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2012 TITLE I UNIFIED PLAN TEMPLATE
District and School Information
District: PLAINFIELD
Chief School Administrator: INTERIM SUPERINTENDENT : ANNA BELIN PYLES Chief School Administrator E-mail: [email protected]
NCLB Contact: Dawn Ciccone NCLB Contact E-mail: [email protected]
School: CEDARBROOK K-8 CENTER (100)
The school is designated (select one): Targeted Assistance x Schoolwide
Principal: Mr. Frank Asante Principal E-mail: [email protected]
Principal Certification
The following certification must be made by the principal of the school. Note: Signatures must be kept on file at the school.
X 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 beenan 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..
Frank Asante_____________________________________ __________________________________________ 6/30/2011Principal’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 schooloffice for review. Print off a copy of this page to obtain signatures. *Add lines as necessary.
Name Stakeholder GroupParticipated in Needs
AssessmentParticipated in Plan
Development SignatureFrank Asante Principal X X
Wilson Martinez Vice Principal X X
Eleanor Hemphill School Staff - Classroom Teacher X X
Donna McGregor School Staff - Classroom Teacher X X
Joyce Todd School Staff – Special Needs X X
Sarah Maslo School Staff – Classroom Teacher X X
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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 Topic Agenda on File Minutes on File
Yes No Yes No
Bi-Monthly Cedarbrook K-8 Center (Conf. room) Plan Development X X
Bi-Monthly Cedarbrook K-8 Center (Conf. room) Needs Assessment X X
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?
Students should love and respect learning and have access to the necessary supplies for learning. Thecurriculum should be relevant to meet the current and future needs of our students and shouldincorporate technology implementation. Teachers should be facilitating rather than lecturing. Assessment and student data is used to drive instruction.
What is the school’s mission?
The Plainfield Public Schools, in partnership with its community, shall do whatever it takes for everystudent to achieve high academic standards. No alibis! No excuses! No exceptions!
Describe the process for developing or revising theschool’s vision and mission.
The School Professional Development Committee led the entire staff in sessions to develop the schoolvision and mission.
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2012 Comprehensive Needs Assessment & Data Analysis Summary
Data Collection and Analysis
Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2011 Programs, Strategies and PracticesResults and outcomes must be measurable.
Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes
Academic Achievement – Reading District Interim Assessment (D.I.A.)
Developmental Reading Assessment (D.R.A.)
NJASK
Identifies individual student weaknesses and strengths through these measures
Academic Achievement - Writing District Interim Assessment (D.I.A.)
NJASK
Identifies individual student weaknesses and strengths through these measures
Academic Achievement - Mathematics District Interim Assessment (D.I.A.)
NJASK
Identifies individual student weaknesses and strengths through these measures
Parent Involvement District Instructional Review District on site visits identify weaknesses and strengths in meeting district goals of DistrictStrategic Plan
Professional Development District Interim Assessment (D.I.A.)
NJASK
PD Survey
District Instructional Review
These measure Identify weaknesses and strengths in implementation and followthough of professional development
Extended Learning Opportunities District Interim Assessment (D.I.A.)
NJASK
These measure Identify weaknesses and strengths in implementation and follow though
Homeless District Interim Assessment (D.I.A.)
NJASK
Identifies individual student weaknesses and strengths through these measures
Students with Disabilities District Interim Assessment (D.I.A.)
NJASK
Identifies individual student weaknesses and strengths through these measures
English Language Learners District Interim Assessment (D.I.A.) Identifies individual student weaknesses and strengths through these measures
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Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes
NJASK
Economically Disadvantaged District Interim Assessment (D.I.A.)
NJASK
Identifies individual student weaknesses and strengths through these measures
School Culture District Instructional Review District on site visits identify weaknesses and strengths in meeting district goals of DistrictStrategic Plan
Leadership District Instructional Review District on site visits identify weaknesses and strengths in meeting district goals of DistrictStrategic Plan
Highly Qualified Staff District Instructional Review District on site visits identify weaknesses and strengths in meeting district goals of DistrictStrategic Plan
School-Based Youth Services District Instructional Review District on site visits identify weaknesses and strengths in meeting district goals of DistrictStrategic Plan
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Evaluation of 2011 Teaching and Learning Strategies & Programs
Table B: Strategies to Increase Student Achievement That Were Implemented in 2011
1Strategy or Program
2Content/Group
Focus
3Effective
Yes-No
4Documentation of
Effectiveness
5Measurable Outcomes
Reading Plus / Read 180 LAL Y Research Based Program Waiting for 2011 NJASK DATA
Lucy Calkins LAL Y Research Based Program Waiting for 2011 NJASK DATA
Every Day Math Mathematics Y Research Based Program Waiting for 2011 NJASK DATA
Trophies/Tropheos ELL Y Research Based Program Waiting for 2011 NJASK DATA
All of the above Students with Disabilities Y Research Based Program Waiting for 2011 NJASK DATA
N/A Homeless/Migrant
Table C: Description of Extended Day/Year Programs Implemented in 2011 to Address Academic Deficiencies - Do not include SES programs.
1
Strategy or Program
2
Content/GroupFocus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Measurable Outcomes
N/A
Students with Disabilities
Homeless/Migrant
ELL
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Table D: Professional Development That Was Implemented in 2011
1
Strategy or Program
2
Content/GroupFocus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Measurable Outcomes
Lucy Calkins Writingprogram LAL Y NJASK Waiting for 2011 NJASK results
NJ ASK Test TakingStrategies
LAL / Mathematics Y NJASK Waiting for 2011 NJASK results
All of the above Students with Disabilities Y NJASK Waiting for 2011 NJASK results
All of the above ELL Y NJASK Waiting for 2011 NJASK results
N/A Homeless/Migrant
Table E: Parent Involvement That Was Implemented in 2011
1
Strategy or Program
2
Content/GroupFocus
3
Effective
Yes-No
4
Documentation of Effectiveness
5
Measurable Outcomes
Back to school night All Content Areas Y Sign-in Sheets Increased parent awareness and engagement in instructional programs.
Parent-teacher conferences All Content Areas Y Sign –in Sheets Increased parent awareness and engagement in instructional programs
Communications All Content Areas Y Flyers, Agendas, GlobalConnect calls
Increased parent awareness and engagement in i nstructional programs
PATT (Parent and Teacher Organization) meetings
All Content Areas Y Sign-in Sheets Agendas
Increased parent awareness and engagement in instructional programs
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2012 Needs Assessment & Evaluation Summary
When responding to the questions below, data from Tables A, B, C, D and E should be used.
1. Describe the process and techniques used in the needs assessment. Reviewed test data with the School Leadership Team.
Reviewed test data with grade 3-8 teachers.
Implemented a master schedule to accommodate grade level articulation and extra support in targeted instructional areas.
2. Describe methods used to collect and compile data for student subgroups.
Data is obtained from the NJ ASK for student subgroups.
3. Explain how the data from the collection methods are valid and reliable.
Genesis system houses student demographic information, attendance and discipline data, along with data on state tests, districts tests, courses andinstructors.
4. What did the data analysis reveal regarding classroom instruction?
Data driven decision-making informed differentiated instruction and instructional strategies used by teachers.
5. What did the data analysis reveal regarding professional development implemented in the previous year(s)?
The professional development enhanced teachers’ instructional strategies and increased student achievement.
6. How are educationally at-risk students identified in a timely manner? District data warehouse program (Genesis) allows for timely identification of at -risk students.
District data warehouse program (Genesis) allows for timely identification of at-risk students.
7. How are educationally at-risk students provided with effective assistance?
Data analysis allows teachers to address the needs of at-risk students by differentiating their instruction.
8. How does the needs assessment address migrant student(s) needs?
NOT APPLICABLE
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9. How does the needs assessment address homeless student(s) needs?
NOT APPLICABLE
10. How were teachers engaged in decisions regarding the use of academic assessments to provide information on and improvement of the instructional program?
Through grade level articulation and staff meetings on a weekly basis.
11. Describe the transition plan for preschool to kindergarten, if applicable.
Cedarbrook is involved in a year-long planning process with Early Childhood to ensure that students transition to kindergarten smoothly and effectively.Preschool teachers of 4-year olds visit our Kindergarten classrooms at the beginning of the school year to receive an overview of the program in order toensure 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 inthe upcoming school year.
12. 13. Describe the process used to select the priority problems and root causes for this plan?
Plan was reviewed NCLB committee. The priority will continue to focus on literacy, math and science in order to continue increasing student achievement
14. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?
No data yet
15. Describe the evaluation results regarding the status of SMART goal #1 in the action plan?
NOT APPLICABLE
16. Describe the evaluation results regarding the status of SMART goal #2 in the action plan?
NOT APPLICABLE
17. Describe the evaluation results regarding the status of SMART goal #3 in the action plan?
NOT APPLICABLE
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2012 Needs Assessment – Partially Proficient
Provide the number of students at each grade level listed below who scored partially proficient on state assessments for two years or more in Language Arts Literacy andmathematics.
Language Arts 2008-2009 2009-2010 Services Provided Describe why services provided did not result in proficiency.
Grade 4 55 31
Grade 5 34 38
Grade 6 25 26
Grade 7 15
Grade 8
Grade 11
Grade 12
Mathematics 2008-2009 2009-2010 Services Provided Describe why services provided did not result in proficiency.
Grade 4 45 20
Grade 5 22 27
Grade 6 25 19
Grade 7 12
Grade 8
Grade 11
Grade 12
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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.
When completing the matrix below, data from Tables A, B, C, D, E and the Needs Assessment Summary should be used.
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
1 Closing the achievement gap 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 and reading x x
3b Mathematics x x
3c Science x x
3d Social studies x3e World Languages x
3f Cross Content Workplace Readiness x
4 Technology Literacy x
S t a f f N e e d s
H i g h Q u a l i t y P r o f e s s i o n a l
D e v e l o p m e n t
5 .
I m p l e m e n t i n g
t h e C C C S 5a Language Arts Literacy x
5b Mathematics x
5c Science x
5d Social studies x
5e World Languages x
5f Cross Content Workplace Readiness 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
6
Effective classroom use of technology
7 Standards-based assessment x
8 Instructional skills and strategies x
9 Mentoring x
10 Classroom management x
11Using data/assess. to improvelearning x
12 Working with parents x
H i r i n g ,
R e c r u i t i n g a n d
R e t a i n i n g
13 Highly qualified teachers
14 Teachers in shortage areas
15 Teachers in Math and Science
16 Teachers to reduce class size
17 Qualified paraprofessionals
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 x
23 Weapons
24 Gang activity
25 Delinquency
26 Vandalism
27Suspensions, removals, or expulsions x
28Serious or persistent disciplineproblems x
29 Bullying x
30 Victimization 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
31 Truancy/attendance x
32 Mental health x
33 Sex/gender issues
34 Interpersonal conflict x
35 Intergroup conflict/bias
36 Negative peer influence x37 School safety
38 School climate/environment x
39 Risk factors x
QualityTeacher 40 Teacher Quality
Tech. & Ed.Materials
41 Technology activities x
42 Instructional/Educational Materials x
Students withSpecialNeeds 43 Drop-out rate
Literacy, &Adult Ed.
44 Adult literacy
45 Parent/community involvement
Leadership46 Leadership Network
47 Leadership PD
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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 Problem Number: 3b
Name of priority problem Addressing student academic needs in literacy Addressing student academic needs in Math
Describe the priority problem Addressing student academic needs in literacy Addressing student academic needs in Math
Describe the root causes of theproblem
It takes three to five years to show adequate growth in studentachievement
It takes three to five years to show adequate growth in studentachievement
Subgroup or population addressed All Students All Students
Grade span K-8 K-8
Related content area missed Language Arts Literacy Math
Name of scientifically researchbased program/strategy/practiceto address problem
Read 180/Reading PlusLucy Calkins Writing Program
Trophies / Trofeos
Every Day Math ProgramPre- Algebra and Algebra 1
How does the program/strategyalign with the NJ CCCS?
The curriculum, programs and strategies implemented are allfully aligned to the NJCCCS. All classroom lessons are alignedto the NJCCCS and CPIs
The curriculum, programs and strategies implemented are allfully aligned to the NJCCCS. All classroom lessons are aligned
to the NJCCCS and CPIs
CAPA finding or recommendationrelated to the priority problem
NOT APPLICABLE NOT APPLICABLE
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Description of Priority Problems and Strategies to Address Them (continued)
#3 #4
Population Category Letter &Problem Number
Population Letter: A Problem Number: 3c
Name of priority problem Addressing student academic needs in science
Describe the priority problem Addressing student academic needs in science
Describe the root causes of theproblem
It takes three to five years to show adequate growth in studentachievement
Subgroup or populationaddressed
All Students
Grade span K-8
Related content area missed Science
Name of scientifically researchbased program/strategy/practiceto address problem
Professional development in implementing new textbookseries, A Closer Look
Cambridge Physical Options, as resources for hands-on inquiryactivities and accessing informational text
How does the program/strategyalign with the NJ CCCS?
The curriculum, programs and strategies implemented are allfully aligned to the NJCCCS. All classroom lessons are aligned
to the NJCCCS and CPIs
CAPA finding or recommendationrelated to the priority problem
NOT APPLICABLE
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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.
At least ten steps must be identified.
Action Plan for Strategy Related to Priority Problem #1
Name of Program, Strategy or Practice toAddress Priority Problem:
SMART Goal:
(Specific, Measurable, Achievable, Relevant, Timely)
Research Supporting Strategy(from IES Practice Guide or What Works Clearinghouse)
Indicators of Success: 1.2.
Description of Action Plan StepsPersonsInvolved
ResourcesNeeded Due Date - Timeline
1
2
3
45
6
7
8
9
10
11
12
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Action Plan for Strategy Related to Priority Problem #2
Name of Program, Strategy or Practice toAddress Priority Problem:
SMART Goal:
(Specific, Measurable, Achievable, Relevant, Timely)
Research Supporting Strategy(from IES Practice Guide or What Works Clearinghouse)
Indicators of Success: 1.
2.
Description of Action Plan StepsPersonsInvolved
ResourcesNeeded Due Date - Timeline
1
23
4
5
6
7
8
9
10
11
12
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Action Plan for Strategy Related to Priority Problem #3
Name of Program, Strategy or Practice toAddress Priority Problem:
Research Supporting Strategy(from IES Practice Guide or What Works Clearinghouse)
SMART Goal:
(Specific, Measurable, Achievable, Relevant, Timely)
Indicators of Success: 1.
2.
Description of Action Plan StepsPersonsInvolved
ResourcesNeeded Due Date - Timeline
1
23
4
5
6
7
8
9
10
11
12
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Plan Components for 2012
Table F: Proposed 2012 Core Strategies to Address Student Achievement
Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
Trophies / Trofeos Literacy Grades K-5 Principal / VicePrincipal
NJASK Waiting for 2011 AYP results. Program approved by NJ DOE
Read 180/ Reading Plus Literacy Grades 5-8 Principal / VicePrincipal
NJ ASK Waiting for 2011 NJASK DATA Program approved by NJ DOE
Lucy Calkins Writing program Literacy Grades 3-5 Principal / VicePrincipal
NJ ASK Waiting for 2011 NJASK DATA Program approved by NJ DOE
Every Day Math Program Math
Grades K-6Principal / VicePrincipal
NJ ASK - Increase in academic performance -Waiting for 2011 NJASK DATA
Program approved by NJ DOE
Glencoe Pre -Algebra and Algebra 1 Programs
Math Grades 7-8 Principal / VicePrincipal
NJ ASK - Increase in academic performance -Waiting for 2011 NJASK DATA
Program approved by NJ DOE
A Closer Look Program Science Grades K-5 Principal / VicePrincipal
NJ ASK – Only tested in Grade 4 Program approved by NJ DOE
Cambridge Physical OptionsProgram
Science Grades 6-8 Principal / VicePrincipal
NJ ASK – Only tested in Grade 8 Program approved by NJ DOE
*Use an asterisk to denote new programs.
Table G: Proposed 2012 Extended Learning Opportunities to Address Academic Deficiencies. Do not include SES.
Name of Strategy
ContentArea
FocusTarget
Population(s)Person
Responsible
Indicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
N/A
HomelessMigrant
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Name of Strategy
ContentArea
FocusTarget
Population(s)Person
Responsible
Indicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
ELL
Students with
Disabilities*Use an asterisk to denote new programs.
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Table H: Proposed 2012 Professional Development to Address Student Achievement and Priority Problems
Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
*Have to develop with
team!!
HomelessMigrant
ELL
Students withDisabilities
*Use an asterisk to denote new programs.
Table I: Proposed 2012 Parent Involvement Strategies to Address Student Achievement and Priority Problems
Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
Back to School Night All Content Areas
Principal / VicePrincipal
Increase by 5%parent awarenessand engagement ininstructional
programs
Increased parental involvement directly correlates withincreased academic performance
Parent-Teacher Conferences All Content Areas
Principal / VicePrincipal
- Increase by 5%parent awarenessand engagement ininstructionalprograms
- Inform parents of students’ academicstrengths andweaknesses
Increased parental involvement directly correlates withincreased academic performance
Communications All Content Areas
Principal / VicePrincipal
Increase by 5% parentawareness andengagement ininstructional programs
Increased parental involvement directly correlates withincreased academic performance
Needs to be completed before plan is submitted
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Name of Strategy
ContentArea
FocusTarget
Population(s)Person
ResponsibleIndicators of Success
(Measurable Evaluation Outcomes)
Research Supporting Strategy(from IES Practice Guide or What Works
Clearinghouse)
Parents And TeachersTogether (P.A.T.T.) – parent organization
All Content Areas
- Principal / VicePrincipal- PATT Executive
Board
Increase by 5%parent awarenessand engagement in
instructionalprograms
Increased parental involvement directly correlates withincreased academic performance
*Use an asterisk to denote new programs.
2012 Parent Involvement (PI) Narrative
1. What is the connection between PI and the priority problems identified in the needs assessment?
Through the strategies identified, parents are provided with support to assist their children at home by introducing them to scientifically-researched bestpractices, testing formats, and social-emotional wellness. The support, in turn, connects homes with school in a partnership to increase students’ academicperformance.
2. Do you have a school-parent compact? Yes.
3. Describe the process to ensure that parents receive and review the school-parent compact.
The school-parent compact is disseminated to every student in September. Administrators and teachers review the compact with parents and students duringBack to School Night in September. The school-parent compact is signed and returned at Back to School Night or to the classroom teachers. This is on-goinguntil all compacts have been signed and returned. Copies will be kept on file in the main office.
4. How is student achievement data reported to the public?
Data is reported to the public via PATT meetings, End of Year Report, and Community Forums
5. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III?
The Office of Bilingual/ ESL inform parents of student’s results in the ACCESS test.
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6. Identify procedures for informing parents about the school’s improvement status.
School website; school marquee; school calendar; End of Year report; Presentation at PATT meetings
7. Identify procedures for informing parents about the school’s disaggregated assessment results.
School website; presentation at PATT meeting; presentation at community forum; End of Year Report
8. How were parents involved in the development of the Unified Plan?
Parents reviewed Unified Plan as part of the NCLB Committee
9. Identify procedures for informing a parent about their child’s student assessment results.
Individual student progress on state assessments is mailed home. Teachers may also conduct Data Chats with parents to discuss individual performance.
10. How were the required PI funds used in 2011?
P.A.T.T. Meetings; Bring Your Parent to Work Day Celebration
11. How will the required PI funds be used in 2012?
P.A.T.T. Meetings; Bring Your Parent to Work Day Celebration
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Table J-1: 2011-2012 Annual Student Targets (Use best available data from One-Year Charts). At least two measurements must be listed.
GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS
3-5 State Assessment Baseline 2012 Target State Assessment Baseline 2012 Target
GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total NJASK 2011 NJASK 2011
Students with Disabilities NJASK 2011 NJASK 2011
Limited English Proficient Students NJASK 2011 NJASK 2011
White
African-American NJASK 2011 NJASK 2011
Asian/Pacific Islander
American Indian/Native American
Hispanic NJASK 2011 NJASK 2011
Others
Economically Disadvantaged NJASK 2011 NJASK 2011
GRADE SPAN: GRADE 6 – 8 COMBINED ELEMENTARY, MIDDLE OR HIGH SCHOOL
Total NJASK 2011 65.1 68.6 NJASK 2011 59.0 63.1
Students with Disabilities NJASK 2011 53.6 58.2 NJASK 2011 44.0 49.6
Limited English Proficient Students NJASK 2011 0.0 10.0 NJASK 2011
White
African-American NJASK 2011 61.8 65.6 NJASK 2011 57.4 61.7
Asian/Pacific Islander
American Indian/Native American
Hispanic NJASK 2011 64.0 67.6 NJASK 2011 61.4 65.3
Others
Economically Disadvantaged NJASK 2011 65.9 69.3 NJASK 2011 60.6 64.6
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Table J-2: 2011-2012 Annual Student Targets – Other Assessment
GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS
3-5 Other Assessment Name Baseline 2012 Target Other Assessment Name Baseline 2012 Target
GRADE SPAN: ELEMENTARY ; Grades 3-5
Total NJASK Waiting for 2011 NJASKDATA
NJASK
THIS IS FOR OTHER ASSESSMENTS NOT NJASK
Waiting for 2011
NJASKDATA
NJASK
Students with Disabilities NJASK “ NJASK “ NJASK
Limited English Proficient Students NJASK “ NJASK “ NJASK
White NJASK “ NJASK “ NJASK
African-American NJASK “ NJASK “ NJASK
Asian/Pacific Islander NJASK “ NJASK “ NJASK
American Indian/Native American NJASK “ NJASK “ NJASK
Hispanic NJASK “ NJASK “ NJASK
Others NJASK “ NJASK “ NJASK
Economically Disadvantaged NJASK “ NJASK “ NJASK
GRADE SPAN: MIDDLE ; Grades 6-8
Total NJASK Waiting for
2011 NJASKDATA
NJASK Waiting for
2011NJASKDATA
Students with Disabilities NJASK “ NJASK “
Limited English Proficient Students NJASK “ NJASK “
White NJASK “ NJASK “
African-American NJASK “ NJASK “
Asian/Pacific Islander NJASK “ NJASK “
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GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS
3-5 Other Assessment Name Baseline 2012 Target Other Assessment Name Baseline 2012 Target
American Indian/Native American NJASK “ NJASK “
Hispanic NJASK Waiting for 2011 NJASKDATA
Waiting for 2011NJASKDATA
Others NJASK “ “
Economically Disadvantaged NJASK “ “
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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 HighlyQualified
Description of Strategy to Retain HQ Staff
Teachers who meet thequalifications for HQT,consistent with Title II-A
29
100%
All Content Areas Process handled by District HumanResources Department
Not Applicable
Teachers who do not meet thequalifications for HQT,consistent with Title II-A
0
0%
All Content Areas Process handled by District HumanResources Department
Not Applicable
Paraprofessionals who meet thequalifications required by NCLB(education, ParaPro test,portfolio assessment)
8100%
All Content Areas Process handled by District HumanResources Department Not Applicable
Paraprofessionals who do notmeet the qualifications requiredby NCLB (education, ParaProtest, portfolio assessment)
0
0%
All Content Areas Process handled by District HumanResources Department
Not Applicable
Description of Strategy To Attract HQ Staff Individuals Responsible
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Table L: Support for Teachers
Use the Table below to describe the 2012 methods for supporting teachers needing assistance with instruction and other problems.
Description of Support
ContentArea Focus Target Group
PersonResponsible
Indicators of Success
(Evaluation) How are teachers identified?
Building-Based Professional Development All Contents All Staff SPDC Evaluation Forms PDP’s (Professional Development Plans)
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
ContentArea Focus Target Group
PersonResponsible
Indicators of Success
(Evaluation) How are administrators identified?
District fills in??
Network
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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 ident ify students whoneed additional support in schoolwide programs. For targeted assistance schools, use the last two columns to designate if the measures are used as criteria for programentrance or exit.
Measure
Homeless Migrant Students with
Disabilities
Economically
Disadvantaged
ELL Other
SubGroups
Targeted Assistance Schools
Entrance Criteria () Exit Criteria ()
State Assessment N/A N/A NJASK NJASK NJASK NJASK
Other Assessments District Interim Assessment /Developmental Reading Assessment
District Interim Assessment /Developmental Reading Assessment
DistrictInterim Assessment /DevelopmentalReading Assessment
District Interim Assessment /DevelopmentalReading Assessment
English LanguageProficiency Assessment
ACCESS ACCESS ACCESS ACCESS
Classroom Grades Report Cards Report Cards ReportCards
Report Cards
Teacher Recommendation
Other Read 180 / ReadingPlus/Lucy Calkins
Read 180 / ReadingPlus/Lucy Calkins
Read 180/ ReadingPlus/LucyCalkins
Read 180 /ReadingPlus/Lucy Calkins
Support Elements
NOT APPLICABLE
CEDARBROOK IS AN
APPROVED SCHOOLWIDE
PROGRAM SCHOOL
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Ongoing and Sustained Technical Assistance*
1. What assistance did the NCLB committee determine it needs to implement the 2012 Unified Plan in the school’s efforts to increase academic achievement?
From the district:
From outside experts:
From others:
2. Describe the current technical assistance offered to staff at the school. Include assistance by district level and/or outside experts, for example, skilledconsultants, institutions of higher education (IHE), etc.
3. How is it targeted to the priority problems identified in the needs assessment?
4. Identify the person(s) responsible for ensuring this technical assistance is provided.
*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.
NOT APPLICABLE
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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.
Lack of administrative and leadership consistency at the district and school level has led to plans and programming not being consistent for students and teachers.Budgetary concerns have forced limited utilization of some of the strategies listed in table B to improve student performance.
2. Explain how the district is supporting the school in the following areas:
Providing professional development thatfocuses primarily on improving instruction andusing data to inform instruction
The Office of Assessment, Data Collection, and School Improvement in collaboration with the Office of ProfessionalDevelopment will continue to provide trainings on the analysis of multiple measures of data for its instructionalimplications and Continuous Improvement Model (CIM), which is based upon an 8 step process that relies heavily onthe use of data to drive decisions relative to teaching and learning.
The next phase of the training efforts for the Office of Assessment, Data Collection, and School Improvement is toincrease teachers and staff literacy in assessments, more specifically expand knowledge of various ways to assess,the purpose of assessments, and what should be assessed.The Office of Professional Development will begin trainings in district for teachers and administrators of grades 3-12 inresearch-based best practices of Lucy Culkins Writing Units of Study.
Implementing strategies grounded inscientifically based research that will strengtheninstruction in core academic subjects
The district conducts focus walks to review programming, instructional planning and classroom practices. The districtalso does not support the purchase or use of programs not grounded in research.
The strategies and practices promoted within the district are:Continuous Improvement Model (CIM)
Writing –Units of Study (Lucy Culkins)Best Practices of Instructional Leaders and Teachers
Assessment for Learning – J. Chappius
Expanding parental involvement activities thatsupport the school’s efforts to increase studentachievement
To address parent involvement, we will implement the following programs/activities:
Increase parent participation at both school and district level SLC (leadership program):
Bring Your Parent to School Day
Career Days
Parent training in both mathematics and literacy
Continue with the support for Parent Empowering Parents (PEP)
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District and school web sites to inform parents and the community at large
Newsletters/flyers frequently sent home to parents in English and Spanish
School and district functions
Parent Institute
Parent to parent discussion groups
Reallocating the budget to fund activities thatsupport the school’s improvement plan and aremost likely to increase student achievement
The district will not reallocate funds within the NCLB budget. The allocations will remain intact for each Title. BusinessOperations will work collaboratively with the schools to use resources effectively and efficiently. Federal, State andLocal funds, including the city tax levy for education and Federal Entitlement and Competitive Grants State and PrivateGrants will be allocated and/or reallocated according to guidelines to fund the activities that support the school’simprovement plan.
Ensuring that curriculum is aligned to the CCCS The curriculum has been revised in all areas to reflect greater alignment to the NJCCCS and includes back-mappingand strategies on how to ensure retention of all requisite standards and CPI’s. The district is beginning to supportdevelopment of the Common Core Standards lesson plans and curriculum alignment.
Note: Provide a district description and a specific description for each SINI and/or school operating an approved
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2010-2011 Resource Allocation
Resource Allocation – Provide the following information regarding the use of the 2010-2011 funds including but not limited to 2010 SIA Part (A).
Type of Funds
Brief Description of Strategy or Practice Implemented with
Funds
AmountAllocated
SIA AmountCarried Over
Reallocated Useof SIA
Outcomes as a Result of Implementing the Strategy or
PracticeEvidence
2010 Title I, Part A We are aSchoolwideschool withblendedfunds
NOT APPLICABLE
NOT APPLICABLE
To be determined once theSpring 2011 NJASK results arereceived and analyzed
NJASK -Spring 2011
2010 SIA Part A NOT APPLICABLE
Federal NCLB and
other federalsources
NOT
APPLICABLE
NOT
APPLICABLE
To be determined once the
Spring 2011 NJASK results arereceived and analyzed
NJASK
State ABBOTT NOT APPLICABLE
NOT APPLICABLE
To be determined once theSpring 2011 NJASK results arereceived and analyzed
NJASK
Local City TaxLevy
NOT APPLICABLE
NOT APPLICABLE
To be determined once theSpring 2011 NJASK results arereceived and analyzed
NJASK
Other We are aSchoolwide
school withblendedfunds
NOT APPLICABLE
NOT APPLICABLE
To be determined once theSpring 2011 NJASK results arereceived and analyzed
NJASK
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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. Thesebudget 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, 9, 9 hold and 10 that have had a CAPA visit. The
corrective action plan, corrective actions identified in the CAPA summary report continue to be incorporated into the Unified Plan.Corrective Action (CAPA Recommendations) 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 bythe 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) wi ll beincorporated with the other elements of the Title I Plan. Note: CAPA report prioritized recommendations and action plans must be incorporated into the Unified Plan.
Corrective Actions (Recommendations from CAPA Report)
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 performance 4 Significant decrease in management authority at the school level
5 Replacement of the principal6 Restructuring the internal organization of the school7 Appointment of an outside expert to advise the school8 Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to improve academic achievement of low-
performing students.
Corrective actions implemented: # ________ Complete the table below regarding the corrective actions implemented:
CorrectiveAction # Description
Effective
Yes - No Evidence of Effectiveness Outcomes
1
2
3
4
NOT APPLICABLE
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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, 9, 9 hold and 10 that have completed a restructuring plan, theapproved 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 detailswww.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 5 hold and above, complete the table below. Add additional rows as needed.
Fundamental Governance ReformsImplemented as Listed in Approved
Restructuring PlanStatus of Implementation
Effective
Yes - NoEvidence 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.
Peer review must contain recommendations.
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.
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.