Description
Abstract explain connecticut state department of education turnaround office commissioners network.
1
CONNECTICUT STATE DEPARTMENT OF EDUCATION
TURNAROUND OFFICE
Commissioner’s Network
January 2013
Frequently Asked Questions
Q: What is the Commissioner’s Network?
A: The Commissioner’s Network is a partnership between local stakeholders and the
Connecticut State Department of Education (CSDE) to turn around up to 25 of the state’s lowest
performing schools. The Commissioner will select schools for inclusion in the network. The
network offers additional resources, a vehicle for innovative initiatives, a platform for sharing
effective practices, and a model for other schools and districts.
Q: What is the purpose of the network?
A: The purpose of the Commissioner’s Network is to turn around chronically low-performing
schools. Network Turnaround Plans must include intensive and transformative strategies that are
necessary to turnaround schools that, to date, have been unsuccessful in their improvement
efforts. These plans must reach beyond surface reforms to achieve dramatic and transformative
outcomes, and should address past turnaround efforts and provide an explanation as to how the
proposed interventions will succeed where previous efforts have failed.
Q: How are schools selected for the network?
A: The Commissioner will select schools. Eligible schools are those classified at the time of
selection as category four schools or category five schools, pursuant to the state’s classification
system. Preference may be given to schools that volunteer to participate in the network and to
schools located in a district where an existing collective bargaining agreement between the local
or regional board of education for such school and the representatives of the exclusive bargaining
unit for certified employees will have expired for the school year in which a turnaround plan will
be implemented. The Commissioner may consider other factors in selecting schools for the
network, including performance level, trends in performance, student populations, current
interventions, and district capacity.
2
Q: Do schools remain part of their local district?
A: Yes. Schools remain part of their local school district while designated a network school, but
schools will have the necessary autonomy to implement transformative strategies over a three- to
five-year period. At the conclusion of the turnaround period, schools will transition back to full
control by their local district.
Q: Once a school is selected, what is the role of the local or regional board of education?
A: The role of the local or regional board of education is to support the network school’s
turnaround. Upon initial selection, the local or regional board of education must establish a
turnaround committee for the school district. The local or regional board of education may assist
the CSDE in conducting the operations and instructional audit of the network school in
consultation with the turnaround committee and the school governance council. Upon approval
of the turnaround plan by the State Board of Education or after the Commissioner develops a
plan, the local or regional board of education shall negotiate a memorandum of understanding
with representatives of the exclusive bargaining unit for certified employees. If the network
school is partnering with an approved not-for-profit educational management organization, the
local or regional board of education shall enter into a contract with the partner. The local or
regional board of education must continue to maintain the ordinary operating expenses of the
network school.
Q: Which schools are currently participating in the Commissioner’s Network?
A: Bridgeport’s Curiale School, Hartford’s Milner School, New Haven’s High School in the
Community, and Norwich’s Stanton School.
Q: Have additional districts expressed an interest in participating in the network?
A: Yes. In late May 2012, the CSDE gave districts with eligible schools an opportunity to
express their interest to participate in the network for either the 2012–13 school year or the
2013–14 school year. A number of districts expressed such interest. Although the Commissioner
reserves the authority to select schools for participation in the network, a partnership approach,
with a collaborative relationship between the state and the district, is preferred as a first resort.
Q: When will schools be selected for the 2013–14 school year?
A: The CSDE will make every effort to ensure that initial selection occurs by February 2013.
Initial selection authorizes districts to convene their turnaround committees. Final selection of
the district and school will be made by June 2013 based on the strength and feasibility of their
3
turnaround plan. The CSDE reserves the right to not select such plan, modify the plan, or
develop a plan in its stead.
Q: Will there be future opportunities for districts to express their interest in the network
and for the state to select schools for the network?
A: Yes. The CSDE will provide additional opportunities for districts to express their interest in
having eligible schools join the network for the 2014–15 school year.
Q: Once a district expresses an interest in joining the network, what are the next steps?
A: The Commissioner may initially select the district’s school for participation in the network.
Once initially selected, the district shall form a turnaround committee, and the CSDE shall
conduct an operations and instructional audit of the school to understand why the school is
chronically low performing. The audit is conducted in consultation with the turnaround
committee, the School Governance Council, and the local board or regional board of education.
The turnaround committee shall develop a turnaround plan based on the audit’s findings.
Q: Who serves on a district’s turnaround committee?
A: The committee is composed of a parent and administrative representative selected by the local
board of education, two teachers and a parent representative selected by the local teachers’
union, the superintendent of schools or his or her designee, and the Commissioner or his
designee. The superintendent is a nonvoting, ex-officio member who serves as chair of the
committee. As necessary, the committee may involve other nonvoting participants to assist in its
work and deliberations. Turnaround plans developed and supported by the consensus of the
committee may be submitted to the CSDE for consideration. If such a plan is not submitted or if
the plan is deficient, a Commissioner-developed plan may be implemented.
Q: What must be included in a turnaround plan?
A: Turnaround plans must include intensive and transformative strategies that are necessary to
turnaround schools that, to date, have been unsuccessful in their improvement efforts. These
plans must reach beyond surface reforms to achieve dramatic and transformative outcomes.
These turnaround plans should address past turnaround efforts and provide an explanation as to
how the proposed interventions will succeed where previous efforts have failed. The Department
will issue a specific turnaround plan application. Plans must include:
1. Specific academic, developmental, and other student goals to be met in three years.
2. Specific interim objectives to be met in each year that the school is in the network.
3. In the seven areas described below, specific, dramatic, and transformative strategies to
maintain or establish:
4
a. a strong family and community connection to the school;
b. a positive school environment;
c. effective leadership;
d. effective teachers and support staff;
e. effective use of time;
f. an effective curriculum and instructional program; and
g. effective use of evidence to inform decision-making.
Q: May turnaround plans include the support and involvement of partner, nonprofit
organizations?
A: Yes. Network schools may be supported by a regional educational service center, a public or
private institution of higher education located in the state, or, in select instances, an approved
not-for-profit educational management organization. For example, Hartford’s Milner School is
partnering with Jumoke Academy, a highly successful charter school.
Q: May turnaround plans propose changes to teachers’ workday and year?
A: Yes. Turnaround plans may include proposals that change the hours and schedules of teachers
and administrators at such school, the length and schedule of the school day, the length and
calendar of the school year, the amount of time teachers shall be present in the school beyond the
regular school day, and policies regarding the hiring or reassignment of teachers or
administrators, including approaches such as election to work. Such changes, if different from
the terms of existing collective bargaining agreements, will be negotiated on an expedited basis.
Q: May the Commissioner appoint a special master to implement a Commissioner-
developed turnaround plan?
A: Yes. If the Commissioner deems necessary, the Commissioner may appoint a special master
for the network school to implement the provisions of the turnaround plan developed by the
Commissioner.
Q: May a turnaround plan assign the management, administration, or governance of a
network school to an approved not-for-profit educational management organization?
A: Yes. Although a network school remains part of its local district for the three- to five-year
turnaround period, the management, administration or governance of the school may be assigned
to an approved not-for-profit educational management organization. Importantly, the school must
continue the enrollment policies and practices that were in effect before the school joining the
network, and the local district must employ all persons employed at the school. At the conclusion
of the turnaround period, the school shall transition back to the full control of the local district.
Q: How long will a school remain in the network?
5
A: A school will remain in the network for a minimum of three years, which may be extended
based on the status of turnaround efforts. Before the end of the third year that a school is
participating in the network, the Commissioner shall conduct an evaluation to determine whether
the school is prepared to exit the network. In determining whether a school may exit the network,
the Commissioner shall consider whether the local or regional board of education has the
capacity to ensure that the school will maintain or improve its student academic performance. If
the Commissioner determines that a school is ready to exit the network, the local or regional
board of education for the school shall develop, in consultation with the Commissioner, a plan,
subject to approval by the State Board of Education, for the transition of the school back to full
control by the local or regional board of education. If a school is not ready to exit the network
and participates in the network for an additional year, the Commissioner shall conduct an
evaluation of the school. Before the end of the fifth year that a school is participating in the
network, the Commissioner shall develop, in consultation with the local or regional board of
education, a plan, subject to approval by the State Board of Education, for the transition of the
school back to full control by the local or regional board of education.
Q: Are there additional resources available for network schools?
A: Yes. The Commissioner shall provide funding, technical assistance, and operational support
to schools participating in the network. In addition, the Commissioner may provide financial
support to teachers and administrators working at network schools.
Q: How can I get more information?
A: Please contact Michelle Rosado, Education Consultant, Connecticut State Department of
Education, Turnaround Office: 860-713-6748; [email protected]. And please visit our
Web site for more information:http://www.sde.ct.gov/sde/cwp/view.asp?a=2754&Q=334364.
doc_414215221.pdf
Abstract explain connecticut state department of education turnaround office commissioners network.
1
CONNECTICUT STATE DEPARTMENT OF EDUCATION
TURNAROUND OFFICE
Commissioner’s Network
January 2013
Frequently Asked Questions
Q: What is the Commissioner’s Network?
A: The Commissioner’s Network is a partnership between local stakeholders and the
Connecticut State Department of Education (CSDE) to turn around up to 25 of the state’s lowest
performing schools. The Commissioner will select schools for inclusion in the network. The
network offers additional resources, a vehicle for innovative initiatives, a platform for sharing
effective practices, and a model for other schools and districts.
Q: What is the purpose of the network?
A: The purpose of the Commissioner’s Network is to turn around chronically low-performing
schools. Network Turnaround Plans must include intensive and transformative strategies that are
necessary to turnaround schools that, to date, have been unsuccessful in their improvement
efforts. These plans must reach beyond surface reforms to achieve dramatic and transformative
outcomes, and should address past turnaround efforts and provide an explanation as to how the
proposed interventions will succeed where previous efforts have failed.
Q: How are schools selected for the network?
A: The Commissioner will select schools. Eligible schools are those classified at the time of
selection as category four schools or category five schools, pursuant to the state’s classification
system. Preference may be given to schools that volunteer to participate in the network and to
schools located in a district where an existing collective bargaining agreement between the local
or regional board of education for such school and the representatives of the exclusive bargaining
unit for certified employees will have expired for the school year in which a turnaround plan will
be implemented. The Commissioner may consider other factors in selecting schools for the
network, including performance level, trends in performance, student populations, current
interventions, and district capacity.
2
Q: Do schools remain part of their local district?
A: Yes. Schools remain part of their local school district while designated a network school, but
schools will have the necessary autonomy to implement transformative strategies over a three- to
five-year period. At the conclusion of the turnaround period, schools will transition back to full
control by their local district.
Q: Once a school is selected, what is the role of the local or regional board of education?
A: The role of the local or regional board of education is to support the network school’s
turnaround. Upon initial selection, the local or regional board of education must establish a
turnaround committee for the school district. The local or regional board of education may assist
the CSDE in conducting the operations and instructional audit of the network school in
consultation with the turnaround committee and the school governance council. Upon approval
of the turnaround plan by the State Board of Education or after the Commissioner develops a
plan, the local or regional board of education shall negotiate a memorandum of understanding
with representatives of the exclusive bargaining unit for certified employees. If the network
school is partnering with an approved not-for-profit educational management organization, the
local or regional board of education shall enter into a contract with the partner. The local or
regional board of education must continue to maintain the ordinary operating expenses of the
network school.
Q: Which schools are currently participating in the Commissioner’s Network?
A: Bridgeport’s Curiale School, Hartford’s Milner School, New Haven’s High School in the
Community, and Norwich’s Stanton School.
Q: Have additional districts expressed an interest in participating in the network?
A: Yes. In late May 2012, the CSDE gave districts with eligible schools an opportunity to
express their interest to participate in the network for either the 2012–13 school year or the
2013–14 school year. A number of districts expressed such interest. Although the Commissioner
reserves the authority to select schools for participation in the network, a partnership approach,
with a collaborative relationship between the state and the district, is preferred as a first resort.
Q: When will schools be selected for the 2013–14 school year?
A: The CSDE will make every effort to ensure that initial selection occurs by February 2013.
Initial selection authorizes districts to convene their turnaround committees. Final selection of
the district and school will be made by June 2013 based on the strength and feasibility of their
3
turnaround plan. The CSDE reserves the right to not select such plan, modify the plan, or
develop a plan in its stead.
Q: Will there be future opportunities for districts to express their interest in the network
and for the state to select schools for the network?
A: Yes. The CSDE will provide additional opportunities for districts to express their interest in
having eligible schools join the network for the 2014–15 school year.
Q: Once a district expresses an interest in joining the network, what are the next steps?
A: The Commissioner may initially select the district’s school for participation in the network.
Once initially selected, the district shall form a turnaround committee, and the CSDE shall
conduct an operations and instructional audit of the school to understand why the school is
chronically low performing. The audit is conducted in consultation with the turnaround
committee, the School Governance Council, and the local board or regional board of education.
The turnaround committee shall develop a turnaround plan based on the audit’s findings.
Q: Who serves on a district’s turnaround committee?
A: The committee is composed of a parent and administrative representative selected by the local
board of education, two teachers and a parent representative selected by the local teachers’
union, the superintendent of schools or his or her designee, and the Commissioner or his
designee. The superintendent is a nonvoting, ex-officio member who serves as chair of the
committee. As necessary, the committee may involve other nonvoting participants to assist in its
work and deliberations. Turnaround plans developed and supported by the consensus of the
committee may be submitted to the CSDE for consideration. If such a plan is not submitted or if
the plan is deficient, a Commissioner-developed plan may be implemented.
Q: What must be included in a turnaround plan?
A: Turnaround plans must include intensive and transformative strategies that are necessary to
turnaround schools that, to date, have been unsuccessful in their improvement efforts. These
plans must reach beyond surface reforms to achieve dramatic and transformative outcomes.
These turnaround plans should address past turnaround efforts and provide an explanation as to
how the proposed interventions will succeed where previous efforts have failed. The Department
will issue a specific turnaround plan application. Plans must include:
1. Specific academic, developmental, and other student goals to be met in three years.
2. Specific interim objectives to be met in each year that the school is in the network.
3. In the seven areas described below, specific, dramatic, and transformative strategies to
maintain or establish:
4
a. a strong family and community connection to the school;
b. a positive school environment;
c. effective leadership;
d. effective teachers and support staff;
e. effective use of time;
f. an effective curriculum and instructional program; and
g. effective use of evidence to inform decision-making.
Q: May turnaround plans include the support and involvement of partner, nonprofit
organizations?
A: Yes. Network schools may be supported by a regional educational service center, a public or
private institution of higher education located in the state, or, in select instances, an approved
not-for-profit educational management organization. For example, Hartford’s Milner School is
partnering with Jumoke Academy, a highly successful charter school.
Q: May turnaround plans propose changes to teachers’ workday and year?
A: Yes. Turnaround plans may include proposals that change the hours and schedules of teachers
and administrators at such school, the length and schedule of the school day, the length and
calendar of the school year, the amount of time teachers shall be present in the school beyond the
regular school day, and policies regarding the hiring or reassignment of teachers or
administrators, including approaches such as election to work. Such changes, if different from
the terms of existing collective bargaining agreements, will be negotiated on an expedited basis.
Q: May the Commissioner appoint a special master to implement a Commissioner-
developed turnaround plan?
A: Yes. If the Commissioner deems necessary, the Commissioner may appoint a special master
for the network school to implement the provisions of the turnaround plan developed by the
Commissioner.
Q: May a turnaround plan assign the management, administration, or governance of a
network school to an approved not-for-profit educational management organization?
A: Yes. Although a network school remains part of its local district for the three- to five-year
turnaround period, the management, administration or governance of the school may be assigned
to an approved not-for-profit educational management organization. Importantly, the school must
continue the enrollment policies and practices that were in effect before the school joining the
network, and the local district must employ all persons employed at the school. At the conclusion
of the turnaround period, the school shall transition back to the full control of the local district.
Q: How long will a school remain in the network?
5
A: A school will remain in the network for a minimum of three years, which may be extended
based on the status of turnaround efforts. Before the end of the third year that a school is
participating in the network, the Commissioner shall conduct an evaluation to determine whether
the school is prepared to exit the network. In determining whether a school may exit the network,
the Commissioner shall consider whether the local or regional board of education has the
capacity to ensure that the school will maintain or improve its student academic performance. If
the Commissioner determines that a school is ready to exit the network, the local or regional
board of education for the school shall develop, in consultation with the Commissioner, a plan,
subject to approval by the State Board of Education, for the transition of the school back to full
control by the local or regional board of education. If a school is not ready to exit the network
and participates in the network for an additional year, the Commissioner shall conduct an
evaluation of the school. Before the end of the fifth year that a school is participating in the
network, the Commissioner shall develop, in consultation with the local or regional board of
education, a plan, subject to approval by the State Board of Education, for the transition of the
school back to full control by the local or regional board of education.
Q: Are there additional resources available for network schools?
A: Yes. The Commissioner shall provide funding, technical assistance, and operational support
to schools participating in the network. In addition, the Commissioner may provide financial
support to teachers and administrators working at network schools.
Q: How can I get more information?
A: Please contact Michelle Rosado, Education Consultant, Connecticut State Department of
Education, Turnaround Office: 860-713-6748; [email protected]. And please visit our
Web site for more information:http://www.sde.ct.gov/sde/cwp/view.asp?a=2754&Q=334364.
doc_414215221.pdf