2011 title i unified plan district information

8/3/2019 2011 Title I Unified Plan District Information

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FY 11 NCLB PLAINFIELD DISTRICT 39-4160

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2011 TITLE I UNIFED PLAN DISTRICT INFORMATION

District: PLAINFIELD (39-4160)

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

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

School: Barlow, Cedarbrook, Cook, Clinton, Emerson, Evergreen, Jefferson, Stillman, Washington, Woodland, PAAAS ,Hubbard Middle and Maxson Middle

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

Principal: NA

Principal E-mail: N/A

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 been an active member of the planning committee and provided input to the school needs assessment and the selection of priority problems. I concur with the information presented herein, including theidentification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a, and SIA, Part G.

_____________________________________ _____________________________ ___6/30/10_____________________Chief School Administrator Name Chief School Administrator Signature Date

mailto:[email protected]









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DISTRICT NEEDS ASSESSMENT

LEA: _PLAINFIELD_ County: _UNION -39__ Project Code: NCLB-4160_- 11School: N/A_ Nonpublic School: _____N/A

xIncludes LEA and all Schools □ Includes consortium LEAs ¨ District in Need of Improvement

P r i o r i t y P r o b l e m

Priority Problem .

a r y c

o o

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

F .

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

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

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

.

N .

S u b s t a n c e a b u s e r

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 t a f f

_

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

2 Early childhood education

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

m C

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

3aLanguage arts literacy andreading X X X X

3b Mathematics X X

3c Science XX

X

3d Social studies

3e Visual and performing arts

3f Compr. Health & PhysicalEd.

3g World Languages

3hCross Content WorkplaceReadiness

4 Technology Literacy

S t a f f N e e d s

P r o f e s s i o n a l

D e v e l o p m e n

I m p l e m e n t i n

t h e5a Language Arts Literacy X X

5b Mathematics X X




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P r i o r i t y P r o b l e m #

Priority Problem .

a r y c

o o

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

F .


G .

R a c i a l / e t h n

i c

H .

H o m e l e 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

.

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 .


R .

G i f t e d & T a

l e n t e d

s t a f f

_

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

5c Science X

5d Social studies X

5e Visual and performing arts X

5f Comprehensive Health &Physical Educ.

5g World Languages

5hCross Content WorkplaceReadiness

6Effective classroom use of technology X X X

7Standards-basedassessment X X X

8Instructional skills andstrategies X X X

9 Mentoring X X X

10 Classroom management X X

11Using data/assess. toimprove learning X X X

12 Working with parents X 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 X

14 Teachers in shortage




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Priority Problem .

a r y c

o o

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

F .


G .


i c

H .

H o m e l e s


J .

L E P

K .

T e a c h e r s

L .


i o n a l

.

N .


O .



P .


o l

Q .


R .

G i f t e d & T a

l e n t e d

s t a f f

_

T .

S e l e c t e d P r


areas X

15Teachers in Math andScience X

X

X

16Teachers to reduce classsize X X

X

17Qualifiedparaprofessionals X

18 Highly qualified personnel XX

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

19 Alcohol useX

X

20 Drug useX

X X

21 Tobacco use X X

22 Violence X X

23 Weapons X X

24 Gang activity X X

25 Delinquency X X

26 Vandalism X X

27Suspensions, removals or expulsions X X X




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Priority Problem .

a r y c

o o

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

F .


G .


i c

H .

H o m e l e s


J .

L E P

K .

T e a c h e r s

L .


i o n a l

.

N .


O .



P .


o l

Q .


R .

G i f t e d & T a

l e n t e d

s t a f f

_

T .

S e l e c t e d P r


28

Serious or persistentdiscipline problems

X X X

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

29 Bullying X X

30 Victimization X X

31 Truancy/attendanceX

X XX

32 Mental health X X X

33 Sex/gender issuesX

34 Interpersonal conflict X X X

35 Intergroup conflict/bias X X

36 Negative peer influenceX

XX X

37 School safety XX

38Schoolclimate/environment

XX

39 Risk factorsX

Teacher Quality 40 Teacher Quality

X

Tech.& 41 Technology Activities




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P r i o r i t y P r o b l e

m #

Priority Problem .

a r y c

o o

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

F .


G .


i c

H .

H o m e l e s


J .

L E P

K .

T e a c h e r s

L .


i o n a l

.

N .

S u b s t a n c e

a b u s e r s

O .



P .


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 t a f f

_

T .

S e l e c t e d P r


Ed.Materials 42

Instructional/Educationalmaterials X X

X

Studentswith special

needs

43 Drop-out rate X X X XX

Literacy,

& AdultEd.

44 Adult literacy

45Parent/communityinvolvement X X X X

Leadership 46 Leadership Network

47 Leadership PD

xCertification: For Title I LEA/schools, Population Categories, items A-M have been annually assessed.




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DESCRIPTION OF SELECTED PRIORITY PROBLEMS FOR THE DISTRICTIDENTIFIED DURING THE NEEDS ASSESSMENT

LEA: _Plainfield______________ County: __Union_39 Project Code: NCLB-__4160__-11

Description of Priority Problems:

STUDENT ACADEMIC NEEDS/CORE CURRICULUM CONTENT STANDARDS

LANGUAGE ARTS LITERACY AND READING, MATHEMATICS AND SCIENCE

Target Population: All students and the following subgroups: disabled students, economically disadvantaged racial/ethnic and LEP

Targeted Schools(s):Barlow, Cedarbrook, Cook, Clinto Emerson, Evergreen, Jefferson, Stillman, Washington, Woodland, Hubbard Middle, Maxson Middle, and Plainfield High School

Reading/Lang. Arts Mathematics

School AYP YEAR School AYP YEAR

Barlow 2 Barlow 1

Cedarbrook 2 Cedarbrook Made AYP

Clinton 1 Clinton Made AYP

Cook 1 Cook Made AYP

Emerson 2 Emerson 1

Evergreen 2 Evergreen 1

Jefferson 4 Jefferson 1

Stillman 1 Stillman 1

Washington 1 Washington 1

Woodland 1 Woodland 1

Hubbard Middle 8 Hubbard 8




8

Middle

Maxson Middle 1 Maxson

Middle

5

Plainfield H.S. 8 Plainfield

H.S.

8

The AYP indicators missed are:


School Benchmark

Target

Participation

Rate

Benchmark

Target

Participation

Rate

Barlow NO YES YES YES

Cedarbrook NO (Made Safe

Harbor)

YES YES YES

BOAACD TOO FEW TOO FEW TOO FEW TOO FEW

Emerson NO YES NO YES

Evergreen NO YES NO YES

Jefferson NO YES NO YES

Hubbard

Middle

NO YES NO NO

Maxson Middle NO YES NO YES

Plainfield H.S. NO YES NO YES




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CAPA Findings (include standard and indicator numbers:

CAPA REPORT FOR HUBBARD MIDDLE

STANDARD 1:

Indicator:

1.1f. There is in p lace a systematic process for monitoring, evaluating and reviewing the curriculum.

Finding:

Instability in leadership within the school, central office staff monitoring various aspects of performance, and the adoption of the whole school reform program arecited by those interviewed as potential reasons many curriculum guides have not undergone formal revisions in many years. Teachers, coaches, supervisors, and the

administrative team informally discuss the needs of the student population, relative to the current curriculum, at the end of each teaching year in order to makenecessary curriculum changes for the following year. The district administers the Standard Proficiency Assessment (SPA) and Target Assessment Process (TAP)regularly to gather data on students’ achievement. Teachers are expected to teach to the areas where students are in need of improvement. Teachers’ pacing guides,America’s Choice sourcebooks, and data from standardized assessment drive instruction. Some of these items undergo regular monitoring by staff members invarying positions within the district. Curriculum committees are formed sporadically to review the curriculum guides.

Recommendation #1, p.8

Process should be put in place to evaluate, revise, and consistently monitor the curriculum. Teachers should be encouraged to use materials that are of high interest

to students. More emphasis should be placed on career exploration and school-to-life connections in all content areas.

STANDARD 2:

Indicator:

2.1e. Multiple assessments are specifically designed to provide meaningful feedback on student learning for instructional purposes.




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Finding:

The design of LAL assessments provides the opportunity for meaningful feedback; however, current uses of these assessments do not meet their full potential. Insome classrooms, there is a limited variety of assessments. Analysis of assessment tasks to determine necessary instructional modifications occurs occasionally.Sometimes students have choice of assessment. Where the administration of multiple assessments occurs, students’ skills and knowledge levels and not instructionaleffectiveness are measured.

Recommendation #1, p. 12

A variety of rigorous and authentic assessments should be used to measure student progress. Assessments should reflect the actual learning experience. Studentsshould be given a choice in the type of assessment activities used for measuring progress and should also have opportunities to self-evaluate and reflect on learning.Teachers should collaborate more frequently, purposefully and effectively at all grade levels in the design and selection of authentic assessment activities, openresponse items and scoring guides.

Open response prompts and accompanying rubrics, reflecting state standards, should be developed and shared during collaborative meetings.

Indicator:

2.1c. Students can articulate the academic expectations in each class and know what is required to be proficient

Finding:

In certain classes, a limited number of students can articulate what they need to know. Many students have no idea of requirements for proficiency. Students morereadily articulate LAL expectations; in other content areas, students generally noted inconsistencies in expectations.


All teachers (general, special education, and ELL) should collaborate systematically in the review of student work and the analysis of classroom assessment. Thisactivity should result in the identification of instructional and assessment issues that need attention or modification. All teachers should receive training in analyzingstudent work, including projects, writing samples, reading fluency, and formal assessment. Professional development should be scheduled to address protocols for the analysis of

student work. Assessments should be analyzed for impact on instruction. Students should receive meaningful feedback that enables them to improve performance.




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STANDARD 3:

Indicator:

3.1b. Instructional strategies and learning activities are aligned with the d istrict, school and state goals and assessment expectations for student learning.

Finding:

Instructional strategies and learning activities are aligned with district, school, and state learning goals and assessment expectations for student learning. The LALcurriculum is aligned with district, school and state learning goals and assessment expectations for student learning. Mathematics lessons contain applicableNJCCCS. Some activities require students to complete functions similar to state assessments. There is evidence that some of the learning activities offered in specialeducation classes require students to complete assessment tasks similar to those on state assessments.


Teachers should design and implement instructional activities that include opportunities for student choice, real world applications, problem solving, and higher order thinking skills. Teachers should work collaboratively to intentionally plan interdisciplinary connections as part of instruction.

Indicator:

3.1e. There is evidence that teachers incorporate technology in their classrooms.

Finding:

There are computers and overhead projectors in most classrooms. There is limited infusion of this technology in the content areas. There is no regular or consistent use seen inthe classrooms. There is limited infusion of this technology into the content areas. There is no regular or consistent classroom use of technology in the classroom. This is the firstyear of a concerted effort to train teachers in the use of technology and to make students technology literate. Although there are computers in each of the special educationclassrooms, there was little evidence that more than a few teachers have significantly embedded technology into their classroom practices


Professional development regarding integration of technology into classroom instruction should be provided




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STANDARD 4:

Indicator:

4.1a.There is leadership support for a safe, orderly, and equitable learning environment (see culture audits, school opinion surveys, etc.).

Finding:

The district has a policy to support a safe, orderly, and equitable learning environment. The school has a discipline policy included in the students’ agenda; however,school leadership team does not consistently enforce the discipline policy. Data maintenance does not affect the environment. Tags to identify staff and visitors arerequired, but not enforced or monitored. There are neither telephones nor safety equipment in any classroom.

Recommendation # 2, p.20

Teachers should be present in the hallways during transition between periods.


School leadership should create and sustain an environment that is safe and conducive to learning and success. The school’s discipline policy should be enforcedconsistently and rigorously by all staff. Staff should monitor all student activity in common areas on a regular basis. Develop a security plan that reflects the needs of the Hubbard Middle School. The plan should include an assessment of the needed schedule to effectively patrol the school’s premises and ensure that the schoolenvironment is safe and secure for parents, teachers, staff and students. The security plan should include the effective use of electronic surveillance equipment bothinside and outside the building. Safety equipment (e.g. metal detectors, surveillance cameras) should be investigated, as well as telephones for individual classrooms.

Indicator:

4.1h. There is evidence that the teachers care about students and inspire their best efforts




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Finding:

There is a willingness by some staff to provide nurturing environment for students; however, interaction between teachers and students often focuses on behavioralissues. A school-wide process to support a nurturing climate does not exist. There is no adult advocacy program for students.

Recommendation # 3, p. 20

Provide teachers and staff with sustained professional development in conflict resolution and team-building.


A plan should be designed and implemented to provide all teachers with common and collaborative planning time that allow for review of student work and reflectionon instructional practices to improve performance.

Indicator:

4.1j. There is evidence that student achievement is highly valued and publicly celebrated (e.g., displays of student work, assemblies).

Finding:

Some student work is displayed in hallways and classrooms; however, the work is not current and does not include feedback (i.e. holistic scoring). Recognition of student achievement is often informal or limited. Parents are aware of very few celebrations of student success.





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Instructional staff should display quality student work. A process should be established to monitor implementation by the instructional staff regarding the following:(a) how to display the work, with teacher commentary that reflects student’s needs; (b) consistent use of rubrics in the display and rating of student work; (c) completenotation of the NJCCCS rather than a display of only the number; and (d) division of bulletin boards to show student work progression.

Indicator:

4.1g. Teachers communicate regularly with families about individual students’ progress (e.g., engage through conversation).

Finding:

The district has a policy to distribute report cards following each marking period. The school has attempted an initiative to increase parental involvement participationby providing initial report cards to parents at a parent meeting. However, this initiative has met with little success resulting in report cards mailed to parents notattending a meeting. Some communications between parents and teachers is by electronic mail; most communication is by telephone and personal contact.


Expand the methods of communication between teachers and parents. Teachers should communicate with parents on a monthly basis using all communicationmodes available (i.e., phone, notes, home visits, letters, etc.). Communication should include student accomplishments in addition to praise for appropriate behavior and demonstration of good character.

CAPA REPORT FOR MAXSON

STANDARD 1:

Literacy

Indicator:

1.2 The school requires all students to take courses with sufficient academic rigor to prepare for post secondary education.

Finding:




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The school requires most students to take courses with sufficient academic rigor to prepare for post secondary education. English language arts periods vary in length during theschool’s four-day cycle. For three days, students have eighty-two minutes of ELA. During a fourth day, students have a forty-minute session. Because the school was part of the

America’s Choice Whole School Reform Model, ELA sessions consist of a reading and/or writing workshop. Additionally, some teachers have been trained to implement either Springboard or Read 180. Teacher proficiency with the program being implemented and teacher classroom management/organizational prowess therefore determines the level of rigor in each classroom.

There are five common texts assigned at each grade level. In addition to these, students are encouraged to read through the school’s Twenty-five Book Campaign and Battle of theBooks. However, there is minimal tangible evidence of this focus on reading in the environment. Furthermore, some classrooms have limited classroom libraries.

There is evidence that the district curriculum department is developing a curr iculum to unify the various programs implemented. Currently, the curricular documents do not provideteachers with clear planning direction. There are standardized assessments assigned by the district for each grade level. Three learning communities are in the school. It does notoffer a consistent, rigorous curriculum that prepares all students to be self-sufficient and productive members of society. The current curriculum does not contain strategies or techniques for differentiating instruction. Classroom visits evidence some opportunities for students to encounter strong intellectual challenges, make connections to careers andsituations to utilize the skills acquired in real-world context.

Some programs, based on learning community, expand learning opportunities throughout the school and into the community. There is no evidence of a coordinated program toensure that students receive explicit connections that present post-secondary education and careers.

Although there is no career education curriculum, unintentional references and discussions about career opportunities occur during special education instructional activities.Students have little opportunity to apply their learning to real life experiences. Once special education students in the school reach fourteen years of age, a transition plan for postand secondary opportunities is developed in their Individualized Education Plan (IEP).

English Language Learners’ courses and schedules are aligned with the courses of the general student population of the same grade levels. Comparable materials in Spanish andEnglish give evidence of this alignment.

In their classes, through problems and discovery, ELL applies skills and processes that will prepare them for future academic attainments. Student interviews reveal lack of anintentional and sustained effort across the school to make students aware of career options for post secondary education.Bilingual and ESL teachers think that their students should be exposed to levels of technology that would help them in future academic attainments. They suggested that a LCD for

all bilingual and ESL classes would be an important addition to introduce student projects using Power Point presentations.


Teachers should be provided with in-service on using data analysis to adjust the instructional program to meet multiple learning styles of the students.

Indicator:

1.3 The school leadership works with district supervisors and school faculty to systematically evaluate and adjust the curriculum based on the evidence of student

achievement and to ensure that the district curriculum is effectively taught.




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Finding:

The district is undergoing curriculum development. The role of informal student performance data in making informed curricular improvement decisions is not evident. Teachersindicate that pacing requirements often preclude student-centered instruction. There is some evidence that administration sometimes addresses curriculum implementation. Theadministrative staff is new to their roles and has not yet coordinated teacher peer review of the NJ CCCS and local curriculum documents. Building administrators review planbooks. Comments regarding lesson plans do not consistently move teachers toward increased instructional proficiency.

There is little evidence within special education that curriculum issues and peer review of NJCCCS are addressed at the school level. Special educators are not a part of districtcurriculum planning or design. The need for curr iculum revisions is discussed informally within the special education department. The required lesson plan is modeled after theformat recommended by the Secondary Education Initiative Team, NJDOE. A rubric review is used as a way of monitoring submission and review of plans. Written feedback isprovided on occasion.

There is no evidence that the school leadership engages in a systematic approach to address curriculum issues in bilingual and ESL classes except for the language arts meetingsheld by the coach with language arts teachers, including bilingual teachers.

The latest approved Language Arts curriculum of 1999 is generic and rarely used by the language arts bilingual and ESL teachers. Instead, they follow America’s Choicescomponents, pacing information from the central office language arts department or the reading program materials that they have for their classes.

Bilingual and ESL teachers follow a standard format provided by the school to write lesson plans. These are processed in computers and e-mailed to the V ice Principals. All thebilingual teachers’ lesson plans have the NJCCCS that they address and the strategies and skills selected for instruction. The Vice Principals give feedback about the plan booksusing a checklist with ratings of 0 to 2. Two is equivalent to “ Appropriate”.


School leadership should work with the ELA department to develop a plan of professional development for staff that will provide scaffold training to further developtheir ability to meet individual student needs. This should include writing, reading, and holistic scoring to ensure the staff is able to move students toward reading andwriting proficiency. It should also include the establishment of classroom management to support ELA routines and rituals

Indicator:

1.4 The school ensures access to a common academic core for all students including special education and ELL students.




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Finding:

In some classrooms, teaching and learning are neither challenging nor r igorous. Purposeful planning to accommodate students’ learning needs and styles is not routinized. There islittle evidence of planning to provide student-centered instruction through small group instruction. Some teachers use traditional whole class instructional strategies that do not elicithigher order thinking and problem solving skills from all s tudents. Scheduling issues provide opportunities for cross-curricular/interdisciplinary planning.

Students are aware of the curriculum standards and expectations for proficiency as defined by the NJ CCCS or the New Revised Standards. There is evidence that the

New Jersey Registered Holistic Scoring Rubric is part of writing instruction. Most classrooms are literate environments conducive to learning; however, many are voidof displayed student work.

The Maxson Middle School ensures access to a common academic core for special education students by implementing programs based on America’s Choice for language artsand the math basal, Connected Math. There are no traditional curricula to guide instruction and no formal guidelines for modifications. Programs do not reflect the challenge andrigor needed to assure preparation for success on state mandated tests. The design of the current draft of LAL curriculum has several components and will be organized for easyuse by staff. In its current format benchmarks, pacing guide, specific assessments with infused technology are difficult to identify. Students have access to the general educationprograms through the self-contained, pullout resource room and in-class support programs. Accommodations in the students’ IEPs are implemented in the instructional setting.Textbooks are the same as those used in the general education setting. There are few parallel texts at lower reading levels. There is no reading programs (e.g. Orton Gillingham)designed specifically for special needs students. The curriculum standards in the content areas are sometimes identified and communicated to the students.

English Language Learners have access to the same academic core as the general school population. However, there are some academic programs such as Springboard whereELL does not participate. Advancement Via Individual Determination (AVID) is another program to support students’ academics and their desire to achieve. This program is beingpiloted with students from the general school population only. However, the Bilingual/ESL

department has a Saturday program in conjunction with Kean University. This program, Project Adelante takes place at the university campus and all 6, 7, and 8 th grade ELL areeligible to apply and participate. Transportation from the school to the campus is provided. All 6, 7, and 8th grade ELL are eligible to participate in this project “ Adelante”.

Read 180 is a language arts intervention program for students in 6, 7 and 8th grade. ELL in bilingual and ESL classes are not eligible for Reading 180 because the program requiresa higher level of English proficiency that most of these students have. However, there are some ELLs who participate in it because they are in regular classes because their parentsopted out of the bilingual program.

Most bilingual and ESL teachers elicit higher order thinking and problem solving skills. However, this is associated more to the manner in which teachers teach than to the uniformimplementation of the district curr iculum.

There is a substitute in the bilingual social studies class. Although this substitute has been there since February, no training has been provided in the areas of planning lessons or following a program of instruction.

Bilingual and ESL teachers communicate their expectations for the students and the objectives of the lesson to their students. In most cases, the curriculum implementation at thebilingual and ESL classroom level is aligned to the New Jersey Core Curriculum Content Standards (NJCCCS) at the appropr iate grade level.




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This school year, central office personnel and the school leadership organized two focused walkthroughs to monitor curriculum implementation in the general and bilingual programclasses.


Teachers should receive job embedded professional development in hoe to implement the Connect Math program to students with special needs (e.g. scaffolding, reading in thecontent areas).

AYP Indicator Missed:

The following chart indicates the AYP missed by school.

Area(s) in which schools missed AYP


School Benchmark

Target

Participation

Rate

Benchmark

Target

Participation

Rate



Harbor)

YES YES YES





Hubbard

Middle

NO YES NO NO



Causes of Selected Problem:§ Need to put in p lace a process to evaluate, revise and consistently monitor the curriculum which is designed to support the NJCCCS using scientifically-based high quality

standardized instruction.§ Need to know how to analyzed data and apply the analysis to instruction.




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§ Need to do task analysis of objectives so teacher can teach to the objective.§ Need for teachers to work collaboratively to intentionally plan interdisciplinary connections as part of instruction§ High student mobility§ Need to provide opportunity for articulation across the grade levels

Areas to be Measured:

Reading/Language Arts, Mathematics, Science

Measurement Tool:

§ NJASK 3-5, NJASK 6-8, HSPAIdentification of Data Sources:

NJ ASK4 2010 - PERCENTAGE OF STUDENTS IN PROFICIENCY LEVELS

Language Arts '10

'10Actual

Passingfor

Gr.3-5LAL

'11Objectivefor Gr.3-5

LAL


LAL

All Students 31.7 38.5 44.7

LEP 15.4 23.9 31.5

IEP/SpecialEducation 8.9 18.0 26.2




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African American 35.2 41.7 47.5

Hispanic 27.2 34.5 41.0

Poverty 28.9 36.0 42.4

Mathematics '10

'10Actual

Passingfor Gr.3-5 Math


Math


Math

All Students 51.1 56.0 60.4

LEP 35.9 42.3 48.1IEP/SpecialEducation 29.8 36.8 43.1

African American 52.9 57.6 61.8

Hispanic 48.1 53.3 58.0

Poverty 48.0 53.2 57.9

NJ ASK 6- 8 – 2010 -PERCENTAGE OF STUDENTS IN PROFIENCY LEVELS

Language Arts '1010 LAL Gr.6-

8 ActualPassing

'11Objective

for LALGR. 6-8.

'12Objective

for LALGR. 6-8.

All Students 39.6 45.64 51.1

LEP 15.1 23.59 31.2IEP/Special Education 8.3 17.47 25.7

African/American 40.5 46.45 51.8

Hispanic 37.9 44.11 49.7

Poverty 37.1 43.39 49.1

Mathematics '10

10 MATHGr.6- 8Actual

Passing

'11Objectivefor MATHGR. 6-8

'12Objectivefor MATH

Gr.8




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All Students 36.7 43.03 48.7

LEP 21.4 29.26 36.3

IEP/Special Education 10.6 19.54 27.6

African/American 32.7 39.43 45.5

Hispanic 41 46.9 52.2

Poverty 35.1 41.59 47.4

NJ HSPA GRADE 11 – 2010

DistrictLANGUAGEARTS ANDMATH '10

LA '10#

tested

LA 10%

passing

0% of '10

failingin LA

Lang.Arts '11

objectives

Math'10 #

tested

Math'10 %

passing

10% of '10

failing

Math'11

objectives

All Students 311 53.7 4.6 58.3 311 32.3 6.8 39.1

LEP 42 16.0 8.4 24.4 42 31.0 6.9 37.9

IEP/SpecialEducation 55 16.2 8.4 24.6 52 6.5 9.4 15.9

Other Relevant Information:

§ NJASK3, NJASK6, NJASK7, NJASK8, CIM, DRA, DIA, ELP, SPA, ELAS, ACCESS, checking Progress at the end of each Everyday Mathematics Unit, Connected Math andRead 180

§ Rigorous assessments created by teachers, school and district which are aligned with the NJCCCS.§ Students’ attendance§ Teachers’ attendance

Person Responsible for Implementing Improvement:

Building administration and school based with support from other departments across the district will be responsible for implementation

Priority Problem Codes: Population Letter and Problem Number

(A, D, G, J,) 3a, 3b,




22


HIGH QUALITY PROFESSIONAL DEVELOPMENT

LANGUAGE ARTS LITERACY

Target Population:

Teachers

Targeted Schools(s):

Barlow, Cedarbrook, Cook, Clinton, Emerson, Evergreen, Jefferson, PAAAS, Hubbard Middle, Maxson Middle, Stillman, Woodland, Washington and Plainfield High School

CAPA Findings (include standard and indicator numbers)CAPA REPORT FOR HUBBARD MIDDLE

STANDARD 1:


Finding:




23

Instability in leadership within the school, central office staff monitoring various aspects of performance and the adoption of the whole school reform program are citedby those interviewed as potential reasons many curriculum guides have not undergone formal revisions in many years. Teachers, coaches, supervisors, and theadministrative team informally discuss the needs of the student population, relative to the current curriculum, at the end of each teaching year in order to makenecessary curriculum changes for the following year. The district administers the Standard Proficiency Assessment (SPA) and Target Assessment Process (TAP)regularly to gather data on students’ achievement. Teachers are expected to teach to the areas where students are in need of improvement. Teachers’ pacing guides,

America’s Choice sourcebooks, and data from standardized assessment drive instruction. Some of these items undergo regular monitoring by staff members invarying positions within the district. Curriculum committees are formed sporadically to review the curriculum guides.


Process should be put in place to evaluate, revise, and consistently monitor the curriculum. Teacher should be encouraged to use materials that are of high interest tostudents. More emphasis should be placed on career exploration and school-to-life connections in all content areas.

STANDARD 2:

2.1e. Multiple assessments are specifically designed to provide meaningful feedback on student learning for instructional purposes.

Finding:

The design of LAL assessments provides the opportunity for meaningful feedback; however, current uses of these assessments do not meet their full potential. Insome classrooms, there is a limited variety of assessments. Analysis of assessment tasks to determine necessary instructional modifications occurs occasionally.Sometimes students have choice of assessment. Where the administration of multiple assessments occurs, students’ skills and knowledge levels and not instructionaleffectiveness are measured.





24

A variety of rigorous and authentic assessments should be used to measure student progress. Assessments should reflect the actual learning experience. Studentsshould be given a choice in the type of assessment activities used for measuring progress and should also have opportunities to self-evaluate and reflect on learning.Teachers should collaborate more frequently, purposefully and effectively at all grade levels in the design and selection of authentic assessment activities, openresponse items and scoring guides. Open response prompts and accompanying rubrics, reflecting state standards, should be developed and shared duringcollaborative meetings.

Indicator:

2.1c. Students can articulate the academic expectations in each class and know what is required to be proficient

Finding:

In certain classes, a limited number of students can articulate what they need to know. Many students have no idea of requirements for proficiency. Students morereadily articulate LAL expectations; in other content areas, students generally noted inconsistencies in expectations.


All teachers (general, special education, and ELL) should collaborate systematically in the review of student work and the analysis of classroom assessment. Thisactivity should result in the identification of instructional and assessment issues that need attention or modification. All teachers should receive training in analyzingstudent work including projects, writing samples, reading fluency, and formal assessments.

Professional development should be scheduled to address protocols for the analysis of students’ work. Assessments should be analyzed for impact on instruction.Students should receive meaningful feedback that enables them to improve performance.

STANDARD 4:

Indicator:

4.1h. There is evidence that the teachers care about students and inspire their best efforts




25

Finding:

There is a willingness by some staff to provide nurturing environment for students; however, interaction between teachers and students often focuses on behavioralissues. A school-wide process to support a nurturing climate does not exist. There is no adult advocacy program for students.


Provide teachers and staff with sustained professional development in conflict resolution and team-building.


A plan should be designed and implemented to provide all teachers with common and collaborative planning time that allow for review of student work and reflectionon instructional practices to improve performance.

Indicator:


Finding:



Parents need to be kept abreast of changes in the curriculum.




26


Expand the methods of communication between teachers and parents. Teachers should communicate with parents on a monthly basis using all communicationmodes available (i.e., phone, notes, home visits, letters, etc.). Communication should include student accomplishments in addition to praise for appropriate behavior and demonstration of good character.


A plan should be designed and implemented to provide all teachers with common and collaborative planning time that allows for review of student work and reflectionon instructional practices to improve performance.


Instructional staff should display quality student work. A process should be established to monitor implementation by the instructional staff regarding the following:(a) how to display the work, with teacher commentary that reflects student individual needs; (b) consistent use of rubrics in the display and rating of student work; (c)complete notation of the NJCCCS rather than a display of only the number; and (d) division of bulletin boards to show student work progression.

CAPA REPORT FOR MAXSON

STANDARD 1:

Literacy

Indicator:

1.2 The school requires all students to take courses with sufficient academic rigor to prepare for post secondary education.

Finding:




27

The school requires most students to take courses with sufficient academic rigor to prepare for post secondary education. English language arts periods vary in length during theschool’s four-day cycle. For three days, students have eighty-two minutes of ELA. During a fourth day, students have a forty-minute session. Because the school was part of the

America’s Choice Whole School Reform Model, ELA sessions consist of a reading and/or writing workshop. Additionally, some teachers have been trained to implement either Springboard or Read 180. Teacher proficiency with the program being implemented and teacher classroom management/organizational prowess therefore determines the level of rigor in each classroom.

There are five common texts assigned at each grade level. In addition to these, students are encouraged to read through the school’s Twenty-five Book Campaign and Battle of the

Books. However, there is minimal tangible evidence of this focus on reading in the environment. Furthermore, some classrooms have limited classroom libraries.

There is evidence that the district curriculum department is developing a curr iculum to unify the various programs implemented. Currently, the curricular documents do not provideteachers with clear planning direction. There are standardized assessments assigned by the district for each grade level. Three learning communities are in the school. It does notoffer a consistent, rigorous curriculum that prepares all students to be self-sufficient and productive members of society. The current curriculum does not contain strategies or techniques for differentiating instruction. Classroom visits evidence some opportunities for students to encounter strong intellectual challenges, make connections to careers andsituations to utilize the skills acquired in real-world context.

Some programs, based on learning community, expand learning opportunities throughout the school and into the community. There is no evidence of a coordinated program toensure that students receive explicit connections that present post-secondary education and careers.

Although there is no career education curriculum, unintentional references and discussions about career opportunities occur during special education instructional activities.Students have little opportunity to apply their learning to real life experiences. Once special education students in the school reach fourteen years of age, a transition plan for postand secondary opportunities is developed in their Individualized Education Plan (IEP).

English Language Learners’ courses and schedules are aligned with the courses of the general student population of the same grade levels. Comparable materials in Spanish andEnglish give evidence of this alignment.

In their classes, through problems and discovery, ELL applies skills and processes that will prepare them for future academic attainments. Student interviews reveal lack of anintentional and sustained effort across the school to make students aware of career options for post secondary education.Bilingual and ESL teachers think that their students should be exposed to levels of technology that would help them in future academic attainments. They suggested that a LCD for all bilingual and ESL classes would be an important addition to introduce student projects using Power Point presentations.


Teachers should be provided with in-service on using data analysis to adjust the instructional program to meet multiple learning styles of the students.




28





Barlow 2 Barlow 1

Cedarbrook 2 Cedarbrook Made AYP



Emerson 2 Emerson 1






Hubbard Middle 8 Hubbard

Middle

8


Middle

5




29


H.S.

8

Causes of Selected Problem:

§ Need to provide staff development on newly scientifically based programs i.e.

Early literacy Initiative, Moving into English, Trophies/Trofeos, and READ 180§ Need to provide ongoing and job-embedded professional development for high school teachers in the following areas: Instructional Pedagogy, Lesson Study Groups,

Teaming, Advisories, Personalized learning, Differential Instruction, Using Data to Drive Instruction and Problem Based Learning§ Need to train all teachers in the use of literature across the content areas§ Need of articulation across the grade levels§ Need to provide regular specific feedback for both experienced and new teachers utilizing the new Charlotte Danielson and ETS Improvement for Learning Tool o f

Observation and Evaluation


Language Arts

Measurement Tool:

§ NJASK4, NJASK8, HSPA

Identification of Data Sources:

REFER TO DATA INDICATED FOR PRIORITIES 3a,


§ Rigorous assessments created by teachers, school and district which are aligned with the NJCCCS.§ Catalogue of district’s professional development offering for teachers and paraprofessionals§ Teachers’ and paraprofessionals’ attendance to professional development activities§ Number of highly qualified teachers and paraprofessionals in the district§ Need to know how to analyzed data and apply the analysis to instruction.§ Need to do task analysis of objectives so teacher can teach to the objective.




30


Building administration and school based with support from other departments across the district will be responsible for implementation.


(K) 5a


HIGH QUALITY PROFESSIONAL DEVELOPMENT

MATHEMATICS

Target Population:

Teachers, paraprofessionals, administrators/school staff

Targeted Schools(s):

Barlow, Cedarbrook, Cook, Clinton, Emerson, Evergreen, Jefferson, PAAAS, Hubbard Middle, Maxson Middle, Stillman, Woodland, Washington and Plainfield High School

CAPA Findings (include standard and indicator numbers)

CAPA REPORT FOR HUBBARD MIDDLE




31

STANDARD 1:

Indicator:


Finding:

Instability in leadership within the school, central office staff monitoring various aspects of performance, and the adoption of the whole school reform program arecited by those interviewed as potential reasons many curriculum guides have not undergone formal revisions in many years. Teachers, coaches, supervisors, and theadministrative team informally discuss the needs of the student population, relative to the current curriculum, at the end of each teaching year in order to makenecessary curriculum changes for the following year. The district administers the Standard Proficiency Assessment (SPA) and Target Assessment Process (TAP)regularly to gather data on students’ achievement. Teachers are expected to teach to the areas where students are in need of improvement. Teachers’ pacing guides,America’s Choice sourcebooks, and data from standardized assessment drive instruction. Some of these items undergo regular monitoring by staff members in

varying positions within the district. Curriculum committees are formed sporadically to review the curriculum guides.


Process should be put in place to evaluate, revise, and consistently monitor the curriculum. Teachers should be encouraged to use materials that are of high interestto students. More emphasis should be placed on career exploration and school-to-life connections in all content areas.

STANDARD 4

Indicator:


Finding:




32



Expand the methods of communication between teachers and parents. Teachers should communicate with parents on a monthly basis using all communicationmodes available (i.e., phone, notes, home visits, letters, etc.). Communication should include student accomplishments in addition to praise for appropriate behavior and demonstration of good character

CAPA RECOMMENDATION FOR MAXSON

STANDARD 1

Indicator:

1.4 The school ensures access to a common academic core for all students including special education and ELL students.

Finding:

In some classrooms, teaching and learning are neither challenging nor r igorous. Purposeful planning to accommodate students’ learning needs and styles is not routinized. There islittle evidence of planning to provide student-centered instruction through small group instruction. Some teachers use traditional whole class instructional strategies that do not elicithigher order thinking and problem solving skills from all s tudents. Scheduling issues provide opportunities for cross-curricular/interdisciplinary planning.

Students are aware of the curriculum standards and expectations for proficiency as defined by the NJ CCCS or the New Revised Standards. There is evidence that theNew Jersey Registered Holistic Scoring Rubric is part of writing instruction. Most classrooms are literate environments conducive to learning; however, many are voidof displayed student work.

The Maxson Middle School ensures access to a common academic core for special education students by implementing programs based on America’s Choice for language artsand the math basal, Connected Math. There are no traditional curricula to guide instruction and no formal guidelines for modifications. Programs do not reflect the challenge andrigor needed to assure preparation for success on state mandated tests. The design of the current draft of LAL curriculum has several components and will be organized for easyuse by staff. In its current format benchmarks, pacing guide, specific assessments with infused technology are difficult to identify. Students have access to the general educationprograms through the self-contained, pullout resource room and in-class support programs. Accommodations in the students’ IEPs are implemented in the instructional setting.




33

Textbooks are the same as those used in the general education setting. There are few parallel texts at lower reading levels. There is no reading programs (e.g. Orton Gillingham)designed specifically for special needs students. The curriculum standards in the content areas are sometimes identified and communicated to the students.

English Language Learners have access to the same academic core as the general school population. However, there are some academic programs such as Springboard whereELL does not participate. Advancement Via Individual Determination (AVID) is another program to support students’ academics and their desire to achieve. This program is beingpiloted with students from the general school population only. However, the Bilingual/ESL department has a Saturday program in conjunction with Kean University. This program,Project Adelante takes place at the university campus and all 6, 7, and 8 th grade ELL are eligible to apply and participate. Transportation from the school to the campus is provided.

All 6, 7, and 8th grade ELL are eligible to participate in this project “ Adelante”.

Read 180 is a language arts intervention program for students in 6, 7 and 8th grade. ELL in bilingual and ESL classes are not eligible for Reading 180 because the program requiresa higher level of English proficiency that most of these students have. However, there are some ELLs who participate in it because they are in regular classes because their parentsopted out of the bilingual program.

Most bilingual and ESL teachers elicit higher order thinking and problem solving skills. However, this is associated more to the manner in which teachers teach than to the uniformimplementation of the district curr iculum.

There is a substitute in the bilingual social studies class. Although this substitute has been there since February, no training has been provided in the areas of planning lessons or following a program of instruction.

Bilingual and ESL teachers communicate their expectations for the students and the objectives of the lesson to their students. In most cases, the curriculum implementation at thebilingual and ESL classroom level is aligned to the New Jersey Core Curriculum Content Standards (NJCCCS) at the appropr iate grade level.

This school year, central office personnel and the school leadership organized two focused walkthroughs to monitor curriculum implementation in the general and bilingual programclasses.


Teachers should receive job embedded professional development in hoe to implement the Connect Math program to students with special needs (e.g. scaffolding, reading in thecontent areas).

AYP Indicator Missed:






34


School Benchmark

Target

Participation

Rate

Benchmark

Target

Participation

Rate



Harbor)

YES YES YES





Hubbard

Middle

NO YES NO NO



Causes of Selected Problem:

§ Need to provide staff development on newly scientifically based programs i.e.Everyday Mathematics, Springboard

§ Need to provide ongoing and job-embedded professional development for high school teachers in the following areas: Instructional Pedagogy, Lesson Study Groups,Teaming, Advisories, Personalized learning, Differential Instruction, Using Data to Drive Instruction, and Problem-Based Learning

§ Need to train teachers in the use of mathematics across the content areas§ Need to provide regular specific feedback for both experienced and new teachers utilizing the new Charlotte Danielson and ETS Improvement for Learning Tool o f

Observation and Evaluation




35


Mathematics

Measurement Tool:

§ NJASK4, NJASK8 , HSPA

Identification of Data Sources: REFER TO DATA INDICATED FOR PRIORITIES 3b


§ Rigorous assessments created by teachers, school and district which are aligned with the NJCCCS.§ Catalogue of district’s professional development offering for teachers and paraprofessionals§ Teachers’ and paraprofessionals’ attendance to professional development activities§ Number of highly qualified teachers and paraprofessionals in the district


Building administration and school based with support from other departments across the district will be responsible for implementation.


(K) 5b




36

FY 2010 ACTUAL PERFORMANCE TARGETS ACHIEVED

LEA: _PLAINFIELD______________ County: UNION_______________ Project Code: NCLB-39-4160-11

2010 Baseline Data and Performance Targets 2010 Actual Outcomes

By June 2011, the percentage of students from the total population and sub-groupsxscoring proficient or advanced proficient on the NJASK 4 using the Safe Harbor Rule prescribed by NCLB will be as follows:

2009 FINAL BASELINE DATA 2010PERFROMANCETARGETS

Populations LAL MATH LAL MATHAll students 28. 6 45.3 35.7 50.83AfricanAmerican

30.4 41.9 37.4 47.7

SpecialEducation

5.5 22.3 15.0 30.1

Economically

Disadvantaged26.3 42.4 33.7 48.2

Hispanic 26.4 49.2 33.8 54.3LEP 10.1 30.6 19.1 37.5

THESE RESULTS ARE BASED ON CYCLE I DATAGRADE 4

TARGETS ACHIEVEDPOPULATIONS LAL YES NOAll students 31.30 √ African American 34.6 √ SpecialEducation

7.6 √

EconomicallyDisadvantaged

26.9 √

Hispanic 25.4 √ LEP 13.4 √

TARGETS ACHIEVEDPOPULATIONS MATH YES NOAll students 54.7 √ African American 59.2 √ SpecialEducation

28.8 √


52.0 √

Hispanic 48.4 √

LEP 38.6 √




37


LEA: _PLAINFIELD______________ County: UNION_______________ Project Code: NCLB- 39-4160-11


By June 2011, the percentage of students from the total population and sub-groups √ scoring proficient or advanced proficient on the NJASK 3-5 using Safe Harbor Rule prescribed by NCLB will be as follows:


Populations LAL MATH LAL MATHAll students 34.,0 50.3 40.6 55.3AfricanAmerican

35.0 49.0 41.5 54.1

SpecialEducation

7.2 26.9 16.5 34.2


31.7 47.8 38.5 34.2

Hispanic 31.5 50.9 38.4 55.8LEP 14.2 32.2 22.8 39.1

THESE RESULTS ARE BASED ON CYCLE I DATAGRADE 3-5 TARGETS ACHIEVED

POPULATIONS LAL YES NOAll students 31.7 √ African American 35.2 √ SpecialEducation

8.9 √


28.9 √


TARGETS ACHIEVEDPOPULATIONS MATH YES NOAll students 51.1 √ African American 52.9 √ SpecialEducation

29.8 √


48.0 √





38


LEA: _PLAINFIELD______________ County: UNION_______________ Project Code: NCLB- 39-4160-11


By June 2011, the percentage of students from the total population and sub-groups √ scoring proficient or advanced proficient on the NJASK 6-8 using Safe Harbor Rule prescribed by NCLB will be as follows:


Populations LAL MATH LAL MATHAll students 43.3 36.7 49.0 43.0African

American43.7 34.4 49.3 41.0

SpecialEducation

12.0 7.3 20.8 16.6


43.5 38.7 49.2 44.8

Hispanic 42.5 40.0 48.3 46.0LEP 17.9 31.2 26.1 38.1

THESE RESULTS ARE BASED ON CYCLE I DATA

GRADE 6-8 TARGETS ACHIEVEDPOPULATIONS LAL YES NOAll students 39.6 √ African American 40.5 √ SpecialEducation

8.3 √


37.1 √


TARGETS ACHIEVED

POPULATIONS MATH YES NOAll students 36.7 √ African American 32.7 √ SpecialEducation

10.6 √


35.1 √

Hispanic 41 √ LEP 21.4 √




39

EQUITABLE ACCESS, COORDINATION OFPROGRAMS AND PARTICIPATION

LEA: PLAINFIELD (4160) _ County: UNION 39_______________ Project Code: NCLB-39-4160-11

Equitable AccessDescribe the steps that the LEA utilizes to ensure equitable access to and participation in its federally funded programs as required by GEPA427.

The Plainfield School District ensures equitable access to and participation in federal programs from Pre-K through 12. There are no barriers to participation in our programsincluding age, disability, national origin or color. Activities are not restricted to a particular gender, race or ethnic group. To ensure equitable access to and participation in other programs, the following are implemented for staff, students, parents and/or community stakeholders: Diversity workshops, Character Education, Bilingual/ESL/World Languages,Project Adelante (6-11), Scholars (11-12), Talk Systems (a translation system).

Coordination of Programs & Participation

Programs:

1. Describe how the services provided under the programs in this application are integrated with each other and coordinated with other programs funded under NCLB (Titles I, II- A, II-D, III, III-Immigrant, IV, and VI) including other educational programs such as Title I Schoolwide Programs, IDEA, Perkins, McKinney, Abbott Report on InstructionalPriorities, Even Start, Head Start, Reading First, Early Reading First, 21st Century Community Learning Centers Program and state and local programs.

The District's Strategic Plan, Instructional Priorities Report and QSAC Report will be mechanisms for coordinating all services and programs district-wide. The District is driven by

educational reform and increased shared decision-making. SLCs/Leadership teams (made up of administrators, teachers, parents, community members) have been established atall schools to manage the reform process. Whole School Reform strategies and best practices, site-based management and shared decision-making are crucial in providingthorough and efficient education for all students.

The district is showing small gains in s tudent academic achievement as reflected in two additional elementaryschools making AYP from the previous year. We are not however making the state benchmark for AYP which is thedistrict’s long term goal for its schools. This is due to a lack of full implementation of the Continuous ImprovementModel (CIM), at the school level. There is also a lack of complete understanding by school administrators on how touse data to drive instruction and planning for results. Many administrators are new and therefore doing not have afull understanding of the best practices in literacy instruction.




40

The SINI Schools are:



Barlow 2 Barlow 1Cedarbrook 2 Cedarbrook Made AYP



Emerson 2 Emerson 1






Hubbard Middle 8 Hubbard

Middle

8


Middle

5


H.S.

8




41

The AYP indicators missed are:


School Benchmark

Target

Participation

Rate

Benchmark

Target

Participation

Rate



Harbor)

YES YES YES





HubbardMiddle

NO YES NO NO



1. Explain how the district is supporting the school in the following areas:

Providing professional development thatfocuses primarily on improving instruction and

using 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:




42

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 student

achievement

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)

· 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 Curriculum frameworks have been created that use the NJCCCS as the foundation to help teachers guide instructionwith a specific sequence for facilitating learning. New curriculum guides for all subject areas and grades K-12 will beprovided to teachers indicating all grade level expectations.

Note: Provide a district description and a specific description for each SINI and/or school operating an approved Title I schoolwide program.

Subgroups:2. Describe how services will be coordinated for each of the following student, staff and parent populations: migrant and formerly migrant, homeless, limited English proficient,

neglected and delinquent, youth at r isk of dropping out, disabled, economically disadvantaged, early childhood, immigrant, paraprofessionals, teachers, and parents.

Services for ELL students include Bilingual/ESL classes. To enhance communication with parents Talk Systems is used. Project Adelante continues to be an effective pre-collegeprogram for Latino and African students at Kean. The Scholars program gives students the opportunity to experience college life during the summer. The Office of StudentIntervention and Family Support Services provide education/support services for parents and children. Parent involvement groups include PEP (Title I Advisory), PTOs/PTAs,Bilingual Parent Council, SE Parent Council. Early childhood programs are provided for 3-4 year olds using High Scope. Professional Development is provided for teachers district-




43

wide and at school levels. Instruction for students includes a standards-based curriculum, literacy and math blocks, early intervention strategies and extended day programs e.g.ramp-ups, NCLB SES, 21st Century.

Participation:3. Describe how the LEA will provide on-going consultation with the application participants throughout the project period.

The Plainfield School District will provide consultation on an as-needed basis with private schools, through informal and formal contact via the Business Operations Office. The LEAwill reach out to applicant participants in the following ways: on-line communication, phone calls, faxes, meetings (formal /informal), distribution of information to schools/localorganizations, dissemination of NCLB information, administrative meetings, PEP (Parents Empowering Parents) meetings or functions, district website and/or training sessions.

Title I:4. Describe the selection criterion, based upon student achievement that is used to determine the students to be served. Specify the criterion for each Title I eligible school in the

district.

All the Title I funded schools are Schoolwide Programs, therefore no selection criteria is used. Selection criteria of free or reduced lunch and more in need of academic services areapplied to participants in the SES program.




44

DISTRICT PROGRAM ACTIVITY PLANLEA: Plainfield County: Union_-39 Project Code: NCLB- 4160_-11Include Goals, Identified Needs, Performance Indicators, Performance Targets, Measurement Tools, and Program Activities Based on Scientifically Based Research.

(1) Selected PriorityProblem(s)/

PopulationsIdentified DuringNeeds Assessment

Use Problem(s)Codes

(2)Performance

Goal(s) andIndicatorCode(s)

· Annual Performance Target(s) for Each Year: 2011 and 2012

· Actual Performance Target(s) Achieved From Prior Year (6)

Scientifically Based Program and Activities

(7)CAPA

Findings &Recommendations(include standard

& indicator

(8)

AYPIndicatorMissed

(3)Baseline Data and

Performance Target

(4)Actual Outcome

from 2010

(5) MeasurementTool/Method

3a. / A. B. D .G .J.3b. / A. B. D .G .J..

1.11.2

1.32.12.22.3

Using the Safe harbor Ruleprescribed by NCLB, newannual performance targetshave been established.

GRADE 3-5TOTAL POPULATION The failing rate will be reducedby 6.8 % in Language Arts and4.9% in Math.ELA Baseline is 34%2011 38.5% 2012 44.7% Math Baseline is 50.3%

2011 56.0% 2012 60.4% GRADE 3-5AFRICAN AMERICAN The failing rate will be reducedby 6.5 % in Language Arts and4.7% in Math.ELA Baseline is 35%2011 41.7 % 2012 47.5% Math Baseline 50.9%

2011 57.6% 2012 61.8%

Language Arts

31.7%

Math

51.1%

Language Arts35.2%

Math

52.9%

Analysis of NJASK-3,NJASK 4 ANDNJASK5 of, data of allstudents and identifiedsubgroups

Analysis of locallydeveloped assessmenttools, attendance,instruction time andstudent/teacher ratio

Also the DRA, DIA,ELP, SPA, ELAS,

ACCESS, checkingProgress at the end of each EverydayMathematics Unit,Connected Math andRead 180.

A. Implement Harcourt’s Trophies/Trofeos(K-3), Moving into English (K-3 ESL)Children’s Literacy Initiative, Let’s ReadEarly Intervention Program, Read 180,Balanced Literacy and Lucy Culkin’s Unitsof Writing

1. Curriculum focused instructionreflecting the NJCCCCS.

2. Direct instruction withapplication and evaluation

component3. Students examine the literaryworks of particular authors tolearn to compare and contrastwriting styles, themes genresand illustrations.

4. Genre studies in writingprovide opportunities toscaffold instruction whileconducting an in-depthexamination of a writing genre.

5. Reading and writing portfolios

6.

Two and a half hour literacyblock, for general students,Sp. Ed and ELL students

Hubbard Report

Standard 1:Indicator:1.1f,Rec.#1, p.8

Standard 2:Indicator:2.1e Rec. #1, p.12

Indicator:2.1cRec. # 2, p.12

Standard 3:Indicador:3.1bRec. # 1, p.16

Indicator:3.1e

Rec. #2, p. 16

Standard 4:Indicators:4.1aRec. # 2, 4 p. 20

Language Arts

ProficiencyTarget

Schools:

Barlow: Year 2

Total Population,LEP

African American,Hispanic,EconomicallyDisadvantaged

Cedarbrook: Year 2 Total Population

Check Before Proceeding:

· Has an evaluation of 2010 NCLB activities been made for decision making for the 2011 planned activities for NCLB?

· For Title I programs and activities, reflect the reserved funds on the Title I Eligibility Page (see Web-enabled application), including thosemandated by NCLB.T:\NCLB Consolidated Application\NCLB Consolidated Application FY 2011\District forms.doc




45

DISTRICT PROGRAM ACTIVITY PLANLEA: Plainfield County: Union_-39 Project Code: NCLB- 4160_-11Include Goals, Identified Needs, Performance Indicators, Performance Targets, Measurement Tools, and Program Activities Based on Scientifically Based Research.(1) Selected Priority

Problem(s)/

Populations Identified

During Needs

Assessment

Use Problem(s)

Codes

(2)Performance


· Annual Performance Target(s) for Each Year:2011-2012



(7)CAPA


& indicator

(8)

AYPIndicatorMissed


Performance Target

(4)Actual Outcome

from 2010


GRADE 3-5SPECIAL EDUCATIONThe failing rate will be reducedby 9.1 % in Lang. Arts and 7.0% in Math.ELA Baseline is 7.2%2011 18 % 2012 26.2% Math Baseline is 26.9%

2011 36.8% 2012 43.1% GRADE 3-5

EC. DISADVANTAGEDThe failing rate will be reducedby 7.1% in Language Arts and5.2% in Math.ELA Baseline is 31.7%

2011 36% 2012 42.4% Math Baseline is 47.8%2011 53.2% 2012 57.9% GRADE 3-5LEPThe failing rate will be reducedby 8.5% in Language Arts and6.4% in Math.ELA Baseline is 14.2%2011 23.9% 2012 31.5% Math Baseline is 32.3%2011 42.3% 2012 48.1%

Language Arts

8.9%

Math

29.8%

Language Arts

28.9%

Math48.0%

Language Arts15.4%

Math

35.9%

7. Mini lessons for focusedinstruction in reading andwriting.

8. Provide extended learningthrough before/after schooland Saturday classes basedupon needs assessment.

9. Employ a balanced approachto assessment that utilizes,forms of assessment (portfolioperformance tasks and

extended writing responseitems

B. Implement Everyday Mathematics (K-5)(The University of Chicago MathematicsProject), Connected Math and ProjectCRISS.Each grade level comprises 10 to 12 units,each of which is divided into 10 to 12lessons. These lessons:§ Build on fundamental

Mathematics strands such asnumeration and order,

measurement, operations,patterns, functions and sequences.Link math to everyday situationswhenever possible.

Indicator:4.1hRec. # 3, 6, p. 20

Indicator:4.1j.Rec.# 8, p.20

Indicator:4.1g.Rec.# 10, p. 20

Maxson Report

Standard 1LiteracyIndicator:1.2 Rec.# 3, p15

Indicator:1.3 Rec. 1, p.15

Indicator:

1.4 Rec.# 4, p.15

Emerson: Year2

Total Population,Students withDisabilities,


Evergreen Year 2

Total Population,LEP


Jefferson Year 4

Total Population, LEP African American,Hispanic,EconomicallyDisadvantaged







46


(1) Selected Priority

Problem(s)/ Populations

Identified During

Needs AssessmentUse Problem(s)

Codes

(2)

PerformanceGoal(s) and

Indicator

Code(s)

· Annual Performance Target(s) for Each Year2011-2012

· Actual Performance Target(s) Achieved From Prior Year (6)Scientifically Based Program and Activities

(7)

CAPAFindings &

Recommendations

(include standard& indicator

(8)AYP

Indicator

Missed


Performance Target

(4)Actual Outcome

from 2010


GRADE3-5HISPANICThe failing rate will be reducedby 4.3% in Lang. Arts and 2.8%in Math.ELA Baseline is 31.5%2011 34.5%

2012 41.0% Math Baseline is 50.9%2011 53.3%2012 58.0%

GRADE 6- 8TOTAL POPULATIONThe failing rate will be reduced

by 8.9% in Lang. Arts and % inMath.ELA Baseline is 43.3%2011 45.6%2012 51%.Math Baseline is 36.7%2011 43.0%

2012 48.7%

Language Arts

27.2 %

Math

48.1%

Language Arts

39.6%

Math36.7%

Analysis of NJASK-6,NJASK- 7and NJASK-8data of all students and

identified subgroups Analysis of locallydeveloped assessmenttools, attendance,instruction time andstudent/teacher ratio.Connect Math end andunit assessment

1. Link past experiences to newconcepts; provide considerableopportunities for cooperative learningthrough partner and small-groupactivities. Cover a wide spectrum byexploring data and chance, Geometryand spatial sense.

2. Purchase of materials and supplies to

supplement instruction.

3. At middle school level instruction isdepartmentalized and students receive80 minutes of mathematics instructiondaily

4. Learning is organized into units thatinvestigate important mathematicalideas.

5. Provide extended learning throughbefore/after school, Saturday classesand extended year based upon needsassessment.

6. Provide supplemental tutoring andaccess to community programs whereavailable.

WashingtonReport

Standard 1Literacy

Indicator:1.2. Rec.# 1, 14

Indicator:1.3. Rec.# 2, p.14

Indicator:1.4 Rec.# 3, 14

Mathematics

Indicator:1.2. , 1.4Rec. # 1, p. 14

SpecialEducation

Indicator:1.1. Rec.# 1, p.14

Maxson Year 5

Total Population,Students withDisabilities,LEP

African American,Hispanic,


Hubbard Year 8




· Has an evaluation of 2010 NCLB activities been made for decision making for the 2011 planned activities for NCLB?· For Title I programs and activities, reflect the reserved funds on the Title I Eligibility Page (see Web-enabled application), including thosemandated by NCLB.

T:\NCLB Consolidated Application\NCLB Consolidated Application FY 2011\District forms.doc




47




Use Problem(s)Codes

(2)Performance


· Annual Performance Target(s) for Each Year 2011-2012



(7)CAPA


& indicator

(8)

AYPIndicatorMissed


Performance Target

(4)Actual Outcome

from 2010


GRADE 6- 8AFRICAN AMERICANThe failing rate will be reduced

by 6.0% in Lang. Arts and 6.7%in Math.ELA Baseline is 43.7%2011 46.5%

2012 51.8%Math Baseline is 34.4%2011 39.4%2012 45.5% GRADE 6- 8SPECIAL EDUCATIONThe failing rate will be reduced

by 9.1 % in Language Arts and8.9% in Math.ELA Baseline is 12.0%2011 17.4%2012 25.7%Math Baseline is 7.3%2011 19.5%2012 27.6%

Language Arts

40.5%

Math

32.7%

Language Arts

8.3%

Math

10.6%

7. Employ a balanced approach toassessment that utilizes, forms of assessment, portfolio, performancetasks and extended writing responseitems

8. Intensive Mathematics Program (IMP)a Problem Base Curriculum in grade11 and Discovering Mathematics ingrades 9 and 10.

9. Students are required to preparewritten and oral presentation to helpthem clarify their thinking and refinetheir ability to communicatemathematically

C. Implement a Full TransitionalBilingual Program.

1. Provide translations for district/school events

2. Enhance communication withparents

3. Hire resource teacher 4. support teachers with data

analysis and curriculum5. Implement summer school.

BilingualEducation

Indicator:1.2Rec. # 1, p.14

Plainfield High Year 8



MathematicsProficiencyTarget

Schools:

Barlow: Year 2

Total Population,

LEP African American,Hispanic,EconomicallyDisadvantaged







48




Use Problem(s)Codes

(2)Performance


· Annual Performance Target(s) for Each Year2011-2012



(7)CAPA


& indicator

(8)

AYPIndicatorMissed


Performance Target

(4)Actual Outcome

from 2010


GRADE 6- 8ECO. DISADVANTGEDThe failing rate will be reducedby 6.2% in Language Arts and6.5% in Math.ELA Baseline is 43.5%2011 43.3%

2012 49.1%Math Baseline is 38.7%2011 41.59%2012 47.4% GRADE 6- 8LEPThe failing rate will be reducedby 8.4% in Lang. and 8.2 % inMath.ELA Baseline is 17.9%2011 23.5%2012 31.2%Math Baseline is 31.2%2011 29.6%2012 36.6%

GRADE 6- 8HISPANIC

The failing rate will be reduced

by 6.2% in Lang. Arts and5.9 %in Math.ELA Baseline is 42.5%2011 44.1%2012 49.7%Math Baseline is 40.0%2011 46.9%

2012 52.2%

Language Arts

37.1%

Math

35.1%

Language Arts

15.1%

Math

21.4%

Language Arts

37.9%

Math

41%

D. Implement a science program builtaround COP( Cambridge Physical Options)for K-8 Centers and Science andTechnology) developed by the NationalScience Resource Centers of theSmithsonian Institute and Insight modulesdeveloped by Education DevelopmentCorporation.Through this program students;

1. Communicate science

understanding in multipleformats.2. Apply the skills of science to

solve problems in familiar or new situations.

3. Use technology and literacyto extend scienceknowledge.

4. Integrate mathematics aspart of their scientificlanguage.

.E. Create a truancy prevention program

1. Create mechanisms to curtailstudents’ intimidation outside theschool.

Cedarbrook: Year 2

NONE

Emerson: Year2

Total Population,Students withDisabilities,


Evergreen Year 2

Total Population,LEPHispanic,








49




Identified During

Needs AssessmentUse Problem(s)

Codes

(2)


Indicator

Code(s)

· Annual Performance Target(s) for Each Year: 2011-2012


(7)

CAPAFindings &

Recommendations

(include standard& indicator

(8)AYP

Indicator

Missed


Performance Target

(4)Actual Outcome

from 2010


5a. /K.5b. /K..

3.2 GRADE 11TOTAL POPULATIONThe failing rate will be reduced

by 4.6% in Lang. Arts and 6.8%in Math.ELA Baseline is 58.1%2011- 58.3%

Math Baseline is 39.8%2011 – 39.1

GRADE 11SP. EDUCATIONThe failing rate will be reducedby % in Language Arts and %in Math.ELA Baseline is 13.3%2011 24.6%

Math Baseline is 12.3%2011 - 15.9

Language Arts

53.7%

Math

32.3%

Language Arts

16.0%

Math

6.5%

HSPA Analysis of NJASK-6, NJASK-7and NJASK 8 data of all students andidentified subgroups Analysis of locallydevelopedassessment tools,attendance,instruction time andstudent/teacher ratio

2. Have conflict resolution sessions

between African-American and Latinostudents 3. Conduct informal walkthroughs in

classrooms and hallways to assessstudents' behavior in the instructionalsettings, the hallway sand cafeteria

F. Implement WSR model “ America’s

Choice” by (NCEE) and districtInstructional Priorities /NCLB Staff Development Plan

1. District Plan:a. Provide professional development

for newly adopted textbooks(purpose is to improve delivery of instruction by ensuring teacher understanding of all textbookfeatures).

b. Provide professional development

for the Read 180 Programc. Provide professional

development to all administrators,teacher leaders and leadershipteam in the areas of data inquiryand analysis.

Staff Development

Hubbard Report

Standard 1Indicator:1.1f Rec.1, p. 8

Standard 2Indicator:2.1 eRec. # p. 1, 12

Indicator:2.1cRec. # 2, p. 12

Standard 4Indicator:4.1hRec. # 3, 6, p.20

Indicator:4.1gRec. # 6, pp. 16,20Rec. # 6, 8 p.20

Maxson Year 5


African American,Hispanic,Economically

Disadvantaged

Hubbard Year 8





· For Title I programs and activities, reflect the reserved funds on the Title I Eligibility Page (see Web-enabled application), including thosemandated by NCLB.




50





Identified DuringNeeds AssessmentUse Problem(s)

Codes

(2)


IndicatorCode(s)

· Annual Performance Target(s) for Each Year: 2011-2012


(7)

CAPAFindings &

Recommendations(include standard

& indicator

(8)AYP

IndicatorMissed

(3)

Baseline Data andPerformance Target

(4)

Actual Outcomefrom 2010

(5) Measurement

Tool/Method

GRADE 11

LEPThe failing rate will be reducedby % in Language Arts and % inMath.ELA Baseline is 15.2%2011 – 24.4%

Math Baseline is 26.3%2011 - 37.9

Language Arts16%

Math

31%

d. Continue to provide professionaldevelopment to administrators torefine how to addressprofessional learning within thecontext of data analysis,Professional Improvement Plansand Evaluation System.

e. Continue to create additionallearning opportunities to assistcurrent staff in specific contentareas (literacy, math, science).

f. Provide stipends for teachersg. Train all teachers in the use of

literature, mathematics andscience across the content areas

h. School Redesign Committee(district-wide task force)

i. Reinstitution of School Administrators PLC’s.

Maxson Report

Standard 1

Indicator:1.2Rec. # 3 p. 15

Indicator:1.4Rec.# 4 p. 15

WashingtonReport

Standard 1

Indicator:1.2Rec. # 1, p. 14

Indicator:1.4Rec. # 1 p. 14Rec. # 2 p. 12

Plainfield High Year 8


African American,Hispanic,








51



Problem(s)/

PopulationsIdentified DuringNeeds AssessmentUse Problem(s)

Codes

(2)

Performance


· Annual Performance Target(s) for Each Yea r 2011-2012



(7)

CAPA


& indicator

(8)

AYPIndicatorMissed


Performance Target

(4)Actual Outcome

from 2010


Hubbard Report

Standard 1

Indicator:1.1f Rec. # 1, p. 18

Indicator:2.1eRec. # 1. p. 12

Indicator:2.1cRec. # 1, 2, p.12

Standard 3

Indicator:3.1b

Rec. # p. 16

Standard 4

Indicator:4.1aRec. # 2, 4, p.20



· For Title I programs and activities, reflect the reserved funds on the Title I Eligibility Page (see Web-enabled application), including thosemandated by NCLB.




52





Identified DuringNeeds AssessmentUse Problem(s)

Codes

(2)


IndicatorCode(s)

· Annual Performance Target(s) for Each Year 2011-2012


(7)

CAPAFindings &

Recommendations(include standard

& indicator

(8)AYP

IndicatorMissed


Performance Target

(4)Actual Outcome

from 2010


Indicator:4.1hRec. 3, 6. p. 20

Indicator:4.1g

Rec. 10, p.20

Maxson Report

Standard 1

Indicator:1.1 Rec. 1, p. 15

Indicator;1.4Rec. # 4, p. 15




2011 title i unified plan district information

Documents