Section II: Students and Staff

Salem Student Demographics

Student Achievement Data

Student Enrollment: History and Projections

Organizational Chart of Staff

Current and Proposed Staffing Profiles

Section II | Page 1

This profile for SY2012-2013 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.

COMMUNITY DATA

County: New London Per Capita Income in 2000: $27,288

Town Population in 2000: 3,858 Percent of Adults Without a High School Diploma in 2000: 9.5%

1990-2000 Population Growth: 16.6% Percent of Adults Who Were Not Fluent in English in 2000: 0.5%

Number of Public Schools: 1 District Enrollment as % of Estimated Student Population: 94.9%

INDICATORS OF EDUCATIONAL NEED

Need Indicator Number in School

Percent in School

Elementary Schools

% in DRG % in State

Students Eligible for Free/Reduced-Price Meals

48 11.4% 8.9% 41.3%

K-12 Students Who Are Not Fluent in English

1 0.2% 1.2% 8.1%

Students Identified as Gifted and/or Talented

19 4.5% 3.1% 2.0%

Students with Disabilities 34 8.1% 10.9% 11.2%

Kindergarten Students Who Attended Preschool, Nursery School or Headstart

31 72.1% 88.5% 79.3%

Students in Grades Above School’s Entry Grade Who Attended Same School the Previous Year

359 97.0% 97.3% 95.5%

Homeless 0 0.0% 0.0% 0.3%

TYPE OF SCHOOL STUDENT ENROLLMENT

School Type: Traditional/Regular Education Enrollment on October 1, 2012: 422

School Grade Range: PK – 8 5-Year Enrollment Change: -16.6%

SCHOOL DIVERSITY

Student Race/Ethnicity

Race/Ethnicity Number Percent

American Indian 3 0.7%

Asian American 23 5.5%

Black 15 3.6%

Hispanic 13 3.1%

Pacific Islander 1 0.2%

White 366 86.7%

Two or more races 1 0.2%

Total Minority 56 13.3%

Note: The Strategic School Profile (SSP) is provided by the Connecticut State Department of Education. This is the most current SSP report available.

Strategic School Profile: Student Demographics SY2012-2013

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Section II | Page 2

In school year 2013-14, Salem students in Grades 3 through 8 participated in the Connecticut State Department of Education sponsored Smarter Balanced Assessment “field tests” in English Language Arts, Reading and Writing as well as Mathematics. Since this was a “field test”, no individual student or school results were reported. However, our 5th and 8th grade students did participate in the Connecticut Mastery Test in Science. Our students surpassed the State School Performance Index Target of 88 with a composite score of 89.9. Our students had a 100% participation rate. None of the subgroups that are reported in a typical School performance Index Score which include Black, Hispanic, English Language Learners, Free and Reduced Lunch, Students with Disabilities, and High Needs Students, were reported for Salem because our numbers are too small.

Student Demographics: 2014 School Performance Index For Connecticut Mastery Test (CMT) Science

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Section II | Page 3

Pre-K - Grade 12 Ten-Year Enrollment HISTORY*

(SY2005-2006 - SY2014-2015)

Pre-K - Grade 12 Five-Year Enrollment PROJECTIONS*

(SY2015-2016 – SY2019-2020)

*NOTE: Projections are based on the “roll forward” of Salem actual enrollment for Grades 1-12 as of October 1, 2014. Grades Pre-K and Kindergarten are based on NESDEC projections, unless more concrete numbers are known.

607

582 574

537

517

475

500

525

550

575

600

625

2015 2016 2017 2018 2019

Comprehensive Student Enrollment: History and Projections

Methodology for Projecting Student Enrollment

Each year the Salem School District commissions the New England School Development Council (NESDEC) to conduct an enrollment projection study. NESDEC uses the cohort survival technique for preparing Salem's enrollment forecasts. In addition to using the cohort survival calculation, the consultants incorporate important, current town-specific information into the generation of the enrollment forecasts. Salem projects enrollment using actual class sizes as of October 1

st.

Actual enrollment is “rolled forward” to project class size for future years. The October 1

st

Grade 1 enrollment is used to project the Grade 2 enrollment for the following year, this is done for each grade through Grade 12. Since we do not normally have actual data for Pre-K and Kindergarten, we use the NESDEC projections for those grades. The exception is the 2015-2016 projected enrollment for Pre-K. Salem’s information indicates that we will have a higher number of Pre-K students in 2015-2016, so we are using the higher number instead of the NESDEC estimate.

803 792 779 781 740

712 686 674 652 622

0

100

200

300

400

500

600

700

800

900

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Section II | Page 4

Grades PK - 8 Ten-Year Enrollment HISTORY*

(SY2005-2006 – SY2014-2015)

Grades PK - 8 Five-Year Enrollment PROJECTIONS*

(SY2015-2016 – SY2019-2020)

*NOTE: Projections are based on the “roll forward” of Salem actual enrollment for Grades 1-8 as of October 1, 2014. Grades Pre-K and Kindergarten are based on NESDEC projections, unless more concrete numbers are known.

542 529 507 520

491 463

445 423 430

392

0

100

200

300

400

500

600

2005 2006 2007 2008 2009 2010 2011 2012 2013 2014

Grades PK - 8 Student Enrollment: History and Projections

Reliability of Enrollment Projections

Projections can serve as useful guides to school administrators for educational planning. In this regard, the projections are generally most reliable when they are closest in time to the current year. Projections six to ten years out may serve as a guide to future enrollments, and are useful for facility planning purposes. However, they should be viewed as subject to change given the possibility for change in the underlying assumptions / trends. Projections based upon the children already in the district (the current K-12 population only) will be the most reliable; the second level of reliability will be for those children already born into the community but not yet old enough to be in school. The least reliable category is the group for which an estimate must be made to predict the number of births, thereby adding an additional variable.

How often do the actual enrollments closely match the NESDEC projections?

The research literature suggests that the closest that enrollment forecasters are likely to come to actual enrollments is about 1% variance per year-from-the-known-data. That is, a 1% variance from projection-to-actual "one-year-out" into the future (2% variance "two-year-out" ... 10% variance "ten-year-out"). NESDEC typically reaches this "highest possible" standard in about 90% of the cases.

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Section II | Page 6

The overall Salem School staffing model varies based on student enrollment and the particular needs of students. The School Principal has the responsibility, in conjunction with the Superintendent, of determining how many positions are needed for any given school year and how those positions (FTEs) will be used to meet the needs of the particular students enrolled. A class size ratio of students-to-staff ranges from approximately 17-21 students per core teacher, depending upon the instructional model in place for a specific grade-level program and student needs. The SY2015-2016 proposed core classroom ratios are depicted in data charts in this section of the budget book. Specifically, the chart below shows the assignment of both certified and non-certified instructional staff for the expected student enrollment in the Pre-School through Grade 8 program in SY2015-2016.

SALEM SCHOOL COMPREHENSIVE STAFFING PROFILE: SY2015-2016

CORE PROGRAM TEACHER TUTOR (General

Education)

INSTRUCTIONAL AIDE(1)

SPED General Education

Pre-K 1.6 FTE -0- 2.2 FTE -0-

Kindergarten 2.0 FTE -0- -0- 2.0 FTE

Grade 1 2.0 FTE 1.0 FTE 1.0 FTE -0-

Grade 2 2.0 FTE 1.0 FTE 1.0 FTE -0-

Grade 3 2.0 FTE 1.0 FTE 1.0 FTE -0-

Grade 4 2.0 FTE 1.0 FTE 1.0 FTE -0-

Grade 5 3.0 FTE 1.0 FTE -0- -0-

Grade 6 2.0 FTE 1.0 FTE 2.0 FTE -0-

Grade 7 2.5 FTE -0- -0- -0-

Grade 8 2.5 FTE -0- -0- -0-

PPT IA -0- -0- 0.4 FTE

Total 21.6 FTE 6.0 FTE 8.2 FTE 2.4 FTE

RELATED ARTS TEACHER TUTOR (General

Education)

INSTRUCTIONAL AIDE(1)

SPED General Education

Music Education 2.0 FTE -0- -0- -0-

Art Education 1.0 FTE -0- -0- -0-

Physical Education/Health 2.0 FTE -0- -0- -0-

Technology Literacy Teacher 1.0 FTE -0- -0- -0-

World Languages 1.3 FTE -0- -0- -0-

Library Media Specialist 0.6 FTE -0- -0- -0-

Total 7.9 FTE -0- -0- -0-

STUDENT SERVICES TEACHER

TUTOR (General

Education)

INSTRUCTIONAL AIDE(1)

SPED General Education

LA/Math Interventionist 2.0 FTE -0- -0- -0-

Guidance Services 1.0 FTE -0- -0- -0-

School Psychologist Services 1.0 FTE -0- -0- -0-

Speech Pathologist Services 1.0 FTE -0- -0- -0-

Special Education Teachers 5.0 FTE -0- -0- -0-

Total 10.0 FTE -0- -0- -0-

GRAND TOTAL 39.5 FTE 6.0 FTE 8.2 FTE 2.4 FTE

(1) The 1:1 Instructional Aides assigned through IEP’s to special education students are

included in this calculation.

Salem School Staffing

Model

Pre-School The pre-school program is a 1/2 day program providing services to 3 and 4 year-olds, with two 0.8 FTE certified teachers and 2.2 FTE instructional aides assigned to the program.

Kindergarten The full-day kindergarten program requires 2.0 FTE certified kindergarten teachers and 2.0 FTE instructional aides to provide services to 5-year old students in an all-day program.

Grades 1 through 8 Students in the Grades 1-8 program are organized into core classrooms and taught by a total of 18.0 FTE certified core classroom teachers, and 6.0 FTEs tutors, who provide instruction in the core content areas, including English language arts, mathematics, social studies, and science, as well as SRBI services. A total of 6.0 FTE instructional aides are assigned to work with the special education teachers to manage their caseloads and work 1:1 with students, plus a 0.4 FTE instructional aide will be used for coverage during PPT’s. Also, 2.0 FTE

LA/Math

Interventionists are assigned to grades Pre-K - Grade 8. The students also receive instruction in the related arts / specials (art, music, physical education, computer, library media, and world languages) from 7.9 FTE certified related arts teachers. Students are also served by 5.0 FTE certified special education teachers, the school psychologist, the school counselor, and the speech/language therapist.

Support Programs

The school is led by a 1.0 FTE certified school principal and 1.0 FTE assistant principal assisted by 2.0 FTE school secretaries. Students are supervised by 2.0 FTE cafeteria

aides during their lunch period.

Salem School Staffing Profile

Section II | Page 7

Instructional Aides and Tutors (SY2015-16)

Note: Of the above 16.6 FTEs, 7.4 FTEs are funded by grants. If grant funding is diminished in the future, the district will need to absorb these additional positions in the operational budget. It should also be noted that these positions are annual in the sense that they are sensitive to and only necessary based on individual student identification and documented need. Staffing allocations represent required ratios for projected case loads and assignments of certified staff. Resources to be scheduled by the Director of Student Services and the School Principal according to student needs.

Non-Certified Support Staff

Support Services Staff (Non-Certified)

Instructional Aides

and Tutors

Instructional aides and

tutors provide assistance

to general education or

special education

teachers in the delivery

of services to students.

They are an integral

component of the overall

instructional service

delivery model and

important to effective

implementation of the

SRBI (Scientific Research-

Based Interventions)

teaching model.

Non-Certified Support Staff

Salem School depends on

the contributions of the

non-certified support

staff to perform both

school-level and district-

level duties, making it

possible for the district

to provide services to our

students and staff.

Although they represent

only a small portion of

the overall staffing

profile, without these

employees the school

and district could not

function.

Section II | Page 8

Administrators

Staffing Profile Summary

People are our most important asset!

They make it possible for us to educate

the youth of Salem.

Administrative Staff and Staffing Summary

Administrative Staff

Both school and district

administrators provide

the leadership and

management required

for successful operation

of the Salem School. The

duties they perform and

the responsibilities they

have are varied and

comprehensive. Salem's

current administrative

team model is both

efficient and effective in

meeting the needs of our

students and staff.

Staffing Profile Summary

The SY2015-2016 Salem

School Operational

Budget supports a

responsible staffing

profile designed to

provide services to all

students at all levels of

need, while controlling

for overall costs.