Evergreen School Plainfield NJ Title I Unified Plan FY11
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Transcript of Evergreen School Plainfield NJ Title I Unified Plan FY11
8/8/2019 Evergreen School Plainfield NJ Title I Unified Plan FY11
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
2011 TITLE I UNIFIED PLAN TEMPLATE
District and School Information
District: PLAINFIELDChief School Administrator: INTERIM SUPERINTENDENT: ANNA BELIN PYLES Chief School Administrator E-mail: [email protected] NCLB Contact: Dawn Ciccone NCLB Contact E-mail:[email protected]
School: Evergreen Elementary
The school is designated (select one): Targeted Assistance SchoolwidePrincipal: Wilson Aponte 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 fileat the school.
I certify that I have been included in consultations related to the priority needs of my school and participated in thecompletion of this Title I Unified Plan. I have been an active member of the planning committee and provided input to theschool 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, andSIA, Part G.
Wilson Aponte ____________________________________________ June 28, 2010
Principal’s Name Principal’s Signature Date
Evergreen Elementary1
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
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 theschoolwide stakeholder group and/or the SINI plan committee. Identify the stakeholders who participated in the needsassessment and/or development of the plan. Signatures should be kept on file in the school office for review. Print off acopy of this page to obtain signatures. *Add lines as necessary.
Name Stakeholder GroupParticipated in
NeedsAssessment
Participated inPlan
DevelopmentSignature
Ms. Maria Pellum Parents
Mr. Wilson Aponte School Staff--Administrators
Ms. Claire Emmanuel School Staff—Classroomteachers
Ms. Gina Iacocca School Staff—ReadingSpecialist
Mr. Steven Stibich School Staff—MathSpecialist
Ms. Jamie Carrie School Staff—SpecialEducation
Ms. Ana Ramos-Saenz School Staff—Bilingual,LEP
Ms. Sarinet Throne School Staff—Guidance
Mr. Kevin Kopac School Staff--Support
Ms. Dean Willie
RavenellSchool Staff—
Paraprofessionals
Mr. Brandon Grooves School Staff—Technology
Evergreen Elementary2
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
Rutgers University Institutions of HigherEducation
Community Groups
Consultants
Evergreen Elementary3
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
School NCLB Committee Meetings
List the dates of the meetings when the School NCLB Committee discussed the needs assessment and Unified Plandevelopment. *Add rows as necessary
Date Location Agenda on File Minutes on File
September 28, 2009 Principal Conference Area Yes No Yes No
November 30, 2009 Principal Conference Area
January 25, 2010 Principal Conference Area
March 29, 2010 Principal Conference Area
May 24, 2010 Principal Conference Area
School’s Vision & Mission
Provide, update, or develop the school’s vision and mission statement. Refer to the Introduction for Unified Planpages for guidance.
What is the school’s vision statement? All Evergreen Students Will Go to College!
What is the school’s mission?
The Plainfield Public Schools, in partnership with its community, shall dowhatever it takes for every student to achieve high academic standards –
no alibis, no excuses, and no exceptions.
Describe the process for developingor revising the school’s vision and
n/a
Evergreen Elementary4
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
mission.
Comprehensive Needs Assessment & Data AnalysisData Collection and Analysis
Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2010 Programs,Strategies and Practices
Areas Multiple MeasuresAnalyzed
Overall Results and Outcomes
Academic Achievement– Reading
NJASK, District InterimAssessment (DIA),
ACCESS
Establishing cohorts of students for enrichment / interventionprograms
in order to meets their academic needs.Academic Achievement -Writing
NJASK, District InterimAssessment (DIA),
ACCESS
Establishing cohorts of students for enrichment / interventionprograms
in order to meets their academic needs.
Academic Achievement -Mathematics
NJASK, District InterimAssessment (DIA),
ACCESS
Establishing cohorts of students for enrichment / interventionprograms
in order to meets their academic needs.
Academic Achievement -Science
NJASK, District InterimAssessment (DIA),
ACCESS
Establishing cohorts of students for enrichment / interventionprograms
in order to meets their academic needs.School Culture Needs Assessment
SurveyIdentify areas of strengths and concerns in order to provide
students, staff and parents in safe and productive schoolenvironment.
Parent Involvement Needs AssessmentSurvey
Feedback Forms
Identification of parent informational needs, volunteeropportunities, time available,
interest in committees, and PTO membership.
Professional PD Needs Assessment Identification of Staff PD Needs in order to effectively provide PD
Evergreen Elementary5
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
Areas Multiple MeasuresAnalyzed
Overall Results and Outcomes
Development opportunities school or district based support.
Extended Learning
Opportunities
After School How to implement a program design / curriculum to match the
academic need and interest of students, in order to provide aneffective program.
Education Reform &Improvement
Highly Qualified Staff Informal & FormalObservations
The level of teaching and learning, identification of school basedexpertise to provide day embedded PD opportunities, identification
of staff PD Needs.
Leadership School Leadership Team,School Leadership
CouncilNeeds Assessment
Survey
Provide opportunities for leadership, decision making andstakeholder buy-in in the process.
Evaluation of 2010 Teaching and Learning Strategies & Programs
Table B: Strategies to Increase Student Achievement That Were Implemented in 2010
1Strategy or
Program
2Content
AreaFocus
3Effective Yes-No
4Documentation of
Effectiveness
5Outcomes
Cognitive ApprenticeModel
(6+1 Traits Writing andDialogic Journaling)
LAL Yes District InterimAssessment
(DIA) Teacher made
AssessmentBased on the
Instructional Focus
Analysis of data indicated an upward trend from firstassessment to third assessment
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
1Strategy or
Program
2Content
AreaFocus
3Effective Yes-No
4Documentation of
Effectiveness
5OutcomesEveryday Mathematics
ProgramMathematic
s Yes District Interim
Assessment(DIA)
Teacher madeAssessmentBased on the
Instructional Focus
Analysis of data indicated an upward trend from firstassessment to third assessment
Science Science Yes District InterimAssessment
(DIA) Teacher made
AssessmentBased on the
Instructional Focus
Analysis of data indicated an upward trend from firstassessment to third assessment
Technology Math &Science
Yes District InterimAssessment
(DIA) Teacher made
AssessmentBased on the
Instructional Focus
Analysis of data indicated an upward trend from firstassessment to third assessment
Dual Language Program Literacy &Math
Yes DevelopmentalReading Assessment
(DRA)
Analysis of data indicated an upward trend from firstassessment to third assessment
Majority of students on Grade Level in both English &Spanish
Table C: Description of Extended Day/Year Programs Implemented in 2010 to Address AcademicDeficiencies - Do not include SES programs.
1 2 3Effective
4 5Outcomes
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
1Strategy or
Program
2Content
AreaFocus
3Effective Yes-No
4Documentation of
Effectiveness
5OutcomesStrategy or
ProgramContent
AreaFocus
Yes-No Documentation of Effectiveness
21 st Century After SchoolProgram
Literacy &Math
Yes Completion of Homework
AssignmentsOut of classroom
experiences
An increase in the percentage of homework completion
School Based AfterSchool
Tuesdays – Thursdays
Yes Targeting areas of concern based on the
instructional focusDistrict Interim
Assessment (DIA)
Students areas of concerns were addressed, thereforeincreasing the number of students at the proficiency
levelDIA & DRA
Table D: Professional Development That Was Implemented in 2010
1Strategy or
Program
2Content
AreaFocus
3Effective Yes-No
4Documentation of
Effectiveness
5Outcomes
CollaborativeProfessional Learning
Groups
LAL,Mathematic
s,Science and
SocialStudies
Yes Problem SolvingCycleUse of Continuous
ImprovementModel (CIM)strategies
Using the Problem Solving Cycle to discuss why studentsare performing at certain levels in order to develop
strategies to implement and monitor growth during theschool year.
Grade Level Meetings LAL,Mathematic
s,Science and
SocialStudies
Yes Development of Grade LevelAction PlansInstructionalFocus MonthlyCalendarsMonthly
Analysis data to identify areas of strengths andconcerns, therefore developing instructional focus
monthly calendars and assessment tools. Looking atstudent work to develop strategies on what’s working
and what’s not working and why?
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
1Strategy or
2Content
3Effective
4Documentation of
5Outcomesassessments
Table E: Parent Involvement That Was Implemented in 2010
1Strategy or
Program
2Content
AreaFocus
3Effective Yes-No
4Documentation of
Effectiveness
5Outcomes
Back to SchoolNight
All contentarea subjects
Yes Parental Awareness inSchool BasedProcedures /Guidelines
Increased communication between Staff & Parents
Programs to AssistStudents
Academically
Literacy, Mathand Science
Yes Parental Awareness inAfter School Safety
Net program
Increased awareness of students’ academic needs
Workshops Literacy, Math,Science and
NJASK
Yes Parent EffectivenessSessions
Chet & Chats
Increased awareness on “how to” assist students athome
Parent-TeacherConferences
All contentarea subjects
Yes Two yearly Parent – Teacher Conferences:First and Third Cycles
Parent – TeacherConferences
scheduled as neededto address student
achievement
Increased communication between Staff & ParentsIncreased awareness of students’ academic needs
Communications School basedprograms &
activities
Yes All flyers, letters andreminders are in
Increase parental awareness of school based activitiesand events
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
1Strategy or
Program
2Content
Area
3Effective Yes-No
4Documentation of
Effectiveness
5OutcomesEnglish and Spanish
All Global ConnectMessages are in
English and Spanish
Have increased inparental participation /
awareness
Increased participation of Spanish speaking parents &families
PTO School basedprograms &
activities
Yes Monthly MeetingsPTO Retreat
Increased awareness and empowerment in school baseddecisions
Needs Assessment Summary
1. Describe the process and techniques used in the needs assessment.Instructional priorities and programs implementations are based on the needs of our school. The web based systemsof Administrators’ Plus, Genesis, Acuity and Grade Quick– enables teachers to analyze their class data and assess
performance of their students at various levels such as class, student groups and individual student level. This is alsoused as a tool to identify student strengths and areas of concerns as related to the New Jersey Curriculum CoreContent Standards (NJCCCS).
2. Describe method used to collect and compile data for student subgroups.
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
Data is disaggregated by clusters, class rosters and targeted skills for student subgroups. The classroom, after schoolSafety Net program, and Imagineering instruction becomes data driven decision making in order to differentiateinstruction for individual student needs.
3. Explain how the data from the collection methods are valid and reliable.The ACUITY System is a comprehensive assessment data management system used to house the District Interim
Assessment (DIA) data. This assessment data warehouse provides the staff with school based data in the areas of Literacy, Mathematics and Science in order to analyze performance data to develop monthly instructional focuscalendars. The system is capable of generating group and individual progress reports which are incorporated anddiscussed during Teacher /Student / Parent Data Chats and Grade Level Meetings. The longitudinal data producescluster scores which are turned into percentages for comparison.
Another web based system Genesis –School Net. This program enables the teachers to analyze their class data andassess performance of their students at various levels such as class, student groups and individual student level. It houses student demographic information, attendance and discipline data, along with data on state tests, districtstests, courses and instructors. In addition, this program is available for parents to monitor academic performance and
attendances data.4. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?
The data revealed that although there were academic gains, certain areas / skills still need to be addressed andstrategies developed. Therefore, attention and available resources will be needed to continue to address these needsas the School Leadership and Grade Level Teams continues to discuss and implement strategies and programs toclose the achievement gap.
5. What did the data analysis reveal regarding classroom instruction?The data revealed that although there were academic gains, certain areas / skills still need to be addressed andstrategies developed. Therefore, Grade Level Meetings have been the vehicle to examine student work and to analysisthe data generate from the District Interim Assessment (DIA), Developmental Reading Assessment (DRA) and Teacher Made Assessments to develop Instructional Focus (IF) in order to identify and to address areas of concerns.
6. What did the data analysis reveal regarding professional development implemented in the previous year(s)?Systemic job embedded professional development is more effective than district based one shot workshops.
7. How are educationally at-risk students identified in a timely manner?
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
The above described methods of data collection enable the district to identify at-risk students. In addition practicetests exactly like State tests in format and content are given in early December. These results are analyzed by theOffice of Testing and Evaluation and sent back to us in a table graph format with cluster information. This helps tofurther identify and address weakness at the student level.
8. How does the needs assessment address migrant student needs?The process of addressing the needs of migrant students is as follows the teachers and support staff analyzes classdata and assess student performance at various levels such as class, student groups and individual student level inorder to determine appropriate instructional and functioning academic level. This process is also implemented toidentify if students are in need of additional support services.
9. How are educationally at-risk students provided with effective assistance?The data collection process allows the grade level teams to review the data and identify students that fall in twocategories: Cohort I and Cohort II
10. Describe the process used to select the priority problems for this plan? A group of stakeholders that included parents and staff participated in a needs assessment survey to identify areas of concerns in order to establish a priority list.
11. How were teachers engaged in decisions regarding the use of academic assessments to provide information on andimprovement of the instructional program?Teachers completed a Data Chat Log during Grade Level and Vertical Articulation Meetings to identify students’ strengths and concerns based on the data provided by the District Interim Assessment (DIA), DRA and teacher madeassessment.
12. Describe the transition plan for preschool to kindergarten, if applicable. N/AEvergreen’s Kindergarten Grade Level Team has worked with Early Childhood Department to ensure that thetransition process is seamless. In addition, throughout the school year, the team has met and planned with the Early Childhood Master Teacher to provide technical assistance and mutual feedback / input. The Pre-School students andteachers visit the kindergarten classrooms and the parents receive an overview of the kindergarten curriculum andexpectations.
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
Selection of Priority Problems
School Needs Assessment Summary Matrix
• Certification: For Title I SINIs and SW schools, Population Categories A-M have beenannually assessed.
• Using information from the data analysis, identify all priority problems.• Select three or four priority problems to address in this plan. The selected problems should be checked in
column T.
P r i o r i t y P r o b l e m
#
Priority Problem
Population Categories
A . A l l s t u d e n
t s
B . S t u d e n
t s w
i t h D i s a b i l i t i e s
C . E a r l y c h
i l d h o o d
D . E c o n .
d i s a d v a n
t a g e
d
E . N e g
l e c t e d / d e l i n q u e n
t
F . Y o u
t h a t r i s k o
f d r o p p
i n g o u
t
G . R a c i a l / e
t h n
i c
H . H o m e l e s s
I . I m m
i g r a n
t
J . L E P
K . T e a c h e r s
L . P a r a p r o f e s s i o n a
l s
M . P a r e n t s
N . S u
b s t a n c e a
b u s e r s
O . P e r p e
t r a t o r s o
f V i o l e n c e
P . O u
t - o f - s c h o o l
Q . M e n
t a l h e a l t h
R . G i f t e d & T a l e n t e d
S . O t h e r
( S p e c i f y )_
____________
T .
S e
l e c t e
d P r i o r i t y
P r o
b l e m s
S t u d e n
t A c a
d e m
i c
N e e
d s
1Closing the achievementgap
2 Early ch ildhood education
C o r e
C u r r i c u
l u m
C o n
t e n
t S t a n
d a r d s
3aLanguage arts literacy andreading
3b Mathematics
3c Science
3d Social studies3e World Languages3f Cross Content Workplace
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
P r i o r i t y P r o b l e m
#
Priority Problem
Population Categories
A .
A l l s t u d e n
t s
B .
S t u d e n
t s w
i t h D i s a b i l i t i e s
C .
E a r l y c h
i l d h o o d
D .
E c o n .
d i s a d v a n
t a g e
d
E .
N e g
l e c t e d / d e l i n q u e n t
F . Y o u
t h a t r i s k o
f d r o p p i n g o u
t
G .
R a c i a
l / e t h n
i c
H .
H o m e l e s s
I . I m m
i g r a n
t
J . L E P
K .
T e a c h e r s
L . P a r a p r o f e s s i o n a l s
M .
P a r e n
t s
N .
S u
b s t a n c e a b u s e r s
O .
P e r p e
t r a t o r s o f
V i o l e n c e
P . O u
t - o f - s c h o o l
Q .
M e n
t a l h e a l t h
R .
G i f t e d & T a l e n
t e d
S .
O t h e r
( S p e c i f y )_
____________
T .
S e
l e c t e
d P r i o r i t y
P r o
b l e m s
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
5b Mathematics
5c Science
5d Social Studies5e World Languages
5f Cross Content WorkplaceReadiness
6Effective classroom use of technology
7Standards-basedassessment
8 Instructional skills andstrategies9 Mentoring10 Classroom management
11Using data/assess. toimprove learning
12 Working wi th 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 shortageareas
15 Teachers in Math andScience
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
P r i o r i t y P r o b l e m
#
Priority Problem
Population Categories
A .
A l l s t u d e n
t s
B .
S t u d e n
t s w
i t h D i s a b i l i t i e s
C .
E a r l y c h
i l d h o o d
D .
E c o n .
d i s a d v a n
t a g e
d
E .
N e g
l e c t e d / d e l i n q u e n t
F . Y o u
t h a
t r i s k o f
d r o p p i n g
o u
t
G .
R a c i a
l / e t h n
i c
H .
H o m e l e s s
I . I m m
i g r a n
t
J . L E P
K .
T e a c h e r s
L . P a r a p r o f e s s i o n a l s
M .
P a r e n
t s
N .
S u
b s t a n c e a b u s e r s
O .
P e r p e
t r a t o r s o f
V i o l e n c e
P . O u
t - o f - s c h o o l
Q .
M e n
t a l h e a l t h
R .
G i f t e d & T a l e n
t e d
S .
O t h e r
( S p e c i f y )_
____________
T .
S e
l e c t e
d P r i o r i t y
P r o
b l e m s
16 Teachers to reduce classsize
17 Qualifiedparaprofessionals18 Highly qualified personnel
P r o
b l e m s
I d e n
t i f i e d
19 Alcohol use20 Drug use21 Tobacco use22 Violence23 Weapons24 Gang activity25 Delinquency26 Vandalism
27Suspensions, removals, orexpulsions
28Serious or persistentdiscipline problems
29 Bullying 30 Victimization31 Truancy/a ttendance32 Mental health33 Sex/gender issues34 Interpersonal conflict35 Intergroup conflict/bias36 Negative peer influence
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
P r i o r i t y P r o b l e m
#
Priority Problem
Population Categories
A .
A l l s t u d e n
t s
B .
S t u d e n
t s w
i t h D i s a b i l i t i e s
C .
E a r l y c h
i l d h o o d
D .
E c o n .
d i s a d v a n
t a g e
d
E .
N e g
l e c t e d / d e l i n q u e n t
F . Y o u
t h a
t r i s k o f
d r o p p i n g o u
t
G .
R a c i a
l / e t h n
i c
H .
H o m e l e s s
I . I m m
i g r a n
t
J . L E P
K .
T e a c h e r s
L . P a r a p r o f e s s i o n a l s
M .
P a r e n
t s
N .
S u
b s t a n c e a b u s e r s
O .
P e r p e
t r a t o r s o f
V i o l e n c e
P . O u
t - o f - s c h o o l
Q .
M e n
t a l h e a l t h
R .
G i f t e d & T a l e n
t e d
S .
O t h e r
( S p e c i f y )_
____________
T .
S e
l e c t e
d P r i o r i t y
P r o
b l e m s
37 School safety
38Schoolclimate/environment
39 Risk factorsQualityTeacher 40 Teach er QualityTech. &
Ed.Materials
41 Technology activities
42Instructional/EducationalMaterials
Studentswith
SpecialNeeds 43 Drop-out rate
Literacy,& Adult
Ed.
44 Adu lt literacy
45
Parent/community
involvement Leadership
46 Leadership Network47 Leadership PD
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
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 #2Population Category
Letter & ProblemNumber
A. 3a A. 3b
Name of priorityproblem
Language Arts Literacy and Reading Mathematics
Describe the priorityproblem
Not meeting state benchmarks Not meeting state benchmarks
Describe the rootcauses
of the problem
Develop differentiate instruction strategies tomeet the
needs of all learners Teaching to address the areas of concerns
whileaugmenting the area of strengths.
Length in program: research states thatadequate growth
takes three (3) to five (5) years.Dual Language Program still in itsinitial stages in Grades K-1
Building capacity and expertise still inprogress
for Dual Language Teachers
Implementation of the Every Day Math (EDM)Program
with fidelity The incorporation of manipulatives in daily
instructionDevelop differentiate instruction strategies to
meet theneeds of all learners
Teaching to address the areas of concernswhileaugmenting the area of strengths.
Length in program: research states thatadequate growth
takes three (3) to five (5) years.Dual Language Program still in its
initial stages in Grades K-1Subgroup or population
addressedn/a n/a
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
Grade span K-6 K-6Related content area
missedLiteracy Mathematics
Name of scientificallybased
program/strategy/practice to address problem
Literacy Instruction aligned to the NJCCCSUse of Literacy Best Practices:
Read AloudClassroom LibrariesPrint rich Environment
Message Time PlusChildren Literacy Initiative
Harcourt Trophy Reading SeriesReaders & Writers Workshop
ConferencingData Chats:
Identifying areas of strengths & concernsAnalysis of data to guide instruction:
Developmental Reading Assessment (DRA)District Interim Assessment (DIA)
Teacher Assessments:Formative & SummativeLooking at Student Work
Developing Instructional Focus Calendars / Targeted Skills
Use of RubricsInfusion of Technology:
Read 180Reading Plus
Special Needs Resource Instruction / SupportExtended Day Academic Support
Mathematics Instruction aligned to theNJCCCS
Everyday Math (EDM) ProgramUse of Mathematics Best Practices:Conferencing
Use of ManipulativesProject Based Learning
Data Chats:Identifying areas of strengths & concerns
Analysis of data to guide instruction:District Interim Assessment (DIA)
Teacher Assessments:Formative & Summative
Looking at Student WorkDeveloping Instructional Focus Calendars/
Targeted SkillsUse of Rubrics
Infusion of Technology:English as a Second Language Instruction /
SupportDual Language Instruction
Extended Day Academic Support
How does theprogram/strategy align
with the NJ CCCS?
The school based curriculum is aligned to theNJCCCS in all content subject areas.
Classroom instruction and activities aregoverned by the NJCCCS. School’s data is
based on multiple assessments: DRA, runningrecords, state (NJASK) & district assessments
(DIA), and informal and formal classroomobservations.
The school based curriculum is aligned to theNJCCCS in all content subject areas.
Classroom instruction and activities aregoverned by the NJCCCS. School’s data is
based on multiple assessments: state (NJASK)& district assessments (DIA), and informal
and formal classroom observations.
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CAPA finding orrecommendation
related to the priorityproblem
n/a n/a
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Description of Priority Problems and Strategies to Address Them (continued)
#3 #4Population CategoryLetter & ProblemNumber
A. 3c
Name of priorityproblem
Science
Describe the priorityproblem
Maintaining state benchmarks
Describe the rootcauses of the problem
New Science SeriesContinue to provide teachers with
professional development in order to buildcapacity and level of expertise Teaching to address the areas of concerns
whileaugmenting the area of strengths.Dual Language Program still in its
initial stages in Grades K-1Subgroup or populationaddressed
n/a
Grade span K-6Related content areamissed
n/a
Name of scientificallybasedprogram/strategy/practice to address problem
Science Instruction aligned to the NJCCCSScience: A Closer Look (Macmillan / McGraw-
Hill)Use of Science Best Practices:
ConferencingObservationNote Taking
Generating HypothesesData Chats:
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Identifying areas of strengths & concernsAnalysis of data to guide instruction:
District Interim Assessment (DIA) Teacher Assessments:
Formative & SummativeLooking at Student Work
Developing Instructional Focus Calendars/ Targeted SkillsUse of Rubrics
Infusion of Technology:English as a Second Language Instruction /
SupportDual Language Instruction
Extended Day Academic SupportHow does theprogram/strategy align
with the NJ CCCS?
The school based curriculum is aligned to theNJCCCS in all content subject areas.
Classroom instruction and activities aregoverned by the NJCCCS. School’s data isbased on multiple assessments: state (NJASK 4) & district assessments (DIA), and informal
and formal classroom observations.CAPA finding orrecommendationrelated to the priorityproblem
n/a
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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 toAddress PriorityProblem:
SMART Goal:
Indicators of Success:
Description of Action Plan StepsPersonsInvolve
d
ResourcesNeeded Due Date -
Timeline
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Action Plan for Strategy Related to Priority Problem #2
Name of Program,Strategy or Practice toAddress PriorityProblem:
SMART Goal:
Indicators of Success:
Description of Action Plan Steps
Persons
Involved
Resources
Needed Due Date -Timeline
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Action Plan for Strategy Related to Priority Problem #3
Name of Program,Strategy or Practice toAddress PriorityProblem:
SMART Goal:
Indicators of Success:
Description of Action Plan StepsPersonsInvolve
d
ResourcesNeeded Due Date -
Timeline
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Plan Components for 2011Table F: Proposed Core Programs and Strategies for 2011 to Address Student Achievement
Description of Strategy or
Program
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success(Evaluation Outcomes)
Research SupportingStrategy
Date of Research, Source
Read 180 Literacy Grade 4 Scientifically and
ResearchBasedProgram
AboveDistrict
Benchmark
TeachersPrincipal
State approved program
Reading Plus Literacy Grades 3-6
Scientifically and
ResearchBased
Program
AboveDistrict
Benchmark
TeachersPrincipal
State approved program
Harcourt Trophies / Trofeos
Literacy Grades K-6
Scientifically and
ResearchBased
Program
AboveDistrict
Benchmark
TeachersPrincipal
State approved program
Message TimePlus
Literacy Grades K-3
Scientifically and
ResearchBased
Program
AboveDistrict
Benchmark
TeachersPrincipal
State approved program
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Description of Strategy or
Program
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success(Evaluation Outcomes)
Research SupportingStrategy
Date of Research, Source
EverydayMathematics Math Grades K-6 Scientifically andResearch
BasedProgram
AboveDistrictBenchmark
TeachersPrincipalState approved program
CambridgePhysical Options
Science Grade 6 Scientifically and
ResearchBased
Program
AboveDistrict
Benchmark
TeachersPrincipal
State approved program
*Use an asterisk to denote new programs.
Table G: Proposed Extended Learning Opportunities to Address Academic Deficiencies. Do not include SES.
Description of Strategy or
Program
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success(Evaluation Outcomes)
Research SupportingStrategy
Date of Research, Source
21 st Century LALMath
Science
Grades 4-6
21 st
CenturyStaff
Increase proficiency by 5% -10%in the NJASK, DIA, DRA
Research based on thebenefits analysis of data
School BasedAfter School
Program
LALMath
Science
Grades3-6
GradeLevel
Teachers
Increase proficiency by 10%-15%
in the NJASK, DIA, DRA
Research based on thebenefits analysis of data
*Use an asterisk to denote new programs.
Table H: Proposed Professional Development to Address Student Achievement and Priority Problems
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Description of Strategy or
Program
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success(Evaluation Outcomes)
Research SupportingStrategy
Date of Research, Source
ProfessionalLearningCommunities
(PLC)
ALL Teachers TeachersPrincipal
36.8%60.3%79.2%
Research-based staff development
Grade Level ALL Classroom Teachers
TeachersPrincipal
36.8%60.3%79.2%
Research-based staff development
VerticalArticulation
ALL Teachers TeachersPrincipal
36.8%60.3%79.2%
Research-based staff development
*Use an asterisk to denote new programs.
Table I: 2010-2011 Parent Involvement Programs
Description of Strategy orProgram
ContentArea
Focus
PersonResponsi
ble
Indicators of Success(Evaluation Outcomes)
Research SupportingStrategy
Date of Research, SourceLiteracy Workshop LAL Literacy
TeachersPrincipal
Meeting Agendas, Sign InSheets, Minutes & Notes
Survey andFeedback Sheets
Research-based parentalinvolvement:
(i.e. Joyce Epstein’s Modelof Parent Involvement:
Parent EffectivenessSession)
Mathematics Workshop Mathematics
Math TeachersPrincipal
Meeting Agendas, Sign InSheets, Minutes & Notes
Survey andFeedback Sheets
Research-based parentalinvolvement:
(i.e. Joyce Epstein’s Modelof Parent Involvement:
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Description of Strategy orProgram
ContentArea
Focus
PersonResponsi
ble
Indicators of Success(Evaluation Outcomes)
Research SupportingStrategy
Date of Research, Source
Parent EffectivenessSession)
NJASK Q&A LAL, Math,Science
TestCoordinat
or
Meeting Agendas, Sign InSheets, Minutes & Notes
Survey andFeedback Sheets
Research-based parentalinvolvement:
(i.e. Joyce Epstein’s Modelof Parent Involvement:
Parent EffectivenessSession)
Parent Teacher Conference ALL TeachersParentLiaison
Meeting Agendas, Sign InSheets, Minutes & Notes
Survey and
Feedback Sheets
Research-based parentalinvolvement:
(i.e. Joyce Epstein’s Modelof Parent Involvement:
Parent EffectivenessSession)
Chew & Chats ALL Principal Meeting Agendas, Sign InSheets, Minutes & Notes
Survey andFeedback Sheets
Research-based parentalinvolvement:
(i.e. Joyce Epstein’s Modelof Parent Involvement:
Parent EffectivenessSession)
Data Chats ALL Teachers Meeting Agendas, Sign InSheets, Minutes & Notes
Survey andFeedback Sheets
Research-based parentalinvolvement:
(i.e. Joyce Epstein’s Modelof Parent Involvement:
Parent EffectivenessSession)
*Use an asterisk to denote new programs.
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Parent Involvement (PI) Narrative1. What is the connection between PI and the priority problems identified in the needs assessment?
Workshops provide parents with support to assist their children at home by introducing them to scientifically-researched best practices, testing formats, and social-emotional wellness. The support, in turn, connects homeswith school in a partnership to collaboratively increase students’ academic performance.
2. What are the measurable goals and targets for PI in 2011?To increase Parental Involvement for the total population by 5%
3. Do you have a school-parent compact?Yes, in English and Spanish.
4. Describe the process to ensure that parents receive and review the school-parent compact.The process will include but not limited to: PTO Meetings, Workshop, Informal Meetings, and Communication via theParent Liaison
5. How is student achievement data reported to the public?
Data is reported to the public via PTO Meetings, Community Forum, and Chew & Chats (informal parent meetings)Data Chats w/ Grade Level Teachers, School Website, PTO Website, Global Connect, Newsletters, and PrincipalLetter/Communiqués
6. Identify procedures for informing parents about the school’s improvement status.The procedures will include but not limited to: PTO Meeting, Chew & Chats, Newsletter, Principal Letter / Communiqués, School & PTO Website, Global Connect, Marquee, School Calendar, Parent Bulletin Board, End of Year Report and Community Forum.
7. Identify procedures for informing parents about the school’s disaggregated assessment results.The procedures will include but not limited to: General PTO Meeting, Data Chats, Chew & Chats, Newsletter,Principal Letter / Communiqués, School & PTO Website, Global Connect, Marquee, School Calendar, Parent Bulletin
Board, End of Year Report and Community Forum.8. How were parents involved in the development of the Unified Plan?
Members of the Parent Involvement Committee and PTO Executive Officers reviewed the data and plan and provided feedback.
9. Identify procedures for informing a parent about their child’s student assessment results.The procedures will include but not limited to: General PTO Meeting, Data Chats, Chew & Chats, Newsletter,Principal Letter / Communiqués, School & PTO Website, Global Connect, Marquee, School Calendar, Parent BulletinBoard, End of Year Report and Community Forum.
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10. How were the required PI funds used in 2010?The funds will be used but limited to refreshments for PTO Retreat and Chew & Chats
11. How will the required PI funds be used in 2011?The funds will be used but limited to refreshments for PTO Retreat and Chew & Chats
12. What is the procedure for notifying parents if the district has not met their annual measurable objectivesfor Title III?The procedures will include but not limited to: General PTO Meeting, Data Chats, Chew & Chats, Newsletter,Principal Letter / Communiqués, School & PTO Website, Global Connect, End of Year Report and Community Forum.
Table J: 2010-2011 Annual Student Targets
GRADE SPAN &SUBGROUP
LANGUAGE ARTS MATHEMATICS
3-5 Name of
Measurement
Baseline 2011 Target Name of
Measurement
Baselin
e
2011
TargetGRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total NJASK 25.9 33.3 NJASK 49.5 54.6
Students with Disabilities NJASK NJASK
Limited English ProficientStudents
NJASK 9.9 18.9 NJASK 28.1 35.3
White NJASK NJASK
African-American NJASK 34.1 40.7 NJASK 54.1 58.7
Asian/Pacific Islander NJASK NJASK
American Indian/NativeAmerican
NJASK NJASK
Hispanic NJASK 20.2 28.2 NJASK 46.3 51.7
Others NJASK NJASK
EconomicallyDisadvantaged
NJASK 23.2 30.9 NJASK 45.9 51.3
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GRADE SPAN &SUBGROUP
LANGUAGE ARTS MATHEMATICS
3-5 Name of Measurement
Baseline 2011 Target Name of Measurement
Baseline
2011 Target
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL Total
Students with Disabilities
Limited English ProficientStudents
White
African-American
Asian/Pacific Islander
American Indian/NativeAmerican
Hispanic
Others
EconomicallyDisadvantaged
Highly Qualified Staff Table K: Strategies to Attract and Retain Highly Qualified Staff
Number &
Percent
Content &Focus
Description of Process toMeet Highly Qualified
Description of Strategy to RetainHQ Staff
Teachers who meet 35 Retention is not a priority problem.
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Number &
Percent
Content &Focus
Description of Process toMeet Highly Qualified
Description of Strategy to RetainHQ Staff
the qualifications forHQT, consistent with
Title II-A
95%
Teachers who do notmeet the qualificationsfor HQT, consistentwith Title II-A
15%
BilingualKindergarte
nAll content
areas
Monthly conversations on thestatus of the HQT process.
Instructional RoundsInformal & Formal
ObservationsMonitoring of the Professional
Improvement Plan (PIP)
Continue to provide learningopportunities in order to enhancerepertoire and best practices. In
addition, provide the opportunity tovisit school and district based
distinguished teacher and effective program models
Paraprofessionals whomeet the qualificationsrequired by NCLB(education, ParaProtest, portfolioassessment)
425%
All of the paraprofessionalshave completed requirements;
however, continue to provide learningopportunities in order to enhance
repertoire and best practices.
Paraprofessionals whodo not meet thequalifications required
by NCLB (education,ParaPro test, portfolioassessment)
n/a
Description of Strategy To Attract HQ Staff IndividualsResponsible
Advertise the district’s accomplishments, mission / vision and academic goals in order toattract the attention of High Qualified Professionals in the area of education.
Assistant Superintendent of Administrative
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Description of Strategy To Attract HQ Staff IndividualsResponsible
Services
Table L: Support for TeachersUse the Table below to describe the 2011 methods for supporting teachers needing assistance with instruction and otherproblems.
Description of Support
ContentArea
FocusTargetGroup
PersonResponsi
ble
Indicators of Success(Evaluation) How are teachers
identified?
Professional
Improvement Plan (PIP)Professional Learning
CommunitiesGrade Level Cohorts
ALL Certified
Teachers
Human
Resources,Profession
alDevelopm
ent,Departme
nts
Enhancement of teaching
and awareness of bestteaching & learningpractices.
Walk throughInstructional RoundsInformal & Formal
EvaluationsAnnual Evaluations
Self Reflection
Walk throughInstructional RoundsInformal & Formal
EvaluationsAnnual Evaluations
Table M: Support for AdministratorsUse the Table below to describe how leaders in schools in need of improvement are provided with support andinstructional leadership.
Description of Support
ContentArea
FocusTargetGroup
PersonResponsib
le
Indicators of Success(Evaluation) How are administrators
identified?
AdministratorsProfessional Learning
Communities
Instructional BestPractices
Administrators
Administrator
Assistant
Performance ActionPlans
Site Visits / Walk
Self Reflection
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Description of Support
ContentArea
FocusTargetGroup
PersonResponsib
le
Indicators of Success(Evaluation) How are administrators
identified?Superinten
dentthrough
Annual Evaluations
Student Eligibility and SelectionTable N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistanceschool and the measures to identify students who need additional support in schoolwide programs. For targetedassistance schools, use the last two columns to designate if the measures are used as criteria for program entrance orexit.
Measure Name
Targeted Assistance Schools
Entrance Criteria( )
Exit Criteria ( )
State Assessment NJASK n/a n/a
Other Assessments District Interim Assessment (DIA) Terranova
Development Reading Assessment (DRA) Teacher Made Assessments
End of Unit Test
n/a n/a
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Instructional Focus Monthly Assessment
English LanguageProficiency
Assessment
ACCESS n/a n/a
Classroom Grades GENESIS Program (electronic grade book)Mid Cycle Progress ReportsReport Cards
n/a n/a
TeacherRecommendation
Instructional Focus Monthly AssessmentFormal & Summative Assessments
n/a n/a
Other
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’sefforts to increase academic achievement?
From the district: Infusion of Technology : Smart Boards, Universal Design Learning (UDL)
From outside experts: Rutgers University: video conferencing
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From others:
2. Describe the current technical assistance offered to staff at the school. Include assistance by district level and/oroutside experts, for example, skilled consultants, institutions of higher education (IHE), etc.
Office of Testing and Assessment, Office of Professional Development, Special Services, District Content Administrators and Instructional Technology (IT)
3. How is it targeted to the priority problems identified in the needs assessment?
Needs Assessment target Literacy, Mathematics and Science based on Teacher Assessment, District Interim Assessment, NJASK data
4. Identify the person(s) responsible for ensuring this technical assistance is provided. Assistant Superintendent of Educational Services
*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies, procedures and evaluation instruments, data analysis, coaching, program planning, budgeting, and theprovision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an outsideconsultant.
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
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making AYP from the previous year. We are not however making the state benchmark for AYP which is the district’s longterm goal for its schools. This is due to a lack of full implementation of the Continuous Improvement Model (CIM), at theschool level. There is also a lack of complete understanding by school administrators on how to use data to driveinstruction and planning for results. Many administrators are new and therefore does not have a full understanding of thebest practices in literacy instruction.
2. Explain how the district is supporting the school in the following areas:
Providing professionaldevelopment that focusesprimarily on improving instructionand using data to informinstruction
The Office of Assessment, Data Collection, and School Improvement in collaborationwith the Office of Professional Development will continue to provide trainings on theanalysis of multiple measures of data for its instructional implications andContinuous Improvement Model (CIM), which is based upon an 8 step process thatrelies heavily on the use of data to drive decisions relative to teaching and learning.
The next phase of the training efforts for the Office of Assessment, Data Collection,
and School Improvement is to increase 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 teachersand administrators of grades 3-12 in research-based best practices of Lucy Culkins’Writing Units of Study.
Implementing strategies groundedin scientifically based researchthat will strengthen instruction incore academic subjects
The district conducts focus walks to review programming, instructional planning andclassroom practices. The district also does not support the purchase or use of programs not grounded in research.
The strategies and practices promoted within the district are:Continuous Improvement Model (CIM)Writing –Units of Study (Lucy Culkins)Best Practices of Instructional Leaders and Teachers
Assessment for Learning – J. Chappius
Expanding parental involvementactivities that support the school’sefforts to increase studentachievement
To address parent involvement, we will implement the following programs/activities:
Increase parent participation at both school and district level SLC (leadershipprogram):
• Bring Your Parent to School Day• Career Days
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• 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 fundactivities that support the school’simprovement plan and are mostlikely to increase studentachievement
The district will not reallocate funds within the NCLB budget. The allocations willremain intact for each Title. Business Operations will work collaboratively with theschools to use resources effectively and efficiently. Federal, State and Local funds,including the city tax levy for education and Federal Entitlement and CompetitiveGrants State and Private Grants will be allocated and/or reallocated according toguidelines to fund the activities that support the school’s improvement plan.
Ensuring that curriculum isaligned to the CCCS
Curriculum frameworks have been created that use the NJCCCS as the foundation tohelp teachers guide instruction with a specific sequence for facilitating learning. Newcurriculum guides for all subject areas and grades K-12 will be provided to teachersindicating all grade level expectations.
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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:
Brief Descriptionof Strategy or
ProgramImplemented with
Funds
AllocatedUse Carried Over Reallocate
d Use
Outcomes as a Result of Implementing the Strategy or
Program
Evidence
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 2009. These funds are carried over after August 31, 2009. Theallocations can be found at: http://www.state.nj.us/education/arra/sia/sia.pdf
Total Amount Allocated: $
Brief Descriptionof Strategy or
ProgramImplemented with
Funds
AllocatedUse Carried Over Reallocate
d Use
Outcomes as a Result of Implementing the Strategy or
Program
Evidence
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School Budget Pages
School level budget pages in Excel must be completed along with each school’s Unified Plan, identifying thefollowing:
How the Title I, Part A school allocation is budgeted for targeted assistance schools or schoolsoperating schoolwide programs that do not blend their funds
How the SIA, Part a allocation is budgeted for all schools receiving this award
Budget Detail pages and a Budget Summary are available as an Excel program at the following location:www.nj.gov/education/grants/entitlement/nclb/.
Complete the Excel budget pages for each school and upload the file to the NCLB Application on EWEG on the Title I Unified Plan upload screen. These budget pages are in addition to the Title I Unified Plan for each schoolrequired to complete a plan.
Budget Detail pages must be uploaded. The signature of the Business Administrator must be kept on file atthe district/school.
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8/8/2019 Evergreen School Plainfield NJ Title I Unified Plan FY11
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
NOT APPLICABLE
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 thathave already completed a corrective action plan, corrective actions identified in Year 4continue 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 by the district) in addition to the SINI and/or SW components. Identify whichcorrective action(s) will be taken and describe the implementation and how the action(s) will be incorporated with theother elements of the Title I Plan. Note: CAPA report prioritized recommendations must be incorporated into the Title Iplan.
Corrective Actions
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 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 :Correct
iveAction
#
DescriptionEffective Yes - No
Evidenceof
Effectiveness
Outcomes
1
2
3
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8/8/2019 Evergreen School Plainfield NJ Title I Unified Plan FY11
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
Corrective Descri tion
Effective Yes - No
Evidenceof Outcomes
4
5
6
7
8
SINI Year 5H and Above: Restructuring Implementation N/A
• Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, and 9 that havecompleted a restructuring plan, the approved restructuring plan continues to be incorporatedinto 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 planningprocess and the restructuring details www.nj.gov/njded/title1/accountability/restructure.doc.
The restructuring options are as follows:1. Implement any major restructuring of the school’s governance that is consistent with the principles of restructuring
as set forth in the No Child Left Behind Act .2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq.
and N.J.A.C. 6A).3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to
make adequate progress (consistent with existing contractual provisions and applicable statutory protections in Title 18A).
Identify the restructuring option(s) selected: ____
Evergreen Elementary43
8/8/2019 Evergreen School Plainfield NJ Title I Unified Plan FY11
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
For schools in Year 6 and above, complete the table below. Add additional rows as needed.
Fundamental GovernanceReforms Implemented as
Listed in ApprovedRestructuring Plan
Status of
Implementation
Effective
Yes -No
Evidence of Effectiveness
Outcomes
1
2
3
List revisions made to the original restructuring plan.
Peer Review
Check Before Proceeding: NOT APPLICABLE• At minimum, the peer review must be completed by staff members from a school that is not in federal
improvement status.• Peer reviewers should have expertise in content areas and in school improvement.
1. Describe process used for peer review of the plan. (The NJDOE peer review suggested process is available atwww.nj.gov/njded/title1/program/peer_review.pdf .)
2. Provide the actual date and location the peer review(s) took place.
3. Provide the information below.
Peer Reviewer Name Title Affiliation Area of Expertise Address
Principal/Leadership
Language ArtsEvergreen Elementary
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FY 11 NCLB PLAINFIELD DISTRICT EVERGREEN (140)
Peer Reviewer Name Title Affiliation Area of Expertise Address
Mathematics
Special Education
ELL
4. Provide a summary of the recommendations made by the peer review school.
5. List the specific recommendations that were incorporated into the plan as a result of the peer review.
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