[{"_1":2,"_112":-5,"_113":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88,100],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6243189,"mediaKeyId","3241299-5337876532ad621bbc833833d8aa52be","parentId",3241299,"title","State board weighs declaratory ruling after dispute over charter funding priorities","audioSeconds",590,"startMs",607000,"endMs",16065,"viewUrl","/Search/View?dp=1&key=3241299-5337876532ad621bbc833833d8aa52be&start=607&end=16","thumbnailUrl","https://assets.pipeline.soar.com/3241299-5337876532ad621bbc833833d8aa52be/thumbnail_607000.jpg","articleUrl","/articles/6243189/Connecticut/State-board-weighs-declaratory-ruling-after-dispute-over-charter-funding-priorities","mediaUrl","https://secure.pipeline.soar.com/6243189-633a0664a51c2e97a95797ae29e65b63/orig.mp4?Expires=1770893631&Signature=OvOEPDZBnQdR-TlksBJ0x9DRgzNMowyt6JfKfvkzQaXKMoD0rYIkMYrrMQ~vmiTiTSFfQbwQNKg-Z4tcXQ-b-cuHs5Qp2wxtQUyjO9NLmPCwVrBYvA-PhdnRh6X-raTPDQprORl2jMhqBoD87yVRJpc-oQAmrCVW57W8nRscBpdIiYesyuDGShgCE9e9RWmsHHZiAUqoG-26GclPY90Zc12nXPPVI~dNOw7HG1hEdINTsOWybjq4tHZluPUtJVHWr57Dd3Zo9c2y~0o2LImdszSWyqbgjJ5HZVyRjjUbMzMHRr6ApNGsRkPiem8VW17-cfz8eLxVPc4YfrIYYzq0AQ__&Key-Pair-Id=KUT5TJCACFTXG","author","CT State Department of Education","date","2025-05-07T17:50:37Z","article","Members of the public, charter operators and elected officials pressed the Connecticut State Board of Education on May 7 to clarify how the state decides which newly authorized charter schools receive scarce state funding.

The matter centers on two petitions: Capital Preparatory Middletown, approved by the board in 2023 and arguing it should be funded first, and Danbury Charter School (Elevate/Danbury), which received an initial certificate of approval in 2018 and remains unfunded. Legal staff told the board it could resolve that question through a declaratory ruling or by initiating regulation-making procedures.

Why it matters: The dispute affects which communities open new charter schools this year and could lead to litigation. State Representative Anne Dauphin told the board there is “a very clear process” for allocating charter appropriations and urged the board to apply the statute’s factors in order, saying the legislature has appropriated funds and it is the board’s role to determine which approved school receives them. Steve Tracy, representing the Danbury planning team, said Danbury’s approval in 2018 and years of community organizing justify reconsideration of its funding status.

Board counsel described the mechanics: under the cited provisions petitioners ask whether the board must rank approved applicants when the General Assembly provides limited funding and whether that ranking is binding on later funding decisions. Counsel recommended the department set a transparent process to gather evidence and briefs so the board could issue a declaratory ruling addressing the statutory questions.

What happened at the meeting: Legal and department staff presented background and a proposed process for taking written submissions, allowing interested parties to join the record and developing a schedule. The board discussed whether to authorize the department to proceed with the declaratory-ruling process; the transcript records the department asking the board to authorize that step. The transcript does not contain a final substantive ruling on the statutory questions.

Public voices: Speakers in favor of Capital Prep Middletown included Bishop Glenn J. McKissick Jr. and others who cited the board’s prior ranking and the statute’s enumerated factors; Elevate Charter Schools’ CEO John Taylor and Elevate staff said Danbury families have waited years for funding and requested party status in any proceeding. Attorney Mark Samaruca said he authored the petition for Capital Prep and urged the board to pursue the resolution prepared by department counsel.

What’s next: If the board authorizes the department to pursue the declaratory ruling, department legal staff will convene a scheduling conference, collect submissions and return to the board with a recommended draft ruling or regulatory proposal. If the board declines, the statute allows petitioners to seek other remedies. The process described in the meeting will determine the timetable for any final decision.

Ending: The board was presented with competing claims and a recommended procedural path; the transcript records the department’s request that the board authorize a declaratory-ruling process to answer the legal questions but does not record a final legal determination in the meeting record.","mediaType","Video","parentTitle","State Board of Education Meeting - 5/7/2025","oneSentenceSummary","Members of the public, charter operators and elected officials pressed the Connecticut State Board of Education on May 7 to clarify how the state decides which newly authorized charter schools receive scarce state funding.","taxTitle","State Department of Education, Departments and Agencies, Organizations, Executive, Connecticut","taxId",15759,"location","Connecticut","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6243179,"State report finds interconnected staffing, program and attendance challenges in Hartford special education",5474,9489000,14963000,"/Search/View?dp=1&key=3241299-5337876532ad621bbc833833d8aa52be&start=9489&end=14963","https://assets.pipeline.soar.com/3241299-5337876532ad621bbc833833d8aa52be/thumbnail_9489000.jpg","/articles/6243179/Connecticut/State-report-finds-interconnected-staffing-program-and-attendance-challenges-in-Hartford-special-education","https://secure.pipeline.soar.com/6243179-919fac841163b303262de0b9e90e339b/orig.mp4?Expires=1770893631&Signature=F2Pq0QSDUt~YzsnbORJR6iGLXun0tkFsCgTVFfhzOB9zoeB3Xm2Y5ngEhhJa~0FCVMnL6OBhrMwWaPfkvxHZynRRheyWLzdJ4zJSMhha72rtNIbn~duP07vCiFSt~gBdcBb680JPbYqjFtnJKYBpNwwCWFOIgLH~6k0WZRFMuKcqQa-GG7CT01x5rqbzxwP80TZC7iY9Z7TC3rjTI7IPQxQClIpjIaraoCas9NujthohewpnjcsccJbF95BmsHxAXYqhd0qGmTJt8-y3SnnGA1-m6wp0m226KYM8UDZnc1AwuxBsnZnLtosKiXQ0kHvc7l3l81K8i-9jdN7n~8m~jQ__&Key-Pair-Id=KUT5TJCACFTXG","The State Department of Education presented findings from a third‑party review of special education in Hartford Public Schools on May 7, telling the State Board of Education the district faces multiple, connected challenges that require a multiyear response.

NewSolutions K‑12, the consultant engaged by the department, reported that Hartford had 47 special‑education teacher vacancies at the time of the review (the consultant described this as roughly 12.5 full‑time‑equivalent speech‑language positions among the vacancies) and that underinvestment in general‑education tiered supports increased pressure on special‑education services.

Why it matters: The review links staffing shortages to increases in out‑of‑district placements, inconsistent special‑education curriculum implementation and rising chronic absenteeism, which the report — and department staff — said reduce equitable access to services. The consultant emphasized that improving core instruction and tiered supports in general education is part of any durable solution and not solely a special‑education fix.

Key findings and department response: The consultant identified five interlocking problem areas, including insufficient staffing (certified teachers and paraeducators), limited general‑education supports that push students into special education, variability in special‑education instruction and IEP implementation, high out‑of‑district placements that are resource‑intensive, and school‑climate concerns including chronic absenteeism (reported to have increased from about 27% to just over 32% districtwide between March 2024 and March 2025).

Department actions: CSDE staff said they will intensify on‑site audits, require the district to report the impact of vacancies on services and parent notifications, support budget and human‑resource improvements (including financial software reporting enhancements), coordinate special‑education professional development and a train‑the‑trainer institute, and continue technical assistance on attendance and school climate. The department said it is preparing a coordinated, multiyear plan that ties fiscal, programmatic and facility work together and will report back to the board.

Community context: Consultants noted strong staff commitment and community pride, and district leaders and the consultant said some corrective steps and training have already begun. Board members asked for presentation of the findings to the Hartford Board of Education and the city’s governing bodies; department staff confirmed they have been in regular contact with the mayor’s office and intend broad stakeholder engagement.

Ending: The department described the work as the start of a multiyear corrective and capacity‑building effort that will combine district implementation plans, state technical assistance and external partners to stabilize staffing, strengthen core instruction and reduce unnecessary out‑of‑district placements.","The State Department of Education presented findings from a third‑party review of special education in Hartford Public Schools on May 7, reporting that vacancies, program variability and attendance concerns are interconnected problems requiring multiyear action.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6243184,"State board approves revised K–3 screening menu after review; department to collect data statewide",5458,6120000,11578000,"/Search/View?dp=1&key=3241299-5337876532ad621bbc833833d8aa52be&start=6120&end=11578","https://assets.pipeline.soar.com/3241299-5337876532ad621bbc833833d8aa52be/thumbnail_6120000.jpg","/articles/6243184/Connecticut/State-board-approves-revised-K3-screening-menu-after-review-department-to-collect-data-statewide","https://secure.pipeline.soar.com/6243184-3b532df374a27deb7a9b2e0bb2d957c1/orig.mp4?Expires=1770893631&Signature=mU4IgZJOotXUO9WJ51uyngmzo8eJEdHtuVI9kd02026aZnFVEssP2oGKGKSTHvsTFn6HiZcvIo7r-YvZcd~U0qDYYCnIZm8kwgmMZZRu8jwvQHDM7qNtuWo0DsVmh5~DAT2~Vt8~LfRJFPebe36Ivpl-xvfInewEt1CEORYen1pyCyO2q-Hpivvz9AFO2Don~OyUa1ZdYI-CNhUYkhsHd4BF8dmwsJL0LNtNPoRso1A3-Kmsg0tptK~b5osiGSd4PhD5FuWsZChfInbYp4bmd6etIFKD~zgXxhUiwJZwLe0D3emOnkzV1FaPefIdIoFxROh~cbfW-Qe3-ex4Miexbg__&Key-Pair-Id=KUT5TJCACFTXG","The Connecticut State Department of Education presented its K–3 literacy work on May 7, reporting a multi‑year rollout of professional learning and recommending changes to the approved menu of universal screening assessments for kindergarten through grade 3.

Independent reviewers — Dr. Adria Truckenmiller of Michigan State University and Dr. Michael Coyne of the University of Connecticut — told the board they reviewed eight commercial screening suites and technical manuals against rigorous criteria used by state education agencies. They concluded several commonly used curriculum‑based measures meet technical standards for identifying students at risk of reading difficulties, while other newer or adaptive products require additional external validity studies for kindergarten–2 outcomes.

Why it matters: The K–3 universal screeners are intended to identify students who, without intervention, are likely to be below grade‑level reading proficiency at year’s end and to flag students at risk for dyslexia or other reading disabilities so early evidence‑based intervention can be delivered. Commissioner and department staff emphasized that a screening program must be paired with coherent core instruction, interventions and communication with families.

Key decisions and next steps: The department recommended removing an outdated DIBELS Sixth Edition (DIBELS 6) entry from the state menu in favor of the updated DIBELS‑8 with the MCLASS vocabulary component, and recommended that AMIRA remain off the approved menu pending further validity data for early grades. Staff also proposed a Stamford Public Schools pilot to study I‑Ready early literacy screening where requested. The board heard the department’s request to collect K–3 screening data from vendors statewide and to analyze how screeners relate to third‑grade outcomes.

Public and board discussion: Researchers stressed that early grades require measures that are sensitive to decoding development; some end‑of‑year measures (for example, NWEA MAP Growth as used in prior studies) do not reliably detect early decoding problems. Board members asked about English learners and longitudinal evaluation; researchers and staff said the department will study multilingual learners’ profiles and work to gather vendor data to permit state‑level validation.

Vote and implementation: The transcript records the board proceeding to a vote and the chair announcing approval of the revised menu and the data‑collection initiative. Department staff said they will work with vendors and districts on implementation, professional learning and parent communication.

Ending: The department will collect screening data, monitor how tools perform in Connecticut classrooms, and return to the board with findings so the state can refine screening guidance and supports to districts.","The State Department of Education presented a year‑long review of K–3 universal literacy screeners and recommended removing older tools and collecting vendor data statewide. Independent researchers reviewed eight assessment suites and staff recommended policy changes and a Stamford pilot for I‑Ready.",{"_33":101,"_35":36,"_37":38,"_39":102,"_41":103,"_43":104,"_45":105,"_47":106,"_49":107,"_51":108,"_53":109,"_55":56,"_57":58,"_59":110,"_61":62,"_63":64,"_65":111,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6243176,"Educators urge board to let certification board set standards for alternative educator certificates",559,2560000,3119000,"/Search/View?dp=1&key=3241299-5337876532ad621bbc833833d8aa52be&start=2560&end=3119","https://assets.pipeline.soar.com/3241299-5337876532ad621bbc833833d8aa52be/thumbnail_2560000.jpg","/articles/6243176/Connecticut/Educators-urge-board-to-let-certification-board-set-standards-for-alternative-educator-certificates","https://secure.pipeline.soar.com/6243176-38bd9fb3482797e318f6857e4f2392bc/orig.mp4?Expires=1770893632&Signature=FzKaDAt89WxFS6-8PeYKxk7RSWR1pLJ03Xy24WZtMQf4hpJnuWSgsz9kdFpGb4N5xkjOEIAcfPv1L8AGbeikfwIdE3EERwr4Ofd27gTLSStIZpNpwHFEzN23G-N3-Jot5RrZeMAXhxZ8Q7dB6FbJ76C0c3nNbn9~sShmL-y9a3JR9k3mFou9LlUAidd25aDRObn5d1b3H3YOwHsikJu8ooYyog8w17ALOgH7B~9XOLP~WdonZWnKVeMbfn0SogHr5HJrbkAON0pnZHu3TJO~AuKdIGAsROsk9IbUwRxNcTXQPACuARE3KeBXPIzkoVAfEA1TqIq~dusPxTMLSDkpkA__&Key-Pair-Id=KUT5TJCACFTXG","Public testimony at the May 7 State Board of Education meeting urged the board to pause two items that would issue initial educator certificates based on equivalent education and experience and to let the Connecticut Educator Preparation and Certification Board develop consistent evaluation standards.

Why it matters: The 2024 public act authorized the department to issue initial educator certificates to individuals whose combination of education and experience is equivalent to traditional certification. Testimony from the Connecticut Education Association and other professional groups warned that, absent clear, consistent procedures, the state risks inconsistent decisions and possible inequities.

What speakers said: Elizabeth Scan, an education‑issues specialist at the Connecticut Education Association, asked the board to “table these items and delegate the work of developing clear parameters to the Connecticut educator preparation and certification board,” arguing the new certification board was created to bring required expertise to those decisions. She urged thorough document reviews of transcripts, employment history and other records to determine equivalency. Several district leaders and teacher‑preparation advocates supported targeted pathways to attract high‑quality teachers back to Connecticut while urging careful, uniform standards.

Department position: CSDE staff described the alternative pathway as labor‑intensive but necessary to address teacher shortages and said the new pathway requires careful review of each candidate’s combined education and experience. Staff requested the board consider individual certification requests in the meeting while continuing to develop consistent statewide guidelines and to use the Connecticut Educator Preparation and Certification Board’s expertise in shaping future policy.

Decision: The transcript records public requests to table items and delegate standards to the newly formed certification board. The meeting record does not show a final board vote to table or to adopt a permanent standard; department staff noted the certification board is actively working on processes and that staff will coordinate with it.

Ending: Board members and commenters agreed on the need for both timely solutions to staffing shortages and a consistent, transparent mechanism to evaluate equivalency; the department will continue to develop and coordinate procedures with the certification board.","Multiple testimony speakers asked the State Board to pause department applications for educator certificates under the new alternative‑certification pathway and delegate equivalency standards to the Connecticut Educator Preparation and Certification Board, citing need for consistent, transparent review processes.","actionData","errors"]

Article not found

State board weighs declaratory ruling after dispute over charter funding priorities

State report finds interconnected staffing, program and attendance challenges in Hartford special education

State board approves revised K–3 screening menu after review; department to collect data statewide

Educators urge board to let certification board set standards for alternative educator certificates