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CABE to intervene on state issues

ORANGE PUBLIC SCHOOLS

Deputy Director/General Counsel, CABE

Senior Staff Attorney, CABE

CABE was recently asked to lend its support to issues where staff recommendations showed a compelling state interest for CABE to intervene and share its voice. The Executive Committee approved our participation in two issues.

In the first matter, CABE, along with CAPSS, was asked to participate in the â&#x20AC;&#x2DC;Petition for Declaratory Rulingâ&#x20AC;&#x2122; filed by the Connecticut Education Association (CEA) with the Connecticut State Board of Labor Relations. The second matter concerns a Connecticut Supreme Court case where CABE will support Regional School District 14 as amicus curiae (friend of the court).

This past fall, CEA filed a â&#x20AC;&#x2DC;Petition for a Declaratory Rulingâ&#x20AC;&#x2122; with the Connecticut State Board of Labor Relations concerning the portion of The Affordable Care Act (ACA) that contains a provision for a tax (otherwise known as the â&#x20AC;&#x153;Cadillacâ&#x20AC;? or â&#x20AC;&#x153;Excise Taxâ&#x20AC;?) which will be equal to 40 percent of the excess benefit on any applicable employer-sponsored coverage exceeding a threshold amount of $10,200 for self-only coverage and a threshold amount of $27, 500 for coverage other than self-only coverage.

Under Internal Revenue Code (I.R.C.) §49801(c), it is provided that the liability to pay the tax rests with the coverage provider defined as one of the following: (A) the health insurance issuer, (B) the employer if it makes contributions under and HAS or MSA; or (C) the plan administrator.

View from the Capitol Patrice A. McCarthy

Kelly B. Moyher

Cadillac Tax Petition

MARCH 2015

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CEA and its local affiliates believe that any proposals received during ongoing negotiations for successor contracts whose term includes the implementation date of the Excise Tax (2018), which seek to shift the burden of the liability to pay the tax from the coverage provider to the members of the respective local associations would be contrary to federal statute, illegal and unenforceable.

A ruling on the permissibility of bargaining concerning the Excise Tax will have a direct impact on Connecticutâ&#x20AC;&#x2122;s boards of education. It will affect board of education budgets in districts where employeesâ&#x20AC;&#x2122; health insurance premiums go beyond the $10,200 and/or $27,500 cost.

Referendum Case In the Region 14 case, Arras v.

Regional School District 14, the board of education held a referendum in June 2013

for a $63.8 million high school renovation project, which passed 1269 to 1265.

It appears that notice of the referendum may not have been properly placed in the legal notice section of the newspapers, a step that is the responsibility of the town.

Notice of the referendum was made available by the board of education by other means of communication.

Lawsuits were brought against Region 14 stating that the referendum was not valid, in essence punishing the regional board of education for the municipalityâ&#x20AC;&#x2122;s mistake. A decision was reached in favor of Region 14 but was appealed and after various motions at the appellate level, Region 14â&#x20AC;&#x2122;s motion to have the case transferred to the Connecticut Supreme Court was granted.

Although the case is fact specific, the Courtâ&#x20AC;&#x2122;s decision in this case will be the first ruling in the state on the larger issue of the standard that is applied to referendum challenges. The lower courts have all borrowed the standard used in election challenges in municipal candidate elections, that a party challenging the election has the burden of establishing both a substantial violation of an election See CABE page 3

The Policy Corner

See You in Court

PAGE 4

PAGE 5

Activity at the Capitol continues to intensify as the public hearing process moves forward. Throughout discussions at CABEâ&#x20AC;&#x2122;s legislative breakfasts across the state, legislators have expressed a real desire for continued communication from their school board members during the legislative process.

Debates on many of the most significant issues, particularly the state budget, will continue well past the committee deadlines. Resolution of these issues will probably not occur until shortly before the legislative session adjourns on June 3rd.

There are multiple opportunities for board members and superintendents to communicate with their legislators, including providing testimony at public hearings â&#x20AC;&#x201C; in person or written submissions, CABEâ&#x20AC;&#x2122;s Day on the Hill on March 25th, and through emails and phone calls.

Legislators are eager to hear from you!

SCHOOLS

Spotlighting best practices Over the years, we have been asked many times for â&#x20AC;&#x153;best practicesâ&#x20AC;? from school boards and superintendents.

Thanks to an idea from the New Jersey School Boards Association, we have a thoughtful and beneficial way of providing this information to our members.

We have divided possible areas in which boards would find best practices helpful. An email is being sent to CABE member board members and superintendents with a link to a short questionnaire that will enable you to provide us with information showcasing some of your best practices. The best practices you share will be posted on the â&#x20AC;&#x153;Spotlight on Connecticut Practices that Lead and Inspireâ&#x20AC;? section on our website. This online resource will become more robust as we receive your best practices.

Please held us spotlight your best practices!

Legal Issues

Book Review

81 Wolcott Hill Road Wethersfield, CT 06109-1242

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of Boards of Education Inc. Connecticut Association

Periodical Postage PAID Hartford, CT

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

Advocacy Advocacy ad-vo-ca-cy, noun: the act or process of supporting a cause or proposal: the act or process of advocating something. Definition by Miriam Webster Dictionary.

Board of education members should be very familiar with the word “Advocacy”. If they are not they need to be. School board members have such a unique role as elected volunteers that our elected representatives and others will listen to what we have to say whether in Hartford or Washington, D.C. One other thing to keep in mind, in most communities the school district is the largest employer. Of course, budget season can seem like non-stop advocacy making the case for sufficient funds to adequately educate every child in our respective districts. You can find opportunities to tell the stories of your school district at the Capitol if you pay close attention to CABE Advocacy Highlights which is sent out weekly.

CABE’s Annual Day on the Hill on March 25th is a wonderful opportunity to gather with board members and students. We hear from state leaders on what they see as the major issues facing public education. Patrice McCarthy and Sheila McKay do a bang up job informing us on pending bills and also opportunities for school board members to testify on important bills that affect public education. Day on the Hill also offers the opportunity to hear from student panelists, who share ideas and experiences from their perspective as well as give the students a chance to network with their peers from around the State. Board members then split up and meet with their respective State Representatives and State Senators. We need to be ambassadors for our local school districts and public education in Connecticut!

We advocate locally year round, hopefully, telling the residents and taxpayers in our communities the success stories of our local schools and the areas where we are trying to improve learning for our youngsters. So remember, we have a strong narrative and people will listen to what board members have to say.

Before we become effective advocates we need to educate ourselves, not just on the local issues we deal with, but public education issues on the state and federal level that may affect how we educate children in our school districts. The more knowledgeable board members are, the better we can educate folks in Hartford, which is truly the best method of advocacy.

CABE Tips for Effective Lobbying were sent out to help us all communicate and advocate more effectively: • Research your members of the Connecticut General Assembly (CGA) – what committees they are on, were they on their board of education or town council • Develop Relationships – establish them before you need them • Invite your members of the CGA to a board meeting – they don’t all serve on the Education Committee so you are a valuable resource • Set your priorities – just mention a couple of issues • Lobby with your real life experiences – tell them how a state

program is being implemented in your district • Don’t overdo your lobbying – short and sweet • Shore up lobbying allies – if you know there are other districts, with a similar issue, it can Richard Murray be persuasive • Don’t forget the media – when appropriate they can further an issue, but be prepared with facts • Always be positive – the issue may be a problem but the person doesn’t have to be • Everyone likes a pat on the back – give thanks for support!

I hope to see you all at the CABE Day on the Hill on Wednesday March 25th. Thank You.

People in the News Congratulations to Lydia Tedone, CABE Immediate Past President and Chair of the Simsbury Board of Education, on being nominated as Northeast Regional Director for the National School Boards Association (NSBA). The election will be held at the end of March at the NSBA Conference in Nashville, TN. Jean Lafave, former Vice President for Government Relations at CABE, died recently. Jean represented New Hartford on the Region 7 Board of Education for over 20 year. She served on the CABE Board of Directors for over 10 years, participating in CABE’s advocacy efforts at the state and federal level. Jean was a passionate advocate for public education and her voice will be missed. CABE extends our condolences to her family.

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 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 Adm 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/March

3

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

Do you have credibility?

During this snowy February, NBC’s Brian Williams suspended himself from his prime spot as the newsreader of NBC Nightly News. After that, NBC’s owners suspended him for six months without pay.

Mr. Williams, a friendly and likeable person on the air, has, over the last decade, told a story about how a helicopter in which he was flying, was hit by a rocket-propelled grenade.

In fact, as he was reminded by others who had been in the helicopters, he was neither in the one that was hit by the grenade and had either been on the ground for an hour before the hit helicopter landed, or he had been in a second helicopter that landed after the helicopter which had been hit.

Mr. Williams had admitted he fabricated this story and, now, there is a second one in which he had told individuals that he had seen bodies float by from his hotel room when he was in New Orleans right after Hurricane Katrina.

Again, the facts get in the way: the French Quarter where he was staying had no real flooding problems and that the chance of him seeing any bodies in the water was negligible.

Brian Williams is not the first and assuredly, won’t be the last famous man or woman to get himself in trouble in this way. At a time when corruption, especially now in New York, is the focus of much attention, we will probably see some politicians admit to lying on a grander scale.

Thomas Jefferson said “honesty is the first chapter in the book of wisdom.”

Now, this may seem obvious, but the question is why do many otherwise secure, smart and seasoned people still make this mistake?

Sometimes, like in Brian Williams’ case, it can’t adequately be explained.

Why put your name, your reputation and your job (which pays really well) in jeopardy just to brag about something that never happened?

Board Members and Superintendents We spend a lot of time in workshops, retreats and in the CABE Journal discuss ing the importance of emotional intelligence, the “soft” skills, which are so necessary for both board members and superintendents to succeed. Empathy is perhaps the most important of these traits, but honesty is one that should override all the others.

Honesty is the key, not only to making good decisions, but, also, in building your credibility. This is always important, but especially in your positions as government officials and role models for staff, students and your community.

How you speak to others on the board, other town officials and legislators about your concerns must be steeped in honesty.

Credibility, based on honesty, is a powerful, authentic and influential

window into a person’s character. If the credibility is there, making your points will be that much easier – and will carry a greater clout.

Honesty is not only about not lying, but, depending on the situation, it’s also about not leaving out details or arguments that are not advantageous to discuss. Part of credibility (and empathy) is also the ability to see other sides of an argument.

Raise other considerations as you see fit – and explain your ideas on handling the issue.

Robert Rader

“. . . having credibility opens Lack of credibility is a sure way to fail.

Who trusts people who are known to lie? up a world of possible allies and entre to people you want Only One Chance You only get one chance with your to influence. Trust is also credibility. Once it’s lost, it’s always difficult to recover. Who knows how based on credibility, for Brian Williams will ever regain trust?

But, having credibility opens up a without it, why would anyone world of possible allies and entre to want to work with you?” people you want to influence. Trust is Your Word Is Your Bond I have heard many times that, especially working in Congress or the Legislature, one’s word is his or her bond. In other words, if you give your word on something, you need to live up to whatever you promised.

Board members and superintendents need honesty and transparency when working with other town agencies, especially when discussing the budget and its implementation.

In dealing with employees, especially those who are unionized, it is critical to be alert to the possibility of your credibility being on the line. An agreement, whether or not collectively bargained, must be negotiated in good faith and implemented in good faith.

To receive the support of the public, it is important to be honest about the information that is disseminated. If you want beneficial community engagement on an issue you have to start with and maintain your credibility. This is especially important when reporting on district successes, failures and needs.

An example of the need for credibility will be right before all of us when the SBAC test scores are sent to districts.

Based on other states’ results, the tests may very well present a drop of 20-30% from scores on the last CMTs and CAPTs. As board members and superintendents, you need to explain this in a credible way. While it’s easy to say “it’s a different test” and expect that to solve the problem, what will you say when a parent asks you how their child will get into the college of his choice with scores 30% lower?

also based on credibility, for without it, why would anyone want to work with you?

There are people who are in the business of helping people and businesses build their reputations. For example, we recently saw a professional journal in which one article’s author was referred to as a “reputation manager”.

Aren’t we all our own managers of our reputations? Keep that in mind as you face tough conversations in the future.

If for no other reason, being honest makes your life easier. Connecticut’s Mark Twain said that “if you tell the truth, you won’t have to remember anything.”

CABE to intervene (continued from page 1) law and actual prejudice (in that the results of the election are in doubt).

Under most circumstances, it is the towns that conduct referenda that boards of education rely upon (budget, school building projects) and defendant Region 14 has claimed that it is patently unfair for a school district to be penalized for the (technical) mistakes of others.

The plaintiffs in this case are arguing that the perceived lack of notice is a ‘per se’ violation that should automatically lead to a revote regardless as to whether either party suffered actual prejudice.

In this case, CABE is supporting Region 14 as it moves forward to the Supreme Court. We will argue that the Court apply the standard in election law of establishing both a substantial violation and actual prejudice to this referenda issue.

CABE will continue to report to the membership on the status of both matters as they move forward.

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

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

Policy Update: providing homebound instruction The State Department of Education, through new regulations, made significant changes to the providing of homebound instruction. The amended regulations are codified as Section 10-76d15 of the Regulations of Connecticut State Agencies. School nurses, school medical advisors and school personnel need to be aware of the regulatory language and its requirements.

The regulations state that homebound and hospitalized instruction must be provided to “a child […] under the jurisdiction of [the BOE] when such child is unable to attend school due to a verified medical reason which may include mental health issues.”

The new language requires that the child’s treating physician provide a written statement, on a board of education-provided form, stating that the child will be absent from school due to a verified medical reason for at least ten consecutive school days or the child’s condition is such that the child may be absent for short, repeated periods of time, and the expected date the child will be able to return to school. Supporting documentation regarding the child’s diagnosis should be provided by the physician. The physician’s response needs to be faxed, mailed, or otherwise transmitted directly from the physician to the district, not couriered by the parent.

The physician’s statement must state that he/she has consulted with the school health supervisory personnel and has determined that attendance at school with reasonable accommodations is not feasible. This requires that the school and the treating physician have parental consent to speak to each other before the homebound recommendation is made.

Homebound services must begin no later than the 11th day of absence from school provided the district has received the physician’s written statement. The district may begin services earlier if provided with adequate notice prior to the child’s absence from school. If the physician determines the child cannot receive instruction, the physician must notify the district in writing when instruction can begin.

The PPT is responsible for considering the educational needs of a “medically complex” child with a disability and the need for instruction under the IDEA. “Medically complex”

is defined in the regulations as a child who has a serious, ongoing illness or chronic condition for at least a year, and requires prolonged or intermittent hospitalization, and ongoing medical treatments or medical devices to compensate for the loss of bodily functions.

The PPT will consider and make accommodation for the medically complex child’s program to be moved from the school setting to a home or health care facility and back to school when the child is able to return. Instruction for a child who is medically complex must be provided no later than the third day of absence, provided the child is medically able to receive instruction.

Detailed information is provided in the regulations for the resolution of disputes between the district and the physician regarding the need for instruction in these situations.

Where a dispute exists, the child receives instruction pending review of the written statement provided by the treating physician, by the school medical advisor or other health professional employed by the board of education who is qualified to review the information submitted so long as the parent has provided consent for the school medical advisor or designee to consult with the treating physician to assess the need for instruction. If consent for communication is not given, the homebound instruction stops.

Districts should consider who should participate in this conversation with the treating physician to allow an informed discussion of the available accommodations in the school setting. Does someone else, other than the school medical advisor, or school nursing supervisor need to participate in the discussion?

Physicians are often unaware of the possible accommodations and modifications that could be provided in school and default to homebound as a familiar option. In a continuing dispute, the board may offer, at board expense, a review of the child’s case by a qualified independent medical practitioner.

If offered and the parent refuses to make the child available for the review, the homebound instruction stops. If the child continues to be absent from school, the board must pursue school attendance interventions.

The regulations specify the minimum times for instruction to be provided, as follows: 1. age 3-5: per PPT determination

2. grade K-6: no less than 1hr./day or 5 hrs./wk.

3. grade 7-12: no less than 2 hrs./ day or 10 hrs./wk.

4. May be modified (+/-) upon parent/BOE agreement or PPT. The content of the provided instruction must be such to maintain the continuity of the child’s general education program. Instruction must be provided in core academic subjects required for promotion or graduation. Further, it must be provided to enable the child to continue to participate in the general education curriculum and to make progress toward IEP goals and objectives.

Homebound instruction does not need to be provided to a private school student, unless the child is withdrawn from the private school and enrolled in public schools. If the child is enrolled in an interdistrict magnet school or charter school, such school is required to cooperate with the local district in planning homebound instruction, and is required to provide instructional materials to enable the local district to provide appropriate instruction to the child.

The amended regulations have several effects. Parents who previously refused to allow communication between school and physician are now informed that in order to provide homebound, this communication must occur.

Physicians are becoming aware of the other options available to students with medical conditions aside from homebound instruction. In addition, in cases where there are multiple physicians, this system is encouraging the doctors to speak to one another to share information in the best interest of the child.

Also, in cases where homebound is required for mental health conditions, the regulations prompt independent psychiatric review and consultation between treating psychiatrist and school district.

Finally, in cases where students have been on homebound for years, the regulations prompt intensive and frequent review of necessity and cause prescribing physician to question whether homebound is the best and least restrictive option.

Policy #6173, “Homebound/ Hospital Instruction,” and its accompanying administrative regulation and forms have been revised and are available.

What will the

Connecticut Online Policy Service

(C.O.P.S.) provide YOUR district?

• A policy manual updated within days of a board meeting.

• Access to your policy manual 24/7 anywhere with Internet capability.

• Timesaving links to legal and cross references.

• A search engine specifically designed for board policy manuals.

• The ability to search other online districts for similar policies or language.

• A happier staff that will have less paper to deal with.

If you would like additional information on CABE’s Connecticut Online Policy Service (C.O.P.S.), call Vincent Mustaro at 860-571-7446 or email vmustaro@cabe.org for full details.

Let the CABE staff make your policy life easier.

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

The Nutmeg Board vs. the Residents Against New Taxes (RANT) – Who’s right?

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.

The Residents Against New Taxes (RANT) launched a new high tech online campaign this year to recruit new members in Nutmeg. RANT members attend every meeting of the Nutmeg Board of Education, and in large numbers they sign up for Public Comment.

However, they then “yield” their time to Ralph Retiree, their flamboyant President, who then carries on for twenty minutes or more each meeting. RANT loyalists videotape Ralph’s speeches during Public Comments each meeting, and they then post the video on the RANT website, cleverly edited as Ralph talks with cuts back and forth of embarrassing shots of the Board members yawning or worse.

This week, Ralph claimed that the Board was somehow in violation of the law by not making line-item transfers at each meeting. “Every month I come to the Board meetings,” Ralph proclaimed, “but I never hear a thing about transfers.

I guess the Board of Education just lets its accounts run willy-nilly into deficit.”

This claim was too much for Board member Penny Pincher, and she interrupted Ralph’s rant. “Careful, Ralph.

You don’t know what you are talking about. Each month we receive a report from Mrs. Superintendent, who tells us what transfers she made and how our accounts are all up to date and in the black. If you keep it up, you might find yourself on the other end of a defamation lawsuit.”

Ralph was unperturbed, and he simply told Penny “quid est demonstratum.”

Penny had no idea what he was talking about, but she didn’t like it a bit.

Veteran Board member Bob Bombast went home that night and took at look at the RANT website. He was shocked by the disrespectful and intentionally embarrassing videos of the Board members as they scratched, stretched or otherwise looked bored.

Moreover, the posts of Ralph’s speeches on behalf of RANT during Public Comment were even more annoying online than hearing them live. Bob vowed to put an end to this assault on his beloved Board of Education.

Bob hatched a plan that he then shared with his colleagues via Facebook. RANT members were all over his post with ridicule about Bob’s “thin skin,” but several Board members posted supporting

comments, and thus encouraged, Bob brought his plan to the next meeting of the Nutmeg Board of Education.

“RANT has crossed the line in videotaping me scratching my nose and then posting it online. We may not be able to force RANT to respect the work of the citizen volunteer members of the Board of Education, but we can make sure that they do not mock us unfairly. I move that we prohibit videotaping of Board members during Board meetings.

Moreover, we must shorten Ralph’s endless harangues. From now on, I move, those who sign up for public comment cannot give their minutes to Ralph. Ralph gets the same two minutes as everyone else.

The Board members promptly voted unanimously in favor of Bob’s motions, and Bob immediately told the RANT contingent to put down their smart phones and stop taping.

Does RANT have anything to say here?

Yes. As usual Bob has gone overboard in his reaction to RANT, and RANT may well challenge part of his plan as illegal.

First, Bob did say one thing that makes sense. When a board of education has Public Comments or a similar agenda item, it creates a forum for free speech.

However, the courts have held that reasonable time restrictions are permissible as long as they are applied equally without regard to the content of the speech.

Thus, the Board can limit Ralph to the same two minutes (or whatever) that other speakers have, and the Board need not permit others to “yield” their minutes to Ralph or anyone else.

However, Bob’s plan to prohibit recording of the meetings of the Board of Education violates the Freedom of Information Act. Conn. Gen. Stat.

Section 1-226(a) provides that meetings “may be recorded, photographed, broadcast or recorded for broadcast . . . .”

The statute does provide that “the photographer or broadcaster and its personnel, or the person recording the proceedings, shall be required to handle the photographing, broadcast or recording as inconspicuously as possible and in such manner as not to disturb the proceedings of the public agency.”

Moreover, the statute permits public agencies to adopt rules concerning recording the meeting in advance.

However, any such rules must relate to assuring that the meeting is not disrupted, and they may not give the Board editorial control over the recording.

Ralph also made a point on behalf of RANT concerning line item transfers.

Conn. Gen. Stat. Section 10-222 gives boards of education the authority to make line item transfers and otherwise to expend its appropriation in its discretion.

However, it also imposes obligations on boards of education. Back in 1998, the General Assembly amended this statute to provide that boards of education “may, by adopting policies and procedures, authorize designated personnel to make limited transfers under emergency circumstances if the urgent need for the transfer prevents the board from meeting in a timely fashion to consider such transfer.”

In such cases, the transfer must be announced at the next meeting of the board of education, and since 2013 “a written explanation of such transfer [must also] be provided to the legislative body of the municipality or, in a municipality where the legislative body is a town meeting, to the board of selectmen.”

In some districts, apparently Nutmeg included, these requirements have not been observed, as the board simply leaves to the superintendent the responsibility to keep an eye on expenditures (usually including a monthly report to the board).

However, the statute contemplates that line items should not be over-expended, and boards of education should thus make

line item transfers as necessary to avoid having any line item in deficit. To make this obligation manageable, boards of education should define “line item” broadly by reference to the following language which was also added to the statute in 2013: “‘itemized estimate’ means an estimate in which broad budgetary categories including, but not limited to, salaries, fringe benefits, utilities, supplies and grounds maintenance are divided into one or more line items.”

By defining broad budgetary categories to be “line items,” boards can keep the necessary transfers to a minimum, and can avoid the need for special transfers with the attendant reporting.

Finally, while Bob had the right to post his plan on Facebook, further comments by other Board members in related posts should be avoided. At some point, the exchange of views by a quorum on Facebook (or email, etc.) could be viewed as discussion of board business outside a meeting, a violation of the FOIA. 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/March 2015

Legal Issues Kelly B. Moyher, Senior Staff Attorney, CABE

Arbitrator rules on class action grievance A class action grievance that alleges that various school officials opened school buildings on weekends, without calling custodians and paying the custodians overtime, can be arbitrable.

Over several years, the union filed grievances when union representatives discovered that a supervisor or other school administrator had opened a school building after school, or on a weekend, often to permit a private individual to perform maintenance work.

Nearly every time, the New Britain Board of Education denied the grievance, which typically alleged that the board should have requested that a custodian open the school building and paid the custodian overtime.

In 2013, the union filed a “class action” grievance and alleged that the board of education did not always pay custodians overtime, when school buildings were used before and after regular school hours.

The board of education maintained that because past grievances on the subject were not appealed, they were considered settled, and the union could not re-visit the same subject it failed to pursue in an earlier case.

The union denied it waived its right to file another grievance. Arbitrators unanimously found that the “class action” grievance was arbitrable, although most of the past grievances on the same subject had been denied.

The union’s failure to appeal past grievances was not binding on the union in connection with any subsequent grievance that alleged a violation of the same provision in the collective bargaining contract. “[I]n this case,” wrote arbitrators, “the grievances brought by the union are not re-litigating past grievances.”

Connecticut Law Tribune, 2/2/15

Court rules on fiduciary relationship

and his guidance counselor met once, that the high school student expressed concern about bullying and that the guidance counselor informed the student that an adult would monitor the hallway, can be insufficient to allege that a confidential, fiduciary relationship existed between the student and the guidance counselor.

The student plaintiff alleged the following facts, which have not been proven. On Oct. 22, 2012, the 14-yearold plaintiff went to his locker. Allegedly, another student pushed the plaintiff.

The plaintiff and the other student pushed and shoved each other, and the other student broke the plaintiff’s leg.

Earlier that year, the plaintiff had met with a high school guidance counselor and expressed concern about bullying.

The guidance counselor allegedly assured the plaintiff that adults would monitor the hallways.

The plaintiff sued the Middletown Board of Education and alleged that the guidance counselor breached her fiduciary duty. The defendants moved to strike. The plaintiff objected that he trusted and depended on the guidance counselor.

A fiduciary relationship is defined as a relationship with a unique degree of trust and confidence between the parties, one of whom has superior knowledge, skill or expertise and possesses the duty to represent the interests of the other.

Allegations that the plaintiff and the guidance counselor met once, and that the guidance counselor informed the plaintiff that an adult would monitor the hallway were insufficient to allege that a fiduciary relationship existed.

Also, the plaintiff did not allege fraud, self-dealing or that a conflict of interest existed. The court granted the motion to strike the breach-of-fiduciary-duty count.

The plaintiff’s negligence count survived, and because punitive damages cannot be awarded, in the event that the plaintiff prevails on negligence, the court struck the plaintiff’s request for punitive damages.

Connecticut Law Tribune, 2/2/15

A student’s definition of education, determined by parents Denise Roberts, Administrative Assistant for Membership Services, CABE

Parental involvement is an essential aspect of a child’s education. It has been linked to better social skills, greater attendance rates, and higher grades. Yet there are many children who attend school without an involved parent. The reason, in many cases, is not that parents do not care about the education of their children, but that they are completely disconnected from the school community.

Last November, the National Association of School Psychologists (NASP) released an article titled “Family-SchoolCommunity Collaboration.”

The article defined a marginalized population of “people who are not provided the opportunity to fully participate in American society due to discriminatory social or economic structure.”

As explained by NASP, this marginalized population – which can include immigrants, minorities, or lowincome families – is placed in an at-risk social category with limited educational expectations.

Ultimately, this rigid mentality decreases parents’ opportunity to help develop and contribute to a successful learning environment for their child.

The school/parent relationship can be a major determinant of a child’s outlook on education. But the NASP believes parents who are marginalized “…have the potential to create a cycle of fear or conflict with schools, passing it down to future generations.”

If we want all students to excel, we must train and encourage all parents to instill in their child the importance of learning and attending classes.

Therefore, regardless of a school’s undesirable history with parents or a parent’s negative experience with school, both parties need to work together to fully engage the child.

When I was in elementary school my mother was named parent of the year. At that time I did not grasp the importance of her active participation in my education.

Allegations that a high school student

But as the years progressed, and she continued to work with my teachers and encourage me to take advantage of the opportunity to learn, I found myself growing more and more eager to succeed.

Both my family and school continuously inspired me with the possibilities that a good education provided.

Their inspiration did not include homework help and strict tutoring; it was centered on me believing I had a chance at becoming a contributing citizen in my community.

The learning environment I experienced aligns with the “family-schoolcommunity collaboration” NASP supported in their article. NASP believes “parental involvement and a welcoming school climate have consistently been linked to improving student social development, school engagement, and academic learning.”

All students, especially those who are placed in the marginalized population, will benefit from a team that is supporting the long-term goals of their academic success.

NASP recommends that an effective collaboration begins with educators and leaders in education seeking out the support and involvement from disconnected parents. Parents, just as much as students, need to feel welcomed by teachers and staff.

NASP says “If educators can provide positive experiences and opportunities to families who previously had poor experiences and relationships with schools, then their children will be able to observe and experience more positive relationships with education and schools.”

Without a collaborative learning environment, we will continue to see disengaged students who do not understand why they are attending school. From those students’ perspective, education does not lead to higher education and success; it leads back to the community where their parents and neighbors still struggle.

We must assist parents to help those children understand the importance of an education. In doing so, we will create students prepared for success.

Birth-grade three leaders ramping up Robert Rader, Executive Director, CABE and

Patrice A. McCarthy

Deputy Director/General Counsel, CABE

Over a year and a half ago, the Legislature and Governor established the Office of Early Childhood. During the last Legislative Session, they increased the number of slots for children to help ensure that more children in need receive a quality pre-K education.

The Office of Early Childhood set up a group of individuals, including CABE, CAPSS and CAS to help support this effort and to help those “in the field” who are working in this area. We are the

CABE representatives on this committee.

After a discussion facilitated by CABE and NSBA Past President Mary Broderick, the group, called the Connecticut Birth – Grade Three Leaders, has developed a set of values, a vision and a mission as it navigates this complicated area.

The Mission of the group includes serving as a Connecticut catalyst to ensure a coherent Birth to Grade Three system promoting optimal growth, development, education, support, and best practices for children, families, educators, and leaders.

The expectation is that the group will provide advice on policy, legislation, and other issues of the importance to our

vision of what Connecticut can do in this area; will advocate for early success for all of Connecticut’s children; will help Connecticut stakeholders understand this foundational period of development; and cultivate leadership expertise and knowledge in early childhood.

Values included in the group’s beliefs: • the importance of informed leadership at state, local community, and district levels; • that learning is a social process and must include academic, social, and emotional growth expectations; • that we must address racial and economic disparities; • the importance of empowering

children, families, communities, caregivers, and other educators through respectful relationships; • that we need knowledge of child development and appropriate and effective pedagogy across the early childhood range; and • that preK must be universally available (though not mandated) and coordinated with K-3.

At its January meeting, the Leaders group also has established two subcommittees, examining how best to support the efforts of local districts and other preschool providers to make this opportunity successful for all children involved.

We will keep you advised as the group moves forward.

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

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

Make sure you are included in this year’s picture!

CABE’s Day on the Hill • March 25, 2015 8:30 AM • The Bushnell • Autorino Great Hall • Capitol Avenue, Hartford SPECIAL FEATURES •

Legislative Leadership – The morning will feature remarks by the leadership of the Connecticut General Assembly.

•

Issue Briefings – Learn how pending legislation can impact your school district.

•

Education Rally – Make your voices heard as we gather to support public education.

•

Visits with Legislators – All participants will visit their own legislators at the State Capitol. The materials and briefings provided by CABE will assure effective lobbying.

•

Student Participation – Day on the Hill is an excellent opportunity for high school students to gain a first hand experience in civics by accompanying their board members and/or superintendent.

Come to learn the latest on key education issues before you lobby your legislators on how they will impact your district.

A State Legislative Network Program for CABE Member School Boards, their Superintendents and staff, PTA and PTO members, students and guests.

Contact the CABE Office or visit our website at www.cabe.org to register.

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

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

I Am Robert Rader Executive Director, CABE

Many Americans seem to take public education for granted. Public education, not only prepared us and is preparing our children for the global marketplace, but also for citizenship and developing a love of learning for a lifetime.

This critical institution is something most of us grew up with. But, how often do we think about its importance in our lives?

It is very much different in many other countries. Education is not a right and sometimes it is discouraged, particularly for girls, who are seen as unequal to men.

By now, most of you have undoubtedly heard of Malala Yousafzai, the teenage Pakistani girl who demanded that girls in her country be educated. She was shot by the Taliban for doing so, but, in December was a recipient of the Nobel Peace Prize—the youngest to ever receive the honor.

Her passion and beliefs were nurtured in particular by her father, Ziauddin Yousafzai. He had a dream of opening

“Let us remember: One book, one pen, one child, and one teacher can change the world.” schools in the SWAT area of Pakistan where they lived and where the Taliban and the Government have fought for control Malala’s father has tremendous dedication to learning and spoke publicly many times, both in SWAT and throughout Pakistan, demanding that all children receive an education. Her mother was always supportive, but prefers the traditional custom of remaining in the background.

Upon reading the book, it is easy to tell why Malala, this incredible young woman, became a passionate supporter of the right to an education. Their family was under threat at many times and yet, both father and daughter never backed

Book Review: Malala by Malala Yousafzai

off. The father built the school that Malala attended and was regularly threatened.

Malala writes of her love for the SWAT Valley, even as the Government and Taliban cause much destruction in this beautiful area. The book is somewhat of a a diary of Malala’s life and tells of the suffering she has seen.

Malala does not only tell of her passion for education. She describes how, even after being singled out and shot in the head on a school bus and taken to England for treatment, the one request she made of her parents is they bring her book bag and, if they couldn’t get it, “buy new books for me, because in March it’s my board examination.”

It is still too dangerous for Malala and her family to go back to the SWAT Valley. They have worked hard to make the adjustment to living in Birmingham, England, but the culture is different from how they lived I n SWAT. Malala’s final words in this book: “I am Malala. My world has changed but I have not.”

This is an extraordinary book, written by an amazing person. It provides great insight into what is happening in this dangerous part of the world. Those who read about Malala’s religion, Islam, and how that affects the lives of ordinary people, will better understand her desire for peace.

Those who read the CABE Journal and those who are involved in public education throughout Connecticut and the United States certainly have passion and dedication to public education. We may disagree on all types of things: funding, testing, standards and the list goes on and on.

But, every now and then it’s good to step back and see how countries deal with education. And, when we do, we realize that education is not a “given” in many countries, especially to girls and others who are treated unequally.

We are the caretakers for our system of public education. We have the responsibility of ensuring that our system is protected for all those children, who might not be as passionate about receiving their education as Malala, but need a high-quality education if they are to have the lives that many children can only dream about.

The Nobel Peace Prize 2014 was awarded jointly to Kailash Satyarthi and Malala Yousafzai “for their struggle against the suppression of children and young people and for the right of all children to education”. Below are some excerpts from Malala’s Noble Lecture: “Dear brothers and sisters…This award is not just for me. It is for those forgotten children who want education. It is for those frightened children who want peace. It is for those voiceless children who want change.

I am here to stand up for their rights, to raise their voice… It is time to take action so it becomes the last time, the last time… we see a child deprived of education.

Education is one of the blessings of life – and one of its necessities. That has been my experience during the 17 years of my life…

[W]e had a thirst for education because our future was right there in that classroom. We would sit and learn and read together. We loved to wear neat and tidy school uniforms and we would sit there with big dreams in our eyes…

[Then] education went from being a right to being a crime.

Girls were stopped from going to school.

When my world suddenly changed, my priorities changed too…

I decided to speak up.

The terrorists tried to stop us and attacked me and my friends … but neither their ideas nor their bullets could win.

We survived. And since that day, our voices have grown louder and louder.

I tell my story, not because it is unique, but because it is not.

It is the story of many girls.

Today, I tell their stories too…

I am those 66 million girls who are deprived of education. And today I am not raising my voice, it is the voice of those 66 million girls.

Sometimes people like to ask me why should girls go to school, why is it important for them. But I think the more important question is why shouldn’t they, why shouldn’t they have this right to go to school…

I will continue this fight until I see every child, every child in school…

Let’s solve this once and for all.

We have already taken many steps. Now it is time to take a leap…

We ask the world leaders to unite and make education their top priority…

Leaders must seize this opportunity to guarantee a free, quality, primary and secondary education for every child.

Some will say this is impractical, or too expensive, or too hard. Or maybe even impossible. But it is time the world thinks bigger…

Why is it that countries which we call strong” are so powerful in creating wars but are so weak in bringing peace? Why is it that giving guns is so easy but giving books is so hard? Why is it, why is it that making tanks is so easy, but building schools is so hard?

[L]et us become the first generation that decides to be the last that sees empty classrooms, lost childhoods, and wasted potentials.

Let this be the last time that a girl or a boy spends their childhood in a factory…

Let this be the last time that we see a child out of school.

Let this end with us.”

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The Journal – Connecticut Association of Boards of Education/March 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:

• •

•

• • • •

• • •

•

Attended CABE/CREC Legislative Breakfast.

Attended Connecticut Society of Association Executives (CSAE) meeting on the Fiduciary Responsibilities of Association Executives.

Participated in CSAE webinar on Unrelated Business Income Tax (UBIT).

Participated in Professional Learning Advisory Committee.

Participated in 11th Grade Assessment Task Force.

Attended Capitol Region Education Council (CREC) meeting.

Participated in National School Boards Association (NSBA) Council of School Attorneys program planning conference calls.

Participated in Fox 61 The Real Story interview on funding and mandates.

Particpated in MORE Special Education Task Force meetings.

Participated in NSBA council of School Attorneys officers conference calls.

Discussed personalized learning on WTIC.

•

• •

Attended Connecticut Association of Schools (CAS) Board of Directors meeting.

Attended the meeting of the CAPSS Board of Directors.

Attended the meeting of the Child Emergency Preparedness Committee.

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

• •

• •

•

•

Planned and implemented CABE Board of Directors Retreat.

Participated in a CABE-Meeting webinar with Kentucky School Boards Association staff.

Trained Derby board members on CABE-Meeting.

Presented a webinar to CABEMeeting Meeting Managers on the Manager Service feature.

Facilitated a board retreat with the Suffield and Waterbury Boards of Education.

Provided policy information to 39 districts, one RESC, one newspaper and one out-of-state school boards association through 54 answered requests for information or sample policies, on 38 topics. Further, districts continue to access CABE’s

Photo highlight Press Conference

online Core Policy Reference Manual and/or online manuals posted by CABE for policy samples. The topics of greatest interest pertain to state assessments, graduation requirements and bullying.

➤ By providing services

to meet members needs:

•

•

➤ By ensuring members

receive the most up-todate communications:

• •

•

•

Discussed legislative issues with the Hartford Area Superintendents.

As part of the development of new policy manuals utilizing the Custom Policy Service, materials were prepared for Bloomfield, Ellington, Newtown, Stamford and Thomaston.

As part of the Custom Update Service policy materials were sent to 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.

The second edition of the Policy Update Service publication was distributed to subscribing districts.

•

• • •

➤ By helping school boards to increase student achievement

•

• •

Discipline and Discrimination workshop Kelly B. Moyer, Senior Staff Attorney, CABE welcomed everyone to the workshop.

Speaking at a Press Conference being held at the Legislative Office Building were: CAS Executive Director Karissa Niehoff, CAPSS Executive Director Joseph Cirasuolo and CABE Deputy Director and General Counsel Patrice A. McCarthy discussing personalized learning, a voluntary system for putting added focus on the individual needs of all children.

Webinar Lisa Steimer, Senior Staff Associate for Professional Development held a webinar for meeting managers to demonstrate updates to CABE-Meeting.

Also pictured Wilmarie Newton, Webinar Coordinator.

Provided Lighthouse training and planning sessions for the Vernon Board of Education and held a Lighthouse training session with the Stamford Board of Education.

Participated in press conference on personalized learning.

Sent out three issues of Policy Highlights via email listserv covering topics that affect student achievement. This included student data privacy obligations, suicide prevention,, English learners, homeless students, homeschooling, and technology usage.

➤ By promoting

public education:

• • (left) Michele Laubin, Attorney, Berchem, Moses and Devlin, reviewed the latest findings of discriminatory treatment and impact on students of color due to disciplinary actions and Karen Parks, Deputy Superintendent, Fairfield Public Schools talked about her experiences and shared examples.

Facilitated a tri-board meeting with the North Stonington Board of Education.

Held a meeting with the North Stonington Board of Education to plan for follow-up meeting with Triboards.

Completed the audit of the policy manual for the Portland Board of Education.

In the process of auditing the Region 14 Policy Manual.

Revised the Model Student/Parent Handbook.

Revised the Administration of Medications policy to incorporate the newly adopted state regulations pertaining to epipens.

•

Attended CABE Area Breakfasts.

Met with the editorial boards of the New London Day, New Haven Register and the Hartford Courant.

Answered questions about the current legal issues facing boards of education. “HOT” topics this month were: Expulsion hearings, notice of meetings, miutes of committee meetings, teacher personnel files, and superintendent evaluation.

“The function of leadership is to produce more leaders, not more followers.”

Discipline and Discrimination: It Can Be a Fine Line workshop

– Ralph Nader

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

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

The

Media Message

from Ann Baldwin, Baldwin Media Marketing, LLC

Connecticut’s school boards and the importance of community understanding of professional development At the beginning of my working relationship with the Connecticut Association of Boards of Education, I didn’t realize all of the work that board members and superintendents put into your “job” and the professional development provided by CABE that goes with that.

Across the state school boards are the policy makers and governance “arm” of public education. From personnel to budget issues and everything in between, board members across the state and the country have a huge responsibility that they take seriously and that is why professional development is so important for these elected or appointed officials.

Board members often take part in

various professional development activities, which make them more effective and efficient in their roles.

As a result of Baldwin Media’s relationship with CABE, we have had the opportunity to work with many member boards which also realize the importance of “community outreach”, which is critical in every district and it is also one of the most challenging.

Through professional development comes the opportunity for community engagement. Share what you have learned publicly and how it will help your local board. Let your community know about the professional development which you have attended! It strengthens your credibility and that of the board.

Almost like running a political campaign, boards need to develop key mes-

sages that will resonate with their stakeholders with the goal of gaining support for public education and to strengthen their district. A professional board is part of the profile of the board that you want to convey.

This month, many local boards, their Superintendent and some of their students will also be at the State Capitol for CABE’s Day on the Hill. They will have an opportunity to meet with their local state representatives, as well as an opportunity for students to get a behind the scenes” look at the political process and have a voice in the future of public education.

CABE also offers a two-day Convention for their member districts. This is not only an opportunity for new and returning board members to learn “best practices”, it is also an opportunity to celebrate and

congratulate individual boards and members for their outstanding accomplishments especially in communications with their school community.

This is also a great public relations opportunity to let your community know about the good work that is being done.

The reality that many districts have realized over time is that the time to start communicating about waht they are doing is NOT right before a budget vote. The more information that you can proactively share with your stake holders all year long, the better chance you have at continued success and more importantly getting the funding you need to support public education in your community.

CABE and Baldwin Media: Partners in Managing Communications

.

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

Legislative Breakfasts across the State Area 1

Area 3

Area 2

CABE Search Services is recruiting for

Region 1

CABE Area Director Dan Gentile (Plymouth) and Representative Whit Betts.

East Hartford Superintendent Nate Quesnel, Representative Henry Genga and Patrice McCarthy, Deputy Director/General Counsel, CABE.

Andover Superintendent Andrew Maneggia and CABE Area 3 Director Laura Bush (Vernon).

Assistant Superintendent For an update or more information on vacancies go to our website:

Area 4

www.cabe.org

Student musicians from the Plainfield Public Schools.

Representatives Paul Brycki and Mike Alberts discuss education issues.

Area 5 CABE Area 4 Director Douglas Smith (standing).

Area 6

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

Available from The CABE Bookstore!

Michelle Ku (Newtown) Board Member address attendees.

Area 7

Senator Gayle Slossberg addressing attendees.

Representative Jonathan Steinberg and attendees at the Area 6 Breakfast in Westport.

Area 8

Representatives Melissa Zibron and Noreen Kokaruda with attendees at the Area 8 Breakfast.

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

Representative Pam Staneski speaking with CABE Area 5 Co-Directors John Prins (Branford) and Roxane McKay (Wallingford).

to order the FOIA book go to the CABE Online Bookstore at www.cabe.org/page.cfm?p=749 CABE Area 8 Director Lon Seidman addressing the group.

Representative Phil Miller (standing) addresses the group at the Area 8 Breakfast.

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

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!

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Connecticut Represented at the NSBA Advocacy Institute

Vice President for Government Relations Robert Mitchell (Montville), Robert Rader (CABE), Lydia Tedone (Simsbury), Senator Richard Blumenthal, Federal Relations Chair Donald Harris (Bloomfield), Superintendent Nathan Quesnel (East Hartford) and Patrice A. McCarthy (CABE).

Connecticut delegation: l. to r., Federal Relations Chair Donald Harris (Bloomfield), Vice President for Government Relations Robert Mitchell (Montville), Robert Rader (CABE), President Richard Murray (Killingly), Scott Garbini (New London), First Vice President Ann Gruenberg (Hampton), Mirna Martinez (New London), Lydia Tedone (Simsbury), Sheila McKay (CABE), State Relations Chair Elizabeth Brown (Waterbury), Superintendent Nathan Quesnel (East Hartford), and Patrice A. McCarthy (CABE).

State Relations Chair Elizabeth Brown (Waterbury), Patrice A. McCarthy (CABE), Vice President for Government Relations Robert Mitchell (Montville), Senator Christopher Murphy, Mirna Martinez (New London) and Scott Garbini (New London).

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

Sheila McKay (CABE), First Vice President Ann Gruenberg (Hampton), Mirna Martinez (New London), President Richard Murray (Killingly), Representative Joe Courtney (2nd Congressional District), Scott Garbini (New London), Vice President for Government Relations Robert Mitchell (Montville), and Robert Rader (CABE).

Superintendent Nathan Quesnel (East Hartford), Lydia Tedone (Simsbury), Federal Relations Chair Donald Harris (Bloomfield), Representative Rosa DeLauro (3rd Congressional District), State Relations Chair Elizabeth Brown (Waterbury) and Patrice A. McCarthy (CABE).

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.

Superintendent Nathan Quesnel (East Hartford), Patrice A. McCarthy (CABE), Lydia Tedone (Simsbury), Representative Elizabeth Esty (5th Congressional District), State Relations Chair Elizabeth Brown (Waterbury) and Federal Relations Chair Donald Harris (Bloomfield).

Representative John Larson (1st Congressional District).

Patrice A. McCarthy (CABE), Sarah Wiszniak (Congressional Intern from Plainville, CT), Lydia Tedone (Simsbury), Federal Relations Chair Donald Harris (Bloomfield), and State Relations Chair Elizabeth Brown (Waterbury).

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