Plainfield Schools NJ 2011 12 TITLE I Unified Plan Hubbard

8/3/2019 Plainfield Schools NJ 2011 12 TITLE I Unified Plan Hubbard

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FY 11 NCLB PLAINFIELD DISTRICT HUBBARD MIDDLE SCHOOL (060)

2011 TITLE I UNIFIED PLAN TEMPLATE

District and School InformationDistrict: Plainfield Public SchoolsTHE PRINCIPAL WAS TRANSFERRED TO ANOTHER SCHOOL IN THE DISTRICT.THERE IS NO FY 12 TITLE I UNIFIED PLAN AS OF 9-22-2011.

Chief School Administrator: ANNA BELIN-pYLES Chief School Administrator E-mail: [email protected]

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

The school is designated (select one): Targeted Assistance SchoolwidePrincipal: Gwynetta Y Joe 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 informationpresented herein, including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a, and SIA, Part G.

Gwynetta Y Joe __________________________________________ ____________________________________________ ___6-30-2010_____________________

Principal’s Name Principal’s Signature Date

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mailto:[email protected]













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 SINIplan committee. Identify the stakeholders who participated in the needs assessment and/or development of the plan. Signatures should be kept on file in the school

office for review. Print off a copy of this page to obtain signatures. *Add lines as necessary.

Name

Stakeholder GroupParticipated in Needs

AssessmentParticipated in Plan

Development

SignatureGwynetta Y. Joe Administration Yes Yes

Wilson Martinez Administration Yes Yes

Scot Burkholder Administration Yes Yes

Fred Harris Teacher-Math Yes Yes

George Lewis Teacher-Social Studies-Professional Development

Yes Yes

Kim McPhail Teacher-Technology /ELA Yes Yes

Kimberly Moore-Jones School Social Worker-SocialEmotional Learning

Yes Yes

Kelly Rotzman Teacher-Assessment/Health/Science

Yes Yes

Louis Pedrick Teacher-Math Yes Yes

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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 Agenda on File Minutes on

File

September 30, 2009 Hubbard Middle School Yes Yes

October 7, 2009 Hubbard Middle School Yes Yes




November 11, 2009 Hubbard Middle School Yes Yes

January 13, 2010 Hubbard Middle School Yes Yes

March 9, 2010 Hubbard Middle School Yes Yes

April 14, 2010 Hubbard Middle School Yes Yes



May 12, 2010 Hubbard Middle School Yes Yes

May 20, 2010 Hubbard Middle School Yes Yes

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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?

“Hubbard Middle School is a home; where we come together at this level in ourlives, to excel towards our dreams and where we begin with the end in mind”. ALearning Place where dreams are born, caring is shown, and leaders are made.

What is the school’s mission?

The mission of Hubbard Middle School is to provide a supportive, safe, and challenging environmentwith high academic standards, where all students will learn. We are committed to increasing studentsopportunities to become well rounded, respectful, responsible individuals who value education.Hubbard Middle School is: “A Learning Place where dreams are born, caring is shown, and leaders aremade.”

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

Hubbard Middle School utilized a shared process involving teachers, students, and community members

that examined our needs assessments, goals / objectives, and perceptual data to create a sharedvision and mission statement that all stakeholders are proud of. This took place over the past two yearsincluding a summer leadership institute with staff and students.

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Comprehensive Needs Assessment & Data Analysis

Data Collection and Analysis

Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2010 Programs, Strategies and Practices

Areas Multiple Measures Analyzed Overall Results and Outcomes

Academic Achievement – Reading NJASK Scores. Report cardanalysis, Reading Plus / 180, DIAand district site review feedback.

JPM ComparisonsGrade 6: – All students falling below JPM with most significant deficiencies inReading, Analyzing Text, and Working With TextGrade 7 – All students falling below JPM with most significant deficiencies inReading, Analyzing Text, and Working With Text

Grade 8 – All students falling just below JPM in Writing, Persuasive Task,Explanatory Task and Analyzing Text

Academic Achievement - Writing NJASK Scores. Classroomassessments, school-wide writingprojects and district site reviewfeedback. ,

Grade 8 – All students falling just below JPM in Writing, Persuasive Task,Explanatory Task and Analyzing Text

Academic Achievement -Mathematics

NJASK scores. Report cardanalysis, DIA, End of Unit

Assessments or ClassroomTeacher generatedassessments and district sitereview feedback.

JPM ComparisonsGrade 6 – All students falling below JPM with most significant deficiencies inProblem Solving, Geometry and Measurement, and Data AnalysisGrade 7 – All students falling below JPM with most significant deficiencies inGeometry & Measurement, Data Analysis, and Problem Solving

Grade 8 – All students falling below JPM with most significant deficiencies inProblem Solving, Geometry & Measurement, and Patterns & Algebra

Academic Achievement - Science NJASK scores, Reportcard analysis , End of Unit Assessments or ClassroomTeacher generatedassessments

47% of Grade 8 students scored above proficient on the NJASK 2010 test.

School Culture DSAC’s climate survey, parentsatisfaction survey, staff climatesurvey and district site reviewfeedback.

Staff, Parents, and Students surveyed June 2009 and May 2010. Staff and students foundthe school environment safe, supportive, and dedicated to learning,

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Parent Involvement Sign in sheets, parent satisfactionsurveys and district site reviewfeedback.

There was an over 11% Increase in the number of parents attending school events,workshops, and providing input about school improvement and educational planning.

Professional Development Needs Assessments, evaluationforms, NJASK data and district

site review feedback. .

PD was offered and completed in areas suggested by CAPA, district reviews, and staff needsassessment surveys.

Extended Learning Opportunities NJASK scores, attendance,classroom improvement,extracurricular opportunities and district site review feedback.

NJASK Saturday Academy increased students’ proficiency in classroom assessments bytargeting students who were just below proficiency level (180-200) in goal areas of Math andliteracy. There was an overall proficiency increase in students who attended The SaturdaySuccess Academy and 21st Century Program

Education Reform & Improvement District and CAPA review. Significant improvement noted in reviews conducted in the spring by the district staff andstate liaison in the area of student achievement- AYP 3 Year Trend ChartLAL – The largest gains were made by Hispanic and LEP sub groups. Special Ed.scores are consistently rising year after year.

Math – LEPs are the only subgroup making any gains. All other sub groups remainflat. Benchmark Data6th grade show some gains within Reading. However Math results show waffling.

8th grade. cohort trends, all but LEPs, show significant losses in Math. There was a big drop in the number of 8th grade students. A slight gain was made in LAL.

Highly Qualified Staff Highly Qualified Documentation ,Evaluations, classroom visitation

98.5% of staff during the 2009/2010 year was Highly qualified. Positions containing multiplecertifications are not within current compliance expectations (Bilingual/ social studies)

Leadership Parent and Staff surveys and district site review feedback.

Hubbard showed an increase in all areas of the district site reviews including , Guidanceand Student Services, Support Services, Special Education , Community Engagement ,Information and Technology Special Education, Educational Services, Human Resourcesand Professional Development during the 2009-10 school year

Evaluation of 2010 Teaching and Learning Strategies & Programs

Table B: Strategies to Increase Student Achievement That Were Implemented in 2010

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1

Strategy or Program

2

ContentArea Focus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Outcomes

Least Restrictive Environment for Special Education Students ALL Yes, butadditionalsupport andneeded

1. Lesson plans2. Benchmarkassessments

3. Interdisciplinarythematic projects

4. Administrative Walkthrough

5. District site visits6. Formal /Informal

Observations

All instructional staff present implemented strategies for IEPaccommodations. Staff will receive additional training regarding Specialneeds population. ,

Problem Solving Cycle –

Increasing Student

Achievement

ALL Yes, butadditional

supportneeded

1. Instructional focusCalendars

2. Benchmarkassessments3. Interdisciplinary

thematic projects4. Administrative Walk

through5. District site visits6. Formal /Informal

Observations

As result a result of engagement in the Problem Solving Cycle, Staff committees were formed to addresses the root causes of instructional

and no instructional issues impacting student achievement( Language Arts , Mathematics and Science)

NJASK – Test TakingStrategies / Data analysis –

Language Arts, SocialStudies,

Principal

YES 1. Lesson plans2. Benchmark

assessments

3. Interdisciplinarythematic projects4. Administrative Walk

through5. Common Planning

agendas and minutes6. Formal /Informal

Observations

An increase in the student attention span and writing skills. Use of the NJ Holistic scoring rubric showed an increase in students in theareas Open-ended and constructed responses. Scoring increase on

mock assessments. Staff utilization of common planning time for crosscontent instruction increased.

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Reading Plus Language Arts

YES 1. Lesson plans2. Benchmark

assessments3. Interdisciplinary



Observations

Increase in student achievement in reading comprehension. Overall30% scored above proficiency.

LAL Overall

# Students # Prof. or above %

364 110 30

LAL Scores by Grade# Students # Prof. or above %

Grade 6 48 2 4

Grade 7 155 28 18

Grade 8 161 80 50

Connected Math Mathematics Yes 1. Lesson plans2. Benchmark




Observations

An increase in student engagement in differentiated classroom centers

NJASK overall results


Grade 6 48 3 6

Grade 7 155 35 23

Grade 8 161 43 27

8




Read 180 ELA YES, butadditionalsupportneededfor SpecialEducation

LLD classes.

1. Lesson plans2. Benchmark




Observations

Data shows an, I crease in student achievement in readingcomprehension among Language speaking skills among students andSpecial needs

Increase in student achievement in reading comprehension. Overall30% scored above proficiency.

LAL Overall# Students # Prof. or above %

364 110 30

LAL Scores by Grade


Grade 6 48 2 4

Grade 7 155 28 18

Grade 8 161 80 50

Rosetta Stone ESL Yes, butadditionalsupportneeded





Observations

Analysis of the 46 students classified Bilingual averaged 11.2hours using the program during the literacy block with anaverage of 86% proficiency in Levels 1-4. Of the 46 students29.5% of students progressed to units 4 and 5. – There was an

increase in the overall English Language speaking skills amongstudents in ESL and bilingual classes grades 6-8.

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Table C: Description of Extended Day/Year Programs Implemented in 2010 to Address Academic Deficiencies - Do not include SES programs.

1

Strategy or Program

2

Content AreaFocus

3

Effective

Yes-No

4


5

Outcomes

21st Century CommunityLearning Center Extended Day Program

Language ArtsMathematics ,Science andTechnology

Yes, butadditionalsupportneeded

Parent/Teacher/StudentSurvey Results, ReportCards, District Interim Assessment, NJASK, Attendance Records,Conduct Reports

Increase the number of students attending over previous year.Students performing at proficient level on the NJASK in Language ArtsMathematics and Science by 10%

Student referral s for truancy decreased by over 10% as compared tothe previous year.

Saturday Success Academy for NJASKPrep Program

Language Arts ,Mathematics

Yes, butadditionalsupportneeded

Pre/Post Assessment

NJASK scores

Increase the number of students attending over previous year. Increasethe number of student’s level of proficiency levels on the NJASKLanguage Arts Mathematics and Science – 2009-2010.

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Table D: Professional Development That Was Implemented in 2010

1

Strategy or Program

2

Content Area Focus

3

Effective

Yes-No

4

Documentationof Effectiveness

5

Outcomes

Character EducationProfessional Development

( 9/1 and 10/31)

All Staff Yes Decreasein number of studentinfractions /suspensions

Staff was trained in conflict resolution and character education tobenefit interactions with students.

Training by SPANStatewide Parent Advocacy

NetworkInclusion /LRE (10/31)

All Staff Yes, butadditional

support needed

Increaseddocumentationon lesson plansand viewing

log of teachersprovidingmodificationsand adaptationsfor SPEDstudents.

Teachers (general and special education) provided appropriatemodifications and adaptations to their lessons to improve the learningoutcomes of special education students.

More detailed information was listed on the lesson plans andclassroom material about efforts to support all students in theclassroom.

School ProfessionalDevelopment Committee

All Staff Yes, butadditional

support needed

PD plan wasinclusive of allcontent areasand addressedall areas alignedin needsassessments.

Our professional development committee addressed areassuggested by CAPA walk though, district site review, and a staff needs assessment survey to improve instructional quality and datareview.

Glencoe

Textbook TrainingSocial Studies / Math

TeachersYes Increased use

of textbooks (inclass and on-line)

Teachers were able to make greater use of resources and makeconnections with families using the print and on-line textbookresources.

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Policies and SupportProcedures

Teaching Assistants Yes Classroomassistantsprovidedinstructionalsupport for students which

benefitedacademicgrowth.

Teaching Assistants were provided training on how to support theacademic and social goals of our special education students.

Universal Designfor Learning

Selected Teachers Yes Increasedtechnology usein the classrooms

Staff who attended these trainings turn-keyed instructional andorganizational strategies to the entire instructional staff. As a resultstudents had more opportunities to learn through technology infusion.

Best Practices PD – Datadriven and Differentiated

instruction

Instructional Staff Yes Moreindividualizedteaching basedon student dataand learningstyles.

Job embedded professional development provided teachers withexemplars on how to use classroom benchmark and state testingdata to establish individual instructional plans for students based ontheir need and learning style.

Problem Solving Cycle – Increasing Student

Achievement

All Staff Yes Standardizedteachersresponse tothe barriersof educationobserved duringour root causeanalysis.

Discussion and planning to address our student’s barriers toeducation was productive to help teachers plan lessons and putsupport in place to help our students succeed.

NJASK Literacy / WritingSkills development

Language Arts SocialStudies teachers

Yes Increase of standards basedwriting conceptsthat will benefitstudents on theNJASK.

Increase of student practice on open-ended questions, usingfigurative language, and other strategies that will engage the reader.

Sub-committees for overallschool improvement

All staff Yes SchoolImprovementaction plancreated

Increase in district and CAPA review scores in five areas: LearningOutcomes, Human Resources, Business Practices, Safe LearningEnvironment, and Community and Family Engagement.

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Table E: Parent Involvement That Was Implemented in 2010

1

Strategy or Program

2

Content AreaFocus

3

Effective

Yes-No

4


5

Outcomes

Parent involvementsatisfaction survey

Climate, parentofferings, andinstructional

quality.

Yes 1. Online survey2. Results of survey

Roughly one-third of our parents took the survey. Information wasstructured provided guidance to improve programs and involvement.Data was used to complete unified plan, evaluate programs, and guide

improvement efforts.Parent workshops andcultural activities

Diversity andeducationaldata

Yes 1. Parent sign sheets2. survey results

Parents visited the school for cultural activities, NJASK workshops, andCAPA reviews. Workshops increased in 2009-2010.

NJASK Parent Workshop Language Arts

Mathematics

Yes 1. Parent feedback2. Sign in sheets

This training gave parents support tools and resources to assist their students to prepare for the NJASK. Parents provided materials andtraining to help their students pass the NJASK

Back to School Night (9/22)

All Content Areas

YES

3. NJ ASK 2010results PowerPoint

4. Parent feedback

5. Sign in sheets

Parents obtained information on programs implemented during 2009 –2010 school year as well as Spring 2010 results.

Parent Teacher Conferences / ParentData chat (11/2)

All Content Areas

YES

1. NJ ASK 2010 data2. Attendance3. Truancy4. Parent Teacher

School Compacts5. District Interim

Assessments

Parents participated in discussions involving their child’s NJASKassessment, academic progress, attendance, truancy and parentstudent school compact. Parents signed school home contract andstrategies to use outside of instruction.

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Parent Teacher Conferences / ParentData chat

3/16-3/17

ELA

Math

Social Studies

Science

YES 1. NJ ASK2. Attendance3. Truancy4. Parent Teacher

School Compacts6. District Interim

Assessments

Parents participated in discussions involving their children NJASKassessment data.

Hispanic Heritage Day(10/23)

Social Studies YES Sign In sheets / web sitedocumentation

Increased opportunity to meet with staff / parents / community topromote cultural diversity

Family Fiesta Night (10/27)

Social Studies YES Sign in sheets / web sitedocumentation

Increased opportunity to meet with staff / parents / community topromote cultural diversity

Parent Involvement Day2/8

ELA, SocialStudies

YES Sign in Sheets / web site / Increased opportunity to meet with staff / parents / communityto discuss school initiatives. Educational programs and stateassessments discussed with families.

PTO Monthly Activities All areas YES Agendas, sign in sheets,

and feedback forms

Parents obtained monthly information pertinent to their children’s

education and the daily operations of the school. We reviewed CAPA,SPED mandates, unified plan, state assessments, and educationalopportunities during meetings this year.

Field and HealthCommunity Day

PE / Health/ Communitywellness

Yes Sign In sheets / communityproviders / web site

Student and staff were provided information about school andcommunity resources to benefit their education and health.

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Needs Assessment Summary

1. Describe the process and techniques used in the needs assessment.

During the 2009-2010 school year, Hubbard Middle School developed participated in and utilized several comprehensive needs assessments in theareas of professional development, parents satisfaction, and instructional practices. In addition to information collected, data collected and reviewedincluded NJASK data, attendance truancy , suspensions , program usage DRA, district interim assessment, district Site visit data , administrativewalk through and Data collected as part of school wide program during the district site review process and previous CAPA visit feedback. Districtrepresentatives from content areas and departments conducted pre assessment and post assessments. Rubric scored results were shared withadministration and shared with staff. Sub committees were formed to address needs Subcommittee findings and recommendations were shared withStaff, NCLB Committee members and administration for further review and implementation.

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

Instructional staff with the assistance of the school’s data committee, the Department of Testing , Data and Assessment assembled data for bi monthlyreview and discussion. Data generated through student data base (Genesis), utilization of ESL coordinator to identify ELL /Bilingual student data,Special education data and NJASK data were collected and compared were relevant. Sub groups assessment data was collected and compared (2008

vs. 2009).Subgroups were also compared to District Factor Groupings (DFG)

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

All data collection methods were valid and reliable as results were state and computer generated. Collections of data were consistent year to year.

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

Data analysis reviewed and discussed revealed root causes related to program implementation and instructional relevance and rigor. Bilingualpopulations lacked consistent certified staff from year to year. School demographics were inconsistent when compared year to year.

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

Data analysis revealed lack of academic rigor with high, sustainable expectations, new program implementation sporadic, differentiated instruction andmore targeted data driven instruction at Tier 1 and Tier 2. Best practices were not universally implemented at the on-set of the year. .

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

Data analysis revealed new state processes regarding professional development committees allowed for greater investigation of PD directly related toroot causes and instructional deficiencies.

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

Common planning and/or team meetings are conducted with the instructional staff and school guidance to review instructional and nin instructionaldata. Data chats are held with students at the onset of the school year or when the state data is availability Tier 1 and 2 students for more targetedinstruction using state data and formative assessments.

8. How the needs assessment address migrant student does needs?The ESL coordinator with support of the schools guidance and attendance secretary conducts Home Language surveys for the purpose of proper placement and student instructional support.

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

The SIFSS Team meets with teachers to discuss at-risk strategies and students. Personal Improvement plans and behavioral modification plans aredrafted when needed. Parents are notified throughout this process. NJASK results are used to tier students in academic classrooms to target supportto students in need of academic support.

10. Describe the process used to select the priority problems for this plan?

Staff reviewed site visit feedback and were able to create committees to address results. NJASK data review session will be held with staff.

Priority groups identified by subgroups not achieving adequate yearly progress

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

Instructional staff engaged in the process of root cause analysis utilizing the 8 step analysis process –Continuous Improvement Model. As a resultstaff participated in surveys to provide recommendations to the School Professional Development Committee to plan and implement the School’sProfessional development plan. Curriculum writing and mapping teams are in place as well as instructional focus calendar training.

● Describe the transition plan for preschool to kindergarten, if applicable. N/A

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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 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.

PriorityProblem# Priority Problem

PopulationCategories

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A. Allstudents

B.StudentswithDisabilities

C.Earlychildhood

D.Econ.disadvantaged

E.Neglected /delinquent

F.Y

outhatriskof dr oppingout

G.Racial/ethnic

H.Homeless

I.Immigr ant

J.LEP

K.Teachers

L.Parapr of essionals

M.Parents

N.Substanceabuser s

O.Perpetratorsof Violence

P.Out-of-school

Q.Mentalhealth

R.Gifted&Talented

S.Oth

er (Specif y)

__ __ __ __ __ __ _

T.Selected

Pr iorityProblems

Student

AcademicNeeds 1 C losing t he ach ievement gap

2 Early ch ildhood education CoreCurriculumContent

Standards

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

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Staff Needs

HighQuality

ProfessionalDevelopme

nt

5.ImplementingtheCCCS 5a Language Arts Literacy

5b Mathematics 5c Science

5d Social studies

5e World Languages

5f Cross Content Workplace Readiness

6

Effective classroom use of technology

7 Standards-based assessm ent

8 Instructional ski lls and st rategies X X

9 Mentoring 10 Class room management

11Using data/assess. to improvelearning

12 Working w ith parents

Hiring,Rec

ruiting andRetaining

13 Highly quali fied teachers

14 Teachers in shortage areas

15 Teachers in Math and Science

16 Teachers to reduce c lass size

17 Quali fied paraprofessionals

18 Highly quali fied personnel

Problems

Identified

19 Alcohol use

20 Drug use

19




21 Tobacco use

22 Violence

23 Weapons

24 Gang activity

25 Delinquency

26 Vandalism

27Suspensions, removals, or expulsions

28Serious or persistent disciplineproblems

29 Bullying

30 Victimization

31 Truancy/ at tendance

32 Mental health

33 Sex/gender issues

34 I nt erpersonal con fl ic t

35 Intergroup confl ic t/bias

36 Negative peer inf luence

37 School safety

38 School c limate/environment

39 Risk factors Quality

Teach

er

40 Teacher Quality Tech.

& Ed.Materi

als

41 Technology act iv ities

42 Instructional/Educational Materials StudentswithSpecial

Needs

43 Drop-out rate

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Literacy, &AdultEd. 44 Adult literacy

45 Parent/community involvement Leadership

46 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 are 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 #2Population Category Letter &Problem Number

3a (A-B-D-F-J-T) 3b(A-B-D-F-J-T)

Name of priority problem Language Arts Literacy and Reading Mathematics

Describe the priority problem There is a disparity between the achievement of LEP,students with disabilities, LEP and instructional strategies for differentiation in the area of Language Arts.

There is a disparity between the achievement of LEP,students with disabilities There is a disparity between theachievement of LEP, students with disabilities, LEP andinstructional strategies for differentiation in the area of Mathematics.

Describe the root causes of the

problem

Lack of teacher implementation of differentiated instructionnegatively impacts on delivery of appropriate modificationsand accommodations for all sub groups (low expectations,poor philosophy). There is a necessity for a crosswalkbetween rubric scoring and the district gradingsystem. Technology integration into daily lessons inall subject areas. Providing classroom teachers withopportunities to strategize, research pedagogy, anddevelop activities which they will implement in thedelivery of content area subject matter. Increased percentages of students in grade 7-8 in 2010-11 inthe above subgroup scoring above prescience proficiency onNJASK assessments in Language Arts.

Lack of teacher implementation of differentiated instructionand district support to implement academic programnegatively impacts on delivery of appropriate modificationsand accommodations for all sub groups (low expectations,poor philosophy). There is a necessity for a crosswalkbetween rubric scoring and the district gradingsystem. Technology integration into daily lessons inall subject areas. Providing classroom teachers withopportunities to strategize, research pedagogy, anddevelop activities which they will implement in thedelivery of content area subject matter. Increased percentages of students in Grade 7-8 in 2010-11 inthe above subgroup scoring above prescience proficiency onNJASK assessments in Math .

Subgroup or populationaddressed

General education, low economic and at-risk students. General education, low economic and at-risk students.

Grade span Grades 7-8 Grades 7-8

Related content area missed Language Arts Mathematics

Name of scientifically basedprogram/strategy/practice toaddress problem

Read 180, Reading Plus Acellus, Connected Math Program

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How does the program/strategyalign with the NJ CCCS?

The programs are aligned with the NJCCs as it research basedand utilizes DRA and SRI standard measurements

The programs are aligned with the NJCCs as it researchbased and utilizes formative assessments and standardmeasurements that are in coalition with New Jersey statestandards.

CAPA finding or recommendation related to the

priority problem

Spring CAPA results yielded challenges exist in thefollowing areas:

● -Differentiation between Relevant and Irrelevant details

●-Answering open ended questions.

Spring CAPA results yielded challenges exist in thefollowing areas:

More emphasis is needed in the Geometry andMeasurement cluster.

All programs are research based and aligned with

NJCCCS

All programs are research based and aligned with

NJCCCS

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

#3 #4

Population Category Letter &Problem Number

8(K-T)

Name of priority problem Instructional Skills and Strategies

Describe the priority problem The priority problem identified full implementation of programs,teacher expectations of students and true use of data drivenand differentiated teaching methods.

Describe the root causes of theproblem

Lack of teacher implementation of differentiated instructionnegatively impacts on delivery of appropriate modifications andaccommodations for all sub groups. Best teaching practicesand methods are not standard. There is a necessity for

a crosswalk between rubric scoring and the districtgrading system. Technology integration into dailylessons in all subject areas.Providing classroom teachers with opportunitiesutilize the Continuous Improvement Model (CIM)to strategize, research pedagogy, and developactivities which they will implement in the delivery of content area subject matter.

Subgroup or populationaddressed

All student cohorts and subjects.

Grade span Grades 7-8

Related content area missed Language Arts ,Mathematics and Science Name of scientifically basedprogram/strategy/practice toaddress problem

CIM Continuous Improvement Model

How does the program/strategyalign with the NJ CCCS?

CIM Is based on best practices, that Provide for continuousmonitoring of performance and addresses the achievementgap between all sub groups. CIM supports data-driven decisionMaking

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CAPA finding or recommendationrelated to the priority problem

Spring CAPA finings recommend a systems thinking approach by making connections between the needsassessment, priority problems, goals, professionaldevelopment and activities. Show how data is analyzed todetermine the root causes of the priority areas.

This practice is research based on identification of root causes

s and planning based upon standards and research.

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Action Planning

Check Before Proceeding:● The action planning section is required for all SINIs.● The action plans are developed for the primary strategies and programs selected that address the priority problems.

Action Plan for Strategy Related to Priority Problem #1

Name of Program, Strategy or Practice to Address PriorityProblem:

Reading Plus ,Read 180

SMART Goal: During the 2010-2011 school year Language Artsteachers in grades 7and 8 general education,special education (LLD) and 6-8 bilingual will

continue to implement Reading Plus and Read 180to decrease the number of students in the abovementioned subgroups scoring below proficiencyby at least 5% as measured by student schedules,lesson designs, walk-through, and analysis of summative and formative data.

Indicators of Success: At minimum a 5% decrease in students scoring belowproficiency levels on ACCESS, NJASK, district Interimassessment (DIA)in addition to student schedulesfor remediation for those at Tier 2 and 3. In addition,

walk throughs for student engagement, differentiatedinstruction teacher feedback utilizing NJCCCS andinstructional on observations.

Description of Action Plan Steps

PersonsInvolved

ResourcesNeeded

Due Date - Timeline

1. Distribution of

NJASK and DIA for student scheduling

and planning of instruction.

All Staff/

Data andAssessment

Committee

DATA September-October

(ongoing)

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2. Continueimplementation of

Reading Plus andRead180

GeneralEducation

and SpecialEducation

Teachers LLD

AdditionalProfessional

Development for SPED teachers

and general

education,additional

student booksand students

access codes

September-October (ongoing)

3. Support/training

and job embeddedcoaching and

mentoring for Read 180 Reading

Plus and Balanced

Literacy

Language

Teachers(SPED and

General Ed)ELA resource

Teacher,

model teacher,Director of

ProfessionalDevelopment

Read 180

materials, ELA balanced ne

literacy materials

September –June 2011

4. Identification of Tier 1, 2 and 3 students

for the purposesof supplemental

instruction/Principalconferences and

Guidance conferences

InstructionalStaff. Data and

Assessmentcommittee,

and Guidancecounselor

Materials for RTI (response to

intervention )

Bi-quarterlyMid marking and end o

f marking periods

5. Parent Teacher

Student Data Chats –conferences to

review student

instructional and noninstructional data for

improvement a of student achievement.

Instructional

Staff students, parents, and

Guidance

counselor

Data chat forms,

Data

Fall 2010 Spring 2011

27




6. Administration of District Interim

Assessment (Learnia)and analysis of results

for instruction.

InstructionalStaff. Data and

Assessmentcommittee,

and Guidance

counselor

Assessmentmaterials

Fall 2010, Winter 2011and Spring 2011

7. ProfessionalDevelopment

to support best

practices.

Administration, SPDC,

exemplar staff

Time, coverage,and research

based model

On-going – to begin atthe on-set of the year.

8. Monitor implementation of the

concepts

Administration CommonPlanning

agendas /

templates

On-going

9. Lesson plan andclassroom visitation

review

Administration Classroomvisitation logs

On-going

10. On-going discussion

using bench-mark assessments and

strategies common

planning time andstaff meeting time.

All

instructionalstaff.

Common

planning time

On-going



Acellus, Connected Math Program

28




SMART Goal: During the 2010-2011 school year Mathematicsteachers in grades 7and 8 general education ,special education (LLD) and 6-8 bilingual willcontinue to implement Connected Math and beginimplementation of Acellus to decrease the number of students in the above mentioned subgroups

scoring below proficiency by at least 5% asmeasured by student schedules, lesson designs,walk-through, and analysis of summative andformative data.

Indicators of Success: At minimum a 5% decrease in students scoring belowproficiency levels on ACCESS, NJASK, district Interimassessment (DIA)in addition to student schedulesfor remediation for those at Tier 2 and 3. In additionwalk throughs for student engagement, differentiatedinstruction teacher feedback utilizing NJCCCS and

instructional on observations.


PersonsInvolved

ResourcesNeeded

Due Date - Timeline

1. Distribution of

NJASK and DIA for

student schedulingand planning of

instruction.

All Staff/

Data and

AssessmentCommittee

DATA September-October

(ongoing)

2. Continue

implementation of

Connected Math

General

Education

and SpecialEducationTeachers LLD

Additional

Professional

Development for SPED teachersand general

education,additional

student books

and studentsaccess codes

September-October

(ongoing)

29




3. Support/trainingand job embedded

coaching andmentoring for

Connected math and

implementation of

Acellus

MathematicsTeachers

(SPED andGeneral Ed)

ELA resource

Teacher,

model teacher,Director of Professional

Development

Connected Mathand Acellus

materials andcodes

September –June 2011

4. Identification of Tier

1, 2 and 3 studentsfor the purposes

of supplementalinstruction/Principal

conferences and

Guidance conferences

Instructional

Staff. Data andAssessment

committee,and Guidance

counselor

Materials for

RTI (response tointervention )

Bi-quarterly

Mid marking and end of marking periods

5. Parent Teacher Student Data Chats

–conferences to

review studentinstructional and non

instructional data for improvement a of

student achievement.

InstructionalStaff students,

parents, and

Guidancecounselor

Data chat forms,Data

Fall 2010 Spring 2011

6. Administration of

District InterimAssessment (Learnia)

and analysis of resultsfor instruction.

Instructional

Staff. Data andAssessment

committee,and Guidance

counselor

Assessment

materials

Fall 2010, Winter

2011and Spring 2011

7. Professional

Developmentto support best

practices.

Administrat

ion, SPDC,exemplar staff

Time, coverage,

and research based model

On-going – to begin at

the on-set of the year.

30




8. Monitor implementation of the

concepts

Administration CommonPlanning

agendas /templates

On-going

Lesson plan and classroomvisitation review

Administration Classroomvisitation logs

On-going

9. On-going discussionusing bench-mark

assessments andstrategies common

planning time andstaff meeting time.

Allinstructional

staff.

Common planning time

On-going



CIM Continuous Improvement Model

31




SMART Goal: During the 2010-2011 school year all teachers ingrades 7and 8 general education, special education(LLD) and 6-8 bilingual will continue to implementCIM Continuous Improvement Model to decreasethe number of students in the above mentionedsubgroups scoring below proficiency by at least

5% as measured by student schedules, lessondesigns, walk-through, and analysis of summativeand formative data and by increasing the amountof support for students who are strugglingacademically and are identified at Tiers 2and 3.

Indicators of Success: At minimum a 5% decrease in students scoring belowproficiency levels on ACCESS, NJASK, district Interimassessment (DIA)in addition to student schedulesfor remediation for those at Tier 2 and 3. In additionwalk throughs for student engagement, differentiatedinstruction teacher feedback utilizing NJCCCS and

instructional on observations.


PersonsInvolved

ResourcesNeeded

Due Date - Timeline

1. Review of retention

lists and first marking period grades for

proper student placement and

support

Instructional

staff

Genesis grading

information

August - October

2. Teachers utilize

common planningtime to identify

students struggling

(Tier 2) academicallyand confer with

guidance to developacademic support

plan

Teachers /

Guidance

Time / agendas /

minutes

August – October

(ongoing)

32




3. Guidance workswith Social

Worker, Nurse, andAdministration to

evaluate possible

barriers to learning

and provide support.

SIFSS SIFSS common planning time

September –June 2011Monthly

4. Conference with

student to set

goals and developinstructional

improvement plan

Instructional

/ Guidance

IIP and academic

resources

Bi-quarterly

Mid marking and end

of marking periods

5. Notify parents and

schedule conference.

Guidance Time / parent

support

As often as needed

6. Review periodicassessments and

continue to provide

support if needed.

InstructionalStaff

Genesis reports Bi-quarterlyMid marking and end

of marking periods

7. Referral process for students at Tier 3.

SIFSS Team Referral sources /information

September –June 20112/month

8. Implementation of the 21st Century

Afterschool program

Select Staff Use of computersstudent text and

notebooks

October –May 2011

9. Saturday Success

Academy

Select staff Use of computers

student text and

notebooks

Winter –Spring 2011

10.School wideimplementation of the 7

Habits of highly effectiveTeens School Wide

Initiative

All Staff AndStudents

7 Habits of HighlyEffective Teens

Text

Fall 2010- Spring 2011

33




Plan Components for 2011

Table F: Proposed Core Programs and Strategies for 2011 to Address Student Achievement

Description of Strategy or Program

ContentArea

Focus

TargetPopulation(s)

PersonResponsible

Indicators of Success

(Evaluation Outcomes)

Research Supporting Strategy

Date of Research, Source

Reading Plus Language Arts

General Education Principal

AdministrativeTeam

Instructional Staff





Observations

The Relationship Between a SilentReading Fluency InstructionalProtocol on Students’ ReadingComprehension and Achievementin an Urban School Setting,Timothy Rasinski, Ph.D., (KentState University), S. Jay Samuels,Ph.D. (University of Minnesota),Elfrieda Hiebert, Ph.D. (Universityof California, Berkeley), YaacovPetscher, Ph.D. (Florida Center for Reading Research)

Read 180 Language Arts

Special Needs LLD Principal

Administrative

Team

Instructional Staff


assessments\3. SRI4. Interdisciplinary



Observations

Before Reading Next: READ 180

An Alignment of READ 180 and

Reading NextExecutive Summary

Rosemarye T. Taylor, Ph.D.

34




CPO - CambridgePhysics Outlet

Science General EducationSpecial NeedsBiligual

Principal

AdministrativeTeam

Instructional Staff




through


Observations

Dr. Thomas C. Hsu is a nationallyrecognized innovator in science andmatheducation and the founder of CPOScience (formerly Cambridge PhysicsOutlet). He

holds a Ph.D. in Applied PlasmaPhysics from the MassachusettsInstitute of Technology (MIT), and has taughtstudents from elementary, secondaryand college

levels across the nation.

Rosetta Stone* ESL /*WorldLanguage

ELL readingcomprehensionimprovement/GeneralEd-World Languages

Admin. Team Instruct. staff



thematic projects4. Administrative Walkthrough


Observations

Measuring the Effectiveness of RosettaStoneF I N A L R E P O RTRoumen Vesselinov, Ph.D.

Visiting Assistant Professor Queens College | City University of NewYork

Student , staff andparents participate inData Conferences or Chats

CoreSubjects

All Principal

Instructional Staff




through5. Data

CIM Is based on best practices, thatProvide for continuous monitoringof performance and addresses theachievement gap between all subgroups. CIM supports data-drivendecision Making

35




*7 Habits of HighlyEffective Teens

ALL ALL Principal

Instructional Staff




through

5. District site visits6. referrals7. Formal /Informal

Observations

Adams, Troy & Janet Bezner. "Principle-centeredness: A values clarification approach towellness." Measurement & Evaluation in Counseling& Development 1995: 139.

Read more: http://www.articlesbase.com/self-improvement-articles/research-paper-on-the-seven-habits-of-highly-effective-people-272182.html#ixzz13LC7YL7b

Under Creative Commons License: Attribution

*Acellus Math 7/8 GeneralEducation, SPED-LLD

Principal

Instructional Staff

Math resourceteacher




through5. District site visits

6. referrals7. Formal /Informal

Observations

The International Academy of Science,curriculum developer for the AcellusLearning C Courses for Acellus tfocus onhelping students obtain the knowledge andskills theyneed in mathematics. Curriculum for thesecourses are based on the National Councilof Teachers of

Mathematics (NCTM) Standards.

Connected Math Math 7/8 GeneralEducation ,SPED-LLD, Bilingual

Principal

Instructional Staff Math resourceteacher




through5. District site visits6. referrals

7. Formal /InformalObservations

Kilpatrick, J., Martin, W.G., & Schifter, D.(Eds.) (2003) A Research Companionto Principles and Standards for SchoolMathematics, Reston, VA:NCTM

36

http://www.articlesbase.com/self-improvement-articles/research-paper-on-the-seven-habits-of-highly-effective-people-272182.html#ixzz13LC7YL7b




http://creativecommons.org/licenses/by/3.0

















































CIM Continuousimprovement model

ALL Principal

Leadership Team




through

5. District site visits6. referrals7. Formal /Informal

Observations

CIM Is based on best practices, thatProvide for continuous monitoringof performance and addresses theachievement gap between all subgroups. CIM supports data-drivendecision Making

*Use an asterisk to denote new programs.

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


ContentArea Focus

TargetPopulation(s

)

PersonResponsible





37




Saturday Success Academy *

MATH /LITERACY

Studentsscoringwithin 15-20points fromproficiency

InstructionalStaff andLeadershipteam

Increase in the students scoring at or aboveproficiency.

Data based and NJCCCS aligned.

21st Century After School program

All Students

in need of academicsupport andafter-schoolactivity

21st Century

staff andLeadershipTeam.

Attendance and participation in after-schoolactivities and tutoring support.

NJCCCS aligned and boardapproved.


38




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


ContentArea Focus

TargetPopulation(s)

PersonResponsible





Training by SPAN

Statewide Parent Advocacy Network

Inclusion /LRE (10/31)

All -Language

Arts , MathScience

All Staff SPDC-SchoolProfessionalDevelopmentCommittee,SIFSS, Principal

1. Lesson plans

2. Benchmark assessments3. Interdisciplinary thematic projects4. Administrative Walk through5. District site visits6. referrals7. Formal /Informal Observations

NJDOE / NJCCCS approved andaligned-Special Education

Best Practices /Data Driven andDifferentiated Teaching*

AllLanguage

Arts , MathScience

Allinstructionalstaff

SPDC-SchoolProfessionalDevelopmentCommittee,Principal

1. Lesson plans2. Benchmark assessments3. Administrative Walk through4. District site visits5. referrals6. Formal /Informal Observations.

CIM Is based on best practices, thatProvide for continuous monitoringof performance and addresses theachievement gap between all subgroups. CIM supports data-driven

decision MakingCharacter Education

ProfessionalDevelopment

AllLanguage

Arts , MathScience

All Staff Administration /SPDC, HMSLI,Principal, SIFSS

1. Lesson plans2. Interdisciplinary thematic projects3. Administrative Walk through4. District site visits5. referrals6. Formal /Informal Observations

Ams, Troy & Janet Bezner. "Principle-centeredness: A values clarification approach to well ness."Measurement & Evaluation in Counseling &Development 1995: 139.

Read more: http://www.articlesbase.com/self-improvement-articles/research-paper-on-the-seven-habits-of-highly-effective-people-272182.html#ixzz13LC7YL7b Under Creative Commons License: Attribution


Table I: 2010-2011 Parent Involvement Programs


Content AreaFocus

PersonResponsible





Parent workshops and cultural activities Language Arts

Mathematics

All Staff /SIFSS

Agendas, sign in sheets, and feedbackforms, correspondence

Beyond the Bake Sale

The Essential Guide to Family-SchoolPartnerships Anne T. Henderson, Karen L.Mapp, Vivian R. Johnson, and Don Davies

39






http://www.thenewpress.com/index.php?option=com_catalog&task=author&author_id=P36889







































































NJASK Parent Workshop All Content Areas

All Staff /SIFSS




Back to School Night (9/22) All Content

Areas

All Staff /

SIFSS

Agendas, sign in sheets, and feedback

forms, correspondence



Parent Teacher Conferences / Parent Datachat (11/2)

ELA

Math

Social Studies

Science

All Staff /SIFSS




Parent Teacher Conferences / Parent Datachat

3/16-3/17

Social Studies All Staff /SIFSS



The Essential Guide to Family-School

Partnerships Anne T. Henderson, Karen L.Mapp, Vivian R. Johnson, and Don Davies

Hispanic Heritage Day (10/23) Social Studies All Staff /SIFSS




Family Fiesta Night (10/27) ELA, SocialStudies

All Staff /SIFSS



The Essential Guide to Family-SchoolPartnerships Anne T. Henderson, Karen L.

Mapp, Vivian R. Johnson, and Don Davies

Parent Involvement Day 2/8 All areas All Staff /SIFSS




40





































































































































































PTO Monthly Activities PE / Health/ Communitywellness

All Staff /SIFSS




Field and Health Community Day Climate,

parentofferings, andinstructionalquality.

All Staff /

SIFSS

Agendas, sign in sheets, and feedback

forms, correspondence



Parent involvement satisfaction survey Climate,parentofferings, andinstructionalquality.

All Staff /SIFSS





Parent Involvement (PI) Narrative

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

Parent involvement strategies are designed to support seek parent support for school planning and provide workshops in instructional programs.

2. What are the measurable goals and targets for PI in 2011?

Increase parental involvement by 10 % or more as evidence in sign in sheets and workshops offered.

3. Do you have a school-parent compact?

The school has a parent teacher compact that is distributed and reviewed with parents during Fall Parent Teacher Student Data Chats

41









































































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

Compacts are distributed during parent teacher students’ conferences and data chats

.

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

Student Achievement data is reported during Back to School Night, parent teacher data chats, school website and parent workshop.

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

Procedures for informing parents about Hubbard’s improvement status include Back to School Night, parent data chats, principal’s message, PTO meetings,Global Connect and parent workshop.

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

Procedures for informing parents about Hubbard’s improvement status include Back to School Night , parent data chats, principal’s message, PTO meetings,Global Connect and parent workshop.

8. How were parents involved in the development of the Unified Plan?Parents were involved in discussion of improvement activities, participated in the surveys, and attended a forum to discuss results / improvementand offer suggestions for improvement.

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

Individual student reports are sent from the state and a copy is made and mailed to parents. A copy is retained for office records and a disaggregated studentprofile sheet was used to discuss student academic concerns at our parent teacher conference / data chats.

10. How were the required PI funds used in 2010?

PI funds were used to offer parent workshops and host school and PTO events.

11. How will the required PI funds be used in 2011?

2011 PI funds will be used to increase parent workshops, resources, and activities.12. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III?

Procedures for notifying parents include: letters to parent and postings on school / district web site

Table J: 2010-2011 Annual Student Targets

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

42




7-8 NJASK Baseline 2011 Target NJASK Baseline 2011 Target

GRADE SPAN:ELEMENTARY, MIDDLEOR HIGH SCHOOL

TotalNJASK

31 37-9NJASK

22.9 30.61Students with Disabilities NJASK 6.9 16.21 NJASK 8.8 17.92

Limited English Proficient Students NJASK 7.2 16.48 NJASK 10.7 19.63

White NJASK N/A N/A NJASK N/A N/A

African-American NJASK 30.9 37.81 NJASK 17.6 25.84

Asian/Pacific Islander NJASK N/A N/A NJASK N/A N/A

American Indian/Native American NJASK N/A N/A NJASK N/A N/A

HispanicNJASK

31 37.9NJASK

27.8 35.02Others NJASK N/A N/A NJASK N/A N/A

Economically Disadvantaged NJASK 30.3 37.27 NJASK 23.7 31.33

43




Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff

Number &

Percent

Content &

Focus

Description of Process to Meet Highly

QualifiedDescription of Strategy to Retain HQ Staff

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

98.5% Positive Initiatives and teacher recognition along withcollaborative decision and goal setting process tocreate engaged stakeholders. Subcommittees andHMSLI provide support / voice for staff.

Teachers who do not meetthe qualifications for HQT,consistent with Title II-A

1.5% Bilingual Scienceand SS

Multiple certification position – requestedadditional staff from the district to cover Science / SS position.

Paraprofessionals who meetthe qualifications required byNCLB (education, ParaPro test,portfolio assessment)

100% Work with district to secure professional support staff.

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

NA NA

Description of Strategy To Attract HQ Staff Individuals Responsible

Hubbard Middle School, along with the district, recruits highly qualified staff members by providing a supportive,progressive educational model which allows teachers to participate in collective decision making models.

Administration / HR department

44




Table L: Support for Teachers

Use the Table below to describe the 2011 methods for supporting teachers needing assistance with instruction and other problems.

Description of Support

ContentArea Focus

Target Group

PersonResponsible


(Evaluation)

How are teachers identified?

Mentoring Process Core Non-tenured Administration/ CommonPlanning Team

Improvement on Evaluations Classroom observations and datareview

Classroom Management Character Education

Teachers Administration Improvement in classroommanagement and decrease inreferrals.

Number of discipline referrals andobserved student engagement levels.

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 Indicators of Success(Evaluation)

How are administrators identified?

Leader to Leader Leadership Non-tenuredadministration

NJDOE Improvement in situational andorganizational areas.

Non-tenured admin.

Legal One Training Legal All Admin. FEA / NJ Proper handling of student academic,social, and behavioral concerns.

All Admin according to NJregulations.

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 program entrance or exit.

Measure

Name

Targeted Assistance

Schools

Entrance Criteria ( ) Exit Criteria ( )

State Assessment NJASK Saturday Academy, 21st Century, and SIFSS

Other Assessments NJASK Saturday Academy, 21st Century, and SIFSS NOT APPLICABLE

SCHOOLWIDESCHOOL

English Language Proficiency ESL, Bilingual program, Rosetta Stone, 21st Century

Classroom Grades NJASK Saturday Academy, 21st Century, Guidance Instructional

Improvement plans, and SIFSS

Teacher Recommendation SIFSS team referral for decision on placement in support grouping.

Other: Discipline Concerns Administrative conferences, SIFSS team referral, behavioralintervention, counseling, outside referral for services.

46




Support Elements

Ongoing and Sustained Technical Assistance*

1. What assistance did the NCLB committee determine it needs to implement the 2011 Unified Plan in the school’s efforts to increase academic achievement?

From the district:

● Training staff in the review of instructional software and ensure proper alignment to NJCCCS● Provide online research based math strategies that will encourage students to experience advanced levels of critical thinking and assimilation skills● Engage staff in on-going professional development on how to effectively incorporate technology into mathematics/literacy instruction● To provide access to technology to all students to assist learning and to support scientific understanding● To infuse the NJCCCS Technology Standards into the classroom curriculum

From outside experts: Unified Plan Development training

From others: Possible visitation of blue ribbon or school meeting AYP to share school improvement strategies.

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.

Staff was trained in the use of data for instruction, reviewed research based models for curriculum alignment with instruction, received PD on technology infusion, andselected members of the NCLB committee attended a unified plan workshop.

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

All efforts are made to address academic improvement in Math, ELA, and Science by aligning professional development that will reduce barriers to education, addressroot causes, and improve instructional strategies.

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

School Professional Development Committee and the district Educational Services Department.

*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies, procedures and evaluation instruments, dataanalysis, coaching, program planning, budgeting, and the provision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or anoutside 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 is showing small gains in student academic achievement as reflected in two additional elementary schools making AYP from the previous year. We arenot however making the state benchmark for AYP which is the district’s long term goal for its schools. This is due to a lack of full implementation of the Continuous

Improvement Model (CIM), at the school level. There is also a lack of complete understanding by school administrators on how to use data to drive instruction andplanning for results. Many administrators are new and therefore does not have a full understanding of the best practices in literacy instruction.

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 Of fice 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

48




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)● 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 Curriculum frameworks have been created that use the NJCCCS as the foundation to help teachers guide instructionwith a specific sequence for facilitating learning. New curriculum guides for all subject areas and grades K-12 will beprovided to teachers indicating all grade level expectations.

49




2009-2010 Resource Allocation – SIA Part (a)

Resource Allocation – Provide the following information regarding the use of the 2009-2010 SIA Part (a) funds. These funds were distributed in February,2009 and are carried over after August 31, 2009. Allocation amounts are available at http://www.nj.gov/education/grants/entitlement/nclb/.

Total Amount Allocated: $ 26,450

Brief Description of Strategy or Program

Implemented with FundsAllocated Use Carried Over Reallocated Use

Outcomes as a Result of Implementing theStrategy or Program

Evidence

TECHNOLOGY INFUSION-Purchase of computersto support differentiatedinstruction and Rosetta Stone( World Language) and ESL

support

$26,450 0 0 Orders for computers and software have beencompleted. Program will be implemented in2010-2011

Lesson Plans,

School technology Plan,use of Read 180 andreading Plus, Acelluesand Connected Math

2009-2010 Resource Allocation – ARRA SIA Part (a)

Resource Allocation – Provide the following information regarding the use of the 2009-2010 ARRA SIA Part (a) funds that were issued in the summer of

50

http://www.nj.gov/education/grants/entitlement/nclb/




















2009. These funds are carried over after August 31, 2009. The allocations can be found at: http://www.state.nj.us/education/arra/sia/sia.pdf

Total Amount Allocated: $ 22,510

Brief Description of Strategy or Program

Implemented with Funds

Allocated Use Carried Over Reallocated UseOutcomes as a Result of Implementing the

Strategy or Program

Evidence

CONNECTED MATH $22,510 0 0 Spring 2010 Test Results will provide theresults

Lesson Plans, studentassessments

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 blendtheir 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.

51

( )

http://www.state.nj.us/education/arra/sia/sia.pdf

























Corrective Action, Restructuring, and School Improvement

● Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, and 9 that have already completed a corrective

action plan, corrective actions identified in Year 4 continue to be incorporated into the Unified Plan.

Corrective Action Status Report This form is completed by all schools in Year 4 and above. Schools in corrective action had to implement one or more of the following corrective actions (as identified 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 must be incorporated into the Title I plan.

Corrective Actions

1. Required implementation of a new research-based curriculum or instructional program

Not Applicable – See Below2. Extension of the school year or school day3. Replacement of staff members, not including the principal, who were relevant to the school’s low performance4. Significant decrease in management authority at the school level5. Replacement of the principal6. Restructuring the internal organization of the school7. Appointment of an outside expert to advise the school8. Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to improve academic achievement of low-

performing students.

Corrective actions implemented: # ________ Complete the table below regarding the corrective actions implemented:

CorrectiveAction #

Description

Effective

Yes - No

Evidence of Effectiveness

Outcomes

1

2

3

4

5

52





6

7

8

53





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

● Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, and 9 that have completed a restructuring plan, the approved

restructuring plan continues to be incorporated into the Unified Plan.

Year Restructuring Plan Created: ___2005-2006____

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: 3___ For schools in Year 6 and above, complete the table below. Add additional rows as needed.

Fundamental Governance ReformsImplemented as Listed in Approved

Restructuring Plan

Status of Implementation

Effective

Yes - NoEvidence of

Effectiveness

Outcomes

3 Replace all or most of the school staff, which

may include the principal, who are relevant tothe school’s inability to make adequate progress(consistent with existing contractual provisionsand applicable statutory protections in Title 18A).

Current administrative staff

(principal 2 years)

Vice Principals (0 years)

Yes NJASK proficiency levels

Suspension Data

Attendance Data

Increase of students at or

above proficiency in ELAMath and Science

Decrease suspension rates

Decrease in Truancy cases

Increase ( students/staff )attendance

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Peer Review

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

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

The Unified Plan was submitted to Committee for review. The committee reviewed over a week’s period and submitted feedback to principal.

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

July 2010 Emerson School

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Janet Grooms Principal NCLB Committee Principal/Leadership Emerson Avenue, Plainfield, NJ

Mary Holt Teacher NCLB Committee Language Arts Emerson Avenue, Plainfield, NJ

Kim Morris Math Resource District Mathematics Myrtle Avenue, Plainfield, NJ

Antoinette Adams VP of Specialservices

District Special Education Myrtle Avenue, Plainfield, NJ

Marian Malabanan Math Resource District ELL Myrtle Avenue, Plainfield, NJ

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

Unified Plan Feedback Hubbard Middle School

The plan is very comprehensive with wonderful suggestions for student and school improvement. The use of data to drive decision is apparent and the plans for engaging families and professional development will have a positive impact on Hubbard Middle School.The following are recommendations for the plan:Page 3 - formatting – the first half of the page the word yes is bold, the second half of the page yes is not bold.Page 5 – Academic Achievement Mathematics – under Multiple Measures – Do you use DIA, End of Unit Assessments or Classroom Teacher generated

assessments?

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






















Page 5 - Academic Achievement Science – under Multiple Measures – Do you use End of Unit Assessments or Classroom Teacher generated assessments?Page 5 - Did you use the Site Review information (narrative and rubric) as a multiple measurement in the area of professional development?Page 5 - plural possessive for students’ under extended learning opportunities.Page 5 - capitalize S, Special Education and R, Human Resources under leadership categoryPage 7 - 21st Century remove comma after the word syllabus and possibly capitalize Syllabus as everything is capitalizedPage 7 - left justify column 4 under Character Education and SPANPage 8 - SPAN – change Newark to NetworkPage 9 - left justify column 4 in (they are centered) UDL and Best PracticesPage 9 - Capitalize Y in yes in Problem Solving CyclePage 9 - Capitalize S in Staff in Sub-committees for overall school improvementPage 10 - Column 3 (Yes) make capitalization and justification format consistent throughout the page, throughout this chart and throughout the documentPage 10 - Capitalize S in Back to School NightPage 10 - lower case i in individual, column 4, in both parent conference datesPage 11 - either add the word documentation after web site or remove the / in Parent Involvement DayPage 11 - PTO Monthly Activities, column 5, change children to children’sPage 12 – number 1. Capitalize the word Committee after NCLB. Should it be 2009 data instead of 2008?Page 12 - number 2. Capitalize Committee and Subcommittee after the word Data

Page 12 - number 5. Last sentence, “Staff use of data to group students and make adaptations to the unit plans.” It is not clear to me whether there was a lack of use or the staff used the data appropriately.

Page 13 - number 9. Capitalize T in Team after SIFSS

Page 13 - number 10. Period after results

Page 13 - number 11. Add an s to make Teacher plural

Page 17- #2 change Grade to Grades 7 – 8

Page 19 - SMART Goal and a – after All Students – To

Page 19 - left justify Due Date Column

Page 19 - For consistency, other two charts (number 2 and 3) have the SMART Goal and Indicators of success in bold print, make consistent. Also remove emptyrows at the end of the charts

Page 21 - Capitalize T in Team after SIFSS

Page 22 - Capitalize Leadership Team, 21st Century Staff and Leaders in person responsible column

Page 24 - Change for unif ied formatt ing of font

Page 24 - capitalize Improvement Model

Page 24 - capitalize Family Liaison, Testing Coordinator, Administration

Page 27 - Change NA font from Times New Roman to Arial Narrow

Page 29 - Capitalize Plans and Team

Page 30 - number two – capitalize Committee

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Page 30 - number 4 – capitalize District

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

All comments and revisions provided were incorporated.

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Plainfield Schools NJ 2011 12 TITLE I Unified Plan Hubbard

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