District Highlights

Municipal budgets for a growing diverse community like Newtown is a rather complex process with many steps to achieve sound and practical fiscal integrity. Within the school district, we are most proud of the support of staff professionals, who under the direction of our

Superintendent, gather data from schools, outside contractors, and special programs to

compile our yearly budget presentation to the public and other town councils. During and after

the pandemic, the process has been even more comprehensive including grants to facilitate

Covid-19 mitigation strategies and subsequent issues associated with social/emotional

development and student achievement.

Some of the (more positive) things evolving from the pandemic are the levels of parent participation and communication, more community participation at Board of Education meetings and sub-committee meetings, comprehensive curriculum development strategies, and “grass roots” instructional innovation to address the needs of students. These efforts enhance our ability to communicate to all stakeholders in the community in a way that makes the budget process a little more “user friendly". During times of greater complexity and accountability, we want parents to have a deeper understanding of new enhancements in the budget including EduCLIMBER, iReady, the Bridges math program, and Newtown's Social Emotional Learning program.

As you read the March/April Newsletter, our hope is that it will provide a more colorful and

readable vignette of encouragement as you move along with us through the budget season

and up to the the April referendum.

Don Ramsey, BOE Communications Sub Committee Chairman

By Dr. Lorrie Rodrigue

Building the budget is pivotal to ensuring staff and leaders have the needed resources to support student learning. Navigating the development of a new operational plan is a collective effort requiring a thoughtful review of school leaders’ requests, assessing enrollment trends and class size, discussing staffing needs, analyzing fixed salary and benefit costs, as well as considering other budget drivers such as technology, equipment and facilities. Each of these drivers contributes to the ongoing operation of our district and resources to support programs and services that will benefit students, staff, and families.

In the last several years, we have managed our budget by balancing fixed costs (e.g. salaries and benefits) with educational priorities, specifically the fiscal support of programs and services that will enhance learning and student achievement goals. Some of our educational needs became more prevalent following the pandemic, particularly in providing for anticipated learning loss, special education services, and academic support. The 2022-23 budget accounts for staffing to secure a co-teaching model at the middle school, interventionists in math at the elementary level, and elementary classroom teachers to maintain reasonable class sizes.

More importantly, curriculum projects and professional development are an important facet of our budget. Staff work in the summer under the direction of district leadership to create or revise curriculum so it reflects a strong concept-based design and offers challenging classroom learning experiences. These projects are included in the budget and allow for the strengthening of classroom instruction, activities, and assessment opportunities for students. Further, with the addition of a new math program K-6 and a pilot at the middle school level, ongoing staff training will be needed to ensure teachers have a thorough understanding of changes to instruction and assessment. With the integration of our Educlimber data platform, key staff and leaders will be able to develop instructional plans for students based on their needs in both literacy and math.

Throughout the budget process, Newtown administrators work collaboratively with our Central Office leaders to forward requests that will both sustain and enhance programming. What is important to note is that these requests reflect a direct relationship to district goals, Board of Education priorities, and the impact on taxpayers. Through multiple conversations with school leaders, we prioritize needs and underscore the programs and services essential in maintaining the integrity of our current operation and continuous improvement.

Continuous improvement does not necessarily come in the form of direct costs to the budget. Our district has also relied on alternative funding to mitigate budget impact - primarily grant funding and Town support. In recent years, we have been able to support the addition of counselors at the elementary level through private funding. ESSER (Elementary Secondary School Emergency Relief) funding was distributed to districts to address future educational needs as a result of the pandemic while lessening the financial burden. As a result of ESSER funding, Newtown has been able to include additional special education teachers, support personnel, and interventionists for the 2022-23 school year. In addition, the Town has provided support through funds from their capital non-recurring account to offset capital projects (such as technology and property) in order to reduce the burden on the Board’s budget and ultimately on taxpayers.

Following the BOE approved budget of $83,051,179, the BOF made adjustments through the use of the Town’s Capital Non-Recurring fund, supporting technology and facilities projects for a total of $616,540. These adjustments reduced the Board’s budget to $82,434,639 or a 3.43% increase over the current year’s budget. The BOF budget will move the budget on to the Legislative Council before it goes to the voters during the April referendum.

Our students and staff are our highest priority as we navigate the building of our budget each year. The 2022-23 budget reflects a strong foundation for teaching and learning. Despite the challenges of the pandemic, our staff and leadership team have worked to ensure budget requests address district goals, and that students receive instruction that builds critical and creative thinking skills, allows for voice and choice, and provides appropriate support, both academic and social-emotional.

By Dan Cruson

Over the course of 13 years, a lot of academic data is collected on each student in our district.

This data is used for tracking a student’s academic progression from Kindergarten through graduation to ensure they have reached all of the benchmarks necessary. However, it is also useful to help identify a student’s needs throughout their time within the schools. Unfortunately, monitoring students required reviewing data from multiple disparate sources of data housed in different locations. The solution to this, introduced during the 2021-2022 school year, is EduClimber.

EduClimber is an interactive system that integrates all data into a single platform and provides tools for tracking progress and watching for trends. In addition to tracking academic data, such as grades and assessments, it provides the ability to track a student’s interventions, behavior, and even attendance across all schools within the district. This data is gathered from every source throughout the district to build a complete picture of a student’s progress. Much of this gathering is done automatically, with integration to systems already in use like Power School and i-Ready. This means no extra work is required by school staff to record data in multiple places.

Once the data has been captured, EduClimber creates reports that can be used to find trends

and determine where a student might be struggling. Then the reports can help with the process to determine if a student requires extra support or specialized programs to ensure they are successful in school. The availability of these reports and the fact they are using a consistent set of data across all academic programs, allows for better collaboration between staff within the district.

This year was the first school year that EduClimber was available in the Newtown Public Schools and it was rolled out to counselors, interventionalists, specialists and administrators throughout the district. This selective start to the program was so that those who would use the system the most would get a chance to review it and help build the system, making sure that the information they would need on each student was tracked by the system and that it was providing the most complete data for their work. The idea is that starting next year access to the system will be opened to all classroom teachers in the district so that they have all the data on the students in their classrooms in one place.

During the roll out this year, each of the groups involved have attended workshops and after

these sessions feedback has been positive. This is a tool that has been needed for a long time in the district. It’s inclusion in the toolbox of our district staff is seen as a positive upgrade to the existing systems. It is expected that it will improve the ability to address the needs and post pandemic learning gaps of all students in Newtown Public Schools.

Thank you to Frank Purcaro, Director of Teaching and Learning, for taking the time to speak with me about EduClimber.

As an Educator myself, I could strongly identify with this “Closer Look” story told by our own Karen Dreger, 2nd Grade Teacher (Head O’Meadow) who, with the encouragement of Frank Purcaro (Director of Teaching and Learning), piloted a brand new approach to teaching mathematics at the elementary school level. During the pandemic no less, Karen took a leap of faith to initiate change in herself professionally as well as her students. The “Bridges Math Program,” characterized by courageous innovation that educators sometimes delay with all the other modern demands of the profession, was piloted by Karen during the school year 2020 - 2021. Metaphorically, because math is associated with problem solving, I was particularly impacted by Karen’s story simply because it appears that she looked for the “gift in the problem” along with her students. Happy reading of this “Closer Look” story told in the first person by Karen herself.

~Don Ramsey

By Karen Dreger, HOM Elementary Teacher

I will never forget being asked to pilot a new math program during a pandemic. At first, my honest reaction was a strong no. I felt like I was treading water and could not take on one more thing. I had a virtual meeting with Frank Purcaro, our Director of Teaching and Learning to talk about the pilot process and left the meeting feeling excited and eager to join the other staff in this journey. Frank Purcaro helped me work through, talk about and reflect on the potential positive outcomes of piloting the Bridges Program and sharing my experiences doing so. I thought perhaps, this just may be the right thing to focus on and bring meaning back to my classroom during such a difficult year. The pandemic changed so much about what an elementary classroom looked and felt like that a new math program sounded like something my kids and I could tackle together and move us in a positive direction. Together we would be actively doing something to help our District to evolve.

I piloted the program (with several modifications due to Covid) in the 2020-2021 school year. Like many things that year I found the work cumbersome. However, everytime I spoke with colleagues I kept catching myself saying that even though this program is a heavy lift, what I am seeing and hearing in the classroom makes it all worthwhile. I will gladly put in the extra work to see my students succeed, and engage in math in a positive way with growth that makes them feel proud.

Now, in my second year with the program, I have a better sense of where we are and knowing how it connects to where we need to be by the closing of the unit. The connections that Bridges makes are purposeful and powerful. I have great appreciation for how Bridges allows students to see multiple solutions to a math problem. It teaches students to listen to the strategies of others and learn to explain their own. Students in my room get excited for math, even when they struggle, because they know that if one strategy isn't working for them there will be others that might. Bridges utilizes Work Places (small groups of students working on game-like tasks together) to strengthen their foundation in numbers and place value. The skills acquired in Work Places directly spill over to the lessons each day. The Work Places also allow me time to observe, conference and sometimes even get in there and play with the students!

Another component that has kids talking is the Number Corner Piece. This section of the day involves looking for patterns on the daily calendar chart, learning about fractions, arrays and telling time in unique and creative ways that again will be connected to future lessons and Work Places. I describe the program as a braid where three major components (The Lesson, The Work Places and Number Corner) all criss-cross together making a solid mathematical foundation.

My students are not alone in this feeling of growth, development, and excitement for math. Many of my colleagues in second grade and across Head O’ Meadow will agree that Bridges is providing just what we had hoped; a rigorous and invigorating program that aligns to our standards. It is always difficult when big changes come your way, but in this case I am confident that we made a good one in adopting Bridges as our math program. The hard work in implementing a new program is justified when your data shows continuous growth, when you as a teacher feel motivated, and when you see the kids engaging in mathematics with smiles on their faces and confidence in what they are learning.

By Janet Kuzma

As we finally move forward from the pandemic, we can reflect and acknowledge that the past two years have proven to be extremely challenging for school staff, students, and families. Following a presentation of standardized assessments, by our Director of Teaching and Learning in January of 2021, it was clear that students were going to need academic and emotional support as we transitioned back to in-person learning. As the district began to look at the budgetary needs for the upcoming school year, efforts to meet the academic and social-emotional needs of our students played a critical role in the design of the 2022-23 operational budget plan. While the budget includes some staffing cuts in certified and non-certified staff, the additional staff for classroom and support positions will address learning gaps and the social emotional needs of our students.

Newtown Public Schools has shown a strong commitment to the development of our Social Emotional Learning (SEL) program over the past several years. The vision for SEL on our district website, states:

“We believe social emotional learning competencies are essential for students to be successful in our schools and become contributing citizens in our local and global communities.”

Social Emotional Learning programs and practices benefit the development of all students in grades K-12. Additional support is provided in our physical education, health departments, Project Adventure course, and school counseling. In order to get a deeper look into our Social Emotional Learning program, I interviewed Head O’ Meadow school counselor, Lisa Kilcourse. Lisa volunteers on the Connecticut School Counselor Association, serving on the board of directors, and has recently been nominated for the LifeChanger of the Year award, sponsored by the National Life Group Foundation. Newtown schools, staff, and families have immense gratitude for the hard work that she has done before and throughout the pandemic to strengthen our SEL programs and practices.

Thank you Lisa for taking the time to answer the following questions for our reader’s.

Can you define what SEL is, and why it is important in our district?

I like to use CASEL's (Collaborative for Academic, Social, and Emotional Learning) definition of SEL: Social and emotional learning (SEL) is an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

CASEL’s Mission:

CASEL’s mission is to help make evidence-based social and emotional learning (SEL) an integral part of education from preschool through high school.

The elementary school counselors use these skills to help drive many of our developmental counseling lessons, K-4.

“Social and Emotional Learning (SEL) is in demand. 76% of high schoolers say that they want to attend a school that prioritizes SEL.”

Forbes: “An emerging benefit of explicit SEL instruction is that it builds the emotional intelligence and agility that business and industry is starting to name among the most desired workforce skills.”

How will SEL prepare students for a successful life?

We know through research that resiliency and college & career readiness come from strong SEL skills and healthy relationships. CASEL has cited many studies.

We also know through research that “teaching SEL helps children to better understand and identify their emotions; it can help them develop empathy, increase self-control and manage stress. SEL also helps our students build better relationships and interpersonal skills that will serve them in school and beyond, helping them succeed as adults.” (Forbes)

What are the most important SEL practices at each school level (if you don’t know beyond elementary it’s ok)?

While I can really only speak to elementary, in my opinion, some of the most important work Newtown as a whole is doing is building positive connections with our students and families. “Research has shown that young people who feel connected to their school are less likely to engage in many risk behaviors, including early sexual initiation, alcohol, tobacco, and other drug use, and violence and gang involvement.” School counselors provide this connection for our students through minute meetings with each student, small lunch groups & check-ins. In addition, School Counselors work hard to create a positive safe school climate. The CDC also states that “students who feel connected to their school are also more likely to have better academic achievement, including higher grades and test scores, have better school attendance, and stay in school longer.” Our Safe School Climate Committees are meeting to build positive, safe, and inclusive school environments. The school counselors also provide developmental counseling lessons for all K-4 students with the purpose of directly teaching and reviewing SEL language and topics.

Are you anticipating adjustments to SEL due to the pandemic?

We are already seeing changes. The school counselors have noted an uptick in anxiety, depression, and behavioral changes. We have noted that many students have recently struggled with play skills and initiating conversations. We have also noticed a challenge to sustain attention for the expected amount of time in the classroom. This has required the counselors (and teachers) to adjust the lessons delivered and how they are delivered to our population.

Unfortunately, prior to the pandemic we were in a mental health crisis. Outside therapists no longer have the openings that they used to which puts a strain on our school resources.

How can parents, and community members, support our SEL programs?

Each season the elementary school counselors publish a newsletter with hot current topics. I would recommend reading those over and then having discussions at home. Here are our past newsletters. Also, asking your child about highs and lows of the day instead of just “how was school”. It prompts more discussion and can work through problem solving skills.

It's great to see what our community is already doing for our students. After school activities to build social connections as well as sports to develop team building skills have already been put in place. There is also a Parenting Program that has been put in place for our families as well as another program available for Greater Danbury.

It's important for students to see that all emotions are ok but there are appropriate ways to handle those strong feelings so we can continue to model for our students in school, at home, and in the community. The elementary schools have been lucky enough to each have a Behavior Interventionist to help support student’s plans, work proactively with students, and also respond to immediate needs.

Links to our newsletters, local parenting programs, as well as mental health resources are available in our Newtown Elementary School Counseling Website: https://sites.google.com/view/newtown-elementary-counseling/home

As a community as a whole, we can continue to advocate for the importance of SEL just like we advocate for ELA/Math programs and supports.

Is there anything else you would like to add?

SEL work is needed now more than ever and I’m so grateful that Newtown Public Schools has made SEL such an important part of student growth and development. At the elementary level, teachers are implicitly and explicitly providing SEL with Responsive Classroom, Morning meetings, and Second Step, and best teaching practices. We also use Restorative Practices as part of building a positive, safe, and inclusive school climate.

By Don Ramsey

Though I normally wear the BOE hat, I took great pleasure in playing journalist to highlight an inspirational story of responsive and creative paraprofessionals on the elementary level. In 2014, Marlene Bucci (Middle Gate Paraprofessional), along with Chris Geissler (Middle Gate Principal), attended the State of Connecticut “Para Educator of the Year Award Ceremony." Since then Marlene has continued to recognize and prioritize the impact paraprofessionals can make on our students. Marlene shares an experience that highlights the power of initiative, collaboration, and school district support to meet the needs of students in real time. The seed was planted to address a growing number of situations where students were struggling with behavioral issues in typical classroom settings. Three other Paraprofessionals, Vicky Amidon (Head O’Meadow), Geraldine Jackman (Sandy Hook), and Betsey Rickert (Hawley), joined together with Marlene to permanently implement the piloted “Behavior Interventionists” initiative, the evolution of which is told in wonderful fashion below. Also noteworthy is the growing collaboration with the Newtown Community Center, SEL programs, Guidance Counselors, and of course the Administrators and Teachers. Enjoy!

Behavior Interventionist

By Marlen Bucci, Middle Gate Paraprofessional

POSITION HISTORY

The position was built from the ground up. As a Kindergarten paraprofessional, I noticed the teacher I worked with spending an increasing amount of time redirecting students to attend to lessons and giving directions, taking away from the learning time of the class as a whole. At the State Paraeducator of the Year recognition ceremony in Fall, 2014, the recipient was a Behavior Coach from Simsbury Public Schools. Under the leadership of Chris Geissler a team at Middle Gate Elementary School reviewed the Behavior Coach model from Simsbury and were able to modify the role to meet the needs of Newtown. The objective was to identify students who struggle behaviorally in the classroom and be able to support them through the use of strategies such as sensory or movement breaks. The intention of the role was also to use proactive measures in supporting students so they could experience success.

The position moved into a piloted position in the Fall, 2015. Data was collected on calls for support focusing on students, grade, time of day, behavior along with the intensity and duration of, and strategies to get the student de-escalated and back to completing their assigned work. Through this process we implemented daily check-ins / check-outs and implemented movement breaks during their day. After 3 years of data collection, modifying the role to meet the needs of the students and staff, the position moved to that of Behavior Interventionist under Dr. Rodrigue with the addition of a behavior interventionist at each elementary school. In 2018, the position was introduced to Hawley as well as continuing at Middle Gate. In 2020, Sandy Hook and Head of Meadow both hired Behavior Interventionists.

During the temporary closures in the 2020-2021 school year due to COVID, the Behavior Interventionists were available for support to our students at Newtown Community Center and NYA.

POSITION SUMMARY

The Behavior Interventionist (BI) works under the supervision of the elementary school counselors providing support and monitoring students identified through the MTSS process. The BI uses replacement strategies/redirection and the utilization of student self-monitoring systems when implementing behavior support for students with behavioral challenges. We also assist the instructional staff and Paraeduators in the implementation of effective behavior support strategies used within the classroom setting. The BI will assist in developing behavior support plans along with collecting, graphing, and interpreting data for these plans. The BI monitors and provides feedback to staff on student behavior progress.

The Behavior Interventionist is a member of the schools’ crisis team and assists in implementing behavior and crisis intervention plans as needed.

In addition to the school counselor, the BI works in close collaboration with the school occupational therapist in supporting students identified as needing sensory breaks. This collaboration has led to the design of the sensory pathways found in each elementary school. The BI leads morning groups incorporating different activities reinforcing Second Step problem solving steps, mindfulness, and sensory integration to set students up for success.

The Behavior Interventionists are all trained in Mindful Schools © Mindfulness Fundamentals, Mindfulness Educator Essentials, and Mindfulness in the Classroom. The purpose of this training is to support students in developing attentional control, emotional awareness, and self-regulation strategies. Practicing these skills cultivates empathy and kindness in students to build stronger relationships with peers.

Email: newtownboe@newtown.k12.ct.us
Website: https://www.newtown.k12.ct.us
Location: 3 Primrose Street, Newtown, CT, USA
Phone: (203) 426-7600