PLAINFIELD NJ TITLE_I_UNIFIED_PLAN_-_CEDARBROOK_-12-10-10

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FY 11 NCLB PLAINFIELD 39-4160 CEDARBROOK (100)

2011 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: PLAINFIELD

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

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

School: CEDARBROOK K-8 CENTER (100)

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

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

Principal Certification

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

school needs assessment and the selection of priority problems. I concur with the information presented herein,including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a, andSIA, Part G.

__Frank Asante___________________________ ____________________________________________ _______6/30/2010_________________

Principal’s Name Principal’s Signature Date

1

mailto:[email protected]







School NCLB Committee

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

schoolwide 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

Eleanor Hemphill Parent X X

Frank Asante Principal X X

Rosa Salinas Vice Principal X XSherette Malloy School Staff - Classroom

Teacher

X X

Joyce Todd School Staff – SpecialNeeds

X X

Sarah Maslo School Staff – Classroom Teacher

X X

Felicia Petway School Staff – Classroom Teacher

X X

2




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

Yes No Yes No

Bi-Monthly Cedarbrook K-8 Center X X

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?

Students should love and respect learning and have access to thenecessary supplies for learning. The curriculum should be relevant to meetthe current and future needs of our students and should incorporate stateof the art technology. Teachers should be facilitating rather than lecturing.Assessment and data is used to drive instruction.

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! No exceptions!

The School Professional Development Committee led the entire staff in

3




Describe the process for developingor revising the school’s vision andmission.

sessions to develop the school vision and mission.

Comprehensive Needs Assessment & Data Analysis

Data Collection and Analysis

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

Areas Multiple MeasuresAnalyzed

Overall Results and Outcomes

AcademicAchievement –

Reading

• District Interim Assessment(D.I.A.)

• Developmental ReadingAssessment (D.R.A.)

• NJASK

Identifies individual student weaknesses and strengths throughthese measures

AcademicAchievement -Writing


• NJASK


AcademicAchievement -Mathematics


• NJASK


AcademicAchievement -Science


• NJASK


School Culture District Instructional Review District on site visits identify weaknesses and strengths in meetingdistrict goals of District Strategic Plan

Parent Involvement District Instructional Review District on site visits identify weaknesses and strengths in meetingdistrict goals of District Strategic Plan

4




Areas Multiple MeasuresAnalyzed

Overall Results and Outcomes

ProfessionalDevelopment


• NJASK

• PD Survey

• District Instructional Review

These measure Identify weaknesses and strengths inimplementation and follow though of professional development

Extended LearningOpportunities


• NJASK

These measure Identify weaknesses and strengths in implementationand follow though

Education Reform &Improvement


• NJASK

These measure Identify weaknesses and strengths in implementationand follow though

Highly Qualified Staff District Instructional Review District on site visits identify weaknesses and strengths in meetingdistrict goals of District Strategic Plan

Leadership District Instructional Review District on site visits identify weaknesses and strengths in meetingdistrict goals of District Strategic Plan

Evaluation of 2010 Teaching and Learning Strategies & Programs

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

1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4

Documentation of Effectiveness

5

Outcomes

Read 180 LAL No Research Basedprogram

Did not make AYP

Reading Plus LAL No Research Basedprogram

Did not make AYP

Every Day MathProgram

Mathematics

Y Research Basedprogram

Made AYP in 2010

5




1

Strategy orProgram

2

ContentArea

3

Effective

Yes-No

4


5

OutcomesInstructional FocusCalendars

Mathematics

Y Data driveninstruction

Made AYP in 2010

Trophies/Tropheos LAL Y Research BasedProgram

Did not make AYP

A Closer Look Science Y Research BasedProgram

Only Tested in Grade 4

Cambridge PhysicalOptions

Science Y Research BasedProgram

Only Tested in Grade 4

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

1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4


5

Outcomes

Learning is Fun(L.I.F.)

LAL/Math Y Summer enrichmentprogram providingdata drive instruction

Made AYP in 2010 in Math

Did not make AYP in LAL in 2010

6




Table D: Professional Development That Was Implemented in 2010

1

Strategy or

Program

2

Content

AreaFocus

3

Effective

Yes-No

4

Documentation of

Effectiveness

5

Outcomes

NJ ASK Test TakingStrategies

LAL / Math Y NJASK Increase in academic performance - Made AYP in 2010 inMath

Did not make AYP in 2010 in LAL

ContinuousImprovement Model

LAL / Math Y NJASK Increase in academic performance - Made AYP in 2010 inMath


Table E: Parent Involvement That Was Implemented in 2010

1

Strategy orProgram

2

ContentAreaFocus

3

Effective

Yes-No

4


5

Outcomes

Back to School

night

All Content

Areas

Y Sign-in Sheets Increase parent awareness and engagement in

instructional programs

Parent-TeacherConferences

All ContentAreas

Y Sign-in Sheets Increase parent awareness and engagement ininstructional programs

Communications All ContentAreas

Y Flyers

Agendas

Global Connect Calls

Increase parent awareness and engagement ininstructional programs

PTO Meetings All ContentAreas

Y Sign-in Sheets

Agendas

Increase parent awareness and engagement ininstructional programs

7




1

Strategy or

2

Content

3

Effective

4

Documentation of

5

Outcomes

8




Needs Assessment Summary

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

• Reviewed test data with the School Leadership Team.

• Implemented a master schedule to accommodate grade level articulation and extra support in targetedinstructional areas.

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

• Data is obtained from the NJ ASK for student subgroups.

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

• Genesis system houses student demographic information, attendance and discipline data, along with data onstate tests, districts tests, courses and instructors.

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

NOT APPLICABLE

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

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

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

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

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

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

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

NOT APPLICABLE

9




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

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

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

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

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

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

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

• Cedarbrook is involved in a year-long planning process with Early Childhood to ensure that students transition

to kindergarten smoothly and effectively. Preschool teachers of 4-year olds visit our Kindergarten classrooms atthe beginning of the school year to receive an overview of the program in order to ensure that their studentswill be ready by the end of the year. Preschool students visit our kindergarten classrooms and get a glimpse of what to expect in the upcoming school year.

10




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 x

2 Early childhood education

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

C o n t e n t S t a n d a r d s

3aLanguage arts literacy andreading x X

3b Mathematics x X

3c Science x x

3d Social studies X

3e World Languages X3f Cross Content Workplace

ReadinessX

11





Priority Problem


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 .


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


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

4 Technology Literacy X

S t a f f N e e d s

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

5 .

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

t h e C C C S

5a Language Arts Literacy X5b Mathematics X

5c Science X

5d Social studies X

5e World Languages X

5f Cross Content WorkplaceReadiness X

6Effective classroom use of technology X

7Standards-basedassessment X

8Instructional skills andstrategies X

9 Mentoring X

10 Classroom management X

11Using data/assess. toimprove learning X

12 Working with parents X

H i r i n g ,

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

R e t a i n i n g

13 Highly qualified teachers

14 Teachers in shortageareas

15 Teachers in Math andScience

16 Teachers to reduce classsize

12





Priority Problem


A .


B .


C .


D .

E c o n .


E .


F .

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

g o u t

G .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


P .


Q .


R .


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

17Qualifiedparaprofessionals

18 Highly qualified personnel

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

19 Alcohol use X

20 Drug use X

21 Tobacco use X

22 Violence X

23 Weapons

24 Gang activity

25 Delinquency X

26 Vandalism X

27Suspensions, removals, orexpulsions X

28

Serious or persistent

discipline problems X

29 Bullying X

30 Victimization X

31 Truancy/attendance X

32 Mental health X

33 Sex/gender issues X

34 Interpersonal conflict X

35 Intergroup conflict/bias X

36 Negative peer influence X

37 School safety X38 School X

13





Priority Problem


A .


B .


C .


D .

E c o n .


E .


F .

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

o u t

G .


H .

H o m e l e s s


J . L E P

K .

T e a c h e r s

L .


M .

P a r e n t s

N .


O .


P .


Q .


R .


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

climate/environment

39 Risk factors xQualityTeacher 40 Teacher Quality

Tech. &Ed.

Materials

41 Technology activities X

42Instructional/EducationalMaterials x

Studentswith

SpecialNeeds 43 Drop-out rate

Literacy,& Adult

Ed.

44 Adult literacy

45Parent/communityinvolvement

Leadersh

ip

46 Leadership Network

47 Leadership PD

14




Description of Priority Problems and Strategies to Address Them

• All student subgroups not meeting AYP MUST be considered during the needs assessment process.Select at least three priority problems.

• Complete the information below for each priority problem checked in column T on the previous pages.Add additional sections as needed.

#1 #2

Population CategoryLetter & ProblemNumber

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

Name of priorityproblem

Addressing student academic needs inliteracy

Addressing student academic needs in Math

Describe the priority

problem

Addressing student academic needs in

literacy

Addressing student academic needs in Math

Describe the rootcauses of the problem

It takes three to five years to show adequategrowth in student achievement


Subgroup or populationaddressed

All Students All Students

Grade span K-8 K-8

Related content areamissed

Language Arts Literacy Math

Name of scientificallybasedprogram/strategy/practice to address problem

Read 180Reading Plus

Trophies / Trofeos

Every Day Math ProgramPre Algebra and Algebra 1

How does theprogram/strategy alignwith the NJ CCCS?

The curriculum, programs and strategiesimplemented are all fully aligned to theNJCCCS. All classroom lessons are aligned tothe NJCCCS and CPIs

The curriculum, programs and strategiesimplemented are all fully aligned to the

NJCCCS. All classroom lessons are aligned tothe NJCCCS and CPIs

CAPA finding orrecommendationrelated to the priority

NOT APPLICABLE NOT APPLICABLE

15




problem

16




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

#3 #4Population CategoryLetter & ProblemNumber

Population Letter: A Problem Number: 3c

Name of priorityproblem

Addressing student academic needs inscience

Describe the priorityproblem

Addressing student academic needs inscience

Describe the rootcauses of the problem


Subgroup or populationaddressed

All Students

Grade span K-8

Related content areamissed

Science

Name of scientificallybasedprogram/strategy/practice to address problem

Professional development in implementingnew textbook series, A Closer Look

Cambridge Physical Options, as resources forhands-on inquiry activities and accessing

informational text

How does theprogram/strategy alignwith the NJ CCCS?

The curriculum, programs and strategiesimplemented are all fully aligned to theNJCCCS. All classroom lessons are aligned to

the NJCCCS and CPIs

CAPA finding orrecommendationrelated to the priorityproblem

NOT APPLICABLE

17




18




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 priorityproblems.

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

19

NOT APPLICABLE






SMART Goal:


Description of Action Plan Steps

Persons

Involved

Resources

Needed Due Date -Timeline

20

NOT APPLICABLE






SMART Goal:


Description of Action Plan StepsPersonsInvolve

d

ResourcesNeeded Due Date -

Timeline

21

NOT APPLICABLE




Plan Components for 2011

Table 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

Trophies / Trofeos Literacy Grades K-5 Principal /Vice Principal

NJAKS Did not make AYP in 2010 inLAL

Program approved by NJ DOE

Read 180 Literacy Grades 4-8 Principal /Vice Principal

NJ ASK Did not make AYP in 2010 inLAL


Reading Plus Literacy Grades 4-8 Principal /

Vice Principal

NJ ASK Did not make AYP in 2010 in

LAL


Every Day MathProgram

Math Grades K-6 Principal /Vice Principal

NJ ASK - Increase in academicperformance - Made AYP in 2010 inMath


Glencoe Pre Algebra andAlgebra 1 Programs

Math Grades 7-8 Principal /Vice Principal

NJ ASK - Increase in academicperformance - Made AYP in 2010 inMath


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

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

Cambridge PhysicalOptions Program

Science Grades 6-8 Principal /Vice Principal

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

*Use an asterisk to denote new programs.

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


Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





Participation in DistrictSummer enrichment

LAL / Math Grades 1-7 District NJASK Data driven, standards based instruction

22





Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble





program (SPLASH)


23




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


Program

Content AreaFocus

TargetPopulati

on(s)

PersonResponsi

ble




Date of Research, SourceNJASK Test TakingStrategies

LAL/Math Teacher inGrades 2-8

Principal /VicePrincipal

Increase in academic performance -Made AYP in 2010 in Math


Data driven, standards basedinstruction


Table I: 2010-2011 Parent Involvement Programs

Description of Strategy orProgram

ContentAreaFocus

PersonResponsi

ble





Back to School Night All ContentAreas

Principal /Vice Principal

Increase by 5% parent awareness andengagement in instructional programs

Increased parental involvement directlycorrelates with increased academicperformance

Parent-Teacher Conferences All ContentAreas


- Increase by 5% parent awareness andengagement in instructional programs

- Inform parents of students’ academicstrengths and weaknesses


Communications All ContentAreas




Parents And Teachers Together(P.A.T.T.) – parent organization

All ContentAreas

- Principal /Vice Principal- PATTExecutiveBoard




24




25




Parent Involvement (PI) Narrative

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

• Through the strategies identified, parents are provided with support to assist their children at home byintroducing them to scientifically-researched best practices, testing formats, and social-emotional wellness. Thesupport, in turn, connects homes with school in a partnership to 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

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

• The school-parent compact is disseminated to every student in September. Administrators and teachers reviewthe compact with parents and students during Back to School Night in September. The school-parent compact is

signed and returned at Back to School Night or to the classroom teachers. This is on-going until all compacts havebeen signed and returned. Copies will be kept on file in the main office.

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

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

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

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

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

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

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

• Parents reviewed Unified Plan as part of the NCLB Committee

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

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

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

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

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

26




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

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

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

27




Table J: 2010-2011 Annual Student Targets

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 NJASK 49.0 54.1 NJASK 67.1 70.4

Students with Disabilities NJASK NJASK

Limited English ProficientStudents

NJASK NJASK

White NJASK NJASK

African-American NJASK 53.0 57.7 NJASK 68.5 71.7

Asian/Pacific Islander NJASK NJASK

American Indian/NativeAmerican

NJASK NJASK

Hispanic NJASK 39.6 45.6 NJASK 63.8 67.4

Others NJASK NJASK

Economically Disadvantaged NJASK 42,3 48.1 NJASK 62.0 65.8

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

6-8 Name of Measurement Baseline 2011 Target Name of Measurement Baseline 2011 Target

Total NJASK 57.3 61.6 NJASK 67.7 70.9

Students with Disabilities NJASK NJASK Limited English ProficientStudents

NJASK NJASK

White NJASK NJASK

African-American NJASK 58 62.3 NJASK 62.9 66.6

Asian/Pacific Islander NJASK NJASK

American Indian/NativeAmerican

NJASK NJASK

28




Description of Strategy To Attract HQ Staff IndividualsResponsible

Not Applicable HR Department

31




Table L: Support for Teachers

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

Description of Support

ContentArea

FocusTargetGroup

PersonResponsi

ble


(Evaluation) How are teachersidentified?

Building-Based ProfessionalDevelopment

AllContents

All Staff SPDC Evaluation Forms PDP’s (Professional DevelopmentPlans)

Table M: Support for Administrators

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

Description of Support

ContentAreaFocus

TargetGroup

PersonResponsible

Indicators of Success(Evaluation) How are administrators

identified?

Not Applicable

Student Eligibility and Selection

Table N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistance

school and the measures to identify students 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

Other Assessments District Interim Assessment / Developmental Reading assessment

32

NOT APPLICABLE – SCHOOLWIDE

PROGRAM SCHOOL




English LanguageProficiencyAssessment

ACCESS

Classroom Grades Report Cards

TeacherRecommendation

Other Read 180 / Reading Plus

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:

From outside experts:

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.

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

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

33

NOT APPLICABLE




*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies, procedures and evaluation instruments, data analysis, coaching, program planning, budgeting, and the

provision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an outsideconsultant.

34




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 schoolsmaking 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 professional

development that focusesprimarily on improving instructionand using data to informinstruction

The Office of Assessment, Data Collection, and School Improvement in collaboration

with 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

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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

• Parent training in both mathematics and literacy

• Continue with the support for Parent Empowering Parents (PEP)

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

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

• School and district functions

• Parent Institute

• Parent to parent discussion groups

Reallocating the budget to fund

activities that support the school’simprovement plan and are mostlikely to increase studentachievement

The district will not reallocate funds within the NCLB budget. The allocations will

remain 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 OverReallocate

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 OverReallocate

d Use

Outcomes as a Result of Implementing the Strategy

or Program

Evidence

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NOT APPLICABLE

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

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

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

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




NOT

APPLICABL

E

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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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Corrective Action, Restructuring, and School Improvement

• Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, and 9 that

have already completed a corrective action plan, corrective actions identified in Year 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 actionsimplemented:

Corrective

Action#

Description

Effective

Yes - No

Evidenceof

Effectiveness

Outcomes

1

2

3

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NOT APPLICABLE




Corrective Descri tion

Effective

Yes - No

Evidenceof Outcomes

4

5

6

7

8

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

• Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, and 9 that have

completed a restructuring plan, the approved restructuring plan continues to be 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 restructuringas 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 tomake adequate progress (consistent with existing contractual provisions and applicable statutory protections in Title 18A).

Identify the restructuring option(s) selected: ____

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

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NOT APPLICABLE




2

3

4

5

List revisions made to the original restructuring plan.

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Peer Review

Check Before Proceeding:

• At minimum, the peer review must be completed by staff members from a school that is not in federal

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

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 Arts

Mathematics

Special Education

ELL

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

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

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NOT APPLICABLE

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

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




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PLAINFIELD NJ TITLE_I_UNIFIED_PLAN_-_CEDARBROOK_-12-10-10

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