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Transcript of Hubbard Restructuring Plan 2011
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12012 Restructuring Plan Forms
2012 FORM A – COVER PAGE
DISTRICT AND SCHOOL INFORMATION
District: PLAINFIELD District Code: 4160
Chief School Administrator or Charter Lead Person: MS. ANNA BELIN-PYLES
E-Mail Address for Chief School Administrator or Charter Lead Person: [email protected]
Contact Person: Dawn Ciccone
Office Address: 1200 Myrtle Ave. Plainfield, NJ 07063
Phone Number for Contact Person: 908.731.4373
Fax Number for Contact Person: 908.731.4345
E-Mail Address of Contact Person: [email protected]
SCHOOL INFORMATION
School Name: Hubbard School Code:060
School Type: Elementary Middle Secondary
Current Grade Levels: 6-8
Current School Improvement Status: Year 8 Planning for Restructuring
School Address: 920 East 7th
School Phone Number:908.731.4320
Street Plainfield NJ 07060
Fax:908.731.4315
Principal: Mr. Kwame Asante
Principal’s E-Mail Address: [email protected]
Principal’s Fax Number: Fax:908.731.4315
Due Date: May 17, 2011
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2012 FORM B
APPROVAL SIGNATURES
SCHOOL NAME: Hubbard Middle School
DATE APPROVED BY BOARD OF EDUCATION: MAY/23/2011
TITLE PRINT NAME SIGNATURE DATE
Chief School Administrator
INTERIM SUPERINTENDENT MS.
ANNA BELIN-PYLES
Board PresidentMS. RENATA HERNANDEZ
District Restructuring ContactMS. DAWN CICCONE
District Level Education AssociationRepresentative
MS. KATHERINE CARDONA
District Parent - NCLB Committee
RepresentativeTBD
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2012 FORM C
CERTIFICATION OF CONSULTATION
SCHOOL NAME: Hubbard Middle School
TITLE PRINT NAME SIGNATURE DATE
School Principal MR. KWAME ASANTE
TeacherMS. BETTIE QUINN
School Level Education Association
RepresentativeMS. CHERYL NAGEL-SMILEY
School Parent - NCLB Committee
RepresentativeMS. VELMA LEE
Community MemberMS. VERONICA LUCK
TeacherMS. MICHELE GINN
The signatures listed above on Form C certify that representatives from the stakeholder groups had an opportunity to participate in the
development of the restructuring plan (at minimum, one meeting for general input and a second meeting for review of the proposed
restructuring plan) pursuant to Section 1116(b) of the No Child Left Behind Act of 2001.
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2012 FORM D
PROPOSED RESTRUCTURING OPTION(S)
The option checked below has been selected with input from all stakeholder groups as certified in this plan.
Option 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 .
Option 2: Reopen the school as a public charter school as defined by and consistent with state statute and regulation (N.J.S.A.
18A:36A-1 et seq. and N.J.A.C. 6A).
Option 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).
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2012 FORM ERATIONALE FOR SELECTION AND PROCESS USED TO SELECT THE RESTRUCTURING OPTION(S)
Rationale for Selection of Option:
Hubbard Middle School has been through a number of reorganizations with changes in principals, vice principals and staff. Therefore, a large
part of our rationale for choosing option one was keeping staff in place for stability, with additional support. Option one will allow us to
institute major changes in school operations to reflect research based strategies for improving student achievement. Additionally the principalhas been changed as well.
Process for Selection of Option:
Our district restructuring committee met and incorporated information from sessions with the building and community stakeholders as well as
surveys from staff and public meetings with community members. We reviewed data inclusive of CAPA Benchmark Data, District Focus
Walk Reports, NJASK Scores, Teacher Surveys, Parent Feedback, HQT (Highly Qualified Teacher) Building Status, Discipline Summaries
and The NJ School Report Card. The review of this data led to research of models, brainstorming sessions and the decision to choose option
one.
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2012 FORM F
GOVERNANCE CHANGES - CURRENT AND RESTRUCTURED DISTRICT AND SCHOOL ADMINISTRATIVE STAFF
DESCRIPTION OF GOVERNANCE CHANGESProvide a description of the governance changes, consistent with the selected option, in the restructured school. Include changes at both the school and
district levels. Attach a revised organizational chart for the school.
If the school was in restructuring previously, explain what governance changes were not successful and why : Lack of consistency in leadership had a
negative impact on student achievement and staff efficacy. District changes in grade-level configuration and streamlining of specific programsdrastically reduced and changed the student population. The last restructuring plan utilized option 3, replacing a majority of school staff, which
was not effective.
Redistribute responsibilities among administrative staff.
Provide administrative support for the principal. This could include team leaders, department chairs, teacher leaders, coaches and/or
administrators.
Change the reporting structure of staff.
Institute structured accountability of key personnel.
Increase district oversight, decrease school-based management prerogatives, or some combination.
CURRENT AND RESTRUCTURED DISTRICT AND SCHOOL ADMINISTRATIVE STAFF
Current Administrative Staff—District and School
(2010-2011)
Restructured Administrative Staff—District and School
(2011-2012)
Title Name Title Name
Principal Ms. Gwynetta Joe Principal Mr. Kwame Asante
Content Administrator TBD
Smaller Learning Community
Teacher Leaders
TBD
Acting Assistant Superintendent of
Curriculum
Caryn Cooper
*TBD after Budget Adoption for 2011-2012 School Year
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2012 FORM G
RESTRUCTURED ROLES AND RESPONSIBILITIES OF SCHOOL AND DISTRICT GOVERNANCE STAFF
Current Governance Staff Restructured Governance Staff
(1)
Role/Responsibility
(2)
Person(s) Responsible
(3)
Restructured Role/Responsibility
(4)
Person(s) Responsible
1. Monitor student
assessments
Principal Implement and reinforce Data
Binders/Student conferencing
Director of Testing, Y. Breaussaus
2. Review of student work Principal
Instructional Staff
Team review of student work to
strategize the remediation of student
needs
Instructional Staff
School Support Staff (Guidance and
School Social Worker)
I&RS (Intervention and Referral
Services) Committee
Principal
Smaller Learning Community
(SLC) Leaders
3. Meet with School
Leadership Team
Principal Create teacher leaders to guide each
department
Principal, K. Asante
SLC Leaders
4. Schedule PTO Meetings Principal Create a year-long calendar of
student centered school functions
that will incorporate opportunities
for parent involvement
Principal, K. Asante
PTO Committee
SLC Leaders
5. Provide professionaldevelopment
PrincipalDirector of Testing and PD
Incorporate professional learningcommunities into the meeting
planning for each month
Principal, K. AsanteSLC Leaders
6. Support teachers in
developing instructional
strategies to differentiate
instruction using data.
Principal Create data-binder templates that
support student achievement
through a systematic schedule of
conferencing with students
Principal, K. Asante
Director of Testing, Y. Breassaus
7. Provide staff development
in technology
Principal Require lesson plans that infuse
technology into the classroom at
least 25% of the time
Principal, K. Asante
8. Implement CAPA
recommendations
Principal
School Leadership Tam
Incorporate CAPA
recommendations into framework of
Principal, K. Asante
SLC Leaders
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Current Governance Staff Restructured Governance Staff
(1)
Role/Responsibility
(2)
Person(s) Responsible
(3)
Restructured Role/Responsibility
(4)
Person(s) Responsible
school as part of lesson plans and
weekly walk-through sheets
G1. In the space below, describe how the principal’s responsibilities will change in the restructured school.-Not be solely responsible for teacher observations/evaluations
-Shared decision making with central office
-Not solely responsible for creation of master scheduleG2. How will the responsibilities of the district support staff change in the restructured school?-District supervisors will have a direct responsibility
- Acting Assistant Superintendent of Curriculum will meet weekly with principal to conduct walkthroughs and monitor student progress
- Acting Assistant Superintendent of Curriculum is responsible for final master schedule
-Increase district oversight, decrease school-based management
-Accountability at district level to monitor initiatives, Acting Assistant Superintendent of Curriculum will supervise content area staff for
progress on initiatives
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2012 FORM H
LANGUAGE ARTS LITERACY - IMPACT OF RESTRUCTURING CHOICE ON STUDENTS
Include the major language arts literacy programs/strategies that will be implemented at the school in 2012 for all students, special
education students, and ELLs.
List the subgroups not making AYP in language arts literacy: Special Education and ELL: Both content area supervisors will
monitor programs
LAL Program/StrategyGrade
Level
All
Students
Yes/No
Special
Education
Yes/No
ELL
Yes/No
Describe the impact of the governance changes on
each LAL program/strategy.
*RTI: Tier One interventions for all students will
be utilized: research based center approaches,
vocabulary instruction and differentiated strategies 6-8 Yes Yes Yes
Professional development will be provided to all
building stakeholders.
Literacy in all content areas: content specific and
cross content area direct and explicit comprehension
instruction 6-8 Yes Yes Yes
Professional Learning Communities will be based on
Smaller Learning Communities, allowing teachers to
connect literacy throughout the content areas.
Implement software based reading comprehension
program emphasizing vocabulary attainment and
retention (i.e. Reading Plus) 6-8 Yes Yes Yes
Reading comprehension programs will be based on
individual student needs, and monitored by Smaller
Learning Community Teacher Leaders.
Incorporating oral speaking strategies into all
content areas to enhance fluency and
comprehension (i.e. recitations, debates, publicspeaking) 6-8 Yes Yes Yes
Smaller Learning Communities will take the lead incoordinating an emphasis on student speaking.
Extended Learning Opportunities: SIA approved
year-long Saturday Academy for tier two students,
21st
6-8
Century After School Programs expanded to
serve all populations, SES Tutoring Yes Yes Yes
Smaller Learning Communities will coordinate with
parents and students to ensure that students get the extra
assistance they need.
* Add an asterisk if the program or strategy is new.
H1. If the school was in restructuring previously, explain what strategies were not successful and why.
• Saturday Academy was only implemented for 6 weeks, not giving the students enough exposure to the needed assistance.
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• Instruction was not targeted to specific student needs.
• Literacy in all classrooms was not implemented with direction or fidelity.
• A focus on oral speaking was not predominant or consistently implemented.
• Reading Plus was not available for implementation in all classrooms due to inadequate technology support.
Who is going to be responsible for the oversight of RTI? ---Instructional Leader can be principal--
2012 FORM I
MATHEMATICS - IMPACT OF RESTRUCTURING CHOICE ON STUDENTS
Include the major mathematics programs/strategies that will be implemented at the school in 2012 for all students, special education
students, and ELLs.
List the subgroups not making AYP in mathematics: Special Education and ELL: Both content area supervisors will monitor
programs
Mathematics Program/StrategyGrade
Level
All
Students
Yes/No
Special
Education
Yes/No
ELL
Yes/No
Describe the impact of the governance changes on
each Mathematics program/strategy.
*RTI: Tier One interventions for all students
will be utilized: research based center
approaches, computer instruction, vocabulary
strategies and differentiated strategies 6-8 Yes Yes Yes
Professional development will be provided to all
building stakeholders.
Explicit instruction on word problems andmath literature. 6-8 Yes Yes Yes
Professional Learning Communities will be based on
Smaller Learning Communities, allowing teachers toconnect word problems throughout the content areas.
Implement software based math program
emphasizing basic facts, fluency attainment and
retention (i.e. Acellus) 6-8 Yes Yes Yes
Math comprehension programs will be based on
individual student needs, and monitored by Smaller
Learning Community Teacher Leaders.
*Math Minutes will be utilized to structure a
portion of class time around attainment of math
facts. 6-8 Yes Yes Yes
Matrices of student progress will be completed by each
teacher to be shared with their PLC.
Extended Learning Opportunities: SES,
Modify and expand Saturday Academy forall students, 21
st6-8Century After School Yes Yes Yes
Smaller Learning Communities will work in partnership
with parents and students to ensure that students get the
extra assistance they need.
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* Add an asterisk if the program or strategy is new.
I1. If the school was in restructuring previously, explain what strategies were not successful and why.
• Lack of adequate planning before the mandate to implement.
• Lack of professional development on specific delineated strategies.
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2012 FORM J
PROGRAMMATIC, STRUCTURAL, AND INSTRUCTIONAL IMPACT OF DISTRICT/SCHOOL GOVERNANCE CHANGES
Describe how the governance changes will positively impact the following:
1 Implementation of these CAPA
recommendations in each domain—
academic, culture, leadership
CAPA found that best teaching practices in Language Arts were not consistent throughout the
building and the implementation of program materials were not utilized effectively. In math
the lack of differentiated instruction was not noted. The implementation of SLCs will support
consistency in the instructional practices and implementation of program materials. Thespecific support to individual needs of students through RTI and explicit instruction will
improve the academic achievement. The addition of teacher leaders and/or administrators will
support building leadership. The additional layers of support in this action plan will provide
accountability for the NCLB Unified Plan.
2 Implementation of strategies in the NCLBUnified Plan
Describe how the governance changes will positively impact the instructional schedule, including each of the following:
3 Time for language arts and/or mathematics
instruction
The instructional programming will be monitored by SLC Leaders and/or administrators.
Hence, a greater emphasis on instruction. 6-8 week benchmark assessments will be developed.
Extended learning opportunities will be available to targeted students. The instructional
programming will be monitored by instructional administrators. Hence, a greater emphasis on
instruction.
LAL and math will be given a double period for instruction. The master schedule will reflect a
priority when possible on common planning. Materials will be provided for all students,
including access to texts through web based programs. 6-8 week benchmark assessments will
be developed.
Extended learning opportunities will be available to targeted students.
4 Common planning time among teachers
5 Introduction of new instructional materials,
including textbooks and technology
6 Use of interim or formative benchmarks
and assessments, including the use of
student performance evidence
7Extended learning opportunities
Describe the strategies which the district will use to support the school’s new governance structure, including each of the
following:
8 Leadership and evaluation Ongoing professional development in targeted strategies will be implemented. PD will be
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9 Tailored professional development provided for teachers on RTI, PBSIS, data tracking and writing workshop. The DELL
professional development system has been purchased to provide ongoing PD on technology.
PD360 will be provided for all teachers on their individual needs. The principal will conduct
scheduled reviews of formative assessments through common planning time. District will
schedule regular walkthroughs to ensure implementation of strategies. Six instructional
walkthroughs will take place per year, every other month.
10 Supplemental curriculum materials and
technology
11 Scheduled reviews of formative student
assessments
12 Scheduled learning walks with feedback
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In the table below, summarize all meetings held with stakeholder groups regarding the development and planned (future)
oversight regarding the restructuring plan. Attach signed attendance forms, agendas, and minutes when submitting the plan.
Meeting Date LocationStakeholder Groups
AttendingNumber
AttendingPurpose Meeting Summary
March 23, 2011Plainfield Board of
Education
Interim Supt., Administrators,
Principal, PEA President
8
Initial meeting for
Hubbard
Middle School Restructure
Overview of Restructuring Plan for Hubbard
Middle SchoolApril 4, 2011 Hubbard Middle School District and Building
Administrators, Hubbard
Middle School Staff
33 Initial Stakeholders
Meeting. Staff
Consultation on Hubbard
Restructuring
General Input & Information
April 7, 2011 Hubbard Middle School District and Building
Administrators, Teachers,
Parents, Board of EducationMembers and Community
Stakeholders
36 Parents/Public
Consultation on
Restructuring
Overview of Restructuring for Hubbard
Middle School
April 12, 2011 Plainfield Board of
Education
District Re-Structuring
Committee Co-Chair Meeting
2 Review Public Meeting &
review feedback from
Public/Parent Committee
Meeting
Reviewed surveys, assign data review,
identify additional data needed
April 14, 2011 Hubbard Middle School Co-Chairs, Administrators,
Hubbard Middle School Staff
5 Building Stakeholders
Meeting
Shared current status of committee plans.
Collected data on past practice. Reviewed
process for choosing option 1
April 20, 2011 Plainfield Board of Education
Interim Supt., Acting Assist.Supt., Administrators,
Principal, PEA President
8 Overview of HubbardMiddle School
restructuring plan; work
session
Worked on Hubbard Middle Schoolrestructuring plan for submission to NJDOE
May 4, 2011 Plainfield Board of
Education
Interim Supt., Acting Asst.
Supt., Administrators,
Principal, PEA President,
building stakeholders,
community member
11 Construction of Hubbard
Middle School
restructuring plan; work
session
Worked on Hubbard Middle School
restructuring plan for submission to NJDOE
2012 FORM K
COMMUNITY INVOLVEMENT, STAKEHOLDER INPUT, PLAN DEVELOPMENT & OVERSIGHT MEETINGS
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Meeting Date LocationStakeholder Groups
Attending
Number
AttendingPurpose Meeting Summary
K1. Describe the process the district will use to involve the school community (including, but not limited to, school leadership,
instructional and non-instructional school staff, district/school union representatives, School Improvement Committee, parents,
PTO, community leaders) in the (a) development, (b) implementation, and (c) oversight of the of the restructuring plan.
All stakeholders were notified of public meetings via e-mail, flyer, website and global connect phone system. Building based meetingswere set up through e-mail and school communication methods. Committee meetings were planned through distric t e-mail. Initialmeetings detailed the required process of restructuring and subsequent meetings gathered stakeholder input through surveys andtranscribed discussio ns. Implementation and oversight of the plan will be the continued responsibility of the District RestructuringCommittee.
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2012 FORM L
CHANGES IN SCHOOL ORGANIZATION/STRUCTURE
2010-2011 Structure 2011-2012 Structure
(1) (2) (3) (4) (5) (6)
Grade Levels Number of Classes
in Each GradeNumber of
Inclusion Classes
Average Size
of Classes
Number of Classes
in Each GradeNumber of
Inclusion Classes
Average Size
of Classes
Pre K
Kindergarten
1
2
3
4
5
6 1 Homeroom 0 17 5 (estimated) 2 20
7 8 Homerooms 1 Range 14-24
Average 19
8 (estimated) 2 20
8 9 Homerooms 0 Range 16-24
Average 20
8 (estimated) 2 20
9
10
11
12
Self-Contained Special
Education
3 Homerooms NA 12 2 NA 12
Resource Room 1 Homerooms NA 9 2 NA 9
Bilingual/ESL 3 Homerooms NA 17 5 NA 20
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2012 FORM M
CHANGES IN INSTRUCTIONAL STAFF ASSIGNED TO EACH GRADE LEVEL
Number of Teachers Assigned to School
Current School: 2011 Restructured School: 2012
Grade Number Grade Number
PreK PreK
Kindergarten Kindergarten
Grade 1 Grade 1
Grade 2 Grade 2
Grade 3 Grade 3
Grade 4 Grade 4
Grade 5 Grade 5
Grade 6 4 Grade 6
Grade 7 18 Grade 7 16(Estimated)
Grade 8 17 Grade 8 16(Estimated)
Grade 9 Grade 9
Grade 10 Grade 10
Grade 11 Grade 11
Grade 12 Grade 12
Special Education
Self-Contained 3
Special Education
Self-Contained 2(Estimated)
Special Education
Resource Room 0
Special Education
Resource Room 0(Estimated)
Bilingual 3 Bilingual 4(Estimated)
ESL 1 ESL 1(Estimated)
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2012 FORM N
CLASSROOM INSTRUCTIONAL STRATEGIES TO SUPPORT THE RESTRUCTURED SCHOOL
In the chart below, indicate classroom strategies that will be used to support the restructured school.
(1)
Classroom Instructional
Strategy
(2)
Brief description of the
strategy
(3)
Rationale for
implementation of thestrategy
(4)
Evaluation Method(s)
(5)
Name of Person
Responsible forImplementation
*RTI: Response to
Intervention
Diagnostic approach to
identification of specific needs
of individual students.
Need for differentiation
of instruction to
accommodate individual
student growth.
DRA and individual
assessments given on a
monthly basis.
Principal Asante
Acting Assistant
Superintendent Cooper
PLCs
Smaller Learning
Community (SLC) Leaders
*PLCs: Professional
Learning Communities and
SLCs, Smaller Learning
Communities
Students will be grouped into
classes according to a Smaller
Learning Community. They will
have their core classes with a
team of 4 teachers that will
address their individual needs
and coordinate their instruction.
More emphasis on direct
instruction focused on the
individual needs of
students.
Diagnostic test administered
by classroom teachers four
times a year.
Principal Asante
Acting Assistant
Superintendent Cooper
PLCs
SLC Leaders
A greater emphasis on
computer technology infused
into instruction.
Students will utilize Reading
Plus and Acellus infused right
into their core content instruction
to specifically address individual
deficits.
Continues the focus on
individualized instruction
for students.
Direct reports from software. Principal Asante
Acting Assistant
Superintendent Cooper
PLCs
SLC Leaders
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* Add an asterisk if the strategy is new.
N1. If the school was in restructuring previously, explain what strategies were not successful and why.The building stakeholders that are on the committee report that the strategies that were initially proposed for the previous restructuring
were not successful due to a lack of fidelity on implementation. Time, resources and adequate training were not allocated to ensure
success. Teachers did not accept enough responsibility for achievement in their classroom. Teachers have not taken enough initiative.
Not enough training on differentiation of instruction, they would like to visit the expert in their own environment; we have not had
that in years. Feeling isolated with not enough contact with the higher performing districts. No flexibility given to order or use
materials. SLC (Smaller Learning Communities) did not work because of turnover in staff. People left and new training was not
rolled out. Principal turnover did not support the SLC, they would come in and feel that the SLC were not important and gradually
things would be let go. Supports were withdrawn, not enough time to alter our classes…no schedule modifications were allowed later.
Originally children got to choose their teams then as leadership changed and resources withdrawn and students were placed in random
SLCs, thus diminishing the success.
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2012 FORM O
PROFESSIONAL DEVELOPMENT TO PREPARE INSTRUCTIONAL STAFF
Indicate the professional development that will be implemented to support instructional staff in the restructured school. Do not include
professional development already listed in the NCLB Unified Plan.
(1)Professional
Development
(2)Rationale (3)Provider (4)Frequency (5)Evaluation Method (6)Person Responsible
Implementation &
Evaluation
*SLC/PLC will organize
their professional
development around
unique initiatives
To improve school climate and
culture to support student
learning.
District 10 times a
year whole
group and
ongoing
Data based recording Committee of
stakeholders
*Specific guidance on
RSW for all teachers
RSW (Review of Student
Work) will enable a focus on
individual student
improvement.
Building Based Ongoing,
weekly
Holistic Scoring Rubrics Principal Asante
Acting Assistant
Superintendent
Cooper
Building
Stakeholders
*Response To
Intervention
Training will be provided for
teachers to utilize this
systematic tool.
District Based Summer
Institute
Exit summary and
performance reviews
Principal Asante
Implementation of the
Common Core
Curriculum
State mandated External
Provider
Professional
Development
Days
State assessment Principal, K. Asante
Acting Assistant
Superintendent
Cooper
Writing Fundamentals Research Based Strategies for
writing.
External
Provider
Professional
Development
Days
Program evaluations Principal, K. Asante
Acting Assistant
Superintendent
Cooper
Implementation of Non-
Fiction Text
Needed to support changes in
core content standards
External
Provider
Professional
Development
Program evaluations Acting Assistant
Superintendent
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(1)
Professional
Development
(2)
Rationale
(3)
Provider
(4)
Frequency
(5)
Evaluation Method
(6)Person Responsible
Implementation &Evaluation
Days Cooper
Reading in Content Area Needed to support changes in
core content standards
External
Provider
Professional
Development
Days
Program evaluations Acting Assistant
Superintendent
Cooper
Instructional Strategiesfor Teaching English
Language Learners
Needed to support growingpopulation of learners
ExternalProvider
ProfessionalDevelopment
Days
Program evaluations Acting AssistantSuperintendent
Cooper
* Add an asterisk if the program or strategy is new.
O1. If the school was in restructuring previously, explain what strategies were not successful and why.The nature of the previous professional development was not supported through practices emphasized throughout the school.
Professional development training did not encompass the needs of new staff at Hubbard.
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2012 FORM P
PROFESSIONAL DEVELOPMENT TO PREPARE LEADERSHIP STAFF
Indicate the professional development that will be implemented to support leadership staff in the restructured school. Leadership staff in
restructured schools must participate in a turnaround network.
(1)
Professional Development
(2)
Rationale
(3)
Provider
(4)
Frequency
(5)
Evaluation Method
(6)Person
Responsible
Implementation &Evaluation
*Performance, Evaluation
and Accountability: A New
Age of School Leadership:
Turn around leadership
network for principal
The focus and content of the institute
will be aligned to the New Jersey
Educator Effectiveness Task Force
Interim Report
NJDOE Quarterly Report Principal
Asante
*Legal One for Supervision Review the critical areas of
supervision and evaluation for
teachers and principals. As well asprovide the most current information
about state and federal efforts to
revise this process to include student
performance and other relevant
indicators in evaluating teachers andprincipals. Topics to be discussed
will include: • Current strategies to
enhance the evaluation process in
school districts and discuss relevant
legal issues • Requirements forevaluation of tenured and non-
tenured staff • Increment
withholdings • Tenure chargers •Employee discipline • Progressive
supervision
Plainfield
Public Schools
to contractAttorney’s
Foundation for
Law Ethics
1 day Turn-key District Asst.
Superintendent
*Legal One Anti-Bullying
This workshop will provide
participants with a comprehensive
review of recent legal decisions in
Plainfield
Public Schools
to contract
1 day Turn-key District Asst.
Superintendent
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2012 Restructuring Plan Forms
(1)
Professional Development
(2)
Rationale
(3)
Provider
(4)
Frequency
(5)
Evaluation Method
(6)Person
ResponsibleImplementation &
Evaluation
the area of bullying and harassmentand the new Anti-Bullying Bills of
Rights. Topics to be discussed will
include: • The stringent newtimelines and detailed procedures for
investigating and reporting onalleged bullying incidents
Attorney’sFoundation for
Law Ethics
Writing Fundamentals Research Based Strategies forwriting.
ExternalProvider
ProfessionalDevelopment
Days
Program evaluations DistrictAdministration
Implementation of Non-
Fiction Text
Needed to support changes in core
content standards
External
Provider
Professional
DevelopmentDays
Program evaluations District
Administration
Reading in Content Area Needed to support changes in corecontent standards
ExternalProvider
ProfessionalDevelopment
Days
Program evaluations DistrictAdministration
Instructional Strategies for
Teaching English Language
Learners
Needed to support growing
population of learners
External
Provider
Professional
Development
Days
Program evaluations District
Administration
*SLC/PLC will organize
their professional
development around unique
initiatives
To improve school climate and
culture to support student learning.
District 10 times a
year whole
group and
ongoing
Data based recording Committee of
stakeholders
*Specific guidance on RSW
for all teachers
RSW (Review of Student Work) will
enable a focus on individual student
improvement.
Building Based Ongoing,
weekly
Holistic Scoring Rubrics Principal Asante
Building
Stakeholders
*Response To Intervention Training will be provided for
teachers to utilize this systematic
tool.
District Based Summer
Institute
Exit summary and
performance reviews
Building
Administration
Implementation of the
Common Core Curriculum
State mandated External
Provider
Professional
Development
Days
State assessment District
Administration
P1. If the school was in restructuring previously, explain what strategies were not successful and why. Change in leadership allows for
restructuring strategies to be implemented.
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2012 ACTION PLAN RESTRUCTURING PLAN—GOVERNANCE
Governance Changes:
Briefly indicate the governancechanges.
The change in leadership with principal Asante will significantly impact governance at HMS. Smaller LearningCommunities (SLCs) will become the structure for scheduling, enabling the SLC to form Professional LearningCommunities (PLCs) that will take a larger responsibility for self-governance and learning outco mes. The SLCs will besupervised by both building and distr ict administrators that will be strictly in charge of instructio n and curriculum.
Indicators of Success:
What outcomes will indicateeffectiveness of the governancechanges?0
Increased student achievement in content areas as measured by district diagnostic tests, student report cards and
statewide achievement tests. Achieving Adequate Yearly Progress (AYP) will be a promin ent indicator. Focus walks willprovide data to support ongoing improvements in classroom instructi on.
Description of Action Plan Steps Persons Involved Resources* Needed Due Date - Timeline
Create SLCs among staff Building and District
Admin.
List of teachers HQT July 15, 2011
Populate the SLCs with students (Grade-
Level/Heterogeneous)
SLC
District Admin
List of students
GENESIS
July 30, 2011
Installation of Content Supervisor Superintendent Candidates July 1, 2011
Implementation of SLC meeting plan District
Administrator/Building
Principal
District Calendar August 15, 2011
Creation of Master Schedule DistrictAdministrator/Building
Principal
Student and Staff availability
GENESIS
July 31, 2011
Evaluation of SLCs Building and District
Admin.
First quarter student
achievement
October 31, 2011
Evaluation of SLCs Building and District
Admin.
Second quarter student
achievement
January 31, 2012
Evaluation of SLCs Building and District
Admin.
Third quarter student
achievement
March 15, 2012
Meeting of Restructuring Committee Building and District
Admin., Restructuring
All Data for School December 15, 2011
and March 30, 2012
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Committee
*List the possible costs for implementing the governance changes listed in the restructuring plan? List possible sources of funds and
reallocations.
Possible costs: Salary/benefits for Content Administrators LAL/Mathematics. Stipends for Lead Teachers.
Possible funding: District/State/Federal funds/Title I SINI
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2012 ACTION PLAN RESTRUCTURING PLAN—PROGRAM & INSTRUCTION
Name of Program or
Strategy:
Briefly indicate the changes inprogram and instruction
Response To Intervention: Diagnostic approach to identification of specific needs of individual students. Use
of differentiation strategies to vary how content is introduced to students, how information is processed by
students, and how students demonstrate learned content. This emphasis on different learning strategies will
impact student achievement. The structure provided for monitoring of RTI will assist in governance
changes.
Indicators of Success:
What outcomes will indicateeffectiveness of the program &instruction changes?
Increased student achievement in content areas as measured by district diagnostic tests, student report cards and
statewide achievement tests. Achieving Adequate Yearly Progress (AYP) will be a prominent indicator. Focus walks
will provide data to support ongoing improvements in classroom instruction.
Description of Action Plan Steps Persons Involved Resources* Needed Due Date - Timeline
Articulation with Elementary Feeder Schools to identify gaps in
learning.
Core content
teachers, guidance
department, I&RS
committee and
administration
Release time
Core content standards
Pacing guides
May 15 and ongoing
Implementation of diagnostic assessment in ELA and Math to informprogram design. Whole Staff Specific TestsOffice of Assessments Ongoing beginning inJune 2011
Professional Development in RTI Whole Staff Monday meetings and
common planning
meetings
Substitute coverage
May 2011 and
ongoing
Content integration for math and language arts into all subject areas Whole Staff Monday meetings and
common planning
meetings
May 2011 and
ongoing
Second diagnostic testing Core content
teachers
During Class October 2011
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Implementation of Smaller Learning Communities Whole Staff In Schedule September 2011
Creation of Professional Learning Communities within the SLCs
utilizing RTI
Administration Monday meetings and
common planning
meetings
September 2011
Evaluation of SLCs/PLCs Whole
Staff/Admin.
Professional
Development Day
December 2011
*List the possible costs for implementing the program and instruction changes in the restructuring plan? List possible sources of funds and
reallocations.
Possible costs: Salary/benefits for Content Supervisors LAL/Mathematics.
Possible funding: District/State/Federal funds/Title I SINI
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2012 FORM Q
OPTION 2 – REOPEN THE SCHOOL AS A PUBLIC CHARTER SCHOOL AS DEFINED BY
AND CONSISTENT WITH STATE STATUTE AND REGULATION (N.J.S.A. 18A:36A-1 ET SEQ.
AND N.J.A.C. 6A)
NOT APPLICABLE
Directions:
Complete Forms A-P in addition to the following:
Complete the forms found at the website listed below ONLY if Option 2 is selected. Under
N.J.S.A. 18A:36A-4, conversion to a charter school requires:
(1) At least 51% of the teaching staff in the school shall have signed a petition in
support of the school becoming a charter school; and
(2) At least 51% of the parents or guardians of pupils attending that public school shall
have signed a petition in support of the school becoming a charter school.
Districts pursuing this option should immediately begin completing the New Jersey
Charter School Application located at: http://www.nj.gov/njded/chartsch/app/ .
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2012 FORM R
OPTION 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).
Directions:Use Form R ONLY if Option 3 is selected.
Complete Forms A-P in addition to the following:
NOT APPLICABLE
STAFF RECRUITMENT, SELECTION, AND SUPPORT
1. What is the current process that the school/district uses to recruit staff?
2. How did the district identify staff for replacement/reassignment?
3. What steps does the district/school take to ensure that the most challenging classes
are assigned to the most experienced teachers?
4. What are the unique qualifications for staff in the restructured school?
5. What is the district/school’s timeframe for the selection of staff?
6. What supports will be in place to ensure the success of the newly reassigned staff in
the restructured school?
Note: In addition to reviewing the provisions of the existing collective bargaining
agreements for any limitations, districts selecting this option should consult with theirlegal counsel to determine the implications on tenure rights and collective negotiations.