B C
www.cabe.org
Vol. 26, No. 2
February, 2022
View from the Capitol
Malware and Ransomware…
Everywhere!
Patrice McCarthy
Deputy Director and General Counsel, CABE
Robert Rader
Executive Director, CABE
As the 2022 legislative session is about to begin on February 9, the view from the Capitol remains cloudy - with a chance of snow, sleet and thunder. While back in December, legislative leaders were optimistic about opening the Legislative Office Building and Capitol to the public, the recent resurgence of COVID has cast a shadow on that plan. CABE leaders and staff continue our meetings with House, Senate and Committee leadership in a virtual environment. While it is a short legislative session, legislative leaders have expressed their commitment to addressing the issues of social and emotional well-being, special education funding and attracting and retaining a more diverse educator workforce. These issues are among CABE’s Legislative Priorities, and we will be working with districts to obtain the data legislators need to pursue these issues.
Everyone who supports Connecti-
Last December, the Nebraska School Boards Association, host of the CABE database, which we use to keep track of school board members’ and superintendents’ contact information so that we can send them publications, including the CABE Journal, information on upcoming events, Advocacy and Policy Highlights and more, was hit by a ransomware attack. Luckily, this occurred after the CABE/CAPSS Convention, when we are reliant on the database for maintaining registration lists and other information. However, it happened while we were preparing for the New Board Member/Experienced Board Member Conference. Attendees may have thought the whole process was seamless, but we owe a debt of gratitude to CABE staffers Wilmarie Newton and Nancy Propfe, who worked with the Nebraska Association to develop a workaround. As we moved into January, our website provider, Finalsite, was also hit by a ransomware attack, which required Finalsite to take our website offline preventing us from sending out our weekly What’s Going on at CABE email blast. It also prevented us from providing information to our members and others that could easily be seen on www.cabe.org. We also learned that some district websites were knocked off line, too. Both the Nebraska Association
See SUPPORT page 9
See MALWARE page 6
Winter fun!
#ISupportMyCTPublicSchools
February 1-16, 2022 Lisa Steimer
Sr. Staff Associate for Professional Development and Communications, CABE
Join us and participate in a statewide initiative to send the message “I support my Connecticut public schools!”
Why Participate?
While long-time Hartford resident and author Mark Twain said, “Out of the public schools grows the greatness of a nation” in 1900, the words still ring true in 2022. You and your community can show support for Connecticut’s public schools – the heart of our communities. Let your support of
public education be heard!
How Can I Participate? Social Media Platforms
Share why you support YOUR Connecticut Public Schools! Use #ISUPPORTMYCTPUBLICSCHOOLS and tag your district. Be sure to use the hashtag so we can collect and share the positive messages!
Media Messages
Write a letter or op-ed for your local paper sharing why you support your public schools. Be sure to share your published pieces with us by emailing them to Lisa Steimer at lsteimer@cabe.org.
inside
Who Can Participate?
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Advice for New School Board Members
11
Book Review:
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You Don’t Have to The Savvy Ally: A Guide Like Each Other to for Becoming a Skilled Work Together LGBTQ+ Advocate Professionally
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 | February, 2022 PRESIDENT COMMENTARY
Hope in Action Elizabeth Brown President, CABE
The deadline for submitting articles for the February CABE Journal is January 10, so members will be reading this in February. My hope is that by February the scourge of COVID-19 will subside and our school districts will be in full operation mode – safe, healthy and all children and school personnel will be in full swing. There is a saying “hope springs eternal!” At this historic moment in time, as School Board members and educators grapple with the daily challenges of educating children in a pandemic, I am inspired by districts putting hope into concrete action to alleviate the impact of COVID-19 and utilize ESSER dollars to support students, teachers and families. Hope in Action! I would like to share with you a very exciting initiative in Waterbury. The Board of Education, in collaboration with Mayor Neil O’Leary and Superintendent Dr. Verna Ruffin, recently unveiled the Waterbury Promise Scholarship that
will provide scholarships to Waterbury Public School students and Waterbury students who attend Holy Cross High School, and W.F Kaynor Technical High School who meet certain criteria. Waterbury Promise will provide $5,000 per student per year of college beginning with the class of 2025 and the following graduating class. The scholarship is a last-dollar scholarship; the gap that remains after all individual grants, financial aid and other scholarships have been applied. Recognizing that current classes should benefit from the scholarship, students in grades 10, 11 and 12 will receive a portion of the full scholarship. Dr. Ruffin stated, “The mission of Waterbury Promise aligns with Waterbury Public Schools’ mission, which is to assist our students in achieving their highest potential.” Waterbury Board President Ann Sweeney commented, “We are thrilled to assist our students and provide funds to help students go on to a two or four year post-high school educa-
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 tion.” Hope in Action! I know New Haven, Hartford and Bridgeport have similar program. Should you consider doing such a program in your district? The Legislature is in session! Thanks to CABE Senior Staff Associate for Government Relations Sheila McKay and Area Directors for organizing meetings with legislators prior to the Session to discuss important policy and budgetary issues. CABE counts on your involvement and stands ready to help your district in any way possible. If you have “Hope in Action” stories to share please send them to ebrown@waterbury.k12.ct.us and spread the HOPE!
CABE AREA 5 LEGISLATIVE BREAKFAST JANUARY 11, 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 Ethel Grant | Associate, Naugatuck Ann Gruenberg | Associate, Hampton Anthony Perugini | Associate, Cheshire 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
Rep. Mitch Bolinsky, Rep. Cindy Harrison, Sen. Tony Hwang, Newtown Superintendent Lorrie Rodrigue with members of the Ridgefield and Newtown Boards of Education.
Sen. Tony Hwang, Superintendent Christine Carver (Bethel), and Superintendent Jeffery Melendez (Sherman) connect at the CABE Area Legislative Breakfast held in Newtown.
CABE AREA LEGISLATIVE BREAKFASTS – FEBRUARY 2022
n February 1, 2022: Area 4 – Virtual
n February 3, 2022: Area 8 – Virtual
n February 17, 2022: Area 2* – Virtual
8-9 a.m. 8-9 a.m. 8:30-9:30 a.m. *Co-sponsored by CREC, CABE and HASA. Watch your email for registration information.
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 | February, 2022
CABE Affiliate Members 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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EXECUTIVE DIRECTOR COMMENTARY
Are You a Leader? Robert Rader
Executive Director, CABE
As a school Board member or superintendent, you are, by definition, a leader. You have been elected or selected to lead in the shared work of providing education to the students in your care. I am sure there are some days in which you’d prefer not to be a leader because this role comes with many responsibilities and difficult decisions. The one that comes easily to mind is when to close or open schools because of COVID-19 or snow — half of the community will agree and the other half will disagree, whatever you choose. However, leadership in public education remains one of the best ways you can give back to your community and leave a valuable legacy. So, we came up with questions to ask yourself about your leadership. We cannot cover all of the areas in the many books and articles on leadership because of space limitations, but maybe these will get you going in the right direction: Do you always carry out your roles with the highest levels of professionalism, honesty and integrity? As the late General Norman Schwarzkopf stated, “Leadership is a combination of strategy and character. If you must be without one, be without the strategy.” Character is essential to being a good board member or a superintendent. It is connected, as is professionalism, honesty and integrity to who you are. Without high standards of conduct, you will appear to have no moral compass, a critical part of being professional in your dealings with fellow board members, your superintendent, other staff, students and the public. Are you trustworthy? Your word is central to your ability to work with and influence others. If you cannot be trusted, no one will want to work with you. Are you transparent in your dealings? Would you be okay if your local newspaper published an action you took on its front page? Many have said that they always tell the truth because they don’t want to have to remember lies that they would have told. Not a bad, simple strategy for all of us!
Do you act with civility even when faced with difficult problems and difficult people? Maintaining a posture of active listening and thoughtful conversation is critical to being a leader and a role model. Do you work within the expectations that your Board and Superintendent have developed to guide not only your Board meetings, but your relationships with each other? CABE and CAPSS agree it is critical that boards and superintendents discuss and come to some agreements about how that relationship should work. See our joint Governance Statement for best practice on delineation of what boards do, what superintendents do and what they should do together. Do you approach issues with an open mind? Of course, everyone comes to meetings with a unique frame of reference, but also preconceived notions and ideas. This is inescapable. An effective leader should always be open to other ideas, opinions and thoughts. Good leaders take advantage of others’ thinking, abilities, knowledge and skills to develop the path forward. Do you use data to make your decisions? We are no longer in a period in which we just “went by our gut” to make the best decisions we can for our children. Use resources, such as SDE’s Edsight or NSBA’s Center for Public Education which can help you make the best decisions. Do you use your emotional intelligence to help bring out the best in others? Dr. Daniel Goleman explained emotional intelligence as “the capacity for recognizing our own feelings and those of others, for motivating ourselves, and for managing emotions well in ourselves and in our relationships.” Awareness of how our emotions affect what we’re doing is the fundamental emotional competency. A leader in today’s schools is neither a general nor a dictator, handing down orders. Instead, a leader understands those around them and knows how to motivate them. Do you know those you work with? Tufts Dean Emeritus Jeswald Salacuse has written that “interests drive actions”, that is, that what people care about drive them to act as they will.
He suggests getting to know people and their interests outside of formal settings. For example, getting to know about others’ personal interests, or their families over a coffee can help provide information that a good leader can use to help the board function more effectively. Do you have your own vision of where your school district should be headed? I mentioned a moral compass above. This is more of a “vision” compass, keeping you focused on whatever issues the district needs to address. A leader has to recognize obstacles, scarcities, and the effect on others as the leader sets out and continues to work towards the vision. Ability to understand what roadblocks you must face and how to get around them often requires compromise as a board rules only by majority vote. Don’t lose your core principles and your vision — but understand that the ability to compromise is another strength of a leader. Do you help others succeed? Leaders help others — even when they disagree on an issue. Effective Board Chairs, for example, ensure that everyone is included in discussions and that issues are discussed in a nonpartisan, thoughtful way. Do you share the credit… and the blame? A strong, confident leader understands that successes are almost always due, in part, to those around the leader. Praise in public and criticize in private. Do you admit mistakes? It’s a lesson from Watergate: the cover up is usually worse than the original error. When a leader admits an error, it shows a sense of humility that will strengthen others’ impressions of the leader—and, as a bonus, it’s usually the right thing to do. Best of luck, leaders! And, let us know if we can help strengthen your leadership!
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The Journal – Connecticut Association of Boards of Education | February, 2022 See You in Court – The Nutmeg Board of Education
Bob Bombast’s Short-Lived Reign as Board Chair 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. Bob Bombast has served on the Nutmeg Board of Education for some forty years, but he never served as Chairperson – until now. In the last election, six new members were elected to the Board, and they succumbed to Bob’s entreaties to elect him, the “voice of experience,” to serve as Chair. They were soon to regret their vote. Bob promptly asked Ms. Superintendent for an office and a dedicated administrative assistant to support him as he fulfilled the “important duties of the Board Chair.” Then, Bob started issuing regular press releases on behalf of the Nutmeg Board of Education. Mal Content, another experienced Board member, soon tired of Bob’s press releases, and, concerned that Bob had arrogated to himself the authority vested in the Board as a whole, Mal wrote Bob a pointed email, with a copy to each of the other members of the Board. In his email, Mal told Bob to knock it off, explaining that Bob has no authority to speak on behalf of the Board unless the Board delegates that authority. Bob’s Reply All was swift and strident: “Before you go shooting off your big mouth, Mal, you should read our Bylaws. They provide in plain English that ‘the Chairperson shall serve as the spokesperson of the Board of Education.’ I will continue to do the job I was elected to do.” Bob proceeded to do that job in his own way. Almost every day, Bob issued a pronouncement “on behalf of the Board,” on topics ranging from mitigation measures to keep students in school to the menu for the Nutmeg Memorial High School cafeteria. Bob also attended meetings of the various Board committees, but as far more than an ex officio member. At a recent meeting of the Board’s Policy Committee, for example, Bob dominated the discussion and, to the annoyance of Board member Penny Pincher, who is Chair of the Policy Com-
mittee, Bob asked the other members of the Board attending the meeting to join him with the members of the Policy Committee at the table to participate in the Committee’s deliberations. The final straw came when Bob signed a contract with a software company for some fancy new messaging system that would permit him (and other Board members who choose to do so) to issue community alerts about the Nutmeg Public Schools. Bob’s action came to light when Ms. Superintendent received the bill and alerted Board member Red Cent, who chairs the Finance Committee. Red was annoyed, and he sent out an email, informing the other Board members of Bob’s action. Soon, the members of the Board were in full mutiny mode. At the next meeting of the Board, without warning Mal Content moved to remove Bob as Chairperson for cause, and Penny Pincher promptly seconded Mal’s motion. In his role as Board Chair, Bob opened the floor up for discussion, but then he started the discussion himself by objecting to Mal’s motion, calling it a sneak attack. However, all the other Board members spoke out in favor of removing Bob from his position as Chairperson. Penny complained that Bob had hijacked her Policy Committee meeting, and Mal repeated his criticism that Bob was purporting to speak for the full Board without authority. Red Cent accused Bob of spending Board funds without authorization, and he even moved to amend Mal’s motion to add that Bob should be personally liable for the cost of the new messaging system. Red’s motion to amend Mal’s motion failed, but the Board members voted eight to one to remove Bob as Board Chair. However, Bob refused to relinquish the gavel, stating that he would not acquiescence in “this illegal action.” Did the Nutmeg Board of Education violate Bob’s rights and is he still Chairperson? • • • • • • • • • • • • • • • It depends on the bylaws of the Nutmeg Board of Education. But before we discuss Bob’s rights in this situation, we will review the role of the board chairperson more generally. Conn. Gen. Stat. § 10-218 provides that, within a month of the time newly-elected members take office, each board of education shall “elect from
its number a chairperson and elect a secretary of such board.” To be sure, some boards of education also elect a vice-chairperson, and regional boards of education are also required to elect a treasurer. Conn. Gen. Stat. § 10-46(d). However, the Connecticut statutes do not include a procedure for removing a board of education officer or, more generally, a member from the board. The quoted statute goes on to provide that the board of education may prescribe the duties of the chairperson and the secretary. Absent a delegation of authority from the full board to the chairperson, the duties of the chairperson are typically procedural, in that the chairperson participates in setting the agenda for and presiding over board meetings. The statutes do not confer any special powers on the board chairperson. Acting as spokesperson for the board of education is a typical responsibility of the board chairperson, and it serves as a good illustration of the limitations on the authority of the board chairperson. It is appropriate for the board chair as spokesperson to describe actions that the board has taken, but it is
not appropriate for the board chairperson to comment substantively on behalf of the board on matters that the whole board has not acted on. The statutes do not set forth any procedure for the removal of board officers, but some boards of education have addressed the issue through their bylaws. In 2005, the Connecticut Supreme Court had occasion to consider the complaint of a board of education chairperson that his board of education had improperly removed him from his office for cause. Given that that board’s bylaws in that case provided that removal for cause was permitted only after “reasonable notice and hearing,” the court ordered the reinstatement of the chairperson because, it found, reasonable notice was not provided before the board took action. LaPointe v. Winchester Board of Education, 274 Conn. 806 (2005). Board of education members may wish to review their bylaws to see whether and how removal of board officers is permitted. Bob’s short-lived reign as Board Chairperson in Nutmeg raised other issues as well. To be sure, Bob had no See SEE YOU IN COURT page 13
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 | February, 2022
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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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6 MALWARE
(continued from page 1)
and Finalsite (a CABE “Valedictorian” Business Affiliate) worked around the clock to restore service, but it took time, money and huge effort. Following the FBI’s recommendation, neither made public exactly how they got back on track. We have been assured by our service providers that no member information was jeopardized. Our trust in these service providers remains high — even the Federal Government has been hit by these type of attacks. My point is this: with so many easily developed schemes to trick us and steal information, even these top-notch software developers were vulnerable. What’s a school board to do? While districts have IT personnel or use the RESCs (we use CREC) to help with technology and ensuring that it is safe, it is certainly appropriate for Boards to consider and ask about how district data is protected. Remember, your district has information about your students, staff (including salary and Social Security data) and security in your buildings. Your networks have to be protected as well. A broad public conversation on budget issues and the necessity of adequately funding technology might
The Journal – Connecticut Association of Boards of Education | February, 2022 be helpful in your district, but if this discussion will be discussing security issues, it might better be held in executive session (as permitted by the Freedom of Information Act). In general, though, we would recommend that Board Members don’t need to be privy to detailed security measures, but, should maintain a broad, oversight focus. Here are some recommendations by one expert on IT security, Robert R. Ackerman, who wrote last spring: “The best thing would be to back up school systems in the cloud. This requires more security funds but isn’t overly expensive. It would, however, require more IT talent. “A lesser but still worthwhile step would be to train teachers, in particular, to get in the habit of right-clicking on email attachments to scan for malware before opening them. Hackers know that teachers are often the recipients of student schoolwork sent via email. So they hijack student identities. “Assuming that school systems can find the wherewithal to boost security budgets, here are some additional steps that could be helpful: • Focus on awareness and training. Students, as well as teachers and other school employees, need to be better educated about phishing scams
and ransomware attacks and how they’re delivered. The more they know, the more cautious they could become. • Implement network segmentation. Sensitive data should not reside on the same server and network segment as the email environment. • Monitor privacy settings and information available on social networking sites. • Patch operating systems, software and firmware as manufacturers release updates. This way, you’re relying on your systems to do more of the security work. • Regularly change passwords to network systems and accounts. Also avoid reusing passwords for different accounts.” Writing in the American School Board Journal’s December 2021 edition, Attorney Adam Griffin** suggested Boards “engage these issues by: • Asking questions so that they are well-informed about the district’s current cybersecurity policies and procedures. • Dedicating resources, including financial resources, to cybersecurity. • Carefully reviewing contracts with vendors who have access to or custody of district data. • Reviewing internal district policies related to cybersecurity. • Ensuring the district carries
appropriate cyber insurance to cover financial risks.” As districts continue to develop their budgets for next year in terms of technology, not only should they consider the needs of students and staff in case the district goes to remote learning, but, also the district’s security needs. While it is a complicated field, considering these issues before they arise may, in the long run, save many thousands of dollars. *Robert R. Ackerman Jr. is founder and managing director of AllegisCyber Capital and co-founder of cyber startup foundry DataTribe. I took his information from https://www.securitymagazine.com/articles/95164-now-ransomware-is-inundating-public-school-systems. **Adam Griffin is a partner with Adams and Reese LLP and advises school districts nationwide on issues about data privacy and security.
“ I have decided to stick with love. Hate is too great a burden to bear.” – Martin Luther King, Jr.
The Journal – Connecticut Association of Boards of Education | February, 2022
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COMMUNICATIONS 101:
Advice for New School Board Members Glenn Cook
Contributing Editor, American School Board Journal
Being able to make a difference and feeling like you can solve problems are two of the most common reasons someone seeks a position on the school board. But it’s not something you can do alone. Understanding that point is easy from a practical standpoint. Majority rules, after all. But for some, accepting that your power is nil without that majority can be difficult to accept, especially if you feel like you’ve been elected with a “mandate” to make changes in how schools operate. “At all costs, avoid saying, ‘I’ll take care of it!’” says Ramona Miller, director of board development and technology for the North Carolina Schools Boards Association. “It’s important to become educated on the culture of your board and understand the norms and protocols of your governance team.” Consider this a Communications 101 lesson for new board members. It’s one that can’t be stated too often, given the turnover boards see each winter following an election cycle. For this month’s column, I solicited comments from several trusted state association trainers and communicators who answered a simple question: “What is advice you would give to a new board member?” “Our message to new board members is this: You are not the person to solve everyone’s problems,” says Greg Abbott, director of communications for the Minnesota School Boards Association. “You are the person who needs to direct people to the district person who can solve their problem.”
Listen and Learn
For Barbara Bradley, who has worked in a variety of roles for the New York State School Boards Association (NYSSBA), new board members can’t underestimate the value of listening. Doing so with an open mind, she says, provides you with an opportunity to “learn what goes on in your schools and how others perceive your schools.” “That’s where the communications
really begins,” says Bradley, NYSSBA’s deputy director of online communications and project learning. John Tramontana knows firsthand that this is true. In addition to his role as director of communications, public relations, and marketing for the Michigan Association of School Boards, Tramontana has been on his local school board for four years. “When you first start, it’s like drinking from a firehose. There is so much information coming at you at once and your’re trying to figure it all out,” he says. “Communication is a two-way process, so you really need to listen as much, if not more, as you speak.” When confronted with a negative incident in the district, board members should determine whether the issue is related to governance (a board task) or operations (an administrative task) and respond appropriately, says Debbie Elmore of the South Carolina School Boards Association (SCSBA). “You do not want to leave the impression that you can ‘fix’ every problem that everyone may have,” says Elmore, SCSBA’s director of governmental relations and communications. “Individual board members speak for themselves. You are one person, one vote. Consider the impact your comments will have on the district and know who speaks for the board.” As new board members learn their roles, they should follow the chain of command when it comes to questions about policy and operations, Tramontana says. Talk to the board president or superintendent first. New board members will soon learn more about roles and responsibilities so they know what’s appropriate and what’s not,” he says. “Until you have those figured out, talking to the board president and/or superintendent is the best approach.” Tramontana also suggests that you should not be afraid to ask questions, especially at the board table.
Part of the System
Last year, I wrote a column about dealing with rogue board members – those with an agenda that leads to
distrust and dysfunction. While you may have been elected on a platform of not fitting in, taking the time to understand the issues and build trust with your fellow board members may alter your view and help you avoid that toxic brew. Here are some other tips: Take the time you need to understand and be well-informed on the issues you face. Respect the confidentiality of privileged information. Finally, look for ways to create and develop what Heidi Vega calls “authentic relations” with your school community. “When people communicate about a school, what do they say? Most likely they are going to share their personal experience or an experience of someone else they know,” says Vega, communications director for the Arizona School Boards Association. “Think about the types of experiences and relationships your local school has with your community {and} ensure the experiences in your public schools are the best ones for students, families, and community members.” Miller agrees, noting the entire board should discuss “how to interact with staff and connect with the community” so “well-meaning new members can avoid precarious situations.” “I know of school boards where its members are expected to be in the schools helping in the carpool
line or doing whatever is needed in the district,” Miller says. “There’s an understanding about expectations that allows all of the staff and parents to be comfortable with casual conversations with those board members.” Abbott suggests asking the superintendent for a monthly report on what he calls “the positives.” Having that information in hand will help you when community members or staff ask questions about the schools. “Become part of the system,” Abbott says. “Use three items as your elevator speech when you’re approached by a member of the public about how the schools are doing. Knowing three positives in your district and being able to concisely talk about them build trust in your district – especially in the age of social media.” Finally, Tramontana notes, new board members should become involved with their state association as soon as possible. “They have resources, from learning opportunities and conferences to publications to networking, that can really help new board members become effective at the board table,” he says. Sound advice indeed. Editor’s Note: This article first appeared in the February 2019 American School Board Journal.
26th Annual CABE Student Leadership Awards The CABE Student Leadership Awards Program includes students in grades 7-12 who exhibit exemplary leadership skills. Two students from each school in a CABE member district are eligible to receive the award. Last year 401 middle and high school students from 102 CABE member districts received the CABE Leadership Award. Go to https://www.cabe.org/page.cfm?p=1351 for more information and the award application. Contact Cory Ucci at cucci@cabe.org with any questions you may have.
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The Journal – Connecticut Association of Boards of Education | February, 2022
THE POLICY CORNER Vincent A. Mustaro
Senior Staff Associate for Policy Service, CABE
Electronic Mail Communication Among Board Members Connecticut’s Freedom of Information Act, passed in 1975 by the General Assembly, is designed to provide for more open, transparent government. Boards of education, defined as public agencies by this statute, must comply with the provisions of the Act. The Freedom of Information Act requires that the meeting of public bodies such as school boards be open to the public. In addition, public records, with few exceptions, must be made available for public inspection or be given to individuals and organizations who request copies. Further, the statute requires that regular, special and emergency meetings of school boards must be open to the public. Any hearing or other proceedings of the board, any convening of a quorum of a multi-member agency, and any communication to or by a quorum of a multi-member public agency to discuss or act upon a matter over which the public agency has supervisory control, jurisdiction, or advisory power is defined as a “meeting” under the Act. This statutory definition includes committee as well as telephone and electronic meetings. A voice mail message or an answering machine message can create a ‘record’ subject to the Freedom of Information laws. The Public Records Administrator in a Management and Retention Guide for Electronic and Voice Mail indicated that voice mail and answering machine messages are considered “transitory in nature and may be deleted at will.” However, there may be times when certain messages could later be used as evidence and should be retained for the same period that would apply to a written record of the same nature. In addressing the issue of email retention, the Public Records Administrator found the boards of education are responsible for establishing guidelines for which of the three categories email messages are placed. The federal Rules of Civil Procedure address electronically stored information also. The federal rules do not mean that every last bit of electronic information
must be retained. School districts need policies that make clear what documents must be saved and when they can safely be discarded. This has been addressed in CABE’s policy #3543.31, “Electronic Communications Use and Retention,” with an accompanying administrative regulation. This is a recommended policy for inclusion in a district’s policy manual. As stated, the board of education is authorized to discuss district business only at a properly noticed board meeting. Other than during a board meeting, a majority or more of a board quorum may not engage in contemporaneous interactive communication, whether in person or electronically, to discuss district business. It is recognized that electronic communication among board members and with the administration can be an efficient and convenient way to exchange information. However, it must not be misused to deliberate issues that are appropriately discussed only in a public meeting. Therefore, board members and administrators must exercise caution when communicating between and among themselves via electronic messaging services including but not limited to email, internet web forums and internet chat rooms. It must be understood that at times these communications may be considered school district records subject to public disclosure. Electronic messaging communications should also conform to the same standards of judgment, propriety and ethics as other forms of board-related communication. When communicating electronically, board members and district administrators should adhere to the following guidelines: 1. B oard members shall not use email or any other electronic messaging service as a substitute for deliberations at board meetings. (A board member may discuss district business in person or by electronic means with less
than a quorum of other board members at a time. However, a board member should not facilitate interactive communication by discussing district business in a series of visits with, or use of emails or telephone calls to, board members individually.) 2. Board members shall be aware that email and email attachments received or prepared for use in board business may be considered public records that may be open to public disclosure, upon request. 3. Board members shall avoid reference to confidential information about employees, students, or to others in email communications because of the risk of improper disclosure. 4. Board members shall adhere to the district’s “acceptable use” policy in all email communications and refrain from sending inappropriate, profane, harassing or abusive emails. 5. The Superintendent or designee is permitted to email information to board members. This can include board meeting agendas and supporting information. When responding to a single board member’s request, the Superintendent should copy all other board members and include a “do not reply/forward” alert to the group, such as “BOARD MEMBER ALERT: This email is in response to a request. Do not reply or forward to the group but only to the sender.” 6. Board members are permitted to provide information to each other, whether in person or by electronic means, that is non-deliberative and non-substantive. Examples of this type of communication include scheduling meetings and confirming receipt of information.
7. A board member should include a “do not reply/forward” alert when emailing a message concerning district business to more than one other Board member. The following is an example of such an alert: “BOARD MEMBER ALERT: This email is not for interactive discussion purposes. The recipient should not reply to it or forward it to any other individual.” 8. Board members are permitted to discuss any matter except district business with each other, whether in person or by electronic means, regardless of the number of members participating in the discussion. (For example, they may discuss league sports, work, current events, etc.) 9. IF BOARD MEMBERS ARE NETWORKED TO THE DISTRICT SYSTEM, THE FOLLOWING MAY BE APPROPRIATE: Board members shall not reveal their passwords to others in the network or to anyone outside of it, except to the system administrator. If any board member has reason to believe a password has been lost or stolen, or that email is being accessed by someone without authorization, he/ she shall notify the Superintendent of Schools immediately. Many boards use paperless board meetings, such as provided by CABE, a type of electronic communication among its members and the administration, that is an efficient and convenient way to exchange information pertaining to the meeting of the board; but it must not be misused to deliberate issues that are appropriately discussed only in a public meeting. Therefore, board members and administrators need to exercise caution when communicating between and among themselves via electronic messaging services including but not s
The Journal – Connecticut Association of Boards of Education | February, 2022
9
Use of Federal Funding to Help LGBTQ+ Students Robert Rader
Executive Director, CABE
GLSEN, the “leading education organization working to create safe and inclusive schools for LGBTQ students” recently released a report on how states are using funding from the Every Student Succeeds Act (ESSA) to “advance equity in multiple aspects of a student’s education experience.” GLSEN reports that “it conducted a comprehensive review of ESSA State Plans and state guidance for districts and schools on ESSA implementation in all 50 states, as of June 2021. The review revealed a lack of attention to strategies and activities to advance LGTBQ+ equity, including as it intersects with racial justice and disability justice in the lives of LGBTQ+ students of color and LGBTQ+ students with disabilities.”
While there is interesting information about what states are doing with the money, recommendations should be of particular interest to local and regional school boards. According to the report, while there are “examples of actions that SEAs and LEAs have taken, our research suggests there remain many untapped opportunities.” GLSEN urged school districts and state departments of education to “take advantage of these opportunities, and to expressly incorporate LGBTQ+ equity efforts into their state and local ESSA plans, related guidance, and accountability systems.” Here are some of GLSEN’s recommendations. Districts should: • Review and develop LGBTQ+ inclusive and gender-affirming policies. • Strengthen professional development and staff supports for
LGBTQ+ equity. •F oster LGBT+ inclusion in the classroom, curriculum, and other academic programs. •E ngage and support LGBTQ+ families and families with LGBTQ+ students. •E xpand student health and support services to be inclusive of LGBTQ+ student needs. •E ngage and partner with LGBTQ+ affirming community centers and groups. • I mplement comprehensive and inclusive climate, anti-violence, and suicide prevention activities. • S upport LGBTQ+ affirming student groups and student leadership development. •E nsure LGBTQ+ inclusion in school sports and other extracurricular activities. •C ollect and report data on the
experiences of LGBTQ+ students. • Improve forms, records, and IT systems to protect and respect transgender and nonbinary students. • Create dedicated offices, programs, convenings, and needs assessments to advance LGBTQ+ equity.” GLSEN stated that it hopes that local school districts and state departments of education “will use this roadmap to integrate LGBTQ+ equity in to all school improvement efforts, and will recognize and embrace ESSA as a powerful tool for ensuring nondiscrimination and equitable opportunities for LGBTQ+ students.” The full report is available at https://www.glsen.org/essa-implementation.
Would You Like to Write for the CABE Journal? 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
COMMUNICATION
(continued from page 8)
limited to surveying, email, internet web forums and internet chat rooms. In addition, the following guidelines should be considered regarding the conducting of a survey on an issue among board members using electronic means: 1. B oard members shall not use surveys, email or any other electronic messaging service as a substitute for deliberations at board meetings. 2. S urveying will not be used for topics referring to confidential information about employees, students or others in email
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. communications because of the risk of improper disclosure. 3. The district will avoid the appearance of conducting board discussion or actions, in which opinions are exchanged among a quorum of board members through repeated survey questions and answers, outside an open public meeting.
It is recommended that the board annually review its electronic communication policy and practices with its board attorney. Policy Implications: Bylaw #9327, “Electronic Communications Among Board Members” pertains to this issue and is considered a recommended bylaw for inclusion in a district’s policy
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.
Other Ways to Contribute Editorially
Letters to the Editor – Comments on an article or points of view can be submitted to Lisa Steimer at lsteimer@ cabe.org. People in the News – To alert us
manual. It is available upon request from the CABE Policy Service. A copy of this bylaw is also available in the CABE Core Policy Manual, posted in the member section of the CABE website.
MALWARE
(continued from page 1)
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.
Meetings of Interest
cut’s public schools can participate in this initiative – Board Members, Superintendents, administrators, teachers, parents, grandparents, students, and community members.
n February 2, 2022:
For more information, go to https://www.cabe.org/page.cfm?p=1457 or contact Lisa Steimer at lsteimer@ cabe.org.
n February 9, 2022:
State Board of Education, 9:30 a.m. Connecticut General Assembly Convenes
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The Journal – Connecticut Association of Boards of Education | February, 2022
The Journal – Connecticut Association of Boards of Education | February, 2022
11
BOOK REVIEW:
The Savvy Ally: A Guide for Becoming a Skilled LGBTQ+ Advocate by Jeannie Gainsburg
Robert Rader
Executive Director, CABE
As school districts continue their work on ensuring diversity, equity and inclusion, most of the attention has focused on the need of students of color. This is not surprising, since over 50 percent of students in Connecticut are of color. However, at the same time these efforts go forward, LGBTQ+ students also need the attention of school boards and staff. Much progress has been made in our country over the last two decades for those who identify themselves as lesbian, gay, bisexual, transgender, queer or other. However, we have also seen laws in some states blocking such basic necessities as allowing transgender students from use of bathrooms that agree with their gender identity. While Connecticut law forbids
such discrimination, the struggle to ensure equality continues, even in our schools. While many Boards have adopted policies and regulations protecting these students, a 2019 GLSEN* study released last January showed that these students still felt discriminated against in our schools. Knowing of all the work that has been done by Connecticut Boards and staff, I asked GLSEN to provide more information. I got this from Executive Director Bayard: “Connecticut has done crucial hard work to lay the foundation for LGBTQ student safety and wellbeing. There is still work to do to ensure that those changes translate into improvements in the day-to-day experience of every child in the state, and that commitments made on paper become real access to supports in every Connecticut school. GLSEN salutes the work the state has done so far, and is here to
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
partner with school leaders in the state to help make sure their intentions are lived out in every school, every day.” However, the survey also indicated that the “vast majority” of Connecticut’s “LGBTQ students... (sometimes, often, or frequently) heard anti-LGBTQ remarks.” Students also reported that most LGBTQ students “experienced anti-LGBTQ victimization at school.” Only about a third of LGBTQ students “who reported incidents said it resulted in effective staff intervention...” Many LGBTQ students in Connecticut reported discriminatory policies or practices at their school. Almost half (45%) stated that they experienced “at least one form of anti-LGBTQ discrimination at school during the past year.” So, how do we help LGBTQ+ students and staff? An educational trainer and consultant in the area of LGBTQ+ inclusion and an effective ally of the community, Jeannie Gainsburg, has written an excellent, thoughtful and witty book that not only helps define various aspects of the vocabulary in this area, but provides excellent pointers about how to address students (and adults) who may identify themselves as fitting into this area. She discusses, for example, how to address common questions and concerns, how pronouns are changing, how to create more safe spaces for conversation and provides recommendations for becoming an ally of this community. She makes clear that there are all different levels of allyship and stresses that people trying to help should do what they
feel comfortable with. Through reading this book and as a long-term ally of the LGBTQ+ community, it has dawned on me that many of the suggestions for helping members of this group is through using the same tools and practices as we use for others: showing respect, understanding that even within the group there is much diversity and that all people have the right to self-define who they are. The book helps us by seeing through the eyes of the cisgender Gainsburg, who came slowly to get involved in the movement and has “facilitated or co-facilitated more than five hundred trainings and workshops in more than twenty different states at corporations, colleges, government agencies, K-12 schools” and other organizations. I strongly urge school board members to read this book. Gainesburg makes the subjects easily understood and can help even with basic LGBTQ+ etiquette. For those who want to help or merely even understand members of their LGBTQ+ students, staff, or community, The Savvy Ally is a MUST read. *GLSEN is the “leading education organization working to create safe and inclusive schools for LGBTQ students”. More information and other resources can be found at glsen.org. CABE Policy #5145.53, “Transgender and Gender Non-Conforming Youth”, is available, in addition to policies pertaining to nondiscrimination and harassment.
CREC RESOURCE GROUP Providing services to support Diversity, Equity and Inclusion in the classroom Contact us for more information on Workshops • Professional Learning Audits • Book Clubs To enroll in a workshop or learn more please visit www.crec.org/diversity
Expert
Solutions
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The Journal – Connecticut Association of Boards of Education | February, 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:
y helping school boards B to increase student achievement: z Facilitated Bridgeport Board of Education retreat. z Presented at Middletown Board of Education retreat. z Presented Board Roles and Responsibilities workshops for the Ashford, Bridgeport, Columbia, East Haven, Newtown, Scotland, and Wethersfield Boards of Education. z Presented FOIA workshop for the Somers Board of Education. z Responded to 28 requests for policy information from 18 districts, the SDE and one out-of-state school boards association, providing sample materials on 25 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 were those pertaining to student attendance, budget issues and student-related topics.
y helping school boards B to increase student achievement: z Participated in discussion with CABE Equity Consultant Martha
Harris and Co-Chair of the Witness Stones Project, Pat Pheanious. z S ent three issues of “Policy Highlights” via e-mail list serve covering topics that affect student achievement. Included topics pertained to vision and mission statements, prevention of school violence, civility issues, use of remote learning, and development of a model curriculum. zF acilitated board retreats for the Bozrah and Portland Boards of Education.
y helping districts operate B efficiently and conserve resources: zA ttended electronic meeting with New Haven to assist district with its policy project. zP osted policies online, as part of the C.O.P.S. Program for East Hampton, Monroe, New Fairfield, New Hartford, Orange, Region 16, Ridgefield, Somers, Westport, Windsor, Woodbridge, and the CABE Core Manual. zA ssisted North Stonington with its superintendent search.
y ensuring members B receive the most up-to-date communications: z Prepared materials, as part of the Custom Policy Service, for Brookfield, Region 15, and Woodbridge. z Revised policies in the master
resource file of policies and in the online Core Manual.
y promoting public B education: z Attended CAPSS Board of Directors Meeting. z Completed draft of the January issue of the Policy Update Service publication. z Attended electronic meeting of the CAPSS Retired Members committee.
y attending Professional B Development to strengthen staff knowledge and skills: z Attended a COSA webinar on Legal Ethics. z Attended a COSA State Counsel meeting.
y representing B Connecticut school boards on the state or national level: z Participated in interview with CPTV’s Cutline reporter Jim Halladin for a presentation on school boards. z Participated in SDE/DPH Tuesday morning webinar on the COVID crisis. z Participated in a National Association of Superintendent Searchers’ meeting. z Attended NSBA Northeast Region meeting.
MARY BRODERICK, ED.D
z Met with ConnCase, CT School Finance Project, and RESC Alliance to discuss 2022 legislative session. z Participated in Social Emotional Learning and School Climate Advisory Collaborative. z Met with NSBA State Association Counsels. z Attended SDE Policy and Legislation Committee meeting. z Participated in Special Education Task Force meeting. z Participated in Discovering Amistad Board of Directors meeting. z Participated in virtual NSBA Convention Managers meeting. z Participated in virtual New England School Public Relations Association (NESPRA) formation committee meeting.
y providing services to B meet member needs: z Revised policies, as part of the Custom Update Policy Service, for East Hampton, East Windsor, Franklin, Gilbert School, Marlborough, New Fairfield, New Hartford, Newington, Sterling, Union, and Windham. z Presented a New Board Member Orientation in Thomaston. z Responded to a variety of legal inquiries from members.
New contract awards
For an update or more information on vacancies go to our website:
https://www.cabe.org/ page.cfm?p=1176
z Spoke to WTIC, the Hartford Courant, and Hearst Media about school reopening protocols after the holiday break.
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The Journal – Connecticut Association of Boards of Education | February, 2022
13
Newly Elected Board Members Patrice McCarthy
Deputy Director and General Counsel, CABE
As newly-elected board members settle into their roles, many observe that there is a steep learning curve and much “on the job training”. CABE resources have helped school boards shorten the learning curve for new members. Many newly-elected board members, as well as experienced leaders, were able to attend CABE’s New Board Member/Leadership
SEE YOU IN COURT
(continued from page 4)
business signing a contract for a messaging service without prior authorization from the Board. Also, his actions at the Policy Committee meeting invited a complaint that the Board violated the Freedom of Information Act (FOIA). By statute, a quorum of the full board may attend a meeting of one of its committees without posting a board
Conference in December. Individual boards have taken advantage of CABE staff to provide roles and responsibilities workshops, and local boards provide orientations to district operations. Providing mentors to new board members can also help acclimate new members. While some board members may have sought election based on a concern about a specific issue, understanding the system in which a board exercises governance is imperative in order for all board
members to contribute meaningfully to the work of the board. It takes at least a year to have an understanding of the role of the board member in budget adoption, curriculum approval, policy review, calendar adoption, etc. Some boards have developed community outreach efforts to build public understanding of the role of the board and attract candidates interested in board service. Emphasizing the role of the board as a team that only has authority when it comes together and acts in a meeting helps to set
expectations for the community and board members. The challenges faced by school boards and their superintendents have certainly been exacerbated by the pandemic. This has highlighted the need to develop strong, productive relationships between the board of education and the superintendent which can withstand challenging times and best serve the students of our public schools.
meeting. Conn. Gen. Stat. § 1-200(2). However, Bob’s actions in inviting other Board members to participate as Board members in the Policy Committee meeting arguably caused that meeting to morph into an illegal, unposted meeting of the Board. To avoid this risk, board members should be treated as any other member of the public when they attend meetings of committees of which they are not members.
Finally, the Nutmeg Board members have also likely violated the “meeting” requirements of the FOIA through their email communications about Bob’s performance. Whenever a board quorum communicates “by electronic means or otherwise” to discuss or act upon a matter within its jurisdiction, the board is conducting a “meeting” under the FOIA. Discussion by a quorum of the Board about Bob’s performance should have
been limited to properly-posted meetings of the Board and should not occur among a quorum by email. 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.
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
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The Journal – Connecticut Association of Boards of Education | February, 2022
You Don’t Have to Like Each Other to Work Together Professionally Nick Caruso
Sr. Staff Associate for Field Service and Coordinator of Technology, CABE
A while ago, I came across an interesting article from Business Insider Magazine. It discussed the wildly successful Discovery Channel program called Mythbusters. Mythbusters identified popular myths or urban legends and then tested them scientifically to see whether or not was “proven” (the myth is absolutely true), “plausible” (the myth might be possible) or “busted”, where it is proven that it couldn’t actually happen. The two co-hosts, Adam Savage and Jamie Hyneman, worked successfully through 13 seasons on a show where they had to work closely together as a team; identifying the myths they wanted to test, develop a process to scientifically test the myth and then planning out episodes of their show - not to mention the on-air conversations they had for each show.
One could only be impressed by the way they worked together to produce a very interesting and entertaining program. It was a bit surprising to find out that, in fact, Savage and Hyneman actually don’t like each other very much. In fact, they were quite open about not being friends. The article then proceeded to share how the two co-stars managed to work together so well for so many years in spite of leading totally separate lives. Of course, as I read the article, I immediately thought of my work with boards of education and how this might help some of them work better together when there were issue of people not “getting along”. In the Business Insider article, Adam Savage pointed out four things that kept the team alive for so long. 1. They Push Each Other In the interview with Business Insider, Savage said this about his cre-
ative process with Hyneman: “We challenge each other, we push each other to do better, we pick each other’s ideas apart, and there’s a real integrity to that process, as annoying as it might be on the temporal level.” 2. They Leave Their Egos at Home Savage said neither he nor Hyneman waste time being too stubborn or proud: “There’s nothing I find more boring than arguing with someone because they want to use their idea instead of the right idea. And half the time, we couldn’t figure out which one of us came up with the final way to do something.” 3. They Stick Together in The Public Eye Both Savage and Hyneman found their sudden rise to fame to be a little unsettling. Savage admitted: “Becoming famous is just plain weird. There’s no other way to put it. It’s a very peculiar glimpse into the world, and it’s afforded wonderful results in my life, but it’s also very strange, and having someone to go through that with is stabilizing.” 4. They’re Always Working Toward the Same Goal Savage said: “Ultimately, the takeaway is we don’t have to get along as long as we have our minds and our eyes on the same goal, which is to tell an elegant story about genuinely coming to an answer about a question we’re absolutely, honestly curious about.” Most of the boards I’ve been lucky to work with are fairly high-functioning teams, with board members showing each other respect and, in many cases you can tell that they really like each other. However, being that people gravitate towards board leadership for a variety of reasons, there are times when people of goodwill don’t agree with each other, and occasionally, don’t like each other. There are times when this dislike spills over to a point where it interferes with the board’s ability to govern the district effectively. So, what can we learn from our stalwart TV hosts? How can board members learn from them to be more effective, even when board members don’t get along?
Shared vision: The most effective boards, regardless of how they feel about each other, start their success with a set of clearly articulated, mutually understood goals. The hard part comes afterwards, however – by keeping the goals in front of you as you make every decision. Put on a good public face: Board members who act poorly towards each other really do hurt the schools by undermining the credibility of the entire leadership team. If you don’t agree with something, do so respectfully. The board’s standing in the community will be enhanced; and that means better support for your schools. The “Board” is more important than your ego: This can be tough to overcome, especially if any of your colleagues don’t want to play fair. However, you are leaders of the most important enterprise in your community. That work must take precedence. Take the high road and don’t feed into negative feelings. Push each other to do better: You can achieve far more good by working together than struggling apart. Set high expectations for the district through ambitious goals, and then work hard to support their success. Make this the work of the board, and encourage each other how important it is to achieve those goals. Have solid procedures for decision-making: Many times boards with contentious members actually aggravate the situation by not having strong procedures and policies (bylaws) in place. Improving communications, streamlining meeting structures and setting clear expectations on how the board will work together can help keep disagreements in check. Lastly, have a board self-evaluation or retreat. Sitting down in a less formal process and talking about what is important to you can be very helpful. CABE can assist you in those sessions with a self-evaluation tool and facilitators to help you focus on working together. If you ever watched their program, you would never know that the two Mythbusters hosts, Jamie and Adam, didn’t get along. If your board is having trouble getting along, you might want to think about how these suggestions might help you work better together.
The Journal – Connecticut Association of Boards of Education | February, 2022
15
Spotlight on a Legislative Priority Sheila McKay
Sr. Staff Associate for Government Relations, CABE
One of CABE’s legislative priorities is to remove the cap on the special education excess cost reimbursement grant. As it is implemented now, districts
People in the News n CABE Sr. Staff Associate for
Professional Development and Communications, Lisa Steimer, was elected Treasurer of the New England School Public Relations Association (NESPRA). Her two-year term began January 1, 2022.
seek reimbursement on costs in excess of 4.5 times the average per pupil expenditure, but don’t receive the full reimbursement. The reimbursement grant has been capped at 74 percent for the last few years and has been between 72-76 percent historically. CABE is asking for the legislature
to honor the 4.5. We seek to remove the cap so that districts can have a predictable reimbursement. Special education programs and placements are federal mandates but more importantly they are moral obligations to provide the education a student needs to succeed. Having a predictable reim-
bursement is necessary to fund special education programs. Reach out to your legislators to share how the current reimbursement impacts your district!
TIPS FOR EFFECTIVE LOBBYING
Research Your Members of the Connecticut General Assembly Connecticut General Assembly (CGA): what committees are they on; were they on their Board of Education or council? • Develop Relationships: establish them before you need them. • Invite your members of the CGA to a board meeting: they don’t all serve on the Education Committee so you are a valuable resource.
•S et your priorities: just mention a couple of issues. •L obby with your real life experiences: tell them how a state program is being implemented in your district. •D on’t overdo your lobbying: short and sweet. •S hore up lobbying allies: if you know there are other districts with a similar issue it can be
persuasive. • Don’t forget the media: when appropriate they can further an issue, but be prepared with facts. • Always be positive: the issue may be a problem but the person doesn’t have to be. • Everyone likes a pat on the back: give thanks for support!
16
The Journal – Connecticut Association of Boards of Education | February, 2022
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