WPS 2026-2027 Superintendent's Recommended Budget

PUBLIC SCHOOLS

January 30, 2026

DRAFT DOCUMENT

BOE Approved: BOF Approved: RTM Approved:

MISSION

WaterfordPublicSchoolsisacommunityoflearnersthat fostersandsupportshighaspirations,ensuringeverystudent acquirestheskillsandknowledgenecessarytobea responsiblecitizen,preparedtocontributeandsucceedinan ever-changingworld.

October22,2025

WATERFORDPUBLICSCHOOLS

2026-2027TENTATIVEBUDGETTIMELINE

Budgetinstructionsdistributedtoadministrators

December2,2025

AdministrativebudgetsduetoDirectorofFinanceand Operations

December3,2025December9,2025

IndividualbudgetsreviewedandcompiledbyDirector ofFinanceandOperations

December10,2025

AdTeamBudgetReview

December11,2025January15,2025

BudgetBookDeveloped

January20,2026(onorabout)

BudgettotheBOEforBoardofEducationBudgetMeeting(s)

February5,2026

SpecialBoardofEducationBudgetWorkshop

February12,2026

SpecialBoardofEducationBudgetWorkshop

February19,2026

SpecialBoardofEducationBudgetMeeting (SnowDateifneeded)

February26,2026

BoardofEducationMeeting(BoardofEducation finalactiononbudget)

March2,2026

March23,2026

BoardofFinanceBudgetHearing(BoardofEducation)

March25,2026

BoardofFinancePublicHearingonbudget

MayTBD2026

RTMAnnualBudgetMeeting.

Acknowledgements

ThedevelopmentoftheWaterfordPublicSchoolsFiscalPlanfor2026-27isasubstantialleadershipresponsibility.Weknowfrom bestpracticethatqualityisachievedthroughtheinvolvementofmanypeople.TheWaterfordPublicSchoolsBudgetisconsistent withandsupportiveoftheBoardofEducationgoals.Inputwasprovidedbydistrictadministrators,schoolsadministrators,teachers, staffandBoardmembers.Allaretobecommendedinbalancingtheneedsofallstudentsandourlocaltaxpayers.

Ialsowishtoacknowledgetheeffortsandhardworkofoursupportstaffthathelpedtopreparethedocumentanddatatoserveas aninformativedecision-makingtool.SpecialrecognitiongoestoKarenKopec,AccountingSupervisor,CarolineWhittaker,Executive AdministrativeAssistanttotheSuperintendent,andJamileeHume,ExecutiveAdministrativeAssistanttotheAssistantSuperintendent ofSchools.

Theeffortsextendedbysomanypeopleinvolvedinthisbudgetprocessaregratefullyacknowledged.

DistrictLeadership

CraigPowers,AssistantSuperintendent

HeatherGaieski,DirectorofSpecialServices

JosephMancini,DirectorofFinance&Operations

NancySudhoff,DirectorofHumanResources

MarkGeer,DirectorofInformationalTechnology

DianneHoulihan,DirectorofSchoolDiningandNutritionServices

JayMiner,DirectorofBuildings&Grounds

TiffanyCole,SupervisorofHealthServices(sharedwithELPS)

SchoolAdministrators

KirkSamuelson,Principal,WaterfordHighSchool

TracyMoore,AssistantPrincipal,WaterfordHighSchool

MandyBatty,AssistantPrincipal,WaterfordHighSchool

ChristopherLandry,DirectorofAthleticsandStudentActivities

JamesSachs,Principal,ClarkLaneMiddleSchool

BillieShea,Principal,GreatNeckElementarySchool

JosephMacrino,Principal,OswegatchieElementarySchool

ChristopherDiscordia,Principal,QuakerHillElementarySchool

Withappreciation, ThomasW.GiardIII

Superintendent

WaterfordPublicSchools

DebRoselliKelly ThomasW.GiardIII CHAIRPERSON SUPERINTENDENTOFSCHOOLS

MarciaBenvenuti CraigC.Powers SECRETARY ASSISTANTSUPERINTENDENTOFSCHOOLS

PatFedor JosephMancini DIRECTOROFFINANCE&OPERATIONS

AmandaGates-Lamothe

NancySudhoff KimHodges DIRECTOROFHUMANRESOURCES

Boardof Education Administration

ElizabethMaiese HeatherGaieski DIRECTOROFSPECIALSERVICES

CraigMerriman

JamesM.MinerIII

CorlynWebster DIRECTOROFBUILDINGS&GROUNDS

LaurieWolfley MarkGeer DIRECTOROFTECHNOLOGY

2026-2027 Budget

2026-2027 BUDGET

Mission of the Waterford Public Schools

Waterford Public Schools is a community of learners that fosters and supports high aspirations, ensuring every student acquires the skills and knowledge necessary to be a responsible citizen, prepared to contribute and succeed in an ever-changing world.

Dear Waterford Board of Education Members, Elected Officials, and Community Members:

At a time when expectations for public education continue to rise, Waterford Public Schools remains firmly focused on delivering excellence with purpose and intention. We are deeply proud of our students and staff for the commitment, resilience, and perseverance they bring to their work each day. Guided by our renewed district identity Excellence in Every School. Inspiring Every Child. we hold ourselves to high standards across every building while never losing sight of the importance of inspiring curiosity, confidence, and possibilityineverylearner. Theworkofour StrategicPlan,alignedwith Board of Education goals, continues to provide clear direction as we navigate an increasingly complex educational landscape and remain committed to equitable opportunities and outcomes for all students.

We continue to be responsive and innovative, investing in ongoing professional learning so our teachers and school leaders continue to grow, reflect, and improve their practice on behalf of students; expanding our focus on student mental health and social-emotional development through district screening and targeted supports; engaging families in more meaningful ways through multilingual communication and expanded outreach; and using data, evidence, and information to continually improve teaching and learning. Our student population continues to grow more diverse, and we remain committed to supporting all families through programs and services that promote access across the district. At Clark Lane Middle School and Waterford High School, we continue to grow our career pathways programming to ensure every student leaves with a strong post-secondary plan in place. This budget represents a careful investment in excellence and inspiration; in the people, programs, and systems that ensure every child is prepared for life, learning, and work beyond school.

Next year, about 95% of our budgetary increase is in fixed costs, with the majority of the increase being in salaries and benefits. Tuition; heat, energy, and fuel; transportation; and additional fixed costs accounting for the other areas.

This proposal preserves reasonable class sizes across the district. Overall, there is a net decrease of 1.87 teaching FTEs. On the noncertified front, this budget requests new positions in IT and a new family outreach worker as the needs in our community continue to increase.

Major Cost Drivers Summary:

The Leadership Team examined our Board-approved budget assumptions, Board Goals, District Strategic Plan, School Growth Plans, enrollment projections, current programs, initiatives, staff assignments, and supply and equipment needs that support our mission, vision, priorities, and instructional focus. As is the case every year, requests were prioritized to meet students’ needs. Reductions from initial requests were a collaborative approach and were considered based on strategic priorities.

This budget invests in continued improvement and is intended to promote growth and achievement, while meeting the challenges we face. This budget will meet all of the Board’s statutory obligations and mandates with the goal of not compromising rigor in the classroom, supporting the social and emotional learning of students, and promoting continued high-quality teaching through embedded professional learning, all the while maintaining high expectations for all of our students.

Conclusion

I would like to acknowledge the hard work of our team including our principals, department heads, directors and supervisors, business office and central office staff, and our faculty.

The Waterford Public Schools continues to be an exceptional school district in so many ways. We appreciate the community’s support that allows the Board of Education to sustain the outstanding academic,cocurricular, and athletic programs that ensure that all Waterford students receive a high-quality education.

Sincerely,

Thomas W. Giard III Superintendent Waterford Public Schools

WATERFORDBOARDOFEDUCATION

GOALS2025-2026

ExecuteandsupporttheDistrictStrategicPlan.

Supporthighquality,effectiveprofessionallearning;providingnecessaryresourcesoftimeandfunding.

Promotementalhealthapproachestoreduceemotionalstressamongourstudents;andsupportthesocialandemotionalintelligenceand developmentofstudents.

Engagefamiliesinthemostmeaningfulwayspossible .

PromotethefeaturesandbenefitsofalloftheWaterfordPublicSchoolstoencourageWaterfordfamiliestosendtheirchildrentoourfivepublic schoolsandtoreachouttoneighboringdistrictstoexploreopportunitiesfortheirstudentstoattendWaterfordHighSchool.

,anddatatoultimatelyimproveteachingand learning.

SupportthebudgetprocessinachallengingStateandlocalfiscalenvironmentandexploreeffectivecollaborativerelationshipsinorderto achievecollectivesavingsand/orefficiencies.

Supportapositiveschoolclimate.

Advocateforandbuildadistrictthatpromotesdiversity,equity,andinclusionbycreatingandmaintainingapositiveandinclusivelearning environmentforallstakeholders.

AssessclasssizesandofferingsatallWaterfordPublicSchools.

2026-2027(FY27)BUDGETASSUMPTIONS

Continuetoexploreandimplementopportunitiestoreducecosts.EmployinnovativestrategiestomaximizeoutcomesatthelowestcosttoWaterford.

Reviewcurrentandprojectedenrollmentdata.Budgetclasssizebasedonthefollowingguidelines: PKGrade1:upto21studentsperclass;Grades2-5:upto23studentsperclass;Grades6-12:upto25studentsperclass.

ImplementcurricularandinstructionalinitiativesthroughProfessionalDevelopmentandCurriculumRenewal.

ourequipmentreplacementprogram.

AdequatelyfundestablishedBoardofEducationgoals.

MeetallFederalandStatemandates.

Assume70%fundingoftheExcessCostGrantthatdirectlyoffsetsthecostofprovidingservicestoseveralhigh-costspecialeducationprograms.

Grantsfundedatcurrentyearordecreasedlevel.

Thebudgetedcostofconsumablegoodsandserviceswillbebasedonpastexperience,existingcontracts,andtrenddata.

Continueprogramsforpreventativemaintenanceandschoolsafetyforallfacilities.Providesufficientresourcesforongoingmaintenanceand upkeepofallbuildings,grounds,andequipment.

Continuetoprovideeducationalservices,whichinmanycasesrequirespecializedtransportationand/orspecializededucationalplacements forstudentswhoareresidentiallyplacedatoutplacementfacilities.

Includecostsassociatedwithallemployeecontracts.

Continuetofocusontheneedsofthewholechildbyprovidingandmaintainingqualityprogramsandservices.

2026-2027 BUDGET

EXECUTIVESUMMARY

20262027BoardofEducationBudget

SERVICES $28,862,877

Salaries for Certified Teachers, Administrators, and Instructional Tutors comprise 45.96% of the total 2026-27 budget. The total budget increase of $696,937 is a 2.47% increase over prior year.

1.00

0.95 Teacher

0.13

0.05

0.50

2026-2027 INSTRUCTIONAL SERVICES STAFF PLAN

2026-2027 INSTRUCTIONAL SERVICES STAFF PLAN

2026-2027 INSTRUCTIONAL SERVICES STAFF PLAN Special Education

$9,280,235

Supportsalariesrepresent14.8%oftheproposed2026-27budget.Thetotalbudgetincreaseof$420,456isa4.75%increaseoverprioryear.

FTE2025-26Budget192.80 Add 1.0ITSystemAdministrator 1.0FamilyOutreachWorker

FTE2026-27ProposedBudget 194.80

AccountNumber/Description

SUPPORTSERVICES

100-02380-112-1200-05-10-100-02-5PARAPROF-STUDENTSUPPORT

100-02385-112-1200-05-10-115-02-5VOCATIONALSITEORGANIZER

100-02390-119-1200-05-10-115-02-5STUDENTWORKER-VOCATIONALPROGRAM

100-02395-119-2900-10-12-401-02-5STUDENTWORKER,ITINTERN

100-02400-112-1200-05-10-111-02-5OCCUPATIONALTHERAPISTS

100-02420-112-1200-05-10-111-02-5PHYSICALTHERAPISTS

100-02440-112-1200-05-10-100-02-5SECRETARY-SPED

100-02460-112-2120-02-08-091-02-5SECRYGUIDANCE-CLMS

100-02480-112-2120-03-09-091-02-5SECRYGUIDANCE-WHS

100-02520-112-2220-01-02-090-02-5LIBRARYASSIST-GN

100-02540-112-2220-01-03-090-02-5LIBRARYASSIST-OSW

100-02560-112-2220-01-04-090-02-5LIBRARYASSIST-QH

100-02600-112-2220-02-08-090-02-5LIBRARYASSIST-CLMS

100-02620-112-2220-03-09-090-02-5LIBRARYASSIST-WHS

100-02660-112-2320-10-12-401-02-5COURIER

100-02680-112-2320-08-11-401-02-5CENTRALOFFICESTAFF

100-02740-112-2400-01-02-101-02-5PLAYGROUNDMONITOR-GN

100-02760-112-2400-01-02-400-02-5SECRETARYSCHOOL-GN

100-02780-112-2400-01-03-101-02-5PLAYGROUNDMONITOR-OSW

100-02800-112-2400-01-03-400-02-5SECRETARYSCHOOL-OSW

100-02820-112-2400-01-04-101-02-5PLAYGROUNDMONITOR-QH

100-02840-112-2400-01-04-400-02-5SECRETARYSCHOOL-QH

100-02885-112-2113-06-12-101-02-5FAMILYOUTREACHWORKER

100-02940-112-2400-02-08-400-02-5SECRYSCHOOL-CLMS

100-02950-112-2400-02-08-101-02-5MONITOR-CLMS

100-02970-112-2400-03-09-101-02-5MONITORS-WHS

100-02980-112-2400-03-09-400-02-5SECRETARY-WHS

100-02990-112-3200-03-09-030-02-5SECRYATHLETICS-WHS

100-03000-112-2400-06-12-060-02-5SCHOOLRESOURCEOFFICER

Waterford Public Schools

2026-2027 SUPPORT SERVICES

7/1/20246/30/2025 7/1/20256/30/2026 7/1/20266/30/2027

AccountNumber/Description

100-03020-112-2500-08-11-401-02-5BUSINESSOFFICE

100-03060-112-2600-01-02-200-02-5CUSTODIAN-GN

100-03080-112-2600-01-03-200-02-5CUSTODIAN-OSW

100-03100-112-2600-01-04-200-02-5CUSTODIAN-QH

100-03160-112-2600-02-08-200-02-5CUSTODIAN-CLMS

100-03190-112-2400-06-12-101-02-5SECURITYOFFICERS-DISTRICT

100-03200-112-2400-03-09-101-02-5SECURITY-WHS

100-03220-112-2600-03-09-200-02-5CUSTODIAN-WHS

100-03240-112-2600-06-12-200-02-5MAINTENANCE

100-03260-112-2600-08-12-200-02-5BLDGS&GROUNDSOFFICE

100-03450-112-2700-04-10-300-02-5VANDRIVERS-SPED

100-03470-112-2112-06-12-401-02-5ACADEMICSOFTWARESUPPS

100-03480-112-2900-06-12-401-02-5COMPUTERENGINEER

100-03490-112-2900-06-12-401-02-5COMPUTERTECHNICIAN

100-04015-112-1000-03-09-010-01-5TUTORINSCHLSUSP-WHS

100-04035-112-1000-02-08-010-01-5TUTORINSCHLSUSP-CLMS

100-04540-122-1200-05-10-100-02-5SUBSTITUTES-PARAPROF

100-04620-122-2400-06-12-401-02-5SECRETARYSUBS

100-04640-122-2600-06-12-200-02-5CUSTODIANSUBS

100-05020-132-2320-08-12-401-02-5OTCENTRLOFFICE

100-05040-132-2400-01-06-400-02-5OTSECRY-ELEM

100-05060-132-2400-02-08-400-02-5OTSECRY-CLMS

100-05080-132-2400-03-09-400-02-5OTSECRY-WHS

100-05100-132-2600-01-06-200-02-5OTCUSTODIAN-ELEM

100-05120-132-2600-02-08-200-02-5OTCUSTODIAN-CLMS

100-05140-132-2600-03-09-200-02-5OTCUSTODIAN-WHS

100-05160-132-2600-06-12-200-02-5OTMAINTENANCE

100-05200-132-2900-06-12-401-02-5OTTECHSUPPORT-BOE

100-05230-132-2600-06-12-200-02-5OTSNOWREMOVAL

100-06690-119-1000-06-12-101-02-5NURSES/HEALTHAIDES

Waterford Public Schools

2026-2027 SUPPORT SERVICES

7/1/20246/30/2025 7/1/20256/30/2026 7/1/20266/30/2027

AccountNumber/Description

Waterford Public Schools

2026-2027 SUPPORT SERVICES

7/1/20246/30/2025

7/1/20256/30/2026

7/1/20266/30/2027

Paraprofessionals

$11,162,220

Health Insurance

• Qualified employees of the Waterford Board of Education are entitled to receive Medical & Dental Insurance. Waterford’s Health Insurance is through the state partnership plan administered by Anthem Blue Cross and Blue Shield.

Life Insurance

• This includes costs associated with coverage as negotiated in several union contracts.

FICA

• As an employer, we are obligated to match our employees’ deductions for social security. Most support personnel are required to contribute to this fund based on their number of scheduled hours. Also, we are required to contribute the Medicare portion (1.45%) on all new certified personnel hired since 1986.

Reimbursements

• This includes contractual obligations for tuition reimbursement and maintenance/custodian shoe allowance.

• Tuition reimbursement under the teacher’s contract is set at $90,000. The remaining amount is for contractual obligations for various support staff bargaining units.

Unemployment Compensation

• We are required to contribute to the unemployment compensation of eligible former employees who earned wages fromWaterfordPublicSchoolsduringaspecifiedbenefitperiod.

Workers

’ Compensation

• According to State statute, we must maintain workers’ compensation coverage in the event an employee is injured while on the job. For Fiscal Year 2027 the Town and Board of Education are beginning conversations on moving this from a fully insured plan to self-insured.

Unused Sick Leave

• This is thecontractualobligation forthe payment of unused sick leave upon retirement. The projection is based upon notifications from staff of a pending retirement for the next school year. While many veteran employees still retain this benefit, contract negotiations have achieved reduced benefits for mid-career employees and have eliminated this benefit for new hires.

Retirement Incentive

• The amount budgeted is the payment due for those employees who retire. The projection is based on retirement notifications received per contractual obligations prior to December 1st .

Instructional Services

• Waterford is a participating member of the New London Adult Education Program.

Professional Development

• This account is used for teacher and administrator training as specified in the district’s professional learning plan. Most of these funds support programs that are developed and presented within the district. Three full days of teacher training are also offered each year. The quality and improvement of the education offered to all students depends upon the continuous improvement of the staff, both teachers and administrators.

Curriculum Development

• The curriculum revisions that are in progress and will be completed by the end of the 2026-27 school year are:

o Art (Pk-12)

o CTE (6-12)

o Music (PK-12)

o Science (9-12) Elective Courses

• The Curricular Areas where work will begin during the 2026-27 school year are:

o CTE (6-12) Additional Electives

o Math (6-12)

o English (6-12)

$1,636,306

Other Professional/Technical Services

• These accounts are used for where special skills/expertise are necessary or required throughout the district. The Special Services department utilizes these funds for occupational and physical therapists, Board Certified Behavior Analysts, invoiced services at magnet and charter schools, specialized health services, and outside evaluations and has seen increased student need over the past few years. The IT department uses funds to support special expertise required to maintain over $5 million in total infrastructure. Funds for new employee physicals, district nursing services, the district medical advisor and residency investigations are also paid out of these funds. Certain district initiatives are supported by consultants.

Legal Services

• Teacher union negotiations in the 2026-2027 School Year are planned.

$3,222,726

PupilTransportationRegularandSpecialEducation

ThetransportationcontractisbeingputouttobidJanuaryof2025.TheContractwasawardedtoFirstStudent.

Thisbudgetisbasedonthecurrentutilizationandassumestwenty-one(21)TypeIbusesforregulareducationtransportationand nine(9)TypeIIbuses,three(3)ofwhicharewheelchairequipped.

Fuel-Buses/Vans/Maintenance

ThecostofdieselfuelunderourtransportationcontractfallstotheBoardofEducationtofund.Theschoolvansandthemaintenance vehiclesuseregulargasoline.

Fire/PropertyandLiabilityInsurance

AllTowndepartments,includingtheschoolsystem,arecoveredunderthesamepropertyandliabilitypolicies.

OtherInsurance

Thislineitemincludesinsurancecoverageforallinterscholasticsportsandstudentactivities.

$390,527

Communications

Thiscategorycontainscostsassociatedwithvariousformsofcommunication.InFY27itisanticipatedthislinewillbefunded50%bythe E-rate*Program.TheE-rateProgramfundsWi-Fiequipment,fiber,andi eachschooltoTownHallandistheconduitthatrunsourphones,television,internet,data,securityalarms(lockdown,fire,andburglar), andelectronicdooraccessforeachoftheschools.Theserobustfiberopticconnectionshavegreatlyreducedannualexpenses(i.e., phonesandinternet).E-ratefullysupportstheWPSnetworkingmodelandwillcontinuetoprovidemaximumfundingforeligibleitems. InFY27E-ratewillfundthefollowingamountsforfibermaintenancefees($8,850)andinternetserviceforthedistrict($7,020).In2016, theStateofCTcutfundingforInternetservicestoallpublicschools(apreviouslyfreeservice).ItisanticipatedthatE-ratewillfund $15,870inFY27,whichincludes50%ofthecommunicationitemsmentioned.Thedistrictremainscommittedtofindingcreativewaysto savemoneyoncommunications.

Postage

ThislineitemisthetotalcostofpostageforWaterfordPublicSchools.

Advertising

Thislineitemcoversthecostofclassifiedadsforpersonnelvacanciesandlegalnotices.Electronicmediaisusedwheneveritiseffective andefficientandonlydoingprintadvertisementwhenitisrequiredbylegalmandateoristhebestoption.

-rate, andinternetaccess.Theprogramisintendedtoensurethatschoolsandlibrarieshaveaccesstoaffordabletelecommunicationsandinformationservices.

$3,011,328

TuitionformagnetschoolstudentsingradesK12isthestatutoryresponsibilityofthesendingtown.Specialeducationcostsarealsothestatutory responsibilityofthesendingtownforanymagnetschoolstudent.

ElementaryMagnetSchools

GradesK-5

RMMSMagnetSchool

FriendshipSchool

WinthropSTEM

NathanHale

ProjectOceanology

MiddleSchoolMagnet/CharterSchools

Grades6-8

Technical&MagnetHighSchools

Grades9-12

LedyardAgri-Science&Technology

Science&TechnologyMagnetHigh School

MarineScienceMagnetHighSchoolof SoutheasternConnecticut

ThreeRiversMiddleCollegeHighSchool

Allsixth-gradestudentsatClarkLaneMiddleSchoolandthose studentsatWaterfordHighSchoolenrolledinmarinebiologyand marinesciencecoursesparticipateinProjectOceanologyat AveryPoint.

SpecialEducationOtherPublic

Fundingfortheout-of-districtplacementofspecialeducationstudents whoseplacementisinaspecializedprogramwithinapublic-school setting:

OCEANAVENUELEARNingACADEMY:Thefacilitysupports studentswithdevelopmentaldisabilitiessuchasautism, emotionalandbehavioralchallenges,andcomplexmedical needs.TheprogramprovidesABAservicesaswellasdirectand consultativeclinicalsupportintheareasofpsychiatry, psychology,socialworkandbehavioralexpertisetheseare

SpecialEducationPrivate

Fundingfortheout-of-districtplacementofspecialeducationstudents whoseplacementisinaspecializedprogramwithinaprivateschool setting:

Adelbrook(TransitionalAcademy):TheÄdelbrookTransitional Academyisacommunity-basedvocationalprogramforyoung adultswithintellectualand/ordevelopmentaldisabilities.In additiontovocationaltraining,theTransitionalAcademy providesfunctionalacademics,andcommunityengagement opportunitiestohelppreparestudentsforindependentliving.

AmericanSchoolfortheDeaf:TheAmericanSchoolfortheDeaf isacomprehensivelearningcommunitythatwelcomesalldeaf, hardofhearingandhearingchildrenwithuniquecommunication needs.

Buckingham:Buckinghamisanon-profitcorporationprovidinga varietyofsupportsandservicestostudentsandadults.They providevocationalplacementsinthecommunity,individual homesupportsandschool-to-worktransitionalservices.

ConnecticutCoastalAcademy:TheConnecticutCoastal Academyworkstorestoreandrecognizethegiftsofpeoplewith physical,intellectual/social-emotionalandlearningdifferences. Throughrestorativeapproachestobehavioralhealththey nurturesociallyorientedyoungpeople,whoareproudtotake meaningfulrolesintheircommunities.

GraceWebb:TheGraceWebbSchoolprovidesspecialeducation andrelatedservicestostudentsgradesK-12.Itistheirmission toprovideindividuallytailoredprogramsforstudentsintheleast restrictiveenvironment.

LighthouseVoc-EdCenter,Inc.:Lighthouseisaprivate,nonprofit organizationestablishedtopromoteaqualitycommunity-based programencompassingthelifeskillsnecessaryforindividualsto withteachers,therapists,speechpathologists,casemanagers, and/orfamilies.Individualprogramsaredesignedforeach personbasedupontheirneedsasdeterminedbystaffand families.Lighthouseprovidesbothdayandextendedday programs.

MelioraAcademy:MelioraAcademyisaprivateeducational programdesignedtoprovideintensiveandcomprehensive educationalservicestostudentswithautismspectrumand relateddisorders.Itprovidesstudentswithadata-based instructionalcurriculumaspartofatransdisciplinaryteaching programutilizingresearch-basedinterventions.

RiverRunAcademyattheSusanWayneCenterofExcellence: RiverRunisaresidentialtreatmentcenterdesignedtoenable studentswithuniquechallengestoreachtheirmaximum potentialbyofferingasophisticatedlevelofeducationand clinicaltreatment.

SeabirdEnterprises,Inc.:Seabirdwasestablishedasanon-profit organizationinthetownofGrotonin1983toprovidevocational opportunitiestostudentsandadultswithintellectualand/or disabilitiesinthecommunity.

WaterfordCountrySchool:TheWaterfordCountrySchool providescomprehensivespecialeducationacademic, prevocational,behaviormanagement,lifeskills,andsupport programsforresidential,emergencyshelter,anddaystudents, ages8-22.DaystudentsmaybeplacedbytheirLEA.

WaterfordTransitionProgramatUCONNAveryPointCampus: ThisTransitionProgramforstudentsages18-22,locatedonthe UCONNAveryPointcampus,providesstudentswithavarietyof opportunitieswhichincludedirectpaidworkexperienceand teachingaroundresumewriting,jobapplications,personal finance,careerreadiness,andindependentlivingskills,toname afew.StudentsalsohaveanopportunityonFridaystoworkin thecommunityaswellasbuildingsocialskillswithpeers.The programfostersthegrowthofthespecialeducationstudentto buildtheirindependence,sotheyareabletoenterthework forceorattendcollegewithassistanceorindependently.

ExcessCostLocal,Public,Private:

Excesscostreimbursementwasdefinedasfive(5)timesbeyond district.However,beginningJuly1,2003,thereimbursement basewasreducedtofourandonehalf(4.5)timesbytheGeneral Assembly.StateAgencyplacementsaresetatone(1)times projectedreimbursementrateforexcesscostis70%.

$3,011,328

TravelDistrict

Thislineitemincludesthecostoftravelreimbursementforitinerantteachers,informationtechnology,andmaintenancepersonnel travelingwithinthefive(5)schoolsinthedistrict.ActualreimbursementperBoardofEducationpolicyisbasedonInternalRevenue Serviceguidelines.

Conferences/Meetings

Conferencesarefocusedaroundinstructionofliteracyandmathematics,withpreferencegiventonewareasofcurriculum implementation.

ContractedServices

Thereisanannualleaseagreementbetweenthetownandboardofeducationforofficespacewithintownhall. Additionally,thisseriescoversairqualitytesting,pestcontrol,boilermaintenance,andemergencylighting.

FieldTrips

Theoperatingbudgetprovideslimitedfundingforfieldtrips.Thefieldtripsareprimarilyforscienceandmusiccompetitions.Thesefunds areutilizedtotransportWaterfordHighSchoolstudentstoacademiccompetitions.

$1,380,866

Rentals

Thislineitemincludesrentalcostsforspecialeducationandmaintenanceequipment.

GeneralSupplies

Thislineitemincludesthecostofbasicsuppliesneededforschooloperationsincludingcopypaper,writingandlibrarysupplies,andgraduation expenses.

ClassroomSupplies

Thislineitemincludessuppliesusedintheclassroomtypicallyatthemiddleandhighschoollevels,whichpertaintoaspecificsubject suchasscience,math,unifiedarts,etc.

SpecialEducation/SummerSchool

Thislineitemincludessuppliesforspecialeducationprogramsandservices.

TestingSupplies

ThislineitemincludessuppliesusedforELLTesting($3,000),StandardizedTests($10,425),TAGTesting($250),andEvaluationTesting($6,000). Thisaccountwillbeusedtopaythe$16registrationfeetoadministerthePSATtoallsophomoresduringtheschoolday.Thisinformation willbeusedtoshowthegrowthinthe11th

AudioVisualSupplies

Thislineitemincludesgeneralaudio-visualsuppliessuchasmediastoragedevices,projectorlamps,andauditoriummicrophones, adaptors,lights,andwiring.

Software

Theall-districtsoftwarelineitemisforadministrativeandeducationallicensingcosts.Copyrightlawsrequirethateachdevicehasthe appropriatelicensesforthesoftwareinstalledonit,whetheritisadesktop,laptop,ChromebookoriPad.

FuelOil

ForFiscalYear2027,theWaterfordBoardofEducationwillonly beusingfueloilforgeneratoruseatfourofourschools.Clark LaneMiddleSchooldoesnothaveagenerator.

Electricity

Forfiscalyear2027,ElectricalGenerationis0.0957.Duringthe FiscalYear2022,anenergyefficiencyprojectwascompleted.It wasexpectedtoreduceusageby26.5%.Theincreasedrequest isbasedonincreasingtransmissioncostsfromtheutility providerwhichisnow0.0961foratotalcostperKWhof0.1918

NaturalGas

Thehighschoolwillcontinuetoheatthepoolarea,auditorium, andgymnasiumwithnaturalgas.

QuakerHillElementarySchoolusesnaturalgasprimarilyinthe cafeteria.

Propane

Propaneisusedinallcafeteriastoheathotwaterandinthe frontofficeatGreatNeckandOswegatchieElementarySchools.

MaintenanceandRepair

Thereareseveralaccountsinthiscategory,allpertainingtothe costofcontractingmaintenanceservicessuchassecurity monitoring,alarmsystem(burglar,refrigerators,sewer,boiler) specializedelectrical,heatingandplumbing,roofrepairs,floor machines,inspections,servicecontracts,snowremoval,vehicle maintenance,andfireextinguishers.

MaintenanceEquipment

Toolsandequipmentwithaunitcostexcessof$500andhaving alifeexpectancyofmorethanoneyearwillbechargedtothis accounttoallowforbettertrackingofexpenses.

MaintenanceSupplies

Water

Thecostofwaterisbasedonusageandafeethatisbasedon thesize(diameter)ofthepipe.

IncreaseatGreatNeckElementarySchoolisbecauseofthe installationofsprinklers

Sewer

Thecostofsewerisbasedonafixedmonthlyfeeaswellasa feeforwaterconsumptionandusage.

Inordertomonitorandtrackmaintenanceexpensesmore closely,thisaccounthasbeensubdividedintoseveralspecific accounts.Thenewaccountstructureincludesindividual accountsforelectricalsupplies,airfilters,andplumbing supplies.Theseareinadditiontovehicle,custodial,paint,pool, andgeneralsupplyaccounts.Thebudgetsforthesecategories coverthecostsofcleaning,preventivemaintenance,and repairsforthedistrict.Suppliesforcleaningareconsumables products.Suppliesformaintenanceareusedforpreventive maintenanceandrepairswhicharedonebyWaterfordPublic Schoolpersonnellabor.Suppliesforthepoolincludespecial cleaningproductsforthepooldeck,poolchemicals,and maintenanceofthechemicalcontroller.

Textbooksthatsupportthecurriculumrenewalcyclearepurchasedoutofthisline.

Textbookfundsattheschoollevelareusedforreplacingwornouttextsorpurchasingadditionalcopiesoftextsduetoincreasesinclass enrollment.

EQUIPMENT $234,921

Principalsreviewequipmentrequestedbyteachersordepartmentheadstodeterminewhichitemsarenecessaryandreasonablewithinthetotal buildingbudget.TheSuperintendentfurtherscrutinizestheserequests.

ProgramEquipment

Thiscategoryconsistsofequipmentwhichisuseddirectlyorindirectlyfortheinstructionofstudents.Thisaccountbudgetsforreplacementsto music,P.E.,athletics,aswellasotherclassroomneeds,suchasmulti-media(audiovisual).

TechnologyPlanEquipment

Thisaccountbudgetisforinfrastructuremaintenanceperthetechnologyplan,whichsupportsover$6millioninhardware.Specificprojectsfor 2026-27areasfollows:

$6,000tomaintaintheregionalprintingenvironment.Regionalprintingconsistsofprinters,copiers,andswipecardsystems.This fundingwillbeusedforreplacingend-of-lifeprintersandupdatestotheprintmanagementsystem.

$63,300forreplacementswitches,routers,servers,andcontrollers.

SpecialEducationEquipment

Thiscategoryincludesequipmentspecificallyusedforspecialneedsstudentsorprograms.

MaintenanceEquipment

Thislineitemisforequipmentpurchasesthatexceed$500intheBuildingsandGroundscostcenter.Itincludesitemssuchassnowplowblades andtools.

Dues&Fees

ThiscategoryincludesthecostofmembershiptovariouseducationalorganizationstoassisttheadministrationandBoardofEducationinthedaily operationsoftheschoolsystem.

2026-2027 BUDGET APPENDIX

-WATERFORD PUBLIC SCHOOLS STRATEGIC ERENCE PLAN

August2022

Waterford Board ofEducation

MISSION

Waterford Public Schools is a community oflearners thatfosters and supports high aspirations, ensuring every student acquires the skills and knowledge necessary to be a responsible citizen, preparedtocontribute andsucceedin anever-changingworld.

In support ofthis Mission,webelieve:

□ Educationisacollaborativeresponsibilityrequiringapartnershipamongthe individual, family, schoolsystem, and community.

□ Safety, integrity, andrespectarecriticaltosupportsuccessforalllearners.

□ The greatestpotentialfor learningoccurswhenan individual'ssocial, emotional, andacademicneedsaremet.

□ Studentgrowth andachievementareenhancedwhencuriosity, creativity, andcontinuousimprovementarevalued byallmembersofthelearning community.

□ Evidence andinformationarethefoundationofsounddecision-making.

GOALS

I 1..._____

The district is committed to a clearly communicated and purposeful vision, shaped by our mission and defined, rioritized goals, which will ensure studentprogressandsuccess.

The district is committed to delivering high q ality instruction nd assessing progress in a consistent, accurate, and timely manner in order to ensure studentprogressandsuccess.

Thedistrictiscommittedtosupportingthesocialandemotionalneedsofall students.

The district is committed to advocating for and building a district that promotesequity.

Enrollment Summary

The enrollment projection for the 2026-2027 school year is 2,227 students. This is a 0.36% increase from the current enrollment of 2,219 students.

The projected elementary enrollment forecasts an increase for PreK through Grade 5 from the current 1,004 students to 1,018, which is 14 more students, for a 1.39% increase.

The projected middle school enrollment forecasts a decrease for Grades 6 through 8 from the current 506 students to 499 students, which is 7 fewer students, for a 1.38% decline.

The projected high school enrollment forecasts a increase for Grades 9 through 12 from the current 709 students to 710 students, which is 1 additional students, for a 0.14% increase.

Waterford Projected Enrollment by Grade 2026-27

Actual enrollment as of October 1 each year. Totals include those students placed out of district or homebound.

Grades Pre K-5 Grades 6-8 Grades 9-12

* NESDEC Enrollment and MP Planning Analysis (12/24)

Waterford Public Schools 2026-27 (FY27) Projected Enrollment

ACADEMIC KUDOS and PROGRAMMING

Waterford Public Schools

Noteworthy Achievements and Accomplishments 2024-25

Great Neck Elementary School – GN Oswegatchie Elementary School – OSW

Quaker Hill Elementary School – QH Clark Lane Middle School – CLMS

Waterford High School – WHS

WHS was selected as one of the inaugural USA Blue Schools, which integrates ocean learning into the curriculum, recognizing the important role formal education plays in fostering an ocean-literate society.

Forty-eight WHS students were inducted into the World Language Honor Societies.

o Spanish Inductees: 29

o Latin Inductees: 11

o French Inductees: 8

Forty-two WHS Students passed the Seal of Biliteracy test in Chines, Russian, Portuguese, French, Latin, Spanish, and American Sign Language. Five students earned the Seal of Biliteracy in 2 different languages.

WHS Senior was awarded the Dr. Martin Luther King Jr. Scholarship for dedication to learning and content of character.

The WHS Model United Nations Club won two prestigious awards at the Yale Model United Nations Conference. Two WHS Juniors were recognized as honorable delegates among the two thousand conference attendees.

Two WHS Seniors received full time job offers from Electric Boat before graduation.

WHS students scored well on Advanced Placement (AP) Exams –

o 58 out of 60 passed the AP U.S. History exam; 96.7%; mean score of 4.00 out of 5.

o 60 out of 62 passed the AP Government exam; 96.8%; mean score of 4.35 out of 5.

o 32 out of 33 passed the AP Psychology exam; 97%; mean score of 4.18 out of 5.

Two WHS seniors and two CLMS grade 8 students received the Connecticut Association of Public School Superintendent’s Student Award for their community service, academic prowess, and leadership service.

AP/UCONN ECE European History and Senior English, War Literature classes participated with the Encountering Survivors Holocaust Living History Program with the Jewish Federation of Eastern CT. As part of the program, WHS hosted speakers from the local community who are children of Holocaust survivors. Ten WHS Journalism students participated in a conference at Columbia University.

WHS was recognized as a National Unified Champion School.

WHS Criminal Justice classes continued their partnership with the Waterford Police Department. Officers from the department visited the classes and provided instruction on a variety of topics including Qualifications and Training to Common Teen Crimes and Issues.

Fifty-seven WHS students were inducted into the WHS National Honor Society.

Twenty Lifeguarding Certifications were awarded at WHS.

76.2% of WHS students tested for The CT State Fitness Testing passed/met goal on all 4 tests administered (state average was 49%).

Five WHS students competed in the Connecticut Regional Science Bowl tournament at UCONN that tested science and math knowledge and critical thinking skills. The WHS team placed 2nd in the state out of 42 teams.

The WHS Science Olympiad team competed against 50 other top CT high School teams including private prep schools. The Olympiad consisted of 23 events where students compete as teams of two on science and engineering events. Eight students participated and the team placed 12th . Individual students won six medals.

The WHS Math Team placed first in the Eastern Connecticut Regional Competition.

WHS World Language Teacher named Modern Classroom Projects Distinguished Educator.

WHS continued the Lancer’s Sunshine Cafe run by the High School Explorers Program.

WHS students celebrated Hispanic and Latino Heritage Month with inspirational quotes from Latin American icons posted around the building.

The WHS Physics and Marine Science classes participated in lectures at UCONN and the Physics and Marine Science Cardboard Boat Race

WHS Librarian received a Fund For Teachers Grant that enabled him to explore in Vietnam the country’s 2500-year history to expand student learning of its people and their culture beyond what is commonly reduced to the years around the Vietnam War.

Thirty-seven CLMS 7th/8th grade students were accepted in the chapter of Jeunes Amis du Français, the junior version of the French Honor Society, as well the chapter of the Spanish Honor Society, La Sociedad Hispánica de Amistad and the Latin NJCL Honors Society.

CLMS students participated in the SERC Youth Summit designed specifically for students to raise awareness about diversity and youth leadership.

All grade 8 students wrote plays under the guidance of their Language Arts teachers and professional playwrights at Waterford’s Eugene O’Neill theater. A grade 8 student was a finalist in the Young Playwrights contest.

The CLMS Explorer’s Cafe, a self-funded program using donations and grants, provided opportunities for special education and general education students to work together to run a cafe under the guidance of special education teachers. The program teaches many social skills, business skills, and service industry skills.

All elementary schools’ partnerships continued with EASTCONN to support professional development in preschool and kindergarten.

All elementary schools cultivated community gardens that provided valuable lessons in gardening and plant basics. Harvested crops were used in school kitchens as well as donated to food banks.

All elementary schools housed PreK classrooms providing early learning centers for all special education students and a limited number of peer role models.

QH expanded the successful Jr. Explorer’s special education classroom.

OSW was visited by UCONN’s NEAG Early Childhood Leadership Cohort as an example of effective early childhood practices.

All schools continued rounds of learning walks. The area of focus for the 2024-2025 SY was what questioning techniques are staff using, what feedback is being given to students, as well as what assessment data is collected in each small group, and how are support staff utilized in the classroom?

Grade 3 and 5 students at all schools participated in a field trip to the Jordan Green in collaboration with the Waterford Historical Society.

One GN fifth grade student was selected as the New London County Winner in the CT Fire Prevention Poster Recognition Program.

SCHOOL CLIMATE INITIATIVES

Mental Health Monthly programming was provided by WHS school counseling staff.

Multiple Extended Advisory lessons at WHS focused on student mental health, stress management, and self-care topics.

WHS Boys and Girls Lacrosse participated in the Lax2Live games partnered with the Brian Dagle foundation.

WHS developed and implemented a series of Extended Advisory lessons focused on equity, diversity, and inclusion topics.

WHS continued a student-led Diversity Coalition and Women’s Empowerment Group and faculty-led School Equity Committee.

WHS Social Studies Department invited two professors, one from Central CT State University and one from Roger Williams University, to come and engage with students in a collaborative Socratic seminar, one dealing with teens and mental health and one dealing with opioid abuse in America.

In addition to running the Lancer Cafe, students in the WHS Explorers made dog treats and delivered them to faculty and staff. Cool Beans, the Avery Point Transitional Program student-run coffee cart, continued to be a success in the high school.

WHS established the Best Buddies program.

WHS School Counseling department conducted a series of workshops for students that included addressing financial aid resources and information, weekly after-school college application support workshops, college application FAQs, and support services available at WHS (including information on how to access them).

The WHS School Counseling team delivered a presentation for all parents of freshmen and sophomores providing information on graduation requirements, attendance, standardized assessments, school counseling framework overview, post-secondary planning calendar, and more.

The WHS School Counseling Department created career seminars for seniors and hosted community partners that represented 12 career paths including all branches of the military.

WHS held a College and Career Fair for all Grade 11 and Grade 12 students. Representatives from 100 colleges, universities, military branches, employment training programs, and vocational institutions attended. The WHS School Counseling Department increased career path representation at the College and Career Fair by 42%.

WHS hosted a schoolwide assembly featuring the Save-A-Life-Tour to raise awareness of the impact of distracted and impaired driving.

The Cultural Diversity Alliance at WHS presented its 2nd annual Cultural Night honoring the rich diversity of our community through food, festivities, and performances.

WHS and CLMS partnered to host a Safe Futures of CT and the 2024 Safe Walk to promote Domestic Violence Awareness.

Students and staff at CLMS participated in the Great Kindness Challenge, a program dedicated to encouraging kindness and gratitude throughout the school community and beyond.

CLMS grade 8 students visited WHS in June for a transition “Scavenger Hunt” activity to learn about academic and elective offerings at the high school and become familiar with their future school building. Peer Leaders and Waterford High School staff participated. The Grade 8 students were treated to lunch at WHS to become acclimated to the high school lunch routine.

United Child and Family Services (UCFS) sponsored a Girls on the Run after school club, a grant funded program to build leadership and confidence in middle school girls.

The CLMS behavior system, PRIDE, continued in the 2024-2025 SY. In this program students were recognized for taking pride in their behavior, learning and community.

CLMS hosted a grade 5 Parent Night to give parents the opportunity to ask questions and discover what the middle school experience would be like for their child.

Grade 5 students visited CLMS to ease the transition to middle school.

Grade 8 students participated in the Lancer Fair providing information on high school academic offerings, career pathways, and extracurricular clubs and athletics.

The Unified Basketball Program at CLMS allowed students with various abilities and backgrounds to come together as one and participate on the same team.

CLMS Equity and Understanding Committee continued to look at policies and professional learning to ensure equitable and fair treatment of all student groups.

The CLMS Counselors delivered lessons throughout the year for each grade concerning healthy relationships, being a more prepared student, proactive ways to manage conflict with peers, and many other important middle school topics.

The CLMS SRO regularly attended the CLMS Health and Wellness classes to present lessons on safe media use and healthy online relationships.

QH continued the program QH Connects, which ensured all students felt a sense of connection at school every day. With the use of a School Connectedness Screener, staff reviewed data, identified students needing additional connections and matched every student with a staff member to check in with throughout each week.

OSW staff continued a building level equity committee and ongoing book club/discussion group.

All elementary students and staff participated in the annual Field Day celebrations with activities focused on team building and collaboration.

GN students and faculty celebrated World Peace Day and launched student SEL focus aligned to its annual kindness campaign.

Grade 5 at all elementary schools participated in Youth Promise.

After-school offerings at GN aligned to support SEL, Health, STEM and Literacy.

All elementary schools celebrated World Down Syndrome Day to bring awareness to what Down Syndrome is and to celebrate the uniqueness of all individuals.

All elementary schools participated in Start with Hello; a program developed from the Sandy Hook organization to help students identify social isolation in peers and focuses on inclusion and kindness.

QH held Town Meetings to celebrate student achievements, discuss behavioral expectations, and celebrated student artwork, songs, and poetry.

GN Kindness Council, comprised of 4th and 5th grade students, worked to lead kindness initiatives throughout their school and community.

SERVICE TO OTHERS

The WHS Key Club and American Red Cross partnered to host blood drives at WHS to support the community.

The WHS National Art Honor Society members completed portraits of children from India, as part of the Memory Project, providing students with a wonderful opportunity to make a global impact with their artwork.

The WHS National Art Honor Society members carved and displayed over 40 pumpkins in support of Camp Harkness's "Camp O'Lanterns" event, which raises funds to support programming for campers with disabilities.

WHS National Art Honor Society members designed and created a birdhouse for the Friends of Harkness, and it was auctioned to raise money for the preservation of the Harkness Mansion.

WHS science students served as educators for the Quaker Hill Marine Science Day at Waterford Beach Park.

WHS Music honor society students helped students in the lower grades. WHS members have helped students individually as well as helping the ensemble directors at the middle and elementary schools.

The WHS music ensembles put on many concerts and performances throughout the community each year.

WHS student volunteers prepped grab and go crafts for the Waterford Public Library.

WHS peer leaders led workshops in the spring at Clark Lane Middle School to support Grade 8 students’ transition to high school.

The WHS Future Business Leaders of America sponsored their 9th Annual 12 Days of Giving fundraiser. All items collected at WHS were donated to the New London Homeless Shelter and Safe Futures.

The WHS Women’s Empowerment Club hosted a winter collection drive for the State Department of Children and Families.

The WHS Athletic department held the 7th annual Go Gold for Cancer games to raise awareness and funds to help end childhood cancer. Over $1000 was raised for Camp Rising Sun, a camp that welcomes children facing the diagnosis of cancer for a week of fun and friendship.

The CLMS Unified Community Club collected new pairs of socks for the Homeless Hospitality Center and Safe Futures.

CLMS students and staff participated in the annual CLMS Walkathon to raise donations to go to the Cactus Jack Foundation, CLMS Unified, UCFS Mental Health Programs and the Teri Brodeur Breast Cancer Foundation.

Many teams at CLMS participated in Waterford’s Adopt a Family at Christmas (food and gifts) in order to provide local families in need and to promote service to others for our students.

Families at CLMS donated cold weather gear to help community members in need. Items were delivered to WYFS to help local families.

WPS students and families donated hundreds of food items to Stuff the Bus (a program through WYFS).

GN’s Annual Kindness Campaign delivered important lessons on inclusiveness and kindness.

GN collected donations for the James Greenleaf Scholarship Fund.

OSW students collected and distributed holiday cards to local elderly residents and active military members.

QH students collected donations for the Annual Pink for a Cure Day to support Breast Cancer Awareness.

QH 5th graders in the “Let’s Make a Difference Club” continued to provide critical community service during our Veterans Day Celebration and with local retirement communities.

GN held a Jump Rope for Heart Campaign to raise money for the American Heart Association.

Dress down Fridays at GN raised money for local charities.

GN Kindergarten students entertained at the Senior Center and Victoria Gardens to share the gift of holiday music.

GN participated in a Sock Drive for Safe Futures.

All elementary schools hosted Veterans Day ceremonies for local veterans and their families.

GN Chorus Students performed for community Veterans at Filomena’s.

All schools participated in the following programs in support of the community:

o PJ Day for Kids raising money for the juvenile cancer treatment program at Connecticut Children’s Medical Center.

o Holiday Giving Program in collaboration with WYFSB.

TECHNOLOGY & COMMUNICATION

Sixteen WHS students participated in the Navy STEM SeaPerch program, working in small groups to build underwater remotely operated vehicles.

The Technology Education Department at WHS in cooperation with the Connecticut Technology and Engineering Education Association (CTEEA) hosted the 2025 Connecticut CTEEA SeaPerch Championship in March 2025.

The Waterford High School’s Technology Education Department continued teaching an Advanced Automotive Engineering class as a dual enrolled College and Career Pathway (CCP) course where students had the opportunity to earn college credit.

CLMS students participated in a variety of coding opportunities, learning the language behind the software that operates so much in our modern world. Students applied much of their coding skills to robots and other innovative devices.

Students used the CLMS TV Broadcasting Station to broadcast morning announcements and PSAs.

Students regularly accessed Google Classroom, DESMOS (math), CK-12 (Science); Illustrative Math; as well as geography practice software and other subject programs.

QH STEAM Lab (Science, Tech, Engineering, Arts, and Math) gave all students weekly, assured experiences in STEAM.

QH hosted a “Tech Talk,” for families, providing parents insight on setting screen time limits and internet safety for elementary students.

All elementary students participated in the Hour of Code that focused on the benefits of coding, robotics, and technology.

The Waterford Rotary provided a donation of $500 to support technology tools in the District.

EDUCATIONAL PROGRAMMING

WHS partnered with East Lyme High School to offer programming to students that are not offered in each individual school. In the 2024-25 school year, students from WHS participated in an EMT certification course that also offered ECE dual enrollment college credit. ELHS students will also be able to enroll in the WHS automotive course with the potential for additional opportunities in the future.

The Technology Education department continued the development of the Youth Manufacturing Pipeline Initiative with parts of the program embedded in the drafting, manufacturing, and automotive areas.

All CTE areas continued their participation and involvement with the CTE Advisory Board.

WHS students participated in the Envirothon competition in-person learning and presentation on environmental topics.

The WHS Business department partnered with Liberty Bank for the fourth Annual Credit for Life/Reality Fair for the junior class. All juniors attended this fair to gain an understanding of real-world budgeting and financial management simulations.

CLMS introduced new electives in Theater and Robotics.

All CLMS grade 7 students participated in Project Oceanology, gaining knowledge of the ocean life and shoreline environment. Students visited Avery Point and spent the day on the shore, in labs, and on the ship and saw firsthand the amazing life of Long Island Sound and the Eastern Connecticut Shoreline.

Most CLMS students learned a variety of engineering skills through classes such as Engineering Today, Coding and 3D Designs and other courses.

The CLMS World Language Department continued to offer a grade 6 introductory language rotation curriculum that allowed all grade 6 students to experience a third of a year of Latin, French and Spanish.

MAP testing was administered to all CLMS students in the fall, winter, and spring. These assessments in both math and language arts were used to inform teams of teachers, in STAT and as a progress monitoring tool. This assessment also enabled staff to be prepared to recommend students for intervention in the next school year.

SBAC testing was once again completed at CLMS in the middle of May. Students were tested by grade and were able to use their new devices issued by WPS.

The CLMS Redo/Retake Policy continued to provide students with multiple opportunities to reach mastery.

The CLMS HOW (Habits of Work) Rubric informed parents and guardians about their student’s work ethic and progress in areas such as class preparedness, having the proper materials, and classroom behavior.

All elementary schools continued in PK and K workshops with EASTCONN to build capacity in Executive Function and Purposeful Play.

QH was awarded $1,250 CT PTA grant.

GN was awarded a $500 Mohegan Challenge Grant to support resources to further the study of Native American history and culture.

OSW was visited by UCONN’s NEAG Early Childhood Leadership Cohort as an exemplar of effective early childhood practices.

OSW received a $4,000 grant from Dominion Energy-Millstone for The Garden Project, a collaborative initiative between school and the OSO family organization to reinvigorate the OSW garden into an interactive learning environment.

OSW 4th Grade began an ongoing partnership with Flock Theater to explore curricular content through puppetry productions.

OSW 5th Grade Students participated in Pfizer’s School of Science Mobile Experience in which students received hands-on science instruction in an educational module delivered by Pfizer personnel.

OSW received a grant from the Kelsey Harrington Foundation for $500 to increase resources in the Sensory Room that allowed students more opportunities for social-emotional and sensory support.

QH was named a Long Island Sound School and awarded a $5000 grant from Long Island Schools Network- to assist with Marine Science Day and additional marine science interactive learning opportunities.

QH hosted Marine Science Day in collaboration with the WHS Marine Science Department. This day included many community groups (Marine Science students, the Mystic Aquarium, Dominion, Save the River, Save the Hills, Project O and many more) that provided interactive learning stations for students throughout the day. In addition to all QH students, the 5th graders from GN and OSW also participated in this wonderful learning experience.

ATHLETICS/ACTIVITIES/ARTS

WHS Senior wrote an original composition for the Symphonic Band titled, Ascensio. The Waterford High Symphonic Band performed it at a concert last year and it was featured this year at the Young Composers Showcase at the Eastern Division Conference in Hartford.

WHS Senior was awarded one of the two WHS arts awards at the 2025 Connecticut Association of Schools Annual Arts Recognition Banquet in April.

Three WHS music students were selected to participate in the ASMI Altschuler Summer Music Institute in Rimini, Italy over the summer.

The WHS Music department hosted its annual WHS Jazz Festival featuring performances from high school and middle school jazz ensembles from throughout Connecticut and Rhode Island.

Fifteen members of the WHS Music Department auditioned and were selected to perform at the CT Eastern Region Honor Ensemble Festival at the University of Connecticut.

Four WHS students were selected by the Connecticut Music Educators Association to perform in the 2024 CT All-State Music Festival in Hartford.

Six WHS students auditioned and were selected to perform in the New England Music Festival.

WHS hosted a districtwide orchestra festival in the spring.

The WHS Music Department performed for the WHS students and staff as well as for the CLMS students and staff.

Two WHS sophomores received the Overall Outstanding Soloist Awards at the University of Delaware Jazz Festival.

The WHS Jazz Ensemble received the overall “Outstanding Trombone Section” at the University of Delaware Jazz Festival.

The WHS dance club put on a terrific performance “Into the Spotlight” - which featured a variety of dance styles, choreographed throwback tunes, four talented violinists and a solo singing performance.

WHS Art students showcased their art in a joint exhibition with the New London High School and Saint Bernard's at the Hygienic Galleries in New London.

The National Art Honor Society displayed decorations and artwork throughout the year in the high school gallery space, Waterford Public Library, Town Hall, and Hygienic Galleries.

Waterford High School’s Roundtable Theater performed The Heidi Chronicles.

Two WHS Seniors were recipients of the CAS-CIAC Scholar Athlete award.

WHS Girls Soccer Coach was named Eastern CT Conference Girls Soccer Coach of the Year.

WHS hosted the ECC Unified Soccer Tournament which involved seven schools and featured the Waterford Police Honor Guard presenting the colors for the national anthem and members from the Waterford Fire Services in full attendance.

WHS Athletic Achievements (Team Results, Season Winners, All state Achievements) are described in detail here: https://docs.google.com/spreadsheets/d/1HpKbyiAXnlsJl1oZ8sPXU_6H4JIMzIhX6-0lAtmbsMg/edit#gid=1040253830

CLMS Drama Club presented a school play in April, Guys and Dolls.

Twenty-six CLMS students were selected to perform in the 2025 CMEA Eastern Regionals Music Festival.

CLMS Girls Soccer and Girls Cross Country Teams were the 2023-2024 Eastern Connecticut Middle School Conference Champions.

CLMS had successful swimming, wrestling, volleyball, basketball, cross-country and track seasons.

The CLMS Arts hallway was expanded. The Mural Elective Classes created many large-scale murals ranging from abstract to nature to space motifs.

CLMS students participated in afterschool sports and activities and clubs including track, Archery Club, GSA Club, the Hogwarts Club, Rubik’s Cube Club, TV Studio Club, Stress-free Club, and many others.

The CLMS 8th grade mural elective completed an impressive large-scale painting designed and painted by CLMS students.

GN students performed in a Hawaiian Beach Party Musical.

OSW students performed in the Oswegatchie School Play with a full-scale production of Annie.

OSW Students participated in Laps with Lance, a whole school running fundraiser, and raised over $22,000 to support school activities and resources in coordination with the OSO.

QH celebrated their annual “Raptor Run.” All students PK-5 competed in a run/walk-a-thon and raised money to support PTA sponsored activities like field trips, assemblies, and technology. Over $18,000 was raised.

OSW hosted the Waterford Elementary Jazz Ensemble Night where students from all three schools showcased their talents and solos with help from several high school role models.

QH held a talent show for students in Grade 4 and 5.

GN held an after-school running club to promote physical activity for students.

Elementary choruses, bands, and orchestras performed for audiences in concerts showcasing the talents and hard work of the students.

QH held a comprehensive after-school and before-school activity program with offerings such as Make a Difference Club, Before School Climbing Club, Enrichment, Sunshine Kids, and the Before School Book Club.

Direct Payment Grants Description

Title I, Improving Basic Programs

The federal government grant provides funds for education of needy students. These funds are used to partially fund Literacy and Math Support Teachers at the elementary, middle, and high schools.

Title II, Part A, Teachers

Money is used to fund professional learning for staff to improve instruction.

Title III, English Language

This grant is used to provide professional development for ELL teachers. It is also used to purchase curriculum materials for English Language Learners.

IDEA, Part B, Individuals with Disabilities Education Act

This grant, provided by the federal government and based upon the number of identified special education students, supplements special education programs in all Waterford schools. A proportionate amount is used for non-public special education students.

IDEA, Part B, Preschool Incentive

An entitlement grant is provided to local school districts serving preschool special education children ages three, four, and five. Funds are used to provide special education students with opportunities to learn in a general education environment. These funds are applied to The Friendship School.

Special Education Excess Cost

The State Department of Education will reimburse out-of-district placement tuition costs that exceed 4.5 times the district’s annual per pupil expenditure for students placed by Waterford Public Schools as well as the excess of tuition costs beyond the one-time standard pupil cost for students placed by a state agency.

Adult Education

This state grant helps fund the required adult basic education program. We have a cooperative arrangement with New London, which administers courses leading toward a high school equivalency diploma.

Carl Perkins Grant

This federal grant enhances vocational training at the high school by providing an increased focus on the academic achievement of career and technical education students and strengthens the connections between secondary and postsecondary education. The funds are used in the areas of Business and Finance Technology, Family and Consumer Sciences, and Technology Education and Engineering.

Medicaid

Waterford Public Schools is an approved Medicaid provider which can bill the federal Medicaid program for all medically necessary covered services that are provided during the school day and are authorized by a planning and placement team. Only certain diagnostic and rehabilitative services are partially reimbursed by the federal government if they are offered to Medicaid eligible special education students.

Teachers Retirement Board Health Insurance Supplement

Public Act 89-342 provides to Boards of Education and retirees partial subsidization of health insurance premiums.

Revenue Summary

DearCommunityMembers,

Mr. Thomas W. Giard III

Superintendent of Schools

Mr. Craig C. Powers

Assistant Superintendent

IcontinuetobeproudtobetheSuperintendentoftheWaterfordPublicSchools. Isincerelyappreciatetheopportunitytoleadsuchan outstandingschooldistrictwithsuchahistoryofexcellence.

Inthe2024-2025schoolyearwecontinuedtoberesponsiveandinnovativeinmeetingtheconditionswefaceineducation. Ourteamhas consistentlyledwithanunwaveringcommitmenttoourmissionto“ensureeverystudentacquirestheskillsandknowledge necessaryto bearesponsiblecitizen,preparedtocontributeandsucceedinanever-changingworld.”Ourfocusremainsoneducatingourstudentsand we are proud of our staff and families who worked together to assist in making the 2024-2025 school year one of substantial accomplishmentsintheWaterfordPublicSchoolsforourstudents.

Onbehalfofourcentralofficeteam,itisapleasuretopresentthisAnnualReporttotheWaterfordcommunity. Thisreport willprovide dataandinformationwithregardtotheprogresswearemakingasaschoolsystemineducatingourfinestudents.

The Waterford Board of Education has continued to work diligently to provide consistent educational programs and maintaining an engagingenvironmentthatchallengesourstudents. Wehaveanamazingstaffwhoarededicatedtoourdistrict,bringingtheirbestatall timesforourstudents. TheBoardmaintainsastrongcommitmenttoexcellencetovigorouslyengagestudentsinthelearningprocessand ensurethatallstudentsarecollegeandcareerready. Thesafetyandwell-beingofourstaffandstudentsremainsourtoppriority.

Itisinspiringtobeapartofateamthatiscommittedtoeducatingthewholechild;providingforthesocial,emotional,andacademicwellbeingofeverystudent. AsthisAnnualReportshows,wehaveonceagainreaffirmedtheimportanceofreasonableclasssizesandacademic supportservices. Wecontinuetoofferafullrangeofopportunitiesforstudentsatatimewhenmanyschooldistrictsarecuttingbacktheir programsinathleticsandthearts.

Attheendoftheday,ourstudentscontinuetoachieveathighlevels,developtheirtalentsandinterests,anddemonstratetheircommitment to make a positive contribution to their community. We are very proud of our many noteworthy accomplishments and continue to appreciatetheimmensesupportfromourfamilies,town,andcommunity.

District-wide

Translation services continued with the use of district-wide translation programs, supporting 136 students to date and twenty-six languages. GreatNeckElementarySchoolwasrecognizedasaBilingualschoolin2024-2025. ProfessionalDevelopmentandcurriculum revisionscontinuedtobereviewedandsupportedtoprovideequitableresourcesthroughoutthedistrict.

WaterfordPublicSchoolscontinuedthepartnershipwithUnitedCommunityandFamilyServicestoruntwoSchool-BasedHealthCenters atWaterfordHighSchoolandClarkLaneMiddleSchool. TheSchool-BasedHealthCenters,opentoallWaterfordPublicSchools’students, providecomprehensivephysicalandbehavioralhealthandwellcaretostudents. Thetotalvisitsforthe2024-2025schoolyearincreased fromthepreviousyearwith1945visitstotheSchool-BasedHealthCenters.

TheDistrictcontinueditsfocusonopportunitiesforstudentstoearncollegecredit. 14AdvancedPlacement(AP)courseswereofferedas wellas11EarlyCollegeExperience(ECE)courses. TheCollegeandCareerPathwaysprogramcompleteditseighthyearprovidingstudents with opportunities for exploration in STEM, Marine and Environmental Science, Business and Hospitality, Health Services, Arts and Communication,andLeadershipandPublicService.

AfocusontheYouthManufacturingPipelineInitiative(YMPI)continuedatWaterfordHighSchool. Thisprogramprovidesopportunities forstudentstoachievetheskillsthatareindemandinthemanufacturingindustryinhopesofobtainingemploymentpost-secondary.

Administrationandstaffappliedforandreceivedover$214,000ingrantstoenhancetheeducationalplatformforthedistrictandstudents. Thesetwenty-sixgrants,whichweappliedfor,areavitalinstrumentinbringingeducationalprogramsandopportunitiestostudentsinthe districtweotherwisemightnotbeabletosupport.

ProfessionalLearningremainedafocusforprovidingresourcesandtrainingforstaffgrowthanddevelopment. Highlightsforthe20242025 school year included implementation of the new ELA Curriculum andthe Wit &Wisdom materials, Trauma-Informed Instruction, PRIDE/PBIS systems, and Enhancing Task Design in the Age of AI to ensure durability and relevance. Staff also attended legislatively mandatedtrainings.

WaterfordPublicSchoolscontinueditsthirdyearofLearningWalks,ateacher-led/building-basedmodelforidentifyingtheinstructional statusoftheschool. Throughthisinhouseprofessionallearning,schoolsidentifiedareasoffocusforschoolgrowthplansandthedistrict developedasharedunderstandingofwhatconstitutes“highqualityinstruction.”

We continued our work with our community partners, Waterford Youth and Family Services and the Waterford Police Department to providecollaborativesupportforourstudentsintheareasofmentalandbehavioralhealthaswellascommunitymentors.

Thedistrictcontinuestobemindfuloftheeconomicclimateandconsistentlyputsforthresponsiblebudgetsthatallowusto continueto progressasadistrict.

Otherhighlights:

● Fourty-fourWaterfordHighSchoolstudentsachievedtheSealofBiliteracy,passingtestsinlanguagesincludingChinese,Russian, Portuguese,French,Latin,Spanish,andAmericanSignLanguage.

● Fifty-sevenmemberswereinductedintotheWaterfordHighSchoolNationalHonorSociety.

● Forty-seven members were inducted into the Waterford High School World Language Honor Society (28 Spanish, 11 Latin, 8 French).

● Thirty-seven Clark Lane Middle School students (12 French, 5 Latin, 20 Spanish) were inducted into the National Junior Honor Societyfortheirrespectivelanguages.

● 265scholarshipsintheamountof$205,000wereawardedtotheWaterfordHighSchoolgraduatingclassof2025.

Waterford’sstudentsasawholecontinuetoperformwellintheclassroomandinthecommunity. Thisisareflectionofthededicationto the students of Waterford by our teachers, staff, administration, and our parents/guardians. We will continue to work on fulfilling our missionstatementtoguaranteethateachstudentacquirestheskillsandknowledgetobecomeasuccessfulindividualandaresponsible citizenbysettinghighexpectationsandrequiringexcellenceinanatmosphereofintegrityandrespect.

Curriculum Department

The curriculum renewal teams continued to follow the Understanding by Design (UbD) curriculum format andwe are in the process of completingthefollowingcurricula:Math(K-5)andScience(6-12)CoreCourses.

TheDistrictDataAnalysisandActionTeam(DAAT)washighlysuccessfulinthe2024-2025schoolyear. TheDAATfociincluded:Strategic Plan implementation (Continue); School’s SGP Academic and Attendance (Continue); District Data Team Process: Cycle of Inquiry (New Learning).TheSchoolGrowthPlanwasintegratedintotheAdministrativeEvaluationPlan. ItalsowasaregulartopicatElementaryand SecondaryPrincipalsmeetings.TheDistrictDataAnalysisandActionTeammetregularlyanddiscussedtheSchoolGrowthPlansasatopic infiveofthesevenDAATmeetingsandeachschoolhighlightedtheirSchoolDashboard.

TheDistrictEquityTeam(DET)continuedcollaborationwith a LEARN Equityconsultantandprovided guidance toschool equity teams throughthesharingofthenewlearningpresented.TheimplementationoftheDistrictEquityTeamthisyearwassuccessfulandcontinued toprovideadeeperunderstandingofequity,withthisyearfocusingtheworkthroughaMultilingualLearnerlens.Throughtheworkofthe DET, the DistrictEquityPlanwas embeddedinto the DistrictStrategic Planandthere was a focus onequityinthe districtprofessional learning. Ourcurriculumrenewalteamscompletedanequityauditofcurriculumrevisions.

The Professional Learning & Evaluation Committee (PLEC) was highly successful. The district successfully provided three district professional learning days to all administrators, teachers, and paraeducators. In addition to the full district days, PLEC coordinated the planningofthefourEarlyDismissal/ExtendedPLCdays.ThePlanningdocumentcontainsallthefulldistrictdaysPLECcoordinatedaswell as the planning of the 4 Early Dismissal/Extended PLC days. The major Elementary Faculty professional learning focus was on the implementationofthenewELACurriculumandtheWit&Wisdommaterials. ThemajorMiddleSchoolFacultyprofessionallearningfocus wasonTrauma-InformedInstructionthroughaBookStudyandonthePRIDE/PBISsystems. ThemajorHighSchoolFacultyprofessional learning focus was Enhancing Task Design in the Age of AI to ensure durability and relevance. Additionally, we provided time for the legislativelyrequiredProfessionalDevelopment.

Business Department

Financially,theBoardofEducationwasslightlyfavorablefortheyearmostlyduetochangesinStateFundingsurroundingMagnetSchools. Thisisthefirstyear,sincepriortoCovid,thattheWaterfordBoardofEducationsawstablestaffinglevelsacrossthedistrict.

Fiscal2024-2025sawconsiderablechangesandimprovements.Waterfordestablisheditsownin-housenursingstaff,incollaborationwith East Lyme Public Schools. It experienced considerable Town financial support with the refurbishment of the Turf Athletic Field, Tennis Courts,andnumeroussecurityenhancements.TheBoardofEducationandtheTownofWaterfordalsoenteredintotheStatePartnership Planforhealthcarecoverageforallitsemployeesandretirees.

Special Services Department

SpecialeducationservicesinWaterfordSchoolscontinuetobedeliveredprimarilyininclusivesettingsacrossthedistrict. AtWaterford High School and Clark Lane Middle School, students access support in co-taught classes as well as intargeted classes designed to build specific skills, often provided in a smaller setting. At the three elementary schools, services emphasize inclusion with related supports deliveredwithinthegeneraleducationenvironmenttothegreatestextentpossible.Wecontinuedtosupportspecializedprogramsatevery levelforstudentswithsignificantimpairments,supportedbytwoBoardCertifiedBehaviorAnalysts(BCBAs)whoassistwithbothprogram designandstudentneedsacrossschools.Servicesarestructuredtoensuresmoothtransitionsfrompreschooltoelementary,elementary tomiddleschool,andmiddletohighschool.Technology,includingiPadsandChromebooks,isintegratedasappropriatetomeetindividual studentneeds.

Our staff iscommittedtobuilding reading andliteracyskills using evidence-basedmulti-sensoryreadingmethodologiessuch as Wilson Reading, Orton-Gillingham, Read Naturally, Read Live, Reading Milestones, Lindamood-Bell, and the Edmark Reading Program. The elementaryschoolspecialeducationteacherswereprovidedtrainingandintheuseoftheSPIREreadingmaterialstofurther strengthen theirevidence-basedliteracyinstruction.

Waterford’smentalhealthteam whichincludesschoolpsychologists,socialworkers,andschoolcounselorsprovidesdirectcounseling, staffconsultation, andhome visits whenneeded. School counselors continue to provide proactive programs to promote positive mental health.Staffacrosslevels,includingparaeducators,haveengagedinprofessionallearningtostrengthentheirskillsinsupportingstudents with social and emotional needs. Speech and Language Pathologists continue to expand their expertise in assistive technology and augmentativecommunication,identifyingnewtoolsastheybecomeavailableandapplicationstohelpstudentsaccessthecurriculum.

ThedistricthasalsoexpandedtosixinclusivepreschoolclassroomsatGreatNeck,Oswegatchie,andQuakerHillElementarySchools.These classroomsservepreschoolersidentifiedwithspecialeducationneedswhileincludinggeneraleducationpeersthrough alotterysystem. Relatedandspecializedservicesareprovidedasappropriatetosupportindividualstudentgrowth.

Information Technology Department

TheInformationTechnologyDepartmentremainsdedicatedtoadvancingeducationaltechnology,infrastructure,andsecurityto support studentsandstaffacrossthedistrict.The2024-2025schoolyearwasmarkedbyseveralkeyachievements,includingsignificantupgrades to our network systems, the deployment of new technology devices, and the launch of a student safety pilot program. This report summarizesthedepartment’saccomplishments,challenges,andfuturegoals.

• Staffing & Resources

Thisyear,thedepartmentmaintaineditscurrentstaffinglevelswhilecontinuingtofocusonresourceoptimization.Throughgrants andstrategicplanning,wewereabletodeployadditionaltechnologytoclassroomswithoutincurringexcesscosts.Thefiscalyear alsosawinvestmentsinupgradingexistinginfrastructuretoenhancebothperformanceandsecurity.

• Achievements & Initiatives

The2024–2025schoolyearfocusedonstrengtheninginfrastructure,improvingcybersecurity,andenhancingdigitalaccessibility acrossthedistrict.Majoraccomplishmentsinclude:

o Domain Controller Upgrade: A comprehensive upgrade of the district’s domain controllers was completed, including the deploymentofnewvirtualserversandtheupgradeofexistingphysicalserverstothelatestversionsofMicrosoftServer.This initiativehasimprovedoverallsystemsecurity,reliability,andfunctionality.

o Server Virtualization: Physical data servers were migrated to a virtual environment, increasing performance, reducing hardwarecosts,andenhancingdisasterrecoverycapabilities.

o ClassLink OneSync Roster Server Implementation: The district implemented ClassLink OneSync to automate roster synchronization between PowerSchool and Microsoft Active Directory, improving account accuracy and reducing manual administrativeworkload.

o Visitor Management System Upgrade: Thedistrict’svisitorcheck-insystemwasupgradedtoanewer,moresecureplatform thatenhancesbuildingaccesscontrolandstudentsafety.

o iBoss Content Filter Upgrade: A new iBoss cloud-based content filtering system was installed, providing advanced web filtering,reporting,andcybersecurityprotectionsalignedwithCIPAandFERPArequirements.

o Network Upgrades: AnewcorenetworkswitchwasinstalledattheBoardofEducation,partiallyfundedthroughthefederal E-Rateprogram.Thisupgradeimprovesbandwidthcapacity,networkreliability,andoverallsystemperformancedistrictwide.

o Copier Upgrades and PaperCut Integration: Districtcopierswereupgradedorreplacedwithnewmodelsandfullyintegrated intothePaperCutmanagedprintsystem.Thisimplementationallowscentralizedmanagement,printmonitoring,andenhanced documentsecurity,aswellaspreventingunauthorizeduseofcopiersandprinters.

o Security Camera System Upgrade: Inconjunctionwith theTown’s IT Department,thedistrictwide securitycamera project wascompleted,providingenhancedvideocoverageandmonitoringcapabilitiesacrossallschoolbuildings.Theupgraded4K cameras deliver higher image clarity and improved identification, especially in large or low-light areas. Expanded camera coverageincreasesvisibilityofkeyareas,strengtheningthedistrict’soverallsecuritypostureandsupportingasaferlearning environment.

o Talking Points Implementation: During the 2023-2024 school year, the district initiated a limited deployment of Talking Points, a multilingual communication platform aimed at enhancing engagement among educators and families. This tool facilitatesstreamlinedcommunicationviatextmessaging,particularlybenefitingnon-Englishspeakingfamilies.Afulldistrict widedeploymentwascompletedatthestartofthe2024-2025schoolyear.

o Expanded Online Student Registration: The district’s online student registration system was expanded to support nonEnglishspeakingfamilies,allowingthemtocompleteregistrationintheirnativelanguage.Thisinitiativerequiredtranslating eachregistrationfieldindividuallyandvalidatingresponsestoensureaccuratedataalignmentwithinPowerSchool.

Buildings & Grounds Department

The2024-2025schoolyearwasaproductiveyearfortheBuildingsandGroundsDepartment. Keyprojectsincluded:

• TheClarkLaneMiddleSchoolchillercomponentreplacementprojectisalmostcomplete.

• ExpansionofculinaryartskitchenatWaterfordHighSchoolwascompleted.

• TwonewservinglineswereaddedattheClarkLaneMiddleSchoolkitchen.

• Ourdepartmentprovidedsupportfortheturffieldcontractorbycleaningoutexistingdrains. Wealsoprovidedelectricalworkat thenewtenniscourtsaswellasdemolitionandsubsequentbondingofthenewdivingboardatthepool.

• Asinpastyears,ourdepartmentsetupanddisassembledCampDashandSummerAcademyatallelementaryschools.

• WeupgradedLEDparkinglotlightsatQuakerHillElementarySchool.

• WaterfordPublicSchools’maintenanceandcustodialcontinuedtosupportTownproperties.WealsoassistedtheTownforSummer MusicandtheTownParade.

• OurdepartmentemptiedoutSouthwestSchoolfortransferofpropertytoLEARN.

Closing Statement:

AtWaterfordPublicSchools,wetakegreatprideintheeducationandthemanyco-curricular opportunitiesweprovidethechildrenof Waterford. Wewillcontinuetopursueinnovativeprogramsthatwillchallengeourstudentsforyearstocome. Wewill strivetoinvolve allstakeholdersintheprocess. IamthankfulforthedeepsenseofcommunitythatWaterfordembracesincludingthededicationofour staff,thepartnershipwithourparentsandfamilies,andtheamazingdeterminationthatourstudentspossesseveryday. Iamgratefulfor thesupportthatisgiventoourschooldistrictandIhopethatthisreporthasprovidedvaluableinformationforyouregardingourprograms. Shouldyouhaveanyquestions,anymemberofourteamwillbehappytoassistyou.

Sincerely,

ThomasW.GiardIII SuperintendentofSchools

Waterford Board of Education Members and Administrative Team

2024-2025BoardofEducationMembers

PatFedor,Chairperson

MarciaBenvenuti,Secretary

KathleenElbaum

AmandaGates-Lamothe

JoyGaughan

ChristopherJones

CraigMerriman

DebRoselliKelly

LaurieWolfley

2024-2025DistrictAdministrators

ThomasGiardIII,Superintendent

CraigPowers,AssistantSuperintendent

GinaM.Wygonik,DirectorofSpecialServices

JosephMancini,DirectorofFinanceandOperations

NancySudhoff,DirectorofHumanResources

JayMiner,DirectorofBuildingsandGrounds

MarkGeer,DirectorofInformationTechnology

ChrisLandry,DirectorofAthleticsandStudentActivities

DianneHoulihan,DirectorofSchoolDiningandNutritionServices

2024-2025SchoolAdministrators

KirkSamuelson,WaterfordHighSchoolPrincipal

TracyMoore,WaterfordHighSchoolAssistantPrincipal

MandyBatty,WaterfordHighSchoolAssistantPrincipal

JamesSachs,ClarkLaneMiddleSchoolPrincipal

TomekaHoward,ClarkLaneMiddleSchoolAssistantPrincipal

BillieShea,GreatNeckElementarySchoolPrincipal

JosephMacrino,OswegatchieElementarySchoolPrincipal

ChristopherDiscordia,QuakerHillElementarySchoolPrincipal

Annual Update on the Waterford Board of Education

Goals and Priorities for the District

2024-2025

Enclosed is the annual update on the goals and priorities the Waterford Board of Education sets each year for the school district. The information contained herein is truly a representative sample of the great work going on that benefits our staff and students. This represents mostly “new work” or significant enhancements of on-going work on these Board Goals during the 2024-2025 school year. Much, if not all, of the work from the last several years continues as outlined in the last several Board Goals Annual Reports.

DISTRICT

• ActionStepsfor2024-2025weredeveloped. Thestepslistthestrategicgoals,aswellastheteamleaders,foreachinitiative.

• TheStrategicPlanwasusedinthedevelopmentofallschoolgrowthplansandcontinuedtobethebasisofworkfortheDistrictDataTeam (DAAT)andDistrictEquityTeam(DET).

• The District continued the work on measurable indicators of progress, including the development of a district dashboard, school dashboards,andtheuseofrealtimedatatomakedecisions.

• TheDistrictDataTeammovedtoacycleofinquirymodelthisyear.

TheStrategicgoalsforthe2024-2025schoolyearareasfollows:

Communication & Alignment

• TheSchoolGrowthPlan(SGP)isintegratedintotheAdministrativeEvaluationPlan. IthasalsobeenaregulartopicatElementaryand SecondaryPrincipalsmeetings.TheDistrictDataTeammetregularlyanddiscusseditasatopicin5ofthe7DAATmeetings.

2024-25DAATFocus

 StrategicPlanimplementation(Continue)

 School’sSGPAcademicandAttendance(Continue)

 DistrictDataTeamProcess:CycleofInquiry(NewLearning)

• TheVisionofaGraduate(VOG)isbeingembeddedintoeverycurriculumrenewal.ThishasincludedelementaryEnglishandLanguage Arts,Preschool,SecondaryScience,andinprogresselementaryMath.

Rigor & Assessment

• AspartoftheSchoolLeadershipTeam'spresentationsatDAATmeetings,eachschoolhasdevelopedaSchoolDashboardwheremultiple indicatorsarebeingusedineachofthefourareasoftheSchoolGrowthPlan. FurtherrefinementoftheSchoolDashboardwasplanned fornextyearthroughdiscussionsattheElementaryandSecondaryPrincipalsMeetings.

• TheElementarynon-negotiableindicatorsintheSchoolDashboardare:

 Aimsweb

 iReady/UniversalNumberSenseScreener

 LASLinks(MultilingualLearnersAssessment)

 FundationsEndofUnit

 Wit&Wisdom-Finalmodulevocabulary

 Wit&Wisdom-Endofmoduletask

 AcademicIntervention:SharedGoalsMet

 AcademicIntervention-numberofstudentsateachtierforreading,math,andrelatedservices

 AcademicIntervention-numberofstudentswhichexitedwithintrimester

 Relatedservice(counseling)/BehaviorTiernumbers

 Relatedservice/TieredBehavioralinterventionmovement

• TheSecondarynon-negotiableindicatorsintheSchoolDashboardare:

*Discussion and Agreements- Matching Performance Indicators on School Dashboards between MS and HS to be measured each quarter/trimester unless otherwise noted

 Academic-

o Number/PercentageofFsforAllStudents

o Number/PercentageofFsforHighNeeds

 Attendance-

o ChronicAbsenteeismforAllStudents

o ChronicAbsenteeismforHighNeeds

 Behavior-

o NumberofSuspensionsforAllStudents

o NumberofSuspensionsforHighNeeds

o Number/Percentageofrepeatoffenders

 SchoolClimate

o EndofYearSurveys-FavorableresponsesfromStudents,Staff,andFamilies

o DESSAresults

• RubricstiedtotheVisionofaGraduateandContentStandardsarebeingembeddedintoeverycurriculumrenewal.Thishasincluded elementaryEnglishandLanguageArts,Preschool,SecondaryScience,andinprogresselementaryMath.

Social & Emotional Learning

• Working with the Instructional Technology Coaches who lead the District Technology Committee, on the development of the AI LITERACY AND GUIDELINES FOR STAFF. (DigitalCitizenshipStrand)

District Equity

• Toensurecommunicationwithallstakeholders,eachofthefourdistrictcommittees(DAAT,DET,PLEC,Technology)hasfollowedup withameetingsummaryaftereachmeetingandemaileditouttotheEveryoneGroup.

MeetingSummaryFormat

 Whatwerethemajorfocus/itemscoveredinthemeeting?

 WhoisontheDistrictCommittee?

 Thenemailouttotheeveryoneemail

• MultilingualConsultantsfromLEARNandtheSpecialServicesDirectorhavedevelopedanembeddedprofessionallearningfor teachersandadministrationtogrowtheircapacitytoeffectivelyteachandsupportMLlearners.

Elementary

• ElementaryAdministratorsmetfourtimesthroughouttheschoolyeartocollaborateandsharepracticesandprogressonschoolgrowth plans and newly developed school dashboards. Each administrator developed their growth plan in alignment with four core areas academics,cultureandclimate,attendance,andbehavior.

• ElementaryPrincipalsandteacherswereactiveparticipantsinDistrictcommitteework,includingDistrictEquity(DET),DistrictDataand Analysis (DAAT), District Planning for Professional Learning (PLEC) as well as monthly principal meetings and administrative team meetings.

• ElementaryrepresentativeswereactiveparticipantsintheDAATteam. Sub-committeesreportedoutbyschooloneachSchoolGrowth Planandprogresstowardsschoolgoals,whicharedirectlylinkedtotheDistrict’sStrategicPlan.

• All elementary administrators collaboratively developed school growth plans and monitored progress throughout the year using an individualizeddashboard.

• Elementaryinterventionteamswereevaluatedintermsoftheprocess,toolsandresourcesusedineachbuilding.

• AdministrationandcoachescollaboratedwithgradelevelteamstoengageinPLCdatacyclestotrackstudentprogressacrossallacademic contentareasandassess/addresssocialandemotionalneeds.

• Monthlystudentattendancewascloselymonitoredandinterventionswereputinplacetoimproveinthisarea.

• Afterschoolprogrammingcontinuedineachschooldeliveringmanyofferingsaimedatenhancingacademicsandstrengtheningsocialand emotionalskills.

• Monthly updates were delivered by building principals to the Board of Education to keep them apprised of the work going on in each school.

Middle School

• CLMSdevelopedacomprehensiveandstrategicSchoolGrowthPlanthatalignswithBOEgoalsandobjectivesandcreatedthesystemsand processestoexecutethisplaneffectively. Thisapproachincludedmonthlyreportingofprogresswithallstakeholders.

• Clark Lane maintained a CLMS Data Dashboard to measure and demonstrate progress on our SGP Goals. Data was shared out at each monthlyfacultymeeting.

• ClarkLanehadteacherrepresentativesserve,alongwiththeprincipal,ontheDistrictDAATTeam.ThegroupanalyzedtheCLMSSGPand presentedthistothecommittee.

• CLMSalignedallcommitteeworkwithboththeCLMSSGPandtheWPSStrategicPlan(examplesaretheCLMSPBIS/PRIDEcommittee,the CLMS Veterans Day Committee, the ESS Liaison Committee, the CLMS STAT Committee, and the CLMS Equity and Understanding Committee.)

• Clark Lane has continued its partnership with UCFS to further assist students struggling with social and emotional challenges. This partnershiphasgiventheschoolacontinuingadditionalmeansofsupportoutsidetheworkofourtwoschoolpsychologists, oursocial worker,ourthreeschoolcounselorsandourSchoolResourceOfficer.

• ClarkLaneadministrationcommunicatedmanyaspectsoftheschool’sactivities,progressonSGPGoals,andotheracademicandcultural aspectsinamonthlyreportsubmittedtotheSuperintendent.

• Teachersurveydatagivenin Marchdemonstrated thatamajorityofteacherswereawareof and supportiveoftheCLMS SGP, whichis directlyrelatedtotheWPSDistrictStrategicPlan.

High School

• WHS administrative team, with support from Department Chairs and all Faculty, developed and implemented a School Growth Plan in alignmentwiththeDistrictStrategicPlan. Thefourmainareasoffocuswereacademics,attendance,behavior,andcultureandclimate.

• WHSadministrationandstaffcommunicatedtheVisionoftheGraduate(VOG)andtransferableskillswiththeschoolwidecommunity.

• Theadvisoryprogramwasimplementedacrossallgradelevelstobetteraddressequity,SEL,andschoolculturethroughoutthebuilding.

• WHScoordinatedwithoutsideagenciestosupportstudentbehavioralandmentalhealthneeds,includingEffectiveSchoolSolutionsand School-basedHealthCentersthroughUCFS.

• WHScontinueditsactiveparticipationontheDistrictEquityTeamtosupportaconsistent,inclusivecultureacrossthedistrict,whilethe building-levelEquityTeamengagedinongoingprofessionaldevelopmentthroughLEARNtoexamineandaddressinequitieswithinschool culture,policies,andpractices.

District

• TheDistrictProfessionalLearningandEvaluationCommittee(PLEC)metregularly.

• 21membersfromacrosstheDistrictmadeupthePLECteam.

• TheDistrictsuccessfullyprovidedthreeDistrictProfessionalLearningDaystoalladministrators,teachers,andparaprofessionals.

• InadditiontothefullDistrictProfessionalLearningDays,PLECcoordinatedtheplanningofthe4EarlyDismissal/ExtendedPLCdays.

• TheElementaryFacultyfocusedtheirlearningonwhattheimplementationofthenewELACurriculumandtheWit&Wisdommaterials.

• TheMiddleSchoolFacultyfocusedtheirlearningonTrauma-InformedInstructionthroughaBookStudyandonthePRIDE/PBISsystems.

• TheHighSchoolFacultyprofessionallearningfocuswasEnhancingTaskDesignintheAgeofAItoensuredurabilityandrelevance.

• Additionally,weprovidedtimeforthelegislativelyrequiredPD:

o Trainingandorientationforeducatorsintheteacherevaluationandsupportprogram

o (OSHA)BloodbornePathogens

o SeizureResponseTraining

o HumanTrafficking

o AllemployeesofK-12publicschoolsmustnowcompleteannualTitleIXtraining

o SchoolSafetyandBullying

o YouthSuicide

o RestorativePracticeTraining

o TrainingforAdminConductingTeacherEvals

• AdTeam(allcentralofficeandbuildingadministrators)ProfessionalDevelopmentthisyearfocusedon:

o DistrictwideInstructionalFocusfortheyear:What’sthebesttaskforthisinstructionalmoment?Shiftthefocusbacktoteachingwith technologyversustechnologydrivingtheteaching

o JuneandAugust2024retreatdays

▪ InstructionalLeadershipintheAIEra

▪ SchoolGrowthPlans,SchoolDashboards,and90-dayinstructionalimprovementcycles

▪ LeadingMLInstructioninyourBuilding

▪ TierIInstructionalStrategies

▪ BuildingaDistrictDashboard

▪ ImprovingourStudent-TeacherAssistanceTeamProcess

o September2024AdTeam

▪ TeacherGoalsCalibration

▪ SchoolGrowthPlans,SchoolDashboards,&90-daycyclesofImprovement

o November2024-Wholedistrictarticleshare–4QuestionstoAskBeforeIntegratingaNewApp

o October2024AdTeam

▪ TeacherGoalsCalibration

o November2024AdTeammeeting–taskcalibrationexercise–watchingvideo

▪ Continuedinstructionalcalibrationoftheadministrators’team

o February2025AdTeam–readingsanddiscussiononSchlechty’sLevelsofStudentEngagement

o April2025AdTeam–Instruction&EvaluationCalibrationWorkshop

o DistrictwideLearningWalksFocusfor2024-2025onclassroomtasks

o DistrictDataTeamtransformationalshifttoCyclesofInquiry

Elementary

• Partnered with LEARNconsultants to design and roll out bilingual programming at one elementary school. This team also established protocols and monthly ML meetings in every elementary school to ensure that each school’s population of multilingual learners was supported in accordance with state and federal requirements. Individual students were reviewed each month using an asset-based approach. An individualized language acquisition plan was created for each student and teachers learned how to utilize data from the annualLASLinksassessmenttodeliverinstructionforEnglishlanguageacquisitionintheTier1environment.

• PartneredwithUCONNtoenhanceandrefineSRBIpracticesthroughtheCONNi4protocol. Thistrainingdeepenedprofessionalknowledge oncollecting,analyzing,andinterpretingdataandmakeadaptationstoinstruction.

• OngoingprofessionaldevelopmentontheimplementationofSRBIpracticesatthebuildinglevel. RevisedtheSTATprocessbyrequiring teachersandinterventioniststodevelopsharedgoalsthatweretrackedwithsystematicprogressmonitoringtools. Bi-weeklydatateam meetingswitheachteamworkedtoimprovedatacollectionpracticesandtheinterpretationofdata.

• Selection ofoveradozen teachingprofessionalstopilotaselection ofmathtools. Thispilotteamcollected and reviewed dataand the resultsoftheirpilottorecommendnewtoolsforthependingupdateoftheelementarymathcurriculum.

• RestorativePracticesIntroductioninpreparationforcontinuedprofessionallearningandimplementationinthe2025-2026schoolyear.

Middle School

• Atthestartoftheyear,andthroughparticipationintheWPSDistrictAICommittee,teachershavebeenmadeawareofandgiventimeto practiceusingAITools,useAItomodifyassignmentsandassessments,andunderstandtheroleofAIinenhancinglessonresources.

• All CLMS teachers and staff participated in the March 2025 Restorative Practices conference, and have received modules in Bullying Prevention,HumanTrafficking,YouthSuicidePreventionalongwithouryearlyhealthandsafetytopics.

• DozensofClarkLaneTeacherswereinvolvedinLearningWalksfocusedonanalyzinghighlevelsofstudentengagementversuscompliant engagement.Teachersobservedanumberof coreandnon-coredisciplinestodeterminethelevelofstudentinterest, involvement,and mental interest. Although not always easy to decipher, the Learning Walks were a terrific opportunity to understand the learning and instructionalplanningprocessandhowtheyareintertwinedaroundthetopicofengagement.

• PBIS/PRIDEBehavioralTraining:TeachershavereceivedtraininginthePRIDE/PBISbehavioralsystemtosupport teachersdelivering studentbehaviorallessons.

• Administrationhasbeenpartofspecifictrainingonschoollaws.Administrationhasbeenpartofmonthlyprofessionallearningthrough the Superintendent's Administrative Team Meetings. Specific training has included work in honing effective leadership routines and implementingmoretargeteduseofdatatoguidetheworkonourSchoolImprovementPlans.

• AdministrationworkedmonthlywiththeSuperintendentandAssistantSuperintendenttorefineapproachestotheSGP.Focusareashave includedrefiningourapproachestoanalyzingschoolengagementandcreatinghighlyeffectivemethodstolimitcellphoneuseandincrease timeontask.

• AdministrationandourSchoolSafety,SecurityandThreatAssessmentCommitteehasconductedpost-eventdebriefsandanalysesunder theguidanceofourSRO.

• AllCLMSteachershavereceivedinitialtrainingin MultilingualLearnerinstructionaltechniquesandtheplanningdocuments,aswellas theprotocolsthatsupportMLstudents.

• Teachershaveexpandedupon,throughPLCsandonProfessionalLearningDays;acomprehensivebankofdifferentiationmethods and approachestobeusedintheclassroom.Multipleresearchedarticleswerereadasaschool.

• Thisyear,CLMShasimplementedanewrotatingschedule.Wewereabletodothisafteradjustingtheschedulesofteacherswesharewith WHS.Therotatingscheduleallowedustocutdownonstudentsmissingindividualclasses,enabledustoexpandourteacherdutyroster

butatthesametimeloweringthequantityofdutiesperteacher,andhasfacilitatedthecreationofdozensofweeklyhallmonitorsthat helped reduce student travel in the halls. The rotating schedule has contributed to a more calm environment with a more equitable distributionoffacultyandstaffdutiesandresponsibilities.

• Our CLMS Mathematics Department has received training in the concept of Building the Thinking Classroom which is a high student engagementapproachpioneeredbyDr.PeterLiljedahlandnowusedthroughoutourentiremathdepartmentasahands-on,kinesthetic wayofsolvinganddiscussingmathconcepts.

High School

• ProfessionaldevelopmentofferingsforWHSfacultyandstaffincludedamixofschoolwideactivitiesaddressingkeygoalsand departmentalprofessionaldevelopmentthatgaveeachsubjectareatheopportunitytodesignprofessionallearningopportunitiesthat bestmettheirneedsinalignmentwiththeSchoolGrowthPlan.

• TheWPSVisionoftheGraduatehasbeenfullyimplementedinallcourses,includingtheidentificationofdepartmentresponsibilitiesfor eachTransferableSkillandtheirassociatedPerformanceIndicatorsaswellastheuseoftheScoringCriteriaintheassessmentofstudent workinclassroomassignments.

• BelowisarecapoftheProfessionalLearningofferingsinthe2024-2025SY:

o August2024: Enhancing Task Design in the Age of AI: Ensuring Durability and Relevance:Thissessionwillfocusonevaluating andenhancingthetasksweassigntostudents,ensuringtheyare"durable"againsttheinfluenceofartificialintelligencewhile remainingmeaningful,relevant,andalignedwiththeskillsstudentswillneedasfuturegraduates.

o November2024: Using AI to Enhance the Teaching and Learning Process:StaffwillcontinuetoworkontheuseofAItoolsand promptingtodevelopdurabletasksandassessmentsthatarehigh-level,engaging,andappropriatelydifferentiatedforthevarious needsoflearnersintheclassroom.

o November2024: Restorative Relationships in the Classroom: Understanding Conflict - Patterns, Roles, and Effective Resolution: Gainacomprehensiveunderstandingofconflictanddiscoverhowitfollowsconsistentpatterns,roles,anddynamicsinall interpersonalinteractions.Bypurposefullyidentifyingandmanagingtheseconflictelements,participantscanenhancetheirabilityto successfullyresolveconflicts.

o March2025: Overview of Restorative Practices with School Climate Consultants: ThisoverviewofRestorativePracticesprovides theoverarchingprinciplesofworkingrestorativelyratherthanpunitively. Thisprofessionallearningopportunityisconductedin person.Thisoverviewprovidesthenecessaryinformationforestablishingtheconditionsfordevelopingandnurturingaculture basedonhigh-qualityrelationshipsamongallschool/organizationcommunitymembersandpositivecommunitybuildingthatis trauma-free.Thisisaccomplishedbyfocusingnotonrulesbrokenandpunitiveconsequencesbutratherontheharmsdoneand providingappropriaterestorativeconsequencesandthesystemsthatarenecessarytorepairandsupportstrongrelationshipsamong allschool/organizationcommunitymembers(studentsandadults).Workingrestorativelyisasocial/relationalratherthana behavioristmodel.Embracingrestorativepracticesisnotaprogrambutratherawayofthinking,being,andoperatingintheday-today.Thisoverviewincludesconcreteandpracticalstrategiesforestablishingtheappropriateclassroom,group,team,andwhole school/organization-basedroutinesaswellasconductingcirclesandconferencesinprimarypreventionaswellasintervention contexts.

• November2024/February2025/March2025:LearningWalks-teacher-led/building-basedmodelforidentifyingtheinstructional statusoftheschool. FocusoftheLearningWalksforthe24/25schoolyearwasstudentengagementwithaspecificfocusonthe relationshipoftaskandstudentengagement.Undertheguidanceofhighschooladministration,ourTeachingAssistantPrincipalled allthreewalkswitheveryteacherintheschoolhavingnowparticipatedatleastonetimeintheprotocol. Itshouldbenotedthatthe MarchLearningWalkalsoconsistedofagroupof4studentsfromPrincipal’sForumtohelpusbetterunderstandtheirexperiences, challenges,andsuccessesinthehopesofmakingWHSanevenmoreamazingplacetolearnandgrow.

o December2024/March2025:ADecemberPDsessionwasconductedforteacherspreviouslyengagedwiththeLEARNtrainingon MLstrategies(SIOP). InFebruary,theLEARNconsultantobservedMLstudentsinclassroomsandthentailoredaPDsessionon March11todiscussandpracticebeststrategiesforMLlearner. Inaddition,theconsultantwasabletoreviewILPs(Individual LearningPlans)forallMLstudentsandindividuallydebriefwithteachersaroundstrategiestosupportteachingandlearning.

o ExtendedPLCWork: October2024/RespondingtoBullyingVectormodule,YouthSuicide: Awareness,PreventionandPostvention Vectormodule;BloodbornePathogensRefresherTraining. January2025/TitleIXtraining,Datareview-SchoolDashboard-Looking atschoolwidedataandperformanceofhighneedsWHSScience:Virtual3-hourPDwithActivateLearningtodiscuss pedagogy/anchoringphenomenonofthebiology,chemistry,andphysicsunits. March2025/Continuedworkwith EdAdvance. AssessmentsandAI,howdoweleveragethepowerofAItocreatemeaningfulandauthenticassessmentopportunities forstudents. May2025/HumanTraffickingandAIFoundationsforEducators.

District

• DistrictDESSASELScreenerwassuccessfullyimplementedforthesecondyearaspartofastate-fundedinitiative. Thepre-andmidyear screenerwascompleted,andtheendoftheyearscreenerwillbeinMay. ThedecisiontomoveforwardwithDESSAoranalternate screenertosupportSELforthe2025-26schoolyeariscurrentlyindiscussion.

• TheDistrictsawapositiveimpactfromthetherapeuticdayprogramatWaterfordHighSchoolandClarkLaneMiddleSchoolwithEffective SchoolSolutions. Thisintensivetherapeuticprogramsawareductioninabsencesandadecreaseindiscipline.

• TheDistrictcontinueditspartnershipwithUCFStoprovidetwoschool-basedhealthclinicsservicingstudentsinallfiveWaterfordSchools. Utilizationhascontinuedsteadywithcloseto1600studentvisitssofar(datathroughMarch2025).

Elementary

• School psychologists and social workers at the elementary level provided Tier 1 SEL lessons to all students utilizing a variety of tools, includingSecondStep,SocialThinking,andtheincorporationofRestorativePractices.

• Socialskillsgroups,restorativepractices,andtargetedcounselinginterventionswereutilizedtoenhancethementalwell-beingofevery student.

• Peermentoringprogramscontinuedatallthreeelementaryschools.

• Afterschoolactivitiesthatpromotehealthandwellnessweresupportedacrossallelementaryschools. ExamplesincludeSpanishClub, LegoClub,Yoga,Art,RunningClubs,Karate,andmentoring.

• Continuedsupporttoincreasingenrollmentinthedistrict’sschool-basedhealthcenters.

• ContinuedimplementationoftheQHConnectsprogram.

Middle School

• Regularuseofthe STATTeamatCLMS,consistingofadministration,interventionists,andrelatedservicespersonnel,toanalyzethe performanceofstudentsstrugglingintheareasofacademicsandsocialemotionalregulationforthepurposeofassigning interventionsconductedbybothcertifiedinterventionistsandrelatedservicespersonnel.Progressmonitoringtoolsareusedto measureeffectivenessofsupports.

• ClarkLanehascontinueditspartnershipwithUCFStofurtherassiststudentsstrugglingwithsocialandemotionalchallenges.This partnershiphasgiventheschoolacontinuingadditionalmeansofsupportoutsidetheworkofourtwoschoolpsychologists,our socialworker,ourthreeschoolcounselorsandourSchoolResourceOfficer.AdditionalcooperationisexemplifiedbyUCFS sponsoringagirl’sleadershipclubandtheabilityofUCFStoassessstudentsforsuicidalideation.

• NewtoClarkLanethisyearhasbeenthepartnershipwithESS- Effective School Solutions. Theabilitytohavestudentsregularlymeet withlicensedcounselorshasincreasedexponentiallyandwearesoproudofthisadditionalnewabilitytosupportsomeofourmost strugglingstudents.ESShasprovidedthreeprofessionaldevelopmentopportunitiesforourteachersandparaprofessionalsinthe areasofbehavior,creatingagrowthmindsetandrestorativeapproachestobehavioralchallenges.

• Ourweeklymentalhealthchecksincludeallschoolcounselors,ourSRO,schooladministrators,ourpsychologistsandsocialworker. Theseweeklysessionsfocusonassistingstrugglingstudentsandbrainstormingandprovidingsupports.

• OurSTATteamsupportsstudentsreportedbyteachersashavingacademicandmentalhealthstruggles.

• OurAssistantPrincipalandSchoolCounselorsregularlyaddressschoolattendanceconcernsthroughcommunications,meetingsand providingadditionalsupport.

• Parentsparticipatedinparent-teacherconferences,PPTand504meetings. CLMSoffers in-personorvideoconferencesforeach.

• Psychologists,SchoolCounselorsandourSocialWorkersponsorweeklyindividualandgrouptherapysessions.

• OurUCFSSchool-BasedHealthCenterhasbeenseeingmanydozensofstudentswhowouldnormallyhavetogotoadoctorortherapist outsideofschoolhours.Thisserviceisveryconvenientforparentsandhasassuredquickandlocalaccessforstudents.

• Allstudentsinallgradesreceivemultiplelessonsthroughourschoolcounselingdepartmentsuchasmanagingconflict,copingwith stressandanxiety,understandingbeingapreparedstudent,healthyrelationshipsandmore.

• Allseventhandeighthgradestudentsreceivehealthandwellnessclassesthatcenteronavarietyoftopicstoassiststudentsinmaking goodphysicalandmentalhealthchoices.

• CLMS now has three outdoor areas for students to take mental health breaks or teachers to conduct outdoor classes as well as our terrifictrackencirclingtheentireschool.

• Teachers,asmandatedreporters,haveboththeabilitytoreportconcernsaboutstudentsthroughDCForourSRO.

• OursoftwaresuchasGAGGLEAlertsandSecurly,informadministrationandteachersofstudentssendinginappropriateorconcerning messages.

• Allstudentswithadocumentedmentalhealthstrugglereceiveweeklycounselingsessionsfromourrelatedservicespersonnel.

High School

• WHScontinuedtoimplementanAdvisoryprogramthatincludeslessonsfocusedonstudentmentalhealth,stressmanagement,and self-caretopics. AllstudentsparticipatedinthethreesetsoftheDESSAstudentself-report. Advisoryteachersledlessonsonstress management, test preparation, school counseling lessons, SEL activities, team building and bonding activities in addition to digital citizenship andequitylessons.

• Athletics

o LAX2LIVE:BoysandGirlsLacrosseparticipatedintheLax2LivegamespartneredwiththeBrianDaglefoundation.

o BoysandGirlsBasketballparticipatedintheGoGoldGameforChildhoodCancerAwareness.

o WrestlingparticipatedinaWrestleforaCurematchpromotingcancerawareness.

o GirlsVolleyballparticipatedintheannualJoshEudymatch,promotingcancerawareness.

o PromotingUCFSinourathleticsnewsletterandonthelobby/cafemonitors.

• WHS promoted the access to mental health supports including coordinating “outside” services available to students within WHS, includingESS&UCFS. Participationwiththeseservicesincreasedovertheschoolyear.

District

• District emails and notices were able to be translated into 23 languages using the broadcast system School Messenger. The District continuedtheuseofLanguageLineandTalkingPointsastranslationservicesforour250+multilingualfamilies.

• Aparent/communitynighton Understanding AI in Education washeldinApriltoprovideparents/guardiansaninsidelookathowAIis changingthelearninglandscapeandhowtoprepareforanAI-integratedfuture.

• TheSuperintendent,onceagain,hostedhisParentsLiaisonCouncilthroughouttheyear.

• Continuedtoincreaseoureffortstohighlighttheteachingandlearninginourdistrict.

o TheConnectionNewsletter

▪ NewFeature–InnovationinEducationhighlight

o BoardMeetingPresentations

Elementary

• Families were invited to participate in school activities such as Fun Runs, Field Trips, Author’s Visits in classrooms. There were open invitationsforparentstocomeinandrunrecessactivitiesand/orhavelunchwiththeirchild.

• PartnershipcontinuedwithRecreationandParkstosupportafterschoolyouthsports.

• ParentbookclubswereheldtoshareliteraturefromthenewlyadoptedWit&Wisdomprogram. Itshouldbenotedthatfieldtripswere alignedwithWit&Wisdommoduletopics.

• ParentInternetSafetynightwasheld.

• MarineScienceDay,scheduledinMay,bringselementaryandhighschoolstaffandstudentstogethertoexperienceaninformativeand educationalday.Parents/guardiansareinvitedtoattend/assistwiththeday.

• Collaboration with PTO/PTA groups for after school activities, book fairs, assignment of room parents to facilitate communication and classroomhelpandstudentcelebrations.

• Bi-weeklyand/orweeklynewsletterscommunicatedimportantinformationtoallfamilies.

Middle School

• ClarkLaneConnects, acomprehensivemonthlynewsletterdescribingallaspectsofteachingand learningat CLMS, wasdistributed to families.

• 6th,7thand8thgradecoreteamupdatesandintroductoryletterssenttoallfamilies.

• TeachersmaintainedawebsiteandaGoogleClassroom.

• Departmentssentoutanewsletteroncepertrimestertoinformstudentsaboutacademicsanddepartmentalinitiatives.

• Administration regularly informed parents and guardians through School Messenger regarding student testing such as MAP, PTO sponsoredevents,Veteran’sDay,andotherschoolcelebrations.

• AdministrationregularlyinformedstudentsthroughSchoolMessengerregardingconcerningeventsthathaveoccurredattheschooland presentationsofferedsuchastherecentWPSAIinEducationevent.

• PowerSchooltoregularlycommunicatestudentprogresstoparentswasused.

• UseofourSTATsystemtocommunicateprogressofinterventionstudentprogressandconcernscontinued.

• SROcommunicationthroughsocialmediaandthroughSchoolMessenger.

• Parents have been invited to multiple PTO events, Back to School Night, our school play, concerts, sporting events, as well as awards ceremonies,WorldLanguagehonorsocieties,RotaryAwards,andtheCLMSPromotion.

• Athletics such as soccer, basketball, UNIFIED basketball, and volleyball have attracted hundreds of parents and there is regular communicationsurroundingtheseevents.

• WeweresopleasedwiththeoverwhelmingparticipationinStuffTheBusbyourClarkLanestudentsandfamilies.Hundredsandhundreds ofpackagedandcannedgoodswerecollectedandthenatroopofourwonderfulStudentCouncilmemberscounted,organized,boxed,and deliveredthesemuchneededitemstotheschoolbuswhenWYFSandmanyothertownemployeesvisitedourschool.Whataspecialday.

• GuysandDollswasaterrificplayperformedthisyearbyourClarkLanePlayerstoafullhouse.

• 6thGradeOrientationNightwasattendedbyoveronehundredparentstolearnallthereisaboutthetransitionfrom5thto6thgrade.

• SeaPerchMentoringbyEB,theUSNavyandUCONNEngineeringstudentsgavemanyofourgradeeightstudentstheexperienceofbuilding anunderwaterremotevehicleforcompetition.

• AllofourClarkLanegrade8studentswereinvolvedinaplaywritingunitinwhichtheyareinstructedbytheirLanguageArtsteachersand expertsfromtheO’NeillTheater.Studentsarebroughtthroughallthestepsofplanning,editing,revising,casting,andperformingliveplays infrontoftheirpeers.

• TheCLMS PTOsponsored agiant BookFairinourlibrary. Studentswereabletobrowsehundredsofbooksandbookaccessoriesand languageartsteacherswereawardedScholasticBookCreditstousetoreplenishtheirclassroomlibraries.

• This year, Clark Lane was honored to host a local historian and speaker, Mr. Paul Helvig, who addressed all grade 8 History students studyingslaveryinNewEnglandandthelinktolocalslaveownershipinourhistory.

• WehadtwoamazingemissariesfromIsraelpresentingtoourGrade7studentsonaspectsofthecultureandtheirexperiences.

• Safe Futures visited classrooms and provided all grade 7 students great instruction on how to recognize harmful versus productive relationships.

High School

• WHScontinuedtoengageparentsandstudentsthrougharobustweeklyparent/student“weeklyupdate”throughSchoolMessengerthat issenthometobothgroupsaswellasthefullWHSstaffinmultiplelanguages.

• AdministratorsheldmonthlyParentAdvisoryCommittee(PAC)meetingstoshareschoolwideeventsandhappeningsatWHS. Parents havetheopportunitytosubmitagendaitemstheywanttodiscuss.

• WHShostednumerousin-personperformancessuchasconcerts,plays,games,andceremonies.

• Parentsparticipatedinparent-teacherconferences,PPTand504meetings. Inanefforttoincreaseparentengagementandattendance, WHSgavetheoptionofin-personorvideoconferencesforeach.

• Theschoolcounselingteamiscommittedtocreatinganetworkofsupportforeachofourstudentsastheydevelopandworktowards theirpost-secondaryplansandgoals. Thedepartmentstrivestoconsistentlyimproveparentengagementeachyear. Indoingso,we lookforavarietyofopportunitiesforparents/guardianstobecomeinvolvedintheirstudents’processoftransitioningtothehigh school, learningabouthowtobecomeconnectedtothehighschoolcommunity,creatingindividualizedpost-secondarygoals, understandinggraduationrequirementsandthemanyfacetsofhighschoollife.Thisyearourstaffhasofferedavarietyofopportunities forparent/guardianinvolvementandhasimplementednewmethodsofcommunicationinordertoincreaseparentengagement:

o SchoolCounselingParentactivitiestoincreaseengagement:

▪ August–Orientationforstudentswithaparentcomponenttoincludeaninformationalmeeting,highschooltoursandnew student/parentdinnertowelcomethemaboardtheteam.

▪ September–Grade12ParentNight:TheCollegeApplicationProcessandPost-SecondaryPlanning

▪ October–Grades6-12ParentNight: FinancialAid–HowtoPayforCollege

▪ February–Grade8ParentNight: TheTransitiontoHighSchool.ParentsarewelcomedtotheWHSbythePrincipal,Assistant PrincipalandDirectorofSchoolCounseling. Thepresentationincludeshighschoolexpectations,highschoollogistics,getting involved,differencesbetweenmiddleandhighschool,whattoexpectatthehighschool,reviewofaschedule,reviewofcourse offeringsandthecourseselectionprocess.

▪ February-Grade8ParentAfternoon:ForthoseparentswhocouldnotattendtheGrade8ParentNightandpreferafternoon hours.TheGrade8ParentNightpresentationwasgivenbytheDirectorofSchoolCounselingandGrade8SchoolCounselorat CLMS.

▪ January–April: JuniorPlanningSessions. EachGrade11studentandtheirparents/guardiansareaskedtoscheduleameeting withtheirschoolcounselortodiscussdetailedinformationaboutthepost-secondaryplanningprocessandcollege/career goals. Anindividualizedplaniscreatedwithactionstepstosupporttheirgoals.

▪ March–Grade9/10ParentNight:Let’sTalkaboutHighSchool. Thisparentnightgivesparentstheopportunitytolearnallabout avarietyofhighschoolinformationincludingthecourseselectionprocess,graduationrequirementsattendanceinformation, standardizedassessmentschedule,schoolcounselingcurriculum,howstudentscangetconnected,andanyneworupdated information.

▪ PACmeetingpresentation(s)bytheDirectorofSchoolCounseling–discussionofschool-wideassessmentscheduleandpurpose, upcomingeventsfromtheschoolcounselingdepartmentandintroductiontocounselors.

o Schoolcounselingcommunicationmethodstoincreaseparentengagement:

▪ SchoolMessenger–communicationofscholarshipopportunities,parentnights,post-secondaryplanningopportunities(both collegeandcareer),etc.

▪ Calendly–usedtoincreaseeaseofschedulingjuniormeetingsandanyparent/studentmeetingswithschoolcounselors;gives parents/studentsfreedomofcreatinganappointmentfromtheirowndevice.

▪ SchoolCounselingGoogleWebPage–Thewebsiteiscontinuouslyupdatedtoimprovecommunicationwithall constituents. Provideseasyaccesstoresources,materials,andinformationforparentsandstudents. Allinformationsenthome viaemailispostedonthissiteaswell. Generalschoolinformation,post-secondaryplanninginformation,career/internship opportunities,scholarshipinformation,collegevisits,etc.isorganizedandpostedonoursiteasaresourceforall.

• TheCollegeandCareerCenterhostedFAFSAworkshopsinwhichparentsofseniorswereinvitedtomeetwithfinancialaidexpertsto receiveassistancewithFAFSAcompletion.Dinnerwasprovidedandaninterpreterwasavailable.

• EmailsenttofamiliesatthebeginningoftheschoolyeartosharehowtheCollegeandCareerCenterisanadditionalresourcefor students.

• WiththedataprovidedbyEdSightSecure,studentswhohavenotcompletedtheFAFSAhavebeenidentified.Parents/guardiansof college/tradeschoolboundseniorswerecontactedviaemailtoofferadditionalassistancewithFAFSAcompletion.Ifcollege/trade schoolisnottheplan,informationonalternativepost-graduationopportunitieswereprovided.

• TheSchoolCounselingwebsitehasbeenausefulresourceforparentstofindFAFSAupdates&scholarshipinformation.Thecalendaris updated throughouttheyeartoreflectcareerandemployerpresentations,collegeandmilitaryvisits,andcareerexploration,which includescareerassessments(ASVAB)andfieldtrips. Additionally,familiescanfindlinkstoavarietyofcareerresources.

• TheCollegeandCareerNewsletterisemailedtoparents/guardiansofseniorsmonthly.Thenewslettercontainsinformationpertaining toscholarships,FAFSA,andthemonthlycalendarwithscheduledvisitsandfieldtrips.Additionally,adifferentpost-graduation opportunityishighlightedtoprovideinformationontradeandtrainingprogramsaswellasemploymentopportunities.

• Parents/guardiansofallstudentshavereceivedalistofsummeropportunitiesthatisalsoincludedinthenewsletterandpostedonthe website.Theserangefrompre-collegecourses,inwhichstudentscanearncollegecredit,participateinenrichmentcampsina specializedinterest,andgainvolunteerexperience.

• Familiesare invitedtojointheSchooltoCareerCoordinator’sRemindclassesforscholarships,post-graduationopportunities, college/militaryvisits,andemploymentopportunities.

District

• ConnectionNewslettersentoutfivetimesayear.

o Continuetoincreaseoureffortstohighlighttheteachingandlearninginourdistrict.

o NewFeature–InnovationinEducationhighlight

• ElectedOfficials’DayTourwasheldinJanuary2025.

• Budgetpresentationfocusedonpositiveaspectsoftheschools.

• WaterfordWondersprogramcontinuedatBoardmeetings. SchoolanddepartmentpresentationsatBoardmeetingshighlightthevery bestaspectsofourdistrict.

Elementary

• Guidedtoursofourelementaryschoolsbyadministratorsserved topositivelyhighlightthebenefits ofaWPS education toprospective familiesandcommunitymembers.

• Weeklynewsletterssentoutandpublishedonthewebsitetoinformparentsaboutlearningandeventsgoingoneachday.

Middle School

• Allgrade8studentsvisitedWHStolearnaboutallthingsLancer. Atour,clubsandextracurricularactivityfairandpresentationswere featured.

• Beforetheholidaybreak,eighthgraderstraveledtoWaterfordHighSchooltoenjoytheirholidayconcert.Thisexperiencehighlightedthe musicandsingingtalentsoftheWHSOrchestra,BandandChorusandgavetheCLMSstudentsachancetovisitWaterfordHighSchool.

• CLMS sponsored a6th GradeParentNight, a6th GradeOrientation, and transitionvisits, tours, and activitiesforavarietyofgradesand specialeducationstudents.

• AdministrationattendedSecondarySchoolmeetingstoplanwithhighschooladministratorsregardingtransitionandotherCLMStoWHS programsdesignedtoassiststudentsintheirorientationtoWHS.

• Recently,CLMSformedapartnershipwithWHSforanewScienceBowlClubandScienceDays.Thisisanexcitingopportunityforstudents tocompeteand learnin thevery excitingareaofscienceeducation. Lessons aretaughtby WHS teachersand NationalScienceHonors students.

• WHSstudentscametoCLMSinFebruarytocelebrateWorldLanguageWeekculminatinginacelebrationofFranceanditsculture.

• Grade7CLMSstudentsparticipatedinProjectOceanologyinGrotonliterallyandfigurativelygettheirhandswetastheyinvestigatethe livingandnon-livingcomponentsofLongIslandSound,whileparticipatingintheirenvironmentalmonitoringprogramaboardtheR/V Envirolab. Studentsstudiedlivingorganismsinthesternoftheboatbyhaulingatrawlnet,doingaplanktontow,pullingalobsterpot, andonsometripssortingthroughamudgrab.Inthebowoftheboat,theylearnedhowtouseawiderangeofoceanographicequipment astheyinvestigatedphysicalandchemicalaspectsoftheestuary,includingtemperature,salinity,dissolvedoxygen,turbidity,pH,andCO2. Onarecenttriptheyspottedover50sealssunbathing.

High School

• CareerPathwaysWorkcontinuedin24-25schoolyeartoensureeverystudentgraduateswithfirmplansforpost-secondarysuccess. This datapointisnowmeasuredonourdistrictdatadashboard.

o Thepathwaysworkthisyearhasbeenfocusedonpreparingforamajorcurriculumrenewalwhichwillleadtoclearlyarticulated pathways,withthemiddleschoolbuildingafoundationforallstudents.Thecurriculumrenewalworkbeginsbyconductinga thoroughgapanalysisofourcurrentCareerandTechnicalEducation(CTE)program. Toassistusinthisendeavorweutilized federal grant funds which are targeted at supporting and enhancing CTE programs (Perkins Grant), to hire a consultant WorkspaceCT which specializes in Career and Technical Education. WorkspaceCT is owned and operated by two of CT's RegionalEducationServiceCenters,CESandEdAdvance.Workinprogressincludes:

o VerticalAlignmentandEnhancedStaffCohesion:

▪ Focuson:Integratemiddleschoolandhighschoolcurriculawithafocusonfoundationalskillsinmiddleschool,leading toadvanced,project-basedlearningatthehighschoollevel.

o SkillsAssessmentandProfessionalDevelopment:

▪ Focuson: ConductacomprehensiveskillsinventoryoftheCTEstafftoidentifystrengths,gaps,andtrainingneeds.This datawillhelprealignteachingassignmentsandprovidetargetedprofessionaldevelopment.

o ExploratoryFirst-YearCourseandCurriculumRealignment:

▪ Focus on: Introduce a freshmen exploratory course to expose students to various CTE pathways, such as video production,culinaryarts,drafting/CAD,andengineeringdesign.Thiswillhelpboostenrollmentandstudentinterest.

▪ Collaboratewithschoolcounselorstoassessandcatalogstudents'skills,enablingtheplacementofstudentsinclasses alignedwiththeirinterestsandstrengths.

o ReorganizationofFacilitiesandPurposefulEquipmentUtilization:

▪ HighSchoolFocuson: Remove outdated equipment, consider using a demonstration car for teaching. Introduce updatedtoolswithteachertrainingandexpandprojectoptionstoincludelaserengravingandhandtoolprojects.Update equipment,includingmoderncamerasandeditingsoftware,toenhanceprojectqualityandstudentengagement.

▪ MiddleSchoolFocuson: Expand the range of student project options to incorporate robotics and emphasize the importanceoftheirutilizationinreal-worldapplications.

▪ Reintegrateselectwoodworkingtoolstofacilitatehands-onlearninginanintroductoryarchitectureclass,promotingthe understandingoffoundationaldesignandconstructionprinciples.

o EnhancedStudentEngagementandCommunityConnections:

▪ Focuson: Fosterstrongertieswithlocalbusinessesandcommunitypartnersforinternships,jobstudies,andrealworldprojectinvolvementthroughBusinessclassesandfacultyinvolvement.

o Implement a marketing project in the culinary class to integrate business skills and create cross-disciplinary learning opportunities.

• Asaresultofthecurriculumrenewal,weexpecttohavethefollowingarticulatedpathwayclusters:

o AdvancedManufacturing

o Construction

o Hospitality,Events&Tourism

• WHScontinuedtopartnerwithtwoK-8schoolsystems,BozrahandFranklin,asaschoolofchoicefortheirhighschoolstudents.

• WHShasdevelopedapartnershipwithEastLymeHighSchooltoofferprogrammingtostudentsthatarenotofferedineachindividual school. In the 2024-25 school year, two students from WHS participated in an EMT certification course that also offered ECE dual enrollment college credit. Moving forward, ELHS students will be able to enroll in our automotive course with the potential for additionalopportunitiesinthefuture.

• WHSisaparticipantintheLEARNRegionalRemoteLearningProject. Waterfordstudentswillhavetheopportunitytotakeremote classesofferedbythefive (EL,NL,LOL,OS)districtparticipants, taughtbyinstructorsfromthese schools. Fourcourseswillbeoffered in Fall 2025. Courses will vary based on student interest and will be a mix of virtual live online classes, in-person sessions, and independentlearning. CourseswillbeofferedinEnglish,FineArts,SocialStudies,WorldLanguageandSTEM

Athletics

o UseofsocialmediaplatformssuchasInstagramtohighlighttheaccomplishmentsofourstudentathletes.

o Athleticsnewsletterswereissued3timesperyear.

o LancerMobileAppfeaturingallhighschoolsportsteams.

o Photographyofstudent-athletesonsocialmediaoutletsandintheschoolthathighlightsourstudents.

District

• TheDistrictDataandActionTeam(DAAT)metregularlyinthe2024-2025schoolyear. Eachschoolpresentedtheirschoolgrowthplan anddataatDAATandadefinedfeedbackprotocolwasusedwitheachschoolpresentation.

• TheMathInstructionalCoachescreated benchmarkassessmentsthat wereadministeredeachtrimester. These assessments measured howourstudentsareprogressingthroughtheexpectedpaceofourcurriculum.

• School dashboards continued this year showing both leading and lagging indicators. Non-negotiable metrics across all dashboards developed,whilestillallowingforschoolstouseotherschool-definedmetrics.

• TheDistrictDashboard,measuringboardgoals,wasimplemented.

• AttheRTMbudgetmeetinginMay,welaunchedanewsetofmetricsonReturnonInvestment(ROI)comparingperpupilexpenditureand districtperformance.

Elementary

• Structured assessment calendar was followed by each elementary school. All elementary schools will discontinue the use of the MAP assessmentanduseAimsWebforK-5inalignmentwithstaterequirements.

• PreschoolclassroomsdeliveredinstructionalignedwithEarlyLearningStandardsandaremovingtousetheDOTSasrecommendedby thestatedepartmentofeducation.

Middle School

• ClarkLanehadthreeteacherrepresentativesserve,alongwiththeprincipal,ontheDistrictDAATTeam.Thegroup analyzedtheCLMS SGP and presented this to the committee this February. The focus areas outlined were: Improving attendance, addressing struggling

learners, addressing school wide achievement and growth, continuing addressing behaviors of concern (especially cell phone transgressions),andcreatingamoreequitableschoolenvironmentforallstudents.

• RegularlycommunicatedtheCLMSSGPatfacultymeetings,PLCsandatCLMSLeadershipTeammeetings.Connectedthegoalsandagenda items at all faculty meetings directly to the goals of the CLMS SGP. (Examples are the reporting of behavioral performance and trends informationand the qualityofengagingpedagogyobservedoverasamplingofcoreandnon-coreclasses.)

• The Clark Lane administration communicated many aspects of the school’s activities, progress on SGP Goals, and other academic and culturalaspectsinamonthlyreportsubmittedtotheSuperintendentandatamonthlyPrincipal’sMeeting.

• TeachersurveydatagiveninMarchdemonstratedthatalargemajorityofteacherswereawareofandsupportiveoftheCLMSSGP,which isdirectlyrelatedtotheWPSDistrictStrategicPlan,andthattheyfeeltheyhaveastrongroleintherunningoftheschool.

• InterventionClasseshavebeenanintegralpartof CLMS.Over150studentsparticipatedintargetedreading,writing,math,SELandstudy skillslessonstohelpthemachievebetterinschool.DatagatheredfromMAP,SBA,internalassessments,andpreviousteacherinputwas used to place students in intervention classes. Students were monitored through our STAT system using progress monitoring tools providedbyAIMSWEB.

• MAPtestinghasbeencompletedforthefallandwinterandisscheduledforthespring.Grades6-8tookassessmentsinLanguageArtsand Math–whichwillbeusedtodetermineinterventionsandstudybothachievementandgrowthinourstudents.LAstudentstookpractice IABsandwellasNGSSingrade8.Havingeverystudenttaketheseontheirschoolissueddevicessignificantlystreamlinedtheprocessand madeforamuchcalmertestingenvironment.

• AllstudentsparticipatedintheCSDESBAtomeasuregrowthandachievementinScience(8thonly),ELAandMath.Thedatagleanedfrom thissetofassessmentsinformsourinterventionstrategiesandhelpsintheassignmentofstudents.

• Each classroom discipline has a set of common assessments per unit used to frame discussions around teaching and learning and interventionsneeds.

• SWIS,abehavioraldatabaseusedtotrackdisciplinaryinfractionsandinformusofPBISTierIIandTierIIIneeds,wasusedatCLMS.

• UnifiedInsights,ademographicsandanalysistool,enabledCLMSstafftolookatmanyaspectsofstudentperformanceandneedsandwas an invaluable tool. Unified Insights informs staff about: student testing performance, enrollment, admissions, attendance, suspension information,andotherimportantpiecesofinformation.

High School

• BuildingonthefoundationalworkledbyWHSadministrationandourteachingassistantprincipal,wehavecontinuedtoengagedeeply withConnecticut’sNextGenerationAccountabilityReport.Thisyear’seffortshavefocusedonrefiningourunderstandingandapplication ofthesystem,ensuringaccuratedatainput,andfurtherunpackingthenuancesofhowdataiscollected,interpreted,andutilized.While lastyearrequiredanintensivelifttobuildfoundationalknowledge,thisyearhascenteredonapplyingthatknowledgetosupport strategicplanningandcontinuousimprovement.Thereportcontinuestoserveasbothamirrorofourcurrentperformanceandaguide forfutureprogress,helpingusidentifystrengthstocelebrateandareasthatwarrantfocusedattention.Assuch,theNextGeneration AccountabilityReportremainsavaluabletoolinourcommitmenttogrowth,equity,andexcellenceineducation.

• WHSfacultyextensivelyanalyzedstudentmulti-yearperformancetrendsonSAT,PSAT,NGSSscienceassessments,andend-of-course grades,withanemphasisonidentifyingperformancepatternsandneedsofhighneedsstudents,thenusedtheresultstodrive improvementsininstructionpractices.

• WHSfacultydevelopedprofessionalgoalsunderthenewlyadoptedevaluationplan.Facultyworkedtogethertodevelopsharedgoals alignedtotheschoolgrowthplan.

• AssessmentofCapstoneProjectswasdoneusingrelevantVOGperformanceindicatorscoringcriteria.

• DepartmentChairsintheirroleasinstructionalleadersprovidedin-classsupporttoteacherswithinthedepartmentonaconsistent basis. Tasksincludedsupportingtheirdepartmentsandthegatheringofinformational“data”onprogresstowardsthegoalofHighQualityTeachingandLearningthatmeetstheneedsofalllearners.

• WHSconductedthreeroundsofschool-basedLearningWalkswhichincluded100%participationofourfacultytogatherschool-wide dataonprogresstowardsgoal.

• Aspartofourongoingcommitmenttoenhancingtheeducationalexperienceforourstudents,weconductedourfirsteverStudentCenteredLearningWalkatWHS,whereacommitteeofteachersandadministratorsshadowedonestudentthroughouttheirschool day. ThepurposeofthisinitiativewastogainadeeperunderstandingofthestudentexperienceatWaterfordHighSchool. Itwasour hopetoseeafulldayinthelifeofastudenttobetterunderstandthedemands,theopportunities,andtheobstaclestheyfaceduringthe day. Thisexperiencehelpedourstaffbemoreempathetictotheneedsandpreferencesoftheirstudents. Throughthisprogram,we hopetonotonlystrengthenthebondbetweenteachersandstudentsbutalsotoreflectandputintopracticestrategiesandinitiativesto bettermeettheneedsofallstudents.

District

• AttheRTMbudgetmeetinginMay,welaunchedanewsetofmetricsonReturnonInvestment(ROI)comparingperpupilexpenditureand districtperformance.

• Pursuedandreceivedover$214,000ingrantfundsinFY25.

• Transparentprocesscontinued.

• FinanceCommitteemeetingswereheldthroughoutthewinter.

• RegularmeetingswithelectedofficialsonTownBoardswereheldthroughoutthebudgetcycle.

• ContinuedcollaborationwithEastLymeSchoolsonsharingaSupervisorofDistrictHealthServicesandnursesubstitutepoolfor20242025SY.

• WHSstudentswereabletotakeEmergencyMedicalTechniciancoursesatEastLymeHighSchoolandELHSstudents,nextyear,willhave theopportunitytotakeAutomotiveCoursesatWHS.

• ContinuedtosplitaMultilingualConsultantwithLEARNtoaddressourgrowingstudentpopulation.

• ContinuestrongadvocacyforTownfundingoftheBoardofEducationcapitalneeds.

o TennisCourts–obtainedfunding–projectwilltakeplacesummer2025

o TurfField–obtainedfunding–projectwilltakeplacesummer2025

o GreatNeckField

▪ GNFieldstudy–July2024

▪ FundingrequestsenttotownSeptember2024

Elementary

▪ Fundingobtained–projectwilltakeplacelatesummer/earlyfall2025

• Allelementaryadminspursuedgrantswhereappropriate.

• Developmentofelementaryschoolbudgetswasinalignmentwithfiscalresponsibilities.

• CollaborationcontinuedwithPTA/PTOstosupportfieldtripsandteachergrants.

• Pursuitofschoolsupplydonationsassistedinoverallsavingsonbudgetlineitems.

Middle School

• MoheganSungrantedCLMSagrantforeducationandafieldtripforour8th gradestudents.

• OurUnifiedExplorersCaféisnowfullyself-fundedbaseduponanoriginalgrant.TheCaféattractsmanylocalorganizationssuchasour WaterfordPoliceDepartment.

• TheCLMSLeadershipTeamlookedatallaspectsofteachingandlearningtodesignaneeds-basedbudgettopresenttotheSuperintendent. AllaspectsoftheWPSStrategicPlanareconsideredwhenproposingbudgetpoints.

• CLMSisapartialrecipientoftheWHSPerkinsGrantwhichfundsmanyaspectsofourCTEprogram.

High School

• Developed and submitted a responsible needs-based budget request for WHS for SY25-26 that included adequate funding to maintain currentprogramminglevels.

• SchoolleadershipteamworkedcollaborativelytodesignamasterscheduleforSY25-26thatreflecteddistrictstaffingchangesandneeds whilestillprovidingadequateclassofferings(andacademicinterventions)forstudents.

District

• Schoolclimatesurveyswereconductedforallstaff,students(grades3-12),andparents/guardiansinallfiveschools.

• Schoolgrowthplans,forallfiveschools,includedaclimategoalbasedonclimatesurveydata.

• Centralofficeadministrationmetregularlywithunionleaders.

• Celebratedstaffandstudentsuccesses.

• Superintendentofficehourswereheldatallschoolsinbothfallandspring.

• Superintendent’sParentLiaisonCouncilwasheldthreetimesthisschoolyear.

• SuperintendentmeetswithallteachersnewtoWaterfordtwiceayeartocheckinandreceivefeedback.

Elementary

• Implementationofourhighlysuccessfulelementarysecurityteam;incollaborationwiththeWaterfordPoliceDepartment.

• DeliveryofSocialEmotionalLearninglessonsthroughSecondStepandZonesofRegulation.

• WaterfordWondersprogramcelebratedstudentswhocontributedtoapositiveschoolenvironment.

• LeadershipTeamprojectsfocusedonmaintainingandsupportingapositiveschoolcultureandclimatethroughvariousmethodstoexpress appreciationforallstaffmembers.

• CollaboratedwithPTA/PTOstoimplementstaffappreciationevents.

• Facilitatedcelebrationsofstaffprogressandaccomplishmentstowardsteacher,gradeandschoolgoalsandallowedstafftosharetheir successesandbestpractices.

• Bi-weeklyteammeetingstocheckinonteamneeds.

• End-of-yearcelebrationsscheduledtorecognizestudentaccomplishments(preschool,grade5,Rotary,schooltownmeetingrecognition).

Middle School

• TheCLMSMissionStatement,HOW(HabitsofWork)Rubric,Redo/RetakePolicyaswellas allPRIDEPBISbehavioralexpectationsare prominentlydisplayedthroughouttheschoolbothinposterformandonourinternalmonitormessagingsystem.

• Highlightsforthefirstfewweeksofschoolwereour PRIDE Behavioral Lessons.Teachers,overthecourseofafew days,taughtevery studenttheexpectationsinhomeroom,thebathroom,thecafeteria,thehallways,duringassemblies,inanevacuation,andonthebus. Inaddition,weveryclearlyexplainedthenon-negotiablebehavioralexpectationssuchaskeepingourhandstoourselvesandnever usingharassingorthreateninglanguages.Administratorsmetwitheachteamoverthetwodaystobothgettoknowthestudentsand deliveranimportantschoolsecuritymessage–SaySomethingwhenyousee,hear,orreadsomethingthatisthreateningtotheschool or involves self-harm. Our focus was on enrolling students in helping us create the safest and calmest school culture we can have. Studentscontributedgreatlyinthesesessions.

• ClarkLaneteacherswereinvolvedinover8committeesthatweredesignedtotakeonprojectsandeventsandgiveteachersagreater voiceintherunningoftheschool.CommitteessuchasthePRIDECommittee,CelebrationsCommittee,LearningWalksCommittee,SAT Committee, Safety and Security Committee, Pep Rally Committee, and the Walkathon Committee worked to make our school more effective,safe,andexciting.

• Our Unified electives created a collaboration between general and special education students in the areas of culinary, athletics, our ScienceDepartmentandmore.

• OurUnifiedExplorersCafé,apop-uprestaurantwelcomingteachers,parents,andcommunitymembers,servedtoprovidevocational experiencesandbroughtstudentsofalltypestogethertoservetheCLMScommunity.

• CLMShaditsfirstallschooldanceinwhichover350studentsfromallthreegradesattended.

• TheCLMSStudentCouncilhasheldcontestsforstudents,faculty,andstaffsuchasaYearbookCovercontest,aSpringPhotoContest, andothers.

• ThreeSPIRITWeeksareheldtopromoteClarkLaneandprideinourschool.

• KindnessMonthiscelebratedinMaytospreadthemessageofkindnesstowardsothers.TherearedailyKindnesschallengesaswellas aterrificpie-eatingcontest.

• OurLeadershipClassstudentshavespenteachweekworkingtoimproveschoolculture,promoteallthingsCLMS,andrepairmany aspectsoftheschool'sgardensandgreenhouse.

• Cell phone policies have been completely revised to help with learning. With our new, more direct cell phone policies, cell phone incidents,andtheconflictsthatcomefromthoseinteractions,havebeenreducedby⅔.Weareveryappreciativeoftheunwavering supportofparents,teachersandstaffandappreciatetheconfidentandfocusedstanceofourSuperintendent'sOfficeandourBOE.Our teachersareverypleasedabouttheincreasedengagementresultingfromthesenewpoliciesandtheirstrictenforcement.

• WHSScienceDaysatCLMSintroducedanewcollaborationbetweentheWHSScienceDepartmentandCLMSgrade8students. The WHSScienceDepartmentcreatedanumberofsciencestationsforCLMSstudentstoexperiencealltypesofsciencedisciplines.WHS Science teachers and students came to CLMS and provided physics demonstrations, chemical reactions activities, a marine biology display,andstationsforpsychology,biology,physiologyandmore. Eachstationinvolvedhands-onexperiencesandrelatedtoacourse offeringatWHS.

• CLMSofferedavarietyofafterschoolclubs,athletics,andotheractivitiestoengagestudentsofallinterestsandbackgrounds.Examples includealong-runningGSAClub,aStressManagementClub,Soccer,Basketball,CrossCountry,Swimming,Volleyball,Wrestling,Hiking andArchery.

• ForkFarmsandUnifiedCafe-ClarkLaneMiddleSchoolhaslaunchedanexcitingnewhydroponicfarmingprograminpartnershipwith ForkFarms.ThisinnovativeprogramismanagedbyaGrade7mathteacher,whooverseestheday-to-dayoperationsofthefarmas well assistance by aSpecial Education Teacher. Special Education studentsplay an active role in the farm by helping with planting,

watering, and harvesting crops. Their work contributes to the food used in the Explorer's Cafe. This hands-on experience provides valuablelearningopportunitiesforallstudentsinvolved,enhancingboththeirpracticalskillsandtheirsenseofcommunity.

• 8thGradeHistoryFieldTrip:OnApril10,studentsfromthe8thgradeTerrapinTeamwentonafieldtripto theBarnIslandWildlife ManagementArea(alandtrustlocatedinStonington,CT)wheretheywereledonaguidedtourthroughBarnIslandtoaplotofland onceownedbyVentureSmith(amanwhowasenslavedinAfricaattheageofsixandthenbroughttoConnecticutwhereheremained enslavedforthenext30yearsofhislife). Studentsreadthe NarrativeoftheLife&AdventuresofVentureSmithintheir USHistory classes(thestoryofVenturewasaddedtoourcurriculumduringthelastrevisioncycleandithasbecomeoneofthemostengaging partsoftheunit). ThetourwasledbyAaronLord(fromtheStoningtonHistoricalSociety)anditgavestudentstheopportunitytosee manyofthesitesthatthey’dreadaboutinclass andtoaskquestionsofhistorianswhohavestudiedSmith’snarrative. Itservedasa greatcomplimenttothelecturePaulHelviggavetoourstudentsearlierintheyearaboutthehistoryofslaveryinWaterford,CT. We havefoundthatexposingstudentstolocalhistoryincreasestheirengagementanddeepenstheirunderstandingofhistoricalissuesthat effectedtheentirenation.

• CLMSheldourfirstPepRalliesthisyear.Studentsenjoyedhands-ongames,physicalchallenges,namethattuneandtriviaevents.

High School

• AdvisoryProgramUpdate–2024–2025SchoolYear.Theadvisoryprogram,restructuredatthestartofthe2023–2024academicyear, continuestofosterasupportiveenvironment,promotestudentengagement, and strengthentheoverallschool climate. Designed to build a stronger senseof community, the reimagined advisory program helps students feel connected to their groups and advisors, promoting closer relationships and more individualized attention. Advisory groups meet weekly on Wednesdays for 30 minutes to explore a wide range of topics, including academic planning, social-emotional learning, and school-wide initiatives. Students are encouraged tolead discussionsandactivities,whichpromotesleadership developmentandagreatersenseofownership overtheir school experience. Throughout the 2024–2025 school year, the program has continued tothrive. Student-led initiatives such as the Harvest Festival, grade-level lawn game days, door decorating contests, career and postsecondary planning events, whole-school assemblies, and the newly added Ugly Sweater Competition have contributed to increased engagement and enthusiasm within the advisorymodel.Theprogram’sfocusonconnection,leadership,andcommunityhashadalastingandpositiveimpactonWaterford

High School, significantly enhancing relationships among students and staff and supporting a more inclusive and positive school culture.

• As part of our ongoing commitment to enhancing school climate for our students and staff, we conducted our first ever StudentCenteredLearningWalkat WHS, whereacommittee ofteachersandadministratorsshadowed onestudentthroughouttheirschool day. ThepurposeofthisinitiativeistogainadeeperunderstandingofthestudentexperienceatWaterfordHighSchool. Itisourhope tosee afull dayin the lifeofastudenttobetterunderstand thedemands, theopportunities, and theobstaclestheyfaceduringthe day. This experience will help our staff be more empathetic to the needs and preferences of their students. We hope to not only strengthenthebondbetweenteachersandstudentsbutalsotoreflectandputintopracticestrategiesandinitiativestobettermeetthe needsofallstudents.

• WHS continues to promote student achievements through morning announcements, Lancer shout-outs and displays of artwork throughout the building. In addition, students and staff engaged in Pep Rallies, Spirit Weeks, Unified Athletics and Alumni events, amongothersthatpromotedapositiveandinclusivesenseofcommunity.

• Principal led monthly Principal’s Forum meetings in which students in grades 9-12 were given the opportunity to share their experiencesatWHS. TopicsincludedCellPhonePolicy,SecurlyPass,SpiritWeeksandHomecoming,MemorableLearningExperiences, CulminatingAcademicExperiences,VapinginSchools,AdvisoryLessons,andothertopicsofinterest.

Athletics:

o Continuallypromotedathleticachievementsinmultiplenewslettersthroughouttheschoolyear.

o PromotedECCathleteoftheweeknomineesthroughschoolandcommunityvoting

District

• TheDistrictEquityTeam(DET)metregularlytoassistinexecutingthedistrict’sequitygoalsasarticulatedintheStrategicPlan.

• ContinuedcollaborationwithWaterfordRISE(ResidentsforInclusionandSocialEquity)andWaterfordLibrarytopromoteevents.

• Allfiveschoolshadhighfunctioningschoolequityteamsandembeddedequitygoalsintheirschoolgrowthplans.

• Districtdatawasdisaggregatedbyrace/ethnicityforgreaterclarity.

• Equitywasathemeinthebudgetpresentations.

• TheDistrictcontinuedtocontractwithLEARNequityconsultantstosupportDistrictandschoolequityinitiatives.

• TheDistrictwasabletotranslateDistrictcommunicationsinto23languages.

• TheDistrictwasabletousetranslationservices,TalkingPoints&LanguageLine, toagreaterdegreeatPPTs,parentmeetings,andindaily communications.

• WaterfordPublicSchoolssigneduponceagainforLEARN’sEducatorsofColorAffinitygroupfor24-25anddistributedtoallstaff.

• HRDirectorworkedcloselywiththeCSDEontheimplementationofthedistrict’splantorecruitdiverseeducators. FinalApprovalwas receivedinNovember2024.

• HumanResourcesrecruitedatdiversityjobfairstodiversifyworkforce.

• HumanResourcesdistributedalljobpostingstothefollowingdiversityentities,ConsortiumforExcellenceinTeacherEducation,CTHires, NorwichNAACP,NewLondonNAACP,andWaterfordRISE

• HumanResourcesinstitutedanti-biastrainingforallhiringcommitteestocomplywithstatelaw.

Elementary

• BuildingrepresentationonDistrictEquityTeam.

• BuildingequityteamsleadinitiativeswithineachschoolbuildingtocarryoutSGPgoals. EachschoolestablishedaCulturalCelebration calendarandrelateddisplays,celebrations,andprojects.

• CulturalpresentationswereheldthatincludedlocalIndigenoustribesanddancetroupes.

• Buildingequityteamscollaboratedtoworktowardassuredexperiencesforadults,students,andfamilies.

• Translationofnewslettersandschoolcommunicationsfornon-nativeEnglish-speakingfamilies.

• ContinuingcollaborationwithequityliaisonthroughLEARN.

Middle School

• ClarkLanehasastandingEquityandUnderstandingCommitteeofapproximately10membersconsistingofadministration,teachers,and paraeducators.TheworkofthiscommitteeisguidedbyourLEARNConsultant.Areasoffocusthisyearhavebeenshadowingstudentsto betterunderstandtheirmiddleschoolexperiencesandfurthersupportingMLstudentsnewtoourschoolandourtown.

• CLMS offersavarietyofafterschoolclubs, athletics, and otheractivitiestoengagestudentsofallinterestsand backgrounds. Examples include along runningGSA Club; a Board Games Club, aStressManagement Club, a CraftingClub, theSpanishClub, Soccer, Basketball, CrossCountry,Swimming,Volleyball,Wrestling,HikingandArchery.Wehaveintroducedfencingandfieldhockeyclinicshisyear.

• Clark Lane is represented at the District Equity Team to assist in the planning of programming in the areas of bias and inequity. An importantfocusforCLMShasbeensupportingMLstudentsandbeingtrainedinmanynewtranslationprograms.

• Throughthecurriculumrevisionprocess,CLMSteachesandevaluatesresourcesandrecommendsnewnovelsandliteratureproposedvia anequitylens.

• CLMShascontinuedtoholdspecialmonthstohonorgroupsofpeopleandtoeducate,honorandcelebratethroughourmonitors,posters andinmanyofourELAclasses.SpecialmonthshaveincludedHispanicHeritageMonth,Women’sHistoryMonth,BlackHistoryMonth,and Asian-Americans/PacificIslander’sMonth.

• CLMS has an established GSA Club to support LGTBQ students and a CLMS Community Club to welcome all students to CLMS through assistingintheimprovementofourschool.

• Ourlibrarycollectionisreflectiveofmorediverserepresentation.

• WHS continues to support and promote student-led groups such as Cultural Diversity Alliance, GSA, and Women’s Empowerment Group. The Cultural Diversity Alliance sponsored a second annual Cultural Night. This special event honors the rich diversity of our communitythroughfood,festivities,andperformances.

• WHSworkstopromoteandcelebratediversitythroughanumberofevents,suchasHispanicHeritageMonth,NativeAmericanHistory Month,NeurodiversityAwarenessMonth,BlackHistoryMonth,Women’sHistoryMonth,Asian-American/PacificIslanderHeritageMonth, PrideMonth,andRamadan,aswellasothershorterrecognitionevents.

• EquityTeamUpdate–WaterfordHighSchoolcontinuestobuildonitscommitmenttoequitythroughtheworkofitsschool-basedEquity Team,whichisdividedintothreecohorts.Cohorts1and2haveengagedinongoingprofessionallearningwithLEARNconsultants.Cohort 1hascompletedtwoyearsoftraining,includingastudentshadowingexperience.Cohort2completeditssecondyearoftrainingthisyear andparticipatedinthestudentshadowingexperienceinthefall.Cohort3beganitsworkthisfallandisactivelyengagedinfoundational equitypractices.Membersoftheschool-basedEquityTeamalsoserveonthedistrict-wideEquityTeam.InpartnershipwiththeAdvisory Committee,theEquityTeamcontinuestodevelopandimplementgrade-levelequitylessonsusingreal-worldcasestudies.Atotalofsix case studies, each accompanied by tailored lesson plans, were used during advisory periods. These lessons provided students with opportunitiesto applytheir learning and engage in “courageous conversations” on topics related to identity, inclusion, and equity. The continuedgrowthoftheEquityTeamatWHSreflectstheschool’sdeepeningcommitmenttofosteringamoreinclusiveandsupportive schoolculture.

• Athletics:

o CaptainsattendedmultipleECCCaptainsCouncilMeetingsatNorwichFreeAcademy.

o WaterfordcontinuedtohaverepresentationontheECCDiversityCouncil.

o The athletic department continually looks to improve equity within our department. Meeting with the LEARN consultant to discussonlineregistrationandaccessamongstournon-Englishspeakingfamilies.

District

• Throughoutthebudgetdevelopmentprocess,centralofficeadministratorsannuallyauditclasssizesandmakerecommendationson teacherstaffingateachlevel(elementary,middle,andhighschool)basedupontheBoardofEducationclasssizeguidelines.

• Wehavemitigatedbudgetincreasesinrecentyearsbyreducingteachersinalignmentwithenrollmenttrends. TheFY26budgetseesa reductionoftwoFTEsatWHS.

Middle School

• Weconstantlyexamine thefeasibilityandeffectivenessofrunningcertainclassesandtheirenrollment.

• WecontinuallyworkwiththeSuperintendenttomaximizepersonneluseinthemostcost-effectivemannerspossible.

High School

• CollaboratedwithCentralOfficeadministrationinanalysisofclasssizeandstaffingneedsatWHS.

• WHSadministrationattendedandparticipatedintheBOEclasssizeAdHoccommitteemeetings.

• DevelopedSY25-26WHSMasterscheduletoreflectdistrictstaffingchangesandneeds.

READING THE BUDGET

Account Structure

The chart of accounts is structured as required by the state and federal governments for specific reporting purposes. Consequently, a 24-digit account number with its various reporting combinations becomes confusing at times. In an effort to simplify references to a specific account number, the chart of accounts has been restructured to include a “short account” number. The five digits of each account after the three-digit Fund Account is the “short account” which specifically references that account. For example, #09020 refers to regular transportation and that account only, eliminating the need to refer to several numbers to reference one account. Each sub account category is differentiated as follows:

CHART OF ACCOUNTS – CODING SYSTEM

Budget Format

The budget format presents the information by object in summary and detail. The Executive Summary is the summarized version followed by a detailed budget totaled by object. The format has been revised as requested by the Board of Finance to align information in one format.

Consider the following factors when you are comparing budgets from year to year.

• Budget amounts do not reflect budget transfers during the year required to meet needs at that time.

• Some purchases are intermittent, i.e., repairs, program supplies and semester courses.

CHARTOFACCOUNTS-CODINGSYSTEM

ABBREVIATIONS

ABA Applied Behavioral Analysis LangLanguage BC/BS Blue Cross/Blue Shield NEASC New England Association of Schools and Colleges COH Cohanzie School PREP Parent Resource and Exceptional Preschool Program

ActActivities LEA Local Education Agency BksBooks Non-instNon-instructionalCompCompensationPrincPrincipal

ADA Americans with Disabilities Act LEARN Local Educational Association Resource Network BMC Behavioral Management Center OffOffice CoordCoordinatorProf Bks Periodicals/Newspa pers

Add'lAdditional MAMaster of Arts BOE Board of Education OpOperations CustCustodial ProfProfessional

AdjAdjusted NAEYC National Academy of Early Childhood Programs BusBusiness OSHA Occupational Safety Health Act CVSP Cooperative Vocational Skills Program PurchPurchased

AdminAdministrationNat'lNational CAPT Connecticut Academic Performance Test OSW Oswegatchie School CWE Cooperative Work Experience QHQuaker Hill School

APE Adaptive Physical Education NCTE National Council of Teachers of English CertCertified P/TPart Time DevDevelopmentRegRegistration

AssocAssociation NCTM National Council of Teachers of Mathematics CIRMA Connecticut Interlocal Risk Management Agency PhysPhysical DRP Degrees of Reading Power ReimbReimbursement

BABachelor of ArtsNENew England CLMS Clark Lane Middle School Phys EdPhysical EducationECS Education Cost Sharing Grant ReplReplacement

ERG Education Reference Group EXCELS Exceptional Community Education Life Skills FTE Full Time Equivalent Sp EdSpecial EducationSW Southwest School Tech Ed Technology Education

EvalEvaluation Expend Expenditures or Expended GN Great Neck School SubSubstitutes TAG Talented and Gifted Vo Ag Vocational Agriculture

ExExtra FICA Federal Income Compensation Act GRGrade SuptSuperintendentTechTechnical WCS Waterford Country School