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Students: Undervalued partners in education process Jefferson Wilkes High School Student, Simsbury High School
For the past 12 years I have lived in a world created by educators, parents, administrators, and legislators. As the many other seniors in the state and I prepare to graduate and begin our own lives, we have a chance to look back and evaluate the world in which we have been raised, the world created to prepare us for adult life. I have been making this evaluation for most of this year, as I have been lucky enough to sit as a Student Representative
on Simsbury’s Board of Education. The experiences I have had as a Student Representative have been some of my most valuable in high school. What I have learned on the Board, at the Capitol on A Day on the Hill, and at the CABE/CAPSS Convention have not only given me insight into the educational framework of our state, but have influenced the way I will live the rest of my life. However, in the time I have left as a See STUDENTS page 8
Congratulations: Mary Broderick and Patrice McCarthy Patrice A. McCarthy
Robert Rader
Deputy Director and General Counsel, CABE
Executive Director, CABE
Mary Broderick was honored during the National School Boards Association Delegate Assembly for her years of service at the state and national level. She received an official statement from Governor Dannel P. Malloy which read “On behalf of the state of Connecticut, I, Dannel P. Malloy, Governor, take great pleasure in recognizing Mary Broderick on your commitment to education. As a member of the board of education, LEARN Board of Directors, President of the Connecticut Association of Boards of Education and President of the National School Boards Association, you have dedicated over 22 years See MARY page 9
CABE Deputy Director and General Counsel Patrice A. McCarthy turned over her gavel, ending her year as Chairman of the National School Boards Association’s Council of School Attorneys (COSA) at the NSBA Annual Conference held in Boston, MA. COSA represents thousands of state school boards association and private attorneys involved in education law across the country. Patrice was the first Connecticut attorney ever elected chairman of this important organization. Patrice has been with CABE for 29 years and has provided legal advice to See PATRICE page 9
Jefferson Wilkes (Simsbury student), leading a panel discussion on bullying in the schools with students from other Connecticut districts, at the 2012 CABE Day on the Hill in March.
Get familiar with Virtual Learning Chris Seymour, Reporter, CABE These days, technology has penetrated every facet of our lives, and as we move closer and closer towards a more digital society (and by extension, a digital education/classroom), online learning is a topic that educators and school board members will need to keep up on. Gretchen Hayden, Director of the CT Virtual Learning (CVL) Center – which offers online supplemental courses to Connecticut high school and home schooled students as a complement and as an alternative to traditional courses – said many school systems don’t even know the resources that are available to them via the state agency. “I think there are a lot of people in Connecticut districts across the state that just don’t have enough information – they don’t know what’s available. We are here to serve Connecticut; we provide a lot of service,� said Hayden – also the Director of the CT Adult Virtual High School and Director of Business and Partnership Programs for the CT Distance Learning Consortium – of CVL. The Newington-based CVL Center has a variety of options for the diverse needs of the state’s high school students, according to its website. These include credit recovery and full high school courses, available on a flexible enrollment basis, as well as Advanced Placement and
world languages with fixed start and end dates. In addition, all CVL courses are taught by Connecticut certified teachers. “We have Connecticut certified teachers available at no additional cost to the student and they get an online course with a learning management system, course curriculum that’s aligned with not just Connecticut standards but national standards and our new updates will be aligned with Common Core State Standards as well,� explained Hayden. Hayden herself is even available for See VIRTUAL page 11
INSIDE THIS EDITION Presidents commentary ....................... 2 Executive Director commentary ......... 3 2012 CABE/CAPSS Convention news ............................... 4 Nutmeg Board deals with graduation speech ............................. 5 Civility on school property ................. 6 Solar savings ....................................... 7 American values ................................. 8 CABE working for YOU .................. 10 Virtual learning ................................. 11 Media Message ................................. 13 Book Review: Race for Relevance ......................... 15 Letter to the Editor ............................ 15
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The Journal – Connecticut Association of Boards of Education/May 2012 PRESIDENT COMMENTARY
NSBA 2012 leads the way forward As I drove to Boston to attend the recent National School Boards Association (NSBA) Conference, I was filled with anticipation of a new dawn in public education. The Conference theme was “A Better Tomorrow ... STARTS TODAY.” I anticipated bringing home fresh ideas, best practices and strategies to prepare my schools for a brighter future. Boston is the birthplace of public education in this country, with Boston Latin School founded in 1635. A statue in front of the State Capitol honors Horace Mann, the “Father of Public Education”. Commitment to public education led to the declaration that “schoolmasters shall equally and impartially receive and instruct while not refusing any who have Right and Interest in School.” Guiding principles such as these evolved into the idea of free public education for all. One of Boston’s most famous sons, John Adams, once said, “The whole people must take upon themselves the education of the whole people and be willing to bear the expense of it. There should not be a district of one square mile, without a school in it, not founded by a charitable individual, but maintained at the public expense or the people themselves.” As I entered the Convention Center on my way to a workshop, I thought about learning environments, opportunities and how to improve student achievement in my district and in my state. I was part of a group of 5,000 school leaders and administrators, including a record number of 80 in our Connecticut delegation. Topics, sessions and workshops included educational issues from a national perspective, federal legislation, technology innovation and how to maximize resources while improving student performance; all critical challenges facing school boards today, while keeping continued emphasis on strengthening public education nationally. Like the rest of us, NSBA is an organization facing major change. The search process for a new Executive Director is underway as Anne Bryant retires. A committee is being established to assist in the course of a “new direction” for the Association. NSBA is repeatedly asking the Federation of State School Board Associations, “How can we best serve you and your membership?” NSBA serves its members proudly, by providing motivation through speakers with big ideas like Saul
Kahn, founder of Kahn Academy, by sharpening my skills and strengthening my board with essential training, by focusing on taking initiative and making progress through leadership development or by facing today’s challenges with innovative solutions. The things I learned in my trip to Boston will help me better serve the Lydia Tedone children in my community and my state. This professional development opportunity provided me with new skills, knowledge and motivation to do better. On a personal note, I would like to congratulate and thank Mary Broderick, former board of education member and Past-President of CABE as she concludes her year of Presidency of NSBA. Her commitment to excellence in public education was demonstrated in her leadership, and was carried through in all she did. She sets a great example for the rest of us to do better. Upon returning home, I reflected on the NSBA Conference and concluded whether it is 1635 or 2012, We have the capacity to offer the best education for ALL students. What was “started today will make a better tomorrow.” Now is the time to consider how your board can provide such rich educational experiences for your board members in the year 2013, when NSBA visits San Diego. I hope you can join me there.
Thank you to the sponsors of our Networking Reception for Mary Broderick William Caspar Graustein Memorial Fund Shipman & Goodwin Siegel, O’Connor, O’Donnell & Beck Berchem, Moses & Devlin CREC LEARN O&G Industries Sullivan, Schoen, Campane & Connon Vantis Life Insurance DATTCO
Condolences Thelma Dickerson
CABE Deputy Director and General Counsel Patrice A. McCarthy participated in a panel discussion about diversity in education.
Thelma Dickerson, who served on the Hartford Board of Education for 17 years as well as on the CABE Board of Directors, died recently. After her retirement as an educator for the Hartford public schools, she founded the Jumoke Academy Charter School in 1997. She was an advocate of lifelong learning, and believed that everyone should have equal access to a quality education. CABE extends sympathy to Hartford and Thelma’s family. Patrice A. McCarthy Deputy Director and General Counsel, CABE
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 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/April 2012 EXECUTIVE DIRECTOR COMMENTARY
As we approach the end of the session . . . This editorial was written well before the May 9th final day of the Legislative Session, so I can’t comment on the outcome. But, I do want to comment on an issue that cropped up during the Session and what we can look forward to in the future. First, I’d like to take you “behind the scenes” to give you a good understanding of how we became a member of the “Big Six” Partnership, along with CAPSS, the Connecticut Association of Schools (representing principals), the Connecticut Business and Industry Association, the new Connecticut Council for Education Reform and ConnCAN. Before the Session began and the Governor sent what would become SB 24 to the Legislature, the six organizations met and decided to support change that was aimed at raising student achievement and closing the achievement gap. We put a Statement together and did press conferences on February 14th and then April 4th after the Education Committee reported the substitute bill out. We asked the Legislature to address these issues of common concern, focusing on SB 24. As the Legislature began to study the bill, we worked with the other partners to explain our concerns, meeting with legislative leaders, members of the Education Committee and others. There are provisions in the original SB 24 with which we did not agree (some examples: using a “stick” approach with small districts to encourage them to consolidate; giving $1000 in district money to charter schools for each of the districts children enrolled in the charter school; lack of training as a prerequisite for any takeover of a school district). We continued to speak with legislators on those issues separately from our involvement in the “Big Six”. Let me be clear that we worked with the group on issues on which we all agreed. In no way did we imply that we were changing any of our positions on issues on which we disagree. Nor does
becoming a member of the Partnership require any change of a group’s policies or positions.
No one asked us to, anyhow… I am proud of the work we have done in this Partnership. We have based our involvement on longstanding CABE positions and, with those as our “anchor”, we were able to have a stronger voice at the Capital and more access than ever before. For the first time in my memory, the Governor and our Partnership have led the discussion on some of our bed-
this than the State Board and State Department of Education (SDE) had originally expected. Among the important tasks Barbara Beaudin (who recently retired from SDE) mentioned that districts will have to tackle: • establishing a new curriculum aligned to the new standards, by grade or grade span, subject; • informing and involving teachers; • purposing instructional materials and purchasing new materials, as needed; • designing formative assessments and data/monitoring teams; • providing professional development
“In no way did we imply that we were changing any of our positions on issues on which we disagree.” rock positions, even controversial ones like 5-year renewable tenure, that have not even been discussed before. I also want to mention the work of Patrice McCarthy and Sheila McKay, with the help of Gail Heath, and several board members, to speak with legislators and explain our positions. Patrice, President Lydia Tedone and I also met with editorial boards as we do every year, but these meetings were more focused than usual — and we even met with some of them twice as the Session continued to progress. We had never done this before.
Implementation of the Common Core, Secondary School Reform Second, there are other issues that Board members and superintendents as well as CABE need to examine. For example, I hope you saw Chris Seymour’s article on the first page of the April Journal laying out our concerns about implementation of the Common Core. We have heard from districts that it is taking much more time and effort to do
for English Language Arts and math teachers and across other content areas for application; • incorporating the implementation of the Common Core in teacher and principal evaluations; and • informing parents, business leaders, policymakers, pre-school teachers and other early childhood constituent groups about the importance of the standards and expected outcomes of the new assessment system. So, rather than the 10-15 percent of changes that were expected, the list above is a big task for any school district. Along with these changes will be any professional development needed by administrators and teachers in regard to evaluation of teachers and principals. And, in the next month, we should have a better understanding of the potential costs as subgroups of the Performance Evaluation Assessment Council examine implementation of PEAC’s original framework. So, add those costs to the expenses that will be incurred as we begin to implement secondary school reform. Every district will be affected.
Robert Rader
We hope the Legislature will recognize these costs as it focuses on ECS in the next year. There is little appetite in local communities for budget increases above the rate of inflation, so other activities, programs or services, in addition to personnel, may have to be cut. As the State requires much more of districts, we hope they recognize the need for comparable increases in ECS.
Board and Superintendent Focus So, as the 2012 Regular Session of the Legislature ends, here are three things boards and superintendents should focus upon: • implementation of the Common Core, secondary school reform; • examination of CAPSS’ Transformation Project (NextEd) to see how its recommendations compare with what’s needed in your schools; and • self-assessment of the Board as you prepare to do the legally required annual superintendent evaluation. Most districts do both towards the end of the school year. Once your self-assessment is done, usually the Board begins to consider goals for the next school year. CABE also has a goal of continuous improvement. Please let us know how we can improve our services, programs and activities as we work to help you!
CABE Affiliate Members BUSINESS AFFILIATES DIAMOND MEMBER Finalsite GOLD MEMBERS
Berchem, Moses & Devlin Connecticut Business Systems Shipman & Goodwin Siegel, O'Connor, O’Donnell & Beck, P.C Sullivan, Schoen, Campane & Connon
SILVER MEMBERS Anthem Blue Cross and Blue Shield Corporate Cost Control Lindberg & Ripple Inc. Ovations Benefits Group Quisenberry Arcari Architects The Segal Company Trane BRONZE PLUS MEMBERS BL Companies Brown and Brown Fletcher Thompson Architects Friar Associates Goldstein & Peck, P.C. Kaestle Boos Associates, Inc. O & G Industries
BRONZE PLUS MEMBERS The S/L/A/M Collaborative Suisman, Shapiro, Wool, Brennan, Gray & Greenberg Whitsons School Nutrition BRONZE MEMBERS Nathaniel G. Brown, LLC Chinni & Meuser LLC Dattco Inc. Fuller & D’Angelo Architects and Planners JCJ Architecture Kainen, Escalera & McHale, P.C. The Lexington Group Muschell & Simoncelli
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/May 2012
2012 CABE/CAPSS Convention Lisa Steimer Sr. Staff Assoc. for Professional Development
Save the Date The annual CABE/CAPSS Convention will be held on Friday and Saturday, November 16-17, 2012 at the Mystic Marriott Hotel in Groton. Your Convention Committee, made up of board of education members and superintendents from across the state, has been hard at work planning this year’s Convention since January.
Workshop Offerings The CABE/CAPSS Convention Committee met on March 28 to review the workshop proposals received. Final decisions proved particularly difficult this year as many of the proposals received were very timely and of high quality. The Committee heard the recommendations of the subcommittee, comprised of two board members and two superintendents not submitting proposals of their own, charged with meeting and making recommendations to the Committee-atlarge. As usual, there was lively discussion about the proposals and after deliberation those proposals that will best meet the needs of board members and superintendents were selected. Some of the workshops selected include: • Cost Savings and Student Achieve-
ment with Online Courses and Learning Management Systems • Educating Your Community About Local Education Funding • Transgender Students: A Community Approach to Supporting a Safe School Climate • The School Board and the School Governance Council: Legal and Practical Considerations A complete list of workshop offerings will be available on the CABE website soon.
Talented Student We are still accepting entries for the Talented Student portion of the Convention. We are looking for student musical groups to open the Convention on Friday and Saturday mornings. In addition, we are looking for the work of talented students to be displayed on Friday. For more information about the Talented Student Program and an entry form, go to http://www.cabe.org/uploaded/ConventionShowcase_your_ talented_student.pdf As the Convention is further developed, details can be found on the CABE website http://www.cabe.org/page.cfm? p=408 and in future issues of the CABE Journal. We look forward to seeing you at the Convention in November!
There is still time to register Legislative Wrap-Up of the 2012 General Assembly What Happened and What Are the Implications for Your School District? Plan to attend this CABE briefing on new laws, regulations, administrative activities and court decisions that will require action by your local or regional school district.
To be discussed: • SB 24 - An Act Concerning Education Competitiveness What Was Proposed and What Was Adopted • Education Funding State and Federal
Who should attend Board Members Superintendents Principals Assistant Superintendents Business Managers Other Administrators
By attending this workshop you will: Learn how new legislation will impact your school district Be briefed on new laws, regulations and court decisions
• “HOT” Legal Issues To register go to the CABE website: https://em.eboardsolutions.com/cabe/emembership/getregistrant.asp?E=4128
The Journal – Connecticut Association of Boards of Education/May 2012
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See You in Court – The Nutmeg Board of Education
The Nutmeg Board deals with graduation speech containing religious reference 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. It had been a long tough year in Nutmeg, but the end was in sight. Mr. Superintendent always enjoyed the graduation ceremony as he, Mr. Principal and the Board members send the graduating class from Nutmeg Memorial High School out into the wide world to make their mark. The profundity of the occasion never failed to touch Mr. Superintendent. This year, the valedictorian is Peter Pious, a straight-A student and President of the “Word,” the Bible study club at the High School. Mr. Superintendent was relieved that such an upstanding young citizen would be giving the graduation speech, because he could relax and be confident that Peter would not go off script as can sometimes happen. Mr.
Superintendent was, therefore, surprised to receive an agitated call from Ms. Principal, who was quite worried about Peter’s proposed speech. “He is going to talk about God,” she told Mr. Superintendent in a rush. “What in heaven are we going to do?” Mr. Superintendent told Ms. Principal to calm down and to tell him exactly what Peter plans to say. “Well,” she began, “Peter wants to tell the audience about how the Scriptures have defined his life and given him guidance. He wants to read his favorite passages, and he wants to lead the congregation, I mean audience, in a non-denominational prayer. Oh. My. God. What are we going to do?” Now it was Mr. Superintendent’s turn to get upset. “A prayer. We can’t permit that! I will be there momentarily.” Mr. Superintendent jumped into his car and drove right over to Nutmeg Memorial High. When he got to Ms. Principal’s office, he suggested that he and she meet with Peter and talk him out of his planned talk. Ms. Principal wondered out loud whether they should invite Peter’s parents to the meeting, but Mr. Superintendent insisted that they talk with Peter right
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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
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away. They sent for Peter, and waited impatiently for him to arrive. One would think that being called out of class to meet with the Principal and Superintendent would have been intimidating. But Peter was serene, even blissful, as he listened quietly as Mr. Superintendent explained that they could not have Peter talking about God in a public school graduation ceremony. When Mr. Superintendent finished,
prohibited because, it was feared, students could mistakenly perceive permitting such clubs to be state support for religion. However, in 1990, the United States Supreme Court affirmed the Equal Access Act (thus permitting Bible study clubs), and since that time there has been a gradual shift toward greater tolerance of student religious activity. This change applies only to students. School officials must avoid taking action
“ . . . students are generally free to express their religious views in the school setting, as a matter of both freedom of religion and freedom of speech.” Peter responded politely, but with steely resolve. “God is my Guide, and He has inspired me with His Grace. I will be giving the speech as I described to Ms. Principal. I hope and pray that you will not create an ugly confrontation.” With that, Peter stood up and left the office without another word. “We are between a rock and a hard place,” said Mr. Superintendent to Ms. Principal. “I have been doing this long enough to smell a lawsuit if we don’t let Peter give his speech. And I smell a different lawsuit if we do. Would it be inappropriate for us to do a little praying for guidance ourselves?” Mr. Superintendent and Ms. Principal must pick their poison. What do you suggest they do? Shall they allow the speech as Peter proposed or prohibit it? Actually, neither is the right answer. If the Nutmeg Public Schools have created a forum for the private speech of the valedictorian, they should not prohibit Peter’s speech. But they are not powerless, and they may edit the speech. We should start with the basic principles. In relevant part, the First Amendment provides that “Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof,” and this provision, as applied to the states through the Fourteenth Amendment, requires that school officials be neutral in matters of religion. When courts look to see if government actions conform to this principle, they often apply the three-part test announced in Lemon v. Kurzman (U.S. 1971): (1) is there a secular purpose for the government’s action, (2) does that action neither advance nor inhibit religion, and (3) does that action avoid excessive entanglement with religion. When these three questions can be answered in the affirmative, the action will be considered permissible under the First Amendment. Often the analysis will focus on whether the action advances or inhibits religion, and over the years there has been a shift in what that means. In the 1960s and 1970s, the courts were leery of any reference to religion in the public schools. Bible study clubs, for example, were
that would be perceived as supporting religion. For example, twenty years ago the Court ruled that public high school administrators in Rhode Island violated the First Amendment when they invited clergymen to give “non-denominational” benedictions at graduation ceremonies because their actions promoted religious activities. By contrast, students are generally free to express their religious views in the school setting, as a matter of both freedom of religion and freedom of speech. Here, we presume that the practice is to give the valedictorian of Nutmeg Memorial High School freedom to choose the topic for his graduation speech. If that is the case, it is hostile to religion to single out talk about religion for prohibition. That said, school officials can and should reserve editorial control over graduation speeches. The topic and language used must be appropriate to the event. Students are not free to swear or talk about drugs or alcohol. School officials can demand to see a copy of the speech in advance, and many administrators have a cut-off switch at the ready, just in case a student goes off script. Here, Peter wants to talk about his religious beliefs, and he may do so. But school officials can insist that he do so in a manner consistent with the celebratory nature of the graduation ceremony. Comments that make the audience uncomfortable (e.g., eternal damnation) need not be tolerated. Moreover, prayer is more than speech, and school officials can and must tell Peter that he may not lead the audience in a prayer. The key in such matters is to remember that students have the right to talk about their religious beliefs, and school officials may not categorically keep such speech out of the school setting. However, school officials remain able to assert editorial control over religious speech in the same manner as any other student speech. Attorney Thomas B. Mooney is a partner in the Hartford law firm of Shipman & Goodwin who works frequently with boards of education. Mooney is a regular contributor to the CABE Journal.
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The Journal – Connecticut Association of Boards of Education/May 2012
The Policy Corner
Vincent A. Mustaro Senior Staff Associate for Policy Service, CABE
Civility on School Property: Needed Policy Direction Much attention has been given to the topic of bullying. School districts need to work harder on improving the social climate within our schools. Policies in a number of areas, in addition to bullying, impact the issue of achieving the desired moral and ethical climate desired in our schools. These additional areas include the topics of Nondiscrimination, Suspension and Expulsion, Conduct, Violent and Aggressive Behavior, Sexual Harassment, Racial Harassment, Peer Sexual Harassment, and Equal Educational Opportunity. Samples of these policies are available upon request from CABE. `In today’s society there is an increasingly common “in-your-face” model of dealing with conflict. The media and popular culture seem to exemplify the angry argument as the model of communication. However, it is possible for people to disagree but to do it civilly. This could enhance the safe, nurturing culture in the school environment. Therefore, it is appropriate that school
districts consider a policy pertaining to civility that provides ground rules for communication among teachers, parents and students. School districts are now required to prepare a safe school climate plan pertaining to the elimination of bullying behavior in the school setting through the overall improvement of school climate. As an extension of this effort and as part of the effort to improve school climate, boards may want to consider a policy pertaining to civility. Safety policies and plans are designed to respond to crisis situations involving violent behavior or natural emergencies. Incidents also occur in schools which involve parents or other members of the community that do not rise to the level of behavior requiring the activation of the district’s or school’s safety or crisis management plan. Such behavior, however, may involve hostile and/or aggressive actions. A board of education has every right to expect civility, respect, and orderly conduct among all individuals on school
property or at school events. A powerful example is set for the student population when the district indicates that it expects mutual respect, civility and orderly conduct from the adults with whom the district interacts. A civility policy may be used as a preventative measure to stop or curb incidents of violent or hostile behavior by adults before they become a problem. Such a policy could apply to both school employees and to adult patrons of the school community. In addition, boards of education, through their actions, should be role models of the desired behavior. Board bylaws related to methods of operation will help ensure the appropriate orderly conduct. The premise of such a policy is that schools must be safe, and even when people disagree, they can do so with an air of civility to each other. This is an important message for the students in our schools, especially in light of the current political climate in our nation. All too often in schools we see examples of loud disruptive behavior by adults and verbally abusive attacks directed toward school administrators, teachers and staff. Such incidents impact staff morale. Therefore, the purpose of a civility policy is to promote mutual respect, civility and orderly conduct among district employees, parents and the public. Moreover, through such a policy the board encourages positive communication and discourages violative, hostile or aggressive actions. School boards, through CGS 10-221, are given the authority to “prescribe rules for the management, studies, classification and discipline of the public schools.”
Policy Implications Policy #1316, “Conduct on School Property,” pertains to this topic of civility on school property. This policy has been one of CABE’s sample policies since the time former Commissioner of Education Theodore Sergi requested school districts to work harder on improving the social climate within our schools, over a decade ago. The policy has been updated. In addition, new models have been prepared. A related policy, #6142.11, “Human Relations Education,” also pertains to this issue.
The same statute indicates that boards of education have the responsibility for the care, maintenance, and operation of buildings, lands, apparatus and other property used for school purposes. Members of the public are subject to the reasonable rules and policies of the board while in attendance at school events and in and on school facilities. It is reasonable for a school board to ask its employees and patrons to act civilly toward each other when discussing education concerns. The primary function of the schools is to educate the children. An effective way to perform this vital function is in an environment free of and from interference with teaching the students. Civility is part of that education; it should be practiced by and expected from school employees and members of the community.
Education Press Conference
Robert Rader, Executive Director, CABE; Patrice A. McCarthy, Deputy Director and General Counsel, CABE; Karissa Niehoff, Executive Director, CAS; Joseph Cirasuolo, Executive Director, CAPSS; and Lydia Tedone (Simsbury), CABE President speaking at a “Big 6” press conference on issues of joint support in the education reform legislation.
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The Journal – Connecticut Association of Boards of Education/May 2012
Solar Savings How Connecticut schools can finance lower-cost energy options Bill Ricco Project Developer, Borrego Solar
In most districts across the U.S., energy is ranked one of the largest single operating expenses. It also happens to be one of the most manageable. That’s why schools in Connecticut are making solar their number one priority in trying to cut energy costs during this slow economic recovery. With physical assets that lend themselves well to solar power generation, schools with unoccupied rooftop spaces, surplus lands, open parking lots and common spaces are finding solar photovoltaics to be the ideal technology to lower energy costs and provide budget relief. That being said, the up-front cost to procure solar equipment and design and install a solar energy system can constitute an insurmountable barrier to entry. That’s why superintendents are turning towards their Boards of Education for the necessary approval to leverage one of a handful of available financing mechanisms to purchase a solar power installation on their campuses with minimal financial outlay and risk.
Power Purchase Agreements Power purchase agreements, or PPAs, have become an industry standard for solar financing. Under a PPA, a for-profit, third-party entity purchases and installs a solar array, and sells the power it generates back to the school at a predetermined reduced rate. PPAs carry a number of inherent benefits. First and foremost, because the third-party partner bears all of the equipment and installation costs, the arrangement allows the school to begin receiving solar power and realizing savings on day one with zero up-front cost. Also, because schools, as tax-exempt entities, are not able to enjoy the tax
credits and incentives offered for solar energy, engaging in a PPA allows the third-party partner to capture the value of those state and federal subsidies and pass them on to the school as valuable savings that would have otherwise been forfeited. Moreover, because schools are contracting to purchase power at below-grid rates during the length of the PPA term (usually 20 years), schools can avoid the average 4 percent annual utility rate increases and accurately forecast their energy costs for decades.
General Obligation Bonds General Obligation (G.O.) bonds represent another vehicle for financing a solar installation. G.O. bonds make money available for large capital projects, and schools can incorporate the cost of a solar array in the scope of work performed under a G.O. bond. As with a PPA, financing a solar project with a G.O. bond allows the district’s general fund to see immediate cash savings, as the district will essentially be developing a revenuegenerating solar facility that is saving money on electricity that would have otherwise been lost. Over time, the bond is then paid through the property taxes of the community members, making this an investment that a school district will eventually own without the additional cost.
Zero-Emission Renewable Energy Credits Zero-Emission Renewable Energy Credits (ZRECs) are another financing tool that, due to recent changes in Connecticut law, have seen greater utilization, covering nearly 40 percent of the system cost in some cases. While ZRECs have been actively employed in a
number of states to help drive long-term revenue for the solar system owner, they do involve some inherent uncertainty as prices are traditionally market-driven – i.e., when oversupplied, values drop and vice versa. The energy bill that Connecticut passed in June of 2011 included a requirement that utilities solicit competitive bids for long-term contracts of ZRECs. Because of these long-term contracts, project financing is much easier to secure and at more favorable rates. With the variety of financing mecha-
nisms available to schools, even in this difficult economic environment, districts that are strategic and savvy about financing solar energy can drive significant savings on their energy bills, and direct more money to the classroom. Editor’s Note: Borrego Solar has worked with the Bristow Middle School in West Hartford, taking advantage of solar power. They have also worked on solar installation at Hopkinton High and Middle School in Hopkinton, MA, the high school is pictured above.
Education reform legislation
Let us help you maximize your energy savings. CREC and DBS Energy have teamed up to help schools implement energy conservation measures. ‡ HVAC system upgrades ‡ /LJKWLQJ V\VWHP XSJUDGHV UHWURÀWV DQG FRQWUROV ‡ 3RZHU IDFWRU FRUUHFWLRQ ‡ 6RODU SKRWRYROWDLF V\VWHPV ‡ Solar thermal and geothermal systems ‡ 2QVLWH FRJHQHUDWLRQ V\VWHPV )RU DVVLVWDQFH LQ REWDLQLQJ PD[LPXP LQFHQWLYHV DQG ÀQDQFLQJ FRQWDFW &DUD +DUW DW RU FKDUW#FUHF RUJ Patrice A. McCarthy, Deputy Director and General Counsel, CABE, and NBC Connecticut’s Amanda Raus on set for a segment on the education reform bill on March 27.
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The Journal – Connecticut Association of Boards of Education/May 2012
American values Over Patriots Weekend, my son Brad and I went up to Concord, Massachusetts, where the American Revolution began. We took a two-hour bike ride with a guide who told us about what happened there. We heard not only from our guide, but also from a park ranger who ended his narrative with his opinion about how the Revolution affects how we govern
Session has been. While it has been difficult, certainly there has been no question of individuals’ right to speak. A bullhorn, a newspaper article or blog may serve as the tool of the individual. We heard and read a lot of things that were misinformation or just untrue. But, for all, there is no question about the right to have their say without
“It was the Revolution that enabled our towns and cities to have representative government, including town meetings which enable all citizens to have a voice in government.” ourselves today. It was the Revolution that enabled our towns and cities to have representative government, including town meetings which enable all citizens to have a voice in government. The British did not allow representative government. We all remember the cry, “No taxation without representation”. The Revolution allowed all of us to have a say in our towns, state and the federal government. And the People decide, for better or worse, how our taxes are spent. I was thinking about that as I reflected on how challenging this latest Legislative
censorship from the Government or anyone else. Even today, over two hundred and thirty years after our Revolution, there are many countries around the world where citizens still do not have the right to communicate openly with the other members of their communities or their countries. We have a gift here that may not look pretty at times and certainly doesn’t always lead to the results we would like. Gridlock and inability to move the system is often extremely frustrating. The influence of money in
politics is, too. But, we have the right to try to change things. We have the tools and the Bill of Rights’ freedoms to associate with those we want; to speak freely; to publish what we want; to peaceably assembly; and the right to petition the Government for a redress of grievances. It helps to remember that as we reflect on the Legislative Session. Democracy can be downright messy, but as Churchill said, it is “the worst form of government, except for all those other forms that have been tried from time to time.” I urge you to go up to Lexington and
Concord to remind you of the time before we had local municipal government, boards of education, the Federal and State Governments and the power and responsibility to speak for ourselves. It will take you back to an earlier time, that may have been simpler, but in so many ways, more difficult than today. I urge you to visit the cradle of American Democracy. It left me with a feeling of pride about what you do and what we do to help you in your local communities. Robert Rader, Executive Director, CABE
However, once it is seen as truth, the solution is to use it. A bully and his victim do not exist in a vacuum; it is the silent acceptance of the student body that causes the most damage to the victim. The
student leaders in a school must know the integral role they play in their schools well-being. They must realize that they have as much of a responsibility for the success of
Students: Undervalued partners in education process (continued f rom page 1) Representative, I feel that it is my responsibility to do more than passively experience government. Last year at A Day on the Hill, I listened to a legislator explain the new bullying laws that would finally make cyber-bullying a crime punishable by law. This is, by all accounts, a success in the war against bullying. My concern, however, is the war on bullying itself. In my time as a Student Representative, I have seen the educational system presented as a machine, well-oiled at times, while at others in need of adjustment. Data is analyzed, bar graphs are drawn, and millions of dollars are spent making sure that discrepancies in the numbers are taken care of. When a problem such as bullying emerges into public view, I have seen the government act immediately, outlawing specific acts to protect the education machine. However, this will never totally succeed, because the school environment is not a machine; it is a world, a complex society of its own. Students are not robots with blank hard drives; if one turns on another, you cannot simply program it to stop. Students are people. The issue of bullying is not only an issue of breaking the law; it is a societal issue, or at an even deeper level, a human issue. Intimidation and psychological domination, which are at the heart of bullying, have existed as long as mankind has.
This is not to say that every person has the desire to subjugate the people around him, but that throughout human history, such people have existed; the success they have had depends on the society around them. Slavery and segregation are extreme examples of institutionalized bullying; racism is an example of what remains when institutions outlaw an act but the culture of intimidation remains. Although this may seem an improvement over the previous situation, it is by no means a desirable end state. But what is the difference between this and the current situation in Connecticut? The defined act of cyber-bullying may now be punishable by law, but the motivations behind it have been left untouched. Despite their concern for students, governing agencies and school administrations have little success in solving the problem. If bullying, or more importantly the culture behind it, is to be taken seriously, it must be students who take responsibility. Racism tends to surface less in societies that actively fight it; the same is true with bullying. The social structure of a school is something largely overlooked by educators, but it is the single most significant element of the day to day reality of education. This might be hard to accept, because it is not something that can be controlled by a board or an administration.
“. . . only when educators actively promote the idea that students are equal partners in the education process will that process become complete, and the complex society we call the education system will finally have a chance at success.”
atmosphere of that student body is determined by its leaders; not just the official ones (the class presidents, the team captains, the club founders, although they certainly play a part), but the students whose peers unconsciously look to them as role models. When these leaders decide to stand up and fight the intimidation in their schools, the attitude of the school as a whole changes, and the bullies lose their power. They may not disappear, but suddenly those who were once victims are now valued in their school. This solution goes beyond simply bullying. When the student body decides to take charge of its own environment, the school as a whole will succeed. The
their education and their school as the adult officials elected for that purpose. Many students across the state have already made this realization, and changed their schools because of it. However, only when educators actively promote the idea that students are equal partners in the education process will that process become complete, and the complex society we call the education system will finally have a chance at success. Jefferson Wilkes led the student panel discussion at Day on the Hill. He is Student Representative for the Simsbury Board of Education. A senior, he will attend West Point next September.
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The Journal – Connecticut Association of Boards of Education/May 2012 Congratulations: Mary Broderick (continued from page 1) of service to the town of East Lyme, the state of Connecticut and the nation. Your many accomplishments speak to an extraordinary work ethic, dedication and commitment to your community. I applaud your years of leadership and hard work and wish you continued success”. In addition, President Lydia Tedone further honored Mary for her service. Mary was also presented with a letter from Congressman Joe Courtney, which read in part “The National School Boards Association states its mission is working with and through state associations to advocate for equity and excellence in public education through school board leadership. You have followed this mission as a member of the National School Boards Association as well the East Lyme Board of Education, LEARN Board of Directors and Regional Quality and Diversity Planning Committee. Your dedication to the quality of education across the nation has been exemplary and can be illustrated by the many state and national committees you have served on. Congratulations on an exceptional term as President of the National School Boards Association. I sincerely thank you for making a difference in the quality of education in our nation.” CABE also sponsored a networking reception in her honor. Other donors included: William Caspar Graustein Memorial Fund; Shipman & Goodwin;
Siegel, O’Connor, O’Donnell & Beck; Berchem, Moses & Devlin; CREC; LEARN; O&G Industries; Sullivan, Schoen, Campane & Connon; Vantis Life Insurance; and DATTCO.
Congratulations: Patrice McCarthy (continued from page 1) thousands of Connecticut school board members and superintendents. In addition to providing legal help to school boards, she provides direction for CABE’s Government Relations Department. As Chair of COSA, Patrice made one of her priorities increasing the engagement of younger members of the council, many of whom don’t have the opportunity to travel and meet face-to-face with other school attorneys. She urged COSA to provide more programs such as webinars, something she has pioneered at CABE. She has served on the COSA Board of Directors for 12 of the 29 years she has been a member of the national organization, and has often been a presenter at national conventions and events. In 2007, she received the NSBA Federation Member Distinguished Service Award. McCarthy has also served as treasurer and president of the Connecticut Council of School Attorneys.
People in the News Please join us in welcoming the newest member of the CABE staff, Melissa Dickinson, who is the administrative assistant for the Membership Services Department. A lifelong member of the Girl Scouts, Melissa has held a variety of administrative assistant positions that have given her the experiences to be an asset to CABE. When you are in the CABE Office, please feel free to stop by to say ‘hello’ to Melissa and introduce yourself. The Performance Evaluation Advisory Council (PEAC) has divided its work on the details of the evaluation framework that was adopted by PEAC and the State Board of Education. The subgroups on which CABE is represented are: Teachers - James Marpe (Westport) and Patrice McCarthy (CABE); Administrators - Elaine Whitney (Westport) and Bob Rader (CABE); PSP - Richard Murray (Killingly), Sheila McKay (CABE) and Ann Gruenberg (alternate) Hampton.
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
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.
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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.
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The Journal – Connecticut Association of Boards of Education/May 2012
CABE: working for YOU Individualized Workshops • Professional Development Opportunities Legal Services • Policy Services • Representing You Statewide and Nationally Below are the highlights of activities that the CABE staff has undertaken on your behalf over the last month. We did this: •
✦ By ensuring members receive the most up-to-date communications: • Provided webinar update on education legislation • Prepared Custom Policy material for Derby, Newtown, Park City Prep Charter School, Pomfret, Wallingford, Waterbury, Windsor, Windsor Locks, and Woodbridge. • Entered into an agreement with the Brooklyn Public Schools to update their existing policy manual. • Completed the development of a new policy manual for the Pomfret Public Schools.
✦ By providing services to meet members needs: • Prepared Customized policy material in order to help members meet their policy needs; custom update policy service and materials were distributed to New Fairfield, New Hartford, and Stafford. • Sent Policy Update Service publication to subscribing member districts. The topics discussed included revised FERPA regulations, revised approach to the treatment of pediculosis (head lice), children of militarily deployed parents/guardians and bring your own device/technology to schools. • Attended Connecticut Society of Association Executives’ workshop on workplace climate. • Participated in Performance
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Evaluation Advisory Council subgroups on administrators meetings. Presented at Avon Board of Education meeting on the district returning to CABE. Demonstrated CABE-Meeting for Central Office staff in Windsor. Demonstrated CABE-Meeting for interested members of the CABE Board of Directors. Trained Southington Central Office staff on how to use CABEMeeting to create meetings. Demonstrated CABE-Meeting for a committee made up of board members and central office staff looking at paperless meetings in Seymour. Facilitated Goal Setting workshop with the East Haddam Board of Education.
✦ By providing opportunities for members to learn how better govern their districts: • Provided policy information to 48 districts, one newspaper, one superintendent search service, and four out-of-state school board associations through 90 answered requests for information or sample policies, on 71 topics. The topics of greatest interest were alcohol, drugs and tobacco; bullying; work-place bullying, social networking, video surveillance, computer acceptable use policies, and security checks. • Planned and implemented successful workshop on Online Learning: Policy Implications. • Met with Coventry Board Chair and Superintendent on CABE programs, activities and services. • Attended New London Board
Lighthouse Training
Norwalk Board of Education participating in Lighthouse Training.
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meeting with State Department of Education representative to help strengthen the Board. Held and participated in CABE/ CAPSS Convention subgroup meeting on student attendees at the Convention. Facilitated workshop for the Vernon Board of Education on roles and responsibilities. Facilitated board retreat for the Bolton Board of Education. Facilitated board evaluation workshop for the Brooklyn Board of Education.
✦ By promoting public education: • Attended legal seminar presented by Shipman & Goodwin. • Presented a “Hot Topic” workshop pertaining to Virtual Schools/Online Learning. • Participated in an interview with John Dankosky on NPR’s Where We Live discussing education reform. • Answered questions about the current legal issues facing boards of education, administrator evaluations, collective bargaining non meetings, record retention, field trips, and special meeting requirements.
✦ By representing Connecticut school boards on the state or national level: • Attended Education Cost Sharing Task Force meetings. • Met with numerous legislators to discuss education legislation. • Participated in teacher evaluation subcommittee meetings of PEAC. • Participated in UConn Law School panel discussion on diversity in education. • Provided legislative updates at the CREC Council meeting. • Participated in NSBA Board of Directors conference call meetings. • Interviewed by Channel 30 TV and WTIC radio to discuss education reform legislation. • Attended State Board of Education meeting. • Participated in CCJEF nominating committee meeting. • Participated in the What Will Our Children Lose coalition discussing fiscal concerns of Connecticut school districts. • Participated in the Governor’s Prevention Partnership’s Audit Committee meeting. • Participated in New Haven Register and The Day editorial board meetings on current issues before the Legislature.
• Participated in Press Conference on “Big 6” concerns (see page 3). • Participated in meetings of Safe School Climate Resource Network, which will help provide information to school districts on bullying. • Participated in meeting of the Connecticut Coalition for Public Education. • Participated in meeting of the statewide School Governance Council Advisory Committee. • Met with Lawrence Shaefer (CAPSS) on presentations we will make to Executive Directors from around the country at the NSBA Conference and in Rhode Island to its superintendents on CAPSS’ NextEd project and the CABE response to it. • Participated in CSAE Board of Directors meeting. • Attended CAPSS Technology Committee meeting.
✦By helping school boards to increase student achievement: • Sent three issues of Policy Highlights via email covering topics that affect student achievement. These included online learning and credit recovery, virtual classrooms, online credit programs, professional development use of seclusion and restraint in schools, lunch programs, arts education and dress codes. • Met with State Program Director of Connecticut’s College Students for Education Reform. • Held CABE/CAPSS Convention workshop proposal subcommittee meeting to review and recommend workshops to be presented at the Convention. • Provided Lighthouse training for the Danbury, Killingly, Norwich, Norwalk, Shelton and Windham Boards of Education.
Mark your calendar!
June 7, 2012 1:00 - 4:00 pm Rocky Hill Marriott
Collective Bargaining Workshop
Watch your mail for more information and to register!
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The Journal – Connecticut Association of Boards of Education/May 2012
Get familiar with Virtual Learning (continued from page 1) any district that may need her expertise. “I go out and consult for absolutely no charge in any district,” she said. CVL currently has about 20 school districts that utilize its services, including Madison, Enfield, Manchester, New Britain, Newington, North Stonington, Wallingford, Wolcott and Madison. But 20 is a rather unimpressive number when there are over 160 school systems in the state. “Connecticut Virtual Learning unfortunately doesn’t have impressive enrollment numbers; I attribute it to politics and funding,” said Hayden. CVL is a self-sustaining state entity, noted Hayden. “We [the CT Distance Learning Consortium] run CT Virtual Learning; we are a State of Connecticut agency but do not receive any funding from the state for this program. It is supported completely from tuition per enrollments,” she said. “Connecticut Adult Virtual High School is a program that we also run that is for students that
are enrolled in adult education. Connecticut Adult Virtual High School is grant supported.” Douglas Casey, the Capitol Region Education Council’s (CREC) Director of Technology Services, pointed out that there are many different faces to online learning, including taking formal classes online as electives or for credit recovery; it can also include visiting a teacher’s website for homework assignments. “Really one of the big stories about online learning is that there are many different applications for online learning; for example you could have a student who really wants to expand themselves and take Mandarin Chinese,” said Casey. “Their school system might not offer it. Or [they want to take] AP Physics; their school district may not offer it,” explained Casey. “Those kids are really good candidates to take online courses— they don’t have to be limited to what’s in their school district.” Casey added that there is a perception that gifted or talented kids – who are
is recruiting for
SUPERINTENDENT OF SCHOOLS AMITY REGION 5 PUBLIC SCHOOLS MANCHESTER PUBLIC SCHOOLS OXFORD PUBLIC SCHOOLS SIMSBURY PUBLIC SCHOOLS
often familiar with technology – are the ones taking all the online courses. However, that’s not always the case. “Kids who have struggled and have been unable to pass certain classes, they’ll take classes under the category of credit recovery,” explained Casey. There’s also an aspect of online learning where districts purchase “a shell of a platform – a learning management system or LMS.” He explained, “A school system might invest in one of those platforms and then have their teachers develop courses so they’re developing the curriculum online. It comes in lots of different flavors.” In terms of teacher websites as a component of online learning, Casey noted that Glastonbury schools are “doing a really good job with that.” He explained, “They set up teacher web sites and [their Director of Educational Technology] Brian Czapla has done a great job with that. With online learning – you can do a lot with it.” Despite her enthusiasm for online learning, Hayden stressed that school systems need to be aware of “for profit profiteers” in the corporate world who are selling school systems an online learning product that she said essentially equates to an online workbook – rather
than “an instructional opportunity for a student” – because they offer no support from certified teachers. “You can take this beautiful online material and if it’s not delivered with a teacher or supplemented with classroom activities, because a lot of these materials … the majority of that work is autocorrect,” said Hayden. “Since there’s no certified teacher teaching them, they might be shortchanged in the end.” Unfortunately, according to Hayden, many a school systems have been “romanced” by these companies and then purchased their products. “Some of it’s very impressive looking; there are a lot of interactive components to that and they have the marketing dollars and the wherewithal to get in and wow people to get them buying,” noted Hayden. In addition, the state currently has no “mechanism” in place to assure that students are receiving “the level of reinforcement required to confirm they’ve actually learned something,” said Hayden. “I’m not seeing it,” she continued. “I don’t mean to be criticizing anyone – I’m just observing what’s taking place.” For more information on CT Virtual Learning, please visit www.ctvirtual learning.org or email ghayden@ctdlc.org.
Online Learning: Policy Implications Vincent A. Mustaro, Senior Staff Associate for Policy Service, CABE, discussed the challenges involved with developing and updating policies to address this new and exciting form of learning in our 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
Participants from across the State gather in the Rovins Conference Room at CABE: to review virtual learning opportunities in Connecticut; to acquire an international, national and state perspective; to understand the major issues; consider the standards to be addressed when implementing virtual learning; and study statutory language and its policy implications.
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The Journal – Connecticut Association of Boards of Education/May 2012
Broderick gives final NSBA speech Editors Note: Mary Broderick, Past President of both NSBA and CABE, gave her last General Session speech at the NSBA Convention in April in Boston. We thought that the speech was exceptional in its thoughtful content and how it expressed the fine qualities that Mary has always exhibited locally, statewide and nationally. The speech was edited for space reasons. A year ago, I stood before you in San Francisco. And now, after so many extraordinary visits with you on your home fronts, we meet again on this other coast. Mary Broderick Though I live in Connecticut, we grew up in New York, where my father instilled in each of his six children a commitment to public service and belief in the dignity of every human being. I lived here in Boston for a number of years. Four siblings and my mother now live here in MA, and my son teaches 20 minutes from here. I have a brother in NH, and a daughter and son-in-law in VT. So welcome to my home! The land between our coasts and in Hawaii and Alaska is filled with problemsolvers. They are students, educators, and board members. Through my travels this year, I have learned much about our differences and similarities, our collective hopes and dreams and frustrations. Many images still burn bright in my memory: • The faces of children in New Orleans recovery schools, concentrating fiercely, with teachers working hard to overcome the lunch bags of challenges these children carry with them – poverty, hunger, and trauma. • The Hillsborough, Florida, teachers, eagerly encouraging their children, worried that budget cuts will eliminate their jobs. • The first graders in a school in Utah, speaking and writing in French, four months into their studies with their young teacher from France. • Board members engaging students, listening to their thinking. • During my travels, I also observed brain activity in a young child with a complicated puzzle to solve. You could see the fascination and engagement on this childs face as he used trial and error to manipulate the puzzle. His brain was stimulated and he was learning. But, as soon as that little boy was told the answer, he lost interest and the brain activity stopped. You know what that looks like on the
potential and encouraged him to pursue college. After attending Cornell on an RO-T-C scholarship and serving in the marines, he taught in Trenton, then received a masters from Princeton. He eventually became a visionary superintendent. To do what is right for children, Kim, like so many others, has spent the past few years fighting for equitable school funding and against so-called “reform” policies. Kim is worried that, because federal and state policy makers dont understand motivation, we are losing our best educators – those who want to imbue in children wisdom and a broader understanding of the world. He said, “The policies are to control and reduce discretion. Teachers have responded with the same learned helplessness children exhibit . . . We need to give autonomy and discretion to teachers.” Kim himself is leaving public education, returning to Hawaii to work in private schools where he expects to cultivate wisdom and self-directed learning. How do we motivate great educators to stay in public education? I am reminded of what Vince Lombardi said to the Green Bay Packers at their first meeting: He said, “I am not remotely interested in just being good.” And he proved it with out(l. to r.) Rita Volkmann (Groton) Board Member; Robert King, Consultant, CABE; Beverly Washington (Groton) Board Member attended the networking standing teams. reception in honor of Mary Broderick. Rather races and cultures with different inclinathan focusing on compliance and actions and talents and gifts. We cannot countability, let’s focus on our great build our children to spec and expect vision. Let’s unleash potential in our consistent results! Children are not Golf staffs, inspiring them to do great things. Balls! But how can we, while the feds think I am convinced that American public their role is to regulate, direct and education remains what Ernie Boyer enforce and the local response is to called “the greatest success story in the interpret, comply, and resent? history of the world.” We have our We have to find a better balance. To challenges. Our media love to focus on that end, I have written a letter to President Obama, including advice from those. But we also work miracles every single day. many of you. You can read the whole School boards play a critical role in letter at . those successes. We know our communiI made 10 specific points: ties – our challenges, hopes, and aspira• First, We share a sense of urgency tions. Because learning is value-laden to give each and every child high and contextual, effective school boards quality experiences to allow them ensure that decision-making is as close as to develop their full potential. possible to the child/teacher relationship. • Second, Though we need some But federal and state policies are driving testing to gauge learning, we are at away many of our best and brightest. the point of damaging teaching and I talked recently with Earl Kim, hurting children. We will never be Montgomery Township, NJ superintenfirst in the world on standardized dent of schools. Kim was a struggling tests, nor is that something to which Hawaiian teenager, but a teacher saw his we should aspire. We are not a face of a child. Their whole body is in motion when problem-solving, but their eyes glaze over when we pour information into their heads. they feel powerless and disrespected. This is what we are now doing to our children… And to our teachers! We know from brain research that kids, like all of us, are wired for what they need . . . They are curious and natural problem solvers . . . the ideal skills for a very uncertain future! Yet federal policy makers and many reformers seem oblivious to brain research and motivation research. They reject the wisdom of long-term educators as they demand of our schools mindnumbing drill and practice and educational decisions made far from Johnny in the third grade. Standards have their place. Golf balls are built to spec. They need to be consistent sizes and shapes. They need to perform to specific standards for consistency. Children, on the other hand, come in different shapes and sizes from different
(l. to r .) Robert Mitchell (Montville) State Relations Chair, CABE; Gary Brochu (Berlin) Board Chair.
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compliant people, and that is our strength. Third, Our vision should be to inspire excellence, recognizing that our most important resource is our childrens minds. We want children to take responsibility for their own learning. Fourth, Since we know from motivation research that carrot and stick motivators are not effective for complex tasks, let’s be sure the rewards of learning and challenges of the work itself are the primary motivators of students and staff. Fifth, Let’s cultivate a spirit of innovation and inspiration. We will only succeed in preparing for our future if we empower all in our schools to think through complex problems and generate solutions. Rather than laboring over bureaucratic compliance problems, let’s engage students, teachers, and even board members in solving problems of teaching and learning. Sixth, Schools will never become great through threat or intimidation. Let’s make them safe places to take risks, where staff and students feel valued for their ideas and talents and empowered to fail so they can grow. Seventh, We should invest in teacher training and professional development embedded in the work, through coaching and ongoing support. Eighth, Let’s use our vast technological know-how to share ways to inspire learners. Beyond monitoring performance, federal policy should identify, support, and share excellent, proven ideas. Ninth, To make the greatest progress in closing achievement gaps, children born with the least must have rich learning environments. And, finally, I asked the President to convene a national dialogue, not made up of politicians, but including the breadth of educational thought, to reconsider our policy direction. Current policy jeopardizes keys to our national success: our ingenuity, our openness to innovation, and our creativity. Lets marshal the nations brain power and tap into the research, proven practice, and demonstrated evidence of excellence. (please see BRODERICK page 13)
The Journal – Connecticut Association of Boards of Education/May 2012
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CABE and Baldwin Media: Partners in Managing Communications
The
Media Message
from Ann Baldwin, Baldwin Media Marketing, LLC
How to get your cause in the news: 13 candid tips from seasoned CT journalists Carol Buckheit Founder/Principal, Nonprofit Media Works
Fear not. If you missed the recent media panel at Connecticut Advocacy Day on how to get your cause in the news, here are 12 golden tips from the lips of Daniela Altimari of the Hartford Courant, Lucy Nalpathanchil from WNPR CT Public Radio, and Keith Phaneuf from the Connecticut Mirror: • Daniela and Lucy prefer a brief email (followed by one telephone call) from organizations wishing to pitch a story. A direct message through Twitter also works for Daniela. Keith prefers a phone call. Never pitch a story through Facebook. • Telling reporters about personal, human interest stories is the single most effective way to get your cause in the news. “Talking heads” (read: Executive Directors) are unlikely to be the best storytellers. People want to hear about real people affected by an issue. Those are the stories that get in the news. • Don’t just pitch stories during the legislative session. Think about how the issue ties in with the news during the year, and regularly pitch stories to reporters. • When pitching a story, the earlier the better. Pitch early in the morning (by 8:30 am) rather than later, when reporters are looking through their email and considering what to write about that day. • Personal relationships with reporters still matter very much. All things being equal,
Broderick gives final NSBA speech (continued from page 12) That’s my challenge to the President, but it is also to Congress, to NSBA and to you. NSBA is here to unite our voices. Let’s demand policies that move us toward excellence and strengthen our humanity. If these are our expectations of Washington, what can we do ourselves? Board members, working as a team with our superintendents, can move mountains. If we are not teams, we flounder. When we wallow in our disagreements, circle the wagons and shoot inward, our children suffer. Our former superintendent in East Lyme, Jack Reynolds, used to say, “It’s amazing what you can accomplish if you don’t care who gets the credit.” And we proved it! So let’s get beyond what divides us and come together around a vision that unites us. Let’s look for models of the ideal. That will bring out the passions of our staffs, the enthusiasm of our students, and the confidence of our communities. Studies of highly effective organizations, including the U.S. Army, invariably find that key to their success is love… love for the mission, love for the work, love for the people.
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reporters will go with a story from a known source rather than an organization/individual new to them. Take the time to pick up the phone and introduce yourself and your organization. (l to r): Carol Buckheit (Nonprofit MediaWorks), Daniela Altimari (Hartford Courant), Lucy Nalpathanchil (WNPR Connecticut Public Radio), Keith Phaneuf (Connecticut When should you Mirror) time your press events at the Capitol? • Follow reporters on Twitter! Find Daniela Avoid conflicts with bigger stories (e.g. Don’t Altimari at @CapitolWatch, Lucy at schedule a press conference at the Capitol on the day the Governor unveils a new budget). Other @LucyVn, and don’t even bother trying to than that, earlier in the day tends to be better. find Keith on Twitter. He calls himself “the When being interviewed, avoid acronyms and social media anti-Christ.” (Shameless selfpromotion: Follow Carol at jargon. Don’t sound like you are reading from a @NonprofitMediaW). script. And don’t assume everyone knows what you • Don’t send a press release with contact are talking about. Use language and terminology information for your Executive Director, when the general public would understand. he/she has just left for a long vacation.(sheesh) A well-written, engaging, frequently updated blog • Check out CT Capitol Report by Tom can be a terrific way for journalists to view you as Dudchik. He’s got a daily dose of the scuttlean expert on an issue. But importantly if you don’t butt at the Capitol. Read it. have time to maintain your blog, take it offline. • In this day and age, the news cycle is 24/7. In Most journalists are using Twitter to share news as Daniela’s words: The public “has a voracious it happens. You can do the same with a Twitter appetite for news . . . and nonprofits can use account for your org. Keys: Make your tweets this as an opportunity.” Provide lots of news interesting! Promote others, build community, and tips and pitches, and your cause is more likely don’t automate your tweets with Facebook. If it’s to find its way onto a blog, newspaper story, boring, they won’t come. And if you can’t fretweet, video story or newscast. quently update your Twitter feed, don’t use Twitter.
Love for our work let’s us thrive. And love for colleagues and coworkers lets them thrive. Accountability and high expectations with love are what children need to learn. As I complete my year as president of NSBA, I know the children of America are in good hands. It has been an enormous honor to serve with you as weve advocated on behalf of Americas public school children and school board governance. About a mile from this spot, John Kennedy addressed the all-male Massachusetts legislature in 1961. He said, “For those to whom much is given, much is required. When at some future date the high court of history sits in judgment on each of us...our success or failure...will be measured by the answers to four questions: First, were we truly men of courage...? Secondly, were we truly men of judgment...? Third, were we truly men of integrity...? Finally, were we truly men of dedication...?”.” We have much to be proud of in Americas public schools, thanks to your courage, judgment, dedication, integrity, and love. So whether your state is lapped by the Atlantic or the Pacific, or is far from either of those shores, together our challenge is to change the national trajectory so that, as President Obama wants for his daughters, each child in
America will “grow up in a world with no limits on [their] dreams and no achievements beyond [their] reach, and grow into compassionate, committed [men and] women who will help build that world.” As I leave the NSBA board, I want to thank you for your leadership and the opportunity to serve with you. I love you.
(l. to r.) Randall Collins, Senior Consultant, CABE Search Services; David Erwin (Berlin) Superintendent; Stephen Wright (Trumbull) Vice President for Professional Development, CABE.
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The Journal – Connecticut Association of Boards of Education/April 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 • 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 860-571-7446 or 800-317-0033. You can also email Policy Services at vmustaro@cabe.org.
CABE-Meeting CABE-Meeting is a user-friendly, web-based service specifically designed to assist the board, superintendent and central office staff in preparing for and running board of education meetings.
Is 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/April 2012
BOOK REVIEW Relevant for School Boards – Race for Relevance While the book, Race for Relevance: 5 Radical Changes for Associations, by Harrison Coerver and Mary Byers, is targeted at associations, itoffers many “relevant” observations for school boards. For example, the authors suggest steps to support the empowered staff model and encourage improved communication in the volunteer (board members) – staff (superintendent) relationship: • Institute a three year strategic planning cycle, with the board and key staff as equal participants. This should be designed to build consensus on the district’s direction, priorities and most importantly, resource concentration.
• Perform evaluation and feedback surveys after each board meeting The authors point out that existing programs and services are often continued without much challenge. Once it is introduced, programs are granted a lifetime contract (like tenure!) The current paradigm is that more is better. Some of the questions school boards should consider with respect to resource allocation are: • Are we allocating resources to focus on opportunities to add value?
• Conduct an annual performance appraisal of the superintendent
• Are we allocating sufficient resources to the development and testing of new programs, services, and delivery mechanisms? Patrice A. McCarthy,
• Complete an annual board self evaluation process
• Do we allocate resources primarily based on history and tradition or based on student needs? • Are we allocating resources to what we know how to do versus what we should be doing?
Deputy Director/General Counsel, CABE
Letter to the Editor Dear Editor, Last year, Connecticut Appleseed circulated its study of efforts to reduce the number of out of school suspensions, highlighting successful best practices and cost-effective in-school suspension techniques that could be brought to scale across the state. We hope you found our final report, “Keep Kids in School: Improving School Discipline”, useful and informative. Connecticut Appleseed is a nonprofit organization which deploys volunteer professionals to study and develop solutions for the causes, rather than the symptoms, of our state’s social problems. This year, in partnership with the Governor’s Prevention Partnership and a team from Travelers, we engaged in an 12-month study of another challenge facing school districts across the state: bullying. In particular, as you know, recent statutes expanding district responsibilities to improve school climate and protect students from bullying – while obviously laudable in purpose – impose obligations that are neither insignificant nor inexpensive for districts to administer. The report, Bullying in Connecticut’s Public Schools: Implementation of Public Act 08-160 highlights successful “best practice” prevention and post-incident techniques that could be brought to scale across the state’s school districts. By showcasing effective practices and examples of how their peers are handling the challenges related to bullying, our project team hopes to help enable cost effective implementation of the 2008 statute. To generate this report, a team of more than 20 attorneys from Travelers conducted interviews with superintendents, principals, teachers, guidance counselors and psychologists within 11 diverse school districts. All of our project partners are grateful to the 11 superintendents who opened their districts as laboratories because they were appropriately proud of their foresight and fortitude in tackling issues related to bullying. Copies of the final report have been provided to your superintendent for review and distribution with your district as you see fit. Finally, the Governor’s Prevention Partnership (www.preventionworksct.org) will welcome questions regarding the techniques featured in this report as well as any successful anti-bullying practices that your district may wish to share with others.
CT represented at NSBA Conference
Best Regards, Michael C. D’Agostino Chairman, Hamden Board of Education
Connecticut board members, CABE staff and superintendents at the conference.
l. to r.) Patrice A. McCarthy, Deputy Director and General Counsel and Robert Rader, Executive Director, CABE presented a workshop on 10 Practices to Avoid Liability.
Ann Littlefield, Shipman & Goodwin presented a workshop on Peer Bullying and Harassment.
CABE Senior Staff Attorney Kelly Moyher speaking on 10 Practices to Avoid Liability.
New Fairfield wins Communications Award
At a recent board meeting, CABE Area 6 Director Gavin Forrester from the Stratford Board of Education (right, back), presented the New Fairfield Board of Education with the 2012 Award of Excellence for Educational Communication.
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The Journal – Connecticut Association of Boards of Education/April 2012
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