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					84-14

                                 STRATEGIC SCHOOL PROFILE 2004-05
                                             Elementary School K-6 Edition



                                              Simon Lake School
                                              Milford School District

JOYCE K CARROLL, Principal                                                                   Telephone: (203) 783-3533


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: 333                                                                 School Type: Traditional/Regular
5-Year Enrollment Change: -13.3%                                                      School Grade Range: PK-5




                                                  SCHOOL NEED

Current and Past School Need                        Year             School            District K-6           State K-6
                                                                                         Schools               Schools
% of Students Eligible for Free/Reduced-         2004-2005            33.0                  15.3                 28.1
Price Meals                                      2002-2003            31.6                  14.0                 28.8
% of K-12 Students with Non-English              2004-2005            11.9                   6.3                 13.1
Home Language                                    1999-2000             8                     4.2                 13.5
% of Students above Entry Grade who              2004-2005            85.1                  92.1                 87.4
Attended this School the Previous Year           1999-2000            92.3                  92.5                 85.1
                                                   Year              School              District               State
% of Kindergarten Students who Attended          2004-2005            95.0                  85.1                 77.0
Preschool, Nursery School or Headstart           1999-2000            77.4                  81.2                 73.1




Enrollment in Special Programs               Students in           Percent in          % in District        % in State
                                               School               School             K-6 Schools          K-6 Schools
Bilingual Education and English as a              22                    6.9                  3.1               5.9
Second Language Services (K-12)
Compensatory Education                           101                   30.3                 11.4                23.5
Full or Extended Day Kindergarten                 40                   N/A                  N/A                  N/A
Gifted and Talented Program                        0                    0.0                  1.3                 1.9
Special Education                                 41                   12.3                 11.8                11.3
Prekindergarten                                   15                   N/A                  N/A                  N/A
84-14                                                                                                                      Page 2
                                         STUDENT RACE/ETHNICITY

Race/Ethnicity            Number                Percent                   Total Minority 2004-2005               21.3%
American Indian              0                    0.0                     Total Minority 1999-2000               14.6%
Asian American              17                    5.1
Black                       19                    5.7
Hispanic                    35                   10.5
White                      262                   78.7



                 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 programs
with other schools, distance learning, or other experiences. Below is the description submitted by this school of how
it provides such experiences.
The library collection includes literature, tales, legends and history that represent the diversity of races and cultures
including Pacific Rim, African, South and Central America, Arabic, European and Native Black American.
Teachers use Read-Aloud Time to introduce students to this collection.
Cultural Food Fairs and Holidays around the world are celebrated throughout the year in music and art as well as
regular classroom.
Different and the Same is a program used in Kindergarten through Grade 3. The program's goal is to prevent
prejudice among students by modeling positive approaches to respond to diversity.
In Grades 4 and 5 Bullyproof uses activity that help students focus on appropriate and inappropriate, playful and
hurtful behavior.
84-14                                                                                                                           Page 3
                                               SCHOOL RESOURCES

Instructional Time*                                           School                  District K-6                   State K-6
Total Hours of Instruction Per Year                           1,014                     1,014                           989
*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,                School             District K-6           State K-6
                                  and Laboratories Wired for:
                                                         Video                100.0                  14.7                   59.0
                                                         Voice                100.0                  12.8                   69.0
                                               Internet Access                100.0                  99.3                   95.9
                                   Multi-Room Network (LAN)                   100.0                  87.5                   72.0


Computers                                                     School           Dist K-6          State K-6          This school
# of Students Per Academic Computer                             3.1               3.6               4.0             does not have a
                                                                                                                    functional
% of Computers that are High or Moderate Power                100.0            100.0               73.8
                                                                                                                    satellite link.
% of Computers with Internet Access, All Speeds               100.0            100.0               92.3
% of Computers with High Speed Internet Access                100.0            100.0               90.5
% of Internet Computers with Filtering Software               100.0            100.0               98.0



LIBRARY MATERIALS                           Print and Non-Print Materials                 School       Dist K-6            State K-6
Free on-line access to periodicals,         # of Print Volumes Per Student*                31.7          34.4                 26.1
newspapers, and other resources is          % of Print Volumes Purchased in                11.4          15.2                 14.9
available to all Connecticut schools        the Last Three Years
through the Connecticut Digital
Library.                                    # of Print Periodical Subscriptions            24                21.2             15.9
                                            # of Non-Print Materials                      210               204.8            412.5
                                            *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                        2004-05        2003-04
                                                                    Full-Time Equivalent
                                                                    # of Certified Staff
                                                                      Teachers                                  25.9          31.7
Average Class Size         School      District      State            Administrators                             1.0           1.0
Gr. K 2004-2005             13.3        16.6         18.5             Department Chairs                          0.0         N/A
        1999-2000           15.8        17.4         18.5             Library/Media Staff                        1.0           1.0
Gr. 2   2004-2005           18.3        18.1         19.5             Counselors, Social Workers,                1.7           1.5
        1999-2000           15.8        18.3         19.8                and School Psychologists
Gr. 5   2004-2005           17.3        20.0         21.3             Other Professionals                           3.4        0.6
        1999-2000           21.7        20.4         21.8           # of Non-Certified Instructional                9.5       11.0


Professional Staff Race/Ethnicity                                               2004-05            2003-04                1999-2000
  % Minority                                                                       0.0                0.0                     2.6
Professional Staff Experience and Training                                      School           District K-6             State K-6
Average Number of Years Experience in Connecticut                                10.7                13.2                    12.9
% with Master’s Degree or Above                                                  75.0                83.7                   80.4
% Trained as Mentors, Assessors, or Cooperating Teachers                         33.3                28.0                    29.6
84-14                                                                                                               Page 4


                                           SCHOOL PROCESSES


Selected Subject Areas, Grade 5                Estimated Hours of Instruction Per Year                  Computer/
                                                                                                        Technology
                                            School               District              State            Supported
Art                                            27                   27                   31                 No
Computer Education                             20                   20                   18                 Yes
English Language Arts                         421                  421                  423                 No
Family and Consumer Science                     0                    0                    1                 N/A
Health                                         30                   30                   24                 No
Library Media Skills                           24                   24                   19                 No
Mathematics                                   213                  213                  189                 No
Music                                          48                   41                   33                 No
Physical Education                             27                   36                   41                 No
Science                                       102                   99                   97                 No
Social Studies                                102                   99                   95                 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,
19.2% of K-6 schools offer world language instruction.



Types of Remedial Instructional Services               Available in          Available in
Provided to Students Lacking Basic Skills              Mathematics          Language Arts
Pull-Out Instruction                                       No                   Yes
In-Class Tutorial                                          No                   Yes
After School Program                                       No                    No
Summer School (2004)                                       No                   Yes
Other                                                      No                    No


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 and Teacher Statistics                                           School       District K-6        State K-6
% of Students Retained in Grade after 2003-04 School Year                   0.0             0.8               2.0
Teacher Attendance, 2003-04: Average # of Days Absent Due                   8.8             9.4               8.2
to Illness or Personal Time
% Certified Staff Assigned to Same School the Previous Year               88.9             86.9              82.1
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                                      STUDENT PERFORMANCE


Connecticut Mastery Test, Third 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, 3rd Generation                School                 District                 State
% Meeting State Goal                                   2004-05                 2004-05                 2004-05
Grade 4 Reading                                           60.4                   61.0                    52.8
           Writing                                        70.8                   69.2                    63.3
           Mathematics                                   62.5                    66.1                    56.8
           All Three Tests                                47.9                   48.3                    41.2
Grade 6 Reading                                         N/A                     N/A                     N/A
           Writing                                      N/A                     N/A                     N/A
           Mathematics                                  N/A                     N/A                     N/A
           All Three Tests                              N/A                     N/A                     N/A
Participation Rate                                      100.0                    98.5                    99.0


                                                         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                                                                              K-6         K-6
            Grade 4      10.4      36.1       33.3          % on October 1, 2004          96.4      96.2        96.4
            Grade 6     N/A       N/A        N/A
84-14                                                                                                                      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.


 Data revealed that reading difficulties of students in Grade 3-5 could be traced back to Kindergarten. Early
Kindergarten assessments in Letter ID and Phonemic Awareness appeared to be strong predictors of students' failure
to become readers in subsequent years. A team was formed which included a Kindergarten teacher, Reading teacher
and Resource Room teacher to develop a plan and implemented an intervention program to provide explicit and
intensive instruction for students identified as at risk of failure to develop timely early reading skills.
The students entering Kindergarten were screened by the Reading teacher using DIBELS letter name knowledge and
phonemic awareness. More than 30% of the students were identified with significant weaknesses. Ongoing
authentic assessments monitored progress. Students were constantly regrouped and exited from the program as they
accelerated. Mid-year assessment revealed that 5 students, 3 with IEPs and 2 without, were not making expected
gains. A special program was designed for them by the Resource Room teacher. The remainder of the students
continued with the program. End of year assessments identified only 5% of non-special needs students as scoring in
the intervention range. The successful design of this program was duplicated with modification in Grades 2, 3, 4,
and 5. Co-teaching teams designed intervention periods of 60 to 90 uninterrupted minutes of explicit, intensive
instruction. At each grade level, end of year DRP scores indicated that some students had achieved the goal level
and many had moved from the intervention to the proficient level. The gains were greater at the lower grade levels.
At the grade 5 level, DRP scores indicate that most students who made gains are still at the intervention. 3 students
were non-english speaking at the start of the year and showed great progress. On the final Critical Stances
assessment, 6 of the 11 students reached goal and only 1 is at intervention. The students in this group have had
Reading support all previous years. During this year, 2 Reading teachers were trained in Reading Recovery and one
Reading teacher supported Grade 1 teachers and students. This Reading teacher worked one on one and in small
groups with 25 students with needed "next" skills. The success result was not as significant as at other grade levels.
A Grade 1 teacher has agreed to partner with the Reading and Resource Room teacher to plan and implement an
intensive intervention program for next year.



                                    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.


 The Simon Lake School staff is dedicated to the goal that all children learn and develop to the full potential of their
academic and personal ability. Students learn in a safe, well-organized, stimulating environment. The staff of
experienced master teachers clearly understands the system-wide and school goals that shape and drive our
curriculum.
Students are immersed in a Language Arts program of listening, speaking, writing, and reading and viewing. Large
and small group instruction, with cooperative learning groups, is utilized throughout the grades. Grade 1 children,
identified as at risk for reading continue to be given individual instruction in our Reading Recovery Program. In
grades 2 through 5 a Read for Success Program supports struggling readers. This program focuses on providing
individual and small group instruction in a variety of reading strategies. Instruction is based on frequently assessed
needs with the goal of having all students reading at grade level by the end of Grade 3.
Technology continues to impact instruction. Sixty-two computers located throughout each Grade K-5 classroom
and a mini-lab are currently used for remediation and enrichment, as well as being part of regular instruction. A
networking system gives students access to Reading Adventures, Accelerated Reader, Writer's Express, Science
Discovery and First Adventurers Bookshelf.
          Simon Lake School offers before and after school care to students who previously had to be shuttled to
various caregivers. They can now remain in the school environment from 7:00 AM to 6:00 PM and have access to
homework tutors and recreational facilities. The Ready-to-Learn Program offers a combined day care and academic
program for 3 and 4 year olds from 7:00 AM to 6:00 PM.
          Make Your Day is a school-wide citizenship program that holds students responsible for doing what is
expected and doing it the best that they can.


  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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