CABE Journal - January 2015

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Support the new Social Studies Frameworks

JANUARY 2015

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COLCHESTER PUBLIC SCHOOLS

View from the Capitol

Denise Merrill

Patrice A. McCarthy

Connecticut Secretary of the State

Deputy Director/General Counsel, CABE

The new Social Studies frameworks presented at the last meeting of the Connecticut State Board of Education in December represent the work of many Connecticut teachers. As has been discussed in many newspapers recently and as I have said on numerous occasions, it is long past time to move Social Studies back into the school day, and the new frameworks will do that.

As a veteran educator and as Connecticutâ&#x20AC;&#x2122;s Secretary of the State, it is my deep concern that as testing for basic skills has dominated our educational programs, the most profound purpose of education â&#x20AC;&#x201C; See SOCIAL STUDIES page 11

With the convening of the Legislature on January 7, there will be a new leadership team heading the Legislatureâ&#x20AC;&#x2122;s Education Committee. Representative Andy Fleischmann will continue as the House Chair, and Senator Gayle Slossberg will serve as Senate Chair, replacing Andrea Stillman, who retired from the Legislature. Representative Gail Lavielle and Senator Toni Boucher are the new Ranking Members on the Committee.

There is general consensus that a primary focus will be on implementation of the numerous new initiatives already enacted by the Legislature, including educator evaluation and support and Common Core Standards.

However, several task forces and commissions will be making recommendations that impact public education. The Municipal Opportunities and Regional Efficiencies (MORE) Commission includes a special task force addressing special education issues. This task force has been meeting over the course of the past year, and discussing issues ranging from costs and service delivery to burden of proof.

The Sandy Hook Commission is likely to make recommendations related to mental health services for youth.

Board members and superintendents will have numerous opportunities to discuss these and other educational issues with their legislators at Legislative Breakfasts around the state, as well as at CABEâ&#x20AC;&#x2122;s Day on the Hill on March 25.

Executive Director, CABE

Pat Luke, who has served as a member of the State Board of Education, CABE president, NSBA Director, and CABE Senior Staff Associate for Government Relations, has agreed to serve as CABEâ&#x20AC;&#x2122;s second Stand Up for Public Education representative. Pat was CABEâ&#x20AC;&#x2122;s 1998 Friend of Public Education Award recipient NSBA and state associations, including See LUKE page 7

With the calendar on the cusp of 2015, the State Department of Education and districts across the state have been preparing earnestly for year one of statewide administration of the Common Core-aligned Smarter Balanced Assessments. â&#x20AC;&#x153;This is our year that 100 percent of our districts will implement Smarter Balanced in English language arts and math,â&#x20AC;? said Dianna Roberge-Wentzell, Ed.D., Chief Academic Officer at the State Department of Education. â&#x20AC;&#x153;Districts will still implement the CMT and CAPT in science and that will still be paper and pencil.â&#x20AC;?

Online assessments for science are currently in the works but RobergeWentzell stressed those are still â&#x20AC;&#x153;several years off.â&#x20AC;? â&#x20AC;&#x153;We are beginning to pilot online delivery of science items but that is several years off for us still,â&#x20AC;? she said. â&#x20AC;&#x153;But, based on the success and the positive results of taking assessments online, it is something that can provide quicker results and we do think this has a lot of promise for us in science down the road as well.â&#x20AC;?

Though this is the first year of statewide Smarter Balanced implementation, 90 percent of Connecticutâ&#x20AC;&#x2122;s school districts are already familiar with the online tests, since they chose to administer them last year when given a choice between Smarter Balanced and the legacy tests, CMT and CAPT. In total, the CMT and CAPT for English language arts and math were See SMARTER page 14

Connecticut Association

Robert Rader

Reporter, CABE

SCHOOLS

Addressing Transgender Concerns

Advocacy News

School Governance Councils

National Survey

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PAGE 9

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of Boards of Education Inc.

Patrice A. McCarthy Deputy Director/General Counsel, CABE

Chris Seymour

81 Wolcott Hill Road Wethersfield, CT 06109-1242

Luke is Standing Up for Public Education

Full implementation of Smarter Balance nears

Periodical Postage PAID Hartford, CT

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The Journal – Connecticut Association of Boards of Education/January 2015 PRESIDENT COMMENTARY

Reach out to ALL children In 1995, John Dilulio published an article in the Weekly Standard entitled “The Coming of the Super Predators”. This paranoid, racist, and fear mongering rant disguised as a scholarly article has had direct consequences on laws that have led to the mass incarceration of African American and Latino boys and men and to the direct loss of life suffered by males of color from, mostly white, police officers across our country.

Mr. Dilulio was the Director of the Brookings Institution’s Center for Public Management and was also an Adjunct Fellow at the Manhatten Institute. Mr. Dilulio said, then that too many, (inner city,) children were growing up in “moral” poverty surrounded by deviant, delinquent, and criminal adults in abusive, violenceridden, fatherless, Godless, and jobless settings”.

He went on to say that “moral poverty will create super-predators, as young as 7 years old”. He continued this disturbing article by concluding that on the horizon are tens of thousands of severely impoverished juvenile super-predators. They are capable of committing the most heinous acts of physical violence...they live by a code that reinforces rather than restrains their violent, hair-trigger mentality...

So, “for as long as their youthful energies hold out, they will do what comes “naturally”: murder, rape, rob, assault, burglarize, deal deadly drugs, and get high”.

Dilulio predicted that by 2010 there would be an estimated 270,000 more young predators on the streets then in 1990.

Other criminologists joined in the rhetoric saying that “unless we act, we will have a bloodbath when these kids grow up”. Unfortunately, a bloodbath has ensued although not the one predicted, two people of color have been killed by the police per week, on average, during the past 20 years.

Go back and look at the testimony of Officer Wilson or even George Zimmerman during his trial for killing Treyvon Martin.

Although Mike Brown and Treyvon Martin were unarmed and their killers were, each shooter said, “I feared for my life”, i.e., from the aggressive and demonic teenagers before shooting and killing them. These descriptions come right out of the Dilulio article.

Coincidence? I think not.

The first week of April, 2014 The New York Times ran

a report on the “super predator” 20 years later. This theory had led nearly every state in the country to pass legislation that dramatically increased the treatment of juveniles as adults for purposes of sentencing and punishment. Many school districts followed suit by enacting zero Richard Murray tolerance policies that, as we know, has led to boys of color being suspended or expelled at an exponentially higher rate than other students.

Interestingly, the ‘super-predator’ prediction proved to be completely false, violent juvenile crime rates had started to decrease about the same time the article appeared in the Weekly Standard. By the turn of this century the crime rates for juveniles had fallen to pre1985 levels.

Mr. Dilulio finally admitted his prediction was wrong and in fact testified that forcing juveniles into adult courts and jails “had no material effect on the subsequent decrease in crime rates”. Although the ‘super-predator’ prediction proved to be a myth almost all of these laws remain on the books and thousands of children remain in prison and many children of color are being funneled into the school to prison pipeline because of misguided policies.

I believe it is imperative for this nation’s public schools to reach out to all children and reaffirm that everyone’s life has value and matters to each and every one of us. We must eliminate zero tolerance policies from our books and ensure a positive school climate for all children.

This issue does not just concern people of color or citizens who reside in urban areas, it is a moral imperative for all Americans to address and the best place to begin the conversation, and continue it, is in our public schools.

Visiting other State Associations Attending the New York School Boards annual conference were: CABE President Richard Murray (Killingly), New York State School Boards Association Immediate Past President Florence Johnson, CABE Immediate Past President Lydia Tedone (Simsbury).

Attending the New Jersey School Boards Association annual convention were: CABE President Richard Murray (Killingly), New Jersey School Board Association President John Bulina, CABE Immediate Past President Lydia Tedone (Simsbury), and New Jersey School Board Association Immediate Past President Ray Weis.

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 Richard Murray .................................................. President, Killingly Ann Gruenberg ................................. First Vice President, Hampton Robert Mitchell ................ VP for Government Relations, Montville Elaine Whitney ........... VP for Professional Development, Westport John Prins ......................................... Secretary/Treasurer, Branford Lydia Tedone ............................................ Immediate Past President Donald Harris ........................................................ Member at Large

AREA DIRECTORS Daniel Gentile ......................................... Area 1 Director, Plymouth Jeffrey Currey ............................. Area 2 Co-Director, East Hartford Susan Karp ................................... Area 2 Co-Director, Glastonbury Donald Harris ................................. Area 2 Co-Director, Bloomfield Laura Bush ................................................. Area 3 Director, Vernon Douglas Smith ........................................ Area 4 Director, Plainfield Andrea Veilleux ................................ Area 6 Co-Director, Stratford Jennifer Dayton ............................. Area 6 Co-Director, Greenwich Roxane McKay ............................. Area 7 Co-Director, Wallingford John Prins ......................................... Area 7 Co-Director, Branford Lon Seidman ................................................. Area 8 Director, Essex Andrea Ackerman ..................................... Area 9 Director, Groton

ASSOCIATES Eileen Baker .............................................. Associate, Old Saybrook Sharon Beloin-Saavedra .............................. Associate, New Britain Gary Brochu .......................................................... Associate, Berlin Robert Guthrie .............................................. Associate, West Haven Robert Trefry ........... Associate, CT Technical High School System COMMITTEE CHAIRS Elizabeth Brown ......................... Chair, State Relations, Waterbury Donald Harris ......................... Chair, Federal Relations, Bloomfield 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 Gail Heath ........................................ Admin. Assoc. for Government Relations Wilmarie Newton ........................................ Admin. Assoc. for Labor Relations Denise Roberts .................................... Admin. Asst. for Membership Services 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

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The Journal – Connecticut Association of Boards of Education/January 2015 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 SILVER MEMBERS Anthem Blue Cross and Blue Shield Arthur J. Gallagher & Company Corporate Cost Control Milliman, Inc. Milone & MacBroom, Inc. Perkins & Eastman Siegel, O’Connor, O’Donnell & Beck The Segal Company BRONZE PLUS MEMBERS BL Companies Friar Associates Goldstein & Peck, P.C. Milone & MacBroom Morganti Group O & G Industries The S/L/A/M Collaborative Trane BRONZE MEMBERS Brown & Brown Insurance Chinni & Meuser LLC Dattco Inc. Fuller & D’Angelo Architects and Planners JCJ Architecture Kainen, Escalera & McHale, P.C. The Lexington Group Muschell & Simoncelli Ovations Benefits Group Suisman Shapiro Attorneys at Law

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

New Year’s Resolution: New board members will be ready for their new role We are entering a year in which Connecticut’s towns and cities will elect new school board members. It is not too early for current board members and superintendents to consider the need for ensuring that high-quality board members be elected to the Board and that they be prepared for their school board service.

True, the elections are close to a year away. But, many districts still operate without a formal orientation process for Board members… and this leads to frustration and uncertainty about school board service.

I know that is true, because I have seen it when I have done retreats with Boards.

In one instance, midway through the retreat, a Board member with six months’ experience stated that she still did not know when it was appropriate to ask a question at a Board meeting.

In another district, a Board member was very frustrated because she had gotten no orientation and did not understand the background to various issues upon which she was being asked to vote.

And, pretty much everyone who has been or is on a Board has been stumped by the many acronyms (e.g., MBR, RTTT, PEAC, CCSS, etc.) and “educationese” used as we discuss educational issues. [Editor’s Note: CABE has a Glossary available for School Board Members.]

These situations are uncomfortable, especially for new Board members.

When we speak to them, we remind them that they are not expected to be experts on education.

Our system of grassroots democracy is based on Board members knowing enough about the issues to ask the important questions and then asking more if they remain unsatisfied with the answers.

It is not based on expecting Board members to have an educational doctorate!

Research shows that effective Board members, however, have a positive effect on the district and student learning. That is part of the basis for the CABE/SDE Lighthouse training.

Now Is the Time to Consider a Process I bring this up early in the year, because we encourage Boards to adopt policies on professional development and one specifically addressing orientation of new Board members. Starting this early will give you time to consider the policy and ensure it’s addressed before new Board members are sworn in.

In addition, Boards are considering their 2015-16 budgets and professional development for Board members is just as necessary as that for district staff and demonstrates a commitment to lifelong learning.

One of the legacies that Board mem-

bers who will leave their Boards is ensuring that there are high-quality, knowledgeable Board members to continue their important work. Providing funding for professional development for Board members is one way of helping the Board members of the future.

At our 2014 November Delegate Assembly, delegates overwhelmingly voted in favor of requiring professional development for new and experienced Board members. This is a strong indication of just how important an issue this is.

Here is what CABE does to help prepare those who are even just considering attempting to join a Board if they are elected or appointed: • In the Fall, CABE presents Candidates Workshops, which are aimed at those who are running for the Board or even just considering a run. The workshops include discussion of the time commitment for

“Research shows that effective Board members, however, have a positive effect on the district and student learning.”

Board service, which is discussed by a CABE Officer. There also is discussion of roles and responsibilities and some of the major issues facing public education. We encourage you to send these individuals to one of these workshops.

• At around the same time, we send out brochures entitled, “So You Want to Be a Board Member”.

They contain information of the roles of Boards and Board Members. It is available in Spanish, as well as English.

• After the election, towards the beginning of December, we present a full-day New Board Member Orientation, to which both new and experienced Board members are invited to attend, as well as superintendents. The day includes some workshops focused on the needs of experienced Board members, but the major aim is to provide general information to all attendees. Topics include FOIA (another acronym!), roles of the Board members and superintendents, hypotheticals and similar professional development.

Our hope is that as topics are discussed, the experienced Board members and superintendent will let the new Board member know about how the topic is addressed in their particular town.

Robert Rader

• Many Boards take advantage of our New Board Member packets, which are full of books, articles and other material that should help new members understand the scope of their responsibilities.

• Over the course of the year, CABE Staff is available to come to individual member Boards to discuss roles and responsibilities.

• And, we always include at least one workshop on roles and responsibilities during the CABE/CAPSS Conference.

Most Boards provide some level of orientation for new Board members.

Usually, the Superintendent will provide information on subjects such as enrollment, the staff and critical issues before the Board. The Board Chair will often discuss the organization of the Board, how issues get on the agenda and expectations of Board members.

A good orientation becomes a critical part of the learning of incoming Board members. They will harken back to information and advice they get at these meetings. They come on ready to work and better informed about how to do their new “jobs”.

Let’s ensure that by the end of this Board member election year, all new Board members will be able to hit the ground running! That kind of resolution will pay dividends to the Board, the district and its students well into the future.

Sample Bylaws #9230, Orientation of Board Members, and #9240, Board Member Development, are available from the CABE Policy Service.

CABE Staff Helps at Holidays In the spirit of the season, CABE staff sponsored 10 individuals through the Newington Human Services Department. Staff recognizes the great need that exists in our communities and felt it important to help make the holidays a little brighter for those in need.

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The Journal – Connecticut Association of Boards of Education/January 2015

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

Addressing transgender concerns through policy The U. S. Education Department Office for Civil Rights recently reached an agreement with a California school district concerning discrimination and harassment incurred by a transgender student.

The complaint against the district alleged that both students and school staff had “verbally harassed” the student and that the school staff had suggested the student transfer to another school. Under Title IX, all students, including transgender students and students who do not conform to gender stereotypes, are protected from sex-based discrimination. The school district was required to take a number of steps to correct the situation.

Survey Results Further, a recent annual survey released by the Gay, Lesbian and Straight Education Network found that despite improving conditions for LGBT students in many schools, they continue to experience hostile school climate.

The survey of LGBT students during the 2012-2013 school year found that 55.5% of the respondents reported that they felt unsafe at school, with 30 percent missing a day of school in the last month because they felt unsafe. Seventy-four percent of surveyed students reported verbal harassment over their sexual orientation, while 55 percent experienced verbal harassment based on their gender expression.

Thirty-six percent were physically harassed in the past year because of their sexual orientation and 23 percent because of their gender expression. Many were also physically assaulted. Also, hostile school climate was found to be a factor in poor academic record and diminished post-secondary aspirations.

During the past decade, controversies surrounding students’ sexual orientation and gender identity have become increasingly common in schools. School administrators and boards of education need to manage the conflicts that arise in areas of curriculum, student clubs, dress codes, sports and harassment.

Law Requires Equal Educational Opportunity Due to a more tolerant school/society community, growing numbers of transgender and gender non-conforming students are coming forth in schools.

Transgender students are children whose assigned birth sex does not match their

internalized sense of who they are as either a boy or a girl, that is, their gender identity.

For most of these children, having a persistent cross-gender identification can be interruptive of their daily emotional and psychosocial development unless and until they receive support for expressing their gender identity and receive recognition for that gender identity.

Gender non-conforming students are those whose gender-related identity, appearance, or behavior do not in some way meet the stereotypically expected norms for a student of that assigned sex at birth.

It includes transgender students who live their lives consistent with their gender identity rather than their assigned birth sex. The law requires that all of these students be guaranteed an equal educational opportunity.

“Transgender” is a broad term for individuals who do not fit within strict gender categories. This category includes individuals whose gender identity differs from the social expectations for their physical gender.

Gender identification is not the same as sexual orientation. Sexual orientation concerns whom an individual loves or desires. In contrast, gender identity concerns which gender an individual feels he or she is.

There is evidence that a school’s failure to recognize and support a child’s gender identity or expression can result in significant harm to the child. Schools need to provide a safe, supportive and non-discriminatory environment for transgender and gender non-conforming students.

These youth, because of widespread misunderstanding and lack of knowledge about their lives, are at a higher risk for peer ostracism, victimization and bullying in the school environment, in addition to the psychological harm they may suffer in an environment that rejects them for their gender identity.

Ensuring a safe, nurturing and equal educational environment for these students requires a system-based approach. The school system, in concert with family and educational professionals, must be supportive role models and strong advocates for the safety and wellbeing of such students including ensuring full respect for the expression of the student’s gender identity.

Many states, including Connecticut, have laws which prohibit discrimination against transgender individuals. It is estimated that two to five percent of the country’s population is transgender.

On December 18th, CABE presented a webinar, by new SDE Social Studies Coordinator Steve Armstrong and other writers on the new Social Studies Frameworks which are scheduled to receive final adoption by the State Board of Education at its February meeting. The webinar can be found on the CABE website, http:// www.cabe.org/page.cfm?p=354.

Connecticut Laws Prohibit Discrimination

counsel, the State Department of Education, and CABE to determine appropriate actions.

Connecticut law, Public Act 11-55, Connecticut statute defines “gender prohibits discrimination on the basis of identity or expression” as a person’s gender identity or expression in all areas gender-related identity, appearance, or and contexts in which the laws already behavior, whether or not that identity, prohibit discrimination on the basis of appearance, or behavior is different from sex. This includes the areas of employthat traditionally associated with the ment, public accommodations, the sale or person’s physiology or assigned sex at rental and use of housing, the granting of birth. credit, and educaThe definition tion. specifies that genderPolicy Implications The Connecticut related identity can be Policy is a proactive way of address- shown by providing Commission on ing concerns before they arise. Many evidence in various Human Rights and Opportunities specific issues arise regarding ways that include: (CHRO) has 1. medical transgender students in the school setjurisdiction over ting. These issues include, but are not history, these laws, enforc2. care or limited to, such areas as privacy, offiing antidiscriminatreatment of the cial records, names/pronouns, gendertion laws in these gender-related segregated activities, student informa- identity, areas. CHRO in a tion systems, restroom and locker acdeclaratory ruling 3. consistent and stated that the cessibility, physical education classes, uniform assertion of prohibition against intramural and interscholastic sports, such an identity, or sex discrimination 4. any other and dress codes. in the laws over Policy, #5145.53, “Transgender and evidence that the which CHRO has Gender Non-Conforming Youth” per- identity is sincerely jurisdiction covers held part of a person’s tains to this topic. This is a recom- core identity, or that discrimination on mended “good practice” policy for in- the person is not the basis of gender identity or expresclusion in a district’s policy manual. asserting such an sion.

In addition, many resources are identity for an Further, like all available on this topic which will prove improper purpose. other individuals, Boards of educahelpful in the recommendation to train lesbian, gay, tion are prohibited all teachers, administrators, counselors bisexual, and from discriminating and students in transgender sensitivity, on the basis of gender transgender in what it means to treat all people re- identity or expression (LGBT) students are guaranteed spectfully and equally. The goal must in employing or equal protection be for a positive, harassment-free at- paying teachers. The under the Fourdistrict is prohibited, mosphere for all students. teenth Amendment except in the case of a of the Constitution bona fide occupaand free speech tional qualification or under the First need, from refusing to Amendment. Court cases addressing legal hire or employ someone; barring or issues regarding LGBT students and discharging someone from employment; related issues have resolved many or discriminating against someone in pay questions and provide some gui-dance to or in employment terms, conditions, or schools if and when conflicts arise. privileges based upon the individual’s However, not all issues have been gender identity or expression. resolved. It is always good practice to seek legal advice either from district legal

Save the Date

March 25, 2015 CABE’s Day on the Hill The Bushnell, Autorino Great Hall, Capitol Avenue, Hartford Come, learn and hear about pending Legislation before the 2015 General Assembly, speakers include Legislative leaders, and CABE staff who will explain how potential legislation will impact your district.

A State Legislative Networking Program for CABE member School Board, Superintendents and Staff, PTA/PTO members, Students and Guests.

The Journal – Connecticut Association of Boards of Education/January 2015

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See You in Court – The Nutmeg Board of Education

The Nutmeg Board Chair rules on a conflict of interest situation: was he correct?

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.

Mayor Megillah, long-serving Mayor of Nutmeg, is in a perpetual reelection campaign, and his latest gambit to pander to special interests involves a proposal to install lights at the football field at Nutmeg Memorial High School.

Last week, he sent an email to the Board of Education, informing it that installation of lights at the High School would commence in February. Mr. Chairperson immediately called Mayor Megillah to explain that the Board of Education had not even discussed the matter.

“No problem,” responded the Mayor breezily. “Just tell them that the Town owns all school property, including the football field at the High School, and that we have decided to install lights.” Mr. Chairperson tried to explain to the Mayor that the decision is up to the Board of Education, but the Mayor wouldn’t hear of it. Incensed, Mr. Chairperson called an emergency meeting for that night.

Seven of the nine Board members were able to attend, and veteran Board member Bob Bombast asked Mr. Chairperson what great emergency called them out on a cold night. Mr. Chairperson then related his conversation with the Mayor, and he asked the Board members to join him in a vote to declare that that the football field will be a “lights-free zone.”

Bob Bombast looked stricken as he listened to Mr. Chairperson describe the conflict between the Board of Education and the Mayor. “Well,” he began, “Let’s not rush into things. I think that lights at the football field might be a good idea.”

Board member Mal Content erupted with indignation. “Bob,” he said testily, “you can’t vote here. Indeed you shouldn’t even be speaking. We are well aware of the fact that you ran the Mayor’s reelection campaign last year. You clearly have a conflict of interest here. So just shut up!”

Penny Pincher chimed in. “Bob, we all know that you carry the Mayor’s water. You are a shameless political animal. I move that Bob be recused from voting here.”

The other Board members murmured assent, and Mr. Chairperson ruled. “Bob, the Board has spoken. Your conflict of interest in this matter is apparent, and you will not be permitted to vote on this matter, understood?”

“No, I don’t understand!” Bob responded heatedly. “I was elected to serve on the Board, and you have no right to disenfranchise me.”

“Wow,” responded Mr. Chairperson.

“That is a five-dollar word. But no matter, that is my ruling.”

“I appeal,” Bob responded. However, interest. Board members come to their so votes will lights be installed at the high the other Board members sat mute, and responsibilities with various experiences school.

Mr. Chairman quickly moved on. and allegiances, and their loyalties and Also, Mr. Chairman violated the “Can I have a interests do not Freedom of Information Act in two motion to inform disqualify them from respects. While he was understandably “Board members have voting. the Mayor that we riled up by the Mayor’s presumption, the will not be Board circumstances were not an “emergency,” a basic responsibility installing lights on members may, of given the plan to install lights in February. the football field?” course, decide not to The FOIC will sustain a claim of to vote objectively asked Mr. Chairvote on matters emergency (and the concomitant failure to with the public person. Penny because they conclude post a meeting at least twenty-four hours Pincher so moved, that friendship, in advance) only under truly exigent interest in mind, seconded by Mal antipathy or other circumstances, which was not the case Content. factors make it here. without letting their The Board impossible to disIn addition, Mr. Chairperson violated members then charge their public the FOIA in claiming on the basis of personal interests voted, six in favor, responsibilities discussion that “the Board had spoken.” affect the vote.” with Bob voting objectively. But those Under the FOIA, public agencies must act against. However, decisions are left for through recorded votes, and consensus Mr. Chairperson the board member to action is not permitted. then instructed the Board secretary to make for him- or herself.

Finally, the Board members engaged record the vote as six in favor with Bob Finally, if a board member has a here in bad behavior. Rude comments abstaining from the vote per the ruling of conflict, they may not even speak to the (“shut up!) or ad hominum attacks the Chair. issue. Boards of education are delibera(“shameless political animal”) are simply Did Mr. Chairperson rule correctly tive bodies, and that discussion precednot permitted, and Mr. Chairperson here? ing a vote is part of the decision-making should have ruled such comments out of process that the person with a conflict order.

In a word, no. This situation raises a would affect.

Under Robert’s Rules, civilized debate number of legal issues, but first and This situation raises a host of other is expected, and such personal attacks are foremost, Mr. Chairperson had no right to legal issues. Clearly, the Mayor overa violation of parliamentary procedure. rule that Bob cannot vote on the motion. stepped in purporting to assert control Attorney Thomas B. Mooney is a partWhen dealing with conflicts of over property dedicated to use for school ner in the Hartford law firm of Shipman & interest, we must keep some basic purposes. The Nutmeg Board of Goodwin who works frequently with principles in mind. First, when a vote by Education has jurisdiction and control boards of education. Mooney is a regular a public official affects his family income, over such property, and only if the Board contributor to the CABE Journal. the public official has a conflict of interest.

While not directly applicable, the State Ethics Code provides that there is a conflict of interest “if [a public official] has reason to believe or expect that he, his spouse, a dependent child, or a business with which he is associated will derive a direct monetary gain or suffer a direct monetary loss, as the case may be, by reason of his official activity.”

Conn. Gen. Stat. § 1-85. A vote that would affect family income in this way

by Thomas B. Mooney, Esq. would subject the board member to an ethics claim.

Shipman & Goodwin Most conflict issues, of course, do not involve such a clear conflict. Board The Guide comes with a CD which provides hyperlinks members have a basic responsibility to to many cases and statutes and will permit vote objectively with the public interest in ord searches as a supplement to the Index. mind, without letting their personal interests affect the vote.

The Eighth Edition was substantially rewritten to reflect statutory Board members must ask the question changes, significant case law developments in state and federal – can I vote on this matter impartially based on the information before me courts. Some of the numerous legal developments and update are as without regard to prior connections or follows: relationships?

• School Safety and Security • Bullying Law • Teacher Evaluation and Support Significantly, that decision is left to the • Teacher Tenure Act • New Requirements for Professional Development individual board member. Here, in ruling • Budget Issues • Prohibitions on Electronic Notifications of Referenda that Bob could not vote because of his • Minimum Budget Requirements • FMLA for Paraprofessionals apparent loyalty to the Mayor, Mr. • Child Abuse and Neglect Reporting Requirements Chairperson overstepped for two reasons.

• Uniform Regional School Calendars • Excusal • Student Assessments First and foremost, it was not his call • Pool Safety • Concussion Prevention and Education to make. The public elects board mem• Sudden Cardiac Arrest Prevention and Education bers, and they have the right and responsi• Administration and Storage of Epinephrine • Excused Absences bility to participate in board meetings, • Student Free Speech • Employee Free Speech including votes. The board, acting through the chairperson or as a whole, cannot take away a board member’s right Order your copy TODAY by going to the CABE website: to vote. www.cabe.org/page.cfm?p=749 Second, here Bob had no conflict of

The Eighth Edition is finally here!!

A Practical Guide to Connecticut School Law

6

The Journal – Connecticut Association of Boards of Education/January 2015

The Professional Governance Board Gary Brochu, , Chair, Berlin Board of Education

Making room for failure in order to achieve success Effective governance boards continually strive for success. High achieving boards identify, invest in, celebrate and reward success, seeking to create a culture of success that permeates throughout the organization.

This focus on achievement and success is commendable. But within this singular focus on success can reside the seeds of stasis and stagnation.

A potential side effect of developing a culture where success is continually identified and rewarded is a corresponding unwillingness to acknowledge and discuss failure. Where there is a focus on success failure can become stigmatized so that discussion of organizational failures either does not take place, or takes place in an atmosphere of discomfort and distrust.

A governance board that is committed to continuous improvement understands that an honest and searching discussion of organization failures is necessary to sustain achievement.

Successful boards understand that today’s failure is often the result of yesterday’s success, with processes that resulted in previous success repeated even when they no longer yield positive results.

In order to facilitate the discussion

of failure in a productive manner, a governance board needs to create an environment where real accountability can take place.

Where individuals are comfortable identifying and discussing where they or the organization fell short, understanding that the organization will not learn from failure unless all are willing to thoughtfully examine and understand failure.

Governance boards can learn from the example of Engineers Without Borders – Canada (EWB), a non-profit organization that utilizes the skills of Canada’s engineering sector to address issues of extreme poverty in Africa. In 2008 EWB published a report entitled “Learning from our Mistakes.”

This report contained stories of EWB’s projects that failed, along with reflections on why these failures occurred. This formal reporting of EWB’s failures has evolved into the “Failure Report,” an annual publication that highlights the organization’s failures. An admittedly bold and unusual initiative for an organization that is dependent on outside funding.

Professional governance boards can learn from the example of EWB and it’s willingness to embrace its failures in order to learn how to achieve continual and sustained success. As noted in the introduction to the 2010 Failure Report,

To be effective change agents, we need to remain humble and continuously learn, commit ourselves to selfreflection, be open about our mistakes, and have the courage to take action, especially after failure. We also need to take individual responsibility for creating a culture in which failure is accepted and celebrated.

It’s the only way we can progress, innovate and learn.

Learning and failing are both lifelong experiences. But whereas most institutions and individuals strive to be continuous learners, they strive equally hard to avoid failure and rarely acknowledge when it occurs. This approach is wrong and problematic. The lessons learned from failure and mistakes are often the most important….

It is unusual to find an organization that is comfortable with “celebrating” failure. This type of openness and honest examination of the roots and causes of an organization’s success and failure as part of a process of continual learning does not just happen. Governance boards need to truly commit to the value of continuous improvement, and create a culture and environment where it is safe to thoughtfully discuss failure, with an eye toward understanding as opposed to recrimination.

As a public agency, it is not surprising that a board of education might not typically “accept and celebrate” failure.

But in order to build an organization of sustained success, a discussion of our failures is essential. As William Gates, Sr., Co-Chair of the Gates Foundation, wrote in the Foreword to the 2010 Failure Report,

Failure is not a precondition to success. But examined failure is. To take the next step as a professional governance board, create an environment where it is safe to acknowledge and examine failure.

Consider regularly reporting your organization’s shortcomings, along with lessons learned, in an attempt to understand how real, sustained success can occur.

In this way your board can convey, in perhaps the most powerful way possible, the great value it places on learning and continuous improvement.

Avoiding a discussion about your failures is understandable, but – if real learning and improvement is to take place – it is also unforgiveable.

Making the shift to Common Core through problem-based learning Becky Hamman Vice President of Outreach, Connecticut Association of the Gifted

Looking at the big picture of best reform initiatives, we need to step back and ask these three important questions as educational leaders, parents, community stakeholders and employers: 1. Are our Connecticut students achieving their full potential?

2. Is authentic learning involved (which is so critical to our urban student success)?

3. Is critical thinking being taught as an integral element of instruction?

To answer these questions as well as meet the demands of the Common Core State Standards, we believe teachers are able to address these specific needs through Problem-Based Learning.

Origins of Problem-Based Learning (PBL) Problem-Based Learning is a model of curriculum and instruction that uses illstructured problems as the catalyst for

learning. PBL was developed at medical school (Barrows & Tamblyn, McMaster University, 1980).

Barrows and his colleagues were concerned that even though their medical students knew a lot about medicine, they were not prepared for professional life: their thinking was inflexible, they were unskilled in bedside manner and, worst of all, they wanted to stop learning.

In short, the knowledgeable new graduates were not at all ready to be doctors. By participating in the PBL approach, new medical students soon found themselves wearing white coats and stethoscopes and facing simulated patients.

Student doctors worked together to figure out what was going on and instructors provided guidance on how to interpret the information, weigh various treatment options, and how to discuss findings with patients.

The students didn’t learn about medicine, they entered the profession of medicine, seeing and experiencing from the eyes of a doctor.

Essential Elements of Problem-Based Learning Since the early 1990s, PBL has been filtering into K-12 classrooms. Fundamental to PBL is the ill-structured problem that drives the learning experience. Otherwise known as “messy”, “fuzzy”, or “ill-defined”, ill-structured problems are mysterious – elements are unclear or missing; authentic – situation is modeled on circumstances in the real world; flexible – many alternative solution paths could be pursued; ambiguous – many possible solutions or no clear solution; and interdisciplinary – real problems permeate across disciplinary boundaries.

Most important, although PBL problems may be ill-structured, they are constructed with great care. Selecting the problem with the desired content focus is essential to success.

Common Core and ProblemBased Learning Connections The Common Core requires teachers

to shift from promoting a “searching for the right answer” mentality to explicitly teaching students how to dive into text or an issue and search for meaning.

In PBL, projects are framed around compelling problems, issues or challenges that require critical thinking and prompt students to craft reasoned arguments in response to the driving question. Perseverance and collaboration, underlying themes in the Common Core Standards, are also key to the PBL learning experience.

Thinking critically in an in-depth and sustained way, PBL presents to transform all students’ unique characteristics into more mature skills, attitudes, and dispositions. PBL also powerfully engages students both emotionally and intellectually, making them feel invested in the project.

This, in turn, provokes inquiry and gives students a reason to read, write, listen and speak about the topic of investigation. In making the shift to Common Core, think PBL!

7

The Journal – Connecticut Association of Boards of Education/January 2015

2014 CABE/CAPSS Convention Recap Lisa Steimer, Sr. Staff Associate for Professional Development, CABE

The 2014 CABE/CAPSS Convention is now behind us and the planning has begun for the 2015 Convention. The evaluations of the 2014 Convention indicate it was a huge success – 92% of respondents to the post-Convention survey said the Convention was “good” or “excellent”.

Thanks to all of you who participated in the Convention! It is your interaction and energy that make this event successful year after year.

The Convention Committee did a great job selecting the General Session speakers. The feedback on their presentations was positive, particularly for Pasi Sahlberg, our Friday morning speaker, who 96% of respondents said was “good” or “excellent” and for Astronaut Rick Mastracchio, who 98% of respondents said was “good” “excellent”.

Equally as positive was the feedback on the breakout sessions – 93% of survey respondents found them to be “helpful” or “very helpful”. This is an increase in the percentage of respondents responding so favorably. The Committee does its best to select the most timely and well developed workshops from the proposals submitted.

If you have an interest in presenting a workshop at the 2015 Convention, watch your mail in late January-early February for the Call for Proposal information.

Why Friday and Saturday and not Thursday and Friday?

Several respondents brought up holding the Convention on a Thursday and Friday rather than a Friday and

Saturday. We have surveyed Convention attendees about this in recent years and found that the majority of attendees prefer to attend Friday and Saturday because Saturday sessions still allow the option to attend for those who are unable to get time off during the work week.

Why not another location?

83% of survey respondents find the Convention location to be “good” or “excellent”.

However, a number of people have asked why the Convention is not held in a more central location or at one of the casinos. Over the past several years, the Convention Committee has devoted time to discussing these very questions.

At the Committee’s request, staff has investigated numerous sites throughout the state of Connecticut, only to discover that when strictly looking at space, very few venues in the state of Connecticut are able to accommodate our group. Those venues which have adequate space for us are not necessarily the right “fit” for our group.

We have outgrown sites used prior to the Mystic Marriott, namely the Waterbury Holiday Inn (formerly the Sheraton) and the Cromwell Crowne Plaza (formerly the Radisson).

Both CABE and CAPSS have surveyed their memberships about holding the Convention at one of the casinos, only to find what we believed to be true - the majority of both organizations are against moving the Convention to either of the casinos in the state.

This is based on the belief that the public and the media would criticize using public funds to hold a Convention in a

LUKE (continued from page 1) CABE with the support of CAPSS, have launched an initiative to help dispel continuous negative public discourse about our schools.

NSBA has enlisted the help of Magic Johnson, Montel Williams and Sal Khan in this effort. NSBA has shared videos and other information with the media and other groups on this effort, which can be seen at www.nsba.org/advocacy/publicengagement/stand-4-public-schools .

According to Patrice McCarthy, “Pat has long been a mentor to me in my work.

I can think of few people who exhibit the thoughtfulness, breadth of experience and commitment to public education that Pat has. When it comes to these characteristics, Pat is in a class by herself.”

Pat sat down for an interview with Ann Baldwin and described her thoughts on a life filled with educational leadership.

She began her career as a teacher and later became Executive Director of EMSPAC, which represented elementary school principals. It is now part of the

casino area and the negative perception of public officials at a gaming facility, albeit the meeting space. In a time when every dollar spent is scrutinized more than ever, we want to protect our members from unnecessary criticism.

While the Connecticut Convention Center is centrally located in Hartford, we heard a number of concerns from participants in the two years we were there. The Convention Center is not a financially feasible location at this time. The Committee would like the Convention to be more centrally located, but appropriate space is not currently available.

In the past, the Committee has discussed moving the Convention out-ofstate, but felt this would be inappropriate for two statewide Connecticut associations.

While at times crowded, we are the only group in the hotel and “take over” all the meeting space at the Marriott. This allows all of us the opportunity to run into one another during the course of the Convention. If we were in a larger facility or shared space with another group, this opportunity would be greatly diminished.

We all recognize that the current space is not 100% ideal, but it provides the best possible solution to a good problem – the popularity of the Convention for the given space.

Keep your feedback coming - it enables us to continually tweak the Convention in order to best meet the needs of the CABE and CAPSS memberships.

Be sure to mark your calendar for the 2015 Convention – November 20-21. We hope to see you then!

CABE Legislative Breakfast Schedule Area 3 • January 14, 2015 • 8:00 am Rockville High School, Vernon (Hallway outside of auditorium) Patrice A. McCarthy and Patricia B. Luke

Connecticut Association of Schools.

The first CABE Stand Up representative is Astronaut Rick Mastracchio.

The interview can be found at www.cabe.org.

We are hopeful that your districts will also find individuals who will STAND UP FOR PUBLIC SCHOOLS! We welcome individual school districts videotaping and getting usable positive quotes for some of the highprofile “stars” in their communities, who got their start in Connecticut public schools!

Area 2 • January 22, 2015 • 8:00 am State Capitol, Hartford (Old Appropriations Room 3rd floor) Area 1 • January 23, 2015 • 8:00 am Terryville High School, Plymouth (Library) Area 9 • January 27, 2015 • 8:00 am Fitch High Schoo, Groton Area 4 • January 28, 2015 • 8:00 am Plainfield High School, Plainfield (Upper Level Cafeteria) Area 6 • January 29, 2015 • 8:00 am Staples High School, Westport (Library Media Classroom)

CABEMeeting CABE-Meeting is a user-friendly online service offered by CABE specifically for school boards. Users can eliminate unnecessary paperwork, increase efficiency and reduce costs while enabling board members to utilize the latest in cutting edge technology.

Using CABE-Meeting, the Meeting Manager can create and electronic meeting from developing the agenda to creating the minutes and everything in between.

When the meeting is ready, the Meeting Manager emails your board members and designated administrators to let them know they can log in. Users can login from the comfort of their homes or work place. With a mouse click, agenda and related documents are open and ready for viewing. Using the search features, administrators and board members can easily locate information from previous board meetings. No more time consuming, tedious searches through mounds of paper!

What Else Does CABE-Meeting Offer?

• Secure login access for board and district staff • Password protected access for certain features and audiences • Access from any location with Internet access • Search archived agenda and meeting related items in a flash.

• Ability to download and print attachments • Option to provide a public link to board meeting information • Calendar for tracking events of district interest

Your CABE-Meeting Subscription Provides: • • • •

Access to CABE-Meeting Initial and ongoing training Support and maintenance Upgrades to the service

CABE Member Subscription Information: Initial Subscription Fee – $3,000 Annual Maintenance Fee – $1,500 If you have an interest in this service, contact Lisa Steimer at 860-571-7446 or lsteimer@cabe.org.

8

The Journal – Connecticut Association of Boards of Education/January 2015

New Fairfield Middle School named CAS Middle School of the Year holders as part of the decisionmaking process; • The inclusion of special-needs students with their peers in all classes; • Support for innovation and academic risk-taking; and • Emphasis on research and presentation skills by all learners.

Alicia Roy Superintendent, New Fairfield Public Schools

New Fairfield Middle School has been selected by the Connecticut Association of Schools (CAS) as the 2014-2015 Middle School of the Year.

Chosen from among 150 eligible Connecticut middle schools, New Fairfield distinguished itself as a consummate middle school, employing exemplary practices as defined by the National Middle School Association and the National Association of Secondary School Principals.

After completing a detailed application process that included attention to curriculum, instructional practices, school climate and safety, community involvement, and student success, two schools were selected as finalists.

These schools were visited by a trained CAS committee that included a veteran principal, distinguished teacher, and the CAS assistant director for middle level education.

During the site visits, interviews were held with faculty, administration, parents, and students. Classes were observed and scores of documents were examined.

New Fairfield Middle School rose to the top to receive the outstanding honors.

Principal Christine Baldelli and Assistant Principal Cheryl Milo, proudly receive the banner recognizing New Fairfield Middle School’s achievement.

Reasons CAS cited for choosing New Fairfield Middle School as the best in the state include the following: • The extent to which twenty-first century skills are incorporated in all aspects of school life as evidenced by a commitment to making all students, teachers, leaders, and support staff into “learners;” • Enlightened school and district leadership that empowers all stake-

The administrators are very proud of their staff and students. Principal Christine Baldelli, stated, “I am proud of the work my staff has accomplished over the past two years. They have worked hard to embrace new instructional strategies that will allow all learners to achieve their personal best.”

Dr. Alicia Roy, superintendent of schools, says that she could not “be more proud of the staff, students, and administrators. This honor is a culmination of our ongoing dedication to meet the needs of all learners.

Everyone’s commitment to our goal to use 21st Century skills and tools to personalize learning brought this accolade.

Everyone should be proud. I am totally thrilled for our community!”

New Fairfield Middle School is an extraordinary middle school in every respect.

Available from The CABE Bookstore!

Understanding the Connecticut Freedom of Information Act and Access to Public Meetings and Records - Fourth Edition Written by: Mark J. Sommaruga, Esq. Pullman & Comley, LLC to order the FOIA book go to the CABE Online Bookstore at www.cabe.org/page.cfm?p=749

Support for the budgetary process Financial Feasibility for Teacher Retirement by designing plans that are in the best interest of districts and teachers.

Counselors for Senior Teachers Bill Sudol Retired Executive Director, Teachers Retirement Board www.counselorsforseniorteachers.com

John Kowalsky Independent Broker, Husband of Retired Teacher www.counselorsforseniorteachers.com

Call us @ 1-860-828-8360

It’s a pleasure for the Connecticut Association of Boards of Education (CABE) to join with the Connecticut Association of Public School Superintendents (CAPSS) in sponsoring this webinar that is designed to give information to Boards of Education that may assist them as they are looking at plans that would be available to their staff that would help individuals make the difficult decision as to whether or not to retire. This is one resource we think is valuable for districts to look at and we bring you this information as a service to our members.

Patrice A. McCarthy Deputy Director and General Counsel, CABE Two of the ongoing challenges that school system administrators face are how to make it possible to assist long time loyal and effective teachers and administrators retire into a financially secure situation and how to secure significant budget savings without sacrificing quality in educational programming. To assist you with these challenges, CAPSS and CABE have established business partnerships with John Kowalsky and Bill Sudol around an effective method for prospective retirees to obtain health insurance coverage that is both affordable and comprehensive Joseph J. Cirasuolo, Ed.D Executive Director, CAPSS

Support for an integral aspect in planning for education transformation.

We are offering a dedicated explanation of the partnership process and will be contacting you to schedule a meeting at your convenience.

The Journal – Connecticut Association of Boards of Education/January 2015

9

ADVOCACY NEWS

2015 CABE Legislative Priorities Fund Existing Initiatives ➢ Maintain funding to local

communities including: • Educator evaluation and support implementation • Connecticut Core Standards implementation • School safety and security • Education Cost Sharing grant • Alliance District funding • Expand access to mental health services for youth

➢ Fully fund the Special Education excess cost grant

Address Achievement Gap ➢ Support opportunities to reor-

ganize and personalize learning time to accelerate student achievement

➢ Increase access to early child-

Maximize Resources ➢ Reduce constraints on the

delivery of education and remove mandates that fail to promote student achievement

➢ Place the burden of proof in

hood programs and full-day kindergarten

special education due process hearings on the party challenging the placement

➢ Provide support to low per-

➢ Support interdistrict collabora-

forming students, utilizing research based best practices

➢ Improve student assessment

programs to enhance student creativity and recognize student growth

tion

➢ Continue to focus the State

Department of Education resources on support to local districts rather than enforcement of instructional mandates

➢ Re-examine efficacy of Sec-

ondary School Reform for the class of 2020

Guiding Principles It is imperative to allow school districts to implement the multiple new education initiatives, including educator evaluation and support and the Common Core Standards, and to support them in these efforts. The effectiveness of these changes should be analyzed before any additional requirements are enacted.

CABE urges Legislators to analyze each piece of legislation by asking “How will this legislation promote student achievement?” and “What is the fiscal and administrative impact on local communities?”

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

For over a century, CABE has been the collective voice of more than 1,300 board of education members across the State. As CABE has grown, so has our prominence as a leader in shaping public education programs — helping Connecticut prepare for the increasingly competitive 21st Century.

CABE’s positions reflect the commitment of board of education members to promote public participation through local lay control of public education, to promote equal opportunity and a high quality education for all of Connecticut’s public school children, and to increase public awareness of education issues.

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The Journal – Connecticut Association of Boards of Education/January 2015

The

Media Message

from Ann Baldwin, Baldwin Media Marketing, LLC CABE and Baldwin Media: Partners in Managing Communications

Lessons learned from school tragedy I recently accompanied former Newtown Superintendent, Janet Robinson, to a taping of the Real Story on FOX Connecticut. Newtown was a client of mine prior to the Sandy Hook tragedy and I will never forget that morning two years ago when someone on the other end of the phone said, “Ann, we need your help down here.”

Those tragic events were days that forever changed lives here in Connecticut and around the world.

Now, just after the two-year mark of this devastating story, Janet Robinsonwho admits that this has changed her forever –feels that it is important to share with others in education some of the lessons learned and that is why she agreed to a rare interview on FOX CT. Janet explained during her interview with Al Terzi and Jen Bernstein what December 14, 2012 was like. She had gotten a call from one of her bus drivers that there had been a shooting at Sandy Hook. She then called the public safety

folks who confirmed the tragic news and told her to stay where she was because the situation was still unfolding and they didn’t know at that time whether more than one shooter was involved.

Janet didn’t heed that advice and immediately drove her car from her office to Sandy Hook Elementary School. The area was cordoned off by police and an emergency vehicles, so she pulled over in a ditch and ran to the school, realizing first hand that this nightmare was true.

What people may or may not know is

that, prior to the tragedy Janet Robinson had accepted a new position as Superintendent of Stratford Schools.

She made the decision to delay that move until she felt that Newtown was in a position that she could make that transition.

Today, Janet Robinson wants people to know that our schools are still one of the safest places for our children. She also feels that as a school community everyone needs to work more closely not only to identify mental health issues, but also to ensure more access to mental health services, which she sees as an existing problem. Janet Robinson has

been in public education for a long time and her hope is that we don’t lose trust in our schools.

No one in any school community, large or small, could have been prepared for what happened in Newtown, from the overload of the communications infrastructure to the onslaught of local, national and international media that invaded the town and made their way into the lives of those impacted by this tragedy.

The hope is that the 16-member Sandy Hook Commission, appointed by Governor Malloy, who has been studying this issue for the past two years, will be providing their findings that will close loopholes in order to build safer schools and communities moving forward.

On a final note, I want to thank Janet Robinson for allowing me to share her story. I have the utmost respect for Janet as an educator and as a person who experienced the unimaginable and demonstrated compassion and leadership.

11

The Journal – Connecticut Association of Boards of Education/January 2015

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 representing Connecti-

•

•

•

cut school boards on the state or national level:

• • • •

•

Attended a meeting of the CAPSS Technology Subcommittee.

Attended a meeting of the Connecticut Commission for Educational Technology.

Participated in a retreat to plan strategy for the Connecticut Society of Association Executives.

Attended national Achieve meeting.

Participated in a meeting of the Connecticut Coalition for Public Education. Heard from the new Dean of Education at Southern Connecticut State University.

Hosted two Big 6 (CABE, CAPSS, CAS, CBIA, CCER, ConnCAN) meetings to discuss issues of concern.

• • • • • •

Attended Teacher of the Year ceremony.

Took part in NSBA Board of Directors’ Ad Hoc Committee on the Future of Boards of Education.

Participated in meeting of the Educator Preparation Advisory Council (EPAC) Hosted a meeting of the WhatWillOurChildrenLose Coalition (CABE, CAPSS, CASBO and CAS).

Participated in a two-day Connecticut Academy for Professional Learning meeting.

Attended Connecticut Jumpstart (financial literacy) annual retreat.

Attended CREC Council meeting.

Presented workshop on dealing with a crisis at the Corporate Counsel Conference in New York City.

Attended CAPSS Personalized Learning Committee meeting.

Participated in CABE-CAPSS Governance Committee meeting.

• • • • •

Attended State Board of Education meeting.

Attended MORE Special Education Committee meeting.

Attended Connecticut Coalition for Justice in Education Funding annual meeting.

Attended New England Association of Schools and Colleges Annual Conference.

Attended Connecticut Bar Association Labor and Employment Law Conference.

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

• •

Facilitated a retreat for the Thomaston Board of Education.

Provided roles and responsibilities workshop for the Oxford Board of Education.

•

•

➤ By providing services

to meet members needs:

• • • •

Social Studies

(continued from page 1) preparing the next generation for their place in the world and particularly our participatory democracy - has languished.

I am not alone in sounding the alarm on this issue – it is a national discussion.

In our recently concluded election, I termed as a comparatively ‘respectable’ voter turnout when just over half of the registered voters in our state showed up to cast ballots on Election Day. When the entire population of eligible voters is estimated, that percentage dips to below the 40 percentile range. That means most Connecticut citizens who have the opportunity to select their government are actually choosing not to vote. Nationally, 2014 was the lowest turnout election in more than 30 years.

I believe these statistics have a direct correlation to the foundational questions of who we are as a state, country, and a society. The Social Studies are where we ask those questions.

For too long, the Social Studies have been neglected in our state, especially at the elementary school level. These frameworks will help correct that. I am particularly gratified to see that civics has been incorporated into teaching at every grade level.

As all educators know, inquiry guides the suggestions of how to approach Social Studies. Not many students, or many adults, want to simply learn and memorize the numbers of legislators or the rules that town commissions are bound to follow, for example.

What we care about as citizens are the big questions: How can we make our democracy work? How can we turn our civic ideals into our reality? Indeed, the true nature of citizenship is asking questions about how things are, and learning how to make our voices heard.

This process of questioning is what guides the new Social Studies frame-

works. Students learn more and care more when we spark their curiosity, wonder and potential. That is what will make them active and involved citizens of our society for the rest of their lives.

For example, according to these new frameworks, students will be exploring

“The goal of the Social Studies frameworks is to create experiential learning opportunities that can help these students understand how laws works, how our communities work, and what their role in our communities is and will be.” questions like: What does it mean to be a citizen? How can we make a difference affecting the creation of laws governing our society? Why did the people of Connecticut create the Fundamental Orders of Connecticut? And, compared to nations with a free press, how is the media used differently in countries such as China?

Instead of memorizing a set of facts they might soon forget, an activity that will turn them off from being active citizens later, teachers will encourage students, for instance, to: describe how the media and public interest groups both shape and reflect political and social

interests; explain the factors that influence voter participation, and explore a variety of ways to take part in civic life.

These are all strategies that will allow students to experience and practice what it means to be a citizen.

Let me also be clear about what the new Social Studies frameworks are NOT. They are NOT a state mandate, they are merely guidance for districts to use or not use, according to their preferences.

The frameworks are NOT part of a national effort to take over education, they are the work of hundreds of dedicated Connecticut teachers who have written and reviewed them based on their extensive knowledge of what motivates students.

The frameworks do NOT create a new testing process - though, quite frankly, I have come to the point where I think if a subject isn’t tested it is not likely to be taught.

While I am one of the people who has been alarmed over the years at the domination of standardized testing throughout the field of education, it may be time for all of us as educators to seriously consider whether all our citizens should be tested on the basics of government. But let’s be clear: these frameworks do NOT set up such a test.

Most importantly, the frameworks do NOT sacrifice content for inquiry. In fact, students will learn and retain more information when they are taught in a way that engages them.

That is what civic education is all about – giving students experiences that will actually engage them in their community. The goal of the social studies frameworks is to create experiential learning opportunities that can help these students understand how laws work, how our communities work, and what their role in our communities is and will be.

If we can accomplish this, then we will go a long way to re-engaging the next generation of Connecticut’s citizen leaders.

Participated in a teleconference with Joseph Cirasuolo, Executive Director of CAPSS, to debrief on the 2014 CABE/CAPSS Convention.

Provided policy information to 20 districts, one out-of-state school boards’ association through 30 answered requests for information or sample policies, on 28 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 pertain to a variety of student issues

•

Hosted and staffed CABE State Relations committee meeting to establish 2015 Legislative Priorities.

Facilitated a meeting of the North Stonington Board of Education.

Planned School Governance Council training for Pearson School in Winchester.

Attended meeting of LEAD Connecticut, focused on developing effective principals and superintendents.

In the process of auditing the Hamden and Portland Policy Manuals.

➤ By ensuring members

receive the most up-todate communications:

•

As part of the development of new policy manuals utilizing the Custom Policy Service, materials were prepared for Ansonia, Columbia, East Hampton, East Windsor, Franklin, Gilbert School, Marlborough, New Fairfield, New Hartford, Newington, North Stonington, Putnam, Region 6, Sterling, West Haven, Westbrook, and Windham.

➤ By helping school boards to increase student achievement

•

•

Provided two Lighthouse training sessions for the Vernon Board of Education and made a Lighthouse presentation to the Winchester Board of Education.

Sent out two issues of Policy Highlights via email listserv covering topics that affect student achievement. This included childhood health concerns, after school programs, smoking and tobacco use by teens, school lunch programs, and kindergarten programs.

➤ By promoting

public education:

•

Answered questions about the current legal issues facing boards of education. “HOT” topics this month were: Executive session privilege, specificity of the agenda, role of the board chair, attendance at committee meetings, and use of school facilities.

12

The Journal – Connecticut Association of Boards of Education/January 2015

School Governance Councils Kelly Moyher

Dos and Don’ts

advisory function. The duties of School Governance Councils do not entail Advisory Capacity activities including, but not limited to: School Governance Councils serve in Recently, I have had the privilege of an advisory capacity and assist the school - managing the school; - supervising staff; working with several School Governance administration in the areas listed below: - entering into contracts or purchase Councils throughout the state. I’ve been - analyze school achievement data agreements; fortunate to share this work with Bob and school needs as they relate to - discussing individual issues between King, a former Stamford Board of Educathe school’s improvement plan; teachers and students and/or tion member and a current CABE consult- review the fiscal objectives of the parents; ant. Bob and I have traveled to many school’s draft budget and advise the - determining student eligibility for different towns and cities over the past principal before the budget is school admission; or year and a half with the goal of training submitted to the superintendent; - determining class allocations or School Governance Council (SGC) - participate in the hiring process of student assignments. members to carry out the charges of the the school principal or other legislation, adopted late in 2010, and administrators of the school by After being in place for three years, a adhere to Council requirements. conducting interviews of candidates council may vote to recommend that a and reporting on such interviews to the superintendent of schools for the school be reconstituted using one of the following models for reconstitution: (1) school district and the local and State Statute turnaround; (2) restart; regional board of According to the legislation (Public Act (3) transformation; (4) education; 10-111), the purpose of an SGC is to “A point we try to CommPact school; (5) assist the principrovide an unprecedented opportunity for innovation school; and pal in making stakeholders in Connecticut schools to drive home when (6) any other model programmatic and craft a productive collaboration to support operational visiting with SGCs is developed under student success. The intent of the councils federal law. changes to is to enable parents, school staff, students the importance of However, a improve the (at the high school level) and community council cannot vote to school’s achieveleaders to work together to improve making sure a com- reconstitute a school if ment; student achievement in the state’s lowest it was already reconsti- develop and performing schools. munity is aware of tuted for another approve a written The statute required the following purpose. The statute school parent the serious work schools to establish School Governance provides a process involvement Councils within the following timelines: these councils are whereby the council’s policy that • Schools that were among the lowest recommendation for outlines the role five percent of the state’s schools charged with. These reconstitution must be of parents and based on student achievement and heard by the local guardians; and failing to make adequate yearly councils are an board of education work with school progress in mathematics and reading which must accept, administrators in amazing opportuat the whole school level prior to modify or reject the developing and July 1, 2010, were required to nity for communicaproposal. In a case approving a establish councils no later than where the council and school compact January 15, 2011. Fourteen schools tion among folks the local board of for parents, legal located in Bridgeport, Hartford, New education cannot agree guardians, and Britain, New Haven, Windham, and who may not alon reconstitution, the students that Stamford Academy were impacted Commissioner of outlines the ways be exchangby this timeline.

Education must decide. school’s goals and • Schools that had been identified as ing ideas and opinThe State Board of academic focus not making adequate yearly progress Education cannot allow identifying ways in mathematics and reading at the ions.” more than 25 schools that parents and whole school level and were not per year to be reconstischool personnel among the lowest five percent of tuted under this law. can build a partnership to improve schools prior to July 1, 2010, were student learning. required to establish councils by Council Make-up November 1, 2011. This impacted a A council is to be made up of seven Additional Responsibilities total of 184 schools in districts parents or guardians of students at the In addition to its required responsibilithroughout Connecticut. school, two community leaders within the ties, a council may: Amendments to the School Governance school district, five teachers of the school, assist in developing and reviewing Council legislation (Public Act 12-116, a non-voting school principal or designee, the school improvement plan and Section 23) directed the Connecticut State and two non-voting student members for advise the principal before the Department of Education (CSDE) to high school councils. report is submitted to the superinamend the list of schools required to One challenge many councils have tendent of schools; implement councils. The new list includes reported experiencing is a difficulty in work with the principal to develop, those schools that failed to make adequate recruiting members. More often than not, conduct, and report the results of an yearly progress in mathematics and reading there are vacant seats on a Council when annual survey of parents, guardians, at the whole school level prior to July 1, Bob and I visit.

It’s a challenge of time, and teachers on issues related to the 2012. balancing life and family commitments school climate and conditions; and All Level 4 and 5 schools are also that seems forever elusive these days. provide advice to the principal on required to have councils. Any board of But this is an area where Bob and I any other major policy matters education can voluntarily establish a reinforce the importance of recruitment, affecting the school, except on council for any school and use the model as well as making sure the entire commumatters relating to collective described in the statute or an alternate nity is aware of the SGC and its work. bargaining agreements between the model. The law states a council is considOften, in the case of a middle or high teachers and the board of education. ered a component of parental involvement school SGC, this requires communication Recognize Limitations for purposes of federal law under NCLB. It is also important to recognize the limits and education at the elementary school level so members such as parents are well of a School Governance Council’s Senior Staff Attorney, CABE

aware of the Council’s work and ready for recruitment from the time their children enter the middle or high school.

Utilizing the town or city’s parentteacher group and the district or school’s website are also excellent means through which the SGC can communicate about its work and recruit members.

A point we try to drive home when visiting with SGCs is the importance of making sure a community is aware of the serious work these councils are charged with. These councils are an amazing opportunity for communication among folks who may not always be exchanging ideas and opinions.

Teachers may talk with other school personnel, parents will talk to parents, kids and folks in the community may hear from both. But rarely do these parties sit together to communicate and educate each other for the benefit of student achievement.

We cannot stress the word ‘opportunity’ enough to the SGCs we talk to.

Models such as those put forth by the legislation in Connecticut are used throughout the country and it is important to note this legislation expressly provides that any school district may implement an SGC - the ‘opportunity’ for assisting in the achievement of Connecticut’s students is that vital.

Key Factor Another key factor we often discuss with a SGC is the role the school principal plays in the success of a council.

Thus far we have been pleased to see principals in attendance at all of our training sessions. Nevertheless, we always make sure to discuss the critical role in communication and education the principal plays within a council. As part of the district administration, school principals play a key role in communicating issues and ideas a council has with the superintendent, teachers and administrators within the school, and parents.

The school principal can act as an ambassador on behalf of the council and has great communication opportunities with many people in the district and in the community. The principal can also act as a resource for the group, helping the group to understand education curriculum and processes, such as the school budget, and can encourage the group to bring in a speaker on certain issues about which the group would like or need to learn more.

Training School Governance Council training can be tailored to a school’s specific needs and Bob and I have worked with several Councils more than once. We are here to help a Council get up and running and are always available for follow-up meetings.

I think I can speak for Bob as well when I say I have very much enjoyed meeting SGC members throughout the state, listening and learning about each community and school, and helping each Council to carry out the critical role it will play in raising student achievement.

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The Journal – Connecticut Association of Boards of Education/January 2015

Decisions made at the State Board of Education meeting Sheila McKay Senior Staff Associate for Government Relations, CABE

The public comment period of the December State Board of Education meeting was dominated by those supporting the new Social Studies framework.

The Board voted to preliminarily approve the work.

Dr. Stephen Armstrong, a State Department of Education (SDE) Consultant, lead the presentation to the board. He made a point of saying that this work has renewed their relationship with local museums, historical societies and Secretary of State Denise Merrill spoke in public comment about the need to reach out to civic groups.

Armstrong also led a webinar CABE held on the topic. See our website to view the archived event. http://www.cabe.org/ page.cfm?p=354.

The board discussed and voted on organizing the search committee for an interim Commissioner. Commissioner Stefan Pryor received thanks for his change agent skills during public comment and at the meeting.

As action items, the board voted on the technical high school trade reauthorization for the manufacturing and transportation clusters for the next five years and set goals.

The legislative changes adopted by the board include: • changes to the Strategic School Profiles to reflect current data; • extend the term from two to four years for those on the Connecticut Advisory Council for School Administrator; • incorporating Smarter Balance and other alternative assessments into district/school accountability calculations; • making permanent the Parent University program and removing the restriction to fund only two in education reform districts; • broadening options for preparation and certification and increase the educators seeking bilingual endorsements; and • extending the time to select schools to participate in the Commissioners Network and raise the cap on total Network schools in a single district form four to six.

unfulfilled jobs in computer programing at one million by 2020.

SDE’s initial work looked at Code.org.

It is expanding participation in computer science by making it more available in schools, and increasing participation by women and underrepresented students of color.

At the legislative subcommittee meeting, members discussed the various

efforts to reduce the chronic absence rate.

New data suggests some districts are making real progress. Members intend to vote on changes to bring to the legislature at their next meeting.

The State Board of Education December 3, 2014, meeting was taped by CT Network and may be watched on demand at http://www.ctn.state.ct.us/ ondemand.asp.

CABE State Relations Committee meeting

The board is just beginning discussions on computer science and coding standards programing and its position in coursework and credit. Jennifer Michilak, SDE Consultant, remarked that 25 states allow computer science to satisfy core graduation requirements, but she truly emphasized the career need by stating the

CABE State Relations Committee hard at work setting the Legislative Priorities for the 2015 Legislative Session.

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14 SMARTER (continued from page 1) given “in about 20 of our districts last year,” said Roberge-Wentzell. “And districts actually could do it a number of ways: they could stay with the CMT in grades 3-8 or move early to Smarter Balanced; at the high school, they could make the same choice – stay with CAPT or move early to the Smarter Balanced – so a district didn’t have to make the same choice for 3-8 that they made for the high school.

So we did have some districts that made different choices for high school than the younger grades.”

All in all, Roberge-Wentzell said she was “really pleased” with the administration of the Smarter Balanced tests around the state last school year.

“We were really pleased last year; first of all, we were really pleased that the federal government granted us permission to offer our districts the choice of whether or not they wanted to stay one more year with the legacy assessments or move early to the Common Core aligned assessments,” said Roberge-Wentzell. “And 90 percent of our districts chose to go with Smarter Balanced and that was a lot more than we had predicted, so we were really pleased that the field test went very smoothly because I was a little nervous— because really this was like going a year early to full implementation of the computer-delivered tests.”

Things also went well from a technical

The Journal – Connecticut Association of Boards of Education/January 2015 standpoint, according to the state’s chief academic officer. “We were really pleased that from a technical standpoint it was an extremely smooth implementation,” she noted.

Surveys conducted of teachers, administrators and students after the tests indicated that the online testing was a positive experience. “Students in particular reported positive experiences with taking their tests on the computer; the youngest students in particular were the most positive,” said Roberge-Wentzell.

The 2015 Smarter Balanced assessment w ill also be “our first year with student data so this will be our baseline year,” said Roberge-Wentzell.

“So the baseline we get from this spring’s administration will help us plan for what our kids need to be successful,” she added. “Really, this year people should view this as a very low stakes year; there is nothing that hangs on it. It is really to see where we are – where communities are, where kids are.”

“If one is lucky, a solitary fantasy can totally transform one million realities.”

Maya Angelou

CABE Search Services Call CABE for your recruiting needs 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 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/January 2015

National Survey indicates that recent High School Grads believe they have gaps in their Preparedness for the Future In mid-December, Achieve, “an independent, nonpartisan, nonprofit education reform organization dedicated to working with states to raise academic standards and graduation requirements, improve assessments, and strengthen accountability” released Rising to the Challenge: Are High School Graduates Prepared for College and Work?

The survey results describe the beliefs of recently graduated students about how well their schools prepared them for college and work.

While the pollsters asked 1,347 recent public high school graduates in two- or four-year colleges, as well as those not enrolled in college (including those who quit before finishing), it was not disaggregated by states. The results, however, are worth considering for Connecticut Board members and Superintendents:

Solutions Here are some of the Report’s “Solutions” to these issues: • Provide real academic challenges for high school students and communicate with them about what is needed for future success.

• Provide consistent and regular signals to ALL high school students about what academics are needed to be ready for college and careers is key.

• Set rigorous expectations, students will rise to the challenge.

• Have graduation requirements that ensure academic preparation for all.

• Encourage all students to take the most advanced classes.

• Ensure the rigor of classes offered; reliance on course titles can lead to watered down courses.

• Communicate with students early in high school (if not before) about the expectations and skills (including courses) needed for future success – including college admissions and career interests.

• Regularly tell students whether they are “on track”.

• Tie learning in high school to life outside the classroom by providing real-world learning opportunities.

• Provide support/help for students who need it (e.g., tutoring).

• All means ALL. Be sure all students understand and know the benefit of academic preparation for college and careers; everyone needs to be prepared for their next steps.

• About half of the graduates reported gaps in their preparation for life after high school. Among college students, 49% felt they had large gaps in one or more subject areas.

Over 80% of college students and nonstudents felt they had at least some gaps in or more area.

• Interestingly, 50% of college students had gaps in work and in study habits. 22% felt they had large gaps.

• For college students, oral communications and public speaking closely followed as an area with at least some gaps.

• The largest percentage of nonstudents (49%) felt they had at least some gap in science. They also reported at least some gaps in applying what they had learned.

• Only about a quarter of 2014 graduates felt that their high school set high academic expectations.

• If they could do high school over, about 60% of all those surveyed said they would have worked harder in high school on their coursework, even if it meant less time for other

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activities.

Most said they would have taken higher-level or more challenging courses if they could.

87% of all graduates said they would have probably worked harder if they were to do it again. Among whites, 42% felt they were “CERTAIN” they would have worked harder, while 53% of African Americans and 50% of Hispanics said that they would have.

Those who experienced high expectations, both college students and non-students, felt better prepared for the college/working world Graduates of schools that “excel” at encouraging students to take the most advanced courses felt better prepared. The “biggest gaps in communicating/encouraging are connecting high school to future success.”

College students who have lower math attainment take remedial courses at much higher rates – 83% of those who took less than Algebra II.

Once again, this report is not specific in where the students reside or went to school, however, it is probably not too much of a stretch to say that many Connecticut high school graduates would feel much the same way as these students.

Although secondary school reform has been delayed (it now begins with the 2016 freshman high school class), school boards, superintendents and principals can take action now on some of the proposals that the majority of high school graduates who were surveyed recommended: • There should be more opportunities for real-world learning; • Communication should begin early in high school about courses needed for college and careers.

• Schools should provide opportunities to take challenging courses.

• Schools should provide more help for students who need extra tutoring.

The report can be found on the Achieve website, http://www.achieve.org/.

Robert Rader Executive Director, CABE

Source:Rising to the Challenge: Are High School Grads Prepared for CollegeWork? - November 2014 - Hart Research/POS

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The Journal â&#x20AC;&#x201C; Connecticut Association of Boards of Education/January 2015