Plainfield FY12 Cedarbrook Unified Plan 9-21-2011

8/3/2019 Plainfield FY12 Cedarbrook Unified Plan 9-21-2011

http://slidepdf.com/reader/full/plainfield-fy12-cedarbrook-unified-plan-9-21-2011 1/37

1

2012 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD

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

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

School: CEDARBROOK K-8 CENTER (100)

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

Principal: Mr. Frank Asante Principal E-mail: [email protected]

Principal Certification

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

X I certify that I have been included in consultations related to the priority needs of my school and participated in the completion of this Title I Unified Plan. I have beenan active member of the planning committee and provided input to the school needs assessment and the selection of priority problems. I concur with the information

presented herein, including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a..

Frank Asante_____________________________________ __________________________________________ 6/30/2011Principal’s Name Principal’s Signature Date



2

School NCLB Committee

Select committee members to develop the Unified Plan.Note: For continuity, some representatives from this needs assessment stakeholder committee should be included in the schoolwide stakeholder group and/or the SINI

plan committee. Identify the stakeholders who participated in the needs assessment and/or development of the plan. Signatures should be kept on file in the schooloffice for review. Print off a copy of this page to obtain signatures. *Add lines as necessary.

Name Stakeholder GroupParticipated in Needs

AssessmentParticipated in Plan

Development SignatureFrank Asante Principal X X

Wilson Martinez Vice Principal X X

Eleanor Hemphill School Staff - Classroom Teacher X X

Donna McGregor School Staff - Classroom Teacher X X

Joyce Todd School Staff – Special Needs X X

Sarah Maslo School Staff – Classroom Teacher X X



3

School NCLB Committee Meetings

List the dates of the meetings when the School NCLB Committee discussed the needs assessment and Unified Plan development. *Add rows as necessary

Date Location Topic Agenda on File Minutes on File

Yes No Yes No

Bi-Monthly Cedarbrook K-8 Center (Conf. room) Plan Development X X

Bi-Monthly Cedarbrook K-8 Center (Conf. room) Needs Assessment X X

School’s Vision & Mission

Provide, update, or develop the school’s vision and mission statement. Refer to the Introduction for Unified Plan pages for guidance.

What is the school’s vision statement?

Students should love and respect learning and have access to the necessary supplies for learning. Thecurriculum should be relevant to meet the current and future needs of our students and shouldincorporate technology implementation. Teachers should be facilitating rather than lecturing. Assessment and student data is used to drive instruction.

What is the school’s mission?

The Plainfield Public Schools, in partnership with its community, shall do whatever it takes for everystudent to achieve high academic standards. No alibis! No excuses! No exceptions!

Describe the process for developing or revising theschool’s vision and mission.

The School Professional Development Committee led the entire staff in sessions to develop the schoolvision and mission.



4

2012 Comprehensive Needs Assessment & Data Analysis Summary

Data Collection and Analysis

Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2011 Programs, Strategies and PracticesResults and outcomes must be measurable.

Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes

Academic Achievement – Reading District Interim Assessment (D.I.A.)

Developmental Reading Assessment (D.R.A.)

NJASK

Identifies individual student weaknesses and strengths through these measures

Academic Achievement - Writing District Interim Assessment (D.I.A.)

NJASK


Academic Achievement - Mathematics District Interim Assessment (D.I.A.)

NJASK


Parent Involvement District Instructional Review District on site visits identify weaknesses and strengths in meeting district goals of DistrictStrategic Plan

Professional Development District Interim Assessment (D.I.A.)

NJASK

PD Survey

District Instructional Review

These measure Identify weaknesses and strengths in implementation and followthough of professional development

Extended Learning Opportunities District Interim Assessment (D.I.A.)

NJASK

These measure Identify weaknesses and strengths in implementation and follow though

Homeless District Interim Assessment (D.I.A.)

NJASK


Students with Disabilities District Interim Assessment (D.I.A.)

NJASK


English Language Learners District Interim Assessment (D.I.A.) Identifies individual student weaknesses and strengths through these measures



5

Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes

NJASK

Economically Disadvantaged District Interim Assessment (D.I.A.)

NJASK


School Culture District Instructional Review District on site visits identify weaknesses and strengths in meeting district goals of DistrictStrategic Plan

Leadership District Instructional Review District on site visits identify weaknesses and strengths in meeting district goals of DistrictStrategic Plan

Highly Qualified Staff District Instructional Review District on site visits identify weaknesses and strengths in meeting district goals of DistrictStrategic Plan

School-Based Youth Services District Instructional Review District on site visits identify weaknesses and strengths in meeting district goals of DistrictStrategic Plan



6

Evaluation of 2011 Teaching and Learning Strategies & Programs

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

1Strategy or Program

2Content/Group

Focus

3Effective

Yes-No

4Documentation of

Effectiveness

5Measurable Outcomes

Reading Plus / Read 180 LAL Y Research Based Program Waiting for 2011 NJASK DATA

Lucy Calkins LAL Y Research Based Program Waiting for 2011 NJASK DATA

Every Day Math Mathematics Y Research Based Program Waiting for 2011 NJASK DATA

Trophies/Tropheos ELL Y Research Based Program Waiting for 2011 NJASK DATA

All of the above Students with Disabilities Y Research Based Program Waiting for 2011 NJASK DATA

N/A Homeless/Migrant

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

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomes

N/A

Students with Disabilities

Homeless/Migrant

ELL



7

Table D: Professional Development That Was Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


5

Measurable Outcomes

Lucy Calkins Writingprogram LAL Y NJASK Waiting for 2011 NJASK results

NJ ASK Test TakingStrategies

LAL / Mathematics Y NJASK Waiting for 2011 NJASK results

All of the above Students with Disabilities Y NJASK Waiting for 2011 NJASK results

All of the above ELL Y NJASK Waiting for 2011 NJASK results

N/A Homeless/Migrant

Table E: Parent Involvement That Was Implemented in 2011

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4


5

Measurable Outcomes

Back to school night All Content Areas Y Sign-in Sheets Increased parent awareness and engagement in instructional programs.

Parent-teacher conferences All Content Areas Y Sign –in Sheets Increased parent awareness and engagement in instructional programs

Communications All Content Areas Y Flyers, Agendas, GlobalConnect calls

Increased parent awareness and engagement in i nstructional programs

PATT (Parent and Teacher Organization) meetings

All Content Areas Y Sign-in Sheets Agendas

Increased parent awareness and engagement in instructional programs



8

2012 Needs Assessment & Evaluation Summary

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

1. Describe the process and techniques used in the needs assessment. Reviewed test data with the School Leadership Team.

Reviewed test data with grade 3-8 teachers.

Implemented a master schedule to accommodate grade level articulation and extra support in targeted instructional areas.

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

Data is obtained from the NJ ASK for student subgroups.

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

Genesis system houses student demographic information, attendance and discipline data, along with data on state tests, districts tests, courses andinstructors.

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

Data driven decision-making informed differentiated instruction and instructional strategies used by teachers.

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

The professional development enhanced teachers’ instructional strategies and increased student achievement.

6. How are educationally at-risk students identified in a timely manner? District data warehouse program (Genesis) allows for timely identification of at -risk students.

District data warehouse program (Genesis) allows for timely identification of at-risk students.

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

Data analysis allows teachers to address the needs of at-risk students by differentiating their instruction.

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

NOT APPLICABLE



9

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

NOT APPLICABLE

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

Through grade level articulation and staff meetings on a weekly basis.

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

Cedarbrook is involved in a year-long planning process with Early Childhood to ensure that students transition to kindergarten smoothly and effectively.Preschool teachers of 4-year olds visit our Kindergarten classrooms at the beginning of the school year to receive an overview of the program in order toensure that their students will be ready by the end of the year. Preschool students visit our kindergarten classrooms and get a glimpse of what to expect inthe upcoming school year.

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

Plan was reviewed NCLB committee. The priority will continue to focus on literacy, math and science in order to continue increasing student achievement

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

No data yet

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

NOT APPLICABLE


NOT APPLICABLE


NOT APPLICABLE



10

2012 Needs Assessment – Partially Proficient

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

Language Arts 2008-2009 2009-2010 Services Provided Describe why services provided did not result in proficiency.

Grade 4 55 31

Grade 5 34 38

Grade 6 25 26

Grade 7 15

Grade 8

Grade 11

Grade 12

Mathematics 2008-2009 2009-2010 Services Provided Describe why services provided did not result in proficiency.

Grade 4 45 20

Grade 5 22 27

Grade 6 25 19

Grade 7 12

Grade 8

Grade 11

Grade 12



11

Selection of Priority Problems

School Needs Assessment Summary Matrix

Certification: For Title I SINIs and SW schools, Population Categories A-M have been annually assessed.Using information from the data analysis, identify all priority problems.Select three or four priority problems to address in this plan. The selected problems should be checked in column T.

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

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

Priority Problem

Population Categories

A .

A l l s t u d e n t s

B .

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

C .

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

D .

E c o n .

d i s a d v a n t

a g e d

E .

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

q u e n t

F .

Y o u t h a t r i s k o f d

r o p p i n g o u t

G .

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

H .

H o m e l e s s

I . I m m i g r a n t

J .

L E P

K .

T e a c h e r s

L .

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

l s

M .

P a r e n t s

N .

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

e r s

O .

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

P .

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

Q .

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

R .

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

d

S .

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

____________

T .

S e l e c t e d P r i o r i t y P r o b l e m s

S t u d e n t

A c a d e m i c N e e d s

1 Closing the achievement gap x

2 Early childhood education

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

o n t e n t

S

t a n d a r d s

3a Language arts literacy and reading x x

3b Mathematics x x

3c Science x x

3d Social studies x3e World Languages x

3f Cross Content Workplace Readiness x

4 Technology Literacy x

S t a f f N e e d s

H i g h Q u a l i t y P r o f e s s i o n a l

D e v e l o p m e n t

5 .

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

t h e C C C S 5a Language Arts Literacy x

5b Mathematics x

5c Science x

5d Social studies x

5e World Languages x

5f Cross Content Workplace Readiness x



12


Priority Problem


A .


B .


C .


D .

E c o n .

d i s a d v a n t a

g e d

E .


q u e n t

F .


r o p p i n g o u t

G .


H .

H o m e l e s s


J .

L E P

K .

T e a c h e r s

L .

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 .


Q .


R .

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

S .


____________

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

6

Effective classroom use of technology

7 Standards-based assessment x

8 Instructional skills and strategies x

9 Mentoring x

10 Classroom management x

11Using data/assess. to improvelearning x

12 Working with parents x

H i r i n g ,

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

R e t a i n i n g

13 Highly qualified teachers

14 Teachers in shortage areas

15 Teachers in Math and Science

16 Teachers to reduce class size

17 Qualified paraprofessionals

18 Highly qualified personnel

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

19 Alcohol use

20 Drug use

21 Tobacco use

22 Violence x

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27Suspensions, removals, or expulsions x

28Serious or persistent disciplineproblems x

29 Bullying x

30 Victimization x



13


Priority Problem


A .


B .


C .


D .

E c o n .

d i s a d v a n t a

g e d

E .


q u e n t

F .


r o p p i n g o u t

G .


H .

H o m e l e s s


J .

L E P

K .

T e a c h e r s

L .

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 .


Q .


R .

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

S .


____________

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

31 Truancy/attendance x

32 Mental health x

33 Sex/gender issues

34 Interpersonal conflict x

35 Intergroup conflict/bias

36 Negative peer influence x37 School safety

38 School climate/environment x

39 Risk factors x

QualityTeacher 40 Teacher Quality

Tech. & Ed.Materials

41 Technology activities x

42 Instructional/Educational Materials x

Students withSpecialNeeds 43 Drop-out rate

Literacy, &Adult Ed.

44 Adult literacy

45 Parent/community involvement

Leadership46 Leadership Network

47 Leadership PD



14

Description of Priority Problems and Strategies to Address Them

All student subgroups not meeting AYP MUST be considered during the needs assessment process. Select at least three priority problems.Complete the information below for each priority problem checked in column T on the previous pages. Add additional sections as needed.

#1 #2

Population Category Letter &Problem Number

Population Letter: A Problem Number: 3a Population Letter: A Problem Number: 3b

Name of priority problem Addressing student academic needs in literacy Addressing student academic needs in Math

Describe the priority problem Addressing student academic needs in literacy Addressing student academic needs in Math

Describe the root causes of theproblem

It takes three to five years to show adequate growth in studentachievement


Subgroup or population addressed All Students All Students

Grade span K-8 K-8

Related content area missed Language Arts Literacy Math

Name of scientifically researchbased program/strategy/practiceto address problem

Read 180/Reading PlusLucy Calkins Writing Program

Trophies / Trofeos

Every Day Math ProgramPre- Algebra and Algebra 1

How does the program/strategyalign with the NJ CCCS?

The curriculum, programs and strategies implemented are allfully aligned to the NJCCCS. All classroom lessons are alignedto the NJCCCS and CPIs

The curriculum, programs and strategies implemented are allfully aligned to the NJCCCS. All classroom lessons are aligned

to the NJCCCS and CPIs

CAPA finding or recommendationrelated to the priority problem

NOT APPLICABLE NOT APPLICABLE



15

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

#3 #4

Population Category Letter &Problem Number

Population Letter: A Problem Number: 3c

Name of priority problem Addressing student academic needs in science

Describe the priority problem Addressing student academic needs in science

Describe the root causes of theproblem


Subgroup or populationaddressed

All Students

Grade span K-8

Related content area missed Science

Name of scientifically researchbased program/strategy/practiceto address problem

Professional development in implementing new textbookseries, A Closer Look

Cambridge Physical Options, as resources for hands-on inquiryactivities and accessing informational text

How does the program/strategyalign with the NJ CCCS?

The curriculum, programs and strategies implemented are allfully aligned to the NJCCCS. All classroom lessons are aligned

to the NJCCCS and CPIs

CAPA finding or recommendationrelated to the priority problem

NOT APPLICABLE



16

Action Planning

Check Before Proceeding: The action planning section is required for all SINIs.

The action plans are developed for the primary strategies and programs selected that address the priority problems.

At least ten steps must be identified.

Action Plan for Strategy Related to Priority Problem #1

Name of Program, Strategy or Practice toAddress Priority Problem:

SMART Goal:

(Specific, Measurable, Achievable, Relevant, Timely)

Research Supporting Strategy(from IES Practice Guide or What Works Clearinghouse)

Indicators of Success: 1.2.

Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date - Timeline

1

2

3

45

6

7

8

9

10

11

12



17



SMART Goal:



Indicators of Success: 1.

2.



1

23

4

5

6

7

8

9

10

11

12



18




SMART Goal:


Indicators of Success: 1.

2.



1

23

4

5

6

7

8

9

10

11

12



19

Plan Components for 2012

Table F: Proposed 2012 Core Strategies to Address Student Achievement

Name of Strategy

ContentArea

FocusTarget

Population(s)Person

ResponsibleIndicators of Success

(Measurable Evaluation Outcomes)

Research Supporting Strategy(from IES Practice Guide or What Works

Clearinghouse)

Trophies / Trofeos Literacy Grades K-5 Principal / VicePrincipal

NJASK Waiting for 2011 AYP results. Program approved by NJ DOE

Read 180/ Reading Plus Literacy Grades 5-8 Principal / VicePrincipal

NJ ASK Waiting for 2011 NJASK DATA Program approved by NJ DOE

Lucy Calkins Writing program Literacy Grades 3-5 Principal / VicePrincipal

NJ ASK Waiting for 2011 NJASK DATA Program approved by NJ DOE

Every Day Math Program Math

Grades K-6Principal / VicePrincipal

NJ ASK - Increase in academic performance -Waiting for 2011 NJASK DATA

Program approved by NJ DOE

Glencoe Pre -Algebra and Algebra 1 Programs

Math Grades 7-8 Principal / VicePrincipal

NJ ASK - Increase in academic performance -Waiting for 2011 NJASK DATA

Program approved by NJ DOE

A Closer Look Program Science Grades K-5 Principal / VicePrincipal

NJ ASK – Only tested in Grade 4 Program approved by NJ DOE

Cambridge Physical OptionsProgram

Science Grades 6-8 Principal / VicePrincipal

NJ ASK – Only tested in Grade 8 Program approved by NJ DOE

*Use an asterisk to denote new programs.

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

Name of Strategy

ContentArea

FocusTarget

Population(s)Person

Responsible

Indicators of Success



Clearinghouse)

N/A

HomelessMigrant



20

Name of Strategy

ContentArea

FocusTarget

Population(s)Person

Responsible




Clearinghouse)

ELL

Students with

Disabilities*Use an asterisk to denote new programs.



21

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

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

*Have to develop with

team!!

HomelessMigrant

ELL

Students withDisabilities


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

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

Back to School Night All Content Areas

Principal / VicePrincipal

Increase by 5%parent awarenessand engagement ininstructional

programs

Increased parental involvement directly correlates withincreased academic performance

Parent-Teacher Conferences All Content Areas


- Increase by 5%parent awarenessand engagement ininstructionalprograms

- Inform parents of students’ academicstrengths andweaknesses


Communications All Content Areas


Increase by 5% parentawareness andengagement ininstructional programs


Needs to be completed before plan is submitted



22

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

Parents And TeachersTogether (P.A.T.T.) – parent organization

All Content Areas

- Principal / VicePrincipal- PATT Executive

Board

Increase by 5%parent awarenessand engagement in

instructionalprograms



2012 Parent Involvement (PI) Narrative

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

Through the strategies identified, parents are provided with support to assist their children at home by introducing them to scientifically-researched bestpractices, testing formats, and social-emotional wellness. The support, in turn, connects homes with school in a partnership to increase students’ academicperformance.

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

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

The school-parent compact is disseminated to every student in September. Administrators and teachers review the compact with parents and students duringBack to School Night in September. The school-parent compact is signed and returned at Back to School Night or to the classroom teachers. This is on-goinguntil all compacts have been signed and returned. Copies will be kept on file in the main office.

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

Data is reported to the public via PATT meetings, End of Year Report, and Community Forums

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

The Office of Bilingual/ ESL inform parents of student’s results in the ACCESS test.



23

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

School website; school marquee; school calendar; End of Year report; Presentation at PATT meetings

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

School website; presentation at PATT meeting; presentation at community forum; End of Year Report

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

Parents reviewed Unified Plan as part of the NCLB Committee

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

Individual student progress on state assessments is mailed home. Teachers may also conduct Data Chats with parents to discuss individual performance.

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

P.A.T.T. Meetings; Bring Your Parent to Work Day Celebration

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

P.A.T.T. Meetings; Bring Your Parent to Work Day Celebration



24

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

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

3-5 State Assessment Baseline 2012 Target State Assessment Baseline 2012 Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 NJASK 2011

Students with Disabilities NJASK 2011 NJASK 2011

Limited English Proficient Students NJASK 2011 NJASK 2011

White

African-American NJASK 2011 NJASK 2011

Asian/Pacific Islander

American Indian/Native American

Hispanic NJASK 2011 NJASK 2011

Others

Economically Disadvantaged NJASK 2011 NJASK 2011

GRADE SPAN: GRADE 6 – 8 COMBINED ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 65.1 68.6 NJASK 2011 59.0 63.1

Students with Disabilities NJASK 2011 53.6 58.2 NJASK 2011 44.0 49.6

Limited English Proficient Students NJASK 2011 0.0 10.0 NJASK 2011

White

African-American NJASK 2011 61.8 65.6 NJASK 2011 57.4 61.7

Asian/Pacific Islander

American Indian/Native American

Hispanic NJASK 2011 64.0 67.6 NJASK 2011 61.4 65.3

Others

Economically Disadvantaged NJASK 2011 65.9 69.3 NJASK 2011 60.6 64.6



25

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


3-5 Other Assessment Name Baseline 2012 Target Other Assessment Name Baseline 2012 Target

GRADE SPAN: ELEMENTARY ; Grades 3-5

Total NJASK Waiting for 2011 NJASKDATA

NJASK

THIS IS FOR OTHER ASSESSMENTS NOT NJASK

Waiting for 2011

NJASKDATA

NJASK

Students with Disabilities NJASK “ NJASK “ NJASK

Limited English Proficient Students NJASK “ NJASK “ NJASK

White NJASK “ NJASK “ NJASK

African-American NJASK “ NJASK “ NJASK

Asian/Pacific Islander NJASK “ NJASK “ NJASK

American Indian/Native American NJASK “ NJASK “ NJASK

Hispanic NJASK “ NJASK “ NJASK

Others NJASK “ NJASK “ NJASK

Economically Disadvantaged NJASK “ NJASK “ NJASK

GRADE SPAN: MIDDLE ; Grades 6-8

Total NJASK Waiting for

2011 NJASKDATA

NJASK Waiting for

2011NJASKDATA

Students with Disabilities NJASK “ NJASK “

Limited English Proficient Students NJASK “ NJASK “

White NJASK “ NJASK “

African-American NJASK “ NJASK “

Asian/Pacific Islander NJASK “ NJASK “



26


3-5 Other Assessment Name Baseline 2012 Target Other Assessment Name Baseline 2012 Target

American Indian/Native American NJASK “ NJASK “

Hispanic NJASK Waiting for 2011 NJASKDATA

Waiting for 2011NJASKDATA

Others NJASK “ “

Economically Disadvantaged NJASK “ “



27

Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff

Number &

Percent

Content &Focus

Description of Process to Meet HighlyQualified

Description of Strategy to Retain HQ Staff

Teachers who meet thequalifications for HQT,consistent with Title II-A

29

100%

All Content Areas Process handled by District HumanResources Department

Not Applicable

Teachers who do not meet thequalifications for HQT,consistent with Title II-A

0

0%


Not Applicable

Paraprofessionals who meet thequalifications required by NCLB(education, ParaPro test,portfolio assessment)

8100%

All Content Areas Process handled by District HumanResources Department Not Applicable

Paraprofessionals who do notmeet the qualifications requiredby NCLB (education, ParaProtest, portfolio assessment)

0

0%


Not Applicable

Description of Strategy To Attract HQ Staff Individuals Responsible



28

Table L: Support for Teachers

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

Description of Support

ContentArea Focus Target Group

PersonResponsible


(Evaluation) How are teachers identified?

Building-Based Professional Development All Contents All Staff SPDC Evaluation Forms PDP’s (Professional Development Plans)

Table M: Support for Administrators

Use the Table below to describe how leaders in schools in need of improvement are provided with support and instructional leadership.

Description of Support

ContentArea Focus Target Group

PersonResponsible


(Evaluation) How are administrators identified?

District fills in??

Network



29

Student Eligibility and Selection

Table N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistance school and the measures to ident ify students whoneed additional support in schoolwide programs. For targeted assistance schools, use the last two columns to designate if the measures are used as criteria for programentrance or exit.

Measure

Homeless Migrant Students with

Disabilities

Economically

Disadvantaged

ELL Other

SubGroups

Targeted Assistance Schools

Entrance Criteria () Exit Criteria ()

State Assessment N/A N/A NJASK NJASK NJASK NJASK

Other Assessments District Interim Assessment /Developmental Reading Assessment

District Interim Assessment /Developmental Reading Assessment

DistrictInterim Assessment /DevelopmentalReading Assessment

District Interim Assessment /DevelopmentalReading Assessment

English LanguageProficiency Assessment

ACCESS ACCESS ACCESS ACCESS

Classroom Grades Report Cards Report Cards ReportCards

Report Cards

Teacher Recommendation

Other Read 180 / ReadingPlus/Lucy Calkins

Read 180 / ReadingPlus/Lucy Calkins

Read 180/ ReadingPlus/LucyCalkins

Read 180 /ReadingPlus/Lucy Calkins

Support Elements

NOT APPLICABLE

CEDARBROOK IS AN

APPROVED SCHOOLWIDE

PROGRAM SCHOOL



30

Ongoing and Sustained Technical Assistance*

1. What assistance did the NCLB committee determine it needs to implement the 2012 Unified Plan in the school’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 level and/or outside experts, for example, skilledconsultants, 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.

*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies, procedures and evaluation instruments,data analysis, coaching, program planning, budgeting, and the provision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or

an outside consultant.

NOT APPLICABLE



31

District Support (completed by LEA for SINIs only)

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

Lack of administrative and leadership consistency at the district and school level has led to plans and programming not being consistent for students and teachers.Budgetary concerns have forced limited utilization of some of the strategies listed in table B to improve student performance.

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

Providing professional development thatfocuses primarily on improving instruction andusing data to inform instruction

The Office of Assessment, Data Collection, and School Improvement in collaboration with the Office of ProfessionalDevelopment will continue to provide trainings on the analysis of multiple measures of data for its instructionalimplications and Continuous Improvement Model (CIM), which is based upon an 8 step process that relies heavily onthe use of data to drive decisions relative to teaching and learning.

The next phase of the training efforts for the Office of Assessment, Data Collection, and School Improvement is toincrease teachers and staff literacy in assessments, more specifically expand knowledge of various ways to assess,the purpose of assessments, and what should be assessed.The Office of Professional Development will begin trainings in district for teachers and administrators of grades 3-12 inresearch-based best practices of Lucy Culkins Writing Units of Study.

Implementing strategies grounded inscientifically based research that will strengtheninstruction in core academic subjects

The district conducts focus walks to review programming, instructional planning and classroom practices. The districtalso does not support the purchase or use of programs not grounded in research.

The strategies and practices promoted within the district are:Continuous Improvement Model (CIM)

Writing –Units of Study (Lucy Culkins)Best Practices of Instructional Leaders and Teachers

Assessment for Learning – J. Chappius

Expanding parental involvement activities thatsupport the school’s efforts to increase studentachievement

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

Increase parent participation at both school and district level SLC (leadership program):

Bring Your Parent to School Day

Career Days

Parent training in both mathematics and literacy

Continue with the support for Parent Empowering Parents (PEP)



32

District and school web sites to inform parents and the community at large

Newsletters/flyers frequently sent home to parents in English and Spanish

School and district functions

Parent Institute

Parent to parent discussion groups

Reallocating the budget to fund activities thatsupport the school’s improvement plan and aremost likely to increase student achievement

The district will not reallocate funds within the NCLB budget. The allocations will remain intact for each Title. BusinessOperations will work collaboratively with the schools to use resources effectively and efficiently. Federal, State andLocal funds, including the city tax levy for education and Federal Entitlement and Competitive Grants State and PrivateGrants will be allocated and/or reallocated according to guidelines to fund the activities that support the school’simprovement plan.

Ensuring that curriculum is aligned to the CCCS The curriculum has been revised in all areas to reflect greater alignment to the NJCCCS and includes back-mappingand strategies on how to ensure retention of all requisite standards and CPI’s. The district is beginning to supportdevelopment of the Common Core Standards lesson plans and curriculum alignment.

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



33

2010-2011 Resource Allocation

Resource Allocation – Provide the following information regarding the use of the 2010-2011 funds including but not limited to 2010 SIA Part (A).

Type of Funds

Brief Description of Strategy or Practice Implemented with

Funds

AmountAllocated

SIA AmountCarried Over

Reallocated Useof SIA

Outcomes as a Result of Implementing the Strategy or

PracticeEvidence

2010 Title I, Part A We are aSchoolwideschool withblendedfunds

NOT APPLICABLE

NOT APPLICABLE

To be determined once theSpring 2011 NJASK results arereceived and analyzed

NJASK -Spring 2011

2010 SIA Part A NOT APPLICABLE

Federal NCLB and

other federalsources

NOT

APPLICABLE

NOT

APPLICABLE

To be determined once the

Spring 2011 NJASK results arereceived and analyzed

NJASK

State ABBOTT NOT APPLICABLE

NOT APPLICABLE


NJASK

Local City TaxLevy

NOT APPLICABLE

NOT APPLICABLE


NJASK

Other We are aSchoolwide

school withblendedfunds

NOT APPLICABLE

NOT APPLICABLE


NJASK



34

School Budget Pages

School level budget pages in Excel must be completed along with each school’s Unified Plan, identifying the following: How the Title I, Part A school allocation is budgeted for targeted assistance schools or schools operating schoolwide programs that do not blend

their funds How the SIA, Part a allocation is budgeted for all schools receiving this award

Budget Detail pages and a Budget Summary are available as an Excel program at the following location: www.nj.gov/education/grants/entitlement/nclb/.

Complete the Excel budget pages for each school and upload the file to the NCLB Application on EWEG on the Title I Unified Plan upload screen. Thesebudget pages are in addition to the Title I Unified Plan for each school required to complete a plan.

Budget Detail pages must be uploaded. The signature of the Business Administrator must be kept on file at the district/school.



35

Corrective Action, Restructuring, and School Improvement

Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10 that have had a CAPA visit. The

corrective action plan, corrective actions identified in the CAPA summary report continue to be incorporated into the Unified Plan.Corrective Action (CAPA Recommendations) Status Report

This form is completed by all schools in Year 4 and above. Schools in corrective action had to implement one or more of the following corrective actions (as identified bythe 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) wi ll beincorporated with the other elements of the Title I Plan. Note: CAPA report prioritized recommendations and action plans must be incorporated into the Unified Plan.

Corrective Actions (Recommendations from CAPA Report)

1 Required implementation of a new research-based curriculum or instructional program2 Extension of the school year or school day3 Replacement of staff members, not including the principal, who were relevant to the school’s low performance 4 Significant decrease in management authority at the school level

5 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 corrective actions implemented:

CorrectiveAction # Description

Effective

Yes - No Evidence of Effectiveness Outcomes

1

2

3

4

NOT APPLICABLE



36

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

Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, 9, 9 hold and 10 that have completed a restructuring plan, theapproved restructuring plan continues to be incorporated into the Unified Plan.

Year Restructuring Plan Created: _______

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

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

The restructuring options are as follows:

1. Implement any major restructuring of the school’s governance that is consistent with the principles of restructuring as set forth in the No Child Left Behind Act .

2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq. and N.J.A.C. 6A).3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to make adequate progress (consistent with

existing contractual provisions and applicable statutory protections in Title 18A).

Identify the restructuring option(s) selected: ____

For schools in Year 5 hold and above, complete the table below. Add additional rows as needed.

Fundamental Governance ReformsImplemented as Listed in Approved

Restructuring PlanStatus of Implementation

Effective

Yes - NoEvidence of

Effectiveness

Outcomes

1

2

3

4

5

List revisions made to the original restructuring plan.



37

Peer Review

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

Peer reviewers should have expertise in content areas and in school improvement.

Peer review must contain recommendations.

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

2. Provide the actual date and location the peer review(s) took place.

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Principal/Leadership

Language Arts

Mathematics

Special Education

ELL

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

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

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




Date post:	06-Apr-2018
Category:	Documents
Upload:	mariapellum
View:	215 times
Download:	0 times

Plainfield FY12 Cedarbrook Unified Plan 9-21-2011

Documents