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Session Descriptions
Plenary Session A
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Studies of Title I Program and State and Local Implementation of NCLB: What We Know of its Impact |
This session will focus on national studies funded by the U.S. Department of Education that analyze the impact of the No Child Left Behind Act (NCLB) on Title I program implementation and accountability, including results of research studies on school choice, supplemental educational services and teacher quality. |
Dr. Zollie Stevenson
U.S. Department of Education
Director of the Student Achievement and School Accountability Programs (SASA) in the Office of Elementary and Secondary Education
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Dr. Stevenson’s Bio: Effective on June 3, 2007, Dr. Zollie Stevenson, Jr. was appointed acting director of the Student Achievement and School Accountability Programs (SASA), formerly Compensatory Education Programs. The SASA programs office is responsible for the administration of over $14 billion annually in formula and discretionary grants to promote improved achievement in schools that serve low-income children. Also, Dr. Stevenson is responsible for the Education of Homeless Children and Youth Program, the Even Start Family Literacy Program, the Early Reading First Program, the Early Childhood Educator Professional Development Program, Enhanced Assessment Grants, and Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk.
Before his appointment as acting director, Dr. Stevenson served as deputy director of SASA and as group leader for standards, assessment and accountability. Before joining SASA, he was the director of assessment in the Baltimore City (MD) Public Schools, the District of Columbia and the Charlotte/Mecklenburg (NC) public school systems.
He has taught applied research methods, tests and measurements, development of theoretical frameworks, and supervised the writing of doctoral dissertations as an adjunct professor at the University of North Carolina at Asheville, East Carolina University, the George Washington University, the University of Maryland, and Bowie State University. He has published several articles in refereed journals, has authored over 50 evaluation studies and has been active in professional organizations.
Dr. Stevenson earned the B.A. degree from the University of North Carolina at Asheville, a M.S. degree from North Carolina A&T State University (Greensboro), and the Ph.D. from the University of North Carolina at Chapel Hill. |
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Plenary Session B
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What Are the Positives, Obstacles, and Solutions from Across the States? |
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Mr. Gene Wilhoit
Council of Chief State School Officers
Executive Director |
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Mr. Wilhoit’s Bio: Currently executive director of the Council of Chief State School Officers (CCSSO), Mr. Gene Wilhoit began his career as a social studies teacher in Ohio and Indiana. He served as a program director in the Indiana Department of Education, an administrator in Kanawha County West Virginia, and a special assistant in the U.S. Department of Education. He then served as executive director of the National Association of State Boards of Education (NASBE) from 1986–1993. From 1994-2006, Mr. Wilhoit served as director of the Arkansas Department of Education and as deputy commissioner and commissioner of the Kentucky Department of Education. In those positions he shepherded finance reform, led equity initiatives, designed and implemented assessment and accountability systems, advanced nationally recognized preschool and technology programs, and reorganized state agencies to focus on service and support.
Mr. Wilhoit holds degrees from Georgetown College and Indiana University. He is a member of numerous education organizations, has served on national and state commissions, and has written and spoken on a host of education issues. |
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Plenary Session C
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What’s Connecticut’s Role in Implementing NCLB Successfully? |
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Dr. Mark K. McQuillan
Connecticut State Department of Education
Commissioner of Education |
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Dr. McQuillan’s Bio: In April of 2007, Dr. Mark McQuillan was appointed Commissioner of Education for the State of Connecticut. He has spent his entire career in education, starting out in several Massachusetts schools as a writing specialist and then an English teacher. In 1986 he moved into administration and has served in a variety of positions including: secondary curriculum coordinator, assistant superintendent, superintendent, and deputy commissioner of education and chief operating officer of the Massachusetts Department of Education from 2002-2004. From 2004 until his move to Connecticut, he served as executive director/president of EDCO, the Education Collaborative of Greater Boston.
He has written extensively about curriculum and staff development, leadership training, and strategic planning. He is co-editor of Thought and Language/ Language and Reading, published by the Harvard Educational Review; a major contributor to Massachusetts curriculum frameworks for English Language Arts, and English Language Learning; and he is the editor and producer of No Child Left Behind, A Toolkit for Massachusetts, a DVD and CD information kit explaining the broad provisions of the 2001 reauthorization of the Elementary and Secondary Education Act (ESEA). While serving as Massachusetts’ deputy commissioner of education, Dr. McQuillan wrote the Department of Education’s multiyear strategic plan, SP2005, and successfully implemented a major administrative reorganization of the agency and its various divisions.
Dr. McQuillan earned his undergraduate degree from the University of California Berkley and his graduate degrees from Harvard University Graduate School of Education. |
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Breakout Session 1
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Issues in Analyzing Student Achievement Trends Tied to NCLB |
State standards and assessments as defined by NCLB are the basis for accountability across all 50 states. State standards can be used to analyze student achievement trends. NAEP assessments also can be used to analyze trends for each state and for comparisons across states. Many educators find state vs. NAEP standards to be hard to explain and often conflicting. State standards can be analyzed by the content of what is expected for student learning, and then be compared to NAEP. New tools that make standards and assessments easier to explain and can be used as the basis for analyzing performance and improving instruction will be demonstrated. |
Dr. Rolf Blank
Council of Chief State School Officers
Director of Education Indicators |
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Dr. Blank’s Bio: Dr. Rolf K. Blank is director of education indicators at the Council of Chief State School Officers. Dr. Blank coordinates the activities of two state collaborative projects: the State Collaborative Project on Surveys of Enacted Curriculum (SEC) and Accountability Systems and Reporting State Collaborative. Each involves 20 member states and large school districts, as well as university-based researchers and professional development specialists. Also, he is responsible for developing, managing, and reporting a system of state-by-state and national indicators of the condition and quality of public school education, including the Council’s annual report with the U.S. Department of Education on State Education Indicators and Accountability Systems.
Dr. Blank recently directed a three-year Longitudinal Study of the Effects of Professional Development on Improving Mathematics and Science Instruction, which was supported under a grant from the National Science Foundation (MSP-RETA). In his council leadership role, Dr. Blank collaborates with state education leaders, researchers, and professional organizations in directing program evaluation studies and technical assistance projects aimed toward improving the quality of PreK-12 public education.
He holds a Ph.D. from Florida State University and an M.A. from the University of Wisconsin-Madison. |
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Breakout Session 2
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ESEA Politically Untouchable: A Superintendent's Panel |
“No goal can simultaneously be challenging to and achievable by all students across the entire achievement distribution. A standard can be either a minimal standard which presents no challenge...or it can be unachievable by most below average students. No Standard can achieve both purposes.”
Richard Rothstein, Rebecca Jacobsen Tamara Wilder, EPI
The purpose of this session is to discuss the statistical conundrum that NCLB presents. NCLB uses statistical measures that are inconsistent, particularly for sub-groups. But who can argue, politically, that NO CHILD SHOULD BE LEFT BEHIND. What is the solution? Growth Model? Adjust ASYP? National exam?
Also to be discussed is the treatment of schools, and if deemed “failing” when in fact they are making good progress, what is the impact on students and the full community. This will be an interactive and a provocative discussion. Presenters will use the current NCLB model and seek solutions for improvements. |
Dr. Harvey Polansky, Ms. Mary Cortright, Dr. Joshua Starr, Dr. Salvatore Pascarella
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Dr. Harvey Polansky
Milford Public Schools
Superintendent of Schools |
Dr. Polansky’s Bio: Dr. Harvey B. Polansky has been superintendent of Milford (Conn.) public schools for the past year. He brings 32 years of experience to the Milford Public School district, most recently having served seven years as Southington (Conn.) school superintendent and another seven years as assistant superintendent of East Lyme (Conn.) public schools
Among his many accomplishments, Dr. Polansky was recognized by the University of Connecticut’s Neag School of Education in 2007 as Outstanding Superintendent; and in 2006, he was awarded the Excellence in Educational Leadership. The Connecticut Association of Public School Superintendents has awarded him with its Golden Shield of Courage in Leadership Award.
Dr. Polansky serves as one of three Connecticut superintendents on the AASA governing board, and is a member of the Committee on American and International Schools Abroad and of the Gates Committee for Leadership in Technology. He chaired the CAPSS facility committee and currently serves on the Connecticut Association of Schools board of directors and is a member of the Superintendent’s Network funded by the Connecticut Center for School Change.
Dr. Polansky received both his B.A. and M.A. degrees from The City College of New York in 1975 and 1978, respectively. He completed and received his 6th year administrative certificate in 1980 from C.W. Post/Long Island University. In 1987, he earned his Ph.D. from the University of Connecticut where his research focused on high school climate and resource allocation. |
Ms. Mary Cortright
Meriden Public Schools
Superintendent of Schools |
Ms. Cortright’s Bio: Ms. Mary Noonan Cortright is currently serving her fifth year as superintendent of public schools in Meriden -- an urban community with a public school student population of 9,500 students. She began her career as a fourth grade teacher and then taught several years in the bilingual program. She was an assistant principal at the middle level prior to becoming principal of an elementary school.
During her 30 years in Meriden, Ms. Cortright has and continues to serve on several community non-profit boards of governors, including those of the Boys/Girls Club and the Children First organization. She is a former Meriden City Councilmember and continues to be an active member of both Rotary Club and Delta Kappa Gamma. She serves on the statewide Professional Standards Advisory Board for Administrators and is affiliated with several national and state educational organizations.
Ms. Cortright received her B.A. with a major in English from the University of Connecticut, her M.S. in K-8 education and her 6th Year Certificate in administration and supervision from Southern Connecticut State University. She has completed coursework toward her Ph.D. at the University of Connecticut.
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Dr. Joshua Starr
Stamford Public Schools
Superintendent of Schools |
Dr. Starr’s Bio: Dr. Joshua Starr has been superintendent of Stamford (Conn.) public schools since July 2005. Prior to Stamford, Dr. Starr was the director of School Performance and Accountability for the New York City Department of Education, where he helped design a comprehensive approach for measuring school performance in New York City public schools. He also has served as deputy senior instructional manager in the New York City Department of Education’s Office of Programs, where he developed new reforms related curriculum and instruction for early childhood education, English language learners, special education, gifted and talented, and instructional technology. Before arriving in New York City, Dr. Starr was the executive director of operations for the Freeport (N.Y.) School District and director of accountability for the Plainfield (N.J.) public schools. He began his career as a special education teacher in Brooklyn (N.Y.) where he taught severely emotionally disturbed adolescents.
Dr. Starr received his undergraduate degree from the University of Wisconsin-Madison, a master’s in special education from Brooklyn College and both a master’s and doctorate in education administration, planning and social policy from the Harvard University Graduate School of Education, with a specialization in the Urban Superintendents’ Program. |
Dr. Salvatore Pascarella
Danbury Public Schools
Superintendent of Schools |
Dr. Pascarella’s Bio: Dr. Sal Pascarella is in his second year as superintendent of Danbury (Conn.) public schools after 13 years as Old Saybrook’s school superintendent. He served as an adjunct professor of education at National-Louis University in Evanston, Illinois for 18 years while also serving as the assistant superintendent for Evanston Township High School.
For the past three years, Dr. Sal has been serving as tri-chair of the Connecticut Association of Public School Superintendents’ legislative committee. Previously, he had served on the board of directors for the Connecticut Association for Supervision and Curriculum Development. Also, he served with a select group of educators at Harvard Graduate School where he was selected for the Superintendent’s Round Table Study Group and for the Seminar for Superintendents.
Dr. Sal was a finalist in the 1996 Connecticut Association for Supervision and Curriculum Development as Connecticut’s Education Leader of the Year. He is the recipient of Illinois State Board of Education’s 1990 award, “Those Who Excel,” for his excellence and outstanding contributions to Illinois education.
Dr. Sal received his B.A. from Lea College, and his M.A. and Ph.D. from Loyola University in Chicago. Dr. Sal participated in post-doctoral studies at University of Oxford in England and attended Harvard Law School’s certificate program. |
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Breakout Session 3
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What Are We Learning about Including All Students in Assessment and Accountability? |
NCLB requires that all students, those students with disabilities and limited English proficiency, be included in statewide assessments and accountability calculations. As state’s work to develop practical assessment strategies for these students they are gaining new understanding of the students, the impact of test accommodations, and the implications for test design. The recent methods and discoveries of several state projects will be featured. |
Dr. Sue Rigney
U.S. Department of Education
Education Specialist: Standards, Assessment & Accountability |
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Dr. Rigney’s Bio: Dr. Sue Rigney is responsible for monitoring state implementation of the standards, assessment and accountability requirements under NCLB. She does that by providing day-to-day support and technical assistance to nine states as they work to implement NCLB and by serving as the assessment specialist on Title I monitoring teams.
Dr. Rigney’s background includes two decades of experience in developing and implementing standards-based state assessments that were designed to guide instructional change. Before joining the Title I program in Washington D.C., she led portfolio assessment programs in both Kentucky and Vermont. Prior to that, she worked in the state assessment programs in Michigan and Illinois.
Dr. Rigney also has been an active participant in the development of the department’s regulations related to standards, assessment and accountability, and has contributed to the guidance documents clarifying state use of alternate and modified achievement standards for students with disabilities. Also, she has been a leader in support of collaboration between the Title I office and the Office of Special Education Programs, contributing to joint work on behalf of students with disabilities. |
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Breakout Session 4
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NCLB in Connecticut: Implementation, Current Procedures, and Proposals for Growth |
The early years of the NCLB was a time of great activity for state leaders as they worked to develop both the procedures and instruments needed to implement new regulations. In 2007-08, Connecticut is working to operationalize the concept of academic growth so that it may be considered as an addition to the current set of NCLB and state accountability procedures. In addition, Connecticut will initiate new science tests in grades 5 and 8. In this panel discussion, Connecticut's response to NCLB will be summarized and then placed in the context of what is happening nationally, with a focus on what state officials and researchers have done with respect to considering academic growth. |
Mr. Gilbert Andrada, Ms. Sarah Ellsworth, Mr. George Michna
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Mr. Gilbert Andrada
Connecticut State Department of Education
Education Consultant
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Mr. Andrada’s Bio: Mr. Gilbert Andrada, an education consultant has been with the Connecticut State Department of Education for 15 years. His primary duties involve statistical analyses, research projects, program evaluations, and large-scale student assessment. His current projects include a nationwide study into the effectiveness of test accommodations on large-scale assessments, the development of formative and benchmark assessments based on Connecticut’s Grade Level Expectations, and investigations into the use of Connecticut’s Achievement Level system to index achievement growth. Mr. Andrada was part of the research team that developed the NCLB accountability system that was based on the original sets of regulations in 2000.
Mr. Andrada holds a Connecticut school administrator’s license.
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Ms. Sarah Ellsworth
Connecticut State Department of Education
Bureau Chief for Data Collection, Research and Evaluation |
Ms. Ellsworth’s Bio: Ms. Sarah Ellsworth, Bureau Chief for Data Collection, Research and Evaluation, has been with the Connecticut State Department of Education for 10 years. For the last six years, she has been the coordinator and lead analyst of the NCLB accountability system in Connecticut. In her role as bureau chief, Ms. Ellsworth oversees all state and federally mandated data collection, analysis, and reporting requirements; serves as project director for the development of the State Longitudinal Data System for education data; and provides support and guidance within the Department and across the public education sector on the effective and appropriate use of data. Prior to coming to the Department, Ms. Ellsworth was a high school teacher. |
Mr. George Michna
Connecticut State Department of Education
Education Consultant |
Mr. Michna’s Bio: Mr. George Michna is an educational consultant with the Connecticut State Department of Education. A major emphasis of his work includes analyzing student performance data to determine Adequate Yearly Progress (AYP) and the development and dissemination of AYP Report Cards to each district and school within the State of Connecticut. Mr. Michna also collaborates with various bureaus within the department on issues of accountability, school improvement, and student assessment. In addition, he determines Annual Measurable Achievement Objects (AMAO) among Title III English language learners. Prior to his work with the state, he conducted large-scale student assessment research at The College Board and institutional research with the City University of New York.
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Breakout Session 5
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Partnering with Parents for Success under NCLB |
NCLB has changed the environment for parental involvement by strengthening requirements for schools and districts to actively engage parents in the education of their children. However, national Title 1 reports indicate that these requirements are not consistently met. This session will highlight: the key leverage points in NCLB that are useful to parents, innovative policy strategies, and Connecticut’s efforts to build effective school-family-community partnerships. Participants will also learn about resources available through the Connecticut Parent Information and Resource Center. |
Ms. Judy Carson, Ms. Rosalina Mendoza, Ms. Marlene Padernacht
Connecticut State Department of Education
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Ms. Judy Carson
Connecticut State Department of Education
Education Consultant |
Ms. Carson’s Bio: Ms. Judy Carson has been an education consultant with the Connecticut State Department of Education for 19 years. She is responsible for program and policy development related to family and community involvement in education. She manages the School-Family-Community Partnership Project, the Connecticut Family Learning Initiative, and the federal Even Start Family Literacy Program. Ms. Carson received a master’s degree in Human Development and Family Studies from the Pennsylvania State University and is currently a doctoral candidate in Family Education Policy at the Heller Graduate School for Social Policy and Management at Brandeis University. |
Ms. Rosalina Mendoza
Connecticut State Department of Education
Education Consultant |
Ms. Mendoza’s Bio: Ms. Rosalina Mendoza has over 13 years of experience in education. She was a special education teacher at the middle and high school levels in one of Connecticut’s urban public school districts. She earned two master’s degrees from the University of Connecticut, one in Special Education and the other in Business Administration and is certified in both specialties. Currently, Ms. Mendoza is co-coordinator and an education consultant at the Connecticut Parent Information and Resource Center and the State Education Resource Center. |
Ms. Marlene Padernacht
Connecticut State Department of Education
Education Consultant |
Ms. Padernacht’s Bio: Ms. Marlene Padernacht has been an education consultant with the Connecticut State Department of Education for 18 years. She administers and manages the Title I, Part A program and serves as the director of State Title I. Ms. Padernacht also serves as ESEA unit coordinator and collaborates with the Department’s various divisions and bureaus to ensure state implementation of NCLB requirements. In addition, she provides technical assistance and support to districts across the state. |
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Breakout Session 6
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What Are We Learning about Including All Students in Assessment and Accountability? |
NCLB requires that all students, those students with disabilities and limited English proficiency, be included in statewide assessments and accountability calculations. As state’s work to develop practical assessment strategies for these students they are gaining new understanding of the students, the impact of test accommodations, and the implications for test design. The recent methods and discoveries of several state projects will be featured. |
Dr. Sue Rigney
U.S. Department of Education
Education Specialist: Standards, Assessment & Accountability |
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Dr. Rigney’s Bio: Dr. Sue Rigney is responsible for monitoring state implementation of the standards, assessment and accountability requirements under NCLB. She does that by providing day-to-day support and technical assistance to nine states as they work to implement NCLB and by serving as the assessment specialist on Title I monitoring teams.
Dr. Rigney’s background includes two decades of experience in developing and implementing standards-based state assessments that were designed to guide instructional change. Before joining the Title I program in Washington D.C., she led portfolio assessment programs in both Kentucky and Vermont. Prior to that, she worked in the state assessment programs in Michigan and Illinois.
Dr. Rigney also has been an active participant in the development of the department’s regulations related to standards, assessment and accountability, and has contributed to the guidance documents clarifying state use of alternate and modified achievement standards for students with disabilities. Also, she has been a leader in support of collaboration between the Title I office and the Office of Special Education Programs, contributing to joint work on behalf of students with disabilities. |
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University of Connecticut |