To increase student achievement for students with disabilities and limited English proficiency.
 

To improve reading, writing and math skills.
 

- Staff analysis of CMT's, off-year CMT's CAPT and LAS scores for each student grades 3-8, 10



- IEP's and individual ESL student plans will be developed by SPED/ESL teachers

- Small group/ individual instruction will be implemented utilizing assessment data


- Study group to focus on math vocabulary for ESL students, Fundations reading program, phonemic awareness curriculum (to be developed for K)
 

All administrators, teachers, PPS at each school
 

25% of ESL students will increase level of proficiency on oral language, reading or writing in at least one subtest.

ESL students will increase level of achievement on CMT's at least one level in one or more subtests



50% of SPED students tested will increase level of proficiency as measured on CMT's in at least one or more subtests
 

Alternate HB Reading series



MSL/Wilson Reading, Fundations Reading




Assistive Tech/ Computer software programs (Text to Print, word prediction)
 

September 2004



November 2004
 

Increased LAS, CMT/CAPT scores
 

To increase language, communication and functional living skills.
 

- Staff will develop curriculum and implement instructional strategies based on research for multiply disabled students.


- SLP's will research CAPD, develop written procedures for ID, identify evaluators, implement treatment plans
 

SPED teachers, SLP's
 

- Identified students will demonstrate increased communication and life skills as measured on language samples and ADL checklists

- Appropriate referrals will be made for students who demonstrate auditory processing difficulties; students will be ID'ed and TX plans implemented
 

S/L research articles , language samples, ADL checklists




CAPD research articles
FM and Sound Field Systems
Computer software (Earobics)
 

May 2005








May 2005
 

Students' increased language and ADL's





Appropriate ID of students with CAPD
 

To reduce personal and group isolation and create safer, more nurturing schools.
 

To increase student attendance and thereby, increase student achievement for identified students






 

- Identify students with school attendance problems through SATs
- Through the Mentor Program (gr. 4-8), identify community mentors for selected mentees; facilitate activities for relationship building
- PPS brochure will outline roles/responsibilities for parents
 

Mentor Committee
Administrators
School Social Workers
CYSFB Counselor
Parents/students
 

Identified students will increase school attendance by 25% and grades will improve in at least one academic area
 

Students attendance records
Report cards
Teacher reports
 

May 2005
 

Increased student attendance and achievement
 

To decrease disciplinary referrals/school suspensions
 

- Identify students with behavioral needs
- Develop IEP goals/objectives
- Conduct FBA's/develop BIP's
- Through Peer Mediation Program (gr. 4-5) students will be instructed to use Conflict Resolution skills to assist peers to resolve conflicts
- Through social skills groups (K-12) students will be instructed in problem-solving and decision making skills
- Selected school staff will receive training/updates in PMT

Administrators/Special Education Teachers/Pupil Personnel Staff


School Social Workers






Administrators/Special Education Teachers/Pupil Personnel Staff

PMT Trainers
 

Office referrals for student disciplinary issues will decrease by 20%

 

Peer Mediation Curriculum
Discipline Report








Social Skills curriculum
Team Challenge data
Discipline Report
Serious Incident Reports


 

May 2005













 

Increased conflict resolution among students










Decreased office referrals for disciplinary infractions;
teachers report improvements
 

To decrease student substance abuse (gr. 6-12)
 

- Students at risk for substance abuse will be identified
- Students complete substance abuse questionnaires
- Students attend treatment groups
- Post test students
- Articles on substance abuse topics will be submitted to newsletters/local newspapers

Administrators/School Social Workers
 

25%of identified students will demonstrate decreased substance abuse as measured pre/post questionnaires
 

Substance Abuse Rating Scales
 

May 2005
 

Decreased substance abuse
 

To reduce personal and group isolation and create safer more nurturing schools
 

To increase time with non-disabled peers (TWNDP) for students with significant disabilities
 

- Review SPED SSP and SDE data maps of all SPED staff and administrators

- Action Plans developed to increase TWNDP's for ID students/decrease LC time

- PD in differentiated instruction for all staff

- Increased number of ID and outplaced students included in extra-curricular activities





- Staff to visit other school districts in GREEN category for TWNDP's
 

Special Services Director



Special Services Director/SPED


Administrators

Special Services Director/APE Teacher/SPED teachers







Special Services Director
 

Staff feedback on data



SSP data map, less than 10% of all SPED students who spend 0-40% of their school day with NDP's (GREEN)

Classroom observations document differentiated instruction
Increased number of students participating in extra-curricular activities


Factors will be identied to increase TWNDP's in Clinton
 

SPED SSP/SDE Data Maps

SPED SSP/SDE Data Maps



Classroom observation reports



SPED SSP/SDE Data Maps



CT Districts' SPED SSP's/SDE Data Maps
 

October 2004


November 2004



May 2005



May 2005


 

Staff will demonstrate understanding of data


Action Plans developed for increasing TWNDP's


Staff will demonstrate increased skills to include all students successfully





TWNDP's for Clinton students will increase
 

To identify students under CT law
 

To decrease the SPED Prevalence Rate from 12.3% to 11.4% LD from 6.4% to 4%

To identify K-12 students with exceptional musical or artistic talents
 

- Review SPED SSP with Special Services staff and administrators





- Develop written procedures for identifying talented students
- Complete procedures and ID talented students

Special Services Director






Special Services Director


Enrichment Program Committee
 

Feedback on data







K-12 talented student list completed
 

SPED SSP







Talented ID Procedures
 

September 2004






May 2005
 

Staff and administrators will demonstrate understanding of data.



Talented students identified
 

To develop appropriate SPED programs
 

Evaluate SPED/PPS programs
 

- Mail SBPP's to SPED parents; distribute to faculty
- Collate/analyze information and identify strengths/ weaknesses
- Develop Action Plan based on results/priorities
 

Special Services Director
 

Action Plan completed
 

SBPP's
 

August 2005
 

Surveys analyzed
 

To standardize student records/procedures
 

To implement the use of revised students
To organize and centralize records of transfer students
To electronically generate records on high school graduates

- Administrators staff parents use forms and give feedback
- Files identified
- Storage space identified
- Records generated and stores
 

Student Records Committee
 

Students forms used
Records centralized


Records electronically recorded
 

Revised students forms
 

may 2005
 

Forms in use; records centralized/stored