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View from the Capitol

Spotlighting Best Practices

Welcome Summer!

Patrice A. McCarthy Deputy Director/General Counsel, CABE

By the time you read this final â&#x20AC;&#x153;View from the Capitolâ&#x20AC;? for the 2015 Legislative Session, hopefully we will all have a clear view of the actions the Legislature has taken on key educational issues, including: â&#x20AC;˘ state funding for public education â&#x20AC;˘ minimum budget requirement â&#x20AC;˘ pesticide application requirements â&#x20AC;˘ secondary school reform â&#x20AC;˘ special education issues See VIEW page 2

that Lead and Inspire: Editorâ&#x20AC;&#x2122;s Note: CABE is very excited to continue its new series on â&#x20AC;&#x153;Best Practices that Lead and Inspireâ&#x20AC;?. Please send us your Best Practices and they might be published in the CABE Journal. This month we are highlighting â&#x20AC;&#x201C;

East Haven Program Title: Middle School STEM Competition

Wallingford Public Schools

2015 CABE/CAPSS Convention Announces Friday morning speaker

Connecticut Association

The CABE/CAPSS Convention Committee is pleased to announce that Dr. Yong Zhao, a leading expert in education, will be the Convention Friday morning speaker.

Yong Zhao currently serves as the Presidential Chair and Director of the Institute for Global and Online Education in the College of Education, University of Oregon, where he is also a Professor in the Department of Educational Measurement, Policy, and Leadership.

He is also a professorial fellow at the

Mitchell Institute for Health and Education Policy, Victoria University. His works focus on the implications of globalization and technology on education.

He has published over 100 articles and 20 books, including Whoâ&#x20AC;&#x2122;s Afraid of the Big Bad Dragon: Why China has the Best (and Worst) Education System in the World, Catching Up or Leading the Way: American Education in the Age of Globalization and World Class Learners: Educating Creative and Entrepreneurial Students.

He is a recipient of the Early Career Award from the American Educational Research Association and was named one

of Boards of Education Inc.

Senior Staff Associate for Professional Development, CABE

81 Wolcott Hill Road Wethersfield, CT 06109-1242

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of the 2012 10 most influential people in educational technology by the Tech & Learn Magazine.

He is an elected Dr. Yong Zhao fellow of the International Academy for Education. His latest book World Class Learners has won several awards including the Society of Professors of Education Book Award (2013), Association of Education Publishersâ&#x20AC;&#x2122; (AEP) Judgesâ&#x20AC;&#x2122; Award and Distinguished Achievement Award in Education Leadership (2013).

Until December, 2010, Yong Zhao was University Distinguished Professor at the College of Education, Michigan State

Policy: Cardiac Arrest Awareness

See You in Court

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Program Category: STEM Education Grade Levels: Middle School Program Description: The STEM competition is a culminating project-based learning experience by grade level, where teams of students are given a problem to solve, i.e., for 6th grade â&#x20AC;&#x153;Quake and Shakeâ&#x20AC;? â&#x20AC;&#x201C; students have to build a structure for stability and least mass to withstand an earthquake. 7th grade â&#x20AC;&#x201C; students have to build a boat for buoyancy, speed and distance. 8th grade â&#x20AC;&#x201C; students have to design a car that is built to travel distance.

Program Contact Information: www.east-haven.k12.ct.us; Marie Pompano, Instructional Leader for Science mpompano@east-haven.k12.ct.us 203-468-3259

University, where he also served as the founding director of the Center for Teaching and Technology, executive director of the Confucius Institute, as well as the USChina Center for Research on Educational Excellence.

Zhao was born in Chinaâ&#x20AC;&#x2122;s Sichuan Province. He received his B.A. in English Language Education from Sichuan Institute of Foreign Languages in Chongqing, China in 1986.

See ANNOUNCES page 2

Personalized Learning

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Working for YOU

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Periodical Postage PAID Hartford, CT

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

Student interpersonal communications I recently read a couple of interesting articles in The New York Times. The first one, in the Fashion & Style section, of all places, was about the idea that “young people are spending so much time looking into screens that they were losing the ability to read nonverbal communications and learn other skills necessary for oneon-one interactions”. This was according to Dr. Clifford Nass, a communication professor and dorm supervisor at Stanford University, who was actively researching this trend before he unfortunately died on a hiking trip.

The Kaiser Family Foundation has estimated “media use” for kids between the ages of 8 to 18 at more than 7.5 hours a day. The Pew Research Center recently released a study that 25% of teenagers are online “almost constantly”, and that “texting has become the primary means of communication for teenagers” outstripping direct human contact.

It would seem to me that school is the primary place for kids to interact with each other and with adults. I believe it is imperative for all adults from bus drivers to administrators to model appropriate communication skills. Public school staff should know students’ names and initiate proper communication, i.e., eye contact and firm handshakes.

Dr. Patricia Greenfield, Professor of Psychology at UCLA and the Director of the Children’s Digital Media Center in Los Angeles, and a colleague Yalda T. Uhls performed a study in 2012 where they invited 51 preteens to spend five days at overnight camp. The camp had no electronic devices.

They were compared to a control group that was furnished with televisions, computers, and cell phones.

All of the children took before and after tests that “required them to infer emotional states from photographs and videos. After five days without screens, the children at the camp were significantly better at reading nonverbal emotional cues”.

Interestingly, not everyone agrees. For example, Niobe Way, Professor of Applied Psychology at New York University, says that boys and girls are sensitive and articulate about the feelings of others, “by late adolescence however when they are spending more time online,” she said, “they’re basically told to keep those feelings to themselves.”

The other article was in the Education Life section of The New York Times and is an older piece about college students, particularly freshmen, who have difficulty resolving conflicts. Housing officials at many colleges

say there is an increase in the number of students who “seem to lack the will, and skill to address ordinary roommate conflicts.”

Tom Kane, Director of Housing at Appalachian Richard Murray State University, says “that we have students mad at each other and they text each other in the same room. So many of our roommate conflicts are because kids don’t know how to negotiate a problem.” The good news is that most students improve as they work their way toward graduation.

With the increasing use of technology in our schools we must be cognizant of our students interpersonal communications. Programs like “Capturing Kids’ Hearts” are terrific tools to improve communications and school climates. Student led conflict resolution teams may help kids as they move on to college and careers.

View from the Capitol (continued from page 1) Remember: advocacy is a year round activity. Look for opportunities to engage your legislators, by inviting them to a board meeting or school event, so they have an understanding of the successes and challenges in your schools.

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 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

Announces Friday morning speaker (continued from page 1) After teaching English in China for six years, he came to Linfield College as a visiting scholar in 1992. He then began his graduate studies at the University of Illinois at Urbana-Champaign in 1993.

He received his A.M. in Education in 1994 and Ph.D. in 1996. He joined the faculty at MSU in 1996 after working as the Language Center Coordinator at Willamette University and a language specialist at Hamilton College.

Several of Dr. Zhao’s books will be available for purchase in the Convention bookstore. Dr. Zhao will participate in a book signing immediately following his presentation.

We look forward to Dr. Zhao joining us in November!

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

The Journal – Connecticut Association of Boards of Education/June

2015

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EXECUTIVE DIRECTOR COMMENTARY

CABE Affiliate UCLA hails Members Connecticut integration efforts 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. ECG Engineering, PC 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

As witnessed over the last few months, especially with the difficult budget battles in the Legislature and Connecticut’s slow economic progress, there is much negativity across the State. On the subject of desegregating our schools, however, despite obstacles, often financial, we have made some remarkable progress.

In writing about Connecticut success, the UCLA Civil Rights Project stated that, across the country, desegregation has stalled. “Following the Civil Rights revolution of the 50s and 60s, there was major, lasting progress in reducing the segregation of black students, which reached its low point in the late l980s.

For more than three decades since, the country has moved toward deeper segregation in all regions, for both African American and Latino students.”

Noted Professor and Co-Director of the UCLA Civil Rights Project Gary Orfield has spoken many times about integration in Connecticut and was a witness in the Sheff v O’Neill desegration case.

In releasing the study, Orfield stated that the Project “is very happy today to point to Connecticut’s success and to bring it to the attention of states that are betting their future on doubly segregated schools, where educators struggling against such odds are often blamed for the failings of a separate and unequal society.”

Reasons for Connecticut’s Success Professor Orfield cited three reasons for Connecticut’s growth in efforts to desegregate: • “Creative educators, under the prodding of civil rights lawyers and a series of court decisions, who have created excellent schools that not only permit students to voluntarily cross… racial lines but are also highly popular with students and families of all races”; • A “path-making State Supreme Court” decision (Sheff v O’Neill), which “recognized that racial segregation in [Hartford] schools violated the state constitution…” The Court stated that segregation was primarily caused by “official school district boundaries, separating children by race and poverty in ways that could not be cured within the boundaries of individual municipalities… that resulted in fragmented and separated school districts”; and • “determined civil rights advocacy”.

Orfield was probably referring to the legal team that has pushed hard for the State to meet agreed-upon goals for desegregation in a series

of settlement agreements.

According to Orfield, what Connecticut has done “shows a fundamentally different, voluntary and educationally creative approach that could become a template for the increasingly diverse multiracial Northeast of the 21st Century.” The Project has been focused on the Northeast.

By the use of regional magnet schools and voluntary transfers (“Open Choice”), Hartford, New Haven and Bridgeport Robert Rader “have created possibilities for the students in what had been intensely segregated and former Commissioner Mark McQuillan deeply impoverished central city school as he prepared our second application for systems.” The schools also draw from Race to the Top. He included it, but, it suburban schools who want to participate was not a major focus. in “excellent and integrated schools of This is something we should be proud choice.” of – especially as other states have pullAs stated in the press release that was ed back. It sets us apart – in a positive disseminated with the report, the research way. “does not conclude” that Connecticut has I know that sacrifices have been made eliminated its racial issues, “as there are by many very dradistricts in matic eduConnecticut “is the only state in light of State cational settlement gaps still to the Northeast that is going in a agreements be adwith the dressed”. positive direction and it has creSheff However, plaintiffs. the State “is ated voluntary processes that Over the making have clearly reduced severe segyears, there significant have been pro-gress, regation in a time devoid of naconcerns even as the raised about rest of the tional leadership.” magnets and Northeast, the effect of and the (Page 6 of the UCLA report.) these new country as a schools on whole, are existing districts – financial, in terms of turning backward, toward deepening teachers leaving to work in the magnets racial separation and inequality”.

Orfield said that the “Nutmeg State is a and good students leaving districts to attend them. lighthouse for the region.”

These concerns must be addressed From a CABE standpoint, we are, of course, pleased to hear that we have made since those bringing them up are school board members and superintendents recognizable progress in desegregating working hard in these difficult times to schools in our biggest cities, according to ensure their districts’ schools continually the UCLA Project. We have long advocated finding voluntary means to desegre- provide a high-quality education, even as they help in this important battle. gate schools across Connecticut. Our And, school boards should be credited Delegate Assembly – endorsed positions with making this integration work – some encourage districts to enter into interwere taking students from the cities for district partnerships which create intemany years before the Sheff decision grated educational excellence and procame down – and have continued to make mote social, cultural, ethnic and racial Open Choice a success. exchange and interaction among diverse If we believe, as was the U.S. Supreme groups and that each child must have Court’s central finding in Brown v Board equal access to effective free, public of Education in 1954, that segregated education and to the services of wellschools are “inherently unequal”, we must educated and skillful teachers. continue to find ways to ensure that all of In addition, we have encouraged the our students have the opportunity to State to “to address and solve the issues attend schools with those of different of social and economic isolation in the races and ethnic backgrounds. areas of housing, transportation, employFor the Project’s press release and the ment, access to health care and social full report, see http:/civilrightsproject. services”.

We also encourage educational leaders ucla.edu/research/k-12-education/ integration-and-diversity/connecticutto discuss the effort, including the large school—moving-forward-as-the-northfinancial investment, Connecticut has east-retreats/orfield-ee-connecticutmade in desegregating our schools. For example, I discussed this specifically with school-integration-2015.pdf .

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

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

Policy implications: Cardiac Arrest Awareness Legislation passed during last year’s legislative session will impact school districts in the new school year. Public Act 14-93, “An Act Concerning Sudden Cardiac Arrest,” requires the State Board of Education (SBE), for school years beginning July 1, 2015 and in consultation with specified organizations, including the Connecticut Interscholastic Athletic Conference (CIAC) and the Department of Public Health, to develop or approve a sudden cardiac arrest awareness education program for use by boards of education. Sudden cardiac arrest occurs when the heart suddenly and unexpectedly stops beating.

The legislation requires coaches of intramural and interscholastic athletics to: 1. obtain the written consent of a student’s parent or legal guardian before allowing a student to participate in such athletic activities; 2. annually review the sudden cardiac arrest awareness program before beginning their coaching assignments; 3. immediately remove from athletic activities a student who shows the warning signs of sudden cardiac arrest; and 4. bar such a student from resuming participation in athletic activities unless the student has received written clearance from a Connecticut-licensed doctor, physician assistant, or advanced practice registered nurse.

The Act also immunizes coaches from personal and professional civil liability for their actions or omissions concerning the above requirements, except for grossly negligent, reckless, or willful misconduct. The Act does not relieve

coaches of their duties or obligations under state law, regulation, or a collective bargaining agreement.

The SBE may revoke the permit of a coach who fails to annually review the sudden cardiac arrest awareness education program prior to his/her commencing the coaching assignment for the season.

Sudden Cardiac Arrest Awareness Education Program The sudden cardiac arrest awareness education program, required to be published on SBE’s website, must include the: 1. warning signs and symptoms associated with sudden cardiac arrest, including fainting, difficulty breathing, chest pain, dizziness, an abnormal racing heart rate, or other symptoms; 2. risks associated with continuing to engage in intramural or interscholastic athletics after displaying these signs and symptoms; 3. means of obtaining proper medical treatment for someone suspected of experiencing sudden cardiac arrest; and

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

4. proper methods of allowing a student who has experienced sudden cardiac arrest to return to intramural or interscholastic athletics.

Intramural or interscholastic athletics, as defined in the legislation, includes any activity sponsored by a school, local education agency, or agency-sanctioned organization involving an athletic contest, practice, scrimmage, competition, demonstration, display, or club activity.

symptoms, or behaviors as described in the program.

The coach cannot allow the student to resume participating until the student receives written clearance from a Connecticut-licensed doctor, physician assistant, or advanced practice registered nurse.

Parental Consent Form

Policy Implications

In addition, by July 1, 2015, the SBE is required to develop and approve an informed consent form on sudden cardiac arrest to distribute to parents/guardians of students participating in intramural or interscholastic athletics. The SBE must do this in consultation with the same organizations with which it developed or approved the program. The form must include at least a summary of the program and applicable school board’s policies on sudden cardiac arrest.

Coaches’ Responsibilities, Liability, and License Revocation Beginning July 1, 2015 and each school year afterwards, anyone who holds or is issued an SBE coaching permit and who coaches intramural or interscholastic athletics, must, before beginning his or her coaching assignment for the season, give each participating student’s parent/legal guardian a copy of the consent form. The coach must obtain the signature of the parent or legal guardian acknowledging that the parent or legal guardian has received the form and authorizes the student to participate.

Also, starting with the July 1, 2015 school year, anyone who holds or is issued an SBE coaching permit and who coaches intramural or interscholastic athletics must annually review the sudden cardiac arrest awareness education program before beginning his or her coaching assignment.

Further, starting July 1, 2015, the coach of any intramural or interscholastic athletics must immediately remove a student participating in the athletic activity when the student shows signs,

Automatic External Defibrillators C.G.S. 10-212d previously required school boards to have at each school in its jurisdiction, if funding is available, (1) an automatic external defibrillator and (2) school staff trained in its use and in cardiopulmonary resuscitation. The law also requires each school to develop emergency action response plans for school personnel to use in responding to individuals experiencing sudden cardiac arrest or similar life-threatening emergencies (CGS § 10-212d).

Policy #5141.28, “Sudden Cardiac Arrest Prevention,” pertains to this topic.

However, please recall that the requirements of this legislation become effective with the new school year beginning July 1, 2015. The requirements pertaining to the State Board of Education development of a sudden cardiac arrest awareness program for use by local boards and the development of a uniform consent form may possibly impact this original sample policy as the SBE promulgates the material as required by the statute.

Connecticut Supreme Court hears arguments in Region 14 Referendum Case The Connecticut Supreme Court heard arguments in the case of Thomas Arras v.

Region 14 Board of Education on May 19. The Region 14 Board of Education was represented by Attorney Mark Sommaruga. Also attending the argument were attorneys for the towns of Woodbury and Bethlehem, as well as Patrice McCarthy on behalf of CABE as amicus curiae in the case.

Attorney Sommaruga urged the court to uphold the Superior Court decision which declared the school construction referendum valid, despite the failure of the town clerks to strictly comply with the statutory notice requirements. A decision is expected in the next several months.

Patrice A. McCarthy Deputy Director/General Counsel, CABE

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The Journal – Connecticut Association of Boards of Education/June 2015 See You in Court – The Nutmeg Board of Education

Did the Nutmeg Board follow proper procedures regarding homework policy?

Thomas B. Mooney, Esq.

Mal bided his time as the Board worked through its agenda, but as the meeting neared its close, he piped up.

The Nutmeg Board of Education “Mr. Chairman, I have an additional item makes many mistakes. The latest imbroglio created by the board will be reported for the Board’s consideration. After exhaustive research, I have determined here each issue, followed by an explanathat our teachers are adrift, lacking tion of what the board should have done. important guidance regarding the amount Though not intended as legal advice, of homework. I am therefore asking the these situations may help board members Board to adopt a policy to limit the avoid common problems. assignment of homework to five minutes Last year, Mal Content ran for the each day at the elementary school, fifteen Nutmeg Board of Education on a platminutes each day at the middle school and form of constituent service, with adverthirty minutes each day at the high tisements promising, “Tell me your school.” problems, and I will find you solutions.”

Veteran Board member Bob Bombast Despite Mal’s grand promises, he was was intrigued by the opportunity to adopt not elected. But to his good fortune, one a new policy, and he started peppering of the seated Board members took a job out-of-state, and Mal was appointed to fill Mal with questions. Through those questions and answers, Mal and Bob the vacancy. Mal promptly began his filled in many of the details. reelection campaign by creating a Mal then moved that the Board adopt Facebook Page he named, “What’s Wrong with the Nutmeg Public Schools?” his proposed policy, as amended through the discussion, and Bob seconded the There, he invited the public to unburmotion with alacrity. Mr. Chairperson, den themselves of any and all concerns. however, ruled that Mal’s motion was out Furthermore, he promised all who write of order, and he that, upon request, suggested that Mal he would keep their “As policy makers, present his “bright names confidential.

The response school board members idea” at the next meeting of the Board from the public to should stay out of opPolicy Committee.

Mal’s Facebook Was Mr. page was erational issues . . . .

Chairperson’s ruling underwhelming. correct?

One parent posted board members serve on Mal’s wall that Mal’s motion was the cheerleader an important oversight out of order, and Mr. outfits are cheesy, role, and in that role Chairperson’s ruling and another parent was correct. Morecomplained to Mal they adopt policies to over, Mal’s approach that her taxes are too to this issue was high. regulate the affairs of wrong from start to But, interestingly, finish. At the outset, three different the school district.” we note that the issue parents sent Mal of homework can be an appropriate topic messages expressing their concern for the for Board policy judgments. As policy “excessive” amount of homework that makers, school board members should teachers assign. In each case, the parents cited concern for potential retaliation, and stay out of operational issues, and it appears that Mal does not understand his they asked that Mal not share their role as a Board member. identity with anyone.

However, board members serve an Mal was delighted now to have an important oversight role, and in that role issue to champion. But first he wanted to do some research. Mal started by making they adopt policies to regulate the affairs of the school district. In fulfilling that an impromptu visit to Nutmeg Memorial High School, where he popped in to see responsibility, board members listen to Mr. Principal. “So, what’s the deal with parents, and when a concern comes up homework,” he began the conversation. repeatedly, it is proper to consider “What are the rules teachers must follow whether the board of education should in assigning homework?” adopt a policy to address that concern.

Mr. Principal was surprised by Mal’s Moreover, by statute, boards of visit and his question, but he didn’t want education are required to adopt a number to get on Mal’s bad side, so he answered of policies. CABE has a policy service Mal’s question. He explained that there that can provide helpful guidance in this are no “rules” per se, but rather decisions regard, and that service is described here: as to homework are left to the good http://www.cabe.org/page.cfm?p=143. judgment of each individual teacher.

It was thus appropriate for Mal to Mal thanked Mr. Principal, and he then bring forward a concern to the Board of paid a similar visit to the principals of Education over whether the Board should Median Middle School and Acorn adopt a policy on homework. The Elementary School. In each case, he got problem was how he did so. Here, Mal the same story – that teachers exercise erred by operating on his own and raising their professional judgment in deciding when to assign homework and how much. the issue without giving the Board advance notice. Many boards of educaMal was now ready for next Board tion delegate the first-level discussion to meeting.

Shipman & Goodwin

committees, and Mal should have brought his concern to the policy committee in Nutmeg before coming to the full board with his “bright idea.”

In addition, Mal’s actions violated the Freedom of Information Act. Under the FOIA, the agenda for meetings of public agencies must fairly apprise the public of the business to be transacted.

Moreover, the definition of “meeting” under the FOIA provides that a meeting occurs whenever a quorum of a multmember public agency gathers to “to discuss or act upon a matter over which the public agency has supervision, control, jurisdiction or advisory power.”

However, Mal’s policy proposal was not on the agenda, and as soon as Mal and Bob started discussing the issue, they violated the FOIA. Then, by making a motion that the Board adopt his new proposed homework policy, Mal just made the problem worse. New items can be added to the agenda only at regular meetings and then only by a two-thirds vote.

Mal’s Facebook page also raises legal concerns. Given his free speech rights under the First Amendment, Mal certainly has the right to have a Facebook page related to his service on the Board of Education.

As a practical matter, however, Mal should make clear that the page in question is his own page, which is not

sponsored or approved by the Board itself. Moreover, Mal should be aware that records, electronic or otherwise, that relate to his Facebook page are public records.

Mal is a public official, and records created, received or maintained by a public office are public records if they relate “to the conduct of the public’s business.” Conn. Gen. Stat. Section 1200(5).

Mal should also be careful about making promises that he cannot keep.

Mal has informed people who may write to or post on his Facebook page that he will keep their identity confidential, but that may not be possible. Citizen queries or comments on Mal’s Facebook page that relate to the Nutmeg Public Schools are subject to public disclosure unless there is a privilege to keep such matters confidential.

To be sure, the identity of parents who write to school officials about their children is confidential under FERPA as a “student record.” But other communications to Mal (or other Board members) are public records unless they are otherwise exempt from disclosure.

Attorney Thomas B. Mooney is a partner in the Hartford law firm of Shipman & Goodwin who works frequently with boards of education. Mooney is a regular contributor to the CABE Journal.

The Eighth Edition is here!!

A Practical Guide to Connecticut School Law

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

The Eighth Edition was substantially rewritten to reflect statutory changes, significant case law developments in state and federal courts. Some of the numerous legal developments and update are as follows: • School Safety and Security • Bullying Law • Teacher Evaluation and Support • Teacher Tenure Act • New Requirements for Professional Development • Budget Issues • Prohibitions on Electronic Notifications of Referenda • Minimum Budget Requirements • FMLA for Paraprofessionals • Child Abuse and Neglect Reporting Requirements • Uniform Regional School Calendars • Excusal • Student Assessments • Pool Safety • Concussion Prevention and Education • Sudden Cardiac Arrest Prevention and Education • Administration and Storage of Epinephrine • Excused Absences • Student Free Speech • Employee Free Speech

Order your copy TODAY by going to the CABE website: www.cabe.org/page.cfm?p=749

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The Journal – Connecticut Association of Boards of Education/June 2015 Save the Date | September 29

CTCEF’s 16th annual conference for Education Foundations Liz Stokes President, Connecticut Consortium of Education Foundations

The Connecticut Consortium of Education Foundations (CTCEF) will present its fifteenth annual conference for education foundations, “The Power of Education Foundations: A Strong Foundation for Vibrant Schools and Communities,” on Tuesday, September 29, from 8:00 a.m. to 2:00 p.m. at the Crowne Plaza Cromwell Hotel.

William Brown, Director, Eli Whitney Museum, will be the keynote speaker.

His topic will be, “Education Foundations as ‘Vision Capitalists’.” Bill asks, “What if the role of education foundations in their communities is identical to the work of venture capitalists in our economy?”

He will discuss how small, local investments in educators and focused experiments in our schools incubate innovations and growth that invigorate a school system’s mission.

Bill will also present a conference workshop on “The Power of Pluralism.”

He says, “A school system that measures itself by its college graduation rate may face a success rate of one in three. Our communities need more than that. Are

there ways to reframe the perception of vocational training? Remember, as we confront the consequences of global warming, vocational jobs will be on the front line of saving civilization. Foundations that give the trades a voice will also win their financial support.”

Weston Superintendent Colleen Palmer will moderate a panel of superintendents who will discuss “Keeping the Boundaries Clear.” In times of fiscal pressures, we should resist the temptation to supplant local budgets in favor of adding value with foundation support. In other words, foundations should be empowering bright ideas rather than keeping the lights on.

Other workshops will cover unique events, keeping up with the latest technology changes for education foundations, and applying different approaches to fundraising to appeal to different generations.

CTCEF will present its annual Foundation Celebration Award during lunch.

Luncheon Discussion Groups will cover a variety of topics.

Many school superintendents and board of education members have been instrumental in introducing the concept of education foundations to their towns and

continue to work closely with the foundations after they are formed. CTCEF encourages superintendents and board of education members from all towns to attend the conference with members of their communities.

CTCEF is a statewide non-profit organization whose mission is to facilitate the creation, growth, and effectiveness of education foundations in Connecticut.

CTCEF encourages education foundations to share and collaborate with each other and with other community-based organizations.

Our philosophy is based on the proven principle that community engagement is a key factor in improving schools and that local education foundations can play a lead role.

CTCEF is the only organization that focuses on bringing the 90 Connecticut education foundations together with local school districts, caring communities, and each other.

Save September 29 for the conference.

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

CABE-Meeting 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 an electronic meeting from developing the agenda to creating the minutes and everything in between.

CABE-Meeting Offer?

• Secure login access for board and district staff • 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 Your Subscription Provides: • Access to CABE-Meeting • Initial and ongoing training • Support and maintenance • Upgrades to the service CABE Member Subscription Info: Initial Subscription Fee – $3,000 Annual Maintenance Fee – $1,500 If you have an interest in this service, contact Lisa Steimer at 860-5717446 or lsteimer@cabe.org.

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Vision and Challenge of Personalized Learning Diane Ullman Senior Director, District Management Council

Allison Zmuda

Education Consultant, Competent Classroom

Most educators, parents, community leaders, and students are deeply concerned about what schooling has become. There is a clear disconnect between the challenges of today’s world and the traditional school model.

Personalized learning is a way to address these concerns by deeply engaging students in meaningful, authentic, and rigorous challenges. Personalized learning gives students increasing voice and choice in the creation of learning tasks; it provides timely feedback and opportunity to take action; and it provides time and space to share their work with a wide range of audience.

At its core, personalized learning places its faith in students’ ability to unearth what is important, meaningful, and relevant in their world.

The evolution to personalized learning is an adaptive change; it’s hard, it’s disruptive, and it creates uncertainty. These deep and transformative changes require leaders, teachers, students and policy makers to examine and oftentimes abandon deeply held beliefs in order to reframe the role of the teacher and the student, the nature of what is to be learned, and the way in which it will be learned.

As opposed to technical change, which can be achieved with relatively simple alterations to existing practice, adaptive change takes place in situations where there are no readily available answers that tell us what to do and how to do it (Heifetz and Linsky, 2002). This often creates conflict and uncertainty, but also can be the source of new and transformative solutions.

Given that personalized learning represents a significant departure from established practice, a clear and compelling vision that communicates the urgency and the “why” of personalized learning can provide teachers with a reason to invest the time and effort that is needed to learn the content and undergo the pedagogical shifts that personalized learning demands.

In order to create this type of learning environment, teachers will need to learn new ways to design learning experiences, attend to individual student interests and needs, connect students to authentic audiences and opportunities, and track individual progress. We recognize that as we evolve toward more and more sophisticated ways of sharing the learning process with students, there are no manuals, guides, or “how-to” texts that tell us how to accomplish this change.

In essence, personalized learning pushes our thinking about virtually every aspect of schooling as we know it.

How Can Board Members Promote Personalized Learning in Their School Districts?

Building the case for Personalized Learning is a joint responsibility of the Board and district teachers and leaders. As Boards strategically move toward implementing Personalized Learning, there are a few key first steps they might take to ensure the school community understands and supports this significant shift in schooling.

Focusing on the “why” as well as the “what” of Personalized Learning 1. Use the power of stories to communicate the “why.” Stories can capture the hearts and minds of the school community; they have the power to make a significant and difficult change feel worth the investment. Sharing stories that illustrate the

The

vision of personalized learning is an effective way to clarify and create a sense of urgency. Enlist students to tell their stories about most important lessons they’ve learned in school, what problems and ideas they want to pursue (and perhaps they are already pursuing), and what it takes to become really masterful at something.

2. Take the time to engage stakeholders in understanding what it is you are trying to do. Questions from all stakeholders (teachers, students, parents, and community members) arise because they do not understand what teaching and student learning will look like in a district where Personalized Learning prevails. Boards can push for clarity about how school will be different for students as a result of this change (for example, varied success measures of academic and growth outcomes, exhibitions of student work, flexibility in time). As leaders work with stakeholders to articulate what personalized learning is and why it is so important, the vision becomes the North Star for the difficult journey ahead.

For more information and ideas on personalized learning, pick up Learning Personalized: The evolution of the contemporary classroom (Jossey Bass, 2015).

Editor’s Note: This was one of the many worthy workshop proposals that could not be accepted by the Convention Committee due to a limited number of slots.

Those presenters who were turned down were offered the opportunity to write for the CABE Journal. CAPSS, CABE and CAS also published,“A Look to the Future: Personalized Learning in Connecticut”.

Media Message

from Ann Baldwin, Baldwin Media Marketing, LLC

The role of strong internal communications The dynamics of how we communicate are changing drastically, especially among Boards of Education, their administrators and staff. Therefore, the role of effective internal communication seems to be taking on a greater significance. The questions of: what do we communicate, to whom, and when seem to be the big questions these days.

I am seeing more and more media “crisis” situations that are being sparked as a result of bad internal communication. For example; hypothetically, there is an on-going student/teacher issue, financial problem, or parental concern that some administrators are aware of, but the board and the Superintendent aren’t made aware until after

it hits the media!

Perhaps those who knew, thought that they could handle the situation on their own? However, when a situation like this happens and it is revealed that only a handful of people knew what was going on, and the public perception is that it wasn’t handled properly, it rocks the credibility and the reputation of the entire school district. Situations like this can also take on a life of their own and end up costing more than one’s reputation.

“Transparency” is a big buzz word these days. It is what every community says they want from their school district, so when a situation arises in which it is appears as if there hasn’t been “transparency” in communication, that’s when what could have been a short-term issue

can take on a life of its own and the price tag for that can skyrocket.

For example, does the internal communication issue lead to Freedom of Information (FOI) requests, which can be costly and time consuming? Does it mean that lawyers will need to be involved or that an internal investigation has to be launched? All of these add up to time and money.

The other cost to consider is the damage that can be done as a result of negative press surrounding an issue, much of which could have been avoided if the right people had just communicated information to the chain of command in a timely matter.

Lack of communication can also result in more employee and community anxiety

and stress within the school district and ultimately have an effect on morale.

Meanwhile, internal and external audiences are bombarded with messages and often times misinformation from the media, students, parents, etc.

The bottom line is that too often in many situations where bad communication is to blame, much of this could have been avoided.

The bottom line in my professional opinion is to always err on the side of caution. Try to communicate sensitive situations in person as opposed to emails, which can be subject to an FOI request. Plan for the worst and hope for the best.

CABE and Baldwin Media: Partners in Managing Communications

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The Journal – Connecticut Association of Boards of Education/June 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 Connecticut school boards on the state or national level:

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Hosted meeting of State Department of Education’s Birth to Grade 3 Leaders.

Met with consultants from the Capitol Region Education Council (CREC) on its Executive Director search.

Participated in CAPSS’s NextEd 2 development meeting.

Met with representatives of Legislative Investigations office on increasing efficiency of school districts.

Participated in meeting of the Big 6 Partnership (CABE, CAPSS, CAS, CBIA, CCER, ConCAN) on funding of public education.

Participated in State Department of Education’s Family Engagement Conference planning meeting.

Attended Leadership Greater Hartford’s Lessons in Leadership program.

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Attended meetings of the CAPSS Technology Committee and Board of Directors.

Attended CREC Council meetings.

Participated in planning for NSBA Council of School Attorneys fall seminar.

Attended Connecticut Coalition for Justice in Education Funding Steering Committee meeting.

Participated in New England Association of Schools and Colleges accreditation visit to St. George’s School, Switzerland.

Attended State Department of Education Early Childhood Conference.

Participated in Connecticut Jumpstart Committee meeting.

➤ By providing services

to meet members needs:

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Helped a member board of education communicate with all state legislators.

Met with Guidance Counselors for Senior Teachers (helping districts save money). The company is a

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CABE Search Services

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High School Principal

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Killingly Public Schools •

Preston Public Schools Business Manager

Consult an ts: Mar ode d.D onsultan ants: Maryy Br Brode oderrick, EEd .D.. an d PPa aul Ga gli du cc i, EEd d.D and Gagli gliar ardu ducc cci, .D.. ar For an update or more information on vacancies go to our website: www.cabe.org

Attended Hartford Foundation for Public Giving workshop on strengthening nonprofit boards (much also applies to boards of education).

Facilitated Leadership Institute session.

Provided policy information to 40 districts, one attorney, and four outof-state school boards associations through 67 answered requests for information or sample policies, on 59 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 included cyberbullying, harassment, graduation requirements, bullying, physical education, and concussions.

➤ By ensuring members

receive the most up-todate communications:

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Interviewed new Commissioner of Education Dianna R. Wentzell for

the CABE Journal. The interview will appear in the July/August Journal.

Participated in several teleconferences regarding a possible app for the CABE/CAPSS Convention.

As part of the development of new policy manuals utilizing the Custom Policy Service, materials were prepared for Cromwell, Ellington, Griswold, Newtown, North Haven, Region #14, Stratford, and Wethersfield.

As part of the Custom Update Service policy materials were sent to Ansonia, Columbia, East Hampton, Eat Windsor, Franklin, Gil-bert School, Marlborough, New Fairfield, New Hartford, Newington, North Stonington, Putnam, Region #6, Sterling, West Haven, Westbrook and Windham.

Provided webinar on proposed Appropriations Committee budget.

➤ By helping school boards to increase student achievement:

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ties for members to learn how to better govern their districts:

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For more information contact, CABE Search Services, 860-539-7594 Mary Broderick, Senior Search Consultant Paul Gagliarducci, Associate Consultant Jacqueline V. Jacoby, Senior Search Consultant Bob King, Associate Consultant P.O. Box 290252, Wethersfield, CT 06129-0252 www.cabe.org/support • Equal Opportunity Employers

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is recruiting for

Consult an ode d.D onsultan antt: Mar Maryy Br Brode oderrick, EEd .D..

CABE Gold Business Affiliate.

Participated in State Department of Education workshop on hiring teachers of color.

Facilitated Thomaston Board of Edu-cation workshop on strengthening board effectiveness.

Met with East Lyme Chair Tim Hagen and Superintendent Jeff Newton on CABE services, programs and activities.

Facilitated three strategic planning workgroup sessions with the Columbia Board of Education.

Facilitated Tri-board meeting with the North Stonington Board of Education, Board of Selectmen and Board of Finance.

Completed an audit of the policy manual of the New London Public Schools.

Entered into agreements with the Plymouth and new Canaan Public Schools to develop a new manual for the district.

As follow-ups to previously completed audits, agreements were reached with Portland and Region #14 to correct the deficiencies found in the existing manuals.

Completed the placement of Oxford’s policy manual online utilizing the Cops Online Policy Service (C.O.P.S.) Activated new enhancements to C.O.P.S. for subscribing districts.

Facilitated training for Manchester Public Schools’ Waddell Elementary School Governance Council.

Participated in Lighthouse training for the Winchester Board of Education.

Sent out two issues of Policy Highlights via email listserv covering topics that affect student achievement. This included use of ecigarettes, recess and punishment, education and the reporting of sexual abuse, use of social media by secondary students, school climate and student achievement.

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Attended CASBO Vendor Day represented CABE and the services provided.

“Be a yardstick of quality.

Some people aren’t used to an environment where excellence is expected.”

– Steve Jobs

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