Renaissance_SIG_final by wuyunqing

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									                                                          Form S-1
                                          RE
                                    NEW m S Y DEPARTMENT OF EDUCATION
                                 nmE PAGE - **SCHOOL APPLICATION* *




 Renaissance Academy
                                                         School Principal Name
200 Washington St.                                                                                    973-733-8383
School City, State, Zip                                  School Program Director Name
Newark, New Jersey 07 102
Grade Span of School


                                                                                 --

Total amount of funds requested for school a p p l i c ~ h$59q949155 Duration of the prajeck fiom 9 a / l Q to 813 1/13
                                                          ~:
To the best of r r q : hlowlcdgc and belief, the informatinn contained in the application is true and correct. I fiuther certify
the school application information is complete.

m      r     d I . Jane.;
               3
Certification of Chief Schoal Administrator
                                                     SECTION 11 Part B

The school application has been duly authorized by the governing body of the Newark Public Schools district
(County code      District Code 3570).



                                                              State District Sumintendent



Business Manager: Valerie Wilson                  Phone: (973) 733-8467            Fax: (973) 733-7 I I
                                                                                                     6




                                     - -
                                    - -
                                               Form S-2

                         SCHOOL STATEMENT OF ASSURANCES


On behalf of the LEA and the applicant School, the undersigned hereby assure the New Jersey
Department of Education that under this School Improvement Grant program:

     Each school's principal and appropriate sfaff agrees lo participate in the Leadership Academy.

     A Network Turnaround Officer is assigned to each school.

     EacAschoo1agreestoparticipateinanextema1evaluationandaccowfabilityprocessthatincIudt.s
     rigorous objectives that measure the impact of the activities.



Newark Public Schools
Applicant L.EA

Renaissance Acaciem y
Applicant School


. 4 p r i 1 2 9 a 10
Date
                                               Form S-3
                Documentation of Federal Compliance (DUNSICCR) Form

Note: this form must be completd and returned by the applicmt prior to any award being made.

                    t
P a r t ~ l i c a n Orpanization

Organizational Name of Applicant             DBA - -
                                             - - Renaissance Academy
                                                - -

Address                                      200 Washington Street, Newark, NJ 07 102

DUNS number                                  7 80204470

Expiration Date of CCR reg; stration         - 0/20 11
                                             313


Part I1 - Primary Place of Performance under this award

City                                         Newark

County                                       Essex


                                                      Furrhermore, the applicant certifies Ithat it has
I certifi thar this information is complele and cu~recf-
completed its regisrralion an the Central Conrrac~ur Regis*afzon (CCR)  website, found at wiw.ccr.noi7.
and shall maintain a current registration throughout the grantpe~-iod.




Clifford B. Janey. State District Superintendent
Nome and Tide
                                              Form S-4


                                     PROJECT ABSTRACT
LEA : Newark Public Schools                             Name of School: Renaissance Academy

S-4: Project Abstract

The h'ewark Public Schools Office of Alternative Education (OAE) proposes to use a Resrars .Wodel
(Model #3) to convert Renaissance Academy, Newark's alternative education school for students in
grades 6- 12, from one school comprised of 14 separate programs to two independent, in-district charter
schools.

Grounded in the optimistic belief that our students are survivors, the mission of OAE is to transform
disconnected and unprepared youth into self-directed leaders who are responsible, empowered, and
productive young adults. It is the vision of the Office of Alternative Education that through the
concentrated and cooperative efforts of the Newark Public Schools, community partners and
collaborators, families and students, as well as all other well-meaning individuals, there will begin to
be a notable transition of students from minimal achievement and low graduation rates tu satisfactory,
if not exemplary academic achievement, increased graduation rates and post-secondary ventures.

We propose to convert RA fiom one school composed of 14 programs tu two, in-district chartcr
schooIs, each operated by an education management organization (EMO). Though serving distinctly
different student populations, the mission of both of the proposed charter schools will be to offer
multiple pathways to graduation and provide a rigorous, relevant, md student-centered alternative for
youth who have been underserved and who have not reached their potential in traditional,
comprehensive middle and high schools.

In addition, we propose to address the following areas of priority for our school improvement
activities:
    Curriculum: The curriculum must be redesigned and restructured to ensure that it is rigorous,
    competency-based, and fully aligned with NJCCS, and that gaps in our teachers' abilities to
    implement curriculum activities with fidelity are fully rectified
    Data and Assessment: Assessments must be authentic, competency-based, and standards-aligned,
    and used to support instructional design as well as effective student recruitment and placement.
    Family Involvement: Families must play an integra! part in the pIanning, coaching, and assessing of
   their student's work and learning and must lrav t: anple and varicd opportunities for meaningful
   involvement in the school community.
   Instruction: agorous, student-centered instructional practices must be institutionalized within our
   classmoms to support the needs of aur vuherablc student population and ensure that they remain
   highly engaged and committed t o the educational process.
   Prof~szunalDevelopment: Staff must receive ongoing, high-quality j ob-embedded professional
   development that is aligned with the school's comprehensive instructional program and designed to
   ensure that they are equipped to address the individual needs of all of our students.
                                                   Form S-5
    Date: April 29,2010

                                  REPORTING METRICS (5 points)
    LEA : Newark Public Schools                                  Name of School: Renaissance Academy




    Which intervention the school used (i.e., turnaround, restart, closurc, or
    transfom a tion )
                                                                                 I    Restart


                                                                                      LAL-Middlc-Yr5;Math
                                                                                      Y 7
                                                                                       r
                                                                                                            Middle-




(W
X                targets the school met and missed                                    Missed LAL and Math

I   School improvement status                                                    'Yr7
                                                                                                -


                                                                                                                      I
1 ~ m b e of minutes within
           r                   the school year                                    1   84,600
                                                                                                                      I
I Percentage of students at or above each proficiency level on State             I Please see Attachment 1            I
I                                                           ,
    assessments in readinflanguage arts and mathematics hBasic,                  1
    Proficient, Advanced), by grade and by student subgroup
1
    Student participation rate on State assessnienks in reading/language arts         Please see Attachment 2
    and i mathematics, by student subgroup
        n

    Averase scale scores on State assessments in r              e                d PIrase see Attachment 3
    in mathematics, by grade, for the "all students" group, for each
    achievement quartile, and for each subgroup
                              --
               of limited English proficient students who attain English              NIA - Newcomers Program
                                                                                                                      I
    language proficiency

/ Graduation rate                                                                ( No rate reported
                                                                                      New NGA rate ro be
                                                                                      calculated
I
1   Student attendance rate                                                           68.8
Number and percentage of students completing advanced coursework
    APAPW), early-college high schools, or dual enrollment classes

College enrallment rates                                             None reported



Discipline incidents

Truants



Distribution of teachers by performance level on LEA'S teacher
evaluation system

Teacher attendance rate
                                              Form S-6
Date: 4/29/20 10
                            STATEMENT OF NEED (15 Points)
S-6: Statement of Need

Overvim
The Ncwark Public Schools Office of Alternative Education (OAE) proposes to use a Restart Model
(Model #3) to convert Renaissance Academy, Newark's alternative education school for students in
p d e s 6- 12, from one school comprised of 14 separate programs to two independent, in-district charter
schools.

Renaissance Academy (RA) serves Newark's most vulnerable and disaffected student population,
including those at high risk of dropping out, those who have already dropped out, and those returning
&om thc juvenile justice system. High rates of truancy, dropout, and poor academic achievement are
all indicative of our many areas in need of significantimprovement. Under the leadership of its
director, Dr. Vincent Mays, Newark's OAE has begun to transform existing dtemative education
programs reaching middle and high school age youth. Preliminary efforts include using evidence-based
research and working with collaborative partners that have expertise in school restructuring, innovative
teaching practices, parent involvement, youth r n e n t o ~ gand community service projects.
                                                             ,

WXle these initial efforts to enhance Newark's alternative education programs are promising,
substmtially more work is necessary to ensure that our most disaffected teens stay i school aud
                                                                                    n
succeed. We are confident that the funds and resources available through the School Improvement
Grants (SIG) program will accelerate and broaden the changes that are needed and will reflect
complefe alignment with the district's fiveyear strategic plan (Great Expectations 2009- 13 Strategic
Plan). Thesc efforts will sigtificantly improve our ability to prepare ow young people for graduation
and success beyond high school and address o w school's specific needs as indicated within the present
Needs Assessment.

Target Cummurri~
With a population of uver 270,000, Ncwark i the largest city i New Jersey and houses a diverse
                                              s                n
population that is 53% A ~ c a n American, 32% Sspanic or Latino, 22% White, and 2 1% f?om other
races (U.S. Census Bureau. 2007). Newark Public Schools (WS) serves approximately 42,000
students i 75 schools. Our schools serve a large percentage of students of color fiom under-resourced
          n
communities who face a number ofserious challenges such as poverty, elevated rates of crime and
violence, and low rates of high school garluatiun:
    +  Poverry. According to the Association for Children of New Jersey (ACNJ), "poverty, more than
       any other single problem, continues to plague h'ewark children and families at incredibly
       disproportionate rates," (2005). In Newark Kids Count 2009, ACNJ indicates that child poverty
       in the city i on the rise again. The Education Law Center reports that that 28% of Newark's
                    n
       population lhes below the poverty line, includmg 36% of those under 18.Newark's medial
       household income ($26,9 13) is less than half the statewide average ($55,146), and 73% of
       students qualify for Bee or reduced price lunch (Education Law Center, 2007). In addition, at
       14%,Newark's unemployment rate is almost double that of the state (Newark Kids Count
       2009).
       Crime and violence. The violent crime rate i Newark is 10.5 per 1,000 residents, nearly three
                                                      n
       times the statewide average of 3.6 (Education Law Center, 2007). Newark has a particularly
       significant gang presence, further increasing the likelihood that adolescents will join peer
       groups that participate in destructive bcbaviors. According to ACWJ, Newark police have a
       roster of 3,600 suspected or confirmed adult gang members in the city, and most are between
       18 and 25 years old. Whrle it is difficult to accurately assess levels ofjuvenile gang
       membership in t h e city, ACNJ estimates that 85 - 90% of the crimes for which youth in the
       county are detained are gang-related, and 5 5 - 60% of those charged with gang-related crimes
       are full-fledged gang members.
       High school graduation rates. High school graduation rates in Newark are far lower than
       previously reported due to a new formula used by the school district. In 2009, the recalculated
       graduation rate for city high schools was only 54%. Of persons 25 and older residing in
       Newark, 65.5% are high school graduates, with only 1 1.9% obtai~ll~g      a Bachelor's dcgree or
       higher (U.S. Census Bureau, 2006).

For students in our alternative education programs, many of these issues are compounded by additional
behavioral, social, emotional, a d academic risk factors that leave them disaffected and unengaged i n
their education, and can significantly compromise the ability of these young people and their families
to lead stable, hcrtlthy, and productive lives

M a t i alternative education ?
        s
According t~ the New Jersey Department of Education, alternative educati~n       programs offer non-
traditional, yet effective learning environments that provide flexible educational objectives closely
related to the learning styles and individud needs of students. This learning opportunity is designed to
meet the specific needs, interests, and aspirations of at-risk youth who are disruptive, disaffected or at-
risk of dropping out. Through alternative progams, students are offered the following: a student ratio
of 12: 1; individualized instruction that is aligned with New Jersey Core Content Cuniculum Standards;
comprehensive supporl services; case management and referral services; work based learning
experiences; and credit recovery.

Effective altemalive education programs should be small, carefully staffed, and should provide intense,
comprehensive and individualized services to students and their families. Alternative education
programs should also have the flexibility to implement innovative and strategic approaches to
instmction.

Newark Public Schools Ofice of Alternative Education
Since 1999, the Office of Alternative Education (OAE) in Newark has been viewed a an integral
                                                                                    s
component in providing educational alternatives to vulnerable youth within the District. The
administralion, st&, and community of OAE believe that all youth are educable and are committed to
the responsibility of providing an atmosphere whereby each student will be given the opportunity to
procure the knowledge and skills necessary to be successful in today's society.

Gnals of OAE include: providing authentic    opportunities for teachng and learning; developing a
personalized school culture; maintahing an atmosphere of shared leadership and responsibility;
creating supportive partnershps among students, staff, families, and the community; and ensuring that
our students and their Eamili es have high expectations for the future, Moreover, we strive to prepare
our graduates to continue on to a 2 or Cyear college, a trade certificate program, or gainful
employment. OAE programs emphasize positivc behavior management and our students receive
pcrsonaI attention from both teachers and administrative staff In addition, many of our classes allow
students to create individualized educational programs that address their personal interests and needs.

It is the vision of the Office of Alternative Education that through the concentrated and cooperative
efforts of the Newark Public Schools, community parhers and collaborators, families and students, as
well as all ofher well-meaning individuals, there will begin to be a notable transition of students from
minimal achievement and low graduation rates to satisfactory, if not exemplary academic achievement,
increased graduation rates and post-secondary ventures.Thus, ~ o u n d e d the optimistic belief that
                                                                           in
o w students are survivors, the mission of OAE is to transform disconnected and unprepared youth into
self-directed leaders who are responsible, empowered, and productive young adults. We arc corddent
that we can encourage this transformation though advocacy and providing students with educational
options that are nutwing, rigorous, and supportive.

Our Sfrcdents
Renaissance Academy is the name given to the school composed of 14 programs that currently make
up Newark's alternative education offerings for middle and hgh school students. There are 1,125 sixth
through tw elm grade students enrolled at Renaissance Academy for the 2009- 10 academic year. Of
these, 80% are BIack or A6ican American, 18.5% are Hispanic, and I . 1% are White. The school does
not have an ESL or Bilingual program. Seventy-six percent of students are classified as active, and
24%are inactive based on Distnct specific criteria such as students who reach maximum age and do
not graduate or incarceration.

Students who come to Renaissance Academy (RA) are those at high risk of dropping out, those who
have already dropped out, and those returning from the juvenile justice system. Our students face
serious chaIIenges that can substantiaHy affect their ability to lead stable, healthy, and productive lives
such as: family dysfunction; domestic violencc; parental incarceration; hornelessness or home
displacement; crime and gang involvement; substance use; pregnancy; and academic failure.

The most cornmon reasons for students to be referred to RA Include: chr~nic      truancy; involvement in
the juvenile justice systerri; exccssivc discipline issues; suspension or expulsion h r n regular education
setting; repeated course failures; and students experiencing behavior dificulties requiring intensive in-
school support interventions bccausc of social, health, and emotional issues that are interfering with
their progress m d academic success. Our students come to RA afier all other school interventions have
been exhausted.

Poor attendance and significant dropout rates are indicative of some of the challenges we face in
supporting our student population:
       Ailendance rates. The 2008-09Nav .Jersey School Report Card for Renaissance Academy
       indicates attendance rates that are well-below state averages. The percentage of RA students
       prcsent on an average day ranges from a h g h of 82.3% for        graders (1 3.2% lower than the
       state average of 95.5%) to a low of 64.1%for lzthgraders (27.9% lower than the state average
       of 92.3%). Such differences hold h e when specifically comparing students i special
                                                                                        n
       education classes. These RA students demonstrate a 64.1% daily average attendance rate
        compared to 92% for the statewide average, a difference of 25.9%.
       Dropout rates. The 2008-09 New Jersey School Report Card for Renaissance Academy also
       indicates significantly higher dropout rates than district and state averages. h 2008-09,29.4%
       of XU students dropped out compared to 4.1% of students across the district as a whole and
        1.7% across the state.
However, with their nwn motivation and guidance from faculty and staff, our students work hard to
adjust and adapt to all of the challenges and hurdles they face. Many of our students are determined to
receive their high school diploma, not a GED, after being out of school anywhere eom a few months
to two years. Students see K A as an opportunity to fulfill thcir goal of graduating from hi& school and
proving to their family members and themselves that they were more than capable of completing their
high schuol careers and pmuing college and their career path. Our returning students have recounted:
        '7 dropped out ofschool and this i my last chance l get myself buck together because I know
                                           s                  o
        T need u high school diploma ,.."
        "ljust had to do what I had to do. "
        "mtenthisfirsrstarted~didn'tfhinkrhiswasgoingtohelpme.Iwasn'ttalkaitgtonobodyjust
       quiet staying to myself..] got comfortable. I'm sdill here. Look at me now. "
        '7 was just lookingfor a goodprogram. lfound if right here.     b,




We are proud that Renaissance Acaderny teaches life skills and presents Lessons learned from life
coupled with academic training, allowing students to view their lives through a different lens.

Description of Needs Assessment Process
School and community stakeholders who participated on Newark's OAE School Improvement Grunt
planning tern included:
       Dr. Vincent Mays, OAE Director
       Nadiyah Sa'id, MSW, LSW, Alternative High School Initiative Coordinator
       Margaret Robinson. Supervisor
       Rhonda AIlwood, Supervisor
       Valerie Best, Supervisor
       EmestEdwards,Psychologst,ChildStudyTearn
       Desiree Reynolds, Social Worker, Chld Study Team
       Rob Ward, Learning Disabililies Teaching Consultant, Child Study Team
       Michelle Clanton, Resource Teacher Coordinator
       Tamecka Green-Fuote, Social Worker & Intake Coordinator, Child Study Team
       Myla Giles, Guidance Counselor
       Marilynn Jones, Resource Teacher Coordinator

In addition, input from parents and other community members was secured at the SIG Community
Meeting held April 7,20 10.

Mcmbers of the planning team cnnvened for meetings on: Friday, April 9;Tuesday, April 14; Monday,
April 19; and Wednesday, April 21. Led by Dr. Mays, we employed a collaborative process to conduct
a comprehensive needs assessment to identify school needs and root causes of our students' lack of
academic achievement.

In addition, the t e r n reviewed the following reports and data sources:
       New Jersey School. Report Card 08-09
       Alternative Education Needs Assessment Report, 2005
   w   Achieving a Zero-Drop Out Rate: A Process Evaluation of the Youth Education and
       Employment Success Center, The Newark Pilot ( A report ofthe Rutgers University School of
       Management and Labor Relations Economic Development Research Group, January 20 10)
       AHST - Newark Collaborative grant application
       AHSI program overviews: Big Pichue; Diploma Plus Gateway to College; Performance
       Learning Center
       Great Expectations2009-13StrategicPlmfor N P S
       OAE program overviews: Fast Track; PathwayslSOSA Academy; Renaissance Programs far
       middle school students
       Newark District Walk-Through Report, Office of the Superintendent, Office of Teaching and
       Learning (2009)
       SASIDatabaseStudentDemographicsRepo~s        (2007-2020)

The assessments we reviewed in order to compile data for the present needs assessment included a
wide variety of research methodolagies. For example, in 2004, the NPS OGce of Planning,
Evaluation, and Testing conducted a needs assessment to inform OAE's plans to &gn and strengthen
its programs. Survey instnun~nts   were dcvclopcd in collaboration with the Deputy Superintendent's
Alternative Education Task Force and OAE staff. Surveys were conducted with principals, staff,
parents, and students in order to identify eexisiing and unmct needs i services for students; explore
                                                                      n
students' educational experiences fkom these different perspectives; and elicit suggestions for
improvemenb.

In addition, the Rutgers University School of Management and Labor Relations Economic
Development Research Gmup (EDRG) is conducting an ongoing process and outcomes analysis of the
YE2SCenter, the point of entryIintake and referrd portal for Renissancc Academy students. To date,
this analysis has included open-ended surveys with 558 Renaissance Academy studenis from 2007-
3010. The survey instrument presents students 64 questions grouped in ihenles ranging h m
demographic data tn educational background, educational experiences (inboth kadi tional
neighborhood comprehensive hgh schools and alternative high schools), personal gods and the types
of social services accessed by students and family members. In addition to completing surveys,
interviews were conducted with approximately27 Renaissance Academy graduates. In the inlervi cws,
students werc asked questions pertaining to enrollment reasons, referring agency, experience in the
program compared to traditional school, development andlor improvement of shll set, academic
impro verneut and current standing, familial relationships and fiendships, fume plans, and program
recommendations. The research team has also conducted audio taped, cofidential interviews with RA
propram coordirlalvrs relatcd to their educational backgrounds, the philosophies of their programs,
perceptions of alternative education, percqtions of their student's abilities, the strengths and
weaknesses of their programs, and thcir hopes for the future.

Through a mixed methods approah, utilizing qualitative and quantitative techruques and primary data
collection strategies, the team examined and assessed obstacles w unanticipated issues that arise and
the actions taken to address these issucs; implemcntation and maintenance of the centraked student
data trackindintake systern; collaboration among partnering agencies; successes and failures; and
stability (i.e,staff Mover, resources, student enrollment, and etc.). In addition to the process analysis,
the research team is completing an outcomes analysis - Multiple Pathways Analysis to evaluate the
impact of the YE2S Center on high school enrollment md graduation rates, employment, and
recidivism rates of youth m Newark through t h e collection of empirical data.

I Fall 2008, three teams of NPS employees, instructional and non-instructional, participated in
 n
training for Phase I of the Walk-Through Process. Fhase I of the Walk-Through process was a
geographical as well as achievement-based sampling of I5 schools. Following the completion of Phase
I, the decision was made to conduct Walk-Throughs in all schools throughout the district, resulting in:
                                                                              I
Phase D 2 schools) and Phase m 3 schools and 6 RA programs). Phases I and IE were more
        (5                         (0
mefiodical and utilized a rubric that was calibrated to ensure consistency across all team members,
including representatives of foundations, universities, Teachng and Learning, and NPS Professional
Development staff.

The ~ d i n g srecommendations, and best practices obtained thmugh these data collection processes
                ,
have been carefully reviewed and are included i the results outlined below.
                                               n

Needs Assessmeni Results Organized by Domain and Accompanying Standards
To guide our needs assessment process, our planning team conducted a thorough review of the New
Jersey Department of Education Colinboralive Assessment for Planning and Achievement (CAPAJ
Teaching atld Learning Tool and the CAPA Handbook Guide. A formal CAPA evaluation process has
riot been conducted at Rn. We have therefore listed key quantitative and qualitative findings from our
own needs assessment process below with specific attention to the domains, standards, and questions
included i the tool.
           n

Domain 1. School Academic Performance
Root C'ause: Student nchievement ul Rri i cornpromised due to significant inco~~istencr'es gaps
                                            s                                                  and
within components of the instructionalprogram. Student academic performance at RA is generally
poor. Our students perfom poorly on standardized tests and often come to us lacking the basic skills
and howledge necessary to suc=cessfully     perform using an age-appropriatecuniculum. Our teachers
often struggle with so many behavioral management issues that they are unable to consistentIy utilize
engaging and innovative instructional strateges to ensure academic rigor. Despite these challenges, our
strengths in this area are reflected in students' positive perceptions of instmctional quality. In addition,
0-4E  leadership is cozllnzitted to long-range, continuous improvement and to the expectation that all
students will meet high academic standards.

Standardl_ Curriculum
The district c u w f ~ l u m aligned with the New Jersey Core Curriculum Content Standards fl'J
                           s
                           i
CCCS).For the 2010-201 1 academic year, the State of New Jersey w 1 require a11 secondary students
to have completed a m i h u m of 130 credits in specific core and elective classes, 40 hours of
conlrllunity service, and two years of foreign language in order to receive a high school diploma. h
addition, students should have passed the state standardized assessment, High School Proficiency
Assessment (HSPA) or the Alternative High School Assessment (AHSA). Hence, according to the
New Jersey State regulations, alternative education gives students hum t h ages of 1I to I8 the
                                                                              ~
opportunity to complete the state requirements in a non-traditional way. Through alternative programs,
students who are disruptive, disaffected or at-risk of dropping out are offered the following: a student
ratio of 12: 1; individualized instruction that is allgned with New Jersey Core Content Cuniculum
Standards; cnrnprehensive support swvices; case management and referral services; Structured
Learning Experiences ISLE); and credit recovery.

However, sign$cant gaps exist in how leaders use ~ h curriculum in planning instruction. Survey
                                                          c
results indicate that only 49% of Renaissance Academy staff identified the NJCCS as the basis of their
curriculum and instructional practices (AE Need? Assessment Report, 2005). Findings also suggest
that only a minority of our teachers use inquiry-based and student-centered instnzctional practices to
deliver their curricula. For example, surveys indicate that some RA staffhave used constructivist
instructional approaches such as project-based learning (19%); individual, self-paced instruction
(19%); and interdisciplinary teaching (1 1%). Our staff often reports spending most of their time
dealing with discipline and other behavioral Issues rather than engaged in acadcrnic instruction. In
addition, many staff indicate that students come to them wholly unprepared for a high school-level
curricuIum. Excessive time must be spent accounting for deficiencies in basic knowledge and skills
before even attempting to use grade-level cumcullun and instructional practices. Therefore, while
some of our teachers may have a foundation for the use of these effective instructional practica, it is
clear that our entire faculty would greatly benefit from additional professional development and
support to utilize them consistently to address the special needs of our student population.

 Gups also exist in our ability to ensure that the curriculum i implemented wirh comistency and
                                                               s
fidelity. One of the five key elements assessed during the 2008 Walk-Through (Newark District Walk-
Through Report, 2009) focused on whether learning objectives were effectively designed to show
visible focus on standards being address&. Bvidcrrcc for successful implementation of learning
objectives included posting the NJCCS in tbe classroom; utilizing a two-part learning objective; and
having a clear focus on the objective identifiable within the lesson. Of the 26 Renaissance Academy
 classrooms observed, 16 (61.5%) did not exhibit evidence of effective implementation of [earning
objectives.

Staff note that RA programs, which are offered b m 3:00 p.m. to 7:30 p.m. can feel like a "downsized
version of the day program," offering the same basic curriculum but with less time for effective
implementation parWdarly given our students' special needs. Interviews with OAE prugram
coordinators (Rutgers University YE~S    Process Evaluation, 2010) also indicate concerns about
"unevenness" i the implementation of classroom curriculum amongst staff. In addition, all
               n
coordinaturs felt thcir resources were currently inadequate to realize their mission.

It is important to riote, howcver, that students' own perceptions of the quality of instruction they
receive at RA do not match the evidence presented above. Results from the 2005 Alternative Education
Needs Assessment student survey suggest that respondents perceive quality in the education they are
being provided in their alternative education programs. As illusbated i the chart below (from AE
                                                                         n
Needs Assessment, 2005), 89% of RA (referred lo as Alternative Education PmpmlAEP) high school
students and 94% of RA middle school students reported that their teachers know how to help them if
they don't understand something. Similarly, 80% of high school students and 74% of middle school
students reported that they understand and complete more class assignments now than they have in the
past years.
Academy staff agreed that goals relded to high school completion, job readiness and the development of
social and self-awareness skills were "important" or "extremely important" to their program's purpose.
However, there is additional evidence across N P S of challenges related to efTective implementation of
the district curriculum. A number of deficiencies have been noted, inclusive ofbut not limited to: failing
to meet adequate yearly progress, inadequate teacher and staff development, inadequate school facilities,
and ineffective management of schml dropout issues. The SASkp system was purchased by the District
as the mechanism to manage the student data and its specifics, This data management system is
currently used to facilitate the collection and analysis of statistics in the area of indicators for student
achievement. These indcators are grade point averages, attendance rates, numher of faiied classes,
credits acquired, school mobility and proficiency on state and District mandated standardized
assessments. Although the District now has a vehicle in place to gather data, it is still in the process of
systemizing analysis and utilizing its findings to drive change. This is a gap area for Newark PubIic
Schools and one, which at times, presents an obstacle to developing a clear undersiandirlg of the
directions to be undertaken and by whom.

Standard2 - CIassroom EvalrrationiAssessme~
Slate standardized test scores reveal many gaps in sfudent learning ui KA. The statcwide assessment
system comprises state tests that are designed to measure student progress in the attainment of the Core
Curriculum Content Standards. Under the No Child Lep Behiod Act of2001 pCLBj, all states are
required to assess student progress in language arts and math in grades 3-8 and grade 11. The state d s o
assesses science in grades four and eight. RA students participate in all state-level standardized
assessments for middIe school and high school populations, including the New Jersey Assessment of
Shlls and Knowledge WJASK) and the High School Proficiency Assessment (HSPA).

Overall, students at Renaissance Academy do poorly on standardized assessments. Of the 65 eighth
grade students taking the 2008-09 NJASK8 for Language Arts, only 20% were found to be projcien t,
whhe 80% scored onlypartially proficient. Scores were not reported for the NJASK8 Math assessment
for 2008-09 or 2007-08. Of the 74 high school students taking the 2008-09 HSPA for Language Arts,
on1y 23 % were found to be proficient, while 77% scored only parfiallypru$tfient. Scores were not
reported for the Math assessment for 2008-09. Of the 98 students taking the 2007-08 HSPA for Math,
only 15.3% were found to be proprient, while 84.7% scored only parriaEEy proficient.

Assessments are not &signed to measure pe$omance in ways that advance learning, enhance
instrucfionalpractice, or drive effective enrollment practices. Assessments at RA have traltionally
been very hasic. Students must pass the district midterm, a well as chapter tests and other exams
                                                           s
developed by our teachers. Assessments have only been designed to measure students' bask skills and
their achevernent of learning goals as outlined in their Individualized Program Plans (PI'). Results have
not been analyzed with any attention to developing higher-orderskills or improving instruction.
Recognizing a need for more effective assessment methods, we have begun preliminary efforts to
develop and utilize new pertbmance, competency, md group based assessments to approve student
completion of progams aimed at meeting or exceeding the Core C ~ c u l u m    Content Standards at the
secondary level. l'hls is clearly an area in need of much improvement for RA.

h addition, we have been unable to take a proactive approach to student enrollment due to a District-
wjde directive to only accept students for whom all other educational interventions have failed. We hope
to make better use of asscssments in the future that will enable us to identify and m o l l vulnerable
students in the middle and high school grades prior to referral. Currently, the Office of Alternative
Education oversees five middle school programs that can be employed as a vehicle for earIy
identification efforts in the future, as welI a a portal for gathering data related to the onset of
                                              s
vulnerability characteristics among students within the District.

Both R4 students and stuf sbuggle wirh a lack o clariw and communication oboui expectat ions and
                                                  f
roles. Another key element assessed during the 2008 Walk-Through (Newark District Walk-Through
Report, 2009) focused on whether students could describe classroom activities and articuIate what they
were learning in class. For this area, two students i each classroom were selected at random and asked:
                                                    n
(1) "What are you learning?"; (2) "What are you doing?" dna;    (3) "What are you working on?'. Of the
21 Renaissance Academy classrooms observed, 90% (19) showed low levels of student articulation.
Only two (9.5%) exhibited medium levels o student articulation, and zero of fhe classrooms observed
                                             f
had high levcis of student articulation.

The 2008 Wak-mough a so focused on the key element of Efictive Commmicafion, as indicated by:
                          1
             i
evidence of h gher-order questioning and thinking; conscious attention to and reinforcement of key
concepts; and students' abilities to communicate what they h o w and take risks in ways that include
thoughtful analysis of new information. Low levels of communication were evident i 22 of the 25
                                                                                     n
classrooms observed for this element (88%). Three of the 25 classrooms observed (12%) e ~ b i t e d
medium levels of effective communication; and zero of the classrooms obscrved had high levels of
student articulation.

A telling piece of evidence related to the area of articulation and communication can be found in staff
                          2005 AE Needs Assessment Report. Many NPS staff did not have a clear
survey results from t l ~ e
understanding of how alternative education was defined in the district. Twenty-eight of the 130 staff
who identified themselves as alternative education staff(21.5Yi)also said that they worked i the
                                                                                               n
following programs or schools: special education, crisis intervention, supplemental senices, the
Academy of Vocational Careers and Horizon. While all of these sites or programs serve students who
have difficulty functioning i a traditional education setting, they are not considered alternative
                              n
education programs. It is clear, then, that improving training is a key area in need of improvement.

Standard 3 - hstmction
Engaging srudenrs in learning is a signrficani challengefor Rennissnnce Academy staff In midition, our
staflrnembers lack highly effective practices to ensure communication and collaboration with generul
educafion teachers. The 2008 Walk-Through assessed the key element of Student Engagement by
seeking evidence to demonstrate good use oftime, varied learning activities, and good classroom
management. A specific question asked hy observers was, "Are students engaged in learning activities
that are meaningful and optimize time on task?" Of the 26 Renaissance Academy classrooms observed
for this element, zero (0) ofthe exhibited high levels of student engagement. Only four classrooms
(15.6%) exhibited medium levels of engagement. The remaining 22 classrooms (84.6%) showed low
levels of student engagement.

Results of the 2005 AE Needs Assessment student survey were consistent with these observations.
Disruptive behavior, which can often serve as marker for a lack o f engagement in schooI, was dearly
identified by students as a problem in their programs. Only 48% of high school and 32% of middle
school students reported that students trcatcd teachers with respect. More than 50% the h g h school and
YE'S Process Evaluation, Renaissance Academy program coordinators expressed concern about the
disparate functioning levels of their students. The coordinators expressed dismay at the low reading
lcvels, lack of math skills, and disproportionate levels of special needs students within their programs,
but almost universally expressed the belief that students must be met where they are academically. Thcir
concerns werc clcmly tempered by the belief that all students can learn and get on track to graduate.
Overall, the concern was generally that not enough students corne to their programs at grade level and
this can frustrate bo t11 instructors and students.

OAE bas created a plan to addrcss special education student enrollment and needs. At present, each
program consistently tracks the numbers of students with Individual Program Plans i their program and
                                                                                      n
couples students with advisors, social workers, and NFS Child Study Team members. W e know that a
majority of our students are hands-on learners; hence, students need to feel like school is connected to
real world experiences. One area i need of significant attmtiun at this time is youth employment and/or
                                   n
internship opportunities. Our curriculum also lacks electives for college-bound students as well as
vocational training with limited career exploration experiences for our youtll. The existing curriculum
nccds to be expanded to enhance the vocational interest of the students.

Sluffmeni ber expertise with respect to meet the special needs o our stideais varies considerably.
                                                                 f
Support staff at RA, including our psychobgists, social workers, Student Assistance Counselors,
Leaming Disabilities Teac-bingConsultants, etc., are highly trained and qualified to address the
particular needs of our sMents. Our Chld Study Team offers both individualized and group counseling
and a full m a y of services to support students' social, emotional, and behavioral growth and
development. Our classroom teachers, on the other hand, are often unprepared for the challenges
presented by our hgh-need students. Many teacbers who come to us are new to the profession and
therefore inexperienced; they see RA a a way to get their foot in the door if they have been previously
                                         s
unsuccessful at securing a teachmg position elsewhere. Their lack of experience often results in poor
classroom management which, in turn, leads to poor education outcomes for students.

Weface chalIenges iniiiufingpositive relationship$ and communication with parents and the community.
Decades of research confirm that family involvement is a powerful tnfiuence on children's achcvernent
in school.When families are involved iu their children's education, children earn higher grades, attend
school more regularly, complete more homework, demonstrate more positive aitihtdes and behaviors,
and graduate born high school at higher rates (Office of Educational Research and Improvement,
USDOE, October 1997). For this reason, family involvement is a major priority of Newak Public
Schools.

We have consistently strived to migage RA families as partners in their children's education and have
families play an integral part in the planning, coaching, and assessing of their student's work and
learning. Unfortunately, we have faced many challenges to successful family engagement. RA families
face a number of obstacles to becoming involved, including unavailability due to work, lack of
childcare, lack of transportation, and feelings of anxiety. For examplc, many caregivers work mu1tip1e,
low-paying jobs i order to support their children's education. Many RA students will be the h t in
                   n
their families to go on to graduate high school and pursue postsecundary education, and caregivers are
often unfamiliar with or intimidated by the school system. Others are disengaged and disheartened by
previous negative interactions with teachers, adrmnis@ators,and support staff at their child's trachtionnl
       Preiminaly dialogue with L%eUniversity o Medicine and Denfisw o New Jersey (o~h!DI\'.:
                                                    f                        f
       January 2010): In January of thjs year, we began a preliminary dialogue with UMDNJ to explore
       the feasibility of establishmg a healtb sciences academy which will enable high school students
       to take college courses on the UMDNJ campus while earning dual credits toward their high
       school diploma. A secondary benefit will be that membershp in the AHSI Partnership will
       provide a successfully tested vehcIe for transforming the perception of alternative education
       from punitive placements to incentive-based learning opportunities.

Finally, our participation in the Association for High School hovation (formerly the Alternative High
School hitiative) will enable and support the complete p a r d gm shift and transformation or existing
alternative education high school programs currently offered in our District. Partnerships with entities
such as The Big Picture Company, Gateway to College, You& Build U.S.A., and Communities in
Schools' Performance Learning Center will enable us to maximize usage of program models. We
recogmze and appreciate the benefits of thcsc strong community partnerships and anticipate increased
development in this area as we continue our efforts to address areas of need.

Standard 6-Professional Learning and Evaluation
PvincQals ofschools housing RP program lack adequate professional development to address the
needs of our high-risk students. Results of the 2005 AE Needs Assessment principal survey indicatc that
only 37.5% of principals of schools participated in any workshops designed for working with students
at-risk of failing o school dropout over the last two years. When askcd to identify personal needs for
                    r
additional professional development, most wished they had more strategies to effectively engage
disruptive students. This was also the largest category of responses that they wished their staff had to
more effectively serve their students. These responses included: conflict resolution, crisis management,
social skills development, and behavior management. The next largest categories of responses the
principals wanted for themselves were related to instructional strategies and identifying and
differenti ating special needs. These responses included: differentiated instructional skatepes and
adapting the curriculum. These were also large categories of responses the principals want for their staff.

Though R4 smaflhave participated in many professional dalelopment opportunities,they are unprepared
to address the needs o ail our high-risk studenrs. Results of the 2005 AE Needs Assessment indicate
                      f
that 58% of staffnlernbers surveyed had attended three of more workshops specifically designed for
working with at-risk youth. When asked what obstacles had prevented staff fiom taking professional
development courses in which they were interested, the largest response category (26%) was lack of
district reimbursement.

When asked if they felt "adequate1 y prepared to support students who art: at risk of academic failure
and/ordropping out of school," 89.4% of RA staff members surveyed answered "yes." However,
feelings of preparedness dropped sipihcuitly when askcd about:
        students who were previously incarcerated (66.7% positive response rate);
       pregnant or parenting teens (65.6%); presented severe behavioral disorders (59.5%:
    r students with learning disabilities (54%); and/or
        studc~ltswith drug and alcohol problems (47 2 )
                                                     %
needs in the domain of School Leadership through a complete conversion of our school as per the SIG
Kestarf Model. RA must be restructured to support an environment where school leaders can develop,
thnve, and foster a school and commlmjty-wide cornmibent to the continuous improvement of
alternative education programs for Newark's youth. This will, in turn, significantly and positively
impact the remining domains of School Academic Pe$ormance and School Learning Environment. h
these dumains, wc have identified the following areas ofpriority for our school improvement activities:
        Curriculum: The cwriculum must be redesigned and restructured to ensure that jt is rigorous,
        competency-based, and fully aligned with KJCCS, and that gaps in our teachers' abilities to
        implement cunicuIum activities with fidelity are fully rectified.
        Dura undhsacsmcnt: Assessments must be authentic, competency-based, and standards-aligned,
        and used to support instructional design as well as effective student recruitment and placement.
        Family Involvement: Families must play m integral part in the planning, coaching, a d assessing
        of their student's work and [earning and must have ample and varied opportunities for
        rrleaningful involvement in the school community.
        Instruction: Rigorous, student-centered instructional practices must be institutionalized within
        our classrooms to support the needs of our vulnerable student poguIation and ensure that they
        remain highly engaged and committed to the educational process.
        Prufessional Development: Staff must receive ongoing, high-quality job-embedded professional
        development e hat is aligned with the school's comprehensive instructional program and designed
        to ensure that they are equipped to address the individual needs of all of our students.

   Thcsc needs are fully aligned with the district's five-yea strategic plan and the flexible approach of
   a SIG Restart Model. In the following Project Description section, we wiII outline i detail the ways
                                                                                         n
   i which our proposed strategres and activities will address our areas of greatest need.
    n
                                               Form S-7
Date: 4!21R010

              PROJECT DESCRIPTION FOR TEDWE YEARS (20 points)

LEA: NcwarkPubtic Schools                              Name of School: Renaissance Academv

5-7: Project Description for Three Years

Overview
                                                                      has
The Newark Public Schools OEce of Alternative Edncadon (OM) the responsibility of educating
the most socially and economically disadvantaged students i the c t .The evaluation findings described
                                                              n     iy
in the previous Needs Assessment section indicate many areas in need of improvement if we are to fully
prepare our students with the skills and experiences that will ultimately result i a high school diploma,
                                                                                  n
employment pathways, and/or post-secondary study. One ofthe great strengths of OAE is our
commitment to fulfilling our mission and addressing the deficiencies, gaps, and obstacles that stand i n
the way of ow students' success.

lu recognition of our considerable needs, OAE has begun to explore and implement new alternative
education programs to improve student outcomes. We recently embarked on a path to bcgin the
transformation of several existing programs through the adoption of research-based alternative education
models. This includes a complete paradigm shift, from a lastchance, treatmenl model for problem
students who have exhausted all other possibilities, to a proactive, prevmtion model for students
demonstrating elevated risks and vulnerabiliries that can be addressed at much earlier stages.

                                                                       ih
This shift has begun through our participation in the Association for H g School innovation (formerly
the Alternative High School h tiat ive). The Newark-AHSI Partnership, a three-year concentrated effort
                              i
that began i September 2009 to expand opportunities for all students, particularly at-risk students and
            n
out-of-school youth, t o engage in rigorous educational experiences culminating i the opportunity to
                                                                                  n
receive a high school diploma, attend college, and prepare for careers. M S I is a network of youth
developmenl organizations with more than 250 sites nationwide committed to creating educational
opportunities for young people for whom t~aditioaal   school settings have not been successful, and
launching and suslaining safe, top-qeali ty high schools for vulnerable youth. Our program partners are
committed to supporting us to implement all, programs with consistency and fidelity to the evidence-
based, national models.

Though very promising, the potential vf AHSI at Renaissance Academy is severely limited by our
current school smcture. We have only begun t o scratch t h e surface of what these programs can help us
accomplish for our students, and we fear h a t our present mode of operations wiIJ present significant,
long-term obstacles to success. Achieving our vision of a total transformation of Newark's existing
alternative education programs will only be possible with the implementation of a comprehensive
Restart Model (#3) through the School Improvements Grants program. We are confident that the
proposed project will accelerate and broaden the impact of efforts taken to address our areas of need,
and provide the much-needed tooIs, resources, and support to realize the full actualization of our goals.
Current Operations at Renabsan ce Academy
Renaissance Academy operates as one school, governed by OAE aud its dircctor, Dr. Vincent Mays.
The schonl is comprised of 14 programs located at multiple school sites around Newark. Eight of the 14
programs are organized around one of four NISI models; each of thest: is iu its preliminary stages of
implementation :

       Big Picture (3 programs) schools help each of their approximately200 students create a
       personalized learning program of study wrapped around hidher career interests. I'he program of
       study includes lcarning in the real world with adult mentors and coaches, focused college and
       career readmess skills development integrated into projects, and performance demonstrations
       (quarterly exhibitiorls) of skill and understanding. The main component of every student' s
       program of study is the Learning Through Internship (LTI), which requires a minimum of 10- 2  1
       hours, two-day-a-week intamship ~ i t a mentor who is an expert in the field of the student's
                                                 h
       interest, and with whom the students complete authentic projects with deep investigation. An
       advisor (teacher) works with about 15 students fur all four ycms of their high school program.

       Diploma Plus (2 programs) is an alternative to traditional high school for studcnts who are
       aver-age and under-credited or have middle school backgrounds indicating an increased
       Uelihood for high school failure. The program utilizes a process-model to create small
       individual schools that typically sewe a student population of less than 250 students. The
       curriculum is developed to center around student needs using a performance-based and
       competency-based approach-A three-stage model (Foundation Level, Presentation Level, Plus
       Phase), the use of project-based learning, backwards planning of curicdum and the workshop
       model, and a strcss on literacy and numeracy across the curriculum are key components. DP
       schools include a supportive school culture and explicit preparation of students for college or the
       workforce. Internships and othcr career development activities are available to apply learned
       habits and skills in a real-life setting. Additionally, students maintain a developmental and
       gateway portfolios to track progress and succcss.

       Gateway to College (1 programs) serves high school dropouts through college courses which
       satisfy requirements for high school graduation and their chosen college major. Activities are
       geared toward personalized education though relationships betwe11 inshctors, resources
       specialists, other staff, and students. Resource specialists focus on meeting the complex needs of
       students including housing, chld care, transportation, and health needs.

       Performance Learning Centers (2 programs), developed by Communities in Schools i 2003,      n
       urilize p-crships     between professinnal, postsecondary, and community organizations in order
       to foster individualized leaming environments for students. Performance Learning Centers
       (PLCs) emphasize small classroom sizes, motivational sessions, and practical education that
       transfer to the real world. Onsite staff persons are available to link PLC students with community
       and business partnerships including comseling, health care, daycare, housing assistance. Key
       aspects of PLCs that benefit students in their transition to higher education include college
       comes and credits through dual enrollnlcnt, tutoring md fee waivers for college entrance exams,
       assistance with college and financial aid applications, and a system for post-graduation
       communication. The curriculum is based on computer leaning that allows fur dud enrollment in
       college courses in cedain c i r c u m s ~ c e sA coordinator typically advises students on
                                                      .
       opportunities outside the classruom such as community service, internships,and employment.

Tbe remaining six W S alternative education programs are Fast Track, Renaissance Programs, and
Pathways:

       FaslTrack(3 programs)progrmsassiststudents lackingthecreditstomeetgraduation
       requirements andor not meeting promotion requirements. FAST Track is a three-phase model
       which includes credit recovery; reme&atiodassessment; m d specialized supports for over-
       agedunder-credited students, former dropout, students involved with the juvenile justice system,
       and those w i h sever social, emotional, and behavior problems. Fast Track Programs benefit
       students testing below 5" grade levels that are not eligible for the other gateway programs (Big
       Picture, Diploma Plus, PLC etc.).

       Kenaissance Prugrims (2 programs) are for small groups of 6" - 8h grade students who need
       to improve their academic performance and behavior. Students are referred to the program
       because of course failure, chronic absences, low self-esteem, or behavjoral issues.

       PathwayslSOSA Academy (1 program) i s for a small group of students in the 9'-12'        grades
       who have a superintendent's suspension, have dropped out of school, or are returning from
       incarccratim. Student referral md placement is confumed through a superintendent's hearing.
       Pathways /SOSA Academy is committed to providing an alternative education for the
       dcveloprnent ofthe social, cultural, and emotional growth of these students. Enrollment is
       regarded as an opportunity to build meaningful relationshrps, feel a sense of belonging to the
       school commlinity, and develop a vested interest in education. The prograrn also includes
       behavior modification to help those students who have committed severe violations of the
       discipline code.

As noted in the previous Needs Assessment section, the current structure of RA results in considerable
challenges with respect, in particular, to the domain of School LeaJersh* and Governance. These
challenges, in tux, have a significant and detrimenta1 impact on other domains such as School Academic
Peflormunce and School Learning Environment, as well as on the standards of performance that go
along with each. In order to address these issues, it is imperative that the structure of Renaissance
Academy be converted immediately f?om its c w e n t design. Restructuring our school will form the basis
for our proposed Restart Model.

Selected I n fervention and Essential Cumtpu~enfs
'l'he Newark Public Schools Office of Alternative Educatjnn (OAE), in collaboration with our AHSl
program partners, proposes to use a Restart Model (#3) to convert Renaissance Academy, Newark's
alternative education school for students in grades 6- 12, h m one school composed of 14 separate
programs to two independent, in-district charter schools. We have selected the Restart Model because
we are confident that the model's considerable flexibility will allow us to build on our strengths while
addressing our greatest areas of need. As per the requirements of the model, we will continue to enrolI,
within grades 6- 12, any former R.4student who wishes to attend one of the new schools. We propose to
implement the following key components, which include activities described in the h a 1requirements
with respect to other SIG models:
and rnulti-faceted role requiring moral courage, knowledge of governance and change, arid the ability to
share leadership. These administrators will demonstrate a commitment to continuous improvement of
our school culture and accountability for perfomlance. OAE will provide hands-on support and
supewision to h e principals, ensuring appropriate flexibility in areas such as staffing, cal endardtime,
and budgeting.

Implement n e w strategres to recruit, place, retain, and evaluate staft: The district has met wt the
                                                                                                ih
 leadershp of the Newark Teachers' Union (NTU) and the City Admmstrators and Supervisors
Association (CASA) to discuss the impact ofSIG on negotiated contracts and teacher evaluation
practices. Please note that the Newark Public Schools was one of lht few districts i the state whose
                                                                                        n
teachers' union signed New Jersey's application to the Race to the Top fund. In partnership with NTU,
 we will explore a variety of strategies and sclccl those that arz most aligned with our school
 improvement goals. These may include offering teachers merit opporhmties for professional
 improvcmcnt coupled with positions of leadership within the school or pairing new teachers with a
mentor and implementing the Teachers Assistance Program with teachers who perform at the basic level
 on the previous year's performance evaluation. We will also implement such strategies usfinancial
                                      for
 incentives, increased opportunitie~ promotion and career growth, and more JIexible work cunditions
 thai are designed to recmif,place, and retain staffwiih the skills necessaty to meet the needs of the
srudents in the turnaround school. We will provide additional compensation to attract and retain staff
 with the slrills necessary to meet the nee& o the sludents in a transformaf ion school; im!itute a system
                                              f
for measuring chunges iirt instructional practices resulting fiom professional development; and ensure
 that the schooi i not required to accept a teacher without the mutual consent o the teacher and
                   s                                                               f
princlpol, regardless ofthe tenclter 's seniority. Finally, we will use rigorour, fransp~rent, equifable
                                                                                              and
 evaluation systemfor teachers and principals that: (a) take into account data on student growth as a
 significant factor as well as otherfactors, such as multiple obsewation-based assessments o j
performance and ongoing collecizom ~Sprofessiunal        practice reflective o studen t achimem mt and
                                                                              f
 increased high school graduation rates; and        are designed and developed with teacher and principal
 invoIvement.

                                           professional development that is aligned with the
Providr stuflongoing,high-qualifyjob-embedd~d
school's comprehensive instructionalprogrurn and designed with school staft0 ensure that they are
eqli@ped tofirilitufe effective teaching and learning and have the capaciq to successfully implement
schooI reform strategies. Based on t h e substantial gaps we have identified with respect to staff
preparedness to address OAE student needs, we will collaborate ~ i t our project partners to develop a
                                                                        h
comprehensive program of professional development using cuIrm1on plann;ng time and in-school
support at both schools. Strategm will address innovative instruction, creative curriculum development,
project-based activities a i d servicc learning projects, leadership development, and team building. Key
topics will include: lesson planning; portfolio development; literacy and numeracy across the
curriculum; use of new technologies and data; and developing professional learning communities to Iook
at student work.

Use data to identifi and implement an instructionad program that i research-bused und vertically
                                                                    s
a2i'gnedfiorn one grade to the next as w ~ las aligned wirh State academic standards. Our new program
                                             l
models are committed to the effective use of dab i order to mcmure and evaluate success by examining
                                                    n
improvements in the areas of academic performance, attendance, behavior, promotion, graduation and
parental involvement. With support from our projecl partners, we will use the appropriate data
management systems at both schools to track the aforementioned indicators and ensure: improved
delivery of student services; improved oversight and coordination nf student services; measured student
academic improvement; valid contributions to research and evduation; and fulfillment of daia reporting
obligations. This information will be used during and at he end of each school year to assess the success
of strategies implemented in meeting predetemined outcomes.

Promote the continuous use of student dufa (such asfrom formative, interim, and summati~e
ussa~~menls) inform and drferentiafe instruction in order to meet [he academic nee& of individual
              to
students. All of our new models utilize performance, competency and group based assessments to
approvt; sludent completion ofprograms aimed at meeting or exceeding the Core Curriculum Content
S tanduds at the secondary level. I addition, we will use data tr, identify vulnerable students in t h e
                                     n
middle grades and take a proactive approach tn enrolling students into the new alternative education
options that will be available as a result of the ASHI Partnersfup. Th~s includes establishing early-
                                                                          also
wuniing systems to ide~itrfi str~dentx who may be at risk uf failing to achiey~o high standards or
                                                                               f
graduate.

Establish scheduies and implement strategies that pro vide increased learning time. We are cornmined tu
 exploring and implementing evidence-based strategies to providing students with increased learning
 time. These may include summer orientation and bridge programs, extra-curricular interventions for
 specific content areas a needed, additional tutorids and academies for student needing additional
                         q
 support to pass state standardized tests, or extending or resmtcturing the schooJ day so as to add time
fur such ~trategies a d v i s o periods that build relalionskips between students, f a c u l ~ and other
                     ns          ~                                                             ,
 school staff

Provide appropPiate social-emofional and cornmzmi@-oriented senices and suppor~for           students. Each
of our schools will implement a wide variety of social-emotional and community-oriented supports for
our students. These may include, but are not limited to: inhviduaiized or group counseling; student-
family advisory models; student leadership activities; peer to peer and adult mentoring programs;
behavior modification interventions; character education programs; school-wide meetings and cvents
focused on building and understanding and appreciation for different cultures; meaningful oppormnities
for family engagement; a d schoo1-wide rituals, celebrations, and g a t h e ~ g tbat reinforce community
                                                                                s
spirit and cohesion. This also includes parfnering with parents andparent organizations, faith- and
community-based organizations, health clinics, other A'tate or local agencies, urid others to create safe
school environments that meet st~cdents  'social. emotional. nr~dhealth needs and implementing
approaches to improve school climate and discipline, such as implementing a system ofpositive
behavioral supports or takrng steps do eliminate buElyr'ng and student harassment.

Increasing graduation roles IRrough, for example, credit-recovery programs, re-engagementstrategies,
smaller learning cammuniti~s,  competency-bused instruction, andpcrfomance-bnsed ass~ssrnents,      and
acceleration o basic reading and mathematics skilCs. All of these strategies are embedded witfun our
               f
alternative education programs. Project activities will enhance and improve the impact of these and
other efforts to improve graduation rates.

                                                              s
Bevelup the basic structurdfuundation for each school. T h ~ includes redesigning and revitalizing the
curriculum with particular attention to aligning with the NPS curriculum and the New Jersey Core
Currjculum Content Standards, as well as:
       conducting periodic reviews to ensure that the curriculum is being implemented with fidelity, is
       having the intended impact on student achievement, and is modified if ineffective;
       implementing a schoolwide "response- to-intervention" model;
       providing additional supports and professional development to teachers and principals in order to
       implement effective strategies to support students with dsabilities in the least restrictive
       environment and to ensure that limited English proficient students acquire language skills to
       master academic content;
       increasing rigor by offering opportunities for students to enroll in advanced coursework such as
       Advanced Placement; hternationai Baccalaureate; or science, technology, engineering, and
       mathematics courses, especially those that incorporate rigorous and relevant project-, inquiry-, or
       design-based contextual learning opportunities), carly-college high schools,dual enrollment
       programs, or thematic Iearning academies that prepare students for college and careers, including
       providing appropriate supports designed to ensure that low-achieving students can take
       advantage of these programs and coursework;
       improving student transition from middle to high school through summer transition programs or
       freshman academjes;
       deciding on goals, themes, and systems for the year, including portfolio systems;
       developing inter-disciplinaryunits that engage students in hands-on Iearning;
       implementing a w-riting program at all grades across the content areas using the New Jersey DOE
       writing nibrics;
       addressing credit requirements, portfolio requirements, required district and state assessments,
       and potential in-take assessments;
       securing waivers as needed;
       ascertaining extant policies that impact our performance-based approach; and securing all
       technical requirements; and
       finalizing the master schedule.

Develop effectivepolicies io emure a safe, healthy learning emironment We will modify our existing
strategies and implement new policies that encourage good attendance, change and modify student
behavior to reduce violence, vandalism, and substance abuse, and implement programs that p~omote
health and wellness.

Establish a sbdent recruitment plan. We are driven by the vision that Newark's alternative education
programs will soon become "schools of choice" rathex than programs of last resort. To that end, we will
deveIop a strategic plan for student recruitment that includes community outreach, working with high
school and middle school guidance counselors, and identifying and securing an intake assessment
system and requirements.

R a m awareness ubvut tlze special needs of alternative education students and engage community
suppor~. is crifical that school and community stakeholders understand the severity of the challenges
          It
that our students face and how our new programs will help them set goals, stay i school, graduate and
                                                                                  n
prepare for life. This will aid in forming a support structure and advocacy system within the community
on behalf of students served by OAE. We will work with our project partners to inspire key individuals
to take ownership and become involved with our schools by t.olunteering, mentoring, providing
internship opportunities, and contribute to the sustainability of the programs. We will also identify
industry, community, and postsecondary learning resources that can be used to provide learning
oppomties and lc&g enviromcnts for students.

Engage families in r n a n i n g f d ways. As indicated by the Needs Assessment, family involvement is an
essential area targeted for improvement within the proposed model. Our project partners will support us
in developi~ig strategies at both schools that will encourage students to comunicate regularly and
effectively with caretakers, and ensure active family participation in meetings and events and in guiding
each stud~r~t's education. Some programs will utilize and advisory model to d a n c e the student-family-
school connection. Strategies will be put into place to ensure that families play an integral part in the
plaunirig, coaching, and assessing of their student's work and learning.
Dm~Inp new school model. NPS acknowledges and is impired by the challenges presented by the
          a
significantrestructuring activities and new school model proposed here. We are ~mbarhng     upon a
radical paradigm shift and attempting to change t h e deep-seeded mindset and perception of our
education system that alternative education programs and students are sorndww 'less than" those within
traditional schools. Our goal is nothng less than complete transformation to a culture in which Newark's
alternative education programs are truly "schools of choice" for students, parents, and cducators alike.
$turf Rquired and Recammended Sirn fegirs
As per the guidelines of the SIG program, NPS is committed to implementing all state required
strateges, including: engagng in a peer review process for our grant application and implementation
plans; participating in the N D O E leadership xadem y for SIG principals; collaborating fully with the
Network Turnaround Officer; and participating in the NJDOE external evaluation process.

Curriculum and Assessment Spine
NPS is committed to utilizing the Curriculum and Assessment Spine, consisting of exemplar units and
lessons that embed the content and pedagogical routines necessary to change classroom practice and
increase student achievement.

Project Timeline
NPS and OAE are pleased to have the support and commitment of our project partners, including our
AHSI programs, in this endeavor. Our partners will provide ongoing coaching and support to our new
principals and faculty on all aspects of the models and curriculum designs and ensure that each model is
implemented with fidelity. This work will include aligning curriculum and instruction by emphasizing
student-centered learning and curriculum that is challenging and exploratory. The schools will also
deveiop and a h m i s t e r NJCCCS-aligned state and district assessments of shdent performance in he
content areas io evaluate student achievement and ensure success though alternative measures such as
portfolio assessment. Specific project activities that will be conducted each year are a follows:
                                                                                        s

Year One
       Convert Renaissance Academy (RA)to two, in-district charter schools, each operated by an
       education management organ izatiori (EMO).
          o Engage in rigorous review process,to determine EMU for each school.
          o Identify facility needs and secure facilities.
          o Recruit and hire new principals for each school.
          o Implement new strategies t o assess and place staff.
          o Recruit and hire new staff for each school as needed.
                                                  35
       o Outline master schedule for the day, week and year.
       o Develop school cuIture and orgauizationd shucture.
       o Address credit requirements, portfolio requirements, required district and state
         assessments, and potenlid in-take asscssmcnts.
       o Ascertain extant policies on alternative credit accumuIation, seat-time waiver, others that
         impact performance-based approach; seek waivers where needed.
        o Finalize and disseminate news release about school opening; update website.

    Redesign and revitalize the curriculum with particular attenlion to aligning wirh the hFS
    curriculum and the New Jersqr Core Curriculum Content Standards
        o hcorporafe state standards and stateldistrict requirements (assessments, credits,
           standards, scope and sequence, curriculum, course offerings) into program materials.
        o Develop inter-disciplinary units that engage students in hands-on learning.
        o Implement a writing program at all p d e s across &tc content areas using the New Jersey
           DOE writing rubrics.
        o Increase career awareness and huwleilgt of workplace readiness skills.
        o Conduct periodic reviews to ensure that the curriculum i being implemented with
                                                                    s
           fidelity, is havhg the intended impact on student achievement, and is modified if
           ineffective.
        o Decide on goats, themes, and systems for thc ycm, including portfolio systems.

    Establish a ssudeni recruitmE and mnsirion pion.
        o Create and implement student recruitment and application plans.
        o Identify and secure student intake assessmeut system and requirements.
        o Improve student transition born middle to high school through summer transition
           programs or freshman academies.
        o Develop student orientation program.

    Provide staff development and in-school support through resource teachers to enable feachers to
    deliver appropriate mrrtculum and teaching and learning clussroc7m stmtegics.
        c Collaborate with project partners to develop a comprehensive program of professional
            development using common planning time and in-scl~uol     support at both schools.
        o Address innovative instruction, creative curriculum development, project-based activities
            and service learning projects, leadership develupm~x~t, team building. Key topics will
                                                                    and
            include: lesson planning; portfolio development; literacy and numeracy across the
            curriculum; use of new technologies and data; and developing professional learning
            communities to look at student work.
        o Develop and implement summer staff development program.
        o Send school teams to attend relevant training institutes for program models.
        o Provide additional supports and proIessiona1 development t o teachers axld principals in
            order to implement effective strategies to support students with disabilities in the least
            reshctive environment and to ensure lhat limited English proficient students acquire
            language skills to master academic content.

a   Provide appropriate social-emotional and community-oriented services and supports for
    studenis.
           o Implement strategies that encourage good attendance, change and modify student
              behavior to reduce violence, vandalism, and substance abuse.
           o lrnplement proparus that promotc health and wellness.
           o Provide comprehensive guidance and support services.
           o Provide opportunities for individualized or group counseling; student-family advisory
             models; student leadership activities; peer to peer and adult mentoring programs;
              behavior modification interventions; character education programs; school-wide meetings
              and events focused on build~ng understanding and appreciation for different cultures;
                                               and
              meaningful opportunities for family engagement; and school-wide rituals, celebrations,
              arid gatherings that reinforce community spirit and cohesion.

       Engage pflrenrs and cornrnuniw stakeholders in meaningfd ways.
           o Engage parents in planning, coaching, and assessing of their student's work and learning.
           o Inspire key stakeholders through marketingPR to contribute to the sustainability of the
             schools.
           o Identify industry, community, and postsecondary learning resources that can be used to
             provide Ieaming oppodunities and learning environments for students.
           o Develop and utilize advisory models to enhance the student-family-schoolconnection.

       Use appropriate technology and data-managemenf sysfems.
          o Train staff in the use of appropriate data management systems.
          o Train staff i the ust: of new technology systems.
                         n

       Utilize assessment tools to mnluate Year One success.

Year Two
   a  Implement new strategies to recruit, place, retain, and evaluate staff
         o Partner with NTU to explore and implement strategies such as offering teachers merit
            opportunities fur yruJessiona1 improvement coupled with positions of leadership within
            the school and pairing new teachers with a mentor and implementing the Teachers
            Assistance Program with teachers who perform at the basic level on the previous year's
            performance evaluation.
         o Offer hancial incentives, increased opportunitizs for promotion and career growth, arid
            more flexible work conditions.
         o Provide additional compensation to attract and r t i staff with the skills necessary to
                                                               ean
            rncct the needs of the students in a transformatian school.
         o Institute a system for measuring changes in insfmctionalpractices resulting from
            professional deveIopment.
         o Ensure that the school is not required to accept a teacher wiihuut lht:rrlutual conscnt of
            the teacher and principal, regardless of the teacher's seniority.
         o Userigoruus, kansyarent, andcquitable evaluation systems forteachers andprincipals
            that: (a) take into account data on student growth as a significant factor as well as other
            factors, snch as multiple observation-basedassessments of performance and ongoing
            collections of professional practice reflective of student achievement and increased high
            school graduation rates; and (b) are designed and developed with teacher and principal
            inva Ivement .
.hsess andcontinueshrdentrecmitmenf and transifionplan.
   o   Continue student recruitment process; involve new staff.
   o Assess and update student recruitment and application plans.
   o Assess and update student intake assessment system and requircmellts.
   o Improve student transition fkom middle to high school through summer transition
     programs or freshman academies.
   o Begjn student recruitment process for next year.
   o Planand corlduct~lew  student orientation.

Provide s ~ u ~ d m e l o p m eand in-school support rhrough resource teachers to enable teachers to
                               nt
deliver apprupriare cum'culurn and teachifig and learning classroom strategies.
    o Provide additionai supports and professional development to teachers and principals in
                                                                                      n
        order to implement effective strategies to support students with disabilitim i the least
        restrictive environment and to ensure that limited English proficient students acquire
       language skiIIs to master academic content.
   o Participate in school-wide coaching and other professional development by project
     partners in topics that include lesson planning, portfolio devcloprnent, literacy and
     numeracy across the curriculum, and developing professional learning camrnunilies to
     look at student work.
   o Participate i webinars with other AHSI sites (as relevant) to share promising practices.
                  n
   o Receive training in use of program tools and materials.
   o Assess a d continue professional development activities for faculty, including summer
     staff development program.
   o Send school teams to attend relevant training institutes for program models.

Provide appropriate social-emotionaland community-orientedservices and supports for
students.
    o Assess and continue strateges that encourage good attendance, change and modify
     student behavior to reduce violence, vandalism, and substance abuse.
   o Assess and continue programs that promotc health and wellness.
   o Provide comprehensive guidance and support services.
   o Prv v j de opportunities for individualized or group counseling; student-family advisory
     models; student leadershrp activities; peer to peer and adult mentoring programs;
     behavior modification interventions; character education programs; school-wide meetings
     and events focused on building and understanding and appreciation fbr different cultures;
     meaningful opportunities for family engagement; and school-wide TitUals, celebrations,
     and gatherings that reinforce cormunity spin! and cohesion.

Engage parents and community stakeholders in rneunindul ways.
   o Engage parents in planning, coaching, and assessing of their student's work and learning.
   o Inspire key stalceholders tluough markcthglPR to contribute to the sustainability of the
       schools.
   u   Identify industry, community, and postsecondary learzling resources that can be used to
       provide learning opportunities and learning environments for students.
   o Develop and utilize advisory models to enhance the student-family-schoolconnection.
      Lke appropriate technolorn and data-managrmenr systems.
         o Continue use of appropriate data management systems.
         o Continue staff in the use of new technology sys terns.

      Continue evaluation efforts and report progress as needed.

Year Three
     Assess und implement new strategies to recruit, place, retain, and evaluate staff
        o Partner with MI7 to explore and implement strategies such as offering teache~s         merit
            opportunities for professional improvement coupled with positions of leadership w i t h
            the school and pairing new teachers with a mentor and implementing the Teachers
            Assistance Program with reachers who perf-         at the basic level on the previous year's
            performance evaluation.
        o Offer fmancial incentives, increased opportunities for promotion and career growth, and
            more flexible work conditions.
        0 Provide additional compensation to attract and retain staff with the skills necessary to
            mcet the needs of the students in a transformation school.
         o h t i h l t e a system for measuring changes in insiructional practices resulting horn
             professional development.
         o Ensure that the school is not required to accept a teacher without the mutual consci~t
                                                                                                of
           the teacher and principal, regardless of the teacher's seniority.
         o Use rigorous, transparent, and equitable evaluation systems for teachers and principals
           that: (a) take into account data on student growth as a significant factor as wen as other
             factors, such as multiyle obsmation-based assessments of perfonname and ongoing
             collections of professional practice reflective of student achievement and increased high
             school graduation rates; and (b) are dwigned and developed with teacher and principal
             involvement.

     Assess and continue srudent recmitnzenr and &ansition plan.
        o Continue student recruitment process; involve new staff.
         o Assess and update student recruitment and application plans.
         o Assess and update student intake assessment system and requirements,
         o Improve student Warisition from middle to high school through summer transition
             programs or freshman academies.
         o Begin student recnlitment process for next year.
         o Plan and conduct new student orientation.

     Provide sta# development and in-school supporr through resource teachers to enable reachers IU
     deliver appropriate curriculum and teaching and learning classroom strategies.
         o Provide additional supports and professiarlal development to teachers and principals in
             order to implement effective strategies to sqport students with disabilities in the least
             restrictivt: environment and to ensure that limited English proficient students acquire
             language skills to master academic content.
         o Participate i school-wide coaching and other professional development by project
                           n
             partners in topics that include lesson planning, portfolio development, literacy and
                                                  39
              numeracy across the curriculum, and developing professional learning communities to
              look at stud~nt work.
            o Participate in webinars with other AHSZ sites (as relevant) to share promising practices.
            o Re~dvctra;ninginuseofprop.am        tools and materials.
            o Assess and continue professional development activities for faculty, including summer
                   staff development pro gram.
             o     Send school teams to attend relevant haining institufes for program models.

   a   Provide appropriate social-emotional and community-oriented services and supports for
       s t ude ri ts.
             o Assess and continue strategies that encourage good attendance, change and modjfl
               student behavior to reduce violence, vandalism, and substance abuse.
             o Assess and continue programs that promote heakh and welhess.
             o Provide comprehensive guidance and support services.
             o Provide opportunities for individualized or group counseling; student-family advisory
               models; student leadership activities; peer to peer and adult mentoring programs;
               behavior modification interventions; character education programs; school-vride meetings
               and events focused on building and understanding and appreciation for different cultures;
               meaningful opportunities for family engagement; and school-wide rituals, celebrations,
               and gatherings that reinforce community spirit and cohesion.

       Engage parents nnd cornmuni@ stakeholders in meanin&/          ways.
             o Engage parents i planning, coaching, and assessing of thnr student's work and I d g .
                                n
             o Inspire key stakehoIders through marketing,Tl? to contribute to the sustainability of the
               schools.
             o Identify industry, community, and postsecondary learning resources that can be used to
               provide learning opportunities and learning environments for students.
             o Develop and utilize advisory models to enhance the student-family-schoolconnection.

       IJse appropriate technology and data-management systems.
           o Continue use of appropriate data management systems.
             o Continue staff in the use of new technology systems.

       Continue evaEuation ef0rt.s and report progress a s needed.

Promoting the Continuous Use of Student Data
The Newark Public Schools' five-year strategrc plan, Great Expecrutiorw 2009-13 S~ratcgtc         Pion,
incJudes the priority of improving our educational practice by creating an accountability system that
promotes data-informed, effective, and efficient manageme111 and opcrations. We will use data to inform
decision-makmg at every level in support of the district s t r a t e ~ c
                                                                       priorities including buildmg a data
warehouse and training staff in haw to use information to bettcr understand when and why students fall
                                                                  1
off back and pinpoint t h e most cost-effective interventions. M school-based instructional staff will be
trained to analyze and apply data to effectively inform formative, interirn,and summative instructional
decision-making.
Conclusions
Newark's OAE is eager lo build on our successful partnashp with AHSI and our implementation of
p r o ~ s i n g alternative education strategies. Howem, we recognize the need for substantially more
              new
resources and support to fully transform Newark's alternative education programs into evidence-based,
student-centered models. Converting Renaissance Academy with the use of a comprehensive Restart
Model will enhance our strengths and address our areas of need. The proposed activities will allow us to
better serve our vulnerable student population and realize our goals of decreasing dropout rates within
the city of Newark; increasing basic slulls and academic achievement; and preparing students to actively
engage i our communi~ valued contributors to our shared growth and productivity.
           n               as
                                                     Form S-8
Date: April 29,2010

                   GOALS, OBJECTIVES AND WTCATORS (20 points)
LEA : Newark Public Schools                           Name of School: Renaissance Academy

S-8: Goals, Objectives, and Indicators

Renaissance Academy has identi fied seven key goals that fall into the three domain areas explored
within the Needs Assessment:

School Academic Performance:
       Goal A: To improve students' academic achievement in ldnguage arts and literacy and
       mathematics
       Goal B: To implement and institutionalize the use of a rigorous, competency-based, standards
       aligned curriculum i all classrooms
                           n
       Goal C: To implement and instittrtionalize the use of rigorous, competency-based, standards
       aligned instructional practices in all classrooms
       Goal D.To implement authentic assessments which are competency-based and standards-aligned
       in all classrooms

School Learning Environment:
        Goal E. To improve students' patterns of behavior, including school allendance
        Goal F. To buiId and develop positive reIationships w t i a supportive school stntcture
                                                             ihn

School Leadership and Governance:
       Goal G. To build f i e capaciry of NPS,school administrators, and staff to lead school change
       initiatives

Specific objectives and performance indicators that are associated with accomplishing each of the goals
of this initiative are as follows:   .




Year 1
Guai A: To improve students ' academic achievement in language arts and literacy and marhematics
&ective Al: Students will demonstrate improved school-based academic performance in language arts
and literacy and mathematics
        Indicator A1 a. 80% of students demonstrate annual literacy gains of at least 1 grade equivalent
        Indicator Alb. EO%ofstudents demonstrate annualmathgains ofailcast 1 gradeequivalcnt

Obiective @: Students will demonstrate improved performance on state standardized tests of language
arts and literacy and mathematics
        indicator A2a. 35% of students taking HSPA Language Arts 1 will demonstrate proficiency
    r   Indicator Mb. 25% of students t h g HSPA Mathematics2 wiI1 demonstrate proficiency
        hdicato~A2~.35%0fstudents      takingNJASK8 Language -Arts3 willdmons~ateproficiency
        Indicator A2d. 25% of students taking NJASK8 Mathematics4 will demonstrate proficiency

Goal B: To implement and institutiornalize the use o a rigorous, cumpetency-based, standards aligned
                                                      f
curriculum in all classrooms
Obi cctivc B 1 : All classrooms will demonstrate progress toward the effective use of a rigorous,
competency-b ased, standards-aligned curriculum
        hdicator B la. 60%of classrooms utilize a rigorous, competency-based, and standards-aligned
        framework for student learning
        Indicator B lb. 60% of the classrooms utilize resources and materiaIs that support student-
        ccntered lcarning
        Indicator B lc. 50% of students axe involved i activities to foster post-secondary education and
                                                      n
        career awareness, exploration, and experiences

Goal C To implement and instifufion atize the use o rigorous, competency-based, standards aligned
       :                                           f
insiructiunal pracfices in all classrooms
Obiectivea: All classrooms will demonstrate progress toward the effective use of rigorous,
competenty-based, standards-aligned instructional practices
      hdicator Cla. 60% of classrooms demonstrate competency-based and star~dardsaligned
      instructional practices
      Indicator C lb. G O n ! of teachers demonstrate student-centered instnzctional practices
      Indicator C Ic. 60% of class~ooms     demonstrate engaging and rigorous instruction

Goal D: To implement and institutionalize the use of authentic assessments that are competency-
based and sranrbards aligned in all classrooms
O b m e Dl; All classrooms will demonskate progress toward the effective use of authentic
assessments that are competency-based and standards-aligned
       Indicator Dl a. 60% of the classrooms utilize competency-based and standards-ali gned
        assessments
        Indicator Dlb. 60% of classes create authentic products and performances that allow students fo
        show what they knu w
        Indicator D lc. 60% of classes are evaluated monthly either formatively and sumrnativzly

Objective D2; All classrooms will demonstrate progress toward the effective development of student
portfolios
        Indicator D2a. GO% of students complete portfolios in all classes that demonstrate understanhg
        of state prioritized standards and program competencies
 Of ttie 65 eighth grade students taldng the 2008-09 NJASK8 for Language Arts, only 20% were found to be prujicie,zt,
whle 80% scored only pam~alZypro$ci~nt.
 Scnres were not reported for the NJASK8 Math assessment for 2008-09 or 2007-08.
 Of the 74 h g h school students t i i h g the 2008-09 HSPA for Language Arts, only 23% were found to be proficient, whiIe
77% scored only partially profc~ent.
 Scnres were not reported for the Math assessment for 2008-09. Ofthe 98 students taldng the 2007-08 HSPA for Math, only
15.3% were found to be proficient, w h l e 84.7% scored only parriallv profictent.
                                                           43
Goal E. To improve sfudents'patterns o behavior, in eluding school attendance
                                         f
Objective El: Students will demonstrate improvements in behavior as indicated by school discipline
records
        Indicator Ela. School discipline referrals will d~crease 10 percentage points from previous
                                                               by
        Year

Objective E2.Students will demonstrate improved daily attendance rates
       Indicator E2a. Avmnge daily attendance rates indicate 15% annual increase to reach target level
       of 90% i the third year
               n

Goal F. To build and develop positive rela tionsh @s within a suppoHive school strwcfure.
Ohiective F1. Families will become more engaged in their students' education
       hdicator Fla. 50% of enrolled students have one or more parents, family members, or caregivers
       who agree that the scbool regularly engages parents, families, and caregvers i ways that
                                                                                     n
       support students' academic and social. success

Obiective FZ. Faculty and students will become morc mgaged and committed to the success of the
school community
       hdicator F2a. 50% of the entire faculty agree that they are involved i a professional learning
                                                                             n
       community that builds collegiality and increases srudent achievement
       Indicator I3b. 50% of the students agtee that the school connects to the community in ways that
       both benefit the students and benefit the wider community

         .
Goal G To build the capaciq a NPS,school udministmufurs,and stafllo lead school change
                                   f
irritialives
Obiectivea. NPS and school principals will demomtrak the knowledge and skills to effectively lead
restructuring efforts and address the needs of the alternative education student population
         hdicator Cila. An effective govcttlance sbucture will be evident at each school, including
         operation by a highly-qualifiedEM0
         Indicator Glb. Principals will participate in all state capacity-building activities
         hdicator G l c . Principals and their adminisbative teams will shape each school's environment
         and ensurc that it is safe and con d ~ ~ c i v eleaming
                                                      to

Objective G2. Staff will demonstrate the lmowledge and skills to effkctively meet the needs of all
students within a reshctured school setting.
       Indicator G2a. All staff are highly qualified and committed to h l l y implementing instructiona1
       best practices.

Year 2
Coal A: To improve students' academic 'cchimementi Zunguage aris and Ziteraq un d mathematics
                                                       n
Obie~tive : Students will demonstrate improved school-based academic performance in language a r t s
           A1
and literacy and mathematics
        Indicator A1 a. 80% of students demonstrate annual Liferacy gains of at least 1 grade equivalent
        hdicator Alb. 80% of students demonstrate annual math gains of at least 1 grade equivalent
Obiective A2: Students will demonstrate improved performance on state standardized tests of language
arts and literacy and mathematics
        Indicator A2a. 45% of students t h g HSPA Language Arts5 will demonstrate proficiency
        I d c a t o r A2b. 35% of students taking HSPA Mathematics6 will demonstrate proficiency
        Indicator A2c. 45% of students t h g NJASK8 Tanguage Arts7 wiII demonstrate proficiency
        Indicator A2d. 35% of students taking NJASKB Mathematics8 will demonstrate proficiency

Goal B: To implement an d institutionalize the use of a rigorous, cornpetency-based, standards alighed
curriculum in ail classrooms
Obiective B1: All classrooms will demonstrate progress toward the effective use of a rigorous,
competency-based, standards-alignedcurriculum
       hdicator B l a . 7.5% of classrooms utilize a rigorous, competency-based, and standards-aligned
       framework for student leaming
       Indicator I3lb. 75% of the classrooms utilize resources and materials that support student-
       centered learning
       Indcator B 1c. 70% of students arc involved in activities to foster post-secondary education and
       career awareness, exploration, and experiences

Goal C: To implement and insf itutionalize the use of rigorous, competency-based, standards aligned
iplstructional practices iti all c!assrooms
Obiective C1: All classrooms mi11 demonstrate progress toward the effective use of rigorous,
competency-based, standards-aligned instructional practices
        Indicator Cla. 75% ofclassroomsdemonstra~ecompetency-basedmdstandards           aligned
        instructional practices
        Indicator C 1b. 75% of teachers demonsbate student-centered instructional practices
        Indicator Ct c. 75% of classrooms demonstrate engaging and rigorous instruction

Goal D: To implem ~ nand institutionalize the use o authentic assessments that are competeH cy-
                          f                         f
based a d standards aligned in all classrcloms
Olective D 1 : AII classrooms will demonstrate progress toward the effective use ofauthentic
assessments that are competency-based and srandarrls-aligned
       Indjcatw Dl a. 75% of the classrooms utilize competency-based and standards-aligned
        assessments
        hdicator Dlb. 75% of classes create authentic products and performances that allow students to
        show what they h o w
        lndicator D I c. 75% of classes are evaluated monthly either formatively and summatively

Obiective D2: All classrooms will demonstrate progress toward the effective development of student
portfolios
5
  Of the 65 eighth grade students taldng the 2008-09NJASKS for Language Arts, only 20% were found to beproficien~,
whde 80% scored only parriully proficient.
6
  Scores were not reported for the NJASKB Math assessment f r 2008-09 or 2207-08.
                                                             o
' Of the 74 high school students taking the 200R-09HSPA for Language Arts, ody 23?L were found to be proficient, whle
             only
77% scor~d partially proficient.
a Scores were not reported for h e Matb assessment for 2008-09.Of the 98 shldents tdmg the 2007-08 HSPA for Math, only
15.3% were found to be proficient, whle 34.7% scored odypartially proficient.
                                                         45
        Indicator D2a. 60% of students complete portfolios in all classes that demonstrate understanding
        of state prioritized standards and program competencies

Goal E: To improve students ' p aflerns of behavior, including school aitendance
Objective El:Students will demonshate improvements in behavior as indicated by school discipline
reco~ds
       Indicator El a. School discipline referrals will decrease by 10 percentage points from previous
       Year

Obi ective E2. Students will demonstrate improved daily attendance rates
        Indicator E2a. Average daily attendance rates indicate 15% annual increase to rcach target level
        of 90% in the third year

Goal F. To build and develop positive relationships within a suppom've school structura
Objective F1. Families will become more engaged in their students' education
       hdicator F 1 a. 60% of enrolled students have one or more parents, family members, or caregivers
       who agree that the school regularly engages parents, families, and caregivers in ways that
       support students' academic and social success

Objective F2. Faculty and students will become more engaged and committed to the success of tht;
school community
       Indicator F2a 60% of the entire faculty agree that they are involved in aprofessional learning
       community that builds collegiality and increases student achievement
       Indicator F2b. 60% of the students agree that the school connects to the community i ways that
                                                                                            n
       both benefit the students and benefit the wider community

Goal C, To build the capacity o NPS, school administrators, and staffto lead school change
                               f
initiatives
O b i e m . NPS and school principals will demonstrate the howledge and skills to effectively lead
restructuring efforts and address the needs of the alternative education student population
        Indicator Gl a. An effective governance structure will be evident at each school, including
        operation by a highly-qualified EM0
        Indicator G 1b. Principals will participate in all state capacity-building activities
        hdicator Gl c. Principals and their administrative teams will shape each school's environment
        and ensure that it is safe and conducive to learning

Year 3
Goal A: Xu improve students ' acudem ic achievement in language aris and literacy and mathematics
Obiective A1 : Students will demonstrate improved school-based academic performance in language arts
and literacy and mathematics
        Indicator A 1a. 80% of students demonstrate annual literacy gains of at least 1 grade equivalent
   I    Indicator A lb. 80% of students demonstrate annual math gains of at least 1 grade equivaIent

Obiective A2: Students will demonstrate improved performance on state standardized tests of language
arts and literacy and mathematics
        Indcator M a . 60% of studenrs taking HSPA Lauguagc Arts9 will demonstrate proficiency
        Indicator A2b. 45% of students taking HSPA Mathematics10 will demonstrate proficiency
        Indicator A2c. 60% of students taking NJASK8 Language Arts1 I will demonstrate proficiency
        Indicator A2d. 45% of students hkmg NJASK8 Mathematics12 will demonqtrate proficiency

Goal 3: To implement and irrstitutionulizethe use o a rigorous, cumpefc~ccy-based,
                                                      f                                 standards aligned
curriculum in all c l a s ~ r o ~ m s
Obiective BI : -411classrooms wiIi demonstrate progress toward the effective use of a rigorous,
competency-based, standards-a1j gned curriculum
       Indicator B l a. 90% of classrooms utilize a rigorous, competency-based, and standards-aIigned
       framework for student learning
       Indicator B 1b. 90% of the classrooms utilize resources and materials that support student-
       centered learning
       Indicator B 1c. 95% of students are involved in activities to foster post-secondary education and
       career awarencss, exploration, and experiences

Goal C Tu implement and institutionalize the use of rigorous, competency-based, standards aligned
      :
instructional practices in all cIassrooms
Objective C1: All classrooms will demonstrate propess toward the effective use of rigorous,
competent y-based, standards-alignedinstructional practices
        Indicator C 1a. 90% of classrooms demonstrate competency-based and standards aligned
        instructional practices
        Indicator C I b. 90% of teachcrs demonsbate student-centered inshictional practices
        Indicator Clc. 90%ofclassroomsdemons~ate       engaging andrigorous instruction

Goal D: To implement and instiiutionalizc the use of authentic assessments that are cornpeteney-
based and standards aligned in all classroums
Objective Dl: All classrooms will demonstrate progress toward the effective use of authentic
assessments that are competency-based and standards-aligned
       Indicator Dla. 90% of the classrooms 11tiIiz.ecompetency-based and standards-aligned
       assessments
       Indicator Dlb. 90% of classes create authentic products and performances that allow students to
       show what they h o w
       Indicator Dl c. 90% of classes are evaluated monthly either formatively and summatively

Objective D2: All classrooms will demonstrate progess toward the effective development of student
portfolios
        h&cator D2a. 80% oC students completc portfolios in all classes that demonstmte understanding
        of st ate prioritized standards and program competencies

'Of the 65 eighth grade students t a h g the 2008-09 NJASK8 for Language Arts, o d y 20% were found to be profiient,
while 80% scored only partialIy proficient.
laScores were not repnrted for the NJASKS Math assessment for 2008-09or 2007-08.
'I Of t3e 74 hi& school students taking the 2008-09 HSPA for Language Arts, only 23% were found to be proficient, while
77% scored only partially proficient.
'' Scores were not rqnrted for the Math assessment for 2008-09. Of the 98 students taking the 2007-08 HSPA for Math, only
15 -3% were found to be proficient, whde 84.7% scored only partially projcienf,
                                                           47
                               '
Goal E. To improve siiid~ntspaittrns of behavior, includittg school ah*endunce
Obiective E l : Students will demonstrate improvements i behavior as indicated by school discipline
                                                          n
rw ords
    m  Indicator El a. School discipline referrals will decrease by 10 percentage points fmm previous
       Year
Obiective E3. Students will demonstrateimproved daily attendance rates
       Indicator E2a. Averagt: daily attendance rates indicate 15% annual increase to reach target level
       of 90% in the thud year

Goal F. To build and develop positive relationships wititin a supportive school structure
Objective F1. Families will become more engaged in their students' education
       Indicator Fl a. 75% of enrolled students have one or more parents, family members, or caregivers
       who agree that the school regularly engages parents, families, and caregivers i ways that
                                                                                      n
       support students' academic and social success

Obiectivc F2. Faculty and students will become more engaged and committed to t h e success of the
school community
       Indicator F2a. 75% of the entire faculty agree that they are involved i a professional learning
                                                                             n
       community that builds coIIegiaIity and increases student achievement
       indicator F2b. 75% of the sludeuts agrcc that the school connects to the community in ways thal
       both benefit the students and benefit the wider community
Coal G. To build the capacity o NPS,school administrators, and siaflio lead school change
                                  f
initiah'ves
- ectivo GI.NPS and school principals will demonstrate the howledge and skills to effectively lead
Obi
restructuring efforts and address the needs of the altemitivc education student population
        Indicator G l a. An effective governance structure will be evident at each school, including
        operation by a highly-qualified EM0
        Indicator G 117. Principals will participate In all state capacity-building activities
       Indicator Glc. Principals and their administrative teams will shape each school's environment
       and cnsurc that it is safe and cnnducive to learning
                                                               Form S-9
    Date: April 29, 2010
                                                ANNUAL STUDENT TARGETS (10 Points)

    LEA : Newark Public Schools                                          Name of School: Renaissance Academy




    Total Students               % Proficient       23.0   30.7   42.3     61.5        % Proficient       TBD   --
    Students with Disabilities
                                                                                                      1
    Limited English Proficient
    Students
-

    White
    Afncan-American              % Proficient       15.1   23.6   36.3     57.5    '   % Proficient       mn
                                                                                                          -

    AsianIPacific Islander
                                                                            -
    American IndiadNative
I   Atlietican
                                                           -
                                                           -

    Hispanic                     % Proficient       38.5   44.6   53.8     69.2        % Proficient       TBD
                                                                                   -

    Others
    Economcally Disadvantaged    % Proficient       16.0   24.4   37       58.0        % Proficient       TBD
    Date: A~ri1
              29,2010

                                                            ANNUAL STUDENT TARGETS
    LE.4 : Newark Public Schools                                        Name of School: Renaissance Academy




(       For Each Grade Span:     1
                                 I
                                 1
                                     To BeDetcrmined*
                                                        I 1 Bascline Target
                                                                              1       I I Iarret     i Algebra
                                                                                                      n
                                                                                                                    (
                                                                                                 End-of-Course Exam Bascline
                                                                                                                    I


/ Total Studmta                                                                                 ( % Passing
    Students with Disabilities
    Limited English Proficient
    Students
    White
                                                                                                                   ---

( Ahcan-American                 I                      1           1         1       1         I                   I          I   1   I   1
( As Wflacific Islander          1                      1           I         1       1         I                   I          I   I   1   1
    American Indian/Nat~ve
    American
    Hispanic
                                                                              --
    Orhers
                                                                         -
                                                                        - -
    Economically Disadvantaged
    *The district is examining appropriate alternative assessment in ELA for hgh school.
                                                                                               Form S-10
    Date: April 29, 2010
                                                                        PROJECT ACTIVTTY PLAN (Year I)
    LEA : Newark Public Schools                                                                             Name of School: Renaissance Academy


    MEASURABLE GOAL: Goal A. To improve studetsts' academic achkvemeni in ltznguage arfs and liieraq und mathematics
    OBJECTIVE: Obiective A1 : Students will demonstrate improved school-based academic performance in language arts and literacy and mathematics
    STXWTEGYIPROGRAM: Data-dnven analysis and instruction

I                                                    Person(s) ResponsibIe                                                                                          Report Period
               Specific Actions                         for Conducting         Resources                                Documentation/Evidencel                #I        #2   #3    #4
                                                        ActivitylOthers                                                   Indicators of Success
                                                           ~nvblved                                                                                        L

    1 . Assess needs of alternative education        ~              ~{saha d
                                                             ~ semices     huthentic
                                                                                   ~     ~                   Indicator A1 a. 80% of students demonstrate
                                                                                                                 i      ~                                      X     1
I   students and develop multiple pathways o r
    swalegies to address +.ern
                                                       Wute, Roger Leon)
                                                      Lnnovation and Change
                                                                           assessments,
                                                                                    including portfolios;
                                                                                                             annual literacy gains of at least I grade
                                                                                                             equivalent
    2. Hire new teacher6 (3) and Reading
    Specialists (3) who demonstrate the
                                                          (Daniel Gohl)             rllagnostic and
                                                                                    summative                                                                        I
                                                      OAE (Vincent Mays)            assessments,             Indicator Alb. 80% of students demonstrate
    howledge, skills, and commitments
    necessary for improving students'                  Principals; Promam     (ine[udulgpnand.               mualrnathgainsofatleastlgradeequivalent
                                                             -   -     -                         .
                                                                                     tests ; allthentic
1 academic achievement                               coOrdinat ors; classroom
1   3. Idmo.fy profe3en.l dcvelopnvnt n c d r
    of content area teachers in using data-
                                                             teachers           and reliable
                                                                                formative
                                                                                assessments t o
    driven analysis and msimction                                                   gauge student
                                                                                    progress hwards
    4. Provide embedded pmfessional                                                 mastery of key
    development to enhance teachas' ability to                                      content and skills;
    use data to d o r m students' acadermu
    performance and decrease student                                                performance-based
    achievement gaps by differm.tiating                                             system including
    instructional practices to meet students'                                       interactive web-
    indlvidud needs.                                                                based software as
                                                                                    appropriate
    5. Implement a writing program at alI
    grades across the content areas using the
    Ncw Jersey DOE writing rukricz
                                                 1


    6.tmplcmen: longer school day schedule                                      I
                                                                                                  Form S-10


                                                                              PROJECT ACTIVITY PLAN wear 1)
    LEA       ;    Newark Public Schools                                                                   Name of School; Renaissance Acadernv
    M E A S W L E COAL: Coal A: To improve students' academic achievemarrr in Ianguage arts and literacy and mathem alics
    OBJECTIVE: Obiectiver A2: Students will demonstrate improved performance on state standxdized tests o f lu~lguage and litcracy and mathematics
                                                                                                                     arts
    STRATEGYA'ROGRAM: S t a n d a b e d testing
                                                           -

                                                           Person(s) Responsible                                                                                           Report Period
                   Specific Actions                             for Conducting            Resources                          Documentatio~videnc    J
                                                                                                                                                                      #1        #2   #3    #4
                                                               ActivityIOthers                                                Indicators of Success
1   1. h s e s s nceds or alternative education sn~dents
                                                                   Involved
    and devtlo? mult~plc
                       pathways of srarepes to
                                                           Acadcmic Services (Sadia   Authentic                  Inchcator A2a. 35% of students taking HSPA           X              X
    adbess them                                                White, Roger Leon)     assessments,               Language A r t s will demonstrate pro ficicn~
                                                                                                                                                             y
                                                                                  including portfoli 0s;
                                                            Innovation and Chnnge
    2. Hire new teachers (3) and Reading ~~ecialistrj                             diagnostic and
    (3 1 who demonstrate the IuowIedge, skills, and
                                                                 (DanjeI Gohl]
                                                                                  sumnative
                                                                                                                 Indicator A2b. 25% of students taking HSPA
    cormilments necessary for improving students'                  Vincent M ~ ~assessmGnk,
                                                                                     ~ )                         Mathematics will demonstrate proficiency             X
    academic echiwement
                                                                                  inc'ufig P and
                                                                                            I'
    3 identify procsrrional develop-(   needs of-
    content area teachws in using datadriven
    analysir; ~   n imtru:tion
                    d

    4. Provideembeddcd pmfessrmal development
                                                              Principals; Program
                                                           ,-oardinatan; ~h~~~~~ 'P rests; :a*entitic
                                                                    teachers
                                                                                  O
                                                                                  and reliable
                                                                                  formative
                                                                                  assessments to
                                                                                  gauge student
                                                                                                             1 Indicator A2c. 35%   of students laking NJMK&
                                                                                                                 Language Arts will demonstrate proficiency

                                                                                                                 Indicator AZd. 25% of students taking NJASKB
                                                                                                                                                                      X
                                                                                                                                                                            I
    to enhurn;e trachcn' ability to use dam to inform
    students' academic performance and decremsc                                   progress tu war&               Mathematics will demonstrate proficiency
    student achievement gaps by differentiating                                   mastery of key
    in$truc4malpmbr.ccs to m a t studcnts'
    isdividua! needs.
                                                                                  content and skilln;
                                                                                                                                                                 I
    s Implement a wnttngproprn at all g i a k
    across the conmt areas uslng the Yew Jersey
                                                                                      the purtf~liosystem;
                                                                                      ped~rman~e-bared       I                                                   I         X     X    x    x
    DOE writing rubrics

    6 lmpltmmt longw schoal day schedule
                                                                                      system h h d i n g
                                                                                      interactive web-
                                                                                      based soitware as
                                                                                                             I                                                   I
                                                                                                                                                                 I         X     X   X     X
    7. Implement activ~ties prepare student^ fm
                            ihat
    s;andardized testi2g and cncourag: strong study
                                                                                      appropriate
                                                                                                                                                                 Ij        X X x X
    and test-&aking habits
                                                                   i
                                                                                                      Form S-10
                                                                                   PROJECT ACTNITY PLAN (Year 1 )
LEA : Newark Public Schools                                                                                       Name of School: Renaissance Academy
MEASURABLE GOAL : Goal B: To implement and institutionalize the use of a rigororrs, competency-based, standards aligned curricuIum in all classrooms
OBJECTIVE:Obiective B 1: ,411 classmoms will demonstrale progress toward the effective use uf a rigorous, competency-based, standards-aligned curriculum
STRATEGYCPROGRAM:Curriculum

                                                                  Pers~n(s)Responsible                                                                                             Report Period
               Specific Actinns                                      for Conducting     Resources                                 Documentatio~videncel                       #1     #2    #3      #4
                                                                    ActivltyIOthers                                                Indicators of Succcss
                                                                        Involved       -                                                                                            -
1. Evaluate course offerings to ensure they xe
aligned wt current postlrcmnday expecwions
         ih                                                   Academic Senices (Sadia       Classrclom                Indicator B 1a. 60% of classrooms utilize a             X            x
                                                                m t e , Roger Lean)         obgervadons; review       rigorous, competency-based, and standards-
2 . lmplemrnt Curti~uluu
                       Spires across gmdm levele
                                                                                            of lesson plans;                                                                  X       X    X
3. h c o p m t c state smdmh mdstatPldumct                        Innovation and Change                               aligned framework for student learning
req~irernents   into all p r o m ma:trials                            (Daniel Gohl)         student surveys                                                                   X       X    X
1.Develop intcrdiscip;inaryunits h a t engage
student3 in hands-on l m i n g
                                                                   OAE (Vincent Mays)                                 Micator Bib. 60% of the classrooms utilize
                                                                                                                      resources and materials that support student-
                                                                                                                                                                          (   X
4. Conduct periodic reviews to ensure that the
curriculum is being implcmmkd r n f i~ e h ~ia
                                       d     ,
                                                                    PrincipaIs; Program
                                                                  Coordinators; Classroom
                                                                          teachers
                                                                                                                      centered learning                                   Ix               X
having the intended impact on sndent achievement,
and is modjnrd i r i n c f i c ~ i v c                                                                                Indicator Bl c, 50% of students are involved in
6. Provide s t a f f d e v e l o ~and in-school ~ p u p p ~ ~ t
                                  t                                                                               I   activities to foster post-secondary education and
                                                                                                                                                                              X      X     X       X
thmrleh resodtce teachers to mable teachera tm
de:iver appropriate curriculum and teaching and
                                                                                                                      career awareness, exploration, and experiences
learning c I w o m shatcgirs

'7. lrnplement activilics t fwstcr pwt+ecpnciary

expwiences
                          a
education and c a r e r awareness, ckploratim, and
                                                                                                                                                                          lXXxX
8. Hire Iobllnmhip Spectalist (1)
                                                                                                                                                                              x
9. Provide opparhmtk for stu&!nrs to rake oc-
carnpus wllcge ~ o u s c a c r d t &for student
                         for                                                                                                                                                  X       X    X       X
involvernmi in internship ~d oher wok-reIated
expetiences

                              field tnps
10. Coordinate cumculurn~ligned
                                                                                                                  I                                                           X      X     X       X
                                                                                          Form S-10
                                                                        PROJECT ACTIVITY PLAY (Year 1)
 LEA : Newark Public Schools                                                                       Name of School: Renaissance Academy
 MEASURABLE GOAL: Goal C; To implement and instdutionalize the use of rigorous, comp eferrcy-based, standards aligned insrructional practices   in all classroums
 UBJECTNE: Obiective C1: All classrooms will demonstrate progress toward the effective use of rigorou, competency-based, standards-alignedinsbctional practices
 STRATEGYIPRQGRAM: Instructionalpracdces

                                                   Person($) Responsible          I                                                                          Report Period
             Specific Actions                         for Conductiag                  Resources                DocumentatioalEvidencd                   #1     #Z    #3      #4
                                                      Activity10thers                                            Indicators of Success
                                                         Involved
 I.Provide resources, materials, and all           Academic Services (Sadia Classroom               Indicator C l a. 60% of c~assrooms
                                                                                                                                     demonstrate        x       X     X      X
 necessary supp,ies to support student-               White, Roger L o n )  observations; review
 centered learning to a11classroom teachers
                                                                                                    competency-based and standards aligned
                                                                            o f lesson p l m ;      instructional pra~tices
                                                    Innovation and Change
 2.Provide stafTdeveloprnent md A-school                (Daniel Gohl)
                                                                            student surveys                                                             X       X IX         X
 support through resame teachers to enable
 teachers to deliver appropriate
 competency-based w d standards-aligned
 instructional sbategjes that are customized
                                                     OAE (Vincent Mays)
                                                     Principals; Program
                                                                                                    Indicator C 1b. 60% of tcachers demonstrate
                                                                                                    student-centered instructional practices                 10
                                                                                                                                                              I
                                                   c O o r d ~ t o r sClassroom
                                                                      ;
 to their needs and based on the                             teachers                               Indicator C 1c. 60% of classrooms demonstrate
 p e r f o m c e o their students
                 f
                                                                                                    engaging and rigurous instruction                   X       X    X       X
 3 . Tr& adrninismtors anrl teachers how to
 analyze student performance data,
 LncIudmg born the new intmm
                                               i
 assessments, and u6t the infumratiun to
 strengthen insbuction
                                                                                                                                                    I
 4. Send school teams to attend relevant
 aainlng institutes for program models                                                                                                              / X         X    X       X
 5 . Ensure access to equipment and
 technology n e c e s s q for effective
mction
                                                                                          Form S-10
                                                                       PROJECT ACTNITY PLAN (Year 1)
    LEA : Newark Public Schools                                                                        Name of School: Renaissance Academy
    MEASURABLE GOAL: Goal D: To implement and institutionalize the use of auth en tic assessments that are competency-based and standards
    aligned in all classrooms
    OBJECTIVE: Obiective D 1: All classrooms will demonstrate progress toward the effective use of authentic assessments that are compelency-based
    and st andards-aligned
    STR4TEGYfPROGRAM: Authentic assessrrient

                                                  Person(s) Responsible                                                                                                Report Period
                   Specific Actions                  for Conducting                 Resources                            Documentation/Evidencei                  #I     #2    #3      #4
                                                     ActivitylOtbers                                                       Indicators of Success

    l . Provtde embedded professional
                                                        Invoived                                                                                              -
                                                  Academc Services (Sadia       Review of                  Zridicator I 1a. 60% of t h e classronms utilize
                                                                                                                      3                                           X       X    X       X
    development to enhance teachers' ability to     mfe, Roger                  classroom
    decrease student achievement gaps by                                                                   competencqt-baseda n d standards-aligned
                                                                                assessment practices       assessmenls
    utilizing authentic assessments to assess      hnovation and Change
    md meet students' individual needs.                                                   rurvcyr
                                                       (Daniel Gohl)
    2. Pmvide embedded professional                OAE (Vincent Mays)                                      Indicator U 1b. 60% of classes creatc authentic        X       X     X
                                                                                                                                                                                       XI
    development to enhnnce teachera' abdity 10
    use authentic assessments, including
                                                    pnnc,pals; PmgMl        1                              products and performances that nllow students to
                                                                                                           show what they know
                                                  Coordmators; Classmom                                ,



I                                                        teachcrs                                                                                             1
    +6oiiofnop
    3. Prov~deembedded professional
    development to train Caculty in [he use of
                                                                                                           Indicator Dlc. 60% of classes are evaluated        /
                                                                                                           monthly either formatively and sununatively
    diagnostic and summative assessments,
    including pre and post tests: authentic and
    rehable formative assessments to gauge
    student progress towards mastery o f key
                                                                                                                                                                                            I
    content and sl;ills; pertumrancc-based
    system including interactive web-based
    sobarc       as appropriate.
                                                                                                                                                                                            I
                                                                                    Form S-10

                                                                PROJECT ACTIVITY PLAN (Year 1)
LEA : Newark Public Schools                                                                      Name of School: Renaissance Academy

MEhSURABLE GOAL: Goal D: To implement and instittitionalize the use o authentic assessments that are competenq-based and standards
                                                                         f
aligned ifi all classrooms
OBJECTIVE: Ohiective D2: AII classrooms will demonstrate progress toward the effective development of student portfolios
STRATEGYIPROGRAM: Assessments; portfolios



i
                                                                                                                                                          Report Period
                                              Person($)Responsible
          Specific Actions                                                    Resources                       Documentatio~videncd                   #1     #2    #3      #4
                                                 for Conducting
                                                                                                               Indicators of Success
                                                 Activity/Others
                                          I          ~nvbhed
I. Review and evaluate teacher records                                                            Indicator D2a. 50% of students complete
of student portfolio completion.          I AcademicRoger Leon) 1 Review of
                                              White,
                                                     Services(Sadia
                                                                    clarsraom                     portfolios in all classes that demonstrate
                                               Innova tion and Change     assessment practices    understanding of state prioritized standards and
2. Review and evaluate classroom                                          and tools; surveys
assessment practices and tools.                                                                   program competencies
                                               OAE (Vincent Mays)
3. InrpIement student surveys to assess
                                                Principals; P r o m
cffectiveilcss of portfolio system
                                              Coordinators; Classrvorrl
                                                                                                     Form S-10

                                                                              PROJECT A C T M T Y PLAN V c n r 1)
     LEA : Newark Public Schools                                                                           Name o School: Renaissance Academy
                                                                                                                 f
     MEASURABLE GOAL: Goal E. To improve students ' pafter~sf behavior, including school atfendunce
                                                                   o
     OBJEC'ITVF: Objective El: Students will demuilslrate improverncnts in behavior as mdicated by scbool discipline records.
     STRATEGYIPROGRAM: Attendance and behavior

                                                             Person(s) Responsible             Resources                                                           Report Period
                   Specific Actions                                                                                      DocumentationlE~   idencel
                                                                for Conducting                                             Indicators of Success              #I      #2   #3      #4
I
     1. Assess c u m t supporl services o f f ~ e d
                                                  to                                                        Indicator El a. School disciphne referrals will    X           lx\
     OAE studenb; idennfy gaps
                                                         1     principals; Program         records          decrease by 10 percentage points born previous     X
I1   2 . Identify psmers as ntcded to provide serv~ces                                 '




I
     to students, engage hem in the process

     3 . hplemmt stmlegies that encourage good
     attendance, change and n o d i e student bdlaviur
                                                         I   Coordinators; CIassraom
                                                                 teachers; CST.        I
                                                                                                            year.

     to reduce violence, vandalism, and substmce
     abuse, snd promote healti and rvellness,
     inchding student incentrvm


1
I 4. Hue new Guidance Counstlhrs (2).Hire new
  Behawor Specialists (2)
     5 . Identify students in need of specif c
     inkmentions




I
     6.Identify. implement, and evaluate specific
     intvventions that have demonstrated
     effectiveness \nth slrmlar populabons
     7 , Provide proftssional develcqmcnt to staflmd
     adrmnistntorr that bettet assists them in
     supporting students' atttndwct, positive
     bekavior, conncztedncss to school
                                          and
     8.Provide parents with ~ n f m t i o n
     resrrurces to supprt student attendana: and
     positive behavior; cmdact monthly meetings
     wilh parents ofswdeno needing inler vmaiorr

     9. Providc appropriate social-micrional and
     cul~ununity-cricntd servtces and supports It>r
     students
                                                                                              Form S-10

                                                                         PROJECT ACTIVITY PLAN (Year 1)
    LEA : Newark Public Schools                                                                         Name of School: Renaissanc.~
                                                                                                                                   Academy
    MEASURABLE GOAL: Goal E. To improve studenis ' patterns of behavior, including schuol uttendance
    OBJECTIVE: Objective EZ.Students will demonstrate improved daily attendance rates
    STRATEGYCPROGRAM:Attendance and behavior

                  Specific Actions

    1 Assess cuncnl suppon semccs offend to
    OAE students, ident~fy
                         gaps
                                                        Pcnon(r) Respomible
                                                           for Conducting
                                                       ActivitvlOthers Involved
                                                         OAE (Vincent Mays)
                                                                                  1

                                                                                      School daily
                                                                                                        I
                                                                                                        I
                                                                                                                         Documentatio~Evidencd
                                                                                                                          Ir~dicators Success
                                                                                                                                    of
                                                                                                            Indicator E2a. Average daily attendance rates
                                                                                                            indicate 15% annual increase to reach target
                                                                                                                                                            I
                                                                                                                                                                $1

                                                                                                                                                                X
                                                                                                                                                                     Report Period
                                                                                                                                                                       #2    C
                                                                                                                                                                             f3

                                                                                                                                                                              X
                                                                                                                                                                                     #4
                                                                                                                                                                                          I
    2 Idtntlfy parhers reeded to provide services        P k i ~ a kP r o w
                                                                     ;                                                                                          X             X
    to stdens; engage them in the procws               Coordinators; Classroom        records;              level of 90% in the t k d year.
    3 . Irriplement strategies that encuulagc good         teachers; CST              cIassroom daily
    attendance; change and modify rtudml behavior
    to reduce violence, vandalism, and subs~ance
                                                                                      attendance
I   abuse; and y~vrrmtc   hcalth rmd weilness,
(   ~nclud~ng   studmtincmtivcs

    4 Ibre now Gutdance Cormlrelors (2) and new
    Behavior Specialist9 (2).
    5 . Idenufy students in need o f specific
    1nWdlhWS

                           and
    6.Identify, ~mplemcnt, evaluate speific
    intcwentions Lhaf have dcmomtrated
                   ih
    effectiveness wt similar populations
    7. Rovide pmfessiona)d r v c l q m t W staff and
                  that bctter =sink them in
    sd~tu~~islru~ra
    suppomng students' attendanct, posilive
    behavior, conncctednws to school
    8. Frovide patents WUI ~niorrmtion and
    resources to mppon student attendance and
    positive behsvlw; cmduct m l h l y meetings
    with parents of students ~~eeding
                                   iutervmtion


I   9. Provide appropriate social-emotional and
    ramunily-mmted $ma. supp*
    students
                      md                        fur
                                                                                          Form S-XO


                                                                 PROJECT ACTIVITY PLAN (Year 1)
T X A : w u b l i c Schools                                                                         Name of School: Renaissance Academy
MEASURABLE GOAL: Goal F. To build and develop positive relationships within a supportive school struclure.
OBJECTIVE: m       . will become more engaged in their students' education
                   Familics
STRATEGYRROGRAM:Farnily/schooVstudent connectedness
                                            -



          Specific Actions
                                                Person(s) Responsible
                                                   for Conducting
                                                                                   Resources                     Documentatio WEvidencel
                                                                                                                   Indicators of Success
                                                                                                                                                               #1
                                                                                                                                                                    1
                                                                                                                                                                    Report Periad
                                                                                                                                                                       #2   #3      #4
                                                   ActivitylOthers
                                                      InvoIved                                                                                             --
1. Engage parents i planning,
                   n                             OAE (Vincent Mays)           Studeht s w a y s ;    Indicator F l a . 50% of enrolled students have one       X       X     X      T:
coachg, and assessing of their                                                family surveys;        or more parents, family members, or caregivers
student's work and learning                       Principals; Program
                                                                              faculty s w e y s      who a g c c that the school regularly engages
                                                Coordinators; Classroom
2. Conduct school-wide celebrations                  teachers; CST                                   parents, families, and caregivers in ways that
              that
and gatheri~~gs rernforce the                                                                        support students' academic and social success.            X       X     X      X
community spirit and cohesion of the
school                                      I                             !
3. Inspire parents and key stakeholders
through marketin~TR contribute to
                         to                                                                                                                                    X       X     X      X
the sustainability of the schools

4. implement longer school day to
                                                                                                                                                           IX
                                                                                                                                                                       X     X ( X
                                                                                                                                                                                         I
utiIize advisory models to enhaace the
student-famdy-schoolconnection

5. Lmplernent a c t i ~ j l i c s cuhancc
                                 to
school learning envuitnmht and
school perccp tian i the community to
                       n                                                                                                                                   IX                       X~
ensure that schools are safe,
welconkg and that teachers are
                                                                                                                                                           I
responsive lu students' learning and
social-emotional needs.
                                                                                                                                                                                         J
                                                                            Form S-10
                                                          PROJECT ACTIVITY PLAN (Year 1)
LEA : Newark Public Schools                                                          Name of School: Renaismce Academy
MEAS URABLE GOAL: Goai F. To build and develop positive relafionsh@s within a supporrive school structure.
OBJECTIVE:Objective F2. Faculty and students will bccorne more engaged and committed to the success of the school community.
STRATEGYIPROGRAM: Family/school!community connectedness

                                         Person(s) Responsible                                                                                    Report Period
          Spccific Actions                  for Conductfmg            Resources                   DocumentationlEvideucd
                                                                                                    Indlcwtors of Success
                                                                                                                                          I
i
                                           ActivityfOthers
                                                                                                                                                    li2   #3      #4
                                              Tnvolved
 1. Provide staff ongoing, hi&+¶uality    OAE (Vincent Mays)       Sbdent surveys:    Indicator E2a. 50% of the entire faculty agret:         X      X     X      X
job-emhcdded prafessional                                          family surveys;    that they are involved in a professional learning
development that is aligned with the       Priucipals; Program
                                                                   faculty surveys    community that builds collegiality and irlcreascs
school's comprehensive instructional     Coor*inamrs; CLassr~orn
program and designed with schoul              teachers; CST                           student achievement.
staff to ensute that they are equipped
to cacititate effective teaclung and                                                  Indicator F2b. 50% of the students agree that the
learning and have the capacity to                                                     school connects to the community in ways tha
successfully implement school reform
strategies.                                                                           both benefit the students and benefit the wider
                                                                                      community
2 Conduct school-wide celebrations
and gatherings tbat reulforce the                                                                                                             x      x Ix         X
community spirit and cohesion of the
school
                                                                                                                                              -    -
                                                                                      Form S-10
                                                                   PROJECT ACTIVITY PLAN (Year I )
 LEA : Newark Public Schools                                                                   Name of School: Renaissance Academy
 MEASURABLE GOAL: Goal G. To build the capaciq of NPS, school admitaistra~ors, staff to lead school change iniliafives
                                                                                       and
 OBJECTIVE: Obiective G I . NPS and s ~ h o uprincipals will demonstrate the knowledge and skills to effectively Lead restructuring efforts and
                                                  l
 address the needs of the alternative education student population
 STRATEGYIPHOGRAM: School leadership

                                                                 Person(s)                                                                                 Reporl Period
                   Specific Actions                          Responsible for       Resources                L)ocumentatio~vidence/                  #1          #2   #3    #4
                                                               Conducting                                     Indicators of Success
                                                             ActivityiOthers

k1 . Hire new principal for each school
           -   -
                                                                 Involved
                                                             Academic Services
                                                               (Sadia White,       r-
                                                                                   Principal   hdicatorCi1a.Aneffectivegovcrnanccstructure
                                                                                   evaluations will be evident at each schooI, including
                                                                                                                                                       X
 2. Hire clerical staff to support principal and                Roger Leon)
 admmisbative team i leading school changes
                   n                                                                           operation by a highly-qualifi~d M 0
                                                                                                                                E
j intlativcs
 3- Engae in rigorous process to select EM0 for
                                                         1    Innovation and
                                                              Change (Dmcl
                                                                  Gohl)
                                                                                                Indicator G 1b. Principals will participate i all
                                                                                                state capacity-building activities
                                                                                                                                             n
                                                                                                                                                            1
 each schlsol                                                 OAE (Vincent                                                                             X
 4 Use rigorous, transparenl, and cquitablc
                                                         1        Mays)                        ' Indicator GI c. Principals and their adrninisbative
                                                                                                                                                            !


                                                                                                                                                            I
 evaluation systems for principals that: (a) take into       Principals; Program
                                                                Coordmtors;
                                                                                                 te~swills~r~papeeachschool'senvironmentand            x    I   x x x
 account data on student g r a d as a significant
 factor as well as other factors, such as multiple
                                                             Classroom teachers
                                                                                                 ensure that it is safe and conducive to learning
                                                                                                                                                            I
 observation-based assessments of performance and
 ongoing collections of p~ofessionalpractice
 reflective of student achievement and inueased high
 school graduation r a t e ; and (b) are designed and
 developed with teacher and principal involvement.

 5 . Emwe access to equipment and technology
 necessary for support adrmnistrators and staff to
 lead schuo1 change ktirtives.
                                                                                               Form S-10
                                                                             PROJECT ACTIVITY PLm (Year 1)
    LEA : Newark Public Schools                                                                        Name of ScbaaI: Renaissance Academy
    MEASURABLE GOAL: Goal G.To build the capacity ofprincipals and xtaflto lead school change initiatives
    OBJEC1'iVE;: Objective G2. Slaff will demonstrate the howledge and skills to effectively meet the needs of all students witbin a resmctured school setting.
    STRATEGY/PROGRAM : School leadership

                                                             Person(s) Responsible                                                                                Report Period
                  Specific Actions                                                         Resources                 DocumentationlE:videucd
                                                                 for Conducting                                        Indicators of Success                 #1     #2       #3   #4
                                                            A-IOthers      Involved
     1 E x p h c a n d implement stmbgies designed l
    recruit, plece, and retarn staff with the skills
    nectsary fa met h e nccds of the students in
                                                     o      Academic  services(sadia
                                                               White, Rage1 Leon)
                                                                                                        Indicator G2a. All staff are highly qualified and
                                                                                                        comrniiled to fully implementing instructional
                                                                                                                                                              X
                                                                                                                                                                         :'
                                                                                                                                                                          I
    the turnaround school

    2, Hire new staff ~ncludng:
                              classroom kachers
    13); Guidance Counselon (2); Reading
    Spec:alists (3); Dehavror Speaalistr (2); and
    Sobllntemship Specialist (1)

    3. Providt additional compensation to amact
                                                             Innovation and Change
                                                                 (Daniei Ghl)
                                                              DAE (Vincent Mays)
                                                              Principals; Program
                                                            Coordinators;
                                                                                                        best practices.

                                                                                                                                                            Ix' I        l
    and retain staff mth the sil necessary to meet
                              kls                                   teachers                                                                                  X      X ( X X
    the needs of the students i a ransfomtion
                               n
    school; inst~tutea system for rneasunng changes
    in irub-uctionalpactic~s  resulting from
    professional dwclopmcnt; and ensure that the
    schml knot required to accept a teacher withoul
    the mutual consent of the teacher and principal,
                                                                                       I
I   reflrdless of the teachtr's scr.iority.                                            I
    4. Use rigorous, Uansparent, and equitable
    evaluarion sptcmrr for teachers that: (a) moLnt                                                                                                           X      X
    for data on student growth aa a significant fac:or                                                                                                                       XIX
    as well as orher factmi; and &) art dtslgrred end
    developed with teacher and principal
    involvement

    5.Provi& slaff ongoing,hi&-quality job-                                            1                                                                      X      X       X    X
    embedded professional development t cnsurc
                                       o
    that staff arc equipped to facilitate effecnve
    teaching and learning and have the capacity to
                                                                                       I
    succtssfully i r n p l e m t school reform strategts.
                                                                                               Form S-10

                                                                          PROJECT ACTIVITY PLAN (Year 2)
    LEA : Newark Public Schools-                                                                           Name of School: Renaissance Academy


    MEASURABLE GOAL: Goal A. To improve students ' academic achievem end irr language arts and literacy and mathematics
    OBJECTIVE: Obieclive A1 : Students will demonstrate improved school-based academic performance in language arts and literacy and mathematics
    STRATEGYPRUGRAM: Data-driven analysis and instruction


               Specific Actions
                                                      Person(s) Responsible
                                                            for Conducting             Resources           ~               DocumentatiodEvideuce/
                                                                                                                             Indicators of Succcss
                                                                                                                                                                  I
                                                                                                                                                                      #1
                                                                                                                                                                           Report Period
                                                                                                                                                                             #2    #3      #4
                                                            ActivitylOtbers                                                                                       1
I                                                              Involved
1. needs of zltemative
      Assess                      education           ~      ~ services -
                                                                   ~    d(sadia    ~
                                                                                  Authentic                    Indicator A1 a. 80% of students demonstrate
    students and develop multiple pathways of
    stmtcgies to address them
                                                           White, Roger           assessments,                 annual literacy gains of at least 1 grade
                                                                                   including portfolins;       equivalent
                                                          Innovation and Change
                                                              (Daniel Gohl)        diagnostic and
    2. Identify professional deveIopmenr needs
    of content area teachers in using data-
    dnven analysis and instruchon                 1       OAE (Vincent Mays)
                                                                                  su~ma~ve
                                                                              assessments,
                                                                              includiag pre a d
                                                                                                               Indicator AIb. 80% of students demonstrate
                                                                                                               annual math gains of at least 1 grade equivalent
                                                        Principals; Program
    3 . Provide embedded professional                 Coordinators; Class~oom post tests; autltcntic
    development to enhance teachers' ability to
    use data to inform students' academic
                                                             teachers         and reliable
                                                                                   formative
                                                                                                           I                                                          X       X   , X
    performance and decrease student                                               assessments to
                  gaps by differentiating
,   ach~evement
    instructional practices to meet students'
    ~ndrvidual  needs.
                                                                                  gauge student
                                                                                    progress towards
                                                                                    mastery of key
                                                                                  I content and skdls;
    1 Implement a
     .              writing program at a11
    grades across h e content areas using the     I                                 performance-based
                                                                                    system including
                                                                                                                                                                      X       X     X
    New Iersey DOE writing rubrics

    5. ImpIement longer school day schedule
                                                  I                                 interactive web-
                                                                                    based software as                                                                 X       X     X
                                                                                    appropriate
                                                                                                Form S-10

                                                                            PROJECT ACTIVITY PLAN (Wear 2 )
LEA : Newark Public Schools                                                                                Name of School: Renaissance Academy

M E A S U U L E GOAL: Goal A :To improve students' academic achievement in la~guagc and literacy and mathemarics
                                                                                      arts
OBJEXTIVE: Obiective A2: Students will demonstrate improved performance on state standardized tests of language arts and literacy and mathematics
S T R A T E G Y / P R O G W l : Standardized testing


                                                         Person(s) Responsible                                                                                 :        Report Period
                 Speciiic Actions                           for Conducting              Resources                          Documentatio~vidence/                   #l       #2   #3     #4
                                                            ActivityjOtbers                                                 Indicators of Success
                                                                lnvolved                                                                                           -
I . Complete data analsis to ss-s the                                                                          Indicator M a . 45% of students taking HSPA         X             X
poph~latirmo:'alternative education students and
                                                         Academic Services (Sadia   Authentic
dwelop rnu1:iple pathways of smtegies tir                  White, Roger Leon)       assessments,               1mguage Arts will demonstrate proficiency
address their content area needs
                                                          Innovation and Change     includmg partfolios;
                                                              (Daniel Gohl)         diagnostic and             Indicator A2b. 35% of students taking H S P A
2 . Idenhfy profess~rmaI
                       development nkeds o f                                        sumlalive
content area teachers i using dam-driven
                      n                                    OAE (Vincent Mays)       assessments,               Mathematics will demonstrate proficiency            X             IX X
analysis and instruction
                                                           P rincipalsl Program     includhg Pre and
                                                                                    PQSftern; authentic        Indicator A ~ c45% of sludents taking NJASK8
                                                                                                                               .
3. ,411 -=her3 and admin~~mto& agagc in
school-based. comprehensive, sustained,
intensrvc approaCh loprofasiumal lcalt~i?glo
improve their effectiveness in raising st~dent
                                                         Coordinators; CIassmom
                                                                 teachers           and reliable
                                                                                    formative
                                                                                                           1   Language Arts will demonstrate proficiency          X        x    X      X

ac~icvemen:.
                                                                                    assessments to
                                                                                    gauge student         Indicator A2d. 35% of students taking NJASK8
4. ~mbeddad    professional development to                                          progress towards      Mathematics will demonstrate proficiency
d a n c e teachers' ability to use data to nform                                    mastery of keg
qtudent-' acaderrdc performance and decrease
studen1 achievement gaps by differentiacing
                                                                                    content and slulls;
instructional practicm to meet students'                                            the portfolio system;                                                          X        X    X      X
~ndividllalneeds.                                                                   performance-based
                                                                                    system including
5 . Implement a writing program at all wades
across the content areas using the New Jersey
                                                                                    interactive web-                                                               X        X    X      X
DOE wriii1.g rub~ics                                                                based software as
                                                                                    appropriate
6. Implement activities that prepare students for
s b n d v d i r w l tesline and rncourage strong study                                                                                                             X        X    X      X
and test-taking habits                                                                                                                                                  -               A
                                                                                               Form S-10
                                                                           PROJECT ACTIVITY PLAN (Year 2)
    LEA : Newark Public Schools                                                                           Name of School: Renaissance Academy

    MEASURABLE GO&: Goal B: To implement and institutionalize the use of a rigorocrs, competency-based, standards aligned curricvlum in all classrooms
    OBJECTIVE: Obiective B1: All classroom will demoasbate progress toward the eRective use uf a rigorous, competency-based, standards-alignedcurricufum
    STIWTEGYRROGRAM: Curriculum
                                                                                                                                                                    Report Period
                                                        Person(s) Responsible
                  Specific Actions                         for Conducting              Resources                       DocumentationlEvidencel                 #1      #2   #3      #4
                                                           ActivityIOthers                                               Indicators of Success
                                                              Involved
I   1 Evalcrste course o f f e n n gIn mrrm they are
                                     ~
    aligned with current post-secondary expectations
                                                        Acadcmic Services (Sadia
                                                          White, Roger Leon)
                                                                                   Classronm
                                                                                   observations; review
                                                                                                           hdicator 3 la. 75% of cIassrooms utilize a
                                                                                                           rigorous, competency-based, and standards-
I   2. Implernen! C~lrrjculum        cw
                             Spires a r grade leveh
                                                                                   of lesson plans;
    3. Incovrare y h i c standards md atatu'disbict      Innovation acd Change                             aligned framework for student learning
                                                                                   student s w e y s
    requirmcnts into all pmgrammaterials                     (Daniel Gohl)
    4. Develop inttrdbciplinary units that engage         OAE (Vincent Mays)                               hdicator B lb. 75% of the classrooms utilize
    studen~r h d - m l w ~ ~ i r ~ g
            In
                                                          Principals; Program                              resources and materials that support student-
    5 . Conduct periodic reviews to ensure thatthe      Coordinators; Classroom                            centered learning
    cumculurn is being implcmcntcd with Sdclity, 1 s
    havlng !he inrenM impact on alulcrlt achicvcmcnt,
                                                                teachers
    and is mddifted if ~neffeaive                                                                          Indicator Blc. 70% of studcnts are involved in
    6. Provide shffdevelopent and in4chwl support                                                          activities to foster post-secondary education and
    through resome teachers to muble t w ~ t , m to
              ~
                                                  s
    d e l i v appropriate curriculum and teactung and
                                                                                                           cweer awareness, exploration, and experiences
    laming classroom smgies
I
    7. Implement activitk to facer post-seru~lthy
    educatton and carecr awareness, exploration. md
    experimces


'                         for
    8. Provide opporturut~~- *dents to rake on-
                amu ror c d i t &for s b ~ d c n ~
    campw colte~e
    involvemmt In inmship and other wok-related
    cxpencnces

    9. Coordinate cmiculurn-aligned field trips
                                                                                             Form $ 4 0

                                                                            PROJECT ACTXVKTY PLAN (Year 2 )
     LEA : Newark Public Schools                                                                         Name of School: Renaissance Academy
     MEASURABLE GOAL: Goal D: To impEement and instiiufioaalize tlt e use o authentic assessments thaf are competency-based and standards
                                                                            f
     aligned cir all classrooms
                                1
     OBJECTIVE:Obiective Dl : A classrooms will demonstrate progress toward the effective use of authentic assessments that are competency-bast;d
     and standards-aligned
     STRATEGYlPROGRAM: Authentic assessment

                                                         Person(s) Responsible                                                                                      Report Period
                   Specific Actions                         for Conducting             Resources                      I)ocumentation/Evideucd                  #I     #2    #3      #4
                                                                                                                        Indicators of Success
iI                                                          ActivitylOt hers
                                                                                                                                                                                         1
                                                               Involved
     I. Provide embedded prafe5sional
     d e v e l o p n t to enhance teachers' ability la
                                                         Academic Services (Sadia Review of               Indicator I3 1a. 75% of the classroams utilize        x      x x xi
     decrease s ~ ~ d e achievement gaps by
                        nt
                                                            mite, Roger Leon)     classroom               competent y-based and standards-aligned
II utilizing authentic assessmentsneeds.
                                     assen
                                        to                Innovation and Change   assessment practices
                                                                                   and tools; surveys
   and meet students' individual                              (Daniel GUM)                                                                                 1
  2. Provide embedded prufcssional                         OAE (Vincent Mays)                             Indicator Dl b. 75% of classes create authentic ]     x
' deveiapment to enhance reachers' ability to
                                                           P rinc ipals; Program                          products and performances that allow students to
,    usc authcntic assessments, incl~~ding
                                                                                                          show what they h o w
                                                         Coordinntors; Classroom
     p0Itf0l10s.
                                                                teachers
     3. Provide ernbedded professional                                                                   1 Indicator Dlc. 75% of classes are evaluated     1
     development to vain faculty In the use of
     diagnostic and summative assesmenq
     including pte and post tests; authentic and
     reliable fu~mativc asaessmentb t o gauge
     student progress towards mastery of key
     content and dcills; petformance-based
     syskrn including interactive we b-based
     software as appropriate.
                                                                                    Form S-10
Date:                                                                                                                                             Page          of
                                                        PROSECT ACTIVITY PLAN ('Year 2 )
LEA     ;   Newark Public Schools                                                              Name of School: Renaissance Academy

MEAS URAELE GOAL: Goal D: To implement m d institufionalizetlre use of authentic assessments thac are cornpeten*bused and standards
         n
aligned i all cCussruoms
OBJECTIVE: Objective D2: All classrooms will demonstrate progress toward the effective development of student portfulios
STRA'iEGYIPROGRAM: Assessments; portfolios

                                       Person(s) Responsible                                                                                            Report Period
            Specific Actions              for Conducting                  Resources                         DocurnentationlEvidencel               #I      #2        #3   #4
                                          ActivitylOthers                                                     Indicators of Success


k
1. Review and evaluate teacher records Acad
of student portfolio completion.

I
2. Review and cvaluare classraom
                                             Involved


                                        Innovation and Change
                                                                     assessrrlent   pracbces
                                                                     and too Is; surveys
                                                                                                hdicator D2a. 60% of students complete
                                                                                                portfolios in all classes that demonstrate
                                                                                                understaridil~g state prioritized standards and
                                                                                                                of
                                                                                                                                                   X
                                                                                                                                                    x

                                                                                                                                                          X
                                                                                                                                                           x         x x

                                                                                                                                                                     X    X
assessment practices a d tools.             (Daniel Gohl)                                       program competencies
                                        OAE (Vincent Mays)
3. Implement sh~dent
                   surveys to assess
                                         Principals; Program
effectiveness of podolio system.
                                       Coordinators; Classroom
                                              teachers           I
                                         -                                                              -   .   -   -   -   -   -
                                                                                         Form S-10
    Date:                                                                                                                                             Page        of
                                                                      PROJECT ACTIVITY PLAN (Year 2)
    LEA : N m u b l i c Schools-                                                               Name of School: Renaissance Academy
    MEASURABLE GOAL: Gaai E. To improve students 'pufterns ofbehavior, including school atfendance
    OBJECTIVB: Obiective E l : Studerits will demonstrate impmvernents in behavior as indicated by school discipline records.
    STRATEGYPROGRAM: Attendance and behavior
                                                                                                                                                             Report Period
                                                     Person(s) Responsible
                 Specific Acfions                        for Conducting
                                                    Actitity/Others Involved
                                                                                   Resources
                                                                                               I                Documentatioa/Evidence/
                                                                                                                  lndicatnrs of Success
                     supp01-t services offered to
    1 . Assess c~rrent                                OAE (Vincent Mays)                           Indicator El a. School discipline referrals will
    OAE studcn ls; identify gaps
                                                      Phcipah; Program         records             decrease by 10 per~entage   points from previous
    Idcntifi partners as needed to provide smvic-
    to Srudents; wgat;c thcm i the process
                              n                     Coordinators; Classroom                        year.
    2 . :mplemeol srntcgies hat rncwrage good           teachers; CST
    attendance; change md modify student behavior
    10 rduce v:vlmce, vandalism, and sujstance
    abuse; and p r o m n health md wellness

    3. Provide comprehensive gudancc a-d support
    smices
    4. Identify studentsin need   of specific
    ~n!emrrtims
    5. Idmtify, implement, and n.alule specific
                   that
    ~ntervmtim have demnsmtcd
                    th
    effec tivencss 4 similar populahons
    6 . Provido professional developmentstaff and
    a d m i n j s W s ihat btnu ass~sts
                                      them in
    supporting students' attendance, positive
    behavior. camerldness t school
                                n

    7.Provide parents with inf0;matim and
    resources :o support student attendancc and
    positive bthavlor; conduct monthly mcrtiag
    nith parmts ofsrudmlri needing intavmtiod

'   8. Provide appropriate social-emotional and
    cnmrnunity+riented services and supports for
                                                                                                                                                        xi x ixix
, students                                                                                                                                                    I        1   1
                                                                                               Form S-10
Date:                                                                                                                                                     Page            of
                                                                          PROJECT ACTIVITY PLAN (Year 2)
LEA : Newark Public Schools .                                                                            Name uf School: Renaissance Academy
MEASURABLE GQAL; Goal E. Tu irrrprove students 'patterns o behavior, including school arcendance
                                                            f
OBJECTIVE: Obiective E2. Students will demonstrate improved daily attendance rates
STRATEEYffROGRAM: Attendance and bchavior

                                                         Person(s) Responsible                                                                                  Report Period
                Specific Actions                                                           Kesources                   Documcntatio~videncel
                                                             for Conducting                                                                                R1        #Z        #3   4
                                                                                                                                                                                    h
                                                                                                                        Indicators of Success
                                                        ActivitylOthers Involved
I . Assess c~trent
                 susport s m c t s oficrcd Lo
                                                          OAE (Vincent Mays)                              lndlcator E2a. Average daily attendance rates    X                   X
OAE students; identify gaps                                                            School daily
2. Idcntify pamcrs as needed to prov~de servl~es          ~rincipals;
                                                                    program            artendance         indicate 15% annual increase to reach target     X                   X
to sludents. engage them in the process                 Coordmtors; Classroom          records;           level of 90% in tl1e third ycar.
                                                                                   I
                                                                                   1
3. Irnplemncrit sbategics that encourage good               teachers; CST              classroom daily
et:mdance,change and md.fysrudmt behavior
to reduce violence,vandalism, and s~bstance
                                                                                       attendance                                                          X         X x x
abusc, and promotehealth nnd wellness                                                  records
4. Provide cornpreknsive guidance md support
scrviccs

5 . ldentrfystudents in necd orspecrric
ioterventions
                                                                                                                                                           X
                                                                                                                                                                                        I
6.Identify, i m p l e m t , and evaluate specific                                                                                                          x                   x
interventions that have demnshted
cEcctiveness with similar pspt~latiofis
7 Providc pmfessian~l   dcvclopmcnt staff and
adminisbators thatbetter assists them in
supporting students' attendmce, posilivc                                                                                                                                       X    X
behavior, conncctedncss to schwl
3. P m v i h pmmtt with   inrcrmation and                                                                                                                  X I X                        !
resources to support student attendam and
                           ~
psitivt behavior;c m d monthly rwtings
                                                    I                                                                                                      X I X               X    X
with parents nf shdents needing inkwention

9. Provide appropriate social-emtional and
                                                                                                                                                                 I
cornrnuntty-onmtd E W ~ C P S and s u p m for                                                                                                              X I X               X    X
students
                                                                            Form S-10

Date:   -                                                                                                                                Page          of
                                                          PROJECT ACTIVITY PLAN (Year 2)
LEA : Newark Public Schools                                                          Name of School: R                      m
MEASURABLE GOAL: Goal F. To build and develop positive relalionships within a supporthe school siructure.
OBJECTIVE: Obiective F l . Families will become more engaged in their students' education
S TIWTEGYIPROGRAM: F a i l ylsc hoaYstudent connectedness



                                                                                                                                                                    I
                                          Person(s) Responsible                                                                                 Report Period
          Specific Actions                   for Cunducting           Resources                  DocumentatiodEvidencel
                                             Activity/Others
                                                Involved
                                                                                                    Indicators of Success
                                                                                                                                                            *   *

1. Engage parents in planning,
coachmg, and assessing of h i r
                                           OAE (Vincent Mays)     Student surveys;    Indicator F la. 6U% of enrolled studwts have onc    X        X    'X      X
                                            Principals; Program   family surveys;     or more parents, family members, or caregivers
student's work and learning                                       facult). surveys
                                          Coordmaton; CIassroam                       who agree that the school regularly engages
2. Conduct school-wide celebrations            teachers; CST                          parents, families, and caregivers in ways that
and gatherings that reinforce the                                                     support students' academic and social success.      X        X        X   X
community spirit and cohesion of the
school

3. Inspire parents and key stakeholders
~ o u g markcting/PR ta contribute to
        h
the sustainabllity of the schools
                                                                                                                                         IXX                        I

                                                                                                                                                                'I
4. Implement longer school day to
utilize advisory modeIs to enhance the
                                                                                                                                           X       X        X
student-famdy-school connection
                                                                                                                                                                Xi

5.hplemenr activit~es enhance
                        to
school learning environment and                                                                                                           X        X        X   X
school percephon i the community to
                   n
ensure that schools are safe,
welcoming and &at teachers ate
responsive to students' learning and
social-emotionalneeds.
                                                                                  Form S-10
Date:                                                                                                                                          Page             of
                                                             PROJECT ACTMTY PLAN (Year 2 )
LEA : Newark Public Schools                                                               Name of School: Renaissance Academy
MEASURABLE GOAL: G o d F To build and develop positive relationships within a supportive school structure.
                            .
OBJECTIVE: Objective F2. Faculty and students will become more engaged and committed to the success of the school community.
STRATEGY/PRO GRAM: FamilylschooVcomunity connectedness
                                            Person(s) Responsibte                                                                                       Report Period
             Specific Actions                  for Conducting              Resources                   Document ationiEvidencd                     #I      #2        #3   #4
                                               ActivitylOthers                                           Indicators of Success
                                                  Involved                                                                                     j
 I. Provide staff ongoing, bgh-quallty       OAE (Vhcent Mays)         Student surveys;    Indicator F2a. 60% of the entire faculty agree           x      x x x
job-embedded professional                                              f a d y surveys;    that they are involved in a professional learning
 development that i aligned with the
                     s                        Principals; Program
                                                                       faculty surveys     community that builds collegality and increases
~chool'scomprehens~ve       instru~tional   morclinato*;   C1assroom
program and designed with school                  teachers; CST                            student achevernent.
 staff to ensure that tbey are equipped
to facilitate effective teaching and                                                       Indicator F2b. 60% of the students agree that the
 learning and have the capacity to
 successfully implement school reform
                                                                                           school connects to the community in ways that                         I
smategies.                                                                                 both benefit the students and benefit the wider
                                                                                           comrnunity
2. Conduct school-wide celebrations
and gathcriugs that relaforcc the                                                                                                                  X       X         X    XI
community spirit and cohesion of the
school
                                                                              Form S-10
Date:                                                                                                                                      Page o            f
                                                              PROJECT ACTMTY PLAN (Year 2 )
LEA : Newark Public Schools                                                          Name of School: Renaissance Academy
MEASURAEILE GOAL: Goal G. To build the capacity of NPS, school administrators, and stagto lead school chunge initiatives
OBJECTTIT,:Ohiectivc GI. N P S and school principals will demonstrate the knowledge and skills to effectively lead restructuring efforts and
address the needs of the alternative education student population
STRATEGYCPROGRAM: School leadershp

                                           Person(s) Responsible                                                                                    Report Period
          Specific Actions                     for Conducting            Resources                 Documentation/Evidence/                     #1       #2       #3       #4
                                               ActivitylOthers                                      Indicators of Success
                                                  Involved                                                                                           -                -
I. Use rigorous, transparent, and
eq~itable  evaluation systems for
                                          I Acadcrmc Sewices (Sacba   Principal       IndicatorGla.Aneffectlvegovernancestructurc              X        X        X        X
                                              m t e , Roger Leon)     evaluationS     will b evident at each school, including
                                                                                            e
pmcipals that: (a) take into account
data on student growth as a significant     Innovation and Change                     operation by a highly-qualified EM0
                                                (Daniel Gold)
factor as wcU ns other factors, such as
multiple observation-based                   O M (Vincent Mays)                      I InJicatur Glb. Principals will participate in all
assessments of performance and
                                              Principals; Program                    I state capacity-building activities
ongoing co1lecno.m of professional
practice reflective of student
achievement and increased high school
                                            Coordinators; Classroom
                                                    ieacners
                                                                                     I Indicator Gl   c. Principals and their administrative
gaduation rates; and @) are designed                                                  teams will shape each school's environment and
and developed with teacher and                                                        ensure that it is safe and conducive to [earning
principal involvcmcnt.




                                                                                                                                                    -
                                                                                             Form S-10
Date:                                                                                                                                                          Page o          f-
                                                                              PKOJECT A C T M T Y PLAN (Year 2)
LF,A : Newark Public Schools                                                                           Name of School: Renaissance Academv
MEASURABLE GOAL: Goal C. To build the capacity of NPS, school administrators, and staff lo lead school change initidves
OBJECTIVE: Objective G2. Staff will demonstrate the knowledge and shlls to effectively meet the needs of all students w t i a reshctured school setting.
                                                                                                                       ihn
STRATEG YIPHOGHAh-I: School leaderslip

                                                             Person(s) Responsible                                                                                   Repa r t Period
              Spccific Actions                                                         Resources                        Documentatio~vidence/
                                                             for Conducting                                                                                     #1        #2   #3      #4
                                                                                                                         Indicators of Success
-                                                        ActivitylOthers Imolved
1. Enplort and implrment sttategies designed to
recmir, place, and retain staffwith thc skills
                                                         ~          ~ services
                                                                           ~{sadia d     ~         ~       Indicator~G2a. All staff are highly qualified and
                                                                                                             i                                                   X
necessaryto meet tht n e d s of the students i
                                             n                W t e , Roger Leon)                          colllmitted to fully implementing instn~ctinnal
the turnaround school.                                                                                     best practices.
                                                             h o v ~ t i o n Change
                                                                           and
2 . Providr: addiliur~al
                       ~ompcnaaton attract

the nccds of the students i a misfomp.tion
                              n
                                  to
and retain staff with the skills necessary to nezt

school; institute a system for measuring chaigcs
                                                     1           (Daniel G0hl)
                                                             OAE (Vincent Mays)
                                                                        program
                                                              principals;
                                                                                                                                                                 X        X    X       X
in invlruftim>rrlp x n c c s resulting fmm                                                             J
pmfissimal development; and ensure that the
school isnot required to accept a teacher wthout
(Re muma3 cmsent o f the tcacher and principal,
regardlcs ofthe teacher's seniwity.
                                                     I   Coordmators; Classrooni
                                                                   teachers
                                                                                                                                                                      I

3. Use rigornu, innsparent, and qultablc
evaluation systcrns for teachers that: (a) take
intu awount data on student growth as a
significmt factor as well as oher factors, such
as multiple observation-based assessments of                                                                                                                     X        X    X       X
pdarmanct and ongoing collactions of
           practicc rcflecnve of student
pru~cssior~rl
achievement and increased high school
gratiuatlon rates; and @ } a r e des~gncdand
develog~d  with teacher and principal
ir~vulvaneni.

4. Provide staff ongoing, high-quality job-
embtdded pmfessjona) devel~pment rnrure to
that staff arc cquipped to faciliate effective
teaching and learning and have the capacity to
successfully implamnl school refatrn stra~egies.
                                                                                      Form S-10
Date:                                                                                                                                                 Page          of
                                                                  PROJECT ACTIVITY PLARTu e a r 3)
LEA : Newark Public Schools                                                                       Name of School: Renaissance Academy


MEASURABLE G0.4L: Goal A. To improve students ' academic lrchievement in language arts and literacy and mathematics
OBJECTIVE: Obiective A l . Students will demonstrate improved school-based academic performance in language arts and literacy and mathematics
STRATEGYPROGRAM: Data-driven analysis and instruction
                                                                                                  -

                                              Person(s) Responsible                                                                                          Report Period
           Specific Actions                      for Conducting               Resources                         Documentation/Evidence/                #1      #2        #3   #4
                                                    ActivityjOthers                                               Indicators of Success
                                                       Involved
I . Assess needs of alternative educatian     ~               d ~ (sadia
                                                    ~ ~ services m i ~ ~ ~ ~ h ~                   Indicatori A1~ 80% of students demonstrate
                                                                                                    ~ t         a.                                      X                X
srudmls and dcvclop multiplc pathwnys of
                                                   White, Roger Leon)    assessments,              annual literacy gains of at least 1 grade
strategies to address them
                                                  Lnnovation and Change  including portfolios;     equivalent
2. Idcntify professional deve!opmentneeds             (Daniel GoM)        ihpnostic and
of content area teachers In using data-                                   smtive
                                                  OAE (Vincent Mays)      assessments,             Indicator A 1b. 80% of students demonstrate

                                                                                                                                                       XxXXl
driven analysis and instruction
                                               Principals; Program        incluhg p~ and           annual math gains of at least 1 grade equivalent
3 . Provide embedded professional             Coordinators; Classroom     PO" tsh;    authentic
development to enhance teachers' ability to          teachers             and reliable
use data to inform students' academic                                     formative
p e r f a m c e and decrease student                                      assessments to
achievement gaps by differentiating                                       gauge student
instructional pract~ces meet students'
                         to                                               progress towards
indiv l d d needs.                                                        mastery of key
4. Implement a writing program at all
                                                                          content and sktIls;
grades across the content areas using the
                                                                          performance-based
New Jersey DOE writing rubncs                                             system including
                                                                          interactive web-
5. Implement longer s c h ~ oday schedule
                             l                                            based software as
                                                                          appropriate
                                                                                          Form S-I0
Date:
                                                                      PROJECT ACTIVITY PLAN (Year 3)
LEA : Newark Public Schools                                                                            Name of School: Renaissance Academy

M E A S U W L E GOAL: Goal A: To improve students' academic achievement in language arts and literacy and mathmutics
OBJECTIVE: Objective A2: Students will demonstrate improved performance on state standardized tests of language arts and literacy and
mathematics
STRATEGYCPROGRAM: Standardized testing

                                                    Person(s) Responsible                                                                                       Report Period
                Specific Actions                       for Conducting              Resources                       Ducumentatio~videncc/
                                                                                                                                                           #1     #2    #3        #4
                                                       ActivityiOthers                                              Indicators of Success
                                                          Involved
1. Complete data analysis t assess the
papuhliilt~ur~llnnative
                            o
                          education stugrntr and
                                                    Academic Services (Sadia   Authentic                Indicator AZa. 60% of students taking HSPA         X I           X
develop multiple pathways of strateg~ts to            White, Roger Leon)       asscss~nents,            Language Arts will. demonstrate proficiency
address their content area needs
                                                     Innovation and Change
                                                         (D&el Gobl)
                                                                               including portfolios;
                                                                               &agnostic and            Indicator A2h. 45% of students taking HSPA
                                                                                                                                                                       ' I
                                                                                                                                                       IX
                                                                                                                                                                             lx
2 identify professional development needs of                                   summative
conlcnt area teachers in using datadnvcn              OAE (Vincent Mays)       assessments,             Mathematics will demonstrate proficiency
analysis and instruction
                                                      Pmcipals; Program        includine pre and
                                                                               Post tests; authentic    Indicator A2c. 60% of students tdung N JASK8
                                                                                                                                                       1                 x
3. AII teachns and aMniseaton will engage in        Coordinators; Classroom
schaul-l=std, comprehtnsive, ~uslaincd,                    teachers            and reliable             Language Arts will demonstrate pro ftciency        X       X     X      X
inlensive approach to professional learning to                                 fomlivc
inrprovc their effectiveness in raising shdent
achievement.
                                                                               assessments to
                                                                               gauge student            Indicator A2d. 45% of students taking NJASK8
4. Embedded profusionaS development to                                         progress towards         Mathematics will demonstrate proficiency
enhance =hers' ability to use data to hform                                    mastery of keg
studentu' academic p c r f o m c c ond decrease
student achievement gaps by differentiating
                                                                               content and skills;
~njtmc~onal  practrccs t meet stud en^'
                        o                                                      the portfolio system;                                                       X       X    X         X
individual P . P C ~ E                                                         performance-based
                                                                               system including
5 . Implement a wntlng program at all grades
across the conpmt arcas using the New Jersey
                                                                               interactive web-                                                            X       X     X        X
W E mting rubrics                                                              based soffware as
Implement activities that prepare studm,ts for                                 appropriate
s m d a r d i d testing and encourage suong study
and test-taking habits                                                                                                                                     X       X     X        X
                                                                                                        Form S-10
Date:                                                                                                                                                                   Page             of -
                                                                                PROJECT ACTIVITY PLAN (Year 3)
I ,EA : N                                          m                                                            Name of SchooI: Renaissance Academy
MEASURABLE GOAL: Goal B: To implement and irlstitutionalize rke use of a rigorous, compEtenq-b~sed,         standards aligned curriculum h all dassrooms
OBJECTIVE: Obiective B 1: .411cIasroom will demonstrate progress toward the effective use of a rigorous, campetency-based, siandards-alignedcurriculum
STRATEGY/PROGFtAM: Curriculum
                                                                                                                                                                               Report Period
                                                            Person(s) Responsible
              Specific Actions                                                                    Resources                     Documentationf'Evidencel                 #1         #2        #3       #4
                                                               for Conducting
                                                                                                                                  Indicators of Success
                                                               Activity/Others
                                                                  Xnvolved                1
1. Evaluatc wuae offennp lo ensure they are
                                                        ! Academic Services (Sadia Class~oord                     Indicator B l a. 90% of classrooms utilize a            X                   X
alrgned with current post-secondary cxpeclations
                                                           Wbite, Roger Leon)                 observations;review rigorous, competency-based, and standards-
                                                                                              or Icsson p ~ m s ;                                                         X         X         X
                           sptlcs
2 lmpkmrnr ~ u r r i ~ u l w n -SS         gradc   I~VEIS
                                                                                                                  aligned fiamcwork for student learning
3 Inmrpomte state standards and statefdirlma
requuemrnts inm all program matcnals

4 Dcvclop intudisripliaary units lbat mg2gc
                                                        I
                                                          Innovation and Change
                                                              (Daniel Gohl)
                                                           OAE (Vincent Mays)
                                                                                              student surveys
                                                                                                                I   indicator Blb. 90% of the classrooms utilize
                                                                                                                                                                          X
                                                                                                                                                                          X
                                                                                                                                                                                    X         X

students I ha&+n laming
          n
                                                              Principals; Program                                   resources and materials that support student-         X                   X
5 . Condwt perodic =view9 ur ensure that the                C o o r h t o n ; Classroom                             centered learning
curriculum i s king irnpletnented with fidelity, i s
hav~ng immded impact on stuIcnt achievement
       the
                                                                      teacbers                                                                                                  I
                                                                                                                                                                                          I
and is modified if ineffective                                                                                      Indicator Blc. 70% of students are involved in
6. h v i & staff dwelopmt and in-school sllpport                                                                    activities to foster post-secondary education and
through rerrouru lmd8m to ulablc teachcrs to                                                                        career awareness, exploration, and experiences                            X        ~    X
deliver appropate curriculum and teaching and
learning clmssroom stretegies
                                                                                                                                                                                          I        I
7. lrnplement activitieo to foster post-secondary
education and carer a=arroess, cxpluru~m,      and
experiences

8. Proridc opponunitia for students to take on-
carn?us college c o m s for credit &for s t u h t
                  i : mternship and other warkcelared
i ~ ~ v u l u e m v u~
experiences

                               field t r i ~ s
9. C3ordinatecurriculum-aligner!
                                                                                     Form S-10
Date:                                                                                                                                              Page              of -
                                                             PROJECT A C T M T Y PT,AN (Year 3)

LEA : Newark Public SchooIs                                                                       Name of School: Renaissance Acadernv

MEASURABLE GOAL: Goal C; To implemmt anJ institutionalize the use of rigorous, campeienq-bused, standards aligned iitstructionnl
practices in all classrooms
                                                       progress toward the effective use of rigorous, competency-based, standards-aligned
OBJECTIVE: Obiective C : All classrooms will d~monstratc
                            Z
instructional practices
STRATEGYIPROGRAM: Instructional practices
                                                                                                                                                            Report Period
                                           Persvn(s) Responsible
          Specilic Actions                                                     Resources                        DocumentationlEvidencd                 #I       A2    #3    #4
                                              for Conducting
                                              ActIvitylOthers
                                                                                                                 Indlcaiors of Success
                                                  Involved
I. Provide resources and materials that    Academic Services (Sarlia       Classroom                hdicatnr Cl a. 90% of classrooms demonstrate       X         X    X     X
support student-centered learning to all     White, Rogzr Leon)            observations, review     competency-basedand standards aIigned
classroom teachas
                                            Innovation md Lbnge
                                                                       1   nf lesson plans:         instructional practices
2. Provide staff development and i.
                                                (Daniel Gobi)          I   sNdent rlweys


school support h o u g b resource
                                  n
                                             OAE (~inccnt s y s )
                                                        ~              I                            Lndicatnr Cl b. 90% of teachers demonstrate
                                                                                                    student-centered instructional practices
                                                                                                                                                   X
                                                                                                                                                   I
                                                                                                                                                             X       X      Y
teachers to enable teachers to deliver
appropriate competency-basedand
standards-alignedinstxuctional
                                             Principals;Program
                                           Coordmators; Classroam      I                                                                           I
                                                  teacbers                                          Indicator Clc. 90% of classrooms demonstrate
strategies that are customized to their
                                                                                                    engaging and rigorous instruction
needs and based on the performance of
their students

3. Train ahnktrators and teachers                                                                                                                      x         X    X     X
how to analyze student perfur~tlancc
data, including from the new interim
assessments, and use the information
to strengthen instruction

4. Send scbooI teams to attend relevant
training institutes for program models                                                                                                                 X         X    X     X
                                                                                                                                                            -
                                                                                   Form S-10
Dale:                                                                                                                                              Page o        f-
                                                                PROJECT ACTIVITY PLAN (Year 3 )
LEA : Newark Public Schools                                                                  Name of School: Renaissance Academv

MEASURABLE GOAL: Gaul D: To implement and institutionulize the use o authentic assessments that are cornpete~lcy-based
                                                                           f                                                    and standards
aligned in all claassroorns
OBJECTIVE: Objective D l : All classrooms will demonstrate progress toward the effectiveuse of authentic assessments that are competency-based
and standards-aligned
STRATEGYPRO G U M : Authentic assessment

                                              Per son(s) Responsible                                                                                     Report Period
           Specific Actions
                                                 for Conducting             Resources                      Docu rnentationlEvidence1                #1      #2   #3      #4
                                                 ActivitylOthers                                             Indicators of Success



decrease student achievement gaps by
                                                                        chssroom              competency-based and standards-aligned
utilizing authentic assessments to assess      innovation and Change
and meet students' jnd:vidual needs.               (Daniel Gohl)        and tools; surveys

2. Provide embedded professional               OAE (Vinccot Mays)                             hdicator D lb. 90% of classes create authentic
development to enhance teachers' ability to     Principals; Pro gram                          products and performances that a l o w students to
                              lncludin~
use a h e n t i c as~.essments,                                                               show what they h o w
                                              Coordinators; Classronm
portfolios.
                                                     teachers
3. Ptovide emhedded professional                                                                Indicator D f c. 90% of classes are evaluated
development to min faculty in the use of                                                      1 mo~ithly either formatively and summatively
diagnostic and surnmative assessments,
including pre and post tests; authentic and
reliable formative assessmentsto gauge
student progress towards mastery of key
content and skills; performance-based
system including interactiveweb-based
s o b a r e as appropriate.
                                                                                      Form S-10
    Date:                                                                                                                                                Page        of
                                                                 PROJECT ACTMTY PLAN (Year 3)
    LEA : Newark Public Schools                                                                   Name of School: Renaissance Academy

    MEASURABLE GOAL: Goal D: To implement attd illstitutiorralize the use of authentic assessments that are competency-based and sta~dards
    aligned in all cEussrooms
    OBJECTIW: 0bjectit.e D2: All classrooms will demonstrate progress toward the effective development of student portfolios
    STRATEGYTPROGRAM: Assessments; portfolios

                                             Person(s) ResponsibIe                                                                                              Report Period
              Specific Actions                  for Conducting                 Resources                          Docnmentatio~videncel                   #I
                                                ActivitylOthers                                                    Indicators of Success
                                                     Inv~lved
    1. Review and evaluate teachef records   Academic       services(Sadia Review of                  Lndicator D2a. 80% of students complete
    of student portfolio completiuu.            White, Roger k o u )       cIassroom                  portfolios in all classes that demonstrate
                                              h o v a i i o n and Change   assessment practices       understanding of state prioritized standards and
I   2. Review and evaluate cIassroom
    assessment practicer and tools,                 (Daniel Gohl)          and tools; surveys
                                                                                                      program competencies
                                               0 AE (Vince ut Mays)
    3. Implement student surveys to assess
                                               Principals; Program
    effectiveness of ponfolio system
                                             Coordinators; Classroom
                                                     teachers
                                                                                                  I
                                                                                     Form S-10
Date:                                                                                                                                             Page          of
                                                                    PROJECT ACTIVITY PLAN (Year 3)
LEA       ;    Newark Public Schools                                                          Name of School: Renaissance Academy

MEASURABLE GOAL : Coal E. To improve students ' p affernsu behavior, including school aitendan ce
                                                           f
OBJECTIVE: Obiective El: Students will demonstrate improvements in behavior as indicated by school discipline records.
STRATEGYIPROGRAM: Attendance and behavior
                                                                    -
                                                   Person(s) Responsible                                                                                 Report Periud
                Specific Actions                                                 Resources                   Documentation/Evidencel
                                                      for Conducting                                           Indicators of Success               #1      #2        #3   #4
                                                  Activfty/Others Involved                                                                                       --
        curren~ u p p n services off&
I. ~ssess     s
0.U students; tdentify gaps
                                          to
                                                   OAE (Vincent Mays)        SchooI discipline Indicator E l a. School discipline refcrrds will     X                x
                                                               Program       records           decrease by 10 percentage points from previous                        x
2 . Idendfy part~cts nccded to provide rmices
                    as
to students: cneage them I the process
                          n                       Coordinators; C I ~ ~ S K O O ~               year.
3 . Implement ssategies that cncouragc good            teachers; CST
attendance: change and modify sbdenl bthavior                                                                                                       X       X        X    X
to reduce violence, vandalism, and substance
abuse: and promote health and wellness

4. Pmvide     coqrehcnsive guidance and support
smces
                                                                                                                                                    X
5. ldcnhfy studen6 in need sf specific
interventions
6 Idmtify, impltmenl. and evaluate spccific
                                                                                                                                                    X
interventions iqat have demonstrated
effectiveness with similar ppulations
7,hovik professional dwelop~ncnt and   stail
administrators that better assists them in
~ ~ p p ~ r tstudents' amdance, positive
             ing
behavivr, cmtectcdncs~ school
                          to
8. Provide parents with information and
resoumes to rupgort student attendance znd
posthve behavior; cmduct monthly rneelings
with parents of studentr needing intervention

9. Provide appmpnate social+motional and
community-oriented services and supporn for
studmrs
                                                                                                  Form S-10
     Date:                                                                                                                                                   Page          of
                                                                                  PROJECT ACTTVITY PLAN pear 3)

     LEA : Newark Public Schools                                                                         Name of School: Renaissance Academy
     MEAS URABLE GOAL: Goal E. To improve students 'patterns ofbehavior, including school attendance
     OBJECTIVE: Obi ective E2. Students will demonstrate improved daily attendance rates
     SrI'RATEGY/PROGRAM:Attendance and bchavior
                                                                                                                                                                    Report Period
                     Specific Actions
                                                                  PersonCs) Responsible
                                                                   for Conducting
                                                                                             Resources
                                                                                                         I               DoeumentationlEvidencel
                                                                                                                                                             '*,       X
                                                                                                                                                                       1        "   #4




                                                                                                                                                                      J
                                                                                                                            Indicators of Success
           A     c    t   l    v    l   t    q    l   O       t     h e r s lnvoIved
     1. Assess current support services offered
                                                                  OAE (Vincent Mays)      School daily       Indicator E2a. Average daily attendance rates     X
     OAZ studmts; i h t i f y gaps
                                                                          'gram       attendance             indicate 15% annual increase tn reach target
     2. Identify partners as needed t provide sewices
                                     o
     to students; engage them in the process              1   Coordinators;C ~ W O O ~
                                                                  teachers; CST
                                                                                      records;               level of 90% in the third year.
     3 Implement strategcs that Encourage good                                        cIassroom daily
     atmdanct; change and modify student behavior
                                                                                          attendance                                                           X
     t redutt violence, vnndalrsm, and substance
      o
     abuse; and promote healtb and wellness                                               records
     4. Provide conprthcnsivcguidance and support                                                                                                              X
      m
     s ices
1    5. Idcntify students in need o f specific
(    inxwmnons
                                                                                                                                                               X
I/   6 . Identify, implement, and evaluate specific
     intewmnans :hnt bare d r m m u b a ~ ~ d
     eKectiveness with ~imilarpopulatiom
                                                                                                                                                                                X
     7 hovidepmfessional d w c l o p m t staff and
     administraton that better assists t h m in
     s~pportingskdents' attendance. positive                                                                                                                   X       X        X   X
                               o
     bchanor. connectedness l school
     8, Provide parent8 with information and
     rtsources to support studcnt attendance and                                                                                                               X       X        X   X
     positive bchaviar; cmduct monthly meetings
     with parctlb of studcnb nccding intervention




L                                                                                                                                                                      X        X   X
     9 Provide approptiate social-emotional and                                                                                                                X
     community-oriented services and supports for
     srudenk
Date:                                                                                                                                        Page o          f
                                                            PROJECT ACTIVITY PLAN Wear 3)
LEA : Newark Public Schools                                                             Name of School: Renaissance Academy
MEASUFUBLE GOAL: Goal F. To build atr d develop positive relationships within a supportive suh 001 structure.
OBJECTIVE: Obiective F1. Families will become more engaged in their students' education
STRATEGYIPROGRAM: FamilylschooVstudent connectedness

                                           Person(s) Responsible                                                                                      Report Period
            Specific Actions                  for Conducting             Resources                   DocumentstiodEvidencel                      #I     #2       #3   #4
                                              Activity/Others                                          Indicators of Success

1. bngage parents in plauiug,
                                                 Xrrvolved                                     -                                             1   X
                                                                                                                                                             -        -

                                            OAE (Vincent Mays)       Student surveys;    Indicator Fl a. 75% of enrolled students have one               X       X    X
coaching, and assessing of their                                     f a d y surveys;    or more parents, family members, or caregivers
student's work and learning                  Principals; Program
                                                                     faculty surveys     who agree that the school regularly engages
                                           Coordinators; Classroom
2. Conduct school-wide celebr&ons               teachers; cST                            parents, families, and caregivers in ways that
and gatherings that reinforce t h e                                                      support students' academic and social success.          X       X       X    X
community spirit and cohesion o f the
school

3. Inspire parents and key stakeholders
through mmketiuflR to contribute to                                                                                                              x       x x x
the sustainability of the schools

4.
to
     Develop and utilize advisory models
  enhance the student-family-school
                                                                                                                                                 x       X       x x
connection

5 . hplement activities to enhance
school learning environment and                                                                                                                  x       x x x
school perception in the community to
ensure that schools are safe,
welcoming and that teachers are
responsive to students ' learning and
social-emotional needs.
                                                                               Form S-10
Date:
                                                             PROJECT ACTIVITY PLAN (Year 3)
LEA : Newark Public Schools                                                             Name of School: Renaissance Academy
MEASURABLE GOAL: Goal F. To build and develop positive relationships within a supportive school structure.
OBJEmIVE: Obiective F2. Facuity and students will become more engaged and committed to the success of the school community.
STRATEGYCPROGRAM: Famil y/schooYcommunity connectedness

          Specific Actions
                                          1 Person(s) Responsible        Resources                   DocumentationlEvidencel
                                                                                                                                                      Keport Period
                                              for Conducting                                                                                     #1     #2    #3      #4
                                              ActivityfOthcrs                                          Indicators of Success
                                                  Involved                                                                                             --
 1. Provide staff ongoing, high-quality      OAE(Vincent Mays)       Student surveys;    Indicator F2a. 75% of the entire faculty agree          X       X     X      X
job-embedded professional                                            family suinveys;    that they are involved in a professional learning
development that is aligned with the         Principals; Program
school's comprehensive insb-ucti~nal       Coordinators; Classroom   faculty sur~eys     community that builds collegiality and increases
program and d e s i p d with school             teachers; CST                            student achievement.
staff to ensure that they are equipped
to facilitate effective teachtng and                                                     Indicator F2b. 75% of the students agree that the
learning and have the capacity to
successfully implement school reform
                                                                                         school connects to the community in ways that       1
strategies.
                                                                                         both benefit the students and henefit the wider
                                                                                         community
2. Conduct school-wide celebrations
and gatherings that reidorce the                                                                                                                 x       X     x x
community spirit and cohesion of the
school
                                                                                                                                                                      -
                                                                                         Form S-10
Date:                                                                                                                                                    Page           of
                                                                       PROJECT ACTIVITY PLAN (Year 3)
LEA : Newark Public Schools                                                                        Name of School: Renaissance Academy
M E A S U W L E GOAL: Godl G To build the capucify o N'PS,
                                                        f     scckobl adminirtrator~, staflto Iead schooi change iniiiatives
                                                                                       and
U W C T I V E : Objective G2.Staff will demonsbate thc howledge and skills to effectively meet the needs of all students within a restructured school setting.
STRATEGY/F'RDGRAM: School leadership

                                                       Person(s) Responsible                                                                                     Report Period
               Specific Actions                                                    Resources                     DocurnentatiodEvidencel
                                                           far Conducting                                          Indicators o f Succws                   #1      #2        #3   #4
                                                      ActivitylOthers Involved
1 . ~xplore and implement straiegies designed to      ~        ~ swvices~      d     ~         ~    Indicator G2a. A 1 staff are highly qualified and
                                                                                                       j       ~    1                                        X      X        X    X
racruit, place, and retain staff w i t h lhe sktlls
r~cccssary mect the needs of the students in
           to                                           White, Roger Leon)                          committed to fully implementing instructional
the turnaround school.
                                                       hnovation and Change                         best practices.
2. Proadz additional compensation to atmct                (Daniel Gohl)
m retain staff with the skills necessary to meet
  d
the needs o f the students i a man~formalinn
                            n
                                                        OAE (Vincent Mays)                                                                                   x      x x x
school; insiitutz a systcm for m u r i n g changts      principals;Program
i instrucnonal p ~ t i c e resuhng from
 n                         s
professional development; and ensure that the
school i s not requid to acccpi a teacha without
the mutual smsent of t k teachcrandprincipai,
                                                      Coordinators; Classroom
                                                             teachers                                                                                                                  I
regardless af the teacher's sen~ority.

3. Uat rigorous, m s p s r c n t , and eqoirable
                                                                                                                                                             X      X        X    X
evaluation a y s m far teachers that: (a) take
into account data on shdent growth as a
significantfactor ar well as olher factma, such
as multiple observation-basad a s a e s m b of
performance and ongoing collections of
professional practEe reflectivt olstudmt
nchevmmt and increased hrgh school
graduation rates; and (b) are designed and
developed with teacher and principal
inv~lvemm~.

4. Provide staff ongolng, highquality j o b                                                                                                                  x      x        x x
m~bedded   professlonal development to msure
thal staffarc quipped to facitita~e cffecclve
teaching and learning and have t i e capacity to
successfully implement school reform slrategies.                                                                                                                                  -
                                                 FORM S-11

                                THREE-YEAR BUDGET NARRATJST

LEA : Newark Public Schools                                      Name of School: Renaissance Academy


Quantity           Item                                              Year Ode      er
                                                                                  Y a Two           Year Three
   2       Curriculum Spine       $60,000per school              $      120,000 $     120,000 $         120,000
   1       Principals             Average Salary of$120,000      $      148,539 $     148,539 %          148,539
                                  and benefits of $28,539 per
                                  person
   3       Teachers               AverageSalaryof$50,000 ' $           210,138 $      210,138   $       210,138
                                  and benefits of $20,046 per
-
2
  -Counselors
  Guidance
                                  person
                                  Average Salary of $50,000      $      137,422 $     137,422 $          1 37,422
                                  and benefits of $18,711 per
                                  person
   3       Readingspecialists     AverageSalaryof$50,000         $     206,133 $      206,133 $         206,133
                                  and benefits of $18,711 per
                                  person
   2       EM0 Fees               $150,000 per school           $       300,000 $     300,000 $         300,000
   2       Professional           $1 15,000 per school          $       230,000 $     230,000 $         230,000
           Development: Fees for
           providers and release
           time for staff
   2       Longer School Day 1 $100,000 per school.             $        27,596   $    28,731 $           28,73 1
           Teacher Incentives    Budgeted: $25,308 plus
                                 associated benefits of $2,288.

   2       BehaviorSpccialists    AverageSalaryof$S0,000         $      137,422 $     137,422 $          137,422
                                  and benefits of $18,711 per
                                  person
    1      Career Specialist or   Average Salary of $50,000      $       68,7 11 $     68,7 1 1 $         68,7 1 1
           Coordinator for each   and benefits of $18,71 1 per
           school who would       person
           secure internships for
           students
   2       Clerical               Average Salarry of $40,000     $      114,614 S     114,614 $          1 14,614
                                  and Benefits of 17,307 per
                                  person
   2       Supplies              $30,000of supplies at each      $      60,000 $       60,000 $           60,000
                                 school
   2       Student Incentives    $ I 0,000p a school             %      20,000 $       20,000 $          20,000
   3       Busing and Travel for $5,000per school                $      15,000 %       15,000 $          15,000
           Students
    1      Travel               $1,290 per school                $        1,290 $       1,290 $            1,290
   2       Technology upgrades, $70,000 per school               $      140,000   $   140,000 $          140,000
           Computers, printers,
           copias
    1      Indirect Cost          Indirect Cost (Up to 3.5%)     $      62,890 $       62,000 $          62,000

                                              Total              $    1,999,755   $ 2,000,000   $      2,000,000
001-002 P""OOT-OOE        sap03 IJ?~Op ~ O ! l a U + l
                      -
          s a ! ~ q n s sa3lruaS lwuos~ad
     v mod ~ I V . L B ~ u n a
                     ~m
                           ZT-S
                                                                     S-13
                                                             BUDGET DETAIL FORM B
                                                             Permnal Services - Employee Benefits
                                                               Function & Object Code 200-200
                                                                                                                                   r - I Date: 4/29/2010


                                                                                          7

NGO TITLE: School Improvement Grant
                                                                                                          Check box if this is a subgrantee form and ldeotifv
                                                                                                                           suberrantee below.
School Name: Renaissance Academy                                                              SUBGRANTEE:

(NOTES: Copy this form. Refer to Part IU,Constructing a ~ r a n t ~ ~ ~ ~ l i c a t i o n of the Discretionary Granr Application for instructions.
                                                                               Budget,                                                                                     I
              tc
l ~ o m ~ l eall columns. Use multiple liner for a single entry if necessary.
-
     W a l l lUIYtNAM6




Teachers
Guidance Councelor
                           liKArY 1
                         lthuUI5Sl~LU
                           SALRHY
                          AMuunl


                            I50,OoO
                           100,000
                                         [TI
                                        'lLA




                                        7.65%



                                        11,475

                                         7,650
                                                   - - - -
                                                   -


                                                    11,505

                                                                  5,000
                                                                           W    W




                                                                               2,085
                                                                               1,390
                                                                                     S        UPlLMrLY.




                                                                                              --
                                                                                                   -
                                                                                                           I)WAUIL




                                                                                                                     -
                                                                                                                      tlLALlfl

                                                                                                                      fer ernply

                                                                                                                      832

                                                                                                                        25,575
                                                                                                                        17,050
                                                                                                                                   SYCCWY:
                                                                                                                                   rtr amply
                                                                                                                                   5
                                                                                                                                   -
                                                                                                                                       UltLLH




                                                                                                                                          3,166
                                                                                                                                             *A

                                                                                                                                         9,498

                                                                                                                                         6,332
                                                                                                                                                  IUIALY*
                                                                                                                                                     ,
                                                                                                                                                     U
                                                                                                                                                  BILNI!~II>




                                                                                                                                                    60,138

                                                                                                                                                    37,422
                                                                                                                                                                bKAn1.
                                                                                                                                                               KLYUSS I
                                                                                                                                                               AMOVNI-
                                                                                                                                                               (tr~nsrl
                                                                                                                                                                ONLW
                                                                                                                                                                     J'S




                                                                                                                                                                 60,138
                                                                                                                                                                 37,422

                         150,000 - - 2,085-
                         - 11,475 - 7,500 -  - 9,498-
                                            - 25,575- 56,133                                                                                                     56,133
Behavior Specialist        100,000       7,650                    5,000        1 ,390              -                    17,050           6,332      37,422       37,422

Career Specialist            50,000      3,825                    2,504             695                                   8,525          3,166      18,711       18,711
Instructional Staff         25,308        1,93 6                                    352             -
                                                                                                                                         3,166      28,539       28,539

Clerical Staff                                                                                                                           6,332      34,614       34,614
                                                                           S- 14
                                                                   BUDGET DETAIL FORM C


INGO TITLE: School Improvement Grant
                                                             Purchused Profasionai and Technical Services
                                                             Function & Object Codes 100-300 and 200-300
                                                                                                                           0
                                                                                                                           Date: 412911 0



                                                                                  (           Check box if this is a sub~raotre
                                                                                                                              form and identify




INOTES:      Copy this form. Refer to Part U,Constructing a Grant Application Budget, of the Discretionary Grant Application for instructions.    I
( ~ o r n ~ l e t ecolumns. Use multiple lines for a single entry if necessary.
              all
                                                                        S-15
                                                          BUDGET DETAIL FORM D



A G O TITLE: School Improvement Grant
                                          Supplies and Materials
                                                      Function & Object Codes 100-600 and 200400
                                                                                                                   0
                                                                                                                   Date: 412911 0


                                                                                     Check box if this is a suberantee form and identify
                                                                                                     Subgrantee below.                       -
Schuol Name: Reuaissance Academy                                              SUBGRANTEE:
                                                                          I



NOTES: Copy this form. Refer to Part Kt, Constructing a Grant Application Budget, of the Discretionaly Grant Application for instructions.
Complete all coIumns. Use multiple lines for a single entry if necessary.

   PROJEXT COAL\     FUNCTION                             lTEM DESCRlPTlOlY                            UNm COST        QUANTITY
     UWECXCYEI           &
      ACTIVITY         OBJECT
                        CODE

                       P



                                Supplies to supplement College Ready Curriculum
                                                                                     $14
                                                                      BUDGET DETAIL FORM E


N O TITLE: School Improvement Grant
                                                                            a
                                                                                 Equipment
                                                                 Function & Object Codes 4CO- 731 and 400- 732


                                                                                               y L
                                                                                                                                           L
                                                                                                                                           Date: 4/29/10



                                                                       /
                                                                                                                 Subgrantee below,
    School Name: Renaissance Academy                                       SUBGRANTEE:
i                                                                      1                                                                                                 I

NOTES: Copy this form. Refer to Part UT, Constructing a Grant Application Budget, of the Discretionary Grant Application for instructions.
Complete all cokrmns. Use multiple lines for a single entry i f necessary.
                                                                                                                                                                       -
       PROJECC GOAU   FUNCTION                         ITEM DESCRIWION                                                         UNIT COST       OUAlVTllY        C W
        OfUEffIVW        6r                                                                                                      ILK)             10)          REQUEST
         ACTIVITY      0B.nX-r                                                                                                                                 AMOUNT
                        CODE                                                                                                                                    (GR)
                                                                                                                                     UC    x      Q            GR
                      -
                      -                                                                                                                                    =


    C.C+l G.G.I.5
        .S;           - 1 Technology Upgad-,
                      400-73                      Srilattboarda, Computers, printas, copier6



-




                                                                                                            -    -




             -
             -
                                                                  BUDGET DETAIL FORM F
                               Other Purchased Services, Other Objects. Purchased Proper& Servtces, Travel, Jndirecr Cusrs, Bwildings
                                                                                                                                       rn
                                Function & Object Codes 100-500, 100-800, 200-400,200-500, 200-580, 200-800, 200-860, 400- 720
NGO TITLE: School Improvement Grant
                                                                                        [3         Check box if this is a suberantee form rnd identify


School Name: Barxinger High School                                                     SUBGRANTEE:


NOTES: Copy this form. Refer to Part IU,Constructing a Grant Application Budget, of the Discrefionaty Grant AppIicatlon for instructions.
Cumplett:all columns. Usc multiplc lines for a single entry if necessary.

        PROJECT         FUNCTlON                                             DESCRLPCIONCOST CALCCLATION
         GOALJ              &
      OWELTlVU            OBJECT
       ACTIVlTY
                         -
                         -CODE

B.B.1.I0                100-500     Bus Transportation for students                                                                                      15,000
E.E. 1.3; E.E 2.3      100-800      Student incentives (for acaderpic achievement, a t t e n h c e , exhibiting mvdcl behavior, etc)                     20,000



                       200-580      Travel to attend NJDOE Leadership Academy (School Leader + DistrictTurnaround Oficer)                                 1,290
                                   Mileage: 15 days x 100 miles x $.3 1 x 2 people=$930
                                    T o l l s $12/day x 15 days x 2 people ~ $ 3 6 0
                       200-860      Indirect cost (3.5%)                                                                                                 62,89U




                                                                                                                                                         99,180
                                                         Form S-18
                                           E
                                         -NJ D
                            APPLICATION FOR FUNDS - BUDGET SUMMARY

LEA Name:
-my
NGO Title: -Improvement          Grant
                                                                                    -

                                                     GRAKT FL'NDS REQUESTED               TOTAL
                                                                                                      ADMIN.
      BUDGET CATEGORY                            STATE        FFDEML          SJQ       &m o cohmu
                                                                                            f          COST
                                                                                                     SUMMARY
                                                 FUNDS          W    S     FmDS             1-3
                                                              (Column 21                (Column 4)




7


Business Admiai&ator/Cbief Fiscal Officer
April 29,2010

           MONITORING AND ACCOUNTABILITY PLAN @points)
LEA : Newark Public Schools                          Name of School: Renaissance Academy

The Newark Public Schools' monitoring and accountability plan for turning around low
performing schools is embodied in the Strategic Plan, Priority 4: Improve our educational
practice by creating an accountability system that promutes data-informed, effective, and
efficient management and operations. In support of this priority, the following occurred in
SY 2009-2010.
        A new Office of Academic Services, headed by a Chef Academic Officer, was creatcd to
        ensure that standards, curriculum, instruction, and assessments are better coordinated and
        aligned.
        A new Office of Innovation and Change was launched to help ensure that all departments
        are ' b o the same page" i implementing the strategic plan and that NPS is taking
                                 n
        advantage of best practices in turning around low-performing schools.
    +   Schools were organized into four regions, each with its own feeder pattern of Pre-K - 12
        schools, to help emure coherent and consistent approaches as students move from
        elementary through high school and into college and work.

In addition, in support of Strategic Plan Priority #3: Ensure that schools are safe, welcoming,
and working collaboratively with parents, families, and community partners to support
student success, a review of School Leadershp Council guidelines and by-laws was
undertaken. The result of this review, which occurred between November 2009 and February
2010, was a new set ofguidelines and by-laws whjch were adopted by the Newark Public
Schools Advisory Board in March 201 0. High school SLCs are comprised of 16 members: one
school principal; four certificated instructional staff members; three non-instmctiond support
staff members; four parents or guardians draw horn the horne/school organization; three
community members; and one high school student (student government president).

T h e sub~school committees af the SLC for each school may include, but not be limited to:
Budget; Curricdlrm/hstructionlAssessmentData; School-to-Careers and College Initiatives;
Parents;Family Support Team; Personnel; Professional Development; Incentives for students,
staff, parents for achievement; SafetylScbool Climate; Technology; Small Learning
Communities; and Positive Behavior Support Team. Thus, there will be multiple opportuniries
for the discussion of and support for the school restructuring process to occur.

With these infratstructures i place, and in support of the SIG initiative, the district will hire a
                             n
Turnaround Officer who will provide conthuous feedback to the Newark school community
regarding the implementation of the model. The District Turnaround Omcer will report
directly to the Superintendent for the S G process. The individual will also report to and be
                                        I
supported by the Chief Academic Officer, the Regional Superintendents, and t h e head of
Innovation and Change. The bi-monthly Instructional Cabinet meeting will be the venue for this
reporting. Duties of the District Turnaround Officer will include coordinating with school
leadership - includng the Principal, academic team leaders, and School Leadership Council - on
program implementation following the m u a l Praject Activity Plan approved by NJDOE;
reporting school level progress at Instructional Cabinet meetings; coordinating professional
development contracts across schools; interfacing with data coaches; performing analyses;
serving as a liaison with NJDOE and its appointed Network Turnaround Officer.

The principal, other school leaders, and members of the School Leadership Council at
Renaissance Academy will monitor implementation and outcomes to ensure continuous
improvement of the turnaround process. The team will convene weekly to review
implementation progress of Turnaround refom efforts, trouble-shoot issues, and analyze student
data. The arsenal of qualitative and quantitative data collected throughout each school year
(such as classroom and schooI security walkthroughs, student assessments, surveys, curriculum
lesson plans, teacher performance evaluations, professional development evaluation forms,
school-community stakeholder focus groups, etc.) will be used in a formative nature to inform
programmatic and policy decisions about ''what's working, not working, and why" and in a
summative nature to provide evidence about the impact of program strategies on teacher practice
and student outcomes.

On a monthly basis, the District Turnaround Officer and (in some instances, the hTO) will work
with the School Leadership Council to review data with t h e purpose of answering the following
questions:
        Are we implementing reform strategies as planned? Are teachers, students, and parents
        receiving the intended dosage of reform efforts as planned? If not -why and how can
        we address these challenges?
        What student outcomes did we acheve? To what extent did these outcomes differ for
        sub-group populations (and why)?
        What are our visible and non-visible wins (what were the facilitating factors and can we
        replicate those factors in program areas that are struggling)?
        What i the reactiodfeedback fiom staff, students, parents, partners about reform
                s
        strategies? How can thls feedback inform our efforts?
        How effectively are we managing resources that support reform efforts?

The types of data to be collected and reviewed as part of the monitoring process will include (but
not be limited to):
         observations of classrooms (quarterly) and professional development activities
         (ongoing)
         review of lesson plans and student work (quarterly)
         bagnostic assessments, formative assassments (mid-term and final exams) and
        summative assessments (HSP A, SAT)
        review of progam documentation, including common planning time and other teacher
        training agendas and sign-in sheets (ongoing)
        student, staff, parent, and partner surveys and focus groups (each spring)
        school incident and student support services data

The School Leadership Council at Renaissance Academy, via the appropriate sublschool
committee, will work with an evaluation consultant (paid for by NDOE) to carry out aspects of
the plan, including the process for generating interim and year-end reports, and other
communications formats that serve to share findings about the progress and outcomes of reform
efforts with the broader school community.

Ultimately, the &strict is accountable to each school's community. The parents, students and
staff who have participated in various planning initiatives before SIG, including the development
of the Skategic Plan, conveyed their sense of urgency for school improvement. (The SIG
community meeting notes and sign-in sheets are attached.) The SIG proposal is a comprehensive
three-year plan for the restarting of Renaissance Academy as the district's first charter school.
We look forward to the New Jersey Department of Education's affirmative reply.
ATTACHMENT


STAKEHOLDER
PARTICIPATION
Alternate High School Initiative

   1) Big Picture Schools in (4) Locations
    )
   2 Diploma Plus Schools (2) Sites
   3) Fast Track (3)
   4) Voc. TechITraining
   5) Schools of Choice
   6) Christ the King Prep
         P 4 days academic rigor
         P 1 day work
   7) Multiple Pathways t o Graduation
   8) Behavior Modification
   9) Menu approach to placing Student
   10)      AHSIm-LC
   1 1)     IndividuallProject 3R's
   12)      Family engagements
   13)      Catch them doing well (good)
            Twice per quarter to meet parents
            Parent Contract
            Small Learning Community Personalized Services
            CBO's connected to schools
            Linked to arts Community Service learning
            1 1 Months of school internships twice per week
            Real world learning
            Autonorny/decisions Rebranding (Marketing)
,
JOT
 """a

								
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