2011 TITLE I UNIFIED PLAN TEMPLATE

District and School Information
District: Freehold Borough School District
Chief School Administrator: Elizabeth O’Connell Chief School Administrator E-mail:
NCLB Contact: THOMAS W. TRAMAGLINI, Ed.D. NCLB Contact E-mail:
School: Park Avenue Elementary
The school is designated (select one): q Targeted Assistance x Schoolwide
Principal: Principal: Joe Jerabek Principal E-mail:

Principal Certification

The following certification must be made by the principal of the school. Note: Signatures must be kept on file at the school.

q 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.

____Joseph Jerabek______

Principal’s Name Principal’s Signature Date

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
Tracy Edwards / Parents / X / X / Tracy Edwards
Thomas Tramaglini, Director of Curriculum / School Staff--Administrators / X / X / Thomas Tramaglini, Director of Curriculum
Patrick DeGeorge, CPA, Business Administrator / School Staff—Administrators / X / X / Patrick DeGeorge, CPA, Business Administrator
Joy Forrest / School Staff—Administrators / X / X / Joy Forrest
Kelly Korz / School Staff—Guidance / X / X / Kelly Korz
Mark Hudzik / School Staff—Special Education / X / X / Mark Hudzik
Mary Kohlmann / School Staff—Bilingual, LEP / X / X / Mary Kohlmann
Wendy Buchanan / School Staff—Teacher / X / X / Wendy Buchanan
Natasha Perski / School Staff--Support / X / X / Natasha Perski
MaryCate Woolley / School Staff—Paraprofessionals / X / X / MaryCate Woolley
Danielle Giambrone / School Staff—Teacher / X / X / Danielle Giambrone
Daniel Xavier / Community Groups, Board of Education / X / X / Daniel Xavier
Jillian Lazaro / School Staff-Teacher / X / X / Jillian Lazaro
Tracy Edwards / Parents / X / X / Tracy Edwards

School NCLB Committee Meetings

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

Date / Location / Agenda on File / Minutes on File
Yes / No / Yes / No
9/1/2009 / Principal’s Office/Library / X / X
10/19/2009 / Library / X / X
1/11/2010 / Principal’s Office/Library / X / X
3/15/2010 / Library / 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 will become a model school for demonstrated, individual student growth by implementing a parent and community partnership program in which all constituents do their best to foster independent, respectful, and hardworking students.
What is the school’s mission? / To never do less than our best in providing our students with a respectful and challenging learning environment that accommodates their individual learning needs and exposes them to opportunities in life so they can experience growth and success.
Describe the process for developing or revising the school’s vision and mission. / The process used to develop the vision and mission centered around getting feedback from staff, students, parents, and community members as to the characteristics they felt were most important in developing a model school. Their identified characteristics were then grouped together based on similarities and then meshed into the vision and mission statements. We then reviewed both in our final faculty meeting of the year.

Comprehensive Needs Assessment & Data Analysis

Data Collection and Analysis

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

Areas / Multiple Measures Analyzed / Overall Results and Outcomes /
Academic Achievement – Reading / NJ ASK / Our Students with Disabilities and Hispanic students did not make AYP or Safe Harbor in Language Arts. We have since reviewed and revised our Language Arts curriculum and in-district assessments. Grade levels identified the need to have more flexibility in their reading block as well as in how or if they implement traditional reading centers. Staff are in the process of planning adjustments they will implement in 2010-11.
Academic Achievement - Writing / NJ ASK / Our Students with Disabilities and Hispanic students did not make AYP or Safe Harbor in Language Arts. In 2009-10 our staff identified the area of writing to be most in need and, as a result, they centered our building’s professional development plan around learning and implementing the writer’s workshop model. We are waiting the NJ ASK results to see if improvement was made as staff have seen overall student improvement in the area of enthusiasm and writing mechanics.
Academic Achievement - Mathematics / NJ ASK / Our Students with Disabilities, Hispanic students, and Economically Disadvantaged did not make AYP or Safe Harbor in Mathematics. Staff identified the need to go back to focusing on student mastery of basic math facts at each grade level. Improved basic math fact skills coupled with improved reading and writing should then result in overall improved math scores. We are also looking at developing a school-wide math incentive program.
Academic Achievement - Science / NJ ASK / In Science our populations performed better than they did in LA and Math with the overall population having 79.7% proficient, 57.1% of Students with disabilities, 73.8% of our Hispanic students, and 76.2% of our economically disadvantaged students testing proficient in Science. Although there is always room for improvement we need to focus more on these subgroups improving in LA and Math, which will, in turn, help improve Science proficiency through improved reading skills.
School Culture / Suspensions / The number of students suspended slightly increased from 53 in 2008-09 to 55 in 2009-10. However, the number of days students were suspended from school dropped significantly from 76.5 days in 2008-09 to 65.5 days in 2009-10. This signifies that the number of more serious offenses has decreased resulting in shorter suspensions.
School Culture / Parent feedback / In our March PTO meeting I asked the parents in attendance to provide feedback as to the areas they feel PAE staff should work to improve the most and they felt the overall school culture was positive and a safe environment for their children to learn.
Parent Involvement / Back to School Night and conference attendance / We had approximately 70% of our parents attend Back to School Night in 2009-10 and approximately 85% of parents attend parent teacher conferences. We are looking to work on improving attendance at our Back to School Night session in 2010-11 through increased communication.
Professional Development / Annual Professional Development Plan review responses / The majority of responses noted that staff thought our professional development this past year that focused on Writer’s Workshop was beneficial and had a direct positive impact on developing a more consistent approach to writing instruction as well as a positive impact on student writing.
Extended Learning Opportunities / After school tutoring program for identified K-3 students / Over 80% of the students that attended this after school program showed an increase in their DRA scores from before entering the program to after.
Extended Learning Opportunities / Saturday NJASK courses / We are still waiting on the 2009-10 NJ ASK results to determine the outcome
Education Reform & Improvement / Staff Professional Development survey/feedback / in 2008-09 an overwhelming majority of staff (approximately 95%) indicated that we needed to focus on learning and implementing a more consistent approach to writing instruction so that resulted in our year long writer’s workshop professional development and implementation. In our 2009-10 survey staff identified the need to devote one more year (2010-11) to further developing their writer’s workshop skills to work toward more comfortability and mastery.
Highly Qualified Staff / Required annual review/report of HQ staff status / 100%
All of our staff are highly qualified as our two bilingual staff members working toward their standard certificates just completed their schooling to attain their standard certificates.
Leadership / administrative retention and feedback / All of our administrative team members have remained the same from 2009-10 to 2010-11 which provides our staff and students with a consistent message and approach to the initiatives that are underway. Our administrative team did have three new members join the team in 2009-10 so the need for a retreat/training was identified and implemented. The training focused on team building and goal identification. This training was successful in that our team agreed on common goals and strategies to work toward achieving them.

Evaluation of 2010 Teaching and Learning Strategies & Programs

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

1
Strategy or Program / 2
Content Area Focus / 3
Effective
Yes-No / 4
Documentation of Effectiveness / 5
Outcomes /
Writers’ Workshop / Writing/LA / Yes / Student portfolios and benchmark assessments. / Teachers observed and noted improved writing skills through observation of students’ daily written work as well as on benchmark assessments. However, staff chose writer’s workshop as the professional development area of focus for 2010-11 because the feeling is that the second year provides them with the time and knowledge base needed to make slight adjustments that will benefit their students and their performance even more.
New Math texts / Mathematics / No / Local benchmark assessments. / Our teachers identified that many of our students need more emphasis on mastering the basic grade level math facts so that is an area of emphasis we plan to take on in 2010-11.
New LAL text’s / Reading / Yes / Local benchmark assessments/DRA scores. / Students showed an increase in oral fluency and comprehension on DRA assessments. Students also showed an increase on local benchmarks and DRAs in the area of reading comprehension and linking texts to writing.

Table C: Description of Extended Day/Year Programs Implemented in 2010 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 /
21st CCLC Afterschool Program / Enrichment of Reading/Writing / Yes / Survey of classroom teachers from the regular school day/year
Report Cards / Classroom teachers responded to surveys indicating growth in participants in areas of reading and writing. Increased in grades on report cards and NJASK scores. Parent and student surveys reflecting better grade, work habits and interest in subject area.
21st CCLC Afterschool Program / Enrichment of Mathematics/ Writing / Yes / Survey of classroom teachers from the regular school day/year
Report Cards / Classroom teachers responded to surveys indicating growth in participants in areas of mathematics and writing. Increased in grades on report cards and NJASK scores. Parent and student surveys reflecting better grade, work habits and interest in subject area.
21st CCLC Summer Academies / Mathematics / Yes / Survey of classroom teachers from the regular school day/year
Report Cards , Pre and post assessments. / Classroom teachers responded to surveys indicating growth in participants in areas of mathematics and writing. Increased in grades on report cards and NJASK scores. Parent and student surveys reflecting better grade, work habits and interest in subject area.
21st CCLC Summer Academies / Reading/Writing / Yes / Survey of classroom teachers from the regular school day/year
Report Cards, Pre and post assessments. / Classroom teachers responded to surveys indicating growth in participants in areas of reading and writing. Increased in grades on report cards and NJASK scores. Parent and student surveys reflecting better grade, work habits and interest in subject area.

Table D: Professional Development That Was Implemented in 2010

1
Strategy or Program / 2
Content Area Focus / 3
Effective
Yes-No / 4
Documentation of Effectiveness / 5
Outcomes /
Professional Development focused on Writers’ Workshop / LAL / Yes / District Benchmarks and Student portfolio work samples, report cards / Increased amount of writing during the school day. Increased scores on NJ state rubrics as measured by district benchmarks. Increased focus on specific writing strategies as evident by teachers lesson plans. Provided a more consistent approach to teaching writing
Language Arts curriculum review/revision workshop/session / LAL / Yes / We now have a newly revised LA curriculum K-8 that provides consistency / Every staff member that is involved in teaching or supporting LA was involved in reviewing and revising the district’s LA curriculum. The process was very comprehensive and resulted in one uniform, rigorous and easy to use LA curriculum come September 2010.
Professional Development focused on district created curriculum coordinating new Math series with local district goals / Mathematics / Yes / District Benchmarks and Report Cards / Greater focus on specific math skills and pacing as evident by teachers lesson plans. Increased use of project based learning, manipulatives, and real life math as evident by teacher’s lesson plans.

Table E: Parent Involvement That Was Implemented in 2010

1
Strategy or Program / 2
Content Area Focus / 3
Effective
Yes-No / 4
Documentation of Effectiveness / 5
Outcomes /
American Education Week / Curriculum Awareness / Yes / Attendance / This was the first year we re-instituted this program of inviting parents in to sit in on their child’s classroom activities. For the first year back the parent attendance was approximately 15% of our parents so we are looking to increase that in 2010-11.
Test Prep / Test Preparation / Yes / Attendance / Increase awareness of NJ State Standardized Testing
Language classes for ESL adults / Language Acquisition / Yes / Attendance, Pre and Post Assessment / Increased attendance at school functions. Ability to help students at home.
Back to School Night / All curriculum areas / Yes / Attendance / We had approximately 70% of our parents attend Back to School Night in 2009-10 and approximately 85% of parents attend parent teacher conferences. We are looking to work on improving attendance at our Back to School Night session in 2010-11 through increased communication.
Parent workshops in building relationships with your child, early literacy development and Your Child Can Read workshop / Language Arts / Varied / parent attendance / We had 3 workshops this year and the parent attendance fluctuated greatly in:
The Building relationships with your child workshop had 30 parents sign up to attend but only 12 parents attended.
The early literacy workshop had 11 parents sign up but only 5 parents attended.
The Your Child Can Read workshop was different in that it specifically targeted parents of our most at-risk preschool and kindergarten children and invited them to come in for a 90 minute training on how to use over $200 of materials we will lend them for 6 months. We had better success here in 28 parents confirmed they would attend and 24 did attend.

Needs Assessment Summary