Torrington Public Schools
2011-2014
Strategic Plan
Approved by Torrington Board of Education
May 18, 2011
Torrington Public Schools
Vision Statement
The Torrington Public Schools will fully realize success when every child who
comes into the district, regardless of individual needs, is able to graduate and
enter the college or career of their choosing.
“Why a 3-Year Strategic Plan?”
A Strategic Plan should be a living document that continues to set
goals, measure achievement, adjust future targets, and continue to
develop over time. This document is a 3-year strategic plan, but as the
district changes, and needs change, so will this plan. While it is a time
based plan it is a document, like our children, that will grow over that
time and develop to meet the needs of the Torrington Public Schools,
its students, the families, and staff.
Strategic Plan Goals
The following goals were approved by the Board of Education in December 2010
as the framework for the Strategic Plan. They will be updated and revised as
necessary over the life of the plan to address the needs of the district.
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Torrington Public Schools
Curriculum Goals
 The Torrington Public Schools will implement a 3-year Curriculum Plan that will have a
K-12 scope and sequence for all content areas.
 The Torrington Public Schools curriculum will clearly define course outcomes at all
levels, provide consistency of program through common assessments, contain units that
are relevant and rigorous, and integrate technology.
 The Torrington Public Schools will adopt a technology and text book replacement cycle
that is aligned to curriculum needs.
Evaluation and Accountability Goals
 The Torrington Public Schools will retain an exemplary teaching and administrative staff
as measured through the completion of data driven staff evaluation tool.
 All evaluation tools will be aligned to student progress and completed on time in
alignment with all contractual provisions.
 The Torrington Public Schools will annually release “School Report Cards” that measure
student progress against the district, DRG, and state.
Policy Goals
 The Torrington Board of Education will review and edit all of its current policies by
September 2011.
 The Torrington Board of Education will ensure that all future policy is written with input
from all its stakeholders (parents, staff, and community).
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Torrington Public Schools
 The Torrington Board of Education will bi-annually review each series for accuracy and
efficiency.
Financial Goals
 The Torrington Board of Education will maintain a 3-year Sustainable Budget Plan that
reviews and monitors revenue and expenses.
 The Torrington Public Schools will mitigate deficits as necessary as to maintain a
balanced budget for each fiscal year.
 The Torrington Public Schools will maintain an equitable budget that reviews spending
by cost center and by school.
 The Torrington Public Schools will maintain a 5-year capital plan that includes a facility
review once every five years.
Alternative Secondary School Goals
 The Torrington Board of Education will approve Education Specifications and re-open an
Alternative High School by August 2012.
 The Torrington Public Schools will issue annual data on at-risk and drop-out data with
the goal of lowering the drop-out rate by 5% over the next three years.
 The Torrington Public Schools will issue annual data on the Graduation Rate with the
goal of increasing that figure by 5% over the next three years.
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Torrington Public Schools
Curriculum
and
Instruction
The Torrington Public Schools will implement a 3year Curriculum Plan that will have a K-12
scope and sequence for all content areas.
What does this mean for my child?
 Provides for regular and ongoing evaluation of the instructional program
 Creates predictability and stability in planning for changes and budgetary needs
 Assures that course outcomes reflect state standards, are aligned, and are
developmental appropriate as students move through the grades
What does this look like?
How is this Measured?
 Year 1: A K-12 team defines the
Learning Goals for each course
 Year 2: Grade level or department
teams create assessments and develop
units to deliver instruction
 Year 3: Grade levels or departments
review student performance data to
evaluate effectiveness of curriculum in
helping students to achieve grade level
expectations
 Annual updates to the Board of
Education on progress and work
completed
SEE APPENDIX A
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Torrington Public Schools
The Torrington Public School curriculum will clearly
define course outcomes at all levels, provide
consistency of program through common
assessments, contain units that are relevant and
rigorous, and integrate technology.
What does this mean for my child?
 Greater consistency across schools and classrooms within a grade level in the skills and
content covered
 Better alignment from grade to grade with special attention to transitions from
elementary to middle and middle to high school standards and expectations
 Clarity for teachers to know what to teach and how to measure student achievement
 Use of technology to create engaging, relevant, and personalized learning experiences
for students
What does this look like?
How is this Measured?
 Various technology tools such as
interactive white boards, classroom
response systems, online learning
modules, digital cameras and Flipcams,
I-pods or other handhelds will be
piloted in classrooms in each grade or
content area as appropriate
 Strong curriculum and engaging
instruction will result in well-prepared
thinkers who are able to experience
success
 Course blueprints (lists of the Learning
Goals for each class) will be posted on
the Educational Services pages of the
district website
 Guides, assessments, and instructional
resources will be available for all of
the teachers
SEE APPENDIX B
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Torrington Public Schools
The Torrington Public Schools will adopt a
technology and text book replacement
cycle that is aligned to curriculum needs.
What does this mean for my child?
 Students will have access to tools and resources appropriate for the 21st century
 Instructional materials will be up-to-date and accessible to all students
 Technology will operate reliably and minimize downtime
What does this look like?
 Older and worn materials will be taken out of circulation.
 Students will have more technology tools (tablet computers, response systems, audio and video
tools) for use in classrooms.
 Teachers will use a wider variety of instructional formats besides books in instruction.
How is it measured?
 Include funds in annual budget based on recommendations of curriculum teams
 Maintain an accurate inventory of instructional materials at each school site
 Track technology deployment and use through asset management tools
SEE APPENDIX C
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Torrington Public Schools
Evaluation
and
Accountability
The Torrington Public Schools will retain an
exemplary teaching and administrative staff as
measured through the completion of data driven staff evaluation tool.
All evaluation tools will be aligned to student progress and completed on time in
alignment with all contractual provisions.
What does this mean for my child?
 Each student benefits as a result of being in a classroom with an exemplary
teacher, supervised by exemplary administrators
 Student achievement benefits from setting clear expectations for improved
performance
 Appropriate student performance data provides an objective measure on
which to base accountability
 By aligning all evaluation tools to student progress and completing the
provisions of these tools consistently and on time, Torrington can assure
positive student progress in our schools
How is this Measured?
 All teachers and administrators will develop an annual SMART goal. A SMART goal is Strategic
and Specific, Measurable, Attainable, Results Oriented, and Time Bound. Goals help educators
to improve student achievement by clarifying exactly what students should learn, the standard
of learning expected, and the measures used to determine if students have achieved that
standard.

Each supervisor is responsible for collecting and monitoring goals throughout the school year.
All associated documentation will be collected on time as prescribed in the respective
evaluation documents. A review of all collected evaluation documents will result in a summative
report to the Superintendent of Schools of success of the SMART goals for each teacher and
administrator. A review of the quality, timeliness, and fidelity with contractual provisions of all
evaluation documentation and procedures will be conducted by the Director of Student and
Professional Operations.
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Torrington Public Schools
The Torrington Public Schools will
annually release “School Report Cards”
that measure student progress against
the district, DRG, and state.
What does this mean for my child? My school?
 Appropriate student performance data provides an objective measure on which to base
accountability. By annually releasing a school report card for each of the Torrington
Public Schools, the community will have the ability to review important demographic
and performance data.
 Through clear and transparent reporting of student growth, parents will have the ability
to monitor the success of students in each of our schools. Each school that annually falls
below 2.5% of the State of Connecticut Average in Math and Reading will be required to
submit a quarterly Accountability Plan to the Board of Education.
How is this Measured?
The report cards will be made available to parents online each summer after student test data is
returned to the school district. The report cards will include demographic information on each
school, reports on student and teacher attendance, disciplinary reports and student achievement
results.
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Torrington Public Schools
Board
Policy
The Torrington Board of Education will review
and edit all of its current policies by September
2011.
The Torrington Board of Education will ensure that all future policy is written with
input from all its stakeholders (parents, staff, and community).
The Torrington Board of Education will bi-annually review each series for accuracy
and efficiency.
What does this mean for my child? My school? The District?
 The Torrington Public Schools will operate under current policies that are reviewed
through a public process that includes access for students, parents, and staff.
What does this look like?
 Policy manual will be current and consistent with all prevailing state and federal
statutes.
 Board of Education policy will be relevant to the needs of students to meet with success.
 Public meetings will be held on all policy revisions and all stakeholders will have
opportunity to provide input in the policy.
How is this Measured?
 Complete review of all policy by August 2011.
 Following complete review there will be bi-annual review of all policies.
 Policy Committee revision completed in public meetings.
SEE APPENDIX D
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Torrington Public Schools
Financial
Goals
The Torrington Board of Education will
maintain a 3-year Sustainable Budget Plan
that reviews and monitors revenue and
expenses.
The Torrington Public Schools will maintain a balanced budget for each fiscal year.
The Torrington Public Schools will maintain an equitable budget that reviews
spending by cost center and by school.
What does this mean for the City?
 Focus on preserving the Board of Education infrastructure while ensuring
efficient use of funds.
 Require accountability at the district and school level.
 Foster cooperation among departments and schools as well as the ability to
recognize priorities.
Sustainable Budget Goals
1) Based on all considerations and uncertainty in the economy, the Torrington Public Schools
should budget no more than a 0% increase for FY 2011-2013
2) Based on the escalating benefit costs, the Torrington Public Schools must aggressively pursue
Requests for Proposals (RFPs) for FY 2011-2013
3) Considering the demand for academic performance and lower revenue projections, the
Torrington Public Schools should collectively bargain performance incentives and benefit
changes for FY 2011-2013
4) That when considering the past decade, the Torrington Public Schools cannot sacrifice the
following when budgeting:
a. Class size
b. Materials including textbooks
c. Programs including the Arts and Music
d. Technology integration and upgrades
e. Capital improvements to facilities
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Torrington Public Schools
The Torrington Public Schools will
maintain a 5-year capital plan that
includes a facility review once every five
years.
What does this mean for the schools?
 A systematic evaluation of all potential projects that involves multiple
stakeholders (Parents, Students, Community, Staff)
 Capital projects and equipment purchases
 A planning schedule that holds the district accountable
 Options for financing the plan
How is this Measured?
 Consolidation of projects to minimize debt and cost
 Evaluate previously approved, unimplemented or incomplete projects
 Update existing and ongoing projects
19,290,170
Historical Capital Expenses
Expressed As Dollars
22,000,000
21,000,000
20,000,000
19,000,000
880,502
876,502
776,988
803,878
577,000
397,700
105,244
788,966
1,000,000
500,000
0
940,050
18,000,000
06-07 07-08 08-09 09-10 10-11 11-12 12-13 13-14 14-15 15-16
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Torrington Public Schools
Alternative
School
Goals
Torrington Board of Education will approve
Education Specifications and open an Alternative
Secondary School by August 2012.
The Torrington Public Schools will issue annual
at-risk and drop-out data with the goal of lowering the drop-out rate by 5% over the
next three years.
The Torrington Public Schools will issue annual data on the graduation rate with the goal
of increasing that figure by 5% over the next three years.
What does this mean for my child? The District?
 Over the past three years, the Torrington Public Schools has held a 4-year cumulative
dropout rate as high as 18%. This number has increased since the closure of an
Alternative School in 2004. The creation of an alternative secondary school will provide
education options for all students in the district.
 With a concentration on lowering the dropout rate and increasing the graduation rate,
the district will provide an overall healthier secondary education experience for all
students.
How is this Measured?
 The Board of Education has an approved goal to reopen an Alternative High School by
August of 2012.
 The district, as part of its Secondary Reform Panel, will annually publish results against
the 4-year cumulative drop-out number.
 The district, as part of its School-Based Report Card for Torrington High School, will
publish the graduation rate and the cohort graduation rate as measured against
previous years, the District Reference Group, and the State of Connecticut.
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Torrington Public Schools
GLOSSARY OF TERMS
Assessments: tools used to check student mastery of learning including formative assessments to
check for understanding and inform instruction and summative assessments given at the end of
instruction to measure mastery
Blueprints: lists of specific learning targets or goals for a course
Capital Plan: estimate of expenses to maintain or upgrade buildings and facilities
Common Core Standards (CCS): set of national learning goals for Math and English Language Arts
courses at each grade level that defines clear learning goals adopted by the Connecticut State
Department of Education in 2010
Connecticut Academic Performance Test (CAPT): A state-developed assessment given to all Grade
10 students that measures student competency in Reading Across the Disciplines, Writing Across
the Disciplines, Mathematics, and Science
Connecticut Mastery Test (CMT): A state-developed assessment given to all students in Grades 3-8
that measures mastery of standards in Mathematics, Reading, Writing, and Grade 5 and 8 Science
Connecticut State Department of Education (CSDE): agency that governs professional practice,
teaching and learning standards, data, and student assessment for all Connecticut public schools
Course outcomes: learning goals, what all students will know and be able to do
Curriculum: plan that identifies what knowledge and skills students will learn in a course
Data-driven staff evaluation tool: process to determine teacher and administrator performance
level based on student outcomes including growth and achievement
DRG: District Reference Group. Towns and cities of similar size that share a similar demographic
profile including student characteristics and income and educational level of residents
Educational Specifications: a detailed plan that describes all aspects of school operation: how it is
managed, curriculum, facility, students served, staffing model
Professional Learning Communities (PLC): A philosophy and set of structures that supports teacher
collaboration focused on improved practice and improved outcomes for students
SMART goal: a target that is specific, measurable, achievable, relevant, and time-bound
Student performance data: various measurements of achievement in Reading, Math, Writing, and
other content areas including the Connecticut Mastery Tests (CMT), Connecticut Academic
Performance Test (CAPT), district developed tests, and teacher developed tests
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APPENDIX A
2010-11
2011-12
2012-13
2013-14
2014-15
Math
Develop
blueprints &
pacing guides,
conduct CCS*
gap analysis
Start to migrate
topics as needed
in blueprints,
develop
resources and
strategies menus
Complete
alignment with
new CCS, adjust
blueprints,
pacing
Repeat cycle
with K-12
articulation team.
Revisit CSDE
frameworks
Science
Develop
blueprints &
pacing guides,
conduct CCS*
gap analysis
Start to migrate
topics as needed
in blueprints,
develop
resources and
strategies menus
Complete
alignment with
new CCS, adjust
blueprints,
pacing
Repeat cycle
with K-12
articulation team.
Revisit CSDE
frameworks
English
Language Arts
Develop
blueprints &
pacing guides,
conduct CCS*
gap analysis
Start to migrate
topics as needed
in blueprints,
develop
resources and
strategies menus
Complete
alignment with
new CCS, adjust
blueprints,
pacing guides
Repeat cycle
with K-12
articulation team.
Revisit CSDE
frameworks
Social Studies
Develop
blueprints &
pacing guides,
conduct CCS*
gap analysis
Start to migrate
topics as needed
in blueprints,
develop
resources and
strategies menus
Complete
alignment with
new CCS, adjust
blueprints,
pacing guides
Repeat cycle
with K-12
articulation team.
Revisit CSDE
frameworks
Develop
blueprints &
pacing guides,
conduct CCS*
gap analysis.
Revisit Grade 612 World
Language
themes to be
supported, not
driven by text
series. Assure
Health includes
all state
mandated topics.
Align career
completers with
state assessments
Start to migrate
topics as needed
in blueprints,
develop
resources and
strategies menus
Complete
alignment with
new CCS, adjust
blueprints,
pacing guides
Non-core
2015-16
Repeat cycle with
K-12 articulation
team.
Revisit CSDE
frameworks
*CCS: Common Core Standards
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Torrington Public Schools
APPENDIX B
2010-11
Math
Instruction
Assessment
Science
2011-12
English/
Language
Arts
2013-14
Investigate course
sequence and
foster
heterogeneity
Core and enriched curriculum
for grades 6 & 7,
academic/college/accelerated
for grades 8-12
Support through
coaching,
walkthroughs,
and teacher PLC
Develop formative
& summative
assessments,
including
CMT/CAPT-like
problems
Investigate course
sequence
Calibrate scoring of district
assessments for consistency &
validate data
Administer and
refine common
assessments to
collect data to
inform instruction
Realign topics to match new
standards and assessments
Support through
coaching,
walkthroughs,
and teacher PLC
Develop formative
& summative
assessments
Calibrate scoring of district
assessments for consistency &
validate data
Administer and
refine common
assessments to
collect data to
inform instruction
Revisit CSDE
assessment
changes &
blueprints
Investigate balanced literacy,
workshop model, best practices
in vocabulary instruction
Foster
heterogeneity,
support
differentiation
through coaching
Realign topics to
match new
standards and
assessments
Calibrate scoring
of district
assessments for
consistency &
validate data
Support through
coaching,
walkthroughs,
and teacher PLC
Instruction
Assessment
2012-13
Instruction
2014-15
Revisit CSDE
assessment
changes &
blueprints
Assessment
Develop formative &
summative assessments
including CMT/CAPT-like
questions/prompts
Social
Studies
Revisit K-12 sequence to
reduce gaps and redundancies
in Geography, U.S. History,
World Civilizations/History
themes
Realign topics to
match new
standards and
assessments
Support through
coaching,
walkthroughs,
and teacher PLC
Develop formative &
summative assessments
Calibrate scoring
of district
assessments for
consistency &
validate data
Administer and
refine common
assessments to
collect data to
inform instruction
Revisit CSDE
assessment
changes &
blueprints
Utilize
performance
based, project
based strategies
Realign topics to
match new
standards and
assessments
Support
through
coaching,
walkthroughs,
and teacher
PLC
Instruction
Assessment
Non-core
Instruction
2015-16
Administer and
refine common
assessments to
collect data to
inform instruction
Revisit CSDE
assessment
changes &
blueprints
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Torrington Public Schools
2010-11
Assessment
2011-12
2012-13
2013-14
2014-15
Develop
formative &
summative
assessments
Utilize state
developed
common
assessments in the
Arts. Utilize state
assessments in
CTE areas
Calibrate scoring
of district
assessments for
consistency &
validate data
Administer
and refine
common
assessments to
collect data to
inform
instruction
2015-16
Revisit CSDE
assessment
changes &
blueprints
APPENDIX C
2010-11
Math Textbooks
(Instructional Resources)
Science Textbooks
(Instructional Resources)
English Language Arts
Textbooks
(Instructional Resources)
Social Studies Textbooks
(Instructional Resources)
Non-core
Textbooks
(Instructional Resources)
2011-12
Pre-calculus/Trig
instructional materials
(texts, supplemental
materials, technology)
2012-13
2013-14
2014-15
2015-16
Algebra & Calculus (texts, Pre-Algebra & Geometry Review elementary
supplemental materials, (texts, supplemental
Math program: Growing
technology)
materials, technology)
With Mathematics
(supplemental materials
and technology)
Science non-fiction books Leveled materials,
Review Chemistry &
Review elementary
by topic for Grade 6-8
inquiry materials Expand Physics (texts,
resources: integrate
instructional materials
online/blended learning- supplemental materials, Science non-fiction in
(texts, supplemental
Biology, Integrated
technology)
reading (supplemental
materials, technology)
Science (texts,
materials and
supplemental materials,
technology)
technology)
Young adult core novels- Young adult core novels- Young adult core novels- Continue to expand trade
Grades 9-10, non-fiction Grades 11-12, GHGR
Grades 6-8
books, review GHGR
leveled books, GHGR
Grade 5
(strategic reading texts, program
Grade 4
(vocabulary texts,
supplemental materials,
(vocabulary texts,
supplemental materials, technology)
supplemental materials, technology)
technology)
Review/align US History Review/align World
Review Geography/map
Grades 5,8, 11 ( texts,
History/Culture Grades 4, skills Grades 2, 3, 7 (
supplemental materials, 6, 10
texts, supplemental
technology)
( texts, supplemental
materials, technology)
materials, technology)
Review Spanish series,
Review Latin & Italian
Review French series.
Utilize Perkins funds to
series. Utilize Perkins
Utilize Perkins funds to
update to industry
funds to update to
update to industry
standards (texts,
industry standards
standards (texts,
supplemental materials, (texts, supplemental
supplemental materials,
technology)
materials, technology)
technology)
.
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APPENDIX D
POLICY REVIEW TIMELINE
GOAL: To review the Torrington Board of Education Policy Book during the 2010-2011 school
year.
July 2010
 Series 1000 – Review for Action at Policy Committee Level
August 2010
 Series 1000 – Edits at Policy Committee
 Series 2000 – Review for Action at Policy Committee Level
September 2010
 Series 1000 – Changes to BOE
 Series 2000 – Edits at Policy Committee
 Series 3000 – Review for Action at Policy Committee Level
October 2010
 Series 2000 – Changes to BOE
 Series 3000 – Edits at Policy Committee
 Series 4000 – Review for Action at Policy Committee Level
November 2010
 Series 3000 – Changes to BOE
 Series 4000 – Edits at Policy Committee
 Series 5000 (5000-5040) – Review for Action at Policy Committee Level
December 2010
 Series 4000 – Changes to BOE
 Series 5000 (5000-5040) – Edits at Policy Committee
 Series 5000 (5040-End) – Review for Action at Policy Committee Level
January 2011
 Series 5000 (5000-5040) – Changes to BOE
 Series 5000 (5040-End) – Edits at Policy Committee
 Series 6000 (6000-6050) – Review for Action at Policy Committee Level
February 2011
 Series 5000 (5040-End) – Changes to BOE
 Series 6000 (6000-6050) – Edits at Policy Committee
 Series 6000 (6070-6100) – Review for Action at Policy Committee Level
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March 2011
 Series 6000 (6000-6050) – Changes to BOE
 Series 6000 (6070-6100) – Edits at Policy Committee
 Series 6000 (6105-6120) – Review for Action at Policy Committee Level
April 2011
 Series 6000 (6070-6100) – Changes to BOE
 Series 6000 (6105-6120) – Edits at Policy Committee
 Series 6000 (6130-6182) – Review for Action at Policy Committee Level
May 2011
 Series 6000 (6105-6120) – Changes to BOE
 Series 6000 (6130-6182) – Edits at Policy Committee
 Series 6000 (6184-END) – Review for Action at Policy Committee Level
June 2011
 Series 6000 (6130-6182) – Changes to BOE
 Series 6000 (6184-END) – Edits at Policy Committee
 Series 7000 – Review for Action at Policy Committee Level
July 2011
 Series 6000 (6184-END) – Changes to BOE
 Series 7000 – Edits at Policy Committee Level
August 2011
 Series 7000 – Changes to BOE
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