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Raise 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 post secondary 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 through 12 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.