read 180 LAL A. J. Daily Principal NJASK -2010 did not make AYP Scientifically basedPrograms

Instructional FocusCalendars

LAL/Math A. J. Daily Principal NJASK -2010 did not make AYP Scientifically basedprograms

Everyday Math Math A. J. Daily Principal NJASK -2010 did not make AYP Scientifically basedprograms

Macmillan/McGrawHill

Science A. J. Daily Principal NJASK -2010 did not make AYP Scientifically basedprograms

*Use an asterisk to denote new programs.

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


Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble




Academic Math/LA A., J 3-6 Teachers /Building

NJASK -2010 did not make AYP Scientifically based

28





Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble




AssistanceInterventionProgram

L Administrator programs

SaturdayAcademy

Math/LAL

A., J 3-6 Teachers /BuildingAdministrator

NJASK -2010 did not make AYP Scientifically basedprograms


29




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


Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble



Date of Research, SourceAssessments: WhyAssess, What toAssess and How toAssess?

AllSubjectAreas

Classroom Teachers

Office of Assessment, DataCollection,and SchoolImprovement

SchoolAdministrators

Teachers

Teacher Observations

Improved Student PerformanceData

Test Better, Teach Better by W. James PophamTransformative Assessment byW. James PophamClassroom Assessment and Grading that Work by RobertMarzanoChecking for Understanding byD. Fisher and N. Frey

Data Wise by K.P. Boudett and J.L. Steele7 Strategies of Assessment FORLearning by Jan ChappuisIntegrated Assessment and Instruction by NorthwestRegional EducationalLaboratory (NWREL)


Table I: 2010-2011 Parent Involvement Programs

Description of Strategy orProgram

ContentArea

Focus

PersonResponsi

ble




30




Description of Strategy orProgram

ContentArea

Focus

PersonResponsi

ble





31

To be decided by incoming principal.




Parent Involvement (PI) Narrative

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

The connection between PI and the priority problems identified in the needs assessment are integrated onceparents are aware and understand the needs of their children; they are more likely to become involved in theiracademic success. Also, as they learn of the opportunities available to the students and to them, they aremore likely to seek out help for support.

2. What are the measurable goals and targets for PI in 2010?

TBD

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

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

Parent compacts are discussed and disseminated at Back to School Night and returned and collected byhomeroom teachers

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

The school statistical data is reported to the public via the district’s web site and at Board of Education PublicMeetings; Community Forums; District-End of Year Report; and PTO meetings. Individual requests forinformation is handled and provided by the appropriate website.

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

32




The district sends out letters in August notifying parents.

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

Our schools’ disaggregated results are sent to the parents as soon as they are available to us with anexplanation. The results are also discussed with parent during Back to School Night. Data Chats are heldwith parents.

8. How were parents involved in the development of the Unified PlanMembers of the parent community, including the PTO member attended meetings, analyzed data and providedinput as indicated in last year’s plan.

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

Our schools’ improvement status is discussed with parents at Back to school night.

10. How were the required PI funds used in 2010?Funds were used to enhance parental involvement activities by providing refreshments

11. How will the required PI funds be used in 2011?

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

School In Need of Improvement letters are sent to parents.

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Table J: 2010-2011 Annual Student TargetsGRADE SPAN &

SUBGROUPLANGUAGE ARTS MATHEMATICS

3-5 Name of Measurement Baseline 2011 Target Name of Measurement Baseline 2011 Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 47.0 52.3 NJASK 53.0 57.7

Students with Disabilities NJASK NJASK Limited English ProficientStudents

NJASK NJASK

White NJASK NJASK

African-American NJASK 53.2 57.9 NJASK 53.2 57.9

Asian/Pacific Islander NJASK NJASK

American Indian/NativeAmerican

NJASK NJASK

Hispanic NJASK 34.2 40.8 NJASK 50.0 55.0

Others NJASK NJASK

Economically Disadvantaged NJASK 42.5 48.3 NJASK 50.0 55.0

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total

Students with Disabilities

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GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

3-5 Name of Measurement Baseline 2011 Target Name of Measurement Baseline 2011 Target

Limited English Proficient

StudentsWhite

African-American

Asian/Pacific Islander

American Indian/NativeAmerican

Hispanic

Others

Economically Disadvantaged

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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

17,100%

Provide continuous ProfessionalDevelopment and opportunities forprofessional growth

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

NA

Paraprofessionals whomeet the qualificationsrequired by NCLB(education, ParaProtest, portfolioassessment)

NA

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

NA

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Description of Strategy To Attract HQ Staff IndividualsResponsible

No hiring at this time

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Table L: Support for TeachersUse the Table below to describe the 2011 methods for supporting teachers needing assistance with instruction andother problems.

Description of Support

Content

AreaFocus TargetGroup

Person

Responsible

Indicators of Success

(Evaluation) How are teachersidentified?

Table M: Support for AdministratorsUse the Table below to describe how leaders in schools in need of improvement are provided with support andinstructional leadership.

Description of Support

Informationnotavailable atthis time.Content

AreaFocus

TargetGroup

PersonResponsible

Indicators of Success(Evaluation) How areadministrators

identified?

Network

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The district does not plan to hire new teachers

Information not available at this time




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 school-wide programs. For targetedassistance schools, use the last two columns to designate if the measures are used as criteria for program entranceor exit.

Measure NameTargeted Assistance Schools

Entrance Criteria( )

Exit Criteria ( )

State Assessment NJASK

Other Assessments DIA/DRA

English LanguageProficiencyAssessment

Unit Assessments / Teacher Made Test/Access

Classroom Grades Report Cards/Genesis

TeacherRecommendation

Teacher made assessments, end of unit assessments, end of year assessments, classroom participation, homework

Other Discipline reports, suspension data, attendance data,intervention and referral records

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NOT APPLICABLE




Support Elements

Ongoing and Sustained Technical Assistance*

1. What assistance did the NCLB committee determine it needs to implement the 2011 Unified Plan in theschool’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 leveland/or outside 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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NCLB Committee will meet in September withnew principal.




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

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

Providing professionaldevelopment that focusesprimarily on improvinginstruction and using data toinform instruction

Implementing strategiesgrounded in scientifically basedresearch that will strengtheninstruction in core academicsubjects

Expanding parental involvementactivities that support theschool’s efforts to increasestudent achievement

Reallocating the budget to fundactivities that support theschool’s improvement plan andare most likely to increasestudent achievement

Ensuring that curriculum isaligned to the CCCS

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NOT APPLICABLE FOR OUR SCHOOL




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School Budget Pages

School level budget pages in Excel must be completed along with each school’s Unified Plan, identifyingthe following:

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 onthe Title I Unified Plan upload screen. These budget pages are in addition to the Title I Unified Plan foreach school required to complete a plan.

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

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Corrective Action, Restructuring, and School Improvement

•

Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, and 9that have already completed a corrective action plan, corrective actions identified in Year4 continue to be incorporated into the Unified Plan.

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

Corrective Actions1 Required implementation of a new research-based curriculum or instructional program2 Extension of the school year or school day3 Replacement of staff members, not including the principal, who were relevant to the school’s low performance4 Significant decrease in management authority at the school level5 Replacement of the principal6 Restructuring the internal organization of the school7 Appointment of an outside expert to advise the school8 Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely

to improve academic achievement of low-performing students.Corrective actions implemented: # ________ Complete the table below regarding the correctiveactions implemented :Correct

iveAction

#

DescriptionEffective Yes - No

Evidenceof

Effectiveness

Outcomes

1

2

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Corrective Description

Effective Yes - No

Evidenceof Outcomes

3

4

56

7

8

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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, and 9 that havecompleted a restructuring plan, the approved restructuring plan continues to beincorporated 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 beinitiated (see below).

Note: Districts must also complete the required “School Restructuring Plan,” which includes more detail on theplanning process 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 statutoryprotections in Title 18A).

Identify the restructuring option(s) selected: ____

For schools in Year 6 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

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1

2

3

4List revisions made to the original restructuring plan.

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.

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 ReviewerName Title Affiliation Area of Expertise Address

Principal/Leadership

Language Arts

Mathematics

Special Education

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

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




Peer ReviewerName

Title Affiliation Area of Expertise Address

ELL

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

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

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Woodland School PLAINFIELD NJ FY_11_TITLE_I_UNIFIED_PLAN_REVISED

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