Core recommendations from CAPSS
Based on the extensive research we’ve conducted, CAPSS has developed 10 action-oriented recommendations that all revolve around the learner—and will serve to transform our public education system. Click on the links below to see a quick summary for each one.
- Establish ambitious, focused and coherent education standards in all major education disciplines.
- Ensure that our children will be globally competitive by benchmarking Connecticut’s educational standards to established international standards.
- Measure child progress on college and career readiness standards and get public school systems and postsecondary institutions to agree on those standards.
- Build instructional program on student learning needs, styles and interests.
- Create multiple learning pathways that enable children to master essential standards, content and skills, and offer diversity andchoice in the school system.
- Allow children to advance through school and ultimately graduate based on their own demonstration of essential knowledge, skills and dispositions—not on the amount of time they’ve spent in the classroom.
- Redefine the use of time (Carnegie unit/calendar) in order to support a personalized learning system; make achievement the constant and time the variable. Allow students to learn anytime, anywhere.
- Make quality preschool education universally available in Connecticut.
- Reallocate state funding and alter educational policy so that programs are positioned for measurable success at raising oral language, reading and numeracy skills.
- Establish a structural relationship between preschool and the K-12 system.
- Provide a challenging all-day kindergarten program to all children.
- Adopt a more varied system of assessment to account for thefact that students not only learn best in different ways, they also demonstrate their mastery of information in a variety of ways.
- Make accountability transparent, tailored to different uses andable to communicate student progress.
- Replace instructional state mandates—focused on inputs—with student learning outcomes.
- Include rewards/incentives in accountability system.
- Base accountability on the four core disciplines—language arts,science, mathematics and social studies.
- Review existing district structures based on 1) the capacity to provide different options for children to meet education standards;2) economic, social and geographic factors.
- Provide students and their parents with a menu of options, including magnet schools, charter schools and vocational technicalschools as well as different schedules and curriculums.
- Increase capacity for educators to provide options and choices for children.
- Structure school districts so that they’re fiscally independent.
- Define the role and responsibilities of the Superintendent of Education (formerly Superintendent of Schools) in state statutes; make authoritycommensurate with responsibilities and eliminate ambiguity.
- Change the state statutes so that:
– The Governor appoints the Commissioner of Education with the statutory authority and responsibility to provide educationalleadership.
– The position of the Superintendent of Education provides leadershipto the Board of Education.
– The District Board of Education makes decisions only on policymatters, the annual budget and the hiring, supervision and evaluation of the Superintendent.
– The contract between the District Board of Education and theSuperintendent of Education can be for a five-year period and is renewable.
- Restrict authority of the Board of Education to its role as arepresentative body for the community it serves.
- Recruit and retain the best and brightest in the education profession.
- Require first-year teachers to have extensive clinical experience, supported by strong coaching from experienced teachers as well as content knowledge and teaching skills.
- Support exemplary teacher and school district leadership development programs and publicize key achievements.
- Revise tenure law to include a rigorous, standards-based review process more closely tied to student learning. After educators show outstanding performance in student learning, they will receive five-yearcontracts, which districts may or may not renew.
- Foster a partnership for success among parents, schools and communities.
- Help parents and caregivers understand how they make a differencein a child’s education.
- Provide parents with choices for educating their children.
- Work with parents and adults to support high expectations forlearning.
- Utilize community organizations to help families foster reading skillsand produce literate children by grade three.
- Provide educators and students with equal access to technology.
- Personalize learning with technology-based systems.
- Ensure broadband access to Internet and wireless connections.
- Provide on-demand access to learning resources, information andservices 24/7.
- Integrate technology throughout school districts, facilities,leadership and management to increase efficiency and safety.
|| Keep the educational system flexible to meet changing needs and expectations.
|| Support innovation in the public school systems. Change state regulations to promote and reward continued transformation.
|| Create mechanisms for teachers and administrators to propose and obtain approval for innovative practices that lead to improved student outcomes.