86-00

STRATEGIC SCHOOL PROFILE 2005-06

Montville School District
DAVID B ERWIN, Superintendent
Telephone: (860) 848-1228


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

County: New London Public School Enrollment as a Percent of Town Population: 15.8% 2000 Population: 18,546 Public School Enrollment as % of Total Student Population: 95.3% 1990-2000 Population Growth: 11.2% Percent of Adults without a High School Diploma in 2000: 17.5% 2000 Per Capita Income: $22,357 Adult Education Enrollment in 2004-05 School Year: 102
Number of Nonpublic Schools: 4
District Reference Group (DRG): F DRG is a classification of districts whose students' families are similar in education, income, occupation, and need, and that have roughly similar enrollment.
				Current and Past District Need	Year	District
State			% of Students Eligible for Free/Reduced-Price Meals	2005-06 2002-03	14.6 14.1	18.3 N/A
25.4			% of K-12 Students with Non-English Home Language	2005-06 2000-01	4.4 2.8	3.4 N/A
12.5			% of Elementary and Middle School Students Above Entry Gr. Who Attended Same School Previous Yr.	2005-06 2000-01	90.3 87.6	90.9 N/A
87.0			% of Kindergarten Students who Attended Preschool, Nursery School, or Headstart	2005-06 2000-01	70.0 63.7	76.7 N/A
74.7			% of Juniors and Seniors Working More Than 16 Hours Per Week	2005-06 2000-01	18.9 42.5	25.4 N/A
31.7

	Enrollment					Race/Ethnicity
Percent	Grade Range	PK-12				American Indian
2.8	Total Enrollment	2,977				Asian American
4.9	5-Year Enrollment Change	0.0%				Black
4.8		Projected 2010 Enrollment		Hispanic
4.9	Elementary	1,268				White
82.7	Middle School	629				Total Minority 2005-06
17.3	High School	855				Total Minority 2000-01
12.6	Prekindergarten, Other	47

COMMUNITY DATA

Number of Public Schools: 5 Number of Adults Receiving Diplomas in 2004-05 School Yr.: 25

DISTRICT NEED

DRG

26.9

12.6

88.0

79.2

21.7

STUDENT ENROLLMENT AND RACE/ETHNICITY

Number

147

142

145

2,461

516

376

86-00 Page 2 EFFORTS TO REDUCE RACIAL, ETHNIC, AND ECONOMIC ISOLATION Connecticut law requires that school districts provide educational opportunities for its students to interact with students and teachers from diverse racial, ethnic, and economic backgrounds. This may occur through magnet school programs, public school choice programs, charter schools, minority staff recruitment, inter- or intradistrict programs and projects, distance learning, or other experiences. Below is the description submitted by this school district of how it provides such experiences. The Montville School District is dedicated to providing quality education to all students. The school system is proud to have Mohegan Elementary School designated by the State of Connecticut as a bilingual school. The district believes that a vital part of providing students with quality education means having a wide variety of interactions with other students and community members of diverse backgrounds. In order to accomplish this goal, the district participates in a wide range of regional collaborative programs which includes students from other school districts. Many of these programs involve students from Norwich and New London, the closet major urban school districts. The Board of Education has established a goal to hire minority candidates throughout the district. The district continues to increase its percentage of minority employees. School/parent organizations help to provide money to support cultural assemblies and trips for students. These assemblies and trips expose students to many different cultures as they study dance, music, language, food, and folktales. Fifty-one (51) Montville elementary student attended the Multicultural magnet School located in New London, while five (5) students participated in the interdistrict charter school. Montville entered into a partnership with the Shandong Province in China and anticipate a long, worthwhile relationship. We welcomed Principal Wang from China, and everyone who met him was enriched by his presence.


DISTRICT RESOURCES
					Average Class Size	District
State		Staff Count (Full-Time Equivalent)			Grade K	2005-06		16.9
18.3		# of Certified Staff				2000-01		16.7
18.1	Teachers	223.4		Grade 2	2005-06		18.0
19.7	Administrators	15.8			2000-01		17.9
19.5	Department Chairs	1.6		Grade 5	2005-06		18.9
21.2	Library/Media Staff	5.0			2000-01		22.2
21.7	Other Professionals	20.0		Grade 7	2005-06		21.2
21.1	% Minority 2005-06	2.2			2000-01		20.8
21.9	% Minority 2000-01	1.1		High School	2005-06		20.9
20.3	# Non-Certified Instructional	1.1	83.6			2000-01		16.9
20.0
			Professional Staff Experience and Training	District
State			Average Number of Years Experience in Connecticut	13.1
13.1			% with Master’s Degree or Above	73.9
78.5			% Trained as Mentors, Assessors, or Cooperating Teachers	35.7

Our community embraces diversity, and several individuals from our town volunteer to assist our students in any way they can be of help.

DRG

16.9

N/A

18.8

N/A

20.6

N/A

21.7

N/A

18.9

N/A

DRG

13.6

74.6

27.3

28.5


DISTRICT RESOURCES, continued	Total Hours of		Instruction Per Yr.*	Dist		DRG	State			Resource Ratios	District
			State									Students Per Academic Computer	2.9
3.4			Elementary	995		982	986
			Middle School	1,045		1,023	1,015			Students Per Teacher	13.3
13.6			High School	973		995	1,002		Teachers Per	Administrator	13.2
13.9								*State law requires at least 900 hours for gr. 1-12 and full-day kindergarten, and 450 hours for half-day kindergarten.



				District	State
28.2

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.		Connecticut Mastery Test	% Meeting State Goal in: District
							Of All Districts in State
Lowest %		Highest %					Grade 3 Reading	70.7
10.3		91.3					Writing	75.0
13.6		100.0					Mathematics	77.1
13.6		90.0					Grade 4 Reading	65.8
17.5		89.7					Writing	67.0
29.9		91.1					Mathematics	67.6
22.4		92.3					Grade 5 Reading	65.4
19.5		92.0					Writing	71.6
25.0		90.8					Mathematics	62.9
18.2		89.9					Grade 6 Reading	61.2
26.6		92.8					Writing	62.0
25.9		94.4					Mathematics	56.1
12.5		95.1					Grade 7 Reading	67.6
26.9		95.0					Writing	62.8
25.5		89.8					Mathematics	58.1
19.2		93.0					Grade 8 Reading	74.7
13.3		93.6					Writing	67.7
2.7		96.4					Mathematics	67.9
0.0

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DRG

3.5

13.6

13.8

STUDENT PERFORMANCE

Physical Fitness

% Passing All 4 Tests

35.6

State

54.4

61.0

56.3

57.8

62.8

58.8

60.9

65.0

60.7

63.6

62.2

58.6

66.7

60.0

57.0

66.7

62.4

58.3

93.6

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.
STUDENT PERFORMANCE, continued
Connecticut Academic Performance Test, Second Generation, % Meeting State Goal: The state Goal was established with the advice and assistance of a cross section of Connecticut educators. Students receive certification of mastery for each area in which they meet or exceed the 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.			Conn. Academic Performance Test	% Grade 10 Meeting State Goal in: District
				Of All Districts in State
Lowest %			Highest %		Reading Across the Disciplines			48.8
0.0			83.1		Writing Across the Disciplines			56.9
0.0			86.3		Mathematics			49.5
0.0			82.3		Science			44.5
0.0





					Class of 2000	Class of 2005
District					State		% of Graduates Tested
65.4					74.9		Mathematics: Average Score
490					512		Mathematics: % Scoring 600 or More
18.8					24.6		Verbal: Average Score
489					510		Verbal: % Scoring 600 or More
17.1 22.7

District						State
3.7						7.4
1.2						1.7
2.7 3.1
					Activities of Graduates	Class of
District %	State %				Pursuing Higher Education				2005
		74.3	82.3							2000
74.8	78.5				Employed or in Military				2005
		18.4	13.9							2000
24.5	17.6				Unemployed				2005
		4.5	0.9							2000

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State

46.5

52.4

46.3

44.6

85.3

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.

SAT^® I: Reasoning Test

District

72.3

492

13.4

494

10.7

Dropout Rates

Cumulative Four-Year Rate for Class of 2005

2004-2005 Annual Rate for Grades 9 through 12

1999-2000 Annual Rate for Grades 9 through 12

# in District

133

116

0.0

0.7
DISTRICT REVENUES/EXPENDITURES 2004-05
Expenditures may be supported by local tax revenues, state grants, federal grants, municipal in-kind services, tuition and other sources. DRG and state figures will not be comparable to the district if the school district does not teach both elementary and secondary students.			Expenditures	All figures are unaudited.
			(in 1000s)	Expenditures Per Pupil			District	PK-12
DRG			State		Instructional Staff and Services			$18,850	$6,462
$6,028			$6,555		Instructional Supplies and Equipment			$1,501	$515
$234			$260		Improvement of Instruction and Educational Media Services			$748	$256
$214			$391		Student Support Services			$1,848	$634
$566			$656		Administration and Support Services			$2,895	$993
$1,081			$1,153		Plant Operation and Maintenance			$2,848	$976
$1,058			$1,113		Transportation			$1,883	$561
$558			$522		Costs for Students Tuitioned Out			$887	N/A
N/A			N/A		Other			$437	$150
$147			$122		Total			$31,898	$10,636
$10,131 $10,994					Additional Expenditures
					Land, Buildings, and Debt Service			$2,256	$773
$1,029			$1,467		Adult Education			$54	N/A
N/A N/A
Revenue Sources, % from Source. Revenue sources do not include state funded Teachers' Retirement Board contributions, vocational-technical school operations, SDE budgeted costs for salaries and leadership activities and other state-funded school districts (e.g., Dept. of Children and Families and Dept. of Corrections).						District Expenditures	Local Revenue
Federal Revenue		Tuition & Other				With School Construction	57.1
3.1		1.1				Without School Construction	60.1
3.4 1.2
Selected Regular Education Expenditures, Amount Per Pupil and Percent Change from Prior Year. Selected regular education expenditures exclude costs of special education and land, building, and debt service.								Expenditures by Grade Level
	DRG	State					Per Pupil			% Change
Per Pupil	% Change				Elementary and Middle
					Total	$9,006			8.1
$9,062	5.1				Salaries and Benefits	$7,546			3.8
$7,454	4.7				Supplies	$687			39.6
$513	12.7				Equipment	$320			68.4
$133	16.7				High School
					Total	$9,181			-0.1
$9,640	3.5				Salaries and Benefits	$7,825			-0.8
$7,759	3.1				Supplies	$629			-1.1
$585	11.6				Equipment	$199			10.6

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Total

Districts

$6,555

$259

$402

$656

$1,144

$1,120

$523

N/A

$124

$11,031

$1,473

N/A

State Revenue

38.7

35.3

District

Per Pupil

$8,194

$6,826

$510

$136

$9,069

$7,275

$587

$120

$152

14.3

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EQUITABLE ALLOCATION OF RESOURCES AMONG DISTRICT SCHOOLS

Below is the description submitted by this district of how it allocates resources to insure equity and address needs.

At the elementary level, the adoption of new programs and curriculum material are done on a districtwide basis. The district has embarked on a three-year professional development initiative where all staff members at the middle and elementary levels will receive the same training on differentiated instruction. When programs are adopted, all schools receive the same materials and professional development that ensures districtwide implementation.

EVIDENCE OF SUSTAINED IMPROVEMENTS IN STUDENT ACCOMPLISHMENTS

Below is a summary, submitted by this school district, 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.

All Montville Public Schools are accredited by the New England Association of Schools and Colleges. Fourth generation Connecticut Mastery Test results for 2006 indicate that Montville’s students in grades 3- 8 continue to make progress toward meeting the goal of having 100% of all students at or above the proficient level on the Connecticut Mastery Tests as set forth by the Federal Legislation No Child Left Behind. Students continue to score above the state averages on all subtests of the Connecticut Mastery Test.

In reading, the percentage of students at or above the proficient level ranges from a low of 72.8% in grade five to a high of 84.7% in grade eight. In mathematics, the percentage of students at or above the proficient level ranges from a low of 78.8% in grade seven to a high of 92.6% in grade three. In writing, the percentage of students at or above the proficient level ranges from a low of 81.9% in grade eight to a high of 93.3% in grade four.

The district has developed a comprehensive action plan to increase student performance in areas measured by the CMT and CAPT. Again this year, professional development for the staff is an ongoing process with the professional development focusing on differentiated instruction and teacher collaboration. These research based initiatives continue to have a positive effect on improving learning for all students who attend Montville Public Schools.

The Board of Education’s process for determining the distribution of district resources ensures that each school within the district receives an equitable allocation of these resources. In the fall, all schools are asked to submit a list of personnel, equipment, and capital improvements that should be included in the budget for the following year. Schools are asked to carefully examine data on their strategic school profile, data from CMT and CAPT, and recommendations made by the New England Association of Schools and Colleges accreditation reports to help determine the need for resources. Enrollment projections for the following year are also used to determine needs. Money for textbooks and supplies is allocated on a per pupil basis with special funds set aside for special programs. If budget cuts necessitate the reduction of equipment or other resources, all schools are asked to prioritize requests and make necessary reductions.

On the 2006 second generation CAPT, Montville showed a marked increase on all levels of the test from the results of the 2004 CAPT. Students continue to score at or above the state averages on all subtests of the CAPT. In math, 88.5% of Montville students scored at or above the proficient level. In science, 82.2% of Montville students scored at or above the proficient level. In reading, 79.9% of Montville students scored at or above the proficient level. In writing, 81.9% of Montville students scored at or above the proficient level.

Strategic School Profiles may be viewed on the internet at www.state.ct.us/sde. A more detailed, searchable SSP database, data tables, and additional CT education facts are also available at this site.

For the school district website, see www.montvilleschools.org