Plainfield Public School District Accountability System
The Plainfield Public
Schools, in
partnership with its
community, shall do
whatever it takes for
all students to achieve
high academic
standards. No alibis.
No excuses. No
exceptions.
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ACCOUNTABILITY TASK FORCE MEMBERS
JOSHUA STARR
Director of Accountability, Plainfield Public
School District
LOU LOPEZ
V.P. Maxson Middle School
RICHARD KREMA
V.P. Finance, L.A. Dreyfus Co.
SCHARRON LITTLE-HOUSTON
Woodland Elementary School, PTO
SONDRA CLARK
Director, Black United Fund
JEFF FOSTER
Head Custodian, Maxson Middle School
GEORGE JACKSON
Teacher, Washington Elementary School
ETHEL COLEMAN
Teacher Assistant, Cedarbrook Elementary
School
TERRI SLAUGHTER-CABBELL
Member, Plainfield Board of Education
GAIL SCHWARTZ
V.P. Emerson Elementary School
CATHY BATTLE
Vice President, Citywide PTO
DEBORAH CELESTAND
Teacher, Plainfield High School
CHARISSE PARKER
Secretary, Office of Accountability
Board of Education Members:
Mrs. Beulah Womack, President
Mr. Rick A. Smiley, Vice President
Mr. Steven Cabbell
Mr. Martin Cox
Mr. Robert Darden
Dr. Inez P. Durham
Mrs. Lynne Richard
Mrs. Terri Slaughter-Cabbell
Mrs. Veronica Taylor Hill
Dr. Larry Leverett, Superintendent
Special thanks to:
Reginald Robinson, International Center for Educational Accountability, Richard Sagor,
Institute for the Study of Inquiry in Education, Marilyn Muirhead, The George
Washington University Center for Equity and Excellence in Education.
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GLOSSARY OF TERMS
Rubric
A tool for measuring progress. Rubrics consist of defined criteria
and levels of achievement that correspond with the criteria.
NJCCCS
The New Jersey Core Curriculum Content Standards. The State of
New Jersey created the standards to describe what all students
should know and be able to do upon completion of their education.
There are standards in 8 areas: 1) Cross Content Workplace
Readiness, 2) Visual and Performing Arts, 3) Comprehensive
Health and Physical Education, 4) Language Arts Literacy, 5)
Mathematics, 6) Science, 7) Social Studies, and 8) World
Languages. For more information, go to www.state.nj.
ESPA
A test based on the NJCCCS given to all 4th graders in New Jersey.
There are 3 sections of the ESPA, Language Arts Literacy,
Mathematics and Science. 5th grade students in 2001-02 will also
take portions of the ESPA.
GEPA
A test based on the NJCCCS given to all 8th graders in New Jersey.
There are 3 sections of the GEPA, Language Arts Literacy,
Mathematics and Science.
HSPA
A test based on the NJCCCS given to all 11th graders in New
Jersey. There are 3 sections of the HSPA, Language Arts Literacy,
Mathematics and Science.
NJPASS
A test in Language Arts and Mathematics given to all Plainfield
students in grades 1, 2, 3, 5, 6 and 7.
New Standards
Reference Exam
A test in English Language Arts and Mathematics given to all
Plainfield students in grades 4, 5, 8, 9 and 10.
TAP
The Targeted Assessment Process. The TAP is given 3 times per
year to all students grades K-12. The TAP is based on the NJCCCS
and was designed by the Plainfield Public School District to show
students and teachers where students should be in the subjects of
reading, writing, mathematics and science at the end of the
academic year and at 2 other points during the year.
OEE/MFR
Orchestrating Effective Effort and Managing for Results. This
process was developed by the Plainfield Public School District to
help teachers and students use TAP and other data to create
individual goals and action plans for students.
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Abbott
A series of NJ Supreme Court decisions beginning in 1990 that led
to landmark legislation that raises school spending for 30 “special
needs districts” to bring them to the level of spending of the state’s
wealthier districts.
WSR
Whole School Reform. Models that a school implements to ensure
that all students will achieve the NJCCCS. 10 Plainfield schools
use the America’s Choice model, 2 use Ventures and 1 uses
Accelerated Schools.
LINCC
Leadership Innovation and Change Council. LINCCS are sitebased management teams. Every school has a LINCC, made up of
the principal, teachers, support staff, family members, community
members, and students where appropriate. LINCCS are responsible
for monitoring the implementation of Whole School Reform.
AYP
Adequate Yearly Progress. A state formula for determining the
appropriate increase in scores on the ESPA, GEPA and HSPA. The
state considers an elementary or middle schools to be proficient if
75% of all enrolled students pass the ESPA or GEPA. High
schools are considered proficient if 85% of the students pass the
HSPA. AYP’s are calculated by subtracting the number of students
who passed the test last year by 75 (elementary and middle) or 85
(high school), and dividing that number by 7, which is the number
of years the state expects each school to achieve proficiency.
ASSA
Application for Assisted State Aid. ASSA is the annual student
enrollment summary submitted to the state. The state bases the
level of aid the district receives on this enrollment count.
QAAR
Quality Assurance Annual Review. It is a list of district goals and
objectives and shows progress made towards achieving those goals
and objectives. In order to monitor and evaluate the effectiveness
of school districts, the state requires that every district submit the
QAAR annually.
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INTRODUCTION AND BACKGROUND
The Plainfield Public School District (PPSD) has been engaged in a comprehensive
reform effort since 1995. This reform effort has focused on building a shared vision of
PPSD where all students have the opportunity to achieve the New Jersey Core
Curriculum Content Standards (NJCCCS). As part of this process, the district, in
partnership with its community, has:
 Developed a 5 year, 6 point strategic plan.
 Embraced a policy of district decentralization that supports site-based governance.
 Supported collaboration among all stakeholders.
 Initiated interest-based negotiations between the Board of Education and its
employees.
 Embraced community engagement for joint-problem solving.
 Focused on data-based decision making.
 Increased the use of technology throughout the district.
 Committed to ongoing staff development.
 Allocated district resources to support improving student’s literacy.
In 1999, Plainfield was reinstated as an Abbott district. As a result, each school is
required to implement a Whole School Reform (WSR) model. Three WSR models have
been selected in the district and are at varying stages of implementation – America’s
Choice, Ventures and Accelerated schools. WSR has provided schools with the
opportunity and resources to integrate all school efforts to ensure that all students are
receiving high quality, standards-based instruction.
In recognition of the current status and needs of PPSD, District LINCC called for the
development of a comprehensive accountability system based on accurate data and
continuous improvement that will ensure that all students receive an education that will
help them achieve the NJCCCS. A task force was formed to carry out this work. The task
force comprises 2 teachers, 2 community members, 2 support staff, 2 family members, 2
building administrators, 1 cabinet member and 1 Board of Education member. These 12
individuals were nominated by their constituents for participation on the task force. The
task force is now leading the effort to ensure that all students receive a high quality,
standards based education that will help them achieve the NJCCCS. The following
document reflects the work of the Accountability Task Force.
This plan is being designed to promote local ownership and collective responsibility. To
have credibility, accountability must be driven by the initiative of the district, schools,
and community. Reliance on externally driven approaches to accountability typically fail
to gain the credibility and support of the educators and community members at the local
level. The PPSD School Accountability System is locally driven and identifies the
outcomes and indicators that the Plainfield community values and expects.
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STATE AND LOCAL REGULATIONS
PPSD must adhere to all federal, state and local statutes, codes, policies, regulations and
reporting procedures. The district’s first level of accountability is to the state, as it
directly oversees the district’s operations. At a minimum, the district must comply with
all federal and state laws and regulations, including Abbott regulations. The second level
of accountability the district has is to its own local policies, practices, codes and
procedures. These are aligned with federal and state regulations and have been developed
internally to reflect best practices.
New Jersey Regulations.
The State of New Jersey requires that school districts ensure a “thorough and efficient”
education for their students. The state has evaluation procedures (N.J.A.C. 18A:7A-10) to
determine whether each district has met this requirement. Districts are also required
(N.J.A.C. 18A:7A-11) to submit to the state an annual progress report, which includes:
a. demographic data
b. results of assessment programs, including State-wide assessments
c. information regarding fiscal operations, including each school’s budget
d. plans and programs for professional improvement
e. plans to implement innovative educational programs
f. recommendations for school improvements during the ensuing year
g. additional information that may be prescribed by the commissioner
The state may also require a facilities survey, including current usage and projected
capital projects.
The New Jersey Department of Education (NJDOE) 1 regulations also require that
schools make Adequate Yearly Progress (AYP) on state ESPA, GEPA and HSPA
exams. AYP is determined by subtracting the percentage of students who passed the state
test from the state expected pass rate of 75% for ESPA and GEPA and 85% for HSPA,
and dividing the difference by 7, which is the number of years allowed by NJDOE to
close the performance gap. There is an AYP for each section of the test.
Example:
At Elementary School A, 15% of the students passed the Mathematics portion of
the ESPA in 1999. The difference between 75% and 15% is 60% points (7515=60). 60% points divided by 7 years equals 8.6% points. Thus, School A must
show an AYP of 8.6% points per year in Mathematics until it reaches the 75%
passing goal.
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Abbott regulation 6:19A-1.5 states that:
Each district and school shall implement its approved district wide system of
rewards to recognize schools, teachers, parents, and administrators who contribute
to helping students attain the Core Curriculum Content Standards pursuant to a
district plan approved by the Department. In districts and/or schools that do not
maintain a pattern of improved student achievement, the Department shall pursue
sanctions provided for in N.J.S.A. 18A:7F-6(b).
District Regulations, Policies and Governance Structure.
All district policies are aligned with state and federal statutes, codes and policies. PPSD
operates under the governance of an elected Board of Education (PBOE). The PBOE
manages the district’s affairs in accordance with federal and New Jersey state regulations
and code and district policy. The PBOE has appointed a chief school administrator
(superintendent) to carry out district policies and oversight responsibilities.
As a result of increased accountability measures, there will be a need to review existing
policies and procedures. New policies and procedures will be developed and subsequent
administrative regulations may be changed. District policies are considered to be organic
and dynamic; they should change according to what is known about best practices and
must support data driven efforts to improve standards based instruction.
PBOE fully supports local leadership and site based decision making as required by
Abbott regulations and district policy. Each school has a Leadership Innovation and
Change Council (LINCC) that oversees implementation of whole school reform at the
school level. There is also a district LINCC, which is jointly led by the superintendent
and Plainfield Education Association (PEA) president.
THEORETICAL FRAMEWORK FOR ACCOUNTABILITY
Definition of Accountability.
The following definition from Linda Darling-Hammond and Carol Ascher (1990) reflects
the underlying principles and theoretical basis of the PPSD School Accountability
System:
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An accountability system is a set of commitments, policies, and practices that are
designed to create and nurture good practices and continual self-evaluation, (and):
 Heighten the probability that students will be exposed to good
instructional practices in a supportive learning environment;
 Reduce the likelihood that harmful practices will be employed; and
 Provide internal self-correctives in the system to identify, diagnose, and
changes courses of action that are harmful or ineffective.
In order to sustain good practices, continual evaluation and continuous improvement
based on reliable and comprehensive data, the Accountability Task Force believes that
accountability is collective responsibility for student results.
Accountability Principles.
Four key principles form the foundation for the Plainfield Accountability System:
1.
2.
3.
4.
Alignment of effort
Continuous improvement
Communication
Inclusiveness
1. Alignment of effort suggests that everything we do must be consistent with the
goal of helping all students achieve NJCCCS. There must be a straight line
between standards, instruction and assessment. Clear goals, objectives and
benchmarks must be developed and agreed upon. All activities must be measured
against the agreed upon goals and data gleaned from these measurements must be
used in the continuous improvement process. Resources must be allocated on a
needs basis and in alignment with the goals. All instruction and assessment of
student progress towards standards must be aligned with NJCCCS.
2. Continuous improvement “is change with direction, sustained over time, that
moves entire systems, raising the average level of quality and performance while
at the same time decreasing the variation among units, and engaging people in
analysis and understanding of why some actions seem to work and others don’t,”
(Elmore, 2000). Variation means the elimination of differences in outcomes.
Continuous improvement describes the process by which decisions are made
based on comprehensive data about student progress towards standards.
Continuous improvement necessitates that a comparison of results is made from
year to year. Accountability and collective responsibility must be developed
through inquiry, not imposed by external agents. School-wide decisions about
what students need in order to achieve NJCCCS must be based on “best
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practices.” Progress towards goals must be measured regularly and stakeholders
must use the measurements to reflect on their practice. The capacity of staff and
students must be continually developed to incorporate best practices into the
classroom. Technology must be used to facilitate the continuous improvement
cycle.
3. Communication suggests that schools and their communities must have
reciprocal dialogue about how students are progressing towards NJCCCS.
Schools must regularly communicate their expectations and student progress
towards standards with their community. All adults must communicate values by
modeling behavior. Staff must regularly communicate their expectations to
students and parents. Students and families must communicate with teachers and
administrators regarding support needed to achieve standards. Colleagues must
communicate with their peers and make their practice transparent by sharing best
practices, observing each other, and engaging in reflective conversation about
effective effort. Roles and responsibilities must be clearly communicated. And,
most importantly, all stakeholders must have a comprehensive understanding of
NJCCCS. All available and appropriate technologies must be used to
communicate “seven times, seven ways.”
4. Inclusiveness is a principle that describes ways in which diverse voices are
meaningfully incorporated into conversations and efforts intended to help all
students achieve standards. All students, teachers, support staff, administrators,
families and community members must be viewed as respected and important
voices in the education of Plainfield’s children. We must do whatever it takes to
break down barriers to learning and communication. Innovation and creativity
must be rewarded and all stakeholders must be made to feel welcome in our
schools.
DISTRICT GOALS
The 4 accountability principles provide the foundation for 6 non-negotiable goals that
every school must show progress towards achieving.
Continuous improvement requires the development of goals so that progress can be
regularly measured and reported. Goals should be adjusted according to progress made. It
is essential that decision makers have comprehensive and accurate data to use for
decision making purposes and analysis of progress made towards goals. The specific data
that decisions will be based upon must be consistent throughout the district. Decisions
regarding goals must be based on research regarding what is known about educating all
students to standards.
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Goal 1: Improve student achievement through instructional rigor and alignment
with NJCCCS: All students will have access to high quality, standards based
instruction.
Goal 2: Community engagement: Community and family will be meaningfully
engaged in decision-making and planning for the education of Plainfield’s children.
Goal 3: Comprehensive supports for all students: Every student will have access to a
system of support intended to meet the needs of the whole child.
Goal 4: Effective and efficient operations: Individual schools and the district as a
whole will have effective and efficient programs, operations and services in a safe
and orderly environment.
Goal 5: Staff: All students will have access to certificated, highly trained, caring and
culturally responsive staff members.
Goal 6: Governance: All stakeholders, including administration, community,
parents, teachers, support staff and students (where appropriate), will be
meaningfully engaged in decision-making, problem-solving, and planning.
MEASURING PROGRESS
Procedures for Collecting and Reporting Accountability Data.
The district reports to the state annually in a variety of ways, including ASSA, QAAR
and the New Jersey School Report Card. PPSD schools will be required to publish triannual School Profiles. In a continuous progress design, 3 types of data must be
consistently collected and analyzed:
1. Baseline profiles. Each school will create a baseline profile of how it is doing
relative to the district’s 6 goals. Where appropriate, these profiles will be
aggregated by the central office to form a district profile.
2. Tri-annual accountability reports. Three times per year, schools will provide
insight into growth, plateaued performance or regression, relative to the 6 goals.
3. Documentation of practices employed. Documentation must occur so that
stakeholders can make educated judgments regarding possible causes/correlations
of any changes in the profile.
Each school LINCC will use a rubric (Appendix B) to self-evaluate its progress towards
achieving the 6 non-negotiable district goals. Evidence of progress will be attached to
each rubric and coded accordingly. By using data and evidence to determine progress
made towards goals, each LINCC will be able to make decisions based on the real needs
of the school. Rubrics will also be used for Abbott Whole School Reform plans and
budgets, as they will provide the evidence needed to justify expenditures.
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Directions for Filling out PPSD School Profiles.




The entire LINCC must be involved in determining a score for each rubric, and a
statement of assurance must be signed (Appendix D).
Each rubric will have an Evidence Sheet attached to it (Appendix C)
Copies of evidence of progress that the LINCC has selected must be included in
the report and labeled to correlate with the Evidence Sheet.
Accountability reports will be reviewed by a rotating sub-committee of District
LINCC.
System of Rewards and Consequences.
Accountability reports are designed to be tools for self-assessment, not for evaluation.
However, in order to be consistent with Abbott regulations, they will be used to reward
schools that have made significant progress. If a school does not make adequate progress
towards achieving the 6 goals, the accountability reports will indicate the area(s) where a
school needs help. No monetary rewards will be given to individual district
employees by the district on the basis of rubric scores or student achievement
results.
Each school can score between 6 and 24 points on its Profile (1-4 points for each rubric,
multiplied by 6 rubrics, equals 24 points). It is expected that every school show progress
on each tri-annual Profile. Schools must also meet their state AYP in order to move up a
category. If a school increases its rubric scores yet does not meet its AYP, it will not
move up a category. However, it might still be eligible for a reward. At least 95% of
eligible students must take the state test in order for the school to qualify for a reward.
After completing its self assessment, assigning rubric scores and examining student
achievement data, each school LINCC will determine which of following 4 categories it
fits into:
CATEGORY
RUBRIC POINTS SCORED
Basic
6-10 points.
At least 1 point on each rubric.
11-15 points.
Partially
Proficient
Proficient
Exemplary
At least 2 points on 5 rubrics, and at least 1 on the 1
remaining rubric.
A school cannot score a 1 on more than 1 rubric and be
considered Partially Proficient.
16-20 points.
At least 3 points on 5 rubrics, and no less than 2 points on
the 1 remaining rubric.
A school cannot score lower than a 2 on any rubric and be
considered Proficient.
21-24 points.
At least 3 points on 3 rubrics and 4 points on the remaining
3 rubrics.
A school cannot score lower than a 3 on any rubric and be
considered Exemplary.
MINIMUM ESPA,
GEPA, HSPA SCORE
0-39% of students pass
state test.
40-74/84%
students pass
test.
of
state
75/85-94%
students pass
test.
of
state
95-100% of students
pass state test.
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Monetary Rewards.
Every time a school improves, it will receive between 1%-5% of the average full-time
personnel salaries in that school, multiplied by the number of full-time staff in the school.
The amount cannot exceed 1.5% of total district full-time personnel expenditures. The
range of money that a school can receive will be based on the progress it has made.
AYP
Test
score
range
Rubric
Score
1%
Does not reach
0-39%
2%
Reaches
0-39%
3%
Reaches
40-74/84%
4%
Reaches
75/85-94%
Meets
conditions
of
next
category
(e.g.,
moves
from Basic to
Partially
Proficient)
Meets
Meets
Proficient
conditions conditions of
of
next next category
category
5%
Reaches
95-100%
Exemplary
A school must make progress from year to year in order to receive a reward. If a school
receives a reward in year 1 for moving from Partially Proficient to Proficient, yet stays in
the Proficient category in year 2, the school will not receive a reward in year 2.
Example:
1. In elementary School A, on the 1999 ESPA, 15% of the students passed the
Language Arts Literacy section, 20% passed Mathematics and 50% passed
Science. The AYP’s are 8.6, 7.9 and 3.6 respectively. The LINCC assigned a
score of 7 points for the first School Profile. School A is considered Basic after
the first School Profile. By the end of the year, School A scored 13 points on its
rubrics. School A’s 2000 ESPA scores show that 22% of the students passed
Language Arts Literacy, 30% passed Mathematics and 60% passed Science.
School A remains in the Basic category and receives 1%, because it did not reach
its AYP in all three categories, yet it did make progress on its rubric score.
Schools can choose to use the reward in whatever way they choose, as long as it meets all
federal, state and local legal requirements. When the first school profile is submitted, the
school must also submit its plan for use of any reward funds it may receive.
Consequences.
The PPSD is committed to doing whatever it takes to support schools in their
improvement efforts. When a school does not show progress after 1 year, it will become a
Priority school. The central office will provide Priority schools with regular and ongoing
technical assistance in goal setting, action planning and resource allocation. If a school
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fails to make progress for two years, it will become a Crisis school. Crisis schools will be
subject to direct oversight by the superintendent.
District Evaluation of School Profiles.
Once a school LINCC has conducted a self-assessment, assigned rubric scores, looked at
student achievement results and created their school profile, their data and categorization
must be evaluated by others in the district for accuracy and appropriateness. The
superintendent will designate committees to meet with the schools and review their
school profiles. These committees will then decide if the LINCC’s determination was
appropriate. If the committees determine that there are discrepancies in the selfassessment, the school profile will go to the Plainfield Board of Education, who will have
the final say regarding the appropriate category for the school and any rewards or
sanctions it is due.
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APPENDIX A – DISTRICT-WIDE ASSESSMENTS
2000-2001 School Year
Test Name
Dates
Grades
Covered
1 – 3, 5 – 7
NJPASS
May, 2000
TAP
Sept, 2000
Jan, 2001
May, 2001
K –3, 5-7
ESPA
May, 2001
4
GEPA
March, 2001
HSPA
Oct, 2000
April, 2001
New
Standard
Reference
Sept, 2000
June, 2001
Content
Scores
Language Arts
Mathematics
Reading (1 – 3, 5 – 7)
Writing (K – 8)
Mathematics (1 – 3,
5 - 7)
Language Arts
Mathematics
Science
Proficiency
Levels
Proficiency
Levels
Proficiency
Levels, scale
scores, and
raw scores
8
Language Arts
Proficiency
Mathematics
Levels, scale
Science
scores, and
raw scores
11, 12
Reading
Proficiency
Mathematics
Levels, scale
Writing
scores, and
raw scores
4, 5, 8, 9, English
Language Standard
10
Arts
Levels and
Mathematics
percent
breakdown
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APPENDIX B - RUBRICS
There are six rubrics aligned to each goal. School LINCC’s are responsible for
scoring the progress they have made towards achieving each of the 6 goals and
placing that score at the bottom of each rubric. Evidence must be attached and
coded to correspond with each goal and indicator.
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GOAL 1: IMPROVE STUDENT ACHIEVEMENT THROUGH INSTRUCTIONAL RIGOR AND
ALIGNMENT WITH NJCCCS
TRAIT
BASIC
(1)
I. Students, teachers,
support staff and
administrators
incorporate
NJCCCS in all
aspects of their
work.

II. Student progress is
measured using
multiple
assessments.
Rubrics and
student work are
used to determine
student progress
towards standards.

III. Staff consistently
have high
expectations for all
students.





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Is within 80% of
meeting WSR model
implementation
timeline.
School reports
individual student
progress towards
standards to families,
students and staff at
least once every two
months.
70% of teachers
consistently use
OEE/MFR process.
70% of teachers
consistently use
assessments to drive
instruction.
70% students receive
regular feedback on
their work.
Some instructional
content reflects grade
level expectations
and standards.
Some students can
PARTIALLY
PROFICIENT
(2)
 Is within 90% of
meeting WSR model
implementation
timeline.
 School reports
individual student
progress towards
standards to families,
students and staff at
least once every six
weeks.
 80% of teachers
consistently use
OEE/MFR process.
 80% of teachers
consistently use
assessments to drive
instruction.
 80% of students
receive regular
feedback on their
work.
 Most instructional
content reflects grade
level expectations
and standards.
 Some students can
PROFICIENT
(3)
EXEMPLARY
(4)

Meets WSR model
implementation
timeline.
School reports
individual student
progress towards
standards to families,
students and staff at
least once per month.

90% of teachers
consistently use
OEE/MFR process.
90% of teachers
consistently use
assessments to drive
instruction.
90% students receive
regular feedback on
their work.

Most instructional
content consistently
reflects grade level
expectations and
standards.






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ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY



Exceeds WSR model
implementation
timeline.
School reports
individual student
progress towards
standards to families,
students and staff
more than once per
month.
100% of teachers
consistently use
OEE/MFR process.
100% of teachers
consistently use
assessments to drive
instruction.
100% of students
receive regular
feedback on their
work.
All instructional
content consistently
reflects grade level
expectations and
standards.
Plainfield Public School District Accountability System
TRAIT
BASIC
(1)


IV. The diverse needs
(non-crisis) of all
students are
addressed.



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articulate how their
work reflects
standards.
Once every 3
months, the school
provides an
opportunity for
families to learn
about standards
based instruction.
Performance
standards are clearly
articulated in 70% of
lesson plans and
posted in 70% of the
classrooms.
Social, emotional and
academic needs of
students are
identified.
Social, emotional and
academic needs of
students are
addressed within 15
school days of
identification.
70% of teachers use a
multifaceted
approach to
PARTIALLY
PROFICIENT
(2)
articulate how their
work reflects
standards.
 Once every 2
months, the school
provides an
opportunity for
families to learn what
a standards based
classroom looks like.
 Performance
standards are clearly
articulated in 80% of
lesson plans and
posted in 80% of the
classrooms.
PROFICIENT
(3)
EXEMPLARY
(4)

Most students can
articulate how their
work reflects
standards.
Once per month, the
school provides an
opportunity for
families to learn what
a standards based
classroom looks like.
Performance
standards are clearly
articulated in 90% of
lesson plans and
posted in 90% of the
classrooms.



Social, emotional and
academic needs of
students are
identified quickly.
Social, emotional and
academic needs of
students are
addressed within 7
school days of
identification.
90% of teachers use
a multifaceted
approach to



Social, emotional and
academic needs of
students are
identified.
Social, emotional and
academic needs of
students are
addressed within 10
school days of
identification.
80% teachers use a
multifaceted
approach to




17
ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY




All students can
articulate how their
work reflects
standards.
More than once per
month, the school
provides an
opportunity for
families to learn what
a standards based
classroom looks like.
Performance
standards are clearly
articulated in 100%
of lesson plans and
posted in 100% of
the classrooms.
Social, emotional and
academic needs of
students are
identified quickly.
Social, emotional and
academic needs of
students are
addressed within 5
school days or less of
identification.
100% of teachers use
a multifaceted
approach to
Plainfield Public School District Accountability System
TRAIT
BASIC
(1)
instruction that
includes the use of
different modalities
to address different
learning styles of
students
PARTIALLY
PROFICIENT
(2)
instruction that
includes the use of
different modalities
to address different
learning styles of
students
PROFICIENT
(3)
instruction that
includes the use of
different modalities
to address different
learning styles of
students
SCORE_____________
OA
18
ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY
EXEMPLARY
(4)
instruction that
includes the use of
different modalities
to address different
learning styles of
students.
Plainfield Public School District Accountability System
GOAL 2: COMMUNITY ENGAGEMENT
TRAIT
I. Representation of
community members
and families on
school decision
making bodies.
BASIC
(1)



II. Communication
between schools,
families and
community.



III. Ongoing,
meaningful
partnerships between
schools, family and
OA

LINCC constitution is
10% community
members who attend at
least 80% of meetings.
LINCC constitution is
10% family members
who attend at least
80% of meetings.
The number of parents
who are actively
involved in the school
increases by 20% from
the previous year.
Communications from
school are bilingual as
needed.
Multiple mediums are
used to communicate
Families and
community receives
pertinent information
about school events
and activities at least 1
week in advance.
School partners may or
may not explicitly
align their programs
with the specific needs
PARTIALLY
PROFICIENT
(2)
 LINCC constitution is
15% community
members who attend at
least 85% of meetings.
 LINCC constitution is
15% family members
who attend at least
85% of meetings.
 The number of parents
who are actively
involved in the school
increases by 30% from
the previous year.
 Some communications
from school are
bilingual.
 Multiple mediums are
used to communicate.
 Families and
community receives
pertinent information
about school events
and activities at least 2
weeks in advance.
PROFICIENT
(3)
EXEMPLARY
(4)




Some school partners
explicitly align their
programs with the
specific needs of





LINCC constitution is
20% community
members who attend at
least 90% of meetings.
LINCC constitution is
20% family members
who attend at least
90% of meetings.
The number of parents
who are actively
involved in the school
increases by 40% from
the previous year.
Most communications
from school are
bilingual.
Multiple mediums are
often used to
communicate.
Families and
community receives
pertinent information
about school events
and activities at least 3
weeks in advance.
Most school partners
explicitly align their
programs with the
specific needs of
19
ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY






LINCC constitution is
25% community
members who attend at
least 95% of meetings.
LINCC constitution is
25% family members
who attend at least
95% of meetings.
The number of parents
who are actively
involved in the school
increases by 50% from
the previous year.
All communications
from school are
bilingual.
Multiple mediums are
consistently used to
communicate.
Families and
community receives
pertinent information
about school events
and activities at least 4
weeks in advance.
All school partners
explicitly align their
programs with the
specific needs of
Plainfield Public School District Accountability System
TRAIT
community.
IV. Multiple
opportunities for
family and
community
involvement in
schools.
V. Celebration of
diversity.
BASIC
(1)




of students.
All school partners
meet annually with
school personnel to
determine how the
partner can best
support standards.
Opportunities for
involvement occur
every two months.
70% of opportunities
for involvement
explicitly reflect
standards.
Diversity is
consistently infused in
curriculum,
instruction, activities
and events 70% of the
time.
PARTIALLY
PROFICIENT
(2)
students.
 Most school partners
meet quarterly with
school personnel to
determine how the
partner can best
support standards.
 Opportunities for
involvement occur
every six weeks.
 80% opportunities for
involvement explicitly
reflect standards
PROFICIENT
(3)


Diversity is infused in
curriculum,
instruction, activities
and events 80% of the
time.



students.
All school partners
meet bi-monthly with
school personnel to
determine how the
partner can best
support standards.
Opportunities for
involvement occur
once per month.
90% of opportunities
for involvement
explicitly reflect
standards
Diversity is infused in
curriculum,
instruction, activities
and events 90% of the
time.
SCORE_____________
OA
20
ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY
EXEMPLARY
(4)




students.
All school partners
meet monthly with
school personnel to
determine how the
partner can best
support standards.
Opportunities for
involvement occur
twice per month.
All opportunities for
involvement explicitly
reflect standards.
Diversity is infused in
curriculum,
instruction, activities
and events 100% of
the time.
Plainfield Public School District Accountability System
GOAL 3: COMPREHENSIVE SUPPORTS
TRAIT
I. All students have
access to academic
supports in the form
of extended day
programs, summer
school and
community-based
programs.
BASIC
(1)
PROFICIENT
(3)
EXEMPLARY
(4)





II. All students have
access to quality
health and mental
health care
OA


PARTIALLY
PROFICIENT
(2)
The academic needs of  The academic needs of
students who are
students who are
below standards are
below standards are
identified no more than
identified no more than
5 weeks after the date
4 weeks after the date
of enrollment.
of enrollment.
Students who have
 Students who have
been identified as
been identified as
below standards begin
below standards begin
an extended day
an extended day
program no more than
program no more than
15 school days after
10 school days after
identification.
identification.
All students who have  All students who have
been identified as in
been identified as in
need, have access to
need, have access to
summer school and
summer school and
70% make progress
80% make progress
towards standards in
towards standards in
summer school.
summer school.
Schools collaborate
 Schools collaborate
with at least 1 agency.
with at least 1 agency.
Health and mental
 Health and mental
health related absences
health related absences
are reduced by 60%.
are reduced by 70%.




The academic needs of
students who are
below standards are
identified no more than
3 weeks after the date
of enrollment.
Students who have
been identified as
below standards begin
an extended day
program no more than
7 school days after
identification.
All students who have
been identified as in
need, have access to
summer school and
90% make progress
towards standards in
summer school.
Schools collaborate
with at least 2
agencies.
Health and mental
health related absences
are reduced by 80%.
21
ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY




The academic needs of
students who are
below standards are
identified no more than
2 weeks after the date
of enrollment.
Students who have
been identified as
below standards begin
an extended day
program no more than
5 school days after
identification.
All students who have
been identified as in
need, have access to
summer school and
make progress towards
standards in summer
school.
Schools collaborate
with at least 3
agencies.
Health and mental
health related absences
are reduced by 90%.
Plainfield Public School District Accountability System
TRAIT
III. A system of referrals
is in place that
enables students to
access support
quickly.
BASIC
(1)


*includes crisis situations

IV. There is an adequate
number of personnel
on-site to meet the
needs of all children.


60% of student with an
identified need are
referred to the
appropriate agency
within 1 day.
60% of referrals result
in ongoing services
that address the
identified need.
The school
communicates every 6
weeks with agency
regarding student
progress.
School has full time,
certified, nurse,
guidance counselor
and social worker,
relative to its student
population.
Some of the above
personnel use
technology to maintain
accurate data on
students.
PARTIALLY
PROFICIENT
(2)
 70% of student with an
identified need are
referred to the
appropriate agency
within 1 day.
 70% of referrals result
in ongoing services
that address the
identified need.
 The school
communicates
monthly with agency
regarding student
progress.
 School has full time,
certified, nurse,
guidance counselor
and social worker,
relative to its student
population.
 Most of the above
personnel use
technology to maintain
accurate data on
students.
PROFICIENT
(3)
EXEMPLARY
(4)






80% of student with an
identified need are
referred to the
appropriate agency
within 1 day.
80% of referrals result
in ongoing services
that address the
identified need.
The school
communicates bimonthly with agency
regarding student
progress.
School has full time,
certified, nurse,
guidance counselor,
family liaison, social
worker and/or any
other appropriate
position, relative to its
student population.
Most of the above
personnel use
technology to maintain
accurate data on
students.
SCORE_____________
OA
22
ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY




90% of student with an
identified need are
referred to the
appropriate agency
within 1 day.
90% of referrals result
in ongoing services
that address the
identified need.
The school
communicates weekly
with agency regarding
student progress.
School has full time,
certified, nurse,
guidance counselor,
family liaison, social
worker and/or any
other appropriate
position, relative to its
student population.
All of the above
personnel use
technology to maintain
accurate data on
students.
Plainfield Public School District Accountability System
GOAL 4: EFFECTIVE AND EFFICIENT
TRAIT
I. All school facilities
are safe and orderly.
BASIC
(1)



II. School community
members receive a
timely and accurate
response to
reasonable requests.


III. All procedures are
clearly defined and
widely
communicated.
OA

Discipline referrals are
reduced by 20% per
year.
Violent incidents are
reduced by 20% per
year.
Suspensions and
expulsions are reduced
by 20% per year.
60% of families and
communities respond
positively when asked
if they receive accurate
and timely responses
to requests.
Phone calls and emails
are returned within one
week.
Some staff, students,
community and
families can articulate
some relevant
procedures.
PARTIALLY
PROFICIENT
(2)
 Discipline referrals are
reduced by 30% per
year.
 Violent incidents are
reduced by 30% per
year.
 Suspensions and
expulsions are reduced
by 30% per year.
 70% of families and
communities respond
positively when asked
if they receive accurate
and timely responses
to requests.
 Phone calls and emails
are returned within 3
school days.
 Some staff, students,
community and
families can articulate
most relevant
procedures.
PROFICIENT
(3)
EXEMPLARY
(4)







Discipline referrals are
reduced by 40% per
year.
Violent incidents are
reduced by 40% per
year.
Suspensions and
expulsions are reduced
by 40% per year.
80% of families and
communities respond
positively when asked
if they receive accurate
and timely responses
to requests.
Phone calls and emails
are returned within 2
school days.
Most staff, students,
community and
families can regularly
articulate all relevant
procedures.
23
ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY





Discipline referrals are
reduced by 50% per
year.
Violent incidents are
reduced by 50% per
year.
Suspensions and
expulsions are reduced
by 50% per year.
90% of families and
communities respond
positively when asked
if they receive accurate
and timely responses
to requests.
Phone calls and emails
are returned the same
day.
All staff, students,
community and
families can
consistently articulate
all relevant procedures.
Plainfield Public School District Accountability System
TRAIT
BASIC
(1)
PROFICIENT
(3)
EXEMPLARY
(4)
IV. Resources are used
to support classroom
instruction.




V. Standards of
organizational
efficiency are
consistently adhered
to.



PARTIALLY
PROFICIENT
(2)
80% of instructional
 85% of instructional
resources are
resources are
purchased prior to the
purchased prior to the
beginning of the
beginning of the
school year and are
school year and are
distributed before the
distributed before the
first day of class.
first day of class.
New teachers receive
 New teachers receive
standards based, grade
standards based, grade
level appropriate
level appropriate
materials and supplies
materials and supplies
within one week of
within 3 days of their
their start date.
start date.
80% of all supplies
 85% of all supplies
and materials
and materials
distributed during the
distributed during the
year can be accounted
year can be accounted
for at the end of the
for at the end of the
year.
year.
85% of pertinent data
 90% of pertinent data
is maintained and
is maintained and
refreshed regularly and
refreshed regularly and
is valid and complete.
is valid and complete.
All budget
 All budget
expenditures can be
expenditures can be
accounted for and have
accounted for and have
appropriate
appropriate
documentation
documentation




90% of instructional
resources are
purchased prior to the
beginning of the
school year and are
distributed before the
first day of class.
New teachers receive
standards based, grade
level appropriate
materials and supplies
within 2 days of their
start date.
90% of all supplies
and materials
distributed during the
year can be accounted
for at the end of the
year.
95% of pertinent data
is maintained and
refreshed regularly and
is valid and complete.
All budget
expenditures can be
accounted for and have
appropriate
documentation
SCORE_____________
OA
24
ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY




95% of instructional
resources are
purchased prior to the
beginning of the
school year and are
distributed before the
first day of class.
New teachers receive
standards based, grade
level appropriate
materials and supplies
within one day of their
start date.
95% of all supplies
and materials
distributed during the
year can be accounted
for at the end of the
year.
All pertinent data is
maintained and
refreshed regularly and
is valid and complete.
All budget
expenditures can be
accounted for and have
appropriate
documentation.
Plainfield Public School District Accountability System
GOAL 5: STAFF
TRAIT
I. Best practices are
regularly shared.
BASIC
(1)


II. Staff development
reflects cultural
diversity of the
community.
OA

75% of staff plan
lessons jointly with
grade level and/or
content area
colleagues.
The school maintains
an electronic or paper
lesson plan warehouse.
70% of staff receive
training at least once
per year in cultural
diversity and/or
multiculturalism and
consistently apply the
training to standards
based instruction.
PARTIALLY
PROFICIENT
(2)
 80% of staff plan
lessons jointly with
grade level and/or
content area
colleagues.
 The school maintains
an electronic or paper
lesson plan warehouse.
 80% of staff receive
training at least once
per year in cultural
diversity and/or
multiculturalism and
consistently apply the
training to standards
based instruction.
PROFICIENT
(3)
EXEMPLARY
(4)




90% of staff plan
lessons jointly with
grade level and/or
content area
colleagues.
The school maintains
an electronic lesson
plan warehouse.
90% of staff receive
training at least once
per year in cultural
diversity and/or
multiculturalism and
consistently apply the
training to standards
based instruction.
25
ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY


100% of staff plan
lessons jointly with
grade level and/or
content area
colleagues.
The school maintains
an electronic lesson
plan warehouse.
All staff receive
training at least once
per year in cultural
diversity and/or
multiculturalism and
consistently apply the
training to standards
based instruction.
Plainfield Public School District Accountability System
TRAIT
III. New staff members
are supported and
there are extensive
recruitment efforts.
BASIC
(1)




IV. Staff members are
highly trained in
their area and in
classroom
management.
OA


No more than one new
staff members leave in
the middle of the year
(except for health and
retirement).
75% of new staff
members continue in
their position (except
for health and
retirement).
65% of new staff
members report that
they are satisfied with
the support they
receive from the
school.
80% of new staff
report satisfaction with
their in-school
mentors.
70% of non-custodial
staff members have
attended classroom
management training.
70% of staff members
have received training
PARTIALLY
PROFICIENT
(2)
 No more than one new
staff members leave in
the middle of the year
(except for health and
retirement).
 80% of new staff
members continue in
their position (except
for health and
retirement).
 75% of new staff
members report that
they are satisfied with
the support they
receive from the
school.
 School leadership
participates in district
recruitment efforts.
 85% of new staff
report satisfaction
with their in-school
mentors.
 80% of non-custodial
staff members have
attended classroom
management training.
 80% of staff members
have received training
PROFICIENT
(3)
EXEMPLARY
(4)

No new staff members
leave in the middle of
the year (except for
health and retirement).
85% of new staff
members continue in
their position (except
for health and
retirement).
85% of new staff
members report that
they are satisfied with
the support they receive
from the school.
School leadership
participates in district
recruitment efforts.
90% of new staff report
satisfaction with their
in-school mentors.

90% of non-custodial
staff members have
attended classroom
management training.
90% of staff members
have received training







26
ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY





No new staff members
leave in the middle of
the year (except for
health and retirement).
90% of new staff
members continue in
their position (except
for health and
retirement).
95% of new staff
members report that
they are satisfied with
the support they
receive from the
school.
School leadership
actively participates in
district recruitment
efforts.
95% of new staff
report satisfaction with
their in-school
mentors.
All non-custodial staff
members have
attended classroom
management training.
All staff members have
received training in
Plainfield Public School District Accountability System
TRAIT
BASIC
(1)


V. Staff are
certificated in their
subject area.
SCORE_____________
OA

in social-emotional
learning.
70% of staff members
receive training
directly related to
standards and
consistently apply
knowledge gained.
All staff members
attend training
intended to meet their
PIP’s.
85% of staff are
certificated in their
subject area.
PARTIALLY
PROFICIENT
(2)
in social-emotional
learning.
 80% of staff members
receive training
directly related to
standards and
consistently apply
knowledge gained.
 All staff members
attend training
intended to meet their
PIP’s.
 90% of staff are
certificated in their
subject area.
PROFICIENT
(3)



in social-emotional
learning.
90% of staff members
receive training directly
related to standards and
consistently apply
knowledge gained.
All staff members
attend training intended
to meet their PIP’s.
95% of staff are
certificated in their
subject area.
27
ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY
EXEMPLARY
(4)



social-emotional
learning.
All staff members
receive training
directly related to
standards and
consistently apply
knowledge gained.
All staff members
attend training
intended to meet their
PIP’s.
100% of staff are
certificated in their
subject area.
Plainfield Public School District Accountability System
GOAL 6: SHARED GOVERNANCE
TRAIT
I. Stakeholders
contribute to
meaningful
decisions.
BASIC
(1)
PARTIALLY
PROFICIENT
(2)
PROFICIENT
(3)
EXEMPLARY
(4)

60% of stakeholders
report that they feel
meaningfully engaged in
decisions.
All decisions are made
with LINCC consensus.
60% of stakeholders
report that they are aware
of opportunities to
participate in decision
making.
Decision-making
meetings are scheduled
to achieve maximum
participation.

70% of stakeholders
report that they feel
meaningfully engaged in
decisions.
All decisions are made
with LINCC consensus.
70% of stakeholders
report that they are aware
of opportunities to
participate in decision
making.
Decision-making
meetings are scheduled
to achieve maximum
participation.

80% of stakeholders
report that they feel
meaningfully engaged in
decisions.
All decisions are made
with LINCC consensus.
80% of stakeholders
report that they are aware
of opportunities to
participate in decision
making.
Decision-making
meetings are regularly
scheduled to achieve
maximum participation.

70% of stakeholders
report that they receive
pertinent information
in a timely fashion.
Some communications
are jargon-free.

75% of stakeholders
report that they receive
pertinent information
in a timely fashion.
Some communications
are jargon-free.

85% of stakeholders
report that they receive
pertinent information
in a timely fashion.
Most communications
are jargon-free.

LINCC is fully
operational.
80% of all LINCC
members attend 80% of
the meetings.

LINCC is fully
operational, including
appropriate subcommittees.
85% of all LINCC
members attend 85% of
the meetings.

LINCC is fully
operational, including
appropriate subcommittees.
90% of all LINCC
members attend 90% of
the meetings.




II. Pertinent
information is
regularly shared with
stakeholders.


III. Policies and
regulations are adhered
to.












SCORE_____________
OA
28
ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY





90% of stakeholders
report that they feel
meaningfully engaged in
decisions.
All decisions are made
with LINCC consensus.
90% of stakeholders
report that they are aware
of opportunities to
participate in decision
making.
Decision-making
meetings are consistently
scheduled to achieve
maximum participation.
95% of stakeholders
report that they receive
pertinent information
in a timely fashion.
All communications
are jargon-free.
LINCC is fully
operational, including
appropriate subcommittees.
95% of all LINCC
members attend 95% of
the meetings.
Plainfield Public School District Accountability System
APPENDIX C – EVIDENCE OF PROGRESS
List below the evidence, or data source, used to determine each rubric score. Use
the numbers on the left side of the rubric to code the evidence. Each piece of
evidence should be labeled with a corresponding goal and trait (e.g., Goal 1, trait
IV). All evidence must be available for review.
GOAL
EVIDENCE
GOAL 1 - INSTRUCTION
Trait I
Trait II
Trait III
Trait IV
Trait V
GOAL 2 – COMMUNITY ENGAGEMENT
Trait I
Trait II
Trait III
Trait IV
Trait V
GOAL 3 – STUDENT SUPPORTS
Trait I
Trait II
Trait III
Trait IV
Trait V
OA
29
ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY
Plainfield Public School District Accountability System
GOAL 4 – EFFECTIVE AND EFFICIENT
Trait I
Trait II
Trait III
Trait IV
Trait V
GOAL 5 - STAFF
Trait I
Trait II
Trait III
Trait IV
Trait V
GOAL 6 – SHARED GOVERNANCE
Trait I
Trait II
Trait III
Trait IV
Trait V
OA
30
ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY
Plainfield Public School District Accountability System
APPENDIX D – STATEMENT OF ASSURANCE
Each LINCC member must sign the following statement of assurance in order for the
School Profile to be accepted.
School____________________________________________________________
Date submitted_____________________________________________________
I have participated in the review of evidence, scoring of the 6 rubrics and development of
the School Profile.
NAME
ROLE
SIGNATURE
OA
31
ACCOUNTABILITY = COLLECTIVE RESPONSIBILITY