Moving Forward: The East Windsor Public Schools 2020-2021 Budget
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Moving Forward:
The East Windsor Public Schools
2020-2021 Budget
Curriculum, Instruction, and Assessment
Goal: To sustain services that provide the academic, social
and emotional supports for all students, ensuring every
graduate is ready to be successful in college, career, and life.
Professional Learning
Following our Goal: To provide formal and informal opportunities for
faculty and staff to enhance their skills to create successful
community’s learning environments for all students.
Family and Community Engagement
plan for a quality Goal: To create and implement communication methods
and to create opportunities for families and community
partners to be informed and involved in the education of
educational students.
Facilities
program Goal: To provide a safe and accessible learning environment
that meets the needs of all students.
Operations
Goal: To maintain all operational systems to maximize
administrative and instructional decision-making processes.
Portrait of our
graduates
• Critical thinkers
• Problem solvers
• Healthy decision makers
• Reflective
• Socially-emotionally
aware
• Civic contributors
• Clear communicators
• Culturally and ethically
aware
Proof of progress in action
• American International College • Niagara University
• Bay Path University • Nichols College
• Becker College • Nova Southern University
A sampling of • Central Connecticut State • Post University
University • Rensselaer Polytechnic Institute
colleges and • Dean College • Roger Williams University
universities • DePaul University • St. Anselm College
• Eastern Connecticut State • Salve Regina University
attended by University • Southern Connecticut State
East Windsor • Elon University University
• Emmanuel College • Springfield College
graduates • Endicott College • Suffolk University
• Geneva College • Towson University
• Gettysburg College • University of Alabama-
• Goodwin College Birmingham
• Hawaii Pacific University • University of Connecticut
• Johnson & Wales University • University of Vermont
• Massachusetts College of • University of New Hampshire
Pharmacy & Health Sciences • University of Massachusetts
• Mississippi State University • Wesleyan
• Montserrat College of Art • WPI
Scholarships Earned by EWHS Graduates
Student population has remained constant while budget has been cut each year.
East Windsor
is retaining
more
students in
recent years
Staff is proportionate to enrollment Myth: We have too many teachers and administrators.
Staff is proportionate to enrollment
Commencing with the Class of 2023 (beginning with the
Vision for East incoming class of 2019-2020) in order to graduate and be
granted a diploma, students most satisfactorily complete
Windsor High a minimum of 25 credits:
School • Humanities 9 credits
• STEM 9 credits
• Physical Education 1 credit
Academic Rigor • Health and Safety 1 credit
• World Language 2 credits
• Senior Portfolio
• Community Services 1 credit
• Electives 2 credits
Total: 25 creditsExploring Pathways for
Graduation
• Recently approved new courses
• Mathematics/Financial Literacy
• Community Problem Solving
• Music Appreciation
• Honors American Literature
• Participating in Fall 2020 Pilot for Career and
Technical Education Pathways systems Institute
(Planning for graduation pathways)
• Increasing AP participation by utilizing AP
Potential/SAT performance information
• April 2020 staff-initiated futures planning fair for
students
• Preparing to review HS schedule with the goal of
increasing access to electives for 2021-2022
school yearStarted using Standards Based Report Card for BBES
2019-2020
Moving to EWMS next year and EWHS 21-22
Standards • In line with priorities outlined in survey for
Portrait of the Graduate – help educators
Based Report quantify how students demonstrate attainment
of the skills parents feel are important
• Allows students, teachers, and parents/guardians
Cards to understand each student’s progress by
learning expectations that represent a group of
standards
• Provides more specific description of student’s
growth, knowledge and skills at each quarter and
as the year progresses
• Allows for students to make mistakes during the
learning process.
• Aligns with the daily grading practices and use of
rubrics in the classroom.Strategic Plan
Curriculum, instruction and assessment
• Conducted Literacy Scan using tool from CSDE
• Created targeted plan from Scan to improve literacy
Broad Brook • Use standardized data to address instructional gaps
(SBAC interims, STAR, and standards-based
academic assessments)
• Identified new assessment for SY20-21 to improve
momentum data available to identify instructional needs
Professional Learning
• Modified coaching model (coach on list for cut) – Strategic
Plan specifically identifies utilizing coaches in each school
• Use of early release for PD on high quality instructional
strategies including workshop model
Family and community Engagement
• Increased use of social media
• Provides transportation for parent/family events
• Students have devices (improve performance on
computer based standardized assessments as we increase
their comfort with the toolsNext Generation Accountability Results
show a 21.9% increase in math growth
Progress at Broad for all students at BBES with state
Brook Elementary average at 3.85%
School• Based on accountability data from the state, we have
performance issues in math
A plan to
• District has actively identified new math curriculum
improve East resources including a pilot currently under way at one grade
Windsor Middle level
• Secured professional development in math for SY20-21
School through
• Identifying tier 1 and tier 2 resources for math for SY20-21
data analytics
• Coaching provided in math workshop
• Ongoing and updated classroom walkthrough protocol by all
administrators (district and building based)
• Use of SBAC interim assessments in English, math and
science coursesThe prevalence of trauma among youth is concerning:
More than 25 percent of American youth experience a
serious traumatic event by their 16th birthday, and
Meeting the many children suffer multiple and repeated traumas.
evolving About 25 percent of victims and witnesses of violence
develop post-traumatic stress disorder (PTSD),
needs of all depression, or anxiety disorders.
our students Traumatic stress can interfere with children’s ability to
concentrate and learn. Exposure in infancy and early
childhood can seriously delay brain development.
Tremendous research from Basic Facts about Child
Trauma, LAUSD Trauma Services Adaptation Center for
Schools shows the needs are real.Meeting students social, emotional, and health needs.
Whole School:
• PD for all staff (support
staff/noncertified included) on In Classrooms:
restorative practices, • Monthly advisory lessons
Work done implementation of circles and
restorative conversations • Weekly check in/check out
in support of • Revised behavior referral form circles, problem solving circles
and academic circles
• Safe School Climate meetings
Safe School • HS Safe School Leaders – facilitate
• Restorative conversations with
students
climate advisory lessons 3 X
• Trained 5 staff members on Circles
• Parent meetings
and Restorative Conversations • Reset room (take a break)
• 1 Staff member @ the MS trained as • Behavior reflection sheets
a restorative practice trainer
• Classroom contracts for
• Implemented Mentorship program behavior expectations
• On-staff trainer providing • Classroom teachers act as
coaching/circle support to teachers mentors for off grade level
at the MS students
• Unity Day – October 23 – whole
staff/studentsChronic Absenteeism
Tier 1
• All students and parents have been provided the requirements for
attendance
Efforts underway • Alternative language materials are provided
• Academic and behavioral supports available through district
to combat chronic resources and the local community to assist students with
attendance-related issues
Tier 2
absenteeism • The school counselor, social worker or teacher should visit the home.
• Evaluate students exhibiting early indications of attendance issues
• Schedule for students with chronic tardiness or three to six
unexcused absences a review through their Student Assistance Team
and a plan to address the student’s needs.
• Schedule meetings with parents and the student within 10 days of
the student’s fourth unexcused absence in a month or 10th
unexcused absence in the school year.
• Students with more than four unexcused absences in a month or 10
unexcused absences in the academic year shall be referred to a
community agency capable of supporting, through case management
activities, any student-based needs
Tier 3
• Refer the student to supportive programs in the community
addressing truancy, e.g., through the local Youth Service Bureau.
• Parents should be informed that the student is receiving additional
supports to improve attendance, and that the problems associated
with poor attendance may affect the student’s achievement for that
school year.9 staff received training in Home Visitation provided
through CREC
Used funds from Title IV grant to provide training and
stipends for staff to conduct home visits
Grant Funding
for Home Strategy supported by CSDE to improve attendance
Visits
10 home visits conducted this year
Several staff trained in home visit are possible for
reduction due to budget, including family outreach SSW• Connecticut School Based Diversion Initiative (SBDI) –
works to reduce juvenile justice involvement among
youth with mental health needs
• Provide training to help staff identify students with
behavioral needs
Grants Used • Build connections between schools and community
based supports
to Support • Revise school practices to increase schools’ capacity
for responding to the mental health needs of
Restorative students
• Provided partial funding for staff salary to support
Practice RP/SSC and training
• Provided “train the trainer” for two in district staff –
able to sustain the model
• Provided funding for resources to be used to
continue programs put in place (bands to recognize
student performance, training resources etc…)AT&T – used to support college, career and transition services
$5000
Seeking
$186,987 Alliance grant -– used to fund two reading
outside teachers at BBEW
support
through $10,000 Burlington Factory – Adopt a Classroom – BBES name
submitted by staff person Cheryl Burgess - classroom supplies
federal, state,
and corporate $97,250 Sheff Open Choice Academic, Student and Social
support Grant -– funds Behavior Intervention Specialist and
grant funding $5000 related to Restorative Practice and Safe School Climate
$136,459 Open Choice District Support Services Grant –
recently applied for in professional development and academic
resources specifically for math and reading across the district –
pending responsePEGPETIA Grant Application – applied for $223,233 for
replacement of 91 Smartboards to interactive boards –
pending response
Title I - $194, 059 – funds literacy coach, two reading tutors
and portion of reading teacher at EWHS and required
transportation for students under McKinney Vento
More grants Title II - $37,500 – funds coverage for teachers to attend
professional development and revise curriculum
Title III - $6,636 – funds portion of ELE teacher
Title IV - $10,915 – Parent Teacher Home Visit training and
home visits, curriculum resources and expanding participation
in AP courses at EWHS• Increased services for expelled students
• Include Black and Latino studies in curriculum for FY21
• Include computer science instruction in public schools
• Attendance requires tiered interventions for students
• Implementational of NGSS (next generation science
standards)
Federal and • Revision of elementary school social studies curriculum
state mandates • Professional development on the following:
• Human trafficking
• Dyslexia
• CPR training all certified staff every two years
• Medication delegation training annually
• Blood Borne Pathogen training annually
• Life Threatening Allergy Training – required based
on BOE Wellness Policy
• Verbal de-escalation and physical restraint for
response team membersEliminated
Eliminated Grade Eliminated two
Business, Music
K, 3, 4 and 5 middle school
and Career/Tech Ed
teachers teachers
teachers at EWHS
A sampling of Eliminated various
support positions:
copy aid, computer
Reduced time for a
math teacher,
secretarial
Eliminated
Freshman and JV
sports program
recent cuts tech, library aid positions
Eliminated
Eliminated BB and Reduced HS art Instructional
MS reading tutors teacher to .6 FTE Technology teacher
district wide
Eliminated HS
Social Studies Eliminated MS Eliminated building
teacher that was .6 chorus teacher substitute teachers
FTE
Eliminated BB
Reduced
Eliminated MS reading teacher
technology support
world language and BB math
position to .5FTE
teacherPotential Lost Opportunities • Loss of after school programs • Loss of extra curricular options for students • Loss of athletic programs • Loss of literacy coach impacts approval of Alliance plan • Loss of school social worker impacts approval of alliance plan • Impact home visits – impact on attendance • Decrease in nursing – numbers of nursing visits
Q4: How important is it for schools to provide tutors, school
interventionists, and reading specialists to students?
Community
survey shows
parents value Q5: How important is the inclusion of arts programs (visual
and performing) in the school day?
quality
programs in our
schools
Q7: How important are afterschool activities, sports, and
clubs for students?Q13: How satisfied are you with the number of tutors,
school interventionists, and reading specialists available to
your child in school?
Community
survey shows
parents not
Q14: How satisfied are you with the arts programs available
satisfied with in the East Windsor public schools?
current
opportunities
for our students
Q16: How satisfied are you with the afterschool activities,
sports, clubs, and other programs available to your child in
the East Windsor public schools?What the future could hold • Increased elective courses at the middle and high schools • More variety of electives to allow students further exploration of career opportunities • Academic support services that allow us to address the needs of all students, including those who qualify for Talented and Gifted programs • Rich extracurricular opportunities for students with a wide variety of interests • An athletic program for students at the middle and high schools that represent a variety of sports • A school climate that results in all students being engaged in the school community through use of Restorative Practice, sufficient mental health staff and guidance staff to address those with needs • Regular attendance for all of our students so they can access the educational opportunities we will be able to provide • Clean and well-maintained buildings with regular updates such as painting done to maintain an inviting physical environment • Continued safe environment with continued focus on security for our students and staff • Updated instructional materials for our classrooms and online environments
East Windsor BOE FY 21 Budget Request • The BOE voted to request: $25,546,447 or a 6.8% increase over the FY20 local appropriation • This budget will allow us to keep the following for our students: • Family outreach social worker • Intervention for students including academic coaching supports • Our current nursing levels • Middle school and JV/Freshman sports • Instructional and technology materials • Current custodial staff to maintain safe and clean buildings This is not a full list of possible opportunities lost – please see Opportunities to Keep list for a full list of considerations
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