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Regional Multicultural Magnet School

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									              Regional Multicultural
                 Magnet School

                                       Annual Report
                                         2008 2009

RegionaL MulticulturaL Magnet School                   Annual Report 2008-2009
‘t   ‘nc r r ‘it ‘nc

            Regional Multicultural Magnet School
                      Name of School

       One Bulkelev Place, New London, CT o62o

                     (86o) 47-7775

                 pcaro1an rmms.k12

                       Paul Carolan
                     Director or Principal

                Participating School Districts

                       East Haddam
                        East Lyme
                       New London
                      North Stonington
                         Old Lyme
  r ‘nr tr r ‘nC’ ‘tr tr’
         Letter from the Principal and Governing Board Chairperson of the School                 5

         About Our School                                                                       7

         Operations Plan, Curriculum Design and Instructional Methods
         Including Modifications                                                                11

         School Goals                                                                           12

         Summary of Other Key Accomplishments                                                   21

         Financial Information                                                                  25

         Governance                                                                             28

         Attachments                                                                            29

                                       Poetry in Motion   —   all school event

Regional Multicultural Magnet School                      3                      Annual Report 2008-2009
                  Regional Multicultural Magnet School
                           Mission Statement                              I
       The Magnet School community is committed to respecting
       cultural diversity, empowering all learners, and developing
        compassionate people who take responsibility for making
                        positive changes in society.

     We will accomplish our mission by:

     Respecting cultural diversity...
     • Supporting people from culturally diverse backgrounds
     • Encouraging the development of bilingual learners
     • Fostering the appreciation of human similarities and differences

     Empowering all learners...
     • Using developmentally appropriate practices
     • Creating an environment where people feel safe to take risks
     • Changing conflict into creative and constructive learning
     • Teaching people to analyze and critique ideas from multiple
     • Challenging people to reach their fullest potential

     Developing compassionate people...
     • Providing opportunities for people to care for others
=‘   • Supporting people in their efforts to serve others

     Making positive changes in society...
     • Helping people to view themselves as change agents
     • Supporting the development of leadership skills
     • Expecting people to accomplish meaningful change in their

   r ‘f’tr “ ‘Y ‘f”tr                                                                      r’
May 10, 2009

Dr. Mark K. MoQuillan, Commissioner
Connecticut State Department of Education
165 Capitol Avenue
Hartford, CT 06106-1630

Dear Commissioner McQuillan:

The 2008-2009 school year at the Regional Multicultural Magnet School saw a continued focus on
aligning our program initiatives and practices with our mission as a magnet school to focus on respecting
cultural diversity, empowering all learners, and developing compassionate people who take responsibility
for making positive changes in society. All stakeholders in the school strive to balance the importance of
academic progress with the tenets of our mission to address the social/emotional competencies and
progress of our students. This year has seen an acknowledgement of this balance through an intensified
focus on collecting, analyzing and reflecting on student performance data in order to make more informed
decisions regarding our instructional practices in both the academic and the social/emotional realms. This
has been especially challenging and rewarding in light of this being the first year that we did not make
Adequate Yearly Growth (AYP) in a number of areas. Challenging in that we are increasingly aware of
the need to continue reflection and self-assessment regarding our academic rigor that we do so without
compromising the mandate from our parents based on our mission of developing compassionate,
responsible future citizens of the world.

In the academic areas, a plan was developed and implemented for 2008-2009 which included universal
assessments, data teams to review assessment results, specific criteria to determine Tier 2 and Tier 3
interventions and the implementation of instructional resources based on review and research of
scientifically based interventions identified by the Beginning Reading “What Works Clearinghouse” on
the US Department of Education website. There were some early challenges with the development and
implementation of a model for clearly and objectively looking at student assessment data in order to make
informed decision about instruction and to then be able to monitor progress in order to evaluate the effects
of the instructional decisions on students learning. Under the leadership and guidance of the newly
appointed Associate Director of Curriculum and Instruction, there is strong growth in these areas,
especially with the focus on the early elementary grades.

In the social/emotional areas, two members of the RMMS team joined a LEARN’s cohort to learn about
and share with staff components of PBIS (Positive Behavior Interventions and Supports). A PBS ad hoc
committee was established at the beginning of the school year at RMMS. The group compared PBS tenets
with the philosophy and strategies of Responsive Classroom, the “social curriculum” approach that is
used at our school, in order to explore areas of alignment as a means to enhance this very important part
of our school program and mission.

Regional Multicultural Magnet School                 5                              Annual Report 2008-2009
Dr. Mark K. McQuillan, Commissioner
Connecticut State Department of Education
165 Capitol Avenue
Hartford, CT 06106-1630

Page 2

Our strength as a school community continues to be our commitment to students, their parents/caregivers,
our community, environment and each other. Evidence of this commitment includes our new partnership
through our COMPASS parent group with a community parks conservancy, the expansion of World
Languages this year with addition of Russian for some of our grade 4/5 classes, a strong
mentoring/support of our Year 1 and 2 teachers throughout the portfolio process, and a strong support of
student teachers and interns from a number of surrounding universities. These are a few of the many
attributes that contribute to our uniqueness and richness as a magnet school in Connecticut.

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About Our School...
The Regional Multicultural Magnet School is an elementary (K-5) public school of choice
located in New London. Its ethnically and socio-economically diverse student body of 500
comes to the school from twelve districts in southeastern Connecticut. The instructional program
features a multicultural curriculum, emphasizes inquiry, and provides hands-on learning
experiences. As a Responsive Classroom school, RMMS values the social curriculum as much as
the academic curriculum. Students are taught respect and learn to value diversity. Approximately
one fifth of the student body is enrolled in the Dual Language (SpanishlEnglish) Immersion
Program. In addition all students receive instruction in speaking Spanish.

Racial isolation is a long-standing issue in the State of Connecticut, which has become more
critical with accelerating minority growth in its few urban communities. Sixteen years ago,
RMMS, a regional K-5 magnet school, serving East Lyme, Groton, Ledyard, Lyme/Old Lyme,
Montville, New London, North Stonington, Preston, Salem, Stonington, and Waterford, opened
in New London, Connecticut. This voluntary desegregation program was successful in providing
a quality education for young people and attracting students and families from eleven very
diverse communities to the same classrooms. East Haddam joined our community in 2005.
During the past decade, the rate of minority growth in New London has surpassed the minority
growth rate in the entire state. Meanwhile, the increase of minority population in the eleven
surrounding districts has been very small. Given this disparity, the only viable means to address
racial isolation in this geographic area of the state is on a regional basis. The Regional
Multicultural Magnet School (RMMS) provides a proactive plan to address racial isolation,
which reduces minority group isolation in the city of New London’s elementary schools. RMMS
provides a program of high academic standards for all students.

RMMS has a diverse student body that is approximately 50% minority and 50% Caucasian.
Additionally, 45% of the students qualify for free or reduced meals. The school has maintained a
high level of interest in the region and a strong applicant pool. It has also been successful in
attracting financial support from a number of small foundations and granting agencies, as well as
the federal Magnet School Assistance Program.

Attach your updated 2008-2009 Strategic School Profile.
The 2008 2009 strategic school profile is attached at the end of this document.

School Program
Description of admissions process including deadlines
The admissions process begins on January 2nd with student recruitment from all towns and
continues through March 31 A wide array of recruiting strategies is employed. A flyer is sent
home to each student K-4 in all of the communities served. Weekly guided tours are offered in
English/Spanish. Evening and weekend open houses are held four times with each event
featuring a different curriculum component of the school.

After the recruitment period ends, students are entered into a database in preparation for the
lottery. The League of Women Voters of Southeastern Connecticut conducts the lottery the first
week of April. Students are divided by their districts, and then a separate lottery is held for each

Regional Multicultural Magnet School              7                            Annual Report 2008-2009
                                            r’ir ‘nr                                    tr
district. Children are selected by an open lottery based on the number of openings in each

Each family receives an acceptance letter with a registration package, health forms, school-based
health clinic forms, and a request for an original birth certificate and proof of residence.
Entering Kindergarten students are invited for two screenings and orientation sessions. Children
are screened both individually and in a group setting. Parents are provided an orientation about
preparing children for Kindergarten and ample time is provided to answer questions about school
routines. Upper level students are invited to spend a day in the school and their parents are given
an orientation.

A letter is sent to all students not accepted in the lottery. Students are automatically placed in the
applicant pool until December of the year that they apply.

During the kindergarten registration process students are given information about Puentes, the
dual-language immersion program. Dominant Spanish speakers are accepted automatically into
the program and a lottery is held for the English speakers.

Recruitment methods
• Banners, in English and Spanish, hung on the school building advertising the recruitment
• Five flyers sent home with each current family to be given to interested neighbors, friends and
• Flyers sent home with kindergarten through fourth grade students in all member districts
  through their elementary school
• Presentations in local community buildings in outlying communities
• Newspaper advertisements with tour date and open house dates
• Tours twice a week at the school led by recruiter and parent volunteers
• Evening and weekend open houses that feature a specific curriculum component
• Radio commercials
• Cable access TV scrolls

Attached are recruitment materials which were utilized during the 2008-09 school year.

Ten of the twelve districts provide free bus transportation for students both to and from school.
In these school districts the service configuration is slightly different ranging from door-to-door
service to having one or two town-wide bus stops for parents. Both Salem and East Haddam
have somewhat more restrictive plans. In Salem, students get free transportation only if parents
drive them to East Lyme High School for pick up. In East Haddam parents pay for
transportation. The cost is divided among the number of students taking the bus. In both East
Haddam and Salem parents are offered a small daily stipend if they choose to drive their children
on a regular basis.

        t ‘K
Student Information
                                       r             r   ‘A       ‘t   r
Number of student applications received by grade and residence as of date of lottery.

                      Ethnicity                                        Grade
                   American Indian           8                                  K   204
                             Asian          29                                  1    69
                             Black          61                                  2    42
                          Hispanic         107                                  3    29
                             White         169                                  4    22
                      Grand Total          374                                  5     8
                                                               Grand Total          374

            Free & Reduced Lunch
                            Free 120
                             Full 217
                        Reduced    37
                    Grand Total 374

       Female                              173
       Male                                201
       Grand Total                         374

                    East Haddam              5
                      East Lyme             20
                           Groton           74
                          Ledyard           26
                 Lyme/Old Lyme               3
                        Montville           28
                     New London            177
                North Stonington             1
                          Preston            1
                            Salem            2
                      Stonington            11
                       Waterford            16
                   Out of District          10
                Total Applicants           374

Regional Multicultural Magnet School             9                      Annual Report 2008-2009
Number of students on waiting list [by grade and residence as of October 1, 20081
241 students remained in the applicant pool for the 2009-20 10 school year. These applicants will
be on a list until December of 2008.

                  Ethnicity                                                  Grade
      American Indian                          4                                      K    111
                Asian                         20                                      1     55
                Black                         37                                      2     32
             Hispanic                         76                                      3     23
                White                        104                                      4     16
         Grand Total                         241                                      5      4
                                                                            Grand Total    241

  Free & Reduced Lu nch Eliciible
                Free                          71
                 Fu I I                      150
            Reduced                           20
         Grand Total                         241

  Female                                     116
  Male                                       125
  Grand Total                                241

        East Haddam                           2
           East Lyme                          6
              Groton                         42
             Ledyard                         23
     Lyme/Old Lyme                            0
            Montville                        16
         New London                         128
    North Stonington                          0
              Preston                         0
               Salem                          0
          Stonington                          6
           Waterford                          8
       Out of District                       10
       Total Waiting                        241

Operations Plan, Curriculum Design and Instructional Methods
Ineluding Modjfications
Brief Summary
During the 2008-2009 school year, respective curriculum committees have been reviewing the
CSDE drafted or approved Grade Level Expectations in order to align our written curriculum
materials and instructional practices with these guidelines. Also, a new Associate Director for
Curriculum and Instruction began in September of 2008.



                       Magnet Kingdom teacher helping students with homework.

Regional Multicultural Magnet School             11                          Annual Report   2008-2009
  t *ic r                                      ‘i ‘r r ‘tr
School Goals:
I. Educational Progress of Students

Goal A:
Improve student performance across the curriculum.

Measurable Objective A.1:
All children will demonstrate developmentally appropriate standards of literacy by the end
of third grade through involvement in a well-balanced literacy program and through the
development of a partnership with parents in their child’s literacy development.

Program Initiative:
• Incorporate the competencies required for early reading success, including critical indicators
   for teacher intervention and the components of high-quality early reading success curriculum.
• There were 160 students in the child study team (TOPSICST) process this year. Three
   meetings were held for most of those students, sometimes more. A major improvement over
   previous years is that parents were in attendance at all of these meetings.

Performance Indicator: 80% of K-i students will meet or exceed grade level literacy
benchmarks by June 2009.

Measurement Tool
The measurement tools utilized are DIBELS for K and 1 students.

Progress in meeting the goal
           • 69% of kindergarten students met the benchmark on the DIBELS Initial Sound
             Fluency benchmark assessment.
           • 81% of kindergarten students met the benchmark on the DIBELS Phoneme
             Segmentation Fluency benchmark assessment.
           • 70% of kindergarten students met the benchmark on the DIBELS Nonsense Word
             Fluency benchmark assessment.
           • 73% of kindergarten students ended the year reading at or above the DRA2 year-
             end level 4 benchmark.

First Grade
          •    90% of first grade students met the benchmark on the DIBELS Phoneme
               Segmentation Fluency benchmark assessment.
           •   74% of first grade students met the benchmark on the DIBELS Nonsense Word
               Fluency benchmark assessment.
           •   67% of first grade students met the benchmark on the DIBELS Oral Reading
               Fluency benchmark assessment.
           •   69% of first grade students ended the year reading at or above the DRA2 year-end
               level 18 benchmark.

Second Grade
              •    66% of second grade students met the benchmark on the DIBELS Oral Reading
                   Fluency benchmark assessment.
              •    63% of second grade students ended the year reading at or above the DRA2 year-
                   end level 28 benchmark.

Third Grade
              •    70% of third grade students met the benchmark as measured by the Reading
                   Fluency Benchmark Assessor.
              •    72% of third grade students ended the year reading at or above the DRA2 yearend
                   level 38 benchmark.

Continued areas of focus

    •    The Regional Multicultural Magnet School (RIVIMS) will continue to implement a
         comprehensive, balanced literacy program that involves parents and caregivers as partners in their
         children’s literacy development.

    •    Continue working to align RMMS K-5 Tier 1 instruction with the Grade Level Expectations
         outlined in the Connecticut PK-8 English Language Arts Curriculum Standards.

    •    Continue to correlate the RMMS Literacy Block Framework to the Grade Level Expectations
         outlined in the Connecticut PK-8 English Language Arts Curriculum Standards.

    •    Continue with collaborative, structured, bi-monthly “Teaching and Learning Team” meetings that
         focus on the effectiveness of teaching and learning. Through the Teaching and Learning Team
         meetings, staff will continue the process of collecting and charting data, analyzing strengths and
         obstacles, establish goals, select instructional strategies and determine results indicators.

    •    We will continue to purchase high interest leveled texts as we add to our K-3 bookroom
         inventory. This bookroom is specifically designed to organize and house appropriate guided
         reading materials (fiction, non-fiction and reader’s theater scripts) for K-3 students.

    •    Through daily guided reading instruction, teachers and instructors will monitor the reading
         progress of individual students and provide flexible groupings to enhance Tier 1 instruction.
         Teachers will continue to send home guided reading books daily.

    •    RMMS will continue to provide professional development for teachers and instructors with a
         focus on Scientific Research-Based Intervention (SRBI). We will continue to identify students at
         risk for poor learning outcomes, monitor student progress, provide evidence-based interventions
         and adjust the intensity and nature of those interventions depending on the student’s
         responsiveness. Regular and special education staff will work collaboratively. Schedules will be
         designed to allow teachers and staff to work together to use available resources and provide
         services to all students.

    •    RMMS will continue with Read Naturally for disfluent readers in grades 2-5. Read Naturally is a
         supplemental reading program that provides research-based practice and intervention. Read

Regional Multicultural Magnet School                 13                              Annual Report 2008-2009
          ‘n ‘tr’tr                                    tjr
    Naturally combines three powerful strategies to improve reading fluency in struggling readers:
    teacher modeling repeated reading and progress monitoring.

•   RMMS will continue to provide explicit, small group instruction using Early Reading
    Intervention (ERT), a systematic, strategic and intensive intervention program for kindergarten
    and first grade students who are not meeting academic benchmarks. ERI is a research-based
    program published by Scott Foresman that brings together effective educational practices from
    leading researchers in the areas of reading and intervention. Students who are at risk will receive
    additional small group intensive intervention designed to accelerate struggling readers’
    acquisition of priority skills in phonemic awareness, phonics, fluency, vocabulary and text
    comprehension. ERI will benefit both native English speakers and English Language Learners.

•   RMMS will continue to provide explicit, small group instruction using SpeliRead, a systematic,
    strategic and intensive intervention program designed students in grades 2-5 who are not meeting
    academic benchmarks. Published by Kaplan, SpeliRead is a one-year, small group reading
    intervention program that focuses on phonological automaticity and reading fluency, while
    providing explicit comprehension and vocabulary instruction and opportunities for writing.
    Progressing sequentially through three phases of instruction, SpellRead’ s instructional format and
    materials are designed for small groups of five students in 60 minute sessions.

•   We will continue our meetings entitled Together Our Pupils Succeed (TOPS). TOPS meetings
    provide opportunities for school staff and parents/caregivers to work together as a team to plan
    for students to receive the most beneficial and effective educational programs. At these meetings
    teachers and other staff members working with a particular child share information with parents
    concerning progress, strategies and interventions they are using and discuss any specific concerns
    they have about the child’s progress in school. This is also an opportunity for parents/caregivers
    to share progress they are seeing at home and also share any concerns they have about their
    child’s progress. This team of parents and staff then develop a plan which may include
    modifications and/or intervention strategies that are to take place at school and at home.

•   We will continue to offer interactive family literacy sessions for parents who have children in
    grades K-3 throughout the 2009-2010 school year. Topics will include, but are not limited to, the
         o The Importance of Reading Aloud
         o Letters, Sounds, Rhyme and Rhythm: The Importance of Building a Strong Foundation
             in Phonological Awareness
         o Summer Fun: The Importance of Continued Reading and Writing During the Summer
    Our goal is to bolster parents’ confidence in themselves as “teachers” so they will be motivated to
    read to (and with) their children daily.

•   Performance reading is becoming a powerful instructional strategy here at RMMS and we will
    continue to encourage it. More and more teachers are expressing an interest in having their
    students involved in performance reading now that they have observed the benefits of
    performance reading firsthand during All School Meetings. As this happens in years to come,
    students’ school wide will be engaged in repeated reading activities in preparation for their
    performances. Repeated reading builds fluency, which in turn supports comprehension. As a
    greater number of students become interested and engaged in repeated reading to prepare for a
    performance, they will gain confidence in themselves as readers.

  ‘iCr                         trtr ‘r ‘*%1r ‘Kir
    •    All RMMS students are being encouraged to participate in the Governor’s Summer Reading
         Challenge. Connecticut Reads 2009 Summer Reading Journals are being sent home with every

    •    Summer 2009 “Memory Boxes” will go home with all students during the last week of school to
         encourage reading and writing activities over the summer. Students will bring their memory
         boxes back to school during goal setting conferences scheduled for August 25 and 26, 2009.
         Connecticut Reads 2009 Summer Reading Journals, keepsakes collected in the summer memory
         boxes and the stories and/or poetry about these special items will be shared with teachers and
         classmates at the beginning of the school year. The contents of the summer memory boxes will
         also be used as inspiration during writers’ workshop in the fall.

    •    We are continuing our practice of giving students their own personal copy of a book with a
         multicultural theme to read during the summer. This year our summer 2009 books are two
         bilingual titles written by Amada Irma Perez. Depending upon grade level, each student will
         receive a copy of either My Very Own Room or My Diary From Here to There. Classroom
         teachers will introduce the books before they are sent home for the summer. When students
         return next fall, these stories will be the basis for extension activities by classroom, art and music

    •    The kindergarten and first grade teachers are going to volunteer their time again this summer to
         make leveled readers available to all kindergarten and first grade students during the summer
         months. The RMMS library will be open two mornings per week from July 7 until August 13 for
         children to check out leveled texts at their independent reading level. The library is also open to
         families who want to read books to their children from the RMMS library collection during this
         open library time.

    •    31 families from grades K-3 participated in a Summer Fun Family Literacy Night on June 10,
         2009. Parents learned about ways in which they can help their children avoid summer reading
         loss and also learned about the rich variety of fun and educational programs area libraries and
         local agencies are offering during the summer months. Each family had the opportunity to
         choose four complimentary books to add to their home libraries. We will again host this event in

    •    RMMS has many volunteers reading with students in grades K-3 from Connecticut College,
         Mitchell College, Three Rivers Community College, the U.S. Coast Guard Academy and St.
         Sophia’ s Greek Orthodox Church. We will continue to foster these partnerships during the 2009-
         2010 school year.

    •    We will continue having an hour-long orientation for the parents of incoming kindergarten
         students. Four orientation sessions are scheduled for May 2010. The focus of the orientation is
         on readiness skills (i.e., language concepts, reading readiness, listening, motor, social-emotional)
         that are beneficial for children to know as they make the transition into a full day kindergarten
         program. Parents are also provided with many helpful tips and activities they can do with their
         children to help strengthen these readiness skills.

    •    We will continue our RMMS Summer Literacy Support Program for students at risk. This
         literacy support will take place four mornings per week (Monday-Thursday) for one hour per day,
         beginning on June 29 and continuing through August 6. This hour of literacy support will consist
         of small group explicit instruction in phonemic awareness, phonics, vocabulary, fluency and the

Regional Multicultural Magnet School                   15                               Annual Report   2008-2009
  r” ‘!tr tr Kr’ rLtxd
       development of comprehension strategies. Through daily guided reading lessons, students will
       have the opportunity to read books at their instructional level and will also receive instruction in

   •   A four-week summer “kindergarten transition” class is being offered to incoming kindergarten
       students during the month of July 2009 for those students who have exhibited a need for
       additional readiness and/or social skills. This program is designed to ease the transition from
       preschool to a full day kindergarten program in the fall.

   •   During the 2009-2010 school year, all teachers will continue the established practice of inviting
       parents to attend at least one classroom literacy event in the form of an Author’s Tea or Poetry

   •   Goal Setting Conferences are scheduled for August 25 and 26, 2009 so that parents and children
       can meet with teachers before the opening day of school. These initial conferences serve as the
       foundation upon which the home/school connection is built, as it enables families and teachers
       the opportunity to become acquainted while discussing a student’s academic and social goals for
       the upcoming school year. Two additional parentlteacher conferences are scheduled for
       November 2009 and March 2010.

   •   We will continue to measure student progress using data from running records, the
       Developmental Reading Assessment (DRA2), Degrees of Reading Power (DRP), Dynamic
       Indicators of Basic Early Literacy Skills (DIBELS), Phonological Awareness Inventory, Maze
       CBM, LAS Links and the Connecticut Mastery Test (CMT). In addition to standardized
       measures of reading progress, teachers will document through observation the motivation and
       enjoyment students exhibit in literacy activities.

Modifications in goallobjectives for 2009-2010 school year:
Areas of focus will address all academic areas where adequate yearly progress was not made.

Measurable Objective A.2:
Ensure that every student will make positive growth in math.

Measurement Tool
The measurement tools utilized were the Investigations benchmarks unit assessments and the
Success Tracker beginning and end of year assessments and CMT Math scores.

A minimum of one year’s growth on all individual students’ formative assessments and to
improve the number of students at/above goal on the CMT Math Assessment by 5 percentage

Progress in meeting the goal
Percentage of students At/Above Goal on          CMT Math
                                                 2008                    2009

                         3                        60.3                   39.5
                         4                       37.7                    63.6
                             5                     56                    63.5

Improvements needed
Review of early mathematics Tier 1 instruction and Tier 2 intervention.

Modifications in goal/objectives for 2009-2010 school year
Areas of focus will address all academic areas where adequate yearly progress was not made.

Jump rope!

Regional Multicultural Magnet School            17                         Annual Report   2008-2009
II. Accomplishment of Mission, Purpose and Specialized Focus

Goal A:
To develop strategies to proactively address needs of students who demonstrate behavior that
causes them to need to receive an office or recovery room referral.

Measurable Objective A.1:
Students who have demonstrated frequent (more than 5) monthly office or recovery room
referrals for inappropriate behavior in classrooms or other areas of the school during the first five
months of the school year will decrease these referrals to 3 or less monthly referrals during the
second five months of the school year

Measurement Tool
Examine the number and nature of discipline office or recovery room referrals that exceed four
each month.

Record students names and number/nature of office and recovery room referrals that exceed five
a month from September through January.

Progress in meeting the goal
During the 2008-2009 school year, staff has continued to focus through their Responsive
Classroom activities, including Morning Meetings, on the tenets of CARES: (Cooperation,
Assertiveness, Responsibility, Empathy and Self-control) These focus areas of the social
curriculum were reinforced during all morning met as well as the bi-weekly All School Morning
Meetings. Through creating their own classroom rules that stress respect for our school,
themselves, and each other, students become immersed in a culture of mutual respect. The vast
majority adheres to the practice on a daily basis. New teachers, instructors, and even our
substitutes are trained in this methodology annually. Last year approximately 5% of the RMMS
student body received a discipline referral for showing lack of respect.

During the 2008-2009 school year two members of our staffjoined a LEARN’s cohort to attend
a two-year long series of workshops regarding the Positive Behavior Intervention and Support
framework. A school-wide PBIS committee was established and eventually joined forces under
our already functioning Responsive Classroom Committee. Information from the workshop
training during the year was shared with the rest of the committee an with the full staff.

Through the Child Study Team process, student behavioral challenges were explored and
strategies explored through PBIS were implemented, such as reviewing our Tier I positive
behavioral strategies (Responsive Classroom), noting and reviewing behavioral antecedents, and
development of functional behavior plans.

Improvements needed
We still need to review the data for the second half of the school year and continue this focus
into the next school year. An update will be reported by October 2009.

                                                ‘r ‘fr’Ur’
Measurable Objective A.2:
Students will take responsibility for making positive changes at RMMS.

Measurement Tool
All fifth graders will participate in LEAD, an organization in which students provide service to
the school while developing leadership skills. Some students read with younger students, some
assist with recess activities, and some assist with food preparation in the kitchen while others
assist office staff. Additionally a large number of fourth and fifth graders participate in STEC,
Save the Earth Club an organization that supports environmental causes. On a weekly basis
STEC members carryout a school-wide paper recycling project, clean up school grounds, and
publicize environmental issues through the Morning News show. Students K-5 take turns
participating in the Morning Show, a daily televised newscast. A group of fifth graders serve as
the anchors and video crew for this show.

One hundred percent participation by fifth graders in LEAD and school-wide participation in
STEC and the Morning Show.

Progress in meeting the goal
During the 2008-2009 school year, 100% of RMMS fifth graders participated in LEAD.
Additionally thirty-five students participated in STEC. A rotating group of grade 5 students
served as anchors for the Morning Show in which nearly 400 students participated over the
course of the year.

Improvements needed
We have no plans for major changes in our LEAD program, STEC or Morning News for the
2009-20 10 School Year. We are exploring additional possibilities for all students to have
extended opportunities for service learning and community involvement.

Regional Multicultural Magnet School             19                           Annual Report 2008-2009
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III. Efforts to Reduce Racial, Ethnic and Economic Isolation and to Increase the Racial
and Ethnic Diversity of the Student Body

Goal A:
To reduce racial, ethnic and economic isolation and to increase the racial and ethnic diversity of
the student body.

Measurable Objective A.1:
The recruiting process should lead to a balanced diverse student body in race, ethnicity, and
socioeconomic status.

Measurement Tool
Examination of a statistical summary report of applicants and matriculated students

A student body composed of approximately 50% white and 50% minority students with a
representation of children of all racial subgroups and diverse socioeconomic levels

Progress in meeting the goal
In addition to seeking an overall diversity of race, ethnicity, and socioeconomic status on a
schoolwide basis, we create classroom groupings with a widely diverse representation of
students. In addition to focusing on bringing together diverse student groups, at RMMS we
structure a number of all school events which bring together a diverse group of parents as well.
These include our Back to School Picnic, our Curriculum Nights, Taste of the Arts, and our Year
End Shows. We strive to provide a number of community experiences in the school, which bring
parents and community members together as well. To accomplish these goals, we also work
closely with our member districts.

Improvements needed
We seek to improve the ratio of white to minority applicants. This objective is a challenging one.
Most of our white applicants come from our suburban towns. Most of these communities have a
very low percentage (less than 6%) minority population. Our recruiting efforts all result in
increased publicity about our program in these suburban communities. Not only do the parents of
white children hear our message, but so do the parents of minority children. Often times these are
white parents who have adopted a minority child. These parents clearly embrace our mission and
are eager to have their children attend RMMS. Furthermore, minority parents of minority
children who reside in the suburbs are often eager to have their children attend school in a more
racially balanced environment. We are appreciative of these parents’ endorsement of our
mission, their applications work against our achieving a higher percentage of white applicants.

Modifications in goat/objectives for 2009-10 school year
None planned at this time.

Summary of Other Key Accomplishments

Major Committee Accomplishments
   Literacy Committee. Committee worked during the school year on aligning the CSDE reading and
   writing grade level expectations with our curriculum and pacing guide. Literacy instructional
   frameworks and essential guidelines were established for all grade levels.
   Math Committee. Second year focus on the implementation of the TERC investigations 2 program
t! Social Studies Committee. The Social Studies committee has worked this year to align our
   curriculum with the upcoming state guidelines. We have done this from K- 5 making sure that the
   vertical alignment in instruction is in place as well as consistency within each grade level. In addition
   to aligning our curriculum we have infused multicultural themes and perspectives into the new
   framework as well, using both multicultural guiding and essential questions as a lens which we teach
   Social Studies through. One other key factor in this curriculum is the connection the students make
   between history and their lives today through the “resurrection” of the Selbome Project in grades 2-5
   to be implemented in the 2009-2010 school year. Project integrates all curricular areas with social
   studies with a focus on students developing the skills of observation, inquiry, research and
   analysis/synthesis of ideas through an in-depth study of and notebooking regarding the immediate
   surrounding community.
II Science Committee. The committee presented two professional development workshops on
   “Notebooking” and developed rubric for science notebooks. They also completed 3” year of
   Math/Science Partnership with the following areas of focus:
            i Completed and became certified with NSTA online courses on Force and Motion and
                Coached colleagues
                Created, modeled and coached colleagues in Guided Explorations based on the
                Connecticut Science GLE’s

I Multicultural Committee. Development of Multicultural grade level expectations.
I Bilingual Committee. Completed the writing of grade level expectations based on CSDE world
  language grade level expectations.
   Technology Instruction Integration Committee (MITT). Use of for RMMS students to
  communicate with Russian pen pals. E Productivity software recommendations to the IT department
  for review approval. D Printing to a shared color copier reducing the number of color printers. D
  Reviewed and modified the 3-year replacement plan. Addressing wireless issues including printing
  from student laptops.

Professional Development Activities.
         Data Team Process. Under the guidance of the Associate Director, the RMMS staff developed a
         process for reviewing student progress in literacy based on universal assessments and progress
         monitoring in order to make instructional decisions to address identified deficit areas. Each data
         team, consisting of staff from clusters of two grades, meets once every other week for
         approximately 90 minutes.

     ø Instructor shared PD block. Initiated by the school instructional assistants, a time was set aside
       by the group 1-2 times each month to share ideas/strategies relating to their Tier 2 and Tier 3
       interventions with students who have not met adequate benchmark progress.

Regional Multicultural Magnet School                 21                              Annual Report 2008-2009
   ti The Use of Student Notebooks as Learning Tool. An initial workshop presented by our Math
      and Science Partnership cohort within RMMS, the staff has worked during the school year on
      developing norms, guidelines and rubrics for students’ use of notebooking, that is “writing to

   ti Webpage construction. All staff had the opportunity to develop their individual class webpages
      through support from our Instructional Technology department at LEARN.

   ti Mandated trainings (e.g. Bloodbourne Pathogens)

Other Key Accomplishments

       RMIvIS continued as a pilot school for the Connecticut State Department of Education’s project
       on the development of formative assessments, including a computer-based formative assessment
       for mathematics.

   ti All School Picnic. The PCO (Parent Caregiver Organization) hosts an all school picnic in early
      September to welcome new families to the school.

       Parenting Seminar October 15, 2008 from 6:00- 7:30 at RMMS, Susan P. Epstein, LCSW,
       Parent Coach, presented a free parenting seminar titled, “No I Won’t and You Can’t Make Me”:
       How to Raise Children You Can Be Proud Of.

   ti Partnership with New London Parks Conservancy. A relationship was developed this year
      with the New London Parks Conservancy with a direct partnership with Williams Park, a city
      park area a few blocks from the school where RMMS have recess and other physical education
      activities throughout the year. The partnership included two fund raising events that yielded over
      $6000 for the Conservancy and various clean-up and planting projects throughout the year.

   11 Math and Science Partnership (MSP) Program. Five teachers continued their three-year
      commitment to a Math and Science collaboration and teacher coaching program to help enhance
      Science instruction at RMMS and to continue with the development of teacher/leaders within the

       RIF. For the eighth year, RMMS students got to select three free books provided by the BP
       Learned Center with sponsorship from local charitable organizations. Each student received a
       copy an age-appropriate biography in either English or Spanish for 2007 summer reading.

   ti Reader’s Theater. First grade classes performed a Reader’s Theater for All School meeting.
   ti K/i Inquiry Science Night.       and        grade students showcased their inquiry science class work
      for parents.
                                            th     th
   ti Underground Railroad Simulation. 4 and          grade students participated in an Underground
      Railroad simulation led by teachers and parent volunteers.

   ti Volunteers. Students from three colleges worked between two and ten hours per week to meet
      course requirements. Students from Three Rivers Community College, the University of New
      Haven, and Connecticut College did their student teaching at RMIvIS. Twelve students from local

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         high schools and colleges did one time visits to learn about magnet schools and the multicultural

    I1 LEAD. All fifth grade students provide service to the school on a weekly basis. They mentor
       younger students, assist in classrooms and provide services to clerical and kitchen staff.
         STEC. 3 4 and 5 graders in STEC (Save the Earth Club) met regularly to discuss
                rd th

         environmental issues, implement school-wide paper recycling, and clean-up school grounds.

    I! Chorale Ensemble. The Chorale Ensemble comprised of approximately ninety fourth and fifth
       graders presented their public concert at New London High School Auditorium as well as
       performing for major school events.

         The Morning Show. Under the direction of the school’s computer and art teachers, students led a
         daily school-wide video-broadcast. Classes took turns hosting the show.

         Summer Program. A seven week long summer program provided 100 students with direct
         instruction in reading and writing, enrichment activities, recreation, and weekly field trips. A
         summer literacy support component to the program was added during the summer of 2008 and
         will continue through 2009.

    I! Enrichment. Each grade level had eight two hour enrichment sessions. Clubs ranged from
       Modem Dance to Chinese Brush Painting and Watercolor, Puerto Rican culture and games,
       Native American Storytelling, Fiber Arts, and Club India.

    I!i Nature’s Classroom. For the ninth year RMMS fourth and fifth grade students spent a week at a
        Nature’s Classroom camp in Ivoryton, CT engaged in scientific explorations and team building
        activities. Parent volunteers served as overnight chaperones. Scholarship money was provided by
        the Chelsea Groton Foundation and the RMMS Foundation to make this event accessible to all.

         Curriculum Celebrations As a culminating event in the spring each class produces a skit or

         musical presentation that they perform for the entire student body, staff, and parents on the stage
         at the Garde Theater. The presentation is a celebration of an area of the curriculum that has been
         of focus during the year.

    !! Poetry in Motion. Each RMMS student wrote an original poem or class poem (for lower
       elementary grades) which was displayed on a notecard posted throughout the hallways of the
       school. Poetry in Motion Day began with an All School Assembly and culminated with students
       reading one another’s poems.

    I! Bilingual Cultural Evening. To bring students and families together, the Dual Language
       Immersion Program sponsored an evening of bilingual celebration. During this evening event,
       children and caregivers enjoyed wonderful ethnic food, sang songs in Spanish and listened and
       danced to the salsa, merengue and other music.

    I! A Taste of the Arts at RMJVIS. For the sixth year parents celebrated students’ accomplishments
       in the arts with musical performances by the Bilingual Singers, the RMMS Choral Ensemble, and
       student soloists; an art exhibit displaying the work of every student; and an ethnic foods buffet
       provided by parents.

Regional Multicultural Magnet School                                                 Annual Report 2008-2009
   Exhibit. Students, staff, and families viewed a traveling photo exhibit, “Children of Ecuador
   photo exhibit.

   Moonrocks. Students and parents of RMIvIS had the extraordinary experience of being visited by
   moon rocks! These actual bits of the moon were brought back by astronauts over several moon
   missions, starting with Apollo 11, when man first landed on the moon 40 years ago! Two of our
   grade 5 teachers attended a special NASA workshop to be certified to borrow these national

   Field Day. With the help of parent volunteers all students participate in field day activities, an
   outside barbecue lunch provided by the cafeteria staff, and an All School Sing led by staff.

   PALS Program. PALS (Playing and Learning Successfully), a grant supported program
   completed another exciting and productive year. This year 47 children were actively involved in
   the program. The children enjoyed a night of dinner and scrapbooking with their parents
   to celebrate their growth in the program. Parents were able to learn more about the program and
   receive suggestions on how to continue utilizing the child led model at home.

ri World Language Program. All students in non-Puentes classes in grades K-3 received Spanish
   instruction 4 times each week. It was recommended to increase the instructional time from 15 to
   20 minutes each session. Students in 4 non-Puentes classes in grades 4 and 5 received Russian
   instruction 4 times each week.

   Responsive Classroom. The Responsive Classroom committee joined with the D.I.R.T.
   Committee (Discipline) to combine forces in supporting and reinforcing the philosophy and
   approaches of our social curriculum. RC language posters were placed throughout the school to
   encourage common language usage. RC video clips covering the implementation of various
   aspects of the curriculum have been shown at staff meetings. Discussions have taken place
   focusing on the possibility of blending some PBS strategies with RC, as needed. A referral
   tracking data base program is also being investigated.

                                   Bilingual Cultural Event

   r             ‘irtrtr

Financial Information

 ED1 14      Fiscal Year 2009                                                   Budget Form
 Budget Type                                                                    Grant [Xj

 Grantee Name:                           LEARN                                        Town    Code:   00245
 Title:                                  Magnet School Operating
 Project Title:                          Regional Multicultural Magnet School
 Accounting Classification:
 Fund: 11000                             SPID: 17057
 Grant Period:                           7/1/2008 6/30/2009
                                                 -                              Authorized Amount:         $3,878,580

 Codes           Descriptions                                                                          Budget Amount

 lilA            Administrator/Supervisor Salaries                                                     $       188,397
 111B            Teachers                                                                              $      1,830,014
 1 12A           Education Aides                                                                       $        63,000
 1 12B           Clerical                                                                              $       103.370
 119             Other                                                                                 $        55,197
 200             Personal Services-Employee Benefits                                                   $       475,102
 322             In Service                                                                            S       187,227
 323             Pupil Services                                                                        $          1,040
 324             Field Trips                                                                           $
 325             Parent Activities                                                                     $
 330             Other Professional Technical Services                                                 s        59,510
 400             Purchased Property Services                                                           $       480,400
 510             Pupil Transportation                                                                  S
 530             Communications/Postage                                                                S        25,300
 560             Tuition                                                                               S
 580             Travel                                                                                $         4,697
 590             Other Purchased Services                                                              $        43,701

 611             Instructional Supplies                                                                $        43,773
 612             Administrative Supplies                                                               $        22,000
 690             Other Supplies                                                                        $        15,227
 700             Property                                                                              $        93,398
 890             Other Objects                                                                         $            -

 940             Indirect Costs                                                                        $       187,227
                 Total                                                                                 $      3,878,580

 05/30/08        Original Request Date                             State Department of Education

 11/10/08        Revised Request Date                              Program Manager Authorization

Regional Multicultural Magnet School                      25                              Annual Report 2008-2009
                                         *i                    ‘fl(’ ‘tr ‘tr
                                            Budget Narrative

lilA Salary for Director and Assistant Director, administrative positions

11 lB Teachers
      28 K-5 classroom teachers
      1 Art Teacher
      1 Physical Education Teacher
      1 Music Teacher
      2 ESL Teachers
      2 Academic Support Teachers
      1 School Social Worker
      1 Spanish Teacher
      1 Speech Language Pathologist
      3 Special Education Teachers

1 12A Education Aides Non-certified subs

11 2B Clerical Salaries for clerk/typists, receptionists and health room assistant and non-

      certified subs

119    Others Salaries for Instructional Assistants and School Assistants

200    Personnel Services     -   Benefit cost for all employees above.

323    Pupil Service Supervision for Social Worker

330    Other Professional/Technical Services Administrative fees, Nurse, Medical Advisor

530    Communications Telephone and postage expenses.

580    Travel To cover travel expenses.

590    Other Purchased Services      —   Advertising, Powerschool, Connect-Ed

611    Instructional Supplies

612    Administrative Supplies

690    Other Supplies (Medical supplies)

940    Indirect costs Management Fees

Board Meetings held in 2008 2009:

COMPASS, the school’s management team met on the following dates for the 2007-08 school
year. Meetings are regularly held on the second Thursday of the month from 6:30 8:30pm in

the school library.

                                      August 18, 2008
                                    September 11,2008
                                      October 9, 2008
                                    November 13, 2008
                                    December 11, 2008
                                      January 8, 2009
                                     February 12, 2009
                                      March 12, 2009
                                       April 7, 2009
                                       May 14, 2009
                                       June 11, 2009

Summary of Major Policy Decisions:
  • COMPASS Correspondent position created
  • Williams Park Partnership formed with New London Park Conservancy
         o Hats off to William Park Day coin drive generating $3,000
          o Fall plantings with various classes and ongoing watering program
          o Fall clean up day
          o Tree and plaque purchase and planting
          o Lasagna Dinner to benefit Williams Park generating $3,100
   • St. Sophia’ s Partnership
          o availability of hail usage
          o Women’s Group volunteer at RMMS
   • Collection of information and revision of School Directory
   • Nature’s Classroom support through basket Raffle generating $2,300
   • Approved new absentee letter format for students missing school

          TheDay.corn ‘Amsrng’ students come to park’s rescir
                          -                                                                                               Page I of 3

                                             QI)e3’. SJau
           ‘Amazing’ students come to park’s rescue
           Amazing’ students come to parics rescue
           y Kathleen Edaeccntb
          Published on 1 0r In
                         ,2006            “fiegim “Region Columns
          When I first net Naoni Paulson last sunvner she was in a bit oft funk.

          This 80-year-old New London resident was lamenfing that she was unable 1 :dyenot4i sqipoit to restore the 150-year-old
          park at Broad and Williams streets to its original 1868 grandeur. She was woeried that menthera of the New London Pairs
          Conservancy, of which sire late head, are geltiig older and no one had atepoed up tu lake their place and lend to what she
          described as one of lie cilfl gems.

           No one cares,’ she said.

          And her group did seem doomed. A tree Sunday concert in Juie stlraded about 20 people, and nearly at were relatsd to, or
          friends of. Paulson. Only live people who live or work rear the park responded to a letter-writing caropaign seeking
          donatone. Tie group collerted sdisappd riling $350. A birthday celebration scheduled for Sept 27 was rained out.

           But on Friday mine than 500 atideas frnmn the nearby Regional Multicultural Maqnet School, who use the park for recess
           and outdoor events, kirrwd around the grota fortunes.

           The hide, and drtens of teachers and parents, gathered attire parkto sing ithaIpy birthday andtrgho Paulson $1185.50
           that they had cobded during tie first month of achod.

           Paulson was floored.

           Then hay gate hera $1 .185,50 diecth from an anonymous donor who head about the students’ lund-raising eflorla and
           matched their lotal.

           Paulson thought it was a hoax.

           Then they gate her another dwdr for $700 from the Tobi’r, Carberry. CiMalley, Riley and Selinger law firm on Broad Skeet

           .1 alnvet passed out” she said iriring Frirs ceremnong that included a rendition of Woody Gutlwiws This Land    te   Your
           LanC waislng ha lbckcood Forest tie gulf stream waters and Williams Patti.

           9 grve you hide lhreeA’s,’ st,e ibId the students. A for aaaazing, A lot astuncing andA for awesome.’

           Paul Carolan, diredor of the school who accomparved the students on guItar during the sing-along, said the Fundralser idea
           started when he read about Paulsen’sellorta in the newspaper. tie put ajar out ctririgha schools open house and
           enoouraged students and their parents to donate. They had a “Hats Off to WIfl Park Day,” in which, in exchange for
           wearing hats in school, ha chidren kissed nrray in ha jar. Parents also wrote diadia. Carotan said.

           ‘We’re hoping its a begInning of sonethirç” he said. taour way of s-hewing the conservancy that we care.”

           kbdelirw Tunuco, another agIng nester of the conservancy, wathed Friday as ha children gathered under an old oak tree
           and sang songa The sun broke through the clouds.

           itwas lila was      amning,” Tunuod said ihad a tear Ira my erje,’

          httpilarchive.tbeday.coin(re_print.aspx?rc=3a280699-3218-4124-8279-addddo9fl e4b                                 I 0117f2008

Regional Multicultural Magnet School                                     29                                           Annual Report 2008-2009
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Regional Multicultural Magnet School   31   Annual Report   2008-2009
Rr ‘flr ‘U, rwr
                                 Regional Multicultural
                                 MAGNET SCHOOL
                                                      -   where uniqueness is treasured                      -

From your visit today                                             Denos su opinion de su visita a Ia escuela!

How did you learn about RMMS?                                     LComo se dio cuenta de RMMS?
(Check all that apply)                                            (MaJtluc mds de uno ci cc necesarto)
—          Magnet Parents (includes family)                       —         Padres de farnilia de Ia escuela (incluyen familiares)
—          Friends (other than Magnet parents)                    —         Amigos (que no son padres de familia de Ia escuela)
—          Daycare                                                —         Guarderias infantiles
—          Teachers                                                         Maestros
—          Your Workplace                                                   En el lugar de su empleo

What publicity have you seen?                                      Qu6 publicidad a        visto?
(Check all that apply)                                            (Marque nids   da uno   ci et nccesario)
           Newspaper Ads                                           —          Anuncios en el periódico
—          Newspaper Articles                                      —          Articulos en ci periOdico
—          TV Announcement, Public Access                         —           Anuncio en Ia televisión, Acceso pdblico
           Radio Announcement                                      —          Anuncio en Ia radio
—          Banner on our building                                  —          Bandcrin afuera del edificio
           Flyer distributed through your Districts               —           Papeleta distribuida a travs de Ia escuela en su
           Elementary School                                                  distrito escolar
—          Comrnuniiy Presentation                                 —          Presentacidn en Ia comunidad
           Obtained flyer in the community.                        —          Obtuvo una papeleta en su comunidad
           Where?                                                  —          Ddnde?

What did you like?           •        What didn’t you like?               •               What would you like to know?
   Qué Ic gusto?             •           Que no le gusto?                 •                 Qud Ic gustarIa saber?

Home PhonelTeiéfono de casa:                                      Work PbonelTeléfono del trabajo:
Email address? dirección de correo electrónico:

                                                  i.LU2i RMMS isa LEARN program.
         One Bulkeley Place, New London, CT 06320 • Ph: (860)437-7775 • Fax: (860) 437-1475 • email: lpierandi@rm

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Regional Multicultural Magnet School                                                                                                   Annual Report 2008-2009
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                            Draft STRATEGIC SCHOOL PROFILE 2008-09
                                           Elementary School K-6 Edition

                                       Multicultural Magnet School
         See information on corrections and narratives.

PAUL CAROLAN, Principal                                        Location: One Bulkeley Place
BRIDGETTE GORDON-HICKEY, Asst. Principal                                 New London,
Telephone: (860) 437-7775                                                Connecticut

    This profile was produced by the Connecticut State Department of Education in accordance with CT General
     Statutes 10-220(c) using data and narratives provided by the school district or testing services. Profiles and
        additional education data, including longitudinal data, are available on the internet at

TYPE OF SCHOOL                                                 STUDENT ENROLLMENT
School Type: Interdistrict Magnet School                       Enrollment on October 1, 2008: 509
School Grade Range: K- 5                                       5-Year Enrollment Change: 11.4%
Instructional Focus: Multiculturalism

                               INDICATORS OF EDUCATIONAL NEED

Need Indicator                                            Number in       Percent in        Elementary Schools
                                                           School          School        % in District % in State
Students Eligible for Free/Reduced-Price Meals                 218            42.8           37.6          34.2
K-12 Students Who Are Not Fluent in English                     69            13.6           10.5           7.3
Students with Disabilities                                      24             4.7           11.1          10.9
Students Identified as Gifted and/or Talented                    0             0.0            0.0           2.3
Kindergarten Students who Attended Preschool,                   74            85.1           94.9          78.8
Nursery School or Headstart
Students in Grades Above School’s Entry Grade                  390            92.4            92.4             86.3
Who Attended Same School the Previous Year                                                              -___________

                                      PROGRAM AND INSTRUCTION

Instructional Time            School           State Elementary       State law requires that at least 180 days of
                                                    Schools           school be offered to students in kindergarten
Total Days per Year             180                    181            through Grade 12, 900 hours of instruction to
                                                                      Grades 1-12 and full-day kindergarten, and 450
Total Hours per Year            920                   988
                                                                      hours to half-day kindergarten students.

Type of Kindergarten: This school offers full-day kindergarten.
245-0 1                                                                                                                  Page 2

Average Class Size                           School             District                State
Kindergarten                                   17.4                18.4                 18.3
Grade 2                                        18.6                18.6                 19.3
Grade 5                                        18.5                18.5                 21.0

Required Hours of Instruction Per Year in Selected Subject Areas
Grade 5                                [
                                     School             State
                                                                                  World Language
Art                                             23                  30            Formal instruction (at least 1 hour per
Computer Education                              23                  17            week) in Spanish starts in Grade K in this
English Language Arts’                         388                 427            school. Statewide, 6.5% of elementary
Family and Consumer Science                      0                   1            and middle schools that serve Grade K
                                                                                  start world language instruction by this
Health’                                          6                  22            grade.
Library Media Skills’                           22                  18
Mathematics                                    180                 198
Music                                           23                  32
Physical Education                              33                  40            Lunch
Science’                                        95                  98            An average of 30 minutes is provided for
Social Studies                                  95                  89            lunch during full school days.
Technology Education                             0                   3
World Languages                                 32                  12
‘Interdisciplinary approach

Special Programs                                                                   School           Elementary Schools
                                                                                                    District     State
% of K-l2 Students in Bilingual Education Program or Receiving                      13.6              10.5              7.0
English as a Second Language Services
% of Identified Gifted and/or Talented Students Who Received                      N/A              N/A              N/A
% of Special Education Students Attending This School Who Spent                    100.0             92.0             80.3
Over 79% of Their Time with Their Non-Disabled Peers

LIBRARY AND                   Instructional Computers and Library                  School           Elementary Schools
COMPUTERS                     Materials                                                             District     State
Free on-line access to        # of Students Per Computer                             3.9              4.4              3.3
periodicals, newspapers,      % of Computers with Internet Access                  100.0            100.0              99.0
and other resources is        % of Computers that are High or Moderate             100.0            100.0              94.5
available to all              Power
Connecticut schools
                              # of Print Volumes Per Student*                       19.2              15.3            28.2
through the Connecticut
Digital Library at            # of Print Periodical Subscriptions                    0                 1               13                *Because a certain number of volumes are needea for a library of adequate breadth and depth, a
                              small school may need a higher number of volumes per student.
245-0 1                                                                                                                  Page 3


Full-Time Equivalent Count of School Staff                                                           In the full-time
General Education: Teachers and Instructors                                             32.50        equivalent count, staff
                                                                                                     members working
                    Paraprofessional Instructional Assistants                           22.70
                                                                                                     part-time in the
Special Education: Teachers and Instructors                                              3.00        school are counted as
                    Paraprofessional Instructional Assistants                            2.00        a fraction of full-time.
Library/Media Specialists and/or Assistants                                              1.00        For example, a
Administrators, Coordinators, and Department Chairs                                      2.00        teacher who works
Instructional Specialists Who Support Teachers (e.g., subject area specialists)          2.30        half-time in a school
Counselors, Social Workers, and School Psychologists                                     1.00        contributes 0.50 to the
                                                                                         1.00         school’s staff count.
School Nurses
Other Staff Providing Non-Instructional Services and Support                            14.00

Teachers and Instructors                                                    School                Elementary Schools
                                                                                                District        State
Average Number of Years of Experience in Education                              9.5                 8.3          13.3
% with Master’s Degree or Above                                                86.1               66.2           78.1
Attendance, 2007-08: Average # of Days Absent Due to                           10.2                 9.3            8.7
Illness or Personal Time
% Assigned to Same School the Previous Year                                    88.9               90.1               83.4

Teacher   E-Mail Addresses: All teachers at this school have been issued e-mail addresses.
Online Homework Information: A portion of the school’s website is devoted to homework pages.
The following narrative about how this school promotes and supports parental involvement was submitted by this school.
Your text will appear here. For complete instructions, tipsfor writing narratives, and a sample narrative, go to:
httys://www. csde. state. Ct. us/t,ublici’hely/ss,/

Maximum length: 25 lines

Describe your school’s efforts to involve your students’ parents in their children’s education. Connecticut general
statue requires that you address how your school supports parents working at home with their children on
learning activities. Report on additional ways in which your school involves parents, such as:
     • helping parents create a home environment that encourages and supports learning
     • promoting ongoing, effective, two-way communication with parents about
              o their children ‘s progress and needs
              o the school programs and activities
     • recruiting and supporting parents as volunteers.
You mightfind it helpful to refer to the Connecticut State Board ofEducation’s Standardsfor School-Family-
Community Partnerships. They are online at

Use the school improvement narrative to report efforts to involve parents in school improvement plans and
245-0 1                                                                                                                       Page 4

                                                 SCHOOL DIVERSITY

           Student Race/Ethnicity                              Percent of Minority Professional Staff: 11.9%
Race/Ethnicity      Number        Percent
American Indian        14           2.8                        Non-English Home Language: 16.7% of this school’s
Asian American        26            5.1                        students (excluding prekindergarten students) come from
                                                               homes where English is not the primary language. The
Black                 86           16.9
                                                               number of non-English home languages is 9.
Hispanic             134           26.3
White                249           48.9
Total Minority       260           51.1

Below is the description submitted by this school of how it provides educational opportunities for its students to interact with
students and teachers from diverse racial, ethnic, and economic backgrounds.

Your text will appear here. For complete instructions, tipsfor writing narratives, and a sample narrative, go to:
httis://www. csde. state. ci. us/public/hely/sso/

Maximum length: 20 lines                                                                                   -

Describe the efforts ofthe school to reduce racial, ethnic and economic isolation during the 2008-09 school year.
This description should include counts ofthe students and teachers involved, where appropriate. Space is limited;
give priority to activities that bring students into direct contact with studentsfrom djfferent racial, ethnic, and
economic backgrounds. Describe the progress made over the years. Report on:
• Educational opportunities for students to interact with students and teachers from diverse racial, ethnic, and
     economic backgrounds.
• Inter- or intradistrict choice programs whose purpose is to reduce racial, ethnic and economic isolation. Do
         include vocational agriculture programs.
• Open-Choice and student exchange programs.
• Other experiences or activities designed to increase student awareness ofthe diversity of individuals and

                               STUDENT PERFORMANCE AND BEHAVIOR

Physical Fitness: % Reaching                     School        District       State       % of Schools in State with Equal or
Health Standard on All Four Tests*                                                        Lower Percent Reaching Standard
Grade 4                                            42.7         42.7         33.6                         68.8
Grade 6                                          N/A          N/A          N/A                           N/A
*Includes tests for flexibility, abdominal strength and endurance, upper-body strength and aerobic endurance.
245-0 1                                                                                                        Page 5

Connecticut Mastery Test, Fourth Generation, % Meeting State Goal. The Goal level is more demanding than
the Proficient level, but not as high as the Advanced level, reported in the No Child Left Behind Report Cards.
Grade and CMT               School      District       State      % of Schools in State
Subject Area                                                      with Equal or Lower         These results reflect
                                                                  Percent Meeting Goal        the performance of
Grade 3 Reading          N/A           N/A            N/A               N/A                   students with
                                                                                              scoreable tests who
        Writing          N/A           N/A            N/A               N/A
                                                                                              were enrolled in the
        Mathematics      N/A           N/A            N/A               N/A                   district at the time of
Grade 4 Reading          N/A           N/A            N/A                   N/A               testing, regardless of
        Writing          N/A           N/A            N/A                   N/A               the length of time
                         N/A           N/A            N/A                   N/A               they were enrolled
                                                                                              in the district.
Grade 5 Reading          N/A           N/A            N/A                   N/A               Results for fewer
        Writing          N/A           N/A            N/A                   N/A               than 20 students are
        Mathematics      N/A           N/A            N/A                   N/A               not presented.
        Science          N/A           N/A            N/A                   N/A
Grade 6 Reading          N/A           N/A            N/A                   N/A
        Writing          N/A           N/A            N/A                   N/A
        Mathematics      N/A           N/A            N/A                   N/A
For more detailed CMT results, go to www.ctreports.

To see the NCLB Report Card for this school, go to and click on “No Child Left Behind.”

Student Attendance                     School             District Elementary Sch.         State Elementary Sch.
% Present on October 1                  97.4                         95.9                           95.9

Disciplinary Offenses                     Number of Incidents by Disciplinary Offense Category, 2007-08
Disciplinary offenses committed       Offense Category                  -
                                                                               Location of Incident

by students include all serious                                            School           Other Location
offenses, offenses involving
                                      Violent Crimes Against Persons                   0                   0
drugs, alcohol, or tobacco, and all
incidents resulting in suspension     Sexually Related Behavior                        0                   0
or expulsion. In the 2007-08          Personally Threatening Behavior                  1                   0
school year, 15 students were         Theft                                            0                   0
responsible for these incidents.                                                                           0
                                      Physical/Verbal Confrontation                    0
These students represent 2.8% of
the estimated number of students      Fighting/Battery                                17                   0
who attended this school at some      Property Damage                                  0                   0
point during the 2007-08 school       Weapons                                          3                   0
year. For more information and        Drugs/Alcohol/Tobacco                            0                   0
data on disciplinary offenses, go
                                      School Policy Violations                         9                   1
to www.sde.ct,gQy, click on
“CEDaR” and then on “Student          Total                                           30                   1
245-01                                                                                                                         Page 6
                               SCHOOL IMPROVEMENT PLANS AND ACTIVITIES
The following narrative was submitted by this school.

Your text will appear here. For complete instructions, tipsfor writing narratives, and a sample narrative, go to:’heli/ssyi

Maximum length: 25 lines

Describe your school’s improvement plans and activities. Include:
    • efforts to engage parents in the planning and improvement ofschool programs
    • improvement ofspecial education programs and services.

                                    SUPPLEMENTAL SCHOOL INFORMATION
The space below was optionally used by this school to describe aspects of the school not presented elsewhere in the profile.

Your text will appear here. For complete instructions, tipsfor writing narratives, and a sample narrative, go to:
https://www. csde.state. ct. us/public/help/ssp/

Maximum length: 20 lines

Use this space to describe aspects ofyour school or programs that are not presented elsewhere in the profile. For
instance, you might describe a curricular emphasis or instructional approach, program structure or scheduling,
extracurricular activities, special programs, goals, awards, etc. Please include initiatives and programs such as
character education that are designed to reduce barriers to learning and/or improve school climate.
Soaring to New Heights                                                                                                              .ct1c!rIIlg   10 IIlI

                                                                                                                            Winter 2009
RMMS & New London Parks Community Build a Partnership
Each weekday during the school year, classes of students from the Regional Multicultural Magnet School (RMMS) walk the three blocks to Williams Park
in New London for an opportunity to exercise and play as part of their daily recess routine. Because there is no open outdoor area at the school, the use
of the park is a tremendous asset to RMMS.

This year, the school decided to explore opportunities for the students to give back to Williams Park. A “partnership” was developed between RMMS and
the New London Parks Conservancy in the fall. The conservancy is a voluntary organization that oversees the upkeep and conservation of the parks in
New London. Through this partnership, the following initiatives have taken place this year:

Hats on for Williams Park Students at RMMS initiated a project to raise some initial money to help the conservancy meet some of its short-term goals
for Williams Park during the month of September. The last day of the coin collection was titled “Hats on for Williams Park” and students were allowed
to wear their favorite hat as a sign of support for Williams Park. The students were able to raise over $1100, which was then matched by two area busi
nesses, totaling over $3000.

On Friday, October 10, 2008, over 500 students together with staff and many parents, walked to Williams Park with police escortfor an all school assembly
to coincide with the celebration of Williams Park’s 150th birthday celebration. Students sang “Happy Birthday” to Williams Park as well as “This Land is
Your Land” and presented a check to the New London Parks Conservancy.

On Friday, November 21 and 22, the RMMS community continued their Williams Park initiative with a tree planting on Friday and a fall clean-up on Satur
day. In addition to students, volunteers consisted of family members, community members and RMMS staff. A plaque has recently been placed at the
tree thanking RMMS for their on going support.

Pasta Dinner to support Williams Park RMMS will host a pasta dinner at St. Sophia’s Hellenic Orthodox Church at 200 Hempstead Street located just
around the corner from the school. The event is on Wednesday, January 28, 2009 and to accommodate supporters the event will host two dinner seat
ings: one at 5:00 PM and one at 6:00 PM. Community members are welcome to purchase a ticket. To purchase a ticket for the pasta dinner or for more
information call the school at 860.437.7775.

    Regional Multicultural
    Magnet School                                                    i’i

Enrollment                                                                          Enrollment
Each year RMMS accepts approximately 90 new kindergarten students. To               The Friendship School is a magnet school for three, four, and five
apply, students must be at least five years old on or before January 1st of their   year-old children who reside in New London or Waterford. The
first year in school. We also accept a limited number of applications to fill       school enrolls approximately 500 students. To apply, students must
openings in the 1st 5th grades. RMMS enrolls a specific number of students

                                                                                    be at least three or four years old on or before August 31st 2009.
from each participating town.                                                       Students who are five years old by January 1, 2010 will be eligible
How to Apply                                                                        for kindergarten. A lottery will be held in March to determine which
Contact us, by calling 437.7775 ext. 100 to schedule a guided tour. Applica         students will be accepted to attend The Friendship School. Before
tions are distributed on the tours and will be accepted from January 5, 2009        and after school child care is available on a fee for service basis
- March 31, 2009.                                                                   provided by the Carelot Clubhouse, a division of Carelot Childrens’
Tour Schedule for 2009 2010 School Year
                                -                                                   Center, Inc.
School time Guided Tours 9:30 AM 11:00 AM
                            -          -

                                                                                    How To Apply
          • Tuesdays and Fridays: January 13, 16, 20, 23, 27, 30
                                                                                    Contact the school by calling 447.4049 to schedule a guided tour.
          • Tuesdays: February 3, 10, 24
          • Tuesdays: March 17, 24, 31                                              Applications are distributed during the tours and will be accepted
                                                                                    from December 4, 2008 February 27, 2009.

Evening Guided Tours 6:00 PM 7:00 PM

         • Thursday, February 12                                                    Tour dates:
         • Thursday, March 26
                                                                                    School Time Guided Tours        Evening Guided Tours
Spanish Language Guided Tours 9:30 AM 11:00 AM-

                                                                                    10:00 AM 11:00 AM
                                                                                               -                    6:00 PM 7:00 PM

         • Friday, January 23
                                                                                    January 8, 15, 22, 29           January 14, 28
         • Friday, February 27
                                                                                    February 5, 12, 19, 26          February 11
         • Friday, March 27

Regional Multicultural Magnet School                                                The Friendship School
1 Blkeley Place • New London, CT 06320                                              24 Rope Ferry Road • Waterford, CT 06385
Phone 860.437.7775 Fax 860.437.1475                                                 Phone: 860.447.4049 • Fax: 860.447.4056 •                            
Escuela Multicultural
Cada año aceptamos forinularios de inscripción desde enero hasta
                                                .   .,             .
marzo pata el roceso de admision en sentiembre.                I
                                                                                                                ,-       .,‘


Requerimos la participación en un paseo guiado para iniciar ci proceso de adinisiôii
de los candidatos a Kinder, debe inscrihirse con anticipación.

Nuestra Misión
                                                                       Horario de los Paseos Guiados para ci año
La comunidad de Ia Escuela Multicultural (RMMS) está
comprometida a respetar Ia diversidad cultural, darles                 escolar 2009 2010 (Ia inscripción inicia el 12/15/08)

control a los estudiantes y desarrollar personas compasi
vas que tomen responsabiliclad para hacer cambios                      Paseos Gulados Durante Horas Escolares        -

positivos en Ia sociedad.                                              9:30 AM 11:00 AM

                                                                              • Martes y Viernes: 13, 16, 20, 23, 27 y 30 de Enero
Matricula                                                                     • Martes: 3, 10 y 24 de Febrero
Cada año aceptamos aproximadamente 90 nuevos                                  • Martes: 17, 24 y 31 de Marzo
estudiantes de kinder. Para solicitar admisiOn, el estudi
ante debe tener por 10 menos cinco años de edad o                      Paseos Guiados Después de Ia Escuela     -

cumplirlos antes del 1r0 de enero del primer año en Ia                 6:00 PM 7:00 PM

escuela. También, aceptamos un nimero limitado de
                                                                              • Jueves, 12 de Febrero
solicitudes para los grados de 1r0 a 5t0. RMMS matricula
                                                                              • Jueves, 26 de Marzo
un nümero especIfico de estudiantes de cada comunidad
                                                                       Paseos Guiados en Español Durante Horas Escolares            -

                                                                       9:30 AM-11:00 AM
Cómo Solicitar Admisión?
ComunIquese con nosotros Ilamando al teléfono 437                             •   Viernes, 23 de Enero
7775, Ext. 100 y solicite una visita guiada. Las solicitudes                  •   Viernes, 27 de Febrero
de admisión serén entregadas durante las visitas guiadas                      •   Viernes, 27 de Marzo
y serán aceptadas entre el 5 de enero y el 31 de marzo.                                          •
                                                                                                     .     I
                                                                   Nuestras Creencias como una Escuela
 CaracterIstieas Principales                                       con Salon de Clases Responsivo
  •   lnstruccián gratuita                                         • El plan de estudios social es tan importante como el
  •   Programa de dIa completo de kinder                             plan de estudios académico.
  •   Servicio de guarderla antes y después de Ia escuela
                                                                   • La forma en que aprenden los niños es tan importante
  •   Se provee transportación
                                                                     como In que aprenden. El crecimiento cognoscitivo
  •   Programa de inmersiOn dual en espanol/ingles
                                                                     más grande ocurre a través de Ia interacciOn social.
  •   InstrucciOn en Idiomas Extranjeros
  •   lnstrucción temática integrada                               • El conocer las familias de los niños a quienes enseñamos
  •   Toma de decisiones compartidas con los padres                  es tan importante como conocer el contenido de lo que
Reprional Multicultural
Applications accepted each year between January and March for September Admission.
Guided tours are required for kindergarten admission, advanced sign up is requested.

Our Mission
The Regional Multicultural Magnet School (RMMS)              Tour Schedule for 2009             -   2010 School Year
community is committed to respecting cultural diversity,     (sign up begins 12/15/08)
empowering all learners, and developing compassionate
people who take responsibility for making positive           School time Guided Tours 9:30 AM 11:00 AM
                                                                                            -           -

changes in society.
                                                                     • Tuesdays and Fridays: January 13, 16, 20, 23, 27, 30
                                                                         Tuesdays: February 3, 10,24
Enrollment                                                           •

Each year RMMS accepts approximately 90 new kinder                   • Tuesdays: March 17, 24, 31
garten students. To apply, students must be at least five    Evening Guided Tours 6:00 PM 7:00 PM
                                                                                      -             -

years old on or before January 1St of their first year in
                                                                     • Thursday, February 12
school. We also accept a limited number of applications
to fill openings in the 1St 5th grades. RMMS enrolls a
                           -                                         •   Thursday, March 26
specific number of students from each participating town.
                                                             Spanish Language Guided Tours 9:30 AM 11:00 AM
                                                                                                    -        -

How to Apply                                                         •   Friday,January23
Contact us, by calling 437.7775 ext. 100 to schedule a               •   Friday, February 27
guided tour. Applications are distributed on the tours and           •   Friday, March 27
will be accepted from January 5, 2009 March 31, 2009.

 Special Features                                            Our Beliefs as a Responsive
  • No tuition cost                                          Classroom School
  • Full day kindergarten program                            • The social curriculum is as important as the
  • On-site before and after school childcare                  academic curriculum.
  • Transportation provided
                                                             • How children learn is as important as what they
  • Dual language immersion program in Spanish/English         learn. The greatest cognitive growth occurs
  • World language instruction starting in kindergarten        through social interaction.
  • Thematically integrated instruction
                                                             • Knowing the children and their families we teach
  • Shared decision making with parents
                                                               is as important as knowing the content we teach.
The Regional Multicultural Magnet School community is            OUR BELIEFS AS A               RESPONSIVE             CLASSROOM
committed to respecting cultural diversity, empowering all
learners, and developing compassionate people who take
                                                                 -   The social curriculum is as important as the academic
responsibility for making positive changes in society.
                                                                     How children learn is as important as what they learn.
                                                                     The greatest cognitive growth occurs through social
Each year we accept approximately 90 new kindergarten                 interaction.
students. To apply, students must be at least five years old
                                                                     Knowing the children and their families we teach is as
on or before January 1st of their first year in school. We            important as knowing the content we teach.
also accept a limited number of applications to fill
openings in the 1 st   -   5th grades. RMMS enrolls a specific
                                                                 A GRADUATE’S REFLECTION
number of students from            each   participating town.
As vacancies occur, openings are offered to students in              “RMMS gave me a wonderful start. I got a
the applicant pooi.                                                  strong education, both in academics and in
                                                                     my ability to connect with others. The teachers
                                                                     truly cared about me personally, and made
                                                                     sure I was challenged academically and
                                                                     socially. My transition back to the Lyme/Old
Contact the school to schedule a guided tour or reserve
                                                                     Lyme Schools was smooth, and now I am well
space to attend a Sunday Open House. These appointments
                                                                     prepared for the diverse environment at Brown      Peter Cipparone
can be made by calling the Recruiter, 437-7775 ext. 103.

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