Transcript Updates on state and district initiatives

Student Success Plans, Small Learning
Communities, Online Learning Pilot
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The BOE has directed administration to look
at ways to “transform” current practices and
structures with existing (or minimal)
resources
This directive was supported by
◦ Inability of the district to open an alternative school
program in the Fall of 2011
◦ Continuing concerns about the unacceptably high
drop-out rate
◦ Continuing concerns about the failure and retention
rate
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Governor Malloy has publically announced that
his administration will have an “education reform
agenda” signaled by the hiring of Stephan Pryor
as Commissioner
Commissioner Pryor’s first public comments were
about the “unacceptable achievement gaps” in CT
schools and his priority will be to “make real
progress” in closing these gaps
CAPSS (CT Assoc. of Public School
Superintendents) has released the blueprint for
“Next Ed: Transforming CT’s Educational System”
The CT Secondary School Reform Initiative
appears to continue to have momentum at CSDE
and in the CT General Assembly
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Student Success Plans (SSPs)
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Small Learning Communities (SLCs)
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Online Learning Pilot
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Mandated by P.A. 11-135
To begin 2012-13 school year and each
school year thereafter
For ALL students, Grades 6-12
Must include career and academic choices
Must be in an electronic format
Should be updated at least annually
Should travel with the student if school
changes
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Academic Development
◦ Selection of rigorous courses linked to interests,
skills, and possibly career pathway
◦ Completion of a portfolio or capstone project
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Career Development
◦ Interest and career exploration opportunities
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Social, Emotional, and Physical Development
◦ Decision-making
◦ Healthy and safe life skills/choices
◦ Possible community service
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Regular contact with adult mentor/advisor
Electronic plan that is regularly revisited,
updated as needed, and travels with student
Creation of a portfolio of “best work” and
some form of capstone or culminating
experience
Opportunities to connect with larger
community in appropriate ways through
internships and other workplace
development, career exploration, and
community service
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Investigate appropriate electronic tools for
interest inventories, career exploration, and
long term planning
Discuss possible formats for the capstone
experience in TPS: what will the
product/process be?
Investigate structures for being able to
provide mentoring, portfolio building, and
capstone completion including possible
changes in graduation requirements (required
by 2018) and scheduling
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Student centered: a core group of teachers
knows a small group of students well
Success oriented: academic and other
supports to meet the needs of the whole child
Typically, teachers work in teams
Curriculum is revised to show connections
between content standards and student
interests or goals
May offer some choice/specialization in
academic program (theme or magnet)
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Reduce alienation by creating connections
and community common in large schools
Reduce boredom by creating relevance
(interest-driven and authentic work)
Connections with teachers and other students
Connections between subjects and between
school and “outside” world
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Consider expanding/refining the 9th Grade
Team concept being piloted this year to assist
students in the academic and social transition
to high school.
Consider expanding the online learning pilot
(if successful this Spring) to serve a greater
number and variety of students interested in
credit recovery or self-paced learning.
Discussions about whether THS should add a
theme-based small learning community in
the 2013-14 school year
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Pilot geared towards offering a non-traditional
option for credit recovery
Will utilize the Odysseyware online learning
platform for curriculum content
Will include a program manager and tutors to
provide support and coordination between
students, families, administration, and
counselors
Provides a very different paradigm for learning:
◦ Based on mastery of course content
◦ Time is a variable, not based on seat time
◦ Different social dynamic, technology is the main
interface for learning
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Current program positives will be preserved as
these are working well for many students
(traditional model, AP/ECE, etc.)
Something else has to be available for students
who are not successful as evidenced by failure
and drop-out rate
Educational research converges around the
importance of Rigor, Relevance, and
Relationships in schools today
Schools are expected to play a larger role than in
the past in educating and supporting the whole
child