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2012 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: WOODLAND
The school is designated (select one): Targeted Assistance School wide
Principal: S. Johnson-Tucker Principal E-mail: [email protected]
Principal Certification
The following certification must be made by the principal of the school. Note: Signatures must be kept on file at the school.
I certify that I have been included in consultations related to the priority needs of my school and participated in the completion of this Title I Unified Plan. I have beenan active member of the planning committee and provided input to the school needs assessment and the selection of priority problems. I concur with the information
presented herein, including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a..
S. Johnson-Tucker __________________________________________ ____________________________________________ __________8-23-2011______________ 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 school -wide stakeholder group and/or the SINI
plan committee. Identify the stakeholders who participated in the needs assessment and/or development of the plan. Signatures should be kept on file in the schooloffice for review. Print off a copy of this page to obtain signatures. *Add lines as necessary.
Name Stakeholder GroupParticipated in Needs
AssessmentParticipated in Plan
Development SignatureS. Johnson-Tucker School Staff- Administrator X X On File
Antonia Atkins School Staff – Classroom Teacher X On File
Joanne Barrett School Staff-Math Specialist X On File
Jacqueline Cox School Staff-Science X On File
Vincent Salvato School Staff – Classroom Teacher X On File
Melvin Billingsley Parent X On File
Gerri Boone Community X On File
John Campbell Community X On File
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School NCLB Committee Meetings
List the dates of the meetings when the School NCLB Committee discussed the needs assessment and Unified Plan development. *Add rows as necessary
Date Location Topic Agenda on File Minutes on File
Needs Assessment Yes No Yes No
July 18, 2011 Woodland School Plan Development Yes Yes
July 19, 2011 Woodland School Plan Development Yes Yes
July 20, 2011 Woodland School Plan Development Yes Yes
July 21, 2011 Woodland School Plan Development Yes Yes
July 22, 2011 Woodland School Plan Development Yes Yes
July 25, 2011 Woodland School Plan Development 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?
The staff of Woodland School believes that all students will acquire core fundamental skills and achievemastery in the application of these skills. We believe our school’s purpose is to improve students’ levelsof academic progress, to foster, and positive social/emotional behaviors and attitudes.
What is the school’s mission?
To ensure that all students are academically prepared to compete within today’s society. We acceptresponsibility to teach all students so they can attain their maximum indivi dual potential.
Describe the process for developing or revising theschool’s vision and mission.
The principal, staff, and community members of the NCLB committee discussed and developed a schoolvision statement under the umbrella of the District’s mission statement. Should the need arise the schoolvision statement will be revisited based on the academic needs of current students.
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2012 Comprehensive Needs Assessment & Data Analysis Summary
Data Collection and Analysis
Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2011 Programs, Strategies and PracticesResults and outcomes must be measurable.
Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes
Academic Achievement – Reading NJASK (TBD), DIA, DRA, ACCESS,Unit tests, Mid-Year Assessment, End-Year Assessment, End-of-Unit Exams,Teacher made assessments
These measures are used to identify individual student weaknesses and strengthsand trends in grade levels. In the testing population of students 5% will move frompartially proficient to proficient and 2% will move from proficient to advance proficient.We anticipate a 5% increase in all students demonstrating proficiency based on
benchmarks mandated by the state at their respective grade levels. Academic Achievement - Writing NJASK (TBD), Extended Response
Writing Prompts, DIA, DRA, ACCESS,Writing Prompts, Teacher madeassessments
These measures are used to identify individual student weaknesses and strengthsand trends in grade levels. In the testing population of students 5% will move frompartially proficient to proficient and 2% will move from proficient to advance proficient.We anticipate a 5% increase in all students demonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.
Academic Achievement - Mathematics NJASK (TBD), DIA, Mid-Year Assessment, End-Year Assessment,End-of-Unit Exams, EDM AssessmentCD, Teacher made assessments
These measures are used to identify individual student weaknesses and strengthsand trends in grade levels. In the testing population of students 5% will move frompartially proficient to proficient and 2% will move from proficient to advance proficient.We anticipate a 5% increase in all students demonstrating proficiency based on
benchmarks mandated by the state at their respective grade levels.Parent Involvement Attendance at events - Back to school
night, Concert, Parent/Teacher Conferences, Bring Your Child toSchool, PTO Meetings, Cultural Assemblies, Parent Child Art Club, ArtNight and Global Connect
Parent participation is generally high at events where children are involved. Thetargeted population of parents will increase by 5% over last year’s participation at allschool /community events as documented by parent s ign-in sheets.
Professional Development School Professional DevelopmentPlan, School ProfessionalDevelopment Survey, PD feedback
Professional development will continue to be aligned with identified student areas inneed of improvement and to support teacher content knowledge and pedagogy. A5% increase in teacher evaluations advancing from basic to proficient and a 2%
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Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes
surveys, Job-Embedded PD feedback increase in teacher’s moving from proficient to distinguished.
Extended Learning Opportunities Extended Day Program: Pre- Assessment, NJASK (TBD), teacher made assessments
District Events: Spelling Bee, STEMFair, Geography Bee
Students in grades 3-6 who scored in the cusp areas (175 – 210 in Literacy/Math or both) of the previous year’s NJASK were selected to participate in the Extended Dayprogram which provides additional educational support for the NJASK. Students in
grades 4-6 participate in the District and Statewide Selling Bee and Geography Bee. All students in grades K-6 participate in the school and District-wide STEM fair. Allstudents in grades K-6 are assigned User names, passwords, and are able to assessStudy Island in school and at home. In the testing population of students 5% willmove from partially proficient to proficient and 2% will move from proficient toadvance proficient. We anticipate a 5% increase in all students demonstratingproficiency based on benchmarks mandated by the state at their respective gradelevels.
Students with Disabilities IEPs, teacher made assessments andobservations
Individual students were mainstreamed for selected areas of strength, Speech andoccupational therapy services were provided
English Language Learners ACCESS, teacher made assessmentsand observations
ESL services were provided using the ESL and World Language teachers.
School Culture School climate survey School climate is positive. A 2% decrease in the number of suspensions anddiscipline reports throughout the school at all grades as compared to the previousyear’s data.
Leadership 2010-2011 Performance Evaluation 2010-2011 Leadership -
Highly Qualified Staff Highly Qualified Staff Forms 100% of the teachers at Woodland School are highly qualified
School-Based Youth Services Bully Assemblies Student conduct has shown an improvement over the previous year. A 2% decreasein the number of suspensions and discipline reports throughout the school at allgrades as compared to the previous year’s data.
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Evaluation of 2011 Teaching and Learning Strategies & Programs
Table B: Strategies to Increase Student Achievement That Were Implemented in 2011
1Strategy or Program
2Content/Group
Focus
3Effective
Yes-No
4Documentation of
Effectiveness
5Measurable Outcomes
Trophies LAL Yes Program assessments andteacher made assessments
Some students made in improvement in the classroom, however, NJASKresults will indicate if the program was effective or not. In the testingpopulation of students 5% will move from partially proficient to proficient and2% will move from proficient to advance proficient. We anticipate a 5%increase in students demonstrating grade level proficiency in reading withrespect to comprehension, fluency, analyzing text and working with the text,
etc.
Reading Plus LAL Yes System generated reportsSome students made in improvement in the classroom, however, NJASKresults will indicate if the program was effective or not. In the testing populationof students 5% will move from partially proficient to proficient and 2% willmove from proficient to advance proficient. We anticipate a 5% increase instudents demonstrating grade level proficiency in reading with respect to
comprehension, fluency, analyzing text and working with the text, etc.
Read 180 LAL No System generated reports Student improvement was evident but program was not fully implemented dueto limited resources and technical problems. In the testing population of students 5% will move from partially proficient to proficient and 2% will movefrom proficient to advance proficient. We anticipate a 5% increase in studentsdemonstrating grade level proficiency in reading with respect to
comprehension, fluency, analyzing text and working with the text, etc.
Developmental Reading Assessments (DRA)
LAL Yes Running Records and testassessment data
Some students made in improvement in the classroom, however, NJASKresults will indicate if the program was effective or not. In the testingpopulation of students 5% will move from partially proficient to proficient and2% will move from proficient to advance proficient. We anticipate a 5%increase in students demonstrating grade level proficiency in reading withrespect to comprehension, fluency, analyzing text and working with the text,
etc.
Message Time Plus LAL – Grades K-2 Yes Mini lesson standardized andscaffolding opportunitiesincreased
This program was implemented to improve the reading block in the primarygrades. There was increased opportunity for scaffolding of learning withstudents and collaboration with staff.
Lucy Caulkins Writing Yes Program assessments and This is a new program implemented in the school and cannot be comparedwith any growth as to its effectiveness which comparison can be made next
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1 2 3 4 5teacher made assessments year if the program continues.
Everyday Math Mathematics Yes End of unit assessments, Year End Assessments, andteacher made assessments
Some students made in improvement in the classroom, however, NJASKresults will indicate if the program was effective or not. In the testingpopulation of students 5% will move from partially proficient to proficient and2% will move from proficient to advance proficient. We anticipate a 5%
increase in students demonstrating grade level proficiency in mathematics withrespect to number and numerical operations, geometry and measurement,patterns and algebra, data analysis, probability, and discrete mathematics, andmathematics processes.
MacMillan /McGraw Hill Science Yes Program assessments andteacher made assessments
Some students made in improvement in the classroom, however, NJASKresults will indicate if the program was effective or not. In the testingpopulation of students 5% will move from partially proficient to proficient and2% will move from proficient to advance proficient. We anticipate a 5%increase in students demonstrating grade level proficiency in science withrespect to science practices, physical science, life science and earth systemsscience.
Harcourt Social Studies Yes Program assessments andteacher made assessments
Some students made in improvement in the classroom, however, NJASK
results will indicate if the program was effective or not. We anticipate a 5%increase in students demonstrating grade level proficiency in social studies.
District Interim Assessments (DIA)
LAL and Math Yes District made assessments Some students made in improvement in the classroom, however, NJASKresults will indicate if the program was effective or not. In the testingpopulation of students 5% will move from partially proficient to proficient and2% will move from proficient to advance proficient. We anticipate a 5%increase in students demonstrating grade level proficiency in mathematics andLAL.
ACCESS ELL Yes Standardized assessment Some students made in improvement in the classroom, however, NJASKresults will indicate if the program was effective or not. We anticipate a 5%increase in students demonstrating grade level proficiency in mathematics andLAL.
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Table C: Description of Extended Day/Year Programs Implemented in 2011 to Address Academic Deficiencies - Do not include SES
1
Strategy or Program
2
Content/GroupFocus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Measurable Outcomes
Extended Day Program LAL and Math Yes Assessment data Student improvement was evident by teacher observation, however, NJASKresults will indicate if the program was effective or not.
Study Island LAL and Math Yes System generated reports Student improvement was evident by data and teacher observation, however,NJASK results will indicate if the program was effective or not.
Summer School LAL and Math Yes Pre-assessment and Post-assessment
Students were selected by teachers to serve as an intervention strategy toraise scores in reading and mathematics to grade level and minimizeacademic degradation due to summer break.
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Table D: Professional Development That Was Implemented in 2011
1
Strategy or Program
2
Content/GroupFocus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Measurable Outcomes
Interactive Writing LAL- Writing Yes Sign-in, Minutes & Agendas Student improvement was evident by teacher observation, however, NJASKresults will indicate if the program was effective or not
Lucy Caulkins LAL- Writing No Sign-in, Minutes & Agendas Student improvement was evident by teacher observation, however, NJASKresults will indicate if the program was effective or not, and some teachers didnot receive sufficient training in the program
Results of Benchmark Assessments
LAL Yes Sign-in, Minutes & Agendas Student improvement was evident by teacher observation, however, NJASKresults will indicate if the program was effective or not
CLI./Message Time Plus LAL Yes Sign-in, Minutes & Agendas Student improvement was evident in one class, however, the teacher for the
second class was hired after training
Math Workshop( K – 2) Mathematics Yes Sign-in, Minutes & Agendas Student improvement was evident in one class, however, the teacher for thesecond class was hired after training
Learnia LAL and Math Yes Sign-in, Minutes & Agendas Additional training and deeper concentration in methodology needs to beprovided for staff
DIA Training LAL and Math Yes Sign-in, Minutes & Agendas Student improvement was evident by teacher observation, however, NJASKresults will indicate if the program was effective or not
NJASK Preparation LAL, Math andScience
Yes Sign-in, Minutes & Agendas Successful administration of the NJASK
Study Island LAL and Math Yes Sign-in, Minutes & Agendas Student improvement was evident by teacher observation, however, NJASKresults will indicate if the program was effective or not
Promethean Board Training All areas Yes Sign-in, Minutes & Agendas Student improvement was evident by teacher observation, however, moreadvanced training is needed for staff
Work Sampling -K All areas No Sign-in, Minutes & Agendas Insufficient training for staff
Data Interpretation &Instructional Implications Analysis
LAL, Math andScience
Yes Sign-in, Minutes & Agendas More in-depth collaboration around test data
School ProfessionalDevelopment Plan
All areas Yes Sign-in, Minutes & Agendas Areas in need were identified and some training was provided, additionaltraining will enhance the abilities of instructors to implement programs and
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1 2 3 4 5teacher observations and evaluations.
Job Related ProfessionalDevelopment duringarticulation time
All areas Yes Sign-in, Minutes & Agendas Areas in need were identified and some training was provided, additionaltraining will enhance the abilities of instructors to implement programs andteacher observations and evaluations.
Safety School Climate/ Safety Yes Sign-in, Minutes & Agendas Implementation of policy and procedures and successfully evaluation of firedrills and lockdown drills.
Mentoring All Areas No Sign-in, Minutes & Agendas Limited in effectiveness due to time constraints
Poverty Awareness Homeless/Migrant Yes Sign-in, Minutes & Agendas Implementation of district policy and procedures
Homeless StudentPopulation
Homeless/Migrant Yes Sign-in, Minutes & Agendas Implementation of district policy and procedures and interventionsimplemented to assist families.
Access Overview ELL Yes Sign-in, Minutes & Agendas Successful administration of ACCESS
Table E: Parent Involvement That Was Implemented in 2011
1
Strategy or Program
2
Content/GroupFocus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Measurable Outcomes
PTO Meetings All Areas No Sign-in and agendas Encourage more active participation by parents and guardians. A 5% increasein parental attendance at all meetings as compared to last year’s attendance.
Back to School Night All Areas Yes Sign-in and program Increase parent/guardian involvement and participation in school activitiesand a 5% increase in parental attendance as compared to last year’sattendance.
Picasso Parents Art No Sign-in Encourage constant participation by parents/guardians and students utilizing
artwork and a 5% increase in parental attendance as compared to last year’sattendance.
Family Art - Culture Night Art Yes Sign-in and program Encourage more active parental involvement, increase cultural awareness anda 5% increase in parental attendance as compared to last year’s attendance.
Hispanic HeritageCelebration
Social Studies/History/ Culture
No Sign-in and program Encourage more active parental involvement increase cultural awareness anda 5% increase in parental attendance as compared to last year’s attendance.
Winter Concert Music Yes Sign-in and program Encourage more active parental involvement and a 5% increase in parentalattendance as compared to last year’s attendance.
Dr. Martin Luther King Jr. Social Studies/ No Sign-in and program Encourage more active parental involvement and a 5% increase in parental
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1 2 3 4 5 Assembly History/ Culture attendance as compared to last year’s attendance.
PTO Black HistoryCelebration
Social Studies/History/ Culture
No Sign-in and program Encourage more active parental involvement increase cultural awareness anda 5% increase in parental attendance as compared to last year’s attendance.
Black History Assembly Social Studies/
History/ Culture
No Sign-in and program Encourage more active parental involvement increase cultural awareness and
a 5% increase in parental attendance as compared to last year’s attendance.
Parent Teacher Conferences
All Areas Yes Sign-in Encourage more active parental involvement and a 5% increase in parentalattendance as compared to last year’s attendance.
Bring Your Parent to SchoolDay
All Areas No Sign-in and program Encourage more active parental involvement and a 5% increase in parentalattendance as compared to last year’s attendance.
Woodland Spelling BeeFinals
LAL No Sign-in and program Encourage more active parental involvement and a 2% increase in parentalattendance at all meetings as compared to last year’s attendance.
Geography Bee Finals Social Studies No Sign-in and program Encourage more active parental involvement and establish a milestone to useto gauge future parental attendance.
STEM Fair Science and Math No Sign-in and program Encourage more active parental involvement and a 5% increase in parentalattendance as compared to last year’s attendance.
Marking period Award Assemblies
All Areas No Sign-in Encourage more active parental involvement and a 5% increase in parentalattendance as compared to last year’s attendance.
Woodland Annual Field Day Physical Education Yes Sign-in Encourage more active parental involvement and a 5% increase in parentalattendance as compared to last year’s attendance.
Kindergarten Orientation All areas No Sign-in and program Encourage more active parental involvement and have 15% of the targetedpopulation of parents and guardians attend.
Kindergarten Graduation All areas Yes Sign-in and program Encourage more active parental involvement and a 5% increase in thetargeted parental attendance as compared to l ast year’s attendance.
6Th Grade Promotion Al areas Yes Sign-in and program Encourage more active parental involvement and a 5% increase in thetargeted parental attendance as compared to last year’s attendance.
School Monthly Calendar All Areas Yes Copies of calendar Encourage more active parental involvement and a 5% increase in parentalattendance at school activities as compared to last year’s attendance.
School Newsletter All Areas Yes Copies of newsletters Encourage more active parental involvement and a 5% increase in parentalattendance at school activities as compared to last year’s attendance.
School Website All Areas Yes Hits to website Encourage more active parental involvement and a 5% increase in parentalattendance at school activities as compared to last year’s attendance.
School Flyers/letters All Areas Yes Copies of flyers/letters Encourage more active parental involvement and a 5% increase in parentalattendance at school activities as compared to last year’s attendance.
Global Connect Calls All Areas Yes Global Connect Log Encourage more active parental involvement and a 5% increase in parentalattendance at school activities as compared to last year’s attendance.
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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.To drive student achievement the Woodland Elementary School staff utilities student data to determine instructional priorities and program implementations. At risk students will beidentified, receive supplemental basic skill servicers and students designated as gifted and talented will receive additional instructions relevant to above grade level academicprograms.
2. Describe methods used to collect and compile data for student subgroups.Staff will continuously meet throughout the academic year to analyze da ta from a variety of sources, including but not limited to NJASK, DRA, and DIA, etc.
3. Explain how the data from the collection methods are valid and reliable.Variables established by the State are guidelines mandated by the Department of Education outlined by the state standards o f which students should be proficient.
4. What did the data analysis reveal regarding classroom instruction?Current data is not available at this time.
5. What did the data analysis reveal regarding professional development implemented in the previous year(s)?Current data is not available at this time.
6. How are educationally at-risk students identified in a timely manner?Review of NJASK, cumulative records, report cards, and teacher observations.
7. How are educationally at-risk students provided with effective assistance?Parent/guardians meet with appropriate personnel to develop a student learning plan.
8. How does the needs assessment address migrant student(s) needs? N/A
9. How does the needs assessment address homeless student(s) needs?District‘s Family Support Services are notified and the school guidance department works with the team to assist the student and family.
10. How were teachers engaged in decisions regarding the use of academic assessments to provide information on and improvement of the instructional program?
Through small learning communities, articulation, and collaboration with designated District personnel11. Describe the transition plan for preschool to kindergarten, if applicable.
Day care staff will meet with public school teachers to develop a schedule for pre-school visitation, parent/guardian meeting, and kindergarten orientation.
12. Describe the process used to select the priority problems and root causes for this plan? Analysis of test data, professional development needs, and teacher observation.
13. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?2011 NJASK test data is not available
14. Describe the evaluation results regarding the status of SMART goal #1 in the action plan? N/A
15. Describe the evaluation results regarding the status of SMART goal #2 in the action plan? N/A
16. Describe the evaluation results regarding the status of SMART goal #3 in the action plan N/A
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2012 Needs Assessment – Partially Proficient
Provide the number of students at each grade level listed below who scored partially proficient on state assessments for two years or more in Language Arts Literacy andmathematics.
Language Arts 2008-2009 2009-2010 Services Provided Describe why services provided did not result in proficiency.
Grade 4 16 16 Students who scored below proficiency were enrolledinto the READ 180 Program, enrolled in Study Islandwhich could be accessed in school, at home, andenrolled in extended day program.
Limited language learners, no one reads with students at home,
prior to these two years there were supplemental staff (Read One
Eighty Teacher, Let’s Read Teacher, Resources Teacher, etc.).
Due to budget cuts, the classroom teacher is required to
implement the supplemental program at the same time regular
instructions are to be taught. The groups in the Extended Day
program were too large for evidence of any growth to be
apparent.
Grade 5 16 17 Students who scored below proficiency were enrolled
into the READ 180 Program, enrolled in Study Islandwhich could be accessed in school, at home, andenrolled in extended day program.
Limited language learners, no one reads with students at home,
prior to these two years there were supplemental staff (Read OneEighty Teacher, Let’s Read Teacher, Resources Teacher, etc.).
Due to budget cuts, the classroom teacher is required to
implement the supplemental program at the same time regular
instructions are to be taught. The groups in the Extended Day
program were too large for evidence of any growth to be
apparent.
Grade 6 N/A 16 Students who scored below proficiency were enrolledinto the READ 180 Program, enrolled in Study Islandwhich could be accessed in school, at home, andenrolled in extended day program.
Limited language learners, no one reads with students at home,
prior to these two years there were supplemental staff (Read One
Eighty Teacher, Let’s Read Teacher, Resources Teacher, etc.).
Due to budget cuts, the classroom teacher is required to
implement the supplemental program at the same time regular
instructions are to be taught. The groups in the Extended Dayprogram were too large for evidence of any growth to be
apparent.
Grade 7 N/A N/A
Grade 8 N/A N/A
Grade 11 N/A N/A
Grade 12 N/A N/A
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Mathematics 2008-2009 2009-2010 Services Provided Describe why services provided did not result in proficiency.
Grade 4 17 13 Students who scored below proficiency were enrolledinto the Extended Day Program, Study Island, andNumber Worlds.
Prior to these two years, the Math Coach was involved in the classroom,working with small, flexible groups of students to help meet the needs of the partially proficient students. The position has been eliminated due to
budget cuts. Also, adequate training did not take place for the Number Worlds Program, and therefore, students did not benefit from thisprogram. The groups in the Extended Day program were too large for evidence of any growth to be apparent.
Grade 5 4 20 Students who scored below proficiency were enrolledinto the Extended Day Program, Study Island, andNumber Worlds.
Prior to these two years, the Math Coach was involved in the classroom,working with small, flexible groups of students to help meet the needs of the partially proficient students. The position has been eliminated due tobudget cuts. Also, adequate training did not take place for the Number Worlds Program, and therefore, students did not benefit from thisprogram. The groups in the Extended Day program were too large for evidence of any growth to be apparent.
Grade 6 N/A 12 Students who scored below proficiency were enrolledinto the Extended Day Program, Study Island, andNumber Worlds.
Prior to these two years, the Math Coach was involved in the classroom,working with small, flexible groups of students to help meet the needs of the partially proficient students. The position has been eliminated due tobudget cuts. Also, adequate training did not take place for the Number Worlds Program, and therefore, students did not benefit from thisprogram. The groups in the Extended Day program were too large for evidence of any growth to be apparent.
Grade 7 N/A N/A
Grade 8 N/A N/A
Grade 11 N/A N/A
Grade 12 N/A N/A
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Selection of Priority Problems
School Needs Assessment Summary Matrix
Certification: For Title I SINIs and SW schools, Population Categories A-M have been annually assessed.Using information from the data analysis, identify all priority problems.Select three or four priority problems to address in this plan. The selected problems should be checked in column T.
When completing the matrix below, data from Tables A, B, C, D, E and the Needs Assessment Summary should be used.
P r i o r i t y P r o b l e m #
Priority Problem
Population Categories
A .
A l l s t u d e n t s
B .
S t u d e n t s w i t h D i s a b i l i t i e s
C .
E a r l y c h i l d h o o d
D .
E c o n .
d i s a d v a n t a g e d
E .
N e g l e c t e d / d e l i n q u e n t
F .
Y o u t h a t r i s k o f d r o p p i n g o u t
G .
R a c i a l / e t h n i c
H .
H o m e l e s s
I . I m m i g r a n t
J .
L E P
K .
T e a c h e r s
L .
P a r a p r o f e s s i o n a
l s
M .
P a r e n t s
N .
S u b s t a n c e a b u s
e r s
O .
P e r p e t r a t o r s o f V i o l e n c e
P .
O u t - o f - s c h o o l
Q .
M e n t a l h e a l t h
R .
G i f t e d & T a l e n t e
d
S .
O t h e r ( S p e c i f y )_
____________
T .
S e l e c t e d P r i o r i t y P r o b l e m s
S t u d e n t A c a d e m i c N e e d s
1 Closing the achievement gap X X X X X
2 Early childhood education X X X X
C o r e C u r r i c u l u m C
o n t e n t
S
t a n d a r d s
3a Language arts literacy and reading X X X X
3b Mathematics X X X X
3c Science X X X X
3d Social studies X X X X
3e World Languages
3f Cross Content Workplace Readiness X
4 Technology Literacy X X X
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 X X
5e World Languages
5f Cross Content Workplace Readiness X X
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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 ( 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
6
Effective classroom use of technology
7 Standards-based assessment X X
8 Instructional skills and strategies
9 Mentoring X
10 Classroom management X X
11Using data/assess. to improvelearning X X
12 Working with parents X X X
H i r i n g ,
R e c r u i t i n g a n d
R e t a i n i n g
13 Highly qualified teachers
14 Teachers in shortage areas
15 Teachers in Math and Science
16 Teachers to reduce class size X X
17 Qualified paraprofessionals X
18 Highly qualified personnel
P r o b l e m s I d e n t i f i e d
19 Alcohol use
20 Drug use
21 Tobacco use22 Violence
23 Weapons
24 Gang activity
25 Delinquency
26 Vandalism
27Suspensions, removals, or expulsions X
28Serious or persistent disciplineproblems
29 Bullying X
30 Victimization
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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 ( 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
31 Truancy/attendance
32 Mental health
33 Sex/gender issues
34 Interpersonal conflict
35 Intergroup conflict/bias
36 Negative peer influence X37 School safety
38 School climate/environment
39 Risk factors
QualityTeacher 40 Teacher Quality
Tech. & Ed.Materials
41 Technology activities X X X
42 Instructional/Educational Materials X
Students withSpecialNeeds 43 Drop-out rate
Literacy, &Adult Ed.
44 Adult literacy X
45 Parent/community involvement X X
Leadership46 Leadership Network
47 Leadership PD
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Description of Priority Problems and Strategies to Address Them
All student subgroups not meeting AYP MUST be considered during the needs assessment process. Select at least three priority problems.Complete the information below for each priority problem checked in column T on the previous pages. Add additional sections as needed.
#1 #2
Population Category Letter &Problem Number
K. #16 A. D. J. M. , #1
Name of priority problem Teachers to reduce class size Closing Achievement Gap
Describe the priority problem Provide Basic Skills staff in the classrooms to implement instruction of deficient skills as identified by the needs assessment
Woodland students must attain scores of proficiency or advancedproficiency on state testing in LAL, Math & Science
Describe the root causes of theproblem
Lack of parental involvement, econ. disadvantaged, removal of interventions both academic & social/emotional due to budget cuts
Subgroup or population addressed Teachers All students, E.D, LEP, Working with Parents
Grade span 3-6 3-6
Related content area missed All content areas All content areasName of scientifically researchbased program/strategy/practiceto address problem
Reading Plus/ Read 180/ DIALucy CaulkinsStudy Island
Basic Skills Intervention, Additional resources for the ESL population,Reading Plus/Read180/DIA, Lucy Caulkins, Study Island
How does the program/strategyalign with the NJ CCCS?
Standards Based Programs aligned with the NJCCCS Standards Based Programs aligned with the NJCCCS
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Description of Priority Problems and Strategies to Address Them (continued)
#3 #4
Population Category Letter &Problem Number
M, #12 K, #40
Name of priority problem Working with parents Teacher Quality
Describe the priority problem Lack of parental involvement as it relates to academics, PTO, andcommunity activities
Demonstrates deficiency in cross curriculum instruction
Describe the root causes of theproblem
Econ. Disadvantaged, Non-English speaking, Limited higher education
Limited access to working computers and professional development
Subgroup or populationaddressed
Parents Teachers
Grade span K-6 K-6
Related content area missed Math, LAL, Science & Social Studies Math, LAL, Science & Social StudiesName of scientifically researchbased program/strategy/practiceto address problem
Back to School Night, PTO, Parent/Teacher workshops,Parent/Teacher conference, Adult Education program
Professional Development, Small Learning Communities,Professional Learning Communities
How does the program/strategyalign with the NJ CCCS?
N/A
CAPA finding or recommendationrelated to the priority problem
N/A
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Action Planning
Check Before Proceeding: The action planning section is required for all SINIs.
The action plans are developed for the primary strategies and programs selected that address the priority problems.
At least ten steps must be identified.
Action Plan for Strategy Related to Priority Problem #1
Name of Program, Strategy or Practice toAddress Priority Problem:
SMART Goal:
(Specific, Measurable, Achievable, Relevant, Timely)
Research Supporting Strategy(from IES Practice Guide or What Works Clearinghouse)
Indicators of Success: 1.2.
Description of Action Plan StepsPersonsInvolved
ResourcesNeeded Due Date - Timeline
1
2
3
45
6
7
8
9
10
11
12
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Action Plan for Strategy Related to Priority Problem #2
Name of Program, Strategy or Practice toAddress Priority Problem:
SMART Goal:
(Specific, Measurable, Achievable, Relevant, Timely)
Research Supporting Strategy(from IES Practice Guide or What Works Clearinghouse)
Indicators of Success: 1.
2.
Description of Action Plan StepsPersonsInvolved
ResourcesNeeded Due Date - Timeline
1
23
4
5
6
7
8
9
10
11
12
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Action Plan for Strategy Related to Priority Problem #3
Name of Program, Strategy or Practice toAddress Priority Problem:
Research Supporting Strategy(from IES Practice Guide or What Works Clearinghouse)
SMART Goal:
(Specific, Measurable, Achievable, Relevant, Timely)
Indicators of Success: 1.
2.
Description of Action Plan StepsPersonsInvolved
ResourcesNeeded Due Date - Timeline
1
23
4
5
6
7
8
9
10
11
12
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Plan Components for 2012
Table F: Proposed 2012 Core Strategies to Address Student Achievement
Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
*Gifted and TalentedProgram
All 3-6 Principal &Teachers
NJASK -2012, In the testing population of students, 2% will move from proficient toadvance proficient. We anticipate a 5%increase in students demonstrating gradelevel proficiency in reading, writing,mathematics and science of targeted skills ator above grade level proficiency based onNJCCCS.
Study island LAL &Math
K-6 Principal &Teachers
NJASK-2012 In the testing population of students 5% will move from partially proficientto proficient and 2% will move from proficientto advance proficient. We anticipate a 5%increase in students demonstratingproficiency based on benchmarks mandatedby the state at their respective grade levels.
Scientifically based program
Independent research concluded schoolsutilizing this program producedsignificantly higher proficiency rates thanschools not using this program. Nineteentotal independent studies proving growth:
http://www.studyisland.com/research
Reading Plus LAL 5-6 Principal &Teachers
NJASK-2012 In the testing population of students 5% will move from partially proficientto proficient and 2% will move from proficientto advance proficient in reading. Weanticipate a 5% increase in studentsdemonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.
Scientifically based program
Evidence of positive or potentially positiveeffects for at least one improvementoutcome September 2010 WWC
http://ies.ed.gov/ncee/wwc/
Read 180 LAL 5-6 Principal &Teachers
NJASK-2012 In the testing population of students 5% will move from partially proficient
Scientifically based program
Evidence of positive or potentially positive
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Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
to proficient and 2% will move from proficientto advance proficient in reading. We
anticipate a 5% increase in studentsdemonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.
effects for at least one improvementoutcome October 2010 WWC
http://ies.ed.gov/ncee/wwc/
*25 Book Campaign LAL K-6 Principal &Teachers
Student reading logs NJASK-2012 In thetesting population of students 5% will movefrom partially proficient to proficient and 2%will move from proficient to advance proficientin reading. We anticipate a 5% increase instudents demonstrating proficiency based onbenchmarks mandated by the state at their
respective grade levels.
Research based educational program
Lucy Caukins - Writing LAL – Grades K-6
K-6 Principal &Teachers
NJASK-2012 In the testing population of students 5% will move from partially proficientto proficient and 2% will move from proficientto advance proficient in writing. Weanticipate a 5% increase in studentsdemonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.
Columbia University developed,researched and validated
Writing Foundation LAL- Grade6
6 Principal &Teachers
NJASK-2012 In the testing population of students 5% will move from partially proficient
to proficient and 2% will move from proficientto advance proficient in writing. Weanticipate a 5% increase in studentsdemonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.
Dual LanguageInstruction
All K-1 Principal &Teacher (grade K & 1)
Increase in the English and Spanish languagedevelopment in all students enrolled in thebilingual class.
Research based educational modelbacked by studies conducted byuniversities and several NJ schooldistricts including Englewood, NJ
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Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
Message Time Plus LAL-Grades K-2
K-2 Principal &Teachers
We anticipate a 5% increase in studentsdemonstrating proficiency based on
benchmarks mandated by the state at their respective grade levels.
Five independent studies have measuredgrowth in reading comprehension through
the use of the CLIU MTP program.http://cliontheweb.org/content/evidence-cli-success
Everyday Math Math K-6 Principal &Teachers
NJASK-2012 In the testing population of students 5% will move from partially proficientto proficient and 2% will move from proficientto advance proficient in mathematics. Weanticipate a 5% increase in studentsdemonstrating proficiency based on
benchmarks mandated by the state at their respective grade levels.
Scientifically based program
Macmillan/McGraw Hill Science K-6 Principal &Teachers
NJASK-2012 grade 4 In the testingpopulation of students 5% will move frompartially proficient to proficient and 2% willmove from proficient to advance proficient inscience. We anticipate a 5% increase instudents demonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.
Scientifically based program
Instructional Focus
Calendar
LAL & Math K-6 Principal &
Teachers
NJASK-2012 We anticipate a 5% increase in
students demonstrating proficiency based onbenchmarks mandated by the state at their
respective grade levels.
Research based educational strategy
suggested by IES study “turning aroundchronically low performing schools.”
http://ies.ed.gov/ncee/wwc/
*Small LearningCommunities
All Content Areas
K-6 Principal &Teachers
Teacher observation and evaluation and anincrease of 2% of teachers moving from basicto proficient and from basic to distinguish.
Splash Summer Literacy K-3 Principal & NJASK-2012 We anticipate a 5% increase in Targeted literacy comprehension (using
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Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
Program Teachers students demonstrating proficiency based onbenchmarks mandated by the state at their
respective grade levels
one on one instruction and DRA results) isa scientifically based strategy (REL/WWC
supported)http://ies.ed.gov/ncee/wwc
*Technology Infusion:Promethean boards,computers
All Content Areas
K-6 Principal &Teachers
NJASK-2012 We anticipate a 5% increase instudents demonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels
WWC contains numerous studiesindicating the increase in technology/ datadriven programming utilization shows ameasurable growth in mathematics andliteracy
ESL Dept. IdentifiedContent
ELL ELL Dept. &Principal
Teacher observation and review, and ACCESSNJASK-2012 In the testing population of
students 5% will move from partially proficientto proficient and 2% will move from proficientto advance proficient in literacy. Weanticipate a 5% increase in studentsdemonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.
Research based educational program
SPED All Content Areas
Students withDisabilities
SPED Dept.,Principal &Teachers
IEPs Research based educational program
*Use an asterisk to denote new programs.
Table G: Proposed 2012 Extended Learning Opportunities to Address Academic Deficiencies. Do not include SES.
Name of Strategy
ContentArea
FocusTarget
Population(s)Person
Responsible
Indicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
Extended Day Program LAL, Math 3-6 Principal &Teachers
NJASK-2012 In the testing population of students 5% will move from partially proficient
Strategies utilized in this program areconsistent with the WWC/IES practice
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Name of Strategy
ContentArea
FocusTarget
Population(s)Person
Responsible
Indicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
to proficient and 2% will move from proficientto advance proficient in LAL, andmathematics. We anticipate a 5% increase instudents demonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.
guide entitles: “Structuring out of schooltime to improve academic achievement.”
*Saturday Academy LAL, Math& Science
3-6 Principal &Teachers
NJASK-2012 In the testing population of students 5% will move from partially proficientto proficient and 2% will move from proficientto advance proficient in LAL, science andmathematics. We anticipate a 5% increase instudents demonstrating proficiency based onbenchmarks mandated by the state at their
respective grade levels.
Strategies utilized in this program areconsistent with the WWC/IES practiceguide entitles: “Structuring out of schooltime to improve academic achievement.”
Summer EnrichmentProgram - SPLASH
LAL & Math 3-6 Principal &Teachers
NJASK-2012 In the testing population of students 5% will move from partially proficientto proficient and 2% will move from proficientto advance proficient in LAL and mathematics.We anticipate a 5% increase in studentsdemonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.
Strategies utilized in this program areconsistent with the WWC/IES practiceguide entitles: “Structuring out of schooltime to improve academic achievement.”
Drama Club SEL 3-6 Principal &
Teachers
NJASK-2012 help with SEL and decrease of
2% in suspension or discipline reports ascompared to the previous year.
*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
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
Assessments All subject
Areas
Teachers Principal Teacher observations, evaluations and
improved student performance data
Data Wise by K. Pl Boudett and J. L.
Steele
*Basic Skills All subject Areas
Teachers Principal NJASK-2012 – In the testing population of students 5% will move from partially proficientto proficient and 2% will move from proficientto advance proficient in science. Weanticipate a 5% increase in studentsdemonstrating proficiency based onbenchmarks mandated by the state at their respective grade levels.
*Advanced Promethean
Training
All subject
Areas
Teachers Principal Teacher observations , evaluations and
improved student performance
Work Sampling Kdg. All Areas
Teachers & Assistants
Principal Teacher observations, evaluations andImproved Student Performance
*Use an asterisk to denote new programs.
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Table I: Proposed 2012 Parent Involvement Strategies to Address Student Achievement and Priority Problems
Name of Strategy
Content
AreaFocus
TargetPopulation(s)
PersonResponsible
Indicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy
(from IES Practice Guide or What WorksClearinghouse)
*Assessment Strategies LAL, MathandScience
K-6 Principal &Teacher
Improved student performance, increasestudent homework, increased parentparticipation, expand home schoolconnection, sign-in sheets, improve the homeassistance student’s receive
Working with parents, organizinginstruction and study to improve studentlearning, using student achievement datato support instructional decision making,and effective literacy and Englishlanguage instruction for English learnersin the elementary grades
Multiple IES Practice Guides and sections
of WWC
*NJASK Preparation LAL, MathandScience
3-6 Principal &Teacher
Improved student performance, increasestudent homework, increased parentparticipation, expand home schoolconnection, sign-in sheets, improve the homeassistance student’s receive
Working with parents, organizinginstruction and study to improve studentlearning, using student achievement datato support instructional decision making,and effective literacy and Englishlanguage instruction for English learnersin the elementary grades
Multiple IES Practice Guides and sectionsof WWC
*Family AwarenessWorkshops (Parenting,nutrition, finance)
All contentareas
K-6 Principal ,PTO &Teacher
Improved student performance, increasedparent participation, expand home schoolconnection, sign-in sheets, improve the homeassistance student’s receive
Working with parents, organizinginstruction and study to improve studentlearning, using student achievement datato support instructional decision making,and effective literacy and Englishlanguage instruction for English learnersin the elementary grades
Multiple IES Practice Guides and sectionsof WWC
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Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
*Reading & WritingWorkshop
LAL K-6 Principal &Teacher
Improved student performance, increasestudent homework, increased parent
participation, expand home schoolconnection, sign-in sheets, improve the homeassistance student’s receive
Working with parents, organizinginstruction and study to improve student
learning, using student achievement datato support instructional decision making,and effective literacy and Englishlanguage instruction for English learnersin the elementary grades
Multiple IES Practice Guides and sectionsof WWC
*Math Workshop Math K-6 Principal &Teacher
Improved student performance, increasestudent homework, increased parentparticipation, expand home schoolconnection, sign-in sheets, improve the homeassistance student’s receive
Working with parents, organizinginstruction and study to improve studentlearning, using student achievement data
to support instructional decision making,and effective literacy and Englishlanguage instruction for English learnersin the elementary grades
Multiple IES Practice Guides and sectionsof WWC
*Science Workshop Science K-6 Principal &Teacher
Improved student performance, increasestudent homework, increased parentparticipation, expand home schoolconnection, sign-in sheets, improve the homeassistance student’s receive, increase
parental assistance aligned with schoolcurriculum, improve the home assistancestudent’s receive
Working with parents, organizinginstruction and study to improve studentlearning, using student achievement datato support instructional decision making,and effective literacy and Englishlanguage instruction for English learnersin the elementary grades
Multiple IES Practice Guides and sectionsof WWC
PTO Meetings All Areas K-6 Principal &Teacher
Improved student performance, increasedparent participation, expand home schoolconnection, sign-in sheets
Working with parents,
Multiple IES Practice Guides and sectionsof WWC
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Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
Back to School Night All Areas K-6 Principal &Teacher
Improved student performance, increasestudent homework, increased parent
participation, expand home schoolconnection, sign-in sheets
Working with parents,
Multiple IES Practice Guides and sectionsof WWC
Picasso Parents Art K-6 Principal &Teacher
Improved student performance, increasedparent participation, expand home schoolconnection, sign-in sheets
Working with parents,
Multiple IES Practice Guides and sectionsof WWC
Family Art Night Art K-6 Principal &Teacher
Improved student performance, increasedparent participation, expand home schoolconnection, sign-in sheets
Working with parents,
Multiple IES Practice Guides and sectionsof WWC
Hispanic HeritageCelebration
SocialStudies/History/Culture
K-6 Principal &
Teacher
Improved student performance, increased
parent participation, expand home schoolconnection, sign-in sheets,
Working with parents, increase culturalawareness and diversity
Multiple IES Practice Guides and sectionsof WWC
Winter & SpringConcerts
Music K-6 Principal &Teacher
Improved student performance, , increasedparent participation, expand home schoolconnection, sign-in sheets
Working with parents,
Multiple IES Practice Guides and sectionsof WWC
Dr. Martin Luther KingJr. Assembly
SocialStudies/History/
Culture
K-6 Principal &Teacher
Improved student performance, increasedparent participation, expand home schoolconnection, sign-in sheets
Working with parents,
Multiple IES Practice Guides and sectionsof WWC
PTO Black HistoryCelebration
SocialStudies/History/Culture
K-6 Principal &Teacher
Improved student performance, increasedparent participation, expand home schoolconnection, sign-in sheets
Working with parents, increase culturalawareness and diversity
Multiple IES Practice Guides and sectionsof WWC
Black History Assembly SocialStudies/History/Culture
K-6 Principal &Teacher
Improved student performance, increasedparent participation, expand home schoolconnection, sign-in sheets
Working with parents, increase culturalawareness and diversity
Multiple IES Practice Guides and sectionsof WWC
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Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
Parent Teacher Conferences
All Areas K-6 Principal &Teacher
Improved student performance, increasestudent homework, increased parent
participation, expand home schoolconnection, sign-in sheets
Working with parents, organizinginstruction and study to improve student
learning, using student achievement datato support instructional decision making,and effective literacy and Englishlanguage instruction for English learnersin the elementary grades
Multiple IES Practice Guides and sectionsof WWC
Bring your Parent toSchool Day
All K-6 Principal,teachers &PTO
Improved student performance, increasedparent participation, expand home schoolconnection, sign-in sheets
Working with parents, organizinginstruction and study to improve studentlearning, using student achievement data
to support instructional decision making,and effective literacy and Englishlanguage instruction for English learnersin the elementary grades
Multiple IES Practice Guides and sectionsof WWC
Woodland Spelling BeeFinals
LAL K-6 Principal &Teacher
Improved student performance, increasedparent participation, expand home schoolconnection, sign-in sheets
Working with parents, organizinginstruction and study to improve studentlearning, using student achievement datato support instructional decision making,and effective literacy and Englishlanguage instruction for English learnersin the elementary grades
Multiple IES Practice Guides and sectionsof WWC
Geography Bee Finals SocialStudies
K-6 Principal &Teacher
Improved student performance, increasedparent participation, expand home schoolconnection, sign-in sheets
Working with parents, organizinginstruction and study to improve studentlearning, using student achievement datato support instructional decision making,and effective literacy and English
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Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
language instruction for English learnersin the elementary grades
Multiple IES Practice Guides and sectionsof WWC
STEM Fair Science andMath
K-6 Principal &Teacher
Improved student performance increasedparent participation, expand home schoolconnection, sign-in sheets
Working with parents, organizinginstruction and study to improve studentlearning, using student achievement datato support instructional decision making,and effective literacy and Englishlanguage instruction for English learnersin the elementary grades
Multiple IES Practice Guides and sections
of WWCMarking period Award Assemblies
All Areas K-6 Principal &Teacher
Improved student performance, increasestudent homework, increased parentparticipation, expand home schoolconnection, sign-in sheets
Working with parents, organizinginstruction and study to improve studentlearning, using student achievement datato support instructional decision making,and effective literacy and Englishlanguage instruction for English learnersin the elementary grades
Multiple IES Practice Guides and sectionsof WWC
Woodland Annual FieldDay
PhysicalEducation
K-6 Principal &Teacher Improved student performance, increasedparent participation, expand home schoolconnection, sign-in sheets
Parental involvement is a major component in improving studentoutcomes
Multiple IES Practice Guides and sectionsof WWC
Career Day All K-6 Principal,Teachers,GuidanceCounselor &Parents
Improved student performance, increasedparent participation, expand home schoolconnection, sign-in sheets
Parental involvement is a major component in improving studentoutcomes
Multiple IES Practice Guides and sections
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Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
of WWC
*Family Game Night All Parents &
Students
Principal,
Teachers &Parents
Improved student performance, increased
parent participation, expand home schoolconnection, sign-in sheets
Parental involvement is a major
component in improving studentoutcomes
Multiple IES Practice Guides and sectionsof WWC
Communications All Parents Principal &Teachers
Improved student performance, increasestudent homework, increased parentparticipation, expand home schoolconnection, sign-in sheets
Parental involvement is a major component in improving studentoutcomes
Multiple IES Practice Guides and sectionsof WWC
*Offer incentives toincrease parentalinvolvement (Example:door prize tickets uponsigning-in at PTOmeetings, homeworkpasses for studentswhose parents attendmeetings/events, invitethe children toparticipate/read to
parents at meetings)
N/AK-6 Principal &
TeachersImproved student performance, increasedparent participation, expand home schoolconnection, sign-in sheets
Parental involvement is a major component in improving studentoutcomes
Multiple IES Practice Guides and sectionsof WWC
Kindergarten Graduation All K Principal,Teachers &Parents
Readiness for Kindergarten Parental involvement is a major component in improving studentoutcomes
Multiple IES Practice Guides and sectionsof WWC
Kindergarten Orientation All K Principal,Teachers &Parents
Readiness for first grade Parental involvement is a major component in improving studentoutcomes
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Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
Multiple IES Practice Guides and sectionsof WWC
5th & 6Th GradePromotion Exercise
All 5th & 6Th Principal,Teachers &Parents
Readiness for middle school Parental involvement is a major component in improving studentoutcomes
Multiple IES Practice Guides and sectionsof WWC
*Use an asterisk to denote new programs/strategies.
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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?
The problems identified in this needs assessment are directly related to Parental Involvement. Reduction in class size is essential to achieveproficiency in all content areas due to the absence of Parental Involvement.
2. Do you have a school-parent compact? Yes
3. 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. Students/Parents are required to sign/ return them to their homeroomteachers.
4. How is student achievement data reported to the public?
The school’s statistical data is reported to the public via the district’s website, at Board of Education Public Meetings, at Community Forums, at theBack to School Night State of the School Address by the Principal, and in the District’s End of Year Repor t.
5. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III?
Parents are informed status of meeting measurable objectives via the district’s website, at Board of Education Public Meetings, at CommunityForums, at the Back to School Night State of the School Address by the Principal, and in the District’s End of Year Report.
6. Identify procedures for informing parents about the school’s improvement status.
Letters are sent to the parents after the data has been received and reviewed by the district. The building Principal also discusses this data with theparents at Back to School Night in her State of the School Address.
7. Identify procedures for informing parents about the school’s disaggregated assessment results.
Letters are sent to the parents after the data has been received and reviewed by the district. The building Principal also discusses this data with the
parents at Back to School Night in her State of the School Address.8. How were parents involved in the development of the Unified Plan?
The Executive Board of the PTO was invited to provide input in the development of the school’s Unified Plan.
9. Identify procedures for informing a parent about their child’s student assessment results.
Parents are informed about their child’s assessment results at the first Parent/Teacher Conference session in October.
10. How were the required PI funds used in 2011?Supplies and incentives for students and family activities including Art Night, Field Day, Science Fair, Take Your Parent to School Day, KindergartenOrientation, Kindergarten Promotion, 6th Grade Award Dinner and 6th Grade Promotion.
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11. How will the required PI funds be used in 2012?Supplies and incentives for students and family activities including but not limited to Art Night, Field Day, Science Fair, PTO meetings andsponsored events, Career Day, Parent Workshops, Family Games Night, Take Your Parent to School Day, Kindergarten Orientation, KindergartenPromotion , 6th Grade Award Dinner and 6th Grade Promotion.
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Table J-1: 2011-2012 Annual Student Targets (Use best available data from One-Year Charts). At least two measurements must be listed.
GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS
3-5 State Assessment Baseline 2012 Target State Assessment Baseline 2012 Target
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total NJASK 2011 36.4 42.8 NJASK 2011 55.3 59.7Students with Disabilities NJASK 2011 30.8 37.7 NJASK 2011 33.9 40.5
Limited English Proficient Students NJASK 2011 20.0 28.0 NJASK 2011 40.0 46.0
White
African-American NJASK 2011 28.4 35.5 NJASK 2011 39.7 45.7
Asian/Pacific Islander
American Indian/Native American
Hispanic NJASK 2011 39.8 45.8 NJASK 2011 68.6 71.7
Others
Economically Disadvantaged NJASK 2011 27.2 34.5 NJASK 2011 52.2 57.0
GRADE SPAN: GRADE 6 ONLY ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total NJASK 2011 61.3 65.2 NJASK 2011 51.6 56.4
Students with Disabilities NJASK 2011 100.0 100.0 NJASK 2011 100.0 100.0
Limited English Proficient Students NJASK 2011 0.0 10.0 NJASK 2011 0.0 0.0
White
African-American NJASK 2011 71.4 74.3 NJASK 2011 61.5 65.4
52.9Asian/Pacific Islander
American Indian/Native American
Hispanic NJASK 2011 40.0 46.0 NJASK 2011 47.7 52.9
Others
Economically Disadvantaged NJASK 2011 53.8 58.4 NJASK 2011 60.0 64.0
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Table J-2: 2011-2012 Annual Student Targets – Other Assessment
GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS
Other Assessment Name Baseline 2012 Target Other Assessment Name Baseline 2012 Target
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total
Students with Disabilities
Limited English Proficient Students
White
African-American
Asian/Pacific Islander
American Indian/Native American
HispanicOthers
Economically Disadvantaged
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total
Students with Disabilities
Limited English Proficient Students
White
African-American
Asian/Pacific Islander
American Indian/Native American
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 to Meet HighlyQualified
Description of Strategy to Retain HQ Staff
Teachers who meet thequalifications for HQT,consistent with Title II-A
23.5
100%
Provide continuous Professional Development andopportunities for professional growth
Teachers who do not meet thequalifications for HQT,consistent with Title II-A
N/A N/A N/A
Paraprofessionals who meet thequalifications required by NCLB(education, ParaPro test,portfolio assessment)
7100%
Provide continuous Professional Development andopportunities for professional growth
Paraprofessionals who do notmeet the qualifications requiredby NCLB (education, ParaProtest, portfolio assessment)
N/A N/A
Description of Strategy To Attract HQ Staff Individuals Responsible
District will advertise and implement hiring procedures District & Principal
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Table L: Support for Teachers
Use the Table below to describe the 2012 methods for supporting teachers needing assistance with instruction and other problems.
Description of Support
ContentArea Focus Target Group
PersonResponsible
Indicators of Success
(Evaluation) How are teachers identified?
Weekly in-house articulations All K-6 Principal Teacher evaluation & studentperformance
Teacher reviews/observations
Small Learning Communities All K-6 Principal &Teacher
Teacher evaluation & studentperformance
Content areas, teacher reviews andobservations
School-wide & District-wideProfessional Development
All K-6 Principal, PDCommittee &District
Teacher evaluation & studentperformance
Content areas, teacher reviews andobservations
Professional LearningCommunities
All K-6 Principal &Teacher
Teacher evaluation & studentperformance
Content areas, teacher reviews andobservations
In-house Buddy System All K-6 Principal &Teacher
Teacher evaluation & studentperformance
Content areas, teacher reviews andobservations
Table M: Support for Administrators
Use the Table below to describe how leaders in schools in need of improvement are provided with support and instructional leadership.
Description of Support
ContentArea Focus Target Group
PersonResponsible
Indicators of Success
(Evaluation) How are administrators identified?
Professional DevelopmentWorkshop
All K-6 Principal &Superintendent
Administrative evaluation &performance
Academic knowledge, experienceand leadership ability
Collaborate with fellowadministrators
All K-6 Principal &Superintendent
Administrative evaluation &performance
Academic knowledge, experienceand leadership ability
Network All K-6 Principal &Superintendent
Administrative evaluation &performance
Academic knowledge, experienceand leadership ability
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Student Eligibility and Selection
Table N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistance school and the measures to identify students whoneed additional support in schoolwide programs. For targeted assistance schools, use the last two columns to designate if the measures are used as criteria for programentrance or exit.
Measure
Homeless Migran
t
Students with
Disabilities
Economically
Disadvantaged
ELL Other
SubGroups
Targeted Assistance Schools
Entrance Criteria () Exit Criteria ()
State Assessment NJASK N/A NJASK NJASK NJASK NJASK
Other Assessments DIA, DRA,Teacher evaluation andobservation,Cumulativefolders
N/A IEPs DIA, DRA,Teacher evaluation andobservation,Cumulativefolders
DIA,DRA,Teacher evaluation andobservation,
Cumulativefolders
ACCESS
DIA, DRA,Teacher evaluationandobservation,Cumulative
folders
SCHOOLWIDESCHOOL
English LanguageProficiency Assessment
N/A N/A N/A N/A ACCESS NJASK,DIA, DRA,Teacher evaluationandobservation
Cumulativefolders
Classroom Grades SCHOOLREPORT CARD
N/A SCHOOLREPORT CARD
SCHOOLREPORT CARD
SCHOOLREPORTCARD
SCHOOLREPORTCARD
Teacher Recommendation SCHOOLREPORT CARD
N/A IEPs SCHOOLREPORT CARD
SCHOOLREPORTCARD
Teacher evaluationandobservation
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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’s efforts to increase academic achievement?
From the district: Cooperation from the vice principals of content areas, financial assistance to implement our programs, Board approval, Superintendents approval ,supplies and technical equipment
From outside experts: consultants to address cross content implementation for staff, parent involvement workshops, and basic skills staff to implement small groupinstruction for students.
From others: Grants and monetary donations, professional development from designated institutions, utilize stakeholders and community members as speakers and
mentors for students, school readers and other instructional l participation as deemed necessary to enrich advancement of student academics and social/emotionaldevelopment
2. Describe the current technical assistance offered to staff at the school. Include assistance by district level and/or outside experts, for example, skilledconsultants, institutions of higher education (IHE), etc.
District level area content resource teachers (Math, LAL, Science) provided limited instructional support, several staff are pursuing master degree programs from variousIHEs, and two staff members participated in the Kean Math and Science Partnership program
3. How is it targeted to the priority problems identified in the needs assessment?
The content areas identified in the needs assessments were addressed by the content area resource teachers, content pedagogy and knowledge were enhanced throughthe IHE programs.
4. Identify the person(s) responsible for ensuring this technical assistance is provided.
Persons responsible for providing the technical assistance are the principal, teachers, district administrators, supervisors, and superintendent
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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 the provision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an outside consultant.
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District Support (completed by LEA for SINIs only)
1. Explain why the previous school and district plans did not bring about increased student academic achievement.
Lack of administrative and leadership consistency at the district and school level has led to plans and programming not being consistent for students and teachers.Budgetary concerns have forced limited utilization of some of the strategies listed in table B to improve student performance.
2. Explain how the district is supporting the school in the following areas:
Providing professional development thatfocuses primarily on improving instruction andusing data to inform instruction
The Office of Assessment, Data Collection, and School Improvement in collaboration with the Office of ProfessionalDevelopment will continue to provide trainings on the analysis of multiple measures of data for its instructionalimplications and Continuous Improvement Model (CIM), which is based upon an 8 step process that relies heavily onthe use of data to drive decisions relative to teaching and learning.
The next phase of the training efforts for the Office of Assessment, Data Collection, and School Improvement is toincrease teachers and staff literacy in assessments, more specifically expand knowledge of various ways to assess,the purpose of assessments, and what should be assessed.The Office of Professional Development will begin trainings in district for teachers and administrators of grades 3-12 inresearch-based best practices of Lucy Culkins Writing Units of Study.
Implementing strategies grounded inscientifically based research that will strengtheninstruction in core academic subjects
The district conducts focus walks to review programming, instructional planning and classroom practices. The districtalso does not support the purchase or use of programs not grounded in research.
The strategies and practices promoted within the district are:Continuous Improvement Model (CIM)
Writing –Units of Study (Lucy Culkins)Best Practices of Instructional Leaders and Teachers
Assessment for Learning – J. Chappius
Expanding parental involvement activities thatsupport the school’s efforts to increase studentachievement
To address parent involvement, we will implement the following programs/activities:
Increase parent participation at both school and district level SLC (leadership program):
Bring Your Parent to School Day
Career Days
Parent training in both mathematics and literacy
Continue with the support for Parent Empowering Parents (PEP)
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District and school web sites to inform parents and the community at large
Newsletters/flyers frequently sent home to parents in English and Spanish
School and district functions
Parent Institute
Parent to parent discussion groups
Reallocating the budget to fund activities thatsupport the school’s improvement plan and aremost likely to increase student achievement
The district will not reallocate funds within the NCLB budget. The allocations will remain intact for each Title. BusinessOperations will work collaboratively with the schools to use resources effectively and efficiently. Federal, State andLocal funds, including the city tax levy for education and Federal Entitlement and Competitive Grants State and PrivateGrants will be allocated and/or reallocated according to guidelines to fund the activities that support the school’simprovement plan.
Ensuring that curriculum is aligned to the CCCS The curriculum has been revised in all areas to reflect greater alignment to the NJCCCS and includes back-mappingand strategies on how to ensure retention of all requisite standards and CPI’s. The district is beginning to supportdevelopment of the Common Core Standards lesson plans and curriculum alignment.
Note: Provide a district description and a specific description for each SINI and/or school operating an approved Title I Schoolwide Program.
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2010-2011 Resource Allocation
Resource Allocation – Provide the following information regarding the use of the 2010-2011 funds including but not limited to 2010 SIA Part (A).
Type of Funds
Brief Description of Strategy or
Practice Implemented withFunds
AmountAllocated
SIA AmountCarried Over
Reallocated Useof SIA
Outcomes as a Result of
Implementing the Strategy or Practice
Evidence
2010 Title I, Part A Reading Plus/Read180/DIA, LucyCaulkins, Study Island, Trophies,Everyday Math,Study Island TrophiesMessage Time Plus, MacMillan/McGraw Hill, Harcourt, Extended DayProgram, Summer School, InteractiveWriting. Learnia, Promethean BoardTraining
We are aSchoolwideschool withblendedfunds
NOT APPLICABLE
NOT APPLICABLE
To be determined once theSpring 2011 NJASK results arereceived and analyzed
NJASK -Spring 2011
2010 SIA Part A NOT APPLICABLE
Federal Reading Plus/Read180/DIA, LucyCaulkins, Study Island, Trophies,Everyday Math,Study Island TrophiesMessage Time Plus, MacMillan/McGraw Hill, Harcourt, Extended DayProgram, Summer School, InteractiveWriting. Learnia, Promethean BoardTraining
NCLB andother federalsources
NOT APPLICABLE
NOT APPLICABLE
To be determined once theSpring 2011 NJASK results arereceived and analyzed
NJASK
State Reading Plus/Read180/DIA, Lucy
Caulkins, Study Island, Trophies,Everyday Math,Study Island TrophiesMessage Time Plus, MacMillan/McGraw Hill, Harcourt, Extended DayProgram, Summer School, InteractiveWriting. Learnia, Promethean BoardTraining
ABBOTT NOT
APPLICABLE
NOT
APPLICABLE
To be determined once the
Spring 2011 NJASK results arereceived and analyzed
NJASK
Local Reading Plus/Read180/DIA, LucyCaulkins, Study Island, Trophies,Everyday Math, Study Island TrophiesMessage Time Plus, MacMillan
City TaxLevy
NOT APPLICABLE
NOT APPLICABLE
To be determined once theSpring 2011 NJASK results arereceived and analyzed
NJASK
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/McGraw Hill, Harcourt, Extended DayProgram, Summer School, InteractiveWriting. Learnia, Promethean BoardTraining
Other
School Budget Pages
School level budget pages in Excel must be completed along with each school’s Unified Plan, identifying the following: How the Title I, Part A school allocation is budgeted for targeted assistance schools or schools operating schoolwide programs that do not blend
their funds How the SIA, Part a allocation is budgeted for all schools receiving this award
Budget Detail pages and a Budget Summary are available as an Excel program at the following location: www.nj.gov/education/grants/entitlement/nclb/.
Complete the Excel budget pages for each school and upload the file to the NCLB Application on EWEG on the Title I Unified Plan upload screen. Thesebudget pages are in addition to the Title I Unified Plan for each school required to complete a plan.
Budget Detail pages must be uploaded. The signature of the Business Administrator must be kept on file at the district/school.
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Corrective Action, Restructuring, and School Improvement
Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10 that have had a CAPA visit. The
corrective action plan, corrective actions identified in the CAPA summary report continue to be incorporated into the Unified Plan.Corrective Action (CAPA Recommendations) Status Report
This form is completed by all schools in Year 4 and above. Schools in corrective action had to implement one or more of the following corrective actions (as identified bythe district) in addition to the SINI and/or SW components. Identify which corrective action(s) will be taken and describe the implementation and how the action(s) will beincorporated with the other elements of the Title I Plan. Note: CAPA report prioritized recommendations and action plans must be incorporated into the Unified Plan.
Corrective Actions (Recommendations from CAPA Report)
1 Required implementation of a new research-based curriculum or instructional program2 Extension of the school year or school day3 Replacement of staff members, not including the principal, who were relevant to the school’s low performance 4 Significant decrease in management authority at the school level
Replacement of the principal Restructuring the internal organization of the school5 Appointment of an outside expert to advise the school6 Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to improve academic achievement of low-
performing students.
Corrective actions implemented: # ________ Complete the table below regarding the corrective actions implemented:
CorrectiveAction # Description
Effective
Yes - No Evidence of Effectiveness Outcomes
1
2
3
4
NOT APPLICABLE
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SINI Year 5H and Above: Restructuring Implementation N/A
Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10 that have completed a restructuring plan, theapproved restructuring plan continues to be incorporated into the Unified Plan.
Year Restructuring Plan Created: _______
The district must develop a restructuring plan for schools in Year 5. The alternative governance actions must be initiated (see below).
Note: Districts must also complete the required “School Restructuring Plan,” which includes more detail on the planning process and the restructuring details
www.nj.gov/njded/title1/accountability/restructure.doc. NOT APPLICABLE
The restructuring options are as follows:
1. Implement any major restructuring of the school’s governance that is consistent with the principles of restructuring as set f orth in the No Child Left Behind Act .2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq. and N.J.A.C. 6A).3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to make adequate progress (consistent 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 Governance ReformsImplemented as Listed in Approved
Restructuring PlanStatus of Implementation
Effective
Yes - NoEvidence of
Effectiveness
Outcomes
1
2
3
4
5
List revisions made to the original restructuring plan.
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Peer Review
Check Before Proceeding: At minimum, the peer review must be completed by staff members from a school that is not in federal improvement status.
Peer reviewers should have expertise in content areas and in school improvement.
Peer review must contain recommendations.
1. Describe process used for peer review of the plan. (The NJDOE peer review suggested process is available at www.nj.gov/njded/title1/program/peer_review.pdf .)
Assembled a team at the the Barack Obama Academy for Academic and Civic Development who reviewed the Woodland Elementary School Title 1 Plan.
2. Provide the actual date and location the peer review(s) took place.
December 19, 2011 in room 207 at the aforementioned school site.
3. Provide the information below.Peer Reviewer Name Title Affiliation Area of Expertise Address
Kevin Stansbury Site Administrator School Administrator Principal/Leadership 1200 Myrtle Avenue Plainfield NJ 07063
Chris Kacsanik Computer Teacher English Certificate Language Arts 1200 Myrtle Avenue Plainfield NJ 07063
Wayne Baker Math Teacher Math Certificate Mathematics 1200 Myrtle Avenue Plainfield NJ 07063
Special Education
ELL
4. Provide a summary of the recommendations made by the peer review school.
a. Woodland has been a high performing choice school for a number of years therefore the development of a data driven educational plan, which is in progress, willincrease student achievement in Literacy and Mathematics.
b. The Professional Development Plan will increase staff’s knowledge of the redefined NJ Common Core Content Standards and allow integration with teacher lessonplan objectives.
c. The continued development of Professional Learning Communities provides a platform for teacher collaboration and strategic plan implementation; thus increasingstudent achievement.
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5. List the specific recommendations that were incorporated into the plan as a result of the peer review.
Implement all strategies identified in the plan for Literacy, Mathematics, Parental Involvement and Professional Development.
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