Success for All Students

1
Success for All Students

• Colchester Administrative Team
• Student Learning Budget 2008-2009
• Presentation to the Board of Education
• January 26, 2008

2
Colchesters Mission

• Colchester Public Schools are committed to
  establishing and maintaining strong
  parent-community-school partnerships to provide a
  safe, engaging, and effective learning
  environment to meet the unique needs of
  individual students. These partnerships are
  dedicated to promoting student well-being and the
  highest level of academic excellence measured by
  established performance standards and real-world
  applications. We commit to a comprehensive
  system of support to ensure the success of each
  and every student.

3
Outline

• Student well-being, academic excellence
• Details of proposed budget additions in
  curriculum and instruction, libraries and
  technology
• Summary of continued budgeting of effective
  programs
• Effective staff
• Improved communication with parents
• Are we making progress? Data review
• The student learning budget in a nutshell
• Special Education Accountability
• Reduction in expenditures/ blending of services
• State Indicators and monitoring of our progress
• PJ Settlement and state reporting requirements

4
Student Well-being

• .2 Social Worker at Bacon Academy
• Reinstatement of interscholastic soccer and
  basketball at WJJMS
• SWIS software to collect behavior data in all
  schools
• Expanding Positive Behavior Support district-wide
  to include WJJMS and BA

No new funds required
5
Positive Behavior Support

• Research-based approach to improving student
  behavior and reducing detentions, suspensions and
  expulsions
• Positive Behavior Support Coordinator hired
  (grant funded)
• SWIS used to track behaviors
• Bus behavior initiative

6
Behavior Impacts Learning

• What are we doing?
• Working with UCONN to develop Positive Behavior
  Supports in all schools
• Training paraprofessionals and substitutes, bus
  drivers and teachers on best practice
• Holding mentor homerooms at the high school so
  that every student knows an adult well
• Continuing mentoring programs 3-8
• After school program with youth services staff/
  alternative ed teachers and middle school
  students
• Partnerships with Youth Services parent
  programs

7
Behavior Impacts Learning

• What More Needs to Be Done?
• Monitor class size
• Continue to monitor student behaviors
• Create relationships with all students
• Work with other adults in each building to
  support positive reinforcements.

8

• Adolescence is the last phase of the life span
  in which social institutions have reasonably
  ready access to the entire population, so the
  potential for constructive influence and for
  improving adolescents' life chances is great.
  Early adolescence--the phase during which young
  people are just beginning to engage in very risky
  behaviors, but before damaging patterns have
  become firmly established--offers an excellent
  opportunity for intervention to prevent later
  casualties and promote successful adult lives.
  --Great Transitions Preparing Adolescents
  for a New Century,
• Carnegie Corporation

9
Healthy Balanced Living

• Grade 6 topics
• Risk factors
• Healthy eating habits/ fitness
• Adolescent development
• Find information
• Decision making
• Conflict/ peer pressure
• Responsibility
• Effects of drugs/alcohol/tobacco

• Grade 8 topics
• Risk factors
• How media/peers/family influence personal health
  behavior
• Goal setting
• Gender
• Assertiveness and refusal skills
• Safe and risky behavior
• Consequences of behavior
• Rules and legal responsibility
• Healthy ways to express feelings
• Impact of decisions on peers
• Define substance abuse/ addiction
• Find information
• Short and long term physiological and emotional
  effects of drugs/alcohol

10
Healthy Balanced Living

• Grade 9 topics (1 semester)
• Healthy lifestyle
• Self esteem
• Fitness
• Exercise injuries
• Nutrition
• Eating disorders
• Mental health
• Conflict resolution
• Stress management
• Depression/ suicide/ resources
• Peer pressure
• Advertising
• OTC and prescription drugs
• Fetal alcohol syndrome
• Addictions/ treatments (including gambling)
• Violence, bullying, sexual harassment

• Grade 9 skills
• Refusal skills, goal setting skills
• Reading labels
• Weight control planning
• Food safety
• Anger management/ stress management
• Personal fitness planning
• Research
• Presentation skills
• Collaboration skills

11
21st Century Skills
12
Academic Excellence

• Implement new research-based curricula in
  science, art, writing, math, healthy and balanced
  living, and robotics, to include
• New grade 8 health course for all students
• Additional math lab support
• Addition of .2 PE position for equitable student
  access to fitness and team-building at the middle
  school
• Computers, projectors, Smart Boards and computer
  labs at WJJMS and BA
• Equitable library funding to improve collection
• Math intervention program for grades K-4
• Up-to-date software for graphics
• AIMSWEB to track student progress and needed
  intervention

13
Academic Excellence

• Middle school literacy lab paraprofessional (.45)
• Middle school enrichment teacher
• Year 3 summer school program for identified
  students
• Year 2 six week after school program for students
  who need extra help
• Computers to allow for online virtual courses to
  be accessed in guidance office
• Scantron Achievement Series for assessment of
  student strengths and differentiation in math
  reading assessments
• Improved internet research with NetTrekker
  software
• High school robotics advisor for competition

No new funds required
14
Curriculum Materials to Engage and Challenge All
Students

• Middle school math texts, science texts and lab
  equipment
• Middle school DE lab
• K-2 Writing program
• PE and health equipment and textbooks
• High school graphics software
• High school guidance software Naviance
• Art texts, grades 2,4,8, 10
• Software and databases to enhance student learning

15
High School Course Enrollment

• Average number of students in study hall per
  period 143
• Number of closed sections (core academic) 22
• Number of closed sections (art, music, phys ed)
  21
• Number of closed sections (applied academics) 26
• Total number of sections that are 1 below
  maximum 42
• Number of sections closed or 1 below max 111

16

• Positions to address needed courses at Bacon
  Academy
• 3 sections of Spanish I and II
• AP Physics
• Biology
• Chemistry
• 2 sections of Integrated Science
• 2 sections of math
• Robotics
• Construction
• Graphics
• Electronic Communications
• Pre-engineering

17
Average Class SizeStrategic School Profile Data

• Bacon level 2 DRG State 06-07 07-08
  06-07 06-07
• Algebra I 16.4 19.5 19.0 19.5
• Biology I 20.7 23.1 20.0 20.0
• English 10 18.9 24.7 20.1 19.5
• U.S. History 17.9 21.9 21.9 20.8

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Avg. class size/ positions requested

• Grade 9 Integrated Science -- 20.4
• Grade 10 Biology 23.1
• Grade 9 Algebra 19.5
• Grade 10 Geometry 23.2
• Grade 9 Spanish II 23
• SINGLETON CLASSES LIMIT SCHEDULING

19
Libraries Curriculum Materials to Engage and
Challenge
20
Libraries Engaging and Challenging
data on collections and expenditures were
predictive of reading scores. Where library media
programs are better staffed, better stocked, and
better funded, academic achievement tends to be
higher. -- Keith Curry Lance, 2001
21
Dues and Fees?

• Memberships in professional organizations for
  math, social studies and reading access to free
  materials and information on professional
  development for staff
• Memberships in curriculum organizations resulting
  in professional journals and reduced rates for
  workshops
• Dues for ongoing databases and subscriptions for
  student access

22
Highly effective staff

• New high school math leadership for supervision/
  examination of data (.2)
• High quality professional development
• Training to support office professionals and keep
  technology staff up-to-date
• Teacher leaders providing in-house PD and
  facilitating ongoing collaboration
• Continued student learning expeditions

No new funds required
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Continued support of professional learning
opportunities

• Opportunities and time for teachers to
• Collaborate to design common assessments
• Reflect on student achievement and state testing
• Modify instruction to support the needs of each
  and every student
• No new funds required

24
Continued support of professional learning
opportunities

• Advanced Placement Institutes
• BEST mentor training and stipends
• Professional Development days aligned with
  district goals
• New Teacher Summer Academy
• State workshops to address state standards and
  testing
• No new funds required

25
Parent Communication

• Standards-based electronic report cards
• Upgraded web site (e-rate funded) includes
  capability of parent email link, surveys and
  downloadable parent curriculum guides
• WJJMS homework hub web site and biweekly
  progress reports sent electronically to all
  parents

No new funds required
26
Evidence of Improved Student Learning
27
Designing School-Wide Systems for Student
Success RtI
Academic Systems
Behavioral Systems
1-5
1-5
5-10
5-10
80-90
80-90
Sugai, 12/6/07
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Data of Improved Student Learning

• Bop to the Top Six Week After School Program
  committed to improving achievement in reading and
  math for students who had met proficient, but not
  goal on the CMT.
• Results of participating in this after school
  activity?
• Grade 3 41 of participants reached goal (7
  students)
• Grade 4- 50 reached goal (5 students)
• Grade 5- 60 reached goal (6 students)

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Title I Intensive Reading K-2

• Due to
• high-quality, research-based, systematic reading
  instruction to all students
• regular progress monitoring of students not
  achieving benchmarks to drive instructional
  choices
• collaboration between teachers and specialists to
  examine student growth and find appropriate
  supports for studentso
• Resulting in 56 students at strategic level
  also being serviced in fluency lab

30
Title I Reading 3-5
Percent of reading lab students at mastery (80)
on formative benchmark assessments in 07-08
31
Title I Reading 6-8
Title I students receiving direct services making
gains on CMT
22 6th graders (89 of Title I students) have
improved fluency on DIBELS over their grade 5
score
32
Local Data Reflects CMT Reading Achievement

• Grade 2, March 2006 DIBELS
• Grade 3, March 2007 CMT
• 231 students tested
• DIBELS was correlated with CMT results for 96 of
  students
• CMT performance was not predictive for 8
  students. Six students scored lower on the CMT,
  two scored higher on the CMT.

33
Are We Making Progress?

• 2006-2008 initiatives have dramatically improved
  teaching and learning
• This years 5th Graders improved their reading
  scores on the CMTs from 55 to 64 at goal over
  the previous years test. Thats the result of
  hard work by kids and teachers.
• Nearly every grade level 3-8 improved over the
  previous years scores.

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GRADE TO GRADE AT GOAL
35

• In past years we have been directing our
  resources to grades K-5, and we are seeing
  results
• This year we are putting resources toward the
  high school, which has the greatest need.

36
High School CAPT Comparison Proficient (Levels
3,4,5)
37
In a nutshell, we are budgeting for

• Continued support of approved curricula
• Continued improvement of library collections
• Additional positions at the high school to
  address enrollment needs in applied academics,
  world languages, science and math
• Math leadership at the high school
• Additional support in elementary math lab
• Health teacher, enrichment teacher, .2 PE and
  para at WJJMS
• Continued support of professional learning
  initiatives
• Continued time and support for learning beyond
  the school day and in the summer
• Increased software services and learning
  technology
• Improved efficiency and effectiveness using
  technology
• Technology to facilitate online virtual courses
• Moving toward equitable access to technology at
  the middle and high schools

38
SPECIAL EDUCATIONState Performance Plan Annual
Performance Report Focused Monitoring
39
Accountability 05-06

• Indicator 1 Increase graduation rate with
  standard high school diploma (target 68)
• Colchester 91.3 ACHIEVED!
• Indicator 2 Decrease high school dropout rate
  (target 5.5)
• Colchester 2.3 ACHIEVED!
• Indicator 3 Improve participation and
  Performance on State Assessments
• Participation rate CMT Reading and Math 100
  ACHIEVED! (target 95)
• Annual Yearly Progress for students with
  disabilities not achieved
• Proficiency Reading for Students with
  Disabilities 38 (state target 68)
• Math for Students with Disabilities 56 (state
  target 74)
• 06-07 data will be available in February

40

• Indicator 4 Decrease 10 days of Out of School
  Suspension and Expulsion not achieved
• Colchester 2.7 (target 1)
• Indicator 5 Increase placement and time with
  non-disabled peers
• Increase regular class placement Colchester 70.2
  ACHIEVED! (target 62.5)
• Decrease separate class placement Colchester 2.8
  ACHIEVED! (target 10)
• Decrease placement in separate schools Colchester
  7.1 (target 6) not achieved

41

• Indicator 6 Increase time in early childhood
  educational environments
• Colchester 91.7 ACHIEVED!(target 64)
• Indicator 7 Measuring child progress in
  Positive Social Emotional Skills, Acquisition and
  use of Knowledge and Skills, Use of appropriate
  behaviors to meet needs (TBD 2010)
• Indicator 8 Increase school facilitation of
  Parent Involvement to improve student outcomes
  (TBD)

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Monitoring Priority Effective General
Supervision

• Indicator 9 Eliminate Disproportionate
  Representation in Special Education (target 0 )
• Colchester 0 ACHIEVED!
• Indicator 10 Eliminate Disproportionate
  Representation by Disability Categories (target
  0)
• Colchester 0 ACHIEVED!

43

• Indicator 11 Determine Eligibility in
  Accordance With State Established Timelines
  (target 100)
• Colchester 100 ACHIEVED!
• Indicator 12 Transition IEPs Implemented by age
  3 (Target 100)
• Colchester 100 ACHIEVED!

44

• Indicator 15 General Supervision,
  non-compliance corrected within one year (target
  100)
• Colchester 100 ACHIEVED!
• Indicator 16 Complaint Timeline
• Indicator 17 Due Process Hearing Requests
• Indicator 18 Resolution Session Agreements
• Indicator 19 Mediation Agreements
• Indicator 20 Timely and Accurate Reporting
• (targets to be established in 2009)

45

• Indicator 13 Develop Goals and Transition
  Services (target 100)
• Colchester 82.1 not met
• Indicator 14 Increase Post Secondary Employment
  and Education (no data yet)

46
PJ et al Settlement Agreement

• Increase regular class placement (target 62.5)
• Colchester 73.9 ACHIEVED!
• Increase mean time with non-disabled peers
  (target 75.6)
• Colchester 79.9 ACHIEVED!

47
Commendation

• Colchester was one of only 55 towns in the state
  to meet the state requirements for the
  Connecticut State Performance Plan
• Colchester was one of only 33 towns in the state
  to meet state requirements for PJ Settlement
  Agreement

48
Timely and accurate data collectionState
Requirements 07-08
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Resources to Meet State Requirements

• Ability to send state reports fed directly from
  SASI and IEP Direct databases
• Tracking of student achievement with DIBELS and
  student behavior with SWIS

50
Full Inclusion

• ALL students benefit from education that values
  and practices the recognition and support of
  diversity. All students can be successful, grow
  and learn in regular schools and classrooms when
  individually designed supports are provided.
• -National Information Center for Children and
  Youth with Disabilities

51

Reduction in Special Ed Expenses
52
Questions