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CABE and CAPSS Update Governance Statement and Team Assessment Document Patrice A. McCarthy Deputy Director/General Counsel, CABE

At recent meetings, the Boards of Directors of CABE and CAPSS voted to adopt the new Governance Statement and Team Assessment Documents that have been put together over the last year and a half.

The two organizations received funding, as well as research and other support from LEAD Connecticut, which was established to grow leadership in education. [See article on page 15 for more information on LEAD CT.] The Governance Document addresses the roles and responsibilities of Boards, Superintendents of Schools and those they share. It can be the basis for important discussions by Boards and Superintendents to develop shared expectations. We updated the documents so they better reflect current thinking on these subjects.

In particular, we focused on an area that was barely covered in the past: student achievement. In assessing both Boards and Superintendents, both organizations believe that their members should be evaluated on the central mission of their school district.

The two writers of this article, and CAPSS Executive Director Joe Cirasuolo, updated documents after examining material from other states as well as current research. In addition, the following representatives from the two associations served as representatives of the committee that approved the work

before it went before the respective Boards of Directors. All spent time working on these documents, providing their perspectives and suggestions.

[Committee membersâ&#x20AC;&#x2122; titles are as of when the work was done.] â&#x20AC;˘ CABE President Richard Murray (Killingly); â&#x20AC;˘ Donald Harris, CABE Area 2 CoDirector (Bloomfield); â&#x20AC;˘ CAPSS President Frank Baran (Woodstock); â&#x20AC;˘ CAPPS First Vice President Alan Addley (Granby); and, â&#x20AC;˘ CAPSS Former President Judith Palmer (Region #7).

See CABE page 14

NSBA Delegate Assembly The National School Boards Association recently held its Delegate Assembly in conjunction with the Annual Convention in Boston to adopt its positions for the upcoming year. Connecticut was represented by CABE President Ann Gruenberg, First Vice President Bob Mitchell and Vice President for Government Relations Donald Harris as delegates, and Vice President for ProfesSee NSBA page 6

Connecticut Association of Boards of Education Inc.

Executive Director, CABE

Professional Learning that Matters: Supporting Connecticut Core Standards Implementation Jennifer Webb Education Consultant, Office of the Deputy Commissioner

The Connecticut Core Standards require a shift in thinking in which students are expected to think critically, analytically, and apply their thinking to real-world problems. As a result, there is a deeper change regarding high-quality, standards-based instruction that will prepare students for college and/or career.

In order to realize this promise to students, all teachers need training to understand these new standards and how to incorporate them into their teaching in a purposeful manner.

To aid teachers in becoming confident with the standards and teaching deeper into the standards, there continues to be a need for meaningful professional development. The Connecticut State Department of Education (SDE) maintains our commitment to this investment for teachers. In the last three years, SDE has had almost 5,000 attendees at over 360

workshops dedicated to preparing educators to implement the shifts inherent in the new standards. The professional learning opportunities are meant to ensure that teachers are adequately prepared to implement the new, more rigorous standards in mathematics, literacy and English language arts.

In Connecticut, an abundance of resources and professional development opportunities are available at the click of a computer key. SDE has built a website, CTCoreStandards.org, which hosts a variety of units, lessons, curriculum materials, and resources for teachers, See PROFESSIONAL page 13

Transgender Students

Nutmeg Board

Coherence Key to District Success

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81 Wolcott Hill Road Wethersfield, CT 06109-1242

Robert Rader

Leading the Way

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Periodical Postage PAID Hartford, CT

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The Journal – Connecticut Association of Boards of Education/May 2016 PRESIDENT COMMENTARY

Changing Seasons: Changing Systems Springtime in New England often brings surprises.

This year, we’ve had plenty of extremes. Even with the unexpected storms, the environmental systems seem to balance themselves out. The spring flowers survive the occasional April snow. Each year and season is unique, but there are some consistent patterns, notably how spring brings change. Blossoms are blooming and districts are grappling with developing budgets that sustain quality education while also managing to maintain fiscal responsibilities.

Nature’s changing seasons provide an often dramatic counterpoint to the legislative and political processes that affect the operations of schools and boards of education.

Understanding how these systems work may contribute to adjusting one’s roles. The complex, sometimes intricate systems make it necessary for those who are part of leadership teams to stay in touch with the changes, establish and sustain working collaborative relationships and effective communication among teams, with clarity about roles and expectations. It is important for board members to be aware of how the systems work, and contact legislators regarding key issues.

When there is a shared focus such as diversity and/or safety and finance, leadership teams can work together to make adjustments, as needed. Our natural and physical environments adjust to change, by design. Some balance is central to how systems work. When there are problems with systems there may be some reaction, whether or not the consequences are intended.

In certain social systems, there is a legacy of inequity.

If we look at historical factors, some aspects may have

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

initially been (unfairly) intentional, based on distorted perspectives and bias, Over time, certain practices such as limited Ann Gruenberg representation of cultural diversity may have become entrenched in practices and structures, taking the form of “institutional racism”. When such practices become embedded in social systems, they can have many unintended consequences. Acknowledging inherent inequity in certain systems highlights the need for rebalancing/ adapting the ways in which things are done.

Changing systems may seem daunting if not impossible. We have a collective responsibility to do what we can. Two aspects of this process include creating structures and identifying shared goals based on shared focus. Change can be challenging. Effective teamwork, communication, clarity of expectations and mutual support are some of the other elements essential to systems change. Finally, a shared commitment to shared goals is vital. The road is not always smooth, but the journey is a moral imperative.

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

AREA DIRECTORS Jonathan Moore ................................ Area 1 Co-Director, Region 1 Susan Karp ................................... Area 2 Co-Director, Glastonbury Byran Hall .................................. Area 2 Co-Director, East Hartford Michael Purcaro ...................................... Area 3 Director, Ellington Douglas Smith ........................................ Area 4 Director, Plainfield Michelle Embree Ku .............................. Area 5 Director, Newtown Jennifer Dayton ............................. Area 6 Co-Director, Greenwich Roxane McKay ............................. Area 7 Co-Director, Wallingford Lon Seidman ................................................. Area 8 Director, Essex Andrea Ackerman ..................................... Area 9 Director, Groton

ASSOCIATES Eileen Baker .............................................. Associate, Old Saybrook Sharon Beloin-Saavedra .............................. Associate, New Britain Robert Guthrie .............................................. Associate, West Haven Robert Trefry ........... Associate, CT Technical High School System

COMMITTEE CHAIRS Donald Harris ......................... Chair, Federal Relations, Bloomfield Becky Tyrrell ...................................... Chair, Resolutions, Plainville Christopher Wilson ........................... Chair, State Relations, Bristol

2016 CABE/CAPSS Convention Update Lisa Steimer

CITY REPRESENTATIVES Matthew Poland ................................ City Representative, Hartford Carlos Torre .................................. City Representative, New Haven Charles Stango ............................... City Representative, Waterbury

Sr. Staff Associate for Professional Development, CABE

STAFF

Since the calendar flipped to 2016, the CABE/CAPSS Convention Committee has been hard at work planning the CABE/CAPSS Convention which will be held on November 18-19, 2016 at the Mystic Marriott Hotel in Groton, CT. As you read in last month’s CABE Journal, Tony Wagner, who recently spoke at NSBA’s annual conference, will be our Friday morning keynote. We are very excited that Dr. Wagner will be kicking off the Convention for us!

The Convention Committee recently selected the workshops that will be offered at the Convention. We received over 90 workshop proposals for approximately 35 workshop slots. The process was filled with lively

Robert Rader ....................................................................... Executive Director Patrice McCarthy .................................. Deputy Director and General Counsel Rebecca Adams ............................................................... Senior Staff Attorney 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 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 Nancy Propfe ....................................... Admin. Asst. for Membership Services Corliss Ucci .................................. Receptionist/Asst. to the Executive Director

A subcommittee of the Convention Committee met to review the workshop proposals before being presented to the full Committee. Ann Gruenberg (Hampton); David Erwin (Berlin); Doug Smith (Plainfield); Lisa Steimer, (CABE); Donna Leake (former superintendent); and Elizabeth Brown (Waterbury).

The CABE/CAPSS Convention Committee met and selected the workshops that will be presented at the 2016 CABE/ CAPSS Convention.

conversation and, ultimately, difficult decisions. We appreciate all who expressed an interest in presenting at the Convention.

If you would like to enter your students to perform or display their talents, you may go online to http://goo.gl/ da9Gte for more information and the entry form. The deadline to enter your students is May 20.

Early registration materials will be sent to member board members and all superintendents mid-late June.

Watch your mail!

Look for announcements on additional General Session speakers and other Convention related information in the CABE Journal and in your email inbox!

We look forward to seeing many of you at the CABE/ CAPSS Convention in November!

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: https://www.cabe. org/userlogin.cfm?pp=1024&userrequest=false&keyrequest=YES

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The Journal – Connecticut Association of Boards of Education/May 2016 EXECUTIVE DIRECTOR COMMENTARY

CABE Affiliate Members BUSINESS AFFILIATES DIAMOND MEMBER Finalsite GOLD MEMBERS

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 Milone & MacBroom, Inc. Perkins & Eastman Siegel, O’Connor, O’Donnell & Beck The Segal Company Sprint Svigals & Partners

BRONZE PLUS MEMBERS BL Companies Coordinated Transportation Solutions Friar Associates JCJ Architecture Milliman, Inc. 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 Goldstein & Peck, P.C. Kainen, Escalera & McHale, P.C. The Lexington Group Muschell & Simoncelli Solutions Employee Assistance Program 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 for the Gifted Connecticut Association of School Business Officials Connecticut Center for School Change Connecticut School Buildings and Grounds Association Cooperative Educational Services EASTCONN EDUCATION CONNECTION LEARN Unified School District #1

The Mindful Board of Education One of the buzzwords in emotional intelligence over the last few years is “mindfulness”. Operating in a mindful manner suggests that board members and executives seek peaceful moments “in a world fraught with intensity, stress, and complexity”. It is a tool “useful in observing thoughts, feelings, and biases during group deliberations.”

While mindfulness is usually thought of as an individual way of dealing with issues, executive consultants Dr. Charlotte M. Roberts (Blue Fire Partners, Inc.) and Martha W. Summerville (Summerville Consulting, LLC) have written an article about the “Mindful Board”. It is not difficult to see how their article applies to the work of boards of education.

“Mindful boards”, according to the authors, “intentionally look out at the world through multiple windows – technology, politics, sociology, environment, and economics.” Their definition of the mindful board goes beyond an individual’s mindfulness practices. In the boardroom, it “refers to the capacity of a group of people to think in a deep way together. In assessing a current challenge, the mindful board looks to the past, present and future. Deliberations encompass the impact of a decision not only on the enterprise, but, on industry, society and the planet.

And the board considers how the decision will play out in both the short and the very long term…”

To leverage their power of looking through “multiple windows” such as technology, politics and sociology, “members of the mindful board hone their individual capabilities while practicing three interdependent disciplines as a governing body: leadership by the group, expanded consciousness, and fearless engagement.”

They discuss a path that boards seem to follow: • The “Consent board”, which they call the “traditional model of governance.” There is little engagement and not much dissent.

• The “Working board”, which uses committee structure to build a greater understanding of operations and performance. Members have a broadened view of operations.

• The “Strategic board”, which understands the organization’s wider reaches, whether regional or national. It takes a longer-term view of success and its impact.

• The “Mindful board” emerges as “external pressures increase and the negative impact of unintended consequences expands.” Members of these boards look well beyond the four walls of the organization and draw from a “deep well of acquired capabilities – fiduciary oversight, operational leadership, context intelligence, systems thinking, and strategic thinking.”

While the authors write in the context of corporate boards, the thoughts are also

relevant to school boards. In their framework, as the board grows in knowledge, skills and experience, it uses “leadership by the group”, where every board member plays a role in deliberating and helping make a decision. “Board members are expected to engage in the debate about next steps, keeping the organization’s best interests over the next decade front and center.”

Mindful boards allow any member to lead the conversation. The board uses both systems thinking and strategic thinking to make the best decisions.

While the article goes into more detail on each aspect of the mindful board, what I would ask you is simple:

Is your board of education a “mindful board”?

Certainly there are many differences between a corporate board and a school board. Often, corporate board members (besides being exceptionally well-paid in some instances) are chosen for the unique skills or connections that they might have.

Perhaps members have political ties, legal knowledge, business skills or other talents or experiences.

Board of education members are, of course, generally elected by the citizenry.

In Connecticut they are often selected by their political party to run for their town or city board. They come from all parts of our communities – business, professional, retirees, stay-at-home moms and all others. There are no special qualifications they must be 18 year of age and a resident of the community.

That, in some ways, can be a disadvantage to our boards. Some, including those who worked with me in developing a paper for NSBA on the Future of Boards of Education, felt that boards should look for people with specific occupational or other knowledge, such as legal or accounting. Certainly, board members can ask their political parties to encourage people to run who have these skills (or for that matter, others who might help the board look more like the community they serve). Beyond that, there is probably little we can or should do.

For any board, the process by which decisions are made can be just as important as the people who are on the board.

As I say to boards when I work in the field, if on almost every issue the board is unanimous, maybe we only need one board member.

On the other hand, if it is unanimous because thorough discussion already took place at the committee level, or if, for example, it is the selection of the superintendent, unanimity is usually a good thing.

So, is your board a mindful board? Do you look to the past, present and future?

Do you try to take into account the unintended consequences of your decisions? Do you use the skills and abilities of all your members in making a decision? Do all appropriate people, from the Board or outside of it, get a chance to provide input into your decision making?

Robert Rader

And, most important of all, are the decisions always made in the best interests of all of the children you educate?

If the answer to these and other questions are no, maybe you should be looking into the mindfulness of your board.

You can find the entire article at http://www.strategy-business.com/article/ The-Mindful-Board?gko=97a18

Suggestions for The Mindful Board: • Hold a Board retreat so you can have frank, deep conversations about how the district is moving towards its vision. In that retreat, take time to do an “inventory” of particular skills and knowledge of board members and consider whether those skills can be best used to benefit the district, such as in the membership of various committees.

• As you consider a decision, make sure you examine relevant data from numerous sources, both internal and external, such as student test scores, graduation rate, failure rate, etc.

Depending on the issue, demographics and what is occurring in other districts may provide insight to help decision making.

• Take the time to meet board members from other districts, especially those similar to yours.

What are they doing that you might learn from?

• Find other community members who have a vested interest in what happens in your district and involve them in decision-making.

• Provide ample opportunities for the Board to have its own professional development. The better Board members understand their roles and the issues in providing high-quality instruction to all students, the better their decisions will be.

• Encourage your administration to “grow” leadership within the district. Search for and capitalize on the skills and talents of your staff.

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The Journal – Connecticut Association of Boards of Education/May 2016

Guide on Supporting Transgender Students Available Finding a free, helpful manual for school leaders on the issues faced by transgender students is not easy, but a number of organizations have put a good one together entitled, Schools in Transition: A Guide for Supporting Transgender Students in K-12 Schools. It is available for free download at www.nclrights.org/ legal-help-resources/resource/schools-intransition.

“Transgender” is an umbrella term for persons whose gender identity, gender expression or behavior does not conform to that typically associated with the sex which they were assigned at birth. Such a person does not feel “right” with the body in which they were born.

Students who are transgender often have tough time in school, due to a number of factors: what they are going through; the feeling of being different; expectations of adults and other children; fear of others (sometimes including their parents) finding out that they are transgender; and other obstacles to success.

They are bullied and harassed more

frequently than other students. Often these feelings lead to students feeling depressed; they are more likely to use drugs, and, in many cases, attempt (and succeed at) suicide.

This guide starts with a letter written by the superintendent from Beneicia, California, who, like many administrators, parents and others, had no real understanding of what having a transgender student meant in terms of providing support and ensuring that the child felt safe in the classroom. In her letter, she states that, “I encourage anyone looking to support a transgender student to always focus on the needs of the transitioning child and think about what they need to feel safe, included and supported. I never had a political agenda; my agenda was to support our students. I listened and tried to understand when I faced obstacles. I worked to be an advocate, not an activist.”

The superintendent’s advice is good and the guide gives other good advice on subjects such as:

The Guide’s Guiding Principles Even though the needs of transgender students vary tremendously based on a range of factors, a number of guiding principles informed this document. These principles include that: • Every student has the right to learn in a safe and accepting school environment. Supporting transgender students gives them the equal opportunity that all students need.

• All adults must act as protective agents committed to the safety and well-being of the youth they serve, including those who are transgender or gender-expansive, and should recognize that working as a team is in the best interest of individual students seeking support.

• There are often gaps in trust — grounded in past or current experiences between students, families and educational institutions. This document will also incorporate language, resources and suggestions for navigating these trust gaps and supporting the student’s safety and wellbeing, including strategies for working in adversarial contexts.

• The expression of transgender identity, or any other form of gender-expansive behavior, is a

healthy, appropriate and typical aspect of human development. A gender-expansive student should never be asked, encouraged or required to affirm a gender identity or to express their gender in a manner that is not consistent with their self identification or expression. Any such attempts or requests areunethical and will likely cause significant emotional harm. It is irrelevant whether a person’s objection to a student’s identity or expression is based on sincerely held religious beliefs or the belief that the student lacks capacity or ability to assert their gender identity or expression (e.g., due to age, developmental disability or intellectual disability).

• Ongoing learning is a key element of this process. Educators and administrators need to engage in regular professional development and training to build a school climate that avoids gender stereotyping and affirms the gender of all children.

Parents and caregivers must similarly continue to expand their understanding of the shifting concerns facing children as they get older. Professionals must also build their knowledge about the concerns facing educators and families alike.

• • • • • • • • • • • •

Gender Basics Key Considerations The Right Plan Urgency and Timing Privacy and Disclosure Practical Tips Student Records and Student Information Systems Names and Pronouns Dress Codes Sex-Separated Facilities, Activities and Programs Discrimination, Harassment and Bullying The Legal Landscape

The guide also contains questions and answers; forms that can be used to help districts create support and transition plans (which the guide says can be very helpful for the student); and, other information. While the guide is 61 pages, including appendices, it is easy to read and can easily be finished in two sittings.

For many board members, superintendents and other administrators who have never had the experience of working with a transgender student, the obstacles to the

“There’s a gender in your brain and a gender in your body.

For 99 percent of people, those things are in alignment. For transgender people, they’re mismatched.

That’s all it is.”

— Chaz Bono student’s success may appear daunting.

But, take it from one who knows (my son, Dusty, is transgender), being able to ensure that a child reaches full potential, just like you would with any other student, is well worth the time, effort and understanding.

Robert Rader Executive Director, CABE

Where There’s No Disagreement on Transgender Students Nancy Krent Retired School Attorney

Transgender students, with the assistance of the federal Office for Civil Rights, are becoming more visible in our schools. Many districts have addressed the need of transgender students, quietly and successfully, for years. While some issues, such as facilities use, remain controversial in schools, it is helpful to start in the areas where no real disagreement should exist.

Federal Enforcement Transgender students face enormous threats of bullying and harassment, especially when they are first transitioning from their birth-assigned gender to their identified gender. All schools have policies prohibiting bullying and harassment, and these policies should protect transgender students. Failure to do so can lead to federal and state claims of discrimination.

OCR and the Department of Justice have made clear they see transgender discrimination as a form of sex discrimination, and violations will be dealt with as Title IX enforcement matters. OCR has the authority to terminate a school district’s federal funding if it finds intentional discrimination has occurred. In addition, many states have human rights

“All schools have policies prohibiting BULLYING AND HARASSMENT, and these policies should protect transgender students. FAILURE TO DO SO can lead to federal and state claims of discrimination.” laws that have language that includes gender identify or have been interpreted to include gender identify and thus those state agencies also may have enforcement authority in this area.

Finally, individual transgender students may sue for damages, under state or federal law, if they can establish that the school failed to take appropriate steps to address bullying and harassment.

Also arising are name change, name preference and records issues. In many states, a legal procedure exists for changing a student’s name and/or gender designation. However, some states and many computerized student records (see TRANSGENDER page 6)

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The Journal – Connecticut Association of Boards of Education/May 2016 See You in Court – The Nutmeg Board of Education

Does the Nutmeg Board have the right to exercise supervisory control?

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.

Expenditures under the 2015-2016 budget have been a mixed bag in Nutmeg.

The fuel oil account and the snow removal overtime account are both underexpended, given the mild winter.

However, special education expenses have exceeded the budgeted amounts month after month. After the budget was set for the year, three children with extensive special education needs moved into Nutmeg, and the cost of their programs exceeded $100,000 each.

Scrambling to find the funds to pay for these students, Mr. Superintendent moved $500,000 from the fuel oil and overtime accounts into the special education account. Everything was fine until he told the Board about his actions.

In the deliberations on the 2016-2017 budget, Mr. Superintendent asked for a significant increase in the line item for special education expenditures, and Board members Red Cent and Penny Pincher started asking him a bunch of questions at a public budget workshop.

Mr. Superintendent didn’t like being grilled in open session, and he asked that the Board convene into executive session to discuss “confidential student matters.”

For once, the Board members took Mr. Superintendent’s recommendation, and in executive session Mr. Superintendent described these unanticipated expenses, explaining that he had to make the budget transfer months ago.

Going forward, he continued, the Board members should expect that these high special education expenditures will continue in 2016-2017.

Penny Pincher was incensed that Mr. Superintendent would make such decisions without her input. “When were you going to tell us about your budget machinations??” she asked pointedly.

“We have an important oversight responsibility here, you know!”

Mr. Superintendent affected a conciliatory tone. “You are right, Penny,” he conceded. “I get busy, and sometimes I forget how capable the Board is of doing my job for me. Next time I will certainly talk to you and the Board members about the budget transfers necessary to stay out of the red.”

Penny wasn’t sure if Mr. Superintendent was being sarcastic, but continued with her diatribe. “We need more than platitudes here. I move that we direct Mr. Superintendent to consult with the Board of Education before making any budget transfers in excess of $100,000. We have a job to do as well here.”

After some discussion, the Board voted 4-1 in favor of the motion. Mr. Superintendent was obviously annoyed. He told the Board that it was intruding into managerial decisions, but he agreed that he would follow this procedure for the future.

Did the Nutmeg Board of Education have the right to exercise this supervisory control over Mr. Superintendent’s executive decision-making?

The Board of Education has not only the right but also the responsibility to exercise such oversight with regard to the budget and midyear line item transfers.

Conn. Gen. Stat. Section 10-222 requires that boards of education present an itemized budget estimate to the municipality each year, and it confers significant discretion on the board of education in expending the funds subsequently appropriated, providing: The money appropriated by any municipality for the maintenance of public schools shall be expended by and in the discretion of the board of education. Except as provided in this subsection, any such board may transfer any unexpended or uncontractedfor portion of any appropriation for school purposes to any other item of such itemized estimate.

Since 1998, however, the statute has further required that in their oversight capacity boards of education monitor the budget over the course of the year.

Specifically, in 1998 the General Assembly added the following provision: Boards 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. All transfers made in such instances shall be announced at the next regularly scheduled meeting of the board . . . .

Moreover, since 2013 the statute has further required that . . . and a written explanation of such transfer shall 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.

Through these amendments, the General Assembly has made clear that boards of education are generally responsible for making line-item transfers throughout the year; the statute imposes these special requirements only when others make the transfers.

Given the Board’s oversight responsibility under the statute, it is clear that Mr. Superintendent should have come back to the Board of Education for its approval

before making the transfer in question.

However, the definition of a “line item” is the key in defining Mr. Superintendent’s responsibility to seek Board approval for a transfer.

Budget adjustments that are not “line item transfers” do not trigger the statutory requirement that boards of education make line item transfers except under “emergency circumstances if the urgent need for the transfer prevents the board from meeting in a timely fashion to consider such transfer.”

An amendment in 2013 clarified the board’s duty here by adding the following definition to the statute: “ ‘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.”

Given that “broad budgetary categories” can be divided into “one or more line items,” boards of education may define “line items” broadly and may consider further detail in the budget estimate (and budget ultimately adopted) to be further budgetary subdivisions, not separate “line items” for purposes of the statute.

To avoid the need for board action on minor budget adjustments, boards of education should define “line items” for purposes of budget oversight as broad budgetary categories as set forth in the statute.

Special education expenditures have been a particular concern in Nutmeg this year. One hopes that the Nutmeg Board of Education is aware that the Town must credit excess costs reimbursement from the state to the Board’s expenditure account unless those expenditures were included in the Board’s budget in the first place. Given that these expenditures were unanticipated and not budgeted, the Town should have provided that credit.

Finally, Mr. Superintendent’s discomfort with the public discussion of the budget transfers caused the Board to violate the FOIA. The Board was discussing budget transfers, not individual student cases. Accordingly, there was no “personally-identifiable student information” under discussion, and the Board had no right to conduct its discussion of line item transfers in executive session.

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=1241

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The Journal – Connecticut Association of Boards of Education/May 2016

Coherence Is Key To District Success Andrew Lachman Executive Director, Connectciut Center for School Change

Daniel James Brown’s The Boys In The Boat: Nine Americans and Their Epic Quest For Gold at the 1936 Berlin Olympics tells the story of the University of Washington crew team. The story is about teamwork, about pulling together (literally) to achieve a goal, and about the depth and breadth of coherent action.

As George Pocock, the master craftsman boatbuilder of their shell says: “Good thoughts have much to do with good rowing. It isn’t enough for the muscles of a crew to work in unison; their hearts and minds must also work as one.”

This year marks the fiftieth anniversary of the passage of the Elementary and Secondary Education Act (ESEA) and the birth of its successor, the Every Student Succeeds Act (ESSA).

Despite increased federal funding, revised curriculum standards, annual testing, new technologies, and changes in teacher evaluation systems, educational reform efforts over the past half century are only “tinkering with utopia” in the words of Larry Cuban and David Tyack.

As a nation, we’ve made very little progress in closing achievement gaps and ensuring that all students – regardless of income, ethnicity, language, race, zip

“Educational excellence and equity require strong leadership, organizational focus, and a coherent, system-wide theory of action. . .” code, disability – have equal access to, and experience of, a high-quality education that prepares them to be college and career ready.

Improving teaching and learning at scale, across all schools and for all students, is a challenge our society has thus far failed to meet. One explanation for this persisting inequality is that unlike the boys in the boat, our collective muscles, hearts, and minds have not been working as one.

Research tells us that coherent, instructionally-focused districts where muscles, hearts, and minds are working in unison are more successful at improving teaching, learning, and life outcomes for students while simultaneously closing achievement gaps.

At the Center for School Change, we

Transgender (continued from page 4) programs now offer an option to designate gender preference. Because the Family Education Rights and Privacy Act, also known as FERPA, and many state laws place records rights in the hands of the student’s parents, records changes should not be made without parental consent until the student turns 18.

On the other hand, calling a student by his or her chosen name is a common practice in many schools. It is advisable in such cases to follow that practice for all students, including transgender students.

Similarly, referring to the student by his or her identified gender can avoid or minimize a school district’s liability for encouraging or perpetuating bullying.

When students see a teacher treating the transgender student with respect and dignity, that may foster their own positive behavior. Similarly, seeing negative treatment may encourage them to harass or harm the student. Such behavior by teachers has been cited in at least one court case as evidence of discrimination by the school.

Privacy Partitions The issue receiving the most news attention is the use of school facilities such as restrooms and locker rooms.

OCR’s position is that transgender students should be permitted to use the facilities of their identified gender without any restrictions or prohibitions.

An Illinois school district granted a

transgender female student access to the girls’ locker room, but required her to change behind a privacy partition, citing the privacy concerns of other students.

OCR settled with the district, but still maintains the mandatory separation is impermissible discrimination. OCR believes that offering the option of a privacy screen, either for the transgender girl and other girls, would be preferable.

Because this is a rapidly developing area, schools should consult legal counsel before making decisions that could have serious financial and legal consequences.

Many difficult legal, political and community relations issues can arise when addressing any matter relating to transgender students. The bottom line should be this: Transgender students are at an extra-ordinarily high risk for bullying, self-harm, depression and suicide. Schools should do what they do best – put the needs of students first, especially vulnerable and at-risk students – and the rest of the issues will likely fall into place.

Nancy Krent is a retired school attorney in suburban Chicago who teaches school law and runs a consulting and mediation practice. She was recently honored by the NSBA Council of School Attorneys with their Lifetime Achievement Award. Reprinted with permission from the February 2016 issue of School Administrator magazine, published by AASA, The School Superintendents Association.

believe that educational excellence and equity require strong leadership, organizational focus, and a coherent, systemwide theory of action which informs the mindsets and guides the actions and behaviors of individuals, teams, schools, the central office and the district.

In coherent, instructionally-focused districts, everyone – from the bus driver to the school board member – agrees on the work that needs to be done in order to achieve the districts vision, mission, and strategic goals; what resources are needed in support of that work; and what systems, structures, policies, and practices are essential in order to realize it.

A coherent district has a shared framework that helps keep the district focused, limits the number of initiatives, and concentrates effort on a few key strategies. It helps ensure that districts and schools are heading in the same direction, working on the right work, and not being sidetracked by distractions that will have people rowing in different directions at different tempos.

As an educational support organization, the Center – along with our partners in LEAD Connecticut – is committed to supporting districts in becoming more coherent. External technical assistance can help districts become more coherent and aligned.

Working in partnership with districts, we can collect and analyze data, hold up a mirror for self-reflection, provide alternative perspectives, and develop effective school and district leadership.

There must be understanding and commitment to the work of excellence and equity from the top – the superintendent and board of education – down.

Without that commitment, it is next to impossible to achieve coherence, mobilize resources and ensure the followthrough so that all students succeed.

NSBA (continued from page 1) sional Development Elizabeth Brown and Secretary/Treasurer Elaine Whitney as alternates.

The Delegate Assembly adopted positions proposed by CABE addressing the use of multiple measures in student assessment, the reauthorization and full funding of the Individuals with Disabilities Education Act, elimination of the “Cadillac Tax” on school district health plans, and resources for school safety and mental health services.

The Delegate Assembly also adopted a new position supporting the recruitment and retention of high quality and effective teachers and administrators, with an emphasis on increasing racial diversity among educators. This position is in line with the work being undertaken by CABE’s Diversity Committee.

Patrice A. McCarthy Deputy Director/General Counsel, CABE

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.

The Journal â&#x20AC;&#x201C; Connecticut Association of Boards of Education/May 2016

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The Journal – Connecticut Association of Boards of Education/May 2016

Connecticut Districts Win Magna Award at NSBA Conference Meriden Public Schools:

Students at the Helm ABOUT THE PROGRAM

Wallingford Public Schools: Sabbaticals Power Best Practices

Students at the Helm provides ABOUT THE PROGRAM opportunities for students to design their Wallingford Public Schools is a own learning experiences for credit. suburban district that does not receive Meriden Public Schools’ diverse significant state funding. The idea enrollment of more than 9,000 students emerged as part of a district business is 47 percent Hispanic, 35 percent white, think tank to distinguish Wallingford 15 percent black, and 3 percent Asian. through innovation. This became the Many students face challenges, with 70 catalyst for the 21st Century Innovation percent of families eligible for free and Team. The initiative provides reduced-price meals. Student voice, educators a sabbatical to research, greater choice, real-world experience, design, and develop the next best and anytime, anywhere learning are the practices to increase student outcomes building blocks of student-centered Connecticut Award recipients Roxane McKay, Board Chair, Wallingford; Salvatore Menzo, Suand place the district on the map for practices. But high school schedule perintendent, Wallingford; NSBA President Miranda Beard, Mark Benigni, Superintendent, innovation. District business partners constraints and limited in-school Meriden; and Mark Hughes, Board Chair, Meriden. stepped up to fund the program. As a offerings were barriers. Recognizing result of providing district teachers the need for an innovative solution, the time to investigate innovative practices, the program reinvigorated staff and district created the Personalized Learning Experience (PLE) program. Students increased leadership capacity. An implementation plan was established based on the create their own personalized learning experiences for credit, pursuing an area of first team’s research supporting mastery- based learning districtwide. interest or investigation of a possible career option outside the traditional classroom setting. Activities take place before, during, and after school, and on nights and weekends. With grant funding, two part-time PLE Coordinator positions were RESULTS established at each high school. They are certified teachers who devote two periods Now in its fourth year, the program is the linchpin to the implementation of a day to work with students on their projects. They also build awareness of the mastery-based learning in the district. The teams of teachers are viewed as the program in the community, recruiting local businesses and community agencies to experts engaging their colleagues, parents, and administrators in the movement. In provide real-world experiences. addition to the development and implementation of mastery-based learning, the team is viewed as a community resource by officials and business leaders. It is a RESULTS pride point for the town. The first initiative — Wallingford 100 — continues to Student participation has increased dramatically. Hundreds of students earned PLE thrive across town. With signs in all of the business windows and flags displaying credits last year, with a 20 percent increase anticipated in 2015-16. These students the logo at all schools and municipal buildings, the initial goal of the first team has designed their own programs thattake place at school, at local businesses, at never been stronger. Most importantly, graduation rates have steadily increased community agencies, online, and at home. Student PLEs run the gamut from chairing each year to over 92 percent. a Go-Green Committee at the local Sheraton Hotel, raising trout for release into local waters with the Quinnipiac River Watershed Association, providing technical THE BOARD’S INVOLVEMENT support at the district courthouse, to studying Latin or advanced piano or directing a The school board has a history of supporting innovation. The 21st Century Innovation student play.

Team helped the board meet its goal of having the district be a leader in instructional strategies for students. A school board member is part of the group that meets four times THE BOARD’S INVOLVEMENT a year to review updates and plans for the application and acceptance process for new The school board provided the leadership and commitment needed to successfully teams. This past school year, the board dedicated funds to implement a second team. launch the program. In August 2014, the board added four goals to its student-centered Now with two teams, one funded by business and one funded by the school board, the learning policy, one of which addresses anytime, anywhere learning: Provide district is seeing a positive impact on the implementation of its strategic plan. opportunities from learning outside the traditional classroom, which helped continue the impetus to offer a personalized learning experience program. The board ensured that CONTACT central office staff met with leaders from both teachers and administrators unions for Salvatore Menzo, Superintendent their support. The board recognized that, for the program to be sustainable, community smenzo@wallingfordschools.org | www.wallingford.k12.ct.us partners and local businesses needed to offer on-site learning opportunities for students.

To support this endeavor, it created a Community Support Award to recognize these key partners monthly.

CONTACT Mark D. Benigni, Superintendent mark.benigni@meridenk12.org | www.meridenk12.org Reprinted with permission from American School Board Journal, April 2016, Copyright 2016 National School Boards Association. All rights reserved.

The Journal – Connecticut Association of Boards of Education/May 2016

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Connecticut Well Represented at NSBA Conference Connecticut Delegation attending the NSBA Delegate Assembly were: Bob Rader, Executive Director; Ann Gruenberg (Hampton); Donald Harris (Bloomfield); Lydia Tedone (Simsbury); Robert Mitchell (Montville); Elaine Whitney (Westport) and Patrice McCarthy , Deputy Director and General Counsel.

Lydia Tedone, NSBA Board Member, CABE Past President and member of the the Simsbury Board of Education. On her left are former Northeast Region Director Kristen Malin and Jake Oliveri, current Northeast Regional Director.

Mary Broderick, Past President of CABE and NSBA and Consultant; and Jack Reynolds, Former Superintedent of Schools, East Lyme, presented a workshop on “We Have Met the Enemy and It Is Us.”

Sunday afternoon workshop on the "Ten Best Practices to Avoid Liability" presented by: l. to r . Rebecca Adams, Sr. Staff Attorney, Robert Rader, Executive Director; and Patrice A. McCarthy, Deputy Director and General Counsel, CABE a the podium.

Roxane McKay, Chair, Wallingford and Superintendent Sal Menzo, Wallingford presented a workshop entitled, “Strategic Leadership in Challenging Times - Transform Your Approach through a Vibrant Strategic Plan.”

CABE Executive Director Bob Rader and CABE Deputy Director Patrice McCarthy presented a workshop with Jacob Mishook from Achieve on “Student Assessment Inventory for School Districts.”

Patrice A. McCarthy, Deputy Director and General Counsel, CABE; Grey Guercio (New York) and Elizabeth Eynon-Kokrda (Nebraska) all former chairmen of NSBA’s Council of School Attorneys presented a workshop on “What Every School Board Member Should Know About School Law.”

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The Journal – Connecticut Association of Boards of Education/May 2016

CABE-Meeting

Understanding Cultural Differences: Critical Skills for Superintendents’ Secretaries, Administrative Assistants and Executive Assistants

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.

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CABE-Meeting Offers: 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

Participants at the workshop participating in a group exercise directed by Marji LipshezShapiro , CT Anti-Defamation League, one of the speakers for the afternoon.

Available from the CABE Bookstore!

Excellent book for Board Members, Superintendents and Administrators

Understanding the Connecticut Freedom of Information Act and Access to Public Meetings and Records | Fourth Edition Written by:

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Your Subscription Provides: Access to CABE-Meeting Initial and ongoing training Support and maintenance Upgrades to the service

Executive Director Robert Rader welcomed everyone to the workshop.

Marji Lipshez-Shapiro spoke about being prepared to appropriately engage with new families in their school districts.

to order the FOIA book go to the CABE Online Bookstore at: www.cabe.org/page.cfm?p=1256

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 860-571-7446 or lsteimer@cabe.org.

Mark J. Sommaruga, Esq. Pullman & Comley, LLC

Lisa Steimer, Sr. Staff Associate for Professional Development facilitated a discussion at the end of the session.

Patrice McCarthy, Deputy Director and General Counsel and Rebecca Adams, Sr. Staff Attorney, CABE, addressed a number of legal issues that are of important in the day-to-day work of superintendents’ secretaries, administrative assistants and executive assistants.

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The Journal – Connecticut Association of Boards of Education/May 2016

Book Review - 2016 Convention Keynote Speaker Wagner’s Most Likely To Succeed In his thought provoking book, “Most Likely to Succeed”, Tony Wagner describes the purpose of education as helping our youth discover their passions and purpose in life, developing the critical skills needed to be successful in pursuing their goals, being inspired on a daily basis to do their very best, and becoming active and informed citizens.

Given this purpose, students should be assessed on their progress towards the seven survival skills: • Critical thinking and problemsolving • Collaboration across networks and leading by example • Agility and adaptability • Initiative and entrepreneurship • Effective oral, written and multimedia communication • Assessing and analyzing information • Curiosity and imagination Wagner points out that there are many education myths, including “We are falling behind other countries.” He notes that the U.S. has always performed poorly on international test

ratings, as we compete against countries that take test prep very seriously, and there is also evidence that many of these countries limit their sample size to the better prepared students. The PISA test addresses only a sliver of what it means to be educated or prepared for a successful career; it doesn’t assess creativity, collaboration, innovation, grit, resourcefulness or ethics.

Wagner urges that rather than rote learning, we should help students face the following challenges: • Learning how to learn • Communicating effectively • Collaborating productively and effectively with others • Creative problem-solving • Managing failure

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Effecting change in organizations and society • Making sound decisions • Managing projects and achieving goals • Building perseverance and determination • Leveraging their passions and talents to make the world better Wagner outlines the steps to effect change in education. A successful change process occurs when a respected cross section of the community can: • Explain the urgency for change; • Form a shared vision of the priority skills students need in a future world that bears little resemblance to the past; • Assess the school’s effectiveness in helping students develop priority skills; • Seek student input and identify incremental steps to improve

outcomes; and • Empower teachers and students to design, test, and implement solutions.

Real change won’t happen at a school without a sense of urgency and shift of culture. Participants in CABE’s Leadership Institute recently discussed Wagner’s book. They observed that while Wagner seems to propose a revolution in education, meaningful change can happen in increments. The priorities identified by Wagner mirror those embodied in personalized learning. CABE has been working with CAPSS and CAS to promote understanding of the benefits of an education system that focuses on mastery rather that seat time, which can be a route to reach these goals.

Tony Wagner will speak at the CABE/CAPSS Convention on Friday, November 18 at 8:30 a.m. This book and several others by Wagner will be available in the Convention Bookstore.

Dr. Wagner will do a book signing immedicately following his session.

Patrice A. McCarthy Deputy Director/General Counsel, CABE

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The Journal – Connecticut Association of Boards of Education/May 2016

CABE: working for YOU Individualized Workshops • Professional Development Opportunities Legal Services • Policy Services • Representing You Statewide and Nationally Below are the highlights of activities that the CABE staff has undertaken on your behalf over the last month. We did this:

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

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Facilitated a discussion on the superintendent search process with the Ledyard Board of Education.

Facilitated CABE Leadership Institute Sessions.

Participated as staff lead on the Convention Workshop Proposal subcommittee meeting.

Participated as staff lead on the Convention committee meeting where final selections of Convention workshops were made.

Planned, presented and implemented successful workshop on Cultural Competence for superintendents’ secretaries.

Provided policy information to 35 districts, one TV station, five out-ofstate school boards’ association and one RESC through 59 answered requests for information or sample policies, on 53 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 sexual abuse prevention, drug-free schools, concussions, field trips, transgender youth, mastery testing, and bullying.

Assisted the Sterling Superintendent with a review of the school governance council requirements, relevant statutes, and suggested bylaws and policies in preparation for SCG election and scheduled training for post-election.

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to meet members needs:

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Provided review of legal issues for educational office professionals workshop.

Facilitated Sprague Board of Education goal setting meeting.

Completed an audit of the policy manual of the Greenwich Public Schools.

Started an audit of the policy manual of the Orange Public Schools.

The Policy Update Service publication was mailed to all subscribing districts. Topics included progressive discipline, school-based health centers, fragrance sensitivities, mastery-based learning and gender identity/transgender students.

Responded to legal inquiries from 14

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members districts, State of Connecticut Legislative commissioners’ Office, and Office of Legislative Research. Trending legal topics were: publishing and sending school board budget material with school funds, out of country travel/field trips, confidentiality of information exchange in an improper executive session, quorums of and voting on school board subcommittees, content and mandatory dates for layoff/non-renewal notices, limiting public comment, joint purchasing with towns, crowd funding, CT law regarding accommodations for transgender student accommodations and differences from Federal Law, CHRO. As part of the Customized Policy Update Service materials were sent to Brooklyn, Griswold, Milford, New Canaan, Plymouth, Portland, Region #14, Ridgefield, Sherman, Stonington and Wallingford Boards of Education.

➤ By ensuring members

receive the most up-todate communications:

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Met with Clifford Beers Institute Executive Director Alice Forrester and CAS Executive Director Karissa Niehoff.

As part of the development of new policy manuals utilizing the Custom Policy Service, materials were prepared for East Hampton, East Windsor, Marlborough, New Fairfield, New Hartford and Windham Boards of Education.

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Participated in Lighthouse training with the New Fairfield, Region #1, Waterbury and Winchester Boards of Education.

Participated in Bridgeport School Governance Council Training.

➤ By promoting public education

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Met with new State Board of Education member Bill Davenpoirt.

Hosted and participated in meetings of the WhatWillOurChildrenLose Coalition.

Provided keynote address on Leadership at Schwab Institute for community college faculty.

Attended Shipman and Goodwin law seminar.

Attended CAPSS Board of Directors meeting.

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

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Attended CREC Council meeting to provide Legislative Update.

Attended Schwab Educational Leadership program hosted by Goodwin Community College.

Co-led NSBA work-alike group meeting for Convention managers.

Participated in NSBA State Association Counsel meeting.

Attended NSBA Council of School Attorneys Law Seminar.

Participated in Connecticut Coalition for Justice in Education Funding annual meeting.

Appeared on Fox 61 “The Real

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Story” to discuss state funding and mandates.

Spoke at Teachers of the Year Empowered to Lead Symposium.

Participated in Mastery Examination Committee meeting.

Attended NSBA’s Delegate Assembly.

Attended RESC Special Education Funding meeting.

Attended Connecticut Conference of Municipalities (CCM) convening of statewide advocacy organization.

Addressed State Board of Education on PEAC recommendations.

Attended Connecticut Council for Education Reform’s workshop, Creating Opportunities for All Students.

Attended NEAG Alumni Awards Celebration commemorating CAS Executive Director Karissa Niehoff and Wallingford Superintendent Sal Menzo.

Attended National School Boards Association Meetings: Liaison Committee, Magna Awards Luncheon (honoring Meriden and Wallingford) and presented workshops on “What Every Board Member Should Know About School Law Issues”, “Avoiding Legal Liability” and “Tools for Inventory Testing”.

Spoke to New York State Superintendents’ group on Supporting Transgender Students.

Attended Connecticut Anti-Defamation League Board of Directors meeting.

Participated in Financial Literacy conference call.

Appointed Chair of the Practice Advisory Council for the Connecticut Commission for Education Technology.

➤ By helping school boards to increase student achievement

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Attended and spoke at CAPSS’s press conference on NextEd: The Next Steps.

Sent out three issues of Policy Highlights via email listserv covering topics that affect student achievement. This included an Every Student Succeeds Act update, school climate, school governance, superintendent and board of education evaluation, mastery assessment for ELL students, school security and safety plans update, highly qualified teachers, and prohibition on aiding and abetting sexual abuse (from ESSA).

Participated in meeting of the Performance Evaluation Advisory Council.

Facilitated Roles and Responsibilities workshop with the Waterford Board of Education.

Rader interviewed by Channel 8

CABE Executive Director Robert Rader being interviewed by Channel 8 about current school boards budgetary concerns.

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The Journal – Connecticut Association of Boards of Education/May 2016 PROFESSIONAL (continued from page 1) school and district leaders, curriculum designers, and family and community members.

This website is devoted to providing our various stakeholders with valuable and accurate information as

well as concrete supports. Teachers can find information and registration links for the CSDE’s latest professional development offerings all in one place.

In order to assist teachers in embedding professional learning into their daily schedules, we have increased our online professional development offerings. Our extensive Professional Development Opportunities page houses both current and archival professional learning projects and support materials, as well as SDE developed free online courses for teachers, designed to help educators understand and prepare to successfully implement the Connecticut Core Standards. There is a dedicated section for our Library of Professional Learning Materials with PowerPoint presentations, participant and facilitator guides, and supporting materials from PD sessions. On-Demand Professional Learning leads to recorded webinars and segmented videos that align with our professional development offerings.

We believe that professional learning should not be limited to a one-time conference, workshop, or class; rather, professional development should be an ongoing process for teachers. The list below features a small, but representative, sampling of the information and trainings available online through our Library of Professional Learning Materials and On-Demand Professional Learning: · Connecticut Systems of Professional Learning for Connecticut Core Standards District Coaches · Meeting the Challenge: CT Core Standards Success for English Learners and Students with Disabilities · TeachFest Connecticut · Smarter Balanced Assessment System: Connecting the Claims to Classroom Instruction · CSDE Principal Webinar Series · Connecticut Core Standards Online Learning Modules As new opportunities are provided, information and registration is posted to http://ctcorestandards.org/ ?page_id=1955 .

A Dynamic Place of Learning CTCoreStandards.org has an extensive selection of resources and instructional materials available to the diverse range of stakeholders. Our goal of making the best materials available will help build capacity across the state and also serve as a means of professional development. The SDE would like to promote and

facilitate the sharing of instructional materials, such as lesson plans, units, and tasks using the CTCoreStandards website. The Materials for Teachers button leads you to a page in which teachers can select a content area and be brought to a myriad of standards-aligned classroom materials.

Our approach to CCSS implementation is framed by our five Cs of Curriculum Alignment, Capacity Building, Communication, and Coherence among initiatives, and Collaboration. Our curriculum alignment work is intended to support local districts in their unique contexts by providing resources and models. The instructional materials are evaluated using the EQuIP Rubric as it offers an objective rating system, checks for alignment to the standards, and measures the quality of the resource.

Each lesson or unit is accompanied by expert guidance regarding areas that Connecticut educators may want to adapt for their local context. We invite the submission of units from Connecticut schools and districts and look forward to including your district’s work on our site. If you have questions about resources on this site, suggestions for other resources or would like to submit a lesson or unit, please email: Jennifer.Webb@ct.gov.

cation tool kits, CABE presentations, CAS presentations and up to $24 million in technology grants for districts.

We have many exciting professional learning opportunities on the horizon, so we encourage you to continue to visit the CTCoreStandards.org website for the most up-to-date information available.

Professional Development Opportunities Global Competency Webinar

What is Global Competency and What is Your Board Doing About It? was the title of the webinar presented by Salvatore Menzo, Superintendent and Kim Moore, World Language Coordinator from Wallingford. The webinar is archived on the CABE website at www.cabe.org/page.cfm?p=1119.

Collective Impact Workshop

Communicating with all stakeholders continues to be a top priority. In addition to resources for teachers, there are resources to assist parents, students, and community members to learn more about the Connecticut Core Standards. The Family and Community page contains resources such as a Family Introduction to CCSS and Preparing Students for Success Guides. These resources are available in English and six other languages. School and district leaders can link to helpful resources such as our Connecticut Core Standards Classroom “LookFors” booklets or the EQuIP rubrics to ensure effective integration of the Common Core Shifts and to support teachers in developing their practice. Communication toolkits, presentations, video libraries and links to helpful resources are also found within our website pages. The site is refreshed three times per week with new resources, so please keep us on your radar.

Participants from around the State met in the CABE Office for a discussion on Collective Impact – Creating Change. Leading the discussion were Fran Rabinowitz, Interim Superintendent, Bridgeport (by teleconference); Liz Brown, Chair, Waterbury; and Robert Rader, CABE.

Schwab Educational Leadership Program

Building Capacity Across Connecticut SDE has invested $6-8 million each year for the past three years in supporting educators in Connecticut Core Standards implementation. In partnership with the RESC Alliance, SDE has provided over 120 dis-tricts with 5-30 days each of in-district coaching.

Embedded coaching has been demonstrated to be among the most effective means of changing instructional practices for student success. Since 2014, approximately 2,400 days of in-district coaching has been provided through the RESC Alliance to offer Connecticut schools and districts support in implementing the Connecticut Core Standards for English/Language Arts, Mathematics, and Literacy in the Content Areas.

Another means of supporting and increasing the understanding of the CCS is through the award of Professional Learning Mini-Grants. To date, SDE has provided $500,000 through these grants to support mastery of the shifts. SDE has also provided additional supports through principal webinar series, communi-

Patrice A. McCarthy, Deputy Director and General Counsel, CABE, presented the keynote address on Leadership.

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The Journal – Connecticut Association of Boards of Education/May 2016

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

Progressive Discipline Requires Policy Redirection School Discipline Code A school district’s discipline code indicates that the board of education is committed to ensuring that its schools are safe and orderly environments in which teaching and learning can take place each day. A safe and supportive school depends upon the efforts of all members of the school community, students, staff and parents/guardians, to treat one another with mutual respect.

In addition, all members of the school community must know and understand the standards of behavior which all students must follow and the consequences if those standards are not met.

After millions of “get tough” suspensions and expulsions over the years, educators across the country are looking for ways to assure school safety and an orderly school environment, while keeping students in schools.

A school discipline dilemma is that if students aren’t in school, due to disciplinary sanctions such as suspension and expulsion, they can’t learn. However, if they are disruptive or violent, they prevent other student’s education.

Attempts to resolve this disciplinary dilemma has resulted in many laws, federal and state, and district policies and a zero-tolerance approach to many infractions which have resulted in millions of suspensions and expulsions nationwide over the past twenty years.

Safety has been at the forefront of policymakers’ minds.

However, research has indicated several disturbing trends regarding recent disciplinary approaches used in the school setting. Research connects suspension with dropping out of school, or at least with a decline in academic success.

The need exists to look at the frequency with which suspensions are used.

Another issue has been that these penalties have been shown to disproportionately impact students whose academic achievement has traditionally lagged.

Recent Study A study released in 2015 by the U.S. Department of Education’s Office for Civil Rights, which was conducted by the Center for Civil Rights Remedies at UCLA, analyzed 2011-2012 discipline data from every school and district in the country. The study indicated that there were broad gaps between suspension rates for different student groups and among states and districts.

The study supported previous research that shows it’s often the attitude of educational leaders, not the behavior of students, which predicts high suspension rates. Black students were 3½ times more

likely to be suspended or expelled than their white peers.

The report found particularly high suspension rates for students who belong to more than one protected class, such as black students with disabilities. In districts reporting expulsions under zerotolerance policies, Hispanic and black students represented 45 percent of enrollment but 56 percent of students expelled under such policies.

The data indicated that while black students made up about 18 percent of students in the data set, they accounted for nearly 50 percent of students suspended more than once out of school.

Further, the data indicated that one in six black students, one in fourteen Latino students and one in twenty white students in the data set were suspended at least once that school year. A factor that could be impacting these disproportionate numbers is a breakdown in the nuclear family within our population. The data also indicates that black and Latino students are more likely to be suspended for minor misbehavior than their white peers.

While some schools continue to adopt strict discipline policies or enforce existing ones, alternatives are being considered by others. One such alternative is progressive discipline.

This is an educational strategy that focuses on promoting positive behavior using proactive steps to address the causes of negative behavior and applying appropriate and proportional responses to negative behavior, rather than focusing only on the punishment of negative behavior.

It is not simply a disciplinary model that insists on imposing sanctions of an increasingly, or progressively, harsher nature. It is a disciplinary model that responds to inappropriate student behavior as needed, but also fosters positive behaviors throughout the school environment, so as to reduce the occurrence of negative behaviors.

It requires appropriate prevention programs as well as systems of interventions, supports and consequences that seek to address the causes of inappropriate behavior before it escalates to more serious behavior.

Progressive Discipline Progressive discipline seeks concurrent accountability and behavioral change. The goal of prevention of a recurrence of negative behavior is by helping students learn from their mistakes.

Understanding discipline as a “teachable moment” is fundamental to a positive approach to discipline. Progressive discipline uses incremental interven-

tions whenever possible, to address inappropriate behavior with the ultimate goal of teaching pro-social behavior.

In this approach considerations must be given to: • Age and maturity of students involved; • Prior disciplinary records, including the nature of prior misconduct, the number of prior instances of misconduct, and the disciplinary and intervention measures applied for each; • Nature, severity and scope of the misbehavior; • Circumstances/context in which the conduct occurred; • Frequency, duration, and intensity of the behavior; • Number of persons involved in the behavior; and • Student’s IEP or 504 accommodation plan, if applicable.

Essential to progressive discipline is helping students who have engaged in unacceptable behavior to understand why the behavior is unacceptable and the harm that it has caused; to understand what they could have done differently in the same situation; to take responsibility for their actions and to be given the opportunity to learn pro-social strategies and skills to use in the future. Due process procedures required by federal and state law must be followed.

CABE and CAPSS (continued from page 1) The Team Assessment Document provides a time line for a Board to conduct a self-evaluation as well as the Superintendent evaluation, which must be done annually.

The assessment document for the Board of Education also includes a greater focus on student achievement. The self-assessment survey’s results, once filled out by Board members and the superintendent, can be compiled by the district or by CABE. If desired by the Board, we can also facilitate a retreat on the results and roles and responsibilities.

LEAD Connecticut provided the Superintendent Competency Framework which is a helpful tool as boards and superintendents develop the evaluation instrument that they will use for the Superintendent’s evaluation.

We want to give a special thank you to former Farmington Superintendent and current UCONN Professor Robert Villanova for his suggestions and the State Department of Education’s Director of Leadership Development Anne McKernan. We appreciate all of their help in completing this work.

Copies of these two documents will be sent out in the next few weeks to all Superintendents and Board Chairs and will be placed on both associations’ websites. We hope that both documents will be examined and used to help our Boards and Superintendents develop expectations, implement their recommendations and evaluate them in the years to come.

CABE and CAPSS plan to hold workshops on the new documents and develop a team to go out to districts to help them with this important work, as part of our work with LEAD CT.

Board Policy Board policy pertaining to progressive discipline must outline a range of prevention programs, interventions, supports, and consequences, including circumstances in which suspension or expulsion may be the required response. In addition, the policy should require use of the most appropriate response, as indicated in the policy. Other board policies must address related issues that are essential to building a positive school climate and community.

Two policies pertain to this topic.

Policy #5144.5, Progressive Discipline and Promoting Positive Student Behavior,” is an optional policy for inclusion in a district’s policy manual. This policy is not a code of conduct but provides the basis for a district wanting to implement the progressive discipline approach. In addition, Policy #5144, “Discipline” is a sample code of conduct. A new version of the policy places an emphasis on the use of progressive discipline. These policies are available from the CABE Policy Service.

People in the News Keith Hook, a former chairman of the Hartford Board of Education who served as president of CABE in 1963-64, died recently at the age of 98. Mr. Hook left a long legacy of public service, including serving as one of the founders of the Capitol Region Education Council in 1967, and serving as its president from 1969-70.

He served on the Hartford Board of Education from 1956-67. During his service on the Hartford Board, he worked to alleviate racial tension and isolation in the schools. The CABE Board of Directors and staff extends condolences to Mr. Hook’s family.

15

The Journal – Connecticut Association of Boards of Education/May 2016

LEAD Leading the Way Chris Seymour Reporter, CABE

Since its inception LEAD Connecticut has been fostering effective educational leaders across the Constitution State.

LEAD is a collaborative effort between Connecticut (including CABE) and national organizations (such as New Leaders) that is “committed to helping Connecticut school and district leaders reach new levels of success in improving student learning,” according to its website.

Its programs include the Turnaround Principal Program, executive coaching for new superintendents, and turnaround principal coaching.

“Our partners have been very active and we are now into our third year of putting together a suite of programs that both identify and support and develop school and district leaders with a particu-

the first day of school with a set of tools and skills that get them up and running quickly,” said Villanova.

Executive Coaching for Superintendents is another one of LEAD’s successful initiatives. “It is a program that gets very high mark and we are really proud of it,” said Villanova. “We work with all our partners on these programs but CAPSS has been very active as a LEAD partner in presenting the executive coaching program for new superintendents.”

LEAD funds the program, which matches up newly-hired school system chief executives with seasoned counterparts.

“Every superintendent appointed in Connecticut since 2013, the start of the program, immediately gets invited to work with a LEAD Connecticut trained superintendent coach and these superintendent coaches tend to be retired or

“We have both found that LEAD is creative, data-driven and thoughtful in helping develop the school leaders of tomorrow.” lar focused on the most challenged districts, the Alliance Districts,” explained Dr. Robert Villanova, Director of LEAD Connecticut.

Sponsored by the State Department of Education, “LEAD Connecticut programs focus upon the identification, preparation, and induction of leaders who have the capacity to make significant change for the benefit of the students, families, and educators in Connecticut’s schools,” according to its website.

The Turnaround Principal Program, Villanova noted, “in many ways is the most visible and most widely known” of the LEAD programs.

“We have run that now into our third year and it is a program where superintendents nominate principals from Alliance Districts, who are taking over the most challenging schools in Connecticut,” explained Villanova.

“And, based on their recommendation and their review process, we invite those principals to an 8-day intensive summer program on preparing to take over a turnaround school,” added Villanova.

After their 8-days of summer training, the principals are assigned a trained LEAD Connecticut coach. “The coach meets with them once a week throughout the school year and those principals come together I believe 6 or 8 times over the course of the year to talk about their work,” explained Villanova.

The demand for the program has grown and its reputation has become well established since its inception. “Superintendents in the state know that the principals who come out of this program are more prepared to walk in the door on

senior education leaders who have been trained to coach superintendents,” explained Villanova.

Alliance District superintendents can use the resources of the coach for up to three years, and non-alliance districts are entitled to a full year of coaching, according to Villanova.

LEAD also has a program called The Early Career Superintendents Community Practice. “That’s where every new superintendent in their first three years comes together,” said Villanova. “It’s once a month, in a leadership development seminar, to talk about their work and how it can be more effective in improving student performance; that has been a successful program.”

LEAD has also worked to develop sets of competencies for principals and superintendents. “In our first year of operations, we spent time with UConn researchers for the NEAG School of Education and practitioners in the field developing two sets of competencies,” stated Villanova.

“The turnaround principal competencies are the standards of performance that we believe that principals need to have— and those standards are the target for our principal support program,” continued Villanova.

“The LEAD Connecticut superintendent competencies are now published and we use those as the targets for our superintendent programs,” added Villanova. “Those are both on the website [leadconnecticut.org] and are foundational pieces so we can talk to our colleagues in the field about, ‘We have these target standards now that identify

what it takes to be a high performing superintendent or principal.”’

LEAD has also funded a 2-year project with respect to governance and superintendent evaluation.

“Because of the critical nature of boards of education, LEAD funded a 2year project now on governance and superintendent evaluation that CABE and lead partnered for [see page 1],” he said.

“And so [CABE Executive Director] Bob [Rader], Patrice [McCarthy] and Joe [Cirasuolo] and their colleagues identified through CABE and some superintendent colleagues identified through CAPSS—have been working on a governance document,” added Villanova.

That document will “eventually be widely distributed to provide a set of

The

standards and expectations for board and superintendent collaboration and shared governance,” according to Villanova.

“That will be a very important document,” he stressed.

Rader noted that CABE has had a great experience working with LEAD. “[CABE Deputy Director] Patrice McCarthy and I have represented CABE on the LEAD Connecticut Board,” said Rader. “We have both found that LEAD is creative, data-driven and thoughtful in helping develop the school leaders of tomorrow. We also appreciate support that we and CAPSS received from LEAD as we developed the revised Governance Statement and Team Assessment documents.”

Media Message

from Ann Baldwin, Baldwin Media Marketing, LLC

Lights...Camera...Action For the past seven years, the What Will Our Children Lose Coalition (WWOCL), comprised of the Connecticut Association of Boards of Education, the Connecticut Association of School Business Officials, the Connecticut Association of Public School Superintendents and the Connecticut Association of Schools has been very active and vocal in their efforts to push for adequate funding of public education in Connecticut.

Recently, Baldwin Media was able to secure a segment on FOX Connecticut’s, The Real Story with two members of the WWOCL Coalition, Patrice McCarthy, Deputy Director and General Counsel of CABE and Joe Cirasuolo, Executive Director of CAPSS.

The goal of booking the WWOCL Coalition on this program with hosts Jen Berstein and Al Terzi was to reach our target audience of the Govermor and the Legislature and urge them to maintain the current level of funding to public school districts across Connecticut.

Please take a moment to watch this seven minute segment, by either clicking on the YouTube link: www.youtube.com/watch?v=4lMzwOnHmKo or by going to the What Will Our Children Lose website at: www.whatwillourchildrenlose.org

16 The Journal â&#x20AC;&#x201C; Connecticut Association of Boards of Education/May 2016