title i unified plan€¦ · report cards . parent teacher conferences . observation ....

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2011 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: FRANKLIN TOWNSHIP

Chief School Administrator: MR. EDWARD SETO Chief School Administrator E-mail: [email protected]

NCLB Contact: Brooke Kirschner NCLB Contact E-mail: [email protected]

School: Sampson G. Smith School

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

Principal: Eileen Brett Principal E-mail: [email protected]

Principal Certification The following certification must be made by the principal of the school. Note: Signatures must be kept on file at the school. I certify that I have been included in consultations related to the priority needs of my school and participated in the completion of this Title I Unified Plan. I have 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, and SIA, Part G. __________________________________________ ____________________________________________ ________________________ Principal’s Name Principal’s Signature Date

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School NCLB Committee

Select committee members to develop the Unified Plan. Note: For continuity, some representatives from this needs assessment stakeholder committee should be included in the schoolwide stakeholder group and/or the SINI plan committee. Identify the stakeholders who participated in the needs assessment and/or development of the plan. Signatures should be kept on file in the school office for review. Print off a copy of this page to obtain signatures. *Add lines as necessary.

Name

Stakeholder Group

Participated in Needs Assessment

Participated in Plan Development

Signature

Rehab Maklad Delvin Burton

Parents Found in minutes of each meeting

Eileen Brett Liadi Belo-Osagie Yolanda Toney-Lockley

School Staff--Administrators Eileen Brett Yolanda Toney-Lockley Liadi Belo-Osagie

Eileen Brett Liadi Belo-Osagie Yolanda Toney-Lockley

Cara Holzer SPDC Coordinator Cara Holzer Cara Holzer

Maxine Robinson Robert Burt

School Staff—Classroom teachers Maxine Robinson

Maxine Robinson

Rhonda Stewart School Staff—Reading Specialist Rhonda Stewart Rhonda Stewart

Elaine Machtiger School Staff—Math Specialist Elaine Machtiger Elaine Machtiger

Eileen Kline School Staff—Special Education Eileen Kline Eileen Kline

Yolanda Aguiles School Staff—Bilingual, LEP Yolanda Aguiles Yolanda Aguiles

Chris Greco School Staff—Science Chris Greco Chris Greco

Mary Lloyd Elizabeth Nisbet

School Staff--Support Mary Lloyd Elizabeth Nisbet

Mary Lloyd Elizabeth Nisbet

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School NCLB Committee Meetings

List the dates of the meetings when the School NCLB Committee discussed the needs assessment and Unified Plan development. *Add rows as necessary

Date Location Agenda on File Minutes on File

Yes No Yes No 9/4/09 SGS Library x x 10/2/09 SGS Library x x 11/13/09 SGS Library x x 12/4/09 SGS Library x x 1/8/10 SGS Library x x 2/5/10 SGS Library x x 3/5/10 SGS Library x x 3/23/10 SGS Library x x 5/7/10 SGS Library x x

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School’s Vision & Mission

Provide, update, or develop the school’s vision and mission statement. Refer to the Introduction for Unified Plan pages for guidance.

What is the school’s vision statement?

The vision of the Sampson G. Smith school family is to define student achievement as students independently demonstrating a mastery of concepts and applying skills across the curriculum. Students will gain knowledge to show advancement in academic and social arenas.

What is the school’s mission?

The mission of the Franklin Township Public Schools is to provide excellent educational opportunities for every student, maintain an environment that engenders an appreciation of the value of every student, develop every student to his/her highest potential and instill the attitudes, skills and knowledge necessary to become independent contributing members of a democratic, multi-cultural society.

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

The NCLB Committee worked with the entire school community to collectively define student achievement in Sampson G. Smith School.

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Comprehensive Needs Assessment & Data Analysis

Data Collection and Analysis

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

Academic Achievement – Reading Learnia NJASK Teacher Assessments Running Records Report Cards Parent Teacher Conferences Observation Instructional Rounds

• Students showed more advancement in their reading levels as evidenced in conferencing and running records.

• Students are showing evidence of more engagement in the learning process in their literature circles.

• Students are more engaged in the direct instruction portion of the whole group instruction, as evidenced in their readiness to turn and talk and share findings.

Academic Achievement - Writing Learnia NJASK Teacher Assessments Report Cards Parent Teacher Conferences Observation Instructional Rounds

• Student conferences showed evidence of a more comprehensive understanding of the writers’ workshop. Students are writing independently with more skill.

• The work with the staff developer in writing from Teachers’ College opened healthy dialogue among the teachers of writing in regard to instructional practices.


Academic Achievement - Mathematics

Learnia NJASK Teacher Assessments Report Cards Parent Teacher Conferences Mid-term exam in grade 6 Observation

• It was noted in the data that the students in the departmental grade six advanced as a group at a greater rate.

• The focus of the departmental math classes showed evidence of increased content knowledge among the staff members teaching math


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Areas Multiple Measures Analyzed Overall Results and Outcomes Instructional Rounds

Academic Achievement - Science Teacher Assessments Report Cards Parent Teacher Conferences Instructional Rounds

• There was increased emphasis on tier three word study in the content area of science • More attention will be given to the use of word walls in all science classrooms.

School Culture Attendance Records Discipline Reports

• Staff showed a willingness to dialogue about consistency in behavior expectations within the school in general

• The Administration and staff formed a Discipline Committee to design a unified approach to expectations.

Parent Involvement Parent workshops NCLB Meetings PTO Meetings

• Parents continue to reach out for a partnership with the school in learning more about the needs of the school in literacy.

• The parents formed an evening of literacy in cooperation with the administration and teaching staff.

Professional Development Faculty meetings Differentiated Instruction Workshops Grade Level Meetings District Inservice

• Faculty meetings have allowed the administrative staff to understand the immediate needs of the teaching staff

• The staff responded positively to the workshops given by the administration on topics of writing prompts andgender specific literature and writing

• Grade level meetings provided a good overview of the pacing and rigor of the academic programs

Extended Learning Opportunities Tutorial • Parents responded positively to any offerings in tutoring for the students

Education Reform & Improvement

Highly Qualified Staff Evaluating documentation • All staff members prepared to teach in the departmental grade six program in the coming year have had their certification needs verified.

Leadership Observations/Evaluations Professional Development Plan NCLB Committee

• The SPDC listened to the needs of the staff both in surveys and discussion groups to formulate a plan for ongoing professional development.

• The NCLB Committee formed subcommittees to address the priority problems highlighted by the staff.

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Evaluation of 2010 Teaching and Learning Strategies & Programs Table B: Strategies to Increase Student Achievement That Were Implemented in 2010

1 Strategy or Program

2 Content Area

Focus

3 Effective Yes-No

4 Documentation of

Effectiveness

5 Outcomes

Interactive Workshop on Building Engaging Classroom Environments

Literacy Math Science Social Studies Arts Technology

Yes Benchmark Testing Teacher Evaluations

Staff members are delivering direct instruction in areas of the room designed after the work of Debbie Diller. Students are more actively engaged in their direct instruction lessons as observed in their whole group instruction that is shorter in length than in the past. Students are responding with more interest in their work when the staff is using small group instruction effectively.

Book Study on Strategies That Work By Stephanie Harvey

Reading

Yes Running Records Retelling Benchmark Testing

Students are more actively engaged in their direct instruction lessons as observed in their whole group instruction that is shorter in length than in the past. Students are responding with more interest in their work when the staff is using small group instruction effectively. Students are using strategies such as post-its and highlighting as demonstrated in Strategies That Work.

New format for scheduling Literacy Math Science Social Studies Arts

Yes Benchmark Testing There have been more minutes for both LAL and Math due to the new scheduling for elementary schools. LAL now has a full 120 minutes of instructional time, while Math has 80 minutes.

Read 180 Literacy Yes Running records Retelling Writing Samples Benchmark Testing Conferencing Journals

The effectiveness of this intervention was observed in the second round of data collected. The movement of students to higher levels of achievement was slow at first, but by February data showed marked increases in Lexile levels.

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


2 Content Area

Focus

3 Effective Yes-No

4 Documentation of

Effectiveness

5 Outcomes

After School Tutorials Literacy Math

yes Running records Retelling Writing Samples Benchmark Testing Conferencing Journals

The students are achieving at grade level.

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Table D: Professional Development That Was Implemented in 2010


2 Content Area

Focus

3 Effective Yes-No

4 Documentation of

Effectiveness

5 Outcomes

Building Engaging Classrooms August 18, 2009

Literacy Math Science Social Studies

Yes Benchmark Testing Teacher Evaluations Observations Instructional Rounds

It was observed that students are more engaged in the whole group and small group instruction.

Reporting Achievement September 2, 2009 October 12, 2009 February 11, 2010



Parents and staff are communicating at a higher level of sophistication in regard to grade level standards and levels of achievement.

Standards-Based Instruction September 8, 2009 October 5, 2009 December 11, 2009 January 4, 2010 March 1, 2010 May 3, 2010



There is an observable improvement in teaching points based on grade level standards.

Teacher Observation September 14, 2009 September 22, 2009 November 2, 2009 December 11, 2010 April 6, 2010



Administrators and staff have come to a mutual understanding of the criteria that is appropriate for improved instructional practices and improved student achievement.

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Table E: Parent Involvement That Was Implemented in 2010


2 Content Area

Focus

3 Effective Yes-No

4 Documentation of

Effectiveness

5 Outcomes

New Spaces – New Places LAL Mathematics

Yes Discussions Classrooms were designed and maintained for optimal whole group and small group instruction.

The Way is Workshop LAL Mathematics

Yes Discussions Parents are feeling more secure about the paradigm shift in the workshop model of instruction.

Standards-Standards-Standards

LAL Mathematics

Yes Discussions Parents relate to the rigor and pacing of the curriculum.

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Needs Assessment Summary

1. Describe the process and techniques used in the needs assessment. The NCLB committee chose two areas of prominent needs this year: staff and student. These needs came from the 2009 Title I Unified Plan Template, Schools Needs Assessment Summary Matrix from the state. A survey was constructed using the same wording from the matrix, but in a more user-friendly manner. It was given out to the staff and parents of the Sampson G. Smith community. Also, data from programs already in place were used.

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

A smaller committee from the School NCLB staff filtered through the data collected from Learnia and documentation on programs in place this school year. The different subgroups were color coded as we filtered through the data (Yellow is Economically Disadvantage, Green is Special Education, and Orange is ELL/Bilingual).

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

Staff was given an in-service on how to complete the needs assessment survey. The data came first hand from the staff and kept in a secure location. 4. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?

The data reveals that with smaller class size, more focused instruction on individualized needs, and standards based instruction progress was made. Tests in from this year’s NJASK will determine whether or not significant progress was made to acquire AYP status.

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

The data revealed that programs put in place (Math Thematics, Trailblazers and Making Meaning) are effective. A focus on standard based instruction has aided the students in understanding what they are learning. The implementation of the Professional Development that was offered in these areas has been proven effective.

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

Professional Development in the previous years was too broad and less focused on the school’s specific needs. 7. How are educationally at-risk students identified in a timely manner?

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Educationally at-risk students are primarily identified through their NJASK scores and the I&RS (Intervention and Referral Services). Also, the Central Administration made the decision to service students whose scores fall between 200-205.

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

There are no migrant students at the present time. 9. How are educationally at-risk students provided with effective assistance?

Educationally at-risk students receive Academic Support services. Depending on test scores they are eligible for the Rising Stars program or the After School Tutorial program.

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

The primary problems that were selected for this plan were chosen after analyzing the data collected on the programs that were implemented, the Learnia documentation/results, the results of the needs assessment survey and the NJASK test scores.

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

Academic Coaches, the Literacy Assessment Team, and the individual subject advisory committees that were formed gave input towards deciding the academic assessments and instructional programs. At professional development sessions (staff meetings, cluster meetings and workshops) held in our building, Academic Coaches, the Literacy Assessment Team, and administration presented information fort improving the instructional programs.

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

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Selection of Priority Problems

School Needs Assessment Summary Matrix

Certification: For Title I SINIs and SW schools, Population Categories A-M have been annually assessed. Using information from the data analysis, identify all priority problems. Select three or four priority problems to address in this plan. The selected problems should be checked in column T.

Prior

ity P

roble

m #

Priority Problem

Population Categories

A. A

ll stud

ents

B. S

tuden

ts wi

th Di

sabil

ities

C. E

arly

child

hood

D. E

con.

disad

vanta

ged

E. N

eglec

ted / d

elinq

uent

F. Y

outh

at ris

k of d

ropp

ing ou

t

G. R

acial

/ethn

ic

H. H

omele

ss

I. Imm

igran

t

J. LE

P

K. T

each

ers

L. Pa

rapr

ofess

ionals

M. P

aren

ts

N. S

ubsta

nce a

buse

rs

O. P

erpe

trator

s of V

iolen

ce

P. O

ut-of-

scho

ol

Q. M

ental

healt

h

R. G

ifted &

Tale

nted

S. O

ther (

Spec

ify)_

____

____

____

T. S

elect

ed P

riorit

y Pro

blem

s

Stud

ent A

cade

mic

Need

s

1 Closing the achievement gap x 2 Early childhood education

Core

Cur

riculu

m Co

ntent

Stan

dard

s

3a Language arts literacy and reading x 3b Mathematics x 3c Science 3d Social studies 3e World Languages 3f Cross Content Workplace Readiness

4 Technology Literacy

Staf

f Nee

ds

High

Qua

lity P

rofes

siona

l De

velop

ment

5. Im

pleme

nting

the

CCC

S 5a Language Arts Literacy x x 5b Mathematics 5c Science 5d Social studies 5e World Languages 5f Cross Content Workplace Readiness

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Prior

ity P

roble

m #

Priority Problem


A. A

ll stud

ents

B. S

tuden

ts wi

th Di

sabil

ities

C. E

arly

child

hood

D. E

con.

disad

vanta

ged

E. N

eglec

ted / d

elinq

uent

F. Y

outh

at ris

k of d

ropp

ing ou

t

G. R

acial

/ethn

ic

H. H

omele

ss

I. Imm

igran

t

J. LE

P

K. T

each

ers

L. Pa

rapr

ofess

ionals

M. P

aren

ts

N. S

ubsta

nce a

buse

rs

O. P

erpe

trator

s of V

iolen

ce

P. O

ut-of-

scho

ol

Q. M

ental

healt

h

R. G

ifted &

Tale

nted

S. O

ther (

Spec

ify)_

____

____

____

T. S

elect

ed P

riorit

y Pro

blem

s

6

Effective classroom use of technology

7 Standards-based assessment 8 Instructional skills and strategies x x 9 Mentoring 10 Classroom management x x

11 Using data/assess. to improve learning

12 Working with parents

Hirin

g, R

ecru

iting

and

Reta

inin

g

13 Highly qualified teachers 14 Teachers in shortage areas 15 Teachers in Math and Science 16 Teachers to reduce class size 17 Qualified paraprofessionals 18 Highly qualified personnel

Prob

lems I

dent

ified

19 Alcohol use 20 Drug use 21 Tobacco use 22 Violence 23 Weapons 24 Gang activity 25 Delinquency 26 Vandalism

27 Suspensions, removals, or expulsions

28 Serious or persistent discipline problems

29 Bullying 30 Victimization

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Prior

ity P

roble

m #

Priority Problem


A. A

ll stud

ents

B. S

tuden

ts wi

th Di

sabil

ities

C. E

arly

child

hood

D. E

con.

disad

vanta

ged

E. N

eglec

ted / d

elinq

uent

F. Y

outh

at ris

k of d

ropp

ing ou

t

G. R

acial

/ethn

ic

H. H

omele

ss

I. Imm

igran

t

J. LE

P

K. T

each

ers

L. Pa

rapr

ofess

ionals

M. P

aren

ts

N. S

ubsta

nce a

buse

rs

O. P

erpe

trator

s of V

iolen

ce

P. O

ut-of-

scho

ol

Q. M

ental

healt

h

R. G

ifted &

Tale

nted

S. O

ther (

Spec

ify)_

____

____

____

T. S

elect

ed P

riorit

y Pro

blem

s

31 Truancy/attendance 32 Mental health 33 Sex/gender issues 34 Interpersonal conflict 35 Intergroup conflict/bias 36 Negative peer influence 37 School safety 38 School climate/environment x 39 Risk factors x

Quality Teacher 40 Teacher Quality

Tech. & Ed. Materials

41 Technology activities 42 Instructional/Educational Materials

Students with Special Needs 43 Drop-out rate

Literacy, & Adult Ed.

44 Adult literacy 45 Parent/community involvement x

Leadership 46 Leadership Network

47 Leadership PD x

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Description of Priority Problems and Strategies to Address Them

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

#1 #2

Population Category Letter & Problem Number

8K – Instructional Skills and Strategies - Teachers 10K Classroom Management

Name of priority problem Instructional Skills and Strategies - Teachers Classroom Management Describe the priority problem Students are not skilled in using strategies independently in each of

the content areas to show evidence of comprehending the NJCCCS. Many students are not able to show evidence of an understanding of school policies and procedures.

Describe the root causes of the problem

The teachers are lacking the instructional skills and strategies to demonstrate effective teaching points. The teachers do not challenge the students to practice and show evidence of the teaching points independently. The teachers lack the skills to assess students in order to plan for differentiated instruction and practice. The teachers do not allow sufficient time during math to allow for student reflection and practice. The teachers do not allow for interactive lessons which engage students in the learning process.

There is a discrepancy on each of the grade levels with behavior expectations. The majority of instruction was whole group, not allowing for high levels of interaction and student engagement. There is minimal use of manipulatives and measurement tools.

Subgroup or population addressed

All staff members All staff members

Grade span 5 and 6 5 and 6 Related content area missed LAL

Mathematics LAL Mathematics

Name of scientifically based program/strategy/practice to address problem

A triangle model of instruction A workshop model of instruction Instructional Rounds

Lee Canter Classroom Discipline Harry Wong Classroom Management

How does the program/strategy align with the NJ CCCS?

Instructional walkthroughs will be used to measure the effectiveness of instruction in all areas of the curriculum.

Allows for high expectations of student achievement with a belief system that all staff and students contribute to improved school climate.

CAPA finding or recommendation related to the priority problem

The curriculum does not contain appropriate interventions to assist students with special needs who are partially proficient.

The curriculum does not contain appropriate interventions to assist students with learning needs who are partially proficient in identified math clusters.

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

#3 #4

Population Category Letter & Problem Number

5aA Literacy and Language and Reading – All students

Name of priority problem Literacy and Language and Reading – All students Describe the priority problem The students are not able to show evidence of comprehension of the

written text at grade level.

Describe the root causes of the problem

The students lack a volume of vocabulary which does not allow for a comprehensive understanding of the text. The students lack the comprehension strategy of inference to unlock the comprehensive understanding of the text. The students lack the comprehension strategy of finding the main idea to allow for a comprehensive understanding of the text. The students lack the comprehension strategy of identifying the supporting details in a text to lead to a comprehensive understanding of the text.

Subgroup or population addressed

All students

Grade span 5 and 6 Related content area missed Language Arts Name of scientifically based program/strategy/practice to address problem

Readers’ Workshop Wilson Understanding of Tier 2 and 3 vocabulary

How does the program/strategy align with the NJ CCCS?

The teaching points planned for instruction during the Balanced Literacy time will be aligned with standards-based instruction.

CAPA finding or recommendation related to the priority problem

Best practices in LAL and ESL/bilingual classrooms are not always observed but in many classrooms they are emerging satisfactorily.

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Action Planning

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

Action Plan for Strategy Related to Priority Problem #1

Name of Program, Strategy or Practice to Address Priority Problem:

Best teaching practices will be observed through the use of walkthroughs.

SMART Goal:

By June 2011, 75% of staff members are sharing the responsibility for student achievement measured by the walkthrough tool.

Indicators of Success:

Walkthroughs; NJ ASK scores; a reduction in incident referral forms

Description of Action Plan Steps

Persons Involved

Resources Needed

Due Date - Timeline

Building administrators will meet with instructional supervisors to schedule walkthroughs to be on the “same page.”

Admin and Supervisors

Walkthroughs Sept, 2010

Administrators and supervisors will read the text, “Instructional Rounds in Education,” by Elizabeth A. City and Richard F. Elmore.


Text Sept 1, 2010

Administrators will turn key relevant information from the text “Instructional Rounds,” to the staff. Admin and Supervisors & staff

Text Sept 30, 2010

Walkthrough forms will be created and targeted in specific areas, such as school culture, literacy and language arts, math, science, social studies, art, music, etc.


Walkthrough forms Ongoing throughout the year

Introduce walkthrough procedures to staff during PD. Admin and Supervisors & staff

Walkthrough forms Sept 30, 2010

Monthly newsletter will specify upcoming focus of walkthrough, which may be cultural and/or academic Admin Newsletter Sept 2010 – June 2011 Building admnistrators will conduct walkthroughs once a week for each staff member. Admin Walkthrough forms Sept 2010 – June 2011 Administrators and supervisors will have quarterly meetings to discuss progression by the end of each Admin and Record of meeting minutes; Quarterly

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marking period. Supervisors completed walkthrough forms

Administrators will report out findings at faculty meetings on strengths and areas of need Admin and Supervisors

Walkthrough forms Sept 2010 – June 2011

Teachers who are non-compliant in proper progression of implementation of best practices will receive non-evaluative feedback.

Admin and Supervisors & staff

E-mail; completed walkthrough form

Sept 2010 – June 2011

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Classroom Management

SMART Goal:

By June, 2011, there will be a 25% reduction in disruptive classroom behavior measured in the number of incident referrals.


1. A reduction in incident referrals 2. Walkthrough observations


Persons Involved

Resources Needed

Due Date - Timeline

Align the expectations for positive behavior in the SGS school environment with the district Code of Conduct

Admin SIT

District Code of Conduct

June, 2010

Attend a classroom management workshop, the Key to Every Successful Classroom Admin SIT

Harry Wong August 25, 2010

Conduct a book study on the needs of the adolescent Middle School Team

Katy Ridnouer’s Managing Your Classroom with Heart

September, 2010-June, 2011

Provide professional development on classroom management All staff Lee Cantor’s Classroom Management for Academic Successs Harry Wong

September 1, 2010

Present opportunities to view videos with best practices in classroom management All staff Lee Cantor’s Classroom Management for Academic Successs

September, 2010-June, 2011

Research the need and use of case studies to establish a repetorie of best practices NCLB SIT

Ruby Payne’s Understanding Poverty

September, 2010-October, 2010

Develop a form to collect data, support systems and learning and behavioral characteristics for creating SGS case studies

NCLB SIT

Ruby Payne’s Understanding Poverty

November, 2010-December, 2010

Provide reflection time on successful practices All staff Steven Covey’s –7 Habits of Highly Effective People

January, 2011

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Vocabulary Initiative

SMART Goal:

By June, 2011, students will improve reading comprehension by 15% through the acquisition of vocabulary critical to the understanding of the written text at grade level or above.


Various vocabulary and word usage in students’ writing and speaking Benchmark Assessments Walk-through observations Word Wars – once a marking period


Persons Involved

Resources Needed

Due Date - Timeline

During one of the staff meetings in June, the Reading subcommittee of the SIT will inform the staff of the vocaabulary initiative that will be implemented in September.

SIT All teaching staff members

Creating Robust Vocabulary by Isabel Beck

June 21, 2010

The SIT subcommittee on Reading will meet to create the PD for the SGS staff to implement the vocabulary initiative at the first faculty meeting in September.

SIT Bringin Words to Life by Isabel Beck Creating Robust Vocabulary by Isabel Beck Strategies That Work by Stephanie Harvey

June 25, 2010

The SIT subcommittee on Reading will create a toolkit for the vocabulary initiative for each teaching staff member.

SIT Bringin Words to Life by Isabel Beck Creating Robust Vocabulary by Isabel Beck Strategies That Work by Stephanie Harvey

August, 2010

The office staff will create a folder for the vocabulary toolkit for each teaching staff member with word lists, strategies, word webs and more

Office Staff Vocabulary Materials August, 2010

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The Reading Subcommittee of the SIT will provide professional development on the vocabulary initiative . At this time there will be a brainstorming activity to create a method of measuring the success of the initiative.

SIT All teaching staff members

Bringin Words to Life by Isabel Beck Creating Robust Vocabulary by Isabel Beck Strategies That Work by Stephanie Harvey

September 1, 2010

All teaching staff members implement the vocabulary initiative. All teaching staff members

Toolkit September, 2010-June 2011

The principal will provide professional development to Physical Education, Art, Music, Health and Media specialists in vocabulary development.

Principal Specialty Area Teachers

Word Webs Word Walls

September, 2010

Teachers will measure student achievement in vocabulary development. Homeroom teachers

Word Lists Quarterly 2010-2011

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

Description of Strategy

or Program

Content Area

Focus

Target

Population(s)

Person

Responsible

Indicators of Success (Evaluation Outcomes)

Research Supporting Strategy

Date of Research, Source Redesign of the Academic Support Program

LAL Mathematics

All students NCLB Committee Academic Support Team

Running records Retelling Writing Samples Benchmark Testing Conferencing Journals

Doug Reeves Victoria Burnheart Carol Tomlinson Richard Allington Stephanie Harvey

Small Group Instruction LAL Mathematics

All students NCLB Committee All teaching staff



Professional Development LAL Mathematics

All students NCLB Committee Administration All teaching staff



Read 180 LAL Special Education Economically Disadvantaged

Read 180 team Running records Retelling Writing Samples Benchmark Testing Conferencing Journals

Read 180

*Use an asterisk to denote new programs.

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

Description of

Strategy or Program

Content Area

Focus

Target

Population(s)

Person

Responsible



Date of Research, Source Breakfast Club Math

LAL Economically Disadvantaged

Academic Support

Running Records Fluency Checks Benchmark Testing Conferencing Journals Mid-term exams

High levels of student engagement improve the active interaction in the learning process.

Lunch Clubs Math LAL

Economically Disadvantaged

Academic Support

Running Records Fluency Checks Benchmark Testing Conferencing Journals Mid-term exams

High levels of student engagement improve the active interaction in the learning process.

*Use an asterisk to denote new programs. Table H: Proposed Professional Development to Address Student Achievement and Priority Problems

Description of

Strategy or Program

Content Area Focus

Target

Population(s)

Person

Responsible



Date of Research, Source Instructional Strategies LAL

Mathematics All students NCLB

Committee Running records Retelling

Stephanie Harvey

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Description of

Strategy or Program

Content Area Focus

Target

Population(s)

Person

Responsible



Date of Research, Source Administration All teaching staff

Writing Samples Benchmark Testing Conferencing Journals

Small and Flexible Groupings

LAL Mathematics



Stephanie Harvey Richard Allington Chris Toval

*Differentiated Instruction

LAL Mathematics



Stephanie Harvey Richard Allington Chris Toval Carol Tomlinson Rick Wormeli


Table I: 2010-2011 Parent Involvement Programs

Description of Strategy or Program

Content Area Focus

Person Responsible


Research Supporting Strategy Date of Research, Source

Readers’ Workshop LAL Principal Parent support of student achievement Readers’ Workshop

*Technology Assisted Learning LAL Mathematics

Technology Coach

Parent Support of student achievement Relation between student achievement and student engagement

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Description of Strategy or Program

Content Area Focus

Person Responsible


Research Supporting Strategy Date of Research, Source


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Parent Involvement (PI) Narrative

1. What is the connection between PI and the priority problems identified in the needs assessment? A major goal as identified in the priority problems is the lack of student strategies to be able to show evidence of independence. It is critical that parents are aware of the strategies students need to own which are aligned with the standards. 2. What are the measurable goals and targets for PI in 2011? The measurable goal is the understanding expressed by parents of both the workshop model and the manner in which teachers report achievement. 3. Do you have a school-parent compact? Yes 4. Describe the process to ensure that parents receive and review the school-parent compact. There is an area on the compact on which the parents sign that they have received the document and understand its contents. 5. How is student achievement data reported to the public? Student achievement is reported at the Back to School Night and at several gatherings through the school year, such as PTO meetings. Student achievement is also reported at parent conferences and I&RS meetings. The status of district testing is also communicated at an Annual Board Testing Meeting. 6. Identify procedures for informing parents about the school’s improvement status. School goals are shared at the Back to School Meeting in September. SINI letters will be sent to parents via mail and the district website.

7. Identify procedures for informing parents about the school’s disaggregated assessment results. The school’s disaggregated assessment results are shared at the Back to School Meeting in September and at the Annual Board Testing Meeting. 8. How were parents involved in the development of the Unified Plan? Parents are invited to be members of the NCLB Committee. Parents are also invited to complete a Needs Assessment form.

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9. Identify procedures for informing a parent about their child’s student assessment results. Data about each individual student’s results are communicated to parents via mail. 10. How were the required PI funds used in 2010? PI funds were used to provide reading materials for parents, such as Building a Robust Vocabulary by Isabel Beck and Strategies That Work by Stephanie Harvey.

11. How will the required PI funds be used in 2011? Smartboards, which will be used for Parent Workshops were purchased as well as the leadership text, Managing With the Heart by Ridnour.

12. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III? The information will be shared at the NCLB meeting, PTO meeting and parent newsletter.

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Table J: 2010-2011 Annual Student Targets GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

Elementary Name of Measurement Baseline 2011 Target Name of Measurement Baseline 2011 Target

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 52.6 79 NJASK 66.8 83 Students with Disabilities NJASK 1.1 79 NJASK 33.0 83

Limited English Proficient Students NJASK 79 NJASK 83

White NJASK 70.5 79 NJASK 85.4 83

African-American NJASK 44.8 79 NJASK 59.2 83

Asian/Pacific Islander NJASK 79.5 79 NJASK 89.9 83

American Indian/Native American NJASK 79 NJASK 83

Hispanic NJASK 30.8 79 NJASK 48.1 83

Others NJASK 79 NJASK 83

Economically Disadvantaged NJASK 33.5 79 NJASK 83

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Middle Name of Measurement Baseline 2011 Target Name of Measurement Baseline 2011 Target Total NJASK 60.5 86 NJASK 69.5 80 Students with Disabilities NJASK 13.2 86 NJASK 23.7 80

Limited English Proficient Students NJASK 86 NJASK 80

White NJASK 74.0 86 NJASK 80.8 80

African-American NJASK 54.6 86 NJASK 63.6 80

Asian/Pacific Islander NJASK 85.9 86 NJASK 93.9 80

American Indian/Native American NJASK 86 NJASK 80

Hispanic NJASK 35.6 86 NJASK 80

Others NJASK 53.2 80

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GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS Elementary Name of Measurement Baseline 2011 Target Name of Measurement Baseline 2011 Target

Economically Disadvantaged NJASK 40.9 86 NJASK 80

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Highly Qualified Staff Table K: Strategies to Attract and Retain Highly Qualified Staff

Number &

Percent

Content &

Focus

Description of Process to Meet Highly

Qualified

Description of Strategy to Retain HQ Staff

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

All 100%

Ongoing professional development Support of ongoing education

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

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

Paraprofessionals who do not meet the qualifications required by NCLB (education, ParaPro test, portfolio assessment)

Description of Strategy To Attract HQ Staff Individuals Responsible New positions are advertised asking for specific certifications

Personnel Department

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

Description of Support

Content Area Focus

Target Group

Person Responsible

Indicators of Success (Evaluation)

How are teachers identified?

Grade level meetings LAL Math

All students Coaches Running records Retelling Writing Samples Benchmark Testing Conferencing Journals

Student achievement scores Teacher evaluations Walk-throughs Lesson plans

Book Studies LAL Math

All students SPDC Administrators Coaches


Student achievement scores Teacher evaluations Walk-throughs Lesson plans

Co-Teaching Lab Classroom LAL Math

All students Coaches Administrators Lab Teachers


Administrators and coaches and lab teachers will do instructional rounds and demonstration lessons.

Staff Developers LAL

All students Coaches Administrators Lab Teachers


Administrators, coaches, staff developers and lab teachers will do instructional rounds and demonstration lessons.

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Table M: Support for Administrators Use the Table below to describe how leaders in schools in need of improvement are provided with support and instructional leadership.

Description of Support

Content Area Focus

Target Group

Person Responsible

Indicators of Success (Evaluation)

How are administrators identified?

Coaches LAL Math

All students Director of Math Director of Literacy Assistant Superintendent Principal


Student achievement scores Instructional Rounds Agendas

Network Shared Services with the County

LAL Math

All students NJDOE Running records Retelling Writing Samples Benchmark Testing Conferencing Journals

Student achievement scores Instructional Rounds

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 targeted assistance schools, use the last two columns to designate if the measures are used as criteria for program entrance or exit.

Measure

Name

Targeted Assistance Schools Entrance Criteria () Exit Criteria ()

State Assessment NJASK 5 and 6 Academic Support for scores under 206 Academic support is discontinued for scores over 206

Other Assessments Running records Writing Samples Mid-year Exams

x x

English Language Proficiency Assessment

ACCESS x x

Classroom Grades

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Teacher Recommendation

Other I&RS Performance is requiring direct assistance on a consistent basis

Performance is requiring a moderate degree of guidance

Support Elements

Ongoing and Sustained Technical Assistance*

1. What assistance did the NCLB committee determine it needs to implement the 2011 Unified Plan in the school’s efforts to increase academic achievement? From the district: Framework for Readers’ Workshop Summer Literacy Institute Vocabulary Studies Classroom Libraries Book Study Materials Learnia Training Assessment Literacy Training From outside experts: I&RS Training

From others: 2. Describe the current technical assistance offered to staff at the school. Include assistance by district level and/or outside experts, for example, skilled

consultants, institutions of higher education (IHE), etc. A staff developer in writing visited the school at several intervals during the school year to encourage the best practices in the area of establishing a Workshop Model of Instruction.

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

There was a need for improved direct instruction as well as more effective small group instruction.

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4. Identify the person(s) responsible for ensuring this technical assistance is provided. Director of Technology Director of LAL Supervisor of Math Coaches

*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies, procedures and evaluation instruments, data analysis, coaching, program planning, budgeting, and the provision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an outside consultant.

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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. Student achievement is based upon effective and efficient planning and implementation of standards-based instruction and assessment. It is based on a clear understanding of the strategic direct instruction that is based on grade level CPIs. There is not strong evidence in the assessment of the student achievement that the teaching staff has a clearly defined knowledge of direct instruction.

2. Explain how the district is supporting the school in the following areas: Providing professional development that focuses primarily on improving instruction and using data to inform instruction

The district directors with the support of the Assistant Superintendent for Curriculum and Instruction met with the administrative team of SGS to brainstorm and then form a cohesive plan for professional development which will address the areas of need for the teaching staff.

Implementing strategies grounded in scientifically based research that will strengthen instruction in core academic subjects

The research based work of Stephanie Harvey in her text Strategies That Work will form the foundation for understanding a gradual release of student responsibility thus leading up to students being independent thinkers.

Expanding parental involvement activities that support the school’s efforts to increase student achievement

The administrative team and the coaches will work with parents on topics to include but not be limited to: Standards-based instruction, reporting achievement and the workshop model of instruction.

Reallocating the budget to fund activities that support the school’s improvement plan and are most likely to increase student achievement

The district has supported the administrative team in the research based texts that will form the cohesive common language of beliefs and practices among the teaching staff members.

Ensuring that curriculum is aligned to the CCCS The district leaders through the coaches will continue to bring knowledge, understanding and practice to the teaching staff on the topic of standards-based instruction and reporting achievement.

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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: $28,376

Brief Description of Strategy or Program

Implemented with Funds Allocated Use Carried Over Reallocated Use Outcomes as a Result of Implementing the

Strategy or Program

Evidence

Read 180 Increase in lexile level Read 180 SRI testing Text Strategies That Work Increase in staff understanding of direct

instruction in strategies Lesson Observation Student acheivement

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. The allocations can be found at: http://www.state.nj.us/education/arra/sia/sia.pdf Total Amount Allocated: $16,445

Brief Description of Strategy or Program

Implemented with Funds Allocated Use Carried Over Reallocated Use Outcomes as a Result of Implementing the

Strategy or Program

Evidence

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

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

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School Budget Pages School level budget pages in Excel must be completed along with each school’s Unified Plan, identifying the following:

How the Title I, Part A school allocation is budgeted for targeted assistance schools or schools operating 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 school required to complete a plan. Budget Detail pages must be uploaded. The signature of the Business Administrator must be kept on file at the district/school.

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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 4 continue to be incorporated into the Unified Plan.

Corrective Action Status Report This form is completed by all schools in Year 4 and above. Schools in corrective action had to implement one or more of the following corrective actions (as identified by the district) in addition to the SINI and/or SW components. Identify which corrective action(s) will be taken and describe the implementation and how the action(s) will be incorporated with the other elements of the Title I Plan. Note: CAPA report prioritized recommendations must be incorporated into the Title I plan.

Corrective Actions 1 Required implementation of a new research-based curriculum or instructional program 2 Extension of the school year or school day 3 Replacement of staff members, not including the principal, who were relevant to the school’s low performance 4 Significant decrease in management authority at the school level 5 Replacement of the principal 6 Restructuring the internal organization of the school 7 Appointment of an outside expert to advise the school 8 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: # ________ 1 Complete the table below regarding the corrective actions implemented: Corrective Action #

Description

Effective Yes - No

Evidence of Effectiveness

Outcomes

1 Best teaching practices will be observed through the use of walkthroughs.

To be measured

2 Classroom Management To be measured

3 Vocabulary Initiative To be measured

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 incorporated into the Unified Plan.

Year Restructuring Plan Created: _______

The district must develop a restructuring plan for schools in Year 5. The alternative governance actions must be initiated (see below). Note: Districts must also complete the required “School Restructuring Plan,” which includes more detail on the planning process and the restructuring 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: ____

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

Fundamental Governance Reforms Implemented as Listed in Approved

Restructuring Plan

Status of Implementation

Effective Yes - No

Evidence of Effectiveness

Outcomes

1 2 3

4

5 List revisions made to the original restructuring plan.

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Peer Review

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

1. Describe process used for peer review of the plan. (The NJDOE peer review suggested process is available at

www.nj.gov/njded/title1/program/peer_review.pdf.)

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

Via email beginning 8/13/10 3. Provide the information below. Peer Reviewer Name Title Affiliation Area of Expertise Address

Joseph Trybulski, Ed.D.

Principal Hillsborough Middle School

Principal/Leadership 260 Triangle Road, Hillsborough, NJ 08844

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

Still waiting for feedback from the peer review team 5. List the specific recommendations that were incorporated into the plan as a result of the peer review.

Still waiting for feedback from the peer review team

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

title i unified plan€¦ · report cards . parent teacher conferences . observation ....

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