Strategic School Profile 2005 - 2006

Elementary School K-6 Edition

Juliet W. Long School
Ledyard School District

SCHOOL NEED

STUDENT RACE/ETHNICITY

EFFORTS TO REDUCE RACIAL, ETHNIC, AND ECONOMIC ISOLATION
Connecticut law requires that school districts provide educational opportunities for their students to interact with students and teachers from diverse racial, ethnic, and economic backgrounds. This may occur through programs with other schools, distance learning, or other experiences. Below is the description submitted by this school of how it provides such experiences.

Students at Juliet Long School have participated in the following experiences:
-Disability Awareness Week – speakers. Literature; videos; hands-on opportunities; role-playing
-Senior Citizen Program – visits, letter exchange, music; serving lunch
-Project Learn “Beyond Boundaries” Program
-“Pen Pals” correspondence with urban school children
-Classroom speakers from different backgrounds
-Reading of literature books about diversity
-Classroom celebrations of cultures and ethnic backgrounds

In conjunction with Ledyard Youth Services, Juliet Long School implemented Second Step, a program that promotes cooperation, understanding, and tolerance.

SCHOOL RESOURCES

*State law requires at least 900 hours for grades 1 through 12 and full-day kindergarten, and 450 hours for half-day kindergarten.

TECHNOLOGY

This school does not have a functional satellite link.

LIBRARY MATERIALS
Free on-line access to periodicals, newspapers, and other resources is available to all Connecticut schools through the Connecticut Digital Library.

*Because a certain number of volumes are needed for a library of adequate breadth and depth, a small school may need a higher number of volumes per student.

STAFFING RESOURCES

SCHOOL PROCESSES

* Interdisciplinary Approach

World Language - Formal instruction (at least 1 hour per week) in a world language is not offered in this school. In Connecticut , 19.2% of K-6 schools offer world language instruction.

Interactive Distance Learning - This school does not utilize interactive distance learning. Interactive distance learning ranges from on-line courses with student-instructor interaction via the internet to live classroom interaction through two-way audio and video transmissions.

STUDENT PERFORMANCE

Connecticut Mastery Test, Fourth Generation, % Meeting State Goal: The state goal was established with the advice and assistance of a cross section of Connecticut educators. The Goal level is more demanding than the state Proficient level, but not as high as the Advanced level, reported in the No Child Left Behind Report Cards.

The figures above were calculated differently than those reported in the No Child Left Behind (NCLB) Report Cards. Unlike NCLB figures, these results reflect the performance of students with scoreable tests who were enrolled in the district at the time of testing, regardless of the length of time they were enrolled in the district.

EVIDENCE OF SUSTAINED IMPROVEMENTS IN STUDENT ACCOMPLISHMENTS
Below is a summary, submitted by this school, of the major trends in student performance and accomplishments that indicate sustained improvement over time. Also, areas of need are identified and plans to address these needs are presented.

STUDENT PERFORMANCE – CONNECTICUT MASTERY TEST (SPRING 2006)
Through the concerted effort of teachers and students CMT scores have shown improvement over time. As the cohort of students move yearly from grade 3 to grade 6 the percentage of students scoring proficient or above has increased. Our sixth grade scores on the Spring 2006 CMT are as follows: Reading 88%; Writing 90%, Math 95%.

STUDENT ACCOMPLISHMENTS
In the area of Physical Education our boys and girls track teams have won a number of competitions. Our 5th and 6th grade band students have performed in concerts, which were outstanding. Our Talented and Gifted program motivates students and fosters responsibility. We also focus on good citizenship and recognize it with our “Citizens of the Month” program.

NEEDS AND IMPROVEMENTS PLANS
Juliet Long School has ongoing grade level professional development for teachers. At our weekly grade level meetings we focus on improving student achievement. By reviewing the scores from formative assessment data in reading, writing, and math, teachers can adjust their instruction for greater student learning. Teachers also share examples of student work.

SUPPLEMENTAL SCHOOL INFORMATION
The space below was optionally used by this school to describe aspects of the school not presented elsewhere in the profile. For instance, character education or programs designed to improve school climate may be described.

Juliet Long School has a strong caring staff of teachers and paraprofessionals, who bring years of experience and warmth. Our parent population is supportive of school goals, functions, and activities. We have dedicated and flexible teachers with years of experience; a before and after school day care program; many parent volunteers offering assistance within the classroom and for fundraising; on-going professional development training – inclusion, whole language and multi-cultural themes; a student geography bee, spelling bee, science fair, art fair, talented and gifted program in which many students participate and benefit; instrumental music program; on-going curriculum committees and current copyrighted textbooks; above average scores on the CMT’s; teacher collaboration & classroom cooperative learning experiences; special education and remedial support programs.