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Connecticut State Department of Education Accountability and Improvement

Connecticut State Department of Education Accountability and Improvement. Lol Fearon Chief, Bureau of Accountability and Improvement Lol.fearon@ct.gov www.ct.gov/sde/CALI.

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Connecticut State Department of Education Accountability and Improvement

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  1. Connecticut State Department of EducationAccountability and Improvement Lol Fearon Chief, Bureau of Accountability and Improvement Lol.fearon@ct.gov www.ct.gov/sde/CALI

  2. The goal of CALI is to develop and offer a model of state support to districts and schools to support the process of continuous school and district improvement and to accelerate the closing of Connecticut’s achievement gaps.

  3. Whole districts that did not make AYP for math and/or reading • Ansonia • Bridgeport • Danbury • East Hartford • Hamden • Hartford • Meriden • Middletown • New Britain • New Haven • New London • Norwalk • Norwich • Stamford • Waterbury • West Haven • Windham • Windsor

  4. District System of Accountability • Each district will be required to develop a system of accountability based on the Connecticut Accountability for Learning Initiative (CALI): • Focus on student achievement • Standards based curriculum • Use of data to inform instruction • Frequent assessment of student progress • Emphasis on research based strategies • Collaborative teams focused on student learning • All adults held accountable for student achievement

  5. Scientific Research-Based Interventions (SRBI) • Framework for teaching and learning • Multiple levels of support • Not a pre-referral process • Focus on academic and social-emotional growth Tiers of Instruction

  6. SRBI Framework for Student Achievement Instruction Assessment Strategic Decision-Making

  7. Improving School Climate Creating and maintaining a physically, emotionally, and intellectually safe learning environment is a precondition for realizing optimal student achievement.

  8. Data Teams • Common Core State Standards should drive the data and instruction • More emphasis on adult actions and less on the numbers • Monitoring Cause Data (Adult Actions)

  9. DifferentiatedInstruction • Definition of Differentiated Instruction: A proactive decision-making process that considers critical student learning differences and the curriculum. Differentiated instruction decisions are made by teachers and are (1) based on formative assessment data, (2) the use of research-based instructional strategies, and (3) based on teachers’ relationships with students and beliefs about how they learn.

  10. Vetting of New Modules CSDE welcomes IHE participation on Vetting Teams to give feedback on newly developed modules. The following sessions have been scheduled: Data Teams: August 2nd and 3rd, 2011, 9:00 a.m.-3:00 p.m. at CSDE, Hartford Differentiated Instruction: July 27th and July 28th, 2011, 9:00 a.m.-3:00 p.m. at CSDE, Hartford To volunteer, please indicate on the bottom of your evaluation form, or contact Iris White, iris.white@ct.gov or Shauna Brown, shauna.brown@ct.gov

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