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February 2012

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CAPSS NextEd Project

CABEâ&#x20AC;&#x2122;s response to NextEd Robert Rader

Joseph Cirasuolo Executive Director, CAPSS

Executive Director, CABE

Ancient and recent history are full of examples of institutions that have disappeared because they failed to transform themselves in the light of major shifts in perceptions, expectations and opportunities. Not too long ago, ocean liners were the preferred mode of transportation between continents. Today, we are witnessing the travails of the Postal Service in this age of instant electronic communications.

American public education is also an institution that is being buffeted by a change of expectations. Until approximately thirty years ago, public education had been expected to give every child an opportunity to learn what they need to know to lead decent and productive lives.

Public education has met this expectation extremely well. Over the years, the institution has expanded greatly the opportunities that it has afforded children.

Then, the expectation began to change and now, public education is expected to guarantee that every child will actually learn what they need to know. Trying to meet this new expectation with the same system that we used to meet the old expectation is a strategy that is doomed to fail. Worse than that, adhering to the present system is also almost a guarantee that the institution will move towards oblivion. The consequences of that for how we as Americans govern ourselves and live our lives are profound and totally negative.

See CAPSS page 6

Deputy Director and General Counsel, CABE

Patrice A. McCarthy

Students from the Global Communications Academy in Hartford.

Governor holds conference on Reform in Education Robert Rader, Executive Director, CABE At the January 5th Governorâ&#x20AC;&#x2122;s statewide education workshop on education, the audience heard from statewide officials, including Governor Dannel Malloy, Lieutenant Governor Nancy Wyman, Education Commissioner Stefan Pryor, Executive Vice President of the Board of Regents Michael Meotti, and the Federal Undersecretary of Education Martha J. Kanter.

There was an overflow crowd of 350 education leaders and practitioners from

across State representing both K-12 and higher education. CABE was represented by both members of the Board of Directors and staff.

While much valuable information was provided and the Governor and Commissioner discussed the need for change especially to close the achievement gap, details of proposals await the beginning of the Legislative Session.

Commissioner Pryor set the tone for the meeting by giving the audience a taste of survey data that CAPSS members had provided, which indicated that over half of superintendents believed that SDE did not help them close the achievement gap and only 12.5 percent said that state policies make it possible to remove ineffective staff.

He made it clear that both public education and the State Department of Education needed to change to better deal with the Stateâ&#x20AC;&#x2122;s achievement gap, which he stated had once again been worst in the country, based on the latest National Assessment of Educational Progress (NAEP) data.

Undersecretary of Education Kanter discussed how Connecticut could again be leading the nation in education as in previous years. She stated that too much bureaucracy was getting in the way of higher teacher quality and indicated the need for standards in education in order to See GOVERNOR page 7

The Connecticut Association of Boards of Education believes that NextEd (found at www.ctnexted.org) is a thoughtful, comprehensive and potentially gamechanging examination of the education challenges facing Connecticut.

Discussed at the January Board of Directors meeting, the Board agreed by consensus that this article shall serve as CABEâ&#x20AC;&#x2122;s response to the Transformation Project.

We believe that CAPSS has provided an important statement on where we need to go from here to ensure all students receive the maximum benefit from their public school experience â&#x20AC;&#x201C; and what we need to do to get there.

Issues of resources, capabilities of educators and political resolve will be put to the test if these changes are to occur.

We very much appreciate CAPSSâ&#x20AC;&#x2122; willingness to discuss all items in the approximately 140 recommendations and believe it will take discussion, study, research and resources to bring this plan to fruition.

We look forward to discussing these ideas, including ones with which we disagree, in the months and, even as CAPSS has stated will be necessary, the years to come.

We hope boards of education and their superintendents are discussing these important issues, as well.

There are several areas that should be priorities in the 2012 Legislative Session: â&#x20AC;˘ Make quality preschool available to all needy students See CABE page 6

INSIDE THIS EDITION Letter to the editor .............................. 2 Policy and the board/ superintendent relationship ............. 4 A tribute to Thomas Murphy .............. 4 See You in Court ................................. 5 Lessons from the slopes ...................... 8 CABE working for you .................... 10 The long climb .................................. 12 A picture is worth a 1,000 words ...... 13 Regional calendars work ................... 15

81 Wolcott Hill Road Wethersfield, CT 06109-1242

of Boards of Education Inc. Connecticut Association

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The Journal – Connecticut Association of Boards of Education PRESIDENT COMMENTARY

Education energy!

As I sat waiting in the Tampa International Airport for my connection recently, I picked up a copy of the Tampa Bay Times and my energy sustenance snack – a Fudge Graham Classic Zone Perfect Bar and a bottled water.

The headlines read: “Governor Rick Scott vows to increase education funding in State of State speech.”

As I bit into my nutrition bar, I felt the energy - education energy. Here I was, fresh from attending Governor Malloy’s Education Workshop a few days earlier, reading about raising education spending in another state. “Protein Bar, do not fail me now”.

As I read further into the article, the Florida Republican Governor wants to raise education spending by $1 billion (though he did cut it last year).

In November, Governor Malloy outlined six goals in his education reform package. All these upbeat discussions

about spending more on schools, at least in these two states, got my blood going.

I’m on the education treadmill and I yearn for bold results.

For so long, interest in public education has been lacking and support of our schools has been way too anemic.

Perhaps this is why I feel more energetic about our work together and the messages from our state and federal leadership.

EDUCATION . . . . the new excellent source of energy for 2012. With 350 top educators and stakeholders represented at Governor Malloy’s Education Summit, the aura in the air was powerful, intoxicating. For the first time in twenty years, educational jargon isn’t just about educational jargon, but about education reform, agendas, issues, policies and finances—all key issues as we move forward. This sense of urgency has become more palpable and widespread,

CABE Board of Directors EXECUTIVE COMMITTEE Lydia Tedone President, Simsbury Richard Murray First Vice President, Killingly Ann Gruenberg VP for Government Relations, Hampton Stephen Wright VP for Professional Development, Trumbull James Marpe Secretary/Treasurer, Westport Don Blevins Immediate Past President John Prins Member at Large Mary Broderick NSBA President, East Lyme AREA DIRECTORS Susan Hoffnagle, Area 1 Co-Director, Winchester Mari-Ellen (Mimi) Valyo, Area 1 Co-Director, Winchester Daniel Santorso, Area 1 Co-Director, Plymouth Becky Tyrrell, Area 2 Director, Plainville Laura Bush, Area 3 Director, Vernon Gavin Forrester, Area 6 Co-Director, Stratford Elaine Whitney, Area 6 Co-Director, Westport Michael D’Agostino, Area 7 Co-Director, Hamden Sheila McCreven, Area 7 Co-Director, Woodbridge John Prins, Area 7 Co-Director, Branford Robert Ruggiero, Area 8 Co-Director, Madison Pamela Meier Area 8 Co-Director, Madison Gail MacDonald, Area 9 Director, Stonington CITY REPRESENTATIVES Bob Trefry City Representative, Bridgeport Michael R. Nast City Representative, New Haven Polly Rauh City Representative, Stamford Charles Stango City Representative, Waterbury

COMMITTEE CHAIRS Robert Mitchell, Chair, State Relations, Montville Beverly Washington, Chair Federal Relations, Groton ASSOCIATES Eileen Baker, Associate, Old Saybrook Sharon Beloin-Saavedra, Associate, New Britain Gary Brochu, Associate, Berlin Robert Guthrie, Associate, West Haven Cal Heminway, Associate, Granby

STAFF Robert Rader, Executive Director Patrice McCarthy, Deputy Director and General Counsel Bonnie Carney, Sr. Staff Associate for Publications Nicholas Caruso, Sr. Staff Assoc. for Field Service and Coord. of Technology Sheila McKay, Sr. Staff Associate for Government Relations Kelly Moyher, Sr. Staff Attorney Vincent Mustaro, Sr. Staff Associate for Policy Service Lisa Steimer, Sr. Staff Assoc. for Professional Development Teresa Costa, Coordinator of Finance and Administration Pamela Brooks, Sr. Admin. Assoc. for Policy Ser. /Search Ser. Terry DeMars, Admin. Assoc. for Policy Service Gail Heath, Admin. Assoc. for Government Relations Wilmarie Newton, Admin. Assoc. for Labor Relations Corliss Ucci, Receptionist/Asst. to the Executive Director

The CABE Journal (ISSN 1092-1818) is published monthly except a combined issue for July/August as a member service of the Connecticut Association of Boards of Education, 81 Wolcott Hill Road, Wethersfield, CT 06109, (860) 571-7446. CABE membership dues include $30 per person for each individual who receives The CABE Journal. The subscription rate for nonmembers is $75. Association membership dues include a subscription for each board member, superintendent, assistant superintendent and business manager. The companies and advertisements found in The CABE Journal are not necessarily endorsed by CABE. “Periodicals Postage Paid at Hartford, CT.” POSTMASTER: Send address changes to The CABE Journal, CABE, 81 Wolcott Hill Road, Wethersfield, CT 06109-1242.

Email: bcarney@cabe.org.

Members can find the CABE Journal online at: www.cabe.org/userlogin.cfm?pp=84&user request=true&keyrequest=false&userpage=84

others finally listening to the message that many of us in the education field have been expressing for years.

Of course, the new “energy” and success must be derived from enhanced access to high-quality early childhood education; high quality schools including traditional magnets and charters; effective teacher and principal trainings; intensive interventions and support for failing districts; and affordable higher education to grow an educated workforce. Finally, there seems to be widespread support for real education reform.

To quote Governor Malloy: “Academic Excellence for All” and “This is Our Moment” (Hartford Courant 12/21/10 and 1/6/12). New education initiatives come with a cost that will require the upcoming General Assembly to have their own supply of power bars and bottled water as they battle for support of key proposals.

An increased boost in activity would target closing the achievement gap; remaining competitive nationally while striving globally; and fixing the 800 pound gorilla in the room, commonly known as “ECS”

Lydia Tedone

which, on its own, may need a personal trainer to get in better shape for the next two years—and thereafter.

As I think about the good that could come from all this education energy this legislative session, I think of NCLB, which celebrated its 10th anniversary this past January 8th Not all reform efforts have been successful and many have unforeseen consequences. We will need to remain vigilant and strong to ensure that the reforms that do come about best serve the children in our care.

Can you feel the energy?

Letter to the Editor

2012 – Governor Malloy’s year for Education – What’s our role?

A number of CABE officers and school board members from across Connecticut attended the recent “Governor Malloy’s Education Workshop 2012: The Year for Education Reform”.

While much of the content was topical, interesting, and challenging (reported elsewhere in this edition of the Journal) it was almost exclusively delivered and debated by practitioners: superintendents, administrators, representatives from the state bureaucracy, and teachers. Many speakers related challenges and successes from other parts of the country.

Despite our presence and a contingent of house members and senators from the legislature, the question of how the sponsors’ initiatives were to be achieved was not addressed. While not surprising, it should give all school board members pause as we prepare for the 2012 legislative session. Our professional colleagues have anticipated the Governor’s initiative and have published white papers endorsing initiatives which they feel will improve our educational system

in Connecticut and go far to reduce the achievement gap. At least one group, CAPSS, has come forth recommending that board activities be limited to hiring the superintendent, adopting policies, obtaining operating funds, and nothing else!

We hear much as to possible changes to the ECS formula. There is a task force looking at the topic. It’s well understood that chances for increases in state aid of any kind are slim for the coming year. Also with any formula change, absent additional dollars, there will inevitably be winners and losers among Connecticut’s school districts. Other proposed changes from teacher evaluation, professional development, to curriculum can impact local districts.

If ever there were a year demanding informed participation in the political process, it is 2012. There’s plenty of information available through CABE: staff communications, the CABE website, workshops such as Day on the Hill.

Let us all commit to offering “advice” in this year’s legislative session. After all, it’s all about student achievement.

Cal Heminway Chair, Granby Board of Education

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The Journal – Connecticut Association of Boards of Education EXECUTIVE DIRECTOR COMMENTARY

Are you really involving your district’s parents?

For many years, public schools have been admonished to be more welcoming, to get members of the public and especially parents, more involved in the education of their children. While school boards connect the will of the community to the education of their children, the truth is, in some communities that parents, although members of the community, actually are little involved in this critical work.

School governance councils were

“One of the points that CABE makes in the training . . . is that everyone should be thought of as an equal around the council table.” required in 14 low-performing schools early last year. Last fall, 184 more schools had to establish such councils.

They consist of seven teachers at the school, five parents, two community members, the nonvoting principal of the school and, in high schools, two student members.

Thanks to funding from the State Department of Education, CABE has helped provide professional development to many of these councils. Other organizations also have provided aid to them.

We also developed draft bylaws and have provided other assistance to State Department of Education in order to ensure that this initiative is successful.

The legally required councils are charged with: • analyzing achievement data and needs, relative to the school’s improvement plan; • reviewing the fiscal objectives of

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the school’s draft budget and advising the principal before it is submitted to the superintendent; participating in the hiring of the principal or other administrators by interviewing candidates and providing feedback to the superintendent; helping the principal make changes to increase student achievement, including program changes and adjusting the school hours and days of operation; working with administrators to develop and approve a school compact for parents, legal guardians, and students that includes an outline of criteria and responsibilities for enrollment and participation; and developing and approving a written parent involvement policy.

When councils were first established board members and superintendents told us that this would just be another State mandate, with no benefit to the district – just another layer of bureaucracy. But, we told them, as Hartford and other districts are finding out, involving councils in a positive way can lead to many unforeseen benefits.

Ideas from CABE Council Training While not all districts have councils, many have school-level organizations, such as PTSAs or PTOs that help parents and teachers work together. Some of the CABE recommendations discussed below, could very well be applicable to districts that do not have legally-required councils.

For example, we tell parents at our training that they not only have an opportunity to make changes for the better in the school, but they have the

chance to make positive change with those who elected them. They should meet with parents and tell them how to get involved with the education of their children. Once they understand an issue, like how the budget is devised, council members may very well become advocates for the budget.

If we really believe that it takes more than just schools to raise and educate children, parents must know how to get involved. This is not an easy time to be a parent. But, this is a terrific opportunity to help them learn.

One of the other points that CABE makes in the training (Patrice McCarthy, Bob King and Lisa Steimer all have roles in our training) is that everyone should be thought of as an equal around the council table. Of course, teachers will know more than most parents about education and about the school, but parents may know much more about the community.

Work as a Team The idea is to work as a team and ensure that everyone has a sufficient knowledge of the issues facing the school, its students and staff to make a contribution to the work of the committee.

So, for example, we encourage members of councils not to sit according to position – that is, the teachers shouldn’t sit on one side of the table facing off across a gulf with the parents since this smacks too much of negotiations. Also, there should be a minimum of jargon – those on the council should take the time to develop not only ground rules for their interactions, but a way of discussing issues so that everyone understands.

Some of us, immersed in education, are used to speaking about “CMTs, CAPT and other indicia of student achievement.”

But, would an average parent know what I’m talking about? “ECS” is another example of an acronym that few in the

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Robert Rader

public understand.

Take the time to explain!

In providing workshops, we are often asked, “what is the role of school boards vis-à-vis the councils? Our answer is usually pretty simple: while the councils’ recommendations are advisory, boards ignore their recommendations at their own peril.

What we mean by this is that, under the law, councils have the responsibility to make recommendations in the areas listed above. If working effectively, council members will have taken much time to learn about, then think through their recommendations. Of course, on virtually all issues the principal, superintendent or Board makes the final decision. But, to completely ignore the work of the council is a slap in the face of those council members.

Boards, of course, have a different perspective than individual councils. But, the savvy thing to do is to explain why the Board may not agree with the council and go in another direction. Do it with appropriate respect and explanation and council members should understand.

I know that in Hartford, the Board meets annually with all of the councils. I encourage you to think about doing the same thing.

As we enter 2012 with much on our plates, let’s not forget about the importance of parental involvement. It can easily be the difference between an underperforming and a great school!

EDUCATIONAL AFFILIATES American School for the Deaf Area Cooperative Educational Services Capitol Region Education Council The College Board Connecticut Association of School Business Officials Cooperative Educational Services Connecticut Center for School Change Connecticut Educators Computer Association Connecticut School Buildings and Grounds Association EASTCONN EDUCATION CONNECTION LEARN

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The Journal – Connecticut Association of Boards of Education

Policy and the board/superintendent relationship Vincent A. Mustaro Senior Staff Associate for Policy Service, CABE

Boards of education and superintendents continue to face awesome challenges. These challenges include increasing numbers of special interest groups, declining financial resources, the attainment of higher standards for student achievement, changing demographics, calls for restructuring and school reform, differing societal values and behavioral norms, staff recruitment, aging and inadequate facilities, school security and the implications of rapidly changing technology. These current challenges, perhaps greater at this time than ever before, require strong leadership in the superintendency and a strong, viable and appropriate board/superintendent relationship.

As new members have recently joined boards and the number of new superintendents continues to grow, it is critical that issues pertaining to school district governance, board authority versus the superintendent’s responsibilities, fiscal matters, professional judgment, employee relations and board members’ motivations, ethics and responsibilities be addressed. It is necessary to address these issues in order to foster and maintain a positive board/superintendent relationship which benefits the entire district, especially students.

The American Association of School Administrators has a policy statement which states, “…it is critical that boards of education provide quality leadership in the policy rather than the administrative arena.” Further, “Boards of education should not be involved in the day-to-day operations of the school districts.” Policy is the board’s leadership tool and provides the needed direction to the superintendent and staff regarding the board’s expectations and what it wants to see happen in the district.

Often, micromanagement is a negative force cited in the relationship between the board and the superintendent. This issue, in part, contributes to the decreasing pool of applicants for the superintendency.

Other contributing factors include the increasingly political nature of the position, decline in fiscal resources, demands for higher student achievement, and the ever-increasing expectations of the superintendency.

Therefore, it is crucial for boards and superintendents to set a high priority on developing a strong, cooperative leadership team relationship. It is essential to clarify roles locally, in order to know what to expect from one another. This helps to establish a framework for a positive and productive working relationship which will benefit your students.

Board Members Board members are policymakers, setting the vision for their school districts and the board’s expectations, through policy. The superintendent, as the district’s chief executive officer, is

responsible, through the implementation of board policy, for all of the district’s programs and operations. The board should hold the superintendent accountable for the administration of the school district in compliance with the board’s policies through a properly developed and conducted evaluation of the superintendent.

However, in developing a positive working relationship, the board must also evaluate its own collective performance.

The board, as previously stated, is half of the partnership needed to achieve the district’s goals and objectives. In order for the superintendent/board evaluation process to be a constructive one, commitment is required by both parties in order to determine if the district is making progress toward the priorities established by the board and superintendent in the evaluation process. The performance of the board and the superintendent’s performance are interdependent because the progresses and successes in the district are shared mutually by the board and its superintendent.

Superintendents Superintendents must take a proactive role in fostering an effective, collaborative relationship with the board. Orientation programs for new board members and continuing education for existing board members should be provided, in cooperation with CABE. The superintendent must also work with new board members to establish rapport and a sense of trust. This nurturing process is facilitated by regular two-way communication.

It is commonly said that boards adopt policy and superintendents implement them. In reality, that statement is too simplistic in today’s complex world.

There is a lot of “gray” between the two roles which can only be bridged by regular and on-going two-way communication.

It is essential that boards of education and superintendents remain focused on educational issues. Clashes over minor, emotional issues can cause difficulties in the board/superintendent relationship. It is also significant to a good relationship that board members and the superintendent are willing to admit one’s mistakes. It is not appropriate to look for a scapegoat. This only creates additional problems within the district, perpetuating a cycle of ill feelings.

In order to develop a working relationship based upon trust, both parties must do what they say they are going to do.

Reliability is a fundamental building block of trust. Both parties must also be clear in their expectations of one another.

This can be done in policy language with supporting administrative regulations.

Also, the behavior and language of the superintendent and the board must be related to the goals and objectives of the district, found in policy language. In addition, board members and the superintendent must be sensitive to one another’s concerns. Again, the need is for open and

frequent communication.

In reality, dynamic tensions in the power relationship between the board and superintendent will always exist. This tension must be constructively channeled.

The process of developing new policies and to revising existing policies, proper monitoring of policy implementa-

tion, and implementing a board/superintendent evaluation process are key factors in reducing tensions and maintaining district leadership involving the board and superintendent. That will keep the focus on the district’s educational mission, which must include high student achievement.

A tribute to Thomas Murphy Editors Note: Thomas Murphy VI passed away in early January after years of fighting cancer. Tom worked for the Connecticut Conference of Municipalities, then CABE, the State Department of Education as Public Information Officer and then, for CAPSS as an advisor on the NextEd Project. We will all miss him.

Tom Murphy was a good friend, not only to me personally, but to CABE and Public Education. When I got to Connecticut in 1996, we quickly developed a close friendship. He would give me advice on how to better serve our members and how to approach meetings we would have. I could bounce ideas off him and he would always give me the best of his advice. He was all about trying to help people in a very positive sense – his advice would always be meant to help whoever he was advising, not tearing down anyone else.

As CAPSS Executive Director Joe Cirasuolo said at the last Connecticut Coalition for Public Education, “Tom was a good man.” Tom spoke about his family all the time and even as he was fading, he wanted to talk about his other love, public education. His battle against cancer lasted many years and he showed all of us how a “good man” can fight. He was a role model and while not the head of an organization, in his own thoughtful, caring way, he was very much a leader.

I will miss him very much. Goodbye, my friend and thanks on behalf of all of us…

Robert Rader Executive Director, CABE Tom Murphy was a friend and colleague for over 30 years, from the time my husband and I worked with him at

the Connecticut Conference of Municipalities. He later brought his expertise in communications to CABE. During those years, Connecticut Town and City, CCM’s premiere publication, the CABE Journal, and the overall communications efforts of the two organizations benefited from Tom’s wisdom and skill.

When Tom joined the State Department of Education as the Public Information Officer, we became the recipients of his ability to communicate on a multitude of education issues. Tom’s career was focused on helping municipal officials, school board members, superintendents and the public-at-large understand the complex issues facing our public schools. I extend my deepest sympathy to Tom’s wife, Mary, and his family.

Patrice A. McCarthy Deputy Director/General Counsel There’s been so much said about Tom Murphy that I don’t know what I can say about him that hasn’t already been said. I worked with Tom here at CABE from 1986 when he started until he left in 1992 to take the position as Public Information Officer at the State Department of Education.

Tom was my boss and we worked together on the CABE Journal and all the other publications here at CABE. I enjoyed working with Tom and I have fond memories of all the years we worked together and will never forget him.

Bonnie Carney Senior Staff Associate for Publications

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The Journal – Connecticut Association of Boards of Education

5

See You in Court – The Nutmeg Board of Education

The Nutmeg Board develops an education reform package - are there problems?

Thomas B. Mooney, Esq. Shipman & Goodwin

The Nutmeg Board of Education makes many mistakes. The latest imbroglio created by the board will be reported here each issue, followed by an explanation of what the board should have done.

Though not intended as legal advice, these situations may help board members avoid common problems.

“Reform” is the buzz word this year.

The Governor, the Commissioner of Education, CAPSS, CABE, ConnCAN, and the Connecticut Council for Education Reform are all weighing in on how best to improve instruction in our state.

Indeed, when the CEA is making public statements about reforming teacher tenure, something is surely up.

Bob Bombast, veteran member of the Nutmeg Board of Education, loves the spotlight. If “reform” is the agenda, he thought, Nutmeg should lead the way. On his Twitter page, Bob announced an open forum at Nutmeg High School to discuss a reform agenda.

The night of the forum, Bob looked out at the sparse crowd, but was undeterred. Most of the Board members were

present, even if only to keep an eye on Bob. Representatives of the PTOs were there, as well as Bruno and a couple other members of NUTS, the Nutmeg Union of Teachers. Bob gaveled the meeting to order.

“Point of order,” interjected Bruno, NUTS President, before Bob could even welcome the participants to the meeting.

“This is an illegal meeting. It is not posted, and if you hadn’t been bragging about this ‘reform initiative’ on Twitter, we would never have known about this.”

“Give it a rest, Bruno,” Bob responded. “This is just a preliminary discussion.

Once we get input from the good citizens of Nutmeg, my Board member colleagues and I will have a meeting to vote on our reform package. Now let’s get to work!”

Over the next three hours, the Board members and the members of the public talked through various ideas. Bob kept bringing the discussion back to teacher tenure, and Bruno kept complaining about inadequate funding. The other Board members were, as usual, all over the lot with a number of bright ideas. Eventually, Bob thanked the participants and declared the meeting over.

Seventh Edition here and ready to ship

A Practical Guide to Connecticut School Law

by Thomas B. Mooney, Esq. Shipman & Goodwin The Guide comes with a CD which provides hyperlinks to many cases and statutes and will permit word searches as a supplement to the Index.

New to the Seventh Edition: Bullying, background checks, child abuse reporting, discrimination issues, educational reform, FERPA, freedom of information, state aid for education and much, much more You can call CABE at 860-571-7446 or 800-317-0033 and purchase your copy

NOW!

Two days before the next meeting of probationary (non-tenure) years, and the the Nutmeg Board of Education, Bob sent superintendent can indeed adopt a high out an email to all the Board members standard for achieving tenure, including with a detailed description of his plan. demonstrating excellent performance or There, Bob boldly proclaimed that the potential for same.

Nutmeg should adopt new standards.

However, applying that standard First, only teachers with the potential for requires that the superintendent take excellent performance should receive action. By operation of law, the contract tenure. of a teacher is renewed from year to year Second, rather than leaving decisions unless prior to May 1 the teacher receives of such importance to administrators, a notification of non-renewal, in which case Board of Education “Teacher Tenure the teacher’s employment ends with the Committee” will school year. If a make that superintendent wants to “. . . evaluation of decision after adopt a high standard reviewing the for renewal, that must teacher performance, records and be communicated and interviewing the non-renewal notificahowever, is by statute teacher and his or tions must be issued her supervisor. the responsibility of when teachers do not Third, the Board meet the prescribed the superintendent. will increase the standard. length of the The other elements Board members have school day, of Bob’s plan also raise adding an hour to no right or responsibil- legal issues. In the end of each adopting Bob’s plan, day. the Board extended the ity to get involved in Bob’s reform school day by one-half such matters.” proposals were hour, a significant first on the change in working conditions. agenda at the Board’s meeting last Under the Teacher Negotiation Act, evening, and Bob dramatically read his boards of education have the right email aloud. “Hold on, Bob,” Bruno unilaterally to set the student school day interjected without being recognized. and student school year.

“You will have to negotiate over all of Accordingly, Bruno was incorrect in those changes. We will be happy to his assertion that the Board would have to schedule a first session.” negotiate over the changes to the student “I don’t think so, Bruno” Bob shot school day. back. “Each passing day deprives the However, the union does have the right children of Nutmeg of the excellent to insist upon negotiations over the impact schooling to which they are entitled. We of the change in the student school day. In will vote tonight.” Bob signaled to Mr. such negotiations, any additional time will Chairperson, who promptly called for a result in a demand for greater compensamotion. tion. In setting the baseline for discussing Bob promptly moved that the Board impact in any such negotiations, it is adopt reform in Nutmeg in accordance with his plan. With no further discussion, important to recognize that teachers work more than the time they are required to be the Board members voted unanimously in in school. favor.

Moreover, while arbitrators do not Will the Board have any problems in typically apply a pro rata formula for implementing this reform plan? impact, any additional time will likely result in higher compensation for the While some of the provisions of this plan may indeed be implemented unilater- affected teachers.

Finally, Bob’s actions raise Freedom of ally, it is important to understand the rules Information Act questions. For once, Bob that affect such reform measures. did nothing wrong by sending out his We start with the question of tenure reform plan ahead of the meeting. The and the board’s role in such matters. problem of an unposted meeting arises Bob’s plan reflects his misunderstanding of how tenure currently works. Boards of only when a quorum of the Board discusses Board business (by email or education and/or superintendents do not otherwise), and here there is no evidence confer tenure. that any such discussion occurred outside Rather, a teacher achieves tenure the meeting. simply by continuing in employment for However, while Bob had every right to the requisite forty continuous months (twenty months if they had previously had host a meeting to discuss reform, attendance by other Board members created a tenure in Connecticut in the preceding problem. When a quorum of the Nutmeg five years).

The evaluation of teacher performance, Board discussed educational reform at however, is by statute the responsibility of Bob’s forum, the Board inadvertently held a Board meeting that should have been the superintendent. Board members have posted. no right or responsibility to get involved Attorney Thomas B. Mooney is a partin such matters. Indeed, such involvener in the Hartford law firm of Shipman & ment conflicts with their possible role Goodwin who works frequently with later as judges. boards of education. Mooney is a regular That said, teachers have no right to contributor to the CABE Journal. expect reemployment during their

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The Journal – Connecticut Association of Boards of Education

CABE’s response to NextEd (continued from page 1) • Strengthen the educator evaluation and support system and provide for reviewable tenure every five years • Focus on the need for achievement being the constant and time being the variable. This has implications throughout our pre-k-12 system.

CABE does not agree with all of those recommendations – but agree with the majority for implementation or at least further discussion. Below is a summary of our beliefs both on those items on which we agree and those with which we take issue.

We are also aware that some of these recommendations could be reframed to help us get to the solution to a problem in a different way than the report recommends. By reframing, we can move ahead with an understanding that we are still moving the ball forward.

Overall, we believe that CAPSS is on the right track by focusing on students, rather than the desires of adults. It is critical that we think more in terms of what children will need to successfully compete in the global society, rather than on what individual adults in the system demand.

CAPSS’ focus on the need for achievement being the constant and time being variable, rather than achievement being the variable and time being constant as we have today is probably the most important recommendation of NextEd. Only with that change and that mindset

will we be able to make significant progress for our students.

We also believe that flexibility, developing the “whole child”, fair assessment of results and accountability will make for a more successful system for all students.

It will help eliminate the achievement gaps that exist between various ethnic groups, between inner cities and other districts and between students in every school district.

Rather than address each of the recommendations, we will work from the Executive Summary and discuss each of the CAPSS-identified areas. Our views are shaped, of course, by CABE positions and policies, but also by our knowledge of public education, law and management practices.

Please note that the quotes below are taken from the NextEd Executive Summary.

Raise the bar CABE agrees that there is a need to have high expectations of all who are a part of the education system – boards, superintendents, teachers, students and all others who play a role in the education of our students. It is critical that we have appropriate standards which are “ambitious, focused and coherent.”

We need to benchmark our standards to “established international standards” if we are to prepare students as they need to be ready for college or their careers.

CAPSS Transformation Project (continued from page 1) So, the Connecticut Association of Public School Superintendents (CAPSS) has decided to call for a transformation of public schooling so that it will meet the expectation of universal student success.

We do this in full recognition of the value of the efforts that have been made to reform the present system. All of those efforts have had a positive effect on the education of children but none of them have gotten us in full compliance with the universal success expectation. We need, therefore, to move from reformation to transformation.

This means that we need to move from the present conveyer belt industrial model for organizing children for learning to a personalized learning system. The major components of such a system are: • A structure whereby learning is the constant and time is the variable. Instead of putting children on a conveyer belt when they are five years old and moving them along based on how old they are, we need to group children based on where they are on various learning continuums, give them the time to master the content and allow them to move when they have demonstrated that they have achieved mastery. Children, accordingly, need to be afforded enough time each day and enough days each year to learn what they need to know.

• A structure whereby children are taught in a manner consistent with their predominant learning style and their interests. Children, their teachers and their parents need to have a wide array of high quality

options so that every child is in a setting where they are instructed in a manner consistent with their learning styles and interests. This means instead of bringing children to one building in one community for all learning, we need to have available a wide array of settings from which children, their teachers and their parents can choose.

The overall vision, then, calls for high quality learning to take place over any time period and in whatever setting best meets the needs of each individual child.

CAPSS fully realizes that it will take intelligence, hard work and time to move from the system that we now have to one that is based on personalized learning.

Accordingly, the organization has made a number of recommendations that cover among other topics, governance, the recruitment, training, hiring and evaluation of all professional personnel, the systems by which students and staff will be held accountable, the age at which formal schooling should begin and the role of technology in all of this.

We think that our recommendations are well worth supporting but we also value the perspectives of those who might disagree with the specific actions for which we are advocating. Accordingly, we are very interested in working with everyone who accepts the need for systemic change, who sees the value of a personalized learning system and who wants to work with us to transform the present system. As we work with others, we will do all that we can to reach common positions on what we need to do to get from where we are to where we need to be.

For more inforamtion on NextEd go to www.capss.org.

We also support “multiple pathways that enable children to master essential content and skills.”

Make it personal While all children attend school, whether private or public, and have many shared experiences, education is, at its core, an individual experience. Learning is much like other events, like watching television or using a computer, where each individual has a separate experience – even while in the same classroom.

Our students, like our adults, have different skills, knowledge and abilities.

We know from research that we all learn differently – and at a different pace.

CAPSS is absolutely correct in reversing the centuries old notion that the time spent in school results in achievement of students.

We agree that we should permit “children to advance through school and ultimately graduate based on their own demonstration of essential knowledge, skills and dispositions—not on the amount of time they’ve spent in the classroom . . . redefine the use of time (Carnegie unit/ calendar) in order to support a personalized learning system; make achievement the constant and time the variable.”

Flexibility in allowing students to learn “anytime, anywhere” makes great sense if one understands the need to change what we’re doing now.

Start with early childhood CABE has long believed in the importance of quality preschool opportunities for all students. CABE supports continued efforts by the Legislature to appropriate sufficient funding to make early care and education programs available to all children in need, not just those

Equally important is the recommendation that schools should support family efforts to improve children’s language, literacy and numeracy skills. Education starts in the home and we need to ensure families are getting their children off on the right foot.

NextEd also calls for providing a “challenging all-day kindergarten program to all children.” Research shows that early exposure and interaction with the environment are most critical in a child’s brain development and that a three year old’s brain is twice as active as an adult’s brain.

Unfortunately, the space, staff and fiscal resources necessary to provide such programs are not uniformly available.

We believe that the State should provide incentives to establish all day K. Boards and superintendents should find creative solutions to obstacles for full day K. Full day K can help reduce the preparation gap for some students, and position them for success in meeting the Common Core standards.

Retool assessments and accountability

in priority school districts or priority schools; promotion and encouragement of a wide range of public and private provider preschool programs and services to co-exist and prosper statewide; and local school board flexibility to design, develop and implement early childhood education programs to increase the likelihood of children’s school success and decrease special education costs.

NextEd implicitly contains this view of early education and adds to it in promoting a “structural relationship between preschool and the K-12 system. We believe this is very helpful and is an important aspect of the work of the States’s P20 Council.

We believe that NextEd is correct in calling for adoption of “ a more varied system of assessment to account for the fact that students not only learn best in different ways, they also demonstrate their mastery of information in a variety of ways.”

It is also critical that we make “accountability transparent, tailored to different uses and able to communicate student progress.” We also agree that we should replace instructional state mandates – focused on inputs – with student learning outcomes as a necessary component of a more child-centered educational experience” and the idea of “rewards/incentives in the accountability system”. This is important as we implement the Common Core standards.

While we agree that basing account(continued on page 7)

The Journal – Connecticut Association of Boards of Education

7

CABE’s response to NextEd (continued from page 6) ability “on the four core disciplines— language arts, science, mathematics and social studies” makes sense, it also is necessary to develop means to assess the other areas of the curriculum, if we are to develop the “whole child”. For example, music, art, drama (the areas usually referred to as the “humanities”) and physical education also should have measures of accountability.

Offer more options and choices CABE has long believed in public school choice, so we generally agree with the idea of increasing “diversity, flexibility and autonomy of school districts to maximize resources and better address the needs and interests of all students”.

Boards and superintendents should remain open to working with other districts to help eliminate segregation – as well as the achievement gap.

This is one area in which CAPSS’ recommendations could be reframed.

NextEd calls for reviewing “existing district structures based on 1) the capacity to provide different options for children to meet education standards; 2) economic, social and geographic factors.”

CABE takes the position that while

review may be appropriate, any mandated consolidation of school districts would be a mistake, since it should remain a community’s decision. We would be happy, however, to discuss how we can afford opportunities to all students to take advantage of programs that might now only be available to students in larger or better resourced schools. This is really the crux of the issue and one for which we look forward to helping develop a solution.

Other suggestions, such as providing a “menu of options” for students and “increasing capacity for educators to provide options and choices for children” are strongly supported by CABE. The question of whether our school districts should be fiscally independent or dependent, is worth discussion, though we believe that either option has its drawbacks. No one really knows what would happen without towns or cities giving the “seal of approval” to a budget request.

The real question is how we best ensure there are sufficient resources for public education in every community.

Reform leadership This is one area where there are significant differences between CABE’s and CAPSS’ positions. CABE recognizes the importance of ensuring that boards

and superintendents work together in every community to carry out the mission of increasing student achievement.

Rather than defining the roles and responsibilities of boards and superintendents in statute, CABE and CAPSS worked together to develop our Governance Statement which gives a “best practice” view of how this critical relationship works effectively. That document is still used by CABE in the professional development of school board members and both associations have it on their websites.

It has long been CABE’s belief that the Governance Statement is the basis for building a successful relationship between boards and superintendents (the “Leadership Team”) because it contains the roles and responsibilities of each and those they share in an understandable, workable form. We even went further and developed a document on assessment of the leadership team – both the board and superintendent.

You cannot legislate relationships… whether between individuals or between boards and superintendents. To make that relationship work, individual boards and superintendents need to sit down together and discuss what works best in the district.

Having a prescriptive definition in law will only make developing those relationships more difficult and lead to bottle-

necks and bureaucratic inertia. It also would be one more mandate at a time when the State is looking to free high performing school districts from State red tape.

In the same vein, limiting the board to “only policy matters, the annual budget, and the hiring, supervision and evaluation of the superintendent” would limit a board so that its strengths and those of the superintendent would not work as effectively as possible.

Boards serve to connect the will of the (continued on page 8)

Governor holds conference on Reform in Education (continued from page 1) get the “right stakeholders at the table”.

She also discussed the need for incoming teachers to be better prepared for the work ahead of them.

She did not discuss why Connecticut did not “win” any of the three “Race to the Top” competitions and how we were to proceed without financial resources coming from the Federal Government.

Lots of Recommendations Below is a partial list of recommendations from presenters throughout the rest of the day.

Members of a panel on Low Performing Schools and Districts suggested that in order to turn around these schools and districts the following things were necessary: • a focused mission with consistent support • the building of operational and instructional capacity so schools need less and less help • lengthening the school day and more quality time on task • more professional development • providing better pay for teachers in difficult schools • research-based models for turnaround • revision of certification so the best and brightest are licensed even in good economic times, performance should be part of certification, so teachers show they are capable before they’re hired, and • alternate pathways to certification and driving resources to the neediest schools.

The panel on Excellent Teachers and School Leaders suggested the need for: • good preparation and thoughtful suggestions

• clinical opportunities and quality internships for incoming principals and teachers, including preparing educators so they are ready for the communities in which they will work • appropriate technology, and • partnerships between teaching schools and public education The panel on excellent teachers and school leaders, which discussed evaluations in detail, had recommendations on that issue. Members discussed effective evaluations and stated that districts, schools, principals and teachers need the time and resources to do quality evaluations. Members also stressed that a good process to develop them, including those who will be assessed, is also necessary.

It was also noted by one speaker that evaluations should be seen “as a lever for continual improvement”, not as a hammer and shouldn’t be talked about as if it is. It is necessary to tie the evaluation to job descriptions, both positive and negative consequences and the need to start a good evaluation process with principals and central office.

There also is a need for professional communities of practice and to use them in the process.

As part of his introduction of the Governor, Michael Meotti discussed the need to change culture surrounding education in the State and that we need leadership and not to be comfortable with the status quo.

Governor’s Speech The Governor gave a “stem-winder” at the end of the program – a passionate, summative speech on where he sees us going in terms of the need for reform. He talked about the need to “prepare our students to become our prepared workforce,” that now the public is better informed about the issues facing us and

are demanding we succeed.

He talked about the six issues he had set out at the end of December about his priorities for the Legislative Session: • Enhancing families’ access to highquality early childhood education opportunities • Authorizing the intensive interventions and enables the supports necessary to turn around Connecticut’s lowest-performing schools and districts • Expanding the availability of highquality school models, including traditional schools, magnets, charters, and others • Unleashing innovation by removing red tape and other barriers to success, especially in high-performing schools and districts • Ensuring that our schools are home to the very best teachers and principals – working within a fair system that values skill and effectiveness over seniority and tenure; and • Delivering more resources, targeted to districts with the greatest need – provided that they embrace key reforms that position our students for success.

He noted that we need “great school boards which know how to work together,” great principals and great teachers for all our children and that we must be partners for the rest of our lives and for the rest of our children’s lives to be successful.

My Perspective on the Day All-in-all, this was a long but productive workshop in bringing together so many people to get them on the “same page” for the reform efforts that have started and will soon pick up the pace.

Those representing CABE and boards at the meeting felt that school boards have a very important role to play as reform moves forward. Unfortunately, the boards’ roles were not a topic of conversation at this workshop, except for comments made by the Commissioner and the Governor.

While I believe that both of them understand the importance of boards of education not only in public education, but in education reform, none of the speakers were board members or representatives of boards.

As I wrote in my review of Steven Brill’s book, Class Warfare, the question I am left with is “what role will boards play as we move into this next phase of educational policy?”

It remains critical that boards speak out, give their best advice and, in the words of new CABE Area Director Elaine Whitney (Westport): • Be actively involved in future discussions on policy and implementation; • Influence proposed legislation to ensure it is constructive; • Share best practices with other districts (both the Commissioner and Undersecretary talked about finding, learning from, and replicating “islands of excellence”); • Negotiate with teachers and administrators about performance expectations/incentives; and • Ensure that we are maximizing the value and the benefit to our students of the resources that we have.

I believe in the statement that “if you’re not at the table, you’ll be on the menu.” Please STAY CLOSE to CABE and help us shape the agenda, to the extent we can, so that boards continue to play a positive and critical role in public education.

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The Journal – Connecticut Association of Boards of Education

Lessons from the slopes Patrice A. McCarthy Deputy Director and General Counsel, CABE

During a recent family ski vacation, I found myself not only enjoying the time we were spending together, but thinking about how this experience offers lessons that are valuable to me and the board members I work with. While these are not astonishing new revelations, they came together for me on the slopes.

Among those lessons are:

• Preparation is critical.

Just as you can’t (or at least I can’t) step out on the slopes for the first run of the season without preparation, we can’t arrive at board meetings without preparation. For the ski slopes, exercises and gathering the appropriate gear are part of the preparation. For the board meeting, reviewing the materials and posing questions before the meeting are key!

• Focus matters.

When I ski, successful runs (and staying alive) require my full attention. While others can multitask in this situation (for our daughters, their iPods are ski companions that enhance the experience) it is important to identify those situations where your undivided attention is needed. Board deliberations, particularly those involving the rights of students or employees, fall into that category. Other situations that require undivided attention will vary among individuals.

• Anticipate challenges.

For me, skiing is a physical challenge. Just as I must marshal all my reserves when a steep slope lies ahead, board members should anticipate challenges they will face.

The budget process, for example, is actually a year round activity, re-

CABE’s response to NextEd

quiring continuous communication with local officials and the community.

• Follow the rules.

“Slope closed” and “the downhill skier has the right of way” are rules to be heeded on the slopes. At board meetings, adhering to the requirements of the Freedom of Information Act allows appropriate public access to information and deliberations – and avoids negative publicity from complaints to the Commission.

• Seek advice from experts.

Ski instructors can help the novice as well as the proficient skier.

Board members should seek – and heed – advice from their superintendent, school board attorney and other professionals in the district.

Involve students and parents

• A change of scenery is very energizing.

Snow covered slopes, blue skies, bright sun – this is not an average day in the office, and helps give a new perspective. Some boards of education find that moving at least some meetings into their schools provides this new, positive perspective – and may encourage more community members to attend the meetings.

• Family can help keep things in perspective.

The luxury of spending uninterrupted time with my husband and two daughters is a rare treat, especially now that they are 19 and 24.

For board members balancing their family, volunteer and professional commitments, you need to look for the opportunities to connect with your family.

Now the challenge is to take these lessons into my life when I’m far from the ski slopes!

CABE Day on the Hill March 14, 2012 8:30 am

The Bushnell, Hartford

(continued from page 7) community to the education of their children. Their job is to work together with the superintendent to bring out the best of the Leadership Team – whether or not that fits in nice pigeonholes of prescribed roles and responsibilities.

We agree with CAPSS that the Superintendent, whether called the Superintendent of Schools or of Education, “provides leadership to the Board of Education”. However, board members also have a responsibility to lead. School district leadership is most powerful and effective as a joint function.

Allowing the contract between a board and the superintendent to extend up to a five-year term provides a measure of security and stability to the superintendent – but not to the board. Where is the accountability if the board’s “only employee” knows that he or she could, under good or bad conditions, “wait out” a board – or leave at any time with a possibly higher payout than if the contract was limited to three years?

In addition, some boards turn over politically, as we have just seen in the last school board elections. Where is the ability of the new board to “select” the superintendent if the outgoing board can “lock in” the superintendent for five years just before the incoming board is put into place.

We also have issues with restricting “authority of the Board of Education to its role as representative body for the community it serves”. This is a local issue and the role of the board in connecting the community to public education is a dynamic one – different in each community. In addition, the board has an important fiduciary role that cannot be delegated as well as a responsibility to monitor results.

While we are willing to discuss these issues with CAPSS or anyone else, we truly believe we should first coalesce around the significant transformation proposals on which educational leaders agree.

Boost quality Register NOW and together we can make our voices heard!

Contact: Gail Heath at 860-571-7446 to register or email gheath@cabe.org

fession” and the other points made to ensure this happens.

In particular, CABE has long had a strong position that tenure or teacher contracts should not be ongoing, but be limited to five years. With the support that would be provided to teachers’ professional development as outlined in the other points in this area, this would have a transformative effect on our classrooms, ensuring more quality and accountability.

We recognize the importance of high quality teachers and good evaluation systems based, in part, on student achievement, if we are to increase student achievement in all of our schools.

NextEd’s proposals would certainly accomplish this.

We agree with CAPSS on the need to “attract, train, develop and support new teachers and principals.” We believe that CAPSS is right in pushing to have the “best and brightest in the education pro-

CABE also strongly believes in the necessity of having “parents, caregivers and community organizations” more involved with education of students. This past year, CABE helped train members of new school governance councils and continues to provide this training. One of the things we learned was that there are many parents and others who desperately want to play a role in ensuring that children learn.

School governance councils, if working in a collaborative, trusting and sharing environment, could be a great help, not only to schools and districts, but in transforming their communities and bringing a message of “it’s all of our jobs” to the education of our children. It is still too early to determine if this will happen, though initial indications in Hartford and elsewhere are that the results will be positive.

We believe that more involvement of parents and community members would be beneficial for all of our communities.

Leverage technology We agree with CAPSS that technology must be used for several reasons: to level the “playing field” for students in poorer districts, who might not have the access to technology of those in wealthier districts; to provide more opportunities for educators and students to learn; and to help prepare students for the technology-heavy global society in which they will live.

Adding hardware is an important part of this area, but ensuring accessible, helpful software content is where we can truly leverage the available technology for all students.

Continue transformation We agree with CAPSS that education transformation needs to be continuous and continuing. If one believes, as we do, that education is perhaps the primary driver of our society in many ways, we must ensure that there is continuous improvement on all levels.

CABE’s Final Statement CABE stands ready to help continue the discussion, to provide support for the many good recommendations in NextEd and to work with CAPSS and others to ensure that our State reclaims its former title of providing the best public education in our nation.

The Journal – Connecticut Association of Boards of Education

These are more than assessment reports.

They’re passports to a better future.

1 of 6

Screening Report School Benchmark

mber Printed Tuesday, Septe ntary School School: Oakwood Eleme

13, 2011 3:21:18 PM /2011-09/12/2011 Reporting Period: 09/08 (Fall Screening)

Grade: 1 900 850

STAR Early Literacy

Scaled Score

800 750 700 650 600 550 500 450 400 350

Students

300

Categories / Levels k At/Above Benchmar At/Above Benchmark Category Total Below Benchmark On Watch Intervention Urgent Intervention Category Total

Benchmark Percentile Rank

Students Percent Number

Scaled Score

At/Above 560 SS

At/Above 40 PR

50 50

48% 48%

Below 40 PR Below 25 PR

24

23%

Below 560 SS Below 517 SS

18

17%

12 54

12% 52%

Below 462 SS

Below 10 PR

104 the highest number of students at you satisfied with the iency are other information: Are students just above profic and this Which on iency. nts based profic rt is needed for stude Key questions to ask or score that indicates suppo level What the er nted? consid warra is Next, level of performance? beyond core instruction or within ? rt ention suppo what level need urgent interv t lowes you "worried about" and your by nts represented just below? Do all stude

Students Tested

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HIGHEST-RATED ASSESSMENT National Center on Response to Intervention www.rti4success.org

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The Journal – Connecticut Association of Boards of Education

CABE: working for YOU Individualized Workshops • Professional Development Opportunities Legal Services • Policy Services • Representing You Statewide and Nationally Below are the highlights of activities that the CABE staff has undertaken on your behalf over the last month. We did this:

✦ By ensuring members receive the most up-to-date communications: • Met with retiring Bethel Superintendent Gary Chesley and incoming Superintendent Kevin Smith.

• Met with Board Chair Christopher Mickey and Superintendent Teresa Kane of East Windsor on CABE programs, workshops and services.

• Developed new policy manuals utilizing the Custom Policy Service, material were prepared for Derby, Putnam, Sherman, Union and Windsor Locks.

✦ By helping school boards to increase student achievement: • Sent two issues of Policy Highlights via email listserv covering topics that affect student achievement.

This included drug, alcohol and

View from the Capitol With the Governor’s statement that 2012 will be “the year of education” in Connecticut, reinforced by his Education Workshop in early January, the convening of the General Assembly on February 8 for a short, 3 month session sets the stage for fast paced discussion and action on significant education issues.

A multitude of task forces have been meeting since the close of the 2011 session, examining school funding,the achievement gap, secondary school reform implementation, technical high schools, and distribution of state funds. There is no education issue left behind!

It is imperative that board members and superintendents be active participants in the discussions that will take place over the next several months.

Patrice A. McCarthy Deputy Director and General Counsel, CABE

tobacco use; social media sites; changes to student records (FERPA); the chain of command for board members; and distance learning.

• Planned February Hot Topic on CAPSS Transformation Project.

• Provided Lighthouse training for the New London and Norwich Boards of Education.

✦ By providing opportunities for members to learn how to better govern their district: • Served on the Glastonbury Public Schools Strategic Planning Committee.

• Facilitated East Lyme Board’s roles and responsibilities workshop.

• Provided policy information to 34 districts, three attorneys, one newspaper and one out-of-state school board association through 60

answered requests for information or sample policies, on 50 topics.

The topics of greatest interest were: bullying prevention, staff development, suspension/expulsion, graduation requirements, child abuse reporting and lunch charging.

• Presented Roles and Responsibilities workshops for the Newtown, Plainfield, Stafford and Thomaston Boards of Education.

✦ By promoting public education: • Answered question about the most current legal issues facing boards of education on board chair elections, ex officio member of the board, proper posting of agenda, discipline in extracurricular activities, and executive sessions.

• Met with representatives of Connecticut Voices for Children on upcoming legislative session.

February 1 is National Digital Learning Day Nick Caruso Senior Staff Associate for Field Services and Coordinator of Technology

National Digital Learning Day, launched by the Alliance for Excellent Education, has widespread support from the nation’s leading education organizations, including the National School Boards Association, to raise awareness about innovative uses of digital content that enhances teaching and learning.

The day of celebration is taking many different shapes across the country from special classroom uses of technology to student showcases in state houses…and everything in between. It is not focused on one type of technology, but encompasses positive approaches across a multitude of tools – 1:1 learning projects, 24x7 access portals, interactive boards, online classes, and iPads to mention a few.

We asked Connecticut districts to give us an idea of the things they have been doing to promote digital learning. Here are some responses: New Fairfield Middle School began a 1:1 computing innovation on January 3.

This innovation includes four options: BYOD, students bringing their own device; borrowing a netbook from the district to use in class; borrowing a netbook from the district to use in class and at home; or not participating.

All students are participating, and we are very eager to begin using free cloud-

based programs, such as Google Apps, to enable every student to have an email address (with parent permission) and to share files, and Edmodo, as a controlled social network. Although we have been using these free programs, we are looking forward to the entire sixth grade having access to a device and learning how to use technology to develop 21st Century skills.

We plan to add a grade level per school year until all students in middle and high school have their own device.

Seymour High School has been using iPads in the Music Department since September 2010. iPads are completely integrated into our music curriculum. In the music department they believe that students and teachers shoudld have access to information when and where they need it.

At Seymour Middle School, seventh grade language arts classroom recently created pseudo Facebook profiles using a website called “Fakebook”. As part of their studies on biographies students developed “Fakebook” profiles.

In Seymour at LoPresti Elementary School a second grade teacher is using the iPad in her classroom and has noticed a huge difference in comparison to her previous four years without the iPad. We congratulate the New Fairfield and Seymour Public Schools and the other districts bringing the 21st Century to the classroom.

To learn more about Digital Learning Day visit their website www.digital learningday.org.

• Helped host Lessons in Leadership workshop on “From Values to Action”.

• Attended meeting of CAPSS Technology Subcommittee and CAPSS Technology Conference.

• Worked with the State Department of Education and the Department of Children and Families in the development of a new policy pertaining to child abuse reporting to fulfill legislative requirements.

• Provided support to CAS for their January 10 program.

✦ By providing services to meet members needs: • Met with Rocky Hill Board on superintendent search process.

• Prepared custom policy materials for the Gilbert School, Hebron, New Fairfield, North Stonington, Oxford, Stafford, Sterling, and West Haven Boards of Education.

• Completed an audit of the Columbia Policy Manual and are beginning the audit process of the Brooklyn Policy Manual.

• Met with the superintendent, support staff and policy committee members of the Old Saybrook Public Schools.

• Provided goal setting workshop for the Brooklyn Board of Education.

✦ By representing Connecticut school boards on the state, national or international levels: • Met with State Department of Education representatives on work being done by the Professional Educators Assessment Committee (PEAC) and attended two PEAC meetings.

• Participated in teleconference on education and low-income housing for workshop on the Partnership for Strong Communities.

• Attended Governor’s Workshop on Reform in Education.

• Participated in Connecticut Coalition for Public Education meeting.

We had a discussion with Commissioner Stefan Pryor, and also talked about legislative and other “hot” issues.

• Presented on NSBA teleconference on Accommodating Transgender Students.

• Participated in CSAE Sponsorship Committee conference call.

• Attended CCJEF Nominating Committee and Steering Committee meetings.

• Participated in Financial Literacy Coalition Board meeting.

• Attended CREC Event “Strong Performers and Successful Reformers in Education: Lessons from International Comparisons”.

• Attended Title I Committee of Practitioners meeting.

The Journal â&#x20AC;&#x201C; Connecticut Association of Boards of Education

11

12

The Journal – Connecticut Association of Boards of Education

The long climb: research and policy report studies human capital development Andrew Lachman, Executive Director, Connecticut Center for School Change

Research has shown that the single most important factor in student achievement is the quality of teaching. The second most important factor is the quality of educational leadership. These research findings have been borne out by the experience of the Center for School Change. Together, these two factors are central to the effort to close Connecticut’s achievement gap.

That is why, over the past five years, the Center has examined Connecticut school- and district-level practices in teacher recruitment, hiring and support as well as the role of school leadership in creating conditions favorable to the attraction and retention of high-quality teachers.

The Center has published two major research and policy reports on its findings: In Search of Quality (2006) and Overwhelmed and Out (2008). Now, in the third report of the series, The Long Climb: School District Human Capital Development Systems, the Center reviews the challenges school districts face as they strive to create human capital development systems to ensure that teachers, principals and district leaders have the information, tools, authority, and accountability they need to become highly effective at raising achievement for all students.

“Research into teacher quality has both revolutionized education policy and created a significant challenge for schools and districts,” observe the report’s authors, Robert Reichardt, a professor at the University of Colorado Denver and director of the Center for Education Policy Analysis, Mark Fermanich and Jodi Schlang.

“First, this research has confirmed . . . . the importance of teachers to student learning. [It] has emphasized the simple fact that a series of effective teachers can help students catch up – move from below to above proficient levels of performance.

Equally important, [it] has shown that a series of less effective teachers can practically doom a student to poor learning outcomes . . . .

Finally, this research has shown that there is great variation in teacher quality within schools and that traditional measures of teacher quality, such as experience or degree level, do a very poor job of helping schools identify effective teachers.”

Districts have three mechanisms for improving the human capital – the knowledge, skills and abilities – of their staff: 1) recruit and hire more effective teachers; 2) retain effective teachers while exiting ineffective teachers; and 3) improve the knowledge and skills of their teachers through professional development. The Long Climb focuses on the third approach: systems to improve the professional practice of teachers and principals in three representative mid-size Connecticut school districts.

The Long Climb reviews district professional learning systems in terms of three inter-related components: 1) the information required to make informed decisions affecting professional learning;

2) the activities for achieving professional The report examines professional learning; and 3) the decision-making learning activities through three lenses: process for ensuring high-quality profesthe topics covered, the format of the sional learning. activities (e.g., workshops, study groups, While the authors found that profescoaching), and the resources going sional learning systems in the three study toward those activities. districts reflected unique cultures, they School board members and district observed that “districts are also facing leaders should consider the following similar common challenges…. Identifying questions related to professional learning and describing these challenges is intendactivities: ed to help school and district leaders think • Are the professional learning topics strategically about aligned with district professional and school goals and learning systems needs?

“The state department in their organiza• Do the tions.” learning activities of education should The researchmatch the scale and ers noted that scope of learning invest in the developwhile information needs in the district? “is used to • Are the rement of common data identify learning sources for prosystems and teacher needs and to fessional learning provide feedback activities aligned evaluations that supon whether with professional decision-making learning needs? port professional learnprocesses and The section learning activities devoted to decisioning and can potentially were successful,” making focuses on school leaders and the intersection of provide reliable inforteachers work authority and acwith very different countability. “Dismation across districts types of informatrict leaders and tion. “The principals have the on learning needs and individual teacher authority to direct has very powerful, professional develeffectiveness of learnimmediate opment by requiring information about teachers to particiing activities . . .” his/her own pate,” write the interests and authors, “but they improvement needs,” they observe. can also influence “This information comes from many professional development through comsources including day-to-day interaction municating priorities and simply offering with students, review of formative assess- opportunities to participate in activities. ment data, and self-reflection.” School The organizational context can and leaders, on the other hand, “have less should influence professional learning intimate information about any individual decision-making,” they add. “Key factors teacher’s practice…. However, they have may include student and teacher populaa wider scope of information that can help tions, the state of practice in a given them understand trends across a school.” school or district, available resources, and Not surprisingly, there were significant the expertise of available professional differences between principals’ and teadevelopers.” chers’ perceptions of teacher learning Each of the study districts had a unineeds. Principals placed a higher priority que protocol for decisions about profeson each of the three key components of sional learning. When principals were standards-based instruction: aligning inasked who had authority over professtruction and content with standards, use sional learning decision-making, 25 percent of principals said they had the authof classroom assessments, and improving ority. But 32 percent said the authority data use. rested with teacher leaders, 14 percent While agreeing about the use of classroom assessments, teachers’ top prisaid it was in the hands of individual orities were more focused on instructional teachers, and 29 percent said decisions and classroom practices including classwere made by district administrators. room management, use of a variety of School board members and district instructional approaches, and differentiat- leaders should consider the following ing instruction. questions related to decision-making: The report suggests school board • Were does the authority rest for members and district leaders consider the making decisions on learning following questions related to informaactivities and topics? tion: • How much of the resources for • What are the sources of information professional learning is expended used to identify professional by each of the decision-makers? learning needs?

• What source of information is given • Does this information inform priority in decision-making about strategic goals and strategies? professional learning?

• How is information used to measure • How are the people making progress towards strategic goals and decisions about professional outcomes? learning activities accountable for • Is this information used to refine outcomes in ways that are aligned professional learning activities? with district goals and needs?

• Are professional learning goals, The study districts faced some comstrategies, and activities assessed in light of new information? mon challenges. Two of the most common

were related to the development and use of information: developing data systems, and developing and maintaining functioning teacher teams. “Districts did not have data systems that provided teachers, school and district leaders with information on student learning, student growth, and, by extension, teacher learning needs and accomplishments,” wrote the authors.

“No district was able to quickly provide standardized student learning (or growth data)….Strong teams, they observed, were “a source of feedback for teachers on practice and identifying teacher learning needs.” While each district had teams whose members had different levels of experience and expertise, a particular challenge was how to manage teams made dysfunctional by internal conflicts.

Another challenge was finding the right mix of professional learning activities around curriculum, leadership development and secondary school reform. While each district was devoting significant resources to writing curricula aligned with state standards, some of those interviewed questioned whether that activity actually improved instructional practice.

Development of effective coaching and teacher leadership models also posed problems. “District and school leaders struggled with defining the right balance of duties, skills and authority,” the authors wrote.

A related challenge was training and supporting new school leaders. New school leaders needed support around understanding district and school operations. Each district had one middle school and one high school, and principals in those schools reported feeling isolated in their efforts to improve teaching practices.

Furthermore, teachers and district leaders were dissatisfied with those efforts. Part of the challenge, noted the authors, “was communicating a coherent vision to teachers as leadership changes or as leadership refines its understanding of challenges facing the district.”

The common challenges suggest that districts and schools could benefit from working together on shared problems.

“The state department of education should invest in the development of common data systems and teacher evaluations that support professional learning and can potentially provide reliable information across districts on learning needs and effectiveness of learning activities,” they recommend. “Districts could work together on common curricula and a knowledge base of secondary school reform and coaching practices.”

The Long Climb provides district and school leaders committed to improving teacher and principal professional practice to support increased student achievement with a way to understand and reflect upon professional learning activities in their organizations.

The Center for School Change is prepared to work in partnership with local and state administrators and policymakers who pursue the goals of a quality educator in every classroom and effective educational leaders in our schools and districts.

Copies of The Long Climb are available online at the Connecticut Center for School Change website: www.ctschool change.org.

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The Journal – Connecticut Association of Boards of Education

CABE and Baldwin Media: Partners in Managing Communications

The

Media Message

from Ann Baldwin, Baldwin Media Marketing, LLC

A picture is worth a thousand words Getting reporters to cover your news event is getting increasingly challenging. With many media outlets engaging in a “pay to play” mentality, many folks (especially non-profits) are wondering how to stay in the game and get their message out to the public. The good news is that with new online media outlets as well as evolving technology, there are ways to secure media coverage on your own and that is with a photograph of your event or story.

Between mobile phones and digital cameras, almost all of you have access to the tools you need to cover your own news event. Many people today without professional journalism training are utilizing modern technology and the Internet to generate news coverage with a photo.

Whether the intention is to submit the photo to your local newspaper, online publication, or for use on your website, a good quality picture is what many publications are looking for.

It is important that the image you submit to any media outlet is a digital, high resolution photograph that tells the story. You also want to make sure that you try to keep the number of people in the picture to a minimum. In addition, make sure that you include the following information with your photo submission: Names and titles of individuals, date and location of where the picture was taken, as well as a sentence or two about this particular event.

You also want to include the name of the person who took the picture for a photo credit.

Snapping a digital photo of a newsworthy event and posting it online or video recording a similar event and uploading it on a site such as YouTube can get you great exposure. These are both low cost options for you to set up makeshift news operations within your school community or business. Here’s another example of getting visual exposure for your story or program. For example, a reporter from the Berlin Citizen is doing a story on Chef Tim’s Cooking Club and we had access to photos previously that showcase that program. It doesn’t hurt to ask the reporter if they would like a visual (provided by you) to go along with their story.

What is your policy on this?

Keeping your policies current is our business.

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Is your policy aligned with recent court decisions? Has your policy been reviewed or updated within the last two years?

If your answer to any of these questions is no, we can help.

CABE offers a variety of customized policy services to assist local school districts with developing and maintaining updated, enforceable and legally compliant policy manuals.

For information on CABE’s variety of policy services, please contact CABE Policy Services at 800-317-0033 or 860-571-7446 or visit www.cabe.org.

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Make sure that you follow their guidelines and requests which will give you a better chance at publication. It’s a great feeling when you can say that you played a role in generating some positive press.

For more information contact, CABE Search Services, Jacqueline V. Jacoby • 860-539-7594 Randall H. Collins • 860-443-5735 P.O. Box 290252, Wethersfield, CT 06129-0252 www.cabe.org/support • Equal Opportunity Employers

14

The Journal â&#x20AC;&#x201C; Connecticut Association of Boards of Education

CABE-Meeting CABE-Meeting is a user-friendly, web-based service specifically designed to assist the board, superintendent and central office staff in preparing for and running board of education meetings.

Is CABE-Meeting for you?

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For more information or to schedule a demonstration for your board, call Lisa Steimer at 800-317-0033 or 860-5717446 or email lsteimer@cabe.org.

CABE-Meeting Lisa Steimer Connecticut Association of Boards of Education 81 Wolcott Hill Road Wethersfield, CT 06109 www.cabe.org

Are retirements, resignations, medical leaves RU VWDIĂ&#x20AC;QJ UHGXFWLRQV OHDYLQJ \RXU FHQWUDO RIĂ&#x20AC;FH VKRUW RI TXDOLĂ&#x20AC;HG SURIHVVLRQDOV" 6DYH \RXU GLVWULFW WLPH DQG VWUHVV E\ DOORZLQJ &5(& WR PDQDJH UHFUXLWPHQW FUHGHQWLDOLQJ SODFHPHQW DQG VFKHGXOLQJ RI \RXU LQWHULP VWDII At the Capitol Region Education Council (CREC), we provide VWDII IRU VSHFLĂ&#x20AC;F SURMHFWV RU VKRUW DQG ORQJ WHUP LQWHULP DVVLJQPHQWV 2XU DGPLQLVWUDWRUV DQG FHQWUDO RIĂ&#x20AC;FH VWDII DUH H[SHULHQFHG LQ PHHWLQJ RXU VWDWH¡V KLJK HGXFDWLRQDO VWDQGDUGV DQG NQRZOHGJHDEOH LQ WRGD\¡V EHVW SUDFWLFHV $GGLWLRQDOO\ ZH SURYLGH \RXU LQWHULP VWDII ZLWK WKH VXSSRUW RI YHWHUDQ &5(& DGPLQLVWUDWRUV DV UHVRXUFHV WR JXDUDQWHH D SRVLWLYH SODFHPHQW We specialize in placing: Â&#x2021; Superintendents and Assistant Superintendents Â&#x2021; Principals and Assistant Principals Â&#x2021; Pupil Service Directors Â&#x2021; +XPDQ 5HVRXUFH 0DQDJHUV Â&#x2021; %XVLQHVV 0DQDJHUV

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www.crec.org

The Journal – Connecticut Association of Boards of Education

15

How did they do that?

Regional calendar works in Southeastern Connecticut Chris Seymour, Reporter, CABE

to have exactly the same school days all year. She offered some clarification for what she called “a major misconception.”

“The key days are February vacation, April vacation and for us the PD [professional development] days,” she explained.

“When a district decides they need a certain day off that others do not have, the critical point is they are now aware that this will cost money for transportation and helps in the decision making. We have recommended that school begin before Labor Day but there might be a slight difference in what day in August that might be due to contract language regarding the number of students’ days. These are not major issues.”

Southeastern Connecticut superintendents and boards of education have recently done something revolutionary in Nutmeg State education – they developed a common, regional school calendar in an effort to save money while improving educational quality.

The new calendar made its debut this year (2011-12) and is being used by over two dozen school systems whose administrators are members of the Southeastern Connecticut Association of School Administrators (SECASA) and the Middlesex Shoreline Superintendents Association (MSSA), according to LEARN Executive Director Dr. Virginia Z. Sychronized Seccombe.

Regional Calendar Notable features of the calendar inThe idea for a synchronized regional clude common February and April calendar came up over a year ago when one breaks as well as trans-portation savings southeastern superand two shared intendent, Jack Welch professional develop“ . . . it has become of Preston, mentioned ment days. to his col-leagues that According to a reincreasingly appar- the anomalies in the gional calendar rationschool calendars cost ale document written ent that the advanhim the equivalent of

by Waterford Assistant a teacher’s salary, Superintendent Craig tages of aligning recalled Seccombe.

Powers (and later “We were all surrefined by Mont-ville school calendars prised,” said SecSuperintendent Pam combe.

“He Aubin), some districts would substantially that when heexplained had to realize a savings of transport students on $12,000 per day when reduce transportadays when his district calendars align. was closed and the vo tion costs for each “With the growth in tech school or NFA or the number of school magnet schools were district, . . . some choice options and the open, the transportanecessity to provide tion costs were high. districts realize a transportation to When the districts Connecticut technical started reviewing the savings of $12,000 high schools, desigdata they also realized nated high schools for per day when calmajor expenses. That smaller districts, i.e., started a real interest Norwich Free Acadendars align.” in resolving the emy (NFA), Griswold issue.”

High School, MontPrior to that ville High School, magnet schools, time, Charles Jaskiewicz, then chair of the charter schools and special education Norwich Board of Edu-cation and now a programs, it has become increasingly member of the State Board of Education, apparent that the advantages of aligning had hosted a meeting in the region for ways school calendars would substantially to create efficiencies and save money and a reduce transportation costs for each regional calendar was on the list, according district,” explained the rationale docuto Seccombe. ment. “In fact, some districts realize a Jaskiewicz was thrilled to see the synsavings of $12,000 per day when chronized calendar implemented this year. calendars align.”

“This excites me because we are seeing a Seccombe also pointed to transportamovement that promotes teamwork and tion savings as a big benefit of the new new ideas and brings cooperation and colcalendar. “The transportation savings comes because the vo-tech schools, NFA laboration across town lines,” he observed.

“The bottom line is that there is good poand magnets are not open when the distential to reduce operating cost, funding tricts are closed. This is where the cost more educational programs for our chillies. If a district has a week off in Febdren.” ruary but the regional schools are open Jaskiewicz feels the synchronized calenthen the districts have to pay for added dar “should be a statewide idea,” as it apbus runs,” she explained. pears to be working for participating disTwo professional development days also create savings. “ … The decision to tricts. At a recent meeting in Colchester as part of Education Commissioner Stefan create two built in PD [professional Pryor’s listening tour, Colchester – which is development] days so we could do some participating in the regional school calenregional programming also created savdar – advised the Commissioner they see an ings especially for teachers in specialty approximately $12,000 a year savings areas where there may only be one or through the regional calendar, said two in the district,” said Seccombe.

Jaskiewicz.

“This also helps if we wish to bring in an The streamlined regional calendar has expensive presenter and we can share the also proven to be very beneficial in a year costs across districts.” when many school systems have lost numSeccombe stressed that a regional erous days following storms Irene and calendar does not mean every district has Alfred.

“The [need for make up] days this year have actually added to the value of the regional calendar because the decision to have a shortened February vacation had schools closing very early in June. Added days do not take us too far into June,” noted Seccombe.

When it does snow, superintendents communicate with each other about the conditions. “Generally all the superintendents in a region call each other in the morning to discuss the closing. There generally is consensus on closings and delayed openings,” added Seccombe.

According to Aubin, each district makes a determination with regard to when a vacation can be shortened because of lost days due to weather or other emergencies. “Some districts make this determination when constructing the school calendar while others make this determination as needed,” she noted.

February Break?

In addition, the scheduling of a twoday February break, rather than a full February vacation, ensures “optimal preparation and the greatest number of instructional days” prior to the administration of the Connecticut Mastery Test and Connecticut Academic Performance Test during the March 5-30 testing window, noted the rationale sheet.

And just because over two dozen school systems share a calendar does not detract from any district’s uniqueness.

Any dates that are unique to a particular

district can be accommodated at the beginning or end of the school year, such as a longer than the state mandated 180 day student year, teacher convocation, orientation and professional development beyond the two common days. In addition, make up days due to emergency cancellations can be made up at the end of the year.

One positive, unintended consequence is that the creation of a common calendar ensures staff members who live in one district and work in another can have common vacations with their children, which reduces child care costs for employees.

“If they are off the same week as their children they get some quality family time, and most likely will engage in activities supporting the local economy with day trips, shopping etc.,” observed Jaskiewicz.

16

The Journal – Connecticut Association of Boards of Education

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