Hubbard Restructuring Plan 2011

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12012 Restructuring Plan Forms

2012 FORM A – COVER PAGE

DISTRICT AND SCHOOL INFORMATION

District: PLAINFIELD District Code: 4160

Chief School Administrator or Charter Lead Person: MS. ANNA BELIN-PYLES

E-Mail Address for Chief School Administrator or Charter Lead Person: [email protected]

Contact Person: Dawn Ciccone

Office Address: 1200 Myrtle Ave. Plainfield, NJ 07063

Phone Number for Contact Person: 908.731.4373

Fax Number for Contact Person: 908.731.4345

E-Mail Address of Contact Person: [email protected]

SCHOOL INFORMATION

School Name: Hubbard School Code:060

School Type: Elementary Middle Secondary

Current Grade Levels: 6-8

Current School Improvement Status: Year 8 Planning for Restructuring

School Address: 920 East 7th

School Phone Number:908.731.4320

Street Plainfield NJ 07060

Fax:908.731.4315

Principal: Mr. Kwame Asante

Principal’s E-Mail Address: [email protected]

Principal’s Fax Number: Fax:908.731.4315

Due Date: May 17, 2011

mailto:[email protected]






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2012 Restructuring Plan

2012 FORM B

APPROVAL SIGNATURES

SCHOOL NAME: Hubbard Middle School

DATE APPROVED BY BOARD OF EDUCATION: MAY/23/2011

TITLE PRINT NAME SIGNATURE DATE

Chief School Administrator

INTERIM SUPERINTENDENT MS.

ANNA BELIN-PYLES

Board PresidentMS. RENATA HERNANDEZ

District Restructuring ContactMS. DAWN CICCONE

District Level Education AssociationRepresentative

MS. KATHERINE CARDONA

District Parent - NCLB Committee

RepresentativeTBD



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2012 FORM C

CERTIFICATION OF CONSULTATION

SCHOOL NAME: Hubbard Middle School

TITLE PRINT NAME SIGNATURE DATE

School Principal MR. KWAME ASANTE

TeacherMS. BETTIE QUINN

School Level Education Association

RepresentativeMS. CHERYL NAGEL-SMILEY

School Parent - NCLB Committee

RepresentativeMS. VELMA LEE

Community MemberMS. VERONICA LUCK

TeacherMS. MICHELE GINN

The signatures listed above on Form C certify that representatives from the stakeholder groups had an opportunity to participate in the

development of the restructuring plan (at minimum, one meeting for general input and a second meeting for review of the proposed

restructuring plan) pursuant to Section 1116(b) of the No Child Left Behind Act of 2001.



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2012 FORM D

PROPOSED RESTRUCTURING OPTION(S)

The option checked below has been selected with input from all stakeholder groups as certified in this plan.

Option 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 .

Option 2: Reopen the school as a public charter school as defined by and consistent with state statute and regulation (N.J.S.A.

18A:36A-1 et seq. and N.J.A.C. 6A).

Option 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).



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2012 FORM ERATIONALE FOR SELECTION AND PROCESS USED TO SELECT THE RESTRUCTURING OPTION(S)

Rationale for Selection of Option:

Hubbard Middle School has been through a number of reorganizations with changes in principals, vice principals and staff. Therefore, a large

part of our rationale for choosing option one was keeping staff in place for stability, with additional support. Option one will allow us to

institute major changes in school operations to reflect research based strategies for improving student achievement. Additionally the principalhas been changed as well.

Process for Selection of Option:

Our district restructuring committee met and incorporated information from sessions with the building and community stakeholders as well as

surveys from staff and public meetings with community members. We reviewed data inclusive of CAPA Benchmark Data, District Focus

Walk Reports, NJASK Scores, Teacher Surveys, Parent Feedback, HQT (Highly Qualified Teacher) Building Status, Discipline Summaries

and The NJ School Report Card. The review of this data led to research of models, brainstorming sessions and the decision to choose option

one.



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2012 FORM F

GOVERNANCE CHANGES - CURRENT AND RESTRUCTURED DISTRICT AND SCHOOL ADMINISTRATIVE STAFF

DESCRIPTION OF GOVERNANCE CHANGESProvide a description of the governance changes, consistent with the selected option, in the restructured school. Include changes at both the school and

district levels. Attach a revised organizational chart for the school.

If the school was in restructuring previously, explain what governance changes were not successful and why : Lack of consistency in leadership had a

negative impact on student achievement and staff efficacy. District changes in grade-level configuration and streamlining of specific programsdrastically reduced and changed the student population. The last restructuring plan utilized option 3, replacing a majority of school staff, which

was not effective.

Redistribute responsibilities among administrative staff.

Provide administrative support for the principal. This could include team leaders, department chairs, teacher leaders, coaches and/or

administrators.

Change the reporting structure of staff.

Institute structured accountability of key personnel.

Increase district oversight, decrease school-based management prerogatives, or some combination.

CURRENT AND RESTRUCTURED DISTRICT AND SCHOOL ADMINISTRATIVE STAFF

Current Administrative Staff—District and School

(2010-2011)

Restructured Administrative Staff—District and School

(2011-2012)

Title Name Title Name

Principal Ms. Gwynetta Joe Principal Mr. Kwame Asante

Content Administrator TBD

Smaller Learning Community

Teacher Leaders

TBD

Acting Assistant Superintendent of

Curriculum

Caryn Cooper

*TBD after Budget Adoption for 2011-2012 School Year



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2012 FORM G

RESTRUCTURED ROLES AND RESPONSIBILITIES OF SCHOOL AND DISTRICT GOVERNANCE STAFF

Current Governance Staff Restructured Governance Staff

(1)

Role/Responsibility

(2)

Person(s) Responsible

(3)

Restructured Role/Responsibility

(4)


1. Monitor student

assessments

Principal Implement and reinforce Data

Binders/Student conferencing

Director of Testing, Y. Breaussaus

2. Review of student work Principal

Instructional Staff

Team review of student work to

strategize the remediation of student

needs

Instructional Staff

School Support Staff (Guidance and

School Social Worker)

I&RS (Intervention and Referral

Services) Committee

Principal

Smaller Learning Community

(SLC) Leaders

3. Meet with School

Leadership Team

Principal Create teacher leaders to guide each

department

Principal, K. Asante

SLC Leaders

4. Schedule PTO Meetings Principal Create a year-long calendar of

student centered school functions

that will incorporate opportunities

for parent involvement


PTO Committee

SLC Leaders

5. Provide professionaldevelopment

PrincipalDirector of Testing and PD

Incorporate professional learningcommunities into the meeting

planning for each month

Principal, K. AsanteSLC Leaders

6. Support teachers in

developing instructional

strategies to differentiate

instruction using data.

Principal Create data-binder templates that

support student achievement

through a systematic schedule of

conferencing with students


Director of Testing, Y. Breassaus

7. Provide staff development

in technology

Principal Require lesson plans that infuse

technology into the classroom at

least 25% of the time


8. Implement CAPA

recommendations

Principal

School Leadership Tam

Incorporate CAPA

recommendations into framework of


SLC Leaders



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Current Governance Staff Restructured Governance Staff

(1)

Role/Responsibility

(2)


(3)

Restructured Role/Responsibility

(4)


school as part of lesson plans and

weekly walk-through sheets

G1. In the space below, describe how the principal’s responsibilities will change in the restructured school.-Not be solely responsible for teacher observations/evaluations

-Shared decision making with central office

-Not solely responsible for creation of master scheduleG2. How will the responsibilities of the district support staff change in the restructured school?-District supervisors will have a direct responsibility

- Acting Assistant Superintendent of Curriculum will meet weekly with principal to conduct walkthroughs and monitor student progress

- Acting Assistant Superintendent of Curriculum is responsible for final master schedule

-Increase district oversight, decrease school-based management

-Accountability at district level to monitor initiatives, Acting Assistant Superintendent of Curriculum will supervise content area staff for

progress on initiatives



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2012 FORM H

LANGUAGE ARTS LITERACY - IMPACT OF RESTRUCTURING CHOICE ON STUDENTS

Include the major language arts literacy programs/strategies that will be implemented at the school in 2012 for all students, special

education students, and ELLs.

List the subgroups not making AYP in language arts literacy: Special Education and ELL: Both content area supervisors will

monitor programs

LAL Program/StrategyGrade

Level

All

Students

Yes/No

Special

Education

Yes/No

ELL

Yes/No

Describe the impact of the governance changes on

each LAL program/strategy.

*RTI: Tier One interventions for all students will

be utilized: research based center approaches,

vocabulary instruction and differentiated strategies 6-8 Yes Yes Yes

Professional development will be provided to all

building stakeholders.

Literacy in all content areas: content specific and

cross content area direct and explicit comprehension

instruction 6-8 Yes Yes Yes

Professional Learning Communities will be based on

Smaller Learning Communities, allowing teachers to

connect literacy throughout the content areas.

Implement software based reading comprehension

program emphasizing vocabulary attainment and

retention (i.e. Reading Plus) 6-8 Yes Yes Yes

Reading comprehension programs will be based on

individual student needs, and monitored by Smaller

Learning Community Teacher Leaders.

Incorporating oral speaking strategies into all

content areas to enhance fluency and

comprehension (i.e. recitations, debates, publicspeaking) 6-8 Yes Yes Yes

Smaller Learning Communities will take the lead incoordinating an emphasis on student speaking.

Extended Learning Opportunities: SIA approved

year-long Saturday Academy for tier two students,

21st

6-8

Century After School Programs expanded to

serve all populations, SES Tutoring Yes Yes Yes

Smaller Learning Communities will coordinate with

parents and students to ensure that students get the extra

assistance they need.

* Add an asterisk if the program or strategy is new.

H1. If the school was in restructuring previously, explain what strategies were not successful and why.

• Saturday Academy was only implemented for 6 weeks, not giving the students enough exposure to the needed assistance.



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• Instruction was not targeted to specific student needs.

• Literacy in all classrooms was not implemented with direction or fidelity.

• A focus on oral speaking was not predominant or consistently implemented.

• Reading Plus was not available for implementation in all classrooms due to inadequate technology support.

Who is going to be responsible for the oversight of RTI? ---Instructional Leader can be principal--

2012 FORM I

MATHEMATICS - IMPACT OF RESTRUCTURING CHOICE ON STUDENTS

Include the major mathematics programs/strategies that will be implemented at the school in 2012 for all students, special education

students, and ELLs.

List the subgroups not making AYP in mathematics: Special Education and ELL: Both content area supervisors will monitor

programs

Mathematics Program/StrategyGrade

Level

All

Students

Yes/No

Special

Education

Yes/No

ELL

Yes/No

Describe the impact of the governance changes on

each Mathematics program/strategy.

*RTI: Tier One interventions for all students

will be utilized: research based center

approaches, computer instruction, vocabulary

strategies and differentiated strategies 6-8 Yes Yes Yes

Professional development will be provided to all

building stakeholders.

Explicit instruction on word problems andmath literature. 6-8 Yes Yes Yes

Professional Learning Communities will be based on

Smaller Learning Communities, allowing teachers toconnect word problems throughout the content areas.

Implement software based math program

emphasizing basic facts, fluency attainment and

retention (i.e. Acellus) 6-8 Yes Yes Yes

Math comprehension programs will be based on

individual student needs, and monitored by Smaller

Learning Community Teacher Leaders.

*Math Minutes will be utilized to structure a

portion of class time around attainment of math

facts. 6-8 Yes Yes Yes

Matrices of student progress will be completed by each

teacher to be shared with their PLC.

Extended Learning Opportunities: SES,

Modify and expand Saturday Academy forall students, 21

st6-8Century After School Yes Yes Yes

Smaller Learning Communities will work in partnership

with parents and students to ensure that students get the

extra assistance they need.



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I1. If the school was in restructuring previously, explain what strategies were not successful and why.

• Lack of adequate planning before the mandate to implement.

• Lack of professional development on specific delineated strategies.



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2012 FORM J

PROGRAMMATIC, STRUCTURAL, AND INSTRUCTIONAL IMPACT OF DISTRICT/SCHOOL GOVERNANCE CHANGES

Describe how the governance changes will positively impact the following:

1 Implementation of these CAPA

recommendations in each domain—

academic, culture, leadership

CAPA found that best teaching practices in Language Arts were not consistent throughout the

building and the implementation of program materials were not utilized effectively. In math

the lack of differentiated instruction was not noted. The implementation of SLCs will support

consistency in the instructional practices and implementation of program materials. Thespecific support to individual needs of students through RTI and explicit instruction will

improve the academic achievement. The addition of teacher leaders and/or administrators will

support building leadership. The additional layers of support in this action plan will provide

accountability for the NCLB Unified Plan.

2 Implementation of strategies in the NCLBUnified Plan

Describe how the governance changes will positively impact the instructional schedule, including each of the following:

3 Time for language arts and/or mathematics

instruction

The instructional programming will be monitored by SLC Leaders and/or administrators.

Hence, a greater emphasis on instruction. 6-8 week benchmark assessments will be developed.

Extended learning opportunities will be available to targeted students. The instructional

programming will be monitored by instructional administrators. Hence, a greater emphasis on

instruction.

LAL and math will be given a double period for instruction. The master schedule will reflect a

priority when possible on common planning. Materials will be provided for all students,

including access to texts through web based programs. 6-8 week benchmark assessments will

be developed.

Extended learning opportunities will be available to targeted students.

4 Common planning time among teachers

5 Introduction of new instructional materials,

including textbooks and technology

6 Use of interim or formative benchmarks

and assessments, including the use of

student performance evidence

7Extended learning opportunities

Describe the strategies which the district will use to support the school’s new governance structure, including each of the

following:

8 Leadership and evaluation Ongoing professional development in targeted strategies will be implemented. PD will be



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9 Tailored professional development provided for teachers on RTI, PBSIS, data tracking and writing workshop. The DELL

professional development system has been purchased to provide ongoing PD on technology.

PD360 will be provided for all teachers on their individual needs. The principal will conduct

scheduled reviews of formative assessments through common planning time. District will

schedule regular walkthroughs to ensure implementation of strategies. Six instructional

walkthroughs will take place per year, every other month.

10 Supplemental curriculum materials and

technology

11 Scheduled reviews of formative student

assessments

12 Scheduled learning walks with feedback



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In the table below, summarize all meetings held with stakeholder groups regarding the development and planned (future)

oversight regarding the restructuring plan. Attach signed attendance forms, agendas, and minutes when submitting the plan.

Meeting Date LocationStakeholder Groups

AttendingNumber

AttendingPurpose Meeting Summary

March 23, 2011Plainfield Board of

Education

Interim Supt., Administrators,

Principal, PEA President

8

Initial meeting for

Hubbard

Middle School Restructure

Overview of Restructuring Plan for Hubbard

Middle SchoolApril 4, 2011 Hubbard Middle School District and Building

Administrators, Hubbard

Middle School Staff

33 Initial Stakeholders

Meeting. Staff

Consultation on Hubbard

Restructuring

General Input & Information

April 7, 2011 Hubbard Middle School District and Building

Administrators, Teachers,

Parents, Board of EducationMembers and Community

Stakeholders

36 Parents/Public

Consultation on

Restructuring

Overview of Restructuring for Hubbard

Middle School

April 12, 2011 Plainfield Board of

Education

District Re-Structuring

Committee Co-Chair Meeting

2 Review Public Meeting &

review feedback from

Public/Parent Committee

Meeting

Reviewed surveys, assign data review,

identify additional data needed

April 14, 2011 Hubbard Middle School Co-Chairs, Administrators,

Hubbard Middle School Staff

5 Building Stakeholders

Meeting

Shared current status of committee plans.

Collected data on past practice. Reviewed

process for choosing option 1

April 20, 2011 Plainfield Board of Education

Interim Supt., Acting Assist.Supt., Administrators,

Principal, PEA President

8 Overview of HubbardMiddle School

restructuring plan; work

session

Worked on Hubbard Middle Schoolrestructuring plan for submission to NJDOE

May 4, 2011 Plainfield Board of

Education

Interim Supt., Acting Asst.

Supt., Administrators,

Principal, PEA President,

building stakeholders,

community member

11 Construction of Hubbard

Middle School

restructuring plan; work

session

Worked on Hubbard Middle School

restructuring plan for submission to NJDOE

2012 FORM K

COMMUNITY INVOLVEMENT, STAKEHOLDER INPUT, PLAN DEVELOPMENT & OVERSIGHT MEETINGS



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Meeting Date LocationStakeholder Groups

Attending

Number

AttendingPurpose Meeting Summary

K1. Describe the process the district will use to involve the school community (including, but not limited to, school leadership,

instructional and non-instructional school staff, district/school union representatives, School Improvement Committee, parents,

PTO, community leaders) in the (a) development, (b) implementation, and (c) oversight of the of the restructuring plan.

All stakeholders were notified of public meetings via e-mail, flyer, website and global connect phone system. Building based meetingswere set up through e-mail and school communication methods. Committee meetings were planned through distric t e-mail. Initialmeetings detailed the required process of restructuring and subsequent meetings gathered stakeholder input through surveys andtranscribed discussio ns. Implementation and oversight of the plan will be the continued responsibility of the District RestructuringCommittee.



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2012 FORM L

CHANGES IN SCHOOL ORGANIZATION/STRUCTURE

2010-2011 Structure 2011-2012 Structure

(1) (2) (3) (4) (5) (6)

Grade Levels Number of Classes

in Each GradeNumber of

Inclusion Classes

Average Size

of Classes

Number of Classes

in Each GradeNumber of

Inclusion Classes

Average Size

of Classes

Pre K

Kindergarten

1

2

3

4

5

6 1 Homeroom 0 17 5 (estimated) 2 20

7 8 Homerooms 1 Range 14-24

Average 19

8 (estimated) 2 20

8 9 Homerooms 0 Range 16-24

Average 20

8 (estimated) 2 20

9

10

11

12

Self-Contained Special

Education

3 Homerooms NA 12 2 NA 12

Resource Room 1 Homerooms NA 9 2 NA 9

Bilingual/ESL 3 Homerooms NA 17 5 NA 20



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2012 FORM M

CHANGES IN INSTRUCTIONAL STAFF ASSIGNED TO EACH GRADE LEVEL

Number of Teachers Assigned to School

Current School: 2011 Restructured School: 2012

Grade Number Grade Number

PreK PreK

Kindergarten Kindergarten

Grade 1 Grade 1

Grade 2 Grade 2

Grade 3 Grade 3

Grade 4 Grade 4

Grade 5 Grade 5

Grade 6 4 Grade 6

Grade 7 18 Grade 7 16(Estimated)

Grade 8 17 Grade 8 16(Estimated)

Grade 9 Grade 9

Grade 10 Grade 10

Grade 11 Grade 11

Grade 12 Grade 12

Special Education

Self-Contained 3

Special Education

Self-Contained 2(Estimated)

Special Education

Resource Room 0

Special Education

Resource Room 0(Estimated)

Bilingual 3 Bilingual 4(Estimated)

ESL 1 ESL 1(Estimated)



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2012 FORM N

CLASSROOM INSTRUCTIONAL STRATEGIES TO SUPPORT THE RESTRUCTURED SCHOOL

In the chart below, indicate classroom strategies that will be used to support the restructured school.

(1)

Classroom Instructional

Strategy

(2)

Brief description of the

strategy

(3)

Rationale for

implementation of thestrategy

(4)

Evaluation Method(s)

(5)

Name of Person

Responsible forImplementation

*RTI: Response to

Intervention

Diagnostic approach to

identification of specific needs

of individual students.

Need for differentiation

of instruction to

accommodate individual

student growth.

DRA and individual

assessments given on a

monthly basis.

Principal Asante

Acting Assistant

Superintendent Cooper

PLCs

Smaller Learning

Community (SLC) Leaders

*PLCs: Professional

Learning Communities and

SLCs, Smaller Learning

Communities

Students will be grouped into

classes according to a Smaller

Learning Community. They will

have their core classes with a

team of 4 teachers that will

address their individual needs

and coordinate their instruction.

More emphasis on direct

instruction focused on the

individual needs of

students.

Diagnostic test administered

by classroom teachers four

times a year.

Principal Asante

Acting Assistant


PLCs

SLC Leaders

A greater emphasis on

computer technology infused

into instruction.

Students will utilize Reading

Plus and Acellus infused right

into their core content instruction

to specifically address individual

deficits.

Continues the focus on

individualized instruction

for students.

Direct reports from software. Principal Asante

Acting Assistant


PLCs

SLC Leaders



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* Add an asterisk if the strategy is new.

N1. If the school was in restructuring previously, explain what strategies were not successful and why.The building stakeholders that are on the committee report that the strategies that were initially proposed for the previous restructuring

were not successful due to a lack of fidelity on implementation. Time, resources and adequate training were not allocated to ensure

success. Teachers did not accept enough responsibility for achievement in their classroom. Teachers have not taken enough initiative.

Not enough training on differentiation of instruction, they would like to visit the expert in their own environment; we have not had

that in years. Feeling isolated with not enough contact with the higher performing districts. No flexibility given to order or use

materials. SLC (Smaller Learning Communities) did not work because of turnover in staff. People left and new training was not

rolled out. Principal turnover did not support the SLC, they would come in and feel that the SLC were not important and gradually

things would be let go. Supports were withdrawn, not enough time to alter our classes…no schedule modifications were allowed later.

Originally children got to choose their teams then as leadership changed and resources withdrawn and students were placed in random

SLCs, thus diminishing the success.



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2012 FORM O

PROFESSIONAL DEVELOPMENT TO PREPARE INSTRUCTIONAL STAFF

Indicate the professional development that will be implemented to support instructional staff in the restructured school. Do not include

professional development already listed in the NCLB Unified Plan.

(1)Professional

Development

(2)Rationale (3)Provider (4)Frequency (5)Evaluation Method (6)Person Responsible

Implementation &

Evaluation

*SLC/PLC will organize

their professional

development around

unique initiatives

To improve school climate and

culture to support student

learning.

District 10 times a

year whole

group and

ongoing

Data based recording Committee of

stakeholders

*Specific guidance on

RSW for all teachers

RSW (Review of Student

Work) will enable a focus on

individual student

improvement.

Building Based Ongoing,

weekly

Holistic Scoring Rubrics Principal Asante

Acting Assistant

Superintendent

Cooper

Building

Stakeholders

*Response To

Intervention

Training will be provided for

teachers to utilize this

systematic tool.

District Based Summer

Institute

Exit summary and

performance reviews

Principal Asante

Implementation of the

Common Core

Curriculum

State mandated External

Provider

Professional

Development

Days

State assessment Principal, K. Asante

Acting Assistant

Superintendent

Cooper

Writing Fundamentals Research Based Strategies for

writing.

External

Provider

Professional

Development

Days

Program evaluations Principal, K. Asante

Acting Assistant

Superintendent

Cooper

Implementation of Non-

Fiction Text

Needed to support changes in

core content standards

External

Provider

Professional

Development

Program evaluations Acting Assistant

Superintendent



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(1)

Professional

Development

(2)

Rationale

(3)

Provider

(4)

Frequency

(5)

Evaluation Method

(6)Person Responsible

Implementation &Evaluation

Days Cooper

Reading in Content Area Needed to support changes in

core content standards

External

Provider

Professional

Development

Days

Program evaluations Acting Assistant

Superintendent

Cooper

Instructional Strategiesfor Teaching English

Language Learners

Needed to support growingpopulation of learners

ExternalProvider

ProfessionalDevelopment

Days

Program evaluations Acting AssistantSuperintendent

Cooper


O1. If the school was in restructuring previously, explain what strategies were not successful and why.The nature of the previous professional development was not supported through practices emphasized throughout the school.

Professional development training did not encompass the needs of new staff at Hubbard.



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2012 FORM P

PROFESSIONAL DEVELOPMENT TO PREPARE LEADERSHIP STAFF

Indicate the professional development that will be implemented to support leadership staff in the restructured school. Leadership staff in

restructured schools must participate in a turnaround network.

(1)

Professional Development

(2)

Rationale

(3)

Provider

(4)

Frequency

(5)

Evaluation Method

(6)Person

Responsible

Implementation &Evaluation

*Performance, Evaluation

and Accountability: A New

Age of School Leadership:

Turn around leadership

network for principal

The focus and content of the institute

will be aligned to the New Jersey

Educator Effectiveness Task Force

Interim Report

NJDOE Quarterly Report Principal

Asante

*Legal One for Supervision Review the critical areas of

supervision and evaluation for

teachers and principals. As well asprovide the most current information

about state and federal efforts to

revise this process to include student

performance and other relevant

indicators in evaluating teachers andprincipals. Topics to be discussed

will include: • Current strategies to

enhance the evaluation process in

school districts and discuss relevant

legal issues • Requirements forevaluation of tenured and non-

tenured staff • Increment

withholdings • Tenure chargers •Employee discipline • Progressive

supervision

Plainfield

Public Schools

to contractAttorney’s

Foundation for

Law Ethics

1 day Turn-key District Asst.

Superintendent

*Legal One Anti-Bullying

This workshop will provide

participants with a comprehensive

review of recent legal decisions in

Plainfield

Public Schools

to contract

1 day Turn-key District Asst.

Superintendent



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(1)

Professional Development

(2)

Rationale

(3)

Provider

(4)

Frequency

(5)

Evaluation Method

(6)Person

ResponsibleImplementation &

Evaluation

the area of bullying and harassmentand the new Anti-Bullying Bills of

Rights. Topics to be discussed will

include: • The stringent newtimelines and detailed procedures for

investigating and reporting onalleged bullying incidents

Attorney’sFoundation for

Law Ethics

Writing Fundamentals Research Based Strategies forwriting.

ExternalProvider


Days

Program evaluations DistrictAdministration

Implementation of Non-

Fiction Text

Needed to support changes in core

content standards

External

Provider

Professional

DevelopmentDays

Program evaluations District

Administration

Reading in Content Area Needed to support changes in corecontent standards

ExternalProvider


Days

Program evaluations DistrictAdministration

Instructional Strategies for

Teaching English Language

Learners

Needed to support growing

population of learners

External

Provider

Professional

Development

Days

Program evaluations District

Administration

*SLC/PLC will organize

their professional

development around unique

initiatives

To improve school climate and

culture to support student learning.

District 10 times a

year whole

group and

ongoing

Data based recording Committee of

stakeholders

*Specific guidance on RSW

for all teachers

RSW (Review of Student Work) will

enable a focus on individual student

improvement.

Building Based Ongoing,

weekly

Holistic Scoring Rubrics Principal Asante

Building

Stakeholders

*Response To Intervention Training will be provided for

teachers to utilize this systematic

tool.

District Based Summer

Institute

Exit summary and

performance reviews

Building

Administration

Implementation of the

Common Core Curriculum

State mandated External

Provider

Professional

Development

Days

State assessment District

Administration

P1. If the school was in restructuring previously, explain what strategies were not successful and why. Change in leadership allows for

restructuring strategies to be implemented.



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2012 ACTION PLAN RESTRUCTURING PLAN—GOVERNANCE

Governance Changes:

Briefly indicate the governancechanges.

The change in leadership with principal Asante will significantly impact governance at HMS. Smaller LearningCommunities (SLCs) will become the structure for scheduling, enabling the SLC to form Professional LearningCommunities (PLCs) that will take a larger responsibility for self-governance and learning outco mes. The SLCs will besupervised by both building and distr ict administrators that will be strictly in charge of instructio n and curriculum.

Indicators of Success:

What outcomes will indicateeffectiveness of the governancechanges?0

Increased student achievement in content areas as measured by district diagnostic tests, student report cards and

statewide achievement tests. Achieving Adequate Yearly Progress (AYP) will be a promin ent indicator. Focus walks willprovide data to support ongoing improvements in classroom instructi on.

Description of Action Plan Steps Persons Involved Resources* Needed Due Date - Timeline

Create SLCs among staff Building and District

Admin.

List of teachers HQT July 15, 2011

Populate the SLCs with students (Grade-

Level/Heterogeneous)

SLC

District Admin

List of students

GENESIS

July 30, 2011

Installation of Content Supervisor Superintendent Candidates July 1, 2011

Implementation of SLC meeting plan District

Administrator/Building

Principal

District Calendar August 15, 2011

Creation of Master Schedule DistrictAdministrator/Building

Principal

Student and Staff availability

GENESIS

July 31, 2011

Evaluation of SLCs Building and District

Admin.

First quarter student

achievement

October 31, 2011


Admin.

Second quarter student

achievement

January 31, 2012


Admin.

Third quarter student

achievement

March 15, 2012

Meeting of Restructuring Committee Building and District

Admin., Restructuring

All Data for School December 15, 2011

and March 30, 2012



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Committee

*List the possible costs for implementing the governance changes listed in the restructuring plan? List possible sources of funds and

reallocations.

Possible costs: Salary/benefits for Content Administrators LAL/Mathematics. Stipends for Lead Teachers.

Possible funding: District/State/Federal funds/Title I SINI



26


2012 ACTION PLAN RESTRUCTURING PLAN—PROGRAM & INSTRUCTION

Name of Program or

Strategy:

Briefly indicate the changes inprogram and instruction

Response To Intervention: Diagnostic approach to identification of specific needs of individual students. Use

of differentiation strategies to vary how content is introduced to students, how information is processed by

students, and how students demonstrate learned content. This emphasis on different learning strategies will

impact student achievement. The structure provided for monitoring of RTI will assist in governance

changes.

Indicators of Success:

What outcomes will indicateeffectiveness of the program &instruction changes?

Increased student achievement in content areas as measured by district diagnostic tests, student report cards and

statewide achievement tests. Achieving Adequate Yearly Progress (AYP) will be a prominent indicator. Focus walks

will provide data to support ongoing improvements in classroom instruction.

Description of Action Plan Steps Persons Involved Resources* Needed Due Date - Timeline

Articulation with Elementary Feeder Schools to identify gaps in

learning.

Core content

teachers, guidance

department, I&RS

committee and

administration

Release time

Core content standards

Pacing guides

May 15 and ongoing

Implementation of diagnostic assessment in ELA and Math to informprogram design. Whole Staff Specific TestsOffice of Assessments Ongoing beginning inJune 2011

Professional Development in RTI Whole Staff Monday meetings and

common planning

meetings

Substitute coverage

May 2011 and

ongoing

Content integration for math and language arts into all subject areas Whole Staff Monday meetings and

common planning

meetings

May 2011 and

ongoing

Second diagnostic testing Core content

teachers

During Class October 2011



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Implementation of Smaller Learning Communities Whole Staff In Schedule September 2011

Creation of Professional Learning Communities within the SLCs

utilizing RTI

Administration Monday meetings and

common planning

meetings

September 2011

Evaluation of SLCs/PLCs Whole

Staff/Admin.

Professional

Development Day

December 2011

*List the possible costs for implementing the program and instruction changes in the restructuring plan? List possible sources of funds and

reallocations.

Possible costs: Salary/benefits for Content Supervisors LAL/Mathematics.

Possible funding: District/State/Federal funds/Title I SINI



28


2012 FORM Q

OPTION 2 – REOPEN THE SCHOOL AS A PUBLIC CHARTER SCHOOL AS DEFINED BY

AND CONSISTENT WITH STATE STATUTE AND REGULATION (N.J.S.A. 18A:36A-1 ET SEQ.

AND N.J.A.C. 6A)

NOT APPLICABLE

Directions:

Complete Forms A-P in addition to the following:

Complete the forms found at the website listed below ONLY if Option 2 is selected. Under

N.J.S.A. 18A:36A-4, conversion to a charter school requires:

(1) At least 51% of the teaching staff in the school shall have signed a petition in

support of the school becoming a charter school; and

(2) At least 51% of the parents or guardians of pupils attending that public school shall

have signed a petition in support of the school becoming a charter school.

Districts pursuing this option should immediately begin completing the New Jersey

Charter School Application located at: http://www.nj.gov/njded/chartsch/app/ .

http://www.nj.gov/njded/chartsch/app/






2012 FORM R

OPTION 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).

Directions:Use Form R ONLY if Option 3 is selected.

Complete Forms A-P in addition to the following:

NOT APPLICABLE

STAFF RECRUITMENT, SELECTION, AND SUPPORT

1. What is the current process that the school/district uses to recruit staff?

2. How did the district identify staff for replacement/reassignment?

3. What steps does the district/school take to ensure that the most challenging classes

are assigned to the most experienced teachers?

4. What are the unique qualifications for staff in the restructured school?

5. What is the district/school’s timeframe for the selection of staff?

6. What supports will be in place to ensure the success of the newly reassigned staff in

the restructured school?

Note: In addition to reviewing the provisions of the existing collective bargaining

agreements for any limitations, districts selecting this option should consult with theirlegal counsel to determine the implications on tenure rights and collective negotiations.

Documents

Hubbard Restructuring Plan 2011