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9-1-20
CAPSS CSDE and CABE logos

Joint Statement from Education Commissioner, CAPSS Executive Director and CABE Executive Director on Importance of Strong Board-Superintendent Relationship to the Safe and Effective Delivery of Education this Fall

The COVID-19 crisis has forced us to adapt and innovate in our classrooms and schools in ways none of us ever thought likely, or even possible. Connecticut’s PK-12 leaders find themselves addressing an unprecedented educational emergency under ever-changing conditions. In this rapidly evolving landscape, leadership matters now more than ever.

As we prepare to return to schools this week and in the coming weeks, doing so safely is and always will be our top priority. At the same time, each and every single decision must be made using the lenses of public safety, and equity and access. While this decision-making is an imperfect science, we all share the same sense of urgency to serve all of our students.

A strong board-superintendent relationship has a direct correlation to the success of a district. In these unprecedented times with COVID-19, it is more essential than ever that Boards and Superintendents work together on behalf of their students and the community.  It is imperative that Board members and their superintendents be accountable in their respective roles, lead by example, and be of one voice when decisions are made. These leadership actions are key to developing and implementing sound policy tied to the pandemic as well as the best possible solutions for individual school communities.

The state’s reopening plan, “Adapt, Advance, Achieve”,  acknowledges the challenges Boards of Education and superintendents face recognizing that there is no one perfect solution that applies to every community in Connecticut. In fact, the diversity of our state is why “Adapt, Advance, Achieve” gives districts the flexibility to make decisions in relation to this pandemic based upon their unique conditions and leaders’ beliefs on what is best for the communities they serve.

As we embrace the uncertainty in education in our state and country due to COVID-19, please know that you have partners at CSDE, CAPSS and CABE committed to supporting and guiding you during this journey forward into uncharted waters. Take consolation in the fact that we are all in this together.  By sustaining the degree of collaboration and partnership that brought us to this point, coupled with a deep commitment to serve all students across the State, we will prevail in these uncertain times and come through stronger on the other side.

Sincerely,

Miguel A. Cardona, Ed.D.
Commissioner of Education

Frances M. Rabinowitz
Executive Director, CAPSS

Robert Rader
Executive Director, CABE

Thanks to a unified movement across CT, starting this fall, all early childhood through high school, including afterschool program, staff will have the opportunity to take a course on managing emotions during difficult times from Yale at no charge thanks to generous support from Dalio Education. Social and Emotional Learning in Times of Uncertainty and Stress: Research-Based Strategies is a 10-hour online course to support school staff in managing the unprecedented emotions of the new school year to provide the best learning environment for students. Join the thousands of CT school staff who have already pre-registered for the course, and get ready to learn from leading experts in the fields of psychology, education, and research at the Yale Center for Emotional Intelligence.

CT Course Flyer

Learn more at www.ycei.org/selcourse

August 14, 2020

(Hartford, Conn.) – Today, a new social and emotional learning (SEL) course was announced to help staff in Connecticut’s schools as they navigate unprecedented times of uncertainty and stress, in the midst of the COVID-19 pandemic and racial, political, and socioeconomic divides.

Developed by the Yale Center for Emotional Intelligence, in collaboration with the Connecticut State Department of Education, American Federation of Teachers Connecticut, Connecticut Education Association, Connecticut Association of Public School Superintendents, and Dalio Education, Social and Emotional Learning in Times of Uncertainty and Stress: Research-Based Strategies will provide Connecticut school staff with the knowledge, skills and strategies to understand and manage their emotions and those of their students.

The 10-hour online course is being offered to all Connecticut school staff, including teachers, paraprofessionals, counselors, principals, and non-teaching staff in preK-12 schools for free, thanks to the generosity of Dalio Education. Upon completion, school staff will earn a certification from the Yale Center for Emotional Intelligence.

John King Jr., President and CEO of the Education Trust and former U.S. Secretary of Education, is facilitating a roundtable discussion about this innovative new effort. Participants provided the following comments:

Governor Lamont: “Addressing the trauma and disengagement experienced by so many students and teachers over the spring semester requires that our school communities are supported with the most effective instructional and behavioral practices and interventions. Study after study shows us that healthy social-emotional development leads directly to an improvement in student academic success and behavioral outcomes to the benefit of both the student and the staff working with them. This course, developed by some of the best in the field of SEL, is a great opportunity for educators and staff to add to the knowledge, skills, and strategies they will need to reengage all students this fall.”

Marc Brackett, Founder and Director, Yale Center for Emotional Intelligence and author, Permission to Feel: “Research shows that where there is an emotionally skilled adult present, students focus more, disrupt less, and perform better academically. These adults also have lower levels of stress and burnout, fewer intentions to leave the profession, greater job satisfaction, and more engaging classrooms.”

Randi Weingarten, President of the American Federation of Teachers: “We are living at a time with no modern precedent: we are in the midst of a health pandemic, an economic recession, and a long overdue reckoning with racism. People are scared, frustrated, and anxious. We need to be able to manage the compounded stress and trauma everyone is experiencing, and this course is a tool do that. The more we can equip our teachers to handle what we’re inevitably going to see in the classroom—in person or remotely—the more we will be able to manage our way through these global crises.”

Lily Eskelsen García, President of the National Education Association: “We know that the best learning happens with relationships that make learning challenging, engaging, and meaningful. The current pandemic crisis has brought into stark relief the inequities many students face, including the need for social and emotional skills that are critical to being a good student and a good citizen. We’re so thankful that the Dalio Foundation is launching this invaluable resource that will help our educators meet their students’ needs regardless of where they learn.”

Barbara Dalio, Founder and Director of Dalio Education: “One of the most important skills to develop during these very stressful times is social emotional learning. We are thrilled to make Connecticut the first state in the country to offer this free to all its teachers, paraprofessionals, principals, and school staff. We especially appreciate the support of Governor Lamont, Commissioner Cardona, Randi Weingarten, Lily Eskelsen Garcia, and all of our Connecticut partners.”

Miguel Cardona, Connecticut Commissioner of Education: “Our readiness this fall to tackle Connecticut’s educational emergency revolves around having in place the social emotional learning and mental health supports necessary to create compassionate academic spaces anytime, anywhere. Given the intensity of the trauma, anxiety, and isolation related to the pandemic, our department has prioritized assisting school communities with embedding the most effective social emotional and well-being practices into every aspect of teaching and learning. This professional development course will reinforce efforts to provide all students with equitable access to opportunities to thrive inside and outside of the classroom.”

Jan Hochadel, President of the American Federation of Teachers Connecticut: “Our teachers, paraeducators, and support personnel need resources and tools to help address the stress and anxiety of an unprecedented ‘back to school’ season. Helping them with their own ‘self-care’ empowers them to be more responsive to their students. We’re particularly concerned in this uncertain time about the healthy emotion regulation of children with special needs and those struggling with poverty. Their caregivers are often not able to work from home, making engagement in distance learning a greater challenge. Tragically, that also has made them more susceptible to COVID-19 infection. Bottom line — equipping our educators with strategies and support for dealing with their own emotions, as well as those of their students is a ‘win-win.’”

Jeff Leake, President of the Connecticut Education Association: “Strong student-teacher relationships are vital to students' success in school. Those relationships as well as trauma-informed practices will be more critical than ever this fall, as our teachers welcome back students who have faced significant challenges at home, many of them related to the pandemic. The partnership with the Yale Center for Emotional Intelligence will provide our dedicated teachers with the skills, resources, and knowledge to identify and address student trauma, ensuring students receive all the support they need.”

Fran Rabinowitz, Executive Director, Connecticut Association of Public School Superintendents: “Social and emotional learning is the foundation of a positive district culture in which all students and school staff flourish. It is more important now in these challenging COVID times than it ever has been.”

Jason Adler, School Counselor at Waterford High School and President of the Waterford Federation of Classroom Teachers, AFT Local 2038: “We need to support the social emotional learning of educators so that they may, in turn, create an emotionally supportive environment for their students. A social-emotionally literate teacher is far more capable of creating a safe and nurturing space for their students. This solace is desperately needed by our children in today's world. It will provide them the stability necessary to learn and build their own social emotional resiliency. Education is not (and may never) go back to what it was pre-COVID. This new program is a golden opportunity for teachers and students to make great strides together in this brave new world.”

Erin Daly, Third Grade Teacher, Danbury Public Schools and President of NEA Danbury: “Our dedicated educators understand the importance of a comprehensive approach to addressing student trauma and promoting social-emotional learning, especially in districts like Danbury where the need is high and the budgets for student support services have been decimated. We know that when students return to school they will have greater needs and trauma caused by the pandemic, and will require additional resources and assistance from school counselors, social workers and teachers. This professional learning program will provide educators with the training they need to integrate social emotional learning and trauma-informed instruction into the classroom and promote the well-being of their students.”

For additional information about the course, please visit www.ycei.org/selcourse.
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MEDIA CONTACT:
Theresa Gilbert
tgilbert@globalstrategygroup.com
202.525.3696

Yale School of Medicine - site link to article

For over 35 years, PARS has worked exclusively with school districts and other public agencies to design and implement strategic retirement solutions that address specific organizational and budgetary needs. We are the national leader in customized, locally controlled voluntary separation incentives and also administer one of the largest and fastest growing OPEB trust programs in New England.

https://www.pars.org/

Contact
Kathryn Cannie
Senior Consultant
(617) 549-6555

Founded in 1956, Antinozzi Associates is celebrating over 60 years of Design Leadership in Architecture and Interior Design. Our firm has been a leader in institutional design with a focus on K-12 public school design, working with countless municipalities throughout Connecticut, and completing hundreds of school projects during this time.

The experience we have gained in educational design has allowed our team to learn new methodologies and bring new design thinking to each project in regard to developing 21st Century Learning Environments, implementing a collaborative design process to meet budget and schedule, and creating attractive (yet functional) school spaces.

https://www.antinozzi.com/

Contact
F. Michael Ayles, FAIA
Principal, Business Development
(203) 551-2422

“Public education is our greatest pathway to opportunity in America…”
— Former First Lady Michelle Obama

The Connecticut Association of Public School Superintendents (CAPSS) stands with our nation in anger and grief over the murders of George Floyd, Breonna Taylor and Ahmaud Arbery. These three lives, needlessly ended, are the most recent manifestations of historic and systemic racism that permeates our society, our institutions and our laws perpetuating discrimination against people of color.

These events represent yet another blow to communities of color, which are disproportionately suffering and dying from the COVID-19 pandemic. Blacks and Latinos represent the majority of those employed in front-line retail, restaurants, transportation, delivery and hospitality sectors who have lost employment. Without income, they are now challenged to pay their bills, put food on their tables, and support their children’s education through distance learning while often not having the technology and support required for online learning.

We at CAPSS condemn all acts of violence, overt and covert, against Black and Latino communities. We also condemn the systems in place that promote and sustain discrimination against people of color. As an educational organization, we have a moral imperative to fight for justice for all people regardless of race, ethnicity, country of origin, religion, gender, gender identification, or intellectual ability. We also have an obligation to address within our schools any hostile environments, discriminatory attitudes and biased actions against students and families of color, knowing such actions limit their opportunities for success and cause them to distrust our schools.

Education is the strongest weapon we have to address the racial and economic disparities that have plagued our nation since its inception. Connecticut’s public school teachers must work every day to uphold ideals of equality, fairness, justice and democracy. It is essential to provide our students – every student – with the skills, knowledge and dispositions to succeed. This requires that every student is reading by grade three, because this is the most important predictor of success.

To achieve these goals, we must be vigilant in ensuring that the needs of each and every student is met. We must work tirelessly to create environments in which every student can grow and thrive emotionally, socially and academically.

As we head into a new school year, we will be challenged to help students and parents cope with upheaval, economic uncertainty and fear for their future. We must remain sensitive to the tremendous stress our students and families have experienced over the past few months.

While progress has been made in addressing the conditions, attitudes and environments that foment inequity, more has to be done to address the devastating impact of COVID-19 and civil rights abuses on economic inequality and mental health.

Historical inequities – and the resulting societal wounds laid bare in 2020 – will not be solved immediately or easily.

Governor Lamont, the state department of education, our school districts, educators and community leaders have been important collaborators with CAPSS in addressing these issues. This model of collaboration promises to help our state address and eliminate the roadblocks that perpetuate racial, social and educational disparities.

CAPSS’ October 2019 statement on schools’ role in addressing racial injustice:
Statement Regarding Issues Around Racial Intolerance

Resources to help families during Covid-19:
Dealing with Covid-19 Resources For Supporting Families

Equitable logo

The key to a comfortable retirement starts with you! At Equitable, we understand the challenges that come with retirement planning, and are committed to helping you through every stage of life. Whether you are beginning your career, changing jobs, or nearing retirement, you can count on Equitable to help you reach your savings goals. As the #1 provider of 403(b) plans in K-12, we have the experience to make an impact on your financial future. With Equitable, you're not just investing in a 403(b); you're working with a company with a background of nearly 160 years in financial planning support.

www.equitable.com

Contact:
Michael Linehan
Northeast Regional Vice President
Equitable Group Retirement

DCF has created a separate unit for school reporting and made some changes in online reporting.

I am grateful to all of you and to the CAPSS Board for ensuring that our voices were heard.

Tom Mooney and Natalia Sieira Millan of Shipman & Goodman have been invaluable in this process. Attached is a post prepared by Tom and Natalia detailing the changes.

I am hopeful that this will be a major step forward.

Fran Rabinowitz
Executive Director, CAPSS

Read/Download the Policy

M&J Bus Inc logo

M & J Bus, Inc. is a family-owned and operated school bus transportation business based in Old Saybrook, CT. M & J presently serves 24 school districts throughout Connecticut, with over 600 vehicles on the road each day. M & J is known for its commitment to safety and customer service, as well as being a company where its employees are appreciated and love to work.

www.mjbusinc.com

CONTACT
Jon Hipsher
Chief Operating Officer
(860) 250-0870

Audio Enhancement logo

Audio Enhancement, Inc. began 40 years ago when a mother wanted to create equal learning opportunities for her hearing-impaired sons and all students in the classroom. Today, we continue her mission by creating innovative technology that promotes more effective classrooms. Audio Enhancement’s classroom solutions include a Classroom Audio System, SAFE System, classroom cameras, and Intercom, Paging, and Bells. Through these solutions, Audio Enhancement promotes student success, increases teacher development, and improves administrative efficiency.

www.AudioEnhancement.com

Contact
Jeff Anderson
President/CEO
(800) 383-9362

DATTCO logo

Established in 1924, DATTCO, Inc. is a third-generation family-owned business headquartered in New Britain, Connecticut. The School Bus Division serves New England school systems utilizing approximately 1,300 buses and transporting over 110,000 students. We have an excellent safety record built on a quality driver­ training program and school-based safety training for students. Our state-of-the­ art routing services provide opportunities to develop efficient routes to maximize savings. The Motor Coach Division, with 200 vehicles, specializes in providing personal and group travel services. In addition, DATTCO is New England's top bus dealer and leader in vehicle service including fleet and collision repair services.

www.dattco.com

Contact

Cliff Gibson
Chief Operating Officer
860-229-4878 Ext. 4613

IXL logo

IXL's K-12 personalized learning platform is used by more than 8 million students. Our comprehensive, Connecticut State Standards-aligned curriculum adapts to each student and provides specific guidance that targets their learning needs. With the Continuous Diagnostic and IXL Analytics, teachers have the insights they need to improve student performance in the classroom and on high-stakes assessments.

www.ixl.com

Contact
Brad Onken
Connecticut Educational Consultant
(781) 777-3517

Right At School logo

CAPSS is proud to welcome Right At School for a second year as an Elite sponsor of our association!

Right At School provides safe, engaging, and meaningful before and after school programs to inspire a love of learning, support schools, and give parents peace of mind.

Right At School was founded in 2011 by Dr. Mark Rothschild. He noticed that in many communities, before school and after school care looked more like babysitting than a fun and enriching time for students.  How much more could children grow and explore when supported with high-quality out of school programs?

Eight years later, Right At School is the official after school provider of the AASA. Its highly trained local educators ignite after school joy and community for 35,000 students in over 400 schools across the country all at no cost to districts. Parents love its affordable, flexible options and kids have a blast with its hands-on and fun Disguised LearningTM curriculum.

To learn more about the impact of a world-class after school program, contact Erreick Stewart, Director of School Partnerships, at erreick.stewart@rightatschool.com.

December 11, 2019  |  1:00 pm – 3:00 pm
Legislative Office Building, Room 1C

300 Capitol Avenue
Hartford, CT 06106

Please join Chris Smith of Rome, Smith and Lutz, who will provide an informational presentation about how a bill becomes a law and how superintendents can positively impact legislation through their advocacy. State Senator Douglas McCrory is scheduled to join us for a portion of this session.

Information/Registration

 

Logo for Shipman & Goodwin LLP, Counselors at Law

Shipman & Goodwin LLP has more than 170 attorneys with five offices in Connecticut, an office in New York and Washington, D.C. The firm is recognized nationally for the depth and breadth of our education practice. Our school law attorneys represent over 125 public school districts and educational entities. Our online resource, www.ctschoollaw.com is dedicated to presenting the latest developments in school law.

www.shipmangoodwin.com

Contact:
Thomas B. Mooney, Esq.
Partner

More about CAPSS' Business Partner Program

CAPSS CSDE and CABE logos

Joint Statement from Education Commissioner Miguel Cardona, CAPSS Executive Director Fran Rabinowitz and CABE Executive Director Bob Rader on Addressing Issues of Intolerance

In light of several recent high profile acts of racism involving students in our Connecticut schools, we want to take this opportunity to state unequivocally that all children deserve to be educated in a safe environment where they do not feel threatened regardless of their race, gender, gender identity or expression, religion, nationality, status of citizenship, or sexual orientation.  It is our core responsibility as educators to do everything we can to foster environments that ensure equity, diversity and inclusion.  In fact, the diversity in our state is one of our greatest strengths.  Research indicates that when our students are introduced to diversity at a young age, implicit biases are not only reduced, but we see stronger social skills and respect on all levels.

Together, the CT State Department of Education (CSDE), the Connecticut Association of Public School Superintendents (CAPSS) and the Connecticut Association of Boards of Education (CABE) share a sense of urgency to proactively address issues of intolerance.  This is our priority.  We plan to work together to ensure districts are supported and have the necessary tools needed to promote environments safe from bias.  Preparing students to become productive members of society includes teaching about respecting diversity and creating a sense of community.

Below are links to resources for districts to consider as they continue this work.  However, links alone will not accomplish the important work ahead.  Many districts are already paving the way and we will be reaching out to them to share “evolving practices.”  In addition, leaders from CSDE, CAPSS and CABE will be meeting together soon to identify steps we plan to take in collaboration to provide resources, guidance, and technical assistance for districts.  

Together, as leaders, let’s embrace this opportunity to create learning environments where all students feel valued, respected, and safe to learn and grow.

Miguel A. Cardona, Ed.D.
Commissioner of Education

Frances M. Rabinowitz
Executive Director, CAPSS

Robert Rader
Executive Director, CABE


RESOURCES

“Avoiding Racial Equity Detours” - Paul Gorski, EdChange

 “The Critical Work of Racial Identity Development” - Dr. Daren Graves presentation to CSDE

State Education Resource Center’s (SERC) “Equity in Education: A Transformational Approach to Teaching and Learning”

The National Education Association’s (NEA) online resources for teachers, students and parents to help engage in a dialogue about racism, hate and violence

CT Alliance of YMCAs logo

The Connecticut Alliance of YMCAs is comprised of 21 YMCAs, each volunteer led, a charitable organization and a powerful advocate for the needs of children, families and individuals in communities throughout Connecticut. We have provided over $11 million dollars in Financial Assistance to support youth, adults and families who choose to participate in YMCA programs, regardless of their age, gender, income or background, ensuring that everyone has the opportunity to participate in a program which promotes youth development, healthy living and social responsibility. In 2018 YMCAs supported 14,910 children through after school/enrichment programs, 128,920 youth experienced values based programs at YMCAs in Connecticut. Also 4,967 children enrolled in the Y's preschool enrichment programs.

The YMCA is dedicated to nurturing the potential of every child and teen in our communities.

www.ymca.net

David Hayward
Strategic Consultant
Connecticut Alliance of YMCAs
(312) 835-2225

 

Too often we hear about Board of Education members and Superintendents in serious conflict. Sadly, such has been the case over the last few weeks in two of Connecticut’s largest school districts. Do we all understand the serious detrimental impact this has on the very students these systems serve? Are we aware of how this deepens the pervasive achievement gap? As we celebrate the birth of our country, let’s remember that our country is built on a sound education experience for every child. Surely, if the adults responsible for the children in their care continue to engage in public conflict, they deny students their inalienable right to learn in a school community with dignity and respect...

Read the entire op-ed

 

Houghton Mifflin Harcourt logo

Houghton Mifflin Harcourt is a global learning company dedicated to changing people's lives by fostering passionate, curious learners. As a leading provider of pre-K-12 education content, services and cutting-edge technology solutions, HMH is uniquely positioned to create engaging and effective experiences from early childhood to beyond the classroom.

https://www.hmhco.com/

Massimo Rubini
Director of Sales
NYS   CT   RI
(845) 745-6944

College Board logo

The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity.

Founded in 1900, the College Board was created to expand access to higher education. Today, the membership association is made up of over 6,000 of the world's leading educational institutions and is dedicated to promoting excellence and equity in education.

www.collegeboard.org

Contact
Alan Bernstein
Senior Director
(781) 663-2736

Oak Hill School is a private, state approved, special education school serving students ages 3-21. Programming in our classrooms focuses on teaching academic, social and daily living skills with an ultimate goal of making our students more independent in life. Our mission is to empower students to learn through meaningful, functional, and innovative educational experiences. Our classrooms are located within community settings, including public school, to allow for maximum integration opportunities based on the age and needs of the students. Oak Hill, our parent organization, provides a full range of services to individuals with disabilities.

www.oakhillct.org

Contact:
Ana Wittig
Chief Administrator

This is the seventh installment of the Connecticut High School Graduation Requirements Unpacked series. This seven-part series, created in collaboration with the Great Schools Partnership, unpacks the graduation requirements that were passed by the Connecticut General Assembly in 2017, provides resources for implementation, and questions for your considerations as you and your community work toward full implementation for the class of 2023. 

This week’s topic is Community Engagement + Communications.

View/download this brief.

abstract image of hand holding lights

Based on the work of HundrED, the CAPSS Innovation Committee invites every Connecticut school district to share one PK-12 innovative educational idea/practice. The goal is to help improve Connecticut education by establishing a platform to share innovative school practices. Thank you to the many districts who have already submitted their ideas. Make sure your district is represented by uploading your innovative idea!

More information/link to form

This is the sixth installment of the Connecticut High School Graduation Requirements Unpacked series. This seven-part series, created in collaboration with the Great Schools Partnership, unpacks the graduation requirements that were passed by the Connecticut General Assembly in 2017, provides resources for implementation, and questions for your considerations as you and your community work toward full implementation for the class of 2023.

This week’s topic is District Policy.

View/download this brief.

2019 Prirority Recommendations page banner

The Connecticut Association of Public School Superintendents (CAPSS) advances its priorities for the 2019 legislative session in accordance with our mission to lead the continuous improvement of public education for all students by advocating public policy for children and by developing and supporting executive school leaders.

Priority recommendations include:

  • Education Funding
  • School/Student Safety and Well-Being
  • Efforts to Promote Regionalism
  • Mandates

View/download the complete report.

This is the fifth installment of the Connecticut High School Graduation Requirements Unpacked series. This seven-part series, created in collaboration with the Great Schools Partnership, unpacks the graduation requirements that were passed by the Connecticut General Assembly in 2017, provides resources for implementation, and questions for your considerations as you and your community work toward full implementation for the class of 2023. 

This week’s topic is the Mastery-Based Diploma Assessment.

View/download this brief.

This is the fourth installment of the Connecticut High School Graduation Requirements Unpacked series. This seven-part series, created in collaboration with the Great Schools Partnership, unpacks the graduation requirements that were passed by the Connecticut General Assembly in 2017, provides resources for implementation, and questions for your considerations as you and your community work toward full implementation for the class of 2023. 

This week’s topic is Mastery-Based Learning.

View/download this brief.
 

Here is another exciting way for districts to participate in the March 8 Igniting Innovation conference.  Based on the work of HundrED, the CAPSS Innovation Committee is pleased to invite every Connecticut school district to share one PK-12 innovative educational idea/practice. The goal is to help improve Connecticut education by establishing a platform to share innovative school practices. We hope that every district will participate!

More information

This is the third installment of the Connecticut High School Graduation Requirements Unpacked series. This seven-part series, created in collaboration with the Great Schools Partnership, unpacks the graduation requirements that were passed by the Connecticut General Assembly in 2017, provides resources for implementation, and questions for your considerations as you and your community work toward full implementation for the class of 2023.

This week’s topic is Flexible and Multiple Pathways.

View/download this brief

This is the second installment of the Connecticut High School Graduation Requirements Unpacked series. This seven-part series, created in collaboration with the Great Schools Partnership, unpacks the graduation requirements that were passed by the Connecticut General Assembly in 2017, provides resources for implementation, and questions for your considerations as you and your community work toward full implementation for the class of 2023.

This week’s topic is the Elements of Effective Instruction.

View/download this brief

The Connecticut Association of Public School Superintendents is pleased to announce the release of Connecticut High School Graduation Requirements Unpacked. This seven-part series, created in collaboration with the Great Schools Partnership, unpacks the graduation requirements that were passed by the Connecticut General Assembly in 2017, provides resources for implementation, and questions for your considerations as you and your community work toward full implementation for the class of 2023.

The first brief is an introduction to the series, an outline of the updates to the statute, and an overview of the coming briefs.

View/download this brief

UCONN PK-3 Leadership Program

The economic, academic, and societal benefits of quality early education are well documented.
 
Contemporary research in child development shows widespread evidence investments in early childhood education programs produce lifelong benefits. Creating coherent, integrated systems from PreK to grade 3 have shown learning gaps can be reduced, achievement and opportunities for success enhanced.
 
As a participant in this program, you will become a critical spokesperson for advancements in PreK-3rd grade, which will contribute to better student outcomes at all grade levels and into adulthood.
 
But which investments are most valuable? How do I support adult learning in a systemic way? How do I communicate the value of early childhood programs in my community? How do I engage families in ways that matter?
 
This is where we come in. We’ve created an executive style program to help you bring new skills and leadership to your school, district, and community. You will: 

  • Create plans to improve coherence and quality of early learning based on a comprehensive PreK-3rd grade approach.
  • Observe classroom instruction to identify both quality indicators as well as practices that interfere with learning.
  • Lead with a focus on reduced achievement gaps and socially just classrooms.
  • Clearly and credibly communicate strategies and benefits to diverse stakeholders in schools, districts, communities, and across the state.


Visit our website to register

Strategic Plan graphic for post

CAPSS will advance a bold vision of student learning, organizational improvement, and executive district leadership, one that can guide the practice of the profession and deepen public debates and push toward a sound policy that supports outcomes beneficial to our students and in line with CAPSS’ strategic priorities.  In addition, CAPSS will provide high-quality and high-impact services to its membership, making sure superintendents and executive district leaders obtain necessary technical assistance and professional learning.

Read the Plan

 

Fran Rabinowitz, Executive Director of CAPSS, and Abdul-Rahmaan Muhammad, Executive Director of My People Clinical Services, shown receiving The 2018 Champion of Children Award presented to Connecticut leaders who demonstrate an outstanding commitment to improving the lives of impoverished and vulnerable children in our state.

Dr. Rabinowitz was honored by the Center for Children's Advocacy at their Spring for Kids Connecticut Champion of Children Awards at Infinity Music Hall in Hartford on Tuesday evening.

Complete Press Release

Rob Rader, Executive Director, CABE, and Fran Rabinowitz, Executive Director, CAPSS, were recently interviewed on Fox 61, The Real Story, discussing ideas for making Connecticut schools safer. Watch the interview (above).

Representatives from CAPSS, the Connecticut Association of Boards of Education (CABE) and the Connecticut Education Association (CEA), Hartford, joined together with superintendents, teachers and students at a press conference in East Hartford High School today to express concern and anger for the lack of progress made by politicians in combating gun violence in schools and to call for legislative change following the events in Florida last week.

Read the complete statement

CAPSS advances its 2018 Public Policy Agenda for purposes of fostering equity, excellence and innovation in Connecticut’s public schools in alignment with a vision that articulates an education that is personalized so that all children learn what they need to know and be able to do to be successful in post high school endeavors.

Priority recommendations include:

  • State Budget
  • Unfunded Mandates
  • Personalized & Mastery Based Learning

Other recommendations include:

  • Special Education
  • Acceptance of All Students
  • Alliance District Funds
  • Virtual Net Metering
  • Student Data Privacy Act
  • Disclosure of Personnel Records
  • Statutory Time Requirement Regarding the Programs Provided for Students who are Expelled
  • School District Leadership

View/download the complete report

Charting New Frontiers in Student-Centered Learning is a report meant to capture and contribute to a conversation already taking place across Connecticut. We hope it serves as a way to engage and invite others, across a diverse ecosystem of change agents and practitioners, to envision and advance the learner-centered experiences all students deserve.

We invite you to share the publication with your networks and on social media, and we welcome your feedback.

Download or view the report


This report is produced by Innovation Partners America in partnership with the Connecticut Association of Public School Superintendents (CAPSS) and the Connecticut Commission for Educational Technology (CET).

Fran Rabinowitz spoke with Ray Dunaway of WTIC recently voicing concerns over issues within the state budget and its profound impact on everyone from Boards of Ed through superintendents, teachers and students in Connecticut.

Audio file may be listened to below.

 

 

 

UPCOMING EVENTS

September

October

Advanced Leadership Development Institute for 2020-2021 Early Career Superintendents Subscribe to Alerts
-
CAPSS or Zoom
UCONN Executive Leadership Seminars Subscribe to Alerts
-
CAPSS or Zoom

November