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Ensuring Equity
and Excellence
for All Connecticut
Students
The Connecticut State
Board of Education’s
Five-year
Comprehensive Plan
2016–21
ENSURING EQUITY AND EXCELLENCE FOR ALL CONNECTICUT STUDENTS
The Connecticut State Board of Education’s Five-year Comprehensive Plan, 2016–21
Contents
Acknowledgments ............................................................................................................................................................................................................................................... 3
Preface ...................................................................................................................................................................................................................................................................... 4
Our Commitment: Equity and Excellence in Education ......................................................................................................................................................................... 5
High Expectations for Every Student ..................................................................................................................................................................................................... 7
Great Teachers and Leaders ...................................................................................................................................................................................................................... 9
Great Schools ............................................................................................................................................................................................................................................... 11
Conclusion ........................................................................................................................................................................................................................................................... 13
At the Connecticut State Department of Education,
students are at the core of everything we do.
OUR PROMISE TO OUR STUDENTS
Ensuring their non-academic needs are met
so they are healthy, happy, and ready to learn.
(Mental health, nutrition, after-school programs)
Supporting their school and district
in staying on target with learning goals.
(Education Cost Sharing - ECS, Alliance Districts,
Commissioner’s Network, School Choice)
Giving them access to great teachers
and school leaders.
Making sure they learn what they need to know
to succeed in college, career, and life.
3 ENSURING EQUITY AND EXCELLENCE FOR ALL CONNECTICUT STUDENTS
The Connecticut State Board of Education’s Five-year Comprehensive Plan, 2016–21
Acknowledgments
The State Board of Education (SBE) wishes to thank all members of the Comprehensive Plan Advisory Committee for their contributions that
helped shape the current five-year comprehensive plan for education in Connecticut. In addition, we wish to thank the many other Connecticut
parents, students, teachers, principals, superintendents, administrators, and organizations whose feedback proved critical to the development
of this plan. The State Board of Education also expresses deep gratitude to each of Connecticut’s regional educational service centers (RESCs) for
their partnership and facilitation of the strategic planning process.
CONNECTICUT STATE OF CONNECTICUT The Connecticut State Department of Education does not
STATE DEPARTMENT discriminate in any employment practice, education program, or
Dannel P. Malloy, Governor
OF EDUCATION educational activity on the basis of age, ancestry, color, criminal
Dianna R. Wentzell STATE BOARD record, gender identity or expression, genetic information,
Commissioner OF EDUCATION intellectual disability, learning disability, marital status, mental
Ellen Cohn disability/disorder (past or present history thereof ), national
Allan B. Taylor, Chairperson
Deputy Commissioner origin, physical disability (included but not limited to blindness),
Theresa Hopkins-Staten, Vice Chairperson
race, religious creed, retaliation (for complaining of conduct
Kelly A. Donnelly Erin D. Benham
believed to be discriminatory), sex (including pregnancy, sexual
Chief of Staff Susannah M. Beyl
harassment, and workplace hazards to the reproductive system),
Erik M. Clemons
sexual orientation, or any other basis prohibited by Connecticut
Communications William P. Davenport
state and/or federal nondiscrimination laws unless there is a
Office Terry H. Jones
bona fide occupational qualification excluding persons in any of
Abbe Smith Estela López
the above protected groups. Inquiries regarding the Connecticut
Director of Communications Maria I. Mojica
State Department of Education’s nondiscrimination policies
Timothy J. Noel-Sullivan
Matthew J. Falconer should be directed to:
Editor Malia K. Sieve
Joseph J. Vrabely, Jr. Levy Gillespie
Andrea N. Wadowski Equal Employment Opportunity Director/Americans with
Stephen P. Wright
Graphic Designer
Disabilities Act Coordinator
Mark E. Ojakian (ex officio)
Connecticut State Department of Education
Robert J. Trefry (ex officio)
25 Industrial Park Road
Dianna R. Wentzell, Secretary Middletown, CT 06457
860-807-2071
Levy.Gillespie@ct.gov
4 ENSURING EQUITY AND EXCELLENCE FOR ALL CONNECTICUT STUDENTS
The Connecticut State Board of Education’s Five-year Comprehensive Plan, 2016–21
Preface
Where equity is the mindset, equality is the result. All our children, As a planning process, Ensuring Equity and Excellence for All
regardless of their life circumstances, deserve an excellent Connecticut Students, was designed to engage a wide range of
education that helps them reach high standards of performance. diverse stakeholders, including the public and the State Board
The key to unlocking that potential in every child is ensuring that he of Education’s Comprehensive Plan Advisory Committee, in
or she is embraced in a culture of high expectations and learns from an exploration of these issues to gain insight and perspective
great teachers in a great school run by great leaders. regarding their aspirations, challenges, and concerns pertaining to
education in Connecticut. The State Board of Education engaged
On a regular basis, the State Board of Education is charged with
Connecticut’s RESC Alliance to help design and execute a strategic
developing and releasing a comprehensive master plan for
planning process culminating in the SBE’s five-year comprehensive
education in Connecticut. This blueprint sets forth the state’s vision
plan. Over the course of several retreat sessions, the SBE determined
for education and provides a direction for policy considerations
the general direction of the five-year plan and developed inquiry
and administrative actions for the next five years that are designed
questions to solicit feedback. With these questions, the RESCs
to ensure that every student succeeds within that culture of high
conducted extensive stakeholder and public outreach, leading 46
expectations.
focus groups across the state and analyzing approximately 6,700
In summer 2015, the State Board of Education and the Commissioner survey responses. Details of this process and the results of the
of Education recommitted to their ongoing efforts to pursue public feedback solicitation can be found in the companion guide
both excellence and equity for all Connecticut students. A team Equity and Excellence in Education for All Connecticut Students: Process
of professionals representing all six of Connecticut’s regional Support Materials – Data Collection & Analysis Results. The feedback
educational service centers was convened and asked to design received during this process helped inform and provide direction in
a plan for the Department of Education and the State Board of the development of this five-year comprehensive plan.
Education’s practice over the next five years that would achieve this
The State Board of Education is committed to ensuring that
goal. The vision for this plan was that when completed, it would
equitable access and opportunities are at the forefront of
represent the Board’s commitment to Connecticut’s citizens and
our collaborative inquiry and collective responsibility. We are
communities to support local public school districts’ efforts to
challenging and holding ourselves accountable to secure an
provide a great education in an outstanding school for every child
excellent education for current and future generations of students
in our state. It would compel all of us to act together to ensure that
in Connecticut through the intentional focus on the areas
every student—regardless of gender, race, ethnicity, family wealth,
highlighted in this plan.
zip code, or disability status—is prepared to succeed in lifelong
learning and work beyond school.
5 ENSURING EQUITY AND EXCELLENCE FOR ALL CONNECTICUT STUDENTS
The Connecticut State Board of Education’s Five-year Comprehensive Plan, 2016–21
Our Commitment: Equity and Excellence in Education
T
he promise of an excellent public education is to equip every • Great schools are safe, diverse, welcoming environments
child, regardless of gender, race, ethnicity, family wealth, where students thrive and receive exceptional teaching and
zip code, or disability status with the knowledge and skills learning.
needed to succeed in college, careers, and civic life. To deliver on
• Great schools build strong community partnerships and
this promise to Connecticut’s schoolchildren, the state will provide
authentically engage parents.
guidance and leadership to districts so they can support great
schools where great teachers and leaders hold high expectations • Great schools develop well-rounded students and focus on
for all Connecticut students. More specifically, that means: student growth as much as on mastery.
• Every student deserves to benefit from the promise of high • Great schools support the academic, social, emotional, and
expectations and standards for what he or she can learn and physical health needs of students so they can thrive.
be able to do.
• Great schools are not burdened or distracted by outdated or
• High expectations for all means that every student is expected irrelevant mandates.
to meet high standards and is supported by a system that
believes in his or her ability to master challenging academic The 2016–21 plan identifies high expectations, great schools, and
curriculum. great teachers and leaders as three strategic priority areas and
presents the rationale, actions, and anticipated outcomes for each.
• High expectations are met by students when they receive
personalized supports that meet their individual needs. If the State Board of Education, in partnership with the State
Department of Education, is successful in developing and
• Great teachers and leaders are supported throughout their supporting the structures and conditions that create a culture
careers with quality professional learning that continues to of high expectations for all students, develop great teachers and
grow and refine educator practice. leaders, and support great schools, then the results will be threefold:
• Great teachers enter the classroom learner-ready on day one. we will improve outcomes for all students, close achievement gaps,
and prepare well-rounded, engaged students who graduate ready to
• Great leaders are strong instructional leaders prepared to succeed in college, careers, and civic life.
manage the complexities of a school on day one.
While Connecticut students often outperform their peers across the
• Great teachers and leaders collectively reflect the rich nation, there are troubling gaps that must be addressed and closed.
cultural diversity in Connecticut and are culturally responsive We believe that together the three focus areas this plan identifies
instructors. will create the collective impact that will lead to better outcomes for
all Connecticut children. This plan is designed to help Connecticut’s
6 ENSURING EQUITY AND EXCELLENCE FOR ALL CONNECTICUT STUDENTS
The Connecticut State Board of Education’s Five-year Comprehensive Plan, 2016–21
current top-performers continue to grow, while those who are While it is the Department’s responsibility to define the broad
working to catch up are enabled to do so and meet the same high structures and allowable pathways on a statewide level, it is the
expectations as their peers. responsibility of the local school district and board of education
to take the opportunity and make it come alive for every student
The spotlight on these three areas does not diminish the State
in their care. Clarity of goals and expectations, aligned at the
Department of Education’s other work, which is essential to
state, district, school, classroom, and student level, creates the
supporting the success of our students. That work will continue in
coherence capable of overcoming the challenges before us. We
earnest and will be subject to continuous improvement efforts over
are committed to working with our district partners to achieve
the next five years.
the correct balance between support and oversight so they are
With the creation of the Office of Early Childhood, many early child- free to do what is best for their own students to ensure each child
hood programs no longer fall under the purview of the Department meets the high expectations we have for them. This endeavor is
of Education. However, the public survey conducted by the RESC our highest responsibility as a state and as a citizenry, as there is no
Alliance in fall 2015 clearly shows that high-quality early learning more important aspiration we can have as a people than the future
opportunities for underserved communities remain a shared value success of our children.
and top priority for citizens across the state. The Department will
continue to work closely and collaboratively with the Office of Early
Childhood—and all state agencies that serve children and families
from early childhood to college and career—to ensure seamless
transitions for Connecticut students.
The success of this plan also depends on the commitment and
efforts of critical partners at both the state and local level. To
deliver fully on our promise to our children, state, local, and federal
policymakers must share this common vision and work in concert
on behalf of all students. Likewise, as the state creates the conditions
and builds the structures to support the kind of innovation and bold
strategies necessary to accomplish the dramatic results we all wish
to see, it is imperative that school boards and district leaders take on
these challenges locally.
7 ENSURING EQUITY AND EXCELLENCE FOR ALL CONNECTICUT STUDENTS
The Connecticut State Board of Education’s Five-year Comprehensive Plan, 2016–21
High Expectations for Every Student Actions
The State Board of Education will take the necessary steps to
Rationale support the following state actions that will advance a culture of
high expectations for all students:
For each student to believe in and to realize his or her innate talent
and value, we need to build and sustain an educational system • Adopt and support the implementation of rigorous academic
premised on the core principle that, with the right supports and standards to prepare students to graduate ready to succeed in
rich learning opportunities, every student will meet high academic college, careers, and civic life.
standards. In other words, regardless of an individual child’s life • Work with all our partners to ensure that all students enter
circumstances, we believe it to be a universal truth that all students kindergarten ready to learn.
thrive when we set the bar according to what we hope for them
to achieve rather than allow them to be defined by the challenges • Support early literacy success for all students ensuring that
they face along the way. they are reading and learning at grade level by grade 3.
We owe it to our children to make sure that they receive an education • Support the universal use of the Student Success Plan model to
that broadens their worldview and prepares them to thrive in a ensure that every student has a pathway to achieve his or her
global economy and civic life. That is why Connecticut raised the goals and aspirations.
bar and issued a new instructional roadmap—the Connecticut Core • Work with our partners in higher education to ensure that
Standards—that will prepare our youth for college and careers. secondary school academic expectations are aligned with
And in order to prepare our students to participate meaningfully in postsecondary entrance and success criteria.
society and the economy, our schools need to challenge students to
think critically and solve real-world problems. We will do a disservice • Expand and strengthen relevant, well-defined, and varied
to our students, however, if our response to this challenge is to career pathway options and programming.
narrow the scope of their learning to only core subjects. • Support the implementation of mastery-based learning in local
For our students to lead successful, fulfilling lives, we must address school districts electing to make the transition.
not only literacy and mathematics but all the skills needed to • Support expansion of access to high-quality math and STEM
provide robust career choices, including access to higher education, programming for all students.
technical certifications, or other pathways aligned with student
interests. To develop students as well-rounded, healthy, lifelong • Support implementation of effective English learner (EL)
learners, our schools need to engage children in personalized, programming and supports.
meaningful learning experiences across the curriculum. Over the • Implement early warning and support systems for students at
next five years, Connecticut will deepen its commitment to higher, risk of dropping out.
clearer academic standards and rich, well-rounded learning in core
subjects and across the curriculum.
8 ENSURING EQUITY AND EXCELLENCE FOR ALL CONNECTICUT STUDENTS
The Connecticut State Board of Education’s Five-year Comprehensive Plan, 2016–21
• Coordinate a well-aligned system of student supports for the • Adopted and implemented academic standards for arts.
most vulnerable students.
• Revised and supported implementation of scientific research-
• Work to encourage the meaningful engagement of parents and based intervention systems that address students’ academic
guardians as partners in support of every student’s success. and social-emotional development in every district.
• Ensure that every eligible student participates in the national • Increased the percentage of eligible students who participate
school breakfast program. in the national school breakfast program
• Develop recommendations and guidance that will improve • Supported district implementation of English language
outcomes and support the success of students in alternative learning standards and best practices regarding EL instruction.
education settings, adult education programs, and those who
• Identified measures of key college and career readiness skills
have experienced court support services, have been part of
(i.e., critical thinking, problem solving, etc.) that currently are
the juvenile justice system, or have been involved with the
not reported on a statewide level.
Department of Children and Families (DCF).
• Incorporated additional career readiness metrics, such as
• Ensure that students are credited with appropriate, credible
industry-recognized credential obtainment, into the state’s
learning experiences that occur during periods when they are
Next Generation Accountability System.
outside the jurisdiction of their local school district.
• Increased numbers of students who receive college credit
while in secondary schools.
Outcomes
• Reduced numbers of students requiring remedial services in
The expected outcomes of these actions will help create and solidify
postsecondary education settings.
a culture of high expectations for all students. In so doing, we expect
that achievement gaps will close, outcomes will improve across the • Decreased rates of chronic absenteeism, suspensions,
board for all students, and more students will enter college or the expulsions, and student arrests through expansion of the
workplace with the skills and knowledge they need to succeed. school based diversion initiative (SBDI), or other restorative
justice programs, and positive behavioral interventions and
Besides tracking achievement, discipline, and chronic absenteeism
supports, while seeing an increase in utilization of Department
data, in the coming years Connecticut will have:
of Children and Family’s Emergency Mobile Psychiatric
• Implemented and identified best practices for math Services (EMPS) in response to mental health crises.
instruction at the district and school level and implemented
• Increased graduation rates and decreased dropout rates.
recommendations of the Commissioner’s Council on
Mathematics and STEM. • Increased rates of students enrolling in college.
• Implemented a statewide science mastery exam aligned to the
Next Generation Science Standards.
9 ENSURING EQUITY AND EXCELLENCE FOR ALL CONNECTICUT STUDENTS
The Connecticut State Board of Education’s Five-year Comprehensive Plan, 2016–21
Great Teachers and Leaders All teachers and principals continue to refine and improve their craft
as their careers progress by engaging in professional learning. As
the recent implementation of Connecticut’s educator evaluation
Rationale and support model matures, the focus of that system is shifting
National studies have confirmed that, among the school-based toward feedback for ongoing improved performance. Connecticut’s
factors that affect a student’s growth, the quality of the teacher system for ongoing professional learning has evolved from one
and principal has the greatest impact on student achievement. For of passive attendance at lectures to one of deeper and more
our state to remain globally competitive and vibrant, the talent meaningful learning, with teachers and administrators collaborating
and skill of our educators must continue to develop. The State with colleagues. This type of rich, job-embedded professional
Board of Education’s strategy for improving teaching and learning learning better enables teachers and school leaders to increase their
covers the full continuum of an educator’s career—spanning effectiveness and improve student outcomes. The new system for
recruitment, selection, preparation, evaluation, support, retention, professional learning will entail training and technical assistance that
and advancement of effective, diverse teachers and leaders—so that makes educators’ experiences relevant, rigorous, and meaningful.
every student has access to excellent educators.
Actions
A strong teacher and principal corps starts with Connecticut’s
educator preparation programs—the universities and other The State Board of Education will take the necessary steps to support
institutions that train college students pursuing careers in education. the following state actions for the continuous growth and develop-
The State Board of Education will work with and approve these ment of great teachers and leaders across their career continuum:
institutions to ensure the recruitment of strong candidates and the • Transform educator preparation programs to improve program
preparation of strong teachers and principals so that new educators completers’ day-one effectiveness.
are learner ready when they arrive in the classroom. This will include
a focus on expanding the pool of talented educators, and recruiting • Use recruitment, the educator evaluation and support system,
and preparing a more diverse body of teachers and principals. and professional learning practices to develop and enhance
the talent pipeline of diverse, highly effective educators.
At present, the racial, ethnic, cultural, and linguistic diversity of
Connecticut’s educator workforce does not reflect the diversity • Recruit, develop, and retain highly effective school principals
of our students. We will work to build an educator workforce through high-quality pre-service training, induction programs,
that reflects the diversity of the state. We will attract and retain and continuous development opportunities.
effective teachers and school and district leaders of color, and offer • Strengthen efforts to ensure every student is taught by a
challenging, rewarding, and enriching experiences at every stage of highly effective teacher.
a teacher and administrator’s career, improving retention of the most
talented educators and facilitating the filling of high-need vacancies. • Provide culturally responsive instruction through a deliberate
We will also support culturally responsive educational practices that focus on the instructional skills and wisdom required to meet
help all students engage in meaningful learning. the individual needs of all students.
10 ENSURING EQUITY AND EXCELLENCE FOR ALL CONNECTICUT STUDENTS
The Connecticut State Board of Education’s Five-year Comprehensive Plan, 2016–21
• Remove needless barriers and build bridges to attract and Outcomes
retain top talent to serve in Connecticut schools and districts.
The expected outcomes of these actions will support the continuous
• Simplify and streamline the certification process for prospec- growth and development of teachers and school and district leaders,
tive in-state and out-of-state candidates. improve the diversity of Connecticut’s educator workforce, and lead
• Monitor implementation of the Educator Equity Plan and to better outcomes for students.
minority teacher recruitment efforts to support districts in Besides tracking certification and employment data, the following in-
recruiting and retaining a diverse, effective educator corps. dicators will also serve as measures of success. Connecticut will have:
• Review current professional development mandates to ensure
• Implemented a new educator preparation program multifactor
the trainings are high quality, impactful, aligned to key priori-
accountability system that informs program renewal, while also
ties, and relevant to current academic and safety standards,
providing potential candidates with essential information on
which will culminate in recommendations to streamline, com-
the programs’ performances.
bine, or eliminate specific mandates.
• Strengthened and expanded professional learning
• Develop and execute a plan for the implementation of the
opportunities in alignment with the Common Core of Teaching
Connecticut Professional Learning Academy’s professional
and the Common Core of Leading standards.
learning standards that will provide training to key leaders in-
volved in planning, implementing, and evaluating high-quality • Increased numbers of teachers and leaders of color.
professional learning programs. • Improved performance on key indicators of instructional and
• Identify and support teacher leadership roles that allow teach- leadership performance.
ers to help improve teacher practice across classrooms and • Convened educators and assisted in establishing professional
schools while allowing the teacher to remain in the classroom. learning communities for educators transitioning to mastery-
• Support educators’ professional development specific to based learning.
mastery-based learning through communities of practice.
11 ENSURING EQUITY AND EXCELLENCE FOR ALL CONNECTICUT STUDENTS
The Connecticut State Board of Education’s Five-year Comprehensive Plan, 2016–21
Great Schools with students demonstrating mastery through tests, portfolios of
work, exhibitions of learning, and multidisciplinary presentations.
Additionally, districts will be supported in their implementation
Rationale of personalized learning strategies that incorporate technology,
Great schools are structurally safe, welcoming, and culturally respon- differentiated instruction, and experiential learning.
sive learning environments unencumbered by nonessential man- Measuring every school’s progress is an important part of our effort to
dates where students meet their learning goals and where parents strengthen all Connecticut schools, giving every learner a well-round-
and guardians are engaged as true partners with meaningful voices. ed, world-class education that prepares him or her for college and
Unfortunately, many Connecticut students and schools in a variety careers. Connecticut’s Next Generation Accountability System greatly
of geographical settings face a multitude of challenges. However, we enhances the public’s access to information and data on schools and
know—from examples across the state and country—that with high districts, helping inform local boards of education and other stake-
expectations, adequate resources, quality support services, strong holders regarding the education system in their communities. The
leadership, rigorous instruction, and motivated teachers, we can build Department will identify schools’ strengths and areas for improve-
schools in which all students make dramatic gains and thrive. The ment and hold the system accountable for student learning.
State Board of Education, in concert with local boards of education,
will provide intensive interventions and supports in Connecticut’s Actions
most struggling communities by working to turn around low-per-
forming schools and districts and by creating and sustaining strong The State Board of Education will take the necessary steps to support
school options for families. the following state actions to build and sustain great schools:
As a complement to great traditional public schools, Connecticut’s • Propose legislation or regulatory changes to dramatically
public schools of choice have a variety of educational programs reduce onerous and outdated red-tape burdens and eliminate
that offer challenging, relevant, and rigorous curriculum and barriers that stifle educators, schools, and districts.
instruction, as well as creative and flexible environments that value • Ensure that there is appropriate testing to assess student learn-
each student’s unique abilities, talents, interests, and learning styles, ing, making sure that there is a balance between the informa-
regardless of racial, ethnic, or economic backgrounds. Public school tion required to ensure accountability and the information
choice programs, which include magnets, open choice, state and parents need.
local charter schools, vocational-technical schools and programs, and
agriscience and technology programs, are powerful tools for meeting • Celebrate our most successful schools and educators to
the needs of students and families and for reducing racial, ethnic, and highlight programs and strategies that are working and
economic isolation, consistent with the integration goals established thereby disseminate best practices to districts and schools that
by the landmark Milo Sheff, et al. v. William A. O’Neill, et al. case. need help in that particular area.
In order to ensure all Connecticut students acquire the skills and • Convene a Commissioner’s Parent Council to ensure that
knowledge they will need to succeed in college, career and civic life, parent voice is directly engaged regarding the Department’s
the State Board of Education is committed to deepening its support policy and programmatic priorities.
of districts transitioning to mastery-based systems of learning,
12 ENSURING EQUITY AND EXCELLENCE FOR ALL CONNECTICUT STUDENTS
The Connecticut State Board of Education’s Five-year Comprehensive Plan, 2016–21
• Support and develop authentic opportunities and experiences Outcomes
for meaningful parental engagement by building capacity for
The State Board of Education expects these actions will build
families and school staff to partner effectively in support of
stronger, better schools and communities that will improve
student success.
outcomes for all students and close the achievement gaps.
• Provide greater resources to those with the greatest need in
Besides tracking school and district performance through the
exchange for increased accountability to ensure funding sup-
Next Generation Accountability System and implementation
ports evidence-based improvement strategies that will lead to
of the Alliance District and Commissioner’s Network programs,
dramatic improvement in student outcomes.
the following indicators will also serve as measures of success.
• Remove administrative barriers, recommend policy changes, Connecticut will have:
and provide top-notch support for local boards of education
• Recommended and implemented improvements to parent-
that elect to move toward mastery-based learning.
engagement supports informed by the Commissioner’s Parent
• Promote competitive programs that will build on the Depart- Council and School Governance Councils.
ment’s efforts to spur reform, expand opportunity, and drive
• Reviewed state and federal grant opportunities and aligned
better outcomes for students.
grants to strategic priorities, ensuring optimal impact on
• Develop a comprehensive plan on interdistrict magnet schools improved outcomes for students and fostering innovation.
that places them in an appropriate context with all the other
• Deployed a new data portal to provide the public with timely
public school program offerings available to parents and stu-
aggregate reports, and to provide teachers and leaders with
dents in the state.
secure reports with actionable information.
• Ensure that equitable access, equitable funding, and accountabil-
• Empowered state and local decision-makers to develop their
ity measures are achieved among all Connecticut’s school choice
own robust systems for school improvement that led to
programs, including vocational-technical schools and programs,
improved outcomes for all students.
regional agriscience and technology programs, open choice
programs, magnet schools, and state and local charter schools. • Seen more schools graduating out of turnaround status and
more schools and districts reducing their achievement gaps.
• Implement a district and school accountability index that mea-
sures performance relative to equity and excellence, includes • Launched an online repository of valuable tools, including
multiple, holistic indicators, and incorporates student growth. resources for parental and community engagement, to assist
local school districts to plan for and implement the transition
• Implement a district and school accountability system of
to mastery-based learning.
differentiated support and supervision designed to help
each school or district get the assistance it needs to fulfill its
educational promises to its communities.
• Strengthen and expand supports and resources for districts
to design and implement mastery-based learning and
personalized learning systems.
13 ENSURING EQUITY AND EXCELLENCE FOR ALL CONNECTICUT STUDENTS
The Connecticut State Board of Education’s Five-year Comprehensive Plan, 2016–21
Conclusion
T
he State Board of Education’s comprehensive plan for Progress toward accomplishing the defined outcomes will be
education over the next five years will position us to deliver on incorporated as a complement to the annual Condition of Education
the promise of a public education to every child in Connecticut report to empower families and residents to hold the state account-
by focusing on three priority areas: high expectations for every able for making good on our promise. As the plan is implemented,
student, great teachers and leaders, and great schools. Succeeding in the Department will ensure that all work across the Department is
the implementation of this strategic plan will improve the outcomes aligned to the vision and goals articulated here. The Department
for many students who need our support the most. It will create the will continue to approach the work with a growth mindset and find
room for students and schools that are already succeeding to soar areas for efficiencies and improvements thereby resulting in stronger
higher and help make sure all students experience the full benefit of leadership, clearer guidance, and improved delivery of service to our
rigorous preparation for life after high school. students, schools, districts, and families.
While the responsibility for implementing this plan squarely rests with We look forward to the work ahead to implement this plan and to
the CSDE working in cooperation with local school boards of educa- our continued partnerships to improve outcomes for Connecticut’s
tion, districts, and schools across the state, this plan belongs to the children.
residents of Connecticut. We are grateful to the thousands of Con-
necticut parents, students, educators, local school board members,
policymakers, and community members who attended meetings,
participated in focus groups, and responded to surveys, and whose
contributions helped inform the development of this plan.