District and School Information...• Students are using strategies such as post-its and highlighting as . Reading for Real by Kathy Collins • Teachers were observed transferring

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2011 TITLE I UNIFIED PLAN TEMPLATE

District and School Information

District: FRANKLIN TOWNSHIP BOARD OF EDUCATION

Chief School Administrator: EDWARD Q. SETO Chief School Administrator E-mail: [email protected]

NCLB Contact: Brooke Kirschner NCLB Contact E-mail: [email protected]

School: Franklin Park School

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

Principal: Nicole S. Scott 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.

Nicole S. Scott ____________________________________________ ________________________ Principal’s Name Principal’s Signature Date

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School NCLB Committee

Select committee members to develop the Unified Plan. Note: For continuity, some representatives from this needs assessment stakeholder committee should be included in the schoolwide stakeholder group and/or the SINI plan committee. Identify the stakeholders who participated in the needs assessment and/or development of the plan. Signatures should be kept on file in the school office for review. Print off a copy of this page to obtain signatures. *Add lines as necessary.

Name

Stakeholder Group

Participated in Needs Assessment

Participated in Plan Development

Signature

Nicole S. Scott School Staff - Administrator x x

Nubeja Allen School Staff - Administrator x x

Nicole Genito School Staff – Classroom Teacher x x

Jennifer Kurre School Staff – Classroom Teacher x x

Deborah Walczyk School Staff – Classroom Teacher x x

Lisa Cassell School Staff – Classroom Teacher x x

Kira Sikorski School Staff – Classroom Teacher x x

Pam Diaforli School Staff – Reading Specialist x x

Kim O’Brien School Staff – Math Specialist x x

Margaret Lisciandrello School Staff – Guidance x x

Tracy Molinari School Staff – Academic Support x x

Diane Laub School Staff – Gifted and Talented x x

Marie Carnese School Staff – Science Specialist x x

Rachel Brisita School Staff – ESL/Bilingual x x

Lynne Wattenberg School Staff – Librarian/Media Specialist x x

Carol Callaghan School Staff – Parent x x

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School NCLB Committee Meetings

List the dates of the meetings when the School NCLB Committee discussed the needs assessment and Unified Plan development. *Add rows as necessary

Date Location Agenda on File Minutes on File

Yes No Yes No

October 2, 2009 Room 203 x x

November 13, 2009 Room 203 x x

December 4, 2009 Room 203 x x

January 8, 2010 Room 203 x x

February 5, 2010 Room 203 x x

March 5, 2010 Room 203 x x

April 7, 2010 Room 203 x x

May 7, 2010 Room 203 x x

June 4, 2010 Room 203 x x

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School’s Vision & Mission

Provide, update, or develop the school’s vision and mission statement. Refer to the Introduction for Unified Plan pages for guidance.

What is the school’s vision statement?

Student Achievement, as defined by the faculty of Franklin Park school, focuses on students assuming ownership of their academics. Ownership involves high levels of responsibility in goal setting, being proactive in their learning, and a willingness to take risks. In order for this ownership to happen, teachers must establish safe, risk-taking environments where standards based instruction is delivered and differentiated to meet individual needs. Embedded in this instruction is the use of observational and formative assessments which focus on the process rather than product. Through promotion of positive student-to-student, student-to-teacher, and home/school interaction, students will gain social confidence so as to identify problems and ascertain solutions that are relevant and transferable to real-life situations.

What is the school’s mission?

The mission of the Franklin Township Public Schools is to provide excellent educational opportunities for every student, maintain an environment that engenders an appreciation of the value of every student, develop every student to his/her highest potential, and instill the attitudes, skills, and knowledge necessary to become independent contributing members of a democratic, multi-cultural society.

Describe the process for developing or revising the school’s vision and mission. The NCLB Committee Staff met collectively to define Student Achievement in Franklin Park School.

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Comprehensive Needs Assessment & Data Analysis

Data Collection and Analysis

Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2010 Programs, Strategies and Practices

Areas Multiple Measures Analyzed Overall Results and Outcomes

Academic Achievement – Reading NJASK Teacher Assessments DRA Running Records Report Cards Parent Teacher Conferences Teacher Observation during workshop instruction Formative Assessments (Learnia) Focus Walks

• Students were more actively engaged in the learning process and demonstrated growth in their abilities to work independently

• Students were able to receive small group instruction to address areas of deficit based on NJASK, formative pre-assessments and benchmarks along with teacher assessments.

• Staff was more effectively able to address individual student needs within the workshop model

• Students showed advancement in their reading levels as evidenced in conferring and running records

• Parents gained knowledge of reading initiatives through parent/teacher conferences • Report card enabled parents to identify specific reading strands of concern for their

children • Focus Walks enabled administration to ensure effective implementation of Reading

workshop and to provide constructive feedback to improve daily practice

Academic Achievement - Writing NJASK Teacher Assessments Report Cards Parent Teacher Conferences Formative Assessments (Learnia) Teacher Observation Focus Walks

• Student conferences showed evidence of student growth in understanding the purpose of writing workshop

• Students were more actively engaged in the learning process and demonstrated growth in their abilities to work independently

• Students were able to receive small group instruction to address areas of deficit based on NJASK, formative pre-assessments and benchmarks along with teacher assessments.

• Staff was more effectively able to address individual student needs within the workshop model

• Parents gained knowledge of writing initiatives through parent/teacher conferences • Report card enabled parents to identify specific writing strands of concern for their

children

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Areas Multiple Measures Analyzed Overall Results and Outcomes

Academic Achievement - Mathematics Learnia NJASK Teacher Assessments Report Cards Parent Teacher Conferences Teacher Observation Focus Walks

• All students and sub-groups achieved AYP in the area of mathematics • Students were more actively engaged in the learning process and demonstrated growth

in their abilities to work independently • Students were able to receive small group instruction to address areas of deficit based

on NJASK, formative pre-assessments and benchmarks along with teacher assessments.

• Staff was more effectively able to address individual student needs with the introduction of the workshop model in the area of math

• Parents gained knowledge of math initiatives through parent/teacher conferences • Report card enabled parents to identify specific mathematics strands of concern for their

children

Academic Achievement - Science Teacher Assessments Report Cards Parent Teacher Conferences

• All students and subgroups demonstrated proficiency and advanced proficiency in the area of science

• Higher levels of articulation between science specialists and generalists ensured alignment in the delivery of science curriculum

• Greater emphasis on the use of science word walls in all classrooms • Parents gained knowledge of science initiatives through parent/teacher conferences • Report card enabled parents to identify specific science strands of concern for their

children

School Culture Grade level meetings • Staff showed a willingness to dialogue about consistency in their delivery of standard-based, differentiated instruction

• Staff regularly accessed the literacy and math coach for additional instructional strategies and support

• Administration actively participated in grade level meetings to identify staff needs

Parent Involvement Parent Workshops NCLB Meetings PTO Meetings

• Parents continued to reach out for a partnership with the school in learning more about the needs of the school in the area of literacy

• Principal presented regularly to parents at PTO meetings in an effort to keep parents informed about current literacy initiatives.

Professional Development Faculty Meetings Grade Level Meetings District In-service

• Faculty meetings have allowed the administrative staff to understand the immediate needs of the teaching staff

• Staff responded positively to administrative participation in grade level meetings; grade level meetings provided a strong overview of the pacing and rigor of the academic

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Areas Multiple Measures Analyzed Overall Results and Outcomes Book Study Groups programs

• Staff participated in 10 professional development meetings focused on the study of various texts relative to literacy, math and school culture. Through these discussions, staff began to imbed additional best practices into daily instruction

Extended Learning Opportunities Tortoise Guild Tutorial • Parents, staff and students responded positively to the Tortoise Guild tutorial targeting 4th grade students on the cusp of proficiency in the area of literacy.

• Students were given daily access to strategies to assist them in test taking as well as opportunities to practice these strategies

• Students felt a sense of ownership

Education Reform & Improvement

Highly Qualified Staff Evaluating documentation • All staff had their certification verified

Leadership Observations/Evaluations Professional Development Plan NCLB Committee

• School Professional Development Committee listened to the needs of the staff both in survey and discussion groups to formulate a plan for on-going professional development

• NCLB met regularly to address the priority problems highlighted by the staff and administration

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Evaluation of 2010 Teaching and Learning Strategies & Programs

Table B: Strategies to Increase Student Achievement That Were Implemented in 2010

1 Strategy or Program

2 Content Area

Focus

3 Effective Yes-No

4 Documentation of Effectiveness

5 Outcomes

Tortoise Guild – Intervention program targeted for grade 4 students scoring 180 -205 on the NJASK 2009 Assessment.

LAL Yes Lesson Plans Student work samples Teacher feedback Student feedback Parent buy-in Student outcomes of 2010 NJ ASK

• Parents, staff and students responded positively to the Tortoise Guild tutorial targeting 4th grade students on the cusp of proficiency in the area of literacy.

• Students were given daily access to strategies to assist them in test taking as well as opportunities to practice these strategies

• Students effectively began to apply newly learned reading and writing strategies

• Students felt a sense of ownership and responded with more interest to their work

• Evidence of growth in proficiency was noted on the NJASK in the area of literacy

New format for elementary scheduling

LAL Math Science Social Studies Fine Arts

Yes FPS Master Schedule Teacher feedback Parent feedback

• Additional minutes were dedicated to mathematics and literacy instruction within the six day cycle allowing for a full 120 minutes of instruction in the area of literacy and 80 minutes in the area of math

Table C: Description of Extended Day/Year Programs Implemented in 2010 to Address Academic Deficiencies - Do not include SES programs.


2 Content Area

Focus

3 Effective Yes-No

4 Documentation of

Effectiveness

5 Outcomes

Breakfast Club Mathematics No Program was not effective because student attendance was sporadic.

• Student attendance impacted effectiveness of the breakfast club.

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Table D: Professional Development That Was Implemented in 2010


2 Content Area

Focus

3 Effective Yes-No

4 Documentation of

Effectiveness

5 Outcomes

Book Study Reading for Real by Kathy Collins One to One: The Art of Conferring with Young Writers by Lucy Calkins The Fluent Reader by Timothy Rasinski

LAL Yes Book Study notes and reflections Teacher Evaluations Lesson Plans Focus Walks

• Teachers demonstrated a willingness to implement newly learned best-practices into daily instruction

• When the staff implemented the new strategies students responded with more interest to the work

• Students are using strategies such as post-its and highlighting as demonstrated Reading for Real by Kathy Collins

• Teachers were observed transferring the conferring process into a focused support for clear purposeful writing in their classrooms

• Teachers and students began to practice fluency strategies to improve fluency and comprehension

Book Study Classroom Discussions: Using Math Talk to Help Students Learn Grades 1 – 6 by Suzanne H Chapin, Catherine O’Connor and Nancy Canavan Anderson Writing in Math Class by Marilyn Burns Differentiating Math Instruction Strategies That Work for K-8 Classrooms by William B. Bender

Mathematics Yes Book Study notes and reflections Teacher Evaluations Lesson Plans Focus Walks

• Teachers were observed acting as facilitators of learning while students assumed greater ownership of classroom dialogue to promote learning

• Students began to use math journals to reflect on their mathematical thinking

• Teachers began to implement the math workshop model to address individual student needs

Book Study Schools Professional Learning Communities by Sylvia M. Robert and Eunice Z.Pruitt

Professional Learning Communities

Book Study notes and reflections School Professional Learning Committee and plan

• Staff were provided with knowledge and skills to work effectively with teachers, parents, administrators and parents to build a learning community

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1

2

3

4

5 Book Study

Choice Words by Peter Johnston Reviving the Soul of Teaching by Terrence E. Deal

School Culture Yes Book Study notes and reflections Focus Walks

• Teachers gained an understanding of how their words impact students

Reporting Achievement September 2, 2009 October 12, 2009 February 11, 2010

Literacy Math Science Social Studies

Yes Benchmark Testing Teacher Evaluations Observations

• Staff have a higher level of understanding of how to use standards-based language to report student progress

• Parents and staff are communicating at a higher level of sophistication in regard to grade level standards and levels of achievement.

Standards-Based Instruction September 8, 2009 October 5, 2009 December 11, 2009 January 4, 2010 March 1, 2010 May 3, 2010



• Staff showed a willingness to dialogue about consistency in their delivery of standard-based, differentiated instruction

• There is an observable improvement in teaching points based on grade level standards.

Teacher Observation September 14, 2009 September 22, 2009 November 2, 2009 December 11, 2010 April 6, 2010



• Administrators and staff have come to a mutual understanding of the criteria that is appropriate for improved instructional practices and improved student achievement.

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Table E: Parent Involvement That Was Implemented in 2010


2 Content Area

Focus

3 Effective Yes-No

4 Documentation of

Effectiveness

5 Outcomes

Parent Orientation and Writer’s Workshop overview for Kindergarten Parents

LAL Yes Parent Sign-In Parent Handouts

• Parents have a higher level of familiarity with Writing Workshop and the writing milestones for kindergarten

Back to School Night Parent Table

Mathematics LAL

Yes Parent Handouts Parent requests for additional information

• Parents are feeling more secure about standards-based instruction and the rigor of the standards at specific grade levels

Reading Room during Fall Parent/Teacher Conferences

LAL Mathematics

Yes Increased Attendance at P/T conferences

• Parents are feeling more secure about standards-based instruction and how to dialogue with their child’s teacher about daily performance

Web-page postings Mathematics LAL

Yes Web-page • Parents have on-going access to updates relevant to building initiatives

FPS Data Presentation Mathematics LAL

Yes Parent Attendance • Parents were informed about areas of strength and deficit in the areas of literacy and mathematics

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Needs Assessment Summary

1. Describe the process and techniques used in the needs assessment. Grade level teams met to individually and collaboratively complete the School Needs Assessment tool. The principal presented the tool with explanations of each section, specifically Student Academic Needs, Staff Needs, Problems Identified, Education reform and school improvement, Teacher Quality, Parental Options, Technology and Educational Materials, Students with Special needs, Literacy an Adult Education, Community Involvement and Health Services. This explanation was given to the entire school staff. In each area, the populations were discussed relative to the focus of need. The assessment tools were completed, reviewed and collated by the principal, literacy and math coaches. These results will be shared with the NCLB committee members. The NCLB team analyzed information regarding the progress and overall achievement of the targeted student populations through various measures including, but not limited to:

Running Records Formative Assessments Benchmark Assessments End of Year Assessments Writing Portfolios Teacher Observations Lesson Plans

The NCLB team of Franklin Park School will meet together to review the standardized test scores in the summer months as the scores are made available to the school. They will add these results to the rich collection of data collected throughout the school year. The scores to be reviewed in the summer months include: NJASK NJPASS ACCESS

2. Describe the methods used to collect and compile data for student subgroups. The data was collected during the school year using the following methods: Running records are collected at the beginning of each school year by each individual teacher of reading. These findings determine the level of instruction required to meet the individual needs of each student, while at the same time maintaining grade level appropriate, whole-group, standards-based instruction. DRA records are collected by the Academic Support staff at the beginning of each school year for students who have scored at 205 or below in either Math or Literacy on the standardized testing. Students who have been recommended by their teachers for DRA testing or upon the recommendation of the I&RS team, will be assessed by the Academic Support staff as well. This assessment will be administered at mid-year and at year’s end as well as in the beginning of the year. Formative Assessments are administered to all third and fourth grade students by the Learnia Team. This team assesses the students in Math, Reading and Writing. The Math and Literacy coaches train the third and fourth grade staff in the scoring of the open-ended segments of the assessment. Once the assessment is completed, the coaches work with the third and fourth grade staff members on strategic planning to meet the needs of the students as indicated on the formative assessment results. Once the third and fourth grade team has

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identified their target areas for instruction, together within their grade level assessment meetings, these teachers build a repertoire of strategies to meet this target goal. The coaches and the teams together mark a date to assess the achievement of the students. After this benchmark assessment, the team meets with the coaches to analyze the achievement of the students. The team then moves on to target another area of need. End of Year Assessments are administered to the students in kindergarten and first grade. The results of these assessments are used to target areas of the curriculum which appear to be a challenge for the students. The NCLB team collected data described above as the staff completed the assessment at a faculty meeting. The NCLB team tallied the information and examined the results for the school needs assessment. The data and information was complied through a variety of assessment tools and observations used throughout the school year. Many of the observations were the result of discussions at monthly NCLB meetings and based on best practices, newly implemented strategies and new forms of assessment, such as conferences, used throughout the school year. 3. Explain how the data from the collection methods are valid and reliable. The data from the collection methods is valid and reliable due to the fidelity to consistently collect data from multiple sources. Data was not collected from a single score, but rather from a variety of methods including, but not limited to, teacher observations, benchmark testing and running records. 4. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP? The data analysis revealed that the specific subgroups of African American students were struggling in the area of Language Arts/Literacy due to:

Delays in fluency Lack of stamina in reading Inadequate comprehension strategies Inability to apply comprehension strategies independently

5. What did the data analysis reveal regarding classroom instruction? The data analysis revealed similar findings regarding classroom instruction as was found in the specific subgroups. The data reveals:

a. a need to target comprehension strategies most specifically in Language Arts/Literacy. b. a need to design and establish meaningful, data-driven conference times with students. c. a need to monitor the readers’ workshop for sufficient independent reading time to build stamina.

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6. What did the data analysis reveal regarding professional development implemented in the previous year(s)? In order to continue maintaining standards-based instruction as well as standards-based reporting which are individualized and differentiated, provisions need to be made for all staff to expand their repertoire of instructional strategies. These provisions will allow staff to plan for and implement on-going, targeted small group learning opportunities within the literacy and mathematics workshop models where the role of all professionals within the classroom is maximized. An anticipated result of additional co-planning is the development of common standards-based assessments which will be utilized to shape future small group learning sessions. All professionals within the class will also then have the opportunity to work with a variety of instructional groups. Franklin Park School also recognizes that in order to best meet the needs of individual students in all disciplines, professional development needs to be differentiated to address the needs/interests of the staff. This will be accomplished through the creation of professional learning communities where specific data will be mined and a focus then established for conducting research and implementing best-practice methodologies that will increase student achievement. 7. How are educationally at-risk students identified in a timely manner? Educationally at-risk students are identified in multiple ways in a timely manner as evidenced in early testing such as running records, DRA, conferencing and teacher observation. 8. How does the needs assessment address migrant students’ needs? There is not a record of migrant students in the school population. 9. How are educationally at-risk students provided with effective assistance? Educationally at-risk students are provided with effective assistance through: Breakfast club focusing on decoding in literacy and computation in math Academic Support ESL Targeted Assistance for high stakes students (Tortoise Guild) Action Plans from the I&RS process.

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10. Describe the process used to select the priority problems for this plan? The process to select the priority problems for this plan starts with the ongoing work of the NCLB Committee throughout the entire school year. During the school year the NCLB Committee collects data such as findings in the I&RS process, DRA testing, CST evaluations, benchmark testing, running records, conferencing and teacher observations. These findings are discussed at each monthly NCLB committee meeting and progress or lack of progress is tracked on a monthly basis. The NCLB team reviews the findings of the Needs Assessment distributed to all stakeholders. The team then combines their findings throughout the school year with those documented by all staff members and then come up with a brainstorming session to identify the patterns as reflected through the year. 11. How were teachers engaged in decisions regarding the use of academic assessments to provide information on and improvement of the instructional program? The teachers were engaged throughout the school year responding to the administrative expectation of providing feedback and assessment information. Teachers were using data provided through formative assessment and their observational assessments to re-arrange program delivery based on the individual needs of their students. 12. Describe the transition plan for preschool to kindergarten, if applicable. N/A

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Selection of Priority Problems

School Needs Assessment Summary Matrix

Certification: For Title I, SINIs and SW schools, Population Categories A-M have been annually assessed. Using information from the data analysis, identify all priority problems. Select three or four priority problems to address in this plan. The selected problems should be checked in column T.

Prior

ity P

roble

m #

Priority Problem

Population Categories

A. A

ll stud

ents

B. S

tuden

ts wi

th Di

sabil

ities

C. E

arly

child

hood

D. E

con.

disad

vanta

ged

E. N

eglec

ted / d

elinq

uent

F. Y

outh

at ris

k of d

ropp

ing ou

t

G. R

acial

/ethn

ic

H. H

omele

ss

I. Imm

igran

t

J. LE

P

K. T

each

ers

L. Pa

rapr

ofess

ionals

M. P

aren

ts

N. S

ubsta

nce a

buse

rs

O. P

erpe

trator

s of V

iolen

ce

P. O

ut-of-

scho

ol

Q. M

ental

healt

h

R. G

ifted &

Tale

nted

S. O

ther (

Spec

ify)_

____

____

____

T. S

electe

d Prio

rity P

roble

ms

Stud

ent A

cade

mic

Need

s

1 Closing the achievement gap x x x 2 Early childhood education

Core

Cur

riculu

m Co

ntent

Stan

dard

s

3a Language arts literacy and reading x x x

x

3b Mathematics 3c Science 3d Social studies 3e World Languages

3f Cross Content Workplace Readiness

4 Technology Literacy

Staff

Nee

ds

High

Qua

lity

Profe

ssion

al De

velop

ment

5.

Imple

menti

ng t

he

CCCS

5a Language Arts Literacy 5b Mathematics 5c Science 5d Social studies 5e World Languages

5f Cross Content Workplace Readiness

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Prior

ity P

roble

m #

Priority Problem


A. A

ll stud

ents

B. S

tuden

ts wi

th Di

sabil

ities

C. E

arly

child

hood

D. E

con.

disad

vanta

ged

E. N

eglec

ted / d

elinq

uent

F. Y

outh

at ris

k of d

ropp

ing ou

t

G. R

acial

/ethn

ic

H. H

omele

ss

I. Imm

igran

t

J. LE

P

K. T

each

ers

L. Pa

rapr

ofess

ionals

M. P

aren

ts

N. S

ubsta

nce a

buse

rs

O. P

erpe

trator

s of V

iolen

ce

P. O

ut-of-

scho

ol

Q. M

ental

healt

h

R. G

ifted &

Tale

nted

S. O

ther (

Spec

ify)_

____

____

____

T. S

electe

d Prio

rity P

roble

ms

6

Effective classroom use of technology

7 Standards-based assessment

8 Instructional skills and strategies x x

x

9 Mentoring 10 Classroom management

11 Using data/assess. to improve learning

12 Working with parents

Hirin

g, Re

cruitin

g and

Re

tainin

g

13 Highly qualified teachers 14 Teachers in shortage areas

15 Teachers in Math and Science

16 Teachers to reduce class size x

17 Qualified paraprofessionals 18 Highly qualified personnel

Prob

lems I

denti

fied

19 Alcohol use 20 Drug use 21 Tobacco use 22 Violence 23 Weapons 24 Gang activity 25 Delinquency 26 Vandalism

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Prior

ity P

roble

m #

Priority Problem


A. A

ll stud

ents

B. S

tuden

ts wi

th Di

sabil

ities

C. E

arly

child

hood

D. E

con.

disad

vanta

ged

E. N

eglec

ted / d

elinq

uent

F. Y

outh

at ris

k of d

ropp

ing ou

t

G. R

acial

/ethn

ic

H. H

omele

ss

I. Imm

igran

t

J. LE

P

K. T

each

ers

L. Pa

rapr

ofess

ionals

M. P

aren

ts

N. S

ubsta

nce a

buse

rs

O. P

erpe

trator

s of V

iolen

ce

P. O

ut-of-

scho

ol

Q. M

ental

healt

h

R. G

ifted &

Tale

nted

S. O

ther (

Spec

ify)_

____

____

____

T. S

electe

d Prio

rity P

roble

ms

27 Suspensions, removals, or expulsions

28 Serious or persistent discipline problems

29 Bullying 30 Victimization 31 Truancy/attendance 32 Mental health 33 Sex/gender issues 34 Interpersonal conflict 35 Intergroup conflict/bias 36 Negative peer influence 37 School safety 38 School climate/environment 39 Risk factors

Quality Teacher 40 Teacher Quality

Tech. & Ed. Materials

41 Technology activities

42 Instructional/Educational Materials

Students with Special

Needs 43 Drop-out rate

Literacy, & Adult Ed.

44 Adult literacy

45 Parent/community involvement

Leadership 46 Leadership Network 47 Leadership PD

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Description of Priority Problems and Strategies to Address Them

All student subgroups not meeting AYP MUST be considered during the needs assessment process. Select at least three priority problems. Complete the information below for each priority problem checked in column T on the previous pages. Add additional sections as needed.

#1 #2

Population Category Letter & Problem Number

1A 3a

Name of priority problem Closing the Achievement Gap Language Arts Literacy and reading Describe the priority problem Franklin Park School for the year 2009-2010 did not meet AYP in the

area of language arts/literacy. Subgroups that are not proficient are African American students and Students with Disabilities. While these students may be receiving additional support services, the interventions are not adequately impacting the students’ progress towards meeting or exceeding standards.

Students are showing little or insignificant progress in reading comprehension

Describe the root causes of the problem The district offers an Academic Support model that is not tiered to address the individual needs of specific school and individual needs of the students. One set of criteria and one program model is implemented throughout all schools, for all grade levels and for every student. AYP denotes the partial proficient span to range from 10% to 60%. In addition, the gap is greater between the student who needs to receive services and the proficiently performing student. Lastly, some of our current academic support staff employ traditional basic skills strategies and have low expectations of the students and their families. Typical descriptions of our academic support population are: ‘those kids’, ‘they can’t, ‘the parents are non-responsive’.

Students are struggling with comprehension because they do not have a sufficient volume of comprehension strategies and exposure to tiered, higher-order thinking questions thus impeding them from to infer, predict, establish main ideas and supporting details. This stems from teacher’s insufficient use of differentiated small group instruction and limited and inefficient use conferring embedded in reader’s and writer’s workshop.

Subgroup or population addressed All Students Economically Disadvantaged

All Students African American Special Education

Grade span K-4 K-4 Related content area missed LAL LAL Name of scientifically based program/strategy/practice to address problem

Readers’ Workshop Wilson Understanding of Tier 2 and 3 vocabulary

How does the program/strategy align with the NJ CCCS?

Vocabulary and comprehension are key components of reading as well as strands within reading standards.

The teaching points planned for instruction during the Balanced Literacy time will be aligned with standards-based instruction.

CAPA finding or recommendation related to the priority problem

N/A N/A

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Description of Priority Problems and Strategies to Address Them (continued)

#3 #4

Population Category Letter & Problem Number

8K – Instructional Skills and Strategies – Teachers

Name of priority problem Instructional Skills and Strategies Describe the priority problem Students are not demonstrating proficiency in their ability to

independently apply strategies independently

Describe the root causes of the problem Teachers are lacking the instructional skills and strategies to develop highly engaging small group lessons to meet the continuum of learners in their classrooms Teachers are not effectively utilizing their conferring systems to document individual student needs and to plan for small group, targeted instruction The teachers do not challenge the students to practice strategies out of isolation and to show evidence of proficient application The teachers lack the skills to assess students in order to plan for differentiated instruction The teachers need to allow for more time for student reflection and practice

Subgroup or population addressed All Students Grade span K-4 Related content area missed LAL Name of scientifically based program/strategy/practice to address problem

Classroom Instruction that Works (Hill) Practice with Purpose (Diller) Instructional Rounds in Education (City, Elmore, Fiarman and Teitel) Results Now (Schmoker)

How does the program/strategy align with the NJ CCCS?

Instructional walkthroughs will be used to measure the effectiveness of instruction in the areas of literacy and mathematics

CAPA finding or recommendation related to the priority problem

N/A

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Action Planning

Check Before Proceeding: • The action planning section is required for all SINIs. • The action plans are developed for the primary strategies and programs selected that address the priority problems.

Action Plan for Strategy Related to Priority Problem #1

Name of Program, Strategy or Practice to Address Priority Problem:

Redesigning the Academic Support Program to be a tiered intervention program

SMART Goal:

By July 2011, we will design and implement a tiered intervention support program that will adequately impact student progress toward meeting or exceeding the standards as evidenced by: (1) program models specific to school and student needs; (2) effective use of small and flexible grouping strategies; (3) the use of data to inform and make provisions for targeted and explicit instruction; (4) a decrease of partially proficient students in each subgroup by a minimum of 10%; (5) a decrease in the percentage of proficient students by a minimum of xx% due to movement into the advanced proficient category.

Indicators of Success:

1) program models specific to school and student needs; (2) effective use of small and flexible grouping strategies; (3) the use of data to inform and make provisions for targeted and explicit instruction; (4) a decrease of partially proficient students in each subgroup by a minimum of 10%; (5) a decrease in the percentage of proficient students by a minimum of xx% due to movement into the advanced proficient category.

Description of Action Plan Steps

Persons Involved Resources Needed

Due Date - Timeline

Re-written job description to include innovative thinking, experience as a generalist, ability to differentiate, large repertoire of instructional strategies, willingness to learn and a core belief that quality instruction begins in the classroom.

District Administration

NCLB Requirement Title I The Schools Our Children Deserve by Alfie Kohn Results Now by Mike Schmoker

July 2010

Re-hiring all of the academic support staff to include current academic support, generalists, specialists, etc.

District Administration

Interview committee August 2010

Research Best Practices

District Administration Academic Support Team

North Dakota Department of Public Instruction South Lewis Central School District Roosevelt Union Free School District Greece Central School District Penn Yan Central School

August 2010- October 2010

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Summer Designing Committee

District Administration Academic Support Team

The Schools Our Children Deserve by Alfie Kohn Results Now by Mike Schmoker

August – September 2010

Professional Development

Academic Support Team

RTI Training DRA Training Formative Assessment Training

September 2010 – June 2010

Tiered Interventions Academic Support Team

North Dakota Department of Public Instruction South Lewis Central School District Roosevelt Union Free School District Greece Central School District Penn Yan Central School District

November 2010

Small Groups / Flexible Grouping Academic Support Team All Staff

Grade level meeting time Cooperative planning time

November 2010- June 2010

November – Implementation • Articulation and meetings with AIS team and building principal • Articulation, meeting and planning with AIS team and generalists and specialists

(ELL/Bilingual, CST, Special Education teachers) • DRA Assessment • Tier identified students • Align Master Schedule to meet the needs of identified students • Organize a Back to School Night for AIS parents/students • Create AIS initial plans for indentified students

Academic Support Team All Staff Administration


October 2010- November 2010

Ongoing PD and Evaluation throughout the Year • Articulation and meetings with AIS team and building administration • Progress monitoring (3 x’s per year for 2010-2011) for all identified students • End of Year Report and Evaluation for all identified students

Academic Support Team All Staff Administration


November 2010 – June 2010

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Language Arts/Literacy – All Students Increase students’ volume of comprehension strategies to strengthen their ability to infer, predict, establish main ideas and provide supporting details

SMART Goal:

By June 2011, 50 % of all students in grades K – 4 will demonstrate an appropriate amount of grade level progress toward meeting or exceeding the standards in reading comprehension as evidenced by the following progress in Fountas and Pinnell reading levels:

• Grade 1: 5 levels





1) program models specific to school and student needs; (2) effective use of small and flexible grouping strategies; (3) the use of data to inform and make provisions for targeted and explicit instruction; (4) a decrease of partially proficient students in each subgroup by a minimum of 10%; (5) a decrease in the percentage of proficient students by a minimum of xx% due to movement into the advanced proficient category.


Persons Involved

Resources Needed

Due Date - Timeline

Teachers will have the opportunity to engage in various book study groups dedicated to investigating instructional strategies focused on the area of reading comprehension. These book study participants will present relevant and essential learning to the rest of the staff.

Select staff members

Notebook Connections by Aimee Buckner Creating Robust Vocabulary by Isabel Beck Test Talk by Amy H. Greene

June 21, 2011

Literacy grade level meetings will address reading comprehension teaching strategies for teachers to implement. Teachers will utilize Assessment grade level meeting times to examine student assessment data to determine effectiveness of instruction focused on reading comprehension strategies.

All Staff Growing Readers & Reading for Real by Kathy Collins

June 21, 2011

The Literacy Coach will provide training in effectively determining students’ reading levels based on students’ fluency and comprehension.

Literacy Coach Select staff members

Matching Books to Readers: Using Leveled Books in Guided Reading, K-3 by Irene C. Fountas & Gay Su Pinnell

June 21, 2011

Teachers will effectively utilize conferring time during Reading Workshop to identify students with reading comprehension strategies, and use these anecdotal records to shape small-group, direct instruction for these students.

All Staff One Child at a Time: Making the Most of Your Time with Struggling Readers, K-6

June 21, 2011

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by Pat Johnson What Really Matters for Struggling Readers: Designing Research-Based Programs by Richard L. Allington

Literacy coach in collaboration with administration will identify times for discussion relative to regular implementation of guided reading instruction as a part of Reader’s Workshop

Literacy Coach Building Administration

Comprehension and Collaboration by Stephanie Harvey

June 21, 2011

Teachers will measure student achievement in reading comprehension All Staff

Running Records Quarterly 2010-2011

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Instructional Skills and Strategies Focus on small group instruction and conferring systems

SMART Goal:

By June 2011, 100% of generalists’ classroom conditions will allow for: • Instruction that offers opportunities for collaborative work • Frequent and varied opportunities for students to apply previously taught strategies when working independently • Utilization of conference time to provide constructive feedback to students based on individual student need • On-going formative assessment

Each generalist will steadily increase the levels of student engagement in reading, writing and math based on accumulated administrative data.


Focus walks, individual teachers’ conferencing systems in reading, writing and math, NJ ASK scores, lesson plans indicating opportunities for collaboration and practice, student and teacher writing and reading response journals


Persons Involved

Resources Needed

Due Date - Timeline

Building administrators will plan focus walk schedule and release monthly “look-for” document to all staff

Administration Focus Walk forms Sept 2010 – June 2011

Administrators will research best practice for conducting walkthroughs and turn-key relevant information to grade level teams

Administration Classroom Instruction that Works (Hill) Practice with Purpose (Diller) Instructional Rounds in Education (City, Elmore, Fiarman and Teitel) Results Now (Schmoker

Sept 2010 – June 2011

Focus walk documents will be created and targeted in specific areas, such as classroom design, conferring systems, literacy and language arts, math, writing workshop.

Administration Focus Walk forms Sept 2010 – June 2011

Administrators will designate one out of every four grade level meetings to provide feedback on previous months walk and to specify the upcoming focus

Administration Grade level meeting schedule

Sept 2010 – June 2011

Building administrators will conduct focus walks one time per month for each staff member Administration Walk-through schedule Sept 2010 – June 2011 Administration will report out finding at faculty meetings on strengths and areas of need Administration Faculty meeting time Sept 2010 – June 2011 Administration will articulate with building coaches for assistance in supporting teachers who are not implementing best practice as well as for feedback regarding areas of concern

Administration Building Coaches

Grade level meeting time Administration and Coaches meetings

Sept 2010 – June 2011

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Staff will design classroom instruction to align to the requirement outlined within the Focus Walk documents

Staff Grade level meeting time Sept 2010 – June 2011

Staff will be requested to share best practices noted during their individual focus walks during the designated Focus Walk Grade Level Meetings

Staff Grade level meeting time Sept 2010 – June 2011

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Plan Components for 2011

Table F: Proposed Core Programs and Strategies for 2011 to Address Student Achievement

Description of Strategy or

Program

Content Area Focus

Target

Population(s)

Person

Responsible

Indicators of Success

(Evaluation Outcomes)

Research Supporting Strategy

Date of Research, Source

* Redesign Academic Support Program

LAL Math

All Students AIS Team District Administration NCLB Commitee

Progress Monitoring Forms Exit from AIS Running Records Writing Samples Formative Assessments Conferencing Notes Journals

Stephanie Harvey Richard Allington Carol Tomlinson Victoria Burnheart Doug Reeves

Small Group Instruction LAL Math

All Students All Staff NCLB Team AIS Team

Lesson Plans Progress Monitoring Forms Running Records Writing Samples Formative Assessments Conferencing Notes Journals


Professional Development LAL Math

All Students All Staff NCLB Team AIS Team

Lesson Plans Progress Monitoring Forms Running Records Writing Samples Formative Assessments Conferencing Notes Journals


* Parent Workshops LAL Math

All Students Building Administration Literacy Coach Math Coach

Parent Feedback Parent participation

*Use an asterisk to denote new programs.

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Table G: Proposed Extended Learning Opportunities to Address Academic Deficiencies. Do not include SES.


Program

Content Area Focus

Target

Population(s)

Person

Responsible





Tortoise Guild LAL Partially Proficient Students (180-200) LAL

Building Administration Building Coaches AIS Team Select Staff

Formative Assessment Scores Benchmark Assessments Student work NJASK

Carol Dweck – Motivating Students

*Use an asterisk to denote new programs. Table H: Proposed Professional Development to Address Student Achievement and Priority Problems


Program

Content Area Focus

Target

Population(s)

Person

Responsible





Small Group Instruction and Conferring Systems

LAL Math

All Students Administration All Staff AIS team NCLB Committee

Lesson Plans Running Records Writing Samples Formative Assessments Conferencing Notes

Carol Dweck Stephanie Harvey Carol Tomlinson Marian Small Classroom Instruction that Works (Hill) Practice with Purpose (Diller) Instructional Rounds in Education (City, Elmore, Fiarman and Teitel) Results Now (Schmoker)

Increase students’ volume of comprehension strategies to strengthen their ability to infer, predict, establish main ideas and provide supporting details

LAL All Students Administration All Staff AIS team NCLB Committee

Lesson Plans Running Records Formative Assessments Conferencing Notes

One Child at a Time: Making the Most of Your Time with Struggling Readers, K-6 by Pat Johnson What Really Matters for Struggling Readers: Designing Research-Based Programs by Richard L. Allington Comprehension and Collaboration by Stephanie Harvey

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Program

Content Area Focus

Target

Population(s)

Person

Responsible





* Differentiated Instruction LAL Math

All Students Administration All Staff AIS team NCLB Committee

Lesson Plans Running Records Formative Assessments Conferencing Notes


*Use an asterisk to denote new programs. Table I: 2010-2011 Parent Involvement Programs

Description of Strategy or Program

Content Area Focus

Person Responsible

Indicators of Success (Evaluation Outcomes)

Research Supporting Strategy Date of Research, Source

Back to School Night LAL Math

Principal Parent Support of Building Initiatives NCLB

Programs to Assist Students Academically LAL Tortoise Guild Parent Support of Student Achievement Carol Dweck on Student Motivation

Workshops LAL Math

Principal Building Coaches

Parent Support of Student Achievement Workshop Model of Instruction

Parent-Teacher Conferences LAL Math

All Staff Parent understanding of student performance in meeting grade level appropriate core curriculum standards

NJCCS

Communications LAL Math

Principal Parent Support of Student Achievement

African American Parent Group LAL Math

Principal PTO parent liaison

African American Parent Support of Student Achievement

*Use an asterisk to denote new programs.

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Parent Involvement (PI) Narrative

1. What is the connection between PI and the priority problems identified in the needs assessment? A major goal as identified in the priority problems is the lack of student strategies to be able to show evidence of independence. It is critical that parents are aware of the strategies students need to own which are aligned with the standards. 2. What are the measurable goals and targets for PI in 2011? The measureable goal in the understanding expressing by parents of the workshop model and an understanding of the reading strategies students need to practice. 3. Do you have a school-parent compact? No 4. Describe the process to ensure that parents receive and review the school-parent compact. N/A 5. How is student achievement data reported to the public? Student achievement is reported at the Back to School Night and at several gatherings through the school year, such as PTO meetings. Student achievement is also reported at parent conferences and I&RS meetings. 6. Identify procedures for informing parents about the school’s improvement status. School goals are shared at the Back to School Meeting in September. 7. Identify procedures for informing parents about the school’s disaggregated assessment results. The school’s disaggregated assessment results are shared at the Back to School Meeting in September.

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8. How were parents involved in the development of the Unified Plan? Parents are invited to be members of the NCLB Committee. Parents are also invited to complete a Needs Assessment form. 9. Identify procedures for informing a parent about their child’s student assessment results. Data about each individual student’s results are communicated to parents via mail. 10. How were the required PI funds used in 2010? N/A 11. How will the required PI funds be used in 2011? N/A 12. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III? Data about each individual student’s results are communicated to parents via mail.

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Table J: 2010-2011 Annual Student Targets

GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS

Name of Measurement Baseline 2011 Target Name of Measurement Baseline 2011 Target

GRADE SPAN: ELEMENTARY GRADE 3

Total NJASK 3 63.9% 79% NJASK 3 84.4% 83%

Students with Disabilities NJASK 3 31% 79% NJASK 3 58.6% 83%

Limited English Proficient Students NJASK 3 62.5% 79% NJASK 3 100% 83%

White NJASK 3 65.8% 79% NJASK 3 100% 83%

African-American NJASK 3 43.3% 79% NJASK 3 61.7% 83%

Asian/Pacific Islander NJASK 3 81% 79% NJASK 3 95.4% 83%

American Indian/Native American NJASK 3 n/a 79% NJASK 3 n/a 83%

Hispanic NJASK 3 68.2% 79% NJASK 3 86.4% 83%

Others NJASK 3 n/a 79% NJASK 3 n/a 83%

Economically Disadvantaged NJASK 3 46.3% 79% NJASK 3 69.1% 83%

GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL

Total NJASK 4 59.9% 79% NJASK 4 68.7% 83%

Students with Disabilities NJASK 4 25% 79% NJASK 4 25% 83%

Limited English Proficient Students NJASK 4 16.7% 79% NJASK 4 0% 83%

White NJASK 4 66.7% 79% NJASK 4 72.2% 83%

African-American NJASK 4 47.7% 79% NJASK 4 54% 83%

Asian/Pacific Islander NJASK 4 77.1% 79% NJASK 4 91.8% 83%

American Indian/Native American NJASK 4 n/a 79% NJASK 4 n/a 83%

Hispanic NJASK 4 40% 79% NJASK 4 46.7% 83%

Others NJASK 4 n/a 79% NJASK 4 n/a 83%

Economically Disadvantaged NJASK 4 41.9% 79% NJASK 4 53.2% 83%

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Highly Qualified Staff

Table K: Strategies to Attract and Retain Highly Qualified Staff

Number & Percent

Content & Focus

Description of Process to Meet Highly

Qualified

Description of Strategy to Retain HQ Staff

Teachers who meet the qualifications for HQT, consistent with Title II-A

100%

Teachers who do not meet the qualifications for HQT, consistent with Title II-A

Paraprofessionals who meet the qualifications required by NCLB (education, ParaPro test, portfolio assessment)

Paraprofessionals who do not meet the qualifications required by NCLB (education, ParaPro test, portfolio assessment)

Description of Strategy To Attract HQ Staff Individuals Responsible

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Table L: Support for Teachers Use the Table below to describe the 2011 methods for supporting teachers needing assistance with instruction and other problems.

Description of Support

Content Area Focus

Target Group

Person Responsible

Indicators of Success (Evaluation)

How are teachers identified?

Grade Level Meetings LAL Math

All Students Coaches Administrators

Conferring Systems Lesson Plans Benchmark testing Running records Writing Samples Math Assessments

Focus Walks Teacher Evaluations Lesson Plans

Book Studies LAL Math

All Students All Staff Administrators

Conferring Systems Lesson Plans Benchmark testing Running records Writing Samples Math Assessments

Book Study Reflection forms Lesson Plans Teacher Evaluations

Table M: Support for Administrators Use the Table below to describe how leaders in schools in need of improvement are provided with support and instructional leadership.


Content Area Focus

Target Group

Person Responsible


How are administrators identified?

Coaches LAL Math

All Students District Administration Principal

Classroom Design Conferring Systems Running Records Benchmark Testing NJASK Scores Lesson Plans

Student Achievement Scores Focus Walks

Network Shared County Services

LAL Math

All Students NJDOE Classroom Design Conferring Systems Running Records Benchmark Testing NJASK Scores

Student Achievement Scores Administrative Evaluations

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Content Area Focus

Target Group

Person Responsible


How are administrators identified?

Lesson Plans

Student Eligibility and Selection Table N: All Schools: Identify the multiple measures used to determine student eligibility in a targeted assistance school and the measures to identify students who need additional support in schoolwide programs. For targeted assistance schools, use the last two columns to designate if the measures are used as criteria for program entrance or exit.

Measure

Name

Targeted Assistance Schools

Entrance Criteria () Exit Criteria ()

State Assessment NJASK 3 & 4 x x

Other Assessments Running Records Writing Samples High Frequency Word Identification Formative Assessment Benchmarks

x x

English Language Proficiency Assessment

ACCESS x x

Classroom Grades Report Cards x x

Teacher Recommendation

Other x x

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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’s efforts to increase academic achievement?

From the district: Allocation of professional development time dedicated to: • Small group, differentiated instruction • Development of effective conferring systems • Assessment Literacy training • Summer literacy institute

From outside experts: Partnership with Columbia Teacher’s College

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.

Support of the building coaches

3. How is it targeted to the priority problems identified in the needs assessment?

There was a need for more effective implementation and planning for small group, differentiated instruction.

4. Identify the person(s) responsible for ensuring this technical assistance is provided.

Assistant Superintendent of Curriculum Director of LAL Director of Math Coaches

*Technical Assistance is support offered to the school in any form necessary. It can include the development of policies, procedures and evaluation instruments, data analysis, coaching, program planning, budgeting, and the provision of specialized information. Assistance may be offered directly by district staff, the NJDOE, or an outside consultant.

37

District Support (completed by LEA for SINIs only)

1. Explain why the previous school and district plans did not bring about increased student academic achievement.

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

Providing professional development that focuses primarily on improving instruction and using data to inform instruction

Implementing strategies grounded in scientifically based research that will strengthen instruction in core academic subjects

Expanding parental involvement activities that support the school’s efforts to increase student achievement

Reallocating the budget to fund activities that support the school’s improvement plan and are most likely to increase student achievement

Ensuring that curriculum is aligned to the CCCS

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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 Description of Strategy or Program Implemented with

Funds Allocated Use Carried Over Reallocated 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. The allocations can be found at: http://www.state.nj.us/education/arra/sia/sia.pdf Total Amount Allocated: $

Brief Description of Strategy or Program Implemented with

Funds Allocated Use Carried Over Reallocated Use Outcomes as a Result of Implementing the

Strategy or Program

Evidence

http://www.nj.gov/education/grants/entitlement/nclb/�

http://www.state.nj.us/education/arra/sia/sia.pdf�

39

School Budget Pages

School level budget pages in Excel must be completed along with each school’s Unified Plan, identifying the following:

How the Title I, Part A school allocation is budgeted for targeted assistance schools or schools operating schoolwide programs that do not blend their funds How the SIA, Part a allocation is budgeted for all schools receiving this award

Budget Detail pages and a Budget Summary are available as an Excel program at the following location: www.nj.gov/education/grants/entitlement/nclb/. Complete the Excel budget pages for each school and upload the file to the NCLB Application on EWEG on the Title I Unified Plan upload screen. These budget pages are in addition to the Title I Unified Plan for each school required to complete a plan. Budget Detail pages must be uploaded. The signature of the Business Administrator must be kept on file at the district/school.

40

Corrective Action, Restructuring, and School Improvement

Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, and 9 that have already completed a corrective action plan, corrective actions identified in Year 4 continue 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 which corrective action(s) will be taken and describe the implementation and how the action(s) will be incorporated with the other elements of the Title I Plan. Note: CAPA report prioritized recommendations must be incorporated into the Title I plan.

Corrective Actions 1 Required implementation of a new research-based curriculum or instructional program 2 Extension of the school year or school day 3 Replacement of staff members, not including the principal, who were relevant to the school’s low performance 4 Significant decrease in management authority at the school level 5 Replacement of the principal 6 Restructuring the internal organization of the school 7 Appointment of an outside expert to advise the school 8 Provide, for all relevant staff, appropriate, scientifically research-based professional development that is likely to improve academic achievement of low-performing students.

Corrective actions implemented: # ________ Complete the table below regarding the corrective actions implemented:

Corrective Action #

Description

Effective Yes - No

Evidence of Effectiveness

Outcomes

1

2

3

4

5

6

7

8

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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

incorporated into the Unified Plan. Year Restructuring Plan Created: _______

The district must develop a restructuring plan for schools in Year 5. The alternative governance actions must be initiated (see below). Note: Districts must also complete the required “School Restructuring Plan,” which includes more detail on the planning process and the restructuring 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 Governance Reforms Implemented as Listed in Approved Restructuring Plan

Status of Implementation

Effective Yes - No

Evidence of Effectiveness Outcomes

1

2

3

4

5 List revisions made to the original restructuring plan.

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Peer Review

Check Before Proceeding: • At minimum, the peer review must be completed by staff members from a school that is not in federal improvement status. • Peer reviewers should have expertise in content areas and in school improvement.

1. Describe process used for peer review of the plan. (The NJDOE peer review suggested process is available at www.nj.gov/njded/title1/program/peer_review.pdf.)

2. Provide the actual date and location the peer review(s) took place.

3. Provide the information below.

Peer Reviewer Name Title Affiliation Area of Expertise Address

Principal/Leadership

Language Arts

Mathematics

Special Education

ELL

4. Provide a summary of the recommendations made by the peer review school.

5. List the specific recommendations that were incorporated into the plan as a result of the peer review.

http://www.nj.gov/njded/title1/program/peer_review.pdf�

District and School Information...• Students are using strategies such as post-its and highlighting as . Reading for Real by Kathy Collins • Teachers were observed transferring

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