Lebanon Public Schools Annual Report 2018-2019
Robert J. Angeli Superintendent of Schools
Board of Education Members Jason Nowosad – Chairman John Konow Dawn Whitcher – Vice Chairman Alexis Margerelli-Hussey Maureen McCall– Secretary William Meese Alan Dunnack Matthew Smith Sarah Haynes Olivia Glazier – Student Representative
District Administration Robert Angeli – Superintendent Cheryl Biekert – Director of Pupil Services Kathleen Mozak-Pezza – Director of Curriculum and Instruction+++ Robert Sirpenski – Business Manager Jacques Dulac – IT Director Kevin French – Facilities Director, EMCOR Carlos Veracruz – Chef Manager, Chartwells
School Administration Lyman Memorial High school James Apicelli – Principal Ann Birrell – Assistant Principal
Lebanon Middle School Robert Laskarzewski – Principal
Lebanon Elementary School Rita Quiles-Glover – Principal
Athletics Scott Elliott – Athletic Director, Lyman Memorial High School Chris Fabry – Assistant Athletic Director, Lebanon Middle School
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Introduction
The budget for 2018-2019 school year was a 0.66% increase over the 2017-2018 budget, which was a 0.0% increase over the 2016-2017 budget. Spending was closely monitored from the beginning of the school year. In December, a “soft” freeze was implemented and spending was curtailed across budget areas. In early April, we implemented a hard budget freeze and all spending was stopped expect for contractual obligations and for critical needs. The hard freeze became necessary due to changes in enrollment and programming for our students with disabilities.
The 2018-2019 school year is the final year of the 2016-2019 Lebanon Public Schools Strategic Plan. The plan was a very aggressive plan in that it contained 7 focus areas each with its own goal, series of strategies and corresponding action steps. The district staff has been committed to the work identified in the strategic plan and inroads have been made in all but a few of the items. This annual report will provide information pertaining to the progress made during the 3 years of implementation of the plan as well as more detailed information from each school and district department on the work and happening from the current school year.
2016-2019 Strategic Plan
Lebanon Board of Education Mission Statement: The Lebanon Public School District is a community of learners which values an active partnership with families, school and community. Our goal is to prepare students to succeed in a global world by providing a quality and challenging education in a safe environment.
FOCUS AREA
ACADEMICS GOAL: The Lebanon Public Schools will provide a challenging and robust academic program preparing students for college, career and life success. STRATEGIES: All students will read at or above grade level by end of the 3rd grade Increase the number of students enrolled in college equivalent courses (AP, UCONN ECE, CCP, etc.) Each Lebanon Public School will be classified in Category 2 or higher in the Connecticut State Department of Education accountability system Increase opportunities for career education Identify anywhere/anytime learning opportunities Increase ability to program appropriately for high needs students
CLIMATE AND CULTURE GOAL: The Lebanon Public Schools will provide a supportive, engaging and caring educational environment for all students STRATEGIES: Reduce student disciplinary referrals Reduce student isolation Increase access to wrap around services
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TALENT GOAL: The Lebanon Public Schools will recruit, support, evaluate and retain the best educators STRATEGIES: Provide timely and relevant professional development. Use multiple online resources to advertise vacancies Create welcoming and professionally supportive work environment
OPERATIONS GOAL: The Lebanon Public Schools will utilize efficient systems for maintaining a highly effective educational system STRATEGIES: Implement 3-tiered data team/PLC structure to review relevant data to facilitate implementation of the Strategic Plan Utilize time effectively to support academic and extracurricular programs Improve in-district communications
ENROLLMENT GOAL: The Lebanon Public Schools will maintain a viable pre-K through 12 educational system STRATEGIES: Market the Lebanon Public Schools to increase enrollment Establish enrollment relationships with local school districts
FINANCES GOAL: The Lebanon Public Schools will secure appropriate funding to support all curricular and extracurricular programs
STRATEGIES: Secure public support for the education budget Secure/maintain grant funding
STUDENT ACTIVITIES GOAL: AND ATHLETICS The Lebanon Public Schools will provide student activities and athletic opportunities reflective of student interests STRATEGIES: Incorporate student voice in the development of the athletic and extracurricular program development Provide equity in fundraising for extracurricular activities Celebrate team, club and student successes
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Strategic Plan Report Academics
1. All students will read at or above grade level by the end of grade 3
Over the course of the strategic plan, the percentage of students attaining a 3 or 4 on the Smarter Balanced Assessment has increased by 19 percent in ELA. This was the result of changes to curriculum, instruction, staffing, and intervention services.
ELA Percent at Levels 3 and 4 2015 2016 2017 2018 Grade 3 51 64 69 72
2. Increase the number of students enrolled in college equivalent courses (AP, UCONN ECE, CCP, etc.)
10 AP, ECE or CCP courses have been added to Lyman’s Program of Studies over the last three years. Prerequisites for access to high level courses have been reduced at both the middle school and at Lyman to allow more students to take college equivalent courses. PSAT results and College Board reports are used to identify and recruit students to enroll in college level courses.
3. Each Lebanon Public School will be classified in Category 2 or higher in the Connecticut State Department of Education accountability system
While all three schools have made academic and programmatic gains in the last three years, as evidenced by their improving index scores, the middle school and the high school have participation deficits that prevent them from attaining Category 2 status. As a result, we were unable to achieve this portion of the goal. Lebanon Elementary School was named a School of Distinction by the Connecticut State Department of Education based upon the overall high achievement of all students for the 2017-2018 school year.
2017-2018
LES 1
LMS 3
LMHS 3
4. Increase opportunities for career education
We have added four career oriented courses to the Lyman Program of Studies – Sports Management, Careers in Coaching, Workplace Learning, and Manufacturing – to provide more
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career exploration opportunities at the high school. The middle school has used its Connections program to implement more career education activities. Students have learned about different career fields and different post-secondary education options through the Connections program. In terms of specific career education pathways, a new K-12 coding curriculum was developed, which includes robotics as well as software development.
Lyman will hold a Career Day on May 23 to include presenters from career fields that the students have identified being interested in.
5. Identify anywhere/anytime learning opportunities
The district has implemented a 1:1 Chromebook program in grade 2-12 and a 1:1 iPad program in grade 1, which has expanded how, where, and when students learn. Google Classroom is now being used to manage classroom documents and deliver instructional activities in all three schools. To compliment the move to a 1:1 environment, we have switched to online textbooks for the middle school Social Studies program. We have also expanded access to Virtual High School (VHS), so that students can take courses that may not be available at Lyman through the VHS platform.
6. Increase ability to appropriately program for high needs students
The Lyman Program of Studies has four new courses – Transition 9, Transition 10, Transition 11 and Transition 12 – which provide time and opportunity to prepare students for life after high school. A series of professional development workshops has been provided to assist teachers in building their repertoire of strategies that support students with high needs – including tiered interventions, co-teaching, differentiation, engaging and motivating students, strategies to support struggling learners, strategies to support EL students, managing behavior in preK students, and restorative practices. The Special Education Department implemented the Student Centered Alternative Learning Environment Supports (SCALES) program in all three schools. The program will provide programmatic supports for students with behavioral manifestations. The district will employ a Board Certified Behavioral Analyst (BCBA) starting with the 2019-2020 school year to support our students. Additionally, Life Skills lessons will be added for elementary students. Over the last three years, we have made programmatic changes to the delivery of services to EL students. We have created a Language Lab course to provide support for students at Lyman and we have moved away from pull-out support for students in the primary grades. Due to the large increase in EL students district-wide, we’ve also increased the amount of professional development on supporting EL students in the classroom. Climate and Culture
1. Reduce student disciplinary referrals
The district is addressing student discipline and overall climate of the schools in a variety of interrelated manners. These include Positive Behavior Intervention and Support program, Second Step curriculum, and most recently with Restorative Practices. The elementary school
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implemented SWIS data management program to record office referral data and generate reports helping staff better understand the types a discipline behaviors that are occurring and when and where they occur during the school day.
Students and parents were provided programming on internet safety.
2. Reduce Student Isolation
We have implemented the restorative practice model for building more supportive classroom environments and helping students make connections to both other students as well as the adults in the building. The Ment to Succeed mentoring program was established, but unfortunately did not survive a staffing change with one of the organizers. For 2 years, middles school students were paired with high school student mentors to increase the focus of the middle school students on success in school. Activities were designed to foster connections to school and help middle school students to problem solve and make good decisions. Programming was provided to staff, parents and students on suicide prevention and awareness with grant funding. The month of April consisted of several activities and culminated with a Walk for Life event for middle and high school students. The Army National Guard participated and brought equipment such as an obstacle course and resistance trainer to represent challenges student may face in their lives.
3. Increase access to wrap around services
The district hired a school social worker who has been instrumental in facilitating access to services for families and students. Through both the School Readiness Grant and the Suicide Prevention Grant, we have increased access to parent education workshops all grade levels. The district partnered with the Lions Club to conduct vision screening for elementary students.
Talent 1. Provide timely and relevant professional development
Professional development opportunities have increased substantially over the last three years. At the start of 2015-2016, there was no professional development plan. Now, there is a plan that gets revisited and revised several times a year with input from all three schools. Professional development has expanded beyond the five days set aside in the school calendar to include coaching and/or content specific days spread throughout the year. Workshop ratings are consistently a 3 or 4 (on a scale of 4), indicating that teachers found the content of the workshop relevant and helpful. Professional development opportunities for the administrators in the district have also expanded and have been on-going. The areas of focus for the last three years were change leadership, technology integration, mastery based learning, and the Portrait of a Graduate.
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2. Use multiple online resources to advertise vacancies
The district advertises vacancies on CTREAP, through its website, occasionally on Craigslist, and through Frontline’s Applitrack software. The software also allows applicants to apply online which has resulted in an increase of applicants for district vacancies.
3. Create welcoming and professionally supportive working environment
New Teacher Orientation has been expanded to a two-day event that includes more of the content identified by new teachers and mentors as essential knowledge for the start of the school year. All new staff is now paired with a mentor or a person to shadow during their initial employment period to assist them in acclimating and transitioning to their new role. Operations
1. Enhance school facilities and grounds
Several facilities and grounds projects have occurred over the past 3 years. These include paving and line striping at each of the schools, major painting project at Lyman Memorial High School, resurfacing the track, replacement of scoreboards in Lyman gymnasium and outdoor fields, furniture replacement and upgrades in classrooms, offices and staff rooms, carpet replacement, new middle school wrestling mat, new sugar shack, barn upgrades, middle school greenhouse, overgrowth clearing along fence lines, solar projects at the middle and elementary schools, safety and vulnerability audits at each school and replacement of stage curtains at the elementary and high schools.
2. Implement a 3-tiered data team/PLC structure to review relevant data to facilitate implementation of the Strategic Plan
PLCs are now in place in all three buildings. The middle school staff received extensive professional development on how to operate as a PLC and the types of work that a PLC can accomplish. The high school will receive the same training next year. Staff members were provided with training on how to use student achievement data to improve and target instruction to meet student needs.
3. Utilize time effectively to support academic and extracurricular programs
Lyman Memorial High School did significant work in this are by implementing the CORE period for student support and an 8-period day to allow students greater opportunity to take elective courses. 4. Improve in-district communication
The phone system has been upgraded. Instructional Rounds and training have been implemented to facilitate professional dialogue to improve instruction. Scheduling occurs at each school with an objective to provide team, department and other common planning time to facilitate collaborative meetings during the school day. The Google suite of applications (Google Drive, docs, sheets, email, calendar, etc.) were implemented to enhance the sharing of information and work for district staff.
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Enrollment 1. Market the Lebanon Public Schools to increase enrollment
Significant marking of the district has not been done. This is an area of the budget that has been impacted by budget cuts.
2. Establish enrollment relationships with local school districts
The tuition agreement with the Franklin Board of Education to send student to Lyman Memorial High School was renewed. Presentations were made to the Bozrah, Sprague and Norwich Boards of Education resulting in tuition agreements with Bozrah and Sprague to send students to Lyman Memorial High School. A presentation was made to the Region 11, Parish Hill Board of Education by the ASTE Department resulting is a continuation of the identification Lyman Regional ASTE program as a program choice for Region 11 students.
We engaged the Franklin Board of Education in exploration of a partnership for Franklin to send its students in grades 5-8 to Lebanon Middle Schools. Visits were arranged and a formal presentation was made to the Franklin Board of Education. A partnership was not formed with this initiative but both districts remain open to future discussions.
Finance
1. Secure public support for the education budget
As the student enrollment declines and the district works to maintain academic and extracurricular opportunities, it has become increasing difficult to maintain an operating budget that fully supports the district programs. Connecticut is mired in a fiscal crisis that has resulted in uncertainty of educating funding and state support for municipalities. The Town of Lebanon has maintained significant support for education as evidenced by a relatively high per pupil expenditure. However, despite this, the district received a 0.0% budget increase for the 2017- 2018 school year follow by an increase of 0.66% increase for the 2018-2019 school year. In each of those years, soft and hard spending freezes had to be implemented.
We were successful in working with the Board of Finance to establish a non-lapsing account. At the BOE’s request the BOF may transfer up to 1% of the BOE’s operating budget into this account when the BOE ends the year with a surplus. The funds can be used to address items in the capital account budgets.
2. Secure/maintain grant funding
The district has maintained its Title I, Title II, School Readiness, and Perkins grant funding. It has also expanded its grant revenue to include Title III and Title IV, as well as a two-year Suicide Prevention grant. The district also received additional one-time funding for the ASTE program through legislative action for the 2018-2019 school year. We have also partnered with Project Oceanology on interdistrict grants that have allowed Lebanon Middle School students and staff to work together with students and staff for Illing Middle School in Manchester on environmental projects.
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Student Activities and Athletics
1. Incorporate student voice in the development of the athletic and extracurricular program development
Through student input we maintained the Lyman girls swim team and joined coop football with Coventry, Bolton and Windham Tech. In the first year of our participation the team won the league divisional championship. In the second year of the coop, Lyman had the most student members on the team. Lyman also added several new clubs for students including eSports, Supper Fan, debate, coloring, Leggo and aviation.
The girls volleyball team was added at Lebanon Middle School. There is strong student interest in this program with upwards of 30 students participating.
2. Provide equity in fundraising for extracurricular activities
This was studied and no action was deemed necessary.
The biggest challenges faced in implementing the strategies and action steps in the strategic plan were time and staffing. Three action items had little to no work done with them. These are Implement a career mentoring program, Facilitate student enterprise opportunities, and Implement peer discipline review. These actions were not acted upon because of time and or staff availability constraints.
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Annual Report The following sections are provided by the various district level departments and our schools to provide additional information on the current school year as well as perspective on strategic plan guided activities. Curriculum and Instruction Curriculum Computers The computer curriculum at the elementary school and middle school expanded last year to include robotics. This year, an additional expansion was made in both buildings. At the middle school, the robotics portion of the curriculum has grown to encompass VEX robots. At the elementary, makey-makey kits were introduced, which allow students to explore the connections between circuits and computers. Counseling The Second Step curriculum was introduced in grades 5-8 and the suicide prevention curriculum elements, which were added as part of our participation in the Suicide Prevention Grant, were added in grades 3-12. ELA The extensive revisions to the ELA curriculum have continued into this year. At the elementary school, teachers finalized all of the writing units for grades K-4 and a few grade levels began to work on their reading units. At the middle school, the Language Arts teachers have been revising their writing units to better align them to the workshop model. The English teachers at Lyman revised their vertical scope and sequence for grammar to improve continuity as students move through the grades. Health The administrative team reviewed the content of the K-12 Sexual Assault and Abuse Prevention and Awareness curriculum and some sample units from other districts. They selected a cross-disciplinary team to begin work on this curriculum during the 2019-2020 school year.
With the arrival of the SRO, there have been some supplemental lessons added to curriculum covering areas including safety, motor vehicle laws, and substance abuse. Math The middle school math teachers continued the revisions they started last year by incorporating lessons that increase the use of mathematical vocabulary, expand the number of opportunities students have to explain and defend their thinking, and embed more occasions for students to explore their conceptual understandings. Science The science teachers continued their work, as a 5-12 group, on the revision of the Science curriculum to bring it into alignment with the Next Generation Science Standards (NGSS). This year, in addition to writing units for their respective courses, there were discussions on how to assess students in a way that is consistent with the NGSS and how to teach students science oriented reading skills.
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The 5-8 science teachers, as well as two representatives from LES, also reviewed the new ASTE standards and completed the crosswalk between the Science and ASTE standards. They identified at least one area of overlap in each grade level that will be used to create a blended Science-ASTE unit or lesson.
Courses Added This Year: Textbooks Approved This Year 1. Creative Writing Drama 2. UConn ECE Sports Literature 1. I Am Malala 3. Modern Genocide Studies 2. Mighty Be Our Powers 4. Hispanic Cultures and Conversation 3. Zeitoun 5. Weight Lifting/Resistance Training 4. King Leopold’s Ghost 6. Transition Planning for Students with 5. Kill the Indian, Save the Man IEP’s 9 6. A Long Way Gone: Memoirs of a Boy 7. Transition Planning for Students with Soldier IEP’s 10 8. Transition Planning for Students with IEP’s 11 9. Transition Planning for Students with IEP’s 12’s 10. Daily Living 11. The Science of Engineering 12. Workplace Learning 13. Manufacturing
Instruction
Readers and The implementation of the workshop instructional strategy continues to move Writers forward. At the elementary school, the focus for this year was on conferencing Workshop with students about their writing. Early in the year, the practice was modeled by the staff developer working at the elementary school and later in the year, groups of teachers visited classrooms to watch conferencing in action and then discuss what they saw and receive feedback. At the middle school, they learned the structure of a workshop lesson and spent time unpacking the needs of each part.
Mastery This is our second year of working on Mastery Based Learning and our area of Based focus was on developing a Portrait of a Graduate to guide our work towards a Learn/ mastery based system. The district faculty met twice in the fall to identify the Portrait of a knowledge and skills they felt were important for a Lyman graduate to have. Graduate Then, that feedback was consolidated with the work of the Strategic Planning Committee to develop a draft Portrait. The staff provided feedback on the
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Portrait in April and it was finalized in early May. Next year, we will begin benchmarking the Portrait at each grade level.
Co-Teaching Teachers at the middle school were trained in the co-teaching model of instruction at the beginning of the school year in preparation for a shift in the service delivery model for special education students.
Math In addition to the curriculum work, the middle school math teachers were Strategies involved in some classroom coaching around fostering student engagement in mathematical thinking and methods of structuring critique and debate in the classroom.
English Data was collected on the supports available to English learners in the classroom Learners and on their progress in acquiring the English language. It was used to plan professional development for the 2019-2020 school year.
Instructional Each of the buildings completed three Instructional Rounds days focused on the Rounds - rigor of learning tasks across grade levels and content areas. The results of the Rigor Rounds conversations were shared at faculty meetings and discussed as part of the planning process for next year’s professional development and PLC meetings.
Assessment
On Demand Language Arts teachers at the middle school developed a series of on-demand Writing writing prompts to assess student mastery of various writing tasks in conjunction Prompts with their PLC work and their work on Writers Workshop.
District The elementary school revised their assessment plan last year in an attempt to Assessment reduce the amount of testing a student experiences, while still collecting the Plan data needed to make decisions about intervention. The results were mixed, leading to a discussion of the value of NWEA as an assessment tool. The administrative team decided to create a district-wide assessment committee in the fall to look at the use of assessments K-12 and make recommendations for the type, frequency, and purpose of assessments used in the screening and benchmarking processes.
CT DOTS The State has phased out its old PreK assessment, the Preschool Assessment Framework (PAF), and replaced it with a new one, the Connecticut Documentation and Observation for Teaching System (CT DOTS). The PreK team was trained on how to use the CT DOTS assessment this year and has started the process of shifting their assessment practices.
Smarter We expanded the use of the Interim Assessment Blocks (IABs) to additional
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Balanced grade levels and subject areas, including the high school. The science teachers IABs looked at the new science IABs and experimented with using them as teaching tools with their students. The ELA and Math teachers used them as pre-tests, post-tests, and whole class problem solving activities.
Examining Teachers at the high school were introduced to a collaborative assessment Student protocol. It was designed to evaluate the degree to which a class of students Work met the curriculum objectives the test was assessing and to identify which students were struggling with which concepts.
State State testing for ELs and Lyman has been completed as of the writing of this Testing report. State testing for LES and LMS will take place during the second half of May.
Professional Development, Evaluation, and New Teacher Induction
Professional We offered 22 workshops during the five professional development days, and 5 Development workshop series that spanned 60 days spread throughout the year. The feedback forms from the workshops were largely positive with only three receiving an average score of 2, and the rest receiving either a 3 or a 4 (on a scale of 1-4). 48% of the certified staff attended one or more of 63 different workshops outside the district.
Workshop Titles Workshop Series Readers Workshop Readers/Writers Workshop - LES Standards Based Report Cards – Professional Learning Communities - PowerSchool LMS Co-Teaching CCS Math Strategies - LMS QPR Writers Workshop – LMS NEASC 2020 NGSS Science – LMS and Lyman Professional Learning Communities
Examining Student Work
Google Read and Write
Portrait of a Graduate
CT DOTS
Restorative Practices
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Evaluation We continued the revision of the district’s evaluation plan by assessing the administrator’s portion of the plan and making adjustments. We selected a new rubric for the observation portion of the plan, adjusted how the goals are written to align with changes in the legislation that have occurred in the last few years and modified the surveys. TEAM Four teachers will complete the TEAM process this year. They participated in several meetings with the Director of Curriculum and Instruction on the requirements of their modules and the completion of their reflection papers. Five new mentors were trained this year, seven current mentors renewed their training, one new reviewer was trained and two current reviewers renewed their training. At this time, the district has 29 trained mentors and 8 trained reviewers. The TEAM Coordinating Committee met three times this year. They are in the process of revising the district’s three year support plan. Once that is completed, the plan will be submitted to the state for review and approval.
The Director of Curriculum and Instruction was trained on how to train mentors during March and April, so we will no longer have to pay to have an outside provider to train our mentors. A two-day mentor training will be offered during the second half of June. Student There were 4 student teachers and 14 pre-student teachers working in the Teaching district this year. They were placed in district by Eastern Connecticut State University, University of Connecticut and University of Hartford.
School Climate
Restorative We held two full days of training on Restorative Practices for the teachers at Practices the middle school and high school. The trainer took them through the theory behind restorative practices, the ways in which trauma impacts students in school, ran a sample circle, and then gave them time to practice facilitating it. The elementary school is scheduled to be trained next school year and the middle and high school staffs have requested additional professional development time next year to go deeper into the restorative approach.
Grants
Title I The 17-19 grant is completely spent except for $400 that will fund staff development in June on residency and homelessness. The 18-20 grant is currently funding one reading teacher and one math tutor. We are on target to expend at least 85% of the grant prior to September 30, 2019. Title II The 17-19 grant is completely spent. The 18-20 grant slated to pay for some of our professional development for next year including: Readers Workshop at
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LES, Writers Workshop at LMS, and the CCS Math at LMS. Title III The 17-19 grant is completely spent. The 18-20 grant has $230 left in it. The money will be used to purchase supplies for the EL classes at both LES and LMS.
The district participated in the Title III Consortium at EASTCONN for the first time this year. The Consortium met three times this year and consultants from the State provided updates on EL legislation and policies that would impact districts. We have revised some of our district practices and made adjustments to better align with the State’s requirements. Title IV The 17-19 grant has $5 left in it. It will be combined with the remainder of the 18-20 grant - $1,396 – to reimburse the staff members attending the ISTE conference at the end of June. School The School Readiness grant has $26,642 left and it will be spent on salaries and Readiness benefits for staff in the PreK program. The School Readiness – Quality Enhancement grant has $187 left in it and it will be spend on supplies to support the Kindergarten transition process.
The School Readiness Council met four times this year. They discussed council recruitment, program needs, grant requirements, and changes to the NAEYC accreditation process. Meeting minutes and agendas can be found on the Council’s new webpage that is linked to the district’s page.
Seven site visits were conducted by the Director of Curriculum and the Director of Pupil Services to ensure the program met the requirements of the grant. The 2019-2020 grant has been approved and submitted to the state. All monthly reports were also submitted in a timely fashion. Suicide The Suicide Prevention grant has $14,897 remaining in it. It is a two year grant Prevention and the funds do not need to be completely spent until June 30, 2020. The projected use of the funds includes professional development, staff salaries and supplies.
Department of Pupil Services Annual Report
Academics • PPTs for 2018-19 school year: 498+ • Full implementation of restructured special education classes at Lyman that align with revised service delivery model that includes: • Academic Skills Class to target direct instruction in executive functioning skills
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• Academic Math Skills Class to target direct instruction to support general education math classes curriculum • Academic Writing Skills Class to target direct instruction to support general education English classes • Academic Reading Skills to target direct instruction in reading comprehension and written response to text for all general education class content (i.e., History, English, etc.) • Reading Foundation Skills Class to target direct instruction in decoding, encoding, and reading fluency. • Professional Development provided to Lyman special education teachers to develop a curriculum for direct instruction of transition skills • Professional Development provided to LMS special education teachers and school psychologist in the administration and interpretation of assessment results of the Wechsler Individual Achievement Test (WIAT) for Academic Achievement. • On-going professional development for special education teacher at LMS who uses Orton Gillingham methodology to provide direct instruction in decoding and encoding for LMS student Grades 5 through 8. • Supported LES special education teachers in participating in Writers and Readers Workshop professional development. • Supported the continuation of math tutor at LES to provide intervention & direct instruction to students Tier 2 & Tier 3 math interventions. Progress monitoring data is required for identifying students with a Specific Learning Disability. • Supported continuation of reading consultant and reading interventionists at LES to provide direct instruction to students in Tier 2 or Tier 3 intervention. Progress monitoring data is required for identifying students with a Specific Learning Disability. • Purchased copies of Equipped for Reading Success books for special education teachers at LES & LMS, which was a recommendation from LES Reading Consultant. Arranged for LES Reading Consultant to provide professional development training for materials and methods embedded in the book. • Purchased iPad applications that aligns with Barton Reading System that LES special education teacher • Supported LMS Special Education teacher trained in Orton Gillingham methodology in providing Tier 2 & Tier 3 interventions during daily SRBI period at LMS.
Integration of Technology
• Purchase dedicated devices to students with special needs. These devices include IPads, Chromebooks, Augmentative and Alternative Communication Devices for non-verbal students and students identified with speech & language and communication disorders. • Purchasing of applications recommended in both Assistive Technology and Augmentative & Alternative Communication evaluations for iPads & Chromebooks for individual students. • Contract with EASTCONN for AAC device training for students throughout the district • Live Scribe Pens have been purchased for students at the high school level and those students in transition programs. • Use of FitBit for independent study for PE per IEP recommendations & programming
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• Purchased application for iPads that align with Susan Barton Reading Program for special education teachers at LES.
Student Activities & Athletics • Provided paraprofessional support to students participating on district sports teams (Cross Country & Track) • Provided paraprofessional support & transportation to students enrolled at Camp Q, during the Extended School Year • Funded wheelchair bus transportation for students attending field trips • Funded paraprofessional support for students attending school sponsored field trips that extend beyond the work day
Climate and Culture • Increased BCBA support district wide based on the increasing social/emotional/behavioral needs of students at LES, LMS & Lyman • Implemented SCALES classrooms at LES, LMS & Lyman. This was done by re-structuring current special education caseloads and re-assigning special education teachers. • Staff at LMS & Lyman were trained in Restorative Practices. This was, in part, the result of feedback provided from school psychologists and special education teacher that attended Restorative Practices training during the 2017-18 school year and communication from CSDE statewide regarding social emotional learning mandates. • Director of Pupil Services, School Resource Officer, Resident Trooper, District Social Worker, and Lyman Assistant Principal attended an information meeting at AHM Social Services in regards to developing a Juvenile Review Board (JRB). Information was shared with LPS Administrative Team. Determined that school district would not take the lead on developing the JRB but rather the town i.e., First Selectman. • Second Step Social/Emotional Curriculum expanded to LMS during the 2018-19 school year. Curriculum is delivered during weekly Connections programming. This curriculum is now delivered PreK-Grade 8. • Funded LES School Psychologist’s attendance at annual PBIS conference. LES School Psychologist has attended this conference for the last three years funded by the Department of Pupil Services. Her participation at this annual conference has been instrumental with revising the PBIS program at LES. • Professional Development for COTA to attend Zones of Regulation training and then facilitate implementation as Tier 1 instruction. • QPR Training sessions district wide for staff: QPR (Question, Persuade and Refer) training is a 90 minute training that introduces the warning signs of suicide and how to respond to those symptoms. • QPR certification received to train staff • District Wide Lebanon Public School Suicide Response Plan being implemented by Suicide Prevention Task Force. Funds secured through grant.
Challenges/On-Going Needs
• Increasing mental health needs and the number of students requiring increased social/emotional/behavioral supports and services. • Increasing BCBA services to full time.
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• Increase social worker days at LES & LMS to provide supports to students identified with mental health issues • Successful implementation of a district wide developmental school guidance program. Challenges in part are due to the school counselors indicating that they are still waiting for the national standards to be finalized. • Delivery of transition curriculum with fidelity due to master schedule roadblocks and number of credits high school students need to graduate.
Information Technology Department
During the 2018-2019 fiscal year the IT department accomplished the following:
• Supported a 1:1 computing environment for LES, LMS and LHMS (Grades 1 -12) • Added 2nd grade to 1:1 computing • Implemented self-insured model for student Chromebooks at LMS and LHMS • Continue to support second and third graders to log into their computers by holding up a QR code on the badge to the webcam and added computer to the logins • Managed Google Admin and Active Directory accounts for all Students and Teachers • Supported VOIP phone system (phones, voicemail and call handlers) with Cisco Call Manager • Continued replacement of older phones with new Cisco phones • Reconnected all district desktops after summer cleaning. All computers were ready for the start of school • Setup Study Island with new students • Performed all State Reporting to PSIS thru PowerSchool • Coordinated with teachers to handle Speech to text software for 504 accommodations in testing • Reviewed and made changed to software subscriptions • Secured $90,000 of grant funding for 2018-2019 • Submitted the budget for the 2018-2019 school year • June CT Reporting / ED166 • Rolled over PowerSchool • Rolled over Horizon • Upgraded Horizon to newest version • Continued desktop upgrades for teachers, as well as hardware repairs & upgrades on existing desktops (RAM upgrades, optical drive replacement, hard drive replacement) • CAPT testing on Chromebooks using AIRSecureTest kiosk app • NWEA testing on Chromebooks using NWEA kiosk app • Manage a mobile deployment server for the districts ~140 iPads and managing the licenses for the hundreds of apps • Attended all Board of Ed. Meetings including Communication Subcommittee meetings • Attending LEARN technology Group meetings • Attended Student Data Privacy Seminar • Attended CEN Information Technology Seminar • Created a TV studio at LMS which livestreams morning News
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• Assist with streaming morning news at LMS • Recorded board meeting with LMS live stream equipment • Support of Thrillshare with training to all administration and secretaries • Hired new IT tech (Justin) to replace IT technician at LES • Rebuilt Finance Server after server crash (Completely functional in 5 days) • Testing Windows 10 Environment for rollover in Summer 2019 • Began imaging desktops and laptops to Windows 10 for testing • Installed and Racked new Dell D640 server with newest version of VMware 6.5 • In process of moving all virtual servers to new Dell D640 (Three Servers completed) • Implemented Raspi device to broadcast on TV screen at LES Lobby • Schedule/program the lobby television to reflect LES news/morning activity schedules daily. • Training and support of Raspi for teachers at LES • Implemented Raspi device at LHMS to broadcast on TV Screen at LHMS Lobby • Implemented monitoring software for Chromebooks (GoGuardian) • Review logs from GoGuardian on a daily basis for student safety • Manage backup cloud solution • Coordinated with Tech Teacher and Principal to begin creation of TV studio at LMHS • Upgraded VOAG computers with grant funding • Assist with AP testing which includes audio recordings • Setup Apple iMacs for use in the new Music Technology class • Implemented new in-house ticketing system • Implemented Chromebook Cloud printing (Uniflow) • Assist with during school A/V • Support Aruba district wide WIFI system
Lebanon Elementary School Academics: • Data and Assessment: o Revised assessment calendar to add on-demand writing assessments and IABs o Began using the Fountas and Pinnell Online Data Management System; data analysis done with grade level teams during START meetings o Created/updated electronic grade level data walls to monitor reading growth • SRBI: o Continued refinement of SRBI process (Reading consultant, school principal and school psychologist) o Implemented consultation for Tier 1 intervention prior to Tier 2/3 interventions and/or SST meetings o Piloted new model of reading intervention in grade 1 • Tier 1: o On-going participation in Jen Scoggin Writers/Readers Workshop professional development o Coaching of teachers and interventionists by reading consultant o Implemented pull-out ESL services three times per week o Instructed using Envisions 2.0 for mathematics
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o START meetings focused on instructional strategies for reading/writing instruction o Offered voluntary book club in reading for staff • Communication: o Biweekly grade-level START meetings o Weekly reading consultant/interventionist meetings o Bi-weekly administration/reading consultant meetings
Instructional Rounds at LES The instructional rounds program continued with three schoolwide rounds focused on rigor. Additional teachers were trained to participate and understand the process. Training centered on the importance of rigor in the classroom and visiting classrooms to further improve instructional practices. Recent visits into classrooms resulted in the following patterns/trends and next steps:
Instructional Rounds (Winter 2019) Spring Patterns and Trends • 8/10 observations observed followed the workshop model (stations, independent work, conferencing, direct instruction, partner work) • 7/10 observations included teacher questions that prompted students to explain or analyze their work • 3/10 observations included problem solving at the analyzing and/or evaluating level • 8/10 observations included a variety of learning activities
If you were a student in this school and you did everything you were told to do, what would you know and be able to do? • Students use of technology was evident in classrooms. • Students can explain their thinking with each other. • Students’ academic stamina has increased. • Students are more on task and can work independently. • Students were able to productively and appropriately work on a variety of learning activities. • Students can have conversations with each other around the task without teacher facilitation/redirection.
Next Level of Work • Allow students to grapple with a new task/concept before teaching (pre-assessment). • Develop instructional strategies/opportunities to provide time to think before responding (wait time, piggy-backing, hook-on, hide and reveal, turn and talk, non-verbal cues). • Promote the use of academic vocabulary to discourse.
Integration of Technology • The daily morning news program production and broadcasting was streamlined and refined. • New technology in classrooms - This year, 2nd grade joined 3rd and 4th grade with a 1:1 Chromebook to student ratio. • New technology in the computer lab - This fall, the LES computer lab was outfitted with 24 Chromeboxes to replace the aging PC desktops. o The use of Chromeboxes in the computer lab supports the expanded 1:1 classroom assignment of Chromebooks to students at LES.
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• The computer lab continues to support classroom teachers by training students to use current (and future) classroom technology o Basic, grade-appropriate keyboarding skills are taught in the computer lab. o Now that Chromeboxes are available to all grade-levels during their technology special, preK, K, and 1st grade students have been introduced to Google Classroom and some aspects of Google Drive. • Student instruction in and experimentation with coding during technology special continued to expand across all grade levels K-4 this year. o LES was again very fortunate to have received technology devices as a result of grant funding: The computer lab received eight Makey-Makey programming board kits which allow students to interface with the keyboard by building circuits and using coding programs such as Scratch. • Mrs. Perry, our technology teacher, continued to assist fourth grade teachers with teaching science this academic year. She has continued to integrate technology into lessons in the following ways this year: o Students have used digital simulations and interactive models such as PhET Simulations and simbucket.com to supplement and support student learning. o Students have used Google Earth to identify depositional and erosional features around the globe in addition to identifying smaller-scale examples on their own school campus.
Student Activities and Athletics: Music Update: • Third graders will perform a musical/dramatic play on May 16. The script of the play is taken from the book, Happy Dreamer by Peter H. Reynolds. While rehearsing, students will work on collaboration and communication, both of which are considered 21st Century Skills. Students will cooperate with each other to transition from riser seats, to instruments, to places on stage and at the microphone. Select students have the opportunity to work on their speaking skills by reciting lines from the script. Others will perform singing solos! • Fourth grade students had the option to participate in two elective music offerings this year. Currently, there are 23 students participating in chorus. The chorus meets once each week for 30 minutes. They will perform four selections in the spring concert on May 30th, including The Bull Frog, Tomorrow Need Us, Shooting Star and Skip, Skip, Shoo Fly, Shoo! This has been a great opportunity to further expose the fourth graders to part singing. The LES Band is in its second year since being reinstated. Interested fourth grade students are offered the choice of flute, clarinet, saxophone, trumpet, trombone and percussion. There was a parent information night, and the music rental company, Music & Arts, attended to allow for the renting of instruments. Students who are unable to rent are loaned instruments through the district. There are currently 39 students in the LES band program. The students started the year attending weekly lessons in small like-instrument groups for 30 minutes. In mid-January, they began attending an additional rehearsal each week as a full band for 30 minutes. Instrumental performances consist of caroling around the school playing Jingle Bells in December and performing three to four pieces in the spring concert on May 30th. The band selections will be Bring on Da Band, London Bridge and Baby Shark. PE Update: • Physical fitness tests moved to later in the school year to better improve student results
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Art Update: • Two fourth grade students were honored at the CAS Arts banquet for excellence in art & music. • Six students in grades K-4 were selected to display work at the CT Art Education Association Youth Art Celebration art show at CCSU, a show of the highest caliber work in the state, which celebrates the joy, expression, needs, creation and success of work by school age children. • Mrs. Sieczkowski attended the National Art Education Association National Convention in Boston this March, with a professional development focus on: o High school photography topics o TAB (Teaching for Artistic Behavior) and Choice-based teaching models o STEAM curriculum integration in the elementary art program o Encouraging exploratory risk-taking o Studio habits of mind o “Wit & Grit,” educational framework that provides concrete suggestions about how to move towards a society that is both wise and caring - presented by Howard Gardner • K-4 Students participated in the first annual Art in the Dark Week. This is a week in which students work under black lights to explore magnetism, centrifugal force and bioluminescence through non-traditional artmaking. Work from this week will be a special feature at this year’s art show. • LES Spring Art Show - An annual art show that features the work of all LES students. Each artist thoughtfully selects their best work to be displayed proudly for all community members to see at an evening show in June, along with a special Art in the Dark Week feature. Students will also have the opportunity to view the show during Field Day.
Climate and Culture: We continue to work closely with the PTA, offering our families various events to bridge the connection between school and home. In addition, to working with the PTA, we also offered our own school related events and/or special spirit days. The following experiences occurred this year: • Goodies with Grandparents • Veterans Day Event • LES Family Dance • PJ day for Hartford Children’s Hospital • Coins for Cancer • Leukemia and Lymphoma - Pennies for Patients • Wear Purple for Military Families • Preschool Game Night • 2 Preschool Family Events correlating with preschool standards • LES Family Read In • Children’s Book Week events/Guest readers • Family Bingo Night • PTA Family Holiday Event • PTA Science night • LES Talent Show • Mini Mudder • Scholastic Book Fair Event • Family Movie Nights
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• Invention Convention • Cultural Assemblies: Science, Storytelling, and Music • Author Visit • National Read Across America day/Literacy Day • Governor’s Reading Challenge/Read Aloud Celebration • Fire Safety Day • Flag Day • Field Day • Art Show • UCONN STEM days • High School visits to LES - egg coloring • Spirit Days - including celebrating each students uniqueness • Kindergarten Science and Sound presentation from Connecticut Association of Arts • Various field trip activities: Science Center, Children’s Museum, Mystic Aquarium, Garde, Sturbridge Village, town green, zoo
Our school continues to be a part of the Connecticut Association of Schools (CAS), which allowed us to recognize students in the area of arts and music and provide leadership opportunities at the state level.
Schoolwide we focused on improving our Positive Behavioral Supports program and our supports for students with varied emotional and social needs: • Universal screening using Drummond scale (SISS, SRSS) administered in October, January, and May of this school year • Screening data reviewed by teachers, principal, school psychologist, and school social worker, strategies and interventions implemented based on the data • Counseling (individual and group) and counseling needs based on this data and teacher, parent, or administrative referral • Group needs based on data: executive functioning, social skill, impulse control • Second Step done weekly in classroom Prek-4th grade • PBIS monthly meetings and schoolwide assemblies to celebrate students and promote grade level presentations related to our traits • Service projects initiated this school year: Collecting for toiletries for Neighbors Helping Neighbors, Connecticut Children’s Hospital PJ Day, Coins for Cancer, Pennies for Patients • Monthly and weekly recognition - Husky of the Month; weekly raffle prizes for those demonstrating character traits in the week • Support and provide resources to military families • Check In/Out began to support Tier 2 students; data reviewed weekly • Sending school psychologist to PBIS conference in May • Gizmo mental health curriculum for fourth graders (state grant related to suicide prevention) • Staff participated in suicide grant process/planning of events and interventions In addition, the school psychologist and the social worker worked on the following to further support our students, families, and school climate: • Training on risk assessments and threat assessments • Review of Talented and Gifted identification practices, to be shared with staff • Parent consults, school team meetings, phone calls and referrals; as needed • Monthly peer supervision with LES, LMS and Lyman School Psychologists and Social Worker
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• Eastern Regional Counselor Meetings and collaboration with DCF, Careline, Secondary Trauma • Utilizing the Emergency Mobile Psychiatric Services • Support with overdrawn lunch accounts • Meetings with outside BCBA’s to support students • Supports for families via outside agencies: treatment agencies, state and town agencies, community mental health providers, social service agencies, law enforcement, ER Unique to the social worker – • Social Worker - Member of the Lebanon Social Services (LSS) Community Provider Team to provide comprehensive community supports for families, Member of the Southeastern Mental Health System of Care (SEMHSOC), Therapeutic in home support for students and families, through UCFS: Community Network Program (CNP), Child First, and Intensive In home Child and Psychiatric Services (IICAPS), new member of the CT NCSP Eastern Coalition • Lebanon Clothing and Children’s Wardrobe holiday donation support with Lebanon school system; Lebanon Social Services Backpacks for students support • QPR Training sessions for LES staff: QPR (Question, Persuade and Refer) training is a 90 minute training that introduces the warning signs of suicide and how to respond to those symptoms. • QPR certification received to train staff • District Wide Lebanon Public School Suicide Response Plan being worked on by Suicide Prevention Task Force • Co-facilitate the Suicide Prevention Task Force for the district, with staff and Administrative representation from all 3 schools • Discussions with team members regarding implementation of GoGuardian to monitor internet safety for 4th grade students Operations: • Conducted 3 Tools for Schools Walkthrough to address indoor air quality and facilities concerns ((Director of Facilities, administration, teacher, school psychologist, related staff, nurse and social worker) • Monthly meetings with the Crisis Team to discuss student plans, supports and specific responses to Tier 3 students • Met monthly as an attendance committee to address any concerns with student attendance or offer supports to families; sent monthly information flyers to families regarding the importance of attending school (administration, school psychologist, social worker, nurse, administrative assistant) • Monthly PLC meetings structured around the instructional learning from Professional Development days - writer’s workshop, understanding of standards, ELL, rigor, readers workshop, mindfulness, Zones of Regulation Wins/Challenges of Current Plan: • School of Distinction - Efforts in SRBI have helped with this; support from Reading Coach and the trend to moving into workshop models/PD with Jen Scoggin • Continuation of math tutor (grant position)/reading team supports to help target those in Tier 2 or Tier 3 academic needs • Continuation need of more social emotional supports - hoping moving forward the full BCBA position will be implemented • Would benefit from social worker more days at the LES in the future to address and support families
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Lebanon Middle School 2018/2019 School Year
• Conducted Instructional Rounds and identified areas of practice to focus on to increase rigor of student assignments. Included new staff on the instructional rounds team. • Continued with PBIS program that also included School Climate and Connections activities. • Implemented the Second Step Program during the Connections block. • Physical Education activities and preparation aligned and scheduled to coincide with mandated state assessments. • Developmental guidance was provided in all grades with relevant topics along with state mandated initiatives. • Successful career exploration and goal work with Student Success plans and Job Shadow Exposition • Social Media presence with an LMS Facebook page • NWEA and classroom assessments were utilized to identify student tier 2 and 3 interventions • Natural, Environmental, Agricultural Science program investigated and committee established to incorporate a greenhouse and curriculum into current content areas. • Digital technology continues to be a focus with the majority of assignments and tasks utilizing Chromebooks and Google classroom. New drone technology added to computer classes. • Special Education classroom for students with behavioral challenges created. • 5th grade was restructured and the schedule changed to accommodate declining enrollment and optimize class schedules for 18/19 school year • Professional Learning Communities established for each core area. Teachers from each grade level met on a rotating basis to work with an EASTCONN consultant. • Obtained NECASA grant to run Homework club
Strategic Plan cross-walk, wins/challenges: Academics: - Obtain a Category 2 classification on accountability system * Wins – we have had PD for both Language Arts and Math to assist teachers and ensure vertical alignment of curriculum. Students have made growth as compared to last year’s scores. Our Instructional Rounds initiative has also helped to provide feedback to the staff on the rigor observed in classrooms.
* Challenges - some students have not made the growth predicted by the states metrics. Another challenge is the oppositional view of common core/Smarter balanced testing. LMS would have been a Category 2 school – had we met our participation rate.
Academics: Career Opportunities * Wins- LMS has an excellent development guidance program where the school counselor goes into each grade level and gives direct instruction tot eh students. Students take interest inventories, explore careers, spend a day shadowing a place of employment and present their career info at a career exposition. Student success plans are created for each student and goals are set for each quarter of the school year. * Challenges – integrating natural, environmental and agricultural curriculum into
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existing ones remains a challenge. We are on our way with the addition of a greenhouse but it is yet to be operational.
Academics: Anywhere/Anytime learning opportunities * Wins: Teachers continue to create new lessons and activities that utilize computers and other technology – robotics, coding, video production, music composition, math functions and graphing, drones are all done with current technologies. Digital resources and textbooks are used throughout the curriculums. The accessibility of the text and supporting information has proven to be much more relevant than traditional paper bound text books. High school credit is given to students for Math and World Language’s. * Challenges – technology along with student interests changes at a rapid pace. It is challenging to ensure we provide current and relevant exposure to technology that challenges and engages students. For example – we should obtain some technology that uses virtual reality.
Academics: Programming for high needs students *Wins – LMS established a Student Centered Alternative Learning Environment and Supports (SCALES) program. More classes are being taught in a co-teaching model rather than pulled out into a resource room.
* Challenges – we have an increase in ELL students. Teachers will receive professional development during the 2019/20 school year to assist them in meeting the needs of these students.
Climate and Culture: Provide Supportive environment… * Wins- LMS utilizes a Positive behavior support system. Students have classes regarding this program at the beginning of the year whereby the program and its goals are explained to all students. * Teachers had two days of professional development on restorative Practices and have started to implement it in their classrooms. * LMS connections program continues to pair students with a staff member that they can have a connection with throughout their four years at LMS. * Challenges – Application of restorative Practices as it relates to alternate forms of discipline needs further investigation. The training received centered on building connections and considering trauma as underlying factors but the practices can also be used as an alternative to suspensions and detentions – these needs to be explored further.
Talent: Create welcoming and supportive environment * Wins- LMS teachers are willing and enthusiastic to mentor new teachers as they go through the new teacher induction processes.
Operations: Enhance facilities and grounds * Wins – Tools for schools committees surveyed and inspected classrooms. Gymnasium murals were painted. Sports championship banners were hung in gymnasium, student lounge created, library refurbished to make it more comfortable for students, new lunch tables obtained, four square court to be installed outside.
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Operations: Implement data team/PLC structure * Wins – Professional Learning Communities were established and worked with an EASTONN consultant throughout the 2018/19 school year. Data teams are established via the team structure at LMS. Each grade level team meets twice per week to discuss student achievement and other pertinent information. Instructional Rounds were conducted throughout the school year. Teachers on the rounds committee found it to be very insightful to see what strategies and activities their colleagues’ utilize. Feedback from these rounds was provided to the entire staff and helped guide their daily practices.
*Challenges- we do not have a clearing house for all data sources. We have google sheets that contain various student score but given we have multiple sources of information it would be beneficial to have one repository of student data.
Operations- utilize time effectively * Wins- the middle school bells are no longer in use. The schedule was changed to best meet the needs of each grade level, thereby eliminating a bell system that has the entire school on the same time constraints. * Challenges- shared staff continues to pose unique challenges whenever the schedules vary from the “norm” – i.e. when Lyman has exams etc. On these unique situations coverage for shared staff can be problematic.
Finances- secure appropriate funding * Wins – needs based budget is created yearly, cost saving measures (comparing vendors etc.) helps to find savings. Grants are always explored – LMS has been the recipient of grants to run homework club, student assistance team and drama production. Student Activities and Athletics * Wins – LMS has a number of extracurricular activities and clubs. A full complement of sports (volley ball was added), cooking club, baking club, newspaper club, drama, homework, crafting, dance, jazz band, select chorus, math club, student council, honor society. Numerous field trip continue to take place with each grade level going on several trips. The PTO created a scholarship fund that assists families who need assistance in paying for field trip costs.
Lyman Memorial High School
Strategic Plan Successes Eliminate Restrictive Course Prerequisites Grant high school credit for middle school courses Articulate more Lyman courses with TRCC and/or other community college Career Technical Education (CTE) /College Career Pathways (CCP) program Showcase college equivalent courses at Lyman Open House, 8th grade information events and ASTE Open House Use PSAT data to actively recruit students for college equivalent courses
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Use PSAT data to identify courses for potential inclusion in Lyman Program of Studies Recruit staff to teach college equivalent courses Hire high school math Scheduled PE to coincide with mandated state assessments Review and revise schedule for Fine Arts classes and increase fine art offerings Ensure access to rigorous curriculum for high needs students Use Student Success Plans to link secondary experience to post-secondary planning Facilitate student enterprise opportunities Utilize digital technology for 21st century skills Implement bring your own device program Provide students with access to district provided devices Use digital resources to supplement or replace textbooks Enhance transition services Provide supports in district to meet the needs of students receiving special education services Provide bullying awareness programs Hire a school social worker Provide PD in rigorous research based content area instructional strategies Institute post PD reflections by staff regarding what learning took place, how the learning will influence instructional practice and indicate areas where additional related training are needed Provide PD for school administrators in leadership strategies Advertise vacancies through social media Enhance new teacher orientation Budget for IA’s to attend convocation Plan Capital improvement projects to meet strategic goals and support district initiatives Modernize voice and video communication system Improve video surveillance system Implement Learning Walk instructional rounds to actively engage professional staff in improving instruction Evaluate high school bell schedule Create and promote district brand Establish and maintain official district presence on social media Needs based budgeting to meet strategic goals and support district initiatives Hold public information and input sessions Hold staff information and input sessions Maintain open communications with town elected officials and staff Seek grant funding for funding new initiatives Develop and implement a plan to identify extra-curricular clubs and student activities to address interest Develop and implement a plan to identify sports to address student interest Coordinate fundraising to ensure opportunities for participation in fund sharing as appropriate Hold pep rallies and other whole school recognition events
Initiatives in Progress Use NWEA and interim assessments to identify students and track their progress in Tiers 2 and 3 interventions in ELA and Math Implement district-wide developmental guidance program Implement internship/externship program for credit bearing career experiences Implement career mentoring program (Career Fair first time in many years)
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Offer high school for successful participation in rigorous academic or career oriented activities Pre- implementation of EWIB Use intervention strategies in classroom instruction in Tier 1 Utilize restorative justice or similar approach to student discipline Implement a peer mentoring program Provide a mentor for all new certified and non-certified employees Re-establish Tools for Schools Committee Create data team and PLC’s at the district, school and instructional levels Exit interview all students or parents if more appropriate when opting not to attend a Lebanon public school Exit survey for all graduating seniors Enhance supports for English Learners Implement PBIS in all schools Implement peer discipline review process Provide access to school based healthcare Provide access to mental health counseling Broadcast commercials on public access local tv channels and radio stations
Lyman Department Annual Reports
English: Annual Bulldog Spelling Bee had over 30 students qualify (winner: Junior Olivia Glazier); 44 students participated in the annual trip to New York City to see a (non-musical) Broadway play; a dozen students participated in the annual creative writing field trip at the Bushnell (five other schools from across the state also attended); ten school newspapers should be out before the year is through (including “The Bulldung” April Fools’ edition); The Chronicle of Willimantic published eight Lyman pages (supplied by journalism) throughout this year; the yearbook finished on time and is 90% sold out; one department member attended and successfully completed the Yale Center for British Art’s “Summer Teacher Institute”
Mathematics: The math department is in its first year implementing the course sequence change to ensure all students take Algebra 2 prior to the SAT state exam. Math teachers continue to infuse SAT practice into their classes either via warm-up exercises, test/quiz items, Khan Academy, or by completing SAT practice tests. A group of AP Computer Science students participated in the Lockheed Martin Code Quest and two female AP Computer Science students participated in the Girls Go Cyber Start competition. The AP Calculus class took part in a two-hour AP Test Prep Saturday session to review course content and go through AP practice questions. The math department chair participated in Leadership PD opportunities throughout the year including the Empowered to Lead Symposium and Teacher Leaders conference as part of the CT Teacher of the Year Semifinalist program. A math teacher also got TEAM trained and another math teacher was approved by Three Rivers to teach CCP Intermediate Algebra in the CP Algebra 2 class for college credit.
Social Studies: The Social Studies department added several new courses this year (Russian History, US Foreign Policy, and ECE Philosophy) which were well received by the students. We will be adding two more new courses next year (ECE Human Rights and Modern Genocide). Seventeen students participated in Model UN this year. They represented Poland at the annual conference at the University
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of Hartford where they debated world issues with students from over thirty CT high schools. They also had the opportunity to travel to NYC to tour the UN and meet with representatives from Poland at their mission. Several students also attended monthly meetings of the CT Youth Forum where they discussed current issues pertinent to the lives of high school students. One of the members of our department hosted a student teacher this spring. Another teacher was given the opportunity to attend a day long workshop at the Mark Twain House. One of our department members earned their 092 Intermediate Administration Certification.
Science
Accomplishments: 1. J. Motyka went on a number of Field Trips: Oceanography students went to “Project O” and Bluff Point; Geology went to various sites exploring geologic history of CT. 2. J. Motyka applied for a fossil dig in Montana. 3. J. Motyka served as varsity head coach for the Red Hawks hockey team. 4. K. Collins took 7 students to the Chem Olympiad at UCONN. 5. Collins served as the district’s Chemical Hygiene Officer, served on the district’s Safety Committee, and served on the district TEAM Coordination Committee. 6. K. Collins served as co-chair of the school’s National Honor Society. 7. K. Collins attended two webinars; 10/14/18: Scaffolding Stoichiometry for Struggling Students and 4/9/19: Advancing Science Literacy with Lessons Aligned with CCSS and NGSS. 8. L. Strohm volunteered to participate in the Instructional Rounds. 9. L. Strohm facilitated the 28th Annual Barnaby Bones Forensic Science Mystery in Biology. 10. L. Strohm developed and implemented curriculum and strategies to teach ELL/ESL Biology units. 11. K. Narita facilitated a PD workshop on PowerSchool for new teachers in August. 12. K. Narita attended an NEASE Showcase in Mass. 13. K. Narita completed Initial Teacher Support Training. 14. K. Narita served on the school’s SRBI team and the School Improvement Team. 15. K. Narita completed his 3rd year of teaching VHS classes. 16. K. Narita attended two webinars: Engineering in the Classroom and CK-12 Integration into Google Classroom. 17. K. Narita proposed a new Science of Engineering course which will be running next year. 18. The department continued development and implementation of intra-departmental SRBI interventions. 19. The department participated in 3 full-day NGSS PD sessions with the LMS staff. 20. The department continued writing curriculum aligned with NGSS. 21. The department continued developing/implementing rigorous tasks in the science classroom, a district goal.
Art/Music: New school initiative of participating in “Inktober” in which there was good student participation of creating daily ink drawings throughout October that were displayed in front of the school. This will continue next year. Art students were part of the field trip to the Hillstead House in Farmington, getting to see and discuss original artwork from Monet, Degas, and other famous artists. Lyman student artwork was on display in the state which included the CABE Convention in Groton, the Norwich Arts Center, the Art Emporium at the East Brook Mall in Storrs, and once again in the ECC Annual Art Show in Norwich. Students felt a great sense of pride and accomplishment from seeing and hearing that their work was on display to these communities. Current and upcoming AP Studio students
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helped to design the front cover of the programs for the fall play and spring musical, as well as the cover of next year’s school planner. We had five AP Studio Art students submit their amazing portfolios which is always quite an accomplishment. Advanced art students took part in a presentation from a FIDM (Fashion Institute of Design and Merchandising) representative that helped to open their eyes to the variety of opportunities in the field of art in both a creative and business sense.
Lyman’s Select Choir competed at the Berklee Jazz Festival in January 2019. Eighteen Choral students attended the Charter Oak Music Festival in November, four Choral students participated in the Eastern Region Music Festival in January, and three participated in the All-State Music Festival in April. One of those three students went on to audition for All-National, results of which will be distributed in late June. The chorus has performed at several community events this year, including the Veteran’s Day luncheon, where Tri-M also served lunch to the Veterans, and a performance at the senior center in December. Individual members of the chorus have performed in the community for various events, including the national anthem at some sporting events, open mic nights, community theater productions, pep rallies, the town library, Eastbrook Mall, and more. Drama students put on a phenomenal production of Les Misérables in March, nearly selling out all three performances of an incredibly challenging musical production. The Chorus will put on three concerts this year, a winter, a spring, and a pops concert in June, as well as the Mayfest Cabaret on May 21st. The Select choir collaborated with the 5th & 6th grade chorus for their spring concert, and Tri-M Honor Society members will be folk dancing with the elementary school students in June. Students fostered a strong sense of community within the choral and drama departments this year.
Eight band students participated in the Charter Oak Music Festival this year. Three band students auditioned for Eastern Region Music Festival and two of them participated in the festival. Two trumpet players (Kyle McElroy and Kyle Tartaglia) performed Taps at the Veterans’ Day Ceremony, and the Jazz Band performed at the senior center in December. Several concert band students performed Christmas carols at the Lebanon tree lighting ceremony and at Lyman’s Holiday Bazaar/Open House. Concert Band and Jazz Band students participated in the Winter Concert and Spring Concert. We recognized 14 graduating seniors in band at the spring concert, and one student (Amanda Tomick) received the Director’s Award for excellence in band (attitude, behavior, and being a helpful and reliable band student). In April, Eliuteria Castro was given an award at the CAS banquet for participation in the music department for her four years of high school. Local composer Anthony Susi worked with the concert band in a clinic prior to the spring concert on a piece of music he composed which the band performed in the concert. All band students will be marching in the Lebanon Memorial Day Parade on Saturday, 5/25, and 9th through 11th grade band students will perform at graduation on 6/14.
The art and music department is looking forward to a wonderful Mayfest Open House Cabaret night on May 21st from 6 to 8pm!
World Language: French classes and art classes toured the Hillstead House Museum in Farmington and enjoyed a picnic and drawing in the gardens in October; Spanish Honor Society students prepared a traditional Hispanic feast for staff and students for Three Kings Day in January, and French Honor Society students prepared a Mardi Gras Feast in February. French students enjoyed an exciting winter trip to Quebec City in February; and Spanish students toured Madrid and Barcelona, Spain during April break. In late March, six French students and ten Spanish students were inducted into the French and Spanish Honor Societies. In early April French students performed music, poetry and dance in the Cabaret Napoleon for family and friends, and then repeated the performance for the Lebanon Senior Center
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where over 80 attended the luncheon to see the French Cabaret. One member of the department received TEAM mentor training this year.
Business/Tech Ed/FCS: The Business Department brought close to a total 40 students on two field trips this school year so far: “Mad Money” Personal Finance trip to Connecticut College and a Career Day trip to TRCC. While on the “Mad Money” trip, a Lyman team of three students came in second place during a Family Feud challenge between the attending area high schools. It was a very strong showing. At the Career Day field trip, seniors and juniors obtained valuable insights from area company representatives in at least 8 different fields of study. They left this trip with a much stronger perspective on what these career fields are actually like. Additionally, another field trip is scheduled for late May - Sports Career Day at Yard Goat Stadium. It is expected that attending students will obtain some valuable sports career information on that trip as well.
The FCS Department was able to acquire through the Perkins grant funds new tables, a new mobile demonstration station with an observation mirror, two new infant real-life-experience simulators as well as an empathy belly pregnancy simulator. These items are proving to be invaluable teaching/learning tools. In addition, the FCS teacher has incorporated several unique substitutions in recipes to accommodate those with restrictive dietary needs. This was done after the teacher noticed a significant increase in students interested in learning more about vegetarian, vegan, and pescatarian diets.
ASTE Notes from National Convention
Ag Communications: 25th place in the country (Bronze) Hanna Behlke Olivia Glazier Madelyn Kulman Genevieve Rondeau
Ag Marketing: High Bronze Team Megan Cormier Sarah Gada Amanda Sears
Ag Sales: 23rd place in the country (Silver) Morgan Hartnett Solenne Miller Emily Sala Mike Wolf
Livestock Judging: 30th place in the country (Silver) Jenna Langevin Ali Remesch Kyle Tartaglia
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Rachael Trowbridge
Milk Quality: 28th place in the country (Bronze) Rachel Breault Cole Habeeb Sam Smith Cassie Wells
Three sets of lambs have arrived at the Lebanon ASTE program. Due to our investment in Nestcams we were able to see the process happen at 1:15 am. We have five ram lambs and one ewe lamb at school currently. We have been weighing the lambs and ewes weekly to track their growth rates and body conditions scores. Hank the tank is the leader at 58.2 lbs. at 35 days old.
Field trips have included: Big E National Convention Lebanon Tree Lighting Hidden Brook stables The Hill at Greywall farm Meadow Hill Vet Prides Corner Kahn Tractor D. H. Marvins River Plain Dairy Cushman Farm Ag Day at the Capital
Staff has completed PD or will completing in Chainsaw safety College Sabbatical ECE annual seminar GSIS training
Guest speakers have included CT DEEP Fenton River Vet UConn Cooperative Extension Simply Equine
We had 4 state degree candidates, 1 proficiency winner, and 6 American Degree candidates with three members up for State Stars.
CDE teams competing in the future are Dairy Cattle Management Farm Business Management Ag Communications Marketing Ag Issues
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Tractor Driving Vet Science Extemporaneous speaking
We have done community service projects with the Lebanon Historical Society, Neighbors helping Neighbors, the Veterans, coloring eggs at LES, and Second Saturday as well as hosting two blood drives.
Guidance Department Representation at Project Learn Regional Guidance Director’s Roundtables PD - College Board Counselor Workshop UConn Counselor Workshop SCSU Counselor Workshop Advanced Placement Conference Narcan Training @ Three Rivers ACT workshop Three Rivers Counselor Workshop EASTONN Counselor workshop Mindfulness Workshop
How to Pay for College Parent Night with Valark Financial Guest Speaker (open to K-12 parents for first time this year)
257 college application packets processed as of 5/6/19. Schools listed below: Air Force Academy American University Anna Maria College Belmont University Bloomsburg University Boston College Boston Conservatory at Berklee Boston University Bryant University Castleton University Catholic University of America Central Connecticut State University Citadel Colby Sawyer College Colorado State University Curry College Eastern Connecticut State University Embry-Riddle Aeronautical Univ. (Florida) Fitchburg State University Florida Institute of Technology George Washington University Georgetown University Hofstra University Husson University
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International Inst. Of Cosmetology Johnson & Wales University - Providence Keene State College Loyola University New Orleans Lynn University Manchester Community College Marymount Manhattan University (NY) Merrimack College Mitchell College New England College New England Institute of Technology New York University Northern Vermont University (formerly Johnson State) Norwich University Pace University Pepperdine University Plymouth State University Portland State University, Oregon Princeton University Quinnipiac University Rochester Institute of Technology Roger Williams University Sacred Heart University Saint Anselm College Saint Joseph's University Saint Michael's College Salem State University Salve Regina University San Diego State University Southern Connecticut State University Southern New Hampshire University Springfield College St. Michael's College (VT) SUNY Stony Brook University Thomas College Three Rivers Community College U.S. Naval Academy UMASS @ Amherst UMASS @ Boston UMASS @ Dartmouth UMASS @ Lowell Union College University of Colorado Boulder University of Connecticut University of Delaware University of Florida (Gainesville) University of Hartford University of Kentucky
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University of Maine University of Mary Washington University of Maryland College Park University of Massachusetts Amherst University of Montana University of Nebraska - Lincoln University of New England University of New Hampshire University of New Haven University of North Carolina - Chapel Hill University of Pennsylvania University of Pittsburgh University of Rhode Island University of Rochester University of San Diego University of Southern Maine University of St. Joseph (CT) University of the Arts (Philadelphia) University of Utah US Naval Academy Vermont Technical College Virginia Tech Wagner College Wentworth Institute of Technology Western Connecticut State University Western New England University Western Oregon University Westfield State University Worcester State University Yale University
Special Education: The Special Education Department started a therapeutic program called the SCALES (Student Centered Alternative Learning Environment Supports) in January 2019. This new program is managed by one Special Education-certified teacher and one Instructional Assistant as they support four students. Mainstream curriculum is delivered to each student in an individualized format. The school psychologist is an integral member of the team offering school-based counseling which is embedded in the program to further help support enrolled students.
Library Collaboration • MAP Testing • Senior Project (teaching all seniors about citations, databases, etc.) • Citations lessons • Elaboration lessons • Information Literacy
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Summer Reading The 2019 summer reading program is ready to be presented to students, we have been in communication with the public library as they will be distributing the books for us over the summer.
Virtual High School 48 students participated in the Virtual High School online program, almost all did exceedingly well, which helps to prepare them for online/hybrid college courses.
Professional Development • 2 day CT Library Association Conference with 3-4 workshops per day • High School Librarian Roundtables with LEARN
Administration Monthly faculty, dept head, safe school climate, school improvement team meetings Every 5 weeks-SRBI, Student Assistance team -4 meetings 9/13/2018-Open House Lyman Portrait of a Graduate 9/28/2018, 10/25/2018, 11/29/2018, 2/6/2019, 3/12/2019, 4/25/2019, 5/29/2019 9/28/2028 Lyman Talent Show 10/2018-meeting with Charles River for student employment opportunities 10/10/2018 PSAT-all grade 10 and 11 10/11/2018 Principal’s round table, EEC board of directors 10/17/2018-NEASC showcase for portrait of the graduate work 10/18/2018-recruiting visit to Sayles School 10/30/2018-Bozrah grade 8 visit Lyman 11/2, 3/2018 Macbeth 11/16/2018 LMS grade 8 visit Lyman 11/29/2018 NHS induction 12/5/2018, 2/5/2019, 5/1/2019 Instructional Rounds 1/18/2019-NEASC workshop on the new standards 2/12/2019-meeting with Eastern Workforce Investment Board 2/28/2019-NGSS 3/15/2019-ECC board of directors 3/27/2019-SAT testing grade 11 3/29/2019-Eastconn Adult Ed workshop 5/5/2019-Scholar Athlete Dinner 5/22/2019-Departmental Awards 5/23/2019-Career Day 6/7/2019-Lyman Award Assembly, Sr walk-LES 6/14/2019-Graduation Initiatives by Administration: -Utilized IA’s during CORE to target extra help and supervise student work completion for struggling students. -opened the library on Mondays and Thursdays until 4:00 for extra help, quiet study and peer tutoring.
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-utilized SRO-Officer Magao to present to faculty on vaping, and roles and responsibilities of the SRO, he advised and participated in lockdown drills, presented pre-prom informational session on safe driving and behavior. Worked with IT to monitor Go Guardian for student safety.
Student Activities: Students had the opportunity to sign up for two out of the approximately 50 clubs/activities as part of Lyman’s X-block program. Several new clubs were added this year including Lawn/Atrium games, Aviation/Aeronautics club, Debate Club, Writer’s Nook, E-Sports Club, Super Fan Club, and Comedy Club. Some highlighted fall events included: Talent show sponsored by the Safe School Climate Committee, Miss Lyman and Homecoming sponsored by the Class of 2019. During the winter months Spirit Week/Pep Rally was organized by Student Council with hallway decorating by class advisors and students, as well as Mr. Lyman which was hosted by both Journalism and NHS. Students in Ski club enjoyed having fun on the slopes. During spring students participated in the Walk to Save a Life organized by Diane Ayer and members of the district committee focused on Suicide Prevention and students participated in Field Day sponsored by Student Council. Students also had the opportunity to participate in a variety of school field trips as part of their academic programs.
Athletics: We have had a great year beginning with a state championship in Volleyball in the fall. The Lyman boys soccer team won their first ECC Tournament. The Lyman boys basketball team won their first regular season title as well. Below are some items from the course of the year.
Boys Soccer team won its first ever ECC Tournament -- the first small sized school to do so in the history of the tourney - a difficult feat to accomplish when playing against larger schools. The team also won the regular season conference championship with an 8-0 record - another difficult task to achieve seeing as how Lyman is playing up a division (division IV - III) and is the smallest school in the league.
Seven athletes were named to the All-Conference team First Team - Brandon Sirois, Spencer Merritt, Drew Archer and Zach Merritt. Dylan Lucey, Nick Barrett and Josh Perry were named to the second team. Zach Dunnack was the team's sportsmanship award winner and Jonah Person was the team's scholar-athlete. Coach Fabry was also named Coach of the Year.
From George Gray 2018 Cross Country Class S States: Jessica Casey placed 10th at the Class S state meet and qualified to run in the state open. Girls finished 8th out of 19 teams Jeffry Stober placed 8th at the Class S state meet, qualified to run in the state open and made the all- state team. Boys finished 4th out of 20 teams. All members of the team that ran at states had personal best for the season and bettered their times by 24 seconds to 1 min over the previous time they ran at the same course.
ECC championship: Jessica Casey placed 9th at the ECC meet and is all-conference. Girls finished overall 7th and tied for first in division III
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Jeffry Stober placed 13th at the ECC meet and is all-conference. Boys finished 7th overall, first in in division III
Regular season: Boys were undefeated in division III conference meets. Girls finished 3rd in division III
Winding Trails Invite: Mix of medium and small schools. Girls finished 5th out of 13 teams, boys finished 9th out of 18 teams
Jack Long Indoor Track Invite 12-27-2018 Cole Habeeb broke the boys Lyman Memorial Indoor track record for the 200 m dash Morgan Stewart broke the girls Lyman Memorial Indoor track record for the 200 m dash Clayton Goodrich broke the boys Lyman Memorial Indoor track record for the triple jump and tied for first place at the meet. Kristen Goodrich was the only freshman girl to place in the triple jump and placed 4th overall.
ECC Developmental 12-22-2018 Kristen Goodrich tied for first place in girls high jump.
State Qualifiers: Mathew Bauer 600 Clayton Goodrich Long Jump Cole Habeeb 55 M Dash Zacary Crawford 300 M Dash Boys Relays: 4x200, Sprint Medley Relay, 4x400 Olivia Dunnack 1000 M Morgan Stewart 300 M Dash Kristen Goodrich Long Jump, High jump Jessica Casey 3200 Katie Wierzbicki 55 Hurdles Girls Relays: 4x200, Sprint Medley Relay, 4x400
School Records broken this season: Girls 4x400 Lyman ECC record, Kristen Goodrich, Olivia Dunnack, Helen Blakeslee, Morgan Stewart Girls Lyman ECC School Record, High Jump Kristen Goodrich Girls 200 M, Morgan Stewart Boys 200 M, Cole Habeeb Boys Triple Jump, Clayton Goodrich Boys 600 Lyman ECC Record, Mathew Bauer Boys SMR, Mathew Bauer, Zacary Crawford, Clayton Goodrich, Cole Habeeb Boys 4x400, Mathew Bauer, Zacary Crawford, Clayton Goodrich, Cole Habeeb Boys SMR Lyman ECC, Mathew Bauer, Zacary Crawford, Clayton Goodrich, Cole Habeeb
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The Girls Basketball program has received two significant awards in the past month:
1) Jessica Castillo was selected as the NHSCA Girls Basketball Assistant Coach of the Year for the state of Connecticut. This is a huge honor! It recognizes her professionalism, commitment to her athletes, and skill in teaching the game, and dedication to preserving the integrity of the game. Jess was selected out of 183 schools in CT that qualify for the award and she is most deserving of the recognition. She and I will be attending the All-State banquet towards the end of April where she will be formally announced as the Assistant Coach of the Year.
2) The Lyman Memorial Girls Basketball team was selected to receive the Richard Walker Sportsmanship Award from IABBO Board 8, the governing body of certified basketball officials in Eastern Connecticut. Scott Elliott, Jessica Castilo, and I were able to attend the banquet last week and receive a plaque in recognition of the award.
Scholar Athlete Megan Rice was honored at the Aqua Turf Club on Sunday, May 5 as Lyman’s Scholar Athlete. Over 300 athletes statewide were honored.
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