Torrington Public Schools

2011-2014 Strategic Plan

Approved by Torrington Board of Education

June xx, 2011

 Torrington Public Schools

“Why a 3-Year Strategic Plan?”

A Strategic Plan should be a living document that continues to set
goals, measure achievement, adjust future targets, and continue to
develop over time. This document is a 3-year strategic plan, but as the
district changes, and needs change, so will this plan. While it is a time
based plan it is a document, like our children, that will grow over that
time and develop to meet the needs of the Torrington Public Schools,
its students, the families, and staff.

Strategic Plan Goals

The following goals were approved by the Board of Education in December 2010
as the framework for the Strategic Plan. They will be updated and revised as
necessary over the life of the plan to address the needs of the district.

Curriculum Goals

 The Torrington Public Schools will implement a 3-year Curriculum Plan that will have a
K-12 scope and sequence for all content areas.

 The Torrington Public Schools curriculum will clearly define course outcomes at all
levels, provide consistency of program through common assessments, contain units that
are relevant and rigorous, and integrate technology.

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 Torrington Public Schools

 The Torrington Public Schools will adopt a technology and text book replacement cycle
that is aligned to curriculum needs.

Evaluation and Accountability Goals

 The Torrington Public Schools will retain an exemplary teaching and administrative staff
as measured through the completion of data driven staff evaluation tool.

 All evaluation tools will be aligned to student progress and completed on time in
alignment with all contractual provisions.

 The Torrington Public Schools will annually release “School Report Cards” that measure
student progress against the district, DRG, and state.

Policy Goals

 The Torrington Board of Education will review and edit all of its current policies by
September 2011.

 The Torrington Board of Education will ensure that all future policy is written with input
from all its stakeholders (parents, staff, and community).

 The Torrington Board of Education will bi-annually review each series for accuracy and
efficiency.

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 Torrington Public Schools

Financial Goals

 The Torrington Board of Education will maintain a 3-year Sustainable Budget Plan that
reviews and monitors revenue and expenses.

 The Torrington Public Schools will mitigate deficits as necessary as to maintain a

balanced budget for each fiscal year.

 The Torrington Public Schools will maintain an equitable budget that reviews spending
by cost center and by school.

 The Torrington Public Schools will maintain a 5-year capital plan that includes a facility
review once every five years.

Alternative Secondary School Goals

 The Torrington Board of Education will approve Education Specifications and open an
alternative high school by August 2012.

 The Torrington Public Schools will issue annual data on at-risk and drop-out students
with the goal of lowering the drop-out rate by 5% over the next three years.

 The Torrington Public Schools will issue annual data on the Graduation Rate with the
goal of increasing that figure by 5% over the next three years.

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 Torrington Public Schools

Curriculum
and
Instruction
The Torrington Public Schools will implement a
3-year Curriculum Plan that will have a K-12
scope and sequence for all content areas.

What does this mean for my child?

 Provides for regular and ongoing evaluation of the instructional program
 Creates predictability and stability in planning for changes and budgetary needs
 Assures that course outcomes reflect state standards, are aligned, and are
developmental appropriate as students move through the grades

What does this look like? How is this Measured?

 Year 1: A K-12 team defines the  Annual updates to the Board of
Learning Goals for each course Education on progress and work
 Year 2: Grade level or department completed
teams create assessments and develop
units to deliver instruction
 Year 3: Grade levels or departments
review student performance data to
evaluate effectiveness of curriculum in
helping students to achieve grade level
expectations

2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Math Develop Start to migrate Complete Repeat cycle
blueprints & topics as needed alignment with with K-12
pacing guides, in blueprints, new CCS, adjust articulation team.
conduct CCS* develop blueprints, Revisit CSDE
gap analysis resources and pacing frameworks
strategies menus

Science Develop Start to migrate Complete Repeat cycle

blueprints & topics as needed alignment with with K-12
pacing guides, in blueprints, new CCS, adjust articulation team.
conduct CCS* develop blueprints, Revisit CSDE
gap analysis resources and pacing frameworks
strategies menus

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 Torrington Public Schools

2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

English Develop Start to migrate Complete Repeat cycle with

Language Arts blueprints & topics as needed alignment with K-12 articulation
pacing guides, in blueprints, new CCS, team.
conduct CCS* gap develop adjust Revisit CSDE
analysis resources and blueprints, frameworks
strategies menus pacing guides

Social Studies Develop Start to migrate Complete Repeat cycle with

blueprints & topics as needed alignment with K-12 articulation
pacing guides, in blueprints, new CCS, team.
conduct CCS* gap develop adjust Revisit CSDE
analysis resources and blueprints, frameworks
strategies menus pacing guides

Non-core Develop Start to Complete Repeat cycle with

blueprints & migrate topics alignment with K-12 articulation
pacing guides, as needed in new CCS, adjust team.
conduct CCS* blueprints, blueprints, pacing Revisit CSDE
gap analysis. develop guides frameworks
Revisit Grade 6- resources and
12 World strategies
Language themes menus
to be supported,
not driven by
text series.
Assure Health
includes all state
mandated topics.
Align career
completers with
state assessments

*CCS: Common Core Standards

The Torrington Public School curriculum will clearly

define course outcomes at all levels, provide
consistency of program through common
assessments, contain units that are relevant and
rigorous, and integrate technology.

What does this mean for my child?

 Greater consistency across schools and classrooms within a grade level in the skills and
content covered
 Better alignment from grade to grade with special attention to transitions from
elementary to middle and middle to high school standards and expectations
 Clarity for teachers to know what to teach and how to measure student achievement
 Use of technology to create engaging, relevant, and personalized learning experiences
for students

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 Torrington Public Schools

What does this look like? How is this Measured?

 Various technology tools such as  Course blueprints (lists of the Learning

interactive white boards, classroom Goals for each class) will be posted on
response systems, online learning the Educational Services pages of the
modules, digital cameras and Flipcams, district website
I-pods or other handhelds will be  Guides, assessments, and instructional
piloted in classrooms in each grade or resources will be available for all of
content area as appropriate the teachers
 Strong curriculum and engaging
instruction will result in well-prepared
thinkers who are able to experience
success

2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Math Investigate course Core and enriched curriculum Support through

sequence and for grades 6 & 7, coaching,
Instruction foster academic/college/accelerated walkthroughs,
heterogeneity for grades 8-12 and teacher PLC

Develop formative Calibrate scoring of district Administer and Revisit CSDE

& summative assessments for consistency & refine common assessment
Assessment assessments, validate data assessments to changes &
including collect data to blueprints
CMT/CAPT-like inform instruction
problems
Science Investigate course Realign topics to match new Support through
sequence standards and assessments coaching,
Instruction walkthroughs,
and teacher PLC

Develop formative Calibrate scoring of district Administer and Revisit CSDE

& summative assessments for consistency & refine common assessment
Assessment assessments validate data assessments to changes &
collect data to blueprints
inform instruction

English/ Investigate balanced literacy, Foster Support through

Language workshop model, best practices heterogeneity, coaching,
Arts in vocabulary instruction support walkthroughs,
differentiation and teacher PLC
Instruction through coaching
Realign topics to
match new
standards and
assessments
Assessment Develop formative & Calibrate scoring Administer and Revisit CSDE
summative assessments of district refine common assessment
including CMT/CAPT-like assessments for assessments to changes &
questions/prompts consistency & collect data to blueprints
validate data inform instruction

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 Torrington Public Schools

2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

Social Revisit K-12 sequence to Realign topics to Support through

Studies reduce gaps and redundancies match new coaching,
in Geography, U.S. History, standards and walkthroughs,
Instruction World Civilizations/History assessments and teacher PLC
themes

Develop formative & Calibrate scoring Administer and Revisit CSDE

summative assessments of district refine common assessment
Assessment assessments for assessments to changes &
consistency & collect data to blueprints
validate data inform instruction

Non-core Utilize Realign topics to Support

performance match new through
Instruction based, project standards and coaching,
based strategies assessments walkthroughs,
and teacher
PLC

Develop Calibrate scoring Administer Revisit CSDE

formative & of district and refine assessment
Assessment summative assessments for common changes &
assessments consistency & assessments to blueprints
Utilize state validate data collect data to
developed inform
common instruction
assessments in the
Arts. Utilize state
assessments in
CTE areas

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 Torrington Public Schools

The Torrington Public Schools will adopt a

technology and text book replacement
cycle that is aligned to curriculum needs.

What does this mean for my child?

 Students will have access to tools and resources appropriate for the 21st century
 Instructional materials will be up-to-date and accessible to all students
 Technology will operate reliably and minimize downtime

What does this look like?

2010-11 2011-12 2012-13 2013-14 2014-15 2015-16
Math Textbooks Pre-calculus/Trig Algebra & Calculus (texts, Pre-Algebra & Geometry Review elementary
(Instructional Resources) instructional materials supplemental materials, (texts, supplemental Math program: Growing
(texts, supplemental technology) materials, technology) With Mathematics
materials, technology) (supplemental materials
and technology)
Science Textbooks Science non-fiction books Leveled materials, Review Chemistry & Review elementary
(Instructional Resources) by topic for Grade 6-8 inquiry materials Expand Physics (texts, resources: integrate
instructional materials online/blended learning- supplemental materials, Science non-fiction in
(texts, supplemental Biology, Integrated technology) reading (supplemental
materials, technology) Science (texts, materials and
supplemental materials, technology)
technology)
English Language Arts Young adult core novels- Young adult core novels- Young adult core novels- Continue to expand trade
Textbooks Grades 9-10, non-fiction Grades 11-12, GHGR Grades 6-8 books, review GHGR
(Instructional Resources) leveled books, GHGR Grade 5 (strategic reading texts, program
Grade 4 (vocabulary texts, supplemental materials,
(vocabulary texts, supplemental materials, technology)
supplemental materials, technology)
technology)
Social Studies Textbooks Review/align US History Review/align World Review Geography/map
(Instructional Resources) Grades 5,8, 11 ( texts, History/Culture Grades 4, skills Grades 2, 3, 7 (
supplemental materials, 6, 10 texts, supplemental
technology) ( texts, supplemental materials, technology)
materials, technology)
Non-core Review Spanish series, Review Latin & Italian Review French series.
Textbooks Utilize Perkins funds to series. Utilize Perkins Utilize Perkins funds to
(Instructional Resources) update to industry funds to update to update to industry
standards (texts, industry standards standards (texts,
supplemental materials, (texts, supplemental supplemental materials,
technology) materials, technology) technology)

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 Torrington Public Schools

Evaluation
and
Accountability

The Torrington Public Schools will retain an

exemplary teaching and administrative staff as
measured through the completion of data driven staff evaluation tool.
All evaluation tools will be aligned to student progress and completed on time in
alignment with all contractual provisions.

What does this mean for my child?

 Each student benefits as a result of being in a classroom with an exemplary
teacher, supervised by exemplary administrators
 Student achievement benefits from setting clear expectations for improved
performance
 Appropriate student performance data provides an objective measure on
which to base accountability
 By aligning all evaluation tools to student progress and completing the
provisions of these tools consistently and on time, Torrington can assure
positive student progress in our schools

How is this Measured?

 All teachers and administrators will develop an annual SMART goal. A SMART goal is Strategic
and Specific, Measurable, Attainable, Results Oriented, and Time Bound. Goals help educators
to improve student achievement by clarifying exactly what students should learn, the standard
of learning expected, and the measures used to determine if students have achieved that
standard.
 Each supervisor is responsible for collecting and monitoring goals throughout the school year.
All associated documentation will be collected on time as prescribed in the respective
evaluation documents. A review of all collected evaluation documents will result in a summative
report to the Superintendent of Schools of success of the SMART goals for each teacher and
administrator. A review of the quality, timeliness, and fidelity with contractual provisions of all
evaluation documentation and procedures will be conducted by the Director of Student and
Professional Operations.

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 Torrington Public Schools

The Torrington Public Schools will

annually release “School Report Cards”
that measure student progress against
the district, DRG, and state.

What does this mean for my child? My school?

 Appropriate student performance data provides an objective measure on which to base
accountability. By annually releasing a school report card for each of the Torrington
Public Schools, the community will have the ability to review important demographic
and performance data.
 Through clear and transparent reporting of student growth, parents will have the ability
to monitor the success of students in each of our schools. Each school that annually falls
below 2.5% of the State of Connecticut Average in Math and Reading will be required to
submit a quarterly Accountability Plan to the Board of Education.

How is this Measured?

The report cards will be made available to parents online each summer after student test data is
returned to the school district. The report cards will include demographic information on each
school, reports on student and teacher attendance, disciplinary reports and student achievement
results.

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 Torrington Public Schools

Board
Policy
The Torrington Board of Education will review
and edit all of its current policies by September
2011.

The Torrington Board of Education will ensure that all future policy is written with
input from all its stakeholders (parents, staff, and community).

The Torrington Board of Education will bi-annually review each series for accuracy
and efficiency.

What does this mean for my child? My school? The District?

 The Torrington Public Schools will operate under current policies that are reviewed
through a public process that includes access for students, parents, and staff.

How is this Measured?

 The Board of Education has passed the following timeline for initial public review of its
Policy Manual. At the end of its initial review, a bi-annual public review process will
continue.

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 Torrington Public Schools

POLICY REVIEW TIMELINE

GOAL: To review the Torrington Board of Education Policy Book during the 2010-2011 school year.

July 2010

 Series 1000 – Review for Action at Policy Committee Level

August 2010

 Series 1000 – Edits at Policy Committee

 Series 2000 – Review for Action at Policy Committee Level
September 2010

 Series 1000 – Changes to BOE

 Series 2000 – Edits at Policy Committee
 Series 3000 – Review for Action at Policy Committee Level
October 2010

 Series 2000 – Changes to BOE

 Series 3000 – Edits at Policy Committee
 Series 4000 – Review for Action at Policy Committee Level
November 2010

 Series 3000 – Changes to BOE

 Series 4000 – Edits at Policy Committee
 Series 5000 (5000-5040) – Review for Action at Policy Committee Level
December 2010

 Series 4000 – Changes to BOE

 Series 5000 (5000-5040) – Edits at Policy Committee
 Series 5000 (5040-End) – Review for Action at Policy Committee Level
January 2011

 Series 5000 (5000-5040) – Changes to BOE

 Series 5000 (5040-End) – Edits at Policy Committee
 Series 6000 (6000-6050) – Review for Action at Policy Committee Level
February 2011

 Series 5000 (5040-End) – Changes to BOE

 Series 6000 (6000-6050) – Edits at Policy Committee
 Series 6000 (6070-6100) – Review for Action at Policy Committee Level
March 2011

 Series 6000 (6000-6050) – Changes to BOE

 Series 6000 (6070-6100) – Edits at Policy Committee
 Series 6000 (6105-6120) – Review for Action at Policy Committee Level
April 2011

 Series 6000 (6070-6100) – Changes to BOE

 Series 6000 (6105-6120) – Edits at Policy Committee
 Series 6000 (6130-6182) – Review for Action at Policy Committee Level
May 2011

 Series 6000 (6105-6120) – Changes to BOE

 Series 6000 (6130-6182) – Edits at Policy Committee
 Series 6000 (6184-END) – Review for Action at Policy Committee Level
June 2011

 Series 6000 (6130-6182) – Changes to BOE

 Series 6000 (6184-END) – Edits at Policy Committee
 Series 7000 – Review for Action at Policy Committee Level
July 2011

 Series 6000 (6184-END) – Changes to BOE

 Series 7000 – Edits at Policy Committee Level
August 2011

 Series 7000 – Changes to BOE

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 Torrington Public Schools

Financial
Goals
The Torrington Board of Education will
maintain a 3-year Sustainable Budget Plan
that reviews and monitors revenue and
expenses.

The Torrington Public Schools will

maintain a balanced budget for each fiscal year.

The Torrington Public Schools will maintain an equitable budget that reviews
spending by cost center and by school.

What does this mean for the City?

 Preserving the Board of Education infrastructure while ensuring efficient
use of funds.

 Accountability at the district and school level.

 Cooperation among departments and schools and recognize budget

priorities.

What does this look like? How is this Measured?

 A multiyear plan to balance the
budget and put it on sustainable
course while providing all
students with sound education.
 Develop a plan for financing the
budget with services in line with
revenue
 Balance Operating Costs with
Projected Revenue
 Maintain a balanced budget

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 Torrington Public Schools

The Torrington Public Schools will

maintain a 5-year capital plan that
includes a facility review once every five
years.

What does this mean for the schools?

 Systematic evaluation of all potential projects that involves multiple

stakeholders (Parents, Students, Community, Staff)
 Capital projects and equipment purchases
 A planning schedule that holds the district accountable
 Options for financing the plan

How is this Measured?

 Consolidation of projects to minimize debt and cost

 Evaluate previously approved, unimplemented, or incomplete projects
 Update existing and ongoing projects

Historical Capital Expenses

$1,000,000

$800,000

$600,000

$400,000

$200,000

$0
06/07 07/08 08/09 09/10 10/11

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 Torrington Public Schools

Alternative
School
Goals
Torrington Board of Education will approve
Education Specifications and open an alternative
secondary school by August 2012.

The Torrington Public Schools will issue annual at-risk and drop-out data with the goal of
lowering the drop-out rate by 5% over the next three years.

The Torrington Public Schools will issue annual data on the graduation rate with the goal
of increasing that figure by 5% over the next three years.

What does this mean for my child? The District?

 Over the past three years, the Torrington Public Schools has held a 4-year cumulative
dropout rate as high as 18%. This number has increased since the closure of an
Alternative School in 2004. The creation of an alternative secondary school will provide
education options for all students in the district.

 With a concentration on lowering the dropout rate and increasing the graduation rate,
the district will provide an overall healthier secondary education experience for all
students.

How is this Measured?

 The Board of Education has an approved goal to open an Alternative High School by
August of 2012.

 The district, as part of its Secondary Reform Panel, will annually publish results against
the 4-year cumulative drop-out number.

 The district, as part of its School-Based Report Card for Torrington High School, will
publish the graduation rate and the cohort graduation rate as measured against
previous years, the District Reference Group, and the State of Connecticut.

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 Torrington Public Schools

Glossary of terms

Capital Plan: estimate of expenses to maintain or upgrade buildings and facilities

Common Core Standards (CCS): set of national learning goals for Math and English
Language Arts courses at each grade level that defines clear learning goals adopted by
the Connecticut State Department of Education in 2010

Course outcomes: learning goals, what all students will know and be able to do

Curriculum: plan that identifies what knowledge and skills students will learn in a
course

Data-driven staff evaluation tool: process to determine teacher and administrator

performance level based on student outcomes including growth and achievement

Deficit Mitigation: actions taken to reduce expenses in one area of the budget when
there are unanticipated increases in other areas to maintain a consistent bottom line

DRG: District Reference Group. Towns and cities of similar size that share a similar
demographic profile including student characteristics and income and educational level
of residents

Educational Specifications: a detailed plan that describes all aspects of school

operation: how it is managed, curriculum, facility, students served, staffing model

SMART goal: a target that is specific, measurable, achievable, relevant, and time-bound

Student performance data: various measurements of achievement in Reading, Math,

Writing, and other content areas including the Connecticut Mastery Tests (CMT),
Connecticut Academic Performance Test (CAPT), district developed tests, and teacher
developed tests

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