Education Reform in Connecticut: Retaining Our Competitive Edge Connecticut State Department of Education August 18, 2010 Back to School Presentation

Education Reform in Education Reform in Connecticut: Retaining Our Connecticut: Retaining Our

Competitive Edge Competitive Edge

Connecticut State Department of Connecticut State Department of EducationEducation

August 18, 2010August 18, 2010

Back to School PresentationBack to School Presentation

Welcome!Welcome!Preliminary HousekeepingPreliminary Housekeeping • Introductions: Mark McQuillan and George ColemanIntroductions: Mark McQuillan and George Coleman

– New SuperintendentsNew Superintendents– Cabinet, Administrative StaffCabinet, Administrative Staff– Honored GuestsHonored Guests

• Essential DocumentsEssential Documents

PresentationsPresentations• Education Reform in Connecticut: Commissioner Education Reform in Connecticut: Commissioner

McQuillanMcQuillan• Common Standards, Assessments: Marion Martinez, Common Standards, Assessments: Marion Martinez,

Harriet FeldlauferHarriet Feldlaufer• CAPSS Education Transformation Project: Joe CirasuoloCAPSS Education Transformation Project: Joe Cirasuolo• Public Safety Concerns: James ThomasPublic Safety Concerns: James Thomas• Final Remarks: Commissioner McQuillanFinal Remarks: Commissioner McQuillan

Honored GuestsHonored Guests• SBE Board MembersSBE Board Members

– Janet FinneranJanet Finneran• Commissioner of Public Safety: James M. ThomasCommissioner of Public Safety: James M. Thomas• Executive Directors & LeadershipExecutive Directors & Leadership

– CAPSS: Joe Cirasuolo, David KleinCAPSS: Joe Cirasuolo, David Klein– CABE: Robert Rader CABE: Robert Rader – CAS: Karissa NiehoffCAS: Karissa Niehoff– CEA: John Yrchik, Mary Loftus Levine, Phil Apruzzese CEA: John Yrchik, Mary Loftus Levine, Phil Apruzzese – CFSA: Roch GirardCFSA: Roch Girard– AFT: Sharon Palmer, Carole Clifford AFT: Sharon Palmer, Carole Clifford – SERC: Marianne KirnerSERC: Marianne Kirner– RESC Directors: Bruce Douglas, Ginny Seccombe, Evan RESC Directors: Bruce Douglas, Ginny Seccombe, Evan

Pitkoff, Pitkoff, Paula Colen, Dani Thibodeau, Craig EdmondsonPaula Colen, Dani Thibodeau, Craig Edmondson

Essential DocumentsEssential DocumentsThumb Drive DocumentsThumb Drive Documents• Common Core Standards Common Core Standards • Executive Summary of RttT ApplicationExecutive Summary of RttT Application• SFSF Phase 2 Planning DocumentsSFSF Phase 2 Planning Documents• Executive Summary of Education LegislationExecutive Summary of Education Legislation• SDE Recommendations to the Connecticut Commission on SDE Recommendations to the Connecticut Commission on

Educational AchievementEducational Achievement• Teacher Certification “NewsBlast”Teacher Certification “NewsBlast”• 2010-11 Fall Conference Schedule2010-11 Fall Conference Schedule

Soon to be Posted on SDE WebsiteSoon to be Posted on SDE Website• Revised In-School Suspension GuidelinesRevised In-School Suspension Guidelines• FAQ on School Governance CouncilsFAQ on School Governance Councils

KudosKudos

• Congratulations to Pat Ciccone and the Technical Congratulations to Pat Ciccone and the Technical High School System as they celebrate their 100High School System as they celebrate their 100thth Year of operation!Year of operation!

• Congratulations to all Superintendents who have Congratulations to all Superintendents who have announced their retirements at the end of this year! announced their retirements at the end of this year!

• Congratulations to Education Connection on its Congratulations to Education Connection on its award of a $4.4M i3 Innovation Grant! award of a $4.4M i3 Innovation Grant!

• Bravo for AYP Improvements!Bravo for AYP Improvements!• Congratulations to Barbara Beaudin and the Division Congratulations to Barbara Beaudin and the Division

of Assessment, Research & Technology for the of Assessment, Research & Technology for the Student Assessment Conference held on August 12-Student Assessment Conference held on August 12-13!13!

• Thank you for your support in Race to the Top, and Thank you for your support in Race to the Top, and the advocacy for passage of Public Law No. 111-226, the advocacy for passage of Public Law No. 111-226, the Education Jobs Fund program!the Education Jobs Fund program!

Purpose of PresentationPurpose of PresentationThe purposes of today’s meeting are to:The purposes of today’s meeting are to:

1.1. Welcome new superintendents to CAPSS;Welcome new superintendents to CAPSS;2.2. Outline the SDE’s strategic direction for the next two Outline the SDE’s strategic direction for the next two

years;years;3.3. Provide a first look at the components we will need to Provide a first look at the components we will need to

add to the SBE’s add to the SBE’s nextnext 5-Year Comprehensive Plan; 5-Year Comprehensive Plan;4.4. Celebrate what we have accomplished in the past four Celebrate what we have accomplished in the past four

years;years;5.5. Prepare for and seek your input on how we manage Prepare for and seek your input on how we manage

and lead in the months ahead;and lead in the months ahead;6.6. Link you to the leadership networks that support your Link you to the leadership networks that support your

work;work;7.7. Say thank you!Say thank you!

Retaining Our Retaining Our Competitive EdgeCompetitive Edge

• ContextContext– ARRA, RttT, ESEA ReauthorizationARRA, RttT, ESEA Reauthorization– Public Act 10-111Public Act 10-111– State Funding for Public SchoolsState Funding for Public Schools– November ElectionsNovember Elections

• Cumulative Work of the Past Four YearsCumulative Work of the Past Four Years– AccountabilityAccountability– CALI/SRBICALI/SRBI– Secondary School ReformSecondary School Reform– 5-Year Comprehensive Plan5-Year Comprehensive Plan– ARRA, SFSF RequirementsARRA, SFSF Requirements

Reflections on Race to Reflections on Race to the Topthe TopWhat we achieved:What we achieved:

• UnityUnity• Clarity of DirectionClarity of Direction• New Structures (Partnerships for Change)New Structures (Partnerships for Change)• New Legislation (PA 10-111)New Legislation (PA 10-111)• A Long-range Plan for ReformA Long-range Plan for ReformWhat we did What we did not not do, do, deliberatelydeliberately::• Predetermine the strategy and model for teacher and Predetermine the strategy and model for teacher and

administrator supervision and evaluationadministrator supervision and evaluation• Dramatically change our position on charter school Dramatically change our position on charter school

expansionexpansion• Fully embrace DOE’s theory of action on reforming Fully embrace DOE’s theory of action on reforming

underperforming schools via School Improvement underperforming schools via School Improvement GrantsGrants

• Abandon our conviction that Abandon our conviction that districtsdistricts—and not —and not isolated schools- are the proper focus of addressing isolated schools- are the proper focus of addressing Connecticut’s achievement gaps. Connecticut’s achievement gaps.

This We Believe: Our This We Believe: Our PrinciplesPrinciples• The prevailing paradigm for school improvement in The prevailing paradigm for school improvement in

Washington is not based on a solid foundation of research or Washington is not based on a solid foundation of research or hard evidence (See Ravitch 2010)hard evidence (See Ravitch 2010)

• As a matter of public policy, competitive grants like RttT As a matter of public policy, competitive grants like RttT make “winning and losing” a questionable strategy for make “winning and losing” a questionable strategy for solving the problems of child poverty solving the problems of child poverty

• Connecticut has built its school systems in ways that are Connecticut has built its school systems in ways that are uniquely ours, and historically grounded in highly successful uniquely ours, and historically grounded in highly successful approaches dating back to the 80’s. (See Darling-Hammond, approaches dating back to the 80’s. (See Darling-Hammond, 2010)2010)

• What we proposed in RttT is consistent with what we have What we proposed in RttT is consistent with what we have done well are doing well, and mindful of our shortcomings.done well are doing well, and mindful of our shortcomings.

• Our RttT approach was pragmatic, promised no more than Our RttT approach was pragmatic, promised no more than we could deliver, and was based on the overriding we could deliver, and was based on the overriding importance of working together.importance of working together.

Two Observations: Two Observations:

Observation # 1:Observation # 1: For the past 25 years, For the past 25 years, Connecticut has been a leader in educational Connecticut has been a leader in educational reform; this work provides a strong foundation for reform; this work provides a strong foundation for successfully achieving our goals; this work has successfully achieving our goals; this work has accelerated accelerated in the past five years.in the past five years.

• 1985: 1985: Connecticut Mastery Test (CMT)Connecticut Mastery Test (CMT)

• 1986: 1986: The The Education Enhancement ActEducation Enhancement Act

• 1987:1987: The Common Core of Learning and Common Core of TeachingThe Common Core of Learning and Common Core of Teaching

• 1989: 1989: The Beginning Educator Support and Training (BEST) Program The Beginning Educator Support and Training (BEST) Program

• 1993: 1993: Connecticut Academic Performance Test (CAPT)Connecticut Academic Performance Test (CAPT)

• 2004:2004: Connecticut Accountability for Learning Initiative (CALI)Connecticut Accountability for Learning Initiative (CALI)

• 2005:2005: State-Assigned Student Identifier (SASID)State-Assigned Student Identifier (SASID)

• 2006:2006: SBE Five-Year Plan; Generation 4 CMT; and SBE Five-Year Plan; Generation 4 CMT; and Ready by Five & Fine by NineReady by Five & Fine by Nine..

• 2007:2007: Connecticut’s Connecticut’s Education Accountability Act ( Section 10-223e)Education Accountability Act ( Section 10-223e)

• 2008:2008: Sheff Sheff Stipulated Agreement; Teacher Education and Mentoring (TEAM) Stipulated Agreement; Teacher Education and Mentoring (TEAM)

• 2009:2009: The Connecticut Plan for Secondary School Reform (SSR)The Connecticut Plan for Secondary School Reform (SSR)

• 2010: 2010: Public Act 10-111Public Act 10-111

Observation #2Observation #2: : Connecticut is already Connecticut is already seeing evidence that its hard work is seeing evidence that its hard work is benefiting students.benefiting students.• Between 2007 and 2009, Between 2007 and 2009, Grade 8 NAEP mathematicsGrade 8 NAEP mathematics (+7) (+7)

and and readingreading (+5) scores had increased significantly, with no (+5) scores had increased significantly, with no state scoring higher than Connecticut in state scoring higher than Connecticut in 88thth grade reading. grade reading.

• In 2007, In 2007, nono state’s state’s Grade 8Grade 8 students scored higher than students scored higher than Connecticut’s on Connecticut’s on NAEP writing.NAEP writing.

• Since 2006, the percentage of students scoring at the goal Since 2006, the percentage of students scoring at the goal level in mathematics and reading on the CMT has level in mathematics and reading on the CMT has increasedincreased across all grades.across all grades.

• Since 2006, the statewide Since 2006, the statewide gap in goal-level performancegap in goal-level performance between black/Hispanic students and white students in Grade between black/Hispanic students and white students in Grade 8 CMT 8 CMT decreased decreased by by 29 29 percent in percent in mathematicsmathematics and and 20 20 percent inpercent in reading reading..

And Yet…And Yet…As much as we can take satisfaction in moving ahead:As much as we can take satisfaction in moving ahead:

• Many children are still entering kindergarten ill-Many children are still entering kindergarten ill-prepared to begin school ready to learn, read and prepared to begin school ready to learn, read and thrive.thrive.

• While narrowing, Connecticut’s achievement gaps are While narrowing, Connecticut’s achievement gaps are not closing fast enough.not closing fast enough.

• CAPT scores remain flat and thousands of students are CAPT scores remain flat and thousands of students are dropping out of high school or graduating unprepared dropping out of high school or graduating unprepared for college or career success.for college or career success.

We cannot pause or stop. We must accelerate our We cannot pause or stop. We must accelerate our efforts to increase state and LEA capacity to get this efforts to increase state and LEA capacity to get this work done through a more comprehensive and work done through a more comprehensive and collaborative approach to public school education and collaborative approach to public school education and to sustain improvements within our communities.to sustain improvements within our communities.

Bottom Line?Bottom Line? We must persevere, collaborate, and We must persevere, collaborate, and draw together to develop an educational system that, draw together to develop an educational system that,

again, is the strongest in the nation in preparing students again, is the strongest in the nation in preparing students for college and career success. To this end, we must for college and career success. To this end, we must

strive to accomplish these few, but essential goals bystrive to accomplish these few, but essential goals by 2013-2013-14:14:

GoalsGoals

Academic Attainment Academic Attainment • Increase the percentage of all students scoring at the goal level to 75 to Increase the percentage of all students scoring at the goal level to 75 to

80 percent on the CMT and to 60 to 65 percent on the CAPT.80 percent on the CMT and to 60 to 65 percent on the CAPT.• Reduce by Reduce by halfhalf the gaps in student performance between black/Hispanic the gaps in student performance between black/Hispanic

and white students on the CMT, CAPT and in the graduation rate.and white students on the CMT, CAPT and in the graduation rate.• Increase CT’s NGA four-year graduation rate from 79 percent to 90 Increase CT’s NGA four-year graduation rate from 79 percent to 90

percent.percent.

EngagementEngagement• Increase parent and community involvement, as a vital component of Increase parent and community involvement, as a vital component of

strong school cultures that are focused on students and their relationships strong school cultures that are focused on students and their relationships with adults.with adults.

• Lower Connecticut’s out-of-school suspension rates by 1% each year.Lower Connecticut’s out-of-school suspension rates by 1% each year.

2121stst Century Teaching and Learning Century Teaching and Learning• Develop a fair, appropriate system for mentoring, supporting, supervising Develop a fair, appropriate system for mentoring, supporting, supervising

and evaluating teachers and principals that is evidence-based, and and evaluating teachers and principals that is evidence-based, and focusedfocused on multiple indicators of student growth. on multiple indicators of student growth.

• Develop schools as places of joy, hope, safety and inclusiveness.Develop schools as places of joy, hope, safety and inclusiveness.

What What MustMust We Do to Reach We Do to Reach These Goals?These Goals?

• Maintain Current and Past InitiativesMaintain Current and Past Initiatives– SBE Comprehensive Five-Year PlanSBE Comprehensive Five-Year Plan– CALI/SRBICALI/SRBI– Accountability Statute 10-223Accountability Statute 10-223

• Implement 2009 ARRA RequirementsImplement 2009 ARRA Requirements– State Fiscal Stabilization Fund (SFSF State Fiscal Stabilization Fund (SFSF

Phase 2)Phase 2)

• Implement New State RequirementsImplement New State Requirements– PA 10-111PA 10-111

Calling the Question:Calling the Question: How, with all of these requirements, How, with all of these requirements, past commitments, and limited resources will we focus, plan, and past commitments, and limited resources will we focus, plan, and

implement aspects of this work over the next two years?implement aspects of this work over the next two years?

Statewide Focus 2010-2012Statewide Focus 2010-2012Priority Initiatives:Priority Initiatives:1.1. Common Standards and AssessmentsCommon Standards and Assessments2.2. Early Childhood Education PreK-3Early Childhood Education PreK-33.3. T.E.A.M.T.E.A.M.4.4. Completion of SFSF Longitudinal Data CollectionsCompletion of SFSF Longitudinal Data Collections5.5. CALI Expansion to 71 districts and 202 schoolsCALI Expansion to 71 districts and 202 schools6.6. Essential Elements of Secondary School ReformEssential Elements of Secondary School Reform

– Building Student Support SystemsBuilding Student Support Systems– Implementing Student Success PlansImplementing Student Success Plans– Board Examination and Innovation School PilotsBoard Examination and Innovation School Pilots– On-line Learning, Credit RecoveryOn-line Learning, Credit Recovery

What will this mean specifically?What will this mean specifically?

Six Areas of FocusSix Areas of Focus

1.1. Common Standards and AssessmentsCommon Standards and Assessments2.2. Early Childhood Education (PreK-3)Early Childhood Education (PreK-3)3.3. T.E.A.M.T.E.A.M.4.4. SFSF Data CollectionSFSF Data Collection5.5. CALI/SRBICALI/SRBI6.6. Aspects of Secondary School ReformAspects of Secondary School Reform

Comments will focus on 4-6 aboveComments will focus on 4-6 above

Focus Area 4: SFSF Data Focus Area 4: SFSF Data CollectionCollection

National Student Clearing House with the Department of Higher EducationNational Student Clearing House with the Department of Higher Education

• November 2010: Dissemination of post-secondary attainments of Class of November 2010: Dissemination of post-secondary attainments of Class of 20082008

Statewide Longitudinal Data SystemStatewide Longitudinal Data System

• July 2010: SASIDs placed in all high school transcriptsJuly 2010: SASIDs placed in all high school transcripts

• August 2010: Districts incorporate Educator Identification Numbers August 2010: Districts incorporate Educator Identification Numbers (EINs) into data systems(EINs) into data systems

• September-December 2010: Development of system to match student September-December 2010: Development of system to match student coursework to student-teacher transcripts; collection of data on pilot basiscoursework to student-teacher transcripts; collection of data on pilot basis

• November 2010: Institutions of Higher Education (IHEs) prepare data November 2010: Institutions of Higher Education (IHEs) prepare data systemssystems

• February-April 2011: Training of districts and roll-out of systemFebruary-April 2011: Training of districts and roll-out of system

• July 2011: IHEs enter data using transcripts as source documentsJuly 2011: IHEs enter data using transcripts as source documents

Focus Area 4: SFSF Data Focus Area 4: SFSF Data CollectionCollection

Interoperability System Council (ISC) with the Department of Higher Interoperability System Council (ISC) with the Department of Higher EducationEducation

• November 2010: Analysis and dissemination of remediation rates in IHEs November 2010: Analysis and dissemination of remediation rates in IHEs for Class of 2008for Class of 2008

• November 2010-September 2011: Development of “early warning system” November 2010-September 2011: Development of “early warning system” for high school students, using CAPT results based on Class of 2008 datafor high school students, using CAPT results based on Class of 2008 data

Vertical Scale Growth MeasuresVertical Scale Growth Measures• June 2010: Adoption of model for attributing student growth to June 2010: Adoption of model for attributing student growth to

mathematics and language arts teachers in grades 3-8 and in Grade 10mathematics and language arts teachers in grades 3-8 and in Grade 10• September 2010-May 2011: Voluntary pilot of “teacher report” on previous September 2010-May 2011: Voluntary pilot of “teacher report” on previous

year’s students’ attainment in reading and mathematics year’s students’ attainment in reading and mathematics • July 2011: “Teacher reports” available online for districts and teachers to July 2011: “Teacher reports” available online for districts and teachers to

evaluate academic growth, as defined through vertical scales, of students evaluate academic growth, as defined through vertical scales, of students taught in 2010-2011.taught in 2010-2011.

P-20 Data Subcommittee and Interoperability Council, P-20 Data Subcommittee and Interoperability Council, including DHE and Labor, are collaborating with us to including DHE and Labor, are collaborating with us to guide this work. This work will be predominantly the guide this work. This work will be predominantly the responsibility of the SDE.responsibility of the SDE.

Focus Area 5: CALI Focus Area 5: CALI ExpansionExpansion

• CALI will continue to focus accountability CALI will continue to focus accountability work in 71 districts, 202 schoolswork in 71 districts, 202 schools

• CALI training CALI training cannotcannot be taken to scale, be taken to scale, but will be grown modestly, voluntarily, but will be grown modestly, voluntarily, where resources will allow, and via where resources will allow, and via cooperative purchasing through the cooperative purchasing through the RESC Alliance and SERCRESC Alliance and SERC

• CALI modules linked to SRBI and CALI modules linked to SRBI and diversity training will be emphasizeddiversity training will be emphasized

What we now know about CALI’s What we now know about CALI’s impact:impact:

• In 2010, 82 schools in our Partner districts In 2010, 82 schools in our Partner districts made Safe Harbor, and 24 made AYP—made Safe Harbor, and 24 made AYP—dramatically ldramatically loweringowering the number of schools the number of schools that did not reach their AYP targets in 2008 and that did not reach their AYP targets in 2008 and 2009. 2009.

• Data from 15 Partner districts from 2007-2010 Data from 15 Partner districts from 2007-2010 show the districts as a group are increasing show the districts as a group are increasing their achievement at rates faster than the state their achievement at rates faster than the state as a whole.as a whole.

• This rate is reflected in increases of Black, This rate is reflected in increases of Black, Hispanic, and White Students in Partner Hispanic, and White Students in Partner districts, showing the narrowing of our districts, showing the narrowing of our achievement gaps.achievement gaps.

PARTNERPARTNER2007-2010 Difference2007-2010 Difference

Percentage PointsPercentage Points

STATESTATE2007-2010 Difference2007-2010 Difference

Percentage PointsPercentage Points

GRADE 5GRADE 5

MathematicsMathematics BlackBlack 10>10> 66

WhiteWhite 6>6> 44

HispanicHispanic 10>10> 88

ReadingReading BlackBlack 3>3> 11

WhiteWhite 3=3= 33

HispanicHispanic 2<2< 33

GRADE 8GRADE 8

MathematicsMathematics BlackBlack 12>12> 1010

WhiteWhite 5>5> 44


ReadingReading BlackBlack 10<10< 1212

WhiteWhite 7>7> 33


GRADE 10GRADE 10

MathematicsMathematics BlackBlack 4<4< 77

WhiteWhite 0<0< 11

HispanicHispanic 3<3< 55

ReadingReading BlackBlack 9>9> 77

WhiteWhite 3>3> 11


Connecticut Technical High Schools are one Connecticut Technical High Schools are one clear example of CALI’s importance as a factor of clear example of CALI’s importance as a factor of

change, particularly as CAPT achievement change, particularly as CAPT achievement statewide has remained flat since 2005:statewide has remained flat since 2005:• Between 2007 and 2010, the performance of Between 2007 and 2010, the performance of

students achieving students achieving goalgoal on CAPT on CAPT MathematicsMathematics rose by 7.3 percentage points rose by 7.3 percentage points

• During this same period, the performance of During this same period, the performance of students achieving students achieving goalgoal on CAPT on CAPT ScienceScience rose by 5.1 points; on CAPT rose by 5.1 points; on CAPT WritingWriting, by 13 , by 13 pointspoints

• Only in CAPT Only in CAPT ReadingReading did scores did scores remain remain flatflat, with 2010 showing a slight downturn, with 2010 showing a slight downturn

CALI has been fully implemented in all CALI has been fully implemented in all of our technical high schools.of our technical high schools.

CTHSS CAPT Score CTHSS CAPT Score Growth Growth

2007 to 20102007 to 2010

Focus Area 6: Secondary School Reform Focus Area 6: Secondary School Reform - Student Success Plans and Support - Student Success Plans and Support

SystemsSystems• Student “success” plans--and the creation of student Student “success” plans--and the creation of student

support systems to help middle school and 9support systems to help middle school and 9thth graders graders anticipate the increased expectations of the core anticipate the increased expectations of the core program of study--will form a single initiative focused program of study--will form a single initiative focused on:on:– Early warning signs of potential drop-outsEarly warning signs of potential drop-outs– Expanded learning time for middle school studentsExpanded learning time for middle school students– Boosting adolescent literacy attainmentBoosting adolescent literacy attainment– Parental involvement in monitoring students course Parental involvement in monitoring students course

selectionsselections– Comprehensive support systems including nutrition, Comprehensive support systems including nutrition,

health, school climate health, school climate andand academic interventions academic interventions– Clarifying expectations over secondary school reform Clarifying expectations over secondary school reform

requirements through guidance documents and statewide requirements through guidance documents and statewide work teams already meetingwork teams already meeting

Focus Area 6: On-Line Learning, Credit RecoveryFocus Area 6: On-Line Learning, Credit Recovery

• With available resources, and With available resources, and coordination with the RESC Alliance, we coordination with the RESC Alliance, we will provide professional development will provide professional development opportunities on using the Internet to opportunities on using the Internet to enhance and personalize learning; and enhance and personalize learning; and to enable students to undertake to enable students to undertake remedial and advanced coursework on-remedial and advanced coursework on-lineline

• Credit Recovery Programs started this Credit Recovery Programs started this summer!summer!

Focus Area 6: Regional, National Focus Area 6: Regional, National ConsortiaConsortia

• New England Secondary School New England Secondary School ConsortiumConsortium– League of Innovation SchoolsLeague of Innovation Schools– Regional Policy ForumsRegional Policy Forums

• NCEE’s Board Examination Pilot vis-NCEE’s Board Examination Pilot vis-à-visà-vis– Category B: High School Assessment Category B: High School Assessment

ProjectProject– 3 Districts $3M over three years3 Districts $3M over three years

Focus Area 6: PolicyFocus Area 6: Policy

• As required by As required by PA 10-111PA 10-111: We must study the : We must study the implications of full implementation by 2018 and implications of full implementation by 2018 and report back to the General Assembly in 2012 report back to the General Assembly in 2012 with recommendations and/or modificationswith recommendations and/or modifications

• Staffing, final course requirements, model Staffing, final course requirements, model curriculum and end-of-course assessments will curriculum and end-of-course assessments will notnot be the focus of the first two years of roll out be the focus of the first two years of roll out

• This work This work must waitmust wait until our standards and until our standards and longitudinal data system is well underway. We longitudinal data system is well underway. We will, however, continue field testing our will, however, continue field testing our Algebra I curriculum.Algebra I curriculum.

Our Capacity to Act: How with these initiatives Our Capacity to Act: How with these initiatives ahead of us, can the SDE marshal its resources and ahead of us, can the SDE marshal its resources and

capacity to lead the work?capacity to lead the work?• The SDE The SDE cannotcannot do this work alone, as we once did in the 80s and do this work alone, as we once did in the 80s and

90s. 90s. • We have lost over 30 full-time positions in 2009, due to retirements, We have lost over 30 full-time positions in 2009, due to retirements,

rescissions and resignations in the Central Staff alonerescissions and resignations in the Central Staff alone• Conclusion: Lacking essential infrastructure, SDE Conclusion: Lacking essential infrastructure, SDE mustmust::

– Reexamine its organizational structureReexamine its organizational structure to achieve greater to achieve greater efficiencies;efficiencies;

– CollaborateCollaborate, share power, knowledge, and expertise to succeed, share power, knowledge, and expertise to succeed– Engage the Engage the Six Partnership CommitteesSix Partnership Committees envisioned in RttT, and envisioned in RttT, and

use these committees to implement the essential initiativesuse these committees to implement the essential initiatives– Work closely with Work closely with higher educationhigher education to build P20 data systems and to build P20 data systems and

services linking high schools, community colleges and the workforceservices linking high schools, community colleges and the workforce– Lead and help facilitate Lead and help facilitate public discussion of the funding public discussion of the funding

mechanismsmechanisms needed to sustain high-quality public education in needed to sustain high-quality public education in ConnecticutConnecticut

– Increase the Increase the Commissioner’s visibilityCommissioner’s visibility in districts via planned, in districts via planned, biweekly visitsbiweekly visits

Leadership on the LineLeadership on the Line

“ “The lone warrior myth of leadership is a sure The lone warrior myth of leadership is a sure route to heroic suicide. Though you may feel route to heroic suicide. Though you may feel alone at times with either creative ideas or alone at times with either creative ideas or the burden of final decision-making the burden of final decision-making authority, psychological attachments to authority, psychological attachments to operating solo will get you into trouble. You operating solo will get you into trouble. You need partners. Nobody is smart enough or need partners. Nobody is smart enough or fast enough to engage alone the political fast enough to engage alone the political complexity of an organization or community complexity of an organization or community when it is facing and reacting to adaptive when it is facing and reacting to adaptive pressures.” (Heifetz & Linsky 2002 p.100)pressures.” (Heifetz & Linsky 2002 p.100)

Race to the Top Management Race to the Top Management StructureStructure

Partnerships

• Families & Communities• Pre-Service Training & Prof. Dev• Teacher, Principal Effectiveness & Accountability• Curriculum Innovation & Technology• High School, College & Workforce Alignment• Financing Sustainable Change

Partnerships

• Families & Communities• Pre-Service Training & Prof. Dev• Teacher, Principal Effectiveness & Accountability• Curriculum Innovation & Technology• High School, College & Workforce Alignment• Financing Sustainable Change

P-20Shared

Leadership Council

KnowledgeNetwork

• Research• Communication

Partnership Structure

• Administrative Support Centers•Leadership Teams•Partnership Members•Communication Liaisons

Partnership Structure

• Administrative Support Centers•Leadership Teams•Partnership Members•Communication Liaisons

The Six Levers of Change

The Six Levers of Change

Administrative Support Administrative Support CentersCenters

Partnership Committees1. Families & Communities2. Pre-service Training &

PD3. Teacher, Principal

Effectiveness & Accountability

4. Curricular Innovation & Technology

5. High School, College & Workforce Alignment

6. Financing Sustainable Change

Support Center• SERC• RESC Alliance• CAS

• RESC Alliance

• OWC, CETC

• CAPSS, CABE

Financial Resources: How Financial Resources: How can we do this work without can we do this work without

RttT funding?RttT funding?• Much of this work is already underway in most districtsMuch of this work is already underway in most districts• Entitlement funds, Title I, II, IID, etc., must be linked into Entitlement funds, Title I, II, IID, etc., must be linked into

activities organized and sponsored by the Six Partnership activities organized and sponsored by the Six Partnership CommitteesCommittees

• State categorical grants must be consolidated to match the State categorical grants must be consolidated to match the limited aims of our plan, and directed to the Partnershipslimited aims of our plan, and directed to the Partnerships

• New models for funding must be developed through our Ad New models for funding must be developed through our Ad Hoc Committee to Study Education Cost Sharing and Choice Hoc Committee to Study Education Cost Sharing and Choice FundingFunding

• We must continue to seek foundation support through such We must continue to seek foundation support through such groups as Gates, GE, Nellie Mae, Graustein and othersgroups as Gates, GE, Nellie Mae, Graustein and others

• Collectively, we must continue to win other federal grants Collectively, we must continue to win other federal grants • We must economize and use technology to facilitate We must economize and use technology to facilitate

communication communication

What will our What will our timetabletimetable be be to complete this work? to complete this work?

• The dates, initiatives and completion The dates, initiatives and completion dates of tasks, and the responsible dates of tasks, and the responsible parties for each initiative will be parties for each initiative will be forwarded to you shortly.forwarded to you shortly.

• Key conferences and workshops Key conferences and workshops helping to focus and sustain the helping to focus and sustain the conversation are on your thumb drive.conversation are on your thumb drive.

Final ObservationsFinal Observations

• We are in the midst of massive shift in how we We are in the midst of massive shift in how we conceptualize and operate public schools in our conceptualize and operate public schools in our state and in our country.state and in our country.

• We are seeing new, previously underrepresented We are seeing new, previously underrepresented constituent groups demanding to lead our constituent groups demanding to lead our schools; our parents want and now have a voice.schools; our parents want and now have a voice.

• Connecticut has historically shown itself to be Connecticut has historically shown itself to be highly skilled at collaboration and collective highly skilled at collaboration and collective leadership.leadership.

• We know how to work together and must do so We know how to work together and must do so now with even greater certainty that we are the now with even greater certainty that we are the hope of those who look to us for a better future hope of those who look to us for a better future for themselves and their children.for themselves and their children.

• Let us begin, let us continue.Let us begin, let us continue.

Question-and-AnswersQuestion-and-Answers

““To lead is to live dangerously because To lead is to live dangerously because when leadership counts, when you lead when leadership counts, when you lead people through difficult change, you people through difficult change, you challenge what people hold dear—the challenge what people hold dear—the daily habits, tools, loyalties and ways of daily habits, tools, loyalties and ways of thinking—with nothing to offer perhaps thinking—with nothing to offer perhaps than a possibility.”than a possibility.”

(Heifetz & Linsky 2002 p.2)(Heifetz & Linsky 2002 p.2)