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52-51
STRATEGIC SCHOOL PROFILE 2005-06
Middle and Junior High School Edition
Irving A. Robbins Middle School
Farmington School District
KELLY M LYMAN, Principal Telephone: (860) 677-2683
This profile was produced by the Connecticut State Department of Education in accordance with CT General Statutes 10-220(c).
STUDENT ENROLLMENT TYPE OF SCHOOL
Total Enrollment: 718 School Type: Traditional/Regular
5-Year Enrollment Change: -30.2%* School Grade Range: 7- 8
*Between 2000 and 2005, grades changed
SCHOOL NEED
Current and Past School Need Year School District State
Middle/Junior Middle/Junior
High Schools High Schools
% of Students Eligible for Free/Reduced- 2005-06 5.7 5.7 23.9
Price Meals 2002-03 4.8 4.8 24.4
% of K-12 Students with Non-English 2005-06 9.3 9.3 10.8
Home Language 2000-01 5.2 5.2 10.6
% of Students above Entry Grade who 2005-06 100.0 100.0 91.5
Attended this School the Previous Year 2000-01 93.2 93.2 90.2
Enrollment in Special Programs Students in Percent in % in District % in State
School School Middle/Junior Middle/Junior
High Schools High Schools
Bilingual Education and English as a 5 0.7 0.7 3.7
Second Language Services (K-12)
Compensatory Education 0 0.0 0.0 13.8
Gifted and Talented Program 38 5.3 5.3 4.9
Special Education 57 7.9 7.9 11.7
52-51 Page 2
STUDENT RACE/ETHNICITY
Race/Ethnicity Number Percent Total Minority 2005-06 15.2%
American Indian 2 0.3 Total Minority 2000-01 10.7%
Asian American 46 6.4
Black 41 5.7
Hispanic 20 2.8
White 609 84.8
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.
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 interdistrict or
interschool programs, distance learning, or other experiences. Below is a description of how this school provides
such experiences.
Irving A. Robbins Middle School students and faculty engage in a number of activities aimed toward reducing
racial, ethnic and economic isolation. During the 2005-2006 school year several interdistrict programs and projects,
supported by state funds, evolved. Fifteen Project Choice students attended Irving Robbins daily and enjoyed the
rich academic programs as well as a host of school-sponsored after school co- and extracurricular activities. Locally
funded programs are substantial and include a cross-section of diverse students. These programs include:
• Extramural Events: Two hundred, fifty students participated in athletic events with students from other districts.
• Community Partnership Activities bring on average, fifty to sixty students and their parents from Hartford and
Farmington together for social events throughout the school year.
• Math Counts Program involves several Farmington students solving math problems with students from other
districts.
• COLT Rhyme Celebration is a poetry reading experience in French and Spanish involving twenty-five Farmington
students and a number of other students from surrounding districts.
• Partners in Science is an interdistrict science enrichment program that includes students interacting with students
from other districts.
• The Irving Robbins Science Olympiad Team competed against students from other districts and went on to
compete in the national tournament against students from across the country.
Additionally, curriculum enrichment activities through the social studies and world languages departments include
partial or full day activities designed to enhance multiethnic understanding. Activities range from ethnic festivals, to
field trips, to events involving music and theatre.
52-51 Page 3
SCHOOL RESOURCES
Instructional Time* School District Middle/Jr State Middle/Jr
Total Hours of Instruction Per Year 1,004 1,004 1,015
*State law requires at least 900 hours for grades 1 through 12.
TECHNOLOGY % of Classrooms, Libraries, and School District State
Laboratories Wired for: Middle/Jr Middle/Jr
Video 100.0 100.0 77.3
Voice 100.0 100.0 75.9
Internet Access 100.0 100.0 98.7
Multi-Room Network (LAN) 100.0 100.0 77.2
Computers School Dist Mid/Jr State Mid/Jr This school
# of Students Per Academic Computer 3.9 3.9 3.1 has a
functional
% of Computers that are High or Moderate Power 71.7 71.7 84.3
satellite link.
% of Computers with Internet Access, All Speeds 100.0 100.0 97.6
% of Computers with High Speed Internet Access 100.0 100.0 96.3
% of Internet Computers with Filtering Software 100.0 100.0 99.3
LIBRARY MATERIALS Print and Non-Print Materials School Dist Mid/Jr State Mid/Jr
Free on-line access to # of Print Volumes Per Student* 25.5 25.5 19.5
periodicals, newspapers, and % of Print Volumes Purchased 12.0 12.0 12.5
other resources is available to in the Last Three Years
all Connecticut schools
# of Print Periodical 81 81.0 28.0
through the Connecticut
Subscriptions
Digital Library.
# of Non-Print Materials 900 900.0 513.7
*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 2005-06 2004-05
Full-Time Equivalent
Average Class Size School District State # of Certified Staff
Gr. 5 2005-06 N/A N/A N/A Teachers 59.8 58.9
2000-01 N/A N/A N/A Administrators 2.0 2.0
Gr. 7 2005-06 19.5 19.5 21.1 Department Chairs 0.0 0.0
2000-01 21.6 21.6 21.9 Library/Media Staff 1.0 1.0
Counselors, Social Workers, 4.4 4.4
and School Psychologists
Professional Staff 2005-06 2004-05 2000-01 Other Professionals 1.5 0.5
% Minority 5.6 7.1 5.2 # of Non-Certified Instructional 10.9 8.3
Professional Staff Experience and Training School District State
Middle/Jr Middle/Jr
Average Number of Years Experience in Connecticut 12.5 12.5 13.2
% with Master’s Degree or Above 80.6 80.6 78.0
% Trained as Mentors, Assessors, or Cooperating Teachers 34.7 34.7 27.4
52-51 Page 4
SCHOOL PROCESSES
Selected Subject Areas, Grade 8 Estimated Hours of Instruction Per Year Computer/
Technology
School District State Supported
Art 21 21 39 No
Computer EducationI 40 40 21 Yes
English Language Arts 135 135 168 No
Family and Consumer Science 36 36 15 No
Health 18 18 25 No
Mathematics 135 135 146 No
MusicE 120 120 58 No
Physical Education 48 48 54 No
Reading 92 92 91 No
Science 135 135 142 No
Social Studies 135 135 142 No
Technology Education 18 18 28 No
World Languages 135 135 97 No
E indicates elective, I indicates integrated courses.
Enrollment in Selected High School Level Courses Interactive Distance Learning:
% Gr. 8 Students Taking School District State This school does not utilize
interactive distance learning.
High School 2005-06 60.4 60.4 28.9 Interactive distance learning
Level Math 2000-01 58.6 58.6 25.6 ranges from on-line courses with
World 2005-06 97.9 97.9 46.9 student-instructor interaction via
Language 2000-01 88.2 88.2 44.3 the internet to live classroom
interactions through two-way
audio and video transmissions.
Types of Remedial Instructional Services Available in Available in
Provided to Students Lacking Basic Skills Mathematics Language Arts
Pull-Out Instruction Yes Yes
In-Class Tutorial No No
After School Program Yes Yes
Summer School (2005) Yes Yes
Other No No
Student and Teacher Statistics School District State
Middle/Jr Middle/Jr
High Schools High Schools
% of Students Retained in Grade after 2004-05 School Year 0.0 0.0 0.6
Teacher Attendance, 2004-05: Average # of Days Absent Due 4.0 4.0 9.0
to Illness or Personal Time
% Certified Staff Assigned to Same School the Previous Year* 81.9 81.9 86.2
*In 2005, grades changed
52-51 Page 5
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.
Connecticut Mastery Test School District State Of All Schools in State
% Meeting State Goal in: Lowest % Highest %
Grade 4 Reading N/A N/A N/A N/A N/A
Writing N/A N/A N/A N/A N/A
Mathematics N/A N/A N/A N/A N/A
Grade 5 Reading N/A N/A N/A N/A N/A
Writing N/A N/A N/A N/A N/A
Mathematics N/A N/A N/A N/A N/A
Grade 6 Reading N/A N/A N/A N/A N/A
Writing N/A N/A N/A N/A N/A
Mathematics N/A N/A N/A N/A N/A
Grade 7 Reading 88.6 88.7 66.7 5.7 95.5
Writing 81.6 81.4 60.0 0.0 93.4
Mathematics 80.7 80.4 57.0 0.0 93.5
Grade 8 Reading 87.7 87.4 66.7 0.0 100.0
Writing 86.9 86.7 62.4 0.0 96.4
Mathematics 80.9 80.6 58.3 0.0 97.3
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.
Physical Fitness School District State Student Attendance School District State
% Passing All 4 Tests Mid/Jr Mid/Jr
Grade 4 N/A N/A N/A % on October 1, 2005 97.5 97.5 96.4
Grade 6 N/A N/A N/A
Grade 8 52.8 52.8 35.7
52-51 Page 6
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.
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.
Irving A. Robbins students regularly perform at high levels and demonstrate sustained performance on state tests.
The table below illustrates performance from the current year:
Percentage of Students Who Met or Exceeded State Goal on the CMT 2005-2006
Grade 7 Grade 8
Math 81% 81%
Reading 89% 88%
Writing 81% 87%
This demonstrated student achievement is a result of the continuous improvement process which includes student
performance goal setting, professional development to support teachers and evaluation of interventions.
Performance standards have been developed in every curriculum area along with criteria which defines performance
for meeting standard. Assessment shows high numbers of students meeting standard across all curriculum areas
including: Grade 7 Reading – 83%; Writing – 79%; Math – 81%; Social Studies – 91%; Science – 79%. Grade 8
Reading - 88%; Writing – 85%; Math - 83%; Social Studies – 79%; Science – 80%.
In addition, 60% of all 8th grade students completed a traditional Algebra I course and earned the equivalent of 1
high school credit. Likewise, 90% of all 8th grade students completed and earned the equivalent of 1 high school
credit in World Language (French or Spanish).
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.
IAR has an exceptional history as a high performing middle school and currently serves approximately 720 grade 7
and 8 students from the town of Farmington. The school programs and structures are designed to meet the needs of
the emerging adolescent. A multidisciplinary team structure, counseling model and extensive co-curricular and
extracurricular programs support the overall development of our students. Clearly defined standards and a variety of
support programs are designed to help all students meet rigorous standards in the five core academic areas of
language arts, math, science, social studies, and world languages. A students’ school experience is further enhanced
with programs in the arts including music, visual arts, applied physics and engineering, health, wellness, physical
education, and family consumer science. Additionally, students may elect to study Latin.
We strive to work closely with parents to support the development of the child as an independent, responsible
learner. The school environment is designed to promote respect and responsibility. Weekly advisory activities
address these issues while building a community of learners.
Widely recognized as an exemplary institution, Irving A. Robbins Middle School has the distinction as a school of
excellence through the United States Department of Education School Recognition Program. Testimony to the
school's success is reflected by several data sources. Students consistently score in the top 10% statewide on the
Connecticut Mastery Test. For two years the Irving Robbins Science Olympiad Team has won the state competition
and advanced to the national finals. The band and orchestra earn the highest honors in festivals and competitions
yearly and many individual students achieve substantial recognition in state music programs. Thirteen students were
finalists in the state sponsored Letters from Literature contest.
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.
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Creation Date: 12/4/2006 11:26 AM
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