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: KEANSBURG SCHOOL DISTRICT Chief School Administrator: MR. GERALD NORTH NCLB Contact: DR. THOMAS TRAMAGLINI Chief School Administrator gnorth@keansburg.k12.nj.us NCLB Contact ttramaglini@keansburg.k12.nj.us School: PORT MONMOUTH ROAD SCHOOL The school is designated (select one): q Targeted Assistance n Schoolwide Principal: CRAIG PALMER Principal CPalmer@keansburg.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. n 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. 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 Craig Palmer School Staff - Administrator x x Donna Glomb District Staff - Administrator x x Sharon Conley School Staff Support (BSI) x x Anne Graceffo School Staff Support (BSI) x x Tammie Holcombe School Staff Support (BSI) x x Peggy Kurek School Staff Support (BSI) x x Clare Russo School Staff LEP, ESL x x Krystyna Domogala School Staff Guidance x x Marla Civitano School Staff Child Study Team x x Christina Tripodi Heather Wilson School Staff Regular Education Teacher School Staff Special Education Teacher Cheryl Little School Staff Paraprofessionals x x George Hoff Parent x x x x x x Participated in Plan Development Signature 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 Agenda on File Minutes on File 10/14/10 PMRS Yes No Yes No 11/18/10 PMRS x x 1/20/11 PMRS x x 3/12/11 PMRS x x 4/14/11 PMRS x x 5/19/11 PMRS 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? Our administration and faculty believe that children develop cognitive skills through an active learning environment that supports exploration, inquiry, discovery, and the development of higher order thinking processes. In correlation with cognitive development, our children are supported in their social and emotional development through services and programs that provide for their physical well-being and the development of a positive self-concept. What is the school s mission? Describe the process for developing or revising the Our mission is to provide all learners with developmentally appropriate instruction that includes the necessary experiences to develop students creativity and cognitive thinking skills. All stakeholders believe in the school s ability to provide comprehensive and differentiated balanced literacy and mathematics programs so that our students can achieve to their potential. Articulation was held among staff at team and grade level meetings to discuss/revise the school s vision and mission. 3

4 school s vision and mission. 4

5 Comprehensive Needs Assessment & Data Analysis Data Collection and Analysis Table A: Multiple Measures Analyzed by the School in the Needs Assessment Process for 2011 Programs, Strategies and Practices Areas Multiple Measures Analyzed Overall Results and Outcomes Academic Achievement Reading Academic Achievement - Writing Academic Achievement - Mathematics Terra Nova DIBELS DRA Everyday Math Assessment NJASK NJASK Internal benchmark writing assessment Terra Nova Everyday Math Unit tests/eoy test % of K-2 students performing below/at/above the national percentile in Reading/Lang Arts 3x annually, indicates K-2 students deficient in early literacy skills, and pinpoints target areas Measures students instructional reading level Unit measures indicate % of K-2 students performing at grade level, developing or secure in skills/concepts presented. EOY assessment identifies students eligible for Title I services. Writing achievement was lower than expected on the New Jersey ASK and internal benchmarks; goal to improve on average 1 point Unit measures indicate % of K-2 students performing at grade level, developing or secure in skills/concepts presented. EOY assessment identifies students eligible for Title I services. School Culture School district survey internal School yielded low levels of risk taking, collaboration opportunities, morale; high efficacy, belief in students, technical capacity Parent Involvement Sign-in sheets Indicates number of parents attending events/conferences/assemblies; increase in parent involvement to support unified plan needed Professional Development Annual PD survey/needs Assessment Indicates the types of PD provided. Results show that PD is ongoing and targets the needs of the staff. It is also provided based on the goals set to increase student achievement. Extended Learning Opportunities Internal assessment Indicated some success in after school tutoring will look to increase frequency of interactions using more tutoring and tapping into SES services Highly Qualified Staff HQT Status record All PMRS staff is highly qualified Leadership 5

6 Evaluation of 2011 Teaching and Learning Strategies & Programs Table B: Strategies to Increase Student Achievement That Were Implemented in Strategy or Program Content Area Focus Effective Yes-No Documentation of Effectiveness Outcomes Intervention/Progress Monitoring LAL/Math Y Increase in DRA LEVEL AND DIBELS SCORE Small group intervention took place on a consistent basis for K-2 students through scheduled intervention times and progress monitoring. Everyday Math Program Unit Assessments/EOY Assessment Mathematics Y Unit and EOY Assessments Everyday Math unit assessments were administered throughout the year and analyzed by administration, the math coach and math supervisor. Targeted instruction took place to improve student achievement on math skills. Targeted instruction LAL Y Increase in DRA level and DIBELS score Small group instruction took place on a consistent basis for K-2 students targeting specific skills. Skillstreaming Program Postive Behavior Support Y Pre and Post test results Needs assessment of each classroom completed. Teachers taught skillstreaming strategies based on classroom assessment. Problem Solving Approach to Conflict taught to students school-wide. Pre and Post test results analyzed. Table C: Description of Extended Day/Year Programs Implemented in 2011 to Address Academic Deficiencies - Do not include SES programs. 1 Strategy or Program 2 Content Area Focus 3 Effective Yes-No 4 Documentation of Effectiveness 5 Outcomes After School Tutoring LAL/Math Y DRA and DIBELS scores; Teacher created assesssments Extended Year Program LAL/Math Y DRA scores; teacher created assessments Enrichment Program LAL/Math Y DRA scores; Teacher created assessment Students were tutored 2-4x per week in math and literacy skills. Students attended the 30 day program to maintain or increase achievement. Children with academic, social and emotional difficulties progress at a slower rate than their grade level peers. Students attended the 20 day program to maintain or increase achievement based on their yearly progress. 6

7 Table D: Professional Development That Was Implemented in Strategy or Program 2 Content Area Focus 3 Effective Yes-No 4 Documentation of Effectiveness 5 Outcomes Comprehension Assessment LAL Y Lesson Plans; Articulation meetings; Assessment scores Mathematics Gr. 1 and 2 teachers revised unit comprehension assessments. Articulation among staff allowed for revision to occur and results to be analyzed to inform instruction. Skillstreaming Positive Behavior Support Positive Behavior Support Y Pre and Post test results Fewer office referrals Staff learned the various social skills that could be addressed in their classrooms. Staff completed a needs assessment for each of their classes. Staff implemented one skill per month. Students learned the steps to use and understand various social skills in the classroom as well as problem solving steps to use inside and outside of the classroom. Table E: Parent Involvement That Was Implemented in Strategy or Program 2 Content Area Focus 3 Effective Yes-No 4 Documentation of Effectiveness 5 Outcomes Writing celebrations LAL Y Sign in sheets Parents were invited to the K-2 classrooms to read and celebrate writing in various genres. Many parents attended these celebrations to support their children s efforts Mathematics Awards Assemblies; Parent-Teacher Conferences; Back to School Night LAL/Math/Chara cter Education Y Sign in sheets Parents attended monthly assemblies that celebrated the academic achievement and character education goals of K-2 students. Parents of individual students were invited and watched their students receive awards. Parents attend Back to School Night and Parent Teacher Conferences to support the academic achievement of their children. Other special events LAL/Math Y Sign in sheets Parents were invited to the K-2 classrooms to celebrate special schoolwide events that supported the school program or concentrated on building a strong 7

8 1 -Read Strategy Across or America Program -Holiday celebrations -Week of the Young Child -Transition events -Kindergarten orientation -Family Math and Science Nights th Day of School events -Field Day -Fine Arts Night -Candy Bingo 2 Content Area Focus 3 Effective Yes-No 4 Documentation of Effectiveness 5 Port Monmouth Road School community. Outcomes Many parents volunteered and attended these events to show their support of the PMR School. 8

9 Needs Assessment Summary 1. Describe the process and techniques used in the needs assessment. Results of the Spring 2011 Terra Nova, Math Unit Assessments and End of Year Assessment, the DIBELS assessment and DRA was analyzed to plan the priority problems. The results of the DIBELS assessment were analyzed at grade-level meetings and at meetings between staff and the administration. Everyday Math unit assessments were administered throughout the year and analyzed by staff and administration. The end of year assessment occurred in June and the Basic Skills staff analyzed the data to identify students eligible for Title One services. Throughout the year, all results are discussed with classroom teachers so that instruction can be examined and adjusted to meet the needs of our students. The Developmental Reading Assessment was also administered 3x yearly to 1 st and 2 nd grade students and 1x yearly to K students (EOY). This assessment indicates instructional reading level. Through these discussions, staff members concurred that instructional priorities naturally include a continued emphasis on basic early literacy skills in kindergarten; continued emphasis on increasing the number of students who are reading at grade-level by the end of first grade; continuing to develop fluency at the second grade level, implementing specific strategies for students to apply to their own reading that increase comprehension and knowledge of vocabulary, continuing to refine implementation of the Everyday Math Program to augment children s problem-solving and computation skills; and continuing to support teachers as they incorporate writers workshop and technology into their daily instruction. We noted a need to improve as a school in the area of mathematics for the upcoming year ( ). With the adoption of the Common Core, the K-2 math curriculum needs to be realigned to state standards. In addition, the creation of common assessments that address the common core are needed. 2. Describe method used to collect and compile data for student subgroups. The DIBELS assessment was administered to all students in September, December and June. The results of the DIBELS assessment were analyzed at grade-level meetings and at meetings between the administration and support staff. DIBELS is a progress indicator. All subgroup information is provided to DIBELS so that staff can analyze results. In addition the Terra Nova reporting offers staff the breakdown of subgroups. 3. Explain how the data from the collection methods are valid and reliable. Both measurement tools are nationally recognized and accepted as valid & reliable predictors of early literacy and math achievement. 4. What did the data analysis reveal regarding the root causes of subgroups not meeting AYP? N/A 5. What did the data analysis reveal regarding classroom instruction? Students historically perform well on the end of year math assessment. Some of the students that do not perform well on monthly unit assessments perform well on the end of year assessment. There is a question of validity and reliability using this assessment. In 2011, we added the Terra Nova Test of Basic Skills in math to analyze these results and compare them to the results seen on the end of year math assessment. Data reveals the need to continue to monitor student progress every 10 th intervention day and adjust as necessary. Basic Skills Staff/Interventionists are essential in gathering the data and assisting teachers in forming targeted group instruction and interventions based on unit and benchmark assessments. We will continue to streamline the assessment process so that teachers can accurately assess their children and make instructional decisions with interventionists during preparation times. In , a focus on math instruction and the revision of the curriculum to align with the Common Core will be evident. 9

10 6. What did the data analysis reveal regarding professional development implemented in the previous year(s)? We did not have any professional development in the area of mathematics this year. Professional development continues to be needed in the area of reading/language arts and providing specific interventions to low-performing students. An improvement was seen in students writing over the 4 years implementation of writing workshop due to continuing professional development. In order to meet the needs of each student, including ELL and special education, the instructional staff participates in extensive professional development based on results from a variety of student assessments. Professional development occurs not only on designated district days, but is on-going each and everyday through class modeling of shared reading, guided reading, intervention and writing strategies. Groups of teachers have been trained in using alternative reading methodologies which include Orton Gillingham and the Wilson program. All teachers have been trained in using Bev Tyner as an intervention for students at all levels. All teachers meet monthly at grade meetings as well as during weekly team meetings each month to review data in order to determine instructional priorities. Teachers have been trained in phonics, Writers Workshop, analysis of Running Records, Data Driven Literacy Workstations, phonemic awareness, vocabulary instruction, reading comprehension, and differentiated instruction. Professional development implemented has helped increase teacher understanding and improve instruction especially in the areas of writing in the K-2 program, intervention and RTI, and fluency and vocabulary. ` 7. How are educationally at-risk students identified in a timely manner? Every effort has been made to utilize the support staff to target students specific needs in literacy and mathematics. Throughout , in addition to the regular classroom teacher, each classroom was fitted with a special education teacher or Basic Skills instructor for at least 60 minutes of the literacy block. Classroom teachers provided individualized or small group instruction to children in need of support. Students are identified for tutoring when they have received a below benchmark score on the DIBELS assessment or monthly math assessments as well as teachers observations and recommendations. After school tutoring has been implemented for children whose reading and math skills are below grade level. They have the opportunity for one hour of tutoring after school, four days per week. The DIBELS assessment was administered to all students in September, December and June. The results of the DIBELS assessment were analyzed at grade-level meetings and at meetings between the administration, literacy coaches and support staff immediately following administration of the test. Throughout the year, all results are discussed with classroom teachers so that instruction can be examined and adjusted to meet the needs of our students. This is consistent with data from the Everyday math program as well. 8. How does the needs assessment address migrant students' needs? The frequency and fluency with which staff monitors performance of students allows for ongoing evaluation of all students, including migrant students. 9. How are educationally at-risk students provided with effective assistance? Scheduling times for consistent and targeted interventions were embedded into our program. Interventionists and classroom teachers monitored progress of students every ten days in order to determine instructional methods. In addition, tutoring, and alternate methods of instruction are employed by staff to meet the needs of our at-risk population. 10. Describe the process used to select the priority problems for this plan? Based on ongoing teacher discussion, review of current curriculum and assessments and Terra Nova analysis, priority problems were chosen. 11. How were teachers engaged in decisions regarding the use of academic assessments to provide information on and improvement of the instructional program? Teachers are engaged often in discussion regarding academic assessments with interventionists and administration through weekly team meetings, faculty meetings, and grade level discussions. After assessments are analyzed, instructional priorities are determined. 10

11 12. Describe the transition plan for preschool to kindergarten, if applicable. o N/A Transition activities take place throughout the year for pre-k to K transition. The Transition Committee meets monthly to discuss instructional program, social and emotional development and other activities to assist in the transition. Faculty members from pre-k and K staff collaborate often to discuss assessments used, their correlation among programs, and the different expectations at each level. Faculty members visit each other s programs for a greater understanding of expectations and to identify potential areas of difficulty in transition. Parts of the pre-k program are embedded in the K program such as the morning message and Plan-Do-Review. A yearly orientation is scheduled in June for parents and students coming to K the following year. Information is provided to parents from both the Early Childhood Supervisor and the Principal of the K-2 school regarding program and policy. Parents are able to explore the school and have their questions answered. On the day before children arrive in Kindergarten, parents are invited for a Meet and Greet in their child s Kindergarten classroom. Children and parents are able to meet the teacher and visit the classroom. 11

12 Selection of Priority Problems School Needs Assessment Summary Matrix q 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. Population Categories Student Academic Needs Staff Needs High Quality Professional Development Core Curriculum Content Standards 5. Implementing the CCCS Priority Problem # Priority Problem 1 Closing the achievement gap 2 Early childhood education 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 3a Language arts literacy and reading X X 3b Mathematics X X 3c 3d 3e 3f Science Social studies World Languages Cross Content Workplace Readiness 4 Technology Literacy 5a Language Arts Literacy 5b Mathematics X X 5c 5d 5e 5f Science Social studies World Languages 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 12

13 Population Categories 6 Priority Problem # Priority Problem Effective classroom use of technology 7 Standards-based assessment 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 8 Instructional skills and strategies 9 Mentoring 10 Classroom management Using data/assess. to improve 11 learning 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 13

14 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 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 14

15 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. Population Category Letter & A All students; Problem # 3b Problem Number Name of priority problem Student Achievement Core Content Curriculum Standards - Mathematics Describe the priority problem Describe the root causes of the problem #1 #2 A All students; Problem # 5b Math curriculum needs to be revised to meet the needs of Keansburg students; Math curriculum needs to align with the Common Core; Grade level benchmarks must be created and curriculum rewritten; Creation of assessments needed to align to the Common Core; Articulation across grade levels needed to prevent duplication Lack of understanding of common core standards and curriculum model Subgroup or population All students addressed Grade span PK-2 PK-2 Related content area missed Name of scientifically based Common Core Standards program/strategy/practice to Various approved curriculum models Vertical and Horizontal Articulation address problem How does the program/strategy align with the NJ CCCS? CAPA finding or recommendation related to the priority problem Everyday Math program & other resources Staff will be using the Common Core as their guide to revise the math curriculum to successfully implement it N/A Staff Needs High Quality Professional Development Implementing the Common Core to meet the needs of all learners for increased achievement (LAL and mathematics) Staff needs to become familiar with the newly adopted Common Core; Staff needs to understand the curriculum model to revise curriculum so that it meets the needs of the Keansburg students and district overall; Staff needs professional development and articulation time to revise curriculum and create common assessments that align with state standards. Staff has never been trained on how to write curriculum or assessments effectively; Articulation across grade levels/district schools has not been collectively implemented; this will provide specifics for intervention and school improvement All students (and teaching and support staff) Common Core Standards Various approved curriculum models Vertical and Horizontal Articulation Everyday Math program & other resources Staff will be using the Common Core as their guide to revise the math curriculum to successfully implement it N/A 15

16 Description of Priority Problems and Strategies to Address Them (continued) Population Category Letter & Problem Number Name of priority problem Describe the priority problem Describe the root causes of the problem Subgroup or population addressed Grade span Grade 1 Related content area missed Name of scientifically 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 #3 #4 Other-Basic Skills Identified Students; 3a Student Academic Needs-Core Curriculum Content Standards- LAL/Reading Approximately 20% (25/123) of incoming 1 st graders are reading below grade level based upon their score on the existing kindergarten DRA (Levels 1 & 2). Students exhibit lack of skill development, i.e. sight word recognition, letter/sound association, phonemic awareness, etc. 1 st grade basic skills reading students scoring below grade level on entering DRA. Core Curriculum Content Standards Vertical and Horizontal Articulation Scott Forsman Reading Program w/intervention Component Basic Skills Instruction w/additional Intervention Time District is investigating curricula to insure proper alignment with the newly adopted Core Content State Standards. N/A 16

17 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: SMART Goal: (Specific, Measurable, Achievable, Relevant, Timely) Indicators of Success: Common Core Standards Various approved curriculum models Vertical and Horizontal Articulation Everyday Math Program and other resources In , staff will gain a better understanding of the Common Core Math Standards. All staff will participate in articulation focusing on the Common Core and the development of a curriculum model for Keansburg students. - Completed revision of math curriculum aligned to Common Core - Common assessments identified Persons Resources Description of Action Plan Steps Involved Needed Due Date - Timeline 1. Staff will examine current practices/curriculum/ccss All staff Common Core/Curriculum September-October 2. Staff will become familiar with newly adopted Common Core State Standards All staff Common Core/Curriculum October-December - Student Learning and School Processes 3. Staff will be introduced/trained in utilization of newly developed curriculum model All staff CommonCore/Curriculum December model 4. Staff will articulate and begin writing math curriculum All staff CommonCore/Curriculum model January-June 17

18 Action Plan for Strategy Related to Priority Problem #2 Name of Program, Strategy or Practice to Address Priority Problem: SMART Goal: Common Core Standards Various approved curriculum models Vertical and Horizontal Articulation Everyday Math Program and other resources In , staff will gain a better understanding of the Common Core Math Standards. All staff will participate in articulation focusing on the Common Core and the development of a curriculum model for Keansburg students. Indicators of Success: - Completed revision of math curriculum aligned to Common Core - Common assessments identified Description of Action Plan Steps Persons Involved Resources Needed Due Date - Timeline 1. Staff will examine current practices/curriculum/ccss All staff Common Core/Curriculum September-October 2. Staff will become familiar with newly adopted Common Core State Standards All staff Common Core/Curriculum October-December - Student Learning and School Processes 3. Staff will be introduced/trained in utilization of newly developed curriculum model All staff Common Core/Curriculum December model 4. Staff will articulate and begin writing math curriculum All staff Common Core/Curriculum model January-June 18

19 Action Plan for Strategy Related to Priority Problem #3 Name of Program, Strategy or Practice to Address Priority Problem: SMART Goal: Scott Forsman Reading Program w/ Intervention Component Bev Tyner Intervention Program Orton-Gillingham Reading Program Guided Reading Entering 1 st graders, identified as below grade-level readers, will increase one number level per month in reading on the DRA. Indicators of Success: Running Records DRA Scores Persons Description of Action Plan Steps Involved 1. Staff will identify 1 st graders reading on Levels 1 & 2 Teachers, BSI Staff 2. BSI staff schedule Guided Reading instruction and additional Teachers, intervention periods for identified students. BSI Staff 3. BSI staff provide Guided Reading instruction and additional Teachers, intervention periods for identified students. BSI Staff 4. BSI staff will review student progress and assess need for continued intervention periods. Teachers, BSI Staff Resources Needed Due Date - Timeline DRA Scores September, 2011 Staff Schedules September, 2011 Intervention Logs, DRA Scores, Running Records DRA Scores (midyear) September, January, 2012 January,

20 Plan Components for 2012 Table F: Proposed Core Programs and Strategies for 2012 to Address Student Achievement Description of Strategy or Program Content Area Focus Target Population(s) Person Responsible Scott Foresman Reading LAL K-2 Principal; Supervisor of Curriculum Writing Workshop LAL K-2 Principal; Supervisor of Curriculum Indicators of Success (Evaluation Outcomes) Terra Nova Test scores DIBELS scores DRA level scores Comprehension Assessment scores Terra Nova Test scores Comprehension Assessment scores Writing Piece Genre Rubric scores Research Supporting Strategy Date of Research, Source Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE ). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from /practiceguides/. Rashotte, C. A., MacPhee, K., & Torgesen, J. K. (2001). The effectiveness of a group reading instruction program with poor readers in multiple grades. Learning Disability Quarterly, 24(2), Torgesen, J., Myers, D., Schirm, A., Stuart, E., Vartivarian, S., Mansfield, W., et al. (2006). National assessment of Title I interim report Volume II: Closing the reading gap: First year findings from a randomized trial of four reading interventions for striving readers. Retrieved from Institute of Education Sciences, U. S. Department of Education website: disadv/title1interimreport/index.html. 20

21 Description of Strategy or Program Content Area Focus Target Population(s) Person Responsible Everyday Math Program Math K-2 Principal; Spvsr of Curriculum Indicators of Success (Evaluation Outcomes) Terra Nova Test scores Unit Test scores End of Year Assessment Research Supporting Strategy Date of Research, Source Carroll, W. M. (1998). Geometric knowledge of middle school students in a reform-based mathematics curriculum. School Science and Mathematics, 98 (4), Carroll, W. M., & Isaacs, A. (2003). Achievement of students using the University of Chicago School Mathematics Project's Everyday Mathematics. In S. L. Senk & D. R. Thompson (Eds.), Standards-based school mathematics curriculum: Where are they? What do students learn? (pp ). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. (Study: Geometric knowledge of fifthand sixth-grade students.) Riordan, J. E., & Noyce, P. E. (2001). The impact of two standards-based mathematics curricula on student achievement in Massachusetts. Journal for Research in Mathematics Education, 32 (4), Waite, R. D. (2000). A study of the effects of Everyday Mathematics on student achievement of third-, fourth-, and fifth-grade students in a large north Texas urban school district. Dissertation Abstracts International, 61 (10), 3933A. (UMI No ) Woodward, J., & Baxter, J. (1997). The effects of an innovative approach to mathematics on academically lowachieving students in inclusive settings. Exceptional Children, 63 (3),

22 *Use an asterisk to denote new programs. Table G: Proposed Extended Learning Opportunities to Address Academic Deficiencies. Do not include SES. Description of Strategy or Program Content Area Focus Target Population(s) Tutoring LAL/Math 1 st and 2 nd grade Person Responsible Principal; Spvsr of Curriculum Indicators of Success (Evaluation Outcomes) Terra Nova Test scores DIBELS scores DRA level scores Comprehension Assessment scores Genre Rubric scores Unit Test scores End of Year Assessment Research Supporting Strategy Date of Research, Source Greenwood, C. R., Terry, B., Utley, C. A., Montagna, D., & Walker, D. (1993). Achievement placement and services: Middle school benefits of ClassWide Peer Tutoring used at the elementary school. School Psychology Review, 22 (3), Greenwood, C. R. (1991). Longitudinal analysis of time, engagement and achievement in at-risk versus non-risk students. Exceptional Children, 57 (6), Greenwood, C. R., Delquadri, J., & Hall, R. V. (1989). Longitudinal effects of classwide peer tutoring. Journal of Educational Psychology, 81, *Use an asterisk to denote new programs. 22

23 Table H: Proposed Professional Development to Address Student Achievement and Priority Problems Description of Strategy or Program Curriculum Model Everyday Math Program and other resources Content Area Focus Target Population(s) Person Responsible Math K-2 Principal; Spvsr of Curriculum Indicators of Success (Evaluation Outcomes) Completed revision of math curriculum and common assessments Research Supporting Strategy Date of Research, Source Riordan, J. E., & Noyce, P. E. (2001). The impact of two standards-based mathematics curricula on student achievement in Massachusetts. Journal for Research in Mathematics Education, 32 (4), Waite, R. D. (2000). A study of the effects of Everyday Mathematics on student achievement of third-, fourth-, and fifth-grade students in a large north Texas urban school district. Dissertation Abstracts International, 61 (10), 3933A. (UMI No ) Tienken, C.H., & Canton, D.A. (2009). National curriculum standards: Let s think it over. Journal of Scholarship and Practice, 6(3), 3-9. Tramaglini, T.W. (2010). The curriculum paradigm. In Tramaglini, TW. (2010). Student Achievement in Lower SES High Schools (Doctoral dissertation, Rutgers, The State University of New Jersey). Retrieved from ey=etd-ru&query=tramaglini Aiken, W.M. (1942). Adventure in education: The story of the eight-year study with conclusions and recommendations. New York, NY: Harper and Brothers. Ongoing Comprehension Assessment LAL 1 st & 2 nd Principal; Spvsr of Curriculum *Use an asterisk to denote new programs. Improvement of student scores on writing portion of the comprehension assessment and multiple choice sections Beck, I. L., & McKeown, M. G. (2006). Improving comprehension with Questioning the Author: A fresh and expanded view of a powerful approach. New York: Scholastic, Inc. Dandeles, D. J. (1996). A comparative investigation of reciprocal teaching and teacher directed strategies designed to enhance social skills. Dissertation Abstracts International, 56(12),

24 Table I: 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 Parent Conferences, Back to School Night; Awards Assemblies LAL/Math Principal; Teachers Number in attendance 50% or over DeZavala Elementary Forth Worth, TX. (2002). Peabody Picture Vocabulary Test, The new three Rs: Research, reading, and results. Breakthrough to Literacy. NY: Wright Group/McGraw-Hill. Woodward, A. W. (2007). The effects of Breakthrough to Literacy on the phonological awareness skills of students in early elementary school. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68(5-A), 1825 *Use an asterisk to denote new programs. 24

25 Parent Involvement (PI) Narrative 1. What is the connection between PI and the priority problems identified in the needs assessment? Parents can not support their children in the content area addressed if it is not articulated clearly among staff first and then to parents. 2. What are the measurable goals and targets for PI in 2012? A measurable goal and target is to have 50% or more of parents attend important events for their children. 3. Do you have a school-parent compact? Yes 4. Describe the process to ensure that parents receive and review the school-parent compact. These are distributed at the beginning of the year and parents sign off that they have read and reviewed all school policies. 5. How is student achievement data reported to the public? At a Board of Education meeting, through the DOE website 6. Identify procedures for informing parents about the school s improvement status. N/A Port Monmouth Road is a PK-2 school 7. Identify procedures for informing parents about the school s disaggregated assessment results. N/A Port Monmouth Road is a PK-2 school 8. How were parents involved in the development of the Unified Plan? A parent serves on the Title I Unified Plan committee and is invited to all meetings regarding the implementation and development of the yearly plan. 9. Identify procedures for informing a parent about their child s student assessment results. Face to face parent-teacher conferences and report cards 3x yr; Progress reports 3x year mailed; Assessments discussed at conferences; Other conferences scheduled as needed; I&RS meetings; Terra Nova Home Reports sent with cover letter in June along with Everyday Math Assessment scores. 10. How were the required PI funds used in 2011? Parent involvement funds were used to bring parents into our schools to address communication needs regarding student achievement; specifically in the area of what students need to be socially and emotionally connected to their learning 11. How will the required PI funds be used in 2012? Parent involvement funds will be used in 2012 to target 1) parents for parent involvement initiatives within our Unified Plans specific attention will be paid to bring in parents and sustaining their participation, 2) building relationships within our school with our parents, 3) educating parents of what to educate parents with, and 4) to develop a parent advisory committee for increasing the types and accuracy of the help that we are expecting and providing to and from our parents 12. What is the procedure for notifying parents if the district has not met their annual measurable objectives for Title III? 25

26 Table J: Annual Student Targets GRADE SPAN & SUBGROUP LANGUAGE ARTS MATHEMATICS Name of Measurement Baseline 2012 Target Name of Measurement 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 26

27 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 Description of Strategy to Retain HQ Staff 100% District Mentoring Program, Evaluation and Feedback by Administration 100% Evaluation and Feedback by Administration Description of Strategy To Attract HQ Staff Job Postings Individuals Responsible Human Resources 27

28 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 Content Area Focus Target Group Person Responsible Indicators of Success (Evaluation) How are teachers identified? Administrative Support LAL/Math/Behavioral Intervention School staff Principal/Supervisors Classroom observation Through classroom observation 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) How are administrators identified? Network 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 (ü ) Exit Criteria (ü ) State Assessment N/A Other Assessments Terra Nova Test of Basic Skills Below MLP At or Above MLP DIBELS Intensive or Strategic Benchmark DRA Below Grade Level On Grade Level Unit assessments Below 70% Above 70% other teacher-created assessments English Language Proficiency WIDA Below 4.5 At or Above

29 Assessment Classroom Grades Unsatisfactory or Needs Intensive Assistance Teacher Recommendation Teacher Recommendation suggests that students are in need of extra help or there is a need for intervention Teacher Recommendation Intervention Teacher Recommendation, Principal Recommendation, District and Parent Communication towards exit plan with transition Other 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: Training on curriculum model, Allotted time for articulation (horizontal and vertical), funding, data analysis From outside experts: From others: Curriculum training 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 house training; DOE Assistance; Outside PD providers 3. How is it targeted to the priority problems identified in the needs assessment? Support provided will assist staff in revising curriculum. The priority problems drive our professional development, goals and objectives for the school year for Identify the person(s) responsible for ensuring this technical assistance is provided. 29

30 Superintendent of Schools; Director of Curriculum and Supervisors of Curriculum *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. 30

31 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 believe that there were several issues present, including disconnects between our curriculum, instruction, and topics of intervention. Disaggregated data, as well as our survey in our needs assessment focused on the development of a new 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 District professional development and the professional development plan is teacher directed focusing on school goals and individual PDP s are aligned to state standards and focus on improving the priority problems of the school. Professional development is continuously assessed for relevance and effectiveness. The director of curriculum and instruction meets with staff regularly to review strategies grounded in scientifically tested research that will strengthen instruction in core academic subjects. The district is committee to only viewing and adopting programs (math and LAL) that are based on scientific research. We have increased parent workshops on a district level to include targeted topics that support school effort s to increase student achievement. Topics included: Testing. Language Art Literacy and ESL classes. It is the policy of the district to align spending to student achievement and NJ CCCS. Local funds as well as grant dollars are carefully monitored to align with approved programs and strategies. Curriculum development begins with ensuring that t all instruction is aligned to NJCCS. Teachers include CCCS in lesson plan and administrators check for alignment during observations. 31

32 Resource Allocation SIA Part (a) Resource Allocation Provide the following information regarding the use of the SIA Part (a) funds. These funds were distributed in January, 2011 and may be carried over after August 31, Allocation amounts are available by contacting the Title I Office at: titleone@doe.state.nj.us. 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 Resource Allocation ARRA SIA Part (a) Resource Allocation Provide the following information regarding the use of the ARRA SIA Part (a) funds that were issued in the summer of These funds are not carried over after August 31, The allocations can be found at: 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 32

33 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. 33