The WWOCL Coalition cite examples of negative impacts to students and teachers as a result of uncertainty in state funding.
“We have clearly reached a tipping point in our ability to fulfill our most important responsibility: to properly educate our children.”
A series of five sessions designed specifically for CAPSS' district leaders to address the changing needs and challenges when preparing their students to be college, career and life ready.
Fran Rabinowitz recently spoke with Ray Dunaway of WTIC to discuss public education and aligning it with and tracking it through post-secondary institutions to better understand students’ persistence after high school. The audio is available below.
A great teacher can push an average student’s achievement to the 96th percentile.
Effective educators have a dramatic impact on learning, and to remain effective they need strong preparation and credentialing programs and time for ongoing professional learning.
One of the 11 themes in CAPSS’ NextEd: Next Steps report, Strengthen the Profession provides detailed information and specific strategies and steps to achieve an environment supporting student-centered teaching.
The vision? That Connecticut’s educators have the preparation and ongoing support needed to implement student-centered, mastery-based learning.
The complete report may be downloaded here.
The Connecticut Coalition for Public Education calls on the Governor and General Assembly this special session to establish, in law, a Connecticut Achievement and Resource Equity in Schools (CARES) Commission. The commission would include representatives from constituencies with critical education, taxation, and equity perspectives, and special expertise in those areas.
Patrice McCarthy, Deputy Director and General Counsel at CABE, recently interviewed with Ray Dunaway of WTIC to discuss high school graduation requirements and education cost sharing. This audio is available below.
...who is college and career ready?
If you seek to establish a vision or portrait of the graduate that puts college and career readiness needs at the center of learning and drives all decisions and practices from each classroom to the district office, then your district may be interested in a CAPSS' district leadership program focused on systemic transformation to achieve this end.
In a recent letter to Speaker Aresimowicz, CAPSS opposed references in the revised budget proposal to either consolidating or eliminating Superintendents of Schools in certain school districts.
On Wednesday, May 3, the State Board of Education met and heard from a coalition of Connecticut’s leading education organizations — the Connecticut Association of Boards of Education (CABE), the Connecticut Association of Public School Superintendents (CAPSS), the Connecticut Association of Schools (CAS), the Connecticut Coalition for Achievement Now (ConnCAN), and the Connecticut Council for Education Reform (CCER) — regarding a set of design principles the coalition jointly developed to guide the creation of a new funding formula for Connecticut schools.
The push to balance the state budget by shifting costs to cities and towns doesn’t sit well with Connecticut voters and should be rejected. Any cost shift plan would increase property taxes and cut needed town services for Connecticut residents, whose property tax rates are already among the highest in the country.
According to a new Local Property Tax Responsibility Survey, 67 percent of Connecticut voters are against plans to use local property taxes to balance the state budget. Even more voters, 72 percent, oppose balancing the budget by using local property taxes, instead of state funds, to cover teacher retirement costs. The survey found that residents do not want the state to shift its financial obligations onto them, and if that happens, voters will make their dissatisfaction known at the polls next year.
“If we can get students involved in about 15-20 school districts to actually think through how they would design schooling for themselves, we would make a lot of progress towards mastery-based personalized learning,” said Dr. Joe Cirasuolo, Executive Director at CAPPS, summarizing the goals of CAPSS’ High School Reimagined Project.
This progress was clearly demonstrated when students recently presented their four final resolutions to the Board of Education, including Dr. Dianna Wentzell, Commissioner, for consideration. (Prior to that, students had presented resolutions to CAPSS’ Board of Directors.)
“Some of the proposals do have components of them that the State Board of Education could pick up and act upon or direct the Department to act upon. Some of the other proposals require statutory change, so it’s important that we help the students then bring those proposals to legislators so that perhaps they could become part of legislative proposals in the future,” said Dr. Wentzell.
“We’re going to make sure that happens. Some of those ideas are going to get implemented. I’m not only impressed, I’m inspired, I’m enthusiastic,” said Dr. Cirasuolo.
Randy Collins and Charles Rothenberger speak to current legislative issues that need your voice. Contact your legislators to express concern or show your support for a number of bills. Follow the link provided below to view videos, summaries and quick links to a list of local Senate and House members.
EdSurge recently published this article, written by Dr. William C. Collins, Superintendent of Newington Public Schools.
"Unless we believe that every truly means every, and all truly means all, our mission statements will continue to hang limply upon the wall, merely unachievable words by institutions designed for yesterday, yet expecting tomorrow."
Students at the Center Hub recently published an article entitled Why Engaging Parents Matters: Maloney High School.
In a recent "Parent Walk", Francis T. Maloney High School invited parents and guardians to experience student-centered learning in action.
Technology-assisted education has, among other advantages, three components especially important to student-centered learning:
- It assists teachers and students in monitoring progress on the standards toward learning milestones.
- It provides one method of allowing students to progress to mastery at their own pace.
- If done correctly, is a key tool in efforts to provide an equitable education for all.
The importance of technology in life, work and the classroom in the 21st century and its critical role in Connecticut’s educational system being transformed to one that is student-centered and mastery-based is elaborated upon in Leverage Technology, one of 11 themes in CAPSS’ NextEd: Next Steps report, A Vision and a Plan for Transforming Connecticut’s Education System.
The report may be viewed/downloaded here.
The CT Association of Public School Superintendents (CAPSS), which represents the superintendents of CT’s public school districts, has very serious concerns about one of the provisions of SB 797. The provision is related to the section of the bill that would result in the establishment of a Special Education Advisory Council.
CAPSS is strongly opposed to any new and unfunded State mandate that would require the training of paraprofessionals. The organization takes this position for the following reasons:
The CT Association of Public School Superintendents (CAPSS), which represents the superintendents of CT’s public school systems and the members of the central office staffs of those systems, recommends an alternative to that section of the recommendations of the Department of Education that addresses graduation requirements for students who attend public high school in CT. The alternative is the one that is endorsed by the CT Boards of Education (CABE), the CT Association of Schools (CAS) along with CAPSS.
The CT Association of Public School Superintendents (CAPSS), which represents the superintendents of CT’s public school systems and the members of the central office staffs of those systems, joins the CT Association of Boards of Education (CABE) the CT Association of Schools (CAS), the CT Council for Education Reform (CCER) and the CT Coalition for Achievement(ConnCAN) in its call for a new single funding system for public education in CT, a system that is based on what it actually costs to education a child in the State’s public schools. CAPSS, therefore, joins the other four organizations in making the following statement.
(CBS Connecticut) – Connecticut education leaders have written President Donald Trump, seeking clarification about his administration’s policies regarding the roundup of undocumented immigrants.
Last week a direct appeal was made to President Trump from education leaders in Connecticut.Details
Dr. Joseph Cirasuolo, Executive Director of CAPSS, spoke with several Connecticut news agencies yesterday about the need to protect public school students from being apprehended in their classrooms by federal agents and/or state and local officials for the purpose of potential deportation.
The CT Association of Public School Superintendents (CAPSS), which represents the superintendents of CT’s public school districts, is pleased to see that the legislature is considering giving school districts some relief from the approximately 400 unfunded mandates under which CT’s school districts are forced to operate often at the expense of providing for the children served by the districts the educational program that could be provided for them if the mandate burden was relieved. Accordingly, CAPSS does support a number of the components of RB 7276 AN ACT CONCERNING EDUCATION MANDATE RELIEF.
The CT Association of Public School Superintendents (CAPSS), which represents the superintendents of CT’s public school systems and the members of the central office staffs of those systems, has the following comments regarding the Governor’s recommendation for State financial support for public education in school years 2017-18 and 2018-19.