Commissioners Networ k Midyear Operations and I nstruction Audit

Thi rman L. Milner School

Auditors: Pat Krukowski and Lynmarie R. Thompson

December 10 and 11, 2012






I ntroduction
Thirman L. Milner School is a three story, brick building housing a PK-8 school set on Vine Street in Hartford. In 2012-2013, the
number of students at the time of the review was 345 with a staff of 32. Of those 32 teachers, five were carried over from the previous
year and 27 were new to the school. In the previous year, the school had hosted a student population of 425 students and a staff of 46
(excluding external partners). The school has 20 classrooms which include 4 specials (gym, library, art, and music) and 4 classrooms
of support staff (ELL, SpEd, and bilingual). The Milner School has been reported to be among the lowest achieving schools in
Hartford and in Connecticut.
In 2012-2013, Hartford Public Schools entered into an agreement with the leadership of FUSE- Family Urban Schools of Excellence
to develop a partnership to 'turn around Milner School. The Turnaround eIIorts were proposed in a document submitted to the
Connecticut State Department of Education in early August 2012. A midyear review was conducted on December 10 by two
educators with the purpose oI the status oI Milner`s eIIorts in implementing various turnaround strategies.
Executive Summary of Findings
1. Family and Community Connections. Milner has partnered with FUSE which runs Jumoke Academy and incorporated
Jumoke`s community-based strategies to increase communication with parents and parent involvement in the school. The goals
are to make Milner a safer and more welcoming school and to facilitate improved family and community involvement. Milner
has established Room Parents and conducted Parent Academies in which parents come to learn about the curriculum being
used in their child`s grade and how they can support their child`s learning. There have been many other educational and social
events for families. Parents and teachers describe dramatic improvement in parent perception of the school and their feelings of
being welcomed by school staff. The after school program is run by Catholic Charities, the major community partner. The
partnership between Catholic Charities and Milner is strong, providing a smoothly functioning, well-coordinated extension of
the school day for students of all grades.
2. School Envi ronment. The overall goal is to create a safe, structured environment that promotes a love of learning and
academic success. Milner is working to create a culture of high expectations for achievement and behavior for all students.
Strategies include implementing a school uniform policy, celebrating diversity, implementing a stricter attendance policy,
implementing school guidelines and expectations for student behavior consistently across the building, and strengthening the
home/school community connection. Overall, Milner has instituted the efforts, activities, and strategies necessary to create a
safe structured environment. Student behavior is both reported and observed to be, for the most part, appropriate and
respectful. Generally, staff members are engaged in the strategies necessary to promote a positive change of culture. All
respondents agree that there is more to be done.
3. Leadership. The overall goals are to develop a shared vision among school personnel, to initiate a structure that supports
teacher development and protects instructional time, and establish site-based management that removes the burden of
operational responsibilities from the education staff. Milner has a new principal and leadership team. Formal professional
development is provided for teachers once a month to promote teacher empowerment. Additional professional development
opportunities are provided as needs are identified. An Academic Assistant has been placed in every classroom. The variety of
responses of the interviewees suggested that they have an understanding of the some of the various concepts embodied in the
vision for the school. Teachers, staff and parents agree that leadership is 'strong, available, knowledgeable, and responsive.
The onsite FUSE leadership team adds visible and real focus and support. Some staff and parents remain confused because of
the large numbers of staff in the building. Teachers report feeling empowered because of the flexibility in implementing
curriculum and the classroom support provided by an academic assistant in every room.
4. Teachers/Support Staff. Milner`s goals are to reduce teacher turnover and teacher absentee rate, improve teacher
satisfaction, reduce the number of student referrals for behavioral problems, and to maintain an academic assistant in each
classroom for the entire year. Milner conducted a structured teacher selection process and new staff made a commitment to a
minimum of three years at the school. The school is using Jumoke`s model to implement an integrated teacher instructional
planning/performance evaluation/professional development strategy to provide much more oversight and feedback to teachers.
Milner has recruited room parents to communicate school information to the parent community. Milner addressed the need for
effective teachers and support staff through a three-pronged approach focused on securing a qualified staff, retaining that staff
and providing the necessary support and resources to enable student learning to be the focus. Five former staff members
returned; 27 new teachers were hired; all committed to three years. An Assistant and Room Parent have been placed in every
classroom. All staff have been evaluated using Teachscape, which incorporates Charlotte Danielson`s instructional model and
framework. Teachers have commented that the embedded coaching and feedback from observations have been valuable. The
integrated teacher instructional planning/performance evaluation/professional development strategy, as an integrated model,
has not been fully implemented, but some of the components are in place.
5. Use of time. Overall, the school has been successful in its efforts to increase quality instructional time for students. The goal
is to provide students with more quality instructional time to be able to improve learning and academic achievement. Milner
has extended time by conducting to date 6 Saturday Academies which were available to all students. Between 100 and 115
students attended each of the six Saturday Academy sessions. The after school program offers academic and enrichment
learning time for students, and is currently serving 160 students, almost double the number served last year. Both the Saturday
Academies and the after school program are well coordinated and aligned with the school program. The Turnaround
Committee will soon select one of two options for adding 25 days to the school calendar. The school also plans to use time
more efficiently by addressing issues like truancy and behavioral problems. Tiered strategies to address student absences are in
place, including daily phone calls, parent meetings, home visits and the involvement of DCF when necessary.
6. Cur riculum and I nstruction. The overall goals are to implement a curriculum that is aligned with CCSS, clearly
communicate that curriculum and the instructional priorities, meet student achievement targets, and close achievement gaps
between ELL and non-ELL students. The most significant curricular change has been the implementation of the FUSE ELA
CCSS curriculum with good curriculum support for teachers through formal training and embedded coaching. An
accountability plan with achievement targets will be presented to teachers in the next few weeks. Milner has doubled the FTE
for ELL/bilingual staffing in the school, and the HPS ELL Director and staff work closely with ELL teachers. The leadership
structure has changed from a PK-5 and 6-8 support model to a leadership structure that provides oversight K-8 in 3 areas:
School Culture and Climate; Curriculum, Instruction and Assessment; and Student Support Services. The Turnaround Plan had
called for 2 schools-within-a-school approach. It is clear that there is a grade 6-8 focus to improve student behaviors and make
achievement gains utilizing the Jamoke model at that level. There does not appear to be a school within-a-school approach.
7. Use of Data. The overall goal is to use generated information to provide each teacher and senior staff with concrete evidence
oI each student`s progress toward established goals. Strategies include ensuring that each teacher has a variety oI classroom
level assessments at his/her disposal, supplementing student performance with classroom and grade-level data, and developing
a framework that can be used to consistently review data for individual students and for the class as a whole. Overall, the
structures and requisites for data analysis and protocols are in place for school level analysis; the process needs to be further
implemented. Leaders and teachers agree that the focus on needs and strategies for individual students is in place. The data
team process has not been completely implemented, according to the respondents. The focus on data began earlier this year at
Milner with an SRBI focus which promoted teachers looking at data related to specific students and identifying interventions.
Most teachers and staff were not aware of an accountability plan or school or grade level targets.











Research Methodology

Print evidence reviewed:
Thirman Milner Elementary School Turnaround Plan
Thirman Milner Elementary School Audit (2012)
ELA Curriculum (Jumoke)
HPS School Accountability Plan for Jumoke Academy Honors at Milner School (current)
FUSE Administration Roles/Responsibilities
Pre-interview written responses to informational requests
Jumoke Academy Honors at Milner Staff/Position listing
Listing of Jumoke Academy Honors at Milner Parent and Family Activities August 1 to date
5 issues of 2012-2013 J.A.H.M. Journal (family newsletter
Date teams forms
Saturday Academy Description
Saturday Academy Flyer
Grade Level Daily Schedules
Professional Development Calendar
SGC Minutes from 11/13/12

Listing of Interviews
Principal, Doreen Crawford
April Goff-Brown and Nuchette Burke, Catholic Charities
Khentrell Graham, Catholic Charities
Turnaround Committee:
Kevin McCaskill, Adm. Representative HPS
Andrea Johnson, President Hartford Federation of Teachers
Jay Gutierrez, Second Vice-President, Hartford Federation of Teachers
Joshua Hall, Hartford Federation of Teachers
Dr. Michael Sharpe, CEO FUSE
Leadership Team:
Dr. Angela Burke, Director of Curriculum/Instruction FUSE
Valerie Fenn, Associate Principal
Dr. Christina Foreman, Director Student Services, FUSE
Tasha Hosendove, External Recruitment and Relations Committee
Lee Ann Masterjoseph, Chief Academic Officer, FUSE
Dr. Michael Sharpe, CEO, FUSE
Rachel Stimpson, Operations Manager
Student Council: 7-8 Grade four officers and two 6th grade representatives
Jonathan Swan, HPS
Paul Metheny, Grade 2 Teacher
Holly Moya, Grade 1 Teacher
Charity Wilson, Grade 4 Teacher
Estefania Rodiquez, Grade 7-8 Social Studies Teacher
School Governance Council:
Jill Freidman, ELL Teacher; Icelena Day, parent; Guilerina Ruiz, parent
Letisha Garay, Co-Chair SGC, President PTO
Luz Zayes, parent
Mayor Thirman Milner, Community Partner

Observations
2 observations K
1 observation Grade 1
1 observation Grade 3
2 observations Grade 4
1 observation Art
1 observation Music
2 observations Grade 6
1 observation Computer Class
Others: ISS, hallway transitions
(7th and 8th graders were being tested during the observation times)
1-hour observation of After School Program
Findings

Milner School - Mid- Year Audit December 2012
Area of Focus: Family and Community Connection


Obj ective and Strategies Year I ndicators of Progress/Success Status Evidence Notes
Establish a room parent in every classroom 1,2,3 Every classroom has a room parent.
Teachers and parents report that it is
an effective way to increase
communication between the
classroom and individual parents.
C I
Conduct three formal parent academies each
year where parents learn about curriculum and
how to support their child`s learning.
1,2,3 The first formal Parent Academy has
taken place, which took the form of a
series of Town Meetings. Parents
were oriented to the school and to the
changes taking place this year. The
school has gone well beyond what was
planned in terms of hosting events to
get parents into the school and to
increase the sense of connectedness
that parents feel with the school. To
date approximately 23 events in a
wide variety of formats have taken
place.
I I, X, O
Implement proactive communications/outreach
program, including PTA membership for all
parents, a Principal`s open door policy, and
specific celebrations and social events.
1,2,3 There was evidence of a variety of
strategies put into place as part of a
proactive communications/outreach
program. Some of these strategies
were outlined in the Turnaround Plan,
but the school has gone well beyond
that plan in implementing strategies
I X, I
for strengthening the connection with
families. The school now has an
External Recruitment and Relations
Coordinator, who connects with
families and their needs and is highly
regarded in the community as reported
by all of the parents interviewed.
Align support from community school
partners, including parent engagement and
education enhancement activities
1,2,3 The major community partner,
Catholic Charities has two staff people
on-site throughout most of the school
day as well as implementing the after
school program. One of those staff
members meets and works with the
school`s classroom teachers to align
the academics of the after school
program with the school curriculum.
Information on student academic
progress and levels is shared between
classroom teachers and after school
staff. Behavioral expectations in the
after school program are well aligned
with the Jumoke philosophy. The
educational enhancement activities
stem from student interests.
Observations of some of the
enrichment activities revealed a high
degree of student enthusiasm,
engagement, and enjoyment.


I I, O
Improve parent connectedness (as measured by
survey) and participation rates.
1,2,3 The parent survey, which will measure
perceptions of connectedness, will
N I

Clarifying Narrative/ Comments:
Even though administrators, teachers, and parents admit that there is still a long way to go in increasing the involvement of parents in the
school, this is an area in which the efforts have been widespread, varied, and creative. Parents and teachers describe a dramatic improvement
in the way that parents view the school, although initially parents were skeptical and confused about some of the changes. Parents
interviewed spoke oI the school as 'our school and used the pronoun 'we when reIerring to improvement efforts. They describe the
confidence that they now have that staff at Jamoke at Milner have the best interests of their children in mind, are amazingly dedicated and
extremely professional.
take place later this month.
Participation rates in the family events
that have occurred are collected in the
school. It is not clear that there are
targets for participation, but it is clear
that the school is working toward
increasing the number of families
involved. All teacher, administrators,
and parents interviewed spoke of the
continuing need to involve more
parents and families. Even though
progress has been made, there is
agreement that this is still a major
need.
Increase perception of school as a welcoming
environment
1,2,3 The parent survey will be an indicator
oI parents` Ieelings oI how welcoming
the school is. The interviews with
parents indicate that they perceive a
huge improvement in the extent to
which they feel that many parents feel
welcome in the school.
I I
Proactive Communication/ Outreach program: The administrative team, teachers, and parents uniformly report that a variety of
strategies have already been implemented to bring parents into the school and engage them as partners in the education of their children.
Over 20 activities have occurred since the beginning of the school year to engage parents in some aspect of the school. Some are large-scale
events that bring in large numbers like the POTLUCK and turkey giveaway that drew over 300 people. Other events, like PTO meetings
draw in smaller numbers that may range from 8-35 people. The reviewers noted that in addition to events, it is the attention to parents` needs
and welcoming attitudes of staff that have resulted in what most parents described as a complete change in the way they feel about the
school. Every parent interviewed noted that they feel that teachers and administrators listen to them, explain things to them, and make them
feel welcome in the school. This is a dramatic change from previous years. The parents indicated that at the very beginning of the year,
parents were cautious and/or skeptical about the changes that were taking place in the school. But they report that after experiencing very
positive interactions with the teachers and administrators, they have generally come to see that school as committed to doing what it takes to
help their children succeed. They may not always agree with the school policies, particularly the policy requiring that parents drop off their
children in the morning and not enter the cafeteria. But the parents interviewed described that parents in general have more trust than ever
before that the school will care for their children well. They described the staff as amazingly dedicated and committed to their children.
The Parent Resource room was described by parents as a place they can come to talk, plan events and support each other. The school
has arranged to provide help with the school uniform (ties, shirts, etc.) and make these items available to families. Parents and caregivers
can take part in field trips to the theater, museums, and orchards. FUSE was introduced to families in a door-to-door canvas early in August.
The school is planning to add programs for parents (GED, literacy, etc.) The list is more extensive than can be reported here. The conclusion
is that the school has demonstrated a sincere interest and recognition of the importance of involving families and has made extensive efforts
to include parents in the life of the school. And yet all the groups interviewed reported that the need to involve parents is still a great need in
the school. They have made progress and want to continue and expand that progress.


Milner School - Mid- Year Audit December 2012
Area of Focus: 2. School Environment.

Obj ective and Strategies Year I ndicators of Progress/Success Status Evidence Notes
Create a safe, structured environment that
promotes a love of learning and academic
success with high expectations
1,2,3 Behavioral team with responses to
different Levels of Behavior has been
implemented.
A Behavioral Specialist has been
hired. In-school Suspension Room is
available and the expectation is that
students in ISS will work
appropriately.
Weekly meetings with FUSE occur
detailing what is working and not
working
There have been 19 police calls this
year. It is unclear how this has
changed from previous years.
I I, X An additional
behavioral specialist is
to be hired
Require adherence to a dress code which
incorporates uniforms
1,2,3 Navy blue (dark) bottoms and white
tops with blue sweaters/jackets/
sweatshirts were on every student
observed.
C O, I
Create a classroom environment which
includes posting positive messages, clearly
identified behavioral expectations, and
examples of student work in all classrooms.
1,2,3 All classrooms visited (12) had
positive messages, clear behavior
expectations, and examples of student
work posted
I, O
Implement a school culture approach oI One
Voice where all staII are conscious oI
language and implement Responsive
Classrooms principles.
1,2,3 All classrooms visited (12) had 'One
Voice, One Sound, Excellence
posted.
All teachers hired in August were
trained on Responsive Classroom
Morning meeting is held daily at 8:45.
One teacher commented, 'This is

I

I, O

really working.
Reinforcement of social skills was
observed in hallways/classrooms
being done in a consistent manner by
most adults. It was observed that two
staff people spoke very loudly, in a
demeaning and challenging manner to
students who were misbehaving; this
was definitely the exception in the
building.
Implement a student attendance policy with
strict guidelines.
1,2,3 All teachers/parents report a timely
call home when child is absent.
There have been 6 DCF referrals for
truancy to date. Other interventions
are included in the continuum,
including parent meetings and home
visits when necessary.
I I
Implement a school wide approach to infuse
cultural appreciation and understanding
through the curriculum and program content.
1,2,3, Multicultural content was evident
(study on La Tortuga, Menorah, etc.)
in classrooms and halls.
Most classrooms had posters of
leaders from a variety of backgrounds.
6 students from grades 6-8 reported in
this school, it is okay to be 'diIIerent.
Multicultural options are included in
afterschool programsChinese,
Tribes, Karate, with additional
language classes planned for the next
session.
I I, O Cultural Competency is
topic of January
professional
development
'In the pipeline
Strengthen the bond between caregivers,
teachers and principals which increases the
home/school/community connections
1,2,3 23 Events for Parents were conducted
between Aug 10 and Dec 8
August 1-4 FUSE conducted door-to-
I D, I, O

Clarifying Nar rative/ Comments:
Overall, Milner has implemented strong efforts, structures, and activities which will affect a change in school climate.
School Culture and Responsive Classroom Principles:
The responses from teachers, leadership, parents, students, and community clearly indicate that changes are occurring. Comments included:
'Some parents are still unsure oI the change. 'I can see a big diIIerence among diIIerent classes---students are wanting to go to class.
'Parents are very happy.a lot oI stuII has changed. 'Kids are more respectIul and ready to learnsome parents know this. A second
message is that there is still work to be done. One parent commented, 'It`s a struggle to change a culture. Further comments Irom various
stakeholders noted: 'Middle school students are still testing. 'It still needs work. 'We are miles away but we won`t stop trying. The
leadership has clearly and strategically determined that school culture is the primary focus in the beginning months of school. Observations
of most adults in the building demonstrate that they are actively engaged in setting and monitoring common expectations for student
behavior as well as creating a positive environment. Students can consistently be seen being taught how to walk in the hall, and how to
respond.
Implementation oI the 'transIormed culture is not without challenges. Students report that teachers diIIer in their ability to implement
changes in culture. For example, one teacher 'pushes too hard and another is 'too easy. Some statements do not support shared
responsibility, such as a teacher saying to a student, 'This is not your class. These students commented Iurther, 'It is our class. Students
door canvas to invite parents into
school.
Family Resource Center has extended
hours; parents comment on its
welcoming atmosphere, support, and
the caring work of its director.
Conduct ceremonies and celebrations,
including a blazer ceremony
1,2,3 School wide celebrations (fall festival,
winter fest) are inclusive.
I O Celebrations are 'in the
pipeline according to
one teacher.
Provide weekly character education classes 1,2,3 The school is currently working with
St. Joseph`s to develop a curriculum.
The school plans to implement
classes.
N I
want to be 'kept up to date with regard to 'what is happening next. Finally, students acknowledged that 'people might not like this
(change), but it 'is better and not so many students 'are skipping.
One observation that has emerged is that instructional staff need ongoing (and additional types of) support to deal with the challenges of
implementing this change in school culture and in effecting even more positive changes in student behavior than have already occurred this
year. A second observation is that the focus on culture has impacted the focus on academics; a parent admonished, 'Parents and teachers
need to work on academics. Both students and the reviewer noted that time spent on managing behavior is actually impacting the focus on
academics. However, it is clear that this focus is a purposeful, strategic decision by the leadership involved in Turnaround efforts.
Safety of Envi ronment
Parents, teachers, students, and leaders agreed that the environment is, for the most part, safe. One teacher termed Milner to be a place
where 'everybody Ieels comIortable and not intimidated and 'where people are understanding and kind and where administration is
approachable. Another responder would rate the school very high based on how Iar they have come, but with the clear expectation that
there is still far to go. Students felt it was easier to be safe in the classroom where there are two adults and it is 'more organized. Security
guards were described as very beneficial additions to the staff'they are part oI the Iamily, they greet people, and they have Iun with us.
The school has put in place programming and interventions (ISS, behavioral specialists, and intervention plans) for dealing with challenging
behaviors.








Milner School - Mid- Year Audit December 2012
Area of Focus: 3. Effective School Leadership


Obj ective and Strategies Year I ndicators of Progress/Success Status Evidence Notes
Train all staff, parents, students, and leaders in
the Jumoke model. Coach and support staff in
the applying the principles of the Jumoke
model. Develop a shared vision among school
personnel.
1, 2,
3
Three day August training conducted
on Responsive Classroom Principles
and Jumoke model.
Ongoing professional development on
components has occurred.

I I, O
Teacher empowerment: Initiate a structure that
supports teacher development and protects
instructional time. Promote teacher
empowerment through placement of an
academic assistant in every classroom, staff
having opportunity to engage in guided and
self-directed PD once a month.
1,2,3 Teachers empowered through
academic assistant in classroom and
common planning/professional
development time.
Teachers describe feeling empowered
by the ability to make instructional
decisions in their classrooms.
Monthly professional development
sessions are planned and conducted.
I I
Implement a curriculum coaching model to
create learning communities among teachers,
based on Jumoke best practices.
1,2,3 Language arts curriculum has been
adopted. Curriculum coaching is
provided by FUSE Director of
Curriculum and AP for Curriculum,
Instruction and Assessment.
I I
Integrate the data team concept with
curriculum coaching mode
1,2,3 Data team model is currently being
implemented, although not in a formal
way. Associate Principal is assigned
to coach in use of data.
I I Initial efforts were
focused on SRBI model
Establish an Executive Council of faculty and
staff to advise the school principal on policy
and programming based on data.
1,2,3 Protocol Council recently created.
This may serve the same function as
the Executive Council which was in
N I
the Turnaround Plan; there is no
Executive Council.
Establish an integrated leadership structure to
support the Principal in leading the school.
1,2,3 Principal and leadership team work
closely with onsite FUSE team.
I I

Clarifying Nar rative/ Comments:
Overall, the objective and strategies related to effective leadership have been met or are in process. Parents and teachers interviewed
believe that the leadership is strong, positive and caring. Leaders want what is best for children.
The Jumoke Vision
Students, parents, teachers and leaders were asked, 'What is the Jumoke model? The variety oI answers suggested that participants have
some understanding oI the concepts embodied in the vision Ior the school. Various answers included, ' It`s the way you do business, but
it`s not clear, 'It`s the Ireedom to teach where the child is at. 'It`s about teaching everything, like Responsive Classroom. 'Everybody
is on the same page and is on board! Students immediately voiced, 'One Voice, One Sound, Excellence! It is clear that leadership and
teaching staff are passionately committed to teaching Milner students and implement the components they have learned; yet the full
context, even though communicated, is not clear.
Clarity of Leadership Functions
Milner enjoys the benefit of multiple levels of on-site leadership including an experienced, committed principal; three instructional teacher
leaders; two Associate Principals; various program leaders as well as FUSE staff. One person commented, 'We have extremely strong
leadership which is available, knowledgeable..they ask the right questions. A number of people, including teachers, have indicated
some conIusion in the various roles. One comment was, 'I don`t know all the people in the building. Teachers, however, do know where
to immediately go to get their problems solved or questions answered. One acknowledged support from the Instructional Teacher Leaders.
These are staff who 'help bring my issues Iorward. To address staII`s need to know the roles and identities oI the multiple personnel,
FUSE recently held a meeting where roles and functions were explained. Ongoing efforts are needed to help parents and teachers
understand all the supports available in the building.
In addition, an Executive Council of faculty and staff was to be formed to advise school leadership of needed policy and programming.
There is no evidence of this council. However, two vehicles have been created to perform these functions. A Protocol Committee was
recently created and Instructional Teacher Leaders continue to bring ideas forward to leadership.
Support for Leadership
Leadership was faced with a large learning curve in moving from a charter environment to a public school environment. This occurred with
short turnaround time from Turnaround proposal development to implementation, with the hiring of many new staff, and with the need for
dramatic and immediate change. FUSE offices and staff are located in the school building, making key personnel available for support.
This has helped in the understanding, implementation, and monitoring of plans and strategies.
Teacher Empowerment
One goal for Turnaround is to create teachers who feel empowered. In asking staff to define empowerment, they described this as 'being
given a lot oI autonomy, being provided 'academic assistance, having 'a broad vision Ior achievement, 'being able to choose the
lessons I teach, 'allowing us Ilexibility to address student needs, and allowing us to 'try our great ideas. Leadership support this by
being approachable. One person commented, 'I Ieel listened to.it comes Irom starting at ground 1 with everyone else. At this point,
teachers feel empowered, but challenged.


Milner School - Mid- Year Audit December 2012
Area of Focus: 4. Effective Teachers and Support Staff


Obj ective and Strategies Year I ndicators of Progress/Success Status Evidence Notes
Implement a structured teacher selection/retention
process (with 3 year commitment) based on Jumoke
model/best practices.
1 27 new teachers were hired and 5
teachers returned, each giving a 3-year
commitment.
Agreement with Hartford has been
completed.
1 Bilingual teacher still needs to be
hired.
C I Turnaround plan
discussed
anticipated 207
student days.
Curriculum coaches and leadership structured to
empower teachers.
1,2,3 Coaching for instruction is internal
and embedded.
Recent change in Principal and
Associate Principal roles were made
to clarify functions and better meet
school needs.

I I
Academic Assistants and Room Parent bring
additional resources to the classroom for each
teacher for the entire year.
1,2,3 Room parent identified for every
classroom;
Academic Assistants in every
classroom
I I, O Placement is
complete;
presence for the
entire year is in
progress
Implement an integrated instructional
planning/evaluation/professional development
strategy for oversight and feedback.
1,2,3 PD was conducted in August by
Hartford and Jumoke.
A list of PD topics needed has been
created, but teachers are unaware of
plans.
Teachers know that cultural
I I
competence is the next PD offering
but are not aware of long term PD
plans. Teachers are positive with
regard to the professional
development they have received.
All teachers have been observed and
provided feedback.
Address the uneven instructional effectiveness
through implementing new hires and a new teacher
evaluation process (s).
1,2,3 27 new teachers were hired.
All teachers have been observed with
feedback provided.
All administrators trained in Charlotte
Danielson framework and are
proficient using Teachscape model;
teacher leaders were trained in the
model and are receiving additional
training.
Teachers are using Teachscape to
schedule observations and handle
forms.
Leadership and staff report some
teachers are using Teachscape online
training
I I, X
Reduce teacher turnover, teacher absenteeism, and
student referrals
1,2,3 2012 student referrals are reported as:
Sept. = 98; Oct = 163; Nov = 209
2011 referrals not available;

2012 teacher attendance rate:
Sept = 97.8%; Oct = 95.9%;
Nov= 95.0%. Annual teacher
attendance rate in 2011-2012 was
95.2%

I I 2011 referral rate
not available
2012-13 turnover rate to December is
3%
Increase teacher satisfaction 1,2,3 Connectedness survey for 2013 is
planned for December to provide a
baseline for this new staff.
I I, D, No outcome data
available for 2011-
2012 at this time
Clarifying Nar rative/ Comments:
Overall, the multipronged process for selecting and supporting and evaluating teachers has been implemented. The new staff are
characterized as committed and passionate about what they are doing. All have been observed by their evaluators, using the
Danielson/Teachscape model. Ongoing attention needs to be given to developing and communicating an integrated professional
development/evaluation/planning framework.
Teacher Selection:
Milner addressed the need for effective teachers and support staff through a three pronged approach focused on securing a highly qualified
staff, retaining that staff, and providing the necessary support and resources to enable student learning to be the focus. Interviews provided
information that all staff had been hired (with the exception of a bilingual teacher) and that these staff are Hartford Public School staff.
Recruitment began well before all agreements were completed. Five former staff members returned; 27 new candidates were hired. Of the
new candidates, some had previous experience, but this constitutes a first year for a number of new teachers. All teachers have committed
to three years at this school. The turnover rate reported to date is 3%.

Academic Supports:
To support classroom teachers, two onsite supportsa room parent and an academic assistant--were provided and are currently available
in every classroom according to all sources. All staff highly valued the services of the academic assistant. However, a number of
interviews and observations revealed that the coordination between teacher and assistant (in terms of classroom responsibilities) could be
improved in some cases. One group oI interviewees commented on the 'mismatch between a Iew assistants and teachers. All Assistants
receive professional development on a monthly basis. However, the amount of time available for a teacher to plan with and communicate
with Assistants is extremely limited because Assistants are supervising children while teachers are planning.
Implementation of Teacher Evaluation:
All teachers interviewed (4 from Grades 1- 6) reported being observed by their evaluators using the Danielson-Teachscape model. All
teachers commented that the feedback---both from the observations and from other coaching--was valuable and helpful. As with any new
staff, teachers and staff bring a range of skills. As part of this audit, walkthrough-type observations were conducted in approximately 12
classrooms and multiple hallway transitions. The data collected indicated a variety of teacher skills in both instruction and student
management. The walkthroughs provided clear evidence that all classrooms had student work as well as behavioral and learning
expectations posted; most classes had a 'quality work rubric also evident. However, there was a range of teacher practiceboth in
delivery of content and application of student management skills. Teachers appear to have a common understanding of what is expected of
students (given their attempts at intervention) and are committed to following through on strategies they have learned, but the level of skill
in intervening differs. For example, in one class, the teacher first told a student to pick up a notebook, then asked the student to pick up the
notebook, and then picked it up him/herself. All teachers interviewed declared real 'passion and 'commitment Ior this work.

I ntegrated Professional Development Strategy:
One program goal for the school is to implement an integrated instructional planning/evaluation/professional development strategy. This
important strategy has been provided through a variety of times and formats (before the start of school, monthly, weekly grade level
meetings, embedded coaching). Teachers were clear about the professional development provided before the start of school: Responsive
Classroom, new teacher training, convocation (the Jumoke way), curriculum training. However, they were unable to voice long and/or
short-term professional development plans for the school or their grade level. Teachers explained that they were able to get professional
development support from a variety of sources (leaders, ITLs,) as the needs arise. Teachers were able to identify what professional
development was needed in general (classroom management, curriculum). Two teachers knew that cultural competency would be an
upcoming professional development offering.


Milner School - Mid- Year Audit December 2012

Area of Focus: 5. Effective Use of Time

Obj ective and Strategies Year I ndicators of Progress/Success Status Evidence Notes
Plan for and begin phased-in implementation
of hybrid-extended (instructional time schedule
(5 marking periods or summer intercession)
1, 2 Details of plan for extended time
option have not yet developed.
N I
Implement Academic Assistant Strategy to
increase instructional time
1,2,3 An Academic Assistant has been hired
for every classroom. All teachers and
several students spoke of this staff
addition as one of the most important
and positive changes at the school this
year.
C I, X
Implement truancy prevention/intervention
strategy, based on Jumoke best practices
1,2,3 Tiered strategies to address student
absences are in place, determined by
number of absences per student.
C I, X
Implement a building management/operations
strategy to free faculty/staff to focus on
instruction
1,2,3 An Operations Manager has been
hired to attend to building and
operations issues.
I I, X
Conduct 12 Saturday Academies to increase
instructional time for below-grade level
students; others encouraged to attend.
1 Six Saturday Academies have
occurred to date as planned.
Attendance at the first set of Saturday
Academies averaged 107 students per
session, approximately 31% of student
body. Of those students enrolled, the
attendance rate was 93% across the six
sessions.
I I, X
Increase levels of participation in Catholic
Charities after school program
1 The participation rate in the after
school program has gone from
approximately 33% of the student
body last year to approximately 46%
currently. In addition to the sizeable
I I, O

Clarifying Nar rative/ Comments:
Overall, Jumoke at Milner has been very successful in its efforts to increase instructional time for students and to use that increased time for
high quality programs for students. The Saturday Academies and the After School Program not only offer additional, high-quality academic
and enrichment learning time. In addition, both of those programs are well coordinated and aligned with the school program and serve to
extend the learning that is taking place during the regular school program.
The one issue regarding time that is not resolved is a major one: which option will be selected to add 25 instructional days to the calendar.
The Turnaround Committee will address this option and get input from stakeholders before making that decision.

Extending Time Option: The selection of the option for extending time to achieve a 25-day increase in instructional days was scheduled
to be developed by the Turnaround Committee by October 1, 2012. This has not yet occurred. The Turnaround Committee members
interviewed shared that they would begin developing the plan in January after discussing the options with school staff and parents.

Academic Assistants: Teachers indicated in interviews that the lack of planning time with the Academic Assistants impacts their ability to
utilize this resource most effectively. However, the addition of Academic Assistants to assist with transitions, behavior issues and learning
tasks does allow teachers to focus more time on instruction.

Saturday Academies: The Turnaround Plan indicated that the Saturday Academies would serve students who are in need of support and
that those students would be required to attend. All students would be encouraged to attend. Interviews indicated that because academic
needs are so great, the school did not target specific students to attend but encouraged all to attend. It is not clear how they would require
the attendance of students who have the greatest need of academic support as outlined in the Plan.
increase in numbers of students
served, the program has maintained its
reputation of high quality
programming, responsiveness to
student needs and interests, and an
approach to academics and behavior
that is coordinated and consistent with
the school program.
The administration described the turnout as low. Another six Academies will take place in January/February and will once again focus on
the skills that are assessed on the CMT. While pre and post data was not consistently collected for the fall Saturday Academies, the plan is
to collect this information for grades 3-6 in the upcoming session.

After School Program: Every single person interviewed about the after school program run by Catholic Charities spoke about its high
level of quality, high degree of responsiveness to the interests and needs of the students, and how well it coordinates with the school
program in terms of academic and behavioral expectations. Observations were done of the after school program as part of this mid-year
audit. These observations corroborated interview data. Students appeared to be highly engaged in both the academic portion of the session
and the enrichment activities. Expectations for student behavior (positive attitude, orderly transitions, respectful language) were evident.
Staff interactions with students were positive, respectful, and communicated high expectations for both academic tasks, engagement in
enrichment activities, and student behavior. Student academic data from the after school program is communicated to classroom teachers so
that individual progress data can be monitored and used by the classroom teacher.

Milner School - Mid- Year Audit December 2012
Area of Focus: 6. Effective Curriculum and Instruction


Obj ective and Strategies Year I ndicators of Progress/Success Status Evidence Notes
Reorganize Milner into two developmentally
appropriate schools within a school (PK-5 and
6-8)
1,2,3 Initially the school leadership was
split to oversee the 2 segments of the
school: PK-5 and 6-8. However, this
structure did not meet the needs of
students or teachers as they emerged.
In response, the leadership team`s
responsibilities were re-organized and
each administrator is now responsible
for maintaining a 'laser-like Iocus on
specific areas pre-K through 8.
No one interviewed spoke of two
schools within the school.
R I
Implement a policy to limit class sizes to 22 1,2,3 All classes have 22 or fewer students. C I
Implement a strategy to serve English-limited
students, working in close collaboration with
HPS Director of ELL and staff.
1,2,3 Milner has increased staffing in
ELL/bilingual from 1.5 FTE last year
to 3.0 FTE this year. They have 2 ELL
teachers and 1 bilingual teacher (yet to
be hired.)
Members of leadership team report
that HPS Director of ELL and staff
work closely with ELL teachers.
I I
Align curriculum to Common Core Standards:
(Language Arts in Year I)
1 The Language Arts curriculum has
been developed by Jumoke and is
being implemented this year at Milner.
It is aligned with Common Core
Standards.
C I, X
Focus on effective staff development practices
to ensure implementation of new curriculum
1 Teachers had formal initial training in
the ELA curriculum. They also are
supported in teaching strategies for the
I I

Clarifying Narrative/ Comments:
Overall, in the area of curriculum and instruction, Jumoke at Milner has put many of the planned improvements in place and is in process of
implementing others. Teachers are implementing the new ELA curriculum with good curriculum support and ELL students are receiving
more supports through additional staffing. The focus on having 2 schools within the school may have changed from the initial plan, but it is
clear that the school is benefitting from the curriculum and instructional expertise that the Jumoke staff provides. Teachers will soon have
the plan for student achievement targets and other targets. Gains have been made in increasing the use of technology, and there is still the
need to grow in this area.
ELA curriculum by the Associate
Principal for Curriculum and
Assessment and the FUSE Curriculum
Coordinator. Teachers report that they
know whom to ask for curriculum
help and that they get timely and good
responses to requests.
Achieve student achievement targets 1 Teachers monitor the progress of
students using a variety of
assessments and track student growth,
but most teachers interviewed did not
know what targets had been set for
achievement.
I I
Increased use of technology and increased
teacher capacity in it
1,2,3 Increases in the use of technology
include teacher laptops, the addition of
computer programs (Waterford,
Success Maker, Lexia), a computer
lab, the addition of computer-based
student assessment (MAP)
I
E L L and Bilingual : Some teachers described an ELL push-in model and others describe a pull out model, so it is assumed that both
approaches are used. While classroom teachers have had training in instructional strategies to use in teaching ELL students, some report that they
could use more training in that area.
Language Arts Cur riculum: The school leadership reported that they are utilizing the new Jumoke Language Arts curriculum, but that the
Milner students entered this year at different levels of achievement than the Jumoke students who had a recent history of higher
achievement levels. So these different starting levels needed to be taken into account when implementing the curriculum. Teachers reported
that the curriculum is high quality, integrating different genres into all areas of the curriculum and appropriate for their students; but
teachers reported having difficulty initially knowing what resources to pull to teach the curriculum.
Reorganization into two developmentally appropriate schools: With the change in leadership team responsibilities, the Principal has
adopted the focus area of school culture and climate; one Associate Principal has responsibility for curriculum, assessment and instruction;
the other Associate Principal oversees student support services. All three have preK-8 responsibilities for these areas.
While it is clear that grades 6-8 teachers have adopted the Jumoke expertise/best practices for educating this age group (Jumoke philosophy
and new ELA curriculum), it is not clear what the 'rich co-curricular activities are Ior these students that are reIerred to in the Turnaround
Plan. These students do have the opportunity for those types of activities in the after school program, but it was not clear if there were other
such activities as part of the Jumoke model.
Achieve student achievement targets: Interviews with administrators and HPS staff indicated that the Accountability Plan will be
presented to teachers in the next few weeks. The Accountability Plan outlines achievement targets for students at Jumoke at Milner in
reading, math, and writing. It also specifies goals, strategies, and monitoring for school climate, safety, attendance, parent participation, and
student suspensions.
I ncreased use of technology and increased teacher capacity in it: There have been increases in some types of technology as noted in the
indicators of progress: teacher laptops and the addition of several new computer programs. There are still concerns that many SMART
boards are not functioning and that teachers do not have the ability to use many of the SMART board features in instruction, but are using
them as projection screens. Teachers and administrators speak about the increased use of technology as an ongoing need.



Milner School - Mid- Year Audit December 2012
Area of Focus: 7. Effective Use of Data


Obj ective and Strategies Year I ndicators of Progress/Success Status Evidence Notes
Implement student assessment strategy using
MAP and a consistent framework of measures
developed in collaboration with teachers,
leadership, and HPS
1,2,3 MAP assessment was administered in
fall. Results were reviewed by data
team and/or instructional teams.
Teacher actions were identified to
increase MAP scores as part of
process.
I I There is no
evidence/record
(minutes) of those
decisions or how they
are being monitored
with the exception of
the vehicle of
embedded coaching.
Implement a strategy for the effective use of
technology by the entire Milner community to
support learning objectives
1,2,3 All classrooms have at least one
computer; some have up to six.
All teachers have a laptop
Some classrooms have a
SMARTBOARD which may or may
not work.
I I, O
Develop a common data reporting framework
aligned with dashboard and district measures
of success
1,2,3 An Associate Principal has been
assigned support of data team process.
Data team process is the CALI
process.
Data team process has focused on
local assessments.
N I 'Dashboard measures
remain undefined.
Targets for school have
not been shared with
staff.
Use a variety of classroom level data (teachers
and senior staff)
1,2,3 All teachers report using (as
appropriate) NWEA Maps, CMT-like
responses, DRAs, DRPs, and running
records. Some report Blue Ribbon.
I I
Supplement student data with classroom and 1,2,3 No teachers reported use of non- I I

Clarifying Narrative/ Comments:
Interviews have suggested that the focus of data review has occurred in instructional teams with focus on individual students (SRBI process).
Overall, the structures, leadership, and requisites for data analysis and protocols are in place for school level analysis; the process needs to be
further implemented.

Data Team Process
The data team process has not been completely implemented, according to the respondents. The focus on data began earlier this year at
Milner with an SRBI focus, which promoted teachers looking at data related to specific students and identifying interventions. This approach
was implemented because leadership saw this as the greatest need. In some cases it appeared that data teams are meeting, with teachers
examining results of assessments and drilling down. Strategies are identified for classroom practice, but there are no minutes available to
'conIirm the decisions, and no method oI 'monitoring (except Ior embedded coaching) is evident. Teachers have access to a variety of
data and measures and have worked together to use those data sources. However, most teachers and staff were not aware of an accountability
plan or school or grade level targets. The Turnaround plan indicated that the baselines would be confirmed and targets shared. It is
anticipated that this will occur in December or January. There is a need to get teachers 'more on the same page and 'coordinate their work
and eIIorts according to one respondent.
grade level data (attendance, discipline records,
normed test results, CMT)
academic data measures.
One teacher reported use of a behavior
management plan with data.
Observations of 12 classrooms found
one where students logged their
behavior.
Provide common planning time for teachers in
the same schools within the school (PK-2, 3-5,
6-8)
1,2,3 All teachers (4) reported having
common planning time with grade
level colleagues.
C I, X
Create a coordinated approach to scheduling
and data analysis that ensures consistency in
the use of data
1,2,3 Data teams (grade level) are scheduled
to work on data biweekly.
Teachers report that this occurs.
Teachers report having professional
development on various assessments
I I