PLAINFIELD NJ FY11 TITLEI UNIFIED PLAN BARLOW Revised

8/8/2019 PLAINFIELD NJ FY11 TITLEI UNIFIED PLAN BARLOW Revised

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FY11 NCLB PLAINFIELD DISTRICT BARLOW (080)

2011 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD

Chief 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: DeWitt D. Barlow

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

Principal: Acting Principal: Aurora Hill Principal E-mail:[email protected]

Principal Certification

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

I certify that I have been included in consultations related to the priority needs of my school and participated in the

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

Aurora J. Hill, Acting Principal6/30/2010

__________________________________________ ____________________________________________ ________________________ Principal’s Name Principal’s Signature Date

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mailto:[email protected]







School NCLB Committee

Select committee members to develop the Unified Plan.Note: For continuity, some representatives from this needs assessment stakeholder committee should be included in the

schoolwide 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

Lauren Leaston Parents

Caryn D. Cooper School Staff--Administrators

Donna Mullaney School Staff—ReadingSpecialist

Denise Thir School Staff—MathSpecialist

Mary Holt School Staff—SpecialEducation

Maria Ferrer School Staff—Bilingual,LEP

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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 Plandevelopment. *Add rows as necessary

Date Location Agenda on File Minutes on File

Yes No Yes No

9-2009 Barlow Library Yes No Yes No

10-2009 Barlow Library X x

11-2009 Barlow Library x x

1- 2010 Barlow Library x x2/2010 Barlow Library x x

3/2010 Barlow Library x x



*Add rows as necessary.

3




School’s Vision & Mission

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

pages for guidance.

What is the school’s vision statement?

The staff, parents and community of Barlow Elementary School arecommitted to achieving and maintaining high academic standards. We willmaintain effective school leadership that fosters respect, trust andcollaboration. Collectively we will provide a safe and supportive learningenvironment that fosters curiosity, inquiry and a life long passion forlearning.

What is the school’s mission?

The staff, parents and community of Barlow Elementary School arecommitted to achieving and maintaining high academic standards. We willmaintain effective school leadership that fosters respect, trust andcollaboration. Collectively we will provide a safe and supportive learningenvironment that fosters curiosity, inquiry and a life long passion forlearning.

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

Met with staff to come up with agreed upon goals, objectives. A draft w3ascrafted and submitted to staff for input.

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Comprehensive Needs Assessment & Data Analysis

Data 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

DIA- Learnia Students need additional work in writing and comprehension

Academic Achievement -

Writing

DIA Students need additional work in writing and comprehension

Academic Achievement -Mathematics

DIA Students need additional work in writing and comprehension

Academic Achievement -Science

School Culture

Parent Involvement

ProfessionalDevelopment

Survey Teachers are looking for more job embedded Professionaldevelopment. They are looking for more training on differentiatedinstruction

Extended LearningOpportunities

Education Reform &Improvement

Highly Qualified Staff

Leadership

5




6




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

State Assessment Math No NJASK NJASK results show that we did not meet our 2010targets

State Assessment LanguageArts

No NJASK NJASK results show that we did not meet our 2010targets

Read 180 Lang. Arts

Literacy

No NJASK NJASK results show that we did not meet our 2010

targetsReading Plus Lang. Arts

LiteracyNo NJASK NJASK results show that we did not meet our 2010

targets

Every DayMathematicsProgram

Math No NJASK NJASK results show that we did not meet our 2010targets

InstructionalFocus Calendars

LanguageArtsLiteracy


InstructionalFocus Calendars

Math No NJASK NJASK results show that we did not meet our 2010targets

Hands onActivities andProjects

Science Yes NJASK NJASK results for grade s 3-5 do no include scienceresults

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

7




1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Outcomes

After SchoolProgram Math No NJASK NJASK results show that we did not meet our 2010targets

After SchoolProgram

LanguageArts


After SchoolProgram

Science No NJASK NJASK results show that we did not meet our 2010targets

8




Table D: Professional Development That Was Implemented in 2010

1

Strategy or

Program

2

Content

AreaFocus

3

Effective

Yes-No

4

Documentation of

Effectiveness

5

Outcomes

Intentional ReadAlouds

Reading No NJASK NJASK results show that we did not meet our 2010targets

InteractiveWriting

Writing No NJASK NJASK results show that we did not meet our 2010targets

Modeled Writing-Message TimePlus

Reading/Writing


VocabularyDevelopment


Responding toOpen-EndedQuestions


ExaminingStudent Work

Writing/Math


Guided Reading Reading No NJASK NJASK results show that we did not meet our 2010targets

Table E: Parent Involvement That Was Implemented in 2010

1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4


5

Outcomes

Back to SchoolNight

All Yes Documentation of attendance andfeedback

Notice sent out 3 times (English & Spanish)

9




1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4


5

OutcomesLanguageAssistance forParents


Translators were available for most programsinvolving parents

Workshops Math/Reading/Technology

Yes Documentation of attendance andfeedback

Workshops given at varied times

Parent-TeacherConferences


Notice sent out 3 times and global connect

Communications All Yes Documentation of attendance andfeedback

PTO All Yes Documentation of

attendance andfeedback

Change in responsibility of leadership

Focus Groups All Yes Documentation of attendance andfeedback

Poor weather

VolunteerLuncheon


Other commitments

Needs Assessment Summary

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

Instructional priorities and programs implementations are based on the need of our school. The web Administrators’ Plusand Grade Quick enables the teachers to analyze their class data and assess performance of their students at variouslevels such as class, student groups and individual student level. This is also used as a tool to identify student strengthsand weaknesses as related to the core content standards.

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

Data is disaggregated by clusters, class rosters and targeted skills for student subgroups. The classroom, after school,and SES instruction becomes a data driven decision making in order to differentiate instruction for student individualneeds.

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

The strength and weaknesses are taken directly from data received from the state. The information is reviewed andmonitored frequently for accuracy and changes.

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

Many of the students showed weaknesses in comprehension (analyzing and interpreting text). We attributed this totheir lack of background knowledge and have implemented a program to build vocabulary. We also implementedstrategies to teach students how to respond to open-ended questions. In addition several students showedweaknesses in writing. We implemented strategies to address one of the root causes, which was grammar and

punctuation. Many of the students had poor grammar, mostly because they were trying to process two languages. The root cause of many of the deficiencies in language arts were due to barriers in understanding the Englishlanguage.

.

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

The data revealed that students had to catch up on many skills in third grade. Once students became familiar withthe skills, they began to show improvement.

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

The data revealed that students had made some gains, particularly in the area of mathematics. Teachers hadreceived training in analyzing data, examining student work and targeted instruction. The data showed that we hadmade some gains in literacy but more work is needed in this area.

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

The above describe methods of data collection enables us to identify at-risk students. In addition practice testsmimicking State tests in format and content are given in regularly. These results are analyzed by teachers andadministration. This helps to further identify and address weakness at the student level.

11




8. How does the needs assessment address migrant student needs?

N / A

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

At-risk students are identified at the beginning of the year. They receive differentiated instruction in the classroom, aswell as small group pull-out. These same students also receive interventions from our after school program or an SESprogram.

10. Describe the process used to select the priority problems for this plan?

We used information from benchmark and teacher made assessments. We also used professional developmentsurveys.

11. . How were teachers engaged in decisions regarding the use of academic assessments to provide information onand improvement of the instructional program? Teachers collaborated to develop classroom and benchmarkassessments. This took place during grade level and faculty meetings.

12. . Describe the transition plan for preschool to kindergarten, if applicable. N/A

Barlow School is involved in a year-long planning process with Early Childhood to ensure that students transition tokindergarten smoothly and effectively. Preschool teachers of 4-year olds visit our kindergarten classrooms at the

beginning of the school year to receive an overview of the program in order to ensure that their students will be readyby the end of the year. Preschool students visit our kindergarten classrooms and get a glimpse of what to expect inthe upcoming school year. When time permits, Teachers of Kindergarten and Preschool, Principals, Center Directorsand Early Childhood Supervisor and Director visit the preschool classrooms together and share feedback relating toobservations and reflections.

Selection of Priority Problems

12




School Needs Assessment Summary Matrix

• Certification: For Title I SINIs and SW schools, Population Categories A-M have been annuallyassessed.

• Using information from the data analysis, identify all priority problems.

• Selected priority problems addressed in this plan 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 theachievement gap

X

2Early childhoodeducation

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 artsliteracy and

reading

X X

3b Mathematics X X

3c Science X

3d Social studies X

3e World Languages3f Cross Content

Workplace

13




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

Priority Problem


A .

A l l s t u d e n t s

B .

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

b i l i t i e s

C .


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 .


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 .


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 TechnologyLiteracy 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

5aLanguage ArtsLiteracy

5b Mathematics

5c Science X

5d Social studies X

5e World Languages

5f

Cross Content

WorkplaceReadiness

6Effective classroomuse of technology x

7Standards-basedassessment

8Instructional skillsand strategies

9 Mentoring10 Classroom

14





Priority Problem


A .


B .


b i l i t i e s

C .


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 .


p p i n g o u t

G .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


l e n c e

P .


Q .


R .


S .

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

_________

T .

S e l e c t e

d P r i o r i t y

P r o b l e m s

management X X

11

Using data/assess.to improvelearning

12Working withparents

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

13Highly qualifiedteachers

14 Teachers inshortage areas

15 Teachers in Mathand Science

16 Teachers to reduceclass size

17Qualifiedparaprofessionals

18Highly qualifiedpersonnel

P r o b l e m

s

19 Alcohol use20 Drug use21 Tobacco use22 Violence

15





Priority Problem


A .


B .


C .


D .

E c o n .

d i s a d v a n t a g

e d

E .


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 .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


l e n c e

P .


Q .


R .


S .

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

T .

S e l e c t e

d P r i o r i t y

P r o b l e m s

I d e n t i f i e d

23 Weapons

24 Gang activity25 Delinquency26 Vandalism

27

Suspensions,removals orexpulsions

28

Serious orpersistentdiscipline problems

29 Bullying30 Victimization

31 Truancy/attendance

32 Mental health33 Sex/gender issues

34Interpersonalconflict

35Intergroupconflict/bias

36 Negative peerinfluence

16





Priority Problem


A .


B .


b i l i t i e s

C .


D .

E c o n .


e d

E .


F .


p p i n g o u t

G .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


l e n c e

P .


Q .


R .


S .

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

T .

S e l e c t e

d P r i o r i t y

P r o b l e m s

37 School safety

38

Schoolclimate/environment

39 Risk factorsTeach

erQualit

y 40 Teacher QualityTech.& Ed.Materi

als 41

Technology

activities

42Instructional/Educational Materials

Studentswith

Special

Needs 43 Drop-out rateLiterac 44 Adult literacy

17





Priority Problem


A .


B .


C .


D .

E c o n .


e d

E .


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 .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


l e n c e

P .


Q .


R .


S .

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

T .

S e l e c t e

d P r i o r i t y

P r o b l e m s

y, &

AdultEd. 45 Parent/communityinvolvement

Leadership

46LeadershipNetwork

47 Leadership PD

18




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 leastthree priority problems.

• Complete the information below for each priority problem checked in column T on the previous pages. Addadditional sections as needed.

#1 #2Population CategoryLetter & Problem Number

3a.A 3b A

Name of priority problem Language Arts Literacy MathematicsDescribe the priorityproblem

Students are unable to explain ideas andconcepts

Reading /Comprehension /Problem Solving

Describe the root causesof the problem

Students have limited background knowledgeand vocabulary

Students have difficulty analyzing problems

Subgroup or populationaddressed

ALL STUDENTS ALL STUDENTS

Grade span K-6 K-6Related content areamissed

Math LAL

Name of scientificallybasedprogram/strategy/practiceto address problem

Building academic vocabulary/Children’sLiteracy Initiative

Everyday Math Program- Differentiated smallgroup instruction

How does theprogram/strategy alignwith the NJ CCCS?

Students are assessed on NJ literacystandards

Students are assessed on NJ math standards

CAPA finding orrecommendation relatedto the priority problem

NA N/A

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

#3 #4Population Letter &Problem Number

4 K 10A

Name of priorityproblem(s)

Technology Literacy Classroom Management

Describe the priorityproblem

Underuse of Technology in the classroom Classroom Management

Describe the root causesof the problem(s)

Many teacher have technology in theclassroom but do not embed it in theirteaching

Many teachers have to learn to useappropriate language to motivate students.Many students shut down

Subgroup or population

addressed

Teachers ALL STUDENTS

Grade span K-6 K-6Related content areamissed

ALL ALL

Name of scientificallybased program/strategyto address problem

New Jersey Educational Technology Plan.Professional development/workshops toassist teachers in infusing technology into allcurriculum areas.

Responsive Classroom

How does thestrategy/program alignwith the NJ CCCS?

The strategy supports the State’s technologymission

Students are better able to focus on thestandards when all students are on task. Theresponsive classroom activities are

embedded in the curriculum.CAPA finding related tothe priority problem

N/A NA

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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.

Action Plan for Strategy Related to Priority Problem #1

Name of Program,Strategy or Practice toAddress Priority

Problem:SMART Goal:

Indicators of Success:

Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline

21

THIS SECTION IS NOT APPLICABLE





Name of Program,Strategy or Practice toAddress PriorityProblem:

SMART Goal:


Description of Action Plan Steps

Persons

Involved

Resources

Needed Due Date -Timeline

22

THIS SECTION IS NOTAPPLICABLE





Name of Program,Strategy or Practice toAddress PriorityProblem:

SMART Goal:


Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline

23

THIS SECTION IS NOT

APPLICABLE




Plan Components for 2011

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

Description of Strategy or

Program

ContentAreaFocus

TargetPopulation(s)

PersonResponsi

ble

Indicators of Success

(Evaluation Outcomes)

Research SupportingStrategy

Date of Research, Source

BuildingVocabulary

LAL K-6/Daily Classroom Teachers

Reaching our 2011 NJASK targets

Teacher Made Assessments

Classroom Assessments

Building a large vocabulary isessential when learning toread in a second language.Simply put, people with largevocabularies are moreproficient readers than those

with limited vocabularies(Beglar & Hunt, 1995;Luppescu & Day, 1993).

Comprehension Toolkit

LAL/MATH K-6/daily Classroomteachers


Teacher Made Assessments

Classroom Assessments

DRA levels

Each of the strategies in TheComprehension Toolkit issupported by multipleresearch studies that weresummarized by Pearson, Dole,Duffy, and Roehler (1992) asthey determined

Those strategies that active,thoughtful readers use whenconstructing meaning fromtext. Theyfound that proficient readers• search for connectionsbetween what they know andthe new information in thetext.• ask questions of themselves, the author, and

24





Program

ContentAreaFocus

TargetPopulation(s)

PersonResponsi

ble





the text.• draw inferences during andafter reading.• distinguish important andless important ideas in a text.• synthesize informationwithin and across texts.

• monitor understanding andrepair faulty comprehension.

Children’sLiteracy Initiative

LAL K-3/Daily Principal/CLI

Trainer

Sign-in sheets, handouts andinformal observations

Independent research studieshave demonstrated that CLI

interventions aresuccessful in improvingchildren’s early literacy skills.Our programs are rooted in

the most current research onbest practices and our ownexperience in hundreds of classrooms in high-povertycommunities. We helpteachers not only increasechildren’s scores onstandardized tests, but alsointroduce their students to the joy of reading and writing.

ResponsiveClassroom

All K-6

Daily

Classroom Teachers

Fewer Discipline referrals

Less Suspensions

Suspension report

Since the 1990s, theResponsive Classroomapproach has been the focusof considerable research interest. Findings haveassociated the approach withhigher student test scores,

25

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Program

ContentAreaFocus

TargetPopulation(s)

PersonResponsi

ble





better social skills, and fewerproblem behaviors. Forteachers, findings show anincreased sense of efficacyand more high-qualityinstruction.

Lucy Calkins’Units of Study forWriting

LAL/WRITING

K-5

Daily

Classroom Teachers


District writing assessments

The TCRWP’s belief that thereis not a single string of sequenced lesson that appliesto every possible classroom.

The lessons must beresponsive to the individualneeds of the writers in eachclassroom.readingandwritingproject.com

*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





After SchoolProgram

ALL 2nd -6th AfterSchoolCoordinator

Literacy & math proficiency willincrease by 10%

There is a growing evidencethat good afterschoolprogramming n make adifference in kid’s livesaccording to Harvard Program

26





Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





in Afterschool Education andResearch

SummerEnrichment

LAL/MA TH

2nd 6th Administration

Literacy & math proficiency willincrease by 10%

A review of researchdemonstrate a dominantlypositive effect on students


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


Program

Conten

t AreaFocus TargetPopulation(s)

PersonResponsible

Indicators of Success(Evaluation Outcomes)


Date of Research,Source

Children’sLiteracyInitiative(CLI)

ReadingWorkshop- Sept2

Comprehensionstrategies- Sept22

WritingWorkshop- Oct. 5

Literacy K-3 CLI

Administration

Evaluations

Sign-in sheets

State Approved Program

CurriculumPlanning/Alignment Aug 17-31

All K-6 Administration/Leadership team

Curriculum maps

Instructional plans

Instructional focus calendars

Journal of CurriculumStudies, v14 n3 p267-76 Jul-Sep 1982

Responsive All K-6 Administration Fewer Discipline referrals Since the 1990s, the

27





Program

Content AreaFocus

TargetPopulation(s)

PersonResponsible




Date of Research,Source

Classroom Sept.2nd

Less Suspensions

Suspension report

Responsive Classroomapproach has been thefocus of considerableresearch interest. Findingshave associated theapproach with higherstudent test scores, bettersocial skills, and fewerproblem behaviors. Forteachers, findings show an

increased sense of efficacyand more high-qualityinstruction


Table I: 2010-2011 Parent Involvement Programs

Description of Strategy orProgram

ContentAreaFocus

PersonResponsi

ble





Back To School Night

Parents meet teachers and staff. They also learn about ourcurriculum and programming.

ALL Principal 95% of parents present at

Back to School Night

Sign in Sheet

Parent Teacher Conferences Teachers and parents meet todiscuss child’s progress.

ALL Teachers 95% of parents present at PTC Sign in Sheet

Workshops that assist parents inhelping their students in literacy. The workshops will also coverreading aloud to your child. Theworkshop will also cover

LAL Leadership TeamCLI

60% of our parents will attendat least 1 literacy workshop

Sign in Sheet

28

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Description of Strategy orProgram

ContentAreaFocus

PersonResponsi

ble





technology available for use athome

Math WorkshopsWorkshops that assist parents inhelping their students in literacy. The workshop will also covertechnology available for use athome

MATH Leadership Team

60% of our parents will attendat least 1 math workshop

Sign in Sheet

Cookies and ConversationsInformal conversations witparents, community membersand staff

ALL Principal 50% of our parents will attendat least 1 Cookies andConversations.

Sign in Sheet


Parent Involvement (PI) Narrative

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

The more parents are involved and aware of our programs, the better students will perform

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

Through implementation of quality programming for parents, parental involvement will increase by 20%.

3. Do you have a school-parent compact?

Yes

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

They will be given out at back to school night. We get about 90% participation. Parents that do not attend will becalled and the form will be sent home with the child.

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

The information is presented at a PTO meeting designated for reviewing school data and programs.

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

Letters are sent out to parents in August. It is also discussed at the Back to School Night and first PTO meeting.

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

The information is presented at a PTO meeting designated for reviewing school data and programs

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

Parents will be identified to review the plan. Many of the topics were discussed during the previous year during ourschool leadership council meetings

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

Reports are mailed to parents.

10.How were the required PI funds used in 2010?

The funds were used to enhance parental involvement activities by providing refreshments and materials

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

The funds will be used to enhance parental involvement activities by providing refreshments and materials

12.What is the procedure for notifying parents if the district has not met their annual measurable objectives for TitleIII?

Letters are sent out from the district office.

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Table J: 2010-2011 Annual Student Targets

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 NJASK 29.8 36.8 NJASK 47.9 53.1

Students with Disabilities NJASK 0 0 NJASK 0 0

Limited English ProficientStudents

NJASK 17.1 25.4 NJASK 29.3 36.4

White NJASK 0 0 NJASK 0 0

African-American NJASK 24.5 32.1 NJASK 44.5 50.1

Asian/Pacific Islander NJASK 0 0 NJASK 0 0

American Indian/NativeAmerican

NJASK 0 0 NJASK 0 0

Hispanic NJASK 33.3 40.0 NJASK 49.5 54.5

Others NJASK 0 0 NJASK 0 0

EconomicallyDisadvantaged

NJASK 29.7 36.7 NJASK 48.4 53.6

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total

Students with Disabilities

Limited English ProficientStudents

White

African-American

Asian/Pacific Islander

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GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

3-5 Name of Measurement

Baseline 2011 Target Name of Measurement

Baseline

2011 Target

American Indian/NativeAmerican

Hispanic

Others

EconomicallyDisadvantaged

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Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff

Number &

Percent

Content &Focus

Description of Process toMeet Highly Qualified

Description of Strategy to RetainHQ Staff

Teachers who meetthe qualifications forHQT, consistent with Title II-A

15/ 94%

Strategies we use to retain teachers areusing job-embedded professionaldevelopment. We also offer tuitionreimbursement and severalopportunities for teachers to gainprofessional development hours duringand after school hours.

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

1/.06% The strategies used to attractand retain highly qualifiedteachers are participation incollege base job fairs

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

0

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

o

33




Number &

Percent

Content &Focus

Description of Process toMeet Highly Qualified

Description of Strategy to RetainHQ Staff

Teachers who meetthe qualifications forHQT, consistent with Title II-A

15/ 94%

Strategies we use to retain teachers areusing job-embedded professionaldevelopment. We also offer tuitionreimbursement and severalopportunities for teachers to gainprofessional development hours duringand after school hours.

assessment)

Description of Strategy To Attract HQ Staff Individuals

Responsible The strategies used to attract and retain highly qualified teachers are participation in collegebase job fairs

Principal

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Table L: Support for Teachers

Use the Table below to describe the 2011 methods for supporting teachers needing assistance with instruction and otherproblems.

Description of Support

ContentArea

FocusTargetGroup

PersonResponsi

ble


(Evaluation) How are teachersidentified?

One on Oone Coaching LAL/MATH

Strugglingteacher

Resource

Teachers

Student’s performance Classroom Observations

Formal/informal

Table M: Support for Administrators

Use the Table below to describe how leaders in schools in need of improvement are provided with support andinstructional leadership.

Description of Support

Content

AreaFocus

TargetGroup

Person

Responsible


(Evaluation) How are administratorsidentified?

Network

Student Eligibility and Selection

Table 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 DIA-DRA N/A N/A

English Language ACCESS ,Teacher Developed Tests N/A N/A

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NOT APPLICABLE




ProficiencyAssessment

Classroom Grades Report Card N/A N/A

TeacherRecommendation

Teacher Developed N/A N/A

Other READ 180 N/A N/A

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: Budgetary support

From outside experts:

From others:

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

Skilled consultants in literacy-Children’s Literacy Initiative

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

It is directly correlated with the 3aA- Literacy. The trainers provide teachers with support in best practices inliteracy

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

36




Principal

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

provision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an outsideconsultant.

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District Support (completed by LEA for SINIs only)

1. Explain why the previous school and district plans did not bring about increased student academic achievement.

The district is showing small gains in student academic achievement as reflected in two additional elementary schoolsmaking 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 professional

development that focusesprimarily on improving instructionand using data to informinstruction

The Office of Assessment, Data Collection, and School Improvement in collaboration

with 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

38




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 fund

activities that support the school’simprovement plan and are mostlikely to increase studentachievement

The district will not reallocate funds within the NCLB budget. The allocations will

remain 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.

39




2009-2010 Resource Allocation – SIA Part (a)

Resource Allocation – Provide the following information regarding the use of the 2009-2010 SIA Part (a) funds. Thesefunds were distributed in February, 2009 and are carried over after August 31, 2009. Allocation amounts are available athttp://www.nj.gov/education/grants/entitlement/nclb/.

Total Amount Allocated: $

Brief Descriptionof Strategy or

ProgramImplemented with

Funds

AllocatedUse

Carried OverReallocate

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 thatwere issued in the summer of 2009. These funds are carried over after August 31, 2009. The allocations can be found at:http://www.state.nj.us/education/arra/sia/sia.pdf

Total Amount Allocated: $

40


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




Brief Descriptionof Strategy or

ProgramImplemented with

Funds

AllocatedUse

Carried OverReallocate

d Use

Outcomes as a Result of Implementing the Strategy or

Program

Evidence

41





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 fundsHow 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 IUnified Plan upload screen. These budget pages are in addition to the Title I Unified Plan for each school required tocomplete a plan.

Budget Detail pages must be uploaded. The signature of the Business Administrator must be kept on file at the

district/school.

42




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 that have

already completed a corrective action plan, corrective actions identified in Year 4 continue to beincorporated 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 program

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

improve academic achievement of low-performing students.

Corrective actions implemented: # ________ Complete the table below regarding thecorrective actions implemented:

Corrective

Action#

DescriptionEffective Yes - No

Evidenceof

Effectiveness

Outcomes

1

2

3

4

43





Corrective Description

Effective

Yes - No

Evidenceof Outcomes

5

6

7

8

44




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 have completed arestructuring plan, the approved restructuring plan continues to be incorporated into the Unified

Plan.

Year Restructuring Plan Created: _______

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

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

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

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

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

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

Identify the restructuring option(s) selected: ____

For schools in Year 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

45





3

4

5

List revisions made to the original restructuring plan.

46




Peer Review

Check Before Proceeding:

• At minimum, the peer review must be completed by staff members from a school that is not in federalimprovement 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 Arts

Mathematics

Special EducationELL

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

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

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THIS SECTION IS NOTAPPLICABLE

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

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




48

Documents

PLAINFIELD NJ FY11 TITLEI UNIFIED PLAN BARLOW Revised