V.B.

CONNECTICUT STATE BOARD OF EDUCATIONHartford

TO BE PROPOSED:April 5, 2017

RESOLVED, That the State Board of Education, pursuant to Section 10-223h of theConnecticut General Statutes, approves continued participation of Uncas Network School,Norwich, in the Commissioner’s Network for an additional year commencing July 1, 2017, anddirects the school to report to the State Board of Education Accountability and SupportCommittee on its priorities and progress in the 2017-18 school year; and directs theCommissioner to take the necessary action, including, but not limited to, expending such fundsas may be necessary to execute and implement the foregoing.

Approved by a vote of __________, this fifth day of April, Two Thousand Seventeen.

Signed: _____________________________Dr. Dianna R. Wentzell, SecretaryState Board of Education

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CONNECTICUT STATE BOARD OF EDUCATIONHartford

TO: State Board of Education

FROM: Dr. Dianna R. Wentzell, Commissioner of Education

DATE: April 5, 2017

SUBJECT: Commissioner’s Network Extension for Uncas Network School in Norwich

Executive Summary

Introduction

Public Act 12-116, in part, established the Commissioner’s Network to provide new resources,increased flexibilities, and greater accountability to improve student achievement in some of thestate’s lowest performing schools. The purpose of the Commissioner’s Network is to turnaround chronically low-performing schools and improve outcomes for students who attend theseschools. Network Turnaround Plans must include intensive and transformative strategies that arenecessary to turn around schools that, to date, have been unsuccessful in their improvementefforts. These plans must reach beyond surface reforms to achieve dramatic and transformativeoutcomes, address past turnaround efforts, and provide an explanation as to how the proposedinterventions will succeed where previous efforts have failed.

Schools are accepted into the Network for a minimum of three years. Subsection (h) ofConnecticut General Statutes Section 10-223h establishes that the State Board of Education mayallow schools to continue in the Commissioner’s Network for an additional year, not to exceedtwo additional years, if necessary. For the reasons set forth below, I am recommending that theUncas Network School in Norwich remain in the Network for an additional year. Upon StateBoard of Education approval, this will be Uncas’ fourth year in the Commissioner’s Network.

The Commissioner’s Network is a commitment between local stakeholders and the ConnecticutState Department of Education to improve student achievement in up to 25 schools. There are20 schools presently participating in the Network. Each school receives increased financialinvestments to assist in the implementation of its turnaround plan. For each year a school is inthe Network, the funding level decreases in order to promote financial sustainability of itsturnaround over time.

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History/Background:

Uncas Network School currently serves 246 students in Grades kindergarten through five.Eighty-six percent of students are eligible for free or reduced-price meals. Nineteen percent ofthe students are identified as needing special education services, and twenty-eight percent areEnglish learners. Approximately 32 percent of the students are Hispanic, 28 percent are black,and 22 percent are white.

Uncas Network School entered the Commissioner’s Network in the fall of 2014. Prior toreceiving State Board approval to enter the Network, an Operations and Instructional Audit wasconducted on March 17, 2014. The audit revealed a lack of a clear positive behavior supportsystem, low level of instructional rigor, including higher-order thinking and questioning; lack ofstaff to support high needs students, the need for school-based, job-embedded professionaldevelopment for teachers and non-certified staff, and an open concept layout to the school thatcreated challenges in implementing effective instructional practices. Upon entering the Network,Uncas Network School had declining test scores, with only 21 percent of 3rd graders reading atgrade level on the Connecticut Mastery Test (CMT).

For sustainability purposes, Uncas Network School has received a decreased level of funding ineach of the three years in the Commissioner’s Network. Norwich Public Schools has absorbedthe costs of the full-time school psychologist and social worker, as well as partially paying foradditional staff members in the 2016-17 Commissioner’s Network budget. The additional schoolstaff members hired as a result of the turnaround plan, have been an effective use of Networkfunds and the school’s leadership team has worked hard to ensure that spending is maximized forstudent benefit by building teacher capacity through job-embedded coaching, and reducingchronic absenteeism. Students in Commissioner’s Network Schools are expected to showacademic growth from fall to winter and from winter to spring on benchmark assessments. Thelack of expected growth in student outcomes may reflect a variability in instructional practice orconsistent curriculum use across grade levels.

Achievement Data Tables:

Grade Level Achievement Data

Smarter Balanced AssessmentEnglish Language Arts

Percentage of students at level3 or above

Smarter Balanced AssessmentMath

Percentage of students at level3 or above

Grade 2014-15 2015-16 2014-15 2015-163 12.1% 22.7% * 38.6%4 17.5% * 20% *5 27.5% * * *

*Data suppressed to ensure student data privacy.

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School-wide Achievement Data

Smarter Balanced AssessmentEnglish Language Arts

Percentage of students at level 3 orabove

Smarter Balanced AssessmentMath

Percentage of students at level3 or above

2014-15 2015-16 2014-15 2015-1619.5% 18.6% 15.1% 19.5%

Improvements:

The percentage of Uncas Network School, Grades 3-5 students scoring at/above level 3 inmath on the Smarter Balanced Assessment increased from 15.1% in 2014-15 to 19.5% in2015-16.

The percentage of students considered chronically absent decreased from 12.3 percent in2014-15 to 8.8 percent in 2015-16.

The suspension rate decreased from 5.9 percent in 2014-15 to 3.4 percent in 2015-16. Increased access to technology has allowed teachers to integrate 21st century skills into

daily instruction, as evidenced by the use of one-to-one devices to support literacy andmath stations, as well as the integration of Google Classroom.

Continued Areas of Concern:

The percentage of Uncas Network School, Grades 3-5 students scoring at/above level 3 inreading on the Smarter Balanced Assessment decreased from 19.5 percent in 2014-15 to18.6 percent in 2015-16. This decrease fails to meet the expected gains for aCommissioner’s Network school.

The percentage of students in Grade 3 considered proficient in math on the NWEA MAPbenchmark assessment decreased from 39 percent in fall 2016 to 38 percent in winter2017. This establishes a clear need to improve instruction of math in the primary grades,ensuring that curriculum is aligned to the Connecticut Core Standards and SmarterBalanced Assessment.

The percentage of students in Grade 4 considered proficient in math on the NWEA MAPbenchmark assessment decreased from 47 percent in fall 2016 to 34 percent in winter2017. This establishes a clear need to improve instruction of math in the intermediategrades, ensuring that curriculum is aligned to the Connecticut Core Standards andSmarter Balanced Assessment.

The percentage of students in Grade 5 considered proficient in math on the NWEA MAPbenchmark assessment decreased from 30 percent in fall 2016 to 25 percent in winter2017. This establishes a clear need to improve instruction of math in the intermediategrades, ensuring that curriculum is aligned to the Connecticut Core Standards andSmarter Balanced Assessment.

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Next Steps:

From April 2017 forward, Uncas Network School will continue strategies that have shownsignificant improvement over the past three years, and abandon those that have not. The CSDETurnaround Office will provide more intensive monitoring and supports as Uncas enters Year 4of the Commissioner’s Network. The Year 4 plan will prioritize the following:

Increased focus and sense of urgency on improvement of literacy achievement. Revised instructional leadership plan including a regular classroom walkthrough

schedule, focused on literacy and math instruction, submitted monthly to the TurnaroundOffice Point of Contact.

Continue ReadConn professional learning modules for K-3 teachers to support theimplementation of the Connecticut Core Standards in English Language Arts:foundational skills and comprehensive reading instruction.

The attendance task force will continue to focus on supporting individual students andtheir families with differentiated supports, as well as home visits, to continue to reducechronic absenteeism.

Establish and strengthen community partnerships to support Uncas with providingstudents and families with the appropriate supports, such as mental health services.

In the fall of 2017, Uncas Network School will meet with the Accountability and SupportCommittee of the State Board of Education to provide updates on the school’s progress.

Prepared by: Kaylan Ricciardi, Education Consultant, Turnaround Office

Approved by: Desi D. Nesmith, Chief Turnaround Officer

CONNECTICUT STATE DEPARTMENT OF EDUCATION

Connecticut State Board of EducationApril 5, 2017

Commissioner’s NetworkUncas Network SchoolNorwich Public Schools

Recommendation for a One-Year Extension

Desi D. Nesmith

Uncas Network School Demographics*

CONNECTICUT STATE DEPARTMENT OF EDUCATION

246 students, Grades K-586% Free/Reduced Lunch

19% Students with Disabilities28% English Learners

28% Black32% Hispanic

22% White*Self-reported for 2016-17

Leading & Lagging Indicators

Chronic Absenteeism Suspension Rate

2014-2015 2015-2016 2016-2017 YTD* 2014-2015 2015-2016 2016-2017 YTD*

12.3% 8.8% 12.0% 5.9% 3.4% 2.0%

Smarter Balanced AssessmentEnglish Language Arts- Percentage of Students atLevel 3 or above

Smarter Balanced AssessmentMathematics- Percentage of Students at Level 3 orabove

2014-2015 2015-2016 2014-2015 2015-2016

19.5% 18.6% 15.1% 19.5%

*Self-reported data

Smarter Balanced AssessmentEnglish Language Arts- Growth Rate

Smarter Balanced AssessmentMathematics- Growth Rate

MatchedCohort

GrowthRate

Avg. % of TargetAchieved

MatchedCohort

Growth Rate Avg. % of TargetAchieved

N/A 22.6% 43.6% N/A 30.6% 52.3%

Reading Benchmark Assessment Results

Percentage and Number of Students at Proficiency in ReadingFall 2016-2017 Winter 2016-2017

Kindergarten N/A N/A

1st Grade N/A N/A

2nd Grade 28% (9) 44% (15)

3rd Grade 27% (8) 33% (11)

4th Grade 23% (9) 49% (20)

5th Grade 23% (7) 25% (7)

Math Benchmark Assessment Results

Grade Level Fall 2016-2017 Winter 2016-2017

Kindergarten N/A N/A

1st Grade N/A N/A

2nd Grade 39% (13) 44% (15)

3rd Grade 39% (12) 38% (13)

4th Grade 47% (18) 34% (15)

5th Grade 30% (9) 25% (7)

Percentage of and Number of Students at Proficiency in Math

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CONNECTICUT STATE DE PARTMENT OF EDUCATION

Benefits of Network participation for Uncas Network School• The percentage of Uncas Network School students scoring at/above

level 3 in math on the Smarter Balanced Assessment increasedfrom 15.1% in 2014-15 to 19.5% in 2015-16.

• The percentage of students considered chronically absentdecreased from 12.3 percent in 2014-15 to 8.8 percent in 2015-16.

• The suspension rate decreased from 5.9 percent in 2014-15 to 3.4percent in 2015-16.

• Increased access to technology has allowed teachers to integrate21st century skills into daily instruction.

• Targeted social/emotional support has positively impactedsuspension data and chronic absenteeism.

• Additional teacher collaboration time built into the masterschedule focused on data analysis and designing instruction tomeet the rigors of Connecticut Core Standards.

Under the close monitoring and supervision of the TurnaroundOffice, Uncas Network School’s next steps for 2017-18 are:

• Increased focus and sense of urgency on improvement of literacyachievement.

• Revised instructional leadership plan including a regular classroomwalkthrough schedule, focused on literacy and math instruction, submittedmonthly to the Turnaround Office Point of Contact.

• Continue ReadConn professional learning modules for K-3 teachers to supportthe implementation of the Connecticut Core Standards in English LanguageArts: foundational skills and comprehensive reading instruction.

• The attendance task force will continue to focus on supporting individualstudents, and their families with differentiated supports, as well as homevisits, to continue to reduce chronic absenteeism.

• Establish and strengthen community partnerships to support Uncas withproviding students and families with the appropriate supports, such as mentalhealth services.

The Turnaround Office’s next steps for 2017-18:

• Provide intensive and regular technical assistance with a focus on effectiveliteracy and math instruction to improve student outcomes.

• Bi-weekly school visits to conduct classroom walkthroughs specifically focusedon reading and math in order to provide feedback and technical assistance.

• Connect Uncas Network School with schools that demonstrate a high level ofreading achievement.

• Assist with the analysis of Smarter Balanced Assessment growth results andnew accountability index in order to improve instructional practice, with aspecific focus on reading instruction.

• In the fall of 2017, Uncas Network School will meet with the Accountability andSupport Committee of the State Board of Education to provide updates on theschool’s progress.

UNCAS NETWORK SCHOOLGRADES K-5

COHORT III — ENTERED NETWORK FALL 2014Norwich Public Schools

SUCCESS

Purposeful alterations to the master schedule at UncasNetwork School have created more opportunities forinclusive practices. Strong implementation of the workshopmodel with differentiated student supports are in place. Dailyobjectives (What, Why, and How) are posted in allclassrooms to focus teaching and learning. Full-time art andmusic enrichment are scaffolding literacy and mathinstruction. Fundations, a new multisensory, foundationalskills program in kindergarten and first grade, has proved tobe very engaging to students and is improving writing anddecoding skills of primary level students. Activelyconnecting with families has increased student engagementschool-wide.

COMMISSIONER’S NETWORK FUNDING

PRIORITIES

Talent Use student data to guide intentional instructional planning with differentiatedsupports

Engage in instructional rounds to ensure consistent implementation of arigorous Common Core aligned curriculum and sharing of best teacherpractice throughout the school

Academics Promote collaboration among interventionists, certified support staff, and classroomteachers so that students receive targeted instruction based on individual need

Encourage collaboration between classroom teachers and art and musicteachers to ensure standards-based curricula alignment

Climate/Culture Implement Restorative Practices to enhance systems of recognition, studentownership and accountability as well as building a stronger school community

Continue efforts to improve student average daily attendance and reducechronic absenteeism

Operations Implement a unified intervention block at each grade level to maximize instructionaltime

Revise the master schedule to create more opportunities for inclusive practices

Year 1 Year 2 Year 3$601,754 $500,000 $350,000

UNCAS NETWORK SCHOOLCOHORT III — ENTERED NETWORK FALL 2014Norwich Public Schools

LEADING AND LAGGING INDICATORS OF SCHOOL IMPROVEMENT:

Year entered the Commissioner’s Network

9.65.9 3.4

0

10

20

30

40

50

2013-14 2014-15 2015-16

perc

enta

ge

school year

Suspension Rate

14.9 12.38.8

0

10

20

30

40

50

2013-14 2014-15 2015-16

perc

enta

ge

school year

Chronic Absenteeism

19.5 18.6

05

1015202530

2014-15 2015-16

perc

enta

ge o

f stu

dent

sle

vel 3

or a

bove

school year

Smarter BalancedAssessment Consortium

ELA

15.119.5

05

1015202530

2014-15 2015-16

perc

enta

ge o

f stu

dent

sle

vel 3

or a

bove

school year

Smarter BalancedAssessment Consortium

Math

Chronic absenteeism increased by6.1 percentage points from the 2013-14

baseline year to 2015-16

The percentage of students at level 3or above in math increased by 4.4

percentage points

The percentage of students at level 3or above in ELA decreased by 0.9

percentage points

Suspension rate decreased by6.2 percentage points from the 2013-14

baseline year to 2015-16

NEXT STEPS: Engage in monthly professional development aligned to consistent implementation of the new math

curriculum units Provide push-in and pull-out targeted interventions to both accelerate and support individual student

learning needs Engage in school climate trainings provided by the Connecticut State Department of Education to

support the implementation of Restorative Practices and building a stronger school community

UNCAS NETWORK SCHOOLCOHORT III — ENTERED NETWORK FALL 2014Norwich Public Schools

12.117.5

27.522.7

0 00

10

20

30

40

3 4 5

perc

enta

ge o

f stu

dent

sle

vel 3

or a

bove

grade level

Smarter BalancedAssessment Consortium

ELA

2014-15 2015-16

0

20

0

38.6

00

10

20

30

40

3 4 5

perc

enta

ge o

f stu

dent

sle

vel 3

or a

bove

grade level

Smarter BalancedAssessment Consortium

Math

2014-15 2015-16

* * ** *

* Data suppressed to ensure student data privacy

*