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Connecticut Association of Boards of Education Vol. 21, No. 4

McCrory Named Distinguished Legislator

The Leading Voice for Connecticut Public Education

April 2017

“Out of the public schools grows the greatness of a nation.” - Mark Twain, Nov. 23,1900

INVEST IN PUBLIC EDUCATION

Patrice A. McCarthy DEPUTY DIRECTOR/GENERAL COUNSEL, CABE

Senator Doug McCrory was honored at CABE’s Day on the Hill, on March 8th, with the CABE Distinguished Legislator Award. (See page 9 for photos.) CABE President Ann Gruenberg (Hampton) and CABE Vice President for Government Relations Donald Harris (Bloomfield) presented the Award to Senator Doug McCrory. Donald Harris noted that giving back has always been a top priority for McCrory, who has been See McCrory page 2

View from the Capitol School board members, superintendents and students from around the state made their voices heard at the State Capitol in record numbers at CABE’s Annual Day on the Hill on March 8th (see pages 9, 10, and 11 for photos). The view from the Capitol was tremendous as over 230 attendees marched from the Bushnell and reminded legislators to “invest in public education”. With both the House and Senate in session, there were many opportunities for conversations with individual legislators. As work concludes in most legislative committees, it becomes clear which

Connecticut Association of Boards of Education Inc.

DEPUTY DIRECTOR/GENERAL COUNSEL, CABE

issues will reach the floor of the House and Senate for debate. Relief from mandates, including numerous professional development mandates, and modifications to other mandates that created unintended consequences at the local level, are among those issues. The biggest uncertainty continues to be the content of the state budget, as well as the timing of budget adoption. With the legislative session scheduled to end on June 7, much work remains to be done, and there is great opportunity to continue to remind legislators of the impact of the fiscal and other proposals on your school district.

Robert Rader

EXECUTIVE DIRECTOR, CABE

At a February 22nd discussion presented by the U.S. Attorney’s Office in New Haven, four experts discussed the current state of affairs in the education of black students particularly in that city. While the focus was on New Haven and particularly Wilbur Cross High School, many of the comments have applicability to other districts in the State. The school’s principal, Edith Johnson, discussed the demography of the school’s students: about 54 percent Hispanic, 32% Black or African American, and about 10% white, 20% English Language Learners and 17% qualify for special education. She then reported on some of the school’s successes: the graduation rate has increased by 9.4% in the last three years, 86% of the class of 2016 are enrolled in a

two- or four-year college or university, increases in SAT scores, decrease in student arrests and other positives. Principal Johnson then explained that the successes were due primarily to four things: • building relationships • high expectations • making school relevant • rigor Challenges still remain: • the poverty “curse”, that is the continuing struggle to help students who come out of poor areas, who bring many challenges with them • trauma • poor attendance – 42% are chronically absent • math and literacy scores – still 40% going to high school without enough literacy See NEW HAVEN page 15

See You in Court

Policy Corner

Fingerprints and Background Checks

CABE Day on the Hill

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81 Wolcott Hill Road Wethersfield, CT 06109-1242

Patrice A. McCarthy

New Haven Panel Discusses Crisis and Opportunity in Black Education

Periodical Postage PAID Hartford, CT

The Journal – Connecticut Association of Boards of Education | April 2017

PRESIDENT COMMENTARY

Less Mess in Our Messaging Ann Gruenberg PRESIDENT, CABE

This afternoon an “urgent” e-mail arrived, with a call to action for advocacy on a federal level. Specifically, there was a major concern about the real possibility that the regulations previously passed regarding the ESSA could be rescinded. Letters were immediately written and sent to senators. There was little certainty or confidence this would make a difference, but it had the potential to help. Just yesterday another email call to action was received regarding state early childhood issues. This type of daily barrage is increasing in frequency. Prioritizing is challenging, because almost all of the issues are important, and it appears there is significant dismantling of programs, systems and structures. It is what some would describe as the “new normal”. There is an ongoing sense of urgency and a need to make quick decisions about how to respond. These two calls to action highlighted an important contrast. The first example was relatively easy to respond to, with a potential positive outcome, especially through collective messages. Numbers matter. The agency requesting the action was well-organized, providing a system through which letters could be easily generated and edited. It

was possible to use some parts of a template while creating a letter that was not mass produced. The messages were clear, concise and unambiguous. The second example generated confusion. Multiple urgent messages creating time pressure, combined with confusion about the underlying issues, resulted in a decision NOT to write a letter or testify on this particular issue. The Connecticut Network (CT-N) is a very helpful television and online resource. It makes hours of testimony accessible, both in real time and through archives. Watching the testimony of others on this issue validated the choice not to hastily add another voice to the flood of messages to legislators. The choice to be silent on this issue was not an indication that the issue was unimportant. It was an affirmation that the issues are very important. The legislators had the opportunity to hear perspectives and statements from key leaders in the field who were able to articulate the nuances of the situation, and engage in meaningful dialogue with those who will be making recommendations. Trusting and supporting the ability of certain

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.

Board of Directors EXECUTIVE COMMITTEE

spokespeople is sometimes the most effective course of action. We can continue to advocate, as needed, while also making decisions about how to express key points. CABE is fortunate to work with Ann Baldwin regarding communication with the media and with legislators. Each of us can benefit from working with others in the ongoing process of disseminating key messages. During times when there are major fiscal issues and a general sense of pervasive challenge, it is especially important to carefully consider what we say, and how we say it. Those choices may not always be obvious, but they are often present.

AREA DIRECTORS

ASSOCIATES

McCrory

(continued from page 1) involved with public education for more than 20 years, beginning as a teacher and vice principal. He along with fellow teacher Sadiq Ali, founded the Benjamin E. Mays Institute, which emphasizes positive self-esteem through the use of curriculum infused with African American history and themes. McCrory was first elected to represent the 7th House district in 2004, where he served for six full terms. In February of this year, he was elected to the State Senate for the 2nd Senate district (Bloomfield, Hartford and Windsor). He is committed to strengthening neighborhoods through education, development and civic engagement and he has served on the Education Committee for many years. Congratulations Senator McCrory!

Ann Gruenberg | President, Hampton Robert Mitchell | First Vice President, Montville Donald Harris | Vice President for Government Relations, Bloomfield Elizabeth Brown | Vice President for Professional Development, Waterbury Bob Trefry | Secretary/Treasurer, CT Technical High School System Richard Murray | Immediate Past President, Killingly John Prins | Member at Large, Branford Lydia Tedone | NSBA Director, Simsbury

COMMITTEE CHAIRS

Becky Tyrrell | Chair, Federal Relations, Plainville Bryan Hall | Chair, Resolutions, East Hartford Christopher Wilson | Chair, State Relations, Bristol CABE Executive Director Robert Rader being interviewed by Fox61 reporter Jenna DeAngelis.

Upcoming Professional Development April 18, 2017 Workshop for Superintendents’ Secretaries

12:30 - 3:45 pm | Pitkin Community Center, Wethersfield

May 25, 2017 Collective Bargaining

8:30 am Registration | 9:30 am - 12:00 pm Program | Four Points Sheraton, Meriden

May 25, 2017 So You Want to Be a Board Member

5:30 - 7:30 pm | Hamden Public Schools, Boardroom, 1st floor, 60 Putnam Ave., Hamden

May 29, 2017 So You Want to Be a Board Member

6:00 - 8:00 pm | Windsor Public Schools Central Office | 601 Matianuck Ave., Windsor

June 13, 2017 Legislative Wrap-Up

8:30 am Registration | 9:00 am - 12:00 pm Program Legislative Office Building, Hartford

CITY REPRESENTATIVES

Richard Wareing | City Representative, Hartford Carlos Torre | City Representative, New Haven Jacqueline Heftman | City Representative, Stamford Charles Stango | City Representative, Waterbury

STAFF Robert Rader | Executive Director Patrice McCarthy | Deputy Director and General Counsel Rebecca Adams | Senior Staff Attorney Bonnie Carney | Senior Staff Associate for Publications Nicholas Caruso | Senior Staff Associate for Field Service and Coordinator of Technology Sheila McKay | Senior Staff Associate for Government Relations Vincent Mustaro | Senior Staff Associate for Policy Service Lisa Steimer | Senior Staff Associate for Professional Development Teresa Costa | Coordinator of Finance and Administration Pamela Brooks | Senior Administrative Associate for Policy Service and Search Services Terry DeMars | Administrative Associate for Policy Service Gail Heath | Administrative Associate for Government Relations Wilmarie Newton | Administrative Associate for Labor Relations Nancy Propfe | Administrative Assistant for Membership Services Corliss Ucci | Receptionist and Assistant to Executive Director

The Journal – Connecticut Association of Boards of Education | April 2017

CABE Affiliate Members BUSINESS AFFILIATES DIAMOND MEMBER Finalsite GOLD MEMBERS

Berchem, Moses & Devlin Pullman & Comley Shipman & Goodwin Support for the Budgetary Process SILVER MEMBERS Anthem Blue Cross and Blue Shield Arthur J. Gallagher & Company Corporate Cost Control Milone & MacBroom, Inc. Zangari Cohn Cuthbertson Duhl & Grello PC BRONZE PLUS MEMBERS Coordinated Transportation Solutions Friar Associates Kainen, Escalera & McHale, P.C. Milliman, Inc. O & G Industries The S/L/A/M Collaborative BRONZE MEMBERS Brown & Brown Insurance Chinni & Meuser LLC Dattco Inc. ECG Engineering, PC Fusfoo Media LLC Goldstein & Peck, P.C. JCJ Architecture The Lexington Group Perkins & Eastman Solutions Employee Assistance Program Sources4Teachers 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 Connecticut Technical High Schools Cooperative Educational Services EASTCONN EDUCATION CONNECTION LEARN Unified School District #1

EXECUTIVE DIRECTOR COMMENTARY

The School Board’s Role in Fake News: Get Your Message Out! Robert Rader

EXECUTIVE DIRECTOR, CABE

During this time of great uncertainty concerning three revenue sources for school districts (local, state and federal), it is crucially important that boards and superintendents continue to get the positive news about our schools out to government officials, the media and the public. We continue to focus on Governor Malloy’s budget and the effect it will have on our districts and their budgets, in addition, we must watch what is happening in Washington. With the President delivering a budget that will slash funding for public education and put money into “choice” programs, including vouchers, this a difficult time those of us who believe our traditional schools are succeeding—as they are in thousands of communities across the nation. I was reminded of the importance of getting out the message about the good things happening in our schools when I got a tweet from Patte Barth, Director of NSBA’s Center for Public Education. CABE has long been a strong supporter of the Center and I suggest you examine the important reports and information that the Center has disseminated since its founding in 2006. When the Center was first founded, I had hoped it would provide helpful, factual information and be viewed as an alternative to the anti-public school and pro-voucher groups in Washington. Such groups constantly barrage the media and the public with their negative views. While not as well-known as some of the other groups, the Center has provided terrific research and solutions to many of the issues facing school boards. The Center was designed “as America’s one-stop shop for clear, concise, and trusted information about public education, leading to more understanding about our schools, more community-wide involvement, and better decision-making by school leaders on behalf of all students in their classrooms.”

Morning No?

Patte sent out the tweet aimed at the “Morning Joe” television program at MSNBC in early February. She is an avid watcher, as am I, and I was so pleased that someone finally challenged the hosts, Joe Scarborough, Mika Brzezinski and Willie Geist on questions of the quality of our public schools. While the show is aimed at politics and being “edgy”, whenever the subject is the schools, the hosts inevitably

jump on the “failing” public schools. Signed by Patte as a “fan”, her tweeted comments contained the following: “the ubiquitous assertion that public schools are failing sets our collective teeth on edge. Two things: • By many measures, public schools are performing better than they ever have. • Public schools still need – and want — to do better. … The rate of high school students graduating is at historically high levels. In 2014, public schools posted their highest ever graduation rate — 82 percent — largely driven by gains for Black and Latino students. To be sure, gaps are still present, but they have narrowed significantly. So what about Los Angeles [which had been brought up as example of a “broken” public school district]? The overall grad rate for LA Unified Schools was 72 percent in 2015, up from 62 percent five years earlier. The rates for Black and Latino students were, respectively, 67 and 71 percent, lagging their peers nationally, but clearly better than the 50 percent” that was mentioned on air. “Other measures may be surprising. Our younger public school students are rocking it in math. According to results of the National Assessment for Educational Progress, today’s fourth-graders score 27 points higher on the NAEP scale than their peers did in 1990. Eighth-graders have higher scores by 19 points. To put it in layman’s terms, that’s about two years more of math learning. Although reading gains aren’t quite as dramatic as math, reading scores have likewise improved over the last two decades. And here’s a shocker: in math and reading, fourth-graders perform significantly above the international average. …College-going rates are up. High schoolers are taking higher level math and science. More of our youngest students are enrolled in high-quality pre-k programs… …the perpetuation of the notion that our public schools are failing masks the real gains public schools have made. Worse, it sends a discouraging message to the hard-working educators who are making children’s lives better every day. Joe, Mika – I love what you do every morning. But on this topic, you are flirting with joining the culture of alternative fact. It’s not too late to pull back and we can help. We even have charts.” Unfortunately, Patte never received an answer to her missive. I followed with a tweet inviting the hosts to tour some Connecticut public schools. I never heard back either.

“. . . before school budgets at any level of government are slashed, make sure the true stories of our schools are told.” Mika and Joe live in Connecticut. It is a shame that they didn’t take me up on the offer; some minds might have been changed.

Your role

I tell you this story because members of your community, the media and the public at large hear about “failing schools” pretty much every day--despite survey upon survey consistently showing that while many people give poor grades to public schools nationwide, they love their neighborhood schools. So, when you hear that our schools, the very ones you lead, are “failing”, be ready with facts and figures and invite members of the public and legislators in to see what your schools are doing for our children. They might not come, but the beginning of a relationship often starts with an invite. Make sure the good news travels within the district, too. Build confidence in your staff so that its members will also spread the positive news. Don’t be afraid to take on members of the media, especially when their “facts” are wrong, just like Patte did. Consider getting help in this area by working with a communications firm like Baldwin Media and think about doing the Public Engagement module of our Lighthouse Project. And, before school budgets at any level of government are slashed, make sure the true stories of our schools are told. The Center’s website can be found at http://www.centerforpubliceducation.org/.

The Journal – Connecticut Association of Boards of Education | April 2017

Your Convention Committee Hard at Work Lisa Steimer

SENIOR STAFF ASSOCIATE FOR PROFESSIONAL DEVELOPMENT, CABE

The CABE/CAPSS Convention Committee continues to make great progress in planning the 2017 CABE/CAPSS Convention, Out of the Public Schools Grows the Greatness of a Nation, which will take place November 17-18 at the Mystic Marriott Hotel. The theme is a quote from Hartford’s own Mark Twain.

Convention Workshops

The subcommittee that does the first review of the Convention workshop proposals didn’t let Blizzard Stella prevent it from getting to work! The subcommittee met by conference call on March 14 to discuss the nearly 70 proposals received and to make their recommendations to the full Convention Committee. The full Convention Committee met on March 21 to make the final decisions regarding the proposals received. These are always lively conversations that include some difficult decisions. All who submitted proposals will receive notifi-

cation of their status in early April, if not before. The Convention Committee looks forward to offering a solid lineup of workshops to Convention participants.

Talented Students

The CABE/CAPSS Convention Committee wants to showcase your students! The Convention provides an excellent platform for your students to demonstrate their skills and innovation and to entertain education leaders from across Connecticut. We are looking for artists, science students, chess teams and student musicians. Additional information can be found at goo.gl/AzUIUF. The deadline to submit an entry is May 19.

Hotel Reservations

Those attending the annual CABE/ CAPSS Convention have been guaranteed a room rate of $153. We are grateful to the Marriott for providing us a good rate over the years. The rate of $153 is guaranteed only until Wednesday, October 18, 2017. After

that point, reservations are based on availability and are offered at the prevailing rate. You may make reservations online at goo.gl/lDLsj7 or by calling the hotel’s reservation department at 877-901-6632. Purchase orders are not accepted.

The CABE/CAPSS Convention Committee met on March 21 to select the workshops for the 2017 CABE/CAPSS Convention. Committee members present were: Ann Gruenberg (Hampton), John Prins (Branford), Doug Smith (Plainfield), Superintendent Dave Erwin (Berlin), Donna Leake (former Superintendent). Representing the CABE staff were: Bob Rader, Patrice McCarthy, Lisa Steimer and Nancy Propfe.

Convention Publications

The CABE/CAPSS Convention Committee agreed with the staff recommendation that the Convention registration booklet, usually mailed to all board members and superintendents in early September, should no longer be a print publication. This useful information will now be available online only. All board members and superintendents will be notified in late summer/early fall when this is available online.

Watch the CABE Journal, your email and CABE’s social media for updates on the Convention as they become available. You can join us on Facebook at @ConnecticutAssociationBoardsEducation and on Twitter at @CTAssocBdsofEd. If you have any Convention related questions, please contact Lisa Steimer at lsteimer@cabe.org or 860-571-7446. We look forward to seeing you at the 2017 CABE/CAPSS Convention!

Help for your bottom line!

Providing support for Boards, which are under more budgetary pressure than ever before. Win-win-win solutions are achievable even in this tough budget climate. We can show you how it can be done!! Your Budgetary Process Team John Kowalsky

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– Les Koziara, Business Manager, Windsor Locks Public Schools

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This is one resource we think is valuable for districts to look at and we bring you this information as a service to our members. Patrice A. McCarthy Deputy Director and General Counsel, CABE

To assist you with these challenges, CAPSS and CABE have established business partnerships with John Kowalsky and Bill Sudol around an eﬀective method for prospective retirees to obtain health insurance coverage that is both aﬀordable and comprehensive. Joseph J. Cirasuolo, Ed.D Executive Director, CAPSS

We are oﬀering a dedicated explanation of the partnership process and we will work with you to achieve YOUR GOALS in a comprehensive manner.

We Do The Work

1. Create an innovative retirement incentive strategy designed and developed specifically for your district to meet your goals and requirements. 2. Support for the Budgetary Process will provide group and individual Retirement Workshops to communicate with education staff as to the eligibility requirements for participation. 3. The workshop will include an explanation of benefits from the Teachers Retirement System. 4. Communicate to teachers the benefits and opportunities provided by the program and how to maximize tax advantages. Complete support provided to the district and teachers for the duration of the program.

The Journal – Connecticut Association of Boards of Education | April 2017 See You in Court – The Nutmeg Board of Education

Nutmeg denies school privilege based on immigration status - is there a problem? 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 Nutmeg Board of Education was frustrated and dismayed this budget season by the need to cut programs and reduce costs. However, given various warnings from Seymour Dollars, the irascible Chairperson of the Nutmeg Board of Finance, Board members felt that they had no choice but to cut the budget to the bone. No one was more frustrated by the situation than veteran Board member Bob Bombast. As the longest-serving member of the Nutmeg Board of Education, Bob had voted to establish many worthwhile programs to improve education in Nutmeg, and it saddened Bob to watch the ax fall on these programs. Desperately, he considered whether and how the Board could reduce its costs in some other way. Watching Fox News, Bob found inspiration. How many students in Nutmeg, he asked himself, shouldn’t be here at all? Are there students enrolled in Nutmeg who reside illegally in Nutmeg? By finding and removing those students from the rolls of the Nutmeg Public Schools, Bob mused, perhaps they can save significant money. At the next meeting of the Board of Education, Bob raised this issue during New Business. As soon as Ms. Chairperson recognized him, Bob went on a rant about how Nutmeg may be squandering significant resources by educating children whose legal residence is outside the United States. Bob then explained that Nutmeg can save a lot of money by excluding those students from the Nutmeg Public Schools. To find and dis-enroll these children, Bob proposed that each of the schools in town be directed to require proof of legal residence in Nutmeg as a condition of enrollment by asking parents to present either a birth certificate or a passport to establish citizenship or to present a green card or valid visa. For children already enrolled, Bob suggested a more gradual approach. He divided the alphabet into four groups (A through F, G through L, M through R, and S through Z), and he proposed that families be required to re-enroll their children in the Nutmeg Public Schools and establish legal residence in Nutmeg every four years, starting next year with the A through F group. When Bob finished his speech, the

other Board members were surprised and confused. This bold new scheme was not even on the agenda, but Bob was pushing hard for them to adopt it. Mr. Superintendent cautioned the Board against moving too quickly on a complicated matter, but the Board members didn’t want to come across as wasting scarce public funds on non-resident students. So, with little discussion, the Board voted unanimously to adopt Bob’s plan. At the next Board meeting, Bob asked for an update, and Mr. Superintendent simply reported that the administration was still working on a new enrollment form to incorporate the new requirements. But Bob’s plan was a hot topic for discussion during Public Comment. Twenty-five people addressed the Board, one after the other, railing against Bob’s plan variously as “insensitive,” “illegal,” and “xenophobic.” Bob was offended at the barrage, and he raised a point of order, claiming that the unrelenting criticism of his clever idea violated the Board’s civility policy. Ms. Chairperson agreed, and she declared Public Comment over, and moved on with the agenda. Was the criticism of Bob’s plan warranted?

Bob’s plan deserved the criticism it received because its implementation would be illegal. There were other problems with how the Board adopted the plan as well. Implementing Bob’s plan would violate both the statutory and constitutional rights of affected students because the immigration status of a child is irrelevant to that child’s eligibility for free school privileges. Students are eligible to attend school in a particular school district if they are of school age and reside in that town. When there is a question as to a student’s residence, the superintendent must determine in the first instance whether the student actually resides in the district. If the superintendent decides that the student does not, the parent may appeal that determination to the board of education (or a designated committee), which will hear that appeal and determine eligibility for school privileges based solely on residence. The board’s decision is then subject to further appeal at the state level (and even to court). However, eligibility for school privileges may not be based on immigration status. The United States Supreme Court has ruled that denying children educational services on the basis of their immigration status violates the United States Constitution. Plyler v Doe (1982). In that case, Texas had enacted a law that denied school accommodations to students who resided illegally in the state. Concerned that such a rule could create a permanent underclass of uneducated

persons, the Court ruled that excluding children from educational services on the basis of their immigration status violates their equal protection rights under the Fourteenth Amendment. Even asking students about their immigration status could support a claim of discrimination. Citing the prohibition in Titles IV and VII against discrimination on the basis of race, color, or national origin, the Office of Civil Rights of the United States Department of Education has cautioned school officials not to ask such questions. There is no reason to do so, because such information is not related to eligibility for school privileges. Also, personally-identifiable information about enrolled students, irrespective of their immigration status, is protected under FERPA, and school officials may not release information about students to third parties, including officials of the Immigration and Customs Enforcement, except as provided under FERPA. In any event, the Board should not have voted on Bob’s plan under these circumstances. Under the Freedom of Information Act, the agenda of meetings of public agencies (including boards of education) must fairly apprise the public of the

business to be transacted. Bob made his motion under “New Business,” which does not provide adequate notice to the public of the proposed action. Finally, after the Board adopted Bob’s proposal, the public took the opportunity at the next Board meeting roundly to criticize the plan, Bob and the Board. When boards of education create a public forum for public comment, they confer free speech rights on those who speak under the First Amendment. To be sure, reasonable regulation as to time and manner of such speech is permissible. Boards of education can limit how much time speakers are allowed (provided that the limitation is enforced uniformly without regard to the content of the speech). Boards of education may also prohibit personal attacks, vulgarity or rudeness by such speakers. However, there was no reasonable basis here for censoring the comments made, and Ms. Chairperson erred when she simply terminated Public Comment at Bob’s request. 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 word 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: http://www.cabe.org/page.cfm?p=1239

The Journal – Connecticut Association of Boards of Education | April 2017

The Policy Corner Vincent A. Mustaro

SENIOR STAFF ASSOCIATE FOR POLICY SERVICE, CABE

Policy Direction Required for Criminal Background Checks Background Information

Boards of education, through their administrative staff, are required by Connecticut law to fulfill certain statutory requirements when hiring staff members. These requirements include background checks of an applicant’s previous employers, checking the Department of Children and Families child abuse and neglect registry, and a criminal background check. P.A. 16-67 details the disclosures which are required of applicants and the actions to be taken by boards of education as the employing agency. These obligations are embodied in two policies, #4112.51/4212.51, “Employment Reference Checks,” and #4112.4/4212.4, “Security Check/Fingerprinting.” Connecticut law requires that any person who is hired by a local or regional board of education submit to a state and national criminal history record check within the first 30 days of the date of employment. This requirement includes teachers, administrators, special service staff members, teacher’s aides, custodians, and cafeteria employees. The only exception is that teachers of adult education, who are not required to hold certification for their positions (non-mandated, general interest programs only), are not required to submit to the criminal history record check unless directed by the employing district. In addition, statute requires any candidate in a preparation program leading to certification as a teacher, special service, etc., who has not had a criminal history background check, must do so at least 30 days prior to being placed in a school for clinical experiences such as field experience, student teaching or internship.

“Management is doing things right; leadership is doing the right things.” –Peter F. Drucker

“The board of education, via its policy statement, should be primarily concerned that CJI is maintained in accordance with the FBI directive on this issue.” The criminal background check process includes the checking of fingerprints by the State Police Bureau of Identification and the F.B.I. The results of the criminal history record checks, both state and federal, are reported to the employing school district. If the district receives notice of a conviction of a crime by a person holding a certificate, authorization or permit issued by the State Board of Education, the district is required to notify the Bureau of Educator Standards and Certification. A person may obtain fingerprint packets, including fingerprint cards, and have their fingerprints taken at a local board of education, a Regional Educational Service Center (RESC), or the State Police Bureau of Identification. If fingerprinted at a RESC, an individual’s fingerprints may be shared with other districts. The individual must provide a written request to the RESC indicating where the results should be sent. If fingerprinted by a local school district, police department or by the State Police Bureau of Identification, an individual’s results cannot be shared with other districts. School volunteers are not required, by statute, to have a criminal history record check requiring fingerprinting. However, school districts may establish through policy language a criminal history record check for volunteers.

Requirements of FBI Regarding Fingerprint Information Access, Retention, and Use The Federal Bureau of Investigation

(FBI), through its “Criminal Justice Information Services (CJIS)” provides the data pertaining to the national criminal history record check, via the fingerprinting process. The FBI considers departments of education and local school districts as

“noncriminal justice agencies,” which maintain criminal history record information (CHRI), a subset of criminal justice information (CJI). CHRI is defined as any notations or other written or electronic evidence of an arrest, detention, complaint, indictment, information or other formal criminal charge relating to an identifiable person that includes identifying information regarding the individual as well as the deposition of any charges. Criminal justice information (CJI) means the results of any state or federal criminal records checks of an applicant for employment in the district, volunteer, employee, or contractor and all copies thereof. This information (CHRI) is maintained in a number of ways such as by hard copy in case files or file cabinets, kept on email servers, individual desktops, and records management systems. As a result, the FBI, in order to protect the privacy of the data made possible by the fingerprinting process in acquiring CJI, has established requirements for local school districts with which to comply. These requirements are detailed in the “FBI CJIS Security Policy, Version 5.5.” The FBI CJIS Security Policy requires all noncriminal justice agencies, which includes school districts, to designate a Terminal Agency Coordinator (TAC) and a Local Agency Security Officer (LASO). In addition, there are requirements, including but not limited to, pertaining to the location in which the information is maintained, request and use of the criminal justice information (CJI), maintenance and safeguarding of CJI, disclosure of CJI by permitted individuals, security incident response, record retention, disposal and destruction of CJI and training requirements. Rebecca Adams has an article from the legal perspective on fingerprints and background checks see page 8.

Policy Implications A review of the material made

available by the FBI and its recommendations has proven this area to be an extremely difficult in order to explain the necessary actions school districts need to take. Initially, it appears that school districts are required to adopt a policy pertaining to the handling of criminal justice information to fulfill the FBI’s requirements. However, in reality, there are two approaches to consider. The first approach is to consider the adoption of policy #4112.52/4212.52, “Criminal History Record Information (CHRI).” This is a new policy. It is based upon one originally developed by the FBI pertaining to this topic. Another approach is to revise existing policy #4112.5/4212.5, “Security Check/Fingerprinting,” and its accompanying administrative regulation. Existing policy #4112.5/4212.5, has been modified by CABE’s Policy Service to include the following language, “Criminal Justice Information (CJI) is to be maintained in accordance with the administrative regulation pertaining to the use and disclosure of criminal justice information.” The administrative regulation, which accompanies this policy, therefore, has been updated to include a new section pertaining to the requirements of the FBI pertaining to criminal justice information. District’s may utilize either of these approaches to fulfill the FBI requirement. In meeting the detailed FBI requirements, previously described, the responsibility primarily falls upon the superintendent and/or the administrative staff. This author believes this detail is more suited for placement in an administrative regulation. The board of education, via its policy statement, should be primarily concerned that CJI is maintained in accordance with the FBI directive on this issue. The policies and administrative regulation listed in this article are available from CABE’s Policy Service for your consideration and use. It is strongly recommended in dealing with this topic, that the district’s legal counsel be consulted.

The Journal – Connecticut Association of Boards of Education | April 2017

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The Journal – Connecticut Association of Boards of Education | April 2017

Why are School Districts Required to Adopt Regulations About Fingerprints and Background Checks? • MOUs and LSAOs and the FBI, Oh My • Rebecca Adams

SENIOR STAFF ATTORNEY, CABE

School districts, and municipalities across the state have been receiving a string of alarming emails from Department of Public Protection and Emergency Services (DPPES) telling them that they are considered non-criminal justice agencies (NCJAs) with access to criminal justice information (CJI) and that federal and state law require them to adopt policies to restrict access to fingerprint and background information immediately. Superintendents were even summoned to a meeting at DPPSES where FBI agents gave a presentation and sent a clear message that they believe school districts are significantly out of compliance and must respond as priority one. The Department then followed up by sending

out complicated model policies, compliance audit questionnaires, and requiring districts to sign memoranda of understanding in order to get fingerprint and background check services. Vin Mustaro and I have been fielding calls for several months and we both considered the topic important to cover in this issue of the CABE Journal. So, what does this all mean for school boards and superintendents? First, a bit of background information about why the State is approaching this issue with such urgency. The FBI legal compliance office audited the DPPES and found that the state was not monitoring and enforcing its rules regarding how municipalities and school districts (NCJA) handle CJI. The State then turned to local agencies, including school districts, and to pass responsibility down the line and

began “auditing” compliance at the local level. In fact, the regulations are not new but had not been enforced. Now, after the federal audit showed lack of oversight by DPPES, the State is ramping up compliance enforcement.

What school districts required to do?

1. Adopt a policy and/or regulations regarding access to and maintenance of CJI (fingerprints and background information) and implement it. • As part of the implementation of the policy and regulations, appoint: o A Terminal Agency Coordinator (TAC) and o A Local Agency Security Officer (LASO). Districts must adopt a policy and designate a LSAO and

a TCA. These requirements are set forth in federal law and state law for all NCJA agencies handling CJI. CABE recommends that the board adopt the policy that reads that the Board will maintain criminal justice information in accordance with the FBI security policy through the accompanying administrative regulation. (goo.gl/Y3faI8). CABE recommends the approach of placing the compliance and procedural detail into the administrative regulation. It is not necessary or desirable for the board of education to be involved with the level of the detail the FBI and DPPES require for handling CJI. For example, the appointment of the LSAO and the TCA will be a job for the

Superintendent who, in many small school districts, may fill both of those spots. Also, the logistics of where and how the files are kept and accessed could change, and may have to change as a matter of day-to-day operations. The bottom line is that all of this information is collected, accessed, and maintained, to the extent that it is, by administrative staff and the authority to act to implement and comply should be formally delegated to them. 2. Fill out the DPPES audit questionnaire. The questionnaire appears to essentially be the audit. We do not expect school districts to see state personnel in your offices conducting in person reviews. However, follow up by DPPES personnel will deSee FINGERPRINTS page 14

CABE’s Leadership Institute – Session I

CABE Leadership Institute participants.

Participants working on the Tower Building project. Session I, “Effective Leadership to Promote Student Achievement” was led by Mary Broderick, Consultant, CABE and Jack Reynolds, former Superintendent.

Participants working on the Tower Building project. The finished Tower Building project. CABE Leadership Institute participants.

The Journal â€“ Connecticut Association of Boards of Education | April 2017

Record Attendance

at the 2017 CABE

Day on the Hill INVEST IN PUBLIC EDUCATION

Briefing Session

Legislators

Representative Gail Lavielle

Ann Gruenberg (Hampton) President, CABE Patrice A. McCarthy, Deputy Director and General Counsel, CABE

Sheila McKay, Senior Staff Associate for Government Relations, CABE

Senator Henri Martin

Senator Toni Boucher

Michelle Embree Ku (Newtown) Area 5 Director, CABE Robert Rader, Executive Director, CABE

Donald Harris (Bloomfield) Vice President for Government Relations, CABE

Representative Andy Fleischmann

Senator Gayle Slossberg

A record number of school board members, superintendents, and students from around the State attended the briefing session before the March to the Capitol.

Donald Harris (left), Ann Gruenberg (right) presented Senator Doug McCrory (center) with the CABEâ€™s 2017 Distinguished Legislator Award.

The Journal – Connecticut Association of Boards of Education | April 2017

Student Participation –

Branford, Bristol, Canton, Cheshire, East Granby, Granby, New Fairfield, New London, Old Saybrook, Region 12, Region 16, Simsbury, Tolland, Union and Waterbury attended CABE’s Day on the Hill

John Prins, students and chaperone from Branford Public Schools. Students, chaperones and Superintendent Kevin Case from Canton Public Schools.

Christopher Wilson and student from Bristol Public Schools.

Students and chaperones from Cheshire Public Schools.

Students and Superintendent Alan Addley from Granby Public Schools. Students accompanied by David Peling, Principal, East Granby Public Schools.

Students, Superintendent Jan Perruccio and chaperones from Old Saybrook Public Schools. Students accompanied by Alicia Roy, Superintendent, New Fairfield Public Schools.

Mirna Martinez, students and chaperones from New London Public Schools.

Students, board members and chaperones from Region 12 Public

Students and chaperones from Region 16 Public Schools.

Tara Willerup accompanied students from Simsbury Public Schools.

Students, board members and chaperones from Tolland Public Schools.

Students and chaperones from Union Public Schools.

Charles Stango, Ann Sweeney, Elizabeth Brown and other chaperones accompanied Waterbury Public School students.

The Journal â€“ Connecticut Association of Boards of Education | April 2017

Senator Henri Martin, Christopher Wilson and Bristol student have a moment to discuss local impact of state mandates. Representative Sam Belsito speaks with board of education members.

Representative John Frey, Superintendent Karen Baldwin, and Frances Walton discuss education funding.

Advocacy Efforts: Invest in Public Education

Representative Tim Arkert, Representative Sam Belsito just off the House floor to hear from board of education members. Representative Tim Ackert listens to board of education members from his district.

The Journal – Connecticut Association of Boards of Education | April 2017

Testifying Before the Education Committee

Testifying Before the Co-Chair of the Task Force on Food Allergies

Robert Mitchell (Montville) CABE First Vice President testified before the Education Committee on March 1.

On March 1, Jennifer Dayton, (Greenwich) CABE Area 6 Co-Director, testified before the Education Committee on the need for innovation.

Testifying before the Education Committee on best practices were: Mirna Martinez, New London Board of Education, and Manuel Rivera, Superintendent of Schools from New London.

Michelle Embree Ku, (Newtown BOE) CABE Area 5 Director, and the Co-Chair of the Task Force on Food Allergies testifies in the Education Committee.

CABE Deputy Director and General Counsel Patrice McCarthy testifying before the Education Committee. Also, in the photo are Superintendent Kristin Heckt (Bolton) and Kate Field from the CEA. The trio served on the Professional Development Task Force and came before the committee with a unified voice to support streamlining statutory mandates.

Available in the CABE Online Bookstore!

An excellent book for Board Members, Superintendents and Administrators! Understanding the Connecticut Freedom of Information Act and Access to Public Meetings and Records

Testifying Before the Appropriations Committee

Fourth Edition

Representing CABE was President Ann Gruenberg (Hampton) testifying before the Appropriations Committee on the Governor’s Budget.

Representing the Connecticut Association of Business Officials (CASBO) was Michael Purcaro (CABE Area 3 Co-Chair and member of the Ellington Board of Education) testifying before the Appropriations Committee on the Governor’s Budget.

Testifying before the Appropriations Committee on behalf of the Newtown Board of Education were Michelle Embree Ku (CABE Area 5 Director) and Debbie Leidlein.

Written by: Mark J. Sommaruga, Esq. Pullman & Comley, LLC to order the FOIA book go to the CABE Online Bookstore at: www.cabe.org/ page.cfm?p=1256

The Journal – Connecticut Association of Boards of Education | April 2017

The Media Message

from Ann Baldwin, Baldwin Media Marketing, LLC

Creating Calm, Not Controversy in Difficult Times Often, School Boards and Superintendents are aware of a situation before it has gone public. One of the biggest challenges is deciding if, when, and how to go public. Communicating your situation publicly may not be appropriate, especially if it concerns student privacy or personnel issues. Assuming it is not a situation requiring confidentiality, it is appropriate to pause to ask the question: Should we make our situation known now? In considering the answer to this first important question, it helps to put it in the following context: What impact could or will your situation have on your school community? Are you going to be proactive or reactive? These are tough decisions that should not be made in a vacuum. This is the time to work together and seek input when appropriate from your board, your administration, your legal counsel, and a communications professional. In the course of these conversations, you may find that this is a situation that can be dealt with internally or you may determine that it is eventually going to

be made public. If you are going to make the situation public, it is important to get out in front of it. This will engender transparency and build trust with your school community and community at-large. Should you and your team make the determination that you are going to be proactive, then I share with you the Messaging Toolkit below. You need to make sure that

whether you have minutes or days to prepare that you have the toolkit pieces prepared, regardless of the issue. With teamwork and planning, you will have a well thought out communication and the ability of others to “invent” their own story is reduced. If you don’t tell your story first, others will!

Your Messaging Toolkit: 1. Position statement for both internal and external communication. 2. Reasons supporting your position or actions. 3. Your statement and core messages in an e-mail, social media or school messenger format. 4. FAQ: Anticipate and answer questions or pushback you may get. 5. Prepare your spokesperson to deliver your “key messages” to both your internal and external audience 6. If applicable, a history or timeline of the issue at hand and how your district is or has handled it. Information Courtesy of Baldwin Media Marketing www.baldwinmedia.net

Stamford Public Students by Grade Residing in Recently Built Large-Scale Developments 250

12th

11th

200

10th

9th

150

8th

7th

6th

5th

4th

3rd

2nd

1st

330 Total

362 Total

389 Total

100

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The Journal – Connecticut Association of Boards of Education | April 2017

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 ensuring members receive the most up-to-date communications:

•

Prepared material for Cromwell, Enfield, Milford, New London, Newtown, Wethersfield, and Willington Boards of Education as part of the Custom Update Service.

* By helping school boards to increase student achievement: •

•

Provided Lighthouse training, planning and community leadership sessions to Region #1, Suffield, Stamford, Stafford, and Winchester Boards of Education. Sent two issues of Policy Highlights via email listserv covering topics that affect student achievement. This included homework, protections for transgender youth, and grading of student work.

•

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

CABE’s Unemployment Cost Management Service

• • • •

CABE has partnered with

•

Corporate Cost Control

•

to offer support through a number of services to reduce costs and save staff time. Services include training and education, claims processing, charge auditing, hearings representation and budgeting/reporting. For more information you may visit our website at http://www.cabe.org/page. cfm?p=1198. If you have questions or would like to receive a quote, contact Teresa Costa at CABE at 860-571-7446 or email tcosta@cabe.org.

Attended Crisis and Opportunity in Black Education at the US Attorneys Office (see page 1). Facilitated board retreat for the Litchfield Boards of Education. Facilitated a two-day retreat for the Woodstock Academy Board of Education.

Attended Pullman & Comley’s School Law Seminar. Attended Connecticut Commission for Educational Technology meeting. Drafted and submitted testimony on HS 7252 on behalf of the Connecticut School Attorneyss’ Council. Participated in Connecticut Society of Association Executives’ (CSAE) annual meeting teleconference. Attended University of Hartford’s Rell Center discussion on civility in Connecticut politics. Presented at meeting of the National Association of Educational Negotiators on transgender issues. Participated in meeting of Connecticut Coalition for Public Education. Prepared testimony for various legislative public hearings. Attended CREC Council meeting. Attended Area 9 Legislative Breakfast hosted by the Groton Board of Education. Attended New England Secondary School Council Connecticut Team meeting. Met with EASTCONN Board of Directors. Attended State Board of Education meeting. Served on a panel for Commission on Human Rights and Responsibilities Educational Access and Eliminating Discrimination Forum.

* By providing services to meet members needs: •

• •

•

Participated in Connecticut Society of Association Executives (CSAE) webinar on The Fine Art of Cultivating Member Relationships: One Conversation at a Time. Taught a University of Connecticut graduate class on board/superintendent relations. Contributed to presentation at Shipman and Goodwin Labor and Employment Spring Seminar session on how the proposed budget and potential changes, including funding of the teacher pensions, impact collective bargaining. Responded to inquiries from Board of Education members and superintendents. The “Hot” Legal topics this month were: Status of Federal immigration guidance for schools, transgender rights under the U.S. constitution, chair of command for directing parents when they bring board

•

• • •

members complaints, the responsibilities of a superintendent as CEO, evergreen Superintendent contracts, impact of the Governor’s proposal for special education on districts and excess cost calculations, legal issues of the State requiring towns to pay teacher retirement costs, conflicts of interest for board members who also serve on town municipal legislative bodies, state school construction grants, high school graduation requirements in Massachusetts, and continuing enrollment of students in open choice. Materials were prepared for East Hampton, East Windsor, Marlborough, New Fairfield, New Hartford, Newington, North Stonington, Putnam, The Gilbert School and Union Boards of Education as part of the Customized Policy Update Service. Audits of the policy manuals of North Stonington and Sherman Boards of Education. Agreed to do an audit of the policy manual of the New Haven Board of Education. Issue No. 3 of the Policy Update Service publication was completed and mailed to subscribing districts.

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

Hosted in CABE Diversity Committee meeting. • Facilitated Region #12 Board Retreat, including discussion of Board Roles and Responsibilities. • Served as a panelist and presenter at Pullman and Comley Statewide Conference on Developments in Education Law. • Hosted and participated in Session I and II of the CABE Leadership Institute. • Staffed CABE/CAPSS Convention Workshop Proposal Subcommittee meeting. • Responded to fifty-two requests for policy information to 26 districts, the State Department of Education, one newspaper, one out-of-state school board association and one college on 42 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 include employment issues, data security, wellness, concussions, meeting electronically and transgender youth.

* By promoting public education: •

Met with the Norwich Bulletin Editorial Board.

What will

C.O.P.S

provide Your district? • A p o l i c y 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.

FINGERPRINTS

(continued from page 8) pend on the answers you supply to the questions. CABE has consulted with school law attorneys throughout the state. The consensus is that districts should hold off on filling out the form and assess what they need to do in order to be in compliance and undertake immediate action to comply. It takes time to adopt policy. However, districts can immediately designate a TCA and an LSAO and once the effort to adopt a policy underway, can answer that they are in the process of adopting policy that is in compliance. 3. Review the State’s Memorandum of Understanding for providing districts CJI services The State is circulating a memorandum of understanding (MOU) regarding delivery of fingerprinting and background check services. While the State is demanding that NCJAs enter into this MOU, districts are under no legal obligation to sign that agreement. The issue here is practical rather than legal. Refusing to sign means that the State simply will not provide those services. Districts would have to find another way to obtain them since they must obtain fingerprints from applicants pursuant to state law. CABE is working with attorneys from Connecticut School Attorneys’ Council members to come to an agreement with the state in order to facilitate local compliance that makes sense and to minimize the burden on districts. For further information, contact Rebecca Adams, Senior Staff Attorney at (860) 5717446 or radams@cabe.org. For a copy of a sample policies and a sample regulation please contact Vin Mustaro, Senior Staff Associate for Policy Service at (8060) 571-7746 or vmustaro@ cabe.org.

The Journal – Connecticut Association of Boards of Education | April 2017 New Haven

(continued from page 1) • students not knowing how to deal with authority • 10% transient rate • suspension rates • 17% disability rate She then outlined some of the ways that would help the school make progress: more teaching of early literacy, a focus on STEM subjects, and more reading teachers. She believes that “something happens in upper elementary school or middle school that has some kids falling in love with learning”, while others do not. New Haven Acting Chief of Police Anthony Campbell then spoke about the overall effects of having too many African Americans unemployed. They have no money and even to just register a car costs more money than some people have. If you start with that issue, getting a job and having any type of mobility – in either the literal sense or moving up the economic ladder makes it very difficult for many to progress. U.S. District Court Judge Victor A. Bolden the spoke about people, particularly youngsters, needing to imagine a life beyond that into which they are born. He quoted Noah Trevor’s book, Born a Crime: Stories from a South African Childhood, about how he needed a vision beyond the apartheid circumstances in which he grew up to be successful.

Brent Peterkin, the Statewide Coordinator for Project Longevity spoke about how the initiative helps integrate high-risk individuals into society and keeps them out of the crime pipeline. Project Longevity uses a multi-pronged strategy, including going to people’s homes and talk to them about their value. The project is also engaged in high schools, including Synergy in East Hartford. Individuals speak to juveniles about the reality and how they can live out their lives in different ways. The speakers also talked about the need for different agencies to work together to keep students in school and to provide support for parents, in particular. Many of the parents in New Haven are themselves not well-educated and cannot be expected to help their children with homework or making decisions about school. It was well-worth it for Patrice McCarthy, Lisa Steimer, and I to attend this workshop. Though we did not hear “solutions” to the issues facing the education of our African American students, it reminded us of their needs, including having good role models and thoughtful individuals as mentors and teachers. While we cannot expect our public schools to provide the whole answer to any of the challenges, it offers the opportunity to succeed as nowhere else for these students.

CABE-MEETING | CABE-MEETING CABE-MEETING | CABE-MEETING CABE-MEETING | CABE-MEETING CABE-MEETING | CABE-MEETING CABE-Meeting is a user-friendly online service offered by CABE specifically for school boards. Users can eliminate unnecessary paperwork, increase efficiency and reduce costs while enabling board members to utilize the latest in cutting edge technology. Using CABE-Meeting, the Meeting Manager can create an electronic meeting from developing the agenda to creating the minutes and everything in between.

CABE-Meeting 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

Your Subscription Provides

Access to CABE-Meeting; initial and ongoing training; support and maintenance; upgrades to the service

CABE Member Subscription Fees Initial Subscription – $3,000 Annual Maintenance – $1,500

If you have an interest in this service, contact Lisa Steimer at 860-571-7446 or lsteimer@cabe.org.

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The Journal – Connecticut Association of Boards of Education | April

Serving the Legal Needs of Connecticut’s Boards of Education Pullman & Comley’s School Law practice works with school districts, their boards of education and administrators to find practical, innovative and cost effective solutions to the legal issues they face. We provide legal counsel to school districts in connection with reviewing and revising policies and procedures, Freedom of Information Act issues, student discipline matters, and addressing other challenges school districts face on a daily basis. Additionally, our attorneys have significant experience in successfully representing school districts with respect to: O

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William R. Connon 860.424.4385 wconnon@pullcom.com

Jonathan B. Orleans 203.330.2129 jorleans@pullcom.com

Rachel L. Ginsburg 860.424.4372 rginsburg@pullcom.com

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John P. Shea, Jr. 860.424.4387 jshea@pullcom.com

Melinda B. Kaufmann 860.424.4370 mkaufmann@pullcom.com

Mark J. Sommaruga 860.424.4388 msommaruga@pullcom.com

Michael P. McKeon 860.424.4386 mmckeon@pullcom.com

Zachary D. Schurin 860.424.4389 zschurin@pullcom.com

Please visit Education Law Notes, our school law blog that covers issues of great interest to school districts, including labor and employment, special education, gender and disability rights, FOIA, social media, bullying and policies and procedures at http://schoollaw.pullcomblog.com/.

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2017