8/8/2019 PLAINFIELD NJ FY11 TITLEI UNIFIED PLAN BARLOW Revised http://slidepdf.com/reader/full/plainfield-nj-fy11-titlei-unified-plan-barlow-revised 1/48 FY11 NCLB PLAINFIELD DISTRICT BARLOW (080) 2011 TITLE I UNIFIED PLAN TEMPLATE District and School Information District: PLAINFIELD Chief School Administrator INTERIM SUPERINTENDENT: ANNA BELIN PYLES Chief School Administrator E-mail: [email protected]NCLB Contact: Dawn Ciccone NCLB Contact E-mail: : [email protected]School: DeWitt D. Barlow The school is designated (select one): Targeted Assistance Schoolwide Principal: Acting Principal: Aurora Hill 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. Aurora J. Hill, Acting Principal 6/30/2010 __________________________________________ ____________________________________________ ________________________ Principal’s Name Principal’s Signature Date 1
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8/8/2019 PLAINFIELD NJ FY11 TITLEI UNIFIED PLAN BARLOW Revised
The school is designated (select one): Targeted Assistance Schoolwide
Principal: Acting Principal: Aurora Hill 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 fileat 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 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.
Aurora J. Hill, Acting Principal6/30/2010
__________________________________________ ____________________________________________ ________________________ Principal’s Name Principal’s Signature Date
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 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
Lauren Leaston Parents
Caryn D. Cooper School Staff--Administrators
Donna Mullaney School Staff—ReadingSpecialist
Denise Thir School Staff—MathSpecialist
Mary Holt School Staff—SpecialEducation
Maria Ferrer School Staff—Bilingual,LEP
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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?
The staff, parents and community of Barlow Elementary School arecommitted to achieving and maintaining high academic standards. We willmaintain effective school leadership that fosters respect, trust andcollaboration. Collectively we will provide a safe and supportive learningenvironment that fosters curiosity, inquiry and a life long passion forlearning.
What is the school’s mission?
The staff, parents and community of Barlow Elementary School arecommitted to achieving and maintaining high academic standards. We willmaintain effective school leadership that fosters respect, trust andcollaboration. Collectively we will provide a safe and supportive learningenvironment that fosters curiosity, inquiry and a life long passion forlearning.
Describe the process for developingor revising the school’s vision andmission.
Met with staff to come up with agreed upon goals, objectives. A draft w3ascrafted and submitted to staff for input.
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Translators were available for most programsinvolving parents
Workshops Math/Reading/Technology
Yes Documentation of attendance andfeedback
Workshops given at varied times
Parent-TeacherConferences
All Yes Documentation of attendance andfeedback
Notice sent out 3 times and global connect
Communications All Yes Documentation of attendance andfeedback
PTO All Yes Documentation of
attendance andfeedback
Change in responsibility of leadership
Focus Groups All Yes Documentation of attendance andfeedback
Poor weather
VolunteerLuncheon
All Yes Documentation of attendance andfeedback
Other commitments
Needs Assessment Summary
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’ Plusand Grade Quick enables the teachers to analyze their class data and assess performance of their students at variouslevels such as class, student groups and individual student level. This is also used as a tool to identify student strengthsand weaknesses as related to the core content standards.
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2. Describe method used to collect data for student subgroups.
Data is disaggregated by clusters, class rosters and targeted skills for student subgroups. The classroom, after school,and SES instruction becomes a data driven decision making in order to differentiate instruction for student individualneeds.
3. Explain how the data from the collection methods are valid and reliable.
The strength and weaknesses are taken directly from data received from the state. The information is reviewed andmonitored frequently for accuracy and changes.
4. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP?
Many of the students showed weaknesses in comprehension (analyzing and interpreting text). We attributed this totheir lack of background knowledge and have implemented a program to build vocabulary. We also implementedstrategies to teach students how to respond to open-ended questions. In addition several students showedweaknesses in writing. We implemented strategies to address one of the root causes, which was grammar and
punctuation. Many of the students had poor grammar, mostly because they were trying to process two languages. The root cause of many of the deficiencies in language arts were due to barriers in understanding the Englishlanguage.
.
5. What did the data analysis reveal regarding classroom instruction?
The data revealed that students had to catch up on many skills in third grade. Once students became familiar withthe skills, they began to show improvement.
6. What did the data analysis reveal regarding professional development implemented in the previous year(s)?
The data revealed that students had made some gains, particularly in the area of mathematics. Teachers hadreceived training in analyzing data, examining student work and targeted instruction. The data showed that we hadmade some gains in literacy but more work is needed in this area.
7. How are educationally at-risk students identified in a timely manner?
The above describe methods of data collection enables us to identify at-risk students. In addition practice testsmimicking State tests in format and content are given in regularly. These results are analyzed by teachers andadministration. This helps to further identify and address weakness at the student level.
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8. How does the needs assessment address migrant student needs?
N / A
9. How are educationally at-risk students provided with effective assistance?
At-risk students are identified at the beginning of the year. They receive differentiated instruction in the classroom, aswell as small group pull-out. These same students also receive interventions from our after school program or an SESprogram.
10. Describe the process used to select the priority problems for this plan?
We used information from benchmark and teacher made assessments. We also used professional developmentsurveys.
11. . How were teachers engaged in decisions regarding the use of academic assessments to provide information onand improvement of the instructional program? Teachers collaborated to develop classroom and benchmarkassessments. This took place during grade level and faculty meetings.
12. . Describe the transition plan for preschool to kindergarten, if applicable. N/A
Barlow School is involved in a year-long planning process with Early Childhood to ensure that students transition tokindergarten smoothly and effectively. Preschool teachers of 4-year olds visit our kindergarten classrooms at the
beginning of the school year to receive an overview of the program in order to ensure that their students will be readyby the end of the year. Preschool students visit our kindergarten classrooms and get a glimpse of what to expect inthe upcoming school year. When time permits, Teachers of Kindergarten and Preschool, Principals, Center Directorsand Early Childhood Supervisor and Director visit the preschool classrooms together and share feedback relating toobservations and reflections.
Selection of Priority Problems
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• 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 Priority
Problem:SMART Goal:
Indicators of Success:
Description of Action Plan StepsPersonsInvolve
d
ResourcesNeeded Due Date -
Timeline
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Table F: Proposed Core Programs and Strategies for 2011 to Address Student Achievement
Description of Strategy or
Program
ContentAreaFocus
TargetPopulation(s)
PersonResponsi
ble
Indicators of Success
(Evaluation Outcomes)
Research SupportingStrategy
Date of Research, Source
BuildingVocabulary
LAL K-6/Daily Classroom Teachers
Reaching our 2011 NJASK targets
Teacher Made Assessments
Classroom Assessments
Building a large vocabulary isessential when learning toread in a second language.Simply put, people with largevocabularies are moreproficient readers than those
with limited vocabularies(Beglar & Hunt, 1995;Luppescu & Day, 1993).
Comprehension Toolkit
LAL/MATH K-6/daily Classroomteachers
Reaching our 2011 NJASK targets
Teacher Made Assessments
Classroom Assessments
DRA levels
Each of the strategies in TheComprehension Toolkit issupported by multipleresearch studies that weresummarized by Pearson, Dole,Duffy, and Roehler (1992) asthey determined
Those strategies that active,thoughtful readers use whenconstructing meaning fromtext. Theyfound that proficient readers• search for connectionsbetween what they know andthe new information in thetext.• ask questions of themselves, the author, and
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the text.• draw inferences during andafter reading.• distinguish important andless important ideas in a text.• synthesize informationwithin and across texts.
Independent research studieshave demonstrated that CLI
interventions aresuccessful in improvingchildren’s early literacy skills.Our programs are rooted in
the most current research onbest practices and our ownexperience in hundreds of classrooms in high-povertycommunities. We helpteachers not only increasechildren’s scores onstandardized tests, but alsointroduce their students to the joy of reading and writing.
ResponsiveClassroom
All K-6
Daily
Classroom Teachers
Fewer Discipline referrals
Less Suspensions
Suspension report
Since the 1990s, theResponsive Classroomapproach has been the focusof considerable research interest. Findings haveassociated the approach withhigher student test scores,
Responsive Classroomapproach has been thefocus of considerableresearch interest. Findingshave associated theapproach with higherstudent test scores, bettersocial skills, and fewerproblem behaviors. Forteachers, findings show an
increased sense of efficacyand more high-qualityinstruction
*Use an asterisk to denote new programs.
Table I: 2010-2011 Parent Involvement Programs
Description of Strategy orProgram
ContentAreaFocus
PersonResponsi
ble
Indicators of Success
(Evaluation Outcomes)
Research SupportingStrategy
Date of Research, Source
Back To School Night
Parents meet teachers and staff. They also learn about ourcurriculum and programming.
ALL Principal 95% of parents present at
Back to School Night
Sign in Sheet
Parent Teacher Conferences Teachers and parents meet todiscuss child’s progress.
ALL Teachers 95% of parents present at PTC Sign in Sheet
Workshops that assist parents inhelping their students in literacy. The workshops will also coverreading aloud to your child. Theworkshop will also cover
LAL Leadership TeamCLI
60% of our parents will attendat least 1 literacy workshop
Math WorkshopsWorkshops that assist parents inhelping their students in literacy. The workshop will also covertechnology available for use athome
MATH Leadership Team
60% of our parents will attendat least 1 math workshop
Sign in Sheet
Cookies and ConversationsInformal conversations witparents, community membersand staff
ALL Principal 50% of our parents will attendat least 1 Cookies andConversations.
Sign in Sheet
*Use an asterisk to denote new programs.
Parent Involvement (PI) Narrative
1. What is the connection between PI and the priority problems identified in the needs assessment?
The more parents are involved and aware of our programs, the better students will perform
2. What are the measurable goals and targets for PI in 2010?
Through implementation of quality programming for parents, parental involvement will increase by 20%.
3. Do you have a school-parent compact?
Yes
4. Describe the process to ensure that parents receive and review the school-parent compact?
They will be given out at back to school night. We get about 90% participation. Parents that do not attend will becalled and the form will be sent home with the child.
5. How is student achievement data reported to the public?
The information is presented at a PTO meeting designated for reviewing school data and programs.
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Table K: Strategies to Attract and Retain Highly Qualified Staff
Number &
Percent
Content &Focus
Description of Process toMeet Highly Qualified
Description of Strategy to RetainHQ Staff
Teachers who meetthe qualifications forHQT, consistent with Title II-A
15/ 94%
Strategies we use to retain teachers areusing job-embedded professionaldevelopment. We also offer tuitionreimbursement and severalopportunities for teachers to gainprofessional development hours duringand after school hours.
Teachers who do notmeet the qualificationsfor HQT, consistentwith Title II-A
1/.06% The strategies used to attractand retain highly qualifiedteachers are participation incollege base job fairs
Paraprofessionals whomeet the qualificationsrequired by NCLB(education, ParaProtest, portfolioassessment)
0
Paraprofessionals whodo not meet thequalifications requiredby NCLB (education,ParaPro test, portfolio
o
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Teachers who meetthe qualifications forHQT, consistent with Title II-A
15/ 94%
Strategies we use to retain teachers areusing job-embedded professionaldevelopment. We also offer tuitionreimbursement and severalopportunities for teachers to gainprofessional development hours duringand after school hours.
assessment)
Description of Strategy To Attract HQ Staff Individuals
Responsible The strategies used to attract and retain highly qualified teachers are participation in collegebase job fairs
Principal
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Use 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 teachersidentified?
One on Oone Coaching LAL/MATH
Strugglingteacher
Resource
Teachers
Student’s performance Classroom Observations
Formal/informal
Table M: Support for Administrators
Use the Table below to describe how leaders in schools in need of improvement are provided with support andinstructional leadership.
Description of Support
Content
AreaFocus
TargetGroup
Person
Responsible
Indicators of Success
(Evaluation) How are administratorsidentified?
Network
Student Eligibility and Selection
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 Name
Targeted Assistance Schools
Entrance Criteria
()Exit Criteria ()
State Assessment NJASK N/A N/A
Other Assessments DIA-DRA N/A N/A
English Language ACCESS ,Teacher Developed Tests N/A N/A
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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: Budgetary support
From outside experts:
From others:
2. Describe the current technical assistance offered to staff at the school. Include assistance by district level and/oroutside experts, for example, skilled consultants, institutions of higher education (IHE), etc.
Skilled consultants in literacy-Children’s Literacy Initiative
3. How is it targeted to the priority problems identified in the needs assessment?
It is directly correlated with the 3aA- Literacy. The trainers provide teachers with support in best practices inliteracy
4. Identify the person(s) responsible for ensuring this technical assistance is provided.
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*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 outsideconsultant.
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District Support (completed by LEA for SINIs only)
1. Explain why the previous school and district plans did not bring about increased student academic achievement.
The district is showing small gains in student academic achievement as reflected in two additional elementary schoolsmaking AYP from the previous year. We are not however making the state benchmark for AYP which is the district’s longterm goal for its schools. This is due to a lack of full implementation of the Continuous Improvement Model (CIM), at theschool level. There is also a lack of complete understanding by school administrators on how to use data to driveinstruction and planning for results. Many administrators are new and therefore does not have a full understanding of thebest practices in literacy instruction.
2. Explain how the district is supporting the school in the following areas:
Providing professional
development that focusesprimarily on improving instructionand using data to informinstruction
The Office of Assessment, Data Collection, and School Improvement in collaboration
with the Office of Professional Development will continue to provide trainings on theanalysis of multiple measures of data for its instructional implications andContinuous Improvement Model (CIM), which is based upon an 8 step process thatrelies heavily on the use of data to drive decisions relative to teaching and learning.
The next phase of the training efforts for the Office of Assessment, Data Collection,and School Improvement is to increase teachers and staff literacy in assessments,more specifically expand knowledge of various ways to assess, the purpose of assessments, and what should be assessed. The Office of Professional Development will begin trainings in district for teachersand administrators of grades 3-12 in research-based best practices of Lucy Culkins’
Writing Units of Study.Implementing strategies groundedin scientifically based researchthat will strengthen instruction incore academic subjects
The district conducts focus walks to review programming, instructional planning andclassroom practices. The district also does not support the purchase or use of programs not grounded in research.
The strategies and practices promoted within the district are: Continuous Improvement Model (CIM) Writing –Units of Study (Lucy Culkins) Best Practices of Instructional Leaders and Teachers
Assessment for Learning – J. Chappius
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Expanding parental involvementactivities that support the school’sefforts to increase studentachievement
To address parent involvement, we will implement the following programs/activities:
Increase parent participation at both school and district level SLC (leadershipprogram):
• Bring Your Parent to School Day
• Career Days
• Parent training in both mathematics and literacy
• Continue with the support for Parent Empowering Parents (PEP)
• District and school web sites to inform parents and the community at large
• Newsletters/flyers frequently sent home to parents in English and Spanish
• School and district functions
• Parent Institute
• Parent to parent discussion groups
Reallocating the budget to fund
activities that support the school’simprovement plan and are mostlikely to increase studentachievement
The district will not reallocate funds within the NCLB budget. The allocations will
remain intact for each Title. Business Operations will work collaboratively with theschools to use resources effectively and efficiently. Federal, State and Local funds,including the city tax levy for education and Federal Entitlement and CompetitiveGrants State and Private Grants will be allocated and/or reallocated according toguidelines to fund the activities that support the school’s improvement plan.
Ensuring that curriculum isaligned to the CCCS
Curriculum frameworks have been created that use the NJCCCS as the foundation tohelp teachers guide instruction with a specific sequence for facilitating learning. Newcurriculum guides for all subject areas and grades K-12 will be provided to teachersindicating all grade level expectations.
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Resource Allocation – Provide the following information regarding the use of the 2009-2010 SIA Part (a) funds. Thesefunds were distributed in February, 2009 and are carried over after August 31, 2009. Allocation amounts are available athttp://www.nj.gov/education/grants/entitlement/nclb/.
Total Amount Allocated: $
Brief Descriptionof Strategy or
ProgramImplemented with
Funds
AllocatedUse
Carried OverReallocate
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 thatwere 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
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 fundsHow 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 IUnified Plan upload screen. These budget pages are in addition to the Title I Unified Plan for each school required tocomplete a plan.
Budget Detail pages must be uploaded. The signature of the Business Administrator must be kept on file at the
district/school.
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Corrective Action, Restructuring, and School Improvement
• Certification: For schools in Year 4 hold, 5, 5 hold, 6, 6 hold, 7, 7 hold, 8, 8 hold, and 9 that have
already completed a corrective action plan, corrective actions identified in Year 4 continue to beincorporated 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 program
2 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.
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 arestructuring 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 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
2
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• At minimum, the peer review must be completed by staff members from a school that is not in federalimprovement 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.