Data+Analysis+and+Action+Plan

1. Data Analysis and Action Plan 2. Role of Elizabeth Board of Education Professional Learning Community 3. PLC in East Orange School District =**Data Analysis and Action Plan**= After all data has been received by the researchers, data analysis and evaluation of the data would then commence. The analysis and evaluation would be a reflection of the research methods and if the data justifies the team's area of focus. The research team would examine their work that had been conducted during the school year. Based on the results, the research team would propose new courses of action that help the school community to both implement and improve practices in regards to peer to peer middle school mediation for the forthcoming school year.
 * Contents**


 * Questions the research team would reflect on include:**
 * 1) How will the team evaluate the outcomes of the research action?
 * 2) After collecting data, what thoughts come to mind?
 * 3) If the team was to repeat the process, what would they change?
 * 4) What worked best for the team in regards to data collection?
 * 5) Which results surprised the team?

If the data analysis supports the area of focus, in this case, that a peer-to-peer mediation program would have a positivie effect on the amount of truancy and help decrease detention rates, the research team would then set out to make another timeline in regards to how to implement a peer-to-peer mediation program in the school.

The team would also decide and document, how long to continue to collect data in regards to truancy and detention rates. For example, beginning collecting data after the program is in place for one month, than analyze at the end of each marking period and so on. Data collection and analysis would have to continue for a minimum of two school years to truely measure the success of the program. Other variables that would have to be observed and analyzed to measure the success of the program (in addition to truancy and detention rates) include peer mediator retention and membership.

=Role of Professional Learning Community= Professional Learning Communities are members of the instructional staff charged with ensuring that all students learn. PLC's should identify what the students are expected to learn, identify how they will know that each student learned, and develops a plan for responding when a student is experiencing difficulty in learning. Effective PLC's form a culture of collaboration and work together to achieve a collective purpose. To ensure learning PLC's must respond to student difficulties in a timely manner using intervention strategies instead of remediation programs. Finally, PLC's focus on student results based on available data, which determines program effectiveness. (DuFour, 2004)

====The **Elizabeth Board of Education** PLC's include both grade level meetings and cross level meetings in an effort to ensure that teachers are familiar with both the content and the methods of instruction across all grade levels. Participation in these monthly meetings is mandatory for all instruction staff. Teams are provided with an opportunity to present student work, provide samples for feedback, share success stories, and solicit team members support during challenging times. To promote maximum use of time, team members are encouraged to be active participants and must come prepared with items for discussion and/or follow-up information from previous meeting(s). Agenda items and discussion content are recorded and presented to school principal who oversees the successful implementation of the PCL.====

The PLC is the perfect starting point for an Action Research Plan. It provides a great forum for not only identifying the Action Research Area of Focus, but also for gaining valuable information (data) that can drive the Action Research Plan. PLC team members often become integral members of the Action Research Planning Team. Finally, and perhaps most importantly, PLC teams have the potential for helping Action Researchers gain administrative support.

DuFour, R. (2004). What is a Professional Learning Community. //Educational Research//, pp. 1-7. Retrieved 6 12, 2012, from [] =PLC In East Orange School District= 1524 SCHOOL LEADERSHIP COUNCILS

The Board of Education adopts this Policy on the duties and responsibilities of School Leadership Councils (SLC) pursuant to N.J.A.C. 6A:10A-­4.1 (d). Each school in the district shall have an SLC to facilitate the participation of the school Principal, teachers, staff, parents, grandparents or guardians, and the community to develop a culture of cooperation, accountability, and commitment, all with a focus on improving pupil achievement.

The SLC shall assist in the development of, and approve, the school two-­year report on instructional priorities. The SLC shall concentrate on the objective of universal mastery of the Core Curriculum Content Standards (CCCS) and helping to create a climate of cooperation and focus on pupil achievement. The Building Principal and instructional staff are responsible for implementation and the SLC shall not manage the day-­to-­day implementation of school policies.

The SLC membership shall include the Building Principal, representatives of teachers, of non-­instructional support staff, of parents, and of the community. The SLC may include pupils; however, Board members shall not serve on the SLC. Parents employed by the school district, but not employed at the school, are eligible to serve on a SLC as a parent representative. No group identified above shall constitute more than fifty percent of the SLC membership.

Election of representatives to the SLC shall be as follows:

1. Certificated staff members shall elect representatives of certificated staff. The election process shall be agreed upon and conducted jointly by the Building Principal and the building representative of the bargaining unit, or his/her designee if the building representative is a candidate. 2. Non-­certificated staff members shall elect non-­certificated staff representatives. The election process shall be agreed upon and conducted jointly by the Building Principal and the building representative of the bargaining unit, or his or her designee if the building representative is a candidate. 3. Parents and guardians shall elect parent representatives. The election process shall be agreed upon and conducted jointly by the Building Principal and the president or parent leader is a candidate in the election. Such election shall only occur after notifications have been sent home with the pupils and other steps have been taken to attract a broad and diverse candidate pool and to assure maximum participation in the election. A parent who is an employee may not be a parent representative at the school where he or she is employed; and


 * School Leadership Councils **

4. The community representative(s) shall be nominated by the Building Principal and approved by the SLC.


 * A SLC shall operate as follows: **

1. The minimum term for each representative is two years. Terms shall be staggered to ensure continuity. A representative who has served his/her term may be eligible for re-­election if nominated and elected in accordance with the election process described above. A parent with children in more than one school may be elected to serve on more than one SLC, if permitted by the school district guidelines. 2. The guidelines for SLC operations, elections, and for the removal of members shall be in accordance with N.J.A.C 6A:10A-­5 and this Policy. The guidelines are established to suggest means of effective outreach to improve participation by parents, guardians, and the community. 3. A member of the SLC shall receive no compensation for his or her services except that: a. This provision shall not preclude payments to an employee pursuant to a collective bargaining agreement for hours beyond the school work day; and b. A member of the SLC may be reimbursed for reasonable expenses at the discretion of the school district. 4. The SLC shall meet at least monthly in public sessions publicized in advance. The times, place, and dates of meetings shall be agreed to by a majority of the SLC membership. 5. The SLC may establish subcommittees and working groups as needed. Membership on subcommittees and working groups shall be open to members of the school community not serving on the SLC. 6. The SLC shall adopt By-­laws that are consistent with school district guidelines and requirements and the provisions of N.J.A.C. 6A:10A-­5. 7. The SLC may report difficulties that threaten the orderly discharge of its responsibilities to the Superintendent of Schools, who shall assist in resolving such difficulties by providing mediation, additional training, or technical support. 8. Any SLC not in compliance with N.J.A.C. 6A:10A-­5 or which has been characterized as ineffective by a Collaborative Assessment and Planning for Achievement (CAPA) team, shall, with the Superintendent of Schools, produce a transition plan that identifies actions to make the SLC more effective, which may include requests for appropriate waivers or equivalencies of the requirements established in N.J.A.C. 6A:10A-­5.

The SLC shall be the collaborative advisory and decision-­making body to improve teaching and learning in the school. The SLC shall, under the leadership of the Building Principal:

1. Continuously analyze pupil performance assessment data; and work with the Building Principal and faculty to identify obstacles to improved performance; 2. Review the school-­based budget prepared by the school district central office for accuracy and to ensure that the needs of pupils, faculty, and the school are addressed. The SLC may propose modifications, consistent with the school district budgeting procedures and criteria. The SLC must document its recommendations; 3. Participate in training provided by the school district or the New Jersey Department of Education; 4. If the SLC has completed all school district training to participate in Building Principal selection, the SLC shall recommend three candidates for Building Principal to the Superintendent of Schools; 5. Collaborate with the CAPA team; 6. Develop the school report on instructional priorities, review its implementation, amend it in light of performance data and circumstances, and make it available to the school community and the school district; and 7. Maintain minutes and an agenda for all SLC meetings and make them available to the school community. Copies of the minutes shall be transmitted on a timely basis to the Superintendent of Schools.

The school district shall provide training to SLC members, for which it may request the assistance of the Local Support Team. The training shall include, but not be limited to:

1. Roles, relationships and responsibilities of the SLC; 2. Development, implementation, and evaluation of the school two-­year report on instructional School Leadership Councils 3. Assessment of instructional needs, use of test results and other measures of pupil achievement to identify obstacles to improving pupil achievement, and identification of possible instructional strategies to reduce such obstacles;; 4. Curriculum and instruction including the scope and content of the CCCS; as well as the and special education pupils; 5. Teamwork and consensus building; 6. Personnel, including certification requirements, NCLB standards for highly qualified teachers and the classroom observation and evaluation process; and 7. The requirements of NCLB and other laws or regulations that govern school operations and the delivery of instruction.

The Superintendent of Schools shall remove a SLC member who has not fulfilled the training requirement. Any member so removed may appeal to the Commissioner, pursuant to N.J.A.C. 6A:3, Controversies and Disputes.

N.J.A.C. 6A:10A-­4.1 (d) SCHOOL LEADERSHIP COUNCILS

The Board of Education adopts this Policy on the duties and responsibilities of School Leadership Councils (SLC) pursuant to N.J.A.C. 6A:10A-­4.1 (d). Each school in the district shall have an SLC to facilitate the participation of the school Principal, teachers, staff, parents, grandparents or guardians, and the community to develop a culture of cooperation, accountability, and commitment, all with a focus on improving pupil achievement.

The SLC shall assist in the development of, and approve, the school two-­year report on instructional priorities. The SLC shall concentrate on the objective of universal mastery of the Core Curriculum Content Standards (CCCS) and helping to create a climate of cooperation and focus on pupil achievement. The Building Principal and instructional staff are responsible for implementation and the SLC shall not manage the day-­to-­day implementation of school policies.

The SLC membership shall include the Building Principal, representatives of teachers, of non-­instructional support staff, of parents, and of the community. The SLC may include pupils; however, Board members shall not serve on the SLC. Parents employed by the school district, but not employed at the school, are eligible to serve on a SLC as a parent representative. No group identified above shall constitute more than fifty percent of the SLC membership.

Election of representatives to the SLC shall be as follows:

1. Certificated staff members shall elect representatives of certificated staff. The election process shall be agreed upon and conducted jointly by the Building Principal and the building representative of the bargaining unit, or his/her designee if the building representative is a candidate. 2. Non-­certificated staff members shall elect non-­certificated staff representatives. The election process shall be agreed upon and conducted jointly by the Building Principal and the building representative of the bargaining unit, or his or her designee if the building representative is a candidate. 3. Parents and guardians shall elect parent representatives. The election process shall be agreed upon and conducted jointly by the Building Principal and the president or parent leader is a candidate in the election. Such election shall only occur after notifications have been sent home with the pupils and other steps have been taken to attract a broad and diverse candidate pool and to assure maximum participation in the election. A parent who is an employee may not be a parent representative at the school where he or she is employed; and 4. The community representative(s) shall be nominated by the Building Principal and approved by the SLC.

A SLC shall operate as follows:

1. The minimum term for each representative is two years. Terms shall be staggered to ensure continuity. A representative who has served his/her term may be eligible for re-­election if nominated and elected in accordance with the election process described above. A parent with children in more than one school may be elected to serve on more than one SLC, if permitted by the school district guidelines. 2. The guidelines for SLC operations, elections, and for the removal of members shall be in accordance with N.J.A.C 6A:10A-­5 and this Policy. The guidelines are established to suggest means of effective outreach to improve participation by parents, guardians, and the community. 3. A member of the SLC shall receive no compensation for his or her services except that: a. This provision shall not preclude payments to an employee pursuant to a collective bargaining agreement for hours beyond the school work day; and b. A member of the SLC may be reimbursed for reasonable expenses at the discretion of the school district. 4. The SLC shall meet at least monthly in public sessions publicized in advance. The times, place, and dates of meetings shall be agreed to by a majority of the SLC membership. 5. The SLC may establish subcommittees and working groups as needed. Membership on subcommittees and working groups shall be open to members of the school community not serving on the SLC. 6. The SLC shall adopt By-­laws that are consistent with school district guidelines and requirements and the provisions of N.J.A.C. 6A:10A-­5. 7. The SLC may report difficulties that threaten the orderly discharge of its responsibilities to the Superintendent of Schools, who shall assist in resolving such difficulties by providing mediation, additional training, or technical support.

8. Any SLC not in compliance with N.J.A.C. 6A:10A-­5 or which has been characterized as ineffective by a Collaborative Assessment and Planning for Achievement (CAPA) team, shall, with the Superintendent of Schools, produce a transition plan that identifies actions to make the SLC more effective, which may include requests for appropriate waivers or equivalencies of the requirements established in N.J.A.C. 6A:10A-­5.

The SLC shall be the collaborative advisory and decision-­making body to improve teaching and learning in the school. The SLC shall, under the leadership of the Building Principal:

1. Continuously analyze pupil performance assessment data; and work with the Building Principal and faculty to identify obstacles to improved performance; 2. Review the school-­based budget prepared by the school district central office for accuracy and to ensure that the needs of pupils, faculty, and the school are addressed. The SLC may propose modifications, consistent with the school district budgeting procedures and criteria. The SLC must document its recommendations; 3. Participate in training provided by the school district or the New Jersey Department of Education; 4. If the SLC has completed all school district training to participate in Building Principal selection, the SLC shall recommend three candidates for Building Principal to the Superintendent of Schools. 5. Collaborate with the CAPA team; 6. Develop the school report on instructional priorities, review its implementation, amend it in light of performance data and circumstances, and make it available to the school community and the school district; and 7. Maintain minutes and an agenda for all SLC meetings and make them available to the school community. Copies of the minutes shall be transmitted on a timely basis to the Superintendent of Schools.

The school district shall provide training to SLC members, for which it may request the assistance of the Local Support Team. The training shall include, but not be limited to: 1. Roles, relationships and responsibilities of the SLC; 2. Development, implementation, and evaluation of the school two-­year report on instructional School Leadership Councils; 3. Assessment of instructional needs, use of test results and other measures of pupil achievement to identify obstacles to improving pupil achievement, and identification of possible instructional strategies to reduce such obstacles; 4. Curriculum and instruction including the scope and content of the CCCS; as well as the and special education pupils; 5. Teamwork and consensus building; 6. Personnel, including certification requirements, NCLB standards for highly qualified teachers and the classroom observation and evaluation process; and 7. The requirements of NCLB and other laws or regulations that govern school operations and the delivery of instruction. The Superintendent of Schools shall remove a SLC member who has not fulfilled the training requirement.

Any member so removed may appeal to the Commissioner, pursuant to N.J.A.C. 6A:3, Controversies and Disputes.

N.J.A.C. 6A:10A-­4.1 (d)