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Admin Retreat Draft 1

This document summarizes the 2014 administrators' retreat for the Meriden Public Schools. It discusses utilizing after-school programs to help students earn credits, implementing blended learning, incorporating more technology, and involving high schools in innovative learning networks. It also covers continuing common core implementation, supporting teachers and leaders, expanding enrichment programs, and maintaining school facilities. Quotes from the book "Professional Capital: Transforming Teaching in Every School" are included that promote collaboration and continuous improvement in the teaching profession.

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2014 ADMINISTRATORS’ RETREAT Mark D. Benigni, Ed.D.
Professional Capital:
 TransformingTeaching in Every School by Andy Hargreaves and Michael Fullan
“Good learning comes from good teaching. More and better learning and great achievement for everyone require being able to find and keep more good teachers.” –Professional Capital: Transforming Teaching in Every School
“Teaching like a pro is about improving as an individual, raising the performance of the team, and increasing quality across the whole profession.” –Professional Capital: Transforming Teaching in Every School
“Sustainable improvement can … never be done to or even for teachers. It can only ever be achieved by and with them. –Professional Capital: Transforming Teaching in Every School
“If you want a high-performing school system, a competitive economy, and a cohesive society, we need the very best, most highly qualified teachers who will have a deep and broad repertoire of knowledge and skill in the schools that don’t have the luxury of screening out children.” –Professional Capital: Transforming Teaching in Every School
“Trust and expertise work hand in hand to
 produce better results.” –Professional Capital: Transforming Teaching in Every School
“In collaborative cultures, failure and uncertainty are not protected and defended, but instead are shared and discussed with a view to gaining and support.” –Professional Capital: Transforming Teaching in Every School
“Talk together, plan together, work together —
 that’s the simple key.” –Professional Capital: Transforming Teaching in Every School
Teachers improve when they collaborate with and learn from other teachers. Schools also improve when they collaborate with and learn from other schools.” –Professional Capital: Transforming Teaching in Every School
“Teaching is a profession with shared purposes, collective responsibility, and mutual learning. Teaching is no longer a job where you can hog the children all to yourself.” –Professional Capital: Transforming Teaching in Every School
“Connect everything back to your students.” –Professional Capital: Transforming Teaching in Every School
M E R I D E N P U B L I C S C H O O L S
Board of Education Goals A R E A S O F F O C U S
Utilize after-school hours to allow high school students to earn credit Successfully meet the requirements of the Nellie Mae Education Foundation grant and create Blended Learning environments at our high schools Continue to incorporate technology in thoughtful ways that increase student learning and opportunities Involve high schools in the League of Innovative Schools and research performance based assessments
• 200 Students Participating in Personalized Learning Experiences (PLEs)
 • 250 Students Participating in Odysseyware Online Learning Utilize after-school hours to allow high school students to earn credit
• High School Saturday Academy • Students earn lost credits • Activities include: • Life Skills • Goal Setting • Career Exploration • Motivational Speakers • Visits from Community Leaders
 • After School Academy • 120 Students enrolled in credit recovery Utilize after-school hours to allow high school students to earn credit
Successfully meet the requirements of the Nellie Mae Education Foundation grant and create Blended Learning environments at our high schools
Continue to incorporate technology in thoughtful ways that increase student learning opportunities
Continue to incorporate technology in thoughtful ways that increase student learning opportunities 300 Devices 2011-2012 2012-2013 2013-2014 80 Devices 1400 Devices 2014–2015 2500 Devices 2010-2011 0 Devices
Involve high schools in the League of Innovative Schools and research performance based assessments • Both Maloney and Platt High School Teams participating in League of Innovative Schools (LIS) meetings and workshops. Investigating mastery-based learning. • Consortium Committee develops standard-based report cards for K - 5. • Consortium Committee currently working on standard-based report cards for 6-8.
Ensure successful implementation of the new Pilot Teacher Evaluation Process Increase in-school enrichment offerings Create a roadway for successful Common Core State Standards implementation Continue to provide support and professional development for principals and other leaders Expand extended day elementary school model to other schools Ensure that the State Alliance and Priority School District Consolidated Application is approved by State Department of Education and effectively implemented
Ensure Successful Implementation of the new Pilot Teacher Evaluation Process Collaborative efforts in Meriden lead to successful Teacher Evaluation Rollout
Increase in-school enrichment offerings Karate Yoga German Break Dancing Scholars’ Research Carpentry Drama Lacrosse Weather Hot Air Balloon Making Tennis World Drumming Floral Design Golf Magic Social Skills The Solar System Vision Awareness Technology Scrapbooking Variety of Elementary Options
Increase in-school enrichment offerings
Increase in-school enrichment offerings • Hired a teacher through Adult Education to support middle school enrichment • Ensures students receive high quality, challenging enrichment experiences Middle School
Increase in-school enrichment offerings Solar Powered
 STEM Unit Forensics Middle School
Create a roadway for successful Common Core State Standards implementation • Grades K-2 - Reading and Math CCSS implementation including standard- based report cards in 2013-2014 ☑️Completed • Grades 3,4,5 - Standard - based report cards in 2014-2015 • Grades 6-12 - Full CCSS implementation • In progress
Continue to provide support and professional development for principals and other leaders Executive Coaching Aspiring administrators and teacher leaders engage in targeted professional development on leadership provided with support from the CT Association of Schools and district leadership.
Continue to provide support and professional development for principals and other leaders Leadership Academy Aspiring administrators and teacher leaders engage in targeted professional development on leadership provided with support from the CT Association of Schools and district leadership.
Continue to provide support and professional development for principals and other leaders
Continue to provide support and professional development for principals and other leaders New Teacher Induction Three%Day)New) Teacher)Orienta1on) District)Professional) Development) Throughout)the)Year) New)Teacher) Instruc1onal) Observa1on)Walks) Book)Studies) Interac1ve)Online) New)Teacher) Discussion)Forum)
Continue to provide support and professional development for principals and other leaders 10% INCREASE 9% INCREASE 12% INCREASE Teachers’ Perceptions of a “positive school climate.” Teachers’ Perceptions that “staff is supported by administration.” Teachers’ Perceptions that “administration treats all staff with respect.”
Expand extended day elementary school model to other schools Fully Implemented ! 100 Additional Minutes
 per Day Plan approved for implementation in Fall 2014 ! 100 Additional Minutes
 per Day
Ensure that the State Alliance and Priority School District Consolidated Application is approved by State Department of Education and effectively implemented Consolidated application has been submitted and approval pending Positive Feedback Provided Initiatives in Operation
Share Data Team process with BOE and general public Continue to implement Positive Behavioral Intervention Systems across the district Share the work of the Family-School Liaison Team with the Board of Education and general public Monitor high school construction projects to minimize student and staff disruption
Share Data Team process with Board of Education and general public • Process shared with: • Visitors from Massachusetts and Vermont
 April 28, 2014 • Board of Education 
 April 22, 2014 • Visitors from Iowa March 26, 2014
 • Available to general public on meridenk12.org
Continue to implement PBIS across the district Defining PBIS for our students, staff, families, and community Dr. Farrell and her team from UCONN work with the district team, as well as our schools Tiered Level of support based on student needs PBIS Rooms in Secondary Schools
Share the work of the Family-School Liaison Team (FSL) with the Board of Education and general public FSL Presented to the Board of Education on October 1, 2013 FSL publications in Meriden Record-Journal Creating Public Awareness Marketing School and Community Events Utilization of FSL tracking tool to provide support for students and families Presentation Available for Download at meridenk12.org
Monitor high school construction projects to minimize student and staff disruption
2013 - 2014 Achieving Our Mission
• Programs Include: • High School Credit Diploma • GED® • Spanish GED® • ABE • ESL • Citizenship • Enrollment: • 2012 - 2013: 560 • 2013 - 2014: 627
Special Education Reform STARS Classes Sensory Room at Hanover STEP Classes Sensory Room at Franklin Community Classroom Collaborative at the YMCA
STARS Classes - Hanover S E N S O R Y R O O M
Praise for the STARS Program STUDENT: Adrian “The Stars program at Hanover has been a blessing!! It is a great starting foundation for children like my son. It is comforting and rewarding for us parents to see and know that our children are in the care of amazing and talented staff members that take pride in seeing our children achieve and accomplish their goals. I absolutely love the added incentives like the “Family Fun Nights”, in which I’m sure it takes a lot of planning and coordination to make these events fun and creative for our children! Also, the swimming program at the YMCA, (talk about our kids being in their element)…they have fun while learning social and motor skills, increasing their attention span and self care. The sensory room and the playground is like a wonderland where our kids can meet their sensory needs as well as stimulate their minds. We have become a little community as the parents and staff members work together in making a difference!!!”
STEPS Classes - Franklin S E N S O R Y R O O M
Adaptive Learning Environments F R A N K L I N - S T E P S
Adaptive Learning Environments S H E R M A N - E I P
Community Classroom Collaborative at the YMCA Vocational training for students 18 to 21 years old Allows students to begin experiencing adult activities while having the support of the school system
Central Registration At the Meriden Health Department
Central Registration 260 Total
 2013 - 2014 Registrations 430 Total
 2014 - 2015 Kindergarten Registrations
 as of 4/15/14 T W O S T A F F M E M B E R S H A V E T A K E N I N :
Maintaining and
 Upgrading Facilities N E W G Y M R E D E S I G N A T N A T H A N H A L E
Maintaining and
 Upgrading Facilities R E D E S I G N E D M E D I A C E N T E R S Barry Pulaski Sherman On The Way
State-of- the-Art
 Technology Centers: Barry Pulaski Sherman In Progress Maintaining and
 Upgrading Facilities
New Computer Labs: Franklin Hale Hanover Hooker Putnam Sherman Lincoln Washington Maintaining and
 Upgrading Facilities
Infrastructure Enhancements
Leaders in the Field
Implementation of College-
 and Career-Ready Standards Transition from School
 House to Community School Treating Social-Emotional
 At-Risk Students (AERA) National Presentations Lessons from AFT Labor Management The Data That Matters: Making
 a Difference for your Schools 2013 & 2014 ISTE Conferences Teacher-Driven Expanded Learning Time The Effects of the Patient Protection and Affordable Care Act on Schools Time for Teachers: Leveraging Expanded Time More Collaboration + More Time = More Learning
Statewide Presentations Turning Data into Action, Connecticut Council for Education Reform Best Practices Forum, New Haven, Connecticut 2014. Mandate Relief, State of Connecticut Education Mandates Relief Task Force, Hartford, Connecticut, 2014. Utilizing Data to Improve Student Achievement, UCONN/CAPSS Educational Leadership Cohort, West Hartford, Connecticut, 2013 and 2014. Closing Gaps in Meriden, State of Connecticut Interagency Council for Closing the Achievement Gaps: Chronic Attendance, Hartford, Connecticut, 2013. The Education System, Connecticut Association of Schools (CAS), Southbury, Connecticut, 2013. Leadership Panel and Extended Time Breakout Session, Connecticut Council for Education Reform, New Haven, Connecticut, 2013 Alliance District Convening, Leveraging Resources to Support Students, CT State Department of Education, Hartford, Connecticut, 2013 Alliance District Convening - Utilizing Teacher Evaluation Leads to Professional Growth - CT State Department of Education, CT State Department of Education, Hartford, Connecticut, 2013
VOL. 37, NO. 4 | WINTER 2013–2014 www.aft.org/ae HowNotto GoItAloneWAYS COLLABORATION CAN STRENGTHEN EDUCATION AMERICAN EDUCATOR | WINTER 2013–2014 29 MovingMeriden In Connecticut, a Road Map for Union-District Relations B J D I n the 1990s, the relationship between the Meriden Public Schools and the local teachers’ union, the Meriden Federa- tion of Teachers, was frosty with a lack of trust. e union spent much of its time elding concerns from teachers who believed principals were not treating them as professionals. Teachers did not have a voice in instructional matters. Teachers and principals could not even resolve administrative issues like scheduling and lunch duty assignments. To help teachers navigate this uncomfortable climate, the union president at the time deployed two assistants to meet with teachers in their schools. roughout the district, the assistants were known as “Doom” and “Gloom”; their presence in schools always signaled a problem. When the duo scheduled their visits, the teachers would instruct them not to come in through the front door. Nervous teachers feared that the principal would see them and gure there was an issue. So to avoid any confrontation, the teachers let the assistants in through the back door. Relations between teachers and principals were so strained that the pair performedtheirclandestineoperationsseveraltimeseachmonth. For the most part, the district’s central o ce administrators did not visit schools to get to know teachers and did not involve themselves in building issues, says Erin Benham, the current president of the Meriden Federation of Teachers (MFT). Benham has taught in the district for 34 years. For several of those years, she was the union assistant known as “Doom.” She laughs now when recounting this part of her career because things have so dramatically changed. No doubt she wasn’t laugh- ing back then. In the last ve years, the union and the district have built a stronglabor-managementpartnershipwhosefocusonsupporting teachershasresultedinasteadyincreaseinstudentachievement. Today, it’s fair to say that Benham belongs to another dynamic Jennifer Dubin is the assistant editor of American Educator. Previously, she was a journalist with theChronicle of Higher Education. To read more of her work, visit American Educator’s authors index at www.aft.org/ newspubs/periodicals/ae/author.cfm. ILLUSTRATIONSBYINGOFAST
Key Leadership Positions Dr. Mark Benigni, Superintendent of Schools American Association of School Administrators (AASA) Governing Board Member Co-Chair of the Connecticut Association of Urban Superintendents CAPSS, Connecticut Association of Public School Superintendents, Board of Directors Robert Angeli, Associate Superintendent for Instruction CAPSS, Connecticut Association of Public School Superintendents, Board of Directors Thomas Giard, Assistant Superintendent for Personnel and Staff Development President – CT Association of School Personnel Administrators (CASPA) Member – CSDE Taskforce on Minority Teacher Recruitment Dr. Miguel Cardona, Performance Evaluation Specialist CT Legislative Achievement Gap Task Force, Co- Chairman United Way- Board of Directors Dr. Alvin Larson - Research and Evaluation Specialist Member - U.S. Department of Education, Center for Education Statistics National Forum Susan Maffe, Director of Food Services Executive Board for the School Nutrition Association of Connecticut (SNACT) Member Member - State Task Force on Childhood Obesity Erin Benham - Literacy Coordinator, Lincoln Middle School Vice President - AFT CT Executive Committee Dr. Anne Jellison, Principal of Israel Putnam
 Elementary School President of the Meriden Association of School Administrators Chair of the Connecticut Association for School Administrators Member of the Governor's Common Core Task Force
Key Leadership Positions AFT National Trainers for CCSS: Anita Gennaro Kari Baransky CCSS Teacher Ambassadors: Krista Romeo Anita Gennaro Susan Axon Sandra Polacheck Heidi Popielarczyk Janine Malave Daisy Torres Jason Gonzalez
Key Leadership Positions Dream Team members will translate proven teaching methods and classroom expertise into high quality Common Core resources for use by Connecticut teachers. Competitive process, 97 teachers selected, Meriden awarded 6 slots where they will serve as “teacher leaders” for the state. CT Teacher Rubric Revision Advisors: Dave Levenduski Katie Lopez For Immediate Release: April 16, 2014 Contact: Kelly Donnelly 860.713.6525 97 TEACHERS SELECTED FOR ‘CONNECTICUT DREAM TEAM’ Teachers to Par cipate in Common Core Professional Development (Har ord, CT)– The State Department of Educ (SDE) today announced that 97 teachers from 86 schools across Connec cut will take part in TeachFest Connec cut, an intensive professional learning session on the Common Core State Standards, where they will develop high-quality resources to be shared with fellow teachers. The ‘Connec t Dream Team’ will con nue working with their peers in the weeks following TeachFest and later serve as teacher leaders at a larger event this summer. Par ipants teach a wide spectrum of di rent grade levels, with 60 specializing in English language arts and 37 in mathem cs. “TeachFest will provide teachers with the opportunity to collaborate and innovate as they develop high-quality Common Core resources to be shared with their colleagues. Par pants will also serve as teacher leaders in future Common Core-related events and ac vi es. We thank and congratulate the teachers who have volunteered and been selected for the Connec t Dream Team,” State Department of Educ Commissioner Stefan Pryor said. “This is a new and exci ng element of our growing array of Common Core supports for teachers and school leaders. We are grateful to Governor Malloy and the General Assembly for providing the resources that enable us to provide these cri cal supports for educators.” TeachFest Connec cut represents one of the professional development opportuni es supported by the State Department of Educ regarding the implementa on of the Common Core State Standards. The Connec cut Dream Team will rst convene in Har ord from April 25-27 for TeachFest Connec cut, a celebr of teaching and an intensive, structured working session facilitated by LearnZillion. A provider of digital curriculum and professional development for the Common Core, LearnZillion developed this innov ve model. “Connec t teachers’ response to this opportunity has been wonderful,” said Eric Westendorf, CEO of LearnZillion. “We’re excited to support the SDE’s commitment to teachers by sharing our Fallon Wagner Mary Jean Giannetti Mary Lou Woods Kari Baransky Andrew Hutchinson Josh Egan
Planning for Continued Success Expansion of Blended Learning environments School Improvement Grant at John Barry School Opening of new wings at high schools Increase district-provided mobile devices Increase digital content Expansion of in-district SPED programs Revising ELL programming Pre-K to K alignment Continuation of security measures Continuation of CCSS Implementation Implementation of district-wide Teacher Evaluation Support for new administrators Continue to Increase AP/ECE enrollment and students in higher level classes Continue to increase partnerships with families and community providers
“Providing all of our students with a chance for a better life.” - Dr. Mark Benigni
M E R I D E N P U B L I C S C H O O L S
COURAGE
So,
 What Is COURAGE?
Administrators’
 Retreat 2014 From Leadership Isn’t For Cowards by Mike Staver
“You do not lead an organization, department, or group, and your people do not follow strategic plans, fancy goals, or year-end reports. They follow a person.” August 2014 - Administrators’ Retreat
August 2014 - Administrators’ Retreat “Your followers deserve a leader who will openly accept the presence of obstacles, challenges, and even tragedies, but deny their power and refuse to succumb, even if most people believe they mean certain defeat.”
August 2014 - Administrators’ Retreat “It's what you do with the data and information you analyze that makes you a good leader.”
August 2014 - Administrators’ Retreat “Courageous and healthy people take responsibility for their contributions to their failures and more readily share the credit for their successes.”
August 2014 - Administrators’ Retreat “Stand up in front of your direct reports and own up to something you did that you shouldn't have, or something you didn't do that you should have. Want to build loyalty? Own your mistakes.”
August 2014 - Administrators’ Retreat “Leadership is influencing others to achieve results beyond those that they believe are possible.”
August 2014 - Administrators’ Retreat “Your job is not to eliminate problems;
 your job is to solve them.”
August 2014 - Administrators’ Retreat “Do not tolerate mistreatment of others by your reports. Confront it more strongly than you confront failure to meet results.”
August 2014 - Administrators’ Retreat “Do not allow yourself or your people to accept the status quo.”
August 2014 - Administrators’ Retreat “You don't just observe what's happening; you care about the effect it's having on your people.”
Admin Retreat Draft 1

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Admin Retreat Draft 1

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  • 2.
    Professional Capital:
 TransformingTeaching inEvery School by Andy Hargreaves and Michael Fullan
  • 3.
    “Good learning comesfrom good teaching. More and better learning and great achievement for everyone require being able to find and keep more good teachers.” –Professional Capital: Transforming Teaching in Every School
  • 4.
    “Teaching like apro is about improving as an individual, raising the performance of the team, and increasing quality across the whole profession.” –Professional Capital: Transforming Teaching in Every School
  • 5.
    “Sustainable improvement can… never be done to or even for teachers. It can only ever be achieved by and with them. –Professional Capital: Transforming Teaching in Every School
  • 6.
    “If you wanta high-performing school system, a competitive economy, and a cohesive society, we need the very best, most highly qualified teachers who will have a deep and broad repertoire of knowledge and skill in the schools that don’t have the luxury of screening out children.” –Professional Capital: Transforming Teaching in Every School
  • 7.
    “Trust and expertisework hand in hand to
 produce better results.” –Professional Capital: Transforming Teaching in Every School
  • 8.
    “In collaborative cultures,failure and uncertainty are not protected and defended, but instead are shared and discussed with a view to gaining and support.” –Professional Capital: Transforming Teaching in Every School
  • 9.
    “Talk together, plantogether, work together —
 that’s the simple key.” –Professional Capital: Transforming Teaching in Every School
  • 10.
    Teachers improve whenthey collaborate with and learn from other teachers. Schools also improve when they collaborate with and learn from other schools.” –Professional Capital: Transforming Teaching in Every School
  • 11.
    “Teaching is aprofession with shared purposes, collective responsibility, and mutual learning. Teaching is no longer a job where you can hog the children all to yourself.” –Professional Capital: Transforming Teaching in Every School
  • 12.
    “Connect everything backto your students.” –Professional Capital: Transforming Teaching in Every School
  • 13.
    M E RI D E N P U B L I C S C H O O L S
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    Board of EducationGoals A R E A S O F F O C U S
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    Utilize after-school hoursto allow high school students to earn credit Successfully meet the requirements of the Nellie Mae Education Foundation grant and create Blended Learning environments at our high schools Continue to incorporate technology in thoughtful ways that increase student learning and opportunities Involve high schools in the League of Innovative Schools and research performance based assessments
  • 16.
    • 200 StudentsParticipating in Personalized Learning Experiences (PLEs)
 • 250 Students Participating in Odysseyware Online Learning Utilize after-school hours to allow high school students to earn credit
  • 17.
    • High SchoolSaturday Academy • Students earn lost credits • Activities include: • Life Skills • Goal Setting • Career Exploration • Motivational Speakers • Visits from Community Leaders
 • After School Academy • 120 Students enrolled in credit recovery Utilize after-school hours to allow high school students to earn credit
  • 18.
    Successfully meet therequirements of the Nellie Mae Education Foundation grant and create Blended Learning environments at our high schools
  • 19.
    Continue to incorporatetechnology in thoughtful ways that increase student learning opportunities
  • 20.
    Continue to incorporatetechnology in thoughtful ways that increase student learning opportunities 300 Devices 2011-2012 2012-2013 2013-2014 80 Devices 1400 Devices 2014–2015 2500 Devices 2010-2011 0 Devices
  • 21.
    Involve high schoolsin the League of Innovative Schools and research performance based assessments • Both Maloney and Platt High School Teams participating in League of Innovative Schools (LIS) meetings and workshops. Investigating mastery-based learning. • Consortium Committee develops standard-based report cards for K - 5. • Consortium Committee currently working on standard-based report cards for 6-8.
  • 23.
    Ensure successful implementationof the new Pilot Teacher Evaluation Process Increase in-school enrichment offerings Create a roadway for successful Common Core State Standards implementation Continue to provide support and professional development for principals and other leaders Expand extended day elementary school model to other schools Ensure that the State Alliance and Priority School District Consolidated Application is approved by State Department of Education and effectively implemented
  • 24.
    Ensure Successful Implementationof the new Pilot Teacher Evaluation Process Collaborative efforts in Meriden lead to successful Teacher Evaluation Rollout
  • 25.
    Increase in-school enrichmentofferings Karate Yoga German Break Dancing Scholars’ Research Carpentry Drama Lacrosse Weather Hot Air Balloon Making Tennis World Drumming Floral Design Golf Magic Social Skills The Solar System Vision Awareness Technology Scrapbooking Variety of Elementary Options
  • 26.
  • 27.
    Increase in-school enrichmentofferings • Hired a teacher through Adult Education to support middle school enrichment • Ensures students receive high quality, challenging enrichment experiences Middle School
  • 28.
    Increase in-school enrichmentofferings Solar Powered
 STEM Unit Forensics Middle School
  • 29.
    Create a roadwayfor successful Common Core State Standards implementation • Grades K-2 - Reading and Math CCSS implementation including standard- based report cards in 2013-2014 ☑️Completed • Grades 3,4,5 - Standard - based report cards in 2014-2015 • Grades 6-12 - Full CCSS implementation • In progress
  • 30.
    Continue to providesupport and professional development for principals and other leaders Executive Coaching Aspiring administrators and teacher leaders engage in targeted professional development on leadership provided with support from the CT Association of Schools and district leadership.
  • 31.
    Continue to providesupport and professional development for principals and other leaders Leadership Academy Aspiring administrators and teacher leaders engage in targeted professional development on leadership provided with support from the CT Association of Schools and district leadership.
  • 32.
    Continue to providesupport and professional development for principals and other leaders
  • 33.
    Continue to providesupport and professional development for principals and other leaders New Teacher Induction Three%Day)New) Teacher)Orienta1on) District)Professional) Development) Throughout)the)Year) New)Teacher) Instruc1onal) Observa1on)Walks) Book)Studies) Interac1ve)Online) New)Teacher) Discussion)Forum)
  • 34.
    Continue to providesupport and professional development for principals and other leaders 10% INCREASE 9% INCREASE 12% INCREASE Teachers’ Perceptions of a “positive school climate.” Teachers’ Perceptions that “staff is supported by administration.” Teachers’ Perceptions that “administration treats all staff with respect.”
  • 35.
    Expand extended dayelementary school model to other schools Fully Implemented ! 100 Additional Minutes
 per Day Plan approved for implementation in Fall 2014 ! 100 Additional Minutes
 per Day
  • 36.
    Ensure that theState Alliance and Priority School District Consolidated Application is approved by State Department of Education and effectively implemented Consolidated application has been submitted and approval pending Positive Feedback Provided Initiatives in Operation
  • 37.
    Share Data Teamprocess with BOE and general public Continue to implement Positive Behavioral Intervention Systems across the district Share the work of the Family-School Liaison Team with the Board of Education and general public Monitor high school construction projects to minimize student and staff disruption
  • 38.
    Share Data Teamprocess with Board of Education and general public • Process shared with: • Visitors from Massachusetts and Vermont
 April 28, 2014 • Board of Education 
 April 22, 2014 • Visitors from Iowa March 26, 2014
 • Available to general public on meridenk12.org
  • 39.
    Continue to implementPBIS across the district Defining PBIS for our students, staff, families, and community Dr. Farrell and her team from UCONN work with the district team, as well as our schools Tiered Level of support based on student needs PBIS Rooms in Secondary Schools
  • 40.
    Share the workof the Family-School Liaison Team (FSL) with the Board of Education and general public FSL Presented to the Board of Education on October 1, 2013 FSL publications in Meriden Record-Journal Creating Public Awareness Marketing School and Community Events Utilization of FSL tracking tool to provide support for students and families Presentation Available for Download at meridenk12.org
  • 41.
    Monitor high schoolconstruction projects to minimize student and staff disruption
  • 43.
  • 45.
    • Programs Include: •High School Credit Diploma • GED® • Spanish GED® • ABE • ESL • Citizenship • Enrollment: • 2012 - 2013: 560 • 2013 - 2014: 627
  • 46.
    Special Education Reform STARSClasses Sensory Room at Hanover STEP Classes Sensory Room at Franklin Community Classroom Collaborative at the YMCA
  • 47.
    STARS Classes -Hanover S E N S O R Y R O O M
  • 48.
    Praise for the STARSProgram STUDENT: Adrian “The Stars program at Hanover has been a blessing!! It is a great starting foundation for children like my son. It is comforting and rewarding for us parents to see and know that our children are in the care of amazing and talented staff members that take pride in seeing our children achieve and accomplish their goals. I absolutely love the added incentives like the “Family Fun Nights”, in which I’m sure it takes a lot of planning and coordination to make these events fun and creative for our children! Also, the swimming program at the YMCA, (talk about our kids being in their element)…they have fun while learning social and motor skills, increasing their attention span and self care. The sensory room and the playground is like a wonderland where our kids can meet their sensory needs as well as stimulate their minds. We have become a little community as the parents and staff members work together in making a difference!!!”
  • 49.
    STEPS Classes -Franklin S E N S O R Y R O O M
  • 50.
    Adaptive Learning Environments FR A N K L I N - S T E P S
  • 51.
  • 52.
    Community Classroom Collaborative atthe YMCA Vocational training for students 18 to 21 years old Allows students to begin experiencing adult activities while having the support of the school system
  • 53.
    Central Registration At theMeriden Health Department
  • 54.
    Central Registration 260 Total
 2013- 2014 Registrations 430 Total
 2014 - 2015 Kindergarten Registrations
 as of 4/15/14 T W O S T A F F M E M B E R S H A V E T A K E N I N :
  • 55.
    Maintaining and
 Upgrading Facilities NE W G Y M R E D E S I G N A T N A T H A N H A L E
  • 56.
    Maintaining and
 Upgrading Facilities RE D E S I G N E D M E D I A C E N T E R S Barry Pulaski Sherman On The Way
  • 57.
  • 58.
  • 59.
  • 60.
  • 61.
    Implementation of College-
 andCareer-Ready Standards Transition from School
 House to Community School Treating Social-Emotional
 At-Risk Students (AERA) National Presentations Lessons from AFT Labor Management The Data That Matters: Making
 a Difference for your Schools 2013 & 2014 ISTE Conferences Teacher-Driven Expanded Learning Time The Effects of the Patient Protection and Affordable Care Act on Schools Time for Teachers: Leveraging Expanded Time More Collaboration + More Time = More Learning
  • 63.
    Statewide Presentations Turning Datainto Action, Connecticut Council for Education Reform Best Practices Forum, New Haven, Connecticut 2014. Mandate Relief, State of Connecticut Education Mandates Relief Task Force, Hartford, Connecticut, 2014. Utilizing Data to Improve Student Achievement, UCONN/CAPSS Educational Leadership Cohort, West Hartford, Connecticut, 2013 and 2014. Closing Gaps in Meriden, State of Connecticut Interagency Council for Closing the Achievement Gaps: Chronic Attendance, Hartford, Connecticut, 2013. The Education System, Connecticut Association of Schools (CAS), Southbury, Connecticut, 2013. Leadership Panel and Extended Time Breakout Session, Connecticut Council for Education Reform, New Haven, Connecticut, 2013 Alliance District Convening, Leveraging Resources to Support Students, CT State Department of Education, Hartford, Connecticut, 2013 Alliance District Convening - Utilizing Teacher Evaluation Leads to Professional Growth - CT State Department of Education, CT State Department of Education, Hartford, Connecticut, 2013
  • 64.
    VOL. 37, NO.4 | WINTER 2013–2014 www.aft.org/ae HowNotto GoItAloneWAYS COLLABORATION CAN STRENGTHEN EDUCATION AMERICAN EDUCATOR | WINTER 2013–2014 29 MovingMeriden In Connecticut, a Road Map for Union-District Relations B J D I n the 1990s, the relationship between the Meriden Public Schools and the local teachers’ union, the Meriden Federa- tion of Teachers, was frosty with a lack of trust. e union spent much of its time elding concerns from teachers who believed principals were not treating them as professionals. Teachers did not have a voice in instructional matters. Teachers and principals could not even resolve administrative issues like scheduling and lunch duty assignments. To help teachers navigate this uncomfortable climate, the union president at the time deployed two assistants to meet with teachers in their schools. roughout the district, the assistants were known as “Doom” and “Gloom”; their presence in schools always signaled a problem. When the duo scheduled their visits, the teachers would instruct them not to come in through the front door. Nervous teachers feared that the principal would see them and gure there was an issue. So to avoid any confrontation, the teachers let the assistants in through the back door. Relations between teachers and principals were so strained that the pair performedtheirclandestineoperationsseveraltimeseachmonth. For the most part, the district’s central o ce administrators did not visit schools to get to know teachers and did not involve themselves in building issues, says Erin Benham, the current president of the Meriden Federation of Teachers (MFT). Benham has taught in the district for 34 years. For several of those years, she was the union assistant known as “Doom.” She laughs now when recounting this part of her career because things have so dramatically changed. No doubt she wasn’t laugh- ing back then. In the last ve years, the union and the district have built a stronglabor-managementpartnershipwhosefocusonsupporting teachershasresultedinasteadyincreaseinstudentachievement. Today, it’s fair to say that Benham belongs to another dynamic Jennifer Dubin is the assistant editor of American Educator. Previously, she was a journalist with theChronicle of Higher Education. To read more of her work, visit American Educator’s authors index at www.aft.org/ newspubs/periodicals/ae/author.cfm. ILLUSTRATIONSBYINGOFAST
  • 65.
    Key Leadership Positions Dr.Mark Benigni, Superintendent of Schools American Association of School Administrators (AASA) Governing Board Member Co-Chair of the Connecticut Association of Urban Superintendents CAPSS, Connecticut Association of Public School Superintendents, Board of Directors Robert Angeli, Associate Superintendent for Instruction CAPSS, Connecticut Association of Public School Superintendents, Board of Directors Thomas Giard, Assistant Superintendent for Personnel and Staff Development President – CT Association of School Personnel Administrators (CASPA) Member – CSDE Taskforce on Minority Teacher Recruitment Dr. Miguel Cardona, Performance Evaluation Specialist CT Legislative Achievement Gap Task Force, Co- Chairman United Way- Board of Directors Dr. Alvin Larson - Research and Evaluation Specialist Member - U.S. Department of Education, Center for Education Statistics National Forum Susan Maffe, Director of Food Services Executive Board for the School Nutrition Association of Connecticut (SNACT) Member Member - State Task Force on Childhood Obesity Erin Benham - Literacy Coordinator, Lincoln Middle School Vice President - AFT CT Executive Committee Dr. Anne Jellison, Principal of Israel Putnam
 Elementary School President of the Meriden Association of School Administrators Chair of the Connecticut Association for School Administrators Member of the Governor's Common Core Task Force
  • 66.
    Key Leadership Positions AFTNational Trainers for CCSS: Anita Gennaro Kari Baransky CCSS Teacher Ambassadors: Krista Romeo Anita Gennaro Susan Axon Sandra Polacheck Heidi Popielarczyk Janine Malave Daisy Torres Jason Gonzalez
  • 67.
    Key Leadership Positions DreamTeam members will translate proven teaching methods and classroom expertise into high quality Common Core resources for use by Connecticut teachers. Competitive process, 97 teachers selected, Meriden awarded 6 slots where they will serve as “teacher leaders” for the state. CT Teacher Rubric Revision Advisors: Dave Levenduski Katie Lopez For Immediate Release: April 16, 2014 Contact: Kelly Donnelly 860.713.6525 97 TEACHERS SELECTED FOR ‘CONNECTICUT DREAM TEAM’ Teachers to Par cipate in Common Core Professional Development (Har ord, CT)– The State Department of Educ (SDE) today announced that 97 teachers from 86 schools across Connec cut will take part in TeachFest Connec cut, an intensive professional learning session on the Common Core State Standards, where they will develop high-quality resources to be shared with fellow teachers. The ‘Connec t Dream Team’ will con nue working with their peers in the weeks following TeachFest and later serve as teacher leaders at a larger event this summer. Par ipants teach a wide spectrum of di rent grade levels, with 60 specializing in English language arts and 37 in mathem cs. “TeachFest will provide teachers with the opportunity to collaborate and innovate as they develop high-quality Common Core resources to be shared with their colleagues. Par pants will also serve as teacher leaders in future Common Core-related events and ac vi es. We thank and congratulate the teachers who have volunteered and been selected for the Connec t Dream Team,” State Department of Educ Commissioner Stefan Pryor said. “This is a new and exci ng element of our growing array of Common Core supports for teachers and school leaders. We are grateful to Governor Malloy and the General Assembly for providing the resources that enable us to provide these cri cal supports for educators.” TeachFest Connec cut represents one of the professional development opportuni es supported by the State Department of Educ regarding the implementa on of the Common Core State Standards. The Connec cut Dream Team will rst convene in Har ord from April 25-27 for TeachFest Connec cut, a celebr of teaching and an intensive, structured working session facilitated by LearnZillion. A provider of digital curriculum and professional development for the Common Core, LearnZillion developed this innov ve model. “Connec t teachers’ response to this opportunity has been wonderful,” said Eric Westendorf, CEO of LearnZillion. “We’re excited to support the SDE’s commitment to teachers by sharing our Fallon Wagner Mary Jean Giannetti Mary Lou Woods Kari Baransky Andrew Hutchinson Josh Egan
  • 68.
    Planning for ContinuedSuccess Expansion of Blended Learning environments School Improvement Grant at John Barry School Opening of new wings at high schools Increase district-provided mobile devices Increase digital content Expansion of in-district SPED programs Revising ELL programming Pre-K to K alignment Continuation of security measures Continuation of CCSS Implementation Implementation of district-wide Teacher Evaluation Support for new administrators Continue to Increase AP/ECE enrollment and students in higher level classes Continue to increase partnerships with families and community providers
  • 71.
    “Providing all ofour students with a chance for a better life.” - Dr. Mark Benigni
  • 72.
    M E RI D E N P U B L I C S C H O O L S
  • 73.
  • 74.
  • 86.
  • 87.
    “You do notlead an organization, department, or group, and your people do not follow strategic plans, fancy goals, or year-end reports. They follow a person.” August 2014 - Administrators’ Retreat
  • 88.
    August 2014 -Administrators’ Retreat “Your followers deserve a leader who will openly accept the presence of obstacles, challenges, and even tragedies, but deny their power and refuse to succumb, even if most people believe they mean certain defeat.”
  • 89.
    August 2014 -Administrators’ Retreat “It's what you do with the data and information you analyze that makes you a good leader.”
  • 90.
    August 2014 -Administrators’ Retreat “Courageous and healthy people take responsibility for their contributions to their failures and more readily share the credit for their successes.”
  • 91.
    August 2014 -Administrators’ Retreat “Stand up in front of your direct reports and own up to something you did that you shouldn't have, or something you didn't do that you should have. Want to build loyalty? Own your mistakes.”
  • 92.
    August 2014 -Administrators’ Retreat “Leadership is influencing others to achieve results beyond those that they believe are possible.”
  • 93.
    August 2014 -Administrators’ Retreat “Your job is not to eliminate problems;
 your job is to solve them.”
  • 94.
    August 2014 -Administrators’ Retreat “Do not tolerate mistreatment of others by your reports. Confront it more strongly than you confront failure to meet results.”
  • 95.
    August 2014 -Administrators’ Retreat “Do not allow yourself or your people to accept the status quo.”
  • 96.
    August 2014 -Administrators’ Retreat “You don't just observe what's happening; you care about the effect it's having on your people.”