washington school title i unified plan plainfield nj fy11 12-07-10
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8/8/2019 Washington School Title I Unified Plan Plainfield NJ Fy11 12-07-10
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
2011 TITLE I UNIFIED PLAN TEMPLATE
District and School Information
District: PLAINFIELD
Chief School Administrator: ANNA BELIN-PYLES Chief School Administrator E-mail:abelinp@plainfield.k12.nj.us
NCLB Contact: Dawn Ciccone NCLB Contact E-mail:dciccone@plainfield.k12.nj.us
School: Washington Community School
The school is designated (select one): Targeted Assistance Schoolwide
Principal: Kwame W. Asante Principal E-mail: kasante@plainfield.k12.nj.us
Principal Certification
The following certification must be made by the principal of the school. Note: Signatures must be kept on fileat the school.
I certify that I have been included in consultations related to the priority needs of my school and participated in thecompletion of this Title I Unified Plan. I have been an active member of the planning committee and provided input to theschool needs assessment and the selection of priority problems. I concur with the information presented herein,including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a, andSIA, Part G.
Kwame W. Asante ____________________________________________ _6/30/2010_______________________ Principal’s Name Principal’s Signature Date
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
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
Kwame Asante Principal x x
Cristina Crowell Teacher x x
Leola Bellazzin Guidance x x Jean Colrick ESL Coordinator x x
Ira Blackwell Teacher x x
Roychele Woodton- Jones
Teacher x x
Cheri Phillips Teacher x x
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
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
May 21st Conference Room Yes No Yes No
June 3rd Conference Room x x
June 7th Conference Room x x
June 17th Conference Room 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? WASHINGTON SCHOOL VISION STATEMENT
EVERY STAKEHOLDER OF THE WASHINGTON COMMUNITY SCHOOL WILL:
• SET THE FOUNDATION FOR STUDENTS TO BECOME LIFE LONGLEARNERS THROUGH CONTINUOUS ACADEMIC AND SOCIALDEVELOPMENT.
• MAINTAIN HIGH EXPECTATIONS FOR EXCELLENCE IN EDUCATION.
• RESPECT, ENCOURAGE, AND SUPPORT ALL MEMBERS OF OUR LEARNING COMMUNITY.
• CELEBRATE THE ACHIEVEMENTS AND THE DIVERSITY OF OUR LEARNING COMMUNITY.
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
• FOSTER TEAMWORK AMONG HOME, SCHOOL, ANDCOMMUNITY
What is the school’s mission?
WASHINGTON MISSION STATEMENT
WCSin partnership with its parents
will establish an institutionrecognized for
achievement and citizenship
Describe the process for developingor revising the school’s vision andmission.
This school year we met several times as a staff and reviewed the mission and vision
statement using the problem solving cycle. We utilized two professional development days to
gather information, conduct needs assessment and create vision based on this information.
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
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
Developmental Reading Assessment (DRA)
District Interim Assessment (DIA)
Read180
Student Reading Inventory (SRI)Reading Plus
Study Island
Access Testing
Teacher Created Assessment
Guided Reading
World-Class Instructional Design and Assessment(WIDA)
Students were grouped into cohorts based on datacollected and instruction was delivered as per their needs.
Teachers keep data binders that house the entire data
results specific to their disciplines. Teachers created Instructional Focus Calendars that
highlighted areas of need weekly.
Teachers conducted data regularly with students and parents based on results of the assessments.
Academic Achievement -
Writing
Best Practices
Writers WorkshopTeacher Created Assessments
Work Sampling
World-Class Instructional Design and Assessment(WIDA)
Students were grouped into cohorts based on data
collected and instruction was delivered as per their needs. Teachers keep data binders that housed the entire data
results specific to their disciplines.
Teachers created Instructional Focus Calendars that
highlighted areas of need weekly.
Teachers conducted data regularly with students and
parents based on results of the assessments.
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
Areas Multiple Measures Analyzed Overall Results and Outcomes
Academic Achievement -
Mathematics
DIA
Everyday Math AssessmentsStudy Island
Fast Math
Teacher Created Assessments
Numbers World
Site Visit
Students were grouped into cohorts based on data
collected and instruction was delivered as per their needs. Teachers keep data binders that housed the entire data
results specific to their disciplines.
Teachers created Instructional Focus Calendars that highlighted areas of need weekly.
Teachers conducted data regularly with students and
parents based on results of the assessments.
Academic Achievement -
Science
Teacher Created Assessments
Study IslandScience Program Assessments
Site Visit
Students were grouped into cohorts based on data
collected and instruction was delivered as per their needs. Teachers keep data binders that housed the entire data
results specific to their disciplines.
Teachers created Instructional Focus Calendars that
highlighted areas of need weekly.
Teachers conducted data regularly with students and
parents based on results of the assessments.
School Culture Needs Assessments
Surveys
Staff AttendanceContinuous Improvement continuums
Staff created mission statement and vision statement
collaboratively using survey results.
Parent Involvement Sign in Sheets from evening events
PTO Meetings
Parent Room Log
Chat and Chew
Parent Teacher Conferences Logs
Parent Involvement Day
Back- to-School Night
Parental involvement is still lacking however there is a functioning PTO.
Parent participation was higher for conferences as well as
school activities ( i.e. concerts, talent show, award assemblies)
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
Areas Multiple Measures Analyzed Overall Results and Outcomes
Movie Night
Site Visit
Professional Development SurveysSite Visit
Needs Assessment
Professional Development Committee
My Learning Plan
Professional Development Plan for Staff
Professional Development opportunities amongst grade levelswas available weekly during grade level 80 minute common
planning periods.
Vertical Articulation sessions were also conducted quarterly
Professional Development workshops were also held during
staff meeting times monthly (i.e.: CAP program, Harassment,
It Didn’t have to Happen)
Extended Learning
Opportunities
Project PASS: Measuring Up Test Prep
Project Adelante
SES Program
Sixty students in grades 3-6 participated in project PASS from
Feb 10 – May 10 results of test preparation will be pending theresults of the NJASK 10 test.
Six fifth grade students took part in Project Adelante through
Kean University to improve academic performance. Outcomes
will be pending he results of the NJASK 10.
Education Reform &
Improvement
CAPA Visits
School Rewards Grant ( $100, 000)
CAPA visit feedback outlined 3 areas of improvement
(parental involvement, technology integration, teacher
instructional delivery)
Grant Rewards money will be used to focus on these areas of
need.
Highly Qualified Staff Documentation Binder
Personnel File
Evaluations
Professional Development Plan for Staff
Site Visits
District on site visits identify weaknesses and strengths in
meeting district goals of District Strategic Plan
Leadership Survey
Evaluation
Site Visits
District on site visits identify weaknesses and strengths in
meeting district goals of District Strategic Plan
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
Areas Multiple Measures Analyzed Overall Results and Outcomes
Focus Walks
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
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 Yes SRI Scores, DRA scores,DIA Scores, NJASK scores
More students are at/ above or closer to reading at grade level
Everyday Math Mathematics Yes DIA Scores
NJASK Scores
Increased test scores as seen by 2009 NJASK AYP status
Harcourt-
Trophies/Trofeos
LAL Yes DRA Scores, DIA Scores, NJASK Scores, HolisticAssessments
More students are using the trophies program and less is using
Read 180 this school year. NJASK test scores reflect increase
in 2009.
Children’s Literacy
Initiative
DID NOT USE THISPROGRAM
Reading Plus LAL Yes DIA Scores, NJASK Scores
More students are at/ above or closer to reading at grade level
Science Series (A
Closer Look)
Science Yes DIA scores, NJASK Scores
Students performed better on Grade 4 Science DIA
Focus Classroom
Walk-through with
Feedback
LAL
Math
Yes FINAL SITE VISITEvaluation
Feedback forms
Teachers were given direct feedback regarding their classroom
strategies and areas of improvement. Peer walk through were
also conducted.
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
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
Documentation of Effectiveness
5
Outcomes
Project PASS
( Promoting
Academic Success
and Stability)
Math
LAL
YES Student Attendance
Assessments (Pre andPost)
Pre and post testing showed improvement using measuring
assessments
Table D: Professional Development That Was Implemented in 2010
1
Strategy orProgram
2
ContentAreaFocus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Outcomes
Assessments: Why
Assess, What to
Assess and How to
Assess?
NO NONE THIS PROFESSIONAL DEVELOPMENT WAS NEVERCONDUCTED DUE TO CHANGE OF ADMINISTRATION.
Table E: Parent Involvement That Was Implemented in 2010
1
Strategy orProgram
2
ContentAreaFocus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Outcomes
PTO Student
academic support, school
improvement, parenting skills
Yes Sign in sheets Attendance to PTO meetings has increased however there is
much room for improvement in regards to parent/ teacher
participation in PTO membership
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
1
Strategy orPro ram
2
ContentArea
3
Effective
-
4
Documentation of Effectiveness
5
Outcomes& financial
awareness
NJASK ParentChat
To provide
parents an
opportunity to gain valuable
insight &
understanding
on how student
data is utilized
to drive
instruction
Yes Parent Teacher conference Sign in sheets
Parents were informed of NJASK 2009 scores as well as DIA
Fall scores.
Back – to –School Night
To provide
parents with
information
regarding protocols for the
operation of theacademic year
as well asexpectations of
their roles &
responsibilities
in helping the
school support
their child’s
learning
Yes Sign in Sheets Parents became aware of classroom expectations and class structures
Also parents were given the opportunity to sign up for SES
programs.
Parent Chat -&-Chews
Informal
gathering with
parents to
develop better connection with
school and new
admin.
Yes Sign in Sheets & agenda Parents were afforded the opportunity to interact with school
personnel and gain insight to some of the planning being
considered for the school.
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
Needs Assessment Summary
1. Describe the process and techniques used in the needs assessment.
In an effort to improve instruction and student learning in Math, Literacy and Science Washington Community School developed a plan of
action that supports the district-wide strategic plan. The Math Lead Teacher, Literacy Lead Teacher, Technology Lead Teacher, School
Leadership Team, District Vice Principals, District Directors and the Principal engaged all stakeholders in the planning process by using the
Continuous Improvement Model. Teachers provide input during Monday Staff Development and during grade level meetings. Teachers
maintain Data Binders which they analyze data to plan for their class as a whole and for individual students as necessary. The 2009 NJASK
and Terra Nova Data were analyzed and divided into three Cohorts. Cohort I represent the students that require remediation in the subject
areas; Cohort II represents the students that require interventions which we identified as our target population; and Cohort III represents
the students that are on grade level and require advance study and/or gifted and talented work. Teachers continue to use the breakdown in
their analysis of their end of unit assessments as well as other common assessments used in the class. Common planning has been embedded
into the daily schedule to allow articulation among the grade levels and across grade levels. Teachers develop Instruction Focus Calendars
monthly in order to ensure they are focusing on an area of need based on the findings from the data. After teaching the instructional focusthen students are assessed. Objectives are posted in all classrooms daily. Standards Base bulletin boards are maintained in all classrooms
as well as on all bulletin boards in the hallway. Standards base commentary is provided to all students and on all work. To help students
become accountable for their learning teachers conduct data chats with all students. The Guidance Counselor conducts data chats with
parents as well. The district has conducted three District Interim Assessments that we use to gauge our progress toward meeting the
NJCCCS that model the state assessments. Required professional development is determined based on the findings of the analysis of the
DIA, needs assessments and from strategically scheduled focus walks. The focus walks are conducted by the School Leadership Team and
the superintendent and his cabinet members.
2. Describe method used to collect and compile data for student subgroups.
NJASK results (already disaggregated into subgroups), class profiles, data binders, pre and post assessments, DIA (an online assessment
that complies data for us), DRA/Lexile instructional reading levels, WIDA assessment, attendance records of students and staff, discipline
referrals and end of unit assessments are the various methods utilized to collect data on our student subgroups.
3. Explain how the data from the collection methods are valid and reliable.
Student data is compiled using various assessment tools – NJASK data provides a baseline for establishing cohorts. Once the cohorts are in
place, we use District Interim Assessments (DIA) in mathematics, literacy and science administered to grades 3 – 6 in the Fall, Winter &
Spring; Results from DRA’s administered to all grade levels; Read 180 and Reading Plus’ SRI & S… to generate additional data; End of
Unit Assessments in Mathematics (Everyday Math) and student profile information are used to compile data on all students.
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
4. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?
We use the state assessment data that is disaggregated by clusters and students are assigned to a Cohort based on the data. The state
assessment is aligned to the NJCCCS and therefore the skill clusters are identified showing how each student performed. The number of
students who responded correctly is divided by the number of students who took the assessment, giving us both the number passing and the
percentage of students who passed. Because the specific skills/concepts are identified, teachers can see exactly where students need help.Once teachers create class profiles based on the student profile sheets they can see at a glance which students are in need of support and
specifically what skills and concepts must be reinforced. When utilizing the DIA we receive item analysis which also allows us to see how
well students performed and what they need help and support in. Again, allowing teachers the opportunity to plan instruction specific to
students needs.
5. What did the data analysis reveal regarding classroom instruction?
Data analysis reveals that root causes are the frequent movement of teachers to different grade levels. This does not allow you the time to
master the content in the given grade level. Instructional delivery creativity is limited in certain classrooms where by teachers follow
directly what the teachers guide dictates and they differentiate instruction as needed.
6. What did the data analysis reveal regarding professional development implemented in the previous year(s)?
Most professional development occurred at the district level. To our knowledge data was not kept for analysis to see if the PD was
successful. New programs were implemented and training occurred for these programs. Best Practice PD occurred at the school level
through Instructional Leaders in the building. Instructional leaders met with teachers on individual basis and in grade level meetings.
Focus walks were conducted by leadership team quarterly.
7. How are educationally at-risk students identified in a timely manner?
The above describe methods of data collection enables the district to identify at-risk students. In addition we administer District Interim
Assessments as practice tests that model State tests in format and content are given in early September then quarterly. These results areanalyzed by the Office Assessment Data Collection and School Improvement and sent back to us in table graph format with cluster
information. This helps to further identify and address weakness at the student level. Teachers also use their common monthly assessments
that come with the board approved programs to identify at-risk students.
8. How does the needs assessment address migrant student needs?
N/A
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
9. How are educationally at-risk students provided with effective assistance?
Students that are identified as at-risk are assigned a mentor, recommended for SES services as well as tutoring in the after school safety-net
program. Washington Community School students attend SES after school programs, READ 180 as an intervention for struggling readers,
Reading Plus is provided as an intervention for students just below grade level and those just above the grade level. Washington has
identified our top 100 at risk students and assigned them to an advisor who is a staff member. The advisor mentors the student. An afterschool safety net program has been established to tutor the targeted population. Teachers are required to conduct student and staff data
chats so that students are aware of their areas of strengths and weakness.
10. Describe the process used to select the priority problems for this plan?
The NCLB committee met and discussed CAPA findings from March 2010 visit. It was determined that student achievement, parental
involvement, and lack of student conferencing were the key areas of concern. Subgroups were created with staff to review the areas of
concern. Action plans were created to address these areas of concern.
11. How were teachers engaged in decisions regarding the use of academic assessments to provide information on andimprovement of the instructional program?
Representatives from the school attend district wide meetings to discuss the effectiveness of the assessment tools chosen by the district to
measure achievement. These meetings also included reviewing other programs that may be more effective for the coming year. Information
was brought back to staff and feedback was given.
12. Describe the transition plan for preschool to kindergarten, if applicable. N/AWashington Community School 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 at the beginning of the school
year to receive an overview of the program in order to ensure that their students will 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. When time permits, Teachers of Kindergarten and Preschool, Principals, Center Directors and Early Childhood Supervisor and Director visit the preschool classrooms
together and share feedback relating to observations and reflections.
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
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 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 3a
Language arts literacy andreading X X
3b Mathematics X
3c Science X
3d Social studies X
3e World Languages
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
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
3f Cross Content WorkplaceReadiness X
4 Technology Literacy X X X 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
5b Mathematics X
5c Science X
5d Social studies
5e World Languages
5f Cross Content WorkplaceReadiness X
6Effective classroom use of technology X X X X
7Standards-basedassessment X
8Instructional skills andstrategies X X X
9 Mentoring
10 Classroom management X
11Using data/assess. toimprove learning X X X X
12 Working with parents X 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
X
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
P r i o r i t y P r o b l e m #
Priority Problem
Population Categories
A .
A l l s t u d e n t s
B .
S t u d e n t s w i t h D i s a b i l i t i e s
C .
E a r l y c h i l d h o o d
D .
E c o n .
d i s a d v a n t a g e d
E .
N e g l e c t e d / d e l i n q u e n t
F .
Y o u t h a t r i s k o f d r o p p i n
g o u t
G .
R a c i a l / e t h n i c
H .
H o m e l e s s
I . I m m i g r a n t
J . L E P
K .
T e a c h e r s
L .
P a r a p r o f e s s i o n a l s
M .
P a r e n t s
N .
S u b s t a n c e a b u s e r s
O .
P e r p e t r a t o r s o f V i o l e n c
e
P .
O u t - o f - s c h o o l
Q .
M e n t a l h e a l t h
R .
G i f t e d & T a l e n t e d
S .
O t h e r ( S p e c i f y )_____________
T .
S e l e c t e
d P r i o r i t y
P r o b l e m s
16 Teachers to reduce classsize X
17Qualifiedparaprofessionals X
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
20 Drug use
21 Tobacco use
22 Violence
23 Weapons
24 Gang activity
25 Delinquency
26 Vandalism
27
Suspensions, removals, or
expulsions
28Serious or persistentdiscipline problems
29 Bullying X
30 Victimization X
31 Truancy/attendance X
32 Mental health
33 Sex/gender issues
34 Interpersonal conflict X
35 Intergroup conflict/bias 36 Negative peer influence X
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P r i o r i t y P r o b l e m #
Priority Problem
Population Categories
A .
A l l s t u d e n t s
B .
S t u d e n t s w i t h D i s a b i l i t i
e s
C .
E a r l y c h i l d h o o d
D .
E c o n .
d i s a d v a n t a g e d
E .
N e g l e c t e d / d e l i n q u e n t
F .
Y o u t h a t r i s k o f d r o p p i n g o u t
G .
R a c i a l / e t h n i c
H .
H o m e l e s s
I . I m m i g r a n t
J . L E P
K .
T e a c h e r s
L .
P a r a p r o f e s s i o n a l s
M .
P a r e n t s
N .
S u b s t a n c e a b u s e r s
O .
P e r p e t r a t o r s o f V i o l e n c
e
P .
O u t - o f - s c h o o l
Q .
M e n t a l h e a l t h
R .
G i f t e d & T a l e n t e d
S .
O t h e r ( S p e c i f y )_________
____
T .
S e l e c t e
d P r i o r i t y
P r o b l e m s
37 School safety
38
School
climate/environment
39 Risk factorsQualityTeacher 40 Teacher Quality
Tech. &Ed.
Materials
41 Technology activities
42Instructional/EducationalMaterials
Studentswith
SpecialNeeds 43 Drop-out rate
Literacy,& Adult
Ed.
44 Adult literacy
45Parent/communityinvolvement X
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
Population Letter: A Problem Number: 3a Population Letter: A, K, L Problem Number: 4 AND 6
Name of priority problem Language Arts Literacy and Reading Effective use of classroom technology & Technology
Literacy
Describe the priority problem WCS students continue to struggle in their performances on
state assessment (NJASK), District Interim Assessments
(DIA), Developmental Reading Assessment (DRA), and
teacher made classroom assessments
WCS teachers and students lack an effective infusion and
implementation of technology programs and resource in
their daily instructional deliveries and activities.
Describe the root causes of the problem
Students lack interest in reading for enjoyment – limited
selections of interest in classroom libraries – lack of push by
parents to encourage more reading
Fear and lack of training on how to effectively infuse
technology programs and resource into ones instructional
delivery
Subgroup or populationaddressed
All subgroups in grades K - 6 All subgroups in grades 4 - 6
Grade span Grades K – 6 Grades 4 – 6
Related content area missed Language Arts Literacy
Name of scientifically based program/strategy/practice toaddress problem
Read 180 (Grades 4 – 5)
Reading Plus (Grades 3 – 6)
Trophies/Trofeos (Grades 1 – 6)
Increase and replenish leveled books and classroom libraries
Installation of SmartBoard in 9 classrooms and increase
students’ access to laptops for instructional activities.
Interactive white boards (SmartBoards) affect learning in several ways including rising of student engagement in the
classroom, motivating student and promoting enthusiasm for
learning.
How does the program/strategyalign with the NJ CCCS?
The curriculum, programs and strategies implemented are
all fully aligned to the NJCCCS. All classroom lessons are
aligned to the NJCCCS and CPIs for literacy
The curriculum, programs and strategies implemented are
all fully aligned to the NJCCCS. All classroom lessons are
aligned to the NJCCCS and CPIs for technology
CAPA finding or recommendation related to the
priority problem
No gains were made in proficiency in LAL by all subgroups Give students multiple options/ exposure through the use
of technology in order to grasp what is being presented.
Teachers do not routinely display their understanding of
the relationship between creativity and content in the
delivery of daily instruction utilizing technology.
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
Description of Priority Problems and Strategies to Address Them (continued)
#3 #4Population Category Letter &Problem Number
Population Letter: M Problem Number: 12 AND 45 Population Letter: Problem Number:
Name of priority problem Working with Parents – Parents/Community Involvement
Describe the priority problem
Describe the root causes of the problem
The root cause of the problem is determined to be a
limited/lack of parental participation in the education of
their children. The poor attendance at parent teacher
conferences, school related functions, lack of involvement in
the PTO and very poor attendance at monthly scheduled
meetings or participation in quarterly Parent Chat-&-Chews
Subgroup or populationaddressed
Entire school population
Grade span Grades K – 6
Related content area missed
Name of scientifically based program/strategy/practice toaddress problem
Where Peace Lives (Mural Projects):
http://www.wherepeacelives.org/surveys.html
http://www.nd.edu/~dnarvaez/documents
/NarvaezLapsleyTeacher.pdf
Parental & Community Involvement:
http://www.edweek.org/ew/issues/parent-involvement/
How does the program/strategyalign with the NJ CCCS?
For parent involvement to flourish, it must be meaningfully
integrated into a school's programs and community.
CAPA finding or recommendation related to the
priority problem
CAPA recommend that School Leadership Team find
alternative activities/events to pull parents and guardians
into the education of their children
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
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
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NOT APPLICABLE
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
Action Plan for Strategy Related to Priority Problem #2
Name of Program,Strategy or Practice toAddress PriorityProblem:
SMART Goal:
Indicators of Success:
Description of Action Plan Steps
Persons
Involved
Resources
Needed Due Date -Timeline
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NOT APPLICABLE
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Action Plan for Strategy Related to Priority Problem #3
Name of Program,Strategy or Practice toAddress PriorityProblem:
SMART Goal:
Indicators of Success:
Description of Action Plan StepsPersonsInvolve
d
ResourcesNeeded Due Date -
Timeline
24
NOT APPLICABLE
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
Plan Components for 2011
Table F: Proposed Core Programs and Strategies for 2011 to Address Student Achievement
Description of
Strategy or
Program
ContentArea
Focus
TargetPopulation(s)
Person
Responsible
Indicators of Success
(Evaluation Outcomes)
Research Supporting Strategy
Date of Research, Source
Read 180 LAL All
Subgroups
On-Going
Sch. Admin
& Teacher
Increase progress towards
State Bench Mark
Program approved by NJDOE
Everyday Math Math All
Subgroups
On-Going
Sch. Admin
& Teacher
Increase progress towards
State Bench Mark
Program approved by NJDOE
Harcourt-
Trophies/Trofeos
LAL All
Subgroups
Ongoing
Sch. Admin
& Teacher
Increase progress towards
State Bench Mark
Program approved by NJDOE
Reading Plus LAL All
Subgroups
Ongoing
Sch./Dist
Admin &
Teacher
Increase progress towards
State Bench Mark
Program approved by NJDOE
A Closer Look Science All
Subgroups
Sch. Admin
& Teacher
Increase progress towards
State Bench Mark
Program approved by NJDOE See National Science Foundation &National Science Teachers Assoc.
ResearchFocus Classroom
Walk-through with
Feedback
Literacy
and Math
All
Subgroups
2x Quarterly
Sch./Dist
Admin &
SLT
Increase progress towards
State Bench Mark
Systems Thinking-McRel; Professional Learning
Communities-DuFour
http://www.ascd.org/publications/educational_leadership
/dec07/vol65/num04/Classroom_Walk-Throughs.aspx
Study Island Literacy,
Math,
Science
All
Subgroups
Ongoing
Sch. Admin
& Teacher
Increase progress towards
State Bench Mark
www.studyisland.com/salessheets/Case%20Study%20
Summary%20State%20of%20New%20Jersey%20_2_
Updated%2012.4.pdf
Fast Math Math All Sch. Admin Increase progress towards
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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
Subgroups
Ongoing
& Teacher State Bench Mark
Numbers World Math All
Subgroups
Ongoing
Sch/Dist.
Admin &
Teacher
Increase progress towards
State Bench Mark
Harcourt SS Social
Studies
All
Subgroups
Ongoing
Sch. Admin
& Teacher
Increase progress towards
State Bench Mark Program approved by NJDOE
*Use an asterisk to denote new programs.
Table G: Proposed Extended Learning Opportunities to Address Academic Deficiencies. Do not include SES.
Description of
Strategy or Program
Content
Area
Focus
Target
Population(s)
Person
Responsible
Indicators of Success
(Evaluation Outcomes) Research Supporting Strategy
Date of Research, Source
Project P.A.S.S Literacy
Math
Grades 3 – 6
Subgroups
on cusp
Sch. Admin Increase progress towards
State Bench Mark
Passport to
Learning
Literacy
Math
Grades 3 – 6
at risk
Subgroups
Dist. Admin Increase progress towards
State Bench Mark
*Use an asterisk to denote new programs.
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
Table H: Proposed Professional Development to Address Student Achievement and Priority Problems
Description of Strategy or
Program
Content AreaFocus
TargetPopulati
on(s)
PersonResponsi
ble
Indicators of Success
(Evaluation Outcomes)
Research Supporting Strategy
Date of Research, Source
Rutgers Technology
Integration
AllSubjects
Grades 4 – 6
Teachers
Sch. Admin The effective use and implementation of technology programs and resources
http://downloads01.smarttech.com/media/
research/whitepapers/int_ whiteboard_
research_whitepaper_update.pdf
Smartboard
Training
Technology Grades 4 – 6
Teachers
Sch. Admin The effective use and implementation of technology programs and resources
http://downloads01.smarttech.com/media/
research/whitepapers/int_ whiteboard_
research_whitepaper_update.pdf
Where Peace Lives Character Education
All
Subgroups
Sch. Admin Completion of Peace Mural http://www.wherepeacelives.org/surveys.html
NJASK LiteracyPreparation
Workshop
LiteracyGrades 2 – 6
LAL
Teachers
Sch. Admin Increase progress towards State BenchMark http://www.featraining.org/
documents/pdf/ImproveNJASK.pdf
Data Interpretation
and Instructional
Implications
All subjects All
Subgroups
Sch. Admin
& Teacher
Differentiation and creativity in classroominstructional delivery
www.state.nj.us/education/assessment/es/
njaskppt.ppt
Grade level
articulation sessions
through
Professional
LearningCommunities
All subjects All
Subgroups
Sch. Admin
& Teacher
Effective vertical collaboration &communication
Richard DuFour, RebeccaDuFour, Robert Eaker, ThomasMany Learning by Doing: AHandbook for Prof. LearningCommunities at Work
*Use an asterisk to denote new programs.
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
Table I: 2010-2011 Parent Involvement Programs
Description of Strategyor Program
Content Area Focus PersonResponsi
ble
Indicators of Success
(EvaluationOutcomes)
Research SupportingStrategy
Date of Research, Source
PTO Parent involvement group Exec. Board Fundraising andsupporting needs of school
Increase attendance at PTO meeting
and attendance at school related
events
NJASK To provide parents an opportunityto gain valuable insight andunderstanding on how student datais utilized to drive instruction
Sch. Admin &
Sch.
Counselor
Increase parentcomprehension on schooluse of data
Parent attendance and sign- in sheets
Back- to – school Night To provide parents with informationregarding protocols for the
operation of the academic year aswell as expectations of their rolesand responsibilities in helping theschool support their child’s learning
Sch. Admin,
Sch.
Counselor &Staff
Foster better communication and
connection between homeand school. Additionally,increase parent participation in schoolrelated events.
Parent attendance and sign – in sheets
http://www.edweek.org/ew/issues/parent-involvement/
Workshops in LAL, Math, NJAK
and parenting skills
To provide parents with informationof what student achievementrequirements and how they can helptheir child at home
Parent/
Sch/Dist.
Admin /
Community
Liaison
Increase parent attendance by 10% and student performance on NJASK
Parent survey, workshop attendance
records and workshop feedback
documents
*Use an asterisk to denote new programs.
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
Parent Involvement (PI) Narrative
1. What is the connection between PI and the priority problems identified in the needs assessment?The needs assessment surveys will be reviewed by the leadership team as well as the NCLB committee. The information will be shared
with parents at PTO meetings and at staff meeting with staff. District level surveys are also conducted as to the needs of the district. This
information is disseminated by board office.
2. What are the measurable goals and targets for PI in 2011?
• Increase parent attendance by 10% in school related functions.
• Increase parental involvement of ELL and Special needs students by 5%
• Increase parent involvement in NCLB committee meetings to 3 parents.
3. Do you have a school-parent compact?
Yes
4. Describe the process to ensure that parents receive and review the school-parent compact.
On our Back to School Night the Principal will review the Compact with all of the parents and the parents will sign the compact. Parents
will be given a copy to take home after signing. This process will continue until all parents have read and signed the Compact. The
school copy 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 PTO meetings, End of Year Report, and Community Forum. Additionally, the school statistical data is
reported to the public via the district’s web site and at Board of Education Public Meetings.
6. Identify procedures for informing parents about the school’s improvement status.
1.) School webpage via Plainfield Public Schools website, school marquee, school calendar
2.) PTO meetings, Newsletters, Global Connect
3.) End of Year Report, Community Forum
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
7. Identify procedures for informing parents about the school’s disaggregated assessment results.
1.) School webpage via Plainfield Public Schools website
2.) Parent/Teacher conferences
3.) PTO meeting presentations
4.) Parent quarterly Chat - & - Chew gatherings
5.) Individual student’s progress on state assessment is mailed home.
6.) Back-to-School Night presentation
8. How were parents involved in the development of the Unified Plan?
Simplify plan in parent friendly language
Hold chat and chew sessions quarterly with parents to discuss root causes and receive feedback
Leadership team members will attend PTO meetings to review plan and receive feedback
9. Identify procedures for informing a parent about their child’s student assessment results.
Data is reported to the public via PTO meetings, End of Year Report, and Community Forum. Individual student progress on state tests
is mailed home. Teachers held data chats during parent teacher conference with students NJASK results for grades 4-6 and terra nova
results for grades 2-3.
10. How were the required PI funds used in 2010?
To enhance parent meetings with refreshment and appropriate literature
11. How will the required PI funds be used in 2011? To enhance parent meetings with refreshment and appropriate literature
12. What is the procedure for notifying parents if the district has not met their annual measurable objectivesfor Title III?
A letter is sent home from the Superintendent’s office and /or posted on the District Website
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
Table J: 2010-2011 Annual Student Targets
GRADE SPAN &SUBGROUP
LANGUAGE ARTS MATHEMATICS
3-5 Name of
Measurement
Baseline 2011 Target Name of
Measurement
Baselin
e
2011
Target
GRADE SPAN: WCS – ELEMENTARY GRADES 3 – 6
Total NJASK 24.6 32.1 NJASK 43.2 48.9
Students with Disabilities NJASK NJASK
Limited English ProficientStudents
NJASK 23.8 22.4 NJASK 36.8 43.1
White NJASK NJASK
African-American NJASK 25.4 32.9 NJASK 44.1 49.7
Asian/Pacific Islander NJASK NJASK
American Indian/NativeAmerican
NJASK NJASK
Hispanic NJASK 24.0 31.6 NJASK 42.2 48.0
Others NJASK NJASK
EconomicallyDisadvantaged
NJASK 25.3 32.8 NJASK 43.3 49.0
GRADE SPAN: ELEMENTARY, MIDDLE, HIGH SCHOOL Total
Students with Disabilities
Limited English ProficientStudents
White
African-American
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
GRADE SPAN &SUBGROUP
LANGUAGE ARTS MATHEMATICS
3-5 Name of Measurement
Baseline 2011 Target Name of Measurement
Baseline
2011 Target
Asian/Pacific IslanderAmerican Indian/NativeAmerican
Hispanic
Others
EconomicallyDisadvantaged
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
Highly Qualified Staff
Table K: Strategies to Attract and Retain Highly Qualified Staff
Number &
Percent
Content &Focus
Description of Process toMeet Highly Qualified
Description of Strategy to RetainHQ Staff
Teachers who meetthe qualifications forHQT, consistent with Title II-A
30
100%
All ContentAreas
Process handled by DistrictHuman ResourcesDepartment
Not Applicable
Teachers who do notmeet the qualificationsfor HQT, consistentwith Title II-A
00%
N/A Process handled by DistrictHuman ResourcesDepartment
Not Applicable
Paraprofessionals whomeet the qualificationsrequired by NCLB(education, ParaProtest, portfolioassessment)
5
100%
All ContentAreas
Process handled by DistrictHuman ResourcesDepartment
Not Applicable
Paraprofessionals whodo not meet thequalifications requiredby NCLB (education,ParaPro test, portfolioassessment)
00%
N/A Process handled by DistrictHuman ResourcesDepartment
Not Applicable
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Description of Strategy To Attract HQ Staff IndividualsResponsible
Compensate them well, celebrate their accomplishments, provide incentives and delineatetheir roles and responsibilities and provide continuous improvement opportunities toenhance their pedagogy and skills.
Human ResourceServices, Curriculumand Instruction, Staff
Development, SchoolAdmin.
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
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
Content AreaFocus Target
Group
PersonResponsi
ble
Indicators of Success
(Evaluation)How are teachers
identified?
Teacher Mentor Provide strategies onnavigating new
environment, classroommanagement & instruct.techniques, awareness of resources & protocols
Non-
Tenured
Certified
Teachers.
Sch. Admin,
Office of Prof.
Dev. & HR
Teacher effectiveness in
management of class and
resources
Teacher / Staff Retention
Non-Tenured/ less than 3 years of teaching experience
Classroom Observations/Evaluations
Learning Support Seminar To support implementation of best practices
New and
veteran
staff
Office of Prof.
Dev. & HR Teacher / Staff Retention N/A
New Teacher Orientation District Policies, Procedures & Protocols
New Staff to District
Office of Prof.Dev. & HR
Teacher / Staff Retention Staff newly hired by district
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
PersonResponsi
ble
Indicators of Success
(Evaluation) How are administratorsidentified?
Administration Professional
Learning Community
Enhance pedagogy &collaboration
All School
Admin.
Office of Prof.
Dev.
Effective operations of school sites
and improved student and staff
performance
N/A
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
Student Eligibility and Selection
Table N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistanceschool and the measures to identify students who need additional support in schoolwide programs. For targetedassistance schools, use the last two columns to designate if the measures are used as criteria for program entrance orexit.
Measure Name
Targeted Assistance Schools
Entrance Criteria
()Exit Criteria ()
State Assessment NJASK 3 – 6 N/A N/A
Other Assessments District Interim Assessment (DIA), Developmental ReadingAssessment (DRA), Read 180 (SRI), Reading Plus, Study Island andEnd of Unit Assessments in Core Contents
N/A N/A
English LanguageProficiencyAssessment
Access Testing N/A N/A
Classroom Grades Teacher Created Assessment - Math, LAL, Science & SocialStudies
N/A N/A
TeacherRecommendation
N/A N/A N/A
Other N/A N/A N/A
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
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: Assistance provided by the district Content Lead Teachers, Bilingual & World Language Department,
and Early Childhood Department
From outside experts: Professional development provided by consultants focusing on NJASK strategies
From others: Support with data analysis and continuous improvement from the district testing and assessment office
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.
Assistance is provided from the district Content Lead Teachers, Bilingual and World Languages Department, and EarlyChildhood Department in the form of providing teachers with professional development and support in their respective
areas throughout the year.
3. How is it targeted to the priority problems identified in the needs assessment?
State standardized assessment, NJASK; District Interim Assessment
4. Identify the person(s) responsible for ensuring this technical assistance is provided.
District Directors, Assistant Superintendent
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies, procedures and evaluation instruments, data analysis, coaching, program planning, budgeting, and theprovision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an outsideconsultant.
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
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.
2. Explain how the district is supporting the school in the following areas:
Providing professionaldevelopment that focusesprimarily on improving instructionand using data to informinstruction
Implementing strategies groundedin scientifically based researchthat will strengthen instruction incore academic subjects
Expanding parental involvementactivities that support the school’sefforts to increase studentachievement
Reallocating the budget to fundactivities that support the school’s
improvement plan and are mostlikely to increase studentachievement
Ensuring that curriculum isaligned to the CCCS
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
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: $22,448
Brief Descriptionof Strategy or
ProgramImplemented with
Funds
AllocatedUse
Carried OverReallocate
d Use
Outcomes as a Result of Implementing the Strategy or
Program
Evidence
Increase Purchase 0 0 Achieved Safe Harbor NJASK Grades 3 -
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
achievement inMathematics with theuse of Everyday Math
material
$22,448
5
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
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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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
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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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
Corrective Descri tion
Effective
Yes - No
Evidenceof Outcomes
4
5
6
7
8
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
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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2
3
4
5
List revisions made to the original restructuring plan.
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39-4160 FY 11 NCLB PLAINFIELD DISTRICT WASHINGTON COMMUNITY SCHOOL (180)
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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