8/8/2019 Cook School Plainfield NJ Title I Unified Plan FY11 http://slidepdf.com/reader/full/cook-school-plainfield-nj-title-i-unified-plan-fy11 1/49 FY2011NCLB PLAINFIELD DISTRICT 39-4160 COOK (120) 2011 TITLE I UNIFIED PLAN TEMPLATE District and School Information District: PLAINFIELD Chief School Administrator: (INTERIM) ANNA BEYLIN-PYLES Chief School Administrator E-mail: [email protected]NCLB Contact: Dawn Ciccone NCLB Contact E-mail: [email protected]School: Frederic W. Cook (120) The school is designated (select one): Targeted Assistance Schoolwide Principal: John A.Martucci Principal E-mail: [email protected]Principal Certification The following certification must be made by the principal of the school. Note: Signatures must be kept on file at the school. I certify that I have been included in consultations related to the priority needs of my school and participated in the completion of this Title I Unified Plan. I have been an active member of the planning committee and provided input to the school needs assessment and the selection of priority problems. I concur with the information presented herein, including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a, and SIA, Part G. John Martucci __________________________________________ ____________________________________________ _____6-30- 2010___________________ Principal’s Name Principal’s Signature Date 1
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Cook School Plainfield NJ Title I Unified Plan FY11
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8/8/2019 Cook School Plainfield NJ Title I Unified Plan FY11
District: PLAINFIELDChief School Administrator: (INTERIM) ANNA BEYLIN-PYLES Chief School Administrator E-mail:[email protected] Contact: Dawn Ciccone NCLB Contact E-mail:[email protected]
School: Frederic W. Cook (120)
The school is designated (select one): Targeted Assistance Schoolwide
The following certification must be made by the principal of the school. Note: Signatures must be kept on fileat the school.
I certify that I have been included in consultations related to the priority needs of my school and participated in thecompletion of this Title I Unified Plan. I have been an active member of the planning committee and provided input to theschool needs assessment and the selection of priority problems. I concur with the information presented herein,including the identification of programs and activities that are funded by Title I, Part A, and, if applicable, SIA, Part a, andSIA, Part G.
John Martucci __________________________________________ ____________________________________________ _____6-30-2010___________________ Principal’s Name Principal’s Signature Date
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School NCLB CommitteeSelect committee members to develop the Unified Plan.Note: For continuity, some representatives from this needs assessment stakeholder committee should be included in theschoolwide stakeholder group and/or the SINI plan committee. Identify the stakeholders who participated in the needsassessment and/or development of the plan. Signatures should be kept on file in the school office for review. Print off acopy of this page to obtain signatures. *Add lines as necessary.
Name Stakeholder GroupParticipated in
NeedsAssessment
Participated inPlan
DevelopmentSignature
Jen Fuller Parents
John A. Martucci School Staff--Administrators
Lori Jenkins School Staff—Classroom
teachers
Brenda Miles School Staff—ReadingSpecialist
Curtis Cheatham School Staff- Social Worker
Ruth Wright School Staff—SpecialEducation
Josephine Ghee School Staff—classroomteacher
Francine FrahmSchool Staff—4
th
Grade
Carolyn Huggins School Staff--Support
Karen Trammell School Staff—School Nurse
Pamela Westry-
RodgersSchool Staff – Classroomteacher
None School Staff—TechnologyKean University TBD Institutions of Higher
Education
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Frederic W. Cook K-8 Center is a premier learning center within the Plainfield PublicSchool District. In partnership with the community, the Center will prepare all studentsto be globally competitive by providing a high quality education in a physically safe andemotionally supportive environment. Frederic W. Cook K-8 Center is committed toexcellence in education and achievement.
No Alibis, No Excuses, No Exceptions.
Describe the process for developingor revising the school’s vision andmission.
The staff held eight meetings in order to prepare, create,draft, revise and accept the school vision and missionstatements. Activities included building relationshipprojects, brainstorming ideas; and listing current activities,curriculums and pedagogy used within the school. Once allideas were posted, the staff condensed ideas intocategories. The categories are listed in the visionstatement. The ideas in the vision statement helped tocreate the mission statement .
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Data Collection and AnalysisTable A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2010 Programs,Strategies and Practices
Areas Multiple MeasuresAnalyzed
Overall Results and Outcomes
Academic Achievement– Reading
District InterimAssessment, NJASK, DRA
It indicates where the students are compared to minimum levels of proficiency established by the district
Academic Achievement -
Writing
District Interim
Assessment, NJASK
It indicates where the students are compared to minimum levels of
proficiency established by the districtAcademic Achievement -Mathematics
District InterimAssessment, NJASK
It indicates where the students are compared to minimum levels of proficiency established by the district
Academic Achievement -Science
District InterimAssessment, NJASK
It indicates where the students are compared to minimum levels of proficiency established by the district
School Culture District Instructionalreview – Site Visits
Identifies weaknesses in meeting district goals within in the DistrictStrategic Plan
Parent Involvement Attendance and feedbacksheets
Degree of parent involvement in the school and areas of concern
1. Describe the process and techniques used in the needs assessment.Instructional priorities and programs implementations are based on the need of our school. The web Administrators’ Plus and Genesissystems enables the teachers to analyze their class data and assess performance of their students at various levels such as class, studentgroups and individual student level. This is also used as a tool to identify student strengths and weaknesses as related to the core contentstandards.
2. Describe method used to collect and compile data for student subgroups.Data is disaggregated by clusters, class rosters and targeted skills for student subgroups. The classroom and after school instructionassessments become a data driven decision making tool in order to differentiate instruction for student individual needs.
3. Explain how the data from the collection methods are valid and reliable.A comprehensive data management system at the district is used to house the district longitudinal data. This management system is usedto analyze and report the progress of schools and produces cluster scores which are turned into percentages for comparison. Another web based system; Genesis provides schools with student demographic information, attendance and discipline data, along with data,courses and instructors.
4. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?NA - School made AYP
5. What did the data analysis reveal regarding classroom instruction?When Instruction is based on task analysis of the students needs, the curriculum becomes effective and meaningful.Students learned beginning from the point where they are and learning becomes cemented. Therefore, transfer andretention of new learning is possible.
6. What did the data analysis reveal regarding professional development implemented in the previous year(s)? The professional development in the use of scientifically based instructional strategies, the alignment of classroomactivities with academic content standards and assessments and data analysis to inform instruction are effective.
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7. How are educationally at-risk students identified in a timely manner?The above describe methods of data collection enables the district to identify at-risk students. In addition practice tests exactly like Statetests in format and content are given in early December. These results are analyzed by the Office of Assessment, Data Collection andSchool Improvement, which is sent back to us in table graph format with cluster information. This helps to further identify and addressweakness at the student level.
8. How does the needs assessment address migrant student needs?N/A
9. How are educationally at-risk students provided with effective assistance?The above describe methods of data collection enables the district to identify at-risk students. In addition practice tests exactly like State
tests in format and content are given in early December. These results are analyzed by the Office of Testing and Evaluation, which issent back to us in table graph format with cluster information. This helps to further identify and address weakness at the student level.
10. Describe the process used to select the priority problems for this plan?The stakeholders: parents representing grades levels K-7, classroom teachers, reading and math specialists, paraprofessionals and LEArepresentatives conducted a comprehensive needs assessment. These included teachers made assessments of students’ strength and weaknessesthrough running records of longitudinal data, and through test portions of the content area programs being implemented. District’s assessments toolsand teacher-made assessment are used.
11. How were teachers engaged in decisions regarding the use of academic assessments to provide information on andimprovement of the instructional program?
Teachers made assessments of students’ strength and weaknesses through running records of longitudinal data, and through test portionsof the content area programs are being implement. District’s assessments tools and teacher-made assessment are used.
12. Describe the transition plan for preschool to kindergarten, if applicable. N/ACook School is involved in a year-long planning process with Early Childhood to ensure that students transition to kindergartensmoothly and effectively. Preschool teachers of 4-year olds visit our kindergarten classrooms at the beginning of the school year toreceive an overview of the program in order to ensure that their students will be ready by the end of the year. Preschool students visit
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our kindergarten classrooms and get a glimpse of what to expect in the upcoming school year. When time permits, Teachers of Kindergarten and Preschool, Principals, Center Directors and Early Childhood Supervisor and Director visit the preschool classroomstogether and share feedback relating to observations and reflections.
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School Needs Assessment Summary MatrixCertification: For Title I SINIs and SW schools, Population Categories A-M have been annually assessed.
• Using information from the data analysis, identify all priority problems.• Select three or four priority problems to address in this plan. The selected problems should be checked in
column T.
P r i o r i t y
P r o b l e m
#
Priority Problem
Population Categories
A .
A l l s t u d e n
t s
B .
S t u d e n
t s w
i t h D i s a b i l i t i e s
C .
E a r l y c h
i l d h o o
d
D .
E c o n .
d i s a d v a n
t a g e d
E .
N e g
l e c t e d
/ d e l i n q u e n
t
F . Y o u
t h a
t r i s k o f
d r o p p
i n g
o u
t
G .
R a c i a l / e t h n
i c
H .
H o m e l e s s
I . I m m
i g r a n
t
J . L E P
K .
T e a c h e r s
L . P a r a p r o f e s s i o n a l s
M .
P a r e n
t s
N .
S u
b s t a n c e a b u s e r s
O .
P e r p e t r a t o r s o f
V i o l e n c e
P . O u
t - o f - s c h o o
l
Q .
M e n
t a l h e a l t h
R .
G i f t e d & T a l e n t e d
S .
O t h e r
( S p e c i f y )_
____________
T .
S e
l e c t e
d P r i o r i t y
P r o
b l e m s
S t u d e n
t A c a
d e m
i c N e e
d s
1Closing the achievementgap
2 Early ch ildhood 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 Mathematics3c Science3d Social studies3e World Languages
3f Cross Content WorkplaceReadiness
4 Technology Literacy S t
H i
g h 5
.5a Language Arts Literacy
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19 Alcohol use20 Drug use21 Tobacco use22 Violence23 Weapons24 Gang activity25 Delinquency26 Vandalism
27Suspensions, removals, orexpulsions
28Serious or persistentdiscipline problems
29 Bullying
30 Victimization31 Truancy/a ttendance32 Mental health33 Sex/gender issues34 Interpersonal conflict35 Intergroup conflict/bias X X X X X X36 Negative peer influence37 School safety
38Schoolclimate/environment
39 Risk factors
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Description of Priority Problems and Strategies to Address Them
• All student subgroups not meeting AYP MUST be considered during the needs assessment process.Select at least three priority problems.
• Complete the information below for each priority problem checked in column T on the previous pages.Add additional sections as needed.
#1 #2Population CategoryLetter & ProblemNumber
A., D. , G., 3a A., D., G., K., 6
Name of priorityproblem
Language Arts literacy and reading Effective classroom use of technology
Describe the priorityproblem
All subgroups not meeting AYP Technology infusion not consistent
Describe the rootcauses of the problem
It takes three to five years to show the adequategrowth to reach the established bench mark
Budget restraints cause for inconsistency intechnology purchases for the school.
Subgroup or populationaddressed
All students, economically disadvantage,racial/ethnic
All students, economically disadvantage,racial/ethnic/ teachers
Grade span 3-8 3-8Related content areamissed
Language Arts literacy and reading; writing;mathematics
Language Arts Literacy and reading; writing;mathematics, science, social studies
Name of scientificallybasedprogram/strategy/practice to address problem
Writing Across the Curriculum SMART Board, United Streaming, Kidspiration,Inspiration, Study Island
How does theprogram/strategy alignwith the NJ CCCS?
The curriculum of our school is aligned with the NJCCCS in all content subjects. All classroominstruction and activities are governed by NJCCCS.Our data is based on multiple assessment tools, suchas: anecdotal records; running records, stateassessments, district assessments; observations, etc.
The curriculum of our school is aligned with the NJCCCS in all content subjects. All classroominstruction and activities are governed by NJCCCS.Our data is based on multiple assessment tools, suchas: anecdotal records; running records, stateassessments, district assessments; observations, etc.
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Description of Priority Problems and Strategies to Address Them (continued)
#3 #4Population CategoryLetter & ProblemNumber
A., D., G., K., M., 35
Name of priorityproblem
Intergroup conflict/bias
Describe the priorityproblem
Social-Emotional Development
Describe the rootcauses of the problem
Inconsistent character education program.
Subgroup or populationaddressedAll students, economically disadvantaged,racial/ethnic/ teachers, parents
Grade span 6-8
Related content areamissed
Core curriculum subjects
Name of scientificallybasedprogram/strategy/practice to address problem
Middle School Advisory Program
How does theprogram/strategy alignwith the NJ CCCS?
The curriculum of our school is aligned with the NJCCCS in all content subjects. All classroominstruction and activities are governed by NJCCCS.Our data is based on multiple assessment tools, suchas: anecdotal records; running records, stateassessments, district assessments; observations, etc.
CAPA finding orrecommendation
N/A
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Check Before Proceeding: COOK SCHOOL IS A CHOICE SCHOOL.• The action planning section is required for all SINIs.• The action plans are developed for the primary strategies and programs selected that address the priority
problems.
Action Plan for Strategy Related to Priority Problem #1
Name of Program,Strategy or Practice toAddress PriorityProblem:
SMART Goal:
Indicators of Success:
Description of Action Plan StepsPersonsInvolve
d
ResourcesNeeded Due Date -
Timeline
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1. What is the connection between PI and the priority problems identified in the needs assessment?Workshops provide parents with support to assist their children at home by introducing them to scientifically-researched best
practices, testing formats, and social-emotional wellness. The support, in turn, connects homes with school in a partnership tocollaboratively increase students’ academic performance.
2. What are the measurable goals and targets for PI in 2011?Increase parent attendance by 10% and student performance on NJASK to meet Safe Harbor requirements and increase parentalengagement of special needs and ELL families by 5%.
3. Do you have a school-parent compact? YES
4. Describe the process to ensure that parents receive and review the school-parent compact.On our Back to School Night the Principal will review the Compact with all of the parents and the parents will sign the compact.Parents will be given a copy to take home after signing. Reminders through various communications will continue until all parent suntil all parents have read and signed the Compact. The school copy will be kept on File in the main office.
5. How is student achievement data reported to the public?Data is reported to the public via PTO meetings, End of Year Report, and Community Forum.
6. Identify procedures for informing parents about the school’s improvement status.A letter will be sent to all Cook’ parents, as soon as AYP data is available, informing them of the school improvement status and howthe school compares to similar schools outside the Plainfield School District.
7. Identify procedures for informing parents about the school’s disaggregated assessment results.1.) School webpage via Plainfield Public Schools website, school marquee, school calendar 2.) PTO meetings, Newsletters, Global Connect; Principal/Parent Collaboration Meeting
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8. How were parents involved in the development of the Unified Plan?Members of the parent community, including PTO, attended meetings, analyzed data and provided input in the development of this
plan.
9. Identify procedures for informing a parent about their child’s student assessment results.Data is reported to the public via PTO meetings, End of Year Report, and Community Forum. Individual student progress on statetests is mailed home.
10. How were the required PI funds used in 2010?Principal & Parent Collaboration (monthly) Meetings, Student & Parent Awards Program (Quarterly), Kindergarten / ParentCelebration (Annually), and Year End PTO & Community Celebration.
11. How will the required PI funds be used in 2011?Principal & Parent Collaboration (monthly) Meetings, Student & Parent Awards Program (Quarterly), Kindergarten / ParentCelebration (Annually), Year End PTO & Community Celebration and School Leadership Team (Parents-Community & Teachersmonthly meetings).
12. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III?A letter is sent home from the Superintendent’s office and / or posted on the District Website.
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Description of Strategy To Attract HQ Staff IndividualsResponsible
Continue to analyze all available time in a day. Along with negotiated use of prep time for staff development by the district, the following have been added: staff meetings seminars, grade level seminars,after school seminars, Saturday seminars, substitute coverage during the day, and summer institutes.
Principal
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Table L: Support for TeachersUse the Table below to describe the 2011 methods for supporting teachers needing assistance with instruction and otherproblems.
Description of Support
ContentArea
FocusTargetGroup
PersonResponsi
ble
Indicators of Success(Evaluation) How are teachers
identified?
Building basedprofessionaldevelopment
ALLContentAreas
AllCertifiedStaff
SPDC –SchoolProfessionalDevelopmentCommittee& Principal
Table M: Support for AdministratorsUse the Table below to describe how leaders in schools in need of improvement are provided with support andinstructional leadership.
Description of Support
ContentArea
FocusTargetGroup
PersonResponsible
Indicators of Success(Evaluation) How are
administratorsidentified?
Instructional LeaderInstitutes
Enhanceskills asinstructionalleaders
Principal (Interim)Superintendent andAssistantSuperintendents
Quarterly Evaluations NJDOE Certification
AdministrationProfessionalLearningCommunity
Enhancecollaboration
AllAdministrators
Office of ProfessionalDevelopment
Quarterly Evaluations NJDOE Certification
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Table N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistanceschool and the measures to identify students who need additional support in schoolwide programs. For targetedassistance schools, use the last two columns to designate if the measures are used as criteria for program entrance orexit.
Measure NameTargeted Assistance Schools
Entrance Criteria( )
Exit Criteria ( )
State Assessment NJASK
Other Assessments
English LanguageProficiencyAssessment
ACCESS
Classroom Grades End-of Unit Assessments; Midterm/FinalExams; Portfolios, Teacher made
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F.W.Cook K-8 Center is aSchoolwide School.
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Observations, Individual StudentImprovement Plans, NJASK, Read 180 &Reading Plus
Other
Support Elements
Ongoing and Sustained Technical Assistance*
1. What assistance did the NCLB committee determine it needs to implement the 2011 Unified Plan in the school’sefforts to increase academic achievement?
From the district: Teacher Training on Smart Boards with Internet interface
From outside experts: NONE
From others:
2. Describe the current technical assistance offered to staff at the school. Include assistance by district level and/or
outside experts, for example, skilled consultants, institutions of higher education (IHE), etc.District IT Department, and District Office of Professional Development
3. How is it targeted to the priority problems identified in the needs assessment?
NJCCCS to increase the use of technology in the classroom in order for students to have multiple means of presentation and assessment.
4. Identify the person(s) responsible for ensuring this technical assistance is provided.
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Principal, IT Coordinator and District Office of Professional Development
*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies, procedures and evaluation instruments, data analysis, coaching, program planning, budgeting, and theprovision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an outsideconsultant.
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2009-2010 Resource Allocation – SIA Part (a)Resource Allocation – Provide the following information regarding the use of the 2009-2010 SIA Part (a) funds.
These funds were distributed in February, 2009 and are carried over after August 31, 2009. Allocation amounts
are available at http://www.nj.gov/education/grants/entitlement/nclb/ . Total Amount Allocated: $
Brief Descriptionof Strategy or
ProgramImplemented with
Funds
AllocatedUse Carried Over Reallocate
d Use
Outcomes as a Result of Implementing the Strategy or
Program
Evidence
2009-2010 Resource Allocation – ARRA SIA Part (a)Resource Allocation – Provide the following information regarding the use of the 2009-2010 ARRA SIA Part (a)funds that were issued in the summer of 2009. These funds are carried over after August 31, 2009. Theallocations can be found at: http://www.state.nj.us/education/arra/sia/sia.pdf
Total Amount Allocated: $
Brief Descriptionof Strategy or
ProgramImplemented with
Funds
AllocatedUse Carried Over Reallocate
d Use
Outcomes as a Result of Implementing the Strategy or
School level budget pages in Excel must be completed along with each school’s Unified Plan, identifying thefollowing:
How the Title I, Part A school allocation is budgeted for targeted assistance schools or schoolsoperating schoolwide programs that do not blend their funds
How the SIA, Part a allocation is budgeted for all schools receiving this award
Budget Detail pages and a Budget Summary are available as an Excel program at the following location:www.nj.gov/education/grants/entitlement/nclb/.
Complete the Excel budget pages for each school and upload the file to the NCLB Application on EWEG on the Title I Unified Plan upload screen. These budget pages are in addition to the Title I Unified Plan for each schoolrequired to complete a plan.
Budget Detail pages must be uploaded. The signature of the Business Administrator must be kept on file atthe district/school.
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Corrective Action, Restructuring, and School Improvement
• Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, and 9 thathave already completed a corrective action plan, corrective actions identified in Year 4continue to be incorporated into the Unified Plan.
Corrective Action Status Report This form is completed by all schools in Year 4 and above. Schools in corrective action had to implement one or more of the following corrective actions (as identified by the district) in addition to the SINI and/or SW components. Identify whichcorrective action(s) will be taken and describe the implementation and how the action(s) will be incorporated with theother elements of the Title I Plan. Note: CAPA report prioritized recommendations must be incorporated into the Title Iplan.
Corrective Actions
1 Required implementation of a new research-based curriculum or instructional program2 Extension of the school year or school day3 Replacement of staff members, not including the principal, who were relevant to the school’s low performance4 Significant decrease in management authority at the school level5 Replacement of the principal6 Restructuring the internal organization of the school7 Appointment of an outside expert to advise the school8 Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to
improve academic achievement of low-performing students.Corrective actions implemented: # ________ Complete the table below regarding the corrective actionsimplemented :
Corrective
Action#
DescriptionEffective Yes - No
Evidenceof
Effectiveness
Outcomes
1
2
3
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SINI Year 5H and Above: Restructuring Implementation N/A
• Certification: For schools in Year 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, and 9 that have
completed a restructuring plan, the approved restructuring plan continues to be incorporatedinto the Unified Plan.
Year Restructuring Plan Created: _______
The district must develop a restructuring plan for schools in Year 5. The alternative governance actions must be initiated(see below).
Note: Districts must also complete the required “School Restructuring Plan,” which includes more detail on the planningprocess and the restructuring details www.nj.gov/njded/title1/accountability/restructure.doc.
The restructuring options are as follows:1. Implement any major restructuring of the school’s governance that is consistent with the principles of restructuring
as set forth in the No Child Left Behind Act .2. Re-open the school as a public charter school as defined by state statute and regulation (N.J.S.A. 18A:36A-1 et seq.
and N.J.A.C. 6A).3. Replace all or most of the school staff, which may include the principal, who are relevant to the school’s inability to
make adequate progress (consistent with existing contractual provisions and applicable statutory protections in Title 18A).
Identify the restructuring option(s) selected: ____
For schools in Year 6 and above, complete the table below. Add additional rows as needed.
Fundamental GovernanceReforms Implemented as
Listed in ApprovedRestructuring Plan
Status of Implementation
Effective
Yes -No
Evidence of Effectiveness
Outcomes
1
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Check Before Proceeding:• At minimum, the peer review must be completed by staff members from a school that is not in federal
improvement status.• Peer reviewers should have expertise in content areas and in school improvement.
1. Describe process used for peer review of the plan. (The NJDOE peer review suggested process is available atwww.nj.gov/njded/title1/program/peer_review.pdf .)
2. Provide the actual date and location the peer review(s) took place.
3. Provide the information below.
Peer Reviewer Name Title Affiliation Area of Expertise Address
Principal/Leadership
Language Arts
Mathematics
Special EducationELL
4. Provide a summary of the recommendations made by the peer review school.
5. List the specific recommendations that were incorporated into the plan as a result of the peer review.