The CABE Journal - April 2022

B C

www.cabe.org

Vol. 26, No. 4

April, 2022

View from the Capitol

The Condition of Education 2020-2021 Sheila McKay

Sr. Staff Associate for Government Relations, CABE

Committee on Diversity, Equity and Inclusion discussed the issue of how best to increase minority teacher and administrative recruitment and retention with Dr. Terrell Hill, Windsor Superintendent.

Dr. Hill is the Founder and President of BLAC (Black Leaders and Administrators Consortium) and serves on several committees and task forces working on these issues. Windsor has been able to increase its percentage of certified staff of color to 17.4 percent.

In his time speaking with the Committee, Dr. Hill made the following points which could help many districts as they attempt to make progress on this important issue: •D istricts must be “intentional” about hiring people of color.

They must prioritize this work. The district also must

The State Board of Education adopted The Condition of Education in Connecticut 2020-21 at the March monthly meeting. Included in the report, which can be found at https:// bit.ly/3L7ndew, are updates on enrolment, demographics, and absenteeism among other issues.

Of note, student enrollment is down by 3 percent (14,750) from the previous year due to the effects of COVID-19: the largest declines were in pre-kindergarten (19 percent) and kindergarten (12 percent).

Efforts to build a more diverse teaching profession has had a small increase – up from 8.1 percent in 2014-15 to 10 percent in 2020-21.

The Legislature is considering SB 274 An Act Concerning Minority Teacher Recruitment And Retention, which will conduct a study to analyze the effectiveness of existing minority teacher recruitment and retention programs and SB 1 An Act Concerning Childhood Mental And Physical Health Services In Schools, which establishes a minority teacher candidate scholarship program.

Racial/ethnic students of color have increased from 44 percent in 2015 to 50.1 percent in 2020-21. There are 47 districts that have 20 or more non-English languages spoken. In Connecticut, schools that have 20 or more students who are not proficient in English and speak the same language are required to offer a program

See RECOMMENDATIONS page 6

See CONDITION OF EDUCATION page 7

April Showers…

April promises to be a hectic month at the Capitol, as the Legislature moves to its mandatory adjournment on May 4. CABE’s recent Day on the Hill, held virtually, provided the opportunity for board members and superintendents to focus on the key issues impacting education that are most likely to move forward in the final month of the legislative session. While there will likely be minor adjustments to the state budget, the framework for the two-year budget has already been put in place during the 2021 Legislative Session. Providing resources to address the mental health needs of students is a top priority for many legislators.

Many bills are amended multiple times during the final weeks of the session. Vigilant advocacy is critically important.

Recommendations for Recruiting, Retaining Educators of Color Robert Rader

Executive Director, CABE

Connecticut has long attempted to raise the percentage of educators of color in the State. It is now at 10 percent, while more than half of all students are of color.

There are a number of State- or RESC-led attempts at raising that percentage [see sidebar]. One of CABE’s 2022 Legislative Priorities includes urging the Legislature to support programs attracting, training, hiring and retaining educators from diverse backgrounds.

At its February 2022 meeting, the CABE Board of Directors’ Ad Hoc

inside

Patrice McCarthy

Deputy Director and General Counsel, CABE

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Culturally The Board Your CABE/ Responsive Chair and the CAPSS Convention Education: a Superintendent Committee Key to SEL Gains Working Together Hard at Work

81 Wolcott Hill Road Wethersfield, CT 06109-1242

Connecticut Association of Boards of Education Inc.

Periodical Postage PAID Hartford, CT

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The Journal – Connecticut Association of Boards of Education | April, 2022 PRESIDENT COMMENTARY

Addressing Absenteeism Liz Brown

President, CABE

Recently, in my role as CABE President, I attended an editorial board meeting with the New London Day where, among issues we discussed, was the problem of absenteeism and, particularly, how that has been magnified by the COVID-19 pandemic.

My own district of Waterbury has long been focusing on improving the opportunities for students who have had trouble with regular attendance.

There is no question that children who are absent from school suffer in terms of their academic achievement, as well as other benefits of regularly attending school. In the case of communities like Waterbury, school is often one of the most stable parts of a child’s life, providing for their physical and social-emotional wellbeing, as much as their academic progress.

We learned long ago that you can’t “punish” children (or their parents) to get compliance. You cannot simply force a child to go to school. There are many underlying causes of student absences, and it is oversimplifying it to just assign blame.

My school district has built strong relationships with parent and community partners to approach absenteeism in a holistic manner. Each school has a chronic absenteeism team that assesses the needs of the student and the fami-

ly. Home visitation is a critical component to understanding WHY a student is not attending school. Schools embrace a child’s socio-economic background and shore up services to meet those needs. Each school has a parent liaison that bridges the family and the school community.

Students are faced with many challenges: unsafe neighborhoods, caring for siblings and stepping up to take jobs to supplement family income exacerbated by the COVID epidemic.

The social emotional toll on families facing sickness and even death from COVID has directly impacted a child’s ability to learn and thrive.

Before COVID, Connecticut’s absenteeism rate was around 12 percent. Since COVID, that number has doubled to 24 percent this year.

Among high-risk children, the numbers are more alarming. The number is thirty percent among English-learners, students with disabilities and those poor enough to qualify for free lunch. Among children who are homeless, 56 percent were chronically absent.* In communities like Waterbury, and other major urban districts, this is a significant number of the children we are charged with providing for.

So, if the answer isn’t demanding stricter compliance what can we do?

First and foremost school districts are reimagining school mission and

Leonard Lockhart (Windsor), CABE First Vice President, testified at the Appropriations Committee public hearing on February 17.

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 values focused on what students need to fully participate in their educational experience. Look at the whole child, physically, emotionally and mentally.

In Waterbury, we are using some of our federal COVID relief funds to augment existing services to reach out to absent students individually and to collaborate with community groups and agencies to attack the core reasons for absenteeism on multiple fronts.

We have established opportunities for mental health workers and police officers to team up for home visits of chronically absent students to work with families to solve their individual challenges.

We have set up a task force to review school schedules so we can start to provide alternative options for students who have not been successful with the traditional school day. Alternative school schedules can help lure back students who must work during daytime hours or must pitch in with child care duties for working parents.

We have also realized that, to keep students in classrooms, we must provide more opportunities to study what interests them most, while expanding the career pathways available in our high schools to include more options for students who are not college bound.

If we are going to provide opportunities for all children to be successful, we must be less rigid in our approach to teaching. We need to consider the whole child (and families) if we are truly going to overcome the increased deficits caused by COVID-19.

We must find ways to reengage those students who have checked out, either physically, or mentally.

Educators have known for a long time that we need to teach children the way they learn, not force them to learn the way we teach. This paradigm is the new “reimagined” school! *As reported in The Washington Post article Best on All Sides, Public Education Faces Crisis of Epic Proportions, January 31, 2022.

EXECUTIVE COMMITTEE Elizabeth Brown | President, Waterbury Leonard Lockhart | First Vice President, Windsor Meg Scata | V ice President for Government Relations, Portland John Prins | V ice President for Professional Development, Branford Lon Seidman | Secretary/Treasurer, Essex Donald Harris | I mmediate Past President, Bloomfield Christopher Wilson | Member at Large, Bristol Lydia Tedone | NSBA Director, Simsbury AREA DIRECTORS Marion Manzo | Area 1 Director, Region 15 Douglas Foyle | Area 2 Co-Director, Glastonbury Tyron Harris | Area 2 Co-Director, East Hartford Jay Livernois | Area 4 Director, Woodstock Academy Dan Cruson | Area 5 Director, Newtown Janice Cupee | Area 6 Co-Director, Stratford Lee Goldstein | Area 6 Co-Director, Westport George Kurtyka | Area 7 Co-Director, Derby Robert Guthrie | Area 7 Co-Director, West Haven Lon Seidman | Area 8 Director, Essex Carol Burgess | Area 9 Co-Director, Montville Bryan Doughty | Area 9 Co-Director, New London ASSOCIATES Eileen Baker | Associate, Old Saybrook Ann Gruenberg | Associate, Hampton Anthony Perugini | Associate, Cheshire Robert Mitchell | Associate, Montville Robert Trefry | Associate, CT Technical High School System Joseph Wilkerson | Associate, Bloomfield COMMITTEE CHAIRS Becky Tyrrell | Chair, Federal Relations, Plainville Ethel Grant | Chair, Resolutions, Portland Christopher Wilson | Chair, State Relations, Bristol CITY REPRESENTATIVES John Weldon | City Representative, Bridgeport Yesenia Rivera | City Representative, New Haven Andy George | City Representative, Stamford STAFF

Robert Rader | Executive Director Patrice McCarthy | Deputy Director and General Counsel Nicholas Caruso | Senior Staff Associate for Field Services 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 and Communications Conrad Vahlsing | Staff Attorney Teresa Costa | Coordinator of Finance and Administration Pamela Brooks | S enior 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

CABE Journal (ISSN 1092-1818) is published bi-monthly by Connecticut Association of Boards of Education, 81Wolcott Hill Road, Wethersfield, CT 06109. Periodicals postage Paid at Hartford, CT.” POSTMASTER: Send address changes to The CABE Journal, CABE, 81 Wolcott Hill Road, Wethersfield, CT 06109-1242. CABE membership dues include $30 per person for each individual who receives The CABE Journal. The subscription rate for nonmembers is $75.

Association members 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.

The Journal – Connecticut Association of Boards of Education | April, 2022

CABE Affiliate Members

EXECUTIVE DIRECTOR COMMENTARY

SEL: Not Just for Kids Anymore!

Robert Rader

Executive Director, CABE

BUSINESS AFFILIATES VALEDICTORIAN Connecticut Business Systems – A Xerox Company Finalsite SALUTATORIAN

Berchem Moses PC Shipman & Goodwin HIGH HONORS

Pullman & Comley HONOR ROLL ESS JCJ Architecture Newman/DLR Group SCHOLAR Brown & Brown Chinni & Associates, LLC Coordinated Transportation Solutions Dattco, Inc. Kainen, Escalera & McHale, P.C. The Lexington Group Public Agency Retirement Services (PARS) The S/L/A/M Collaborative Zangari Cohn Cuthbertson, P.C.

EDUCATIONAL AFFILIATES American School for the Deaf Area Cooperative Educational Services (ACES) Capitol Region Education Council (CREC) Connecticut Arts Administrators Association Connecticut Association of School Business Officials Connecticut School Buildings and Grounds Association Connecticut School Counselor Association Connecticut Technical High Schools Cooperative Educational Services (C.E.S.) EASTCONN EdAdvance Explorations Charter School Integrated Day Charter School ISAAC LEARN Live Girl Odyssey Community School, Inc. Relay CT

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As indicated in the graph from the State Department of Education (see page 13), over $80 million of the $1.7 billion from Connecticut Elementary and Secondary Emergency Relief (ESSR) funding is being used to support Priority 3 of SDE’s five priorities for use of the money: Social, Emotional, and Mental Health of the Students and of our School Staff. Social-Emotional Learning (SEL) is one of the most important assets in our back-toschool backpacks.

The Hechinger Report’s Caralee Adams recently wrote about methods for schools to be successful in this area.* She reminds readers that the ESSR funds will dry up by 2024, unless Congress expands the time frame and provides further funding. With the interest in this area of parents and educators, it may require state and local investment to continue this work.

Here are the 10 ways she suggests managing SEL programs: Take a systemic approach.

“Include school administrators, teachers, support staff, bus drivers, cafeteria workers and all students in SEL activities.” Every member of staff should understand the importance of SEL and how to embed it in their student and staff activities.

Make it a clear priority.

SEL should not be seen as an “addon” for staff. It should be seen as “part of the core curriculum.”

Emphasize adult well-being.

Students will do better if the adults in the system are doing well. “Experts say when adults have a healthy attitude toward SEL, lessons are less rote, and conversations with kids can be more meaningful.”

Select evidence-based programs and lean into data.

The use of “high-quality, proven approaches is essential to getting results.”

Include all grades.

Instruction in SEL should include high school as well as elementary and middle school students.

Integrate SEL in the daily routine.

The Collaborative for Academic, Social, and Emotional Learning, better

known as CASEL, “promotes three signature practices: Open each class with welcoming inclusion activities; embed engaging strategies (including brain breaks to anchor thinking and learning); and end each activity on an optimistic note. These practices can be incorporated into staff meetings, to reinforce the concepts for everybody in the building.”

Promote continuity and build on concepts.

Just as with other subjects, teaching SEL tools should build from the lower grades to higher ones.

Be aware of the complexities of diverse communities.

Students have gone through different emotional and social trauma over the last few years. “Schools are not always equipped to address their needs nor are teachers trained adequately to respond. Educators should invite input on the content and guidance for interacting with students from parents and students, especially those from diverse communities.”

Customize carefully.

While not changing the core aspects of SEL, understand the needs of your students.

Clearly communicate with parents.

As with so many other subjects in America, in some quarters, SEL has become politicized. It is important that parents understand what SEL is to get their support to be successful. Address misconceptions.

I asked Michelle Doucette-Cunningham, Executive Director at Connecticut After School Network, member of the SEL4CT Steering Committee and Chair of the Willington Board of Education for her thoughts on the ten ways. Her response: “Social emotional learning provides the skills that are necessary for kids’ brains to be receptive to all other types of learning. The science of learning and development shows us that SEL skills are truly the foundation of all further academic success. The ten steps are a great synopsis of how to best implement SEL. I hope that my fellow board chairs consider how they can implement some of these best practices in their districts. In particular, I think the ad-

vice to start with adults is essential.

We have to support our staff and teachers well-being so they can be able to support students’ needs right now. I also would include the need to support superintendents’ well-being, since they are the individuals closest to our work, and also the ones under extreme pressure over the past two years.”

SEL should not be limited to students. Teachers continue to feel the strain the last two years has brought.

Media, including the CEA Advisor, have discussed the difficulties teachers have faced, including staff shortages, masking issues and other concerns.

We also have seen articles about the challenges facing guidance counselors, social workers, bus drivers and other staff.

American Adults

Nearly one in five American adults have a diagnosable mental health condition in any year according to Mental Health America.** It is no surprise that over last two years, with COVID concerns (masking, vaccinations, testing, etc.) and divisive political issues (CRT and curriculum issues) leading the news, anxieties and frustration have appeared to skyrocket in the school community.

There has long been a stigma about seeking mental health help in our society.

This stigmatization has prevented countless individuals from getting help over the years. It will take years for us to undo this “dishonor”.

But, we can help do it.

Whether you are a Board Member, Superintendent or any other member of our school community, do not hesitate to seek help if you need it. Reach out, in an appropriate manner, if there are others you know who could use help.

We can help undo the stigma and make getting help for emotional See SEL page 13

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The Journal – Connecticut Association of Boards of Education | April, 2022 See You in Court – The Nutmeg Board of Education

Proxy Voting and Rising Fuel Costs 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.

For some years, veteran member Bob Bombast has not worked, living off a trust fund and devoting his ample free time to the doings of the Nutmeg Board of Education. However, with some wild fluctuations in the stock market and uncertainty as to his nest egg, Bob went out and got a job. Mr. Superintendent congratulated Bob on his new job, and quietly breathed a sigh of relief that Bob would now back off and just let him do his job.

It was not to be. Bob wrote to his fellow Board members and to Mr. Superintendent to say that, given the significant demands of his new job, he would not be able to attend many of the Board meetings. However, he went on, he planned to study the agenda for the Board meetings carefully, and he would be sending his vote on the action items in by email.

Bob’s new plan was put to the test at the very next meeting. Prior to the meeting, he emailed his ally, fellow Board member Penny Pincher, with his votes on the various action items on the agenda. Penny dutifully printed a copy of the email for the Board clerk, and came prepared to the meeting.

The first action on the agenda was appointment of personnel. As to this item, Bob’s email conveyed his agreement with each of the appointments recommended by the Superintendent, except for one. When the Board reached that item on the agenda, there was little discussion, and Ms. Chairperson called the vote. When it was her turn, Penny voted in favor of each of the persons nominated for appointment. As Ms. Chairperson then started to ask the next Board member for his vote, Penny interjected, “Wait! There is more. Bob Bombast votes in favor of each of these appointments except for the nomination of Joe Broom for the Director of Maintenance position.

Bob asked me to explain that Joe is his second cousin, and he will be abstaining from voting on Joe’s appointment.

But Bob also wants the other Board members to know that he thinks that

Joe is the perfect fellow for this position, because he is really good at fixing things, as he has seen at family events.”

“Point of order!” Board member Mal Content interrupted. “What’s this with the proxy voting? If Bob cannot find the time in his ‘busy schedule’ to get here like the rest of us, he certainly can’t vote.”

Before Ms. Chairperson could rule on Mal’s point of order, Penny started waving the email from Bob around, telling anyone who would listen that she had Bob’s votes in black and white.

Moreover, Board member Red Cent offered his two cents that things will go a lot more smoothly if the Board just lets Bob vote by email so that the Board won’t have to listen to Bob blathering on over every issue. Ms. Chairperson agreed, declaring Bob a “yes” vote on all the appointments except for that of Joe Broom, which she marked as an “abstention.”

The meeting went on, and Penny cast Bob’s votes on the other agenda items as the Board moved through its agenda. But Mr. Superintendent asked that the Board add an item to the agenda. With the spike in fuel prices, Mr. Superintendent reported, it had been necessary immediately to transfer $200,000 from the substitute account to cover the higher fuel prices.

Board member Red Cent expressed concern because, high fuel prices or not, teacher absences are a continuing problem for the Board, and he asked Mr. Superintendent exactly how the district would pay for substitutes if the account for that purpose is depleted.

“Too late!” Mr. Superintendent responded. “I already made the transfer. I just wanted the Board to know about it.” Should the Nutmeg Board of Education worry?

• • • • • • • • • • • • • • • This meeting of the Nutmeg Board of Education actually gives the Board a lot to worry about. Taking the last issue first, Mr. Superintendent should read Conn. Gen. Stat. § 10-222.

That statute governs the budget and expenditure process for local boards of education in Connecticut.

Significantly, Section 10-222 provides that the appropriations municipalities make to boards of education may be expended “by and in the discretion of the board of education.” Moreover, in exercising that discretion, boards of education are authorized to transfer

funds from one line item to another.

The statute defines “item” for purposes of transfers broadly: “For purposes of this subsection, . . . “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.”

That said, the statute now includes special rules regarding budget transfers, rules that Mr. Superintendent may not have followed. The basic premise of Section 10-222 in this regard is that, given the responsibility of boards of education for overseeing expenditures as the year progresses, boards of education should make any necessary budget transfers from one line item to another except in emergencies. The statute further provides that boards of education may “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 and a written explanation of such transfer shall be provided to the legislative body of the municipality.” Given these requirements, boards of education should keep two things in mind. First, they are well-advised to define “line items” broadly as permitted by the statute so that line item transfers are rarely necessary. Second, as long as boards of education themselves make necessary transfers, the special announcements and notifications required by the statute will not be required.

Besides the budget transfer issue, the Nutmeg Board had to deal with two issues raised by Bob Bombast’s efforts to participate in its meeting through Penny Pincher by proxy. It is perhaps intuitively obvious that board of education members cannot vote by proxy. However, it may be helpful to discuss why that is so. Boards of education make their decisions through a deliberative process, whereby the members share their thoughts and perspectives through the discussion that precedes a board vote. When Bob “voted” by email in advance of the meeting, he had not heard any of the See PROXY VOTING page 6

The Ninth Edition – Now Available!

A Practical Guide to Connecticut School Law

by Thomas B. Mooney, Esq. Shipman & Goodwin

CABE is delighted to announce that the Ninth Edition of Tom Mooney’s Practical Guide to Connecticut School Law is now available.

PRICING: CABE Members: $54.99; CABE Non-Members: $79.99; Students: $44.99 There have been many changes in school law in the last few years, and the Ninth Edition has been extensively revised to provide updated guidance on the legal issues that govern our schools. Changes include descriptions and commentary on:

• Changes in teacher evaluation and teacher tenure.

• New rules regarding employee background checks.

• New requirements concerning student data privacy.

• New rules for suspension, expulsion and alternative educational opportunities.

• Revised requirements governing seclusion and restraint.

• The new “Every Student Succeeds Act” and how it has changed “No Child Left Behind Act” requirements.

• The CCJEF case and ongoing litigation over equal educational opportunities.

• The Minimum Budget Requirement and new duties to collaborate with town officials.

• A host of other changes in the rules that boards of education and school administrators must follow.

The Journal – Connecticut Association of Boards of Education | April, 2022

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It’s Personal Relationships fuel success.

We earn your trust by taking your success as personally as you do.

However you define value, Shipman delivers.

Shipman’s school law lawyers have over 50 years of experience, and represent over 100 public school districts, as well as public school member organizations and associations, on the broad range of legal issues that school districts confront. We call on lawyers experienced in school law, special education, employment law, labor relations, intellectual property, data privacy, construction and environmental issues, and business contracts to provide effective and efficient legal assistance for our clients.

It all adds up to a relationship that delivers added value for each of our school district clients.

Our Practice Group Co-Chair, Tom Mooney, has written A Practical Guide to Connecticut School Law, a comprehensive treatise on Connecticut school law, published by CABE and used by teachers, administrators and board of education members throughout the state.

Education is a core focus of our law firm.

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The Journal – Connecticut Association of Boards of Education | April, 2022

RECOMMENDATIONS

(continued from page 1)

be flexible as necessary as they try to diversify their staff. This work must be a key value of the district.

• Quality of life is what will be important to many candidates for recruitment. It isn’t necessarily about the money, but, see below.

• They need to feel they are “wanted and valued”. That culture must be established, especially if the district wants to retain the teachers once they’re hired. African-American candidates will come to an overwhelmingly white district… if they feel they are valued.

• Part of developing the culture is to provide mentors and to introduce them to real estate agents, barber shops (or beauty salons) and to help them

make contacts with a relevant church. It is not enough to tell them where the things that are important to them can be found—introduce them to people who can help feel comfortable. [Before COVID, a well-known school district human resources specialist told a workshop that I attended that finding the right place to take care of hair is one of the most important personal concerns of African American women to ensure they feel comfortable.— RR] • Some candidates, especially those from the South, have said that New England is “cold”, not only in temperature in the winter, but the culture in general. So, to balance that, we need to provide incentives like reciprocity and flexibility.

• People of color “are not monolithic”. Not all want the

The CABE DEI Committee met on February 23 with guest speaker Dr. Terrell Hill, Superintendent, Windsor.

PROXY VOTING

(continued from page 4)

discussion, and that discussion could

well have changed his vote. Accordingly, board of education members should hear the discussion before they vote. Indeed, when board members

Did You Know? for:

For the price of CABE dues, your board and superintendent are eligible

• Unlimited advice on key educatonal issues from knowledgeable, expert professionals who have great experience helping boards better serve their communities.

• Access to our network of school board members across the State for their advice and recommendations on issues before you, including special email groups for board chairs and Alliance districts.

same things; not all, for example, want to teach in an urban district.

•T eachers, especially those of color, need help repaying school loans. [One study said that these loans to African-American teachers, who needed them to get through higher education, “feel like a lifetime debt sentence”.*] • I t is no longer merely about the money. Ideas of teachers making a mere $20,000 a year are very outdated. Educators make a lot more than that, today, and have other excellent benefits.

•E xplain that the quality of life will be far better than those in private industries or businesses.

Sell the great things about teaching: “you can change the world.”

CABE First Vice President Leonard Lockhart (Windsor) noted that these ideas can apply to bringing in educators of all cultures. “People will work for those who value them — and show it.”

Immediate Past President Donald Harris (Bloomfield) told about how attempting to bring candidates of color did not work years ago – those hiring did not do a good enough job in helping new teachers adjust to moving to Connecticut and CABE Resolutions Chair Ethel Grant (Naugatuck) stated that “get all teachers on board” and they’ll be the best cheerleaders for the district.

Dr. Hill provided the Committee with recommendations that may require a rethinking of how districts go about this work. There is not one simple solution that will work in all Connecticut districts in recruiting and retaining great educators of color.

However, this work is best done when all members of the school participate in meetings remotely, they should always be “present” for prevote discussions before they should be permitted to vote.

Finally, Bob violated a basic rule that applies to conflicts of interest.

Appropriately, Bob disclosed that Joe Broom is a relative, which could cause him to abstain from voting. A family relationship could either impair objective decision-making or create the appearance of conflict, either of which could cause a board of education member to abstain. However, Bob erred when he went on to speak in favor of the candidate. Given that board of education decision-making is a deliberative process, comment by a

community – teachers, administrators, parents and school board members, are committed to this critical effort. *See Education Trust’s Jim Crow Debt: How Black Borrowers Experience Student Loans, October 20, 2021.

Programs Led by the SDE Talent Office There are a number of programs led by SDE’s Talent Office that are aimed at increasing the number of teachers of color, including:

EDUCATORS RISING More information can be found at educatorsrising.org/ growyourown.

NEXTGEN EDUCATORS

More information is available at https://portal.ct.gov/-/ media/SDE/Talent_Office/ CCSU_NextGen_Educators.pdf.

RESC ALLIANCE

More information can be found at www.crec.org/c/trp

RELAY

More information can be found at www.relay.edu/location/ connecticut

HIGHER EDUCATION TEACHER RESIDENCY PROGRAMS More information can be found at ohe.arc@ct.gov board member on a matter involving a conflict of interest could affect the result in the same way a vote could.

Therefore, when a board member has a conflict of interest, he or she should abstain. As they choose, board members can explain that there is a conflict, but they should not comment on the merits.

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. Shipman & Goodwin is a CABE Business Affiliate.

The Journal – Connecticut Association of Boards of Education | April, 2022

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CABE: Advocating on Your Behalf Sheila McKay

Sr. Staff Associate for Government Relations, CABE

During the 2022 General Assembly session, CABE has asked questions/offered thoughts on bills on the

behalf of school districts: If schools have to close for the day because they are above or below the ASHRAE Standard 62 (temperature range) for more than two hours will buses be available? Will parents be

home?

Towns will need to approve funds for HVAC, if they don’t, they can’t comply with mandate to have HVAC. Will the legislature fully fund the special education excess cost reim-

from the Condition of Education 2020

CONDITION OF EDUCATION

(continued from page 1)

of bilingual instruction in the following school year.

The Legislature is considering HB

5280 An Act Concerning The Provision of Bilingual Education in Connecticut, which would establish a dual language seed grant program for five districts and increase the per pupil grant funding for bilingual education. Last year

the Legislature increased the English Language learners weighting in the ECS grant formula by 10 percent.

The report also reviews performance of students during the pandemic and school climate and instruction.

bursement grant?

Lowering the multiplier in the special education excess cost reimbursement grant will have more students eligible but even more unpredictability in the district’s budget if the grant isn’t fully funded.

Given the deadlines, how will districts create their truancy intervention policies?

SDE is to create a truancy intervention model by 7/1/23. Districts have to create their policy based on that model by 7/1/23. The dates need to be reconsidered.

Can virtual meeting options continue?

Virtual meetings should remain an option, not a mandate.

“ Leadership is at its best when we supply hope, not just fuel despair.

When we encourage, not discourage.

When we unite, not divide.

When we construct, not destroy.”

– Korn Ferry as quoted in the newsletter

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The Journal – Connecticut Association of Boards of Education | April, 2022

THE POLICY CORNER Patrice McCarthy

Deputy Director and General Counsel, CABE

Maintaining Civility at Public Meetings There have been an unprecedented number of situations around the country and in Connecticut, where boards of education have faced disruptions to their public meetings.

In some cases, the board of education has been forced to adjourn the meeting without conducting the business of the board, or has required a police presence to ensure the safety of the board members and staff. The issues that prompted the disruptions are many, with decisions about local mask requirements, curriculum issues, and social and emotional support for students among the most prevalent issues.

Most boards of education have bylaws or policies that address the protocol for public participation at board meetings. These policies set out the general parameters, such as the length of time that an individual may speak, and the need for civility and respectful conduct. Some boards provide for public participation at the beginning of the meeting related

to agenda items, and a second opportunity at the end of the meeting to comment on other educational issues.

The Chair of the board of education plays a critical role in setting the tone that promotes civility in the board’s meeting room. Other members of the board play an important role in supporting the efforts of the Chair to de-escalate conflicts and maintain civility.

The following tips can help all board members maintain a civil atmosphere in public meetings: • speaking in a calm, firm voice to promote confidence and respect • maintain neutral facial expressions and body language (even while wearing a mask as rolling of eyes can be seen) • engage in active listening when members of the public or fellow board members are speaking • resist engaging in a conversation with a speaker during public comment. Staff will follow up to

address any specific concerns.

Some boards of education read a statement at the beginning of each board meeting describing the role of the board, the mission of the school district and the protocol for public comment.

CABE and the Connecticut Conference of Municipalities recently offered a webinar Let’s Keep It Civil: How to Lead Public Meetings in Contentious Times. Shannon Hiller, Executive Director of the Bridging Divides Initiative at Princeton University offered tools, based on national research, that are effective in de-escalating contentious situations.

The key principles she recommended are: •p lan ahead – monitor social media to help anticipate divisive issues, engage with community groups and leaders who can support de-escalation • e mphasize the shared values and expectations

• enforce rules consistently and fairly The principles Shannon outlined were carried over in a panel discussion featuring Cheshire leaders – Board of Education Chairman Tony Perugini; Superintendent Jeff Solan and Town Manager Sean Kimball.

They emphasized the importance of communication and collaboration on an ongoing basis among local officials, including with law enforcement.

Keeping public comment productive and safe for those with various perspectives on issues is critical to civic engagement for all public bodies. When emotions are high, the chairperson, supported by other members has the responsibility to educate, empathize and enforce expectations.

You can access a recording of this webinar at https://www.youtube.com/ watch?v=wQ3gz2fm4sg.

There when you need us for: •C risis Communications • Working with the Media •S chool Board Messaging and Professional Development •M edia Training and School Board/ Administrator • Presentation Skills • Full Video Storytelling Capabilities •S ocial Media Management and Strategies

Ann Baldwin, President

860-408-1580 | baldwinmedia.net ann@baldwinmedia.net

The Journal – Connecticut Association of Boards of Education | April, 2022

9

VIRTUAL CABE DAY ON THE HILL – MARCH 10

CABE Deputy Director and General Counsel Patrice McCarthy and CABE Sr. Staff Associate for Government Relations Sheila McKay, presented the Virtual CABE Day on the Hill with the support of CABE Administrative Associate for Government Relations Gail Heath.

Board members and superintendents from across the state participated in the Virtual CABE Day on the Hill.

Ranking members of the Education Committee Sen. Eric Berthel and Rep. Kathleen McCarty shared comments with board members and superintendents in attendance.

Culturally Responsive Education: A Key to SEL Gains Robert Rader

Executive Director, CABE

We’ve long known that having diverse educators is beneficial for all students. As Education Trust’s Senior P-12 Data and Policy Analyst Eric Duncan stated in July, 2021, “research is clear on the social-emotional benefits and academic gains all students make when taught by teachers of color — and the transformative impact these teachers can make for students of color.”* By enabling all students to see people of color in positions of authority, such as teacher, superintendent and, yes, school board member, students learn to relate to others as they prepare to enter the workplace, college or the armed forces.

In an article in the February 23rd Education Week, this was supported

by a new study which specifically linked teachers of color to “Social-Emotional Academic Gains for All Students.” As explained by author Madeline Will, the study showed that, “Teachers of color tend to bring specific practices and mindsets into the classroom that benefit all students… the latest addition to the body of research that emphasizes the importance of recruiting and retaining these teachers, who make up just 21 percent of the workforce”. [Ten percent in Connecticut—RR.] According to Will, the study was written by David Blazar, an assistant professor of education policy and economics at the University of Maryland.

It was based on data involving 4th and 5th grade teachers from four East Coast school districts. He looked at “their students’ academic, social-emotional, and behavioral outcomes, as

well as observational data and surveys to gauge teachers’ mindsets and practices.”

The study indicated “that teachers of color are linked to positive academic, social-emotional, and behavioral student outcomes and finds that these effects are driven, at least in part, by mindsets and practices aligned to what’s known as culturally responsive teaching.”

Such teaching is, according to Blazar, based on the belief “that all students can learn, so they are more likely to hold students to high expectations.

They are more likely to build relationships with students’ families, so they understand students’ culture and can bring that into the classroom. They also work to differentiate their instruction by providing varied supports for all students to succeed.”

Blazar reported that when “upper

elementary students are randomly assigned to a teacher of color, they are better at completing tasks and are more engaged, score higher on endof-year math and English/language arts test scores, and attend school more frequently. This effect holds true for both students of color and white students, and the effects on test-scores and chronic absenteeism persist up to six years later, when the students are in high school.”

Blazar believes that the large impact of teachers of color is partly due to more of them practicing culturally responsive teaching. He found that “teachers of color are more likely than their white colleagues to view student intelligence as malleable instead of fixed, build relationships with students and See SEL GAINS page 11

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The Journal – Connecticut Association of Boards of Education | April, 2022

The Journal – Connecticut Association of Boards of Education | April, 2022 SEL GAINS

(continued from page 9)

their families, spend more time differentiating their instruction to fit individual students’ needs, and lead well-organized classrooms.

All are components of culturally responsive teaching.”

Of course, white teachers can also apply precepts of culturally responsive education. However, the study found that “they are less likely to do so than teachers of color”.

This is especially important to note as we read about what is happening in other states. For instance, in Virginia, Governor Glenn Youngkin’s Department of Education “is getting rid of dozens of equity and diversity resources, he says promotes divisive concepts,” including “the culturally responsive website that creates a curriculum that responds to the social and cultural needs of students.”** In the same issue of Education Week that included Will’s article, other less than hopeful stories discussed: an array of topics that cannot be taught in in some states, how politics are straining parent-school relationships

and that teachers are losing hope that this would be a year to help students catch up. Such negativity across the country must have an effect on staff and students.

Culturally Responsive Education in Connecticut

Connecticut has taken a very different tack on cultural responsiveness.

In February 2021, the State Board of Education adopted a revised Position Statement that included the following: “The Connecticut State Board of Education supports and affirms the importance of a culturally responsive education for all students.

Moreover, the Board will continue supporting and promoting comprehensive culturally responsive programs that implement anti-bias and racially conscious education. Such programs must account for students whose identity is not always represented as part of the mainstream curriculum, such as race, ethnicity, sexual orientation and gender.”

That statement was followed by a Joint Statement of CABE, CAPSS, CAS, CEA, AFT-CT and SDE. The organizations pledged to build “a cultur-

ally sustaining and responsive education system that fosters our children’s cultural awareness and development.”

Continuing to strengthen an education system by taking into account the many cultures in our schools and using this diversity to provide more personalized learning will be to the benefit of all of our students. Sending that message to our school communities, parents and students will, in the end, lead to more well-rounded, thoughtful and caring graduates.

11 *The Education Trust “is a national nonprofit that works to close opportunity gaps that disproportionately affect students of color and students from low-income families.” **“Youngkin Eliminates School Equity Initiatives in Long List of Programs VA Superintendent Calls ‘Divisive’”; WTKR; Head, Leondra; Feb 28, 2022, Scripps Media, Inc.

CABE State Relations Chair Chris Wilson (Bristol) testified on the need to remove the cap on the special education Excess Cost Grant.

Current Vacancies: Assistant Superintendent of Schools REGION 1

MARY BRODERICK, ED.D SENIOR CONSULTANT

Superintendent of Schools SOMERS PUBLIC SCHOOLS

For more information contact

CABE Search Services

81 Wolcott Hill Road, Wethersfield, CT 06109

860-608-1763

Equal Opportunity Employer

New contract awards

For more information, visit www.crec.org/marketplace

What will CABE’s

Connecticut Online Policy Service (COPS) provide YOUR district?

• A policy manual updated within days of a board meeting • Access to your policy manual 24/7 anywhere with Internet capability • Time saving 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

12

The Journal – Connecticut Association of Boards of Education | April, 2022

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:

B y promoting public education: z Participated in a meeting of the WhatWillOurChildrenLose (WWOCL) Coalition (CABE, CAPSS, CAS, CASBO).

B y ensuring members receive the most up-to-date communications: z Hosted CABE Area Directors’ meeting. z Participated in SDE Partners (CABE, CAPSS, CAS, CEA, CTAFT) meetings on COVID-19 Guidelines. z Prepared materials, as part of the Custom Policy Service, for Ansonia, Region 15 and Preston. z Revised policies in the master resource file of policies and in the online Core Manual.

B y helping school boards to increase student achievement: z Sent two issues of “Policy Highlights” via e-mail list serve. A “special edition” issue covering the end of the face mask mandate for Connecticut schools which included new policy language. Maintaining civility at a public meeting issue was also

covered. z Provided a presentation on CABE’s Lighthouse training program for the Bozrah Board of Education.

B y helping districts operate efficiently and conserve resources: z Posted policies online, as part of the C.O.P.S. Program for Bethel, Bolton, Branford, Derby, East Hampton, East Windsor, Griswold, New Fairfield, New Hartford, Somers, Westport, Woodbridge and the CABE Core Manual.

B y attending Professional Development to strengthen staff knowledge and skills. z Attended NSBA State Association Counsel meetings. z Attended CCSU webinar on communications.

and Support (EES) Council meeting. zR esponded to 36 requests for policy information from 18 districts.

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 were those pertaining to face masks, electronic board of education meetings, bullying, sexual harassment and exit interviews.

z Participated in Anti-Defamation League (ADL) Education Committee, Board meeting and New Member Orientation. z Attended CREC/CABE/HASA Legislative breakfast.

zP rovided a Roles and Responsibilities and goal discussion workshop for the Seymour Board of Education.

z Participated in NSBA First Monday call.

B y providing services to meet member needs: z Met with Alan Bernstein of Cambridge International on its education programs.

z Hosted a Board Chair Check-In and Update on new COVID-19 Guidelines.

z Provided a webinar on Board Meeting Basics.

z Provided Virtual Day on the Hill.

z Facilitated panel on Leading Public Meetings for CABE/CCM webinar. z Revised policies, as part of the Custom Update Policy Service, for East Windsor, New Fairfield, New Hartford, and East Hampton. z Assisted Region 1 with its Assistant Superintendent search. z Provided a workshop on board communications with the Colebrook Board of Education. z Facilitated a board self-evaluation for the Union Board of Education. z Responded to a variety of legal inquiries from members. z Staffed CABE/CAPSS Convention Committee meeting.

B y representing Connecticut school boards on the state or national level: CABE VP for Government Relations Meg Scata (Portland) testified in support of legislative proposals that address student mental health needs on February 25.

z Attended National Skills Coalition meetings, including follow-up meeting with the Campaign for a Working Connecticut.

z Attended National Affiliation of Superintendent Searchers (NASS) meeting.

z Facilitated East Hartford Board of Education roles and responsibilities retreat.

z Attended SDE Educator Evaluation

z Attended SDE/DPH Tuesday morning meetings.

zP rovided a Roles and Responsibilities workshop for the Monroe Board of Education.

y helping school boards B to increase student achievement:

z Hosted CABE Board of Directors Ad Hoc Committee on Diversity, Equity and Inclusion (DEI) meeting.

Executive Director Dr. John Heim.

z Participated in meeting of state association executive directors and NSBA

z Hosted and facilitated, with the Connecticut Conference of Municipalities (CCM), webinar: Let’s Keep It Civil: How to Lead Public Meetings in Contentious Times Webinar. z Prepared testimony on education issues for Appropriations, Education, Children, Public Health, and Planning and Development Committees. z Discussed school health and safety measures with FOX61 and print media. z Participated in CABE Area 2 and 9 legislative breakfasts. z Met with CCM and other municipal advocates to discuss legislative agendas. z Participated in Aspiring Special Education Leaders Steering Committee. z Attended Friends for Equity in Avon Schools forum on curriculum censorship and book banning. z Attended State Board of Education meeting. z Chaired the Digital Learning Advisory Council for the Connecticut Commission for Educational Technology and attended Connecticut Commission for Educational Technology meeting. z Attended several Discovering Amistad Board of Directors meetings. z Participated in New England School Public Relations Association (NESPRA) Executive Board meeting.

The Journal – Connecticut Association of Boards of Education | April, 2022

13

The Board Chair and the Superintendent – Working Together Nick Caruso

Sr. Staff Associate for Field Service and Coordinator of Technology, CABE

Because of the nature of the work that the superintendent and board chair do together, they must develop a different relationship than “regular” board members and the superintendent. They need to work together to ensure the agenda meets the needs of the board, with the superintendent often relying on the chair for guidance in preparing information for the board.

This relationship can sometimes be a source of contention, either between the chair and superintendent or between the board and the chair/ superintendent team.

Sometimes there is disagreement between the board chair and the superintendent about how they should communicate. The chair may expect the superintendent to respond immediately any time he or she gets a call from the chair. I’ve seen chairs drop in unannounced and expect the superintendent to drop everything they are doing to discuss whatever is on the chair’s mind. I’ve also heard from superintendents that some chairs are too disengaged and leave too much to the superintendent. There needs to be a happy medium.

There are times when other board members feel the chair and superintendent are too close and are leaving them out of too many discussions.

There are numerous models of chair/superintendent relationships – many that work effectively. However, that dynamic is subject to change whenever the board elects a new chair.

In some cases, the board chooses a new chair because it is uncomfortable with the way the chair and superintendent have interacted in the past. Those boards will be looking for a new direction. Board members will sometimes question how agendas are built or how items are added to the agenda.

Communicating with the board/superintendent

One question that comes up regularly is “Who talks to the superintendent?” When issues arise, is your board’s protocol to call the board chair or the superintendent directly?

In some districts the chair acts as a filter and brings items to the superintendent when he or she feels it is appropriate. In other districts, the superintendent wants the contact with individual board members.

Neither is better than the other, but there should be a consistent expectation on how things are done in your district.

Establish protocols

When a new chair is elected we recommend the chair and superintendent sit down and agree to a set of protocols. These questions can serve as a framework for that meeting.

1. Do the chair and superintendent need to meet regularly? If so, when and where?

In some districts those meetings might include the executive committee (vice-chair and other officers).

2. What are the items that need to be discussed in those meetings (agenda topics, calendar dates, issues the

superintendent wants to run by the chair before bringing them to the full board, etc.)?

3. How should the chair and superintendent communicate in emergencies?

4. What information should be forwarded to the chair vs. the whole board?

Plan a board self-evaluation to discuss board/superintendent interaction

Likewise, the board should meet with the superintendent to make sure everyone is on the same page when it comes to communication with the board. These discussions should include: •w hen and under what conditions the board members should call the superintendent directly, •w hen the superintendent should contact board members or rely on the chair to let the board what is happening.

• t he superintendent’s expectations

SEL

(continued from page 3)

conditions just as “normal” as going to a doctor for any other illness.

The success of public education depends on it. *The Hechinger Report “is a

when it comes to board members contacting other district staff, visiting schools and how to respond when a member of the public or staff member contacts them looking for assistance.

These are areas that, without some sort of protocols or procedures, have the potential to cause disruption and bad feelings. The board should look at their policies and bylaws around communications to ensure the board and superintendent are comfortable with them.

In general, problems arise when there is no clear set of expectations regarding communication among the superintendent, board chair and other board members. Having a conversation before an issue arises is much easier, than trying to fix a problem while in the middle of it.

If you would like assistance from CABE in facilitating such a discussion, please contact Nick Caruso at CABE at ncaruso@cabe.org or 860-571-7446. national nonprofit newsroom that reports on one topic: education.” **MHA promotes itself as “the nation’s leading community-based nonprofit dedicated to addressing the needs of those living with mental illness and promoting the overall mental health of all.”

Source: CT State Department of Education, February, 2022

What’s It Been Like for Superintendents?

Fran Rabinowitz

Executive Director, CAPSS

Mike McKeon and John Frassinelloi from SDE and Lynn Sosa and Tom St. Louis from DPH joined the Board Chair Check-In and Update on February 22 to discuss the newly released COVID guidelines.

The last two years have been very stress filled for superintendents as they have done their best to lead districts forward in uncharted territory with countless perspectives on every leadership move they made. Sometimes, it seemed that they could not make anyone happy and in many instances, they carried that burden alone.

As we come forward from the pandemic, many stressors on superintendents continue. I worry about their mental health and encourage them to de-stress with whatever works for them. My hope is that the district stakeholders, students, staff, families and the Board see their superintendent as a courageous, caring leader who wants what is best for every child but is also a human being who may be a father, mother, husband, wife, brother and so on, with the same emotional and support needs that all of us have.

14

The Journal – Connecticut Association of Boards of Education | April, 2022

Would You Like to Write for the CABE Journal?

Lisa Steimer

Sr. Staff Associate for Professional Development and Communications, CABE

About the CABE Journal

The CABE Journal has a reputation for fairness, professionalism, and accuracy. The CABE Journal is published by the Connecticut Association of Boards of Education.

The purpose of the CABE Journal, and of all other CABE publications, is

to publish information and points of view beneficial to public education and boards of education in Connecticut and to publish information promoting the beliefs, polices and activities of the Association and its membership.

CABE attempts to present a variety of information which will help the general public and local boards of education to understand and respond constructively to educational issues.

CABE encourages the presentation of alternative points of view in our publications. However, editorial control is maintained by CABE’s Executive Director.

What do we want?

We are looking for articles about emerging education trends and solutions available that are aimed at our audience of school board members, superintendents, and other administrators. We cover just about every public education topic, with special emphasis on district-level leadership.

What we don’t want Few teachers read the CABE Journal, so articles aimed specifically at classroom educators aren’t right for us. And, we don’t publish articles that push a particular product or service.

We welcome detailed query letters for first drafts of articles for our review.

People in the News – To alert us to a CABE member who is assuming a new title, retiring, receiving a significant honor or has passed away, contact Lisa Steimer at lsteimer@cabe.org.

Spotlight on Connecticut Practices – This resource allows school districts to learn about - and find inspiration from - successful programs. We invite you to briefly tell us about your most successful programs and help inspire all school boards, by completing a simple survey that can be found at https://www.cabe.org/page.cfm?p=1218.

For more information about writing for the CABE Journal, please go to cabe.org/page.cfm?p=1352.

Other Ways to Contribute Editorially CABE Area 9 held a Virtual Legislative Breakfast on February 22. Representatives Nolan and McCarty and Senator Osten participated.

Letters to the Editor – Comments on an article or points of view can be submitted to Lisa Steimer at lsteimer@ cabe.org.

Meetings of Interest n April 6, 2022:

State Board of Education meeting, 9:30 a.m.

NOTE: Additional meetings of various legislative committees are still being planned. Go to www.cga.ct.gov for meetings scheduled for April.

CSDE/RESC Alliance Increasing Educator Diversity Virtual Recruitment Fair Thursday, May 5, 2022 2:30-5:30pm Do you need help recruiting and retaining diverse educators and filling teacher shortage areas?

The 3rd annual RESC Alliance Increasing Educator Diversity Virtual Recruitment Fair co-sponsored by the Connecticut State Department of Education will provide an interactive networking opportunity to help increase the racial, ethnic, and linguistic diversity of your workforce.

This one-day event will give you access to educators throughout Connecticut and New England.

Reserve your virtual booth online today at www.rescalliance.org/ied

Expert Solutions

The Journal – Connecticut Association of Boards of Education | April, 2022

15

YOUR CABE/CAPSS Convention Committee, Hard at Work!

Lisa Steimer

Sr. Staff Associate for Professional Development and Communications, CABE

Led by CABE’s Vice President for Professional Development John Prins (Branford), the CABE/CAPSS Convention Committee has begun the process of planning YOUR November 18-19, 2022 CABE/CAPSS Convention! An event such as the Convention requires a year of work by both the Committee, and the CABE and CAPSS staffs.

We often are asked, “How do CABE and CAPSS put together the Convention? What goes into deciding speakers and workshops?”

Here’s How We Do It

At the first meeting of the year, the Convention Committee reviewed the evaluation data you submitted on Convention workshops and the overall Convention. The Committee takes this feedback seriously, and when possible and reasonable, acts on the feedback.

The Committee always has a lively conversation at the first meeting regarding the Convention theme and workshop strands. This year was no

different. After a rich conversation, the Committee voted that the theme of the 2022 CABE/CAPSS Convention will be Public Education: Moving Forward for ALL Children. Workshop strands, which provide additional framework for the workshops to be presented at the Convention are: Lessons Learned for the Future, Advocacy for Public Education, Diversity, and Nuts and Bolts.

Convention Workshop Call for Proposal information was emailed to CABE member board chairs, superintendents, and others in early March. The deadline is April 8. Specific deadlines and criteria are included in the Call for Proposal information.

On behalf of the CABE/CAPSS Convention Committee, I encourage you school district to consider submitting a proposal.

What’s Next?

The CABE/CAPSS Convention Committee will meet in early spring, as will several subcommittees. By the end of May, the workshop subcommittee will make recommendations to the Committee with regard to workshop proposals received.

The Committee will make their

final determinations on proposals to be accepted. Notification to all who submitted proposals will be sent in early June.

You will receive information on entering YOUR district’s talented students to perform or exhibit their talents! A subcommittee meets to review each entry and make a determination on which performing groups will kick off our Friday and Saturday morning activities, as well as which talented students will be selected to exhibit.

This is the most difficult meeting of the planning process. Connecticut has such a wealth of incredible students! We look forward to welcoming students back to the 2022 CABE/ CAPSS Convention!

After the Committee’s spring meeting, a great deal of work goes on behind the scenes with communications between staff and Committee members regarding General Session speakers, sponsor and exhibitor recommendations, workshop moderators, and logistics. All the while, staff is working on generating information for you that will be emailed, mailed or accessible online, securing sponsors and exhibitors, looking for ways to

improve content delivery and working with the Convention site staff to ensure a positive experience for all!

Due to the many moving parts, the planning process can be likened to putting a puzzle together. There is a very specific way the pieces fit together. We are fortunate to have a Committee that has the tenacity to stick with the puzzle for 12 months and are able to enjoy the outcome of their puzzle building.

Over the coming months, the CABE/CAPSS Convention Committee will be releasing details as they come together. You will find these announcements in the CABE Journal, in the Wednesday What’s Going on at CABE email blast, online and in your mailbox.

If you have an interest in serving on the CABE/CAPSS Convention Committee, please contact Lisa Steimer at CABE at either 860-5717446 or lsteimer@cabe.org.

All of us who work very hard to create the CABE/CAPSS Convention year in and year out look forward to seeing you at the 2022 CABE/CAPSS Convention, Public Education: Moving Forward for ALL Children on November 18-19, 2022 at the Mystic Marriott Hotel in Groton.

16

The Journal – Connecticut Association of Boards of Education | April, 2022

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