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2011 TITLE I UNIFIED PLAN TEMPLATE
District and School Information
District: FRANKLIN TOWNSHIP
Chief School Administrator: MR. EDWARD SETO Chief School Administrator E-mail: [email protected]
NCLB Contact: Brooke Kirschner NCLB Contact E-mail: [email protected]
School: Sampson G. Smith School
The school is designated (select one): x Targeted Assistance Schoolwide
Principal: Eileen Brett 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 file at 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 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, and SIA, Part G. __________________________________________ ____________________________________________ ________________________ Principal’s Name Principal’s Signature Date
2
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 needs assessment and/or development of the plan. Signatures should be kept on file in the school office for review. Print off a copy of this page to obtain signatures. *Add lines as necessary.
Name
Stakeholder Group
Participated in Needs Assessment
Participated in Plan Development
Signature
Rehab Maklad Delvin Burton
Parents Found in minutes of each meeting
Eileen Brett Liadi Belo-Osagie Yolanda Toney-Lockley
School Staff--Administrators Eileen Brett Yolanda Toney-Lockley Liadi Belo-Osagie
Eileen Brett Liadi Belo-Osagie Yolanda Toney-Lockley
Cara Holzer SPDC Coordinator Cara Holzer Cara Holzer
Maxine Robinson Robert Burt
School Staff—Classroom teachers Maxine Robinson
Maxine Robinson
Rhonda Stewart School Staff—Reading Specialist Rhonda Stewart Rhonda Stewart
Elaine Machtiger School Staff—Math Specialist Elaine Machtiger Elaine Machtiger
Eileen Kline School Staff—Special Education Eileen Kline Eileen Kline
Yolanda Aguiles School Staff—Bilingual, LEP Yolanda Aguiles Yolanda Aguiles
Chris Greco School Staff—Science Chris Greco Chris Greco
Mary Lloyd Elizabeth Nisbet
School Staff--Support Mary Lloyd Elizabeth Nisbet
Mary Lloyd Elizabeth Nisbet
3
School NCLB Committee Meetings
List the dates of the meetings when the School NCLB Committee discussed the needs assessment and Unified Plan development. *Add rows as necessary
Date Location Agenda on File Minutes on File
Yes No Yes No 9/4/09 SGS Library x x 10/2/09 SGS Library x x 11/13/09 SGS Library x x 12/4/09 SGS Library x x 1/8/10 SGS Library x x 2/5/10 SGS Library x x 3/5/10 SGS Library x x 3/23/10 SGS Library x x 5/7/10 SGS Library x x
4
School’s Vision & Mission
Provide, update, or develop the school’s vision and mission statement. Refer to the Introduction for Unified Plan pages for guidance.
What is the school’s vision statement?
The vision of the Sampson G. Smith school family is to define student achievement as students independently demonstrating a mastery of concepts and applying skills across the curriculum. Students will gain knowledge to show advancement in academic and social arenas.
What is the school’s mission?
The mission of the Franklin Township Public Schools is to provide excellent educational opportunities for every student, maintain an environment that engenders an appreciation of the value of every student, develop every student to his/her highest potential and instill the attitudes, skills and knowledge necessary to become independent contributing members of a democratic, multi-cultural society.
Describe the process for developing or revising the school’s vision and mission.
The NCLB Committee worked with the entire school community to collectively define student achievement in Sampson G. Smith School.
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 Measures Analyzed Overall Results and Outcomes
Academic Achievement – Reading Learnia NJASK Teacher Assessments Running Records Report Cards Parent Teacher Conferences Observation Instructional Rounds
• Students showed more advancement in their reading levels as evidenced in conferencing and running records.
• Students are showing evidence of more engagement in the learning process in their literature circles.
• Students are more engaged in the direct instruction portion of the whole group instruction, as evidenced in their readiness to turn and talk and share findings.
Academic Achievement - Writing Learnia NJASK Teacher Assessments Report Cards Parent Teacher Conferences Observation Instructional Rounds
• Student conferences showed evidence of a more comprehensive understanding of the writers’ workshop. Students are writing independently with more skill.
• The work with the staff developer in writing from Teachers’ College opened healthy dialogue among the teachers of writing in regard to instructional practices.
• Students are more engaged in the direct instruction portion of the whole group instruction, as evidenced in their readiness to turn and talk and share findings.
Academic Achievement - Mathematics
Learnia NJASK Teacher Assessments Report Cards Parent Teacher Conferences Mid-term exam in grade 6 Observation
• It was noted in the data that the students in the departmental grade six advanced as a group at a greater rate.
• The focus of the departmental math classes showed evidence of increased content knowledge among the staff members teaching math
• Students are more engaged in the direct instruction portion of the whole group instruction, as evidenced in their readiness to turn and talk and share findings.
6
Areas Multiple Measures Analyzed Overall Results and Outcomes Instructional Rounds
Academic Achievement - Science Teacher Assessments Report Cards Parent Teacher Conferences Instructional Rounds
• There was increased emphasis on tier three word study in the content area of science • More attention will be given to the use of word walls in all science classrooms.
School Culture Attendance Records Discipline Reports
• Staff showed a willingness to dialogue about consistency in behavior expectations within the school in general
• The Administration and staff formed a Discipline Committee to design a unified approach to expectations.
Parent Involvement Parent workshops NCLB Meetings PTO Meetings
• Parents continue to reach out for a partnership with the school in learning more about the needs of the school in literacy.
• The parents formed an evening of literacy in cooperation with the administration and teaching staff.
Professional Development Faculty meetings Differentiated Instruction Workshops Grade Level Meetings District Inservice
• Faculty meetings have allowed the administrative staff to understand the immediate needs of the teaching staff
• The staff responded positively to the workshops given by the administration on topics of writing prompts andgender specific literature and writing
• Grade level meetings provided a good overview of the pacing and rigor of the academic programs
Extended Learning Opportunities Tutorial • Parents responded positively to any offerings in tutoring for the students
Education Reform & Improvement
Highly Qualified Staff Evaluating documentation • All staff members prepared to teach in the departmental grade six program in the coming year have had their certification needs verified.
Leadership Observations/Evaluations Professional Development Plan NCLB Committee
• The SPDC listened to the needs of the staff both in surveys and discussion groups to formulate a plan for ongoing professional development.
• The NCLB Committee formed subcommittees to address the priority problems highlighted by the staff.
7
Evaluation of 2010 Teaching and Learning Strategies & Programs Table B: Strategies to Increase Student Achievement That Were Implemented in 2010
1 Strategy or Program
2 Content Area
Focus
3 Effective Yes-No
4 Documentation of
Effectiveness
5 Outcomes
Interactive Workshop on Building Engaging Classroom Environments
Literacy Math Science Social Studies Arts Technology
Yes Benchmark Testing Teacher Evaluations
Staff members are delivering direct instruction in areas of the room designed after the work of Debbie Diller. Students are more actively engaged in their direct instruction lessons as observed in their whole group instruction that is shorter in length than in the past. Students are responding with more interest in their work when the staff is using small group instruction effectively.
Book Study on Strategies That Work By Stephanie Harvey
Reading
Yes Running Records Retelling Benchmark Testing
Students are more actively engaged in their direct instruction lessons as observed in their whole group instruction that is shorter in length than in the past. Students are responding with more interest in their work when the staff is using small group instruction effectively. Students are using strategies such as post-its and highlighting as demonstrated in Strategies That Work.
New format for scheduling Literacy Math Science Social Studies Arts
Yes Benchmark Testing There have been more minutes for both LAL and Math due to the new scheduling for elementary schools. LAL now has a full 120 minutes of instructional time, while Math has 80 minutes.
Read 180 Literacy Yes Running records Retelling Writing Samples Benchmark Testing Conferencing Journals
The effectiveness of this intervention was observed in the second round of data collected. The movement of students to higher levels of achievement was slow at first, but by February data showed marked increases in Lexile levels.
8
Table C: Description of Extended Day/Year Programs Implemented in 2010 to Address Academic Deficiencies - Do not include SES programs.
1 Strategy or Program
2 Content Area
Focus
3 Effective Yes-No
4 Documentation of
Effectiveness
5 Outcomes
After School Tutorials Literacy Math
yes Running records Retelling Writing Samples Benchmark Testing Conferencing Journals
The students are achieving at grade level.
9
Table D: Professional Development That Was Implemented in 2010
1 Strategy or Program
2 Content Area
Focus
3 Effective Yes-No
4 Documentation of
Effectiveness
5 Outcomes
Building Engaging Classrooms August 18, 2009
Literacy Math Science Social Studies
Yes Benchmark Testing Teacher Evaluations Observations Instructional Rounds
It was observed that students are more engaged in the whole group and small group instruction.
Reporting Achievement September 2, 2009 October 12, 2009 February 11, 2010
Literacy Math Science Social Studies
Yes Benchmark Testing Teacher Evaluations Observations Instructional Rounds
Parents and staff are communicating at a higher level of sophistication in regard to grade level standards and levels of achievement.
Standards-Based Instruction September 8, 2009 October 5, 2009 December 11, 2009 January 4, 2010 March 1, 2010 May 3, 2010
Literacy Math Science Social Studies
Yes Benchmark Testing Teacher Evaluations Observations Instructional Rounds
There is an observable improvement in teaching points based on grade level standards.
Teacher Observation September 14, 2009 September 22, 2009 November 2, 2009 December 11, 2010 April 6, 2010
Literacy Math Science Social Studies
Yes Benchmark Testing Teacher Evaluations Observations Instructional Rounds
Administrators and staff have come to a mutual understanding of the criteria that is appropriate for improved instructional practices and improved student achievement.
10
Table E: Parent Involvement That Was Implemented in 2010
1 Strategy or Program
2 Content Area
Focus
3 Effective Yes-No
4 Documentation of
Effectiveness
5 Outcomes
New Spaces – New Places LAL Mathematics
Yes Discussions Classrooms were designed and maintained for optimal whole group and small group instruction.
The Way is Workshop LAL Mathematics
Yes Discussions Parents are feeling more secure about the paradigm shift in the workshop model of instruction.
Standards-Standards-Standards
LAL Mathematics
Yes Discussions Parents relate to the rigor and pacing of the curriculum.
11
Needs Assessment Summary
1. Describe the process and techniques used in the needs assessment. The NCLB committee chose two areas of prominent needs this year: staff and student. These needs came from the 2009 Title I Unified Plan Template, Schools Needs Assessment Summary Matrix from the state. A survey was constructed using the same wording from the matrix, but in a more user-friendly manner. It was given out to the staff and parents of the Sampson G. Smith community. Also, data from programs already in place were used.
2. Describe method used to collect and compile data for student subgroups.
A smaller committee from the School NCLB staff filtered through the data collected from Learnia and documentation on programs in place this school year. The different subgroups were color coded as we filtered through the data (Yellow is Economically Disadvantage, Green is Special Education, and Orange is ELL/Bilingual).
3. Explain how the data from the collection methods are valid and reliable.
Staff was given an in-service on how to complete the needs assessment survey. The data came first hand from the staff and kept in a secure location. 4. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?
The data reveals that with smaller class size, more focused instruction on individualized needs, and standards based instruction progress was made. Tests in from this year’s NJASK will determine whether or not significant progress was made to acquire AYP status.
5. What did the data analysis reveal regarding classroom instruction?
The data revealed that programs put in place (Math Thematics, Trailblazers and Making Meaning) are effective. A focus on standard based instruction has aided the students in understanding what they are learning. The implementation of the Professional Development that was offered in these areas has been proven effective.
6. What did the data analysis reveal regarding professional development implemented in the previous year(s)?
Professional Development in the previous years was too broad and less focused on the school’s specific needs. 7. How are educationally at-risk students identified in a timely manner?
12
Educationally at-risk students are primarily identified through their NJASK scores and the I&RS (Intervention and Referral Services). Also, the Central Administration made the decision to service students whose scores fall between 200-205.
8. How does the needs assessment address migrant student needs?
There are no migrant students at the present time. 9. How are educationally at-risk students provided with effective assistance?
Educationally at-risk students receive Academic Support services. Depending on test scores they are eligible for the Rising Stars program or the After School Tutorial program.
10. Describe the process used to select the priority problems for this plan?
The primary problems that were selected for this plan were chosen after analyzing the data collected on the programs that were implemented, the Learnia documentation/results, the results of the needs assessment survey and the NJASK test scores.
11. How were teachers engaged in decisions regarding the use of academic assessments to provide information on and improvement of the instructional program?
Academic Coaches, the Literacy Assessment Team, and the individual subject advisory committees that were formed gave input towards deciding the academic assessments and instructional programs. At professional development sessions (staff meetings, cluster meetings and workshops) held in our building, Academic Coaches, the Literacy Assessment Team, and administration presented information fort improving the instructional programs.
12. Describe the transition plan for preschool to kindergarten, if applicable. x N/A
13
Selection of Priority Problems
School Needs Assessment Summary Matrix
Certification: For Title I SINIs and SW schools, Population Categories A-M have been annually 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.
Prior
ity P
roble
m #
Priority Problem
Population Categories
A. A
ll stud
ents
B. S
tuden
ts wi
th Di
sabil
ities
C. E
arly
child
hood
D. E
con.
disad
vanta
ged
E. N
eglec
ted / d
elinq
uent
F. Y
outh
at ris
k of d
ropp
ing ou
t
G. R
acial
/ethn
ic
H. H
omele
ss
I. Imm
igran
t
J. LE
P
K. T
each
ers
L. Pa
rapr
ofess
ionals
M. P
aren
ts
N. S
ubsta
nce a
buse
rs
O. P
erpe
trator
s of V
iolen
ce
P. O
ut-of-
scho
ol
Q. M
ental
healt
h
R. G
ifted &
Tale
nted
S. O
ther (
Spec
ify)_
____
____
____
T. S
elect
ed P
riorit
y Pro
blem
s
Stud
ent A
cade
mic
Need
s
1 Closing the achievement gap x 2 Early childhood education
Core
Cur
riculu
m Co
ntent
Stan
dard
s
3a Language arts literacy and reading x 3b Mathematics x 3c Science 3d Social studies 3e World Languages 3f Cross Content Workplace Readiness
4 Technology Literacy
Staf
f Nee
ds
High
Qua
lity P
rofes
siona
l De
velop
ment
5. Im
pleme
nting
the
CCC
S 5a Language Arts Literacy x x 5b Mathematics 5c Science 5d Social studies 5e World Languages 5f Cross Content Workplace Readiness
14
Prior
ity P
roble
m #
Priority Problem
Population Categories
A. A
ll stud
ents
B. S
tuden
ts wi
th Di
sabil
ities
C. E
arly
child
hood
D. E
con.
disad
vanta
ged
E. N
eglec
ted / d
elinq
uent
F. Y
outh
at ris
k of d
ropp
ing ou
t
G. R
acial
/ethn
ic
H. H
omele
ss
I. Imm
igran
t
J. LE
P
K. T
each
ers
L. Pa
rapr
ofess
ionals
M. P
aren
ts
N. S
ubsta
nce a
buse
rs
O. P
erpe
trator
s of V
iolen
ce
P. O
ut-of-
scho
ol
Q. M
ental
healt
h
R. G
ifted &
Tale
nted
S. O
ther (
Spec
ify)_
____
____
____
T. S
elect
ed P
riorit
y Pro
blem
s
6
Effective classroom use of technology
7 Standards-based assessment 8 Instructional skills and strategies x x 9 Mentoring 10 Classroom management x x
11 Using data/assess. to improve learning
12 Working with parents
Hirin
g, R
ecru
iting
and
Reta
inin
g
13 Highly qualified teachers 14 Teachers in shortage areas 15 Teachers in Math and Science 16 Teachers to reduce class size 17 Qualified paraprofessionals 18 Highly qualified personnel
Prob
lems I
dent
ified
19 Alcohol use 20 Drug use 21 Tobacco use 22 Violence 23 Weapons 24 Gang activity 25 Delinquency 26 Vandalism
27 Suspensions, removals, or expulsions
28 Serious or persistent discipline problems
29 Bullying 30 Victimization
15
Prior
ity P
roble
m #
Priority Problem
Population Categories
A. A
ll stud
ents
B. S
tuden
ts wi
th Di
sabil
ities
C. E
arly
child
hood
D. E
con.
disad
vanta
ged
E. N
eglec
ted / d
elinq
uent
F. Y
outh
at ris
k of d
ropp
ing ou
t
G. R
acial
/ethn
ic
H. H
omele
ss
I. Imm
igran
t
J. LE
P
K. T
each
ers
L. Pa
rapr
ofess
ionals
M. P
aren
ts
N. S
ubsta
nce a
buse
rs
O. P
erpe
trator
s of V
iolen
ce
P. O
ut-of-
scho
ol
Q. M
ental
healt
h
R. G
ifted &
Tale
nted
S. O
ther (
Spec
ify)_
____
____
____
T. S
elect
ed P
riorit
y Pro
blem
s
31 Truancy/attendance 32 Mental health 33 Sex/gender issues 34 Interpersonal conflict 35 Intergroup conflict/bias 36 Negative peer influence 37 School safety 38 School climate/environment x 39 Risk factors x
Quality Teacher 40 Teacher Quality
Tech. & Ed. Materials
41 Technology activities 42 Instructional/Educational Materials
Students with Special Needs 43 Drop-out rate
Literacy, & Adult Ed.
44 Adult literacy 45 Parent/community involvement x
Leadership 46 Leadership Network
47 Leadership PD x
16
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
8K – Instructional Skills and Strategies - Teachers 10K Classroom Management
Name of priority problem Instructional Skills and Strategies - Teachers Classroom Management Describe the priority problem Students are not skilled in using strategies independently in each of
the content areas to show evidence of comprehending the NJCCCS. Many students are not able to show evidence of an understanding of school policies and procedures.
Describe the root causes of the problem
The teachers are lacking the instructional skills and strategies to demonstrate effective teaching points. The teachers do not challenge the students to practice and show evidence of the teaching points independently. The teachers lack the skills to assess students in order to plan for differentiated instruction and practice. The teachers do not allow sufficient time during math to allow for student reflection and practice. The teachers do not allow for interactive lessons which engage students in the learning process.
There is a discrepancy on each of the grade levels with behavior expectations. The majority of instruction was whole group, not allowing for high levels of interaction and student engagement. There is minimal use of manipulatives and measurement tools.
Subgroup or population addressed
All staff members All staff members
Grade span 5 and 6 5 and 6 Related content area missed LAL
Mathematics LAL Mathematics
Name of scientifically based program/strategy/practice to address problem
A triangle model of instruction A workshop model of instruction Instructional Rounds
Lee Canter Classroom Discipline Harry Wong Classroom Management
How does the program/strategy align with the NJ CCCS?
Instructional walkthroughs will be used to measure the effectiveness of instruction in all areas of the curriculum.
Allows for high expectations of student achievement with a belief system that all staff and students contribute to improved school climate.
CAPA finding or recommendation related to the priority problem
The curriculum does not contain appropriate interventions to assist students with special needs who are partially proficient.
The curriculum does not contain appropriate interventions to assist students with learning needs who are partially proficient in identified math clusters.
17
Description of Priority Problems and Strategies to Address Them (continued)
#3 #4
Population Category Letter & Problem Number
5aA Literacy and Language and Reading – All students
Name of priority problem Literacy and Language and Reading – All students Describe the priority problem The students are not able to show evidence of comprehension of the
written text at grade level.
Describe the root causes of the problem
The students lack a volume of vocabulary which does not allow for a comprehensive understanding of the text. The students lack the comprehension strategy of inference to unlock the comprehensive understanding of the text. The students lack the comprehension strategy of finding the main idea to allow for a comprehensive understanding of the text. The students lack the comprehension strategy of identifying the supporting details in a text to lead to a comprehensive understanding of the text.
Subgroup or population addressed
All students
Grade span 5 and 6 Related content area missed Language Arts Name of scientifically based program/strategy/practice to address problem
Readers’ Workshop Wilson Understanding of Tier 2 and 3 vocabulary
How does the program/strategy align with the NJ CCCS?
The teaching points planned for instruction during the Balanced Literacy time will be aligned with standards-based instruction.
CAPA finding or recommendation related to the priority problem
Best practices in LAL and ESL/bilingual classrooms are not always observed but in many classrooms they are emerging satisfactorily.
18
Action Planning
Check Before Proceeding: • The action planning section is required for all SINIs. • The action plans are developed for the primary strategies and programs selected that address the priority problems.
Action Plan for Strategy Related to Priority Problem #1
Name of Program, Strategy or Practice to Address Priority Problem:
Best teaching practices will be observed through the use of walkthroughs.
SMART Goal:
By June 2011, 75% of staff members are sharing the responsibility for student achievement measured by the walkthrough tool.
Indicators of Success:
Walkthroughs; NJ ASK scores; a reduction in incident referral forms
Description of Action Plan Steps
Persons Involved
Resources Needed
Due Date - Timeline
Building administrators will meet with instructional supervisors to schedule walkthroughs to be on the “same page.”
Admin and Supervisors
Walkthroughs Sept, 2010
Administrators and supervisors will read the text, “Instructional Rounds in Education,” by Elizabeth A. City and Richard F. Elmore.
Admin and Supervisors
Text Sept 1, 2010
Administrators will turn key relevant information from the text “Instructional Rounds,” to the staff. Admin and Supervisors & staff
Text Sept 30, 2010
Walkthrough forms will be created and targeted in specific areas, such as school culture, literacy and language arts, math, science, social studies, art, music, etc.
Admin and Supervisors
Walkthrough forms Ongoing throughout the year
Introduce walkthrough procedures to staff during PD. Admin and Supervisors & staff
Walkthrough forms Sept 30, 2010
Monthly newsletter will specify upcoming focus of walkthrough, which may be cultural and/or academic Admin Newsletter Sept 2010 – June 2011 Building admnistrators will conduct walkthroughs once a week for each staff member. Admin Walkthrough forms Sept 2010 – June 2011 Administrators and supervisors will have quarterly meetings to discuss progression by the end of each Admin and Record of meeting minutes; Quarterly
19
marking period. Supervisors completed walkthrough forms
Administrators will report out findings at faculty meetings on strengths and areas of need Admin and Supervisors
Walkthrough forms Sept 2010 – June 2011
Teachers who are non-compliant in proper progression of implementation of best practices will receive non-evaluative feedback.
Admin and Supervisors & staff
E-mail; completed walkthrough form
Sept 2010 – June 2011
20
Action Plan for Strategy Related to Priority Problem #2
Name of Program, Strategy or Practice to Address Priority Problem:
Classroom Management
SMART Goal:
By June, 2011, there will be a 25% reduction in disruptive classroom behavior measured in the number of incident referrals.
Indicators of Success:
1. A reduction in incident referrals 2. Walkthrough observations
Description of Action Plan Steps
Persons Involved
Resources Needed
Due Date - Timeline
Align the expectations for positive behavior in the SGS school environment with the district Code of Conduct
Admin SIT
District Code of Conduct
June, 2010
Attend a classroom management workshop, the Key to Every Successful Classroom Admin SIT
Harry Wong August 25, 2010
Conduct a book study on the needs of the adolescent Middle School Team
Katy Ridnouer’s Managing Your Classroom with Heart
September, 2010-June, 2011
Provide professional development on classroom management All staff Lee Cantor’s Classroom Management for Academic Successs Harry Wong
September 1, 2010
Present opportunities to view videos with best practices in classroom management All staff Lee Cantor’s Classroom Management for Academic Successs
September, 2010-June, 2011
Research the need and use of case studies to establish a repetorie of best practices NCLB SIT
Ruby Payne’s Understanding Poverty
September, 2010-October, 2010
Develop a form to collect data, support systems and learning and behavioral characteristics for creating SGS case studies
NCLB SIT
Ruby Payne’s Understanding Poverty
November, 2010-December, 2010
Provide reflection time on successful practices All staff Steven Covey’s –7 Habits of Highly Effective People
January, 2011
21
Action Plan for Strategy Related to Priority Problem #3
Name of Program, Strategy or Practice to Address Priority Problem:
Vocabulary Initiative
SMART Goal:
By June, 2011, students will improve reading comprehension by 15% through the acquisition of vocabulary critical to the understanding of the written text at grade level or above.
Indicators of Success:
Various vocabulary and word usage in students’ writing and speaking Benchmark Assessments Walk-through observations Word Wars – once a marking period
Description of Action Plan Steps
Persons Involved
Resources Needed
Due Date - Timeline
During one of the staff meetings in June, the Reading subcommittee of the SIT will inform the staff of the vocaabulary initiative that will be implemented in September.
SIT All teaching staff members
Creating Robust Vocabulary by Isabel Beck
June 21, 2010
The SIT subcommittee on Reading will meet to create the PD for the SGS staff to implement the vocabulary initiative at the first faculty meeting in September.
SIT Bringin Words to Life by Isabel Beck Creating Robust Vocabulary by Isabel Beck Strategies That Work by Stephanie Harvey
June 25, 2010
The SIT subcommittee on Reading will create a toolkit for the vocabulary initiative for each teaching staff member.
SIT Bringin Words to Life by Isabel Beck Creating Robust Vocabulary by Isabel Beck Strategies That Work by Stephanie Harvey
August, 2010
The office staff will create a folder for the vocabulary toolkit for each teaching staff member with word lists, strategies, word webs and more
Office Staff Vocabulary Materials August, 2010
22
The Reading Subcommittee of the SIT will provide professional development on the vocabulary initiative . At this time there will be a brainstorming activity to create a method of measuring the success of the initiative.
SIT All teaching staff members
Bringin Words to Life by Isabel Beck Creating Robust Vocabulary by Isabel Beck Strategies That Work by Stephanie Harvey
September 1, 2010
All teaching staff members implement the vocabulary initiative. All teaching staff members
Toolkit September, 2010-June 2011
The principal will provide professional development to Physical Education, Art, Music, Health and Media specialists in vocabulary development.
Principal Specialty Area Teachers
Word Webs Word Walls
September, 2010
Teachers will measure student achievement in vocabulary development. Homeroom teachers
Word Lists Quarterly 2010-2011
23
Plan Components for 2011 Table F: Proposed Core Programs and Strategies for 2011 to Address Student Achievement
Description of Strategy
or Program
Content Area
Focus
Target
Population(s)
Person
Responsible
Indicators of Success (Evaluation Outcomes)
Research Supporting Strategy
Date of Research, Source Redesign of the Academic Support Program
LAL Mathematics
All students NCLB Committee Academic Support Team
Running records Retelling Writing Samples Benchmark Testing Conferencing Journals
Doug Reeves Victoria Burnheart Carol Tomlinson Richard Allington Stephanie Harvey
Small Group Instruction LAL Mathematics
All students NCLB Committee All teaching staff
Running records Retelling Writing Samples Benchmark Testing Conferencing Journals
Doug Reeves Victoria Burnheart Carol Tomlinson Richard Allington Stephanie Harvey
Professional Development LAL Mathematics
All students NCLB Committee Administration All teaching staff
Running records Retelling Writing Samples Benchmark Testing Conferencing Journals
Doug Reeves Victoria Burnheart Carol Tomlinson Richard Allington Stephanie Harvey
Read 180 LAL Special Education Economically Disadvantaged
Read 180 team Running records Retelling Writing Samples Benchmark Testing Conferencing Journals
Read 180
*Use an asterisk to denote new programs.
24
Table G: Proposed Extended Learning Opportunities to Address Academic Deficiencies. Do not include SES.
Description of
Strategy or Program
Content Area
Focus
Target
Population(s)
Person
Responsible
Indicators of Success (Evaluation Outcomes)
Research Supporting Strategy
Date of Research, Source Breakfast Club Math
LAL Economically Disadvantaged
Academic Support
Running Records Fluency Checks Benchmark Testing Conferencing Journals Mid-term exams
High levels of student engagement improve the active interaction in the learning process.
Lunch Clubs Math LAL
Economically Disadvantaged
Academic Support
Running Records Fluency Checks Benchmark Testing Conferencing Journals Mid-term exams
High levels of student engagement improve the active interaction in the learning process.
*Use an asterisk to denote new programs. Table H: Proposed Professional Development to Address Student Achievement and Priority Problems
Description of
Strategy or Program
Content Area Focus
Target
Population(s)
Person
Responsible
Indicators of Success (Evaluation Outcomes)
Research Supporting Strategy
Date of Research, Source Instructional Strategies LAL
Mathematics All students NCLB
Committee Running records Retelling
Stephanie Harvey
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Description of
Strategy or Program
Content Area Focus
Target
Population(s)
Person
Responsible
Indicators of Success (Evaluation Outcomes)
Research Supporting Strategy
Date of Research, Source Administration All teaching staff
Writing Samples Benchmark Testing Conferencing Journals
Small and Flexible Groupings
LAL Mathematics
All students NCLB Committee Administration All teaching staff
Running records Retelling Writing Samples Benchmark Testing Conferencing Journals
Stephanie Harvey Richard Allington Chris Toval
*Differentiated Instruction
LAL Mathematics
All students NCLB Committee Administration All teaching staff
Running records Retelling Writing Samples Benchmark Testing Conferencing Journals
Stephanie Harvey Richard Allington Chris Toval Carol Tomlinson Rick Wormeli
*Use an asterisk to denote new programs.
Table I: 2010-2011 Parent Involvement Programs
Description of Strategy or Program
Content Area Focus
Person Responsible
Indicators of Success (Evaluation Outcomes)
Research Supporting Strategy Date of Research, Source
Readers’ Workshop LAL Principal Parent support of student achievement Readers’ Workshop
*Technology Assisted Learning LAL Mathematics
Technology Coach
Parent Support of student achievement Relation between student achievement and student engagement
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Description of Strategy or Program
Content Area Focus
Person Responsible
Indicators of Success (Evaluation Outcomes)
Research Supporting Strategy Date of Research, Source
*Use an asterisk to denote new programs.
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Parent Involvement (PI) Narrative
1. What is the connection between PI and the priority problems identified in the needs assessment? A major goal as identified in the priority problems is the lack of student strategies to be able to show evidence of independence. It is critical that parents are aware of the strategies students need to own which are aligned with the standards. 2. What are the measurable goals and targets for PI in 2011? The measurable goal is the understanding expressed by parents of both the workshop model and the manner in which teachers report achievement. 3. Do you have a school-parent compact? Yes 4. Describe the process to ensure that parents receive and review the school-parent compact. There is an area on the compact on which the parents sign that they have received the document and understand its contents. 5. How is student achievement data reported to the public? Student achievement is reported at the Back to School Night and at several gatherings through the school year, such as PTO meetings. Student achievement is also reported at parent conferences and I&RS meetings. The status of district testing is also communicated at an Annual Board Testing Meeting. 6. Identify procedures for informing parents about the school’s improvement status. School goals are shared at the Back to School Meeting in September. SINI letters will be sent to parents via mail and the district website.
7. Identify procedures for informing parents about the school’s disaggregated assessment results. The school’s disaggregated assessment results are shared at the Back to School Meeting in September and at the Annual Board Testing Meeting. 8. How were parents involved in the development of the Unified Plan? Parents are invited to be members of the NCLB Committee. Parents are also invited to complete a Needs Assessment form.
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9. Identify procedures for informing a parent about their child’s student assessment results. Data about each individual student’s results are communicated to parents via mail. 10. How were the required PI funds used in 2010? PI funds were used to provide reading materials for parents, such as Building a Robust Vocabulary by Isabel Beck and Strategies That Work by Stephanie Harvey.
11. How will the required PI funds be used in 2011? Smartboards, which will be used for Parent Workshops were purchased as well as the leadership text, Managing With the Heart by Ridnour.
12. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III? The information will be shared at the NCLB meeting, PTO meeting and parent newsletter.
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Table J: 2010-2011 Annual Student Targets GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS
Elementary Name of Measurement Baseline 2011 Target Name of Measurement Baseline 2011 Target
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total NJASK 52.6 79 NJASK 66.8 83 Students with Disabilities NJASK 1.1 79 NJASK 33.0 83
Limited English Proficient Students NJASK 79 NJASK 83
White NJASK 70.5 79 NJASK 85.4 83
African-American NJASK 44.8 79 NJASK 59.2 83
Asian/Pacific Islander NJASK 79.5 79 NJASK 89.9 83
American Indian/Native American NJASK 79 NJASK 83
Hispanic NJASK 30.8 79 NJASK 48.1 83
Others NJASK 79 NJASK 83
Economically Disadvantaged NJASK 33.5 79 NJASK 83
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Middle Name of Measurement Baseline 2011 Target Name of Measurement Baseline 2011 Target Total NJASK 60.5 86 NJASK 69.5 80 Students with Disabilities NJASK 13.2 86 NJASK 23.7 80
Limited English Proficient Students NJASK 86 NJASK 80
White NJASK 74.0 86 NJASK 80.8 80
African-American NJASK 54.6 86 NJASK 63.6 80
Asian/Pacific Islander NJASK 85.9 86 NJASK 93.9 80
American Indian/Native American NJASK 86 NJASK 80
Hispanic NJASK 35.6 86 NJASK 80
Others NJASK 53.2 80
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GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS Elementary Name of Measurement Baseline 2011 Target Name of Measurement Baseline 2011 Target
Economically Disadvantaged NJASK 40.9 86 NJASK 80
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Highly Qualified Staff Table K: Strategies to Attract and Retain Highly Qualified Staff
Number &
Percent
Content &
Focus
Description of Process to Meet Highly
Qualified
Description of Strategy to Retain HQ Staff
Teachers who meet the qualifications for HQT, consistent with Title II-A
All 100%
Ongoing professional development Support of ongoing education
Teachers who do not meet the qualifications for HQT, consistent with Title II-A
Paraprofessionals who meet the qualifications required by NCLB (education, ParaPro test, portfolio assessment)
Paraprofessionals who do not meet the qualifications required by NCLB (education, ParaPro test, portfolio assessment)
Description of Strategy To Attract HQ Staff Individuals Responsible New positions are advertised asking for specific certifications
Personnel Department
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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 other problems.
Description of Support
Content Area Focus
Target Group
Person Responsible
Indicators of Success (Evaluation)
How are teachers identified?
Grade level meetings LAL Math
All students Coaches Running records Retelling Writing Samples Benchmark Testing Conferencing Journals
Student achievement scores Teacher evaluations Walk-throughs Lesson plans
Book Studies LAL Math
All students SPDC Administrators Coaches
Running records Retelling Writing Samples Benchmark Testing Conferencing Journals
Student achievement scores Teacher evaluations Walk-throughs Lesson plans
Co-Teaching Lab Classroom LAL Math
All students Coaches Administrators Lab Teachers
Running records Retelling Writing Samples Benchmark Testing Conferencing Journals
Administrators and coaches and lab teachers will do instructional rounds and demonstration lessons.
Staff Developers LAL
All students Coaches Administrators Lab Teachers
Running records Retelling Writing Samples Benchmark Testing Conferencing Journals
Administrators, coaches, staff developers and lab teachers will do instructional rounds and demonstration lessons.
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Table M: Support for Administrators Use the Table below to describe how leaders in schools in need of improvement are provided with support and instructional leadership.
Description of Support
Content Area Focus
Target Group
Person Responsible
Indicators of Success (Evaluation)
How are administrators identified?
Coaches LAL Math
All students Director of Math Director of Literacy Assistant Superintendent Principal
Running records Retelling Writing Samples Benchmark Testing Conferencing Journals
Student achievement scores Instructional Rounds Agendas
Network Shared Services with the County
LAL Math
All students NJDOE Running records Retelling Writing Samples Benchmark Testing Conferencing Journals
Student achievement scores Instructional Rounds
Student Eligibility and Selection Table N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistance school and the measures to identify students who need additional support in schoolwide programs. For targeted assistance schools, use the last two columns to designate if the measures are used as criteria for program entrance or exit.
Measure
Name
Targeted Assistance Schools Entrance Criteria () Exit Criteria ()
State Assessment NJASK 5 and 6 Academic Support for scores under 206 Academic support is discontinued for scores over 206
Other Assessments Running records Writing Samples Mid-year Exams
x x
English Language Proficiency Assessment
ACCESS x x
Classroom Grades
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Teacher Recommendation
Other I&RS Performance is requiring direct assistance on a consistent basis
Performance is requiring a moderate degree of guidance
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’s efforts to increase academic achievement? From the district: Framework for Readers’ Workshop Summer Literacy Institute Vocabulary Studies Classroom Libraries Book Study Materials Learnia Training Assessment Literacy Training From outside experts: I&RS Training
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. A staff developer in writing visited the school at several intervals during the school year to encourage the best practices in the area of establishing a Workshop Model of Instruction.
3. How is it targeted to the priority problems identified in the needs assessment?
There was a need for improved direct instruction as well as more effective small group instruction.
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4. Identify the person(s) responsible for ensuring this technical assistance is provided. Director of Technology Director of LAL Supervisor of Math Coaches
*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies, procedures and evaluation instruments, data analysis, coaching, program planning, budgeting, and the provision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an outside consultant.
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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. Student achievement is based upon effective and efficient planning and implementation of standards-based instruction and assessment. It is based on a clear understanding of the strategic direct instruction that is based on grade level CPIs. There is not strong evidence in the assessment of the student achievement that the teaching staff has a clearly defined knowledge of direct instruction.
2. Explain how the district is supporting the school in the following areas: Providing professional development that focuses primarily on improving instruction and using data to inform instruction
The district directors with the support of the Assistant Superintendent for Curriculum and Instruction met with the administrative team of SGS to brainstorm and then form a cohesive plan for professional development which will address the areas of need for the teaching staff.
Implementing strategies grounded in scientifically based research that will strengthen instruction in core academic subjects
The research based work of Stephanie Harvey in her text Strategies That Work will form the foundation for understanding a gradual release of student responsibility thus leading up to students being independent thinkers.
Expanding parental involvement activities that support the school’s efforts to increase student achievement
The administrative team and the coaches will work with parents on topics to include but not be limited to: Standards-based instruction, reporting achievement and the workshop model of instruction.
Reallocating the budget to fund activities that support the school’s improvement plan and are most likely to increase student achievement
The district has supported the administrative team in the research based texts that will form the cohesive common language of beliefs and practices among the teaching staff members.
Ensuring that curriculum is aligned to the CCCS The district leaders through the coaches will continue to bring knowledge, understanding and practice to the teaching staff on the topic of standards-based instruction and reporting achievement.
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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: $28,376
Brief Description of Strategy or Program
Implemented with Funds Allocated Use Carried Over Reallocated Use Outcomes as a Result of Implementing the
Strategy or Program
Evidence
Read 180 Increase in lexile level Read 180 SRI testing Text Strategies That Work Increase in staff understanding of direct
instruction in strategies Lesson Observation Student acheivement
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. The allocations can be found at: http://www.state.nj.us/education/arra/sia/sia.pdf Total Amount Allocated: $16,445
Brief Description of Strategy or Program
Implemented with Funds Allocated Use Carried Over Reallocated Use Outcomes as a Result of Implementing the
Strategy or Program
Evidence
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School Budget Pages School level budget pages in Excel must be completed along with each school’s Unified Plan, identifying the following:
How the Title I, Part A school allocation is budgeted for targeted assistance schools or schools operating schoolwide programs that do not blend their 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 school required to complete a plan. Budget Detail pages must be uploaded. The signature of the Business Administrator must be kept on file at the 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 4 continue 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 which corrective action(s) will be taken and describe the implementation and how the action(s) will be incorporated with the other elements of the Title I Plan. Note: CAPA report prioritized recommendations must be incorporated into the Title I plan.
Corrective Actions 1 Required implementation of a new research-based curriculum or instructional program 2 Extension of the school year or school day 3 Replacement of staff members, not including the principal, who were relevant to the school’s low performance 4 Significant decrease in management authority at the school level 5 Replacement of the principal 6 Restructuring the internal organization of the school 7 Appointment of an outside expert to advise the school 8 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: # ________ 1 Complete the table below regarding the corrective actions implemented: Corrective Action #
Description
Effective Yes - No
Evidence of Effectiveness
Outcomes
1 Best teaching practices will be observed through the use of walkthroughs.
To be measured
2 Classroom Management To be measured
3 Vocabulary Initiative To be measured
4
5
6
7
8
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SINI Year 5H and Above: Restructuring Implementation N/A
Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, and 9 that have completed 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 planning process and the restructuring details www.nj.gov/njded/title1/accountability/restructure.doc. The restructuring options are as follows:
1. Implement any major restructuring of the school’s governance that is consistent with the principles of restructuring as set forth in the No Child Left Behind Act. 2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq. and N.J.A.C. 6A). 3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to make adequate progress (consistent with
existing contractual provisions and applicable statutory protections in Title 18A). Identify the restructuring option(s) selected: ____
For schools in Year 6 and above, complete the table below. Add additional rows as needed.
Fundamental Governance Reforms Implemented as Listed in Approved
Restructuring Plan
Status of Implementation
Effective Yes - No
Evidence of Effectiveness
Outcomes
1 2 3
4
5 List revisions made to the original restructuring plan.
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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.
1. Describe process used for peer review of the plan. (The NJDOE peer review suggested process is available at
www.nj.gov/njded/title1/program/peer_review.pdf.)
2. Provide the actual date and location the peer review(s) took place.
Via email beginning 8/13/10 3. Provide the information below. Peer Reviewer Name Title Affiliation Area of Expertise Address
Joseph Trybulski, Ed.D.
Principal Hillsborough Middle School
Principal/Leadership 260 Triangle Road, Hillsborough, NJ 08844
4. Provide a summary of the recommendations made by the peer review school.
Still waiting for feedback from the peer review team 5. List the specific recommendations that were incorporated into the plan as a result of the peer review.
Still waiting for feedback from the peer review team