CLIFTON AVENUE SCHOOL - New Jersey · • Middle School : ... The JPMs of the third and fourth...

New Jersey Department of Education Clifton Avenue School 2009-2010 CAPA Summary Report Lakewood School District

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CAPA REVIEW

LAKEWOOD SCHOOL DISTRICT

CLIFTON AVENUE SCHOOL

April 26 – 29, 2010 Introduction The New Jersey Department of Education conducted a CAPA (Collaborative Assessment for Planning and Achievement) review of Clifton Avenue School on April 26-29, 2010. This school is designated as “in need of improvement” for three consecutive years as defined in the NJ Accountability Workbook. No Child Left Behind (NCLB) §1117: School Support and Recognition requires that the New Jersey Department of Education (NJDOE) create and maintain a statewide system of intensive and sustained support for those Title I schools designated as “in need of improvement” for more than two consecutive years. As part of this required support system, the NJDOE developed the CAPA review process, which assigns teams of skillful and experienced individuals to provide schools with practical, applicable, and helpful assistance, increasing the opportunity for all students to meet the state’s Core Curriculum Content Standards. The CAPA summary report identifies areas of strength and concern for districts and schools using the 2009-2010 CAPA Teaching and Learning Tool. The tool uses indicators of effective school practice (from CAPA) in the following seven standard areas: curriculum, assessment/evaluation, instruction, school culture, student/family/community support, professional development/evaluation, and leadership. Essential questions are answered regarding the accomplishment of each indicator. The CAPA Review team activities included: • A review of the documents collected for the school portfolio and data profile; • 49 classroom visitations; • 12 general observations, such as morning and afternoon arrival and dismissal, lunch in the cafeteria,

and student restrooms; • 46 interviews with teachers; • 7 interviews with building leadership and administrators; • 13 interviews with district administrators; • 64 interviews with students; • 5 interviews with school and student support staff; and • 6 interviews with parents. This school is in Year 3 of improvement status for language arts literacy. The language arts literacy adequate yearly progress (AYP) benchmark targets were missed by the following groups: total population, students with disabilities, and Hispanic students. The focus of the team’s work is the identification of root causes of the lack of student achievement for these groups.


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2008-2009 Adequate Yearly Progress Summary

Summary of 2009 State Assessment Data Analysis Language Arts Literacy • The majority of students at grades 3 to 6 failed to score in the proficient ranges. • At grade 6, the proportion of students scoring partially proficient decreases by 16%. Mathematics • Elementary School: The total student population made AYP, including the African-American

subgroup. Students with disabilities and economically disadvantaged subgroups made safe harbor. Of 41 indicators, 38 were met.

• Middle School: The total student population and all subroups made AYP. All 41 indicators were met. • Just Proficient Means: The JPMs of the third and fourth grade students were equal or above the JPM

for district factor group (DFG) A. In the 5th grade, the Geometry & Measurement and Algebra clusters need attention. The 6th grade students approach the JPM for DFG A. There is a considerable gap between the general education students and the special needs students.

• Cluster Mean Scores: Except for some clusters in the 3rd grade, the school means in all clusters were below the district and state means. Problem Solving, Geometry, and Numbers & Operations need special attention.


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Special Education • The data reviewed indicate that the number of students progressively increased in the proficient range

from 3rd to 6th grade in mathematics. The same progression was not seen in language arts literacy. Students with disabilities missed AYP.

Administrative • Data for language arts literacy shows that the school did not make AYP or reach safe harbor for total

population, Hispanic subgroup, and students with disabilities. AYP was made in mathematics for all groups including total population.

• Elementary school level (grades 3 to 5) passed math. Only five students achieved advanced profiency in LAL from grades 3 to 6, and 50 students (25 females and 25 males) achieved advanced profiency in math. They did not pass language arts since ‘07-‘08 school year when they were in Year 2 Hold. LEP, special education, and Hispanic subgroups did not make AYP in LAL, but passed with safe harbor in math.

• Middle school (grade 6) passed math and language arts, putting them in Year 2 Hold. Leadership • The grades 3-5 students achieved a higher NJ ASK score in the math portions than in language arts by

a substantial margin. In grade 6, the difference was of no consequence (1.6%). Interestingly, the disadvantaged students outperformed all subgroups in both LAL and math.

Team Lead • The school failed to make AYP for the third consequtive year in LAL. The school has experienced a

downward trend in the LAL scores from grades 4 to 6 with a slight blip upwards in grade 5, but scores are still far below where they should be to make the NCLB benchmarks.

• AYP was made in math for all subgroups. LEP students are excelling in math in grades 3-5 and take a downturn in grade 6.

• The subgroups not making LAL AYP are total population, students with disabilites, and Hispanic populations. The school had been focusing its curriculum and instructional efforts toward math and writing, and have currently started focusing on LAL and reading as the result of scores and assessments by Leadership Matters, an external leadership development consulting firm.

Root Cause Analysis Language Arts Literacy • The majority of the students enrolled in the school come from non-English-speaking homes. There are

still areas or domains in which students lack sufficient vocabulary to read with full comprehension or to write on certain topics. There are also other signs of second language interference, such as in the area of affixes, etc., that show up in the students’ speaking, reading, and writing of English.

• The ELL students lack English language support during the summer or over winter recess. Also, parents are often unable to assist with homework support since they lack the English language skills to support their children’s learning in English.

Mathematics • The community has not provided the school with the necessary support to bring education into the

21st century. The technology program has not been upgraded: classrooms do not have computers,


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laptops are outdated, and supplemental instructional hardware and software do not exit. Sufficient technology, including computers, ELMOs, and SMART Boards, is not available to support the instructional program. Students do not have immediate access to online resources and authentic information.

• There is little interaction between the school community and the general population that surrounds the school. Students have not had experiences that expose them to real-world, authentic activities. Education is limited to experiences in the immediate community.

• Teachers do not refer to desktop lesson plans to guide instruction through the day, including objectives, procedures and co-teaching methods, career and technical literature, materials, assessments, and instructional models. Classroom instruction is not differentiated to meet the various learning styles of the students.

Special Education • There is poor implementation of differentiated instruction in both general and special education

instruction. • The gaps in the students’ learning, along with low-level reading ability, are factors that have had an

impact on student achievement. • There is a lack of opportunities for students with disabilities (self-contained) to participate with

support and services in general education classes (inclusion classes). • There is a lack of best practices in the area of classroom instruction and assessment. • Student mobility has been a major factor in the learning process. The gaps in continuity hinders

academic progress. • The lack of rigor and low expectations by some of the staff are other contributing factors. Administrative • Many staff members do not differentiate instruction to meet the learning needs of all students,

including the needs of culturally different students. The high mobility rate in the school has been cited as a negative impact on overall student performance.

• The majority of the population is Hispanic, and there is a language and cultural challenge for the school and staff. There are not enough Spanish-speaking staff to effectively work with and speak to the students and parents; the lack of translators makes it difficult to translate everything for the families correctly.

Leadership • The root causes are mainly a failure of the community to exhibit the necessary support for the school

regarding remedial services. • Transportation for the non-public students is taking a significant amount of money from the district

budget, potentially preventing the services for a 21st century education, such as school counselors, current technology, and professional development.

• There is minimal technology available for both instruction and remediation. • In the past, the staff concentrated on writing at the expense of reading, thus bringing down the LAL

reading scores.


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CAPA DISTRICT AND SCHOOL “CORE” STANDARDS AND INDICATORS

STANDARD 1: CURRICULUM The district’s rigorous, intentional, and aligned curriculum is fully implemented at the school.

1 1.1 The district curriculum is aligned with the NJ CCCS (that provide a coherent vision for what students should know and be able to do) and specifies the content to be mastered.

2 1.2 The district curriculum is implemented at the school. 3 1.3 There is a process to monitor the implementation of the curriculum. 4 1.4 The school ensures that all students have access to the district’s common academic core.

STANDARD 2: CLASSROOM EVALUATION/ASSESSMENT Multiple evaluation and assessment strategies are used to continuously monitor and modify instruction to meet student needs and support proficient student work.

5 2.1 Multiple classroom assessments are frequent, rigorous, and aligned with core content standards. 6 2.2 Students can articulate the expectations, know requirements, and assess their own and others’

work. 7 2.3 Test scores are used to identify gaps and adjust instructional practice for all subgroups.

STANDARD 3: INSTRUCTION There is evidence that effective and varied instructional strategies/activities are used in all classrooms and are continuously monitored and aligned with individual student needs.

8 3.1 Instructional strategies include a variety of challenging and engaging activities. 9 3.2 Learning goals are evident and provide focus for student learning. 10 3.3 Teachers demonstrate necessary content knowledge and pedagogy. 11 3.4 Technology is incorporated into the school organizational and instructional practices.

STANDARD 4: SCHOOL CULTURE The school functions as an effective learning community and supports a climate conducive to performance excellence.

12 4.1 The school community supports a safe, equitable, and healthy learning environment. 13 4.2 The members of the school community, including school leadership, instructional staff, students,

parents/adult caregivers, and partners, possess and cultivate the collective will to persevere, believing it is their business to produce increased achievement and advancement of all students.

14 4.3 A personalized environment is purposefully established for students in order for them to (a) learn about their strengths (intellectual, ethical, social, and physical); (b) discover and demonstrate their own competence; and (c) plan for their future.

STANDARD 5: SUPPORT FOR THE SCHOOL The school community collaborates with families, higher education, and community organizations to remove barriers to learning and address the needs of the students.

15 5.1 There are structures and support services in place to reduce barriers to learning for students. 16 5.2 Families and the community are acrive partners in the educational process and work with the

school to meet the needs of all students. 17 5.3 There is a program of community and institutions of higher education partnership and support. 18 5.4 The district supports the school in their efforts to promote family and community involvement.

STANDARD 6: PROFESSIONAL DEVELOPMENT & EVALUATION The school provides for staff research-based, results-driven professional development opportunities that are consistent with the district’s professional development plan, and implements performance evaluation procedures in order to improve teaching and learning.

19 6.1 The school and district devote resources to content-rich professional development that is connected to reaching and sustaining the school vision and goals for increasing student achievement and is differentiated by teacher and student needs.


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CAPA DISTRICT AND SCHOOL “CORE” STANDARDS AND INDICATORS

20 6.2 School-based professional development priorities are set by aligning the goals for student performance with the evidence of achievement and with the Professional Development Plans (formerly PIPs) and evaluations of teachers and the Professional Growth Plans of principals.

STANDARD 7: LEADERSHIP AND NCLB SCHOOL IMPROVEMENT COMMITTEE The school leaders have organized the school by focusing on teaching and learning through (a) the communication of a clear vision, mission, and goals; (b) maximizing use of all available resources; (c) creating a learning culture with high performance expectations; and (d) effective planning with input from all stakeholders.

21 7.1 Key leaders in the school facilitate a collaborative process to develop a shared mission, vision, values, and goals that are understood and ingrained in the school’s culture.

22 7.2 There is a demonstrated and unrelenting focus on evidence-based teaching and learning. 23 7.3 There is a culture of trust, continuous improvement, and accountability for performance. 24 7.4 School leadership and the NCLB school improvement committee plan effectively by

communicating a clear purpose, direction, and strategies focused on teaching and learning through the development, implementation, and evaluation of the following: vision, goals, and the NCLB school improvement plan.


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FINDINGS, KEY EVIDENCE, AND RECOMMENDATIONS

CLIFTON AVENUE SCHOOL

STANDARD 1: CURRICULUM

The district’s rigorous, intentional, and aligned curriculum is fully implemented at the school.

1.1 Is there a district curriculum that is aligned with the New Jersey Core Curriculum Content Standards (NJ CCCS)?

The school district has developed a language arts literacy curriculum that calls for a balanced literacy approach focusing on the development of key literacy elements and has a strong writing component. The curriculum is QSAC-approved.

The district mathematics curriculum is aligned with the NJ CCCS. Vertical and horizontal alignment exists across all grades levels, and curriculum guides have been written for the math content area.

The curriculum used with the students with disabilities is identical to the curriculum used with the general education student population, with accommodations and modifications. The curriculum is board-approved and in alignment with IEP-computerized program system (TieNet). Strengths:

Mathematics • The curriculum for each grade level K through 6 is sequential and builds upon prior student

knowledge. • The curriculum emphasizes benchmark skills for each grade level, and is supplemented with special

education and ESL resources and alternative teaching strategies. • Special needs students are exposed to the same curriculum as general education students as close

to grade level as possible. • Teachers share life experiences with students to relate the curriculum to everyday life. Special Education • The teachers are able to link classroom instruction to the NJ CCCS, which are in their objectives. • Discussions are held horizontally and vertically for effective planning and meaningful instruction. • Teachers are aware through training of what resources are available to support their lessons.

Challenges: Mathematics

• The revision of the K-6 math curriculum that was updated in 2006 has been delayed because the state has not yet adopted new state standards or common core standards.


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Special Education • Implementation of the curriculum for language arts literacy and math needs close monitoring to

ensure success and student achievement of AYP.

1.2 How do all teachers use the curriculum in planning instruction?

The teachers meet weekly for common planning in grade level meetings. Many teachers meet daily to discuss their plans. The district curriculum and pacing guide assure common skills are covered in the classes across each grade level. Embedded classroom expectations and procedures help students build on skills acquired in the previous grade, and build their confidence as skills spiral upward.

Units of study are based on the pacing guide. Each unit of study is given a dedicated time frame that includes supplemental suggested activities for differentiated instruction.

There is a district curriculum in place that addresses AYP subject areas. The curriculum is broken down into pacing guides in all core subject areas. Strengths: Language Arts Literacy

• Teachers meet regularly to discuss curriculum delivery. • The teachers follow the district curriculum and pacing guide. • Teachers have leveled readers in their classrooms and access to a central book resource library.

They also can download the A-Z readers. Mathematics • Each year the curriculum is revised based on teacher input and the guidance of the math coach. • All teachers have copies of the curriculum guides and related pacing guides. Teachers refer to the

curriculum guides to plan weekly units and daily lessons. Special Education • Teachers are aware of and use additional resources and self-made materials to support their

lessons. • Teachers show evidence of curriculum standards in their written unit plans.

English Language Learners • The teachers in the bilingual classes follow the same curriculum and pacing guides as do general

class teachers.


• Some teachers do not use additional resources to support the curriculum. • Some classrooms do not include hands-on activities during the walkthroughs. • The lack of classroom computers to support the curriculum limits the use of additional resources.

Special Education • Most teachers do not post the learning objective or essential question for students to refer to

during instructional time.


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English Language Learners • Both bilingual classes do not have the same breadth of leveled reading books that is available in

general classes; fewer Spanish titles are available.

1.3 What process is there to ensure that the curriculum is fully implemented?

The principal and coaches make regular walkthrough visits to classrooms. Lesson plans are regularly reviewed and specific comments and suggestions are made on them.

Administrators check lesson plans weekly. Administrators conduct formal and informal observations

There is a process whereby the curriculum is ensured for full implementation. School and district administration, along with math and literacy coaches, meet to discuss benchmark assessments, In-house Math Assessment, DRA (Developmental Reading Assessment), Achieve3000, Learnia, running records, lesson plans, and walkthroughs. Strengths: Language Arts Literacy

• The school administrator regularly conducts walkthroughs and comments briefly orally and in writing on what she observed. Teachers report that the principal and reading coaches drop in about twice each week.

• The teachers’ lesson plans are reviewed by the school administrators and commented on with supportive comments or suggestions for improvement.

Mathematics • The math coach conferences with the teachers, refers them to resources for additional support,

models lessons, and offers feedback. • Administrators and the math coach conduct walkthroughs that are followed up with the appropriate

feedback. There are opportunities for dialogue regarding walkthroughs such as conferences, short notes, verbal conversations, and e-mails of acknowledgement.

• Teachers receive immediate feedback after the walkthroughs. The supervisor provides a document similar to the CAPA form to provide the teachers with feedback.

• The supervisor meets with the math and science coaches every month to discuss the choice of a new math program.

Special Education • The administration makes certain the curriculum is being implemented through walkthroughs and

formal observations. English Language Learners • The bilingual and ESL teachers meet with the other teachers to plan instruction; their curriculum

parallels the general curriculum.

Challenges: Mathematics • There is a district supervisor who is responsible for overseeing the math/science content areas in

grades pre-K to 12. The supervisor tries to visit one out of the four elementary schools each week.


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Special Education • The administration needs to impress upon the professional staff the importance of posting

objectives or essential questions for each lesson.

1.4 What evidence exists that all students have access to the district’s common academic core?

All teachers follow the district language arts literacy and pacing guides for planning instruction. They also meet at least one time a week for common planning.

Teachers use the same mathematics curriculum and provide necessary modifications for all special education students and English Language Learners. ICS (in-class support) teachers provide support for students by following a co-teaching model. All students are exposed to the same level of rigor.

All special needs students have access to all common academic cores, through teacher instruction and through their lesson plans, assessments, student work, and professional development. Strengths: Language Arts Literacy

• The inclusion classes observed reflect the same level of curriculum implementation as the general classes.

• Daily guided reading lessons assure that all students are provided with critical comprehension skills at their instructional level, while interactive read-alouds assure that all students access grade- and age-appropriate books and other reading materials.

• There are appropriate reading materials available to meet students’ needs. • Title I teachers push into general classes and work with guided reading groups in class. • Other reading support includes individual reading tutorials for very low-performing grade 1

students and Achieve3000/KidBiz support at the upper grade levels. Mathematics • The students in self-contained classes and ELL students are taught from the same curriculum as

the students in general education classes. Accommodations are made for each student according to their specific learning needs. Students in self-contained special education classes are accommodated through their individualized education programs (IEPs), and ELL students are accommodated through English Language Services.

• Common preparation time for special education and general education teachers has been scheduled into the master roster. Teachers of special needs students meet with the grade level teachers to plan for instruction and share best practices. All teachers have access to the same information to accommodate the learning needs of all students.

Special Education • Staff schedules show a number of classified students in general education (inclusion) programs. English Language Learners • The bilingual teachers follow the district curriculum and the same protocols for student

expectations. • The Title I teacher also serves low-performing ELLs who need reading support in the bilingual

classes. • Bilingual child study services are available.


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Challenges: Mathematics • Teachers do not take advantage of the specialized instructional materials that are available to

differentiate instruction and accommodate the variety of learning styles that their students bring to the classroom.

• Specialized programs such as Study Island and READ 180 are not available. Special Education • Teachers have had professional development in the area of special education and differentiated

instruction, yet have not fully incorporated it into daily lessons. • The general education teachers are aware that accommodations and modifications need to be made

but are challenged as to how to fully implement this practice in accordance with the IEP. • Students in self-contained classes need more exposure to general education programs. • Technology needs to be integrated seamlessly in specialized instruction to support the curriculum. English Language Learners • There are limited instructional materials available in Spanish in the bilingual classes. Sufficient

leveled readers in Spanish, as well as other instructional support materials, are lacking. • The ESL program does not include as much academic English as needed to link English language

development with content instruction in the bilingual class. • Bilingual special educational services are not offered.

STANDARD 2: CLASSROOM EVALUATION/ASSESSMENT

Multiple evaluation and assessment strategies are used to continuously monitor and modify instruction to meet student needs and support proficient student work.

2.1 How are assessments designed to measure performance in ways that advance learning through the development of critical thinking and problem-solving skills?

The students produce a variety of writing products that are reviewed regularly. Running records are kept monthly. Teachers conference regularly with students and keep anecdotal records on student progress in both reading and writing. Writing and reading portfolios and folders are kept by the teachers. All these measures allow teachers to adapt and differentiate their instruction on an ongoing basis.

A variety of assessments are used to measure student math performance and advance student understanding of the material learned. The NJ ASK and Learnia are used as models for the quarterly district benchmark assessments that are formatted to include multiple choice, short structured responses, and extended constructed responses.

There is evidence in the classrooms visited that assessments are designed to measure performance that would advance learning. Higher-order thinking skills are also evident during instruction in most of the classes visited (reader’s and writer’s notebooks, calendar math, open-ended responses).


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Strengths: Language Arts Literacy

• Benchmark assessments are given quarterly to gauge student progress. • The DRA2 is administered twice yearly to track student reading levels and skills. • Writing conferences are held regularly with students; teachers maintain individual, anecdotal notes

on students’ writing progress. • Teachers maintain anecdotal notes and running records on students’ reading progress during

guided reading lessons and individual conferences with students. • Writing portfolios are maintained for students beginning in grade K and continuing up through

grade 6. Mathematics • Teachers use student math journals as tools to assess student progress and provide students with

the maximum benefits of self-evaluation. Students have an opportunity to correct and edit their own work. There is some feedback to monitor the growth of student achievement over the course of a report period or the school year.

• The data from the benchmark test is used to assess student growth over time. Quarterly benchmark assessments are used to assess student achievement and determine the content areas that must be re-taught. Teachers are able to determine the skill areas that show growth as well as the skill areas that need improvement

• Student work is displayed and exhibited in the classrooms and the hallways with feedback and the qualifying scoring rubrics.

Special Education • Classes are employing technology-based supplementary instruction programs that use specific

assessments and diagnostic features, such as Learnia and Achieve3000. • Teachers employ a variety of strategies in order to monitor student performance. • Benchmark assessments are used to identify achievement of the special education students. English Language Learners • Bilingual teachers maintain portfolios and running records on students to map progress. • IDEL (DRA2 in Spanish) is also administered to ELLs.

Challenges: Mathematics • A consistent use of portfolios has not been established to monitor student growth in math. Most

teachers maintain work folders and data folders. Special Education • There is teacher-centered instruction in most classes visited. • Projects are minimally used to engaged students in the learning process. • Student portfolios to show student progress are not common practice.


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2.2 How do students know what is expected; and are they able to articulate expectations, share their work, and reflect on others’ work?

Teachers prominently display writing rubrics and exemplars of good writing in their classrooms.

Teachers have established common classroom procedures, practices, and protocols that students recognize and follow up the grades. Students are able to articulate expectations and have a level of comfort with teacher expectations in the classes.

Examples of student math work are posted. Rubrics are displayed and discussed in each classroom. Students share their work in small collaborative groups. Teachers conference with the students to enable them to revise their work.

Students are able to clearly describe the expectations for the class and/or course requirements in order for them to be successful. Some students are able to describe the relationship between what they are doing in class and real-life situations. Strengths: Language Arts Literacy

• Teachers have posted rubrics for open-ended and passage writing along with exemplars in their classes.

• Rubrics are also posted on the students’ desktops. • Students revise their writing based on teacher feedback and comments. • Students understand expectations and are able to articulate them. Mathematics • All teachers post math rubrics for the students to reference in the classroom and in the hallways

next to exhibits of student work. • In most classrooms, the students’ desks are arranged in groups of four or two. Teachers provide

the students with scheduled opportunities for collaboration. Collaboration is encouraged to stimulate conversations and motivate the students to solve problems.

• Most students are able to clearly explain the purpose of the lesson and the tasks they are trying to accomplish.

Special Education • Students are able to verbalize to peers, family members, and adult caregivers the meaning of what

they are learning and why it is necessary for them to learn it and, in some cases, how the lesson has meaning or ties into their real-life situations.

English Language Learners • ELLs engage in regular writing and use the same rubrics as general classes.

Challenges: Language Arts Literacy

• Students do not engage in peer conferencing on a regular basis. Mathematics • Most math work is exhibited outside of the classroom. There is little evidence that students are

involved in long-term cooperative projects. Students need to touch the math concepts.


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Special Education • Standard or authentic rubrics are not consistently used with the special education or general

education students. Most special education students are not fully knowledgeable as to the use and meaning of rubrics.

• There is little evidence that students are capable of using peer assessment to evaluate their work and revise it accordingly.

• Students state that they have little opportunity to revise their work based on meaningful feedback of the teacher in order to obtain a higher grade.

2.3 How is assessment data used to drive instructional practice and student placement and to address student needs?

Student assessment data is compiled from varied sources and shared with teachers. Benchmark data is disaggregated by cluster to drive small-group instruction. Teachers collaborate

in team meetings to coordinate instructional planning. There is evidence that data is collected in a meaningful manner and is used to drive instruction.

Strengths: Language Arts Literacy

• Teachers use assessment data to identify individual student needs, which they address in their instructional design.

• Running records and student conferences provide teachers with regular assessment data on student progress, which teachers can use for weekly planning.

• Daily writing in student journals and other writing samples are collected and reviewed with students in writing conferences to gauge writing progress.

Mathematics • Grade level teachers have scheduled common planning time once a week. The Math Benchmark

Assessment Summary is a cumulative report to develop conversations about teaching. • Vertical articulation develops into horizontal articulation as teachers share strategies across grade

levels. During the 2011 school year, teachers will use the data to raise the level for student expectations and accountability.

• The teachers use the data to organize the students into small instructional groups. Students who are strong in a particular cluster or strand are grouped with students who need assistance. The peer teaching model is well established in some classrooms.

Special Education • Benchmark assessments are integrated and analyzed to effect instructional practice. English Language Learners • The same reading and writing data is collected in the bilingual classses in English or Spanish as is

appropriate.


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• The disaggregated data is not used to differentiate instruction to meet the learning needs of the students or to address their various learning styles. Students are not able to choose the strategies that fit their particular learning styles.

• Benchmark data that determines student progress over the four quarters is not compared to the level of a student’s proficiency on the NJ ASK.

Special Education • Teachers have little opportunity to collaborate vertically with their colleagues at the middle school

on a regular basis.

STANDARD 3: INSTRUCTION

Effective and varied instructional strategies/activities are used in all classrooms and are continuously monitored and aligned with individual student needs.

3.1 To what extent are all students engaged in learning? To what extent do special program teachers (e.g ., ELL, Title I, special education, gifted and talented) collaborate with regular education teachers?

Students observed are actively engaged in their instruction. Protocols and expectations for student work are prominently posted and reinforced in the classrooms. These expectations and protocols are consistent up through the grades, laying a firm foundation for extending student learning. Teachers integrate Reader’s and Writer’s Workshop into their daily instruction. This includes daily read-alouds and guided reading, as well as journal writing.

Special program teachers participate in team, department, and professional development meetings. All teachers share instructional strategies and resources, and develop thought-provoking activities across and within the content areas.

Not all special education teachers have the same opportunity to collaborate with general education teachers. Due to the lack of collaboration opportunities, it is often difficult for teachers to expose special education students to the same programs as their general education peers. Strengths: Language Arts Literacy

• Co-teaching is part of the school organizational design for supporting struggling students, including inclusion classrooms and Title I services.

• Certain practices and protocols are embedded in the school’s routines across the grades, including ACE (Academic Collaborative Education), rubrics, anchor papers, process charts, etc.

• Daily guided reading instruction allows teachers to differentiate instruction for all students. • Core elements of balanced literacy are part of the daily language arts literacy block. • The instructional design with co-teachers provides for double guided reading instruction to help

struggling students accelerate their reading progress and increase reading levels.


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Mathematics • Delivery of the instructional program engages all students from bell to bell. Most student are

attentive and make good use of time; students are familiar with routines, follow them, and are respectful of their peers and their teachers.

• Most teachers assign homework four times a week as an extension of the classroom experience for practice and reinforcement of the skills taught during the day. Homework is reviewed by the teachers, and some teachers use it to introduce the class the next day.

• In most classes, the students are engaged and participate in the instruction that is provided. Teacher enthusiasm and energy has a direct correlation to student involvement and participation.

Special Education • Teachers address with a level of understanding the wide range of cultures and educational gaps

when preparing lessons. • Classes visited show evidence of time on task. • Study and organizational skills are not intentionally taught across content areas. • Classroom management is effective in most cases and consistent. English Language Learners • The bilingual program teachers follow the same balanced literacy design as all other classes.


• Technology is not available in the classroom to support student learning. Mathematics • Each class period is 60 minutes each day. Some student-centered activities are seen, but

differentiated activity centers are not apparent. • Many classrooms lack supplemental materials and technology to analyze data and research current

topics. Many students are passive learners who are not stimulated. There is little evidence of differentiated instruction, student choice, and project-based learning.

• The resources of Ocean County are not available to the teachers to provide the students with engaging instructional activities/lifelong learning, such as field trips, local performances, museums, and local educational institutions of higher learning.

Special Education • Further development of existing technology is needed to broaden the learning experience for

students with learning disabilities. • Instruction needs to be differentiated in every class. • The instructional program for the special education student does not address a diverse population.

The program lacks rigor as well as differentiation, and as a result maintaining student interest is a challenge.

• The integration of creative activities into lessons to foster curiosity and expand learning is not evident in the lessons observed.

• Instructional delivery does not address students’ varied learning styles or incorporate methods and strategies that engage all students. Better development and use of technology needs to be put into practice.


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3.2 How have learning goals for each student been developed and prioritized according to NJ CCCS?

Learning goals are designed to increase student reading levels and improve writing skills. Student math assessment data targets areas of strength and need. Formal and informal

assessments, tests, and quizzes measure student growth. Data analysis of the assessments allows teachers to target specific weaknesses and strengths for re-teaching or enrichment.

The learning goals have been individually developed through the IEP. It is evident that the IEP is used to prioritize the goals and objectives for each student. There are also curriculum and pacing guides developed around NJ CCCS. Strengths: Language Arts Literacy

• Instruction is focused on identified learning goals. • Students know what they are expected to do and how they will know if they are successful. • The instructional design provides instruction at the students’ instructional and independent levels

and is focused on raising these levels to meet state standards. Mathematics • Teachers use prior knowledge to reinforce the daily lesson and give students a sense of academic

comfort. Teachers are clear in their directions to students and reinforce the directions by repeating them.

• A few teachers write the lesson’s objective in an obvious location in the classroom to enable the students to reinforce the purpose of the lesson.

• Teachers adjust their delivery of the material according to the content the students need to learn. Small groups of students with the same instructional needs are formed and maintained until the students learn the concept. The data is used to re-teach materials and re-group students with similar deficiencies.

• A spiral curriculum reinforces prior knowledge and reviews skills and concepts that have been learned.

Special Education • Teachers are able to communicate what the objective is for the lesson. English Language Learners • Bilingual program students receive daily guided reading instruction and write daily.

Challenges:

Mathematics • Some teachers do not write the daily learning objective on the board to provide students with the

goal of the day. In some instances, the objective is not student-friendly or located in a place that is easy to find.

Special Education • There needs to be better communication to further develop student understanding as to why the

concept is being taught, and how it can translate into real-life situations.


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• Students are constantly challenged when it comes to explaining the skills and concepts learned. • Review of previous skills and concepts learned has not been seamlessly incorporated into daily

lessons.

3.3 What evidence is there that all teachers have a deep knowledge and understanding of their content and how to teach it?

Teachers are supported with training within the district and have been allowed to attend sessions at Teachers College in New York City for training in Reader’s and Writer’s Workshop.

Teachers are required to be highly qualified in their area of instruction. They are evaluated on their knowledge of the subject area and teaching methodology as a part of the formal evaluation process. Administrative walkthroughs provide additional evidence of teacher effectiveness.

Teachers have a knowledge and understanding of their content area, and the delivery of instruction consistently shows evidence of it. Documentation is obtained via walkthroughs, formal and informal observations, teacher conferences, lesson plans, and writing walls in the classroom. Strengths: Language Arts Literacy

• All students are engaged in the instruction offered in the classrooms and know what is expected of them.

• The use of common sets of expectations and classroom management strategies assures that students transition from one grade to the next smoothly, so that learning is a continuous process.

• Teachers effectively co-teach and support the students’ seamless learning process. • Teachers are highly qualified for the subjects they teach. • Teachers participate in study groups and extend their professional knowledge and instructional

practice through their participation. • The school supports the teachers’ participation in literacy workshops and seminars at Teachers’

College to extend their professional development focused on the school’s key target area, language arts literacy.

• Teachers meet during their own planning time for extended common planning and curriculum articulation.

• Teachers are supported by two reading coaches who guide professional development and craft. Mathematics • The correct vocabulary to support the instruction of math is used appropriately by all teachers in

each subject area and in each grade level. The spiraling of the curriculum provides ladders for vocabulary development and an understanding of the mathematical terms and concepts.

• Teachers have established reasonable classroom procedures that students are able to follow. When it is applicable, some teachers allow students to move about the classroom to form groups and complete an assignment. Students can re-group in an orderly and timely manner.

• Classroom management is a routine that establishes a comfortable learning environment in which students are able to take risks and learn from each other. Students communicate with the teacher and each other, and opinions are respected.


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• There is consistency in the pacing guide, and the teachers are able to maintain the scheduling of units of study. This provides the students who are highly mobile throughout the district a consistency in the instruction they are receiving.

Special Education • Teachers demonstrate appropriate spoken and written language skills during the delivery of their

lessons. • Paraprofessionals have been included in professional development at the school level. English Language Learners • Bilingual teachers participate with their peers in professional development and common planning.

Bilingual teachers are supported by the two building literacy coaches who guide professional development and in-class coaching.

Challenges:

Mathematics • A few teachers relate their teaching to real-life problems to emphasize the importance of what is

being taught. • Since classrooms do not have Internet connection, teachers are not able to access the technology

resources provided by the textbook publisher that reinforce important concepts and skills and address real-world problems.

• When some teachers are unsure of current best practices, they revert to the traditional methods of direct, whole-group instruction and lecture.

Special Education • Area specific professional development should be continued and further developed for both

professional and support staff in the area of special education. The general education staff is at the beginning stages of co-teaching and needs further development in this area.

3.4 How is technology used in the organizational and instructional practices of the school?

Although teachers can access computers in labs, there is limited technology access in the classrooms.

Despite the Technology Plan that was written in 2006 stating that, “All students must understand and become comfortable with concepts and the application of technology, not only to function in today’s complex society but also to become informed and productive adults for tomorrow,” this is not happening.

The school has no state-of-the-art technology in place, and the district has little software to support the essential instructional practices. Additional professional development needs to be provided so that better use can be made of the equipment that does exist. Strengths: Language Arts Literacy

• The technology lab includes the Achieve3000 reading program, which the students enjoy using and which promotes enhanced multilevel learning along with valuable assessment information.


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Mathematics • Some students have the opportunity to use calculators to demonstrate to their classmates their

proficiency in specific problem-solving experiences. • The technology plan lists many teacher and student resources that are available online. This is

supplemental material that students can access from home to assist them with their daily classroom experiences.

Special Education • Students have some opportunity to use computers and the Internet for research purposes in the

library. • Some students use hand-held calculators in special education and inclusion math classes. English Language Learners • Achieve3000 includes a Spanish language version to enhance bilingual program students’ skills.


• Teachers have limited access to computers to promote student learning. • There are limited technologies, such as SMART Boards, etc., available to teachers to enhance

learning. • Due to limited access to technology, student learning centers do not include work on computers

on a daily basis. Mathematics • Classrooms do not have computers to allow students to complete authentic research, find

solutions to current problems, or share their knowledge. • The teacher, not the instructional program, determines use of computer hardware and software in

the classroom. Students do not have daily access to technology for research and project-based learning.

• Technology has vey little influence on the instructional program. There is little evidence that students have developed the word processing skills to complete written reports and essays.

• Supplemental instructional programs, such as Study Island, are not in place to allow students to receive additional instructional support in those math clusters and strands in which they are not proficient. Students cannot become independent, self-motivated learners.

Special Education • Students use the computers on a limited basis in the classroom. There are computers in the

computer labs and library, but few in the classrooms. • Limited technology is available to expand learning and increase student productivity. English Language Learners • Accommodating the diverse language and skills levels of the bilingual program students is very

difficult without access to technology in the classroom.


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STANDARD 4: SCHOOL CULTURE

The school functions as an effective learning community and supports a climate conducive to performance excellence.

4.1 Are clear and fair rules and policies in place to support a safe, equitable, and healthy learning environment? To what extent are the policies followed?

A student handbook, in both English and Spanish, with school rules and procedures along with other information is given to each student on the first day of school. A page in the handbook is to be signed by the students’ parents and returned to the school. Teachers issue their own information regarding classroom expectations to all students and have it posted in the classrooms. Students take part in the morning announcements and begin the day on a very up-beat note. There are many activities involving the students and promoting a positive, safe learning environment. Clifton Avenue School, which is almost 100 years old, is clean and unique and has its own special character. The facility requires constant repair and maintenance to support a healthy and equitable learning environment. Strengths:

• Rules are sent home in English and Spanish. • Parents, staff, and students feel safe in the building. • Teachers collaborate and work cooperatively together. • The intervention and referral services (I&RS) team meets to monitor and act upon all student

issues, and has been effective in addressing the educational and behavioral needs of the students and reducing the number of referrals to the child study team (CST).

• All staff and students helped create and actively participate in the ACE project. Challenges:

• Professional development for classroom management is needed. • Maintaining good relations within the changing school culture is a challenge.

4.2 How does the school community express high expectations for all its members?

Various rubrics are located throughout the classrooms and on the student desks. Students are trained in the use of rubrics and the identification of high-quality work. The school community notes long-term absenteeism and mobility as negative factors on school performance. The school offers well-attended after-school programs such as tutoring (supplemental education services), NJ After 3, and intramurals to help students with their homework and lessons. Strengths:

• Rubrics are used and very visible in the classrooms and on the student desks. • All of the staff are highly qualified. • Pacing guides are used. • There are 450 parents and 65 teachers as members of the PTO.


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• There is common planning time with collaboration among the teachers. • Surveys are completed in the school for supplemental educational services (SES). • The after-school SES and 21st Century programs are well attended and provide tutoring,

interaction with peers, family activities, and field trips. • Of the students who are on the school honor roll, 55% are in the after-school programs. • Through Lakewood Community Services Corporation (sub-grant to 21st Century), evening ESL

classes are provided for level 1 and 2 and open to all parents in the community. Challenges:

• There needs to be a bilingual counselor. Currently there is only one counselor serving the entire student population and covering all responsibilites and assignments for the position.

• There have been many changes in administration in the past few years, and senior administration and supervisors (guidance) have each come with their own agendas and philosophies.

• Professional development in classroom management is needed. • New Teacher Institute is provided for new teachers as well as mentors. The programs are currently

with an outside agency, but the district is planning to provide the program next year. • Parents and students are unable to monitor academic progress, find out homework assignments, or

e-mail staff efficiently due to limited technology. • Differentiation of instruction is not part of regular practice across all classrooms.

4.3 Has this school intentionally personalized its environment? What evidence is there that students are satisfied with the school?

Students interviewed express their feelings of safety and satisfaction with the school. They are focused on learning and are very much aware that the NJ ASK is important and that they need to perform well on this test. The school does a daily countdown on the morning announcements, and there are signs posted throughout the school. Every Thursday before school, the school holds Bagels & Books, which is very well attended and liked by the students. Strengths:

• Classroom visitations show active student participation in classroom activities. • There is an honor roll program each quarter to recognize high performance. There is also a student

of the month program that recognizes growth and achievement. • Teachers meet weekly during common planning time to discuss students, data, teaching strategies,

and professional development. • Student work is posted in the halls to celebrate high performance. • The school offers the D.A.R.E. (Drug Abuse Resistance Education) program.

Challenges:

• Parent workshops are needed to provided families information about current curriculum changes, test information and preparation activities, and assessment results.

• There is little differentiation of instruction in the classes. • The after-school activities are not diverse enough to afford all students the opportunity to

participate. If a student is not on free or reduced lunch, they cannot participate in SES or in the


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21st Century Program for students in grades 4-6. There are limited clubs and intramurals for students in grades 4-6.

STANDARD 5: SUPPORT FOR THE SCHOOL

The school community collaborates with families, higher education, and community organizations to remove barriers to learning and address the needs of students.

5.1 Does the school have a program of aligned support services that fully support the unique needs of students? What structures are in place for serving special populations (e.g ., ELL, Title I, special education, g ifted and talented students)? To what extent are staff members trained to meet the needs of these special populations?

The school has an ESL program and gifted and talented (G&T) services, as well as in-class support for special education students. The school seeks to recognize and support the unique needs of all students, from those with special needs to gifted and talented (G&T) level students. Programs such as tutoring and extended-day programs are for all students. Strengths:

• The school has a full time ESL teacher who provides ESL instruction. Some staff members have been trained in SIOP (Sheltered Instruction Observation Protocol) support in language arts literacy and mathematics to assist some of these students.

• G&T programs are available for the students. • The in-class teacher services (special education) are provided in a way to maximize having a

second professional in the classroom. • The I&RS team identifies and implements support programs for students experiencing challenges

to their learning. • There was four hours of training for SES providers. • The school gets the family involved by having such activities as Family Reading Night, Family Arts

and Crafts, Bingo, K-Chorus, plays, Field Day, and holiday concerts Challenges:

• There is only one guidance counselor available to provide guidance services to the entire school. • The school reaches out to parents through Back to School Night, Parent Teacher Conferences,

and traditional letters and notes sent to the home. The school lacks varied media, including a website for online progress checks and e-mail to school staff and administration.

• SES and 21st Century, after-school support services, are only available to students who receive free or reduced lunch; there are other students who also need these services.

• Location of the 5th grade bilingual classroom limits access to the whole curriculum and teacher collaboration with the other 5th grades.


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5.2 To what extent does the school actively initiate positive relationships and communications with parents and the community?

Parents are invited to functions monthly. The first portion includes conversation and information for the parents by the school officials or PTO representatives regarding issues, new programs, activities, and various opportunities. The remainder of the program provides interaction for families and the school community. The school is in the process of upgrading their telephone system to improve communication between parents and the school staff. Strengths:

• To encourage parent and family attendance at school activities and events, meals are provided for those who participate and translation is provided to non-English-speaking families.

• 21st Century field trips are held monthly. • Translation is provided for all school handouts and events.

Challenges:

• Parents have expressed the need for more communication with the school, teachers, and staff and an updated website. The only communication with the classroom teacher is during back to school night and the parent teacher conferences.

• The school still has limited outside resources to provide greater support for the school. • School board information is not posted in a timely manner. • Materials sent home are not always properly translated.

5.3 Who works in partnership with the school? What do the partners contribute?

The school received renewal of their five-year grant for the 21st Century program this year. The school also has an SES program with two providers, and there are more than 400 students involved in the programs. The SES and 21st Century programs employ teachers from the school. Strengths:

• More than half the student population is enrolled in the SES and 21st Century after-school programs.

• Lakewood Community Services Corporation has continued their partnership with the school for the evening ESL programs for parents.

• During common planning time, unit and daily/weekly plans are shared, and teaching strategies are articulated.

• The school has language arts and math coaches and supervisors who work daily with the teachers and within the classrooms modeling lessons.

• The Lakewood Community Services Corporation partners to provide help with homework. • The school buses students to a latchkey program that is housed in another school for the district.

Challenges: • There is little articulation of curriculum or consistency in approach from one school to another

within the district.


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• Despite having a district technology supervisor/coordinator, there is little technology used in the classrooms as the valuable learning tool it should be. The school technology is very limited and has hindered the use of programs involving technology.

• Technology is an issue for the school and community.

5.4 How does the district support the school’s instructional staff and leadership in promoting family and community involvement?

Parents are involved in vision, goals, and decision making of the district. They serve on committees, participate in functions, and complete surveys. Opinions and suggestions are welcome and taken seriously to continue growth of partnerships. Strengths: District

• The school sponsors a Family Fun Day that engages the whole community. • The after-school functions offer several activities for the families, such as Bingo night, trip to the

ball game, Field Day, PTO functions, Movie Night, Family Night, holiday concerts, and more. Challenge: District

• The school struggles with pulling the Hispanic community into the school. Especially troublesome is developing a greater awareness of the negative impact of long-term absences from school and mobility on student performance.

STANDARD 6: PROFESSIONAL DEVELOPMENT & EVALUATION

The school provides for staff research-based, results-driven professional development opportunities that are consistent with the district’s professional development plan, and implements performance evaluation procedures in order to improve teaching and learning.

6.1 What evidence is there that professional learning to advance student achievement is valued? What professional development opportunities do teachers receive to assist them in implementing the curriculum?

The principal has provided teachers with disaggregated test scores in September, and has in-serviced all staff in data analysis and the effective use of benchmark testing. Strengths:

• Instructional staff receives professional development in relevant content areas, and the administration demonstrates its value by providing frequent follow-up and feedback.

• Professional development is embedded and relevant to grade level instruction.


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Challenge: • The lack of district financial and personnel support has had a negative effect on the instructional

programs of Clifton Avenue School. • The reporting of test scores may not take into account the student mobility factor, thus creating a

negative effect on the school’s test scores. 6.2 What evidence is there that student learning is tied to teacher learning? Do teachers feel they receive adequate professional development?

Professional development is the accepted key to increased student achievement, and all Clifton Avenue teachers are encouraged to ask for any perceived needed support and to share their experiences with all staff members. Strength:

• Teacher professional development plans (PDPs) are developed collaboratively with the administration, and student test scores are used to determine needed professional development.

• The school has developed a new teacher institute for teachers until their third year. During the summer institute, the principal will reflect on the success of this program and recommend any necessary changes.

Challenge: • Common planning time is limited to one period per week due to a union issue. The challenge for

the principal is to overcome this scheduling difficulty and increase the available planning time. Additionally, this planning time should be devoted to increased inservice in reading, as was done in the area of writing. The principal should design the teachers’ individual schedules to create common periods of instruction per grade level.


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STANDARD 7: LEADERSHIP AND NCLB SCHOOL IMPROVEMENT COMMITTEE

The school leaders have organized the school by focusing on teaching and learning through (a) the communication of a clear vision, mission, and goals; (b) maximizing use of all available resources; (c) creating a learning culture with high performance expectations; and (d) effective planning with input from all stakeholders.

7.1 What evidence is there that the school administrators are educational leaders who understand the linkages among educational leadership, a productive school, and positive outcomes for children?

Improved instructional practices to support student achievement are the central focus of the staff and administration. Meaningful articulation, providing job-embedded professional development and promoting self-reflective practices are commitments of all stakeholders. Strength:

• Professional development is designed to meet the instructional needs of teachers and is coordinated toward specific student outcomes. Additionally, communication among staff and administration is promoted and supported.

Challenge:

• The challenge for the principal is to increase the number of classroom walkthroughs so that the leadership is aware of the instructional strategies and practices of the teachers.

7.2 What evidence is there that the principal is an educational leader who understands that formal leadership is a complex and multi-faceted role requiring moral courage, knowledge of governance and change, and the ability to share leadership?

Expectations for students and staff are high for most of the teaching staff and incorporate the academic as well as the social and emotional potential of the children. Strength:

• The principal sees that intervention, extra help, and counseling strategies are in place to support each child.

Challenge:

• A challenge exists for the leadership to increase teaching staff’s understanding of data analysis and to plan for benchmark follow-ups to determine the success of this analysis.


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7.3 How have key school leaders established a culture of trust and institutionalized a commitment to continuous improvement and accountability for performance?

The principal is in her first year as principal after many years as a vice principal. She has used her experience to cultivate the support and trust of her staff. Strength:

• Honest communication between the leadership and the staff has helped foster an atmosphere of collaboration and support to help improve teaching techniques and strategies.

Challenges:

• While data is seen as an important component of improving instruction, the challenge exists to increase the scope and depth of the data analysis so that benchmark follow-ups are relevant and current.

• Additionally, the principal and vice principal should establish a “time for reflection and planning” each week to ensure that what was planned worked, and if not, why not; and also to use the previous week’s experience to plan for the following week’s activities.

7.4a How is distributed leadership demonstrated, and what evidence is there that it is effective?

The NCLB committee has been restructured to allow for the group to act as a change agent that reflects the input of all stakeholders. Strength:

• The school-based governance body has reviewed the school’s vision and will be an active and productive partner in the decision-making process regarding attempts to initiate change.

Challenge:

• The challenge for this group will be to ensure that all stakeholders are involved and are active participants. Communication from this group to all affected parties within the school and community is a priority.

7.4b SECONDARY SCHOOLS—NJ Secondary Education Initiatives—Grades 6 to 12 What evidence is there that the district is implementing the Secondary Education Initiatives program?

The goal of the district is to make a 6th grade academy within each of the four elementary schools. One goal of the academy is to move to a departmentalized model to aid in the transition from elementary to middle school for rising 7th graders. Lakewood is a participating district in application of the NSF PISA2 grant, which allows six teachers per year for four years to participate. The successful participants in this grant will be identified as highly qualified content area specialists to teach within the 6th grade academy.


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Strengths: • The 6th grade humanities coach has participated in rolling out literature circles at the middle school

and turnkeyed this professional development in two of the elementary schools. • The 6th grade STEM (science, technology, engineering, and math) coach has been involved in

creating formative and benchmark assessments in the middle school, having horizontal articulation meetings with the elementary coaches.

Challenge:

• Continue the pursuit of the NSF PISA2 grant.


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SCHOOL, DISTRICT, AND STATE RECOMMENDATIONS

LANGUAGE ARTS LITERACY 1. To better meet the needs of the language minority students, who represent the majority of students

enrolled in the school, the school should embed active strategies that expand students’ background knowledge and vocabulary. Varied word walls, including but not limited to the use of cognate word walls, interactive word walls that are developed aound specific word categories or topics, personal dictionaries and word scans of reading material, are just a few tools to enhance student vocabulary acquisition. Strategies to review background knowledge and vocabulary should be used prior ro interacting with selected texts. Personal dictionaries/journals should also be developed.

2. Continue monitoring and supporting implementation of the balanced literacy design to assure that all

teachers attain the same high levels of implementation, as well as continue to use data to inform their instruction.

3. Provide bilingual program classes with more resources, including leveled readers in both languages and

other instuctional supports from assessments to practice materials. 4. Consider extending summer program services to ELLs as well as other students to help them maintain

their levels of English language proficiency and literacy skills during the period when many of them lose some language facility acquired during the school year.

MATHEMATICS School 1. Curriculum: Under the direction of the math supervisor, adopt a new math curriculum that supports

the ability to solve problems, encourages student engagement, provides real-life authentic experiences, and fosters the differentiation of instruction through student-centered instruction.

2. Assessment: Compare the quarterly benchmark data to the NJ ASK data and correlate the accuracy of

the data to determine the instructional levels of the students and drive instruction. 3. Instruction: Provide 5th and 6th grade students with teachers who are highly qualified in the content

areas. Prepare upper elementary students for their future middle school experience. In the 5th grade, pilot content area instruction that pairs math/science teachers and English/social studies teachers. Implement the complete departmentalization of all content area instruction in the 6th grade.

District 4. Instruction: Fulfill the mission of the technology plan. Implement a district-wide computer technology

initiative to provide students with a research-based and authentic educational experience and the supplemental support that is based on the data from formative needs assessments. Supplement direct instruction with hands-on, student-centered learning experiences that are based on real-life problem-solving situations. Incorporate technology in math instruction through the use of computers, calculators, SMART Boards, ELMOs and iPods to elaborate upon and enrich classroom instruction.


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SPECIAL EDUCATION School 1. Administrators should routinely do walkthroughs and provide immediate constructive feedback to the

teacher through verbal communication as a method of improving instruction.

2. Common planning time is essential for adequate lesson preparation and delivery. Time should be designed and scheduled to accommodate both special and general education teachers’ schedules.

3. The staff schedule should be addressed to rectify the inconsistencies in staff assignments with regard

to grade level and content area, especially in self-contained classes. Sufficient staff should be maintained to totally meet the students’ instructional needs.

District 4. The district should make every effort to establish programs that will assist in filling the achievement

gap between the elementary and middle school grades.

5. There should be a priority for the infusion of technology into all classrooms. SMART Boards or white boards should be incorporated into the routine of classroom instruction.

6. The district should make every effort to provide training and consistency for the I&RS team.

Administrative oversight should be provided to ensure efficiency and effectiveness of the team. SCHOOL CULTURE 1. Bring the school into the 21st century by providing and maintaining the optimum level of technology

to meet the needs of students, administration, and staff. 2. The guidance counselor is over-used but not used appropriately and needs help, especially with the

Hispanic student population and families. Consider the addition of a bilingual counselor to meet the needs of the school’s unique student population.

3. Allocate resources to provide assistance with the culture and language of the school community, such

as Spanish-speaking staff and administrators. SUPPORT FOR THE SCHOOL 1. Extend the availability of the parent center and involve parents and bilingual staff. 2. Continue articulation between the schools and educational staff to assist in implementing

benchmarking and sharing of teaching strategies. 3. Develop Web availability of grades and progress reports for parents. PROFESSIONAL DEVELOPMENT 1. Continue to expand existing professional development programs using data analysis and the impact on

instructional change as a priority.


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2. The new teacher institute program should be continued as an in-house mentoring program. LEADERSHIP and NCLB SCHOOL IMPROVEMENT COMMITTEE School 1. The principal, while experienced in administration within the school as a vice principal, would benefit

from experiencing a mentoring program for new principals that would provide her with current supervisory strategies and keep her abreast of current educational trends.

2. The principal and vice principal should expand their walkthrough practice to ensure that they are

thoroughly knowledgable regarding what is being taught in the classrooms, how the instruction is being presented, and, just as importantly, how to provide the teaching staff with effective instructional supervision.

3. Continue to develop, implement, and empower the restructured School Improvement Committee to

manage school improvement by developing and updating the Unified Plan; developing a school vision and related goals; incorporating CAPA recommendations in the Unified Plan and overseeing their implementation; using perfomance data to improve instruction in the classroom; integrating professional development in school improvement efforts; researching best practices; and building the commitment of all stakeholders toward the student achievement goals and vision for Clifton Avenue School.

District 4. It is recommended that the district give serious consideration to adding the function of data

warehousing and analysis as part of its centralized support for its schools. This function would provide continuous student performance data, in-depth analysis of standardized test results, and training and instruction regarding data use by school administration and teaching staff, and would strategically direct limited professional development resources to where they are needed most.


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SUMMARY OF CLASSROOM VISITS

The results of the classroom visits provide a view of instruction within the building. This summary is a cross-section or snapshot of instruction. Several rounds of classroom walkthroughs were conducted to provide a representative and thorough understanding of the nature of instruction in the school. The team visited the Clifton Avenue School in Lakewood during the week of April 26-29. The school is 98% Hispanic and set in a community of Orthodox Jews. This has presented a situation that has negatively affected the school in that much of the financial resources are being absorbed by the non-public schools, of which there are 67 according to the DOE. The school is led by a first-year principal who has achieved an excellent working relationship with her staff and has been able, with the collaboration of staff and central office, to institute several new educational programs that are designed to improve instruction. During the visit, the CAPA Review language arts literacy subteam visited 20 classrooms, including classrooms across grades K-6. This included two bilingual classes, a G&T class, two inclusion classes, and classes in which the Title I teachers had pushed in to provide more support. The Reading Recovery center also was visited. There were a number of indicators in which most classrooms exhibited good practices, including (1) guided reading instruction, (2) individual reading/writing conferences, (3) interactive read- alouds, and (4) students actively engaged in writing. Also seen was (1) team teaching, (2) students engaging in self-reflection, (3) communicating why the lesson is being taught, (4) cooperative learning, and (5) total student engagement. Overall, there was a wide range of instruction observed during the school review. During the visit, the CAPA Review mathematics subteam visited 14 classrooms, including classrooms from grade levels 3-6. There were a number of indicators in which most classrooms exhibited good practices, including (1) cooperative learning, (2) total student engagement, (3) a high level of student comfort and respect toward the teacher and other students, and (4) teacher- and student-created print-rich environments. There were fewer cases of (1) team teaching, (2) differentiated instruction, (3) learning centers, and (4) student portfolios. Computer technology was not used for research or to support and supplement classroom instruction. Overall, there was a wide range of instruction observed during the school review. The CAPA Review special education subteam visited eight special education classrooms in the Clifton Avenue School, which houses grade levels K through 6: K: Math - Inclusion (1), LAL - Self-Contained (1); Grade 2: Math - Inclusion (1), Art - Inclusion (1); Grades 3/4: LAL - LLD Self-Contained (1); Grade 4: LAL - Inclusion (1); Grades 5/6: LAL - LLD Self-Contained (1); and Grade 6: LAL - General Education (1). The classroom visitations followed the Walkthrough Summary Form format in a holistic manner. The level of student engagement in the learning process was a focus, as wasevidence of the lesson’s objective. There appeared to be effective communication between teacher and student in the classes visited. During class visitations instruction was mainly teacher-centered with little differentiation. Work sheets were used along with some technology. Students interacted with their peers in an age-appropriate manner and at times were observed working in a group setting. There was evidence of co-teaching in the inclusion classes. Limited technology was evident but under-utilized in the majority of classes. Overall, there was evidence of low rigor and some indication of higher-order thinking skills in the instruction observed. The students were afforded the opportunity to self-reflect on their work and express the results of their assignment with the teacher or classroom aide, but little opportunity to present to their classmates.


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During the visit, the CAPA Review administrative subteam visited seven classrooms, including classrooms from grade levels K-6. There were a number of indicators in which most classrooms exhibited good practices, including (1) monitoring student understanding throughout the lesson, (2) students exhibiting a sense of comfort and respect toward the teacher, and (3) orderly and well-maintained classrooms. There were fewer cases of (1) team teaching, (2) students engaging in self-reflection, (3) communicating why the lesson is being taught, (4) cooperative learning, and (5) total student engagement. Overall, there was a wide range of instruction observed during the school review.

SUMMARY OF DOCUMENTATION REVIEW

The team activities included a review of the documents collected for the school portfolio and data profile, including: • Student writing portfolios (grades K-6) • Student writing folders (grades K-6) • Student reading folders that include benchmark data, DRA assessments, running records, etc. • Lesson plans with principal’s comments • Curriculum guide and pacing guide • Teacher resource materials, including works by Fountas & Pinnell, etc. • NJ ASK data • AMAO data • SIOP training documents • ELL enrollment report • Opening day packet for teachers • Meeting sign-in sheets and minutes • Title I Unified Plan • School Background Information Form • NJ School Report Card • School Highly Qualified Teacher Report • PDPs and related evaluations • 2008-2009 Cycle II data, AYP profile charts, cluster analysis, Learnia • Master schedule • Walkthrough forms • Student work displays; student work folders • Faculty meeting minutes and agendas • Department meeting minutes and agendas • School Web site • Faculty Handbook • QSAC Report • Professional Development Plan • Parent/Student Handbook


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• Curriculum materials • Classroom materials, basal components, teacher-made materials, computer programs • Review of student individualized education programs (IEPs) • Three-year trend charts and cluster analysis/pie charts • Announcements to the staff and parents • After-school programs and enrollment information • Data information • Enrolloment information • District assessment data • Minutes and agendas of meetings • Samples of communications to students, staff, and parents • Parent involvement documentation • Principal PGP • Staff evaluations • Walkthrough data • Disciplinary reports • Unified Plan


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IN CONCLUSION

Members of the CAPA review team express their appreciation to the staff and community of Clifton Avenue School for their gracious welcome and for their open interaction with us during our visit. We encourage the school community to review this report asking themselves reflective questions about the findings of fact and recommendations for action.


Page 37

BACKGROUND INFORMATION FORM

Principal/Lead Person – Years in Building Anne D. Luick – 14 years Bldg. / 5 years V.P. Number of Vice Principals in Building 1 Grade Levels in Building 7 Number of Teachers in Building 66 full-time / 8 part-time Number of Teachers meeting NCLB HQT 100% Number of Teachers with Emergency Certification and Subject Area

3 Content Area 0 Emergency

Teacher Mobility Rate 1.4% Teacher Attendance Rate 96.6% Total Number of Classrooms 40 Total Number of Students in Building 741 Percent Special Education Students 10.9% Percent Special Education Students in Inclusive Classrooms

42%

Number of Special Education Self-Contained Classrooms

4

Number of Inclusive Classrooms and Grade Levels 7 Percent LEP 10% Number of Bilingual Classrooms 2 Number of Students Receiving Bilingual Services 6.2% Number of Students Receiving ESL Services 55 Student Attendance 94% Student Mobility 26.7% Student Suspensions 39 Subgroups Missing AYP Student w/ Disabilities, Hispanic, Total

Population AYP Content Areas Missed (Math or LAL) LAL (3-5) Number of Students Receiving Supplemental Services (SES)

252

NCLB Committee Meets Monthly YES NCLB Committee Has Required Representation YES


Page 38

TEAM POSITION

NAME

AFFILIATION

EXTERNAL TEAM

Team Leader

Donato Stelluto

Educational Consultant

Principal

John Carey


Language Arts Literacy Specialist

Linda Dold Collins


Mathematics Specialist

Walter Spector


Special Education Specialist

Anthony Ericchetto


English Language Learning Specialist

Linda Dold Collins


DOE Liaison

Carole De Mesquita

NJ Department of Education

INTERNAL TEAM

District Liaison

William Andersen

Asst. Superintendent

Principal

Anne Luick

Principal

Language Arts Literacy Specialist

Helen Newman Martha Ploskay

LAL Coach Literacy Coach

Mathematics Specialist

Colleen Mc Carthy

Math Coach

Special Education Specialist

Margo Mc Clean

Special Ed Lit. Res. Coach

English Language Learning Specialist

Tracey Paolantonio

Bilingual-ESL

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