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8/8/2019 Woodland School PLAINFIELD NJ FY_11_TITLE_I_UNIFIED_PLAN_REVISED
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
2011 TITLE I UNIFIED PLAN TEMPLATE
District and School Information
District: PLAINFIELD
Chief School Administrator: Chief School Administrator E-mail:NCLB Contact: Dawn Ciccone NCLB Contact E-mail:dciccone@plainfield.k12.nj.us
School: WOOLAND
The school is designated (select one): Targeted Assistance SchoolwidePrincipal: S. Tucker-Johnson Principal E-mail: sjohnson-tucker@plainfield.k12.nj.us
Principal Certification
The following certification must be made by the principal of the school. Note: Signatures must be kept onfile at the school.
I certify that I have been included in consultations related to the priority needs of my school and participated inthe completion of this Title I Unified Plan. I have been an active member of the planning committee and providedinput to the school needs assessment and the selection of priority problems. I concur with the informationpresented 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.
TO BE ASSIGNED 6/30/2010
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
__________________________________________ ____________________________________________ ________________________
Principal’s Name Principal’s Signature Date
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
School NCLB Committee
Select committee members to develop the Unified Plan.
Note: For continuity, some representatives from this needs assessment stakeholder committee should be includedin the schoolwide stakeholder group and/or the SINI plan committee. Identify the stakeholders who participated inthe needs assessment and/or development of the plan. Signatures should be kept on file in the school office forreview. Print off a copy of this page to obtain signatures. *Add lines as necessary.
Name Stakeholder GroupParticipated in
NeedsAssessment
Participated inPlan
DevelopmentSignature
Tameka Whitehead ParentsKathleen Gorski School Staff--
Administrators
X X
Antonia Atkins School Staff—Classroomteachers
Jacqueline Cox School Staff—Science X
School Staff—MathSpecialist
X
School Staff—SpecialEducation
School Staff—Bilingual, LEPSchool Staff—Guidance
Erica Moore School Staff—Support X X
School Staff—Paraprofessionals
School Staff—Technology
Institutions of Higher
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
Education
Community Groups
Consultants
Community
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
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
Conference Room
Conference Room
Conference Room
Conference RoomConference Room
Conference Room
Conference Room
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INFORMATION WILL BE COMPLETED IN
SEPTEMBER.
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
School’s Vision & Mission
Provide, update, or develop the school’s vision and mission statement. Refer to the Introduction for UnifiedPlan pages for guidance.
What is the school’s vision statement?
The staff of Woodland School believes that all students will acquire corefundamental skills and achieve mastery in the application of these skills.We believe our school’s purpose is to improve students’ levels of academicprogress, to foster positive social/emotional behaviors and attitudes.
What is the school’s mission?
To ensure that all students are academically prepared to compete withintoday’s society. We accept responsibility to teach all students so they canattain their maximum individual potential.
Describe the process for developingor revising the school’s vision andmission.
There was a discussion with the principal and the school and communitymembers of the NCLB committee and the mission and vision statement
developed at a meeting. The vision and mission will be revisited in thecoming year.
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
Comprehensive Needs Assessment & Data Analysis
Data Collection and Analysis
Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2011Programs, Strategies and Practices
Areas Multiple MeasuresAnalyzed
Overall Results and Outcomes
Academic Achievement– Reading
NJASK, DIA, DRA, TerraNova, Mid-Terms,Finals, End-of-UnitExams, Teacher madeAssessments
The measures identify individual student weaknesses andstrengths and trends in grade levels.
Academic Achievement- Writing
NJASK ExtendedResponse WritingPrompts, PPS Writes,Open-ended Questionson Mid-Terms/Finals
The measures identify individual student weaknesses andstrengths and trends in grade levels.
Academic Achievement- Mathematics
NJASK, DIA, Mid-Terms,Finals, End-of-UnitExams, Teacher madeAssessments
The measures identify individual student weaknesses andstrengths and trends in grade levels.
Academic Achievement- Science
NJASK, DIA, Mid-Terms,Finals, End-of-unitExams, Teacher madeAssessments
The measures identify individual student weaknesses andstrengths and trends in grade levels.
School Culture School Culture District Instructional Review
Parent Involvement Back to School Night,Concerts,
Parental participation is generally high.
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
Areas Multiple MeasuresAnalyzed
Overall Results and Outcomes
Parent/TeacherConferences, PTOMeetings, CulturalAssemblies, Parent ChildArt Club, Art Night,Global Connect
ProfessionalDevelopment
School ProfessionalDevelopment Plan, CIM,
Job-Embedded PD, Turnkey, Conferences,Kean Math and ScienceProgram, UDL
Professional development will continue to be aligned withidentified student areas in need of improvement and to supportteacher content knowledge and pedagogy
Extended LearningOpportunities
Extended Day Program,Spelling Bee, STEM Fair
Students in grades 3 – 6 identified by data were selected toparticipate in the extended day program to provide additionalinstructional support for NJASK. Students in grades 3- 5participated in the district and statewide spelling bee. Studentsin grades K – 6 participated in the STEM Fair.
Education Reform &Improvement
Superintendent SiteVisits, District Site Visits,New Science Programs,New Social StudiesProgram, Reading PlusInitiative, Read 180
District on site visits identifies weaknesses with the schoolattaining the Districts’ Strategic Goals
Highly Qualified Staff Highly Qualified Forms Teachers at Woodland are highly qualified
Leadership 2009-2010 PerformanceEvaluation
2010 Leadership – Exceeds Standards
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
Evaluation of 2010 Teaching and Learning Strategies & Programs
Table B: Strategies to Increase Student Achievement That Were Implemented in 2010
1Strategy or
Program
2Content
AreaFocus
3Effective Yes-No
4Documentation of
Effectiveness
5Outcomes
Trophies Literacy Yes System generatedreports
Student improvement was evident
Reading Plus Literacy Yes System generatedreports
Student improvement was evident
Read 180 Literacy Yes System generated
reportsStudent improvement was evident but program was notimplemented fully due to limited resources.
Every Day Math Math Yes End of UnitAssessments, YearEnd Assessment
Student improvement was evident
Macmillian/McGraw Hill
Science Yes Science notebooks, Test Assessment
Student improvement was evident
Harcourt SocialStudies
Yes Test Assessments Student improvement was evident
District InterimAssessments(DIA)
Literacy,MathScience
Yes System generatedreports
Student improvement was evident
DevelopmentalReadingAssessments(DRA)
LAL Yes Running Records andtest assessment data
Student improvement was evident
End of Unit LAL, Math Yes Report Cards, Teacher Student improvement was evident
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
1Strategy or
2Content
3Effective
4Documentation of
5OutcomesAssessments Grade Books
Extended DayProgram
LAL,Math,Science(4 th
grade)
Yes NJASK AssessmentScores
NJASK -2010 did not make AYP
Peer tutoring Math 5 th
& 6th Yes Assessment data Student improvement was evident
Table C: Description of Extended Day/Year Programs Implemented in 2010 to Address AcademicDeficiencies - Do not include SES programs.
1Strategy or
Program
2Content
AreaFocus
3Effective Yes-No
4Documentation of
Effectiveness
5Outcomes
Extended DayProgram
LAL/Math Yes Assessment Data Student improvement was evident
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
Table D: Professional Development That Was Implemented in 2010
1Strategy or
Program
2Content
AreaFocus
3Effective Yes-No
4Documentation of
Effectiveness
5Outcomes
ContinuousImprovementModel (CIM)
All areas Yes Data Binders, Sign-insheets, InstructionalFocus Calendars
Completed CIM training of staff and analyzed data todesign improvement strategies.
DataInterpretation &InstructionalImplicationsAnalysis
LAL/Math/Science Yes Data Binders,
Instructional FocusCalendars
Increased teacher use of data to drive instruction
Universal Designfor Learning(UDL)
Technologyintegration of all
Yes Embedded training Classroom modeling of UDL strategies demonstrated byUDL trained staff
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
1Strategy or
Program
2Content
Area
3Effective Yes-No
4Documentation of
Effectiveness
5Outcomescontent
areas
Data Binders All Yes Data binders Increased teacher and student understanding of NJASK,DIA, TERRA NOVA, DRA data is interpreted and increase
ESTEEMSRutgersPartnership
Integration of scienceand math
Yes Student/Teacher Work Teacher and student work displayed at school
School ProfessionalDevelopmentCommittee
All areas Yes SPDC BinderSchool ProfessionalDevelopment Plan
Completed School Professional Development Plan to beincluded in the district’s plan to the state. Providesguidance for 2010-2011 PD.
Job-embeddedProfessionalDevelopmentduring PLC time
All areas Yes Sign-in sheetsInstructional FocusCalendarsMinutes/ AgendasProfessionalDevelopment Map
Increased teacher instructional performance usingstrategies attained at PLC meetings. Instructional FocusCalendar allowed teachers to target specific studentneeds and plan for small group instruction.
DRA Preparation LAL Yes Sign-in, Minutes &Agenda
Increased teacher understanding of test implementationand data analysis of test results
DIA Preparation
Workshop
Math,
LAL,science
Yes Sign-in, Minutes &Agenda
Increased teacher understanding of test implementationand data analysis of test results
NJASK PreparationWorkshop
Math,LAL,science
Yes Sign-in, Minutes &Agenda
Increased teacher understanding of test implementationand data analysis of test results
DifferentiatedInstruction
All Yes Sign-in, Minutes &Agenda
Increased teacher using DI strategies to drive instruction
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
Table E: Parent Involvement That Was Implemented in 2010
1Strategy or
Program
2Content
AreaFocus
3Effective Yes-No
4Documentation of
Effectiveness
5Outcomes
Back to SchoolNight
Curriculum
Yes Sign-in Sheets,Program
Increased parent participation and visibility tocommunity
Parent TeacherConferences
Instruction
Yes Sign-in Sheets, Parent-Teacher conferences were well attended
PTO SchoolOperations/Schoolculture/familycommunityInvolvementDistrict’sGoals
Yes Sign-in sheets, copiesof flyers, programs
Planning and implementation of a calendar of activities
Communications Principalletters,GlobalConnect,Flyers
Yes Sign-in Sheets, copiesof flyers, schoolcalendar, notes andletters, Global Connectcall logs/records
As a result of notices, calendars, flyers and othercommunications parents were more informed of schoolactivities on a regular basis
Bring your parent toschool day
Yes Sign-in Sheets,Program
Parent participation was good
Concerts Music Yes Sign-in Sheets,Program
Parent participation and attendance was good
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
1Strategy or
Program
2Content
Area
3Effective Yes-No
4Documentation of
Effectiveness
5OutcomesCareer Day Career
Planning Yes Sign-in Sheets,
ProgramParents participated as speakers was good
Field Day Athletics Yes Sign-in Sheets,
Program
Parent volunteers provided assistance for the event
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
Needs Assessment Summary1. Describe the process and techniques used in the needs assessment.
To drive student achievement the Woodland Elementary School staff utilities student data to determineinstructional priorities and program implementations. Genesis enables teachers and ancillary staff toanalyze class data and assess performance of students during designated benchmarks, whole class, smallgroups and individual student instructional levels. The staff uses multiple measures such as SiteVisitation, Surveys, variety of Students’ Assessment data, informal data and observations.
2. Describe method used to collect data for student subgroups.Instructional priorities are based on the needs of students based on data with support from the DistrictData and Analysis Department provided Woodland with students assessment data which is used to assistteacher with the analysis of class data and the school examine class, grade and trend data. Data is
examined to identify the strengths and weaknesses of individual students, classes and grades based onNew Jersey Core Curriculum Content Standards.
3. How are data/information compiled?Data is disaggregated by clusters in language arts, mathematics, and science. The data is used to createclass rosters and targeted skills for all grade levels, individual class levels. Students are sub-groupedaccording to their instructional needs and instruction is modified based on individual student needs.
4. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?
Imbedded professional development and effectively implementing learned strategies resulted in meeting AYP for allsubgroups.
5. What did the data analysis reveal regarding classroom instruction?Instructional strategies are appropriate, because Woodland continues to make AYP
.6. What did the data analysis reveal regarding professional development implemented in the previous year(s)?
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
Professional Development enhances teachers’ instructional strategies, which had a positive affect on studentachievement.
7. How are educationally at-risk identified in a timely manner?
Data Analysis allows the teacher to determine the needs of students who will be placed in the Academic AssistanceIntervention Program.
8. How does the needs assessment address migrant student needs?Not Applicable!
9. How are educationally at-risk students provided with effective assistance?Data Analysis allows the teacher to determine the needs of students who will be placed in the Academic AssistanceIntervention Program.
10.Describe the process used to select the priority problems for this plan?LAL, Math, and Science continue to be a challenge as we strive to get 100% in all three areas on the NJASK.
11.How were teachers engaged in decisions regarding the use of academic assessments to provide information onand improvement of the instructional program?
Weekly grade level articulation and staff meetings
12. Describe the transition plan for preschool to kindergarten, if applicable. N/AThere is ongoing communication between the staff of the Office of Early Childhood, including teachers and our kindergarten teacher.Preschool student visits occurred during the latter part of May or the first week in June. Parents of Kindergarten students are invitedto visit the school for an overview of the kindergarten curriculum and expectations.
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
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
2 Early ch ildhood 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
3b Mathematics X X X3c Science x X X3d Social studies
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
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
3e World Languages
3f Cross Content WorkplaceReadiness
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 x5b Mathematics X x5c Science x x5d Social studies5e World Languages
5f Cross Content WorkplaceReadiness x
6Effective classroom use of technology
7Standards-basedassessment
8Instructional skills andstrategies
9 Mentoring10 Classroom management
11Using data/assess. toimprove learning
12 Working wi th parents
H i r i n g ,
13 Highly qualified teachers14 Teachers in shor tage
areas
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
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
R e c r u
i t i n g a n
d R e
t a i n i n g
15
Teachers in Math and
Science16
Teachers to reduce classsize
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 use20 Drug use21 Tobacco use
22 Violence23 Weapons24 Gang activity25 Delinquency26 Vandalism
27Suspensions, removals orexpulsions
28Serious or persistentdiscipline problems
29 Bullying
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
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
30 Victimization
31 Truancy/a ttendance32 Mental health33 Sex/gender issues34 Interpersonal conflict35 Intergroup conflict/bias36 Negative peer influence37 School safety
38Schoolclimate/environment
39 Risk factorsTeacherQuality 40 Teach er Quality
Tech. &Ed.Materials 41 Technology activities
42Instructional/EducationalMaterials
Studentswith
SpecialNeeds 43 Drop-out rate
Literacy,& Adult
Ed.
44 Adu lt literacy
45Parent/communityinvolvement
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FY 11 NCLB PLAINFIELD DISTRICT WOODLAND (190)
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
Leadership
46 Leadership Network
47Leadership PD
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 previouspages. Add additional sections as needed.
#1 #2Population CategoryLetter & ProblemNumber
A. 3a, J. 3a A. 3b, J.3b
Name of priorityproblem
Language Arts Literacy and Reading Mathematics
Describe the priority Continue to improve student achievement
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problem Continue to improve student achievementDescribe the rootcauses of the problem N/A
N/A
Subgroup or population
addressed
N/A N/A
Grade span 3-5 3-5Related content areamissed Mathematics, Science Language Arts and
ScienceName of scientificallybasedprogram/strategy/practice to address problem
Reading Plus / Read 180Everyday Math
How does the
program/strategy alignwith the NJ CCCS?
Standards Base Programsaligned with NJCCCS
Standards Base Programs aligned withNJCCCS
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Description of Priority Problems and Strategies to Address Them (continued)
#3 #4Population CategoryLetter & ProblemNumber
A. 3c, J. 3c
Name of priorityproblem
Continue to improve student achievement
Describe the priorityproblem
Science
Describe the rootcauses of the problem
N/A
Subgroup or populationaddressed
N/A
Grade span 3-5
Related content areamissed
Math and Language Arts
Name of scientificallybasedprogram/strategy/practice to address problem
Macmillan/McGraw Hill
How does theprogram/strategy alignwith the NJ CCCS?
Standards Base Programs aligned withNJCCCS
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Action Planning
Check Before Proceeding:• The action planning section is required for all SINIs.• The action plans are developed for the primary strategies and programs selected that address the priority
problems.
Action Plan for Strategy Related to Priority Problem #1
Name of Program,Strategy or Practice to
Address PriorityProblem:
SMART Goal:
Indicators of Success:
Description of Action Plan StepsPersonsInvolve
d
ResourcesNeeded Due Date -
Timeline
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Name of Program,Strategy or Practice toAddress PriorityProblem:
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Action Plan for Strategy Related to Priority Problem #2
Name of Program,Strategy or Practice toAddress PriorityProblem:
SMART Goal:
Indicators of Success:
Description of Action Plan Steps PersonsInvolved
ResourcesNeeded Due Date -Timeline
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Action Plan for Strategy Related to Priority Problem #3
Name of Program,Strategy or Practice toAddress PriorityProblem:
SMART Goal:
Indicators of Success:
Description of Action Plan StepsPersonsInvolve
d
ResourcesNeeded Due Date -
Timeline
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Plan Components for 2011
Table F: Proposed Core Programs and Strategies for 2011 to Address Student Achievement
Description of Strategy or
Program
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success(Evaluation Outcomes)
Research SupportingStrategy
Date of Research, Source
Reading Plus LAL A., J.Daily
Principal NJASK- 2010 did not make AYP Scientifically basedprograms
Read 180 LAL A. J. Daily Principal NJASK -2010 did not make AYP Scientifically basedPrograms
Instructional FocusCalendars
LAL/Math A. J. Daily Principal NJASK -2010 did not make AYP Scientifically basedprograms
Everyday Math Math A. J. Daily Principal NJASK -2010 did not make AYP Scientifically basedprograms
Macmillan/McGrawHill
Science A. J. Daily Principal NJASK -2010 did not make AYP Scientifically basedprograms
*Use an asterisk to denote new programs.
Table G: Proposed Extended Learning Opportunities to Address Academic Deficiencies. Do not includeSES.
Description of Strategy or
Program
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success(Evaluation Outcomes)
Research SupportingStrategy
Date of Research, Source
Academic Math/LA A., J 3-6 Teachers /Building
NJASK -2010 did not make AYP Scientifically based
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Description of Strategy or
Program
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success(Evaluation Outcomes)
Research SupportingStrategy
Date of Research, Source
AssistanceInterventionProgram
L Administrator programs
SaturdayAcademy
Math/LAL
A., J 3-6 Teachers /BuildingAdministrator
NJASK -2010 did not make AYP Scientifically basedprograms
*Use an asterisk to denote new programs.
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Table H: Proposed Professional Development to Address Student Achievement and Priority Problems
Description of Strategy or
Program
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success(Evaluation Outcomes)
Research SupportingStrategy
Date of Research, SourceAssessments: WhyAssess, What toAssess and How toAssess?
AllSubjectAreas
Classroom Teachers
Office of Assessment, DataCollection,and SchoolImprovement
SchoolAdministrators
Teachers
Teacher Observations
Improved Student PerformanceData
Test Better, Teach Better by W. James PophamTransformative Assessment byW. James PophamClassroom Assessment and Grading that Work by RobertMarzanoChecking for Understanding byD. Fisher and N. Frey
Data Wise by K.P. Boudett and J.L. Steele7 Strategies of Assessment FORLearning by Jan ChappuisIntegrated Assessment and Instruction by NorthwestRegional EducationalLaboratory (NWREL)
*Use an asterisk to denote new programs.
Table I: 2010-2011 Parent Involvement Programs
Description of Strategy orProgram
ContentArea
Focus
PersonResponsi
ble
Indicators of Success(Evaluation Outcomes)
Research SupportingStrategy
Date of Research, Source
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Description of Strategy orProgram
ContentArea
Focus
PersonResponsi
ble
Indicators of Success(Evaluation Outcomes)
Research SupportingStrategy
Date of Research, Source
*Use an asterisk to denote new programs.
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To be decided by incoming principal.
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Parent Involvement (PI) Narrative
1. What is the connection between PI and the priority problems identified in the needs assessment?
The connection between PI and the priority problems identified in the needs assessment are integrated onceparents are aware and understand the needs of their children; they are more likely to become involved in theiracademic success. Also, as they learn of the opportunities available to the students and to them, they aremore likely to seek out help for support.
2. What are the measurable goals and targets for PI in 2010?
TBD
3. Do you have a school-parent compact? Yes
4. Describe the process to ensure that parents receive and review the school-parent compact
Parent compacts are discussed and disseminated at Back to School Night and returned and collected byhomeroom teachers
5. How is student achievement data reported to the public?
The school statistical data is reported to the public via the district’s web site and at Board of Education PublicMeetings; Community Forums; District-End of Year Report; and PTO meetings. Individual requests forinformation is handled and provided by the appropriate website.
6. Identify procedures for informing parents about the school’s improvement status.
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The district sends out letters in August notifying parents.
7. Identify procedures for informing parents about the school’s disaggregated assessment results.
Our schools’ disaggregated results are sent to the parents as soon as they are available to us with anexplanation. The results are also discussed with parent during Back to School Night. Data Chats are heldwith parents.
8. How were parents involved in the development of the Unified PlanMembers of the parent community, including the PTO member attended meetings, analyzed data and providedinput as indicated in last year’s plan.
9. Identify procedures for informing parents about the school’s improvement status.
Our schools’ improvement status is discussed with parents at Back to school night.
10. How were the required PI funds used in 2010?Funds were used to enhance parental involvement activities by providing refreshments
11. How will the required PI funds be used in 2011?
12. What is the procedure for notifying parents if the district has not met their annual measurableobjectives for Title III?
School In Need of Improvement letters are sent to parents.
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Table J: 2010-2011 Annual Student TargetsGRADE SPAN &
SUBGROUPLANGUAGE ARTS MATHEMATICS
3-5 Name of Measurement Baseline 2011 Target Name of Measurement Baseline 2011 Target
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total NJASK 47.0 52.3 NJASK 53.0 57.7
Students with Disabilities NJASK NJASK Limited English ProficientStudents
NJASK NJASK
White NJASK NJASK
African-American NJASK 53.2 57.9 NJASK 53.2 57.9
Asian/Pacific Islander NJASK NJASK
American Indian/NativeAmerican
NJASK NJASK
Hispanic NJASK 34.2 40.8 NJASK 50.0 55.0
Others NJASK NJASK
Economically Disadvantaged NJASK 42.5 48.3 NJASK 50.0 55.0
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total
Students with Disabilities
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GRADE SPAN &SUBGROUP
LANGUAGE ARTS MATHEMATICS
3-5 Name of Measurement Baseline 2011 Target Name of Measurement Baseline 2011 Target
Limited English Proficient
StudentsWhite
African-American
Asian/Pacific Islander
American Indian/NativeAmerican
Hispanic
Others
Economically Disadvantaged
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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
17,100%
Provide continuous ProfessionalDevelopment and opportunities forprofessional growth
Teachers who do notmeet the qualificationsfor HQT, consistentwith Title II-A
NA
Paraprofessionals whomeet the qualificationsrequired by NCLB(education, ParaProtest, portfolioassessment)
NA
Paraprofessionals whodo not meet thequalifications requiredby NCLB (education,ParaPro test, portfolioassessment)
NA
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Description of Strategy To Attract HQ Staff IndividualsResponsible
No hiring at this time
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Table L: Support for TeachersUse the Table below to describe the 2011 methods for supporting teachers needing assistance with instruction andother problems.
Description of Support
Content
AreaFocus TargetGroup
Person
Responsible
Indicators of Success
(Evaluation) How are teachersidentified?
Table M: Support for AdministratorsUse the Table below to describe how leaders in schools in need of improvement are provided with support andinstructional leadership.
Description of Support
Informationnotavailable atthis time.Content
AreaFocus
TargetGroup
PersonResponsible
Indicators of Success(Evaluation) How areadministrators
identified?
Network
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The district does not plan to hire new teachers
Information not available at this time
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Student Eligibility and SelectionTable 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 school-wide programs. For targetedassistance schools, use the last two columns to designate if the measures are used as criteria for program entranceor exit.
Measure NameTargeted Assistance Schools
Entrance Criteria( )
Exit Criteria ( )
State Assessment NJASK
Other Assessments DIA/DRA
English LanguageProficiencyAssessment
Unit Assessments / Teacher Made Test/Access
Classroom Grades Report Cards/Genesis
TeacherRecommendation
Teacher made assessments, end of unit assessments, end of year assessments, classroom participation, homework
Other Discipline reports, suspension data, attendance data,intervention and referral records
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Support Elements
Ongoing and Sustained Technical Assistance*
1. What assistance did the NCLB committee determine it needs to implement the 2011 Unified Plan in theschool’s efforts to increase academic achievement?
From the district:From outside experts:
From others:
2. Describe the current technical assistance offered to staff at the school. Include assistance by district leveland/or outside experts, for example, skilled consultants, institutions of higher education (IHE), etc.
3. How is it targeted to the priority problems identified in the needs assessment?
4. Identify the person(s) responsible for ensuring this technical assistance is provided.
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NCLB Committee will meet in September withnew principal.
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*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 improvinginstruction and using data toinform instruction
Implementing strategiesgrounded in scientifically basedresearch that will strengtheninstruction in core academicsubjects
Expanding parental involvementactivities that support theschool’s efforts to increasestudent achievement
Reallocating the budget to fundactivities that support theschool’s improvement plan andare most likely to increasestudent achievement
Ensuring that curriculum isaligned to the CCCS
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School Budget Pages
School level budget pages in Excel must be completed along with each school’s Unified Plan, identifyingthe following:
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 onthe Title I Unified Plan upload screen. These budget pages are in addition to the Title I Unified Plan foreach school required to complete a plan.
Budget Detail pages must be uploaded. The signature of the Business Administrator must be kept on fileat 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 9that have already completed a corrective action plan, corrective actions identified in Year4 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 ormore 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 beincorporated with the other elements of the Title I Plan. Note: CAPA report prioritized recommendations must beincorporated into the Title I plan.
Corrective Actions1 Required implementation of a new research-based curriculum or instructional program2 Extension of the school year or school day3 Replacement of staff members, not including the principal, who were relevant to the school’s low performance4 Significant decrease in management authority at the school level5 Replacement of the principal6 Restructuring the internal organization of the school7 Appointment of an outside expert to advise the school8 Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely
to improve academic achievement of low-performing students.Corrective actions implemented: # ________ Complete the table below regarding the correctiveactions implemented :Correct
iveAction
#
DescriptionEffective Yes - No
Evidenceof
Effectiveness
Outcomes
1
2
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Corrective Description
Effective Yes - No
Evidenceof Outcomes
3
4
56
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 havecompleted a restructuring plan, the approved restructuring plan continues to beincorporated 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 beinitiated (see below).
Note: Districts must also complete the required “School Restructuring Plan,” which includes more detail on theplanning 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 statutoryprotections in Title 18A).
Identify the restructuring option(s) selected: ____
For schools in Year 6 and above, complete the table below. Add additional rows as needed.
Fundamental GovernanceReforms Implemented as
Listed in ApprovedRestructuring Plan
Status of Implementation
Effective
Yes -No
Evidence of Effectiveness
Outcomes
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1
2
3
4List 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
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 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 ReviewerName Title Affiliation Area of Expertise Address
Principal/Leadership
Language Arts
Mathematics
Special Education
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Peer ReviewerName
Title Affiliation Area of Expertise Address
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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