Updated 10/31/2017 1

Middletown Public Schools

District Improvement Plan

2016-2019

District Improvement Goal 1: Student Achievement and Instructional Improvement All students will demonstrate the competencies necessary to achieve mastery in literacy and numeracy through teachers’ implementation of effective research-based instructional practices. Identified Need

CMT Science % At or Above Goal

NWEA % At or Above Goal: Elementary (2-5)

CAPT Science % At or Above Goal

NWEA % At or Above Goal (6-11)

2015 2016 2017

District 47 48

Black 18 22

Hispanic/Latino 22 30.5

White 64 61.5

Asian x 84

F/R Meals 27 TBD

Paid Meals 63 TBD

Spec Ed 5 6.5

ELL x 7.5

Reading Math

2016 2017 2016 2017

District 63 63 50 57

Black 48 47 32 39

Hispanic/ Latino

49 48 30 39

White 67 71 56 64

Asian 79 --- 73 ---

F/R Meals 47 48 31 39

Paid Meals 77 77 66 72

Spec Ed 15 24 8 21

ELL 19 25 19 27

2015 2016 2017

District 25 32

Black 9 16

Hispanic/Latino

12 8

White 34 44

Asian x 50

F/R Meals 13 TBD

Paid Meals 34 TBD

Spec Ed 4 2

ELL x x

Reading Math

2015 2016 2017 2015 2016 2017

District 63 69 69 53 54 53

Black 47 50 53 30 31 29

Hispanic/Latino 41 51 50 30 30 31

White 68 74 74 59 60 59

Asian 84 85 --- 79 84 ---

F/R Meals 49 53 52 35 35 35

Paid Meals 74 80 81 66 68 67

Spec Ed 11 17 20 8 6 8

ELL 0 14 22 10 16 16

Smarter Balanced ELA % At or Above Goal

Grades 3-5 Grade 6-8

2015 2016 2017 2015 2016 2017

Overall 53.7 53.3 50.0 50.7 50.3 46.7

Black 29.9 28.8 30.8 28.0 25.4 20.9

Hispanic /Latino

38.2 33.3 30.7 27.5 29.6 24.3

White 66.3 68.4 65.1 63.7 63.9 60.8

F/R 32.9 33.0 32.7 33.6 33.3 24.4

Spec Ed 6.5 10.8 5.5 3.5 2.6 7.0

High Needs

28.4 32.0 30.8 30.4 30.5 23.0

Smarter Balanced Math % At or Above Goal

Grades 3-5 Grade 6-8

2015 2016 2017 2015 2016 2017

Overall 40.6 42.6 44.6 31.0 34.1 32.5

Black 17.1 18.8 22.3 9.8 10.8 7.7

Hispanic /Latino

24.3 25.6 21.0 13.3 12.4 13.6

White 53.8 57.3 62.9 42.9 47.3 45.2

F/R 20.0 22.7 25.3 15.9 17.2 14.5

Spec Ed 4.9 5.5 7.9 1.8 0.9 1.6

High Needs

19.4 21.4 25.0 14.6 22.0 13.3

Updated 10/31/2017 2

SAT % At or Above Proficiency

Reading Math

2016 2017 2016 2017

Overall 54 54.6 26 32.7

Black 40 * 15 9.4

Hispanic/ Latino

35 * 12 13.7

White 65 67.3 34 45.8

F/R 41 * 15 16.3

Spec Ed 25 * 4 0.0

High Needs 38.3 * 13.7 13.6

* Data has been suppressed because the size of N may allow data to be identifiable

Graduation Rate

2013 83.4 2014 89.5 2015 95.2 2016

2017

Measures/Outcomes/Performance Targets Increase students’ readiness for college and career, particularly those in underperforming subgroups (Black, Hispanic, ELL, Free and Reduced Meals, and Special Education) as measured by NWEA, CMT (2016-2017) Science, CAPT Science (2016-2017), Smarter Balanced, Fountas and Pinnell, AIMSweb, and graduation rates. Increase the level of teacher proficiency in the area of 3c. Engaging students in learning and 3b. Using questioning and discussion techniques as measured by the Danielson rubric Domain 3. (See DDT subcommittee minutes for action research SMART goals in math, reading, climate, and parent engagement.)

Problem of Practice Students are not actively engaged in their learning; therefore, students in subgroups (Black, Hispanic, ELL, Special Education, and Free and Reduced Meals) are not making adequate gains in reading and math across the district.

Theory of Action Action Steps Evidence of Implementation Support Needed (School Year)

If the district provides the time and resources to support the data team process, then educators will be able to use the data to differentiate instruction and students will be engaged and instructed at their readiness level and student achievement will improve.

● Develop and implement ongoing progress monitoring checks through the use of Map Skills (2016-2019)

● Analyze CFA reliability to predict success on standardized assessments (2016-2019)

● Vertically align curriculum and assessments; provide opportunities for vertical collaboration (2016-2019)

● Provide necessary training, coaching, and professional development in task design that

● CFA and benchmark data ● MAP Skills data ● Instructional Rounds data ● Teacher evaluation data ● Administrator evaluation data ● IDT and SDT agenda and

minutes ● Administrator feedback on

IDT process to ensure effective collaboration that

● Time to work with Curriculum Leadership Team biweekly ● Substitute coverage ● Hire instructional coaches to support data teams and instructional

improvement at all levels ● ELL instructional materials and ELL tutor ● ELL teachers/tutors to attend state provided ELL trainings ● Funding to support initiatives

Updated 10/31/2017 3

utilizes engagement techniques such as questioning, discourse, and differentiation (2016-2019)

● Provide necessary training and coaching to provide differentiated ELL support (2016-2019)

● Continued review of IDT, SDT, and SRBI process (2016-2019)

● Focus classroom observations and walkthroughs on differentiation, student engagement, and ELL instructional tools (2016-2019)

affects student achievement ● PDE/PDES Training

Schedules ● PD evaluations ● LAS Links data ● SRBI Progress Monitoring

Forms ● Lesson plans

If the district institutes the Instructional Rounds process, then educators will be better informed about the needs in each building and better able to provide focused PD and student achievement will improve.

● Provide PD/training in Instructional Rounds (2016-2019)

● Continue implementation of Instructional Rounds in all schools twice yearly (2016-2019)

● Create Instructional Rounds rubrics based on school problem of practice (2016-2019)

● Teacher and administrator evaluation data to inform focus areas

● CFA and benchmark data ● Instructional Rounds data ● Communicate conclusions to

staff in faculty meetings ● Teacher/administration

feedback

● Attend National PD with Curriculum Team, administrators, teacher leaders

● Substitute coverage ● Time for school-wide and individual PD

If the district provides time and resources for professional development to support the use of research based instructional strategies, then educators will be able to more effectively engage and instruct students, and student achievement will improve.

● Use student and teacher assessment data to determine areas of professional development (2016-2019)

● Provide PD to increase student engagement: differentiation, questioning and discussion techniques, culturally responsive classrooms, rigorous student centered task design, and using assessment in instruction (2016-2019)

● Provide support for teachers of ELL through coaching and PD based on student need as indicated (2016-2019)

● Provide opportunities for teachers to explore SB type questions and interim assessments.

● Provide follow up and monitoring of all PD

● CFA and benchmark data ● MAP Skills data ● Instructional Rounds data ● Walkthrough feedback ● Teacher survey data ● Teacher evaluation data ● Administrator evaluation data ● LAS Links data

● Substitutes for Instructional Rounds, coaching visits, and lesson studies

● Professional materials to support PD and coaching ● Additional coaches to support core curriculum ● Presenters (internal and external) ● Time (SDT, DDT, Staff Meetings) ● ELL PD ● Money needed to purchase multiple copies of professional texts

Updated 10/31/2017 4

through coaching, Instructional Rounds, walkthroughs, and formal feedback (2016-2019)

● Implement lesson study at all grade levels in language arts and math (2016-2019)

● Engage staff in professional book clubs during District Leadership Team (2016-2019)

● Provide PD to administrators during administrator meeting times

If the district uses technology to transform teaching and learning, then educators will be better equipped to increase students’ digital literacy, engagement, and provide students opportunities to use technology-based tools to support their instruction and student achievement will improve.

● Develop a plan for implementing instructional technology (2016-2019)

● Create a committee and complete vision for implementing instructional technology and digital literacy (2016-2019)

● Provide PD and coaching for all staff on the use of new hardware and applications (2016-2019)

● Provide PD and coaching for increasing student engagement through technology integration (2016-2019)

● Provide PD and coaching strategies for integrating technology into instruction (2016-2019)

● Implement one-to-one devices at MHS at all schools (Completed Spring 2019)

● Research and implement blended learning instructional opportunities (2016-2019)

● Walkthrough data ● CFA and benchmark data ● Instructional Rounds data ● Teacher survey data ● Teacher evaluation data ● IT Department Needs

Assessment results

● Needs Assessment ● Purchasing of equipment ● Training with individualized support ● Substitute coverage ● Ongoing support for staff from ETS/IT Department ● Increase the number of instructional coaches over the next three

years

If the district provides time for continued curriculum development, then educators can create, implement, and revise curriculum and instructional practices in order to improve student achievement.

● Attend PD on standards by supervisors, coaches, EISTs and CSDE (2016-2019)

● Provide time for curriculum creation and revision (2016-2019)

● Provide training in, develop curriculum for, and implement the Next Generation Science Standards (NGSS) at the elementary and secondary levels (2016-2019)

● Provide training in, develop curriculum for, and

● PD evaluation data ● IDT minutes show revised

curriculum and assessments being implemented

● Completed curriculum in Google

● Curriculum writing schedule ● Teacher evaluation data from

MEED shows curriculum is

● Training for teachers and administrators related to curriculum and instruction

● Substitute coverage ● Training for teachers and administrators related to ELL instruction ● Training for Elementary and Secondary teachers on the NGSS and

Social Studies Frameworks ● Funding to purchase instructional resources for realignment of

curriculum ● Funding to support continued professional development and

Updated 10/31/2017 5

implement the Social Studies Frameworks at the elementary and secondary levels (2016-2019)

● Provide follow up and monitoring of all PD through coaching and Instructional Rounds (2016-2019)

● Gather resources and provide PD on assessment and instructional strategies to support student achievement on state assessments (2016-2019)

● Create SB type questions/assessment that are aligned with curriculum unit standards.

being implemented

curriculum leadership

If the district places a focused emphasis on math instruction, then educators will be able to more effectively engage students and student achievement in math will increase.

● Establish math SLO goals for elementary teachers (2016-2019)

● Recommend elementary math block of 60-75 minutes (2016-2019)

● Implement the guided math framework at the middle school level (2017-2019)

● Implement the guided math framework at the elementary level (2016-2019)

● Conduct vertical alignment meetings with teachers in Pre-K-5 and 3-10 (2016-2019)

● Implement growth mindset strategies in Grades K-12, as supported by DDT action research (2016-2019)

● Implement lesson study at all grade levels (2016-2019)

● Provide differentiated math professional development (questioning/student discourse strategies, productive group work, student engagement strategies, differentiation techniques) (2016-2019)

● Math CFA and benchmark data

● MAP Skills data ● Teacher and administrator

evaluation data ● District Data Team survey

results regarding mindset ● Minutes and resources from

DDT ● PD evaluations

● Professional development related to differentiated and engaging math strategies

● Coaching visits to support implementation and follow up professional development

● Time within schedule to increase length of math instruction ● Time to collaborate as vertical teams ● Substitute coverage ● Support from DDT math sub-committee

If we implement the use of various assessments to gain data on progress toward proficiency on standardized assessments, then educators will be

● Implement SB Interim Assessments. (Secondary 2017-19, Elementary pilots 2017-18)

● Implement the use of Khan Academy

● CFA and benchmark data ● Instructional Rounds data ● Walkthrough feedback ● Teacher evaluation data

● Training on implementation of SB Interim Assessment ● Training on evaluating data from SB Interim Assessments ● Time for data discussion about assessment results

Updated 10/31/2017 6

better able to provide individualized instruction and support, and student achievement will improve.

● Implement the use of SB resources ● Revise formative assessments to reflect

SB/SAT questions ● Use MAP benchmark data to inform

instruction ● Use MAP benchmark data to predict SB

proficiency scores ● Use IDT cycle process to evaluate interim

assessments

● Administrator evaluation data ● LAS Links data

If the district embeds personalized learning structures, then educators will maximize opportunities to provide instruction, remediation, and enrichment specific to each student’s needs.

● Define personalized and blending learning and models

● Provide professional development in personalized learning models and practices

● Adopt a district model for personalized learning ● Identify applications needed to support

personalized learning ● Establish MPS Innovative Practices Committee ● Pilot personalized learning applications and

models ● Implement personalized learning with support

of curriculum leaders and coaches

● Adoption and use of personalized learning applications

● CFA and benchmark data ● Progress monitoring data ● Instructional Rounds ● Evaluations ● Walkthroughs

● PD ● Staffing ● Research ● Resources for MPS Innovative Practices Committee

Updated 10/31/2017 7

District Improvement Goal 2: School Climate Students and adults will value and demonstrate personal responsibility, character, cultural understanding, and ethical behavior. (See DDT subcommittee minutes for action research SMART goals in math, reading, climate, and parent and community engagement.) Identified Need

Elementary Suspension Data

2014-2015 2015-2016 2016-2017

% (n) of students who received ISS by subgroup

% (n) of overall subgroup who received ISS

% (n) of students who received OSS by subgroup

% (n) of overall subgroup who received OSS

% (n) of students who received ISS by subgroup

% (n) of overall subgroup who received ISS

% (n) of students who received OSS by subgroup

% (n) of overall subgroup who received OSS

% (n) of students who received ISS by subgroup

% (n) of overall subgroup who received ISS

% (n) of students who received OSS by subgroup

% (n) of overall subgroup who received OSS

Black 27 (4) 1 (4) 27 (10) 2 (10) 39 (14) 3 (14) 32 (12) 3 (12) 30 (21) 5 (21) 32 (12) 3 (12)

Hispanic 40 (6) 1 (6) 43 (16) 3 (16) 31 (11) 3 (11) 45 (17) 4 (17) 36 (25) 6 (25) 34 (13) 3 (13)

White 27 (4) <1 (4) 22 (8) 1 (8) 25 (9) 1 (9) 13 (5) <1 (5) 23 (16) 2 (16) 24 (9) 0.9 (9)

F/R Meals

87 (13) 1 (13) 78 (29) 3 (29) 75 (27) 3 (27) 87 (33) 3 (33) 78 (54) 6 (54) 79 (30) 3 (30)

Paid Meals

13 (2) <1 (2) 22 (8) 1 (8) 25 (9) 1 (9) 13 (5) <1 (5) 22 (15) 1 (15) 21 (8) 0.7 (8)

Spec Ed 20 (3) 1 (3) 32 (12) 5 (12) 39 (14) 6 (14) 16 (6) 3 (6) 22 (15) 7 (15) 24 (9) 4 (9)

ELL 7 (1) 1 (1) 3 (1) 1 (1) 8 (3) 2 (3) 5 (2) 2 (2) 1 (1) 0.8 (1) 3 (1) 0.8 (1)

High School Suspension Data

2014-2015 2015-2016 2016-2017

% (n) of students who received ISS by subgroup

% (n) of overall subgroup who received ISS

% (n) of students who received OSS by subgroup

% (n) of overall subgroup who received OSS

% (n) of students who received ISS by subgroup

% (n) of overall subgroup who received ISS

% (n) of students who received OSS by subgroup

% (n) of overall subgroup who received OSS

% (n) of students who received ISS by subgroup

% (n) of overall subgroup who received ISS

% (n) of students who received OSS by subgroup

% (n) of overall subgroup who received OSS

Black 37 (40) 14 (40) 40 (24) 8 (24) 34 (42) 15 (42) 44 (20) 7 (20) 38 (43) 17 (43) 46 (22) 9 (22)

Hispanic 25 (27) 18 (27) 33 (20) 13 (20) 31 (39) 21 (39) 18 (8) 4 (8) 31 (35) 20 (35) 27 (13) 7 (13)

White 34 (37) 6 (37) 27 (16) 2 (16) 32 (40) 6 (40) 31 (14) 2 (14) 27 (30) 5 (30) 25 (12) 2 (12)

F/R Meals

66 (71) 13 (71) 80 (48) 9 (48) 69 (85) 16 (85) 76 (34) 6 (34) 62 (70) 14 (70) 69 (33) 7 (33)

Paid Meals

34 (37) 5 (37) 20 (12) 2 (12) 31 (39) 6 (39) 24 (11) 2 (11) 38 (43) 6 (43) 31 (15) 2 (15)

Spec Ed 29 (31) 22 (31) 35 (21) 15 (21) 20 (25) 18 (25) 36 (16) 12 (16) 27 (31) 22 (31) 31 (15) 12 (15) ELL 3 (3) 11(3) 7 (4) 14 (4) 2 (2) 7 (2) 0 (0) 0 (0) 2 (2) 8 (2) 2 (1) 4 (1)

Middle School Suspension Data

2014-2015 2015-2016 2016-2017

% (n) of students who received ISS by subgroup

% (n) of overall subgroup who received ISS

% (n) of students who received OSS by subgroup

% (n) of overall subgroup who received OSS

% (n) of students who received ISS by subgroup

% (n) of overall subgroup who received ISS

% (n) of students who received OSS by subgroup

% (n) of overall subgroup who received OSS

% (n) of students who received ISS by subgroup

% (n) of overall subgroup who received ISS

% (n) of students who received OSS by subgroup

% (n) of overall subgroup who received OSS

Black 33 (39) 20 (39) 36 (17) 9 (17) 35 (36) 20 (36) 28 (11) 6 (11) 37 (58) 32 (58) 39 (26) 14 (26)

Hispanic 27 (32) 19 (32) 23 (11) 7 (11) 36 (37) 23 (37) 26 (10) 6 (10) 28 (43) 24 (43) 39 (26) 15 (26)

White 31 (36) 6 (36) 34 (16) 3 (16) 24 (24) 4 (24) 41 (16) 3 (16) 25 (39) 8 (39) 15 (10) 2 (10)

F/R Meals

69 (81) 17 (81) 70 (33) 7 (33) 74 (75) 17 (75) 67 (26) 6 (26) 80(125) 28(125) 88 (59) 13 (59)

Paid Meals

31 (36) 7 (36) 30 (14) 3 (14) 26 (27) 5 (27) 33 (13) 2 (13) 20(31) 6 (31) 12 (8) 2 (8)

Spec Ed 24 (28) 24 (28) 17 (8) 7 (8) 27 (28) 23 (28) 18 (7) 6 (7) 26 (41) 34 (41) 27 (18) 15 (18)

ELL 4 (5) 23 (5) 6 (3) 14 (3) 6 (6) 24 (6) 3 (1) 4 (1) 0.6 (1) 4 (1) 2 (1) 4 (1)

District Suspension Data

2014-2015 2015-2016 2016-2017

% (n) of students who received ISS by subgroup

% (n) of overall subgroup who received ISS

% (n) of students who received OSS by subgroup

% (n) of overall subgroup who received OSS

% (n) of students who received ISS by subgroup

% (n) of overall subgroup who received ISS

% (n) of students who received OSS by subgroup

% (n) of overall subgroup who received OSS

% (n) of students who received ISS by subgroup

% (n) of overall subgroup who received ISS

% (n) of students who received OSS by subgroup

% (n) of overall subgroup who received OSS

Black 36 (83) 9 (83) 35 (51) 5 (51) 35 (92) 10 (92) 35 (43) 5 (43) 36(122) 14(122) 39 (60) 7 (60)

Hispanic 27 (65) 8 (65 33 (47) 6 (47) 33 (87) 11(87) 29 (35) 4 (35) 31(103) 13(103) 34 (52) 7 (52)

White 32 (77) 3 (77) 28 (40) 2 (40) 28 (73) 3 (73) 29 (35) 1 (35) 25 (85) 4 (85) 20 (31) 1 (31)

F/R Meals

69 (165)

8 (165) 76 (110)

24 (110)

71 (187)

9 (187) 76 (93) 4 (93) 74(249) 13(249) 80(122) 7 (122)

Paid Meals

31 (75) 3 (75) 24 (34) 1(34) 29 (75) 3 (75) 24 (29) 1 (29) 26 (89) 4 (89) 20 (31) 1 (31)

Spec Ed 26 (62) 11 (62) 28 (41) 7 (41) 26 (67) 11 (67) 24 (29) 5 (29) 26 (89) 19 (89) 28 (42) 9 (42)

ELL 4 (9) 5 (9) 6 (8) 4 (8) 4 (11) 6 (11) 2 (3) 2 (3) 2 (5) 3 (5) 2 (3) 2 (3)

Updated 10/31/2017 8

% of Chronically Absent Students (18 or more absences)

Elementary Middle School High School District

2015 2016 2017 2015 2016 2017 2015 2016 2017 2015 2016 2017

Overall 5.2 3.8 3.8 6.7 8.2 7.6 14 14.9 16.2 9.5 9.0 9.1

Black 6.1 5.3 3.4 6.7 8.0 10.9 15 13.7 14.1 11.4 10.7 9.9

Hispanic /Latino

8.0 5.4 7.3 7.8 16.1 14.7 25.7 26.6 28.0 12.6 13.8 14.6

White 3.2 2.3 2.5 6.7 6.3 3.8 11.9 12.4 13.9 7.9 7.1 7.0

F/R 8.1 7.4 6.6 10.4 16.3 13.1 21.1 21.5 23.1 14 14 13.8

Paid 1.7 1.2 1.6 4.3 2 3.1 8.5 10 11.3 5.5 4.9 5.4

Spec Ed 7.2 4.3 5.8 7.5 12.8

14.8 23 23.8 25.7 17.9 18.4 17.8

No Spec Services

5.0 3.8 3.6 6.6 7.7 6.6 12.9 13.8 14.9 8.3 7.7 7.8

ELL 9.3 8.9 7.6 4.1 7 11.4 35.7 27.6 28.0 15.2 11.7 11.4

Measures/Outcomes/Performance Targets Decrease in the number of incidents of suspensions for subgroups; decrease the rate of chronic absenteeism; decrease staff absenteeism; increase rate of return on climate survey for teachers, staff, and students.

Problem of Practice If students are removed from instruction, the achievement gap will continue to increase for subgroups. If staff does not feel valued and supported, the learning environment will be adversely affected.

Theory of Action Action Steps Evidence of Implementation Support Needed (School Year)

If the district implements culturally responsive practices, then educators will be able to implement strategies to improve relationships with students in subgroups, so students will positively engage in the school community and suspension rates will decrease.

● Define cultural responsiveness and articulate a vision for cultural responsiveness in Middletown Public Schools

● Provide PD on cultural responsive through the work of Carol Dweck, Glenn Singleton, Zaretta Hammond, Eric Jensen, et. al, including professional readings

● Participate in community Racial Justice Coalition

● Suspension rate/data ● SDT minutes ● DLT minutes ● Attendance data ● Staff meeting agendas and minutes ● Share strategies at DDT for

replication at schools ● Panorama Climate Survey data ● Feedback from PD ● District stakeholder participation in

community coalition and

● Culturally Responsive PD for DLT and individual schools ● Relevant books be used by school book clubs ● Data analysis ● SSHS grant (2016-2017)

Updated 10/31/2017 9

● Meet with the Ministerial Alliance to address racial equity and build better community relationships

● Continue to roll out professional development and activities that align with the work of Glenn Singleton, Zaretta Hammond, and Eric Jensen at the school level

● Define and implement practices and policies in context of “culturally responsive practice” to identify effective common practices

● Continue to develop culturally responsive strategies that will support relationship building

● Collect and communicate data at DDT and SDT

conversations ● Increased community involvement

If the district implements and sustains behaviorial support practices and implements restorative justice practices with fidelity, then educators will be able to support the development of all students’ social-emotional health, and students will positively engage in the school community and suspension rates will decrease.

● Continue to implement and monitor positive behavioral supports at all schools

● Train students and educators to implement restorative practices as an alternative to suspension and other punitive disciplinary actions and to foster problem solving skills

● Create a district PBIS committee to allow for sustainablity, growth, and training of PBIS, including utilizing school PBIS coaches

● Create a timeline for implementing PBIS and Restorative Practices at all schools

● Suspension rate/data ● SDT minutes ● DLT minutes ● Walkthrough data ● Attendance data ● Office referrals ● Student/staff survey

● Time for PD ● Use support from agencies such as SERC and UCONN’s PBIS training program ● Use of SWIS at all schools who wish to participate to support PBIS

If we analyze and review current district policies and procedures using the Racial Equity Analysis Tool, then district and school systemic change will be evident, and all students will be provided with equitable opportunities for success.

● Provide professional development to all schools and committees about the Racial Equity Analysis Tool

● Host community conversations about equitable practices in Middletown Public Schools

● District curriculum and policy revisions

● Suspension rate/data

● SDT minutes ● DDT minutes ● Attendance data

● Time for PD ● Parents and community representation on district policy committee ● Use of growth mindset strategies

● Nellie Mae Coaches

● Culturally Responsive Circling Coaches

Updated 10/31/2017 10

● Use Racial Equity Analysis Tool to review and update curriculum, school procedures and district policy

● Office referrals ● Student/staff survey ● AP classes mirror demographics of

the school ● Graduation rates will increase

If the district continues to develop strategies for decreasing chronic absenteeism rates, seat time for all students will increase, and the achievement gap will decrease.

● Continue to convene District and School Attendance Committees to provide tiered-intervention strategies for combating chronic absenteeism

● Utilize kindergarten liaison initiative to combat chronic absenteeism at the early grades

● Provide monthly data on chronic absenteeism to all schools

● Provide professional development on chronic absenteeism, including strategies for all educators

● Suspension rate/data ● SDT minutes ● DLT minutes ● Attendance data ● Office referrals ● Student/staff survey

● Time for PD ● Support in providing absenteeism data to schools

If the district develops a comprehensive approach for identifying staff needs, then the district can better support educators’ fulfillment of professional responsibilities so that educators feel valued and students will learn in a positive environment.

● Provide formal and informal opportunities for staff input to determine needs not addressed on surveys

● Celebrate adult successes at individual schools, i.e.: academic achievements, culture and climate achievements, student achievements, etc.

● Survey data ● Adult recognition and celebration

activities (daily, weekly, monthly)

● Ongoing verbal and/or written affirmation ● Employee Assistance Program Wellness efforts from our Human Services and

Insurance Departments (ongoing)

If the district develops personalized and differentiated professional development to meet the instructional, organizational, and professional goals and needs of educators, they will feel valued and students will learn in a positive environment.

● Survey staff on professional development needs

● Provide opportunities for personalized professional development

● Provide development and coaching opportunities that address specific strategies based on needs identified by teachers

● Foster teacher leaders to deliver professional development in areas of

● Survey data ● Personalized professional

development opportunities provided ● Teacher leaders providing

professional development at school and district level

● Time for PD

Updated 10/31/2017 11

expertise ● Provide opening day professional

development to improve teacher morale, and/or address specific needs with strategies

Updated 10/31/2017 12

District Improvement Goal 3: Talent Development The district will develop systems and strategies to recruit, hire, develop, evaluate, and retain excellent school leaders, teachers, and support staff. Identified Need Certified Staff Retention/Turnover Rates

School Year

Resigned Retired Total Certified Teachers /Admins

Retention of Staff

Turnover of Staff

2013-2014 30 14 44 451 90.00% 10.00% 2014-2015 25 9 34 467 93.00% 7.00% 2015-2016 23 10 33 469 93.00% 7.00%

Certified Staff Applicants

Gender Race/Ethnicity

2014-2015 2015-2016 2016-2017 2014-2015 2015-2016 2016-2017

Choose ‘No Response’

68 3.5% 38 2.7% 39 3.2% American Indian or Alaska Native

3 0.2% 1 0.1% 2 0.2%

Did Not Respond

72 3.7% 52 3.7% 61 5% Asian or Pacific Islander

22 1.1% 16 1.1% 24 2%

Female 1251 63.7% 1057 75.9% 811 66.7% Black 108 5.5% 66 4.7% 72 5.9% Male 573 29.2% 245 17.6% 304 25% Hispanic 63 3.2% 78 5.7% 55 4.5%

Not Hispanic 6 0.3% 5 0.4% 5 0.4%

Two or More Races 32 1.6% 24 1.7% 19 1.6%

White 1515 77.1% 1061 76.2% 891 70.9%

Chose ‘No Response’ 137 7% 89 6.4% 106 8.7%

Did Not Respond 75 3.8% 52 3.7% 62 5.1%

Updated 10/31/2017 13

October 2016 Middletown Public Schools Certified Staff

Gender / Race/Ethnicity

Male MPS% State of CT % who hold certificate

Female MPS% State of CT % who hold certificate

White 84 86.61% 82.16% 357 95.45% 84.62%

Black 4 4.12% 4.00% 10 2.67% 2.96%

Hispanic 5 5.15% 3.29% 6 1.60% 2.98%

Asian 4 4.12% 0.83% 1 0.27% 0.93%

American Indian/ Alaskan Native

0 0.00% 0.25% 0 0.00% 0.15%

Two or More Races

0 0.00% 0.00 0 0.00% 0.00

Not Reported 1 0.00% 9.47% 0 0.00% 8.36%

Total 97 100.00% 100.00% 374 100.00% 100.00%

Minority certified staff: 6.37%

October 2017 Middletown Public Schools Certified Staff Gender / Race/Ethnicity

Male MPS% State of CT % who hold certificate

Female MPS% State of CT % who hold certificate

White 84 84% 82.16% 342 94.74% 84.62%

Black 5 5% 4.00% 12 3.32% 2.96%

Hispanic 5 5% 3.29% 6 1.66% 2.98%

Asian 4 4% 0.83% 1 .28% 0.93%

American Indian/ Alaskan Native

0 0 0.25% 0 0 0.15%

Two or More Races

2 2% 0.00% 0 0 0.00%

Not Reported 0 0 9.47% 0 0 8.36%

Total 100 100% 100.00% 361 100% 100.00%

Minority certified staff: 7.59%

Measures/Outcomes/Performance Targets Increase the professional knowledge of existing teachers, increase the number of highly qualified minority staff members in order to mirror our student population, and revise district hiring policies. (See DDT subcommittee minutes for action research SMART goals in math, reading, climate, and parent engagement.)

Problem of Practice Middletown Public Schools has a sense of urgency in recruiting and retaining high quality staff and staff that mirror the diversity of our student population.

Theory of Action Action Steps Evidence of Implementation Support Needed (School Year)

If the district offers relevant and ongoing professional development that supports the district’s programs and initiatives, then educators will be more competent and will better retain staff and support student learning, and student achievement will improve.

● Implement bi-weekly collaborative meetings with Curriculum Leadership Team to discuss PD needs of staff, (2016-2019); plan and implement PD effectively

● Meet with Professional Development and Evaluation Committee (PDEC/DLT) up to three times a year to discuss PD and gather input based on staff and student needs (2016-2019)

● Provide “shoulder to shoulder” coaching and PD for teachers and new administrators (2016-2019)

● August and November PD schedule and evaluation surveys

● Increase of teachers scoring at or above proficiency on Danielson Framework

● Evaluation/feedback rating forms from PD

● Walkthrough data ● Technology skills improve in

students and adults ● Administrator/coaches stakeholder

feedback

● Budget for additional professional development

● Instructional coaches in the schools ● More candidates from colleges available ● ELL PD ● Funding needed for Leadership Academy

projects

Updated 10/31/2017 14

● Seek out “train the trainer” models of PD opportunities (2016-2019)

● Provide instructional technology training (2016-2019)

● Provide culturally responsive professional development to staff to better understand the needs of our diverse population (2016-2019)

● Provide professional development for paraeducators (2016-2019)

● Provide opportunities for teacher leadership (2016-2019)

● Feedback from participants in Leadership Academy

If the district revises the interview process and ensures the members of the committee have the knowledge and skills needed to select the most qualified and best candidates for our district, then highly qualified educators who possess the necessary skills will be hired, and student achievement will improve.

● Create a timeline for hiring for each position as early as possible (2016-2019)

● Continue to develop and implement rubrics for reviewing applications (2016-2019)

● Continue to incorporate a demonstration lesson in a classroom before hiring new teachers when applicable (2016-2019)

● Observations held ● Revised rubrics used for every

teacher and administrator hire ● Create and provide a hiring process

binder for each administrator (2016-2017)

● Teacher retention data

● Rubric best practice samples ● Support staff in HR

If the district engages in broader minority staff recruitment opportunities, then qualified educators who represent our student demographic population will be hired, and students will identify themselves with a role model of their cultural background.

● Include minority representation on recruitment committee (2016-2019)

● Encourage BOE members to advocate at the State level for greater minority recruitment (2016-2019)

● Continue to strengthen Pathways Program to encourage the enrolled future teachers to return to MPS (MPS

● Committee membership ● BOE minutes ● Pathways Program agenda ● Attendance at minority recruitment

fair ● Educator attendance to Pathways

classes ● Future Teachers in elementary

schools

● Budget for traveling to recruitment fairs ● Invitation to Pathways ● Marketing materials for recruitment fairs ● Funding for student transportation ● Funding for the marketing brochure and

virtual career fair

Updated 10/31/2017 15

is one of 8 districts with this HS program) (2016-2019)

● Encourage TEAM trained staff and administrators to speak at the Pathways Program to promote the teaching profession (2016-2019)

● Continue to attend CT minority teacher recruitment fairs (2016-2019)

● Attend historically black colleges and universities (2016-2019)

● Minority recruitment advertisements on social media such as LinkedIn, Diversity in Education, Twitter (2016-2019)

● Create a brochure that will highlight our intrinsic benefits of working in Middletown which includes mentoring, building positive relationships, and cultivating employee relations (2016-2019)

● Virtual minority job fairs to connect with prospective employees (2016-2019)

● Central office administration and teacher minority representative attend local and out of state recruitment fairs

● Advertisements on social media ● Marketing brochure ● Attendance at the virtual fair

Updated 10/31/2017 16

District Improvement Goal 4: Family and Community Engagement The district will develop systems and strategies to support student success by strengthening school family community partners.

Measures/Outcomes/Performance Targets Decrease the rate of chronic absenteeism in subgroups by 3% each year to reach below 10%; increase parent teacher conference participation rates by 1% each year to reach at least 95%; increase parent involvement indicator on climate survey instruments on School Connectedness for subgroups to at least 3.5%; increases return rate on climate survey instruments for parents of subgroups by 1% each year. (See DDT subcommittee minutes for action research SMART goals in math, reading, climate, and parent engagement.)

Problem of Practices If parents are not engaged in their child’s academic and social school success, the achievement gap will continue to exist and possibly increase.

Theory of Action Action Steps Evidence of Implementation Support Needed (School Year)

If the district engages and collaborates with the community, parents, students, and school staff (to include central office administration and the Board of Education) to develop short and long term plans to build relationships and improve district-wide attendance, then chronic absenteeism will decline for all students including subgroups and parent engagement will increase.

● Maintain broad and diverse representation on the District Nellie Mae Family Community Engagement committee, which meets monthly to address community engagement and equity (2016-2019)

● Create and train school based advisory committees comprised of parents, staff, and community members for schools to engage parents and the community in student learning (existing structures include Governance Councils and/or parent committees) (2016-2019)

● Maintain links between District’s Nellie Mae Community Engagement Committee and existing committees and agencies such as Board of Education, City Council, DLT, and DDT, Central Office, Governance Councils, PTA/O, Ministry Alliance, MFT, etc. (2016-2019)

● Establish productive and authentic relationships and dialogue with families, school staff, and community members as it relates to equity in education (2016-2019)

● Representative SFCP Committee as evidence by membership

● Board and council members assigned to schools

● Kindergarten attendance logs ● District or school attendance

committee minutes ● SFCP minutes ● DLT and DDT minutes ● SDT and climate minutes for each

school ● Attendance data ● Panorama Survey Data

● Representative SFCP committee and attendance committee

● Board of Education & Council Members attendance

● Consortium Grant’s funding for Kindergarten Attendance Liaisons

● Training for school based advisory committees

● Funds to schools based advisory committees to support parent engagement activities

Updated 10/31/2017 17

● Maintain district-wide and school-wide attendance committees to analyze data and develop strategies for decreasing chronic absenteeism (2016-2019)

● Discuss attendance and chronic absenteeism bi-monthly at either climate committee, attendance committee, or school data team meetings (all schools) (2016-2019)

● Meet monthly with Kindergarten Attendance Liaisons and maintain kindergarten attendance liaison position to address kindergarten attendance (2016-2019)

● Partner with the School Readiness council and the preschool/kindergarten alignment committee to address preschool attendance concerns (2016-2019)

● Maintain Adopt-a-Board member for each school (2016-2019)

● Explore/Implement Adopt-a-Council Member for each school (2016-2019)

● Present to Board and Council on the “Adopt a School “ Model (2018-2019)

● Partner with the Ministry Alliance and other faith based organizations (2016-2019)

If the district evaluates, sustains, and expands the home visiting models then there will be a decrease in chronic absenteeism and an increase in parent engagement. Home visiting projects include: Parent Teacher Home Visiting Project,

● Evaluate our current home visiting models and funding sources (2016-2019)

● Continue training staff on the Parent Teacher Home Visiting Model (2016-2019)

● Expand parent teacher home visiting model to other elementary and secondary

● Attendance data ● Panorama survey data ● Home visiting logs ● Parent-teacher conference

participation

● Evaluation of home visiting models and funding sources

● Request BOE funding or grants to continue and/or expand home visiting

Updated 10/31/2017 18

Family School Connection Home Visiting Model, includes Family Development Credentials (FDC), Triple P, Family Resource Center’s PAT Home Visiting, and Kindergarten Attendance Liaisons

schools (2016-2019) ● Explore and expand intensive home

visiting programs through PAT and FDC trained home visitors to all Title 1schools (2016-2019)

● Expand the use of Triple P parenting model for home visitors (2016-2019)

● Maintain Kindergarten Attendance Liaisons at all elementary schools to conduct home visits (2016-2019)

If the district creates opportunities for honest dialogue among families, staff, students, and community partners on topics related to family and community engagement and how to support students’ success, then parent engagement will increase.

● “Walk In Day” to launch school theme and community support for education, “Every Student, Every Day Empowered to Achieve” (2016-2019)

● Hold community dialogues using the Circling model, i.e. Restorative Justice Model, achievement gap, growth mindset, redistricting, racial equity (2016-2019)

● Representative participation at October Walk In and Community Forums

● Panorama survey data ● Attendance data at forums ● Parent-teacher conference

participation ● Achievement gap data ● ALICE report from United Way

● Survey community members for forum topics

● Messaging campaign for participation of community members

● BOE funding or grants to support forums and Parent Camps

● Representative participation from school and community

If the district provides professional development on the Dual Capacity Framework for Family School Community Partners to staff and families, then stakeholders will be better equipped to effectively communicate and build productive relationships that will decrease chronic absenteeism and increase parent engagement and student achievement.

● Roll out the Dual Capacity Framework for Family School Community Partners professional development to staff, families, and the community (2016-2019)

● Each school will have a team comprised of school staff and families that meets regularly to address parent engagement (School Governance Councils, Climate Committees, or School Family Community Partnerships) (2016-2019)

● Each school team will create and implement one parent engagement activity tied to the Dual Capacity Framework in each year of the DIP (2016-2019)

● Panorama survey ● Minutes from parent engagement

team meeting ● Evaluation of activity tied to parent

engagement at the school level

● PD for Administrative Council ● PD for DDT and individual school

teams comprised of parents and staff and community members

● Explore district speaker for opening day on parent engagement

● Expand book talks on poverty ● Funding or grants to support

engagement activities for families