Transcript Plainfield Public Schools Plainfield Public Schools in

Plainfield Public Schools
Plainfield Public Schools in partnership with its
community shall do whatever it takes for all students to
achieve high academic standards.
No alibis. No exceptions. No excuses.
Woodland Elementary School
2001-2002
End of Year Report
June 12, 2002
Plainfield Board of Education
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Mrs. Beulah Womack, President
Mr. Rick A. Smiley, Vice President
Mr. Steven A. Cabbell
Mr. Martin P. Cox
Mr. Robert Darden
Dr. Inez P. Durham
Mrs. Lynne Richard
Mrs. Terri Slaughter-Cabbell
Mrs. Veronica Taylor Hill
Dr. Larry Leverett, Superintendent
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Welcome to…
The learning zone of
Woodland Elementary School
Mrs. Shirley Johnson-Tucker, Principal
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End of Year Report
Table of Contents
Introduction
 Data

 Performance
 Attendance
 Summer

School
Reform Efforts
 Expected

Outcomes
Unique Aspects of Woodland School
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Introduction

Woodland School is one of ten elementary schools
in a district of 7,200 students. Woodland School is
located at 730 Central St., Plainfield, NJ, an urban
community located on the east side of the town. Its
campus is located directly adjacent to Maxson
Middle School. This is a predominantly residential
area of single family dwellings.
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Introduction

Current enrollment is 311 students from grades
PSH (Pre-School Handicap) to Grade 5. In the
special education program we have a total of 35
students (one Language Learning Disabled [LLD]
class of 11 and two all day Pre-School Handicap
[PSH] classes with a combined total of 24
students). 218 students receive free and reduced
lunch(174 free lunches, 44 reduced lunch). The
population includes 85% African-Americans, 16%
Hispanics, 1% Asian, and 1% Caucasian.
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Introduction

The faculty and staff includes one principal, 16
classroom teachers, two Instructional Support
Teachers, one each of the following titled
personnel: Design Coach, Literacy Coordinator,
Mathematics Coordinator, Technology Coordinator,
Media Instructional Specialist, Let’s Read Teacher,
Counselor, Social Worker, Family Liaison, World
Language Teacher, Special Education LLD Teacher
and Assistant; four related arts teachers and four
PSH teacher assistants.
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Introduction

The following list of personnel positions are shared
with schools within the District: English as a
Second Language Teacher, Speech Therapist K-5 ,
and PSH Special Education Speech Therapist.
There is one teacher assistant in each of the two all
day kindergarten classes. In the first grade, there
are two special assigned assistants for two wheel
chair bound students. The District ‘s Head Nurse is
housed in Woodland School and provides services
to our students. A total of 2.5 custodians are
assigned to the building.
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Introduction
The counselor services the entire student population. The
media specialist provides information literacy instruction in
grades K-5. The Design Coach and the Literacy
Coordinator provide demonstration lessons, conduct
weekly articulation meetings and assist teachers with the
implementation the Whole School Reform Model,
America’s Choice. Instructional Support Teachers, in a
team-teaching setting, provide in-class academic services in
the areas of literacy and mathematics.
The Mathematics Coordinator is responsible for the
implementation of the newly selected Turk Mathematic
Investigation Program. In September 2001 the After
School Intramural Program was implemented, to further
engage the students in academic literacy experiences. With
teachers’ input and appropriate test documentation
designated students were listed to attend the school
extended day and Saturday Academy Programs of literacy 9
and mathematics.
Introduction & Welcome
In unity the Woodland Elementary School works in
partnership. Our partnership consists of the students,
faculty, staff, administration, parents, guardians, community
and other stakeholders who commit themselves to
developing the academic, physical well being, social and
emotional characters of all the pupils. As a school, we are
challenged each day with being responsive to changes in the
family community and world. We met these self-imposed
goals by developing critical thinking skills communicated
through literacy, mathematics, technology, related arts,
science and social studies.
As the principal, it is one of my duties to facilitate change
and empower my faculty to committing to facilitate change
by moving from the denial and frustration stages to
proactively embracing change and looking for the positions
and to create shared decision making where on going join
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inquiry, collaboration and consensus prevails.
Introduction & Welcome
Teacher articulation and collaboration is
encouraged at Woodland School. Through block
scheduling weekly, cross grade articulation meetings
are conducted with the Design Coach, Literacy
and/or Math Coordinators and Principal. Other
methods used to facilitate teacher interaction and
intellectual stimulation is through grade level
common planning periods, faculty meetings, and inservice days. Teachers and other faculty members
are encouraged to work and plan together
collaboratively. In two grades, team teaching
occurs daily. All teachers are encouraged to take
leadership roles. The Design Team and Leadership
Team are empowered through weekly and bi-weekly
meetings.
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Introduction & Welcome
Parent support is essential. When the school and home
establish high expectations and shared beliefs between the
two, the two become one. Hence, our students observe a
strong bond of cooperation between school and home.
Higher goals are developed for the children. Parent support
increased this year. The PTWS in collaboration with the
staff planned and implemented the school science fair,
poetry contest, seasonal units of study and reward
programs.
In conclusion, with the literacy block the PTWS
implemented the Dr. Martin Luther King, Jr. essay contest.
Veteran teachers are utilized as mentors to new teachers.
The District mentoring team and our in-house “Buddy
System” have developed into a warm, caring and trusting
relationship. The bond between them has enabled new
teachers to adapt to America’s Choice.
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DATA
New Jersey Statewide Testing System
Elementary School Proficiency Assessment (ESPA)
School Summary Statistics
February 2002
No.
Partially
Proficient
Proficient
Advanced Proficient
41%
59%
0.0%
50%
0.0%
Social Studies
General Education
Students
39
Special Education Students
4
50%
The Elementary School Proficiency Assessment (ESPA) test specifications are aligned with the NJ Core Curriculum Content
Standards.
On October 26, 1999, a field test of the ESPA Social Studies was administered.
This year’s Fall 2001 ESPA Social Studies was administered on October 19 and 17, 2001, as a operational test for the first
time.
ESPA results reveal that the percentage of 5th graders at Woodland School scoring in the
Proficient category is 59% and 41% Partially Proficient. There is a significant increase of 8% Proficient.
As we move forward with the implementation of America’s Choice concentration will be focused on
implementing some of the model’s reading strategies in the content area.
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DATA
ELEMENTARY SCHOOL PROFICIENCY ASSESSMENT
(District Proficiency Rate for General Education Students)
Advanced Proficient
Proficient
Partially Proficient
Total Percent Proficient
2000
2001
1999
2000
2001
1999
2000
2001
1999
2000
2001
199
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Language
Arts/Literacy
0.2%
0.4%
2.9%
31.0
%
43.3
%
60.9
%
68.8
%
56.3
%
36.2
%
31.
2%
43.7%
63.8%
Mathematics
4.1%
4.6%
5.2%
35.5
%
37.3
%
33.5
%
60.4
%
58.1
%
61.3
%
39.
6%
41.9%
38.7%
Science
9.9%
7.9%
7.1%
62.6
%
66.9
%
61.8
%
27.5
%
25.2
%
31.1
%
72.
5%
74.8%
68.9%
2.4%
38.9
%
37.2
%
59.5
%
61.1
%
62.8
%
38.1
%
38.
9%
37.2%
61.9%
0.0%
50.0
%
32.6
%
23.8
%
44.4
%
65.1
%
76.2
%
55.
6%
34.9%
23.8%
9.5%
51.4
%
67.4
%
57.1
%
14.3
%
30.3
%
33.4
%
85.
7%
69.7%
14
66.6%
DISTRICT
WOODLAND
Language
Arts/Literacy
Mathematics
Science
0.0%
5.6%
34.3
%
0.0%
2.3%
2.3%
DATA (cont’d)
ELEMENTARY SCHOOL PROFICIENCY ASSESSMENT
(District Proficiency Rate for General Education Students)
In comparison to the districts total proficiency assessment, the
following data can be interpreted:
 From 1999 to 2000, in language arts/literacy, there was a decline
of 35.7 percent for the district, where in Woodland School, there
was a decline of 4.37 percent. For the 2000 to 2001, there was
an increase of 46 percent for the district and a 66. 4 percent
increase for Woodland school in Language Arts/Literacy.
 In the subject area of Mathematics, the district had an increase
of 5.51 percent from 1999 to 2000 where there was a decrease
of 37.23 percent for Woodland School. From 2000 to 2001, the
district had a decrease in Math of 7.64 percent where Woodland
School had a decrease of 31.81 percent.
 In the subject area of Science, the district had a increase of 23.42
percent from 1999 to 2000 and Woodland had a decrease of
18.67 percent. From 2000 to 2001, the district had a decrease of
7.89 percent and Woodland had a decrease of 4.45 percent.
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DATA – NJ PASS
2000-2001
NJ PASS
Language
Arts
Mathematics
At or
Above
At or Above
Woodland Proficiency District Proficiency District
Grade 1
Grade 2
Grade 3
Grade 5
52.0%
32.6%
21.1%
22.0%
61.6%
41.6%
31.8%
28.0%
54.0%
16.3%
10.5%
34.1%
50.4%
38.2%
27.0%
51.6%
The New Jersey Pass Test was first administered in spring 2001 and was
recently administered in May 2002.
The data indicates a need for greater concentration in the following grades 3
and 5 literacy. We started Math Investigations this year toward our goal of
improving student achievement in Mathematics.
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DATA
New Standards Performance Levels
Basic Understanding in Reading
New Standards Performance Levels:
Basic Understanding in Reading
Percent of students achieving standards
Woodland
District
Grade 3
Grade 4
Grade 5
2001
1999
2000
2001
2000
33%
37%
56%
60%
53%
46%
53%
43%
54%
50%
New Standards Performance Levels:
Analysis and Interpretation of Reading
Percent of students achieving standards
Grade 3
Grade 4
Grade 5
2001
1999
2000
2001
2000
Woodland
8%
17%
26%
22%
28%
District
19%
22%
19%
31%
22%
Woodland Elementary schools’ fourth grade students
demonstrated a constant growth from 1999 to 2001 in
Basic Understanding in Reading. From 1999 to 2000
there was an increase of 19% of students achieving
standards. From 2000 to 2001 there was another
increase of 4%. The average increase from 1999 to
2001 was 11.5% in comparison to the district, which
had an average increase of .5%.
Analysis and Interpretation of Reading
From 1999 to 2000 there was an increase of 9% for
the fourth grade students. From 2000 to 2001 there
was a decrease of 4%. The average increase was
2.5% in comparison to the district, which had an
average increase of 4.5%.
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DATA
New Standards Performance Levels
New Standards Performance Levels:
Effectiveness in Writing
Percent of students achieving standards
Grade 3
Grade 4
Grade 5
2001
1999 2000 2001
2000
Woodland
13% 13% 12% 16%
23%
District
25% 12% 15% 17%
18%
New Standards Performance Levels:
Conventions of Writing
Percent of students achieving standards
Grade 3
Grade 4
Grade 5
2001 1999 2000 2001
2000
Woodland
10% 24%
7%
24%
33%
District
16% 23%
8%
27%
29%
Effectiveness in Writing
From 1999 to 2000 there was a decrease of 1%.
From 2000 to 2001 there was an increase of 4%.
The average increase was 1.5%, in comparison
to the district, which had an average increase of
2.5%.
Conventions of Writing
From 1999 to 2000 there was a decrease of 14%.
From 2000 to 20001 there was an increase of
14%. The average change was zero in
comparison to the district, which had an average
increase of 2%.
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DATA
New Standards Performance Levels
New Standards Performance Levels:
Mathematics Skills
Percent of students achieving standards
Grade
Grade
3
Grade 4
5
2001 1999 2000 2001 2000
Woodland
5% 13%
8% 31%
39%
District
15% 12%
13% 38%
37%
New Standards Performance Levels:
Mathematics Concepts
Percent of students achieving standards
Grade
Grade
3
Grade 4
5
2001 1999 2000 2001 2000
Woodland
0%
0%
3%
2%
0%
District
2%
2%
1%
8%
4%
Mathematics Skills
From 1999 to 2000 there was a decrease of 5%.
From 2000 to 2001 there was an increase of
23%. The average increase was 9% in
comparison to the district, which had an average
increase of14%.
Mathematics Concepts
From 1999 to 2000 there was a increase of 3%.
From 2000 to 2001 there was decrease of 1%.
The average increase was 1% in comparison to
the district, which had an average increase of
3%.
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Student Discipline
We have noted a significant decrease in student
discipline due to the implementation of our
character education program; SEL (Social and
Emotional Learning), support from SFSS
(Student and Family Support Services), and
rigorous instruction to engage students based on
the design of our Whole School Reform.
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Student Discipline
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20
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Suspensions
Fights
Vandalism
Expulsions
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10
7
5
0
3
0
2000-2001
3
2
0
2001-2002
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ATTENDANCE
DATA
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A Comparison of Student/Staff Attendance
Woodland Elementary School
Percent of Attendance
2000-2001 and 2001-2002
Students and staff at Woodland Elementary School maintained an attendance rate
of 90% or better for the 2000-2001 and 2001- 2002 school years.
End of Year 2000- 2001
Sept.
Oct.
Nov.
Dec.
Jan.
Feb.
Mar.
Apr.
May
June
Students
95%
94%
92%
92%
93%
91%
90%
94%
93%
92%
Teachers
99%
94%
95%
90%
94%
92%
96%
95%
94%
90%
End of Year 2001- 2002
Oct.
Nov.
Dec.
Jan.
Feb.
Mar.
Apr.
May
June
Sept.
Students
90%
96%
96%
93%
96%
94%
94%
96%
94%
Teachers
98%
94%
94%
93%
94%
90%
91%
96%
94%
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Safety Net Programs
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This year, we began an Extended Day and Saturday
Academy for all students who were not achieving
standards. Using data from the 2000-2001 NJPASS and
ESPA, students who were in need of support were
selected for each program.
Our Extended Day Students received one hour of
Literacy instruction and one hour of Math instruction
each Tuesday, Wednesday, and Thursday.
Our Saturday Academy operated each Saturday from
9:00-11:00 a.m. Students received one hour of Literacy
and one hour of Mathematics.
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Reform Efforts
In the two years Woodland Elementary School has implemented
the America’s Choice Model we realized a need to concentrate
on basic literacy and math skills. The District’s focus area was on
literacy the first two years. Last year a new math program was
piloted in selected schools. Based on the District’s math
commitment, the Turk Math Instruction Program was adopted.
Woodland School implemented the program in September 2001.
Approximately four teachers attended the summer training
sessions. Training sessions have been on going throughout the
District for the Math Coordinator and teachers. However, we
see a strong need for more teacher training and buy into the
program. Our next step is to train parents as to how they can
help their children at home. The Math Coordinator has
conducted one parent workshop. We are planning more
workshops for parents. We expect student levels to rise with the
added training teachers will be able to obtain and utilize in the
classes.
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Reform Efforts
There is a need to continue to train the newly
hired teachers to implement the America’s
Choice Literacy block. Our students displayed a
need for continuous training in phonics. The
Design Coach and Literacy Coordinator are
continuously providing on going workshops
during weekly articulations, monthly in-service
for selected grades, faculty meeting hands on
sessions.
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Reform Efforts
Woodland Elementary School’s Reading and Math NJPASS test
scores and writing rubric scores are too low. To bridge the gap
between these scores and our expectation, we recognize the need
for an interdisciplinary approach to learning. Next year grades
four and five will departmentalize. Each designated classroom
will become a lab for the selected content. We expect to make
these rooms literacy rich in their content areas. The team
teaching of the two grades will develop more collaborative
planning and team work. By providing teachers with the
opportunity to concentrate on one content they are expected to
become experts in the areas and better knowledgeable of the
NJCCCS. Students’ knowledge levels are expected to increase
tremendously. Students will be taught more in depth how
literacy and math skills are incorporated in each discipline. A
variety of strategies will be used to improve student performance
on assessment. Assessment of student achievement will be on
going through teacher made tests, portfolios, project-based
activities, performance and district-wide assessment, NJPASS
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and ESPA, TAPS and New Standard Reference Exam.
Reform Efforts
It is anticipated teachers will take advantage of some
summer training workshops in Mathematics, High
Scope, Writing and Reading Workshop.
In an effort to provide students with opportunities to
improve their skills we started planning for the
extended year programs in May of 2002. Currently we
are developing plans for the Summer School 2002
program. By June, the results from our assessment will
indicate how many students will need to attend the after
school program and Saturday Academy in FY 20022003. We see a need to implement the programs in
September 2002.
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Reform Efforts
Teacher training sessions will be planned based on
student test data. More in-depth concentration will be
developed between the Principal and individual
teachers. All staff members are required to acquire
more technology skills. An assessment of technology
ability will be done by the Technology Coordinator, in
an effort to plan for training sessions. In addition,
sessions are being planned for more collaboration and
team teaching of the Media Specialist, Technology
Coordinator and classroom teachers. Such an effort
will provide students with more opportunities to
advance their experiences in the media center,
constructive time on the computers, enhance research
skills and help them obtain higher test scores.
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25 Book Campaign
Books Alive! Read 25!
How many books did your child
read?
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25 Book Campaign
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As of May 2002, our students read a total of
8,685 books!!! WOW!!!
Students in grades K, 1, 3, and 4 have already
surpassed the goals we established at the
beginning of the year!
Students in grades 2 and 5 are very close to
obtaining their goals – so, keep reading, reading,
reading!
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25 Book Campaign
3000
2500
2000
Goal by June 2002
1500
Books read as of May
2002
1000
500
0
K
1
2
3
4
5
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EXPECTED
OUTCOMES
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SECTION 4 - EXPECTED OUTCOMES
DATES
22-Apr-02
17-May-02
May-02
25-Jun-02
TANGIBLE EVIDENCE
PTWS - Literacy/Poetry Implementation
STUDENT PROGRESS
Increase growth in ability to write poems and learn
about poets.
Planned Parent Math workshops.
Planned Parent Literacy workshops.
Implement Summer School
Increase growth in literacy and math skills.
Planning sessions for Extended Year: After School
and Saturday Academy programs
After school literacy and math based enrichment
activities.
May-02
Purchase trade books for summer program.
To increase students levels of reading in all grades.
Sep-02
Implement extended year program
After school literacy and math based enrichment
activities.
Oct-02
In-house first walk through.
To provide on going shared collaboration between
teacehrs and to encourgage more buy in.
Sep-02
Access class room libraries.
Provide more trade books for student reading.
Sep-02
25 Book Campaign Kick-Off
To promote reading across the grades both in school
and at home.
Sep-02
Intramural Activities
To increase level of homework understanding and
completion.
Weekly block articulation workshops.
On going review of student progress, work and development of
techers; skills and strategies.
OEE/MFR
Student benchmarks established between Principal and teachers
In-house Walk Through
To continously provide staff with opportunities to show off their
growth, literacy rich rooms, utilization of math, students' growth,
and knowledge.
Graph displays of 25 Book Campaign achievement.
Technology Coordinator and classroom teachers' team efforts
todisplay students gains.
Jun-02
Sep. 2002-June 2003
Sep-02
Nov 2002-June 2003
Oct-02
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Sep-02
Media/Technology/Classroom Teacher collaborate
Enhance students' knowledge and skill abilities.
Unique Aspects
of
Woodland Elementary School
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BJ’s Wholesale Club Adoption of Woodland School
This year the school was adopted by BJ’s
Wholesale Cub. The partnership has been a wonderful and successful experience to work with a local business
who really got involved with life at Woodland School. They showed genuine interest and commitment with their
participation in teacher recognition, generosity in providing needed school supplies for the students and teachers
throughout the year. Twice monthly BJ’s has been engaged in projects both at the school and their store in
Watchung celebrating holidays, student achievements, literacy and special drives at their store with their
customers to support the academic activities at Woodland. The store has been one of the major contributors to the
25 Book Campaign Kick-Off and throughout its implementation.
BJ’S has invited Woodland School to be a participant in the Procter & Gamble community S.MA.R.T.S (
Students Making A Road to Service).The entire fourth and fifth grade classes (85 students) will be involved in
this on-going community service, starting with a project at Muhlenburg Hospital called ‘Caring and Sharing’.
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Laws of Life Essay Contest
The second year of this District wide fifth grade activity afforded the counselor the opportunity to
support classroom teachers and students to submit their competitive essays. We hope the standards
students learn will be strong morals for them to live by, help to enhance their levels of self respect
for self and others and a means of making wise decisions. Starting with an orientation to the
classroom teachers and mini-lessons with the students, Rutgers interns were also engaged in
working closely with students in helping them to communicate their thoughts and feelings. This
year one hundred guest attended our celebratory breakfast. We are very proud of the selection of
several of our students essays to compete at the District level.
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You are encouraged to take time
from your day to visit the Learning
Zone of Woodland School!
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