2012 TITLE I UNIFIED PLAN TEMPLATE. District and School Information. Principal Certification

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1 2012 TITLE I UNIFIED PLAN TEMPLATE District and School Information District: READINGTON TOWNSHIP Chief School Administrator: DR. BARBARA SARGENT Chief School Administrator bsargent@readington.k12.nj.us NCLB Contact: Dr. Barbara Sargent NCLB Contact bsargent@readington.k12.nj.us School: Readington Middle School The school is designated (select one): X Targeted Assistance Schoolwide Principal: Catherine Hollinger Principal chollinger@readington.k12.nj.us 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.. Catherine Hollinger September 21, 2011 Principal s Name Principal s Signature Date 1

2 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 Cathy Hollinger Principal X X Cathy Hollinger Brad Currie Vice Principal X X Brad Currie Karen Tucker Director of Pupil Services X X Karen Tucker Mary Jean DiRoberto Supervisor of Humanities X X Mary Jean DiRoberto Matt Hall Supervisor of Math, Science, Tech X X Matt Hall AnneMarie Ehler Instructional Coach X X AnneMarie Ehler Pat Loughlin Guidance Counselor X X Pat Loughlin Lori Gabrielson ESL X X Lori Gabrielson Theresa Amster Parent/HSA President X Andrea Principe Marissa Picussi Parent X Marissa Picussi Mary Beth Schwarz Special Teacher x X Mary Beth Schwarz 2

3 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 Topic Agenda on File Minutes on File Yes No Yes No 8/30/11 Needs Assessment x x 9/14/11 Plan Development x x 9/15/11 RMS Plan Development x x 9/22/11 RMS Plan Development x x 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? We believe our children learn best when their physical, emotional and intellectual needs are met through the support of parents, staff, peers and community. We believe the role of the student is to be a responsible, active participant, to have a willingness to learn, and to work up to his/her potential as diverse learners and citizens. We believe future competencies must include communication and problem solving skills to foster adaptability, flexibility, and resiliency in our ever-changing world. What is the school s mission? Dedicated to the pursuit of excellence, Readington Middle School will nurture and challenge all students in a safe and innovative learning community. By encouraging respect and responsibility, students will become self-directed, life-long learners who reach their greatest potential. It is the expectation of this school district that all pupils achieve the New Jersey Core Curriculum Content Standards at all levels. Describe the process for developing or revising the school s vision and mission. The vision statement was developed at the district s strategic planning session in The school s mission statement was developed collaboratively by the school s NCLB committee. 3

4 2012 Comprehensive Needs Assessment & Data Analysis Summary Data Collection and Analysis Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2011 Programs, Strategies and Practices Results and outcomes must be measurable. Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes Academic Achievement Reading NJ ASK NWEA Our Students with Disabilities did not make AYP or Safe Harbor in Language Arts. We are in the process of reviewing and revising our Language Arts curriculum and in-district assessments. Grade levels are identifying ways to differentiate their instruction and to meet the needs of special education students. The staff is in the process of planning adjustments to be implemented in Academic Achievement - Writing NJ ASK Our Students with Disabilities did not make AYP or Safe Harbor in Language Arts. Our staff is currently administering writing assessments at all grade levels. In analyzing the data teachers will target specific instructional strategies as they plan instruction. Academic Achievement - Mathematics NJ ASK, NWEA Our Students with Disabilities did not make AYP or Safe Harbor in Mathematics. The need to go back to focusing on student mastery of basic math facts has been identified as a need. Additional intervention classes have been developed to target identified students. Parent Involvement Professional Development Back to School Night, District Parent Survey, Conference Attendance, Committee Participation, IEP Meeting Attendance, List Serv Communication Surveys, PIPS, Agendas from Professional Development Days, Staff Surveys We have strong parent involvement with over 85% participation. We have identified multiple measures to continue to improve communication throughout the district and community. We try to continue to vary our offerings and targeting our professional development opportunities toward improving the proficiency for special education students in the areas of reading, writing, and math. Extended Learning Opportunities After School Intervention Program A voluntary after school intervention program was offered during the school year and limited enrollment was evident. We are exploring ways to expand other learning opportunities for the school year. 4

5 Areas Multiple Measures Analyzed Overall Measurable Results and Outcomes Homeless NA District has only identified one student during the school year. Students with Disabilities NJ ASK, NWEA, Writing and Reading Assessments Assessment data are being reviewed to identify areas of weakness. Teachers will target instruction toward the needs of special education students. Teachers are being trained in the use of running records. Writing assessments are analyzed to target specific skills. The Study Skills period will focus on math and language arts skills. English Language Learners ACCESS Our ELL students demonstrated appropriate growth. Economically Disadvantaged NJ ASK Our Economically Disadvantaged students made AYP. School Culture Suspensions Parent Survey Attendance Our suspension rates remain low; we will continue to monitor disciplinary referrals. A parent survey was administered in June 2011; parents felt the overall school culture was positive though offered helpful suggestions that will be explored. Student and staff attendance rates are over 90%. Leadership Administrative retention and feedback There has been significant administrative turnover in the district over the years. There has been a recent effort to maintain consistency in the administrative team, though there have been decreases in the team due to budget cuts. For the school year, there is an effort to minimize the number of district initiatives to maximize student achievement. The team has agreed to implement common goals and strategies and work toward achieving them. Highly Qualified Staff Annual reports of HQ status 100% of faculty are highly qualified in their subject areas. School-Based Youth Services I&RS referrals and action plan reviews A review of the process indicates that classroom teachers are consistently referring students in need to the I&RS committee; a review of the action plans indicate the committee is developing plans, scheduling regular reviews, and revising those plans as appropriate. 5

6 Evaluation of 2011 Teaching and Learning Strategies & Programs Table B: Strategies to Increase Student Achievement That Were Implemented in Strategy or Program Analysis of NWEA and NJ- ASK data, and placement of students into in-school Intervention programs Analysis of NWEA and NJ- ASK data and placement of students into in-school Intervention programs Assessing student reading and writing 2 Content/Group Focus 3 Effective Yes-No 4 Documentation of Effectiveness 5 Measurable Outcomes LAL Yes NJ ASK, NWEA, report cards Students who participated demonstrated improved reading and writing skills. Mathematics Yes NJ ASK, NWEA, report cards Students who participated demonstrated improved math skills. Students with Disabilities Yes Fountas and Pinnell Benchmark Assessments Teachers were trained in administering Benchmark Assessments to students with disabilities and used the information to plan instruction. The program will continue during the school year. Read Naturally program Students with Disabilities Yes Read Naturally assessments Students showed an increase in reading fluency as demonstrated on program assessments. Pilot Math Intervention program for students with disabilities N/A Homeless/Migrant Identified students placed into appropriate ELL class Students with Disabilities Yes NJ ASK, NWEA, report cards Students who participated demonstrated improved math skills. ELL Yes ACCESS, NJ ASK, NWEA, report cards Our ELL population is demonstrating appropriate growth. 6

7 Table C: Description of Extended Day/Year Programs Implemented in 2011 to Address Academic Deficiencies - Do not include SES programs. 1 Strategy or Program After school intervention program offered to identified students 2 Content/Group Focus Students with Disabilities- LAL 3 Effective Yes-No 4 Documentation of Effectiveness 5 Measurable Outcomes No NJ ASK, NWEA, report cards This was a voluntary after-school program that had limited attendance. Thus, the program has not yielded significant academic improvement. Homework Room All Students Yes Report Card Grades Participation in Homework Room is either designated by teacher referral or voluntary student participation. This is a support service for students, there is no direct instruction provided. Extended School Year program Students with Disabilities- reading writing and math Yes Homeless/Migrant N/A ELL N/A Student IEPs, student enrollment and attendance Teachers targeted specific skills as identified in their IEPs. Students attending the four-week program were afforded opportunities to expand their skills during the summer. Table D: Professional Development That Was Implemented in Strategy or Program Professional Development focused on new CCCS and 21 st Century Skills Formative Assessment 2 Content/Group Focus All content areas; All staff LAL/Mathematics/Spe cial 3 Effective Yes-No 4 Documentation of Effectiveness 5 Measurable Outcomes Yes Units of Study Classroom teachers develop units of study that incorporated the Common Core, State Standards and 21 st Century Skills. The units will be implemented during the school year. Yes Pre/Post Assessment analysis Benchmark Assessments NWEA has helped determine curriculum gaps and the necessary instruction through three benchmark assessments during the year. Piloted Fountas and Pinnell Benchmark Assessments to determine reading levels in Pull out Replacement Special Classes Students with Disabilities/Language Arts Yes Lesson Plans Teachers in the pilot used the assessment kits to inform instruction and plan differentiated lessons. 7

8 Table E: Parent Involvement That Was Implemented in Strategy or Program 2 Content/Group Focus 3 Effective Yes-No 4 Documentation of Effectiveness HSA Membership School Yes Meeting Attendance, Fundraising Opportunities and Student Activities, Parent Workshops Special Ed Safety and Technology Yes Attendance Sheets and written materials were disseminated 5 Measurable Outcomes Group serves as a volunteer organization to forge a relationship between parents and teachers to support one another through school functions, workshops and student activities. Parents became informed on a variety of topics to assist in helping their children at home throughout the school year. American Week Curriculum Awareness Yes Attendance During American Week we invite parents to sit in on the child s classroom activities. Approximately 20 percent of parents attended. Each year we look to increase the number. Back to School Night All Curriculum Areas Yes Attendance Approximately 90 percent of our parents attend BTSN during the school year. We continually work on improving attendance through communication. Parent Conferences All Curriculum Areas Yes Attendance Approximately 75% attend parent teacher conferences. We look each year on improving attendance. Special Parent Advisory Meetings Special Yes Attendance We offered topic specific workshops to parents of students with disabilities. Parents were afforded the opportunity to provide input regarding district services. Homeless/Migrant ELL 8

9 2012 Needs Assessment & Evaluation Summary When responding to the questions below, data from Tables A, B, C, D and E should be used. 1. Describe the process and techniques used in the needs assessment. Surveys: The Readington Middle School in collaboration with the offices of curriculum instruction and pupil services conducted a needs assessment using stakeholder data collection. Surveys were distributed to all faculty and parents, and focused on both student achievement and school climate. The faculty was also surveyed about their professional development needs and feedback several times throughout the year. Data Collection: Data from NJ ASK and NWEA assessments have been regularly reviewed, analyzed, and presented to the public and Board of. The collection and analysis of data directly influences professional development, district initiatives, and budget decisions to support them. 2. Describe methods used to collect and compile data for student subgroups. Staff and parent surveys are tallied and percentages calculated based on the number of returned surveys compared to the total population. NJ ASK scores have been compiled and analyzed in comparison to other schools in our DFG. The goal has been to surpass the DFG average in all areas. 3. Explain how the data from the collection methods are valid and reliable. NJ ASK data is provided by the state and has been determined to be valid and reliable. NWEA is a research-based adaptive assessment. Staff survey came from NJ Schools to Watch, a recognized leader in Middle Level education. Parent survey has been conducted over several years and was developed with a committee of stakeholders and a survey expert. 4. What did the data analysis reveal regarding classroom instruction? General education classroom instruction is strong. Solid educational practices are also used in special education classrooms, though students are not achieving at the same level of proficiency on the NJ ASK. 5. What did the data analysis reveal regarding professional development implemented in the previous year(s)? Continued focus on student-centered learning, differentiated instruction, and connection to standards. 6. How are educationally at-risk students identified in a timely manner? At risk students are regularly identified through the I&RS process. The committee meets bi-monthly, and follow-up meetings occur 6-8 weeks later to review the plan. NJ ASK and NWEA scores are regularly reviewed, so that students in need of intervention services are identified and scheduled into Intervention classes. Teachers also meet daily in teams to discuss the progress of their students and plan appropriate instructional activities, communicate with parents, etc. 9

10 7. How are educationally at-risk students provided with effective assistance? NJ ASK and NWEA scores disaggregated and analyzed regularly. Guidance department support/ counseling services. Intervention and Referral Services. Classes including intervention, study skills, in-class support, resource room, are offered to identified students. 8. How does the needs assessment address migrant student(s) needs? Readington Middle School does not have a migrant population. 9. How does the needs assessment address homeless student(s) needs? Readington Middle School does not have a homeless population. 10. How were teachers engaged in decisions regarding the use of academic assessments to provide information on and improvement of the instructional program? Throughout the year, all teachers are engaged in decision-making regarding academic assessments, curriculum design, and interventions for individual students. Teachers are a regular part of this process throughout the year. 11. Describe the transition plan for preschool to kindergarten, if applicable. Not applicable 12. Describe the process used to select the priority problems and root causes for this plan? Priority has been based on NJ ASK results, particularly areas where students fell below the DFG average. 13. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP? The students with disabilities subgroup is the only group not making AYP. The root cause is that students with disabilities have diagnosed reading, writing, and computational difficulties, thus are classified as students with disabilities. 14. Describe the evaluation results regarding the status of SMART goal #1 in the action plan? Students with disabilities did not reach AYP or Safe harbor in the area of language arts and mathematics. 15. Describe the evaluation results regarding the status of SMART goal #2 in the action plan? Students with disabilities did not reach AYP or Safe Harbor in the area of language arts. 10

11 16. Describe the evaluation results regarding the status of SMART goal #3 in the action plan? Students with disabilities did not reach AYP or Safe Harbor in the area of mathematics. 11

12 2012 Needs Assessment Partially Proficient Provide the number of students at each grade level listed below who scored partially proficient on state assessments for two years or more in Language Arts Literacy and mathematics. Language Arts Services Provided Describe why services provided did not result in proficiency. Grade 4 Grade 5 Grade Literacy Intervention classes in addition to the regular scheduled reading and writing classes Grade Literacy Intervention classes in addition to the regular scheduled reading and writing classes Grade Literacy Intervention classes in addition to the regular scheduled reading and writing classes Grade 11 Grade 12 Some of the interventions were effective. The majority of the students not meeting proficiency were in the special education population. We have had a change in leadership in the district with the superintendent leaving, an interim and a reduction of the Assistant Superintendent and Supervisor of Special positions. Some things fell through the cracks. Some of the interventions were effective. The majority of the students not meeting proficiency were in the special education population. We have had a change in leadership in the district with the superintendent leaving, an interim and a reduction of the Assistant Superintendent and Supervisor of Special positions. Some things fell through the cracks. Some of the interventions were effective. The majority of the students not meeting proficiency were in the special education population. We have had a change in leadership in the district with the superintendent leaving, an interim and a reduction of the Assistant Superintendent and Supervisor of Special positions. Some things fell through the cracks. 12

13 Mathematics Services Provided Describe why services provided did not result in proficiency. Grade 4 Grade 5 Grade Math Intervention classes in addition to the regular math period. Additional intervention classes for Special education students Grade Math Intervention classes in addition to the regular math period. Additional intervention classes for Special education students Grade Math Intervention classes in addition to the regular math period. Additional intervention classes for Special education students Grade 11 Grade 12 Some of the interventions were effective. The majority of the students not meeting proficiency were in the special education population. We have had a change in leadership in the district with the superintendent leaving, an interim and a reduction of the Assistant Superintendent and Supervisor of Special positions. Some things fell through the cracks. Some of the interventions were effective. The majority of the students not meeting proficiency were in the special education population. We have had a change in leadership in the district with the superintendent leaving, an interim and a reduction of the Assistant Superintendent and Supervisor of Special positions. Some things fell through the cracks. Some of the interventions were effective. The majority of the students not meeting proficiency were in the special education population. We have had a change in leadership in the district with the superintendent leaving, an interim and a reduction of the Assistant Superintendent and Supervisor of Special positions. Some things fell through the cracks. 13

14 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. When completing the matrix below, data from Tables A, B, C, D, E and the Needs Assessment Summary should be used. Population Categories Student Academic Needs Staff Needs High Quality Professional Development Core Curriculum Content Standards 5. Implementing the CCCS Priority Problem # A. All students B. Students with Disabilities C. Early childhood D. Econ. disadvantaged E. Neglected / delinquent F. Youth at risk of dropping out G. Racial/ethnic Priority Problem 1 Closing the achievement gap x x 2 Early childhood education 3a Language arts literacy and reading x x 3b Mathematics x x 3c Science 3d Social studies 3e World Languages 3f Cross Content Workplace Readiness 4 Technology Literacy 5a Language Arts Literacy 5b Mathematics 5c Science 5d Social studies 5e World Languages 5f Cross Content Workplace Readiness H. Homeless I. Immigrant J. LEP K. Teachers L. Paraprofessionals M. Parents N. Substance abusers O. Perpetrators of Violence P. Out-of-school Q. Mental health R. Gifted & Talented S. Other (Specify) T. Selected Priority Problems 14

15 Population Categories Priority Problem # A. All students B. Students with Disabilities Priority Problem Effective classroom use of 6 technology 7 Standards-based assessment x C. Early childhood D. Econ. disadvantaged E. Neglected / delinquent F. Youth at risk of dropping out G. Racial/ethnic H. Homeless I. Immigrant J. LEP K. Teachers L. Paraprofessionals M. Parents N. Substance abusers O. Perpetrators of Violence P. Out-of-school Q. Mental health R. Gifted & Talented S. Other (Specify) T. Selected Priority Problems 8 Instructional skills and strategies x x 9 Mentoring 10 Classroom management x Using data/assess. to improve 11 learning x 12 Working with parents Hiring, Recruiting and Retaining 13 Highly qualified teachers 14 Teachers in shortage areas 15 Teachers in Math and Science 16 Teachers to reduce class size 17 Qualified paraprofessionals 18 Highly qualified personnel 19 Alcohol use 20 Drug use 21 Tobacco use Problems Identified 22 Violence 23 Weapons 24 Gang activity 25 Delinquency 26 Vandalism Suspensions, removals, or 27 expulsions Serious or persistent discipline 28 problems 29 Bullying 30 Victimization 15

16 Population Categories Priority Problem # Priority Problem A. All students B. Students with Disabilities C. Early childhood D. Econ. disadvantaged E. Neglected / delinquent F. Youth at risk of dropping out G. Racial/ethnic H. Homeless I. Immigrant J. LEP K. Teachers L. Paraprofessionals M. Parents N. Substance abusers O. Perpetrators of Violence P. Out-of-school Q. Mental health R. Gifted & Talented S. Other (Specify) T. Selected Priority Problems 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 x x 39 Risk factors Quality Teacher 40 Teacher Quality Tech. & Ed. 41 Technology activities Materials 42 Instructional/al 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 16

17 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 & B-1 B-3A Problem Number Name of priority problem Closing the Achievement Gap Language Arts Literacy and Reading Describe the priority problem Students with disabilities did not make AYP or Safe Harbor in LAL and Math; general education students achieved at a higher level Students with disabilities did not make AYP or Safe Harbor in LAL; general education students achieved at a higher level Describe the root causes of the problem Students with disabilities have diagnosed weaknesses in reading, writing, and computation, and is the reason they are classified Subgroup or population addressed Students with Disabilities Students with Disabilities Grade span Related content area missed LAL and Math Reading and Writing Name of scientifically research based program/strategy/practice to address problem How does the program/strategy align with the NJ CCCS? CAPA finding or recommendation related to the priority problem Study Island, Buckle Down All strategies are directed toward achievement and improving student understanding of the Common Core State Standards. The programs are aligned with the Common Core State Standards. N/A 1. Students with disabilities have diagnosed weaknesses in reading and writing, and is the reason they are classified 2. Deficient skills in decoding, fluency, comprehension, grammar, and written expression McDougall Littell Reading Buckle Down Read Naturally All strategies are directed toward achievement and improving student understanding of the core curriculum content standards. The programs are aligned with the Common Core state standards. N/A 17

18 Description of Priority Problems and Strategies to Address Them (continued) #3 #4 Population Category Letter & B-3b Problem Number Name of priority problem Mathematics Describe the priority problem Students with disabilities did not make AYP or Safe Harbor in Mathematics; general education students achieved at a higher level. Describe the root causes of the 1. Students with disabilities have diagnosed weaknesses in problem reading, writing, and computation and is the reason they are classified 2. Deficient skills in basic math facts, Subgroup or population Students with Disabilities addressed Grade span 6-8 Related content area missed Mathematics Name of scientifically research based program/strategy/practice to address problem Math Triumphs IXL Buckle Down NWEA pre- and post- assessment How does the program/strategy align with the NJ CCCS? CAPA finding or recommendation related to the priority problem All strategies are directed toward achievement and improving student understanding of the core curriculum content standards. The programs are aligned with the Common Core state standards. N/A 18

19 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. At least ten steps must be identified. Action Plan for Strategy Related to Priority Problem #1 Name of Program, Strategy or Practice to Address Priority Problem: SMART Goal: (Specific, Measurable, Achievable, Relevant, Timely) Research Supporting Strategy (from IES Practice Guide or What Works Clearinghouse) Indicators of Success: Student centered data analysis using Study Island, Buckle Down, and NWEA (where applicable). Special education students will increase proficiency on NJ ASK by 10% by Spring Data acquired from these programs will be used to plan instruction in order to show incremental and timely growth throughout the year. Special education students will improve performance on NJ ASK. Persons Description of Action Plan Steps Involved 1 Teachers analyze NJ ASK scores to target student weaknesses Special teachers, Supervisors, Instructional Coach, Principal 2 Materials needed ordered and available for use. Supervisors, Principal 3 Training in these materials available as needed. Supervisors, Instructional Coach, Principal 4 Identify students in Study Skills Program in need of additional support. Special teachers, Supervisors, Instructional 19 Resources Needed Due Date - Timeline NJ ASK data September 2011 NWEA, Buckle Down, Study Island NWEA Resource, Buckle Down Teacher Edition, Study Island September 2011 September 2011 May 2012 Data September 2011

20 Coach, Principal 5 Administer pre-assessments in reading Special teachers 6 Administer pre-assessment in writing Special teachers 7 Administer pre-assessment in math Special 8 Students use Buckle Down program a minimum of 40 minutes a week in targeted areas teachers Special teachers 9 Continuous review of data to inform instruction Special teachers, Supervisors, Instructional Coach, Principal 10 Administer post assessments Special teachers 11 Analyze data Special teachers, Supervisors, Instructional Coach, Principal 12 NWEA October 2011 District Writing Prompts September 2011 NWEA October 2011 Buckle Down Data October May 2012 October May 2012 Post Assessments Spring 2012 Data October May

21 Action Plan for Strategy Related to Priority Problem #2 Name of Program, Strategy or Practice to Address Priority Problem: SMART Goal: (Specific, Measurable, Achievable, Relevant, Timely) Research Supporting Strategy (from IES Practice Guide or What Works Clearinghouse) Fountas and Pinnell Benchmark Assessments By the Spring of 2012, 80% special education students will increase one reading level from Fall 2011 using Fountas and Pinnell Benchmark Assessments. Fountas and Pinnell Benchmark Assessments are scientifically research based. Indicators of Success: 1. Reading growth of one or more levels for 80% of students 2. Increased NJ ASK reading scores Persons Description of Action Plan Steps Involved 1 Fountas and Pinnell Benchmark Assessments have been ordered. Special Staff, Writing Prompts identified Supervisors, Instructional Coach, Principal 2 Teachers are trained in standardized administration of assessments. Special Staff, Supervisors, Instructional Coach, Principal 3 Teachers are trained in standardized scoring of assessments. Special Staff, Supervisors, Instructional Coach, Principal 4 Teachers are trained in analyzing the reading assessments and using data. Special Staff, Supervisors, Instructional Coach, Principal 21 Resources Needed Fountas and Pinnell Benchmark Assessments Fountas and Pinnell Benchmark Assessments Fountas and Pinnell Benchmark Assessments Fountas and Pinnell Benchmark Assessments Due Date - Timeline September 2011 September 2011 September 2011 September 2011

22 5 Teachers administer Benchmark Assessments and writing prompts Special Staff 6 Teachers analyze data to target specific instruction. Special Staff 7 Teachers plan instructional strategies. Special Staff 8 Teachers implement instruction using those strategies. Special Staff 9 The Continuum of Literacy Learning is used as ongoing resource. Special Staff, Supervisors, Instructional Coach, Principal 10 Spring Benchmark Assessment is administered. Special Staff 11 Teachers analyze results. Special Staff, Supervisors, Instructional Coach, Principal 12 Fountas and Pinnell Benchmark Assessments Writing Prompts Reading and writing assessment results Reading and writing assessment results Continuum of Literacy Learning, Fountas and Pinnell Fountas and Pinnell Benchmark Assessments Writing Prompts Data from spring Benchmarks September 2011 September 2011 October May 2012 October May 2012 October May 2012 Spring 2012 October May 2012 October May

23 Action Plan for Strategy Related to Priority Problem #3 Name of Program, Strategy or Practice to Address Priority Problem: Research Supporting Strategy (from IES Practice Guide or What Works Clearinghouse) Targeted math interventions will be used with our students with disabilities to address patterns and algebra, data analysis, and numbers and numerical operations and problem solving. Math Triumphs, IXL, NWEA pre- and post- assessments will be used to support these goals. SMART Goal: Special students will improve performance on NJ ASK 2012 by 10%. (Specific, Measurable, Achievable, Relevant, Timely) Indicators of Success: 1. 80% or higher will meet targeted growth goals on NWEA assessments 2. Post assessments of supplemental programs show growth Description of Action Plan Steps Persons Involved Resources Needed Due Date - Timeline 1 Teachers analyze NJ ASK scores to target student weaknesses. Special NJ ASK data September 2011 teachers, Supervisors, Instructional Coach, Principal 2 Materials needed ordered and available for use. NWEA, IXL, Math Triumphs September Training in these materials available as needed. Supervisors, NWEA, IXL, Math September 2011 May Instructional Triumphs Coach, 2012 Principal 4 Administer NWEA. Special teachers 5 Continuous collection of data to inform instruction. Special teachers, Supervisors, Instructional Coach, Principal 6 Instruction targeted to specific needs of students. Special teachers Collected data Lesson plans October 2011 Monthly, September to May 2012 September to June

24 7 Analyze data at grade level meetings following each marking period to discuss student progress and needed adjustments. Special teachers, Supervisors, Instructional Coach, Principal 8 Revise instruction as needed. Special teachers 9 Administer post assessments. Special teachers 10 Analyze data for future planning. Administrative Team Collected data Lesson plans November, January, April, June November, January, April, June 2012 Post assessments Spring 2012 Collected data June, July

25 Plan Components for 2012 Table F: Proposed 2012 Core Strategies to Address Student Achievement Name of Strategy Content Area Focus Target Population(s) Person Responsible Indicators of Success (Measurable Evaluation Outcomes) Research Supporting Strategy (from IES Practice Guide or What Works Clearinghouse) NA Homeless Migrant NA ELL Continue with current literacy programs, focusing on refining instruction through use of formative and benchmark assessments LAL Students with Disabilities Directors, Supervisors, Principals, Teachers NJ ASK Benchmark Assessments NWEA Writing Prompts Improving Adolescent Literacy: Effective Classroom and Intervention Practices (IES August 2008) Recommendation 5. Use reliable screening assessments to identify students with reading difficulties and follow up with formal and informal assessments to pinpoint each student s instructional needs. Continue with current math programs, focusing on refining instruction through use of formative and benchmark assessments Math Students with Disabilities Directors, Supervisors, Principals, Teachers NJ ASK Benchmark Assessments NWEA Assisting Students Struggling in Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools Gersten, et al. (April 2009) Whereas high quality instruction seeks to prevent mathematics difficulties, screening allows for early detection. Intensive interventions are then provided to support students in need of assistance with mathematics learning. Fuchs, Fuchs, Craddock, et al. (2008) *Use an asterisk to denote new programs. 25

26 Table G: Proposed 2012 Extended Learning Opportunities to Address Academic Deficiencies. Do not include SES. Name of Strategy Content Area Focus Target Population(s) Person Responsible Indicators of Success (Measurable Evaluation Outcomes) Research Supporting Strategy (from IES Practice Guide or What Works Clearinghouse) NA Homeless Migrant NA ELL Extended School Year Program for Students with Disabilities LAL Students with Disabilities Directors, Supervisors, Principals, Teachers NJ ASK scores NWEA Targeted Student Growth At- risk students that attend extended school year programs as identified in their I.E.P.s, experience diminished or minimal summer loss. *Use an asterisk to denote new programs. 26

27 Table H: Proposed 2012 Professional Development to Address Student Achievement and Priority Problems Name of Strategy Content Area Focus Target Population(s) Person Responsible Indicators of Success (Measurable Evaluation Outcomes) Research Supporting Strategy (from IES Practice Guide or What Works Clearinghouse) NA Homeless Migrant NA ELL Training sessions in data analysis and in Supplemental Materials Reading Students with Disabilities Principal, Supervisor, Instructional Coach NJ ASK Benchmark Assessments NWEA Using Student Achievement Data to Support Instructional Decision Making (IES September 2009) Recommendation 1 Make data part of an ongoing cycle of instructional improvement. teachers should interpret the data and develop hypotheses about factors contributing to students performance and the specific actions they can take to meet students needs. Abbott(2008);Brunner et al.(2005) Training sessions in data analysis Supplemental Materials Math Students with Disabilities Principal, Supervisor NJ ASK NWEA Assessments *Use an asterisk to denote new programs. Table I: Proposed 2012 Parent Involvement Strategies to Address Student Achievement and Priority Problems Name of Strategy Content Area Focus Target Population(s) Person Responsible Indicators of Success (Measurable Evaluation Outcomes) Research Supporting Strategy (from IES Practice Guide or What Works Clearinghouse) 27

28 Name of Strategy Content Area Focus Target Population(s) Person Responsible Indicators of Success (Measurable Evaluation Outcomes) Research Supporting Strategy (from IES Practice Guide or What Works Clearinghouse) NA Homeless Migrant NA ELL Continue to provide opportunities for parents to be involved in general school and classroom learning experiences. Students with Disabilities Principal, teachers Parents of special education students will continue to support their child s education by attending at least one school based function in the school year. Working to include parents is particularly important as students grow older (Rutherford et. al., 1997) *Use an asterisk to denote new programs. 28

29 2012 Parent Involvement (PI) Narrative 1. What is the connection between PI and the priority problems identified in the needs assessment? Currently, we have high parent involvement. Readington Middle School continually works with parents to improve student achievement. 2. Do you have a school-parent compact? Yes. Parents are given the school-parent compact in the beginning of the school year. 3. Describe the process to ensure that parents receive and review the school-parent compact. The school-parent compact is online and sent home via students for parental review. 4. How is student achievement data reported to the public? Student achievement data is reported to the public at BOE meetings, and reports are sent home. 5. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III? NA The district has met annual measurable objectives in this area. 6. Identify procedures for informing parents about the school s improvement status. Parents are notified by letter in the mail and postings on the website. 7. Identify procedures for informing parents about the school s disaggregated assessment results. Disaggregated assessment results are reported on the school report card and at a board meeting. 8. How were parents involved in the development of the Unified Plan? Parents are involved as members of the NCLB committee. 9. Identify procedures for informing a parent about their child s student assessment results. The school sends home Individual Student Records upon receiving the results from NJDOE/Measurement Inc. 10. How were the required PI funds used in 2011? NA 11. How will the required PI funds be used in 2012? PI funds will be used to provide workshops for parents. 29

30 Table J-1: Annual Student Targets (Use best available data from One-Year Charts). At least two measurements must be listed. GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS State Assessment Baseline 2012 Target State Assessment Baseline 2012 Target GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL Total NA Students with Disabilities NJ ASK Safe Harbor NJ ASK Safe Harbor Limited English Proficient Students White African-American Asian/Pacific Islander American Indian/Native American Hispanic Others Economically Disadvantaged GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL Total Students with Disabilities Limited English Proficient Students White African-American Asian/Pacific Islander American Indian/Native American Hispanic Others Economically Disadvantaged 30

31 Table J-2: Annual Student Targets Other Assessment GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS Other Assessment Name Baseline 2012 Target Other Assessment Name Baseline 2012 Target GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL Total Students with Disabilities Limited English Proficient Students White African-American Asian/Pacific Islander American Indian/Native American Hispanic Others Economically Disadvantaged GRADE SPAN: ELEMENTARY, MIDDLE OR HIGH SCHOOL Total Students with Disabilities Limited English Proficient Students White African-American Asian/Pacific Islander American Indian/Native American Hispanic Others Economically Disadvantaged 31

32 Highly Qualified Staff Table K: Strategies to Attract and Retain Highly Qualified Staff Teachers who meet the qualifications for HQT, consistent with Title II-A 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) Number & Percent Content & Focus Description of Process to Meet Highly Qualified 100% NA NA NA NA 100% NA NA NA Description of Strategy to Retain HQ Staff Description of Strategy To Attract HQ Staff NA Individuals Responsible 32

33 Table L: Support for Teachers Use the Table below to describe the 2012 methods for supporting teachers needing assistance with instruction and other problems. Description of Support In and out of district professional development Individual support with Instructional Coach Content Area Focus All All Target Group Teachers identified as in need of improvement Teachers identified as in need of improvement Person Responsible Teachers identified as in need of improvement Teachers identified as in need of improvement Indicators of Success (Evaluation) Improved classroom observations Increased student achievement Improved classroom observations Increased student achievement How are teachers identified? Formal and informal observations: Walkthroughs Classroom observations and teacher request for assistance Formal and informal observations: Walkthroughs Classroom observations and teacher request for assistance 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. Description of Support Content Area Focus Target Group Person Responsible Indicators of Success (Evaluation) Leadership Team Meetings All Admin. Team Superintendent Improved communication and mid year or final evaluations How are administrators identified? The entire Admin. Team is taking part in improved communication and common goal setting. 33

34 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 Homeless Migrant Students with Disabilities State Assessment NJ ASK Other Assessments NWEA English Language Proficiency Assessment Classroom Grades X Teacher Recommendation X Other NA Economically Disadvantaged ELL Other SubGroups Targeted Assistance Schools Entrance Criteria ( ) Exit Criteria ( ) Support Elements Ongoing and Sustained Technical Assistance* 1. What assistance did the NCLB committee determine it needs to implement the 2012 Unified Plan in the school s efforts to increase academic achievement? From the district: Materials, training, release time for professional development and data analysis. From outside experts: Professional Development. From others: Parent support and student motivation. 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. In-district Instructional Coach working with teachers- Department and grade level meetings- administrative walk- throughs. 34

35 3. How is it targeted to the priority problems identified in the needs assessment? Materials, training and coaching are provided to all teachers working with students with disabilities to improve LAL and Math scores to foster improved student achievement. 4. Identify the person(s) responsible for ensuring this technical assistance is provided. Principal, Supervisors, Director and Superintendent. *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. 35

36 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. We did not have a previous school or district unified plan. 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 Professional development and the PD plan is teacher targeted toward school goals and individual teacher needs. PDPs are aligned to state standards and target improving the priorities of the school, driven by school level data, which is reviewed regularly. Curriculum Department and the Pupil Services Director recommend scientifically based programs to the Superintendent for approval. Parent workshops are planned to provide a greater understanding of the school s efforts to increase student achievement and their role to enhance learning at home. District budget is aligned to the school goals and program needs. The district follows a curriculum review cycle to ensure alignment with the CCCS. 36

37 Resource Allocation Resource Allocation Provide the following information regarding the use of the funds including but not limited to 2010 SIA Part (A). Type of Funds Brief Description of Strategy or Practice Implemented with Funds Amount Allocated SIA Amount Carried Over Reallocated Use of SIA Outcomes as a Result of Implementing the Strategy or Practice Evidence 2010 Title I, Part A 2010 SIA Part A Federal State Local Other 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: 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. 37