Introduction to the Danbury Public Schools District Enhancement Plan

 

While the Danbury Public Schools are many things, more than anything else, we are a learning organization. Our core mission is to promote deep and rich levels of learning for all students and adults within our school system. To this end, the district engages in an ongoing process of reflection and decision-making designed to inform our planning, delivery and assessment of all learning services. One powerful tool in this process is the District Enhancement Plan, which serves as a guide and as a blueprint for action.

 

The plan that follows is the work of a broad based coalition of key educational stakeholders. This coalition is known as The Danbury Enhancement Collaborative or simply TDEC. TDEC is comprised of teachers, parents, representatives from the business community, leaders from community organizations, union leaders, early childhood education, higher education, Board of Education members, principals and central office administrators.

 

TDEC’s mission is to “Study and improve all aspects of curriculum development, instructional planning and delivery, formative and summative assessment, professional development, monitoring of teacher and administrator performance and to establish a rigorous protocol for district-wide and school-based alignment and accountability through the development, implementation, and monitoring of a comprehensive improvement plan and related implementation process.” TDEC is the standing curriculum committee of the Danbury Board of Education.

 

Strengths

The District Enhancement Plan is based upon many effective educational practices that occur within our district. Additionally, the plan is built upon longstanding strengths, which serve as the foundation for all of our efforts to improve our professional practice. Our most important strength is seen in our students and their families. We are one of the most diverse school systems in Connecticut and this wonderful tapestry of cultures only serves to make our community stronger and more vibrant. We celebrate our diversity in all that we do. Another strength is showcased in our high caliber professional staff. Our employees strive daily to live our motto, “Welcome to Danbury – We Reflect Excellence.” At the heart of our work is our Instructional Core: Students and teachers in the presence of content.

 

The content to be mastered is illustrated by our district’s symbolic representation of our curriculum – The Learning Tree.

 

The Learning Tree details the content outcomes, life-long learning skills and the attitudes and aspects of character we expect all members of our learning community to demonstrate. All curriculum efforts are derivates of the expectations illustrated by The Learning Tree.

 

Our district’s Theory of Action is based upon a medical model of teaching and learning. Specifically, we believe that a recursive process of instructional diagnosis followed by the creation of learning prescriptions coupled with another instructional diagnosis to determine growth will advance learning. To that end, we have been increasing the use of common formative learning assessments to determine the degree to which our students are mastering our curriculum. Once a determination is made, our teachers generate instructional strategies in the form of “learning prescriptions” to address identified areas of student need. This process is repeated in an ongoing manner. We have recently begun the implementation of a data warehousing system to support and advance our diagnostic and prescriptive process. This allows teachers and administrators to more accurately track data and student/staff progress in a manner that allows for instant access to essential information. This information is used to inform instructional planning, the delivery of instruction and related learning assessments.

 

Highly Qualified Teachers and Professional Development

 

The district has worked diligently to adhere to all regulations governing hiring practices for all certified staff and paraprofessionals who serve within the Title 1 program.  All hiring and professional development requirements have been successfully achieved. Ten-percent of funds have been set-aside from the total district allocation and from schools identified in need of improvement from Title 1 and ARRA allocations for use in professional development around needs identified by the Cambridge Report and the District Enhancement Plan.

 

Technical Assistance of District and State

 

The district will utilize Title I funds to support mathematics instructional coaching with an external consultant at the middle and high school levels. Funds will be allocated to provide release time for data team training and grade level collaboration in the elementary schools. Additional funds will be utilized to hire outside consultants to provide literacy coaching and staff development around balanced literacy, explicit teaching, analysis of assessment data, and how to plan for differentiated instruction meeting individual needs of students.

 

The Connecticut State Department of Education (CSDE) will provide technical assistance to Danbury Public Schools through the Connecticut Accountability for Learning Initiative (CALI). The CSDE, Regional Education Service Centers (RESCs) and State Education Resource Center (SERC) staff who are highly skilled educators with experience in school improvement will provide technical support to the district (see Appendix D for the complete CSDE Technical Assistance Addendum).

 

Extended Learning Opportunities

 

The district engages in both before and after school activities at the elementary level. These programs encompass both academic enrichment in the areas of literacy and numeracy, as well as a wide variety of complementary activities including physical fitness activities, dance, art, and music. The district also provides extended academic support via summer school and additional instructional time for students during the school year.  Programmatic and enrichment activities are provided through available funds.  After school enrichment activities are also available at the middle school level and are funded through the Extended School Hours Grant.

 

Community based collaborations such as Lee Y’ Seras and Parents as Partners provide literacy and leadership training to Danbury families. In 2009, the district received a federal grant to open a Family Literacy Center. The center will provide literacy opportunities for parents and children and will include a lending library, literacy classes, computer lab, and serve as a connection center to the greater Danbury area.

 

Challenges

 

Although we have made progress with our enhancement efforts, our district has not made enough progress to close all identified achievement gaps, which are evident in our test results. Far too many students in our subgroup populations are not meeting our outcome expectations. While there are a number of factors that contribute to this need, there are two overarching challenges that are the most pressing. Addressing these two challenges will be the most main priorities of our work during the next five years.

 

The first challenge to overcome is the fragmentation between and among our 18 schools. Although protocols and procedures have been put into place, over time, there is still a significant degree of misalignment with our system. We have already begun to address this concern. We are in the process of implementing a rigorous accountability and monitoring system to ensure that all members of our district are in alignment with and addressing our performance expectations. New procedures have been established including a comprehensive restructuring of the central office administrative organization. This reorganization has resulted in a clear and direct line of accountability from the classroom level all the way to the Board of Education. We have also increased the level of supervision, monitoring, support and guidance at the building level for our two middle schools, our high school and our alternative high school through the introduction of Department Heads and an Associate Principal for Instruction. We are also implementing training initiatives to enhance and align the evaluation and observation skills of our administrators. A program designed to improve the ability of each leader who is charged with diagnosing a teacher’s instructional skills is already underway.

 

Secondly, we have not yet achieved the level of fidelity of implementation of our improvement efforts that is needed to allow us to realize our outcome expectations. Some staff members are not following the adopted curriculum or adhering to our assessment protocols. Additionally, the district’s curriculum development efforts were impeded due to a financial shortfall. However, there is now adequate funding to allow our curriculum development efforts to once again be fully implemented according to a developmental timeline. Although a lack of updated curriculum at the secondary level contributes to the fidelity of implementation problem, it is more a matter changing a culture that is based upon teaching and learning as an isolated enterprise as opposed to an open and collaborative process. Again, we have already taken actions to address this concern. The introduction of the data team process will help to remedy this issue, as will new curricula, common formative assessments, new strategies to increase student engagement and the process of learning rounds.

 

The two goals that serve as the foundation of the District Enhancement Plan have been created to reduce the fragmentation within our district while also increasing the degree of fidelity of implementation of all of our instructional improvement efforts. Lastly, this plan is considered to be a “living document” by the Danbury Board of Education. As such, a continuous tracking, monitoring and reporting process has been established that includes regular updates to the Board regarding process throughout the course of any given year coupled with statistical evidence that illustrates the current level of progress and remaining areas of need. This will also serve to inform modifications to the plan. Further, the district has and will continue to solicit input from all staff and the community at large. The work of TDEC has been aired on the local cable access station. The draft plan has been posted on our website. Additionally, we will send an electronic version to all staff requesting that they provide input on a continuing basis. Lastly, we will periodically request feedback through a variety of information sharing vehicles so that we continue to foster improved and effective two-way communication.

 

 

 

 

 


 

Belief Statements of The Danbury Public Schools

 

We believe that…

Children are our first priority and that all educational decisions must be made in their best interest and should be based upon solid educational research, the best available evidence and validated experiences,

 

Each child is unique with individual talents and needs, each has intrinsic worth and each child can become a life long learner and achieve success,

Each child must have ample opportunity to meet the outcome expectations of the Learning Tree with regard to the content knowledge, universal skills and attitudes and attributes of character that comprise the curriculum for the Danbury Public Schools,
We must hold our educators, board members, employees, students and their parents/guardians to high expectations for learning, development and comportment and the educational community must make a concerted effort to engage and continuously involve parents in the education of their children,
We, as educators, board members, employees and parents/guardians are accountable to the community at large for the education of our children and that collectively, we must work as a team to promote high levels of achievement and success for our students,

In a Professional Learning Community, it’s more about learning and less about teaching,

 

We must continuously maintain safe and orderly learning environments based upon mutual respect, trust and cooperation in order to support student and staff achievement.

 

 


Enhancement Model of The Danbury Public Schools

 

Once an initiative has been researched and the decision has been made to move forward, the steps indicated below are followed to ensure alignment with the district’s capacity building efforts.

 

 

Action Steps:                                                 Quality Factors:

 

·        Declare It                           Effectiveness of communication

 

·        Implement It                     Degree of positive change at the classroom level

 

·        Resource It                        Sufficiency of budget skewing

 

·        Monitor It                         Depth of knowledge of observers

 

·        Adjust It                            Depth of knowledge of root cause

 

·        Repeat It                           Degree of organizational will power

 


Vision Statement of Danbury Public Schools

Our vision has been achieved when the citizens of Danbury are advocates for, and act as partners in public education; are satisfied that our students are receiving a quality education; believe our students are prepared for productive work and effective citizenship and feel the district is operated in an efficient and effective manner.

All Students

demonstrate high levels of academic achievement and develop the ability to be life-long learners

demonstrate the skills,  knowledge, attributes and attitudes to be successful and responsible citizens

demonstrate the qualities of caring, productive, effective community members

behave in accordance with school and district expectations

are satisfied with their opportunities to learn and be successful

feel valued and respected by students and staff

are satisfied with the learning environment of their school

 

All Staff

plan for and support appropriate, challenging learning experiences and positive learning environments for all students and are committed to the goal of high levels of achievement for all students

are committed to continuous self improvement and are responsible for personal performance                     

are service oriented and treat students, colleagues, parents and the community with dignity and respect

are collaborative, collegial,  principled and behave with integrity

feel valued and respected by the district and are proud of their accomplishments on behalf of children, parents and the community

are satisfied with opportunities to be successful in their work

believe the district is operated in an efficient and effective manner

All Parents

are satisfied with opportunities for their child to learn and be successful in school

are satisfied with their child’s school and school and district staff

are satisfied that the district is operated in an efficient and effective manner

are partners in the school and with the district and support learning in the home and throughout the year

support school expectations and the learning environment of the school

demonstrate respect for school staff

are advocates for public education

The Board

is highly regarded by staff, parents and community

is committed to excellence, effectiveness and efficiency

 is committed to improving student achievement in the mandated subjects with an emphasis on language arts and mathematics

is committed to improving educational outcomes for students at risk of not completing their schooling

promotes high quality teaching and high quality leadership

promotes the achievement of high standards of conduct, safety and well-being of students and staff

is focused on increasing levels of public support and funding for public education

 

 

 

 

 

 

 

 

 

 

 The Danbury Enhancement Collaborative and the Cambridge Program Review                                                                                                                                      

The Danbury Enhancement Collaborative Committee Members

 

Eileen Alberts – Board of Education Member

Phyllis Bartoli – 9-12 Mathematics Teacher and 6-12 Mathematics Department Head

Marilyn Brenning – Grade Five Teacher

Sam Buck – Technology Education Teacher and NEA-Danbury Representative

Debra Calhoun – Parent and Hord Foundation Representative

Kara Casimiro – K-12 Humanities Curriculum Administrator and TDEC co-chair

Michael Clarke – Assistant Principal, Danbury High School and President, *DPSAA

Eileen Costello – Education Connection, Early Childhood Representative

Louise Michael-Duncan – Parent and regional magnet school representative

Joyce Emmett – Director of Special Services

Jeff Forzani – 6-8 ELL Teacher and Hispanic Center Representative

William Glass – Deputy Superintendent

Augusto Gomes – Coordinator of Bilingual Education and ESL

Mary Gregory – Parent and Director of the Danbury Schools And Business Collaborative

Christine Harris – Grade One Teacher

Josiah Hills – 9-12 Science Teacher and 6-12 Department Head

Richard Janelli  - Board of Education Member

Patricia Joaquim – Principal, Rogers Park Middle School and Vice President, *DPSAA

Mary Johnson – Principal, Stadley Rough Elementary School

Ann Lindenmeyer – Administrator for Special Projects and Early Childhood Education

 

Meghan Martins – Associate Principal of Instruction

Laura Mead – Parent, K-5 Mathematics Specialist and TDEC co-chair

Ellen Meyer – 6-8 Mathematics Teacher

Cindy Mirochine – NEA Danbury President Elect and Grade Five Teacher

Sue Morris – Professional Development Teacher Leader and Grade One Teacher

William Murray – President, NEA Danbury and 9-12 Special Education Teacher

Sal Pascarella – Superintendent

Jose Pimentel – Community Representative

Rev. Ivan Pitts – Pastor, New Hope Baptist Church

Christine Pruss – K-8 Director of Literacy and Title I

Sue Rice – Director of Information Services and Gifted Education

Shirley Rikart – William Knight Foundation

Linda Rinker – Vice President and Provost of WCSU

Ken Robbins – Assistant Principal, Rogers Park Middle School

Jose Rodrigues – 9-12 ESL Teacher

Ian Strever – English Teacher and 6-12 Department Head

Robert Taborsak – Board of Education Member

Mike Wasta - CSDE

Kathleen Wedge – CSDE

*Danbury Public Schools Administrators Association


  The Danbury Enhancement Collaborative Committee Members (TDEC) January 12, 2010                                                                                                                              

 

Eileen Alberts – Board of Education Member

Phyllis Bartoli – 9-12 Mathematics Teacher and 6-12 Mathematics Department Head

Marilyn Brenning – Grade Five Teacher

Sam Buck – Technology Education Teacher and NEA-Danbury Representative

Kara Casimiro – K-12 Humanities Curriculum Administrator and TDEC co-chair

Michael Clarke – Assistant Principal, Danbury High School and President, *DPSAA

Deborah Correia – Grade 2 Teacher

Kris Davidson – High School Business Teacher

Joyce Emmett – Director of Special Services

Patty Foley – CSDE

Jeff Forzani – 6-8 ELL Teacher

Lisa Frese – High School Health/Peer Leadership

William Glass – Deputy Superintendent

Augusto Gomes – Coordinator of Bilingual Education and ESL

Kevin Haddad – Grade 4 Teacher

Christine Harris – Grade One Teacher

Linda Harris – Middle School Literacy Coach

Josiah Hills – 9-12 Science Teacher and 6-12 Department Head

Richard Janelli  - Board of Education Member

Patricia Joaquim – Principal, Rogers Park Middle School and Vice President, *DPSAA

Mary Johnson – Principal, Stadley Rough Elementary School

 

Ann Lindenmeyer – Administrator for Special Projects and Early Childhood Education

Meghan Martins – Associate Principal of Instruction

Pam (Winzig) McGlynn – High School English

Michael McNiff – High School Media Teacher

Laura Mead – Parent, K-5 Mathematics Specialist and TDEC co-chair

Ellen Meyer – 6-8 Mathematics Teacher

Cindy Mirochine – President, NEA Danbury and Grade Five Teacher

Sue Morris – Professional Development Teacher Leader

Sal Pascarella – Superintendent

Tanya Platt – Grade 3 Teacher

Christine Pruss – K-8 Director of Literacy and Title I

Sue Rice – Director of Information Services and Gifted Education

Ken Robbins – Assistant Principal, Rogers Park Middle School

Jose Rodrigues – 9-12 ESL Teacher

Harry Rosvally – STEM Currículum Administrator

Jill Russell – 6-8 Music Teacher

Rick Scalzo – Grade 8 Math Teacher

Ian Strever – English Teacher and 6-12 Department Head

Robert Taborsak – Board of Education Member

Mike Wasta - CSDE

Kathleen Wedge – CSDE

*Danbury Public Schools Administrators Association


The Danbury Enhancement Collaborative (TDEC) is a subcommittee of the Danbury Board of Education. The purpose of TDEC is to study and improve all aspects of curriculum development, instructional planning and delivery, formative and summative assessment, professional development, monitoring of teacher and administrator performance. In addition, a rigorous protocol will be implemented for the 2009 – 2010 school year for district-wide and school-based alignment and accountability through the development, implementation, and monitoring of a comprehensive improvement plan and related implementation process.

TDEC was charged with developing a response to the Cambridge Program Review. The District Enhancement Plan that is provided below is the response to that charge. The primary Cambridge findings are provided first followed by the district’s response.

According to the Cambridge analysis of the Danbury Public Schools, the following areas were found to be in need of improvement:

1. Raise achievement and improve test results for all students and subgroups, particularly English language learners by:

2. Enhance consistency and develop unity of purpose across the district by:

3. Develop and consistently implement a rigorous accountability structure, which includes:

4. Maximize the efficient and effective use of resources by:

 

OAP Checklist for each meeting

  1. School Membership has Grade Level, ESL and Parent participation- each person’s representation is identified
  1. Attendance is taken and recorded for every meeting.
  1. Set and Monitor  annual District goals in  the following data spreadsheets:
  1. OAP Adult Action Indicators
  2. OAP District Annual Assesments
  3. OAP District Benchmark Assesments
  4. OAP Parent Engagement indicators
  5. OAP Attendance Progress Monitoring
  1. Identify explicit adult actions to meet both the Benchmark and Annual Assessments in the following goals:
  1. Academic area of instructional practice,
  2. Parent Engagement,
  3. Attendance
  4. Suspenstion
  5. Office Referrals
  1. Determine what adult actions will be measured
  2. Determine the expected student outcomes
  1. Reflect monthly on:
  1. Change in adult actions and the impact of the change on student indicators
  1. Revise strategies as appropriate

                                ___________________________________________________________

School Outcome Achievement Plan

X2010-2011

School Data Team Membership:

*SDT must include ELL and parent representation

Team Member

Role (i.e. Gr. 1 Teacher, ESL Teacher, etc)

Sep’t.

Oct.

Nov.

Dec.

Jan.

Feb.

March

April

May

June

Scott, Aldith

Gr. 5 Teacher

x

X

Lopes, Fatima

ESL

x

X

Frechette, Kim

Gr. K Teacher

x

X

O’Neill, Karen

LA Specialist

x

X

Campbell, Elizabeth

Gr. 1 Teacher

x

X

Foege, Linda

Resource Teacher

x

X

Borman, MaryJo

Math Specialist

X

Assaf, Nathalie

Parent

x

X

Seese, Jenny

Parent

x

X

Horne, Julia

Principal

x

X

Mosca, AnnaMarie

Resource

x

X

Ornter, Maria

Psychologist

x

X

Burke, Lori

Gr. 4 Teacher

x

X

Kopko, Tricia

Gr. 2 Teacher

x

X

Svendsen, Kristi

Gr. 3 Teacher

x

X

Dunn, Rosemary

Media Specialist

x

X


School Mission Statement:

Our mission at Shelter Rock School, a partnership of school, family and community, is to foster a safe, positive and supportive learning environment that will empower or students to become responsible lifelong learners in an ever changing global society.

School Strength’s

Collaborative and Supportive Team Effort

Excellent Parental Involvement

Involved and Committed Students

On-Going Professional Learning for Staff To Implement Best Practices

Challenges

Meeting NCLB AYP Yearly Targets   This year 89% in Reading; 91% in Math

Implementing Effective Strategies to help  the 20% of our student population who are not achieving at proficiency levels. Many of the 20% seem to be complacent, lack motivation, have poor study habits and some do not envision themselves to be be successful.


DPS District Enhancement Plan Goals:

Goal One:  Raise the academic achievement levels of all students and close all identified achievement gaps in Reading and Mathematics

District Student Outcome Indicator 1:  All students will demonstrate increased academic performance and students in identified subgroups will demonstrate accelerated increases in academic performance as indicated on the District Assessment Matrix.

District Adult Action and Results Indicator 1:

District: 100% of certified staff members will effectively implement the adopted DPS curricula for all students using research-based planning, instructional delivery and assessment strategies as measured by lesson plans, clinical observations, the data team rubric and learning rounds

District Adult Action Progress Data:

Record Data and Monitor Progress on District Adult Action Data 2010-2011

District Student Outcome Indicators and Progress Data- District Benchmark Assessments

Literacy and Math:  Refer to Google Docs Titled: OAP District Benchmark Assessments - Select your school tab at the bottom of the spreadsheet to set goals and monitor progress.

District Goal One:  Raise the academic achievement levels of all students and close all identified achievement gaps in Reading and Mathematics

School Specific Adult Action Indicators:           CHOOSE NO MORE THAN TWO Indicators

        READING

    100% of teachers will implement think alouds,  5 days a week, at least 15 minutes each day, with an emphasis on big ideas and comprehension strategies (Universals).

Action Steps  to Achieve Adult Action Indicators: (What are the steps we need to take to ensure that the adult action occurs?

Action Step

Person Responsible

Timeline

Cost

Progress

Professional Development

Sue Palma, EdConnection

August 30, 2010

Teachers designate a specific time in their daily schedule and have shared this with Ms. Horne

Teachers

By September 30, 2010

None

Oct: Completed

Teachers will develop and implement an assessment tool to determine student progress

Teachers

By September 30, 2010

None

Oct: Tool is developed and baseline data gathered now.

Jan:

May

Grade level teams will meet at least every 6 weeks to  evaluate student progress

Grade level teams

Every 6 weeks

None

Oct :Data teams have met 3 times and are implementing strategies as determined by student progress

Jan

May

Adult Action Progress Data: How Will Your School Measure change in Adult Actions?

Measure

Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

of

% of teachers who are implementing the Think Alouds when observed by the principal during the scheduled time.

40%

40%

36% green

64% yellow

Principal will review definition of

Read Alouds  with staff; and distinguished among Interactive Reading, Shared Reading and Read Alouds.

 green

 yellow

too many snow days

Teachers use Read Alouds as related to the Reading and Writing Curriculum

X

X        

100% were doing a Shared Reading or Interactive Reading but all of the lessons related to a teaching point in the curriculu,

School Student Outcome Indicators:   How will your school measure the impact of the adult action change in student performance?

Students oral or written responses will demonstrate an increased application of strategies taught.

Grade

Data Point

Sept

Oct

Nov

Dec

Jan

Feb

March

April

May

June

K

Checklist

1

2

3

Rubric

Readers Notebook

4

Readers Notebook

5

Conferencing

Written Response

Readers notebook

Rubric

ESL

Resource

Change in Strategy to Improve Adult Action Results:


School Specific Adult Action Indicators:           CHOOSE NO MORE THAN TWO Indicators

        MATH

_100% of teachers will implement strategies to improve and enhance estimation and measurement with students.

Action Steps  to Achieve Adult Action Indicators: (What are the steps we need to take to ensure that the adult action occurs?

Action Step

Person Responsible

Timeline

Cost

Progress

PD    Math Workshop

Math Specialist

August 31, 2010

Workshop held

Co-Teaching

Math Specialist/ teachers

Oct:

Jan:

May:

Specific math strategies determined at data team meetings

Math Specialist / teachers

Oct: Data teams have met 3 times, strategies identified and implemented in classrooms.

Adult Action Progress Data: How Will Your School Measure change in Adult Actions?

Measure

Sept

Oct

Nov

Dec

Jan

Feb

Mar

Apr

May

Data team meeting minutes would math strategies to be taught/ and reflection on which ones worked.

School Student Outcome Indicators:   How will your school measure the impact of the adult action change in student performance?

Grade and subgroup

Data Point

Sept

Oct

Nov

Dec

Jan

Feb

March

April

May

June

1

District Math Assmt

2

District Math Assmt

3

Blue Ribbon

4

Blue Ribbon

5

Blue Ribbon

District: 100% of schools will develop and implement a comprehensive parent engagement component within their outcome achievement plan as evidenced

trict Goal One:  Raise the academic achievement levels of all students and close all identified achievement gaps in Reading and Mathematics

 by completed plan with adult and results indicators which include the % of students represented.

Parent Engagement Plan:

Standard 

Dis

District Adult Action and Results Indicator 2:

Evidence

School’s written parent involvement policy is developed jointly with parents and identifies how parents will be involved in the activities of the school and is updated periodically

parent involvement policy with date of update posted on school’s website

Title One: Annual meeting to inform parents about the Title I Program

copy of notice and attendance record kept at school

Parent Participation in determining parent involvement activities

copies of notices, surveys or other documents soliciting parent input kept at school

Parent communication is in multiple languages

copies of communication kept at school

District/School Student Outcome Indicator:

100% of students will have engaged parents as evidenced by attendance at parent events, participation in parent conferences, regular and ongoing communication with classroom teachers, etc...

The district and Title I schools must address the following six required activities, which are designed to build parents’ capacity to be involved in school:

 

Total Budget not to exceed: $  4,579.00

School Requirement

Planned Implementation Activities

Budgeted Amount

Progress

Provide assistance to parents of children served by the school or local educational agency, as appropriate, in understanding such topics as the state’s academic content standards and student academic achievement standards, state and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children.

 Curriculum Nights

School Website

Grade K Orientation

Grade 2/3 transition Meeting

PTO Meetings

Newsletter

 $600.00   Dinner meetings

 $200.00   Childcare

     15.40  FICA

$815.40 Total

Newsletter  Stipend and publishing

$800.00

Oct/Nov: PTO parent enrollment at about 80 parents, State presentation on bullying, Science BioQuest parent night with about 200 people attending(grades 3-5)

Strategies that work:l: school messenger, pto mtg attendance incentives, always have an interpreter

PTO website linked from SHR

Jan:

May:

Provide materials and training to help parents to work with their children to improve their children’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement.

 Family literacy parties

Brochures

Bookworm

Summer Reading Program

 Clerical     17 Hours  @

$31.45(includes FICA $1.85))

Total $ 411.06

   

Parent Liaison 50 Hours @

$32.50 (includes $2.49 fica)

Sub Total $1,625.000

           + $124.50

Total $1749.50

Brochures/Pamphlets   $279.00

Books and Materials.   $493.59

Educate teachers, pupil services personnel, principals and other staff, with the assistance of parents, in the value and utility of contributions of parents, and in how to reach out to communicate with, and work with parents as equal partners, implement and coordinate parent programs and build ties between parents and the school.

 Distribute news articles from Education Week, Educational Leadership

and other educational periodicals throughout the school year.

 

September/October.... teachers /staff received articles on the following......

“Five Myths about Student Attendance”

“109 Atlanta T eachers Suspected of Cheating”

Educators Advised to Be Cautious on Facebook Profiles”, NCLB Updates

November..............  

“Overcoming Triple Segregation”

Resegregation: What’s the Answer?

Articles about “Waiting for Superman”

“Another Inconvenient Truth: Race and Ethnicity Matter”

Education Week“Fewer Math Studnts Seen at Advancd Level”, “Do Babies Learn From Baby Media?”

To the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities with Head Start, Reading First, Early Reading First, Even Start, the Home Instruction Programs for Preschool Youngsters, the Parents as Teachers Program and the public preschool and other programs, and conduct other activities, such as parent resource centers, that encourage and support parents in more fully participating in the education of their children.

 Kindergarten Orientation

 

Ensure that information related to school and parent programs, meetings and other activities is sent to the parent of participating children in a format and, to the extent practicable, in a language the parents can understand

Parent notices are sent in Spanish, Portuguese, and English where feasible.

Provide such other reasonable support for parental involvement activities under this  section as parent may request

PARENT REPRESENTATIVES AT OUR SCHOOL WIDE DATA TEAM MEETING RECOMMENDED THAT WE SPEND OUR PARENTAL TITLE 1 FUNDS AS STATED IN THIS BUDGET

TOTAL $4,579.00

 

 

In addition, it is required that Title I schools shall hold an annual meeting to inform participating parents about the Title I program.Shel

Shelter Rock School will inform parents about the Title 1 program on (DATE).

 

AYP reports were disseminated to families on 0ctober 5, 2010)

Parental Involvement Policies were disseminated to families on  October 5, 2010 2010)

Parents were informed about their right-to-know on (October 12, 2010) SHELTER ROCK SCHOOL WEBSITE

When will parent compacts be signed by teachers and parents (November 8-12, 2010)

 

Please retain documentation for all the activities listed above, including the annual meeting agenda or copies of other handouts distributed to parents at the events.


DPS District Enhancement Plan Goals:

Goal 2:  Increase the engagement levels of all students

District Student Outcome Indicator 1: A 15% decrease over 3 years in the number of students suspended from school at the secondary level OR 15% decrease over 3 years in the number of students referred to the office for disciplinary reasons at the elementary level.

District Adult Action and Results Indicators:

 Adults will adopt and implement a cohesive approach to discipline which uses proactive measures to reduce the occurrence of problem behavior as measured by monthly collection and analysis of student suspension data and interventions.

No systemic behavioral issues at this time.


Goal 2:  Increase the engagement levels of all students

District Student Outcome Indicator 1: A 15% decrease over 3 years in the number of students with 10 or more absences.

District Adult Action and Results Indicators:

  Adults will adopt and implement a cohesive approach to discipline which uses proactive measures to reduce the occurrence of problem behavior as measured by monthly collection and analysis of student suspension data and interventions.

District and School Student Outcome Measure: # of students who were absent TWO or more times per month

Action Steps  to Achieve Adult Action Indicators: (What are the steps we need to take to ensure that the adult action occurs?

Action Step

Person Responsible

Timeline

Cost

Progress

Grade level/teacher developed attendance improvement strategies

Classroom teachers

Ongoing

None

Dec:

Feb:

Send letters to everyone who had 2 or more absences

School Psychologist

11/8/2010

None

115 letters were sent

Met with 65 students who had 4 or more absences by 12/6/2010

School Psychologist

12/7-

12/10  2010

None

Students responded positively

Had 8 parent conferences with the families with the highest numbers or an established pattern of attendance

School Psychologist

Week of Dec. 6th

2010

None

All 8 conferences were positive


CMT Trend and Goals Year to Year

Set your goals in the google doc titled  OAP Annual Goals 2010-2011