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Revision Date: 5/5/2023 11:54:25 AM EH2020 School Improvement Plan Page 1
EHPS Vision: Schools that are the Pride of our CommunityEHPS Mission: To deliver a high quality learning experience for EVERY CHILD, EVERY DAY.
East Hartford Middle SchoolSchool Address: 777 Burnside Ave.East Hartford, CT. 06108
Annual Budget: $9,427,974.15
Number of Employees: 147
Number of Students (as of 10/1): 1057
East Hartford Public Schools’ Theories of Action:IF EHPS provides students with rich, standards aligned curriculum, focuses on delivering high quality classroom instruction characterized by student centered learning experiences and if EHPS provides differentiated intervention and enrichment at all levels, THEN we will transform student learning and help all students achieve.
IF EHPS focuses on fully engaging, empowering and appreciating students, families and faculty through all district and school interactions, THEN we will benefit from a rich and vibrant learning culture where all students achieve.IF EHPS focuses on attracting, hiring, developing and promoting a talented, diverse work force, THEN we will continue to grow the professional capacity so that all students achieve.
IF EHPS seeks out, advocates for, and responsibly invests district resources, THEN we will have the necessary technologies, infrastructure and finances to promote student achievement.Progress Assessment
Mid-Year Reporting Period Rating (1/20/2017)Check one based on a holistic rating of work completed to date
End of Year Reporting Period Rating (6/12/2017)Check one based on a holistic rating of plan completion
Plan has not begun or has significant gaps Plan has not begun or has significant gapsPlan is lagging in progress Plan is lagging in progressPlan meets or exceeds progress Plan meets or exceeds progress
Expectations Matter
Effort Matters
Competence Matters
Solutions Matter
Relationships Matter
Results Matter
Black36%
Hispanic49%
White15%
Race/Ethnicity Breakdown
Grade Level
NumberStudents SPED EL F/R Lunch
N % N % N %6 350 69 20% 34 10% 350 100%
7 313 64 20% 32 10% 311 100%
8 394 76 20% 39 10% 394 100%
School 1057 209 20% 105 10% 1055 100%
Revision Date: 5/5/2023 11:54:25 AM EH2020 School Improvement Plan Page 2Theory of Action 1: Transform Student Learning
IF EHPS provides students with rich, standards aligned curriculum, focuses on delivering high quality classroom instruction characterized by student centered learning experiences and if EHPS provides differentiated intervention and enrichment at all levels, THEN we will transform student learning and help all students achieve.
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1. Provide all students with a high quality, standards-aligned curricula that focuses on interdisciplinary experiences, culturally responsive instruction and 21st Century skill development
2. Provide all students with high quality, student led, and engagement focused instructional experiences
3. Effectively use district, school and classroom assessment data to provide diagnostic information to make instructional decisions
4. Ensure all students have access as necessary to differentiated interventions as well as opportunities for enrichment that promote “whole child” learning
5. Complete the implementation of identified district programming Early Childhood Learning Center (ECLC) at Hockanum Elementary International Baccalaureate (IB) Programme pipeline (O’Connell PYP, Sunset Ridge MYP, CIBA MYP/DP) Complete the STEM Program pipeline (O’Brien, EHMS and EHHS) Develop and implement the identity of “Robust Neighborhood and Community Schools” throughout the district Implement identified district programs with fidelity across all schools
Action Plans (Connected to District High Leverage Strategies)Action Plan Descriptions Mid-Year Report End of Year Report
Aligned to High Leverage Strategy: (1) Provide all students with a high quality, standards-aligned curricula that focuses on interdisciplinary, culturally responsive instruction
ELA work was done this summer and is being monitored through 16-17
o Added 5 sections of Read 180 and 11 sections of Reading Plus and will provide additional interventions during Activity Period (Approximately 234 students will receive an interventions)
o Administered SB IAB’s and will use data to inform instruction.
o Will continue with PD from CREC (5 days)
o Dr. Reeves visited ELA Data teams. The feedback included continue focus on student work, personalization of data, and developing assessments to gauge learning
o Continue to visit classroomso Cultivate and develop IDT’s to make
student work a priority. Student work is the key to the process
Math Dept. Supervisor has maintained a laser focus on implementation of AP Springboard, SBAC ?’s, and Growth Mindset
Curriculum Development Grs. 6-8 Complete the secondary summer curriculum
revisions and additionso ELA/Reading 6-8 – revise Reading
Curriculum and work with reading coach/consultant to monitor progress through classroom visits, coaching, and IDT’s
o ELA Writing—continue to implement Columbia Teachers College writing program. Put curriculum documents in district format and included assessment protocols.
o Math—continued implementation of Math curriculum and AP Springboards.
o Physical Education Refine curriculum to reflect half
year scheduleo Science—continue to integrate NGSS into
the Science Curriculum Make connections to Common
Revision Date: 5/5/2023 11:54:25 AM EH2020 School Improvement Plan Page 3Core—Literacy and Math
o Social Studies—integrate shared inquiry approach through Great Books with ELA
o Technology Education 6-8 Refine curriculum to be aligned
to STEM programo Revise Honors Curriculum across the
content areas (Accelerated/Advance)o World Languages—agreed upon non-
negotiables and developed common assessments
o Focus on Springbaord - 10/22 AP Springboard PD
o SBAC Questions – on-line training, practice, performance, unit tests. EHMS Unit tests have SBAC style questions.
o Inquiry Based 3 Act Tasks to create the culture of engaging students in challenging problems. 1) Watch/engage in inquiry based activities 2) Articulate questions 3) Complete the computations. Helps to build student independence
o IDT focus on SBAC questions – using ones in McGraw Hill, and creating own as needed
o Administered SB IAB’s for Math and will use data to inform instruction
o Scheduled to provide PD on the use of IAB’s for planning
o Added a section of Math 80/20 (10 total for EHMS) and revised current list of students to determine classroom enrollment
o Continue to visit classroomso Cultivate and develop IDT’s to make
student work a priority. Student work is the key to the process.
PE/Health worked with EHMS Administration to schedule the Health Interactive Program for all grade 8 students to increase the awareness of STD’s, HIV, and pregnancy
PE/Health continues to revise/adjust curriculum
o Scheduling a 6-12 workshop at the BOE in January
o Looking to create vertical alignment in grades 6-8 that is aligned to national standards
o Making the shift from core content to skill based content
Mid-Year Rating
End of Year Rating
Revision Date: 5/5/2023 11:54:25 AM EH2020 School Improvement Plan Page 4o Focus on the Common Warm-up and
supervision of programmingo Focus on PE programmingo Working Close-Reading in health
classes On-going NGSS implementation and PD will
continue through 16-17 Social Studies continues to implement Great
Books and Close Reading while providing on-going PD
o Social Studies completed round 1 of shared inquiry assessment (Close Reading 1).Will complete assessments 4X per year based on 9 pt. rubric that aligns with ELS
o 8-10X per year students will participate Shared Inquiry Circle/Process related to unit topic/article with focus questions
o Completed Close Reading Walkthrough on 11/3 (focus-phase 3 of student inquiry)
o Visit all Social Studies classroom 1X per week
o Completed a Social Studies Walk on 11/4 with a focus on Great Books and student inquiry
Technology Education—Grade 6 has implemented Young Manufacturers and grade 7/8 working towards building STEM/Literacy
Word Language has agreed upon non-negotiable and has begun to revise assessments with a continued emphasis on rigor
The Honors curriculum will continue to be reviewed and discussions/plans regarding vison of program will take place
Aligned to High Leverage Strategy: (2) Provide all students with high quality, student led, and engagement focuses instructional experiences
EHMS Administrative Team and Department supervisors will have 3 focus points for 16-17. (Classroom visits, IDT’s, and PD)
o Monthly check-ins with Dept. High Quality Instructional Focus
Revision Date: 5/5/2023 11:54:25 AM EH2020 School Improvement Plan Page 5 Continue to implement the EHMS Intentional
Instructional Planning model with a focus on rigor and differentiation
o Department Supervisors will review practices with teachers and introduce framework to new staff members
o Provide continued PD on the frameworko Facilitate bi-weekly walkthroughs
Incorporate the EHMS Close Reading Process and reading strategies across the content areas with support from EHMS Reading coaches and Department Supervisors
Develop Math performance tasks
Supervisor and Principal to discuss progress.
o Meet with Dept. Supervisor monthly to discuss progress
EHMS has implemented bi-weekly walkthroughs
The EHMS Close Reading process is being implemented across the content areas excluding Science. On-going PD is scheduled
Math and ELA continue to build assessments aligned to the SBAC
The role of the EHMS coaches will include classroom visits, interventions, data team, and PD – a schedule is being developed
o The EHMS Coaching Team will facilitate PD on 11/8 with new members
Mid-Year Rating
End of Year Rating
Aligned to High Leverage Strategy: (3) Effectively use district, school, assessment data to provide diagnostic information to make instructional decisions
Dept. Supervisors and teachers continue to build the IDT process—focus points are building SBAC assessments and using the data to inform instruction
The SDT has collected STAR and SBAC data and will continue to analyze behavioral and attendance trends
Data/Assessment Practices Grs. 6-8 Department Supervisors and teachers will
define and strengthen expectations and protocols for IDT meetings
o Develop common expectations/systems
Department Supervisors and teachers will work on Data Driven Instruction during meeting time to determine what is/isn’t working and to determine next instructional steps
o As discussed during the SAM in June—we will renew our focus on using IDT’s to review data and inform instruction
o Department Supervisors will work with teachers to unpack STAR and Formative Assessment data
o Department Supervisors will work to develop and implement Smarter Balanced Interim Assessments (IAB’s).
Data teams will work to develop assessments aligned to Smarter Balanced assessments to diagnose areas of strength and weaknesses to
Revision Date: 5/5/2023 11:54:25 AM EH2020 School Improvement Plan Page 6drive instruction
Continue to focus on improving the 3 Tiered Accountability System of Data Teams
o The SDT will solicit information from IDT’s to monitor SIP progress
o The SDT will analyze school data trends (behavior, academic growth/proficiency, chronic absenteeism) to maintain a school-wide longitudinal lens
Mid-Year Rating
End of Year Rating
Aligned to High Leverage Strategy: (4) Ensure all students have access as necessary to differentiated interventions as well as opportunities for enrichment that promote “whole child” learning
The READ 180 program has been structured the ELA Dept. Supervisor is working to establish fidelity markers
Reading Plus is being used as an intervention for our “On-Watch” students
o Added six sections of Reading Plus at the end of quarter 1 for on-watch students
o Have a total of 11 sections of Reading Plus
The MEL Math intervention and Math 80/20 programs have been implemented—working on finalizing computer for the 8th grade 80/20 class
Math resource has been implemented with a few teachers still needing access to ALEKS.
Enrichment and Interventions for Students Revise the current entrance requirements for
the Yale Academy and continue to focus on developing honors sections on all teams
o Refine process for 5th grade students applying for entrance
o Increase the number of students taking honors classes on all teams
Restructure the READ 180 program to a 45 minute period and redefine expectations (whole group, computer, independent reading, and small group instruction) to establish fidelity markers
Launch the MindPlay’s Virtual Reading Coach to benefit students with a wide range of proficiency levels—(Currently piloting Reading Plus)
Continue to implement Math 80/20 as a Tier II intervention and assess current intervention practices in a program designed for “On-Watch” students
Continue to deliver the Math Excellence Lab— Tier II/III intervention
Continue to deliver and assess the Math Resource Program—Tier III intervention
Continue to implement Lexia with fidelity to
Revision Date: 5/5/2023 11:54:25 AM EH2020 School Improvement Plan Page 7reach district goals
Mid-Year Rating
End of Year Rating
Aligned to High Leverage Strategy: (5) Complete the implementation of identified district programming
EHMS will continue to work toward increasing the technology program for the CCSU/STEM is has recently engaged in a funding opportunity that if secured would help complete technology package for CCSU STEM
Started CCSU STEM Friday – working with students who are following expectations are rewarded with inquiry learning projects
UCONN STEM College students presented to the CCSU STEM Academy about college and career path and facilitated inquiry based activities
Pratt Whitney did inquiry projects with CCSU 7 that focused on STEM careers, the engineering process, and inquiry based learning
CCSU STEM students partnered with Mystic Aquarium where they present to EHMS and then we visited aquarium
The UCONN Leadership Academy has secured 1 to 1 Notepads for grade 6-8. In addition, the students have had multiple speakers on leadership. In November, selected girls will participate in an EHMS overnight leadership camp.
o Participated in the Girls Leadership Academy on 11/12-11/13 at EHMS
The UCONN Goal-line program kicked off the year with a UCONN picnic for students and families. UCONN students have also participated in UCONN/Goal-line activities
The Yale Academy has begun to examine their curriculum (Dept. Supervisors) and identifying differences between accelerated and advance. The Yale academy will continue to work on academic and behavioral differentiation and intervention strategies.
The Trinity Academy is focusing establishing Language and Content objective and co-teaching
Academy Development Focus on transition from O’Brien to EHMS to
reflect inquiry based practices Continue to build the EHMS STEM Academy
grades 6-8o Complete the grades 6-8 technology
package (1 to 1 Notepads) Launch the UNCONN Leadership Academy with
a focus on personal responsibility, self-leadership, and academic achievement
o Teach respect, responsibility, and leadership
o Focus on Professional skills – Dress for success, public speaking, active listening
o Strengthen the partnership with the UCONN Goal-line program to increase participation, commitment, and program development
o Complete the technology package (1 to 1 notepads)
Strengthen the Yale Academy by offering a rigorous curriculum along with supports/interventions to push all students to reach their potential
o Revise the curriculum for the Yale Academy to reflect the students enrolled in accelerated and advanced classes
o Provide academic and behavioral supports/interventions as needed to encourage high rates of success
o Start a technology plan to work towards providing all students with 1 to 1 notepads
Strengthen the Trinity Academy by continuing
Revision Date: 5/5/2023 11:54:25 AM EH2020 School Improvement Plan Page 8to develop a program and content material that is comprehensive to EL students
o Focused development on the Co-Teaching Model
o Clearly defined content/language objectives for students
o Emphasis on diverse strategies/activities to meet students’ needs
o Look to build the bilingual capacity of EHMS personnel through internship and funding opportunities
o The Trinity Academy has devoted some team-planning time to co-plan
Mid-Year Rating
End of Year Rating
Revision Date: 5/5/2023 11:54:25 AM EH2020 School Improvement Plan Page 9
Theory of Action 2: Rich and Vibrant Learning CulturesIF EHPS focuses on fully engaging, empowering and appreciating students, families and faculty through all district and school interactions, THEN we will benefit from a rich and vibrant learning culture where all students achieve.
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1. Student Culture
Engage students through an intensive focus on providing opportunities for voice, leadership and celebrations of their learning achievements
Empower students to become effective decision makers and citizens by implementing Social Emotional Learning (SEL) standards aligning to both the instructional model and student Code of Conduct
Continue to promote Restorative Justice practices and PBIS systems by reducing punitive discipline across all schools
Engage students in excellent school attendance habits by implementing the recommendations of EHPS PK-12 Attendance Tool Kit “ALL In Every Day”
2. Family and Community Culture
Engage families and community through high quality programming designed to develop school to home relationships; provide families with accessible resources to support their child
Empower families by improving school to home communication with a focus on accessibility, frequency, and friendliness
Continue to seek out and develop community partnerships centered providing high quality experiences and resources for students at all levels
3. Faculty Culture Appreciate employee contributions and efforts though meaningful recognitions and celebrations of excellence
Engage and empower employee innovation and talent by promoting faculty voice, input and feedback on organizational decision making
Action Plans (Connected to District High Leverage Strategies)Action Plan Descriptions Mid-Year Report End of Year Report
Aligned to High Leverage Strategy: (1) “Student Culture” Engage students through an intensive focus on providing opportunities for voice, leadership and celebrations of their learning achievement
EHMS has implemented the advisory period and Community Circles.
EHMS has implemented the Jr. Police Task Force.
The EHMS Administrative Team facilitated student focus groups to discuss the areas of school culture, equity, and achievement.
The EHMS Administrative Team has started Student Focus Groups to meet with students about school culture, equity, and achievement.
SEL Implementation Provide a platform through the EHMS Leadership
Academy model to give students an active voice and leadership opportunities to impact EHMS
Launch the EHMS “1 to 1” communication expectations and include student voice in the design and roll-out. Provide continuous PD throughout the year
Develop student leadership organizations to foster independence, student collaboration, and contributions to EHMS
Mid-Year Rating
End of Year Rating
Aligned to High Leverage Strategy: ( 1) “Student Culture” Empower student to become effective decision makers and citizens by implementing Social Emotional Learning (SEL) standards aligning to both the
The EHMS Student Leadership Team has started to discuss ways to engage students in EHMS Orientations, Faculty Meetings, Academy Meetings, Town Hall Sessions, Team
Revision Date: 5/5/2023 11:54:25 AM EH2020 School Improvement Plan Page 10instructional model and student Code of Contact Leader Meetings, and Academic Walkthroughs.
o Students have taken active an leadership role in facilitating town hall meetings
On 10/31, former NBA Player and international speaker Chris Herren visited EHMS to talk about substance abuse and choices
Launch the EHMS Connections period to build the character education program and further develop student interpersonal skills
o Develop and launch the EHMS Connections Curriculum to be delivered once per week to students during advisory period with a focus on skills instruction
o Define “Community Circles” with norms/expectations for staff and students to engage in meaningful and respectful discussions
Mid-Year Rating
End of Year Rating
Aligned to High Leverage Strategy: (1 )”Student Culture” Continue to promote Restorative Justice practices and PBIS systems by reducing punitive discipline across all schools
EHMS has established Community Circles for advisory period and staff will continue to receive PD on Restorative Practices
o PD has been facilitated with the entire EHMS Faculty in September and October
o EHMS has facilitated two PD sessions on Restorative Practices and is scheduled to work with staff to discuss Community Circles, ways to connect with students, trauma, crisis, and our next steps
o EHMS is scheduled to facilitate three PD sessions in the Spring of 2016 on Restorative Practices.
EHMS continues to positively reward students for making positive choices and for acts of kindness.
o Flying Falcon, Student of the Month, Falcon Pride Award, Team Awards
Restorative Practices Implementation Develop the Restorative Practice program at EHMS
and provide expansive professional development for the year. The Restorative Practice model will be based on building and strengthening relationships, being proactive, and student centered (student voice and involvement)
o School-Wide Practices Teach specific expectations (PBIS) Positively reward students for use
of strategies, tools, replacement behaviors, acquired skills , for being good
Celebrate acts of kindness and recognition for positively impacting the school/community
Determine fluid levels of intervention (teacher, related service professional, behavior specialist, admin, SRBI/EIP, SRO’s)
o Classroom Management Addressing the physical
environment Classroom expectations—visible,
Revision Date: 5/5/2023 11:54:25 AM EH2020 School Improvement Plan Page 11explicitly taught and referenced
Consistent routines/procedures Tier I strategies De-escalation techniques Restorative discipline Community circles
o Individual Student Practices Student conferencing Student reflections Community circles Restorative circles CPS (Student Voice) collaborative
problem solving process Identify and address Lagging
Skills & Unsolved Problems SRBI 2 & 3 strategies Revised FBI/BIP process to include
CPS and ALSUPo Skills Instruction/Interventions
Social Emotional Learning Curriculum
Direct instruction to address Lagging Skills and Unsolved Problems
Executive functioning strategies instruction
Teaching and reinforcing Habits of Mind
Trauma informed treatment
EHMS has implemented a Social and Emotional Learning Curriculum through the advisory period.
EHMS students are assigned active roles in town hall meetings to assume leadership responsibilities and to actively engage and invest in the EHMS community
EHMS started a Student Leadership Team and a Student Police Task Force to empower students and to build internal and community relationships
o Facilitating the Toy Drive, Clothing Drive and Food Drives
o Next steps: To co-facilitate a Faculty Meeting, participate in academic walkthroughs, to help plan a PD session, and assign a role in school events such as the EHMS Recruitment Night
Mid-Year Rating
End of Year Rating
Aligned to High Leverage Strategy: (1 )”Student Culture” Engage students in excellent school attendance habits by implementing the recommendations of EHPS PK-12 Attendance Tool Kit “ALL In Every Day”
The EHMS Attendance plan continues to be implemented—a weekly/update report is being developed as well as clear roles for all of the stakeholders
o The attendance committee meets once per month to review data, identify trends, and develop and communicate school-wide practices
Student Attendance Support Engage staff and students in 6-8 Attendance Plan to
develop the “All-In – Every Day” campaign to improve daily attendance and reduce chronic
Revision Date: 5/5/2023 11:54:25 AM EH2020 School Improvement Plan Page 12absenteeism
o Revise current plan and develop weekly report to be shared with the administrative team , team leaders, and faculty to monitor progress
o Design and post school signage and messages(communication)
o Explore opportunities to further scale up attendance supports
o The attendance team meets once per week (Social workers, guidance counselors, A.P.’s, Family/Community Engagement Coordinator, and Attendance Coordinator) to review the progress of systems, programs, and students
o Weekly announcements, daily check-ins with at-risk students, home visits, announcements, weekly updates
EHMS designed and placed a Spanish Welcome signs in the entrance and made visible Notice of Language Assistance signs
Mid-Year Rating
End of Year Rating
Aligned to High Leverage Strategy: (2) “Family & Community Culture” Engage families and community through high quality programming designed to develop school to home relationships; provide families with accessible resources to support their child
The revised EHMS Family Engagement Plan has been rolled out to staff.
A Student Led-Conference team has been identified and they are scheduled to receive training in November and will turn-key to staff as we prepare for Spring conferences.
EHMS is set to highlight staff members monthly at Faculty Meetings.
EHMS facilitated a Team-Building PD session to build trust, foster interdependence, and cultivate a culture of togetherness and success
EHMS facilitated a Parent Welcome Walkthrough on 11/21 with parents and members of the EH community
o Positive Experiences: participants were impressed with the friendliness of the school from staff, students, and visitors.
o Recommendations: a suggestion box and look for ways to highlight student work
The newly formed Family Engagement Plan was rolled out to staff in August
o EHMS facilitated a follow-up Faculty Meeting on 11/2 to focus on
High Quality Family and Community Programming Engage the Family and Community Liaison with the
EHMS Family Engagement Task Force to form a partnership/plan to increase family contact and communication
o Family Liaison Programmingo School Governance Councilo Develop a communication plano Education/planningo Welcome Walkthroughs—through Family
Engagement Task Force Revise the EHMS Family Engagement Plan as
developed by the Family Engagement Task Forceo Rollout to staff for 2016-2017
Launch student-led conferences
Mid-Year Rating
End of Year Rating
Revision Date: 5/5/2023 11:54:25 AM EH2020 School Improvement Plan Page 13communication from school to home. The PD session was facilitated by the Family Engagement Committee and SGC parents
Aligned to High Leverage Strategy: (3) “Faculty Culture”Appreciate employee contributions and efforts though meaningful recognitions and celebrations of excellence.
EHMS continues to recognize certified and non-certified staff members at every Faculty Meeting to acknowledge their professionalism, hard work, and commitment to EHMS
EHMS formed a Team Building Committee where faculty members have worked to facilitate ways to enhance the school culture for the adults
o Facilitated a Team Building PD for staff through specific activities that are designed to cultivate trust, teamwork, and togetherness
o The Team Building Committee is working on planning a holiday social for staff
Faculty Appreciation EHMS will continue to create a culture that
celebrates, expects, encourages, and embraces the spirit of excellence, hard work, and support
o Faculty appreciation awardso Staff recognition/spotlight’
Mid-Year Rating
End of Year Rating
Aligned to High Leverage Strategy: (3) “Faculty Culture” Engage and empower employee innovation and talent by promoting faculty voice, input and feedback on organizational decision making.
EHMS has established the committees and created opportunities for staff to have a voice and real input
o Committees are meeting at least once per month and provide faculty members with multiple opportunities to communicate their voice, to be solution based, and to part of the process.
EHMS has established a Principal’s Advisory Team to plan for 2017-2018 in the areas of achievement, equity, and school culture
Faculty Empowerment/Voice/Feedback Continue to build a distributed leadership model to
empower teachers, coaches, Team Leaders, and AP’s. Stakeholders will be encouraged to create and lead initiatives and special projects.
o Attendance Task Forceo Family Engagement Task Forceo Hallway Task Forceo Restorative Justice Task Forceo PBIS Task Forceo Scheduling Task Forceo School Data Teamo Technology Task Forceo Team Building
Provide multiple opportunities for faculty feedback
Revision Date: 5/5/2023 11:54:25 AM EH2020 School Improvement Plan Page 14and input on organizational decision making throughout the year
o Surveys and focus groups as needed
Mid-Year Rating
End of Year Rating
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Theory of Action 3: Talented and Diverse Work ForceIF EHPS focuses on attracting, hiring, developing and promoting a talented, diverse work force, THEN we will continue to grow the professional capacity so that all students achieve.
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gy 1. Attract, hire, develop, and promote a talented and diverse work force at all district levels
2. Develop faculty capacity by providing growth opportunities centered on the following district themes: Literacy at all levels across all content areas Highly effective teaching strategies Culturally responsive practice(s) Leadership development
3. Utilize professional development structures reflective of educator empowerment/choice, collaboration/professional learning teams, and the development/deployment of internal expertise
Action Plans (Connected to District High Leverage Strategies)
Action Plan Descriptions Mid-Year Report End of Year ReportAligned to High Leverage Strategy: (1) Attract, hire, develop, and promote a talented and diverse work force at all district level
EHMS has partnered with NEAG/UCONN to secure interns and build a partnership of collegiality
o On 11/3 – UCONN NEAG Dean Gladis Kersaint visited EHMS to discussion our vision and to increase dialogue between EHMS and UCONN
EHMS will shift the current coaching program from primarily administrators to teachers. On 11/8, Ryan Murphy and Melissa Luke facilitated the EHMS Coaching Model with 16 EHMS teachers.
o Focus Areas: Co-Teaching, Rigor, Engagement, Classroom Management, Student-Led Classroom, Differentiation, Specific Feedback, Questioning Strategies, discourse
o Next Steps: To connect each coach with 7-10 staff members, facilitate breakout sessions, and develop a coaching schedule
Facilitated monthly Team Leader Meetings to build and monitor our shared vision and to plan and adjust necessary
Developed the EHMS Academy Model where
Attract, hire, develop, and promote a talented and diverse work force at all district levels
EHMS values its teachers, leadership, staff, and students and understands the central role staff plays in the improvement process. EHMS will continue to recruit, identify, develop, and retain exceptional teaching and support staff
o Continue to participate in recruitment events including minority teacher fairs
o Explore opportunities to partner up with local colleges to secure interns/tutors
EHMS offers a robust career ladder for teachers ready and willing to explore leadership opportunities
o Teacher Leadership Academyo Coaching Programo EHMS Academieso Task Force/Committee participationo Team Leadership
Revision Date: 5/5/2023 11:54:26 AM EH2020 School Improvement Plan Page 16the assigned AP facilitates monthly academy meeting with their 6-8 teams
Mid-Year Rating
End of Year Rating
Aligned to High Leverage Strategy: (2) Develop faculty capacity by providing growth opportunities centered on the following district themes:
Culturally responsive practice(s) Leadership development
Develop a school understanding and focus on Cultural Competencies
Conduct and administer training through PD sessions and/or faculty meetings
Continued work on Effective Staff and Students Interactions and discussions on Disproportionate Minority Contact
Mid-Year Rating
End of Year Rating
Aligned to High Leverage Strategy: (2-3) Develop a Talented and Diverse Work Place
t EHMS has established the committees and ELA Department Supervisor—Michelle Eckler
facilitated the EHMS Close Reading process with staff on 10/19
Department Supervisors (Ed Quick, Michelle Eckler, Tod Kenney, Melssa Gavarrino) provided PR to EHMS staff on rigor on 11/18/17.
Ms. Houghton and Department Supervisors have met with the new EHMS staff to review the EHMS Intentional Instructional Planning framework. This area will continue to be addressed.
The EHMS coaches have been in classrooms to assist and monitor progress regarding Close Reading. In October, staff will receive PD on Close Reading.
The EHMS Faculty participated in a school-wide PD on team building. The UCONN, Trinity, CCSU, and Yale academies have held grade 6-8 town hall meeting to foster leadership and team building, UCONN, Trinity, Yale, and CCSU have held monthly academy meetings.
Professional Development Themes Growth Mind Set EHMS Intentional Instructional Planning
o Objective, Agenda, Do-Now, Exito Academic Conversations, DOK?’so Rigor, Differentiation
Team Building (School/Academy) EHMS Close Reading Process
o 1St Read: What does the text say?o 2nd Read: How does the text work?o 3rd Read: What does the text mean?o 4th Read: What does the text inspire
you to do? Restorative Practices
o School-wide practiceso Classroom managemento Individual student practiceso Skills instruction/interventions
Culturally Responsive Practices EHMS Coaching Model
Revision Date: 5/5/2023 11:54:26 AM EH2020 School Improvement Plan Page 17o Conversations about improvement
through a collaborative model focused on sharing practices and learning from colleagues to empower teachers
Mid-Year Rating
End of Year Rating
Revision Date: 5/5/2023 11:54:26 AM EH2020 School Improvement Plan Page 18
Theory of Action 4: Responsibly Invest District ResourcesIF EHPS seeks out, advocates for, and responsibly invests district resources, THEN we will have the necessary technologies, infrastructure and finances to promote student achievement.
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1. Advocate for and invest our financial resources wisely, transparently and equitably across district schools
2. Ensure district and school programming is aligned to promote efficiency; eliminate operational silos and enhance collaborative systems
3. Continue to acquire and manage grant funding to supplement our district budget; continue to develop a system for alignment and coherence between funding sources for all district programs
4. Continually analyze time as a resource at school and classroom level; strategically use time to support student needs
5. Develop and implement the district technology plan with a focus on infrastructure upgrades and service operability
6. Complete current facility project list and actively seek additional funding to address Capital Improvement Plan
Action Plans (Connected to District High Leverage Strategies)
Action Plan Descriptions Mid-Year Report End of Year ReportAligned to High Leverage Strategy: (3) Continue to acquire and manage grant funding to supplement our budget; continue to develop a system for alignment and coherence between funding sources for all district programs
The EHMS Window Wall project is about underway and is approximately 40% complete.
EHMS will continue to work the state and private non-profit organizations to secure funding to increase technology
District Grant Acquisition and Management Continue to collaborate with the state through
the Commissioner’s Network program to secure funding and support to meet student needs
Facility/Infrastructure Development Launched the EHMS Window Wall Project on
6/15. Expected to take two years to complete Launch the EHMS Bathroom Renovation
project in the summer of 2017
Mid-Year Rating
End of Year Rating
Aligned to High Leverage Strategy: (5) Develop and implement a school technology plan with a focus on infrastructure upgrades and service operability
Revision Date: 5/5/2023 11:54:26 AM EH2020 School Improvement Plan Page 19
Mid-Year Rating
End of Year Rating
Aligned to High Leverage Strategy: (5) Develop and implement a school technology plan with a focus on infrastructure upgrades and service operability
The UCONN Academy has received the 1 to 1 notepads
The CCSU Academy is beginning to discuss ways to pilot the Google Program
EHMS has converted Computer Lab sign-ups to an electronic system
EHMS is in the process of converting parent conference sign-up to an electronic system.
EHMS has put together a committee to learn about Power School to help with the transition
School Technology Development Complete the technology inventory/plan
o 1 to 1 Notepads for UCONN Grades 6-8
o 1 to 1 Notepads for Yale Grades 6-8o 1 to1 Notepads for Trinity Grades 6-8o Replace 175 computers that are 5
years or older at EHMS to complete the total update for EHMS
Explore Google Pilot Program Explore electronic sign-up for teacher
conferences Explore electronic sign up for EHMS Computer
labs Explore transition from Eschool to PowerSchool
as a student information systemMid-Year Rating
End of Year Rating
Revision Date: 5/5/2023 11:54:26 AM EH2020 School Improvement Plan Page 20
Appendix A- Transform Student Learning (State Accountability Measures)
2013 2014 2015 2016Grade
45%50% 47% 48%
CMT/CAPT Science PerformanceAt/Above Proficient
School Level Indicator
(SAT for Secondary Schools)
DIBELS/DRA/ other assessments for Elementary schools
6 7 8
13% 12% 10%14% 13% 10%
Smarter Balanced Math Assessment
Percent Level 3 or above SY15 Percent Level 3 or above SY15
6 7 8
28% 25%30%28%
32%28%
Smarter Balanced ELA Assessment
Percent Level 3 or above SY15 Percent Level 3 or above SY16
Revision Date: 5/5/2023 11:54:26 AM EH2020 School Improvement Plan Page 21Appendix B: Results Indicator- Transform Student Learning (District STAR Performance)
STAR Reading
Grade 6 Grade 7 Grade 8 School
38%
41%
37%
38%
37% 37%
38%
37%
44%
41%
40%
41%
Spring 2016 Fall 2016Winter 2016
STAR Math
Grade 6 Grade 7 Grade 8 School
44%
49%53%
50%
45%
39%
45%43%
49%46%
50%48%
Spring 2016 Fall 2016Winter 2016
Revision Date: 5/5/2023 11:54:26 AM EH2020 School Improvement Plan Page 22
Appendix C: Results Indicator- Transform Student Learning (STAR by Performance Level)
STAR Reading S
prin
g 1
6
Fall 1
6
Win
ter 1
6
Sp
rin
g 1
7
Sp
rin
g 1
6
Fall 1
6
Win
ter 1
6
Sp
rin
g 1
7
Sp
rin
g 1
6
Fall
16
Win
ter 1
6
Sp
rin
g 1
7
Sp
rin
g 1
6
Fall 1
6
Win
ter 1
6
Sp
rin
g 1
7
6 7 8 School
38% 37%44% 41% 37% 41% 37% 38% 40% 38% 37% 41%
22% 18%17% 18%
17%20%
19% 16%22%
19% 17%20%
25%24%
19% 24%24% 16% 26%
21%20% 25%
23%19%
16% 21% 20% 17% 22% 23% 18%25%
18% 18% 23% 20%
UrgentInterventionOn WatchAt/Above
STAR Math
Sp
rin
g 1
6
Fall 1
6
Win
ter 1
6
Sp
rin
g 1
7
Sp
rin
g 1
6
Fall 1
6
Win
ter 1
6
Sp
rin
g 1
7
Sp
rin
g 1
6
Fall 1
6
Win
ter 1
6
Sp
rin
g 1
7
Sp
rin
g 1
6
Fall 1
6
Win
ter 1
6
Sp
rin
g 1
7
6 7 8 School
44% 45% 49% 49%39%
46%53%
45% 50% 50%43% 48%
14%20% 15% 17%
17%18%
14%18%
17% 15%19%
17%
21%18% 18% 17%
25%18%
19%19%
19% 19% 20% 19%
21% 17% 18% 17% 19% 18% 14% 18% 14% 16% 18% 16%
UrgentInterventionOn WatchAt/Above
5%
15%
80%
Revision Date: 5/5/2023 11:54:26 AM EH2020 School Improvement Plan Page 23Appendix D: Results Indicator- Transform Student Learning- Academic Achievement Data (By Subgroup
STAR Reading – By Subgroup
Fall
16
Win
ter
16
Spri
ng 1
7
Fall
16
Win
ter
16
Spri
ng 1
7
Fall
16
Win
ter
16
Spri
ng 1
7
Fall
16
Win
ter
16
Spri
ng 1
7
SPED EL Free/Reduced All Students
8% 8% 4% 8%
44% 41% 37% 41%
7% 10%5%
11%
20%19%
17%20%
19%23%
22%
29%
19%20%
22%19%
66%59%
69%
52%
17% 20% 24% 20%
UrgentInterventionOn WatchAt/Above
STAR Reading – By Subgroup
Fall
16
Win
ter
16
Spri
ng 1
7
Fall
16
Win
ter
16
Spri
ng 1
7
Fall
16
Win
ter
16
Spri
ng 1
7
Fall
16
Win
ter
16
Spri
ng 1
7
SPED EL Free/Reduced All Students
8% 8% 8%19%
44% 48% 43% 48%
6% 7%20%
13%
21% 16%19%
17%
23%32%
31% 28%
23% 20% 20% 19%63%
53%41% 40%
12% 16% 18% 16%
UrgentInterventionOn WatchAt/Above
24%
39%
37%
17%
41%
42%
District Intervention Fidelity Usage TargetsReporting Window
Model DaySY16
DaySY17
Target
Read 180 98.5% 100% ≥ 3 days/week
Lexia 79% 70%Utilization
Reading Math
Revision Date: 5/5/2023 11:54:26 AM EH2020 School Improvement Plan Page 24Appendix E: Rich and Vibrant Learning Cultures
Enrollment vs. Discipline
Enrollment Detention Saturday ISS OSS
5%0% 0% 0% 0%
33%
0%
44%38% 36%
47%
0%
37%42% 45%
14%
0%
19% 20% 19%
WhiteHispanicBlackAsianAmerican Indian or Alaska Native
5%
95%
Tier I: 0-2 ISS/OSSTier II: 3-5 ISS/OSSTier III: 6+ ISS/OSS
SRBI for Behavior
ISS Data SY16Actions
SY17Actions
SY17 Students
SY17 Days
EHMS 366 149 82 154EHMS/Sunset
376 154 86 157
District 1754 688 336 777
OSS Data SY16Actions
SY17Actions
SY17 Students
SY17 Days
EHMS 219 100 67 379EHMS/Sunset
237 128 86 426.75
District 690 306 225 1251
Enrollment
(As of
1/19/17)
SY16
#
Students
Chron.
absent as
of Day
180
SY16
%
Students
Chron.
absent as
of Day
180
SY17
#
Students
Chron.
absent as
of
1/19/17
SY17
%
Students
Chron.
absent as
of
1/19/17
EHMS1035 105 8% 102
9.86%
EHMS/Sunset 1357 122131
9.65%
District 6784 923 11%743
10.95%
Revision Date: 5/5/2023 11:54:26 AM EH2020 School Improvement Plan Page 25
Appendix F: Rich and Vibrant Learning Cultures- Climate
East Hartford Public Schools Climate Data
Students (6-8)
Staff
64%
70%
Behavior Management
Students (6-8)
Staff
Families
93%
90%
78%
Communication
Students (6-8) 95%
Effort
Staff
Families
1
0.83
Family Engagement
Students (6-8)
Staff
Families
96%
89%
99%High Expectations
Students (6-8)
Staff
Families
79%
89%
93%
Instruction
Students (6-8)
Staff
Families
0.95
0.98Leadership
Students (6-8)
Staff
Families
92%
89%
95%
Rigor
Students (6-8)
Families
79%
98%Safety
Staff
Families
0.9
0.94
Sense of Belonging
Students (6-8)
Staff
53%
46%
Social Emotional Security
Students (6-12)
Staff
Families
89%
85%
89%
Support
Students (6-8)
Families
85%
98%
Supportive Relationships
Students (6-8)
Staff
Families
72%
75%
97%Climate
Students
Staff
Families
47%
80%
80%
Response Rates
Staff 0.95
Collaboration
Revision Date: 5/5/2023 11:54:27 AM EH2020 School Improvement Plan Page 26Appendix G: Talented and Diverse Work Force
1 a. Positive Learing Environment
1 b. Behavior Support
1c. Routines and Transitions
2 a. Planning Instruction
2 b. Learning Engagament
2 c. Assessment Strategies
3 a. Implementing instructional content
3 b. Differentiated and evidence based strategies
3 c. Assessing student learning
4 a. Professional Learning
4 b. Support of Learning Environment
4 c. Collaboration with colleagues
Overall
Dom
ain
3: In
stru
ction
for A
ctive
Lea
rnin
g
0 50 100 150 200 250 300 350 400 450
Formal Observations- by Domain
Exemplary Proficient Developing Below Standard NA
Below Standard25%
Developing25%Proficient
25%
Exemplary25%
Informal Observations
Below Standard25%
Developing25%Proficient
25%
Exemplary25%
Formal Observations Question 15-16 Response (Agree/SA)
16-17Response (Agree/SA)
Does the Professional Development you received so far this year support your needs
Yes:75%
No:25%
Yes: No:
Professional Development improved my knowledge
92%
Professional Development is worth my time to attend
89%
Professional Development increased my effectiveness with students
86%
# days Absent (Cert)(Non
FMLA)
N=
% # days Absent (Non-Cert)(Non
FMLA)
N=
% # days Absent
(PD)
%
Current Month
Year To Date
Revision Date: 5/5/2023 11:54:27 AM EH2020 School Improvement Plan Page 27Appendix H: Talented and Diverse Work Force- Professional Development Plan
PD Plan (Half-days) for 2016-2017
Date Theme/ Focus for SY17 Topic/ Description Audience
8/24/16 EHMS Team Building—School/Academy
Develop a team approach to improving student learning To reflect upon and celebrate the successes of 2015-2016 To establilsh the focus points for 2016-2017 and communicate school
theme/goals To Review /highlight SIP for 2016-2017 To faciliate a team building activity and begin work on community circles To complete mandated trainings
EHMS Faculky
9/22/16 EHMS Team Building—School/Academy
Team building activity to build relationships and create a culture of success To facilitate team building activities which involve trust exercises and
community cirles to foster interdependence among colleagues and to build upon the “All-In” theme
EHMS Faculty
10/20/16 Supporting Positve Behavior Through Restorative Practices
Addressing student behavior challeneges and classroom manaagment Work to develop a shared meaning and common definitn of Restorative
Practices To streamline and bring coherence to behavior related philsophies, polices,
structures, and practices To reflect on an exaine current practicess that address student behavior To change paradigms in relations to what student beabvior is and how we
address it
EHMS Faculty
2/17/17 Supporting Positve Behavior Through Restorative Practices
Addressing student behavior challeneges and classroom manaagment To increase proactiveness and effectiveness of supports, interventions, and
services provided to students along a continuum To empower students, teachers, and staff in relation to improving behavior
and social skills To increase student involvement in the identifiication of the problem and the
solution (done with the student instead of done to the student) To explore practices, tools, and strategies to support postive behavior
EHMS Faculty
Revision Date: 5/5/2023 11:54:27 AM EH2020 School Improvement Plan Page 283/17/17 Engage in a dialogue through a
culturally efficent process to build and strenthen our relationships and sense of community
To build a foundation to engage in uncomfortable conversations about race To learn to talk about race To discuss our different experiences around race To examine our framework for looking at beleifs, practices, and ploicies
within our school that may contribute to barries that impact student achivement
EHMS Faculty
4/27/17 Engage in a dialogue through a culturally efficent process to build and strenthen our relationships and sense of community
To build a foundation to engage in uncomfortable conversations about race To learn to talk about race To discuss different experiences around race To examine our framework for looking at beleifs, practices, and ploicies
within our school that may contribute to barries that impact student achivement
EHMS Faculty
5/25/17 EHMS Team Building To end the year with a team building activity that is reflectinve, communicative, and engaging as ameans to end the year positively
To reflect and examine individial and team contributions to EHMS for 2016-2017
To particiipate in team building activities that are supportive, increase dialogue, and promote teamwork
To offfer activities that empower faculty members to take risks and emerge as leaders
EHMS Faculty
Revision Date: 5/5/2023 11:54:27 AM EH2020 School Improvement Plan Page 29Appendix I: Responsibly Invest District Resources
Scho
ol
Oct
ober
1, 2
016
PSIS
Da
ta
Tota
l FTE
's
Inst
. Cla
ssro
oms
Clas
sroo
m T
each
er F
TE
Stud
ents
/FTE
Tea
cher
Supp
ort T
each
er F
TE
Adm
in F
TE
Par
a FT
E
Beha
vior
Man
ager
FTE
Tuto
r FTE
All O
ther
Sta
ff FT
E
School 1,074 164.70 59.60 18.020 46.10 6.00 13.00 4.00 11.00 25.00District 1,649 248.20 90.60 18.201 53.10 11.00 27.00 5.00 11.00 50.50
School Technology Inventory
iPads 163
Laptop Computers 31
Tablets/Notebooks 127
SmartBoards 83
Desktop Computers 554
Total Devices 958
District Programming School Facility Projects
Facility/Infrastructure Development Launched the EHMS Window Wall Project
on 6/15. Expected to take two years to complete
Expected to launch EHMS Bathroom Renovation project in the summer of 2017.