Presentation on theme: "2012-2013. The goal of the Connecticut Accountability for Learning Initiative (CALI) is to provide a model of state support to districts and schools to."— Presentation transcript:
The goal of the Connecticut Accountability for Learning Initiative (CALI) is to provide 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.
Accessing CALI CALI statewide training is free and open to educators in all districts with priority/early registration given to educators in the Alliance Districts. Each RESC and SERC has consultants who are qualified and available to provide these trainings in district for a fee.
CALI: 2004 4 CALI was initiated in 2004 in collaboration with an international expert on school and district improvement, Dr. Doug Reeves. The CALI theory of action focuses on the use of data-driven decision making and standards-based instruction to address the learning needs of each and every student in the classroom. This initiative has grown since 2004 in response to needs identified by schools and districts.
CALI: 2010 5 1.Common Formative Assessments (CFAs) 2.Data Driven Decision- Making (DDDM) 3.Engaging Classroom Assessment (ECA) 4.Effective Teaching Strategies (ETS) 5. ELL Learners 6.Improving School Climate 7.Scientific Research-Based Interventions (SRBI) 8.Culturally Responsive Education (CRE) The goal of the Connecticut Accountability for Learning Initiative (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.
CALI: 2011 The redesigned modules were developed in response to educator need to better understand the connections between assessment, data analysis, and differentiation of instruction to improve student achievement. They were also developed to align with Connecticut’s adoption of the CCSS and SMARTER Balanced Assessment Consortium (SBAC) to deliver a consistent message across all programs and trainings presented and supported by the CSDE. 1.Getting Ready for the Next Generation of Assessments 2.Improving School Climate 3.School and Instructional Data Teams 4.Using Differentiated Instruction to Implement the Common Core State Standards (CCSS)
CALI: 2012 1.Culturally Responsive Education 2.Effective Tier I Practices for English Language Learners (ELLs) 3.Getting Ready for the Next Generation of Assessments 4.Improving School Climate 5.School and Instructional Data Teams 6.Using Differentiated Instruction to Implement the Common Core State Standards All modules support the principles of Connecticut’s approved No Child Left Behind (NCLB) waiver and the goals of two new Connecticut State Department of Education (CSDE) initiatives: Alliance District Funding and the Commissioner’s Network.
ESEA Waiver Connecticut waiver calls, in part, for implementation of the Common Core State Standards and new assessments aligned to those standards in 2014-2015 and authorization of intensive interventions and supports necessary to turn around Connecticut’s lowest performing schools and districts. ESEA Approved Waiver Request: http://www2.ed.gov/policy/eseaflex/approved- requests/ct.pdf.
Alliance Districts Public Act 12-116 created the Alliance District program with the goal of providing new resources to the districts in greatest need – provided they embrace key reforms to position their students for success. Alliance Districts are required to take appropriate intervention measures to improve student performance in Focus Schools and in the larger category of “Review Schools, “ which includes both Focus Schools and other low-performing schools. Alliance Districts must tier schools according to need and must implement support and interventions as appropriate. More information regarding Alliance Districts can found on this page: http://www.sde.ct.gov/sde/cwp/view.asp?a=2683&Q=334226http://www.sde.ct.gov/sde/cwp/view.asp?a=2683&Q=334226.
30 Alliance Districts AnsoniaNew Britain BloomfieldNew Haven BridgeportNew London BristolNorwalk DanburyNorwich DerbyPutnam East HartfordStamford East HavenVernon East WindsorWaterbury HamdenWest Haven HartfordWinchester KillinglyWindham ManchesterWindsor MeridenWindsor Locks Middletown Naugatuck
Commissioner’s Network The Commissioner’s Network was created as part of education reform legislation signed into law by the Governor. Public Act 12-116 authorizes intensive interventions in 25 of Connecticut’s lowest performing schools over the next three years. The Commissioner’s Network is designed to serve as a vehicle for innovative initiatives, a platform for sharing effective practices, and a model for other schools and districts throughout the state. For more information regarding the Commissioner’s Network: http://www.sde.ct.gov/sde/lib/sde/pdf/pressroom/cnschools.pdf
Improving School Climate to Support Academic Achievement In this two-day basic training module, participants learn that the quality of school climate is all about relationships, which are determined by how well the people within the school treat each other physically, emotionally, and intellectually. This module offers practical strategies including data gathering on how to improve school climate to support student achievement. 12
School and Instructional Data Teams 13 In this two-day training, participants will learn an explicit process that focuses on adult actions (cause data) and their impact on student outcomes (effect data). As a result of this training, School and Instructional Data Teams will understand how to use data to develop, implement, monitor, and adjust school and instructional improvement plans designed to support effective teaching and learning.
Using Differentiated Instruction to Implement the Common Core State Standards In this two-day training, participants will analyze a definition of differentiated instruction and come to understand that high-quality differentiation is a proactive, decision-making process. Participants will look closely at four principles of the differentiated classroom: The teacher crafts an environment that actively supports each student in the hard work of learning. Teachers must have absolute clarity about the learning destination. Teachers must persistently know where students are in relation to the destination. The teacher adjusts instruction to accommodate a critical student learning difference. 14
Getting Ready for the Next Generation of Assessments 15 District teams will be able to formulate an action plan to improve the capacity of the district, school and classroom to engage in assessment practices that support and promote high quality learning. District teams will be able to recognize and understand the components of a balanced assessment system? Interim assessments, formative assessment tools and practices, and summative assessments in alignment with the SMARTER Balanced Assessment Consortium (SBAC)
Culturally Responsive Education This workshop will provide participants with key knowledge areas to better enable educators to work with diverse students and to prepare all students for a future of diversity. The Culturally Responsive Education workshop is an intensive, interactive two-day event. The focus is on providing critical knowledge and awareness but also practical skills. There are seven modules: Module 1: An Historical Perspective Module 2: Defining the Need for Culturally Responsive Education Module 3: Understanding and Working with Bias Module 4: Cultural Competence – Aspects of Culture, Global Skills Module 5: Understanding Student Characteristics and Needs Module 6: Characteristics of Culturally Responsive Teachers and Schools Module 7: Families as Partners in Education
Effective Tier I Practices for English Language Learners This two day workshop is designed for teams of general education teachers, ESL specialists and school administrators who can provide on-site embedded support for teachers in their school districts. As a result of participating in this program, participants will: understand the stages of language acquisition and provide differentiated instruction for students based on these stages; use language and content assessment data to make instructional decisions for their classrooms, and identify and practice sheltered instructional strategies, which are specifically advantageous to the learning needs of ELLs.
? Need Additional Information? Please contact: Iris White Education Consultant CSDE, Bureau of Accountability and Improvement (860) 713-6794 email@example.com General Information: www.ct.gov/sde/CALI Registration: http://www.sdecali.net