A Community Plan to Ensure
All Griswold’s Children Are
Healthy, Prepared and Successful Lifetime Learners
Letter from the Superintendent
On behalf of the Griswold Public Schools, I am excited to endorse the Community Plan
put forth by Children First Griswold. The school’s partnership with this dynamic group
is essential to the success of the children of our school community and the communityat-large. The commitment of this group ensures the success of our youngest children
as they get ready to enter school and as they continue through the most formative years
of their early schooling.
The Griswold Public Schools not only endorses the work of this group, we rely on
it. With Children First’s strong commitment to healthy, prepared, and successful lifetime
learners they are key in making sure that every child in Griswold benefits from
educational programming and community programming that meets the very important
and diverse needs of early learners and their families.
The partnership with Children First Griswold is essential to our children, their parents,
and our community. I commend their support and am proud that this program, an
exemplar in our region, recognizes and supports the critical needs of our future – the
youth of Griswold.
Paul K. Smith
Superintendent of Schools
Letter from First Selectman
Acknowledgements
Children First Griswold would like to thank:
(to be confirmed)
The William Caspar Graustein Memorial Fund
The Connecticut State Department of Education
Town of Griswold
CT Data Collaborative/Charter Oak Group
Other State-wide partners (CT Alliance for Children, etc.)
Catherine Bradshaw
Children First Griswold Early Childhood Collaborative Members
Ashley Zelinsky
Preschool Teacher
Griswold Elementary School
Beth Ware
Chair/Parent
Heather MacTaggart
Teacher/Parent
Griswold Elementary
Nancy Cowser
Vice President, Planning
UCFS
Nancy Gentes
Executive Director
Madonna Place
Cindy Arpin
RN, MSN
Uncas Health District
Joy Smith
Coordinator
Children First Griswold
Natalie Kramarewicz
Preschool Teacher
Griswold Elementary School
Claudia Zatorski
Owner/Director
Little Log Schoolhouse
Julie Hall
Team Lead/Physical Therapist
Birth to Three
Patrick McCormack
Director
Uncas Health District
Donna Rossi
Reading Specialist
Griswold Elementary
Karen Lortie
Co-Owner
Love 2 Learn Childcare
Paul Smith
Superintendent
Griswold Public Schools
Dana Gluck
Co-Owner
Love 2 Learn
Kathy Iovino
Social Worker
Griswold Elementary School
Paula Turck
Parent
Dawn Ellsworth
Preschool Teacher
Griswold Elementary School
Debbi Poirier
Director, TVCCA
Little Learners Early Education
Deborah Monahan
Executive Director
TVCCA
Dolores Walsh
Teacher
Griswold High School
Greta Silva
Parent
Lori Kurasz
School Readiness Coordinator
Madeline Illinger
Director of Special Education
Griswold Public Schools
Phil Anthony
First Selectman
Town of Griswold
Ryan Aubin
Director
Griswold Youth and Family
Services
Mary Strout
Teacher
Griswold Elementary
Susan Morton
LCSW
Melissa Blondet
Parent/Substitute Teacher
Tiffany Valentine
Parent
Missy Moore
Physical Education Teacher
Griswold Public Schools
Val King
Parent/Substitute Teacher
CONTENTS
Executive Summary..............................................................................................p.
Our Planning Journey...........................................................................................p.
Griswold – Our Community..............................................................................p.
Results Based Accountability.................................................................................p.
OUR PLAN
Our Population Result……………………………………………………………………p.
Our Indicators……………………………………………………………………………..p.
EDUCATION
The Earliest Years
What we know..........................................................................................p.
The School Years
What we know..........................................................................................p.
What we’ll work on – Key Indicators..................................................................p.
Story Behind the Data..........................................................................................p.
Our Strategies – turning the curve for positive change....................................p.
HEALTH
What We Know....................................................................................................p.
What we’ll work on – Key Indicators..................................................................p.
Story Behind the Data..........................................................................................p.
Our Strategies – turning the curve for positive change....................................p.
Appendix
Results Based Accountability Overview
EXECUTIVE SUMMARY
Why is investing in Early Childhood Important?
The research on the importance of developing strong cognitive and social skills in the first five years
of life is definitive. Nobel Prize winning economist J. Heckman points out “Intelligence and social skills
are set at an early age – and both are essential for success”. (http://heckmanequation.org) It is also
known that stressors such as poverty, abuse and neglect damage the developing architecture of the
brain leading to lifelong problems with learning, behavior, and physical and mental health.
(www.developingchild.harvard.edu).
Why is this plan important?
Griswold is home to approximately 1,500 children who are birth through age eight. Allowing our
children to move through their early years without the support they deserve will undoubtedly have a
detrimental impact on the life chances of those children and ultimately the health and vitality of our
community.
Like many towns, the indicators of poverty in Griswold have drastically increased over the past six
years. Since 2006, the unemployment rate in Griswold has climbed from 4.6% to 9.4% and the
number of food stamp cases (per 1,000) has skyrocketed from 65 to 110.4 (ctdata.org). These
statistics do not merely reflect the crises faced by many adults in our community, but the children for
whom they strive to provide. From 2007 to 2011, the percentage of children ages 0-5 living in poverty
climbed from 7% to 12%. While our indicators for poverty have steadily increased, our indicators for
adequate prenatal care and student performance have decreased.
Although the number of total births decreased from 140 in 2006 to 121 in 2009, the level of mothers
receiving nonadequate prenatal care rose from 6.4% to nearly 20%. We also know that, from 2009 to
2012, those children who scored below average on the Kindergarten Letter Naming Fluency
benchmark increased from 8% to 14%. Those scoring at or above proficiency on the 3rd grade CMTs
in Math went down from 59.8 to 45.8 and our students’ performance 3rd grade CMTs for Reading has
fluctuated and at 54.8 in 2011-’12, it remains nearly 5 percentage points under the state average.
Through our community engagement initiatives, we have learned that residents have expressed a
lack of quality, low-cost infant-toddler care options—only 18 slots for infants and toddlers(ages 0-3) in
2010 (confirm current data),—as well as a gathering spaces for youth and recreation. As an indicator
of health, our obesity data also parallels that of the nation and Connecticut as a whole—
approximately 1 in 4 of our children are entering Kindergarten overweight or obese. This condition is
compounded by the fact that we are in what the USDA defines as a “food desert”, that is, for many of
us, our income level and distance to a grocery store prevents us from accessing healthy, low-cost
food. We explore food insecurity in depth on page (insert page) of this plan as childhood obesity has
been chosen as one of our indictors.
Our town has many great supports for our kids and their families, but we know that we can create an
environment that is even better. This Plan, which aligns the best of our town’s resources around a
roadmap that better prepares our youngsters to succeed in school and in life, has been developed
through strong partnership working and a shared knowledge of early childhood issues and
development.
The creation of this Plan should not be viewed as the end of our planning process, however. It is,
rather, the starting off point for focused attention on our youngest residents. We will continue to work
in partnership to collect and analyze data, review and refresh our indicators and measure our
progress toward a result that ALL GRISWOLD’S CHILDREN ARE HEALTHY, PREPARED and
SUCCESSFUL LIFETIME LEARNERS. (Bennett suggested putting age parameters to indicate early
childhood focus) We invite you to join us in this endeavor!
OUR PLANNING JOURNEY BACKGROUND
Since 2004, a group of concerned individuals has dedicated themselves to the development and
implementation of activities aimed at enriching the lives of the young children of Griswold. This group
of stakeholders, consisting of parents, educators, school administrators, service providers, public
officials and business leaders, came to be known as the Children First Griswold Early Childhood
Collaborative.
In June, 2010, Children First Griswold had the good fortune to be chosen by the William Caspar
Graustein Memorial Fund (WCGMF) to take part in their Discovery Initiative-the mission of which is to
create an early childhood system that ensures learning success of Connecticut children of all races
and income levels. We were awarded a two-year grant of $25,000/year from the Graustein Memorial
Fund to develop a comprehensive plan that would prepare Griswold’s youngest children, ages 0 – 8,
for success in school and in life.
The requirements of the Discovery grant were that:
 there be broad-based community engagement in the planning process;
 the strategies and actions outlined in the plan be based on concrete data; and
 the planning process follow the basic format and principles of Results Based Accountability,
which has a focus on results, data and accountability.
Results Based Accountability proved to be a very useful planning framework as it begins with clearly
defined and measurable ends and then works systematically backwards, using data to determine how
to achieve those ends and measure progress. The core steps of RBA are outlined on the next page.
Charged with this mandate, Children First Griswold began by describing the result we want to see for
Griswold’s youngest children:
ALL GRISWOLD’S CHILDREN ARE
HEALTHY, PREPARED AND SUCCESSFUL LIFETIME LEARNERS
This statement of result has provided a guidepost for the planning process and a rallying cry for the
community. With this clear result in mind, CFG then launched a community-wide data collection effort
to gather and analyze both quantitative and qualitative data that would illuminate the key issues and
needs of young children and their families.
From the outset, community ownership of the Plan has been our top priority and ongoing community
engagement has been the driving force behind the creation of the Plan. At the outset, we conducted a
large-scale community-wide event during which we collected valuable data, which lead to the creation
of an inventory of community assets– those things already in place that support the learning and
development of young children (See full list in appendix X). We thought broadly about this to
include things like senior groups and business supports, recognizing that these are strengths to build
from in developing an early childhood plan. In March 2011, we organized a second community-wide
consultation to identify need and examine our community conditions. This resulted in the adoption of
indicators by which we will measure the success of our efforts
Throughout the process, we have conducted surveys, focus groups, and interviews to solicit broadbased input into its development, which conveyed some of the clearest and most direct
understanding of need. We not only sought agreement that our indicators are on-target and that
positive movement on those indicators would indeed lead us to the aforementioned result, but that
our strategies and supporting actions are derived from a broad and deep examination of our
community conditions which are reflective of the entire community.
In addition, we continually seek to develop an inclusive membership—inviting everyone to take part
and removing any potential barriers to participation. We have also created ongoing feedback
mechanisms through social media and the creation of a website (childrenfirstgriswold.org) as well as
an email marketing presence, which have proven invaluable communication tools.
GRISWOLD – OUR COMMUNITY BACKGROUND
LOCATION
Griswold encompasses a 37 square mile area in New London
County in Southeast Connecticut, located approximately 10 miles
north of Norwich and approximately 50 miles east of Hartford. At
Griswold’s center is the Borough of Jewett City, a one-mile square
area comprising the Town Hall, Library, Post Office, shops and
businesses and dense residential housing.
HISTORY
The area of Griswold was originally occupied by the Mohegan of the Pequot Tribe. Two rivers flow
through the town, the Pachaug (an Indian name meaning “turning place”) and the Quinebaug
(meaning “long pond”) and these streams were capable of producing waterpower that attracted
agriculture, trade and industry.
Nestled between beautiful hills and small mountains, agriculture was the primary industry until the
early 1800s when textile mills, namely cotton and wool, caused the population to balloon to 1,400
from 250 nearly one hundred years earlier. Griswold was incorporated in 1815 and named after
Roger Griswold, the Federalist Governor of Connecticut who died in office in 1812. Jewett City,
originally called Pachaug City, was settled around 1771 by Elizier Jewett who erected saw and grist
mills, clothiers and a tavern. The area continued to develop at the confluence of the Pachaug and
Quinebaug Rivers in Jewett City and was incorporated in 1895 through state legislation. 1
GOVERNMENT
Griswold operates under the Selectman – Town Meeting form of government. The Borough, which
occupies one square mile, has its own charter and is governed by a warden and four burgesses
within the government of Griswold.
(Insert data on voter turnout)
DEMOGRAPHICS
Population
According to the US Census, the population of Griswold in 2010 was 11,951 (up from 10,807 in
2000), In terms of racial breakdown, 93% of the population identifies as white, 4.78% as Black or
African American, and 5.6% as Asian and 5.6% as Hispanic or Latino. 2
The median age in Griswold is 39.55. There are approximately 676 children under 5 years of age and
740 children between five and nine years old—that’s approximately 1,500 children in our “Early
Years’ focus, which is nearly 12% of our total population.
Housing and Family Characteristics
In 2010, there were 4,6463 households. Many military families (Insert additional data)
Economic Well-Being
1
Community Information Guide and Map
Town of Griswold website (www.griswold-ct.org)
3 US Census, 2010
2
The 2006-2010 median household income for Griswold was $59,295, compared to the state
household income of (insert data). From 2006 to 20011, the unemployment rate more than doubled
from 4.6% to 9.4 respectively.
Insert additional data on Economic Wellbeing. Insert data on employers: school, town, casinos,
military. Put into narrative:

poverty rate of 4.4%
Education
Griswold Public School District is comprised of an Elementary, Middle, and High School, all of which
are situated on one campus, as well as an Alternative High School located approximately 5 miles
from the main campus. The main campus creates a natural hub in the community for both schoolrelated and community-based activities and events, thus fostering a great sense of pride and
community cohesion.
The Elementary School recently completed a state-of-the art renovation and encompasses PreK
through 4th grade with an enrollment of 750 students. The District has a 20 year history (confirm this
number) of providing free preschool, though the age of admission changed from 3 years to 4 year
olds in 2008. Currently, only 3 year olds with special needs are admitted to the program.
This strong commitment to early childhood education has had a positive result in that the majority of
our Kindergarteners enter school with preschool experience—nearly 93% in 2012. Kindergarten is
currently a half-day program, though the proposed school budget for 2013-2014 includes full day
Kindergarten at a 1.85% increase over last year.
Insert School readiness data?
Despite this strong start, the drop-out rate, which in 2010 was 14.83%, is historically well above the
state average which is (Insert data)
Provide more details on the general state of children.
OUR POPULATION RESULT
What is a Population Result?
The quality-of-life condition we want to achieve for a target population. RBA results are stated in plain
language, in a way that every taxpayer and voter can understand the issue and see its importance. It
is our end goal.
All Griswold’s Children Are
Healthy, Prepared and Successful Lifetime Learners
(Insert Graphic)
OUR HEADLINE INDICATORS
An indicator is a measure that will tell us if we are getting closer to achieving our desired result. The
best indicators are those that tell us something of central importance about our result, can be
communicated to a broad audience, and for which there is quality data available on a timely basis.
All Griswold’s Children Are
Healthy, Prepared and Successful Lifetime Learners
% of Preschoolers with Healthy BMI
% of Kindergarteners with Healthy BMI
% of Kindergarteners Reaching Benchmark in Reading
% of Children Reaching Goal on 3rd Grade CMTs in Math
% of Children Reaching Goal on 3rd Grade CMTs in Reading
These are not the only data points important, however. These headline indicators are the major data
points that we, as a community, have determined are the best representations of our population result
statement. However, we have identified additional secondary indicators that may also tell us if we are
moving toward our result, including: (need to confirm)




Poverty
Single Mother’s education
Domestic Violence
Food insecurity




4th grade fitness
Pre k preparedness
Chronic absenteeism
Substance abuse
Our Domain Teams
In order to ensure this Community Plan is robust and comprehensive, and in order to focus our
partnership working, data collection and analysis, and strategy development efforts, we progressed
our work in two different domain teams: Health and Education.
We sought to include the participation of the organizations and individuals with expertise in, and
responsibility and passion for, the health, wellness and development of our little ones. In addition to
the organizations listed below, parents have been key contributors to the development of the Plan.
Details of their findings are described in depth on the following pages, which includes:
 How we are doing on our indicators, i.e. what is the data telling us, what is our baseline?
 What are the community conditions that contribute to that baseline
 What strategies and activities will help us influence that baseline, or “turn the curve”
Health
The Health Team chose to start its efforts to reach our result by focusing on obesity, and as a
headline indicator, tracked the percentage of kindergarteners and preschoolers with a healthy BMI.
(We need to broaden our investigation and identify additional health indicators, i.e healthy births,
developmental delays, kids with insurance, well baby/child visits, medical home, dental health,
mental/behavioral health, chronic disease-BMI not proxy)
Contributors to our Health Team include:




Birth to Three, Sara Kidsteps, Inc.
Child First
First Congregational Church
Griswold Youth and Family Services and
Department of Parks and Recreation





Griswold Public Schools: Social Workers,
Teachers and Administrators
Thames Valley Council for Community Action
Uncas Health District
United Community Family Services
William W. Backus Hospital
Education
The Education Team looked at both the Prepared and Successful elements of our result statement,
choosing indicators that and developing strategies to help our families build strong foundations in
reading and math, as well as improve our kids’ readiness for, and success in, school. And while the
chosen indicators are reflective of the academic development of our children, we recognize that
cognitive, emotional and social development, particularly in the very early years, that is, birth to
preschool are essential indicators of healthy development. This remains an area where we seek to
gather more robust local data on how our children are faring and what actions we can take to make
sure every child has the best possible chance for success.
Contributors to our Education Team include:





Birth to Three, Sara Kidsteps, Inc.
Child First
First Congregational Church
Griswold Youth and Family Services and Department
of Parks and Recreation
Griswold Public Schools: Social Workers, Teachers
and Administrators






Little Log Schoolhouse
Love 2 Learn Daycare
Local Private In-home Childcare Providers
Preston City Congregational Church
Second Congregational Church
Thames Valley Council for Community Action
OUR INDICATORS HEALTH
HEALTHY CHILDREN
In the earliest years of our children’s lives – indeed, from conception – brain cells are multiplying and neurons
being formed at an astounding rate. . . “ quote on the actual numbers” During these years, a child’s physical
and mental health has a huge impact on her brain development and learning ability. . .
What We Know - Characteristics of child health in Griswold
Approximately 125 children are born to Griswold families each year.
Late or No Prenatal Care: in 2006, 7.1% of moms had late or no prenatal care; by 2008 the rate had increase
slightly to 8%
Low birthweight babies: in 2006, 5.7% of Griswold’s new babies were underweight; by 2008, it had nearly
doubled to 10.2 %.
Kids on HUSKY: In 2006, 783 of Griswold’s children were on HUSKY; by 2010, the number had more than
doubled to 1,502. While an increased number can be a positive development as it shows that more families are
accessing this as a resource, it also clearly correlates with the level of unemployment and poverty.
NEED ADDITIONAL DATA/compare all to State Average:





Mothers who smoke while pregnant
Non-adequate prenatal care,
Mental/behavioral health
Dental health
Lack of local pediatricians/health clinics
Indicator of Child Health: Body Mass Index
Rate of overweight or obese kindergarten students
Griswold has chosen Body Mass Index (BMI) as a headline indicator to track the general health of Griswold’s
young children. Body Mass Index is a number calculated from a person's weight and height that is used by the
Centers for Disease Control and Prevention (CDC) as “a reliable indicator of body fatness for most people and
is used to screen for weight categories that may lead to health problems.” 4
In Griswold, the percentage of students entering kindergarten who have a BMI that puts them in either
the overweight or obese category has fluctuated over the last several years between 18 and 39 percent,
hovering near the alarmingly high national average of 30 percent. During the school year 2010-2011, nearly a
quarter of all children entering kindergarten were overweight or obese.
4
Centers for Disease Control and Prevention, http://www.cdc.gov/healthyweight/assessing/bmi/index.html
40
30
Overweight/Obese
20
Underweight
10
0
07-08
08-09
09-10
10-11
07-08
Overweight/Obese
Underweight
19.8
1
08-09
32.7
3.8
09-10
38
6
10-11
26.1
2.3
Insert numerator/denomiinator into chart. Also compare to statewide data.
Why is this important?
Why are rates of high BMI among our children such a serious concern? Public health officials agree that
childhood obesity is an epidemic in our country. The CDC reports that, over the last 30 years, US rates of
obesity have approximately tripled among preschoolers and adolescents, and quadrupled among children
aged 6 to 11 years.5
The short and long-term impacts on children’s health are serious:
o 60% of overweight children already exhibit at least one risk factor for heart disease, the #1 cause of
death.6
o
Type 2 diabetes—once referred to as “adult-onset” diabetes—represents up to 45% of new pediatric
cases, compared with 4% a decade ago.7
o
Overweight and obese children are at risk for other physical, social and mental health problems,
including asthma, sleep apnea, behavioral problems, depression and poor self-esteem.8
o
Children and adolescents who are obese are likely to be obese as adults: nationally, more than 50
percent of all obese 6-year-olds are projected to become obese adults. In addition, if overweight begins
before age 8, obesity in adulthood is likely to be more severe.9
o
Obesity kills more Americans each year than AIDS, cancer and injuries combined. At this rate, the
current generation of children will not live as long as their parents.10
The economic impact of obesity cannot be ignored. In Connecticut alone,
o An estimated $856 million of adult medical expenditures are attributable to obesity each.11
o
More than 3,000 people die each year from obesity and its complications. In just one year, obesity-
Centers for Disease Control and Prevention, http://www.cdc.gov/healthyyouth/obesity/facts.htm.
Connecticut Department of Public Health: Childhood Obesity in Connecticut, Fall, 2007.
7 Connecticut Department of Public Health: Childhood Obesity in Connecticut, Fall, 2007.
8
Ibid.
9
Connecticut Commission on Children: http://www.cga.ct.gov/coc/obesity.htm
10 Connecticut Department of Public Health: Childhood Obesity in Connecticut, Fall, 2007.
11
Ibid.
5
6
related health problems added $665 million in Medicaid and Medicare cost.12
The importance of reaching low-income families.
According to the 2009 Pediatric Nutrition Surveillance System (PedNSS) data, nearly one-third of the 3.7
million low-income children ages 2-4 years were obese or overweight, and 541,000 were obese.13
Troubling rates of high BMI are showing up among our youngest children, especially those in low-income
families. In 2006, 16% of low-income children ages 2-5 in Connecticut were obese; given the national trend,
the rate is likely to be higher today.14
12
13
14
Connecticut Commission on Children: http://www.cga.ct.gov/coc/obesity.htm)
http://www.cdc.gov/obesity/childhood/data.html
2006 Pediatric Nutrition Surveillance Survey. Reported in Trust for America’s Health. F as in fat: 2008, 10-11.
(2008, Aug.). Downloaded from http://www.rwjf.org/files/research/081908.3424.fasinfat.pdf
OUR STORY HEALTH
Why are approximately 25% of Griswold’s kindergarten children overweight or obese? What’s happening in our
community to cause this alarming rate?
Perhaps the two factors contributing the most to children being overweight and obese are unhealthy food
choices/eating behaviors and lack of physical activity. According to the American Obesity Association, today’s
youth are considered the most inactive generation in history.15 In Connecticut, a 2007 survey16 conducted by
the CT DPH revealed that
o
o
Most Connecticut high school students (55%) did not meet the recommended physical activity level.
One-third (33.5%) of the state’s high school students watch TV for 3 or more hours on an average
school day.
Poverty
Families with lower incomes have less access to healthy food choices. Working multiple jobs on a tight
budget often means eating low-cost food that is highly processed and high in sodium and fat. In Griswold,
2010, the unemployment rate was 8.3 percent and 32.9% of children were eligible for free and reduced
lunch program; both rates had doubled over the last five years. In addition, the number of families on SNAP
benefits17 more than doubled between 2007 and 2009, from 294 to 513.18
Food Desert
 15.3% of children and 64% of residents in Griswold’s census tract have low access to a grocery store19
 Families without transportation go to the corner store and pick up processed and fast foods.
Food Insecurity (insert more information when data collected)
 St. Mary’s food pantry/churches only access to supplemental food/rely on donations. During the month
of September 2012, the number of recipients requesting food nearly doubled, jumping from 60 at the
beginning of the month to 112 in the second session.
Lack of Physical Activity
 No recess in Kindergarten and the higher grades.
 Too much screen time, less outside play (parents working?, fear-based?)
 No playgrounds in rural areas.
 Organized programs cost money.
Knowledge, Skills and Lifestyle Don’t Support Eating Healthy Food
 Lack of education on healthy eating in grades K-3. No programs on healthy lifestyles or healthy
cooking for families and children.
 Parents have too much going on and eat on the run. Families don't eat together anymore.
15
Connecticut Department of Public Health (2008). 2007 Youth Risk Behavior Survey Results.
http://www.ct.gov/dph/lib/dph/ChOb_Fact_Sheet_Fall07.pdf
16
Connecticut Department of Public Health (2008). 2007 Youth Risk Behavior Survey Results.
http://www.ct.gov/dph/lib/dph/hisr/pdf/yrbs2007ct_summary_tables.pdf
17
Supplemental Nutrition Assistance Program – what was previously referred to as “Food Stamps”
18
Bridging Tough Times for Connecticut Families: 2010 Connecticut KidsCount Data Book. Connecticut Association for Human
Services, 2010.
19
As defined by the USDA: a low-income census tract is one in which a substantial percentage of residents has low
access to a large grocery store
Lack of Access to Farm/Garden Fresh Food
 We’re a farming community, but there’s no community garden.
 No farm to school connection.
 The farms are seasonal and many people can't get to the local stands.
Poverty
•
In Griswold, 2010,
the unemployment
rate was 8.3 percent
and 32.9% of
children were eligible
for free and reduced
lunch program; both
rates had doubled
over the last five
Lack of Access to Fresh
Food
•
•
•
We’re a farming
community, but there’s
no community garden.
No farm to school
connection.
The farms are seasonal
and many people can't
Lack of Physical Activity
•
•
•
• HEALTHY
CHILDREN
• Indicator:
% of
children
Food Desert
•
•
15.3% of children and
64% of residents in
Griswold’s census
tract have low access
to a grocery store
Families without
transportation go to
No recess in
Kindergarten and the
higher grades.
Too much screen time,
less outside play (fearbased?)
No playgrounds in rura
Lack of Knowle
Lifesty
• Lack of edu
healthy eat
K-3.
• No program
lifestyles or
cooking for
children.
Strategies to Turn the Curve
(Revisit strategies, reexamine potential for turning the curve, add’nl research needed)
Strategy #1
Increase Community Access to Healthy Food
Run community-based programs for families around nutrition, cooking and
healthy lifestyles
Farmers Market
Community Gardens
Strategy #2
Create a community environment and culture that promotes physical activity
Support, strengthen and promote current community-based fitness programs
Youthtopia: increase movement activities,
Bring 5-K walk-run to town; promote Richard Bronson walk
Do Fitness Rocks, or similar program again
Make Gym part of everyday curriculum - ABCs
Make current programs more affordable - soccer, swimming, t-ball
Run "Off The Couch" campaign and/or "Turn Off The Screens" week(s)
Strategy #3
Develop new community-based physical fitness programs
Mommy and Me: open gym, movement and music, geared toward 0-3
ABC in Classroom
Friendly Competitions
Field Days: family centered
Local Farm involvement/experiences
Golf Course: taster sessions for kids
Triathlons/ Half Marathons
Sports Program Subsidies
Biking Event
Guided Nature Walks
Strategy #4
Bring about changes in school policies/programs that promote a healthier school environment
Introduce healthier food into the breakfast and lunch programs
Increase physical activity - recess time, school-wide walk-around, etc.
Include more K-3 nutrition education in the curriculum
Re-activate the Health Advisory Council
Implement a school garden program: Form Project Team; Research best
practices + possible funding sources; Review curriculum standards - tie in with
garden-based learning; Develop concept paper - pitch to BOE/Superintendent
Data Development
Tracking over time – implementing an ongoing tracking system to record BMI as kids move through
their grades.
Mental Health issues – still need to determine what kinds of data we need and the plan for gathering
it.
OUR INDICATORS EDUCATION
You’ll note from the graphs below that Griswold has scored consistently below the State average in
both math and reading, though reading scores showed a promising rise in the 2010-2011 school year.
Nonetheless, fewer than half of Griswold students are performing at goal in math and only a bit more
than half are performing at goal in reading.
% of children scoring at or above goal on 3rd grade reading CMTs – MATH
80
0506
0607
0708
0809
0910
1011
1112
State
56.3
59.4
60.2
63
62.6
63.2
66.8
Griswold
59.8
56.5
54
48.6
48.2
46.5
45.8
60
40
State
20
Griswold
0
70
60
50
40
30
20
10
0
% of children scoring at goal on 3rd
grade reading CMTs – READING
State Average
Griswold
Average
State
Griswold
0506
0607
0708
0809
0910
1011
1112
54.4
63.6
52.3
46.4
52.1
43.8
54.6
36.9
57.1
49.3
58.3
57.6
59.2
54.8
Kindergarten Letter Naming Fluency
Well Above Avg.
>=
Above Avg. 3241
Avg. 18-31
Low Avg.
Below Avg. 6-11
Fall '09
Fall-'10
Fall'11
Fall'12
12%
13%
9%
12%
17%
48%
19%
37%
20%
7%
18%
44%
18%
9%
16%
43%
14%
14%
8%
60%
Well Above
Avg. >=
Above Avg. 3241
Avg. 18-31
50%
40%
30%
Low Avg.
20%
Below Avg. 6-11
10%
0%
Fall '09 Fall-'10 Fall-'11 Fall'12
Well Below Avg.
0-5
Well Below Avg.
0-5
15%
4%
2%
1%
OUR STORY EDUCATION
In order to make positive change on the trend lines (or baselines) we see graphed out on the previous
page, we must carefully examine the conditions in our community that influence the indicators we are
tracking. By looking at the things we are doing well, and identifying conditions which could be causing
problems or inhibiting progress, we can begin to ‘turn the curve’ in a positive direction. To understand
the story behind our baseline, we not only gathered statistical data, but solicited input from the
community (review all community engagement efforts, insert total number reached) through
community conversations, focus groups, surveys and interviews.
POVERTY
Research has demonstrated that living in poverty has a wide range of negative effects on the physical
and mental health and well-being of our nation’s children. Poverty has a particularly adverse effect on
the academic outcomes of children, especially during early childhood. Children living in poverty are
also at a greater risk of behavior and emotional problems. As early as 24 months, children in lowincome families have been found to show lags in cognitive and behavioral development compared to
their peers in higher-income families (Young Children at Risk, Oct 2012).
They are also at an increased risk for poor nutrition which can lead to food insecurity and obesity
(American Psychological Association).
The indicators of poverty in our town have drastically increased over the past six years. Since 2006,
the unemployment rate in Griswold has climbed from 4.6% to 9.4% and the number of food stamp
cases (per 1,000) has skyrocketed from 65 to 110.4. (ctdata.org). Griswold is home to approximately
1,500 children who are birth through age eight, 676 children under five years of age and 740 from 5 to
9 years. The percentage of our Children (age birth through 5) that are living in poverty has climbed
from 7% in 2007 to 12% in 2015. 15% of families in poverty are single-moms
Educational attainment of parents is a significant indicator of healthy child developments and wellbeing. Low levels of parental education increase the likelihood that a child will live in a low-income or
poor family. They are also less engaged with their children’s learning. 39% of Griswold children were
born to mothers with a high school education or less in 2008; the State average is 25%. Griswold’s
High School graduation rate in 2008 was 83%; the State average was 92%. Feedback from our
community suggests that many parents, with varying levels of education, do not have a good
understanding of developmental milestones or how to integrate numeracy into every day life.
Research also suggests that stable housing is important for healthy child development. However,
children living in low income families are twice as likely as other children to have moved in the past
year and three times as likely to live in families that rent a home. (APA) We are collecting data on our
transiency rate, however we do know that our foreclosure rate has jumped from 50.27 in 2009 to 95 in
2010. (CERC profile). Preliminary data suggests we have a significant rate of transiency among our
families and we are looking into this.
The declining economic conditions have a big Impact on home life—an increase in environmental, or
“toxic stress” and, ultimately, more kids with higher need. (include husky, birth to three, kid’s poverty
level data, insert charts to show state/peer town comparisons)
Our teachers have shared that students are experiencing increased stress due to turbulent home
environment and fragmented family structures, including an increase in the numbers of children in
extended living situations (Anecdotal reports from Birth to 3 reports indicate that half of their clients
are in extended living situations.) They report that more kids are coming to school tired and/or hungry
and there are fewer parents attending open house. There have also been cut-backs on school
supports – staff and para-professionals
Family characteristics, parents working indicate a higher need for child care
68% of single moms have children age 5 and under (source
70.3% of Griswold children have both parents in the labor force (source) , which would suggest a
significant need for childcare. Single parent households
K-3 students chronically absent, 4.7% in 2012 (need to get add’l data to establish trendline).

Access to, and knowledge of, services Lack of quality 0-3 care, 2008 preschool lost peer 3year-olds, cut back on amount of time
Substance Abuse, Mental Health issues – parents, kids (data)
Transient rate is very high – data from schools

 The percentage of ELL students, though still low, has risen significantly in the last 4 years: .6%
in 2006 > 2.3% in 2009
The Earliest Years
What we know
 In 2010, Griswold was home to 676 children under five years of age.

There are very few infant care slots – in 2010, only 18 slots in licensed home-care providers.
(get current number)

Programs for infants-toddlers – library, etc.
The School Years
What we know (keep updating data)



CMT scores: rise in reading, drops in math.
In 2010, Griswold was home to 740 children age 5 to 9

The high school graduation rate in 2009 was 87.2% (State average 91.3) which was up from
83% in 2008 (State average was 92)

The percentage of ELL students, though still low, has risen significantly in the last 4 years: .6%
in 2006 > 2.3% in 2009

39% of Griswold Elementary School children were eligible for free or reduced meals in 2009,
down to 34% in 2010. (awaiting data from Tom)
OUR STRATEGIES EDUCATION
Turning the curve for positive change
1. Integrate math and literacy learning in everyday life through town-wide activities
2. Launch town-wide campaign to raise awareness of resources and programs
3. Develop robust plan to cultivate effective parental/community engagement that will help
“turn the curve” on our indicators.
Each strategy will be accompanied by a plan of action to make it happen, to include: action
steps with no-cost/low-cost and timeline identified, key partners, finance plan
RESULTS BASED ACCOUNTABILITY AN OVERVIEW
Results-Based Accountability (RBA) is a disciplined way of taking action to improve the quality of life
in communities and using measurable data to provide the evidence of that improvement. More than
40 states and 8 countries use RBA as a framework to develop community plans. The process begins
by identifying a desired result and then utilizing robust data collection and analysis methods to identify
specific strategies and actions that will achieve that result. This evidence-based approach allows us
to track our progress along the way to ensure we are moving in the right direction (tweaking as
needed), and celebrate our successes along the way.
As part of the RBA process we ask ourselves the following “Accountability Questions”.
 WHAT IS OUR DESIRED RESULT? What are the quality of life conditions we want for the
children, adults and families who live in our community?
 WHAT WOULD CONDITIONS LOOK LIKE IF WE COULD SEE THEM? How we would
experience the quality of life in our community if we could achieve it. What would we see, hear,
notice that would be different?
 HOW CAN WE MEASURE THESE CONDITIONS? Which indicators will quantify whether we have
achieved our result. For example, third grade CMT scores help us understand our children’s
success in school. BMI data helps quantify the health of our youngsters.
 HOW ARE WE DOING (What is our Baseline?) and WHAT IS THE STORY BEHIND OUR
BASELINE We analyze current data and recent trends for our headline indicators and
determine how the community is currently performing. During this step, we also work hard to
identify the story behind the baseline, i.e. the community conditions that exist that are causing
the current trends. For example, we could look at Griswold’s unemployment rate and number of
SNAP recipients to quantify the state of our economy.
 WHO ARE THE PARTNERS WHO HAVE A ROLE IN DOING BETTER?
Community issues require community solution, thus we identify partners who can contribute to
making the numbers better. Who can work together to improve conditions for Griswold’s
children?
 WHAT STRATEGIES WILL TURN THE CURVE, INCLUDING NO- AND LOW-COST IDEAS?
We identify strategies and actions to improve these conditions. These strategies are based on
what we know works (from research and best practices) and common-sense approaches.
 WHAT DO WE PROPOSE TO DO
The seventh step lays out the precise actions that will bring the results that are desired. These
actions include no-cost and low-cost efforts
 IS IT WORKING
After developing our proposed plan, we collectively work with our partners to select the most
important performance measures that we all agree to track and to which we hold ourselves
accountable.
The intent of RBA is to help communities bring public and private sectors together to turn around
conditions that are “not okay.” For more information, see Mark Friedman’s book Trying Hard Is Not
Good Enough or visit the websites at www.raguide.org and www.resultsaccountability.com.