Plainfield FY12 Emerson Unified Plan 12-20-11

8/3/2019 Plainfield FY12 Emerson Unified Plan 12-20-11

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2012 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD

Chief School Administrator: ANNA BELIN-PYLES Chief School Administrator E-mail:

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

School: Emerson

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

Principal: 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.

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 __________________________________________ ____________________________________________ REVISED 11/15/11 Principal’s Name Principal’s Signature Date



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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 school wide 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 Signature

Denise Riley Parent – PTO President X X

Frank Asante School Staff--Administrator X X

Laura Davis School Staff —Classroom teacher X X

Sheila Greenwood School Staff – Classroom teacher X X

Brenda Hackett School Staff —Special Education X X

Yurika Ebata School Staff —Bilingual, LEP X X

Patty Lewis School Staff--Support X X

Linda Reid NCLB Co-Chair, Science Teacher X X

George Rivera Community Groups X X



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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

1/31/11 Media Center School Improvement Yes Yes




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?

Emerson School in partnership with its community shall do whatever it takes for every student to achievehigh academic standards. No alibis, no excuses, no exceptions.

What is the school’s mission?

The mission of Emerson School is to provide opportunities for students to achieve their personal best,become responsible and productive citizens, and embrace lifelong learning in a safe and positiveenvironment.

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

The staff was provided with professional development to engage in the process of developing vision andmission statements (Victoria Bernhardt). Small groups collaborated to develop statements. Allstatements were collected, a ballot was created and voting took place to decide on the best missionstatement.



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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 – Literacy NJASK, DIA, DRA, End of Unit Assessments, Teacher Made Assessments, Focus Walk Data

Student proficiency on the NJASK for Literacy were:

Grade 3 09-10 10-11

African American 24% 45%

Hispanic 34% 46%

Economically Disadvantaged 28% 50%Students/Disabilities 11% 0%

Grade 4 09-10 10-11


Hispanic 22% 17%

Economically Disadvantaged 21% 13%

Students/Disabilities 0% 0%

Grade 5 09-10 10-11


Hispanic 33% 12%Economically Disadvantaged 39% 19%


Grade 6 09-10 10-11


Hispanic 44% 45%





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Academic Achievement - Mathematics NJASK, End of Unit Assessments,Teacher Made Assessments, FocusWalk Data

Student proficiency on the NJASK for Math were:

Grade 3 09-10 10-11

African American 42% 50%Hispanic 45% 69%



Grade 4 09-10 10-11


Hispanic 50% 60%



Grade 5 09-10 10-11 African American 46% 63%

Hispanic 48% 60%



Grade 6 09-10 10-11


Hispanic 44% 45%



Parent Involvement Back –to-School Night, ParentTeacher Conferences, NJASK ParentWorkshops, PTO Sign-In Sheets,Global Connect, Award/Honor Roll Assemblies, Parent Involvement Day,Career Day, Field Trips, FieldDay/Carnival Day, Concerts ,Theater Events, Science Fair, Spelling Bee,

There was high parental involvement at concerts, student performances and culturalevents. There was low participation at PTO Meetings.

Percentage of population that attended events:

09-10 10-11

35% 48%



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Geography Bee and Cultural Events

Professional Development Grade Level and Staff Meeting Agendas and Minutes, Lucy CalkinsWriting, Charlotte Danielson’s

Framework for Teaching, STEMTraining

After an analysis of the professional development needs assessment, f indings includethe following:

30% of teachers stated that they need additional training in the Lucy CalkinsWriters workshop model.

80% of teachers need training integrating technology into instructionalpractices.(Smartboard)

Extended Learning Opportunities STEEP, Homework Club, 21st CenturyGrant Tutoring


Grade 3 09-10 10-11

Total Students 29% 45%

Grade 4 09-10 10-11


Grade 5 09-10 10-11


Grade 6 09-10 10-11



Grade 3 09-10 10-11


Grade 4 09-10 10-11


Grade 5 09-10 10-11


Grade 6 09-10 10-11






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MATH proficiency

Grade 3 09-10 10-11

LEP 42% 75%

Grade 4 09-10 10-11

LEP 67% 56%

Grade 5 09-10 10-11

LEP 0% 100%

Grade 6 09-10 10-11

LEP 0% 100%

Economically Disadvantaged NJASK, DIA, DRA, End of Unit Assessments, Teacher Made Assessments


Grade 3 09-10 10-11Economically Disadvantaged 28% 50%

Grade 4 09-10 10-11


Grade 5 09-10 10-11


Grade 6 09-10 10-11


Student proficiency on the NJASK for Math were:Grade 3 09-10 10-11


Grade 4 09-10 10-11


Grade 5 09-10 10-11


Grade 6 09-10 10-11




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School Culture Attendance at School Events 75% participation at most events as evidenced by sign in sheets

Leadership Evaluations

District focus walks

District on site visits identify weaknesses and strengths in achieving school and

district goals.Highly Qualified Staff Highly Qualified Binder

Personnel File

Evaluations and Forms

100% of teachers are highly qualified.

School-Based Youth Services NA NA



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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, DIA, Read180, DRA, District PPSWrites Assessments,Harcourt Holistic Theme Assessments, Harcourt Unit Assessments, Lucy CalkinsWriting Program

LAL YES NJASK 2011 Student proficiency on the NJASK for Literacy were:

Grade 3 09-10 10-11


Grade 4 09-10 10-11


Grade 5 09-10 10-11

Total Students 41% 26%Grade 6 09-10 10-11


Everyday Mathematics,McMillan & McGraw – ACloser Look, DIA, StudyIsland, Starfall

Mathematics YES NJASK 2011 Student proficiency on the NJASK for Math were:

Grade 3 09-10 10-11


Grade 4 09-10 10-11


Grade 5 09-10 10-11


Grade 6 09-10 10-11


Message Time Plus,Reading Plus, DIA, Read180, DRA, District PPSWrites Assessments,

Students with Disabilities NO NJASK 2011 LITERACY proficiency

Grade 3 09-10 10-11




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1 2 3 4 5Harcourt Holistic Theme Assessments, Harcourt Unit Assessments, EverydayMathematics, McMillan &McGraw – A Closer Look,

DIA, Study Island, LucyCalkins Writing Program

Grade 4 09-10 10-11


Grade 5 09-10 10-11


Grade 6 09-10 10-11


MATH

Grade 3 09-10 10-11


Grade 4 09-10 10-11


Grade 5 09-10 10-11


Grade 6 09-10 10-11


NA Homeless/Migrant NA NA

Moving Into English,Message Time Plus,Reading Plus, DIA, Read180, DRA, District PPSWrites Assessments,Harcourt Holistic Theme

Assessments, Harcourt Unit Assessments, EverydayMathematics, McMillan &McGraw – A Closer Look,DIA, Study Island, LucyCalkins Writing Program

ELL YES NJASK 2011 LITERACY proficiency

Grade 3 09-10 10-11

LEP 25% 50%

Grade 4 09-10 10-11

LEP 0% 0%Grade 5 09-10 10-11

LEP 0% 0%

Grade 6 09-10 10-11

LEP 0% 100%

MATH proficiency

Grade 3 09-10 10-11

LEP 42% 75%



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1 2 3 4 5

Grade 4 09-10 10-11

LEP 67% 56%

Grade 5 09-10 10-11

LEP 0% 100%

Grade 6 09-10 10-11

LEP 0% 100%

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

Results and outcomes must be measurable.

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomes

STEEP (Striving TowardsEducational ExcellenceProgram

LAL

Mathematics / AllSubgroups

Yes End of Year Student Projectsand in classassessments/portfolios

NJASK 11


Grade 3 09-10 10-11


Grade 4 09-10 10-11


Grade 5 09-10 10-11


Grade 6 09-10 10-11



Grade 3 09-10 10-11


Grade 4 09-10 10-11


Grade 5 09-10 10-11


Grade 6 09-10 10-11




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1 2 3 4 5

21st Century Tutoring LAL


Yes Student work, portfolios See data above.

Homework Club LAL


Yes Completion and accuracy of

homework assignments

See data above.



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Table D: Professional Development That Was Implemented in 2011.

1

Strategy or Program

2

Content/GroupFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Measurable Outcomes

Lucy Calkins LAL Yes Reading & Writing DataBinders, Student writingportfolios/ NJASK 2011


Grade 3 09-10 10-11


Grade 4 09-10 10-11


Grade 5 09-10 10-11


Grade 6 09-10 10-11


District Training – LearningMath Through ProblemSolving

Mathematics Yes Math data binders / NJASK2011


Grade 3 09-10 10-11


Grade 4 09-10 10-11


Grade 5 09-10 10-11


Grade 6 09-10 10-11Total Students 36% 53%

STEM Training Science and Math Yes Classroom Application

Lesson Study / NJASK 2011

NJASK 4 Science - 78.7% of students were proficient

Math- see data chart above.

Same as LAL & Math Students with Disabilities No NJASK 2011 LITERACY proficiency

Grade 3 09-10 10-11




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1 2 3 4 5Grade 4 09-10 10-11


Grade 5 09-10 10-11


Grade 6 09-10 10-11

Students/Disabilities 0% 7%MATH

Grade 3 09-10 10-11


Grade 4 09-10 10-11


Grade 5 09-10 10-11


Grade 6 09-10 10-11


NA Homeless/Migrant NA NA NA

Same as LAL & Math ELL Yes Reading & Writing DataBinders, Student writingportfolios/ NJASK 2011

Math data binders / NJASK2011

LITERACY proficiency

Grade 3 09-10 10-11

LEP 25% 50%

Grade 4 09-10 10-11

LEP 0% 0%

Grade 5 09-10 10-11

LEP 0% 0%

Grade 6 09-10 10-11

LEP 0% 100%

MATH proficiencyGrade 3 09-10 10-11

LEP 42% 75%

Grade 4 09-10 10-11

LEP 67% 56%

Grade 5 09-10 10-11

LEP 0% 100%

Grade 6 09-10 10-11

LEP 0% 100%



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Table E: Parent Involvement That Was Implemented in 2011

1

Strategy or Program

2

Content/Group

Focus

3

Effective

Yes-No

4

Documentation of

Effectiveness

5

Measurable Outcomes

NJASK Workshop LAL Yes Attendance and Sign-In Sheet Student proficiency on the NJASK for Literacy were:

Grade 3 09-10 10-11


Grade 4 09-10 10-11


Grade 5 09-10 10-11


Grade 6 09-10 10-11


NJASK Workshop Mathematics Yes Attendance and Sign-In Sheet Student proficiency on the NJASK for Math were:

Grade 3 09-10 10-11


Grade 4 09-10 10-11


Grade 5 09-10 10-11

Total Students 46% 62%Grade 6 09-10 10-11


Science Fair Workshop Science/ Parents andStudents

Yes Attendance and Sign-In Sheet NJASK 4 Science - 78.7% of students were proficient

Parent InvolvementDay/Bring Your Parent toSchool Day

Parents No Attendance and Sign-In Sheet 5% attendance



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1 2 3 4 5

Student Performances(cultural events, concerts,theater, science fair,geography bee, spellingbee)

All Stakeholders Yes Attendance and Sign-In Sheets 90% family involvement at events where students perform .

Back-to-School Night Parents/Students Yes Attendance and Sign-In Sheets 90% Parent and Student Engagement

Same as Above Students with Disabilities

NA Homeless/Migrant

Same as Above ELL



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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.The following stakeholders were involved in the assessment process: classroom teachers, Principal, School Leadership Team, School LeadershipCommittee (SLC), instructional staff, and parents. The goal was to build capacity that wi ll enable staff members to better meet the needs of our students. In an effort to improve instruction and student learning in Math, LAL and Science, we developed a plan of action that supports the

district-wide goals. Teachers provide input during Monday Staff Development and during grade level meetings. Teachers maintain data binders,

which they analyze data to plan for their class as a whole and for individual students as necessary. The 2011 NJASK data were analyzed and

students were divided into three cohorts to ensure teachers can address each cohort areas of weaknesses and build upon strengths. Teachers continue to use the breakdown in their analysis of their end of unit assessments as well as other common assessments used in the class. Common

planning has been embedded into the daily schedule to allow articulation among the grade levels and across grade levels. Objectives are posted

in all classrooms daily. Standards Based bulletin boards are maintained in all classrooms as well as on all bulletin boards in the hallway.

Standards based commentary is provided to all students and on all work. To help students become accountable for their learning teachers

conduct data chats with all students. The district conducts District Interim Assessments that we use to gauge our progress toward meeting the

NJCCCS that model the state assessments. Required professional development is determined based on the findings of the analysis of the DIA,

needs assessments and from strategically scheduled focus walks. The focus walks were conducted by the School Leadership Team and the

superintendent and her cabinet members.

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

NJASK results (already disaggregated into subgroups), class profiles, data binders, pre and post assessments, DIA (an online assessment that

complies data for us), DRA/Lexile instructional reading levels, attendance records of students and staff, discipline referrals and end of unit

assessments are the various methods utilized to collect data on our student subgroups.

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

Student data is compiled using various assessment tools – NJASK data provides a baseline for establishing cohorts. Once the cohorts are in

place, we use District Interim Assessments (DIA) in mathematics and literacy administered to grades 3 – 6, (science in grade 4), in the Fall,

Winter & Spring; Results from D RA’s administered to all grade levels; Reading Plus and Study Island generate additional data; End of Unit

Assessments in Mathematics (Everyday Math) and student profile information are used to compile data on all students.

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

Data analysis reveals that root causes of frequent movement of teachers to different grade levels, lack of data analysis to drive instruction does

not allow teachers and students to fully realize their potential in implementing and receiving meaningful instruction.



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

Most professional development occurred at the district level. To our knowledge data was not kept for analysis to see if the PD was successful.

New programs were implemented and training occurred for these programs. Best Practice PD occurred at the school level through Instructional

Leaders in the building. Instructional leaders met with teachers on individual basis and in grade level meetings whenever possible. Focus walks

were conducted by Leadership Team quarterly.

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

The above mentioned methods of data collection enable the school staff to identify at-risk students.

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

Students that are identified as at-risk are assisted by being referred to the IR&S team which implements a number of strategies to ensure success for the student through the development of an effective intervention plan.

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

Migrant students are serviced with the general education population and receive necessary services to ensure their success.

9. How the needs assessment address homeless student does needs?

NA10. How were teachers engaged in decisions regarding the use of academic assessments to provide information on and improvement of the instructional program?

During grade level and staff meetings, teachers were engaged in analyzing data, sharing best practices and instructional strategies to improve studentlearning.

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

Emerson School 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 to ensure 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 in the upcoming school year. When time permits, Teachers of Kindergarten and Preschool, Principals, Center Directors

and Early Childhood Supervisor and Director visit the preschool classrooms together and share feedback relating to observations and reflections.

12. Describe the process used to select the priority problems and root causes for this plan?The Emerson Leadership Team met and discussed CAPA findings during the November 2011 visit. It was determined that student achievement

in literacy and math, as well as use of student data to drive differentiated instruction, were the key areas of concern. PLC’s were created with

staff to review the areas of concern. Action plans were created to address these areas of concern.

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

Too many district initiatives and changes cause a lack of focus and follow through. Students lack prior knowledge and have difficulty making

real world connections. Once teachers create class profiles based on the student profile sheets they can see at a glance, which students are in

need of support and specifically what skills and concepts must be reinforced. When utilizing the DIA we receive item analysis which also allows



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us to see how well students performed and what they need help and support in. Again, allowing teachers the opportunity to plan instruction

specific to students’ needs.

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

NA - We were not a SINI in 2010 – 2011.

15. Describe the evaluation results regarding the status of SMART goal #2 in the action plan? NA - We were not a SINI in 2010 – 2011.

16. Describe the evaluation results regarding the status of SMART goal #3 in the action plan?

NA - We were not a SINI in 2010 – 2011.



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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. (Data is # of students scoring partially proficient for that year, not two consecutive years)

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

Grade 4 NA 41 STEEP After School Safety Net Program Need to develop more focused curriculum with tangible &measureable data targets.

Grade 5 44 44 STEEP After School Safety Net Program Need to develop more focused curriculum with tangible &measureable data targets.


Grade 7 NA NA NA NA

Grade 8 NA NA NA NA

Grade 11 NA NA NA NA


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

Grade 4 NA 37 STEEP After School Safety Net Program Need to develop more focused curriculum with tangible &measureable data targets.

Grade 5 30 24 STEEP After School Safety Net Program Need to develop more focused curriculum with tangible &

measureable data targets.


Grade 7 NA NA NA NA

Grade 8 NA NA NA NA





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Selection of Priority Problems

School Needs Assessment Summary Matrix Certification: For Title I SINIs and SW schools, Population Categories A-M has 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 -

P a r t i a l l y P r o f i c i e n t_

____

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

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 X X X X

3b Mathematics X X X X X X

3c Science

3d Social studies

3e World Languages

3f Cross Content Workplace Readiness

4 Technology Literacy

S t a f f N e e d s

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

D e v e l o p m e n t

5 .

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

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

5b Mathematics X X

5c Science

5d Social studies

5e World Languages

5f Cross Content Workplace Readiness



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Priority Problem


A .


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 .


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 .


H .

H o m e l e s s


J .

L E P

K .

T e a c h e r s

L .


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 .

O t h e r -

P a r t i a l l y

P r o f i c i e n t_

____

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

8 Instructional skills and strategies

9 Mentoring

10 Classroom management

11 Using data/assess. to improvelearning X X X

12 Working with parents

H i r i n g ,

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

R e t a i n i n g

13 Highly qualified teachers

14 Teachers in 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 use22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27Suspensions, removals, or expulsions

28Serious or persistent disciplineproblems

29 Bullying

30 Victimization



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Priority Problem


A .


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 .


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 .


H .

H o m e l e s s


J .

L E P

K .

T e a c h e r s

L .


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 .

O t h e r -

P a r t i a l l y

P r o f i c i e n t_

____

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

32 Mental health

33 Sex/gender issues

34 Interpersonal conflict

35 Intergroup conflict/bias

36 Negative peer influence37 School safety

38 School climate/environment

39 Risk factorsQualityTeacher 40 Teacher Quality

Tech. & Ed.Materials

41 Technology activities

42 Instructional/Educational MaterialsStudents with

SpecialNeeds 43 Drop-out rate

Literacy, &Adult Ed.

44 Adult literacy

45 Parent/community involvement X

Leadership46 Leadership Network

47 Leadership PD



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Description of Priority Problems and Strategies to Address Them

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

#1 #2

Population Category Letter &Problem Number

A. B. D. J. #3a A. B. D. J. #3a

Name of priority problem Language Arts Literacy and Reading Mathematics

Describe the priority problem Lack of reading comprehension and the ability to analyze text Lack of understanding key concepts of data analysis, geometry andword problem solving.

Describe the root causes of theproblem

Students have a limited vocabulary. They aren’t able to makeconnections using key vocabulary.

Students are unable to interpret word problems due to a lack of comprehension skills and vocabulary. Students are not makingconnections and applying key vocabulary and concepts whenanswering questions.

Subgroup or population addressed

Grade span Grades 3 – 6 Grades 3 – 6

Related content area missed Literacy Mathematics,

Name of scientifically researchbased program/strategy/practiceto address problem

Lucy Calkins Readers Workshophttp://www.unitsofstudy.com/teachingReading/default.asp Extended Day Programs

Use of the Every Day Math Curriculum and rigorous data driveninstruction on targeted skills.Extended Day Programs

How does the program/strategyalign with the NJ CCCS?

The curriculum, programs and strategies implemented are all fullyaligned to the NJCCCS. All classroom lessons are aligned to theNJCCCS and CPIs for literacy.

The curriculum, programs and strategies implemented are all fullyaligned to the NJCCCS. All classroom lessons are aligned to theNJCCCS and CPIs for math.

CAPA finding or recommendationrelated to the priority problem

N/A N/A

http://www.unitsofstudy.com/teachingReading/default.asp





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

#3 #4

Population Category Letter &Problem Number

K. #8 & #11

Name of priority problem Instructional Skills and StrategiesUsing Data/Assessment to Improve Learning

Describe the priority problem Students not engaged and connecting to learningInconsistent use of data to drive instruction.

Describe the root causes of theproblem

Instructional strategies are not meeting the needs of all studentsLack of use of meaningful data to effectively drive instruction.

Subgroup or populationaddressed

Instructional Staff

Grade span All grade levels

Related content area missed K – 6 Instructional Staff

Name of scientifically researchbased program/strategy/practiceto address problem

Response to Interventionhttp://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf

How does the program/strategyalign with the NJ CCCS?

The curriculum, programs and strategies implemented are all fully aligned tothe NJCCCS. All classroom lessons are aligned to the NJCCCS and CPIs for literacy and math.

CAPA finding or recommendation related to thepriority problem

N/A

http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf





27

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:

Language Arts Literacy and Reading

Project S.T.A.R. (Science, Technology, Arithmetic and Reading: Making Connections Across the Curriculum)

Extended Day Program for Partially Proficient Students

SMART Goal:(Specific, Measurable, Achievable, Relevant, Timely)

1. # of students participating in intervention programs in grades 3-6 reaching proficiency in literacy will increaseby 10%.

All instructional staff will receive professional development to support ongoing instruction based on all dataanalysis of vocabulary acquisition, comprehension, and analyzing text.

Teachers and students will infuse technology that is in alignment with targeted skills through the use of software programs.

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

The research of Success in Sight on student achievement denotes that data-based decision making refers to anunderstanding of and engagement of activities that use data to support teaching and learning. Effective schoolpractices include school improvement strategies shown to be related to improved student achievement and targetedinterventions: differentiated instruction based on data; safe and orderly school climate, and a focus on improvingacademic achievement.

Indicators of Success: Indicators of Success

1. A minimum of 50% of extended day students will demonstrate proficiency on 2012 NJASK test.

2. An increase in the number of students achieving honor roll in their academic studies.

3. 50% of extended day students will exit f rom S.T.A.R. upon achieving proficiency on 2012 NJASK test.



28

Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date - Timeline

1 Provide professional development to all teachers on implementing the following skills:analyzing text, literacy comprehension and math word problem solving. (PD360,Columbia University, Sharing Best Practices)

Principal,InstructionalStaff, Students

ProfessionalDevelopmentConsultant

Sept 6 – June 15

2 Conduct language arts data chats with students and parents during the course of the

school year.

Principal,

InstructionalStaff, Students

Data Analysis and

Parent ConferenceSchedules

Nov 2011 March 2012 On

Going

3 Use writing assessment benchmarks to monitor, re-teach and conference with students. Principal,InstructionalStaff, Students,Parents

Writing AssessmentBenchmarks

Oct, Dec, 2011, Feb & April2012

4 Administrative Focus Learning Walk to measure teacher documentation and Accountability


Data Analysis Binders Quarterly 2011 – 2012 OnGoing

5 Administer District Interim Assessment and analyze data. Principal,Instructional

Staff, Students,TestingCoordinator

District Interim Assessment

Oct, Feb & April On Going

6 Organize, plan and implement Parent workshop components. Principal,InstructionalStaff, Students

Parent ProfessionalDevelopmentFacilitator

March-June

7 Administer DRA’s – Developmental Reading Assessment and End of Unit Assessmentsto analyze data.

Principal,InstructionalStaff, Students,TestingCoordinator

DevelopmentalReading Assessmentand End of Unit Assessments

Oct 1, 2011 –June 1, 2012

8 Organize data analysis for NJASK 3, 4, 5 by disaggregating data based on strands of skill by individual student.

Principal,InstructionalStaff, Students,TestingCoordinator

NJASK DataDIA Data

Sept 6 – June 15

9 Consistently administer pre and post testing procedures in order to track studentprogress and individual proficiency levels.

Principal,InstructionalStaff, Students,

Testing Assessments Oct 1, 2011 –June 1, 2012.

10 Students will utilize technology to enhance instructional knowledge. Principal, Technology Resources Oct 1, 2011 –June 1, 2012.



29

InstructionalStaff, Students,

& Programs

11 Students will participate in conferencing and data chats with their teachers. Principal,InstructionalStaff, Students,

Student PortfoliosGraded Assessmentsand NJASK ProfileSheets

Nov 2011 March 2012 OnGoing

12 Students will use results of writing assessment benchmarks to monitor their growth andareas in need of improvement. Principal,InstructionalStaff, Students

Writing AssessmentScores Oct 1, 2011 –June 1, 2012.

13 Students will be assessed utilizing the District Interim Assessment Principal,InstructionalStaff, Students

District Interim Assessment

Oct, Feb & April On Going

14 Students will collaborate in cooperative peer groups and/or partner pairs for LA LCenters

Principal,InstructionalStaff, Students,YEbata TestingCoordinator

Learning Centers Oct 1, 2011 –June 1, 2012.

15 Students will demonstrate proficiency by completing DRA’s and End of Unit Assessments in LAL


DRA’s and End of Unit Assessments

Oct 1, 2011 –June 1, 2012

16 Students will participate in extended learning opportunities through field based activitiessuch as cross curricular explorations in the museum and science center.


Bus Transportationand Parent PermissionSlips

March 15, 2012May 1, 2012



30



Math

Project S.T.A.R. (Science, Technology, Arithmetic and Reading: Making Connections Across the Curriculum)

Extended Day Program for Partially Proficient Students

SMART Goal:

(Specific, Measurable, Achievable, Relevant, Timely)

# of students participating in intervention programs in grades 3-6 reaching proficiency in math will increase by10%.

All instructional staff will receive professional development to support ongoing instruction based on all dataanalysis of text comprehension and problem solving.

Teachers and students will infuse technology that is in alignment with targeted skills through the use of software programs.


The research of Success in Sight on student achievement denotes that data-based decision making refers to anunderstanding of and engagement of activities that use data to support teaching and learning. Effective schoolpractices include school improvement strategies shown to be related to improved student achievement and targetedinterventions: differentiated instruction based on data; safe and orderly school climate, and a focus on improvingacademic achievement.

Indicators of Success: 1 Indicators of Success

4. A minimum of 50% of extended day students will demonstrate proficiency on 2012 NJASK Test.

5. An increase in the number of students achieving honor roll in their academic studies.

6. 50% of extended day students will exit from S.T.A.R.

Description of Action Plan Steps

Persons

Involved

Resources

Needed Due Date - Timeline1 Provide professional development to all teachers on implementing the following skills:

analyzing text, and math word problem solving. (PD360 and Sharing Best Practices) ProfessionalDevelopment Consultant

Professional DevelopmentConsultant

October 2011

2 Conduct math data chats with students and parents during the course of the schoolyear.

Principal,InstructionalStaff,Students

Data Analysis and ParentConference Schedules

October 2011

3 Use writing assessment benchmarks to monitor, re-teach and conference with students Principal,Instructional

Writing AssessmentBenchmarks

October 2011



31

Staff,Students,Parents

4 Administrative Focus Learning Walk to measure teacher documentation and Accountability

Principal,InstructionalStaff,

Data Binders November 2011-June

2012

5 Administer District Interim Assessment and analyze data. Principal,InstructionalStaff,Students,TestingCoordinator

District Interim Assessment November 2011-June2012

6 Organize, plan and implement Parent workshop components. Principal,InstructionalStaff,Students

Parent ProfessionalDevelopment Facilitator

November, 2011

7 Organize data analysis for NJASK 3, 4, 5 by disaggregating data based on strands of

skill by individual student.

Principal,

InstructionalStaff,Students,TestingCoordinator

NJASK Data

DIA Data

October, 2011

8 Consistently administer pre and post testing procedures in order to track studentprogress and individual proficiency levels.

Principal,InstructionalStaff,Students,

Testing Assessments October 2011-ongoing

9 Students will utilize technology to enhance instructional knowledge. Principal,Instructional

Staff,Students,

Technology Resources &Programs

September 2011-

ongoing

10 Students will participate in conferencing and data chats with their teachers. Principal,InstructionalStaff,Students,

Student PortfoliosGraded Assessments andNJASK Profile Sheets

September 2011-

ongoing



32



The Use of Data to Drive Instruction.Response to intervention



SMART Goal:

(Specific, Measurable, Achievable, Relevant, Timely)

# of students participating in intervention programs in grades 3-6 reaching proficiency in math and literacy willincrease by 10%.

Teachers will use benchmark assessments to make decisions and drive instruction.

Teachers will use Total Participation Techniques to engage all students in daily instruction as reflected in lessonplans and observation.

Indicators of Success: 1. Student acheivement based on teachers’ use of data and total particpation techniques (reflected in teachers’ lessonplans and data binders)

2. Teacher feedback.

Description of Action Plan StepsPersonsInvolved

ResourcesNeeded Due Date - Timeline

1 Use NJASK scores to create tiered levels of students. Teachersprincipal

District reports for incoming students

October 2011

2 Research resources for interventions. Principal, LTteam

Adaptive curriculum,Funding, tech support

December 2011

3 Submit purchase order and secure site licenses for instructional resources. Teachers,

Secretary

Funding November 2011

4 Create schedule to include Response to Intervention opportunities. Principal, LTteam,teachers

Student data November 2011

5 Leadership team will monitor results of current interventions strategies. LT team Common planning time October 2011

6 Teachers will identify students for small group instruction during skill period. Teachers Common planning time,DIA Results, Benchmarkassessment results

October 2011

7 Prepare rollout of RTI as a school-wide approach to address achievement gap. LT team;Principal

Common planning time, December 2011






33

8 Establish data monitoring schedule. Principal; LTteam

Planning time November 2011

9 Students will participate in conferencing and data chats with their teachers. Teachingstaff; LTteam

Release timeHold evening discussions

October-Ongoing

10 Assess effectiveness of intervention approaches. Principal, LT

team

Student performance

data

June



34

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 EvaluationOutcomes)


Everyday Math Math All Subgroups Sch. Admin &Teacher

10% decrease in students in allsubgroups being partially proficientin all areas tested.

Program approved by NJDOE

Reading Plus LAL All Subgroups Sch./Dist

Admin &Teacher



Focus ClassroomWalk-through withFeedback

Literacyand Math

All Subgroups Sch./Dist

Admin & SLT


Systems Thinking-McRel; Professional LearningCommunities-DuFour

http://www.ascd.org/publications/educational_leadership

/dec07/vol65/num04/Classroom_Walk-Throughs.aspx

Lucy Calkins LAL All Subgroups Sch/DistPrincipal,Teachers


Study Island Literacy,

Math,Science

All Subgroups Sch. Admin &

Teacher

I10% decrease in students in all

subgroups being partially proficientin all areas tested.

www.studyisland.com/salessheets/Case%20Study%20

Summary%20State%20of%20New%20Jersey%20_2_

Updated%2012.4.pdf

Harcourt-Trophies/Trofeos

LAL All Subgroups Sch. Admin &Teacher



A Closer Look Science All Subgroups Sch. Admin &Teacher



See National Science Foundation & National ScienceTeachers Assoc. Research

*Use an asterisk to denote new programs.


http://www.studyisland.com/salessheets/Case%20Study

http://www.studyisland.com/salessheets/Case%20Study




35

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

Name of Strategy

ContentArea Focus Target

Population(s)Person

Responsible

Indicators of Success

(Measurable Evaluation Outcomes)

Research Supporting Strategy(from IES Practice Guide or What Works

Clearinghouse)

*Project S.T.A.R.

Extended Day Programfor Partially ProficientStudents

(Science,

Technology,ArithmeticandReading:MakingConnections Across theCurriculum)

Grades 3- 6

that arepartiallyproficient

Principal 10% decrease in students in all subgroups

being partially proficient in all areas tested.

The research of Success in Sight on

student achievement denotes that data-based decision making refers to anunderstanding of and engagement of activities that use data to support teachingand learning.

N/A HomelessMigrant

Same as above ELL Principal 10% decrease in students in all subgroupsbeing partially proficient in all areas tested.

Same as above Students withDisabilities

Principal 10% decrease in students in all subgroupsbeing partially proficient in all areas tested.




36

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

Name of Strategy

ContentArea

FocusTarget

Population(s)Person




Clearinghouse)

Lucy Calkins LAL All students Principal 10% decrease in students in all subgroupsbeing partially proficient in all areas tested.

Best Practices of Lucy Calkins

*Writing Fundamentals

6th

LAL All students Principal 10% decrease in students in all subgroupsbeing partially proficient in all areas tested.

Best Practices of Marzano

*Grade level articulation

sessions throughProfessional LearningCommunities

All subjects All Subgroups Principal,teachers

10% decrease in students in all subgroupsbeing partially proficient in all areas tested.

Richard DuFour, Rebecca DuFour, RobertEaker, Thomas Many Learning by Doing: A Handbook for Prof. LearningCommunities at Work

*Smart Board Training Technology Grades K – 6Teachers

Principal 10% decrease in students in all subgroupsbeing partially proficient in all areas tested.

http://downloads01.smarttech.com/media/ research/whitepapers/int_ whiteboard_

research_whitepaper_update.pdf

*Data Interpretation and

Instructional Implications

All subjects All Subgroups Principal 10% decrease in students in all subgroupsbeing partially proficient in all areas tested.

www.state.nj.us/education/assessment/es/

njaskppt.ppt

Same as above Same asabove

ELL Same as above

Same as above Same as

above

Students withDisabilities

Same as above


http://downloads01.smarttech.com/media/


https://webmail.plainfieldnjk12.org/exchweb/bin/redir.asp?URL=http://www.state.nj.us/education/assessment/es/njaskppt.ppt






37

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

Name of Strategy

Content AreaFocus Target

Population(s)

Person

Responsible




Clearinghouse)

*PTO WorkshopsLAL & Math All students PTO Exec.

Principal

25% increase in Parent Participation andSign In Sheets

Best Practice for School Climate byRichard Dufour and ProfessionalLearning Communities

Back- to –SchoolNight

To provideparents withinformationregardingprotocols for the operation

of theacademic year as well asexpectationsof their rolesandresponsibilitiesin helping theschool supporttheir child’slearning

Sch. Admin,Sch.Counselor &Staff

Foster better communicationand connectionbetween homeand school. Additionally,

increase parentparticipation inschool relatedevents.

25% increase in Parent attendance and sign – in sheets

http://www.edweek.org/ew/issues/parent-involvement/

Parental & Community Involvement:


NJASK Workshopsin LAL, Math, andparenting skills

To provideparents withinformation of what studentachievementrequirementsand how theycan help their child at home.

Parent/Sch/Dist. Admin /CommunityLiaison

Increase parentattendance by10%

Parent survey, workshop attendance recordsand workshop feedback documents

NJASK Workshops in LAL, Math, andparenting skills

Parental & Community Involvement:


https://webmail.plainfieldnjk12.org/exchweb/bin/redir.asp?URL=http://www.edweek.org/ew/issues/parent-involvement/

















38

Name of Strategy

Content AreaFocus Target

Population(s)Person




Clearinghouse)

See above See above HomelessMigrant

See above See above See above

See above See above ELL See above See above See aboveSee above See above Students with

DisabilitiesSee above See above See above




39

2012 Parent Involvement (PI) Narrative

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

Measures (Back to School Night, Conferences, Data Chats, Workshops) are taken to collaborate with parents so they are involved, informed and cansupport their child in promoting his/her academic achievement.

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 will be distributed at Back to School Night for parents to sign and return to the teacher. I Students will bring home thecompact to parents not attending Back to School Night. In addition, the school social worker will follow-up to ensure that all parents have received thecompact.

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

Student achievement data is reported to the public at Back to School Night and District Stakeholder Community Meetings.5. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III?

P rofiles of our school and student assessment results are mailed to our students’ homes.

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

Parents are informed of the school’s improvement status through Global Connect, Monthly Calendars/Newsletters and the district website.

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

Disaggregated results with an explanation are sent to the parents as soon as they are available. The results are also discussed with parents during Parent Teacher Conferences.

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

PTO officers and the School Leadership Team members collaborate to develop the Unified Plan.

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

Parents receive individual NJASK student reports. In addition, student assessment data results will be discussed at conferences throughout the school year.

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

2011 PI funds were used to enhance parent meetings with refreshments and appropriate literature.

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

2012 PI funds will be used to enhance parent meetings with refreshments and appropriate resources to fulfill parent needs.



40

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

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

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 2011 29.5 36.6 NJASK 2011 57.9 62.1

Students with Disabilities NJASK 2011 14.8 23.3 NJASK 2011 44.2 49.7

Limited English Proficient Students NJASK 2011 0.0 10.0 NJASK 2011 24.2 31.7

White

African-American NJASK 2011 26.7 34.0 NJASK 2011 53.9 58.5

Asian/Pacific Islander

American Indian/Native American

Hispanic NJASK 2011 24.2 31.8 NJASK 2011 56.8 61.1

Others

Economically Disadvantaged NJASK 2011 26.6 33.9 NJASK 2011 61.9 65.7

GRADE SPAN: Grade 6 ELEMENTARY, MIDDLE OR HIGH SCHOOL




White







41


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

Others


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, MIDDLE OR HIGH SCHOOL




White





Others


GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL Total NJASK 2011 40.0 46.0 NJASK 2011 53.4 58.1



White





42


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



OthersEconomically Disadvantaged NJASK 2011 45.0 50.5 NJASK 2011 70.0 73.0



43

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

33/100% High levels of Accountability and support

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

0 NA NA

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

11/100% High levels of Accountability and support

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

0 NA

Description of Strategy To Attract HQ Staff Individuals Responsible

Celebrate staff accomplishments, provide incentives and have a clear delineation of roles. We should also providecontinuous improvement opportunities to enhance staff pedagogy and skills.

Human Resource Dept.,Curriculum and Instruction,Staff Development, Principal



44

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?

Teacher Mentor Provide

strategies onclassroommanagementandinstructiontechniques,as well asawarenessof resourcesandprotocols

Non-tenured

CertifiedTeachers

School

Administration,Office of ProfessionalDevelopmentand HR

Teacher effectiveness in

management of class and resourcesTeacher/Staff retention

Non-tenured

Classroom observations/Evaluations

New Teacher Orientation DistrictPolicies,proceduresandprotocols

New Staff Office of ProfessionalDevelopmentand HR

Teacher/Staff Retention Staff newly hired by the district

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?

Administration ProfessionalLearning Community

To enhancepedagogyandcollaboration

All schooladministrators

Office of ProfessionalDevelopment

Effective operations of school sitesand improved student and staff performance.

Administrators are identified byschool NCLB status.



45

Student Eligibility and Selection

Table N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistance school and the measures to identify students whoneed additional support in school wide 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 NJASK 3-6 N/A N/A

Other Assessments Learnia

District Interim Assessment (DIA), Developmental Reading Assessment (DRA), Reading Plus, StudyIsland and End of unit Assessments in Core Contents

N/A N/A

English LanguageProficiency Assessment

ACCESS Testing N/A N/A

Classroom Grades Teacher generated assessments in all content areas. N/A N/A

Teacher RecommendationN/A

N/A N/AOther N/A N/A N/A

Support Elements

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: Assistance provided by the district Content Lead teachers, Bilingual & World Language Department, and Early Childhood Department.

From outside experts: Professional development provided by consultants focusing on NJASK strategies.

From others: Support with data analysis and continuous improvement from the district testing and assessment office.

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.

Assistance is provided from the district Content Lead Teachers, Bilingual and World Languages Department, and Early Childhood Department in the form of providing



46

teachers with professional development and support in their respective areas throughout the year.

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

State standardized assessment, NJASK; District interim Assessment: Learnia

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

District Directors, Assistant Superintendent

*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.



47

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.

The district has experienced numerous administrative changes over the years. Programs have changed and budgetary constraints have had

an impact.

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 DISTRICT WILL COMPLETE THIS TABLE

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

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

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

Ensuring that curriculum is aligned to the CCCS



48

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 withFunds

AmountAllocated SIA AmountCarried Over Reallocated Useof SIA

Outcomes as a Result of

Implementing the Strategy or Practice

Evidence

2010 Title I, Part A Message Time Plus, Reading Plus,Harcourt, Read 180 EverydayMathematics, McMillan & McGraw – A Closer Look, , Study Island,Starfall, Moving Into English, StudyIsland, Total Physical Response

We are aSchool wideschool withblendedfunds

NOT APPLICABLE

NOT APPLICABLE


Grade 3 09-10 10-11


Grade 4 09-10 10-11


Grade 5 09-10 10-11


Grade 6 09-10 10-11



Grade 3 09-10 10-11


Grade 4 09-10 10-11


Grade 5 09-10 10-11


Grade 6 09-10 10-11


NJASK -Spring 2011

2010 SIA Part A STEEP Program $44,885 N/A N/A See chart above NJASK -Spring 2011

Federal Message Time Plus, Reading Plus,Read 180, Harcourt , EverydayMathematics, McMillan & McGraw – A Closer Look, , Study Island,Starfall, Moving Into English, StudyIsland, Total Physical Response

NCLB andother federalsources

NOT APPLICABLE

NOT APPLICABLE

See chart above NJASK



49

State Message Time Plus, Reading Plus,Read 180, Harcourt , EverydayMathematics, McMillan & McGraw – A Closer Look, , Study Island,Starfall, Moving Into English, Study

Island, Total Physical Response

ABBOTT NOT APPLICABLE

NOT APPLICABLE


Local Message Time Plus, Reading Plus,Read 180 Harcourt , EverydayMathematics, McMillan & McGraw – A Closer Look, , Study Island,Starfall, Moving Into English, StudyIsland, Total Physical Response

City TaxLevy

NOT APPLICABLE

NOT APPLICABLE


Other

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 school wide 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.



50

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) will 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

12

3

4

NOT APPLICABLE



51

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,the approved restructuring plan continues to be incorporated into the Unified Plan.

Year Restructuring Plan Created: _______

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

Note: Districts must also complete the required “School Restructuring Plan,” which includes more detail on the planning process and the restructuring 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 withexisting 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.



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Peer Review

Check Before Proceeding: At minimum, the peer review must be completed by staff members from a school that is not in federal improvement status. Peer reviewers should have expertise in content areas and in school improvement. 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 .)

Discussion in our Leadership Team Meetings; we analyzed each entry and made suggestions.

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

October 6, 13, and 20, 2011, reviewers were from the Plainfield Academy of Arts and Associated Sciences.

3. Provide the information below.Peer Reviewer Name Title Affiliation Area of Expertise Address

Angela Bento Principal PAAAS Principal/Leadership 1700 W. Front St. Plainfield, NJ 07063

Joan Cansdale

Sandra Schultz

Teacher PAAAS Language Arts 1700 W. Front St. Plainfield, NJ 07063

Roger Cavallo Teacher PAAAS Mathematics 1700 W. Front St. Plainfield, NJ 07063

Onekka Kimble Teacher PAAAS Special Education 1700 W. Front St. Plainfield, NJ 07063

Dr. Marc Rosen Teacher PAAAS Science 1700 W. Front St. Plainfield, NJ 07063

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

The recommendations made by the team from PAAAS echoed the sentiments made by our reviewer from the state. All recommendations were considered during therevision of this plan. Most of the suggestions were centered around making our data more specific when it came to student outcomes.

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

All recommendations were implemented by the leadership team during plan revision.

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






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Plainfield FY12 Emerson Unified Plan 12-20-11

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