STRATEGIC SCHOOL PROFILE 2004-05
Elementary School K-6 Edition
Eli Terry School
South Windsor School District
MARILYN SEVICK, Principal Telephone: (860) 648-5020
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: 466 School Type: Traditional/Regular
5-Year Enrollment Change: 1.7% School Grade Range: K-5
Current and Past School Need Year School District K-6 State K-6
% of Students Eligible for Free/Reduced- 2004-2005 5.6 5.4 28.1
Price Meals 2002-2003 4.8 4.5 28.8
% of K-12 Students with Non-English 2004-2005 3.0 6.1 13.1
Home Language 1999-2000 4.2 4.2 13.5
% of Students above Entry Grade who 2004-2005 95.1 93.9 87.4
Attended this School the Previous Year 1999-2000 95.5 90.5 85.1
Year School District State
% of Kindergarten Students who Attended 2004-2005 91.5 91.3 77.0
Preschool, Nursery School or Headstart 1999-2000 84.9 82.4 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 3 0.7 2.2 5.9
Second Language Services (K-12)
Compensatory Education 0 0.0 0.0 23.5
Full or Extended Day Kindergarten 0 N/A N/A N/A
Gifted and Talented Program 9 1.9 1.6 1.9
Special Education 82 17.6 10.9 11.3
Prekindergarten 60 N/A N/A N/A
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Race/Ethnicity Number Percent Total Minority 2004-2005 15.7%
American Indian 1 0.2 Total Minority 1999-2000 13.3%
Asian American 26 5.6
Black 31 6.7
Hispanic 15 3.2
White 393 84.3
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.
Eli Terry Elementary School participated in the Choice Program during the 2004-2005 school year. Ten (10)
children who reside in Hartford are enrolled at Eli Terry. Parents of our Choice students have the opportunity to
participate in a variety of school programs including Open House, school conferences, Sharing Night, and school
concerts and performances. During our concerts, students who reside in Hartford are hosted by our South Windsor
families. This makes it easier for Choice students to attend our evening performances.
E.T. staff work closely with our Choice Program families and communicate with them through journals, via
telephone conversations, e-mail, and parent/teacher conferences. Our school social worker is available to work with
our Choice students and their families.
Service Learning projects provide opportunities for South Windsor students to interact with a diverse population.
First grade students collected money for UNICEF. Grade four students organized a toy drive during the holidays.
Food items and clothing are collected for an area homeless shelter. In addition, the Eli Terry Student Council
members coordinate a blood drive for the American Red Cross. This year, our entire school participated in collecting
and donating books to Burr Elementary School in Hartford.
Our school theme this year, Continuing to CARE (Community, Accepts and Respects Everyone), was evident
throughout our school during the year. Our theme was discussed during morning meeting time. Every class at Eli
Terry has a designated time during the day to discuss issues, such as demonstrating empathy for one another.
Cultural food tasting activities and sharing of holiday traditions are ways in which students learn to embrace
"Project Wisdom" is a collection of messages that are read each Monday, thru our intercom. The messages introduce
children to the ideas of being more responsible, respectful, and caring. Selected staff members read these messages
to students at the start of each week, and classroom teachers then discuss the theme with their students during
morning meeting time.
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Instructional Time* School District K-6 State K-6
Total Hours of Instruction Per Year 1,005 1,006 989
*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 0.0 0.0 59.0
Voice 0.0 0.0 69.0
Internet Access 100.0 100.0 95.9
Multi-Room Network (LAN) 0.0 0.0 72.0
Computers School Dist K-6 State K-6 This school
# of Students Per Academic Computer 6.6 7.7 4.0 does not have a
% of Computers that are High or Moderate Power 0.0 66.8 73.8
% 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* 16.6 22.2 26.1
newspapers, and other resources is % of Print Volumes Purchased in 20.4 13.9 14.9
available to all Connecticut schools the Last Three Years
through the Connecticut Digital
Library. # of Print Periodical Subscriptions 6 10.8 15.9
# of Non-Print Materials 35 206.8 412.5
*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
# of Certified Staff
Teachers 28.3 27.3
Average Class Size School District State Administrators 1.0 1.0
Gr. K 2004-2005 19.7 20.0 18.5 Department Chairs 0.0 N/A
1999-2000 23.3 19.5 18.5 Library/Media Staff 0.0 0.0
Gr. 2 2004-2005 18.7 20.9 19.5 Counselors, Social Workers, 1.4 1.4
1999-2000 20.7 19.3 19.8 and School Psychologists
Gr. 5 2004-2005 23.0 22.8 21.3 Other Professionals 3.0 3.0
1999-2000 21.0 21.7 21.8 # of Non-Certified Instructional 18.0 13.5
Professional Staff Race/Ethnicity 2004-05 2003-04 1999-2000
% Minority 5.6 5.7 2.8
Professional Staff Experience and Training School District K-6 State K-6
Average Number of Years Experience in Connecticut 12.6 14.3 12.9
% with Master’s Degree or Above 77.8 77.6 80.4
% Trained as Mentors, Assessors, or Cooperating Teachers 30.6 34.8 29.6
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Selected Subject Areas, Grade 5 Estimated Hours of Instruction Per Year Computer/
School District State Supported
Art 25 25 31 No
Computer Education 22 22 18 Yes
English Language Arts 458 458 423 No
Family and Consumer Science 0 0 1 N/A
Health 30 30 24 No
Library Media Skills 0 0 19 N/A
Mathematics 225 225 189 No
Music 50 50 33 No
Physical Education 25 25 41 No
Science 85 85 97 No
Social Studies 85 85 95 No
Technology Education 0 0 1 N/A
World Languages 0 0 11 N/A
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 Yes Yes
In-Class Tutorial No No
After School Program No No
Summer School (2004) No No
Other No Yes
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
Student and Teacher Statistics School District K-6 State K-6
% of Students Retained in Grade after 2003-04 School Year 0.2 0.4 2.0
Teacher Attendance, 2003-04: Average # of Days Absent Due 8.6 6.8 8.2
to Illness or Personal Time
% Certified Staff Assigned to Same School the Previous Year 91.7 90.0 82.1
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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 70.9 68.4 52.8
Writing 69.8 73.5 63.3
Mathematics 72.1 74.2 56.8
All Three Tests 61.6 57.3 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 98.9 99.2 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 29.9 27.1 33.3 % on October 1, 2004 97.6 97.7 96.4
Grade 6 N/A N/A N/A
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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.
The largest improvement on the Connecticut Mastery scores was in the area of reading. Scores on the 2004-05 test
showed 70.9% of our fourth-graders attained goal. This is 2.6 percent higher than on the 2003-04 Mastery Test.
Writing and Math scores were virtually the same for the 2003-04 and 2004-05 school years. In writing, 69.8 % of
the students achieved goal on both the 2003-04 and the 2004-05 tests. In math, 72.3% of fourth-grade students
achieved goal in 2003-04 and 72. 1% in 2004-05. Representation of the entire fourth-grade special education
population on the 2004-05 Connecticut Mastery Test was a change from previous years. Eli Terry students continue
to score above the state average in all areas of the Mastery Test.
In reading, we exceeded the state average by 18 percentage points (70.9 vs. 52.8). Our 2003-4 tests exceeded the
state average by 14 points.
In writing, we exceeded the state average by 7 percentage points (69.8 vs. 63.3). Our 2003-04 tests exceeded the
state average by 4 points.
In math, we exceeded the state average by 15 percentage points (72.1 vs. 56.8). Our 2003-04 tests exceeded the state
average by 14 points.
All grade-level and special education teachers met to analyze the test results. Our reading consultant will continue to
run workshops for staff during staff meetings, team meetings, and before school. We are implementing a number of
programs to reinforce pre-and early reading skills in kindergarten through grade three. These programs include:
Guided Reading, our Early Literacy Program, as well as a program for children who are struggling with pre-reading
skills. Our reading consultant will work in a coaching situation to help classroom teachers in grades K-5 implement
reading and writing strategies. Math items have been analyzed and discussed during grade-level meetings and during
staff meetings. Teachers will continue to focus on providing a differentiated approach to instruction to strengthen
identified areas of growth.
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.
Eli Terry Elementary School is proud to be a recipient of the National Blue Ribbon School of Excellence award
from the U.S. Department of Education in the 2000-2001 school year. We continue to set high standards and strive
toward excellence. Eli Terry Elementary School is a pre-K through grade 5 elementary school welcoming more
than 40 special needs children into our Preschool Outreach Program (POP) from throughout the South Windsor
district. Our school theme is "Continuing to CARE (Community Accepts and Respects Everyone)"; this theme is
present throughout our school. Students show they care about the community and one another through numerous
Service Learning programs, as well as day to day interactions.
Eli Terry's student council consists of fifth-grade students who wish to take an active role in decision making,
service learning, negotiating, and learning about governing. This year, our Student Council initiated a program to
stop negative behavior during the bus ride to and from school. Student ambassadors also have a role to play in
welcoming visitors and new students. Other student programs at Eli Terry include safety patrol, flag attendants, and
superstar committees. All students are able to submit an application to become a student superstar.
Eli Terry has very strong ties to our community. Parent involvement is evident through our parent volunteer
program and our PTO. Our PTO funds our Cultural Arts programs, Read-at-Home, and Fitness-at-Home programs,
book fairs, and other, numerous activities. Parent volunteers work with classroom teachers both as room parents and
during instruction. Parents help special area teachers including our reading consultant with pre-reading programs
for our primary children.
Professional learning is highly regarded and supported. Teachers have common planning times and meet
monthly with the principal to discuss effective practices, curriculum, and data. Teachers attend workshops and
seminars to learn and implement new skills and ideas.
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.swindsor.k12.ct.us/Schools/et/index.htm
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