maxson restructuring plan capa

8/8/2019 Maxson Restructuring Plan CAPA

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DISTRICT AND SCHOOL INFORMATION

District: PLAINFIELD PUBLIC SCHOOLS District Code: 4160

Chief School Administrator: Superintendent - Dr. Steve Gallon III

Contact Person: Dawn Ciccone

Office Address: 1200 Myrtle Ave. Plainfield, NJ 07063

Phone Number For Contact Person: 908 – 731 - 4373

Fax Number For Contact Person: 908 – 731 - 4371

E-Mail Address Of Contact Person: [email protected]

SCHOOL INFORMATION

School Name: Maxson Middle School School Code: 070

School Type: Elementary Middle Secondary

Current Grade Levels: 6, 7, 8

School Address: 920 East 7th Street Plainfield, NJ 07060

School Phone Number: 908 – 731 – 4310 Fax: 908 – 731 - 4306

Principal: Mr. Anthony Jenkins

Principal’s E-Mail Address: [email protected]

Building Level Education Association Representative: Mrs. Joan Cansdale

School Parent Representative: Michelle Curry

School Leadership Council Chairperson (Abbott Districts): Mr. Wilbur Robinson

mailto:[email protected]






2

APPROVAL/SIGNATURES AND CERTIFICATION OF CONSULTATION

TITLE PRINT NAME SIGNATURE DATE

Chief School Administrator

SUPERINTENDENT

DR. STEVE GALLON III

Board PresidentMS. BRIDGET B. RIVERS

Building Level Education Association

Representative JOAN CANSDALE

School Parent RepresentativeMICHELLE CURRY

School Leadership Council Chairperson

(Abbott Districts)WILBUR ROBINSON

School Improvement Committee

Chairperson (Non-Abbott Districts And

Charter Schools)

N/A

Board President/RepresentativePATRICIA BARKSDALE

DATE APPROVED BY BOARD OF EDUCATION: MAY /_6_/ 2008

The Chief School Administrator/Charter School Lead Person verifies that the representative from the stakeholder groups listed above had an

opportunity to participate pursuant to Section 1116(b) of the No Child Left Behind Act of 2001 in the development of the Title I Restructuring

Plan for

Maxson Middle School.

Chief School Administrator/Charter School Lead Person’s Signature: _________________________________ Date: _____________



4

FORM B

GOVERNANCE STAFF IN THE ADMINISTRATIVE SCHOOL

Directions: A key component of school governance is the administrative staff. In Table 1 list the school’s current administrative staff by title and

name during the present school year (2007-2008). Under the heading “Restructured Administrative Staff” list the positions and persons who will

comprise the administrative staff in the restructured school (2008-2009).

FORM B-TABLE 1: CURRENT AND RESTRUCTURED SCHOOL ADMINISTRATIVE STAFF

Current Administrative Staff

(2007-2008)

Restructured Administrative Staff

(2008-2009)

Title Name Title Name

Principal

Dr. Christopher Lommerin

(appointed August 2007) Principal

Anthony Jenkins (appointed

July 2008)

Vice-Principal

Kwame W. Asante (appointed

August 2005) Vice-Principal

Aurora Hill (appointed August

2008)

Vice-Principal

Dion Roach (appointed August

2007)* Vice-Principal Dion Roach

** To be determined after May 15, 2008 due to budget deficit for 2008 – 9 and per Title 18A – as well as possible movement of district

administrators.*NOTE: These administrators were placed in these positions after the initial CAPA review as part of the initial restructuring of the

school governance.



5

Directions: Table 2 requests information on the roles and responsibilities of the school and district administrative staff. Under the heading “Current

Administrative Staff” list the roles and responsibilities of the administrative staff (Column 1), and the person(s) responsible for the implementation of the

role/responsibility (Column 2). Under the heading “Restructured Administrative Staff” in column 3 repeat the same role/responsibility listed in Column 1 and in

Column 4 specify who will be charged with the implementation of this role/responsibility in the restructured school.

FORM B-TABLE 2: RESTRUCTURED ROLES AND RESPONSIBILITIES OF SCHOOL AND DISTRICT GOVERNANCE STAFF

Current Governance Staff Restructured Governance Staff

(1)

Role/Responsibility

(2)

Person(s) Responsible

(3)

Restructured Role/Responsibility

(4)


Monitor student assessments Principal / Vice Principals Implement data binders for teaching

staff to monitor student assessments

Bldg. Administrators each

responsible for different

grade levels

Content area Vice

Principals Instructional staff

Monitor review of student work Teaching staff Develop tools and instruments to

facilitate the submission and review of

student work; Conduct grade level

reviews of student work which includes

all teachers (ELL & Special Needs)

Bldg. Administrators

Instructional staff

Content Area Vice

Principals

Meet with School LeadershipCouncil Principal Appoint School Leadership Council sub-committees to address school

improvement strategies, including

budget allocations, professional

development opportunities and resource

identification

Vice Principal

Schedule PTO meetings Principal/Vice Principa Provide minimum of 4 workshops for

parents to address school improvement

strategies; curriculum and discipline,


Content Area Vice

Principals

Provides professional development

and model’s instructional strategies

for staff

Staff Development

Supervisor

Math & Literacy Coaches

Implement a flexible block scheduling

format based on principles outlined in

Turning Points to facilitate an

instructional approach that supports

cooperative learning, use of Multiple

intelligences/modalities, flexible

grouping, strategies for opportunities for

student choice, and strategies forindependent student projects and whole

Coordinator of

Professional Development


Content Area Vice

Principals

IDE consultants



6

Current Governance Staff Restructured Governance Staff

(1)

Role/Responsibility

(2)


(3)

Restructured Role/Responsibility

(4)


class projects.)

Schedule IDE consultants to support

interdisciplinary teaming with emphasis

on real world application and project

based learning

Analyze school test data, providestaff development based on data,

provides in class support,

coordinates building mentors &

mentees

Design Coach Conduct building-based walkthroughs toreview implementation of CAPA

recommendations

Support teachers in developing

instructional strategies to differentiate

instruction using data

Conduct periodic vertical articulation

sessions using assessment dataorganized by content area

Bldg. Principal Supervisor of Assessment

Coordinator of Professional

Development

Instructional staff

Support teachers in the infusion of

technology

Technology Coach Provide staff development on current

technology, i.e., use of Promethean

board, educational search engines, new

student information management system

Coordinator of Professional

Development

IT (Information Technology)

Building Administrator

Implementation of CAPA

Recommendations

Director of C and I

District Supervisors

Aligned Title 1 plan with CAPA

recommendations and the restructuring

plan

Identify students eligible for

Supplemental Educational Services

Grants Administrator, Bldg.

Administrators

Grants Administrator



7

FORM C

IMPACT OF RESTRUCTURING CHOICE ON STUDENTS

Directions: Completes Table 3 and 3A to indicate how the proposed Restructuring Plan will address those student subgroups that did not make

Adequate Yearly Progress.

FORM C-TABLE 3: RESTRUCTURING RESPONSE FOR STUDENT SUBGROUPS NOT MAKING AYP- LANGUAGE ARTS LITERACY

LANGUAGE ARTS LITERACY

Grade Level SubgroupRestructuring Strategies to

Address This SubgroupImplementation Timeline

Person

ResponsibleEvaluation Method(s)

Grade 6-8

Total Student

Population

African-American

Hispanics

Special Education

Economically

Disadvantaged

ELL

SP ED

Review district and building based

benchmark assessments

Offer Supplemental Educational

Services to eligible students withinthe identified sub-groups

October 2008 – June 2009

Supervisor of

Assessment,

Principal,

Grants

Administrator,Content Area

Vice

Principals

Pre and Post test data

Support Lab logs;

Compare pre- and post DRA levels

ELL

SP ED

Schedule identified at-risk students

in the academic support lab and/or

READ 180

October 2008 – May 2009

Vice Principal

Special

Education

Principal

Portfolios/Data

Data review sheets

Lesson Plans/Observations

ELL

September 2008-June 2009

Vice Principal

Bilingual

Education

Principal

Review of student work

Lesson Plan/Observation/Data



FORM C-TABLE 3A: RESTRUCTURING RESPONSE FOR STUDENT SUBGROUPS NOT MAKING AYP- MATHEMATICS

MATHEMATICS

Grade Level SubgroupRestructuring Strategies to Address

This SubgroupImplementation Timeline

Person

ResponsibleEvaluation Method(s)

Grade 6 – 8 Total Population

African-AmericanHispanics

Special Education

Economically

Disadvantaged

Offer SES to eligible students

Identify academic resources to

supplement math instruction

October 2008- 2009

September 2008 – June 2009

GrantsAdministrator

SLC

subcommittee

Provider Pre-post data

Sub-committee report on

findings/recommendations

Special Education Provide professional development on

differentiating assessments

Coordinator

of

ProfessionalDevelopment

Vice Principal

of Special

Education

Teacher made

assessments

8



FORM D

PROGRAMMATIC, STRUCTURAL AND INSTRUCTIONAL IMPACT OF

RESTRUCTURING

Directions: Provide a separate narrative response to questions 1-5.

I. The impact of the restructuring plan on current school improvement efforts

1. How will the governance changes positively impact the implementation of the CAPA

recommendations?

The principal and one Vice Principal have been replaced from 2006-07. Roles and responsibilities willinclude ongoing implementation and monitoring of the CAPA recommendations. The school will institute a

flexible block schedule consistent with the ideologies espoused by Turning Points, a research-based Middle

Level Philosophy. The building administrators will work closely with district administrators to analyze data

to drive instruction. Common planning time will be scheduled to ensure that teachers review student work

by grade level.

2. How will the governance changes positively impact the implementation of the Title I Unified Plan?The Title I Unified Plan will incorporate needs assessment data for Maxson Middle School. This will include

teacher feedback, student feedback, parent survey data, assessment data, staff evaluations and on-goingobservations of day to day operations. Building administrators will strengthen the School Leadership

Council (SLC) as an effective decision making body, through goals and expectations and monthly meetings.

An SLC sub-committee will be established to review parent involvement initiatives, instructional programs

and supports for all students, with the support of District Administrators.

II. The impact of the restructuring plan on current instructional efforts

3. How will the governance changes impact the instructional schedule, including each of thefollowing:

a. Time for language arts and/or mathematics instruction - The instructional program at Maxson

will include block scheduling 80 minute periods for Language Arts and Mathematics as well as

Social Studies and Science on alternating days.

b. Common planning time among teachers - Under the new governance, common planning time

will be scheduled for teachers (40 minute periods) to provide designated time to review student

work by grade level. This will promote greater articulation between teachers of general

education, special education and ELL students.

c. The introduction of new instructional materials including textbooks - In line with Plainfield’sNJQSAC plan, an 8

thgrade Algebra course will be adopted and implemented in the new school

year. A curriculum map for grades 6-8 will be developed for mathematics to align middle

school math to NJDOE Clarification Project

d. Use of interim or formative benchmarks and assessments including the use of student

performance evidence - During the 2008-09 school year, mid-term and finals will be

administered in all content areas The DRA 2 for (Reading) will be administered in the Fall and



III. The impact of the restructuring plan on district support efforts

4. What strategies will the district use to support for the school’s new governance structure, including

each of the following:a. Tailored professional development - The district will provide high quality, sustained

professional development for teachers and administrators based on teachers’ needs, student

trends, changing demographics, and curriculum implementation schedules.

b. Academic supports - The district will provide academic support via Content Area Vice

Principals. In addition NCLB Supplemental Educational Services will be provided for eligible

students in grades 6-8 and the 21st Century after school program will be implemented as well,

providing grant funding is available.

c. Scheduled reviews of formative student assessments - The district Supervisor of Assessment

organizes pertinent data for schools to assist them in focusing on student academic needs andteaching and learning.

d. Supplemental curriculum materials -The district supplements Maxson’s educational program

with Read 180 Enterprise upgrades and IDE coaching (in class support) and IDE on-line

professional development.

e. Educational technology – An Academic Support Lab has been provided for Maxson students.

IV. The impact of the restructuring plan on parent and community involvement efforts

5. Describe the process the district will use to involve the school community (including, but notlimited to, school leadership, instructional and non-instructional school staff, district/school union representatives, School Improvement Committee, parents, PTO, community leaders) in the (a)

development and (b) implementation of the restructuring plan.

A district Restructuring Committee was established to drive the Maxson Restructuring Plan. District

School, Parents, and Community members were included. The plan will be expedited by the Maxson

Middle School building administrators with strong support from the Department of Educational Services.

All stakeholders including Maxson staff will be informed of progress made. The Title I Unified Plan will

incorporate and support the Restructuring Plan. Sub-committee groups will meet periodically to discussbarriers and/or note progress. Consultants from Rutgers University, the Schillinger Group, Scholastic,

and IDE Corp. will provide guidance and expertise to move Maxson toward AYP.



V. Directions: In Table 4 list the strategies the school and district will use to involve the parents and

community stakeholders as partners in the a) development and b) implementation of these plans?

FORM D - TABLE 4: STRATEGIES TO INVOLVE STAKEHOLDERS

Stakeholder

GroupActivity

Implementation

Date

Person

Responsible

Plan

Development or

Implementation

Activity

Parents

Hold a parent

information session

to share CAPA

recommendationsand NJASK Data

September 2008

(Back to School

Night)

Bldg.

AdministratorsImplementation

Parents /

Community

Leaders

Review Title I

Restructuring Plan

with Maxson PTO

and SLC

October 2008

Bldg. Admin.

Grants

Administrator

Implementation

Parents and

Community

Identify and collect

subgroup data and

organize into

binders

October 2008 Data Technician Implementation

Parents and

Community

Analyze and

disseminate

subgroup data and

present to all

stakeholders

December 2008 Bldg. Admin. Implementation

Parents, Teachers,

Students and

Community

Leaders

Identify and collect

end of year

subgroup data and

share with all

stakeholders

March/April 2008 Bldg. Admin. Implementation



VI. Stakeholder Involvement Meetings: List the dates that the district met with the community to

discuss the restructuring plan with stakeholders. Also, attach the minutes and agenda from each meeting.

FORM D - TABLE 5: STAKEHOLDER INVOLVEMENT MEETINGS

Stakeholder Group PURPOSE DATENUMBER

ATTENDING

Plan Development

or Implementation

ActivityParents/Community

Members

Overview of

Restructuring April 8, 2008 51Presentation Q & A

on Restructuring

Parents/ Community

Members

CAPA

Restructuring info

April 8, 2008 753 families Information

Dissemination

District Restructuring

Committee

To Select M.S.

Model

April 15, 2008 15 Discussion of Options

and M.S. Models

District Restructuring

Committee

AYP informational

and Middle School

Models

April 18, 2008 13 Selection of M.S.

Model by consensus



VII. Directions: Table 6 requests information on how the restructuring plan will impact the organization

and structure of the school. In column 1 list the number of classes in each grade level. In column 2

identify the number of students in the grade level and in column 3 indicate the average class size for

each grade in the current school year (2007-2008). For the following school year (2008-2009), use

column 4 to identify the number of students that will be in each grade and use column 5 to identify

the average class size in each grade of the restructured school.

FORM D-TABLE 6: CHANGES IN SCHOOL ORGANIZATION/STRUCTURE

Changes in the School’s Organization/Structure

Current School

(2007-2008)

Restructured School

(2008-2009)

(1) (2) (3) (4) (5)

Number of

Classes in Each

Grade and Class

Size:

Number Size Number Size

Pre-K

K

1

2

3

4

5

69 – (219) 24 12 – 250 21

79 – (260) 29 12 – 250 21

89 – (266 ) 30 12 – 280 23

9

10

11

12

Self-Contained

Special Education

Classes (for highschools: total

number, in all

subject areas, of

special education

self-contained

classes)

6 – 1 – 13

7 – 2 – 16

8 - 3 – 26

7 / 6

8 / 7

8 / 9

6 – 10

7 – 10

8 – 10

8 – 10

8 – 10

8 – 10



FORM F

OPTION 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

Directions: Provide a separate narrative response to questions 1-6 to address the

replacement/reassignment of staff determined to be relevant to why the school did not make AYP.

STAFF RECRUITMENT, SELECTION AND SUPPORT

1. What is the current process that the school/district uses to recruit staff?

The district currently participates in college/university job fairs to seek desired candidates for vacancies.In addition, vacancies are posted in newspapers (i.e. The Star Ledger) and the district advertises internal

postings through the district email system, with printed copies displayed in central locations per

building.

2. How did the district identify staff for replacement/reassignment.?Meetings were organized with high school and Middle school administrators to discuss movement of staff

with respect to Highly Qualified Teacher requirements. Maxson Middle School Principal surveyed

building staff on current positions held, certifications and interest for upcoming school year.

3. What steps does the district/school take to ensure that the most challenging classes are assigned to

the most experienced teachers?The Department of Human Resources monitors staff certifications and Highly Qualified Teacher data

and this information is shared with building administrators. Teacher observations (formal and

informal), focus-walks, student feedback, teacher interest in teaching higher level courses, strong

classroom management skills, strong content knowledge and ability to connect with middle school

students will be strongly considered in ensuring that the most challenging classes are assigned to the most

experienced teacher.

4. What are the unique qualifications for staff in the restructured school?In restructuring Maxson Middle School for 2008-2009 will seek and reinforce staff qualifications that

include: being passionate for one’s craft, desire to the extra mile, taking ownership in the teaching of

students, being supportive of school goals, being cognizant of the developmental stages of middle school

students (a root cause for Maxson’s status).

5. What is the district/school’s timeframe for the selection of staff?It is our goal to have all teachers in place by end of August 2008, so that Maxson will have filled all

vacancies prior to the start of the academic school year.

6. What supports will be in place to ensure the success of the newly reassigned staff in the

restructured school?Professional development on the middle level philosophy will be provided to implement key components

of Turning Points. A buddy system will be strengthened to partner newly assigned staff with veteran

staff. Content Area Vice Principals will support building administrators in removing barriers that may



17

FORM H

PROFESSIONAL DEVELOPMENT TO IMPLEMENT THE PLAN

Directions: Table 9 requests information of the professional development activities the district will provide for school staff to ensure effective implementation of the educationalprogram in the restructured school, based upon the analysis of the data and the planning process for restructuring.In column 1 briefly describe the focus of the professional development activity. Specify the student/staff population the activity will target in column 2 and how often the activitywill occur in column 3. In column 4 identify the person/organization that will provide the professional development activity. Use column 5 to show which CAPA standard andindicator recommends the implementation of the activity and use column 6 to describe the type and frequency of classroom follow-up that will complement the activity and the

person responsible for the implementation of the classroom follow up.

FORM H-TABLE 9: PROFESSIONAL DEVELOPMENT TO PREPARE INSTRUCTIONAL STAFF

(1)

Professional

Development Topic

(2)

Targeted Population

(3)

Frequency

(4)

Provider

(5)

CAPA

Standard and

Indicator

(6)

Method and

Frequency of

Classroom Follow-

Up & Name of

Person ResponsibleDeveloping a data

driven environment

All teachers On-going articulation

sessions

Principal, Supervisor of

Assessment, Leadership

Team

Standard 1 –

1.1, 1.4

Development of Data

Binder, collect and

review assessment

results monthly byAdministrators

Curriculum Mapping All teachers Quarterly Content Area Vice

Principals, Coordinator of

Prof. Dev., Bldg. Admin.

Standard 3 –

3.1, 3.3, 3.4

Grade level Planning

Sessions (once a week)

Administrators

Language Arts

Initiative

ELA teachers Every 6 weeks Scholastic

Coordinator of Prof. Dev.,

VP of Literacy

Standard 1 –

1.1, 1.2, 1.3

Implementation of

Read 180/Reading

Plus; Every 6 weeks,

Administrators

Differentiation of Instruction

All teachers On-going Coordinator of Prof. Dev.

Schillinger Group

Standard 1-1.1,1.2

Lesson Plans-ClassVisits, Student

Products

Administrators

Di ti T bl 10 t i f ti f th f i l d l t ti iti th di t i t ill id f th h l’ l d hi t ff t ff ti i l t ti f



18

Directions: Table 10 requests information of the professional development activities the district will provide for the school’s leadership staff to ensure effective implementation of the educational program in the restructured school, based upon the analysis of the data and the planning process for restructuring.

In column 1 briefly describe the focus of the professional development activity and in column 2 specify how often the activity will occur. In column 3 identify theperson/organization that will provide the professional development activity. Use column 4 to show which CAPA standard and indicator recommends the implementation of theactivity. In column 5 identify the methods that the district will use to ensure effective implementation of the activity and in column 6 specify the person(s) responsible forimplementation of the activity.

FORM H - TABLE 10: PROFESSIONAL DEVELOPMENT TO PREPARE LEADERSHIP STAFF

(1)

Professional

Development Topic

(2)

Frequency

(3)

Provider

(4)

CAPA Standard

and Indicator

(5)

Evaluation Method(s)

(6)

Name of Person

ResponsibleDeveloping a data driven

environment

On-going Supervisor of

Assessment,

Coordinator of Prof.

Dev.

Standard 1

Indicator 1.1,1.4

Focus walks

Observations


Dev.

Curriculum Mapping Quarterly Content Area Vice

Principals,


Dev.

Standard 3

Indicator 3.1,3.3,3.4

Grade level planning

sessions


Dev.

Language Arts Initiative Every 6 weeks Scholastic, Vice Prin

of Literacy,


Dev

Standard 1

Indicator 1.1, 1.2,

1.3

Monitoring and

progress of Read 180

and Reading Plus

implementation


Dev.

Turning Points On-going Principal


Dev.

Standard 1

Indicator 1.1 – 1.4

Focus walksObservations Principal

Coordinator of

Professional

Development

maxson restructuring plan capa

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