State Board of Education Meeting - 1/14/2026

001How are you? >> Very stylish. Honey [laughter] schedule changes a little bit. I pick up That's how we used to have we used to have >> I don't like that. I was like, "Guys, [laughter] >> I have a different I don't have power." >> Foxy, you're [laughter] robots. At least for our school >> really nice >> everything like first seme >> isn't this exciting. >> How's school going? >> [laughter] >> yet on Saturday. I saw you. I got your email. >> She'll get there. But it's contingent. Yeah. >> Appcate much of new role. Good morning. I'm going to call to order the Connecticut State Board of Education of January 14th. Happy New Year to everyone. Please rise for the pledge of >> allegiance to the flag of the United States of America and to the

002republic for which it stands. One nation under God, indivisible, with liberty and justice for all. We are going to start with our public participation. As Miss Reckley will be calling the names as you come to the table, please state your name and your address and um remember that we are limited to three minutes for public participation. The first two speakers are Amy Turner followed by Tara Mintis. Morning everyone. Uh my name is Amy Turn. I live at 88 Long Meadow Road, Bethlehem, Connecticut. I am the president of Cong. I represent the Connecticut Council of Administrators of Special Education. a nonprofit professional organization with over 326 special education administrators statewide dedicated to ensuring quality services for students with disabilities. Um, conc is the Connecticut Division of the Council of Administrators of Special Education. uh nationally. We

003would like to commend Commissioner Charlene Russell Tucker for her proactive leadership in commissioning the West study to comprehensively review special education processes, supports, and services for Connecticut students with disabilities. This forwardinking initiative demonstrates the commissioners, his boards, and the state department of education's commitment to our most vulnerable learners. Time was actively engaged throughout this review process. Weststead met with our board and provided multiple opportunities for individual input from special education administrators from across public school districts, regional education services, centers, and approved private special education schools, ensuring that practitioner expertise and real world experience informed the study's findings. You'll see that in the percentages of the participants in the surveys. As you know, Connecticut's 207 public school districts serve over 500,000 students. According to the most recent state department of education data, nearly 92,000 students, approximately

00418% of our total student population receive special education and related services. This percentage has increased for 10 consecutive years, underscoring the critical importance of this work. We look forward to reviewing Wed's final report and continuing our strong partnership with the Connecticut State Department of Education, the Bureau of Special Education, and Bureau of Leadership. The proactive communication and collaborative spirit exemplified by Brian Kulitz, division director of the Bureau of Special Education and his team reflects our shared commitment to improving outcomes for students with disabilities in Connecticut. Conc is prepared to work collaboratively. In closing, we recognize the complexity of serving students with diverse learning needs. We deeply appreciate the commissioner's proactive vision, this board's forward thinking approach, and the state department of education's demonstrated commitment to connect's most fragile population, our students with disabilities. Concase reaffirms

005our dedication to ongoing collaboration and pursuit of equitable, highquality special education services across our state. Thank you for your consideration. Tara Mantis, 189 Columbia Road, Enfield, Connecticut. >> My name is Tara Mantis. I am speaking today as a teacher, a parent of student with dyslexia, a member of decoding dyslexia CT, and someone who cares deeply about how educators are prepared in Connecticut. I will give a brief summary of our concerns. In December of 2024, the Office of Dyslexia and Reading Disabilities told this board that a drop educator preparation program audit process was underway and that stakeholder feedback was to begin. Throughout 2025, Decloding Dyslexia CT received responses that were inconsistent and at times unclear. It wasn't until December of 2025, after a full year of advocacy, that the department acknowledged that the comprehensive and defensible

006EP audit framework still has not been developed. Meanwhile, the state has spent millions of dollars on district level literacy initiatives to address gaps in teacher knowledge. It is unclear if all districts are receiving the same investment. As a teacher, that raises a basic question for me. Shouldn't this knowledge be built into teacher preparation from the start for both teacher candidates and administrators? I know from personal experience that my teacher preparation program did not adequately prepare me for to teach literacy. I had to seek out a second master's degree on my own that was aligned with the science of reading in order to provide highquality reading instruction to dyslexic students. This is knowledge that I should have received before I ever stepped into the classroom. As an educator of many years, I have found that this

007is not a unique experience. We must understand why and address it at the preparation level. A strong and meaningful EP audit is essential to ensure that teacher preparation aligns with evidence-based literacy practices and [cough] research. [clears throat] Given that this work has not moved forward after two years along with the vacancies and the lack of consistent leadership, we respectfully ask the task the department and the board to support returning the responsibility to the dyslexia task force, the group that originally made the recommendation that created the office. The commissioner's office has indicated that she wishes to meet with the coding dyslexia CT. However, dates have not yet been provided. I recently attended a professional development opportunity hosted by the International Dyslexia Association where neuroscientist Reed Lion spoke about the importance of educators having a common language

008and a common understanding. It is through this common understanding of reading acquisition that we will increase reading achievement for all students. Preparing all teachers with a solid foundation of evidence-based methodology and practices ensures an alignment of our efforts towards the same goal. This is not about blame. It is about making the necessary course corrections so that we can restore trust, strengthen accountability, and ensure teachers and students are set up for success. Thank you for your time. I am available to anyone who has questions. >> Thank you. The next two speakers are Andrew Feinstein and Katherine Drock. Good morning, Madam Vice Chair, Commissioner. I'm Andy Feinstein. Uh, I live at 121 Lamar Point Road, Vista, Connecticut. At today's meeting, you're going to receive the report of West End reviewing the operations of the State Department of

009Education related to special education. The report is frankly devastating. While the department did well in meeting federal reporting standards, the survey results together with the interviews and focus groups demonstrated a high level of stakeholder dissatisfaction. Remarkably, general ed teachers were even more negative on the effectiveness of CSTE leadership in special education than were parents. Only 2% of Jed teachers and 9% of parents thought CSTE was very effective in overseeing and monitoring special education services. The results were even more disable in the question of CSTE providing statewide leadership to improve outcomes for students with disabilities. Virtually no group thought that our current stack of parenting officers were properly qualified on issues ranging from dispute resolution to communication to staffing shortages to CT sets to leadership to legal compliance. Westad found that the current activities of the

010state were deficient. The fundamental problem appears to be that the Bureau of Special Education sees itself primarily as a conduit to transmit district generated data to the federal government. It does not see itself as accountable to parents and teachers. The B the bureau is ineffective um in improving results for students. Radical change is needed. Zeke has been putting out these concerns for a decade. We we articulated these concerns in a June 30th letter to the commissioner and in a September 12th meeting with CSD leadership. We made our case, but nothing changed. We look forward to a February 9th meeting with the commissioner. Officials listened carefully to our concerns, express their perception of the situation, yet nothing changes. We are looking for more than just being listened to. We want CCDce to uphold its annual pledge

011to the federal government that that ensures that local school districts are complying with the law. We want CSD to run fair, unbiased, and legally informed dispute resolution systems, including complaint handling, due process hearings, and targeted monitoring. We want full transparency and effective communication uh with families and educators to provide a level playing field of information about the process. We want our kids to do better. We want to work with the department to achieve these goals. I ask you members of the board to read the report. Focus specifically on the survey results at the end and then demand that the department make fundamental change both from the structure and the operation of the Bureau of Special Education and more importantly make clear that the mission is not to passively collect data but to enhance the effect

012the to enhance the education of students with disabilities. Appreciate your time. Thank you. Good morning. My name is Katherine Shrock. Um, I am here as a parent. I was a former teacher and I current and I'm sorry, 15th Street, Weathersfield Hills, Connecticut. Um, I'm here today as a parent. I am a former educator and I'm a graduate of Parker public schools. Um, I want to thank Weststead for doing a really thorough report, for hearing the stakeholders in the state of Connecticut, for hearing parents' voices and putting your report in in language that parents can understand. It's not in straight edges speak. It's not special at ease. It is concrete. And I agree with their findings. It's extremely difficult and infuriating that as a parent, I have a child who is more than two years behind

013in reading. She's in third grade. And the school continues to battle me. When you ask for support, when you ask for documentation, they drag their feet. They do not like parents knowing the rules and their rights. When you assert your rights, they bring in their attorneys. It's not fair as a parent that I should have to go hire legal support to get my rights met, to get FAPE met for my own children. I need to put a a second mortgage on my house. Two years behind in reading. when you're in third grade is criminal and the district still continues. It's fine. She'll be okay. Some people just take a long time to learn to read. So, I thank for the report and I really hope that the state considers the various parents, the teachers comments

014in there. I was a classroom teacher for 10 years. I'm no longer a classroom teacher. Very similar to what the last teacher said. Higher ed did not fully prepare me to tr to truly educate and teach our young children reading. We're being charged to do a task that we're not prepared to do. Thank you for your time. I am happy to speak to anybody afterwards or at a later time if that would be helpful. >> Thank you. The next two speakers are Tom Stringfellow and Brandolyn Fulton Williams. >> Good morning. You hear me? >> Good morning. Can you hear me? >> Yes. Okay. Uh, happy glad new year for all the board members and the two student representatives. I hope 2026 can be uh a good new year. I did attend my uh Manchester board

015of education meeting on this past Monday the 12th and they had a presentation about Manchester Youth Sports survey results with students from middle school and high school that you know the effects of substance abuse and you know trying to cut the habit and you know reach the parents. So we've done it anonymously I guess over social media but it was u very good and I guess they hired a private company Bway on Smith consulting. We work with them before it's like their third or fourth report but really went uh very well and speaking of AI I guess it made the uh person of the year for Time magazine December 29th of last year. And in our school system, we have former principal at the high school, Miss Caitlyn Miner, that's a from district of staff

016and she's dealing with AI and new type of intelligence. So, we're trying to do our best in Manchester, including mention special education. I'm hoping they can be properly funded because under Trump administration, I hope the funding will come through and will they reassign it to student health services? We just don't know. and disappointed in her performance. Miss McMahon, the secretary of education, she could be doing better. So, uh, but as of May, um, Black History Month coming up, uh, next month would be the 100redy year anniversary. I'm speaking out on that because in the Trump administration, I called him out as my board of directors meeting. He needs to stop this uniform of uh racism, misogyny, name calling, and eurosentric bias and that everyone's history is important because he's of German background. Like I said

017before, I changed the family name from D to Trump and he's British on his late mother's side. So he's talking and two of his wives are from foreign countries too, the first and third wife. So uh need to stop that. And I speak that as an African-American. My late mother was from Bermuda. She had taken a loyalty oath in 1954. He was a seamstress and passed away many years ago. But uh and my father, you know, army worked for department of corrections, but it gave me a good work ethic. My younger brother and I went on to college. I'm a graduate of 1976 Manchester Community College doing the bsentennial years. So I remember Watergate uh Nixon years for um Jimmy Carter through my undergraduate years. So I put history so I can people know what

018I'm talking about. So, uh, did you have to deal with good programming on PBS and history is for everybody and they grew, we're the same age, but she was one of the first black female uh, astronauts and has her own foundation. A little history of the United States. I want to recommend that by James West Davidson. Isn't part of our history, but the shortness to the point which you need. And as I mentioned, racism, sundown towns by a white historian, late James Van who died in 2021 uh in American racism and last dealing with immigration uh Republic talked about problems with the Trump administration on that the January February edition and uh rounding up and I guess he said one state that does it right is uh Utah. So I think it's everybody's business to

019speak out any type of injustice. I for the president to make it work, but uh we don't live in a police state. We live in the United States of America. This isn't Hungary or in some other nation. It needs to get over it eagle and uh do right by the people. And uh also many people from different races need to speak out conservative, liberal, and do the right thing, stand up for nation of law, not for a dictator in waiting. So on mine, and whoever supporters are, you know, I really don't care. It's a free country. It's my first amendment of rights. Thank you. >> Good morning [clears throat] everyone. My name is Brandon Wilson Williams. My address is 26 Belvin Avenue in Norwalk, Connecticut. My son is a second grader at Cranberry Elementary School

020in Norwalk, Connecticut. Um, anytime I get a chance to do a public comment, I always want to thank everyone at this table for waking up every day and being concerned about my child and making sure that education system is doing what we can do best. Um, I'm also the vice chair and a parent representative on the state advisory council for special education. And I'm just here to thank the commissioner for prioritizing the West Ed uh report. Um, I was I participated in the focus groups. I thought they were very thorough and very thoughtful. So, I'm really looking forward to the um the results. And I also want to thank uh Brian Conisawitz from the he's the special um division special education [clears throat] division director. He works very closely with the state advisory council. I

021invite all of you all to join us at the state advisory council meetings. Um we do meet uh monthly um sometimes in person and sometimes virtually. the work that we're doing and coming together with stakeholders all over the the state to try to um get parent input um is just remarkable and we do have our annual report that will be coming out as well in the next coming weeks. Um I look forward to the report. I also want to say that my own personal experience with no public schools have been pretty positive, but I'm also a parent that um knows how to to come to the table and I know my rights as a parent and I'm here to advocate for parents who may not necessarily have those skills and may not be having the

022same experience. And lastly, I just want to say that um the report that we will be um looking at today, I look forward to being able to engage more with CSD and I hope that you all will be able to engage more with the state advisory council um as well as um the Connecticut Parent Advocacy Coalition, which is doing amazing work to really try to break down systemic changes um parent by parent and engaging. So, I hope that we can come together and use the results of this report to make um some some really great outcomes and effective changes. Um lastly, I do want to say that as more students are identified with autism and ADHD, um I really want to make sure we prioritize and pay more attention to sensory processing, which kind of

023overlaps um over both of those bubbles. um my my son has um deficits in all seven areas, but the more that we dig into the specifics of those sensory processing, the more he's able to thrive in a gened environment with an RBT aid. So, as more and more numbers start to um increase around these around identification, [clears throat] um I can't stress enough how important really getting into the nuances of sensory processing really make a difference in more children's lives before we just throw them on medication or just use the umbrella of autism and ADHD to categorize them. So, as we can support more occupational therapists and really make sure that educators and teachers outside of OT um the realm of OT really understand sensory processing, I think we can make a huge difference. Um

024thank you so much for your time and I look forward to seeing you all or engaging with you all as a member of the state advisory council for special education. Thank you. >> That concludes our public participation. >> Thank you, Miss Rickers. They have a motion on item four, consideration of minutes for December 3rd, 2025. >> So moved. Second. >> Any edits, changes? All in favor? >> I opposed. Motion carries reported the chair. A few things to first of all start off with. Last month we uh attended the wonderful teacher of the year educators of the year. um program. Thank you, Miss Record and Miss for helping me do that. Um it's where we honor our teacher of the year, which we're going to meet our finalist and our teacher of the year in a

025short while. We also honored our Amarie Murphy um recipient and Milkin Award um again for Connecticut, which is this is like three years in a row, isn't it, with Milkin? >> Yeah. So that it was an exciting evening and so it was always nice to see everybody and um and honor them. >> Yesterday I attended a press conference um that was held for with by CAPS um along with Dr. Muko and um Dr. Valeris and um it was on workforce development and I'm going to pass it over to Dr. Polaris who is going to um talk a little bit about what that project is about and also this item is also on our legislation policy development meeting today. Good morning everyone. There we go. Good morning everyone. Um so yesterday's um press conference brought together

026educators and associations from different uh sectors across Connecticut um including CSU Dr. was there and some of the presidents from the um public education institutions as well as Yukon. Um and the the purpose I believe of the um work that CAPS is looking to do with um Miguel Cardone and Cardona Solutions is really to be able to pull together all of the work that's been happening across the state of Connecticut. There's a lot of amazing things that are that are happening in our local districts through the state department of education and through different uh state agencies and work to start aligning those and understanding where those gaps are and really putting together um a system that would help our school districts implement career pathways in a more systematic approach. Um, I think currently we see

027a lot of, uh, school districts kind of working from scratch and trying to pull together, um, career pathway programs without necessarily like a toolkit that includes all of the pieces of information that would be helpful for them to do that work. Um, and that that information is is out there and it's around. Um, but they feel a lot of times that they need to find it themselves individually, kind of pull together those programs. So really thinking about how can we bring together all of us within the education ecosystem and career development ecosystem to build out a system that helps our school districts really align uh curriculum and provide educational programs that [clears throat] include industry recognized credentials, micro credentials and college credit um supporting those dual and concurrent enrollment um programs that the state department

028of education is working diligently to provide um for our school districts um and ensure that all of our students are college and career ready. It's not taking the place of career of college. Um, but we know that more and more students are not on that straight trajectory of graduating high school and four years of college and that there's multiple ways to get into higher education and to earn the credentials that are necessary to launch people's careers and we'd like to do that early. Um, and one of the um the representatives had mentioned the opportunity to fail in a lowrisk environment, right? So having students understand what they don't want to do by engaging in some of those pathways in high school is as important in helping [clears throat] students find that passion that they have

029and helping them understand how to move their careers forward in educational pathways that are really clear and articulate. Um, and I I'm not sure that we're really at that point yet where we can really provide that level of information to students and parents that really map out those career pathways and what students need to do to get to where they want to be in their career. So, I think it's a an exciting opportunity to bring together stakeholders from across the ecosystem to really collaborate in a in a meaningful um concerted effort to build out this Dr. M, do you have [clears throat] anything? You're also >> Yeah, I just want to echo uh Dr. Bow's uh you know, sentiments. It was good to have uh cross- sector colleagues and partners from across our state. Um

030you know, from a higher ed standpoint, you know, you know, we're seeing um the emerging changes and treads on a national level. often when I have the opportunity to engage with anybody, I I I use the terms of existential threat as relates to simply not looking at workforce shortages, but what we're seeing in terms of change of demographics here in New England, you know, as Connecticut's seventh oldest state in the unit in terms of the average age of our population, right? So, what are we going to do as an ecosystem for the next 10 years, right? It's it's significant. We need all of us um growing in the right directions. Um and there have been states in this country North Carolina, Minnesota, Texas and others that have scaled pathways from K12 throughout postsecary education. I

031think there's a huge opportunity to do that, but also to build upon the great work of the state department of education, the office of workforce strategies and all of us that truly care about the betterment of our citizens and our students, right? We want our people to have family sustaining careers where they can thrive here in Connecticut. We know that there are growing challenges here in Connecticut in terms of affordability and access to housing. What happens if you live in a multi-generational household and health becomes an issue, right? What do you do? Where do you go to? So, I think this type of um effort on the part of CAPS and and Dr. Cardona and others, I think that's what we need. We're all on the same page. Um, and let's build upon the great

032work that K12 STD has done. But all of us, higher ed, we got to step up as well to meet our K12. >> That concludes my report. I would like a motion um to be able to move we have some um our recognition of the 2026 teacher of the year. We have superintendent here. So, I'd like to move that um item 11A. God is coming to the table. [clears throat] Good morning Sorry. Good morning, Commissioner Russell Tucker, Vice Chairperson Benham, and members of the board of education. Thank you all for your time this morning, and thank you for including this wonderful recognition on your busy agenda today. My name is Ashley Wright, and I serve as the Connecticut Teacher of the Year Program Co-Cordinator here in the CST talent office. Morning. Um, my name is

033Victoria Millie and I am also a CT teacher of the year program coordinator. It's privilege to help recognize the 2026 Connecticut Teacher of the Year finalist and teacher of the year today. The Connecticut Teacher of the Year program, sponsored by the Connecticut State Department of Education in partnership with the Connecticut Teacher of the Yard Council, has recognized excellence in teaching since 1952. This program honors educators who exemplify the dedication, professionalism, and impact that define outstanding teaching across our state. Each year, school districts select a district teacher of the year. These exceptional educators are encouraged to submit applications to the statewide portal where they undergo a rigorous review and scoring process. Semi-finalists and finalists are selected through comprehensive a comprehensive process that involves interviews at the legislative office building and site visits to the candidate schools.

034Ultimately, one educator is named the Connecticut Teacher of the Year and has the honor of representing our state as the NA at the national level alongside distinguished educators from across the country. [cough and clears throat] Before we recognize this year's honores, we would like to acknowledge some members of the Connecticut Teacher of the Year Council who are here with us today. Their ongoing partnership, leadership, and service help make this program possible. Executive Director David Boso, Council Member Kristen Records, Council Member Mary Kay Renbach, Council Member Jen Rodriguez. Thank you all for your continued commitment to uplifting and celebrating amazing educators from across our state. Now, we would like to introduce the 2026 Connecticut Teacher of the Year finalist along with their district leaders. First, we would like to introduce Ryan Pet, the 2026 Connecticut Teacher

035of the Year finalist from Wallburg, Connecticut, accompanied by Superintendent Dr. Danielle Bizi and Assistant Superintendent Carrie Lour. Morning [applause] everybody. >> Good morning. Good morning. >> I have a little bit to read about you and and we'll have some comments from you as well. Ryan is an educator of multilingual learners in Wallingford, Connecticut, specializing in teaching bilingual Spanish speaking students in grades three through five at Pont Hill and Parker Farms elementary schools. He leads studentrun news broadcasts and develops cultural explor exploration videos that highlight student voices and the diverse languages represented across the schools. These initiatives provide authentic opportunities for students to collaborate, take leadership roles, and showcase their learning in ways that connect directly to the broader school community. [clears throat] Also has built meaningful relationships with organizations such as integrated refugee and immigrant

036services and the Spanish community of Wallingford to bridge connections between students, families, and vital community resources. Please join me in congratulating Ryan Heath, the 2026 Kennedy Teacher of the Year finalist from Wallingford, my hometown, along with Superintendent Danieli, Assistant Superintendent Carrie Ltoriator. >> Well, I just want to thank all the board members uh for your time today and all you do for education Connecticut. Um, it's really I'm really I'm an outsider, so I'm from New York originally, so um you know Coming to Connecticut was a bit nerve-wracking when I did that a few years ago, but uh I really feel so proud to be a Connecticut educator and to land here and um to be a part of the Wallingford community and then superintendent and assistant superintendent car and you know for coming with me

037today. They are excellent leaders for us and you know going through this process it's um you know I sit here as a representative of Wallingford and you cannot go through this process on your own. it requires families and students and teachers and the superintendent and board members to speak on your behalf. So, um I really appreciate everything that they've done to help me sit here today and um this is a team effort and I'm really proud to be part of this team. So, thank you very much. [applause] And we will be once we go through the rest of the recognitions, we'll be doing some pictures out in the hall if you stay for that. Okay. Next, we would like to introduce Joseph Meyer, a 2026 Connecticut Teacher of the Year finalist from Glastonbury, accompanied by

038Assistant Superintendent Dr. Scott Herwitz. Hey everybody. >> Joey teaches Latin at Glastberry High School where he has inspired students for 21 years. At Glastberry, Joey helped establish the girls the school's advisory program, training more than 100 student facilitators to foster peer connections during monthly home rooms. He has co-chared the school's leadership, self-study, co-advises the classics club, and has been recognized with the essence award for exemplifying glass fairies high school's core values. Bei besid beyond his classroom, Joey has served in leadership roles with the classical association of Connecticut and contributed to the design of ACTL's Latin interpretive reading assessment, which is used nationwide to measure Latin proficiency. He frequently he frequently presents and publishes on equity and empathy in Latin instruction and the importance of student voice and connection. Please join me in congratulating Joey Meyer,

039a 2026 Connecticut teacher of the year finalist from Glass Glastberry along with assistant superintendent Scott Heritz. [applause] Thank you very much. And I know that right now I am in a room of people who know this, but uh myself, my colleagues, teachers all over the state are getting up early. We're grinding every day to try to make a difference in the lives of our students. And um I am smart enough to know that that does not happen without the support of my great administrators, without the work you do here, your commitment to public service and to making sure that uh that students in this state have an incredible opportunity um as they head out into the world. So I just want to take this opportunity to thank the great uh district of Glastary and to

040thank all of you for the work that you do that makes what we do possible. Thank you so much. >> [applause] >> Next, we would like to introduce Antinet Serrano, a 2026 Connecticut teacher of Year finalist from by Superintendent Dr. Marine. Good morning. >> Good morning. Antwanette teaches third grade at Elizabeth Green School in Newington where she has dedicated 26 years to inspiring young learners. She earned her undergraduate and master's degree in reading and elementary education from Central Connecticut State University and now shares the magic of books with her students every day. Beyond her classroom, Antoine promotes social emotional learning through her original children's book, Mindful Mason and Empathetic Emma, which teach empathy, kindness, and resilience. Her work has been featured in Newington Life and highlighted by the Connecticut Education Association for going the extra

041mile every day. Please join me in congratulating Anuanet Serrano, a 2026 Connecticut Teacher of the Year finalist from Newington, along with Superintendent Moren Bren. >> [applause] >> Thank you. Um I am so honored to be in this position. It has been my dream since I was a little girl to become a teacher. And in my 27th year, I must say that the town of Newington has always welcomed me with open arms. I've always felt a part of the community and I've always felt like my voice has been heard. So I definitely want to thank um Dr. Bummit and our beautiful town of Newington. Um, and thank the board too for this privilege and honor and the teacher of the year committee. I just think that it's it's so great that I get to do the

042job that I love every single day and I can continue to um send my message to children and the people that I love through my children's books. And so, thank you so much for this honor. Finally, we would like to introduce the 2026 Connecticut Teacher of the Year, Ryan Bettish from Danbury, accompanied by Superintendent Dr. Cara Casemiro. Good morning. Brian is a sixth grade social studies teacher at Rogers Rogers Park Middle School in Danbury. Brian has been teaching for 18 years and is a proud graduate of Danbury public schools who has dedicated his career to giving back to the community that helped shape him. Brian believes middle school is about more than grades or test scores. It's about creating memorable experiences that inspire students to collaborate, innovate, and lead. This philosophy has guided him in

043creating several student-driven initiatives. Together with his students, he co-founded Heart 21, a club dedicated to improving school culture and elevating the middle school experience for everyone involved. He [snorts] also created seven, a project based learning class where students design and implement projects that make a real impact on their community. Brian and his students also created a pop podcast called Rogers that which has recorded over a 100 episodes. The podcast connects his students with leaders, professionals, and Rogers Park alumni to explore potential career paths and has helped to build meaningful partnerships with the local community. To further promote creativity and innovation, he has designed and created the Roar recording studio, a dedicated podcasting and media space and the Bella Patterson Innovation Lab named in honor of his former student to support hands-on project-based learning experiences at

044Rogers Park Middle School. As the school's donor's choose ambassador, Brian has supported teachers in securing over $500,000 in resources for Rogers Park, ensuring students and staff have the tools they need to succeed. Brian's teaching philosophy is simple. Every student has the potential to do big things and his role as an educators ultimately to create opportunities for them to shine. Please join me in congratulating Brian Dach, the 2026 Connecticut teacher of the year from Danbury along with his superintendent, Dr. Cara Maria. Thank you guys so much for this and for this opportunity. I can think I can speak for my colleagues behind me as well that we are incredibly excited for this year. Um, we want to use this platform and this opportunity to help make change in education. uh support teachers and and schools across

045Connecticut. So, thank you guys for everything that you guys do. Um and we're we're ready to get going. So, thank you. >> Thank you. [applause] >> Join you all out in the hall. >> Before you go though, sorry. Um, vice chair, I wanted to say what I said at the teacher of the year ceremony and a quote that I used uh there from Rita Pearson that said, "Every child deserve a champion, an adult who will never give up on them, who understands the power of connection and insists that they become the best that they can possibly be." As I say then and will say again, you are the champions doing this work every single day. And we thank you for doing it day in day out. thing that was said day in day out and

046nights uh in preparation. Uh but we really do appreciate and appreciate uh the talent office for the work they do here. But thank you all very much. Continue being a champion for our students. >> Yeah. So I had that option now. You know what I mean? So you can memorize it. [snorts] >> All these months on our side now. >> Oh, hey. >> I did not know. also >> all right. >> Did you ever try that bar right now? >> Good. A couple of those, too. reading materials. I >> like that. That's a good point. >> You take this one. Take this one. What stands do we have to say? >> So I appreciate >> Oh, there you go. >> [laughter] >> or something like that. Okay. >> [clears throat] >> That's why I was

047sort of like [laughter] >> how challenging is it to have It's confusing. >> What a barbecue. Yeah. Yeah. Yeah. Yeah. >> Why me? Yeah, I bet. I bet he's >> just [laughter] right now. >> I'm still learning research in your email. >> Still haven't this morning. I mean, [laughter] I knew I knew to bring this, but this was >> that was um that one um 11B was not using my dad. >> January 6 it went out. We sent it to you. >> Oh, that was emailed. really many people in college either you're married to like six [laughter] day off my favorite even like a whole she >> said If you look up what I thought, but I want it. If we want something, >> you make it like specific. >> We're doing committee reports now.

048>> No, I mean on the Okay, so >> my god, he's horrible. You just got you doing pretty well. It's so funny. Yeah. [clears throat] >> Okay. Move on to item six, [clears throat] committee reports in learning with academic standards and assessment. >> Oh no. [laughter] >> Academic standards and >> not yesterday. >> Yes. Hello everyone. So um really just want to appreciation for the incredible staff support work that we had. So first of all commissioner your vision with respect to academic standards and also Dr. Hughes Irene Paresi um we had a great committee meeting yesterday. welcome uh Evan as a new member um to that committee [cough] and [clears throat] in the context of it we focused in on two key priorities of the state department of education and state board of education and

049how that relates to the work of this particular committee. So, we had an update on the first curriculum teacher leader fellowship program which is designed to identify and support teachers who exhibit exemplary classroom practice and leadership in curriculum. And that this is really not only enhancing their teaching practice, but also how they become and are and further their development as curriculum innovators in their school communities. and it ties directly to the state department of education's commitment to high quality instructional material to advance student success. And you'll hear a bit more about high quality instructional material uh in a moment. We also as a committee have an update on the industry recognized credentials align so much with the board's strategic priority to create opportunities for all students to explore careers, technical education through coordinated programs developed

050in partnership with all of our colleagues. So, higher education, our community partners, local regional employers, um some of us have been around long enough where this concept around industry recognized credentials was a concept a concept and so just really want to thank the incredible work of Dr. Muko of Dr. Pritchard Dr. galleries commissioner and the team here at the state department of ed that what was a concept uh years and years ago is now something that's actualized here in the state of Connecticut and how it is intentionally linking together all of these efforts so that every student has this opportunity to pursue potential career to pursue you know the readiness that's needed to enter jobs and to to advance the state's economy. >> Thank you. Accountability and support met last week. We had two um

051middle schools come before us. Amden Middle School and Hartford Green Middle School, both um extensions to the commissioners network. Um it was a great meeting. It both of these schools are doing so so well. It was just it was it was just very exciting to be in this kind of meeting and to watch these two schools bounce off of each other and share things that each other are doing which is the whole point of these networking. Um and both of them pretty pretty new leadership in both schools and that was one piece that was highlighted as exceptional in both schools and you could see why they're doing well because of that. Um the next meeting of accountability and support will be February 4th. finance. Mr. Harris, >> good morning and happy new year to everyone.

052Uh no particular update from finance, audit and budget. Our uh because we meet quarterly, our next meeting will occur uh somewhere in the third week of February. I've got to look at my calendar. Um the department continues to function well in the capable hands of uh interim director uh Keith Nordon. And uh other than that, that's [clears throat] my report. >> Legislation and policy, Miss Burke. >> Thank you, madam. Uh we had our last meeting on December 3rd. We took time to review and discuss the legislative proposals uh with our our legislative staff. Uh you'll be hearing more about those today. We also looked at the uh the CCD proposed revision of um educator certification and uh we will be meeting today at 1:00 and we will be entertained by our um program that we

053heard about earlier that will deal with work workforce initiatives and uh excited to hear about that. Connecticut Technical Education Career System. Sorry, it's on. Everybody hear me? >> Good. Um, good morning. I won't I won't take much time. I just want to say um that we had a wonderful opportunity to showcase CEX uh on Monday at the regional sector partnership uh convening fourth annual convening uh hosted by office of workforce strategy and had a chance to highlight the work that we're doing around workbased learning and how it's a bit different than what happens at a comprehensive high school. So, we had uh five employers and a graduate of our system and one current student uh tell her the story about why work-based learning uh has made a difference both from the employer perspective and from

054the young person's perspective and it it was really great. We had a few other uh tech friends in the audience and so it was just a really great opportunity to show why CEX is different and why the state uh needs to invest in this in its own uh technical So, um, very happy to to be here and just wanted to share that with you today. [clears throat] >> Oh, and I'm sorry. And we did our prince grad our prince uh students provided really really nice cookie trays for each uh table. And again, nobody told me I was they told me a lot about this job before I took it, but nobody told me I was going to have to watch the weight gain from [clears throat] all these vulnerable uh culinary students. But you can't

055you really can't say no. I mean, how do you say no to to cookies? So, uh, yeah, it's been a great experience. So, >> and their culinary programs are fabulous. I must say, I've visited a few and they are >> Anybody wants lunch? Go, go. [cough and clears throat] >> The place. Connecticut State Colleges and Universities. >> Yes. Yes. Happy New Year everyone. Uh, the quick update. I actually have an interview with NBC Connecticut downstairs in 30 minutes. All for good things. But, uh, I want to kind of just highlight our our program. of Connecticut online program. So since uh December uh ESC we received uh 12,385 applications and that's a 3,700 uh increase from the previous 24 to 25 cycle. So awareness uh is definitely spreading across um our school districts and as you

056know the GAP program truly uh simplifies uh the enrollment [snorts] of these programs for participating institutions in higher education. So it waves the application fee and waves the requirement of an essay and also letters of recommendation and also um automatically allows students with a a 3.0 GPA or unweighted 2.75 GPA who are graduating seniors to automatically be enrolled at these institutions. Um our four state universities are seeing double digit gains uh in the number of uh of applications. So we know that our 2,000 student number that we had this past academic year, we're confident that's definitely a tremendous increase. And then in terms of the other participating institutions, higher education, it's University of Hartford, University of Bridgeport, uh, University of New Haven, Alpers, Magnus, and Mid College. Just really proud um of the participation um

057of both K12, our high schools, and our participating institutions to make going college a reality and also seamless. Thank you. Thank you. >> Gazby [clears throat] um has is under a lot of different initiatives going on. I'm going to have Miss Record speak to one shortly. Um but thank you to Miss Recorder, Dr. Carlson, um Miss Gabberto, Miss Glattis isn't with us. Um for attending the different NASBY um me, you know, the de um Zoom calls that we have, the different initiatives that are going on. Uh we are we have a very good relationship with NASBY and they are very interested in the work that Connecticut is doing. I'm going to have Kristen speak a little bit about a certain program that some of the board members are getting involved with. >> Thank you, Madam

058Vice Chair. Um Dr. Lavis, Miss Galberto, and myself have been a part of the NASBY uh high quality instructional materials learning and action group for the past quarter. Um early in the fall we participated in uh four webinar series conversations uh around this topic. We had an introduction to HQIM. We had a conversation about what exactly those materials look like and how they are developed and disseminated uh to stakeholders. We had a session about what states can do key strategies for policy and implementation practices. and then uh fourth session particularly targeting the importance of implementation and supporting teachers in the implementation of HQIM. Our next steps are to find ways that NASBY can highlight HQIM. And so they have reached out to us to take input from Connecticut as to what can we highlight about

059what we are doing in our state um action steps that our state board has taken, things that the department is working on um so that we can highlight those and encourage other states to take further action around the topic of HQIM. Um I also if you me for just a quick moment to remind everybody that um there's a northeast exchange for NASBY happening on January 21st. Um and then just a reminder that NASBY is also having an edtech advisory group starting in January. Um I'm signed up to participate in that. If you want more information, please let me know. Thank you. >> And all those programs are open to all board members. Um I know Dr. Carlson and I attended one on AI. Again, another area in which NASBY is looking at Connecticut. In fact,

060they just um published on one of their sites the um article that ran in the Connecticut post. Is that what it's called? That ran in Connecticut. They published in their national um over the AI program, the pilot program basically on what it what it was. So, they're very interested in the work that we're doing. And on our last call, a couple questions came up directed to me um when we break we break out into the northeast region about how Connecticut started that pilot program. And so there is interest around there because there are some states um that are banning it completely. There are some states that they're way [clears throat] behind and are just getting started. Um so they're asking the questions of you have states like us that have started started the work. So

061feel free to join us on any of those calls. And then sir, in your in your um packet along with your regular monthly report, there was also two um training and webinars that you can also attend. So there's information in your packet. Um and also I'm going to call Brian Clelets to the table. Um because as as a board member for CIRC a lot of times obviously the discussions on the special ed come up all the time. It is why CIRC was created. So um there is a lot of collaboration between this agency obviously and CIRC and everything and I realized um as we talk about it and with the deputy commissioner is also sits on the board with me is um very often we realize maybe not all the folks around the table understand

062that connection and what is there. So this is going to be our first to hear from you Brian who is very much closely connected to our circ. >> Thank you very much uh Benham. Good morning everyone and happy 2026 to you all and a healthy and successful uh 2026 ahead of us. Uh thank you for the opportunity to talk a little bit about our partnership with the state education resource center um under the leadership of Dr. Anger Kennedy. Um CIRC is a critical partner in the work that we do on a day-to-day basis supporting our students with disabilities in our role to improve outcomes for students with disabilities across the state. uh CIRC assists the state with expertise and increased capacity uh to meet not only our state and federal requirements but also priorities that

063are aligned with the state board of education plan. Um, so I prepared a document for you all that is just a very high level overview of the initiatives that are focused on our students with disabilities and supporting the parents and educators that surround and support those students in assisting them in achieving. Uh, you can see across the board there where there is alignment with each of the um identified goals within the strategic plan that you all developed. A couple of things I wanted to highlight. Um, as mentioned, Deputy Commissioner Sonor Moano, myself, and our bureau chief Katherine Matz meet with sort of on a quarterly basis to review overall budget and financial um support for the work that is occurring. And then Katherine and I also meet with uh Christy Gako, uh Nikki Hendry, and

064Marjorie Davis on a weekly basis um to review data, input, and information from ARC to elective teams uh related to professional learning and training that happens across the state. A couple of things to highlight. We are uh believe it or not engaged in and almost completing our proposals for next year already, thinking in advance. uh meeting the needs of the districts in a variety of ways through needs assessments, the data we're collecting from the information that we provide and again ensuring that there's alignment and priorities uh with the state goal, the state uh strategic plan. We have coming up in the very near future uh the competitive grants that are part of the state budget around inclusive programming. So CIRC is a critical partner in helping us stand up that process, the application process, reviewing

065those applications as they come in from the state. Um, and that was a nearly $14 million investment from the governor and the state budget uh to improve inclusive programming across the state. We're also engaged in activities to update our resources for parents, including our parent guide to special education. and I'm excited about the updates and uh new and innovative ways we can get information and resources in the hands of parents. Um the youth advisory work is amazing and uh such importance. Uh student voice is something that drives our work and um our students from a variety of districts are engaged not only in increasing their ability to self- advocate uh for themselves and their stu fellow students but also to advise us in our resources in our priority areas. And finally, uh, collectively across the

066department, we're working to update our general education interventions, um, and supports called multi-tiered systems of support. And, uh, again, CIRC is a critical uh, partner in that work. So, we're pleased and uh, for the opportunity and happy to provide regular updates uh, on a regular basis throughout the year related to those initiatives and or any other questions that you might have uh, related to our collaborative work. the board and let's look into having that as that maybe at a quarterly as you meet quarterly and then you can update the board as well versus just a regular report. >> So I think that would be a good idea too. >> Sounds great. Thank you. >> Thank you so much. >> I have a motion on item seven. Sorry. >> Item seven. >> Thank you very much,

067uh, Vice Chair Benham. Uh good morning all and uh happy new year 14 days in uh where we are. Uh good to see everyone. Uh my the report is in your supplemental packet. So should be there uh that you have [snorts] that and as usual the activities are laid out under the relevant board strategic priorities. Uh therefore, I'm going to take uh just a brief moment uh as we are at the start of the calendar year to revisit and clearly articulate the board's uh five-year component strategic priorities and the aligned department focus areas uh that goes along with that. And I know this may be helpful for our newer board members. Uh as you know, the plan is entitled uh every student prepared for life and working on school. uh that is in your packet

068and I this one pager you summarize your your uh strategic priorities that's in that plan uh it is ensuring equitable access to educators uh to education meaning also including access to great teachers and leaders and a diverse educational re uh educational workforce. Uh there's also uh ensuring safe and healthy learning environments and there we talk about all our learner groups as well including our students with disabilities uh and making sure that we are in ensuring uh that we have the outcomes that we desire. uh also uh a many program frameworks uh back to what Miss Gilbert just talked about uh there that is a part of this board's strategic priorities and finally creating multiple career pathways uh is also a part of this board's priorities and as we've already talked about today so important that

069the partnerships uh with our institutions of higher education local and regional employers uh aligning to economic opportunity and advancing students uh in career careers of their choice. Uh really important, but this is a part of your plan and I just want you to know that and to share with you uh that next month uh as we do occasionally update you on our plan on the updates uh to the plan that we'll be doing one focusing on that strategic priority area uh for next month as well. Your last update was in September. So we're coming back to you in February. On the next slide, what we've done, we've taken the strategic uh the board strategic plan and actually develop every year uh strategic focus areas. And so this is should be new to you and I

070just wanted to pull that forward again. Uh so you see in the center every student prepare for learning life and work beyond school. That's the board strategic plan and then our specific focus areas around it. Some of them similar are the same as what's in the plan but also goes deeper uh in into what it is that we're accomplishing. So you'll see expanding our educator workforce, right? So that every classroom and central office have skilled, highquality and inspiring educators uh that our students deserve. Supporting safe and healthy learning environments where every student feels a sense of belonging and every staff member feels supported. Ensuring students are present and engaged. Of course, we talked to you a lot about chronic absenteeism and the work that happens there because we know that attendance is certainly a precursor

071to engagement, which is a precursor to learning. Elevating and supporting high quality instructional materials is an actual uh focus area. Giving our educators the tools they need to spark curiosity and to deepen learning while also giving them back the gift of time, which we we tried to talk about. Modernizing and expanding post-secondary pathways so students can see futures. uh that match their talents, their passions, and their dreams. Something I know we're totally all aligned uh with here. Improving outcomes for all students uh with a focus on increased access and opportunities for students with disabilities and those with unique needs and strengthening and promoting school, family, and community partnerships because education we know is a collective effort and none of us can unlock the lifelong potential of our students alone. So that is uh our guiding

072star uh that we're working with. And so if you now take a look at the my board report, you see that every month I align the activities of the agency uh under each of the priority areas. And so that that is what you have. Sometimes we don't have time to go through everything, but that's that's how all this come together for you. Uh we have our aspiring educator scholarship program uh that's uh been in place. And to let you know that we do have since the program started up 322 recipients of the scholarship uh receiving up to they can receive up to 10,000 annually undergraduate and graduate program. So this is how the legislature is investing uh in the profession. So we can have uh students can can get financial support under its uh insurance

073safe and health and learning environments. Uh I convene our commissioners roundt for family and community engagement that was held. Uh the team spoke to our members about the assessment results uh governance of school governance councils and we also had Connecticut Children's uh visited uh that meeting to talk about the emergency department visits that they're seeing for mental health and behavioral supports of our students and digging in closer to get a sense of where are those referrals coming from from the school districts and how can we work together uh to help our districts and making sure that our students are not spending time in emergency departments uh when there are other interventions uh that can be helpful. the this board approved uh last month uh the English learner and multilingual learner framework and the academic office

074is working uh to make sure that they're finalizing the the professional learning plan that goes along with that uh that they'll be offering and you will certainly be hearing more about that under the board priority for elevating Connecticut's curriculum frameworks. Uh we've launched the department has launched the 2026 family literacy celebration. uh it is about understanding the importance of family literacy in the vast amount of work that we do about increasing literacy and so materials are developed uh so we can celebrate family literacy throughout the year and uh priority for creating opportunities for students to explore multiple career pathway options. I'm going to ask our chief academic officer to join me at the table just to speak briefly about uh the couple of things that we've just launched and so Irene if you can talk

075about our rock and roll hall of fame work uh that we just announced and also the uh CTSO work. >> Absolutely. Thank you commissioner. Good morning uh board chair board members. So yes, we are very excited um as part of our work uh to support the priorities of the board plan and um access to high quality curriculum, we now have released a course in a box. It's a comprehensive course that you can unbox and reveal a course syllabus, a scope and sequence, units of instruction, lessons that are aligned, and demonstrations of learning, as well as a full collection of robust primary resources that can be used in the classroom by the teacher with their students. Um, this is done in partnership with TRA. As you know, we've already partnered with TRAP back in 2021 to

076really get our learners back to school and engage. And um by doing so, we have access to a lot of the robust primary resources as well as hopefully some musical guest artists. The other purpose is that while we're doing a model curriculum, this in in of itself is a course that can be implemented as a half credit. Um we will have a schedule code for for tracking and transcripting of course as well as providing professional learning to those districts that want to implement in the fall 26 at no cost to the districts and again in partnership with teachers. [clears throat] So again if you can visualize a box and you unbox it as an educator everything is there for you to be able to use and implement. [clears throat] We also believe that this has

077the potential to be in a course sequence of stackable courses that lead to a pathway as well as industry recognized credentials. So much of what we are committed to. So um this is one of many course in a box that we will be releasing soon. >> Thank you Irene. Uh CTSOs. >> Absolutely. So, um, career and technical student organizations is not new to the the state of Connecticut, but what is new is, um, the the presence and elevating this for access as well as adding to the portfolio of CTSOs. Um, these CTSOs are a curriculum complement that happen in the classroom or sometimes after school as um, a connection to the pathways that students are engaged in. they really are a gateway to opportunities for developing leadership skills. So what we have done is not

078only added um additional CTSOs to our portfolio. So now we're at nine where we were at six. We have DECA educators rising FBA, FCCLA. So FBALA is for Future Business Leaders of America. Um FCCLA supports the culinary uh pathway. FFA formerly known as Future Farmers of America. HOSA is for the healthc care profession. ProStart again within the culinary skills USA has always been in the [clears throat] um in the CEX but now we're bringing it forward here in the technical area as well as TSA which is the technical students of the skills of learn. What we also did is reduced to paper that this is how you do it very well in district and what you can and should consider [clears throat] when you're implementing. So now that we actually have an overview and operational

079guide book, we believe that we'll have um certainly some level of consistency across all of our high schools with implementation, but um clear guidance on how to implement, monitor, and make these experiences um rigorous and relevant for learners. >> Thank you very much, Irene. >> Thank you. >> A lot on the horizon. uh you'll uh in a few minutes you'll hear from under the same priority um about our post-secondary labor market outcomes dashboard uh that Ajit will be uh sharing with us shortly. And uh finally uh before we transition to other updates under uh my report uh yesterday I had an opportunity to deliver remarks at the governor's prevention partnership schoolbased mentoring conference uh titled the power of connection mentoring for engagement academic success and workforce readiness. A conference that brought together educators, mentors, community

080leaders, business and industry partners to explore innovative strategies that strengthen student engagement and build pathways to success. And so I was able to join them for uh some time uh yesterday. So uh really great got a picture the room uh everything that's there. Uh but let me transition. I'm going to move things around a bit. If Ajit uh could come and do the the dashboard, we'll do that now and then we'll do the other uh updates uh shortly after. So let's do that. I was going to say dashboard dashboards are us. [laughter] >> Great. Thank you, Kim. Uh, good morning. Um, Ajalan, chief performance officer. Uh, nice to be here with all of you. I have shared this dashboard previously. So I I'm not going to do a demo of the dashboard now, but I'm

081going to try to sort of we did update the data and we made a couple of uh additions. So I will speak to speak to that today. So again going back to what the commissioner said um and I think others have referenced about the state board's priority. This is one of the strategic priorities that the state board already has. And the the words I will pull out here are coordinated, you know, creating opportunities and pathways through coordinated and rigorous pathways that are aligned with economic opportunity. So I think partly it's it's not I mean yeah it's it's it's the fact that yes not all of our students are pursuing uh traditional four-year degrees. I mean we all know that. Um but it's also that if we are going to pursue uh co non college options

082that they truly be viable options for our students and that they yield the economic benefit that a few of our students may be experiencing. But if we're going to scale that, we better be sure about that promise for our students. Um the other words I'll pull out from here are partnerships with um institutions of higher education and I I was hoping to point to Dr. Zuko and and Aninsley is here though so Dr. Diamond is here so I will point the to you um which we've done a lot of work on over the last several years and employers regional employers those partnerships are important I also want to sort of go back to what uh Dr. Valerie said that college and careers are not necessarily mutually exclusive. They can be, but there don't have to

083be. Many times they it's career through college. And college doesn't just mean for your degrees. It can mean two-year degrees, associates, certificates, or credentials, industry credentials. And I know workforce PEL is a new development that could dramatically change this landscape. So which is really exciting as well. All right. Um so the dashboard itself I've put a screenshot here is available on Ed's site. Um and it shows essentially that um you know it it gives the outcomes of our high school graduates going back to 2007. uh we updated it to add a couple more graduating classes going now to uh 2019. So meaning like we need at least six years to look forward. So we we kind of uh we kind of go up to that and this year's dashboard I don't have screenshots here but

084we actually did put the earnings of our recent graduates. So more recent graduates who do not who did not enroll in college because what typically happens is when students go into college their earnings are depressed and that's why you see that chart there. The blue line is college credential holders and the orange line is those who don't have college credentials. So it's in the initial years it's less than those without uh a college credential. But once those students earn a college credential the trajectory really changes. And again, college credential, KU, bachelors, certificate, associates, etc. Um, couple of other notes on this is that all the earnings, you know, we we did we in we sort of indexed them previously to the 23 or whatever and now when we released it, um, we have uh adjusted

085them for inflation to 2025. So, they're all sort of reflecting today's dollars. Um and key caveat is only graduates that have earnings in Connecticut can be included here. So out of state earnings we just don't have. So that is that is part of the story um that we should be mindful of. And the horizontal line is kind of a light gray line. uh it represents this notion of an annualized minimum wage which really just takes the hourly wage and then you know does a times 40 40 hours a week times 50 weeks to get a sort of an annualized wage. Um so if you have earnings below that it doesn't mean the person is earning below minimum wage that is not necessar technically possible it's just that they might be working less fewer hours. So

086when you analyze their salary, you're not seeing the full um earnings if you will or you know earnings that exceed the mortage [clears throat] the annualized. Um the big Yeah, thank you. The big takeaway is that academic or career oriented college credentials do matter. Um the blue line is bachelor's degree are higher and clearly those individuals are earning a lot more. uh those with certificates and associates degrees are less, but they do have more earnings than those without any college um or some college. So, if you go to college and don't earn a credential, you're really not getting much for it. You've got to get something out of it. Um so, that's that's kind of the big point. And again, just to be clear, I'm only showing one cohort here, which is the class of

0872015, [clears throat] because the first year of earnings, you see, is 2016. Um so it's the 2015 class but the same pattern kind of if you go to 2014 2013 you'll see very similar charts across the years. So a credential does matter you know so and and it's really what is that credential and again here we're talking about college credentials and college credentials can be career oriented. Uh they're not as many of them more of them are traditional degrees and certificates but increasingly more are becoming career credentials. All right. Next, let's break this out for those eligible for free or reduced price meals, which is on the left, and those el not eligible for free reduced price meals. And what do we mean by free reduced price meals? This goes back to our data when

088students were in high school. So, we're looking at high school and saying, were they free reduced price meal eligible in high school and then looking at that data. So as you can see here on the left hand side for both groups those you know those credentials do matter and those certificates do matter they make a difference I mean clearly those without those who are not eligible for free or reduced price meals may have higher earnings and there's a whole host of reasons why that might be you know background resources etc etc but for those from low-income families a college credential is a way out of sort of systemic um low-income family issues, right? I mean, so this is clearly clearly makes a difference. Um and you here, just to be clear, we're talking earnings 9

089years after they've graduated high school. So, you know, so if you graduate high school at 18, in the last data point, these individuals are like 27 26 27 28 years old. That's who we're talking about here. And they are in Connecticut. These are people who have earnings in Connecticut. Okay, so just to be very clear. So this is these are real individual like each one's a kid um with with those earnings. But as I say this, many are not realizing these benefits. And this is what what we've been all been talking about forever, right? So on the left hand, again, my order is a little mixed up here, but just that on the left hand side is those not eligible for free or reduced price meals. on the right side is those who are eligible.

090The purple share of the pie represents those who have a bachelor's degree or higher. The blue, the small pie, the light blue is those who have an associates degree and the green right next to it is those who have a certificate. The orange is folks who have some college but no credential and the gray is those who have no college. As you can see, the purple share, which is a bachelor's degree, and the blue and the green, when you put those together, far more students among those who are not eligible for free or reduced price, meaning those not coming from low-income families are completing and earning a credential. Well, on the right side, that orange share, some college but no credential, and no college is almost threequarters of the pie. So meaning that a quarter

091of our students from low-inccome families are earning a credential. Threearters are not. Okay. And and on the right side on the left hand side it's not almost flipped but it's like you know 60% whatever or or you know are earning a credential and 40% aren't. So just to say that there are many students who are not realizing the benefits the promise of that college credential. So while I showed you those charts with the trends, you have to look at the ends the numbers to really get a sense of where the students are and who's actually getting the benefit. And this basically says that there are many students in our system who are not realizing uh the benefits. I'll add a few more things. I'm showing you statewide data here, but I have had conversations with

092several districts in the state. And when I say several districts, I'm talking about wealthier districts like Richfield, Bethl, etc. And I have showed them their own students because on the dashboard, you can go and get this data by district, by cohort. So you can look at, for example, uh, you know, Bethl's graduates or Richfield's graduates from 2015 and you can see what's happening to them. And I've sort of made the point to some of these districts. And then on the other side of it, you know, Hartford, Bridgeport, Maryland, etc. I've talked to those districts and I've shown them their data where where you could see that of their graduates, you know, 50 60% or depending on the district, 30% are earning a credential and that there are 70% of students or 50% whatever who have

093not earned that credential in your own district. And they can disagregate this by free reduced price meal eligibility status too to see what you're doing in high school. How is that really helping your own graduates 10 years later? Cuz they know those kids, you know, whether it's 300 graduates from the high school or 500 or whatever, they know who those students are. Um and so it's really saying like are we delivering on the promise for these students right 10 years out? And so um so anyway I just wanted to say that this is statewide but this pattern exists to differing degrees in almost all districts while in richfield maybe 75% will earn a college degree but there are still 25% of students who don't and what is the high school doing in ter what could

094the high school do differently for those students all right obviously ly we need to increase the attainment of college and non-ol credential. That's why we've been at this for a long time. The um the state so obviously I know there's been references already to the state's investments in dual credit. I presented this when I shared the accountability results which is great. We're seeing improvements, significant improvements. Dual credit is an evidence-based strategy for college completion. students who enter college with credits under their belt when they're in high school, academic or career oriented, it will make a difference. I'll bring up Seymour. Seymour has a manufacturing pathway in in the high schools. They offer almost the entire sequence that CT State offers in the high school. So, if students did 1 2 3 four courses in the

095high school, when they go to CT State, they'll have 12 credits and the CT State credential might be 18 credits. they only have to do two more courses at CT State and now they have a credential completion rate will be much higher for those students than somebody walks off the street and tries to start an 18 credit program advanced manufacturing program at um not the cub oran or wherever the program is. So I think this is a [clears throat] known strategy with um um with sign and and with our investments we're seeing huge increases among students of color. Three years ago, it was like 14 and a half% for black students today. 23% of black students uh in 11th and 12th grade have at least three credits under their belt. Huge. Great. Excellent. Uh but

096you know, obviously there's 75% who don't, right? I mean, so that's the work that we have in front of us. Same with Hispanic, Latino, and students from low-inccome families. You know, I go back to our accountability release that we did in October. We had a student Grace Johnson from uh Vernon Rockville High School who spoke at that event and she talked about how the Yukon allied health course that she took and and that was one of many dual credit courses she took. She tried out a few different things but she took the allied health course and that really connected with her and now she wants to be a radiology technician or whatever. So I mean that gave her the path and so you know and we we all know that knowing what you want to

097do and knowing what you don't want to do they're both [cough] [clears throat] so and we've talked about and I know you're all aware of that as well >> and I I just wanted to jump in as you go um go back to the previous slide and the outcomes that we're seeing and we recognize absolutely that is a lot of work to do and that is what we're talking about here. However, it also good to know what's gotten us to where we are. So, as leaders, we can determine what to do next or what not to do uh as we're moving forward. And so, we we were able to get at this with investments that were or federal investments really was what we did. We did not have legislation that required anything from us. We

098made sure proactively that we invested here with the resources, federal resource we have. And now we can say and thankfully based on that investment and what we're able to accomplish, we have our first ever line item that this board started the advocacy for uh that we now have in the 20 in this uh this upcoming year's budget uh to do to do more work. So I just >> 6 million a year >> million right >> and and many other states have even bigger investments but this is we got to start somewhere. We didn't have anything but now we do. um you know we have reports on this and I could go on go on for a while but um and uh and we're seeing increases across our institutions and I have to you know I

099mean kudos to CT State uh kudos to the state universities southern and eastern and central and western I mean they've been doing a great job too stepping up to the plate we know those players um and of course Yukon has always been the biggest player in this and I have to give props to Yukon as well because they didn't view this as we we're the monopoly and we got to take over the market. They've been players at the table supporting the others and working with us. And so it's it's been a really collaborative effort at Keat's office and and under Deputy Commissioner Charlie's leadership, this work is really growing even more, which is fantastic. So um so yeah, I mean several schools have expanded enrollment. You could see we went in that one year from

10036 37,000 enrollments to 46,000 enrollments. I mean that's I don't think in education or most system you will see that kind of an increase in anything you know in one year. So it's uh hopefully more to come. So this year's data we actually did a different slice and we haven't done this in the past because the data wasn't clear and this year we actually worked with DO to get data on registered apprentices in the do program and so uh Todd Burch and his group at do actually administers the registered apprenticeship program and we uh and it's it's not a huge number it's uh 700 or So a year of our graduates who show up as registered apprentices and registered I'm not the expert on that program just to be upfront but it is a nonol

101credentialbased approach right so here is a so because we're trying to find what are those things those non-ol pathways that truly do make a difference because we don't want to put students in things that don't pay off in the end that would not be a promise gap so we are so registered apprentice is is one area where you see and and these are the three areas where the apprentices are most prevalent. We if we try to break it out too much more the numbers don't hold up but in construction and manufacturing to less a degree in retail but uh in construction and manufacturing you do see the apprentices in and the apprentices are in blue. So apprentices are apprentices who um um you know they're in the registered apprentichip program and you can see their

102earnings rival those uh who are not apprentices who have a college credential. Uh and of course construction and manufacturing [clears throat] are also areas where students who don't have any college also reflect stronger earnings possibly because of industry credentials other non-OL credentials that they may be getting like NIMS or H or whatever you know which is fantastic like nice to see and we'll have those data in the coming years and we'll be able to tease those out as well. So I just wanted to show that this was a new addition this year that we did not have in prior years. I appreciate our partnership with DO for making that making that feasible. So in addition to dual credit, we're also sort of looking at stuff like this and I think we need to do I

103mean our industry credential work is excellent. Industry recognized credential work. So lastly, I'll close out with just um [clears throat] sort of so what are we doing? I mean this obviously doesn't start in high school. This work starts in middle school. Um, you know, we have our student success plan work, but we also have policy about advanced course work, course participation that really says this work must start in middle school help encouraging students to to know that this is possible. And so in in that high school bucket, I've put in the letters, postcards that we do, but that outreach actually includes starting this year to eighth graders. And I know our postcards went out uh to students um to students in grades 8 through 11. For 8 through 10, there was a particular postcard. In

10411th grade got a slightly different postcard because we're now having them look forward. Um some of you may have received our mailings uh or they just went out last week and this Monday. So maybe it's in your mailboxes uh today or whatever. But yeah, that that was over 150,000 plus pieces of mail, good oldfashioned US mail uh hitting hitting the in the post. Again, encouraging students to to pursue advanced coursework. Of course, we've had for for years our Perkins programming and I know that's going through a plan revision under Irene and Charlie's leadership. Adult ed programming under Irene's leadership also is there. which has forever been intimately connected with the workforce and our graduation requirements have are some of the most flexible in the country allowing for flexible pathways. We don't have four English, three

105math, three science. We have nine humanities, nine STEM and a lot of things [clears throat] and there's a lot of flexibility in what goes in there um in terms of how districts want to think of it. And then on the right hand side, I put in all the sort of our the range of our efforts, dual credit, IRC's, our partnerships, our funding. We're going for an ASEP accredititation for our dual credit programs because we want to preserve quality there. Uh FAFSA work continues. We don't have the FAFSA challenge, but we do have the data exchange with Office of Higher Ed. We're reporting that districts are still very actively following that. It's now, you know, 6 years ago doing FAFSA work in high school may have been viewed as like this is not our job, but

106today it's like it's absolutely part of high school work. Uh auto admission, I know Dr. Muko spoke to it and of course uh the Maryanne Handley award, free tuition at the community college, which is also something that is uh heavily referenced in our high schools. And I'll close with saying that in addition to doing new things like this, we also need to think about doing things differently and also asking the question of what are things that we are doing now that could actually be unintended moving this work forward. What can we stop doing or what can we change? You and I in that vein, there's one piece that's not on this list, which is our accountability system. our accountability system is a huge incentive and a huge uh pro for this stuff, but there are

107pieces that uh do need to be tweaked. You know, I'll be the first one to say that. And and the dual credit actually was something we tweaked. Um but I think what we know now even more so is that the federal law and the way the feds have held us accountable require us to weight the high school assessment very heavily. It's like over 50% of the weight for high school accountability comes from the high school assessment and we really need to um think about that there is a statewide accountability group that includes uh all the alphabets you know KAP CAD AFP all of the players uh CSD and advocates parents lots of folks and that group is going to come out with a report by the end of this month that will speak to recommending

108that we reduce the weight of the high school assessment and the high school accountability model. It will require waiver from the federal government. It's not something we can do unilaterally, but we are in agreement with that approach because we need to dial that back and increase the weight for our dual credit and IRC's and things like that because that's what we need to do. So, I will close in uh taking questions. Thank you. So u I want to thank Ajit and the performance office team as you know for just always uh doing a great job in making sure we've got the information call it data and the information that we need that's actually not just collecting information just to have it but how does that inform our work moving forward so thank you you'll continue

109to hear more from us but I wanted to make sure that we put that in the space for you today uh to wrap up my report I'm going to ask we're going to transition to the Hartford public school and Bridgeport updates I'm going to ask the team to come together uh at the table so we can wrap up my presentation. Update on Hartford Public Schools PIS fiscal operations and public schools action. [clears throat] Good morning everyone. Um Keith, chief strategy officer for the department and we will start off with Hartford this morning. It's great to see all of you. Uh today my comments will be brief. Um, as you recall, uh, in, uh, August, I'm sorry, July of 2025, uh, we, as an agency developed the HPS accountability and support team. The reason for this

110was because we wanted to provide coordination of supports and technical assistance to Harford public schools aligned with the recommendations resulting from a review of financial aspirations, special ed services delivery and also backet funds utilization. Um, at the December board meeting last month, we updated the board on HPS actions which addressed the 61 recommendations derived from the public works and NSK12 final reports. Since that time, uh, the AS or the accountability support team uh, has updated that list to include three recommendations for AC magnet grant utilization review which was completed by CST staff. Um, if you could refer to that list for just a moment in your packets, it's the spreadsheet, multi-page spreadsheet. Um, please note that recommendations 1 to through 46 were derived from the public works report on financial operations. Items 47- were derived

111from the NSK12 report on special education delivery services and 62- 64 were derived from the magnet utilization report. Um a moment on on that >> reports coming around for board members. >> A moment on that um the [clears throat] magnet funds utilization report executive summary that we went through contains these three recommendations. Um, I'd like to point out that I use the word derived intentionally because if you go through the final reports from NSK12 or from public works, there are recommendations. What the accountability support team has done is take those recommendations from our consultants and put them into act actionable measures uh that we are helping through in order to achieve specific goals. In terms of the magnet funds utilization recommendations, you'll notice that number 62 is is directly worded from our executive summary. the

112first the very first recommendation. Um where the other two in that are in the summary uh the executive summary are board directed towards work that the state department is going to be doing uh with the board and reporting back to the board to do that work. We're waiting for fiscal year and 2026 data. So that work on behalf of the agency will be beginning probably during the summer. Um, also in your packet there is a one pager. It looks like this. And this summarizes the very good work that we're doing in Harford that we've accomplished along with QR codes for each of the three areas which will direct folks uh to the final report with the associated recommendation. And that concludes my report this month on Hartford. Are there any questions? I don't know if

113you're aware I'm sure you're aware of it, but um just recently in this survey that went out in Hartford. Um I guess the mayor put it out and now the port of that is kind of retracted or >> do you want anything about that? >> Push back >> like they didn't clearly they didn't do it together, >> right? Well, correct. And so, you know, obviously we all know that there are a lot of issues in Hartford that need to be resolved and I believe that the mayor's office is taking a different approach on resolving these than perhaps the board is. And so, there is a lot going on. We are aware [snorts] of of that uh conflict. We are in um communication frequently with both the mayor's office and the the Harford board of superintendent.

114Um, and so that is something that we're situational aware. >> I have a quick question on point 64. I gather as one of the newer ones. It's the last one that's helpful. Um, it says evaluate the district's equity based budget framework. That seems perfectly open-ended. I guess I would be curious if you could just about doing that evaluation, what you'll be looking for, what the timeline is, just how you're thinking about that. >> Sure. Circ, [clears throat] director of school choice. um that uh particular uh recommendation in the accountability list derived directly about from that summary that is really about the equity based budget framework. We are in conversations with Hartford and the CFO to take a look at how they are allocating their funding being mindful of the statutory requirements. So that I believe

115is really a partnership. We started that conversation. We're looking to understand what's behind some of the numbers that they've put out so that we can really dive in to see how do they restructure things be mindful of what we're going to look at the law as well in that framework and how we can bring those things together to meet the requirements that are in the law and in the CCP. So, it's I think partnership work, but I met with the CFO just last Friday and they are starting to look at that for themselves and how they're [clears throat] allocating their funding and thinking about how that's impacting the different skill types. Thank you. >> Thank you very much, uh, Madame Vice Chair, Commissioner Parker. Just as an update to Bridgeport Public Schools as to where

116you're at. As you can see in my brief, there has been a significant focus on the support uh for financial and human resources uh procedural development within the district. We have three technical assistance team members on the ground daily. Uh I not daily but on the ground with the district um certainly uh supporting them with uh decision- making. We also have uh the familiar name that you may know, public works, working with the district on the procedural components of uh the financial and human resources systems within the district. They are targeting the critical need right now, which is the operational budget for fiscal year 2627. um attempting to help the district build uh the structures necessary to uh respond to the Clipton Larson Allen forensic audit that you all were shared with uh in the

117past directly um addressing some of those recommendations while also supporting the district with that grander process of gathering input uh designing and implementing um essentially an efficient and effective budget that meets the needs of students and the district's goals. The other work um relative as you can see underneath one of the areas of [clears throat] concern that were uh risen last year were around the facilities. They have uh put forward a capital improvement plan uh that does cover five years um to the sum of $116 million and it does address systemic needs across the district as well as very acute needs identified by each uh school across the district. The third area that that where there's been a lot of work has been around uh support for uh the board's operation and government uh governance

118structures. You can see my letter to the board chair um on the back side. I believe it is your document. Uh I will be meeting with them uh alongside attorney McKeon and some other members of our technical assistance team as well as the Connecticut Association of Boards of Education to outline the expectation that before they initiate a superintendent search, they need to meet the goals that they set out with back in May of 2025 that we provide explicit feedback targeted smart objectives, smart goals if you will, for them to achieve. one of the core areas of that which is their how they function as a governing agency which are their bylaws. That'll be a major part of the conversation tomorrow uh to support them in understanding what the expectation is and what the commissioner's expectation

119will be in order to start that search process for their permanent superintendent. You're going to support that superintendent. the board has to be operating efficiently and effectively [clears throat] and and they can do so by outlining it through their bylaws as a step one. >> And at that point that concludes my reports. [clears throat] >> Good morning. Thank you for that update. Uh my question is about the um calendar that you referenced. I recall from the report from last month that um statements were made that they were sort of the district was already late in their process and that this calendar was developed now that it's been implemented had it for a month. Could you tell us have they hit their benchmark so far on the calendar or are we still in a situation where

120they were behind and now they're further behind? >> A very good question. Yes, I will affirm the statement that you said that they started late. It took me attending the district to initiate uh going down there and saying you need to start now. So that was November 19th of this year. The district has credit where credit is due done a lot of work in recent uh weeks over the month of December essentially to respond to some of the uh processes necessary in order to develop a district budget. We are very concerned about where we're at in that process. Um it is my understanding that the board will meet tomorrow evening uh to to discuss items. Uh I don't know if they're looking to approve or just have open forum or discussion around a proposed budget

121for the for the next year, but there are still a number of uh processes that we've identified that need to be uh met before a comprehensive budget would be presented to the public for consideration. >> Okay. So what I believe if [clears throat] I hear you saying I want to make sure the last part so they are not yet prepared to publicly present a comprehensive budget. >> There are a number of questions that still need to be addressed in a presentation at a public level. >> I'll just add more specifically at uh Dr. Hughes uh is that we have we have seen uh what is probably what's going to be presented and we've registered the concerns around uh what we've seen as a budget and you will soon be able to see that in writing

122because that >> I I thank you very much. I just want to add uh for this room that you know you hear the presentation uh from the team but this is an effort with a there's a lot of work that is happening behind the scenes um with the team for for districts uh internal process here we meet as a leadership team every Monday morning with the senior leaders in the agency and this is a standing agenda item uh for us that we're going around the room uh so we can be coordinated with what's going on in these these two districts and what efforts we all need to be aware of as we're moving forward and that we can have timely information uh for our action steps that we need to make. So it may just

123sound we're sitting here just saying this is what we've done and here's a two-pager. No, there is a lot of work that is happening around this. We didn't go into this and the board gave us this charge to fail. And so that is not failure is not an option in this space for students that are in these two districts. So I just want you to know the work that is happening and we'll keep you posted as really important and you should know as well as these reports are done uh we share them Laura may have already hit the button on it with the delegation uh in the the political the policy makers the delegation in these communities as well uh so they're aware of it and we have time that we're meeting with them to

124answer questions so we also make sure that the governor's office uh is engaged and understands and open so we're making sure that everyone understands what's happening and the role that we're playing in this district and the outcomes that we're seeing or not seeing and the concerns that we have. >> On behalf of the board, we certainly [clears throat] appreciate that and all the work that the staff that puts into um you know, our concern has always been the students in Hartford and Bridgeport as well as all our students, but we certainly know the amount of work that goes into this. >> Thank you. >> So, thank you very much. I think all you have left on my report are pictures uh that we normally do uh shout outs uh and so you can certainly take

125a look at those uh activities that have occurred uh over the month uh and we try to capture those uh as best we can. We had a holiday gathering uh folks got together uh in December for that. Uh what else do we have? They had a lot of fun and a lot of good food. Uh we also participated in the Cape Newton board member leadership conference that I attended did a presentation for them. Uh and what else? Uh oh, I also got an award from the Urban League of Greater Hartford uh for leadership and service which I certainly uh humbled and appreciate. like talking about your own award. Uh and uh it's on your 2026 teacher of the year awards ceremony that uh you all participated in uh and that's on CTN which was great

126and so if you missed it you can always go back uh to do that and I think that is it for updates. So thank you very much a little report but um a lot to share and uh we're doing I think the teams are just doing a great job starting out the year and keep you posted. >> Yes. I'm going to ask and I I'm hearing from all that like said the wrong item to move the last time when we moved the recognition, but I'm asking to move another item before we get into our um action items. Item number um 11B, the Connecticut State Department education special systems west and final resources. We have visitors in the room. Let's move that next in the agenda. And as our colleagues are coming to the table, [snorts]

127I know we sent you the report. Uh I think we have if folks want to look on a report, I think we had some extra copies, but we wanted to make sure you had it in hand uh before uh the meeting today. And I just briefly to introduce uh the presentation uh to you all and then I'll turn it over to our colleagues from West End. 94,000 94,174. That's the number of our students prek12 who are identified as students with disabilities and receiving special education services uh in our state. If one if just one of these 94,174 students with disabilities in our state is not receiving the services they are entitled to. That is one too many. And I don't say that because it's a it's a line that may show up uh in a

128in an article. I say that because it it truly is our core belief and my core belief for the work that we do here in our state. Having heard the concerns from stakeholders and I'll share that with with you all. I did a press release and launched initiated this process for this independent evaluation back in April of 2025. And the fact that we're here today with a final report showed you that this was about urgency. It was important that we do this work uh so that we can at this as as an agency build the strongest most responsive special education system, one that improves outcomes and can truly unlock the lifelong potential of all of our special education students with disabilities in our state. And so that is what this is all about. We did

129not get a legislative fiat to say you must do this. This was us looking at ourselves internally and anyone here that leads an organization know that level of transparency uh sometimes is not the easiest because you have folks uh and and I I like to say sometimes we're the closest to we develop blind spots to see what it is that we really need to do. And so it was important for us to have independents and folks who were able to take people with expertise to take a look at this. And so we didn't do this because we thought we were going to get a thorough report that says you're doing everything well. That was not the point. We did this because there was a need to make sure that we understand and uncover where the

130challenges are so we can continue to be having this conversation today uh very clearly and concisely about what it is our next steps need to be. So I certainly appreciate West uh the team that they've put together to do this work. We you'll see the uh experience that they have. They'll talk more about it, but Rory Fitzpatrick, our West End vice president for the Center for Educational Systems, former state education commissioner, so you can understand, she understand what it means, what it feels like to say as a leader of the system, we have a problem and we need to be transparent so we can go forward and make the the changes that we need to. Dr. Sarah Barzi, our senior director for state education services with Wested and I think there's also Dr. uh Zagata

131that's uh in the space as well will be coming in who is the special education program manager. So with that I'm going to turn this over to the Weststead team uh to present the report to you. Thank you. >> Just before the west end I on behalf of the board [clears throat] we also want to thank you for your proactive leadership. you know, six months ago, this has been going, you know, was brought forward and and we are very happy that we [clears throat] now get to see this report, but we thank you and your staff for for doing this as well. >> Thank you so much. I I want to start by saying change takes courage and I embrace the work that you all are doing as board members, as leaders of the system.

132I've had the opportunity to be sitting here for the past what couple of hours and I've already seen you know one of your colleagues sorry I don't remember your last name talking about how you're looking at the system you're improving it I've seen the deputy talk about how you're directly engaging with districts and your colleague um you've talked as board members about your priorities you know change t change takes courage and it takes commitment and I've seen that uh exhibited in the months that we've been working on this report and I've seen it in the last few hours that I've been in this room so thank Quick little test. I'm just going to make sure that where do I need to put my little frame in order to change that way. >> I'm going to

133talk for a second. Oh, like I go through you. >> Yeah, this is going to get tricky. >> Do I need to move? >> I can move. >> I don't know. [snorts] Do I need to put the little >> He's going to figure that out while I sing that um there are many excellent qualities uh that are in Connecticut's system of support for kids with disabilities. Among them, I've already mentioned and the leadership commitment from the top. It's also true that the staff here at the department are really talented and committed to positive outcomes for kids with disabilities and that is going to propel you a lot further in your efforts to improve than would be a system of resistance to change and I really want to celebrate that the talent that you offer. That

134said, systems always have room to improve. Um, I've mentioned the appreciation for the leadership. This report points to some suggested improvements. It's not a total overhaul because there's a lot already in place, but as the commissioner mentioned, you know, bringing in an outside view. Um there's a statement that I like to use that says um it's sure, we'll go it's um it's hard to see the system. I'll just >> um >> [laughter] >> This is like my husband telling me to turn the TV off. [laughter] >> Maybe I'll just go through. Okay, we're here. Now, um the fifth statement I was going to make is that, you know, bringing in external viewers, it's hard to see the picture when you're in the frame. [snorts] Just think about that, right? It's hard to see the picture

135when you're sitting inside the frame because you're looking out. You're not looking in. And so this has been an opportunity to respond to the commissioner's call to action, but she mentioned a moment ago she's enlisted us um Sarah Barzy and I she's a local Connecticut person. I was the commissioner in Nevada, so I was happy to have another state to travel law. Um we work at Weststead. Elizabeth Zagata, our colleague also on the team is Connecticut. And we'll talk very briefly about Westerties. We'll talk a little bit about what was did and what we undertook and then we'll rooms uh leave some room for discussion. One of the things I want to note is that this slide deck is intentionally rich in detail [clears throat] so that it can serve as a standalone reference. The

136report if you've seen it is over 100 pages long including the appendices. You're like wow that is a lot to slog through. Uh know that you can you can rise up a level in this PowerPoint. So, we're not going to go over in depth every one of these slides, but it serves as a standalone material because we've been asked to spend 25ish minutes and uh we can't do justice to every slide in that time. But what we're really going to do is hone in on the recommendations at the end after we give a little bit of an orientation based system. So, let's move forward. Just gonna like this, right? Okay. [laughter] Um, as I mentioned, we work at Weststead. It's useful to know just at a very high level who Sarah and I are and

137the organization that we represent. Weststead does serve every state and territory in the country including um all the 50 states and the entities and territories. We do that through state, local, and federally supported contracts. Um at the bottom in every project we undertake, we're committed to helping clients build systems that enables learners to thrive. And we know that that takes communities that are empowered to support success. You can see here at the top level that we have, sorry I'm we're getting our systems right. Um we uh lead with West one more. We lead with West values and we have a national reputation for excellence across a wide range of systems and priorities. Let's skip ahead and you can see the expertise specifically that we bring in the special education space. I think it's worth noting

138that we have knowledge and applied experience in improving systems for students with disabilities literally in every state and country across every state and territory across the country. Um the commissioner mentioned my background as a um state superintendent. I was also a deputy superintendent. I feel for you Charlie. It's a fun job. It's a hard job. I was also a state special education director. U colleagues on this team have also been in state and district leadership roles and regional roles. Um, I mentioned too that we have in addition to real strong subject matter expertise, many of us on the team and at Weston bring lived experience with special education and disability. I am myself the parent of a son with disabilities and I'm pleased to say that he is thriving in his first year of college

139takes some strong support to help that kid manage some executive functioning like really having to read the syllabus and actually turn in the work that we do. Anybody got a kid who [laughter] does that? Yeah. From a lobe and some ADHD and some neurological stuff make for a lot of fun support, but because of good systems and good supports, he is thriving and that's what you want for every learner in Connecticut. And I think that's what your teams want and I think you're capable of achieving it. So let's look at the call to action moving forward. The commissioner [clears throat] mentioned that she commissioned this report. You can see on the next slide that um you can see that the governor also endorsed this action. It's really important to double click on what commissioner said.

140This was not a compelled endeavor, right? The compulsion here was a commitment to results for students. That matters so much more than somebody telling you this is the politically right thing to do or you're mandated to do this. Right? Remember how I said change takes courage? Courage comes in the form of commitment to outcomes. So let's look ahead and see what we did. Um you can see if we go to the next slide uh we took an approach where we engaged in a large scale data collection effort. You heard of the public comments earlier and thank you to stakeholders who participated [snorts] in interviews and focus groups and surveys. You heard that [clears throat] we undertook a large data collection effort. We'll talk a little bit more about that in a minute. And then the

141culmination of this work is the creation of actionable recommendations to bring to you as leaders of the system to think about where you want to really double down on improvement efforts both in the sense of efficiency and effectiveness. So moving forward I'll just note one more Kim that there's some background and history in the slide deck already called forward by the commissioner the child count of students with disabilities you're serving. You can read more about the background and history as a report moving forward. You can also read two more and talk a little bit about the data collection. The first data collection effort was to look at XAMP data, existing documents, artifacts. Here's a list of those on slides. Moving forward, the next one, we also engaged a process of interviews. I will say at

142the top note, we interviewed 38 individuals. About a third of those were internal staff because while it's hard to see the system if you're living in it, you know a lot about how the system works and you bring to it valuable perspectives. Your teams taught us how things are done and they surfaced ideas and suggestions for how things could be improved. This is not an effort we don't think where something should just be done to you. This is a collective effort where you're identifying challenges that you're seeing inside. Right? You make dinner every night. You know whether or not you've got your utensils in the right drawer. capable of moving those. So we interviewed about a third who were internal staff and the other two/3 who were external stakeholders. Let's look to the next slide

143and also mention that we undertook some focus group data collection. Um if you have questions later about what a focus group is or how that works, we can go into the methodology but I would just say at the top note that a large number of participants engage in focus groups. over 200 individuals within small group settings bringing a wide range of perspectives that you can see here in the second column on the slide and I just have to note that the professional learner in the teacher is just like wow this is so many words on the slide deck so I'll just remind us that the reason for that is so that you have a standalone highle reference because you're like wow does not know how to put together a slide deck we do different purpose

144in this case all right let's move ahead to the next one and just briefly mention that We have listed here the interview and focus group questions that we asked. So if you want to delve into those, we can talk about those. And then I think what we'll do next is um move to the next slide and mention the survey. I think there were some comments earlier um in public testimony. I really appreciate the commitment of public interest [snorts] holders to come to the table and share their perspectives with you. A very valuable part of the process. As part of that effort, we also conducted a statewide survey. 21,400 respondents from a range of stakeholders. Um, you can double down and see the stakeholder response in detail in the report. Specifically, the protocol is available and

145then also quite a bit of analysis around the different um efforts. So, let's see. Go ahead and move to the next slide, Kim. Please. And thank you. Um, we took all of those data from the survey as most recently referenced, from the focus groups, from the interviews, and we engaged a really, um, I was going to say something technical, but I'm just going hardcore analysis. Hardcore analysis and came up with some findings. We move to the next slide, you'll see the overarching themes that resulted from data analysis. The themes are those things that emerge up in the aggregate. One of our intentions was to listen to every person but not let a single person's unique item become the recommendation for improvement. Right? These are systems improvements. And so we want things that generate up and

146that have a cross reference to them that are in fact more issues in the aggregate if you will. There were some members um some representatives who had a stronger opinion about one thing than another. But it was it was in in groups that we brought these things forward. Right? So if a if a single person was the only person who raised an issue, we tried to learn more about that issue and we undertook some additional review to find out if it was a standalone issue or it was a systemic issue. These things that you see on the screen and the results uh excuse me the recommendations coming forward are from those things that were systemic. All right. So how are we doing on time commissioner? Are we good? Okay. I think the most important thing

147for us to spend the remaining portion of our time on is really doubling down on the recommendations. Before we do that, let's just set a little next slide please. A little context for the recommendations. [clears throat] Our approach is to and you can read this in detail later. The key concepts here are really I think a few. It's important to understand that special education outcomes are not achieved in a vacuum. Right? So we talk about a special education review but really this is a review of the kinds of supports the system of supports for compliance and for outcomes for kids with disabilities. We know that most students with disabilities spend most of their time in the general education setting. We have some feedback from general educ teach education teachers to talk about the supports that

148they feel they need but really to think about this inclusive um system. We also know that both instruction and compliance matter, right? One of the things that the commissioner was compelled by was looking at years of historic data and success by every measure at the federal accountability level on compliance, but a recognition as well your students with disabilities are not performing at the levels of proficiency that you would like to see on statewide and uh national compared assessments when it comes to literacy to math etc. So this is a commitment to understanding that both instruction and compliance matter and you'll see recommendations along those lengths. I think the final thing I'll say here is that it's important to I asked Sarah if I could say this in the state. I'm from Nevada so you know

149I can I can use some of this language. She said yeah it's okay to get the biggest bang for your buck. Is that an okay thing to say? Um yeah if you're going to if you're going to make a change get a big return on investment, right? Think about a lever, right? A lever is when you put something like under a big rock and you move a big rock with some effort. You don't want to just be moving pebbles. You want to be moving rocks. Proficiency is going to take some work here um in terms of uh student proficiency. So these recommendations are all within that school. So let's go to the next one and we'll orient you to the four categories in which there are recommendations. They start with vision and aligning action strategically.

150We're going to click into each of these. Um, so starting a vision and aligning energy strategically, thinking about considering the need to ensure your infrastructure inside the agency is efficient and effective. That sounds kind of boring, but think about your car as an infrastructure, right? You want to drive somewhere, you get in your car, you expect it to just turn right on and go. If it doesn't turn right on and go smoothly, do you get to your destination easily, or is it kind of one of those Monday morning? Right? You want your infrastructure to work so that it doesn't get in the way of your bigger pursuits. Thirdly, and this is important given what we just talked about in terms of um student success, they call forward the essential need to focus on instruction and

151ensure that teachers are supported. It was such a gift for me to be in the room today and here from five [snorts] of your teachers and three finalists of the year. Amazing. They need help with instruction and there is a place for the Connecticut Department of Education to lead for instruction. You saw that in the commissioners report um and in the strategic priorities that you all have set as board. And then finally, the recommendations end with a category on ensuring effective accountability improvement. There's some there's some really good stuff happening in the general system uh excuse me, the general supervision system for ID accountability. And then there's just some tightening of the bolts. I don't think there's anything radically broken here, but there's definitely some bold tightness here. All right, let's get into the first

152one on the next slide. Thank you, Kim. Um, each of these slides is organized with some findings. On the left, these are a little bit of an extract from the themes that you saw earlier in the findings and then on the right are the accompanying recommendations sort of like what is it that's happening and what might you do to make things better. That's how you do that. Relative to strategic engagement communication, which is our first categorical recommendation within New York vision, there's a widespread perception that the agency's main and in some cases some people think only focus for students with disabilities is about compliance, right? It's about making sure that the right people are showing up to the meetings, that they're talking about the right things. All of those things are tremendously important in preserving

153the due process and rights for students with disabilities. They're not the whole thing. Right. Um, having a good IEP, an individualized education program is only good as implement the IEP. And to implement those designs, you've got to have good instruction. We saw earlier some of the vision that you're bringing. I saw that your first priority is about ensuring that all learners, including high needs learners, have their needs met. We talked about safe and supportive learning environments. You have a vision. The vision is not as widely known as you might want it to be. we're not entirely sure that your actions are systemically aligned across and within the agency. So when you have staff working on a set of work plan goals, is everybody rowing in the same direction and do you know where you're trying

154to row to? So one of these things is really just thinking about are the vision is the vision clear and are the actions aligned with the vision. If we look at the next one, it's it's aligned to what we just talked about. You've got to really have strong implementation that takes strategic planning, right? You need a cascading set of aligned actions that follow up with that vision. You got to know where you're going. You've got to design time, attention, and other resources to do that thing I mentioned about a minute ago, which is to row in the right direction. And we think that there's some benefit to really thinking strategically about maximizing intersectionality. when we get to the recommendations about activating instructional improvement, Sarah's going to talk about inter agency collaboration and intra agency collaboration

155for example. So we think there's some room here too with productive collaboration. One thing I think I didn't mention on the prior slide, maybe let's go back to it because it's important is that one of the things that seems to be happening is that because there's not a widespread understanding of what the vision is and what the actions are being taken to to elevate and achieve that vision. In Connecticut, we're seeing that you've got some duplicative requirements established. policy makers, including perhaps legislators, in their very best interest, right? The pursuit of outcomes for students with disabilities, they're in some cases maybe not as aware of the things you're already doing. And therefore, duplicative and redundant requirements are created. And you know, I was a state commissioner. I've I've never met a legislative requirement that didn't

156come with some reporting. Well, if I'm already engaged in reporting under federal requirements and now I'm duplicatively is that a word duplicative if I'm duplicatively required to report the same thing in a slightly different way for a state requirement. I'm doing a lot of reporting. What's happening with my time and my availability to be leading in a different way because time is one of our most valuable commodities, right? So, one of the things we think could happen here is strengthening your communication efforts and partnering with policy makers in a different way to help them know what you're already doing and help them lean into things you're already required to do so that you end up with less overlap and duplication because it's not a good use and its right. Let's go ahead then. Thanks, Kim.

157We'll jump two more to the one that says improving infrastructure. Thank you so much. All right, this is our second category of recommendations. Um, remember how my analogy about driving the car and the car works, the things are fine and the car doesn't. It's not such a straight day getting to the office or somewhere equally fun. Um, some work happened in the summer that was a really great launch crickets invaded the building and then we talked about Talis. I don't know if that's about um under uh Brian Crinkitz and Catherine Mass's uh leadership, some work happened in the summer. Some work happened in the summer to start thinking about how staffs were aligned to roles and responsibilities and functions. And we think that was an excellent start. We think there's more to be done. The

158notion here, and it sounds kind of boring, but it's really not. It's making sure that you've got the right amount of expertise. So, enough FTE to do the work. People with the right expertise to do the work aligned to an engagement um in time. Okay. Um that gets them to the outcomes that you want. Right. Take one second. >> I don't think I did it because I haven't has happened. The noise has stopped celebrating the awesome ideas. >> So the notion here is that we think there's sort of a next level of engagement to analyze staffing assignments, roles, and responsibilities to make sure that you've got people lined up to be able to do the work effectively and efficiently. And sometimes when some people are overloaded with an assignment where they're just trying to come

159up to speed and learn, it's hard for them to turn around and be the expert in the space, we're not totally sure that the the puzzle lines up in the right way. Again, there's been an outstanding start to that process. We just think there's this next level to it. Um, and you may find that more FTE is needed to achieve the goals. It's really hard to counter compare across states. Again, having worked in myself in most of them, um when you look at the configuration of state agencies, it's hard to say like is Connecticut on track with having about the right amount of staff focused on special education compared to other states because some states are locally understaffed. I wouldn't say there's a state in the country that's overstaffed when it comes to special education.

160But it's hard because of different configurations to say, you know, like if you're going to ask me, is Connecticut understaffed for special education positions? I'm going to say to you, I don't know what this exercise will tell you. And that's a way for you to understand whether or not you need to provide more resources in that space in the way of staffing to support the provision of technical assistance, the provision of professional learning to undertake compliance requirements like enabling system. Are we Kim? Are we do we feel comfortable moving to the next one? Okay, this cricket this next one is the other element um on the infrastructure piece and it's about process mapping. Again, kind of going to sound sort of bureaucratic and wonky and boring, but it's about efficiencies in the system. What we've

161uncovered from talking mostly to staff who are internal and are trying to move the work forward is that there are some unintentional blockages in the workflow and they impact timely engagement with the field and they have implications for staff time to create and provide the kinds of technical assistance and professional learning we mentioned. They also have some downstream negative consequences for your engagement with the advocacy community and with parents. When those blockages happen and they create a challenge in meeting the timeliness expectations for things like complaint reports, it leaves stakeholders with distrust in your system. So, you can see how this is this is one of those things where like if the battery and your key doesn't work and you can't turn on the car, you're not going anywhere. But if you just have that

162system flowing, you can get to where you want to go on time. So this process mapping is an activity we suggest to engage in analyzing your workflows, figuring out where those blockages are and working to resolve them. We think this could be a very quick win and not a lot not a lot effort. It's going to take some staff time, but we think it's it's not a huge effort for a really important win for efficiencies within your system and for credibility with your stakeholders. With that, let's um look at our last one on improving infrastructure. Um, I guess I'll just say boldly that we didn't find a lot of people who love CT sets. [laughter] We think there are some improvements that could be [clears throat] made in the usability of the system and that

163some of these changes may also support improved understanding of federal and state requirements and possibly adherence to them by evaluation and IEP teams. So our recommendation here is to just really think hard about a usability review and our understanding is that there's an external partner that's really common for state IEP systems and compliance systems to um implement these. We we'd suggest you partner with your vendor to undertake that usability review and to think about improving it. Um you heard from some exceptional teachers today. You yourself talk about how it's a it's I've been a teacher. It's a morning, afternoon, and evening, and sometime 2 a.m. job, right? We don't want that to be harder than it has to be. We also don't want parents to feel marginalized from equitable participation in the system because it's

164harder than it. With that, let's go to activated strategies for instruction 10. 10. And I'm good afternoon everyone. [cough] Nice to see some familiar faces around the table. Uh, as said, I'm Sarah Barzie. I'm your mic is on. >> I'm going to talk about the two that I think are probably the most share. >> Uh I'm going to talk about the two that I actually think may be the most important. Rory may disagree, but she's talked a lot about the technical and administrative and compliance etc etc. But I think all of us around the table as well as us at Weststead are really committed to the activating strategies that drive instructional impact and not just instructional impact outcomes for students with disabilities across the state. Uh two areas that I'm going to talk about and

165I'm going to piggy back on Rory and saying good things are happening and you have a lot to build upon. So in both of the next um slides and here on addressing persists shortages and on the next high quality professional learning um we heard examples and we know of examples of good things that are happening in both of these areas. So let me just address a couple of the things that we would recommend and I would also say these are recommendations. We don't know all of what's happening. We know what we heard from the people across the state through the interviews and through the focus groups and through the survey but we don't know everything. So these are recommendations. First and foremost is addressing persistent shortages. Uh having sat in the seat as a chief

166talent officer for seven years, I can say that I was in the hot seat when we addressed designated shortage area report year after year. And special ed shortages are a perennial issue in Connecticut and Rory can speak better than I can with her national uh expertise. Uh special ed shortages are a persistent perennial issue not only in Connecticut but across the country. So what does that mean? I think it means uh so many good things are happening in the talent office around educator workforce. Uh in 2012, this agency, this board invested in the development of a talent office for strategic intentional uh investments in developing and building Connecticut's educator workforce. What we think might be important now is the department's efforts to focus and hone in on special education uh shortages specifically. Uh again, for

167a decade plus, special ed has been on the designated shortage area list. So all of the broad activities that are happening are great and they're foundational, but a more targeted focused approach on special teacher shortages and all of the uh related services as well if there shortage areas would be important. Rory mentioned and we've heard others, Dr. Valerie's, I love what you said about the workforce u work that's about to happen. Lots of things are happening and lots of great things are happening. But what's going to happen through that new effort is what we would recommend here and that is more coordination. Rory mentioned both inter and intra collaboration. We have had conversations already with deputy commissioner saniano about the joint efforts between the town office and the bureau of special education to jointly address

168those issues from the talent perspective and the special ed perspective of how do we work together to uh really hone in on strategic goals in uh pursuit of closing uh the gaps that we currently have especially teacher shortages. A couple of examples. Again, we throw these out as some examples. Um, working together. If if the deans are meeting and the new board is meeting and CACS, the teacher professional standards, administrative professional standards, perhaps it's the CA early career, I don't know, you name the groups that are meeting. Uh, CASPA, the Connecticut Association of School Personnel Administrators. If they're all working but not in concert with one another, not with a shared understanding of the problem of practice, with a shared vision for the change that's needed, shared accountability, shared responsibility. We have fragmented efforts but

169not as coordinated. If that's happening, great. If that's not happening, that would be our recommendation is more coordination as you said Dr. Valerie's inter agency. Uh so we think that there's some promise there. Uh next slide please. So on professional learning, um I feel again there's a lot to build on in Connecticut. One of the things I've shared with Rory as I work um more across the country in other states, Connecticut has an extremely strong infrastructure for professional learning. We have an infrastructure that other states don't have. in our state education resource center which you heard about this morning and their diligent efforts on special ed as well as more broadly we have a regional education service center that ensures that we're able to get out consistently across the state to the six regions we

170have caps we have caps uh however in the survey one of the things we heard about is inconsistencies in the rece high quality professional learning whether that's district by district or region by region so what we think needs to happen is a real hard look at the consistency um and the predictability that teachers across the state are getting the knowledge skills that they need. And not only special educators because we did hear if you [clears throat] look at the survey results, general ed teachers, if you look at the question that said, are we receiving uh support for evidence-based practices that derive instructional impact? Um those numbers were concerning, right? And as Rory said, increasingly students with disabilities are in our inclusive settings in our regular classrooms. If that's the case, we have to ensure that

171we're building the capacity of our regular teachers, gened teachers as much as our special education teachers. So again, I think the theme here in both of these as we we can't activate in strategies for instructional impact educator workforce highly qualified and without investing in high quality professional learning that gets them to the um place to be able to meet the needs of the students. With that, I'll turn it to back to Rory. >> Sorry, I'm going to bring us home with the final set of recommendations. Thank you so much. The fourth category of recommendations is ensuring effective accountability and improvement. Um this first one is about accountability for IDA individuals with disabilities education act implementation. You can see on the um left under the findings sort of those elements that are a part of a

172strong system of general supervision. That's what it's called in the federal law. It's accountability for IDA. Many of those components are present in Connecticut's work. Right? You see that as evidenced by your annual determination from the US Department of Education, Office of Special Education Programs. That said, we did hear some feedback that tightening up the scheduling and the supports for local level monitoring. That's district charter schools, private schools at the local level could improve understanding of requirements and success in achieving them. There's a lot to be done here. I think this is one of those little minor bolt sharpening players. Bolt sharpening. Bolt tightening. I don't know. Like the kid I talked about earlier, he my biggest loss was um other than my mama heartbreaking. I was like, "My handyman's moving out." You know, picture

173of him fixing my sink the day before he left for college. I'm going to need you to do one more thing. So, I don't know if you can sharpen a bolt, but whatever. Um okay, so tighten that bolt. Let's look at the next one and then we're going to talk. Yeah, these last two are about your dispute resolution system. Um for one, please Kim. Thank you. The due process system. Um, anybody familiar with what that is? Do I need to explain a little bit about what due process is? No, we know enough about it to you don't know. I'm not sure I've asked the question incorrectly. Would a would a 60-cond tutorial about due process be helpful? Okay. There are two there's three, but for this purpose, we're going to talk about two. There's two

174real strong ways that um people can engage in a dispute resolution system, right? Dispute resolution. I want to resolve a dispute. We all understand that language. The first of those is due process. Um this is most often initiated by a parent of a child with disability, not exclusively. Um but in those cases where uh let's just use my parent example believes that something should be happening where their student with a disability or believes that something should is happening that shouldn't be happening, right? like um I should be getting um 20 out of these ridiculous 5 hours of speech language therapy for my student every week and that's not happening. Right? I'm alleging that I should be getting something that I'm not. Or you're alleging something is happening that shouldn't be happening. Like my kid is

175supposed to spend all day in general education and he's being removed to the special education segregated setting for part of his day. Right? So it's a dispute with what should be happening and is happening. Um, parents typically, but not exclusively, often engage with legal representation. You were in front of legal representation earlier. I was looking at your Mr. There he is. Yeah, you do some of this work, sir. Um, the the due process system is kind of like a court proceeding, although Andy would tell me that's not how I should talk about it. It's a way for parents or others to bring forward their concerns and have an independent, impartial due process hearing officer, hear their allegations, compare them to the law, ask questions from the from the school system, from the parent, from others,

176if it makes sense, and issue a determination. The success of that system depends a whole lot on the quality of the impartial due process hearing officers. Right? Think about is it's not a straight correlation but think about taking a case to a judge where the judge knows the law and issues a determination right it's it's parallel to that what we heard in this process is some you know beliefs from some that those due process hearing officers don't have the qualifications that they need to do that job well I'm going to say a little bit more about why that may or may not be universally true in a minute but having confidence in the system is really important those parents in particular who come to due process. I have an attorney friend who says that no

177party wins in due process. Somebody prevails but there's no winning. Right? When you've gotten to due process, it's a pretty tense system and people are really upset about what's happening on behalf of their child. You want to have belief that the system's working for you, right? The district also wants to have belief or the local system wants to have belief that the system is working. That's why they're called impartial due process hearing officers, right? They're supposed to bring no bias to the system. It depends a lot on how well qualified they are. In some cases, you may have very highly qualified hearing officers, but you have a lack of public trust in their capacity. So, one of the recommendations here is to be very transparent about what your evidence is to know if they're qualified

178to do the work well and to share that evidence with the community. Um, I said I'd talk about impartiality and I'm going to now. One of the things that's very complicated about determining impartiality when you just look at the outcomes of due process hearings and I can't remember how many how many were there 27 there 24 do you remember how many do processing 87 I don't remember we're going to look on top there's not a lot of these right 94,000 kids 92,000 kids with disabilities and fewer than 20 do processes in a year but um you want to be sure that that the hearing officer knows knows the case law, knows the federal and state requirements when those come forward. One of the reasons though, this [clears throat] is true across states, across the country,

179that sometimes perception is reality and sometimes it's not, is that school districts know that going forward to due process versus settling the case, which is a possibility that can happen. Moving forward to the full due process system is a costly endeavor, right? And it's a relationship killer. So school districts are far more likely to settle those cases when they don't think they can win, when they don't think they can prevail because there's some settlement that happens sometimes when you look at the topmost note of okay, did the district prevail? Did the parent prevail? Count up the column. Is it even or is it biased? Right? The track and column for parent wins, column for district wins. If you see more district wins is an easy assumption to make. It may or may not be correct.

180It's an easy assumption to make that a hearing officer might be biased towards a district. They may not be because it could just be that the district took to case what they knew they what they believe strongly they can hear. Does that make sense? I know this feels like very wonky special. So, one of the ways we think you can counterbalance that and build trust with your advocacy community, which is really important. [clears throat] Again, I sit here as a parent of a child with disability. You want public belief in your system. Go back to that evidentiary base. How do you know that your your hearing officers are employable and qualified? What is your evidence to know that? Then share the evidence with the community at large. Okay, that was probably a weirder tutorial than

181you thought you'd have today about special ed law, but I think it matters to understand the recommendations. >> Let's look at the other one. Next, please. Thank you. Our final recommendation is about state complaints. Remember I said there were a few elements of a dispute resolution system. The primary two in this case we're going to talk about the due process talking about state complaints is is the other that we're going to focus on. when an individual [clears throat] or a group of individuals sometimes these are kind of um systemic issues that are brought forward on behalf of more than one student when there are issues again something should be happening for this kid that's not or something is happening for this kid it shouldn't be there's an opportunity for anyone it's often parents but not

182always the students it's it's [snorts] sometimes people from the school systems themselves who say this this is this is not right for this kid or this group of kids and so a few issues they can issue they submit a state complaint. There's a form for doing that to make their issues known. And then there's a federally acquired timeline. This is where that efficiency measure around process mapping in place. There's a timeline for understanding what the issue is for collecting data to understand whether the allegation is true or not true. There's often lots of nuances to these things and it's often the case that it's not a single allegation. There's multiple impact. And then [clears throat] there's findings. Was the allegation proven or disproven? And then if it's appropriate, there's corrective action. Right? If there was

183a binding, then there's a requirement of corrective action to be undertaken. And what we found is kind of three top issues emerging in this space. One is a question of legal sufficiency. The next is around timeliness and issuing reports. And then the third is using current complaint reports to inform improvement in the field. Right? Using the data for improvement. So our recommendation here is well before I say the recommendation I just want to celebrate like your special ed staff they are hard talented workers and they are working their tails off right and they need help to do this well. So our recommendation is to engage some further legal expertise. It's not all coming to him. I promise we all got him busy. Um [clears throat] is to engage some legal expertise to directly embed themselves

184in the process. That will ensure that you've got the knowledge for the legal sufficiency in the process. It'll be a huge benefit to the people who are complaint investigators, your staff who are undertaking these investigations. They're for the most part not legally trained individuals whether they're highly um self-trained or you know they're highly developed but they they need some help for legal expertise. So this final expert or excuse me final recommendation is really about embedding legal knowledge and sufficiency within your system so that you have more um trust in the outcomes that you're producing in these reports. And it ties back to that earlier statement about process mapping because in this particular workflow, there are some we think based on what staff have talked to us about there's some unintentional blockages in the system that

185are preventing you from being as timely as you would like and from using your piece as efficiently as you would like. That's the last of the recommendations. I'll just say in conclusion on the next slide, thank you so much. is that you know we started with this and we'll end with this. Um you all are committed to the right things in my opinion. It's not common for a commissioner to call forward kids with disabilities as one of their top priorities for improvement. Right? I just want to sit with that for a minute and smile at you as I say thank you and to recognize that um Cynthia and Ryan and Catherine and their team they're here for it, right? It's not easy to read about yourselves in the news and to feel beaten down. And

186yet Brian in the hallway said to me, "There are things in this report that we can do to make things better." That's leadership, people. Good job. Um, it's been our privilege to work on this work. We care a lot about what we do. Try to do it to our best integrity and and intention. If we got some of it wrong, you should tell us because we're committed to improvement, too. And I just say that we think that in conclusion, based on the deep knowledge we have about systems improvement, we would recommend that you sit with these, you prioritize them, and that you pace them. You'll be much more likely to achieve your systems improvement goals if you don't. So with that, we're welcome to take questions if you have them, exit stage, whatever that is,

187if you want us to, and to appreciate the opportunity to work with you on behalf of the United States kids. Thank you. >> Thank you for this very thorough report. I know for myself all my notes I jotted down in the original part were answered going through this process. So I thank you for breaking it down the way you did. Other board members, do you have any >> Thank you. Uh thank you to commissioner for [clears throat] uh commissioning this report. Commissioning in general, I suppose, but specifically this report. Thanks to West for for the detail. I appreciate it. Um I um have a question. I guess I should first know one thing I really appreciated about the report was the degree to which it sort of centered the experience of people who use this

188system because >> So sorry I have a little bit of >> sorry I'm talking a little quick. Let me apologize. One thing I appreciated about this report was the degree to which it really centered the experience of users of the system either parents and kids or staffers dealing with reporting and so on. Um, a question I had, uh, drawing on your expertise across many states, uh, was about context. Um, you know, we had public comments earlier that asked, they said, "Look at these survey results. Um, you know, these aren't great." And you noted that a little bit about some elements of the surveys in your own presentation. Um, and while agreeing completely with the commissioner that even one kid uh not receiving the services they need is not something that that we could accept, it's

189also the case that even in a functioning system, not everybody is going to feel great about all the outcomes that that that are out there. Um, so, you know, I'm just kind of curious about whether any of the surveys of stakeholders that we're seeing here are things you've administered in other states. How do the results here compare to to to what you've seen in your experience evaluating special education systems, if such a comparison is possible? I mean at the top note I'd say the methodologists in the room would tell me you can't say there is a clear comparison because you haven't undertaken the same kind of data collection in every state but I can top it I can I can >> I'm a methodologist do it up [laughter] >> you can um I'm prepared to

190accept a little bit of uncertainty there I will [clears throat] say that I think Connecticut's system of compliance pretty strong and fares more strongly than a lot of other states What seems to me to be on par with some states and not as high as you would like it to be when compared to others is the role of instructional leadership at the state level. And it's probable based on what we heard from staff that you're undertaking some of these efforts but that they're not well enough known and they're not deeply enough anchored and widely enough important. So I think and I say this as a person who sat in these rooms in different states. I think there's a real opportunity to use three things to change instructional outcomes for kids. And I think that's where

191your biggest bang for your buck, right? I think you have authority to compel some action. You should think really clearly about what authority are you leveraging like you did earlier around some of the CPU work. What authority are you leveraging to ensure that teachers have the supports they need, that related service providers have the support they need and the knowledge that those groups along with administrators to best serve kids with disabilities ideally in in as inclusive and environment as makes sense for the kid. That starts with having clear expectations for what a student with disability should achieve. Right? My kid's outcome is not the standard outcome for a lot of kids with disabilities. There's a lot of kids with disabilities who do not graduate with a regular diploma having met high expectations and go on

192to succeed in a major university. Took a lot of work. Took teachers who knew how to teach that kid. It took me as a parent to partner with them. That's not university happening. So what's your authority to support instructional influence? Right? Commissioners commission. I like that. But they also have a pedestal and a platform as do other leaders. as do you all as members of the board? How are you using your influence when you don't have a board? And then thirdly, how are you using your resources or you have money to [clears throat] bring, right? When you have dollars to bring when you have partnerships with legislators, you use the influence to tell them to you tell legislator much, but to engage with a legislator to help them understand how to compel resources. So, I

193think the place that I would double down on, triple down on, I don't know how far down you can go, but all the way, right, is I'd make sure that my compliance house was just as top-notch as it needed to be. You've got some fine-tuning to do there, but boy, would I really focus on improving instructional outcomes for kids. And when you ask, how do kids compare? I mean, there's data in here about the proficiency rates on statewide assessments for kids with disabilities. I don't think people would feel very good about those day, right? One kid not succeeding is bad. You got a lot of kids who need more help or different help, right? So that's a universal truth. There's not a state in the country who feels really great right now about the performance

194of kids with disabilities. But I firmly believe with my teacher heart that good teaching is the main key to answering that problem. And it's supported by good administrative support, administrators who understand instruction, who help design schedules, who help provide professional learning in the ways that Sarah talked about, who bring forward the capacity to make teachers jobs I don't want to say easier. Feel like that's offensive to teachers. Teaching is not easy, but to make it better, right? They help teachers have the skills and capacities to do this do the hard work really well. Did I answer your >> I think I think a second >> um so I am a classroom teacher let's to celebrate [applause] you. [laughter] >> Um I think my first comment is from that perspective I think you uh undersold the

195field's feelings about CT sets. Um I >> do not love it is not a >> anecdotally in my own district I can think of half a dozen bad teachers that either chose to retire early or chose to teach under a different certificate and transfer within the district um as a result of their interaction with that. It absolutely had a negative impact. So I appreciate you what you said and calling a spade a spade. Um, as a classroom teacher, I was struck but not surprised uh at the degree to which the surveys that you did showed that there's a general feeling of disconnect between teachers and the department. I think that that probably anecdotally in my opinion could be generally stated but specific to special education. Um the amount of regular ed teachers but also special

196education teachers that felt that there was a lack of direct line communication. Um, I absolutely appreciated your uh recommendations about um needed change for website based communications and things like that, but could you talk to us a little bit about any suggestions you may have or whether they're from people that were in your focus groups or your own data analysis about how to improve that direct line communication to our teachers because they're clearly not feeling supported to do the work of educating these children that are in our classrooms in terms of support directly from the department. >> Kristen, I'll take that one. So, we actually wrote a blog called the four C's, which are the roles of the state integration agency in any problem of practice, this being one of them. Uh, three of those,

197I can't remember the fourth, but convenor, collaborator, and um communicator. And so you have the power again um the commissioner and the department to convene people. So again looking at your system of professional learning and a coordinated way um across the six rest cast in a system instead of a a way because what we also hear is when professional learning and and messages are going out they're going out in inconsistent ways right and then we heard about vertical. So we heard my superintendent, you know, blocks me from getting information directly from the commissioner. I think what would be most instructive for you would be to drill even further was um we clearly heard um thank you for the opportunity to um share our thoughts with you. So you're one voice. There are many behind you

198who would echo that. I think additional efforts to hear from your stakeholders, your interest holders, your teachers to say what are the pain points. We clearly heard I remember um commissioner of the superintendent digest right um we had heard from superintendent we're not getting enough information that was problem solve right I think we need to hear additional input from teachers to say how can we do better I'm sure they have the answers right uh we hear from teacher leaders all the time why didn't you just ask us uh so I do think >> yes I've said those words >> I'm sure you have I'm sure I've heard them uh so I do think we have to invest in this cannot be a one and done, right? Um, we have to look at your the board's

199role and department's role as a convenor, as a collaborator, coordinator, as a communicator. Um, but I also think we have to continue to hear what are those pain points and what are the potential uh solutions that because the answers are out there and the answers aren't necessarily here. The answers aren't even here. The answers are probably out in the field most close to the work. So, uh, I just really want to thank you for again the work, uh, that you've done to bring this to us. I started off by saying we didn't do I didn't do this because I thought we were going to get glowing remarks, uh, necessarily and that wasn't the purpose for doing it. It's about improving outcomes as I said from the beginning. uh and as we've done and this work

200and commit to uh full transparency that's been a hallmark of my leadership being transparent whether things were positive or negative we're going to go there because that's how we improve the system for all and so I I just also want to publicly thank Brian is in the room Brian Kimowitz and the staff in special education and you're right you've you've done this job uh part of doing this work was also thinking about the impacts on the staff every day doing the work when we get to point and you use the word beat down uh sometimes and so you got to be resilient get right back up because the kids deserve our students deserve that we do that and so I want to thank them for the work that they do as we'll sit go through

201the report this board can can u rely on the fact that I'm already developing the project plan around everything that was there for the recommendations and as we are transparent with the districts we're working with you I am transparent with the work that we will be doing going forward I didn't do this so we get something to put on the shelf. It is about action and that that will be happening. Uh as we did we did a press release that said we were doing this right now out in the world is a press release and we've done it. Here's the link. Here are the things that we're doing. And that press release is also saying that I've taken immediate steps uh for the embedded legal uh you know capacity that we need to hire a

202special ed uh attorney that whose focus will be on this work to make sure that those uh outcomes um for what we do around complaints and all that get addressed uh immediately. And so we're doing that. Mike is not in the room but that person will be embedded in the legal office which is what needs to happen and we will be moving forward. the staff knows that we are indeed moving forward. So, more to come that we will be talking with this board about how we go forward. But thank you. Uh I started out with the number and I don't say those because it just sounds good. But every day and the staff knows it. When I say 94,174, I say that because every single one every single one needs to be able to have

203their outcomes improved. And that's not hyperbole. It's what I believe and it's what this agency every day will be working on doing. So, thank you very much for the support of the board and we'll keep you posted because there's a lot more to come. >> Thank you very much. [clears throat] >> Thank you. [snorts] Could I have a motion for item 8A, legislative proposals? >> So move for the record. >> Yes. Hi. Mike. >> Hi everyone. Um, I'm Laura Steon. I'm the chief of staff and legislative lead here at the State Department of Education. Uh we have 10 legislative proposals that went through legislation and policy development committee last month. Um so we'll try and go through those. I'll stop in between each one to see if anyone has any questions and then I think

204we do a full vote on the entire package at the end. >> Sounds good. >> So these should be in the order that were in the packets that you received um or that were sent to you in a PDF file. So the first one is um revising the timeline for approving initial charter school certificates. Right now per statute the commissioner has to do an RFP for new charter schools every single year. And we believe that the charter process should be aligned more closely with the governor's bianial budget. So, as those um schools that may be approved by this board and that are sent over to the legislature and the governor for funding considerations can be considered in the first year of the bienium. So, we would like to make that change so as not to

205have to do the RFP every single year. This is a resubmission from last year. Any questions on this one? >> No questions. Not a question, but do we know why it didn't go through last year? Was it even addressed? Did they even make it to the >> It was part of a bill, I think, that ended up dying. Yeah, I think that's in the explanation somewhere here. >> Yes, Senate Bill 1349. It was included in that bill and it did not pass. This next bill, it's also a resubmission from last year and has to do with the kindergarten entry requirements. A few years ago, the state legislature changed the timeline for students to enroll in kindergarten where if they did not turn five by September 1st, then the parents could request [clears throat] a waiver

206from the school. And we saw it playing out very differently across the state. and it was causing real true inequities in the system. Um, [clears throat] and we've heard from many stakeholders asking us to make a change here. Some districts were refusing to do waiverss altogether. Others were allowing those students. So, just to even out the playing field, what we'd like to do is next year in order to prepare, this would still be an option for school districts if parents requested a waiver. Um, but for the following school year, starting in the 202728 school year, if you do not turn one or do not turn five by September 1, then you would not be allowed to enroll for that school year. And now they start getting complicated. So, I hope that Robin's in the room.

207>> Okay, >> there she is. Okay. Um this next one it uh drafted by Robin from the office of strategic planning and partnerships and it has to do with 504 funding for interd district magnet schools. So a brief summary of the proposal is it identifies the receiving interdist magnet school as the responsible entity for costs for 504 services for students who are enrolled there and require such services. It seeks to assign planning, implementation, and costs associated with 504 services to that magnet school for students that are enrolled there. 504 because it is focused toward ensuring students have equitable access to a learning environment and often involves changes to the learning environment makes the receiving magnet district or the receiving magnet school rather best situated to plan and financially support those 504 accommodations for students enrolled

208there. The next proposal is also from our office of strategic planning and partnerships and it is um proposal name is establishing enrollment standards for the operating grant for interdist magnet schools. So this proposal amends statute to set enrollment standards for interd district magnet schools to align with enrollment standards from the prior fiscal [clears throat] year plus any expansion that is approved by the commissioner. Um this is done in order to manage the growth of the interd district magnet schools um through a system approach. Um statute sets the calculation for magnet school operating grant based on a weighted need formula for both the board of education and non-board of education operators. Prior to 2021, magnet enrollment was held to enrollment from October 1 of 2014 plus any expansion approved by the commissioner. After 2021, interd district

209magnet operators have enrolled students without a specific state level framework. So what we're doing here is seeking to ensure measured magnet enrollment growth by setting magnet enrollment the enrollment from the prior fiscal year plus expansion approved by the commissioner. Our next proposal again Robin Brostar Office of Strategic Planning and Partnerships this is special education services for open choice students. So this proposal identifies the sending district as the responsible entity for identifying and planning special education services for outofd students enrolled in open choice who require such services. The proposal addresses special education services for students with disabilities who are enrolled in open choice by seeking to assign responsibility for the planning and placement team meeting and the individualized education program to the sending district. Under current law, the sending district is financially responsible for the special

210education services for students enrolled at a school through open choice. But the statute assigns responsibility for the PPT in IEP to the receiving school who is not paying for the services. Assigning responsibilities to the sending district for the PPT in IEP aligns with the framework under the magnet statutes and it affords the sending district to participate in the planning for those services for which again the sending district is financially responsible. a question or a comment. Really, I just wanted to actually give kudos because I think these are both this and the 504 uh related proposal are very smart in terms of aligning the decision about the spending with the person who is spending the money. So >> that's exactly right. [laughter] >> Thank you. >> Fingers crossed. The next one um from the office of

211strategic planning and partnerships technical adjustments to the timing of magnet transportation grants. So this proposal is going to amend statute to clarify the timing of these payments to the risks which assist the state in meeting its obligations pursuant to the chef case. Um, public act 25-143 um amended statute to eliminate the per pupil and supplemental framework payments to risks providing transportation services to students that are enlisted in those magnet schools in the chef region and instead require payment of actual transportation costs to those risks on a schedule set forth in statute including a payment of half of half of the estimated ated cost by October 31st. A conflicting amendment passed that year also that requires a payment of up to half, so not half but up to half of the estimated amount to be paid

212by October 31st, which is the desired amendment in order to provide flexibility on the amount of the estimated payment in the early months of that school year. Our next proposal um is the reduction of reports that the department of education. Um I can't remember how many reports we have at this time that are annual but I think it is well over 60 70 reports that we have to do. >> Yeah. About 60 or 70 reports. >> Yes. And so, um, >> 67. >> Yeah, 67. >> I didn't do that on purpose. [laughter] Um, and so all this is seeking to do is to eliminate some obsolete reporting requirements, some of which are obsolete because the information is provided publicly already on our website or on edit specifically. This wastes staff time. It's redundant work. And

213so we would just like to remove these reports um from statute. The next one is the aspiring educator recruitment plan. This comes to us from our talent office. In 2023, um there was a public act that was adopted to support the department's efforts to diversify the educator workforce. However, current statute only requires districts to submit a diver a diversity focused recruitment plan for the year 2024 and does not include any accountability measures for ongoing review, monitoring, or updates. It also does not explicitly connect workforce diversification with broader efforts to address the state's educator shortage. This proposal establishes a bianual submission requirement beginning in 2026 and mandates that all local and regional boards of education implement and monitor their recruitment plans each year. [snorts] Plans must also be submitted through the educator data system and made

214publicly available on both local and statewide websites. Our next proposal um is amendments to pro um provisions for regional school district establishment. And we talked about this in the legislation and policy development committee about um a situation that we recently encountered when region 6 dissolved and it became region 20. and region 20 ended up being left with a whole bunch of unpaid bills from region six. And now the um districts that had combined into the new region 20 and those municipalities are struggling to figure out how to pay those unpaid bills. And so with this proposal is going to amend the provision to be included in the report of the temporary regional study committee. Under law, that committee is established when towns are considering possible regionalization. The committee is charged with preparing a report to

215the state board of ed and participating towns as to the advisability of that regionalization plan. The committee report must comport with the requirements of statute um which among other things uh there's a proposed budget plan for the new regional school district. What we're trying to do in this proposal is clarifying elements to be included in this report and require the following. First, that the committee considers submitting its proposal, its proposed budget plans to an independent third party to assess the viability of those plans and that the report consider transition costs to the new regional school district. We were hoping um that by this passing, if it were to pass, we would be able to avoid a similar situation as we saw with region six and region 20. Our last proposal today um pertains to the

216aspiring educator scholarship. This is um is going to amend statute to make this scholarship open to a larger pool of applicants. We've had many requests for this to happen um and to make the scholarship in compliance with federal law, of which it is currently not. Currently, this scholarship is only available to diverse students from alliance districts, which makes it out of compliance with title six, the Civil Rights Act of 1964 that prohibits discrimination based on race, color, or national origin. So, we this was another one that was in a bill last year that did not pass and so we are trying to do it again this year. And that is my last legislative proposal pending. No questions. I would ask for a vote. >> Any questions? >> Okay. All in favor of of the proposed

217legislative proposals. >> I opposed carries. Thank you so much, Laura. >> Thank you so much. >> A motion on item 8B, the adoption of the Connecticut Educator Preparation Certifications Board proposed regulations. >> Second, I [clears throat] am going to ask our friends from STE to come up as well in case there's any questions. Um, okay. >> Sure. >> All right. So, we have quite a packet for you [clears throat] today. Um let me just start by saying thank you um to the commissioner and board for having us today and hearing all the work that we've done. Um the communicative preparation and certification board is a new semi autonomous board and um through public act 441. Anything that we come up with related to regulatory language or legislative language goes through you before it actually goes

218to the ed committee or the the official regulatory process. Um we have 16 stakeholders. So the alphabet soup you heard [clears throat] Adep talk about earlier um makes up our group. We have administrators, superintendent, for classroom teachers. Um we have representation from alliance districts, rural districts and everything in between as well as uh workforce and we work very closely with our supports Lauren Kaitlin and Leanne um who've been assisting us as well and that work as well as single and we have a third party uh lawyer from the PTOAC group in DC who's been assisting us with this as part of this process to give you an understanding of the vetting for us um for the regulations specifically uh we lays lays with got legal support from the TOEFL group in a regulations ad hoc.

219They vet that material, bring it to our board. Um we delivery on that, take action on it, then it goes to LPDC. Um and they provide feedback and approve it and then it comes to you all for approval. Um so it's a very long uh vetting uh system and very thorough. Um there are many different ones. our board uh decided to focus in on the sunsetting regulations as they sunset on July 1st, I believe 2026. Um, and we wanted to make sure that we started off with those before we kind of delved into the other ones. The idea being to make them modern and streamline. Um, and what you'll see often is that we're either reinstating some of them or we're reinstating them with updated language or reinstating them to edit to adhere to current

220law. Um, if you'd like them to go through them or if you've had an opportunity to already review them, um, how would you like to proceed? >> I would like how would the board like to proceed? I know the legislation policy you've you've seen all these. I don't I don't know what the rest of the board like to the proposals or have you read them? >> I'm okay because I've been through them. >> Yes, because I know they went through. >> So, you want me to go through each one of them then? >> No, I guess they do not want you to. I was going to say [laughter] I'm happy to do it. I have the notes here ready to go. Um I will also say that in addition to the ones that were sunset

221legislatively, we identified an additional 26 I think it is to sunset because of the provisional certification was removed. So we're actually um going to be recommending several at the very end of that package you can see as well. Um so if I don't have to go through them one by one, I guess next step is to ask for a vote. So, what we're voting on now is just item 8B. All in favor? >> I opposed. Motion carries. >> Thank you. And um we'll go through we're in the process of identifying. >> Yeah. I [snorts] need a motion for item 8 C. >> So moved. >> Second. >> Yes. >> Okay. And then Bonnie maybe explain because this is a this is one that's coming through without the recommendation from legislation policy for the other board

222members. I'm going to pass that to you. Sure that a little bit. >> So, upon review of this, we had very serious concerns regarding what the outcomes could be uh for it. And we are recommending that we reject the proposed legislative amendment. I would I would certainly entertain any questions uh or turn those over to to our deputy commissioner if there's additional things that need to be clarified. We do recommend rejecting this proposal. Will I have an opportunity to speak to the proposal as well? >> Yes, please. Any questions about that, but >> I would be curious what your >> concerns were. Okay. >> Um, so I can go ahead and speak to it. >> Yes. And then we'll come back to you. >> So, this was initially approved by LPDC in November and then

223returned to LPDC and then uh changed the decision on it. Um, and it was approved unanimously in November. I believe the notes um were correct. Um I believe the understanding was the reason why it was turned over was because the legislative int was called into um action in terms of they believe the legislative intent was for the approval of those waiverss those brand new waiverss through the public act 2441 would come through this board. Um I think after listening to some of the proposals provided by um SDE many legislative um amendments are being made to things that were enacted by legislators in the past. So once lived you know we kind of change and understand that there needs to be an amendment related to legislative items. In addition to that legislator did not we were

224not an entity in its full um course in terms of the surfboard. So the legislator didn't really have that as an idea of something that we could possibly take up in our infancy of getting started back in 2024. Um I think it was also a misunderstanding of the idea that it might add a potential layer into the process um because um because anything that comes to you is really only regulatory and legislative proposals. A waiver would not have to come to you after going to us for approval. it would just be approved and then a certification could be issued. It would not add additional layers uh based on what the public act 2441 currently has in there. Um I think I think that's that's pretty much it. Um I think for us as a board

225it provides us with an opportunity to get closer to the work identify the pain points as we continue to do our work over time as it um relates to certification preparation and it would really only apply to these waivers. Um the next legislative proposal that you will see um actually relates to this. Should that legislative proposal not go through, you're looking at an increase coming to this board potentially for that pathway of anywhere between 300 and 400 applicants in a year as opposed to the six or seven that you currently have been receiving for waivers as well. So kind of please keep that in mind that should that pathway sunset, those folks will likely be looking for the waiver process when we come to the board. Um before we go, Mike, could you also comment

226on why the it went back to legislation policy and our um our concern about the waiverss? Um we first of all we as there was a concern about the waiverss. Can you speak to that? >> Certainly. uh it was brought back for reconsideration uh at the December meeting of the LPDC which is unanimously decided to reconsider and actually reverse the November position and the department was based upon the clear reading of legislation and clear legislative intent in 2024 the same public act 2441 that created the CCP uh sections 10 and sections thereafter After four sections earlier, section [clears throat] six, they the legislature vested in this board the exclusive and sole authority to issue these waiverss. Uh the fact that they enumerate the powers of the CPTB and not include this waiver authority within it

227is under wellestablished case law indicates the fact that the legislature did not intend to have that authority. uh and instead the express language of as I said the public active in uh this board. Um and one of the concerns on the practical level is that uh these are certificates that are issued by this by this department and taking this authority to provide these waiverss out of the hands of the of the board and the department essentially then allows a third party with all due respect uh a third party to determine individuals who are going to receive your certificate. Uh and that that's somewhat concerning as well as uh and we are all we um I have an opinion that if the board has the ultimate authority to uh oversee the educational system in the state

228of Connecticut and part and parcel of that and actually extremely important and intrinsic to the board's role to ensure that students are re are are taught by publish and uh effective teachers. Uh so therefore both from a legit state perspective and also from a practical perspective it makes sense that this just a quick question um in the absence of this uh change I guess is there a mechanism that we're considering for how we would deal with the potential sorry with the potential additional 3 to 400 waiverss that we might otherwise have to handle on individual basis >> thinking of what Louis the 16th said during the parade of terrifying to hear what we're trying to say [laughter] the uh although I I do not say it in French because my pronunciation so bad but um

229I think you know there is a process I mean that that is something that's an internal determination which can be made in which it can be presented to this board one by one by one by one by one but rather can do it in a in a different fashion which would rate on this board uh it might increase on the department but That's the white over here. >> Uh but um so I don't think that that should be a concern. >> Questions for answer questions, comments. Um I vote for item 8 C as proposed clarification. >> Yes. So, [clears throat] a vote of yes to reject. >> Yes. >> Glad [clears throat] you said that. >> All in favor? >> I opposed. Motion carries. I need a motion for item 8 D. >> Move. Second,

230>> Jen, back to you. >> All right, this is the one that I was talking about. So, uh, one of the items that, uh, was set to sunset in region regulations is a transcript experience. And the transcript experience, if you kind of, [clears throat] uh, go to the graph there, it's hard to see if you didn't have it in colored. Um, but the very top bar where it goes from 440 to 374 are the number of candidates per year that go through this pathway. Um and the the folks [clears throat] who use this pathway are um folks that are at the college or university level, at a private or independent school, at a state um that do not have enhanced reciprocity or coming in from other countries. Um, so what we want to do is

231codify this into legislation and not just have it in regulations as one of the pathways because we have such a significant number of [clears throat] people who use this to come in and we want to make sure that our pathways are um flexible and that we have diverse pathways of educators to come in to our system here. Um, so what we're looking for is not to just have [clears throat] it in regulation. We are also recommending that you are moving on. Um, but also to have this in codified into law to ensure that that stays there. The the other outcome, the negative Nelly side of this is that should not get passed and be allowed to sunset regulations. You would be looking at an increase of that 400 300 400 um applicants coming through um

232the labor process because they would not have another process. questions. [clears throat] Yes, >> excuse me. On the 15 [clears throat] on the 15%, have we done any research as to how successful they are as teachers and what's their retention rate over time compared to the others? I'm not sure that that was part of the data that we had received from a sheet you guys. >> We actually did start looking at this that data this time last year and that we do have some we can definitely send that to answer your question. Um we've been looking at retention rates as far as pathways into the profession and and at this point as of this last summer it was the first time we actually started really sticking our um our toes in the sand in that

233area. We we we are looking at three-year retention rate and fiveyear retention rate and we do have some of that data and I'm happy to send that over however process >> as you approve these programs we'd like to know that they're successful. >> Oh, absolutely. But but as far as the pathway of 20 months of successful service in the approved public school higher education institution, that's been a long-standing pathway in the state, but it just happens to live in ranks that are about to sunset. 24-41 coded by different pathways and this would be a way to add that as you're welcome. >> All in favor? >> I [clears throat] opposed motion carries. >> I just we did have that with the data that did present probably. >> All right. Thank you very much. >> All

234right. Thank you. And we will likely see you at the next month meeting and the month after that as well. And I just wanted to say like the level of collaboration involved in all of this work has been a heavy lift and between central SD our legal support and our board of all volunteers. Um it has just been a community of support there and getting this work done. So we're going to get it all modernized for you. We hadn't been done in about 13 years. So thank you. >> Thank you. We have no financial matters, no consent agenda. I legislative committee, get your lunch and we'll be in room, room.