1. education
2. school

“Ignite a passion… Brighten the future”
Cranford Board of Education
2013 – 2018 Strategic Plan
ADOPTED: 9/9/13
Cranford Board of Education
Strategic Planning Committee
Dr. Gayle M. Carrick, Superintendent of Schools
Mary Venditti, Board Member
Trevor Shaw, Board Member
Mary Sudiak, Board Member
Dr. Rose Macaluso, Asst. Superintendent for C&I
Dr. James McLaughlin, Asst. Superintendent for Administration
Athena Lima, Cranford Public Schools, Teacher
Barbara Carroll, Cranford Public Schools, Asst. Principal
Michelle Vella, Cranford Public Schools, Principal
Michael Klimko, Cranford Public Schools, Principal
Regina Gavin, Cranford Public Schools, Principal
Rui Dionisio, Cranford Public Schools, Principal
Darren Torsone, Cranford Public Schools, Athletic Director
Annamaria Bellino, Cranford Public Schools, Supervisor
Eileen Faitoute, Cranford Public Schools, Teacher
Erik Rosenmeier, Cranford Public Schools, Teacher & Coach
Linda Bove, Cranford Public Schools, Teacher
Janet LaBracio, Cranford Public Schools, Teacher
Adrienne Bishop, Cranford Public Schools, Teacher
Virginia Burd, Cranford Public Schools, Teacher
Theresa Koellner, Cranford Public Schools, Teacher
Ryan Huber, Cranford Public Schools, Teacher
Pat Pavlak, Cranford Public Schools, Media Specialist
Michelle Latko, Cranford Public Schools, Guidance Counselor
Andis Kalnis, Township Committee
Ed O’Malley, Township Committee
David Robinson, Township Committee
Lisa Adubato Nesi, Township Committee
Kevin Campbell, Township Committee
Susan Green, Community Resident
Art Nathan, Community Resident
William Illaria, Community Resident
Michael Flynn, Community Resident
Mary Doran, Community Resident
Bob Bruns, Community Resident
Diane Cruz, Cranford Public Schools, Teacher
Eileen Belluscio, Cranford Public Schools, Teacher
Deb Leber, Community Resident
Esther Pollack, Community Resident
Gene Mattics, Community Resident
Jenn Michewicz, Cranford Public Schools, Teacher
Jodi Klimko, Community Resident & PTA President
Lou Ann Frediani, Community Resident
Johnny Oblachinski, Community Resident
John Witherington, Community Resident
Charlie Dooley, Community Resident
Fr. Ed Jocson, Community Resident
John Podbelski, Community Resident
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Gwen Thornton, New Jersey School Boards Association
Mission Statement
The Cranford Public Schools will strive to create a safe learning environment and programs of studies consistent with the New Jersey
Core Curriculum Standards in order to provide all students with the critical thinking skills needed to become thoughtful, responsible
and productive citizens. Central to this program will be learning experiences that encourage effective communication and problemsolving skills along with opportunities that promote self-expression, creativity and respect for others.
Belief Statements
We believe that the Cranford Public Schools must:
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nurture self-respect and respect for others
foster academic excellence and a strong work ethic in all our students
encourage individual success by enabling each student to maximize his or her gifts, talents, abilities and interests
prepare students to be productive citizens and meet the challenges of an ever-changing global and technological society
develop critical, creative and analytical thinkers who have the ability to make decisions and communicate effectively
foster an understanding of and sensitivity to all diversity
encourage civic responsibility and service to others
develop the ability for students to work cooperatively
promote education as a shared responsibility among students, parents, teachers and the entire community
stimulate an appreciation of the arts
foster, promote and model healthful lifestyles
develop students’ ability to self-reflect
provide students with the skills to establish goals and ways to achieve them
model responsible environmental impact
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teach for understanding to enable relevant, real-world and interdisciplinary applications for all learners
seek continuous improvement
We believe that the role of the Staff is to:
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ignite the desire to learn and challenge students and themselves to excel and continually grow.
be a positive influence for students within the Cranford Community.
continually grow professionally.
We believe that the role of the Community is to:
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provide a safe and secure environment.
support, embrace and foster the current community values.
champion the pursuit of the highest quality lifelong education.
We believe that the role of the Parent is to:
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provide for the physical and emotional needs of the child so that they can come to school ready to learn.
motivate and support the child to meet their full potential.
model good values such as perseverance, integrity, honesty and respect.
We believe that our Children learn best when:
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they feel connected to the learning community.
engaged at appropriate level of instruction and challenge to meet their potential.
have comprehensive supports to meet their individual needs.
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Long-Range Planning Goals
1. To implement a consistent, researched-based reading program, personalizing instruction and independent
reading experiences for all Cranford students in grades K-8.
2. To expand Cranford Public Schools’ Gifted and Talented services to further personalized instruction for all
students.
3. To provide exemplary basic skills instruction to all identified Cranford students with new emphasis on
students at the K-2 levels, further personalizing learning experiences.
4. To examine and redesign instructional school scheduling to maximize and personalize learning opportunities
for all Cranford students.
5. To improve technology services and resources meeting 21st Century demands and NJDOE mandates while
providing personalized learning experiences for Cranford students.
6. To infuse global opportunities in all Cranford classrooms facilitating awareness and understanding of world
issues and creating personal connections for students with their international peers.
7. To continually improve security measures at all Cranford Public School facilities.
8. To ensure all Cranford Public Schools facilities are maintained addressing student and staff instructional and
safety needs.
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State of the Community Report
The township of Cranford, a suburban, residential community, covers 4.80 square miles and is known as the
“Venice of New Jersey” because the Rahway River winds through the town. In 2013, CNN Money Magazine listed
Cranford 20th of the top 25 communities to live in the nation for single, wealthy people. In 2010, which is the most
recent compilation, New Jersey Monthly magazine ranked Cranford the 34th best place to live in New Jersey. The
magazine ranked Cranford High School the 13th best high school in the state. Cranford has easy access to exits
135, 136, and 137 on the Garden State Parkway and has both trains and bus service to New York City.
The Downtown area has a wide selection of business parks, restaurants and services. The local movie theater,
Community Theater as well as Cranford’s proximity to major cultural, recreational and sporting venues located in
New York City and Newark give the residents extensive opportunities for evening and weekend entertainment.
Cranford is situated in the middle of Union County. The sizeable tax base declined 6% in 2011, and a similar
decline is expected in 2012. March 2011 unemployment rates were at 10.1% compared to 9.6% for the state. The
recent merger of the county’s two largest employers, Merck and Schering-Plough, has led to 16,000 layoffs.
After two consecutive years of operating surpluses, the county experienced a $6 million deficient in 2010 due
primarily to losses in Runnells Hospital. It is estimated that the county will generate at least nominal surplus in
2011, with the potential for some additional upside. The county could be challenged to increase revenues in future
years due to state-imposed tax caps. Actively managing expenditures is important to maintain structural balance.
Union County also maintains a Magnet School, an Academy for Information Technology, an Allied Health
Academy, a Performing Arts Academy and a Vocational-Technical High School that attracts many fine students
from different communities of the county.
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Churches
There are several houses of worship that minister to the population of Cranford. The Cranford Clergy Council
consists of clergy persons who choose to associate with one another for purposes of fostering understanding,
establishing mutual support, increasing awareness of local issues, and making available appropriate programs for
the whole community. They are also assisted by the Cranford Interfaith Human Relations Committee, which
consists of lay men and women from the houses of worship participating in the Clergy Council. They provide a lay
perspective in matters of social justice and human relations concerns. They work closely with the clergy on
interfaith services, and they help encourage members of the community toward a common goal of peace,
understanding and unity in our local community.
The Cranford Clergy Council strives to cooperate with the Cranford Board of Education in activities that respond
to the concerns of our students in the local schools. A representative of the Cranford Clergy Council is an active
member of Cranford Public School’s Joint Action Committee on Underage Substance Abuse. A scholarship grant
is awarded toward college education every year to a graduating high school senior. The Clergy Council also
encourages awareness, interest and involvement in civil and human rights, social justice, social action and concern
for the welfare of others among the youth of the community.
In 2011, the Cranford Clergy Council and Cranford Public Schools formally consolidated their annual efforts to
remember victims of the Holocaust by hosting a single town-wide Holocaust Day of Remembrance. A very
successful venture, Cranford is scheduled to serve as the official New Jersey Holocaust Day of Remembrance site
in 2015.
Part of the ministry of each of the houses of worship is activities offered to members of the community for
educational, social, family and personal needs. St. Michael’s School and Crestview School are grammar schools
operated by churches in town. Many of the physical houses of worship are made available for the use of the
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community. There are also youth groups that provide formative mind, heart and soul activities for middle and high
school students.
Public Safety
Public safety has always been a top priority for Cranford. In the event of an emergency, access to Police, Fire, and
EMS are all available to residents 24/7 with a typical response time of three minutes. In addition to the regular
training required to protect the residents of Cranford, Police and Fire are trained in swift water and ice rescue for
the flood events that may occur in town.
Public safety in Cranford also extends to our schools. Starting in elementary school, the Cranford Fire Department
educates students on Fire and Life safety, while the Police Department operates a D.A.R.E. program. This
education continues in middle school where a program designed for students and their parents was so successful,
the N.J. Department of Homeland Security granted monies to duplicate the program across New Jersey. As
students attend high school, they are taught additional fire and life safety skills.
Additionally, there are Police and Fire Explorer programs targeted at the teenage groups in town. These programs
introduce teens to the possibility of a career in public safety. Students are issued uniforms, attend training and
participate in “ride-along” sessions where they respond on emergency calls and assist to the limited level of their
training. Many past explorers are now career police, fire and government agency professionals throughout the U.S.
The Cranford First Aid Squad (CFAS) was formed and incorporated in 1953 as an all-volunteer emergency first
responder organization. Its goal is to respond to anyone in need of immediate medical care in the most expedient
manner possible.
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The CFAS works with the Cranford Board of Education to bring first aid education to all students, at all grade
levels. Creating higher awareness of first aid improves the general health of the community by creating first
responders even at the grade school level.
The CFAS also provides assistance to the high school’s football program by being present at each game, and at
other local events. The CFAS’s dedication to the education of school children is also exhibited in its willingness to
provide such education when requested. The Cadet Program for high school students ages 16 and older educates
them to become an EMT and to assist with patient care. This training lays a strong foundation for any student
seeking to enter any of the medical professions, from nursing to pre-med.
The first and foremost weakness of the CFAS is its dependence on volunteers. In 2006, the CFAS could not recruit
sufficient Emergency Medical Technicians (EMTs) and cadets to train to become EMTs. As a result the township
has been required to provide EMT coverage from 5:30 am to 6:30 pm, Monday through Friday. As with any allvolunteer organization, parents who have become two-earner households have dropped out of the volunteer pool.
The state of the economy is pushing those who do earn their EMT certificates to seek paying positions, thus
shortening their tours of duty with the CFAS. Lastly, with hundreds of new residential units being built in
Cranford, the ability of the CFAS to service the potential number of calls will be tested.
The Cranford Municipal Alliance works very closely with the Board of Education to increase alcohol awareness.
Members of the Alliance serve on the school district’s Joint Action Committee on Underage Substance together
establishing a weekly Family Dinner Night in downtown Cranford or at home. By bringing families together for
dinner, additional opportunities for open dialogue among family members exists with the potential to reduce the
number of teens that engage in underage drinking. The Municipal Alliance also provides annual funding for peer
leadership opportunities at Cranford High School and substance abuse awareness to parents of children throughout
Cranford Public Schools.
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Community Organizations
As the reputation of the school district is excellent, families with young children are drawn to Cranford. In
addition, Cranford residents are known for having a sense of place with many young adults coming back to live
and raise their own families. It has often been said by out of town residents that, Cranford is a town of kind,
friendly and respectful people. Along these lines, volunteerism is a very prominent part of the community. There
are numerous local organizations that support Cranford, schools and community members. In 2011 there were fifty
local organizations that gave awards or scholarships to graduating Cranford High School seniors. In 2013 that
number increased to 61 community organizations awarding scholarships ranging in amounts from $200 to $2500
each.
The Cranford Downtown Business & Economic Development Office is responsible for promoting investment,
economic growth, improvements, business development and being an advocate for existing and prospective
business owners. Local organizations such as the Cranford Chamber of Commerce, the Cranford Rotary, and
Cranford Public Schools collaborate on town-wide initiatives starting in early October where store windows are
painted by local scout troops depicting fall and Halloween themes. Cranford High School DECA students
coordinate the project as a small business venture. The town also sponsors a fall scarecrow event where creative
life-size scarecrows decorate the downtown area. Judging and awards are given out for all creative efforts.
December brings the annual tree lighting, downtown decoration, Breakfast with Santa, Santa’s annual trolley ride
around town and the Cranford high School Madrigal Choir performing throughout the town and in local restaurants
celebrating the holiday season.
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Sports
Cranford has a rich tradition of sports in town. On any given day, you will find our children playing and
competing throughout the town. The strength of the sports programs stem from dedicated players, coaches and
volunteers in addition to the support of the school administration and the Cranford Board of Education.
This past school year, Cranford High School graduated five scholar athletes who signed letters of intent to attend
Division 1 Schools and participate in athletics. In both the 2012 and 2013 school years, the valedictorians of the
senior class were also members of the girls’ basketball program. In addition, our Union County Scholar Athlete
representatives in 2012 and 2013 were awarded scholarships at the Union County Scholar Athlete Banquet.
Cranford High School offers the following varsity sports: football, cross-country, soccer, field hockey, tennis,
basketball, gymnastics, cheerleading, swimming, bowling, ice hockey, wrestling, lacrosse, baseball, softball, golf ,
indoor and outdoor track.
The following is a list of accomplishments garnered by our student athletes over the course of the past two years.
Football- 2011 State Champions
Girls Soccer- 2012 Conference Champions
Baseball -2012 Conference, County and State Champions, 2013 Conference, County, Sectional, and Group 3 State
Champions. The team was also named the Star Ledger #1 Team in the State of New Jersey.
Wrestling- 2011 District Champions, 2013 Conference Champions.
Swimming- 2011 Conference Champions
Bowling- 2011 Conference Champions
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Girls Track & Field -2011 Conference & County Champions, 2013 Girls Winter Track Sectional Champs
Boys Cross Country- 2011 Conference Champions
Girls Basketball – 2013 Sate Sectional Champions
2012/2013 NJSIAA Cheerleading Sportsmanship Award
2012/2013 NJSIAA Athletic Sportsmanship Award
There are also numerous club teams available to children of Cranford including: Cranford Baseball and Softball,
the Cranford Soccer Club, Cranford Lacrosse Club, Cranford Youth Sports Club, Cranford Middle School Field
Hockey, and the Cranford Gators.
The Cranford Police Athletic League sponsors the following Cranford teams: wrestling, football, flag football,
fencing, cheerleading, basketball, volleyball and track and field.
There is an ongoing need for the athletic facilities in town to be maintained so that all sports and activities can
continue to be offered. In addition, with elimination of funding for middle school sports, the need for private
funding has increased so that children are permitted the unique opportunity to represent their schools at the middle
school level. Through a cooperative arrangement between the Board of Education and a dedicated volunteer staff,
we have been able to successfully maintain the following middle school programs: boys and girls basketball,
baseball, softball, boys and girls soccer, cross country, track and field, and field hockey.
Arts
Cranford is rich in the arts: professional and amateur and venues in the visual, dramatic and musical arts abound in
Cranford. This is important, because “Art can connect people more deeply to the world and open them to new
ways of seeing, creating the foundation to forge social bonds and community cohesion”. Cranford High School
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presents a drama and musical show each year, several of which have won statewide and regional awards. CHS
choirs have also received much recognition.
The Cranford Dramatic Club is the longest continuous production community theater in the state of New Jersey. It
began as a small group of townspeople who wanted to share good theater with the community. The first meeting
took place in October 1919 and they have produced 3-4 plays a year in Cranford every year since. The CDC owns
a theater located on Winans Avenue. The Cranford Repertory Theater is a nonprofit organization that performs
plays and shows. A number of private dance schools and clubs thrive in Cranford as well.
There are two local organizations dedicated to providing musical performances to the community of Cranford. The
New Jersey Intergenerational Orchestra was born in 1993 as an idea on the back of a napkin and developed over a
pot of coffee. The world-renowned orchestra has grown into one of New Jersey’s shining stars. With over 90
volunteer musicians who have ranged in age from 5 to 92, the NJIO has successfully bridged the generations
through music. Since its founding, NJIO has consciously nurtured the belief that senior citizens can share their
wisdom and become vital resources for children. By bringing youth and senior citizens together, it has promoted
mutual growth and fostered understanding between generations. The Celebration Singers were formed in 1938 as
the company choir for Standard Oil. Now an independent group, the choir provides an opportunity for over 100
men, women and children to study music and perform for the community. The group also performs internationally.
Over the last decade Cranford has become a hub for visual arts, spearheaded by Cranford’s own Jersey Central Art
Studios. JCAS is dedicated to sharing the process of creating visual arts to the community. They have brought
such innovations to Cranford as The Open Artist Studio Tours, installation art of recycled plastic lids in the
community center, lecture series, art classes for teens and adults, workshops, and the Great Pumpkin Carve Out.
A signature occasion in Cranford is the plein air event named Paint the Town. For five days in June internationally
known landscape painters turn Cranford and its environment into a studio, including the front lawn of Cranford
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High School. The event culminates with a Juried Awards event and two day sale. The Quick Draw Contest during
the Paint the Town includes an entire competition for high school aged artists.
Additionally, many volunteer organizations partner with the schools for extracurricular educational opportunities.
For example, the Cranford Junior Woman’s Club sponsors the Town-wide Spelling Bee, while the Rotary Club
runs the annual Are You Smarter Than a Cranford Fifth Grader and the High School Academic Bowl.
Demographics
According to 2009 data, homes with children make up approximately 35% of Cranford residences and the median
age is 41.3. The community is predominantly white with African Americans and Asians making up the two largest
other ethnic groups. Over 50% of the adults have earned a college degree. The income per capita is $43,987 vs.
$27,067 for the nation, which includes all adults and children. The mean household income is $95,960 vs. $52,954
for the nation.
Households by Household Income
Cranford
Nation
Income between 0K and 50K
22%
48%
Income between 50K and 100K
31%
32%
Income between 100K and 500K
22%
8%
While we perceive Cranford to be an affluent town, over 300 households (3.73% of 8,560 total households, est.
2000 Census) live close to or below the Federal Poverty level of $15,130 for a household of two.
Population by Occupation
Cranford
Nation
Management, Business, and Finance
20.97%
13.81%
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Professional and Related Occupations
27.22%
22.68%
Service
9.63%
14.52%
Sales and Office
23.96%
25.22%
Construction, Extraction and Maintenance
6.80%
9.37%
Production, Transportation, Material Moving
8.65%
15.86%
The January 2012 unemployment level is 9.31% which is higher than the current county unemployment level of
9% and higher than the current state unemployment rate of 9% and higher than the national unemployment rate of
8.3%. The previous month unemployment level was at 10.13% and the unemployment level 1 year ago was 9.3%.
Job growth in the past year was -3.14%. Projected job growth for the next 10 years is 23.68%.
Growth rates in the 2.5% range for the New York City region suggest not much improvement in the employment
picture. As a rule of thumb, a rate of more than 2.5% is regarded as necessary to increase employment.
Cranford’s property tax base is 95% residential, which is characteristic of a classic bedroom community. The
businesses and employment forces that will affect its citizens lie in the extended Northern New Jersey-Manhattan
region surrounding the town. The Business and Industry Association of New Jersey completed a statewide survey
of N.J. business in September 2011. (Biddle, 2012) Their survey indicates that New Jersey business will increase
2% in 2012, continuing the pattern of modest improvements seen in 2010 and 2011.
In the area factors that attract business to New Jersey, 87% of businesses surveyed by the N.J.B.I.A. cited the
superior quality of the state’s public schools, relative to other states.
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In recent weeks, officials from the Federal Reserve Bank of New York (Cogan, 2012) and Goldman Sachs and
Company (Hatzius, 2011) have expressed similar views calling for continued modest growth in the 2.5% range for
the New York City region in 2012.
The township’s collective real estate value is relatively high at $4.08 billion. Residential properties comprise 95%
of the total. In the 2009 to 2011 period, the tax base experienced a modest 5.0% decline in valuation after a sevenyear period of rapid growth. According to the tax assessor’s office, 109 appeals were settled in 2010 for the sum of
about $1,000,000. Overall, the five-year average annual growth is a stable 0.4%. Valuations are expected to regain
stability in the near-term due to the new Riverfront construction of mixed-use buildings that will add 126
residential units. (Chen, 2012) They are expected to come onstream in 2013. Rental commuter housing situated in
a central business district, like Riverfront, tends to attract only a small percentage of families with school age
children. Conversely, housing outside of the business district does tend to attract families with school age children
and Cranford faces two such developments that are significant. In 2010 the town agreed to construct 166
apartment units on South Avenue at the Roselle border. Construction there has just started (July 2013). In another
highly contested project on Birchwood Avenue, the town continues to appeal the 360 new apartments.
In August of 2011, Hurricane Irene and resulting flooding caused $2.5 million worth of damages to public facilities
in Cranford; the Police Station, Brookside Place School, the Cranford First Aid Squad and hundreds of homes.
The town is estimated to have an outstanding $500,000 of loss exposure not covered by FEMA reimbursement or
insurance. Should the township fail to realize all or part of the remaining FEMA reimbursement, it will have to
seek other funding or budget the cost into the next fiscal budget.
The township has a relatively modest municipal debt burden of 0.9% or $36.7 million.
Student Population
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There are eight schools in the Cranford Public Schools System. Bloomingdale Avenue School that houses 249
students in grades K-2, Brookside Place School that houses 426 students in grades K-5, Walnut Avenue School
that houses 305 students in grades PreK-2, Livingston Avenue School that houses 261 students in grades 3-5 are
all neighborhood elementary schools. Orange Avenue School and Hillside Avenue School also house elementary
students in grades 3-5 and K-5 respectively, and also house the districts two middle schools with students in grades
6-8 with their total student populations being 737 and 707 respectively. Cranford High School houses 1140
students in grades 9-12. In addition, Lincoln Avenue School is home to an alternative elementary, middle and high
school program housing 79 students.
A demographic study done in 2009, only noted numbers for two of the three large development projects that are
under development, approved or in the process of seeking approvals in the community. Those developments were
The Riverfront and Birchwood. Furthermore, although the project numbers were noted for both, only the figures
for The Riverfront were included in the actual counts that were provided for the long term projections because the
Birchwood project was in litigation at the time the report was written.
Education
The Cranford Public School District takes great pride in providing its students in grades PreK-12 with studentcentered, innovative learning experiences. Our comprehensive 8 school facilities house 3895 students and 653
staff. Cranford Public Schools enjoy the enthusiastic support of our local community through an active Parentteacher Association and a district-wide Parent Teacher Council that helps maintain and strengthen the bond
between home and school. The Senior Advisory Council, comprised of thirty+ senior community members, visits
our schools and interacts with students in classroom activities throughout the year.
Personalized learning is a critical focus as student learning styles, interests and talents are identified and addressed.
Cranford teachers, at all grade levels, aspire to foster critical thinking skills, problem solving and effective
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communication skills across all areas of the district curriculum while continually crafting a caring environment.
Continuous professional improvement is a priority for our staff. Teachers are involved in professional
development activities to enhance instructional skills and meet the individual needs and learning styles of students.
Technology is utilized at all grade levels as a tool to bring content to life and facilitate technological literacy in an
ever-changing world.
A hallmark of Cranford Schools has been the Character Education program. A combination of Lions Quest and
Olweus Anti-Bullying Program has proven to be a powerful combination. Cranford’s implementation of N.J.’s
Harassment, Intimidation and Bullying (HIB) law has been instrumental in taking this prior teaching and training
to new heights. Cranford’s Service Learning, in concert with district Harassment, Intimidation and Bullying (HIB)
efforts, continues to maximize character development of all students by integrating meaningful community service
learning opportunities while taking steps to reduce harassment, intimidation and bullying.
During the 2012-13 school year, Cranford Public Schools was selected as a pilot district, to receive $117,000 and
work with the NJ DOE in implementing the new Excellent Educators for New Jersey teacher evaluation system.
This opportunity provided Cranford teachers and administrators a small voice in preparing the system for full state
roll-out scheduled for September 2013.
Cranford is also very proud of the 12-year partnership it has with Seton Hall University. Cranford teachers work
very closely with university professors to help train future teachers and to participate in ongoing action research
initiatives. Recently, Cranford embarked on a three-year collaboration with the Cloud Institute for Sustainability
Education. Introductory sessions for various constituencies from the school and municipal community have
provided opportunities to cultivate understanding of the knowledge, skills, attitudes and habits of mind that make it
possible to educate for sustainability. The projected outcome of this work with the Cloud Institute is to collaborate
with the town of Cranford’s Green Team authentically, over time to develop and execute sustainability projects in
the school and broader community.
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The Cranford Public Schools mission is to create a loving environment that encourages individual as well as
interpersonal growth, a love of learning, and a commitment to improving and caring for the community. The
Cranford community continually demonstrates its support of education as noted through the Parent-Teacher
Association (PTA) and Parent-Teacher Council (PTC), Parents Advocating for Special Education (PASE), the
Cranford Education Association (CEA), the Cranford Fund for Educational Excellence and the school district
budget. Through a unified community effort and open home-school communication, Cranford students continue to
grow and thrive as they prepare to be tomorrow’s leaders and to meet challenges beyond the classroom.
Issues at the state level that significantly affect our schools are primarily funding, legislation and regulations that
frequently change the parameters under which the district is required to operate. In regards to funding, it is not
likely that the district will see full restoration of all of the cuts that had to be made when the Governor eliminated
over $2 million of the district’s funding two years ago. The district has yet to restore the literacy and math coaches
to full time, but did restore all library time by rehiring one full-time librarian. One student assistance counselor
position was cut which has resulted in less availability of those services to students and families. The district
continues to operate with limited afterschool club offerings and relies on community athletic organizations to
provide middle school sports. The high school sports teams rely on some volunteer coaching positions as numerous
coaching positions were also cut. In general, the district’s overall operations are running on as minimal a budget as
is possible. Because the budget increase is capped by the state at 2% and the state is currently only funding 3% of
the budget, an amount that cannot be counted on from year to year, the district’s ability to provide for the needs of
students, staff and buildings is severely constrained.
While some of the funding that had been cut has been restored, the district is struggling to bring back what was
eliminated and to provide for the ever increasing needs of the district and to implement required programs and
other regulations. Legislation passed continues to demand more and more time from the district administrative
team and the teaching staff and requires financial resources that are not forthcoming from the state. The
Harassment, Intimidation and Bullying legislation is one primary example as the paperwork that is required and the
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time it takes to interview all of the individuals involved in each situation has resulted in less time for other matters.
While the legislation was recently deemed to be an unfunded mandate, districts are still being required to follow
the law.
Another area of regulation that significantly affects the schools is the Common Core Content Standards and the
assessments that are given in concert with the standards. Since New Jersey has joined with a number of other
states as part of the Partnership for Assessment of Readiness for College and Careers (PARCC) to implement new
standards and assessments, it is reasonable to presume that the district’s curriculum will need to be modified to
meet the new standards. In addition, as the PARCC assessments will be administered via computer, the technology
that will be required to support new testing methods could quite possibly require a substantial financial outlay.
While the impact of this initiative has not yet been fully assessed since complete information is unavailable,
districts are expected to implement the new standards for the 2014-15 school year.
New teacher and principal evaluations also loom heavily on the horizon taking up all district training time and
posing implementation and data collection challenges. Scheduled for full state roll-out in September 2013, these
new observation and evaluation systems represent additional mandates with unreasonable timelines. Cranford’s
participation in the teacher evaluation pilot provided a year of cushion prior to official implementation. However,
these new programs also reflect unfunded mandates, the need for extensive staff training and time to carefully
develop Student Growth Objectives for all teachers and rubrics for measuring student performance.
The December 14, 2012 tragic school shooting at Sandy Hook Elementary School taking the lives of 26 students
and staff had great impact on schools throughout the United States. School staff and parents everywhere mourned
the losses from this horrific event causing school and municipal officials, boards of education, teaching staff, local
police, and parents to questions, closely examine and improve their school security procedures and efforts.
Cranford immediately offered calls and letter of support to Newtown, Connecticut and began working
collaboratively with township schools, places of worship and local police to examine existing security practices
20
and to discuss future security collaboration. For obvious reasons, state officials were prompted to require
additional school security training and improvements to local emergency plans.
In addition, schools continue to face legislative proposals that seek to limit the role of the Board, eliminate local
Boards of Education, and to regionalize local school districts. There is also legislation regarding teacher
effectiveness and accountability as evidenced through the new evaluation systems. Legislation at the federal level
that affects school districts is primarily the Elementary and Secondary Education Act (ESEA), which was amended
and reauthorized by the No Child Left Behind ACT of 2001. Although the authorization of ESEA expired at the
end of Fiscal Year (FY) 2008, the programs continue as long as appropriations are provided at a declining level.
There has been a great deal of discussion about NCLB, but to date the Congress has not yet developed a
reauthorization bill. President Obama has proposed a blueprint to overhaul NCLB.
While the bill itself may not have been changed, President Obama is permitting states that agree to implement
reforms in standards and accountability to be given a degree of flexibility in meeting the mandates of NCLB.
Recently, New Jersey was one of ten states given this opportunity by agreeing to raise standards, improve
accountability and implement reforms to improve teacher effectiveness.
Cranford Public Schools currently participates in a consortium for purchasing energy, (electricity), and 2 for
transportation, and participates in a Joint Insurance Fund. All of these consortiums provide for substantial savings.
The in-school, onsite nature of student engagement and learning limits other shared services opportunities.
21
2013 - 2018 ACTION PLAN
Goal # 1: To implement a consistent, researched-based reading program, personalizing instruction and independent reading experiences for all Cranford students in
grades K-8. Teacher’s College Reading & Writing Project (TC) will provide the professional development required.
Strategies
Staff
Resources
Timelines
Indicators of Success
1:A To clearly identify a comprehensive
district-wide K-8 reading/writing/word
study program.
Assistant Superintendent,
Literacy Coach
 TC Coaching during school
year;
 TC – Summer HGI;
 Materials & PD for Reading
Workshop
School District Budget
2013 -2014
Copies of relevant Board of
Education Resolutions
2013 -2014
Copies of relevant Board of
Education Resolutions; Full
implementation K-8, Building
budget outlining support
materials to be purchased
Revised K-8 ELA Curriculum
to include Reading and Writing
Workshop
1:B To obtain Board of Education support
for and adoption of the Teacher’s College
Readers Workshop Program.
Board, Superintendent,
Assistant Superintendent,
Business Administrator
1:C To revise the district-wide K-8
English/Language Arts Curriculum
Assistant Superintendent,
Literacy Coach
Current English/Language Arts
Curriculum; Teacher’s College
Units of Studies; Resources from
Common Core State Standards
2014 -2018
1:D To train all K-8 principals in the
Teacher’s College Reader's Workshop.
Teachers College staff,
administrators, and Literacy
Coach
TC Professional Development
Support -Summer institute in
Cranford
Summer 2014
Training attendance roster and
action plan created by
principals which outline the
support for their staff
1: E To train all primary, elementary, P2E,
and middle school language arts staff in
the Teacher’s College Reader's Workshop.
ELA staff, Teachers College
staff, Assistant Superintendent
 TC Coaching during school
year;
 TC – Summer HGI;
 Materials & PD for Reading
Workshop
2013 - 2014 – Grades K-5
Training attendance rosters
1:F To train all primary, elementary, P2E,
and middle school language arts staff in
the Teacher’s College Writer’s Workshop.
ELA staff, Teachers College
staff, Assistant Superintendent
 TC Coaching during school
year;
 TC – Summer HGI;
 Materials & PD for Writing &
Workshop
Summer 2014 - Grades K8
2014-2018 – K-8
Summer 2015 – Grades
K-5
Training attendance rosters
2015-2016 – Grades K-5
Summer 2016 – Grades
K-8
2016 – 2018 – Grades K-8
22
1:G To focus P2E instruction on reading
and writing.
P2E staff, Literacy Coach
TC Professional Development
Support
2013 -2014
Schedule of Activities for each
of the grade levels; Copies of
instructional plans
1:H To investigate continuation of the
Cranford Reading Academy (Saturday
program) to meet student literacy needs
through highly skilled instruction.
Literacy Coach, Assistant
Superintendent for Curriculum
& Instruction
District budget
2013 - 2014
Identified list of budget
sources;
Identified list of personnel
1:I To reinstate the Cranford Reading
Academy (Saturday program) to meet
student literacy needs through highly
skilled instruction.
Literacy Coach, Assistant
Superintendent for Curriculum
& Instruction
Tuition from Cranford students;
Cranford staff
2014-2018
Program schedule; list of
students
1:J To increase personalized classroom
instruction by utilizing school or district
Professional Learning Communities
(PLCs) to increase teacher understanding
of the reading and writing process.
All interested K-8 staff,
Principals, and Literacy Coach
Individual, School & District PD
Plans;
2013 -2018
Calendar of building-level and
district grade-level meetings;
Agendas and minutes from
meetings; Attendance rosters
1:K To provide all Cranford students with
appropriate instructional and independent
reading experiences through use of leveled
reading materials.
K-5 teachers, Literacy Coach,
Principals
Fountas & Pinnell teacher training
and leveled reading materials;
Powerschool; Building budget
2013 -2018
1:L To incorporate pieces of literature that
support student moral growth and
development, enrich character and contain
anti HIB themes into classroom libraries
and reading experiences.
Principals
Teachers, Librarians
HIB Specialists
Building budgets for Districtwide Book of the Month
2013 -2018
Unit plans that identify how
personalization will occur;
Benchmark reading levels for
all students; K-5 SGO results;
leveled classroom libraries and
leveled books in media centers;
building budgets with
accompanying POs
District list of literature
resources; collection of grade
appropriate lesson plans for
teachers to use
23
2013 - 2018 ACTION PLAN
Goal # 2: To expand Cranford Public School's Gifted and Talented Services to further personalize instruction for all students.
Strategies
Staff
Resources
Timelines
Indicators of Success
2:A To develop early identification procedures
and services for K-2 students demonstrating
exceptional abilities and a need for enrichment.
P2E staff and Administration,
Assistant Superintendent for
Curriculum & Instruction
State guidelines/code;
identify districts with
existing procedures
2013-2014
Copy of Procedures and services
2:B To work toward program expansion that
includes trained/dedicated staff in each school
building to teach, coach and guide P2E and
enrichment activities.
Superintendent, Board of
Education, Business
Administrator, Building
Principals
School district budget
2013-2018
Building-level staffing list; Copy of services
available at each building
2:C To continue to train 3-5 teachers (and
principals?) in math compacting, moving staff
from the NOVICE to EXPERT levels of
performance and differentiating mathematics
instruction by levels of skill and ability.
Grade 3-5 teachers, P2E staff,
Math Coach
P2E staff, Math Coach,
Inservice workshops,
district budget
2013-2018
Training implementation schedule/plan that
outlines inservice objectives and needed
resources; Training attendance roster; Unit
plans that identify opportunities for
compacting; other instructional artifacts that
demonstrate use of compacting
2:D To train principals in math compacting.
P2E staff, Math Coach,
Assistant Superintendent
P2E staff, Math Coach,
Inservice workshops,
district budget
2013-2018
Training attendance roster and action plan
created by principals which outline the support
for their staff
2:E To increase personalized classroom
instruction by utilizing school or district
Professional Learning Communities (PLCs) to
increase teacher understanding of enrichment for
all students.
All Cranford staff
District Budget; Staff
selected enrichment
materials and models
2013-2018
Calendar of building-level and district gradelevel meetings; Agendas and minutes from
meetings; Attendance rosters
2:F To identify and serve Lincoln School students
in need of enrichment.
P2E staff, Lincoln School
Principal, Lincoln School staff
Identified Assessment
Materials
2013-2018
Copy of identification procedures; list of
students; services and program catalog; unit
plans and other instructional artifacts.
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2:G To encourage staff to seek grant and out of
district funding sources to support instructional
services.
Principals, Business
Administrator, Assistant
Superintendent
Identify available grants
through NJDOE &
private organizations
2013-2018
Grant application and planned budget
25
2013 - 2018 ACTION PLAN
Goal # 3: To provide exemplary basic skills instruction to all identified Cranford students with new emphasis on students at the K-2 levels, further personalizing
learning experiences.
Strategies
Staff
Resources
Timelines
Indicators of Success
3:A To increase basic skills interventions at the K-5 levels to
address student needs earlier.
BSI Coordinator, BSI Staff,
Principals
School PD plans based on
school goals; District budgets
2013-2018
Building-level staffing
lists; BSI student
enrollment rosters
3:B To identify non-traditional school-day opportunities to offer
the highest quality basic skills instruction.
BSI Coordinator, BSI Staff,
Principals
Identify school districts with
current practices;
2013-2105
Copy of action plan
that includes schedule
and staffing
3:C To consistently place highly skilled staff in the district basic
skills program.
Principals & Assistant
Superintendent, Superintendent
District budget; staff
credentials
2013-2018
Building schedules;
staff credentials
26
2013 - 2018 ACTION PLAN
Goal # 4: To examine and redesign instructional school scheduling to maximize and personalize learning opportunities for Cranford students.
Strategies
Staff
Resources
Timelines
Indicators of Success
4:A To undergo a site based study of scheduling models: 1.
Consultation with experts in flexible scheduling; 2. School-based
committee discussions on scheduling options; 3. Development and
implementation of school community input process.
K-12 staff, Principals, Assistant
Superintendent
Seton Hall PDS;
Research and visitations
2013 2015
Copy of meeting schedules
and minutes; copy of
presentation of scheduling
options for K-5, 6-8, 9-12.
4:B To provide kindergarten experiences for Cranford students to
better implement exemplary pre-reading and reading opportunities
leading to greater opportunities for total school success.
Teachers, Principal, Literacy
Coach, Assistant Superintendent
Research and
visitations; TC Training
in Reading Workshop
2013-2018
Reading Workshop
Benchmark Assessments;
Kindergarten schedules
4:C To design and implement a flexible schedule for the K-5 level
that increases the personalization of instruction and experiences in
the classrooms and in the building, specifically to address but not
limited to Common Core, Basic Skills, and Enrichment.
K-5 staff, Principals, Assistant
Superintendent
Seton Hall PDS,
District Budget, Human
Resources office,
Powerschool
2015-2018
Copy of Program of studies
and revised building
schedules
4:D To design and implement a flexible schedule for the middle
school that increases the personalization of instruction and
experiences in the classrooms and in the building, specifically to
address but not limited to Common Core, Cycle Courses,
Teaming/Advisory and Enrichment (Interest Academy & elective
offerings).
6-8 staff, Principals, Assistant
Superintendent
Seton Hall PDS,
District Budget, Human
Resources office,
Powerschool
2015-2018
Copy of Program of studies
and revised building
schedules
4:E To design and implement a flexible schedule for the 9-12 level
that increases the personalization of instruction and experiences in
the classrooms and in the building, specifically to address but not
limited to extended lunch times and flexible activity periods.
9-12 staff, Guidance Department,
Principals, Assistant
Superintendent
Seton Hall PDS,
District Budget, Human
Resources office,
Powerschool
2015-2018
Copy of Program of studies
and revised building
schedules
4:F To investigate and identify technology-based learning
experiences and opportunities for K-12 students to increase the
personalization of instruction in the classrooms and in the
buildings.
K-12 staff, Guidance Department,
Supervisors, Technology
Director, Principals, Assistant
Superintendent
Supervisors, Literacy
and Math Coaches,
Seton Hall PDS,
District Budget
2013-2015
Copy of identified
opportunities; Instructional
plans that identify
opportunities for technology
integration and infusion
27
4:G To implement school schedules with common planning time
for special and general education teachers.
Staff, Principals, Supervisors,
Assistant Superintendent
Seton Hall PDS,
District Budget, Human
Resources office,
Powerschool
2015-2018
Copy of Building’s Master
Schedule
28
2013 - 2018 ACTION PLAN
Goal # 5: To improve technology services and resources meeting 21st Century demands and NJDOE mandates while providing personalized learning experiences for
Cranford students.
Strategies
Staff
Resources
Timelines
Indicators of Success
5:A To continue the local district technology
consortium with neighboring districts.
Director of Technology,
Business Administrator,
Assistant Superintendent,
Superintendent,
Technology plan
2013 - 2018
Copy of meeting schedule and
minutes; List of participants
5:B To expand the Cranford Public Schools
Technology Department to effectively respond to
state level mandates and increasing technology
usage, planning annually to anticipate and respond
to future technological trends and opportunities.
Technology staff, Director of
Technology, Assistant
Superintendent
Technology Plan based on
Technology Needs
Assessment
2014-2018
District Staffing List and list of
responsibilities
5:C To staff the Technology Department to
adequately respond to the demands of a district the
size of Cranford addressing timely repair of all
equipment and exploring the development of a
technology lead teacher program to work with staff
in each building.
Director of Technology,
Business Administrator,
Assistant Superintendent,
Superintendent, Board of
Education
Technology Plan based on
Technology Needs
Assessment; District
budget
2014-2015
District Staffing List; List of
procedures and protocols to
address technology issues; A
copy of procedures to review and
analyze yearly repairs.
5:D To provide the district with the technology
readiness that will ensure compliance with the
mandated NJ DOE initiatives for online (PARRC)
assessments.
Director of Technology,
Business Administrator,
Assistant Superintendent
Technology Plan; Seek
participation in PARCC
pilot testing
2013-2014
Final Readiness report
5:E To utilize technology to asses student
performance with greater frequency across more
areas addressing student learning objectives and
student growth percentiles.
Teachers, Technology staff,
Principals, Director of
Technology, Assistant
Superintendent
Technology Plan, online
resources, district budget
2014-2018
Technology plan that includes
resources and schedules
5:F To use existing data programs (Power School,
Naviance) fully and consistently throughout the
Teachers, Guidance
Department, Principals,
Technology staff, Director of
Technology Plan
2013-2018
Technology Plan that lists all the
programs used in the district;
29
district.
Technology, Assistant
Superintendent
Technology use survey
5:G To investigate the function and utility of books
on line and one-on-one devices.
Teachers, Technology staff,
Principals, Director of
Technology
Technology Plan; identify
districts with current
practices
2013-2015
Technology Plan with a report
of the options and budget
implications
5:H Audit the existing technology infrastructure
including connectivity, bandwidth, network
(wireless coverage, firewalls, and filtering)
hardware, and software to create replacement cycles
and update old equipment to meet instructional
needs.
Technology staff, Director of
Technology
Technology Plan; outside
consultant
2013-2015
Survey of each building and a
report that summarizes and
aggregates the data
5:I Create an active district Technology Committee
that researches, shares, and recommends hardware,
software and instructional needs to district staff.
Director of Technology,
Assistant Superintendent,
Superintendent
Technology Plan, identify
current topics in
technology
2013-2018
List of committee members;
agenda and meeting minutes;
action plans
5:J To increase personalized classroom instruction
by utilizing school or district Professional Learning
Communities (PLCs) to increase teacher
understanding of technology application supporting
21st Century skills and global education
Principals, Director of
Technology, Assistant
Superintendent
Technology Plan;
Individual and building PD
plans;
2013-2018
Calendar of building-level and
district grade-level meetings;
Agendas and minutes from
meetings; Attendance rosters
5:K To seek out funding sources within the district
budget and externally to advance classroom
innovation.
Technology Committee,
Director of Technology,
Business Administrator,
Assistant Superintendent
Identify available grants
through NJDOE & private
organizations
2013-2018
Grant applications and planned
budget
30
2013 - 2018 ACTION PLAN
Goal # 6: To infuse global opportunities in all Cranford classrooms facilitating awareness and understanding of world issues and creating personal connections for
students with their international peers.
Strategy:
Major Activities
Staff
Resources
Timelines
Indicators of Success
6:A To provide all Cranford staff an opportunity to
be aware of political, social, environmental,
religious events taking place throughout the world.
6:B The Cranford Public Schools social studies
curriculum will be written to include a global
component.
6:C Members of Cranford Public Schools will serve
on a Global Teaching and Learning in New Jersey
K-12 staff, Principals
Staff internet connectivity
will be linked to CNN
International News
Current Social Studies
Curriculum, research
2013-2014
Log-in pages direct link to CNN
International
2013-2018
Revised Curriculum
World Language and Social
Studies teachers, Assistant
Superintendent,
Superintendent
Principals, teachers
NJODE, Rutgers University,
Columbia University, Kean
University, Cloud Institute,
Holocaust Commission
Social studies curriculum;
identified online resources
2013-2018
Copy of Task Force White
Paper; Copy of Action Plan;
Copy of instructional plans
2013-2018
Project description; catalog;
project displays & celebration
Staff, Guidance,
Administration
Research, State guidelines
2013-2014
Staff, Guidance,
Administration
School information
2013-2014
Program description in Program
of Studies; Board of Education
approval
Copy of partnership agreement
and activities
Staff, Guidance,
Administration
Research, Curriculum
development
2013-2014
6:D Each school will take on one international
project annually allowing students to interact with
each other developing a greater awareness of
different cultures, religions, governments, rights,
liberties and political, social, financial and
environmental issues.
6:E Cranford High School will design a diploma
endorsement recognizing international outreach and
citizenship of graduating seniors.
6:F Cranford Public Schools will engage in a global
education partnership with the American IB School
in Belo Horizonte, Brazil.
6:G Cranford High School will initiate a Global
Institute in which students participate in seminars
and service and outreach programs.
K-12 staff, Supervisor,
Assistant Superintendent
Students listed as Global
Scholars; Catalog of seminars
and programs
31
2013 - 2018 ACTION PLAN
Goal # 7: To continually improve security measures at all Cranford Public School facilities.
Strategies
Staff
Resources
Timelines
Indicators of Success
7:A To annually review district security plans and
procedures.
District Administration, Director of
Buildings and Grounds, Police
Department and Fire Department
Current Security Plans and
Administrative Input
20132018
Identification of
Revisions, if any; copy
of annual updates
7:B To annually attend security conferences making
improvements to district facilities and plans as needed.
Director of Buildings and Grounds
State Conferences/Workshops on
School Security
20132018
Certificate of attendance
7:C To enhance building security through restricted school
building access by providing each staff member with a fob
or key card.
Director of Buildings of Grounds
and District Systems Manager
Administrative Input and Budget
Development
20132014
Report of district
changes; purchase orders
of upgrades
7:D To enhance building security by tightening our existing
procedures and policies and through the purchase of larger
video monitors for better sight recognition of all visitors
and guests seeking entry.
Director of Buildings of Grounds
and District Systems Manager
Administrative Input, Visual
Inspections and Budget
Development
20132014
Copies of policies and
procedures; purchase
orders of upgrades
7:E To enhance building security through the purchase of
intercoms and telephones in each of our classrooms.
Business Administrator and
Director of Buildings and Grounds
Architect/Engineer and Budget
Development
20132018
Purchase orders of
upgrades
7:F Encourage staff to seek grant and out of district funding
sources to support security services.
Superintendent of Schools
and District Staff
Information on the identification
of Grants available
20132018
Grant application and
planned budget
32
2013 - 2018 ACTION PLAN
Goal # 8: To ensure all Cranford Public School facilities are maintained addressing student and staff instructional and safety needs.
Indicators of
Success
Strategies
Staff
Resources
Timelines
8:A Conduct an overall review of existing building infrastructure to be
consider for inclusion in the district facilities plan.
Business Administrator, Director of
Buildings and Grounds and
Building Principals
Personal Knowledge,
Visual Inspections and
Building Drawings
1 Year
Identification of
Improvements
needed
8:B Develop short and long term facilities objectives with preliminary
cost estimates and priority improvement status.
Business Administrator and
Director of Buildings and Grounds
1-2 Years
Completion of
Updated Long Range
Facility Plan
8:C Study the feasibility of air conditioning and or other air flow
options in more school facilities.
Business Administrator and
Director of Buildings and Grounds
Architect/
Engineer, Update of Long
Range Facility Plan and
Budget Development
Architect/
Engineer, Update of Long
Range Facility Plan and
Budget Development
1-5 Years
Identification of
possible
Improvements and/or
Enhancements
8:D Obtain and review current demographic information reflecting
local building projects to ensure the existence of sufficient student
housing space.
Business Administrator
Demographic Study
1 Year
Study Completed and
Identification of
Possible needs
8:E Consider full-day kindergarten opportunities in developing future
student housing options
Superintendent of Schools, Business
Administrator and Building
Principals
1-3 Years
Identification of
Options and
Feasibility
8:F Create a student housing plan, if necessary, based upon
demographic information and student instructional needs
Superintendent of Schools and
Business Administrator
Demographic Study,
Current Facility Utilization
and Architect/
Engineer
Demographic Study and
Architect/
Engineer
1-3 Years
Identification of
Possible future
housing needs
8:G Increase recycling initiatives in all district facilities.
Building Principals
District Staff
1-2 Years
8:H Purchase environmentally responsible products where possible.
Director of Buildings and Grounds
Information on Current
Products available
Annual
8:I Encourage staff to seek grant and out of district funding sources to
support facility needs.
Superintendent of Schools
and District Staff
Information on the
identification of Grants
available
Annual
Increased Recycling
at each building
Increased Purchasing
of Environmental
Products, if feasible
Additional Funding
33