Juliet W. Long School - Strategic Profile

1854 Route 12 • Gales Ferry, Connecticut 06335 • (860) 464-2780 • Fax: (860) 464-5139

72-03

Strategic School Profile 2005 - 2006

Elementary School K-6 Edition

Juliet W. Long School
Ledyard School District

MARY PORTER-PRICE, Principal
School Type: Traditional/Regular

Telephone: 860-464-2780

This profile was produced by the CT State Department of Education in accordance with CT General Statutes 10-220(c).

STUDENT ENROLLMENT
School Grade Range
Total Enrollment
5-Year Oct. Enrollment Change

3 - 6
406
-11.2%

SCHOOL NEED

Current and Past School Need	Year	School	District K-6 Schools	State K-6 Schools
% of Students Eligible for Free/Reduced-Price Meals	2006-07 2002-03	5.2 4.2	5.6 3.2	27.7 28.8
% of K-12 Students with Non-English Home Language	2006-07 2001-02	0.0 0.0	1.8 1.7	13.5 14.1
% of Students above Entry Grade who Attended this School the Previous Year	2006-07 2001-02	96.8 89.2	91.5 86.5	87.7 86.2
	Year	School	District	State
% of Kindergarten Students who Attended Preschool, Nursery School or Headstart	2006-07 2001-02	N/A N/A	N/A N/A	N/A N/A

Enrollment in Special Programs	Students in School	Percent in School	% in District K-6 Schools	% in State K-6 Schools
Bilingual Education and English as a Second Language Services (K-12)	0	0.0	1.2	6.9
Compensatory Education	48	11.8	18.2	23.6
Full or Extended Day Kindergarten	0	N/A	N/A	N/A
Gifted and Talented Program	0	0.0	0.0	1.8
Special Education	32	7.9	11.2	10.8
Prekindergarten	0	N/A	N/A	N/A

STUDENT RACE/ETHNICITY

Race/Ethnicity	Number	Percent
American Indian	5	1.2
Asian American	19	4.7
Black	26	6.4
Hispanic	20	4.9
White	336	82.8

Total Minority 2006-07 17.2%

Total Minority 2001-02 10.1%

EFFORTS TO REDUCE RACIAL, ETHNIC, AND ECONOMIC ISOLATION
Below is the description submitted by this school of how it provides educational opportunities for its students to interact with students and teachers from diverse racial, ethnic, and economic backgrounds.

Juliet W. Long School administration and faculty provided many opportunities to students as we worked to reduce racial, ethnic and economic isolation.

Most of our classroom teachers have been trained in Responsive Classroom and implemented components of this program in their classrooms. Morning meetings provided time for students to communicate and share with one another and with their teachers. Teachers and students had ongoing discussions about appreciating diversity and building a community of learners.

Several teachers planned weekly social skills lessons on acceptance and tolerance with our school guidance counselor.

Our sixth grade classes read Maniac Magee, which delved into homelessness, racial prejudice and socioeconomical differences in people. At Thanksgiving and Christmas several classes donated the makings for holiday dinners for a few families in need in Ledyard.

SCHOOL RESOURCES

Instructional Time*	School	District K-6	State K-6
Total Hours of Instruction Per Year	972	972	985

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

TECHNOLOGY

% of Classrooms, Libraries, and Laboratories Wired for:	School	District K-6	State K-6
Video Voice Internet Access Multi-Room Network (LAN)	100.0 0.0 100.0 100.0	32.2 39.1 100.0 100.0	64.6 74.8 97.3 81.3

Computers	School	Dist K-6	State K-6
# of Students Per Academic Computer	5.5	4.2	3.6
% of Computers that are High or Moderate Power	82.4	47.0	89.5
% of Computers with Internet Access, All Speeds	100.0	98.6	97.3
% of Computers with High Speed Internet Access	100.0	98.6	96.1
% of Internet Computers with Filtering Software	100.0	100.0	98.6

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.

Print and Non-Print Materials	School	Dist K-6	State K-6
# of Print Volumes Per Student*	38.9	35.6	28.0
% of Print Volumes Purchased in the Last Three Years	3.2	3.6	12.2
# of Print Periodical Subscriptions	18	18.3	15.1
# of Non-Print Materials	906	1,123.7	406.8

*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 Staff Count	2006-07	2005-06
Full-Time Equivalent # of Certified Staff
Teachers	24.6	25.2
Administrators	1.0	1.0
Department Heads	0.0	0.0
Library/Media Staff	0.6	0.6
Counselors, Social Workers, and School Psychologists	1.2	1.2
Other Professionals	1.8	1.8
# of Non-Certified Instructional	10.9	9.6

Average Class Size		School	District	State
Gr. K	2006-07 2001-02	N/A N/A	N/A N/A	N/A N/A
Gr. 2	2006-07 2001-02	N/A N/A	N/A N/A	N/A N/A
Gr. 5	2006-07 2001-02	21.0 24.2	20.6 23.2	21.2 21.5

Professional Staff Race/Ethnicity	2006-07	2005-06	2001-02
% Minority	0.0	2.7	5.4
Professional Staff Experience and Training	School	District K-6	State K-6
Average Number of Years Experience in Connecticut and Other Locations	20.3	17.2	14.0
% with Master’s Degree or Above	89.7	87.7	81.0

SCHOOL PROCESSES

Selected Subject Areas, Grade 5	Estimated Hours of Instruction Per Year			Computer/ Technology Supported
Selected Subject Areas, Grade 5	School	District	State	Computer/ Technology Supported
Art*	30	30	31	No
Computer Education*	27	27	17	Yes
English Language Arts*	424	424	427	No
Family and Consumer Science	0	0	1	N/A
Health	18	18	23	No
Library Media Skills*	21	21	18	No
Mathematics*	180	180	195	No
Music	30	30	32	No
Physical Education	30	30	40	No
Science*	100	100	97	No
Social Studies*	112	112	92	No
Technology Education	0	0	1	N/A
World Languages	0	0	11	N/A

* Interdisciplinary Approach

World Language - Formal instruction (at least 1 hour per week) in a world language is not offered in this school. In Connecticut , 20.0% of K-6 schools offer world language instruction.

Types of Remedial Instructional Services Provided to Students Lacking Basic Skills	Available in Mathematics	Available in Language Arts
Pull-Out Instruction	Yes	Yes
In-Class Tutorial	No	Yes
After School Program	No	No
Summer School (2006)	No	No
Other	No	No

HOME AND SCHOOL COMMUNICATION AND SUPPORT
The following narrative was submitted by this school.

At Juliet W. Long School a monthly newsletter noting upcoming events and activities is published by the school administration. From time to time articles detailing instructional initiatives are also included. Many teachers regularly share information about their instruction via classroom newsletters. During the 2007-2008 school year we will encourage parents to share their email addresses with us so we can employ another avenue of home-school communication.

Each fall a Parent Information Night is conducted. During that program teachers share their instructional objectives and their classroom expectations. While formal parent teacher conferences are held each November, teachers schedule additional conferences throughout the year when the need arises. Parents participate on the school Wellness Team.

Parents and community volunteers contribute many hours to our school programs. Our dedicated Parent Teacher Organization has been instrumental in providing enriching experiences for our students through cultural programs, field trips and hands-on science programs.

Student and Teacher Statistics	School	District K-6	State K-6
% of Students Retained in Grade after 2004-05 School Year	0.0	0.1	1.7
Teacher Attendance, 2004-05: Average # of Days Absent Due to Illness or Personal Time	10.0	9.1	8.4
% Certified Staff Assigned to Same School the Previous Year	91.9	92.6	84.5

STUDENT PERFORMANCE

Student Attendance	School	District K-6	State K-6
% on October 1, 2006	97.8	97.4	96.3

Physical Fitness % Passing All 4 Tests	School	District	State	Of All Schools in State
				Lowest %	Highest %
Grade 4 Grade 6	28.9 32.4	31.0 32.5	33.5 35.5	0.0 0.0	86.6 93.8

Connecticut Mastery Test, Fourth Generation, % Meeting State Goal: 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.

Connecticut Mastery Test % Meeting State Goal in:	School	District
			State	Of All Schools in State
			State	Lowest %	Highest %
Grade 3 Reading	68.0	58.1	52.3	1.6	92.6
Writing	82.3	66.8	60.8	0.0	93.9
Mathematics	71.1	59.6	59.4	0.0	96.0
Grade 4 Reading	60.9	58.8	57.0	0.0	95.2
Writing	64.8	61.3	65.1	0.0	96.8
Mathematics	84.8	69.4	62.3	0.0	100.0
Grade 5 Reading	65.7	64.5	61.4	2.6	98.7
Writing	63.8	61.6	64.6	2.3	98.5
Mathematics	73.3	70.5	66.0	4.5	95.8
Grade 6 Reading	79.6	74.7	64.3	0.0	97.3
Writing	67.9	63.3	63.0	0.0	97.5
Mathematics	75.9	75.6	63.9	0.0	97.4

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. Results for fewer than 20 students are not presented.

For more detailed CMT results, go to www.ctreports.com.

To see the NCLB Report Card for this school, go to www.sde.ct.gov and click on "No Child Left Behind".

SCHOOL IMPROVEMENT PLANS AND ACTIVITIES
The following narrative was submitted by this school.

School administrators visit classrooms on a regular basis. Student work is collected and reviewed with teachers at regularly scheduled grade level meetings. Faculty input is solicited in order to plan effective professional development. During the 2007-2008 school year our special education teachers will be spending more time in the regular education classrooms supporting their students. It is hoped that these extra teachers will be able to lend support to other students as well.

A new 3-6 science curriculum was implemented during the 2006-2007 school year. The science curriculum committee was composed of faculty representatives from various grade levels. These teachers provided valuable input. The students truly enjoyed the new science curriculum as it utilized an inquiry based model.

On the March 2007 Connecticut Mastery Test 93% of our sixth graders scored at the proficient level or better on the math section while 90% scored at the same level on the reading section. 86% of our sixth graders achieved proficiency or better on the writing section.

Our special education faculty had professional development and staff work sessions during the 2006-2007 school year in order to increase the alignment of student Individual Education Plan (IEP) goals with the Ledyard Public Schools curriculum and the Connecticut Frameworks. Special education teachers developed student goals after carefully analyzing Connecticut Mastery Test data. Instruction was planned and delivered to meet these goals.

SUPPLEMENTAL SCHOOL INFORMATION
The space below was optionally used by this school to describe aspects of the school not presented elsewhere in the profile.

We have a strong caring staff of teachers, aides, custodians, secretaries, nurses and administrators. Many of our students are from military families and bring with them a variety of cultures and experiences.

Our Parent Teacher Organization is certainly remarkable! We truly appreciate all of the programs and resources they make available to our students and staff.

Our school shares a campus with our middle school (grades 7 & 8) and our sister school Gales Ferry School (grades K-2). This close proximity affords us with many opportunities for students from both these schools to interact with our students. Middle school students in the Be A Teacher program and high school interns also devote many hours to Gales Ferry School.

To view Strategic School Profiles on the internet, go to www.sde.ct.gov and click on Connecticut Education and Research. Additional education data are also vailable at this site. For the school web site, see http://www.ledyard.net/schools/jls.