Middletown Public Schools

The curriculum committee meeting covered updates on the mathematics department, detailing changes since 2022 aimed at curriculum upgrades, alignment with SATs, and university mapping for grades seven through Algebra 2. High school math courses including Algebra 1, Geometry, Pre-Calculus, and Data Science were mapped for increased rigor. Board approvals were secured for a Fundamental Statistics course, a Data Science course (currently in its first year of operation), and an ECE Yukon Discrete Math course scheduled to begin next year. Enrollment data indicated an increase in students taking Pre-Calculus (26% more than the previous year). Discussions also addressed Advanced Placement (AP) offerings, including upgrades to AP Statistics, and the pending approval for an ECE Yukon Cal 1 and Cal 2 course. Concerns were raised regarding a decline in overall math proficiency scores; presenters responded by noting recent increases in SAT data for the current cohort, restructuring the curriculum to address missing rigor, and implementing project-based math labs for intervention groups to engage struggling students. Furthermore, elementary curriculum teams are actively bolstering the existing Illustrative Mathematics curriculum based on teacher experience, and efforts are underway to secure ECE credits transferable beyond Yukon University.

The primary discussions centered on two action items requiring board approval. The first action item involved approving the proposed separation agreement with Dr. Vasco Moses. The second action item was a motion to authorize the chair to sign the separation agreement on behalf of the board of education. The meeting concluded shortly after the second vote.

Key discussions during the meeting included recognizing the Rebecca Isaacson Teacher Mentor Award recipient and presenting the Senior Class Mural at Middletown High School. During the financial report, the Board acted on a Line Item Transfer Report, approving transfers for the CTE and Athletics Departments, and also approved expenditures from the Prior Year Unexpended Balance for summer programming, building alterations, and system modifications. The Facilities Department highlighted ongoing work, including roof repairs and the installation of vape sensors. The Board received updates on personnel, transportation, and the upcoming FY 2027 Budget Process timeline. Action items included the approval to change an English course from American Novel to World Literature, a decision to amend Facilities Committee meetings to quarterly, the approval of Board of Education Goals, authorization to contract with NESDEC for the Personnel Search Committee, and the first reading of Policy #3320 Purchasing. The meeting concluded with an executive session to discuss staff performance.

This School Climate Improvement Plan for Lawrence School outlines strategies to foster a positive, restorative, and inclusive school climate. It is structured around five Connecticut School Climate Standards, focusing on: developing a shared vision for positive behavior, implementing policies that build comprehensive student skills and a restorative environment, enhancing practices for learning and engagement, ensuring a safe and welcoming environment for all community members, and establishing a restorative system that promotes belonging, equity, and civic responsibility. The plan aims to enhance academic, social, and emotional development, improve staff well-being, and strengthen community engagement.

This policy establishes a framework for an effective and informed school climate improvement process within Middletown Public Schools, operating through a continuous cycle of planning, evaluation, action planning, and implementation. It aims to foster teaching and learning environments where students thrive academically and socially, have a strong voice, and are prepared for lifelong success. Key areas include promoting a positive and restorative school climate, supporting academic and social-emotional development, ensuring safe, welcomed, supported, and inclusive school environments, and cultivating a sense of belonging through social responsibility, diversity, equity, and inclusion.