Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56RAISE THE BAR GUIDING PRINCIPLES » All learners are capable of achieving at high levels and demonstrating mastery. » All learners will graduate from high school ready for postsecondary education and/or be career ready. » All learners will graduate with the knowledge and skills needed to compete in a global economy. » All learners will graduate with a strong sense of self-worth and self-efficacy as well as a highly- developed sense of owning their own learning. Schools must recognize that student voice is a critical component of the learning process. » All learners will graduate with a deep understanding of and appreciation for their civic duty to their community, state, country and the world. Key Issue 1 In a transformed school system, Connecticut needs to develop, adopt and implement more robust, mastery- based curricular standards that are aligned with instructional and assessment systems, standards, and skills, knowledge, and dispositions required for success in post-secondary and/ or career settings. Connecticut needs to ensure that these standards are globally competitive. Key Issue 2 Learners in Connecticut’s schools must demonstrate the knowledge, skills, and work habits to prosper as individuals in a transforming society and contribute as citizens to the future success of their communities, the state, the nation, and the world. Districts and schools must develop ongoing consultations with the business community, industry and higher education to be sure that curriculum and instruction are preparing our students for success. Recommendations 13 Public school systems and postsecondary institutions in Connecticut must agree on and then adopt those standards that determine college, career, and citizenship readiness. 14 Connecticut’s standards must align with international standards to ensure that our children are globally competitive. 15 Connecticut must implement ambitious, focused and coherent education standards in language arts, math, social studies, and science. Connecticut must establish focused and coherent standards in world languages, the arts, technology, health and wellness that are shared across the system and aligned with expectations that will ensure our learners are fully prepared for college, career, and citizenship. 16 Professional learning for educators in all content areas should be at the same level as the recent training for the adoption of the CCS . 17 Schools must increase learners’capacity to think flexibly, critically, and creatively by consistently requiring learners to complete complex, real world, open-ended tasks. 18 Professional learning for pre-K through12 and post- secondary educators must address college, career, and citizenship readiness standards. 19 Rigorous classroom assessments (formative and summative) must be developed that will allow learners to demonstrate mastery. 20 Schools must strengthen learners’global literacy by requiring curriculum about global cultures, geography, histories, and language. 21 Schools must increase learners’capacity to work across dimensions of difference by teaching them about the perspectives held by other cultures, races and ethnic groups. Schools must provide opportunities for learners to develop cultural competency and to appreciate and tolerate multiple points of view. 22 Schools must strengthen learners’abilities to work productively with others by teaching them inter- and intrapersonal skills, including communication, conflict resolution and problem-solving skills. 23 Learners must use and schools must provide the technology to acquire the skills required to compete in a global economy. MAKE IT PERSONAL GUIDING PRINCIPLES » Student-centered approaches to education are characterized by a focus on learning and are driven by the knowledge of developmental trajectories, skills, interests, goals and needs of students. » Leadership must establish systems and structures to create the conditions for student centered learning that include student voice and choice. » The full range of learning experiences—at all times of the day, week and year—are harnessed to provide learning opportunities and meet the educational needs and interests of all students. Use of time is flexible. » Schools provide a variety of standards-based, applied, blended learning multidisciplinary learning opportunities for students inside and outside of school. These opportunities may include project- based learning, internships, experiential education, career technical education, peer learning and apprenticeships. RECOMMENDATIONS | 40