1. 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

2. 2 Plainfield Board of Education Mrs. Beulah Womack, President Mrs. Beulah Womack, President Mr. Rick A. Smiley, Vice President Mr. Rick A. Smiley, Vice President Mr. Steven A. Cabbell Mr. Steven A. Cabbell Mr. Martin P. Cox Mr. Martin P. Cox Mr. Robert Darden Mr. Robert Darden Dr. Inez P. Durham Dr. Inez P. Durham Mrs. Lynne Richard Mrs. Lynne Richard Mrs. Terri Slaughter-Cabbell Mrs. Terri Slaughter-Cabbell Mrs. Veronica Taylor Hill Mrs. Veronica Taylor Hill Dr. Larry Leverett, Superintendent Dr. Larry Leverett, Superintendent

3. 3 Welcome to… The learning zone of Woodland Elementary School Mrs. Shirley Johnson-Tucker, Principal

4. 4 End of Year Report Table of Contents Introduction Introduction Data Data Performance Performance Attendance Attendance Summer School Summer School Reform Efforts Reform Efforts Expected Outcomes Expected Outcomes Unique Aspects of Woodland School Unique Aspects of Woodland School

5. 5 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. 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.

6. 6 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. 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.

7. 7 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. 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.

8. 8 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. 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.

9. 9 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 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 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 and mathematics.

10. 10 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 inquiry, collaboration and consensus prevails.

11. 11 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 in- service 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. School walkthroughs are conducted to inspire colleagues to share and discuss one another’s growth in a constructive manner. In-house release time is provided for colleagues to observe one another teach.

12. 12 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.

13. 13 DATA New Jersey Statewide Testing System Elementary School Proficiency Assessment (ESPA) School Summary Statistics February 2002 No.Partially Proficient Advanced Proficient Social Studies General Education Students 3941%59%0.0% Special Education Students 4 50% 0.0% 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 5 th 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.

14. 14 DATA ELEMENTARY SCHOOL PROFICIENCY ASSESSMENT (District Proficiency Rate for General Education Students) Advanced ProficientProficientPartially Proficient Total Percent Proficient 199920002001199920002001199920002001 199 920002001 DISTRICT Language Arts/Literacy0.2%0.4%2.9% 31.0 % 43.3 % 60.9 % 68.8 % 56.3 % 36.2 % 31. 2%43.7%63.8% Mathematics4.1%4.6%5.2% 35.5 % 37.3 % 33.5 % 60.4 % 58.1 % 61.3 % 39. 6%41.9%38.7% Science9.9%7.9%7.1% 62.6 % 66.9 % 61.8 % 27.5 % 25.2 % 31.1 % 72. 5%74.8%68.9% WOODLAND Language Arts/Literacy0.0% 2.4% 38.9 % 37.2 % 59.5 % 61.1 % 62.8 % 38.1 % 38. 9%37.2%61.9% Mathematics5.6%2.3%0.0% 50.0 % 32.6 % 23.8 % 44.4 % 65.1 % 76.2 % 55. 6%34.9%23.8% Science 34.3 %2.3%9.5% 51.4 % 67.4 % 57.1 % 14.3 % 30.3 % 33.4 % 85. 7%69.7%66.6%

15. 15 DATA (cont’d) 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. 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 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. 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.

16. 16 DATA – NJ PASS

17. 17 DATA New Standards Performance Levels

18. 18 DATA New Standards Performance Levels

19. 19 DATA New Standards Performance Levels

20. 20 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. 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.

21. 21 Student Discipline

22. 22 ATTENDANCE DATA

23. 23 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.MayJune Students95%94%92% 93%91%90%94%93%92% Teachers99%94%95%90%94%92%96%95%94%90% End of Year 2001- 2002 Sept. Oct.Nov.Dec.Jan.Feb.Mar.Apr.MayJune Students90%96% 93%96%94% 96%94% Teachers98%94% 93%94%90%91%96%94%

24. 24 Safety Net Programs 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. 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 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. Our Saturday Academy operated each Saturday from 9:00-11:00 a.m. Students received one hour of Literacy and one hour of Mathematics.

25. 25 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.

26. 26 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.

27. 27 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 and ESPA, TAPS and New Standard Reference Exam.

28. 28 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 2002- 2003. We see a need to implement the programs in September 2002.

29. 29 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.

30. 30 25 Book Campaign Books Alive! Read 25! How many books did your child read?

31. 31 25 Book Campaign As of May 2002, our students read a total of 8,685 books!!! WOW!!! 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 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! Students in grades 2 and 5 are very close to obtaining their goals – so, keep reading, reading, reading!

32. 32 25 Book Campaign

33. 33 EXPECTED OUTCOMES

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35. 35 Unique Aspects of Woodland Elementary School

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38. 38 You are encouraged to take time from your day to visit the Learning Zone of Woodland School!