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2012 Legislative Session Adjourns

June 2012

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School is almost out for summer!

Secretary of State

Need to do more on civic engagement

Denise Merrill Secretary of State, Connecticut

Patrice A. McCarthy Deputy Director and General Counsel

Robert Rader Executive Director, CABE

Writing in Outliers, Malcom Gladwell discussed the necessity of requiring students (especially in our underperforming schools) to spend more time at school, including time over the summer. He argued that students who underperform do well and even learn more than the students in â&#x20AC;&#x153;betterâ&#x20AC;? schools during the school year, but slide behind in summers.

Other students continue to learn over the summer, whether from their parents, their summer camps or their other summer experiences.

of Boards of Education Inc. Connecticut Association

See ADJOURNS page 10

Itâ&#x20AC;&#x2122;s about Time!

81 Wolcott Hill Road Wethersfield, CT 06109-1242

At midnight on May 9, the General Assembly concluded its 2012 regular session. In addition to adopting education reform legislation, there was also action on a number of additional bills that impact public education.

Fortunately, some of the proposed mandates that had been discussed â&#x20AC;&#x201C; and in some cases acted upon by either the House or Senate â&#x20AC;&#x201C; were not ultimately adopted. Those mandates include policies and reporting on school-based arrests, excusing students from dissections, and notice of concussions.

Passage of the education reform legislation creates momentum for change in Connecticut, and a platform to build upon. Significant elements of the bill include: â&#x20AC;˘ Funding for 1,000 additional school readiness slots. â&#x20AC;˘ Extensive provisions related to the Commissionerâ&#x20AC;&#x2122;s Network Schools, including criteria for the selection of network schools. The bill provides that the Commissioner must select up to 25 schools on or before July 1, 2014. The bill includes creation of a â&#x20AC;&#x153;Turnaround Committeeâ&#x20AC;? for those districts, with

Implementing more time for learning is not as simple as adding more time to the school schedule or calendar. We learned how difficult it is in figuring out how to make up for lost days after the October snowstorm. Besides just getting agreement on more time, there are also financial and other issues, such as the cost of providing teachers for extended learning, additional buses for children and working out athletic schedules.

And, many school buildings are not air conditioned. Little learning will go on in 95 degree heat.

Interestingly, according to Education Daily, â&#x20AC;&#x153;most of the 11 states that applied for and received NCLB waivers in the first round did not detail how they would use expanded learning time to improve student achievement, according to a new report from the Center for American Progress.â&#x20AC;?

An education policy analyst and author of the report stated that â&#x20AC;&#x153;expanded learning time, done well, is a proven strategy to increase student achievement in our lowest-performing schools. States should keep thinking about meaningful schedule redesign as they work to implement intervention strategies.â&#x20AC;?

But, there is dissension among analysts concerning how helpful the extra time is.

According to the Education Daily article, â&#x20AC;&#x153;a recent Education Sector reportâ&#x20AC;Ś said See TIME page 2

My current role as Secretary of the State and previous role as Majority Leader of the Connecticut House of Representatives has given me the opportunity to interact with boards of education and their members across the state. I am always struck by the dedication of board members both to the children, parents and teachers involved in our stateâ&#x20AC;&#x2122;s public schools as well as to their communities as a whole.

One major concern that has been expressed to me again and again is the need to bring more young people into the electoral and governmental process. For those of us who are already very active in civic life, it is often easy to articulate what it is that makes us care and makes us get involved. It is hard for us to comprehend why others do not understand how important it is to participate in our democracy.

In my first year as Secretary of the State, I convened a Civic Health Advisory board, a diverse panel of stakeholders representing community, volunteer and civic organizations as well as institutions of higher learning, religious and business groups. Its first mission was to assess Connecticutâ&#x20AC;&#x2122;s current civic health. We released the Civic Health Index in OctoSee CIVIC ENGAGEMENT page 14

INSIDE THIS EDITION Presidents commentary ....................... 2 Executive Director commentary ......... 3 Book Review ...................................... 4 Collegiality ......................................... 4 See you in court .................................. 5 Policy direction â&#x20AC;&#x153;BYODâ&#x20AC;? ................... 6 Early childhood issues/trends ............. 8 Union elementary school .................... 9 CABE: working for you .................... 10 Legal briefs ....................................... 11 Education foundations conference .... 12 Media Message ................................. 13 Education Hall of Fame .................... 13 NSBA Delegate Assembly/ conference/school law seminar ..... 15

Periodical Postage PAID Hartford, CT

2

The Journal – Connecticut Association of Boards of Education/June 2012 PRESIDENT COMMENTARY

Where the Wild Things Are Legislative Version On the same night the Education Reform Bill passed unanimously by the Legislature, one of my favorite children’s authors, Maurice Sendak quietly passed away at his home. “Where the Wild Things Are”, published in 1963, became a favorite book of my children when they were young.

Upon finding the book, so long since packed away, I began to re-familiarize myself with the story about a young boy named Max. The story begins as Max wears his favorite wolf suit. Max had a mischievous nature of sorts during playtime. Max’s mother called him “Wild Thing,” as he was sent to bed without supper.

That night Max’s room began to grow into a forest and the walls became his world of opportunities and possibilities.

Max sailed away on a boat in the ocean, all day, night, weeks, years to where the wild things are. When Max arrived at the place of the wild things, they roared, gnashed, rolled eyes and displayed claws.

As Max calmed them down with magic tricks, they were frightened and called him wild, and then they made him king.

Max got bored of being king, due to the wild rumpus that existed, smelled good things to eat from around the world and was ready to leave. The wild things begged him to remain, but he said good bye, sailed away and

returned to his room.

His supper was still hot.

Like Max, in “Where the Wild Things Are”, we have all spent this last legislative session looking for a world of opportunities and possibilities for our public schools. The Lydia Tedone discussion caused some to roar, gnash, roll eyes and display claws.

We asked people to find a magical solution, but, instead, there was hard work and dedication. We ended up with a good step forward but the work is incomplete.

We learned many lessons and are still helping to ensure good results as we move forward. Unlike Max, we can’t just go home and have a hot meal. We are just starting our difficult journey that will allow us to help many Maxs and Maxines . . . CABE will always focus on the needs of the children in our schools as they begin their lifelong journeys.

Our work is just beginning.

It’s about time!

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 Past 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

ASSOCIATES

(continued from page 1) that available research… indicates that extra time has had only a small impact on student performance and that [school districts] should not just provide more time for its own sake, but instead think strategically about using time to improve instruction and learning.”

The Federal Government has adopted the Massachusetts 2020 guidelines that call for an extra 300 hours of additional time each year. The Massachusetts waiver application was rated as having a “standout” strategy on extra learning time. Massachusetts will provide guidance to schools on how to use the extra time for instruction to be improved, add enrichment time and use teacher collaboration time more effectively.

I asked SDE about how Connecticut’s waiver application addressed the time issue. According to State Education Commissioner Stefan Pryor, “We believe that extending learning time can be an effective strategy for increasing student performance and narrowing gaps in achievement.

‘SB 458 and Connecticut’s No Child Left Behind (NCLB) waiver request propose providing financial resources and flexibility to schools and districts that will enable them to increase learning time for students by changing the length of the school day or year and

creating after-school programs or Saturday academies.’ ” In its report on transforming education CAPSS’ NextEd, it’s report on transforming education called for redefining “the use of time (Carnegie unit/calendar) in order to support a personalized learning system” and just as importantly “make achievement the constant and time the variable” as opposed to the system that we have now that does just the opposite.

CABE believes that this was probably the most important recommendation of NextEd. Only by personalizing education to adapt to their learning needs rather than focusing on a rigid calendar or daily schedule will we be able to make significant progress for our students.

We know that this, like progress on many other issues affecting time, will not be easy to implement. It will take creative thinking, changes of mindset (and perhaps daily schedule) of school staff, students and their parents and increased resources.

But, if done right, even those who dissent from the belief that just more time is required, would agree that this is one way to help all our students increase achievement and help close the achievement gap.

The full Center study is available at www.american progress.org/issues/2012/04/pdf/owen_elt.pdf. The CAPSS report is available at nexted.com.

CAEOP holds election of officers The Connecticut Association of Educational Office Professionals (CAEOP) held their annual meeting on May 22 and elected officers. Gail Heath, Administrative Associate for Government Relations, CABE, President-Elect; Deborah Wright (Scotland) Membership/Affiliation; Sandy Fries (Wallingford) Recording Secretary; Carol Burke (Wallingford) Treasurer; and Ginette Anziano (Wallingford) Vice-President/Scholarships.

Congratulations to all!!!!

Gail Heath, President-Elect, CAEOP

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

CITY REPRESENTATIVES Bob Trefry ....................................... City Representative, Bridgeport Matthew Poland ................................ City Representative, Hartford Michael R. Nast ............................ City Representative, New Haven Polly Rauh ........................................ City Representative, Stamford Charles Stango ............................... City Representative, Waterbury

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 Melissa Dickinson ............................. Admin. Assist. for Membership Services 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

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The Journal – Connecticut Association of Boards of Education/June 2012 EXECUTIVE DIRECTOR COMMENTARY

Are you a leader?

As a school board member or superintendent, you are, by definition, a leader. You have been elected or selected to lead in the shared work of providing education to the students in your care.

I am sure that there are some days in which you’d prefer not to be a leader because this role comes with many responsibilities and difficult decisions to be made. It is also one of the most rewarding positions… where you can leave a legacy for your town, your region, your State and, for your country.

So, we came up with 10 questions to ask yourself about whether you are a leader. We cannot not cover all of the areas in the many books and articles on leadership because of space limitations, but maybe these will get you going in the right direction: • Do you always carry out your roles with the highest levels of professionalism, honesty and integrity? As General Norman Schwarzkop has stated, “Leadership is a combination of strategy and character. If you must be without one, be without the strategy.”

Character is essential to being a good board member or a superintendent. It is connected, as is professionalism, honesty and integrity to who you are. Without high standards of conduct, you will be seen to have no moral compass, a critical part of being professional in your dealings with board members, your superintendent, other staff, students and the public.

I assume that one part of acting with integrity is second nature – honoring all national, state and local laws and regulations pertaining to education. As agents of the State, as well as good citizens, following the law and regulations is expected.

Many have said that they always tell the truth because they don’t want to have to remember lies that they would have told. Not a bad, simple strategy for all of us!

• Do you act with civility even when faced with difficult problems and, unfortunately, difficult people? This is

obviously connected to character and how you portray yourself to others.

encourage his board to use this information to inform decision making.

• Do you use your emotional intelli• Do you work within the expectations gence to help bring out the best in that your Board and Superintendent others? Daniel Goleman explained have developed to guide not only your emotional intelligence as “the capacity Board meetings, but your relationfor recognizing our own feelings and ships with each other? CABE believes those of others, for motivating ourthat you can’t legislate relationships and selves, and for managing emotions well that is the basis for our opposition to layin ourselves and in our relationships.” ing out the exact responsibilities of Awareness of how our emotions board members and superintendents in affect what we’re doing is the fundastatute. CABE and CAPSS agree it is mental emotional competence. A critical that boards and superintendents leader in today’s schools is neither a discuss and come to some agreements general nor a about how that handing rela-tionship “When a leader admits dictator, down orders. It should work. See does not work that our Gov-ernance an error, it shows a way.

Statement (http:// Instead, a leader www.cabe. sense of humility that understands those org/page.cfm?p= around them and will strengthen others’ 67) for best knows how to practice on impressions of the motiv-ate them, delineation of which is not always what boards do, leader – and, as a bonus, easy, since different what superintenindividuals have dents do and what it’s usually the different needs. they should do together. right thing to do.”

• Do you get to know those you • Do you come to work with? Professor Jeswald issues with an open mind? Of Salacuse says that “interests drive course, everyone comes to meetings actions”, that is, that what people care with a unique frame of refer-ence, but about drives them to act as they will. also preconceived notions and ideas.

How do you get to know what interests This is inescapable. people have? He suggests getting to But, a good leader should always be know people outside of formal settings. open to other ideas, opinions and Sometimes a Board Chair can build thoughts. Good leaders take advana better relationship with a board memtage of others’ abilities, knowledge ber or the Superintendent by talking to and skills to develop the path forward. them about things other than board • Do you use data to make your decisions? We are no longer in a period in which we can just “go by our gut” to make the best decisions we can for our children. We need to get the best data possible and, the State will soon roll out better data based on student outcomes. This has been a longterm effort and will allow us to know more about what our students need than ever before. A good leader will

business. For example, getting to know about others’ personal interests, or their families can help provide information that a good leader can use to help the board function more effectively.

• Do you have your own vision of where your school district should be headed? That is critical to the success of a leader. I mentioned a moral compass; this is more of a “vision”

compass, keeping you focused on whatever issues the district needs to address.

Robert Rader A leader has to recognize obstacles, scarcities, and the effect on others as the leader sets out and continues to work towards the vision. Ability to understand what roadblocks you must face and how to get around them often requires compromise as a board rules by majority vote. Don’t lose your core principles and your vision – but under-stand that the ability to compromise is another strength of a leader.

• Do you help others succeed? Leaders help others – even when they disagree on an issue. Good Board Chairs, for example, ensure that everyone is included in discussions and that issues are brought up at the Board table, when appropriate, even if the Board Chair disagrees with the motion.

• Do you share the credit… and the blame? A strong, confident leader understands that successes are almost always do, in part, to those around the leader. Share the credit and it will help strengthen the “team” as you move forward.

Admit mistakes. It’s a lesson from Watergate: the cover up is usually worse than the original error. When a leader admits an error, it shows a sense of humility that will strengthen others’ impressions of the leader – and, as a bonus, it’s usually the right thing to do.

These are just 10 questions on leadership. Can you identify others? Please let me know!

Resources: CABE/CAPSS Governance Statement and Team Assessment documents; Emotional Intelligence by Daniel Goleman; Leading Leaders by Jeswald W. Salacuse; CABE Code of Ethics for School Board Members.

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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/June 2012

B O O K R E V I E W Lisa Steimer,

Senior Staff Associate for Professional Development

Great by Choice Jim Collins, author of Good to Great, paired with Morten T. Hansen to examine the simple question: Why do some companies thrive in uncertainty, even chaos, and others do not?

Collins and Hansen began their nineyear research for this book in 2002, on the heels of 9/11, the wars that have followed and the stock market crash. These events shook Americans to their core and quickly erased our sense of security and safety.

As with previous books Collins has coauthored, companies from the same sector were paired up for comparison purposes.

Those companies that built enterprises that beat their industry’s averages by at least ten times were classified as 10X or 10Xers by the researchers.

10X Case Comparison Case Amgen ..................................... Genetech Biomet .................................... Kirschner Intel ................................................ AMD Microsoft ....................................Apple * Progressive .................................. Safeco Southwest Airlines ........................... PSA Stryker .......................................... USSC * Prior to Steve Jobs return to Apple.

Core Behaviors Collins and Hansen identified three core behaviors exhibited consistently by the 10Xers.

1. Fanatic Discipline 10Xers did the “20 mile march” which requires hitting specific performance markers with great consistency over a long period of time. It requires two distinct types of discomfort, delivering high performance in difficult times and holding back in good times. Seven characteristics of the 20 mile march: 1. Clear performance markers.

2. Self-imposed constraints.

3. Appropriate to the specific enterprise.

4. Largely within the company’s control to achieve.

5. A proper timeframe – long enough to manage, yet short enough to have teeth.

6. Imposed by the company upon itself 7. Achieved with high consistency.

Applications to boards of education: Develop a strategic plan with measurable outcomes and use this to direct your work. Set and stick with SMART goals.

The importance of collegiality Two recent experiences have highlighted for me the importance of true collegiality - and made me realize that this is all too often lacking in our professional relationships.

At the recent NSBA Council of School Attorneys meeting in Boston, 14 of the former chairman of the NSBA Council of School Attorneys gathered to honor a retiring director, who serves as the principle staff support for the Council.

The chairmen from 1995 through the 2012-13 chairmen share a common bond – even though many of us have not served together on the Board of Directors. The commitment to the mission of the Council of School Attorneys, and the experience of chairing this group of 3,000 attorneys from around the country while serving exofficio on the NSBA Board of Directors, bind us together.

The collegiality was genuine. The appreciation of the contributions that each chairman made, as well as the contributions of Susan Butler, our staff support, was repeatedly celebrated. Despite this being a group of attorneys, personal egos

were not in the forefront.

Similar collegiality and professionalism was demonstrated by the representatives of the “Big 6” partnership – CABE, CAPSS, CAS, CBIA, CCER and ConnCAN – in our work in support of education reform. All of the members demonstrated extraordinary dedication to education reform and the partnership.

While the final legislative result was not what the partnership or each of our individual organizations would have drafted, working with each of the organizations (and the staffs) was remarkable.

In my 29 years of advocacy I have never been part of such a diverse partnership in which ALL of the partners consistently stayed on message and supported the common principles.

There was also a great willingness to share resources for the common good.

These two experiences serve as a reminder that whether you are working on a difficult issue on your local board, or addressing issues at the state level, collegial relationships will help produce a better result – and make the journey less difficult!

Patrice A. McCarthy Deputy Director and General Counsel

Council of School Attorneys Past .

Chairs met in Boston to honor Susan Butler.

Myths Busted Myth

Truth

Successful leaders in a turbulent world are bold, risk-seeking visionaries.

Successful leaders were more disciplined, more empirical, and more paranoid.

Innovation distinguished 10X companies in a fast-moving, uncertain, and chaotic world.

The ability to scale innovation to blend creativity with discipline is more important.

A threat-filled world favors the speedy; you’re either the quick or the dead.

10X leaders figure when to go fast, and when not to.

Radical change on the outside requires radical change on the inside.

Just because your environment is rocked by dramatic change does not mean that you should inflict radical change upon yourself.

Great enterprises with 10X success have a lot more good luck.

The critical question is not whether you’ll have luck, but what you do with the luck you get.

2. Empirical Creativity Fire bullets, then cannonballs • Bullets are low cost, low risk and low distractions.

• Calibrated cannonball – has confirmation based on actual experience (bullets) that a big bet will likely prove successful.

• Uncalibrated cannonball – placing a big bet without empirical validation.

Can lead to calamity. More likely for comparison cases than 10Xers to fire uncalibrated cannonballs.

Applications to boards of education: Hold a steady course. Often you will not gain ground by following the ‘flavor of the month’ which can be shooting uncalibrated cannonballs. Do a trial run of a new program in one grade or one school before rolling out the program districtwide.

3. Productive Paranoia The authors describe leading above the death line as the enterprise dies outright or becomes so damaged that it can no longer continue with the charge to become an enduring great company.

• Productive paranoia 1: It’s what you do before the storm that makes the difference. Prepare for bad luck and unexpected events before they occur.

• Productive paranoia 2: Bounding risk and manage time-based risk.

• Productive paranoia 3: Zoom out, then zoom in while still able to sense changing conditions and respond effectively.

Zoom out: - Sense a change in conditions.

- Assess the time frame: How much time before the risk profile changes?

- Assess the rigor: Do the new conditions call for disrupting plans?

If so, how?

Zoom in: - Focus on supreme execution of plans and objectives.

Applications to boards of education: It is a lot of work to prepare for the

worst case scenario and the hope is to never have to use that plan. If the worst does happen, chances are you are prepared by doing this planning. Engage the community – they can be your greatest ally.

Interestingly, the most successful companies are not always the most innovative.

As defined by Collins and Hansen, Level 5 AMBITION provides inspired motivation and is the central motivating force. Ambition is for the cause, for the company, for the work, not themselves.

Applications for boards of education: The motivating force for everything boards of education do should be what is good for the children, not about personal agendas.

SMaC The authors define the recipe for success as SMaC, which is an acronym for Specific, Methodical, and Consistent.

The more uncertain, fast-changing and unforgiving your environment, the more SMaC you need to be.

Return on Luck (ROL) Luck happens, a lot, both good luck and bad luck. Every company researched experienced significant luck events in the era of analysis. Yet the other 10X cases were not generally luckier than the comparison cases.

The leadership concepts in this book all contribute directly to earning a great ROL. As with Collins’ previous books, Great

by Choice is a relatively quick read filled with charts, notes and a helpful FAQ session. Consider having your entire board read this and having a discussion about how it pertains to your district.

For those wishing to have a more in depth conversation about Great by Choice, we will have a book discussion as part of the July 25 Leadership Conference. Watch your mail for more details.

The Journal – Connecticut Association of Boards of Education/June 2012

5

See You in Court – The Nutmeg Board of Education

The Nutmeg Board deals with termination of an “ineffective” teacher 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.

Bob Bombast, veteran member of the Nutmeg Board of Education, was confused. The Governor’s education reform initiative had been viciously attacked and hotly debated. But by the end of the session, the General Assembly approved a revised bill unanimously, the Governor had signed it, and now everyone was singing kumbaya.

Bob asked Mr. Superintendent to report on this new legislation at the next meeting. There, Mr. Superintendent explained that the new law establishes a new expedited procedure for terminating the employment of “ineffective” teachers.

“Thank God,” said Board member Penny Pincher.

“Tom Teacher should be the first to go.

He gives loads of homework, but never returns it to his students. He must be

ineffective for sure.” The other Board members murmured assent.

“Don’t worry,” Mr. Superintendent assured the Board members. “We know all about Tom, and we will take care of him.” But as Mr. Superintendent drove home, he realized that he was now on the hot seat to move on Tom, and fast.

The next day, Mr. Superintendent called Ms. Principal, who supervises Tom. He described the Board’s discussion, and told her that they better act quickly. A good soldier, Ms. Principal promptly scheduled a meeting with Tom and his union representative.

At the meeting with Tom, she reviewed his evaluation history and broke the news.

“Tom, we have given you extra help for a couple of months now, but it just isn’t working. As you know, they changed the Tenure Law, and ineffective teachers can be fired. Of course, we would gladly accept your resignation as a professional courtesy, but one way or the other, you are going to have to go.”

Tom and Bruno, his union representative, were shocked at this news; Tom’s support plan had just started and a final judgment was not due until next October.

After a brief caucus, Bruno told Ms.

Seventh Edition Now shipping

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!

Principal that Tom certainly would not be that pilot will be the subject of a study by resigning. But given the pressure from the Neag School of Education at the the Board members, Mr. Superintendent University of Connecticut, which must be and Ms. Principal felt that they had no completed by January 1, 2014. At that other choice but to move forward, and, point, the State Board of Education will after checking with Bob Bombast, Mr. be able to validate the guidelines.

Superintendent initiated termination Once the new guidelines are validated, proceedings. boards of education have an important Mr. Superintendent was shocked by responsibility to adopt revised teacher how difficult those proceedings were. He evaluation plans in accordance with those had hoped to follow the new expedited new guidelines for implementation during procedures, but the hearing officer ruled the 2014-2015 school year. against him on that. The hearing dragged Boards must get input concerning the on and on as Mr. Superintendent and Ms. new plan from their professional developPrincipal were forced to go through a ment committee, an entity required by law dozen or more with responsibility classroom observato “provide for the tions to demonongoing and “The Superintendent strate Tom’s poor systematic prosecutes termination performance. assessment and At the end of the improvement of cases, and the Board hearing, however, both teacher the hearing officer evaluation and sits as the judge. ruled that, though professional Tom’s performance of the Due process includes the development was “nothing to professional staff write home about,” members of each requirement for an he could not be such board . . . .” considered inThat commitimpartial decision-maker.” competent. tee must include Accordingly, she representatives of recommended his retention. the teachers’ and administrators’ unions, Mr. Superintendent decided to bring but the membership is otherwise up to the the case to the Board anyway. Mr. Super- boards to determine. Significantly, intendent shared the hearing officer’s however, the board of education continues report with the Board, and urged that they to have the ultimate authority to adopt vote to terminate Tom’s employment. revised evaluation plans.

“Maybe the hearing officer is satisfied That responsibility relates directly to with mediocre teachers,” he concluded, the most significant change in the tenure “but Nutmeg should not be.” With that, statute. Now, the superintendent may Bob thanked Mr. Superintendent, and the initiate termination proceedings if a Board voted promptly to terminate Tom’s teacher has been evaluated as “ineffecemployment. What are Tom’s chances for tive” (as opposed to “incompetent”). success on appeal?

In such cases, those proceedings will be subject to new, abbreviated procedures The Board in Nutmeg does not wherein the only questions for the hearing understand how the law works, what its officer are whether the evaluations were role is, and when the modest but helpful done in good faith in accordance with the changes in the new law will be implenewly-revised teacher evaluation plan, mented. Before considering the impact of and whether the evaluations were reasonthe educational reform bill on evaluation able in light of the evidence presented. and tenure, however, we must keep one This new provision should facilitate the important aspect of the Tenure Act in dismissal of teachers who are not effecmind. tive.

The Tenure Act has and continues to However, given the timeline for set out very different roles for the validating the new guidelines, these new Superintendent and the Board. The procedures may not be available until Superintendent prosecutes termination boards of education adopt new teacher cases, and the Board sits as the judge. evaluation guidelines for the 2014-2015 Due process includes the requirement for school year. an impartial decision-maker.

These two provisions are just a small Once the Superintendent has decided part of the comprehensive reform legislato terminate a teacher’s employment, he tion.

These changes will eventually make or she should not discuss the case with the it easier for administrators and boards of Board. Moreover, the Board members in education to assure that only effective Nutmeg should never have targeted Tom teachers remain in our classrooms.

Teacher for termination.

As to evaluation and tenure, the reform But we must keep in mind that this is legislation makes significant incremental the first step. There is still much work to changes. By July 1, 2012, the State Board be done, both in revising teacher evaluaof Education, in consultation with the tion plans in accordance with the new Performance Evaluation Advisory guidelines and in pressing the General Council, is required to publish new Assembly to continue its reform efforts. guidelines for teacher evaluation.

Attorney Thomas B. Mooney is a partThe revised statute prescribes the ner in the Hartford law firm of Shipman & elements of those guidelines in much Goodwin who works frequently with greater detail. Moreover, the guidelines boards of education. Mooney is a regular are to be piloted in the coming year, and contributor to the CABE Journal.

6

The Journal – Connecticut Association of Boards of Education/June 2012

The Policy Corner

Vincent A. Mustaro, Senior Staff Associate for Policy Service, CABE

Policy direction needed for “BYOD” Mobile devices are now found in the hands of most children and some school leaders around the country are using that to their advantage. A small but passionate minority of school districts are opening doors to student-owned mobile devices, incorporating devices students own into classroom lessons and projects.

This practice can provide a low-cost way to incorporate technology into the classroom. The growing number of students with cell phones or smart phones makes it possible for teachers to incorporate mobile devices in their classes.

Recent data from the Pew Research Center indicated that 75 percent of students ages 12-17 own a cell phone or a smart phone.

Some districts have launched the “Bring Your Own Device/Technology (BYOD/ BYOT)” initiative to allow students to take their smartphones, laptops, e-book readers and tablets to class. The BYOD/ BYOT trend to enrich learning in K-12 environments is gaining momentum nationwide with much support from parents and students.

Project Tomorrow, a national education nonprofit group, reports that 60 to 70 percent of parents of K-12 students would be willing to buy a mobile device to support learning. Fifty-six percent of high school students say that it would make it easier to learn if they would be allowed to use their own mobile device.

Students can connect to a wireless network to do research and schoolwork under the supervision of the teacher. The initiative permits students to use devices with which they are familiar.

Research indicates that the students want to use mobile technology in the school setting.

Smartphones are rapidly becoming the resource tool and the communication tool of the future and networks such as Facebook have grown because more students have access to social learning, collaboration and immediate gratification.

It is important, however, to keep in mind that technology is just a tool. It can help to amplify learning, but it’s not the panacea. Some challenges that surround incorporating mobile devices into classrooms include the speed with which technology changes and the ways in which educators might differentiate between what is good for teaching and learning and what is simply technology for technology’s sake.

Others worry about the distractions that might be caused by allowing the devices into the classrooms. There is now a body of research about the benefits of 1:1 mobile learning initiatives. Research has shown improvements in

attention, attendance, discipline, graduation in policy language must be achieved in rates, and achievement on high stakes tests. order to avoid stifling creative implemenOther benefits cited are that it broadens tation of the devices. learning beyond the classroom, takes The biggest issue faced by BYOD/ advantage of the teachable moment, and BYOT districts and schools is sorting out prepares students for tomorrow’s workhow to address students who access place. inappropriate content from school but via BYOD/BYOT isn’t about the devices non-school Internet networks. themselves. It’s about In particular, students creating constructive may have smartphones or “It is important, change in teaching tablets equipped with data practices. Students can that allow them to however, to keep plans become information connect to 3G or 4G producers, rather than Internet networks that in mind that simple information don’t run through a school technology is consumers. Teachers filter. will need face-to-face District policy pertainjust a tool. and web-based profesing to BYOD/BYOT sional development that prohibiting students from It can help includes modeled using outside networks to amplify examples of what will be in compliance with BYOD/BYOT activities the federal Children’s learning, might look like in a Internet Protection Act classroom in order for which mandates that but it’s not such an initiative to be schools prevent students successful. the panacea.” and staff members from Whether a district or accessing material that is school is encouraging obscene, pornographic, or teachers to use the student-owned mobile harmful to minors. devices educationally, or just curbing The school’s network must be filtered. discipline issues by removing conseSchools can remain CIPA compliant by quences for use, making the new policy making sure that students and staff know approach work requires much more than that while on school property, personallysimply lifting a cellphone ban. owned devices may access the Internet Currently, there are some unanswered only through the school’s Internet legal questions about Internet security and gateway. privacy. Other issues to be confronted However, there is no legal precedent at include such problems as access to this time for whether a district or school inappropriate online content, digitally would be liable for material a student enhanced cheating, and potential classaccesses through his or her own network. room distractions. Moreover, a balance While the BYOD/BYOT movement is

gaining some momentum, concerns about Internet safety and security is a major reason it hasn’t reached the mainstream.

Therefore, it is advised that, as part of the program, students and parents must sign an agreement on how the service will be used. Students are expected to adhere to the district’s computer acceptable use policy as well as the student code of conduct.

It is also important that the teacher maintains control in the classroom. The teacher must determine when the devices will be used and when they won’t. Policy must also deal with the issue of equity. As we allow BYOD/BYOT, districts will be obliged to make sure there are solutions in place for students whose families can’t or won’t provide a device for the student to bring to school.

The technology industry is also making available programs designed to help a district implement BYOD/BYOT. Such programs should be investigated in order to protect the districts network from vulnerability.

Many of the issues that BYOD/BYOT raises can be addressed with policy, education and procedures, and don’t require a technical solution. The policy should indicate, for example, regarding the loss, damage or a stolen personal device, that the responsibility for the device is up to the individual and that the district has no liability.

In addition to the suggested policy about security and CIPA compliance, districts will need to set guidelines about the use of personal devices. It is suggested that a task force be convened within the district to develop these. The task force should include teachers, administrators, parents, technology staff and students. This will help to build a policy based upon trust, respect and responsibility.

A new sample policy, #6141.328, “Bring Your Own Device and Protocol for the Use of Technology in the Schools,” has been developed and is available from the CABE Policy Department. An administrative regulation also accompanies the policy with forms to consider. This material is considered a starting point for the development of a district policy and procedures pertaining to the implementation of a BYOD/ BYOT program. This is considered an optional policy for inclusion in a district’s policy manual.

However, policy language and guidelines are essential if a district decides to implement this program.

The Journal â&#x20AC;&#x201C; Connecticut Association of Boards of Education/June 2012

7

8

The Journal – Connecticut Association of Boards of Education/June 2012

Early childhood issues and trends Cyd Oppenheimer, J.D. Senior Policy Fellow, Connecticut Voices for Children

Research is clear: high quality early care and education can be powerful counters to risk factors – such as poverty, abuse or neglect, and limited parental education – that cause some children to enter kindergarten at a disadvantage from which they never recover.

Data show that children who have access to language-rich, nurturing, and responsive caregivers in the early years are more likely to be academically and socially ready for kindergarten, less likely to need special education services or be retained, and more likely to graduate from high school.

Connecticut Voices for Children’s third annual Early Care and Education Report (December 2011) examines how Connecticut is doing at ensuring that all its children have access to the high quality early care and education experiences that will make them successful in school and beyond.

The report finds that Connecticut still has a long way to go in closing the opportunity gap between its most and leastadvantaged children. By way of example, in school year 2010-2011 94.9% of kindergarteners in Connecticut’s wealthiest school districts had attended preschool, compared to only 69.5% of kindergarteners in Connecticut’s poorest school districts.

Connecticut has made progress – in school year 2002-2003 only 57.2% of kindergarteners in Connecticut’s poorest school districts had any preschool experience – but has much work still to do.

So where are the obstacles in closing the gap? The report finds that the first obstacle, perhaps unsurprisingly, is funding. In 2011, the total amount Connecticut spent on early care and education was $224.63 million, more than 10% less than it spent in 2002 (adjusted for inflation).

Funding for early care and education crashed after 2002, and although levels began to recover in 2005, they have never been restored to where they were in 2002.

As a result, although Connecticut was

providing early care and education subVoices’ report finds that only 54% of sidies to over 40,000 children under the preschoolers and 32% of infants and todage of 5 in October 2010 (a not inconsiddlers receiving early care and education erable number), over 86% of infants and subsidies were served in accredited toddlers, and at least 25% of preschoolers facilities. living in families earning under 75% of The quality of the settings in which the the state median income remained unserv- remaining children are served is unknown. ed by any form of state or federal subsidy Aside from licensing (a very baseline for early care and education. measure from which some subsidy reciThe second obstacle is the lack of copients – including kith and kin providers – ordination amongst are exempt) Connecticut’s Connecticut publicly-funded early currently has no “. . . lack of coordicare and education means of assessing programs and or comparing these nation amongst proservices, which are settings. currently a patchConnecticut’s grams, data collecwork of multiple inability to attract, funding streams, train and retain a tion is inconsistent controlled by highly-qualified and insufficient. multiple agencies, early care and eduwith varied reporting cation workforce As a result, it is not and eligibility creates yet another requirements. obstacle to closing possible to determine None of these the gap. Because funding streams are reimbursement rates the extent of the sufficient to indepenfor slots are so low impact that receiving dently finance a (the Care4Kids high-quality early rates, for example, an early care and care and education have not been space for a child in a raised since 2002, education subsidy program, so providand are currently ers are constantly well below the has on a child’s later under-resourced and fiftieth percentile of school success.” struggling to cobble current market together various rates), it is imfunding sources. possible for Meanwhile, parents have difficulty providers to offer wages to their staff that understanding and accessing their options. will make the positions truly competitive.

In 2011, the state legislature passed There are limited early childhood Public Act 11-181, which created a degree programs offered at Connecticut’s planning process for an early care and institutions of higher education, largely education system. Though the act, because demand is low, and demand is supported by the Governor, represented a low because compensation is low; there is much-needed new commitment to the little or no premium offered for higher development of a comprehensive, degrees. Public Act 11-54, which recoordinated system of care, as of this quires that 50% of early childhood teachwriting (nearly a year after the act was ers have a B.A. by 2015 (and that the signed) the process has not yet begun. remainder have an A.D.), recognizes the The third obstacle to closing the gap is importance of having a highly qualified Connecticut’s failure to mandate, mainworkforce. tain, and monitor a uniform – and uniBut until wages and benefits for the formly high – level of quality for all early care and education programs receiving any form of state funding. Connecticut

early childhood workforce are commensurate with those paid to our public school teachers there is simply no way this mandate can be met.

Finally, largely because of the lack of coordination amongst programs, data collection is inconsistent and insufficient.

As a result, it is not possible to determine the extent of the impact that receiving an early care and education subsidy has on a child’s later school success. Similarly, it is not possible to determine which programs and services are having the greatest impact or why.

Looking forward, the report concludes that Connecticut must create a comprehensive, coordinated system of early care and education that addresses each of the obstacles outlined above.

It is only by providing sufficient funding to proven high-quality programs with highly qualified staff, easily accessible to all vulnerable children and families, that Connecticut will be able to forestall the achievement gap before it begins.

[Editor’s Note: Fairfield Superintendent David Title is the Chair of the Governor’s Early Childhood Cabinet. In response to this article, he stated: “The Governor’s Early Childhood Cabinet is charged with developing plans to ensure there is a unified system of early care and education in Connecticut.

Funded by the American Recovery and Reinvestment Act, the Cabinet has four active work groups: developing new standards for early care and education; workforce development; family and home visitation; and data systems.

Drafts of our work in these areas will be coming out in the fall of 2012 with final work done by June of 2013. In addition, we will be developing the Quality Rating System for early childhood settings. Our work is closely following the path laid out in the State’s recent Race to the Top Application. We believe that the work of the Cabinet will greatly enhance our ability to develop the early care and education system in Connecticut that our children and families deserve.”]

9

The Journal – Connecticut Association of Boards of Education/June 2012

Union Elementary School: Doing more with less despite the challenges Chris Seymour, Reporter, CABE Despite slow growing budgets due to tough economic times, many small school systems have been able to maintain excellence in education, thanks to their own prudent planning and assistance from Regional Educational Service Centers (RESCs).

One such example is Union, which Superintendent Joe Reardon noted is the smallest school system in the state with just 106 students!

Reardon said the continued success of his district’s lone school, Union School, has a lot to do with “a strong and flexible staff.”

“We have four teachers covering grades 1-8 so it’s obviously 1st and 2nd, 3rd and 4th, that sort of thing,” said Reardon of the school. “We have a kindergarten teacher, a special education teacher and then part time art, music and PE; the flexibility comes in teaching spilt grades and they’ve been doing this for years so they’re used to having a broad range of student needs in the classroom.”

Of course, shared services are also a big component of the tiny school system, which pays tuition for its 33 high school aged students to attend classes outside of its municipal borders.

“This year we only have one kindergarten student, not enough to run a class with, so we sent that child out to Eastford on a tuition basis; it enabled us to provide a group setting for that youngster and we didn’t need to run a class,” observed Reardon. “It happened to coincide with a retirement at the same time so it worked out well.”

Union also has worked with Eastford on professional development. “With Eastford, we had a professional development grant for the past couple of years where people from each district worked together so those are the kinds of things we share,” said Reardon.

Reardon said his district – which has a $1.6 million budget in 2011-12 – is “constantly looking for partnerships.”

“Transportation is another area that we are working on in terms of trying to cooperate with other districts so we aren’t running a vehicle with three kids in it,” said Reardon. “In addition to looking out for the educational needs, we also have to look for the ways and the means to reduce operational costs so we can devote the money to education.”

Union is such a small district that it can’t afford to go out and buy “one of the big bookkeeping programs,” according to Reardon, so that is one area where EASTCONN, Union’s RESC, comes into play.

“Working with EASTCONN, they are going to, for a very reasonable fee, do the

mechanics of our bookkeeping; in other words, they have MUNIS as a system and we get to rent it and we also get the expertise of their staff,” explained Reardon. “We still keep our part time person, who also serves as the school secretary, and she will feed the information over to EASTCONN and we will

maximize available resources and reduce duplication of effort by facilitating regional approaches in a variety of areas,” said Colen.

For example, EASTCONN has just helped facilitate the establishment of a regional health insurance cooperative, which offers member districts and towns

Students from Union Elementary School invited CABE to come to their school when they attended CABE’s Day on the Hill in March. On Monday, April 31, Robert Rader, Executive Director and Lisa Steimer, Senior Staff Associate for Professional Development, met with Board Chair Andrea Estell, Superintendent Joe Reardon, and Principal Steve Jackopisic, to talk about what it’s like for a small district to continually increase student achievement. After the discussion they toured the school and Rader updated the students on legislation since Day on the Hill. There also was time for questions from students about the legislative process.

have better bookkeeping capacity than the State of Connecticut has.”

Paula Colen, Executive Director of EASTCONN, pointed out that her RESC provides many collaborative opportunities, programs and services to its smaller districts, “always bearing in mind their quality and affordability.”

“In collaboration with its smaller districts, EASTCONN tries to help them

in its region the opportunity to jointly purchase employee health insurance, according to Colen.

“We also provide opportunities for shared staffing and we work together in response to federal and state initiatives through such things as our Common Core State Standards Curriculum Consortium, formation of other consortiums enabling them to access federal funds (otherwise

unavailable to them) in areas such as the Perkins Vocational Fund and Title III services for English Language Learners,” said Colen.

Additionally, EASTCONN coordinates a regional Adult Education consortium to assist districts in meeting the Adult Education mandate.

EASTCONN also offers cooperative purchasing savings on items ranging from fuel oil to cafeteria supplies, in addition to providing “back office” support in finance and human resources, said Colen.

EASTCONN also provides technology assistance. “We also provide technology infrastructure/integration support including assistive technology for students with special needs, and whenever possible, assist both individual districts and/or groups of districts with grant development and submission,” she observed.

Many of these initiatives are already being provided to larger districts across the state by one of the other five RESCs, pointed out Colen.

“No matter the size of a district, however, especially under current economic conditions, every district is looking for strategies and opportunities to maximize its resources, particularly in areas that support education process but are not areas directly involved in the classroom instruction of students,” said Colen. “RESCs, by the nature of their missions, have historically helped school districts come together to implement joint ventures that are specific to a particular district or region.”

Online learning is a “timely and affordable option” RESCs are offering to small districts, said Colen. “Whereas in the past, a small school might have had difficulty identifying a particular content teacher (like a physics teacher, for example), today with the availability of online courses for high school students, this is a less pressing issue,” she stated.

The RESC Alliance coordinates the provision of online resources as a result of a negotiated agreement on behalf of member districts with Virtual High School (VHS), so now all students have access to a full array of online courses, said Colen.

“Whatever the challenges may be, I believe that small schools collaborating with their local RESC and other small school districts will, on behalf of students, successfully meet those challenges in ways that support all students’ learning and success,” said Colen.

[Editor’s Note: Union brought 31 students to participate in Day on the Hill.

They, as well as other students, were vocal about the original SB24’s language that would cut aid to small districts that did not consolidate. The final bill did not include the language and the students learned great lessons about democracy and standing up for what they believe.]

10

The Journal â&#x20AC;&#x201C; Connecticut Association of Boards of Education/June 2012

CABE: working for YOU Individualized Workshops â&#x20AC;˘ Professional Development Opportunities Legal Services â&#x20AC;˘ Policy Services â&#x20AC;˘ 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:

â&#x153;Ś By ensuring members receive the most up-to-date communications: â&#x20AC;˘ Took part in teleconference with our â&#x20AC;&#x153;Big 6â&#x20AC;? Partnership, and others â&#x20AC;˘ Held meeting of new CABE Communications Committee, chaired by Shelia McCreven (CABE Area 7 Co-Director; Woodbridge) on how best to communicate with our members. â&#x20AC;˘ Prepared Custom Policy material for ACES, Derby, East Windsor, Pomfret, Region #17, Union, and Woodbridge.

â&#x153;Ś By representing Connecticut school boards on the state or national level: â&#x20AC;˘ Attended meeting of Governorâ&#x20AC;&#x2122;s Prevention Partnership Board of Directors. â&#x20AC;˘ Spoke before the NSBA Executive Directorsâ&#x20AC;&#x2122; Institute and a meeting of Rhode Islandâ&#x20AC;&#x2122;s Board Chairs on the CAPSS Transformation Project with Lawrence Shaeffer from CAPSS. â&#x20AC;˘ Attended Achievement Gap Task Force meetings. â&#x20AC;˘ Attended CREC Council meeting. â&#x20AC;˘ Attended NSBA Board of Directors meeting. â&#x20AC;˘ Chaired NSBA Council of School Attorneys meeting. â&#x20AC;˘ Provided a workshop on â&#x20AC;&#x153;Avoiding Legal Liabilityâ&#x20AC;? at NSBA Conference. â&#x20AC;˘ Served as a panelist for a workshop on 21st Century meetings at NSBA Conference. â&#x20AC;˘ Attended PEAC Teacher, Administrator, Pupil Services Evaluation Subcommittee meetings. â&#x20AC;˘ Attended Education Cost Sharing Task Force meeting. â&#x20AC;˘ Attended Connecticut Special

â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘ â&#x20AC;˘

Education Professional Development meeting.

Attended State Department of Education After School Network meeting Attended Performance Evaluation Advisory Committee (PEAC) meeting.

Attended Governorâ&#x20AC;&#x2122;s bill signing for education reform legislation.

Served as judge for Attorney Generalâ&#x20AC;&#x2122;s Law Day Essay contest.

Attended Connecticut Society of Association Executives Board of Directors meeting.

Attended CABE Board of Directors meeting.

â&#x153;Ś By providing services to meet members needs: â&#x20AC;˘ Provided webinar on education reform legislation. â&#x20AC;˘ Planned, implemented and presented end of session Legislative Wrap-up workshop. â&#x20AC;˘ Placed the policy manual of Voluntown and Westport Public Schools online. â&#x20AC;˘ Prepared Customized policy material in order to help members meet their policy needs; custom update policy service and materials were distributed to New Hartford, and Marlborough. â&#x20AC;˘ Held two meeting reviews with the New London Board of Education. â&#x20AC;˘ Met with representative from Pro Traxx about CEU processing software.

â&#x153;Ś By providing opportunities for members to learn how better govern their districts: â&#x20AC;˘ Facilitated workshop on Board Roles and Responsibilities for the Fairfield Board of Education. â&#x20AC;˘ Provided policy information to 42 districts, two out-of-state school board associations and one attorney through 42 answered requests for information or sample policies, on 43 topics. The topics of greatest interest included bring your own

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devices to school (BYOD), school records, bullying, computer acceptable use policies, child abuse reporting, special education and immunizations. â&#x20AC;˘ Discussed the committee structure with the Sprague Board of Education. â&#x20AC;˘ Trained the Southington Board of Education on the use of CABEMeeting.

â&#x153;Ś By promoting public education: â&#x20AC;˘ Attended Hartford Public Schools â&#x20AC;&#x153;launchâ&#x20AC;? of their new budgeting system and their State of the Schools Workshop. â&#x20AC;˘ Attended induction of John Prins (CABE Area 7 Co-Director; Branford) and Faith McCarthy (Patriceâ&#x20AC;&#x2122;s mother) into Branford Education Hall of Fame. â&#x20AC;˘ Hosted CABE networking reception honoring Mary Broderick at NSBA annual conference. â&#x20AC;˘ Answered questions about the current legal issues facing boards of education. â&#x20AC;&#x153;HOT topics this month

were: referenda, exclusion from graduation activities, drug sniffing dogs, executive session requirements and meeting agendas.

â&#x153;Ś By helping school boards to increase student achievement: â&#x20AC;˘ Visited Union Public Schools, Board Chair Andrea Estell, Superintendent Joseph Reardon and Principal Steve Jackopisic and students (see page 9). â&#x20AC;˘ Sent two issues of Policy Highlights via email covering topics that affect student achievement. These included online issues pertaining to graduation, board of education meetings, student searches, student records, school gardens, physical education and courses of study. â&#x20AC;˘ Attended the CAPSS Board of Directors meeting. â&#x20AC;˘ Provided Lighthouse training for the Ansonia, Killingly, Norwalk, Norwich and Shelton Boards of Education.

2012 Legislative session adjourns (continued from page 1) two committee members approved by the Board (out of six voting members).

The bill requires implementation of a turnaround plan for one school beginning July 1, 2012. â&#x20AC;˘ Creation of â&#x20AC;&#x153;Alliance Districtsâ&#x20AC;? which will receive conditional ECS funding upon approval of an improvement plan. â&#x20AC;˘ Creation of an early reading intervention pilot program. â&#x20AC;˘ Provides for teacher dismissal based on ineffectiveness, in addition to the current standard of incompetence. â&#x20AC;˘ Provides for a teacher evaluation pilot program for the 2012-13 school year.

The Commissioner must select 8-10 districts to participate. The pilot program will be evaluated by the Neag School of Education. â&#x20AC;˘ Eliminates the use of the impartial

hearing panel for teacher termination, and provides for decisions made by the board, board sub-committees or single hearing officer. â&#x20AC;˘ Requires SDE to develop and implement a uniform system of accounting for school revenues and expenditures that includes a chart of accounts for use at the school and school district level. â&#x20AC;˘ Requires a study of issues related to districts with fewer than 1,000 students. The bill does not contain penalties for small districts.

The bill does not link evaluation to tenure, except in the case of initial tenure, in which it requires superintendents to incorporate evaluations into decisions about granting tenure.

The budget revisions increase education funding above the existing 2012-13 budget in numerous areas, including:

Increase â&#x20AC;˘ Education Equalization Grants (ECS) ................................................. $50 million â&#x20AC;˘ Early Childhood ..................................................................................... $1 million â&#x20AC;˘ Sheff ...................................................................................................... $4 million â&#x20AC;˘ Talent Development ............................................................................ $7.5 million â&#x20AC;˘ Technology Improvements for Education Reform Districts .................. $500,000 â&#x20AC;˘ Science Programs for Education Reform Districts ................................. $455,000 â&#x20AC;˘ Family Resource Centers .................................................................... $1.9 million â&#x20AC;˘ Parent Universities .................................................................................. $250,000 â&#x20AC;˘ Commissionerâ&#x20AC;&#x2122;s Network ................................................................... $7.5 million â&#x20AC;˘ Technical Assistance for Regional Cooperation ..................................... $100,000 â&#x20AC;˘ K-3 Reading Assessment Pilot.............................................................. $2. million â&#x20AC;˘ Vocational Agriculture ........................................................................ $1.4 million â&#x20AC;˘ Priority School Districts ..................................................................... $5.7 million â&#x20AC;˘ Interdistrict Cooperation ........................................................................ $1 million â&#x20AC;˘ Magnet Schools ..................................................................................... $7 million â&#x20AC;˘ School Readiness Quality Enhancement ............................................... $3 million

11

The Journal – Connecticut Association of Boards of Education/June 2012

Legal Briefs Kelly B. Moyher,

Senior Staff Attorney, CABE

IDEA rules in favor of parent The Individuals with Disabilities Education Act requires that boards of education provide a free, appropriate, public education (FAPE) to children. In this case the minor child, R.N., was diagnosed with childhood onset bipolar disorder.

Although a planning and placement team (PPT) established an individualized education program (IEP), the minor child experienced difficulty during the 20042005 school year that resulted in a suspension and time spent in a psychiatric facility. In 2005, R.N.’s condition deteriorated.

In 2006, R.N. attended Northwest Village School. A PPT concluded that R.N. exhibited variable attention and effort, was easily overwhelmed, and exhibited poor work completion and engagement. In 2007, R.N. went to the emergency room. The PPT decided that R.N. should attend the Intensive Education Academy.

In June 2008, the school expelled R.N. because he struck people. R.N.’s mother placed him at the F.L. Chamberlain School which provides year-round special education. At Chamberlain, R.N. made academic progress and did not miss any school days.

A hearing officer found that the board of education failed to provide FAPE during the 2007-2008 and 2009-2009 school years. The board of education asked the District Court to reverse the hearing officer’s finding. The District Court found that the board’s IEPs for the two years in question were not reasonably calculated to provide benefits.

The minor child experienced sufficient difficulty to alert the board that the placement at Northwest Village School was not appropriate. A two-hour school day was insufficient to permit R.N. to achieve any academic progress. Consideration of the evidence indicated R.N. regressed during the 2007-2008 school year.

Although R.N.’s mother participated in the planning process, that did not immunize the board. The board’s failure to develop an IEP for the 2008-2009 school year was not excused on the grounds that R.N.’s mother refused to consent to re-evaluation, absent information about the evaluator’s credentials and the test process.

Also, the board did not identify pertinent information that would be discovered in the re-evaluation. R.N.’s mother was entitled to reimbursement for R.N.’s placement at Chamberlain.

Connecticut Law Tribune, April 16, 2012

Court rules in favor of Naugatuck Board of Ed. In establishing a case of discrimination, a plaintiff must prove: 1.) he belongs to a protected group; 2.) he applied for a position for which he is qualified; 3.) he suffered an adverse employment action; and 4.) the adverse employment action took place in circumstances that led to an inference of discrimination.

In 2006, the defendant Naugatuck board of education combined the jobs of

athletic director and director of adult education. The 59-year-old plaintiff, Joaquim Tavares, had worked as athletic director for several years and did not have any experience with adult education. The board hired Thomas Pompei, who was about 31 years old, and the plaintiff’s salary was reduced approximately $6,800 per year.

Tavares sued the board of education, alleging that the board retaliated because he had been involved in a Portuguese Action Committee. Tavares failed to establish he engaged in a “protected activity,” about which the board of education was aware, and the court granted summary judgment to the board on his First Amendment retaliation count.

Although the plaintiff maintained that a member of the board of education expressed concern about his age, Tavares failed to establish an inference of discrimination on the basis of his national origin or his age.

Even if Tavares had established a case of national origin or age discrimination, he failed to prove that the board’s legitimate, nondiscriminatory reason to hire Pompei, because he was the more qualified candidate, constituted a pretext for discrimination. The court granted the board of education’s motion for summary judgment on the plaintiff’s discrimination counts.

A municipality is not legally responsible for intentional torts of employees and, even if it were, the plaintiff failed to establish that the board of education engaged in extreme and outrageous conduct, because it selected another candidate. The court granted the board’s motion for summary judgment on the plaintiff’s intentional-infliction-ofemotional-distress count.

Tavares, who was not discharged, failed to establish emotional distress as a result of conduct that took place during the termination process, and the court granted the board of education’s motion for summary judgment on his negligentinfliction-of-emotional-distress count.

Connecticut Law Tribune, May 7, 2012

is recruiting for

SUPERINTENDENT OF SCHOOLS EAST HARTFORD PUBLIC SCHOOLS SCOTLAND PUBLIC SCHOOLS SIMSBURY PUBLIC SCHOOLS For an update or more information on vacancies go to our website: www.cabe.org For more information contact, CABE Search Services, Jacqueline V. Jacoby • 860-539-7594 Randall H. Collins • 860-235-6340 P.O. Box 290252, Wethersfield, CT 06129-0252 www.cabe.org/support • Equal Opportunity Employers

STAMFORD PUBLIC SCHOOLS SUPERINTENDENT OF SCHOOLS

Election Commission rules in favor of board Connecticut General Statutes §9369b(b) provides, “The vote on such amendment, question or proposal shall be taken by a ‘Yes’ and ‘No’ vote on the voting machine, and the designation of such amendment, question or proposal on the voting machine ballot label shall be ‘Shall (here insert the question or proposal, followed by a question mark).’”

Nancy Sharp filed a complaint, alleging that the language on the ballot of a Board of Education referendum that took place on Feb. 17, 2011 was confusing and ambiguous and differed from the language used in newspapers and other publications.

The State Elections Enforcement Commission found that the language used in the text of the referendum was consistent with that published in other material.

“The form of the referendum question,” wrote the State Elections Enforcement (see LEGAL page 12)

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CABE Search Services Jacqueline Jacoby, Ed.D., Senior Associate, CABE P.O. Box 290252 • Wethersfield, CT 06109 • 860-539-7594 www.cabe.org/support An Equal Opportunity Employer

For additional information about this attractive position and how to apply, go to www.hyasearcy.com.

Screening is immediate and ongoing.

12

The Journal – Connecticut Association of Boards of Education/June

2012

Save the Date - October 2nd

CTCEF’s 13th annual conference for education foundations Liz Stokes

President, Connecticut Consortium of Education Foundations (CTCEF)

The Connecticut Consortium of Education Foundations (CTCEF) will present its thirteenth annual conference for education foundations, “The Power of Education Foundations: A Strong Foundation for Vibrant Schools and Communities,” on Tuesday, October 2, from 8:00 a.m. to 2:00 p.m. at the Crowne Plaza Cromwell Hotel.

David Coleman will be the keynote speaker. He is a founding partner of Student Achievement Partners, a nonprofit that assembles educators and researchers to design actions based on evidence to improve student outcomes.

David played a leading role in developing the Common Core State Standards in math and literacy, a process that drew on the input of teachers, states, higher education, business leaders, and researchers from across the country.

He now helps lead Student Achievement Partners’ work with teachers and policymakers to achieve the promise of the Common Core State Standards. David has earned degrees in philosophy and English literature from Yale, Oxford, and Cambridge. He is a Rhodes Scholar.

Joe Erardi, Liz Stokes, John Capone, and Gary Attmore will present

their very popular special workshop, Education Foundation Fundamentals.

Note that it will provide guidance not only to foundations that are starting up, but also to foundations that are struggling.

Lori Brantner, chair of the Farmington Public School Foundation, will share Farmington’s experience in reviving its foundation.

Communication is an important topic for all education foundations. Barbara Diggs-Brown, a communication strategist with more than 25 years of communication experience, will present a workshop on Strategic Communications. Barbara specializes in strategic planning, social marketing strategies, integrated communication, and media relations.

Marti Fischer will present a workshop titled, Beyond the Grant Application: Is Your Organization Structured for Sustainable Grant Funding? Other workshops include Unraveling the Mystery of Why People Give…and What You Can Do about It; Major and Planned Giving Strategies for Education Foundations with Little or No Staff Support; and Financial Management for Your Education Foundation. David Coleman will present a workshop to follow his talk.

Ninety-two local education foundations are active in Connecticut and quite a few towns are in the process of starting a

foundation. Many school superintendents and board of education members have been instrumental in introducing the concept of education foundations to their towns and continue to work closely with the foundations after they are formed.

CTCEF encourages superintendents and board of education members from all towns to attend the conference with members of their communities.

CTCEF is a statewide non-profit organization whose mission is to facilitate the creation, growth, and effectiveness of

local education foundations in the state and was founded on the principle that community involvement is a key factor in improving schools. Local education foundations contribute resources to support public education.

Save October 2 for the conference.

Watch your mail for the conference brochure in late August or visit our Web site at www.ctcef.org and click on Conference Page. For more information, contact CTCEF president, Liz Stokes, at 203-227-9323.

Legal Issues (continued from page 11) Commission, “comported with the requirements of §9-369 by beginning with ‘shall’ and ending with a question mark.”

The commission added that “the allegations concerning the Complainant’s confusion regarding the referendum question itself do not allege a violation of the law.”

Sharp also complained that there were no posters with explanatory text at the polling places. C.G.S. §9-369b(b) provides, “For any referendum called for by a regional school district, the regional board of education shall authorize the preparation and printing of concise explanatory texts of proposals or questions

approved for submission to the electors of a municipality at a referendum.”

Apparently, the municipal clerk or the board of education’s secretary are designated to prepare the explanatory text, and the board of selectmen or municipal legislative body are allowed to authorize explanatory text.

The State Elections Enforcement Commission observed that in the future the board of education’s secretary can prepare the explanatory text, subject to approval by the board of education’s legal counsel, and provide explanatory posters to the municipal clerk to post prior to the referendum.

Connecticut Law Tribune, May 7, 2012

CABE’s Model Student and Parent/Guardian Handbook 2011-2012 Available on CD with accompanying hard copy!

Check out the advantages of the Handbook on a CD:

4 4 4 4 4

FREES up staff’s time — no need for staff to do the research.

All essential legal areas are covered. Provides listing of mandatory, recommended and optional topics for a handbook.

Contains information that meets requirements for student and parent notification.

References are made to appropriate existing policies, as well as to Connecticut General Statutes.

Modify the material on the diskette to fit your school district’s needs.

Major additions added this year are: advanced placement courses, student support services, online course credit, computer resources and telecommunication devices.

Plus many other changes that will bring your handbook up-to-date.

The handbook is available to member districts for $200, plus $20 for additional copies of the CD. The cost to nonmember boards is $500, plus $40 per extra CD. To order, please go to the CABE website www.cabe.org/page.cfm?p=773.

13

The Journal – Connecticut Association of Boards of Education/June 2012

CABE and Baldwin Media: Partners in Managing Communications

The

Media Message

from Ann Baldwin, Baldwin Media Marketing, LLC

Preparing for the often-feared media interview Many people get nervous about doing presentations for their jobs; others get equally nervous about having to talk with the reporters and granting interviews, but with proper preparation, interviews do not have to be so nerve-wracking.

Before participating in any interview with the media, there are some basic steps you should follow to help ensure that everything goes smoothly and you are able to get the appropriate message out.

Find out as much as you can about the reporter/interviewer and the publication / program you’ll be appearing on, including:  Whether the reporter/program has done anything on this topic in the past;  What kind of stories does the reporter

usually cover? Check the publication/ program’s website for previous stories by the reporter. Remember to look up past editorials too;  Listen/watch the program a couple of days beforehand so you are familiar with the interviewer’s style; and  Find out who else is being interviewed for this story.

Send background materials to the reporter conducting the interview or the producer setting it up, including:  Facts and background information about the issue you are going to discuss;  Information on yourself and your organization  Relevant news clips on the issue.

Education Hall of Fame

Attending the induction ceremony were: Robert Rader, Executive Director, CABE; Mary Broderick, NSBA Past President; Inductees John Prins and Faith McCarthy; Patrice McCarthy, Deputy Director/General Counsel, CABE; Lydia Tedone (Simsbury) President, CABE; and Richard Murray (Killingly) First Vice President, CABE.

Does your community have an Education Hall of Fame?

Several CABE officers and staff recently had the honor of attending the 15th Annual Branford Education Hall of Fame induction. Included in this year’s class of inductees were John Prins, a member of the Branford Board of Education and the CABE Board of Directors, and Faith McCarthy, a retired foreign language teacher (and my mother). The ten individuals honored were selected from more than one hundred nominees.

The evening was a true celebration of education. Former students and colleagues of the honorees, family and community members were in attendance.

The biographical background of each inductee was read, and then the inductee had the opportunity to address the 300 attendees. While the Branford Hall of Fame does not have an actual building, the names of inductees are inscribed on a book plate in the library books donated each year to the Branford public school libraries. Approximately 890 books have been donated to school libraries, creating a learning-based Hall of Fame in the schools.

Since its creation in 1998, the Educa-

tion Hall of Fame has broadly defined the term “education” and has recognized individuals whose work has enhanced, expanded and facilitated learning. The Hall of Fame has honored teachers and public school administrators, and it has also inducted others from the community, such as Janice Gruendel, children’s advocate and Timothy Blackstone, who gave Branford the Blackstone Library.

Local business and individual contributions defray the costs, and the event is run by a hardworking group of volunteers.

The volunteers handle everything from the initial solicitation of nominees, the selection meeting, publicity and the celebratory induction and dinner.

This evening was a wonderful opportunity to celebrate education in the community and those who have contributed to it, both in the past and present. Many communities have an Athletic Hall of Fame, but the Education Hall of Fame seems to be less prevalent. If your community does not have an Education Hall of Fame, you might consider working with your local education foundation or other groups to create one.

Patrice A. McCarthy Deputy Director and General Counsel

Lastly, remember to:  Prepare talking points on the issue you will be discussing. Speaking from talking points will make you feel more comfortable and allows you to have concise answers on difficult or complicated issues.  Anticipate difficult questions that may come up and prepare possible answers.  Confirm the time, date and location of the interview in advance. Be on time!  Find out when the interview will be published or broadcast and get copy of the final piece. This way you can find out what the public saw or heard, particularly if your interview was edited, and you can also evaluate your performance in the interview.

Special Considerations for Television and Radio Interviews Television and radio appearances are very effective ways to generate public awareness and to get your perspective out to your target audience. Since TV and radio interviews are often “live” and since the broadcast medium requires stories to be much shorter than those in print, there are some special considerations for

broadcast interviews.  Watch or listen to a couple of recent programs so you can become familiar with the interviewer’s style.  Anticipate what questions may be asked and prepare your answer in “sound bites”, which is a 10-30 second response. Time is limited, so you must give succinct answers – practice making the point you want to make first and then elaborate.  Review relevant facts, statistics, and specific anecdotes and examples so you will be prepared to strongly support your message.  Get to the studio early to meet the interviewer before the program begins.

Decide how you will address each other – formerly of by first names (first names usually make you feel more comfortable and result in a more relaxed environment.)  Most hosts will tell you not to look directly at the camera, and instead to look at the interviewer as if you were conversing with him/her.  For television: Physical appearance is key! Steer clear of loud prints and stick to solid colors, with the exception of white. Also assume that you will be seen on camera from head to toe.

Running a district is hard Lighten your load with an updated policy manual

You need an up-to-date policy manual to run your district effectively. CABE can help. Our policy specialists will assist in updating your manual, ensuring your district’s policies are current and up-to-date with the Connecticut statutes.

Call Vincent Mustaro, Senior Staff Associate for Policy Service (860) 571-7446 or (800) 317-0033 to begin updating your manual today.

14

The Journal – Connecticut Association of Boards of Education/June 2012

Need to do more on civic engagement (continued from page 1) ber of 2011. It found that Connecticut overall has a slightly higher than average level of civic engagement but important Denise Merrill disparities do exist and they need to be addressed. For example, only 6.5% of people with annual incomes under $35,000 are likely to visit or contact a public official.

Also in 2011, I convened an Election Performance Task Force. Members of the task force included state and local elections officials, representatives of municipal government, voting advocates, and academics. One of the goals of the task force was to find ways to increase voter participation among young people.

Young people traditionally turn out to vote at a lower rate than older generations, though information from recent elections shows an increase in this demographic’s turnout at the national level. In 2004, 4.3 million more voters age 18-29 went to the polls than in 2000.

In 2006, turnout grew by almost 2 million when compared to the 2002 election.

This age group represents more than one fifth of the electorate. It is also more diverse than the rest of the electorate, with 17% identifying as Hispanic, 15% as African American and 4% as Asian. In 2008, there were 6.5 million more voters in this age group than in 2004.

More Needs to be Done Still, there is work to be done, particularly in Connecticut. While youths represent 21% of the national population, they only represented 17% of voters in 2008.

My office examined turnout in the 2011 municipal elections, and found that in Connecticut, the disparity is far worse.

While people aged 18-24 make up 9% of Connecticut’s population, they represented only 2.7% of voters in the towns that reported their figures to our office.

One thing that is well documented is that if you can engage young people early, they are more likely to stay civically engaged throughout their lives. When I was in the Connecticut House of Representatives, I helped to make civics education a required part of the high school learning experience.

I know there is more we can do right now, such as maximizing the efficacy of our teachers by putting the tools and resources they need right at their fingertips and in one place.

The Connecticut Election Project I started the Connecticut Election Project to do just that. I asked educators and others interested in civic involvement to form a curriculum to bring the 2012 elections into the classroom. This nonpartisan program is for teachers of grades 4 through 12. While content includes materials meant for history and political science classes, we have developed this curriculum with teachers of various subjects in mind, including English, literature, geography and math.

There will be a series of webinars throughout the summer to introduce teachers to the materials, as well as student webinars in the fall. Materials will be available on the Secretary of the State’s website, and an in-person student conference will take place in Hartford as the November election draws nearer.

Presidential elections boast the highest turnout numbers because the country as a whole is caught up in the same race.

There is more widespread media coverage in presidential years than in others, and just about everyone has an opinion on what is going on in these elections – even those who don’t participate.

When so many people across the nation are tuned into civic issues, we must leverage this attention into a powerful classroom experience in our public

schools – one that is not so much a history lesson but that is actually playing itself out in real time every day.

Board members: Take time to focus on elections As members of the board of education, you play a critical role in your community.

Each one of you is a leader and a policy maker in our public schools. You know what a critical role you play in the academic success of today’s students.

By taking the time to focus on this historic election in your school district, you are showing your teachers and students how important it is to be a knowledgeable, involved member of our community now and in the future. Please take the time to share this resource with the administrators and teachers in your district.

Please visit www.ct.gov/sots for more information on the Connecticut Election Project. Finally, I would like to express my gratitude for the dedication of the individuals who make up Connecticut’s Boards of Education. Public service in any fashion is a noble profession, and this is especially true when it is in the name of shaping the future of today’s young people.

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.

An exciting feature designed for use by committees, in addtion to boards of education, was recently added to CABEMeeting. Now all your board work and committee information is conveniently located in one place!

Is CABEMeeting for you?

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

• Do you want to save your district money?

• Do you want to utilize technology to enable staff to be more efficient?

• Do you want to focus more of your human and financial resources on increasing student achievement in your district?

• Do you want to enhance communication with your community?

• Do you want to model the methods that should be used to infuse technology in your schools?

If you answered “yes” to at least one of the above questions, read on. CABEMeeting can help you!

Learn more:

Take a few minutes and go to http://www.cabe.org/ page.cfm?p=158 to complete our CABEMeeting cost analysis worksheet (located at the bottom of the page) and see how much your district can save in one year. Districts can save thousands of dollars each year by using CABE-Meeting.

For more information or to schedule a demonstration for your board, call Lisa Steimer at 800-317-0033 or 860-571-7446 or email lsteimer@cabe.org.

The Journal – Connecticut Association of Boards of Education/June 2012

Does you policy manual look like this?

Then you are the perfect candidate for the CABE Customized Policy Service!

CABE’s Customized Policy Service tailors a policy manual for a subscribing board of education that reflects the specific needs and priorities of that community.

The service includes: • Review and analysis of existing policies for relevancy and compliance with federal and state statutes and regulations.

•

• •

Review of current contracts and student and personnel handbooks for explicit and implied policies.

On-site consultation for school board members and school administrators by CABE staff.

Update of existing policies

NSBA Delegate Assembly, conference and school law seminar Connecticut attorneys and CABE staff played significant roles in presenting numerous workshops during the 2012 NSBA Annual Conference and Council of School Attorneys School Law Seminar.

Anne Littlefield of Shipman & Goodwin joined with Sonja Trainor of NSBA to present a workshop on “School District Liability for Peer Bullying and Harassment”. Fred Dorsey, Siegel, O’Connor, O’Donnell & Beck and Dan Murphy of Kainen, Escalera & McHale presented a session on “First Amendment Issues in the Use of School Facilities by Religious Groups”.

At the NSBA Council of School Attorneys business meeting, Anne Littlefield was elected to the Board of Directors, and Patrice McCarthy assumed the position of Immediate Past Chairman.

During the NSBA Conference, Bob Rader, Patrice McCarthy and Kelly Moyher delivered a workshop “Ten Practices to Avoid Liability” and Bob presented at the workshop “Becoming a High Functioning School Board”.

Lisa Steimer, CABE Senior Staff Associate presented on “21st Century Board Meetings”, featuring CABE’s E-

Meeting.

At the Delegate Assembly, CABE was represented by Lydia Tedone, Richard Murray, Beverly Washington, Ann Gruenberg and Don Blevins. Several resolutions proposed by Connecticut were adopted, including amendments to the Individuals with Disabilities Act and the reauthorization of the Elementary and Secondary Education Act (ESEA) to provide greater flexibility to states and school districts.

A resolution calling for full funding of Title I and IDEA was also adopted.

Delegates also supported efforts to develop and implement educator evaluation systems that include student performance.

Patrice A. McCarthy Deputy Director and General Counsel

SAVE THE DATE April 13-15, 2013 NSBA Conference San Diego, California

•

Legal referencing of policies: - Connecticut and U.S. statutes - Federal/state court decisions

•

Development of needed policies and regulations.

•

Use of CABE Codification System

•

Printing of policies and arrangement in manual.

•

Manual on CD

Fee is based on school district enrollment. For more information contact Vincent Mustaro at CABE

15

16

The Journal – Connecticut Association of Boards of Education/June 2012

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