Evergreen School Plainfield NJ Title I Unified Plan FY11

8/8/2019 Evergreen School Plainfield NJ Title I Unified Plan FY11

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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)

2011 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELDChief School Administrator: INTERIM SUPERINTENDENT: ANNA BELIN PYLES Chief School Administrator E-mail: [email protected] NCLB Contact: Dawn Ciccone NCLB Contact E-mail:[email protected]

School: Evergreen Elementary

The school is designated (select one): Targeted Assistance SchoolwidePrincipal: Wilson Aponte Principal E-mail:[email protected]

Principal Certification

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

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

Wilson Aponte ____________________________________________ June 28, 2010

Principal’s Name Principal’s Signature Date

Evergreen Elementary1

mailto:[email protected]

mailto:[email protected]




School NCLB Committee

Select committee members to develop the Unified Plan.Note: For continuity, some representatives from this needs assessment stakeholder committee should be included in theschoolwide stakeholder group and/or the SINI plan committee. Identify the stakeholders who participated in the needsassessment and/or development of the plan. Signatures should be kept on file in the school office for review. Print off acopy of this page to obtain signatures. *Add lines as necessary.

Name Stakeholder GroupParticipated in

NeedsAssessment

Participated inPlan

DevelopmentSignature

Ms. Maria Pellum Parents

Mr. Wilson Aponte School Staff--Administrators

Ms. Claire Emmanuel School Staff—Classroomteachers

Ms. Gina Iacocca School Staff—ReadingSpecialist

Mr. Steven Stibich School Staff—MathSpecialist

Ms. Jamie Carrie School Staff—SpecialEducation

Ms. Ana Ramos-Saenz School Staff—Bilingual,LEP

Ms. Sarinet Throne School Staff—Guidance

Mr. Kevin Kopac School Staff--Support

Ms. Dean Willie

RavenellSchool Staff—

Paraprofessionals

Mr. Brandon Grooves School Staff—Technology





Rutgers University Institutions of HigherEducation

Community Groups

Consultants





School NCLB Committee Meetings

List the dates of the meetings when the School NCLB Committee discussed the needs assessment and Unified Plandevelopment. *Add rows as necessary

Date Location Agenda on File Minutes on File

September 28, 2009 Principal Conference Area Yes No Yes No

November 30, 2009 Principal Conference Area

January 25, 2010 Principal Conference Area

March 29, 2010 Principal Conference Area

May 24, 2010 Principal Conference Area

School’s Vision & Mission

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

What is the school’s vision statement? All Evergreen Students Will Go to College!

What is the school’s mission?

The Plainfield Public Schools, in partnership with its community, shall dowhatever it takes for every student to achieve high academic standards –

no alibis, no excuses, and no exceptions.

Describe the process for developingor revising the school’s vision and

n/a





mission.

Comprehensive Needs Assessment & Data AnalysisData Collection and Analysis

Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2010 Programs,Strategies and Practices

Areas Multiple MeasuresAnalyzed

Overall Results and Outcomes

Academic Achievement– Reading

NJASK, District InterimAssessment (DIA),

ACCESS

Establishing cohorts of students for enrichment / interventionprograms

in order to meets their academic needs.Academic Achievement -Writing


ACCESS


in order to meets their academic needs.

Academic Achievement -Mathematics


ACCESS


in order to meets their academic needs.

Academic Achievement -Science


ACCESS


in order to meets their academic needs.School Culture Needs Assessment

SurveyIdentify areas of strengths and concerns in order to provide

students, staff and parents in safe and productive schoolenvironment.

Parent Involvement Needs AssessmentSurvey

Feedback Forms

Identification of parent informational needs, volunteeropportunities, time available,

interest in committees, and PTO membership.

Professional PD Needs Assessment Identification of Staff PD Needs in order to effectively provide PD





Areas Multiple MeasuresAnalyzed

Overall Results and Outcomes

Development opportunities school or district based support.

Extended Learning

Opportunities

After School How to implement a program design / curriculum to match the

academic need and interest of students, in order to provide aneffective program.

Education Reform &Improvement

Highly Qualified Staff Informal & FormalObservations

The level of teaching and learning, identification of school basedexpertise to provide day embedded PD opportunities, identification

of staff PD Needs.

Leadership School Leadership Team,School Leadership

CouncilNeeds Assessment

Survey

Provide opportunities for leadership, decision making andstakeholder buy-in in the process.

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

Cognitive ApprenticeModel

(6+1 Traits Writing andDialogic Journaling)

LAL Yes District InterimAssessment

(DIA) Teacher made

AssessmentBased on the

Instructional Focus

Analysis of data indicated an upward trend from firstassessment to third assessment





1Strategy or

Program

2Content

AreaFocus

3Effective Yes-No

4Documentation of

Effectiveness

5OutcomesEveryday Mathematics

ProgramMathematic

s Yes District Interim

Assessment(DIA)

Teacher madeAssessmentBased on the

Instructional Focus


Science Science Yes District InterimAssessment

(DIA) Teacher made


Instructional Focus


Technology Math &Science

Yes District InterimAssessment

(DIA) Teacher made


Instructional Focus


Dual Language Program Literacy &Math

Yes DevelopmentalReading Assessment

(DRA)


Majority of students on Grade Level in both English &Spanish

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

1 2 3Effective

4 5Outcomes





1Strategy or

Program

2Content

AreaFocus

3Effective Yes-No

4Documentation of

Effectiveness

5OutcomesStrategy or

ProgramContent

AreaFocus

Yes-No Documentation of Effectiveness

21 st Century After SchoolProgram

Literacy &Math

Yes Completion of Homework

AssignmentsOut of classroom

experiences

An increase in the percentage of homework completion

School Based AfterSchool

Tuesdays – Thursdays

Yes Targeting areas of concern based on the

instructional focusDistrict Interim

Assessment (DIA)

Students areas of concerns were addressed, thereforeincreasing the number of students at the proficiency

levelDIA & DRA

Table D: Professional Development That Was Implemented in 2010

1Strategy or

Program

2Content

AreaFocus

3Effective Yes-No

4Documentation of

Effectiveness

5Outcomes

CollaborativeProfessional Learning

Groups

LAL,Mathematic

s,Science and

SocialStudies

Yes Problem SolvingCycleUse of Continuous

ImprovementModel (CIM)strategies

Using the Problem Solving Cycle to discuss why studentsare performing at certain levels in order to develop

strategies to implement and monitor growth during theschool year.

Grade Level Meetings LAL,Mathematic

s,Science and

SocialStudies

Yes Development of Grade LevelAction PlansInstructionalFocus MonthlyCalendarsMonthly

Analysis data to identify areas of strengths andconcerns, therefore developing instructional focus

monthly calendars and assessment tools. Looking atstudent work to develop strategies on what’s working

and what’s not working and why?





1Strategy or

2Content

3Effective

4Documentation of

5Outcomesassessments

Table E: Parent Involvement That Was Implemented in 2010

1Strategy or

Program

2Content

AreaFocus

3Effective Yes-No

4Documentation of

Effectiveness

5Outcomes

Back to SchoolNight

All contentarea subjects

Yes Parental Awareness inSchool BasedProcedures /Guidelines

Increased communication between Staff & Parents

Programs to AssistStudents

Academically

Literacy, Mathand Science

Yes Parental Awareness inAfter School Safety

Net program

Increased awareness of students’ academic needs

Workshops Literacy, Math,Science and

NJASK

Yes Parent EffectivenessSessions

Chet & Chats

Increased awareness on “how to” assist students athome

Parent-TeacherConferences

All contentarea subjects

Yes Two yearly Parent – Teacher Conferences:First and Third Cycles

Parent – TeacherConferences

scheduled as neededto address student

achievement

Increased communication between Staff & ParentsIncreased awareness of students’ academic needs

Communications School basedprograms &

activities

Yes All flyers, letters andreminders are in

Increase parental awareness of school based activitiesand events





1Strategy or

Program

2Content

Area

3Effective Yes-No

4Documentation of

Effectiveness

5OutcomesEnglish and Spanish

All Global ConnectMessages are in

English and Spanish

Have increased inparental participation /

awareness

Increased participation of Spanish speaking parents &families

PTO School basedprograms &

activities

Yes Monthly MeetingsPTO Retreat

Increased awareness and empowerment in school baseddecisions

Needs Assessment Summary

1. Describe the process and techniques used in the needs assessment.Instructional priorities and programs implementations are based on the needs of our school. The web based systemsof Administrators’ Plus, Genesis, Acuity and Grade Quick– enables teachers to analyze their class data and assess

performance of their students at various levels such as class, student groups and individual student level. This is alsoused as a tool to identify student strengths and areas of concerns as related to the New Jersey Curriculum CoreContent Standards (NJCCCS).

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





Data is disaggregated by clusters, class rosters and targeted skills for student subgroups. The classroom, after schoolSafety Net program, and Imagineering instruction becomes data driven decision making in order to differentiateinstruction for individual student needs.

3. Explain how the data from the collection methods are valid and reliable.The ACUITY System is a comprehensive assessment data management system used to house the District Interim

Assessment (DIA) data. This assessment data warehouse provides the staff with school based data in the areas of Literacy, Mathematics and Science in order to analyze performance data to develop monthly instructional focuscalendars. The system is capable of generating group and individual progress reports which are incorporated anddiscussed during Teacher /Student / Parent Data Chats and Grade Level Meetings. The longitudinal data producescluster scores which are turned into percentages for comparison.

Another web based system Genesis –School Net. This program enables the teachers to analyze their class data andassess performance of their students at various levels such as class, student groups and individual student level. It houses student demographic information, attendance and discipline data, along with data on state tests, districtstests, courses and instructors. In addition, this program is available for parents to monitor academic performance and

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

The data revealed that although there were academic gains, certain areas / skills still need to be addressed andstrategies developed. Therefore, attention and available resources will be needed to continue to address these needsas the School Leadership and Grade Level Teams continues to discuss and implement strategies and programs toclose the achievement gap.

5. What did the data analysis reveal regarding classroom instruction?The data revealed that although there were academic gains, certain areas / skills still need to be addressed andstrategies developed. Therefore, Grade Level Meetings have been the vehicle to examine student work and to analysisthe data generate from the District Interim Assessment (DIA), Developmental Reading Assessment (DRA) and Teacher Made Assessments to develop Instructional Focus (IF) in order to identify and to address areas of concerns.

6. What did the data analysis reveal regarding professional development implemented in the previous year(s)?Systemic job embedded professional development is more effective than district based one shot workshops.

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





The above described methods of data collection enable the district to identify at-risk students. In addition practicetests exactly like State tests in format and content are given in early December. These results are analyzed by theOffice of Testing and Evaluation and sent back to us in a table graph format with cluster information. This helps tofurther identify and address weakness at the student level.

8. How does the needs assessment address migrant student needs?The process of addressing the needs of migrant students is as follows the teachers and support staff analyzes classdata and assess student performance at various levels such as class, student groups and individual student level inorder to determine appropriate instructional and functioning academic level. This process is also implemented toidentify if students are in need of additional support services.

9. How are educationally at-risk students provided with effective assistance?The data collection process allows the grade level teams to review the data and identify students that fall in twocategories: Cohort I and Cohort II

10. Describe the process used to select the priority problems for this plan? A group of stakeholders that included parents and staff participated in a needs assessment survey to identify areas of concerns in order to establish a priority list.

11. How were teachers engaged in decisions regarding the use of academic assessments to provide information on andimprovement of the instructional program?Teachers completed a Data Chat Log during Grade Level and Vertical Articulation Meetings to identify students’ strengths and concerns based on the data provided by the District Interim Assessment (DIA), DRA and teacher madeassessment.

12. Describe the transition plan for preschool to kindergarten, if applicable. N/AEvergreen’s Kindergarten Grade Level Team has worked with Early Childhood Department to ensure that thetransition process is seamless. In addition, throughout the school year, the team has met and planned with the Early Childhood Master Teacher to provide technical assistance and mutual feedback / input. The Pre-School students andteachers visit the kindergarten classrooms and the parents receive an overview of the kindergarten curriculum andexpectations.





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

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

3b Mathematics

3c Science

3d Social studies3e World Languages3f Cross Content Workplace






#

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

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


Q .

M e n

t a l h e a l t h

R .

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

t e d

S .

O t h e r

( S p e c i f y )_

____________

T .

S e

l e c t e

d P r i o r i t y

P r o

b l e m s

Readiness 4 Technology Literacy

S t a f f N e e

d s

H i g h Q u a l i t y

P r o f e s s i o n a

l D e v e

l o p m e n

t

5 .

I m p

l e m e n

t i n g

t h e

C C C S

5a Language Arts Literacy

5b Mathematics

5c Science

5d Social Studies5e World Languages

5f Cross Content WorkplaceReadiness

6Effective classroom use of technology

7Standards-basedassessment

8 Instructional skills andstrategies9 Mentoring10 Classroom management

11Using data/assess. toimprove learning

12 Working wi th parents

H i r i n g ,

R e c r u

i t i n g

a n

d

R e

t a i n i n g 13 Highly qualified teachers

14 Teachers in shortageareas

15 Teachers in Math andScience






#

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


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


M .

P a r e n

t s

N .

S u


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 .


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

16 Teachers to reduce classsize

17 Qualifiedparaprofessionals18 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 use22 Violence23 Weapons24 Gang activity25 Delinquency26 Vandalism

27Suspensions, removals, orexpulsions

28Serious or persistentdiscipline problems

29 Bullying 30 Victimization31 Truancy/a ttendance32 Mental health33 Sex/gender issues34 Interpersonal conflict35 Intergroup conflict/bias36 Negative peer influence






#

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


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


M .

P a r e n

t s

N .

S u


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 .


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

37 School safety

38Schoolclimate/environment

39 Risk factorsQualityTeacher 40 Teach er QualityTech. &

Ed.Materials

41 Technology activities

42Instructional/EducationalMaterials

Studentswith

SpecialNeeds 43 Drop-out rate

Literacy,& Adult

Ed.

44 Adu lt literacy

45

Parent/community

involvement Leadership

46 Leadership Network47 Leadership 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 previous pages.Add additional sections as needed.

#1 #2Population Category

Letter & ProblemNumber

A. 3a A. 3b

Name of priorityproblem

Language Arts Literacy and Reading Mathematics

Describe the priorityproblem

Not meeting state benchmarks Not meeting state benchmarks

Describe the rootcauses

of the problem

Develop differentiate instruction strategies tomeet the

needs of all learners Teaching to address the areas of concerns

whileaugmenting the area of strengths.

Length in program: research states thatadequate growth

takes three (3) to five (5) years.Dual Language Program still in itsinitial stages in Grades K-1

Building capacity and expertise still inprogress

for Dual Language Teachers

Implementation of the Every Day Math (EDM)Program

with fidelity The incorporation of manipulatives in daily

instructionDevelop differentiate instruction strategies to

meet theneeds of all learners

Teaching to address the areas of concernswhileaugmenting the area of strengths.

Length in program: research states thatadequate growth

takes three (3) to five (5) years.Dual Language Program still in its

initial stages in Grades K-1Subgroup or population

addressedn/a n/a





Grade span K-6 K-6Related content area

missedLiteracy Mathematics

Name of scientificallybased

program/strategy/practice to address problem

Literacy Instruction aligned to the NJCCCSUse of Literacy Best Practices:

Read AloudClassroom LibrariesPrint rich Environment

Message Time PlusChildren Literacy Initiative

Harcourt Trophy Reading SeriesReaders & Writers Workshop

ConferencingData Chats:

Identifying areas of strengths & concernsAnalysis of data to guide instruction:

Developmental Reading Assessment (DRA)District Interim Assessment (DIA)

Teacher Assessments:Formative & SummativeLooking at Student Work

Developing Instructional Focus Calendars / Targeted Skills

Use of RubricsInfusion of Technology:

Read 180Reading Plus

Special Needs Resource Instruction / SupportExtended Day Academic Support

Mathematics Instruction aligned to theNJCCCS

Everyday Math (EDM) ProgramUse of Mathematics Best Practices:Conferencing

Use of ManipulativesProject Based Learning

Data Chats:Identifying areas of strengths & concerns

Analysis of data to guide instruction:District Interim Assessment (DIA)

Teacher Assessments:Formative & Summative

Looking at Student WorkDeveloping Instructional Focus Calendars/

Targeted SkillsUse of Rubrics

Infusion of Technology:English as a Second Language Instruction /

SupportDual Language Instruction

Extended Day Academic Support

How does theprogram/strategy align

with the NJ CCCS?

The school based curriculum is aligned to theNJCCCS in all content subject areas.

Classroom instruction and activities aregoverned by the NJCCCS. School’s data is

based on multiple assessments: DRA, runningrecords, state (NJASK) & district assessments

(DIA), and informal and formal classroomobservations.


Classroom instruction and activities aregoverned by the NJCCCS. School’s data is

based on multiple assessments: state (NJASK)& district assessments (DIA), and informal

and formal classroom observations.





CAPA finding orrecommendation

related to the priorityproblem

n/a n/a





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

#3 #4Population CategoryLetter & ProblemNumber

A. 3c

Name of priorityproblem

Science

Describe the priorityproblem

Maintaining state benchmarks

Describe the rootcauses of the problem

New Science SeriesContinue to provide teachers with

professional development in order to buildcapacity and level of expertise Teaching to address the areas of concerns

whileaugmenting the area of strengths.Dual Language Program still in its

initial stages in Grades K-1Subgroup or populationaddressed

n/a

Grade span K-6Related content areamissed

n/a

Name of scientificallybasedprogram/strategy/practice to address problem

Science Instruction aligned to the NJCCCSScience: A Closer Look (Macmillan / McGraw-

Hill)Use of Science Best Practices:

ConferencingObservationNote Taking

Generating HypothesesData Chats:





Identifying areas of strengths & concernsAnalysis of data to guide instruction:

District Interim Assessment (DIA) Teacher Assessments:

Formative & SummativeLooking at Student Work

Developing Instructional Focus Calendars/ Targeted SkillsUse of Rubrics

Infusion of Technology:English as a Second Language Instruction /

SupportDual Language Instruction

Extended Day Academic SupportHow does theprogram/strategy align

with the NJ CCCS?


Classroom instruction and activities aregoverned by the NJCCCS. School’s data isbased on multiple assessments: state (NJASK 4) & district assessments (DIA), and informal

and formal classroom observations.CAPA finding orrecommendationrelated to the priorityproblem

n/a





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 toAddress PriorityProblem:

SMART Goal:

Indicators of Success:

Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline


NOT APPLICABLE










SMART Goal:


Description of Action Plan Steps

Persons

Involved

Resources

Needed Due Date -Timeline


NOT APPLICABLE






SMART Goal:


Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline


NOT APPLICABLE




Plan Components for 2011Table 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

Read 180 Literacy Grade 4 Scientifically and

ResearchBasedProgram

AboveDistrict

Benchmark

TeachersPrincipal

State approved program

Reading Plus Literacy Grades 3-6

Scientifically and

ResearchBased

Program

AboveDistrict

Benchmark

TeachersPrincipal


Harcourt Trophies / Trofeos

Literacy Grades K-6

Scientifically and

ResearchBased

Program

AboveDistrict

Benchmark

TeachersPrincipal


Message TimePlus

Literacy Grades K-3

Scientifically and

ResearchBased

Program

AboveDistrict

Benchmark

TeachersPrincipal







Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble




EverydayMathematics Math Grades K-6 Scientifically andResearch

BasedProgram

AboveDistrictBenchmark

TeachersPrincipalState approved program

CambridgePhysical Options

Science Grade 6 Scientifically and

ResearchBased

Program

AboveDistrict

Benchmark

TeachersPrincipal


*Use an asterisk to denote new programs.

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


Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble




21 st Century LALMath

Science

Grades 4-6

21 st

CenturyStaff

Increase proficiency by 5% -10%in the NJASK, DIA, DRA

Research based on thebenefits analysis of data

School BasedAfter School

Program

LALMath

Science

Grades3-6

GradeLevel

Teachers

Increase proficiency by 10%-15%

in the NJASK, DIA, DRA

Research based on thebenefits analysis of data


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






Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble




ProfessionalLearningCommunities

(PLC)

ALL Teachers TeachersPrincipal

36.8%60.3%79.2%

Research-based staff development

Grade Level ALL Classroom Teachers

TeachersPrincipal

36.8%60.3%79.2%


VerticalArticulation

ALL Teachers TeachersPrincipal

36.8%60.3%79.2%



Table I: 2010-2011 Parent Involvement Programs

Description of Strategy orProgram

ContentArea

Focus

PersonResponsi

ble



Date of Research, SourceLiteracy Workshop LAL Literacy

TeachersPrincipal

Meeting Agendas, Sign InSheets, Minutes & Notes

Survey andFeedback Sheets

Research-based parentalinvolvement:

(i.e. Joyce Epstein’s Modelof Parent Involvement:

Parent EffectivenessSession)

Mathematics Workshop Mathematics

Math TeachersPrincipal









Description of Strategy orProgram

ContentArea

Focus

PersonResponsi

ble





NJASK Q&A LAL, Math,Science

TestCoordinat

or






Parent Teacher Conference ALL TeachersParentLiaison


Survey and

Feedback Sheets




Chew & Chats ALL Principal Meeting Agendas, Sign InSheets, Minutes & Notes





Data Chats ALL Teachers Meeting Agendas, Sign InSheets, Minutes & Notes










Parent Involvement (PI) Narrative1. What is the connection between PI and the priority problems identified in the needs assessment?

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

2. What are the measurable goals and targets for PI in 2011?To increase Parental Involvement for the total population by 5%

3. Do you have a school-parent compact?Yes, in English and Spanish.

4. Describe the process to ensure that parents receive and review the school-parent compact.The process will include but not limited to: PTO Meetings, Workshop, Informal Meetings, and Communication via theParent Liaison

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

Data is reported to the public via PTO Meetings, Community Forum, and Chew & Chats (informal parent meetings)Data Chats w/ Grade Level Teachers, School Website, PTO Website, Global Connect, Newsletters, and PrincipalLetter/Communiqués

6. Identify procedures for informing parents about the school’s improvement status.The procedures will include but not limited to: PTO Meeting, Chew & Chats, Newsletter, Principal Letter / Communiqués, School & PTO Website, Global Connect, Marquee, School Calendar, Parent Bulletin Board, End of Year Report and Community Forum.

7. Identify procedures for informing parents about the school’s disaggregated assessment results.The procedures will include but not limited to: General PTO Meeting, Data Chats, Chew & Chats, Newsletter,Principal Letter / Communiqués, School & PTO Website, Global Connect, Marquee, School Calendar, Parent Bulletin

Board, End of Year Report and Community Forum.8. How were parents involved in the development of the Unified Plan?

Members of the Parent Involvement Committee and PTO Executive Officers reviewed the data and plan and provided feedback.

9. Identify procedures for informing a parent about their child’s student assessment results.The procedures will include but not limited to: General PTO Meeting, Data Chats, Chew & Chats, Newsletter,Principal Letter / Communiqués, School & PTO Website, Global Connect, Marquee, School Calendar, Parent BulletinBoard, End of Year Report and Community Forum.





10. How were the required PI funds used in 2010?The funds will be used but limited to refreshments for PTO Retreat and Chew & Chats

11. How will the required PI funds be used in 2011?The funds will be used but limited to refreshments for PTO Retreat and Chew & Chats

12. What is the procedure for notifying parents if the district has not met their annual measurable objectivesfor Title III?The procedures will include but not limited to: General PTO Meeting, Data Chats, Chew & Chats, Newsletter,Principal Letter / Communiqués, School & PTO Website, Global Connect, End of Year Report and Community Forum.

Table J: 2010-2011 Annual Student Targets

GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

3-5 Name of

Measurement

Baseline 2011 Target Name of

Measurement

Baselin

e

2011

TargetGRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 25.9 33.3 NJASK 49.5 54.6

Students with Disabilities NJASK NJASK

Limited English ProficientStudents

NJASK 9.9 18.9 NJASK 28.1 35.3

White NJASK NJASK

African-American NJASK 34.1 40.7 NJASK 54.1 58.7

Asian/Pacific Islander NJASK NJASK

American Indian/NativeAmerican

NJASK NJASK

Hispanic NJASK 20.2 28.2 NJASK 46.3 51.7

Others NJASK NJASK

EconomicallyDisadvantaged

NJASK 23.2 30.9 NJASK 45.9 51.3





GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

3-5 Name of Measurement

Baseline 2011 Target Name of Measurement

Baseline

2011 Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL Total

Students with Disabilities

Limited English ProficientStudents

White

African-American

Asian/Pacific Islander

American Indian/NativeAmerican

Hispanic

Others

EconomicallyDisadvantaged

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 meet 35 Retention is not a priority problem.





Number &

Percent

Content &Focus

Description of Process toMeet Highly Qualified

Description of Strategy to RetainHQ Staff

the qualifications forHQT, consistent with

Title II-A

95%

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

15%

BilingualKindergarte

nAll content

areas

Monthly conversations on thestatus of the HQT process.

Instructional RoundsInformal & Formal

ObservationsMonitoring of the Professional

Improvement Plan (PIP)

Continue to provide learningopportunities in order to enhancerepertoire and best practices. In

addition, provide the opportunity tovisit school and district based

distinguished teacher and effective program models

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

425%

All of the paraprofessionalshave completed requirements;

however, continue to provide learningopportunities in order to enhance

repertoire and best practices.

Paraprofessionals whodo not meet thequalifications required

by NCLB (education,ParaPro test, portfolioassessment)

n/a

Description of Strategy To Attract HQ Staff IndividualsResponsible

Advertise the district’s accomplishments, mission / vision and academic goals in order toattract the attention of High Qualified Professionals in the area of education.

Assistant Superintendent of Administrative





Description of Strategy To Attract HQ Staff IndividualsResponsible

Services

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

Description of Support

ContentArea

FocusTargetGroup

PersonResponsi

ble

Indicators of Success(Evaluation) How are teachers

identified?

Professional

Improvement Plan (PIP)Professional Learning

CommunitiesGrade Level Cohorts

ALL Certified

Teachers

Human

Resources,Profession

alDevelopm

ent,Departme

nts

Enhancement of teaching

and awareness of bestteaching & learningpractices.

Walk throughInstructional RoundsInformal & Formal

EvaluationsAnnual Evaluations

Self Reflection

Walk throughInstructional RoundsInformal & Formal

EvaluationsAnnual Evaluations

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


ContentArea

FocusTargetGroup

PersonResponsib

le

Indicators of Success(Evaluation) How are administrators

identified?

AdministratorsProfessional Learning

Communities

Instructional BestPractices

Administrators

Administrator

Assistant

Performance ActionPlans

Site Visits / Walk

Self Reflection






ContentArea

FocusTargetGroup

PersonResponsib

le

Indicators of Success(Evaluation) How are administrators

identified?Superinten

dentthrough

Annual Evaluations

Student Eligibility and SelectionTable N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistanceschool and the measures to identify students who need additional support in schoolwide programs. For targetedassistance schools, use the last two columns to designate if the measures are used as criteria for program entrance orexit.

Measure Name

Targeted Assistance Schools

Entrance Criteria( )

Exit Criteria ( )

State Assessment NJASK n/a n/a

Other Assessments District Interim Assessment (DIA) Terranova

Development Reading Assessment (DRA) Teacher Made Assessments

End of Unit Test

n/a n/a





Instructional Focus Monthly Assessment

English LanguageProficiency

Assessment

ACCESS n/a n/a

Classroom Grades GENESIS Program (electronic grade book)Mid Cycle Progress ReportsReport Cards

n/a n/a

TeacherRecommendation

Instructional Focus Monthly AssessmentFormal & Summative Assessments

n/a n/a

Other

Support Elements

Ongoing and Sustained Technical Assistance*

1. What assistance did the NCLB committee determine it needs to implement the 2011 Unified Plan in the school’sefforts to increase academic achievement?

From the district: Infusion of Technology : Smart Boards, Universal Design Learning (UDL)

From outside experts: Rutgers University: video conferencing





From others:

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

Office of Testing and Assessment, Office of Professional Development, Special Services, District Content Administrators and Instructional Technology (IT)

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

Needs Assessment target Literacy, Mathematics and Science based on Teacher Assessment, District Interim Assessment, NJASK data

4. Identify the person(s) responsible for ensuring this technical assistance is provided. Assistant Superintendent of Educational Services

*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.

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. The district is showing small gains in student academic achievement as reflected in two additional elementary schools





making AYP from the previous year. We are not however making the state benchmark for AYP which is the district’s longterm goal for its schools. This is due to a lack of full implementation of the Continuous Improvement Model (CIM), at theschool level. There is also a lack of complete understanding by school administrators on how to use data to driveinstruction and planning for results. Many administrators are new and therefore does not have a full understanding of thebest practices in literacy instruction.

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

Providing professionaldevelopment that focusesprimarily on improving instructionand using data to informinstruction

The Office of Assessment, Data Collection, and School Improvement in collaborationwith the Office of Professional Development will continue to provide trainings on theanalysis of multiple measures of data for its instructional implications andContinuous Improvement Model (CIM), which is based upon an 8 step process thatrelies heavily on the use of data to drive decisions relative to teaching and learning.

The next phase of the training efforts for the Office of Assessment, Data Collection,

and School Improvement is to increase teachers and staff literacy in assessments,more specifically expand knowledge of various ways to assess, the purpose of assessments, and what should be assessed.

The Office of Professional Development will begin trainings in district for teachersand administrators of grades 3-12 in research-based best practices of Lucy Culkins’Writing Units of Study.

Implementing strategies groundedin scientifically based researchthat will strengthen instruction incore academic subjects

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

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

Assessment for Learning – J. Chappius

Expanding parental involvementactivities that support the school’sefforts to increase studentachievement

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

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

• Bring Your Parent to School Day• Career Days





• Parent training in both mathematics and literacy• Continue with the support for Parent Empowering Parents (PEP)• District and school web sites to inform parents and the community at large• Newsletters/flyers frequently sent home to parents in English and Spanish• School and district functions•

Parent Institute• Parent to parent discussion groups

Reallocating the budget to fundactivities that support the school’simprovement plan and are mostlikely to increase studentachievement

The district will not reallocate funds within the NCLB budget. The allocations willremain intact for each Title. Business Operations will work collaboratively with theschools to use resources effectively and efficiently. Federal, State and Local funds,including the city tax levy for education and Federal Entitlement and CompetitiveGrants State and Private Grants will be allocated and/or reallocated according toguidelines to fund the activities that support the school’s improvement plan.

Ensuring that curriculum isaligned to the CCCS

Curriculum frameworks have been created that use the NJCCCS as the foundation tohelp teachers guide instruction with a specific sequence for facilitating learning. Newcurriculum guides for all subject areas and grades K-12 will be provided to teachersindicating all grade level expectations.





2009-2010 Resource Allocation – SIA Part (a)Resource Allocation – Provide the following information regarding the use of the 2009-2010 SIA Part (a) funds.

These funds were distributed in February, 2009 and are carried over after August 31, 2009. Allocation amounts

are available at http://www.nj.gov/education/grants/entitlement/nclb/ . Total Amount Allocated:

Brief Descriptionof Strategy or

ProgramImplemented with

Funds

AllocatedUse Carried Over Reallocate

d Use

Outcomes as a Result of Implementing the Strategy or

Program

Evidence

2009-2010 Resource Allocation – ARRA SIA Part (a)Resource Allocation – Provide the following information regarding the use of the 2009-2010 ARRA SIA Part (a)funds that were issued in the summer of 2009. These funds are carried over after August 31, 2009. Theallocations can be found at: http://www.state.nj.us/education/arra/sia/sia.pdf

Total Amount Allocated: $

Brief Descriptionof Strategy or

ProgramImplemented with

Funds

AllocatedUse Carried Over Reallocate

d Use

Outcomes as a Result of Implementing the Strategy or

Program

Evidence


NOT APPLICABLE

NOT APPLICABLE

http://www.nj.gov/education/grants/entitlement/nclb/

http://www.state.nj.us/education/arra/sia/sia.pdf

http://www.nj.gov/education/grants/entitlement/nclb/

http://www.state.nj.us/education/arra/sia/sia.pdf




School Budget Pages

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

How the Title I, Part A school allocation is budgeted for targeted assistance schools or schoolsoperating schoolwide programs that do not blend their funds

How the SIA, Part a allocation is budgeted for all schools receiving this award

Budget Detail pages and a Budget Summary are available as an Excel program at the following location:www.nj.gov/education/grants/entitlement/nclb/.

Complete the Excel budget pages for each school and upload the file to the NCLB Application on EWEG on the Title I Unified Plan upload screen. These budget pages are in addition to the Title I Unified Plan for each schoolrequired to complete a plan.

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





NOT APPLICABLE

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 9 thathave already completed a corrective action plan, corrective actions identified in Year 4continue 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 or more of the following corrective actions (as identified by the district) in addition to the SINI and/or SW components. Identify whichcorrective action(s) will be taken and describe the implementation and how the action(s) will be incorporated with theother elements of the Title I Plan. Note: CAPA report prioritized recommendations must be incorporated into the Title Iplan.

Corrective Actions

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

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

corrective actions implemented :Correct

iveAction

#

DescriptionEffective Yes - No

Evidenceof

Effectiveness

Outcomes

1

2

3





Corrective Descri tion

Effective Yes - No

Evidenceof Outcomes

4

5

6

7

8

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 be incorporatedinto the Unified Plan.

Year Restructuring Plan Created: _______

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

Note: Districts must also complete the required “School Restructuring Plan,” which includes more detail on the planningprocess and the restructuring details www.nj.gov/njded/title1/accountability/restructure.doc.

The restructuring options are as follows:1. Implement any major restructuring of the school’s governance that is consistent with the principles of restructuring

as set forth in the No Child Left Behind Act .2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq.

and N.J.A.C. 6A).3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to

make adequate progress (consistent with existing contractual provisions and applicable statutory protections in Title 18A).

Identify the restructuring option(s) selected: ____





For schools in Year 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

1

2

3

List revisions made to the original restructuring plan.

Peer Review

Check Before Proceeding: NOT APPLICABLE• 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 Reviewer Name Title Affiliation Area of Expertise Address

Principal/Leadership

Language ArtsEvergreen Elementary

44

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

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




Peer Reviewer Name Title Affiliation Area of Expertise Address

Mathematics

Special Education

ELL

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

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


Documents

Evergreen School Plainfield NJ Title I Unified Plan FY11