Idea Transcript
Office of 11w
Assistant Superintendent
2017-2018 Ihe Assistant Superintendent is the supervisor and evaluator ol’ the Director of Pupil Personnel Services. Director of Digital learning. the I ugh School Principal, the Middle School Principals, the Elementary Principals, and I fuman Resources, It is the goal of’ Ibis ollice to create clearly articulated Policies and procedures for the operation oF each area of supervision to ensure the greatest possible opportunities (or the children o f’l’rumbull. The 201 7—20 I S budget supports the fbllowing goal which is in direct a! ignment with the 1s1 2 century learning expectations as recommended by the 201 3 New I ngland Association of Schools and Colleges (NI ASC) accreditation process; the ‘Fri—State Consortium Assessment Modcl; institutions of higher learning; the expectations of’the 21” century workfbrce: and expectations espoused by the Board of LdtlcLltIon and Superintendent of Schools:
The ciistrict goal is to strengthen student achievement wit/i an emphasis on critical thinking and communication skills for all learners, particularly in the area of writing across the curriculum. • Strengthen the I’reK-12 alignment of curriculum and instruction to the Connecticut Core State Standards • Continue the development ofAssured Performance Based Assessments (A PB/I) • Social and emotional development will be a signiJlcant factor in positioning all students jor success Assessment Models: ‘[be fblloing assessment models are not listed as isolated costs in this budget. I lowever, they drive many costs that are integrated in the overall district budget such as professional development, student perlormance assessments, curriculum development, teacher evaluation plans, and school climate.
New
En i,4a,,c! .issociatioii
ofSchools
(111(1
CoIkes (NEASC) Accreditation Process
The New I ngland Association of Schools and Colleges (N I ASC) provides accreditation services for high schools throughout the New England six state region. Emanating from high quality standards, NEASC accreditation uses self-reflection, peer review and best practices as integral components of its assessment process and monitors the IblIow—up endeavors leading to continuous school/program improvement. The NEASC assessment model is based on the Ibllowing seven “Standards”: 1) 2) 3) 4) 5) 6) 7)
Core Values. Beliefs, and Learning Expectations Curriculum Instruction Assessment of and lbr Student Learning School Culture and Leadership School Resources br Learning Community Resources br Learning
6-1
i’ri—State Co,,sortiuin
kst’ssnwnt
Process
Although the ‘I’rumbull Public School l)istrict utilizes a variety of assessment models, tile ‘Fri—State Consortium principles and requirements provide the district with a K—I 2 framework or strategic jlanning. ‘Eke ‘Fri—State Consortium is a learning organization devoted to assisting its member districts in using student
systemic planning,
ii’iim data to develop
a rigorous framework fir
assessment, accreditation, and contintious improvements.
advance teaching and learning application of’ the Tn—State assessment model. Consortium members
As critical friends.
and share best practices through the
The ‘Fri—State Consortium assessment model is based on the Following indicators: I) 2) 3) 4) 5) 6) 7) 8)
Perfbrmanee—hased Assessment Student Metaeogni tion in the Learning Process Student Performance Data Curriculum and Instruction Professional Learning. Supervision, and I valuation Equitable Support for Student Needs Shared Vision and Environment for Change Parent and Community Support
2017-2018 Focus Areas 1. Teacher Mentors: 01402320—51200 ‘Ihe mentoring plan provides 11w first year and second year teachers to he assigned a teacher mentor for support and assistance. The plan is in compliance with CT State Department of! ducation requirements for the l’eacher I dueation and Mentoring (TEAM) reflection papers to he completed and evaluated Ibr certification eligibility.
Assessing each of the projected 50 reflection papers incurs a flat rate cost of $30.00 per paper, totaling $1,500. When necessary, the mentor and mentee will require one of’ their classes to be covered by a substitute teacher so that they can conduct classroom observations of each other, The projected cost is $450.00. • •
Assessment of’ Reflection Papers Substitute Teacher Coverage Total
6-2
$ 1,500 600 $2,100
2. Magnet S eb not ‘l’iii tion 01402320—55600
Some ‘Inimbull students will lie attending the Aquaculluit School, the (ES. Regional C cntui Ioi thu A its I lit. C I S Si \ to Si \ M tiznut Suhool thu C untui loi Ci lob ii Studius the liridgeport I)iseovery Magnet, and the Bridgeport Fairchild Wheeler Multi—Magnei Schools. A significant change to the 20 I 7—20 I 8 request comes Irom action tLlkeii by the Stale I)cpartmenl of hducalion. [his action allows Bridgeport to charge $288,000. Aquneulture School: 2017-2018: 54 students projected $70.1 00 •
C.LS. Reizionul (‘enter 11w the Arts 2017—2018: 48 students priecled $1 15.600
•
C.LS. Six to Six Magnet School 2017-2018: 44 students projected
S244.660
$63.000
•
Bridgeport Discover) Magnct Schools: 2017-2018: 21 students projected
•
Fairchild Wheeler Multi Magnet 1-ligh School 2017-2018: 75 students projected
S225.000
Total
$718,360
3, Professional Development: 01402320—55800 ] ach Board of I ducation must make available fin teachers, a program of professional development not finver than eighteen hours per year. most of which must he done in small groups or in an individual instructional setting. Profissional development 11w administrators and superintendents must include fifteen hours every live years of training in the evaluation and support of teachers under the required teacher and administrator evaluation and support program. Boards of I ducation are required to train all educators and provide an orientation for all teachers on the evaluation and support program that they develop. Public Act I (i—Ill: The elements of the teacher evaluation guidelines that the State Board of Education was required to adopt in consultation with the Perlbrmance Evaluation Advisory Council (PEAC) include the following: • Four performance evaluation indicators: exemplary, proficient, developing and below standard. • Multiple indicators of student academic growth and development. 6-3
• •
• •
•
Scoring systeills It) determine exemplars. proliciellt. developing and below standard ratings. lkvclopincnt and iiupleiiieiitatioii of periodic trai lilIg programs regarding the teacher e v il ut ion and su ppc ut p n gr iii to te: id 1C rs wh 5e pe rIo riua iic e is be ii evaluated and to administrators who arc conducting perliwmance evaluations. Professional development services bused oii the individual or rotip ol individuals needs that are identihed through the evaluation process. Creation of individual teacher iiupn)vement and rcmcdiation plans for teachers whose perforiiiance is developing or below standard, designed in consultation with such reacher and his or her union representative. Validation procedure to audit evaluation ratings of’ exemplary or below standard 1w the department. or a third—party entity approved 1w the department to validate such exemplary or be low standard evaluation ratings.
Superintendents niust report to the Collilil issioner by .1 une 30111 of’ each > ear, evaluation data to include frequency 01. evaluations, aggregate evaluation ratings, and tile number of teachers who have not been evaluated. [he costs to implement the above mandates are as follows: I) Admi ii istrator
training
fbi- administrator and teacher evaluations
Total
$ 5.000
$ 5,000
4. Additional Clcrical Support: 01922530-51135 liie CT State Department of’ Fdueation has implemented the Teacher—Course—Student (TCS) data collection to fulfill one of’ the data requirements under the State Fiscal Stabilization Fund (SFSF) Program. Developing the report is extremely labor intensive as the objective is to link all K—I 2 students with their teacher fbr each subject and to collect all grades earned br each making period. In addition to this, centralized registration has been occurring at the Long I Till administrative building, Kindergarten registration happens during and afier normal business hours. Funding lbr overtime is needed to continue with this process. Total
6-4
S 2,000
Department of Cii rricrilnm, Instruction, and Assessments 2017-2018 I.
Departrndllt Overview
‘[he center of’ any educational system is its leaching and learning, and the strength of any educational system is a direct reflection of that teaching and learning. All aspects of’ teaching and learning in the ‘frumbul I Public Schools are developed. organized. supported, and evaluated by the Department of’ Curriculum. Instruction, and Assessments. The Department is led by the K— 12 Director of’ Curriculum. Instruction, and Assessments, whose primary responsibility is the development of teaching and learning in all aspects, subjects, and disciplines across all district schools. loward that end, the Director works closely with central office administrators, building—based administrators, and teacher—leaders to ensure a program that has horizontal parity and vertical alignment. In 2016—17. administrative support for the Department was increased by’ the addition of a K—S Coordinator of STEM (Science. lechnology. Engineering. & Mathematics), whose role includes administrative oversight fbr the development of each S1EM discipline on its OWfl and also the integration of STI M across traditional disciplinary boundaries. This budget’s inclusion of Project Lead the Way into the grade 6 unified arts curriculum is a direct reflection of’ the work of’ this K—S Coordinator of’ STI M. The Department is additionally supported by two full—time K—5 Program Leaders, one each in I nglish Language Arts/Reading and Mathematics, each of’ which spends approximately 60% of her time working directly with teachers and students and approximately 40% of her time on program oversight. The Department’s Focus captures three distinct yet highly related elements of the teaching and learning process: curriculum, instruction, and assessment. When one speaks about curricultim in the school setting, one focuses on what students are asked to Learn. For clarity, consistency. and continuity across classrooms and schools, at each grade level and fbr each discipline of learning exists a fbrmal curriculum guide, a document that captures learning goals. unit objectives, technology integration, and assessment methods lbr that tbeus of learning. Curriculum guides, by Board policy, are regularly evaluated br alignment to relevant state and national standards, for adherence to best practices in curriculum development, and based on analysis ob’student work products. Almost every exciting thing that occurs in school is related to instruction, by’ which we mean how students come to learn the curriculum that has been designed bbr them to learn. Students eagerly listening to their teacher read a picture hook: students sibling through soil to investigate its properties; students calculating decimals from fractions and solving word problems; students experiencing for the lirst time the beauty of sound coming from the recorders in their hands: these are students actively learning, which occurs when instruction is carefully designed to capitalize on students natural curiosity at all ages of the educational continuum. Indeed, much good instruction is student—centered, considering the differentiated strengths and goal areas of
6-5
each student at any given point in time. Further, iii our twenty—first—century world, logical slii Its in instruction utilize technology advantageously to support students’ active learning. Assessment of teaching and learning considering how well students have learned, and providing feedback to students and their parents on how well they have learned comes in many Ibrms: questioning of students in class; reviewing student written work: selIassessment by students of their own learning strengths and goal areas; conferenciiig with students and their parents; lormal report card Ibedhack: and standardized assessment data. —
—
Various elements of the Department’s work support development ol’ curriculum, instruction, and assessment in the Trumbull Public Schools. Among those elements: • The Director oversees the formal District—wide curriculum rcneal process, which includes pnoritization of curriculum writing, leadership ol’the curriculum writing process, promulgation of guidelines and best prLlctices Ibr curriculum writing to teachers engaged in such work, and evaluation and review olin—process and final products prior to their consideration by the Boards Curriculum Committee and ultimately the full Board. • The Director works closely’ with program leiders. instructional leaders, department chairs. and building—based administrators on projects related to ness textbook purchases and the development of ne courses. In relation to both, the Director ensures a consistent and research—based approach prior to presentation to the Board’s Curriculum Committee and ultimately the full Board. As appropriate in these processes. the Director also oversees the solicitation of feedback from teachers. students, parents, and other constituencies. • The Director and the Coordinator lead K—12 horizontal integration of English Language Arts. Mathematics. Science. Social Studies. World Languages. and Library Media Technology. • The K—5 Program Leaders lead groups of building—based specialists tho Ibeus on the integration of major learning goals in those disciplines across schools. • The Director, the Coordinator, and the Program Leaders organic and lead professional development lbr teachers that is designed to be highly relevant to the district goal, to discipline-specilic goals, and to teachers’ ow-n dilkrentiated learning needs. • The Director engages in ongoing direct observation of teaching and Learning across District schools, identifying strengths as weLl as areas fbr continued growth. participating in instructional learning rounds with central office and building—based administrators, planning professional development as appropriate, and assessing progress toward growth areas over time. • The Director and the Coordinator provide direct support lbr District-wide programming for talented and gifted students and lbr English Language Learners, and leads District-wide Early Intervention elThrts through a coordinated team of early intervention leaders from across K-U schools. • The Department leads the design, implementation. and evaluation of assured performance— based assessments across the District, including the integration of these assessments with other aspects of the curriculum. • The Department engages in deep analysis of’ data from local, state, and national assessments of Trumbull students, identifying strengths as well as areas lhr continued growth, planning professional development as appropriate, and assessing progress toward growth areas over time. • The Director, the Coordinator, and the Program Leaders participate in regional, state, and national organizations and Ibrums to stay abreast of changing trends in K—I 2 education. This
6-6
includes direct participation in the fri—State Consortium
to Ibcus on continuous
improvement.
Taken together. strong
curriculum, strong instruction, and strong assessnwnt go hand in hand toward a District educational program that prepares each and every student ftw the highest possible level of success beyond high school.
II.
2017-18 Budget Focus Areas
The necessity of strong curriculum, strong instruction, and strong assessment across all K—l2 schools motivates a 2017—18 budget request with Ibur locus areas, each ol which is discussed in turn below: (1) Curriculum Writing (2) Professional Development (3) Textbooks (4) Classroom Supplies 1.) Curriculum Writing #01412210-51119 -
This segment of’ the budget funds contractually—negotiated rates fir curriculum writing outside of the school day/year by teachers at various grades and in various subject areas. The contractually— negotiated curriculum writing rate lbr teachers will rise from $30.60/hr. in 2016-17 to S36.50/hr. in2Ol7-IX. The formal process of curriculum renewal, mandated by Board policy, achieves at least three highly important aims: • It assures the community that a written curriculum is up—to—date. current, and reflective of best practices. standards, and research in the partieulur field. • It allow’s teachers the signilicant professional development opportunity’ to advance their own knowledge of their content field and curriculum, instruction, and assessment trends in relation to that field, • It results in a final document designed to ensure horizontal parity and vertical alignment across classrooms in the Trumbull Public Schools. The curriculum writing projects listed below for this 2017—18 budget are seen as essential. It is imperative for a clear, consistent, and cohesive program that these curriculum documents he updated, approved by the Board, and disseminated to all teachers and other stakeholders. As described in the second column, many projects are motivated by developments in state standards and in national assessments. Other projects are motivated by’ interest in having the Trumhull Public Schools maintain its position of excellence among area districts, particularly in preparing all students thr the robust challenges of’a twenty-first-century world, The 2017-18 budget request of $100,521 represents an increase from the Department’s current 2016—17 budget allocation to support the curriculum writing needs detailed below.
6-7
I)escription of Need
# of teachers
# of Ii rs teacher
total # of hrs.
Special Education en rn c slit
Major content & skills revisions needed
8
18
144
C rades K— 12 Libran Media / Technology
Major conient & skills revisions needed consistent wilh Learning Commons
8
12
96
Focus Area K-12 Curriculum Writing Needs Grades K— 12 various
1 alive
Grades K-12 ELL
grant
Conlent & skills revi son
iii n iled
K-S Curriculum Writing Needs Grade K Science
Grades 1-2 Science
Grades K-5 Social Studies at (tile grade
Grades K—S Writing
Revision of 2016 Drafl for Pt lot curriculum based on Year I ui mpleineiii;ition
(
6
36
IS
216
Major content & skills revision needed
2
based on new Conned cut Siandards & new
(6 per
assessmcnl iratuework
grade)
Major conlent & skills revision needed based on new Connecticut Standards & new
6
IS
10%
36 (6 per
6
216
I8
432
2
6
12
5
6
30
1
6
12
5
6
30
1
6
12
)
6
30
6
6
36
6
6
36
assessnienillaitiework Revision of 20 16 1)rafl hr Pilot curricula based on Year I of implementation
grade)
6-8 Curriculum Writing Needs
Grades 6-8 Writing
Major content & skills revision needed based on Writing Workshop integration, as well as to respond to recommendations rum the 2017 Tri—Stitte Cotisultancy
Grade 6 English Language Arts Grade 6 Reading
Grade 7 English Language Arts Grade 7 Reading GradeS English Language Arts Grade S Reading Grade 6 Mathematics l’re-Algehra
24 (8 per grade)
Revision of 2016 curriculum based on Year I of implementation & Writing Workshop integral on Revision of 2016 curriculum
based on Year I of implementation Revision o 120)6 curriculum based on Year I oIl mp lenientation & Writing Work shop integration Revision of2O 16 curriculum based on Year I of implementation
Revision of 20 16 curricu sm based on Year I of implemental ion & Writing Workshop mtegration
Revision of 2016 curriculum based on Year I of implementation Revision of 20 16 curriculum based on Year I ol iinplementai ion Revision of2O 16 curriculum based on Year I of implementation
6-8
-
Major content & skills revision needed based on new Connect cut Standards & new assessnien rainework Revision ot 2016 UtaH hit Pilot curriculum
-
Grade 6 Science
-
Grade 6 Social Studies
Grade 7 Social Studies
2.1
6
36
C)
24
144
1,
6
36
-
based on Year I of implemental ion Major content & skills revision needed based on new Connecticut Standards & new assessinet it Inn nework
Grade 8 Social Studies
‘i-c parat ion Icr ni aj or content & skills revision needed based on new Connecticut Standards & new assessment framework
9-12 Curriculum Writing Needs
Grade 9 English
Advanced Placement ngl sb Language & Coin f)O5 it (iii Various sen icr I nglisl1 electives
S.
Major content & skills revision needed based on new Conneclicut Standards & strengthening upward pathways toward Advanced Placement I ngl ish
Content & sk us revision needed Major content & skills revision needed based on new Connecticut Standards & refined l’hilosophy 11w Grade 12 English
-
6
18
lOB
.3
12
36
6
18
08
6
2
72
2
2
24
144
COtii5C5
Maor content & skills revision needed
Geometry
Ad’ l’reCalculus
based on redesigned SAT, Al’ pathway, & anticipated new text book Major content & sk Ils revision needed based on new Connecticut Standards & strengthening upward pathwa’ s toward Advanced Placement (‘alcu Ins 13(
Grade 9 Science
Major content & skills revision needed based on new Connecticut Standards & new a ssessm cot Ira me work
6
24
Al’ I CI Environnwutal Science
Content &skWs rcvi-aon needed based on new Connecticut Standards & new franiework
I
12
1-lonors Global Insights
Major content & skills revision needed based on ncu Connecticut Standards
I
Sociology
Mklor content & skills revision needed based on new Connecticut_Standards Content & skills revision needed based on new wodd languages standaith
French
-
p
I8
I8
2
12
24
2
18
36
Italian I
Content & skills revision needed based on new world languages standards
18
36
Latin I
Major content & skills revision needed based on new world langtiages standards
18
36
Spanish II
Content & skills revision needed
8
36
6-9
2
Advanced Placement
based on new world languages standards Revision of20 I 6 Draft or Pilot curriculum
Music Theory
based on Year I of inipleiiieiit:it iou
Advanced Placement
Revision o120 I 6 Drali [hr Pilot cunieu lum based on Year I of implementation
6
6
6
6
6
6
6
IS
6
1%
0
0
0
New STEM course Ibr seniors
2
I8
36
Advanced Placement I luman Geography
I
12
12
I
12
12
I
12
12
Studio z\il Advanced
Placement
Comparative Government t Politics
I
Revision of 2016 Draft [hr l’i lot curriculum based tin Year I of implementation Content & skills revisioui needed based on
[lealth 9
new Connecticut Standards & new assessment tnt mc work
Senior Seminar
Rev is ion of 20 16 Dra Ii or i lot curriculum based on Year I of’ imp leunental ion
Anticipated New Courses Grade 5 Spanish Project Lead the Way (Grade 6, consistent with National PLTW framework) Language Word Power (Grades 9-12 SAT
preparation) New senior English electives
(Particular focus areas to he detemiined through refl ned Philosophy hr
Grade
12 English courses:
curriculum writing impact absorbed into “Various senior English electives”
above)
Advanced Placement Italian Advanced Placement
Latin All Curriculum Writing_Needs
2,754
6-10
2.) Professional Development #01412210-55800 -
This segment of the budget funds external and internal professional development for District teachers. The 2017—18 budget request of $90,000 represents an increase from the Department’s current 2016-17 budget allocation, largely to support five new and continuing initiatives: • Teachers College Writing Project summer training fhr grades K—5 teachers not already trained: • Teachers College Summer Writing Institute in Trumbull for grades 6—8 1 lumanities teachers: • Teachers College Digital Learning training fix grades K—8 technology integration specialists; • training of middle school unilied arts teachers in Project Lead the Way; and • continued training by ChS of grades K—i2 teacher—librarians and technology integration specialists in the Learning Commons model. 3.) Textbooks #01412210-56411 -
This segment of the budget funds textbooks that are nex (hr a course. and thus approved by the Board’s Curriculum Committee and ultimately the hill Board. In general. new textbooks are required because one of the lollowing is true: • A course’s current textbook is not aligned with new standards and/or best practices in that particular Held: or • A course is new to the Trumbull Public Schools, and requires a supporting textbook lhr instruction; or • A course, typically in the English language arts, lbcuses intensively on the reading of texts, and thus necessitates texts matching current research in strong close reading practices. The textbooks listed below 11w this 2017—18 budget are seen as essential. They will allow our students consistent standards-based access to teaching and learning in key grades and subject areas. The 2017-1% budget request of $329,000 represents an increase from the Department’s current 2016-17 budget allocation to support the textbook needs detailed below. Course
Description of Need
Estimated Cost
New l.LL texts are necessary to suppoil best practices in this mandated subject area br over I 0 of Trumbirl l’s students.
granl-covcrcd
Grades K-S Reading
lountas & Pinnel I, our pubi slier oF developmental reading kits, has discontinued the current kits arid replaced theni with revised versions.
540,000
Grades k-i Wnune
building—based specialists will receive leacliers College Writ tog Protect tin’ is of si tidy.
S 15.000
K-12 Textbook Needs
I
ILL
.
i
.
-
K-S Textbook Needs
—
.
Grades K—i Social Studies at one grade
.
.
.
.
Current K-S social studies textbooks have not been updated in over ten years, and there is a pressing iced to include more complex and twenty-first-century texts consistent with new Connecticut standards & nen assessment framework. Cost incttides one new textbook at_one grade level.
6-11
S20,000
6-8 Textbook Nceds All niddle school humanities teachers will receive grade—level— spec 1k Teachers College Writing Project units ol study.
Grade 6-8 Writing
$25,000
[here is an ongoing need to include more complex arid twenty—
Grades 6—8 I rigI isli Language Arts & Reading
tirst—century texts consistent with new Connecticut standards & new assessment framework. Cost includes new core texts and
classroom libraries to siippori rigorous indeperuleitt ieatliig. Based on the Ncxt—Ueneralion Science Siindards. upconn rig new science assessment. and science cLnrrieulum revisions, new grade 6 science text and/or online nodules will he necessary.
Grade 6 Science
Continuing (he ROE—approved purclirse of Aictroni Dcsk it/as in 2016—17 lbr grade 6 social studies, tIns purchase will extend
Grade 7 Social Studies
$10,000
$15,000
S%M0O
the text into grade 7 social studies.
9-12 Textbook Needs Accounting I / II CUP Principles ol [:i nanc ial
Textbook discontinued; replacement texts to replace lost damaged collies cannot be ordered.
$20,000
Grades 9-12 knglish
[here is an ongoing need to include more complex and twenty— lirst—century texts consistent with new Connecticut standards & new assessment framework. Ci,sr inclttdes one new core text at two grade levels pIts tv senior electives.
$15,000
Geometry
[he current textbook lbr this course is not up—to—date with current Connect ictnt standards & new assessment framework.
$50,000
AU’ l’reCalculus
the current textbook lbr this course is riot up—to—date with current Connect cut standards & new assessment framework.
$30,000
(intde 9 Science
I 3ased on t he Next—Generation Sc ictice Standards, upcom i rig new science assessment, and science curriculum revisions, new grade 9 science text and/or online nodules will he necessary.
$50,000
Language Word Power
$10,000
Al’ Italian
Anticipated approval as new course olThring at TI IS approval as new cotnrse olThring at ‘II IS Anticipated approval as new coLtrse olicring_at II IS
Al’ Latin
Anticipated approval as new course otThring at
TIIS
$6,000
AP Human Geography
$5,000 $10,000
4.) Classroom Supplies #01312213-56111 -
This segment of the budget funds supplies for various leaching and learning programs across the District, including live science materials, specimens, and consumables. The 2017—18 budget request oF S150,000 represents an increase from Ihe Department’s current 2016-17 budget allocation for no main reasons. The mandatory revisions of four grades of our science program grades 1. 2. 6, & 9 necessitate the purchase of additional classroom kits of science. Budgetcd also are matcrials for the inclusion of Spanish in the grade 5 instructional program.
—
—
6-12
111. 2017-18 Additional Budget Line Items In addition to the four focus areas described iii detail above. the Department’s 20 17—18 budget request includes an additional twelve line items with modest or no increases, or in some cases decreases. from the 2016-17 budget allocations. • Clerical Extra Time #01412210-51135 This segment of the budget funds compensation for occasional clerical work that is time— sensitive and cannot be accomplished within the typical workday. The Department’s 2017—18 budget request in this area is $5,500 to compensate science support specialists in each building who maintain inventory control of science classroom supplies. -
• Printing #01412210-55906 This segment of the budget ftmds external printing of material such as report card envelopes and summer reading lists. The 2017-18 budget request of’ $3,000 represents a modest decrease from the Department’s current 2016—17 budget allocation. -
• Office Supplies #01412210-56110 This segment of the budget funds internal office supplies and printer toners for various supported programs throughout the district. The 2017-18 budget request of’ $5,290 is unchanged from the Department’s current 2016-I? budget allocation. -
• Periodicals #01412210-56425 This segment of the budget lhnds periodicals and journals for the six prolessional staff members in the Department. as well as 11w teachers of the District’s talented and gilled students and English Language learners. The 2017—18 budget request of $615 is unchanged from the Department’s current 2016—17 budget allocation. -
• Testing Materials #01412210-56904 This segment of the budget funds standards-based assessments for grades K-8 learners including the LAS lbr English Language Learners; the OLSAT; STAR: and ikeady. This budget item also supports a funded PSAT lbr grades 9, 10, and 11 students at Trumbull I ligh School. The 2017-18 budget request of’ $100,000 represents a modest decrease from the Department’s current 2016-17 budget allocation. -
• Dues & Fees #01412210-58900 This segment of the budget funds registration fees fbr various organizations including the National Association of (lifted Children: the American Alliance for I leaIth, Physical Education, Recreation and Dance; and the Tn—State Consortium; it also fUnds student participation in the Connecticut Invention Convention. The 20 17-18 budget request ol’$14,059 represents a modest increase from the Department’s current 2016—17 budget allocation, and includes the Ibe fbr Project Lead the Way in both middle schools. -
• Teacher Training #01412210-51117 This segment of the budget funds the cost of substitute teachers to support teachers across the district participatin in in-house assessment scoring and development of’ units of study. The 2017-18 budget request of $64,821 represents a modest increase from the Department’s current 2016-17 budget allocation. -
6-13
• Professional Development Preparation #01412210—MI IS This segment of the budget funds contructuall —neuotiated rates for prolessional development preparation and delivery by in—District teachers at various grades and in various subject areas. The 2017—18 budget request of $5,000 is unchanged from the Department’s current 2016—I? budget allocation. —
• Other Professional Services #01412210-53300 This segment of the budget funds outside consultants to the district on issues related to teaching and learning. The 2017—18 budget request of $10,000 represents a modest decrease from the Department’s current 2016—17 budget allocation. -
• Software #01412210-56118 ‘[his segment of the budget tunds software, when needed, to support teaching and learning programs throughout the District. The Department’s 2016—17 budget request in this area is SO. -
• Equipment (Instructional) #01412210-57301 This segment of the budget funds instructional equipment. when needed, across the District. The Department’s 2017—1 budget request in this area is $10,000 to support the necessary equipment to implement Project Lead the Way at both middle schools. -
• Online Subscriptions #01412214-56426 This segment of the budget hinds web-based technology applications to support teaching and learning programs throughout the District, including programs used in Learning Commons across the District, such as World Book Encyclopedia; programs used by specialists working directly with students, such as Lexia Strategies lbr Reading; and programs used by classroom teachers in their technology integration, such as Investigations Whitehoard. The 2017—18 budget request of $106,284 represents a modest increase from the Department’s current 2016-17 budget allocation. -
IV. Conclusion In summar the 2017—2018 Department of Curriculum. Instruction, and Assessments Budget of $994,090 will enable essential developments in curriculum, instruction, and assessment in the Trumbull Public Schools, developments that will absolutely translate into stronger teaching by every prolbssional and stronger learning by every student. Recent changes in education are as exciting as they are rapid; Ibllowing a model of continuous improvement, the Department has intentionally positioned itself to assist strategically in the development of critical and creative thought for our student learners as well as our adult learners. ,
6-14
1)1
tal Lea I1 2017-2018
The Digital Learning Department is responsible fur supporting our student information systems. and slate reportilig iJro as well as supporting the integration ol iiistructional technology and data into the curricul tim areas. The Digital Learning Department works closely with the Curriculum and the lechnology Departments, supporting teachers and stall in their use of technology to make sure that it is seamlessly integrated into the curriculum. The lechnology lntcgnitors at each school work with the Director of Digital learning to implement tuols. provide training, and coach teachers so that technology is cllëctively used to benefit students in the classroom. The Digital Learning Department is also responsible lbr the timeliness and accuracy of all mandated state reporting which must be provided to the Connecticut State Departnient of I ducation on an ongoing basis. These reports are based on the continuous updating and maintaining of our student information system and working with end users to ensure all data is accurately captured in the system. This department is also responsible lbr the rollout of new features in our student infbrmation system to better support teachers in their use of data as well as the parent portal system for communication.
2016-2017 Focus Areas ‘Ike lhcus of this budget is in alignment with district initiatives within the curriculum and technology departments. 1) Digital Learn-Dbase Student Information System 01922530-53302 This account is used for the annual maintenance of our student database systems that provide modules to support Student Data Collection, Attendance, Gradebook, Messaging, Parent Portal, Assessment, and Reporting • Infinite Campus (IC) Student Information System S12l,448 • ShoutPoint IC integration br voice messaging 8.280 • Tableau Assessment Module (replaces RTI Studio) 23,388 Total: $153,116 —
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2) Digital Learning: Other Professional Services 01922530-55804 This account supports any consulting services and on—site training needed to rollout additional features of Infinite Campus product as well as costs associated with the implementation and training of the rollout ol the Tableau Assessment system. Total: S11,000
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Facilitics I)cpartrncnt 2017-2018 PIty s ic:i I PI:a iii ( ; liii g ( rccit I ‘[11111 hull I ki hI i e Sc hon Is has em harked on a com p rehe Ii Si VC energy e file ie ic)’ plan that improves operational efficiencies in all Ilici lilies and include upgrades to our II VAC and lighting which ultimatel will reduce our energy consumption in half and save mill ions Ibr otir taxpayers. From 20 2 to 201 5. the Trumbull Board of Education (1301 ) spent approximately $2.4 million per year in energy costs. Afler one year. we have already reduced our energy’ costs by one—third to SI .6 million and we are on track to a 50% plus reduction in our cnergy lootprint by 201 8. The three key r
components of
the program are described as follows:
Power Purchase Aireenicnts: Solar Plioto—voltaic systems providing solar power are being installed at ‘Irumbul I II igh School, l-Lillcrest Middle School and three I ]emenL ry Schools. The RON secured 1.5 megawatts (MW) of’ solar power lhrough a Zero Renewable Energy Credit (ZRFC) hid and Power Purchase Agreements. This zero cost initiative enabled the l30E to purchase the power that the solar panels produce at a significantly reduced cost per kilowatt hour (kWh) over the next twenty years, representing a 71% savings over previous rates from our provider.
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Performance Contracting The focus of Performance Contracting is to replace inefficient boilers, install/retrofit LED lighting, and install new building automation systems with the help of low inlerest lease financing through llane of America Public Capital Corporation. The energy savings resulting from these improvements will more than kind the cost of the infrastructure upgrades. Once the lease payhack is complete over ten years, the district will then reap 100% of the savings from energy efficient inliastructure and lower costs. The initial Perfbrrnance Contracting project at I lillerest Middle School in 2015 lbr $1 .235 million included a new high efficiency boiler system. LED lighting, and a building automation system which was partly offset by $310,000 in incentives provided by United Illuminating. The project produced first year energy savings of S 145.000 which easily covered the annual lease payment of approximately SI OOMOO and the remaining dollars being used to fund additional energy efficiency projects. The Perfbrmance Contracting plan for 20l6—20H includes similar projects 11w Madison Middle School and live other Elementary Schools. These projects will also he funded through low interest, ten year lease financing and incentives from United Illuminating. 6-16
As a result of this funding arrangement lbr all of these Performance Contracting projects, the Town will have avoided issuing more than $7.6 million of higher interest capital bonds. r
Rctro Commissioning Retro Commissioning requires an assessment conducted by energy engineers to identify “energy conservation measures’’ (ECM) iii buildings with existing building automation systems. The result is improved occupant comlbrt and reduction iii energy consumption. operating costs, and increased longevity ol’equipment. The Connecticut lnergy Ffflcicncy Fund Retro Commissioning program has been implemented in four of our schools that currently have building automation systems. As a result of the program. a recommendation as made for Trumbull to invest S224,000 in various energy -related enhancements (after 5115.000 of incentives litm United Illuminating). With interest—free financing and a projected energy savings of more than SI 05.000 per year, the project produces a positive cash flow in the first year and after the loan is paid offi the full S105.000 energy savings will l1os to the bottom line each year.
Custodial and aintenance The custodial operations continue to transition into a more progressi e and pro—active department, shilling Building Automation Systems management to I-lead Custodians and away from the Maintenance Department and staffi The management of these systems by custodial stall in the building can yield additional savings by insuring accuracy in our occupied and unoccupied scheduling.
The purchasing and overtime controls that are now established, enable us to authorize overtime sparingly and identil’ materials already owned to avoid duplicate purchasing. Items such as belts, air filters, control parts. light bulbs and ballasts had been over—purchased in the past. The maintenance department has also been streamlined in the area of job assignments to insure that all tickets are addressed within the trade and school. resulting in a single visit. This has reduced the amount of unproductive travel time between buildings. Compliance We continue to monitor and improve saibty in our schools and continue to insure that Facilities personnel are in our schools on a daily basis in order to inspect lbr lire salèty issues, condition assessments, as well as training stall in the safe operation and general maintenance of our facilities. 2017-2018 Focus Areas Increase Building Improvements (01852651-57202): $105,000 Increase Custodial Equipment (01842610-57301): $26,000
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Pupil
Personnel Services 2017-2018
‘Ike Division of’ Pupil Personnel Services (l’l’S) includes prog’ins. services and curriculum which support the acLldeill k, social and personLil developnwnt ol’ stir students horn Pre—K throuuh uraduation. Ihere are two major components to the division: Special I :ducal ion and Pupil Services. ‘l’he goal ol’ Special I dueation is to idenli I’ and develop quality programs for students with disabilities in the least restrictive environment. ‘l’his is aclueved through the Planning and Placement learn ( PPT) process which includes P1’S stalL parents. and regu litr education teachers. Approximately 1 2% of students in ‘Irumbull receive special education. ‘Ibis total is in I inc with other districts in our reference group and is within the range of’ the State average. In order to continue to provide a high quality education br l’rumbull’s population of students with sPeeiLtl needs, we must stay current with new but proven methods, pro lCssional development. cii iii pment, technology and instructional materials. ‘l’he current model of Case Management has improved Individual I ducation Plan (11W) writing and reading instruction while the addition oh’ an Assistive ‘l’eehnology specialist and Reading Mentor/Consultant has improved the districts ability to provide in house support and services to sudents, Special Education programs require significant prolessional development in order to be in compliance •iIh state and Ibderal law. ‘l’hese training sessions are implemented within the department, tail izing a cost ehiLetive “train the trainer’’ model whenever possible. Pupil Services .stalTrnernhers include School Psychologists. School Social Workers. Board Certified Behavioral Analysts and Crisis Intervention Specialists. They provide necessary testing. assessments, counseling, and evaluation to children ith and without disabilities. Periodically, it is necessary to revise and update testing materials. Furthermore, the State requires an evaluation of every student with disabilities in the Trumbull Early Childhood Education Center (TECEC). When new or revised evaluation tools are available, the school district is required to purchase and use the most current editions available. Programs and curriculum designed to improve students’ social—emotional development and strengthening school climate continue to he a critical component ot’ the department’s work. Given current legislation, the expanded role of Pupil Services staff’ requires a licus on all students. Programs such as WeconcI .S’tep.v and Pow/ire Behavioral hllen’enflons mu! 1S’iippor/ (P1315) are in place at all levels, PreK—Grade 1 2. Peer Mediaium. parlnerships with the ;lnhi—Defiiniwio;i League. and student leadership development initiatives are implemented to varying degrees at the elementary, middle, and high school levels. Training in these areas provide Pupil Services staff members the tools to support students who are experiencing challenges which impact their ability to access their education. The PPS staff continues to support SaIC School Climate initiatives in all schools and will he supporting students through Restorative Practices. We continue as a department to carefully track the academic, social, and emotional status of students and assign staff accordingly. The primary goal for Pupil Personnel Services is to provide high quality programs for the children of’ Trumbull in the most efficient manner possible. To this end l’l’S works closely’ with the Curriculum Department to analyze student data and develop goals to reduce the student achievement gap on standardized and curriculum based assessments, hencen
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students with special needs and their peers. It is our belief that these budget requests represent the best means fbr us to achieve this goal. 2016 2017 Focus Areas 1) Out-of-I)istrict Placements: 01396110—55600 Most of Irumbulls students with special needs are successfully educated within district schools. However, due to the unique needs of some students, approved private special education programs are needed to meet their unique needs. Decision making regarding the placement of students in private school programs is made through a PPT. by the Department of Children and Families (DCF), or Superior Court order. There are currently thirty—six students placed out of district. This includes students placed by both DCF and the Courts. PPS is projecting between two and three students to graduate or return to district far the 2017—2018 school year. The Out-of-District placement line item of $3,500,000 represents the anticipated rate Ibr outof—district placements and expected graduations. While we are proactive in trying to educate all students in their home schools, each year there are two to three new students that require out—of— district placement and this is factored into the 2017—2018 request. •
$3,500,000
Out—of-District Placement Costs
2) Consultants: 01011200—53230 The Pupil Services Department uses consultants to assist with the provision of services that are specialized. These consultants are used to lid fill the II U requirements of students in the tSn’ciuIizecl 1?csource Program (SRP), as well as psychiatric evaluations far any other students as needed. The requested budget reflects the anticipated increase in the contracts associated with consultants.
Meeting the identified and highly specific needs of in—district students with significant issues requires the support of outside resources. The $340.000 Consultant line relleets the need far the district to hire qualified prolbssionals to ensure appropriate evaluation and IFP support far children with high levels of need. Consultants hired include Applied Behavioral Analysis specialists and Psychiatrists. •
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Consultants
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208,000
Tech flOIO%y 2017-2018 ‘I’he lechnology Department has been success liii in its pri mary charge oF providing and maintaining the tools necessary for students to become engaged in their learning and for the stall to he equipped with instructional and operational efficiency. The Technology Department develops and maintains a complex network with minimal outside assistance. Responsibilities of the Department include recommendations, bids, purchases and maintenance of all computers and related hardware, the district’s core software, the Wide Area Network (WAN) and 12 Local Area Networks (LANs). Currently. the Department supports approximately 3,000 Computers/Laptops, 2,000 C’lwomebooks, 550 lPads, 400 Smart Boards, approximately 350 network/stand—alone printers and scanners. 65 district copiers, 10 Microsoft servers, video surveillance and district Wi—Fi. Various versions ol’ Windows 0/S along with Hyper—V are supported in order to provide the Ibllowing services to the district: • Office 365 • Google Does • VPN Remote Access • Web Services • File and Print Sharing • Munis Financial • Video Security • Various SQL Applications (i.e. Versa Tran, Web Smart, Destiny, etc.) • SMTP Server • MDM Manager (Tab Pilot) The Technology Department has sole maintenance responsibility lbr approximately 7,000 units of hardware which includes audio/visual equipment, telephones, cell phones. voice mail, Smart Boards, and Trumbull Community Television Channels (7Q4/90). The stall consists of’ eight technicians to provide daily, ongoing. and long—term support for twelve buildings. During the 2016—2017 school year the Technology Department was able to enhance staff and student services while providing a cost savings to the district. We were able to replace the districts anti-virus protection and save approximate $10,000.00 per year in license fees. We also migrated 1100 users to Outlook 365 in the cloud, eliminating the need to replace the outdate F— mail server hardware. This migration also allows staf’t’to use the Office suite from home which increases user productivity. This cost saving is approximately $20,000.00. The Ibllowing items were updated or are completed initiatives in the district. • Expanded District Wi-Fi expansion • Network Infrastructure • Additional Smart Boards • Server Consolidation • Additional Chromehooks and Carts • Security upgrades including additional surveillance cameras • Implementation Mobile Device Manager (MDM) 11w IPads Approximately $30,000 has been saved with maintenance computer equipment purchases. 6-20
contracts,
computer pads, and
2017-2018 Focus Areas During the 20! 6—20 I 7 school year. the school district has been able to begin supporting a one to one digital learning program at the middle school level. Continuation of this program lhr middle and elementary students and staff is a primary locus area. ‘l’his next phase of’ the plan will include the IbI lowing: • Upgrade Wi—Fi access points at middle schools and all elementary schools • Wads in grades K—? (7 per classroom) • Chromehooks in grades 3-4 • Fornmlize the ‘‘bring your own device’’ ( BYOD) progmm at l’rumbull II igh School with device loaner program The 2017—201 X budget requires a funding increase hr WAN connections. Previously, the State ot’Connecticut supplied public schools with internet access at no charge. We are now being charged l& this service which includes additional salbguards to protect school districts li-om cyber attacks. Another budget increase is the email archiving service which ill enable the Department to saldy preserve emails and IbIlill eDiscovel’3 requests. Classroom Computer Equipment 01421001-57310 • Existing portion of the leasing cost lbr equipment
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2017-2018 portion of leasing cost Ihr proposed new equipment
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E—rate reimbursement will olThet the cost Total:
5294.000 $64,875 5358.875 (71.725) $287,150
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Other Professional Sen’iccs 01422520-53300 Support and licensing lbr our hosted district email archiver is the primary reason for the increase in this account. 57.500 • Current “other prolëssional” services S 15.500 • Annual support and licensing for our hosted Email archiver $23,000 Total:
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Equipment Instructional 01422220-57301 The addition ola replacement cycle lbr old and l’ailing digital data projectors is the reason for the increase in this account. Some of these projectors are 8 to 10 years old and are used lhr daily instruction. $13,500 • Current budgeted amount $14,500 • Data Prolector replacements $28,000 Total
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WAN Connections 01422520-55907
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In the past, district internet access was provided to all school districts lice of charge by the Slate of Connecticut. ‘[he Slate now has to charge all districts, however, this vil I be ci igihie for k—rate reimbursement. $ I 37.5 X6 • Current budgeted amount • District Internet access Total S I 52,OXO
‘I ‘he Department Ii is been proactive iii pr V idi ng a variety of security enhancements, server/application upgrades, and implementing MD M tools. It is imperative to mm ntm n a high level 01. service in order to support the students md stafl’ with a qua! i ty tech nologi en I in ftast rueture [or them to achieve their goals.
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Transpot-tation 2017-2018 Irinsportatton is an integral part of the total educaliotial process. [lie safe and dependable Ininsportation of our students contributes to We o\ emil icarniiin experience. The Transportation Department lhr the Trumbull Public Schools, responsible for busing approximately 7.000 PreK—i 2 students, maintains a two—tier system consisting of’48 regular buses and 21 Special hducation buses. All Trumbull elementary school students are bused and of the approximately 250 secondary walkers, middle school students walk a distance of no more than 1 ¼ miles and high school students walk a distance of no more than I V2 miles.
The transportation system is planned and operated iii compliance with the General Statutes of the State of Connecticut and all regulations of the State Department of I ducation and the State Department of Motor Vehicles governing the operation ol’school buses. Our district attempts to maintain transportation schedules which provide equal opportunity for all qualified students consistent with efficient and economic operations. The Department is responsible 11w providing transportation to and from ten schools, athletic events, high school chorus and band competitions. extracurricular activities, and the ninny field trips taken by all grade levels during school hours, alter school. evenings and weekends. Trumbull students are bused to regional vocational schools. Six to Six Magnet School. Interdistrict Discovery Magnet School. the Aquaculture School and the Regional Center (1w the Arts. Transportation is also provided during the summer lbr the 20—day Extended School Year (ESY) Program and many ol these special needs students participtttc in an extended program for up to an additional 15 days. Coach buses are contracted Ibr out—of—state trips. The cornerstone of the iransportation Department is safety. Our primary Focus is to ensure the safety ol’our students and peace of mind lbr their litmilies a prompt and saib arrival to school and a safe and happy return home. In response to our Trumbull School District Climate Plan and Connecticut State legislation. all bus drivers have been trained in the prevention, intervention and appropriate response to inappropriate student behaviors. All special education bus drivers and bus monitors also receive annual specialized training to ensure the safe transportation of students with special needs. We also provide in service training for all drivers and monitors in transporting students with allergies and other medical concerns. —
Our buses are equipped with some of the most up-to-date salbty Ibatures available. All of the buses are equipped with extremely accurate (IPX monitoring systems enabling the Transportation Director to monitor speed and location of the buses at all times. All buses are equipped with digital video cameras which are very valuable in assessing student and driver behavior. The vidco can he downloaded to a network drive. The buses are also equipped with crossing arms and outside monitors lhr safC egress. The seats are high and padded, both front and hack, to contain passengers in place. White strobe lights are installed on all buses so that other drivers on the road can see the buses when they are operating in adverse weather conditions. We continue to closely monitor state and federal directives regarding the use of seat belts on school buses.
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Our transportation contractor, Dattco. is in the fturth year of’ a five year contract (July, 2013 June, 2018) which was awarded through the hid process in the spring of’ 2013. This contract includes an optional two year extension (July, 201% June, 2020) based on performance satisfaction. The agreement includes a 3.5% annual increase with a 1% prepayment discount. We have had a reduction in our the! cost as a result of this contract. —
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Updates to our routing software. Versairans Solutions, have enabled us to implement safer anti more cost effective bus routing decisions with no additional buses and we are helter equipped to manage the complex, ever-changing variables associated with the daily transportation needs of students. The department has also interlitced our routing software with our student database system. Through the emergency messenger system, we now have the ability to send “alerts” to specific parents/guardians when there are issues regarding their child’s bus. i.e.. delays, accidents, weather-related issues. etc. The transportation alert system has provided enhanced efficiency ith regard to communicating timely and important transportation updates to our parent community and school stalL ‘Ihe system has been praised by parents and administrators throughout the community. The responsibilities associated with Special hducation transportation continue to expand. All in—house students and some out—placed students are transported on 21 Special Education buses. Some programs are very unique and require very specialized transportation plans. Pre school special needs children (3 & 4 year olds) are transported each day to the Trumbull harly Childhood Education Center. New enrollments in this program continue throughout the school year as students become age—qua! died. The transportation department must provide bus monitors on special education buses as directed by a student’s IEP. The primary objective ofa special education monitor is to care for and assist students with identified challenges and/or medical concerns so the driver can carefully fhcus his/her attention on the road. Ilus monitors are highly effbctive in facilitating the saib transportation of our students. Our budget proposal includes a request lOr 10 bus monitors.
Responding to individual needs includes the transportation of some students from one end oftosn to the other and out of town as well. This year’s individual needs required transportation to: •
Fairfield
Sacred Heart Cambridge Center W.I.S.E. Learning Center • Hamden Cedarhurst School Foster Day School • MillOrd Connecticut Center fOr Child Development (CCCD) I lope Academy • New 1-laven Gateway Community College • North 1-laven —Aces Village School Aces Mill Road School • Norwalk Winston Prep • Orange Foundation School -
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Stamlbrd lhompson Trumbull
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Woodhouse Academy Villa Maria School Susan Wayne Center Cooperative Education Services St. \‘incen(s Special Needs
Transportation w;is also provided br EL ll’E, a postgraduate high school community service program bör special needs students; CONNEC110N5, an after school special education program: the irumbul I High School Alternate Program at Madison Middle School; RI AC II; the tutorial program at Madison Middle School: the I{lAL Program in Monroe; programs at the public library; and various job sites: (e.g., St. Joseph’s Manor, I lelen Plumb, Kids—R—Us. Kohls, and Payless). We have recently added after school special education late buses afibrding middle and high school special education students the opportunity to participate in alter school clubs and activities. Our “ride share” program allows lhr participation with neighboring school districts in the transportation of certain out—ob—district students. ‘Irumbull Public Schools has received grant monies as a result of our “ride share” program (or our magnet school. We anticipate continuing and, perhaps. expanding “ride share” in the future. We are proud ol our ebThrts as we continue to work with Dattco to provide lbr the varied transportation needs of our children.
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