B.O.E. Goals Summary

Regional School District #10 Board of Education Goals 2006-07

Summary Report

Goal #1: The Board of Education will provide high quality educational services to enable students to master and improve the basic skills they need to ensure life-long literacy. District and building goals will be focused on students’ acquisition of skills in comprehension, research, analysis and evaluation and defense of a critical position.

Objective #1: All students will master the basic skills they need to ensure life-long literacy. Among these skills are: literal and inferential comprehension and defense of a critical position.

Elementary Schools: To develop and implement assessments and rubrics to evaluate student performance on literacy objectives with the goal of elementary students at each grade level on “Making Reader/Text Connections”.

Both elementary schools set as a goal to develop and implement District Benchmark Assessments and “Along the Way” formative assessments.
This is the first year that the two schools set the same target goals.
Reading consultants and Director of Language Arts/Library Media worked with the principals to analyze 2006 Spring CMT results and shared information with grade level teams.
Grade level discussions took place regarding strategies to improve student performance.
Consultants met regularly with grade level teams to review progress and modify “Along the Way” assessments.
Administrators participated in Walkthrough visits to classrooms to assess progress.
2007 CMT was administered.

Harwinton Consolidated School:

While the data from the Spring Benchmark Assessment included results in four areas: Forming a General Understanding, Developing an Interpretations, Making Reader/Text Connections and Examining the Content and Structure, the goal emphasized Making Reader/Text Connections. Teachers worked collaboratively with the reading specialists to identify strategies and to develop these new benchmark assessments. In Grade 3, 29% of the students had a score of at least 2 or 24% growth from the October assessment, in grade 4, 59% had a score of at least 2 or 51% showed growth from the October assessment, and in grade 5, 27% of the students had a score of at least 2 or 20% showed growth from October. In looking at student performance at reading level on DRA, in grade 2, 84% of the students were at DRA grade level from 68% in the Fall, in grade 3, 85% were at grade level on DRA as opposed to 69% in the fall.

The 2007 CMT results were excellent and indicated progress in grades 4 and 5 with 88.3% of students in grade 4 reaching proficiency or higher and 89% of students in grade 5 reaching proficiency. In terms of goal, 79% met at least goal in grade 4 and 80.3% met at least goal in grade 5. These scores are higher than the previous year. Grade 3 showed a drop in both proficiency and goal from the previous year. A variety of factors may be at work, but we are most concerned with having grade 3 students involved in a long testing process. Comments have been made around the state regarding this issue.

Given that this was the first year of setting up a goal number for the “Along the Way” formative assessments, it was reasonable to expect that the standard of 80% would not be attained in this first year. The Benchmarks were newly created and thus may not have been an accurate portrait of student performance at a given moment in time. Similarly, teachers were new to incorporating specific strategies and there was a steep learning curve for both students and staff. Some teachers had classes that were able to exceed the 80% goal. Further analysis will find out what the differences were and which strategies were more effective. This will strengthen the results for next year and move this further along. Additional work will be done to calibrate the “Along the Way” assessments so that they more accurately forecast results on CMTs.

Lake Garda School:

For grades 3-5, students showed significant growth in the CMT C-strand from October to May. Data indicates that in 88% of the individual classrooms students experienced growth. The majority of students in all grade levels received a score of “0” on the connection strand in October. On the spring benchmark, only 6 students in grade 3, 4 students in grade 4 and 5 students in grade 5 received a score of “0”.

Recommendations were made at each grade level for improvement. Strategies were developed especially for strand C – making connections. Professional development activities, observations and discussions were focused on practices which would show student improvement.

Reading consultants and teachers appear to have taken on this goal enthusiastically and are spending time analyzing the results. Staff development plans reflect a focus on Dave Monti’s comprehension strategies, non-fiction strategies, collaborative peer observations, CMT writing and scoring follow-up meetings, Bob Garry’s SREC and POW workshops and other grade level specific activities. The work of the Literacy Support Team and the establishment of Professional Learning Communities are two important developments at Lake Garda School.

The in-house benchmarks have helped to establish a baseline for future work. The benchmarks may need adjustments and the teachers may need to adapt to other strategies that are more effective. The reflection document indicates that students received direct instruction and opportunities for guided and independent practice on the C-1 and C-2 making connection questions. During instruction they were given frames to assist with their responses for benchmark assessments or along the way assessments. Students did not make the transfer indicating their need for instruction and practice in this skill. Obviously, more work should be done to improve the second grade outcomes, but given the progress that was made, teachers are moving forward.

Elementary Schools: To improve students’ reading comprehension in kindergarten and grade one through the implementation of various strategies with 80% of the student population meeting grade level expectations in reading comprehension as evidenced by the DRA exit benchmark levels.

Harwinton Consolidated School:

This goal involved administering and sharing the 2006 DRA2 results with grade level teams. Teachers administered appropriate tasks from the DRA2 Word Analysis program and had students work in groups based on their needs. After using various strategies implemented by the teachers, the DRA2 were administered in the spring.

In January, 92% of kindergarten students had reached DRA of 2, and in May 86% had reached a DRA of 4. Among the first graders, 62% had reached a DRA of 6 in the fall, and 84% had reached a DRA of 16 NF in the spring. Two classes in kindergarten had 94% of the students at goal, and two classes in grade 1 had over 90% at goal. Since the goal at the end of kindergarten is to “break the code” of reading, the progress is significant.

This was a highly successful goal. Teachers, working during team time, planned for phoenemic awareness activities, literacy centers which emphasized phoenemic awareness, sight words, writing response, fluency and comprehension. They also worked on home-school connections by providing materials to be worked on at home. The remedial programs offered by Julie D’Ambruoso also were influential in this dramatic improvement. The progress in grade one was impressive and all the teachers are to be complimented for their efforts. Working with the Literacy Team, the teachers are already busy at work analyzing the data in order to develop next steps.

Lake Garda School:

The exit data indicates that at least 80% of the students in grades K and 1 exited their grade level at the appropriate DRA level. In grade 2, students made significant growth as measured by their October and May benchmark assessments and their exit DRAs, although 80% did not meet the desired goal of 2 of the May benchmark. It will be important to evaluate the specific teachers whose students feel below the benchmark significantly and provide support for them in the upcoming year. The work of the Literacy Support team showed that the students made significant progress.

The Literacy Support Team model has made a difference with the at-risk readers in the primary grades. Some students were able to exit the program within the first year of receiving literacy support, while others exited after their second year. The close monitoring has also allowed for quicker identification students with potential special education needs. The collaborative teaching pairs including special education staff and the regular meetings to discuss students needs have heightened response rates. The instruction is very prescriptive in nature, truly assisting students with repletion in areas of weakness.

Har-Bur Middle School: All Har-Bur teachers will develop, in conjunction with their department coordinator, two common grade-level benchmark CMT-like assessments that will be administered in October and January.

The anticipated outcome was to have students able to demonstrate enhanced performance on three CMT reading comprehension areas: initial understanding, developing an interpretation and defending a critical stance. Teachers did give two subject area CMT-like common assessments and met with coordinators to discuss testing results and develop plans for 2007-08. Next year a minimum of four assessments will be given.

Teachers worked throughout the year on this goal and used professional development time to analyze the results. The CMT results have recently arrived and further investigation and analysis should yield trends to direct further work on this project. Overall the CMT results at Har-Bur are excellent. In particular reading scores in grades 6, 7 and 8 for reaching goal were 82.4%, 83.2% and 90.2%. The score for 8^th grade reading was second highest for our DRG in the state. Efforts at the building level and at the elementary levels have certainly paid off with these excellent results.

Further work will be done on the outcomes of the specific assessments tried this year by teachers. It will be important to summarize important initiatives that worked especially in light of the CMT results. That being said, there is a clear indication that boys in particular have lower scores in reading and writing that persists over time. Clearly the questions we ask students, the reading material we ask them to read and the topics we use for writing prompts play a part in this as well. Perhaps motivation is a bigger factor than we assumed and we need to consider more non-fiction work which generally appeals to boys. Giving thought to how to overcome these discrepancies will be important for the formulation of the next year’s goals.

Teachers worked with Jean Ann Ward, our middle school reading consultant, and administration did attend a workshop on “Improving Middle School Student Achievement Using a Response to Intervention Model”. Teachers were also taught how to put the information in a spreadsheet for easier data manipulation.

Lewis Mills High School: LSM faculty will develop and implement instructional strategies and corresponding assessment techniques to enhance and measure student achievement of literacy skills as outlined in the Region #10 Literacy Dashboard. The goal is to have 80% of the students meet goal in each area.

In reviewing the previous data on 2006 CAPT, it was found that many students were within 10% of achieving goal with the majority within 5%. Department coordinators met to discuss student performance of various strands of the test areas. The area of critical thinking was highlighted as an area of concerns.

The teachers worked to expand the repertoire of reading strategies of students to better understand information presented in their content area. Students were encouraged to expand their thinking and response to prompts, participate in class discussion and complete creative assessment projects. Efforts were made to work with Ellen Coville, the reading consultant, on strategies in the classroom. She spent one marking period with each major content area (English, Social Studies, Mathematics and Science) and in freshmen classes. Ms. Coville also worked directly with students at-risk, with performance improvement shown by these students.

Using the walk-through training model, administrators visited classrooms noting the amount of higher order questions being asked. Teachers were made more aware of the need for these types of questions through in-service and special training sessions. Evaluation reports also highlighted literacy objectives and student performance data. The Lesson Format sheet indicated that all teachers have been encouraged to review objectives and to formulate activities that support higher order thinking and in-depth analysis. Teachers also were introduced to Best Practices of other classrooms via bulletin boards and idea sharing at faculty meetings.

The recently received CAPT results indicate that enormous progress is being made. Among our 10^th graders, over 95% met proficiency in reading and science, 92.5% in mathematics and 94.5% in writing. The results also indicate gains in goal levels with reading going from 59% at goal last year to 74.4% this year; writing going from 61% to 73.9%, science from 55% to 67.3% and mathematics from 62% to 63.3%. Continued efforts to identify weak students, especially in mathematics, will result in even better performance. The work we’ve done to align curriculum K-12 in the language arts area should also help in this effort across all content areas.

Special Education: 80% of Special Education students will improve reading comprehension skills

The General Education reading consultant worked with special education teachers on instructional strategies in reading. An outside consultant did a refresher course in the Wilson Reading program. Teachers worked with students on specific CMT reading strategies. All special education teachers received two flip charts o n reading strategies and building CMT skills in reading and writing. These could be referred to during work with individual students.

n reviewing CMT data, 82.7% of the special education students made gains in reading comprehension skills. Our efforts to provide supportive instructional lessons and an expectation that special education students at all levels can be successful and make real progress have paid off with the outstanding performance of these students.

Other:

Burlington Public Library and Region 10 School District were honored for their 2006 summer reading partnership program by Governor M. Jodi Rell at a special award program held at Bristow Middle School in West Hartford. The award was given to recognize the 2006 summer reading program, “This Town is Your Town…This Town is My Town - Happy Birthday Burlington” in honor of the bicentennial of Burlington. Similar projects and collaboration with the Harwinton Public Library have expanded opportunities for all students. Suggested summer reading lists and the purchase of books for use in the libraries is a most beneficial project for students of both towns.

The research projects for grades 3-11 are now in their second year. The process is continually being revamped with expectations being established for the librarians, technology teachers and the classroom teachers. It is hoped to give a broader report to the Board as we enter year three.

Goal #2: Board of Education will strive to provide programs that will encourage students and staff to develop and improve life-long wellness strategies through a coordinated plan of nutrition, physical fitness and support services.

Objective #1: To improve the K-12 physical education/health program by developing a K-12 wellness program.

Actions to be completed

Actions taken

Begin

End

Persons Responsible

2.1 Implement wellness program in grades 1-5

Curriculum written, maps completed

8/04

Ongoing

P.Jones, elementary PE/Health teachers

2.2 Develop wellness portfolio for grades 1-5

Identify/skills attributes
Identify assessment instruments including technology and projects
Implement wellness portfolios

Grade 1-locomotor checklist-self and teacher

Grade 2-fitness components, circuit training

Grade 3-fitness results with goal

Grade 4-fitness results with goal

Grade 5-fitness results with goal

8/04

Ongoing

P.Jones, elementary PE/Health teachers

2.3 Develop Adventure/Cooperative activities for K-12

Provide staff training
Pilot activities
Write curriculum
Implement activities

Create scope & sequence K-12

Elements installed with training

Mohawk Walk, Islands
Whale Watch, Spiders Web
Giant’s Finger, Maze, Platform

Wild Woosey, Beam, Trolleys

Swinging Tires installed

8/04

10/05

9/06

8/07

12/08

Ongoing

10/04

10/05

9/06

8/07

6/08

P.Jones

P.Jones, TBD

2.4 Evaluate wellness program for 5-8

Curriculum written using state standards for PE and Health
Curriculum maps written
New schedule developed integrating PE and Health

Program evaluated at end of first year-units scheduled, maps written, big ideas discussed

9/05

01/06

6/07

Ongoing

3/06

8/07

6/07

Curriculum Team: P.Jones, M.Gaydos, K.Winans, L.Sidney

HB scheduling committee: L.Sidney

P.Jones, L.Sidney, K.Smith, P.Strong, D.Wartonick

2.5 Review wellness program for 9-12

Honors PE piloted

Selective PE for 11/12 grades

Implemented 9/06

Evaluate process

Polar Heart Rate Monitors piloted

Evaluate use
Review training for 9-12 teachers

Dance added to 10^th grade curriculum

Celebrity Substance Abuse Project added to 9^th grade curriculum

Committee developed, program proposal completed, textbook selected

Exercise Physiology w/ Science

Class cancelled-small student enrollment

8/05

9/06

12/07

8/05

6/06

9/06

5/06

11/05

1/07

6/06

6/07

ongoing

6/06

9/06

6/06

1/06

1/07

P.Jones

P.Jones, P.Lazaroski

D.Keepin, P.Jones

D.Keepin

M.Tieman, L.Hamm, P.Jones

J.Langlais, P.Jones

P.Jones, D.Tanner, M.Montelfetri, A.Komar

2.6 Develop a wellness program for staff

Employee survey conducted 3/05

Activities scheduled and conducted

Presidents Challenge
Weight Watchers at Work

Walking Club
Healthy Cooking 101
Personal Fitness Plan
Weight training

New committee: K.Wesoly, B.Garry, M.Tylutki, P.Jones

Health Fair

Weight training class at night/before school
Yoga class at night
Adult CPR, First Aid class

Stress Reduction sessions: LG, HB/LSM, HCS

3/05

11/05,

11/06

11/05

3/05

3/06

5/06

1/06

12/05

10/05

9/06

3/07

6/09/07

6/07

3/05

11/05

11/06

1/06

6/05

6/06

1/06

12/05

6/06

ongoing

4/07

6/07

6/09/07

6/07

Committee: M.Gaydos, M.Tieman, P.Jones

P.Jones, C.Weaving

P.Jones, M.Gaydos

P.Jones

D.Allocca

P.Jones

B.Crowell

M.Tieman

D.Keepin

P.Jones

CSHT-P.Jones

S.Callahan, D.Keepin

P.Jones

P.Jones, L.Sidney, D.Tanner

P.Howley, S.Archangelo, P.Allan

Objective #2: To promote nutritional wellness for students and staff.

Actions to be completed

Actions taken

Begin

End

Persons Responsible

2.1 Establish a food advisory committee

-committee combined into Coordinated School Health Team

Coordinated School Health Team

Nutrition/Activity Policy adopted

Wellness Watch on district website-updated monthly
Met October, January, May
Health Fair
HCS Wellness Team

BiMonthly Schedule created for ’07-’08 year. New members added

10/04

11/05

10/05

10/06

9/06

9/07

Ongoing

3/05

Ongoing

4/07

ongoing

P.Jones, teachers, parents, administrators, students, school nurses, school psychologist, PTA representative, board member

P.Jones, Health Team

P.Jones

P.Jones & Team

M.Mazzei, P.Jones, grade representatives

P.Jones

2.3 Revise board policies on health, nutrition and snacks

Nutrition/Activity Policy adopted

Wellness Summit presentation to state school districts

10/04

2/06

3/05

2/06

P.Jones, Health Team

P.Jones

Objective #3: To improve support services in the area of student wellness

3.1 At-Risk Program

At-Risk Behaviors to Monitor	Services Provided / Resources	Persons Responsible
Academic Failure - Lack of self-discipline - Failure to take personal responsibility - Not doing homework - Lack of preparation/organization - Refusal of help - Non-responsive to failure	SAM, SAT, SST, Guidance Groups/Developmental Guidance, Care and Concern, 504, Student Support Center, Home/School collaborative, Homework Club, Transition groups, Student achievement group, Referral to home tutors, Student Academic Support Team. Refer to Student Handbook for a list of referral sources.	Student, Faculty, Parents, Guidance, Case Manager
Substance Abuse - Drugs - Prescription - Alcohol - Nicotine/Tobacco	SAM, Insight, McCall, drug screens, SRO, Nicotine Cessation group, Wellness curriculum, DARE, annual Health Seminar Day for high school students, Care & Concern.	Nurse, Administration, Wellness Dept.
Family Issues - Divorce - Step-families - Relocation - Lack of time to be together - Conflict between family members - Incarcerated members - Abuse - Grief - Family substance abuse - Financial issues	Student Support Center, Care and Concern, school psychological services, divorce groups, Susan B. Anthony, TAYS, mobile crisis units, SAM, SST, SAT, DCF referrals, family with service needs referrals, Grief group with Hospice, Home/School collaborative, Divorce Group, Torrington Youth Services Outreach Program	Guidance, School Psychologist, Nurse, Family, District Social Worker

At-Risk Behaviors to Monitor	Services Provided / Resources	Persons Responsible
Peer Issues - Aggression/anger - Bullying - Lack of connectedness - Social issues - Discrimination - Racism - Sexuality - Cyber social life - Social strata/cliques - Peer pressure	Social Skills, Grief Group, Coping Skills, SRO, Anger Management Group, Girls Group, Friendship Group, Steps to Respect, 2^nd Step, Peer Mediation, Peer Facilitator, Lunch Bunch, School psychological services, Assertiveness Groups, Mentors, Student Support Center, United Way’s “Kids in the Middle”, Husky Leadership Club, empathy training	Administration, Faculty, Guidance, Psychologist, Nurses, Student Support Center, KIM/Husky Coordinator, District Social Worker
Poor Health Habits/Obesity - Hygiene - Lack of exercise/over exercise - Poor food issues - Nutrition - Eating disorders - Steroids	Nutrition Committee, Wellness, Safety Committee, nurses, seminars, health programs, Education Connection, Polar Heart Rate Monitors, P.E. enrichment (Adaptive PE), ESPN Play Your Way Program	Nurse, Wellness Dept., Parents
Identity Issues - Self-esteem - Sexual identity - Withdrawal - Promiscuity	3 R’s, all counseling services, Mentor program, GSA, Mills Club, SRO, Peer Facilitator, referrals to Susan B. Anthony	Student, Guidance, Psychologist, Faculty
Mental Health issues - Anxiety - Eating disorders - Cutting - Mood disorders - Depression - Personality disorders - ADHD - PDD - Psychosis - OCD - Phobias - Addiction	School psychological services, FVDC, clinical day school referrals, nurse involvement, 504, Care and Concern, SAM, SST, SAT, TAYS, Mobile crisis unit, Crisis Resource Team, Health/Wellness units on some of these topics, psychiatric evaluations, Meditation Group	Guidance, School Psychologist, Faculty, Nurse, Parents

Medical issues

- Food allergies

- Asthma

- Diabetes

- Seizures

- Any chronic illness

- Eating disorders

Safety Committee, SRO, nurses, consultation w/MDS, 504 plans, SPED plans, Home/School Collaborative, Info sharing between staff and building to building, Tutoring

Parents, Nurse, Administration, Guidance, Food Services

Truancy

- Health related

- Family issue

- School phobia

- Avoidance

Family with Service Needs

Administration, Parents, Student, District Social Worker

Discipline Issues

- Behavioral

- Police involvement

- Suspensions/Expulsions

- Policy violations

- Violation of dress policy

SAM, SST, SAT, FVDC, Tutoring, Saturday School, Parent meetings, Suspension/expulsion hearings, Manifestation determination, change of clothes, impulse control, Anger Management Group

Administration, Student, Faculty, Parents

3.2 Outreach Program - Outcomes

Outreach Programs	Date of Action	Persons Responsible
Substance Use Panels Law enforcement, legal, drug counselors, school personnel presented signs and symptoms of drug use, current trends in the community, resources available in the community and school, explanation of Region 10 drug policy, parents’ legal responsibilities	Ongoing	Nurse, Guidance, Administration
Physical Education Family Fun Night Overview of wellness program in the gym, variety of fitness-based activities for parents and their children	Ongoing	Wellness Dept.
Nutrition Policy Informational sharing	Revised yearly	Coordinated school health team
Orientation Programs For parents, to help students to make transitions	Kindergarten 6^th grade 7^th grade Yearly 9^th grade 11^th & 12^th grades	Guidance, Administration, Coordinators, Faculty, Nurse
D.A.R.E.	Yearly	State Trooper with Wellness Coordinator
United Way’s “Kids In The Middle” Students mentored by community members (6-8)	Ongoing	KIM/Husky Coordinator, Middle School Assistant Principal, Faculty

3.3 To coordinate programs with PE/health that support student wellness - Outcomes

Services Provided / Resources		Persons Responsible
Discuss Health Seminar – high school		Wellness Coordinator, Wellness Department
Presidents’ Challenge – middle school		Wellness Coordinator, Wellness Department
CT at Play or Presidents’ Challenge – elementary school		Wellness Coordinator, Wellness Department
CPR/Self-Defense – high school, student’s choice		Wellness Coordinator, Wellness Department
Jump Rope for Heart – elementary school		Wellness Coordinator, Wellness Department
*Live It – 60’ of activity outside of school – log steps – middle school		Wellness Coordinator, Wellness Department
P.E. Fun Nights – elementary school		Wellness Coordinator, Wellness Department
*(Optional) Yearly Skin Damage Analyzer Scan		American Cancer Society and Wellness Coordinator
Play Your Way – elementary school		ESPN, Wellness Coordinator, Bob Garry, Elementary Wellness Department, Classroom Teachers

Other:

To improve the ninth grade transition process for students

The process for orienting eighth grade students to high school life was changed starting in January 2005. High school guidance counselors met with their prospective students in small groups at the middle school. After parents and students attended the orientation program at Mills, the counselors met with their groups once more at HarBur to answer questions or to address concerns the students might have. They brought students from grades 9-12 to talk to the eighth graders. During the orientation day for freshmen in August, students met with their counselors in small groups. The counselors introduced the students to “Covey’s Seven Habits”. The ninth graders went on student-lead tours of the building. The counselors followed up orientation with two small group meetings with all of their students in the fall. They met with them again in the spring.
The middle school and high school have established key objectives to track and support all students entering 9^th grade for 2007-08. Peter Bogen’s role as assistant principal will blend 8^th and 9^th grade functions to help in this transition process. He will meet with and coordinate efforts to ease this difficult transition.

To coordinate activities for students who are experiencing academic difficulty

PowerSchool reports have been utilized to track students who are experiencing academic difficulty. The reports are shared with S.A.M. team members. When the members feel it is appropriate, students are assigned case managers and the team discusses measures to help the students meet academic success. The guidance counselors use the reports to offer assistance to their students and to communicate with parents. Homework clubs have been established at all schools to help students with homework issues during an afterschool program. At the end of the year, current teachers met with receiving teachers to discuss progress and concerns about students.

To facilitate student groups for a variety of student needs

The guidance counselors and the school psychologist facilitate student groups, which target specific student needs. i.e. Divorce Group, Grief Group, Student Achievement Group, Girls’ Group, etc.
D. To consider an alternative program for select students
Since the demise of the “Middle College” program at Tunxis, some students continue to experience difficulties and drop out of school. Linda Carabis and Peter Bogen have visited various programs and discussed collaboration with other school systems. A proposal for an after hours program with limited enrollment will be considered during the next budget cycle. Many districts have after school special programs.

To provide support to at-risk students at the elementary level

Harwinton Consolidated Special Services instituted a pilot “Student Support Center” that was used with students’ experiences behavioral difficulties. Office referrals decreased from 135 in 04-05 to 111 in 05-06. This decline should continue with on-going training and understanding of the program. It is hoped to institute a similar program at Lake Garda School.

To encourage healthy snacks at school and at home

At both elementary schools, efforts have continued to encourage parents and staff to provide healthy snacks for students. This includes refreshments for events held at school. Despite difficulties getting full cooperation in this regard, we have seen an increasing number of fruit snacks being introduced.

New Fitness Activity

Bob Garry, at Lake Garda School, has been the catalyst for instituting a pilot “Play Your Way” program sponsored by ESPN, at both elementary schools. This initiative has students and staff learn easy physical activities to incorporate into their lives. Each participant receives a bag of “goodies” including a timer, ball, games and other paraphernalia to help organize physical activities. Initial response from the students and staff has been very positive.

Defibrillator Installation and Maintenance

Linda Carabis and Kathy Wasseluk organized training and protocol for the use of the machines. While we hope never to need them, the defibrillators are monitored and staff is prepared to act if the emergency arises.

Boundless Playground has been installed at Lake Garda School.

This multi-age playground was built through a grant from the Connecticut state legislature.

A health fair was held at Lewis Mills for the benefit of all citizens in Burlington and Harwinton. The event was well attended and provided connections to various businesses and services available in the region.

Evening Fitness Program was offered by teachers in Region 10 to adult citizens and staff. Classes in yoga and weight training were offered and held for six weeks.

Goal #3 The Board of Education will provide programs to enable students to demonstrate knowledge of and appreciation of the cultural significance of the arts through a coordinated arts program including art, music, dance and theater.
Objective #1: To develop a theater program 9-12
A. A theater arts program has been in place for the last two years taught by a Language Arts staff member. While this is not the way we hope to have this staffed in the future, it has brought more students interested in theater into the program. This year with the completion of the auditorium and with the hiring of an outstanding after-school theater coach, students staged an outstanding version of “Fame”. We have generated enormous interest in the program and now with the stage fully functional, we should see real growth in the program for the future.
B. This summer we held the first summer camp catering to students interested in art, music and theater. We had close to 30 students involved in the program held at Lake Garda School. This change in location was necessitated since renovations at the high school prevented students at that site. This program should grow in the years ahead and provide a feeder program in theater arts to the high school program. This program was self-funded through parent contributions rather than district funds.

Objective #2: To revise music and art program

New electives have been added to the high school program including technical theater and music technology.

Consideration of a strings program at elementary schools to be explored for next budget cycle

Investigate a community educational foundation to fund specific large projects

Additional instruments and equipment were added to the music and art programs through the renovation and budget

Objective #3: To develop a plan for the management of new auditorium to facilitate optimal use of facility by school and community.

The auditorium was completed in April 2007. We managed to schedule several district events in the last months of school including LSM Drama production of “Fame”, Lake Garda Talent Show, Jamfest, LSM Awards assembly as well as other smaller events. The equipment for lighting and sound is state-of-the-art for schools and requires technical expertise. We do have one staff member, David Miller, trained to use the equipment. He in turn is training students in his technical stagecraft course to assume some of the responsibilities. We will need to find at least a second adult (on staff or through an agency) to be certified to handle technical aspects of auditorium.

The Board of Education has approved a new fee structure for the use of the auditorium, as well as other school facilities. The fee structure has three levels – school/town use, community use and outside users. David Fortin will handle requests of outside groups. They will be required to pay for technical assistance or custodial help when necessary.

Objective #4: To develop expanded cultural arts program K-12

Actions to be completed

Begin

End

Persons Responsible

4.1 Review existing cultural arts program and current budget

4.2 Investigate other schools for cultural arts programs

4.3 Investigate collaborative efforts with other district

4.4 Develop revised cultural arts programs for budget plan

4.5 Investigate potential grants

4.6 Implement program

4.7 Evaluate program

Sept. 2005

Nov 2005

Jan 2006

Sept 2006

Oct 2006

Sept 2007

May 2008

Nov 2005

Jan 2006

Mar 2006

Nov 2006

June 2008

Sept 2009

J. Deeb, PTA reps, S. Hennessey

J. Deeb, S. Hennessey, arts staff

Team of arts, social studies reps.

J. Deeb, E. Dorgin

J. Deeb, Ed Dorgin

J. Deeb, S. Ed Dorgin, Principals

M. Landry, J. Deeb, E. Dorgan

Activities for 2006-07

Elementary Schools:

1^st grade and 2^nd grade to Indian Rock
2^nd grade trip to see “Junie B. Jones” at the Warner Theater
2^nd grade visit to historical barn an schoolhouse
2^nd grade visit to Torrington City Hall, Torrington Historical Society
4th grade trip to Hartford - Old State House & Capitol
4^th grade trip to Hartford Symphony at Warner Theater
4^th grade trip to Mystic Seaport
4^th grade trip to Nathan Hall House
5^th grade trip to Springfield Art Museum
5th grade trip to Sturbridge Village
5^th grade visit by author Suzy Kline
Connecticut Historical Society
Lincoln Impersonator at elementary schools
CT COLT Poster Drawing Contest (LG & HCS)
CT COLT Rhyme Celebration (LG & HCS)
Cultural Arts Day at Lake Garda (Native America, Mexico, Cambodia, Russia, China, India, Japan, Afghanistan, Pakistan, Galapagos Islands, Africa, Ghana, Egypt, Greece, United Kingdom, Europe
Gringa Brasileira Afro-Brazilian Dance group
Lake Garda students worked on Steps to Respect program

Middle School:

Words of Wisdom (Daily reading over intercom from a variety of sources, authors, points of view)
Cinqo de Mayo Celebration involving 6th graders.
Black History Awareness program through guidance department.
8th Grade social studies trip to Peqout Museum
7th grade social studies - guest speaker from Puerto Rico
Connecticut History Day competition at CT Historical Society
CT COLT Poetry Recitation Contest
Sister-school Project w/ New Britain
Quinceanera Celebration

High School:

Model UN - visit national embassies & the United Nations (part of social studies club)
U.S. History students visit Ellis Island /New York City
China Initiative:
Students from Region 10 and Farmington continued their Chinese language study this year during after-school programs
Students participated in the summer of 2006 in workshops at Tunxis Community College in language and technology related to Beijing Olympics. Students created video productions.
Two LSM students along with three students from Farmington High School visited Qingdao Middle School in August 2007. Students were hosted at the home of Chinese students. Students visited some Olympic site and Chinese historical cities including Beijing and Xian.
Trip to France
Spain/Madrid Home stay Exchange (2^nd year)
CT COLT Poetry Recitation Contest
NYC field trip to Spanish Repertoire Theater/"La Casa de Bernarda Alba"/Fdo Garcia Lorca (LSM)
Franco fête Celebration at SCSU (LSM)
Caribbean music and dance Project
Prado Museum Scavenger Hunt

Other:

A. Second year of American History Training Grant – Teacher participants from several towns work with specialists/experts around the state on topics in American History

Plans for next year:

A. With the completion of the auditorium and other facilities, we will be able to provide many additional cultural arts activities for the students and community of Region 10. We hope to expand the summer program and provide theater arts for students in other grades.

B. Consider adding theater or strings as part of rotation in elementary and middle school

Goal #4 The Board of Education will improve communication among parents, school personnel, students, and the community to further educational achievement among its students.

Objective: #1: To expand communication opportunities with parents and community by expanding web pages at each building

The district website has been totally redesigned through the efforts of the technology teachers, technology support personnel and classroom teachers. The site is now more consistent among buildings and departments. There are more frequent updates to the system and it now easier to navigate through the site.
Teachers in each building are beginning to use their sites as an effective tool to communicate with parents. Particularly at the elementary school level, teachers offer remedial and enrichment connections to other sites, as well as supplemental material for their own classroom work. Student work is also incorporated into the sites.
To ensure that predators are not making contact with students in the district, teachers have been given training on what is appropriate to post and how to rely information to protect students. No student names are associated with photos and activities are not listed with times.

Objective #2: To improve information to parents through an upgrade of student management system

Instant Alert system was installed during the 2006-07 school year. The system was used for closings, emergency situations and general information. The majority of parents are impressed with the capability of the system and the promptness of the calls. The 2007-08 letter to parents will outline ways to streamline and personalize the system still further. Parents can receive “district” closings on one child’s list and receive “building” notices on each child.
One Har-Bur team has been the pilot for on-line day-to-day assessment information on their children. While few parents took advantage of the system, there is a great potential to use this in all grade levels. The technology committee will be expanding this capability throughout the school year.

Objective #3: To expand on-line information available to parents

Handbook information for buildings is now available on-line
More of the Board policies are now posted on-line as well.
Har-Bur newsletter is now available on-line
District newsletter is now available on-line, with the potential to link InstantAlert to new postings on-line
All staff postings and application forms are available on-line and the district uses a variety of websites to post available positions.
Transportation packet for parents is now on-line

Objective #4: To increase visibility of schools/students in communities

Community survey was sent to members of both communities with a response rate higher than expected
Community members were generally pleased with the school district, but wanted more information regarding the budget process
The budget process was shared with various community groups in addition to regular board of education budget meetings. The financial committees of both towns were pleased to have a presentation by the superintendent and business manager. It is hoped to continue this in the coming years.
The communities received additional newsletters this year. A new format was used, created by First Experience. The district hopes to continue this practice with more frequent newsletters and single page bulletins
Additional press releases were issued about student achievements. Some were published in the local papers, but more often were not. Unfortunately, Burlington and Harwinton receive minimal coverage from local papers.
Student organized distribution of older computers to senior centers working with technology coordinator. He also provided instruction.
Senior citizen luncheon was held with student performers.

Goal #5: The Board of Education will continue to evaluate its organization for all opportunities to better serve the students, staff and community.

Board has revamped its committee structure to allow for more interaction among members. Some committees have been eliminated and will be used only when needed.

Board meeting table has been reorganized to allow for more interaction among board members.

Board has participated in CABE meetings on legal issues and Board conduct.

Chris Chinni, of Chinni and Meuser, met with the Board at its retreat to discuss legal issues and Board conduct.

Additional Accomplishments:

A. Successful LSM/Har-Bur school construction

While the building project was still a year away from completion in 2006-07, major work was done to complete additions before the opening of school in September 2006. The new cafeterias, kitchen and servery areas were fully functional on opening day including the new PIN system. During the course of the year, the new science classroom wing was completed at the high school and the 5^th grade wing was completed. The new middle school gym was opened as well. Renovation work continued throughout the school year.

Dave Fortin and the custodians deserve accolades for their hard work and efforts to bring the school on-line in 2006. Throughout the year they exhibited devotion and strength in moving and storing materials from almost all of both buildings. Dave Lenihan expertly handled the financial aspects of the bonding for the project. We received favorable Standard & Poor’s rating and successful financed the project with favorable loan rates.

B. Technology

Back-up systems were installed or replaced
Additional computer labs established at the high school
Computers were installed 5^th grade classrooms at Har-Bur
Additional SmartBoards installed throughout system
New Technology organization was established and new roles defined
New copier contracts were negotiated through Farmington Valley consortium

C. Transition of 5^th graders to Har-Bur Middle School

Staff was selected for the 5^th grade including teachers, aides, media specialist, nurse, and school psychologist
Staff had a tour through facility and met with administration to discuss transition
Administrative adjustments were made to cover the increased population at Har-Bur
Parents and students had tour of the facility
Bus schedules were adjusted to meet the population shift on bus runs
Advisory group of parents met several times during the year to discuss items of interest to parents
End-of-year events for both 4^th and 5^th graders were highly successful
Equipment, books, library books and supplies were reassigned at the various levels
Parent meetings were held to answer lingering questions

D. Professional Development training for administrators

Superintendent Paula Schwartz has become a member of the second cohort of the Connecticut Center for School Change: Superintendent’s Network. Meeting 4-5 times a year, this group of selected CT superintendents meets to discuss and analyze school issues involving instruction and supervision. Each cohort addresses its particular set of learning issues but all work focuses on developing leadership capacity to improve instruction and develop a discipline of system practice. The cohort works directly with Harvard University’s Department of Education staff, principally Dick Elmore and Lee Teitel.
Region 10 administrators have continued to work with Anthony Rigazio-Digilio, Professor of Education at Central Connecticut State University to improve observation and supervisory skills. The group plans to continue its work over the next school year to be certain that all evaluations are consistent with the district teacher evaluation process and is supportive of teachers.

E. Negotiations

This was an extremely busy year in terms of negotiations. Teachers and administrators’ contract were renegotiated with administrators going to mediation and teachers to arbitration. As part of the negotiations a new high deductible health insurance plan was introduced. This plan has lower premiums for the district and staff, and provides teachers with a health savings account. This is a major cost saving initiative for both teachers and the district. In addition, a settlement was reached with teachers regarding Anthem Demutualization proceeds from 2003. During 2007-08 we will begin negotiations with the additional bargaining units.

Conclusion:

By the end of 2006-07 Region 10 and its staff had completed nearly all of the 2004-2009 goals established in 2003. In consideration of the need to set new goals, we offer the following suggestions for the next set of five year goals.

Ensure that all students meet the needs of a 21^st century citizen
Develop an on-line reporting system on student progress to replace four report card periods
Create opportunities for students to be involved in their community and to shadow careers
Revamp the high school program to make use of job experiences, community service, world travel
Support efforts to improve performance of low achieving students
Expand arts opportunities to include strings and theater