Plainfield NJ Schools 2011 12 Title I Unified Plan Washington

8/3/2019 Plainfield NJ Schools 2011 12 Title I Unified Plan Washington

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2012 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD

Chief School Administrator: ANNA BELIN-PYLES Chief School Administrator E-mail:[email protected]

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

School: Washington Community School

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

Principal: Mr. Kwame W. Asante 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..

_ Kwame W. Asante __Kwame Asante_______________________ ____________________________________________ _____6/30/11______________ Principal’s Name Principal’s SignatureDate

1



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

Kwame Asante Principal X X

Rosa Salinas Vice Principal X X

Leola Bellazzin Guidance X X

Roychelle Jones Teacher X X

Cristina Crowell Teacher X X

Liliana Bohorquez Teacher X X

Shirley Clore ESL Coordinator X X

2



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 Topic Agenda on File Minutes on File

January 19, 2011 Conference Room NeedsAssessment

Yes No Yes No

February 24, 2011 Conference Room PlanDevelopment

X X

April 1, 2011 Conference Room PlanDevelopment

X X

June 13, 2011 Conference Room Plan

Development

X X

June 20, 2011 Conference Room PlanDevelopment

X X

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? Every Stakeholder of the Washington Community School will:

• Set the foundation for students to become life long learners throughcontinuous academic and social development.

• Maintain high expectations for excellence in education.

• Respect, encourage, and support all members of our learningcommunity.

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• Foster teamwork among home, school, and community.

What is the school’s mission?

Washington Community School

In partnership with its parents

Will establish an institutionRecognized for

Achievement and citizenship

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

The staff met several times to review the mission and vision statementsusing the problem solving cycle. We utilized two professional developmentdays to gather information, conduct needs assessment and create visionbased on this information.

2012 Comprehensive Needs Assessment & Data Analysis Summary

Data Collection and Analysis

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

• Results and outcomes must be measurable.

Areas Multiple MeasuresAnalyzed

Overall Measurable Results and Outcomes

Academic Achievement –Reading

Developmental ReadingAssessment (DRA)

District Interim Assessment(DIA)

Student Reading Inventory(SRI)

• Students were grouped into cohorts based on datacollected and instruction was delivered as per theirneeds.

• Teachers keep data binders that house the entire dataresults specific to their disciplines.

• Teachers created Instructional Focus Calendars that

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Reading Plus

Study Island

Teacher CreatedAssessments

Guided Reading

World-Class InstructionalDesign and Assessment(WIDA) / ACCESS

highlighted areas of need weekly.

• Teachers conducted data chats regularly with studentsand parents based on results of the assessments.

Academic Achievement -Writing

Best Practices

Writers Workshop

Teacher CreatedAssessments

Work SamplingWorld-Class InstructionalDesign and Assessment(WIDA) / ACCESS


• Teachers keep data binders that house the entire data

results specific to their disciplines.• Teachers created Instructional Focus Calendars that



Academic Achievement -Mathematics

DIA

Everyday MathAssessments

Study Island

Fast Math Teacher CreatedAssessments

Focus Walks


• Teachers keep data binders that house the entire data

results specific to their disciplines.• Teachers created Instructional Focus Calendars that



Parent Involvement Sign in Sheets from eveningevents

PTO Meetings

Chat and Chew

• Parental involvement is still lacking however there is afunctioning PTO.

• Parent participation was higher for conferences as well

5





Parent Conferences Logs

Parent Involvement Day

Back-to-School Night

Movie Nights

Focus Walks

Grade Level Assemblies

as school activities (i.e. concerts, talent show, andassemblies)

Professional Development Surveys

Focus Walks

Needs Assessment

Professional LearningCommittee

My Learning PlanProfessional DevelopmentPlan (PDP) for staff

• Professional development opportunities amongst gradelevels were available weekly during grade level 80-minute common planning periods.

• Vertical Articulation sessions were also conductedquarterly.

• Professional development workshops were also heldduring staff meeting times monthly (i.e. Harassments,It didn’t have to happen, Analyzing Data)

Extended LearningOpportunities

21st Century Program

Where Peace Lives MuralProject/Reel Peace MovieMakers

Neighborhood House Afterschool program

• 60 students in grades 4 through 6 participated in the21st Century after school program to help prepare themfor state assessments.

• Students participated in dialogue about peace andconflict resolution in their communities while producing

a mural and film to illustrate what was learned.

• Service students in grades K through 6 helping withhomework and tutoring.

Homeless Genesis Student DataWarehouse

• Services provided out of the Plainfield Family SuccessCenter.

Students with Disabilities Child Study Team Meetings

DRA

• Provide services as per their Individualized EducationPlans (IEP)

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DIA

Teacher GeneratedAssessments

Individualized EducationPlan

SEE Reading, Writing andMath Measures

• SEE Reading, Writing and Math Measures

English Language Learners WIDA/ACCESS


• Provide services as per state and federal guidelines.


EconomicallyDisadvantaged



School Culture Needs Assessment

Surveys

Staff Attendance

Continuous Improvementcontinuums

• Staff created mission statement and vision statementcollaboratively using survey results.

Leadership Survey

Evaluation

Focus Walks

• District on site visits identify weaknesses and strengthsin meeting district and school goals.

Highly Qualified Staff Documentation BinderPersonnel File

Evaluations

Professional DevelopmentPlan

Focus Walks

• District on site visits identify weaknesses and strengthsin meeting district and school goals.

School-Based YouthServices

Not Applicable NA

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Evaluation of 2011 Teaching and Learning Strategies & Programs

Table B: Strategies to Increase Student Achievement That Were Implemented in 2011

1Strategy or

Program

2Content/Grou

p Focus

3Effect

ive

Yes-No

4Documentation of

Effectiveness

5Measurable Outcomes

Harcourt: Trophies/Trofeos

Children’s LiteracyInitiative

Reading Plus

Study Island

WritingFundamentals

Writers Workshop

LAL Yes DRA scores, DIAscores, NJASK scores,SRI scores,

Teacher Assessment

Increase in number of students reading at or abovegrade level.

Everyday Math

Study Island

Fast Math

Mathematics Yes DIA scores, NJASK scores

Increase in student achievement in the area of math.

All Listed Above Students with

Disabilities

Yes See Above See Above

All Listed Above Homeless/Migrant Yes See Above See Above

All Listed Above ELL Yes See Above See Above

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Table C: Description of Extended Day/Year Programs Implemented in 2011 to Address AcademicDeficiencies - Do not include SES programs.

1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomes

21st CenturyProgram

LAL/Mathematics

Yes Student Attendance

Assessments

Pre and Post Surveys conducted to parents, teachersand students.

Same as above Students withDisabilities

Same as above Same as above

Same as above Homeless/Migrant Same as above Same as above

Same as above ELL Same as above Same as above

Table D: Professional Development That Was Implemented in 2011

1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable Outcomes

Children’s LiteracyInitiative

Writers’ Workshops

SmartBoards

Data Analysis

LAL Yes Focus Walks

Implementation of strategies includingMessage Time Plusand Writers Workshop

Increase in student engagement as observed byadministrative focus walks.

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1

Strategy orProgram

2

Content/Group Focus

3

Effective

4


5

Measurable OutcomesDifferentiation of Instruction

SmartBoards

Data Analysis

Differentiation of Instruction

Mathematics Yes Focus Walks

Implementation of

strategies

Increase in student engagement as observed byadministrative focus walks.

See Above Students withDisabilities

See Above See Above

See Above Homeless/Migrant See Above See Above

See Above ELL See Above See Above

Table E: Parent Involvement That Was Implemented in 2011

1

Strategy orProgram

2

Content/Group Focus

3

Effective

Yes-No

4


5

Measurable Outcomes

PTO Studentacademicsupport, school

improvement,parenting skills

Yes Sign in sheets Attendance to PTO has increased however there is stillmuch room for improvement in regards toparent/teacher participation in PTO membership.

NJASK Parent Chat To provideparents theopportunity togain valuableinsight &understandingon how studentdata is utilizedto drive

Yes Parent-TeacherConference Sign insheets

Parents were informed of NJASK 2010 scores.

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1

Strategy or

2

Content/Grou

3

Effect

4

Documentation of

5

Measurable Outcomesinstruction.

Back-to-SchoolNight

To provideparents withinformation

regardingprotocols for theoperation of theacademic yearas well asexpectation of their roles &responsibilitiesin helping theschool supporttheir child’slearning.

Yes Sign in Sheets Parents became aware of classroom expectations andclass structures. Also, parents were given theParent/School Compact.

Parent Chat-&-Chews

Informalgatherings withparents toenhancecommunicationbetweenparents andschooladministration.

Yes Sign in Sheets Parents were afforded the opportunity to interact withschool personnel and gain insight to some of theplanning being considered for the school. Parents alsohad the opportunity to provide school administrationwith feedback.

Same as above Students with

Disabilities

Same as above Same as above

Same as above Homeless/Migrant Same as above Same as above

Same as above ELL Same as above Same as above

2012 Needs Assessment & Evaluation Summary

• When responding to the questions below, data from Tables A, B, C, D and E should be used.

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

In an effort to improve instruction and student learning in Math, LAL and Science, WCS developed a plan of action that supports the district-

wide goals. Teachers provide input during Monday Staff Development and during grade level meetings. Teachers maintain data binders, which

they analyze data to plan for their class as a whole and for individual students as necessary. The 2010 NJASK data were analyzed and students

were divided into three cohorts to ensure teachers can address each cohort areas of weaknesses and build upon strengths. Cohort I represent the

students that require remediation in the subject areas; Cohort II represents the students that require interventions which we identified as our

target population; and Cohort III represents the students that are on grade level and require advance study and/or gifted and talented work.Teachers continue to use the breakdown in their analysis of their end of unit assessments as well as other common assessments used in the class.

Common planning has been embedded into the daily schedule to allow articulation among the grade levels and across grade levels. Teachers

develop Instruction Focus Calendars monthly in order to ensure they are focusing on an area of need based on the findings from the data. After

teaching the instructional focus then students are assessed. Objectives are posted in all classrooms daily. Standards Base bulletin boards are

maintained in all classrooms as well as on all bulletin boards in the hallway. Standards base commentary is provided to all students and on all

work. To help students become accountable for their learning teachers conduct data chats with all students. The Guidance Counselor conducts

data chats with parents as well. The district has conducted three District Interim Assessments that we use to gauge our progress toward meeting the NJCCCS that model the state assessments. Required professional development is determined based on the findings of the analysis of the

DIA, needs assessments and from strategically scheduled focus walks. The focus walks were conducted by the School Leadership Team and the superintendent and his cabinet members.

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

NJASK results (already disaggregated into subgroups), class profiles, data binders, pre and post assessments, DIA (an online assessment that complies data for us), DRA/Lexile instructional reading levels, WIDA assessment, attendance records of students and staff, discipline referrals

and end of unit assessments are the various methods utilized to collect data on our student subgroups.

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

Student data is compiled using various assessment tools – NJASK data provides a baseline for establishing cohorts. Once the cohorts are in

place, we use District Interim Assessments (DIA) in mathematics, literacy and science administered to grades 3 – 6 in the Fall, Winter & Spring;

Results from DRA’s administered to all grade levels; Reading Plus and Study Island to generate additional data; End of Unit Assessments in Mathematics (Everyday Math) and student profile information are used to compile data on all students.

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

Data analysis reveals that root causes are the frequent movement of teachers to different grade levels. This does not allow you the time to master

the content in the given grade level. Instructional delivery and creativity is limited in certain classrooms where by teachers follow directly what

the teachers guide dictates and they differentiate instruction as needed.

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

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Most professional development occurred at the district level. To our knowledge data was not kept for analysis to see if the PD was successful.

New programs were implemented and training occurred for these programs. Best Practice PD occurred at the school level through Instructional

Leaders in the building. Instructional leaders met with teachers on individual basis and in grade level meetings. Focus walks were conducted byleadership team quarterly.

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

The above describe methods of data collection enables the district to identify at-risk students. In addition we administer District Interim

Assessments as practice tests that model State tests in format and content are given in early September then quarterly. These results are analyzed

by the Office Assessment Data Collection and School Improvement and sent back to us in table graph format with cluster information. This

helps to further identify and address weakness at the student level. Teachers also use their common monthly assessments that come with the

board-approved programs to identify at-risk students.

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

Students that are identified as at-risk are assigned a mentor, recommended for the 21 st Century after school safety-net program. Washington

Community School students attend the 21 st Century after school program and Reading Plus is provided as an intervention for students just below

grade level and those just above the grade level. The after school 21

st

Century program has been established to tutor the targeted population.Teachers are required to conduct student and staff data chats so that students are aware of their areas of strengths and weakness.

8. How does the needs assessment address migrant student(s) needs?

Not applicable

9. How does the needs assessment address homeless student(s) needs?

They are addressed the same as all students at Washington Community School. Students are provided with additional services from the Family

Success Center. In addition, the Intervention and Referral Services process provides additional resources and support.

10. How were teachers engaged in decisions regarding the use of academic assessments to provide information on andimprovement of the instructional program?

Representatives from the school attend district wide meetings to discuss the effectiveness of the assessment tools chosen by the district to measure

achievement. These meetings also included reviewing other programs that may be more effective for the coming year. Information was brought

back to staff and feedback was given.

11. Describe the transition plan for preschool to kindergarten, if applicable.

Washington Community School is involved in a year-long planning process with Early Childhood to ensure that students transition to

kindergarten smoothly and effectively. Preschool teachers of 4-year olds visit our kindergarten classrooms at the beginning of the school year to

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receive an overview of the program in order to ensure that their students will be ready by the end of the year. Preschool students visit our

kindergarten classrooms and get a glimpse of what to expect in the upcoming school year. When time permits, Teachers of Kindergarten and

Preschool, Principals, Center Directors and Early Childhood Supervisor and Director visit the preschool classrooms together and share feedback relating to observations and reflections.

12. Describe the process used to select the priority problems and root causes for this plan?

The WCS Leadership Team met and discussed CAPA findings during the October 2010 visit. It was determined that student achievement,

parental involvement, and lack of student conferencing were the key areas of concern. Subgroups were created with staff to review the areas of

concern. Action plans were created to address these areas of concern.

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

We use the state assessment data that is disaggregated by clusters and students are assigned to a Cohort based on the data. The state assessment is aligned to the NJCCCS and therefore the skill clusters are identified showing how each student performed. The number of students who

responded correctly is divided by the number of students who took the assessment, giving us both the number passing and the percentage of students who passed. Because the specific skills/concepts are identified, teachers can see exactly where students need help. Once teachers create

class profiles based on the student profile sheets they can see at a glance which students are in need of support and specifically what skills and concepts must be reinforced. When utilizing the DIA we receive item analysis which also allows us to see how well students performed and what

they need help and support in. Again, allowing teachers the opportunity to plan instruction specific to students needs.

14. Describe the evaluation results regarding the status of SMART goal #1 in the action plan?

NOT APPLICABLE


NOT APPLICABLE


NOT APPLICABLE

2012 Needs Assessment – Partially Proficient

Provide the number of students at each grade level listed below who scored partially proficient on state assessments fortwo years or more in Language Arts Literacy and mathematics.

Language 2008- 2009- Services Provided Describe why services provided did not

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Arts 2009 2010 result in proficiency.

Grade 4 51 49 Study Island; Reading Plus; TargetedInstruction as per designatedcohorts

Gaps in the areas of District InterimAssessment and benchmark assessmentsadversely affected effectiveness of dataanalysis.

Grade 5 54 45

Grade 6 N/A 34

Grade 7 N/A N/A

Grade 8 N/A N/A

Grade 11 N/A N/A

Grade 12 N/A N/A

Mathematics

2008-2009

2009-2010

Services Provided Describe why services provided did notresult in proficiency.

Grade 4 49 36 Everyday Math, Study Island, Targeted Instruction as perdesignated cohorts

Gaps in the areas of District InterimAssessment and benchmark assessmentsadversely affected effectiveness of dataanalysis.

Grade 5 33 35

Grade 6 N/A 19

Grade 7 N/A N/A

Grade 8 N/A N/A

Grade 11 N/A N/A

Grade 12 N/A N/A

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Selection of Priority Problems

School Needs Assessment Summary Matrix

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

• When completing the matrix below, data from Tables A, B, C, D, E and the Needs Assessment Summary shouldbe used.

P r i o

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

Priority Problem

Population Categories

A . A

l l s t u d e n t s

B . S

t u d e n t s w i t h D i s a b i l i t i e s

C . E

a r l y c h i l d h o o d

D . E

c o n .

d i s a d v a n t a g e d

E . N

e g l e c t e d / d e l i n q u e n t

F . Y o u t h a t r i s k o f d r o p p i n g o u t

G . R

a c i a l / e t h n i c

H . H

o m e l e s s

I . I m

m i g r a n t

J . L E

P

K . T

e a c h e r s

L . P

a r a p r o f e s s i o n a l s

M .

P a r e n t s

N . S

u b s t a n c e a b u s e r s

O . P

e r p e t r a t o r s o f V i o l e n c e

P . O

u t - o f - s c h o o l

Q . M

e n t a l h e a l t h

R . G

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

S . O

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

T .

S e l e c t e d P r i o

r i t y

P r o b l e m s

S t u d e n t A c a d e m i c

N e e d s

1Closing the achievementgap X X

2 Early childhood education

C o r e C u r r i c u l u m

C o n t e n t S t a n d a r d s

3aLanguage arts literacy andreading X X

3b Mathematics X

3c Science X

3d Social studies X

3e World Languages3f Cross Content Workplace

ReadinessX

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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 .

E a r l y c h i l d h o o d

D .

E c o n .


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

4 Technology Literacy X X X

S t a f f N e e d s

H i g h Q u

a l i t y P r o f e s s i o n a l D e v e l o p m e n t

5 .

I m p l e m e n t i n g

t h e C C C S

5a Language Arts Literacy

5b Mathematics X

5c Science X

5d Social studies

5e World Languages

5f Cross Content WorkplaceReadiness

6Effective classroom use of technology X X X X

7Standards-basedassessment

8Instructional skills andstrategies X X X

9 Mentoring

10 Classroom management X

11Using data/assess. toimprove learning X X X X

12 Working with parents X X X X X

H i r i n g ,

R e c r u i t i n g a n d

R e t a i n i n g

13 Highly qualified teachers

14 Teachers in shortageareas

15 Teachers in Math andScience X

16 Teachers to reduce classsize

X

17




Priority Problem


A .


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 .


E .


t

F .


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 .


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

17Qualifiedparaprofessionals

18 Highly qualified personnel

P r o b l e m s I d e n t i f i e d

19 Alcohol use

20 Drug use

21 Tobacco use

22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27Suspensions, removals, orexpulsions

28

Serious or persistent

discipline problems29 Bullying X

30 Victimization X

31 Truancy/attendance X

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict X

35 Intergroup conflict/bias

36 Negative peer influence X

37 School safety38 School

climate/environment

18




Priority Problem


A .


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 .


E .


t

F .


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 .


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

39 Risk factorsQualityTeacher 40 Teacher Quality

Tech. &Ed.

Materials

41 Technology activities

42Instructional/EducationalMaterials

Studentswith

SpecialNeeds 43 Drop-out rate

Literacy,& Adult

Ed.

44 Adult literacy

45Parent/communityinvolvement X X

X

Leadership

46 Leadership Network

47 Leadership PD X

19



Description of Priority Problems and Strategies to Address Them

• All student subgroups not meeting AYP MUST be considered during the needs assessment process.Select at least three priority problems.

•

Complete the information below for each priority problem checked in column T on the previous pages.Add additional sections as needed.#1 #2

Population Category Letter &Problem Number

Population Letter: A Problem Number: 3a Population Letter: A, K, L Problem Number: 4 AND 6

Name of priority problem Language Arts Literacy and Reading Effective use of classroom technology & Technology

Literacy

Describe the priority problem WCS students continue to struggle in their performances on

state assessment (NJASK), District Interim Assessments

(DIA), Developmental Reading Assessment (DRA), and

teacher made classroom assessments

WCS teachers and students lack an effective infusion and

implementation of technology programs and resource in

their daily instructional deliveries and activities.

Describe the root causes of the problem

Students lack interest in reading for enjoyment – limited

selections of interest in classroom libraries – lack of push by

parents to encourage more reading

Fear and continued need for further training on how to

effectively infuse technology programs and resource into

ones instructional delivery

Subgroup or populationaddressed

All subgroups in grades K - 6 All subgroups in grades 4 - 6

Grade span Grades K – 6 Grades 4 – 6

Related content area missed Language Arts Literacy

Name of scientifically based program/strategy/practice toaddress problem

Reading Plus (Grades 3 – 6)

Trophies/Trofeos (Grades 1 – 6)

Increase and replenish leveled books and classroom libraries

and use of reading logs

Continued professional development in how to maximize

effective use of SmartBoards in 9 classrooms and increase

students’ access to laptops for instructional activities.

Interactive white boards (SmartBoards) affect learning in

several ways including rising of student engagement in theclassroom, motivating student and promoting enthusiasm for

learning.

How does the program/strategyalign with the NJ CCCS?

The curriculum, programs and strategies implemented are

all fully aligned to the NJCCCS. All classroom lessons are

aligned to the NJCCCS and CPIs for literacy

The curriculum, programs and strategies implemented are

all fully aligned to the NJCCCS. All classroom lessons are

aligned to the NJCCCS and CPIs for technology

CAPA finding or recommendation related to the

priority problem

No gains were made in proficiency in LAL by all subgroups Give students multiple options/ exposure through the use

of technology in order to grasp what is being presented.

Teachers do not routinely display their understanding of

the relationship between creativity and content in the

delivery of daily instruction utilizing technology.

20



21



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

#3 #4

Population Category Letter &Problem Number

Population Letter: M Problem Number: 12 AND 45 Population Letter: Problem Number:

Name of priority problem Working with Parents – Parents/Community Involvement

Describe the priority problem Limited to low parent participation as evidenced through low

membership an attendance in PTO.

Describe the root causes of the

problem

The root cause of the problem is determined to be a

limited/lack of parental participation in the education of

their children. The poor attendance at parent teacher

conferences, school related functions, lack of involvement in

the PTO and very poor attendance at monthly scheduled

meetings or participation in quarterly Parent Chat-&-Chews

Subgroup or populationaddressedEntire school population

Grade span Grades K – 6

Related content area missed LAL and Math

Name of scientifically based

program/strategy/practice to

address problem

Where Peace Lives (Mural Projects):

http://www.wherepeacelives.org/surveys.html

http://www.nd.edu/~dnarvaez/documents

/NarvaezLapsleyTeacher.pdf

Parental & Community Involvement:http://www.edweek.org/ew/issues/parent-involvement/

How does the

program/strategy align with

the NJ CCCS?

For parent involvement to flourish, it must be meaningfully

integrated into a school's programs and community.

CAPA finding or

recommendation related to the

priority problem

CAPA recommend that School Leadership Team find

alternative activities/events to pull parents and guardians

into the education of their children

22

https://webmail.plainfieldnjk12.org/exchweb/bin/redir.asp?URL=http://www.wherepeacelives.org/surveys.html

https://webmail.plainfieldnjk12.org/exchweb/bin/redir.asp?URL=http://www.nd.edu/~dnarvaez/documents/NarvaezLapsleyTeacher.pdf

https://webmail.plainfieldnjk12.org/exchweb/bin/redir.asp?URL=http://www.edweek.org/ew/issues/parent-involvement/


https://webmail.plainfieldnjk12.org/exchweb/bin/redir.asp?URL=http://www.nd.edu/~dnarvaez/documents/NarvaezLapsleyTeacher.pdf




Action Planning

Check Before Proceeding:

•

The action planning section is required for all SINIs.• The action plans are developed for the primary strategies and programs selected that address the priority

problems.

• At least ten steps must be identified.

Action Plan for Strategy Related to Priority Problem #1

Name of Program, Strategy orPractice to Address Priority

Problem:SMART Goal:

(Specific, Measurable, Achievable,Relevant, Timely)

Research Supporting Strategy(from IES Practice Guide or What WorksClearinghouse)

Indicators of Success: 1.2.

Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline1

2

3

4

5

6

7

8

23

NOT APPLICABLE



Name of Program, Strategy orPractice to Address PriorityProblem:

9

1

01112

24




Name of Program, Strategy orPractice to Address PriorityProblem:

SMART Goal:


Research Supporting Strategy(from IES Practice Guide or What WorksClearinghouse)

Indicators of Success: 1.

2.

Description of Action Plan Steps PersonsInvolved

ResourcesNeeded Due Date -Timeline

1

2

3

4

5

6

7

89

101112

25

NOT APPLICABLE




Name of Program, Strategyor Practice to AddressPriority Problem:

Research SupportingStrategy(from IES Practice Guide or What WorksClearinghouse)

SMART Goal:


Indicators of Success: 1.

2.

Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline1

2

3

4

5

6

78

9

101112

26

NOT APPLICABLE



27



Plan Components for 2012

Table F: Proposed 2012 Core Strategies to Address Student Achievement

Name of Strategy

ContentAreaFocus

TargetPopulati

on(s)

PersonRespons

ible

Indicators of Success

(MeasurableEvaluationOutcomes)

Research Supporting Strategy(from IES Practice Guide or What Works

Clearinghouse)

Everyday Math Math All

Subgroups

On-Going

Sch. Admin

& Teacher

Increase progress towards

State Bench Mark

Program approved by NJDOE

Harcourt-

Trophies/Trofeos

LAL All

Subgroups

Ongoing

Sch. Admin

& Teacher


State Bench Mark


Reading Plus LAL All

Subgroups

Ongoing

Sch./Dist

Admin &

Teacher


State Bench Mark


A Closer Look Science All

Subgroups

Sch. Admin

& Teacher


State Bench Mark

Program approved by NJDOE See National Science Foundation &National Science Teachers Assoc.Research

Focus Classroom

Walk-through with

Feedback

Literacy

and Math

All

Subgroups

2x Quarterly

Sch./Dist

Admin &

SLT


State Bench Mark

Systems Thinking-McRel; Professional Learning

Communities-DuFour

http://www.ascd.org/publications/educational_leadership

/dec07/vol65/num04/Classroom_Walk-Throughs.aspx

Study Island Literacy,

Math,

Science

All

Subgroups

Ongoing

Sch. Admin

& Teacher


State Bench Mark

www.studyisland.com/salessheets/Case%20Study%20

Summary%20State%20of%20New%20Jersey%20_2_

Updated%2012.4.pdf

Fast Math Math All

Subgroups

Ongoing

Sch. Admin

& Teacher


State Bench Mark

???

Harcourt SS Social All Sch. Admin Increase progress towards Program approved by NJDOE

28


http://www.studyisland.com/salessheets/Case%20Study%20


http://www.studyisland.com/salessheets/Case%20Study%20



Name of Strategy

Content

AreaFocus

TargetPopulati

on(s)

PersonRespons

ible


(MeasurableEvaluationOutcomes)


Clearinghouse)

Studies SubgroupsOngoing

& Teacher State Bench Mark

Same as above All HomelessMigrant

Sch. Admin

& TeacherSame as above Same as above

Same as above All ELL Sch. Admin


Same as above All StudentswithDisabilities

Sch. Admin


*Use an asterisk to denote new programs.

Table G: Proposed 2012 Extended Learning Opportunities to Address Academic Deficiencies. Do not includeSES.

Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble


(Measurable EvaluationOutcomes)

Research SupportingStrategy

(from IES Practice Guide or WhatWorks Clearinghouse)

21st CenturyAfter-school and

summer program

LAL

Math

AllStudents

DistrictGrant

coordinator

Increase progress towards State

Benchmark

SPLASH Program LAL

Math

All

students

District

personnelIncrease progress towards State Bench

Mark

All opportunitieslisted made

LAL

Math

HomelessMigrant

District personnel

Increase progress towards State Bench

Mark

29



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





available

ELL SummerProgram

LAL

Math

ELL District personnel

Increase progress towards State BenchMark

Extended YearSummer Program

LAL

Math

StudentswithDisabilities

District

personnel

Increase progress towards State Bench

Mark


30



Table H: Proposed 2012 Professional Development to Address Student Achievement and Priority Problems

Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble




Clearinghouse)

Rutgers Technology

Integration

All

Subjects

Grades 4 – 6

Teachers

Sch. Admin The effective use and implementation of

technology programs and resources

http://downloads01.smarttech.com/media/

research/whitepapers/int_ whiteboard_

research_whitepaper_update.pdf

Smartboard

Training

Technology Grades 4 – 6

Teachers

Sch. Admin The effective use and implementation of

technology programs and resources


research/whitepapers/int_ whiteboard_

research_whitepaper_update.pdf

Where Peace Lives Character

Education

All

Subgroups

Sch. Admin Completion of Peace Mural http://www.wherepeacelives.org/surveys.html

NJASK Literacy

Preparation

Workshop

Literacy Grades 2 – 6

LALTeachers

Sch. Admin Increase progress towards State Bench

Mark

http://www.featraining.org/

documents/pdf/ImproveNJASK.pdf

Data Interpretation

and Instructional

Implications

All subjects All

Subgroups

Sch. Admin

& Teacher

Differentiation and creativity in classroom

instructional deliverywww.state.nj.us/education/assessment/es/

njaskppt.ppt

Grade level

articulation sessions

through

Professional

Learning

Communities

All subjects All

Subgroups

Sch. Admin

& Teacher

Effective vertical collaboration &

communicationRichard DuFour, RebeccaDuFour, Robert Eaker, ThomasMany Learning by Doing: AHandbook for Prof. LearningCommunities at Work

See above Seeabove

HomelessMigrant

Seeabove

See above See above

See above Seeabove

ELL Seeabove

See above See above

See above Seeabove

Studentswith

Seeabove

See above See above

31




https://webmail.plainfieldnjk12.org/exchweb/bin/redir.asp?URL=http://www.featraining.org/documents/pdf/ImproveNJASK.pdf

https://webmail.plainfieldnjk12.org/exchweb/bin/redir.asp?URL=http://www.state.nj.us/education/assessment/es/njaskppt.ppt




https://webmail.plainfieldnjk12.org/exchweb/bin/redir.asp?URL=http://www.featraining.org/documents/pdf/ImproveNJASK.pdf

https://webmail.plainfieldnjk12.org/exchweb/bin/redir.asp?URL=http://www.state.nj.us/education/assessment/es/njaskppt.ppt



Name of Strategy

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble




Clearinghouse)

Disabilities


Table I: Proposed 2012 Parent Involvement Strategies to Address Student Achievement and PriorityProblems

Name of Strategy

ContentAreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





PTO Parentinvolvement

group

Exec. Board Fundraisingand supporting

needs of school

Increase attendance at PTO meeting and attendance at school related events

PTO

Parental & Community

Involvement:

http://www.edweek.org/ew/issues/parent-

involvement/

NJASK To provide

parents an

opportunity to

gain valuable

insight and

understandingon how

student data is

utilized to

drive

instruction

Sch. Admin

& Sch.

Counselor

Increase parent

comprehension

on school use

of data

Parent attendance and sign- in sheets NJASK

Back- to – school

Night

To provide

parents with

information

regarding

protocols for

Sch. Admin,

Sch.

Counselor &

Staff

Foster better

communication

and connection

between home

and school.

Parent attendance and sign – in sheets

http://www.edweek.org/ew/issues/parent-involvement/

Back- to – school Night


Involvement:

32











Name of Strategy

ContentAreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





the operation

of theacademic year

as well as

expectations

of their roles

and

responsibilities

in helping the

school support

their child’s

learning

Additionally,

increase parent participation in

school related

events.


involvement/

Workshops in

LAL, Math, NJAK

and parenting

skills

To provide

parents with

information of

what student

achievement

requirements

and how they

can help their

child at home

Parent/

Sch/Dist.Admin /

Community

Liaison

Increase parent

attendance by10% and

student

performance

on NJASK

Parent survey, workshop attendance records

and workshop feedback documentsWorkshops in LAL, Math, NJAK

and parenting skills


Involvement:


involvement/

See above See above Homeless

MigrantSee above See above See above

See above See above ELL See above See above See above

See above See above StudentswithDisabilities

See above See above See above


33











2012 Parent Involvement (PI) Narrative

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

The needs assessment surveys will be reviewed by the leadership team as well as the NCLB committee. The information will be shared with

parents at PTO meetings and at staff meeting with staff. District level surveys are also conducted as to the needs of the district. This

information is disseminated by board office.

2. Do you have a school-parent compact?

Yes

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

On our Back to School Night the Principal will review the Compact with all of the parents and the parents will sign the compact. Parents will be given a copy to take home after signing. This process will continue until all parents have read and signed the Compact. The school copy

will be kept on File in the main office.

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

Data is reported to the public via PTO meetings, End of Year Report, and Community Forum. Additionally, the school statistical data is

reported to the public via the district’s web site and at Board of Education Public Meetings.

5. What is the procedure for notifying parents if the district has not met their annual measurable objectivesfor Title III?

A letter is sent home from the Superintendent’s office and /or posted on the District Website.

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

1.) School webpage via Plainfield Public Schools website, school marquee, school calendar

2.) PTO meetings, Newsletters, Global Connect

3.) End of Year Report, Community Forum

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

34



1.) School webpage via Plainfield Public Schools website

2.) Parent/Teacher conferences

3.) PTO meeting presentations

4.) Parent quarterly Chat - & - Chew gatherings

5.) Individual student’s progress on state assessment is mailed home.

6.) Back-to-School Night presentation

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

Simplify plan in parent friendly language.

Hold chat and chew sessions quarterly with parents to discuss root causes and receive feedback.

Leadership team members will attend PTO meetings to review plan and receive feedback.

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

Data is reported to the public via PTO meetings, End of Year Report, and Community Forum. Individual student progress on state tests is

mailed home. Teachers held data chats during parent teacher conference with students NJASK results for grades 4-6 and terra nova results for grades 2-3.

10.How were the required PI funds used in 2011?

To enhance parent meetings with refreshment and appropriate literature

11.How will the required PI funds be used in 2012?

To enhance parent meetings with refreshment and appropriate literature

35



Table J-1: 2011-2012 Annual Student Targets (Use best available data from One-Year Charts). Atleast two measurements must be listed.

GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

3-5 State Assessment Baseline 2012 Target State Assessment Baseline

2012 Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 24.8 32.3 NJASK 2011 43.7 49.3

Students with Disabilities NJASK 2011 10.1 19.1 NJASK 2011 25.3 32.8

Limited English ProficientStudents

NJASK 2011 5.2 14.7 NJASK 2011

White

African-American NJASK 2011 27.2 34.5 NJASK 2011 42.32 48.1

Asian/Pacific Islander

American Indian/NativeAmerican

Hispanic NJASK 2011 27.2 34.5 NJASK 2011 50.5 55.5

Others

Economically Disadvantaged NJASK 2011 23.3 30.9 NJASK 2011 41.7 47.5

GRADE SPAN: GRADE 6 ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 22.8 30.5 NJASK 2011 50.9 55.8

Students with Disabilities NJASK 2011 30.6 37.5 NJASK 2011 50.9 55.8


NJASK 2011 0 10.0 NJASK 2011 9.1 18.2

White

African-American NJASK 2011 11.5 20.4 NJASK 2011 53.8 58.4



36





3-5 State Assessment Baseline 2012 Target State Assessment Baseline

2012 Target

Hispanic NJASK 2011 18.2 26.4 NJASK 2011 31.8 38.6

Others

Economically Disadvantaged NJASK 2011 26.5 33.9 NJASK 2011 61.7 65.5

Table J-2: 2011-2012 Annual Student Targets – Other Assessment



Other Assessment

Name

Baseline 2012 Target Other Assessment

Name

Baselin

e

2012

Target


Total

Students with Disabilities


White

African-AmericanAsian/Pacific Islander


Hispanic

Others


37





Other AssessmentName

Baseline 2012 Target Other AssessmentName

Baseline

2012 Target


Total

Students with Disabilities


White

African-American



Hispanic

Others


38



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

31

100%

All ContentAreas

Process handled by DistrictHuman ResourcesDepartment

Not Applicable

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

0 NotApplicable

Process handled by District

Human ResourcesDepartment

Not Applicable

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

10

100%

All ContentAreas


Not Applicable

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

0 NotApplicable


Not Applicable

39



Description of Strategy To Attract HQ Staff IndividualsResponsible

Compensate them well, celebrate their accomplishments, provide incentives anddelineate their roles and responsibilities and provide continuous improvementopportunities to enhance their pedagogy and skills.

Human ResourceServices, Curriculumand Instruction, Staff Development, SchoolAdmin.

40



Table L: Support for Teachers

Use the Table below to describe the 2012 methods for supporting teachers needing assistance with instruction and otherproblems.

Description of

Support

ContentArea

Focus

Target

Group

PersonResponsi

ble


(Evaluation) How are teachers

identified?Teacher Mentor Provide

strategies onnavigating newenvironment,classroommanagement & instruct.techniques,awareness of

resources & protocols

Non-Tenured

Certified

Teachers

Sch. Admin,

Office of Prof.

Dev. & HR

Teacher effectiveness in

management of class and resources

Teacher / Staff Retention

Non-Tenured/ less than 3 years of teaching experience

Classroom Observations/Evaluations

Learning Support Seminar To support implementation of best practices

New and

veteran staff

Office of Prof.

Dev. & HR Teacher / Staff Retention N/A

New Teacher Orientation District Policies, Procedures & Protocols

New Staff to

District

Office of Prof.

Dev. & HR Teacher / Staff Retention Staff newly hired by district

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

ContentAreaFocus

TargetGroup

PersonResponsi

ble


(Evaluation) How are administratorsidentified?

Administration Professional Enhance All School Office of Prof. Effective operations of school sites N/A

41



Description of Support

ContentAreaFocus

TargetGroup

PersonResponsi

ble


(Evaluation) How are administratorsidentified?

Learning Community pedagogy &collaboration

Admin. Dev. and improved student and staff

performance

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

Homeless

Migrant

Studentswith

Disabilities

Economically

Disadvantaged

ELL OtherSubGro

ups

Targeted Assistance Schools

EntranceCriteria () ExitCriteria

()

State Assessment NJASK 3 through 6 N/A N/A

Other Assessments Learnia

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

Plus, Study Island and End of Unit Assessments in Core Contents

N/A N/A

English LanguageProficiencyAssessment

ACCESS Testing N/A N/A

Classroom Grades Teacher Generated Assessments in All Content Areas N/A N/A

TeacherRecommendation

Not Applicable N/A N/A

Other Not Applicable N/A N/A

Support Elements

42



Ongoing and Sustained Technical Assistance*

1. What assistance did the NCLB committee determine it needs to implement the 2012 Unified Plan in the school’sefforts to increase academic achievement?

From the district: Assistance provided by the district Content Lead Teachers, Bilingual & World Language Department,

and Early Childhood Department

From outside experts: Professional development provided by consultants focusing on NJASK strategies

From others: Support with data analysis and continuous improvement from the district testing and assessment office

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.

Assistance is provided from the district Content Lead Teachers, Bilingual and World Languages Department, and EarlyChildhood Department in the form of providing teachers with professional development and support in their respectiveareas throughout the year.

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

State standardized assessment, NJASK; District Interim Assessment; Learnia

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

District Directors, Assistant Superintendent

*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.

43



District Support (completed by LEA for SINIs only)

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

Lack of administrative and leadership consistency at the district and school level has led to plans and programming notbeing consistent for students and teachers. Budgetary concerns have forced limited utilization of some of the strategieslisted in table B to improve student performance.

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

Providing professionaldevelopment that focusesprimarily on improving instruction

and 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 and

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

44



activities that support the school’sefforts to increase studentachievement

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 most

likely 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

The curriculum has been revised in all areas to reflect greater alignment to theNJCCCS and includes back-mapping and strategies on how to ensure retention of allrequisite standards and CPI’s. The district is beginning to support development of the Common Core Standards lesson plans and curriculum alignment.

Note: Provide a district description and a specific description for each SINI and/or school operating an approved Title ISchoolwide Program.

45



2010-2011 Resource Allocation

Resource Allocation – Provide the following information regarding the use of the 2010-2011 funds including butnot limited to 2010 SIA Part (A).

Type of Funds

Brief Description of Strategy or PracticeImplemented with

Funds

AmountAllocate

d

SIAAmountCarried

Over

Reallocated Use of

SIA

Outcomes as aResult of

Implementing theStrategy or Practice

Evidence

2010 Title I,Part A

Harcourt: Trophies/Trofeos

Children’s Literacy Initiative

Reading Plus

Study Island

Writing Fundamentals

Writers WorkshopEveryday Math

Study Island

Fast Math

We are aSchoolwideschoolwithblendedfunds

N/A N/A To be determined oncethe Spring 2011 NJASK results are receivedand analyzed

NJASK -Spring2011

2010 SIA PartA

NOT APPLICABLE

Federal SmartBoards

Data Analysis

Differentiation of Instruction

NCLBandother

federalsources

To be determined oncethe Spring 2011 NJASK results are received

and analyzed

NJASK -Spring2011

State Harcourt: Trophies/Trofeos

Children’s Literacy Initiative

Reading Plus

Study Island

Writing Fundamentals

Writers Workshop

Everyday Math

ABBOTT N/A N/A To be determined oncethe Spring 2011 NJASK results are receivedand analyzed

NJASK -Spring2011

46



Study Island

Fast Math

Local Same as above City TaxLevy

N/A N/A To be determined oncethe Spring 2011 NJASK results are receivedand analyzed

NJASK -Spring2011

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.

47



Corrective Action, Restructuring, and School Improvement

• Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9

hold and 10 that have had a CAPA visit. The corrective action plan, corrective actionsidentified in the CAPA summary report continue to be incorporated into the Unified Plan.

Corrective Action (CAPA Recommendations) Status Report

This form is completed by all schools in Year 4 and above. Schools in corrective action had to implement one or more of the following corrective actions (as identified 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 and action plans must beincorporated into the Unified Plan.

Corrective Actions (Recommendations from CAPA Report)

1 Required implementation of a new research-based curriculum or instructional program2 Extension of the school year or school day3 Replacement of staff members, not including the principal, who were relevant to the school’s low 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#

Description

Effective

Yes -No

Evidence of Effectiveness

Outcomes

1

2

3

48

Not Applicable



Corrective Descri tion

Effective Evidence of Outcomes

4

49



SINI Year 5H and Above: Restructuring Implementation N/A

• Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10that have completed a restructuring 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 5 hold 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

50

Not Applicable



3

4

5

List revisions made to the original restructuring plan.

51



Peer Review

Check Before Proceeding:• At minimum, the peer review must be completed by staff members from a school that is not in federal

improvement status.

• Peer reviewers should have expertise in content areas and in school improvement.• Peer review must contain recommendations.

1. Describe process used for peer review of the plan. (The NJDOE peer review suggested process is available 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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http://www.nj.gov/njded/title1/program/peer_review.pdf

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



53

Documents

Plainfield NJ Schools 2011 12 Title I Unified Plan Washington