Updates on state and district initiatives

1. Updates on state and district initiatives Student Success Plans, Small Learning Communities, Online Learning Pilot

2. Improving outcomes for students • 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

3. On the state level… • 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

4. Mandates and strategies for improvement • Student Success Plans (SSPs) • Small Learning Communities (SLCs) • Online Learning Pilot

5. Student Success Plans • 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

6. Areas addressed in SSP • Academic Development • Selection of rigorous courses linked to interests, skills, and possibly career pathway • Completion of a portfolio or capstone project • Career Development • Interest and career exploration opportunities • Social, Emotional, and Physical Development • Decision-making • Healthy and safe life skills/choices • Possible community service

7. Essential features of SSPs • 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

8. Next steps for SSPs • 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

9. Small Learning Communities • 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)

10. Essential features of SLCs • 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

11. Next steps for SLCs • 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

12. Online Learning Pilot • 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

13. Final thoughts • 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