New June 14, 2012 - Edl · 2016. 6. 29. · 1. Summer Reading program B. Committee Reports 1....

WINDHAM BOARD OF EDUCATION

Willimantic, Connecticut

June 14, 2012 Special Meeting in Place of

June 13, 2012, Regular Meeting

Windham High School

Library Media Center

355 High Street

AGENDA

Special Business Meeting

I. Call to Order – 7:00 PM

II. Pledge of Allegiance

III. Presentations

A. Windham Public Schools’ Windham Reads Spelling Bee winners

B. May 17th

Third Thursday Sweeney School slide presentation

C. Sweeney School reading video

IV. Consent Agenda

A. Approval of Board of Education May 23, 2012, special meeting minutes (Ref. 1)

B. Approval of Board of Education June 4, 2012, special meeting minutes (Ref. 2)

V. Public Dialogue Session (a sign-in sheet will be available for those wishing to speak)

VI. Reports

A. Superintendent’s Report

1. Summer Reading program

B. Committee Reports

1. Finance and Audit Committee

2. School Planning and Design Committee

3. Ad hoc Transportation Policy Committee

VII. Action Items

A. Adoption of three-year Strategic Operating Plan (SOP) (Ref. 3)

B. Approval of appointment

1. Kathleen England to the position of Deputy Superintendent/Director of Schools

effective July 16, 2012. New Position.

C. Approval of the IDEA grant application submission (Ref. 4)

VIII. Special Master’s Report

IX. Adjournment

Special Workshop Meeting

X. Call to Order – Immediately following Special Business Meeting of 2


Special Meeting

June 14, 2012

Agenda

Workshop Session

A. Lockton Co.’s presentation on self-insuring the health benefit

XI. Discussion and possible action items

A. The Board of Education approves adopting a self-insurance program for their enrolled

employees consistent with the “Anthem Blue Cross and Blue Shield Annual Renewal

Package,” dated July 1, 2012 contingent upon subsequent approval by the Windham

Town Council (Ref 5).

B. The Board of Education endorses the proposed Windham Town Council resolution

creating a dedicated health care self-insurance fund (Ref 6).

XII. Adjournment


Willimantic, Connecticut

Windham High School

Library Media Center

355 High Street

of 2

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REFERENCE 1


WILLIMANTIC, CONNECTICUT

BOARD OF EDUCATION SPECIAL MEETING MINUTES

(held in place of May 23, 2012, Regular Board of Education Workshop meeting)

May 23, 2012

BOARD PRESENT: Chair Dr. Sewall, Vice-chair Mrs. Collins, Mrs. Osuba, Ms. Tinker, Mr. Adamo, Mr.

French, Mrs. Lambert, Dr. Switchenko, Mr. Desaulniers

BOARD ABSENT: No one

ADMINISTRATION

PRESENT: Superintendent Ms. Ortiz, Assistant Superintendent Ms. Barker-Jones, Directors Mrs.

Banks and Mr. Nelson

STUDENT

REPRESENTATIVES: No one

OTHERS PRESENT: Special Master Dr. Adamowski; general public; staff; administrators; news media

CALL TO ORDER

Chair Dr. Sewall called the May 23, 2012, Board of Education Special Business meeting to order at 7:00

P.M. in the Windham High School Library Media Center.

PLEDGE OF ALLEGIANCE

Mrs. Lambert led the Board and the public in the reciting of the Pledge of Allegiance.

PRESENTATIONS

CABE Student Leadership Awards

This year’s CABE Student Leadership Awards were presented to Windham High School students, Sacha

Gomez and Michael McMorrow. They were congratulated for receiving this special recognition for their

outstanding leadership qualities.

2012 Student Philosopher

There was no presentation at this time.

Ms. Ortiz recognized Mr. Jim Hutson for his acceptance in the Engineering Challenge for the 21st Century

Teachers’ Workshop, a summer week-long residential program designed to assist teachers in developing

student skills to become qualified and productive engineers and technicians in the 21st century. She also

recognized Mr. Bill Stover for receiving Eastern Connecticut University’s 2012 Latin American

Distinguished Service Award for his work with the Latino community. Both staff members were

congratulated for their professional achievements.

CONSENT AGENDA

The following minutes were approved as submitted:

Board of Education April 11, 2012, regular meeting minutes (Ref. 1)

Board of Education April 18 2012, special workshop meeting minutes (Ref. 2)

Board of Education April 25, 2012, workshop meeting minutes (Ref. 3)

Board of Education May 9, 2012, special workshop meeting minutes (Ref. 4)

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PUBLIC DIALOGUE

Mary Gallucci, Willimantic, said that Natchaug School will have a different composition and she has

questions regarding the SIG grant. She said that she doesn’t understand how a federal grant written for a K-

4 school can be ethically used in the third and final year of the grant when students in two additional grades

are added to the school. She also said that one of the specifications of the grant is that the funds be used to

supplement the budget and not supplant the budget but she doesn’t see these funds in the budget. She feels

that there will be a dilution of money that was geared for a specific student population. She also asked how

additional teachers who have not received the same embedded professional development as Natchaug

teachers can be evaluated based on student test scores and data. Ms. Ortiz replied that the State Department

of Education has been notified of all of the changes that are taking place. She also indicated that teacher

evaluations will be based on student performance; and as part of the process, there is a memorandum of

understanding written with the teachers’ union. Dr. Adamowski said the school receives its money based on

a per student amount and the SIG grant funding is a pure supplement to those funds. Ms. Gallucci said that

in the past teachers couldn’t be hired early because budgets didn’t pass and asked if hiring is occurring and

positions being advertised now that there is a budget for next year? Ms. Ortiz and Dr. Adamowski said that

there are TFA applicants and the district is also in the process of posting all positions which will be open to

all applicants. Ms. Gallucci said that having a large job pool is very important.

REPORTS

Superintendent’s Report

Strategic Operating Plan (Ref. 5)

Ms. Ortiz reviewed the three-year Strategic Operating Plan, which is comprised of six goals, thirty-four

strategies and 197 plus implementation steps. The Board of Education will be asked to approve the plan at

the next Board meeting and Dr. Adamowski will present it to the State Board of Education for approval, as

well. Dr. Adamowski said that many people spent a lot of time working on the development of the plan. He

indicated that it may be necessary to revise certain implementation steps when data is reviewed during the

Board of Education’s summer retreat; however, this is part of the process.

Committee Reports

Finance and Audit Committee

Committee chair Ms. Tinker reported that the Board of Finance will hold a public forum regarding the

funding for a new reading program for the district. Following that, the Board of Finance will vote to send

the request to the Town Council. Ms. Tinker said that it is important for parents to attend and show their

support. She also reported that the Finance Committee met last night and information regarding the audit

and software for the Town and Board of Education to share will be brought to a future Board meeting.

School Planning and Design Committee

Committee chair Mrs. Lambert said that Friar Associates have begun their work regarding the master

facilities plan study. She said that Gale Associates will share its findings of the Natchaug Roof at a meeting

of the committee next Wednesday at 7 PM.

Mrs. Lambert also reported that an ad hoc FFE magnet school committee is looking at furniture, fixtures

and equipment to fit the needs of the school.

Ad hoc Transportation Policy Committee

Committee chair Mr. French reported that the committee met and reviewed transportation policies used in

Norwich, New London, Putnam and Windham. He reported that he has been in contact with St. Mary-St.

Joseph School regarding transportation for those students. Mrs. DeVivo is donating Windham/Willimantic

maps to be used by the committee. Mr. French will contact EASTCONN and schedule a committee meeting

within the next week or two.

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Ms. Ortiz publicly thanked Mr. Beebe and his staff at M&J Bus for the wonderful job they did getting the

buses up and running following the bus vandalism. Due to their hard work, school was able to be in session

the next day.

Districtwide PTO

Ms. Ortiz reported that members met last night and she informed them about the Board of Finance’s

public forum next Tuesday. Dr. Switchenko reported to the Board about the Third Thursday activity he and

Mrs. Switchenko participated in which focused on physical fitness and nutrition. Mrs. Switchenko had

fourth grade Sweeney students assist in the activity, as well. He said that a great job was done by all and

many people stopped by. Ms. Ortiz said that the following Third Thursday activities are planned: reading

with Mrs. Packer in June; summer school and after school programs with Mr. Stover and food services with

Mr. Koschmieder in July; and fill the bus with school supplies in August. Family Day in conjunction with

the Rec Department is planned for June 9 this year at Jillson Square. Schools will participate with activities

and food booths. Ms. Ortiz will again march in the July 4th

Boom Box parade and she asked people to join

her. During roundtable, schools reported on the many activities taking place.

Ms. Lambert commented on the success of the Nature’s Classroom trip taken during the April vacation

and thanked the teachers who volunteered their time to attend for three days during the spring vacation.

ACTION ITEMS

Approval of Appointment

Motion by Mrs. Lambert, seconded by Dr. Switchenko, that the Board of Education appoint George

Smalley to the position of Director of Guidance at Windham High School effective July 1, 2012; new

position.

On the motion: Aye, 9-0; unanimous.

Health Benefit Fund Account (Ref. 6)

Motion by Mrs. Lambert, seconded by Mr. French, that the Board of Education approve the

creation of a Health Benefit Fund account for the purpose of self-insuring health insurance.

There was discussion regarding the recommendation of the ad hoc committee on health insurance to create

an account so that it is in place. Dr. Sewall, Mr. French and Mr. Nelson provided information. There were

questions and some Board members said they weren’t ready to vote on this until all of the facts and final

numbers were known. It was suggested by Dr. Sewall to delay voting on this motion until the next Board

meeting.

Motion withdrawn by Mrs. Lambert; second withdrawn by Mr. French.

Motion by Mrs. Lambert, seconded by Mr. Desaulniers, that the Board of Education authorize the

Finance and Audit Sub-committee and the Superintendent and her designees to proceed with the

development of a Memorandum of Understanding (MOU) Between the Town of Windham and the

Windham Public Schools for the management of the health benefit fund.

The MOU will be developed with input from the Board of Education and the Town and reviewed by the

Finance and Audit sub-committee prior to being brought to the full Board for approval. There was

discussion about development of the MOU. Board members had many questions and it was suggested that

Lockton make a presentation to the Board at its next meeting.


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Windham High School’s graduation will take place on June 13, and there was discussion about changing

the date of the June 13, 2012, Board meeting to June 14, 2012.

The following motion was added to the agenda:

Motion by Mr. Desaulniers, seconded by Mrs. Lambert, that the Board of Education add the

following action item to tonight’s agenda: change the date for the June 13, 2012, Board of Education

meeting to June 14, 2012. There was no discussion.


Motion by Mrs. Lambert, seconded by Mr. Adamo, that the Board of Education approve changing

the date of the June 13, 2012, Board of Education meeting to June 14, 2012 at 7 P.M.


Special Master’s Report

Dr. Adamowski said that his report will be given in executive session when personnel items are discussed.

Motion by Mr. French, seconded by Mrs. Lambert, that the Board enter executive session for the

discussion of exempt documents relating to ongoing searches for senior central office staff and the

middle school principal at 8:43 P.M.


EXECUTIVE SESSION

BOARD PRESENT: Chair Dr. Sewall, Vice-chair Mrs. Collins, Mrs. Osuba, Ms. Tinker, Mr. Adamo, Mr.

French, Mrs. Lambert, Dr. Switchenko, Mr. Desaulniers

ADMINISTRATION/OTHERS

PRESENT: Superintendent Ms. Ortiz, Assistant Superintendent Ms. Barker-Jones, Directors Mrs.

Banks and Mr. Nelson, Special Master Dr. Adamowski

REGULAR SESSION RECONVENES

Chair Dr. Sewall reconvened regular session at 9:35 P.M. There were no motions.

ADJOURNMENT

Motion by Mr. Adamo, seconded by Mr. French, that the Board adjourn its meeting at 9:35 P.M.


Respectfully submitted,

Mrs. Luz Osuba, Secretary

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REFERENCE 2


WILLIMANTIC, CONNECTICUT

MINUTES

SPECIAL MEETING

June 4, 2012

BOARD PRESENT: Vice-chair Mrs. Collins, Mrs. Osuba, Mrs. Lambert, Ms. Tinker, Mr. Adamo, Mr.

Desaulniers

BOARD ABSENT: Chair Dr. Sewall, Dr. Switchenko, Mr. French

ALSO: Superintendent Ms. Ana Ortiz, Director of Personnel Mrs. Banks, Attorney Mr. Peter

Murphy, Attorney Elisa Bartlett, Attorney Nicole M. Rothgeb, Staff member Ms.

Suzanne Krach, and the Staff Member who is the subject of this hearing

CALL TO ORDER

Vice-chair Mrs. Collins called the June 4, 2012, special meeting of the Board of Education to order at

3:08 P.M., in Conference Room, Room #223, second floor, Kramer building.

DISCUSSION OF AND POSSIBLE ACTION ON NON-RENEWAL DECISION

Motion of Mrs. Lambert, seconded by Mrs. Collins, that the Board enter into executive session for

discussion of exempt documents pertaining to non-renewal decision at 3:09 P.M.


EXECUTIVE SESSION

BOARD PRESENT: Vice-chair Mrs. Collins, Mrs. Osuba, Mrs. Lambert, Ms. Tinker, Mr. Adamo, Mr.

Desaulniers

ALSO: Superintendent Ms. Ana Ortiz, Director of Personnel Mrs. Banks, Attorney Mr. Peter

Murphy, Attorney Elisa Bartlett, Attorney Nicole M. Rothgeb, Staff member Ms.

Suzanne Krach, Staff member who is the subject of this hearing

REGULAR SESSION RECONVENES

Vice-chair Mrs. Collins reconvened regular session at 8:02 P.M.

Motion of Mrs. Lambert, seconded by Mrs. Tinker, we, the Windham Board of

Education, find that the Superintendent of Schools did not act in an arbitrary and

capricious manner in basing her decision to non-renew the teacher who is the subject of

this hearing.

On the motion: Aye: Mrs. Collins, Mrs. Osuba, Mrs. Lambert, Ms. Tinker

Nay: Mr. Adamo, Mr. Desaulniers

Abstained: No one

The motion passes: 4-2-0

ADJOURNMENT

Motion of Mrs. Lambert, seconded by Ms. Tinker, that the Board of Education adjourn its meeting

at 8:06 P.M.


Respectfully submitted,

Mrs. Luz Osuba, Secretary

REFERENCE 3

TO: Windham Board of Education

FR: Ana V. Ortiz, Superintendent

RE: Strategic Operating Plan

DT: June 11, 2012

RECOMMENDATION

That the Board of Education adopt the Windham Public Schools’ three-year

Strategic Operating Plan for 2012-2015.

BACKGROUND

The goals, strategies and implementation steps of the Strategic Operating Plan

(SOP) have been reviewed and discussed by the Board throughout its development. At

the June State Board of Education meeting, Dr. Adamowski presented the plan to the

State Board of Education. At that meeting, Windham’s plan was approved.

At the upcoming meeting, the final document will be presented for its adoption by

the Board.

AVO:kll

Windham Public Schools 3-Year Strategic Operating Plan

2012-2015

2

Table of Contents

Introduction ………………………………………………………………….. p. 3

Windham Public Schools 2012-2015 SOP Goals & Strategies ……………. p. 5

Windham Public Schools 2012-2015 SOP Performance Targets …………. p. 7

Goals, Strategies, Implementation Steps, & Years of Implementation …… p. 8

APPENDICES

A1. WPS Vision and Theory of Action …………………………….. p. 33

A2. WPS School Performance Index Matrix ………………………. p. 34

A3. WPS SOP Implementation Matrix …………….……………….. p. 35

3

Introduction In an effort to improve student achievement in Windham, the Connecticut State Department of

Education completed a comprehensive review of its educational system in 2011. As a result of

the comprehensive review, new legislation was enacted enabling the State Board of Education to

assign a special master to administer the educational operations to assist the school district in

making adequate progress to close the achievement gap of Windham students.

Specifically, Sec. 138 of HB 6652 requires that a special master work collaboratively with the

local Board and Superintendent to develop and implement a comprehensive improvement plan

for the district.

Change at this scale requires a reform strategy that is transformational in nature. Therefore, the

district’s reform strategy is built on a Managed Performance Empowerment (MPE) theory of

action, and an accountability model adopted by the Windham Board of Education, that defines

the district’s relationship with each school based on its performance.

The MPE Theory of Action assumes that high-performing schools and/or significantly improving

schools have both autonomy and accountability to promote higher performance. It rewards

effective teaching and leadership by creating a direct relationship between a school’s academic

performance and its operational autonomy. Schools are entitled to this level of autonomy as long

as student achievement increases. Low-performing schools not at the proficient level are subject

to district intervention, redesign, closure or replacement with higher-performing school models.

If school leaders are to be responsible for results, they must have a full opportunity to manage

the inputs and processes. The School Performance Matrix shows the autonomy status for existing

district schools based on their relative performance and rates of improvement each year

beginning with 2010-2011. (See Appendix.)

One of Windham Public Schools’ major goals in this 3-year Strategic Operating Plan is to create

a portfolio of high-performing schools that not only increase and sustain high levels of academic

performance but that also offer students and families more academic choices and pathways. This

offering is meant to both support students in their achievement of academic excellence, as well

as to create more meaningful relationships with students and families and inspire greater

commitment from all stakeholders in the educational process. Offering academic choices and

pathways that provide for and encourage a variety of learning interests, needs, and values, which

tap all students’ learning potential is an important part of the education improvement process.

4

The Strategic Operating Plan (SOP) defines how Windham’s reform strategy will be carried out

for the next three years and the priorities in accomplishing those goals during the 2012-13

through the 2014-15 school years. The six goal areas define the major characteristics of the

Windham Public Schools that will be developed as systemic and transformational change occurs.

The 34 strategies in the plan represent current best thinking around the greatest levers toward

accomplishing the goals. One hundred and ninety-five implementation steps schedule the work

relative to the District’s capacity over a three-year period. The 12 measures enable assessment of

the degree of success in achieving each goal as well as the efficacy of the respective strategies

and implementation steps.

This Strategic Operating Plan will serve as the roadmap for achieving the vision adopted by the

Board of Education: The Windham Schools are a regional center for educational excellence

and the first choice of Windham families. Its students exceed the academic performance of

students in Eastern Connecticut in all areas. All students graduate from high school

college-ready.

The overall structure of the plan is simple and ensures the measurability of the efforts to be

undertaken. It begins with the six high-level goals adopted/approved by the Windham Board of

Education as the district’s priorities over the next three years. Each goal has a set of strategies

designed to accomplish overarching aims over the next three school years. Each strategy is then

broken down into highly specific implementation steps. Each year, the Superintendent will

assign accountability for the specific implementation steps to district and school leaders. The

Superintendent will report annually to the Board of Education on the measures established in this

plan to track the progress of education reform efforts.

This plan is and will be a living, breathing document, which may be adjusted annually subject to

data as it is implemented. The District stands ready to meet the challenges that this change will

bring and excited by all of the growth opportunities with which it provides. Most important, is

the end result: to ensure that all Windham Public Schools’ students improve their level of

academic achievement and educational attainment, and resulting life opportunities.

5

Windham Public Schools 2012-2015 SOP Goals & Strategies Goal 1: Create a Portfolio of High-Performing Effective Schools

1. Develop a transparent policy and system for assessing school effectiveness (i.e., Managed Performance Empowerment (MPE) theory of action) that holds schools accountable for results, intervenes in low-performing schools, and recognizes higher-performing and improving schools.

2. Redesign Windham High School to create two high-performing themed academies.

3. Redesign Windham Middle School to create a high-performing, developmentally appropriate 6-8 middle school.

4. Develop a regional PK-8 STEM host magnet school. 5. Redesign Sweeney Elementary School consistent with requirements of the

ESEA waiver. 6. Redesign Windham Center Elementary School consistent with

requirements of the ESEA waiver. 7. Develop a regional PK-8 Dual Language School as a district charter or

host magnet school. 8. Develop and implement, with an institutional partner, a recuperative high

school program for over-age, under-credited students.

Goal 2: Improve Teacher and Leader Quality and Retention 1. Develop and implement a talent management (acquisition and

development) strategy to improve teacher and principal effectiveness. 2. Reorganize and expand district leadership capacity to implement and

sustain the Strategic Operating Plan. 3. Develop a system for evaluation of teachers and administrators based on

achievement, growth of students, and client satisfaction. 4. Develop a comprehensive system of professional learning informed by

teacher and leader evaluation.

Goal 3: Remove Barriers to High Performance 1. Implement Scientifically Research-Based Interventions (SRBI) at all grade

levels that provide the appropriate support, resources, and materials in reading and math, and Positive Behavior Intervention and Supports (PBIS) across all district-operated schools.

2. Revise and implement an Early Intervention Process (EIP) to reduce over-identification and improve effectiveness of Special Education programs/services.

3. Improve student attendance and reduce truancy. 4. Provide additional learning tie for students.

6

Goal 4: Improve Instruction for All Students 1. Implement service delivery models that will improve effectiveness of

programs/services for English Language Learners. 2. Implement service delivery models that will reduce over-identification and

improve effectiveness of Special Education programs/services. 3. Develop and implement a PK-12 student assessment and data management

plan to track student progress and outcomes on the measures of the Strategic Operating Plan.

4. Acquire and implement a K-5, research-based core reading program and reading intervention program at each grade level.

5. Acquire and implement a 6-8, research-based English Language Arts and reading intervention programs at each grade level.

6. Acquire and implement a 4-8, inquiry-based science program. 7. Implement a comprehensive 3-12 program for students with advanced

learning needs, including students with disabilities and students learning English as a second language.

8. Develop and implement effective, self-sustaining school-based PreSchool programs.

9. Create and implement a college/career-ready PK-12 curriculum in reading, math, writing, and science aligned with the Common Core State Standards.

Goal 5: Improve the Management of Public Resources 1. Reduce student transportation costs to a reasonable, sustainable level, and

provide greater opportunities for students to walk or bike to school. 2. Achieve greater return on investment, transparency, and efficiency in the

allocation and expenditure of local, state, and federal education funds. 3. Provide safe and effective learning environments for all students and

ensure long-term stewardship of school buildings through development and implementation of a 10-year Facilities Master Plan (FMP).

Goal 6: Increase Parent and Community Involvement and Support 1. Increase parent engagement, accountability, and involvement at each

school to enhance student success. 2. Expand university, community, and institutional partnerships that add

value and expand student learning opportunities. 3. Provide parents with greater opportunities for academic choices,

programs, and pathways based on the needs and interests of their children. 4. Measure and increase the level of satisfaction of parents, students, and

teachers with Windham schools. 5. Develop and implement a communication strategy to engage and inform

internal and external stakeholders of the process, status, and progress of Windham educational improvement, and celebrate achievements of students and staff members.

6. Establish a Local Education Fund (LEF).

7

Windham Public Schools 2012-2015 SOP Performance Targets

1. The district School Performance Index (SPI) will improve by 5 index points per year.

2. At least one school will improve by one performance category on the SPI each year.

3. The district will gain 5 percentage points each year in Mathematics as measured by the grades 3-8 CMT.

4. The district will gain 6 percentage points each year in Reading as measured by the grades 3-8 CMT.

5. The district will gain 5 percentage points each year in Writing as measured by the grades 3-8 CMT.

6. The district will gain 5 percentage points each year in grade 5 Science as measured by

the grade 5 CMT.

7. The district will make the following gains in the respective subject areas as measured by the grade 10 CAPT:

a. 5 percentage points each year in mathematics b. 5 percentage points each year in reading c. 5 percentage points each year in writing d. 5 percentage points each year in science

8. Students with disabilities and English Language Learners (ELLs) will achieve at the same rates of growth as their peers.

9. The district will increase the 4-year high school graduation rate by 3 percentage points per year. (The 4-year graduation rate in 2011 was 62%.)

10. The district will increase the total high school graduation rate, which includes students who graduate in more than 4 years, each year. (Baseline data will be established in 2012-2013 school year.)

11. The district will increase the percentage of 11th Grade students who achieve the

college-readiness benchmark on their grade 11 PSAT at the same rate of increase as the 4-year graduation rate. (Baseline data will be established in the 2012-2013 school year.)

12. The district will increase the 2-year and 4-year college attendance rates each year as

measured by the National Center for Education Statistics (NCES) data. (Baseline data will be established in the 2012-2013 school year.)

8

Years of Implementation Key:

Year 1 = 2012-2013 school year



9

Goal 1: Create a Portfolio of High-Performing, Effective Schools

Overview

Historically, Windham families have chosen to send their students to other schools based on the lack of academic program options and low performance. The strategies and implementation steps of Goal 1 outline the design of new, higher-performing schools and the creation of more academic choices and pathways to Windham students and families.

Strategies

1. Develop a transparent policy and system for assessing school effectiveness (i.e., the Managed Performance Empowerment (MPE) theory of action) that holds schools accountable for results, intervenes in low-performing schools, and recognizes higher-performing and improving schools.

Implementation Step 1: Develop an annual school performance measure using the School Performance Index (SPI) score.

Years of Implementation: Year 1

Implementation Step 2: Categorize schools annually on the basis of relative performance and rate of improvement.

Years of Implementation: Year 1, Year 2, Year 3

Implementation Step 3: Require schools with an SPI below 70 to develop an annual plan for improvement to be approved by the Board of Education.


Implementation Step 4: Grant full autonomy to schools at Goal in the areas of allocation of resources, assignment of personnel, and prescription of program and operations; and the school will be eligible for district charter or innovation school status.

Years of Implementation: Year 2, Year 3

Implementation Step 5: Grant defined autonomy to schools at Proficient in the areas of allocation of resources, assignment of personnel, and prescription of program and operations.


Implementation Step 6: Intervene in low-performing schools in the areas of allocation of resources, assignment of personnel, and prescription of program and operations.


10

Implementation Step 7: Redesign, close, or repurpose any school that remains in the Below Proficient category for two consecutive years without improvement.


Implementation Step 8: Create a process to develop design specifications for any new or redesigned school.


Implementation Step 9: Develop design specifications for any new or redesigned school.


Implementation Step 10: Approve design specifications for new or redesigned school(s) in the spring of each year for implementation the following year. Years of Implementation: Year 1, Year 2, Year 3

2. Redesign Windham High School to create two high-performing, themed academies.

Implementation Step 1: Develop design specifications for a STEM Academy and an Arts & Humanities Academy. Years of Implementation: Year 1 Implementation Step 2: Implement STEM and Arts & Humanities academy designs in grades 9 and 10. Years of Implementation: Year 1 Implementation Step 3: Extend STEM and Arts & Humanities academy designs in grade 11. Years of Implementation: Year 2 Implementation Step 4: Extend STEM and Arts & Humanities academy designs in grade 12. Years of Implementation: Year 3 Implementation Step 5: Implement, evaluate, and adjust a 5-period, trimester schedule with a bonus period.


Implementation Step 6: Develop extended learning opportunities for WHS students that include required extracurricular activities, Early College Experiences, library study/access, tutoring, computer access, and dinner schedule.


Implementation Step 7: Adopt and implement PBIS framework through the State Personnel Development Grant (SPDG).

11


Implementation Step 8: Upgrade classroom technology to support new academy design and a college/career-ready curriculum.


Implementation Step 9: Initiate a Reserve Officers’ Training Corps (ROTC) program.

Years of Implementation: Year 2 3. Redesign Windham Middle School to create a high-performing, developmentally

appropriate 6-8 middle school.

Implementation Step 1: Develop design specifications for two 6-8 vertical houses based on the Core-Encore model. Years of Implementation: Year 1 Implementation Step 2: Design and implement an exploratory program (Encore). Years of Implementation: Year 2, Year 3

Implementation Step 3: Implement, evaluate, and adjust a trimester schedule.


Implementation Step 4: Create an environment and structures to address the specific developmental needs of transescent students (e.g., advisory, exploratory programs, and family-style dining).


Implementation Step 5: Adjust the implementation of the PBIS framework through the State Personnel Development Grant (SPDG). Years of Implementation: Year 1, Year 2, Year 3

Implementation Step 6: Upgrade classroom technology to support new school design and a college/career-ready curriculum.


4. Develop a regional PK-8 STEM host magnet school.

Implementation Step 1: Develop and implement a marketing plan for STEM magnet school enrollment.

Years of Implementation: Year 1 Implementation Step 2: Select a principal and STEM Coordinator to begin full-time in January 2013.


12

Implementation Step 3: Develop an operating plan, which must be approved by the STEM Magnet School Design Team and the Connecticut State Department of Education (CSDE). Years of Implementation: Year 1 Implementation Step 4: Design, implement, and monitor a PK-3 reading curriculum/ program that guarantees that all students will be at or above grade level in reading by the beginning of grade 4.


Implementation Step 5: Design, implement, and monitor a 4-8 STEM curriculum/ program that guarantees that all students will be at or above Goal in math and science as measured by the Connecticut state assessments. Years of Implementation: Year 1, Year 2, Year 3

Implementation Step 6: Align the STEM program with the WHS STEM Academy to provide a seamless transition for students entering the high school.


Implementation Step 7: Conduct the STEM magnet lottery annually beginning in spring 2013.


5. Redesign Sweeney Elementary School consistent with the requirements of the ESEA Waiver.

Implementation Step 1: Investigate redesign options and develop design specifications. Years of Implementation: Year 1 Implementation Step 2: Approve the design specifications for implementation the following year. Years of Implementation: Year 2 Implementation Step 3: Implement the new school design model. Years of Implementation: Year 3

6. Redesign Windham Center Elementary School consistent with the requirements of the ESEA Waiver.

Implementation Step 1: Investigate redesign options and develop design specifications. Years of Implementation: Year 1

13

Implementation Step 2: Approve the design specifications for implementation the following year. Years of Implementation: Year 2

Implementation Step 3: Implement the new school design model. Years of Implementation: Year 3

7. Develop a regional PK-8 Dual Language School as a district charter or host

magnet school.

Implementation Step 1: Identify and approve a site based on recommendations of the Facilities Master Plan (FMP).


Implementation Step 2: Develop design specifications based on research-based models for a PK-8 Dual Language School.


Implementation Step 3: Implement the design specifications for the PK-8 Dual Language School. Years of Implementation: Year 3

8. Develop and implement, with an institutional partner, a recuperative high school

program for over-age, under-credited students.

Implementation Step 1: Visit and research models of recuperative high school programs (e.g., Carpe Diem, Yuma, AZ; Our Piece of the Pie, Hartford, CT; Good Shepherd Schools, New York, NY). Years of Implementation: Year 1 Implementation Step 2: Identify and approve space, staffing needs, and funding sources.


Implementation Step 3: Identify eligible students that meet the over-age and under-credited criteria. Years of Implementation: Year 2

Implementation Step 4: Develop design specifications for an academy based on a blended-learning model. Years of Implementation: Year 2

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Goal 2: Improve Teacher and Leader Quality and Retention

Overview

Research has shown that excellent schools have high-quality teachers and effective principals who serve as instructional leaders. Windham Public Schools’ talent management strategy will focus on teacher and leader effectiveness; the internal and external recruitment, training, and development of future teachers and leaders who are at or above the effective range as determined by the new teacher/administrator evaluation and support system; and the celebration of students and staff achievements relative to the goals of the Strategic Operating Plan. In order to achieve excellence in our schools, teachers and school leaders will be provided with effective professional learning opportunities and resources to support their efforts. Strategies

1. Develop and implement a talent management (acquisition and development)

strategy to improve teacher and principal effectiveness.

Implementation Step 1: Recognize outstanding teachers and administrators for their effectiveness in improving student achievement/success/outcomes in Windham Public Schools (WPS). Years of Implementation: Year 1, Year 2, Year 3

Implementation Step 2: Create pathways for WPS students to become teachers. Years of Implementation: Year 2, Year 3 Implementation Step 3: Develop an incentive program for Windham alumni and Windham residents to teach for WPS. Years of Implementation: Year 3 Implementation Step 4: Develop a recruitment plan based upon the analysis of the current workforce that is designed to achieve diversity and excellence. Years of Implementation: Year 1 Implementation Step 5: Analyze the results of exit interviews to revise practices around the retention of effective teachers. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 6: Hire all staff, with the exception of unanticipated vacancies, prior to June 1st for the coming school year. Years of Implementation: Year 2, Year 3 Implementation Step 7: Hire and retain at least 20 Teach For America (TFA) core members annually. Years of Implementation: Year 1, Year 2, Year 3

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Implementation Step 8: Establish a teaching internship (minimum of 1 in each school) in partnership with the UCONN Fifth-Year Teacher Preparation Program. Years of Implementation: Year 2, Year 3

Implementation Step 9: Investigate district sponsorship of minority teacher candidates through the Connecticut Alternate Route to Certification (ARC) program. Years of Implementation: Year 3

2. Reorganize and expand district leadership capacity to implement and sustain the

Strategic Operating Plan.

Implementation Step 1: Implement the new district organizational structure. Years of Implementation: Year 1 Implementation Step 2: Implement the new instructional leadership structure of Windham High School. Years of Implementation: Year 1 Implementation Step 3: Implement the new instructional leadership structure of Windham Middle School. Years of Implementation: Year 1

Implementation Step 4: Provide opportunities for administrators and teachers to share effective strategies that increase SPI and meet district performance targets. Years of Implementation: Year 2, Year 3 Implementation Step 5: Provide career-enhancing and leadership opportunities for experienced teachers (3+ years of experience in WPS). Years of Implementation: Year 2, Year 3 Implementation Step 6: Create a leadership development program that provides opportunities for current Windham educators to become school leaders. Years of Implementation: Year 2

3. Develop a system for evaluation of teachers and administrators based on achievement, growth of students, and client satisfaction.

Implementation Step 1: Participate in the piloting of the State’s new plan for teacher and administrator evaluation and support.

Years of Implementation: Year 1 Implementation Step 2: Identify classroom/school multiple indicators that will be used in the teacher and administrator evaluation process. Years of Implementation: Year 1, Year 2

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Implementation Step 3: Administer and analyze client satisfaction surveys. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 4: Adjust and implement a Windham Public Schools teacher and administrator evaluation plan based on the new State framework. Years of Implementation: Year 2, Year 3

4. Develop a comprehensive system of professional learning informed by teacher

and leader evaluation.

Implementation Step 1: Create a comprehensive, three-year professional development plan that addresses priorities for teachers and administrators designed to achieve the measures of the Strategic Operating Plan.


Implementation Step 2: Provide professional learning to school-based data teams on the selection of instructional strategies and determination of results indicators.


Implementation Step 3: Provide on-going training and implementation of Literacy How in grades K-5.


Implementation Step 4: Provide on-going, job-embedded professional learning on the implementation of Literacy How in grades K-3.


Implementation Step 5: Provide on-going training and implementation of ExC-ELL (6-12 literacy/comprehension for English Language Learners (ELLs)).

Years of Implementation: Year 2 Implementation Step 6: Provide on-going, job-embedded professional learning on the implementation of ExC-ELL in grades 6-10.


Implementation Step 7: Provide training to elementary teachers in grades K-5 on the implementation of the core reading program.


Implementation Step 8: Provide training to elementary teachers in grades K-5 on the implementation of grade-specific reading intervention programs.

Years of Implementation: Year 3 Implementation Step 9: Provide professional learning on Common Core State Standards (CCSS) in reading and mathematics, including the use of assessments.


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Implementation Step 10: Provide professional learning on Common Core State Standards (CCSS) in science and social studies, including the use of assessments.


Implementation Step 11: Provide professional learning to school administrators in monitoring the implementation of curriculum and quality of instruction through a walk-through procedure and Instructional Rounds process.


Implementation Step 12: Provide professional learning to all ELL program staff in identification, placement, parent notification, and testing procedures.


Implementation Step 13: Provide on-going, job-embedded professional learning to general education, special education, and ELL program staff that supports the implementation of the Co-Teaching model.


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Goal 3: Remove Barriers to High Performance

Overview Windham Public Schools’ reform efforts outlined in Goal 3 are designed to ensure that all students have equal access to core instruction, a continuum of supports, and increased learning time. Research shows that equal access, heightened expectations, and increased rigor, choice, and engagement result in higher attendance and greater academic success. The efforts outlined below are designed to increase the collective accountability of educators, students, and families.

Strategies

1. Implement Scientifically Research-Based Interventions (SRBI) at all grade levels

that provide the appropriate support, resources, and materials in reading and math, and Positive Behavior Intervention and Supports (PBIS) across all district-operated schools.

Implementation Step 1: Inventory and evaluate Core, Tier II, and Tier III instruction and interventions PK-12.


Implementation Step 2: Prioritize Core, Tier II, and Tier III intervention needs based on inventory and evaluation.


Implementation Step 3: Expand Core Instruction to ensure the proper balance between Core, Tier II, and Tier III interventions.


Implementation Step 4: Develop a student progress-monitoring system to measure the effectiveness of instruction and interventions at each school. Years of Implementation: Year 2 Implementation Step 5: Develop and implement the student data/progress-monitoring system to measure the effectiveness of PBIS at each school. Years of Implementation: Year 2, Year 3

Implementation Step 6: Continue PBIS implementation at Natchaug Elementary School, Sweeney Elementary School, and Windham Middle School through the State Personnel Development Grant (SPDG). Years of Implementation: Year 1, Year 2, Year 3

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Implementation Step 7: Expand PBIS implementation to North Windham Elementary School, Windham Center Elementary School, and Windham High School through the SPDG. Years of Implementation: Year 1, Year 2, Year 3

2. Revise and implement an Early Intervention Process (EIP) to reduce over-

identification and improve the effectiveness of Special Education programs/ services.

Implementation Step 1: Conduct a third-party audit of the current Early Intervention Process.

Years of Implementation: Year 1 Implementation Step 2: Adjust and monitor the Early Intervention Process at each school based on the results of the third-party audit.


Implementation Step 3: Monitor and adjust interventions based on student progress-monitoring data. Years of Implementation: Year 2, Year 3

3. Improve student attendance and reduce truancy.

Implementation Step 1: Review and analyze data and identify interventions for students not attending school/classes through school-wide data teams. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 2: Create incentives for students to improve their attendance. Years of Implementation: Year 2 Implementation Step 3: Initiate student and family focus groups that assess the reasons for truancy. Years of Implementation: Year 2 Implementation Step 4: Repurpose funds to contract for a truancy prevention officer to enforce the laws related to student attendance.


Implementation Step 5: Review and revise district and school attendance procedures, including re-enrollment criteria. Years of Implementation: Year 1

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4. Provide additional learning time for students.

Implementation Step 1: Increase the length of the school day of all schools by an additional 15 minutes in each of the next two school years. Years of Implementation: Year 1, Year 2 Implementation Step 2: Extend the school day of all schools utilizing before- and after-school programming aligned with academic goals and interests. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 3: Implement a bonus period at Windham High School. Years of Implementation: Year 1 Implementation Step 4: Extend the hours of Windham High School facilities to provide extended learning opportunities to students and families with access to computer technology, tutoring, and educational programs and activities.


Implementation Step 5: Increase student access to online educational courses of study in WHS Academies to enhance and accelerate academic progress.


Implementation Step 6: Develop a year-round elementary schooling opportunity as an enrollment choice for Windham families.


Implementation Step 7: Develop a voluntary fourth session at the middle and high school level to enhance and accelerate academic progress.


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Goal 4: Improve Instruction for All Students

Overview In order to close the achievement gap of Windham students, the district must accelerate student achievement at a rate that exceeds that of the State. It is imperative that Windham plans for, designs, and implements rigorous core curriculum and academic supports. The district will provide a continuum of supports and proactive interventions for its large number of students with disabilities and English Language Learners (ELLs) necessary for these students to demonstrate the same rates of growth as their peers.

Strategies

1. Implement service delivery models that will improve effectiveness of programs/

services for English Language Learners.

Implementation Step 1: Implement student identification, placement, and parent notification procedures as required by federal and state law.


Implementation Step 2: Provide parents with three options, as required by law (i.e., Bilingual Support, English to Speakers of Other Languages (ESOL), and all-English instruction).


Implementation Step 3: Monitor and adjust the program and/or service delivery models, amount of services, and staffing ratios according to the linguistic and academic proficiency levels of students. Years of Implementation: Year 2, Year 3

Implementation Step 4: Analyze the performance levels and rates of growth of all identified ELLs on the state-designated English Language Proficiency test. Years of Implementation: Year 1, Year 2, Year 3

Implementation Step 5: Analyze performance levels and rates of growth of ELLs compared to their non-ELL peers on State academic assessments to determine effectiveness of programs and staff and adjust services and instruction. Years of Implementation: Year 1, Year 2, Year 3

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2. Implement service delivery models that will reduce over-identification and improve effectiveness of Special Education programs/services.

Implementation Step 1: Audit Individual Education Plans (IEPs) district-wide using the Educational Benefit (Ed Benefit) review process annually and adjust the PPT decision-making process. Years of Implementation: Year 1, Year 2, Year 3

Implementation Step 2: Analyze performance levels and rates of growth of students with disabilities on the regular State assessments as compared to their non-disabled peers to determine effectiveness of programs and staff and adjust services and instruction. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 3: Analyze performance levels and growth of students on the modified State assessments to evaluate the effectiveness of programs and staff and adjust services and instruction.


Implementation Step 4: Reduce the over-identification of students in the Speech and Language classification by implementing an assessment process to distinguish second-language acquisition from disability. Years of Implementation: Year 1, Year 2 Implementation Step 5: Reduce the over-identification of students in the Emotional Disturbance classification through the implementation of school-wide PBIS and individual student behavioral intervention plans. Years of Implementation: Year 1, Year 2 Implementation Step 6: Inventory and evaluate gaps in the Least Restrictive Environment (LRE) continuum of supports, services, and placements. Years of Implementation: Year 1 Implementation Step 7: Adjust, monitor, and enforce the LRE continuum of supports, services, and placements. Years of Implementation: Year 2

Implementation Step 8: Establish a four- or five-year graduation plan that aligns with Student Success Planning and Student Transition Planning to prepare students for college-readiness. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 9: Ensure that Planning and Placement Teams (PPT) design IEPs through which students meet graduation requirements as measured by an increased graduation rate of students identified for Special Education. Years of Implementation: Year 1, Year 2, Year 3

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3. Develop and implement a PK-12 student assessment and data management plan

to track student progress and outcomes on the measures of the Strategic Operating Plan.

Implementation Step 1: Design a district assessment system that includes national, state, and district student measures that provides a detailed profile of students’ individual and group progress annually. Years of Implementation: Year 1 Implementation Step 2: Enable district analysis of student outcomes relative to the measures of the Strategic Operating Plan by populating a data warehouse. Years of Implementation: Year 1, Year 2

Implementation Step 3: Create a timeline for data analysis and reporting to various stakeholders that includes an annual BOE retreat. Years of Implementation: Year 1

4. Acquire and implement a K-5 research-based core reading program and reading

intervention program at each grade level.

Implementation Step 1: Develop and implement the rollout plan for the new core reading program at the elementary level.


Implementation Step 2: Adopt a reading intervention program for each grade level K-5. Years of Implementation: Year 2

Implementation Step 3: Adopt a menu of evidence-based, tiered reading interventions K-5. Years of Implementation: Year 3

5. Acquire and implement a 6-8 research-based English Language Arts (ELA) program and reading intervention program at each grade level.

Implementation Step 1: Develop and implement the rollout plan for the new ELA program at the middle school level. Years of Implementation: Year 2 Implementation Step 2: Adopt a reading intervention program for each grade level 6-8. Years of Implementation: Year 3

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6. Acquire and implement a 4-8 inquiry-based science program.

Implementation Step 1: Review and pilot programs/materials in the Windham Regional STEM Magnet School for each grade level 4-8. Years of Implementation: Year 2 Implementation Step 2: Develop a rollout plan for the implementation of the new inquiry-based science program in grades 4-8. Years of Implementation: Year 3

7. Implement a comprehensive 3-12 program for students with advanced learning

needs.

Implementation Step 1: Implement procedures for the identification of students with advanced learning needs. Years of Implementation: Year 1 Implementation Step 2: Adopt the Enrichment Triad model for students in grades 3-5. Years of Implementation: Year 1

Implementation Step 3: Implement a middle school Accelerated Academy for students in grades 6-8. Years of Implementation: Year 1

Implementation Step 4: Offer accelerated programming opportunities for students in grades 9 and 10. Years of Implementation: Year 1

Implementation Step 5: Expand Advanced Placement and Early College Experience courses for students in grades 10-12. Years of Implementation: Year 2

8. Develop and implement effective, self-sustaining, school-based Pre-School

programs.

Implementation Step 1: Create a blended Pre-K model that incorporates HeadStart, Individuals with Disabilities Education Act (IDEA), and School Readiness funding for a combination of full-day and part-day programs for three- and four-year-olds. Years of Implementation: Year 1, Year 2 Implementation Step 2: Assess the effectiveness of the current Pre-K model to close the preparation gap and adjust program implementation. Years of Implementation: Year 1, Year 2, Year 3

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Implementation Step 3: Implement school-based, full-day Pre-K programs in each elementary school. Years of Implementation: Year 1, Year 2, Year 3

Implementation Step 4: Implement an extended-day/year program in one elementary school.

Years of Implementation: Year 2, Year 3 9. Create and implement a college/career-ready PK-12 curriculum in reading,

math, writing, and science aligned with Common Core State Standards (CCSS).

Implementation Step 1: Create a 3-year district curriculum development, writing, and revision plan/cycle. Years of Implementation: Year 1

Implementation Step 2: Revise and implement the Pre-K curriculum to align with the changes in the Connecticut PreSchool Curriculum Framework (aligned to the CCSS for Kindergarten). Years of Implementation: Year 1, Year 2 Implementation Step 3: Align and implement reading curriculum in grades 4-5 following the unit design of the CCSS.


Implementation Step 4: Align and implement reading curriculum in grades 2-3 and 6-7 following the unit design of the CCSS.


Implementation Step 5: Align and implement reading curriculum in grades PK-1 and 8 following the unit design of the CCSS.


Implementation Step 6: Align and implement mathematics curriculum in grades 2-3 and 7-9 following the unit design of the CCSS. Years of Implementation: Year 1 Implementation Step 7: Align and implement mathematics curriculum in grades 4-6 following the unit design of the CCSS. Years of Implementation: Year 2 Implementation Step 8: Align and implement mathematics curriculum in grades PK-1 following the unit design of the CCSS. Years of Implementation: Year 3

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Implementation Step 9: Design a science curriculum in grades 4-8 aligned with the CCSS. Years of Implementation: Year 1

Implementation Step 10: Implement the science curriculum at the PK-8 STEM magnet school in grades 4-6. Years of Implementation: Year 2

Implementation Step 11: Implement the science curriculum in grades 4-8 district-wide. Years of Implementation: Year 3 Implementation Step 12: Embed the three types of writing (informational, persuasive, and narrative) into all K-12 curriculum documents across all content areas. Years of Implementation: Year 1, Year 2 Implementation Step 13: Connect content area standards to the English Language Proficiency Standards (Connecticut ELL Framework). Years of Implementation: Year 1, Year 2 Implementation Step 14: Design and implement grades 9-12 curriculum and end-of-course assessments for all courses in the programs of studies offered by the new WHS Academies. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 15: Implement grades 9-12 college counseling program that includes Student Success Plans. Years of Implementation: Year 1, Year 2, Year 3

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Goal 5: Improve the Management of Public Resources Overview As the Windham Public Schools attempts to enhance the student performance in its schools, hold schools accountable for results, and reward gains with increased school autonomy, it has adopted an All-Funds budget with a minimum 70% allocation to schools. Funds are distributed to schools using a portable, per-pupil allocation. Central Services is committed to the reduction of non-instructional costs; greater return on investment, transparency, and efficiency; and providing safe and effective learning environments for its students and staff.

Strategies

1. Reduce student transportation costs to a reasonable, sustainable level, and

provide greater opportunities for students to walk or bike to school. Implementation Step 1: Revise and implement the district transportation policy. Years of Implementation: Year 1 Implementation Step 2: Contract with EASTCONN for within-district Special Education and PreSchool transportation. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 3: Bid the general transportation contract for the district. Years of Implementation: Year 2

Implementation Step 4: Establish walking school bus routes for each elementary school. Years of Implementation: Year 2 Implementation Step 5: Provide bike racks at school sites. Years of Implementation: Year 2 Implementation Step 6: Acquire Global Positioning System (GPS) devices for all school buses to improve efficiency and safety. Years of Implementation: Year 1

2. Achieve greater return on investment, transparency, and efficiency in the

allocation and expenditure of local, state, and federal education funds. Implementation Step 1: Create an annual All-Funds budget. Years of Implementation: Year 1, Year 2, Year 3

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Implementation Step 2: Allocate a minimum of 70% of general budget funds annually to schools. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 3: Align new and existing special funds to support the strategies of the Strategic Operating Plan. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 4: Approve budgets annually at the school level through the School Governance Councils before submission to the Superintendent. Years of Implementation: Year 1, Year 2, Year 3

Implementation Step 5: Employ “best practices” in district financial management, including the acquisition of all state revenue/reimbursement for which the district is eligible and the removal of long-term principal and interest payments in the annual operating budget. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 6: Create a Request For Proposals (RFP) for the purchase of an efficient and effective financial/personnel system. Years of Implementation: Year 1 Implementation Step 7: Acquire, convert, and implement the automated financial/personnel system. Years of Implementation: Year 1, Year 2

3. Provide safe and effective learning environments for all students and ensure long-term stewardship of school buildings through development and implementation of a 10-year Facilities Master Plan (FMP).

Implementation Step 1: Set/select renovation priorities and a multi-year timeline for implementation based on the FMP (e.g., WHS, Dual Language site/school). Years of Implementation: Year 1 Implementation Step 2: Initiate application for state approval and reimbursement for priority project(s). Years of Implementation: Year 2, Year 3 Implementation Step 3: Construct or renovate facilities to support school design specifications and community needs as delineated by the FMP. Years of Implementation: Year 2, Year 3

Implementation Step 4: Develop a 3-year Capital Improvement Plan (CIP) for all schools aligned with the FMP.


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Goal 6: Increase Parent and Community Involvement and Support

Overview The urgency and rate of change in Windham Public Schools requires that its internal and external stakeholders understand and support its efforts. It is imperative that the district strengthen its communication and collaboration with all stakeholders, including community members and organizations, local businesses, and institutions of higher education.

Strategies

1. Increase parent engagement, accountability, and involvement at each school to

enhance student success.

Implementation Step 1: Implement a culturally relevant accountability plan for Epstein’s Six Pillars of Parent Engagement. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 2: Revise BOE School Governance Council (SGC) policy to reflect an increased role for councils in autonomous schools, as aligned with the district’s Theory of Action. Years of Implementation: Year 1 Implementation Step 3: Train and support School Governance Councils. Years of Implementation: Year 1, Year 2 Implementation Step 4: Require and implement Family/School Compacts in all schools. Years of Implementation: Year 2, Year 3 Implementation Step 5: Provide information for families of English Language Learners about ELL programs/services options. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 6: Provide information to students and their families about high school options and college/career pathways. Years of Implementation: Year 1, Year 2, Year 3

2. Expand university, community, and institutional partnerships that add value

and expand student learning opportunities. Implementation Step 1: Strengthen the partnership with United Way to maintain and expand after-school programming, Common Sense Parenting Initiative, and summer learning opportunities.

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Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 2: Strengthen the partnership with EASTCONN to increase efficiency, enhance access to regional educational opportunities, and improve teacher quality. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 3: Develop the relationship between the University of Connecticut (UCONN) and Windham High School to increase the number of students participating in dual-credit courses. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 4: Develop the relationship between Eastern Connecticut State University (ECSU) and Windham High School to increase the number of students participating in dual-credit courses. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 5: Develop the relationship between Quinebaug Valley Community College (QVCC) and Windham High School to increase the number of students participating in dual-credit courses. Years of Implementation: Year 1, Year 2, Year 3

Implementation Step 6: Create a pathway to TESOL/Bilingual Education teacher certification through the collaboration of WHS Arts & Humanities Academy, QVCC, and ECSU. Years of Implementation: Year 1, Year 2 Implementation Step 7: Develop a pathway to a baccalaureate degree in environmental science through the collaboration of WHS STEM Academy, QVCC, and ECSU. Years of Implementation: Year 2, Year 3 Implementation Step 8: Develop a pathway to a baccalaureate degree in engineering through the collaboration of WHS STEM Academy, QVCC, and UCONN. Years of Implementation: Year 2, Year 3

3. Provide parents with greater opportunities for academic choices, programs, and

pathways based on the needs and interests of their children.

Implementation Step 1: Develop a set of regional intra-district and inter-district high-school level choices for Windham families. Years of Implementation: Year 2, Year 3

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Implementation Step 2: Offer an inter-district PK-8 magnet school choice for parents of students with interests and abilities in science, technology, engineering, and mathematics (STEM). Years of Implementation: Year 2, Year 3 Implementation Step 3: Offer a year-round elementary schooling opportunity to Windham students. Years of Implementation: Year 2

Implementation Step 4: Examine the feasibility of establishing an ungraded, public Montessori school at the primary, lower-elementary, and upper-elementary levels as a choice for Windham residents. Years of Implementation: Year 2 Implementation Step 5: Establish a PK-12 dual language pathway that may include a PK-8 district charter or host magnet school. Years of Implementation: Year 2, Year 3 Implementation Step 6: Initiate and offer additional world languages in grades 6-12. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 7: Offer an exploratory middle school program consisting of Encore courses. Years of Implementation: Year 2, Year 3

4. Measure and increase the level of satisfaction of parents, students, and teachers

with Windham schools.

Implementation Step 1: Develop a statistically valid measure of parents’ satisfaction with the school their child attends, and analyze and report actionable results annually. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 2: Administer the State School Connectedness Survey to K-12 students, and analyze and report actionable results annually. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 3: Initiate a workplace quality survey to all teachers and support staff, and analyze and report actionable results annually. Years of Implementation: Year 2, Year 3

5. Develop and implement a communications strategy to engage and inform internal and external stakeholders of the process, status, and progress of Windham educational improvement and celebrate achievements of students and staff members.

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Implementation Step 1: Create and fill the position of Communications Officer. Years of Implementation: Year 1 Implementation Step 2: Design communications to inform internal and external stakeholders of WPS plans and progress for educational improvement. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 3: Design events and communications to celebrate the achievements of students and staff relative to the goals of the Strategic Operating Plan. Years of Implementation: Year 1, Year 2, Year 3 Implementation Step 4: Develop a marketing plan to inform and promote school and program choices to families in Windham and the region. Years of Implementation: Year 2

6. Establish a Local Education Fund (LEF).

Implementation Step 1: Solicit and convene local business, non-profit, and civic leaders to identify needs, set priorities, examine options, and develop plans for an external organization to support and sustain Windham’s Education Reform. Years of Implementation: Year 1 Implementation Step 2: Assist community leaders in establishing a 503-c (non-profit) organization. Years of Implementation: Year 1 Implementation Step 3: Participate in the formation of a founding governing board and leadership investors to initiate a Windham LEF. Years of Implementation: Year 2

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APPENDIX 1

Windham Public Schools’ Vision The Windham Schools are a regional center for educational excellence and the first choice of Windham families. Its students exceed the academic performance of students in Eastern Connecticut in all areas. All students graduate from high school college-ready. Windham Public Schools’ Theory of Action The Windham Board of Education has adopted the Managed Performance Empowerment (MPE) Theory of Action, in which:

• The district defines its relationship with each school on the basis of the school’s performance.

• High-performing and/or significantly improving schools are given considerable autonomy and freedom from bureaucratic operating constraints.

• Chronically low-performing schools that fail to improve are subject to district intervention, redesign, closure or replacement with higher-performing school models.

The MPE Theory of Action assumes that schools must have both autonomy and

accountability to promote higher performance. It rewards effective teaching and leadership by creating a direct relationship between a school’s academic performance and its operational autonomy. High-performing schools make all key staffing decisions and decide how the school’s resources should be allocated. They are entitled to this level of autonomy as long as they are achieving results in terms of student achievement. Schools whose students do not achieve at the proficient level are subject to increasing levels of intervention from the district office. If no improvement occurs, the school is redesigned and replaced with a higher-performing school model. This exchange of autonomy for accountability is an essential idea in this theory of change. If administrators and teachers are to be responsible for results, they must have a full opportunity to manage the inputs and processes that determine those results.

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APPENDIX 2

School Performance Index Matrix

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APPENDIX 3

Strategic Operating Plan Implementation Matrix (2012-2015)

Years of Implementation Key:




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GOAL 1: CREATE A PORTFOLIO OF HIGH-PERFORMING, EFFECTIVE SCHOOLS STRATEGY 1: Develop a transparent policy and system for assessing school effectiveness (i.e., Managed Performance Empowerment (MPE) theory of action) that holds schools accountable for results, intervenes in low-performing schools, and recognizes higher-performing and improving schools.

Yr. 1

Yr. 2

Yr. 3

1 Develop an annual school performance measure using the School Performance Index (SPI) score. X 2 Categorize schools annually on the basis of relative performance and rate of improvement. X X X

3 Require schools with an SPI below 70 to develop an annual plan for improvement to be approved by the Board of Education. X X X

4 Grant full autonomy to schools at Goal in the areas of allocation of resources, assignment of personnel, and prescription of program and operations, and the school will be eligible for district charter or innovation school status.

X X

5 Grant defined autonomy to schools at Proficient in the areas of allocation of resources, assignment of personnel, and prescription of program and operations. X X X

6 Intervene in low-performing schools in the areas of allocation of resources, assignment of personnel, and prescription of program and operations. X X X

7 Redesign, close, or repurpose any school that remains in the Below Proficient category for two consecutive years without improvement. X X

8 Create a process to develop design specifications for any new or redesigned school. X 9 Develop design specifications for any new or redesigned school. X X X

10 Approve design specifications for new or redesigned school(s) in the spring of each year for implementation the following year. X X X

STRATEGY 2: Redesign Windham High School to create two high-performing, themed academies. Yr. 1

Yr. 2

Yr. 3

1 Develop design specifications for a STEM Academy and an Arts and Humanities Academy. X 2 Implement the STEM and Arts and Humanities Academy designs in grades 9 and 10. X 3 Extend the STEM and Arts and Humanities Academy designs in grade 11. X 4 Extend the STEM and Arts and Humanities Academy designs in grades 12. X 5 Implement, evaluate, and adjust a 5-period trimester schedule with a bonus period. X X

6 Develop extended learning opportunities for WHS students that include required extracurricular activities, Early College Experiences, library study/access, tutoring, computer access, and dinner schedule. X X

7 Adopt and implement the PBIS framework through the State Personnel Development Grant (SPDG). X X X 8 Upgrade classroom technology to support new academy design and a college/career-ready curriculum. X X X 9 Initiate a Reserve Officers’ Training Corps (ROTC) program. X

STRATEGY 3: Redesign Windham Middle School to create a high-performing, developmentally appropriate 6-8 middle school.

Yr. 1

Yr. 2

Yr. 3

1 Develop design specifications for two 6-8 vertical houses based on the Core-Encore model. X 2 Design and implement an exploratory program (Encore). X X 3 Implement, evaluate, and adjust a trimester schedule. X X

4 Create an environment and structures to address the specific developmental needs of transescent students (e.g. advisory, exploratory programs, and family-style dining). X X

5 Adjust the implementation of the PBIS framework through the State Personnel Development Grant (SPDG). X X X 6 Upgrade classroom technology to support new school design and a college/career-ready curriculum. X X

STRATEGY 4: Develop a regional PK-8 STEM host magnet school. Yr. 1

Yr. 2

Yr. 3

1 Develop and implement a marketing plan for STEM magnet school enrollment. X 2 Select a principal and STEM coordinator to begin full-time in January 2013. X

3 Develop an operating plan, which must be approved by the STEM Magnet School Design Team and the Connecticut State Department of Education (CSDE). X

4 Design, implement, and monitor a PK – 3 reading curriculum/program that guarantees that all students will be at or above grade level in reading by the beginning of grade 4. X X X

5 Design, implement, and monitor a 4 – 8 STEM curriculum/program that guarantees that all students will be at or above goal in math and science as measured by the Connecticut state assessments. X X X

37

6 Align the STEM program with the WHS STEM Academy to provide a seamless transition for students entering the high school. X X X

7 Conduct the STEM magnet lottery annually beginning in spring 2013. X X X

STRATEGY 5: Redesign Sweeney Elementary School consistent with requirements of the ESEA Waiver. Yr. 1

Yr. 2

Yr. 3

1 Investigate redesign options and develop design specifications. X 2 Approve the design specifications for implementation the following year. X 3 Implement the new school design model. X

STRATEGY 6: Redesign Windham Center Elementary School consistent with requirements of the ESEA Waiver.

Yr. 1

Yr. 2

Yr. 3

1 Investigate redesign options and develop design specifications. X 2 Approve the design specifications for implementation the following year. X 3 Implement the new school design model. X

STRATEGY 7: Develop a regional PK-8 Dual Language School as a district charter or host magnet school. Yr. 1

Yr. 2

Yr. 3

1 Identify and approve a site based on recommendations of the Facilities Master Plan (FMP). X 2 Develop design specifications based on research-based models for a PK-8 Dual Language School. X 3 Implement the design specifications for the PK-8 Dual Language School. X

STRATEGY 8: Develop and implement, with an institutional partner, a recuperative high school program for over-age, under-credited students.

Yr. 1

Yr. 2

Yr. 3

1 Visit and research models of recuperative high school programs (e.g., Carpe Diem, Tucson, AZ; Our Piece of the Pie, Hartford, CT; Good Shepherd Schools, New York City, NY). X

2 Identify and approve space, staffing needs, and funding sources. X 3 Identify eligible students that meet the over-age and under-credited criteria. X 4 Develop design specifications for an academy based on a blended-learning model. X

GOAL 2: IMPROVE TEACHER AND LEADER QUALITY AND RETENTION STRATEGY 1: Develop and implement a talent management (acquisition and development) strategy to improve teacher and principal effectiveness

Yr. 1

Yr. 2

Yr. 3

1 Recognize outstanding teachers and administrators for their effectiveness in improving student achievement/success/outcomes in Windham Public Schools (WPS). X X X

2 Create pathways for WPS students to become teachers. X X 3 Develop an incentive program for Windham alumni and Windham residents to teach for WPS. X

4 Develop a recruitment plan based on the analysis of the current workforce that is designed to achieve diversity and excellence. X

5 Analyze the results of exit interviews to revise practices around the retention of effective teachers. X X X 6 Hire all staff, with the exception of unanticipated vacancies, prior to June 1st for the coming school year. X X 7 Hire and retain at least 20 Teach For America (TFA) corps members annually. X X X

8 Establish a teaching internship (minimum of 1 in each school) in partnership with the UCONN Fifth Year Teacher Preparation Program. X X

9 Investigate district sponsorship of minority teacher candidates through the Connecticut Alternate Route to Certification (ARC) program. X

STRATEGY 2: Reorganize and expand district leadership capacity to implement and sustain the Strategic Operating Plan.

Yr. 1

Yr. 2

Yr. 3

1 Implement the new district organizational structure. X 2 Implement the new instructional leadership structure of Windham High School. X 3 Implement the new instructional leadership structure of Windham Middle School. X

4 Provide opportunities for administrators and teachers to share effective strategies that increase SPI and meet district performance targets. X X

38

STRATEGY 3: Develop a system for evaluation of teachers and administrators based on achievement, growth of students, and client satisfaction.

Yr. 1

Yr. 2

Yr. 3

1 Participate in the piloting of the State’s new plan for teacher and administrator evaluation and support. X

2 Identify classroom/school multiple indicators that will be used in the teacher/administrator evaluation process. X X

3 Administer, and analyze client satisfaction surveys. X X X

4 Adjust and implement a Windham Public Schools teacher and administrator evaluation plan based on the new State framework. X X

STRATEGY 4: Develop a comprehensive system of professional learning informed by teacher and leader evaluation.

Yr. 1

Yr. 2

Yr. 3

1 Create a comprehensive three-year professional development plan that addresses priorities for teachers and administrators designed to achieve the measures of the Strategic Operating Plan. X

2 Provide professional learning to school-based data teams on the selection of instructional strategies and determination of results indicators. X

3 Provide on-going, training and implementation of Literacy How in grades K - 5. X

4 Provide on-going, job-embedded professional learning on the implementation of Literacy How for grades K – 3. X

5 Provide on-going, training and implementation of ExC-ELL (6 -12 literacy/comprehension for English Language Learners (ELLs)). X

6 Provide on-going, job-embedded professional learning on the implementation ExC-ELL in grades 6 - 10. X

7 Provide training to elementary teachers in grades K- 5 on the implementation of the core reading program. X

8 Provide training to elementary teachers in grades K- 5 on the implementation of grade specific Reading Intervention Programs. X

9 Provide professional learning on Common Core State Standards in reading and mathematics, including the use of assessments. X

10 Provide professional learning on Common Core State Standards in science and social studies, including use of assessments. X

11 Provide professional learning to school administrators in monitoring the implementation of curriculum and quality of instruction through a walk-through procedure and Instructional Rounds process. X X

12 Provide professional learning to all ELL program staff in identification, placement, parent notification, and testing procedures. X X

13 Provide on-going, job-embedded professional learning to general education, special education, and ELL program staff that supports the implementation of the co-teaching model. X X

GOAL 3: REMOVE BARRIERS TO HIGH PERFORMANCE STRATEGY 1: Implement Scientifically Research-Based Interventions (SRBI) at all grade levels that provide the appropriate support, resources, and materials in reading and math, and Positive Behavior Intervention and Supports (PBIS) across all district-operated schools.

Yr. 1

Yr. 2

Yr. 3

1 Inventory and evaluate Core, Tier II, and Tier III instruction and interventions PK - 12. X 2 Prioritize Core, Tier II, and Tier III intervention needs based on inventory and evaluation. X

3 Expand Core Instruction to ensure proper balance between the Core Instruction and Tier II and III interventions. X X

4 Develop a student progress-monitoring system to measure the effectiveness of instruction and interventions at each school. X

5 Develop and implement the student data/progress-monitoring system to measure the effectiveness of PBIS at each school. X X

6 Continue PBIS implementation at Natchaug Elementary School, Sweeney Elementary School, and Windham Middle School through the State Personnel Development Grant (SPDG). X X X

5 Provide career-enhancing and leadership opportunities for experienced teachers (3+ years in WPS). X X

6 Create a leadership development program that provides opportunities for current Windham educators to become school leaders. X

39

7 Expand PBIS implementation to North Windham Elementary School, Windham Center Elementary School, and Windham High School through the SPDG. X X X

STRATEGY 2: Revise and implement an Early Intervention Process (EIP) to reduce over-identification and improve the effectiveness of Special Education programs/services.

Yr. 1

Yr. 2

Yr. 3

1 Conduct a third-party audit of the current Early Intervention Process. X 2 Adjust and monitor the Early Intervention Process at each school based on the results of the third-party audit. X X 3 Monitor and adjust interventions based on student progress-monitoring data. X X

STRATEGY 3: Improve student attendance and reduce truancy. Yr. 1

Yr. 2

Yr. 3

1 Review and analyze data and identify interventions for students not attending school/classes through school-wide data teams. X X X

2 Create incentives for students to improve their attendance. X 3 Initiate student and family focus groups that assess the reasons for truancy. X 4 Repurpose funds to contract for a truancy prevention officer to enforce the laws related to student attendance X 5 Review and revise district and school attendance procedures including re-enrollment criteria. X

STRATEGY 4: Provide additional learning time for students. Yr. 1

Yr. 2

Yr. 3

1 Increase the length of the school day of all schools by an additional 15 minutes in each of the next two school years. X X

2 Extend the school day of all schools utilizing before- and after-school programming aligned with academic goals and interests. X X X

3 Implement a bonus period at Windham High School. X

4 Extend the hours of Windham High School facilities to provide extended learning opportunities for students and families with access to computer technology, tutoring, and educational programs and activities. X X X

5 Increase student access to online educational courses of study at WHS Academies to enhance and accelerate academic progress. X X

6 Develop a year-round elementary schooling opportunity as an enrollment choice for Windham families. X X

7 Develop a voluntary summer fourth session at the middle and high school level to enhance and accelerate academic progress. X X

GOAL 4: IMPROVE INSTRUCTION FOR ALL STUDENTS STRATEGY 1: Implement service delivery models that will improve effectiveness of programs/services for English Language Learners.

Yr. 1

Yr. 2

Yr. 3

1 Implement student identification, placement, and parent notification procedures as required by federal and state law. X

2 Provide parents with three options, as required by law: Bilingual Support; English to Speakers of Other Languages (ESOL); all English instruction. X

3 Monitor and adjust the program and/or service delivery models, amount of services, and staffing ratios according to the linguistic and academic proficiency levels of students. X X

4 Analyze the performance levels and rates of growth of all identified ELLs on the state-designated English Language Proficiency test. X X X

5 Analyze performance levels and rates of growth of ELLs compared to their non-ELL peers on State academic assessments to determine effectiveness of programs and staff and adjust services and instruction. X X X

STRATEGY 2: Implement service delivery models that will reduce over-identification and improve effectiveness of Special Education programs/services.

Yr. 1

Yr. 2

Yr. 3

1 Audit Individual Education Plans (IEPs) district-wide using the Educational Benefit review process annually and adjust the PPT decision-making process. X X X

2 Analyze performance levels and rates of growth of students with disabilities on the regular State assessments as compared to their non-disabled peers to determine the effectiveness of programs and staff and adjust services and instruction.

X X X

3 Analyze performance levels and growth of students on the modified State assessments to evaluate the effectiveness of programs and staff and adjust services and instruction. X X X

40

4 Reduce the over-identification of students in the Speech and Language classification by implementing an assessment process to distinguish second-language acquisition from disability. X X

5 Reduce the over-identification of students in the Emotional Disturbance classification through the implementation of school-wide PBIS and individual student behavioral intervention plans. X X

6 Inventory and evaluate gaps in the Least Restrictive Environment (LRE) continuum of supports, services, and placements. X

7 Adjust, monitor, and enforce the LRE continuum of supports, services, and placements. X

8 Establish a four- or five-year graduation plan that aligns with Student Success Planning and Student Transition Planning to prepare students for college readiness. X X X

9 Ensure that Planning and Placement Teams (PPT) design IEPs through which students meet graduation requirements as measured by an increased graduation rate of students identified for Special Education. X X X

STRATEGY 3: Develop and implement a PK-12 student assessment and data management plan to track student progress and outcomes on the measures of the Strategic Operating Plan.

Yr. 1

Yr. 2

Yr. 3

1 Design a district assessment system that includes national, state, and district student measures that provides a detailed profile of students' individual and group progress annually. X

2 Enable district analysis of student outcomes relative to the measures of the Strategic Operating Plan by populating a data warehouse. X X

3 Create a timeline for data analysis and reporting to various stakeholders that includes an annual Board of Education retreat. X

STRATEGY 4: Acquire and implement a K-5, research-based core reading program and reading intervention program at each grade level.

Yr. 1

Yr. 2

Yr. 3

1 Develop and implement the rollout plan for the new core reading program at the elementary level. X 2 Adopt a reading intervention program for each grade level K - 5. X 3 Adopt a menu of evidence-based tiered interventions at each grade level K-5. X

STRATEGY 5: Acquire and implement a 6-8, research-based English Language Arts and reading intervention programs at each grade level.

Yr. 1

Yr. 2

Yr. 3

1 Develop and implement the rollout plan for the new ELA program at the middle school level. X 2 Adopt a reading intervention program for each grade level 6 - 8. X

STRATEGY 6: Acquire and implement a 4-8, inquiry-based science program. Yr. 1

Yr. 2

Yr. 3

1 Review and pilot programs/materials in the Windham Regional STEM Magnet School for each grade level 4 - 8. X

2 Develop a rollout plan for the implementation of the new inquiry-based science program in grades 4 - 8. X

STRATEGY 7: Implement a comprehensive 3-12 program for students with advanced learning needs. Yr. 1

Yr. 2

Yr. 3

1 Implement procedures for the identification of students with advanced learning needs. X 2 Adopt the Enrichment Triad model for students in grades 3 – 5. X 3 Implement a Middle School Accelerated Academy for students in grades 6 - 8. X 4 Offer accelerated programming opportunities for students in grades 9 and 10. X 5 Expand Advanced Placement and Early College Experiences courses for students in grades 10 – 12. X

STRATEGY 8: Develop and implement effective, self-sustaining school-based Pre-School programs. Yr. 1

Yr. 2

Yr. 3

1 Create a blended Pre-K model that incorporates Head Start, Individuals with Disabilities Education Act (IDEA), and School Readiness funding for a combination of full-day and part-day programs for three- and four-year-olds.

X X

2 Assess the effectiveness of the current Pre-K model to close the preparation gap and adjust program implementation. X X X

3 Implement school-based, full-day Pre-K programs in each elementary school. X X X 4 Implement an extended-day/year program in one elementary school. X X

41

STRATEGY 9: Create and implement a college/career-ready PK-12 curriculum in reading, math, writing, and science aligned with the Common Core State Standards (CCSS).

Yr. 1

Yr. 2

Yr. 3

1 Create a 3-year district curriculum development, writing, and revision plan/cycle. X

2 Revise and implement the Pre-K curriculum to align with the changes in the Connecticut Pre-School Curriculum Framework (aligned to the CCSS for Kindergarten). X X

3 Align and implement reading curriculum in grades 4 - 5 following the unit design of the CCSS. X 4 Align and implement reading curriculum in grades 2 - 3 and 6 – 7 following the unit design of the CCSS. X 5 Align and implement reading curriculum in grades PK- 1 and 8 following the unit design of the CCSS. X 6 Align and implement mathematics curriculum in grades 2 - 3 and 7 - 9 following the unit design of the CCSS. X 7 Align and implement mathematics curriculum in grades 4 - 6 following the unit design of the CCSS. X 8 Align and implement mathematics curriculum in grades PK- 1 following the unit design of the CCSS. X 9 Design a science curriculum in grades 4 - 8 aligned with the CCSS. X

10 Implement the science curriculum at the PK – 8 STEM Magnet School in grades 4 and 6. X 11 Implement the science curriculum in grades 4 - 8 district-wide. X

12 Embed the three types of writing (informational, persuasive, and narrative) into all K-12 curriculum documents across all content areas. X X

13 Connect content area standards to English Language Proficiency Standards (Connecticut ELL Framework). X X

14 Design and implement 9 – 12 curriculum and end-of-course assessments for all courses in the programs of studies offered by the new WHS Academies. X X X

15 Implement a grades 9 – 12 College Counseling Program that includes Student Success Plans. X X X GOAL 5: IMPROVE THE MANAGEMENT OF PUBLIC RESOURCES STRATEGY 1: Reduce student transportation costs to a reasonable, sustainable level, and provide greater opportunities for students to walk or bike to school.

Yr. 1

Yr. 2

Yr. 3

1 Revise and implement the district transportation policy. X 2 Contract with EASTCONN for within-district Special Education and PreSchool transportation. X X X 3 Bid the general transportation contract for the district. X 4 Establish walking school bus routes for each elementary school. X 5 Provide bike racks at school sites. X 6 Acquire global positioning system (GPS) devices for all school buses to improve efficiency and safety. X

STRATEGY 2: Achieve greater return on investment, transparency, and efficiency in the allocation and expenditure of local, state, and federal education funds.

Yr. 1

Yr. 2

Yr. 3

1 Create an annual all-funds budget. X X X 2 Allocate a minimum of 70% of general budget funds annually to the schools. X X X 3 Align new and existing special funds to support the strategies of the Strategic Operating Plan. X X X

4 Approve budgets annually at the school level through the School Governance Councils before submission to the superintendent. X X X

5 Employ “best practices” in district financial management, including the acquisition of all state revenue/reimbursement for which the district is eligible and the removal of long-term principal and interest payments in the annual operating budget.

X X X

6 Create a Request for Proposals (RFP) for purchase of an efficient and effective financial/personnel system. X

7 Acquire, convert, and implement the automated financial/personnel system. X X STRATEGY 3: Provide safe and effective learning environments for all students and ensure long-term stewardship of school buildings through development and implementation of a 10-year Facilities Master Plan (FMP).

Yr. 1

Yr. 2

Yr. 3

1 Set/select renovation priorities and a multi-year timeline for implementation based on the FMP (e.g., WHS, Dual Language site/school). X

2 Initiate application for state approval and reimbursement for priority project(s). X X

42

3 Construct or renovate facilities to support school design specifications and community needs as delineated by the FMP. X X

4 Develop a three-year Capital Improvement Plan (CIP) for all schools aligned with the FMP. X

GOAL 6: INCREASE PARENT AND COMMUNITY INVOLVEMENT AND SUPPORT STRATEGY 1: Increase parent engagement, accountability, and involvement at each school to enhance student success.

Yr. 1

Yr. 2

Yr. 3

1 Implement a culturally relevant accountability plan for Epstein's Six Pillars of Parent Engagement. X X X

2 Revise BOE School Governance Council (SGC) Policy to reflect an increased role for councils in autonomous schools, as aligned with the district’s Theory of Action. X

3 Train and support School Governance Councils. X X 4 Require and implement Family/School Compacts in all schools. X X 5 Provide information for families of English Language Learners about ELL programs/services options. X X X 6 Provide information to students and their families about high school options and career/college pathways. X X X

STRATEGY 2: Expand university, community, and institutional partnerships that add value and expand student learning opportunities.

Yr. 1

Yr. 2

Yr. 3

1 Strengthen the partnership with United Way to maintain and expand after-school programming, Common Sense Parenting Initiative, and summer learning opportunities. X X X

2 Strengthen the partnership with EASTCONN to increase efficiency, enhance access to regional educational opportunities, and improve teacher quality. X X X

3 Develop the relationship between the University of Connecticut (UCONN) and Windham High School to increase the number of students participating in dual-credit courses. X X X

4 Develop the relationship between Eastern Connecticut State University (ECSU) and Windham High School to increase the number of students participating in dual-credit courses. X X X

5 Develop the relationship between Quinebaug Valley Community College (QVCC) and Windham High School to increase the number of students participating in dual-credit courses. X X X

6 Create a pathway to TESOL/Bilingual Education teacher certification through the collaboration of WHS Arts & Humanities Academy, QVCC, and ECSU. X X

7 Develop a pathway to a baccalaureate degree in environmental science through the collaboration of WHS STEM Academy, QVCC, and ECSU. X X

8 Develop a pathway to a baccalaureate degree in engineering through the collaboration of WHS STEM Academy, QVCC and UCONN. X X

STRATEGY 3: Provide parents with greater opportunities for academic choices, programs, and pathways based on the needs and interests of their children.

Yr. 1

Yr. 2

Yr. 3

1 Develop a set of regional intra-district and inter-district high-school level choices for Windham families. X X

2 Offer an inter-district PK-8 magnet school choice for parents of students with interests and abilities in science, technology, engineering, and mathematics (STEM). X X

3 Offer a year-round elementary schooling opportunity to Windham residents. X

4 Examine the feasibility of establishing an ungraded, public Montessori school at the primary, lower-elementary, and upper-elementary levels as a choice for Windham residents. X

5 Establish a PK – 12 dual language pathway that may include a PK – 8 district charter or host magnet school. X X 6 Initiate and offer additional world languages in grades 6 – 12. X X X 7 Offer an exploratory middle school program consisting of Encore courses. X X

STRATEGY 4: Measure and increase the level of satisfaction of parents, students, and teachers with Windham schools.

Yr. 1

Yr. 2

Yr. 3

1 Develop a statistically valid measure of parents' satisfaction with the school their child attends, and analyze and report actionable results annually. X X X

2 Administer the State School Connectedness Survey to K- 12 students, and analyze and report actionable results annually. X X X

3 Initiate a workplace quality survey to all teachers and support staff, and analyze and report actionable results annually. X X

43

STRATEGY 5: Develop and implement a communications strategy to engage and inform internal and external stakeholders of the process, status, and progress of Windham educational improvement, and celebrate achievements of students and staff members.

Yr. 1

Yr. 2

Yr. 3

1 Create and fill the position of Communications Officer. X

2 Design communications to inform internal and external stakeholders of WPS plans and progress for educational improvement. X X X

3 Design events and communications to celebrate the achievements of students and staff relative to the goals of the Strategic Operating Plan. X X X

4 Develop a marketing plan to inform and promote school and program choices to families in Windham and the region. X

STRATEGY 6: Establish a Local Education Fund (LEF). Yr. 1

Yr. 2

Yr. 3

1 Solicit and convene local business, non-profit, and civic leaders to identify needs, set priorities, examine options, and develop plans for an external organization to support and sustain Windham’s Education Reform. X

2 Assist community leaders in establishing a 503-C (non-profit) organization. X

3 Participate in the formation of a founding governing board and leadership investors to initiate a Windham LEF. X

REFERENCE 4



RE: IDEA Grant Application

DT: June 11, 2012

RECOMMENDATION

That the Board of Education approve submission of the IDEA grant application.

BACKGROUND

Please refer to the attached information from Mr. Forman.

AVO:kll

WINDHAM PUBLIC SCHOOLS

Office of Special Services Jeffrey Forman, Director

TO: Ana Ortiz

FR: Jeffrey Forman

DT: May 21, 2012

RE: Approval of the IDEA Grant Application

I recommend that the Board of Education approve the submission of the IDEA Grant Application for the school year 2012-2013. Attached please find a summary of this proposal. JF:kd Attachment

\\admin2\supt\lewis\brd11_12\jun13_12\board summary fy 13.doc

GRANT SUMMARY

I. Title of Grant: Individuals with Disabilities

II. Funding Source: Special Education, IDEA, Part B, Section 611 Preschool Special Education, IDEA Part B, Section 619

III. Funding Agency: Connecticut State Department of Education

IV. Amount Requested: $904,501

V. Grant Period: July 1, 2012- June 30, 2014

VI. Description of Activities:

This grant funds program improvement for special education at all grade levels and in all buildings. These programs and services include: paraprofessionals, special education teachers, social workers and psychologists, tutors, assistive technology, professional development and specialized assessments.

VII. Costs Covered By the Grant:

Preschool K - 12

Teachers $27,684 $613,836

Education Aides $71,792

Clerical

Employee Benefits $9,126 $131,834

In Service $1,058 $6,510

Non Public Tutors $1,461

Pupil Services $32,250

Other Technical Services

Other Supplies $8,950

Total $37,868 $866,633

VIII. Benefits to Windham:

This grant provides supplemental support for ongoing locally supported special education programs and activities.

IX. Local Support:

Special Education programs are also supported by local funds.

REFERENCES 5 and 6



RE: Health Benefit Fund

DT: June 11, 2012

RECOMMENDATION

Ref. 5: That the Board of Education approves adopting a self-insurance program

for their enrolled employees consistent with the “Anthem Blue Cross and Blue

Shield Annual Renewal Package,” dated July 1, 2012 contingent upon subsequent

approval by the Windham Town Council. (Attachment: Anthem Blue Cross and

Blue Shield Annual Renewal Package effective July 1, 2012)

Ref. 6: That the Board of Education endorses the proposed Windham Town

Council resolution creating a dedicated health care self-insurance fund.

(Attachment: Resolution of the Windham Town Council Creating a Dedicated

Health Care Self-Insurance Fund)

BACKGROUND

The Board of Education's approval of the Anthem Blue Cross and Blue Shield

Annual Renewal Package requires that it

● covers all enrolled employees of the town, including the Board of Education,

Town General Government, Willimantic Service District, Wastewater Pollution

Control Authority, and Water Works

● uses the same plan design as is currently used for those enrolled employees;

● includes an individual medical stop loss level of $175,000;

● includes an aggregate medical and pharmacy stop loss level of 115%;

● includes a Network Access Fee capped at $214,449;

● includes a Retention Fee of $394,705;

● includes Stop Loss Fees of no more than $670,104;

● includes a Commission of $90,000;

● has an effective date of July 1, 2012.

AVO:kll

them~ Anthem Blue Cross and Blue Shield

Annual Renewal Package Windham: Town And Board Of Education

July 1, 2012

Report 1

Renewal Cost Summary Based on $175,000 Individual Stop Loss Incurred in 12JPaid in 15

Windham: Town And Board Of Education Renewal Effective Date: July 1, 2012

Expected Paid Claims by Coverage Category' Medical Drug Over 65

Total Expected Paid Claims:

Network Access Fee:

Estimated Retention and Stop Loss:' Retention Fees Stop Loss Fees

Estimated Total Retention and Stop Loss Fees

Estimated Total Cost:

MATURE

$7,151,568 $1,636,056

$14,688 $8,802,312

$214,449

$394,705 $670,104

$1,064,809

$10,081,570

The Expected Paid Claims represents the actuarial projection of claims cost for the renewal period. These amounts are provided to assist you with estimating claim liability for your budgetary purposes. These projectlons are also used as the basis for determininq the maximum liability for aqqreqate stop loss coveraqe.

'Capped at 100% Network Access Fee *Claims, Retention, and Stop Loss costs were calculated based on contracts as of February, 2012 The Network Access Fee is capped at 100%, a maximum doliar amount of $214,449.

IMMATURE

$6,719,388 $1,567,320

$13,464 $8,300,172

$214,449

$394,705 $630,816

$1,025,521

$9,540,142

The health benefit plan(s) reflected in this quote is not considered to be grandfathered under the provisions of the Patient Protection and Affordable Care Act. Nongrandfathered plans are subject to additional provisions under the Patient Protection and Affordable Care Act that do not apply to grandfathered plans. For further information, please contact your account representative.

This renewal rate includes changes to the standard medical plan to ensure compliance with the requirements of the federal health care reform legislation for nongrandfathered plans, including 100 percent coverage of in-network preventive care services.

IR_A7 4_2012_07 _DR_001 (ASO)March2012c1aims(Final) 05/18/2012 Page: 1~2

Report 4

Retention and Stop Loss Fees


Medical and Major Medical Drug H.S.A. OVer 65

Retention and Stop Loss Components Program #1 Program #2 Program #3

Self Insured Program Fee $37.87 $47.57 $26.21

Aggregate Stop Loss 115% $27.76 $27.76 N/A Individual Stop/Loss $175,000 (Inc. in 12/Paid in 15) $52.94 $52.94 N/A Monthly RalHng Cap $0.45 $0.40 N/A Non-Standard Commissions $5.46 $0.00 N/A Managed Benefits $3.48 $3.48 N/A

Total Retention and Stop Loss $127.96 $132.15 $26.21

Total Contracts as of October 2011 692 0 7

Program #1 Program #2 Program #3 All Programs Estimated Monthly Retention and Stop Loss $88.550.65 $0.00 $183.44 $88,734.09

Estimated Annual Retention and Stoo Loss $1,062,607.83 $0.00 $2,201.28 $1.064.809.11

Retention and Stop Loss Fees will be withdrawn on the first day of each month by E.F.T. from the group's account. A settlement using actual contract exposures will be calculated within 90 days from the end of the contract period.

Medical premium includes total annual commissions of $90,000 (Standard commissions: $42,377, Non~Standard commissions: $47,623). Upon renewal, a Single Case Agreement will be required.

The Prescription Drug Rebate is not included above, it will be part of the contract period settlement which is calculated within 90 days from the end of the contract period.

Anthem.~V IR.fi74_ 2012_07 _DR_00 1 (ASO)March2012claims(Final) 05/18/2012 Page: 4-20

Report 5

Stop Loss Exhibit


Products with an Individual Stop Loss point of $175,000 Medical

Products with an Aggregate Stop Loss attachment point of 115% Medical Drug

Your Expected Paid Claim Liability at 100% for the above Products is:' Your Expected Paid Claim Liability at 115% for the above Products is:' Your Monthly Rolling Cap for these Products is:

The following products do not have Aggregate Stop Loss Protection:

Over 65

Your Expected Paid Claim Liability at 100% for the above Products is:'

*Expected Paid Claim Liabilities were calculated based on contracts as of February, 2012

**Please note Products not included in Aggregate Stop Loss are NOT included in the Monthly Rolling Cap.

Anthem,+V

$8,787,624 $10,105,768

$842,147

$14,688

Page: 5-21

1

Resolution No. ___________

A Resolution of the Windham Town

Council Creating a Dedicated Health

Care Self-Insurance Fund

Whereas, approximately 700 employees work at the Board of Education, the Town

General Government, the Willimantic Service District, the Water Commission, and the

Wastewater Pollution Control Authority; and

Whereas, the cost of health care insurance for these employees is approaching $11

million dollars each year; and

Whereas the Town of Windham is continually considering its insurance options to meet

the reasonable needs of employees at a price the Town’s taxpayers can afford; and

Whereas, at their meeting on April 17, 2012, the Windham Town Council approved a

motion directing the Mayor to create an Ad Hoc Committee on Health Care Insurance;

and

Whereas, pursuant to the recommendation of said Ad Hoc Committee, the Town

Council and Board of Education have decided to self-insure their health care plans for

their employees;

Now, therefore, be it resolved by the Town of Windham Town Council as follows:

1. The Town hereby establishes a separate and exclusive fund to be used to pay, in

whole or in part, such obligations as the Town incurs, from time-to-time, in respect of

officer or employee health and medical benefits, including dental benefits (hereinafter,

the Health Care Self-Insurance Fund);

2. The Town shall invest and reinvest the money in the Health Care Self-Insurance

Fund in accordance with the limitations imposed by statute, the Town Charter, and law

applicable to reserve accounts for employees and past employees;

3. The Health Care Self-Insurance Fund shall consist of income from sources including,

but not limited to, the following: (a) such amounts as may be budgeted each fiscal year

for such employee benefits; (b) such amounts as may be transferred to or from budget

accounts for health plans; (c) investment returns accrued with respect to retained

reserves, retrospective and experience-rated premium refunds, (d) such funds as may

be transferred to or appropriated for said purposes, and (e) such other recoveries,

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including employee contributions, as may from time to time be received in connection

with such benefits;

4. Expenses for the Health Care Self-Insurance Fund shall be paid under the Town's

customary and usual procedures. Expenses are authorized to maintain and administer

the Health Care Self-Insurance Fund directly, and include, but are not limited to, paying

benefits; making reimbursements; paying health-related insurance premiums such as

aggregate and individual stop-loss reinsurance; paying contract fees for servicing and

administering the Town's health and dental plans; paying actuary, consulting, and legal

fees connected with the Town’s health and dental plans; and paying for wellness

programs and other health care cost control programs.

5. The Town Treasurer may delegate to the Town Controller the accounting for the said

Health Care Self-Insurance Fund, to be done in accordance with generally accepted

accounting principles and the procedures authorized under the Town Charter.

6. The Town Controller, the Board of Education’s Finance Director, and the Town’s

Health Care Broker/Agent of Record for health insurance shall coordinate

implementation of this Resolution. This shall include, but not be limited to, calculating

each year the projected costs of health insurance for Town and Board employees, and

monitoring monthly the health care insurance expenditures and obligations of the Town

and Board of Education. They shall also work with the Town Council, Board of

Education, Board of Finance, and, where applicable, the Town Meeting, to establish and

maintain sufficient reserves in the Health Care Fund; this includes, but is not limited to,

calculating an actuarially appropriate reserve level, funding that reserve, crediting

excess revenue and requiring additional funds when necessary and appropriate. Any

disputes or disagreements between the Town’s Controller and the Board of Education's

Finance Director shall be resolved by the Board of Finance.

7. Said Health Care Self-Insurance Fund shall be merged with the separate Town fund

already created for dental care benefits.

8. The Town Controller and the BOE Finance Director shall present an annual report

on the Health Care Self-Insurance Fund to the Town Council, Board of Education, and

the Board of Finance.

Introduced by: ______________________ Adopted: _________________________

New June 14, 2012 - Edl · 2016. 6. 29. · 1. Summer Reading program B. Committee Reports 1....

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Transcript of New June 14, 2012 - Edl · 2016. 6. 29. · 1. Summer Reading program B. Committee Reports 1....