Community Corner
BOE Looks Favorably at New High School Leveling System
Connecticut's plan for secondary school reform has Southington High School looking at ways to adjust.
Changes are coming to as staff and administrators look for progressive ways to encourage 21st century learning.
High School Principal Dr. Martin Semmel came before the Board of Education at Thursday evening with a proposed plan to change the current level and grouping process of the high school. The curriculum initiative, referred to as the leveling system, is in need of revision according to a report from the New England Association of Schools and Colleges.
The New England Association of Schools and Colleges provides accreditation services for more than 2,000 public and private institutions in the six-state region – from pre-kindergarten through university levels.
The standards that are in place now don’t encourage full use of higher-order thinking skills in level one courses and there is low incentive for students to take on more demanding classes, the report said.
The information being presented was the culmination of shared decision-making on the part the leveling committee, school improvement team, student focus groups and an administrative team, Semmel said.
“We wanted every viewpoint and at all times,” Semmel said. “In going forward we need to create a new paradigm that reflects higher standards.”
Board members spent considerable time discussing the impact of renaming courses as "college" and "career prep" classifications.
“There’s a fine line between idealism and realism. While I had a hard time over the name distinction, we have an obligation to prepare all students for whatever choice they make,” said Board of Education Vice Chairwoman Terri Carmody.
The name change is significant, said volunteer student representative Leon Peschel.
“The descriptions influence student’s perception about the class work and whether they think they can excel. By getting rid of the stereotype in assigning levels to classes, and calling it career prep, it opens doors for students,” she said.
“The whole point is to learn and condensing levels will spark more students to do so,” said Whitney DiMeo, volunteer student representative.
Board member Jill Notar-Francesco said it didn’t matter what the classes are called but rather what supports would be in place so students don’t fall down.
Semmel said a transition team is already in place for practical support in grades 8 and 9, and an early intervention team for grades 9-12 helps capture students who need help, in addition to one high school literacy specialist.
Four key areas of teaching and learning are subject to change as part of Connecticut’s Plan for Secondary Reform: Engagement, 21st Century Skills, Rigorous Expectations and Accountability.
Through revised measures, the plan aims to help schools provide an environment that enables students to graduate from high school having completed prerequisites including the development of a success plan, completion of core curriculum, passing course examinations and completion of a senior project that demonstrates 21st century skills.
Additionally, a checklist of key areas for professional development was presented for the 2011-2012 year. The board did not vote, instead tabling the matter.
For more information on Connecticut’s plan for secondary school reform visit: http://www.newenglandssc.org/our_states/connecticut
