Stillman School PLAINFIELD NJ FY_11_TITLE_I_UNIFIED_PLAN_REVISED_10-05-10

8/8/2019 Stillman School PLAINFIELD NJ FY_11_TITLE_I_UNIFIED_PLAN_REVISED_10-05-10

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FY 11 NCLB PLAINFIELD DISTRICT STILLMAN (170)

2011 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD

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

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

School: C.H. Stillman Elementary School

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

Principal: Mr. Mark A. Williams Principal E-mail:[email protected]

Principal Certification

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

I certify that I have been included in consultations related to the priority needs of my school and participated in thecompletion of this Title I Unified Plan. I have been an active member of the planning committee and provided input to the

school needs assessment and the selection of priority problems. I concur with the information presented herein,including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a, andSIA, Part G.

Mr. Mark A. Williams ____________________________________________ ______6-30-2010__________________ 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

Mark A. Williams School Staff -Administrators

X X

Karen Gee School Staff - Teacher X X

Garrie Daniels School Staff - Teacher X X

Joseph Harris School Staff - Teacher X

Ebone Plummer School Staff - Teacher X

Cheryl Dotts-Garcia School Staff - Teacher X

Milagros Henriques Family Liaison X

Patricia McEnerney School Staff - Teacher X

Delores Jackson School Staff - Teacher X

Denise Scala Guidance Counselor X

Rosa Ramos Consultant 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 Agenda on File Minutes on File

Yes No Yes No

2nd Monday of EachMonth

Stillman Elementary School X X

3




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?

We, as stakeholders, support each child in all aspects of learning by:

• Providing a rigorous educational curriculum.

•Catering to all abilities.

• Working together as a team.

• Promoting moral values, honesty, integrity and pride.

• Encouraging strong self-esteem and high personal expectations.

• Instilling tolerance and respect for others.

• Providing a safe nurturing environment.

Our wish is that the students leave with happy memories of their years hereat Stillman School.

What is the school’s mission?Our mission, in partnership with the community, is to inspire, empower,nurture and educate our diverse student population to become productive,life learners and good citizens of a global environment.

Describe the process for developing Our vision statement was developed as a staff during our district wide

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or revising the school’s vision andmission.

professional development day on October 30, 2009.

5




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

READ 180 and NJASK Read 180 – There was an average increase of 156 in lexile scoresfor all grade 4, 5, and 6 students who were scheduled for Read180.

NJASK – Made Safe harbor

Academic Achievement -Writing


Academic Achievement -Mathematics

NJASK & DIA NJASK – Made Safe harbor

Academic Achievement -Science

NJASK (Grade 4 only)

DIA (Grade 4 only)


School Culture

Parent Involvement Back to School Night,Parent Conferences &PTO Meetings

We had over 35% of our parents show up for Back to School night.Based on the results from feedback of parents, we need to providemore opportunities for parents to be informed of their student’sprogress.

ProfessionalDevelopment

Teachers do not incorporate clusters which the data reveals to bebelow proficient into their daily instruction.

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Areas Multiple MeasuresAnalyzed

Overall Results and Outcomes

Teachers do not provide varied levels of activities, remediation,enrichment, etc. to accommodate student learning styles.

Extended LearningOpportunities

21st

Century Program NJASK – Made Safe harbor

Education Reform &Improvement

Highly Qualified Staff

Leadership

Evaluation of 2010 Teaching and Learning Strategies & Programs

Table B: Strategies to Increase Student Achievement That Were Implemented in 2010

1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Outcomes

Read 180 LAL Data notavailable atthis time

To be determinedNJASK – Made Safe harbor

Reading Plus LAL Data notavailable atthis time

To be determined NJASK – Made Safe harbor

EverydayMathematics

Mathematics

Data notavailable atthis time


7




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

1

Strategy orProgram

2

ContentArea

Focus

3

Effective

Yes-No

4


5

Outcomes

21st Century Mathematics

LAL

Data notavailable atthis time


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

Through this series of workshops and modelingsessions, teachers weretrained in areas such ascreating practice NJASK writing prompts, poetryprompts, expository prompts,and in getting our students touse compositional risks toscore higher on open-ended

reading and writing sections

LAL Data notavailable atthis time

NJASK NJASK – Made Safe harbor

Developing a Vision OverallSchoolImprovement

Yes Completed vision statement.

Problem Solving Cycle LAL&Mathematics

No To be determined NJASK – Made Safe harbor

Root Cause Analysis LAL&Mathemat

ics

No To be determined NJASK – Made Safe harbor

Table E: Parent Involvement That Was Implemented in 2010

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1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4


5

Outcomes

Back to SchoolNight

All ContentAreas

Yes NJASK NJASK – Made Safe harbor

Parent – TeacherConferences

All ContentAreas


PTO All Contentareas


Communications All ContentAreas


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Needs Assessment Summary

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

Instructional priorities and programs implementations are based on the needs of our school. The teachers analyzetheir class data and assess performance of their students at various levels such as class, student groups andindividual student level. NJASK, ACCESS, DRA, & District Interim Assessment results are also used as a tool to identifystudent strengths and weaknesses as related to the core content standards. We also use the progress indicators inthe Read180 and Reading Plus Program. Student progress is checked bi-weekly by the principal and regularly by theclassroom teacher.

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

Based on the results of various sources, data is disaggregated by clusters, class rosters and targeted skills for studentsubgroups. The classroom, after school (21 Century Program), and SES instruction becomes data driven decisionmaking in order to differentiate instruction for individual student needs. In addition, this data is used by the CAPAreview team to prepare findings and make recommendations. We provide SES providers, Century 21 and I&RS with allrelated data. This data is used as a pre- and a post- in an effort to evaluate program effectiveness.

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

The Office of Testing and Evaluation disaggregates the by clusters in language arts, mathematics and science. Data is

also disaggregated by clusters to help determine root causes. Class rosters and targeted skills are created for eachgrade level and classroom level. Subsequently, children are grouped according to their instructional needs andinstruction is modified based on individual student needs. Teachers are required to have data chats with studentsdesigned to provide the students opportunities to participate in their learning.

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

Based on the 2009 NJ ASK overall student performance data, Stillman Elementary School has identified the followingas root causes. The lack of a comprehensive review of all current academic data sources to differentiate instruction.

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

The data and CAPA visitation results revealed that teachers do not incorporate clusters which the data reveals to bebelow proficient into their daily instruction. Also, teachers do not provide varied levels of activities, remediation,enrichment, etc. to accommodate student learning styles. Differentiated instruction will be one of the target areas forprofessional development building wide.

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

The data and CAPA visitation results revealed that teachers do not incorporate clusters which the data reveals to bebelow proficient into their daily instruction. Also, teachers do not provide varied levels of activities, remediation,enrichment, etc. to accommodate student learning styles. Differentiated instruction will be one of the target areas forprofessional development building wide.

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

The above described methods of data collection enable the district to identify at-risk students. In addition practicetests formatted similarly to state tests in early December. These results are analyzed by the Office of Testing andEvaluation and sent back to us in a table graph format with cluster information. This helps to further identify andaddress weakness at the student level. The school counselor makes contact with the students and their parents. It isexplained that they have been identified as a student who is in need. She explains to them what areas the studentsneed extra support and what services are available to them free of charge.

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

Not Applicable

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

It is communicated to parents what services are offered for any student they feel may need extra assistance. Wehave systems in place for teachers to refer students who may be in need. The school counselor works closely with anystaff member and/or parent who refer any student.

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

Our priority problems for this plan were selected using the analysis of the results of NJASK, DIA, DRA and ACCESS. Wealso used the results of classroom walkthroughs conducted by the building principal, evaluation of lesson plans andthe team evaluation of student work. We also as a team used the results of the parent surveys to help identify the

problems.

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

Teachers are engaged in decisions during their common planning periods. Based on the results of the assessmentsdecisions are made on what clusters the team should provide more focus on. The common planning periods tookplace weekly.

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

As part of our transition plan our kindergarten teacher’s work with Master Teacher (Fantasy Ko) to learn Plan-Do-Review and proper room set up. Mrs. Santiago (kindergarten teacher) sits on the kindergarten contact group, whichoversees kindergarten transition. After rollover in August, we create class rosters and forward them to thekindergarten teachers. This provides teachers who come in early the opportunity to create a welcoming environmentfor our incoming kindergarten students. We send out welcome letters to parents letting them know who their child’steacher is, what room and the first day of school. We have kindergarten parent orientation on back to school night(beginning August 2010, we will conduct parent orientation in August).

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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 in

column T.

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

Priority Problem

Population Categories

A .

A l l s t u d e n t s

B .

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

C .

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

D .

E c o n .

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

E .

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

F . Y

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

G .

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

H .

H o m e l e s s

I . I m m i g r a n t

J . L E P

K .

T e a c h e r s

L .

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

M .

P a r e n t s

N .

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

O .

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

P .

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

Q .

M e n t a l h e a l t h

R .

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

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

T .

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

P r o b l e m s

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

N e e d s

1Closing the achievementgap X X 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 X X X X X

3b Mathematics X X X X X X X

3c Science X X X X

3d Social studies

3e World Languages X3f Cross Content Workplace

Readiness

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Priority Problem


A .


B .


C .


D .

E c o n .


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 .

P e r p e t r a t o r s o f V i 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

4 Technology Literacy

S t a f f N e e d s

H i g h Q u

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

5 .

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

t h e C C C S

5a Language Arts Literacy X X

5b Mathematics X X

5c Science X X

5d Social studies

5e World Languages

5f Cross Content WorkplaceReadiness

6Effective classroom use of technology

7Standards-basedassessment

8Instructional skills andstrategies

9 Mentoring

10 Classroom management

11Using data/assess. toimprove learning

12 Working with parents

H i r i n g ,

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

R e t a i n i n g

13 Highly qualified teachers

14 Teachers in shortageareas

15 Teachers in Math andScience

16 Teachers to reduce classsize

15





Priority Problem


A .


B .


C .


D .

E c o n .


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 .

P e r p e t r a t o r s o f V i 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

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 problems

29 Bullying X

30 Victimization

31 Truancy/attendance

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict X X X X

35 Intergroup conflict/bias X X X

36 Negative peer influence

37 School safety X38 School X

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Priority Problem


A .


B .


C .


D .

E c o n .


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 .

P e r p e t r a t o r s o f V i 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

climate/environment

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

Leadersh

ip

46 Leadership Network

47 Leadership PD

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Description of Priority Problems and Strategies to Address Them

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

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

#1 #2

Population CategoryLetter & ProblemNumber

A.,B.,D.,G., J., R., 3a A.,B.,D.,G., J., R., 3b

Name of priorityproblemDescribe the priority

problem

Need to increase achievement in Language

Arts.

Need to increase achievement in

MathematicsDescribe the rootcauses of the problem

Comprehensive review of all current academicdata sources applied to differentiate instruction.

Comprehensive review of all current academicdata sources applied to differentiate instruction.

Subgroup or populationaddressedGrade span K – 6 K - 6

Related content areamissed

Language Arts Mathematics

Name of scientificallybasedprogram/strategy/practice to address problem

Read 180 & Reading Plus Everyday Mathematics

How does theprogram/strategy alignwith the NJ CCCS?

Our school will continue to use standards(NJCCCS) supported by the new standardperformance standards with student workexemplars) to guide instructional practice.We will continue to administer studentperformance data on the DRA (K-5) andNJASK to provide direction in meeting studentneeds at the individual, class, grade, and/or

Our school will continue to use standards(NJCCCS) supported by the new standardperformance standards with student workexemplars) to guide instructional practice.We will continue to administer studentperformance data on the DRA (K-5) andNJASK to provide direction in meeting studentneeds at the individual, class, grade, and/or

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school levels. school levels.

CAPA finding orrecommendationrelated to the priority

problem

19




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

#3 #4Population CategoryLetter & ProblemNumber

A., G., K. #34

Name of priorityproblem

Interpersonal Conflict

Describe the priorityproblem

Inability to resolve interpersonal problems andunderstand cultural differences.

Describe the rootcauses of the problem

Lack of capacity to resolve conflicts.

Subgroup or populationaddressed

All students in grades in K – 6.

Grade span K - 6

Related content areamissed

LAL & Mathematics

Name of scientificallybasedprogram/strategy/practice to address problem

Partner and small-group learning activitiesare natural complements to charactereducation, providing children withopportunities to practice cooperation,respect, teamwork, and responsibility.

Children usually enjoy cooperative activities,and working with peers is a brain-friendlytechnique that enhances learning (Jensen,1996).

How does theprogram/strategy alignwith the NJ CCCS?

Research states that there is a direct correlationbetween school climate and social/academicoutcomes.

CAPA finding orrecommendationrelated to the priority

Not Applicable

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problem

21




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 priorityproblems.

Action Plan for Strategy Related to Priority Problem #1

Name of Program,Strategy or Practice toAddress PriorityProblem:

SMART Goal:

Indicators of Success:

Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline

22

STILLMAN SCHOOL IS NOW AYEAR 1 HOLD STATUS – THIS

FORM IS NO LONGER

APPLICABLE






SMART Goal:


Description of Action Plan Steps

Persons

Involved

Resources

Needed Due Date -Timeline

23

STILLMAN SCHOOL IS NOW A

YEAR 1 STATUS – THIS FORM IS

NO LONGER APPLICABLE






SMART Goal:


Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline

24







Plan Components for 2011

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

Description of Strategy or

Program

ContentAreaFocus

TargetPopulati

on(s)

PersonResponsi

ble

Indicators of Success

(Evaluation Outcomes)

Research SupportingStrategy

Date of Research, Source

Read 180 Literacy Grades 4– 6

Karen Gee

Delores Jackson

NJASK – Made Safe harbor READ 180 has been the subject of continuousscientific research. The results are consistent:students reveal significant growth on multiplemeasures of reading comprehension. For siteswhere comparison groups are available, theperformance for students in READ 180 issignificantly greater than that of comparisongroups. Furthermore, READ 180 results reveal

significant gains made across subgroupsincluding English-Language Learners, SpecialEducation, African-American students, andNative American students

Reading Plus Literacy Grades 4– 6

Karen Gee

Delores Jackson

NJASK – Made Safe harbor An analysis was conducted to determine the

relative effectiveness of Reading Plus® in

producing changes in Reading Comprehension

scores, as measured by Gates-MacGinitie

scores. Data from all fourth grade participants

was entered into repeated measures ANOVA

performed on the mean Gates-MacGinitie

Normal Curve Equivalent (NCE) scores for

treatment (n = 26) and control (n = 77)

participants separately using the pre and post-treatment scores. For this analysis, a main

effect of time appeared as f (1,101) = 39.594, p < .001, but an additional interaction between

Time and Group also appeared, f (1,101) =7.071, p = .009, indicating that the Reading

Plus® treatment group improved in readingsignificantly more than the control group on

the Gates-MacGinitie Test.

EverydayMathematics

Mathematics

Grades K -6

All teachers NJASK – Made Safe harbor Scientifically research basedprogram.

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*Use an asterisk to denote new programs.

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

Description of

Strategyor

Program

ContentAreaFocus

TargetPopulati

on(s)

PersonRespons

ible


(EvaluationOutcomes)

Research Supporting Strategy

Date of Research, Source

21st

CenturyProgram

LAL

Mathematics

Science

Grades 4– 6

Grades 4

– 6Grade 4

Teachers

Principal

At least 10 %increase on thestudentachievementgrowth.

A new study by researchers at the University of California,Irvine, the University of Wisconsin-Madison and PolicyStudies Associates, Inc. finds that regular participation inhigh-quality afterschool programs is linked to significant

gains in standardized test scores and work habits as wellas reductions in behavior problems among disadvantagedstudents. These gains help offset the negative impact of alack of supervision after school. The two-year studyfollowed almost 3,000 low-income, ethnically diverseelementary and middle school students from eight states insix major metropolitan centers and six smaller urban andrural locations. About half of the young people attendedhigh-quality afterschool programs at their schools or intheir communities. (October 2007, http://www.policystudies.com/studies/youth/Promising%20Programs%20FINAL.pdf


26

http://www.policystudies.com/studies/youth/Promising%20Programs%20FINAL.pdf







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

Descriptionof Strategy or

Program

Content AreaFocus Target

Population(s)

PersonResponsi

ble




Date of Research,Source

Grade LevelMeetings

Literacy/Mathematics/Science

Teachers Teachers– Principal

At least 85% attendance toall grade level meetings

Ongoing process thatinvolves teachersmeeting during planningtime, either weekly or bi-weekly to examinestudent work on a regularbasis. Reference the NoChild Left Behind Act

Districtsponsoredworkshops

Literacy/Mathematics/Science

Teachers Office of ProfessionalDevelopment

Teachers–Principal

75% of staff attend Beyond Islands of Excellence: What Districts Can Do to ImproveInstruction andAchievement in All

Schools, (From Learning

First Alliance. 2003.)

SocialEmotional

Learning

Character Education TeachersStaff

Teachers,

GuidanceCounselor,Principal

A 10% reduction in theamount of referrals &

suspensions

Zins, J. E., Weissberg, R.P., Wang, M. C., &

Walberg. H. J. (Eds.).(2004). Buildingacademic success onsocial and emotionallearning: What does theresearch say?

Gifted & Talented

Literacy &Mathematics

Teachers Teachers–Principal

An increase in thenumber of students whoare identified as giftedstudents.

Issues and Practices inthe Identification andEducation of GiftedStudents From Under-

27

http://www.learningfirst.org/lfa-web/rp?pa=doc&docid=62












Descriptionof Strategy or

Program

Content AreaFocus Target

Population(s)

PersonResponsi

ble





represented Groups(RM04186) James H. Borland (2004)


Table I: 2010-2011 Parent Involvement Programs

Description of Strategy orProgram

Content AreaFocus

PersonResponsible





Back to School Night All Staff

Principal

10% increase in thenumber of parents whoattend Back to SchoolNight.

Nermeen E., El Nokali, Heather J. Bachman, and Elizabeth

Votruba-Drzal. ParentInvolvement and Children'sAcademic and SocialDevelopment in ElementarySchool. Child Development ,May 13 2010 DOI:

Parent Teacher Conferences All Staff Principal

10% increase in thenumber of parents whoattend Back to SchoolNight.

Nermeen E., El Nokali, Heather J. Bachman, and ElizabethVotruba-Drzal. ParentInvolvement and Children'sAcademic and Social

28




Description of Strategy orProgram

Content AreaFocus

PersonResponsible





Development in Elementary

School. Child Development ,May 13 2010 DOI:

Parent Teacher Organization All Parents TeachersGuidanceCounselorFamily Liaison

10% increase in thenumber of parents whoattend PTO meetings.

Nermeen E., El Nokali, Heather J. Bachman, and ElizabethVotruba-Drzal. ParentInvolvement and Children'sAcademic and SocialDevelopment in ElementarySchool. Child Development ,May 13 2010 DOI:


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Parent Involvement (PI) Narrative

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

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

2. What are the measurable goals and targets for PI in 2011?

We will increase the number of parents who will sit on the School Leadership Team and NCLB team to at least 3

parents on each team.

3. Do you have a school-parent compact? Yes

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

Parents are presented the school-parent compact during back to school night. The compact is explained; theparents sign the compact, and take home a copy with them. This process is followed at every parent meeting untilall compacts have been signed. The school copy with both the principal and parents’ signature is kept on file in the

main office. We also have parent compacts available during parent conferences for parents who have not returnedthem yet.

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

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

2.) PTO meetings, Newsletters, Global Connect;

3.) End of Year Report, Community Forum

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

A letter informing parents of the school improvement status, AYP results is sent from central office in August.

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

All stakeholders are notified via mail, the School District web-site, PTO meetings and Newsletters.

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

The parents were afforded the opportunity to be on the NCLB committee via mail and requisite PTO meetings. Weonly had one parent actually participate in developing the plan.

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

Once we receive any data a letter is sent home along with a copy of their child’s report. We also discuss withparents during parent/teacher conferences.

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

The funds were used to support PTO meetings, back to school night, parent workshops and other activitieswith parents

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

The funds were used to support PTO meetings, back to school night, parent workshops and other activitieswith parents.

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

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All stakeholders are notified via mail, the school district website, PTO meetings and newsletters.

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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

Baselin

e

2011

Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 17.6 25.8 NJASK 32.8 39.5

Students with Disabilities NJASK 23.3 31.0 NJASK 0 10

Limited English ProficientStudents

NJASK 22.8 30.5 NJASK 39.6 45.6

White NJASK NJASK

African-American NJASK 10.2 19.2 NJASK 28.6 35.7

Asian/Pacific Islander NJASK NJASK

American Indian/NativeAmerican

NJASK NJASK

Hispanic NJASK 23.8 30.5 NJASK 35.7 42.1

Others NJASK NJASK

EconomicallyDisadvantaged

NJASK 16.2 24.6 NJASK 31.5 38.4

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL Total

Students with Disabilities

Limited English ProficientStudents

White

African-American

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GRADE SPAN &SUBGROUP

LANGUAGE ARTS MATHEMATICS

3-5 Name of Measurement

Baseline 2011 Target Name of Measurement

Baseline

2011 Target

Asian/Pacific IslanderAmerican 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

25

100

%

The Plainfield School District offers agood tuition reimbursement program,offers opportunities within and outsidethe district for teachers to participate inprofessional development learning“best practices”. We offer acompetitive salary and good benefitspackage.

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

0 N/A N/A

Paraprofessionals whomeet the qualifications

required by NCLB(education, ParaProtest, portfolioassessment)

3

100%

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

0 N/A

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Description of Strategy To Attract HQ Staff IndividualsResponsible

The district employs an aggressive marketing plan to attract highly qualified teachers via:

a) Participation in recruitment fairs (district sponsored and outside sites)

b) Redesigned district website which advertises all postings.

c) Posting on NJ Hire

d) Postings in New Jersey’s largest newspaper (The Star Ledger)

AssistantSuperintendent,

Administrative Services

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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?

Provide Peer Coaching ALL Teachers Mark A.Williams

Improved performance intargeted areas.

Classroom Walkthroughs, Teacher Observation & Self Recommendation

Workshops (In and Outof District)

ALL Teachers Mark A.Williams

Improved performance intargeted areas.

Classroom Walkthroughs, Teacher Observation & Self Recommendation

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?

To Be Designed bythe Newly appointedDistrict

Administrative Team.

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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

Other Assessments DIA, DRA, End of Unit Assessments

English LanguageProficiencyAssessment

ACCESS

Classroom Grades Report cards

TeacherRecommendation

Academic Intervention referral process

Other

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Not Applicable




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: Results from the Fall 2009 and Spring 2010 District Site Visits helped identify the areas of in need of improvement. It was also based on a needs assessment given to the staff in spring of 2010 & the 2010 NJASK results.

From outside experts:

From others:

2. Describe the current technical assistance offered to staff at the school. Include assistance by district level and/or

outside experts, for example, skilled consultants, institutions of higher education (IHE), etc.

Elizabeth William, consultant dual language program, Master Teacher Fantasy Ko, began working with kindergartenteachers to implement Kindergarten Learning Centers (Plan-Do-Review). Alice Alston, Rutgers Consultant, trained staff inthe ESTEEM Program.

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

District resources (personnel), consultants, programs (extended day) are being used to address all identified priorityproblems.

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

Caryn Cooper, Assistant Superintendent Educational Services, Yvonne Breausaux (Vice Principal, Educational Services),Gary Ottman (Business Administrator), Mark A. Williams (Principal, C.H. Stillman Elementary School).

*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.

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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.

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

Providing professionaldevelopment that focusesprimarily on improving instructionand using data to informinstruction

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

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

Reallocating the budget to fundactivities that support the school’s

improvement plan and are mostlikely to increase studentachievement

Ensuring that curriculum isaligned to the CCCS

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2009-2010 Resource Allocation – SIA Part (a)

Resource Allocation – Provide the following information regarding the use of the 2009-2010 SIA Part (a) funds. These funds were distributed in February, 2009 and are carried over after August 31, 2009. Allocation amounts

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

Brief Descriptionof Strategy or

ProgramImplemented with

Funds

AllocatedUse

Carried OverReallocate

d Use

Outcomes as a Result of Implementing the Strategy or

Program

Evidence

Not applicable

2009-2010 Resource Allocation – ARRA SIA Part (a)

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

Total Amount Allocated: $11,630.00

Brief Descriptionof Strategy or

ProgramImplemented with

Funds

AllocatedUse

Carried OverReallocate

d Use

Outcomes as a Result of Implementing the Strategy or

Program

Evidence

Everyday $11,630.0 0 0 Pending results of the 2010 NJASK Results

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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




Mathematics 0 NJASK.

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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.

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Corrective Action, Restructuring, and School Improvement

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

have already completed a corrective action plan, corrective actions identified in Year 4continue to be incorporated into the Unified Plan.

Corrective Action Status Report

This form is completed by all schools in Year 4 and above. Schools in corrective action had to implement one or more of the following corrective actions (as identified by the district) in addition to the SINI and/or SW components. Identify whichcorrective action(s) will be taken and describe the implementation and how the action(s) will be incorporated with theother elements of the Title I Plan. Note: CAPA report prioritized recommendations must be incorporated into the Title Iplan.

Corrective Actions

1 Required implementation of a new research-based curriculum or instructional program2 Extension of the school year or school day3 Replacement of staff members, not including the principal, who were relevant to the school’s low performance4 Significant decrease in management authority at the school level5 Replacement of the principal

6 Restructuring the internal organization of the school NOT APPLICABLE7 Appointment of an outside expert to advise the school8 Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to

improve academic achievement of low-performing students.

Corrective actions implemented: # ________ Complete the table below regarding the corrective actionsimplemented:

Corrective

Action#

Description

Effective

Yes - No

Evidenceof

Effectiveness

Outcomes

1

2

3

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Corrective Descri tion

Effective

Yes - No

Evidenceof Outcomes

4

5

6

7

8

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

• Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, and 9 that havecompleted a restructuring plan, the approved restructuring plan continues to be incorporatedinto the Unified Plan.

Year Restructuring Plan Created: _______

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

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

The restructuring options are as follows:

1. Implement any major restructuring of the school’s governance that is consistent with the principles of restructuringas 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 tomake adequate progress (consistent with existing contractual provisions and applicable statutory protections in Title 18A).

Identify the restructuring option(s) selected: ____

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For schools in Year 6 and above, complete the table below. Add additional rows as needed.

Fundamental GovernanceReforms Implemented as

Listed in ApprovedRestructuring Plan

Status of Implementation

Effective

Yes -No

Evidence of Effectiveness

Outcomes

1

2

3

List revisions made to the original restructuring plan.

Peer Review

Check Before Proceeding:

• 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

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YEAR 1 STATUS – THIS FORM IS NO LONGER APPLICABLE

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

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




Peer Reviewer Name Title Affiliation Area of Expertise Address

Language Arts

Mathematics

Special Education

ELL

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

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

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Documents

Stillman School PLAINFIELD NJ FY_11_TITLE_I_UNIFIED_PLAN_REVISED_10-05-10