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A new perspective on autism that can change how we educate all students

of Boards of Education Inc. Connecticut Association

Over the last decade or so, research has continued to help us understand how people learn and use their skills. Research into mental health provides us with a better perspective in not only how students learn or donâ&#x20AC;&#x2122;t learn, but also helps understand the strengths of our students.

Adapting from a new book entitled â&#x20AC;&#x153;The Autistic Brainâ&#x20AC;?, Time Magazine October 7, published an article about what new studies have found about autism. It explained that in the past, research and therapy concentrated on the deficiencies of those with the disorder. A recent study found, however, that â&#x20AC;&#x153;intelligence has been underestimated in autisticsâ&#x20AC;?.

A test was conducted where autistic children were given hypothetical questions that could only be answered through social interactionsâ&#x20AC;&#x201D;such as â&#x20AC;&#x153;what would you do if you found a sealed, stamped, self-addressed envelope on the street.â&#x20AC;? The results would have classified one third of the subjects as â&#x20AC;&#x153;low-functioningâ&#x20AC;?. However when given a test â&#x20AC;&#x153; that depended on providing only nonverbal information â&#x20AC;&#x201C; arranging blocks into designs, for example â&#x20AC;&#x201C; only 5% were labeled low functioning. Whatâ&#x20AC;&#x2122;s more, one â&#x20AC;&#x201C; third qualified as as having â&#x20AC;&#x2DC;high intelligenceâ&#x20AC;&#x2122; â&#x20AC;?.

The author, herself a person with autism, writes about the study that â&#x20AC;&#x153;if we can recognize , realistically and on a caseby-case basis, what an individualâ&#x20AC;&#x2122;s strengths are, we can better determine the future of the individualâ&#x20AC;&#x201D;a concern now more than ever, as the rate of autism diagnoses reaches record levelsâ&#x20AC;?.

She also states that those with autism â&#x20AC;&#x153;are really good at seeing detailsâ&#x20AC;?, better than many â&#x20AC;&#x153;whose brains function in a more typical fashionâ&#x20AC;?. For example, she works with animals and often spots things that others donâ&#x20AC;&#x2122;t see. Most of us see the forest, while she, and others like her, see the trees.

The author argues that we should not lose sight of deficits that plague those with autism and others. But, she states that the focus on them has led to people missing the strengths. She talked to a director of a school with autistic students, which found internships or employment opportunities for them. The director talked about how the opportunities allowed the students to overcome their social deficits, but the director had little to say about how they identified strengths.

The article ends with this â&#x20AC;&#x153;Some peopleâ&#x20AC;&#x2122;s difficulties are simply too severe for them to ever have the same opportunities that I have. But for so many people on the spectrum, identifying their strenSee A NEW PERSPECTIVE page 11

81 Wolcott Hill Road Wethersfield, CT 06109-1242

Robert Rader, Executive Director, CABE

November 2013

ORANGE PUBLIC SCHOOLS

David Nee to facilitate Saturday lunch general session Lisa Steimer, Senior Staff Associate for Professional Development, CABE

This year, at our Saturday lunch session, we are trying something new which we think will be of great value to all attendees!

David Nee, Executive Director of the Graustein Memorial Fund and 2011 CABE Friend of Public Education Award recipient, will facilitate the CABE/ CAPSS Conference Saturday lunch general session, at which we will focus on how the ideas you gathered can best be implemented when you return home.

Throughout the Conference we will be asking you what you hope to learn at this professional development event. Through networking, workshops and general session speakers, you will be provided with many opportunities to learn about new ideas and new ways of doing things. But, given the pace of our world, we donâ&#x20AC;&#x2122;t often have the opportunity to process this information or determine how best to use it for benefit of our districts.

This Session will provide you with the opportunity to think through what youâ&#x20AC;&#x2122;ve heard and come away with a plan for implementing at least one of them in your district. As with the Common Core State Standards, where students are drilling deeper on fewer concepts, rather than skimming the surface on many topics, we will help you to drill down on one â&#x20AC;&#x153;greatâ&#x20AC;? idea you are taking away from the Conference.

We are excited to provide you an opportunity to process your Conference experience and to enable you to return home with the start of an implementation plan!

David Nee and the Memorial Fund have worked collaboratively to improve education for Connecticutâ&#x20AC;&#x2122;s children by supporting school change, informing the public debate on educational issues, and strengthening the involvement of parents and the community in education. David is retiring from his work at Graustein at the end of the year, but we are so glad he will See DAVID NEE page xx

Attending the CABE/CAPSS Conference

. . . GOOD

Getting new ideas at the CABE/CAPSS Conference

. . . BETTER

Leaving the CABE/CAPSS Conference with an implementation plan

. . . PRICELESS

Periodical Postage PAID Hartford, CT

2

The Journal – Connecticut Association of Boards of Education/November 2013 PRESIDENT COMMENTARY

Mission moments - past and present The CABE Journal. Sixteen years ago, I made a decision to run for my local BOE, because public education matters to me in my community. Two years ago, I made a commitment to myself and you - make every opportunity to become a more visible, influential and effective leader in public education.

My journey has taken me from local to state to national areas. These pathways were fostered by examining my role as a school board member and more importantly, my involvement with CABE. I travel with pride, representing our state association.

Pursuit of excellence – our districts seek this in our schools and CABE does the same for us. By developing our leadership skills, preparing us for stronger advocacy roles, by engaging its members to restore support in Connecticut’s schools. CABE’S “tool kit” is always available.

We have strengthened our relationship with the CT State Legislature, our Congressional Delegation, the Governor’s office, Commissioner Stefan Pryor and the State Department of Education through our advocacy efforts, partnerships and coalition efforts. We have voyaged through uncharted territory with education reform, developed greater visibility with National School Board Association while continuing the grassroots focus of local board governance and development.

Challenges and opportunities will continue to face our districts in future. As board members, we continue with our commitment to learning environments that

produce student outcomes and as advocates for the continuous improvement in delivering a world class education for our students, families and communities.

As my term as President comes to a close, I am naturally reflecting on the challenges and accomplishments of these two years. It has been a Lydia Tedone privilege to work with the staff at CABE and with my colleagues on the Board of Directors. I am always impressed with the quality of work that the organization does with the resources it has.

I am also gratified by the solid reputation that CABE has developed as a state wide leadership association in helping to charter the future course of education in CT. Best teachers can inspire the love of learning among their students. As board members we have not only responsibilities, but unique opportunities to foster and create that success for our children.

This work is a calling. For me a passion. And though I will now be Past President, I intend to stay devoted to CABE’S goals and to work for their attainment.

Mission: To assist local and regional boards of education in providing high quality education for all Connecticut children through effective leadership.

Vision: CABE is passionate about strengthening public education through high-performing, transformative local school board/superintendent leadership teams that inspire success for each child.

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 Robert Mitchell ................................. Secretary/Treasurer, Montville Don Blevins .............................................. Immediate Past President John Prins ............................................................. Member at Large

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 Co-Director, Plainville Susan Karp ................................... Area 2 Co-Director, Glastonbury Don Harris ...................................... Area 2 Co-Director, Bloomfield Laura Bush ................................................. Area 3 Director, Vernon Douglas Smith .................................. Area 4 Co-Director, Plainfield Steve Rosendahl ............................. Area 4 Co-Director, Woodstock Gavin Forrester ................................ Area 6 Co-Director, Stratford Elaine Whitney .................................. Area 6 Co-Director, Westport John Prins ............................................... Area 7 Director, Branford Pamela Meier ........................................... Area 8 Director, Madison Gail MacDonald ................................... Area 9 Director, Stonington

ASSOCIATES

Lighthouse II is coming soon Nicholas D. Caruso Sr. Staff Associate for Field Services and Coordinator of Technology, CABE

Lighthouse is a training program, presented

by CABE with the help of SDE, based on a landmark study by the Iowa School Boards Foundation. The study looked at the effectiveness of boards of education related to improving student achievement.

The research clearly showed that if boards of education do the right work, systemic improvements in student achievement are accomplish-

ed. Lighthouse training helps boards and administration understand the roles, conditions and beliefs that need to exist, and help them to achieve their goals. If your board is interested in Lighthouse training, contact Nick Caruso, Senior Staff Associate for Field Service/Coordinator of Technology(ncaruso@cabe.org) for further information.

Hot Topic: Decking the Schools’s Halls: A Legal Update on Religion in the Schools Tuesday, November 26, 2013 • 9:00 - 11:00 am Rovins Conference Room, CABE Topics to be discussed: Religious and holiday displays; holiday classroom activities; responsibilities of local and regional boards of education; and Constitutional issues For more information or to register go to: www.cabe.org/page.cfm?p=110

“Before you are a leader, success is all about growing yourself. When you become a leader, success is all about growing others.”

– Jack Welch

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 Elizabeth Brown ........................... Chair, State Relations, Montville Beverly Washington ..................... Chair, Federal Relations, Groton Becky Tyrrell ...................................... Chair, Resolutions, Plainville

CITY REPRESENTATIVES Jacqueline Kelleher ....................... City Representative, Bridgeport Matthew Poland ................................ City Representative, Hartford Carlos Torre .................................. 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&userrequest=true&keyrequest=false& userpage=84

The Journal – Connecticut Association of Boards of Education/November 2013

3

EXECUTIVE DIRECTOR COMMENTARY

CABE Affiliate Members BUSINESS AFFILIATES DIAMOND MEMBER Finalsite GOLD MEMBERS

Advanced Corporate Networking dba. Digital BackOffice Berchem, Moses & Devlin Centris Group Guidance Counselors for Senior Teachers Pullman & Comley Shipman & Goodwin Siegel, O'Connor, O’Donnell & Beck, P.C SILVER MEMBERS Anthem Blue Cross and Blue Shield Corporate Cost Control Milone & MacBroom, Inc. Quisenberry Arcari Architects The Segal Company

BRONZE PLUS MEMBERS Brown & Brown Insurance Friar Associates Goldstein & Peck, P.C. Lindburg & Ripple O & G Industries The S/L/A/M Collaborative Trane Whitsons School Nutrition

BRONZE MEMBERS Chinni & Meuser LLC Dattco Inc. Fuller & D’Angelo Architects and Planners Kainen, Escalera & McHale, P.C. The Lexington Group Muschell & Simoncelli Ovations Benefits Group

EDUCATIONAL AFFILIATES American School for the Deaf Area Cooperative Educational Services Capitol Region Education Council The College Board Connecticut Association of School Business Officials Connecticut Center for School Change Connecticut School Buildings and Grounds Association Cooperative Educational Services EASTCONN EDUCATION CONNECTION LEARN Unified School District #1

The Common Core: YOU need to explain it I hope that by now I need not tell you Connecticut as well. how important the changes in our What was the result? New York City standards and assessments brought about students were found to be less proficient by the new Common Core State Stanthan they had been on State tests. Thirty dards (CCSS) and its testing regimen will percent less proficient! And, other be. I hope that you have had discussions districts suffered from similarly dishearton the effect of the changes on your ening results.

Robert Rader district and teaching and learning for all Now, this is not particularly surprising. of your students.

As CCSS is just getting implemented, CABE, thanks to a grant from the there is an expectation that student scores media over the last few months. We State Department of Education and in will decrease. CCSS, with its deeper, strongly urge you to read through it, conjunction with the Connecticut Council factual focus and its coverage of fewer discuss it in public board meetings and for Education workshops, Reform and the GE share it with Foundation held a your community workshop on the and otherwise Some Quick Thoughts When Speaking on Common Common Core last publicize what April with many Core to kick start your conversations: CCSS is all attendees. Our • The Common Core State Standards (CCSS) were the work of the about and why CABE Journals National Governors Association and the Chief State School that first year of have had many Officers Association. While there was encouragement by the CCSS testing articles on the Federal Department of Education, it was not a federal will probably subject and media government initiative. have the results also has focused on I mentioned.

• They provide fewer, but higher and clearer standards— the subject. The And, remember comparable across states. new Standards have that the first been adopted in 45 • They are aimed at preparing our children to: succeed in our year is the states and Connectiglobal economy and society; apply knowledge and actively solve baseline and cut is part of the problems; and better focus on high level skills. that scores Smarter Balanced should improve • The two subject areas now being implemented are English Consortium as we as faculty and work on this new Language Arts and Mathematics. Other areas will follow. students become subject and testing • The “Smarter Balanced Assessment System” is the nextmore adjusted matter. generation of tests required under Common Core for to the new And, we have Connecticut.

They are aligned to the Common Core Standards. system. provided material Nationally, for our members in • Districts across the State (and nation) are now implementing anti-Common a media in which CCSS and the Smarter Balanced tests.

Core groups you asked to get have been more information pushing back last year in a survey: against the new it is now in under system. Some believe this is a sign of too subject areas is something new – espeour Professional Development bar at the much federal intrusion into education, but cially for the high school seniors who top of our website (www.cabe.org). the truth is that this was a movement led went through a system based on state The new curriculum and assessments by the National Governors’ Association standards. are aimed at ensuring that our students and the Council of Chief State School But, when those results start hitting in will be better prepared for the future. It Officers. The Federal Department of Connecticut (and let’s hope that the scores entails such changes to how students are are actually better than in New York City), Education is certainly supportive of the taught, when they learn various subjects, move to the Common Core. we can expect howls from those who how deeply subjects are examined and So, when you get the question about believe we are already spending too much how students’ knowledge and ability to whether we should keep funding educaon education in our State… and in your use what they have learned. tion at the current levels, what will your community.

“Why”, they will ask, Besides the obvious implications for answer be?

My hope is that in a jargon“should we continue to fund our schools at teaching and learning, here’s another less explanation, you can let the public the current levels when scores are dropimportant reason why it is so important and the media know that scores dropped ping?” for board members and superintendents because of a whole new teaching and Luckily, SDE is aware of this issue. to have a good understanding of what testing regimen, aimed at helping our Deputy Director and General Counsel CCSS is all about: it will have repercusstudents be prepared for the competitive sions that go far beyond what is currently Patrice McCarthy and I have had several world in which we live. discussions with Chief Academic Officer happening in all of your communities.

And, that you can explain how CCSS Dianna Roberge-Wentzell about how Let me give you an example of this differs from what has gone before. critical it is that educators, including already happening. New York State used Note: On Friday afternoon one of the school board members, understand the the CCSS field test this past spring. workshops at the CABE/CAPSS Conferlikely results of that first wave of results.

Since all districts in New York (and ence is: Common Core, RTI, and EducaDianna and others at SDE have been Connecticut) will be moving in the tor Effectiveness: Impediments to working on a toolkit to provide informadirection of using CCSS, the decision Learning or Roadmap to Success? tion on CCSS for board members, school makes a lot of sense and, I know, that faculty, members of the public and the reasoning applies to many districts in

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The Journal – Connecticut Association of Boards of Education/November 2013 CABE and Baldwin Media: Partners in Managing Communications

The

Media Message

from Ann Baldwin, Baldwin Media Marketing, LLC

Effective communications is part of the equation Why is it that every day, in almost every traditional or social media outlet, that public education seems to be under attack? That’s because, in my opinion, it is an easy target for taxpayers, special interest groups and others and the unfortunate reality is that might be your fault.

External communication needs to increase and, not until fairly recently, have educators learned how to effectively communicate, especially when it comes to the news media. Most school administrators and school boards that I have worked with over the years in conjunction with CABE, will tell you that most of their knowledge comes from “on the job” training; in other words, real scenarios involving an unexpected microphone stuck in their face, or a reporter on the other end of the phone because they somehow got your direct cell number.

Regardless of what your experiences have been with the media – good or bad – I have said it before and I will say it again – the media is part of the equation. Effective public relations can actually help school districts reach decisions and function more effectively by contributing to mutual understanding about groups, individuals and taxpayers.

How many times have you heard

this from your constituents: “We want communications and transparency!” I have seen it first hand; in fact, school boards are often criticized for not communicating with the public. But, think because no one was at your last school board meeting that no one was paying attention! If people don’t know, they will usually create their own version of what happened, or what they heard happened, and the results of that are usually not good.

The challenge is that in order to effectively communicate, districts have to anticipate, analyze and interpret public opinion, attitudes and issues.

Sometimes that can be a daunting task, and you may need to call in added professional resources to assist you.

School districts have a duty to educate and inform residents which, in turn, fosters the public awareness, understanding and support for the district and its strategic initiatives.

There is another benefit to why effective communication needs to be part of the equation; if residents are informed, this improves and protects the district’s reputation as being worthy of the public’s investment, builds internal morale, and creates an atmosphere that shines a bright light on education.

Book Review

Patrice A. McCarthy spoke at the Arizona School Boards Association Law Conference Opening General Session. The 650 attendees heard a panel presentation on School Emergencies - Preparation, Response and Recovery which also included Dean Pickett, past COSA Chairman; Psychologist Joel Dvoskin; School Resource Officer Kevin Quinn; and Arizona School Boards Association Executive Director Tim Ogle.

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 CABE-Meeting. Now all your board work and committee information is conveniently located in one place!

Not So Fast Patrice A. McCarthy

Deputy Director and General Counsel, CABE

“Not So Fast: Parenting Your Teen through the Dangers of Driving” provides research based information on explanations of why teen driving is so dangerous, and specific steps that parents can take to reduce the risks their teens face. The author, Tim Hollister, an attorney at Shipman and Goodwin, has become a nationally recognized expert on this issue following the tragic death of his son Reid.

The book, which is not a “How to Teach Your Teen to Drive” manual, is designed to help parents understand the risks of teen driving and help parents make informed decisions about whether, when and how their teens should be allowed to drive.

Attorney Hollister cites research on

how brain development affects driving.

Hollister notes that “in the last ten years or so, science has pretty well shown that the human brain is not fully developed until we reach about ages 22 through 25.

The last part of the brain that develops is the part that provides judgment and restraint.” He also cites experts who indicate it takes three to five years of experience to become familiar and comfortable with the multitude of situations drivers encounter.

In the United States, 3 million teens obtain their licenses each year, 400,000 suffer injuries, and 6,000 die. Too many of us have lost family members or friends to such tragedies.

“Not So Fast” will be available for purchase in the Conference bookstore at the CABE/CAPSS Conference.

“CABE-Meeting enables Board Members to access their meeting documents at least three days earlier than packets mailed to their homes.

Members are literally ‘on the same page’ during meetings and attachments are easily accessed.

It’s a dream for administration and real leap in productivity for the board.”

Jim Witkins, Chair, Region 18 Board of Education

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

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The Journal – Connecticut Association of Boards of Education/November 2013 See You in Court – The Nutmeg Board of Education

The Nutmeg Boards deals with a FOIA issue and the new high school reforms 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.

Polly Planner was newly elected to the Nutmeg Board of Education this year. An engineer by occupation, Polly was eager to impose some order on the Nutmeg Public Schools. At her very first meeting, Polly started waving her hand when the Board got to New Business, and she did not stop until Mr. Chairperson recognized her.

“Mr. Chairperson, my fellow board members and beloved Nutmeggers. I am honored to serve on this Board of Education. But I must tell you that we are woefully unprepared for high school reform.

We need to take action now, and I move that I serve as the chair of an ad hoc committee to implement all statutory obligations related to establishing new expectations for our high school students . . . .”

Veteran Board member Bob Bombast was not impressed with his new colleague, and he interrupted her. “Just hold

on, Polly. When is all this supposed to happen?”

“2020,” Polly responded. “But these obligations will be upon us before you know it. We need to get on top of this now and start planning.”

Bob snorted, “2020? I think we had better worry about the Cadillac Tax under Obamacare before we worry about high school reform.”

However, Polly did not back down.

“Mr. Chairperson,” she chided, “there is a motion on the floor, and I do expect the Board to act on it.”

Mr. Chairperson was not used to being challenged publicly, but rather than engage in a public squabble with this new Board member, he asked for a second. To his surprise, Penny Pincher seconded the motion, and she and Mal Content spoke enthusiastically about Polly’s proposal.

Mal even amended the motion to name him and Penny the other members of the ad hoc committee. Clearly there had been some behind-the-scenes discussion without involving him, and Mr. Chairperson was further perturbed. But when Penny, Polly and Mal were done talking up Polly’s idea, he had to call the vote, and the motion passed 3 to 2, with him and Bob voting against.

Polly thanked the Board for its support, and she announced that the first

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 The 7th edition is now available from CABE. Call and order your copy TODAY at 860.571.7446 or 800.317.0033

meeting of the ad hoc committee would be at her house next week. The first few meetings, she explained, would be informal and private as she reviewed her ideas with Mal and Penny. “When we have a draft of our plan, we will open the discussion up to the public and invite the rest of the Board and the public to comment on it.”

Mr. Chairman moved on with the agenda, but at the very end of the meeting, he announced that he was adding a new agenda item for executive session, “Discussion concerning the performance of a board member.” The public portion of the meeting ended on an uncertain note as Mr. Chairman asked for a motion to go into executive session for that purpose, which passed unanimously.

The room was just cleared when Mr. Chairperson started in. “How dare you?” he confronted Polly. “You can’t just

house violated the FOIA. Interestingly, Polly’s discussions with Mal and Penny did not violate the FOIA. If a quorum of the Board were to discuss Board business outside of a posted meeting, it would be an illegal meeting.

However, less than a quorum can certainly discuss Board business without triggering the “meeting” requirements as long as they do not coordinate the sharing of such information with a quorum of the Board.

Finally, this is a good time to review where we are with high school reform. In 2010, the General Assembly passed educational reform legislation that included comprehensive changes to the requirements for high school graduation. Public Act 10-111, Section 16.

Those changes were to be effective with the high school class graduating in 2018, and would thus have been appli-

“ ‘shall provide adequate student support and remedial services for students beginning in grade seven,’ and the statute prescribes what support and remedial services must be provided, including ‘allowing students to retake courses in summer school or through an on-line course.’ ” spring surprises, you know! If you want something on the agenda, you have to tell me in advance. Got it?”

Polly was shocked at Mr. Chairperson’s outburst. But before she could even respond, Mr. Chairperson laced into her again. “And another thing! I don’t want you cooking up deals behind my back. Got it? This meeting is over.”

With that, Mr. Chairperson got up and stormed out.

What did Polly do wrong here?

Polly may be forgiven her enthusiasm for Board service, but both she and Mr. Chairperson must learn about the Freedom of Information Act. Polly raised a matter that was not on the agenda for the meeting, and the Board then acted on that matter in violation of the Freedom of Information Act. To be sure, the FOIA permits public agencies to add items to the agenda, but only under certain circumstances. Specifically, items can be added to the agenda only at a regular meeting and only with a two-thirds vote in favor of adding the item. Polly’s ad hoc proposal for an ad hoc committee violated these requirements, as did Mr. Chairperson’s ad hoc executive session (also not on the agenda) to scold Polly.

Moreover, Mr. Chairperson should have notified Polly before the executive session. As the subject of the discussion, Polly could require that the Board hold any such discussion about her performance in open session.

Polly must also understand that committees of public agencies are themselves public agencies under the FOIA, and they are subject to all FOIA requirements, including posting, minutes and public access. Polly’s plan to exclude the public from informal committee meetings at her

cable to the class entering high school next fall. However, Public Act 11-135 pushed these dates back, and now all of these new requirements will be effective for the high school class entering in the fall of 2016 and graduating in 2020.

This delay was welcome in some quarters, because the new requirements for high school graduation are daunting.

The new requirements include twenty-five credits (instead of the current twenty), and there are detailed provisions as to what specific credits are required.

The new standards will change the requirement from three credits in mathematics and two credits in science, for example, to “eight credits in science, technology, engineering and mathematics,” with detailed specification of the course credits that will be required.

Clearly, significant planning will be required to meet these new requirements.

Finally, while these credit requirements will first directly affect students entering high school in 2016, the future is now as regards remedial services.

Connecticut General Statutes, Section 10-221a provides that boards of education “shall provide adequate student support and remedial services for students beginning in grade seven,” and the statute prescribes what support and remedial services must be provided, including “allowing students to retake courses in summer school or through an on-line course.”

Given that the first affected cohort will enter seventh grade next fall, Polly has a good point, and districts should start their planning now.

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.

6

The Journal – Connecticut Association of Boards of Education/November 2013

SOMERS NORTH CANAAN

SUFFIELD

HARTLAND

COLEBROOK NORFOLK

SALISBURY

GRANBY

CANAAN

EAST GRANBY

STAFFORD

WOODSTOCK

EAST WINDSOR

BARKHAMSTED

PUTNAM

ELLINGTON

WINDSOR

WINCHESTER

ASHFORD

TOLLAND

SIMSBURY CORNWALL

GOSHEN TORRINGTON

FORD

WARREN

FARMINGTON

WETHERSNEWING- FIELD TON

KENT BRISTOL

MORRIS

NEW BRITAIN

PLAINVILLE

PLYMOUTH WOLCOTT

NEW MILFORD

SH ER MA N

WOODBURY

MONROE

FAIRFIELD

STRATFORD

BRIDGEPORT

WILTON

NEW HAVEN

MADISON KILLINGWORTH

GUILFORD

WATERFORD EAST LYME

DEEP ESSEX

BRAN-

OLD WEST CLINTON BROOK SAYBROOK

STONINGTON GROTON

OLD LYME

W HA ES VE T N

MILFORD

WESTPORT NORWALK

STAMFORD GREENWICH

LYME

TRUMBULL

WESTON

NEW CANAAN

LEDYARD

BRANFORD

ORANGE EASTON

NORTH

NORTH HAVEN

WOODBRIDGE

SHELTON

REDDING

RIDGEFIELD

NORTH STONINGTON

MONTVILLE

DURHAM

CHESTER

EA ST HA VE N

DE ANSONIA RB Y

EAST HADDAM

W ON NE OND L

BETHEL

PRESTON

HAMDEN

NEWTOWN SEYMOUR

NORWICH

HADDAM

BETHANY

DANBURY

BOZRAH

GRISWOLD

SALEM

MIDDLEFIELD

WALLINGFORD

BEACON FALLS

OXFORD

COLCHESTER

VOLUNTOWN

MERIDEN

CHESHIRE

NAUGATUCK

SOUTHBURY

FRANKLIN

MIDDLETOWN

PROSPECT

BROOKFIELD

SPRAGUE

LEBANON

PORTLAND

EAST HAMPTON

WATERBURY

MIDDLEBURY

BRIDGEWATER

NEW FAIRFIELD

HEBRON MARLBOROUGH

WATERTOWN ROXBURY

CANTERBURY

CROMWELL

SOUTHINGTON

PLAINFIELD

SCOTLAND

GLASTONBURY

ROCKY HILL

BERLIN

BETHLEHEM

COLUMBIA

LISBON

THOMASTON

WASHINGTON

ANDOVER WINDHAM

LITCHFIELD

BROOKLYN

G RLIN STE

MANCHESTER WEST EAST HARTFORD HART- HARTFORD

BURLINGTON

CHAPLIN HAMPTON

COVENTRY ON LT BO

HARWINTON

KILLINGLY

MANSFIELD

BLOOMFIELD AVON

POMFRET

VERNON

SOUTH WINDSOR

CANTON

NEW HARTFORD

EASTFORD

WILLINGTON

WINDSOR SHARON

THOMPSON

UNION

ENFIELD

DARIEN

The red dots indicate the 43 districts who sent at least one candidate to The red dots indicates the 43 districts who So You toWant To Be A Board sent atCABE’s least one candidate CABE’s So You Want To Be Aworkshops.

Board Member Member workshops.

Ten common myths of school board service (continued from page 7) Find out what your association has to offer in terms of professional development. If others on your board are the ones resistant to training, report out what you have learned and lead by example. Ask someone to go with you the next time and tell them: We need to model continuous improvement for our teachers and staff.

Your board meeting packets are another area that needs to be read and understood.

If you’re not doing your homework, it slows things down at the meeting.

Myth #7: I have all the new ideas!

New board members do provide fresh blood and a new sense of purpose for district work. But, please, be respectful of experience that your veteran board members provide. School districts have a collective history just as do communities.

An orientation program that includes a component of district history (facilities, redistricting, busing, etc.) can help inform new board members so they can get up to speed.

Myth #8: School staff can say “No” to my requests.

Often staff members are intimidated by

board members. Be sure to use the chain of command for any requests, or you risk putting staff in an awkward position. They may think they could lose their job if they don’t comply with your request.

Remember, it’s not your job to direct day-to-day operations. The authority conferred on you by being a board member rests with the board as seven members sit to deliberate and vote. As an individual, outside of the meeting room, a board member does not have authority.

Myth #9: School board service is my full-time job.

It may seem like that sometimes — especially at budget time. But you need to find that often delicate balance between your board/district life and your personal/ family/professional life.

If you find yourself operating at helicopter level with policies that direct administration, you need to step back and start working at the board level. Revisit information you might have received regarding your role as a school board member!

Myth #10: I’m the only one “in it” for the kids.

Give your fellow board members the benefit of the doubt. In their way, they are “in it” for the kids, too. Each of us may

express that in a different way.

When we ask board members, they have plenty of “myths” of their own, including: • We can do whatever we want regardless of the law.

• Being on the board will give me the power to change … .

• Best of intentions aren’t always visible.

• It’s gonna be easy!

• I can advocate for my child.

• The community is going to support the board.

• Coming to a training conference is a vacation!

Reprinted with permission from the Illinois Association of School Boards.

The article appeared in The Illinois School Board Journal, March/April 2013.

People in the News CABE President Lydia Tedone, Chair of the Simsbury Board of Education, has been elected as a Northeast Representative on the National School Boards Association (NSBA) Nominating Committee.

Mark your Calendar

New Board Member and Leadership Conference December 10, 2013 9:30 - am - 7:25 pm Sheraton South Hotel, Rocky Hill Registration information was mailed out the end of October.

The Journal â&#x20AC;&#x201C; Connecticut Association of Boards of Education/November 2013

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The Journal – Connecticut Association of Boards of Education/November 2013

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

Policy direction recommended regarding electronic cigarettes An item that is becoming popular as an alternative to smoking is called the electronic cigarette or e-cigarette. It is an electronic vapor cigarette. The device is used by both adults and students. It is touted as being healthier than a cigarette because it does not contain tobacco. However, they do contain nicotine and represent another way of delivering nicotine to its user.

The device is smokeless and as a result does not create secondhand smoke issues, but is still believed by some to be harmful to the user.

E-cigarettes are described as battery operated devices that look like cigarettes with a light-emitting diode inside them that warms the cartridge which is soaked with nicotine. The light vaporizes the nicotine, which is then inhaled by the user. Flavors such as chocolate, strawberry, cherry and mint can be added to the cartridge. The devices do not emit smoke.

Last year the U.S. Food and Drug Administration tried to ban the sale of e-cigarettes, saying they had not been proven as a safe alternative to smoking. A federal court overruled the agency. Studies in the U.S. and Britain have shown e-cigarettes to be especially effective in helping smokers give up the real thing, since, unlike gum or patches, they satisfy the smokers oral fixation as well as deliver nicotine.

However, they are being targeted in jurisdictions across the country as government agencies say their health risks are unknown and they could be a “gateway drug” for minors to start smoking actual cigarettes.

Connecticut General Statute 19a-342 provides the basis for banning smoking on school grounds. This statute defines “smoking” as lighting or carrying a lighted cigarette, cigar, pipe or similar device. It is unclear whether e-cigarettes would come under the term “similar device” considering the fact that the electronic cigarette is not lighted.

E-cigarettes, being battery–operated devices that look like cigarettes and pull vapors from nicotine-soaked replaceable cartridges do not contain tobacco, therefore current policies that ban tobacco and tobacco products on school grounds probably do not apply. It is necessary to amend the policies that prohibit smoking by students and staff on school grounds, in school buses and at school–related activities by including an expanded definition of smoking, tobacco and tobacco products to cover this issue. A bill pertaining to this issue was introduced in the 2013 session of the General Assembly. It proposed an amendment to C.G.S. 19a-342 to change the definition of “smoke” or “smoking” to include “an electronic nicotine delivery system.”

While not approved, this proposed

legislation provides the basis for an expanded definition to be utilized in policies prohibiting smoking. Through policy language, a board of education can prohibit these devices.

Language which can be added to policies which prohibit smoking in school buildings, on school grounds, in school buses and at school activities is as follows: Tobacco includes, but is not limited to cigarettes, cigars, snuff, smoking tobacco, smokeless tobacco, nicotine, nicotine delivering devices, chemicals, or devices that produce the same flavor or physical effect of nicotine substances; and any other tobacco or nicotine innovations.

Another revision which provides for a broader exclusion is the following: For purposes of this policy, “use of tobacco” shall mean all uses of tobacco, including but is not limited to, cigarettes, cigars, snuff, blunts, bidis, pipes, chewing tobacco, or any other substance that contains tobacco or nicotine, and all other forms of smokeless tobacco, rolling papers and any other items containing or reasonably resembling tobacco or tobacco products. In order to protect students and staff, the board prohibits the use of tobacco or nicotinebased products in school buildings,

on school grounds, in school vehicles, or at any school-related event.

The policies impacted by this issue include policy #1331, “Smoke Free Environment,” policy ##4118.231/ 4218.231, “Drug and Alcohol Use and Possession (Personnel),” and policy ##5131.6, “Alcohol, Drugs and Tobacco.”

The expansion of the prohibitions contained in these policies to include electronic cigarettes and nicotine delivering devices is not currently necessitated by statute. It is a local decision. CABE’s policy service, however, recommends such expansion.

An article in a recent edition of TIME detailed the rapid growth in the use of these devices, by students, as well as adults. The concern is that nicotine is addictive and the potential harmful effects of these devices, while their use is increasing, are not fully known.

The future of public education and school boards Executive Director Robert Rader has been working with other state school boards associations’ Executive Directors on where public education and/or boards of education will be in 15 years from now.

Many issues have been discussed and Bob, together with Conference Keynote Speaker Anne Bryant will discuss some of these issues at the Trends Workshop on Friday morning at the CABE/CAPSS Conference.

Community schools focused In 2028, America will have seen the full range of impacts from the greatest recession since the Great Depression.

Rebuilding the middle class will require sharp focus and partnership at the community level, and must include purposeful partnerships at the school level. As the hub of activities affecting youth, community school efforts will make available a variety of services to both students and families. Programs such as English as a second language courses for parents, healthcare and social services,

and additional learning and recreational opportunities for students will support academic achievement and local growth.

Technology focused In 2028, public education will be considering ways in which to diversify and expand the teaching and learning experience for each teacher and each student to include technology. Teachers will have the flexibility to teach using a multitude of technologies that serve each student at his or her level and provide real time feedback to teachers on student learning. It is not that technology will run the schools, but teachers. Teachers will take on a new role guiding students through a combination of exploratory activities, technology based remediation and relevant assessment.

– Carole Clifford, Professional Development Coordinator, AFT CT

We are all familiar with the oft-quoted African proverb: “It takes an entire

village to educate a child.” Fifteen years from now that proverb will have as much relevance and resonance as it has today when it comes to public education.

The enormous pace of change will not lessen, so we need to redouble our efforts to connect schools with communities— making schools the true anchors of our communities. Parents, students, teachers and community members must exercise responsibility and show accountability in coordinated and collaborative ways if we are to succeed. These are efforts worth making to ensure high-quality public schools in the years ahead.

– Sheila Cohen, CEA

While change doesn’t always result in progress, there can be no progress without change, and change is typically accompanied by controversy. I anticipate that 15 years from now, we will still be involved in passionate debate about what change is needed to improve our educational system, but we will have progressed from

where we are today.

The learning experience for students will be more personalized and the learning environment more global.

Assessment of progress will be more mastery-based. School systems will be organized to make better use of resources. Evaluation systems will be more focused on developing talent, using student performance data as a major indicator of adult effectiveness.

I think Boards of Education will be more aware of current educational issues on the national, state and local levels and will make decisions that are more “informed” than “political”. The momentum we have initiated most recently will continue; the steps forward may be small in some areas, but we will make progress.

– Karissa Niehoff, CASCIAC

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The Journal – Connecticut Association of Boards of Education/November 2013

Ten common myths of school board service Sandi Barry, Communications and Marketing Coordinator, Maryland Association of Boards of Education Terry McCabe, Associate Executive Director, Maine School Boards Association

Each election year, citizens decide to run for their local school board and some approach the job with preconceived ideas of what the job will be and what they want to accomplish on the board. Among those ideas are some persistent myths that veteran board members have learned are just not true.

Myth #1: I can speak and write as a private citizen about school issues.

Be very careful if you think you can continue to speak or write as a private citizen on school issues once you are a board member. Even if you just sign a letter to the editor or an opinion piece with your name and town address (usually required for publication) the news media will pick up on who you are.

Your district may have a policy that outlines who may speak for the board.

Usually that is the board president, but it can be a board member who has been designated because of expertise in a certain area. If you are saying anything that borders on slander of a staff member, you may be liable.

Myth #2: I can stay involved with school related groups.

You may think you’ll be a great reference for them, but it may inhibit interaction in the group. You’re not just one of them anymore: you’re a board member. Let them know you’ll advocate for them, but you don’t want to do the work of staff.

This also can become an issue of intimidation. Check with your board president regarding any potential issues of conflict.

When you’re a board member and a parent, however, your parent hat always should come first. There’s no reason you can’t volunteer in your third-grade student’s classroom if you’ve always been the one to help with cutouts and copying for the teacher. Just be sensitive to larger issues and let someone else “carry the water.”

comes from the leader of that group asking why the board member “hasn’t done anything” regarding a specific issue.

It’s easy to be vocal during a contested campaign and often said that candidates campaign in poetry but govern in prose.

Learn how to count. One member on a seven-person board is not a majority.

Always do the math regarding the number of calls received versus the number of students affected by the issue. Your real mandate is to do what is best for all the children in the district.

for the board in order to get the superintendent fired. That person finally let go of the issues that came with being a union representative when she realized what the board was doing for children.

If you have difficulty understanding your new role as a board member, talk with your board president, superintendent or someone from your state school board association to gain clarity.

Myth #3: No more 7-0 votes!

I am here to “rock the boat!”

Myth #5: As a former teacher (or other role) I know exactly how the school system operates.

Continuous learning is important. At one of our trainings, we met a woman who had been on a school board for eight to 10 years — she was the epitome of experience. She relinquished her seat on the board for a few years but missed it, so she got re-elected. We saw her at a new board member training session, and she said she knew she had more to learn and that things can change quickly, especially with laws and finance.

See TEN COMMON page 8

As long as they are reached independently, is there really anything wrong with a 7-0 vote? Of course not. Look at the process by which you reach a unanimous vote. Many boards have two or three readings on policies before adoption, which is plenty of time to make suggestions and changes.

So how do you convey your reasoning behind 7-0 votes? You can recap the process by which you reached your decision: “This item was vetted in committee and this was the recommendation.” Try to engage the vocal minority voices in your community to diffuse the possibility of an issue “going viral” with misinformation.

Also remember, even if the vote is split, the board should stand together on the decisions that are made for the district.

Myth #4: I have a mandate from the voters!

We hear this often. A board member had support from a group to gain election and then six months down the road a call

The learning curve for being a school board member is more like a steep grade, especially when it comes to understanding laws and finance.

Yes, you do bring an expertise to the board that has value, but you need to understand what your new role is. We knew a teacher/union president who ran

Myth #6: I don’t need to read or attend training to understand the issues.

CABE Search Services is recruiting for

SUPERINTENDENT OF SCHOOLS COLUMBIA PUBLIC SCHOOLS NEWTOWN PUBLIC SCHOOLS WATERTOWN PUBLIC SCHOOLS For an update or more information on vacancies go to our website: www.cabe.org For more information contact, CABE Search Services, 860-539-7594 Jacqueline V. Jacoby, Senior Search Consultant Paul Gagliarducci • Associate Consultant Mary Broderick - Associate Consultant Bob King • Associate Consultant (left) Bernie Sullivan, former Chief of Police for the City of Hartford and Governor Malloy appointee to the Sandy Hook Advisory Committee; (right) Matthew Ritter, State Representative; and (not pictured) Floyd Dugas, Berchem, Moses & Devlin, met with the Connecticut School Attorneys Council to discuss legal issues related to school safety and security.

P.O. Box 290252, Wethersfield, CT 06129-0252 www.cabe.org/support • Equal Opportunity Employers

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The Journal – Connecticut Association of Boards of Education/November 2013

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 providing opportunities for members to learn how to better govern their districts:

• •

•

•

• •

Met with CAPSS’ representatives on school district capacity issues.

Met with the Hamden Board of Education on the superintendent search process.

Met with East Haven Chair Thomas Hennessey and Superintendent Portia Bonner; Norwalk Chair Michael Lyons and Superintendent Manny Rivera; and Cromwell Chair Michael Camilleri and Superintendent Paula Taulty on CABE services, programs and activities.

Met with staff in Coventry to review the Minutes Feature of CABEMeeting.

Participated in Conference call with the developers of CABE-Meeting.

Presented a CABE-Meeting webinar on adding and deleting contacts.

•

Met with CABE and CAPSS staff about working with LEAD Connecticut on updating the CABE/CAPSS Governance Statement and the CABE/CAPSS Success Strategies for Leadership Team Evaluation.

Provided policy information to 43 districts, three out-of-state school board associations, one charter school and one newspaper through 62 answered requests for information or sample policies, on 50 topics.

Further, districts continue to access CABE’s online Core Policy Reference Manual and/or online manuals posted by CABE for policy samples.

The topics of greatest interest pertained to physical activity for students, student representatives on boards of education, graduation requirements, pool safety, staff evaluation, and school security issues.

•

•

• • • •

• • •

executive directors’ meeting, followed

by Northeast Region Annual Conference in New York.

Presented a workshop on emergency management planning in Toronto, Canada.

Attended Connecticut Consortium of Education Foundations Annual Conference.

Attended Special Education Advisory Group meeting.

Attended State Board of Education meeting.

Participated in Uniform Regional School Calender Task Force meeting.

Attended NSBA Council of School Attorneys Executive Committee and Board of Directors meetings.

Attended NSBA Council of School Attorneys fall seminar.

Attended meeting of the Child Emergency Preparedness Committee.

Attended meeting of the CAPSS Technology Subcommittee.

• •

➤ By providing services

to meet members needs:

• •

•

•

➤ By representing Connecticut school boards on the state or national level:

•

Participated in state association

➤ By helping school boards

•

to increase student achievement

•

•

Sent out two issues of Policy Highlights via email listserv covering topics that affect student achievement. This included issues pertaining to impact of staff development on implementation of the common core state standards, key issues in public education as revealed in the latest Gallup Poll, school lunches, school disaster plans, Title IX and use of policy manuals.

Facilitated goal-setting retreats with the New Haven Board of Education; the Stafford Board of Education; and the Wethersfield Board of Education.

Attended Shipman & Goodwin Education Law Seminar.

Answered questions about the current legal issues facing boards of education. “HOT” topics this month were: Records retention schedules, board meeting minutes, executive search committees, school activity funds, and expulsion for office campus conduct.

• • •

•

Attended Governor Dannel Malloy’s press conference on awarding grants for safety and security in our schools.

Met with Morgan Barth, SDE’s Division Director, Turnaround Office on his new role and how it will impact school districts.

Met with Nancy Brennan of the National Executive Service corps, which has done work for CABE in the past.

Entered into an agreement to do a new policy manual for Stratford’s.

Completed as part of the Custom Update Service Packets of new and/or revised policies for the districts of Ansonia, Columbia, East Hampton, East Windsor, Franklin, Gilbert School, Marlborough, New Fairfield, New Hartford, Newington, North Stonington, Old Saybrook, Oxford, Putnam, Region 6, Stafford, Sterling, West Haven, Westbrook, and Windham.

Completed the audit of the Bolton Policy Manual.

Currently working on audit of the Madison policy manual.

Met with the Assistant Superintendent of the Wallingford Public Schools to review the status of the development of a new policy manual.

Met with the Ellington Board of Education Policy Committee.

➤ By ensuring members

receive the most up-todate communications:

➤ By promoting

public education:

•

•

•

•

• •

Sponsored and presented four candidates workshops, drawing candidates from over 40 school districts.

Met with UConn Public Policy Capstone Project students on working on obstacles to more board engagement in advocacy efforts.

Participated in meeting of Connecticut Coalition for Public Education.

Topics included the federal shutdown and state educational concerns.

Met with Commissioner Stefan Pryor and Area 2 Director and Bloomfield Chair Donald Harris on mutual concerns on diversity.

Met with CEA representatives on the future of public education.

Met with SERC staff who are presenting a workshop for students at the annual CABE/CAPSS Conference.

•

As part of the development of new policy manuals utilizing the Custom Policy Service, materials were prepared for Avon, Derby, Ellington, Griswold, Ridgefield, Stratford, and Union.

David Nee to facilitate Saturday lunch general session (continued from page 1) be helping us one more time.

We look forward to having David lead us in exploring how best to implement the best idea you got at the Conference into the important work your Board is doing.

CABE/CAPSS Conference registration materials were mailed in early October, make sure you register! You don’t want to miss this Conference!

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The Journal – Connecticut Association of Boards of Education/November 2013 Action by the State Board of Education Sheila McKay Senior Staff Associate for Government Relations, CABE

At the October meeting of the State Board of Education, the C.G.S. §10-4b complaint from the Winchester Board of Education was moved forward for investigation. Much of the discussion was about the town’s role in this action and why theinitial complaint cannot include the town.

Connecticut’s Educator Preparation Advisory Council (EPAC) has been selected to work with the Chief State School

Officers on six principles for reform of teacher preparation. This pilot program does involve financial resources. The board received this report and voted to send a report of EPAC’s work to the legislature.

While the federal shutdown has since been temporarily resolved, Commissioner Pryor did inform the board of its effects on the State Department of Education.

Thirty programs and 130 staff are federally funded. It is approximately $44 million a month.

A new perspective on autism, that can change our view on educating all students (continued from page 1) gths can change their lives. Instead of only accommodating their deficits, they can cultivate their dreams.”

Over the last year, I have spent time with the Connecticut Association for the Gifted (CAG). For many years, it has been focusing its work on helping children identified as “gifted and talented”. But, over the last couple of years, they have begun promoting a message that gifted pedagogy, traditionally focusing on children’s strengths, could benefit all students if properly used in general classrooms.

CAPSS has also been working hard on the concept of personalizing education.

Rather than all students trying to learn at

the same rate, different characteristics of every student will inform faculty as to how they best learn and how they should be taught. Building on strengths will be part of that new way of teaching and learning.

Even amid the huge amount of work that boards and their staffs are doing on Common Core, it is critically important that, like CAG and CAPSS, all boards begin to examine whether there are ways in which your district can build more on strengths. Not only will supporting strengths help students do better in school, it will also build their confidence in their own abilit-ies, a critical part of the equation as they prepare for the future.

The Freedom of Information Law: What You Need to Know and School and Social Media: Students, Staff and Safety Attorney Marsha Moses, Berchem, Moses & Devlin, spoke about ensuring the safe use of social media by students and staff.

CABE Senior Staff Attorney Kelly Moyher welcomed everyone to the workshops and gave an overview of what was going to be covered in the workshop.

Participants from 25 districts, and two Regional Education Service Centers attended the workshop to learn more about the Freedom of Information Act and how to keep student and staff safe on social media.

Attorney Mark Sommaruga, Pullman & Comley, shared an overview of the Freedom of Information Act with participants.

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The Journal â&#x20AC;&#x201C; Connecticut Association of Boards of Education/November 2013