District Data Team
Meeting Agenda
Meeting Norms
Allow all people to be heard, begin and end on time, use an agenda, disseminate minutes, support all members, frank
conversation, keep confidential information to yourself, practice problem solving, use protocols, arrive to meeting prepared with
agenda, data, etc., build consensus, and take on the big issues.
Date of Meeting: June 1, 2015
Time: 9:00-12:45 p.m.: All participants
9:00 – 3:00 p.m.: Climate sub-committee only
Place: Middletown High School
Roles:
Facilitators: Pat Charles, Enza Macri, Kristen Bradley, Jen Phaiah, Julie Sheppard, Keri MacLean, Michelle Gohagon, Donna
Marino, and Rachel Bruno
Time-Keeper: Keri MacLean
Note-Taker: Suzanne Shippee Lopez
Middletown Public Schools
Time Allotted
Agenda
Item
9:00-9:10
Enza Macri
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·
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Description
Introductions
Review DDT Minutes
from March 30, 2015
Review Agenda
·
·
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9:10-10:10
Donna and
Rachel
·
MPS District Report:
Comprehensive School
Climate Inventory
·
Expected Outcomes
Introductions
Review DDT minutes from
March 30, 2015 meeting and
provide clarification, if needed
Review Agenda
Review results of School Climate
Inventory
·
Team will have a common understanding
of the overall district survey results 2015.
Minutes

Rachel defined CSCI-The CSCI is a scientifically developed survey based on research and theory defining what contributes to
positive climates for learning.
 12 Dimensions of climate which fall within the umbrella of
o Safety, Teaching and Learning, Interpersonal Relationships, Institutional Environment, and Staff Only.
 District Trends:
 All schools follow a similar pattern, displaying common areas of high strength and need across the district.
 Elementary students have significantly higher perceptions than students in the middle and high schools.
 Highest elementary student ratings: Rules and Norms, Social Support – Adults, and School Connectedness/Engagement
 Social and Civic Learning decreases in middle and high school
 All schools consider Sense of Social Emotional Security the largest area of concern
 Climate Scores by population:
o Student Climate scores:
 All schools follow a similar pattern, displaying common areas of high strength and need across the district.
 Elementary students have significantly higher perceptions than students in the middle and high schools.
 Highest elementary student ratings: Rules and Norms, Social Support – Adults, and School Connectedness/Engagement
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 Social and Civic Learning decreases in middle and high school
 All schools consider Sense of Social Emotional Security the largest area of concern
Staff Climate Scores: The staff that was in a building for 20 or more years, rated the climate the highest.
 All schools feel Social-Emotional Security is a challenge
 Rules and Norms and Social Support – Adults are the highest dimensions
 A majority of faculty feel a supportive environment of academic challenge, encouragement and constructive feedback is
provided
Parent Climate Scores
 Sense of Physical Security and School Connectedness/Engagement are the strongest dimensions expressed by parents
 Sense of Social-Emotional Security is the overall greatest challenge
Overall Summary By Dimensions:
Safety:
 Rules and Norms are consistently rated very high across all populations and all school levels. The ability to develop well
communicated and well understood rules and norms about physical violence, verbal abuse and harassment is a foundational
strength to be leveraged.
 Sense of Physical Security represents a more positive picture for faculty and parents than for students. Overall, faculty and
parents are at the 4.0 mark while students hover at neutral.
 Social-Emotional Safety is the universal area of need across all populations district-wide. Across the board, parents rate this
higher than students and lower or equal to staff.
Teaching and Learning:
 Typically, these dimensions are consistently high among students and staff at the elementary schools. It will be important to
note sub-groups may still perceive an environment as neutral or negative.
-What are the goals for Social and Civic learning in Middletown?
-In what specific ways are students experiencing Social and Civic Learning and Support for Learning differently from
teachers?
-How is Social and Civic Learning incorporated into the curriculum at elementary schools? How can this be modified to also
extend to the middle and high school?
Interpersonal Relationships:
 Social Support – Adults and Social Support – Students is consistently high across population groups. Although overall
scoring is strong, scores do decline for middle and high school students.
 Respect for Diversity is positive across the district. It is highest in the elementary school and lowest at the 10th and 11th
grades. In the item-by-item questions, it appears that students respect and perceive peer respect for and among adults.
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However, they are more likely to disagree or stay neutral about students respecting other students
Institutional Environment:
 Throughout the district, staff and parents are very positive about School Connectedness/ Engagement. Parents are often the
more positive, meaning they identify positively with being a member of the district. This is a key strength.
 Student ratings for the School Connectedness/ Engagement are very positive in elementary schools, and then ratings
slightly decline.
 Physical Surroundings could improve for students, particularly for WWMS. This stems from a perceived lack of cleanliness
and lack of supplies.
Staff Dimensions:
 Professional Relationships is consistently rated very positively in the district.
 Staff members reflect varying perceptions of the Leadership dimension, and it may be useful to review the individual
reports for more details on how this is reflected at the school-level. Overall, staff feel the administration is accessible, and
they feel comfortable going to administration for help. However, they may need to be included in more of the larger-scale
vision and planning that drives the school’s mission.
10:10-12:00
Kristen
Bradley, Jen
Phaiah, Julie
Sheppard, Keri
MacLean, Pat
Charles,
Michelle
Gohagon,
Donna Marino,
Rachel Bruno
·
ELA, Math, and Climate
sub-committees break-out
group work
·
·
Review of action research
minutes from March 30th and
provide clarification if needed.
Members will analyze spring
2015 data and determine the
effectiveness of strategies and
make adjustments as needed
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Minutes:
See separate minutes from ELA, Math and Climate
12:00-12:45
Lunch will be provided!
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Reading and Math subcommittees will travel
Thank you for your leadership
service this school year.
Members will determine if the DDT
strategies from 2015 address the areas of
need.
Members will have a common
understanding of the spring 2015 data
and the effective strategies to be
implemented.
DDT members will determine how this
information will be shared with their
SDT to facilitate implementation.
back to their schools after
lunch. Climate subcommittee will meet until
3:00.
12:45-3:00
Pat Charles,
Donna
Marino,
Michelle
Gohagon,
Rachel Bruno
·
Climate sub-committee
will continue with breakout group work.
·
Team begins to identify
professional development needs
for the elementary and secondary
levels
Minutes:
See Climate Minutes
3:00
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Other
Adjourn
Have a wonderful, safe and relaxing
summer!
·
Team develops an initial professional
development outline for 2015-2016.